Using LanguageⅠ教学设计方案

黄奕凤Unit 4 Exploring plants /Using language Exploring Plants

---by Huang Yifeng from Huidong Middle School

I.

II.

Analysis of the text:

The basic topic of this unit is “plants”. And the lesson “using language” required is the third period of the whole unit, which covers listening and discussing, writing. The listening text is three students talking to their class about some unusual plants. Examples of phrases expressing wonder and disgust are used in the text. After learning the lesson, students learn the features of the three plants and the way the speaker describes plants as well. Besides, students know how to respond with expressions of wonder and disgust in different situations. This period gives priority to listening with oral practice.

Ⅲ.

Teaching Goals: 1.

Target language:

1). Wonder:

That’s amazing!

What fantastic plants!

Wow!

How interesting!

2). Disgust:

Oh, yuck!

That’s disgusting! 2.

Ability goals: 1). Enable the students to talk about plants about their names, smell, shapes, sizes and so on. 2). Enable the students to express wonder and disgust with the target language. 3). Train the students to use an innovative way of thinking to develop their knowledge, and give their own oral composition. 4). Improve the students’

ability of searching and regrouping information, make analysis and feedback to the given information.

1 Teaching material: Exploring Plants ( NSEFC Book 9 Unit 4. Using Language )

黄奕凤Unit 4 Exploring plants /Using language 3. Learning ability goals: 1). By listening to the tape, students will learn how to describe plants. 2). Help the students learn how to express wonder and disgust with the target language. 4. Emotion task: Inspire the students to love plants and protect plants as well.

Ⅳ. Important points in teaching:

1.

How to describe plants with detailed information. 2.

How to get detailed information from the listening text. 3.

How to express disgust and wonder with target language. Ⅴ. Difficult points in teaching: 1.

How to describe plants.

Ⅵ. Teaching methods:

task-based method, student-centered method, communicative method and equipment-aided method

Basis: It is well known that teachers should teach students “how to learn” rather than “what to learn”. In this way, we can cast off the restriction of space and time so that students would be more active lovely and funny. And through communicative method, thoughts will be exchanged and improved, thus, the information gap will be filled.

Ⅶ. Interactive patterns:

pair work, group work, class work Note: That the students should listen while others talk should be strictly followed and the students should always be pleasant and polite to people. Students should give encouragement or help one another when necessary because they are doing pair/group/class work.

Ⅷ. Learning approach :

Cooperation, summarizing, explorative study

2

黄奕凤Unit 4 Exploring plants /Using language Basis: Positive learning and Cooperation is advisable so that the students can enjoy the pleasure and efficiency of working together. In the task of retelling and writing, the students should summarize and regroup the necessary information to a composition.

Ⅸ. Teaching aids:

tape, recorder, Multi-media computer, PPT document

Ⅹ. About the students: The structures are very fragmentary. Students are lacking in basic knowledge, which frustrate the process of teaching. What’s more, they are lacking in logic and the profundity of thinking.

Ⅺ. Teaching procedure: 1.

Pre-task Activity 1 The teacher’s presentation (1 minute, warming-up) The teacher will show students three pictures of the unusual plants to arouse the students’ interest in listening and to lead in. Activity 2 Pair work (2 minutes) Get the students to match the pictures of the unusual plants with the names given.

If the students do not know the words shown, get them to look them up in the dictionary as positive learning is encouraged here. Activity 3 Group work (3 minutes) Get the student to discuss what they think is unusual about each plant. ( get one student to report) This activity is in fact designed to train the students’ prediction for the listening exercises.

3

黄奕凤Unit 4 Exploring plants /Using language 2.

While-task Activity 4 Listening task (10 minutes) Listen to the tape once: 1). Find out who’s the speaker for each plant. (Ex. 2) 2). After each person’s introduction to the plants, there are short responds from other students. What are they? Take notes. 3). Check and classify them.

Activity 5 Speaking task (consolidation, 2 minutes) Show pictures (Ex5) to practise expressions for wonder and disgust so that the students can be more familiar with them and use them correctly in daily life. Activity 6 Listening task (8 minutes)

Listen to the tape for the second time ( Press the pause button to allow the students time to finish the chart when necessary.) and fill in the chart of Ex.5. Check. The purpose is to train the students’ ability of getting detailed information from a listening text. 3. Post-task Activity 7 Speaking task (12 minutes) Students try to use their own words to describe one of the three plants they like in groups according to the information they filled in the chart. Check. Note: Teacher encourages the whole class to try to retell together before the practice so that the students have full confidence of the task. After the practice, get some top students to give their description orally as model compositions so that the other students can improve theirs, thus, it can be easier for them to finish the writing task of this unit. Homework (2 minutes) State clear what the requirements are and get the students to write a paragraph about Rafflesia arnoldii by using the information given in the form of a diagram.

4