Learning about Language课件配套优秀教案案例

Teaching Plan for M4U2 Working the Land – Learning about Language Feng Jingqi (Wenzhou High School)

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Teaching ideology Vocabulary is central to English language teaching because without sufficient students cannot understand others or express their own ideas. Wilkins (1972) wrote that “. . . while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (pp. 111–112). Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of the words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time as Nation (2001:318) notes that “all

fluent and appropriate language use requires collocational knowledge.”

Grammar is the foundation for communication and grammatical competence is essential for communication (Brown, 1994a; Larsen-Freeman, 1991). In grammar teaching, students are presented with contextualized scenarios illustrating a specific structure. Students are guided to discover the underlying rule of the structure as well as its meaning in context followed by explicit teaching and learning of the target structure. According to the new English curriculum, language classroom should be student-centered. In order to improve their comprehensive language competence, students should be provided with authentic language data and guided to discover the difference among similar phrases as well as the underlying grammatical structures in meaningful context. Simply knowing that vocabulary and grammar are intimately connected isn’t

enough. In order to help students develop these two essential skills, teachers need to apply this knowledge and create chances for them to integrate the two skills, such as putting all the target vocabulary and grammar patterns into use as the final task. It’s not enough for the teacher to simply help students practice the structures. The teacher should also try to create meaningful contexts for the students to use the structures learned in meaningful communication.

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Analysis of the Teaching Material The content of this lesson is Module 4 Unit 2 Working the Land –

Learning about language. It consists of two parts. The first part is about new words and expressions and the second part is about grammar learning. Also a learning plan is provided for students for their convenience. Learning about language plays an important role in the unit and both the vocabulary and the grammar patterns in this unit are essential for students to learn English well.

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Analysis of the Students All the students are from Class 6, Grade One in Wenzhou High School. They have learned English for over 7-9 years and developed proper language accuracy and fluency. There are more boys than girls in this class and on the average, girls’ English competence is better than boys’. As far as I know, they have already learned the passage ‘A Pioneer for All People’

They also have learned the “–ing”

form used as the subject and object in middle schools and but probably they are not very clear which verbs are followed by “–ing”, which by the infinitive or which by both. Moreover, they may not be able to tell the difference between the meanings of verbs followed by both the “-ing” form and the infinitive.

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Learning Objectives: 

Knowledge aims: 1.

Students will be able to use the new words such as struggle, expand, would rather, therefore, rid…of, thanks to, be satisfied with to fill in the blanks. 2.

Students will get the preliminary knowledge of the “–ing” form used as the subject and the object, and put them into use. 

Ability aims: 1.

Students are expected to use certain new words and expressions to make sentences correctly. 2.

Students are able to tell apart the sentences using –ing form as the subject or the object. 3.

Students are encouraged to discover the difference between the meanings of same verb followed by –ing or by the infinitive. 

Emotional aims: 1.

Students are encouraged to tell the underlying grammatical patterns, thus building up confidence in the language learning. 2.

Students enhance their teamwork awareness by doing group work.

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Teaching Methods: 

Task-Based Language Teaching

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PPP Model

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Communicative Approach

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The Guided Discovery Method

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Key points and difficult points 

Key Point:

1.

Students are able to fill in the blanks with correct words and expressions; 2.

Students are able to master how to use the “–ing” form as the subject or the object. 3.

Students are able to classify the verbs into three categories according to the following structures, such as followed by “–ing”, by the infinitive or by both. 

Difficult Point:

1.

Students are able to put struggle and rather into use correctly 2.

Students can distinguish the different meanings of the same verb followed by the “–ing” or by the infinitive. 3.

Students are able to use the tips learned in the lesson to finish the final task.

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Teaching Procedures

Step 1: Warming up and free-talk (3 minutes)

T: Good morning, boys and girls. Nice to meet you. How are you today? S: …

T: At the beginning of today’s lesson, I’d like to show a short interview about Dr. Yuan Longping. (Play the video)

T: What do you think of Dr. Yuan Longping?

S: …

(Possible answer: Humorous)

[Purpose: To arouse students’

interest in the topic and activate the schema of their background knowledge on today’s topic]

Step 2: Filling the blanks (3 minutes)

T: Yesterday we talked about his work, achievement, hobbies and dreams. Now would you please use some of the new words and phrases in the reading passage to fill in the blanks?

[Purpose: To review the new words and expressions in the previous reading passage, check whether students understand their meanings and make good preparations for the next step]

Step 3: Learning about “struggle” and “rather” (10 minutes)

T: Let’s read the passage together.

S: …

T: So this is the story of Dr. Yuan Longping. As you can see, he is a famous and successful scientist. However, for most of us, we are just ordinary people. We may be not as successful as Dr. Yuan, but it doesn’t mean we have no stories. So today, let’s take a look another story – a story of common people – The Story of Larry of Mary. T: First, let’s read the first part together.

S: …

T: As you can see in this passage, there are 4 struggle phrases – struggle for, struggle with, struggle against and struggle to do. Would you please discuss with your deskmate and figure out the meanings of these phrases?

(Pair-work)

[Purpose: To provide a chance for students to read aloud and to create a situation for students to understand the difference in a meaningful context]

T: Anyone wants to share your idea with us? (Invite some students to share their ideas)

S: …

T: Well done! Let me make a conclusion: “Struggle for” is followed by something good, such as freedom, equality, independence or peace. The opposite word is “struggle against”. It is followed by something bad, such as cancer, disease, bad people or poverty. “Struggle with” means to fight or compete with another person and “struggle to do” means try the best to do something. Understand? [Purpose: To provide learners with authentic language data and induce them to realize the usage of struggle by themselves before the teacher’s explanation]

T: Now, please use “struggle for”, “struggle with”, “struggle against” and “struggle to do” to fill in the blanks. [Purpose: To provide learners meaningful context to use the language and thus enhance the learning of the target word]

T: Good job for “struggle”. Now let’s take a look at the second part of the Story of Larry and Mary. I’d like to invite one student to read it.

[Purpose: To provide a chance for students to read aloud and to create a situation for students to understand the difference in a meaningful context]

S: …

T: As you can see, there are two “rather” phrases –

“would rather” and “rather than”. Can you tell me the difference between them? S: …

T: Can you use some English words to replace them? S: …

[Purpose: To prompt students and check their understanding by further questioning] S: …

T: Excellent. As you can see in these sentences, “would rather do” means “would prefer to do” and “rather than” means “instead of”. Now let’s put them into practice. Please translate the

following sentences with “would rather” and “rather than”.

(Individual work) T: Anyone can share your sentences with us? S: …

(Possible answer: 1. They try hard to enjoy it rather (to) complain about it. 2. Larry and Sue would rather go on a camping holiday than stay at home.) T: All right. This is the second part of the Story of Larry and Mary. Let’s read it together. [Purpose: To provide learners a meaningful context to use the language and thus enhance the learning of the target word]

Step 4: Learning about the grammar – the “-ing” from used as the subject (6 minutes) Transition: As you can see Larry and Sue went camping for their holiday. However, this is what is happening to them. Let’s take a look at the picture and this dialogue.

Larry: Camping in the rain isn’t so much fun. Who suggested going on a camping holiday in October? Sue: I did. But I didn’t know it was going to rain. I don’t

enjoy putting up a tent in the rain. T: As you can see in their dialogue, both of them used the “-ing” form in their words. Are the three “-ing” form the same? S: …

T: Is the first one “camping” used as the subject or the object?

S: …

T: What about the second one? Subject or object? S: …

T: Good job. Next we are going to talk about the “-ing”

form used as the subject or the object? [Purpose: Using a concrete example to transit from the vocabulary section to the grammar section and get the learners ready for the next step] T: In our reading passage, there are many sentences using the “-ing” form as the subject or the object. First let’s read them together.

S: …

T: In which sentence, is the “-ing” form used as the subject?

S: …

T: Yes, Sentence 1, 5 and 6. Let’s focus on the verb of the sentence. What have you discovered? What do they have in common?

S: …

T: Yes, they are all using the third person singular. So here is the first tip for you: “Use the third person singular if the subject of the sentence is the “-ing” form”. Got it? Well, let’s move on to the next part – Using the “-ing” form as the object. [Purpose: To guide the learners to discover the underlying rule of the structure in context followed by explicit explanation]

Step 5: Learning about the grammar – the “-ing” from used as the object (6 minutes)

T: Well. Let’s look at Sentence 2, 3, 4 and 7. I have circled the words in front of the “-ing”

form. What do they have in common? What kinds of words are they?

S: …

T: As you can see in these sentences, the “-ing” form can be used as the object both of verb and preposition. Here is the second tip for you: Use the “-ing”

form as the object after the preposition and some verbs. [Purpose: To guide the learners to discover the underlying rule of the structure in context followed by explicit explanation] T: Do we always use the “-ing” form after the verb? S: …

T: There are three types of verbs –

followed by “-ing”, “to do”

or both. Here are some examples. Let’s take a look. T: Please turn to P13 and there are three columns here. The third one is given. So which is followed by “to do”? The first one or the second one? S: …

T: There are more verbs in the box. Now would you please work with your partners and put these verbs into three columns, according to whether they are followed by the “-ing” form, by “to do” or by both.

[Purpose: 1) To provide an opportunity for students to cooperate and interact with group mates and thus cultivate the awareness of teamwork; 2) To low the level of difficulty by group work]

T: Let’s check the answer together. In Column One, what else do we have?

S: …

T: What about Column 2?

S: …

T: Well done. And Column 3?

S: …

T: Good job. Today we will focus on the last column. Some verbs followed by the “-ing”

form have the same meaning as followed by “to do”. For example, “Larry likes doing parachute jumping. He loves looking down at the field below”. We can also say “Larry likes to do parachute jumping. He loves to look down at the field below.” They share the same meaning. [Purpose: To provide a situation for students to understand the usage of the given examples and make a smooth transition to the difficult points of this unit]

Step 6: Learning about the different meanings of the same verb followed by both the “-ing” form and the infinitive (8 minutes) T: But some verbs are different. Here I’ve prepare four sentences here. Could you discuss with your partner and tell us the meaning of “remember to do” and “remember doing”, “forget to do” and “forget doing”? (Pair work) T: Anybody can share your idea? S: …

T: As you can see from the sentences, “remember to do”

means “to do something in the future” while “remember doing” means “keep in mind something you have done before”; “forget to do” means “not remember to do something in the future” while “forget doing” means “being unable to remember the things you have done”.

[Purpose: To provide a meaningful context and guide the learners to discover the underlying rule of the structure in context followed by explicit explanation]

T: What about “stop to do” and “stop doing”?

S: …

T: Good job. “Stop to do” means to stop so that you can do something, or in order to do

something. “Stop doing” meaning to stop what you are doing now, as stated in the given example. How about “try to do” and “try doing”?

S: …

T: Great! “Try to do” means try your best to do something, to make an effort. “Try doing”

means “to do something new”. For example, I’m a teacher and I don’t know how to fix a computer. But I will give it a try. I have never done it before and I just try fixing it. So “try doing”

means “to make an attempt.” Understand?

T: How about the last group –

“regret to do” and “regret doing”?

S: …

T: Both of them mean “to feel sorry about something”. “Regret to do” means “sorry for what you have done”

and “regret doing”

means “sorry for a bad situation”, but usually it’s not your fault. As you can see it the example, you regret to inform that the flight has been canceled. It’s not your bad. It’s just a polite and formal way to say that you feel sorry for a bad situation. Understand? All right. Today’s last tip for you –

“Tip 3: Some verbs followed by both the “-ing”

form and “to

do” may have different meanings.” If you still confuse about the difference, you may consult the dictionary after class. [Purpose: To provide a meaningful context and guide the learners to discover the different meanings in context followed by explicit explanation and more examples]

Step 7: Conclusion and Consolidation (4 minutes)

T: Please remember the three tips we learned today.

Tip 1: Use the third person singular if the subject of the sentence is the “-ing” form.Tip 2: Use the “-ing” form as the object after the preposition and some verbs.Tip 3: Some verbs followed by both the “-ing”

form and “to

do”

may have different meanings. Practice makes perfect. Here is third part of the Story of Larry and Mary. The third part of the story happened in an old cinema. Now would you please use the proper words to fill in the blanks? S: …

T: Let’s check it together. S: …

T: Well done, boys and girls! Let’s read the story together. S: …

T: All right. That’s the third part of their story. Today’s homework: Write more about the story of Larry and Mary (Part 4), using the vocabulary and grammar points in this unit. Here is a situation for you. You may begin your article like this: “The couple would rather travel than stay at home in holiday. But about where to go, they had different ideas. …”

T: That’s all for today’s lesson. Thank you for your cooperation!

[Purpose: 1) To help students apply the knowledge and create chances for them to integrate the target vocabulary with the grammar patterns into use in a meaningful context as the final task.2) To consolidate today’s content and check students’ understanding of today’s key points and difficult points]

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Assignment 

Write more about the story of Larry and Mary (Part 4), using the vocabulary and grammar points in this unit. You may begin with the following sentence.

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The couple would rather travel than stay at home in holiday. But about where to go, they had different ideas. …

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Blackboard Design

M4U1 Learning about Language

The “-ing” form used as the subject/object

struggle for/against/ with/ to do try to do: to make an effort try doing: to make an attempt

rather than: instead of regret to do: sorry for what you have done

would rather:prefer regret doing: sorry for a bad situation

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2.

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徐立新，《教师课堂话语手册》，外语教学与研究出版社，2012年5月第1版。

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柯林斯高阶英汉双解学习词典（第8版），外语教育与研究出版社，2017年1月第1版。

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Raymond Murphy，English Grammar in Use（《剑桥中级英语语法》），外语教育与研究出版社，剑桥大学出版社，2016年4月第1版。

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https://www.huffingtonpost.com/william-b-bradshaw/why-grammar-is-important_b_4128521.html