Learning about Language主要内容及教案内容

Instructional

DesignBook 2 Unit 1 Cultural Relics

Topic

Designer & Instructor Learning about Language

Lei Jing

雷婧（陕西省西安市庆华中学）

The topic of this unit is cultural relics, where students are supposed to acquire new words and expressions

related to the history of the amber room and other famous sites, as well as to Content Analysis obtain strategies of vocabulary learning

and the formal language competences. This period, learning about language, focuses mainly on the useful words and expressions appearing and having been encountered in the previous periods of reading. Strategies of words guessing and remembering, using and updating are also essential. 1.

English-learning in a large class gives students less opportunities to practice. Learners with different levels of language competence make such a class quite hard to handle, easy to push students to two extreme sides. Co-operative learning can more or less help solve the problem with weaker students helped and stronger students improved by “teaching”.

Learners Analysis 2.

Students in Qinghua Middle School consists of both rural and suburb ones, among whom the rural ones are less brave in expressing. “Dumb English” exists in most classes.

3.

Senior one students are lively, active as well as less-obedient and easy-influenced, therefore, the controlling of class is a big challenge. 4.

Vocabulary is a big headache for most of our students, especially when it comes to guessing new words in listening and reading and using them in speaking and writing.

Language objectives: After listening to Tonny (a friend of mine from Liverpool) read his letter about cultural relics in Liverpool, finishing the

5 tasks (word-guessing, word-transforming, antonym-finding, sentence-completing, reply-writing) of vocabulary using, students are supposed to be able to read

the following words and expressions out accurately, use

them correctly in contexts and write a letter with them. enter-entrance; culture-cultural; amaze-amazed-amazing; paint-painting-painted-painter; rare-rarely; value-valuable; survive-survived-survivor; design-designer Learning Objectives

belong to; remove from; in search of; the former;

think highly of; there is no doubt that; it is certain that;

be worth doing

Language competence objectives:

After the step-to-step leading and learning of vocabulary learning strategies like word-formation, antonyms, chunks and contexts, students will be quicker and more accurate in vocabulary guessing, remembering and using in sentence completing and passage writing. Inflectional objectives: After the singular performance and group cooperation in this class, students are supposed to be more sensitive to and interested in the outside world and confident in expressing their feelings about things around. Key points: Key points

for students

--The comprehension and use of words: cultural, rare, valuable, survive, amaze, design, paint, entrance.

-Expressions: in search of, belong to, at war, less than, remove Key points

and

difficult points for students

Learning Approaches

Teaching Approaches from, the former..., think highly of, there is no doubt that..., be worth doing Difficult points: --Using vocabulary in context and writing. --Learning vocabulary strategically. --Being confident in speaking, concentrating in participating and active in cooperating. Cooperative learning; Contextual vocabulary learning Task-based language teaching Mind Map of the Class

Task 1--get to know and try to remember new words and expressions Task 2--practice vocabulary strategy 1-word-formation Task 3--vocabulary strategy 2-antonyms Task 4--vocabulary strategy 3-chunks and contexts Task 5--summary and consolidation Task 6--writing with the vocabulary learned in this class

Learning Procedure

Teacher’s Time Steps Students’ Activity Activity Look at the pictures of cultural relics of a foreign country and guess where 1 min Lead-in

they were taken. Get to know about Tonny.(teacher’s friend in Liverpool) Listen to Tonny read the letter from Liverpool about cultural relics there, getting to know about the words to be Show the pictures and guide students to guess. Play the audio material and remind students of the key words and tasks to finish. 1 min The Letter learned in this class.

Be clear about the mission to be complete--write a reply letter to Tonny about cultural relics in Xi’an. Help group Task 1-- You act

We guess

2 min Play the game “You act, We guess”--a game to help consolidate the words in the tasks and the letter and get “flowers”

for the encourage group. students to participate. leaders organize

Task 2 Word Transformers Do brainstorming within groups, and try to fill in the blanks, ready for the class. Complete the sentences with a proper word in their own “word-series” written on the blackboard. Vocabulary Strategy 1-Word formation.

Task 3

We Are the Opposite Walk among the Finish two passages about Terra Cotta four groups,

Cooperative Learning-- Tasks completing Warriors and Huaqing Palace Heritage remind students of by thinking about the phrases with opposite meanings. Collect important expressions to write on the blackboard.

Vocabulary Strategy 2-Antonyms

Task 4

Sentence to Help

Finish the exercise of phrases replacing.Vocabulary strategy 3-Lexical chunks and context.

Task 5

Pat the Board, Clear the Board Learn the key words and expressions on the blackboard by heart. Play the game of board-patting and get flowers for the group.

the correct ways of cooperative learning continuously, and ready to offer encouragement and help.

15 min

14 min Presentation--Using vocabulary in thinking and writing Task 6

Talk about cultural relics in Xi’an. Write a letter back to Tonny about City Wall and its protection in Xi’an. Work within the group, exchange Pick certain students to share their reply letter. 2 min Summary notes and key points.

Pick some students to work as the note-sharer. Pick the presenter and comment-er. Pick the presenters and comment-er. Remind students of the after-class homework. 3 min In-class Test Do the exercise by their own, discuss within groups and ready to present. Think about and answer the three 2 min Self- Reflection And Group Assessment questions

and fill in the forms in their handouts:

--How my group has done today;

--What I’ve got;

--What I still don’t know. Assessment Charts

自我评价

Very Self-assessWell ment 记单词短语

句子中用词

词汇学习策略

OK Can’t Just Still 小组互评

Group-assessment 5 4 3 2 1

积极参与

组长给力

最佳组员

还需提升

给Tonny回信

Blackboard Design

Book 2 Unit 1 Cultural Relics--Learning about Language enter-entrance; amaze-amazed-amazing; paint-painting-painted-painter; Words rare-rarely;culture-cultural; design-designer

value-valuable; survive-survived-survivor; (students write the above) the former; think highly of; there is no doubt Group Assessment 帆组：

霖组：

格组：

乐组：

Expressions belong to; remove from; in search of;

that; it is certain that; be worth doing

(students write the above)

Strategies Word-formation；

Antonyms;

Chunks and Contexts

(teacher writes the above)