Unit 3 Language in use教学实录及点评

Teaching Design

Wang Wenwen

From Xingzhi School Details of the Teaching Design Teaching content Module 11

Body Language

Unit 3 Language in use

This unit focuses on revision and application. The students should be able Analysis of the teaching material

Analysis of the students to know imperative sentences more and use imperative sentences to give suggestions. It’s not easy for the students to give suggestions by using imperative sentences and other 3 sentence patterns. The students are interested in the topic. However, they are not able to give others suggestions properly. On the one hand, they are interested in other countries’ greeting methods; on the other hand, they feel a little difficult to make suggestions and give reasons about that. They need the teacher to introduce them some vocabulary and sentence patterns.

Teaching aims

Knowledge aim Students should be able to summarize and consolidate the use of imperative sentences. Students should be able to make suggestions using imperative sentences. Skill aim Students can understand the do’s and don’ts by listening to the material and talking to their partners. Students can make lists and write a short e-mail to give suggestions to others by using imperative sentences and other sentence patterns. Emotional aim Students can understand in different countries, there are different greeting ways because of their different culture. They should respect and understand the cultural differences.

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Important teaching points The summary and consolidation of the use of imperative sentences. Use different kinds of imperative sentences to give suggestions properly, especially, in writing. Difficult teaching points How to encourage and help the students to summarize the usages by themselves actively? How to help the students to write proper sentences to give suggestions in an email?

Teaching methods

Firstly, Interactive and cooperative learning methods. The students can learn by themselves and by working with others under the guidance of the teacher. Secondly, Task-based teaching method is a better way for students to practice the usages of the imperative sentence patterns. Teaching aids

Teaching

procedures

warm-up

The multi-media, the blackboard Teacher’s activity Part1. Lead-in the topic. Students’ activity Whole- class work:

Intentions Help the students review the names of countries and recall the knowledge that they have learnt before. Engage them in the topic: body language. Show a video of ways of Students watch the video saying hello in different countries. Ask the students to guess which countries are the people from.

carefully and try to review t the countries’ names and their ways of saying hello. 2

Presentation of sentence patterns imperative sentences

Part2.Tasks to help

To check whether the students have mastered the new words and phrases the students to summarize the

different kinds of

1.Students work in pairs and try of imperative sentences and sentences to give suggestions.

1. Ask the students to do a matching game to match the to write as quick as possible, names of countries and their they can work together. One ways of saying Hello. 2. The teacher gives the student says and the other student writes. Help the students to consolidate the usages of the imperative sentences and sentences to give suggestions by themselves. students a task by showing a 2.Two students learn to give video. In the video, a student named Bill asks for suggestions. The teacher asks the students to work in pairs and make a list of do’s and don’ts for help Bill in one minute.

3. Ask students to share suggestions by making lists. They can use imperative sentences.

3.Some students read the new 3

Practice pairs.

in their lists of do’s and don’ts words to the class.

for Bill. 4.Students try to summarize the 4. Ask students to rewrite sentence patterns by themselves.

the sentences in part3 and Then, the students read the 5 learn the sentence patterns sentences which have been of “It is +adj.+ to do... ”

rewritten into imperative 5. Ask students to do try to sentences in part 3 together rewrite the sentences by loudly.

another sentence pattern: 5.Try to practice to use You had You had better（not）+Verb. better sentence patterns to

rewrite the 5 sentences in part 3.

6. Use a mind map to help 6.Students should try to think students summarize the 6 and recall the sentence patterns sentence patterns to give in part3 in textbook and the suggestions. 3 are sentence patterns the teacher has imperative sentences, the shown can used to give other 3 are, It’s + adj. +to suggestions. Students read the 6 do, You can/should/must do, sentence patterns loudly and You had better(not)+do. together. 7. In order to consolidate 7. Two students come to the the 6 sentence patterns, the front to finish the matching students should work in game. The other students look at pairs to finish a matching the sentence patterns and try to game. Match the 6 sentence understand them. patterns with 12 sentence

examples.

8. Give another 4 important 8. Two Students come to the sentences that are often front to do another matching used. Imperatives sentences game. and; Imperative sentences + or; Answers to Imperative sentences:

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Group work

OK, I will. Sorry, I won’t.

9. Show the students 9. Another task to ask students

another video. In the video, work together in groups of 4, to

a girl Linda asks for write an email to help Linda.

suggestions about ways of Give Linda suggestions.

saying Hello and being

polite in Japan.

10. The teacher gives some 10. The students listen to the

more information about tape, read the passage. Read the

Japan to the students. Ask passage loudly and watch a

students to read the passage student to show a Japanese bow.

on the book: The Japanese

bow.

11. The teacher use a mind 11. Before writing, they should

map to tell the students the know the structure of writing an

points in writing a passage email to give suggestions. They

to give suggestions. And should also keep the points in

another mind map to give giving suggestions in your mind.

the structures in writing a

passage to give suggestions.

Ask the students to try to

think more about others.

12. Students watch a sample 12. Students can try to imitate

email. The teacher asks two the email.

students to read the email

for the class.

13. Students try to write an 13. There is a group-leader in

email in the class. They can one group. The group-leader can

discuss the structures and ask one student to write the

words and phrases together. email and the order to show

5 email.

Self-assessment

14. Ask 4 groups of students 14. 4 groups of students come to

to come to the front to read their emails.

the front and read their passages loudly one by one.

Help the teacher to reflect.

Give the students more choices. 15.The teacher asks students 15.Students answer the to answer how many “Yes”

they have.

16.The teacher asks the students to choose a kind of homework. statements according to their learning level.

16.Students can choose their homework: make a list or write an email to give suggestions.

Homework

Black board design Module 11 Body language Unit 3 Language in use

Do’s

Dot’s

Give Suggestions

Stand in a line

Touch people

Beginning

Body1

Body2

Ending Reflection Whether the students can use the imperative sentences actively? Whether the teacher can give the students enough choices and freedom?

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