Revision module A教学设计案例

Revision module A New Standard English: Book 7B: Revision module A Analysis of teaching material: 1.The Topic: my friend Jenny 2: The function: It aims to summarise and evaluate the knowledge from module 1 to module 6, including language knowledge and grammar knowledge. It evaluates students’ abilities by listening, speaking, reading and writing.

3. The teaching material: There are ten parts in the material, and each part has an important connection with different modules to activate students to review what they have learnt. And it evaluates students’ level not only by listening, speaking, reading and writing, but also by revision of vocabulary, sentence and passage step by step. Part 1 is changed into a guessing game to ask Jenny’s weekend plan. In this way, students can review the topic of making plans about module 3 and practice the sentence structure “be going to +verb; wh-questions and answers”. And part 2 is changed into a pair work while part 3 is changed into a report about part 2. It aims to develop students’

ability of listening and speaking. Part 4 and 5 are adapted into Jenny’s hope for future which is connected with module 4. Part 6 remains the same. It’s about the structure “can/can’t”

of module 2. Part 7 is changed into showing Jenny’s way to the cinema and it’s about module 6. This is a real-life task, in which students are required to ask ways and give directions according to the map. Part 8 is changed into Jenny at the lost and found office. It’s based on module 1. It aims to check if students can use possessive pronouns correctly and make them know it’s important to be careful with things. Part 9 focuses on going shopping of module 5. It tries to activate students more output by asking wh-questions with their familiar and interested topic. Part 13 is changed into a listening material of Jenny’s hometown and then is added another instruction of London to be the example of writing by asking the questions of part 14. All in all, with the design of ten parts and the mind map, students are able to master the important and difficult knowledge of six modules.

Analysis of students: Students have learned the important knowledge and grammar from module 1 to module 6, and they are familiar with the topics about the six modules. What’s more, they have the ability and awareness to chat with each other. Teaching objectives: By the end of the lesson, students will be able to summarise the important knowledge from module1 to module 6 by the topic of Jenny’s life. This will be achieved by: 1.

helping them recall the vocabulary by things at the supermarket, food, school things etc. And enable students to use the sentences patterns “...because/so….”. 2.

helping them review the sentence pattern “…can…, but…can’t…”

when describing the ability. 3.

helping them recall the sentence pattern“...be going to…”

when talking about future plans. 4.

helping them recall the sentence pattern “….the way to …/ ….how to get to…/Is

there a …?” when showing the way and enable to read maps and give directions. 5.

helping them to recall the sentence pattern “whose…?/….mine/his/hers.”

when finding or losing something. 6.

helping them to recall the sentence pattern “…will/won’t...” to describe the future life. 7.

helping them get the skills of listening, speaking, reading and writing. 8.

helping them to realise the importance of being carefulness. 9.

helping them to be able to introduce their hometown, like and dislike and the reasons.

Teaching focuses: Summarise the important knowledge from module 1 to module 6 by the topic my friend Jenny which includes the themes: finding out belongs, showing abilities, making plans, describing the future , going shopping and asking and giving directions. Anticipated difficulties: Students may feel it difficult to : 1.

describe the future life. 2.

answer some questions of critical thinking. 3.

write the passage of their hometown. Teaching methods: Task-based method

Learning methods: Pair work, group work, summarizing

Teaching aids: Multi-media, Whiteboard

Teaching and learning arrangement Stages/timinActivities Methodology g: Teacher leads in the Present the Step 1: Present the task. 1’

topic by telling what task (1 min) Lead-in the topic: my friend Jenny. Set the task: I like my friend Jenny, and they are going to learn let’s know her. and

showing welcome like “I

like you and I also like her “and sets the task. So that students can make clear that the aim of the lesson and they are simulated to active learning and get ready for the class.

Jenny’s life (7min)

a.

This step aims to Step 2: Jenny’s life activate students’

Task 1 A guessing game: getting to know Jenny’s daily life. 4’

vocabulary of food, Students are supposed to guess some place, shopping information of Jenny. ways, famous sights Q1: Where does Jenny come from? and school things as Q2: What’s her favorite food? well as the sentence Q3: Where does she buy chocolate? pattern“...because/soQ4: What kind of school things does she

…”.

often buy? b.

Students are able to Q5: Where does she often go? talk about opinions and give reasons by using the sentence pattern“...because/s-o …”.

Jenny’s weekend 7’

c.

In this step, students Task 2 Ask and answer. 3’

Jenny likes going to the museum, because are required to use she likes paintings, and she can paint well. the sentence pattern How about you? What can you do? “…can…, Ask what students can do after sharing but…can’t….”to what Jenny can do by using the sentence describe their pattern“...can…,but…can’t …”. And then abilities, and other ask students what they can do in order to students are able to present the practice. practice listening

and speaking abilities by listening classmates’ answers. a.

Students are able to Step 3 Jenny’s weekend plan.

describe the future plan Task 1 Ask and answer. 4’

It’s raining now, so we can’t go out to by using the sentence play. But it’s going to be sunny, and Jenny pattern “be going to”

is going to do something different.

and wh-questions and Students are supposed to use “be going to”

practise speaking. and wh-questions to ask Jenny’

weekend

plan.

b.

Students are able to listen carefully and make a report about Jenny’s weekend plan. This step can practise students’

listening and speaking by using “be

going to”.

Task 2

Make a report about Jenny’s

weekend plan after finishing questions.

c.

Check students’

Task 3 Pairwork then report. 2’

abilities of asking and answering questions on future plans. And this step can help students practise speaking and listening and communication.

Jenny’s way Step 4 Jenny’s way to the cinema.

to the You know that Jenny’s going to the cinema 4’

cinema this weekend, but she can’t find the way. Here’s the map.

a.

Ask the way. 1’

Show Jenny’s problem and ask students how to ask the way.

Present a.

It’s a revision of module 6. In the step, students are able to ask for and give directions. Students can make a summary the sentences of asking the way and

three target sentences:…how to get some important phrases, to…/…the way to …./ Is there a … ? such as: next to, opposite, turn left. b.

List three examples to practise giving the directions and describing the map.

b.

Give directions. 3’

Give three examples and ask students to show Jenny the way by using next to, along, between, opposite.

Lost and Step 5 Jenny at the Lost and Found Found office office 5’

Now Jenny can find the way to the cinema, but she can’t find her favorite. a.

Fill in the words.

Fill in the words by telling students Jenny is at the lost and found office because she can’t find her favorite watch. 4’

a.

In the step, it aims to check students abilities of possessive pronouns and the sentences pattern: Whose...? ....his/hers/mine/hers.

b.

While reading. 1’

Q1: How many things are there in the lost and found office? What are they? Q2: Whose camera is it? Q3: Does Jenny find her watch? Ask students to read the conversation and finish the questions above and review the target sentences: Whose…? /….mine/his/hers…. c.

Post reading. 1’

Q: What do you want to say to her as Jenny can’t find her watch? Ask students to give Jenny some advice. And students may output like this: Don’t worry./Be careful with your things from now on.

b.

In the task, students are able to read and understand simple conversation, grasping the key sentences.

c.

In the task, it aims to

activate students’ critical thinking and teaches students to be careful with their things.

Jenny’s hope Step 6 Jenny’s hope for future.

for future.2’

Jenny hopes people won’t be careful with the things in the future. Ask students to read Jenny’s hope and add their ideas into it by using the target language “…will/won’t…”.

In the step, it aims to review future simple tense will/won’t. Students are able to describe the future. Jenny’

hometown 10’

Step 7 Jenny’s hometown.

As a guide, Jenny’s wants to introduce her hometown to us.

Task 1 Listening. 3’

Ask students to listen carefully and check the statements. Before listening carefully, ask students to read the statements a.

In the task, it aims to develop the habit of listening: read the statements before listening. And also check students’

abilities of grasping details.

carefully. 1. London is a great city for shopping. 2. It's famous for its food shops. 3. You can only buy something from London.

Task 2 Reading 7’

Ask students to read another passage about London.

Activity 1.

Ask students to fill in the blanks. 3’

Activity 2. Ask students to read carefully to finish the questions which are related to writing. 4’

Q1:

.What's your favorite place? Q2:

How can you get there? Q3:

What can you see there? Q4:

What can you buy there? Q5:

Why do you like it?

b.

In the task, it aims to check students’

general knowledge of modules and read ability.

c.

It aims to develop students’

abilities of reading and understanding simple passages, finding specific information.

d.

It sets an example to next task.

Q6:

What will change in the future?

My Step 8 My hometown.

hometown 3’

Writing 3’

Ask students to write about their hometown according to six questions. Q1:

.What's your favorite place? Q2:

How can you get there? Q3:

What can you see there? Q4:

What can you buy there? Q5:

Why do you like it? Q6:

What will change in the future?

Homework Step 9 Homework

Ask students to make her writing better 1’

and share with her friends.

Blackboard Design:

Revision module A

Whose...?

...his/mine/hers/yours

.

... how to get to...?

... the way to...? Revision module A Is there...?

...be going to...

...will/won’t...

In the step, it aims to develop students’

writing, and students are able to find the beauty and character of their hometown by the questions. Students can consolidate what they’ve learnt and make their writing well. ...so/because... ...can..., but....can’t...