Unit 3 Language in use第一课时教学实录

Lesson Plan

杨立仁

安徽省合肥市高新区

梦园中学

2019/6/4

Learning

content

Module 9 Life history

Unit 3 Language in use

Lesson Comprehensive Training

type

The title of Module 9 is ‘Life history’ which is consist of three units: Listening and speaking, Reading and writing, Comprehensive training. The most important grammar is related to the function of the simple past tense with irregular form of verbs, which plays a crucial role in this Analysis of the learning material

book. All the learning goals’ achievement is shown through some famous persons’ life history .The listening and speaking section of the module is a conversation between Betty and Tony about Mark Twain’s life history. The reading and writing section of it is a passage about the life of William Shakespeare. The comprehensive training of the module is consist of different forms (listening, speaking, reading and writing)

Analysis of the students

Analyzing the material alone cannot help set clear learning objectives if the students’ potential learning difficulties are not taken into consideration. So I started to do the research on my students’

prior knowledge on the topic (life history) and the grammar point (simple past tense), their language performance and their difficulties in learning. According to my research, I find that their English proficiency is various but on average, they have a relative good learning starting point. What’s more they have got to know about the topic as well as the grammar point before. Generally speaking, they prefer more challenging tasks to the short dialogues in the textbook. Although mistakes may be noted in their speech and discourse, they are willing to express themselves. It is therefore necessary to create a vivid language environment for them so that they can put what they have learnt into practice. After all, this is the last period of the whole module.

It is noted that the most common mistake they made in the module is the incorrect use of verbs in different tenses. When talking about past states and actions, students are mostly able to use the past tense correctly. While talking about present states and actions, students are able to use the present tense correctly. But when talking about changes where they have to use both tenses, they tend to make mistakes because although they understand the concept of using the correct tenses, they are likely to neglect tenses as they pay more attention to the content. Emphasis should be placed on making

students aware of the correct use of tense when talking about changes.

Based on my analysis of both the teaching material and my students’

learning competence and possible learning difficulties as well, I then determined the following as my teaching objectives. By the end of the period, students are expected to:

Teaching objectives

1. be able to catch the key information (especially time and events) while listening and watching.

2. know how to raise questions according to the reading material provided after reading it by using the correct tense.

3. get the basic structure and writing sequence of the reading material and then put them in use .

The first language learning and ability focus is the use of target words, for example, born, began, left, became, etc. to describe life Key points

history of a big potato. Also, the topic ‘life history’ involves the use of two tenses: simple past tense and present tense. So how to use the correct tense to describe it is another target. And the third language focus is to use ‘time sequence’ to write a passage about a VIP’s life.

Teaching method

Teaching Interactive approach, group discussion

Blackboard, Chalk, CAI, iFly Book,

Tools

Teaching Student activities sessions Teacher

activities Lead in Activity objectives the

To revise the Learning

course

Try to think out topic :“A date key sentence the information with about the big structure as William potatoes ”. well as the Shakespeare and Help the students suitable tense show it freely Recalling

they learnt by person’s asking questions necessary.

life them history in a if brainstorm way.

to recall what to describe a

1.Enjoy a video 1.

Tell about William what them they Shakespeare and try to get some new information especially focus Listening and watching need to pay attention while listening.

To develop to on the time and 2.

Play events 2.answer in it video. the their ability to catch the key some points the 3.

Ask questions on the sheet in their hands discussion.

after questions on while listening the screen after listening and give them some help if necessary.

1.

Read the Reading Comprehension passage about 1.

Transit from 1.To learn to Bill Gates what is talked use the new carefully first above to the tense and so as to raise reading sentence their own session structure to questions naturally . raise questions

according to 2.

Illustrate 2.To know their what the about the comprehensiostudents need writing n.

for the to do in the structure and interview after following style of a it . tasks

person’s life 2.

Scan the 3.

Write the history.

passage for passage

the structure structure and

of it as well as some key

the main idea time

of each sequences on

part ,mean the

while they blackboard

need to catch for the

various students to

expressions of consult next.

time sequence

1.

the leader of each group 1.Transit from what is talked above to the reading session naturally . 2.Illustrate what the students need to do in the following tasks . 3. Offer help if necessary while they are writing.

1.To develop their cooperative spirit . 2.To put what they got in the period in use in written form. 3.To raise their expression capacity. choose the the number decide person Writing and and draw. drawing 2.

Task division (drawing, drafting, reporting) 3.

Start to work

4.

Result showing to the that they will write Teacher will conclude the whole period ( Life is a Conclusion stage ) in order to inspire the students to face the life aggressively.

Have an interview with one of the students’

Homework relatives and write it down to consolidate what they learnt in the whole module.

Homework

An interview with your father or mother about their past life

Unit 3 Language in use

A date with the big potatoes Blackboard

Design

Life history 1. beginning A date with the

2. body big potatoes

3. ending

Time sequence : 1. In1990... 2.Two years later...

3. After that...

4.At the age of.. 5. When he was..., he did... 6. On October21st, 2009... 7. 1n the 1990s...