Designer Teaching materials 姓名 Students to be taught 2nd year students of junior high school in Nanning Module 4 Unit 1: How long have you studied English? English Book 3, Foreign Language Teaching and Research Press Learners Analysis The students that I am supposed to teach are the second-year students of junior high school in Nanning. They have learned English for more than 5 years. Thus, for the linguistic proficiency, they may have some idea with the present perfect, but not very good at it. In addiction, referring to the students’ cognitive structure, they have known something about the Hope School. In addition, as for the affective state, the students at this age are usually active and curious, but, at the same time, they are easy to get absent-minded in class if they are kept listening to the teacher all the time in a passive way. Therefore, in this class, I intend to design various activities so as to activate their schemata, to stimulate their interest, and to make them concentrate on the class. Materials Analysis The lesson that I am going to teach is Module 4 Unit 1: How long have you studied English? , taken from English Book 3, published by Foreign Language Teaching and Research Press. This is a listening and speaking class. The text is about Hope School with the present perfect, as the linguistic focus. As the first class of this module, it’s sensible to give the students a general picture of the topic of this module. It is also necessary to introduce the students the language points of this module. In this way, I am sure that the students can make good preparation for the further study. 1
Teaching Objectives Linguistic objectives By the end of this class, the students will be able to : 1) Retell the text and describe their own English learning experiences. 2) Express what people have done by using the present perfect tense, especially the sentences that include “how long”. Cultural objectives By the end of this class, the students will be able to get a better understanding about the measures that our government takes in education. Emotional objectives By the end of this class, the students will be able to have a better understanding of Project Hope. Teaching Focus Teaching focus sentences that include “ how long”(Key point) The students are able to retell the text. (Difficult point) Ways out the worksheet with the present perfect. Provide the students with some cues for reference. Express the duration of behavior by using the present perfect, especially Ask the students to do the reading comprehension questions on The students are able to write a passage on the topic My experiences of studying Set up scaffoldings ladder by ladder for the students through a English. (Difficult point) series of closely connected but difficulty-increased activities .Then provide them with a written summary of the text for the students to imitate. 2
Teaching Methodology My teaching philosophy: In today’s language teaching, teachers should take the role of scaffolding for the students. He should not tell the students everything, but provide support for the students to find things on their own. Another key element in language teaching is interaction, without which language cannot be learned. Therefore, the class time should be given to the students’ interactive activities. With the teacher’s careful scaffolding and the students’ meaningful interactions, the language class will be successful in developing the learners’ communicative competence in the end. Specific teaching methods: 1) Top-down method in listening comprehension 2) Inductive method in grammar teaching 3) Communicative approach in speaking and writing activities Teaching Aids Computer-assisted language teaching with chalk and board Teaching Flowchart 3
Step 2: Brainstorming activity Step 1: Warming-up activity Step 9: Homework assignment Step 8: Oral presentation activity Step 7: Follow-and-write activity Step6: 4th listening for retelling Step 5: 3rd listening for language Step 4: 2 listening for the details Step 3：1 listening for the gist stndStage 3: Production (13 mins.) Stage 2: Top-down listening(20 mins.) Stage 1: Lead-in (7 mins.) 4
Teaching Procedures Stages Stage1: Lead-in 2. Brainstorming Predict the content of the dialogue by Steps 1. Warming-up activity Students’ activities Enjoy the pictures and tell as much as they know about the pictures Teacher’s activities Present the students with the the same time, integrate new words and expressions in the description of the pictures. Ask the students to predict the content of the dialogue by Purposes Time To catch the students’ 2 minutes foreshadow the topic of this lesson. To facilitate the students to get closer and closer to the text. 5 minutes pictures the Project Hope. All at attention and activity brainstorming activity. brainstorming activity. 5