Book2 Unit 1 Food for Thought
Understanding ideas
A child of two cuisines
Learning Objectives:
1. predict the content of the passage from the title and picture.
2. find out the different opinions towards food with supporting sentences in the passage.
3. learn about different eating habits.
4. have the correct attitude towards different eating cultures.
I.课前预习
1.自我探究
1. Please think about the following questions:
a. What kind of food do you like best
b. Do you know any eating cultural differences (e.g. diet objects, eating patterns,etc.)
c. What’s your attitude towards the different eating habits
Words Bank
1. cuisine /kw zi n/ n.烹饪（法） 21 bite/ba t/ n.咬
2. spicy / spa si/ adj.辛辣的 22 cheese /t i z/ n.干酪，奶酪
3. hot pot 火锅 23 someday adv. 某一天
4. dare /de (r)/ 胆敢，敢于 24 poison / p z( )n/ n.毒素，毒物，毒药
5. marriage / m r d / n.婚姻 25 oolong / u l / n.乌龙茶
6. wedding / wed / n.婚礼 26 china / t a n / n.瓷，瓷料
7. sort /s t/ n.种，类 27symbol/ s mb( )l/ n.象征，标志
8. butcher / b t (r)/ n.肉贩 28 Chopsticks / t pst ks/ n. 筷子
9. super / su p (r)/ ad.j极好的 29 stop sb doing sth. 阻止某人做某事
10 bacon / be k n/ n.培根 30 attitude / t tju d/ n.态度
11 sausage / s s d / n.香肠 31 reaction /ri k n/ n.反应
12 toast /t st/ n.吐司 32 cultural fusion/ fu n/文化融合
13 butter / b t (r)/ n.黄油，牛油 33 cultural confidence 文化自信
14 typical / t p k( )l/adj.典型的，有代表性的 34 thanks to 由于/因为
15 roast/r st/ n.大块烤肉adj烤好的，烤制的 35 feel at home 感到舒适
16 suffer / s f (r)/ v.（身体或精神上）受苦 36 mention / men ( )n/ v.提到
17 stinky / st ki/ adj.难闻的，有臭味的 37 take to doing sth. 开始喜欢做某事
18 tofu/ t fu / n.豆腐 38 combine/k m ba n/ v.结合，组合
19 horrible / h r b( )l/ adj.糟糕的 39 cross-cultural / kr s k lt r l/adj.跨文化的
20 gather / ɡ (r)/ v.聚集 40 fall in love with 爱上...
41. 表达态度的词
Acceptable / k sept b( )l/ 可接受的 Curious / kj ri s/ 好奇的
Respectful /r spektfl/ 尊敬的 positive / p z t v/ 积极乐观的
Tolerant / t l r nt/ 宽容的 open-minded 思想开明的；无偏见的
Rational / r ( )n l/ 理性的
II.课中导学
Step1 Prepare
Enjoy a video about Niubie.
Step2 Taste
Activity1: Predict from the title and picture
1. What’s the passage about
__________________________________________________________________________________.2. Read the first and the last paragraph of the passage to check your understanding.
The child is a kid growing up in England with a_________father and a __________mother. Thanks to this, he has been able to enjoy food from both countries ever since he was a child.
Activity 2: Read the passage quickly to get what cuisines are mentioned .
Step 3 Chew
Activity 3: Read the passage carefully to get their reaction to different foods.
Activity 4: What are their attitudes towards different eating culture
Step 4: Aftertaste
Activity 5: Deeper thinking (discuss in group and share your ideas with the classmates.)
1. How do you understand “one man’s meat is another man’s poison” in the last paragraph
__________________________________________________________________________________.
2.What’s the proper attitude towards different eating culture
E.g. As far as I am concerned, We should be__________________ with our own culture. But when faced with different charming cultures, we’d better______________________________________.
课后评价与拓展
Share with you!
Tolerance, coexistence(共存), exchanges and mutual learning among different civilizations play a role in advancing humanity’s modernization process and making the garden of world civilization flourish.
-- Global Civilization Initiative
不同文明之间相互包容、共存、交流互鉴，是推动人类现代化进程、建设世界文明花园的重要力量。
-- 《全球文明倡议》
1.Homework
Compulsory one (必做)
expand the dialogue between te butcher and the child.
“Do you have pig’s ears ”
“No, just these ordinary ones.”
...
Optional one (选做)
Share your unforgettable experience of food to your classmates.
2.Self-assessment.自我评价 - Have you achieved the following goals in this lesson
1. I can predict the content from the title and the picture.
2. I can judge the hero’s opinion with some supporting details .
3.I learned about different eating habits from China and Britain. And I have been thinking more deeply about the eating-culture difference and have a more proper attitude towards such a difference .Book 2 Unit 1 Food for thought
Understanding ideas
A Child of Two Cuisines
Greeting and brief introduction
Good morning, ladies and gentlemen. I’m condidate No.____. It's my great honor to be here and share my teaching with you.The topic of my lesson is A Child of Two Cuisines. I'll introduce my teaching from the following parts.Theoretical basis, teaching material analysis, students analysis, teaching objectives, important and difficult points, teaching and learning methods, teaching procedures, blackboard design and teaching reflection.
I.Theoretical basis
Now, let’s first take a look at the theoretical basis.This lesson takes the teaching philosophy from the English Curriculum Criteria for regular high school released in 2017 as a guiding principle based on the concept of big ideas. It aims to develop students' core competencies through the activity-based English learning approach. According to the schematic theory, mind-map is a good way to cultivate students’ thinking ability, which is used in this lesson.
II.Teaching material analysis
The selected teaching material is from Book2 , unit1. The thematic context is human and society and unit theme is food culture and healthy eating habits. This lesson is the second part of this unit. It talks about different eating culture. It's not only crucially important for the basic understanding of the unit theme, but also lays a foundation for the following learning. This text is about how the family combine food from two cultures. In the story, the author tries to demonstrate the different eating culture between China and Britain to convey the cross-cultural awareness. The cultural value of this lesson is to strengthen cultural confidence and develop cross-culture awareness while reading.
III.Students analysis
As for the learners, The students I teach are the freshman in senior high school.They are active in class and eager for knowledge and have gained the basic reading skills. But on the whole, they are still lower level language learners and short of vocabulary and lack such skills, especially have difficulty in deep reading and logical expression. Although they are familiar in topic in some ways, they know little about expressions. So I will employ proper methods to help them.
IV.Teaching objectives
According to the analysis, I put forward teaching objectives. By the end of the class, the students will be able to
1. obtain the factual information about the story
2. analyze the reaction to different food and identify the reasons and the heroes’ attitude
3. creatively express the views on Chinese and foreign eating culture.
V.Important and difficult points
Of all these objectives, No. 1,2 are important points.No. 3 is difficult point. To deal with these points. learning and understanding level, applying and practicing level, transforming and creating level will be adopted in my teaching.
VI.Teaching and learning methods
As for teaching and learning methods, I will apply communicative, situational and task-based teaching methods and encourage students to adopt independent, cooperative, inquiry-based learning strategies.
VII.Teaching procedures
Now let's come to the important part.Teaching procedures. It includes four steps: prepare, taste, chew and aftertaste.
Step1. Prepare. At the beginning of the class, the students are invited to enjoy a video about Niubie, which is edited and dubbed by myself and my colleague. The purpose is to introduce the topic and to arouse students’ interest
Step2. Taste. There are two activities in this step. In activity 1, the students are required to predict what this passage is mainly about according to the title and pictures, which is to arouse students’ interest and form reading expectations. Then, the students are encouraged to Read the first and the last paragraph of the passage to check their understanding. This activity develop the students’ ability of summarizing and help students get the main idea of the story. The second activity in this step is Read the passage quickly to get what cuisines are mentioned , which aims to train the skill of scanning and get the information of the cuisines mentioned in the passage.
Step3.Chew. In this step, the students read for different purposes. First, students will read the passage Carefully of find out the people’s different reaction to different food in the family, which is showed as a mind-map. By exploring the answers, the students establish the connection between the information by completing information mind map and build the framework of the story and prepare for output. Then they will summarize the reaction and attitude. in this way, the students learn to understand the attitude towards different food in the family and it can deepen the understanding of the theme, the most important thing is to conclude the direct line and hidden line of the passage
Step4. Aftertaste. The students are encouraged to discuss the two questions in group. The purpose is to internalize and apply the language and cultural knowledge. After that, I will ask them whether they want to taste the blue cheese, which is a similar question asked at the beginning of the class. The purpose of this step is to deeply understand the author's intention and attitude and to guide the students to form a right attitude on different culture.
Based on the deep understanding of the thematic meanings of context, End of the class. I will share some ideas about cross-culture in the Global civilization initiative .In this activity, they transfer what they have learned to solve the problem in their own life and form the correct cultural values.
Step5. Assessment. After the class, the students will fill in an assessment checklist to reflect on learning process and make adjustments.
Step6. Assignment. To transfer, consolidate and further understand what they have learned, the students will finish the following assignment, which contains the Compulsory one and the Optional one.
VIII.Blackboard design
Now here is the blackboard design.
IX.Teaching Reflection
With the help of related activities, the students have a deep understanding of the text and all the teaching objectives are basically achieved, but there are still some problems in this lesson. There's too much to achieve and the students still have some difficulty in transferring and creating. That is my improvement for this lesson.
That's all about my teaching. Thank you for listening.(共12张PPT)
B2U1 Food for Thought
Understanding ideas
A child of two cuisines
Do you want to taste the Niubie
Taste
Chew
Prepare
Aftertaste
Chew
Aftertaste
Prepare
Taste
What’s the passage about
Predict from the title and picture
Activity
1
Taste
Chew
Prepare
Aftertaste
Growing up in England with a British father and a Chinese mother, I’ve enjoyed food from both countries ever since I was able to hold a knife and fork – and chopsticks!
People say that one man’s meat is another man’s poison, but I feel at home with food from both my cultures. To me, there’s nothing better than a cross-cultural afternoon tea of English biscuits and a cup of Chinese oolong tea in a fine china cup!
Read the first and the last paragraph of the passage to check your understanding.
The child is a kid growing up in England with a_________ father and a __________mother. Thanks to this, he has been able to enjoy food from both countries ever since he was a child.
British
Chinese
Chew
Aftertaste
Prepare
Taste
A child of
two cuisines
Chinese cuisines
British cuisines
Sichuan spicy food
Animal parts
Every part
Read the passage quickly to get what cuisines are mentioned .
Activity
2
Hot pot
Chicken feet
Pig’s ears
Stinky tofu
A super’ full English breakfast’
A typical Sunday roast
Read for details
Read the passage carefully to get their reaction to different foods.
Taste
Chew
Prepare
Aftertaste
Activity
3
A Child of
Two Cuisines(countries/ cultures)
Chinese food
British food
Sichuan
hot pot
animal parts
stinky tofu
Full English breakfast
Sunday roast
come to love
dare not try
surprised
shocked
doesn’t easily take to eating them
Enjoy
horrible
take a bite
amazed
not so bad
Love
Love
Love
Love;
had better not eat too much
feel at home with food from both my cultures.
There is nothing better than a cross-cultural afternoon tea
When I came across stinky tofu
a ______ grey thing that looked and smelt like a _____ sport shoe.
horrible
burnt
When I gathered courage to __________
take a bite
I was ________ to find it wasn’t so bad.
amazed
maybe I’ll_____________ stinky tofu someday.
fall in love with
Finally, I thought...
get used to eaating
Mum has sweet memories of the food from her home town in Sichuan, and often cooks spicy dishes. Thanks to this, Dad has come to love hot pot !
_________________
come to love, but, dare not, surprised, shocked,still, not easily take to
_________________
_________________
enjoy, love, never foget, gather the courage, amazed, not so bad, fall in love , there is nothing better than
often cook spicy food, love, but, had better not eat too much, suffer from
What are their attitudes towards different eating culture
Activity
4
acceptable
respectful&tolerant
acceptable&rational
Curious & positive
open-minded
Reaction
Attitude
Taste
Aftertaste
Prepare
Chew
Activity
5
Deeper thinking
1. How do you understand “one man’s meat is another man’s poison” in the last paragraph
2. What’s the proper attitude towards different eating culture
DISCUSSION & SHARE
How do you understand “one man’s meat is another man’s poison” in the last paragraph
It means that something one person likes may not be liked by someone else.
What’s the proper attitude towards different cultures
As far as I am concerned, We should be____________ with our own culture. But when faced with different charming cultures, we’d better_________________________.
Aftertaste
Chew
Prepare
Taste
Do you want to taste
the blue cheese
Taste
Chew
Prepare
Aftertaste
Tolerance, coexistence,
exchanges and mutual learning among different civilizations play a role in advancing humanity’s modernization process and making the garden of world civilization flourish.
Assignment
Compulsory one (必做)
expand the dialogue between the butcher and the child.
“Do you have pig’s ears ”
“No, just these ordinary ones.”
...
Optional one (选做)
Share your unforgettable experience of food to your classmates.Book2 Unit1 Food for Thought
Understanding ideas
A Child of Two Cuisines
Condidate:
The Interpretation of the New Curriculum Standard of English
Subject.
1.The New Curriculum Standard of English Subject.
As you know, the overall objective of the New Curriculum Standard of English Subject in 2017 is to cultivate and develop students’ key competence, including comprehensive language skills (listening, speaking, reading, writing and viewing), cultural awareness, trait of thinking and learning ability. The New Curriculum Standard advocates that under the guidance of teachers, students can discover language rules, master different language knowledge and skills step by step and adjust their emotions and attitudes constantly. At last, they can develop their effective learning strategies and cultivate autonomous learning ability. In the process of “doing it”, students can be guided to learn, experience, practice, participate, communicate and co-operate to improve their key competence.
Analysis of Teaching material.
This lesson is taken from NSE Book2 Unit1. The thematic context is human and society and the theme of the unit is food culture and healthy eating habits. This lesson is the second part of this unit. It talks about different eating cultures. It's not only crucially important for the basic understanding of the theme of this unit, but also lays a foundation for the following learning. This text is about how the family combine food from two cultures. In the story, the author tries to demonstrate the different eating culture between China and Britain to convey the cross-cultural awareness. The cultural value of this lesson is to strengthen cultural confidence and develop cross-culture awareness while reading.
Analysis of students.
The students are the freshman in senior high school. They are enthusiastic, active in class and eager for knowledge and have gained the basic reading skills. But on the whole, they are still lower level language learners and short of vocabulary and lack of such skills, especially have difficulty in deep reading and logical expression. Although they are familiar in the topic in some ways, they know little about expressions. So I will employ proper methods to help them.
Learning Objectives.
1. predict the content of the passage from the title and picture.
2. find out the different reaction to food with supporting sentences in the passage.
3. learn about different eating habits.
4. have the correct attitude towards different eating cultures.
5. creatively express the views on different eating culture
Learning difficulties: creatively express the views on different eating culture
Teaching Preparation
Teacher: PPT, pictures, a video about Niubie edited and dubbed by myself and my colleague, learning sheet.
Students: 1. Preview the new words in this unit.
2. Have a thinking of the attitude towards different eating habits .
Teaching arrangement ：40 minutes
Theme-guided Learning
Book2 Unit1 Understanding ideas A Child of Two Cuisines
学习过程 教师点化 学生化解
创设情境 Step 1 Prepare 1.Use a video to introduce the Niubie edited and dubbed by myself and my colleague to introduce the topic and arouse students’ interest. 2.Raise questions: Do you want to taste the Niubie If you have a try, maybe there will be an interesting story between you and the Niubie. To introduce the topic and arouse students’ interest. Step 1 Prepare Watch the video introducing the Niubie 2.Think about the questions: Do you want to taste the Niubie
激趣启智
自主探究 Step 2 Taste Activity 1 1. the students are required to predict what this passage is mainly about according to the title and pictures. To arouse students’ interest To form reading expectations 2.the students are encouraged to Read the first and the last paragraph of the passage to check their understanding. The child is a kid growing up in England with a_________father and a __________mother. Thanks to this, he has been able to enjoy food from both countries ever since he was a child. To develop the students’ ability of summarizing To get the main idea of the story Activity 2 Guide the students read the passage quickly to get what cuisines are mentioned, and then complete the mind map. To train the skill of scanning To get the information of the cuisines mentioned in the passage. Step 3 Chew Activity 3 students will read the passage Carefully of find out the people’s different reaction to different food in the family, which is showed as a mind-map. To establish the connection between the information by completing information mind map. To build the framework of the story and prepare for output. Activity 4 According to the above analysis, students will discuss the following question in group. What are their attitudes towards different eating culture To learn to understand the attitude towards different food in the family. To deepen the understanding of the theme. To conclude the direct line and hide line of the passage. Step 4 Aftertaste Activity 5 Deeper thinking The students are encouraged to discuss the two questions in group. 1. How do you understand “one man’s meat is another man’s poison” in the last paragraph 2.What’s the proper attitude towards different eating culture To internalize and apply the language and cultural knowledge I will enquire the students whether they want to taste the blue cheese. After tasting, encourage them to describe their feeling. To deeply understand the author's intention and attitude To guide the students to form a right attitude on different culture. Step 2 Taste Activity 1 1.Think about the question and share their understanding. What is the passage about according to the title and the picture Ll 2.Read the first and the last paragraph of the passage and get the main idea of the passage. The child is a kid growing up in England with a_________father and a __________mother. Thanks to this, he has been able to enjoy food from both countries ever since he was a child. Activity 2 Read the passage quickly to get what cuisines are mentioned, and then complete the mind map. Step 3 Chew Activity 3 read the passage Carefully of find out the people’s different reaction to different food in the family. Activity 4 Discuss the following question in group and share ideas with group members and classmates. What are their attitudes towards different eating culture Step 4 Aftertaste Activity 5 Deeper thinking Share their understanding of the two questions in group and in class. 1. How do you understand “one man’s meat is another man’s poison” in the last paragraph 2.What’s the proper attitude towards different eating culture 2.Taste the blue cheese if they want. And then describe the feeling after tasting.
合作学习
梳理脉络
建构模型
拓 展 衍 生 归纳演绎 Share Chairman Xi Jinping’s words to deepen understanding. Tolerance, coexistence, exchanges and mutual learning among different civilizations play a role in advancing humanity’s modernization process and making the garden of world civilization flourish. To transfer what they have learned to solve the problem in their own life To form correct cultural values Read Chairman Xi’s words to have deeper understanding. Tolerance, coexistence, exchanges and mutual learning among different civilizations play a role in advancing humanity’s modernization process and making the garden of world civilization flourish.
深度理解
迁移创新
VII. Homework.
Compulsory one (必做)
expand the dialogue between the butcher and the child.
“Do you have pig’s ears ”
“No, just these ordinary ones.”
...
Optional one (选做)
Share your unforgettable experience of food to your classmates.
VIII. Blackboard Design.
IX. Teaching Introspection.
With the help of time order and related activities, the students have a deep understanding of the text and all the teaching objectives are basically achieved, but there are still some problems in this lesson. There's too much to achieve and the students still have some difficulty in transferring and creating. So first, we should finish assessment checklist after class so that the students can spend more time in fully discussing. Besides, more language and structure support should also be provided.
1. I can predict the content from the title and the picture.
2. I can judge the hero’s opinion with some supporting details .
3.I learned about different eating habits from China and Britain. And I have been thinking more deeply about the eating-culture difference and have a more proper attitude towards such a difference .
1. I can predict the content from the title and the picture.
2. I can judge the hero’s opinion with some supporting details .
3.I learned about different eating habits from China and Britain. And I have been thinking more deeply about the eating-culture difference and have a more proper attitude towards such a difference .
1. I can predict the content from the title and the picture.
2. I can judge the hero’s opinion with some supporting details .
3.I learned about different eating habits from China and Britain. And I have been thinking more deeply about the eating-culture difference and have a more proper attitude towards such a difference .
1. I can predict the content from the title and the picture.
2. I can judge the hero’s opinion with some supporting details .
3.I learned about different eating habits from China and Britain. And I have been thinking more deeply about the eating-culture difference and have a more proper attitude towards such a difference .
1. I can predict the content from the title and the picture.
2. I can judge the hero’s opinion with some supporting details .
3.I learned about different eating habits from China and Britain. And I have been thinking more deeply about the eating-culture difference and have a more proper attitude towards such a difference .
1. I can predict the content from the title and the picture.
2. I can judge the hero’s opinion with some supporting details .
3.I learned about different eating habits from China and Britain. And I have been thinking more deeply about the eating-culture difference and have a more proper attitude towards such a difference .(共25张PPT)
INTERPRETATION OF A CLASSIC
Unit 1 Food for thought
Understanding ideas
A Child of Two Cuisines
外研版 Book 2
Students Analysis
3
Teaching Objectives
4
Important and Difficult Points
5
Teaching and Learning Methods
6
Teaching Procedures
7
Blackboard Design
8
Teaching Reflection
9
Teaching Materials Analysis
2
Theoretical basis
1
Contents
教学准备
1. Theoretical basis
to develop
core competencies
through Activity-based
English Learning Approach
based on
the concept of big ideas
英语学科核心素养
英语学习活动观
迁移创新
应用实践
学习理解
大概念
teaching philosophy
New Egnlish Curriculum Criteria
accoring to schematic theory(图式阅读理论)
Thematic context: human and society
theme of the unit: food culture and healthy eating habits
Unit 1 Food for thought
2. Teaching Materials Analysis
1. Starting out
2. Understanding ideas
3. Using language
4. Developing ideas
5. Presenting ideas
British
compare
Chinese
cross- culture awareness
2. Teaching Material Analysis
2. Teaching Materials Analysis
Theme of text : different eating culture
foundation
Why
how
What
2. Teaching Materials Analysis
To demonstrate the different eating culture between China and Britain
To convey the cross-cultural awareness
Direct line: the reation towards different food
Hidden line: the attitude towards different food
Vocabulary: describing food and feelings
Thematic context: human and society
Topic: A Child of Two Cuisines
Type: narrative personal story
Content: How the family combines food from two cultures.
Abilities Problems Solutions
Language level interested in the topic eager for knowledge lower level language learners pair work
group work
Language ability basic reading skills factual information express simply short of vocabulary lack the ability of summarizing and integreting information analysing and inferring expressing logically and creatively have problems in deep understanding mind-map to analyze the information structure and knowledge structure
question chain
Topic knowledge familiar with the chinese food mntioned in the passage unsystematic knowledge brainstorm
3. Students Analysis
Target students : the freshmen in high school
1. obtain the factual information about the story
2. analyze the reaction to different food and identify the reasons and the characters’ attitude
3. develop the correct attitude towards different eating cultures.
4. creatively express the views on different eating culture
4. Teaching Objectives
4. Teaching Objectives
analyze the reaction to different food and identify the reasons and the characters’ attitude
obtain the factual information about the story
02
have the correct attitude towards different eating cultures.
04
creatively express the views on different eating culture
01
learning and understanding
applying
and practicing
transferring
and creating
Important
Points
Difficult
Point
5. Important & Difficult Points
have the correct attitude towards different eating cultures.
03
develop the correct attitude towards different eating cultures.
6. Teaching & Learning Methods
Teaching Methods
Task-based language Teaching
Situational language Teaching
Communicative laguage teaching
cooperative laguage learning
Learning Methods
Inquiry-based laguage learning
independent laguage learning
Lead-in
7. Teaching Procedures
Prepare
Taste
Chew
Aftertaste
英语学习活动观
activity theory
图式阅读理论
schematic theory
Direct line: reation
Hidden line: attitude
Q : Do you want to taste the Niubie
purpose
1. To introduce the topic
2. To arouse students’ interest
Prepare
学习理解类
purpose
1. To arouse students’ interest
2. To form reading expectations
Taste
Read the first and the last paragraph of the passage to check your understanding.
purpose
1. To develop the students’ ability of summarizing
2. To get the main idea of the story
Growing up in England with a British father and a Chinese mother, I’ve enjoyed food from both countries ever since I was able to hold a knife and fork – and chopsticks!
People say that one man’s meat is another man’s poison, but I feel at home with food from both my cultures. To me, there’s nothing better than a cross-cultural afternoon tea of English biscuits and a cup of Chinese oolong tea in a fine china cup!
Taste
purpose
1. To train the skill of scanning
2. To get the information of the cuisines mentioned in the passage.
Read the passage quickly to get what cuisines are mentioned .
Taste
Activity
2
purpose
1. To establish the connection between the information by completing information mind map
2. To build the framework of the story and prepare for output.
Read the passage carefully to get their reaction to different foods.
Chew
Activity
3
purpose
1. To learn to understand the attitude towards different food in the family
2. To deepen the understanding of the theme
3. To conclude the direct line and hide line of the passage
Chew
purpose
1. To internalize and apply the language and cultural knowledge
Aftertaste
purpose
1. To deeply understand the author's intention and attitude
2. To guide the students to form a right attitude on different culture.
Aftertaste
purpose
1. To transfer what they have learned to solve the problem in their own life
2. To form correct cultural values
Aftertaste
7. Teaching Procedures
purpose
1. To reflect on the learning process
2. To make adjustments
7. Teaching Procedures
purpose
1. To consolidate what they have learned
2. To transfer the language into the new context
3. To further understand the proper attitude towards different culture.
8. Blackboard Design
9. Teaching Reflection
too much to achieve
difficulty in transferring and creating
Problems
finish assessment the checklist after class
spend more time to fully discuss
provide more language and structure support
Solution
Thank you for listening!
