Unit 4 How can we become good learners？课时教学设计（表格式）鲁教版（五四制）八年级下册

Unit 4 How can we become good learners
Purpose To introduce Ss to the unit goal: talk about how to study. To set the scene, increase Ss’ vocabulary and introduce the target language.
Picture The picture shows three students thinking about how they study English. The girl on the left says that she studies by making word cards. The boy in the middle is thinking about how he studies by listening to tapes, while the boy on the right is thinking about how he studies by asking the teacher for help. It appears that they are about to tell each other their methods of studying English.
Culture Focus Cram schools Cram schools exist in many countries in the world, ranging from Thailand to the US. In Asian countries such as Japan, Korea, Thailand and China, cram schools are a regular part of life for Ss. Cram schools are schools which specialize in a particular subject or subjects. The aim of a cram school is mostly to impart as much information to its Ss as possible within the shortest period of time. The English name “cram school” comes from the slang term “cramming”, which means studying hard or studying a great amount of content in a short period of time. Ss who attend after-school cram schools may study for four hours or more. It is common for Ss in Asian countries who attend after-school cram schools to be taking English classes in cram school, in order to obtain better grades for English. There are people who criticize cram schools for being more interested in making a profit than being concerned about education, and for being lacking in training Ss in critical thinking and analysis. However, cram schools apparently play a social role for Ss, as many Ss say that they like going to cram school because they are able to make new friends there, and some other Ss say they like cram school because of the increased personal interaction they have with their teachers.
Optional Approach Warming up To set the scene for activity 1a, the T may want to focus Ss’ attention on the picture and encourage them to talk about it. The T may want to use these prompts: ● Who do you think these three people are ● What do you think they are thinking about ● What do you think the two boys will say
Answers Suggested answers: ● doing grammar exercises ● reading aloud ● watching English movies and other programs ● using the Internet ● reading English books ● writing letters/e-mails in English to a pen pal ● keeping a diary in English
Purpose To help Ss recognize the target language in natural speech.
Optional Approach Listen again The T may want to play the recording a second time and use these prompts to have a brief discussion: ● How did the teacher feel when Peter approached her for help (Answer: She was happy.) Note: The T may want to use this opportunity to encourage Ss to approach him/her if they need any help. ● How does Tony’s mother feel when she thinks that he is listening to music instead of studying (Answer: She gets mad.) Note: The T may want to clarify that “mad” means “angry” here, but it can also mean “crazy” in a different context.
Answers 1. b 2. e 3. d
Purpose To give Ss guided practice in using the structure by + v. -ing in speech.
Optional Approach Mime and guess To make it more interactive for Ss, the T can consider asking Ss to do this activity in groups of five to six. S1 can start by asking S2 “How do you study for a test ” S2 will then mime his/her answer, e.g. reading the textbook. The other Ss in the group can offer their guesses as to what S2 is miming. If one of them guesses correctly,
Optional Approach S2 will nod and then say aloud his/her answer, e.g. “I study by reading the textbook.” It will then be S2’s turn to ask S3 “How do you study for a test ”, and so on.
Purpose To provide Ss with more practice in listening to the target language in natural speech.
Optional Approach Predictions As a lead-in to the activity, the T may want to ask Ss to keep their textbooks closed while he/she introduces the context of the conversation they are about to hear, e.g. “A group of students are at an English club meeting and they are discussing the best ways to learn English. What questions or ways of learning English do you think you will hear in this conversation ” Ss may then brainstorm a series of questions or ways of learning English and the T can write these on the board. After Ss have listened to the recording, they can compare their predictions to what they actually heard in the conversation.
Answers Checked: 1, 2, 4, 5
Purpose To give Ss practice in listening for specific information.
Optional Approach Pre- and post-listening The T may want to consider including a pre- listening task and post-listening task for Ss. As a pre-listening task, the T can ask Ss to predict the answers and compare their predictions with a partner. As a post-listening task, the T can encourage Ss to recall the two ways of learning English mentioned in the recording but were not listed in the chart in 2a. (Answers: keeping a diary in English; looking up new words in a dictionary.)
Answers 1. d 2. b 4. c 5. a
Purpose To give Ss practice in using the target language in conversations.
Optional Approach Class survey The T can do a quick class survey and ask Ss which of the methods mentioned in 2a and 2b are methods which the Ss have tried or are currently using. Then the T can elicit responses from the Ss to find out which method they find most/least effective in learning English and why.
Purpose To give Ss more practice in using the target language in natural speech.
Teaching Tip Reading strategies The conversation in 2d talks about strategies for reading an English book. What about reading a textbook The T may wish to teach Ss the SQ4R method, a reading strategy that can make a difference in how productive their study time is. The SQ4Rmethod is a popular reading strategy that can maximize Ss’ learning when they read a textbook. If Ss follow the six steps in this reading strategy, it is highly likely that they will process and remember information better: 1. Survey the chapter/unit to get a general idea of what material it covers. (S = survey) 2. Write questions for each heading and sub-heading, to predict what the chapter will cover. (Q = questions) 3. Read the information, one section and one paragraph at a time. (first of the 4Rs = read) 4. Record the information for that paragraph using a variety of note- taking strategies, e.g. writing a summary of the paragraph, drawing a picture or chart to summarize the paragraph, creating a mind map, etc. (second of the 4Rs = record) 5. Recite the important information from each paragraph aloud. (third of the 4Rs = recite) 6. Review the information in the entire chapter/unit once the chapter/ unit is complete. (last of the 4Rs = review)
Purpose To provide Ss with reading practice using the target language.
Culture Focus About the movie Toy Story is an American animated film produced by Pixar Animation Studios. It was released in 1995 and quickly became very popular not only in the US but also in other parts of the world. The film revolves around a group of toys in a child’s nursery. These toys come to life whenever there are no humans in the nursery. Following the success of the film, the sequels Toy Story 2 and Toy Story 3 were released in 1999 and 2010 respectively.
Answers 1. The teacher spoke too quickly and Wei Fen did not understand her most of the time, but she was afraid to ask questions because of her poor pronunciation. 2. She hid behind her textbook and never said anything. 3. For Wei Fen, the secret to language learning is listening to something interesting.
Purpose To enable Ss to learn some of the keywords in the reading passage.
Teaching Tip Explaining idioms The T may want to use the expression “it’s a piece of cake” in question 4 to introduce idioms to Ss. An idiom is a group of words with a special meaning. This meaning may be quite different from the meanings of the individual words in the idiom. For example, “it’s a piece of cake” means “it’s very easy” . Other idioms related to learning: ● It’s easy as pie. (Meaning: It’s very easy.) ● It’s as easy as ABC. (Meaning: It’s very easy.) The T may also want to point out that different languages have their own unique idioms, and ask for examples of some Chinese idioms. Emphasize that to learn a language well, we need to learn the idioms of that language.
Answers 1. body language, expressions 2. key words 3. conversations 4. useful 5. dictionary
1. c 2. e 3. f 4. a 5. b 6. d
Answers Suggested answers: ● I like to learn math by solving new math problems every day. ● I like to practice my physics by doing extra exercises.
Answers ● I like to improve my chemistry by memorizing chemical terms and doing experiments. ● I like to practice my Chinese by keeping a diary in Chinese. ● I like to improve my history and geography by watching historical and geographical programs.
Purpose To provide Ss with practice in using the target language in speech.
Optional Approach Lights, camera, action! For classes where technology (i.e . smartphones, computers) is readily available, the T can consider making the activity more fun for the Ss. The T can divide the class into groups of five or six and instruct each group to do the activity as a homework assignment. Using a smartphone or other video- recording device, each group can make a short film showing the series of interviews (each group member should take turns interviewing someone in their group). Groups should submit their videos to the T before the next lesson, and the T can play the videos during the next lesson. Encourage Ss to be as creative as they want to be in their videos, making use of props etc.
Answers Answers will vary.
. Optional Activity 1: I guess this is how you study.
Purpose To review and reinforce the target language.
Materials Required One copy of the worksheet I guess you study by … for each S.
Sample worksheet:
I guess you study by …
Do you know how your partner studies different subjects Make a guess and write your
answers below. Then check with your partner.
My partner is (partner’s name)
I guess ... Your answer ( or ×) Your partner’s answer ( or ×)
1. ... you study English by listening to tapes at home.
2. ... you learn new English words by making word cards.
3. ... you practice writing in English by writing emails to a pen pal.
4. ... you study math by doing many exercises.
5. ... you improve your Chinese by reading storybooks.
6. ... you learn geography by watching documentary programs.
7. ... you study science by reading the textbook.
8. ... you study history by memorizing important dates.
What is your score / 8
Do you and your partner study using the same methods Share your answer with your class.
Procedure
1. Before the lesson, the T should prepare a copy of the worksheet for every S in the class.
2. Have Ss work in pairs for this activity. Ensure that each S has a new partner, preferably one they have not worked with before.
3. Give each S a copy of the worksheet. Read aloud and explain the instructions. Go through all the questions to ensure that Ss understand them.
4. Give Ss enough time to make guesses about how their partner studies. Tell them to put or × in the middle column.
5. Ask Ss to check if their guesses are right by interviewing their partners and filling in or × in the last column.
Example:
Question: Do you learn English by listening to tapes at home
● Yes. ()
● No (×)
6. Have Ss write their scores at the bottom of the worksheet.
7. Have a brief class discussion to find out which Ss know their partners well.
. Optional Activity 2: Broken idioms
Purpose To introduce to Ss some common English idioms.
Materials Required One set of idiom strips for each pair of Ss.
Sample activity sheet:
Broken Idioms
a slap on the wrist
once in a blue moon
cross your fingers
go the extra mile
hit the nail on the head
keep an eye on someone
sit on the fence
raining cats and dogs
start from scratch
tie the knot
Meanings ( for T’s reference only)
a slap on the wrist: a small punishment once in a blue moon: a very rare happening cross your fingers: hope that something happens the way you want it to go the extra mile: do more than what is needed hit the nail on the head: get exactly the right answer or do exactly the right thing keep an eye on someone: watch the person closely sit on the fence: be undecided raining cats and dogs: raining very heavily and noisily start from scratch: start right from the beginning without any previous preparation tie the knot: get married
Procedure
1. Before the lesson, the T should prepare a copy of the activity sheet for each pair of Ss, cut the strips and put them in an envelope.
2. Encourage Ss to recall what an idiom is and to give examples of English idioms that they know.
3. Have Ss work in pairs and give each pair a set of broken idiom strips. Tell them that they are to match the strips to “repair” the “broken” idioms.
4. Give Ss enough time to complete the activity.
5. Check answers as a class.
6. Encourage Ss to suggest what the idioms mean.
Purpose To prompt Ss to think about the difficulties they have in learning English.
Optional Approach Why do people learn English Before asking Ss to complete activity 1a, the T may want to have a brief class discussion on why so many people want to learn English. Possible answers: ● It is the language of science and technology. ● It is used in international trade and commerce. ● It is an international language used to communicate with people from various cultures. ● Many great writings are in English. ● There are many good English movies and programs. ● There are many English songs.
Answers Answers will vary.
Purpose To give Ss the opportunity to reflect on their English learning experience.
Teaching Tip Thinking positively While it is good to encourage Ss to talk about the difficulties they face in learning English, it is also important to provide a balanced perspective so that Ss will not go away with the impression that learning English is nothing but an uphill task. This can be done by prompting Ss to share some of their positive experiences in learning English. The T may also want to share his/her own positive experiences that have made him/her want to teach English.
Answers Suggested answers: ● I can’t understand English movies. ● I want to read English books but I don’t know what to read. ● I don’t understand nativespeakers of English. ● I’m nervous when I try to speak English. ● When I read an English book, I have to keep looking up unfamiliar words in my dictionary and it is not fun.
Purpose To give Ss listening practice in the target language used in natural speech.
Culture Focus Challenges in learning English While there are challenges in learning English that are common across all cultures, there may also be some challenges which figure more in some cultures than in others. For example, many Asian students tend to be shy and thus find speaking in a foreign language a challenging task. They may be more comfortable reading, writing and doing grammar exercises, thus progressing faster in these skills. Conversely, many European learners may prefer speaking to learning English grammar rules. Some pronunciation difficulties may also be a result of influences from the learners’ native tongues. For example, some Asian speakers may have problems differentiating /l/ and /r/.
Answers 1. pronunciation 2. forgets 3. understand 4. writing
Purpose To give Ss the opportunity to listen for details and take notes.
Answers 1. Listening 2. write the new words 3. join an English language club 4. pen pal
Purpose To provide Ss with speaking practice using the target language.
Optional Approach Doing it in stages The T may want to conduct this speaking activity in two stages. Stage 1: 1. Invite two Ss to read aloud the given conversation. 2. Have Ss role-play in pairs using the information in 1c and 1d. Stage 2: 1. Ask each pair to join another pair to form groups of four. 2. This time, Ss are to role-play similar conversations using the information in 1a and 1b.
Purpose To prompt Ss to think about good learning habits across all subjects.
Optional Approach Group work The T may want to have Ss work in groups instead and have the groups share their views with the class.
Answers Suggested answers: ● Being attentive in class. ● Having an interest in the subject. ● Reading the relevant text before a lesson. ● Reviewing what has been taught after each lesson. ● Asking questions in class. ● Having a study partner/buddy.
Purpose To provide Ss with practice in reading for general ideas.
Teaching Tip Skimming To read a passage quickly to get an idea of what it is about is to skim the passage. The T may want to give Ss some tips to help them skim a passage effectively. Note: To skim a passage, read: ● the heading and sub-headings (if any) ● the first paragraph ● the first sentence in each paragraph ● the last paragraph
Answers Suggested answers: 1. Creating an interest in what they learn 2. Practicing and learning from mistakes 3. Developing their study skill 4. Asking questions
Purpose To provide Ss with practice in reading for details. To encourage Ss to respond to what they have read.
Optional Approach Class debate The T may want to divide the class into four groups and ask them to prepare for a debate on one of the following topics: ● Everyone is born with the ability to learn well. ● Learning is a lifelong journey. The T can either assign a topic and “side” (i.e. for or against) to each
Optional Approach group, or have each group make their own choice. Allow Ss sufficient time to prepare for the debate.
Answers 1. The writer doesn’t think that everyone is born with the ability to learn well. (Answers will vary for agree/disagree.) I agree with the writer that everyone is born with the ability to learn, but learning well depends on the learning habits that one develops. 2. This is because studies show that if you are interested in something, your brain is more active and it is easier for you to pay attention to it for a long time. You will also not get bored. 3. Use it or lose it: If you stop doing something, you will forget how to do it. Practice makes perfect: If you do something again and again, you will become very good at it. 4. They learn from mistakes, and they are not afraid of making mistakes 5. Take notes by writing down key words or by drawing mind maps. Look for ways to review what has been learnt, e.g. read the notes every day or explain the information to another student. (Answers will vary for second part of the question.) 6. Answers will vary.
Purpose To provide Ss with practice in using some keywords learned in this unit.
Teaching Tip Parts of speech The T may want to review parts of speech before asking Ss to complete this activity. ● Verb : a word that describes an action or a state (e.g. run, is) ● Noun: a word that names a person, a place, a thing, an activity or a quality (e.g. girl, school, book, aerobics, beauty) ● Adjective: a word that tells you more about a noun (e.g. beautiful, small) ● Adverb: a word that tells you more about a verb, an adjective or
Teaching Tip another adverb (e.g. slowly, very) ● Some words function as only one part of speech while some words may function as different parts of speech depending on the context of use. Example: ● review (verb) It is important to review your notes after every lesson. ● review (noun) The company conducts a review of its employees’ salaries every year.
Answers Suggested answers: ● The brain is one of the most important parts of the body. ● Draw a line to connect these two points. ● Don’t expect to learn a new skill overnight. ● It is important to pay attention in class. ● At the end of every day, I try to review the new words I learned that day. ● Learning a new language also helps us to gain some knowledge of the culture of its nativespeakers. ● Scientists believe that only humans have the ability to learn a complex language. ● My brother is active and enjoys sports. ● Her mother wisely advised her not to give up studying English.
Purpose To encourage Ss to express their opinions using the target language.
Teaching Tip Expressing opinions The activity requires Ss to express their opinions. Before Ss start their discussions, the T may want to prompt Ss to recall some sentence starters forgiving opinions, e.g. I think …, I feel …, I believe …, It is important to …, etc.
Purpose To prepare Ss for the subsequent writing activity by giving them the opportunity to consolidate the ideas they have gathered so far.
Optional Approach Consolidating ideas Instead of asking Ss to do this activity individually, the T may want to get Ss to do this as a class activity by first asking Ss to brainstorm ideas on best ways to learn English (and why). The T can write these ideas on the board. Ss can then choose three ways from the list on the board and fill in their individual charts in 3a.
Answers Suggested answers: Best ways to learnReasonsExamples1. Being interested in what you doIf you are interested in something, your brain will be more active and …If you like music, you can learn English by listening to English songs.2. Reading English booksIf you read English books that are well- written and show good use of the language, you can learn many new words and see how they are used.If you like to read, you can learn English by reading well-known storybooks like Harry Potter or simplified versions of famous books like Pride and Prejudice.3. Watching English moviesIf you watch English movies, you can practice listening to natural speech and you can use the storyline, body language, actions and facial expressions to improve your understanding.If you like to watch movies, you can learn English by watching popular movies like Hunger Games and Kung Fu Panda.
Purpose To provide Ss with the opportunity to use the target language in writing.
Answers Sample writing: Dear Wenxin, There are three good ways to learn English. One way is being interested in what you are doing. If you are interested in something, your brain will be more active and you will be more focused. If you like music, I think you should listen to English songs. If you do this, you will be able to improve your pronunciation. It is also a good idea to read English books because well-written books can teach you many new words and how they are used. You could try to improve your English by watching English movies. This will help you to improve your listening and speaking skills as you will have a chance to listen to natural speech. I hope these three ways will work well for you! Your friend, Li Ting
Purpose To provide a comprehensive review of key vocabulary and functions presented in the unit.
Answers 1. develop, take notes, practice, remember, until, everything, prepare, worry about 2. 2, 6, 4, 1, 5, 7, 3 3. Suggested answers: 1. … by not reading word by word but reading word groups. 2. … by watching English movies. 3. … by reading English books.
. Optional Activity: Information quest
Purpose To encourage Ss to be independent learners.
Procedure
1. Tell Ss that they will be doing some research on how to learn English.
2. Ask Ss to surf the Internet at home to research ways to learn English, then write a short article on the methods they have found.
3. Alternatively, if the Internet is not available to Ss, the T can get Ss to interview different people (other Ts, Ss, friends, family members, etc) and find out their suggestions for ways to learn English. Then Ss are to write a short article to present their findings.
4. On the day of the lesson, divide the class into groups of four or five.
5. Give Ss time to share their articles with their group members.
6. Ask each group to choose the best article in their group.
7. Invite one member from each group to briefly share with the class the main points in their chosen articles.
8. Conclude by encouraging Ss to apply any useful tips they have gained from these articles to improve their English.