Module 5 Museums（Unit1—3） 单元教学设计

Module 5 Museums
Analysis of the whole module
Theme: Public rules and map reading
Function: Talking about rules
Structure: Imperative sentences; Adverbial clause: if…do…
Module task: Panning a guide to a museum
Unit 1 Don’t cross that rope!
The first period
I. Analysis of the text
What:
The topic of the text is visiting a museum. The text is a dialog describing the scene on which Daming, Lingling and Betty visit a museum. In order to get more information for their project, Lingling and Betty decided to visit the Animal Room. During the visit, Daming frequently breaks the museum rules and Lingling lost her mobile phone.
Why:
The purpose of this text is to develop students’ awareness of obeying the rules in public places. Meanwhile, the author also want to get students to learn how to deal with problems we encounter through the event, that is, Linging lost her mobile phone.
How:
The text consists of two talk rounds In the first one, Lingling, Betty, Daming and the guard talk about the rules of the museum. In the second one, Lingling lost her mobile phone and her friends try to help her. The signs of the lesson tell the meanings of the rules clearly and easily. The language of the dialog is full of imperative sentences describing rules and orders.
II. Analysis of students
What they know:
Students have the experience of visiting a museum and know its rules. They also know imperative sentences to give instructions, which will help them to understand the dialog well.
What they want to know:
They are eager to learn how to give instructions and talk about rules with imperative sentences.
What they learned:
They will learn to use imperative sentences to give instructions talk about rules.
III. Teaching objectives
By the end of this lesson, students will be able to:
1. understand detailed information about the rules in the museum by listening for details.
2. perceive the communicative expressions for visiting a museum and integrate with the target language by role playing the dialogues in the course book.
3. internalize and output the target language by creating and performing the dialogues.
4. develop students’ awareness of obeying the rules in public by discussing why do we have rules in our life and learn to tackle problems we meet with.
IV. Key Points and difficult points
Acquire the communicative expressions for giving instruction and apply them into real life.
V. Teaching Methods
Communicative approach and PWP approach.
VI. Teaching Aids
Multimedia, PPT and video.
VII. Teaching Steps
Step 1: Pre – listening
1.Warm-up and lead-in
Greet and show a clip of video of an introduction of a museum with the following questions:
Where is it
Have you ever been to it
What can you see
What can you do there
What can’t you do
Ask students to work in pairs to talk about them, then share their answers.
2.Pre-teaching
Show pictures of signs in public like “No parking”, “No entry” and “No smoking” to teach blocking words in the context.
Look at the signs in Activity 1 and ask students to talk about the meanings of these signs in pairs. Then match the them with the rules in Activity 1.
Step 2: While – listening
1.Listening to the short dialogue
Read the questions in Activity 1and get the point they will listen. Ask Ss to take notes while listening.
Play the recording once. Ss listen carefully and take notes. Then check answers in pairs.
2.Listening to the long dialogue
Get Ss to listen to the dialogue with two questions: Where are they What are they doing . Play the recording and check answers with a whole class.
3.Ask students to look at the signs in Activity 3 and say what do they mean. Play the recording again and check the rules mentioned in the conversation. Then check in pairs.
Look at the following questions:
Who is often against the rules in the museum
What happened to Lingling
What did she do
Play the recording for the third time and listen for the answers. Then check in pairs.
Step 3: Post – listening
1.Role playing
Listen and underline the stressed words. Then get students to guess why the words are stressed. Afterwards, students imitate the pronunciation of the recording.
Divide the class into four big groups to play four roles-Lingling, Betty, Daming and Guard. Then practice the conversation in groups of four students after inviting two groups to perform it, at the same time ask others Ss to watch them attentively and select the best one.
2.Analysis of the text
Lead students to feel the function of imperatives after underlining the imperative sentences and read them. Besides, get students to understand what the writer really wants to say.
3.Discussion
Discuss in groups of four the following questions:
Why do museums have rules
What do we do if we lost our valuable things
Then share their opinions to elicit the value of the lesson----cultivating students’ awareness of abiding by the rules in public and try to cope with the problems we face up to.
4.Creating a dialogue
Talk about the rules in the classroom. Ask them to write down at least four questions about the classrooms to ask another student. Then put students in pairs to take turns asking and answering questions about the rules.
Step 4: Summary and Homework
Summarize what they have learnt in this lesson: key words and useful expressions for giving instructions.
Homework:
1. Read the dialogue fluently at least three times.
2. Write your home rules and share them next class.
VIII. Blackboard Design
Module 5 Museums Unit 1 Don’t cross that rope! Useful expression for giving instructions: No shouting. No photos. Museum rules No smoking. No entry. Don’t touch.
IX. Teaching reflections
This is a listening and speaking lesson whose topic is visiting a museum. All activities from input to out are designed around it. The lesson procedure mainly consists of three parts: pre-listening, while-listening and post-listening. In the pre-listening, I motivated Ss by showing a clip of video of an introduction of a museum and remove blocking words naturally in the context. In while-listening, I design different activities to practice students listening skills, including listening for general and specific information. The purpose of post-listening is to perceive, internalize and apply the target language. In the whole lesson, all students are involved actively. However, they might don’t have enough time to present their work because of the limited time. Next time, I will control the time and allow time for students’ presentations.
Unit 2 If you ever go to London, make sure you visit the Science Museum.
The second period
I. Analysis of the text
What:
The topic of the text is the Science Museum in London, which is close to students’ daily life. The text mainly introduces what you can see and do in the Science Museum.
Why:
The purpose of this text is to introduce a special museum, the Science Museum in London to the readers. Students will feel different culture from the British museum.
How:
The text is an expository. It consists of five paragraphs introducing the science museum, which can be divided into three parts respectively including what’s special about the museum, recommending some popular rooms for visitors and opening time and price about it. The writer uses examples and comparisons to organize paragraphs and the order of visiting a museum to introduce the museum. It makes the text more logical. The language point is if clause.
II. Analysis of students
What they know:
Students have experience of visiting a museum and some words and expressions related to it.
What they want to know:
They want to learn about information about the different museum, the Science Museum in London.
What they learned:
They will learn to talk about and write a passage about their favorite museum by reading the text and grasp reading skills including reading for general information and specific information.
III. Teaching Aims
By the end of this lesson, students will be able to:
1. understand the reading material about introducing a museum.
2. perceive the expressions about the introduction of a museum by reading the text in the course book and internalize the target language by answering guiding questions.
3. apply and create by discussing students’ favorite museum and writing a short passage about it.
4. develop students’ logical thinking by analyzing the order of introducing a museum.
IV. Key Points and difficult points
Understand and summarize how to introduce a museum by reading the text and discussing.
Learn to write a passage to introduce a museum.
V. Teaching Methods
Bottom up and PWP approach.
VI. Teaching Aids
Multimedia, PPT and handouts.
VII. Teaching Steps
Step 1 Pre-reading
1.Lead-in
Ask the following questions:
Do you like visiting a museum Have ever visited it What can you see and do there Then show two pictures of museums, one is Hefei Science Museum, the other is Anhui Museum on the screen Discuss in pairs and share their ideas about the differences between the two museums.
2.Pre-teaching
Students will learn the blocking words (chemistry, physics and experiment) in the context through describing the above two pictures.
Step 2 While-reading
1.Predict
Look at the title and the picture of the text and predict what the text is mainly about. Then read and check the answer,
2.Read for general information
Read the text and match the paragraphs with their main ideas. Then check answers in pairs.
Para. 1----the special museum
Para. 2----learning about environment, communication, math, physics and chemistry
Para. 3----the Launchpad
Para. 4----learning about the medicine
Para. 5----opening hours and price
3.Read for detailed information
Read the text again and complete Tony’s favorite museum column in the table.
Tony’s favorite museum Your favorite room
Name
Place
Favorite rooms
Opening hours
Price
Read for writing purpose
Read the text carefully with the question----why did the writer the text Work in pairs and try to answer the question.
Step 3 Post-reading
1.Analyze the structure of the text.
Get students to think the structure of the text and discuss in pairs. Then share their ideas and say why to elicit the logic of the layout of text, that is the order of introducing a museum. Then have students pay attention to the underlined pronouns and explain what they refer to and why the writer uses these words.
2.Talk about your favorite museum in pairs and complete the Your favorite column in the table in Activity 3.
3.Write a short passage about your favorite museum with the given information. Try to use pronouns to avoid repetition. After that, invite some students to share their writings.
Step 4 Summary and homework
Summarize how to introduce a museum and useful expressions.
Homework:
1.Read the text fluently at least three times.
2.Search for more information about world-famous museums and try to introduce them next lesson.
VIII. Blackboard Design
Module 5 Museums Unit 2 If you ever go to London, make sure you visit the Science museum. name place Introducing a museum favorite room opening hours price If clause: If you want answers to all your questions about science, this is the right place for you.
IX. Teaching reflections
This is a reading and writing lesson whose topic is introducing a museum. All activities from input to out are designed around it. The lesson procedure mainly consists of three parts: pre-reading, while-reading and post-reading. In the pre-reading, I connect students’ learned knowledge and experiences to the topic of the lesson by comparing the two pictures of the traditional museum and the special museum. Then remove blocking words naturally in the context. In while-listening, I design different activities to practice students reading skills including predicting, reading for general and specific information. The purpose of post-reading is to internalize and apply the target language. In the whole lesson, all students participate in the activities actively. However, some weak students couldn’t finish their writing. In the future, I will give more help to the weak students and let them prepare the lesson fully in advance.
Unit 3 Language in use
The third period
I. Analysis of students
What they know:
Students have the experience of visiting a museum and know its rules. They also know past simple, which will help them to write a passage about a visit to a museum.
What they want to know:
They want to know how to write a visit to a museum well.
What they learned:
They will learn to talk about experience of visiting and narrate a visit to a museum.
Teaching aims:
By the end of the lesson, students will be able to:
1. understand the target language about introducing a museum deeply by reviewing the text in unit 2.
2. integrate and internalize the target language by talking about a visit to museum.
3. apply the target language into practice by writing a passage about a visit to the museum using proper layout and pronouns.
II. Key Points and difficult points
Write a short passage about an experience about a visit to a museum using proper layout and pronouns by imitation.
III. Teaching Methods
Product approach
IV. Teaching Aids
Multimedia and PPT and handouts.
V. Teaching Steps
Step 1 lead-in
Show a video of my visit to Anhui Museum. If they have such experiences and ask how they feel about it. Then work in pairs and share their visits.
Step 2 Prepare for writing
1.Show a model essay and get students to read it (The model is in the handout), then talk about the main idea of the passage.
Sample:
There are some museums in Anhui, including Anhui Museum, Geological Museum of Anhui and Hefei Science Museum. Of all the museums, I like Anhui Museum most. It is located in Hefei.
Last weekend, I visited Anhui Museum with my parents. It was my first time to go there. The museum was grand with a large number of exhibitions all over Anhui Province. There are different kinds of rooms in it. The room I interested in most is the room to store famous paintings and calligraphy works in antient times because I am crazy about painting. I enjoyed the old paintings of different styles and learnt a lot from it.
We had a fantastic time in Anhui Museum. If you want to go to Hefei and learn about the history of Anhui, Anhui Museum is the right place for you.
2.Think, make a outline of how to narrate an experience about visiting a museum in pairs according to the passage above.
3. Analyze the structure of the writing by match the headings with paragraphs and get students to underline the pronouns which organize the passage concise, and the topic sentences and transitional sentences.
Step 2 make a draft
1.Show the writing task—write a passage about your visiting a museum you like.
2.Talk about what the name of the museum is and what can you see and do there in pairs, then make a list of ideas chorally (write on the board).
3. Make the first draft using pronouns, transitional sentences and topic sentences.
Step 3 Polish the draft
1. Exchange drafts with their desk mates, read and correct their mistakes.
2. Modify the writings and copy them on the sheets.
3. Show standard of assessing a writing and invite several students to share their works, get the other students listen attentively and choose the best one.
4. Show the possible version
Hefei Science Museum is popular among teenagers. It is different from other traditional museums where you must be quiet. You can talk and touch the exhibits in Hefei Science Museum.
Last summer holiday, I visited Hefei Science Museum with my friends. There were a number of students from primary school and middle school visit there. Of all the rooms, I like modern car room best in the fourth floor. I experienced how to drive a car. It was quite fun.
The museum is free and open every day except Tuesday. We had a wonderful time in Hefei science Museum. If you want to go to Hefei and learn about the history of Anhui, Anhui Museum is the right place for you.
评语
作文涵盖了所有内容要点,表达清楚。人称、时态准确，结构合理，行文连贯，语言基本无误。语言有亮点，能够准确运用定语从句和条件状语从句。
Step 4 summary and homework
Summarize the steps of writing a new passage and praise students’ excellent performances.
Homework:
1.Complete your writing after class if you can’t finish in class, then hand in next lesson.
2. Complete Ex.2, 4, 7&8 in Unit 3 of the textbook.
VI．Blackboard Design
Unit 3 Language in use Name Place Favorite room Visiting a museum What you can see and do feelings … Opening hours Price
VII．Reflection
It is a writing lesson which is designed on the basis of the product writing approach. To the begin, show the model to the students and get them to learn how to organize the ideas by analyzing the language and structure of it. Then, guide students to write a draft and correct it in pairs. After that, lead students to assess their works and choose the best composition by showing the standard of assessment. In the whole class, most students can finish their writings and engage the activities actively, however, there were still some students who can’t complete their writings. In the future, I will give the weak students more help in the process of writing.