Unit 9 Learning
Lesson 1 Active Learning
【教学目标】
Students will be able to
1. read and talk about active learning
2. read for general understanding
3. identify the main theme of each paragraph and label them with subheadings
4. present a suggestion about active learning
5. practise verb+verb-ing/infinitive structures
6. complete a summary of the text
【教学重难点】
Identifying main themes and summarising the text
【教学过程】
1. What do active learners do?
1) Discuss the title of the lesson and gather ideas on its possible meanings, i.e., a method of learning that is not only about listening to lectures and trying to remember what the teacher has said. Point out that the opposite method is “passive learning” and invite learners to think of contrasting details about each method.
2) Read the list of active learning methods aloud and invite students to raise their hand for the ones they practise by themselves.
3) Students work in small groups and discuss which students they think best represent the principle of active learning.
4) Ask students to think about which areas they could improve on and whether they think that is something they can achieve or not.
2. Read the first paragraph and answer questions.
1) Read the three questions out loud and invite students to give their opinion.
a. What do most people believe about the human brain? Is it true?
b. What is active learning?
c. What is Kevin Daum going to talk about in the article?
2) In small groups, students read the questions and then the first paragraph of the text.
3) Students discuss their answers.
4) Each group presents their answers to the class.
3. Read and write subheadings.
1) Ask learners to silently read through the subheadings on page 52 and point out that subheadings in longer texts are very helpful with coherence and the flow of the information.
2) Independently, students write the subheadings before the corresponding paragraphs. Students do not need to read for any specific details. They should focus on the gist of each paragraph.
3) Students check their answers in pairs and then review as a class.
4) Ask students to identify the part in each paragraph that helped them to find the correct subheading.
4. Identify learning actions, reasons and learning effects.
1) Explain to students that each paragraph of the text focuses on one active learning suggestion.
2) Students read about the first active learning suggestion in the second paragraph and complete the diagram on page 54.
3) Copy the diagram on the board and invite students to volunteer the answers.
4) In pairs, students do the same for the other active learning suggestions.
5) Complete the diagram on the board for the other suggestions by asking students to volunteer the answers.
5. Group Work: Introduce suggestions.
1) In small groups of five, students each pick one of the suggestions so that each student has a different suggestion.
2) Independently, students write a short paragraph on their suggestion using the information in the diagram. Help low level students by providing sentence frames.
3) Encourage students to think of additional information that would make their presentation more interesting and personalised.
4) Each group presents the active learning suggestions to the class.
6. Write T (true) or F (false) for ways of learning.
1) Explain to students that for this activity they will need to focus on detail and read for specific information.
2) Read the statements as a class and explain any unknown words.
3) Independently, students identify whether the ways of learning are correct or not and note down reasons to support their answers. Students can extract information from the text.
4) Make sure students suggest an alternative way of learning for the statements that are incorrect.
5) Review answers as a class.
7. Talk about the suggestions.
1) Students read the text again and decide on which suggestion would be most useful for their own learning.
2) Draw their attention to the example answer and demonstrate to provide one, ideally one that focuses on a different suggestion.
3) In small groups, students discuss their opinions and provide reasons for their answers.
4) Volunteers can share their answers with the class. Find out which suggestion is the most popular in the class.
8. Read the summary and paraphrase.
1) Revise synonyms with students. Explain that students will use the synonyms to replace the underlined parts.
2) Encourage students to work independently.
3) Review the answers as a class.
9. Complete the table on page 55.
1) Draw students’ attention to the coloured verbs in the reading text on pages 52 and 53. Explain that they are either followed by a verb-ing form or an infinitive. Revise these concepts by reading the Grammar Summary on pages 96 and 97.
2) Students independently complete the task.
3) Review the answers as a class.
10. Complete the text on page 55.
1) Ask students to focus on the verb preceding each space and to choose either the correct -ing or infinitive form.
2) Read aloud the text and pause before each space for students to call out the answer in chorus.
11. Express yourself.
1) Questions for discussion:
a. What other ways of active learning do you know?
b. How will you learn actively in the future?
2) In groups, students discuss ways they can become more active learners.
3) If possible, students can research active learning online.
4) Write interesting ideas on the board and encourage students to apply these ideas in their school life.
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Unit 9 Learning
Language Learning Tips
【教学目标】
Students will be able to
1. listen to an interview about effective ways to learn English
2. extract specific information while listening and complete missing information
3. discuss effective ways of learning English
4. listen to an interview on the differences between British and American English and complete a table with missing information
5. listen to and practise ways of showing interest while speaking
【教学重难点】
Listening for specific information from an interview
【教学过程】
1. What tips do you know about learning English?
1) Invite students to share any specific learning difficulties they may have with the English language, e.g., difficulty with pronunciation, spelling, grammar, difficulty to understand the structure of a new language. There are many skills a learner needs to work on like speaking, listening, reading and writing.
2) Read the four listed tips on page 56. Ask students to share their own tips and support with reasons.
3) Students write their tips next to the fifth bullet point.
2. Listen and identify the topic.
1) Read and discuss the topics with the students. This will help them prepare for what they need to listen out for.
2) Play the interview once and then repeat again if necessary. Students tick the topics mentioned as they listen to the interview.
3) Ask students to check their answers in pairs and then review as a class.
4) Ask students some general comprehension questions:
a. Why is it a good idea to read simplified classic literature and watch English films and programmes?
b. What does “learning words in context” mean?
c. What is a natural way to learn English grammar rules?
3. Listen and complete.
1) Play the interview for students to complete the missing information.
2) In pairs, students review their answers.
3) Play the interview again for students to confirm their answers.
4) Low level students can refer to the interview script on pages 108 and 109 to complete the missing information.
5) Review the answers as a class.
4. Pair Work: Discuss the questions on page 56.
1) In pairs, students read and discuss the two questions. Ask students to think back tips on learning English and how to overcome certain areas of difficulty, as well as their own ideas.
2) Ask students to search for online tips on learning English.
3) Students note down their answers.
4) Hold a class vote on the most important piece of advice from the interview.
5) Students share other ways to learn English vocabulary and grammar effectively.
6) Put students in small groups to discuss their ideas. Invite a representative from each group to present their group’s ideas. Write any interesting ideas on the board.
5. Do you know the differences between British and American English?
1) Write some examples on the board.
2) Students work in pairs or small groups to use their dictionaries or online websites to find other examples.
3) Students write their examples of differences between British and American English on the board.
6. Listen and complete the table on page 57 on the differences.
1) Play the programme once for general understanding. Ask students to list the examples they heard and to add any other details they remember.
2) Point out to students that they need to include their own ideas in the “Examples” column. They could use their ideas from Activity 5
7. Listen, imitate, and complete the Talk Builder.
1) Explain to students that it’s important to show interest in what others are saying. Read and discuss the Talk Builder.
2) Students try to complete the spaces with the expressions on the right.
3) Play the programme for students to check their answers.
4) Students can role-play the dialogue in pairs to compare their answers.
8. Search online for more differences.
1) In small groups, students search for more differences between British and American English. Either provide online resources or students can bring in resources.
2) Tabulate the differences that students found between British and American English on the board.
9. Pair Work: Act out a dialogue.
1) Pair up students with different abilities. Encourage students to practise and make their dialogue sound as natural as possible. Students need to use different expressions to show interest.
2) Students can refer to the dialogue script on page 109 as a model for their role-play.
3) Students role-play their dialogues in front of the class.
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Unit 9 Learning
Lesson 3 The Secrets of Your Memory
【教学目标】
Students will be able to
1. read a text about memory
2. read for detail and correct false statements
3. understand the main theme of each paragraph in an extended text
4. correct mistakes in a summary of the reading text
5. study and understand the subject–verb agreement rules in sentences
6. discuss tips on memory improvement
【教学重难点】
1. reading for detail and understanding the main themes
2. Talking about ways to improve memory
【教学过程】
1. Talk about memory by identifying things that are easy to remember.
1) In small groups, volunteer students discuss their first memory.
2) Volunteers can share their answers with the class.
3) Explain to students that the human brain remembers information roughly categorised into broader groups.
4) Read the bulleted list.
5) Conduct a survey to find out which things are the easiest and the hardest to remember. Each student shares the category they remember best and the one they struggle to remember.
2. What do you want to know about memory?
1) Give an example of one or two questions you would like to ask a memory expert, e.g., Does age play a role in the human’s brain ability to store and recall information? Is there any special food that helps memory?
2) In pairs, students note down 4–5 questions that they would like to ask a memory expert.
3) If possible, students can find the answers online.
4) Each student shares at least one question they would like to ask.
3. Read the text and find out.
1) Ask students to quickly skim through the text and find out if any of the questions they noted down in Activity 2 are answered by the memory expert.
2) Students share the questions and answers that were addressed.
4. Read again, write T or F, and correct false statements.
1) Read the statements. Ask volunteer students to read the text. Explain any difficult words.
2) Read each statement again. Students answer if they are true or false from memory. Do not confirm their answers at this point.
3) Independently, students read through the text to check their answers and correct the false statements.
4) To help struggling students, give them the paragraph number where the information for each statement is included.
5) Read out loud each statement and pause after each one for students to call out “true” or “false” in chorus. If the answer is “false”, invite a volunteer to come to the board and write the corrected statement.
5. Pair Work: Offer suggestions.
1) In pairs, students read each paragraph in the text and discuss further advice that they would suggest. Revise empathy with the students. What do you do when you can’t remember something? What memory tricks do you suggest?
2) If possible, students can research online some advice for each question.
3) Review the answers as a class. Write the useful advice on the board.
6. Match suggestions and questions.
1) Read through each suggestion. Explain any difficult words.
2) Students need to connect each comment to one of the four paragraphs in the reading text on pages 58 and 59. Then, students write the suggestions on the lines provided in the text.
3) Review the answers as a class.
4) Compare the suggestions students gave in Activity 5 with the suggestions in Activity 6.Which suggestions are more helpful? Which suggestion works best for you? Why? Which suggestion was surprising?
7. Find out truths and advice.
1) Point out to students that each of Jemima Gryaznov’s answers can be divided into two sections: the truth and the advice section. Go through the first answer with the class and have volunteers identify the two parts to illustrate what students need to do.
2) Students note the four truths and advice that Jemima Gryaznov gives in the text.
3) Review the answers as a class. Which truth is the most significant to you? Why?
8. Group Work: Think and share.
1) Students underline the most and least convincing words in the text that Jemima Gryaznov puts forward using two different colours.
2) Students discuss what methods she uses to convince others and share their answers in small groups.
3) Challenge students in each group to convince one another of each answer that is being questioned.
Conduct a class survey to find the most and least convincing answer shared by the majority of students.
4) Assign groups of students to search online for additional information that could beer support or deny this answer.
9. Find words and phrases to replace underlined words.
1) Revise synonyms with students. In pairs, students replace the underlined words and phrase with the words from the text. Remind students that the meaning must be similar.
2) Help students who are struggling by giving the first letter of the word or the paragraph number where the word can be found.
3) Read aloud the sentences and pause before each item for students to call out the answer in chorus.
4) Encourage students to provide their own words or expressions for the underlined part in the sentences.
10. Find subjects and use the correct verbs to complete sentences.
1) Write this example on the board: “We remembers things that have strong connections in our mind.” Ask students to think whether there’s anything wrong with the sentence (the verb “remembers” should be plural to match the subject “we”.) Ask students to correct the mistake, i.e., change the verb to “remember”.
2) Explain to students that in English the verb always needs to match the subject in terms of singular/plural form and that this is called “subject–verb agreement”. Find out whether this is the case in the students’ first language.
3) Point out that the -ing form of verbs, when used as a subject, is considered as singular.
4) Revise subjects of the sentence with students; the subject of a sentence is the person, place, thing, or idea that is doing or being something.
5) Read the sentence frames in the Sentence Builder. Independently, students complete the task. Remind students to first circle the subject in each sentence.
6) In pairs, students read their answers and listen if they sound correct.
7) Review the answers as a class.
11. Group Work: Read the tips and discuss the most/least useful ones.
1) In small groups, students read and discuss the tips.
2) Each student explains, with reasoning, which is the most and least useful tips for learning English.
3) Conduct a class survey to find out the most and least popular tips of all.
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Unit 9 Learning
Topic Talk
【教学目标】
Students will be able to
1. talk about school subjects and ways of learning
2. use phrases about education and learning
3. listen to two dialogues about school subjects and learning
4. discuss famous quotes about learning
【教学重难点】
Talking about education and learning based on personal experience
【教学过程】
1. Pair Work: Talk about school subjects.
1) Demonstrate the task by answering the questions, e.g., My favourite school subject was geography. We used to learn a lot about various countries, and what geographical features they have. The learning approach I used was visual aids. For example, I used a world atlas to find each country.
2) Explain that learning approach is the way a school subject is taught or the means/method somebody uses to learn about a school subject, e.g., note-taking, looking up information, doing projects.
3) In pairs, students ask and answer the questions. Encourage students to give as many examples as they can to support their answers.
4) Share interesting answers with the class.
5) Hold a class vote on how many students selected the same school subject and find out which is the most popular.
2. Listen and complete the Text Builder.
1) Read out loud the Text Builder. Explain any unknown vocabulary.
2) Play the dialogue once for understanding and then play it again for students to complete the sentence frames.
3) Students review their answers in pairs and then as a class.
3. Talk about the way you learn.
1) Students prepare independently to talk about the way they learn. Encourage students to use the vocabulary from the previous activities.
2) Low level students can use the sentence frames in Activity 2. Help these students with vocabulary and sentence structure.
3) Students talk and share their idea in pairs. Encourage students to ask follow-up questions while talking.
4. Listen and complete.
1) Read the sentence frames. Challenge students to work in pairs to think of possible answers for each space.
2) Explain the meaning of the phrasal verb “brush up on something”. Suggest to students to make a literal picture of a person brushing and keeping the dust of something so that it stays fresh and vivid. Point out that most phrasal verbs can be learnt this way, as they lend themselves well to visual interpretation.
3) Play the dialogue once for general understanding and then play it again for students to complete the missing information.
4) Read the text out loud and pause before each space for students to call out the right answer in chorus.
5. Talk about learning goals.
1) Invite students to share any specific learning difficulties they may have with the English language, e.g., difficulty with pronunciation, spelling, and grammar.
2) Students discuss five possible ways to improve their English learning. They could list specific ways or methods for each area of difficulty they noted down.
3) Students present their findings in small groups or with the class. Find out whether there are any specific learning difficulties the majority of students share and how these can be tackled.
6. Talk about the quotes.
1) Students discuss what they know about these famous people and share interesting information. If possible, allow students to research the quotes online.
2) As volunteers read each quote, analyse its meaning, i.e., it’s important to think and learn as well. Dry knowledge doesn’t lead to anywhere if one doesn’t think for oneself. Simply thinking without seeking true knowledge will not get anywhere.
3) Discuss whether students agree or disagree with each quote.
4) Encourage students to support their answers with reasoning.
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Unit 9 Learning
Viewing Workshop
【教学目标】
Students will be able to
1. discuss ways to learn and develop our brain
2. watch and understand a video on the lesson topic
3. extract specific details from a video and answer questions
4. give a presentation
【教学重难点】
Understanding specific details of a video and talking about ways to develop our brain
【教学过程】
1. Do you think we can only learn certain topics at certain times?
Discuss the saying “You can never teach an old dog new tricks.” with the students. It means that it is very difficult to teach someone new skills or to change someone’s habits or character. Do you think some people cannot learn a new skill or habit? Is it easier to learn something new when you are younger or older? Encourage all students to participate in the discussion.
2. Watch the video and find out.
1) Explain to students that they will be watching a video and find out the answers to the questions in activity 1.
2) Play the video once for general understanding. Students note down the answers as they watch.
3) In pairs, students review their answers. Play the video a second time to confirm students’ answers.
4) Review the answers as a class.
3. Watch again and find out the main idea.
1) Read the three sentences on page 64. Explain that one option best summarises the video.
2) Students can note down their answer.
3) Play the video to confirm students’ answers. Review as a class.
4. Watch the first part. Find out abilities or actions for two sensitive stages.
1) Read the options. Ask students to share what they remember about the two sensitive stages: experience expectant learning and experience dependent development.
2) Students can note down their answers while watching the video.
3) Pause the video at key stages if the students are struggling and explain any difficult concepts.
4) Review the answers as a class.
5. Watch the final part and answer questions on page 64.
1) Read and discuss the questions. Ask students to share what they remember about brain plasticity and the effects of juggling exercises.
2) Students can note down their answers while watching the video.
3) Pause the video at key stages if the students are struggling and explain any difficult concepts.
Review the answers as a class.
6. Express yourself: Give advice to elderly people and parents of school children.
1) Divide the class into two groups; one group discusses advice for the elderly and the other group discusses advice for parents of school children.
2) Students can use the video script as reference. If possible, students can research online or provide resource material. Encourage students to add any further advice they would suggest.
3) Each group discusses and notes down advice that they would give.
4) Each group presents their advice. The other group can ask questions and brainstorm further advice.
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Unit 9 Learning
Writing Workshop
【教学目标】
Students will be able to
1. read and understand a learning reflection
2. identify the main idea of each paragraph and label it correctly
3. use addition linkers
4. prepare an outline of and write their reflective journal
5. conduct peer assessment
【教学重难点】
1. understanding how to write a reflective journal
2. producing a cohesive reflective journal
【教学过程】
1. Group Work: Talk about what you have learnt.
1) Write the title of the lesson on the board and ask students to brainstorm ideas on learning reflection. Explain that when they look at themselves in the mirror, they see a “reflection” of themselves. A “learning reflection” is when someone stands back in order to “reflect” on what they have learnt and assesses this information.
2) In groups, students discuss what they have learnt at school and generally in their life and the two questions on page 62. Encourage students to support their answers with reasoning and examples.
3) Each student notes down their answers.
2. Read and make a list.
1) Invite students to read silently through the learning reflection. Students underline any words that they are unsure of. Explain any difficult words.
2) Students underline (in a different colour) the things the writer has reflected on.
3) Review the answers as a class.
3. What does each paragraph talk about?
1) Read the list of headings on page 63.
2) Independently, students complete the task, by marking the paragraphs.
3) Call out the headings for students to point at the corresponding paragraph.
4. Write three things you have learnt.
1) Tell students: I learnt that some people have amazing memories. It’s amazing to know how a person’s memory changes with age. I was surprised to learn that 25 is the age the human memory works best. Discuss with students on how these three sentences could be better linked.
2) Read the Sentence Builder. Point out that using addition linkers makes both speech and writing easier and more interesting to follow.
3) Students work through the learning reflection text on page 62 and underline any examples of addition linkers they can find.
4) Students write down the three things they have learnt in this unit. Check students are using addition linkers correctly.
5. Compose your writing: Outlining.
1) Ask students to use their notes in Activity 4 and the structure of the learning reflection on page 62 in order to complete the outline of their own reflection.
2) Remind them to only fill it in with notes at this point. Ask stronger students to help any struggling students with the preparation of their reflection.
6. Compose your writing: Drafting.
1) Read through the Writing Help. Point out that students need to organise the information they have into clearly structured paragraphs.
2) Students should also pay attention to how they link sentences and paragraphs so that their work is cohesive.
3) Students complete their learning reflection.
7. Compose your writing: Editing.
1) Tell students that the final stage of writing, before publishing, is editing. When we edit, we check that our ideas are clear and that our sentences are complete.
2) Have students exchange their writing with a partner and offer each other suggestions to improve their drafts.
3) After editing, writers will make changes to their drafts and either rewrite or print a clean copy of the work.
4) Ask students to prepare a final draft of their work to submit for your review and then place in a writer’s portfolio.
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