Lesson 45
PART 1 Understanding of the teaching material
STATUS AND FUNCTION
1. Because this is a revision unit. It is the summary from Unit 7 to Unit 11. Unit 12 is very important in Book 2A.
2. This lesson is the first one of Unit 12, it is a dialogue about keeping fish. It is related to our daily life.
3. Due to this lesson is a dialogue, it is helpful for the students to improve their spoken English.
TEACHING AIMS AND DEMANDS
Knowledge objects
1. To make the students know how to keep fish, birds or any other animal by learning the dialogue of this lesson.
2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.
Ability objects
3. Make the students the real masters in class while the teacher himself acts as the director
4. Train them with some effective learning methods to optimize the students' learning results.
Moral objects
Enable the students to love life and animals, protect the nature and environment.
TEACHING KEY POINTS
1. Input the dialogue as a whole
Make the students grasp and understand the dialogue as a whole.
2. Language communication
A. Tell the main idea of the dialogue
B. Practise the dialogue
C. Act out their own dialogues related to the daily life
TEACHING DIFFICULTIES
1. The usage of the Modal Verbs
2. Making suggestions and replying
PART 2 Teaching Methods
Five Steps Method,
Communicative Method.
Aural-oral Method with the help of the computer
* The Questions and two situations will be shown on the OHP with the help of the computer.
PART 3 Studying Ways
1. Teach the students how to be successful language learners.
2. Teach the students how to master dialogues and how to communicate with others.
PART 4 Teaching procedure
Step 1 Revision
Check the homework exercises.
Step 2 Lead-in
Sign to the students to be quiet and close their books. Then start a free talk with the students. Show the fish tank and fish bowl. Ask the students the following questions.
Slide 1
1. What is it? (show the tank to the students)
2. What is it used for? (For keeping fish)
3. Do you keep any animals at home? What is it or What are they?
4. Can you explain how you care for them?
5. How do you feed them?
Step 3 Dialogue Presentation
The teacher's brief introduction
Today we will learn a dialogue about keeping fish. Kate and Li Qun are talking about it. Now read the dialogue silently and find out the answers to these questions:
1. Pre-reading silently
Questions
Slide 2
a) What does Kate want to do? (Buy some fish)
b) Where would Kate keep them at first?
c) What does Li Qun advise her to do? (Get a large tank to keep the fish in)
d) What size tank should she get? ( A tank about 30 cm by 30 cm by 50 cm.)
e) What should Kate put in the tank?
(A few large rocks and some underwater plants)
Step 4 Reading
1. The first listening
A. Listening and answering
Play the tape for the students to listen. Go through the dialogue briefly. Ask questions
Slide 3
Why should Kate put a few large rocks in the tank?
(Because fish love swimming round the rocks and through holes in them.)
Why should Kate put some underwater plants in the tank?
(Because the underwater plants can keep the water clean and make the tank look much prettier.)
Allow the students a few moments to carry out the task. Check the answers.
3. The second listening
A. Listening and explanation
Play the tape again.Let the students listen the second time. While listening, I explain the language points. Make sure the students understand it.
a. the other day = a few days ago
b They don't get enough air:
With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen.
c 30 cm by 30 cm by 50 cm.
We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
d For one thing = one reason (for putting plants in the tank)
e underwater plants:
These plants oxygenate the water and keep it clean.
Step 5 . Practice and deep understanding
a. Following
Let the students listen and follow the dialogue, then I ask a few pairs to act the scene in front of the class.
b. Question
Why should Kate get a large tank to keep the fish in?
(With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen.)
c. Moral lessons
Keeping fish or birds or keeping any other animal can bring us happiness and enjoyment. It can cultivate our healthy hobby. So we must love these animals. They are our good friends. We are living on the earth happily together.
If the animals die out, it will cause dying out of human being, like the dying out of dinosaur. I mean disappear thoroughly from the earth, not only the mankind but also everything in the world. Much more, the earth will also be destroyed. What a horrible thing! We must protect our environments and keep the balance of the nature.
Step 6 Practice Part 2
Ask the students to make similar dialogues to practise making suggestions and replying, using the phrases given. Pay particular attention to sentence stress and intonation.
Slide 4
Situation: One of your friends wants to keep fish; he/she wants to buy some golden fish and a fish tank. He/she would like to ask for advice from you. Now you'd like to advise him/her what to do.
Model:
A: Excuse me, would you please tell me what you are going to do?
B: I want to keep fish. I'd like to buy some golden fish. What should I do?
A: Oh, I suggest that you'd better go to the market. They are much cheaper there.
B: That's a good idea. But where should I keep them?
A: You should keep them in a large tank.
B: What size tank should I get?
A: You need to buy one about 30 cm by 30 cm by 50 cm.
B: Is that Ok?
A: You ought to put some large rocks in the tank.
B: Are they necessary?
A: You'd better put some underwater plants in it.
B: Why is that?
A: Because they keep the water clean and make the tank look more beautiful.
B: Thanks.
A: You're welcome.
Then get the students to work in pairs. Get them to act their dialogues out.'
Step 7 Consolidation (dialogue Production)
Get several pairs of students to act out their dialogue about the bird in front of the class.
Slide 5
Situation: One of your classmates wants to keep birds; he/she wants to buy some birds and builds a birdcage as big as 4m by 2m by 2m. He/she would like to ask for advice from you. Now you'd like to advise him/her what to do.
Step 8 Workbook
Finish Exx 1 and 3 orally, do Ex 2 as written work.
Ex. 1 revises the Object Clause. When transforming the structures, pay attention to the change of the verb tenses, personal pronouns and word order. After doing the exercises orally in class, ask the students to do it as written work.
Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the students work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the students to see.
Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the students to read aloud the words and say what each of them means.
Step 9 Homework
Do Ex 2 in the exercise books.
Blackboard Work
Unit 12
Lesson 45
1.the other day = a few days ago
2. 30 cm by 30 cm by 50 cm.
the length 50 cm
the width 30 cm
the height 30 cm.
3.For one thing = one reason Making suggestions:
I suggest (that)
You should...
You ought to...
You need to...
You'd better...
PART 5 Comments
Teachers should employ proper teaching methods and techniques to satisfy their needs. They are in great need of instructions on how to be successful language learners. Teachers should train them with some effective learning strategies to optimize their learning results.
My lesson plan is designed on the basis of these two principles. The questions in my teaching plan are raised for the purpose of arousing the students’ interests and aimed to help the students to concentrate on the meaning of the dialogue.
As for the language points, they are presented and practiced related to students' life as much as possible. This way of teaching language points is employed in the hope that students will find them easier to understand and retain, and that they can use some of them immediately in their everyday life.
Dialogue Production is a solution to the problem of lacking chances to practice English outside class. This activity can train the students with this learning method. The teacher's encouragement and facilitation are necessary to make the students feel the happiness of success, so that they may want to try more either in class or outside class in the future.
Lesson 46 ESCAE FROM THE ZOO (I)
Teaching aims and demands:
1. Words and useful expressions:
Lion, attack, frighten, pale, stare at, bend over, hold one’s breath, carry off, throw at, so as to, attract,
2. Develop reading skills
3. Grammatical points: .
The use of past participle as attributive and object complement.
Key points: Words and grammatical points
Teaching methods: Reading-practice
Teaching procedures:
Step 1. Revision
Check the homework exercises.
Revise the key points of Lesson 45.
Step 2. Presentation
SB. Page 68, Tell the s that We’re going to read a story called “Escape from the zoo”. Which animal do you think escaped from the zoo? Collect suggestions from th students but do not tell them if their suggestions are correct, Now read the passage quickly to find the answers to these questions:
#Which animal escaped in this story?
#How did it escape?
Write the questions on the bb, and then allow the students a few moments to find the answers.
Step 3. Scanning
Get the students to read part one of the story and answer the questions in Ex. 1 on Page in Workbook. Do orally with the students.
Step4. Grammatical points
Get the students to read the play and talk about the grammatical points with their desk mates. Explain some difficult ones if necessary.
(1) stared: liked in a fixed way
(2) was just about to… when…. It is a structure.
(3) it was found that…, this structure means people find that….
(4) carry off: take away.
Step 5. Sentence study
SB P69, Part 3. Read the instructions and match the two columns in the box. Get the students to have a summary of the exercise.
Past participles here are used as attribute.
Step 6. Practice
SB P69, Part 4. Read the instructions and the example and tell the students to do the work individually and then check the answers with the students. Past participles here are used as object complement.
Step 6. Workbook
Workbook Lesson 46, Ex. 2 and 3. Get the students to do the two exercises and then check the answers with the students.
Homework
(1) Finish off the exercises of Lesson 46 in the Foundational Ex. Book.
(2) Preview the last part of the story.
Evaluation of teaching:
Lesson 47 ESCAPE FROM THE ZOO(II)
Teaching aims and demands
1. Words and useful expressions:
Keeper, fire, struggle to one’s feet, fall over, flow, dish, speed up, get away, run out of
2. Develop reading skills
3. Grammar: (1) Revise the grammar: agreement
(2) Revise the functional “obligations”
(3) Revise the noun clauses
Key points: Words and grammar
Teaching methods: Reading-Language study ---- practice
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of Lesson 46.
Step 2. Reading
Tell the students to read the last part of the story and answer the questions:
* Who came to deal with the lion?
* How did he deal with the lion?
* What did the keeper say to the Mrs. Cousins?
Step 3. Grammatical points
Get the students to talk about the grammatical points in this text. Deal with the grammatical problems raised by the students.
Step 4. Consolidation
Now get the students to read the whole story again and do Ex.1 in the workbook to consolidate what we learned in these two lessons. Get the students do the work orally and check t he answers with the class. Answers: See P130 of workbook.
Step 5 Oral practice
SB P70~71, Part 2~3. Get the students to do the 4 exercises individually and then check the answers with the students. Answers: See SB P70~71.
Step 7. Practice
Tell the students to do practice Part 4 individually and then check the answers with students. Do orally with the class. Answers: See P71.
Get students to practice Part 5 orally.
Step 8. Workbook
Workbook Lesson 47, Exx.2 and 3. Get the students to do the two exercises and then check the answers with the students. Answers: See P130.
Homework
(1) Finish off the exercises of Lesson 47 in the Foundational Ex. Book.
(2) Revise the key points of these two lessons.
Evaluation of teaching:
Lesson 48
Teaching aims and demands
1. Word formation: prefixes and suffixes.
2. Listening practice
3. Grammar: revise the grammars that we learned in the past 6
lessons.
Key points: word formation and revise the grammar.
Teaching methods: Listening -Writing ---- Practice
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of Lesson 46~47 and the grammar items.
Step 2. Listening
(1) Tell the students turn to Page 156 and read the instructions to get a gist of the listening passage.
(2) Play the tape for the students to answer the questions.
(3) Check the answers with the students and play the tape a second time if the time permits.
(4) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoint 7~11
Go through Checkpoints with students. Tell the students to make up sentences using the phrases in these checkpoints.
Step 4 Word formation
SB P72, Part 2. Read the instructions and get students to fill in the blanks with proper word formation.
Step 5 Writing
SB P72, Part 3. Rewrite a paragraph about “Zoos”, using the phrases given to you as follows in this part. Assign this as their homework.
Step 6. Workbook
Workbook Lesson 48, Exx. 1-3. Get the students to do the three exercises and then check the answers with the students.
Answers: See Workbook P131.
Homework
(1) Finish off the exercises of Lesson 48 in the Foundational Ex. Book.
(2) Revise the grammar items of these 6 units.
(3) Writing work: See Step 5.
Evaluation of teaching: