Module9Unit3languageinuse高明沧江中学文玉英.doc

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一、 The background of the teaching plan
1. Junior Middle School students 2. Subject: English
(Module 9 Story time Unit 3 language in use)
3. Two periods
4. Students’ preparations for the class:
Review the lessons they have learned in Unit1 and Unit 2
Finish the exercises of the workbook
Think about how to write and tell a story
二、 The teaching aims
1) Teaching of language points:
Enable students to summarize and consolidate the past simple regular verbs and their pronunciation.
Key words and phrases: the new words and phrases in Unit1and Unit 2. again and again, enjoy doing sth., change into, begin with, die, never.
Key structures: “Sb. didn’t do sth…” ; “Did sb. do sth…?”
To get the students understand the story of Goldilocks, grasp the theme of it and use the new words and phrases to tell the story briefly by using some conjunctions.
Motivate the students’ desire and passion to tell and write other stories in simple English.
2) Teaching of language skills:
Improve the students speaking ability by personal presentation and discussion in groups.
Improve the students’ communicative ability through group work.
Improve the students’ writing ability.
3) Learning strategy and cultural teaching:
Learn how to cooperate with other students and learn from others.
Form the ability of self- learning, effective communication, dealing information and thinking in English.
Learn how to make a summary of the materials they have learnt.
In different countries, there are differences in telling stories. By reading and writing stories, the students will know the different customs in different countries
4) Emotional and attitudinal teaching:
Speaking and writing activities will make the students take part in the practice of English actively and cooperatively.
Cultivate the students’ own learning style.
Improve the students’ interests through telling and writing stories

三、 Analysis of the teaching material
The teaching material is mainly about the fair tale called “Goldilocks and the three bears.” In Unit 1 and Unit 2 the students have learnt the story. It was very interesting and easy for them to understand. After learning it, they will have no difficulty in retelling the story. The students in Grade 7 have a strong desire to learn more stories. Through more practice the students will learn English more actively. But they maybe have a little difficulty in using appropriate verbs to describe a thing in their own stories. After the lesson the students will know how to write and tell a story with vivid words in English.
Teaching difficulties
Students have some difficulty in learning the past simple regular verbs. When speaking and writing, they will feel their vocabulary is not enough.

四、 Teaching methods
Task-based approach; Cooperative approach; Interactive approach
五、 Teaching procedures
The first period
Step I. Warming-up
(Internet search) pictures of stories (The teacher searches some pictures on the Internet before class)

ect.
(Students’ activities )The students guess the names of the stories.
(Teacher’s activities) Show some pictures of stories
(Purpose) Arouse the students’ interest by using competition
(Method) Competition
Step II. Revision
(Students’ activities )
1. Do some multiple choices and translations.
2. Check the answers with the teacher.
(Teacher’s activities)
1. Help the students to review the words and phrases they have learned.
2. Help the students to check the answers.
(Purpose)
1. Review the words and phrases in Unit 1andUnit2.
2. Prepare for the speaking and writing.
Methods
1. Make full use of the multi-media.
2.Competition
3.Task-based approach
Step III. Summary
(Internet search)The past indefinite tense

(Students’ activities )
Students search their memory , watch the video and summarize the formation of past simple regular verbs
(Teacher’s activities)
Help the students to make a summary of the past simple regular verbs
(Purpose)
1. Train the ability of summarizing grammatical rules.
2. Create circumstances to the students and make the classroom the platform of the students.
(method)
Summarize the grammar rules to improve learning strategy
(Blackboard writing)
1. look- looked destroy- destroyed
cry - cried hurry- hurried
plan- planned stop- stopped
Step IV. Practice
(Students’ activities )
1.Students say out as many sentences as they can with
“Sb. didn’t do…”
“Did sb. do…?”
2. Finish Activity 1 and2 in class
3.Check the answers with the teacher
4. Consolidate the sentence structures with a competition.
(Teacher’s activities)
1.Revise the structure
“Sb. didn’t do sth…”.
“Did sb. do sth…?”
2. Check the answers with the students.
(Blackboard writing)
2. Sb. didn’t do sth…
Did sb. do sth…?
(Purpose)
1. Revise the sentence structures.
2. Through practice students have a deeper understanding about the use of the past simple regular verbs.
(Methods)
1.Frequent repetition of the key structures
2.Consolidation of the words and structures through practice
3. Use the competition to keep the students’ interest.
Step V. Retell the story
(Students’ activities )
1. Look at the pictures, try to use the important verbs or phrases which were learnt to make sentences.
2. Put the sentences together to make a story. Remember to use words like and, so, but,
because, first, next, and then and finally.
3. Retell the story
1) Group work. (Tell the story to the group members.)
2) Retell the story according to the video. (Choose some students to do it.
While showing the video without sound, the student tells the story.)
(Internet search) “Goldilocks and the three bears.”

(Teacher’s activities)
1. Show some pictures related to the text and ask the students to talk about these pictures by using their own words.
2.Help the students to master the way of writing a story
3. Check some examples in class.
4. Give them a summary.
(Blackboard writing) 3.and, so, but, because, first, next, and then, finally.
5. Help the students to retell the story.
(Purpose)
1. Train the ability of telling a story.
2. Learn the way to write a story.
3. To output what the students have learned from the module.
4. Through further speaking and pair work the students may enjoy the procedure of cooperation.
(Methods)
1.Reproduction of the story through imitation
2.Interactive approach
3.More effective training of speaking and writing skills to train integrated ability
Step VI. Homework
1. Finish the module task( write a story according to the pictures)
2. Discuss with group members about stories you know.
3. Review the past indefinite tense. If you have some difficulty, you can get some reference from the Internet.

The blackboard design
Module 9 Story time Unit 3 Language in use

1. look- looked destroy- destroyed
cry - cried hurry- hurried
plan- planned stop- stopped

2. Sb. didn’t do sth…
Did sb. do sth…?

3. and, so, but, because, first, next, and then, finally

The second period
Step I. Warming-up
(Students’ activities )
1. Students search their memory and try to remember the formation of past simple regular verbs.
2. Review the sentence structures “Sb. didn’t do sth…” “ Did sb. do sth…?”
3. While writing a story, we often use some conjunctions- and, so, but, because, first, next, and then and finally.
(Teacher’s activities)
1. Show some words and ask the students to say their past forms.
2. Help the students review the sentence structures.
3. Remember the ways of writing a story.
(Purpose) Arouse the students’ interest
(Method) Competition
Step II. Check the homework and practice speaking
(Students’ activities )
1. Look at the examples which the teacher shows them and correct the mistakes.
2. Retell the story.
(Internet search) The module task ( tell the story with the help of the video)

(Teacher’s activities)
Show some examples of the students’ and let them know advantages and disadvantages.
(Purpose) Practice the students’ speaking ability
(Methods) More effective training of speaking
Step III. Around the world
(Students’ activities )
1. The students scan the passage of Around the world and answer the question.
What are the stories often about?
They are often about animals that can speak or people who change into animals.
2. Students learn some words and phrases by making sentences.
3. Know two important writers “The Brothers Grimm and Hans Andersen”.
(Teacher’s activities)
1. Ask questions about the fairy tales.
2.Detail explanation:
1) again and again e.g. The teacher said the sentence again and again.
2) change into e.g. Ice can change into water.
3) begin with e.g. The meeting began with the national song.
4) die (died, dying) dead (adj.) death (n.) The old man died yesterday.
5) never e.g. I never go to the cinema.
6) enjoy doing sth. e.g. He enjoyed writing stories.
(Blackboard writing)
again and again change into begin with
never die (died, dying) dead (adj.) death (n.)
enjoy doing sth.
3. Introduce two important writers “The Brothers Grimm and Hans Andersen”.
(Internet search) The teacher searches some materials on the Internet before class

(Purpose)
1. To let the students know more about tale stories.
2. Learn some phrases for their writing.
(Methods)
1. Fast reading and answer the question.
2. Frequent practice of key points through substitution.
3. Interactive approach
Step IV. Consolidation Writing and speaking
(Students’ activities )
1.Watch some videos of English stories.
(Internet search)
Three little pigs

Little Red Riding Hood

Snow white

2. Each group chooses one of the stories to write.(80-120words)
3. Present their stories before the class and tell the whole class their stories.
(Teacher’s activities)
1. Ask the students to work in groups of four. Have a discussion about one of the stories. Everyone writes a sentence. Then each group makes a story.
2. Ask some groups to present their stories before the class and tell the whole class their stories.
3. Give the winners some prizes.
(Purpose)
1.To arouse the students’ interests in practicing their writing ability
2.Enlarge the students’ knowledge through the activity
3.Make every student take an active part in it and let them have a successful experience
(Methods)
Group work
Feedback
Evaluation
Step V. Homework
(Students’ activities )
1. Finish the exercises in the workbook.
2. Complete their stories.
3. Would you search the Internet , watch some stories and tell them to your friends?
(Teacher’s activities)
1. Ask the students to finish the exercises in the workbook.
2. Ask them to finish their own stories. Ordinary students write it about 100 words. The students who are better at English should write in details.
(Purpose)
Consolidate what they have learned in class
Different students have different demands
The blackboard design
Module 9 Story time Unit 3 Language in use

1. change- changed play- played
cry - cried enjoy- enjoyed
plan- planned stop- stopped
begin- began fall- fell feel- felt

2. again and again change into begin with
never die (died, dying) dead (adj.) death (n.)
enjoy doing sth.

3. and, so, but, because, first, next, and then, finally

六、 Teaching reflection
In the lessons, students can revise the simple past verbs and the past tense. They also have a deeper impression on how to write a tale story. Using competitions makes them feel interesting in class. But few students are not active in it. They like the way of writing: words- sentences- passage. Group work helps them a lot, especially the students who are weak in English. I feel happy because most of them like the lessons. If I give them more time in presenting their stories, they will feel much happier.

七、 The teacher’s self -introduction
Province：Guangdong School：Cangjiang Middle School Name：Wen yuying
The title of a technical post：Senior Secondary Telephone number：15363013722
Email Address：Yingninia@.
Mailing address：Cangjiang Middle School
I have been an English teacher for more than twenty years. I always try my best to find new ways to help my students to learn their English well. This activity gives us a platform to show the teachers’ ability in teaching. I have also learnt a lot from others. “One is never too old to learn.” I will devote myself to teaching forever.