1、1ATeaching Design for Module 11 Way of lifeUnit One In China, we open a gift later.Analysis of teaching materialThe selected teaching material is from Module 11 Grade 8. And thetitle of the 11thmodule is “Way of life”. Actually, the topic of this moduleis about customs and traditions in China and We
2、stern countries. Since thetopic is closely related to students daily life, students may show greatinterest in it. Unit One is a listening and speaking class. In this unit,Linglings friends are celebrating her birthday and talking about giftopening customs in America and China. They also talk about o
3、thercustoms in China with the help of Modal Verbs “must/mustnt” and“cant”.Analysis of target studentsMy students are very active in class and have a strong desire totalk about things related to their daily life.And they are very familiar withChinese customs. However, they still lack the communicativ
4、e ability oftalking about customs and traditions freely which is what I need to helpthem to improve during my teaching.Teaching ObjectivesKnowledge objectives:1. To learn some key words: chess set, chocolate, chopsticks etc. and alsosome expressions.22. To learn how to use the modal verbs of “must/m
5、ustnt” and “cant” togive advice.3. To learn some useful listening skills and strategies.Ability objective:To improve their effective and communicative ability of talkingabout customs and traditions.Emotional objective:To help them form a positive attitude to their life and maintain oursociety rules
6、more initiatively.Cross-cultural awarenessTo know about different gift opening customs in different cultures.Key and difficult points1. How to help my students to do effective listening.2. To use the modal verbs to give advice.Teaching methods1. The Task-based teaching approach.2. The communicative
7、teaching approach.Teaching proceduresStep 1Lead-inPlay a short cartoon video for them to watch. When watching,they have the first task, which is to answer the question “What are theymainly talking about?” (In fact its also the first listening strategy-to3catch the main idea.).Step 2BrainstormingAsk
8、them to talk about the question in pairs “If you are invited toyour friends birthday party, what present do you want to buy for them?”and encourage them to brainstorm as many words of gifts as possible. Asthe supplementary, I will give them “my ideas”. Therefore, it is the propertime and natural to
9、teach the new words.Step 3ListeningTask 1-Listening and answering the questionThe first task for them is to listen to the recording and answerthe question “What present do they want to buy for Lingling?.Task 2-Listening and numbering the wordsPlay the recording again. This time they should listen, n
10、umberthe new words written on the blackboard and discuss answers in pairs.(As a matter of fact, its also the second listening strategy-to catch thekey words. So before listening, I will remind them to pay attention tocatching the key words and its also the revision of the new words.)Task 3-Listening
11、 and answering the questions (Activity 3)Play the conversation and raise three questions:1.Why doesLingling receive a gift? 2.Is Lingling surprised to see the gift? 3.Do theytalk about some Chinese traditions? (And I will tell them when listening,they should take out a piece of paper and form the ha
12、bit of taking notes of4the specific information, which is the third listening strategy. )check the answers together.Task 4-Listening to the first part of the conversation and answeringquestionsPlay the first part for a second time for them to listen and answerthe other three questions. (These questi
13、ons can help them roughlyunderstand the difference of accepting and opening a gift in China and theUSA, which is the culture shock.)Task 5-Lisening to the rest of the conversationPlay the rest and check what we usually do in China. There aresix T/F questions in this part.(1. Open a present immediate
14、ly when youreceive it. 2.Accept a present with both hands. 3.Use red paper forhongbao. 4.Do cleaning on the first day of the Spring Festival.5. Breaksomething during the Spring Festival. 6.Have your hair cut during theSpring Festival month. ).Check the answers and instruct them to correct the false
15、with themodal verbs.( Checking these sentences can help them to know moreabout traditions in China and at the same time I have the students noticethe use of modal verbs, which lays a foundation for the speaking task).Step 4Read and findAsk them to fill in the chart, which needs them to scan theconve
16、rsation and find what we must/mustnt do in our Spring Festival.5Step 5SpeakingDivide my students into several groups and instruct them to talkabout the traditions in different situations by using modal verbs. First givesome school examples to help them lower the level of difficulty.Ask several group
17、s to report their results.Step 6ConsolidationPlay the other short video for them to watch, which has beenrecorded by me in advance and is about one of my former students Tinaasking me for help. In the video, Tina will talk about many rules in herlife with the modal verbs “must/mustnt, can/cant”, whi
18、ch can help themto consolidate the use of modal verbs and serve as a supplementary to theprevious tasks.Before playing it, give them some questions (1.Are there manyrules in Tinas life? 2.Can Tina keep her hair long or short? 3.What canTina do after school? 4. What can Tina do on weekends?) and ask
19、them topredict what Tina will talk about in the short video according to thequestions.Step7SummaryTo sum up what we have learned in this class: listening strategies,some modal verbs and different traditions in different countries.Step8Homework1. Write a letter to their pen friends to introduce some traditions in6China2. Go online to search for some other traditions in Britain.
