1、Module 11 Way of lifeUnit 3 Language in useNew Standard English: Book 8A: M11U3Analysis of teaching material1. The topic: way of life2. The function: describing customs; saying what you must and mustnt do3. The teaching material: Part 1 is changed into the pair work to give Li Ming advice about the
2、English traffic rules. Inthis way, students practice the sentence pattern “Can you drive on the right-hand side of the road in England? No, wecant. /Yes, we can. We must.” and get the awareness of the differences of “can” and “must” as well. In order to keepinput and output consistence, English Chri
3、stmas and Chinese spring festival rules are added to pave the way the finaloutput - give advice to foreign guests who are visiting a Chinese family during the spring festival. Thus part 2 theschool rule and part 4 house rule are used as homework before the class to help students get a general unders
4、tand of“must or mustnt”. Part 3 is used as a task for students to help Li Ming read and underline the correct modal verbs so thatstudents can differ the modal verbs under different contexts. Besides, this is also good material for students to acquiremore interesting customs and traditions. Part 7 is
5、 changed into a task, in which students are asked to send gifts for thehost family and give their reasons. Actually, it is a better way to put the new words and expression into the real-life task.Around the world is a good additional material for students to get more customs and traditions. Module t
6、ask is to askstudents to give advice for foreign guests who are visiting a Chinese family. This is a real-life task, in which students arerequired to make a mind map, write down useful advice for foreign guests. With the help of the mind map and groupsharing, students are able to choose one topic an
7、d give advice in a logical way. To sum up, these steps above aredesigned to lay the foundation for students final output-give advice to foreign guests who are visiting a Chinesefamily.Analysis of students1.Students have learned the simple conversations about giving advice in Module 1. They have lear
8、ned about “might”for possibility in Module 10,“can” as the modal verb to talk about the ability in their primary school. Whatsmore, some students have experiences or knowledge of English ways of life from traveling , TV and magazines etc.So they have the awareness of the modal verbs and some traditi
9、ons and customs of England.2.Students may lack of the ability of summarizing the whole module whose topic is about way of life. Perhaps they donot know much about the English and Chinese ways of life. They may not sure how to talk about the way of life in alogical way.Teaching objectives:By the end
10、of the lesson, the students will be able to summarize the whole module under the topic way of life and theywill be able to give advice to foreign guests who are visiting a Chinese family. This will be achieved by:3.helping them recall the gift names, such as cap, chess, set, chopstick, toy, video ga
11、mes, sandwich, fish and chips4.helping them review the sentence pattern, “You must/can/mustnt/neednt.” and leading students to induce thedifferences between must and mustnt, can, cant and neednt in different language contexts.5.helping them know how to summarize the whole module under the topic.6.he
12、lping them be able to give advice to foreign guests who are visiting a Chinese family.7.helping students realize the life skill: accept the different culture, do as local people usually do and be polite whenvisiting a foreign country.Teaching focuses1.Summarize module11 under the topic way of life,
13、which includes how to give and receive gifts, how to wait for thebus, how to eat with English and how to meet someone etc.2.The main task for students in this lesson is to give advice to foreign guests who are visiting a Chinese family.Anticipated difficultiesStudents may feel it difficult to1.summa
14、rize the whole module under the topic of the way of life.2.give advice properly by using “must, can, neednt”.3.collect information abut different rules, customs and tradition under the topic of way of life.Solutions1.using the mind map can help students summarize the whole module about the topic of
15、way of life.2.guiding students to observe, experience, use the target language in different situations and then let students share ingroups and induce the differences of must, mustnt, cant, neednt.3.stimulating students to search for information online or ask parents and grandparents the way ofChine
16、se lifebefore the class and share the related information in a group of four. These steps are of great help to enrich studentsbackground knowledge of ways of life.Teaching methods: Task-based methodLearning methods: Pair work, group work ,summarizingTeaching aids: Multi-media, whiteboardTeaching and
17、 learning arrangementStages/timingActivitiesMethodologyPresenting thetask (1 min)Step1. Present the task.Lead in the topic: ask students what the topic.Set the task: give advice to Liu Ming who is visiting England nextmonth.Teacher leads in the topic byshowing a video clip and sets thetask. So that
18、students can makeclear the aim of this lesson andtheyaresimulatedtoactivelearning and get ready for theclass.Reviewthewords(5 mins)Step2. Review the wordsa. guessing games: giving advice on the gifts 3Students are supposed to guess what are in the gift box,giveadvice on how to choose a proper gift f
19、or the English boy Mikeand tell reasons.b. Summarize gift-giving2Students are supposed to conclude what gift is proper for theEnglish family. Remind them some flowers have differentmeanings, for example, roses. Students are required to comparethe different ways of accepting gifts between England and
20、 China.Thisstepaimstoactivatestudents vocabulary of gifts andask them to write down on theblackboard to check the spelling.Then studentsgive advice andreason. Since it is a real-life task,itleadsstudentstothink.Meanwhile,itcanarousestudents learninginterestandattract their attention at once.Here lea
21、ds students to summarizewhat gifts people often send tothe English family properly andtellstudentsthetraditionalpresentsaroundtheworld.SummarizingisofgreatimportancetoEnglishself-learning ability.ReviewthesentenceStep3. Review the sentence patterna. meeting someoneIn this step, students are required
22、to use sentence pattern “He can/pattern(8mins)b. eatingc. traffic rules (pairwork)d. Chrismas rules (groupwork)Students are supposed to practise using “must, can, need”according to their background knowledge and what they havelearned in this unit. Students are encouraged to express differnetways of
23、giving advice.must/mustnt/neednt.”indifferent tasks. When studentstalk about the way of life, do pairworkandgroupworkwithpartners,theyusethetargetlanguagesnaturally.Throughcommunicative teaching method,students are aroused to expressmore kinds of sentences to giveadvice and students will be morefami
24、liar with the use of modalverbs at the same time.Here is for students to review thesentencepatternandusethetarget sentences in the real-lifetask.Students are asked to ask andanswer in pairs to give advice forLi Ming about English trafficrules.The group work can stimulate theclassatmosphereandstudent
25、ssharetheinformationwithpartners, which is an importantability in the process of Englishlearning. The group work canhelp students build the confidenceand lay the foundation of the finaloutput.Differthemodal verbs(3 mins)Step4. Differ modal verbsa. Practice using modal verbsStudents are asked to do s
26、ome exercise about using modal verbs incorrect sentences in the book.b. differ the modal verbs in a group discussionStudents are led to o discuss the differences of modal verbs andthen match the meaning with the correct modal verbs.Immediate exercise is provided tocheck how well theyve masteredthe k
27、nowledge of modal verbs.Thispassagealsoprovidesstudentsthebackgroundinformation of way of life.This step is for students to differmodal verbs in different languagecontexts by themselves, whichcan cultivate their abilities ofself-learning.Meanwhile, students are led toobserveandconcludethedifferences
28、 of the modal verbs inthe group discussion.Summarize (1)Step5. Summarize the English way of lifeStudents are asked to revise their advice and to category them intodifferent parts, i.e. meeting someone, eating with English, waitingfor the bus, giving/receiving gifts.Thisstepaimstocultivatestudentsabi
29、litiestocategorydifferent kinds of ways of life.After that they could talk aboutthe way of life in a logical waywith the help of the mind map.Languageinuse(20 mins)Step6. Give advice to the host family who are visiting a Chinesefamilya. Set another task-giving gifts 2Present a gift box and say Mike
30、will send a clock as a gift for LiMing. Students are very surprised and says Mike mustnt do it andtell the reasons. Students are asked to give more advice for theEnglish boy Mike if he comes to China during the spring festival.b. Make a mind map5With the help of the mind map of English way of life,
31、students aresupposed to think and draw their own mind map of Chinese wayof life.c. Pair work 5Students are supposed to ask and answer to give advice for theEnglish boy Mike who is coming to spend the Chinese springfestival. The more, the better.This step is to lead in the task-give advice to the Eng
32、lishfamily who is visiting Chinesefamily. Students are surprised bythe gift from Mike, which meansbad luck. As a result,studentsare triggered to try torecall theChinese way of life to help Mikeavoid some mistakes in China.This step is to draw the mind mapto build students confidence bysharing in a g
33、roup and to pave theway for students to give advicefor the foreign family.Before pair work, students aresupposedtobrainstormmoreways to give advice, for example,youd better, its a good idea todo, its important to do.d. Make a fact book 8Teacher presents an English fact book as a modal and leadsstude
34、nts to write about the topic sentences, advice and feeling.Then each student in a group chooses one topic and give usefuland helpful advice. And their pieces of pages are put together toform the fact book. Students should use modal verbs to giveadvice and have a beautiful handwriting.(It could be th
35、e best gift for the English family!)This step is to evaluate how wellthe students mastered the contentof the lesson in a real situation.Students are asked to make a factbook and send it to Li Ming as agift for the English family.Summarize(2)(2mins)This step is to lead students tosummarize what can t
36、hey do iftheyvisitaforeigncountry,including the words, sentencesand how to give advice aboutways of life. Remind them tolearn what people usually do, bepolite and accept the differentculture, which are very importantlife skills in the future life.Homework(1min)HomeworkA(for the whole class):Draw a m
37、ind map about way of Chinese life.Polish your fact book. Sendit to your foreign teacherNatty126 B (optional 选做):Find more information about the customs of different countries.Since this is a revision lesson, Idesign homework for the wholeclass. Students can consolidatewhattheyvelearntinthismodule.Bl
38、ackboardDesignModule11 U3 Language in useYou must/can/mustnt/cant/neednt doHed better. Its a good idea tovideoimmediatelytoychopstickschocolateThis blackboard designing notonlyshowsthekeysentencestructure,butalsomakeasummary of module under thetopic way of life.Using the mind map makes aclear blackboard presentation. Ithelps the students to make asummary at the end of the class.They will have a deep impressionon what theyve learned in thismodule.
