1、Unit 9 Learning Viewing Workshop 【教学目标】【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】【教学重难点】 Understanding specific details
2、 of a video and talking about ways to develop our brain 【教学过程】【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 someo
3、nes 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
4、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 ag
5、ain 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 sensitiv
6、e 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 strugglin
7、g 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 a
8、nswers 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 discus
9、ses 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 di
10、scusses and notes down advice that they would give. 4) Each group presents their advice. The other group can ask questions and brainstorm further advice. Unit 9 Learning Writing Workshop 【教学目标】【教学目标】 Students will be able to 1. read and understand a learning reflection 2. identify the main idea of e
11、ach 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】【教学重难点】 1. understanding how to write a reflective journal 2. producing a cohesive reflective journal 【教学过程】【教学过程】 1. Group Work: Talk about what
12、 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 wh
13、at 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 a
14、nd 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
15、 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 peo
16、ple have amazing memories. Its amazing to know how a persons 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 linker
17、s 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 additi
18、on 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 studen
19、ts 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 l
20、ink 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 c
21、omplete. 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
22、 for your review and then place in a writers portfolio. Unit 9 Learning Topic Talk 【教学目标】【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 quot
23、es about learning 【教学重难点】【教学重难点】 Talking about education and learning based on personal experience 【教学过程】【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 countrie
24、s, 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-tak
25、ing, 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 a
26、nd 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 pair
27、s 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
28、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
29、 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
30、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 difficult
31、ies 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
32、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 s
33、tudents to research the quotes online. 2) As volunteers read each quote, analyse its meaning, i.e., its important to think and learn as well. Dry knowledge doesnt lead to anywhere if one doesnt 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.
