TeachingDesign

DetailsoftheTeachingDesign

Teachingcontent

Module11BodyLanguage

Unit3Languageinuse

Analysisoftheteachingmaterial

Thisunitfocusesonrevisionandapplication.Thestudentsshouldbeabletoknowimperativesentencesmoreanduseimperativesentencestogivesuggestions.It’snoteasyforthestudentstogivesuggestionsbyusingimperativesentencesandother3sentencepatterns.

Analysisofthestudents

Thestudentsareinterestedinthetopic.However,theyarenotabletogiveotherssuggestionsproperly.Ontheonehand,theyareinterestedinothercountries’greetingmethods;ontheotherhand,theyfeelalittledifficulttomakesuggestionsandgivereasonsaboutthat.Theyneedtheteachertointroducethemsomevocabularyandsentencepatterns.

Teachingaims

Knowledgeaim

Studentsshouldbeabletosummarizeandconsolidatetheuseofimperativesentences.

Studentsshouldbeabletomakesuggestionsusingimperativesentences.

Skillaim

Studentscanunderstandthedo’sanddon’tsbylisteningtothematerialandtalkingtotheirpartners.

Studentscanmakelistsandwriteashorte-mailtogivesuggestionstoothersbyusingimperativesentencesandothersentencepatterns.

Emotionalaim

Studentscanunderstandindifferentcountries,therearedifferentgreetingwaysbecauseoftheirdifferentculture.Theyshouldrespectandunderstandtheculturaldifferences.

Importantteachingpoints

Thesummaryandconsolidationoftheuseofimperativesentences.

Usedifferentkindsofimperativesentencestogivesuggestionsproperly,especially,inwriting.

Difficultteachingpoints

Howtoencourageandhelpthestudentstosummarizetheusagesbythemselvesactively?

Howtohelpthestudentstowritepropersentencestogivesuggestionsinanemail?

Teachingmethods

Firstly,Interactiveandcooperativelearningmethods.Thestudentscanlearnbythemselvesandbyworkingwithothersundertheguidanceoftheteacher.

Secondly,Task-basedteachingmethodisabetterwayforstudentstopracticetheusagesoftheimperativesentencepatterns.

Teachingaids

Themulti-media,theblackboard

Teacher’sactivity

Students’activity

Intentions

Teaching

procedures

warm-up

Part1.Lead-inthetopic.

Showavideoofwaysofsayinghelloindifferentcountries.Askthestudentstoguesswhichcountriesarethepeoplefrom.

Whole-classwork:

Studentswatchthevideocarefullyandtrytoreviewtthecountries’namesandtheirwaysofsayinghello.

Helpthestudentsreviewthenamesofcountriesandrecalltheknowledgethattheyhavelearntbefore.Engagetheminthetopic:bodylanguage.

Presentationofthesentencepatternsofimperativesentences

Practiceinpairs.

Part2.Taskstohelpstudentstosummarizethedifferentkindsofimperativesentencesandsentencestogivesuggestions.

1.AskthestudentstodoamatchinggametomatchthenamesofcountriesandtheirwaysofsayingHello.

2.Theteachergivesthestudentsataskbyshowingavideo.Inthevideo,astudentnamedBillasksforsuggestions.Theteacherasksthestudentstoworkinpairsandmakealistofdo’sanddon’tsforhelpBillinoneminute.

3.Askstudentstosharetheirlistsofdo’sanddon’tsforBill.

4.Askstudentstorewritethesentencesinpart3andlearnthesentencepatternsof“Itis+adj.+todo...”

5.Askstudentstodotrytorewritethesentencesbyanothersentencepattern:Youhadbetter（not）+Verb.

6.Useamindmaptohelpstudentssummarizethe6sentencepatternstogivesuggestions.3areimperativesentences,theother3are,It’s+adj.+todo,Youcan/should/mustdo,andYouhadbetter(not)+do.

7.Inordertoconsolidatethe6sentencepatterns,thestudentsshouldworkinpairstofinishamatchinggame.Matchthe6sentencepatternswith12sentenceexamples.

8.Giveanother4importantsentencesthatareoftenused.Imperativessentencesand;Imperativesentences+or;AnswerstoImperativesentences:

II.Groupwork:workingroupsof4.Trytowriteanemailtogivesuggestionsaboutwaysofsayinghelloindifferentcountries.

Studentswrite4differentparagraphsofthewholepassage:thebeginning,thebody1,thebody2,theending.

Askthestudentstoreadtheircompositionparagraphbyparagraphtotheclass.

1.Studentsworkinpairsandtrytowriteasquickaspossible,theycanworktogether.Onestudentsaysandtheotherstudentwrites.

2.Twostudentslearntogivesuggestionsbymakinglists.Theycanuseimperativesentences.

3.Somestudentsreadthenewwordstotheclass.

4.Studentstrytosummarizethesentencepatternsbythemselves.

Then,thestudentsreadthe5sentenceswhichhavebeenrewrittenintoimperativesentencesinpart3togetherloudly.

5.TrytopracticetouseYouhadbettersentencepatternstorewritethe5sentencesinpart3.

6.Studentsshouldtrytothinkandrecallthesentencepatternsinpart3intextbookandthesentencepatternstheteacherhasshowncanusedtogivesuggestions.Studentsreadthe6sentencepatternsloudlytogether.

7.Twostudentscometothefronttofinishthematchinggame.Theotherstudentslookatthesentencepatternsandtrytounderstandthem.

8.TwoStudentscometothefronttodoanothermatchinggame.

Tocheckwhetherthestudentshavemasteredthenewwordsandphrases

Helpthestudentstoconsolidatetheusagesoftheimperativesentencesandsentencestogivesuggestionsbythemselves.

Groupwork

OK,Iwill.Sorry,Iwon’t.

9.Showthestudentsanothervideo.Inthevideo,agirlLindaasksforsuggestionsaboutwaysofsayingHelloandbeingpoliteinJapan.

10.TheteachergivessomemoreinformationaboutJapantothestudents.Askstudentstoreadthepassageonthebook:TheJapanesebow.

11.Theteacheruseamindmaptotellthestudentsthepointsinwritingapassagetogivesuggestions.Andanothermindmaptogivethestructuresinwritingapassagetogivesuggestions.Askthestudentstotrytothinkmoreaboutothers.

12.Studentswatchasampleemail.Theteacheraskstwostudentstoreadtheemailfortheclass.

13.Studentstrytowriteanemailintheclass.Theycandiscussthestructuresandwordsandphrasestogether.

9.Anothertasktoaskstudentsworktogetheringroupsof4,towriteanemailtohelpLinda.GiveLindasuggestions.

10.Thestudentslistentothetape,readthepassage.ReadthepassageloudlyandwatchastudenttoshowaJapanesebow.

11.Beforewriting,theyshouldknowthestructureofwritinganemailtogivesuggestions.Theyshouldalsokeepthepointsingivingsuggestionsinyourmind.

12.Studentscantrytoimitatetheemail.

13.Thereisagroup-leaderinonegroup.Thegroup-leadercanaskonestudenttowritetheemailandtheordertoshowemail.

Self-assessment

Homework

14.Ask4groupsofstudentstocometothefronttoreadtheiremails.

15.Theteacherasksstudentstoanswerhowmany“Yes”theyhave.

16.Theteacherasksthestudentsto