Unit1MeandmyclassLesson5Richorpoor?Itdoesn'tmatter!教學設計

I.TeachingObjectives

1.KnowledgeObjectives

e.g.entswillmastervocabularyrelatedtojobsandlifeattitudes(e.g.,farmer,manager,physicsteacher,secret,matter),andunderstandthepassageaboutLucas,Kelly,andAlan'sdreamjobs.

Studentswillbeabletoprehendthepassage,pletethetablewithdreamjobsandreasons,andtalkabouttheirownfuturedreams.

2.AbilityObjectives

Improvereadingandwritingskills:Extractinformationfromthepassagetopletetablesandwriteaboutfutureselves.

Enhancespeakingandcollaborativeskills:Discussfuturedreamsinpairs,interviewgroupmembers,andreportinterviewresults.

3.AffectiveObjectives

Helpstudentsrealizethathappinessinlifeisnotdeterminedbywealthbutbyhavingalikedjob,anicefamily,andgoodfriends,andencouragethemtopursuetheirdreamjobs.

II.LanguageKnowledge

1.KeyVocabulary&Phrases

Jobrelatedwords:farmer,manager,physicsteacher

Keyphrases:fallinlovewith,dreamof,matter

2.KeySentencePatterns

Talkingaboutdreamjobs:“IhopetobeafarmerwhenIgrowup.”“Kellysaidshemightbeeamanager.”“Alan,mybestfriend,dreamsofbeingaphysicsteacher.”

Expressinglifeattitude:“Willweberichorpoorinthefuture?Itdoesn'tmatter.Ourbiggestgoalistoliveahappylife.”

3.KeyandChallengingPoints

KeyPoints:Understandthepassageaboutdreamjobs,masterrelatedvocabularyandphrases,andpletereadingandspeakingtasks.

ChallengingPoints:Expressingreasonsforchoosingdreamjobsandfuturelifechangesclearlyandfluently.

III.TeachingProcedures

Step1:Warmup&Leadin

Activity:DreamJobSharing

Askstudents:“Whatdoyouwanttobeinthefuture?”.Letstudentssharetheirinitialideasaboutdreamjobs.

Step2:Reading&prehension

Activity1:PassageReadingandTablepletion

HavestudentsreadthepassageandpletethetablewithLucas,Kelly,andAlan'sdreamjobsandthereasonsforchoosingthosejobs.Checkanswerstoensurestudentsgraspthemaincontentofthepassage.

Activity2:DeepReadingforDetails

Askstudentstoreadthepassageagainandfinddetailsaboutwhyeachpersonchosetheirdreamjobandwhattheythinkaboutwealthandhappiness.

Step3:PairDiscussion&GroupInterview

Activity1:PairDiscussionaboutFuture

a/an...?entstoworkinpairstotalkabouttheirfuture,usingthequestions:“Whatdoyouwanttobeinthefuture?”,“Whydoyouwanttobea/an...?”,“Howdifferentwillyourlifebe?”.

Activity2:GroupInterviewandTablepletion

Havestudentsinterviewtheirgroupmembersaboutdreamjobs,reasonsforchoosingthem,andwhattheywilldotomakedreamsetrue.Thenpletethetable.

Step4:Reporting&Writing

Activity1:GroupReport

Inviteeachgrouptoreporttheirinterviewresultstotheclass.

Activity2:WritingandDrawingaboutFutureSelf

Askstudentstowriteanddrawaboutthemselvesinthefutureonapage,preparingformakingaclassalbum.

Step5:Summary&Homework

Activity1:LessonSummary

Recapkeyvocabularyandphrases(jobrelatedterms),thecontentaboutdreamjobs,andtheideathathappinessismoreimportantthanwealth.

Activity2:HomeworkAssignment

Assignhomework:(1)Polishthewritinganddrawingaboutfutureselfandsharewithfamily.(2)Collectmorestoriesaboutpeoplepursuingtheirdreamjobs.

IV.Assessment

Inclass:Assessstudents’performanceinreadingprehensiontasks,pairdiscussions,groupinterviews,andreportingtocheckunderstandingofthepassageandabilitytoexpressaboutfuturedreams.

Homework:Evaluatestudents'polishedwritinganddrawing,andtheircollectionofstoriestoseeiftheycanreflectonandexploredreamjobsfurther.

V.DesignPurpose

SkillIntegration:binereading(prehension),writing(futureselfdescription),speaking(discussion,interview,reporting),andartisticexpression(drawing)todeepenunderstandingofdreamjobsandlifeattitude.

ReallifeApplication:Usediscussion,interview,andhomeworktohelpstudentsconnectwiththeirownfutureaspirationsandlearnabouttheimportanceofhappinessoverwealth.

VI.BlackboardDesign

Unit1Richorpoor?Itdoesn'tmatter!

KeyVocabulary&Phrases:

farmer,manager,physicsteacher,fallinlovewith,dreamof,matter

PassageSummary:

Lucaswantstobeafarmer(farmingisimportant,growbestcrops).Kellymightbeamanager(goodorganiser,teamlead