外研版X3U5LearningfromnatureUnderstandingideas

Typeofclass

Reading

Themecontext

Manandnature

Typeoftext

Expository

Timeofclass

40minutes

Teachingphilosophy

ActivitybasedEnglishlearning;Teachinglearningevaluatingintegration;Englishsubjectkeypetencies;interdisciplinarylearning

Teachingcontents

Thisunitisaboutlearningfromnature.Fromthestartingoutpart,studentscanbuildanawarenessthatnatureisofimportancetoman.Fromtheunderstandingideasandusinglanguagepart,studentscanacquiretheinformationfromthetextstructure,languageusageandthreeexamplesofarchitecture.Fromthedevelopingideasandpresentingideaspart,studentscanfurtherdeveloptherelationshipbetweenmanandnatureandfinallyformtheirownattitudetowardsnature.Thewholethreepartsareindependentbutassociatedwitheachother.Student’slearningactivitydevelopsgraduallybasedonperceivingandunderstanding,applyingandpracticing,transferringandcreating.Sodoestheirabilities:buildingstructuredknowledge,developinglanguagepracticedabilityandformingtheirownawarenesstonature.

Contentanalysis

[What]"Learningformnature"isanexpositoryunder"manandnature"themecontext.Thetextintroducesthesituationofarchitecturaldesigninspiredbynatureandliststhreerepresentativearchitecture:ArtScienceMuseuminSingapore,TheEastgateCentreinHarareandTheAlgaeHouseinHamburg.

[Why]"Learningformnature"presentsthreerepresentativearchitecturetoguidestudentstodeeplythinkabouttherelationshipbetweenmanandnatureandestablishtheconceptoflearningfromnatureandlivinginharmonywiththeenvironment.

[How]"Learningformnature"isanexpositoryincludingintroduction,mainbodyandconclusion.Theauthorintroducesthearchitecturaldesignofhumanbeinginspiredbynatureandliststhreerepresentativearchitecture.Theintroductionactivitiesbeforereadingaredesignedtohelpstudentsactivaterelevantknowledgeinspiredbynatureandreservecorrespondingvocabularytopavethewayfortextlearning.Readingandpostreadingactivitiesinspirestudentstothinkdeeplyandexplorethemeaningofthetopicthroughtextsourcejudgment,textstructureanalysis,detailunderstandingandopenquestionandanswer.

Studentanalysis

Studentsarefromseniorhighschool,grade2.Theclasshas48students.

1.Languageability:level2

Studentscanunderstandthecloseconnectionsbetweenlanguageandtheworld,languageandculture,andlanguageandthought.Theycanexpresspersonalopinions,emotions,intentions,attitudesandvalues.Mostofthemareoutgoingandwillingtosharetheirviews.

2.Culturalawareness:level2

Studentscanuseappropriatemethodstoobtainculturalinformationinfamiliarsituations.TheycandescribeandpareChineseandforeignculturalphenomenainEnglish.StudentscanmakeaparisonwithNanningInternationalConventionandExhibitionCenter’shibiscusandthreerepresentativearchitectureinthetext.

3.Thinkingcapacity:level1

Studentscananalyzethecorrelationsanddifferencesbetweenvariousinformationaccordingtodifferentenvironments,butitisalittlehardforthemtofullyunderstandthemeaningofthediscoursehumanlearningfromnatureandtherelationshipbetweenhumanandnature.

4.Learningability:level2

Studentscancarryoutautonomouslearningandcooperativelearning.TheycanuseEnglishtomunicateandexpressmeaning.Aftertheclass,theywillhaveabetterunderstandingofthemeaningandusageofmanywords,phrasesandexpressionsinthetext.

Teachingobjectives

Bytheendofthelesson,studentswillbeableto:

1.identifythefeaturesandsourcesofinspirationofthreearchitecture;

2.summarizethemainideaandstructurebygeneralizingthetext;

3.retellfluentlybyapplyingthewordsandexpressionslearntformthetext;

4.createabuildingbytransferringwhattheyhavelearntfromthetextandhaveastrongdesiretolearnfromnature.

Teachingfocuses

1.Guidethestudentstounderstandthecontentofthearticle,andunderstandmainideaofeachparagraph.

2.Guidethestudentstodeveloptheirreadingabilitytoprocesstheinformationandunderstandtheauthor'swritingintention.

Teachingdifficulties

1.Guidethestudentstopredictthesourceofthetextbasedonthetypeoftext.

2.Guidethestudentstousesomesentencepatternstodescribethebuilding.

Teachingmethods

Cooperativelearningmethod,Situationalmethod

Teachingaids

coursebook,multimedia,blackboard,chalk

Teachingprocedures

Teachingobjectives

Teachingactivities

Evaluation

1.Identifyingthefeaturesandsourcesofinspirationofthreearchitecture.

[6minutes]

(Perceivingandunderstanding)

1.Introduction(3minutes)

(1)StudentswatchthevideoandpictureofhibiscusinNanningInternationalConventionandExhibitionCenter.

(2)Studentsanswersomequestionsrelatedtothecenteraccordingtotheirknownknowledge.

2.Discussion(3minutes)

Studentshavediscussionwiththeirclassmates:Whatcanwelearnfromthebuilding?

Teacherobservestheperformanceofthestudentsandinferstheirknownandunknownknowledge.

Teacherseeswhetherstudentssharetheiropinionswithothersandwhetherthegrammarandtenseiscorrect.

Rationale:Teacherusesthepicturesleadingtothetopicandactivatingstudents’backgroundknowledge(inputhypothesis).StudentscanassociatetheChinarosewiththebuilding,whichlaysafoundationtothetext.Thediscussionparthelpsstudentstogetthemaintopicfromthisunit—learningfromnature.

2.Summarizingthemainideaandstructurebygeneralizingthetext.[23minutes]

(Perceivingandunderstanding)

3.Activity1(3minutes)

(1)Studentswatchthepictures.

(2)Studentschoosethesourceofeacharchitectureandpayattentiontothenameofthreearchitecture.

4.Activity2Readformainidea(3minutes)

Studentsreadthetextquicklyandmatchthemainideasofeachparagraph.

5.Activity3Readforstructure(3minutes)

(1)Accordingtothemainideas,studentsconcludethestructureofthetext.

(2)Studentschoosethetypeoftext.

6.Activity4Readfordetails(14minutes)

(1)Studentsreadparagraph12andanswerthetwoquestions.(2minutes)

(2)Studentsreadparagraph3andthenfinishthechartbycarefulreading.(2minutes)

(3)Studentsreadparagraph4andfinishthechart.Thenwatchtheprocessofthedescriptionof“allowairtomovefreelyinandout.”(4minutes)

(4)Studentsreadparagraph5andthenfinishthechart.(2minutes)

(5)Studentsconcludethreearchitecture’sinspiration.(1minutes)

(6)Studentsreadparagraph6andanswerthequestions.(3minutes)

Teacherguidesthestudentstoassociatethenaturewitharchitecture.

Teacherobservesthecorrectrateofactivity1toseeifstudentsarethinkingindependentlyornot.

Teacherobserveswhetherstudentsfocusonthetitleorthefirstandlastsentenceinthetextandtrainthemtogetthemainideabypredicting,observingandanalyzing.

Teachertrainstudentstogetthemainstructureofthetext.90%ofthestudentcangettherightanswer.

Teacherobserveswhetherstudentsrememberthestructureandfeatureofanexpository.

Teachertrainsstudents’readingskillsofgettingspecificinformationinthetextbycarefulreadingandobserveswhetherstudentsdrawalineormarkonthetheirtextbook.

Teacherobserveswhetherstudentsfindthesourceofarchitectureandconcludethefunctionorsignificance.Accordingtotheirappearance,teachergivesguidanceorfeedback.

Teacherobserveswhetherstudentsunderstandtheprocessofhowtheholesinwallsworkanduseinterdisciplinaryknowledgetoexplainornot.

Teacherobserveswhetherstudentsconcludetheinspirationofthreearchitectureornot.Andteachershouldgivesometipstohelpthestudents.

Teacherobserveswhetherstudentsanswerthequestionrightornot.“A”and“D“areconfusinganswers.50%ofstudentsmaychooseitwrong.

Rationale:Activity1givesmoreexamplesofgettinginspirationfromnaturetobuildarchitecture,whichlinkstothetext(schematheory).

Activity23canimprovestudents’abilityofskimmingandexploringthemainlineofthetext.

Activity4canimprovestudents'abilityofgettingandintegratingthespecificinformationandpletetheflowchart.Throughdetailedreading,studentscanunderstandtheimplicitmessagethatauthorwantstoexpressandinspirethemtothinkdeeplyandexplorethehiddenmeaning.What’smore,studentsneedtousephysicalknowledgetounderstandsomepartsofthetext,whichimprovestheirabilityofinterdisciplinarylearning.

3.Retellingfluentlybyapplyingthewordsandexpressionslearntformthetext.[5minutes]

(Applyingandpracticing)

7.Activity5Roleplay(5minutes)

Studentsplayaroleoftourguideandworkinpairstointroducethe“Amazingarchitectureintheworld”toeachother.Teachergivessomekeywordsofthreearchitecture.Studentsneedtochooseonearchitecturetointroduceandusesomewordsorsentenceswhichthey’vejustlearntfromthetext.

Teacherobserveswhetherstudentsusetheknowledgethey’velearntornot.Iftheyhavetroubleinintroducing,teacherneedtogivethemguidancendhelp.Whenthey’resharing,teacherneedtoobservewhetherstudentsusethesentencecorrectlyingrammaruseandtenseornot.Thenteacherneedtogivefeedback.

Rationale:Activity5leadsthestudentstoretellingthecontentofthreearchitecturebasedonthetext.Teachergivesthescaffoldingtostudentsandhelpthemtousethelanguagethey’velearntintoarealcontext.(constructivism)Itcanhelpstudentstoputwhatthey’velearntintopractice,whichfostertheirabilitytoapplytheknowledge.

4.Creatingabuildingbytransferringwhattheyhavelearntfromthetextandhaveastrongdesiretolearnfromnature.

[6minutes]

(Transferringandcreating)

8.Thinkandshare(5minutes)

Studentsthinkaboutotherexamplesofarchitectureinspiredbynaturefromshape,structureorbiologicalfeature.Thenshareitintheclass.

9.Conclusion(1minutes)

Teacherdrawsaconclusionofthewholeclass—natureinarchitectureandrisesstudents’awarenessoflearningfromnature.

Teacherobserveswhetherstudentslinkthenaturewitharchitectureornot.Whenstudentsaresharingtheirideas,teachershouldobservewhetherthecontentsarecreative,practicalandbasedonrealityornot.

Rationale:Ativity6trainsstudent’sabilitytouselanguageintheirreallifeandexpresstheirideasinalogicalway.Teacherusesmoreexamplestoimprovestudents’thinkingabilityandinnovativeability.(constructivism)Aftertheconclusion,studentsdeepentheunderstandingofthetextanddeveloptheirlanguageability.

Hom