Unit 1 How do you study for a test全英分析

Unit 1 How do you study for a test

The Teaching Plan for “Unit 1 How do you study for a test?”

I. Analysis of the teaching material

The content of this lesson is adopted from Go for it Book III Unit1. The topic

of this unit is about learning how to study things. By reviewing this unit, students

will be able to master the key vocabulary words and sentence patterns of this unit,

and they’ll be better to talk about various learning ways, problems in learning,

asking for and giving advice, and comments on ways of learning. Obviously, the topic

of this unit is related closely to students' actual life, so it will raise students

learning interest. They have a great desire to talk about the problems they met in

learning English and they wish to solve these problems. So we can provide situations

for students to exchange ideas in the process of study and help them find the most

suitable ways to improve their English. It will also cultivate students’ ability

of using English to solve the practical problems. Besides, students will learn to

regard problems as challenges and try their best to find ways to solve them.

According to English syllabus, new curriculum standards and the type of the

lesson---- revision, I will use “English learning” as a clue to review the key

vocabulary and sentence patterns. Wilkings, a great linguist once said, “Without

grammar, very little can be conveyed. Without vocabulary, nothing can be

conveyed.” So, in this lesson, I lay great emphasis on the review of vocabulary.

As words are used in sentences, I will review the key words and phrases in the

sentences or contexts. Generally speaking, I’ll review the unit from the

following four parts: ways of learning, problems, advice and comments. The four

parts connect to each other closely and the topics are from easy to difficult.

On the other hand, the four parts involve the main sentence patterns and key

vocabulary students must master in this unit. By reviewing the unit like this,

at the end of the lesson, students are expected to write a letter about how to

learn Chinese well based on what we reviewed.

II. Analysis of learning condition

The students I’m going to teach are from Wencheng Experimental Middle School.

Most of them have a strong English background. So in this period, I mainly focus

on how to get students to behave actively. And as a famous Italian doctor says,

“Tell me and I will forget. Show me and I understand. Involve me and I remember!”

In order to help the students master the key language points of this unit, I design

different tasks for them to do, which will greatly get them involved in the

classroom activities. As a result, they will have a better understanding of the

language points.

III. Teaching Objectives

1. Knowledge Objectives

(1) The students will be able to master the key vocabulary words of this unit by

reviewing them in different ways: make flashcards, pronunciation, differently,

fast, deal with, regard, make mistakes, afraid, too … to …, etc.

(2) The students will be able to use the following four sentence patterns in the

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given situations or daily life:

①

How do you learn English? I learn

② Why don’t you / Why not ...?

③ Maybe you should …. / You’d better …

④ I think studying English by …is…because …

2. Ability Objectives

(1)The students will be able to talk about their learning ways, and comment

on the ways of learning English as well as the problems they meet in learning

English and the solutions to them.

(2) The students will be able to get information from reading passage.

(3) The students will be able to use the words and sentence patterns reviewed

in this period to write a passage about how to learn Chinese well.

3. Emotion & attitude Objectives

(1) The students will form a correct attitude to study.

(2) The students will learn to choose good ways to study.

4. Learning Strategies

(1) The students will be able to get the information needed from the given

reading material. (Resourceful strategy)

(2) The students will be able to make up a dialogue according to the provided

situation. (Communicative strategy)

(3) The students will be encouraged to comment on the different ways of learning.

(Cognitive strategy)

IV. Teaching Focus

1. The ways of learning English.

2. The comment on the ways of learning English.

3. The difficulties in learning English.

4. The suitable learning ways for individuals.

V. Teaching difficulties

1. How to get students to review the key vocabulary and expressions presented in

this unit.

Solutions: Review the vocabulary in different ways: brainstorming, practicing,

explaining, writing a letter, etc.

2. How to enable students to write a passage well enough.

Solution: Review the vocabulary and sentence patterns may be used in the passage.

3. How to make students master the usage of “verb +by with gerund”.

Solution: Design tasks for students to do. By fulfilling the tasks, students

are expected to use “verb +by with gerund” and thus know the usages of it well.

VI. Teaching Methods

1、 Communicative approach

2、 Task-oriented method

3、 Practicing approach

4、 Situation-experienced method

VII. Teaching Aids

Multi-media equipments

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VIII. Teaching Procedures

Step g-in & Brain-storming

T: Class begins! Good morning, everyone!

Ss: Good morning, teacher!

T: Glad to meet you! Today is the first time we meet each other. Now let me

introduce myself to you. I come from No. 2 Experimental Middle School. My name is

Hu Haiyan. You can call me Miss Hu. I think we’ll have a good time together. Ok,

now I’d like to know something about you. What’s your name? What’s your favorite

subject? Why?

S1: ….

T: Do you like English? How do you study English?

S2: …

T: What about you? What do you think of your way?

S3: …

T: Hi! Nice to meet you! How long have you been learning English?

S4: ….

T: Well, most of you have been learning English for many years. And all of you

have your own ways to learn English. Now take out the worksheet I gave you just now

and fill in the mind map about the ways of English learning. Let’s see who can write

the most ways.

(Ss try to write as many ways of English learning as possible.)

T: OK. Are you ready? How many ways have you written? Show me your answers please.

Who’d like to share your answers?

(Ask two or three students to say the ways of English learning.)

Design purpose: Talk with students freely can get a general idea about how well

students mastered this unit and on the other hand, can help construct a relaxing

learning atmosphere. The brainstorming activity can activate students’ knowledge

about the ways of learning English. As a result, help them review the phrases of

learning ways.

Step 2. Survey & Report

T: So there’re many ways of English learning. And how do you learn it? What

about your friends. What do you think of the ways? Please work in groups of four

and make a survey about it. Fill in the chart in your worksheet.

(Ss work in groups and try to fill in their charts.)

T: Well, have your completed your survey chart?

Ss: Yes.

T: Good. Let’s make a report. Please pay attention to the sentence patterns

you use. For example, when we find one way is not successful, we can say I think

it’s not helpful at all.

(Write “not …at all” on the blackboard.)

Who’d like

to give a report about it?

(Let 3or 4 students give reports about their survey results.)

Design purpose: This activity makes students work cooperatively and use phrases

in sentences properly, which will not only review the sentence patterns, but also

train students’ communicative ability. As to the students who are good at English,

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they can further their ability by giving reports about how their friends learn

English. And the students will try to express their own attitudes toward various

ways of learning in target language.

Step 3. Interviewing

T: You see, every one has his or her own ways of learning. And some students’

ways are really very successful. Recently there is an English Speech Contest in

Wenzhou. Some students really did well in it. And the winders are asked to hold a

news conference. Suppose you took part in the contest, too. Now please work in groups

of four to role play it. One is the winner; the others are the reporters from different

TV stations. Try to ask as many questions as you can.

(After students practice for a while, invite one or two students to come to

the front as a winner, and let the other students ask them questions about English

learning.)

Design purpose: There are two purposes for the design of the News Conference:

One is to review the two sentence patterns “Do you …” and “Have you ever …”

And the other is to train students’ speaking ability and activate the classroom

atmosphere ---- Get every student involved in the activity.

Step 4. Practicing

T: Congratulations! Your spoken English is really wonderful. What about other

students? It seems you’re not confident enough to come to the front. Are you good

at English? Do you have any difficulties in learning English? If so, what are they?

(Let some students talk about the problems they face.)

T: Well, don’t worry. It’s quite common to meet problems while learning

something. My students have trouble learning English, too. Here’re their problems.

But some of the words are missing. Can you help me to complete the sentences? Please

take out the worksheet again. And try to complete the sentences in it.

(Check the answers after students finish the task and help the students to review

the key words and phrases presented in the ten sentences.)

Design purpose: By doing exercise, students will review the main sentence

patterns about the problems students meet in learning English and the words related

to this topic. And in the process of checking the answers, the teacher can remind

the students of the usages of some important words and phrases.

Step 5. Pairwork

T: Well done. You’ve got all the answers right. But here comes another problem.

There are so many problems we may meet in learning English, but we still need to

learn English well. How can we deal with them? How do you deal with the problems

you meet in learning English? Show me your ideas.

(Let different students talk about how they solve problems.)

T: Good idea. I’ll tell these solutions to my students. Do you know how I usually

solve my problems?

Ss: No.

T: Well, generally speaking, I have two ways to solve problems. First of all,

I’ll deal with my problems by regarding them as challenges. And I’ll try my best

to overcome the difficulties. And if I can’t solve them by myself, I’ll ask someone

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else for advice. Do you like to ask others for advice?

Ss: Yes.

T: Then let’s work in pairs and tell your partner your problems. I think we

can solve the problems together. Do you think so?

(Ss work in pairs and make conversations. After they practice for a while,

invite some pairs of them to present their conversations.)

Design purpose: In this activity, students are asked to ask for and give advice

to each other. By doing this, students will review the sentence patterns about how

to make suggestions.

Step 6. Reading

T: Good job. I wish all of you will try to regard all your problems as challenges

and try your best to overcome them. I really appreciate these kinds of people. My

friend Tom is such a person. Let’s see what problems he met and how he solved them.

Please read the passage about him in your worksheet and try to complete the chart

below it.

(Students read the passage individually and try to get information to fill in

the chart.)

T: Are you ready?

Ss: Yes.

(Check the answers.)

T: Excellent! Your reading ability is pretty good. Now we’ve known how Tom

studied English. What do you think his solutions? I think studying English by joining

an English club is a good way because you can ask others when you have

questions. What’s your opinion?

(Let different students comment on the ways of learning English, using the

sentence pattern “I think studying English by… is … because…”)

Design purpose: In this part, students are supposed to get information from

the reading passage quickly and to give comments on ways of learning by using the

sentence pattern “I think studying English by … is … because ….” As to this

step, students should learn to combine simple sentences to make a complex one. This

will help them improve their writing ability.

Step 7 Writing

T: Ok. Today we talked much about English learning. Suppose you have a pen pal

named Bob is coming to Wencheng soon. And he’d like to learn Chinese. As a Chinese,

I believe you can give him much advice. Please write a letter to him and tell him

how to learn Chinese well. You can use the key words provided in your worksheet.

And here are some tips for you. Try to answer the following questions in your mind,

and you’ll know what should be included in your writing.

1. How long have you been learning Chinese?

2. How did you learn Chinese?

3. What challenges did you meet in learning Chinese?

4. What’s your attitude toward the problems you met?

5. How did you deal with the problems of Chinese learning

6. What do you think your ways of learning Chinese?

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(Ss work individually to write the letter. If time is enough, I’d ask some

of the students to read their letters and give comments on them.)

Design purpose: The writing task is designed to see if students have already

mastered all the points reviewed in this period. And it provides students a chance

to output the language they learned. On the other hand, this activity helps students

have a summary of what they have reviewed in this unit by answering the questions

the teacher provided in sweet tips.

Step 8. Emotional Education

T: How time flies. There is not enough time for us to present your writing now.

Before we end the lesson, I’d like to have a word with you. Where there is a will,

there is a way. Believe yourself and work persistently, you’ll get good grades in

the Entrance Examination to Senior Middle School.

Design purpose: This step is to guide students to form a good attitude toward

the difficulties they meet in learning procedures or daily life.

Step 9. Homework

T: Ok. Today’s homework:

1. Make a vocabulary list of the key words and expressions learned in this unit.

2. Finish your writing and try to improve it.

3. Complete the two exercises in your

Homework sheet.

So much for today’s lesson. Wish you succeed every day. Goodbye, class.

Ss: Goodbye, Miss Hu.

IX. The blackboard design

Review of Unit 1 How do you study for a test?

not …at all

I learn English by …. (Verb + by gerund)

pronunciation(n.)

Do you …?

pronounce(v.)

Have you ever …?

be afraid to do.=be afraid of

What / How about doing sth?

Maybe you should You’d better do sth.

doing

frustrating

frustrated

Why not / Why don’t you do sth?

make mistakes

I think studying English by … is … because…

spoken / written English

too … to …

deal with

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