Unit 6 How long have you been collecting shells?

Book Ⅳ(新目標(biāo)) Unit 6

How long have you been collecting shells ?

Objective:

By the end of the session, most students will be able to talk about their hobbies of collecting things. This will be achieved by

1. teaching students vocabulary of the collections and description.

2. teaching students to make monologs of their hobbies referring to a model:

I like collecting…because…

I have…of them now.

I have been collecting them for…

My favorite one is…the most….

Now I have a problem…

I’d like to …in the future.

Learning and teaching focus:

1. language structures: I have been collecting them for…

I have run out of…

2. vocabulary: a. names of collections like shells, dolls…

b. words to talk about hobbies of collection like collect, collector, store.

Anticipated difficulties:

Students may find it difficult to understand the meaning and talk about their hobbies by using the sentence structure: have been doing. They may also find it difficult to understand and use the phrase “run out of sth.” It may be difficult for the students to talk about their hobbies in all the aspects in the model.

Solution:

The sentence structure will be explained by simple past tense and present progressive tense and followed by relevant practice of this structure. The phrase “run out of” will explained by description and picture followed by relevant practice. As for making a monolog, the students are trained step by step. They are supposed to make a monolog including only “what/ why/ how many/ how long” in the middle of the teaching. At the end of the session, they are required to make a monolog of “what, why, how many, how long, problem, more information and plan”.

Teaching aids: PPT, one additional model of listening material

LEARNING & TEACHING ARRANGEMENT

Stages/

timing Activities Methodology

Leading in and present the task

(3mins) Step 1 Introduce myself

T: … You can call me Rita. I’m from Wenzhou Xiushan Middle school. Nice to meet you!

Step 2 Introduce my hobby of collecting things including “what/ why/ how many/ how long” and present the task for this session. Lead in the topic at the beginning.

Learning

(15mins) Step 3 After introducing my hobby of collecting things including “what/ why/ how many/ how long”

T: What do I like collecting?

Why do I like collecting them?... Because I like cartoons.

How many of them do I have? …I have 50 of them.

Introduce more of my hobby by presenting a monolog with some blanks. Ss fill in the blanks with the information of my hobby.

Lead to the sentence structure “have been doing”

Step 4 Input vocabulary and practice talking about hobbies in “what/why/how many/how long” aspects

T: What can we collect?

Why do you like them?

How many of them do you have?

How long have you been collecting them?

Lead in the first three aspects of the model and input the vocabulary of collection.

Present a monolog model of the teacher’s hobby of collecting things to impress the students how can we talk about hobbies.

Lead in the sentence structure. Explain by previous learned tense.

Input the vocabulary of collections with pictures and lead the students to talk about “what/ why/ how many/ how long” of a hobby by answering my questions

Step 5 Practice talking about hobby in “What/how many/how long” aspects

Practice talking about my hobby by answering my questions and make a short monolog talking about my hobby.

T: What do I like collecting?

S: You like collecting comic souvenirs.

T: How many cartoon souvenirs do I have?

S: You have 50 of them.

T: How long have I been collecting them?

S: You have been collecting them for 9 years.

Prepare the students to start practicing making a short monolog including “what/ how many/ how long” by talking about the teacher’s hobby.

Practice talking about Lily’s hobby after the model.

Lily likes collecting _______.

She has ______ of them.

She has been collecting them for ______.

Practice talking about the students’ own hobbies after the model.

I like collecting _______.

I have ______ of them now.

I have been collecting them for ______.

Sum up: what can we talk about our hobbies?

What / why/ how many/ how long Lead the students to make a short monolog after the model.

Lead the students to make a short monolog of students’ own hobbies after the model.

Practicing

(16mins) Step 6 Read the passage in the textbook to know more about what can we talk about our hobbies

Lead in “problem” in the monolog model.

Lead in “snow globe”

Listen to the passage in the textbook and answer questions:

How long has Ellen been collecting snow globes?

How many of them does she have?

Why does she have to stop?

Read the passage and answer questions:

What as Ellen’s first snow globe?

What does she want to do in the future?

Sum up: what aspects does Ellen talk about her hobby?

S: How long, how many, problem, more information and plan.

Review and consolidate

Read the passage about Ellen’s hobby and fill in the blanks.

Lead in new phrase “run out of” and new vocabulary “globe”

Present the model in the textbook. Use the questions to guide the students to pay attention to what can we talk in the monolog.

Input three new aspects of the model: problem, more information and plan.

Sum up the all the aspects on talking about a hobby.

Step 7 Present another monolog model of a hobby of collecting things

Listen to Lisa’s hobby and fill in the blanks.

Talk about Lisa’s hobby according to the information.

Step 8 Sum up what can we talk about out hobbies.

Mind map: what, why, how many, how long, problem, more information, plan, how… Impress the students again by present another monolog of hobby.

Practice making a complete monolog.

Sum up all the aspects of talking about hobbies.

Production

(12mins) Step 9 students make a monolog about their hobbies on “what, why, how many, how long, more information, plan”. Students make monologs of their hobbies after the model.

Homework Share your hobby of collecting things with your partner, and report your partner’s hobby to other classmates.

Go for it 八下 unit 6“以讀促說(shuō)”閱讀課反思

現(xiàn)在回首這堂課的準(zhǔn)備過(guò)程，發(fā)現(xiàn)自己一共改了12稿。這個(gè)過(guò)程中真的學(xué)到了太多，確實(shí)需要好好整理。

這次的收獲大致分兩個(gè)層面，教學(xué)理念和課堂操控。

首先講講教學(xué)理念。曹東老師最強(qiáng)調(diào)的就是一堂課的邏輯性，也就是說(shuō)每個(gè)課堂環(huán)節(jié)與這堂課目標(biāo)的相關(guān)性，每個(gè)環(huán)節(jié)的目的應(yīng)該是很明確的。這節(jié)課的目標(biāo)是大部分學(xué)生能就“收集物品”興趣做一個(gè)獨(dú)白。我原來(lái)備的課中有pairwork的操練環(huán)節(jié)，即讓學(xué)生就興趣進(jìn)行問(wèn)答。但是就本課目標(biāo)來(lái)說(shuō)，讓學(xué)生去詢問(wèn)是不必要的，所以這個(gè)環(huán)節(jié)的價(jià)值就打了對(duì)折。所以將這個(gè)環(huán)節(jié)改為讓學(xué)生做一個(gè)簡(jiǎn)單的小獨(dú)白。

第二個(gè)收獲的理念任務(wù)型教學(xué)。任務(wù)型教學(xué)對(duì)我來(lái)說(shuō)并不陌生，但是平時(shí)的課堂上并沒(méi)有太多的利用，也不知道如何很好的應(yīng)用。這節(jié)課的備課過(guò)程讓我充分感受了任務(wù)型教學(xué)的實(shí)際應(yīng)用。這節(jié)課一開(kāi)始就提出任務(wù)，讓學(xué)生明確自己在這節(jié)課的任務(wù)。中間結(jié)合3Ps具體教學(xué)方式，引導(dǎo)學(xué)生學(xué)習(xí)和操練基本語(yǔ)言要素，最終讓學(xué)生充分展示學(xué)習(xí)成果。任務(wù)型教學(xué)的最大缺點(diǎn)就是費(fèi)時(shí)間，而一堂課的時(shí)間又有限，所以要和其他教學(xué)方法充分合理的結(jié)合。如何去結(jié)合是我在這堂課中最大的收獲。

第三個(gè)收獲是要讓學(xué)生充分的展示。學(xué)生最終展示出的成就就是教師在這節(jié)課中獲得的成就。所以課堂練習(xí)的各個(gè)環(huán)節(jié)不能占用過(guò)多時(shí)間，但又要練習(xí)到位，輸入不足會(huì)影響學(xué)生最終的輸出。

第四個(gè)收獲是課堂內(nèi)容一定要貼近學(xué)生的生活。“收集物品”并不是每個(gè)學(xué)生都有的興趣，所以要讓學(xué)生在最終的輸出環(huán)節(jié)踴躍展示，就要在之前的環(huán)節(jié)充分調(diào)動(dòng)學(xué)生的積極性。所以在這節(jié)課前我和學(xué)生交流、了解了他們喜歡的東西，并在自己的課件中展示，讓學(xué)生一開(kāi)始就有耳目一新的感覺(jué)。以后的每節(jié)課都要用心地做課前準(zhǔn)備。

接下來(lái)講講課堂操控層面的收獲。

第一個(gè)收獲是讓自己的指令簡(jiǎn)介、清晰。原來(lái)我真的沒(méi)有太在意指令這一塊，感覺(jué)它很簡(jiǎn)單。但是真正上過(guò)課才發(fā)現(xiàn)，要平衡簡(jiǎn)介和清晰絕不是簡(jiǎn)單的事情。一條清晰地指令一定要告訴學(xué)生“what to do” 和“how to do”。指令也并不一定都是用講的，可以呈現(xiàn)模板，可以示范，等等。

第二個(gè)收獲是在請(qǐng)學(xué)生回答時(shí)應(yīng)選擇什么程度的學(xué)生。當(dāng)一個(gè)環(huán)節(jié)的目的是檢測(cè)學(xué)生是否掌握時(shí)，應(yīng)該邀請(qǐng)中等程度的學(xué)生；在請(qǐng)學(xué)生完成一個(gè)綜合展示或有點(diǎn)難度的任務(wù)時(shí)，應(yīng)該先邀請(qǐng)優(yōu)秀的學(xué)生，給其他同學(xué)做一個(gè)模板，慢慢過(guò)渡的中等學(xué)生，到后面可以請(qǐng)稍差的學(xué)生。邀請(qǐng)的覆蓋面一定要廣。

第三個(gè)是對(duì)學(xué)生的評(píng)價(jià)。評(píng)價(jià)要有導(dǎo)向性，引導(dǎo)其他學(xué)生向這個(gè)方向進(jìn)行。 評(píng)價(jià)也要有適當(dāng)?shù)墓膭?dòng)性，鼓勵(lì)被評(píng)價(jià)的學(xué)生更是鼓勵(lì)其他學(xué)生踴躍嘗試。

這次展示課讓我收獲太多。最重要的是讓我認(rèn)識(shí)的教學(xué)理論的重要性，接下來(lái)我會(huì)多去看這方面的書(shū)，關(guān)注理論并嘗試在自己的課堂上去實(shí)踐。這堂課也讓我意識(shí)到，一堂備得再精彩的課也需要很好的課堂操控能力去演繹，否則這堂課將不能達(dá)到其目的。

這堂課的不足之處首先是詞匯教學(xué)方面。詞匯的呈現(xiàn)方式有點(diǎn)強(qiáng)加，應(yīng)該是引導(dǎo)學(xué)生說(shuō)出或選出這個(gè)詞匯。詞匯的操練也不夠，數(shù)量和形式上都有存在不足。其次是Teacher talking time偏多，students talking time偏少，這個(gè)是我一直在努力去改正但仍存在的問(wèn)題，我會(huì)繼續(xù)探索。在作業(yè)布置上沒(méi)有體現(xiàn)出學(xué)生的差異，應(yīng)該采用分層作業(yè)。還有課堂環(huán)節(jié)處理的一些細(xì)節(jié)，我會(huì)細(xì)細(xì)體會(huì)。

這節(jié)課引領(lǐng)我來(lái)到一個(gè)新的高度，我會(huì)保持并繼續(xù)前進(jìn)。