Teaching Plan for Unit 8 Learning a Foreign Language

首峰中學(xué)英語(yǔ)組 雷海紅

Teaching content: Reading: Learning English: Twice as Hard?

Teaching aims:

1. Enable the Ss to talk about the different methods of learning a foreign like learning a foreign language is different from learning one’s mother tongue.

2. Enable the Ss to talk about the characteristics of the successful language learners.

Teaching important points:

1. Analyse the organization of the text.

2. The understanding of the reading text about the problems and factors related to learning a foreign language.

Teaching difficult points:

1. the writing feature of the text.

2. Grasp the main idea of the passage and analyse the organization of the text.

3. Get the students to understand the characteristics of the excellent and successful learners.

Teaching procedures:

Step I: Revision.

Ask the students to read the vocabulary learnt in last period.

Step II: Lead-in.

Get the students to describe the pictures of Warming-up: How do they learn?( individual work)

Step III Pre-reading.(Free-talk)

1. What languages can you speak? How long have you been learning English?

2. What difficulty do you have in learning a foreign language?

3. How did we learn our mother tongue?

4. How is learning a foreign language different from learning our mother tongue?

5. What are the characteristics of successful language learners?

6. How can we develop our confidence in learning a language?

Step IV Skimming.

Task 1.Skim the text and try to find the main idea of each paragraph.

Supposed answer:

Para.1 The environmental factor of learning mother tongue.

Para.2 Different opinions of language experts.

Para.3 The difference between learning mother and learning a foreign language.

Para.4 The characteristics of successful language learners.

Para.5 Different learning ways of successful language learners.

Para.6 The importance of the purpose of learning.

Task 2. Tell the following statements true or false.

1. Although experts don’t agree each other, they all share a common opinion: life is a very successful language school.(T)

2. Experts agree that we actually learn a foreign language much faster than we laearn our mother tongue.(T)

3. Successful language learners usually step away from the academic challenges.(F)

4. The less anxious and more relaxed the learner, the worst their language acquisition.(F)

Step V. Scanning.

Task 3. Choose the best answers:

1. The first sentence in para.1 means .

A. When learning a language , we also should memorize more.

B. When learning a language , we also should develop our study skills.

C. When learning a language , we also should spend more time.

D. When learning a language , we also should be confident.

2. Most children have mastered their mother tongue .

A. at the age of five.

B. by the age of eight.

C. before they are five.

D. since they were five

3. The sentence “ life is a very successful language school” means .

A. We are equipped with a special ability to learn language.

B. The key to learn the language well is to communicate with the people around us.

C. Parents can give children language lessons.

D. People can learn the language by themselves.

4. Successful language learners do share the following characteristics except

A. the ability to memorize the words

B. an interesting understanding their own thinking

C. willingness to take chances

D. confidence in their ability

5. What the purpose of writing this article?

A. Learning a foreign language is twice as hard as learning our mother tongue.

B. Learning a foreign language is more important than learning our mother tongue.

C. Learning a foreign language is twice as easy if we develop our study skills

D. In fact, the number of people learning a foreign language has increased with years.

Step VI Post-reading.

Task 4 Decide which language each of the sentence below describes.

A. We learn quite fast.(F)

B. We are not taught but learn anyway.(M)

C. Some people think that we are born with an ability to learn this.(M)

D. We can learn faster if we develop study skills.(F)

E. Most people have mastered this by the age of five.(M)

F. We learn this in a special place where we can get help.(F)

G. It takes longer to learn this.(M)

H. We learn this by communicating with others.(M)

教學(xué)反思

本單元（Unit 8）以 Learning a foreign language “外語(yǔ)學(xué)習”為話(huà)題，課文主要談?wù)摰氖菍W(xué)習外語(yǔ)的一般規律和成功的外語(yǔ)學(xué)習者的特征。通過(guò)本單元教學(xué)，學(xué)生閱讀課文了解外語(yǔ)學(xué)習的基本規律，同時(shí)學(xué)生已在高三年級，更容易聯(lián)系自己的英語(yǔ)作為外語(yǔ)的學(xué)習歷程，反思自我的學(xué)習得失，更有利于形成正確的和適合每個(gè)人自己的學(xué)習策略和學(xué)習習慣。通過(guò)課文的深入學(xué)習，還進(jìn)一步學(xué)習英語(yǔ)的豐富詞匯表達和深入淺出的表達方式，英語(yǔ)的說(shuō)明或介紹文章的特點(diǎn)和寫(xiě)法。本單元學(xué)習也是學(xué)生形成良好的（語(yǔ)言）學(xué)習策略探究學(xué)習的很好的案例，體現學(xué)習策略對提高學(xué)習效率的價(jià)值。

Warming up通過(guò)一個(gè)小調查讓學(xué)生了解學(xué)習英語(yǔ)的最重要的策略，并按照重要性加以排列。并通過(guò)問(wèn)題引導學(xué)生思考其他更多的學(xué)習活動(dòng)。此“熱身”活動(dòng)可引導學(xué)生回顧自己從初學(xué)英語(yǔ)到高三的整個(gè)學(xué)習過(guò)程，通過(guò)問(wèn)題從中總結有效的經(jīng)驗和有益的學(xué)習活動(dòng)。同時(shí)通過(guò)課堂討論，同學(xué)可分享各自的經(jīng)驗，得到更多的有助于英語(yǔ)學(xué)習的學(xué)習策略，即鍛煉英文表達能力，也為其后的Reading的學(xué)習活動(dòng)做好鋪墊。

Pre-reading 是Reading的熱身活動(dòng)。“讀前活動(dòng)”引導學(xué)生根據閱讀文章的主題思考學(xué)習一門(mén)外語(yǔ)所涉及的內容：英語(yǔ)學(xué)習中的困難、學(xué)習母語(yǔ)的過(guò)程、學(xué)習外語(yǔ)和母語(yǔ)的不同、優(yōu)秀學(xué)習者的特征、有效的學(xué)習技能對學(xué)習者的幫助、如何建立自信以及如何更好更快的學(xué)習等。思考和回答這些問(wèn)題并完成內容提綱：英語(yǔ)學(xué)習中的困難、英語(yǔ)漢語(yǔ)的區別、優(yōu)秀學(xué)習者的特征、有效的學(xué)習技能和建立自信的途徑。這一活動(dòng)有利于調動(dòng)學(xué)生的思考和討論的積極性，并通過(guò)反思學(xué)習過(guò)程和同學(xué)討論來(lái)預測課文內容，加深對外語(yǔ)學(xué)習問(wèn)題的認識。

Reading 是一篇關(guān)于“學(xué)習外語(yǔ)”的說(shuō)明文，分為幾個(gè)部分，第一部分內容主要為學(xué)習一種語(yǔ)言涉及的主要學(xué)習內容、語(yǔ)言的習得過(guò)程和如何辨識學(xué)習中的錯誤；第二部分則談到學(xué)習外語(yǔ)過(guò)程中要注意的主要因素，如外語(yǔ)與母語(yǔ)是不同的、語(yǔ)境影響等；第三部分論及學(xué)習外語(yǔ)成功者的共同特征，主要有興趣、制定計劃與評價(jià)、自信、大膽冒險、敢于嘗試新事物、以及學(xué)習目的和動(dòng)機。這是一篇較好的分析學(xué)習外語(yǔ)所涉及的內容和成功外語(yǔ)學(xué)習策略的文章，對于學(xué)生的英語(yǔ)學(xué)習有很好的指導意義。應引導學(xué)生結合自己的學(xué)習經(jīng)歷、學(xué)習觀(guān)念和使用的學(xué)習策略，再輔以適合的相同話(huà)題的拓展資源，進(jìn)一步指導學(xué)生英語(yǔ)學(xué)習，為他們的未來(lái)的深入學(xué)習和持續發(fā)展奠定基礎。

Post-reading 的練習主要是對文章的具體細節信息的理解和測試，還包括了訓練學(xué)生利用與主題相關(guān)的關(guān)鍵詞談?wù)撈溟g的聯(lián)系和復述課文的能力，總結與主題關(guān)聯(lián)的關(guān)鍵信息能力和查找總結主題句的練習，對學(xué)生的閱讀理解提出了較高要求，并有利于指導學(xué)生提高寫(xiě)作能力。

Pre-reading, Reading和Post-reading 作為一個(gè)完整的閱讀的過(guò)程，訓練必要的閱讀技能，學(xué)習處理重要語(yǔ)言點(diǎn)，同時(shí)還談到了語(yǔ)言（外語(yǔ)）學(xué)習的問(wèn)題與策略。因此，在教學(xué)過(guò)程中，我將教材進(jìn)行了重組，結合Warming up部分設計為一堂“閱讀課”。