Teaching Plan for Unit 7. book One Unit 7 Text a-. Face to face with guns Text B-. Should I Have a gun? Text C---A Bank Robbery Teaching Aid---Tape recorder, DVD player Timeframe---6 class period Objectives o Recall some of the content of the readings Categorize information from the text Determine if information is stated or not Bring students' world knowledge to the topic of the texts SWBATs(Students will be able to) Write down the main ideas of text a Role play the main content of Text A Draw inferences Listen and take notes on new information Focus: Reading Comprehension TextA: Face to Face with Guns(2 class periods) Teaching procedures
1-7 1 Teaching Plan for Unit 7, Book One Teaching Materials --- Unit 7 Text A --- Face to Face with Guns Text B --- Should I Have a Gun? Text C --- A Bank Robbery Teaching Aid --- Tape recorder, DVD player Timeframe --- 6 class periods Objectives ⚫ Recall some of the content of the readings ⚫ Categorize information from the text ⚫ Determine if information is stated or not ⚫ Bring students’ world knowledge to the topic of the texts SWBATs(Students will be able to) ⚫ Write down the main ideas of Text A ⚫ Role play the main content of Text A ⚫ Draw inferences ⚫ Listen and take notes on new information Focus: Reading Comprehension Text A: Face to Face with Guns (2 class periods) Teaching procedures
TextA: Face to Face with guns Activities Focuses Stage 1: Pre-reading Activities(40 min Listening Check pre-reading work 2. Activate and build background 3. Preview the text to build expectations To teach Ss how to preview Ss to s Step 1: Vocabulary before reading(20 min T instructs the whole class to liste channels. Three or four Ss at a time will be asked to speak out their sentences for each of the 6 selected words or phrases. While listening, T will help them to clarify the meaning or summarize the usages as well as correct the pronunciation if necessary Step 2: Listening task(8min. To get an overall understanding of the Ss are asked to listen to an adapted short passage once or twice T to Ss and then answer the questions that followed Step 3: Preview check ---text comprehension (10min. Interaction Ss will listen to 8 sentences that are constructed by the T,then decided which is true and which is false To build comprehension of the text
1-7 2 Text A: Face to Face with Guns Activities Stages Focuses Purposes Ss to Ss Ss to T Interaction T to Ss Ss to T Interaction Stage 1: Pre-reading Activities (40 min.) Step 1: Vocabulary before reading (20 min.) T instructs the whole class to listen as other Ss share their examples they looked up or found from dictionaries or any other channels. Three or four Ss at a time will be asked to speak out their sentences for each of the 6 selected words or phrases. While listening, T will help them to clarify the meaning or summarize the usages as well as correct the pronunciation if necessary. Listening & speaking 1. Check pre-reading work 2. Activate and build background knowledge 3. Preview the text to build expectations To teach Ss how to preview (learning strategy training) Step 2: Listening task (8min.) Ss are asked to listen to an adapted short passage once or twice and then answer the questions that followed. Step 3: Preview check --- text comprehension (10min.) Ss will listen to 8 sentences that are constructed by the T, then decided which is true and which is false. To get an overall understanding of the text. To build comprehension of the text
Stage 2: Question time ---difficult sentences explanation(15 Speaking Encourage cooperative learning Ss are required to mark their difficult points when previewing and bring them to the group discussion. Ss in groups of 4 or 5 put forward their questions and discuss them, try to work out answers themselves. T moves around and is ready to offer help. In the end, T will explain the parts Ss can't solve and sum up the language points and grammatical structure Ss didn't cover in the whole class r& ss Stage 3: Text structure analysis(35 min. Listening 1. To teach writing by reading Interaction Step 1: Ts mini lecture on the organization of narrative(8 min) 2. To understand the text at a discourse T first presents the key elements in the structure of a narrative Then together with the Ss analyze the text structure: the text type, how it is organized and what the language feature of the text is. Step 2: Reading comprehension though text structure analysis(30 Reading 1. Review information from the text 2. Evaluate information in the text Pair/ Group Ss in groups of 4 or 5 discuss, review and evaluate information in writing 3. Monitor comprehension of the text the text and answer the questions posed in the diagraM T& Ss Stage 4: Vocabulary after reading (5 min,) To teach how to review(learning Interaction T as well as Ss find the most useful collocations and sentence strategy training patterns theyve learnt from the text and note down for later review and practice
1-7 3 Group Discussion Stage 2: Question time --- difficult sentences explanation (15 min.) Ss are required to mark their difficult points when previewing and bring them to the group discussion. Ss in groups of 4 or 5 put forward their questions and discuss them, try to work out answers themselves. T moves around and is ready to offer help. In the end, T will explain the parts Ss can’t solve and sum up the language points and grammatical structure Ss didn’t cover in the whole class. Speaking Encourage cooperative learning T & Ss Interaction Pair/Group Work Stage 3: Text structure analysis (35 min.) Step 1: T’s mini lecture on the organization of narrative (8 min.) T first presents the key elements in the structure of a narrative. Then together with the Ss analyze the text structure: the text type, how it is organized and what the language feature of the text is. Step 2: Reading comprehension though text structure analysis (30 min.) Ss in groups of 4 or 5 discuss, review and evaluate information in the text and answer the questions posed in the diagram. Listening Reading & writing 1. To teach writing by reading 2. To understand the text at a discourse level 1. Review information from the text 2. Evaluate information in the text 3. Monitor comprehension of the text T & Ss Interaction Stage 4: Vocabulary after reading (5 min.) T as well as Ss find the most useful collocations and sentence patterns they’ve learnt from the text and note down for later review and practice. To teach how to review (learning strategy training)
Stage 5: Role-play Step 1: Assignment(5 min Ss are asked to prepare a role-play of the text: group forming, text adaptation, roles taking on and rehearsal. Role-play Evaluation forms will be distributed and let ss know how the Step 2: Performance(1.5 class periods) Work The role-play will be acted out during the last two class periods. Writing 2. To activate Ss'interest in learning Each group will be scored according to the evaluation form andListening English finally prizes are to be awarded Speaking 3. To cultivate learners'autonomy
1-7 4 Group Work Stage 5: Role-play Step 1: Assignment (5 min.) Ss are asked to prepare a role-play of the text: group forming, text adaptation, roles taking on and rehearsal. Role-play Evaluation Forms will be distributed and let Ss know how the role-play will be assessed. Step 2: Performance (1.5 class periods) The role-play will be acted out during the last two class periods. Each group will be scored according to the evaluation form and finally prizes are to be awarded. Reading Writing Listening Speaking 1. A follow-up 2. To activate Ss’ interest in learning English 3. To cultivate learners’ autonomy
Stagel: Prereading activities(40min. l 1 Vocabulary before readin Listen carefully and add new examples to your notebook, Be sure to know how to use the following words and phrases slight enlarge offend attach to rather than look through Ts sample: slight 2).a headache/error/problem/improvement/smile 3).not . in the slightest: You don' t offend me in the slig v be t slighted =be looked down upon 1). They felt ed by not being adequately treated 2). I somehow felt -ed in their company Ss offer their examples in a similar way 1.2 Listening Task ---text comprehension(1) Listen to the passage twice and try to answer the 4 questions The writer who leaves his garage at night carrying some KFC is attacked by a robber who gets his money and his watch at gunpoint. The robber's partner appears with an even larger gun and orders the writer to stop looking at them. The two robbers force the author to the ground and their guns at his head. He thinks he will die. The two robbers find the KFC and grab it and then run away. The author phones the police and later goes to the station to look at photos to try to identify the robbers. While seeing so many young mens faces flowing by his eyes the author feels as if they are an out-of-control river that eats up all the things we value 1).What's idea of the passage? 2). When and where did the robbery take place? 3). What did the robbers do? 4). What saved the writer's life? 1.3 Preview check---text comprehension(2) True or False? Listen carefully and decide if the statements below are true (tor false(F). If it is false, try to find sentence from the text to support your answer 1) That night the author forgot to scan the street and pathways for anything or anyone usual before pulling into the ( F)As usual, he remembered to scan the street 2)The writer tossed his house keys into a bush in order to reduce the loss 3)The second robber snapped, "Stop looking at us"because he did not want to be recognized
1-7 5 Stage1: Prereading activities (40min.) 1.1 Vocabulary before reading Listen carefully and add new examples to your notebook. Be sure to know how to use the following words and phrases T’s sample : slight adj: 1). He was as ～ as a girl. 2). a ～ headache/error/problem/improvement/smile. 3). not … in the slightest: You don’t offend me in the slightest. v. be + slighted = be looked down upon 1). They felt ～ed by not being adequately treated. 2). I somehow felt ～ed in their company. Ss offer their examples in a similar way. 1.2 Listening Task --- text comprehension (1) Listen to the passage twice and try to answer the 4 questions The writer who leaves his garage at night carrying some KFC is attacked by a robber who gets his money and his watch at gunpoint. The robber’s partner appears with an even larger gun and orders the writer to stop looking at them. The two robbers force the author to the ground and their guns at his head. He thinks he will die. The two robbers find the KFC and grab it and then run away. The author phones the police and later goes to the station to look at photos to try to identify the robbers. While seeing so many young men’s faces flowing by his eyes the author feels as if they are an out-of-control river that eats up all the things we value. Questions: (read out) 1). What’s the main idea of the passage? 2). When and where did the robbery take place? 3). What did the robbers do? 4). What saved the writer’s life? 1.3 Preview check --- text comprehension (2) True or False? Listen carefully and decide if the statements below are true (T) or false (F). If it is false, try to find sentence from the text to support your answer. 1) That night the author forgot to scan the street and pathways for anything or anyone unusual before pulling into the garage. (F) As usual, he remembered to scan the street …… 2) The writer tossed his house keys into a bush in order to reduce the loss. (T) 3) The second robber snapped, “Stop looking at us” because he did not want to be recognized. slight enlarge offend attach to rather than look through