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(xí)”為話題，課文主要談?wù)摰氖菍W(xué)習(xí)外語(yǔ)的一般規(guī)律和成功的外語(yǔ)學(xué)習(xí)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(xí)的基本規(guī)律，同時(shí)學(xué)生已在高三年級(jí)，更容易聯(lián)系自己的英語(yǔ)作為外語(yǔ)的學(xué)習(xí)歷程，反思自我的學(xué)習(xí)得失，更有利于形成正確的和適合每個(gè)人自己的學(xué)習(xí)策略和學(xué)習(xí)習(xí)慣。通過(guò)課文的深入學(xué)習(xí)，還進(jìn)一步學(xué)習(xí)英語(yǔ)的豐富詞匯表達(dá)和深入淺出的表達(dá)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(xí)也是學(xué)生形成良好的（語(yǔ)言）學(xué)習(xí)策略探究學(xué)習(xí)的很好的案例，體現(xiàn)學(xué)習(xí)策略對(duì)提高學(xué)習(xí)效率的價(jià)值。
Warming up通過(guò)一個(gè)小調(diào)查讓學(xué)生了解學(xué)習(xí)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(dǎo)學(xué)生思考其他更多的學(xué)習(xí)活動(dòng)。此“熱身”活動(dòng)可引導(dǎo)學(xué)生回顧自己從初學(xué)英語(yǔ)到高三的整個(gè)學(xué)習(xí)過(guò)程，通過(guò)問(wèn)題從中總結(jié)有效的經(jīng)驗(yàn)和有益的學(xué)習(xí)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(yàn)，得到更多的有助于英語(yǔ)學(xué)習(xí)的學(xué)習(xí)策略，即鍛煉英文表達(dá)能力，也為其后的Reading的學(xué)習(xí)活動(dòng)做好鋪墊。
Pre-reading 是Reading的熱身活動(dòng)。“讀前活動(dòng)”引導(dǎo)學(xué)生根據(jù)閱讀文章的主題思考學(xué)習(xí)一門(mén)外語(yǔ)所涉及的內(nèi)容：英語(yǔ)學(xué)習(xí)中的困難、學(xué)習(xí)母語(yǔ)的過(guò)程、學(xué)習(xí)外語(yǔ)和母語(yǔ)的不同、優(yōu)秀學(xué)習(xí)者的特征、有效的學(xué)習(xí)技能對(duì)學(xué)習(xí)者的幫助、如何建立自信以及如何更好更快的學(xué)習(xí)等。思考和回答這些問(wèn)題并完成內(nèi)容提綱：英語(yǔ)學(xué)習(xí)中的困難、英語(yǔ)漢語(yǔ)的區(qū)別、優(yōu)秀學(xué)習(xí)者的特征、有效的學(xué)習(xí)技能和建立自信的途徑。這一活動(dòng)有利于調(diào)動(dòng)學(xué)生的思考和討論的積極性，并通過(guò)反思學(xué)習(xí)過(guò)程和同學(xué)討論來(lái)預(yù)測(cè)課文內(nèi)容，加深對(duì)外語(yǔ)學(xué)習(xí)問(wèn)題的認(rèn)識(shí)。
Reading 是一篇關(guān)于“學(xué)習(xí)外語(yǔ)”的說(shuō)明文，分為幾個(gè)部分，第一部分內(nèi)容主要為學(xué)習(xí)一種語(yǔ)言涉及的主要學(xué)習(xí)內(nèi)容、語(yǔ)言的習(xí)得過(guò)程和如何辨識(shí)學(xué)習(xí)中的錯(cuò)誤；第二部分則談到學(xué)習(xí)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(xí)外語(yǔ)成功者的共同特征，主要有興趣、制定計(jì)劃與評(píng)價(jià)、自信、大膽冒險(xiǎn)、敢于嘗試新事物、以及學(xué)習(xí)目的和動(dòng)機(jī)。這是一篇較好的分析學(xué)習(xí)外語(yǔ)所涉及的內(nèi)容和成功外語(yǔ)學(xué)習(xí)策略的文章，對(duì)于學(xué)生的英語(yǔ)學(xué)習(xí)有很好的指導(dǎo)意義。應(yīng)引導(dǎo)學(xué)生結(jié)合自己的學(xué)習(xí)經(jīng)歷、學(xué)習(xí)觀念和使用的學(xué)習(xí)策略，再輔以適合的相同話題的拓展資源，進(jìn)一步指導(dǎo)學(xué)生英語(yǔ)學(xué)習(xí)，為他們的未來(lái)的深入學(xué)習(xí)和持續(xù)發(fā)展奠定基礎(chǔ)。
Post-reading 的練習(xí)主要是對(duì)文章的具體細(xì)節(jié)信息的理解和測(cè)試，還包括了訓(xùn)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(fù)述課文的能力，總結(jié)與主題關(guān)聯(lián)的關(guān)鍵信息能力和查找總結(jié)主題句的練習(xí)，對(duì)學(xué)生的閱讀理解提出了較高要求，并有利于指導(dǎo)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(xùn)練必要的閱讀技能，學(xué)習(xí)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(xí)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(jié)合Warming up部分設(shè)計(jì)為一堂“閱讀課”。