NSE 8A Module 1 Unit l
Try not to translate every word
Analysis of the text:
This unit focuses on improving students’ ability of asking for and giving advice about how to learn English.
Analysis of the students:
It’s the first part of the whole book and consists of lots of new vocabulary and expressions so it’s a little difficult for them to express using them.
By the end of this session, most students will be better able to acquire the required abilities. This will be achieved by:
1, Knowledge objectives:
1). be able to better master the meaning, spelling and pronunciation of those target new words: translation, grammar, pronunciation, spelling, correct, repeat, advice, mistake, notebook, and message;
2). Be able to master the expressions of the ways to learn English: write down, check vocabulary notebook, listen to the radio, read a newspaper, translate every word, write email messages to each other;
3). be able to ask for and give advice about “how to learn English” by using “It’s difficult for me to …” “What do you think is the best advice for …?” and “Why don’t you …?” “I think you should…” “How about…” “Try to/not to…”
2, Ability objectives:
1). be able to talk about “how to learn English”;
2). be able to role play language doctor and student.
3). be able to master several effective ways of learning English and use them in the daily study.
3, Moral objectives:
1). Improve their cooperative spirit through pair work and role playing;
2). Encourage the students to ask for and offer help when needed;
The teaching focus:
1. Master the words and expressions about methods of learning English;
2. Ask for and give advice about methods of learning English.
The teaching difficulties:
1. Students may find it difficult to master all the words and expressions in a short period;
2. Students may find it difficult to give advice about learning English because of their limited experiences and knowledge;
3. Students may find it difficult to communicate about “how to learn English” fluently.
Step ⅠShort Review:
Show students some instruction pictures, and get Ss to guess the words: translate, correct, match, number, repeat, grammar, pronunciation and spelling.
Show students a copy of 21st Century and introduce Language doctor to them. Write today’s task on the blackboard: be able to ask Language doctor for help; and give advice as Language doctor.
Step ⅡPresentation of expressions of giving advice:
Assure the students that everybody has some problems about English study and it’s very common. Then ask the students to talk with their partners about their problems, like “It is difficult for me to learn vocabulary. What about you?”
Generalize their problems and write on the blackboard in a table, like:
Listening to English
Ask the students to solve their own problems and help the other students to find out solutions to their problems. Suggest them to fill in their thoughts and refer to Activity 3 on Page 2.
Step Ⅲ Pair work:
Check the answers and praise the students who give their own ideas beside the answers from the text. Help the students to make a list of sentences used to give advice and write them on the blackboard:
Why don’t you…?
It is a good idea to…..
Try (not) to
Supply the structure “Don’t forget to …”.
Also list the solutions on the blackboard:
Speak English in class;
Check the vocabulary notebooks;
Read a newspaper,
Translate every word,
Write email messages to each other…
Lead the students to read these sentences until they can say them out fluently. Then make a dialogue with a student by using “Vocabulary is difficult for me. What should I do?” and “You should check your vocabulary notebooks every day.” Encourage students to work out the dialogue with their partners.
Present the example on PPT at the same time:
SA: It is difficult for me to …
SB: You should… / Why don’t you …? / How about …?...
Step Ⅳ Make a questionnaire:
Ask the students the following questions:
Do you like English?
Do you read a newspaper in English?
Do you often read English stories?
Do you have a vocabulary notebook?
Do you remember eight or ten words a day?
Do you have a pen friend? Does he or she send you email messages?
Do you often talk to foreigners?
Do you often watch English films?
Do you often listen to English radio?
Do you often listen to English songs?
If they get 1—2 yes, it means that they need to do better;
If they get 3—4 yes, it means that they are doing well;
If they get 5—10 yes, it means that they are excellent!
Step Ⅴ Role playing:
Ask the students to review the methods of learning English to be ready for the following role playing. Then suppose some are Language doctors, while the others are students with study problems. Show the sample dialogue and ask Ss to role play it according to their own situation.
Language doctor: What’s the matter with you?
Student: It is difficult for me to…
Language doctor: You should…
Student: That’s a good idea. What else?
Language doctor: Why don’t you …?
Student: Yes, thanks a lot!
Homework（There are two groups of homework here. You just need to finish one of them. So it’s up to you!）
Here is a letter from our former oral English teacher Martin. Please write back and give him your advice.
I miss you so much! How is your summer vocation?
My summer holiday was terrible. I taught some teenagers Chinese. (You know my Chinese is quite good now.) But it was a little difficult for me. The students complained (埋怨) learning vocabulary was hard then they did not like Chinese as before. I look forward to your advice and would be grateful for your help.
1, Daming receives some advice about learning English. But they are not in order. Can you please match the solutions(解决办法) with the problems for him?
Speaking Try not to translate every word.
Reading Why not write email messages to each other?
Writing How about listening to the radio?
Translation You should speak English in class.
2, Daming still has some other problems. Please give him your advice.
I can’t swim. _____________________________________________________.
My mum is angry(生气) with me.
Unit 1. Try not to translate every word.
How to give advice:
How about….? You should…… Why don’t you…? It is a good idea to….. Try (not) to … Don’t forget to …
Write down; Speak English in class; Check the vocabulary notebooks;
Read a newspaper; Translate every word; Write email messages to each other…
There are two main problems about this period of teaching.
First, I over emphasized the patterns “I find it difficult to … What should I do to improve…?” because the key and difficult point of this lesson should be the expressions of giving advice.
Secondly, the topic of our discussion was limited. We just talked about how to solve English learning problems but paid no attention to some realistic problems like “I made my mum angry yesterday, what should I do?” Only in this way can what they learned be used in the real life.