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8A Unit 3 Integration 1 (教学设计)
I. Teaching Objectives
Knowledge
Students master vocabulary like “dialect, linguist, pronunciation, grammar” and understand language learning methods from texts.
Grasp key sentence structures for describing language learning (e.g., “Zhao Yuanren could...; Lily thinks...”).
Ability
Improve reading skills to extract info about language learning experiences and strategies.
Enhance listening skills to catch details of English learning stories.
Emotional
Cultivate interest in exploring effective language - learning ways and respect for language masters.
II. Teaching Key & Difficult Points
Key Points
Comprehend reading and listening materials on language learning.
Use target language to retell Zhao Yuanren and Lily’s learning experiences.
Difficult Points
Accurately summarize complex language - learning strategies from texts.
Distinguish true/false info in listening precisely.
III. Teaching Procedures
1. Lead - in (5 mins)
Activity: Show a short video clip of people speaking different Chinese dialects. Ask “Do you know these dialects Language is amazing! Today we’ll learn from a language master and a student about language learning.”
Purpose: Arouse interest, connect to “dialect” in the text.
2. Pre - reading/Listening (7 mins)
Activity 1: Brainstorm. Write “Language Learning Tips” on the board. Ask students to share their English - learning methods (e.g., “I learn new words by making sentences; I watch English cartoons”). List ideas.
Activity 2: Predict. Show the text title “Zhao Yuanren: a language master” and Lily’s listening task picture. Ask “What will we learn about Zhao Yuanren What problems might Lily have in English learning ”
3. While - reading (12 mins)
Activity: Students read the Zhao Yuanren passage silently. Then answer questions:
Q1: What talents and interests did Zhao Yuanren have (Answer: Great talent and strong interest in languages.)
Q2: How did Zhao Yuanren learn a new language when arriving at a new place (Answer: Talk with locals and put himself in the language environment.)
Q3: What’s Zhao Yuanren’s view on learning words and sentences (Answer: Focus on learning sentences rather than single words.)
Check & Explain: Discuss answers, explain key phrases (e.g., “put himself in the language environment” – immerse in the language; “focus on” – pay attention to).
4. While - listening (10 mins)
Activity: Play Lily’s listening audio. Students do the true/false task (Part C) first. Then, play again for them to complete Part B2.
Check: Pair - check answers. Teacher explains mistakes, emphasizing key details (e.g., “Lily always found learning English easy” – false, as language learning has challenges).
5. Post - reading/Listening (8 mins)
Activity: In pairs, students retell Zhao Yuanren and Lily’s language - learning experiences using key info. For example: “Zhao Yuanren is a language master. He has great talent in languages... Lily is a Grade 9 student. She shares her English - learning experiences like...”.
Share: Invite 2 - 3 pairs to retell, give feedback on language use.
6. Summary & Homework (3 mins)
Summary: Review key points – Zhao’s methods (immersion, learning sentences) and Lily’s experiences (listening, speaking practice).
Homework:
Task 1: Read the texts again and underline 3 favorite sentences.
Task 2: Prepare to share your own language - learning story next class.
7. Blackboard Design
Zhao Yuanren Talents: language talent; Methods: talk with locals, learn sentences
Lily’s Learning True/False: e.g., “Lily always found learning English easy” – False
Key Phrases put in the environment, focus on, have trouble with

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