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Teaching plan of Unit 4 Digital life Developing ideas
Listening＆speaking 【Analysis of the Learning material】 What: This lesson centers around the topic of "Wise Use of Digital Devices." The listening passage features two conversations between Timmy, a child of the "screen generation," and his mother. The first conversation reveals their differing views on smartphone usage: Timmy believes he primarily uses his phone for studying and occasionally for entertainment, while his mother thinks he mainly uses it for fun, only occasionally studying, and this has led to health problems. She therefore suggests he spend some time away from his phone at his grandpa's house. The second conversation takes place after Timmy returns from his grandpa's. He shares the various pleasures he experienced outside the "digital world," including fishing, making a campfire to cook fish, watching birds, listening to his grandpa's stories, and more. Through this experience, he realizes he was previously overindulged in the virtual world created by his phone and missed many real-world joys. Going forward, he won't allow his phone to dominate his time and will use this tool wisely. Finally, a pair work activity is included, allowing students to discuss the advantages and disadvantages of digital devices and analyze their understanding of how to use them wisely. Why:With the development of technology, students' material lives have become increasingly vibrant, as various digital devices flood their daily routines. Given their unique stage of physiological and psychological development, many children struggle to resist the allure of these digital products—especially smartphones—leading them to spend excessive time in virtual worlds. The purpose of the passage in this lesson is to help students understand how to use digital devices wisely and cultivate their ability to approach these tools rationally. Additionally, through listening and discussion activities, this lesson aims to progressively enhance students' listening comprehension, oral expression skills, and introduce them to two key listening techniques. While acquiring language knowledge, it also encourages students to critically examine both the advantages and disadvantages of digital devices, urging them to explore the joys of the real world rather than becoming overly immersed in virtual realms. How:This lesson begins by sparking students' interest through a discussion about the behavior depicted in an image. The picture shows a student using a computer while a group of peers gathers around to view and discuss the screen—a familiar daily scene reflecting children of the "screen generation" interacting with digital devices, which quickly resonates with students. Subsequent listening activities focus on extracting key information, such as critical content from dialogues, speakers' tones, attitudes conveyed through their words, and how they express their thoughts. During group discussions, targeted questions guide students to reflect on and exchange ideas about "how to use digital devices wisely." Four while-listening tasks are designed around the two audio passages: Task 1 : Listen to Dialogue 1 and answer questions about: 1. How does Timmy's mum feel about Timmy using his phone 2. How does Timmy feel about his mum trying to take his phone away (Students must infer the basis for these feelings) Task 2 : Complete a gap-fill exercise for Dialogue 1 after re-listening. Task 3 : Listen to Dialogue 2 and answer two questions about the characters' thoughts and feelings, highlighting how feelings are expressed. Task 4 : Re-listen to Dialogue 2 to complete a table with key details. The post-listening activity features a pair dialog task that requires students to discuss how to use digital devices wisely based on information from the listening material and three prompt questions . 【Analysis of Students】 This lesson is for eighth graders. They’re typical "screen generation" kids and will have lots to say about digital life. Most have probably had experiences like Timmy’s in Listening 1, which helps them understand it better. About listening skills: After practicing all year in seventh grade, students know how to find answers in audio texts. They can find where answers are, but getting them right depends on knowing basic words well. However, many will struggle with Question 1 in Listening 1 — guessing how Timmy and his mom feel. This is a new type of question where they must infer the answer, so some won’t know how to respond. The teacher will help by playing it again and guiding them. 【Learning Objectives】 By the end of the class, most of the students will be able to: extract and sort out detailed information while listening to the conversations between Timmy and his mum;(Learning and understanding) analyze Timmy’s and Mum’s attitudes towards smartphone usage and learn different ways to describe thoughts and feelings；(Applying and practice) make a conversation to discuss how to use digital devices wisely and evaluate each other’s work with the checklist. (Transferring and creating) 【Learning focuses and Learning difficulties】 Learning focuses: Extract and sort out detailed information while listening to the conversations between Tommy and his mum; Analyze Timmy’s and Mum’s attitudes towards smartphone usage and learn different ways to describe thoughts and feelings. Learning difficulties: Make a conversation to discuss how to use digital devices wisely and evaluate each other’s work with the checklist. 【Learning Procedures】
Objective Learning Activities Evaluation
Lead-in 1. Ss observe a picture and answer: Who are they What are they doing
2. Ss look at some pictures of digital devices and get to know why they are called “digital natives”or the “screen generation ” . Assess students’ ability to engage in interaction and actively share ideas based on their responses.
Intention: The activity at this stage is designed to capture students' attention through pictures, setting the stage for the subsequent discussion on how to wisely use digital devices.
Before-listening Ss observe images and answer: Who are they in the pictures What is the boy doing Then predict: What might happen
Intention: By observing the pictures, guide students to focus on the relationships between characters and their activities, predict the content of the listening exercise, and prepare for subsequent listening and discussion activities.
Analyze Timmy’s and Mum’s attitudes towards smartphone usage. Extract and sort out detailed information while listening to the conversations between Tommy and his mum. Learn different ways to describe thoughts and feelings. While-listening 1. Ss listen to the audio and answer: How does Timmy’s mum feel about his phone use How does Timmy feel about his mum trying to take his phone away Then they try to answer “How do you know ” by studying "Learning to Learn" content. 2. Ss listen to the audio again to complete the dialogue. 3. Ss discuss: What advantages does the smartphone have according to Timmy What disadvantages does the smartphone have according to Timmy’s mum 4. Ss listen to the second audio and choose the correct answers. Then analyze how Timmy and his mum show their thoughts and feelings. 5. Ss listen to the second audio again and complete a table about Timmy’s experience. Then answer a question: What made Timmy feel great during his stay with Grandpa After that, Ss continue learning how Timmy and his mum show their thoughts and feelings. Assess comprehension of main ideas through Q&A responses. Evaluate key information capture and note-taking speed based on task completion. Assess accuracy in recording key details via table completion.
Intention: 1. Multiple-choice listening exercises help students quickly capture key points and enhance the accuracy of their listening comprehension. 2. Gap-filling listening activities assist students in enhancing the accuracy of their listening comprehension and developing their note-taking skills for important information. 3. Post-listening summarization activities aid students in gaining a deeper understanding of the listening material while also laying the foundation for subsequent paired activities.
1. Ss listen and read "Phonetics in Use" section . 2. Ss try to read "Phonetics in Use" words in the appendix by themselves and then read after the audio. Provide guidance and encouragement based on students’ shadow-reading performance.
Intention: Phonetics practice supports students' learning of phonetic symbols, enabling them to gradually develop the ability to identify and organize common pronunciation patterns on their own within authentic listening contexts.
Make a conversation to discuss how to use digital devices wisely and evaluate each other’s work with the checklist. Post-listening Ss work in pairs and discuss how to use digital devices wisely using the textbook’s framework and some sentence patterns on Page 104. They should use the checklist to evaluate each other’s work. Evaluate students’ use of core vocabulary or sentence patterns and relevance of suggestions.
Intention: Group discussion activities foster students' teamwork spirit and integrated language skills, encouraging them to actively utilize acquired knowledge to exchange ideas and express themselves.
【Homework】 Must do: Turn your answers to how to use digital devices wisely into a short paragraph (at least 5 sentences) and share the paragraph with your classmates. Choose to do: Turn your answers into a long paragraph (at least 10 sentences) and read the paragraph to your classmates.
【Blackboard Design】 8AU4 Digital life Developing ideas-Listening＆speaking

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