Topic: Weather, Country, Then and Now!

壹、 教學理念(rationale of design)

In this class, I not only want to teach my students the basic vocabularies and
sentence patterns in the textbook, but also plan to teach them some important
reading skills and writing skills. Also, in order to improve their competency, I
will guide them to learn how to grab and analyze information and the right usage
of technological medium.

貳、 教學大綱(summaries of activity units)

Where were you 3 periods Number of Ss at the 7th

Title Class Periods
yesterday? (135 mins) Students grade (30)

Senior, S0641012,
Designer Date 3/22 Class 13104
呂惟馨 (Willow)

Students will be able to…

1. Use the vocabularies and sentence patterns they learned in daily

conversation.

Unit objectives 2. Apply different technological medium to assist their learning.

3. Find out the main points in the article and the dialogue.

4. Analyze the specialties of comparison article.

5. Discuss and work with their group members.

Competency:

J-B2 Possess the competency of effectively using technology, information,

Competence Indicators
and media to enhance learning and perceive and speculate about humans’
(Junior High School
interactions and relationships with technology, information, and media.
Students)
J-C3 Demonstrate sensitivity toward and acceptance of multiculturalism,

show concerns about local and international affairs, and respect and appreciate
 diversity among cultures.

學習表現:

4-IV-8 Follow the hints to write a short paragraph.

5-IV-10 Understand simple story and passage and can use short sentences to

talk about or write down the summary.

6-IV-5 Initiatively use various searching tools to learn some English

information.

7-IV-4 Learn from and response to the discussion with their teacher or

classmates.

8-IV-4 Understand and respect different culture and customs.

9-IV-1 Combine related information to produce ideal speculation.

學習內容:

B-IV-2 The daily communication which is constructed by the words and

sentence patterns the junior high school students should learn

C-IV-2 Foreign customs and tradition

D-IV-1 Ideal speculation from the intergrated information

Communicative Language Teaching

Teaching Methods
Task-Based Language Teaching

1. Reading: infographic writing

Activity Description
2. Writing: parallel writing

康軒 B1L6, Tablets*6, black boards, chalks, an APP (Natural Reader),

Teaching Aids
whiteboards*6, A4 color paper*6, 6 boxes of color pencils, worksheets*12

Formative: the questions to check students’ comprehension and learning

Assessment motivation, the tasks in the lessons, group points adding

Summative: the assignment

 Because the students are 7the grader, they are available to use Chinese to

Note write some of the answers on the whiteboard, but the group that use whole

English will be added more group points.

Teaching Activities and Procedures
Lesson Plan

Teaching 康軒 B1L6, Tablets*6, black boards, chalks, an APP (Natural Reader), whiteboards*6,

Aids A4 color paper*6, 6 boxes of color pencils, writing worksheets*6

Contents

Steps Activities Time Teaching Aids

I. Warm-up

A. Opening: 3 mins

1. Distribute Ss into six groups.

2. Distribute six tablets to each group.

2. Ask Ss to turn to p.85.

3. Ask Ss what they see in the two pages’

pictures.

II. Presentation and Practicing

A. Vocabularies learning:

1st Period 1. Use Ss’ response to bring to the topic of the 10 mins

word bank, weather and season.

2. Ask Ss to cover the translation down below

the pages.

3. Ask each group to use the APP, Natural Tablets*6

Reader, to practice the word’s pronunciation

and observe the pictures.

4. Point at the words in the pages and ask Ss to

read out.

5. Check Ss comprehension of the meaning of

 the words while reading out each word.

B. Practicing and connecting

1. Give Ss 3 minutes to search English version 7 mins Tablets*6

website of CWB.

2. Ask Ss how the weather is in different county.

3. Ask Ss how the weather is in Kaohsiung at last

to connect to the dialogue in p.87.

C. Dialogue and grammar1 learning:

1. Ask each to skim through the dialogue and

write down the information they learn from it Whiteboards*6

on their whiteboards. 5 mins

2. Check the answers on the whiteboards

together and ask them a question.

a. Why Paul use “was/were”, instead of

“is/are”?

(Introduce the sentence patterns by asking the

question)

4. Ask Ss to find out all the past tense sentences

in the dialogue and guide them to find the

reasons.

5. Turn to p.89 and guide them to find the rules

of the sentence pattern.

6. Practice one of the exercises below. 10 mins

7. Ask Ss to turn back to Dialogue and read

through it in detail. 8 mins

 8. Ask each group to answer the questions T

asked to check their comprehension.

III. Conclusion

A. Review what the Ss learned in today’s class

through asking questions. 2 mins

a. What did you learn from todays’ class?

b. Is there any question with today’s class?

B. Remind Ss to finish the exercises of the

sentence pattern in p89 and p90.

I. Warm-up

A. Reviewing and connecting 3 mins

1. Greet to Ss by asking them today’s weather.

2. Ask Ss the weather condition yesterday and ask

them to try to use past tense to answer.

II. Presentation and practice

B. Grammar learning:

2nd 1. Demonstrate to Ss of the answer about the 10 mins

Period weather condition yesterday.

2. Ask more similar questions to let the Ss practice

the sentence pattern unconsciously.

3. Ask Ss to turn to p.91 and explain the words

they don’t know.

4. Give each group 2 minutes to practice the

sentence patterns with their group members.

C. Connecting:
 1. Ask each group to search the weather from 5 mins Tablets*6

different towns and countries today and

yesterday.

2. Ask them the weather condition in Hon Kong

today and yesterday at the end.

3. Ask them to turn to the next page which is

talking about Hon Kong.

D. Reading: 8 mins

1.Give each group three minutes to look at the

pictures and the title to discuss what might be

the article’s main point. White boards*6

2. Ask each group to write down their answers on

their white boards in English or Chinese.

3. Let each group to stand up and share their

results of the discussions.

4. Unify the answers from each group and add

group points to them.

5. Ask Ss to skim through the article quickly and

find the words they don’t know.

6. Explain the meanings of the words.

III. Production

A. Reading analysis: A4 drawing

1. Distribute an A4 drawing paper and some color 10 mins paper*6

pencils to each group.

2. Ask each group to draw an infographic to Color pencils

 introduce the main points of the article.

3. Remind them to write down the important

information briefly on their drawing.

B. Sharing: 7 mins

1. Let each group to come to the stage and

introduce their infographic for 1 minutes.

2. Unify the main points found from the groups

and overview the article together again.

3. Review the strategies Ss learned to use to read.

IV. Conclusion:

1. Ask Ss to finish the practice in p. 94 and the 2mins

exercises of grammar 2 in p.91.

2. Ask each group to choose a town or a country

in Taiwan and find its history.

I. Warm-up

A. Reviewing:

1. Greet Ss by asking them the weather today and 3 mins

yesterday.

2. Review Reading and the sentence pattern they

3rd Period learned yesterday.

II. Practice and Production

A. Reading discussing:

1. Ask Ss to turn to Reading.

2. Ask each group to discuss writing skills by 10 mins

answering the following questions and write

 down the answers in English or Chinese in Worksheets*6

their worksheet.

a. What kind of theme does this kind of article

writing about?

b. What is the first paragraph talking about?

How about the second paragraph?

c. Why the journalist wanted to write this

article?

3. Let each group to stand up and share their

answers.

4. Unify their answers and emphasize some

specific writing skills.

5. Tell them they are going to be a journalist to 5 mins

write an introduction about the then and now of

the place they choose, and their works will be

similar with the article in Reading.

6. Check whether each group has prepared the

history or not.

7. Ask each group to share where the histories are

from.

B. Parallel writing:

1. Give them 15 minutes to write their articles by 15 mins Worksheets*6

mimicking the article in Reading.

2. Ask each group to come to the stage and read

their works to their classmates. 10 mins

 3. Ask the group on the seats to listen hard to the

groups’ reading.

4. Ask the group on the seats to share what did

they heard from the reading of the group on the

stage.

5. Check with each group about whether they have

practiced the writing skills they have learned.

III. Conclusion

1. Review what did they learned from Lesson 6. 2 mins

2. Ask Ss to finish Listening.

貳、使用之教材(text): 康軒 B1 L6
參、學習單與作業單(worksheets)
肆、參考資料(references):

1. 康軒 Book1 Lesson6

2. 中央氣象局 https://www.cwb.gov.tw/eng/

3. NaturalReader https://www.naturalreaders.com/