Unit-5-Lifelong-Education

1UnitFiveLifelongEducationTask-basedDesignforSixContactHoursSessionNo.UnitContentInvolvedFocalPointsTask-basedactivitiesSession1(90-100min)1.ListenandTalkLeadinPassagelisteningpracticeDialogueSamplesCommunicativeTasks1.Thepurposeofeducationandthenecessityandimplicationoflifelongeducation2.Keywordsandexpressionsrelatedtothetopicemploymentmarket;preparesb.for…;makesth.necessary;handle;commence;buildon;extendbeyond…;enablesb.todosth.Expressionsandsentencesfortalkingaboutwhoneedscontinuingeducationandafreshmanat76(SeeCommunicativeTasks)Thesameastheabove.Talkingaboutthedisastersshowninthepicturesgivenafterthepassage.Role-playingthedialoguesamples.Doingthecommunicativetasksaccordingtothesituationprovided.2.ReadandexplorePassageATongue-tiedLexicalpreparationKeywordsandexpressionstongue-tied;rear;hard-bitten;chirp;aslipof;proverb;peculiar;idiomatic;resortto;jotdown;hint;suspicious;vague;accurate;rackone’sbrains;gaper;qualifyas…;aphorism;whimper;assume;retreat;enthrall;indulge;potential;linguistic;fraud;commit;deformed;PickingoutsentencesfromPassageAcontainingthekeywordsandexpressionsintheleftcolumnandmakingupnewsentenceswiththem.2Session2(90-100minutes)2.ReadandexplorePassageATongued-tiedReadingPassageunderstandingonthebasisoftheanalysisofthepassagestructureSpeakingDialoguemakingWritingInstructiononEnglishlearningstrategy1.Analyzingthepassagestructure2.Pickingoutthelinguistictermsandexpressionsusedtodescribethefeelingofthewriterwhensherealizesherlimitedcommandofhermothertongue.3.Findingoutthosesentenceswhichrevealthepurposeofthetextandparaphrasethem.TalkingaboutthestrategiesofbuildingupEnglishvocabularyWritingaparagraphwiththetitle:LearningEnglish(Words)Through(Reading)Session3(90-100minutes)2.ReadandExplorePassageBReturningtoCollege3.WriteandProduceGeneralWritingPracticalWritingReadingPassageunderstandingReadingSkillsContextualMeaningWordconsolidationinclination;pickup;leaveoff;appealtosb.;triumph;gourmet;idiot;stink;idyllic;makeabuck;feature(v.);breakone’sback;refresh;associate…with…;conceit;stumpParagraphDevelopmentbyExampleTheelementsandexpressionsusedforwritinganonlineprogramintroductiontocontinuingeducationDoingfastreadingofPassageBanddiscussingthequestionsinEx.10&11ingroups.Discussingthedefinitioningroups.Makingupsentenceswiththewordsontheleftcolumnwiththehelpoftherelatedsentencesinthepassage.Writeaparagraphusingexamplestosupportthetopic.Writinganonlineprogramintroduction3UnitGroupproject:TalkingaboutthedifficultiesandpossiblestrategiesconcerningEnglishlearning,usingPPTIII.SuggestedteachingproceduresandclassactivitiesSession1(90-100min)ListenandTalk1.LeadinTask1Listentothefollowingpassageandtrytofillthemissingwordsintheblanks.Step1Lead-inquestions1.What’sthepurposeofeducation?Why?(Notonlytotrainyoungstersfortheemployment,buttopreparethemfortomorrow’ssocietysoastoenablethemtohandletherapidsocialchangessuccessfully)2.Whatisthefalseconceptoneducation?(Educationstartswhenonebeginsschoolandconcludeswhenhecompletesit.)3.What’sthedefinitionof“lifelongeducation”?(Tolearnatdifferenttimes,indifferentways,fordifferentpurposes,atvariousstagesofone’slifeandcareer.)Step2ListeningpracticeThestudentslistentothepassageforthreetimesandfillinthemissingwordsintheblanks.Teacher:Listentothepassageforthreetimesandfillinthemissingwordsintheblanks.Step3WordstudyTheteacherlaysemphasisonthefollowingwordsandexpressionsrelatedtothetopic:employmentmarket;preparesb.for…;makesth.necessary;handle;commence;buildon;extendbeyond…;enablesb.todosth.Teacher:Canyoupickupthewordsandexpressionsrelatedtothetopic?Whatarethey?Task2PicturedescriptionThestudentstalkaboutthepicturesprovidedinthetextbookwiththewordsandexpressionstheyhavelearnedfromthelisteningpassageingroups.Teacher:Workingroupstotalkaboutthepictureswiththehelpofthewordsandexpressionsyou’velearnedfromthelisteningpassage.Fiveminuteslateryouwillbeexpectedtodoclasspresentation.2.DialogueSamplesDialogue1:WhoNeedsContinuingEducation?Step1Leadinquestions1.Whodoyouthinkcontinuingeducationisfor?(Forpeoplewhopersonallychoosetotakeitanddecidethatlifeneedsalittlepolishingup.)42.Haveyoueverseenanexamplearoundyou?CanyoutellusinEnglish?Step2DialogueSamplesstudyThestudentslistentotherecordingandimitatethepropertonebyreadingaloudaftertherecordingandpickupthefollowingsentencestheymayusewhentalkingaboutcontinuingeducationinthedialogue.Teacher:Pleaselistentotherecordingonceandthenreadaloudaftertherecordingtoimitatetheproperpronunciationandtone.Thirdly,readthefirstdialogueinpairsandpickupthesentencesfortalkingaboutcontinuingeducation.Severalminuteslater.Teacher:Canyouspeakoutthesentencesyou’vesummarized?Idon’twanttodiedoingonlythis!…touse99%ratherthan60%ofone’spotential.Itdoestakegutstoreturntostudyingasaworkingadult.Continuingeducationisforpeoplewithinitiative.Countmeout.I’mforlive-and–let-live.(Continuingeducation)doesn’tallhavetobeintellectual.Oneisnevertoooldtolearn.Andwereturntolearnwhatweenjoy.I’mdefinitelyforcontinuingeducation.IfIhadanotherchance,Imightchoose…ratherthan…Andthentheteacherasksthestudent