Teaching Plan For B6, L2: Taiwanese Products Are Too Good To Miss

Teaching Plan for B6, L2
Taiwanese Products Are Too

Lesson Period 1
Good to Miss
Time 45 minutes Students 35
Nani English Textbook for
Materials Class
Junior High, Book VI, Lesson 2
the textbook, a computer, the e- Place Classroom
Teaching Aids
book Presenter
Objective Learning Performance
Brand names and their logos. ◎ 1-IV-1

◎ 1-IV-9
2-IV-1
2-IV-6
2-IV-9
3-IV-2
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Procedures Time Assessment
Aids
I. Get Ready (pp.17-18) the 10 mins participation
1. To begin, divide the class into groups of 2-3 students. textbook, a
2. Next, write “Brand Names” on the chalkboard and ask computer,
students to provide its Mandarin equivalent. the e-book
3. Ask students, “How many world-famous brand names
do you recognize from each letter of the alphabet?”. For
example: A = Apple (e.g.,
1
smartphones and computers), B = BMW (e.g., cars),
C = Coca-Cola, D = Disney, E = Emirates (airline
company), F = Facebook (social media),
G = Google, H = Hyundai, I = Instagram, J =
Johnson & Johnson (e.g., vaccines), K = KFC, L =
LG (e.g., home appliances), M = McDonalds, N =
Nike, O = Omega (wrist watches), P = Puma
(sportswear), Q = Quicksilver (clothing), R =Ray-
Ban (e.g., sunglasses), S = Starbucks, T = Toyota, U
= United Airlines, V = Victor (sports equipment), W
= Wikipedia, X = Xerox, Y = Yahoo, Z = Zeiss (e.g.,
camera lenses).
4. Give students 15 minutes while they complete the
activity on their mini-whiteboards/A4-paper.
5. At the end of the 15 minutes, shout out “Stop!” and see
which group has brainstormed the most
brand names. Whoever writes the most is the winner.
6. Once completed, allow students to share and compare
with other classmates.
7. Next, instruct students to combine their lists into one
class list. Then ask if they know what
products each brand makes or does.
8. Alternatively, let them draw (without using any
websites or books as a reference) the logo/sign
of any famous brand name (e.g., LG or Toyota) on their
mini-whiteboards/A4-paper, and then
share and compare afterwards with other classmates.
9. Next, access:
https://99designs.com/blog/logo-branding/famous-logos
Use the information on the website, and discuss in a
very understandable manner: What makes a successful
logo design? Consider the following characteristics as a
guide:
a. Typography (e.g., the size and style of letters used in
a word and/or sentence, e.g., Mercedes, Toyota,
Google).
b. Layout of design (e.g., its shape, simplicity-easily
2
recognizable [e.g., Nike, Apple], the spacing
between letters [e.g., Google], etc).
c. The use of color in a logo (e.g., Shell, Apple,
Google).
10. Afterwards, choose any 3-4 brand’s logos and conduct a
class survey to find out:
a. Which logos are the most eye catching (i.e., very
noticeable, striking, attractive)? Why?
b. Which logos are the most famous? Why?
II. Dialogue (pp.19-20) the 35 mins participation
1. Instruct students to open their textbooks to page 19 and textbook, a
answer the question below Warm-up Question. computer,
Afterwards, allow them to compare their responses with the e-book
the pictures on page 19-20.
2. Then let students listen to the CD related to the list of
vocabulary on page 20.
3. Randomly select students to make comprehensible
sentences with the words to check sentence
construction skills. Monitor and assist where necessary.
4. Next, let students listen to the CD for the reading text on
page 19 only.
3
Lesson Period 2
Good to Miss
Materials Class
the textbook, a CD player or Place Classroom
Teaching Aids
computer Presenter
Dialogue: When it comes to Taiwanese brands, ◎ 1-IV-1
what comes to mind? ◎ 1-IV-9
2-IV-1
2-IV-6
2-IV-9
3-IV-2
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Aids
4
I. Dialogue (pp.19-20) the 35 mins participation
1. Assign some students to read the roles of Alice, textbook, a
Kelly and Jasper. Afterwards, select other computer,
students to read the text. the e-book
2. Next, ask the following questions to gauge students’
understanding and insight of the reading text. List
their responses on the chalkboard.
a. What do Jasper and Kelly want to do on the
weekend? (Jasper wants to look at some new
bicycles, and Kelly wants to play badminton with
her family.)
b. What brands are Kelly, Alice and Jasper talking
about? (Giant, Merida and Victor.)
c. What makes these three brands so special? (They
are world-famous brands, all three are topquality
brands, and they are all made in Taiwan.)
3. Instruct students to listen to the CD on page 20 while
they follow in their textbooks.
4. Randomly pause the CD to allow students to
translate sections of the text into Mandarin. Guide
and assist where necessary.
5. Afterwards, select another three students or
volunteers to read the lines of Alice, Kelly and
Jasper on page 20.
10. Then ask students the following questions.
a. Which world-class Taiwanese badminton player
do you think uses Victor rackets? (Tai Tzu-
Ying.)
b. What famous computer brands do you read about
on page 20? (Acer, ASUS and MSI.)
c. To conclude this section, enquire from students
which MIT computer brands are mostly used
in people’s homes. Allow students to conduct a
survey to determine which brands are more
popular than others. Afterwards, allow them to
think of reasons for the outcome of their
survey. (Allow students to respond freely. No
matter which product is more popular than the
5
II. Comprehension Check(p.21) the 10 mins listening
1. Instruct students to listen to the CD and then textbook, a
answer the questions (1-3) on page 21 below computer,
Listen and Choose. the e-book
2. Check students’ responses.
6
Taiwanese Products Are
Lesson Period 3
Too Good to Miss
Materials Junior High, Book VI, Class
Lesson 2
the textbook, a CD player Place Classroom
Teaching Aids
Presenter
How to use: ◎ 1-IV-1
(a)“to” or “too” ◎ 1-IV-9
(b)“So … that” 2-IV-1
(c) How to use agreement phrases: “so” and “too”, 2-IV-6
“either” and “neither”. 2-IV-9
(d) How to use “while” and “when”. 3-IV-2
(e) Understanding the use of the relative pronoun 3-IV-10
“whose”. 3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Aids
I. Reading & Speaking Corner（pp. 21-22）： a 10 mins participation, oral
1. Next, introduce the list of new vocabulary below Words on comput assessment
page 22, and play the CD while students follow in their er, the
textbooks and repeat afterwards. e-book
2. If any words appear challenging, pause the CD so that
students can repeat each of the words loudly and clearly until
7
satisfactory.
3. Randomly select a few students to make comprehensible
sentences with each of the words to check understanding and
to develop sentence construction skills. Monitor and assist
where necessary.
4. Instruct students to listen to the CD for each of the texts (1-
10) below Reading & Speaking Corner on pp. 21-22.
5. Afterwards, choose 10 students and let them each read one of
the 10 texts. Encourage them to focus on reading fluency,
body language and facial expressions.
6. Guide and assist where necessary.
7. Next, divide students in pairs and instruct them to role play
the texts on pp. 21-22. If necessary, play the CD again to
familiarize students with the contexts. Try encouraging
them to focus on fluency, body language and facial
expressions, and use of intonation. Once they are ready, allow
them to perform in front of all their classmates.
8. Afterwards, provide constructive feedback to highlight
areas of excellence and areas that still need improvement.
9. To conclude, allow students to choose the top three
performances. And if time permits, let them perform again
in front of their classmates.
II. Grammar（pp. 27-30）： the 35 mins reading and
A. textboo writing
1. When people write in English, many writers tend to confuse k assessment
“to” with “too”. To state it briefly,“to” and “too” represent
different parts of speech in English. Therefore, each will be
addressed accordingly.
2. How to use “to”? The word “to” is a preposition that is used
for many reasons in English. Some of the more common
reasons include: movement, direction, purpose, and as part of
the infinitive verb structure. Consider the following
examples:
a. She’s going to the dentist after school today. (movement)
b. compass points to the north. (direction)
c. They came to our party. (purpose)
d. Do you want me to visit you today? (infinitive)
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3. How to use “too”? “Too” is an adverb that means “also” or
“very". This adverb is usually found at the end of a sentence
after a comma (meaning: also), or before an adjective or an
adverb (meaning: very). Consider the following examples:
a. I want to go to Tainan, too. (also)
b. Me, too. (also)
c. The teacher spoke too quickly, so the students were
confused. (very)
d. The boxes are too heavy to move by myself. (very)
4. Next, review the chart at the top of the page 27 with students.
5. Refer to the example below Look and Write, and instruct
students to complete the accompanying exercise (1-2) for
“to/too”.
6. Check answers as a class.
7. Afterwards, move onto explaining “so … that”.
8. Firstly, mention to students that “so” is used to mean “very”
or “really”. It makes the sentence stronger and shows that
there is a high level of something. Then mention that “so”
can be used with an adjective or an adverb without a noun.
For example:
a. She was so beautiful. (i.e., She was very beautiful.)
b. The food was so delicious. (i.e., The food was really
delicious.)
9. Next, explain to students that “so … that” is used to express
both the cause and effect (result) of a situation. Look at the
following construction: “so + adjective/adverb + that +
result”.
10. Here are examples to demonstrate this.
a. The movie was so good that I saw it five times.
b. The teacher spoke so loudly that I have a headache.
Very importantly, “very” or “really” can’t be used this way.
11. Review the second chart in the middle of page 27, and then
go over the example to reinforce understanding.
12. Instruct students to complete the exercise (1-2).
13. Check answers together as a class.
B.
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1. In English conversation, when people respond to a speaker,
they often do not always repeat their words. Instead, they will
respond with just a few words of agreement. Consider the
following examples.
Speaker A’s statement Speaker B’s statement
Amy is watching TV. • So am I.
• I am too.
Sam can’t play the guitar. • Neither can Cathy.
• Cathy can’t either.
These will now be addressed in more detail.
2. Using “so”: “So” is used to show agreement with positive
statements. Look at the following construction with some
accompanying examples: So + auxiliary verb + subject
(pronoun).
a. Celine is watching TV. So is Ronnie.
b. You look nice today. So do you.
c. I went to the movies. So did Mary.
d. Henry has finished his homework. So has Alice.
The auxiliary verb needs to agree with the verb tense in the
original statement (by Speaker A).
3. Using “too”: Similar to “so”, “too” is used to show
agreement with positive statements – however
“too” always appears at the end of the sentence. Look at the
following construction with some accompanying examples:
Subject (pronoun) + auxiliary verb + too.
a. Celine is watching TV. Ronnie is too.
b. You look nice today. You do too.
c. I went to the movies. Mary did too.
d. Henry has finished his homework. Alice has too.
Once again, the auxiliary verb needs to agree with the verb
tense in the original statement.
4. Review the chart at the top of page 28 as a class, then go
over the example to reinforce understanding.
7. Using “neither”: “Neither” is used to show agreement with
negative statements.
10
8. Look at the following construction with some accompanying
examples:
Neither + auxiliary verb + subject (pronoun).
a. I don’t like cats. Neither do I.
b. I am not hungry. Neither are we.
c. I didn’t like the book. Neither did Jenny.
d. John and Josh haven’t done the homework yet. Neither have
I.
Although there is a negative statement, the auxiliary verb is
used in the affirmative/positive (by Speaker B).
9. Using “either”: In contrast to “neither”, “either” is used at
the end of the sentence to show agreement with negative
statements.
10. Look at the following construction with some
accompanying examples:
Subject (pronoun) + auxiliary verb (not) + either.
e. I don’t like cats. Maggie doesn’t either.
f. I am not hungry. We are not either.
g. I didn’t like the book. Jenny didn’t either.
h. John and Josh haven’t done the homework yet. I haven’t
either.
11. Review the second chart in the middle of page 28, and then
go over the example to reinforce understanding.
12. Instruct students to complete the exercise.
C.
1. Often it can be confusing when to use “while” and “when”
because both these words are used when two things are
happening at the same time. They are also often used with the
past continuous tense to refer to background events.
2. Using ”while”: “While” is usually used when there are two
continuous (the key word being “continuous”) actions taking
place at the same time. Simply, stated, the word “while” can
also mean “even as”. For example: Last night I was watching
TV while my father was sleeping. In this sentence there are
two continuous actions happening simultaneously, i.e., I was
11
watching TV and my father was sleeping. Here are some
further examples:
a. While I was washing the dishes, my sister was doing her
homework.
b. I cooked dinner while James was cleaning his bedroom.
c. Jason walked into the classroom while we were all writing
the test.
3. Using ”when”: “When” is usually used when there are two
single actions that happen at the same time or one happens
right after another one. For example: I picked up the phone
when it rang. First, the phone rang, and then I immediately
picked up the phone. Look at the following examples:
a. We were studying when the lights went off.
b. When I get home, I take off my shoes.
c. I was sleeping when she called.
4. Review the chart at the top of page 29 as a class, then go
over the example below Look and Write to reinforce
understanding.
D.
1. Relative pronouns introduce relative clauses (also known as
adjective clauses). Relative clauses act as adjectives in a
sentence, and usually appear directly after nouns they
describe. Look at the following underlined relative clauses
with relative pronouns in bold:
a. I know a teacher who can help you.
b. There is the mountain that we are going to climb.
c. Do you know the student whose brother won a gold medal
in the Tokyo Olympics?
2. Looking at the examples (a-c), it is evident that the relative
pronoun is a kind of connecting word– it joins the
information in the relative clause to the noun phrase it
follows. The most common relative pronouns are: who,
whom, whose, which and that.
3. For the purpose of this lesson, only “whose” will be
12
addressed.
4. Using “whose”: “Whose” is usually used to indicate
possession by people, animals and things.
5. Furthermore, “whose” is used before nouns instead of
possessives (i.e., my, your, his, her, its, our, their, and x’s).
6. Consider the following two separate sentences: That’s the
woman. Her car got into an accident. By using “whose”, the
two sentences can be joined to make:
That’s the woman whose car got into an accident.
Note: The underlined relative clause describes the noun (i.e.,
woman) in the noun phrase (i.e., That’s the woman),
which is connected by the relative pronoun “whose”.
Also noticeable is the possessive “her” replaced by
“whose”, too.
7. Here are some further examples demonstrating relative
clauses with the relative pronoun “whose”.
a. I have a brother whose car is yellow.
b. I know a woman whose daughter lives in London.
c. Jack has a dog whose eyes are blue.
d. This is the boy whose mother works for Taiwan News.
e. She taught a student whose parents are from India.
13
Lesson Period 4
Good to Miss
Materials Class
the textbook Place Classroom
Teaching Aids
Presenter
Reading: Team Taiwan’s contribution to the FIFA World ◎ 1-IV-1
Cup. ◎ 1-IV-9
2-IV-1
2-IV-6
2-IV-9
3-IV-2
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Aids
I. Reading（p. 23-24）： the 35 mins participation, oral
1. In pairs, instruct students to respond freely to the three textbook assessment,
questions below Pre-reading Questions on page 23. reading and
2. Introduce the vocabulary below Words on page 24. writing
Firstly, allow students to listen to the CD so as to assessment
develop and reinforce listening and pronunciation
skills, then let them repeat afterwards.
3. Next, select a few students to read the text on pp. 23-24.
14
4. Afterwards, ask the following questions.
a. What MIT products have helped improve the FIFA
games? (Soccer uniforms and balls.)
b. How have these products helped improve the soccer
games? (The soccer uniforms help players to stay
dry and comfortable during games. The dimples on
soccer balls help them to be more stable when they
travel through the air. This improvement developed
after the 2010 World Cup in South Africa where
some goalkeepers criticised the balls for being
too flighty [unstable/irregular when the ball was
kicked] and hard to grip.)
c. How have the MIT products helped protect the
earth? (The fabric in the uniforms are made from
recycled plastic bottles.)
5. Monitor and assist where necessary.
II. Comprehension Check（p.25）： the 10 mins reading and
1. Instruct students to turn to Comprehension Check on textbook writing
page 25, and choose the correct answers (1-2). assessment
2. Check students’ responses as a class.
15
Lesson Period 5
Good to Miss
Materials Class
the textbook, the e-book, a CD Place Classroom
Teaching Aids
player Presenter
Post-reading Activity. ◎ 1-IV-1
◎ 1-IV-9
2-IV-1
2-IV-6
2-IV-9
3-IV-2
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Aids
16
I. Post-reading Activity（p.26）： the 20 mins reading and writing
1. Turn to Read on page 26. textbook, assessment
2. Divide students in pairs and instruct them to the e-book
look at the four pictures and read the
captions. Guide and assist if necessary to
facilitate understanding.
3. Next, instruct students to complete the
sentences below Think and Share. Check
students’answers as a class, and allow for
discussion afterwards. If necessary, allow
some students to share their responses with
the rest of the class.
4. Lastly, apply the following free-practice
ideas to develop fluency.
a. Do you know any MIT brands with a well-
known/eye-catching logo? Can you
describe the logo in your own words?
b. Are MIT brands as good as foreign
brands? Why or why not?
II. Listening Strategy（p. 31）： the 15 mins listening
Step 1: Read and Predict textbook, assessment
Step 2: Listen, Make, Inferences, and Choose the e-book
Step 3: Listen and Check
III. Listen Up (p.32) the 10 mins listening

1. Play the CD. Students listen to the CD textbook, a assessment
carefully and do the practice of this section. CD player
17
Lesson Period 6
Good to Miss
Materials Class
workbook, test paper, CD Place Classroom
Teaching Aids
Presenter
Review what you have learned. ◎ 1-IV-1
◎ 1-IV-9
2-IV-1
2-IV-6
2-IV-9
3-IV-2
3-IV-10
3-IV-12
3-IV-13
4-IV-1
5-IV-1
5-IV-10
◎ 6-IV-1
6-IV-3
7-IV-2
9-IV-1
Teaching Procedure
Teaching
Aids
I. Workbook and test workbook 45 mins overall assessment
1. Students accomplish the exercises of L2 in the
workbook at home and bring it to school. Give
students the correct answers and explain for some
difficult parts.
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Teaching Plan For B6, L2: Taiwanese Products Are Too Good To Miss

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Teaching Plan for B6, L2

Taiwanese Products Are Too

Objective Learning Performance

Brand names and their logos. ◎ 1-IV-1

III. Listen Up (p.32) the 10 mins listening

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