Teaching procedures & ways 过程与方式 Step I Listening ☆ Before you star Talk about the picture of Inner Mongolia. picture on Page
  12. Which part of China do you think it is from? Why? And what do you know about this part of China? Then get students check the meanings of some words that will appear in the listening material After students are clear about the meanings, let them finish activity
  5. Then get them talk about the girl in the picture. ☆ Listen to Learn Play the tape For the first time, students try to get the general idea and check their prediction. For the second time, students try to answer the questions in activity 3 ☆ Voice your opinion Finally, let students work in group and talk about volunteer work. (Activity
  4) Step II Grammar Future arrangements and intentions Pay attention to the sentences from the interview and tell me what verb forms are used to talk about the future? Ss: Present simple and present continuous tense. T: Then which sentence a) says something about Wang Shu’s personal arrangement? b) says something about a scheduled event? c) says about Wang Shu’s intention to do something? T: I think it’s easy to get the answers. So what conclusion can you draw from these sentences? S: We can use present simple to talk about a scheduled event. T: The verbs come, go, arrive, leave, start, begin, return are usually used in this situation. S: We can use present continuous tense to talk about one’s personal arrangement. S: We can use “be going to” to talk about one’s intention to do something. T: Now in 3 minutes, write down three sentences which express future arrangements and intentions. After they finish, let them check with each other first. Then let some speak out their sentences and check with the whole class. 动词时态练习(二 : Activity 8 动词时态练习 二): T: Look at the English language summer camp program. Imagine the organizer telling the group about it. Write sentences. Pay attention to the verb forms. From half past eight to half past ten, you have two hours’ story timeYou are having fun time from 13:30 to 15:
  00. Activity 9T: Look at the pictures in activity
  9. What are the people going to do? Write sentences for each one. Pay attention to the verb forms. Students are supposed to use “be going to” form of verbs to talk about intentions. Step III Language in use Get students to write about senior high school plans using “be going to”. After they finish, check their use of verbs. Step IV AssignmentExercises 1-5 on Page 58-59 The Fifth Period Extensive Reading Teaching goals 教学目标
  1. Target language 目标语言 a. 重点词汇和短语 accountant, crowded, nearby, otherwise, forecast, lung, sickness, distance learning, cigar b. 重点句子 I need to do that because I don’t get enough exercise otherwise. We don’t have the same work hours that office workers in the city have. I go about twice a year, usually when I go to London with my family.
  2. Ability goals 能力目标 To read and talk about the lifestyles in city and country.
  3. Learning ability goals 学能目标 To predict the content of a passage with the help of the title, photographs or drawings.Teaching important points 教学难点重点 To compare different aspects of life in city and country side. Teaching methods 教学方法 Skimming, prediction, discussion, presentation Teaching aids 教具准备 Projector and computer Teaching procedures & ways 教学过程与方式 Step I Pre-reading ☆ Let students answer the questions in activity 1 to prepare themselves for the passage. In recent years, the size and population of cities have greatly increased. More and more farmers move to the cities for a better life. Do you think living in cities is better than living in country? How are city and country lifestyle different in China? Step II Reading Fast reading Get students read the texts quickly and check their guesses (get the general ideas). ☆ Careful reading Now read again and fill in the table in activity
  4. Step III Speaking Deal with activities 6-9 on page
  15. Step IV Assignment Exercise 5 on Page 15; Focus on Reading on page
  61. The Sixth and Seventh Periods Speaking and Writing
Teaching goals 教学目标
  1. Target language 目标语言 a. 重点词汇和短语 at the moment, over the years, classical, survey, formal, mini-skirt, cycle, kung fu, style b. 重点句子 At the moment I’m studying medicine at a university. I think I’ve changed a lot over the years.Write back soon and tell me all your news.
  2. Ability goals To read and write a personal letterTo conduct a class survey and tell what the survey shows
  3. Learning ability goals 学能目标 To write a letter in informal style and learn how to do a survey and analyze it Teaching important points 教学难点重点 Help Ss know the way of doing a survey Teaching methods 教学方法 Discussion, writing Teaching aids 教具准备 Projector and computer Teaching procedures & ways 教学过程与方式 Step I Reading Ss read a personal letter and get to know the informal style T: Do you often write letters to friends or others? The letter we write to friends, families or others for personal reasons are called personal letter. Here is a personal letter from Wang Ying. What is each paragraph about? Read the letter and finish activity
  1. Check their answers. T: Since this is a personal letter, so informal style is used. Can you find examples of informal style from the letter? Find examples for each item in activity
  2. Step II Write a personal letter Writing T: Now write a letter to someone you knew well but haven’t seen for a long time. Follow the stages. Since it’s a personal letter, try to make it informal. Talkback After students finish writing, let them read each other’s letters and proofread it. Then find out two things that have changed in each other’s lives. Step III Speaking: A Class Survey Before you start Turn to page
  17. Read the strategies and think which two you think are the most important. I hope you can make use of these in your group work. Now you will hear a girl answering questions for a class survey. Try to complete the table with her answers. Before you listen, go through the questions. Play the tape twice for students to complete the table. Check the answers. T: Now I will play the tape again. Listen and write down the complete questions. Then make the intonation up or down. Listen again and check the answers. ☆ Ss follow the stages to conduct a class survey Group work. Now read the Key Words and choose one of the areas for your survey. And prepare three questions. Now form new groups. Ask and answer each person’s questions and make a table for the answers. Possible suevry: Name Do you often watch TV? Favorite programs How much TV a day? Now go back to your original groups. Tell the others what you have found out. Prepare your results in the form of a graph. Finally, let students discuss the results reflected on the graphs. Step IV Homework Preview the reading passage in Culture Corner and try to answer the questions below it. The Eighth Period Culture Corner and Bulletin Board Teaching goals 教学目标
  1. Target language 目标语言 a. 重点词汇和短语 afternoon tea, tea culture, as a result, come up with, occasion, plan an part in, serve, offer, heavy supper, bored to tears b. 重点句子 One thing that British and Chinese cultures share is a love for fine tea. … the Duchess came up with the clever idea of inviting some friends to join her for … and tea was served to wash down the food. However, you will not normally be offered wine at a “coffee” party.
  2. Ability goals 能力目标 To learn about English tea and coffee culture. To give advice to Mr “bored to tears”.
  3. Learning ability goals 学能目标 Compare the tea culture in Britain and China. Teaching important points 教学难点重 The culture connotation of tea and coffee. Teaching methods 教学方法 Comparison Teaching aids 教具准 Projector and computer Teaching procedures & ways 教学过程与方式 Step I Culture Corner Check students’ understanding of the main idea of the passage. T: You were asked to preview the passage in Culture Corner. What are the key words of the passage? We can get it from the titles and subtitles. What information can we get from the paragraph under the subtitle ?
Afternoon Tea? Then check their answers to the questions below the text. Suggested answers to activity 1: 2 They also did business in the coffeehouses. By the way, how do you understand “a heavy supper” in line 6-7? (Ss: …) Well, heavy supper means they eat formally and full for supper. The opposite is “light”. Then get students talk about tea culture in China and compare the two different tea cultures. Get students to think of the following questions: Show the following on the screen. When do Chinese usually drink tea in a day? What utensils are used for tea? What’s the origin of Chinese tea culture? What are the differences between British tea and Chinese tea? Teacher can encourage students to search for more information after class and do a research on the differences of English tea culture and Chinese tea culture. Step II Bulleting Board Explain the meaning of “bored to tears”. “be bored to tears or death” is an informal expression; it means “to be very bored”. So Mr “Bored to Tears” refers to a man who feels very bored with his life. Now read the advice given to him and then add your own ideas. Students may have various ideas. After they finish writing, let each group choose the best advice. Finally collect the best advice from each group and put them on the bulletin board. Step III Homework Let students complete the unit diary to review what they have learned in this unit. Students can easily find out their weak points and make plans to improve them 听:听懂一个关于不幸经历的小故事,抓住时间、地点、人物、发生的事件 说:能用得体语言描述人、物、事件,并且有一定的逻辑。 读:Scanning, skimming, careful reading, generalization; inference 等阅读微技能训练。 写: 能运用 Fi (本文来自第一范文网 http://www.diyifanwen.com, 转载请保留此标记。 rst, Next, Then, Finally ) 简要且富有逻辑地描写自己的一次难忘经历。
  3) 学习策略:学生一定程度形成自主学习,有效交际、信息处理、英语思维能力。
  4) 情感态度:学生能在 Activity
  2. Creating dialogues (pair work) Task: Each pair choose two of the pictures and create their own dialogues. Purpose: 1、培养学生善于利用各种机会用英语进行真实交际。 2、增强学生的自信心,丰富想象力和独到的见解。 3、了解英语国家与中国的生活方式的不同。 Activity
  3. Enjoying the video This video is about the most terrible disaster this yearSARS, some doctors are treating patients, struggling against SARS) Task 1: To enjoy the video, finding out something that moved you deeply. Purpose:
  1、能传递信息并就熟悉的话题表达看法
  2、能有条理地表达个人的见解和想象, 从而提高‘说’的技能. Task 2: Interviewing group work( suppose one is the doctor, the others are going to interview him) Purpose:
  1、能用英语进行语言实践活动。
  2、能用恰当的方式在特定场合中表达观点,从而使‘说’的技能的训练进一步提升。 Post-task: 评价学生课堂表现,学生表演对话 Activity : Act out dialogues
 

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