1、攀登英語網提供 Unit Five Sources of InformationTask-based Design for Six Contact Hours Session No.Unit Content InvolvedFocal PointsTask-based activitiesSession 1(90-100 minutes)1. Listen and TalkLead inPassage listening practiceDialogue SamplesCommunicative Tasks1. The types of information sources2. Key wo

2、rds and expressions related to the topicsources of information; printing press; written sources; electronic sources; the Internet; favorite; typicalExpressions and sentences for talking about getting information from different sources( See Communicative Tasks)The same as the above.Talking about the

3、types of information sources shown in the pictures given after the passageRole-playing the dialogue samples. Doing the communicative tasks according to the situation provided2. Read and explorePassage AInformation, PleaseLexical preparationKey words and expressionsamaze; amuse; sympathy; suck; conce

4、rn; somehow; heap; sense; heal; mean; underestimate; chip off; end up; put down; hang up; make impression Picking out sentences from Passage A containing the key words and expressions in the left column and making up new sentences with themSession 2(90-100 minutes)2. Read and explorePassage AInforma

5、tion, PleaseReadingPassage understanding on the basis of the analysis of the form of literature: narrative writingSpeakingDrama performance with stage propertyWritingDescription of a variety of information resources 1. Discussing the form of literature of the passage2.Talking about the characteristi

6、cs of narrative writing3. Finishing the outline of the passageAdapting the passage for the stage and role-playing itWriting a paragraph about ones own experienceof getting information fromdifferent sourcesSession 3(90-100 minutes)2. Read and ExplorePassage BThe web-My Main Source of Information3. Wr

7、ite and ProduceGeneral Writing Practical WritingReadingPassage understandingReading SkillsKey Word Reading Word consolidation virtually; alternative; sift through; analyze; accurate; relevant; be responsible for; seek out; overall; associate; enhance; Subject and PredicateAgreement The expressions u

8、sed forwriting an order form.Doing fast reading ofPassage B and discussingthe questions in Ex. 11 &12 in groupsDiscussing the definition ofthe skill in groupsMaking up sentences with the words on the left column with the help of the related sentences in the passageWriting an order form for an Am

9、erican magazineUnit Group project work: Talking about the advantages of a kind of source of information using PPTIII. Suggested teaching procedures and class activitiesSession 1 (90-100 minutes)Listen and Talk1. Lead inTask1 Listen to the following passage and try to fill the missing words in the bl

10、anks. Step 1 Lead-in questions1. What are the characteristics of the information society? ( A variety of channels to get information, a fast way of getting information.)2. What are the main sources of information in the modern society? (The Internet, electronic media, telephone and so on.) Step 2 Li

11、stening practice The students listen to the passage for three times and fill in the missing words in the blanks. Teacher: Listen to the passage for three times and fill in the missing words in the blanks.Step 3 Word studyThe teacher lays emphasis on the following words and expressions related to the

12、 topic: printing press; written sources; favorite; electronic; the Internet; typicalTeacher: Can you pick up the words and expressions related to the topic? What are they?Task 2 Picture descriptionThe students talk about the pictures provided in the textbook with the words and expressions they have

13、learned from the listening passage in groups. Teacher: Work in groups to talk about the pictures with the help of the words and expressions youve learned from the listening passage. Five minutes later you will be expected to do class presentation. 2. Dialogue Samples Dialogue 1: Sharing Information.

14、Step 1 Lead in questions1. Do you know how to start a conversation with someone that you met before but not so familiar with?( Hi, Tom. I met you at the English corner. Li, glad to see you again.)2. How do you share information with your roommates? Step 2 Dialogue Samples studyThe students read the

15、first dialogue in pairs and speak out the following sentences for talking about sharing information in the dialogue.Teacher: Please read the first dialogue in pairs and speak out the sentences for talking about sharing information. Several minutes later. Can you speak out the sentences youve summari

16、zed?(I brought you some of my favorite magazines. Would you like to read them?I noticed a picture of Britney Spears on the cover. Do you like her?Would you like to have a look at her website?It has some great pictures.My college in America also has a website.You can even see a picture of my dorm.In

17、fact we can use the computer to register for classes.)And then the teacher asks the students to give more examples. Teacher: Can you give us some more examples?(Where did you get the model test papers for CET4? Tell me where you get them. I downloaded somewhere from a university website. I cant beli

18、eve my eyes. They are so colorful. I will write down the website for you if you are really interested.Do you think it is available at any time?It is quite convenient.I am particularly interested in the listening comprehension.You can even download the files.I think they are very practical. You can f

19、ind them everywhere on a variety of websites. The Internet is the best way for us to share information.)Step 3 Listening and role-playing The students listen to the dialogue and then role-playing it in pairs.Dialogue 2: Revisiting the Net BarStep 1 Lead-in questionTeacher: Can you tell me some of th

20、e famous search engines?( Hey, there are many of them. Google, Yahoo, Sina, Sofu, to name a few.)Step 2 Dialogue Samples studyThe students read the second dialogue and speak out the sentences useful for talking about the search engines.Teacher: Please read the second dialogue in pairs and speak out

21、the sentencesuseful for talking about the search engines.Several minutes later. Now, can you speak out the sentences youve summarized? (What did you get from the sports website I showed you? Im not familiar with the website. Could you tell me which is your favorite website and its benefits? I like G

22、oogle. I think it is the fastest search engine and you can find a lot of information. But how can I quickly find the information? You should use a good search engine like Google. You should use very specific key words. Give more details if you can. In other words, narrow your research topic. Can you

23、 give me an example?)And then the teacher asks the students to give more examples. Teacher: Can you give us some more examples?( It is no doubt that Google is a smart research engine. Yeah, most people benefit from it.But how can I get the information when it gives me so many sources?In that case, y

24、ou have to use very specific key words.You mean to narrow the search topic.Sometimes you need to spell the names carefully. Otherwise, you will not find what you want.)Step 3 Listening and role-playing The students listen to the dialogue and then role-play it in pairs.3. Communicative TasksTask 1: T

25、alking about getting informationRoles: Li Hua, a Chinese student, and Tom, an American studentSituation: Li wants to learn about how American college students get the information they need.The students are given 5 minutes to work in pairs according to the situation given and then role-play the task.

26、 Some students make comments on their performance, which should involve their presentation of the real-life situation and the English they use for talking about getting information.Teacher: Work in pairs to do Task 1. Five minutes later some pairs of you are expected to role-play the task, and then

27、the others will be invited to make comments on your performance. The comments should involve the presentation of the real-life situation and the English you use for talking about getting information. Task 2: Asking how to get relevant materials on Chinese poets The students do the task after class i

28、n pairs. 4. Read and ExploreLexical preparation for Passage AStep 1 Word studyKey words and expressions:amaze; amuse; sympathy; suck; concern; heap; sense; somehow; heal; mean; underestimate; chip off; end up; put down; hang up; make impressionStudents are given 7 minutes to pick up the sentences co

29、ntaining the words and expressions from Passage A which are displayed on PPT. The teacher may assign each group two or three words or expressions.Teacher: Please do fast reading of Passage A and pick up the sentences containing the words and expressions displayed on PPT. Group 1 are responsible for

30、the first two words, Group 2Sentences to be picked up: 1. I discovered that somewhere inside the telephone lived an amazing person.( Para. 1)2. Amusing myself at the tool bench, I hit my finger with a hammer.( Para. 2)3. The pain was terrible, but there was no one home to give me any sympathy. (Para

31、. 2)4. I walked around the house sucking my pounding finger, finally arriving at the telephone. ( Para. 2) 5. Then chip off a little piece of ice and hold it to your finger.( Para. 12)6. She must have sensed my deep concern. ( Para.13)7. Somehow I felt better. (Para.13)8. Birds bring joy to all fami

32、lies, only to end up as a heap of feathers on the bottom of cage.( Para. 13)9. She must have sensed my deep concern, for she said quietly, “Paul, remember that there are other worlds to sing in. ( Para.13)10. A few years later, on my way to college, my plane put down in Seattle.( Para. 17)11. I gues

33、s your finger must have healed by now. (Para. 19)12. I wonder if you have any idea how much you meant to me during that time. ( Para. 20)13. Before I could hang up she said, “wait a minute. Did you say your name was Paul? (Para. 24)14. Never underestimate the impression you may make on others. (para

34、. 27) Step 2 Sentence makingThe students make sentences with the following words and expressions in pairs. chip of; now that; end up; put down; or so Teacher: Lets do more practice. Make sentences with each of the words and expressions displayed on PPT. Three minutes later youll read us your sentenc

35、es.Step 3 Further studyWords for further study:amuse; suck; sympathy; sense; heal; underestimateThe teacher demonstrates the special usage of the words.Teacher: Now, lets have a look at the special usage of some of the key words.1. amuse v. cause to laugh or smile Amuse oneself with e.g. The boy amu

36、sed himself with a hammer. The audience were amused by his funny look. 2. suck v. draw liquid into mouth e.g. She was sucking milk through a straw. The baby was sucking his finger.3. sympathy n. Sharing of anothers feeling.e.g. We feel much sympathy for the disabled people. People are often uncertai

37、n as to the best way to show their sympathy.4. sense n. consciousness, awareness come to ones sense in a sense make sense have sense of common sense e.g. I am afraid I havent got a very good sense of directions, so I easily get lost. It would make sense to sell the house early. sense v. realize, be

38、aware of e.g. The horse sensed the danger and stopped. 5. heal v. become healthy again e.g. Time heals most troublesThe medicine and rest may soon heal your wound.6. underestimate v. estimate that is too low e.g. Never underestimate your opponent You shouldnt underestimate the risks we shall take.As

39、signment for this session1. Pair task Role-playing Communicative task 2 according to the topic and the situation of the task. Performance in class is necessary in the next session.2. Individual tasks1) Learning the new words of Passage A by heart.2) Listening to and read Passage A aloud for at least

40、 two times.3. Group tasks1) Doing the pre-reading exercise of Passage A in groups.2) Having a discussion of the form of literature of Passage A.Session 2 (90-100 minutes)1. Role-playing The students are given three minutes to role-play Communicative Task 2 in groups. Then some pairs give their perfo

41、rmance in class. The other students make comments on the performance according to their presentation of the situation, the language they use and the fluency they acquire. Teacher: For todays oral practice, first lets role-play Communicative Task 2. Id like to give you two minutes to rehearse it, and

42、 then youll give us your performance. Some pairs will be invited to make comments on your performance according to your presentation of the situation, your language and its fluency and pronunciation.2. Read and Explore Passage A Information, Please Step 1 Warm-up questions 1. When you are in trouble

43、, what do you think is the best way to ask for help?.2. What did the author do when he was in trouble and there was nobody around to help him?Step 2 Analyzing the form of literatureThe students are given two minutes to exchange their ideas of the form of literature of Passage A in groups. And then t

44、he teacher holds the discussion of the form of literature, the characteristics of a narrative writing and the outline of the passage.Teacher: Please work in groups for two minutes to exchange your ideas of the form of literature of Passage A. Two minutes later. Whats the form of literature of Passag

45、e A? (Its a narrative writing.) Do you know the characteristics of a narrative writing? ( It includes time, place, characters, plot and so on.)Step 3 Finishing the outline of the passage The students work in groups for ten minutes to finish the outline of the passage on their basis of understanding

46、the characteristics of a narrative writing. Teacher:Please work in groups for ten minutes to finish the outline of the passage on the basis of your understanding of the characteristics of a narrative writing.Outline of Passage A Time: ( In the authors childhood) Place: ( In Seatle, an American city)

47、 Character: ( Paul, the author; Sally, the operator, and Sallys colleague) Plot: Paul was ( alone ) at home; he hit his (finger) with a ( hammer; he asked ( “Information, please) for help; the operator helped him release( the pain); Paul and the operator became( friends); Paul moved to (Boston) when

48、 he was nine; Paul dialed the (operator) a few years later when his plane put down in (Seatle) ; they had a nice talk by (phone) and Paul promised to (call) her again; three months later when Paul was (back) in Seatle, the operator( died); she left Paule a ( message) to soothe him.Step 4 Understandi

49、ng the authors purpose in writing the storyThe students work in groups for five minutes to discuss the authors purpose in writing the story. Then some groups report the result of their discussion.Teacher: Please work in groups for five minutes to discuss the authors purpose in writing the story. The

50、n some of you are expected to report the result of your discussion.Five minutes later.Whats the authors purpose in writing the story?( By telling the story that happened between Sally and him, the author wanted to present Sallys kindness, patience and understanding, which are exactly the good nature

51、 human beings should have.)Step 5 Studying the sentences used to describe the authors gratitude to the operator The students are required to find out sentences showing the authors gratitude to the operator.Teacher: Please picking out the sentences showing the authors gratitude to the operator.( How

52、do you spell “grateful?As I grew into my teens, the memories of those childhood conversations never really left me.I appreciated now how patient-Without thinking, I dialed my hometown operator.I told her how often I had thought of her over the years.) Step 6 Simulating and translating The students d

53、o Exercise 8.Assignment for this session1. Group task Working in groups to adapt the passage for the stage and role-playing it with stage property. Class performance will be given in the next session. 2. Individual tasks1) Writing a paragraph about ones own experience of getting information from dif

54、ferent information sources.2) Doing Exercises 2-7Session 3 (90-100 minutes)1. Group oral workThe students put on the drama “ Information, please adapted from Passage A.Teacher: For todays oral practice, lets put on the drama “ Infornation, please you adapted from Passage A. First of all, . Id like t

55、o give you ten minutes to rehearse it in groups Some of you are to be invited to make comments on your performance according to the following assessment standard.Commentary tips on PPT: 1) the content: the presentation should answer the following questions:What happened to Paul one day when he was a

56、 child?What did the operator Sally do for Paul?How did Paul get in touch with Sally a few years later?What was the message about? 2) the language 3) the fluency 4) skills of performance 5) stage propertyTen minutes later.Teacher: Ill invite two groups to put on the drama. Which group would like to be the first one?2. Class discussion of Exercises 2-7The students raise their question