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Teachinggoals教學案例
語言知識
l.totalkaboutfriendsandfriendship,andinterpersonalrelationship
2.topractiseexpressingattitudes,agreementanddisagreement,and
certainty
3.tomastersomesentencesaboutgivingadvice
4.tolearntousetheDirectSpeechandIndirectSpeech(l):statements
andquestions
5.tolearnaboutcommunicationskills
*語言技能和學習策略
l.todeveloplisteningskillsbydoingexercisesinlisteningtask
2.todevelopspeakingskillsbyfinishingthespeakingtaskandother
activitieslikediscussionandoralpractice
3.todevelopreadingskillsthroughthereadingmaterialsinthisunit
4.tolearntowritealetterofadvice
*文化意識
l.toknowaboutfriendandtherealmeaningoffriend
2.tolearnhowtogetalongwithothers
*情感態度
l.toarousetheinterestinlearningEnglish
2,tolearntoexpresstheirfeelingoffriendsandfriendship
Teachingkeypoints:
l.howtoimprovestudents'speakingandcooperatingabilities
2.learntousetheDirectSpeechandIndirectSpeech(l):statementsand
questions
3.mastersomewordsandexpressions
Teachingdifficultpoints:
l.trainthestudents,speaking,listening,readingandwritingabilities
2.howtoimprovestudents*cooperatingabilities
Teachingmethods:
Student-focusapproachandtask-basedapproach
Learningmethods:
Cooperativestudy
Teachingaids:
Computer
TheFirstPeriod(Warmingup&Speaking)
Teachingaims:
l.toknowaboutdifferentkindsoffriendship
2.tolearnsomewordsofdescribingfriendandfriendship
3.tomastersomeusefulwordsandexpressions
Teachingmethods:
l.discussing
2.cooperativelearning
Teachingmaterials:Warmingup
Teachingprocedures:
StepOne:Leading-in
l.Freetalk:Somethingaboutfriendandfriendship
AsktheSstodescribeoneoftheirfriends--theirappearance,
personality,hobbies,etc.
Qs:Whatzsyourfriendlike?
Whatdoeshe/sheliketodoinhis/hersparetime?
Whatpersonalitydoeshe/shehave?
StepTwo:Discussion
l.Writingthefollowingstatementontheblackboard
Weallagreethattohaveagoodfriend,youneedtobeagoodfriend.
2.AsktheSs:
Whatdoyouthinkofthisstatementandhowcanyoubeagoodfriend?
LettheSsexpresstheirviews
3.HavetheSsgetintogroupsoffourtolistsomequalitiesofaperson
theywouldlikeasafriend.
Ssmaylist:honest,friendly,open-minded,generous,helpful,patient,
good-tempered,trustworthy,careful,fulloflove,caring,responsible,
interesting,brave,easygoing,outgoing,warm-hearted,kind,selfness,
tolerant,intelligent...
4.Haveamemberofeachgroupreportonwhattheirlistshaveandlist
themontheblackboard
5.Asktheclasswhetherornottheyagreewithallthequalitieslisted
StepThree:Doingthesurveyandexplanation
l.HavetheSsdothesurveyinthetextbookandletthemworkouttheir
score.
2.Teacherexplaineachitem
Question1dealwithhowthoughtfulyouaretowardsothers.Thescoring
reflectsyourconcernforothers.SoonepointforAgetsthelowestscore
becauseitisthemostselfishresponse.Bgetthehighestscorebecauseit
showaconcernforyourfriendaswellasyourwishtogotoseeafilm.C
getsaslightlylowerscorebecausealthoughitshowsyouwanttogo
withyourfriend(becauseyouchangetheplan),youdonothelpyour
friend.
Question2isconcernedwithfairness.Agetsthelowestscorebecause
youarenotgivingyourfriendanotherchancetobehavebetterthistime.
Bgetsahigherscorebecauseyouletyourfriendborrowthecamera
again.Thisshowskindnessandforgivenessorthetroubleyouhadwhen
itwasreturnedbroken.Butyouarenotbalancinghisheedsagainstyour
own.ThatiswhyCgetsthehighestscore.Youareshowingyourfriend
thatyouwilltrusthim/herwiththecameraagainbutthistimeyouare
givinghim/herrulesincaseitgetsbroken.
Question3dealswithyourconcernforothers.Agetthelowestscore
becauseyouwouldputanythingelsethatneededtobedoneasideand
concentrateonlyonyourfriend.Thisisnotresponsible.Youhavethings
thatyouneedtodo.Ofcourseyourfriendisimportantbutnotmore
importantthanyouresponsibilities.Bgetsahigherscorebecauseit
showssomeconcernforyourfriendandsomeunderstandingthatyou
haveimportantthingstodotoo.Butitdoesnotshowanyrealinterestin
his/herproblem.Cgetthehighestscorebecauseitnotonlyshows
concernforyourfriendbutarecognitionthatyouhaveresponsibilities
too.
Question4isconcernedwithresponsibilitiestoafriend.Aprovidesthe
correctamountofresponsibilitytoyourfriend.Yourecognizethatitwas
yourfaultandwillputitrightandpayforthedamage.Soitgetsthe
highestscore.Bprovidessomeunderstandingthatyouareresponsible.
Youputthesituationrightbutyoudonotpayforthedamageyourself.
Soitdoesnotgetthehighestscore.Cgetsthelowestscorebecauseyou
expectyourfriendtopayforyourmistakeseventhoughyouweredoing
yourfriendafavour.
Question5isconcernedwithhonesty.Ifyouletyourfriendlookatyour
paperorsomebodyelse*spaper,youarehelpingthemtocheat.Thatis
nothonest,soanswersAandCgetnomarks.Butittakescouragetotell
yourfriendthattheyshouldhavestudiedandthattheycannotlookat
yourpaper.Thatisalsothehonestanswer.Soyouget6pointsforB;
whichismorethananyotherinthequiz.
StepFour:Languagepoints
Teacherexplainlanguagepointswithsomeslides
l.addv.
1)toputtogetherwithsomethingelsesoastoincreasethenumber,size,
importance,etc.增加,
添加
eg.PleaseaddsomethingtowhatFvesaid,John.
2)tojoinnumbers,amount,etcsoastofindthetotal
eg.Addupthesefigureforme,please.
常用結構:
addup/togethersth.把…加起來,合計
addsth.tosth.把..加至必S
addto(=increase)增加了…
addupto合計,共計
addin包括…,算進
2.paytogetitrepaired花錢讓人去修理
3.upsetadj.worried;annoyed不安的"吏心煩意亂的
v.causetoworry,tobesad,tobeangry,nottobecalm,etc.使不安;使
心煩意亂
eg.Hewasupsetwhenheheardthenews.
Hischeatingintheexamupsethisteacher.
4.ignorevt.topaynoattentiontosth.忽視;對…不予理睬
eg.Ignorethechildifhemisbehavesandhe'IIstopsoon.
ignorantadj.無知的;不知的ignorancen.無知;愚昧
5.calmvt.tomakesth./sb.becomequiet使鎮靜;使平靜
adj.notexcited,nervousorupset鎮靜的;沉著的
calmdown鎮靜;平靜
calmdownsb.=calmsb.Down使某人鎮靜
sb.calmdown(vi.)某人平靜下來
eg.Theexcitedgirlquicklycalmeddown.
Hetookafewdeepbreathstocalmhimselfdown.
6.havegottodosth.(口語)=havetodosth.不得不做某事;必須做某事
eg.Sinceyou'renolongerachildnow,youhavegottomakemoneyto
supportthefamily.
*havegotto在變疑問句或否定句時,不再另加助動詞,而haveto則須加助
動詞do.
havegotto前不用情態動詞,而haveto前則可以。如:
eg.Haveyougottowritanassignmentforyourteacher?
7.beconcernedabout/for:beworriedabout
eg.Wezreallconcernedabouthersafety.
8.cheatvt.
1)toactinadishonestwayinordertowin欺騙;作弊
eg.Anystudentcaughtcheatingwillhavetoleavetheclassroom.
2)totakefrom(someone)inadishonestway騙;騙取
eg.Theycheatedtheoldwoman(out)ofhermoneybymakinghersign
adocumentshedidn,tunderstand.
n.l)anactofcheating作弊行為
2)onewhocheats騙子
StepFive:Speaking
l.GettheSstoworkingroupsof4.
2.AsktheSstousethequestionnaireinWarmingupasanexampleand
discussaboutdesigningquestions.
3.Followthestepsinthispartandstartthediscussionlikethis:
A:Nowletusdesignaquestionnairetofindoutwhatkindoffriendone
is.
B:OK.Firstwemustthinkoffourquestionsandthreepossibleanswers
toeachquestion.
C:Whataboutthefirstquestion?Haveyougotoneinmind?
D:Supposeyourfriendhastakenawayyourbookbymistake.Whatwill
youdoorsaytohim/her?
4.Teachergoaroundintheclassroomandchecktheirdiscussion.
StepSix:Assignments
l.AskSstoconsiderthefollowingquestion;
Whatis/arethemostimportantquality/qualitiesthatafriendneedsto
have?
2.PrepareforReading
TheSecondandThirdPeriod
(readingandlanguagepoints)
Teachingaims:
l.toknowaboutthestoryofAnne'sDiary
2.topromotetheSs'abilitiesofreadingcomprehension
3.tolearnaboutthefollowingwordsandexpressions:
radon;list;gothrough;hideaway;setdown;aseriesof;outdoors;crazy;
spellbound;onpurpose;dare;happentodosth.;It'sthefirsttimethat...
Teachingmethods:
l.readinganddiscussion
2.cooperativelearningandspeaking
Teachingmaterials:Reading,Comprehending
Teachingprocedures:
StepOne:Leading-in
Asktheiropinionsonthequestionmentionedintheassignmentoflast
period.
StepTwo:Pre-reading
LettheSsthinkaboutthequestionsinPre-reading,andexpresstheir
ownviewstothewholeclass.
StepThree:Reading
l.AsktheSstolookatthepicturesandtheheading,guesswhatthetext
mightbeabout.
2.GettheSstoskimthepassageandanswerthefollowingquestions:
What1sAnnezsbestfriend?
Whatdoesherdiarymainlytalkabout?
(1.Anne'sbestfriendisherdiary.2.It;saboutAnne*sfeelingofhiding
away.Sheespeciallymissedgoingoutsideandenjoyingnature.
3.LettheSsreadthepassageanddiscussthefollowingquestions:
l)Imaginewhatitmightbelikeiftheyhadtostayintheirbedroomfora
wholeyear.YoucouldnotleaveiteventogototheWCorgetacupof
tea.Howwouldtheyfeel?
2)Ifyouareonlyallowedtohavefivethingswithyouinthehidingplace
becausethereisverylittleroom,whatwouldyouchoose?
3)Trytoguesswhythewindowshadtostayclosed.
4)Guessthemeaningsoftheword“crazy"and"spellbound"according
tothecontext.
StepFour:Discussingthestyle
AsktheSs:
l.Whatdoyouthinkisthepurposeofthispassage?WhydidAnnewrite
it?
2.Doyouthinkitissuccessful?DoyouunderstandAnne'sfeelings?
3.WhatisAnne'stone?Inotherwords,istheauthorangry,sad,happyor
thrilled?
4.WhatisAnne'spointofview?Doyouagreewithit?Ifso,why?Ifnot,
whynot?
StepFive:Listentothetextandcomprehendit
StepSix:Languagepoints
1.gothrough
l)toexaminecarefully仔細閱讀或研究
eg.Iwentthroughthestudents*paperslastnight.
2)toexperience經比;遭受或忍受
eg.Youreallydon'tknowwhatwewentthroughwhileworkingonthis
project.
2.hideaway
3)vi.togosomewherewhereyouhopeyouwillnotbeseenorfound躲
避;隱匿
hideaway+地點
eg.Thethiefhidawayinafriends'houseforseveralweeksafterthe
robbery.
4)toputorkeepsth./sb.inaplacewherethey/itcan'tbeseenorfound
藏;隱蔽
hideawaysth./hidesth.away
eg.Whydoyouhideyourthoughtsawayfromme?
3.setdown
5)writedown寫下;記下
eg.FIIsetdownthestoryasitwastoldtome.
6)putdown放下;擱下
setdownsth./setsth.down
eg.Hesetdownabasketontheground.
4.seriesn.(單復數同形)
aseriesof一連串的;一系列的
5.crazyadj.
7)mad,foolish瘋狂的;愚蠢的
Itiscrazyofsb.todosth.=sbbecrazytodosth.
eg.It'scrazytogooutinsuchhotweather.
8)wildlyexcited;veryinterested狂熱的;著迷的
grow/becrazyaboutsb./sth.
eg.Theboysarecrazyaboutthegirlsinger.
9)likecrazy發瘋似的;拼命地
eg.Hetalkedlikecrazy;Icouldn'tunderstandwhathesaid.
6.1wonderifit'sbecauseIhaven'tbeenabletobeoutdoorsforsolong
that
*1wonderif/whether...
eg.Iwonderifyoucanhelpme?
★Wsbecause...
itis后的表原因的從句中,只能用because來引導,不能用since或as.
eg.Whydidyougotoschoolonfoot?
Itisbecausemybikehadbroken.
7.spellbindv.toholdthecompleteattentionof吸弓|人,迷人;使入迷
eg.Thechildrenwatchedspellboundasthemagiciantookrabbitsfrom
hishat.
9.stayv.tocontinuetobeinaparticularstateorsituation
系動詞,表是狀態。后跟名詞或形容詞,不能用于被動語態和進行時態。
eg.Hestayedsingleallhislife.
10.onpurpose
1)故意地(反義:bychance/accident)
eg.Ithinkshelostthekeyonpurpose.
2)onpurposetodosth.為了要…而特地
eg.Hewenttotownonpurposetoselloneofhispaintings.
lO.faradv."過于;…得多〃,表示程度,經常與too或形容詞、副詞的比較
級連用。
eg.ShespeaksEnglishfarbetterthanI.
Thisroomisfartoowarm.
cf.very,much,far
ll.dare1)modal,v.多用于否定句、疑問句、條件狀語從句、whether(if)等
名詞性從句或有否定意義的句中,后接動詞原形。沒有人稱和數的變化,其時態
只有現在時和過去時。否定式在其后加not.
eg.Howdarehesaysuchaword!
Ifyoudaredothatagain,you'IIbepunished.
2)vt.敢,膽敢。有人稱、數和時態的變化。在否定句和疑問句中,dare后的
to可保留也可省略。
eg.Iwonderhowhedaretodaysuchwords.
12.happentodosth.
Itso(just)happenedthat...
不能用于進行時態。
eg.Ihappenedtobeoutwhenhecame.
=ItsohappenedthatIwasoutwhenhecame.
13.It'sthefirsttimethat...
eg.ItisthefirsttimethatIhaveseenthesea.
StepSeven:Comprehending
GettheSstodotheexercisesinthispart.
StepEight:Consolidation
Listentothetextagaintoappreciateit.
StepNine:Assignments
l.Readthekeysentencesinthetext
2.dotheexercisesonWB(42)
TheFourthPeriod(Listening)
Teachingaims:
totrainanddeveloplisteningskillsbylisteningtothelisteningexercises
inthisunit
Teachingmethods:
Listeningandspeaking
Teachingmaterials:listeningpartsonPage6andPage41andPage43
Teachingprocedures:
StepOne:Revision
Checktheanswerstothehomework
StepTwo:Listening
1.ListentotheexercisesonPage6
2.Guessthewordsbylisteningtothetapeandwritethemdown
StepThree:Listeningtothepassage
FillintheblanksonPage41
StepFour:Speaking
Listentothetapeanddiscussquestionsingroupsoffour,expressyour
ownviews.
StepFive:Listeningtask
1.DiscusswiththeSswhethertheyalwaysdowhattheirparentstell
them.
2.HavetheSslistentothepassage.
3.Fillinthetable
4.WorkinpairstogivesomeadvicetoAnne
StepSix:Assignments
l.DotheexercisesonPage42(Ex1,2)
2.RevisetheObjectClause
TheFifthPeriod(DiscoveringUsefulStructures)
Teachingaims:
LettheSsusetheDirectSpeechandIndirectSpeech
Teachingmethods:
l.discoverylearning
2.cooperativelearning
Teachingmaterials:Page5
Teachingprocedures:
StepOne:Revision
1.CheckthehomeworkwiththeSs
2.RevisetheObjectclause
Exercise:Rewritethefollowingsentences.
1.1gotoschoolbybike.(Hesaid...)
2.Willyouforgettodoyourhomework?(Maryaskedhim...)
3.Whendidyoucomehere?(Theyaskedme...)
4.Whathashesaid?(Doyouknow...)
5.AnneiswatchingTVnow.(Mothertoldme...)
StepTwo:discoveringusefulstructures
1.PresentsomesentencesforSs
l)Myfriendsays,“Iwillcomeheretomorrow?**
如果此時此地,你來轉述,應該說:
Myfriendsaysshe/hew川comeheretomorrow?
如果時間變了,地點不變,你來轉述,應該說:
Myfriendsaidshe/hewouldcomeherethenextday.
如果地點變了,時間還是今天,你來轉述,應該說:
Myfriendsaydshe/hewillgotheretomorrow.
如果時間地點都變了,你來轉述,應該說:
MyfriendsaidShe/hewouldgotherethenextday.
如果由別人轉述,時間地點都變了,應該說:
He/Shesaidhe/shewouldgotherethenextday.
*使用直接引語和間接引語要注意具體語境。
2)“Doyougototheparkyesterday?"Heaskedme.
Heaskedmeif/whetherIwenttotheparkthedaybefore.
3)KatesaidtoJohn,"What'syourfavouritefood?"
KateaskedJohnwhathisfavouritefoodwas.
2.GettheSstohavealookatPart1in''Discoveringusefulstructures^
andsumupthisgrammarpoint.
人稱、時態、指示代詞、時間狀語、地點狀語等的變化。
StepThree:Practice
l.DothefirsttowsentencesinPart2asexamples.
2.Checktheanswerstogether.
StepFour:Assignments
l.Wb,Page42,43(Individual,Groups)
2.PrepareforReadingonPage44
TheSixthPeriod(Reading)
Teachingaims:
l.tolearnaboutfriendshipinHawaii
2.topromotetheSs'abilitiesofreadingcomprehension
3.tolearnaboutthefollowingwordsandexpressions:
way;thesecondimportant;It'sbelievedthat...;inpeace;thosewho
etc.
Teachingmethods:
l.readinganddiscussion
2.cooperativelearningandspeaking
Teachingmethods:Reading(Page44)
Teachingprocedures:
StepOne:Leading-in
l.AsktheSsiftheycanthinkofanyplaceintheworldwhereChineseand
Westerncultureslivesidebyside.
(HongKong,Macao,Singapore,thePhilippines,SanFrancisco,etc.)
StepTwo:Reading
l.GettheSstoreadthepassageandtrytofinishthetableinExl.
2.ReadthepassagecarefullyagainanddiscussthequestionsinEx2.
3.Reporttheirdiscussion
StepThree:Listeningtothetextandcomprehendit
StepFour:Languagepoints
l.thewaytodosth./thewayofdoingsth.
2.thesecondmostimportant
thesecond+adj.(最高級)
thethird+adj.(最高級)
eg.TheYellowRiveristhesecondlongestriverinChina.
Chinaisthethirdlargestcountryintheworld.
3.toenjoytheland=inordertoenjoytheland
eg.Tomakethew8thOlympicGamesthegameever,Beijingwillmake
severalchan
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