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【原创】Module 7 Unit 3(教案全)  

2013-06-19 18:14:08|  分类: 课件教案 |  标签: |举报 |字号 订阅

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Welcome to the unit

l        Teaching Objectives:

1.      Enable students to get a general idea of effects of the Internet  

2.      Develop students’ listening, speaking, reading, writing and thinking ability.

l        Teaching Procedures:

Step 1. Brainstorming

1.      ask students to think about the ways of people getting in touch with each other.

2. Ask students to look at the pictures and think of the words.

Step 2. Lead in

1. Ask students to read some sentences and see the meaning as computer terms.

2. Ask some questions and let students share their information.

1) Do you like to use the Internet?

2) What do you usually use it for?

Step 3. Posters

 Look at the posters and see what use the internet has.

Step 4. Group Discussion

Ask students to discuss the two questions

Step 5. Homework

Write a composition about advantages and disadvantages of of using the internet and preview reading.

Word power

Teaching aims:
1. Enlarge students’ vocabulary

2. Let students know some Internet words

Teaching important points:

Remember these words in word power and understand some Internet words.

Teaching procedures

Step1.  Brainstorming

Show some pictures and help students to understand some words related to the computer.

Step 2.  Lead in

Ask students to guess some Internet words: Guess the meaning of the following words :

coder

command                          

computer language

data processing

digital computer

display unit

inline processing

working storage

Step 3.  Practice

Read Part A and understand what they mean in Chinese.

Part B try to understand the words of a web page.

Part C :   Usage of the words

Step 4.  Competition

Ask students to write out the words related to the computer and the Internet and see which group will win.

 

Step 5.  More information about Internet words

  Abbreviations used in Internet chat rooms

More interesting Internet words

网罗语言汇集(一)——“词酷语

网络语言汇集(二)——趣味数字

网络语言汇集(三)——字符表意

网络语言汇集(四)——表情符号

Step 6 Homework

Memorize the words in word power.

Surf the Internet and find more Internet words.

Reading

Aims and demands:

1.      This lesson aims at giving the Ss a practice to improve their reading skill and enabling them to learn advantages and disadvantages of using the Internet.

2.      They are required to be able to have a good understanding of text, and learn to use key words and phrases.

Steps:

1.      Brainstorming

Ask the students some questions to brainstorm ideas about the use of the Internet.

v     How do you search for the information you want?

v     Can you always find the information you want?

v     Do you chat on the internet often?

v     What do people often talk about in a chat room on the Internet?

2.      Lead in

more questions to help students to understand the why people use the Internet.

v     What do you think of making friends on line?

v     Do you think it’s a good way to share resources or it is bad because it breaks copyright laws?

v     How do you feel when you spend a lot of time on the Internet?

3.      Fast reading

Ask the Ss to read the dialogue quickly and answer questions.

1. What are the speeches about?

2.The first speaker talks about the positive effects of the Internet on our lives. How many main points does she make? What are they?

3.The second speaker talks about the negative effects of the Internet on our lives. what are the two points he makes?

4.      Detailed Reading

Ask students to read carefully and judge the statements are true of false.

5.      Reading strategy

When you read an argument, you must remember that a specific view is being given.

The first thing you will read is a statement of what the argument is about. After that you will usually find a list of the points or individual arguments.

Another thing you will commonly find in an argument is a statement about what the other side believes, and why the debater does not agree.

At the end of the argument you will find the conclusion. In the section, the main point of the argument is restarted.

6.      Post reading activities

Ask students to role-play the debate.

Ask students to focus on part F.

Ask students to do Part A1 and A2 on Page 118 of the workbook.

Ask students to do the listening exercises in Part A and B on page124 of the workbook ,and then complete Part C on the same page.

7.      Homework

 Prepare the debate

Memorize the new words and phrases in the passage

Unit 3   Task  Using the Internet as a news source

Teaching Aim:

l     To learn and practice their listening, speaking, reading and writing skills

l  To learn how to read charts and graphs, how to form more detailed questions and how to report on facts and figures.

l     To apply these skills practically by doing research on the Internet and to finish a report about a speech on differently ways people watch or listen to the news.

Teaching Procedure:

  Skills building 1: reading charts and graphs

  Step One: Collecting information

1)      Ask students to read the instructions in Part A and make clear what they are going to do. Then allow them several minutes to read the chart to find out what they should pay attention to when listening to the recording.

2)      Play the recording once. Ask the students to look at their answers and pay attention to any information that might be useful for their notes.

3)      Check for mistakes and mispronunciation. Play the recording again if time permits.

4)      Ask students to go over the instructions in Part B and read the three sentences. After students complete the three sentences, check the answers with the class.

5)      Ask students to read the instructions of Part C. Ask them to read the question, the labels, the legend, the side(y-axis) and the bottom(x-axis) carefully.

6)      Ask the students to look at the pie chart. Let them read the question and the legend. Ask them what the percentages in the different colour parts are about. They should know these represent different percentages of people who trust different news sources. Then ask them to finish the remaining questions.

     Skills building 2: Forming more detailed questions

1)      Begin this part by asking students what they can do if they want to get more detailed information when they already know a little about a topic.

2)      Ask students to read the guidelines and the three parts on page 44. Have them compare the questions given in the three parts with the questions they have given on the blackboard, and decide which questions can help them get more detailed information.

Step Two: asking more detailed questions

1)      Ask students to work individually to think up and write down some questions to find more detailed information.

2)      Ask students to work in pairs.

Skills building 3: reporting on facts and figures

1)      Ask students to read the guidelines to find out what the two main thinks to focus on. Make sure they understand the meaning of each sentence.

2)      Ask students to read Part 1 and Part 2 and know how to support the fact they have got.

Step Three: e-mailing a report

1)      Tell students that they will write a report about the ways people watch or listen to the news. Help students review the two speeches they have listened to and the two charts they have read in Step 1 by asking the following questions.

2)      Ask students in what position they should write the report, and to whom they will write the report. Ask them to read the instructions in this part. Before writing, they should think about what they will write in the report.

   Step Six: Homework:

        Finish the workbook exercises.

Unit 3 Grammar and Usage

Teaching Aims:

l        To learn some basic information about linking-verbs.

l        To summarize common and important linking-verbs.

l        To apply what they learn to practice by doing some multiple choices.

Teaching Key Points:

The usages of linking-verbs

Teaching Procedure:

Step One:

Words like appear, seem, prove, keep, stay and remain can all be linking verbs.

Words relating to the five senses-sound, taste, feel, look and smell-can also be linking verbs.

Linking verbs like turn, go, fall, grow, get and become usually indicate a change of state.

Linking verbs are most often followed by an adjective. Sometimes, they can also be followed by a noun or a prepositional phrase.

 

Step Two: Presentation

Deal with the usage of some linking-verbs.

Step Three: Practice

Do some multiple choices.

Step Three:

Do some exercise in the students’ book.

Step Four: Homework

 Project  Giving an oral report

Teaching Aims:

l            To give students a chance to practice their English by completing a project.

l      To help students make a poster explaining how they have searched and what they have found.

Teaching Procedure:

Step One: Brainstorming

         In what ways can we get information?

Step Two: Reading

1)      Ask the students to work in pairs to discuss the steps they follow when they research information on the Internet. Ask them to write down what they do step by step. Then ask two or three pairs to present their ways of researching information to the class.

2)      Read the article in Part A. Get students to underline the key word, phrases or sentences about Internet research given in the article while reading.

Step Three: Safety tips

There are some very important things that you need to keep in mind when you're on your computer at home or at school.

  • First, remember never to give out personal information such as your name, home address, school name, or telephone number in a chat room or on bulletin boards. Also, never send a picture of yourself to someone you chat with on the computer without your parent's permission.
  • Never write to someone who has made you feel uncomfortable or scared.
  • Do not meet someone or have them visit you without the permission of your parents.
  • Tell your parents right away if you read anything on the Internet that makes you feel uncomfortable.
  • Remember that people online may not be who they say they are. Someone who says that "she" is a "12-year-old girl" could really be an older man.

Step Four: Making a poster

1)      Ask the students to work in groups to discuss the questions in Part B. They should choose a topic to research on the Internet and then divide the work among the group members.

2)      Ask each group to present their poster to the class. Other groups can give their comments. Encourage students to decide which group had made the best use of the Internet and has found the true and accurate information.

Step Five: Important phrases

1. do research on

2. the more… the more…

3. keep in mind

4. be based on

5. ask for

6. right away

7. make a decision

8. up to date

at the bottom of

10. be careful about

11. be (not) sure about

12. make a difference

13. search for

14. belong to

15. make a list of

16. follow these tips

Step Six: Homework: Finish the poster

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