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【原创】Module 7 Unit 1 Living With Technology (教案全)  

2013-06-19 18:08:44|  分类: 课件教案 |  标签: |举报 |字号 订阅

  下载LOFTER 我的照片书  |

§Welcome to the Unit§

 Teaching aims and demands:

u      To tell their own experiences and relate them to the electrical devices

u      To talk about the development of technology in the last few years in English.

u      To help them to realize the effects the technology has on our lives

u      To let the students think about the possible disadvantages of some electrical devices

u      To encourage them to participate in the activities designed and practice their spoken English

Teaching Key & Teaching Difficulties:

u      To help students understand the role of technology

u      The usages of some key words.

Teaching Steps

Step One: Leading-in

T: (Greeting the class as usual) You know we are living in a world of electrical and electronic devices. People can hardly imagine what life would be like without them. Then by the way:

1)        What electrical and electronic products do you have at home?

2)        Which do you think is the most useful? Why?

3)        Do you think these products have made our lives more convenient? Why?

4)        What do you think life would be like without them?

(T can give the students enough time to discuss the questions in pairs or groups. Any related answers are acceptable. This step is just to arouse their interest in the topic.)

Ss: … (Encourage them to express themselves)

Step Two: Speaking

T: Look at the pictures and say something about them

 

A refrigerator   An electric fan  A washing machine  A microwave oven

An electromagnetic stove  An  air conditioner

Then look at the pictures

(On books)Picture 1

1)        What kind of TV do you have at home?

2)        What differences can you find between the TV in your home and the TV in this picture?

3)        What kind of pictures did early TV have?

4)        What does it persuade us to do or what does it try to tell us?

Picture 2

1)        In the past what did people need when they wanted to record music?

2)        Look at the picture. What device do people need to record music now?

3)        How do people record music using a computer?

Picture 3

1)        How do you look up a word in a paper dictionary?

2)        How many of you have an electronic dictionary?

3)        How do you look up a word in such a dictionary?

4)        Which do you prefer, a traditional paper dictionary or an electronic one? Why?

Picture 4

1)        How did people keep in touch in the past?

2)        Look at the picture. How do people keep in touch now?

3)        Compared with the past, what are the advantages of mobile phones?

4)        What recent developments have been made to mobile phones?

Ss: …

 (This step is to help students see the development of some electrical and electronic devices and their effects on people’s lives. Show the pictures and let the students to discuss them one by one. Encourage them to express their ideas freely and make sure that all of them have chance to speak.)

T: Well done! Now you can go through the four pictures again and discuss them with your partner. Then tell me something in common among them:

Ss: …

?         meet people’s needs

?         improve people’s lives to some degree

?         make people’s lives more convenient and easier

?         be developing very quickly

(If they have any difficulties, T can show them an example to help them. Encourage them to express what’s in their mind and list something in common as many as possible)

Step Three: Discussion

T: Wonderful! I think most of you have got some information about the development of the technology and its role in our lives. So, now let’s have a further discussion. Look at the following questions and discuss them in groups of four.

1)  Do you think watching TV and listening to music are important to you? Why?

2)  Take one of them as an example. How have it changed over time?

3)  How have these inventions improved people’s lives?

4)  Besides the advantages, what are the disadvantages of these products?

Ss: …

(T can have one student read the four questions above aloud and make sure that everyone understands them. Ask them to form groups of four to discuss the four questions. Each student should have a chance to practice their oral English. Invite some students to report their answers to the class when they are ready.)

T: Well done! That’s for the discussion. If you have any questions on the topic, you can surf the Internet or go to the library to get more information.

: Homework

Let them preview the next period, especially the new words in the instructions or requirements but not included in the wordlist.

§Reading§

TV and audio devices: a review

Teaching aims and demands:

l        To learn about the history, the current situation and the future improvement of TV and audio devices

l        To learn how to obtain information in text by understanding the subtitles

l        To improve their reading skills by fully participating in all the activities

l        To read the passage Advertisements and complete related answers

Teaching Key Points & Teaching Difficulties:

u      How to improve their reading ability

u    How to let them gain some insight into technology

u    The usages of some key words and structures

Teaching Steps:

Step One: Leading-in

T: (Greet the students as usual) Look at the pictures.And asks :

 what are they? TV sets

 

In the last lesson we discussed some electrical and electronic devices and talked about their effects on our lives. Today we will go on to learn about the history of TV and audio devices in particular by reading a passage. But first please think about the following questions:

1)        What does the TV in your home look like?

2)        How big is it? Is it in color or in black and white?

3)        What audio devices do you choose to enjoy music?

4)        What functions else do you need in an audio device besides playing music?

Ss: … (Any possible answers are acceptable)

(This step is to make them interested in electrical and electronic devices. Encourage them to discuss the questions and express their ideas freely. Make sure that the students can relate the topic of the reading passage with their everyday life, which will help students learn this unit with more interest.)

Step Two: Reading Comprehension

1.      Fast reading

T: Very Good! Next you are going to read about the development of TV and audio devices. While reading the text, you should consider the structure of this passage and pay attention to the five subtitles. They show the different stages of the development of TV and audio devices. Now please go through the questions in part A and then read the text silently to find the answers to the three questions:

1)        When did regular public TV broadcasting begin around the world?

2)        What is WebTV?

3)        What was invented in 1954?

Suggested Answers:

1)        It began on 11 May 1923 in New York and in London on 20 August 1929.

2)        It is the TV set combined with the World Wide Web.

3)        The cassette recorder.

2.Detailed reading

T: Wonderful! I think most of you can a general idea of the passage. But if you want to get detailed information, you should read an article several times. So please look at Part C1 on page 4. Here are 7 sentences for you to decide which one is true and which one is false according to the passage. This time you must read the text more carefully.

 Part C1:

1)        Thomas Edison made the first recording of a human voice.

2)        Until 1972, most people used black-and-white TV.

3)        Satellite TV is delivered with greater clarity than digital TV.

4)        The first record player was invented before 1877.

5)        Transistor technology was first used to receive radio programmes, and then used to develop the cassette recorder.

6)        CDs were invented about10 years before the MD player was invented.

7)        MP3 technology began in Germany in1987.

Ss: … (Ask them finished it individually)

(Let them make a mark where they find the answers. If they think one sentence is false, ask them to correct it. This can check their reading comprehension and improve their ability to find specific information.)

Suggested Answers:

1).T   2).T   3).F   4).F   5).F   6).T   7).T

T: Great! Now I think most of you have got a better understanding of the article. Next please work out the timeline for the development of TV and audio devices and complete the following table by filling in the event happening in particular year in Part C2. The first one has been done for you.

Part C2:

YEAR

EVENT

1877

First recording of a human voice was made.

1925

First public showings of wireless TV transmissions were made in the USA.

1948

Cable TV began in the USA; 3 American scientists invented the transistor.

1951

Color broadcasts began in the USA.

1954

Invention of transistor led to the development of cassette recorders.

1958

First LPs came onto the market.

1962

Satellites began to be used to broadcast TV.

1982

First CDs produced by using digital technology were made available.

1987

Development of MP3 technology started in Germany.

1989

International standards for digital TV were established.

1992

Development of MD player began.

1996

First WebTV set-top boxes came onto the market.

 (Make sure that students can distinguish and pick out the relevant information within the given time. It serves as a strengthening activity which allows students to identify the event happening in a particular year. After students finish the exercises, check the answers as a class.)

Step Three: Reading Strategy

 T: So, from the part C2 you can see this reading passage is mainly organized in chronological order. Now please read the reading strategy and meanwhile look at the subtitles in the passage. At last tell me what you have learnt from the reading strategy.

 Ss: …

?        Subtitles spear after titles and give your more information about the text.

?        They can show you how a text is organized.

?        You may not need to read the whole text if you can find what you are looking for under one or two subtitles.

(This can help the students to improve their reading skills. After this step T can ask them to read the passage again and figure out how it is organized if time permits.)

T: Good! Next time if you read a text with subtitles, remember to use what you have learnt today. It will help you get a good understanding of the passage and improve your reading ability. That’s all for the reading. If you have any problem, please point it out and ask me for help.

 (Give explanations if necessary and ask them complete the left exercises after class.)

  The Keys to Part D:

 1.e  2.d  3.h  4.c  5.g  6.f  7.a  8.b

(Ask them not to look them up in the dictionary first whenever they come across a new word. Encourage them to guess the meaning from the context. Tell them it is very important to read the sentences before and after the sentence containing the unknown word.)

 The Keys to Part E:

1.wireless  2.broadcasting  3.Britain   4.65  5.200 

6.hoseholds  7.recording  8.recorders   9.compact  10.Germany

(This step is to help them become more familiar with TV and audio devices and some useful words learnt in the passage. They can refer to the text when having difficulties in finishing it. Finally check the answers as a whole.)

Step Three: Post-reading Discussion

T:  Well done! Last but not least, please work in pairs and discuss the following questions in groups of four. Remember to share your information.

1)        If you could own only one electronic device, what would you choose? Why?

2)        More and more people are using computers for information and entertainment. Do you think we still need books and TVs in the future? Why or why not?

3)        What are some possible disadvantages of having a lot of technology in our lives?

(This aims to consolidate the information and also improve students’ speaking skills. Encourage the students to share their opinions and report their answers to the class.)

 Step Four: Language Points

1)        in black and white  白纸黑字(即把某事写下来或印出来);黑白(影片)的/

in color  彩色的/

e.g. Nowadays, almost all TV programmes are broadcast in color while in the past most broadcasts were in black and white.

e.g. Put down what he had said in black and white in case he breaks his promise.

2)        superior adj. (在职位、权力等方面)较高的、上级的;优越的;高傲的;不屈服的

be superior to …  优越、超过;不屈服于、不为所动

e.g. The living conditions now are superior to those in those years.

e.g. Although he is leading a hard life, he is never superior to the hardship at the moment.

3)        access n. 接近、进入、通路;接近(或进入)的方法(或权力、机会等)

have (no) access to …  (没有机会或不)可以使用

get access to …  可以接近、进入

e.g. Before liberation, the labouring people had no access to education.

e.g. You can’t easily get access to him on weekdays.

4)        combine … with …  使结合;将练习起来

e.g. A good way of educating children is to combine teaching with pleasure.

5)        chat vi.  闲谈、聊天

chat with/to … 闲谈、聊天

chat about …  闲谈;聊

6)        electric adj.  电的;发电的;电动的;用电的;导电的

electrical adj.  电的;电气科学的;

electronic adj.  电子的

e.g. an electric fan/blanket

e.g. an electrical engineer

e.g. an electronic music

7)  apply vi. 请求、申请;有效、有关

apply for …  申请

apply to sb for ... 请求某人(给予)

apply to … 有关;适合

e.g. Ten people will apply for the job but only two are needed.

e.g. I applied to Tom for information.

e.g. I can’t ensure what I said applies to all of you.

vt.  运用、使用

apply … to … 应用于

apply oneself to … 专心致志于

e.g. We must apply theory to practice.

e.g. Tom applied himself to his study only before the exam.

8)  demand vt. 要求、需要;问;请求出示

demand to do … 要求做某事

demand that …  接宾语从句时要用虚拟语气,即从句中的谓语用should加动词原形do,且should可以省略

e.g. Ann demanded to be told everything.

e.g. They demanded that Hanna (should) give them a quick explanation to what she had done.

9)  spring vi. 跳、跃;突然出现;发生、迅速长出

spring up 跳起来;突然出现

e.g. Made a fool of by Tom, Jane sprang up and glared at him.

e.g. In the past few years, new buildings has sprung up like bamboo shoots after a spring rain in my hometown.

10)  It’s up to sb to do … 该由/轮到某人做

e.g. It is up to us to give them all the help we can.

Step Five: Homework

?        To complete A1 and A2 on page 102 of the Workbook

?        To read the article in Part A on page 106 and in Part B on page 107 of the Workbook

§Grammar and Usage§

Teaching Aims:

l        To review the usage of some common prepositions to express time, place, and -movement

l        To learn that prepositions can be combined with verbs, nouns, and adjectives to form prepositional phrases

l        To learn how to use some common prepositions and prepositional phrases in different situations

l        To apply what they have learnt to practice by fulfilling some written tasks

Teaching Key Points & Teaching Difficulties:

?       How to help them master the usage of common prepositions

?       How to apply the grammar rules to compete the related exercises correctly

Teaching Procedure:

   Step One: Leading-in

T: (Greet the class as usual) Now boys and girls, please look at the screen. There are three sentences. Fix your eye on the words in bold and think about the following questions:

 The goats are       the grassland

?      The little girl is   in      the kindergarten

?      The man  with          black hair is LiuXiang

The mobile phone is     for     my sister

 

1)      What’s the part of speed of the words in bold?

2)      Where are they put, before a noun or after a noun?

3)      What are they used to express?

Ss: …

 (It doesn’t matter whether they can give correct answers. This is used to draw their attention and recall their memory of the usage of common prepositions. Encourage them to think about how they are used.)

Step Two: Prepositions

T:  Good memory! Today we’ll focus on prepositions and preposition phrases. Now please turn your book to page 8 and read the guidelines just below the title prepositions carefully. And then tell me the general usage of prepositions.

Ss: …

 Possible Answers:

n        Used before a noun or a noun phrase

n        Can express time, place, movement etc.

n        Used before a verb in the –ing form

T: Wonderful! Next we’ll go through the three groups one by one to get a clear idea of the usage of prepositions. Please read the part 1 and tell me what prepositions can be used to express time.

?       Prepositions of Time

Ss: Prepositions like at, in, on, for, by and since can be used to express time. Others of time include during, after, before, between, from, until, etc.

T: That’s right! Then please look at the following sample sentences and explain the usage of the preposition in each sentence.

1.        Regular public TV broadcasting began in 1928.

2.        The first record players only played a record for two minutes.

3.        By 1967, most TV broadcasts were in color.

(Encourage the students to explain the use of these prepositions. Remind them to refer to the instructions in part 1. Ask more students to use the prepositions of time to make their own sentences if possible and make necessary corrections.)

T: Very good! Now please look at the part 2 and tell me what prepositions can be used to express place.

?       Prepositions of Place

Ss: At, in and on can be used as prepositions of place. Other prepositions of place include above, against, behind, between, by, near, opposite, under, etc.

T: Great! Now please read the sample sentences below carefully and explain how they are used in different situations.

1)        I’ll meet you at the department store.

2)        Wang Li is at a media and technology exhibition.

3)        This new type of TV can be hung on the wall.

(Encourage the students to explain the use of these prepositions. Remind them to refer to the instructions in part 2. Show them a picture and ask them to describe the location of the objects in the picture.)

T: Good! Next please go through the last group and tell me what prepositions can be used to express movement.

?       Prepositions of Movement

Ss:  The preposition to is often used to show movement. Other prepositions of movement include across, along, down, into, off, over, out of, past, round, through, under, up, etc.

T: Great! Now please read the sample sentences below carefully and explain how they are used in different situations.

1)        The invention of the transistor led to the development of cassette recorders.

2)        When autumn comes, many leaves fall off the tree.

(Let them explain the usage of these prepositions first, and then ask them to make some sentences of their own using these prepositions.)

Tips:

T: Good! So far we have learnt the general rules of the use of common prepositions. Besides these, you should also pay attention to some exceptions. Now please have a look at the tips on the left and tell me what you can learnt from them.

Ss: …

1.        We usually say ‘in the morning/afternoon/evening’, but when we talk about ‘morning/afternoon/evening’ of a particular day, we use ‘on’ instead of ‘in’.

2.        We say ‘on a bus/train/plane’ but ‘in a car/taxi’.

(Let them read the tips together. Later on, ask them go through the three groups of sentences again. If they have any questions, ask them to turn to T for help. Finally ask them to complete the exercise below)

Practice:

Suggested Answers:

1. for  2. at  3. until  4. by  5. during  6. to

Step Three: Prepositional Phrases

T: Well done! Ok, now please look at the following phrases carefully and discuss them with your partner. Later, please tell me what words prepositions can be combined with.

run into     by hand    concerned about

hear from   in return    different from

stand for    in fact      cautious about

 Ss: …

(Remind them to pay attention to the part of speech of these words. Give them enough time to go through them and help them put the phrases into three groups: prepositional phrases with nouns, prepositional phrases with adjectives, prepositional phrases with verbs.)

T: Amazing! In the next part we will learn propositional phrases, which are made up of prepositions with verbs, adjectives, and noun. Now let’s go through them one by one.

summarize the following:

?       Prepositions with Verbs

 Many prepositions are combined with verbs to form prepositional verbs, e.g., agree with, look for, look into, head for and stand for, etc.

1)        The ship set sail and headed for Shanghai.

2)        MD stands for MiniDisc.

?       Prepositions with Nouns

Prepositions can also be combined with nouns, e.g., in time for, by means of, by accident/mistake, for/on sale, on the market, in that case and up to date, etc.

1)        When will the new model be on sale?

2)        This technology is quite up to date.

?       Prepositions with Adjectives

Some prepositions are also combined with adjectives, e.g., good at, capable of, fond of, satisfied/happy with, etc.

1)        The program is capable of calculating our budget for the year.

2)        I am fond of watching black-and-white films.

(Ask the students to read the sample sentences and make up their own sentences using these prepositional phrases. Or ask them present more examples of prepositional phrases with verbs, nouns, and adjectives. At last let them complete the introduction to the digital camera on page 9.)

Practice:

 Suggested Answers:

1.        on sale  2. up to date  3. capable  4. stands for  5. satisfied with

6. on the market  7. In that case  8. in time for  9. up to 10. agree with

( After this, give the students a few minutes to ask for help if they have any questions.)

Step Four: Language Points

1.        in this/that case  在这种/那种情况下

in the case of …  至于;就来说

in case  以便;以免;以防

in case of …  如果;万一;以免;以防

   e.g. In the case of learning English, we must speak as much as possible.

   e.g. You’d better take an umbrella in case of rain.

   e.g. You’d better take an umbrella in case it rains.

   e.g. It is likely to rain today; you’d better take an umbrella in case.

2.  capable adj.  有能力的;有才能的;有技能的

       be capable of … 能力的;可以;做得

   e.g. Some airplanes are capable of going 800 kilometers an hour.

   e.g. Tom is quite capable of neglecting his duty.

3.  accompany vt. 陪伴;伴随;与同时发生或做事情

   e.g. His wife accompanied him on his trip to China.

   e.g. The pop singer was accompanied at the piano by the pianist.

4.  familiar adj. 熟悉的;亲近的

       sb be familiar with …

       … be familiar to sb    某人熟悉/精通

   e.g. We haven’t met our neighbours yet so we are not familiar with them.

   e.g. We haven’t met our neighbours yet so they are not familiar to us.

Step Six: Exercise

1._______ hearing the message, the boy was wild________ joy.

     A. At ; in     B. On ; with    C. After ; by   D. /  ; over

2.The team is made up ________ five students. And they are studying

 hard to make up ______ the lost time .

    A. of ; of      B. for ; for      C. of ; for        D. for ; of

3. Does Kate learn any other languages ________ Japanese.

    A. beside      B. besides      C. but           D. except

4.Do you know that I have nothing to do ______ the matter?

    A. of                B. for             C. with          D. about

5.The old man offered us his congratulations _______ winning the

match.

     A. for             B. on            C. of                 D. at

6.I know nothing  about the woman ___________ she is a teacher.

    A. besides     B. except     C. except for     D. except that

7.When the plane  arrived  safely , all the people ________were happy.

   A. by a  plane   B. on  the board   C. on board     D.  on plane 

8. Who is it up ______ decide  when ______ start ?

  A. to ; to     B. for ; for     C. for   ; to    D. to ;  /

9. Jim , please give me a pen  _____ write   _______

  A.  for ; to    B. to ;  of      C. to ; with   D. to  ; in

10. The boy was ________the help of the doctors , and soon died.

     A. with           B. for              C. beyond              D. in

11. That man became very angry  ________his arrival .

   A. in               B. at           C. on           D. for

12. --- What can a  rose stand __________?

      --- Love.

     A. in                B. by           C. at              D. for

13. Jim gave Tom a book ,and Tom gave Jim a pen ____ return.

       A. of            B. for               C.  at             D.  in

14.It hasnt rained for  years in the country. The people is _____

need _________ rain.

      A. for ; of   B. in ;  of         C. of  ; in       D. in ; in

15.We finally arrived ____  a small village  _____the morning of July 1st.

    A. in ;  in          B. on  ; on    C. at ; on    D.  on ; at 

 

 Homework

?       To go over the use of prepositions after class

?       To do Part C2 and C2 on page 104 of the Workbook

?       To preview the task

§Task  Helping buy an electronic dictionary§

Teaching aim and demands:

l        To train and improve the students’ abilities of listening, speaking, reading, and writing

l        To learn how to listen for statistics and descriptions, and how to state opinions and five supporting reasons

l        To apply what they have learnt to design a advertisement for a chocolate bar

Teaching Key Points & Teaching Difficulties:

?       How to improve their integrated skills through these activities

?       How to help them to write an advertisement for a product

?       The usage of some key words and structures

Teaching steps:

Revision(Translation)

1.许多人对电视的发展做出了贡献.

2.一些人认为数字电视比卫星电视要优越得多.

3.当时的唱机必须用手摇.

4.这种便携式收音机很受学生的欢迎.

5.音乐网站上如雨后春笋般地出现了.

Step One:Listening for what is most important

T: (Greet the class as usual) Today we will learn how to help to buy an electronic dictionary. But first we will do some listening exercises to practice your listening ability. When you are listening to a talk or a lecture, you need to be able to select and note down specific information. Not everything that you hear will be equally important. Next please read the guidelines and tell me what words and phrases that the speaker uses can let you know what information is important, what is not so important, and what is not necessary to take notes.

Ss: … (Encourage them to summarize as follows.)

Very important:

most important/significant    a major consideration    above all

in particular                pay attention to        really

Not so important:

I’m less worried about     it doesn’t matter so much if/whether

less/not as important       less/not as significant

Not necessary to take notes:

for example       for instance

(This step can help them learn some words and phrases that the speaker uses to let us know what are most important. These expressions can help them note down specific information.)

Step Two: Taking notes of requirements

T: Ok, next we will help an uncle to buy an electronic dictionary by listening to his requirements. And his requirements are listed below. After listening please put cross beside the item that is not very important. But first think about the following question:

?     If you want to buy a product, what is most important to you? Why?

(Organize students into groups of four and encourage students to discuss freely. This might help them understand the listening text better. After this play the tape for the students to complete the exercise. If necessary, play the recording again, stopping after each answer or sentence so that students have time to fill in the list.)

Uncle’s Requirements:

Weight and size:

Cost:

Appearance:

Translation:

Pronunciation:

Extra functions:

(Ask them to read their answers aloud. If time permits, play the recording again. This will consolidate what students have learnt.)

T: Besides these, you need other information to offer advice. Next you will listen to a salesman who shows you two new electronic dictionaries on sale and explain their functions. After listening, please take notes of some useful information to fulfill part of the two memos.

   Mark 204D:                        

   Language:  Chinese and English

   Word capacity:  over 102,000

   Weight: __________________

   Cost:  650 Yuan

   Extra functions: _____________________

   Extra features: _____________________________________________

   Stylus Pen:

   Language:  English-Chinese

   Appearance:  like a pen

   Word capacity:  over 100,000

   Weight: __________________

   Cost:  1200 Yuan

   Extra functions:  ___________________________

   Extra features: _____________________________________________

(Play the tape twice to make sure they can catch the useful information they need. Then check the answers as a whole. If time permitting, play the tape again to consolidate what students have learnt and give them a sense of achievement.)

T: Good! Though we have got some information about the two new products, we still have blanks left. Next please read the leaflets in part C to complete the memos.

Suggested Answers:

Mark 204D:

Weight:  96 grams

Extra functions:  spell check etc.

Extra features:  FM radio and games etc.

Stylus Pen:

Weight:  20 grams

Extra functions: quick and correct translation etc.

Extra features: suitable for people with reading disability

(When they finish, ask them to discuss in groups of four and decide which is most suitable and state their reasons freely according to the requirements.)

Step Three: Asking for information by phone

TBesides listening and reading, sometimes we can ask for information by telephone. When telephoning someone to obtain information, what should you pay attention to? Please read the guidelines on page 12 and answer my question.

Ss: It is important to do the following:

l        Be polite

l        Be clear and to the point

l        Make sure you understand what you hear, and ask for clarification if you don’t understand something

(After this, let students to read the two speech bubbles and encourage them to express their opinions on the problems in the first bubble. Then have them think about how the second conversation is improved.)

T: Please go on with the point 2 and 3. Keep it in mind what else you should pay attention to when telephoning for information. If you have any question, ask me for help, please.

(Make sure they can use the language mentioned in this part. Give explanation if necessary.)

Step Four: Telephoning a company

T: Since you have chosen one of the two products in the last step, now you need to cal the customer service department of the company that makes this product for information. Using the following phrases, have a conversation with your partner.

Ask about:

?        The power source

?        The life of the batteries

?        The guarantee of the dictionary

Answers:

?        Three AAA batteries

?        Last about 70 hours

?        Covers faults but not loss of dictionary

(Organize the students into groups of four. First, ask them discuss the main points freely. Encourage them to raise questions about each point. Then have students work in pairs with one acting as the customer and the other as the salesperson in the customer service department. Finally, choose several pairs to present their conversation to the class.

Step Five: Writing an e-mail with advice

T: Well done! So far we have collect enough information for an electronic dictionary. I think most of your have got ready to write an e-mail with advice. However if you want to write to someone to give some advice, do you know what you need to keep in mind? Please read the guidelines on page 13.

Ss: We need to keep two things in mind:

1)        express the advice politely, like a suggestion not an order

2)        present the information clearly, simply and in the right order

(Make sure they know what they should keep in mind. Later have them go through the four points on page 13. Point out the usage of the words advice, suggest, and recommend, as well as the modal verbs. Explain any questions raised by the students.)

T: Ok, after class please write an e-mail to recommend one of the two models. You have to explain the reasons for your choice. You can use the information we have collected above to help you write the e-mail.

(Make sure they know what to do. T can ask some students to read their e-mails to the class. Praise students for any parts that they do well.)

Step Seven: Language Points

1.        measure vt./vi. 量、测量

       n. 量度、尺寸;措施、方法

sth measure … 某物量起来长(宽、高、重)…

make … to one’s measure 给某人量身定做…

take measures to do … 采取措施做…

      e.g. The rope measures 20 meters long.

      e.g. The tailor is measuring me for a new suit.

       2.  suitable adj. 合适的、适宜的、适当的

           be suitable to/for … 对…合适/适合

      e.g. The book is suitable for children.      

Step Seven: Homework

?       To go over what you have learnt in this lesson

?       To complete the e-mail by yourself

?       To preview the project

§Task  Helping buy an electronic dictionary§

Teaching aim and demands:

l        To train and improve the students’ abilities of listening, speaking, reading, and writing

l        To learn how to listen for statistics and descriptions, and how to state opinions and five supporting reasons

l        To apply what they have learnt to design a advertisement for a chocolate bar

Teaching Key Points & Teaching Difficulties:

?       How to improve their integrated skills through these activities

?       How to help them to write an advertisement for a product

?       The usage of some key words and structures

Teaching steps:

Revision(Translation)

1.许多人对电视的发展做出了贡献.

2.一些人认为数字电视比卫星电视要优越得多.

3.当时的唱机必须用手摇.

4.这种便携式收音机很受学生的欢迎.

5.音乐网站上如雨后春笋般地出现了.

Step One:Listening for what is most important

T: (Greet the class as usual) Today we will learn how to help to buy an electronic dictionary. But first we will do some listening exercises to practice your listening ability. When you are listening to a talk or a lecture, you need to be able to select and note down specific information. Not everything that you hear will be equally important. Next please read the guidelines and tell me what words and phrases that the speaker uses can let you know what information is important, what is not so important, and what is not necessary to take notes.

Ss: … (Encourage them to summarize as follows.)

Very important:

most important/significant    a major consideration    above all

in particular                pay attention to        really

Not so important:

I’m less worried about     it doesn’t matter so much if/whether

less/not as important       less/not as significant

Not necessary to take notes:

for example       for instance

(This step can help them learn some words and phrases that the speaker uses to let us know what are most important. These expressions can help them note down specific information.)

Step Two: Taking notes of requirements

T: Ok, next we will help an uncle to buy an electronic dictionary by listening to his requirements. And his requirements are listed below. After listening please put cross beside the item that is not very important. But first think about the following question:

?     If you want to buy a product, what is most important to you? Why?

(Organize students into groups of four and encourage students to discuss freely. This might help them understand the listening text better. After this play the tape for the students to complete the exercise. If necessary, play the recording again, stopping after each answer or sentence so that students have time to fill in the list.)

Uncle’s Requirements:

Weight and size:

Cost:

Appearance:

Translation:

Pronunciation:

Extra functions:

(Ask them to read their answers aloud. If time permits, play the recording again. This will consolidate what students have learnt.)

T: Besides these, you need other information to offer advice. Next you will listen to a salesman who shows you two new electronic dictionaries on sale and explain their functions. After listening, please take notes of some useful information to fulfill part of the two memos.

   Mark 204D:                        

   Language:  Chinese and English

   Word capacity:  over 102,000

   Weight: __________________

   Cost:  650 Yuan

   Extra functions: _____________________

   Extra features: _____________________________________________

   Stylus Pen:

   Language:  English-Chinese

   Appearance:  like a pen

   Word capacity:  over 100,000

   Weight: __________________

   Cost:  1200 Yuan

   Extra functions:  ___________________________

   Extra features: _____________________________________________

(Play the tape twice to make sure they can catch the useful information they need. Then check the answers as a whole. If time permitting, play the tape again to consolidate what students have learnt and give them a sense of achievement.)

T: Good! Though we have got some information about the two new products, we still have blanks left. Next please read the leaflets in part C to complete the memos.

Suggested Answers:

Mark 204D:

Weight:  96 grams

Extra functions:  spell check etc.

Extra features:  FM radio and games etc.

Stylus Pen:

Weight:  20 grams

Extra functions: quick and correct translation etc.

Extra features: suitable for people with reading disability

(When they finish, ask them to discuss in groups of four and decide which is most suitable and state their reasons freely according to the requirements.)

Step Three: Asking for information by phone

TBesides listening and reading, sometimes we can ask for information by telephone. When telephoning someone to obtain information, what should you pay attention to? Please read the guidelines on page 12 and answer my question.

Ss: It is important to do the following:

l        Be polite

l        Be clear and to the point

l        Make sure you understand what you hear, and ask for clarification if you don’t understand something

(After this, let students to read the two speech bubbles and encourage them to express their opinions on the problems in the first bubble. Then have them think about how the second conversation is improved.)

T: Please go on with the point 2 and 3. Keep it in mind what else you should pay attention to when telephoning for information. If you have any question, ask me for help, please.

(Make sure they can use the language mentioned in this part. Give explanation if necessary.)

Step Four: Telephoning a company

T: Since you have chosen one of the two products in the last step, now you need to cal the customer service department of the company that makes this product for information. Using the following phrases, have a conversation with your partner.

Ask about:

?        The power source

?        The life of the batteries

?        The guarantee of the dictionary

Answers:

?        Three AAA batteries

?        Last about 70 hours

?        Covers faults but not loss of dictionary

(Organize the students into groups of four. First, ask them discuss the main points freely. Encourage them to raise questions about each point. Then have students work in pairs with one acting as the customer and the other as the salesperson in the customer service department. Finally, choose several pairs to present their conversation to the class.

Step Five: Writing an e-mail with advice

T: Well done! So far we have collect enough information for an electronic dictionary. I think most of your have got ready to write an e-mail with advice. However if you want to write to someone to give some advice, do you know what you need to keep in mind? Please read the guidelines on page 13.

Ss: We need to keep two things in mind:

1)        express the advice politely, like a suggestion not an order

2)        present the information clearly, simply and in the right order

(Make sure they know what they should keep in mind. Later have them go through the four points on page 13. Point out the usage of the words advice, suggest, and recommend, as well as the modal verbs. Explain any questions raised by the students.)

T: Ok, after class please write an e-mail to recommend one of the two models. You have to explain the reasons for your choice. You can use the information we have collected above to help you write the e-mail.

(Make sure they know what to do. T can ask some students to read their e-mails to the class. Praise students for any parts that they do well.)

Step Seven: Language Points

1.        measure vt./vi. 量、测量

       n. 量度、尺寸;措施、方法

sth measure … 某物量起来长(宽、高、重)…

make … to one’s measure 给某人量身定做…

take measures to do … 采取措施做…

      e.g. The rope measures 20 meters long.

      e.g. The tailor is measuring me for a new suit.

       2.  suitable adj. 合适的、适宜的、适当的

           be suitable to/for … 对…合适/适合

      e.g. The book is suitable for children.      

Step Seven: Homework

?       To go over what you have learnt in this lesson

?       To complete the e-mail by yourself

?       To preview the project

§Project Making a list of pros and cons§

Teaching aims and demands:

l        To help students learn and use English practically

l        To learn a newspaper article about the possible negative effects of mobile phone use on people’s health

l        To think about the potential problems of the electrical and electronic devices that are widely used nowadays in terms of health and society

l        To learn how to make a list of advantages and disadvantages of an electronic device

l        To help them to cooperate and complete each part of the project together

Teaching Key Points & Teaching Difficulties:

?        How to make then aware of the potential problems of the electrical and electronic devices

?        How to help them complete a project of making a list of pros and cons

?        The use of some key words

Teaching Steps:

Step One: Leading-in

T: (Greet the class as usual) You see, with the development of technology, lots of electrical devices have been invented to meet people’s needs. Some are used so widely that in a way, we can not live a normal life without them, such as TV, mobile phones, and so on. It is reported that many students bring mobile phones to their schools. Please think about the following questions:

1)        Do you think high school students should use mobile phones to their schools? Why or why not?

2)        It has been argued that mobile phones may be harmful to us. What is your idea on this issue?

3)        Do you think that the use of mobile phones is dangerous or not? Why?

(Encourage them to discuss the two questions in groups of four. This serves as a warm-up activity to help them understand the reading passage better. let them express their opinions freely and make sure that everyone has a chance to speak.)

Step Two: Reading

T: Very good! Today we’ll learn a newspaper article about the possible negative effects of mobile phone use on people’s health. Next please read the text silently as quickly as possible to find the answers to the following questions:

1)        What might be the writer’s attitude towards mobile phone use?

2)        Where can you get the conclusion?

Ss: …

Suggested Answers:

1)        The writer might be worried about it.

2)        We can draw the conclusion from the last students in leading paragraph.

(Remind them how to read a newspaper article. Tell them that both the title and the first paragraph play a key role in their understanding of a newspaper article.)

T: Ok. Next please read the whole text and fill in the form below. First you must find the main points of each part and then give the supporting details.

Worrying Findings

Supporting Details

Para(2~3) Using a mobile phone doubles the risk of developing brain cancer.

From line 9 to line 15

Para(4~5) Digital mobile phones are an actual danger

From line 32 to line 45

Para(6~8) The reasons for no evidence about negative effects of mobile phones

From line 69 to line 75

  (Remind them how to find the main points of paragraphs. Tell them where they can find the topic sentences of each paragraph. Ask students to read the article again and ask questions about the places that they do not understand.)

Step Three: Developing an ad campaign

Discussion

T: Well done! I think most of you have got a good understanding of the article. Electronic devices are widely used these days. They save a lot of time and energy, but there disadvantages in terms of health and society as well. So, next we will write a list of the advantages and disadvantages of electronic devices. But first please think about the following questions. They will help you to finish your project.

1)        Do you think mobile phones are a danger to your health? Why or why not?

2)        What other types of electronic devices do you want to focus on in your project?

3)        Apart from health, what are the other disadvantages of using these electronic devices?

4)        What are the advantages of using them?

5)        Where can you find information?

6)        How will you present your list of advantages and disadvantages?

7)        Who is going to write up the list?

8)        Who is going to present your findings to the class?

(Organize students into groups of four and discuss the questions above. Make sure that all the students understand the meaning of each question and have a chance to speak. Ask each group to prepare their project. Then ask each group to present their project to the class. Encourage other groups to give comments or raise questions.)

Step Three: Language Points

1)        pros and cons  赞成者和反对者;正面和反面的理由

2)        base vt.  为基础;以为根据

base … on …

… be based on … 跟据;基于

e.g. Personal income tax is usually based on income.

e.g. You should base your conclusion upon careful research.

3)  equal adj. 相等的;同等的;平等的

be equal to … 等于/相当于;胜任

without equal 无比、无敌

e.g. It is equal to me whether he comes or not.

e.g. He is equal to (doing) the job.

4)  link vt./vi. 连接、联系

link … with … 连接/结合/联系起来

… link up with … …结合/连接/有联系

e.g. They always link theory with practice.

e.g. His work links up with the research I am doing.

5)  previous adj. 先前的;以前的

Previous to … 之前

e.g. We must make full investigation previous to reading a conclusion.

Consolidation

Translate the following sentences into English:

1. 先前的那个问题是更容易一些.

 

2. 2 3 等于5?

 

3. 好成绩是以努力学习为基础的.

 

4.我们应该小心地使用电.

 

5.学生们不愿意整天学习而不活动.

 

6.人们常常把看电视和浪费时间联系到一起.

  

Step Four: Homework:

?        To do Parts B1 and B2 on page 103 of the Workbook

?        To do parts D1 and D2 on page 105 of the Workbook

?        To ask students to read Part A and then do Part B on page 109 of the Workbook

 
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