Lesson45
PART1AnalysisoftheTeachingMaterial
(I)STATUSANDFUNCTION
1.Thisunitisarevisonunit,soitcoversallcommunicativelanguageknowledgelearnedfromUnit7toUnit11.
2.ThislessonisthefirstoneofUnit12.Soifthestudentscanlearnthislessonwell,itwillbehelpfultomakethestudentslearntherestofthisunit.
3.Thislessonisadialogueaboutkeepingfish.Suchtopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.
(II)TEACHINGAIMSANDDEMANDS
Knowledgeobjects
1.TomaketheSsknowhowtokeepfish,birdsoranyotheranimalbylearningthedialogueofthislesson.
2.TogiveareinforcedpracticeintheuseoftheModalVerbsandsomeusefulexpressionsformakingsuggestions.
Abilityobjects
3.Toimprovestudents’listen
ingandspeakingabilitybyreadingandpractisingthedialogue.
4.Todevelopstudents’communicativeabilitybylearningtheusefulexpressionsformakingsuggestionsandreplying.
Moralobjects
5.Toenablethestudentstolovelifeandanimals,protectthenatureandenvironment.
(III)TEACHINGKEYPOINTS:
1.TomaketheSsgraspandunderstandthewayofmakingsuggestionsandreplyindailylife.
2.Toenablethestudentstouseusefulexpressionsformakingsuggestionandreplyingintheirowndialoguesrelatedtothedailylife.
(IV)TEACHINGDIFFICULTIES:
1.TheusageoftheModalVerbs,especiallyusageformakingsuggestions.
2.Usingthelearnedphrasesandsentencepatternstomakesuggestionsandreplying.
(V)TEACHINGAIDS:
Multi-mediacomputer;OHP(overheadprojector);taperecorder;software:PowerpointorAuthorware
PART2TeachingMethods
1>FiveStepsApproach.
2>CommunicativeApproach.
PART3StudyingWays
1.Teachthestudentshowtobesuccessfullanguagelearners.
2.Teachthestudentshowtomasterdialoguesandhowtocommunicatewithothers.
PART4TeachingProcedure
Step1Revision
Getthestudentstogivesomeanimals’namestheyknowbyaskingthestudentsthefollowingquestion:Canyougiveussomenamesofdifferentanimalsyouknow?Thisstepisemployedtorevisethewordsrelatedtheanimals.Atthesametimedrawthestudents’attentiontothetopicaboutanimals.
Step2Lead-in
Signtothestudentstobequietandclosetheirbooks.Thenstartafreetalkwiththestudents.Usecomputertoshowsomepicturesofdifferentpets,suchasdogs,catsetc.Askthestudentsseveralquestionsaboutraisingpets.ThesequestionsareemployedtowarmupthestudentsandraisetheinterestsofthestudentstospeakEnglishinclassonthetopicstheylikeandfamiliarwith.
1.Doyoulikeanimals?
2.Doyoukeepanyanimalsathome?WhatisitorWhatarethey?
3.Canyouexplainhowyoucareforthem?
4.Howdoyoufeedthem?
…
Step3DialoguePresentation
1.Thefirstlistening
Aftertheteacher'sbriefintroductiontothedialogueaboutkeepingfish.Thenaskthestudentstolistentothetapeofthedialoguewiththeirbooksclosed.Afterlisteningtothedialogue,askthestudentstoanswertwosimplequestionsfocusingonthegeneralideaofthedialogue.Thisstepisemployedtomakethestudentgetthegeneralideaofthedialogueasawholeone.Atthesametimeletthestudentshaveachancetopractisetheirlisteningability.
Questions:
1.Wherewillsuchdialoguehappeninyouropinion?
2.Whataretheymainlytalkingabout?2.Secondlistening
Thistimeaskthestudentstolistentothetapecarefullywiththeirbooksopen.Afterlistening,askthestudentssomequestionsfocusingonthedetailsofthedialogue.Inthemeanwhile,dealwithsomelanguagepointsraisedbythestudentsorappearinginthequestions.
Questions:(Showthequestionsandanswersonthescreenusingcomputer)
1.WhatdoesKatewanttodo?
2.WherewouldKatekeepthematfirst?
3.WhatdoesLiQunadvisehertodo?
4.Whatsizetankshouldsheget?
5.WhatshouldKateputinthetank?
6.WhyshouldKateputafewlargerocksinthetanks?
7.WhyshouldKateputsomeunderwaterplansinthetank?
Languagepoints:(Showthemonthescreenusingcomputer)
a.theotherday=afewdaysago
bTheydon'tgetenoughair:
>Withabowl,onlyasmallsurfaceareaofthewaterisincontactwiththeair.Sothewaterdoesnotreceiveenoughoxygen.
c30cmby30cmby50cm.
Wedescribetwo-dimensionalandthree-dimensionalmeasurementsusingthewordby.Sothelengthofthetankis50cm,andthewidthandheightboth30cm.
eunderwaterplants:
Theseplantsoxygenatethewaterandkeepitclean.
dForonething=onereason(forputtingplantsinthetank)
Step4.DialogueDrill
1.Inthisstepthestudentsarerequiredtopractisethedialogueinpairsbyreadingthedialoguealoud.Thisstepisemployedtomakethestudentsgrasptheusefulphrasesandsentencespatternformakingsuggestionsandreplyingonthebaseofreadingthedialoguefluently.
2.Letthestudentsfindouttheexpressionsandsentencepatternsf[2]下一页ormakingsuggestionsandreplyinginthisdialogue,inthemeanwhileshowtheseexpressionsandsentencepatternsonthescreenbycomputeronebyone.Thisstepisemployedtogivethestudentsadeepunderstandingofthoseexpressions.
Step5.Practice(part2)
Infact,thisstepisintendtodealwiththesecondpartofthelesson(part2).Firstshowthewordsandphrasesgivenonthescreen,usingamulti-mediacomputer,thenaskthestudentstomakeshortdialogueswiththeirpartnerstopractisemakingsuggestionsandreplying,usingthephrasesgiveninthetableofPart2.Givethestudents5minutestoprepareit.Askthestudentstopayparticularattentiontosentencestressandintonation.Atlastasksomepairstoacttheirdialogueoutinfrontofthewholeclass.Thisstepisemployedtomakethestudentsgetafurtherunderstandingoftheseexpressions.
Step6.Consolidation(DialogueProduction)
Thisstepgivesthestudents5-8minutestomakeasimilardialogueusingthephrasesandsentencespatternslearnedinthisdialogueandeverydaylifeexperienceaccordingtothegivensituation(showitonthescreenusingamulti-mediacomputer).After5-8minutes,askseveralpairstoacttheirdialogueoutinfrontoftheotherstudents.Atlasttheteachergivesomeadviceonmakingsuchdialogues,inthemeanwhiledealwiththemorallessonswhichthestudentsshouldlearnfromthedialogue(mainlytoldthestudentstolovelifeandanimals,protectthenatureandenvironment).Thisstepisemployedtocreatealanguageenvironmentforstudents’communicationintheclass;andtogivethestudentsachancetopractisetheirspokenEnglishunderaquasi-communicativesituation.Ifthestudentscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.
Situation:(showitonthescreenusingcomputer)
Oneofyourclassmateswantstokeepbirds,he/shewantstobuysomebirdsandbuildsabirdcageasbigas4mby2mby2m.he/shewouldliketoaskforyouradvice.Nowyou’dliketoadvisehim/herwhattodo?
Step7.Workbook
FinishExx1and3orally,leftEx2aswrittenwork.
Ex.1revisestheObjectClause.Whentransformingthestructures,thestudentsarerequiredtopayattentiontothechangeoftheverbtenses,personalpronounsandwordorder.Afterdoingtheexercisesorallyinclass.
Ex.2isarevisionoftheModalVerbsandsomeusefulexpressions.LettheSsworkinpairsandthenchecktheanswerswiththewholeclass.WritedownthesentencesontheBbfortheSstosee.
Ex.3listspairsofwordswithsomewhatsimilarpronunciationbutdifferentmeaning.GettheSstoreadaloudthewordsandsaywhateachofthemmeans.
Step8Homework
!.DoEx2intheexercisebooks.Thisisusedtomakethestudentshaveafurtherunderstandofthemodalverbs.2.Writeashortpassageaboutthedialoguelearned.Thisisusedtopractisewritingabilityofthestudents.
PART5BlackboardDesign
Unit12
Lesson45
1.theotherday=afewdaysago
2.30cmby30cmby50cm.
thelength50cm
thewidth30cm
theheight30cm.
3.Foronething=onereason
…Makingsuggestions:
Isuggest(that)
Youshould...
Yououghtto...
Youneedto...
You'dbetter...