Warming up、Pre-reading、Reading、Comprehending优秀教学设计

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The Second Period

Language study Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

venture, suffering, unbearable, cosy, anyhow, perseverance, advocate, freezing, delay, discourage, grasp, bored, admirable, be inspired to continue fighting, plot to do, strengthen one’s determination, achieve success in life, unbearable, block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, remain optimistic, recover one’s health, feel low and discouraged, fall into a regular pattern, give off, suffer from, faith, cheerful, mourn, circumstance, sickness, bitter, vital, select, boom, urgent, punishment, caution, dynamic, framework, rank, breathless

Adjectives to describe people. b. 重点句子

His sufferings lasted for three bitter years, which to him seemed like a lifetime. P6 I will never forget watching the little boat disappear through the booming waves into the stormy ocean. P6 2. Ability goals 能力目标

Enable students to use words esp. adjectives to describe people and know the use of the attributes. 3. Learning ability goals 学能目标

Help students to use words esp. adjectives by practicing describing people and know the use of the attributes by practsing. Teaching important points 教学重点

Enlarge Ss’ vocabulary and learn to use words esp. adjectives to describe people’s characters or qualities. Get Ss to know the use of the attributes. Teaching difficult points 教学难点

Learn to use words esp. adjectives to describe people’s characters or qualities. Get Ss to know the use of the attributes. Teaching methods 教学方法

Word-study && grammar-study. 珍贵文档

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Teaching aids 教具准备

Multi-media computer (a projector and a computer). Teaching procedures && ways 教学过程与方式

Step I Revision Ask some Ss to retell the story, using the words and expressions learned in this unit. T: Class begins. Hello, everyone! Ss: Hello, Sir/Madam! T: We have read a great story of Shackleton. Now who’d like to tell it? Volunteer?

Write the following on the blackboard. WHAT (What happened?)

WHO (Who is/are the hero/heroine or characters in the story?) WHEN (Time or date: When did the story happen?) WHERE (Where did the story happen?) WHY (Why did it take place?) HOW (Beginning, development, climax and ending: How did the story develop?) In total five Ws and an H. At the same time show the important words && expressions on the PowerPoint. cosy, anyhow, perseverance, advocate, freezing, delay, discourage, grasp, bored, admirable, unbearable, block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, remain optimistic, recover one’s health, feel low and discouraged, fall into a regular pattern, give off, suffer from After the retelling, the teacher helps Ss come to the language study. Step II Word-study (I) Learn to use useful words and expressions by doing Ex. 1, 2, 3 and along with some explanations if necessary.

T: OK. You did a nice job. In the story we’ve learned some new words && expressions. Yes? Ss: Yes. And they are very useful. T: So this class we come to the word-study. Open your book. Turn to Page 5. We first come to Discovering useful words and expressions. 珍贵文档

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Give instructions and let the Ss finish the cloze in Ex. 1 in a few minutes. T: This is also a description of the journey from the pack ice to Elephant Island. Read it quickly and try to finish the cloze. You should change their forms if necessary. The teacher can check the answers with the Ss and makes some explanations. Then show the right order of the words and expressions on the PowerPoint. Ex. 2 is a more detailed story of Gou Jian. Give instructions and let the Ss finish the cloze in a few minutes. T: Last class, we mentioned the story of Gou Jian, the King of Yue. We come to the more detailed story of Gou Jian now. Read it quickly and try to finish the cloze. A few minutes later, the teacher can check the answers with the Ss. Show the right order of the words and expressions on the PowerPoint. For Ex. 3 it is a good chance for Ss to enlarge their vocabulary. The teacher can give them as many useful adjectives as possible. T: OK. You did a nice job. Now we come to Ex. 3. Think of as many adjectives to describe people’s characters as possible. Create a word web. Please speak out the vocabularies that you think of to all the students. Try it. The students can speak out one by one and the teacher makes a conclusion. Then show the adjectives on the PowerPoint. Vocabulary to Describe a Person

honest / modest / gentle / patient / quiet / even-tempered / friendly / easy-going / smart / clever / bright / wise / shrewd / diligent / hard-working / happy / humorous / funny / optimistic / active / ambitious / vigorous / robust / generous / brave / proud / loyal / trusty / reliable / dependable / able / intelligent / talented / gifted / versatile / direct / open / out-going /kind / kind-hearted / warm-hearted / naughty / sensitive / shy / strict / serious / bad-tempered / talkative / selfish / rude / impolite / ill-mannered / cruel / mean /nosy / greedy / foolish / stupid / silly / coward / aggressive / lazy / lively / lovely / cute / delightful / calm / narrow-minded Ask Ss to read aloud after you. Give brief explanation if necessary. T: There are so many words to describe people’s character. Now, let’s play a game. I’ll ask some students to describe our classmates using these words. Then the other 珍贵文档

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students guess who they described. Are you clear? Ss: Yes. Ask 3-5 students to make their performance. Step III Word-study (II)

Deal with Using words and expressions in Workbook. Take it as a revision and consolidation. T: Now let’s open Workbook. Turn to Page 52. Let’s deal with Ex. 1 first. It’s a famous story of Odysseus in the odyssey written by Homer. Read it quickly and try to finish the cloze. A few minutes later, the teacher will check the answers with Ss. The teacher asks some students to read the passage. T: OK. You did a nice job. Now we come to Ex. 2. We all know, an English word could have many meanings. We use the different meaning in different situation. Please look at the table, on the left, there are some definition of the words. You are required to write the words in the text that have these meanings, and then choose these words’ meanings in the reading passage.

Check the answers with the Ss. T: Now make up your own sentences. Use each of the words in a different way from the way it is used in the text. I’ll give you 3 minutes to write, and now I need 5 students to write the 5 sentences on the blackboard. Who’s the volunteer?

Then check the answer with the other students together. For Ex. 3 the teacher first asks Ss to translate the sentences. Then check the answers. Show the suggested answers on the PowerPoint. For Ex. 4 the teacher first asks Ss to give their own answers. Then check the answers with the whole class. T: For Ex. 4, you are required to replace the underline phrases with words from the unit that are similar in meaning. Remember only one word. Then show the suggested answers on the PowerPoint. Step IV Grammar-study

Revising Useful Structures 珍贵文档

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The teacher helps Ss review the use of the attributes. Ask them to read the sentences in Ex. 1 and draw their own conclusion. T: We’ve learned the attributes. Now, let’s do some reviews. Read the sentences in Ex. 1 and pay attention to the use of the attributes. And draw your own conclusion. Show the use of the attributes on the PowerPoint. A. v-ing form

e.g. I will never forget watching the little boat disappear through the booming waves into the stormy ocean. B

a clause

e.g. What’s the hardest experience you have ever had?

C

a phrase

e.g. Robert realized that it had taught him a valuable lesson. D

a past participle

e.g. I remember my rotten toes that had to be removed. As for Ex. 2, ask the Ss to underline the attributes in the passage. T: For Ex. 2, there is a passage which is a description of a visit to Elephant Island where Shackleton’s men camped for four months. It’s adapted from Dispatches sent for the NOVA expedition. What will you do? You are required to underline the attributes in the passage. Do you think it’s difficult?

Ss: No. T: OK! Let’s begin. 2 minutes later, check the answers. For Ex. 3, Ss are supposed to write some sentences using the attributive clause. T: First, please look at the background mentioned at the beginning.

T: Have you understood it? Ss: Yes. T: Every witness said 7 simple sentences. You should make 5 complex sentences with the 14 sentences listed below using the attributes. A few minutes later, check the answers. Show the suggested answers on the PowerPoint. 珍贵文档

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Step V Grammar-study (II)

T: Let’s come to Useful Structures in Workbook. Read this passage which is adapted from The Wind in the Willows by Kenneth Graham. There is the same requirement with Ex. 2 on Page 7. Underline the attributes. Then the teacher show the answer on the PowerPoint. T: Please look at these sentences, they are all simple sentences. You should make them into complex sentences. Join them together into one sentence in such a way that the information in one sentence is used as an attribute in the other. Then, ask five Ss to read sentences for us. Step VI Homework Do Ex. 3 on P 53 in Workbook.

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