Using LanguageⅡ优秀教学设计内容

Using Laugage II

Yichang No.1 Senior High School

Du Yanli Ⅰ. Teaching objectives: 1. Knowledge and ability: 1) All students can master some adjectives or phrases connected with feelings.

2) All students learn the usages of the Emphatic Structure.

3) Most students can communicate with others about their emotions by using Emphatic Structure.

4) Most students can write down a letter to provide their suggestions.

2. Process and method: 1）All students practice sentence pattern by making a dialogue with partner.

2）All students learn to offer suggestions and write a letter by group work. 3. Emotion and attitude: 1) Students will learn to describe different feelings in life.

2) Students will be aware of the importance and functions of Emphatic Structure. 3) Students will realize to find a correct perspective in dealing with problems in the reality.

Ⅱ.Teaching important points: 1. Students have a good knowledge of the usage of the Emphatic Structure.

2. Students understand the framework of a letter of suggestion.

Ⅲ. Teaching difficult points: 1.

Students know how to use the Emphatic Structure in different situation. 2. Students understand to find a correct perspective in dealing with problems.

Ⅳ. Teaching measures:

1. Task-based approach 2. Audio-visual method 3. Cooperative learning 4. Encouraging students by giving them gifts 5. Peer assessment Ⅴ. Teaching aids: 1.

Computer 2.

Multi-media Ⅵ. Teaching procedures: Step I

Warming up Have a free talk with students about different feelings and show them a clip of video to arouse their interests in five characters named after different feelings: Joy, Sadness, Anger, Fear and Disgust. And encourage students to describe their feeling by using

adjectives or phrases connected with feelings.

1.

Joy

_______________________________________________________ 2.

Sadness

_______________________________________________________ 3.

Anger

_______________________________________________________ 4.

Fear

_______________________________________________________ 5.

Disgust

_______________________________________________________ Step II Grammar 1 Module 11 Unit 3

Finding the correct perspective

1.

Show them different pictures and ask students to finish the sentences by using the words above.

It is my two boys that make me ___________.

It is when i am working that I feel _________.

It is in the classroom that i feel ___________. 2.

Change the sentences into questions with Emphatic Structure.

_________________________________________

_________________________________________

_________________________________________ 3.

Invite the students to to make a dialogue with their partners by using the sentence pattern.

4.

Finish the Exercise with a competition between groups.

①

Russia witnessed the opening ceremony of the 2018 World Cup on June 14.

to emphasize the Subject __________________________________________

To emphasize the Object __________________________________________

To emphasize the adverbial of time ________________________________________

to make a question __________________________________________ ②

Christiano Ronaldo turned this into his World Cup because of his self-discipline and his passion for football.

to emphasize the Subject __________________________________________ to emphasize the adverbial of reason ________________________________________

to make a question __________________________________________ ③

Germany was beaten by Mexico by 0-1 in Moscow on June 17, 2018, which makes me depressed.

to emphasize the Subject __________________________________________ to emphasize the adverbial of place ________________________________________

to make a question __________________________________________ Step III Speaking Let the students to talk about the confusing problems in their high school life by asking the question:

What is it that makes you depressed in your high school life?

They will focus on three parts, and they can choose one from the three aspects. Study ____________________________________________________ Relationship _______________________________________________ Self-recognition _____________________________________________

Step IV Writing task 1.

After the talk about the students’ own problems, they will be invited to help six people seeking for solutions to their problems in study, relationship and self-recognition. The group leaders can decided who they are willing to help.

And then they can list their suggestions to the problems they have.

Lu Han: ________________________________________________________ Nana:_________________________________________________________ Yang Mi:________________________________________________________ Yi Yang Qianxi: ________________________________________________________ 2

Wu Yi fan: ________________________________________________________ Zheng Shuang: ________________________________________________________ 2.

Write a letter to offer possible solutions with a group-work.

Possible version:

Dear ___________,

It is common that everyone is faced with different problems in life. I am more than glad to offer you some advice concerning _______________________________________.

To begin with, ___________________________________________________________

Besides,_______________________________________________________________________________________________________________________________________________ More importantly, __________________________________________________________ ___________________________________________________________________________

I sincerely hope that the suggestion above will be of great help of you.

Yours.

3.

Presentation. Step V. Summary Learn the sentences together and know how to look at things in the correct perspective.

1.

Life is short, and time is swift. 2.

Dream still have to have, in case it is realized.

3.

Pursue your object, steadily and indefatigably.

4.

To look at the sunny side of everything. and make your optimism come true.

Homework 1.

List 10 useful words and expressions you have learned in this unit.

2.

Write two sentences with emphatic DO and another two using emphatic it.

3