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

Unit 1 Living well Part 1 Teaching Design 第一部分

教学设计

Period 3 A sample lesson plan for Using Language (A letter to an architect)

Introduction Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. Warming up by listening and reading aloud learning about Mount Kilimanjaro will be followed by listening and discussing about Barry Minto，creating a dialogue，making up new dialogues，listening, reading and copying and copying collocations from A letter to architect and making sentences of your own with them. The class will end in students writing a letter of your own. Objectives

To help students read the passage A letter to architect To help students to use the language by reading, listening, speaking and writing Procedures 1.

Warming up by listening and reading aloud learning about Mount Kilimanjaro The benefits of reading aloud are many and especially when learning to read. English is not our first language, and reading aloud exposes us to new language English.

Overview of

Mount Kilimanjaro

Elevation (feet): 19563

Elevation (meters): 5963

Range: East Africa Mountains

Country: Tanzania

Continent: Africa

Latitude: -3.06667

Longitude: 37.35

Difficulty: Walk up

Best months for climbing: December, January, February, March, June, July, August

Volcanic status: Extinct

Year first climbed: 1889

Convenient Center: Marangu via Moshi, Tanzania

Nearest major airport: Nairobi, Kenya Definition: Mountaineering is the age-old activity of climbing up the steep slopes of a mountainside in hopes of reaching the summit. Mountain climbing encompasses numerous activities including snow, ice and rock climbing as well as backpacking and snow camping. 2. Listening and discussing about Barry Minto Barry Minto is being interviewed by a radio reporter about his climbing of the Mount Kilimanjaro. Now listen to the recording and do exercises 1 and 2 on page 6. The pain of being blind and deaf Can you imagine what your life would be like if you were blind AND deaf? I dread having to make a train journey on my own, for example when there is a delay I have no idea what is happening - no one tells me!

I find going out to pubs and restaurants difficult because the lights are often too bright for me. I cannot see that there are steps ahead and will often fall over and also tend to knock into chairs and tables that are not in my field of vision. Rather than people helping me they stare and snigger —

is this really the sign of a modern society?

Problems the blind and weak-sighted climbers might have They might get lost on the way up and down the mountain. They might fall over rolling down the mountain. They might not see the top even if they are on the top. They might not be able to choose the shortest way up and down the mountain. They would have to take a stick up and down the mountain.

3. Creating a dialogue On page 7 there are several situations. Now read them and create dialogues with your partners. Situation 1 A: I have just passed my final exam of mathematics in English. B: Congratulation! A: I think I did the best this time. B: I’m proud of you.

A: I am the first to hand in the exam paper.

B: I am very impressed by your performance. A: I am very tired. I have to go to the hospital. B: I hope you will be recovered soon. Situation 2 A: By the way I have just started a new club. B: What is it? A: It is a Mountain Climbing Club. B: That’s wonderful.

A: I wish you have time to join the club’s activities.

B: I’m interested in climbing.

A: I am going to climb the Miao Er Mountain in my hometown next weekends. B: I wish you success.

Situation 3 A: how did you do in the city sports competition? B: I have just won a gold medal in it. A: Well done! B:

Situation 4 A: I quit smoking.

B: I admire you for it. A: I managed to quit it in a week. A: What you have told me is very impressive. B: Thank you. Situation 5 B: I am pleased to tell my team has just won a football match. A: You've done a wonderful job. Well done! Well done! B: Thanks. Situation 6 A: Guess what! I just got promoted. B: Hey, that's great! Congratulations! A: I am paid more than before. B: B: Amazing! Situation 6 A: I have just received my graduation certificate. B: You must be a brain. A: I am going to study for another certificate. B: I wish you success. 4. Making up new conversations

Could we make us of the collocations and structure patterns learned so far in this unit to make a conversation about the car accident? Just have a try.

Car Accident 交通事故

Teacher: Does everyone wear a seatbelt each time they drive or ride in a car? Mike: No. Seatbelts are for wimps(古板的人,谨小慎微的人）. Besides, I'm a great driver. Teacher: The chances of being injured in a car accident this year are 1 in 75. I think that's worth talking about. Lisa: Have you ever been involved in an auto accident?

Teacher: Only once. My car hydroplaned （在积水的路面上行驶）on a rainy night and went off the road. Fortunately I was wearing my seatbelt. Lisa: Last December my brother died in an accident. He was in the back seat of his friend’s jeep when it rolled. He wasn't wearing a seatbelt. Teacher: Fastening your seatbelt should be an automatic thing as soon as you get into your car.

But too many people still refuse to wear a seatbelt. Lisa: I wouldn't think of going anywhere without wearing a seatbelt. Mike: It's just hard for me to get in the habit of wearing one. Teacher: All it takes is one close-call （侥幸脱险，死里逃生）and you'll wear your seatbelt. You really ought to think twice about not wearing one the next time you got in a car. It may save your life. Lisa: The doctors said it would have saved my brother.

5. Listening, reading and copying Now it is time to listen to the letter. Go to page 8, please. Now read the text A letter to an architect on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.

6. Copying collocations from A letter to architect and making sentences of your own with them A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.

While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book. Collocations from A letter to architect read in the newspaper that…在报纸上读到……, consider the matter of…考虑……的问题,

easy use of the cinema by disabled customers为残疾观众提供方便, in particular特别, consider the following things考虑以下问题, access to通向……；have difficult walking走路有困难的, lifts to all part of the cinema通往电影院各个部分的电梯, the buttons in the lift电梯里的按钮, people in wheelchairs坐轮椅的人, at the back of the cinema在电影院的后排, in cold，unattractive areas在不显眼的地方,

as important as other customers和其他顾客一样重要, earphones for people who have trouble hearing为听力有障碍的人提供的耳机, beside all seats在所有座位的旁边, sit in a special area坐在特殊的地方, raised seating抬高的座位, see the screen easily容易看到屏幕, at the end of each row在每排的最后, sit beside their friends坐在朋友的身边, near the entrances to the cinema离电影院入口近, have only one disabled toilet只有一个供残疾人使用的厕所, in the basement在地下室, a long way from where…离……遥远, car

parking space停车场, consider my suggestions考虑我的建议, have the same opportunities as…与……有同样的机会, able-bodied people健全人, do…

with dignity有尊严地做……

7. Closing down by writing a letter of your own To end this period we are to write a letter of suggestion based on the one learned just know.

Mr Li Huaqing

Wang Fang

Chief architect

64 Wucheng Road Teaching Building Designs

Taiyuan 44 Long Cheng Street Taiyuan 27 September

Dear Mr Li Huaqing,

I read/ in the newspaper that/ you are

the architect/ who is

to design the new school teaching building. I am writing/

to ask you/ to consider the matter of easy use of the school teaching building/ by disabled students. In particular, I would like you/ to consider the following things: 1 Access to the school/ for students/ in wheelchairs/ and those/ who have difficult walking. There should be

lifts/ to all part of the teaching building/ including toilets, the classrooms, teachers rooms/ and the labs. The buttons/ in the lift/ should be easy/ for students /in wheelchairs/ to reach/ and the lift should be attractive/ and comfortable. In some teaching buildings, the lifts are at the back of the building/ in cold, unattractive areas. This makes disabled studnets feel/they are not as important/ as other students. 2 Earphones/ for students/ who have trouble hearing. There should be earphones/ beside all seats, not just a few. This will allow hearing-impaired students/ to enjoy the company of their hearing classmates/ rather than having to sit/ in a special area. 3 Raised seating. The seats/ at the back of the classrooms/ should be placed higher/ than the ones/ at the front/ so that everyone, /whether they are short/ or tall, can see the blackboard/ easily. There should be a space/ at the end of each row/ so that students/ in wheelchairs/ can sit/ beside their classmates. 4 Toilets. There should be toilets/ for the disabled/ near the entrances/ to the teaching

building. It is not good enough/ to have only one disabled toilet/ in the basement/ a long way/ from where the lesson is going on. 5 Bike parking. Of course, there also have to be

bike parking space /especially for the disabled/ and it should be easy/ for them/ to get/ from the bike park/ to the building. Thank you/ for reading my letter. I hope

you will consider

my suggestions. Disabled students

should have

the same opportunities as /able- bodied students to use the building/ and they should be able to do so/ with dignity. I am sure/ many students will praise your building/ if you design it/ with good access/ for disabled students. The school leaders will also be happy/ as more students will be able to go schooling there. Yours sincerely, Wang Fang