课时安排： 2 学时 | 教学课型：读写课习题课□ 听说课□ 其它□ |
题目：Unit 7: Hoping for the better: Lead-in & the main idea of text A | |
教学目的： After studying this unit, the students are expected to be able to: 1.have a better understanding of the phenomenon of dishonesty on campus; 2.understand the main idea and the structure of Text A; 3.know clearly how an argumentative essay is typically developed and its typical features. | |
教学重点、难点： 教学重点： In the 2 periods, the students are guided to focus on 1.the topic of dishonesty on campus (Dishonesty is on the ri especially on campus and the phenomenon needs urgent attention); 2.the reading skill of finding out word meanings by using contextual clues; 3.some typical features of an argumentative essay. 教学难点： In the 2 periods, the students may have difficulty in: 1.guessing word meanings by using contextual clues while reading 2.exploring the argumentative style of text A and the topic-details-conclusion pattern it us to develop a paragraph . | |
教学方法和手段： Teaching methods：task-bad language teaching; communicative language teaching; elicitation. Teaching aids：textbook, online resources, blackboard, multimedia. | |
教学过程： Part 1 : Lead in 1.Group discussion（20 min） The teacher divides the students into groups of five or six students and leads them to carry out a group discussion on dishonest behavior on campus, its underlying reasons and the ensuing conquences. Then, each group is asked to work out some solutions to one of the phenomena. After that, the teacher will ask one student of each group to give a prentation on behalf the whole team. 2.Brain storming (15 min) Interacting with students by asking them to think of words about dishonesty as a way to lead in some important words. 3.Pre-reading activities (page 176) (10 min) Part 2: Understanding the main idea of text A 1. Skinning and scanning (15 min) Task 1: students are required to note nouns and adjectives concerning dishonesty in the article. Later, they will be asked to group the words into synonyms and antonyms. Task 2: students are also required to mark numbers that appear in the article and explain why they are ud. 2. Comprehension Qs (page 183) (15 min) Part 3 Stylistic analysis (15 min) Concerning the writing style, the students are guided to realize Text A is an argumentative essay. With regard to an argumentative essay, they should know the whole text centers on a topic and concerning the topic the writer definitely has his standpoint. Then concerning each part and each paragraph, the students are guided to discover that there generally is a topic ntence/statement supported by details (examples in particular in Text A) and a concluding ntence/statement. | |
板书设计： Unit 7 Hoping for the better Part 1. Lead in 1. Group discussion 2. Brain storming 3. Pre-reading activities Part 2. Understanding the main idea of text A 1. Skinning and scanning 2. Comprehension Qs Part 3. Stylistic analysis | |
讨论、思考题、作业： 1. Preview the new words and expressions of text A; 2. Utilizing the internet and get to know some life experiences of Abraham Lincoln. | |
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