Step Ⅷ Homework
Read the text again and learn the ABC of Body Language by heart.
Record After Teaching
Attachment
The Design of the Writing
On the Blackboard
教学设计方案Lesson 11
Teaching Aims
Learn and master the following.
(1) keep away
(2) a certain +n.
(3 )make sb./ sth. +adj.
Improve the Ss’ ability of reading comprehension.
Language study—the infinitive.
Teaching Difficult Points
the usages of the infinitive
Teaching Methods
Question-and-answer activity to help the Ss to go through with the passages.
Pair work or group work to make every student work in class.
Fast reading to find out the detailed information about the text.
Teaching Aids
1.a tape recorder
2.a projector
3.the blackboard
Teaching Procedures
StepⅠ Greeting
Greet the whole class as usual.
StepⅡ Revision
Ask some students to retell the contents of the reading passage in Lesson 10.
Step Ⅲ Preparation for reading
T: Yesterday we learned something about body language. Today we are going to read more about it. For
example, how close people stand when they are talking together. Is it good manners to stand very close to your friend? Let’s read and find out.
Show the new words on the screen, and give brief introduction to the Ss.(Here omitted.)
Ask the Ss to read the text as quickly as possible and find out the answer to the upper question.
Step Ⅳ Reading
Ask more questions on the reading passage. Let the Ss read the passage again and answer the questions.
Check the answer with the whole class. And deal with the following. Show them on the screen.
(1)Keep away, or I’ll call the police!
Keep away from that house. There is a dangerous dog there.
(2)There is a certain distance between the village and the bus station.
He must be waiting for you at a certain place.
(3)This lamp made the room as light as day.
What he had done made his father angry.
Stress the usage of the infinitive. Take the first sentence of the text for example. “It” is formal subject,
real subject is the compound structure of the infinitive.
Step Ⅴ Practice and Consolidation
Play the tape and let the Ss listen carefully.
Show the passage (No. 1 on Page 77) on the screen and let the Ss fill in the blanks.
Deal with Part 2. Teacher does one or two sentences orally in each part as an example, then let the Ss
work in pairs, making up suitable sentences.
Suggested Sentences:
Part 1 Part 2 Part 3 (Here omitted.)
Step Ⅵ Practice and Discussion
Deal with Part 3. First go through the example with the whole class. Then let the Ss work in pairs. In the
end ask some pairs to act out in front of the class.
Suggested dialogues:(Here omitted.)
Deal with Part 4. Take it up in class if time permits.
Step Ⅶ Workbook
Deal with exercises 2 and 3 on Page 77.
Homework
Read the text again and finish off the workbook exercises left.
Record After Teaching
Attachment
The Design of the Writing
On the Blackboard
教学设计方案Lesson 12
Teaching Aims
Review the grammar—the infinitive
Do some listening.
Do some writing.
Teaching Difficult Point
It’s difficult for us to train and improve the Ss’ ability of listening comprehension.
Teaching Methods
Listening-and-choice activity to help the students to go through with the listening material.
Individual or pair work to train the Ss’ writing ability.
Teaching Aids
1.a tape recorder
2.a projector
3.the blackboard
Teaching Procedures
StepⅠ Greeting
Greet the whole class as usual.
Step Ⅱ Revision
Check the homework exercises
Deal with checkpoint 3. Revise the use of infinitive in Lesson 11. Show the following on the screen and
stress the usages of the infinitive.
Grammar—The Infinitive
They don’t like to be too close to one another.
They will move back to keep a certain distance away.
Would you like me to do something for you?
Have you got anything to say?
It is a pleasure to meet you.
Waving one’s hand is to say “Goodbye”.
I don’t know how to communicate with foreigners.
Step Ⅲ Preparation for listening
T: Listen to me carefully. I’m going to say “Hello” to two friends.
(Teacher says “Hello” to a friend in a quiet and flat tone, and to another in a loud and rise-fall tone.)
T :Now you can guess which friend I haven’t seen for a long time.
Ss: The second one.
T: How do you know?
S: From the way you speak.
(Then teacher teaches the word “intonation”. After that, teacher tells the Ss the following.)
T: Yes. Intonation is very important in English. Today we are going to hear people talking about English and intonation.
Step Ⅳ Listening
Let the Ss close books. Listen to the tape carefully. After that let them open the books, turn to Page 133 to do the listening exercises. If they are not sure about some question. We can play the tape again.
Step Ⅴ Writing
Deal with Part 2. Tell the Ss to fill in the gaps, writing one word for each gap. And tell them the method. Don’t start filling until they read the whole passage.
Suggested Answers:
1.customs 2.which/that 3.invited 4.advice 5.manners 6.refuse 7.by 8.to 9.polite 10.good 11.guests 12.bottle 13.box 14.not 15.not 16.after 17.day 18.host
Step Ⅵ Discussion and Writing
Deal with Part 3. First briefly revise the points about customs and habits in Lesson 10 and 11.
Go through the task with the Ss and let them work in groups of four.
Ask some Ss to make a report of their group discussion to the whole class. Collect ideas on the
Blackboard.
Deal with Part 4. Ask the Ss to use the notes on the Bb as a basis for the writing exercise. Tell them that they can arrange their writing in sections.
Step Ⅶ Workbook and Revision
Deal with the exercises on Page 78.
Time permitting, do the exercises on Page 79.
Homework
Finish the exercises left.
Record After Teaching
Attachment
The Design of the Writing
On the Blackboard
Lesson 12
Grammar: The Infinitive
intonation
探究活动
1．play a role
If you're a stanger to come this city，but you want to visit your friend and know how to get to the hospital，how do you use body language to communicate with others ? For example, you meet a police man, first of all you can shake hands or wave with him. You touch your stomach and show your painful feelings, then you sign the cross in the front of him. So on. Ask someone to play in front of the class.
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