1 |
Getting students ready for learning (2mins) |
Class activity |
Choose some Ss to play the game “I say, you do”. T: Hi, everyone! Fun time now! Would you like to play a game with me? Who wants to try? Don’t worry. It’s very easy. Just act out what I say. T: Good luck. T: Show respect. T: Express anger. T: Show agreement. T: Show friendship. ... |
Listen to the teacher’s instructions and act accordingly. |
老师可以把1a 和3里面的肢体语言编进来。能够播放一小段卓别林的幽默剧更好，无声电影都是通过肢体语言来表达的。 |
2 |
Revision (3mins) |
Individual work |
Prepare some Chinese sentences and ask the Ss to translate them into English and then read them out. T: Look at these sentences, you have to put them into English on a piece of paper, then I will choose some Ss to read your sentences. |
Translate the sentences into English and read them out. S1: They are leaving for Beijing tomorrow. S2: Mr. White is staying here for only three days. S3: My mom is cooking in the kitchen now. S4: Miss Lee is coming back in three days. |
用现在进行时态表示正在进行的动作和表示将要进行的动作都要有所体现。 |
4 |
While-listening (6mins) |
Individual work Individual work |
Step 1: Play the tape recorder. Let the Ss do 1b. T: Listen to the tape, do 1b. Step 2: Play the tape recorder again. Let the Ss do 1c. Tell the Ss to write the short forms at first and then write down the full words. T: Listen to the tape again. This time, you fill in the blanks, but don’t try to complete the words at one time; you can just write the short forms at first. You can finish them after listening. |
Listen to 1a and do 1b. Listen to 1a again and do 1c. |
在学生做1c时，老师要告诉学生：不要试图一次性写完单词，只需要要写一个自己明白的简体，听完以后再补充完整。 |
5 |
Post-listening (23mins) |
Individual work Group work Group work Individual work Group work Group work |
Step 1: Let the Ss read 1a, find the new words “silence, praise, research”, check the answers to 1b and 1c by themselves, then check together. Finish 1b and 1c. T: Now, let’s check the answers. Step 2: Let the Ss read 1a again, discuss in groups and list the key points. Finish 1a. T: Read 1a again, discuss in groups, and list the key points. Step3: Let the Ss study and discuss the gestures in 2a and try to match the meaning with the gesture. T: We have learned some gestures, now we will learn more. Study and discuss the gestures in 2a. Try to match them correctly. Step 4: Check the answers and teach the new words “secret, puzzled, victory”. Finish 2a. Step 5: Let the Ss discuss in groups. Collect more gestures. Encourage some groups to act out, and let the other Ss guess what they mean. Finish 2b. T: Besides these gestures, do you know any other gestures? Please discuss in groups, then act them out in the front, the other Ss will guess. Go ahead! S1: (act to be tired and sleepy ) S3: (act to have a toothache.) Step 6: Let the Ss read the instructions in 4 and discuss one of their teachers’ typical body language. Encourage them to report to the whole class. Finish 4. T: Have you ever noticed my body language? Of all your teachers, who has the most typical body language? Now, discuss in groups, and then report to the class. The example may help you a lot. Pay attention to the liaison and intonation. |
Read 1a, find the given words, learn the words and check the answers. S1: T,T,F,F,F. S2: body, respect. S3: peace, friendship. S4: happy, cultures, communicate. Read 1a again, discuss in groups and list the key points. S1: be known as, use sth. to do sth. S2: help sb. with sth. S3: do some research, as a sign of,... Study 2a and discuss in groups. Match the meaning with the gesture. Check the answers and learn the new words. S1: f,d,e,b,c,a. Discuss in groups, act out and guess. Finish 2b. S2: Tired and sleepy! S4: Have a toothache! Discuss one of the teachers’ typical body language and report to the class. Finish 4. S1: Miss Zhang’s typical body language is touching her hair. S2: Mr. Wang’s typical body language is rubbing his nose. S3:.. |
让学生通过构词法、反义词来学习新词的读音或含义。 Silent－silence re+ search =research Punish－praise 通过图片直接展示2a，让学生说出含义更好，老师可以在解释的过程中顺便教授新词汇。 在学生讨论时，老师要适当提供帮助，有些动词或名词学生可能不会表达。汇报完以后，选出描述得最惟妙惟肖的组别。 |
6 |
Finishing Task 3 (4mins) |
Individual work and Group work |
Let the Ss read 3 carefully and put it in the correct order. First let the Ss do it alone, and then check in groups. Remind the Ss to pay attention to the topic sentence, the supporting sentence and the conjunction words: but, so, however. T：Now, let’s move to 3. Read the sentences first, and then put them in the right order. Before you begin to order, you had better find the topic sentence and the supporting sentences. Pay attention to the conjunctions like “but, so, however, for example”. If you finish, check it in your group. We will check it together later. T: Can you tell me your order now? T: Ok, you have different answers. What is the right order? |
Read 3 and put the sentences in the correct order. Check the answers. S1: 1-4-3-7-6-2-5. S2: 1-3-4-7-6-5-2. S3:... Ss: 1-3-4-7-6-5-2. |
老师一定要告诉学生做这种排序题的技巧。通过中心句和关联词等来排序。强调词组：avoid doing sth.。 |
7 |
Summarizing and assigning homework (4mins) |
Group work |
Step 1: Let the Ss sum up what they have learned in Section B. T: How time flies! There is not much time left. We ought to sum up the key points. Let’s begin with the new words. T: And phrases? T:.. Step 2: HMK: Let the Ss search some Chinese idioms about dogs, dragons and mice. Find out the special meanings of peacock, bat, and bamboo. T: Tomorrow, We are going to learn the meanings of some animals and plants in different cultures. I’d like you to search some Chinese idioms about dogs, dragons and mice and find out the special meanings of peacocks, bats and bamboo. |
Sum up and speak them out . S1: bow, hip,.. S2: silence, praise, research, .. S3: be known as, use sth. to do sth., S4: do some research, avoid doing sth. S5:.. |
布置这道作业，有利于减轻学生在下一次课的负担，相当于了解更多的背景知识。老师只要学生了解这些动植物在中国文化里的含义即可。 |
