教学目标 |
By the end of the lesson, students are expected to l understand the new words and phrases correctly, including useful, from…to…, finish, hour. l understand the topic of the passage and learn more about describing own schedule. l talk about favorite subjects and give reasons l talk about a week's curriculum l foster the interest of learning English and learn to arrange own work |
Lead in |
l Free talk：When are your classes? What’s your favorite subject? Invite some volunteers to share their answers, then the teacher gives corresponding comments to their answers, and shows the topic of this lesson. |
To elicit the topic and arouse students’ interest to the teaching activities. |
Pre-reading |
l Prediction: present some hints to help students make a prediction. Hint1: Key words of this passage: favorite, subject Hint2: Some pictures in which students can see calendar. l Words explanation: The teacher will explain some new and difficult wards like useful, from…to…, finish, hour. Students will use them to make sentences. |
To make students be more curious about the passage and be more willing to read it. To help students clear the obstacle in the reading material, which can make read easier. |
While-reading |
l Fast reading: Read the information sheet quickly and get the purpose of the sheet l Detailed reading: 1. Reread the information sheet and find the suggestions on healthy lifestyle 2. Read the text for the third time and think about the effectiveness of the illustrations l Extensive reading: l Skimming Read the passage quickly to check their prediction and conclude the main idea of the passage. l Scanning Read the passage again to locate certain information and answer the following question: 1. Who wrote this letter? 2. What’s Yu Mei’s favorite subject? l Intensive reading: Read the passage for the third time, and do the following tasks: 1. Finish 2c 2. Ture or False: ① Yu Mei thinks math is easy. ② Yu Mei like Chinese best. ③ Yu Mei’s class finishes at 2:00p.m. |
To make students be more curious about the passage and be more willing to read it. To help students clear the obstacle in the reading material, which can make reading easier. To help students learn to gasp the main ides of this passage and accumulate some new expressions. To guide the students not only understand the details of the passage, but also improve their reading ability. |
Post-reading |
l Role play (Pair work): make up a dialogue on a week's curriculum. l Discussion (Group work): Discuss about favorite subject and talk about how to arrange own work |
To help students practice the sentence pattern and master the target language To prepare students for the group work task and develop critical thinking through it. |
