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7周次第周,第1-3次課編寫時間章節(jié)名稱Unit1ThePursuitofDreams教學(xué)目的與要求:Uponcompletionofthisunit,teachersareexpectedtohaveenabledstudents(Ss)to:haveathoroughunderstandingofthetextcontextuallyandlinguistically;buildupanactivevocabularytotalkaboutthepursuitofdreamsandknowhowtousethekeywordsandexpressionsincontextproperly;knowwhatmakessuccessfuldreamchasers;talkabouttheirowndreamjobsandexplainhowtomaketheirdreamscometrue;writeawell-developedparagraphwithacleartopicsentence.教學(xué)重點和難點:教學(xué)重點:Understandingandanalysisofthetexts;Importantlanguagepointsinthetexts教學(xué)難點:Speaking:talkaboutthepursuitofdreams;talkabouttheirowndreamjobsandexplainhowtomaketheirdreamscometrueWriting:Paragraphwritingwithacleartopicsentence
教學(xué)組織(含課堂教學(xué)內(nèi)容、教學(xué)方法、輔助手段、師生互動、時間分配、板書設(shè)計等):教學(xué)內(nèi)容:PartIText:DeafDJPartIIReading1JanitorFilipaj,theDreamPursuerPartIIIReading2FromtheAmericanDreamtoaChineseDreamPartIVTheme-relatedLanguageLearningTasks教學(xué)方法:Students-orientedteachingapproachesGroupdiscussion;presentation輔助手段:多媒體時間分配:Thisunitisdesignedforaneight-periodclass.Ineachoftheperiods,certain
tasksaretobecompleted.Generallyspeaking,theremaybeseveraldifferentVciiihIm57VciiihIm57Rrutllh^1.Urachlug2
&ISkilkPmctlcliig{Speaking)FervidftInlf"gfMrdSkJlIiPtiiiLie恤耳(FViiiwiLIVihids24Reihliiii;&luccuii^iLiig&InlfgratedSkillsPraclieitiigirking&Listening)FViiiwiL;1;Sizing耳和Reading<&也處:Fl?1?^-Ii-IM^jVin^xirag&Limmcijs宦Rgh即疋&Inwzding中故常的爸魏和樸充、將兀迓.mzli呻&f「利fusi人舍的星IB和患想升華壬將Spiepklng:■于ResdinigiftIReHiding圧后是因為Sp電ukhig嫌月中抄型“*呼■Int眛1門叭?Reading1fttRctding2中三(fit主人也獲取皿丄人公帯息仃則「判快建避扎環(huán)邑扮況IM7::J的詵普技能運用到說的活動41?■迪?過;舌劫肌曲I所學(xué)內(nèi)容TeachingPlanPartOne:Opener1?IntroducethetopictotheclasseitherinEnglishorChinese.2?DrawSs'attentiontothetwopicturesinOpener,helpthemusetheircellphonestoscantheQRcodesforinformationaboutthetwopeopleinthepictures.3?Askthemwhatquestionstheywouldliketoaskaboutthetwopeopleinthepictures.Collecttheirquestionsorally,summarizethem,andifpossible,narrowthemdowntothethreequestionslistedinOpener.AskSstoworkinpairs,discussingthethreequestionsgiveninOpener.5?Afterdiscussion,givepairsafewminutestoswaptheiranswerswiththeirneighbors.6?Askoneortwopairstogiveabriefreportoftheirdiscussion.PartTwo:Reading&InteractingIntroducethetopicofthetext:adeafDJwhochasedaseeminglyimpossibledream.Beforemovingontothetext,helpSsfamiliarizethemselveswiththenewwordsinthemargin,forexample,byhavingthemreadthetextoutloud,paragraphbyparagraph,collectinganywordswhichtheyhavedifficultypronouncing,writingthewordsontheboardandreadingthewordsouttothem.Ssrepeatthewordstogether,goingdownthelistonebyoneandthenreadthewordsselectedbytheteacher.Thensomeofthemwillbeaskedtoreadthewordsseparatelyandothersimprovetheirpronunciationofthesewords.Bynowtheyshouldbeclearastohowthewordsarepronounced.GuideSstoapproachthetextbystudyingthestorylineofthewriter'spersonalstory--timeorderandsomekeyelementsofastory:settingconflict,development,andending.Setting:ThewriterwasborninEnglandwithperfecthearing.Whenhewasfive,hisfamilymovedtotheUnitedStates.Becauseofearinfections,hewentdeafintherightearandwasleftwith20%ofhearingintheleft.Conflict:Theyoungmanwhowasalmostdeaf,however,gotinterestedindeejayingwhichusuallyrequiresacutehearing.Development:Attheageof25,hebegantoreceivetutoringfromafamousNewYorkDJ.Hegotjobs,deejayingatclubsand,forhisexcellentperformance,wonthename"thatDeafDJ".Ending:Thewriterexplainshowhe,amanwithhearingloss,succeededindeejaying.Andthewriteroffersencouragementfortheyoungtochasetheirdreams.DiscussthefollowingelementsonebyonewithSs:Setting(Para.1):AskSstoclosetheirbooksandraisequestionsaboutthewriter'shearingloss.Forexample,"Washedeafatbirth?""Ishecompletelydealnow?"...Andaskoneortwostudentstoanswertheirquestions.TheycanrefertoPara.1.Conflict(Paras.2-3):AskSstotaketurnstoretellthestoryusingthefollowingwordlist:whenIwaslittlelovefolkbirthdaydeejayhookemailchallengetutordeveloptakeoverDevelopment(Para,4):AskSstoreadPara.4,andclosetheirbooksaftertheyfinish.Thenaskthemtoretellthemainideaoftheparagraphintheirownwords.Thefollowingisasummaryforyourreference:WhenIdeejayedatclubs,Iwouldjustshowup,introducemyselfandstartplayingmusic.PeopleenjoyedmyperformancebutnooneknewIwasdeafThatwaswhytheyjustcouldn'tbelievemewhenItoldthemIcouldn'thear.Therefore,sometimes,Ihadtoletthemseemydoctor'snotes.AllthisshowedtheygavemejobsbecauseIwasgoodatdeejaying,notoutofsympathy.Peoplehavecalledme"thatDeafDJ"eversince.Ending:AskSstoexplainhowthedeafDJsucceededindeejaying.Dobacktranslationinpairs:AskSstoworkwiththeirpartnertotranslatethefollowingparagraphintoEnglishandcomparetheirtranslationwithPara8.Askoneortwopairstotellthedifferences.現(xiàn)在我在各種聚會上做打碟師,從學(xué)校派對到公司的活動。我也到失聰兒童小學(xué)去跟學(xué)生談動力和自信。我特別喜歡跟家長們交談。我跟他們說“我給你們]的忠告是讓(你們的孩子)追尋他們的夢想。我耳聾,卻可當(dāng)打碟師,那為什么不讓他們追夢呢?”WorktogetherwithSstofindeventsandactivitiestomatchthetimeexpressionsinthetableinTextOrganizationanddothetasksinDiggingintodetailandUnderstandingdifficultsentences.AssignSstosummarizethetextbyfollowingthesixelementsofthestory.AndtheycanrefertothetaskFocusingonthemainideas.ExplainthekeywordsandexpressionsinthetextandteachSshowtousethem.YoumayreferSstotheexercisesinFocusingonLanguageinContext.Explainhowwordsareformed,particularlyconversionandworkwithSstofindmoreexamplesofconversionfromthetext.ThendothetaskinWordFormation.ExplainthesentencepatternsandaskSstodothetaskinSentencePatterns.AskSstopreviewthetasksinFocusingonLanguageinContext.CheckSs'assignmentbyinvitingthemtoreadoutaloudthekeywordsandexpressionsandexplaintheirmeaningseitherinChineseorEnglish.AskSstodothetasksinKeyWords&Expressions.TohelpSsputthesewordsandexpressionsintouse,Tmayredesignthetasks.Forexample,Tcanchoose5-8sentencesfromfordictation;translatethesentencesinintoChinesefirst,thenaskSstotranslateitbackintoEnglishandcomparetheirsentenceswiththosein;in,giveSsthefirsthalfofthesentencesandaskthemtocompletethemorallywiththefivetargetwordsandexpressions.HaveSsdopairworkinComprehensivePractice.Ssmayfillintheblanksfirst,andthenroleplayit.PartIII:Reading&ComprehendingReading1AskSstoreadaloudthenewwordsandexpressionsinthemargin,andguidethemtosketchoutthelifestoryofGacFilipajusingthetimeorderandsixelementsofastory.CheckSs'sketchwiththetaskinComprehensionCheckforReading1.ClarifysomedifficultpointsanddothetaskinTranslation.AskSstoreadthetextagainandfindGacFilipa'scommentonhissuccessandhowotherpeoplelikePeterAwn,deanofColumbia'sSchoolofGeneralStudies,thinkofhimandhissuccessfulattempttograduatefromColumbiaUniversity.Reading2AskSstoskimthetextandfocusonYuMinhong'sdream,hardshipsandchallengeshehadmetinthecourseofchasinghisdream,andhisattitudetowardsfailureandsuccess.ThendothetaskinComprehensionCheckforReading2.AskSstodobrainstorming;howtodefinesuccessandallure.ThencomparetheirunderstandingwithYuMinhong's.EncourageSstousewordsandexpressionsfromReading2.PartIV:IntegratedSkillsPracticingViewing&ListeningIntroduceViewing&ListeningtothedasWe'velearntfromtheTextaboutRobbie'slifestoryandhowhewentthroughalldifficultiestomakehisdreamcometrue.Nowwe'lllearnmoreabouthimthroughhisownreflections.Watchthevideoclipandfocusonhisunderstandingofdeejaying,hishearinglossandhisdesirefortreatmentasanormalpersonlikeeveryoneelse.AskSstoputthemselvesinthepositionofRobbieandanswerthethreequestionsbeforetheywatchthevideoclip."HowdoyouviewdeejayingasadeafDJ?HowwouldyoulikeotherstoviewyouasadeafDJ?Whatisniceaboutyourhearingloss?"PlaythevideodipandthenhelpSsidentifythemainpointsofthetalk.PlaythevideoclipagainpartbypartandaskSstofillintheblanksinthedialogueboxesaccordingtowhattheyhaveheardandcomparetheiranswerstoRobbie's.DrawtheirattentiontothewordsRobbieusestoexpresshisunderstandingofdeejaying(hobby,love,happytogotowork),hisdesirefortreatmentasanormalperson(great,notsympathy,andhisattitudeabouthearingloss(sound,muffled,proud).SpeakingExplaintheroleplaytaskbyreferringtotheSsbook.Dividetheclassintogroupsoffourandassigneacharole:TVpresenter,RobbieWilde,GacFilipajandYuMinhong.Organizeagroupdiscussionaboutwhatquestionsthepresenterisgoingtoask.Sscangobacktothethreearticlesandexercisesinthisunitforquestionsandrelatedinformation.Theymayalsogooverthetipsgiveninthebox.Thepresentercollectsthequestionsandwritesthemdownonasheetofpaper.Theotherthreepeopletobeinterviewedprepareanswers.Writeascripttoge
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