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Unit4Whydon’tyoutalktoyourparents?
SectionA(3a—3c)
TeachingAims:
1.Languageknowledge:
1)Learnandunderstandsomemorenewwordsandphrasesabout:
getonwith,relation,communication,argue,cloud,offer…….
Andgraspsomeusefulsentencepatterns:
Whydon’tyou...
If...youcould...
Maybeyoucould…
Youshould…
2)Enablestudentstousethesesuggestedpatternstotalkabouthowtogivesomeadvicewiththehelpofthosesentencesabove.
2.Languageskill
1)Consolidatethemeaningsofwordsandphrasesthroughfreelytalkingabouttherelevantpicturesandgameplaying.
2)Improvethecommunicatingabilityinpracticebypair-work,scene-playandgroup-work.
3.Emotionalattitude:
1)Guidestudentstospeakouttheirproblemsandletthemunderstandthattheseemotionsarenormalatthisage..
2)EnablestudentstoLearntoadoptpositiveandappropriatecommunicationmethodstosolveparent-childconflicts
Teachingkeypoints:
Throughthestudyofthiscourse,studentscantaketheinitiativetodescribetheirtroubleswithothersbasedontheunittopicvocabularyanddiscourse,discusswaystosolveproblemsandputforwardreasonablesuggestions.
Teachingdifficultpoints:
Throughundergraduatestudy,studentscancreatesituationstoexpresstheirtroublesandskillfullyusethesesuggestedpatterns
TeachingProcedures:
Step1.Lead-in
ThecreationofyouthvoiceTVprogramtoplaythetroublesofcontemporaryteenagersvideoradioprogramclosetothelivesofteenagerscanarousestudents'interest,guidestudentstobravelyspeakouttheirtroublesthroughstudents'troublesrelatedwordsproblemsarearoundusexercisestudents'languageabilitytoclosetherelationshipbetweenteachersandstudents
(Designingpurpose:Createsituationsthroughoutthewholeteachingprocesstomakethewholeclasshaveamainlinebydoingtaskstostimulatestudents'languageoutputandproduction,andconnectEnglishlearningwithstudents'reallife.)
Step2.Skimandanswer
UsepicturestoteachtheproblemofpredictingSadness13Readthelettercirclethekeyinformationtofindoutthewriter'smainannoyanceandwhothewriteris
Step3.carefulreading
ReadthepassageagainandthinkaboutthedetailsrelatedtothetroublesofSad13.Answerthequestionwhowhathowthemindmapsummarizesthetroublesandfeelingsoftheprotagonist.LetthestudentsgivetheirownsuggestionstoSad13
Step4Readandfind
Readthesecondletter.Thegroupworktogethertocompletethemindmapandrestatethecontentoftheletteraccordingtothemindmap.AskthestudentstoevaluateMRHans'suggestion
Step5.Deepthinking
Usereadingstrategiestoobtainkeyinformationandputforwardsuggestionsbasedontheiractualsituationstolaythegroundworkfortheoutputofbigactivities,digouttheyouth,guidestudentstounderstandthattheyareinagoodage,understandthatitisnormaltohavesuchproblemsinadolescence,andlearntofindappropriatesolutions
(Designingpurpose:Createscenariosandsetquestions.Theseactivitiesallowstudentstohaveathoroughunderstandingofthecontentofthistext.Thinkingactivitiesaredesignedtoexercisestudents'logicalthinkingability.Groupcooperationactivitiesfullyenablestudentstolearnandexploretogetherintheclassroomundertheguidanceofteachers)
Step6.Groupwork
Therearemanyteenagerslikesadandthirteen.NowthefirstteensvoicewantsRoberthunttohaveaspeciallivebroadcastaboutteenagersproblems.SupposeyouareRoberthunt.pleaseinterviewthreeteenagersandgiveadviceinthebroadcastingroom.workinfourpairsandtalkwitheachother.
(Designingpurpose:Enablestudentstocommunicatewithothersandknowmoreaboutotherpeople’sopinions.Inthisway,wecanencouragestudentstoexpressthemselvesconfidentlytoimprovetheirsocialabilities.)
Step7.Summaryandemotionalsublimation
1)Summarizethewordsandsentencepatternsweshouldgrasptoday;
2)Letstudentsunderstandpropercommunicationisalwaysthebestwaytosolveproblems.
(Designingpurpose:Letstudentsrealizethatitisnormalandcommontohavefrictionswithfamilymembersduringtheirgrowthandrealizetheimportanceofactivecommunicationandcommunicationtoresolvetroublesandconflicts.)
Homework
1)SummarizetheproblemsofsadandthirteenandMr.Hunt'ssuggestionsintwoparagraphsinthethirdperson(80~100words).
2)Givemoresuggestionstosadandthirteenandwritethemdown.
3)askparentsaboutthei
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