课题 Unit 9 My favorite subject is science. 以读促写-- 描述学科安排及喜 好
教学目标
教学目标： By the end of this class, students will be able to: 1. talk about what Jack says in his e-mail; 2. give advice on Jack’s problems; 3. reply to Jack’s e-mail. 教学重点： 阅读并获取 Jack 的学科安排及喜好； 教学难点： 1.针对 Jack 的问题提出合理建议； 2.写一封回信介绍自己的学科安排及喜好。
教学过程
时间 教学环节 主要师生活动
8 mins 1. Read Jack’s e-mail and Teacher’s activities: The teacher introduces the background of Jack’s e-mail and guides students to figure out Jack’s class schedule and subject preferences
learn about his class schedule and subject preferences. through reading . Student’s activities: Students read Jack’s e-mail and answer some questions about his class schedule and subject preferences.
5 mins 2. Reflect on their own attitudes towards different subjects and give advice to Jack. Teacher’s activities: 1. The teacher guides students to reflect on their own attitudes towards subjects. 2. The teacher guides students to give advice to Jack’s problems. Student’s activities: 1. Students think if they have the same attitudes towards subjects with Jack. 2. Students try to think of some advice to help Jack with his problems.
5 mins 3. Analyze what to write in the reply and how to write about their own subject preferences. Teacher’s activities: 1. The teacher guides students to reread the e-mail and think about what they should write in the reply to Jack. 2. The teacher guides students to read Jack’s e-mail again and learn how to write about their class schedule and subject preferences clearly and logically. 3. The teacher guides students to summarize the expressions they can use to describe their class schedule and subject preferences. Student’s activities: 1. Students reread the e-mail and think about all the things that should be included in the reply to Jack. 2. Students read Jack’s e-mail again and learn how to write about their class schedule and subject preferences. 3. Students brainstorm and learn some expressions to describe their class schedule and subject preferences.
5 mins 4. Analyze and appreciate the sample writing. Teacher’s activities: 1. The teacher guides students to read the sample e-mail and analyze its content and structure. Student’s activities: 1. Students read the sample e-mail and analyze the content and structure of it.课题 Unit 9 My favorite subject is science. “学科偏好 ”主题下的单元复习
教学目标
教学目标： By the end of this class, students will be able to: 1. summarize (总结) the information you’ve collected about students ’ subjects and sort it out (梳理); 2. introduce the survey results and their opinions; 3. write a report to their school based on (基于) the survey. 教学重点： 梳理并介绍调查中收集到的关于学生们学科偏好及原因的信息； 教学难点： 1.依据调查结果发表自己的观点； 2.将梳理后的调查结果写成一份给学校的书面报告。
教学过程
时间 教学环节 主要师生活动
9 mins 1. Review the information Teacher’s activities: 1. The teacher asks students some questions about the information they collect in the survey.
collected in the survey and sort it out. 2. The teacher guides students to sort out the information collected in the survey in a clear and logical way. Student’s activities: 1. Students answer some questions about different subject preferences of different interviewees. 2. Students try to sort out the information in tables or charts.
8 mins 2. Introduce the survey results and voice opinions. Teacher’s activities: 1. The teacher guides students to introduce the survey results according to the tables or charts. 2. The teacher guides students to share their opinions about some survey results. 3. The teacher inspires students to give some advice to school. Student’s activities: 1. Students practice introducing their survey results. 2. Students voice their opinions about some of the survey results. 3. Students try to think of some advice to their school based on the survey results.
5 mins 3. Analyze the sample report and learn how to write a report to school based on the survey results. Teacher’s activities: The teacher guides students to read and analyze the sample report. Student’s activities: Students read the sample writing and learn how to write a report to the school.课题 My favorite subject is science.情境中的语法学习——表达学科偏好
教学目标
教学目标： By the end of the lesson, the students will be able to： 1. apply wh-questions to ask for information; 2. organize your conversation in the survey logically. 教学重点： 学习使用“wh- ”引导的特殊疑问句询问信息；根据问题给出恰当的答语。 教学难点： 引导学生设计关于学科喜好采访的对话，采访中提问和回答要有针对性和逻辑性。
教学过程
时间 教学环节 主要师生活动
5 mins Review the homework in the last period. Teacher’s activities: 1. The teacher shares a sample of the homework with the students. 2. The teacher raises some questions to guide the students to focus on the expressions. Instruction: In the last period, you were asked to write down your preferences about subjects and give your reasons. One boy handed in his homework. Student’s activities: 1. Students read the sample. 2. Students find out the answers.
8 mins Complete the information in Tom’s notes and practice using wh-questions. Teacher’s activities: 1. The teacher guides the students to review the questions they have learned in the last period. 2. The teacher introduces the situation and invites the students to help Tom complete the information in his notes. 3. The teacher guides the students to summarize the wh-questions used in the conversation. 4. The teacher guides the students to review the answers to the wh-questions in the conversation. 5. The teacher presents the answers to guide the students to think about the possible questions. Student’s activities: 1. Students review the questions they have learned in the last period. 2. Students try to help Tom complete the information in the notes. 3. Students summarize the wh-questions in the conversation. 4. Students review the answers in the conversation. 5. Students read the answers and give possible questions.
8 mins Interview other students and make up the conversations. Teacher’s activities: 1. The teacher invites the students to interview at least three students and make up their own conversations. 2. The teacher shares a sample with the students and emphasizes the questions and answers. Student’s activities: 1. Students make their own conversations. 2. Students read the sample and pay attention to the questions and answers.
3 mins Summarize the results in the interviews and write a Teacher’s activities: 1. The teacher guides the students to review the interviews and summarize the results in the chart. 2. The teacher encourages the students to write a report
report. about the results in the survey. Students’ activities: 1. Students review the interviews and summarize the results in the chart. 2. Students write a report about the results in the survey.
1 mins Summarize the wh- questions and the corresponding questions. Teacher’s activities: The teacher summarizes the wh-questions and the corresponding answers. Student’s activities: Students review the wh-questions and the corresponding answers.课题 Unit 9 My favorite subject is science. “学科偏好 ”主题下的补充阅读
教学目标
教学目标： By the end of this class, students will be able to: 1. talk about Tom and Lily’s school day; 2. describe Tom and Lily’s different opinions about subjects and explain the reasons; 3. voice their opinions about how to deal with (应对) subjects they don’t like. 教学重点： 谈论 Tom 和 Lily 不同的学科偏好及其原因。 教学难点： 通过比较两个学生对待学科不同的态度和做法，探讨应如何应对自己不喜欢的学科。
教学过程
时间 教学环节 主要师生活动
8 mins 1. Read Tom’s introduction Teacher’s activities: 1. The teacher introduces the background of the two students ’ introduction about their school day and guides students to read
and learn about his subject preferences. Tom’s introduction for the main idea. 2. The teacher guides students to read again to find some detailed information about Tom. 3. The teacher guides students to summarize Tom’s subject preferences and the reasons. 4. The teacher guides students to analyze what kind of student Tom is and explain the evidence. Student’s activities: 1. Students read Tom’s introduction and explain what Tom mainly talks about. 2. Students read again and answer some detailed questions. 3. Students summarize all the subjects Tom likes and dislikes and the according reasons. 4. Students explore Tom’s traits and find out the evidence from his introduction.
8 mins 2. Read Lily’s introduction and learn about her subject preferences. Teacher’s activities: 1. The teacher guides students to read Lily’s introduction and answer some questions. 2. The teacher guides students to summarize Lily’s subject preferences and the reasons. 3. The teacher guides students to analyze what kind of student Lily is and explain the evidence. Student’s activities: 1. Students read Lily’s introduction and answer some detailed questions. 2. Students summarize all the subjects Lily likes and dislikes and the according reasons. 3. Students explore Lily’s traits and find out the evidence from her introduction.
4 mins 3. Analyze the Teacher’s activities: 1. The teacher guides students to analyze the differences between Tom’s and Lily’s opinions about subjects. 2. The teacher guides students to think whether Tom and Lily
two students ’ different attitudes towards subjects and share what they learn from the two students ’ differences. will have the same kind of school life and harvest. 3. The teacher guides students to share what they learn from Tom’s and Lily’s differences. Student’s activities: 1. Students try to summarize Tom’s and Lily’s different opinions about subjects. 2. Students try to imagine Tom’s and Lily’s different school life and explain their reasons. 3. Students share what they learn from Tom’s and Lily’s differences.
4 mins 4. Reflect on their own subject preferences and voice their opinions. Teacher’s activities: 1. The teacher inspires students to share their subject preferences and the reasons. 2. The teacher guides students to voice their opinions about how to deal with the subjects they don’t like. Student’s activities: 1. Students share their subject preferences and the reasons. 2. Students voice their opinions about what they can do in face of the subjects they dislike.课题 My favorite subject is science.听说能力培养——谈论学科偏好
教学目标
教学目标： By the end of the lesson, the students will be able to： 1. list the subjects you learn in school; 2. talk about your subject preferences; 3. explain your preferences. 教学重点： 学习询问和回答与学科喜好相关的表达；对学科喜好阐释原因。 教学难点： 为学生创设真实语言情境；通过所给材料捕捉关键信息，分析材料中学生的喜好及原 因。
教学过程
时间 教学环节 主要师生活动
3 mins Introduce the background and have a brainstorming. Teacher’s activities: 1. The teacher introduces the background of the survey. Instruction: Our school encourages students to make a survey about the students’ subject preferences and their reasons so that our teachers can improve the classes and the schedules. 2. The teacher inspires the students to list the subjects they have at school. Instruction: What subjects do you have at school Student’s activities:
1. Students read the background of the survey. 2. Students list the words about subjects. For instance, P.E., art, science, music, math and so on.
4 mins Listen to the conversation from Linda and Anna and answer the questions. Teacher’s activities: 1. The teacher presents the picture and guides the students to review the words about subjects. 2. The teacher plays the recording for the first time and guides the students to answer the questions. Instruction: Anna and Linda are talking about their favorite subjects. What subjects are they talking about 3. The teacher plays the recording again and guides the students to answer the questions. 4. The teacher encourages the students to summarize the ways to ask and answer about the subject preferences. For instance, how can we ask about others’ favorite subject and how can we answer about ourfavorite subject Student’s activities: 1. Students look at the picture and identify the subjects in the picture. 2. Students listen to the recording for the first time and answer the questions. 3. Students listen to the recording again and answer the questions. 4. Students summarize the ways to ask and answer about the subject preferences.
3 mins Listen to the conversation from Frank and Tony. Teacher’s activities: 1. The teacher plays the recording and guide the students to know about Tony’s subject preferences and reasons. 2. The teacher plays the rest of the recording and guide the students to know about Frank’s subject preferences and reasons. Student’s activities: 1. Students listen to the recording and find out Tony’s subject preferences and reasons. 2. Students listen to the rest of the recording and find out Frank’s subject preferences and reasons.
3 mins Review the conversations in the survey. Teacher’s activities: The teacher guides the students to review the information in the conversations by asking some questions. Students’ activities: Students review the information in the conversations.
4 mins Summarize the ways to ask and Teacher’s activities: 1. The teacher inspires the students to think about how to interview others about subject preferences. For instance, ifyou are going to interview someone about his/her preference, what questions willyou ask
answer about subject preferences. 2. The teacher guides the students to review the ways to answer about subject preferences. 3. The teacher encourages the students to make up a dialogue. Student’s activities: 1. Students think about how to interview others about subject preferences. 2. Students review the ways to answer about subject preferences. 3. Students make up a dialogue by themselves.
5 mins Read another dialogue and summarize the ways to ask about more information. Teacher’s activities: 1. The teacher presents a dialogue between Frank and Bob and guides the students to answer the questions. 2. The teacher guides the students to analyze the dialogue and pick out the questions and answers to summarize the ways to ask and answer in the interview. Student’s activities: 1. Students read the dialogue and answer the questions. 2. Students analyze the dialogue and pick out the questions and the answers to summarize the ways to ask and answer in the interview.
3 mins Summarize the results of the survey. Teacher’s activities: The teacher guides the students to summarize the results of the survey and review the expressions about subject preferences. Student’s activities: Students summarize the results of the survey and review the expressions about subject preferences.课题 My favorite subject is science.阅读能力培养——分析个人学科偏好
教学目标
教学目标： By the end of the class, you will be able to: 1. apply adjectives to describe subjects; 2. retell Yu Mei’s schedule; 3. evaluate Yu Mei’s attitude towards subjects. 教学重点： 分析学生学科喜好的原因，介绍在校日程安排。 教学难点： 使用恰当形容词描述学科，引导学生以积极客观的心态看待所学学科。
教学过程
时间 教学环节 主要师生活动
4 mins Review the survey in the previous periods. Teacher’s activities: 1. The teacher guides the students to review the background based on the chart. Instruction: In the last period, we summarized the students ’ subject preferences in the survey. Our classmates have polished their own mini-reports about the survey. Here is an excellent mini-reportfrom one student. 2. The teacher shares a sample with the students. 3. The teacher asks some questions according to the sample.
Student’s activities: 1. Students review the survey in the previous periods. 2. Students read the sample. 3. Students answer the questions according to the sample.
4 mins Discuss the reasons of the subject preferences. Teacher’s activities: 1. The teacher encourages the students to analyze the reasons why students like certain subjects. 2. The teacher summarizes the reasons for likes and dislikes from different aspects. Student’s activities: 1. Students analyze the reasons why students like certain subjects. 2. Students go over the reasons mentioned in the survey and add more possible reasons.
8 mins Listen to the conversation and summarize the adjectives to describe the subjects. Teacher’s activities: 1. The teacher introduces David to the students and guides the students to predict his problem. 2. The teacher plays the recording and guides the students to figure out why David is unhappy and what subjects he mentions. 3. The teacher plays the recording again and know about David’s opinions on the subjects. 4. The teacher invites the students to interview David and make up the conversation. 5. The teacher guides the students to summarize the adjectives that David uses and inspires the students to provide more possible adjectives to describe subjects. Student’s activities: 1. Students predict David’s problem according to the picture. 2. Students listen to the recording and figure out why David is unhappy and what subjects he mentions. 3. Students listen to the recording again and know about David’s opinions on the subjects. 4. Students interview David and make up the conversation. 5. The students summarize the adjectives that David uses and provide more possible adjectives to describe subjects.
6 mins Summarize Yu Mei’s schedule and evaluate Yu Mei. Teacher’s activities: 1. The teacher introduces the background of receiving the letter from Yu Mei. 2. The teacher guides the students to read the letter and answer the questions. 3. The teacher guides the students to look at Yu Mei’s schedule and analyze why Yu Mei is busy. 4. The teacher guides the students to summarize Yu Mei’s schedule in the chart, including the time, the subjects, the opinions and the teacher. 5. The teacher inspires the students to think about more descriptive words to describe Yu Mei’s Friday and analyze the reasons. 6. The teacher guides the students to make a mini-report about Yu Mei’s schedule. 7. The teacher presents the sample. 8. The teacher encourages the students to voice their opinions on Yu Mei and guides them to evaluate the subjects from an objective and positive view. Students’ activities: 1. Students introduce the background of receiving the letter from Yu Mei. 2. Students read the letter and answer the questions. 3. Students look at Yu Mei’s schedule and analyze why Yu Mei is busy. 4. Students summarize Yu Mei’s schedule in the chart, including the time, the subjects, the opinions and the teacher. 5. Students think about more descriptive words to describe Yu Mei’s Friday and analyze the reasons. 6. Students make a mini-report about Yu Mei’s schedule. 7. Students read the sample. 8. The students voice their opinions on Yu Mei and evaluate the subjects from an objective and positive view.
3 mins Summarize the content of this period. Teacher’s activities: 1. The teacher guides the students to review the descriptive words. 2. The teacher guides the students to review the letter from Yu Mei. Student’s activities: 1. Students review the descriptive words. 2. Students review the letter from Yu Mei
