Unit1Talesoftheunexplained-Task教案ConductingasurveyTeachingaims:1.ProvidethestudentswithagoodchancetopracticetheirEnglishinlistening,speaking,readingandwriting.2.Helpthestudentstorealizetheimportanceofcooperation,andencouragethemtocommunicatewitheachotherinobtainingusefulinformation.3.Enablethestudentstoconductasurvey,makeconclusionsandgiverecommendations.Teachingimportantanddifficultpoints1.Finishthetaskoflisteningtoimprovethestudents’listeningability.2.FinishthetaskofwritingareportTeachingProceduresandways:Step1Skillsbuilding1:completingaquestionnaireTherulestoconductasurvey:QuestionnaireStep2:designingaquestionnaireDesigningaquestionnairepage13Listentothefirstpartofhisconversationwithyouandcheckyourrevisions.Thenlistentothesecondpartoftheconversationandaddtwoquestionsasyourbossrequires.Step3:Skillsbuilding2:Greetingothersandmakingintroductions:GreetingafriendorclassmateHello!/Hi!Greetingsomeoneformally,e.g.,inajobinterview.Goodmorning/afternoon.(Youcanalsoshakehandswiththeperson.)Nicetomeetyou.(Onlyusedwhenmeetingsomeoneforthefirsttime.)Butifwemeetastrangerinthestreet,andwehavenochoicebuttostartaconversationwithhim,whatshallwedotomakebothofyoufeelcomfortableandatease?Howdoyouintroduceyourselftothem?Greetingastranger,e.g.,beforeaskinghim/herquestions.Excuseme,(sir/madam)/Hello!Whatelseisimportantbesidessaying“excuseme,orHello”?(Studentsgivetheirownopinions,includingbodylanguage,andfacialexpressions,alsothemood,strategy)Sentencesforreferences:1.I’m…from….I’dliketoaskyouafewquestionsaboutyouropinionsabout….2.Mynameis….I’mfrom…..I’dliketoaskyouafewquestionsifyoudon’tmind.It’sfor/to….Step4PracticeNowthatweknowhowtogreetothers.It’stimeforustopracticeadialoguewithourpartner.HereontheBbaresomesentencesforustomakeupourdialogue.Ssmaybegintheirconversationasfollows:S1:Goodmorning/afternoon.S2:Goodmorning/afternoon.S1:Mynameis…I’mamemberofourschoolstudents’union.I’dliketoaskyouafewquestionsifyoudon’tmind.S2:Certainlynot.Whatdoyouwanttoknow?S1:Yourarticlesareoftenpublishedinsomenewspapersandmagazines.Iknowyouwereaskedtowriteanarticleforourschoolmagazine.Couldyoupleasetellmewhatyou’regoingtotalkabout?S2:….aboutthestudents’interestsandhobbies.S1:Oh,thatmustbeveryinteresting.Which…likebest?S2:….S1:Thankyou.Which…likeleast?Morequestions:1.Howdoyouknowwhatotherstudentsthinkabouttheirinterestsandhobbies?2.Howmanystudentsareinterestedin…?3.Whatabout…?…Rememberyoushouldgreethimfirstandaskhim/herthequestions.Thelistenersshouldnotlookatyoursentence,justlistenandanswerthequestions.Nowlet’sbegin!(Asktwoorthreepairstoactouttheirdialoguebeforetheclass.)Step5Skillsbuilding3:AnalyzingstatisticsSoyouknow,wecangetinformationorstatisticsbyaskingquestionsordoinginterviews.Here,asourhomework,wealsodidaninterviewaboutourinterestsandhobbies.We’vegotthestatisticsweneed.Butthat’snottheendofourtask.Wehavethenumbers,butwhatdoallthesenumbersmeantous?Whatconclusionscanwemakefromthesenumbers?Andwhatshouldwedotoimprovesomeshortages,ifthereareany?Whatsuggestionscanwegivetohelpwithdecisions?That’sthegoalofoursurvey.Lookatthissentence:over80percentofthestudentsinourschoolhaveanEnglish-Englishdictionary.Nowanalyse80%.Wecandrawconclusions:AnEnglish-Englishdictionaryisveryuseful.ItiseasytogetanEnglish-Englishdictionary.(Sscandrawmoreconclusions)Afterwedrawconclusionsfromstatistics,...
