Unit2Iusedtobeafraidofthedark.Reading:Heusedtocausealotoftrouble.TheSeventhPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjectsKeyVocabularychatline,bemadeupof,symbol,secretcode,comprehendandsoforth.2．AbilityObjectsTrainstudents'abilityofidentifyingmainidea.Trainstudents'abilityofunderstandingwordsincontext.Trainstudents'abilityofreadingforspecialinformation.Trainstudents'writingskill.3．MoralObjectE-mailEnglishmakesiteasierandmoreconvenienttosende-mails.Ⅱ．TeachingKeyPointsKeyvocabularyReadthetexttoidentifymainidea.Readthetexttounderstandwordsincontext.Readthetextforspecialinformation.Writeapassageusingthee-mailEnglish.Ⅲ．TeachingDifficultPointsTrainstudents'readingskill.Trainstudents'writingskill.Ⅳ．TeachingMethods：Up-downreadingmethodPairworkⅤ．TeachingAid：AprojectorⅥ．TeachingProceduresStepⅠKeyVocabularyThisactivityintroducesthekeyvocabularywords.StepⅡPart1Thisactivityisdesignedtoactivatestudents'backgroundknowledgebeforeattemptingthereading.ReadthetitleE-mailEnglishtotheclass.Ask,Whatdoyouthinkthearticleisabout?Focusattentionontheshortwordsinthebox.Ask,Doyouknowwhattheymean?Say,Pleasefillinthechartwithyourpartner.Butdon'tlookatthereading.Instead,useyourbackgroundknowledge.Pointoutthesampleanswer.Getstudentstoworkinpairs.Astheywork,movearoundtheclassroomcheckingprogressandofferinganyhelpasneeded.Whenmoststudentsfinishfillinginthechart,say,Pleasetalkaboutyouranswerswithapartner.Checktheanswers.StepⅢPart2Thisactivityprovidespracticeinidentifyingmainideas.Readtheinstructionstotheclass.Drawstudents'attentiontothemainideasinthebox.PointoutthelinebetweenParagraph1andc.Wheree-mailEnglishcomesfrom.Say,Paragraph1isaboutwheree-mailEnglishcomesfrom.Now,youaretoreadthearticlesilently.Matcheachparagraphwithitsmainidea.Remembertoskimforthekeyideasratherthanreadslowly.Getthestudentstoworkinpairs.Astheyaredoingthis,movearoundtheroomtomakesurestudentsdiscussthetopicinEnglish.Checktheanswers：1:c2:a3:d4:b5:f6:eStepⅣPart3Thisactivityencouragesstudentstousethestrategyofreadingincontext.Askstudentstoreadthearticleonce.Say,Payattentiontotheboldwordsandexpressions.Andnoteanyotherwordorsentenceyoudon'tunderstand.Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem.Afewminuteslater,askdifferentstudentstosaythemeaningsofthewordsandexpressionsindicatedinboldbyguess.Don'tgivethemthecorrectanswers.Letstudentslookatthewordsandexpressionsandtheirmeaningsinthebox.Pointoutthesampleanswer.Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions.Allowthemoneortwominutestodothis.Checktheanswers.Getstudentstomakesentenceswiththewordsandexpressions.Remindthemtolookatthearticleagainforextrahelp.Answerstothisactivitywillvary.Askastudenttowritehis/heranswersontheblackboard.Helpcorrectanymistakes.StepⅤPart4Thisactivityhelpsstudentsreadforspecificinformation.Youwillreadthearticleagainandfindwordsorphrasesfor1～5.Elicitthefirstanswerfromtheclass(1.dothingsquicklysavetime).Getstudentstodotheactivityindividually.Encouragethemtopredictthewordsorphrasesbeforereadingthearticle.Checktheanswers：1．savetime2．ICQorIseeyou3．bored4．homephone5．commonStepⅥPart5Thisactivityprovideswritingpracticeusingthee-mailEnglish.Drawstudents'attentiontotheexamplesatthetopofthereadingonpage16.Askstudentsforsomeideasaboutwhattheymightwriteabout.Havestudentsdotheactivityinpairs.Askdifferentpairsofstudentstoreadtheire-mailstotheclass.Answerstothisactivitywillvary.StepⅦSummaryandHomeworkSay,Thisclassprovidesusalotofreadingandwritingpractice.Italsotrainsstudents'abilitytounderstandwordsincontext.Homeworkfortoday:1．Askstudentstomakealistofe-mailtermsandemotives.2．Askstudentstomakealistofadvantagesanddisadvantagesofe-mails.Remindthemtogobeyondthereadingandthinkofotherreasons.StepⅧBlackboardDesignReading:E-mailEnglishTheSeventhPeriodSampleanswerstoactivity3:1．Ourclassismadeupoffiftystudents.2．Chatlineismoreandmorepopularwithpeople.3．Acronyms,homephones,emotiveandsymbolsmakeitconvenienttosende-mails.4．Asecretcodekeepsthingshidden.5．Thistextistoohardformetocomprehend.
