Lesson33教学设计Teachingcontent:1.newwords:livingroom,kitchen,bathroom2.adialogueaboutLiMing’sarrivinginCanada3.letsb.dosth.4.introducesth./sb.tosb.LessonobjectivesAfterthislesson,studentsshouldbeableto1.understandthemeaningofthetext2.rememberandusethemasteryvocabularyandknowsomeimportantwordsfortransportation3.writesomethingaboutmeansoftransportation4.understandandwritedownsomemissingwordsasheardinsentencesorpassagesindifferentcontextsKeypoints1.theusageoflet2.introducesth.tosb.Difficultpoints:theusageofletTeachingaids:apictureoflivingroom/kitchen/bathroom,somecards,slideprojectorType:dialogueTeachingprocedureClassopening(5minutes)IntroducethetopicforUnit5.Pleasereadaboutintroducingunitsin“TeachingTechniques”atthebackofthisteacher’sguide.Studentbook(15minutes)Therearetworeadingforthislesson.Teachthefirstreading.Thesecondreadingisforstudentstouseindependently.Thereadingspresentnewvocabularyandreviewvocabularythestudentshavelearnedinpreviouslessons.Thenewvocabularyforthislessonincludesthefollowingwordsandphrases:MasteryVocabularyCan,onfoot,takeaplane/trainCan/couldI/you…?Ofcourse.OralVocabularyRapid,transportation,type(n.)Beforeyoubeginthereading,introduceunitproject1.See“TeachingTechniques”atthebackofthisteacher’sguideforgeneralinformationaboutintroducingunitprojects.AlsoseetheUnit5introductorypageinthisteacher’sguide.Instructionsforunitproject1areinthestudentbook.Therearemanywaystoteachimmersionreading.Herearesomestep-bystepinstructionsforonewaytoteachthereadinginthislesson.Alsosee“TeachingTechniques”atthebackofthisteacher’sguideforgeneralinformationaboutteachingreadings.Stepl:Checktoseeifthestudentshavepreviewedthetext.Askiftheyhaveanyquestionsconcerningthemeaningofthetext.Encourageotherstudentstotrytoanswerthequestions.Step2:Playtheaudiotape.Useyourdiscretiontodecidewhetheryouwanttospendsometimeonthenewvocabulary.Youmaywanttoaskstudentstoexplainthemeaningofsomesentencescontainingkeywords.Whatstrategiesdidtheyusetopuzzleoutthemeanings?Remembertogivelotsofpraiseforagoodtry,evenifit'swrong.Itmaybehelpfultowritethefollowingphrasesonalargepieceofpaperorontheblackboard,asareview.Thiswillbehelpfulforstudentstorefertointhenextstep.(togo)onfoottakeabus/taxi/carrideabike/thetrain(togotosomeplace)inacarIfyouwish,youmaysaysomethingaboutthewordtypeincomparisonwith'thewordkind,whichthestudentslearnedinthelastunit.Step3:Dividetheclassintosmallgroups.Askeachgrouptotalkabouttheirusualmeansoftransportationinmovingaroundthecityandtravellingaroundthecountry.Encouragestudentstousethephrasesthatyouhavelistedaswellastoborrowphrasesandsentencepatternsfromthetext.Step4:Askforthreevolunteerstoactoutthetext.Theycanchoosetoreadaloudtheirlinesfromthereading.Theycanalsoimproviseandcreatelinesoftheirown.Unitproject1:Historyofatypeoftransportation(15minutes)Beginunitproject1.Thisprojectcoversthreelessons.Workingingroups,'studentswillcompleteaprojecttopresenttotheclass.Dividetheclassintosmallgroupsofthreeorfourstudents.Eachgroupchoosesatypeoftransportationfortheproject.Instructstudentstobegincollectinginformationaboutthattypeoftransportation.Theywillprepareacomicstriportimelineofimportantdatesinitsdevelopment.TeachingtipSetupacontestforgoodgroupwork.Here'sawaytoencouragegoodgroupworkamongyourstudents.Telltheclassthateachgroupstartswithascoreoftenineachofthesecategories:projectplan,cooper...
