发布者：梁啟超 发布时间：2019-06-13 浏览数( -) 【举报】
The First Period Reading
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
keep it up, fit in, cafeteria, lecture, qualification, preparation, recommend, get use to, shopkeeper, comfort, substitute, academic, requirement, essay, tutor, numb, acknowledge, as far as one is concerned, occupy, hopefully, enterprise, succeed
b. 重点句子
Xie Lei, who is 21 years old, has come to our university to study for a business qualification.
It’s not just study that’s difficult. You have to get used to a whole new way of life, which can take up all your concentration in the beginning.
I have been so occupied with work that I haven’t had time for social activities.
I’m going to join a few clubs. Hopefully I’ll make some new friends.
2. Ability goals能力目标
Enable the students to learn about Xie Lei’s school life in London.
3. Learning ability goals 学能目标
Help the students learn how to deal with the problems that they would face when studying in a foreign country.
Teaching important and difficult points 教学重难点
Help the students to summarize the benefits and difficulties of living in a foreign country.
Teaching methods 教学方法
Skimming, scanning, task-based method and discussion
Teaching aids 教具准备
A recorder, a projector and some slides.
Teaching procedures & ways教学过程与方式
Step Ⅰ Revision
T: Yesterday we talked about travelling in a foreign country. Have you ever travelled in another country? Who’d like to tell us your experiences?
S: I’d like to. Last summer, my parents and I went to Pairs. We went there by air. Though it’s expensive, it’s very comfortable to travel by air. The first day we arrived there, we found a good guide. She introduced a wonderful hotel to us, and helped us to change money. During the travel, we visited the Eiffel Tower and Arc de Triomphe (凯旋门). I took some photos and bought a postcard and sent it to my best friend. We also visited the Musee du Louvre（卢浮宫） and Avenue des Champs Elysees (香榭大道). We bought many presents. There are so many beautiful and famous tourist attractions in Paris. I hope you will have a chance to visit it.
S: I had the experience of travelling in America. It was in 2000 that my uncle took me to visit the Disneyland. We spent a wonderful day in Disneyland. I took many photos with the famous cartoon characters, for example, Snow White and the Seven Dwarfs, Mickey Mouse, Winnie the Pooh(小熊维尼). We visited the four wonderful theme parks in Disneyland. We were so happy, but unfortunately, we lost our way and couldn’t find the entrance. We couldn’t speak English, so others couldn’t understand us. Finally, we met a Chinese guide. With her help, we went back to our car.
T: Poor boy! So you know, we might meet many kinds of difficulties while travelling in a foreign country.
Step Ⅱ Pre-reading
Talk about studying in a foreign country. First present two pieces of news to start the topic.
Show the news on the screen.
T: I read the two pieces of news recently. What can you learn from the news?
S: We can get the information that we may meet some security problems while studying in a foreign country.
T: Yes. As we know, now more and more people live or study abroad, even some senior or junior high school students are sent to study abroad. Do you know why?
S: I think they want to learn more advanced technology, know more different cultures and customs; they want to enlarge their knowledge and improve their ability.
T: Besides the security problems, what are other problems that they might meet in their study and daily life? Today let’s learn a text about a Chinese girl studying in London. First, please turn to Page 37, look at the pictures and discuss the questions above them.
After discussion.
T: Now who’d like to answer the first question? Volunteer!
S: Let me try. The advantages of studying in a foreign country are that we could learn standard English, we can communicate with the local people, and we could know the manners and customs of the country better.
T: Quite right.
S: But there are still many disadvantages of studying in a foreign country. It would be difficult for us to communicate with the local people, and we should adapt to the situation quickly, we can’t understand the language very well, so it’s difficult for us to do many things even some simple things. What’s more, we will miss our homes, miss our parents and friends.
T: Yes, so many difficulties to deal with. Then what do you think a Chinese student will find different from studying at a Chinese school?
S: They will find it’s not easy to study in a foreign country. Different teaching method, different learning method and different education system, they should adapt to all these things quickly.
Step Ⅲ While-reading
Get the students to comprehend the passage quickly and accurately, meanwhile help the students to form a good habit of reading.
T: Now please skim the passage fast to obtain a general understanding of the whole passage. While reading, try to find out the main idea of each paragraph.
Several minutes later, ask the students to talk about the main idea of each paragraph. At the same time, show the suggested main ideas on the screen.
Main idea of each paragraph:
Para.1: Xie Lei, a Chinese girl, is studying in a foreign country — London.
Para.2: General introduction to Xie Lei and her study.
Para.3: The difficulties Xie Lei met while living in London.
Para.4: The advantages of living with a host family.
Para.5: Xie Lei is getting used to the Western Univer sity’s way of learning.
Para.6: Xie Lei feels much more at home in England now and is living an active life.
Para.7: The newspaper will follow Xie Lei’s progress in later editions.
T: Well done. Now please read the text carefully to have a better understanding of the text. Then we will look at some detailed information of the text. Studying in London, Xie Lei has to face some difficulties. While on the other hand, she also gets some benefits. Try to find the difficulties and benefits from the text and fill in the diagram on Page 39.
To finish this task, the students need to scan the text and make a summary. After they have finished it, check the answers by asking some students to tell what they have written.
T: Who would like to tell your answers?
S: I would like to say something about the benefits. The benefit of doing a preparation course is helping her to get used to academic requirements of a Western University.
S: I think that the benefit of living with a host family is that she can get lots of advice; she has the opportunity to learn more about everyday life and customs of the new country. Living with a host family is a great comfort when she misses her family.
S: And I think the benefit of having a tutor is getting some good advice on study and he or she can coach you with your article; you can make great progress with the help of a tutor.
T: Very good! Then, what about the difficulties?
S: The difficulties that Xie Lei met at the University were that when she heard an expression, she couldn’t understand. It seems strange to her that someone does something. She didn’t know how to write a good essay on her own.
S: In order to get used to a new way of life, she had to learn almost everything again. For example, how to use the phone, how to pay on the bus, how to ask a shopkeeper for things she didn’t know the English for. She didn’t understand the words that the local people say. She hasn’t had time for social activities.
Step Ⅳ Post-reading
Let the students listen to the tape and at the same time, get the answers to the four questions in Exercise 1.
T: Now let’s listen to the tape. While listening, pay attention to the correct pronunciations and tones. Then read the text by yourselves to get the answers to the five questions in Exercise 1.
Suggested answers:
1. She is in England to study at a university. She’s been in England for six months.
2. Because studying in England is different from studying in China and she needs to learn about these differences and improve her English.
3. Because she had to learn how to do everyday things like using a telephone, paying on a bus, finding her way around a strange city; understanding English as spoken in real life; learning how to write essays acceptable to her British lecturer.
4. Xie Lei’s host family and her teachers.
5. Because she thinks it’s important to have a balance between study and a social life, and she wants to make new friends.
Then let the students discuss the questions in Exercise 3.
T: Good. All of you did a very good job. Now let’s move on to Exercise 3. Discuss the questions in groups.
Suggested answers:
1. She is serious about her work. The evidence is:
She did research on the Internet for her essay.
When her tutor did not give her a good mark she went to see him to find out why.
She put her tutor’s ideas into practice.
2. She perseveres. The evidence is:
She had problems when she first arrived, but worked at them till she succeeded in getting over them.
She asks her host family for help with any language or culture issues.
She did not give up with her first setback over the essay.
3. She is enterprising and adaptable. The evidence is:
She left her city to go to England even though she had never travelled abroad before.
She settled down well enough to feel at home in a strange country.
T: OK. We have already talked about the difficulties and benefits of studying in a foreign country. Now, let’s list the problems that Xie Lei had when she first went to England, and try to add two or three other problems that she might have and summarize what you would do if you had the same problems. Work in groups.
Possible problems and solutions:
Xie Lei’s problems | Your solutions |
1. understanding and using everyday English | 1. listening to the radio or watching television to become accustomed to everyday English |
2. reaching the academic requirements of a Western university | 2. asking your tutor for advice before you start your academic writing |
3. making new friends | 3. joining a lot of university societies |
The Fourth Period Grammar
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
accommodation, acknowledgement, relationship, occupied, requirement, analyse, comfort, qualification, preparation, hopefully
b. 重点句子
Xie Lei, who is 21 yeas old, has come to our university to complete a business qualification.
“...You have to get used to a whole new way of life, which can take up all your concentration in the beginning,” explained Xie Lei, who had lived in the same city in China all her life.
He wanted to know what I thought, which confused me because I thought that the author of the article knew far more than I did.
2. Ability goals能力目标
Enable the students to learn the meanings and usages of some key words and expressions.
Enable the students to revise the non-restrictive attributive clause.
3. Learning ability goals学能目标
Help the students learn how to use the key words and expressions and non-restrictive attributive clauses in certain situations.
Teaching important and difficult points教学重难点
The usage of the non-restrictive attributive clause.
Teaching methods 教学方法
Explaining and practicing.
Teaching aids教具准备
A projector and a blackboard.
Teaching procedures & ways教学过程与方式
Step Ⅰ Revision
Check the students’ homework.
Step Ⅱ Language study
Deal with exercises about useful words and expressions.
T: Now please open your books and turn to Page 40. Let’s do some practice with the some useful words and expressions in the text.
Ask the students have finished them, check the answers.
Then deal with the exercises in USING WORDS AND EXPRESSIONS on Pages 80-81.
Step Ⅲ Grammar
T: In Unit 4, we revised the restrictive attributive clause. Today, let’s revise the non-restrictive attributive clause. Look at the screen. Here is a form about the restrictive attributive clause and non-restrictive attributive clause. Please tell the differences between them.
Show the following form on the screen.
Restrictive Attributive Clause | Non-restrictive Attributive Clause |
1. We will always remember the days that we spent in the village. | 1. John, who was sitting on my left, said that this meal was the best he had ever had. |
2. Anyone who breaks the law will be punished. | 2. He was late again, which made his teacher very angry. |
S: The extra information is necessary in the restrictive attributive clause. The extra information can be left out in the non-restrictive attributive clause.
S: We don’t use commas with the restrictive attributive clause. We use commas with the non-restrictive attributive clause.
S: We never use “that” in the non-restrictive attributive clause as relative pronoun.
Give a summary of the non-restrictive clause.
Relative pronouns in non-restrictive clauses
Person | Thing | Place | |
Subject | who / which | ||
Object | who / whom | which | where |
Possessive | whose |
Notes:
1. In the non-restrictive clauses, you cannot use “that” instead of who, whom or which.
2. You cannot leave out the relative pronoun, even when it is the object of the verb in the relative clause:
He gave me the letter, which was in a blue envelope.
He gave me the letter, which I read immediately.
3. The preposition in these clauses can go at the end of the clause, e.g. This is Stratford-on-Avon, which you have all heard about.
This pattern is often used in spoken English, but in written or formal English you can also put the preposition before the pronoun. e.g. Stratford-on-Avon, about which many people have written is Shakespeare’s birthplace.
4. Non-restrictive clauses can be introduced by expressions like all of, many of + relative pronoun:
Examples:
a. There were a lot of people at the party, many of whom I had known for years.
b. He was carrying his belongings, many of which were broken.
5. The relative pronoun which at the beginning of a non-restrictive attributive clause, can refer to all the information contained in the previous part of the sentence, rather than to just one word.
a. Chris did really well in his exams, which was a big surprise. (= the fact that he did well in his exams was a big surprise).
b. An elephant and a mouse fell in love, which is most unusual. (= the fact that they fell in love is unusual).
T: Now go back the reading passage on Pages 38-39. Pick out the sentences containing non-restrictive attributive clause.
The sentences are:
1. Xie Lei, who is 21 yeas old, has come to our university to study for a business qualification.
2. “... You have to get used to a whole new way of life, which can take up all your concentration in the beginning,” explained Xie Lei, who had lived all her life in the same city in China.
3. He wanted to know what I thought, which confused me because I thought that the author of the article knew far more than I did.
T: Let’s do some practice with the non-restrictive attributive clause. Try to use the right relative pronouns and adverbs to complete the sentences.
Show the following sentences on the screen.
1) His dog, which was now very old, became ill and died.
2) Yesterday I met Li Lei, who seemed to be very busy.
3) Football, which is a very interesting game, is played all over the world.
4) He lives in the city, where there is a high tower.
5) The People’s Republic of China was founded in 1949, when he was born.
Then deal with Exercises 2-3 on Page 41.
The Fifth Period Integrating skills
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
concern, overseas trip, catch a plane, occupy, board, occupied, destination, go for a walk, fall down, approve
b. 重点句子
When I tried to board the second plane they asked for my transit card, which I didn’t have.
So I counted out how many I needed for the holiday and put them into a small box.
I found out it was illegal to have these pills without a doctor’s permission.
2. Ability goals能力目标
Enable the students to read about the problems travellers might meet while travelling.
Enable the students to write about problems they might experience while travelling.
3. Learning ability goals学能目标
Help the students learn how to deal with the problems they might experience while travelling.
Teaching important and difficult points 教学重难点
Learn how to deal with accidents that may happen to you while travelling.
Teaching methods 教学方法
Listening, fast reading and writing.
Teaching aids 教具准备
A recorder, a projector and a computer.
Teaching procedures && ways 教学过程与方式
StepⅠRevision
Check the homework of Exercise 1 and Exercise 3 on Page 81. Then get the students to discuss and explain why some of the sentences in Exercise 1 use non-restrictive sentences. Help the students to summarize:
The information in the non-restrictive attributive clauses is not essential. It tells us more about someone or something, but it does not help us to identify them or it. Non-restrictive attributive clauses are always separated from the rest of the sentence by commas. The commas have a similar function to brackets.
StepⅡ Listening task
T: Tina is going to travel, but her mother Sandra is worried about her. Do you want to know why? Today, we’re going to listen to a conversation. Before listening, please open your books and turn to Page 82. Read fast the questions and find out the listening points. Pay attention to these important points while listening. When I play the tape for the first time, try to get a general idea of the conversation. When you listen to the tape for the second time, you’ll be asked to answer these questions. Are you clear?
Play the tape. Let the students guess what might be the relationship between Sandra and Brian. Then play the tape again. The students listen and make some notes.
T: Now let’s listen to the tape for the second time. Make some notes while listening. And try to find answers to the questions.
After listening, ask some students to answer the questions. Then play the tape a third time, and let the students pay attention to what Brian says and finish Exercise 3.
Step Ⅲ Reading task
T: Just now, we listened to a conversation, and learned about Tina’s travel plan. While travelling, people might meet many kinds of problems, some maybe unforgettable, some embarrassed. Can you think of some problems that would happen to travellers?
S: Let me try. Maybe one would forget the time of his flight.
S: Maybe one would carry some goods that are forbidden on the plane.
S: Maybe one would lose his/her way and couldn’t communicate with the local people.
T: Yes, these situations are quite possible. Now we are going to read some similar experiences. Turn to Page 82. First look at the pictures and guess what problems each traveller has experienced. And share your predictions with your partner.
Then let the students read the stories and get the main idea of each one.
T: Now do fast reading, try to get the main idea of each story, OK?
Several minutes later.
T: OK! After fast reading, you should have got the general idea of each story. Did you guess correctly? Please find the problem that each traveller has and things they should have done from the text, and then complete the table in Exercise 1 with brief information.
After they have completed the table, check the answers. Then move on to Exercise 2.
Problem | Things they should have done | |
Tom | He did not obtain a transit card when her changed planes at Heathrow. | He should have asked what the cards they were handing out were for. |
Sally | She was stopped at the customs because she was carrying drugs without a doctor’s prescription. | She should have left the pills in their original bottle which had the name of her doctor on it. To be even safer, she could have asked her doctor for a letter which explained that she had to take the pills for her health condition. |
Paul | He had an accident in an isolated place and couldn’t walk. | He should have told someone where he was going and when he would be back. Then when he didn’t get back, they would have known where to search for him. |
Donna | She offended some of the people in the town she was visiting by wearing inappropriate clothes. | She should have found out about local customs and followed them. |
T: You did a very good job. Now let’s look at the Exercise 2 on Page 84. Complete the advice to travellers.
After the students have completed the advice, ask four of them to report their answers.
Suggested answers:
1. When changing planes, make sure you know what you have to do. If you don’t know what to do, ask someone..
2. If you have to take special medicine when you are travelling overseas, carry a doctor’s letter that explains this.
3. If travelling alone, always let someone know where you are going and when you will arrive there.
4. When travelling, always wear clothes that the local people will find acceptable.
Step Ⅳ Writing task
Deal with WRITING TASK on Page 84.
T: Now look at the four pictures in WRITING TASK. Imagine what might have happened. Then write a story about it according to the pictures.
Some minutes later, ask several students to read their stories to the class.
A sample story:
The day I left home for Australia I went to say goodbye to my mother. She was very worried about me and whether I could look after myself properly. She was especially worried that I wouldn’t like Australian food, so she cooked me all my favourite dishes and put them into a box to take with me on my journey.
When I arrived in Australia the customs officer wanted to know what I had in my box. He explained that Australia has very strict quarantine regulations. They don’t want plant and animal diseases from other countries to come into Australia so they inspect all the plant and animal products. Unfortunately it was illegal for me to bring into the country the kind of food my mother had given me and so it all had to be thrown away.
That night, instead of eating Mum’s delicious spicy chicken, I bought and Australian hamburger and ate it in the airport.