Say the words and have students repeat until they can pronounce them fluently and accurately. Call students’ attention to the article. Read it to the class. Point to the five questions beneath the article. Elicit the first answer from the class(The students think the uniforms are ugly). Ask students to read the article again and answer the questions individually. As students work, move around the room answering any questions they may have. When students are finished, ask the questions orally and ask students to answer. Write the correct answers on the board so that students can check the spelling and other details of their answers. Answers 1. The students think the uniforms are ugly. 2. They would like to wear their own clothes. 3. The students would like to study in groups. 4. They think vocations should be longer. 5. Volunteering is good experience for future jobs. Step Ⅲ 3b This activity provides oral practice using the target language. Point to the sample conversation. Ask a pair of students to read it to the class. Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations using the information in Activity 3a. Get students to complete the activity in pairs. As the pairs work together, walk around the room offering language and pronunciation support as needed. Check answers by asking different pairs of students to say their conversations to the class. Optional activity Ask students to talk to several different people and find out about what they think about their school uniforms. Write an article. Step Ⅳ Part 4
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This activity gives students an opportunity to practice listening, speaking, reading and writing using the target language. Read the instructions to the class. Make a list of rules on the blackboard about what should and should not be allowed along with students. 1. Members are allowed to use English-English dictionaries. 2. Members aren’t allowed to speak Chinese but English. 3. Members aren’t allowed to be late. 4.… Point to the sample conversation. Invite a pair of students to say it to the class. SA: Members should be allowed to use dictionaries. SB: Yes, but they should only use English-English dictionaries. Ask students to make conversations using the information on the list of rules. Walk around the room offering help as needed. Get different pairs to share their conversations with the class. Vote on the best rules. Note: Answers will vary. Step Ⅴ Summary and Homework Say, In this class, we’ve mainly practiced reading and writing. Finish off the writing in optional activity. Get students to interview some more students to add more information to their articles. 教 学 反 思 课题 Unit 3 Teenagers should be allowed to choose their own clothes Period 6 1. Knowledge Objects 教 (1) Key Vocabulary：finish, allow, choose, need, clear up, perform, 学 primary (2) Make sentences using vocabulary words. 目 (3) Write a letter using the target language. 17
标 2. Ability Object Train students’ ability of writing. 3. Moral Object Every thing has its advantages and disadvantages. So treat things critically. 教 1. Teaching Key Points Fill in blanks and make sentences using vocabulary words. 材 Write a letter using the target language. 分 2. Teaching Difficult Points Make sentences using vocabulary words. 析 Write a letter using the target language. Step Ⅰ Revision 实 (1) Check homework. Get different students to read their articles to the class. 施 (2)Debate: Divide the class in half down the middle into two teams. Team A agrees that students should wear school uniforms while 教 Team B disagrees. At the end of the debate, each team chooses a leader to summarize their ideas. 学 Team A: We think students should wear school uniforms. Firstly, school uniforms are neat and tidy. Secondly, they are a 过 symbol for students. Thirdly, when we wear our school uniforms, we feel equal and no need to follow the fashion. 程 Team B: We don’t think students should wear school uniforms. For one thing, they are uncomfortable and the color is too dull. 设 For another, they are very simple and they are outdated. Step Ⅱ Part 1 计 This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Ask students to fill in the blanks on their own. 18
Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students cheek their answers. Answers 1. allowed 2. finish 3. clean up 4. choose 5. needs Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes. Sample answers 1.students should not be allowed to smoke. 2.Nave you finished reading the book? 3.we should clean up our classroom every day. 4.You may choose three from the books. 5.You needn’t come so early. Step Ⅲ part 2 This activity provides reading and writing practice using the target language. Dear Editor, I would like to reply to the article \newsletter. I agree with some ideas and disagree with others. The article said that students should be allowed to volunteer more often. I think it’s a good idea. Because volunteering is good for future jobs. However, I don’t agree to the suggestion that students should visit primary schools and help teach young students. I think we are just students. We have no experience in teaching. We should do something we can. Yours, Wei Ming Note: The letter will vary. Step Ⅳ Just For fun! This activity provides reading and speaking practice with the target
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language. Ask all students to read the cartoon story. Ask students why it is funny. Help students to answer, The police officer doesn’t notice that it is an elephant, not a car, that is in the middle of the street. Step V Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. Homework for today: 1. Read the article in 2 again. 教 学 反 思 1. Knowledge Objects 教 Key Vocabulary：lifestyle, way cool, give some direction, material 学 things and so forth. Text: That’s Cool! 目 2. Ability Objects 标 Train students’ ability of reading for special information. Train students’ reading, writing, listening and speaking skills. 3. Moral Object People use the word \feel. However, to realize your dream through great effort is really being cool. 教 1. Teaching Key Points Key vocabulary 材 Read the text for special information. 分 Read the text to understand words in context. Fill in the chart with the things you and your classmates think are 析 cool. 2. Teaching Difficult Point Train students’ reading skill.
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