1、读写任务教学内容the third period of this unitTrain the students speaking ability by describing, talking and discussing. Help the students improve their listening ability. Train the students listening ability. Especially listen and understand what the speakers mean beyond words. 教学目标Knowledge aims: Let the S
2、s know about some scientists and their life and contributions. Get the Ss to learn how to talk about scientific work and how to describe a person. Ability Aims: Train the students speaking ability by describing, talking and discussing. Train the students listening ability. Emotional Aims: Train the
3、studentsability to cooperate with others. Encourage the students to learn from scientists to show interest in scientific exploration and research. 教学策略手段At the beginning of this period, the teacher should (can) design some exercises to review what the students learned in the last period. The teacher
4、 can begin with asking some questions or having a competition to make some sentences with“John Snow”according to the passage. When training the Ss listening ability, teachers should start with pre-listening, that is, lead-in. If it is necessary, teachers had better introduce some background knowledg
5、e about the listening material. Later, let the Ss listen to it. At the same time, teachers should design some simple questions. After that, the Ss have known about the listening material, and then teachers can ask them to listen to it again to be ready for more difficult questions. If necessary, the
6、 Ss can be given another time to listen. While practicing, teachers had better offer students some advice on how to do it well. Especially, train the students to predict what to be talked about according to the hints and limited information and let them form the good listening habit of listening wit
7、h the purpose of finding useful information and to summarize. Certainly, suppose there are many new words and expressions, teachers should help them to deal with them at the first place. All the listening practice should focus on developing the students listening skill. During the course, teachers s
8、hould rank class activities from the easy to the difficult. First, ask them to learn the expressions. Then, ask them to imitate it to have a dialogue. Finally, the students are expected to create a dialogue or discuss the given topic. In order to draw students attention, the teacher had better prepa
9、re for some interesting situations. This period centers on emphasis on speaking and listening. The teacher should try his or her best to encourage the students to say something. Dont always correct the mistakes that the students would make while speaking. Otherwise, the students would feel reluctant
10、 to speak out their opinions. 课堂练习1. 总起句2. 起因(时间，人物、事件、地点)3. 经过4. 强调/转折5. 结果6. 结尾句一句型1.总起句 经历： I had a similar experience. 我有一次类似的经历。 The story reminds me of my experience in my childhood.这个故事使我想起了我童年时的一场经历。 感受：After reading the story, I am deeply moved./I was lost in thought. 读完故事后，我深受感动/我陷于深思。 I w
11、as deeply inspired by such a story, as it makes me realize the importance of a goal. 这个故事让我深受启发，因为它使我意识到设立目标的重要性。2. 起因：(时间，人物、事件、地点)（1）I still well remember that when I .我还清楚地记得高一时我的英语非常差。_(2).I was doing when 我正在教室忙着做作业，突然李华走进来。_(3). There was a time when I 曾经有一段时间我非常沮丧。_3. 经过 ： 用上 so that （可多写2-3句
12、）1) 我如此紧张以至于忘了演讲。_2) 他如此生气以至于说不出一句话来。_3) 她如此耐心以至于一点点地教我学英语。_4.转折或强调句 ： It that 1)正是老师的微笑使我有勇气去完成赛跑。_2)正是李华在我困难时帮助并鼓励我。5.结果 From then on, From this experience, I realized that 1)从那时起，我对数学感兴趣了。_ 2)从这次经历，我意识到微笑的重要性。_3)从这次经历，我意识到友谊给生活和学习带来的影响。_6. 结尾1.只有互相理解和帮助，我们才能过和谐的生活._2. 只有靠共同努力，我们才可享受美好的生活。_【实战演练1】
13、(2011广东)1. 以约30个词概括上文的主要内容。2. 以约120个词讲述一次你（或你的朋友）想家的经历，内容包括：时间、地点和起因；想家给学习和生活带来的影响；你（或你朋友）是如何应对的。（1）（总起：）（2）(时间+地点+人物+事件起因):去年中秋节我独自一个人在学校过。（3）(经过):那时候，我正忙于准备一次很重要的考试。（4）(强调):正是在我所有同学都回家后我开始想家。（5）(结果):这种感觉使我不能学习。（6）(结尾):只有当我给父母打完电话我才感觉到舒服点。1. (总起) I had a similar experience. 2. (时间、地点、人物、事件) Last Mi
14、d-autumn Festival I spent alone at school. 3. (经过) At that time, I was busy preparing for an important exam. 4. (强调) It was after all my classmates had gone home that I began to feel homesick. 5. (结果) The feeling stopped me concentrating on my studies. 6. (结尾) Only after I made a call to them did I feel more comfortable. 教学反思
