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Target language:
Vocabularies:adventure/escape/dead/neighbour/funeral/alive/ southern
Expressions: get into trouble/run away/be surprised to/ for a time/pay for
Structures: The story is set in…/It describes…/ It is written in…/ It is thought to…
Skills to emphasize: reading, making notes, and concluding.
The “i+1” in the period:
“i”: Ss have known something about Confucius and Shakespeare, and they have learnt the present passive voice in the procedure of listening and speaking.
“l”: Ss will learn details about The Adventure of Tom Saywer. Besides that, they will learn how to introduce a book according to concluding sentence structures.
Anticipated problems and solutions.
Anticipated problemsSolutions1) Ss may have difficulties in guessing possible content beyond the book review.1) Aid Ss with one or two examples, which are simple to make.2) Ss may have difficulties in drawing a mind map in the fast-reading.2) Aid Ss with a pattern of mind map.3) Ss may be afraid to present answers.3) Aid Ss with the help of groups, and give them bonus as the encouragement..4) Ss may have difficulties in concluding sentence structures.4) Aid Ss with one example in the passage.
Teaching Procedures:
Step 1 Review Unit1: T shows pictures of Confucius and Shakespeare, and asks two questions.
According to Mr. Jackson, why are Confucius and Shakespeare great?
According to Mr. Jackson, what are we influenced by?
Step 2 Lead-in: T shows pictures of Mark Twain, and asks two questions.
In Unit1, what does Betty think of Mark Twain?
Why does Betty have this thought?
Step3 New vocabularies and expressions learning
Ss check the preview homework in groups, including Part A (Classify new words) and Part B (Filling-in blanks) (One point for each answer)
Guessing Game: Ss guess what the review is about, and make sentences with given new vocabularies and expressions. T aids them with examples. (Two points for each answer)
Step 4 Fast-reading: Ss read the passage as fast as they can, and try to find out the main idea of each paragraph to complete the simple mind map. (The pattern has been printed on Ss’ studying sheet; two points for each group.)
Step 5 Scan-reading: Ss read the passage carefully, and add details to the mind map through group works’ discussion. Then, groups are volunteered to write down their possible answers on the blackboard. (Two points for each group)
Step 6 Conclude useful sentence structures for introducing a book: Groups are volunteered to present their possible answers on the blackboard. (Five points for each answer for each group)
Step 7 Homework: Ss take advantage of useful sentence structures to talk about their favourite books in groups. Next period, Ss will be guided to write about their favourite books.
Reflection:
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