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江苏省江阴市成化高级中学高中英语 Unit1 Living with technology Word power教案 牛津译林版选修7

江苏省江阴市成化高级中学高中英语 Unit1 Living with technology Word power教案 牛津译林版选修7
江苏省江阴市成化高级中学高中英语 Unit1 Living with technology Word power教案 牛津译林版选修7

Period four :Word power

Step 1: Brainstorming

1. Guessing Game:

At the beginning of today’s class, let’s play a guessing game. Here are several cards, each of which says a household appliance. I’d like one of you to give a brief description of the ther students to guess what it is.

food is kept cold.

2. Next time you are in a shop, notice the electrical and electronic goods especially household appliances that are sold and try to list as many devices as possible.

Step 2: Vocabulary learning

1. A section manager from a big department store is showing the

electrical and electronic goods to a new salesperson. Please read what the

manager says (Part A on Page6). Pay special attention to the phrases in

blue. Make

sure that you understand what they actually mean. 2. Now, please arrange the goods from the manager’s introduction in the correct section. Fill

3. Let’s come to the household appliances section. Read the passage in Part B. Pay attention to the names of the goods in this section.

4. Pair work: Give a brief description of the household appliances to your partner in your own words. You may also describe other household appliances you know.

5. Now we’ve been familiar with the names of household appliances. Let’s try to complete the article in Part C on Page 7.

Step 3: Vocabulary extension

1. Of course, electrical appliances and electronic devices are useful in various ways in our lives. But which do you think is the most useful? First, have a discussion in group of four about the questions.

2. Now, present the result of your discussion.

3. Let’s come to Part D on Page 7. Complete the table with as many as you can think of, placing

the items in order of importance with the most important one first.

[Explanation]

根据教材内容和设计,指导学生通过听、读、说等活动获取大量相关信息,准备根据任务要求写作。为了降低难度,实际上把一个大任务分割成若干个小任务:收集信息、分析比较、提出建议,其间以信息的不同来源作为线索。由于教材所提供的内容非常丰富,而课时有限,有必要根据学生的情况进行详略安排,本课时将教学重点放在阅读上。阅读的重点是信息的获取和分析,这和后面的写作任务直接相关。此外,可以指导学生理解阅读材料的难点,如词、词组和句子的理解。还要提醒学生注意学习,并模仿描述物体外观特征的句型结构和词汇,对后面的写作也有好处。另外,从高层次阅读理解的角度来看,也可以引导学生有意识地了解广告文体的特点和文字的表现力,以便学生在后面的写作任务中客观地有选择地使用。至此,任务完成。

Task Helping buy an electronic dictionary

Skills building 1: listening for what is most important

Suppose you are listening to the announcement about a gather-together, what information is most important?

So, when listening, we need to be able to select and note down specific information, which is the words and phrases that the speaker uses to let us know what is most important. You are expected to learn some expression that can be used to show the importance.

Read the guidelines in Skills building 1 on Page 10. Focus on the expressions the speaker might use to show that something is important.

Step 1: taking notes of requirements

1. Pair work:

Have a discussion with your partner:

If you want to buy an electro nic dictionary for study, what should you pay special attention to? Would you talk to your parents or your friends and ask them for advice?

2. An uncle wants to buy an electronic dictionary for his son. Let’s listen to th e uncle. List

electronic

than 700yuan. I think he might like one that looks very smart and modern-you

into Chi nese, as well as translate Chinese words into English. Some people

always tell you how t he word should be pronounced. An

3. Now, let’s listen to a salesman showing two types of new electro nic dictionaries. Takes notes of some useful information beside each item.

4. The salesperson shows you two leaflets that advertise two electronic dictionaries. Read through

5. Discussion in groups of four and choose the type of electronic dictionary you think is most suitable for your uncle. You’d better state your reasons.

Skills building 2: asking for information by telephone

1. To obtain information, what are we supposed to do when we are making a phone?

2. Read the first pair of speech bubbles. Have a discussion: Are there a ny problems in the speech bubbles? If so, what are the problems?

3. Read the guidelines in Part 2 and 3. Learn to use the language mentioned in this part. Step 2: telephoning a company

Now, let’s use the skills we just learned to have a tele phone conversation with others. Suppose you need to call the customer service department of the electronic dictionary company and ask for more information about the electronic dictionary.

1. Read the points carefully and raise as many questions as you can about each point. For example: How long can the batteries last?

2. Work in pairs with one acting as the customer and the other as the salesperson in the customer service department. After that, I’d like you to act it out in front of the classroom.

Skills building 3: writing to give advice

Sometimes we need to write to someone to give advice. What shall we pay attention to when presenting

our advice? In a word, we are supposed to express the advice simply, clearly and politely. In this part, we’ll learn how to write to someone to give advice.

1. Read the instructions in this part. Keep the points in mind.

2. Revise the usage of the words advise, suggest and recommend.

e.g.1) I advised him to stop smoking. = I advised that he (should) stop smoking.

I can recommend their pizza.

2) They suggested another development program to the government.

May I suggest going there by train?

She suggested that we (should) have lunch at eh new restaurant.

3) Would recommend a good dictionary to me? = Would you recommend me a good dictionary?

I recommend going by subway.

The doctor recommended me to take a long rest.

The teacher recommended that we (should) read the novel. = The teacher recommended us to read the novel.

Step 3: writing an e-mail with advice

As mentioned above, you are expected to express the advice simply,

clearly and politely. Now, let’s have a practice. Let’s write an e-mail with advice to recommend one of the electronic dictionaries using the information gathered in Steps 1 and 2.

1. First let’s divided into small groups and then make an arrangement. Remember each member of the group should contribute to the planning of the outline of the e-mail.

2. I’d like several to read your e-mails to the class.

650yu

In conclusion, I

[Explanation]

这是Task板块第二课时。写作前,在上一个环节小组讨论的基础上,请学生用书面形式列举各自选择产品的理由;写作中,指导学生先打草稿,写出基本的段落结构和主题句。然后请个别学生展示,教师讲评,提醒学生注意细节,如文体特点,包括电子邮件的格式、说话的语气等。之后要求学生补充其它信息,使全文完整连贯。写作后,请学生相互交换文稿阅读并提供修改意见。教师再进行讲评,提醒他们注意信息的完整性,高级词汇和句子结构的选择,语言的过渡及连贯,以及观点是否有说服力等。与此同时,可以为学生提供并解释英文写作的一些基本标准,介绍一些专用的校对符号,督促学生自己进行最后的校对和自我评估。至此,任务完成。

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