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?a.?Students?learn?to?choose?the?right?presents?for?family?members?or?friends.?
b.?Students are able to act respectively and cooperatively through group work
Teaching importance:
?1.?Students?understand?the?passage?and?acquire?the?key?information?about?
?one’s?likes?and?hobbies.??
?2.?Students?can?retell?the?passage?with?the?help?of?the?key?words?and?expressions??
Teaching difficulties:
?To?know?how?to?express?the?reasons?of?choosing?presents and how to give supporting information for hobbies or likes.
Teaching Procedures:
Stage 1: Pre-reading
Step 1: Lead-in and presentation
By giving a real situation of choosing birthday presents for our classmates “whose birthday are on this month” the teacher leads in the structure “ He likes …so we choose a … for him” and the new words like CD, concert, magazine, silk dress, a T-shirt. Then, the teacher gets the students to ask and answer by using the structure “what would you choose for birthday?” “I would choose… because….” Thus, the structures are practiced.
Stage 2: While-reading-
Step 1: skim and underline
In this part, students are required to read the text quickly and find out who they are going to choose presents for.
The purpose is to get students to skim to get information and let students know that the first sentence should be paid attention to.
Step 2: scan and match
Students are going to match people with their likes or hobbies in this part. They are required to give the answers by saying sentence like “Betty’s grandparents like……” .
That aims at not only training students’ reading skills but also practicing more for output.
Step 3: Read for details
Ask students to find out the supporting information for people’s likes or hobbies by asking them ”How do you know that?” . That’s to enable students to think more deeply and get a better understanding of supporting information, thus get ready for writing.
Get students to learn some language like the frequency adverbs and new phrases through careful reading.
To get students to give supporting information for hobbies or likes through a game.
It can not only make the class more active but also lays a foundation for the writing.
Read after the recording.
Stage 3:
Post-reading
Step 1: Let’s retell
The teacher integrates the text into some information cards for different people, which makes the structure of the text short, interesting and clearly. And then students are asked to retell the text according to the information cards. Such way of “folding” and unfolding the information is to get students to learn about the structure of the text much more clearly and train their ability of analyzing and inductive, finally pave the way for the output retelling and writing.
Step 2: Writing