sectionA的案例.doc

Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction (7 minutes）1. The whole class work2. The whole class work3. The whole class work4. Individual work5. The whole class work6. The whole class work1. Focus their attention on the teacher.2. Read the saying aloud.3. Students read the chant on P38 and try to imitate the recording, at least for three times.4. Volunteers may answer: (1) smoking(2) not smoking5. Students understand:“give up smoking” means “stop smoking”.6. Students listen generally and find out “Staying up late is bad for your health”.1. Get students ready for learning.2. Show everyday saying for the students.(one saying a week)3. Play the chant on P 38. Then guide students to repeat the chant on P38 after listening to the recording.4. Teacher asks the students to look at the topic “I must ask him to give up smoking” and guess the meaning of “give up smoking”, then asks a question: “Smoking or not smoking?” 5. Teacher introduces the synonymous word “stop”, which means “give up”.6. Teacher tells the students, “In our life, there are many bad habits. Lets listen to 1a and find out the bad habit in 1a.”Presentation(10 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work and group work1. Students make sure what they should do while listening.2. Students listen and finish 1b.3. Students look through 1a, focusing on the keys to 1b, and then discuss in groups.4. Students may discuss how to write in groups. Then they write it down. Each group will show one for the whole class.A sample:Kangkang looks tired. Because he watched a soccer game on TV last night. He went to bed very late. He should go to bed early tonight, and hell feel better tomorrow.1. Teacher asks the students to look through 1b. 2. Teacher plays the recording.3. Teacher asks the students to look through 1a and check their answers.4. Teacher asks the students to finish 1c. Then let each group show one passage and a representative read the passage aloud.Consolidation(10 minutes)1. The whole class work2. The whole class work and pair work3. The whole class work and pair work4. The whole class work5. The whole class work1. Students read with the recording, imitating the pronunciation and intonation.2. Students underline the language points in their textbooks:(1) sb. be tired/interested/ excited(2) make sth. come into being(3) watchedpast tense(4) Doing sth. is bad/ good for (5) must do sth.3. Students ask and answer in pairs.4. Students may find“litter” and “dustbin” strange, but they can guess the meanings by connecting the phrases with the corresponding pictures.5. Students choose “should, shouldnt, must, mustnt, dont” for each picture.1. Teacher plays 1a for the students to read with.2. Teacher shows some language points on the screen for the students to understand.(1) You look tired.(2) What caused it?(3) I watched a soccer game on TV last night.(4) Staying up late is bad for your health.(5) I must have a good rest.3. Teacher asks the students to practice 1a in pairs.4. Teacher asks the students to look through 2 to find something they dont understand. Teacher shows pictures of “litter” and “dustbin” on the screen.5. Teacher plays the recording.Practice(10 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. Group work7. The whole class and pair work8. Pair work and group work1. Students may ask the teacher what they dont understand.2. Students understand “keeping fingernails long” with the help of the pictures and the teachers explanation.3. Students understand “without breakfast” with the help of the teachers explanation.4. Students mark each phrase.5. Students make sentences like this:Going to bed early is good for your health.Getting up late is bad for your health. You should get up early.6. Each group make the new sentences in their own groups, and each one must say one sentence.7. Students make dialogues by imitating the example, and they may try to use “Wow!”, “My god” to show their attitude. They may practice in pairs.8. Two representatives from each group read their new conversations about 3b aloud.1. Teacher asks the students to look through 3a, making sure they understand 3a.2. Teacher shows pictures of “long fingernails” on the screen.3. Teacher explains that “without breakfast” means “not eat breakfast”.4. Teacher asks the students to choose “good” or “bad” and mark each phrase.5. Teacher asks the students to make new sentences like: Doing sth. is good/bad for6. Teacher walks to see who is not taking part in the activity.7. Teacher lets students finish 3b.8. Check the students pair work. Each group show one dialogue.Production(8 minutes)1. Group work2. The whole class work 3. The whole class work4. Individual work1. Students discuss in their groups, making the new conversations orally.2. Students write their conversations after class, preparing for the show in the next class. Each group will show three dialogues.3. Students summarize Section A with the teacher by doing exercises shown on the screen.4. Students do the following jobs:(1) Memorize the summary after class.(2) Students write conversations after class. (3) Students learn to read vocabulary with the help of the recording and the phonetic symbols, and read the dialog after the recording. 1. Teacher asks the students to make new conversations according to 1d.2. Teacher asks the students to write down their new conversations after class.3. Teacher shows the summary to the students:(1) Vocabulary.(2) The structure:情态动词+动词原形4. Teacher assigns