北师大版高二选修8教案： Unit 24 Period 7.doc

the seventh period speaking teaching goals 教学目标1. target language 目标语言a. 重点词汇和短语anchor, seaweed, swing, seagull, spiritual, buddhism, prayer, merchant, wax, pan, semicircle, suck, rob, steal, assist, attend, comprehensive, understanding, contamination, pollution, nervous, pass, spend, foreigner, earn, win, flourishing magnificent, essential, major, vital, concern, uneasy, ideal, utopian, carry on, go on, follow, continue, murder, rape, fraud, mugging, penalty, assault, blackmail, fine, burglary, age, comedy, drama, lend, poet, tragedy, period, shopliftingb. 重点句型thats a good idea.surely, itd be better to explore a bit?ok, lets do it.dont you think it would be better near the stream?how come?i wouldnt mind one.right. ill collect the stonesok. why dont we both do that?its freezing.my feet are blocks of ice.im dying for a cup of coffee. i suppose he is getting on a bit.2. ability goals 能力目标enable students to make proper reactions to suggestions in communication.enable students to use exaggeration in speaking.3. learning ability goals 学能目标help students learn how to prepare for problem solving task. teaching important and difficult points 教学重难点speaking strategy: prepare for problem solving. teaching methods 教学方法listening, speaking and discussing.teaching aids 教具准备a multi-computer, a recorder.teaching procedures & ways 教学过程及方式step i revisioncheck the homework.check answers to ex 1 with the whole class.check answers to ex 2 by having individuals write their sentences on the board. check answers to ex 3, 4 and 5 by asking individuals to tell out their answers, and then check together.suggested answers to ex 4:debbie and lily went on holiday to beijing. first, they toured the great wall. second, they walked through some hutongs. they then visited the forbidden city. after that, they shopped and had a meal. they left the next day.step ii listening: a songread out the instructions to the class.students work in groups of three or four, discussing the generation differences. apart from differences, ask the class if there are any similarities between the two generations.t: we are very familiar with “the generation gap”. its said that there are differences between the childrens generation and their parents generation. parents can not understand the children and can not be understood by the children. so a gap appears, though they live together. now work in groups of three or four, discussing the generation differences. think about these things: (show a) b) c) on the powerpoint). later, ill ask some groups to report your results to the class.s1: as to tastes in music, most parents enjoy classical music or folk music, while the young prefer pop music. as for clothes, the young prefer fashion. they would more like to present their individual character through their clothes.s2: as to the attitudes to work and money, most young people seek a higher salary and changes. they may not like to stay unchangeable. but the parents would like to be stable.s3: as to marriage, most parents prefer their children to marry early and live with them, while the young hope to have his own life first and live independently after their marriage.t: so many differences! but i think there are surely similarities between the young and the parents, dont you think so?s4: yes. though there are differences between the two generations, there are also something similar between them. for example, we can see both the young and the old in some sports games.t: good. so i think this gap can be filled if there are more understanding and acceptance.deal with ex 2give students time to read the sentences before playing the cassette. play the cassette twice for students to listen and find out who said each sentence.t: have you ever listen to the song “father and son” by cat steven?ss: yes / no.t: on page 41, in ex 2, there are fourteen sentences from the song. now read the sentences and guess who said these things, the father or the son. then i will play the cassette for you to check if you guesses are correct.check the answers with the class as a whole.deal with ex 3read out the questions to the class. play the cassette again for students to experience the feelings of the father and the son. discuss these answers to the question in pairs or groups of three. tell them there are not “right” or “wrong” answers to the questions. they need to interpret the song and the feelings of the father and son.suggested answers:1. the situation is that: the son wants to change his present situation and go away while the father asks him to get married and settle down. the son wants to go away because he doesnt want to listen to his fathers old story and want to have his own life.2. the father advises his son to get married and settle down.3. the father may feel bad. the son may feel boring.step iii speaking: problem solvingdeal with ex 1have students look at the photo and talk about it. read the instructions to the class. as a whole class, students discuss what they would miss most in this situation.t: look at the picture. where are the three young people? why are they there? what are they doing?s: in my opinion, they are in the wild. maybe they are undertaking a camp and field training. now they are discussing which road to take next.t: if you had to spend two weeks hiking on a mountain without any of the comforts of home, what would you miss most?ss: hot water, bread, fire deal with ex 2t: in pairs, please discuss what would be the biggest survival problems for you?deal with ex 3&4listen to three people on a survival course. then say which of the problems in exercise 2 are mentioned. check students answers by playing the cassette again, pausing it after each answer.when dealing with ex 4, give students time to read the expressions before play the tape again.t: now, please read the expressions first. the expressions a-h are spoken immediately after the expressions 1-8. each pair express the same meaning, but in quite different way. while listening, please match the expressions.play the tape. then check the answers. t: then, please discuss which expressions involve exaggeration and which involve understatements.a sample discussion: s1: i think the expressions: 1 2 3 f 5 6 a d are exaggeration while the rest are understatements.s2: yes. we also use such expressions a lot in chinese.t: listen to the tape again, pay attention to the reactions to suggestions. lets begin. after listeningt: whod like to read out the negative reactions to the class?s: lets me try. these negative reactions are: surely, itd be better to explore a bit.its quite big, but i dont see why we have to build it near here.dont you think it would be better near the stream?surely, we can do that when its finished.t: good. then turn to page 90, try to finish ex 1. look at the pictures and complete what the people are saying, using idiomatic expressions.check the answers by having individuals read out their sentences.t: whod like to read out your sentences for the first picture?s1: let me try. its freezing in here.t: right. whats the second one?s2: yes, my feet are blocks of ice.t: then the third one?s3: im dying for a cup of coffee.t: right. what about the fourth one?s4: if youre homeless you cant get a job; if you cant get a job, you cant pay rent. its a vicious circle.t: good. what about the last one?s5: house prices have rocketed this year.t: good. youve all done a good job.step iv pronunciationdeal with ex 6play the cassette two or three times for students to listen to the words said slowly, then fast.ask students to repeat the phrases after the cassette.t: now listen to the tape first, please identity which of these sounds disappear or are added: /t/, /d/, /r/, /v/. then repeat the phrases after the cassette.answers:1 start-/t/ disappears 2 lets-/t/ disappears 3 explore-add /r/ at end of “explore”4 best place-/t/ disappears 5 for a cup-add /r/ at end of “for”6 cup of coffee-/v/ disappears, just schwa7 could build-/d/ disappears 8 need people-/d/ disappears9 some of them-/v/disappears 10 before it-add/r/ at end of “before”step v speaking strategiesstudents will be asked to make group decisions about how to survive in the wild, following the stages below.stage 1read the speaking strategies to the class and explain that they are going to follow these strategies in the next stages.read out the instructions to the class and check that students understand any new vocabulary, e.g.: “fish hooks”.stage 2give students time to look back at the expressions in function file on page 37 and chatroom on page 42. in groups of three, students practice making suggestions and reacting to them.stage 3in their groups, students identify the most important problems, suggest and agree solutions and decide how to share the jobs.t: now, if you are asked to spend two weeks in a forest in groups of three, what do you do to survive in the wild? please first read the speaking strategies for preparing for problem solving. because you are asked to follow these strategies in the next stages.students read the strategy silently. t: ok, lets look at the task information; discuss them with your partner. next, you have several minutes to look back at the expressions in function file on page 37 and chatroom on page 42. please think of suggestions to help you survive and work in group of three, practice making and reacting to suggestions. then, you should identify the most important problems, suggest and agree solutions and decide how to share the jobs.t: ok, now imagine you are in the wild. please make your plan to survive.a sample of the dialogue: a: ok, so here we are. we must survive for two weeks in the forest, but we have only the equipment-knife