北师大版高二选修七教案：Unit 21 period 5.docx

the fifth period integrating skills ()teaching goals 教学目标1.target language 目标语言a. 重点词汇和短语weekly, temporary, numb, sacred, rob, terminal, helmet, decline, minimum, institution, unconditionally, tentatively, equip, firm, fortune, rate, enquiry, deadline, submit, appendix, extension, tractor, spade, aluminum, tin, concern, vote, sceptical, belly, circumstance, absurdtake off, return to normal, as long as, panel discussion, point out, out of the question b. 重点句式even though the patient may seem to be “awake” sometimes, their brain remainstherefore, they are not able to form a connection with other peoplealthough doctors dont fully understand comas and the process of recovery, it is generally agreed that.furthermore, patients who have stayed this way for more than two years have never returnedsome patients recover slowly while others show little or no progressdespite treatment, they may never return to normal.however, in all cases, patients should receive the best treatment possible for as long as there is hope2. ability goals能力目标 enable the students to join some sentences by using linking words and phrases. enable the students to write an essay about whether smoking should be banned. enable the students to listen to a tv programme.3.learning ability goals学能目标 help the students to learn how to join some sentences by using linking words and phrases. help students write an essay about whether smoking should be banned.help the students to learn how to listen to a tv programme.teaching important points教学重点learn how to join some sentences by using linking words and phrases and write an essay about whether smoking should be banned.learn how to listen to a tv programme.teaching difficult points教学难点how to join some sentences by using linking words and phrasesteaching methods教学方法individual, pair or group work, discussion and task-based activities.teaching aids教具准备a projector and a tape recorder.teaching procedures & ways教学过程与教学方式step lead-int: we are often asked to write short articles in or after class in paper tests. i find that some students are not able to use the linking words or phrases like “however, although, despite, even though, in spite of, on the other hand, therefore, etc” correctly. if we apply them to our articles correctly, we are able to read and write well. please look at the sentences on the screen and then rewrite it using “although, even though, however, on the other hand, therefore”.the teacher shows the sentence on the screen. some people find the idea of taking people off life support machines terrible. others dont mind doing this if the patient doesnt improve after many years.t: we can say “although some people find the idea of taking people off life support machines terrible, others dont mind doing this if the patient doesnt improve after many years.” s1: even though some people find the idea of taking people off life support machines terrible, others dont mind doing this if the patient doesnt improve after many years.s2: some people find the idea of taking people off life support machines terrible. however, others dont mind doing this if the patient doesnt improve after many years.s3: on the one hand, some people find the idea of taking people off life support machines terrible, on the other hand, others dont mind doing this if the patient doesnt improve after many years.ask students to focus on 6 sentences on the screen and let them complete the second sentence so that it has a similar meaning to the first sentences. use the cue given and up to four more words.1 she won the race even though she had a cold. ( despite )despite having a cold, she won the race.2 i arrived late but did not miss the start of the concert.( even though )i did not miss the concert even though i arrived late.3 i passed the exam despite making a mess of one question. ( although )although i made a mess of one question, i passed the exam.4 im against taking people in coma off life support machines for no matter what reasons. ( regardless of )im against taking people in coma off life support machines regardless of any reason.5 although it was raining heavily we completed the race. ( in spite of )we managed to complete the race in spite of heavy rain.6 i dont like the olympics apart from the swimming events. ( though )i quite like the swimming events though i dont like the olympics.step speakingthis part is designed to train students speaking ability.get the students to read the article and match these headings with the paragraphs a-d. encourage students to discuss them in pairs or in groups. conclusion what doctors know and dont know about comas introduction of the topic chances of recoveryaintroduction of the topicbchances of recoverycwhat doctors know and dont know about comasdconclusionhave the students complete the text with these linking words and phrasesanswers: 1-even though 2-although 3-even though 4-therefore 5-while 6-howeverstep writingthis part provides students with a chance to practise their writing ability. the students are going to write a discursive essay with the title: “should smoking be banned?” they are told how to write a discursive essay following the stages on the screen.stage 1work in pairs to brainstorm ideas and list as many arguments as possibleboth for and against banning smoking.for: government would save money on medical treatment.against: government would lose money from tax on cigarettes.stage 2 work individually and decide what your opinion is. write notes for four paragraphs.stage 3 use your notes to write the essay.stage 4 check the notes.the students are expected to apply what they have learned to practical use by writing an essay about whether to smoke or not. after the students finish writing this essay, they are asked to read each others essays and assess them. this section aims to allow students to determine what they have achieved, and what else they can do in order to improve.step listeningt: there is a picture here. what kind of programme do you think it is, a chat show, a documentary, a panel discussion or a game show?s: a panel dis