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1、Unit5,I. Objectives,II. Suggested Teaching Plan,III. Background Information,IV. Class Presentation,Preview,Preview,This is the first unit of Book Three. In the Listening and Speaking section, you will learn how to use attitude words and phrases and will do some practical exercises. In the Reading an
2、d Writing section, the writers bring forward a topic very important to our lives our attitude. As the writer of Text A tells us through a story about his friend Jerry, attitude is more important than anything else. Text B contains a list of four characteristics about happy and positive people. And i
3、n Text C, the writer illustrates how one can choose a positive attitude through his own personal experience.,prev.,I. Objectives,After studying this unit, the students are expected to be able to,Obj.,s.t.p.1,II. Suggested Teaching Plan,Suggested Time and Teaching Plan for Unit 5,Time,Contents,Plan,1
4、) The Language for Happy Anticipation,A.,The teacher begins with the Preview to make sure that the students have some idea of what this unit is all about. After that, the teacher activates Listening and Speaking exercises as follows:,2 periods,Preview,Listening and Speaking,Give a brief lead-in talk
5、 on happy anticipations so as to define them;,s.t.p.2,B.,Have the students listen to Ex.1 (2-3 times) and fill in the blanks with the missing words;,C.,Ask one student to read aloud the talk to check the fillings;,D.,Tell class good news in any aspect and ask students to express their happy anticipa
6、tions using the language presented in Ex.1.,Time,Contents,Plan,s.t.p.3,2) Expressing Happy Anticipation,Go through the new words and phrases for the conversation in Ex.3;,A.,D.,Now have them look for the language used to express happy anticipation in the conversation;,Time,Contents,Plan,E. Next, stu
7、dents can role-play the conversation.,s.t.p.4,Time,Contents,Plan,3) Follow-up Practice (Be Selective),Go through the words and expressions from the wedding invitation in Ex.6 and have the students do questioning exercises as guided after reading it. Note: One thing can be expressed in many forms.,Li
8、sten to the conversation in Ex.7, do the exercises in it, and ask some students to speak out their questions. Note: One thing can be expressed in many forms.,Listen to the recording of Ex.8 and ask the students to respond by translating orally the Chinese messages into English.,A.,B.,C.,Time,Content
9、s,Plan,Assign the students to do Ex.4, Ex.5, Ex.9 and Ex.10 as their homework before they come to class next time. The teacher tells them how to do these exercises and presents any topic-elated expressions on the chalkboard in advance, which can be used when the students make preparation for present
10、ation.,D.,s.t.p.5,s.t.p.5,3 periods,Review of the listening and speaking skills the students have learned,The teacher begins with the assignment mainly to have a review of the functional and notional language the students picked up in the previous unit. The teacher asks some students to act out the
11、conversation in Ex.4 and Ex.5 of the Listening and Speaking section, and invites a few students to tell class their messages based on the picture in Ex.9 or present their opinions on the topic of “Which counts for more, IQ or EQ?” orally. Then, the teacher turns to the Reading and Writing section. (
12、These activities should be completed in 15 minutes.),Time,Contents,Plan,s.t.p.6,1) Starter,After a brief explanation of the instructions, the teacher,A.,gives the students a few minutes to think about the questions in the starter;,Time,Contents,Plan,Text A & text-related exercises,B.,asks some stude
13、nts to answer the questions. (10 minutes),2) Text A,A.,The teacher,lets the students answer the text-related questions, helps them identify the main idea of each paragraph and analyzes some,s.t.p.7,B.,guides the students through the exercises, focusing on certain items or leaving some exercises as t
14、he students homework according to the students different levels of English (one period).,1 period,Grammar Review,1) Grammar Review,The teacher talks about the use of absolute construction, and at the same time, asks the students to do the grammar exercises in class.,Time,Contents,Plan,difficult sent
15、ences and some language points while discussing the whole text with the students (one and a half periods);,s.t.p.8,Practical Writing,2) Practical Writing,The teacher tells as well as shows the students how to reply to an inquiry by doing Ex.12 of Practical Writing, and then requires the students to
16、do Ex.13 as their homework.,Time,Contents,Plan,s.t.p.9,2 periods,Text B, Text C & text-related exercises,1) Text B,While discussing the text with the students, the teacher calls on the students to pay attention to the structure of the paragraphs of the text, asking the students to answer the questions about the text. Ex.15 and Ex.16 can be done either in class or after class.,2) Text C,This text should be read by the students themselves as their homework or as fast-reading in class.,Time,C
