《Revision》教案2
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约1810字。
教材分析
This period includes two parts, that is, Vocabulary and Reading & Speaking. The former aims at helping students to revise the words they learned in the past modules. Meanwhile, through the study of this part, students are able to explain the words covering newspapers, music, art, films and TV programs as well as health, by body movement. To achieve this goal, pair worp work and individual work are involved in this part. The latter part is to train their reading and speaking skills. The reading passage is actually accounts of two college students majoring in media, in which they tell something about their documentaries. All kinds of strategies are involved in this part such as skimming, scanning, pair worp work as well as individual work.
三维目标
1. 知识与技能
1)Train students’ reading ability. 2)Help students master more new words. 3)Foster students’ speaking skills.
4)Learn the following sentence patterns:
She has been so ill that she has had to stop work. (so. . . that. . . ) She was studying at secretarial college when she realized that she wanted to. . . (be doing. . . when. . . )
I had intended to make a documentary about some friends of mine. . . (had intended to do)
To make the film as real as possible, I followed. . . (as. . . as possible) 2. 过程与方法
1)Encourage students to master new words by relating new knowledge with old knowledge.
2)Individual work or pair work to madents participate actively in class. 3)Explanations to madents make a deeper sense of the knowledge they have learned.
3. 情感与价值
Through the study of this period, not only will students’ reading ability be improved, but their vision will also be widened.
教学重点
1. Encourage students to speak actively in class. 2. Train students’ reading skills.
3. Help students to revise the words they have learned. 教学难点
1. How to help students improve their reading ability. 2. How to make them master as many new words as possible. 教学过程
→Step 1 Revision
1. Greet students as usual.
2. Check their homework exercises and call back the answers in a whole-class setting.
(Show the following on the screen. )
1 No matter how much money you possess, it can not___________ a healthy body. A. compare B. suit C. defeat D. match 2 —Do you regret paying ten dollars for that book? —No. I would_________ have paid twice as much.
A. certainly B. gladly C. hardly D. really
3 Jane was so _________ for the news of her lost children that she was almost driven .
A. proper; madly B. thirsty; mad C. sad; madly D. curious; mad
4 My brother was still studying _________ into the night while I was asleep. A. late; sound B. lately; wide C. deeply; far D. far; late 5 The flowers died because it_________ for a long time. A. hasn’t been watered B. hadn’t watered C. hadn’t been watered D. hasn’t watered
6 They must be tired, _________ they have worked all the night. A. for B. because C. since D. as
7 You can pay now or _________ you come back to pick up the bike. A. when B. then C. while D. as
8 _________ to my regret, I am unable to watch your performance. A. Much B. Great C. A lot D. Very
9 Keep the little plants in the shade_________ the sun doesn’t burn them. A. in order to B. as a result C. so that D. to stop 10 I don’t skate now, but I_________ when I was a kid.
A. used to B. am used to C. used D. used to do Suggested answers:
1 D 2 B 3 B 4 A 5 C 6 A 7 A 8 A 9 C 10 A →Step 2 Vocabulary 1. Activities 1 & 2
Have a brainstorm of the words concerning newspapers, music, art, films & TV programs and health, each at least ten words. For example:
Newspapers: headline, reports, article, title, photograph, review, front cover, front page, editor. . .
Music: audience, choir, classical, composer, conductor, drum, guitar, instrument, jazz, musician, pop, rock. . .
Art: artist, gallery, brush, colorful, draw, drawing, paint, painting, traditional, style, contemporary, portrait. . .
Films & programs: actor, actress, director, producer, movie, thriller, comedy, romantic film, martial arts film, tragedy, advertisement, channel, programme, act, the news, soap, chat show, drama, sports program. . .
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