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備課正文個(gè)案設(shè)計(jì)Unit1HowdoyoustudyforatestⅠ.Analysisoftheteachingmaterial1.statusandfunctionInthisunit,studentslearntotalkabouthowtostudy.Suchtopicisveryusefultostudents.It’shelpfultoraiselearninginterestofallthestudents.Eithermoreorlessadvancedstudentswillbenefitalot.(1)Thefirstperiodmainlygivesstudentslisteningandoralpracticeusingthetargetlanguage“howdoyoustudyforatext?Istudybydoing…”(2)Theactivitiesinthesecondperiodgivestudentsmorelisteningandoralpracticeusingmoretargetlanguage.Theyarehelpfultoimprovestudents’listeningandspeakingskills.(3)Inthethirdperiod,studentslearntogetdetailedinformationfromanarticle,itisabasicreadingskillandisagreathelptoimprovestudents’readingskill.(4)Thefourthperiodnotonlyintroducessomenewwordsbutalsoprovidesstudentswithmanydifferentkindsofactivities.Inthisclass,studentslearntogiveadvicetothosewhohavedifficultyinstudyingusingthetargetlanguage.(5)Thefifthperiodisdesignedtotrainstudents’readingandwritingskills.(6)Alltheactivitiesintheperiodinthisunitareusedtoprovidewritingpracticeusingthetargetlanguage.(7)Inthisperiodstudentslearntounderstandsomewordsandphrasesofthereadingandlearntodealwithproblemspositively.2.teachingaimsanddemands(1)knowledgeobjectsInthisunit,studentslearntotalkabouthowtostudyforatestandgiveadvicetothosewhohavedifficultyinstudying.(2)Abilityobjects.Totrainstudents’listening,speaking,readingandwritingskillsusingthetargetlanguage.(3)Moralobjects.Everyonelearnsadifferentway,thebestoneistodo.Thatis,nopains,nogains.3.teachingkeypointTomakestudentslearnandgraspthekeywordsandthetarget lantuage.1.teachingdifficultpointTotrainstudents’listening,speaking,readingandwritingskills.Totrainstudents’communicativecompetence.2.studyingwayteachstudentshowtobesuccessfullanguagelearners.Ⅱ.languagefunctionTalkabouthowtostudy.Ⅲ.Targetlanguage1.Howdoyoustudyfortests?Well,Istudybyworkingwithmyclassmates.2.Haveyoueverstudiedwithagroup?Yes,Ihave.I’velearnedalotthatway.3.Idon’thaveapartnertopracticeEnglishwith.MaybeyoushouldjoinanEnglishclub.Ⅳ.StructureVerb+bywithgerundⅤ.vocabulary1.thenewwords.2.whatabout…..?3.whydon’tyou……?Ⅵ.learningstrategies1.Personalizing2.roleplayingTeachingtimesevenperiodsThefirstperiodⅠ.Teachingaimsanddemands1.Knowledgeobjects(1)Keyvocabularyflashcard(2)TargetlanguageHowdoyoustudyforatest?Istudybyworkingwithagroup.2.Abilityobjects(1)Trainstudents’listeningskill.(2)Trainstudents’communicativecompetence.3.MoralobjectStudyingtherightwayishelpful.Ithelpsyougetgoodgrades.Ⅱ.TeachingkeypointsThetargetlanguageⅢ.Teachingdifficultpoints 1.trainstudents’listeningskill.2.Trainstudents’communicativecompetence.Ⅳ.TeachingmethodsSceneteachingmethodPairworkⅤ.TeachingaidsAtaperecorderrealobjectsⅥ.TeachingproceduresStepⅠGreetingsWelcomethestudentsbacktoschoolandaskthemiftheyhadagoodtimeduringthesummerholidays.Invitedifferentstudentstodescribewhattheydidinthesummervacation.StepⅡ1aThisactivityreviewsearliervocabularyandintroducessomenewwords.Readtheinstructionstotheclass.Readthelistofwaysofstudyingtotheclass.Pointtoactualobjectsintheclassroomortotheitemsintheillustrationtoshowthemeaningofeachitemonthelist.Explainthataflashcardisapieceofpaperorcardwhichstudentswriteawordonandusetomemorizeinformation.AskstudentstocheckthewaystheyusuallystudyforanEnglishtest.Whiletheyaredoingthis,writethelistontheboard.Thenreadthelisttotheclassandaskstudentstoraisetheirhandstoshowwhichthingstheychecked,writethenumberofhandsyouseeaftereachitemontheboard.ThenaskstudentstowritedownotherwaystheystudyforanEnglishtest.Whentheyhavefinished,askstudentstoreadtheirliststotheclass.Discusswhicharethemostpopularandleastpopularwaysofstudying.StepⅢ1bThisactivityprovidesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Readtheinstructionstotheclass.Focusattentionontheillustration.Pointtothepictureslabeleda,bandcandelicithoweachstudentisstuding.ThenpointtothepictureswithnamesMei,AntonioandPierreunderneath,sayyouwillhearoneconversation.Youareaskedtowritetheletterofeachpictureinfrontofthenameofthepersonwhostudiesthatway.Pointoutthesampleanswertotheclass.Callstudentsattentiontothespeechbubbleintheillustration.Say,Meisays,“Istudybymakingflashcards.”Sotheanswertonumber1isa.Playtherecordingforthefirsttime,studentsonlylisten.Playtherecordingasecondtime,studentswriteintheiranswers,checktheanswerswiththewholeclass. StepⅣ1cThisactivitygivesstudentsoralpracticeusingthetargetlanguage,readtheinstructionstotheclass.Callstudentsattentiontotheconversationinthebox.Inviteapairofstudentstoreadittotheclass.Thenaskstudentstoworkwithapartner.Startbyreadingtheconversationintheboxwithyourpartner.Thenlookattheotherwaysofstudyinginactivity1andaskyourpartnerhowheorshestudiesforatest.Askafewpairsofstudentstopresenttheirconversationstotheclass.StepⅤsummarySay,inthisclass,we’velearnedsomekeyvocabularywords,suchasflashcard,cassette.Andwe’vealsolearnedthetargetlanguageHowsoyoustudyforatest?Istudybyworkingwithagroup.StepⅥHomeworkAskstudentstointerviewstudentsinotherclasses,familymembers,andfriendstotrytodiscoversomenewwaysofstudyingthathaven’tbeenintroducedinthebookorinclass.StepⅦBlackboarddesignUnit1Howdoyoustudyforatest?1.waysofstudying:byworkingwithfriendsbymakingflashcardsbyreadingthetextbookbymakingvocabularylistsbylisteningtocassettesbyaskingtheteacherforhelp2.targetlanguagesA:Howdoyoustudyforatest?B:Istudybyworkingwithagroup.ThesecondperiodⅠ.Teachingaimsanddemands1.knowledgeobjectsThekeyvocabulary:Thetargetlanguage2.AbilityobjectsTrainstudents’listeningskillTrainstudents’communicativecompetence.3.moralobjectsIfthereisanEnglishclubinyourschool,joinittoimproveyourEnglish.Ⅱ.teachingkeypoints1.keyvocabulay Whatabout……?1.targetlanguageHaveyoueverstudiedwithagroup?Yes,Ihave.I’velearnedalotthatway.2.structureverb+bywithgerundⅢ.Teachingdifficultpoints1.whatabout…..?2.verb+bywithgerund.Ⅳ.Teachingmethods1.pairwork2.teachingbyexplanationⅤ.TeachingaidAtaperecorderⅥ.TeachingproceduresStepⅠRevisionCheckhomework,invitedifferentstudentstoreporttheirdiscoveryofnewwaysofstudyingthathaven’tbeenintroducedinthebookorinclass.StepⅡ2aThisactivityprovideslisteningpracticeusingthetargetlanguage.Pointtthepictureandaskstudentstotellwhatishappening.ExplainthatthestudentsaremembersofanEnglishclubthatmeetsafterschoolonceaweek.Readtheinstructionsandpointtothelistoffivequestions.Readthequestionstotheclassoraskdifferentstudentstodoit.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Askstudentstocheckthequestionstheyhear.Thenchecktheanswers.StepⅢ2bThisactivityprovideslisteningpracticeusingthetargetlanguage.Readtheinstructionsandpointtothelistofquestionsinactivity2aandanswersinactivity2b.readtheanswersoraskdifferentstudentstodoit.Askstudentstolistentoboththequestionsandanswers.Writetheletterofthecorrectansweraftereachquestionyoucheckedinactivity2a.Playtherecordingagain.Askstudentstowritethelettersintheblanks.Thenchecktheanswers.StepⅣ2cAsktwostudentstoreadtheconversationtotheclass. Readtheinstructionstotheclass.Eachpairofstudentscanmakeaconversationusinginformationfromtheearlieractivities.Askstudentstoworkinpairs.Thenaskoneortwopairstopresenttheirconversationstotheclass.StepⅤGrammerfocusInviteapairofstudentstosaythequestionsandanswerstotheclass.Writethreesentencescontainingbydoingontheblackboard.Askstudentstolookattheblackboard.Underlinethewordsbylistening,bystudyingandbyreadingaloud.Say,whenyouaskhowtodosomethingortotellhowyoudosomething,youoftenusetheword“by”followedbyan–ingword.Askstudentstopracticeaskingandansweringquestionsusingeachpairofexpressions.StepⅥsummaryInthisclass,we’velearnedthetargetlanguage.Haveyoueverstudiedwithagroup?YesIhave.I’velearnedalotthatway.Thestructureverb+bywithgerund.StepⅦBlackboarddesignUnit1Howdoyoustudyforatest?Whataboutreadingaloudtopracticepronunciation?=DoyoulearnEnglishbyreadingaloudtopracticepronunciation?A:Haveyoueverstudiedwithagroup?B:yes,Ihave.I’velearnedalotthatway.ThethirdperiodⅠ.Teachingaimsanddemands1.Knowledgeobjects(1)Keyvocabularyflashcard(2)TargetlanguageDoyouwritevocabularylists?Oh,yes.Idoitoften.2.Abilityobjects(1)Trainstudents’integratingskill.(2)Trainstudents’abilityofsocialpractice.3.MoralobjectMaybeyoufindEnglishfrustratingsometimes.Butdoremembernottogiveitup.Asweknow,wherethereisawill,thereisaway.Ⅱ.TeachingkeypointsListening,speaking,reading,andwritingpracticeusingthetargetlanguage.Ⅲ.Teachingdifficultpoints 1.Trainstudents’integratingskill.Ⅳ.TeachingmethodsRoleplayingⅤ.TeachingaidsAprojectorⅥ.TeachingproceduresStepⅠRevisionRevisethetargetlanguagepresentedinpreviousclassesbymakingupconversations.checkhomework.Getseveralstudentstoreadtheirsentencesaloudtotheclass,thencollectthewritingandwriteacommentoneachpaperbeforereturningthem.Showthekeywordsonthescreenbyaprojector.Saythewordsandhavethestudentsrepeatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately.StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Callattentiontothearticle.Readittotheclassoraskastudenttoreaditinstead.Pointittotheclassoraskastudenttoreaditinstead.Pointtothchartbeneaththearticle.ExplaintothestudentsthattheywillreadthearticleandthenwriteinthechartthewaysoflearningEnglishthatareunsuccessful,okandsuccessfulforthestudentsLillianLi,WeiMingandLiuChang.Pointoutthesampleanswer,helpthestudentsfindtheinformationinthereading.Askastudenttoreadthesentencetotheclass:Whenweaskedaboutstudyinggrammar,shesaid,“Ineverstudygrammar.It’stooboring.”Askstudentstoreadthearticleagainandcompletethechartonyourown.ThenaskstudentstocreateachartliketheoneinActivity3aonasheetofpaper.ThenhavestudentsfillinthechartusinginformationabouttheirownwaysoflearningEnglish.StepⅢ3bThisactivityprovidesoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Pointoutthesampleconversationinthebox.Asktwostudentstoreadittotheclass.Reviewfrequencywords:always,usually.AskstudentstoworkinpairsastheytalkabouthowtheyliketolearnEnglish.Askafewpairsofstudentstopresenttheirconversationstotheclass.StepⅣpart4InterviewThisactivityprovidesreading,writing,listening,andspeakingpracticeusingthetargetlanguage. Readtheinstructionstotheclass.Pointoutthesampleconversationinthebox.Asktwostudentstoreadittotheclass.Askstudentstocompletetheworkinpairs.Reviewthetask,askafewstudentstotelltheclassaboutthepartnerstheyhaveinterviewed.StepⅤsummaryInthisclass,we’velearnedsomekeyvocabularywordsandthetargetlanguage,we’vealsodonealotoflistening,speaking,readingandwritingpracticeusingthetargetlanguage.StepⅥHomeworkFinishofftheexercisesonpages1-2oftheworkbook.StepⅦBlackboarddesignUnit1Howdoyoustudyforatest?Answerstoactivity3a:WaysoflearningEnglishNotsuccessfulOksuccessfulLillianLiStudyinggrammarMemorizingthewordsofpopsongsReadingEnglishmagazinesWeiMingWatchingEnglishmoviesStudyinggrammerLiuChangHavingconversationswithfriendsJoiningtheEnglishclubA:doyouwritevocabularylists?B:Oh,yes,Idoitoften.TheforthperiodⅠ.Teachingaimsanddemands1.Knowledgeobjects(1)Keyvocabularyflashcard(2)TargetlanguageIdon’thaveapartnertopracticeEnglishwith.MaybeyoushouldjoinanEnglishlanguageclub.2.Abilityobjects(1)Trainstudents’writingskill.(2)Trainstudents’abilitytounderstandthetarget languageinspokenconversation.Trainstudents’abilitytousethetargetlanguage.3.MoralobjectWhenyouhavedifficultyindoingsomething,youmustmakeupyourmindtoovercomeit.Ⅱ.TeachingkeypointsThekeywordsandthetargetlanguage.Ⅲ.TeachingdifficultpointsTalkabouthowtosolvetheproblemsstudentsmeetwithwhilelearningEnglish.Ⅳ.TeachingmethodsListeningmethodandpracticemethodⅤ.TeachingaidsAprojectorⅥ.TeachingproceduresStepⅠRevisionCheckthehomework.BrainstormwaysoflearningEnglish.Askhowdoyoustudyforatest?Collectanswersfromstudents.S1:Istudybyworkingwithagroup.S2:Istudybylisteningtotapes.S3:Istudyby……StepⅡ1aThisactivityreviewsearliervocabularyandintroducessomenewwords.Readtheinstructionstotheclass.Callstudents’attentiontothebox.ReadthelistofproblemsstudentshavewhenlearningEnglishtotheclass.Showstudentsthemeaningofeachitem.Askstudentstocheckthethingswhichtheyfinddifficult.Writethelistontheboard.Thenreadeachitemtotheclassandcounthowmanystudentsraisetheirhandstoshowtheycheckedit.Writethenumberforeachitemontheboard.ThendiscusswhichpartsoflearningEnglishseemtogivestudentsthemosttrouble.StepⅢ.1bThisactivityprovideswritingpracticeusingthetargetlanguage.Readtheinstructionstotheclassandthenreadthesampleanswer.Askstudentstogiveoneortwootherpossibleanswersandwritetheseanswersontheboard.Askstudentstocompletetheactivityindividually.Askstudentstoreadsomeoftheiranswerstotheclass.StepⅣ.2aThisactivityprovidespracticeinunderstandingthetargetlanguageinspokenconversation. Readtheinstructionstotheclass.Thenpointtothepictureandsay,youwillhearaconversationbetweenPaulandhisteacher.Pointtothelistoffiveitemsandaskastudentstoreadittotheclass.SomeofthethingsonthislistarenoteasyforPaul.Listentotherecordingandcheckthesethings.Pointoutthesampleanswerandreadittotheclass.Playtherecordingthefirsttime.Studentsonlylisten.Playitagain,studentswriteintheiranswers.Thenchecktheanswers.StepⅤ.2bReadtheinstructionstotheclass.Thenpointtothecheckedproblemsinactivity2aandthesolutionsinactivity2b.Askastudentstoreadeachofthesolutionin2btotheclass.Playtherecordingthefirsttime,studentsonlylisten.Playtherecordingasecondtime.Askstudentstowriteintheanswers.Thenchecktheanswers.StepⅥ.2cPointoutthesampleconversationinthebox.Asktwostudentstoreadittotheclass.Readtheinstructionstotheclass.Askstudentstoworkinpairs.Askoneortwopairstopresenttheirconversationstotheclass.StepⅦsummaryInthisclass,we’vemainlytalkedabouthowtosolveproblemsyoumeetwithwhilelearningEnglish.StepⅧHomeworkEachstudentschoosesawayoflearningEnglishheorshethinksthemosthelpful.Thenfindapartnerwhoisnotsuccessfulinthismethodandteachhimorherhowtousethemethodeffectively.StepⅨBlackboarddesignUnit1Howdoyoustudyforatest?A:Idon’thaveapartnertopracticeEnglishwith.B:maybeyoushouldjoinanEnglishlanguageclub.ThefifthperiodⅠ.Teachingaimsanddemands1.Knowledgeobjects(1)Keyvocabularyflashcard(2)practicereadinganarticle.(3)Practicewritingsomethingusingthetargetlanguage.2.Abilityobjects(1)Trainstudents’readingskill.(2)Trainstudents’writingskill.3.Moralobject Ifyouhaveabetterlearningmethod,tellyourfriendtohelphimmakegreaterprogress.Ⅱ.Teachingkeypoints1.keyvocabulary.2.readinganarticle.3.writingsomethingusingthetargetlanguage.Ⅲ.Teachingdifficultpoints1.writingaletterusingthetargetlanguage.Ⅳ.TeachingmethodsTeachingbyilluminationTeachingbydemonstrationⅤ.TeachingaidsAprojectorataperecorderⅥ.TeachingproceduresStepⅠrevisionCheckhomework.SeeifstudentshavetaughttheirpartnershowtolearnEnglisheffectively.Showthekeyvocabularywordsonthescreenbyaprojector.Lateron以后,隨后beafraidto害怕去做Laughat笑話取笑complete完整的,完全的Sentence句子secret秘密Learner學(xué)習(xí)者takenotes做筆記Enjoydoing喜歡做term學(xué)期Impress使感動(dòng)fast快地Saythewordsandhavestudentsrepeatafteryouagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately.StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage.Focusstudents’attentiononthearticle.Readittotheclassorhaveastudentreadit.Readtheinstructionstotheclass.Elicitthefirstanswerfromtheclass.Readthearticle.Writeifthestatementsaretrueorfalseinyourexercisebook.Askstudentstodotheactivityindividually.Checktheanswers.StepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Pointtotheblanksintheletter.Explaintostudentsthattheyshouldlookbackatactivity2bandthenfillintheblanksintheletter.Dothefirstoneortwofill-inswiththestudentsandthen askstudentstocompletetheletterontheirown.Astheywork,movearoundtheroomofferinghelpandansweringquestionsasneeded.Askafewstudentstoreadtheircompletedletterstotheclass.Answerswillvary.StepⅣ3cThisactivityprovideswritingpracticeusingthetargetlanguage.Askstudentstomakealistofideasbeforetheywritetheirletters.Tellstudentstheycanusethearticleinactivity3aasamodel.Correctasmanyofthearticlesasyoucaninclass.Asksomestudentstoreadtheirarticlestotheclass.StepⅤ4Readtheinstructionstotheclass.Pointoutthechartandreadtheheadingsatthetopandatthesides,explainhowtofillintheinformationinthechart.Youmaywishtointerviewastudentinfrontoftheclassandcompleteasamplecolumnontheboardinordertomakesurestudentsknowhowtodothisactivity.Thenaskstudentstocompletetheinterviewsandfilloutthechartontheirown.Askstudentstotelltheclassaboutoneofthepeopletheyinterviewed.StepⅥhomeworkFinishoffthearticleinactivity3c.Writeaboutoneofthepeopleinterviewedinactivity4.StepⅦBlackboarddesignThesixthperiodⅠ.Teachingaimsanddemands1.Knowledgeobjects(1)Keyvocabulary:native,speaker,makeup(2)Fillinblanksandmakesentencesusingfeel,spell,writedown,joinandfind.(3)Writeanarticleusingthetargetlanguage.2.Abilityobjects(1)Trainstudents’writingskill.3.MoralobjectEverybodylongstowinningaprizelikeXuZheng.Doremember,nopains,nogains. Ⅱ.Teachingkeypoints1.fillinblanksandmakesentences.2.writeanarticleusingthetargetlanguage.Ⅲ.TeachingdifficultpointsMakesentencesusingfeel,spell,writedown,joinandfind.Ⅳ.TeachingmethodsTeachingbyexplanationⅤ.TeachingaidsTheblackboardⅥ.TeachingproceduresStepⅠRevisionFirstcheckhomework.Andthenasksomestudentstoreadtheirwritingsaboutoneofthepeopleinterviewedinactivity4.collecttheirwritingsandhelpcorrectanyerrorsbeforereturningthem.StepⅡPart1Thisactivityprovidesacomprehensionreviewofvocabularypresentedintheunit.Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.Askthemtofillintheblandswiththewords.Insomecases,youmayneedtouseanotherformoftheword.Checktheanswers.Fivestudentseachreadsasentence,fillingintheblanks.Therestofthestudentschecktheirwork.Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.StepⅢPart2Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Askafewstudentstogiveexamplesofhowtheywouldconvertthenotesintosentencesinanarticle.Askstudentstocompletetheworkindividually.Reviewthetask.Askafewstudentstogivetheirarticles.StepⅣJustforfun!!Thisactivityprovidesreadingandspeakingpracticeusingthetargetlanguage.Askstudentstoexplainwhatisfunnyaboutthiscartoon.StepⅤsummaryInthisclass,we’vereviewedsomevocabularywordspresentedintheunit.Andwe’vealsomadeupsentencesusingsomewords.StepⅥHomeworkReviewallthelanguagepointspresentedinthisunit.StepⅦBlackboarddesignSampleanswerstoactivity1 1.pleasewritedownthewordsontheblackboard.2.Ican’tspellsomeEnglishwords.3.whydon’tyoujoinanEnglishclub?4.Ihavefoundmykeys.5.cottonfeelssoft.TheseventhperiodReading:Howdowedealwithourproblems?Ⅰ.Teachingaimsanddemands1.Knowledgeobjects(1)Keyvocabulary:native,speaker,makeup2.Abilityobjects(1)Trainstudents’readingandwritingskill.Trainstudents’abilitytounderstandingwordsincontext.3.MoralobjectRichorpoor,youngorold,weallhaveproblems.Don’tworry.Dealwiththempositively,andwecanbecomehappy.Ⅱ.TeachingkeypointsTrainstudents’readingandwritingskills.Readthereadingtounderstandwordsinthetext.Ⅲ.TeachingdifficultpointsTrainstudents’readingandwritingskills.Trainstudents’abilityofunderstandingwordsinthetext.Ⅳ.TeachingmethodsUp-downreadingmethodⅤ.TeachingaidsAprojector.Ⅵ.TeachingproceduresStepⅠkeyvocabularyThisactivityintroducesthekeyvocabularywords.Saythewordsandhavestudentsrepeatseveraltimesuntiltheycanpronouncethemfluentlyandaccurately.StepⅡsection11athisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforereading.Askstudentstotalkinpairsaboutaproblemthattheywouldliketoshare.Askforsomeexamplesofproblemsthathavebeendiscussedandlistthemontheboard.1bfocusstudents’attentiononthewordsinthebox.Findoutwhichwordsthestudentsknowalready.Pointoutthepartofspeech. Askstudentstoworkinpairstolookuptheotherwordsinadictionary.Askthemtotakenoteifthereinmorethanonemeaning.StepⅢSection2WhileyoureadAskstudentstoreadandmarkthewordstheyhavejustlookedupinthedictionary.Astheyread,askstudentstoraisetheirhandeachtimetheycomeacrossawordfromthebox.StepⅣsection3AfteryoureadAskstudentstocheckanywordthatwasuseddifferentlyinthereadingtothemeaningtheyfoundintheirdictionariesin1b.Askstudentstolookupeachwordinadictionary,noticingwhatpartofspeechitis,Asksomestudentstoreadoutkeysentencestheyhavefoundorcreated3caskstudentstoscanthereadingtoidentifyeachwayofdealingwithaproblemthatismentioned.Askifanystudentshavehadtheexperienceofdealingwitharealprobleminoneofthewayssuggestedinthereading.StepⅤsection4GoforitWriteontheboardthethreewaysofdealingwithaproblemmentionedinthereading.Askthestudentstowriteaboutanexperiencewithaproblemtheyhavehadoronethattheyhaveheardaclassmembertalkabout.Askafewstudentstoreadtheirwritingaloud.StepⅥsummaryThisclassprovidesuswithalotofreadingaswellaswritingpractice.Andweknowhowtodealwithoutproblemspositively.StepⅦHomeworkThinkofanotherwayofdealingwithproblems.Andtellapartneraboutthis.StepⅧBlackboarddesignUnit1Howdoyoustudyforatest?Sampleansersto3bSmart:thedolphinisasmartanimal.Solve:Hefinallysolvedthedifficultyoftransportation.Regard:Iregardyouasafriend.Instead:Heistired,letmegoinstead.
