Teaching Aims:
To teach students how to use abbreviations to fill in a timetable
To develop students’ ability of listening to and identifying dates, day, time, venue and events or activities
Teaching Important & Difficult Points:
How to note down information while listening
Teaching Methods: Discussion in pairs or in groups, task-based in-class activities
Teaching Aids: a multimedia classroom; a tape-recorder
Teaching Procedures:
StepⅠRevision
Check the students’ home work: 1) Ask some students to read their five sentences out and let other students make comments about these sentences.
2) Ask students to take out their textbooks and turn to page 88 to check their answers of Part C2.
Step Ⅱ Presentation
1. Students are introduced what a program is and what a program usually includes. “A program is a plan of activities to be done or things to be achieved. It usually includes time, day, date, venue and a description of the event.” And then tell them how to shorthand a program quickly and correctly in order to save time and space. Test them by asking several students to write some short forms of the following on the blackboard and read the short forms aloud.
1. Friday 2. Thursday 3. the third floor 4. January 31
5. April 3 6. September 22 7. 3 o’clock in the afternoon 8. 6:45 in the morning
The short forms are:
1. Fri 2. Thur 3. 3rd Floor 4. Jan 31/ 31 Jan/ Jan 31st
5. Apr 3 6. Sept 22/ 22 Sep/ Sep 22nd 7. 3 p.m./ 15:00 8. 6:45 a.m.
2. Ask the students to practice writing down such detailed information in a real situation in which a famous scientist is being interviewed by a school newspaper reporter about his program for next week. They are listening to the interview and complete the timetable on P12. Just to make sure they have enough time to write down what’s required and self check, allow some time for another time of listening. Later on, check the answers by asking the students to report in full sentences. For example, they should say “On Oct 21, Monday, the scientist will be giving a talk at Datong High School at 9:30 in the morning.” They may need some minutes to prepare in pairs.
Step Ⅲ Listening
1. Let students read the guidelines on page 13 to know what they are asked to do. Then ask them to go over the timetable to get a general idea about the talk.
2. Ask students to listen to the recording twice and complete the timetable individually. Then let them check the answers with their partner to see if they have got the same answers. Let them listen to the recording again if they have got some different answers and want to listen to it once more. Then check the answers with the whole class.
Step Ⅳ Speaking
Ask some students to talk about what talk will be held at what time and what place and who will give the talk. For example:
a) On Friday, the 8th October, a famous writer will come to give a talk at 1:20 p.m. in Room 201, Building 4. He will talk about how to read a novel.
b) A talk about fire prevention will be given by a fireman in Room 503, Building 3 at 2:15 p.m. on Monday, the 11th October. …
Step ⅤPractising (do the listening exercises on page 92)
In the recent years, many countries have opened their doors to Chinese students, and therefore a great many students have decided to go abroad to study. In the past, overseas Chinese students used to study for a bachelor or a higher degree, but nowadays many senior schools students who haven’t finished their study yet are choosing to go abroad, which means young teenagers are now joining in those marching their way towards a new world outside China. Keling is one of them. Now read the guideline on P92. Then listen to the tape and complete the notes.
Step Ⅵ New words from page 12 to page 17
Ask students to turn to page 68 and read the new words (title-run).
Step Ⅶ Homework
Ask students to preview Skills building 2 on page 14 and Step 2 on page 15.
Ask students to preview Skills building 3 on page 16 and Step 3 on page 17.
Period 8 §Task(2-2)§
Teaching Aims:
To help students learn to compare information before making decisions
To develop students’ speaking ability by doing question and answers
To teach students how to write a notice
To develop students’ writing ability by writing a notice to inform their classmates
Teaching Important & Difficult Points:
How to get students to work in pairs in reporting the talks
Teaching Methods: Discussion in pairs or in groups; task-based in-class activities
Teaching Aids: a multimedia classroom; a tape-recorder
Teaching Procedures:
I Skills building 2 and Step 2
StepⅠWarm-up
To make students well prepared for the activities of comparing information and to trigger their interest and curiosity as well, the teacher offers an IQ test.
1. What is it that appears once in a second, once in a month, once in a century, yet not at all in a year or a week? “n”
2. A boy and a pig weigh as much as five boxes. The pig weighs as much as four cats. Two cats and the pig weigh as much as three boxes. How many cats weigh as much as the boy? 6 cats
3. Mr. and Mrs. White have seven children. From the eldest to the youngest, they’re A, B, C, D, E, F and G. A has three younger sisters. B has an elder brother. C is a girl and she has two younger sisters. D has two younger brothers. E has two elder sisters and F is a girl, too, but she and G have no younger sister. Which of them are boys and which are girls? A, B, E, G are boys and C, D, F are girls
Ask them to work them out separately, and then give them some time for discussion. Key information is also to be circled. For example, in No. 3, from “B has an elder brother”, we can infer that A must be a boy. The statements “C is a girl and she has two younger sisters” “F is a girl, too, but she and G have no younger sister” imply that D or E is a girl. At the same time “D has two younger brothers” indicates clearly E and G are boys. So far, we have decided A, E, G are boys while C, D, F are girls. The last crucial piece of information “A has three younger sisters” unveils B’s identity as a boy. From this experience, students must be convinced that comparing information is important and it requires full-scale consideration.
StepⅡ Presentation
1. Ask students whether they could understand the meaning of each sentence in Skills building 2 when they were doing previewing. Let them point out sentences that they don’t understand.
2. Ask students to read the guidelines and the two points again. Show the two points briefly on the screen.
When comparing: 1) read all the in formation carefully
2) make as many comparison as possible
StepⅢ Practising
1. Ask students to read the guidelines above the list table to know clearly what they are asked to do. Then ask them to go over the list table.
2. Write down the following on the blackboard. Ask students to read the e-mail and find out the related information:
The title:
The price:
The year:
The writer:
Ask some students to tell what information they can find about the above in the e-mail, and write down their answers on the blackboard.
The title: with the word Dynasties
The price: having the figure 8
The year: after 2000
The writer: a famous professor
Ask students to compare the information written on the blackboard with the list table to see if they can find the book now.
StepⅣ Reporting
1. Ask students to read the guidelines and the class timetable in Part A in Step 2 and underline the classes that they can choose not to have. Then let them compare the timetable on page 13 with the class timetable and write down the topics of the talks they can attend under the class timetable.
(Generally speaking, in this step students are asking and answering questions in pairs with one pretending to be the class teacher, which sounds interesting, but actually proves quite dull in the practice. So the teacher can attempt to transform it into a memory-honing game that is simple to carry out. Allow students some time to prepare. Ask the students who are going to answer questions to memorize as much information about one talk as possible in the given time (say, 30 seconds). Then partners exchange the identities. Allow the same time for the students who take the turn to answer questions. The students who can answer more questions than their partners are the winners. For the second round, they can try to remember the details of two talks at a time. Also they can change partners at their will as well. At last, a final competition can be held in the whole class. It may be another round game between boys and girls. (8 minutes))
2. Ask students to read the guidelines in Part B and work in pairs talking about the talks according to the programme time table on page 13 and the note in Part A. One of them acts as the class teacher, the other act as the monitor. They should take turns.
II Skills building 3 and Step 3
StepⅠPresentation
1. Say the following to students:
Now, you are going to write a notice to inform your classmates of the talks that they are going to attend. Do you know how to write the notice and what should be included in it. (Write down their answers on the blackboard.)
2. Ask students to read the guidelines and the three points in Skills building 3. Let them compare the three points with their answers on the blackboard.
3. Ask students to read the notice on page 16 and tell what they can know from the notice. Ask them to point out the important information in it.
The important information (Write the following on the blackboard):
Event: Library closed
Time: next Wednesday to Friday, 16th to 18th November
Reason: The sports meeting will be held.
When to reopen: Sat.(19th. Nov)
The new opening hours: Monday-Friday: 8 a.m.-6 p.m.
Saturday & Sunday: 10a.m.-5 p.m.
Public holidays: closed
Person that gives the notice: Zhong Shengxiao, a staff member of the school library
4. Let students talk about what to do to make a notice attractive. For example, the notice should be written in big and colour words, and one or two pictures or photos are used, etc.
StepⅡ Evaluating
Students share their writings in groups of four, and choose the best one within 5 minutes. The teacher can decide how many to be shared in the whole class. Many criteria can be adopted, such as the handwriting, the length, the degree of its attractiveness, the over-all impression it gives, etc. Stick the picked ones on the blackboard after reading them aloud in class. The voters have some time to take a close look at them and then vote for the “Top Three”. During this period of time, the other students can state their opinions and the reasons for the support.
StepⅢ Writing
1. Ask students to read the guidelines in Step 3 and know what to write in the notice.
2. Ask students to write a notice about the talks in October individually. Then ask two students to present their notices on the blackboard. Ask other students to make comments about these notices. (If time doesn’t permit, let the students write the notice in their exercise-books after class.)
Sample:
Notice
I am happy to inform you that in October we are going to attend five interesting talks. I think we will learn a lot of information. Read the following to get the detailed information about the five talks.
Date Day Time Venue Subject Speaker
8th Oct Fri 1:20p.m. Room201, Building4 How to read a novel Famous writer
11th Oct Mon 2:15 p.m. Room503, Building3 Five prevention Fireman
13th Oct Wed 3 p.m. Room404, Building1 School life in the USA USA student
19th Oct Tue 8 a.m. Room105, Building2 Outer space Scientist
21st Oct Thu 2:30 p.m. Room306, Building2 Fighting AIDS Doctor
22nd Oct Fri 1:20 p.m. Room204, Building3 Famous Football Players Newspaper reporter
27th Oct Wed 10:10 a.m. Room401, Building2 Traffic signs Policeman
29th Oct Fri 10a.m. Room303, Building4 Australian Pop Songs Famous singer
III Homework
Write a notice based on the following information
由于学校要举行运动会，原定于12月6号举行的演讲比赛将被推迟到12月8 号。请你带学校办公室写一则通知，告诉同学们。
Memorize the words learnt in the Section of Task
Translate the sentences in D2, P89 into English on their exercise books
Ask students to preview Part Project