sectionA的案例.doc

Teaching procedures

Step
Interaction pattern
Student activity
Teacher activity

Introduction
(7 minutes）
1. The whole class
work
2. The whole class
work

3. The whole class
work

4. Individual
work

5. The whole class
work

6. The whole class work

1. Focus their attention
on the teacher.
2. Read the saying aloud.

3. Students read the chant
on P38 and try to imitate
the recording, at least
for three times.

4. Volunteers may answer:
(1) smoking
(2) not smoking

5. Students understand:
“give up smoking”
means “stop smoking”.
6. Students listen generally
and find out “Staying
up late is bad for your
health”.

1. Get students ready for
learning.
2. Show everyday saying for the students.
(one saying a week)
3. Play the chant on P 38.
Then guide students to
repeat the chant on P38
after listening to the
recording.
4. Teacher asks the students
to look at the topic “I must
ask him to give up
smoking” and guess the
meaning of “give up
smoking”, then asks a
question: “Smoking or not
smoking?”
5. Teacher introduces the
synonymous word “stop”,
which means “give up”.
6. Teacher tells the students,
“In our life, there are
many bad habits. Let’s
listen to 1a and find out
the bad habit in 1a.”

Presentation
(10 minutes)
1. The whole
class work

2. The whole
class work
3. The whole
class work

4. The whole
class work and group work

1. Students make sure
what they should do
while listening.
2. Students listen and
finish 1b.
3. Students look through
1a, focusing on the
keys to 1b, and then
discuss in groups.
4. Students may discuss
how to write in groups.
Then they write it
down. Each group
will show one for the
whole class.
A sample:
Kangkang looks tired. Because he watched a soccer game on TV last night. He went to bed very late. He should go to bed early tonight, and he’ll feel better tomorrow.
1. Teacher asks the students
to look through 1b.

2. Teacher plays the recording.

3. Teacher asks the students
to look through 1a and
check their answers.

4. Teacher asks the students
to finish 1c. Then let each
group show one passage
and a representative read
the passage aloud.

Consolidation
(10 minutes)
1. The whole
class work

2. The whole
class work
and pair
work

3. The whole
class work and pair work
4. The whole class work

5. The whole
class work

1. Students read with the
recording, imitating the
pronunciation and
intonation.
2. Students underline the
language points in
their textbooks:
(1) sb. be tired/interested/
excited
(2) make sth. come
into being
(3) watched—past tense

(4) Doing sth. is bad/
good for…
(5) must do sth.
3. Students ask and answer
in pairs.

4. Students may find　
“litter” and “dustbin”
strange, but they can
guess the meanings
by connecting the
phrases with the
corresponding
pictures.
5. Students choose
“should, shouldn’t, must,
mustn’t, don’t” for
each picture.

1. Teacher plays 1a for the
students to read with.

2. Teacher shows some language
points on the screen for
the students to understand.
(1) You look tired.

(2) What caused it?

(3) I watched a soccer game on TV last night.
(4) Staying up late is bad for
your health.
(5) I must have a good rest.
3. Teacher asks the students
to practice 1a in pairs.

4. Teacher asks the students to
look through 2 to find
something they don’t
understand. Teacher shows
pictures of “litter” and
“dustbin” on the screen.

5. Teacher plays the recording.

Practice
(10 minutes)
1. The whole
class work

2. The whole
class work

3. The whole
class work

4. The whole
class work

5. The whole class
work

6. Group work

7. The whole
class and
pair work

8. Pair work and
group work
1. Students may ask the
teacher what they don’t understand.

2. Students understand
“keeping fingernails
long” with the help of the
pictures and the teacher’s
explanation.
3. Students understand
“without breakfast” with
the help of the teacher’s
explanation.
4. Students mark each
phrase.

5. Students make sentences
like this:
Going to bed early is
good for your health.
Getting up late is bad for your health. You should get up early.
6. Each group make the
new sentences in their
own groups, and each
one must say one
sentence.
7. Students make dialogues
by imitating the
example, and they
may try to use
“Wow!”, “My god” to
show their attitude.
They may practice in
pairs.
8. Two representatives
from each group read
their new conversations
about 3b aloud.
1. Teacher asks the students
to look through 3a,
making sure they
understand 3a.
2. Teacher shows pictures of
“long fingernails” on the
screen.

3. Teacher explains that
“without breakfast” means
“not eat breakfast”.

4. Teacher asks the students
to choose “good” or “bad”
and mark each phrase.
5. Teacher asks the students
to make new sentences
like: Doing sth. is good/bad
for…

6. Teacher walks to see who
is not taking part in the
activity.

7. Teacher lets students
finish 3b.

8. Check the students’ pair
work. Each group show
one dialogue.

Production
(8 minutes)
1. Group work

2. The whole
class work

3. The whole
class work

4. Individual
work
1. Students discuss in
their groups, making
the new conversations
orally.
2. Students write their
conversations after
class, preparing for
the show in the next
class. Each group will
show three dialogues.
3. Students summarize
Section A with the
teacher by doing
exercises shown on
the screen.
4. Students do the
following jobs:
(1) Memorize the
summary after class.
(2) Students write
conversations after class.
(3) Students learn to
read vocabulary with
the help of the
recording and the
phonetic symbols,
and read the
dialog after the
recording.
1. Teacher asks the students
to make new conversations
according to 1d.

2. Teacher asks the students
to write down their new
conversations after class.

3. Teacher shows the summary
to the students:
(1) Vocabulary.
(2) The structure:
情态动词+动词原形
4. Teacher assigns homework:

(1) Review the summary
after class.
(2) Report their interviews
to the whole class in the next class.
(3) Prepare Section B after
class.

Teaching Reflection
It’s hard for the students to use gerund as subject in 3a, and use “should/shouldn’t”, “must/mustn’t” to connect the verb phrases in 3a.