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视频标签：at math
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视频课题：外研版九年级下册Module8 My future life Unit 2 I know you will be better at math安徽省 - 合肥
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外研版九年级下册Module8 My future life Unit 2 I know you will be better at mat安徽省 - 合肥
Module8 My future life
Unit 2 I know you will be better at math.
合肥江淮学校 王迪
Analysis of the text: This text is a speech given by Betty at the graduation ceremony. It is the last text of the English teaching material in the students’
middle-school-learning experience. There are six paragraphs in the text, which can be divided into three parts, that is, the first part(Para1-2; opening), greeting and writing purpose; the second part(Para.3-5; body) which in details tells us the three groups of people she wanted to thank and what she has learn t from them; the third part(Para6, conclusion) which calls on others to reflect themselves and sums up the whole speech.Generally speaking, this is a typical warm, polite and moving speech. Analysis of the students: students in Grade Nine will learn this lesson . After three years learning, they have understood basic learning skills, have a considerable vocabulary as well as the ability to put them into practical use. At the same time, it nearly the time for them to say goodbye to their friends and classmates, so it is easy to arouse their empathy about this topic. The type of the lesson: reading and vocabulary
Teaching approach: task-based language teaching; communicative teaching Teaching goals:
1) Knowledge and skills: After learning this unit, students should be able to: Learn to use these words: rose, laugh at, kindness, give up, try one’s best, disappointed, note.
Learn more about structures: I am very proud that you have chosen me to speak to you today.
Process and learning method: After the three stages for pre-reading, while-reading and post-reading, through individual work, pair work and group work, students should have a better understanding of the genre of speech as well as deepen their understanding of appealing and effective speech writing.
Emotion and value: After learning this unit, students should be able to think about
外研版九年级下册Module8 My future life Unit 2 I know you will be better at mat安徽省 - 合肥
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their life experience while studying in the middle school, reflecting who they want to say thanks the most. Meanwhile, the solidarity of students’ group will be enhanced.
Important points of teaching: a) to figure out the steps of how to write a speech; b) understand how to support the main idea by using the topic sentences, which are supported by examples.
Difficult points of teaching: to write a speech to thank a certain person and give reasons.
Teaching aids: multimedia, handouts Teaching procedures: I. Warm-up: a) greet students.
b) enjoy a video about graduation ceremony and friends. Ask students two questions: What is it about?
What impresses you the most in the video?
II. Pre-reading:
a) Prediction: ask students to observe the pictures in the textbook and answer the following questions:
What can you see in the picture? Where are they?
What is the speaker probably going to say?
Who will probably get thanks from the school leavers?
b) ask students to further observe the picture and ask them questions about flowers: What color are they? Why are they here?
III. While-reading:
3
a)fast-reading: ask students to read the passage quickly and find sentences that show:
Who gets the red/ yellow/white rose?
What has she learnt from each group of people?
b) after the fast-reading, students may figure out the frame work as well as the genre of the speech. Lead the students to draw the mind map to show the structure of this passage.
Opening 1-2: greeting + purpose
Speech Body3-5: topic sentence + examples
Conclusion6: call on people + affection
c)careful reading: ask students to read Para3-5 carefully and fill in the blanks which shows the detailed information of the text.
4
1.ask students to read some intriguing sentences in Para.3 and 5 to answer the following questions:
Para.3: They invited me to join them kindly. / They invited me to join them kindly. Q1: Which one is better? Why?
Para.5: “I’m sure you will be good at music. I know that you will be better at maths.” Q2:What does Betty’s father want her to do?
How do you think Betty would write to her father in reply?
2.take Para3 as an example and help students to figure out the logic of each paragraph, the writing method as well as the reason why the writer utters this technique.
3. lead students to check the overall logic of this passage by understanding three topic sentences as well as the relationship between them and their supportive examples. Ask students several questions and ask them to work in groups and discuss them:
Q1: What figure of speech is used here? Why does the writer employ it?
Q2:1.Why does the writer give examples of her personal experience for each topic sentence?
4. Lead students to appreciate the tone of the speech. Lead them to circle the adjectives that can describe the speech the best. Meanwhile, ask them to give examples in each paragraph.
careful excited polite moving silly warm troubled worried
IV. Post-reading:
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