藹T15單じ斃住]ycy^(H斃┌T英語U冊斃妝學設計)

Teaching aims:

1. Goals:

冨 Talk about youth culture and interests of young people

冨 Read about voluntary work

冨 Practise presenting ideas

冨 Integrative language practice

冨 Write an survey and a report

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions: voluntary, annual, breathless, dizzy, beneficial, straight away, satisfaction, worthwhile, starve, fit in/ with, due to, casual, adolescent, whereas, possess, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

Young Volunteers (P129-131)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p129.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.

Step 3. While-reading:

Complete the chart:

Lu Hao Lin Ying Meng Yu

What activity ¨1 helps 1〃 scheme of the Youth volunteer Community Development Project Go West Project organized by the Communist Youth League of China An event organized by Meng Yu and her classmates

When Every Tuesday and Friday After graduation During weekends

Where In the old manˇs house In a remote rural school of southwest China In Canada

Whom to help An lonely old man Some poor kids Starving children

Benefits to others Mr zhao doesnˇt feel lonely any more; his health has been improved; he feels more energetic and optimistic. These kids become eager to learn; the pass rate has greatly improved; the children will get rid of the poverty and has a bright future. Make the children get rid of starvation and lice a better life.

Step 4. Post-reading

Finish all the Ex. On p131

Step 5. Further Reading

Task 3: Read the passage once again and get the main idea of the passage and understand the writing purpose.

Main idea: The text relates the three studentsˇ experiences as volunteers. It shows that ¨K each contribution--- no matter how small can make a difference.〃 And it also shows that voluntary work benefits not only the people helped but also volunteers. It encourages us students to volunteer to make a contribution to the society.

Writing Purpose: By retelling the three studentsˇ experiences as volunteers, the writer tries to make us learn about some voluntary work and realize that voluntary work benefits not only society but also volunteers. He calls on and encourages us students to take part in voluntary work so as to improve ourselves, get the job we dream and make the world more beautiful and harmonious.

Step 6. Homework

Finish all the exercises on Language Practice on p131-133.

Period 2. Integrating Reading Skills

Denim Jeans (P133-135)

Step 1. Revision

1. Check the Ss how further they understand the voluntary work.

2. Check the homework.

Review the Model Verbs

Step 2. Scan the passage and find out what happened in the years:

In 1870s: A shopkeeper in San Francisco succeeded in selling denim work trousers.

In 1930s: Many young American men bought jeans and dressed like their cowboy film stars.

In World War Two: American jeans were introduced by the soldiers to the world.

After the war: American teenagers started to make denim jeans their own unique item of fashion.

In 1950s: The school ban on students wearing jeans make jeans even more popular.

Between 1950s and 1990s: The jeans have been through many different changes in style.

In 1990s: Jeans were made more stretch and even tighter over the bottom and legs.

More Recently: Wearing jeans that looked very old became popular.

Step 3. Careful reading:

Ask the students to read the passage carefully and answer questions 2 on Page 135.

Period 3. Integrating Reading and Writing Skills

3 Passages on p 259-262

Step 1. Warmming-up

冨 Do the oral pratice on p128, and enable the students to practise presenting ideas.

Step 2. Reading

Task 1: Read the 3 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.

Step 3. Guided Writing

Give Ss 20 minutes to finish the writing assignment on p264,

Then ask Ss to score their work according to the following chart.

3 pluses & 1 wish

Name _______ Title _____________________ Date _______________

+ _________________________________________________________

+ _________________________________________________________

+ _________________________________________________________

? _________________________________________________________

Note: How to use this chart effectively?

Ask the student to read his/her deskmateˇs writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.

Period 4:

Step 1. Analyze some long sentences:

Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:

The people here are poor, but they have big hearts and made me feel very welcome.

I really feel Iˇm doing something worthwhile and I am having a great time doing it.

Coming to another country to study requires a big adjustment and it takes a while to fit in.

Many schools in the USA did not approve of students wearing jeans to school and they forbade them.

Step 2: Testing your skills on P258-259

Step 3: Cloze Test on p263

Step 4: Translating on P 264