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SEFCBook2AUnit12MainlyRevisionLesson45PART1AnalysisoftheTeachingMaterial(I)STATUSANDFUNCTION1.Thisunitisarevisionunit,soitcoversallcommunicativelanguageknowledgelearnedfromUnit7toUnit11.2.ThislessonisthefirstoneofUnit12.Soifthestudentscanlearnthislessonwell,itwillbehelpfultomakethestudentslearntherestofthisunit.3.Thislessonisadialogueaboutkeepingfish.Suchtopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.(II)TEACHINGAIMSANDDEMANDSKnowledgeobjects1.TomaketheSsknowhowtokeepfish,birdsoranyotheranimalbylearningthedialogueofthislesson.2.TogiveareinforcedpracticeintheuseoftheModalVerbsandsomeusefulexpressionsformakingsuggestions.Abilityobjects3.Toimprovestudents¡¯listeningandspeakingabilitybyreadingandpractisingthedialogue.4.Todevelopstudents¡¯communicativeabilitybylearningtheusefulexpressionsformakingsuggestionsandreplying.Moralobjects5.Toenablethestudentstolovelifeandanimals,protectthenatureandenvironment.(III)TEACHINGKEYPOINTS:1.TomaketheSsgraspandunderstandthewayofmakingsuggestionsandreplyindailylife.2.Toenablethestudentstouseusefulexpressionsformakingsuggestionandreplyingintheirowndialoguesrelatedtothedailylife.(IV)TEACHINGDIFFICULTIES:1.TheusageoftheModalVerbs,especiallyusageformakingsuggestions.2.Usingthelearnedphrasesandsentencepatternstomakesuggestionsandreplying.(V)TEACHINGAIDS:Multi-mediacomputer;OHP(overheadprojector);taperecorder;software:PowerpointorAuthorwarePART2TeachingMethods1.FiveStepsApproach.2.CommunicativeApproach.PART3StudyingWays1.Teachthestudentshowtobesuccessfullanguagelearners.2.Teachthestudentshowtomasterdialoguesandhowtocommunicatewithothers.PART4TeachingProceduresStep1RevisionGetthestudentstogivesomeanimals¡¯namestheyknowbyaskingthestudentsthefollowingquestion:Canyougiveussomenamesofdifferentanimalsyouknow?Thisstepisemployedtorevisethewordsrelatedtheanimals.Atthesametimedrawthestudents¡¯attentiontothetopicaboutanimals.Step2Lead-inSigntothestudentstobequietandclosetheirbooks.Thenstartafreetalkwiththestudents.Usecomputertoshowsomepicturesofdifferentpets,suchasdogs,catsetc.Askthestudentsseveralquestionsaboutraisingpets.ThesequestionsareemployedtowarmupthestudentsandraisetheinterestsofthestudentstospeakEnglishinclassonthetopicstheylikeandfamiliarwith.1.Doyoulikeanimals?2.Doyoukeepanyanimalsathome?WhatisitorWhatarethey?3.Canyouexplainhowyoucareforthem?4.Howdoyoufeedthem?¡­Step3DialoguePresentation1.ThefirstlisteningAftertheteacher'sbriefintroductiontothedialogueaboutkeepingfish.Thenaskthestudentstolistentothetapeofthedialoguewiththeirbooksclosed.Afterlisteningtothedialogue,askthestudentstoanswertwosimplequestionsfocusingonthegeneralideaofthedialogue.Thisstepisemployedtomakethestudentgetthegeneralideaofthedialogueasawholeone.Atthesametimeletthestudentshaveachancetopractisetheirlisteningability.Questions:1.Wherewillsuchdialoguehappeninyouropinion?2.Whataretheymainlytalkingabout?2.SecondlisteningThistimeaskthestudentstolistentothetapecarefullywiththeirbooksopen.Afterlistening,askthestudentssomequestionsfocusingonthedetailsofthedialogue.Inthemeanwhile,dealwithsomelanguagepointsraisedbythestudentsorappearinginthequestions.Questions:(Showthequestionsandanswersonthescreenusingcomputer)1.WhatdoesKatewanttodo?2.WherewouldKatekeepthematfirst?3.WhatdoesLiQunadvisehertodo?4.Whatsizetankshouldsheget?5.WhatshouldKateputinthetank?6.WhyshouldKateputafewlargerocksinthetanks?7.WhyshouldKateputsomeunderwaterplansinthetank?Languagepoints:(Showthemonthescreenusingcomputer)a.theotherday=afewdaysagobTheydon'tgetenoughair:Withabowl,onlyasmallsurfaceareaofthewaterisincontactwiththeair.Sothewaterdoesnotreceiveenoughoxygen.c30cmby30cmby50cm.Wedescribetwo-dimensionalandthree-dimensionalmeasurementsusingthewordby.Sothelengthofthetankis50cm,andthewidthandheightboth30cm.eunderwaterplants:Theseplantsoxygenatethewaterandkeepitclean.dForonething=onereason(forputtingplantsinthetank)Step4DialogueDrill1.Inthisstepthestudentsarerequiredtopractisethedialogueinpairsbyreadingthedialoguealoud.Thisstepisemployedtomakethestudentsgrasptheusefulphrasesandsentencespatternformakingsuggestionsandreplyingonthebaseofreadingthedialoguefluently.2.Letthestudentsfindouttheexpressionsandsentencepatternsformakingsuggestionsandreplyinginthisdialogue,inthemeanwhileshowtheseexpressionsandsentencepatternsonthescreenbycomputeronebyone.Thisstepisemployedtogivethestudentsadeepunderstandingofthoseexpressions.Step5Practice(part2)Infact,thisstepisintendtodealwiththesecondpartofthelesson(part2).Firstshowthewordsandphrasesgivenonthescreen,usingamulti-mediacomputer,thenaskthestudentstomakeshortdialogueswiththeirpartnerstopractisemakingsuggestionsandreplying,usingthephrasesgiveninthetableofPart2.Givethestudents5minutestoprepareit.Askthestudentstopayparticularattentiontosentencestressandintonation.Atlastasksomepairstoacttheirdialogueoutinfrontofthewholeclass.Thisstepisemployedtomakethestudentsgetafurtherunderstandingoftheseexpressions.Step6Consolidation(DialogueProduction)Thisstepgivesthe