剑桥商务英语》授课教案Unit

关键词： 教学方法 商务英语 教案 教学

剑桥商务英语》授课教案Unit（精选7篇）

篇1：剑桥商务英语》授课教案Unit

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Unit 15 Exam focus: Speaking I.Teaching Objectives:

i.To familiarize Ss with the content of the Speaking Test

ii.To provide useful tips

iii.To practise the Speaking Test II.Materials needed: Cassette-Pass Cambridge BEC

Preliminary Exam Focus

Cards: 11 cards: one set of cards per

pair/group to be photocopied from T’s Guide

III.Teaching Process: i.Unit overview · The Speaking Test T gives an overview of the Speaking Test.· How to succeed Ss brainstorm tips for success based on four assessment criteria then compare their ideas with the tips in the book.· Personal information Ss practise answering questions about general topics in preparation for Part One.Ss listen to a bad version of a Speaking Test and compare it with a good version.· Short talk Ss look at an exam topic and read tips on how to improve their answer.Ss listen to a bad then a good version of Part Two of a Speaking Test.Ss take turns to give a short talk, taking into account the tips from the lesson.· Collaborative task Ss read through tips and have a discussion.Ss listen to a bad then a good version of Part Three of a Speaking Test.http://club.TopSage.com

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Ss have discussions, taking into account the tips from the lesson.· Exam practice Reading Part Sever: Form-filling.Writing Part One: Note.Writing Part Two: Long memo.ii.Detailed study of this unit Step 1 Introduction of the Speaking Test Ss open their books and read the overview of the exam format.Step 2 How to succeed T writes the four headings: Interactive communication, Organisation of ideas, Grammar and vocabulary and Pronunciation on the board and Ss brainstorm tips for succeeding in the Speaking Test.Interactive communication The examiners will pay attention to how well the Ss work together.Ss need to ask polite, if possible indirect, questions and frame interactions with common courtesies.Organisation of ideas Ss are expected to produce extended turns and use connectors.They have the chance to express opinions and justify them.Grammar and vocabulary Although marks are given for range, accuracy and appropriateness are more important.Pronunciation The examiners will listen for the pronunciation of individuals sounds, intonation and sentence stress.A slightly slower, but natural, rhythm is better than a fast but disjointed delivery.Step 3 Personal information Ex.1 Speaking T focuses on the general topics that might arise in Part One of the Speaking Test in which Ss will have to answer but not ask questions.T writes family on the board and elicits questions to do with the topic.Ss then write three questions for each of the

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remaining words in Ex.1.Ss ask each other their questions.Ex.2 Speaking T gives Ss cards with conversation topics on them.Ss do the task as a mingling activity and try to find out as much as possible about their partner and the topic on the card.Ex.3 Listening T explains that the cassette contains bad and good versions of simulated BEC Preliminary Speaking Tests.Ex.4 Listening T plays the second version of the same part of the test, in which the candidates demonstrate improved exam technique.Step 4 Short talk Ex.1 Speaking In the second part of the Speaking Test Ss are expected to talk about a subject for about a minute.T elicits the prompt and T elicits possible ways of organizing the talk.Ex.2 Speaking T reads through the tips about the short talk in Part Two of the Speaking Test.T stresses that Ss should cover all the points mentioned in the rubric and link their ideas with a variety of words.T also reminds Ss that they will be expected to ask the other candidate a question.Ss work in pairs to answer for the subject on page 102.Ex.3 Listening Ss listen to a bad version of Part Two of the Speaking Test and discuss Ceneric’s performance.Ex.4 Listening Ss listen to a good version of Part Two of the Speaking Test and discuss Caroline’s performance.Ex.5 Speaking T tells Ss to look at the Activity Sheet on page 131.Ss take turns to choose a topic and give a short talk.Step 5 Collaborative task

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Ex.1 Speaking

In the collaborative task it is essential task that Ss are able to react to each other and express their views on a subject.---What other activities could you arrange for a potential client?---Why is it important to socialize with potential clients? Ex.2 and Ex.3 Speaking

Ss listen to two versions of Part Three of the Speaking Test(a bad one and a good one)and discuss their performances.Ex.4 Speaking T puts Ss into pairs and tells them to look at the Activity Sheet on page 132.T reads different scenarios to different pairs and refers them to the correct prompt.Each pair discusses their scenario.T monitors and after about two minutes asks an appropriate question for that scenario.Step 6 Exam practice.Help Ss finish Exam practice.http://club.TopSage.com

篇2：剑桥商务英语》授课教案Unit

Unit 3 Exam focus: Vocabulary I.Teaching Objectives:

i.To provide Ss with useful strategies for coping with unknown vocabulary ii.To present useful ways of organising and storing new vocabulary II.Materials needed: None III.Teaching Process: i.Unit overview

·Vocabulary in the examination

Warmer: To writes up the words vocabulary and grammar to introduce the topic.T ensures Ss understand why vocabualry is an Exam focus unit.·Understanding words: Ss identity types of words then label the types of

words gapped in sentences and complete the gaps.Ss guess the meaning of potentially unfamiliar

words through the use of context.·Stroing new vocabulary: Ss discuss the addvantages and disadvantages of

five ways of physically recording vocabulary.Ss then look at examples of five ways of organising vocabulary and discuss which they use and how they are useful.Ss then assign groups of words to the most approproate means of atorage.·Vocabulary cards: Ss look at an example of a vocabulary storage cards and

complete cards in a similar way.Ss work I pairs and ·discuss which types of information they would choose to store on cards.·Buildig your vocabulary: Ss focus on word families and notes ways of

changing from through suffixes, prefixes etc.They then build up words and write example sentences.ii.Detailed study of this unit Step1 Vocabulary

Ex1.Ss work in pairs to identify the types of words.Ss then identify which type of words can fill the gaps and complete the sentences.Ex2.T makes up some sentences using nonsense words to make the point about information around the unknown word indicating its meaning.Help Ss guess the meaning of the words in italics from the information in the rest of the sentence.http://club.TopSage.com

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篇3：剑桥商务英语》授课教案Unit

本节课我教的是have和has作“有”解时的区别。这节课我打算通过复习前一课时语篇中have和has的用法,以及通过做游戏,让学生在轻松愉快的氛围中掌握have与has的用法和区别。

一、teaching content:

topic:Unit3 Our animal friends

grammar:using“have”/“has”to talk about“拥有”

二、teaching aims:

1.can talk about“have”.

2.can talk about“has”.

三、teaching key and difficult points:

how to use“have”and“has”correctly.

四、teaching methods:

task-based language teaching method

五、teaching procedures:

1.Task1:revision

(1)T:What animal friends do we have?

Yes,We have...You have...They have...She has...He has...I has...

(设计意图:让孩子通过复习已学旧知,唤起对have和ha用法的区别。)

(2)Look and discuss with your partner:

(设计意图:教师通过创设一些图片情境让孩子在情境之中去运用,符合孩子的认知特点和心理特点,使得have/has的区别在直观的辨别之中给孩子更为清晰的理解与运用。继而为下面抽象总结及书面练习的有效运用作铺垫。)

2.Task2:Let’s fish

(1)he,they,my friends,Liu Tao,my mother,she,I,it,Bobby,the dog,I,we,you

(设计意图:虽然是较为抽象总结,但是教师还是尽可能创设游戏的形式让孩子对have/has的区别在快乐游戏之中给孩子更进一步的理解与归纳,继而为书面练习的有效运用进行铺垫。)

(2)你能说出have与has的区别吗?

①have用于第一人称(I,we),第二人称(you),和第三人称复数(they)

②has用于第三人称单数(he,she,it)或单数名词

(设计意图:再让学生讨论说一说它们的区别及运用,转为理性性性层层面面的的内内化。)

3.Task3:Let’s practise

用have,has的适当形式填空:

Nancy____two big eyes;They___no legs or arms;My cats___long tails;

His cousin___some toy cars;Liu Tao a nd Mike___two animal friends;It__four legs and a short tail.

(设计意图:教师通过设计一些典型练习加以巩固,对have与has有更清晰准确的理解和运用。)

4.Task4:Let’s share

(1)First share some animal pictures

(2)选择一个自己喜欢的动物介绍并请其他同学猜猜看哦!

...have/has an animal friend.

It is...It has...It can...What is it?

篇4：剑桥商务英语》授课教案Unit

Unit 7(a)Product description I.Teaching Objectives:

i.To enable Ss to describe products in general terms ii.To practise listening for specific information iii.To review language for talking about dimensions and comparatives and superlatives iv.To practise question formation II.Materials needed: Cassette-Pass cambridge BEC Preliminary III.Teaching Process: i.Unit overview ·Presenting a product Warmer: T elicits vocabulary related to board game.Listening 1: Ss listen to a presentation of new board games and identify

pictures.Ss listen for more detail and identify what notes refer to.T reviews language related to dimensions.Language focus: Ss form questions about the games.Speaking: Ss work in pairs and describe a board game they like.·Describing a product Listening 2: Ss listen to the same sales manager talking to a retailer and

identify which games are of interest.Ss then listen again and answer compprehension questions.Langues focus: Ss review comparatives and superlatives.Speaking: Ss work in pairs.They list and rank points they considered when

buying something they both bought.·Self-study Vocabulary: Word-building and question formation exercise.Language focus: Comparatives and superlatives exercise.Writing: Ss write about a product they have recently bought.Exam pppractice: Multiple-choice gap-fill.ii.Detailed study of this unit Step 1 Presenting a product Warmer: T writes board game on the board.T asks Ss to work I pairs and think of five words or phrases connected with the idea of board game.T elicits Ss’ responses and uses this as a chance to pre-teach necessary vocabulary for the unit, i.e.board, dice, timer, cards, pieces and counters.Ex.1 Listening Robert Saunders, the Sales Manager at Columbine Games, talks about two new

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products.Ss listen and identify the two games which Robert describes.Notes :

1.Mind twist 脑筋急转弯

2.our latest products in our range of games 游戏玩具系列中的最新产品 3.Which comes in two versions 现有两种版本供应 Come: 被出售，被供应

4.the four playing pieces are magnetic counters which are made of colored plastic 四个带磁的圆形硬片是用彩色塑料做成的(counter筹码)Ex.2 Listening 1 Ss listen to the cassette in more detail and decide what the numbered descriptions refer to.Key: Note:

1.How big is / What is the size of… 2.How heavy / What is the weight of… 3.How much / What is the price of… Ex.3 Grammar T elicits complete questions for the first few answers in Ex.2.T asks Ss to work in pirs and form the remaining questions.Ss are expected to demonstrate their ability to form questions in Part 2 of the Speaking Test.Ex.4 Speaking

Ss work in pairs describing games that they like.In order to give this activity more structure and review language which has arisen during the lesson, T writes some prompts on the board , e.g., type of game , size, weight, material, price, how to play, comments.Useful expressions: 1.bigger / smaller than… 2.It measures 50×50cm 3.It weighs…

4.light-weight 轻质的 5.The weight of it is… 6.lighter and smaller…

7.wooden playing pieces… 木质的棋子

8.be made of … 9.It only costs… 10.To retail at…

11.The retail price is …

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12.easy to play…

13.This is a game for 3 or 6 players.14.The material of playing pieces is … Step 2 Describing a product Before Ss listen to the cassette, T prepares them by asking how they think Columbine sells its games: directly to the public? Through catalogues? Through retailers? Etc.Ex.1 Listening 2 Ss listen for gist on the first listening, simply to get an idea of the games Sophine is interested in.Note:

1.collectables 收藏品.The recommended retail price 建议零售价.And what would you be willing to sell it to us for ? = And what price would you be willing to sell it to us? 4.on large orders: 大宗定单

5.Not on Mind twist on its own.只买脑筋急转弯不打折 Ex.2 Listening 2 Then Ss listen the same cassette again and answer more detailed questions.Ex.3 Grammar T asks Ss to correct the sentences about Columbine’s games.As students focus on correctness of meaning, they will be using the comparative and superlative forms referred to earlier.T may point out that fewer in the first sentence is used with countable nouns.Less is only used with uncountable nouns.Ex.4 Speaking Ss works in pairs and think of something they have both bought.They discuss the criteria they used in selecting it and write them down.They then order all of the criteria mentioned in terms of importance for themselves.T gives them a little more time to prepare to report back to the rest of the class.Useful expressions: 1.reliability 2.image

3.performance 4.energy-saving 5.to save petrol ASAP 6.I prefer to choose the leading brands with reasonable price.http://club.TopSage.com

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7.I’m more interested in the image of car.8.I think about after-sales service.9.I pay much attention to the reliability on the past of the sellers.10.Safety system is as important as energy-saving system.Step 3 Self-study

Help Ss finish exercises in this part.Ex 4 Exam practice Notes:

1.the latest addition to our extensive 最新产品 2.flexible machine 多功能机器 3.variety 种类，强调与众不同

4.range(在某一范围内)同类货品，一批，系列 5.spread 差异，差距

6.provide sb.With sth./ provide sth.7.however :然而，可是，要用逗号与其他成份分开

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Unit 7(b)Product developments I.Teaching Objectives:

i.To enable Ss to talk about product development ii.To practise reading and listening for specific information iii.To review specific words(first, after that etc.)iv.To review the present continuous and going to for future arrangements and intentions II.Materials needed: Cassette-Pass cambridge BEC Preliminary

Cards-Set A 9 cards: one set of cards per pair/ group to be

photocopied from T’s Guide

III.Teaching Process: i.Unit overview ·Product testing Speaking: Ss do a quiz about drug development in the USA.Reading: Ss read an article to find answers to the quiz.Ss re-read the article and complete a table aboout the stagesof the development process.Language focus: Ss review language for sequescing(first, then, nest etc.)Writing: Ss put cards describing the drug development process in order then write a text linkin the stages.Speaking: Ss talk in pairs about the development of one of their company’s products or services.·Making a product Listening: Ss listen to a marketing manager talking about plans for the

launch of a new arthritis drug and answer comprehension questions.Ss listen again and order the stages in the process.Langues focus: Ss review the present continuous for future arrangements

and going to for intentions.Speaking: Ss talk in pairs about their company’s plans.Ss then ask and

answer questions about personal plans.·Self-study Vocabulary: Gap-fill exercise.Language focus: Gap-fill exercise.Vocabulary: Multiple-choice gap-fill exercise.Exam pppractice: Multiple-choice comprehension exercise.ii.Detailed study of this unit Step 1 Product testing

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Warmer: T writes drug development on the boardand asks Ss to work in pairsand think of five words connected with the subject(test, monitor, launch, develop, animals)Ex.1 Speaking

Ss work in pairs and do a quiz about drug development.The aim is to interest Ss in the topic and to provide a reason for reading the article in Ex.2.Ex.2 Reading Ss read the article to find the answers to the quiz.Notes:

(1)be to + 不定式结构表示的将来动作一般都是受人们一直控制的，表示计划，安排或受人之示，be going to 表示现在的意图。(2)Only five out of every 5000 drugs…

Out of… 从… 中 ； every 每各…的，每…之中的 E.g.in nine cases out of ten…

十之八九

Out of every five men only two were fit.每五人中只有两人是合格的。(3)The research-based pharmaceutical industry…

Research-based 以研究为中心的

N.+ based 以…为据点（基地）的，以…为主要手段的 E.g.computer-based accountancy 利用计算机的会计工作(4)A London-based firm 总部设在伦敦的公司 Ex.3 Reading Ss read the article again and complete the table.Ex.4 Vocabulary Ss underline any sequencing words and phrases in the text.T then refers Ss to the Don’t forget！section.T should stress the usefulness of preparing the listener by making a global comment about the stages that follow.T should also ensure that Ss are confident with the use of the sequencers as they will be important for Ex.5 and Ex.6.Key:

Paragraph2.There are four stages of…First of all…then… Paragraph3.The first stage…After that…

The final stage … While… Paragraph4.When…

Paragraph5.When.., …finally… Ex.5 Writing Ss work in groups.T give each group a set of cards describing the process of the drug development.T then asks them to write a description of the drug

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development process, using sequencers for clarity.Useful expressions: first of all / to begin with after that / then / finally / the final stage to test on animals / healthy humans / patients to keep a record of test results to launch the drug when / after the application is approved… The new drug can be on the market after..Suggested answer: There are a number of stages in the drug development process.First of all, the company tests the new drug on animals.After that, the company tests the drug on healthy people to check safety.The drug is then tested on a small number of patients to see how well it works.Finally, the drug is tested on a large number of patients.While the company is testing the drug, it keeps a record of test results for the authorities.When the company has finished tests on humans, it applies to the authorities for approval, when the authorities approve the drug, the company can finally launch it.Ex.6 Speaking Ss work in pairs and talk about the development of a produce or service in their company.They should be encouraged to use some sequencers for clarity.However, the main aim of this exercise is to transfer what they have learned to their own situation and to develop fluency.Step 2.Marketing a product Ex.1.Listening Before listening, T elicits how drugs are normally distributed(on prescription, over the counter etc).Ss listen to the cassette and answer the questions.Notes:(1)on the market E.g.there isn’t much fruit on the market at this time of year.(2)And is it going to be available from the chemist’s as well as doctors.(the chemist’s shop)(3)… only be available in hospitals on prescription from doctors – not over the counter.(4)on prescription from doctors : 凭医生的处方

(5)not over the counter ：(买药)不用处方

Ex.2 Listening

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篇5：剑桥商务英语》授课教案Unit

2）把对话中的句子写到黑板上，并且逐句为学生讲解意思，教学生将自己的名字运用到这些句子中进行自我介绍。

3）给每个学生发一张卡片，教学生做自己的名片并把名片放到桌角。

4）老师可以通过看学生的名片知道他们的名字或对其进行提问，从而引出first name和last name。5）教导学生对first name和last name提问，然后让学生以小组为单位进行提问并相互认识。6）邀请某一组学生为大家表演。3.Snapshot 1)在黑板上写下male和female，然后问某一个学生的名字（英文名）male还是female，在对应写在黑板上，重复不断问学生的名字以及Is it male or female?让学生们重复练习。

2)为大家介绍nickname，让学生了解nickname除了当绰号外，还可以是某人的名字的缩写，同一个名字很可能有多个nickname，例如Elizabeth的nickname 包括Lisa, Liz, Betty, Betsy。

4.Grammar focus 1)跟助教老师一起表演一段对话，主题是用my, your, his, her介绍人的名字。2)告诉学生my, your, his, her的意义和用法。

3)让学生围成一个圆圈做游戏，第一个人说My name is …；第二个人说Her/his name is….My name is …依次循环。

5.Word power 1)教学生学习字母表，认识大小写和念法。

2)跟助教老师一起表演书上的对话，重点是把名字拼写出来。3)打开课本，为学生逐个解释句子意思，让学生会读会念。4)让学生分角色朗读或者表演这段对话。

5)让学生组成小组，把自己的名字带进对话中进行表演。6.Listening 1)打开课本，把书上的五组名字大声念出来，让学生意识到他们的发音是一样的。2)开始和助教老师一起表演对话，让学生仔细听并且在书上划对勾。7.Word power 1)教学生们Mr., Ms., Miss., Mrs.。让他们明白这些称呼是用在last name之前。让学生们复习之前学过的名字的性别。

2)跟助教老师一起表演书上的对话，然后把之前学过的名字念出来，问学生是用Mr., Ms., Miss., Mrs.中的哪个。

3)请学生分组练习运用Mr., Ms., Miss., Mrs.。8.Saying hello 1)在黑板上写下常用的问候语，然后和助教老师一起表演书上的对话。

2)打开书，领着学生一起读书上的对话，并解释每一句话的意思，让学生读熟练。3)让学生进行角色扮演表演书上的对话。

4)玩找朋友的游戏。在班里随机抽3-5个学生，让他们自我介绍，相互问候，注意Mr., Ms., Miss., Mrs.和first name与last name的运用。

9.Conversation 1)给学生2分钟的时间去读一下，然后找同学分角色朗读，然后分角色翻译，在学生读与翻译的同时，解释学生不懂的单词。2)听录音

3)角色扮演。分小组练习，找小组表演。（也可留成家庭作业，听录音模仿，录音）

10.Grammar focus 1)打开书让学生们学习书上关于不同的人称代词应当跟的不同的be动词。2)把I’m, You’re等在黑板上写出来便于学生理解和记忆。

3)首先让学生们自己把书上的A,B填写完整，然后跟助教老师表演对话，同时可以让学生相互交换课本检查正误。

4)假设一个场景，你在路上走捡到了学生的名片，然后问学生Are you …?然后让学生回答Yes/No。以此为模板，让学生们分组练习这个对话，知道能够运用好Are you …?和 Yes/No。

11.Pronunciation

1)给学生讲解英语的五个元音:a, e, i, o, u。

2)告诉学生英国人在读首字母为原因的单词时习惯于和该单词之前的单词连读。例如第五页，He’s over;This is;You’re in等等。然后可以让学生重新练习这段对话。

12.Numbers

1)在黑板上写下0-9的数字和对应英文，让学生记住。

2)为学生讲解zero除了发zero，还可以发oh。例如505，可以说five-zero-five或者five-oh-five。3)请学生分别念出卡片上的数字。4)与助教老师表演书上的对话C，然后让学生分组练习，直到学生熟练掌握数字的念法和书上的句子。13.Listening

1)与助教老师一起进行对话或者听录音，让学生们根据听到的内容上的空格。2)重复对话，让学生检查自己的正误，锻炼学生听数字的能力。14.Saying goodbye

1）与助教老师一起表演A。

2）把常见的告别用语写在黑板上，让学生们会读会写。

3）让学生们在教室里相互道别。

二、Homework 1)把相应的练习作业写完。

篇6：剑桥商务英语》授课教案Unit

Hello，Hello，how are you？Yiya yiya yo~~~ Hello，Hello，how are you？Yiya yiya yo~~~（唱的好，动作标准的同学或个人加分）

1、PPT--先教第一单元标题，Hello ,I’ m …和句子your name，please?

2、按顺序每个学生站起来向其后面的同学快速的说一句I am …，your name，please?（认识一些名字，Part6）

3、教P2（Part1的后半部分）,带读，然后找个别同学起来读，读的好的加分，再分组读，读的好的加分。

4、先让学生回顾曾经学过哪些关于文具的词汇，起来回答的同学加一分。

5、教读，分组读，读的声音洪亮、整齐的那一组得分。

6、按照先拼然后读然后说出中文的顺序分组来读，读的好的一组得分。

重点词汇：（Part 2）

A pen一支钢笔

A pencil 一支铅笔

A pencil-case 一个铅笔盒

A ruler一把尺子

A book 书

A bag 一个书包

An eraser 一块橡皮

7、game：Show me your … 优先快速的拿出东西的同学或小组得分。

8、学习Part 1 的前半部分，方式同3。

重点句型：

Hello，your name，please？This is my new book.Hi!I’m Lucy.His name is bill.Bill is my friend.Nice to see you.9、学习Part8，先教读句子，让后让学生跟着录音学唱，然后分组或让个人来唱，唱的好的小组和同学加分。

第二次课：

（学歌的班级先复习歌曲）

1、复习7个单词（下载各种文具的图片，让学生来回答）

先教读再让学生读，分组玩地雷游戏（暗地雷、明地雷）

2、复习句型：I’m …，学生逐个起来说I’m …，其他同学一起说：Hello…

3、学习Part7，教读，齐读和分组读。让学生在大拇指上画一个小人头，然后分两人一组练习对话，做的正确的加分。

4、Part9，先重点学习my, your, his, her。先让学生听两遍，然后跟着录音一起唱，最后男生女生分别唱，分AB组唱，唱的好的男生或女生加个人分，AB组加小组分。

5、一起来做Part10（注意单词cousin）。

6、学习音标a 【æ】，以a、a、a、b-a-g的形式教读Part3.7、学习Part4的单词，让学生个别读和分组读，读的好的加分。Game：做read stop的游戏。

8、做Part5的题目，找学生来回答，答对的加分。

（一班7、9、10、3、4、5、11

篇7：剑桥商务英语》授课教案Unit

难点重点:How to write‘My ideal school’.

教学方法:Reading and writing

教学程序设计:Step 1.Revision

Say something about school lives in British and American.

Revise comparatives.

针对self-assessment进行单元复习检测。

Step 1.presentation

Think and answer the questions:

1.How many subjects do you learn?lead out:physics.

2.What do you like about our school?Why/Why not?---

写作则需要充分激发和调动学生的已有的经验, 激起学生的心理认知, 主动的探求, 提高学生的写作兴趣, 自身的体验让学生更接近生活, 更有话可说, 听说为先, 并且为书写questionnaires打下基础。

Step2.practice

1.Finish Part A and read the whole sentences.

2.Say something about our school like this:

My school starts at---finishes---I think---is interesting.we spend---on---.I hope---Ask several students to make a short passage according to Part A.

学生熟悉写作素材后, 可以先试着整体组织和安排, 其中在口头写作中就会遇到各种问题, 老师应该引导学生及时纠正, 同时也为写作明确了方向。再者, 学生已经对以上句式非常熟悉, 在加上关键句的提示, 写作活动也变得更具体可操作性。

Step3.listening

What subjects can Daniel choose to study in his ideal school?

写作是一个综合性的活动, 再听的过程中关键是如何捕捉文篇的整体布局特点。同时通过学生是否和Daniel达成共鸣来检验学生的听的效果。

Step4.Reading

Read Paragraph 1 and try to answer:

1.What time does Daniel’s ideal school start and finish?Why?

2.Do you enjoy studying in his school?

3.Books closed and try to fill in the blanks.

My___school at.We don’t and we have time for afterschool activities.We only have homework every day.Listen and retell Daniel’s school.

Teach the other paragraphs in the same way.

因为成功的写作起于仿写, 本人设置了精读练习, 根据短文内容填空和根据文意进行整合填空, 主要是引导学生先忠实于文本, 紧紧地依赖文本, 做到有效、必要的语言迁移。在用材上进行必要的取舍, 也是启示学生进行仿写的前提。学生在阅读的过程中就会很自然的通过对比, 来“控诉”现实中学校的不足, 自然会有了自己的ideal school。这为下面的讨论和建构自己的理想学校埋下了伏笔。

Step5.Writing

Discuss and complete the table below.If you don’t like this school, please write an article about your ideal school.

这部分是写作的核心, 设置讨论就是要让学生合作探究, 进行认知上的创新活动。学生通过例文学习和笔头单句练习之后, 更加明确写作要求, 使写作活动水到渠成。

Step 6.Checking

Reprent some Ss’articles on the screen and check out their mistakes.Then report your answers.

写作的最后一个环节是看学生的文章是否符合课标的要求, 从内容到形式, 从语言到结构是否存在着一些错误, 以便进一步的补救。

Step 7.Homework

Fill in the blanks according to the reading.

作业的设置进一步巩固学习的内容, 对写作活动进行强化。