绮惧績鏁寸悊
瀛︿範璧勬枡
Unit 7
锛?/p>
lesson 1
缂?/p>
鍙凤細
1
璇炬椂瀹夋帓锛?/p>
2
瀛︽椂
鏁欏璇惧瀷锛氳鍐欒鈻?
鈭?/p>
涔犻璇锯枴
鍚璇锯枴
鍏跺畠鈻?/p>
棰樼洰锛?/p>
Unit 7: Hoping for the better: Lead-in & the main idea of text A
鏁欏鐩殑锛?/p>
After studying this unit, the students are expected to be able to:
1.
have a better understanding of the phenomenon of dishonesty on campus;
2.
understand the main idea and the structure of Text A;
3.
know clearly how an argumentative essay is typically developed and its typical features.
鏁欏閲嶇偣銆侀毦鐐癸細
鏁欏閲嶇偣锛?/p>
In these 2 periods, the students are guided to focus on
1.
the
topic
of
dishonesty
on
campus
(Dishonesty
is
on
the
rise
especially
on
campus
and
the
phenomenon needs urgent attention);
2.
the reading skill of finding out word meanings by using contextual clues;
3.
some typical features of an argumentative essay.
鏁欏闅剧偣锛?/p>
In these 2 periods, the students may have difficulty in:
1.
guessing word meanings by using contextual clues while reading
2.
exploring
the
argumentative
style
of
text
A
and
the
topic-details-conclusion
pattern
it
uses
to
develop a paragraph .
鏁欏鏂规硶鍜屾墜娈碉細
Teaching methods
锛?/p>
task-based language teaching; communicative language teaching; elicitation.
Teaching aids
锛?/p>
textbook, online resources, blackboard, multimedia
.
鏁欏杩囩▼锛?/p>
Part 1 : Lead in
1.
Group discussion
锛?/p>
20 min
锛?/p>
The teacher divides the students into groups of five or six students and leads them to carry out a group
discussion on dishonest behavior on campus, its underlying reasons and the ensuing consequences. Then,
each group is asked to work out some solutions to one of these phenomena. After that, the teacher will ask
one student of each group to give a presentation on behalf the whole team.
2.
Brain storming (15 min)
Interacting with students by asking them to think of words about dishonesty as a way to lead in some
important words.
3.
Pre-reading activities (page 176) (10 min)
Part
2:
Understanding the main idea of text A
1. Skinning and scanning (15 min)
Task 1: students are required to note nouns and adjectives concerning dishonesty in the article. Later,
they will be asked to group these words into synonyms and antonyms.
Task 2: students are also required to mark numbers that appear in the article and explain why they are
used.