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教材解析九年级英语第八单元 Reading 教学建议

(2010-12-07 00:00:26)
标签:

教材解析

九年级英语

第八单元

reading

教学建议

教育

分类: 九年级6-10单元教材解析

Reading I'll send you a photo of Lucky. 教学建议

 

Section 1  Before You Read

1a    This activity makes students think about different types of letters that can be written. For example, notes, informal letters to a friend, business letters, invitations, etc.

·Ask students to come up with a list in pairs. Write suggestions on the board.

1b    This asks students to focus on the differences between a letter and an article.

·Show students an article in an English newspaper or magazine, or ask students to look  back at the article from Unit 2, on Page 16.

·Ask students to find and list three differences.

·Check the answers.

Answers

    1.letters need addresses

    2.letters need greetings at beginning and end

    3.letters use informal language

Teaching note

Generally, disabled people try very hard to live the same way as those who are not disabled. This can make them very creative and give them a very positive attitude to life. Although they often don't like to be treated differently, disabled people can be very appreciative of efforts to help make life easier for them. It is often expensive to get help.

Learning Strategy

USING KNOWLEDGE OF PARTS OF SPEECH

English is made up of words that can be divided into 8 basic groups:   nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and exclamations. if we can identify the group a word belongs to, it helps us to find the correct word we need when constructing a sentence, or filling in the blanks in an English exercise.

Section 2 While You Read

·Ask students to find partners. One student should read the letter aloud while the other student listens. It is important that the student listening pays full attention to the reader and does not follow the words in the book.

·When finished, students exchange roles, and read and listen again.

Section 3 After You Read

3a    This activity helps student learn the parts of speech.

·Go through each part of speech, and ask students to give you any examples they can think of. Encourage any answers, and if they are not right, help the student to identify the actual group of that word in a supportive and positive way. Students can only learn if they make an effort, and a‘mistake’should be considered a necessary and positive step towards success. Discuss each group, in depth if necessary. For example, explain that there are two kinds of noun-proper and common, and give examples.

·Ask students to go through the letter and find one example of each part of speech.

·When finished, check everyone has a correct example as a class task.

Answers

    Nouns: money, animal, helpers, organization, people, Lucky etc

    Pronouns: I, you, it, my, who, that, etc

    Verbs: like, thank, send, set(up), fill, tell etc

    Adjectives: disabled, blind, deal normal etc

    Adverbs: easily, well, last year, at once, upstairs

    Prepositions: for, with, of etc

    Conjunctions: but, and, because, or etc

    Exclamation: You see, Lucky!

3b    This activity identifies and focuses on the use of Phrasal Verbs.

·Ask students to go through the letter again, highlighting each phrasal verb they find. Ask them to check with a partner that they have found all of them.

·Check the answers.

Example Answers

    set up, help out, cheer up, run out of

·Ask students to list three phrasal verbs and use each one in a sentence of their own to show they understand the meaning.

·Ask students to read out their sentences for the class to listen to.

3c    This activity shows comprehension of the content and language structures.

·Ask students to scan the letter to create correct sentences

Answers

    1.Miss Li donated money to‘Animal Helpers’.

    2.Liz Smith is unable to move well.

    3.Lucky can fetch things for disabled people.

    4.‘Animal Helpers’trains animals like Lucky.

Section 4 Go For It!

Everything students are learning must be relevant to their lives and to their age. The language they are learning must be useful to them in situations where English can be used. The exercises in‘Go For It!’teach students to personalize information, to think about life experiences in general, and share them with others, to feel proud of what they know and put their knowledge to good use. These exercises also extend students' thinking beyond themselves and their family, to include the community, other countries, and the world as a whole.

·On the board, write suggestions from the students for each of the three points to include in the letter.

·Ask students to use the information on the board to write an individual letter to Liz.

·Ask students to exchange notebooks with a partner, and ask for help to make changes that they see as necessary. Go round the class helping students to do this in a way that will help them make an effort and enjoy it.

·Ask students who would like to share their letters to read them out to the class.

Example letter

    Dear Liz,

      I was so happy to receive your letter. Thank you very much for writing to tell me about Lucky. I would really love to come and visit you one day and see how Lucky helps you. I'd also like to help you some more because I have some extra time at the moment. Perhaps I could help you at home, or do some work for‘Animal Helpers.’I'd enjoy watching them train the animals too. I'll call them one day soon.

      Here is my phone number:  468-3852. Please call me so we can arrange a time for me to visit.

Best wishes,

Ming Li

If you have time!

It is important for students to enjoy the experience of learning English. If students are happy, they are motivated to learn and improve. The exercises in‘If you have time’allow students to further their knowledge in an enjoyable way, and put it to use in a‘real,’and therefore meaningful way.

·Ask students to do some research into the world of training animals.

·Have a class discussion, or put up a display showing the different types of animals that are useful in society.

Additional note

Blind people generally have extra-ordinary ability to smell, to feel and to hear. So we shouldn't shout at them, they are not deaf.

 

 

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