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Unit 6 I’m going to study computer science.
Section B（2a-2e）
Teaching Aims
| - Read the passage about resolutions.
- able, be able to, promise, beginning, at the beginning of, improve,
- write down, physical, themselves, have to do with, self-improvement, take up, hobby, paint, weekly, schoolwork, question, meaning, discuss.
- 1. When we make resolutions at the beginning of the year, we hope
- that we are going to improve our lives.
- 2. Some people might say they are going to take up a hobby like
- painting or taking photos, or learn to play the guitar.
| Teaching Difficulties
| Learn to make plans for future time.
| Teaching Aids
| A tape recorder ,CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can encourage Ss to talk about resolutions. The T can use the following prompts:
- Did you make any resolutions last year?
- Were you able to keep them?
- Then Ss can do a survey to find out what other Ss’ last year’s resolution is and whether they kept it or not.
| | Step 2 Presentation & Reading
| | - The activity is to personalize the target language and prepare Ss for the subsequent reading activity. The T may want to focus on asking and answering the questions quickly.
- One S should interview another S, and then they should reverse roles.
- The two Ss should be instructed to ask and answer the questions
- quickly to improve fluency.
- Task 1 Skimming and matching
- The T can ask Ss to read the passage quickly and try to get the main idea of each paragraph and finish the match task.
- The T can remind Ss that topic sentence is usually the first /last sentence.
- Task 2-4 Scanning for details
- The T can ask Ss to read each paragraph carefully and answer the
- questions. The T can invite some Ss to share their answers in class
- The T can present a cloze to ask Ss to complete with the key words and phrases to help them retell the passage.
- The activity is to provide scanning and writing practice with the
- target language . The T may want to have Ss think of their own
- sentences or elicit ideas for each blank:
- 1. Divide Ss into groups.
- 2. Have Ss open their textbooks to the passage.
- 3. Tell Ss that they should read the first paragraph. They should consider the main idea for the paragraph, and then read the sentences that come before and after each blank.
- 4. Consider a suitable idea for each blank, and then write a sentence. 5. Repeat for paragraphs 2 and 3.
- 6. Elicit answers as a class. Then compare Ss' ideas with the sentences in activity 2b.
- The activity is to provide reading practice with the target language and considering the structure of a passage. The T may want to do activity in 2c in the following way:
- Have Ss cover three statements.
- Have Ss quickly read each paragraph and write down one or two words describing the the key idea of each paragraph.
- Have Ss uncover the three statements and try to match the statements with the paragraphs based on the key ideas recorded.
| - To question the idea of making resolutions
| | - To give the meaning of resolution
| | - To discuss the different kinds of resolutions
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- The activity is to provide scanning and writing practice with the target language. The T may want to have Ss do activity 2d as a scanning competition in the following way:
- 1. Divide Ss into groups.
- 2. Have Ss open their textbooks to the passage.
- 3. Tell Ss that they will all be asked questions. If the question is answered in the text,Ss have to find the words in the text that provide the answer. If the answer is not in the text, then Ss must answer using their own ideas. If a S is able to answer the question asked, he or she should raise his or her hand. If the S answers the question correctly, his or her group is awarded one point.
- 4. Ask Ss the questions in activity 2d and award points to the groups. The T may also want to ask Ss questions not in the textbook in order to lengthen the activity.
- 1. It's a kind of promise that you make to yourself.
- 2. People often make resolutions at the beginning of the year.
- 3. They hope that they are going to improve their lives.
- 4. Some people write down their resolutions and plans. some people tell their family and friends about their wishes and plans.
- 5. The writer talks about three different kinds of resolutions: resolutions about physical health,self-improvement (which includes taking up a hobby) and better planning.
- The activity is to provide writing practice with the target language. The T may want to continue the scanning competition from 2d using the statements in activity 2d. Two types of questions can be asked for each item:
- 1.Find a sentence in the passage with the phrase “make promises to”
- 2.Complete the following sentence about yourself “I usually make promises to....”
| | Step 3Language points learning
| | make a/one’s promise
| 许下诺言
| keep a/one’s promise
| 遵守诺言
| break a/one’s promise
| 违背诺言
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- promise to do sth. 允诺做某事；答应做某事
- promise sb. sth. =promise sth. to sb. 向某人许诺某物
- beginning作名词， 意为“开头；开端”。 at the beginning of 的反义短语为at the end of, 意为“在……结尾/末端”。
in/at the beginning起初
| In/At the beginning, I had no interest in physics.
| from beginning to end
从头到尾
| I know the story from beginning to end.
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- have nothing to do with... 与……没有关系。
- take off 脱下；起飞 take on 呈现；承担
- take after 像（外貌及性格、行为等） take in 摄入；欺骗
- take down 拆毁；记下 take place 发生
- take over 接管；接办 take apart 拆分
| The language points are for reference only.
| Step 4 Summary & Homework
| The homework
can be varied with the specific conditions.
| - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Read and recite the passage in 2b.
- Do the exercises in students’ book.
| | Teaching Reflection
| While doing the activity 2d and 2e, teachers should encourage students work in groups. Group cooperation can not only cultivate students' sense of cooperation, but also test students' ability of language output. Students are required to use their existing language reserves to output, and use old knowledge to help understand new knowledge and make it a knowledge chain. In the process of discussion, students had better be asked to express themselves in English. When individual students have difficulties, the teacher or other members of the group should be encouraged to provide help in due course.
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