Unit2 Task
Teaching Aims
To train the students’ ability of listening and writing.
Teaching Important Points
To master the skills in the writing of the life story of a composer.
Teaching Difficult Points
To practise writing the life story of a composer.
Teaching Procedures
Step 1 Review the last period of the unit
Skills building 1: listening for facts about people
When we are listening for facts about people, there are certain things we need to listen for.
These includes:
1．date when they were born and died
e.g. He/ She was born/died on 26 May 1962.
2．places where they were born or died. These might be or countries.
e.g. He/ She was born in London, England.
3．specific things that they did in their life. This will include dates and places such as when and
where they got married or had a child, etc.
e.g. He married Jane in Paris in 1999.
4．information about why they did something and who or what influenced them.
e.g. He wrote this opera because he liked East Asia.
Step 2 Listening
While listening to the recording, ask the students to apply listening skills in practical use, such
as note taking. The teacher should be responsible for the speed of the recording and make sure the
student can finally understand the text as a whole. After the teacher can check the answers with the
students.
Step 3 Table fill-in
In this section, the students first are required to go through three passages. Since during the
listening we have just finished part of the exercise, the teacher can design a skimming and scanning
practice here, asking the students to find the relevant information of the table provided. And later ask
the students to check their answers by presentation.
Skills building 2: finding out about people’s lives
Sometimes you need to find out about people’s lives. You can start by asking the following
questions.
Which city/country was he/she born in?
When was he/she born?
What instruments did he/she play?
When was…written?
When did he/she die?
Where did he/she die?
Did he/she have brothers/sisters? What were their names?
When did he/she get married?
Who did he/she marry?
Can you tell me any other information about him/her?
Is there anything else you can tell me about him/her?
Asking for further information
In this section, the students are supposed to work in pair to practice the skills in skills buildings.
The teacher can encourage the students to pracise their spoken language during this part, and later the
teacher can also provide the sample answers to the students.
Skills building 3: writing someone’s life story
When writing someone’s life story on an exhibition board, you need to:
1．Start with his/her name as a little with the dates of his/her birth and death underneath.
2．Perhaps use a timeline to illustrate what the person did in his/her life.
3．Write the information in the order that it happened.
4．Include pictures to make it attractive.
Writing the life story of a composer
In this section, the students should apply their learned skills to practical use. First they have to
collect some facts about the composers, find out about people’s lives and then write someone’s life
story. The teacher first of all should remind the students of these steps and then give some
instructions to the students. If it is needed, the teacher can also give the students a sample writing to
show how they are supposed to phrase their article.
Step 4 Homework
Prepare for next period.
教学目标
1．To activate general knowledge about the world and identify activities
which people do on holiday.
2．Link words together when speaking to give a more fluent and natural
sound.
教学重难点
1．words: package, ticket.
2．phrases: package tour, air ticket, all year round, right now.
3．sentence patterns: There may be…Can I have some…I am afraid...
教学过程
Step One Leading – in
Have a free talk about their favourite activities.
e.g. T: What do you like to do when you are free?
S1: I love buying some hair clips.
S2: I love play computer games.
S3: I love...
T: I love hiking. If you want to go hiking, where is the best place to go? And what
is the best season to go? I think it’s a mountain.
S4: Mount Tai. In Summer.
S5: Lushan.
T: If I want to go sailing, where should I go?
S6: Hainan. Any season.
Step Two Pre – task 1
1．Look through Part A1-the dialogue and the table.
Finish the table then.
2．Look through Part A2. Tell them this time they will listen to the tape and pay more
attention to the season. Before they listen, they can put a tick with a pencil according
to their knowledge.
Step Three While – task 1
Task 1 Listen to the tape, put a tick. If they are not sure, listen again. Then check the
answers together.
Task 2 Finish the passage in Part A3, then check the answers.
Task 3 Explain the main points of the passage. Read the passage.
Step Four Pre – task 2
T: Just now, we talked about many places in China that you can visit. Now there may
be some other beautiful countries waiting for you. They are Singapore, Malaysia and
Thailand．If we’ll visit there, maybe we should have a package tour. (Write package tour on
the Bb. Let them guess.)
Now, you’re assistant in the travel agency. I am the person who is visiting these
countries. Lead the Ss make a dialogue with you.
Step Five While-task 2
Task 1 Listen to the tape. Try to read after the tape?
Task 2 Answer some questions about it.
Question 1What kind of trip?
Question 2What countries does she want to go?
Question 3What kind of information does Millie want to have?
Question 4Do they get all the information they want?
Question 5When can they get the information about the tickets?
Step Six Post-task 2
1．Practise the dialogue with the Ss according to the dialogue.
2．Ss practice the dialogue in pairs.
3．Act out.
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