Unit-23-The-Second-Period-Lesson-1-Living-in-a-Community-教学设计-优质公开课-北师大选修8精品.doc

1、Unit 23 Conflict The Second Period教学案Teaching goals 教学目标1. Target Language目标语言a. 重点词汇和短语furnished expose alcoholic adolescent chorus departure classify fortnight bid . goodbye be exposed to in a flashb. 重点句子Seldom has drumming caused such conflict.Rarely had Laurene seen Mckay move so fast.Neither c

2、ould they relax or read a book without plugging their ears.2. Ability goals 能力目标 Read two newspaper articles and talk about the conflict between neighbours.3. Learning ability goals 学能目标By talking about the conflict between neighbours help students find good solutions to such conflict.Learn about co

3、mplex sentence structure for emphasis.Teaching important points 教学重点Talk about and resolve different kinds of conflict. Learn about complex sentence structure for emphasis.Teaching difficult points 教学难点Complex sentence structure for emphasis.Teaching methods 教学方法 Listening， reading and discussing.Te

4、aching aids 教具准备The multimedia computer.Teaching procedures & ways 过程与方式 Step I Leading inIn this procedure students will have plenty of opportunities to express themselves on the conflict they observed in daily life.T: Good morning /afternoon， class！Ss: Good morning/ afternoon， Mr. /MsT: Please loo

5、k at the following pictures and describe them.Show the following on the PowerPoint. Ss: People live happily in a community. They live in harmony with each other. T: This is the principal lesson for you to remember: Discovering that happiness comes through sharing， and that individuality need not be

6、selfish but can be expressed more fully when it is in harmony with others.Then show the following pictures on the PowerPoint.T: Look at the following pictures and describe peoples deeds. S: They are doing something wrong. People shouldnt fight each other. Sun Nan， a famous singer in 2004 was complai

7、ned to disturb his neighbours，and his neighbours called 110 . He had to make an apology to his neighbours and turned off his stereo.T: From the pictures we learn what we should do in a community and what we should not do. Have you had any conflict with your neighbours？ How did you deal with the conf

8、lict？.Students are given several minutes to recall the conflict they had.T: Today we are going to learn Lesson 1 Living in a Community. In the text are two newspaper reports， which are about conflicts between neighbours. Step II Before you startDiscuss the first two questions in Before you start.T:

9、Read the first newspaper report. Whose side are you on， the drummers or his neighbours？ Why？Students are given five minutes to finish the first question. After students discuss question 1， they will be asked to guess the meaning of the idiom “hit the road”？T: OK， so much for the discussion. After re

10、ading the report， can you guess the meaning of the idiom “hit the road”？Ss: To leave or depart. To set out， as on a trip； leave. T: Good！ If you hit the road， you leave a place or begin a journey. Please look at some other examples. Show the following examples on the PowerPoint. I had better hit the

11、 road if I to be back home before dark.I love to stay longer but its really time to hit the road.Come on， its time to hit the road， or Jack hit the trail at dawn. Now look at the title and the first paragraph of the second report. Discuss in pairs what might have happened？ After that read the report

12、 quickly to see if your prediction is correct.Step III Read to learnDeal with the reading part.ScanningAsk the students to scan the text and find the conflict in the two reports. Then complete the form. They may discuss with others if they have any difficulty.ReportDrummer hits the roadGrandpa jaile

13、d after one shower too manywhocauseconflictresultEight minutes later， students will be asked to present their answers. Then Teacher shows the suggested answers on the PowerPoint and students will read together.ReportDrummer hits the roadGrandpa jailed after one shower too manywhoYang Ming， drummer f

14、or the rock band “Storm” and his neighboursEighty-year-old retired tailor， James McKay and his upstairs neighbour， thirty-year-old Keith SmithcauseHeld parties every night， late-night drumming (noise pollution from Yang Ming )The water Smith sent over his balcony ended up on the McKays， or too often

15、 on the McKays themselves.conflictComplaints from his neighbours about loss of sleep； Yang Ming feels his right have been ignored.On James birthday， he hit Smith with his walking stick because water from above got the McKays and the cake wet through.resultThe local council took action. Yang Ming was

16、 found living in a hotel.Although McKay spent the birthday night in jail， he said he had the best birthday， for a large crowd sang him， “Happy Birthday “when he left the police station.SkimmingAsk students to skim the text and then finish Ex3 on Page 20.T: Look through the questions first. Then skim

17、 the text to find the answers. Ten minutes later， we will check the answers together.Ask individual student to answer the questions.Suggested answers: 1.Yes， he does. From the sentence “Hes bid his furnished apartment goodbye .” we can learn there is furniture in his apartment.2.He held parties ever

18、y night but the biggest problem was his late-night drumming.3.Because he claims Yang is an alcoholic.4.Yes， he has. Because he doesnt mind living in a hotel. What he really cares is that besides being called an alcoholic his music has been classified as “noise”.5.A fortnight.6.Yes， there are. Becaus

19、e he is eighty years old.7.The water from Smiths balcony got the cake wet through and all the candles were put out by the water.Step IV ExplanationDuring this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape， Teacher will

20、 explain the text and deal with language problems. T: Now we will deal with some difficult language focuses. Now I will play the tape for you. Please make marks where you have difficulties.After listening to the tape， explain the difficult sentences to students. Before explaining the difficult point

21、s， students are asked to refer to the notes to the text. T: Do you have any difficulties with the text？S1: I dont understand why so many inversion sentences are used？T: You are a very careful student. Lets pick out the inversion sentences in the two reports. Show the following on the PowerPoint.Seld

22、om has drumming caused such conflict.Had they known their neighbour is a drummer， they wouldnt have moved into the building.No sooner had they moved in than the noise began and rarely did they get a full nights sleep.Neither could they relax or read a book without plugging their ears.Neither could w

23、e get rid of the smell of fish！Rarely had Laurene seen McKay move so fast. T: This is the Grammar we are going to learn: Complex sentence structure for emphasis. Step V GrammarDeal with Ex5 on Page 21. Ask students to do the exercises groups. Then check the answers with the whole class.Students shou

24、ld keep in mind the following pattern sound formal and emphatic.Sentences begin with a word that has a negative meaning.Sentences have the word order of a question (inversion).T: Please remember the grammar rules. There are a number of ways to add emphasis to your sentences in English. Use these for

25、ms to emphasize your statements when you are expressing your opinions， disagreeing， making strong suggestions， expressing annoyance， etc. Please look at the following. Show the following on the PowerPoint. Inversion Invert the word order by placing a prepositional phrase or other expression (at no t

26、ime， suddenly into， little， seldom， never， etc.) at the beginning of the sentence followed by inverted word order. Examples: At no time did I say you couldnt come. Hardly had I arrived when he started complaining.Little did I understand what was happening.Seldom have I felt so alone. Note that the a

27、uxiliary verb is placed before the subject which is followed by the main verb. I did give it back to you when I got home from camping.I do tidy it.Cleft Sentences: It Sentences introduced by It is or It was are often used to emphasize a specific subject or object. The introductory clause is then fol

28、lowed by a relative pronoun. Examples: It was I who received the promotion. It is the awful weather that drives him crazy. Cleft Sentences: What Sentences introduced by a clause beginning with What are also used to emphasize a specific subject or object. The clause introduced by “What” is employed a

29、s the subject of the sentence as is followed by the verb “to be”. Examples: What we need is a good long shower. What he thinks isnt necessarily true. These are the Grammar that we are going to learn in Lesson 1. Now please read Grammar Summary 3 on Page 100. After reading the grammar summary， ask st

30、udents to sum up the negative words and expressions.T: Now please work in groups and sum up the negative words and expressions that such sentences begin with.no， not， never， seldom， little， hardly， at no time， in no way， not untilNot only but also， Hardly / Scarcely when， No sooner thanTeacher expla

31、ins some of the negative words. Show the following on the PowerPoint. Negative Adverbials Time expressions: never， rarely， seldom These time expressions are used with a perfect form or with modals and often include comparatives.Examples Never have I been more insulted！Seldom has he seen anything str

32、anger. Time expressions: hardly， barely， no sooner， or scarcely These time expressions are used when a there are a succession of events in the past. Examples Scarcely had I got out of bed when the doorbell rang.No sooner had he finished dinner， when she walked in the door. After “Little” “Little” is

33、 used in a negative sense. Examples Little did he understand the situation！ Deal with Ex6.Ask students to paraphrase the two conditional sentences so that they sound less emphatic and less formal.Deal with Ex7. Step VI PracticeAfter learning the grammar， students will be asked to deal with the grammar exercises: Ex 9-11 on Page 21. Ask students to read the sentences with answers in turn， each student one sentence. Step VII Homework1. Finish the grammar exercises on Page 66.2. Write Ex4 in their exercise-books.