1. The document discusses a lesson plan for teaching English to junior high school students about new technologies.
2. The lesson focuses on using the structure "If" to introduce how to use products like tape recorders, phones, and cameras.
3. Key points of the lesson include practicing the "If" structure, building vocabulary related to technologies, and having students do presentations on how to use different devices.
This document provides a lesson plan for a 60-minute English class on listening comprehension for Year 9 students. The lesson aims to improve students' listening and writing skills through analyzing advertisements. Students will first watch and answer questions about a Honda advertisement video clip. They will then compare this clip to another advertisement by completing a worksheet. Finally, the class will review the key points and objectives of analyzing different advertisements.
The document outlines a 60 minute English lesson plan for 34 Year 9 students focusing on persuasive tactics found in advertisements. The lesson aims to teach students to identify different persuasive tactics like brand names, slogans, and positive adjectives; create their own examples of these tactics; and find real advertisements demonstrating techniques like imperatives, questions, and personal statements through individual and group activities.
The document outlines a lesson plan for a 9th grade English class on the topic of advertisements, with objectives to expand students' knowledge of ads, guide them in analyzing ad messages, and enable discussion of opinions. The plan includes an introduction to assess prior knowledge, a presentation on ads, an individual activity to practice comprehension followed by group work and presentations to develop communication skills.
The document outlines a 60-minute English lesson for Year 9 students focusing on comic styles, with the aim of revising and practicing understanding of present perfect tense. The lesson includes a Prezi presentation explaining comic features, an activity where students work in pairs to construct dialogue for a comic strip, and a closing review of the main points.
The document provides a lesson plan for teaching English to low intermediate students using songs, videos, and movies. It includes two topics - teaching English lessons with songs, and reading skills. For each topic, it outlines the performance objective, course details, segment descriptions and activities, didactic resources, and materials. The lesson plan aims to help students use listening materials like songs and apply effective reading techniques.
This document provides a sample lesson plan template covering two weeks of instruction on teaching English with songs. The plan includes the topic, performance objective, level, group, segment description, didactic resources, materials, and time for each lesson. Week 1 focuses on pronunciation, vocabulary, listening skills, and activities. Week 2 emphasizes reading skills, techniques, and applying patterns and comprehension strategies to short texts. The detailed plan models scaffolding techniques and integrating various skills and media into the English language lessons.
The document provides a lesson plan for a 50-minute English class on direct speech for Year 9 students. It includes the objectives, which are for students to be able to use punctuations in direct speech with 80% accuracy, identify reporting verbs with 90% accuracy, and transform comic dialogues to direct speech. The lesson involves explaining direct speech rules, exercises identifying punctuations and reporting verbs, and transforming comic strip dialogues to direct speech in groups. Students will work individually and in groups while the teacher guides activities and checks understanding.
This document provides an overview of study skills for 7th grade students. It discusses time management, learning styles, note taking, and memorization tools like flashcards and foldables. The presentation is divided into multiple screens that cover these topics through text, examples, and interactive elements like videos and links to learning style inventories. The overall goal is to teach students effective study strategies.
This document provides a lesson plan for a 60-minute English class on listening comprehension for Year 9 students. The lesson aims to improve students' listening and writing skills through analyzing advertisements. Students will first watch and answer questions about a Honda advertisement video clip. They will then compare this clip to another advertisement by completing a worksheet. Finally, the class will review the key points and objectives of analyzing different advertisements.
The document outlines a 60 minute English lesson plan for 34 Year 9 students focusing on persuasive tactics found in advertisements. The lesson aims to teach students to identify different persuasive tactics like brand names, slogans, and positive adjectives; create their own examples of these tactics; and find real advertisements demonstrating techniques like imperatives, questions, and personal statements through individual and group activities.
The document outlines a lesson plan for a 9th grade English class on the topic of advertisements, with objectives to expand students' knowledge of ads, guide them in analyzing ad messages, and enable discussion of opinions. The plan includes an introduction to assess prior knowledge, a presentation on ads, an individual activity to practice comprehension followed by group work and presentations to develop communication skills.
The document outlines a 60-minute English lesson for Year 9 students focusing on comic styles, with the aim of revising and practicing understanding of present perfect tense. The lesson includes a Prezi presentation explaining comic features, an activity where students work in pairs to construct dialogue for a comic strip, and a closing review of the main points.
The document provides a lesson plan for teaching English to low intermediate students using songs, videos, and movies. It includes two topics - teaching English lessons with songs, and reading skills. For each topic, it outlines the performance objective, course details, segment descriptions and activities, didactic resources, and materials. The lesson plan aims to help students use listening materials like songs and apply effective reading techniques.
This document provides a sample lesson plan template covering two weeks of instruction on teaching English with songs. The plan includes the topic, performance objective, level, group, segment description, didactic resources, materials, and time for each lesson. Week 1 focuses on pronunciation, vocabulary, listening skills, and activities. Week 2 emphasizes reading skills, techniques, and applying patterns and comprehension strategies to short texts. The detailed plan models scaffolding techniques and integrating various skills and media into the English language lessons.
The document provides a lesson plan for a 50-minute English class on direct speech for Year 9 students. It includes the objectives, which are for students to be able to use punctuations in direct speech with 80% accuracy, identify reporting verbs with 90% accuracy, and transform comic dialogues to direct speech. The lesson involves explaining direct speech rules, exercises identifying punctuations and reporting verbs, and transforming comic strip dialogues to direct speech in groups. Students will work individually and in groups while the teacher guides activities and checks understanding.
This document provides an overview of study skills for 7th grade students. It discusses time management, learning styles, note taking, and memorization tools like flashcards and foldables. The presentation is divided into multiple screens that cover these topics through text, examples, and interactive elements like videos and links to learning style inventories. The overall goal is to teach students effective study strategies.
This document provides a planning and development timeline for an interactive storybook application called "The thief and Felfeli's chicken" aimed at teaching English vocabulary to Iranian children ages 7-9. It outlines objectives to help users learn vocabulary, comprehend sentences, and enjoy the story. The 12-week project timeline is divided into segments for analysis, proposal, storyline, character design, and other phases. The application will have a fun, colorful interface to engage kids in learning while reading along. It aims to be accessible for average English comprehension levels.
The document provides a teaching plan in English for a primary school English lesson in China. It summarizes the key points as follows:
1. The lesson plan is for a Grade 4 English class and focuses on teaching fruit vocabulary and sentence structures.
2. The plan outlines the educational objectives of developing language skills like listening, speaking, reading and cultural awareness.
3. A variety of teaching methods like task-based learning and communicative language teaching are employed across 5 steps: greeting, presentation, practice, development and conclusion.
This document outlines the methodology for an English for Specific Purposes course. It begins with an introduction to methodology and basic principles of language learning, including that it is developmental, active, decision-making, and emotional. It then provides examples of techniques like gaps, variety, prediction, and involvement. A model lesson is described that uses a hotel management case study and group work. Finally, it discusses language learning tasks like role plays, simulations, case studies and projects to integrate skills and encourage creativity.
This document contains a summary of topics and lesson plans for teaching English to adult learners using songs. It includes 12 topics that will be covered in the course over 2 weeks. The topics focus on differences between child and adult language learning, pronunciation, vocabulary, listening skills, and reading skills. Several lesson plans are also provided that describe warm-up activities, previews, predictions, guided practice, and closures. The lesson plans incorporate group work, videos, songs, and other materials. The timetable schedules the topics and lessons across each day of the 2-week period.
Name: ______________________
E-mail: _____________________
Module1:The Role of Culture in Learning
1. Describe your understanding of the word culture by creating a metaphor using the steps described in the activities.
Culture is _understanding point___
*(an original noun or noun phrase)
Literal Pattern : teacher need to focus on each possible point.
Abstract Relationship: the change can happen at any stage of learning
Literal Pattern: the results can be of any type either positive or negative.
* Some former examples: treasure chest, refrigerator, wind, a pair of old shoes,
2. Use the graphic organizer to synthesize your knowledge on each theory.
Behaviorist
Innatist
Cognitive
Interactionist
Key Names
1-sentence description
The learning of infants based on other human beings
A natural instinct inside every human being is known as learning.
The little pals learn about the outside world from their experience
There is an assumption that language helps to determine the
physical, linguistic, and cognitive and social development
Instructional
Strategies
Reward systems
LAD: Language acquisition device, label classroom
Blooms’s taxonomy remembering information, checking for understanding, assessment remediation
Social interaction, scaffolding, learning through practice
Advantages
Disadvantages
Module 2: Sheltered Instruction
1. Review the sample SIOP lesson plans at the end of this document. Make note of how each lesson utilizes the various components of sheltered instruction. In comparing the lessons, you will identify a variety of instructional strategies and procedures that are successful in SEI classes.
Lesson 1
Lesson 2
Lesson 3
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
Module 3: SEI Assessment Strategies
1. Use the graphic organizer below to synthesize 4 of the SEI strategies from the textbook.
Name of
Technique
Name of
Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
Name of
Technique:
Name of
Technique:
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
2. While watching the video, compare and contrast the formal, standardized language assessment and the informal, qualitative language assessments.
Module 4:SEI Classroom Design Strategies
1. Use the graphic organizer below to synthesize the SEI strategies from the textbook.
Name of
Technique
Name of
Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits: .
This document outlines 9 lesson ideas presented at a conference on risky teaching. Each idea has an element of risk but also has the potential for great results if successful. The aims are to provide practical ideas that teachers can try in their own classrooms within the next couple weeks. Several of the ideas involve active learning techniques like demonstrations, role plays, guided fantasies and games to more fully engage students. While there are risks, research suggests engagement leads to better behavior, progress and self-esteem for students. The document discusses potential risks and benefits of each approach.
This document provides instructions for a learning activity in which apprentices are asked to write a short article predicting future technology and post it to their group's wiki. They are also asked to read and comment on other group members' articles. The learning outcome is for apprentices to project tendencies of their own future and the future of human activities and technology in oral and written forms. Assessment criteria include writing descriptive texts about future inventions, participating in discussions about future tendencies from individual, social, historic and scientific aspects, and completing communicative tasks or simulations based on formulating a life project.
Issue 2 of ELTmag is now online at www.ELTmag.com. This issue contains practical teaching ideas from teachers around the world - Spain, Britain, Austria, Iran, New Zealand and Chile - including well-known authors Russell Stannard, Charlie Hadfield, Jamie Keddie , Nicky Hockly, Thomas Jerome Baker and Marjorie Rosenberg.
Besides the usual features, we have two new features this issue: Into the Classroom and Weblinks.
Into the Classroom, aims to bring research into classroom practice and features articles outlining a piece of research in a brief and readable way and exploring direct applications for the classroom.
Weblinks provides a list of links to sites with useful materials for teachers.
Happy reading!
Jill Hadfield
Editor ELTmag
Unitec Institute of Technology
www.unitec.ac.nz
Created by Sharon Bowman for the South Carolina Center for Child Care Career Development (SC-CCCCD). Map It: Using the 4 Cs to Design and Deliver Great Training.
The document discusses reasons why Taiwanese students struggle with English proficiency, including influences from Confucianism and teacher-centered instruction. It then outlines theories of how output activities can improve language learning, including noticing functions, hypothesis testing, and reflection. A variety of speaking activities are proposed, such as presentations, role plays, think-pair-share, and picture description, to provide English output practice.
Scaffolding is an instructional technique where a teacher provides supports to help students learn new concepts and complete tasks they cannot yet do independently. Some examples of scaffolding language skills in secondary schools include verbal scaffolding techniques like paraphrasing, think-alouds, and reinforcing contextual definitions. Scaffolding involves providing substantial supports initially and gradually reducing supports as students' skills and understanding increase, so they can complete tasks independently.
This document provides standards, objectives, context, assessment, materials, and procedures for a lesson on the periodic table for 11th grade students. The lesson will have students work in groups to create 5-minute videos about different groups on the periodic table. Over the course of two weeks, students will research their assigned group, write a script, and create a video using materials provided. They will be assessed formatively through teacher observation and summatively through their video presentations. Detailed guidelines are provided for creating the videos using iMovie or Windows Movie Maker.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
Q4_DLL_AP2_WEEK-1 Q4_DLL_AP2_WEEK-1.docxFace to Face
This document contains a daily lesson log from Obrero Central Elementary School for Grade 2 students. It summarizes the lessons taught from March 27-29, 2024 on Human Rights. The lessons included discussing concepts like the definition of human rights, specific human rights like the right to life and education, and examples of human rights. Formative assessment methods like group activities and evaluations were used to check student understanding. The teacher analyzed what teaching strategies and materials worked well, as well as areas needing improvement like addressing student behavior issues.
This document provides a daily lesson log for an English class. It includes the objectives, content standards, learning competencies, procedures, and reflections for the week. The objectives are to understand how literature serves as a means of valuing others and to effectively participate in a chamber theatre presentation. The content focuses on leaving a legacy. The procedures outline activities for each day, including reviewing concepts, presenting examples, discussing skills, and evaluating learning. Reflections include the number of students who met objectives and required remediation.
The document provides guidance on using various teaching methods to teach Spanish number translations. It describes using a tutorial booklet, audio recordings, a number guessing game called "Ay Caramba", a video on a Spanish market along with real food items labeled in Spanish, and a grocery store simulation role play. Guidelines for using games as a teaching method effectively are also outlined, such as clearly explaining the rules and goals, structuring for high participation, and debriefing afterwards.
Doing digital multimodal composing on English for specific purposes coursescahafner
The document discusses doing digital multimodal composing in English for specific purposes courses. It provides an overview of emerging needs of ESP learners, digital multimodal composing, and research findings and evaluation. It defines digital multimodal composing as going beyond traditional writing forms to include other modes made available by digital media like videos, infographics, posters and brochures. Benefits of digital multimodal composing include meeting real-world learner needs, enhancing language teaching strategies, engaging students with authentic audiences, and increasing learner autonomy.
English Listening lesson plan on Norse MythologyAisha Abouelela
This lesson plan introduces Norse mythology and teaches students about Thor's journey to the land of giants through a video. The 50-minute lesson has four stages: 1) Students work in pairs to match pictures of characters to their names. 2) Students individually watch a video and note when 10 vocabulary words are mentioned. 3) In groups, students match vocabulary flashcards to definitions. 4) Individually, students write creative sentences using the vocabulary words. The goal is for students to learn vocabulary in context and practice listening and writing skills.
This document provides an overview of a presentation on teaching activities for Mandarin teachers of young learners. It discusses 1) identifying the characteristics of young learners, 2) differentiating teaching methods for young and adult learners, and 3) common activity types for different proficiency levels. A variety of activity examples are also provided, including listening and speaking activities like surveys and storytelling, as well as reading and writing activities and vocabulary games. Principles for designing effective materials for young learners are emphasized.
This document provides 9 lesson ideas with varying levels of risk that aim to engage students through more creative teaching approaches. It summarizes each idea, discusses potential risks and benefits, and gives examples of how they could be implemented in different subjects. The overarching message is that while risky lessons may not always go smoothly, they can inspire dull students when successful and help address issues like poor behavior that stem from uninspired teaching.
1. Lucy likes watching TV too much and spends too much time watching TV.
2. Her parents don't allow her to watch TV anymore because they are worried about her study and health.
3. Lucy quarreled with her parents and doesn't know what to do now.
The document contains exercises from an English language learning module about using conditional sentences. It includes examples of conditional sentences, sentences to rewrite in the conditional form, and sentences to complete about possible future situations depending on certain conditions. It concludes with writing prompts asking to give advice based on a passage and choose one problem to reply to.
This document provides a planning and development timeline for an interactive storybook application called "The thief and Felfeli's chicken" aimed at teaching English vocabulary to Iranian children ages 7-9. It outlines objectives to help users learn vocabulary, comprehend sentences, and enjoy the story. The 12-week project timeline is divided into segments for analysis, proposal, storyline, character design, and other phases. The application will have a fun, colorful interface to engage kids in learning while reading along. It aims to be accessible for average English comprehension levels.
The document provides a teaching plan in English for a primary school English lesson in China. It summarizes the key points as follows:
1. The lesson plan is for a Grade 4 English class and focuses on teaching fruit vocabulary and sentence structures.
2. The plan outlines the educational objectives of developing language skills like listening, speaking, reading and cultural awareness.
3. A variety of teaching methods like task-based learning and communicative language teaching are employed across 5 steps: greeting, presentation, practice, development and conclusion.
This document outlines the methodology for an English for Specific Purposes course. It begins with an introduction to methodology and basic principles of language learning, including that it is developmental, active, decision-making, and emotional. It then provides examples of techniques like gaps, variety, prediction, and involvement. A model lesson is described that uses a hotel management case study and group work. Finally, it discusses language learning tasks like role plays, simulations, case studies and projects to integrate skills and encourage creativity.
This document contains a summary of topics and lesson plans for teaching English to adult learners using songs. It includes 12 topics that will be covered in the course over 2 weeks. The topics focus on differences between child and adult language learning, pronunciation, vocabulary, listening skills, and reading skills. Several lesson plans are also provided that describe warm-up activities, previews, predictions, guided practice, and closures. The lesson plans incorporate group work, videos, songs, and other materials. The timetable schedules the topics and lessons across each day of the 2-week period.
Name: ______________________
E-mail: _____________________
Module1:The Role of Culture in Learning
1. Describe your understanding of the word culture by creating a metaphor using the steps described in the activities.
Culture is _understanding point___
*(an original noun or noun phrase)
Literal Pattern : teacher need to focus on each possible point.
Abstract Relationship: the change can happen at any stage of learning
Literal Pattern: the results can be of any type either positive or negative.
* Some former examples: treasure chest, refrigerator, wind, a pair of old shoes,
2. Use the graphic organizer to synthesize your knowledge on each theory.
Behaviorist
Innatist
Cognitive
Interactionist
Key Names
1-sentence description
The learning of infants based on other human beings
A natural instinct inside every human being is known as learning.
The little pals learn about the outside world from their experience
There is an assumption that language helps to determine the
physical, linguistic, and cognitive and social development
Instructional
Strategies
Reward systems
LAD: Language acquisition device, label classroom
Blooms’s taxonomy remembering information, checking for understanding, assessment remediation
Social interaction, scaffolding, learning through practice
Advantages
Disadvantages
Module 2: Sheltered Instruction
1. Review the sample SIOP lesson plans at the end of this document. Make note of how each lesson utilizes the various components of sheltered instruction. In comparing the lessons, you will identify a variety of instructional strategies and procedures that are successful in SEI classes.
Lesson 1
Lesson 2
Lesson 3
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
Module 3: SEI Assessment Strategies
1. Use the graphic organizer below to synthesize 4 of the SEI strategies from the textbook.
Name of
Technique
Name of
Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
Name of
Technique:
Name of
Technique:
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits:
Example of technique in a content area (if possible):
2. While watching the video, compare and contrast the formal, standardized language assessment and the informal, qualitative language assessments.
Module 4:SEI Classroom Design Strategies
1. Use the graphic organizer below to synthesize the SEI strategies from the textbook.
Name of
Technique
Name of
Technique
Description:
Benefits:
Example of technique in a content area (if possible):
Description:
Benefits: .
This document outlines 9 lesson ideas presented at a conference on risky teaching. Each idea has an element of risk but also has the potential for great results if successful. The aims are to provide practical ideas that teachers can try in their own classrooms within the next couple weeks. Several of the ideas involve active learning techniques like demonstrations, role plays, guided fantasies and games to more fully engage students. While there are risks, research suggests engagement leads to better behavior, progress and self-esteem for students. The document discusses potential risks and benefits of each approach.
This document provides instructions for a learning activity in which apprentices are asked to write a short article predicting future technology and post it to their group's wiki. They are also asked to read and comment on other group members' articles. The learning outcome is for apprentices to project tendencies of their own future and the future of human activities and technology in oral and written forms. Assessment criteria include writing descriptive texts about future inventions, participating in discussions about future tendencies from individual, social, historic and scientific aspects, and completing communicative tasks or simulations based on formulating a life project.
Issue 2 of ELTmag is now online at www.ELTmag.com. This issue contains practical teaching ideas from teachers around the world - Spain, Britain, Austria, Iran, New Zealand and Chile - including well-known authors Russell Stannard, Charlie Hadfield, Jamie Keddie , Nicky Hockly, Thomas Jerome Baker and Marjorie Rosenberg.
Besides the usual features, we have two new features this issue: Into the Classroom and Weblinks.
Into the Classroom, aims to bring research into classroom practice and features articles outlining a piece of research in a brief and readable way and exploring direct applications for the classroom.
Weblinks provides a list of links to sites with useful materials for teachers.
Happy reading!
Jill Hadfield
Editor ELTmag
Unitec Institute of Technology
www.unitec.ac.nz
Created by Sharon Bowman for the South Carolina Center for Child Care Career Development (SC-CCCCD). Map It: Using the 4 Cs to Design and Deliver Great Training.
The document discusses reasons why Taiwanese students struggle with English proficiency, including influences from Confucianism and teacher-centered instruction. It then outlines theories of how output activities can improve language learning, including noticing functions, hypothesis testing, and reflection. A variety of speaking activities are proposed, such as presentations, role plays, think-pair-share, and picture description, to provide English output practice.
Scaffolding is an instructional technique where a teacher provides supports to help students learn new concepts and complete tasks they cannot yet do independently. Some examples of scaffolding language skills in secondary schools include verbal scaffolding techniques like paraphrasing, think-alouds, and reinforcing contextual definitions. Scaffolding involves providing substantial supports initially and gradually reducing supports as students' skills and understanding increase, so they can complete tasks independently.
This document provides standards, objectives, context, assessment, materials, and procedures for a lesson on the periodic table for 11th grade students. The lesson will have students work in groups to create 5-minute videos about different groups on the periodic table. Over the course of two weeks, students will research their assigned group, write a script, and create a video using materials provided. They will be assessed formatively through teacher observation and summatively through their video presentations. Detailed guidelines are provided for creating the videos using iMovie or Windows Movie Maker.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
Q4_DLL_AP2_WEEK-1 Q4_DLL_AP2_WEEK-1.docxFace to Face
This document contains a daily lesson log from Obrero Central Elementary School for Grade 2 students. It summarizes the lessons taught from March 27-29, 2024 on Human Rights. The lessons included discussing concepts like the definition of human rights, specific human rights like the right to life and education, and examples of human rights. Formative assessment methods like group activities and evaluations were used to check student understanding. The teacher analyzed what teaching strategies and materials worked well, as well as areas needing improvement like addressing student behavior issues.
This document provides a daily lesson log for an English class. It includes the objectives, content standards, learning competencies, procedures, and reflections for the week. The objectives are to understand how literature serves as a means of valuing others and to effectively participate in a chamber theatre presentation. The content focuses on leaving a legacy. The procedures outline activities for each day, including reviewing concepts, presenting examples, discussing skills, and evaluating learning. Reflections include the number of students who met objectives and required remediation.
The document provides guidance on using various teaching methods to teach Spanish number translations. It describes using a tutorial booklet, audio recordings, a number guessing game called "Ay Caramba", a video on a Spanish market along with real food items labeled in Spanish, and a grocery store simulation role play. Guidelines for using games as a teaching method effectively are also outlined, such as clearly explaining the rules and goals, structuring for high participation, and debriefing afterwards.
Doing digital multimodal composing on English for specific purposes coursescahafner
The document discusses doing digital multimodal composing in English for specific purposes courses. It provides an overview of emerging needs of ESP learners, digital multimodal composing, and research findings and evaluation. It defines digital multimodal composing as going beyond traditional writing forms to include other modes made available by digital media like videos, infographics, posters and brochures. Benefits of digital multimodal composing include meeting real-world learner needs, enhancing language teaching strategies, engaging students with authentic audiences, and increasing learner autonomy.
English Listening lesson plan on Norse MythologyAisha Abouelela
This lesson plan introduces Norse mythology and teaches students about Thor's journey to the land of giants through a video. The 50-minute lesson has four stages: 1) Students work in pairs to match pictures of characters to their names. 2) Students individually watch a video and note when 10 vocabulary words are mentioned. 3) In groups, students match vocabulary flashcards to definitions. 4) Individually, students write creative sentences using the vocabulary words. The goal is for students to learn vocabulary in context and practice listening and writing skills.
This document provides an overview of a presentation on teaching activities for Mandarin teachers of young learners. It discusses 1) identifying the characteristics of young learners, 2) differentiating teaching methods for young and adult learners, and 3) common activity types for different proficiency levels. A variety of activity examples are also provided, including listening and speaking activities like surveys and storytelling, as well as reading and writing activities and vocabulary games. Principles for designing effective materials for young learners are emphasized.
This document provides 9 lesson ideas with varying levels of risk that aim to engage students through more creative teaching approaches. It summarizes each idea, discusses potential risks and benefits, and gives examples of how they could be implemented in different subjects. The overarching message is that while risky lessons may not always go smoothly, they can inspire dull students when successful and help address issues like poor behavior that stem from uninspired teaching.
1. Lucy likes watching TV too much and spends too much time watching TV.
2. Her parents don't allow her to watch TV anymore because they are worried about her study and health.
3. Lucy quarreled with her parents and doesn't know what to do now.
The document contains exercises from an English language learning module about using conditional sentences. It includes examples of conditional sentences, sentences to rewrite in the conditional form, and sentences to complete about possible future situations depending on certain conditions. It concludes with writing prompts asking to give advice based on a passage and choose one problem to reply to.
The document is a module from an English language learning course. It contains various exercises focused on conditional sentences using "if". The exercises include rewriting sentences with "if", completing sentences with conditional clauses, making new sentences with "if", spelling practice, and completing conversations and passages using conditional phrases. The exercises help English language learners practice using "if" to express different conditional situations.
The document contains practice exercises for students to complete involving conditional sentences. It includes fill-in-the-blank questions where they must write conditional sentences based on prompts. There are also short writing prompts for students to give advice on a situation or choose a problem and respond with potential outcomes. The exercises are meant to help students practice using conditional sentences in English.
The document is a module on language problems from an English exercise book. It contains several activities to practice using conditional sentences with "if" including rewriting sentences, completing sentences, and making new sentences with "if". It also contains exercises on spelling words based on their Chinese meanings, completing a conversation, translating phrases, and completing a passage. The activities focus on practicing different grammar and language structures.
The document provides translations and explanations for vocabulary words, phrases, and grammar points related to using recording devices and dealing with snake bites. It includes a list of vocabulary to translate, phrases to translate, and fill-in-the-blank and multiple choice questions testing comprehension. The key points covered are how to use recording devices, what to do if bitten by a snake, and grammar explanations for conditional sentences and other structures.
The document is a module from an English language learning course. It contains various exercises on using conditional sentences with "if" including filling in blanks, rewriting sentences, and completing conversations. It also includes vocabulary practice matching Chinese meanings to English words and translating phrases. The exercises cover topics like remembering birthdays, getting enough sleep, practicing English, and asking for help with homework.
The document contains practice exercises for students to complete involving conditional sentences. It includes fill-in-the-blank questions where they must write conditional sentences based on prompts. There are also short writing prompts for students to give advice on a situation or choose a problem and respond with potential outcomes. The exercises are designed to help students practice using conditional sentences in English.
1. Lucy likes watching TV too much and spends too much time watching TV.
2. Her parents don't allow her to watch TV anymore because they are worried about her study and health.
3. Lucy quarreled with her parents and doesn't know what to do now.
1. The document discusses a lesson plan for teaching English to junior high school students about new technologies.
2. The lesson focuses on using the structure "If" to introduce how to use products like tape recorders, phones, and cameras.
3. Key points of the lesson include practicing the "If" structure, building vocabulary about technologies, and having students do presentations on how to use different devices.
The document provides translations and explanations for vocabulary words, phrases, and grammar points related to using recording devices and dealing with snake bites. It includes a list of vocabulary to translate, phrases to translate, and fill-in-the-blank and multiple choice questions testing comprehension. The document also provides explanations and examples for grammar points like conditionals, "if" clauses, and the uses of prepositions like "for" and "with".
1. The document introduces conditional clauses introduced by "if". It discusses the meaning of "if", the types of clauses it can introduce (conditional clauses), and the tense requirements in the if-clause.
2. It provides examples of if-clauses and examines the tense used in the if-clause and main clause. If the main clause is in the present or future, the if-clause is usually in the present.
3. It distinguishes if-clauses from object clauses, noting that if-clauses express conditions while object clauses complete the meaning of the verb.
The document provides background information about Lewis Carroll and his famous story Alice's Adventures in Wonderland. It notes that Carroll, whose real name was Charles Dodgson, was a mathematician and logician who enjoyed writing literature. He told stories to entertain the three daughters of Henry Liddell, the Dean of Christ Church College where Carroll worked. These stories formed the basis for Alice's Adventures in Wonderland, which was published after another author discovered the manuscript and convinced Liddell's wife to have Carroll publish it.
The document summarizes a famous story about Alice in Wonderland. It provides vocabulary words and activities related to characters in the story, including the Mad Hatter, March Hare, White Rabbit, Cheshire Cat, Red King, and Red Queen. One activity asks students to listen and number the characters in the order they are mentioned. Another activity involves listening and writing notes about what each character was doing, such as the Mad Hatter and March Hare having a tea party or the White Rabbit running past and looking at his watch.
This document provides an overview of Western music genres and related vocabulary for an English lesson. It introduces key terms like blues, classical, jazz, pop, rock, and techno along with descriptive words. It discusses the composer Strauss and includes examples of tag questions to practice. The goals are to enable students to listen to different music types and learn tag questions.
1. The document introduces conditional clauses introduced by "if". It discusses the meaning of "if", the types of clauses it can introduce (conditional clauses), and the tense requirements in the if-clause.
2. It provides examples of if-clauses and discusses the position and tense patterns of if-clauses. If the main clause is in the present or future tense, the if-clause is usually in the present tense.
3. Key points covered include the meaning of "if" ("whether"), the types of clauses it introduces, and tense requirements in if-clauses depending on the tense of the main clause.
The document introduces different types of Western music, including blues, classical, jazz, opera, pop, rock, and techno. It describes the characteristics of each genre, such as blues being slow and sad, and techno being modern. It also contains examples of asking and answering questions about music preferences and contains an explanation of tag questions in English.
Barbie Movie Review - The Astras.pdffffftheastras43
Barbie Movie Review has gotten brilliant surveys for its fun and creative story. Coordinated by Greta Gerwig, it stars Margot Robbie as Barbie and Ryan Gosling as Insight. Critics adore its perky humor, dynamic visuals, and intelligent take on the notorious doll's world. It's lauded for being engaging for both kids and grown-ups. The Astras profoundly prescribes observing the Barbie Review for a delightful and colorful cinematic involvement.https://theastras.com/hca-member-gradebooks/hca-gradebook-barbie/
Experience the thrill of Progressive Puzzle Adventures, like Scavenger Hunt Games and Escape Room Activities combined Solve Treasure Hunt Puzzles online.
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The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...greendigital
Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
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Matt Rife's comedy tour took an unexpected turn. He had to cancel his Bloomington show due to a last-minute medical emergency. Fans in Chicago will also have to wait a bit longer for their laughs, as his shows there are postponed. Rife apologized and assured fans he'd be back on stage soon.
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240529_Teleprotection Global Market Report 2024.pdfMadhura TBRC
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The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Sagagreendigital
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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Young Tom Selleck: A Journey Through His Early Years and Rise to Stardomgreendigital
Introduction
When one thinks of Hollywood legends, Tom Selleck is a name that comes to mind. Known for his charming smile, rugged good looks. and the iconic mustache that has become synonymous with his persona. Tom Selleck has had a prolific career spanning decades. But, the journey of young Tom Selleck, from his early years to becoming a household name. is a story filled with determination, talent, and a touch of luck. This article delves into young Tom Selleck's life, background, early struggles. and pivotal moments that led to his rise in Hollywood.
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Early Life and Background
Family Roots and Childhood
Thomas William Selleck was born in Detroit, Michigan, on January 29, 1945. He was the second of four children in a close-knit family. His father, Robert Dean Selleck, was a real estate investor and executive. while his mother, Martha Selleck, was a homemaker. The Selleck family relocated to Sherman Oaks, California. when Tom was a child, setting the stage for his future in the entertainment industry.
Education and Early Interests
Growing up, young Tom Selleck was an active and athletic child. He attended Grant High School in Van Nuys, California. where he excelled in sports, particularly basketball. His tall and athletic build made him a standout player, and he earned a basketball scholarship to the University of Southern California (U.S.C.). While at U.S.C., Selleck studied business administration. but his interests shifted toward acting.
Discovery of Acting Passion
Tom Selleck's journey into acting was serendipitous. During his time at U.S.C., a drama coach encouraged him to try acting. This nudge led him to join the Hills Playhouse, where he began honing his craft. Transitioning from an aspiring athlete to an actor took time. but young Tom Selleck became drawn to the performance world.
Early Career Struggles
Breaking Into the Industry
The path to stardom was a challenging one for young Tom Selleck. Like many aspiring actors, he faced many rejections and struggled to find steady work. A series of minor roles and guest appearances on television shows marked his early career. In 1965, he debuted on the syndicated show "The Dating Game." which gave him some exposure but did not lead to immediate success.
The Commercial Breakthrough
During the late 1960s and early 1970s, Selleck began appearing in television commercials. His rugged good looks and charismatic presence made him a popular brand choice. He starred in advertisements for Pepsi-Cola, Revlon, and Close-Up toothpaste. These commercials provided financial stability and helped him gain visibility in the industry.
Struggling Actor in Hollywood
Despite his success in commercials. breaking into large acting roles remained a challenge for young Tom Selleck. He auditioned and took on small parts in T.V. shows and movies. Some of his early television appearances included roles in popular series like Lancer, The F.B.I., and Bracken's World. But, it would take a
5. 三、教学目标 1. 语言知识目标: 词汇 : choose, copy, connect, instruction, key, light, memory, symbol, basic, boring, especially, excellent, only, simple 。 词组句型: play back, turn on, worth it If you want to turn on the recorder, press the blue sky. If the red light doesn’t come on, wait thirty seconds. 语法: If 从句的构成和位置 (if 从句+祈使句 ) 话题:以学生为中心,以介绍手机、数码相机、电话等科技 产品为话题。
6. 2 .技能目标 能向全班做有关 产品使用说明的 介绍 语言运用 生活技能 目标 语言 技能目标 培养学生具有妥善处理突发事件的能力,面对突发事件,学生应该保持冷静、沉着。要增加学生自我保护意识。因为第二课时涉及有关蛇咬人的事件,面对这种突发事件,我们要让学生学会怎么做。 能够运用 if 句型写出简短的介绍科技产品的使用说明的句子;能用参考词造句。 写 能够阅读包含 if 句型的有关使用说明的简单文章。进行简单的阅读技能训练。 读 能利用 if 句型介绍产品的使用说明;流利说出本单模块的生词、短语。 说 能够听懂有关使用说明的简短对话,提高学生的实际应用能力。 听
8. 4 .文化意识目标 在中外对比中,了解 Internet café 情况,了解 Internet café 在国际的使用情况。 5 .情感态度目标 培养学生热爱生活,细心观察生活的细节。参加各种英语活动,克服困难,在新环境中进一步树立正确的语言学习观。
9. 1. 教学重点 [1] 重点句型: If 从句的构成和位置 (if 从句+祈使句 ) [2] 重点话题: Introduce new technologies; Learn to how to protect themselves when they are in danger. 2. 教学难点 [1] 掌握 if 句型( If 从句 + 祈使句 )。 [2] 能用英语介绍生活中的 科技 用品。 3. 突破途径 以话题为核心,通过个人思考、小组合作等不同途径,在听、说、读、写中使用单词和句型,使单词和句型以不同的形式反复出现,在足够的输入中,达成有效的语言输出。 四、重点和难点
10. 1. 核心任务 :能够运用所学知识介绍生活中的 科技 用品。 三个环节如下: pre-task :学生联系生活实际,激活背景知识。 Task-cycle :通过整个模块的听说读写的训练,强化“介绍 科技产品”的表达能力,为完成核心任务做好铺垫。 post-task :达成任务,展示成果,自我评价,反馈学习情况 。 2. 课时安排 第一课时: Unit 1: Vocabulary and listening 第二课时: Unit 2: Vocabulary and reading 第三课时: Unit 3: Language in use1-7 第四课时: Writing, Speaking, Around the world, Module task 第五课时: Self-assessment, analysis of Ex. 五、教材处理
11. 第一课时: Vocabulary and listening (Unit 1 Activity 1~8) Teaching Aims and Demands: 1. Language Knowledge: Key vocabulary : take your video, save your video, play back, lend, record, press, connect to , send sb. sth. Key structure : If … 2. Listening skills: To understand conversations involving instructions of the CD recorder in listening. Improve the students’ listening ability. Teaching Aids: Multi-Media (or Tape recorder , OHP)
13. If you want to listen to music, choose If you want to write, If you want to turn on the recorder, If you want to keep the food cool, Step 2 Which suggestion do you give? 设计意图: 通过简单问答,开始介入 if 的从句,让学生有一个比较的直观的认识。引入 new words 和新的短语,通过 model 训练学生的发散性思维。 the tape recorder/.. . choose the pen . press the blue button . put it in the fridge .
14. What do you do if you want to …? Step 3 Lead–in: instructions of computer 设计意图: computer 属于 new technology ,电脑的使用,学生在七年级(上) Module 10 已经学过,温故知新,从复习 computer 的使用可以过渡到介绍录音机等 new technology 的使用。同时还可以解释 instruction 单词 。 open a new document write your homework on the computer save the document print the document
15. Step 4 Presentation Show the tape recorder to the students. Ask a student to use it and introduce in English. 设计意图 : 实物的教具非常直观,它具有可操作性,可以在教里直接进行演示,可以引入相应的短语,使用实物教具可以取得事半功倍的效果。 Key words : turn on the recorder, play back, record, red light, send recording by email, green light; press the blue / green / red button, wait for thirty seconds, connect the recorder to your computer, choose the “copy” symbol.
16. Step 5 Listening 1. Listen to the dialogue and answer the questions: 1) Why does Sally have the CD recorder? 2) What do they do to find out how it works? 3) How do they know if it’s working? 4) Why isn’t Sally playing on the recording? 5) Why do they think Chen Huan wants to hear Sally, not Kylie? 6) What do they decide to do? 设计意图: 在常规听力练习中提高学生听的能力 , 充足的输 入 ,更有利于学生进行目标语言的输出 ,让学生更好的理解课文。
17. 设计意图: 仔细听,获取更多信息。 2. Listen again and finish the form: No green light Send recording by email No red light Record Play back Press the blue button Turn on the recorder Instruction Task
18. 设计意图: 通过前面的铺垫,让学生说出本课时的重点句型。 Step 6 Speaking If you want to turn on the recorder, press the blue button. No green light Send recording by email No red light Record Play back Press the blue button Turn on the recorder Instruction Task
19.
20. Step 8 Talking Topics: use mobile phones use cameras … If you want to …, … 设计意图: 创设情景,让学生熟练运用本课的重点句型。
21. Step 9 Homework 1. Copy the new words. 2. Read the dialogue three times. 3. Talk about what you can use a mobile phone to do. 设计意图: 作业本布置体现分层要求。
22. Teaching Aims and Demands: 1. Language knowledge : Key vocabulary: pick up, bite sb on Key structure: Oh, and if the snake doesn’t smile for its photo, don’t worry. 2. Reading skill: (1) Get information about activity. (2) Improve the students’ reading ability. Teaching Aids : Multi-Media (or Tape recorder, OHP) 第 二 课时: Vocabulary and reading
23. Step 1 Check homework Talk about what you can use a mobile phone to do 1. We can use a mobile phone to call people. 2. We can use a mobile phone to play music. 3. We can use a mobile phone to take photo. … 设计意图: 这部分既是 check homework , 同时也是 Unit 2 第一部分的内容。如果学生在课前预习过该部分内容,那完全可以利用好这个环节,提高上课的效率,教与学双赢。
24. Step 2 Lead-in If a dog bites you, what will you do ? canine madness [ ‘keinain] 狂犬病 设计意图: 利用学生生活身边可能发生的事情,比如狗咬人(该狗有狂犬病)是突发事件, 他们应该如何处理?这个情况跟第二单元的蛇咬人的事件很相似,通过学习,可以加强学生对突发事情的反应和处理的能力。 Ask for help from teachers / parents / friends. wash the wound call for help take medicine see the doctor
25. Make up a story with the pictures below, students can discuss in pairs or in groups. 设计意图: 可以充分地发挥学生的想象力,自主学习和合作学习相结合。这些图片跟课文有密切的联系,学生熟悉他们。对理解课文有很大的帮助。让学生对具体的文章内容不觉得陌生。 Step 3 Making up a story
26. Step 4 Reading 1. Henry Jackson meets the same things. Let’s see what he does? Read the passage and answer the questions. ( 1 ) Who was in the story? ( 2 ) When did the story happen? ( 3 ) Where did he find the snake? ( 4 ) What did Henry Jackson do after the snake bit him? ( 5 ) Could doctors say what was wrong at first? Why? ( 6 ) How did doctors save him? ( 7 ) What was Henry’s advice? 设计意图: 要培养学生良好的阅读技巧,学生能抓住故事的时间、人物、地点、起因、经过、结果等关键要素,就已经成功了一半。
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28. 3. Retell the story in English. 设计意图: 学生根据图片和 Key words 进行复述,可以降低难度, 故事的复述更具有流畅性、针对性和目的性。通过复述,学生能够熟悉课文,锻炼口语表达能力,考虑到学生的个别差异性比较大,水平参差不齐,适当的话可以参考课文,充分展示他们的成果,这是有效的语言输出。 in a restaurant kitchen Henry find a snake land in the fridge take photos see a doctor
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30. Step 5 Homework 1. Read the text more fluently. 2. Do Ex 5 on P109. 3. Search and find out a story about how a mobile phone saved someone’s life. 设计意图: 要多阅读课文,培养学生的语感和节奏, 联系学生生活实际,引导学生关注生活环境 , 在 用中学 。 Search and find out a story about how a mobile phone saved someone’s life 将在第五课时让学生进行分享。
31. 第三课时: Language in use 1-7 Teaching Aims and Demands: 1. Speaking skill: To talk about instructions, improve the students’ speaking ability. 2. Writing skill: To write with “ if” structure . To improve students’ writing ability. 3. To summarize and consolidate “if” structure. Focus: Adverbial clause of condition used in imperative sentences. Teaching Aids: Multi-Media (or Tape recorder, OHP)
32. Step 1 Investigate what your response is! -- What do you do if you want to turn on the recorder? -- Press the blue button. press the red button use the mobile phone read the instructions turn on the TV save them on the computer 设计意图: 创设情景,利用 if 的句型, 提高学生说的能力。 want to record want to keep the photos want to send text message watch the news find out how to use the camera I II
33. Step 2 Complete the sentences 1. If you _____ (want) to listen to music, _____ (choose) a CD. 2. If you _____ (buy) a new camera, _____ (get) a good one . 3. If the light _____ (not come) on, _____ (wait) one minute. 4. If you _____(not like) the programme, _____ (turn) the TV off. 5. If you _____(not work), _____(wait ) a minute and then _____ (try) again. 6. If you _____(want) to keep the picture, _____ (save) it on your computer. 7. If I want to keep the picture, I will save it on your computer 设计意图: 通过动词填空,让学生归纳和总结本模块的语法结构。
34. Step 3 Write instructions 1. Record / press / red button. _____________________________________________ 2. Send / text message / use / mobile phone ______________________ 3. Like / pictures / save / on the computer. 4. Find out / how it works / read / instructions 5. See / photos / look on / website 6. I / have time / tomorrow / I / go to the cinema 设计意图: 在学生归纳后,加大难度, 要学生多写,落实好“双基”。 If you want to record, press the red button. ______________________ ______________________ ______________________ ______________________
35. Step 4 C omplete the passage with the correct form of the words in the box . Getting to know your CD recorder Follow these (1) _____ for the best results. First,press the blue (2) ____to (3) _____ the recorder. When you’re ready to record,press the red button. The (4)_____ comes on to show you that it’s recording .If you want to (5)_____ what you’ve recorded,press the green button. The recorder has only a small (6) _____. To (7) _____ your recording, (8) _____ the recorder to your computer. (9) _____ The “copy” (10) _____ and save the recording on the computer. button, choose, copy, connect, instruction, light, play back, memory, symbol, turn on
36. Step 5 Read the advertisement and answer the questions A new way to send a postcard If you want to send a postcard and you have a mobile phone , send a “Mobycard”. When you’re on holiday, friends and family like to receive a postcard. The picture on the front of the card shows them where you are, and the message on the back tells them what you’re doing. Now you can use your mobile phone to send personal postcards. Take a photo, text a message and send it to Mobycard. We will print your picture on to a card, put your message on the back, and post the card to your friends! You don’t have to leave the beach. 1. How can you send a postcard from your mobile phone? 2. What will Mobycard do with your photo? 3. What will Mobycard do with your message? 4. What will your friend receive?
37. Step 6 Complete the passage with the correct form of the phrases in the box. I saw a beautiful plant in the countryside near my home. I didn’t know what (1) _____ plant it was. I decided to (2) _____ of it and look it up when I got home. I (3) _____ my camera and pressed the button . Nothing happened. The green light didn’t (4) _____. Oh dear! I thought my camera was broken. In fact, the camera was fine. I forgot turning it off not long ago . When I (5) _____ it _____, it worked. When I got home, I found out that the plant was very dangerous and it could kill me. I’m happy I didn’t touch it. The photo (6) _____ because now I know I mustn’t touch that beautiful plant. come on kind of pick up save one’s life take a photo turn on
38. Step 7 Homework 1. Do Exx 1-3 in P108. 2. List the advantages of new technology. 设计意图: 要学生知道新的技术给我们带来了什么好处,科学技术是第一生产力。 同时为第五课时的辩论赛作好准备。 学生的学习也要反馈,做到查漏补缺。
39. 第四课时: Writing, Speaking, Around the world, Module task Teaching Aims and Demands: 1. Speaking skill: To talk about instructions. 2. Writing skill: To write about instructions, improve students’ writing ability. 3. To summarize and consolidate “ if” structure. Teaching Aids: Multi-Media (or Tape recorder, OHP)
40. Step 1 Check homework Report the advantages of new technology. 设计意图: 通过复习,让学生进一步熟练 if 的句型。
41. Step 2 Pre-writing 1. Topic: 2. Strategies: (1) What are the digital cameras for? (2) Students discuss in pairs or in groups. (3) Key words: on holiday, small and light, don’t need film, see your photos instantly ( 立刻 ), save photos. (4) Students report it in class. digital cameras
42. 3. One possible version: If you’re going on holiday, you need a camera. Our new digital cameras are small and light. They’re perfect for travel and holidays. You don’t need film, you can see your photos instantly. You can store up to 100 photos in the camera, and you can also save photos on your computer. 设计意图: 要培养学生良好的写作习惯。有些学生很怕写作,因为他们觉得太难,要消除学生对写作的恐惧感,应该由易到难,层层深入,循序渐进,培养他们的写作兴趣,能够取得事半功倍的效果。
43. Step 3 Writing 1. Group 1&2 : Making and sending an e-card Group 3&4: Using a mobile phone 2. Discuss and share in groups or in pairs. 3. Write in class. 4. If possible, let them check with each other. 设计意图: 把学生分成四组,每两组的学生具有不同的任务, 让学生进行小组讨论,充分的交流与合作,让每位同学都知道如何去写。能够资源共享,在课堂上完成写作,单位时间里提高了教学和学习的效益。
44. Step 4 Around the world An Internet café In an Internet café, there are tables and chairs like a café. There are also computers connected to the Internet like an office. Who use them? People traveling on business can go to the Internet café if they need send a report or get information. People traveling on holiday can send e-postcards, get information about hotels and transport, or ask their parents to send them more money. The first computer-and-coffee opened in London in 1994. Now, there are a lot of Internet café around the world. Wherever you are, you can go to an Internet café. You can have a cup of coffee and send a message home.
45. 1. Self-assessment Step 5 Homework 2. List the disadvantages of the new technology. I can say If you want to turn on the recorder, press the blue key. If the red light doesn’t come on, wait thirty seconds . I know these words Choose, come on, copy, connect, instruction, key, light, play back, memory, symbol, turn on, basic, boring, especially, excellent, only simple, worth it
46. 第五课时: Self-assessment, analysis of Ex. Teaching Aims and Demands: 1. Self-assessment 2. To summarize and consolidate “ if” structure. 3. Making a debate Teaching Aids: Multi-Media
47. Step1 Sharing stories Check their previous homework: Search and find out stories about how a mobile phone saved someone’s life. 设计意图 : 让学生充分分享他们自己在课外收集起来的信息,满足学生 的表现欲望和成就感,同时可以加强同学们之间的感情交流。学生是有 准备的,有话可说。
48. Step 2 Making a debate Support: the advantages of the new technology VS Oppose: the disadvantages of the new technology 设计意图 : 辩论赛的形式能激起学生的学习热情。因为在前面对这个话题有所准备,相信学生能够做的好。
49. Step 3 Additional exercises Complete the passage with the correct form of the words. I know about a really good website called Photo Box. If you ______ (like) a photo, you ______ (can, print) it on your computer. And if you ______ (want, buy) the photo _____ (choose) “Buy” on the website page. If you ______ (not, like) the photos, or if they ______ (be, not) good. ______ (not, save) them. So, if you ______ (want, save) money and get good photos, ______ (write) down this website address!
50. Step 4 Self-assessment 1. How much have you learned in this module? 2. I hope to do the following in order to improve my English: __________________________________________________ I can say If you want to turn on the recorder, press the blue key. If the red light doesn’t come on, wait thirty seconds . I know these words Choose, come on, copy, connect, instruction, key, light, play back, memory, symbol, turn on, basic, boring, especially, excellent, only simple, worth it
51. Step 5 Homework Writing (choose one of them): (1) What are the advantages / disadvantages of the computer games? (2) Write a short story about how a mobile phone saved someone’s life.