Teaching Objectives: (1)Knowledge and Skills
Students use the sentences "What can/could/shouldwe do? Do you have any more ideas? What else?Any other ideas?" to ask for other students' opinionsand use the sentences "We can/could/should ... Ithink we should... How about...?" to offer their ownadvice.
(2) Process and Methods
Students discuss in groups about the things theyshould do to welcome the foreign students based onthe listening material, then give a report.
(3) Emotional Attitudes and Values
Students recognize and respect the culturaldifferences between China and England, and can findappropriate ways to welcome the foreign students.
Teaching Contents: This is a speaking lesson whose topic is about "howto welcome a group of foreign students who are goingto visit your school". Students should ask and givetheir opinions during communication.
Teaching Important Points: Students master the sentence patterns.
Teaching Difficult Points: Students decide the right things they can do to welcomethe foreign students in conformity to Britishpeople's manner.
Teaching Procedures: Step 1 Pre-task(3 minutes)
When the class is on, the teacher tells his studentsthat "A group of English students are going to visitour school next week. In order to give them an unforgettableexperience, please brainstorm several plansto welcome them. "
The teacher writes down on the blackboard the keyphrases that students have mentioned, and gives hiscommend" You are so warmhearted. Buy you know,they are Englishmen. We must welcome them inBritish manner. How? Before thinking about that,let's listen to two materials to finishthe listening exercises first. "
(Justification: Talking about the topic in the real situationcan raise students' enthusiasm to communicate. )
Step 2 Task-cycle(15 minutes)
Activity 1 Listening
Students listen to the first listening material aboutstudents' discussion three times, take notes andfinish the exercise 2 in the textbook. Then theteacher lets students retell the students' ideasmentioned in the listening material and predict whatsuggestions the teacher will give in the secondlistening material.
Students listen to the second material about theteacher's suggestions three times, check their predictionby circling the teacher's suggestions in thetextbook.
(Justification: The listening task is language inputactivity, which will help students output more languageinformation in the next activity. )
Activity 2 Group Discussion
Students discuss in groups about why they shouldand shouldn't do the things mentioned in the listeningmaterials. During students' discussion, the teacherguides students to notice the cultural differencesbetween China and England. Then, students discussagain what else they can do if the foreign studentsreally visit their school. Several minutes later, theyshare their ideas in the class group by group.
(Justification: The first discussion task will helpstudents recognize the cultural differences, and alsocan prompt students to find appropriate ways to welcomethe foreign students in the second discussiontask. )
Step 3 Language Focus(2 minutes)
The teacher guides students to notice and concludethe language structures they used. How to ask forother.people's opinions? How to own advice?Students write their conclusion in the notebook.Then, the teacher writes the key languagestructures on the blackboard. Students are asked towrite a short passage to introduce their plans to welcomethe foreign students as a homework.
(Justification: This step draws students' attention tothe language patterns, which is good for their accurateuse of language. )
Blackboard Design: