1,Lesson,4,City,and,Country教案

　Unit 1 Lifestyles Lesson 4 City and Country I. Teaching Aims: a. Knowledge Goals: 1) To practise using prediction reading strategy. 2) To practise reading for specific information. b. Ability Goals: 1) To express opinions orally and give reasons for them. 2) To compare one lifestyle with another. 3) Learn to guess the new words’ meanings according to the context. c. Moral Goals: 1) Help the students to form the correct life value. 2) Train the students to cooperate with each other. II. Key and Difficult Points: a. Teaching Important Points: 1) Develop the ability of scanning. 2) Learn to use pictures、title etc to get the idea of the passage. b. Teaching Difficult Points: 1) How to find the contextual connections using reading strategies. 2) How to predict by using some background information. 3) Form the correct life value and encourage the students to devote themselves to the countryside.

　III. Teaching Methods:

　1) Brain-storm method to make the students involved in the topic 2) Scanning method to make the students get the general idea of the passage. 3) Asking-and-answering method to practise the students’ oral English. 4) Group work to make the students exchange their ideas. IV. Teaching Aids: the Bb and a tape-recorder

　V. Teaching Time: One Period (45’) VI. Teaching Procedures: Pre-task

　(5’)

　Step 1.Greetings and self-introduction

　Introduce myself to create the lively atmosphere. Step 2.Lead-in and pridict Today we’ll discuss a new topic---City and Country. Before we start, let’s think out as many adjectives as we can to describe them, ok?

　 crowded

　 noisy

　quiet

　peaceful

　City

　Country

　colorful

　 stressful

　 boring

　 relaxing

　Task-cycle (18-22’)

　Task1.

　Scanning (12’)

　Now open your books to page 14, look at the two pictures and the sentences below them. Can you guess what the text is going to be about? (Ask some students to answer.)

　 Then, play the tape and ask them to fill the table with information about Debbie and Paul’s lives. Add information about your own life and compare.

　Debbie Paul You Live(s) in a big city a small village

　Wake-up time 7 am 4 am

　Job Accountant farmer student

　Working 8 all day

　 Task 2.

　Vocabulary (10’) There are many new words in the passage, find them out and try to guess their meanings according to the 4 strategies: context; background; context+background; form+context. Then do Ex 5. (work in pairs) Item Strategy Hints accountant context company; check numbers tube background underground crowded context on the tube; I can’t find anywhere to sit nearby context+background simple lunch lung context+background fresh air is good for… forecast context+background if the weather forecast is good Distance learning form+context studying Chinese; live in the north of england

　Post-task Step 1. Fast-reading and free-talk (18-20’) Read the passage silently: Now let’s compare the differences between living in a city and living in a village. Living in a village seems to be more difficult than living in a city. Transport is a hours Work(s) in centre of London north of England

　 Evening activities dance classes; go to the gym; have French classes. play with children; study Chinese by distance learning

　Special activities go to the cinema; drive to the country and go walking. go to London for a weekend break

　big problem for villagers. There are places where the buses pass through only two or three times a day. People also have few opportunities to take part in the cultural life. There are also many good things. For example, villages are less noisy. They have little pollution and rubbish. People can go to the forest or meadow. They can easily find places to be alone. In the city, it is impossible because streets are crowded with people. Also the parks aren’t quiet. There are many children and people with their dogs. People in the city have to breathe the air polluted by factories, cars and people. But in the country, there is fresh air and nature full of beautiful trees, flowers and animals. People living in the village know one another. It can be a little unpleasant because people know everything you did wrong. In a city you can feel lonely. In cities, there are also many shops. There is no problem if you need to buy something. If it isn’t in one shop, you can go to another one. In the village, there are only few shops and even the only one with the necessary foods. However, cities aren’t only centers of shopping. There are also many offices. Of course all good schools are in cities. For people living in the country, there can be a big problem with employment. People in the cities can find a new job more easily than people in the country. After all, the job opportunity is one of the most important reasons why people want to move to the city. But many people from cities say they would love living in the country. It is really strange. After reading the passage, you must have got some details of living in the city and living in the country. Now, think about yourself, which one do you prefer, city or country? Give me your reasons. (Work in groups of 4, say your reasons to the others.) You can use the sentences above to help you. We know in lesson 3, Wang Shu decided to be a volunteer teacher in Inner Mongolia because she wanted to challenge herself. I have to say that she is quite brave. Will you go to the poor area when you graduate from school and challenge yourself? Why ? (If time permits, continue to ask the question: what will you do in the poor area, work as a volunteer teacher, policeman, doctor, nurse, engineer etc? why?)

　Then teacher summarize the free-talk: as young students, we should devote ourselves to our homeland , we should go to the places where our country needs us to go, right? Step 2. Summary and homework

　Today we’ve talked a lot about the topic of city and country. We’ve also practiced our speaking ability. After class, please finish the reading comprehension exercises on page B2 of the newspaper. That’s all for today! The Design of the Bb:

　Lesson 4 City and Country

　Live(s) in:

　context Wake-up time:

　 background Job:

　 form+context Working hours:

　context+background Work(s) in:

　Evening activities: Special activities:

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