[推荐学习]九年级英语全册Unit3CreativityLesson8GoodorBad教案新版北师
初中英语北师大版九年级全册《Unit3 Lesson7 Creativity》课件
1. What did he draw and write in his diaries? 2. Whatpioneer “mean?
Were his inventions tested when he was alive?
When were the inventions tested?
北师大版《初中英语》九年级
Unit 3 Creativity
Lesson 7
教学课件
Mona Lisa
the most famous painting in the world
was painted Leonardo Da Vinci
painting
painter
Lesson 7 A Famous Inventor
diaries?
Why do people use a mirror to read ?
3. Why did he write his diaries in this way?
Which opinion do you agree ?Why
Discussion
What do you think of Leonardo Da Vinci? What can we learn from him?
It was difficult for people to translate his diaries.
Para4 What was special about his diaries.
1.When were they published ? 2. What was special about his
3.Why his _in__v_e_n_t_i_o_ns were _t_e_s_t_e_d_ hundreds of years later
【推荐】北师大版英语九年级Unit 3 Creativity Lesson 8 Good or Bad 第二课时课件.pptx
Practice the language:
Underline the opinions.
I support the position that
but
I disagree.
In my opinion
I don’t think so
5. I feel confident when I am in the debate.
Home work
Write your opinions on playing computer games.
Practice the language:
Sort their opinions.
Which side do you agree with? What do you think?
The affirmative side The negative side
• Dogs are people’s best • Some dogs are
Self-assessment for this class
1.I can use the function expressions to state my opinions.
2. I can express my opinions and give a response in a debate.
How do we balance them? We need to control Ourselves. We need to manage our time well. We need to consider if the games are good or bad.
Take my son as an example. He often plays computer games when he is free. I know the advantages, but I still worry about him. Can you help me to solve the problem?
北师大版英语九年级Unit 3 Creativity Lesson 8 Good or Bad第一课
北师大版英语九年级Unit 3 Creativity Lesson 8 Good or Bad第一课时教学设计一. 教材分析北师大版英语九年级Unit 3 Creativity Lesson 8 Good or Bad主要讲述了关于创新的好与坏。
通过本节课的学习，学生能够了解创新的重要性和如何在生活中发挥创新能力。
教材以创新的例子为主线，引导学生思考创新对个人和社会的影响。
本节课的主要语言目标是学习与创新相关的词汇和表达，以及如何用英语讨论创新的好与坏。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句型。
然而，对于一些关于创新的专业词汇和表达，学生可能较为陌生。
因此，在教学过程中，教师需要帮助学生掌握这些新词汇，并能够运用到实际的语言环境中。
此外，学生对于创新的概念和影响可能有一定的了解，但需要通过课堂讨论和活动进一步深化认识。
三. 教学目标1.语言目标：–能够听懂、说出一系列与创新相关的词汇和表达。
–能够运用所学的句型和词汇讨论创新的好与坏。
2.认知目标：–了解创新的重要性以及创新对个人和社会的影响。
–能够分析并评价创新的好与坏。
3.情感目标：–培养学生的创新意识，激发他们积极思考和参与课堂讨论的兴趣。
四. 教学重难点•掌握与创新相关的词汇和表达。
•能够运用所学的句型和词汇讨论创新的好与坏。
•对于一些关于创新的专业词汇和表达的理解和运用。
•如何评价创新的好与坏，并展开深入的讨论。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养他们的创新思维和语言运用能力。
2.合作学习：鼓励学生分组讨论，培养他们的团队合作精神和交流能力。
3.启发式教学：引导学生思考问题，培养他们的批判性思维和创新意识。
六. 教学准备1.教材：北师大版英语九年级Unit 3 Creativity Lesson 8 Good or Bad。
2.多媒体教学设备：用于展示教材内容和相关材料。
北师大版九年级全一册英语课件《Unit3Lesson8GoodorBad》
Applying
Rules: ➢ The debate is around 5 minutes. ➢ Use the key expressions in task 6. ➢ Each speaker has at least one chance to speak. ➢ The other groups evaluate（评价）which one is better.
北师大版九年级全一册 英语课件《
Unit3Lesson8Goodor Bad》
2020/8/20
1st Listening & 2nd Listening
1. Andrew’s opinion: Andrew is for the idea of increasing the
number of new inventions. 2. Jenny’s opinion:
Reflecting
• How are you going to deal with your smart phone?
on the road ·make the air
___p__o_l_l_uted
Reflecting
• How to make a good debate? • Role play the debate with the expressions in task 5.
smart phone
Applying
Reflecting
•Are key expressions enough for a debate?
北师大版九年级全一册英语课件《Unit3 Lesson8 Good or Bad》 (共17张PPT
J new inventions.
2. Scientists need to quickly increase the number
A of new inventions.
3. Some s bring serious problems, for example, nuclear power.
A: Thank you. I support the position that… T: … your response? B: I don’t agree. In my opinion, … A: But… B: I disagree. … A: I don’t think so. … T: All right class. Let’s discuss this together.
What do you think of the inventions in the past ten years?
Are they good or bad?
A: I think some new inventions can improve our lives.
不同意
B: I disagree. Not all inventions help us. Think of weapons. 武器
Ex. 7
A: Bella, why don’t you start?
B:pOeKop. l_ed_t_hdinokgsthaartedpoegospalere’jussbtepsettsfr,ie_n_ad_s_.ISthoimnke
they’re much more than that.
北师大版英语九年级Unit3CreativityLesson8GoodorBad第二课时说课稿
北师大版英语九年级Unit 3 Creativity Lesson 8 Good or Bad 第二课时说课稿一. 教材分析北师大版英语九年级Unit 3 Creativity Lesson 8 Good or Bad，本节课主要讨论创新的好坏，通过不同的例子让学生了解创新的积极作用和可能带来的问题。
教材内容丰富，贴近学生生活，能够激发学生的学习兴趣和思考能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于创新这个话题他们也有一定的了解和自己的观点。
但是他们的语言表达能力还有待提高，需要教师的引导和启发。
三. 说教学目标1.知识目标：学生能够掌握本节课的生词和短语，理解文章的主旨大意，能够正确运用所学知识进行口语表达。
2.能力目标：通过本节课的学习，学生能够提高自己的阅读理解能力，培养自己的创新思维。
3.情感目标：学生能够认识到创新的重要性，同时也能够看到创新可能带来的问题，培养自己正确的价值观。
四. 说教学重难点1.教学重点：学生能够掌握本节课的生词和短语，能够正确理解文章的主旨大意。
2.教学难点：学生能够运用所学知识进行口语表达，能够正确处理创新的好坏问题。
五. 说教学方法与手段本节课我将采用任务型教学法，通过不同的任务让学生参与到课堂中来，提高他们的语言表达能力和创新思维。
同时，我还会运用多媒体手段，如图片，视频等，来帮助学生更好地理解文章内容。
六. 说教学过程1.导入：通过展示一些创新的例子，如智能手机，让学生讨论这些创新的好坏，引出本节课的主题。
2.阅读理解：让学生阅读文章，通过回答问题来理解文章的主旨大意。
3.口语表达：让学生分组讨论，用自己的语言表达对创新好坏的看法。
4.小组讨论：让学生分成小组，讨论创新的好坏对生活的影响。
5.总结：教师引导学生总结课堂内容，让学生明白创新的重要性。
七. 说板书设计板书设计简洁明了，突出本节课的主题，包括创新的好坏，创新的影响等。
八. 说教学评价教学评价将采用形成性评价和终结性评价相结合的方式。
北师大版英语九年级Unit3CreativityLesson8GoodorBad第一课时说课稿
北师大版英语九年级Unit 3 Creativity Lesson 8 Good or Bad第一课时说课稿一. 教材分析北师大版英语九年级Unit 3 Creativity Lesson 8 Good or Bad是一篇关于创新的好与坏的课文。
本节课主要让学生了解创新对个人和社会的影响，以及如何激发创新思维。
课文内容丰富，贴近生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析九年级的学生已经具备了一定的英语基础，对创新有一定的认识。
但他们在创新思维和表达方面还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，充分调动他们的学习积极性，帮助他们更好地理解和运用所学知识。
三. 说教学目标1.知识目标：让学生掌握创新的好与坏的相关词汇和表达方式，理解课文的含义；2.能力目标：培养学生运用英语进行创新思考和表达的能力；3.情感目标：激发学生对创新的兴趣，培养他们积极向上的创新精神。
四. 说教学重难点1.重点：创新的好与坏的相关词汇和表达方式的运用；2.难点：如何激发创新思维，以及用英语进行创新表达。
五. 说教学方法与手段1.情境教学法：通过设定情境，让学生在实际语境中学习和运用英语；2.任务型教学法：通过完成任务，培养学生运用英语进行创新思考和表达的能力；3.小组合作学习：引导学生积极参与讨论，提高他们的合作能力和创新思维；4.多媒体辅助教学：利用多媒体课件和网络资源，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：通过展示一些创新产品，引导学生谈论创新的好与坏，激发他们的学习兴趣；2.呈现课文：向学生介绍课文内容，让他们整体理解课文；3.精讲细练：讲解课文中出现的创新词汇和表达方式，让学生充分理解并能够运用；4.实践运用：设定一个创新情境，让学生分组讨论，用英语表达创新思维；5.总结提升：让学生分享自己的创新想法，总结创新的重要性；6.作业布置：让学生课后搜集有关创新的资料，进行进一步学习。
人教版英语九年级全一册unit3知识点
人教版英语九年级全一册unit3知识点Unit 3 of the ninth-grade English textbook focuses on several key knowledge points that are essential for students to master. In this unit, students will learn about different cultures, the importance of respecting diverse opinions, and effective communication skills. Let's delve into these topics and explore the depth and significance they hold.Cultural Diversity: Appreciating DifferencesIn today's interconnected world, understanding and appreciating different cultures have become crucial. Unit 3 introduces students to various cultural practices, beliefs, and traditions. By learning about cultural diversity, students can broaden their perspectives and develop a more inclusive mindset. They will grasp the idea that there is no superior or inferior culture, but rather, each culture possesses unique characteristics that are worthy of admiration.Respecting Diverse Opinions: Embracing IndividualityAnother important aspect of Unit 3 is cultivating an open-minded attitude towards diverse opinions. Students will be encouraged to respect and acknowledge different viewpoints, fostering an environment that promotes healthy discussions and exchanges. This lesson not only enhances their understanding of human nature but alsoequips them with essential life skills such as empathy, tolerance, and constructive criticism.Effective Communication: Bridging GapsUnit 3 places a strong emphasis on effective communication, as it plays a pivotal role in all aspects of life, from personal relationships to professional success. Through practical exercises and role plays, students will learn how to express their thoughts clearly, actively listen, and consider the various communication styles when interacting with others. Understanding the importance of nonverbal cues, tone, and body language will empower students to be effective communicators, bridging gaps and building strong connections with people from diverse backgrounds.Cultural Exchange: Broadening HorizonsUnit 3 also highlights the significance of cultural exchange in promoting mutual understanding and friendship. Through activities such as sharing personal stories, discussing favorite traditions, and planning cultural events, students will not only deepen their knowledge of different cultures but also develop a sense of belonging to a global community. This experience helps them appreciate the beauty of cultural diversity and fosters a spirit of cooperation, respect, and unity.Reflection and Self-ImprovementIn addition to the core knowledge points, Unit 3 encourages students to reflect upon and improve their own language learning skills. Students will be guided to evaluate their strengths and weaknesses, set achievable goals, and develop effective study habits. By fostering a growth mindset and encouraging self-reflection, this unit empowers students to take ownership of their learning journey, paving the way for continuous improvement and personal growth.ConclusionUnit 3 of the ninth-grade English textbook covers various significant knowledge points that not only enhance students' language skills but also cultivate important life skills such as cultural appreciation, respect for diverse opinions, effective communication, and self-improvement. By exploring these topics in depth, students will gain a deeper understanding of the world around them and develop into well-rounded individuals capable of contributing positively to society.。
九年级英语Unit3
九年级英语Unit 31. IntroductionUnit 3 of the ninth grade English curriculum focuses on various topics related to Community Services. This unit aims to enhance students’ language skills and cultural understanding by exploring different community service activities and discussing their importance and impact on society. Through engaging activities and exercises, students will improve their reading, writing, listening, and speaking abilities while learning about the significance of helping others in their community.2. Learning ObjectivesDuring this unit, students will be able to:•Understand and use new vocabulary related to community service activities.•Develop reading and listening skills through comprehension exercises.•Practice writing skills by composing essays and persuasive texts.•Improve speaking skills through discussions and presentations.•Gain cultural awareness by learning about different community service initiatives around the world.•Reflect on the importance of helping others in their own community.3. Lesson PlanLesson 1: Introduction to Community Services•Introduce the topic of community services.•Present new vocabulary related to community service activities.•Engage students in a discussion about why community services are important.•Assign reading comprehension exercises to enhance students’ reading skills.Lesson 2: Volunteer Work•Discuss various volunteer work opportunities in the community.•Show real-life examples of individuals making a difference through volunteering.•Assign listening activities to improve students’ listening skills.•Conduct group discussions on the benefits of volunteer work.Lesson 3: Fundraising Events•Introduce different types of fundraising events.•Teach vocabulary related to fundraising activities.•Assign writing exercises for students to compose persuasive texts promoting a fundraising event.•Conduct peer presentations on their fundraising ideas.Lesson 4: Community Awareness Projects•Discuss community awareness projects and their impact on society.•Assign research tasks for students to explore community awareness initiatives in different countries.•Conduct class presentations on their findings.•Engage in a discussion about how these projects could be implemented in their own community.Lesson 5: Review and Assessment•Review vocabulary, grammar, and concepts learned throughout the unit.•Conduct a comprehensive assessment to evaluate students’ understanding and progress.•Provide feedback and clarification on any misconceptions or areas of difficulty.4. AssessmentDuring Unit 3, students will be assessed through various methods, including: •Reading comprehension exercises to assess understanding of texts related to community services.•Writing assignments to evaluate students’ ability to express their thoughts and opinions on community service activities.•Listening activities to test comprehension of audio materials on volunteering and fundraising events.•Speaking tasks such as presentations and class discussions to assess students’ fluency and ability to articulate their ideas.5. Additional ResourcesTo further support students’ learning in Unit 3, the following resources will be provided:•Relevant readings and articles on community service activities.•Audio materials for listening exercises.•Writing prompts and guidelines for composition tasks.•Online platforms for further research on community awareness projects worldwide.•Sample essays and persuasive texts.By the end of Unit 3, it is expected that students will have developed a deeper understanding of community service activities and their impact on society. They will also have improved their language skills in reading, writing, listening, and speaking, and will be able to effectively express their thoughts and opinions on the topic. Additionally, students will have gained cultural awareness by learning about various community service initiatives around the world, and will be encouraged to actively contribute to their own community.。
初中英语北师大版九年级全册《Unit 3 Creativity-Lesson 9 Creative
when where
1.What was his problem? What would you do? How did he solve it? 2.What do you think of the invention and the inventor? 3.Try to ask one question for the inventor
• Find a useful invention in your daily life and prepare the invention presentation.
北师大版《初中英语》九年级
非常感谢收看
教学课件
Discuss in groups of six
Pre-reading : Showing the task
Inventions Presentation
为了配合科技月的活动，学校英语沙龙准备展开以“A Special Invention”为题的发明展现活动。邀请我们班的同学参 加，请以小组为单位就此话题环绕感爱好的发明准备发言以及其它 展现的材料。
1.List at least two pieces of information for your presentation from the text. 2.Express your opinions on the invention or inventor. 3. Make your speech logical, you may use “because” or “so”. 4. Prepare for your speech in your group and prepare one question for other group. 5. You will have 5 minutes to prepare and 3 minutes for your presentation.
【中小学资料】九年级英语全册 Unit 3 Creativity Lesson 8 Good or Bad教案 (新版)北师大版
Unit 3 CreativityLesson 8 Good or bad?本课是本单元的第二课，主要内容是讨论人类的发明的好处与坏处，要学习的技能是表达自己的观点，和表达对他人观点的态度如支持或反对。
通过本课的学习，学生树立辩证的世界观，更流畅地用英语表达自身的观点。
【知识目标】学生能够通过听一段有关发明话题的辩论对话,获取对话中主要人物的观点并记录信息,并能够分辨和理解不同人物的观点。
【能力目标】学生能够就发明话题口头表达自己的观点并给出原因。
【情感目标】学生能够辩证地看待发明给人类带来的益处和问题。
【教学重点】学生听对话获取、记录、理解对话主要人物的观点。
【教学难点】学生综合运用所学语言表达自己的观点。
2. 教具学具：光盘、大卡片等。
Step1. Warm-up1. Let students identify the inventions on the photos and discuss their benefits and harms. Encourage students to speak out their reasons why they think so.2. Let students make a preparation for an interview on “Inventions---Good or bad?”. Step2. Listening1. Get students to listen to the material first time to obtain speaker’s opinion on inventions.2. Listen and write A for Andrew or J for Jenny to identify which statements belong to them, respectively.3. Sum up each speaker’s opinions and write down them.4. Let students justify whether their opinions are rational or not.5. Let students listen again and write T or F after the statements in Ex. 4.6. Put the sentences in the proper places in their mind maps. Let students work in groups.Step3. Group workMake an interview on “Inventions---Good or bad?”1. One group choose a reporter who interviews other group members, and a recorderwho take notes of their ideas.2. The others answer the reporter’s questions, but they should use at least two pieces of information from the listening material.3. Let students make ideas logical.4. Students will have 5 minutes to prepare.5. Drift a contrast table to represent the opinions of both sides.6. Students make reports on “Inventions---good or bad”.Step4. Speaking1.Teach students how to organize a complete and smooth report.Example:Ladies and gentlemen,I’m honored to be here to make a speech on “Inventions ---good or bad”…I state the position that/ In my opinion/ I think……Thanks for listening.2.Teach the function sentences for stating opinions to studentsExamples:I support the position that scientists need to quickly increase the numberof new inventions.In my opinion, scientists should cut down on the number of new inventions.I disagree.I don’t agree.I don’t think so.Step5. Consolidation1. Read and complete the conversation with appropriate segments in Ex. 7.2. Highlight the speech parts standing for opinions and teach their functions.3. Get students to sort out the affirmative and negative opinions in their eyes.4. Students act out the dialogue in the groups of 3.Step6. DebateMake a debate on playing computer games.Topic: Playing computer games has more advantages than disadvantages.1. Divide the class into two sides.2. Let students try to use the learned expressions to state opinions.3. Students make the efforts to find strong evidences.Step7. Language points1. cut down 裁短；减少e.g. He cut down on coffee and cigarettes, and ate a balanced diet.cut down (on) sth. on可加可不加2. cause n.原因；动机；理由；事业vt. 成为…的原因；导致；引起；使遭受e.g. Smoking is the biggest preventable cause of death and disease.cause常表示坏事的原因3. support n./v.支持；赞同；拥护e.g. How did Donna make extra money to support herself? support既可以表示物质上的支持，也可以表示观点意见的支持Step8. HomeworkWrite your opinions on playing computer games.1. Do you play computer games?2. What do you think of playing computer games?3. Why do you think so?无。
[推荐学习]九年级英语全册Unit3CreativityLesson9CreativeMinds教案
![[推荐学习]九年级英语全册Unit3CreativityLesson9CreativeMinds教案](https://img.taocdn.com/s3/m/4d4f745ff242336c1eb95e96.png)
Unit 3 CreativityLesson 9 Creative minds本节课位于单元第三课，主题是创造性思维，是一节阅读课。
本文是一篇科技性的说明文章，例举了棒冰、耳罩、蜡笔套、手腕套四个发明，所有的发明都有一个共同点—孩子们在尝试用创造性的思维解决生活中遇到的困难。
科技性的内容相对较枯燥，全文300词左右，介绍每个发明的文段大概66词，所以，思考如何让文本与学生自身联系，变得有意义进而让学生愿意进行阅读学习尤为重要。
【知识目标】通过快速阅读获取一些具体发明创造的时间、发明家、发明过程等信息。
【能力目标】通过归纳、理解发明过程和背景信息，理解文段中的因果关系。
【情感目标】建立面对生活中的问题善于思考，勇于解决问题的意识。
【教学重点】运用文本信息与自己的生活经验，以我最喜欢的发明为题进行发明推荐会，与文本进行互动。
【教学难点】通过阅读了解创新思维、建立面对生活中的问题善于思考，勇于解决问题的意识。
2. 教具学具：光盘、大卡片等。
Step1. Warm-up1. Let students discuss the problems they face and their solutions.2. Let students brainstorm the inventions they know and introduce them to classmates. Step2. Reading1. Get students to skip the whole passage and find out the inventions mentioned in the txt.2. Read the popsicles passage and finish the table about what, where, when, and who individually.3. Ask students to make a speech on their discovery in the passage using the conjunctions and stating phrase learned previously.4. Let students choose an invention and learn it in the groups of 6.5. Let students make a special presentation on the invention learned in the passage.6. Put the sentences in the proper places in their mind maps. Let students work in groups.Step3. Post-reading1. List at least two pieces of information for students’ presentation from the text.2. Express students’ opinions on the invention or inventor.3. Let students make your speech logical probably with “because” or “so”.4. Students prepare for the speech one question for other groups.5. Students will have 5 minutes to prepare and 3 minutes for the presentation.6. Let students speak out their opinions on difference and similarity among inventions or inventors.7. Let students reflect on what have been learnt and encourage them to solve the problems in the daily life.Step4. Language points1.popsicle N-COUNT 冰棍；棒冰；雪糕earmuff N-COUNT 御寒耳罩；耳套crayon holder 蜡笔夹wristies n.pl 露指手套2. get+adj. 变得怎么样The boys were getting bored.stay+adj. 保持怎么样How do you stay healthy?leave sth./sb.+adj./介词短语招致；造成The documentary left me in a state of shock.Step5. Consolidation1. Ask students to fill in the Ex. 3 in accordance with the content of passage.2. Students think about the inventors from the passage. What are some examples of their creativity?Step6. Writing1. Let students think out a problem at school, at home or in daily life, then writea letter about it and ask for help from other groups.2. Exchange letters with other groups.3. Each group discusses how to be creative and writes how to invent an invention to solve problems.Step7. Presentation1. Elect one representative out of every groups and let them read out their groups’ problem and the corresponding group read out their inventions.2. Vote for the best group which is most creative in offering solutions.Step8. Homework1. Finish the exercise book.2. Polish your writing and write it down in your exercise book.略。
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Unit 3 Creativity
Lesson 8 Good or bad?
本课是本单元的第二课，主要内容是讨论人类的发明的好处与坏处，要学习的技能是表达自己的观点，和表达对他人观点的态度如支持或反对。
通过本课的学习，学生树立辩证的世界观，更流畅地用英语表达自身的观点。
【知识目标】
学生能够通过听一段有关发明话题的辩论对话,获取对话中主要人物的观点并记录信息,并能够分辨和理解不同人物的观点。
【能力目标】
学生能够就发明话题口头表达自己的观点并给出原因。
【情感目标】
学生能够辩证地看待发明给人类带来的益处和问题。
【教学重点】
学生听对话获取、记录、理解对话主要人物的观点。
【教学难点】
学生综合运用所学语言表达自己的观点。
2. 教具学具：光盘、大卡片等。
Step1. Warm-up
1. Let students identify the inventions on the photos and discuss their benefits and harms. Encourage students to speak out their reasons why they think so.
2. Let students make a preparation for an interview on “Inventions---Good or bad?”. Step2. Listening
1. G et students to listen to the material first time to obtain speaker’s opinion on inventions.
2. Listen and write A for Andrew or J for Jenny to identify which statements belong to them, respectively.
3. Sum up each speaker’s opinions and write down them.
4. Let students justify whether their opinions are rational or not.
5. Let students listen again and write T or F after the statements in Ex. 4.
6. Put the sentences in the proper places in their mind maps. Let students work in groups.
Step3. Group work
Make an interview on “Inventions---Good or bad?”
1. One group choose a reporter who interviews other group members, and a recorder
who take notes of their ideas.
2. The others answer the reporter’s questions, but they should use at least two pieces of information from the listening material.
3. Let students make ideas logical.
4. Students will have 5 minutes to prepare.
5. Drift a contrast table to represent the opinions of both sides.
6. Students make reports on “Inventions---good or bad”.
Step4. Speaking
1.Teach students how to organize a complete and smooth report.
Example:
Ladies and gentlemen,
I’m honored to be here to make a speech on “Inventions ---good or bad”…
I state the position that/ In my opinion/ I think…
…
Thanks for listening.
2.Teach the function sentences for stating opinions to students
Examples:
I support the position that scientists need to quickly increase the number
of new inventions.
In my opinion, scientists should cut down on the number of new inventions.
I disagree.
I don’t agre e.
I don’t think so.
Step5. Consolidation
1. Read and complete the conversation with appropriate segments in Ex. 7.
2. Highlight the speech parts standing for opinions and teach their functions.
3. Get students to sort out the affirmative and negative opinions in their eyes.
4. Students act out the dialogue in the groups of 3.
Step6. Debate
Make a debate on playing computer games.
Topic: Playing computer games has more advantages than disadvantages.
1. Divide the class into two sides.
2. Let students try to use the learned expressions to state opinions.
3. Students make the efforts to find strong evidences.
Step7. Language points
1. cut down 裁短；减少
e.g. He cut down on coffee and cigarettes, and ate a balanced diet.
cut down (on) sth. on可加可不加
2. cause n.原因；动机；理由；事业
vt. 成为…的原因；导致；引起；使遭受
e.g. Smoking is the biggest preventable cause of death and disease.
cause常表示坏事的原因
3. support n./v.支持；赞同；拥护
e.g. How did Donna make extra money to support herself? support既可以表示物质上的支持，也可以表示观点意见的支持Step8. Homework
Write your opinions on playing computer games.
1. Do you play computer games?
2. What do you think of playing computer games?
3. Why do you think so?
无。