教学法教案设计

older or younger
close friend or a relative
High or low
Step 5
3minutes
Steps
First Step wait for your turn Third Step
Others stand back, make encouragement
10 mins Listening comprehension
14 mins Warm-up discussions
3 mins Background information
Listening comprehension
Listen to a passage twice. Then, choose the best answer to each of the questions in Page 26. (10 mins in total)
Share the knowledge and views on the manner of discourse between eastern and western countries Improve their competence of communication
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Procedure 2 Intensive comprehension Step 1
Comprehension 15 minutes
New Words and Phrases 15 minute
Grammar 10 minutes
Read paragraph one to paragraph three with the question in mind: What leads to the author’s failure of conversation ? Own Question
By the end of the lesson, students should be able to:
Grasp the key words, phrases and sentence structures;
Master the skills of writing, reading and listening in this unit;
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Step 3
5 minutes
Western Style
Tennis
Introducing a topic like a serve
Making a proper response
Hit it back
A remark Reason for agreement
Question / challenge/ oppose
video clip： http://v.youku.com/v_show/id_XMjY5OTg yMjg4.html
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Warm Discussion
What's the difference between playing tennis and playing bowling？ ？
carry your idea further, or answer your questions or objections, or challenge or question you
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Step 4 2 Minute
Japanese bowling
Age
Relation
position
video clip： http://bugu.cntv.cn/sports/C22151/classp age/video/20101124/100922.shtml
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Tennis
A game for two people or two pairs of people who use rackets to hit a small soft ball backwards and forwards over a net.
Give hints , Ask for brief thinking
5 minutes
Translate
6 minutes
1. 在谈及美国英语和英国英语的差别时，他说：“美国和英国毕竟 是两个不同的国家。 2. 司机应对这次事故负责。他的车撞倒了一棵树和一个骑车的人。 3. 自我们的收音机停止生产后，我们已转产移动电话。 ”
Second Step to the starting line with your ball
and bowl it
Forth Step Everyone waits until your ball
Bowling
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Step6
20minutes
Read silently Team work :Paraphrase
Answer question resolve Problems
Page 23
Group discussion(10 minutes)
Time arrangement Group arrangement
Answering style
Purpose
Page 24
Translation(9 minutes)
Startled / halt to the point joined in handling
something wrong Even though
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Step 2
3 minutes
Japanese
American
Students’ Opinion: …….The author’s Suggestions: Avoid some sensitive questions…
Unit 2 : part A
Conversational Ballgames
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30 Renji students, Grade 1
3 periods (120 mins)
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lecture
class discussion
videotapes
Page 3
Page 15
About The Author
2 mins
Nancy Masterson Sakamoto Nancy Sakamoto has used her writing to build a bridge between Japanese and American cultures. Her work Polite Fiction: Why Japanese and Americans Seem Rude to Each Other, and her work as co-author of Mutual Understanding of Different Cultures 1981 attempt to promote respect and understanding between the two groups. Both Japanese and English teaching publications contain Masterson Sakamoto's writings.
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Questions for thinking
1. What does the title mean?
1 min
2. How is conversation related to ballgames? 3. What are the two conversational styles and two games discussed in the passage?
Tapes
candy
ppt
blackboard
video
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Teaching contents:
Main phrases:
1.take part in 2. after all ………
Main vocabulary: conversational, unconsciously, handle…… ……
Respective description of the Western and Japanese conversation styles.
The author was handling the Japanese conversation in a Western way, while her students are always handling the English conversation in a Japanese way.
Page 25
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Finish structure, close and translation exercises in Page 34-36. Preview Text B.
Page 26
Page 27
It is no simple matter to switch from one style to another.
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Text-related Information
Bowling Game
9 mins
Tennis
Page 12
Bowling Game
An indoor game in which you roll a large heavy ball along a wooden track in order to knock down a group of pins （wooden objects shaped like bottles).
Page 9
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skim the text (5 mins)
Read the text quickly analyseห้องสมุดไป่ตู้structure
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The Outline of Text A
The author found it difficult to join in a Japanese conversation,and she considered the difference in conversation style as the reason.
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Procedures
Procedure 1 :
Lead-in activities
Procedure 2 :
Extensive comprehension
Procedure 3 :
Conclusion and homework
Page 7
Procedure one： ： Lead-in activities