32．【参考答案】
(1)①在师生对话环节中，教师借助简单对话与学生沟通，问题浅显且贴近生活，激发学生与教师主动交流的欲望和兴趣，唤起学生从情感上参与学习的意识。
②在呈现话题环节中，教师借助自然流畅地谈话呈现话题，以图形红心明确学习任务，使学生在课堂伊始就带着明确的学习目标进入学习中。
③在复习旧知环节中，教师请学生小组活动，以学生已知的功能交际用语引导学生谈论他们喜爱的电视节目及原因．使学生在谈话中激活已有认知，教师板书呈现的功能交际用语及部分形容词为后期语言输出做准备。
(2)①对于运用难度较大的语言，可用任务导人；
②对于情节很复杂的故事，可用情节导入；
③对于知识性很强的课文，可以用知识导入；
④对于反映学生生活的课文，可从本班学生类似的生活经历导入；
⑤对于事件性的课文，可借助近期的一条新闻来导入。
四、教学设计题
33．【参考设计】
Teaching Content: Some dialogues about giving advice and making conversations about it.
Teaching Objectives :
Knowledge objective
(1) Key Vocabulary
pimple, trouble
(2) Target Language
A: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?
B : If I were you, I' d take a long walk before going to bed.
A: I really want a dog, but my parents won't let me have one.
B : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
A: That's a good idea.
Ability objective
Students can improve their reading and integrating skills.
Emotional objective
Students can know that everyone may have some trouble, and tell them not to worry about that.
Teaching Key Points:
Understand the content of the dialogue and master the vocabulary and target language.
Teaching Difficult Point:
Use the target language properly.
Teaching Aid: The blackboard
Teaching Procedures :
Step 1 Revision (3 minutes)
Check homework. Get students to talk about what they learned last time.
(Justification: The revision will examine students' learning effect and easily lead in the text.)
Step 2 Presentation (25 minutes)
3a (10 minutes)
Point to the problems on the left. Ask different students to read them to the class.
Point out the pieces of advice on the right. Get different students to read the problems and the pieces of advice to the class.
SA: I'm really shy and I just don't enjoy parties. I don't know what to say or do.
Ss : If I were you, I' d like talk to someone who looks friendly. Then you won' t feel so shy.
T: Please match each problem on the left with the correct advice on the right.
Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.
Check the answers.
Answers
1. C 2. a3. b
(Justification: The process of this step provides reading practice using the target language.)
3b (15 minutes)
Read the instructions to the class. Invite a pair of students to read the sample conversation.
SA: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?
SB : If I were you, I' d take a long walk before going to bed. That would help you relax.
T: Please think of different advice for the problems in Activity 3a.
Collect suggestions from students. For example, for the third problem, a student might say, "if I were you, I' d watch TV to relax my mind."
Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs,walk around the room offering language support as needed.
Mter each student has a chance to play both parts, stop the activity. Get several pairs of students to show their
conversations.
(Justification: The process of this step provides oral practice using the target language.)
Step 3 Practice (12 minutes)
Read the instructions to the class. Get a pair Of students to show the sample conversation to the class.
SA: I really want a dog, but my parents won't let me have one.
SB : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
SA: That's a good idea.
Write the conversation on the blackboard.
Point out the sample answers in the chart.
T: What problems do you have at home or at school?Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.
Get students to complete the activity in groups of four. As the groups work together, move around to make sure students discuss the topic in English and know how to fill in the chart.
Check the answers by asking different pairs of students to show their conversations to the class.
Answers will vary.
Optional activity
T: What would you do if there were no classes tomorrow?
Ask students to write as many answers as they can. Then get students to work in pairs.
(Justification: The process of this step provides writing, listening and speaking practice using the target language. )
Step 4 Summary and Homework (5 minutes)
Summary : In this class, we' ve done a lot of reading, speaking and writing practice using the target language.
Homework :
(1) Review the target language by reading the conversations in Activity 3a.
(2) Write a composition entifled"What would you do when you in trouble".
(Justification: The summary gives a specific conclusion of this class and the justification of homework is to cultivate the students' ability of writing down their ideas.)
Blackboard Design :
Unit 4 What would you do?
Section A
The Third Period
Target Language:
A: I can't sleep the night before an exam, Then I'm too tired to do well, What should I do?
B : If I were you, I' d take a long walk before going to bed.
A: I really want a dog, but my parents won't let me have one.
B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
A: That' s a good idea.
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