integratedskill是什么意思中文_IntegratedSkillsofunit5period89

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a simple past tense

task-based teaching aims:

1. cognitive development

make sure students can recognize the tense freely.

2. proficiency level

to develop their integrated skills through listening, reading, speaking and writing. they can use the tense to make up sentences and dialogues freely after learning. they can also recognize and use adverbs to order events.

3. affective learning

to develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.

step 2 talk to students about what you did last weekend and ask some questions as you go along, e.g. i had a really good weekend.

did you have a good weekend?

i played tennis for two hours.

what did you do?

i watched a film on saturday evening. it finished at 11 p.m.

what did you do last saturday?

on sunday, i took a bus from wangfujing.

there were a lot of people.

what did you do on sunday?

step 4 teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. have them complete the conversation. check answers and clarify any misunderstandings.

mrs wang: did millie ask grandma about the dress on monday?

andy: no, she didn’t. she went to the reading club. did she help you with the shopping on tuesday?

mrs wang: yes, she did. did she play volleyball on wednesday?

andy: yes, she did. but she cleaned her bedroom.

mrs wang: i know! did she do her maths project?

andy: no, she didn’t. but she did some work for the fashion show.

b sequencing events

step 1 to recognize and use adverbs to order events. tell them to pay attention to the simple past tense. we use these adverbs to show the order in which things happen. we put the adverbs at the beginning of a sentence as they connect the sentences. we often use them to clarify a process or a particular sequence of events.

( first, then, next, afterward, finally)

step 2 ask students to do a presentation about their own day using the adverbs they have learned. encourage them to include more information. help them choose a title. remind them to use the simple past tense.

b1 briefly review the adverbs, using the picturesfor support.

ask students to write the letters in the boxes in ppart b1 individually. students check each other’s sequence of sentences. monitor the class as you walk around.

b2 set the context by reminding students about the fashion show described earlier in the unit before asking students to do b2. link simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.123

step 3 review key vocabualry and explain unfamiliar words: ‘ catwalk.’

ask questions about each picture.

1) what did simon do first?

2) what did simon wear?

3) what did he do next?

4) who did simon talk to?

5) where did he go afterwards?

ask students to write sentences about simon’s day using the simple past tense. check the answers as a class activity.

checkout  and project  of unit 5 period 10

task-based teaching aims:

(1) cognitive development:

through reading and listening to “the life of a trainer” , the ss can learn and use relevant expressions freely.

(2) proficiency level:

to develop the ss’ integrated skills through listening ,speaking, reading and writing .

(3) affective learning:

to develop the ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .

(4) cultural understanding :

make the ss feel the cultural differences between eastern and western countries.

procedures:

step one : present a trainer and teach the different parts of it . then listen and do part a1.

t: is it a trainer ?                            s: …

t: do you like wearing trainers?                s: …

t: do you know what the names of these parts are ? s: …

t: ok. we call it “shoelace / sole / stripe / tongue”.

step two : present the procedures of making a trainer .then guide the ss through the new words and let them speak out in english .

t: now , boys and girls , i know that most of you like wearing trainers. do you know how to make one ?

s: …

t: ok. first let’s have a look on the screen . then please tell me about it .       s: …

t: ok. i know it’s very difficult for you to say . but it doesn’t matter . now please discuss in your groups and later we’ll share your ideas together .

s: …(discuss in groups )

t: (after listening to the ss’ description , the teacher describes the general contents in part a2 . then let the ss say after me twice . finally listen and put the sentences in the correct order .)

step three : present part two of the story . then let the ss get the general idea of it and pay much attention to the verbs past tense forms .

t: now , we know how to make a trainer . do you want to know how the trainer is getting along ? ok . let’s listen carefully and complete the sentences in part a4.      s: …123

step four :present a fashion show and practise the sentences “what is / are … made of ? it’s/ they’re made of …”.

step five :written work

t: now , we’ve learned the different parts of a trainer and how to make one . and we also see a fashion show and have learned different materials for making clothes . and would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? you can do it like this :

homework:

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