Teaching Procedures:

I. Lead-in

Show students some pictures of big cities and the countryside. Ask students to talk about their feelings after looking at these pictures.

II. Pre-reading

Create a situation: Our friend Tom has visited many places including some big cities and also the countryside. He wrote a passage about comparing big cities and the countryside. Then ask students to predict what he would write in the passage.

III. While-reading

Skimming: Students read Tom’s passage quickly for the first time and figure out what the differences are between cities and the countryside.

Scanning: Students read the passage again and answer the following questions:

(1) What are big cities like?

(2) How about the countryside?

(3) Finish the chart on the blackboard.

Intensive reading: Lead students to compare big cities and the countryside with following sentences according to the chart above and then write them down.

(1) Big cities are ______ than the countryside.

(2) The countryside is ______ than big cities.

IV. Post-reading

Students work in groups of four to make a survey. There is a little journalist in each group, and he/she will interview the others about whether they like big cities or the countryside more and why. Finally, all the journalists are invited to give a report to the whole class.

V. Summary

Students summarize the differences between big cities and the countryside. The teacher stresses the importance of enjoying life.

VI. Homework

Surf the Internet after class for more information about big cities and the countryside, and then make a post.

板書設(shè)計(jì):略

【試題解析】

Teaching Procedures:

I. Lead-in

Show students some postcards and stamps. Give some hints and ask students about what they know about the pictures. Questions: Do you know what they are?

What do you know about them?

II. Pre-reading

1. Show students some key words on the blackboard, like postcard, stamp, website, members, friends, cultures and history.

2. Based on the pictures in the leading in and the key words on the blackboard, let students guess what the main idea of this passage is.

III. While-reading

Activity 1 Skimming

Ask students to read the passage quickly and confirm their predictions about the passage. The teacher asks students a few questions like “What do you think will be mentioned in this passage?” “What can a postcard do?” to elicit the topic “postcard” of this passage. Then ask students to conclude the main gist of the passage.

Activity 2 Scanning

Present students with a chart containing information from the passage and ask students to scan the passage to fill in the chart. Then the teacher asks students three questions:

Q1: Who started the project?

Q2: How do the members make friends with each other? Q3: What can people know from making friends with each other?

Activity 3 Intensive reading

Ask students to read the passage carefully for the last time, and they need to finish the stage of the project:

2. Students underline the important phrases on the book, like learn about, make friends, all over the world and so on. Then discuss with partners if they have some difficulties in understanding these phrases.

IV. Post-reading

1. Try to retell the short paragraph this time with the guidance of the key words on the blackboard.

2. Group discussion: How can you make friends? How can you learn about the culture of other countries?

V. Summary

Students summarize the main language points about postcards and the teacher makes supplements. Develop students’ reading skills and arose their interest in English culture.

VI. Homework

Surf the Internet after class for more kinds of stamps and stories behind them and share with the class in the next lesson.

板書設(shè)計(jì)：略

Teaching Procedures:l.Lead-in

The teacher shares his/her own experience of learningEnglish with classmates.And ask students“How do youusually learn English?”

ll.Presentation

1. Listen to the tape and get the main idea of thedialogue.

1 : How many people are there in the dialogue?Q2: What are they talking about?

2.Listen to the tape again and answer some questions.1 : Who is going to share his/her experience?

2:How long did Sarah stay in England?

3:How did Sarah learn English in England?

Q4: What did Sarah do to improve her spoken English?lI.Practice

Activity 1: Pair work

students read the dialogue in pairs. Then exchangeroles.

Activity 2: Group work

Divide students into four groups and discuss what elsemethods can be used to improve their English. Ten minutes later, each group representative makes a reportof their discussion result.

lV.Consolidation

Students prepare a speech to introduce their ownpersonal experiences. They can choose a certain periodof their life and try to share their experience. Afterpreparations,the teacher invites several students tocome to the front to give a speech.

v. Summary

Students summarize what they have learnt in this lessonand the teacher gives supplements if necessary, andreminds them the importance of choosing correct waysto learn English.

Vl.Homework

Practice their speech after class for a speech context.

板書設(shè)計(jì):略