Module4Unit3 a taste of English humor教学设计 Teaching Class: Class Two Senior ONE Textbook version: People's Education Press Teaching content: Module 4 Unit 2 A taste of English humor ---A Pioneer for All Teaching ty pe: Reading Teaching arrangement: The 2nd period Teaching Time: 45 minutes 设计理念 以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。它倡导“在做 中学,在做中用”的教育理念,将语言应用的基本理念转化为具有实践意义的课堂教学方式 运用学习任务组织教学,强化了语言实践的过程,充分体现了语言的交际本质。新人教版英 语是一套好教材,然而,“橘生淮南则为橘,生于淮北则为枳″。在农场中学的英语课堂上, 实施任务和开展活动具有很大的挑战性,需要在实际操作中对教材进行重新整合,并要根据 学生的环境和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术,帮助解 决教学难题。这样,既能为学生创设真实可视的英语学习环境,也能激发学生积极参与的欲 翟,引起学生的共鸣和兴趣。 二,教材分析 This lesson is the second period of Unit 3, and it's a reading lesson. the purpose of this reading is to introduce the life and work of Charlie Chaplin and his excellent performance in his silent films. It plays a very important part in teaching of this unit So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. They can learn more about the humor especially English humor. Such topic is related to our daily life, so it is helpful to raise learning interests of students and it will be easier to get knowledge in their laughter 学生特征分析 1, make use of multimedia courseware for English class, which has a significant effect on students audio-visual experience showing great interest in the appreciation and enjoyment of learning, learning efficiency is obvious 2. Although High school students t have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences through practice 3, rural secondary school students, the poor mastery of English, even though I teach the best class in rural school, the uneven level of student learning, so during the design of activities I must take into account the specific circumstances of students at different levels and different needs. In order to make all levels of students to participate in the activities The students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson Teaching aims and demands 1
1 Module 4 Unit 3 A taste of English humor 教学设计 Teaching Class: Class Two Senior ONE Textbook version：People's Education Press Teaching content: Module 4 Unit 2 A taste of English humor --- A Pioneer for All People Teaching type: Reading Teaching arrangement: The 2n d period. Teaching Time: 45 minutes 一. 设计理念 以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。它倡导“在做 中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。 运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。新人教版英 语是一套好教材，然而，“橘生淮南则为橘，生于淮北则为枳”。在农场中学的英语课堂上， 实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据 学生的环境和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术，帮助解 决教学难题。这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲 望，引起学生的共鸣和兴趣。 二．教材分析 This lesson is the second period of Unit 3, and it’s a reading lesson. The purpose of this reading is to introduce the life and work of Charlie Chaplin and his excellent performance in his silent films. It plays a very important part in teaching of this unit. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. They can learn more about the humor especially English humor. Such topic is related to our daily life, so it is helpful to raise learning interests of students and it will be easier to get knowledge in their laughter 三．学生特征分析 1, make use of multimedia courseware for English class, which has a significant effect on students audio-visual experience, showing great interest in the appreciation and enjoyment of learning, learning efficiency is obvious. 2. Although High school students t have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences through practice. 3, rural secondary school students, the poor mastery of English, even though I teach the best class in rural school, the uneven level of student learning, so during the design of activitiesI must take into account the specific circumstances of students at different levels and different needs. In order to make all levels of students to participate in the activities The students in my class are of different levelsso I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. Teaching aims and demands 1. Knowledge objects
Make the students be aware of the cultural aspects of humor by learning this lesson 1. Develop students'ability and let them learn different read ing 2. Enable students to talk about types of humors and Charlie Chaplin 3. Moral obiects O To enable the students to learn to be faced with difficulties and overco them 2 To encourage them to keep up optimistic attitude towards life and improve their sense of humor Teaching key points 1. Help the students grasp the reading skills 2. Help the students to learn to get information, analyze the information and understand the information from the text Teaching difficulties 1. How to fire the students' enthusiasm to express their ideas 2. To make the students know the acting style of Charlie Chaplin and understand the connotation of humor Teaching methods: Task-based teaching method, Skimming, Scanning and Group Teaching aids: A multi-med ia classroom Teaching procedures ways: Step I Lead-in(4 minutes) 1. show a famous poem to students 【设计说明】图片能吸引学生注意力,从而调动他们学习的积极性。所以本堂 课我选用了一首学生非常熟悉的诗“悯农”,在英语课堂上用英语再现古诗的韵 味,不仅能让学生体会到农民的辛苦劳作,而且有助于集中学生的注意力,珍惜 现在的学习机会,使其自然地进入主题学习。 2. Brainstorming: Are you from a farmer's family? what do you know about 3. Show some farming pictures about the past and present agriculture 【设计说明】接着运用“头脑风暴”进一步营造宽松和活跃的课堂气氛,充分调动 学生的学习积极性,激活学生的思维,培养他们的发散思维能力。四人小组讨论 将答案尽可能多地写在纸条上,然后交流汇报,实现资源共享,同时自然过渡到 下一个内容。 Step 2 Pre-reading(7 minutes 1. What do you think would happen if tomorrow there was suddenly no rice to eat? (Pair works) 【设计说明】通过前面的引入,在激活学生原有的知识的基础上,提出一个问题, 引发学生思考,通过两人讨论的 pair work形式,充分发挥学生的想象创造力,然 后交流及老师给出可能的答案。为下面的讨论做好了铺垫。 Step 3 while-reading(12 minutes) l Fast-reading(4 minutes)
2 Make the students be aware of the cultural aspects of humor by learning this lesson. 2. Ability objects 1. Develop students’ability and let them learn different reading 2. Enable students to talk about types of humors and Charlie Chaplin 3. Moral objects ① To enable the students to learn to be faced with difficulties and overcome them. ② To encourage them to keep up optimistic attitude towards life and improve their sense of humor. Teaching key points 1. Help the students grasp the reading skills. 2. Help the students to learn to get information, analyze the information and understand the information from the text. Teaching difficulties 1. How to fire the students’ enthusiasm to express their ideas. 2. To make the students know the acting style of Charlie Chaplin and understand the connotation of humor. Teaching methods: Task-based teaching method, Skimming, Scanning and Group discussion. Teaching aids: A multi-media classroom. Teaching procedures & ways: Step 1 Lead-in (4 minutes) 1. show a famous poem to students 【设计说明】图片能吸引学生注意力，从而调动他们学习的积极性。所以本堂 课我选用了一首学生非常熟悉的诗“悯农”，在英语课堂上用英语再现古诗的韵 味，不仅能让学生体会到农民的辛苦劳作，而且有助于集中学生的注意力，珍惜 现在的学习机会，使其自然地进入主题学习。 2. Brainstorming: Are you from a farmer’s family? what do you know about farming? 3. Show some farming pictures about the past and present agriculture. 【设计说明】接着运用“头脑风暴”进一步营造宽松和活跃的课堂气氛，充分调动 学生的学习积极性，激活学生的思维，培养他们的发散思维能力。四人小组讨论 将答案尽可能多地写在纸条上，然后交流汇报，实现资源共享，同时自然过渡到 下一个内容。 Step 2 Pre-reading (7 minutes) 1. What do you think would happen if tomorrow there was suddenly no rice to eat? (Pair works) 【设计说明】通过前面的引入，在激活学生原有的知识的基础上，提出一个问题， 引发学生思考，通过两人讨论的 pair work 形式，充分发挥学生的想象创造力,然 后交流及老师给出可能的答案。为下面的讨论做好了铺垫。 Step 3 While-reading (12 minutes) 1. Fast-reading (4 minutes)
Task 1 Skim the text fast and match the main idea to each paragraph 【设计说明】让学生通过 skimming了解文章各段及整个文章的大意。任务1旨 在培养学生快速阅读完文章后迅速匹配各段大意的能力,同时使学生注意各段的 第一句或每段的关键词,以帮助学生快速匹配各段大意,此设计与高考题信息匹 配接近。 Step4 scannIng(寻读)(5 minutes) Ask students to read the passage carefully and do the true or False exercises 【设计说明】这部分是对文章细节的进一步理解掌握,出了5题,旨在通过对文章的全面了 解,做出正确的选择判断。目的让学生在短时间内快速捕捉和了解文章的关键信息 Step5 intensive reading(精读)(13 minutes) Task: let students read the whole text paragraph by paragraph and the teacher also play the projector for them paragraph and paragraph O let students read the paragraph I and think out the question "why he wants everyone to call him a farmer 【设计说明】,在细节阅读环节,我通过逐段分析,在第一段中,通过设置问题, 运用“同桌互动″进一步培养学生的兴趣和调动学生讨论的主动积极性,两人同桌讨论,从而 达到互帮互助,提高兴趣。从而从第一段中了解到袁隆平的外貌特征以及他的成就。 @let student put the question in the right order individ ually while listening the second paragraph 【设计说明】由于第2段,相关的信息比较多,学生在理解上估计无法理清思路。, 我设计出通过跟随录音边听边排序,目的是让学生能对袁隆平的履历有一个清晰 的了解 @let students move to the third paragraph while listening the tape and find the topic sentence and fill the form about Yuan longping s hobbies @let students move to the last paragraph and answer the question about Yuan'stwo dreams 【设计说明】在细节阅读环节上,我通过逐段剖析,然后交流互对答案的形式开展。在激活 学生原有的知识的基础上营造宽松和活跃的课堂气氛。以每段为单位,每段一个问题,目 的让学生在短时间内快速捕捉和了解文章的关键信息。进行讨论将答案尽可能地通过学生自 己的话表达出来,然后交流汇报,实现资源共享,同时自然过渡到下一个内容。 Step 6 Summary 5 minutes) Task 7 Fill in the blanks according to the text 【设计说明】按照总—分—总”的阅读思路,在这里设计一个根据课文内容填空 的题型,目的进一步理解课文,进一步抓住文章的大意,并且进一步提高学生运 用文章中的关键词根据上下文去填空,旨在培养学生髙考语法填空题解题的能 力 Step6 Post-reading(若时间不足,可改为作业)(6 minutes If you had the chance to do something to help end hunger in the world, what would you do? 【设计说明】如果时间允许的话可以进行讨论话题(时间不够的话可以相应地布置成作文作 为作业)。目的培养学生将所学到语言灵活用于实际情景中,即语言实际运用的能
3 Task 1 Skim the text fast and match the main idea to each paragraph. 【设计说明】让学生通过 skimming 了解文章各段及整个文章的大意。任务 1 旨 在培养学生快速阅读完文章后迅速匹配各段大意的能力，同时使学生注意各段的 第一句或每段的关键词，以帮助学生快速匹配各段大意，此设计与高考题信息匹 配接近。 Step4 scanning (寻读) (5minutes) Ask students to read the passage carefully and do the True or False exercises 【设计说明】这部分是对文章细节的进一步理解掌握，出了５题，旨在通过对文章的全面了 解，做出正确的选择判断。目的让学生在短时间内快速捕捉和了解文章的关键信息。 Step5 intensive reading (精读) (13 minutes) Task: let students read the whole text paragraph by paragraph and the teacher also play the projector for them paragraph and paragraph ① let students read the paragraph 1 and think out the question “why he wants everyone to call him a farmer ” 【设计说明】，在细节阅读环节，我通过逐段分析，在第一段中，通过设置问题， 运用“同桌互动”进一步培养学生的兴趣和调动学生讨论的主动积极性，两人同桌讨论，从而 达到互帮互助，提高兴趣。从而从第一段中了解到袁隆平的外貌特征以及他的成就。 ②let student put the question in the right order individually while listening the second paragraph 【设计说明】由于第 2 段，相关的信息比较多，学生在理解上估计无法理清思路。， 我设计出通过跟随录音边听边排序，目的是让学生能对袁隆平的履历有一个清晰 的了解。 ③let students move to the third paragraph while listening the tape and find the topic sentence and fill the form about Yuan longping’s hobbies. ④let students move to the last paragraph and answer the question about Yuan’s two dreams. 【设计说明】在细节阅读环节上，我通过逐段剖析，然后交流互对答案的形式开展。在激活 学生原有的知识的基础上,营造宽松和活跃的课堂气氛。以每段为单位，每段一个问题，目 的让学生在短时间内快速捕捉和了解文章的关键信息。进行讨论将答案尽可能地通过学生自 己的话表达出来，然后交流汇报，实现资源共享，同时自然过渡到下一个内容。 Step 6 Summary( 5 minutes) Task 7 Fill in the blanks according to the text. 【设计说明】按照“总—分—总”的阅读思路，在这里设计一个根据课文内容填空 的题型，目的进一步理解课文，进一步抓住文章的大意，并且进一步提高学生运 用文章中的关键词根据上下文去填空，旨在培养学生高考语法填空题解题的能 力。 Step 6 Post-reading(若时间不足，可改为作业) (6 minutes) If you had the chance to do something to help end hunger in the world, what would you do ? 【设计说明】如果时间允许的话可以进行讨论话题（时间不够的话可以相应地布置成作文作 为作业）。目的培养学生将所学到语言灵活用于实际情景中，即语言实际运用的能
力,鼓励他们积极思维,大胆表现和敢于将自己的看法用较为得体的语言表述出 来 Step aSsignment of homework(l minute) 1. Step aSsignment of homework(I minute) 1 Surf the Internet to find more information about farming and similarities differences between Dr Yuan Longping and Jane Goodall 【设计说明】这2单元是的话题都是有关伟人。因而设计这个作业,旨在培养学 生的知识融会贯通能力,通过对比得出相同点和不同点,升华了无论是男性或女 性,要成功,就必须付出极大的努力。 Teaching reflection(教学反思) 1.课型设计与整体实施效果 本节课是一节学校科组内的公开课,内容是模块7第五单元第一篇课文阅读 输入课。旨在通过文章阅读的训练,让学生基本掌握阅读微技能(寻找文章的大 意,略读,扫读,找读,跳读,预测等)。首先运用“头脑风暴”营造宽松和活跃 的课堂气氛,充分调动学生的学习积极性,激活学生的思维,培养他们的发散思 维能力。四人小组讨论将答案尽可能多地写在纸条上,然后交流汇报,实现资源 共享,同时自然过渡到下一个内容。学生快速阅读完课文后,要求学生用自己的 话用一个句子概括全文大意或填关键词的方式,考虑到不同层次的学生,概括能 力强的学生可以用自己的话来概括,差一点的学生通过模仿填关键词的方式慢慢 地掌握归纳概括的能力。此任务按照高考题任务型写作的归纳部分来设计,通过 平时阅读教学注重培养学生的概括能力,与高考接轨。让学生运用关键词复述课 文的内容,目的是培养学生的逻辑思维能力,语言组织能力及口头表达能力,有 助于学生进一步熟悉语言材料,积累语言知识,同时可以检査学生对课文理解的 深度,最终以达到语言输出的目的。接着设计了一个“一分钟采访”,让学生运用 本文的关键词语编一个采访对话,目的培养学生将所学到语言灵活用于实际情景 中,即语言实际运用的能力,鼓励他们积极思维,大胆表现和敢于将自己的看法 用较为得体的语言表述出来。将读、写、说三种基本技能有机结合,能让学生对 课文有全面的掌握 6.学生学习的效果 从学生的分组讨论、汇报组内意见以及“一分钟”采访对话来看,学生们比较 好的理解以及把握课文中的知识点 7.满意之处 本节课我采用任务型教学法来设计这一节课,整节课我运用“总-分-总”的阅读 思路以及分组讨论的形式,旨在通过文章阅读的训练,让学生基本掌握阅读微技 能(寻找文章的大意,略读,扫读,找读,跳读,预测,理解大意信息等),所 设计的练习形式也多样化,尽可能接近高考新题型。目标明确,重点突出,引入 新颖,过渡自然,内容丰富,设计比较完美,课堂活动形式多样。能够充分调动 学生的学习积极性,主动性和创造性,文化中渗透了与他们密切相关的“出国热 话题。整节课自始至终我保持面带微笑,采取激励机制,发现学生的闪光点我使 用不同的鼓励话语大力表扬他们,比如: Good job! Well done! Excellent! Perfect! 等等,让学生不断感受到自己学习英语的成就感
4 力，鼓励他们积极思维，大胆表现和敢于将自己的看法用较为得体的语言表述出 来。 Step 7Assignment of homework ( 1 minute) 1．Step 7Assignment of homework ( 1 minute) 1 Surf the Internet to find more information about farming and similarities & differences between Dr Yuan Longping and Jane Goodall. 【设计说明】这 2 单元是的话题都是有关伟人。因而设计这个作业，旨在培养学 生的知识融会贯通能力，通过对比得出相同点和不同点，升华了无论是男性或女 性，要成功，就必须付出极大的努力。 Teaching Reflection（教学反思） 1. 课型设计与整体实施效果 本节课是一节学校科组内的公开课，内容是模块 7 第五单元第一篇课文阅读 输入课。旨在通过文章阅读的训练，让学生基本掌握阅读微技能（寻找文章的大 意，略读，扫读，找读，跳读，预测等）。首先运用“头脑风暴”营造宽松和活跃 的课堂气氛，充分调动学生的学习积极性，激活学生的思维，培养他们的发散思 维能力。四人小组讨论将答案尽可能多地写在纸条上，然后交流汇报，实现资源 共享，同时自然过渡到下一个内容。学生快速阅读完课文后，要求学生用自己的 话用一个句子概括全文大意或填关键词的方式，考虑到不同层次的学生，概括能 力强的学生可以用自己的话来概括，差一点的学生通过模仿填关键词的方式慢慢 地掌握归纳概括的能力。此任务按照高考题任务型写作的归纳部分来设计，通过 平时阅读教学注重培养学生的概括能力，与高考接轨。让学生运用关键词复述课 文的内容，目的是培养学生的逻辑思维能力，语言组织能力及口头表达能力，有 助于学生进一步熟悉语言材料，积累语言知识，同时可以检查学生对课文理解的 深度，最终以达到语言输出的目的。接着设计了一个“一分钟采访”，让学生运用 本文的关键词语编一个采访对话，目的培养学生将所学到语言灵活用于实际情景 中，即语言实际运用的能力，鼓励他们积极思维，大胆表现和敢于将自己的看法 用较为得体的语言表述出来。将读、写、说三种基本技能有机结合，能让学生对 课文有全面的掌握。 6．学生学习的效果 从学生的分组讨论、汇报组内意见以及“一分钟”采访对话来看，学生们比较 好的理解以及把握课文中的知识点。 7．满意之处 本节课我采用任务型教学法来设计这一节课，整节课我运用“总-分-总”的阅读 思路以及分组讨论的形式，旨在通过文章阅读的训练，让学生基本掌握阅读微技 能（寻找文章的大意，略读，扫读，找读，跳读，预测，理解大意信息等），所 设计的练习形式也多样化，尽可能接近高考新题型。目标明确，重点突出，引入 新颖，过渡自然，内容丰富，设计比较完美，课堂活动形式多样。能够充分调动 学生的学习积极性，主动性和创造性，文化中渗透了与他们密切相关的“出国热” 话题。整节课自始至终我保持面带微笑，采取激励机制，发现学生的闪光点我使 用不同的鼓励话语大力表扬他们，比如：Good job! Well done! Excellent! Perfect! 等等，让学生不断感受到自己学习英语的成就感
8.不足及改进设想 本节课值得改进的地方是:1、单词呈现可以省略;2、分组讨论可以进一步 改进,以避免以偏概全;3、容量大,可适当删减内容 Step11 Assessment and Feedback教学评价与反馈 1. My comments on the activities in the lesson:(教师课堂教学评价) The advantages of these activities are: more students can communicate with each other discuss with each other, learn from each other, help each other,, share different opinions with each other they feel interested in negotiating, debating, and responsing, they feel more confide nt and be bold to participate in the activities In these activities, i help them to achieve their full potential, encourage and motivate them to value each other and the relationships they make I raise their aspiration and give them confide nce So learning in this activity and in this atmosphere will be more effective and successful. 2. Students'reflection(针对学生制定的反思性评价问题) a Have you got those useful words and phrases you ve learnt b whether you have understood what the text is about during a short period of time C. Have you found out any other beautiful sentence patterns? D. Are there any other points you are still confused with? E. Is your spoken English a little bit improved F. What should be prepared for the next class Are you ready 附学生堂上练习: Unit 5 Reading Task 1: Skim the text fast and match the main idea to each paragraph Para. 1 Para.2 Para. 3 Para.5 Para. 6 Para. 7 B. The newspaper will follow Xie Lei's progress in later edition i A. Xie Lei is getting used to the Western University's way of learning C. The general introduction to Xie Lei and her study D. The advantages of living with a host family E. Xie Lei, a Chinese girl, is study ing in a foreign country--London F. The difficulties Xie Lei met while living in London G. Xie Lei feels much more at home in England now and is living an active life Task 2: Summarize the main idea of the whole pas (Use only one sentence to describe it.) It mainly talks about the Chinese student Task 3 Benefits of doing a preparation of living with a host of having a tutor 5
5 8．不足及改进设想 本节课值得改进的地方是：1、单词呈现可以省略；2、分组讨论可以进一步 改进，以避免以偏概全；3、容量大，可适当删减内容。 Step 11.Assessment and Feedback(教学评价与反馈) 1. My comments on the activities in the lesson:（教师课堂教学评价） The advantages of these activities are: more students can communicate with each other, discuss with each other, learn from each other, help each other,, share different opinions with each other. They feel interested in negotiating, debating, and responsing, they feel more confident and be bold to participate in the activities. In these activities, I help them to achieve their full potential, encourage and motivate them to value each other and the relationships they make. I raise their aspiration and give them confidence. So learning in this activity and in this atmosphere will be more effective and successful. 2. Students’reflection（针对学生制定的反思性评价问题） A Have you got those useful words and phrases you’ve learnt B whether you have understood what the text is about during a short period of time ? C. Have you found out any other beautiful sentence patterns? D. Are there any other points you are still confused with? E. Is your spoken English a little bit improved ? F. What should be prepared for the next class ? Are you ready ? 附学生堂上练习： Unit 5 Reading Task 1: Skim the text fast and match the main idea to each paragraph. Para.1_______ Para.2_______ Para.3_______ Para.4_______ Para.5_______ Para.6_______ Para.7_______ A. Xie Lei is getting used to the Western University’s way of learning. B. The newspaper will follow Xie Lei’s progress in later editions. C. The general introduction to Xie Lei and her study. D. The advantages of living with a host family. E. Xie Lei, a Chinese girl, is studying in a foreign country--London. F. The difficulties Xie Lei met while living in London. G. Xie Lei feels much more at home in England now and is living an active life. Task 2: Summarize the main idea of the whole passage. (Use only one sentence to describe it.) It mainly talks about the Chinese student Xie Lei’s __________in London. Task 3: Benefits of doing a preparation course of living with a host family of having a tutor
1.to learn how to fulfill 1. to learn more about 1. to explain about why Western everyday life and 2. to have I people's work without to get used to a people explain things them not understood 2. to encourage you to express your own ideas ask 4 Difficulties ay of life 1. learning to read widely and ng between study and a social life 2. expressing one's own making new Task 5: 1. Which two types of people have helped Xie Lei most since she came to England? A. Her classmates B Tutors C A host family D. Her family 2. What are some of difficulties she faced when she first came to England?(para. 3) 3. How does Xie Lei try to get used to the new social life in England? (para. 6) A. She tried to avoid rising a feeling of homesick B. She tries to join in a few university clubs to share more social activities and meet some people she had much in common with C. She tries to put her heart into her preparation for her courses D. She tries to protect herself from the strange env ironment and does nothing to make herself familiar with the culture Task 6: True or false I It was the first time that Xie Lei had left her home country 2 She has come to the England University to complete a literature qualification 3 Most foreign students must complete the preparation course before entering a course 4 Xie Lei lives in student apartments with her students Task7 Summary: Fill in the blanks accord ing to the ter 5 Now. Xie Lei doesn't feel much more at home in england a plane for London six months ago to complete a business had to learn almost everything again. She lives with a 4 year. At the beginning,she 2 She is now halfway through the 3 family, which gives her the 5 to learn more about everyday life and 6 in her new country She wrote her first 7 to her tutor, but she only got an E. Now she has got used to the life and she feels much more 8 and is going to join a few university clubs in order to have a 9 between study and a social life. We wish Xie Lei all the best with her10 (四会市四会中学 小兵) 6
6 1. to learn how to fulfill Western ____________ ____________ . 2. to get used to a new____ ____ ____. 1. to learn more about everyday life and ________. 2. to have people explain things not understood. 1. to explain about why you cannot use other people’s work without ________them. 2. to encourage you to express your own ideas. Task 4: Difficulties at the university of a new way of life 1.learning to read widely and ________the texts. 2. expressing one’s own _______with reasons. 1. finding a __________ between study and a social life. 2. making new __________. Task 5:1.Which two types of people have helped Xie Lei most since she came to England? A. Her classmates. B. Tutors C.A host family D. Her family 2. What are some of difficulties she faced when she first came to England? (para.3) 3. How does Xie Lei try to get used to the new social life in England? (para.6) A. She tried to avoid rising a feeling of homesick. B. She tries to join in a few university clubs to share more social activities and meet some people she had much in common with. C. She tries to put her heart into her preparation for her courses. D. She tries to protect herself from the strange environment and does nothing to make herself familiar with the culture. Task 6: True or false 1 It was the first time that Xie Lei had left her home country. 2 She has come to the England University to complete a literature qualification. 3 Most foreign students must complete the preparation course before entering a course. 4 Xie Lei lives in student apartments with her students. 5 Now, Xie Lei doesn’t feel much more at home in England Task7 Summary: Fill in the blanks according to the text. Xie Lei 1_______ a plane for London six months ago to complete a business 2_______. She is now halfway through the 3_________ year. At the beginning, she had to learn almost everything again. She lives with a 4_____ family, which gives her the 5_________ to learn more about everyday life and 6_______ in her new country. She wrote her first 7______ to her tutor, but she only got an E. Now she has got used to the life and she feels much more 8__ ____ and is going to join a few university clubs in order to have a 9______ between study and a social life. We wish Xie Lei all the best with her10______. （四会市四会中学 王 小兵）