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Warming-Up (Feelings/ changes/experiences/family members/resolutions.) (happy, wonderful, marvelous, fantastic, terrific, nice, good, cheerful, excited interesting pnysical changes, psychologIcal changes
Warming-Up • (Feelings/ changes / experiences/ family members/ resolutions…) • (happy, wonderful, marvelous, fantastic, terrific, nice, good, cheerful, excited, interesting…) • physical changes, psychological changes
A Poem by robert browning The years at the spring And the day's at the morning The hillsides dew-pearled The lark's on the wing The snails on the thorn God’ s in his heaven All's right with the world!
A Poem by Robert Browning • The year’s at the spring; • And the day’s at the morning; • The hillside’s dew-pearled; • The lark’s on the wing; • The snail’s on the thorn; • God’s in His Heaven; • All’s right with the world!
Teaching Plan and arrangements Total T ime: 106 hrs. 16 weeks 6hrs per week Total Contents: Students'Book: 10 units(unit 1,3,4,7,10,11,13,15,17,18) Work Book: comprehensive exercises translation blank filling; vocabular iry work
Teaching Plan and Arrangements • Total Time: 106 hrs. 16 weeks 6hrs per week • Total Contents: Students’ Book: 10 units ( unit 1,3,4,7,10,11,13,15,17，18) Work Book: comprehensive exercises ;translation; blank filling; vocabulary work
Arrangements Time Allocation: 6hrs per unit 2hrs for structure and dialogues 2hrs for readings 2hrs for exercises Approaches: listening, reading, question answering, explaining, role-playing practicing
Arrangements • Time Allocation: 6hrs per unit 2hrs for structure and dialogues 2hrs for readings 2hrs for exercises • Approaches: listening, reading, questionanswering, explaining, role-playing, practicing
Expectations In class: step by step After class: extensive reading spoken English diary( thoughts on readings/summary/abstracts)
Expectations • In class: step by step • After class: extensive reading spoken English diary ( thoughts on readings/summary/abstracts)
Unit 1 Teaching Plan Aim 1. to enable students to use structures 2. to practice sentence patterns in dialogues 3. comprehension of reading materials Content: 1 structures 2. dialogues 3. readings 4. exercises
Unit 1 Teaching Plan • Aim: 1. to enable students to use structures 2. to practice sentence patterns in dialogues 3. comprehension of reading materials • Content:1. structures 2. dialogues 3. readings 4. exercises
Teaching Plan Focus: terms of structure and their usage Difficulty: comprehension of Reading and comprehensive exercises Time allocation: 2hrs for structures and dialogues 2hrs for readings 2hrs for exercises
Teaching Plan • Focus: terms of structure and their usage • Difficulty: comprehension of Reading I and Comprehensive exercises • Time allocation: 2hrs for structures and dialogues 2hrs for readings 2hrs for exercises
Step One: Language Structures Terms: 1. the present perfect progressive indicating a finished action 2. the past progressive indicating a circumstance and the simple past indicating a past event 3. the past perfect progressive 4. The /was wondering if. pattern as a polite form of request
Step One: Language Structures • Terms: 1. the present perfect progressive indicating a finished action 2. the past progressive indicating a circumstance and the simple past indicating a past event 3. the past perfect progressive 4. The I was wondering if… pattern as a polite form of request
Step TWo: Dialogues Listening to Dialogue I once or twice Answering questions: How does Grandpa feel after watching the Olympic games on TV? Why? Why did the chinese athletes fail in the Olympic Games in 1932, 1936 and 1948? How do you feel after you have watched the Olympic Games or any other international sports competition on TV?
Step Two: Dialogues • Listening to Dialogue I once or twice • Answering questions: How does Grandpa feel after watching the Olympic games on TV? Why? Why did the Chinese athletes fail in the Olympic Games in 1932, 1936 and 1948? How do you feel after you have watched the Olympic Games or any other international sports competition on TV?