牛津8AUnit1教案（6课时）StudyskillsObjectives1.Tofindthemainpointsofapassageinordertounderstandandmemorizeitmoreeasily2.Toidentifykeywordsinordertodevelopgeneralunderstandingofapassage3.ToguessmeaningandgeneratementalpicturesBackgroundinformationThissectionfocusesonencouragingstudentstolookforthemainpointsandkeywordsinapassagesothattheycanunderstandandrememberitmoreeasily.Thepassagewhichstudentsarerequiredtoreadandunderstandinthissectionisaproblemletterbyateenagerin‘Teenagers’magazine.Youneedtointroducethegenreofproblemlettersinmagazinesandnewspapers.Arousestudents’interestinthetopicbybringingsomemagazinesornewspaperswithsuchlettersorrepliestothem.Teachingprocedures1.Askmoreablestudentswhattheywanttofindoutwhentheyreadapassage.Write‘Whatisitabout?’ontheboardandtrytoelicittheotherquestionslistedonthepage.Underlinethe‘Wh-’words.2.Forweakerclasses,readthequestionsonthepagetogetherwiththestudentsandexplainthatansweringthesequestionswillhelpthemfindthemainpointsorideasinapassage.Tellstudentsthatnotallthewordsinapassageareimportantandthattheyshouldalwayslookforkeywords(wordsofgreatimportance)inapassage.3.Readthelettertothewholeclass.Youcanaskmoreablestudentstoclosetheirbookswhileyouread.Thenasksomeopenquestions,e.g.,‘WhoisCindy?WhyisCindyunhappy?WhatisCindy’sproblem?’ElicitalistofthedetailswhichdescribeCindyandherproblems.Explaindifficultorunfamiliarwords.4.Brieflyexplaintostudentsthattheycanunderstandinformationmorequicklyiftheyidentifymainpointsandkeywordsfirst.Itisagoodideaifstudentsrememberthequestionslistedonpage14sothattheycanusethemwhenreadingthroughothertexts.Askstudentstostudythequestionsforoneminute,thenclosetheirbooksandsaythemtotheirpartnerstocheckiftheyhavememorizedthem.5.Askstudentstoreadthelettercarefullyandunderlinethemainpointsontheirownsuingapencilinitially.Remindthemtorefertothe‘Wh-’questionsatthetopofthepage.Dividetheclassintogroupsoffourandaskstudentstocomparethemainpointstheyhaveunderlined.Gothroughtheletteragainsentencebysentenceandchecktheanswers.6.Nowaskstudentstoreadtheletteragainandcircletheotherkeywordsusingapencil.Invitestudentstocomparetheiranswersintheirgroups.Thenchecktheanswersorallywiththewholeclass.7.Youcanaskmoreablestudentstounderlinemainpointsandcirclekeywordsatthesametime.8.Tellstudentstoreadthemainpointsandkeywordsagain,andanswerthe‘Wh-’questions.Studentscanworkinpairsorgroupsoffour.Thenasksomeofthepairsorgroupstoanswerthequestionsinclass.Extensionactivities1.Forstrongerclasses,cutoutorphotocopyproblemlettersfrommagazinesandnewspapers.Givethemouttogroupsofstudents.Askstudentstogothroughtheirlettersandidentifythemainpointsandkeywords,invitearepresentativeformeachgrouptotalkaboutthegroup’sletterinclass.2.AskmoreablestudentstowriteaproblemlettertoateenagemagazineornewspaperusingCindy’sletterasamodel.Tellstudentstowritedownthekeywordsdescribingtheirproblemsandthemainpointsoftheirlettersfirst.Thenaskthemtoformulatecompletesentencesusingthemainpointsandkeywords.Encouragestudentstoreadtheirlettersinclass.
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