内容正文:
Challenge Yourself A
Talking About Schools
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1
Learning Objectives
At the end of this class, We(Ss) will be able to
1. summarize the learning strategies learned in Unit 1 and Unit 2;
2. guess the meaning of a word by contrast or comparison;
3. predict the main idea of a story according to the pictures and key words;
4. understand a fable and infer its implied meaning;
5. share your ideas about the text actively and cooperatively in class;
6. reflect on your own learning in Theme A and think of ways to improve it.
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2
Recycling Time
Word Builder
Reading Land
Part 1 Learning Individually
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3
Vocabulary About School Life Learning Strategies
Part 1 Learning Individually
------Recycling Time
Activity 1:List the important vocabulary and learning strategies you have learned in Unit 1 and Unit 2.
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Activity 2: Learn to guess the meaning of a new word based on contextual clues by studying the example.
Part 1 Learning Individually
------Word Builder
Example: The duck was excellent in swimming, in fact better than her teacher, but she made only a passing grade in flying and was very poor at running.
Passing?
excellent
better than her teacher
only
be poor at
Passing: allowing you to pass (a test)
but
Tip: Expressions like “by contrast”, ”unlike”, “but”, “while” and “against” are often used when making a contrast. Expressions like “in comparison”, “and”, “similarly” and “the same as” are often used when making a comparison.
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Part 1 Learning Individually
------Word Builder
Practice: Choose the best one that can to replace the underlined part.
1. When Berlin restaurant customers ate in darkness, they couldn’t tell how much they’d had: those given extra-large shares ate more than everyone else, but were none the wiser—— they didn’t feel fuller, and they were just as ready for dessert.
A. not aware of eating more than usual B. not willing to share the food with others
C. not conscious of the food quality D. not fond of the food provided
2. A child’s birthday party doesn’t have to be a hassle; it can be a basket of fun.
A. A party designed by specialists. B. A plan requiring careful thought.
C. A situation causing difficulty or trouble. D. A demand made by guests.
3. William Shakespeare said, ”The web of our life is of a mingled yarn (纱线) , good and ill together.”
A. all B. mixed C. average D. excellent
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6
Activity 3: Talk about what the five animals are good at/poor at by using
the given expressions.
Part 1 Learning Individually
------Pre-reading
rabbit
duck
squirrel
eagle
eel
be good at… do well in…
be poor at… be excellent in…
can… well/a little can’t… at all/very well
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Activity 4: Guess who would get the scholarship. Why?
Part 1 Learning Individually
------Pre-reading
rabbit
duck
squirrel
eagle
eel
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Activity 5: Fast-reading. Read the article and answer the questions.
1. Who got the scholarship?
2. What is the text type of this passage?
A. news Report B. travel Notes C. fable
Tip: A fable is a short
, which sometimes has animals as the main characters and teaches
a .
Part 1 Learning Individually
------While-reading
story
moral lesson
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Activity 6: Careful-reading. Read the article and complete the table.
Natural abilities Results in testing The causes
Duck slow in running
excellent in swimming failing in running /average in swimming/a passing grade in flying badly worn webbed feet
Rabbit
Squirrel
Eagle
Eel
Part 1 Learning Individually
------While-reading
top in running
nervous in swimming
couldn’t pass swimming
nervous
excellent in climbing discouraged in flying
got a “C” in climbing and a “D” in flying
discouraged
climbing
got a “C” in climbing
a problem child/
beat others
swim well/ run, climb and fly a little
got the scholarship
highest average
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Activity 7: Discuss with your partners.
1. What is the moral of this fable?
2. Do you agree that eel should get the scholarship? Why or why not?
3. Suppose you are the headmaster of the animal school, what would you do to ensure the development of different animals there?
Part 1 Learning Individually
------Post-reading
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Activity 8: Presentation.
Part 1 Learning Individually
------Post-reading
Show Time
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Activity 9:
Step1: Tick the subjects you have been taught in school .
Part 2 Learning Cooperatively
□Chinese □English □History □Politics □Geography □Biology □Maths □Physics □Chemistry □Music □P.E. □Art
□IT □Labour □Social studies
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Step2: Talk in groups about the subject(s) your are good at, average in or
poor at, using some of the expressions given.
Part 2 Learning Cooperatively
be good at… do well in…
be poor at… be excellent in…
can… well/a little
can’t… at all/very well
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Step3: Discuss
Part 2 Learning Cooperatively
Discuss in your group. Share your opinion about a selection system, which permits students to choose different subjects (except Chinese, Maths and English) according to their abilities and interests. Then, write down your ideas.
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Show Time
Part 2 Learning Cooperatively
Step4: Share your ideas about the topic with the rest of the class.
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Activity 10: Reflection
Learning objectives 自我评价
1.After learning, I am able to summarize the learning strategies learned in Unit 1 and Unit 2.
2. After learning, I am able to guess the meaning of a word by contrast or comparison.
3. After learning, I am able to predict the main idea of a story according to the pictures and key words.
4. After learning, I am able to understand a fable and infer its implied meaning.
5. After learning, I am able to share your ideas about the text actively and cooperatively in class.
6. After learning, I am able to reflect on your own learning in Theme A and think of ways to improve it.
1-完全能;2-基本能;3-不确定;4-不太能;5-完全不能 1 2 3 4 5
Part 3 Learning Reflectively
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Thank you!
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$$