【正文】 the three sentences, check the answers with the class. 5) Ask students to read the instructions of Part C. Ask them to read the question, the labels, the legend, the side(yaxis) and the bottom(xaxis) carefully. 6) Ask the students to look at the pie chart. Let them read the question and the legend. Ask them what the percentages in the different colour parts are about. They should know these represent different percentages of people who trust different news sources. Then ask them to finish the remaining questions. Skills building 2: Forming more detailed questions 1) Begin this part by asking students what they can do if they want to get more detailed information when they already know a little about a topic. 2) Ask students to read the guidelines and the three parts on page 44. Have them pare the questions given in the three parts with the questions they have given on the blackboard, and decide which questions can help them get more detailed information. Step Two: asking more detailed questions 1) Ask students to work individually to think up and write down some questions to find more detailed information. 2) Ask students to work in pairs. Skills building 3: reporting on facts and figures 1) Ask students to read the guidelines to find out what the two main thinks to focus on. Make sure they understand the meaning of each sentence. 2) Ask students to read Part 1 and Part 2 and know how to support the fact they have got. Step Three: ing a report 1) Tell students that they will write a report about the ways people watch or listen to the news. Help students review the two speeches they have listened to and the two charts they have read in Step 1 by asking the following questions. 2) Ask students in what position they should write the report, and to whom they will write the report. Ask them to read the instructions in this part. Before writing, they should think about what they will write in the report. Step Six: Homework: Finish the workbook exercises. 課 題 M7U3 課時(shí) 99 Project 主備人 雷菲 授 課 時(shí) 間 202003 教 學(xué) 目 標(biāo) To give students a chance to practice their English by pleting a project. 教學(xué)重、難點(diǎn) Make sure that students should grasp some important words and phrases. 教、 學(xué) 具 slides 預(yù) 習(xí) 要 求 教師活動(dòng)內(nèi)容、方式 學(xué)生活動(dòng)內(nèi)容、方式 旁 注 Step One: Brainstorming In what ways can we get information? Step Two: Reading 1. Prereading Discussion: (1) Inter has bee part of people’s life and there have been an argument about the effects of it. What’s your opinion? How do you make use of it? (2) When you research information on the Inter, what do you do step by step? Please write your steps down. 2. Whilereading Read the article in Part A and underline the key word, phrases or sentences about Inter research given in the article while reading. Then: Search engines Subject directories Try to pare the two search services. (2) When we’re doing research on the Inter, what shall we pay special attention to? (We should check the date of the website we find。 looking...為動(dòng)名詞短語(yǔ) The film is moving . 電影很動(dòng)人。 at home 為介詞短語(yǔ) The puter is mine . 這臺(tái)計(jì)算機(jī)是我的。 結(jié)構(gòu)：主語(yǔ) + 連系動(dòng)詞 + 表語(yǔ)從句 常用連系動(dòng)詞： be, look, remain, seem… 引導(dǎo)表語(yǔ)從句的連詞： that, whether, when, where, because, why… 注意事項(xiàng)： 1. 引導(dǎo)表語(yǔ)從句的 that 一般不能省略。t stay the same .那些地方講的語(yǔ)言不 都一樣。 → Is he in the classroom ? 他在教室嗎？ → He is not in the classroom. 他不在教室。常見的系動(dòng)詞是 be ,它的三種變化形式為： am , is , are . 除了 be 動(dòng)詞之外還有一些，他們大致可分為四類： 1 表示 ― 似乎 ― 如： appear , seem .She appears/seem all right. They appear/seem in favour of the Inter. He appears/seem to be very friendly with us. They appear/seem to have misunderstood me. It appears/seem that she will win. It appearsseem to me that you are all mistaken. 試比較： He seems (to be) forty. 他似乎四十歲了。 擠眉弄眼。 稱呼 [(+as)] 他稱呼她為 ―瑪?shù)傩〗?‖ 4. Your essay doesn’t address the real issues.( 對(duì)付，探討 deal with) 你的論文沒有論證實(shí)質(zhì)問題。而且還不污染環(huán)境。 2. He was wearing a black tie. (領(lǐng)帶 ) tie vt 綁 ,系 tie—to – 把 —栓在 He tied his horse to the stick. 他把馬栓在木樁上 . adv. 而且 ,此外 ,再者 (L26) =What’s more=besides=in addition He was, moreover, a poet of ,他還是一個(gè)有前途的詩(shī)人 。 Look for supporting facts in the rest of the argument . Commonly find in an argument is statement about what the other side believes , and why the debate does not agree .At the end of the argument , you will find the conclusion . Step four : Fastreading Ask the students to read the following two speeches quickly and answer the questions . 1. What are the speeches about ? 2. The first speaker talks about the positive effects of the Inter on our lives . How many main points does she make ? 3. The second speaker talks about the negative effects of the Inter on our lives . What are the two points he makes ? Step five : Carefulreading I. Ask the students to read the following quotes from the speeches and write ―for‖ for the arguments that support Inter use , or against ‖for the arguments that do not support Inter use . Suggested answers to C1 : 1. against 2. for 3. against 4. for 5. for 6. against II. How well did you understand the arguments made by the speakers ? Read the facts below and write down the argument each fact supports . Arguments : 1. The Inter is a great help to people who are in need of various information . 2. People use the Inter to build social ties . 3. The amount of false information on the Inter bees more of a problem every day . 4. Spending too much time building Inter , relationships can damage people’s abilities to live normal lives . Step six : Summary and homework 課 題 M7U3 課時(shí) 95 Reading 2 主備人 雷菲 授 課 時(shí) 間 202003 教 學(xué) 目 標(biāo) 1. Mak