【文章內(nèi)容簡介】
apanese is borrowed from Chinese. So Japanese is similar to Chinese in some way. Step 2: Let the Ss look at the picture in 1a and predict by answering the teachers questions. T: Look at the picture in 1a, what is the man doing? Ss: He is ....(write down “packpacking ”on S1: Because some words look like Chinese. S2:It means Japanese has the same characters as Chinese. S3:It means Japanese is borrowed from Chinese. Look at the picture in 1a and answer the teacher’s questions. S1: He is putting away his clothes. S2: He is going to have a good trip. S3: He is going to ... 并進(jìn)行教讀。 合理利 用舊單詞,通過前綴或后綴來進(jìn)行詞匯教學(xué),幫助學(xué)生通過 掌握這種方法來掃除閱讀障礙。如:impossible。對于新單詞,也可以用簡單的英語進(jìn)行解釋,然后讓 the Bb and teach them. Let the Ss repeat “He is packing”) T: What is he going to do? Guess! Step 3: Let the Ss scan the statements in 1b to get more useful information. Write down “possibleimpossible, interpreter, tonight, on business” and encourage the Ss to read and guess the meaning. T: Now, read 1b, you may find some useful information about my questions. Pay attention to the words and phrases on the Bb. 學(xué)生用相應(yīng)的漢語進(jìn)行表述。如:tonight=on the night of today。還可以通過上下文的語境來猜測詞義。如: 1b 中的interpreter 就可以通過上下文來猜測。 4 Whilelistening (4 mins) Individual work Let the Ss listen to 1a once and mark T/F in 1b. Then check the answers together. Listen to 1a mark T/F in 1b and check if their answers are right. 不要擔(dān)心學(xué)生不能完全聽懂,只要了解 大意即可。 5 Postlistening (17mins) Individual work Class activity Group work Step 1: Let the Ss read 1a carefully and circle the difficult points including words, phrases and sentences. Go around the class and collect what the Ss have circled and write them down on the Bb. Then encourage the Ss to read