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For weaker classes, you might want to tell students where the mistakes are and simply ask them to write the types of mistakes and make corrections.6. Ask five students to read out a corrected paragraph each. Ask the rest of the class to check for correct answers. Main task Teaching procedures: 1. Arouse student’s interest by asking them to think about stress situations and how they deal with them. 2. Explain the context. Mr. Wu has set a quiz for the Class 1, Grade 9 students about good and bad ways to deal with problems. 3. Tell students that they will take part in the quiz in Part A on page 53. Read out one questions at a time, as well as all the answer choices. Students should work on their own and keep their answers secret. Tell students they are not allowed to discuss their answers with their classmates. 4. Once you have gone through all the questions, ask students to swap their book with another student. 5. Read out the best answer to each of the questions. Each student must mark the book he/she has been to given. Talk about why one way of dealing with problems might be better than another. Ask students if they have other ideas about how to deal with stressful situations. 6. This discussion and the sentences on page 53 are useful for the later parts of the main task section. 7. Tell students that it is a good idea to make a writing plan for any piece of writing, whether it is a letter, an essay or a report. This is important not just for English, but for other subjects as well. Remind students that they can use the information to help them complete the writing plan in Part B. They can also use ideas that were generated in the extension activity on page T53. 8. Ask students to complete Part B on their own. It is important for each student to be able to plan their work independently. If students find it difficult to think of ideas, tell them to discuss their writing plans with a classmate. 9. Ask a student to read Millie’s letter in Part C aloud. Ask students whether they have any questions about meaning or vocabulary. 10. Students have only to fill in two blanks based on the information in Millie’s notes. Tell students to complete Part C on their own. 11. For Part D, tell less able students to copy the beginning of the Millie’s letter in Part C and develop a longer letter. Tell more able students to plan their own letter. Tell them that they can use Millie’s letter as a guide for their piece of writing. However, encourage more able students to use some alternative constructions, rather than simply copying Millie’s letter word for word. Some useful words and phrases students can use include: I am always busy and rarely have enough time to…… Sometimes, it is difficult to achieve a balance between …… 上一页 [1] [2] [3] [4] [5] [6] 下一页
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