学部建设

Knowledge Objects

In this unit, students learn to talk about different types of TV programmes and their TV viewing habits, and how to express their own opinions using the target language. By the end of the lesson, students will be able to talk about their TV viewing habit more skillfully and fluently.

Ability objects

Students’ listening, speaking, reading and writing skills can be trained and improved when they complete their tasks by using the target language.

Moral Object

After learning this lesson, students can know how to have a better way to achieve a balance between entertainment and study, how to enjoy their colourful life better and how to have good TV viewing habits.

Stages/ Timing

Activities and methods

Purpose

Warm-up
(3 minutes)

Greetings.

Introduce the talk show: Daily Talk in CCTV
( The class is just the talk show, and the students in six groups are the audience to take part in the show. The teacher is the hostess.)

Tell students to play a puzzle game in the class: Students can get all the puzzles by completing all the parts of the tasks successfully.

Introduce today’s topic and asking some questions about it.
(Some simple questions like: Do you like watching TV? When and how often do you watch TV? Do you know any types of TV programmes? …)

把课堂变成一个talk show来引发学生的兴趣，同时引出话题。

课上穿插了一个拼图游戏，让学生完成任务就可得一片拼图，最后猜出与电视有关的结果，一步步深入出题。

确定话题，并让“观众”回答有关话题的简单问题，活跃气氛。

Presentation and Listening test
(10 minutes)

Imagine that the three students in the text are the welcome guests on the show. Let students introduce their information quickly according to the form in the book.
(Page 74)

Listen to the tape and let students fill in the blanks.
(Page 74)

Let students answer them in groups and encourage them to get stars and get puzzles.

假设书上的3名学生就是嘉宾，展出图片，并让学生们通过书上的表格，说出他们的基本信息。

通过得星的活动鼓励“观众”积极参与“嘉宾问答”中去，说出“嘉宾们”的看电视习惯。同时操练句型like…best; like… least; because…; he spends … on…

Presentation and Speak up
(8 minutes)

Ask students questions about their TV viewing habits.
(What’s your favourite/ least favourite TV programme? Why do you like/ dislike it?)

Learn a dialogue between Millie and Kitty. Let students read, ask and answer questions and retell it.
(Page 75.
What’s Millie’s favourite TV programme? Why? What about Kitty’s?)

Let students make up their own dialogues according to that one.

Let students show their dialogues in public.

对话问答，对上一知识部分的操练。

学习speak up,看如何把知识运用于现实生活，应让学生注意其中的有用句型。

把新学的问答句编成对话，这是对在上一环节中学习的句子的巩固，并用来缓解学生可能会产生的疲劳。

Questionnaire
(8 minutes)

Let students talk about the questions on the questionnaire and finish a questionnaire about it.
(On the material paper)

Let students talk about their TV viewing habits freely.

Let students argue about the advantages and disadvantages of watching TV and finally let them make a conclusion.
(Conclusion: Watching TV is not a bad thing. Teenagers should have  colourful life and achieve a balance between study and play. But watching TV too much is harmful. Students should learn to control their time and have good TV viewing habits.)

通过设计好的问卷来调查学生实际的看电视习惯，并让学生学会自如的谈论自己的习惯。这是知识和现实很好结合的机会。

穿插了一个小小的辩论，让学生更深层次地理解看电视的优缺点，并能够引深到学会如何培养好的电视习惯并以此促进学习进步。

Reading comprehension
(5 minutes)

Play the puzzle game and guess the result of the puzzle: It’s a photo of Seo Jang Geum, the hostess’s favourite TV star.

Let students read a material about Seo Jang Geum.

Let students answer the questions and at the same time let them know the elements of a drama series.

拼图游戏展示结果，通过李英爱的图片导入到“主持人”最爱的明星，再导入到下面的一篇关于韩国电视节目的阅读理解，层层递进，并形式丰富，激发兴趣。

最后一个问题涉及到电视故事中的要素，让学生有这样一个概念，作为下一步骤的引入，也可以作为main task的预演。

Writing
(5 minutes)

Let students talk about their favourite TV story in their different groups.

Write the profile of the TV story.
(On the material paper)

Students talk about their stories and opinions while showing their profiles.

通过写电视故事简介来巩固操练已知知识，从词汇到句子，到语短，循序渐进的设计，体现出由简入深的意图。

最后统计得星数，选出本次最佳方队，并发奖来鼓励学生。

Homework
(1 minute)

Write an article about their favourite TV stories.

Ask their friends about their TV viewing habits.

课后作业是整堂课的延伸。既有笔头的写文章，又有口头的问答，形式多样，鼓励学生以多种方式使用语言，同时也是对下一课时内容的铺垫。