高中英語(yǔ)教師資格證考試教學(xué)設(shè)計(jì)答案

2006上半CasCasye:eadgeacgc:AmercanEghandrheacgsLessontalksaboutthewaysthatvaryeeenEghandrhEghhexamesrvded.Itlstudents’awarenessabouthowEghlanguageisdifferentlyinbothcountriesandexpandtheirvcauawarenessabouthowEghlanguageiseacg1.Aferleaningthispassage,studentscanidentifymeeeeeAE.and.E.anddistinguishmewordsandofAE.andStudentscanmrvetheirreadingskillsofkmmg,scanningandinferringbyaergquestions.Studentscandevepacross-culturalawarenessaboutusagesusagesorwaysofAE.andStudentscanarousetheirintereststofindouttherationalesreasonsreasonswhymeAE.andEareusedindifferenteacgkeyanddifficultKeypoint:understandanddistinguishmedifferenceseeenE.E.andDffcutpoint:IdentifyhowAEandEaredifferentscanningandarstepsandmeTeacherTeachershowsstudentsapictureandashortvideoofdagueseeen2eeugAE.andE.,thenaskthefgPre-readg(4ms(1)eretheyPre-readg(4mschisAE.and(2)HowchisAE.andGGvemreexamesofAE.andEasfarasyou(Justification:Tsteplactivatestudents’rrkedgeandlinkittotheeacgce.Itaoarousesstudents’interestsaboutthecandtrainstheirervanskills)ereading(FastFastStudentslkmandscantheepassagen5msandanswerthefgquestions.atdoesthispassagetalksummarzeem..tatleast10pairsofA.E.and.E.meedintheCCarefulreadg(7msStudentslreadtheepassageagaintolocatespecificfrmanandmakeinferencefrmthecontextinordertoanswerthethefgquestions.Theyudunderlinethesentencesevidenceinthepassagewhenaergthe1D1DoAmercanandrhusealltheame2SameEghrdsmgthavedifferentmeaginAE.ErueoratdoAmercancall44DocrispsinrhmeanchipsinIsthe 66DomeAmercanhaverhaccents?7.AE.andE.differgreatlyingrammarandstructure.True“yfriendjust(Justification:thissectionldevepstudentskmmg,cagandinferringskillsthroughdcunandaergthose“yfriendjust3.3.Post-readingIngroupsof4,studentsldiscussthefgquestionsposedbytheteacher.1.1.DothedifferenceseeenAE.andE.maersalot?attheauthor’sattitudeardsit?Howaboutyouropinions?Usecaseardsit?Howaboutyouropinions?Use(Justification:thissteplenhancestudents’inferringskillabouttherer’sthoughtandrvdeagoodafrmforgroupdcuntoexpresstheirideaslogicallyandmrvetheiroral2015下半CCasye:eadgeacgc:eaeacgsenisfrmseniorghc,anditisanarrativestoryrer’sfirstskiingexereceonCrmasvaca.slenlargestudents’vocabularyofnaturalphenomenonandskiingandhelpstudentslearnthestructuralorganizationofnarrativeandhowtoexpressthepastactions.eacgKedgeAferlearningthispassage,Sscanunderstandthefgrdsandexpressionsandapplyeminsuitablecontext.Scrameoutof…dg:umae(abuildingoroutdoorarea)hSkisuit,bootsandskisIncase(FallFallSscanidentifythelinkingrdsinthetextandappreciatetheirfunctionsunderteachers’gudaceSscanmaerthebasiceemesandsequenceinnarrativergbyrecognizinga,e,,ere,whoandre-constructthetextbymeorder.Ayummarzgskillsbygivingasuitabletitleforthepassage,identifyingthemanideaineachparagraphandrgaummaryoflessthan40rdsforthispassage.Scanidentifytherhetoric/figureofspeechsuchasexaggerationandmeinthetextandappreciatetheeffectsofusingem.Scanusepasttensererytodescribetheirufrgeae(skiing)exerece.AffecveStudentscanbeinspiredtomagethebeautifulscenerydecredinthetextandhaveanemaecfeelinghthererdurgthefirstskiingexerece.Studentscanfostertheircfdeceinthegroupdcunandceranskillintherole-playactivity.eeacgKey1.Uderadmeusefulrdsandexpressionsinthisarticle2.2.Uderadtheepassageandappreciatethewaysthedecre/presentstheeeacgDffcut1.Paraphrasethefgrdsandexpressionsaccordingto2.2.Uderadthefgsentencesbydemragor3.3.UderadthestructuralrgazanofthetextandthepassagingbyummarzgandactingouttheeacgTheThecmmucaveapproach;Theinteractive-arstepsandmeallocation(1)(1)rarmgandgroupTaskssthefgquestions,theydiscussandshareanswersingroupsofPre-readingHaveyougonetoaskitrip?eredidyougoforskiing?atcudyoudoandseeinskitrip?HowdoPre-readingfeelfeelaboutskiing?Doyouthinkskiingisadangeroussport?(Justification:(Justification:rarmgcanarousestudentinterestthetopicandactivatetheirpriorrelatedkedge.discussioncanprovideagoodchanceforStosharetheir(ski)experienceshothersbyusingpasttenseandmrveoraloralEghereadingTeacherTeacherletSkmthefirst2paragraphsandaskssweudgoonaskiholidayandatthispassageltalk(Justification:thisactivityesspredictthefgtext.Anditalsoessgettheyinnarrativerg.)TeacherTeacherletsSscanthe3rdparagraphandaskssatparagraphmaytalksau.reshortphrasesinmeordertopresentattheydid;ewtoSeu>TookashuttlebustouuArrvedattheresort>>Playedhthesnow>>inhotel>>acedpeopleUUderethelinkingrd,explaintheeffectofugS;ande;asadverbialclause;atlast;everee;Identifythefigureofspeechesofthefg2sentencesandanalyzetheeffectsofem.IwasdyingtogeteerealllikelittleTeacherletssscanthe thand5Teacherletssscantheinmeordertopresentattheydid.erentedourskigearsandetoutsideontothesnow>>InstructorshowedusmebasickIkeptonfallingTTasks‘Suddenlyyoufindyoucan’tevenak’yyoucan’tak?atarethetipsinskiing?Demraeemhexplanationtogetheringroupsof(Justification:listtheeventsinordercanepstudentsgraspthestructuralrgazanofthetextbycagandummarzgskill.TheabovequestionscanhelpstheirdeepunderstandingofthetextbyinferringskillsandTeacherTeacherletSscanthelast2paragraphsandasksathappenedtomeaferard?HowdidIfeelaboutmyef?Howdidthererthinkaboutthisskiingtrip?athasthererdoneaftertheskitrip?canepstudentgetabetteruderadgofthetextandrer’sattitudeandfeeling)Post-Post-reading1.Gveasuitabletileforthisslessonlexpandstudentvocabulary2.eTheycanaddmresubtitlestoexpresstheirfeelingIngroupsof4,studentsactoutthereadgmaeralbyTheycanaddmresubtitlestoexpresstheirfeelingthistrip,thesceneryandtheskilessons,buttheirattitudesudbeconsistenthonesreflectedintheoriginal(Justification:(Justification:eplayactivityprovidesagoodwaystudentsreconstructthetextinanmaedsituation.Itcanenhancetheirceranskillsandreeanskills.Itcan2015年上半CCasye:eadgeacgc:HeayservingspereacgCe:slessonisfrmseniorhighschool.articleisanexnandmaytalksabouteatinghealthilyandseveralscientificeatinghabits.Italsooffersrecmmededservingsperday.healthydietandepstudentsdevepgoodhabitsofhealthyeacgKedgeAferlearningthislesson,studentscanusethefgrdsandexpressionsproperly:healthily,amu,snack,ake,recmmed,fiber,depend,protein,disorder,serving,variety,leadto.Studentscanunderstandatthehealthyfoodsareandtheproperamutofemtakeneveryday.AyStudentscanmrvetheirreadgabilitiesofkmmgcagandinferringbyummarzgthegistoftheaage,identifyingandaayzgdetailedrelevantStudentscandeveptheireakgabilitybytalkingaboutscientifichealthyeatinghabitsorhealthydiet.AffecveStudentscandeveptheircooperationandcmmucanskillsingroupdiscussionandpostermakg.eacgKeyaaertheabovemeedwordsandEffEffceyusetheirreadgskillsofkmmg,andeacgDffcutStudentscancreatehealthydietpostersbasedonattheyllearnfrmthislesson.aarstepsandmeStep1Pre-Acvy1:Dvdestudentsingroupsof4,letrarmtolistthehealthyfd,unhealthyfoodexplainexplainthereasons.ChooseonegrouprepresentativesharehisnhtheAAcvy2:Teachersshowafewpicturesofpeoplewhounhealthy,becausetheyarelackofnutritionfrmcertainfoods.Askstudentsatkindsoffoodandhowmuchofemweshouldtakedailytokeepushealthy.(Justification:(Justification:h2activitieslarouseinterestsonthistopicandlinkuptheirpriorkedgetohealthyandpropereating.AttheamemeitlhelpstudentsstudentstocmeEghlearninghdailylife.Step2eFastFastreadg(Acvy1:Askstudentstokmthepassagetoidentifyatthepassagemaytalksau,andchooseapropertitleforTheThetrickofeatingTheThelistofhealthyfoodtakenperTheThewaysofkeeping(Justification:(Justification:sactivitycanepstudentsangistofthepassagethroughCCarefulreadingAcvy1:IdefythefgfrmaneerittruetrueorOrtheteacherletsthestudentsreadthetextdotheTrueorae’tcauseustobesick.EEagproperlymeaseatingonlytherightvarietyCCcaeandcrispsarehealthyeudtakeavarietyoffooddailytogetdifferentInordertokeephealthy,weudeatfruitandAcvy2:thewords’meagintheAcvy2:

dependdepend:A:rely;;decide;C:disorder:disorder:A:armalcondition;:goodcondition;serving:A:menuserving:A:menu:platefulC:rrecmmed:A:suggest;:state;C:variety:variety:A:adifferentkind;:theamu;C:leadleadto:A:cause;:guideto;C:inthedirectionAAcvy3:QuesforyweshouldavoidchocolateandcrispswhentakingyfruitsandvegetablesaremrattoatkindsoffoodcontainatkindsoffoodcontainatkindsoffoodweshouldtakeAresugar-freeandwfatvarietiesrecmmeded?(Justification:(Justification:Those3activitieslhelpstudentshavedeeperunderstandingaboutthispassagebymrvgskillsskillsofcag,aayzgandinferring.Throughactivitiesstudentscanidentifyingdetailedfrma,understandingnewrdsinthecontextandrecognizinghowfrmanislinkedtoeachother,andsynthetizingtheStepStep3Post-reading(11Acvy1:Toatdegree,doyouagreeordisagreeaemet“nofoodinitselfisgoodorad”,andLetLetstudentsdiscussingroupsof4.Choosethegroupsagreeanddisagreehtheaemetandletemsharetheirrationaleshtherest.Acvy2:Studentsldrawaposterofhealthydailydiet,includingtheamesofhealthyfoodandtheproperamu.AfterAfterthatchoose1grouptodotheirpresentation.supposeyouareacookinourschoolcanteen.atudyouserveonTuesday?Listoutyourdishesexplainthe(Justification:(Justification:sactivitylmrvestudents’Eghskillsindeagandceranskillscmegagrouptask.Italsocanhelpteachercheckhowelthestudentsunderstandthislessonbymakgtheirownposterandhelpemdevepacorrectattitude/kedgeauthowtoeathealthily)Step4Hmerk(Hmerk:In-groupof4,studentslcontinuecmegtheirposterillustratedhpicturesandstatistics(ormakeitmrefancier)ofeatinghealthilyanddothe/OxfrdandGreearenpresentations/OxfrdandGreearen(Justification:Studentscanrevewandcdaeattheyhavelearntinthisclassandtransferattheyhavelearntinclasstoreallife.)2014下半CCasye:eadgandrgeacgc:TowneeacgCe:sarticlemaytalksaboutngOxfrdandGreeandthecontentsandfunctionsofgTheyTheyhavememare.Towngagreemesareandhelpfulforeetovisitandexchangeeeencitiesofdifferentcountries.eacgKedgeStudentscanusethefgwordsandexpressionsproperlywhenrgtheirownparagraph:inhabitant,dg,asaresult.Studentscanunderstandatngisandidentifythecharacteristicsofngandlistthebenefitsofngagreeme.AyStudentslbeabletousereadingmedssuchaspredicting,kmmg,scanning,ummarzgandsynthesizingduringtheprocessofunderstandingoftheStudentcanmrvetheirrgabilityofoutlininganddraftingamartopicaboutngbyexemfygandcmarg.AffecveStudentscandeveppositiveperspectivesardscross-Studentscanfostertheirconfidenceingroupdiscussionandcooperationskillingrouprk.eacgKeyUderadandapplytheabovemeedwordsUderadandapplytheabovemeedwordsEffEffceyusetheirscanning,ummarzgandskillsbyrecgzgkeyfrmanandrganabstractforthearticle.eacgDffcutreanoutlineanddraftabout2citiesofngagreemesbasedonattheyllearnfrmreadingthepassage.aarstepsandmeStep1Pre-reading(10AcvyLeadinthetopicbyplayingavideoabout“andeareng”eacgthevideo,studentsthinkoverLeadinthetopicbyplayingavideoabout“relationshiprelationshipeeenOxfrdandGree”“ataremareseeentheoAAcvy2:Teachersaskstudentsattheycanpredictfrmgtopic,activatetheirpriorkedgerelatedtothislessonandhelpemcmreedthenewrdsinordertounderstandthepassageeasily.Acvy2lhelpstudentsdevepthepredictingskillinreading.)Step2ereading(FastFastAcvy1:StudentskmtheepassagetotellatitmaytalkaboutandcheckeertheirrevuspredicationisrightorAAcvy2:CcudethemanideaofeachCCarefulAcvy2:Studentscmeethefgchartbycagthevs Cy an Acvy:Trueoraragra:TowngbecomemrepopularinAcvy3:Studentsummarzeandsynthesizethekeyfrman Acvy:Trueoraragra:Towngbecomemrepopularinyearsbecause( );It’sanagreemeteeencitiesofmarararagra:Towngagreemetencourage()and)paragraph:Towngagreemesareparagraph:Towngagreemesareperhapsmtfor()andeewho((Justification:(Justification:Thoseactivitiescanepstudentdevepkmmg,scanningandummarzgskills.Andtheycanhelpstudentsgraspitsmanidea,recognizethedetailedfrma)TheyareaedtoStep3AferreaTheyareaedtoAcAcvy1:Dvdethestudentsingroupsof4toummarzepassageinnomrethan50rd.Thenchooseonegrouppresenttheirabstractorallyinfrontoftherestredownkeywordsasrmsontheblackboard.scanstudentsdobetterjobsinummary(Justification:(Justification:sactivitylbeusefulforummaryrgpracticeandreeanskill.Anditalsoesstudentscdaetheiruderadgofthetext.Step4SummaryandHmerk(Summary:Aferstudents’presentation,teacherudccmmesoraconclusion.slguideotherstoummarzerevewattheyhavelearnedinthisclass.Hmerk:rginacontentorientedarac.g,chshouldincludethefgaspects:“atothercitiesyouknowhavengagreeme?“ycantheocitiesbecomeng?”“kindsofcultureexchangesorreciprocalvisitstheyhave?”InternetInternetforresearch.Theyudlistkeyfrmanofresearchresultinalogicalay,chlactsasanoutlinefortheepassagerg.(Justification:sactivityldevep’researchandoutliningskillsinrgofacontentreedarac.Itl(Justification:sactivityldevep2013下半CCasye:readingandCCasc:me:Theeaceacgce:senisaboutthefactsofundergoingtheeruptionofutVeuvu.Theclueisthesequence.Itdescribesthefactsandphenomenathathowwasbefore,duringandaftertheeruptionofutVeuvu.encanserveamdelofnarrativergforude.(oreplearntoexpressthepastactions)eeacgKedgeStudentcanunderstandandparaphrasethefgrd:rmay,setout,farfrm,rest,erupt,ash,lava,mud,ur,urrudg,bury,andapplyemindescribingvcaoStudentscanrecognizethefgmelinkingrdsaayemlogicallyintheirnarrativerg:e,Byeveg(oraspecificme,earlyintheAyStudentscanmrvetheirreadingskillsofkmmgandscanningtoidentifythemanideaofthepassage,thestructureStudentscaninferfrmthecontextstoduce/guessthemeagthenewrdsinthepassage.Studentscanmrvetheirnarrativergofpastactionssequenceandstructure.AAffecveStudentcanbearousedinterestsinnaturephenomenaordisasterandinspiredthecuriositytodiscoverthecauseofit.Studentscanstrengththeircfdecetofreelyexpresstheirdeeyabouttheaage.KeyanddifficultpointsKeypoints:UUderadandparaphrasethenewswordsmeedanalyzetheirfunctionorlogicalcecnhthecontextanduseemindescribingvcaoeruption.Identifythemesequenceandstructureofthispassage.contrastcontrastathappenedtomeiduringdifferentmeDDffcutLead-in(5AylogicalmesequenceandmelinkingrdsinnarrativergaboutadevastatingeventexperiencedorLead-in(5arstepsandmekindofphenomenaitis,andthenintroducethenewwords“eruptanderuption”.Teachersaskstudentsatmgthappenduringavvcaoeru.Studentldiscussingroupsof4.’tgivefeedbackandleademtofindeertheiranswersarerightornotinreading.(Justification:sactivitycanarouse’curiosityaboutthispassageandlinktheirpriorkedge(Justification:sactivitycanarousePre-readingPre-reading(5TeacherTeacherlshowashortmveclipofmeiduringtheofutVeuvu,andaskstudentseremeiisandhappenedto(Justification:sactivityleprvdenecessaryfrmantothepassageandenforcethelearningofnewrd-eruptionandunderstandthekeyeemesofnarrativerg--ereanda.e-reading(1)(1)Fastreading<1>Teacherasksstudentstokmandscanthepassageandfindthefgfrmanbygroups(5)aa:Erunofutere:ine:Augut24,intheyearAD,H:eeinmeiandmeicitywereburiedundertheandmudfrm:meistudents:“bychclue,howdoesthe<2>Teacher<2>TeacherA:location:meequece;C:reasoning.thenccudethatinnarrativesrgofpastincidents,weusemesequencetoshowhowtheincidentsoreventsoccurred,deveedandeded.Intensivereading(12Studentslusethecagandinferringskillstocmeethefgque.atdoestherd“rmay”mea?H:thefirstsentenceandlastsentenceinfirstparagraph)atisthetransitionsentenceeeenparagraphoneandatistheeffectofusingtherd“poureda’sthedifferenceofusing“ured”and“covered”Beforeuring)the(IntheAugutBeforeuring)the(IntheAugut24,EarlyintheathappedinandHowwasitEveryhingisAer(ByMillionsoftonsof(ash,lavaandpuicepouredontothesurroundinghillsidesandovertheownofPopeiiandotherPopeiianditscitizenswereburiedundertheashandud.(Justification:Thefastandintensivereadingactivitiescanstudentskmmgandcagskillstoidentifyandunderstandthemanstructureofthisaage,keyfrmanofthisaage,thefivenecessaryeemesofnarrativesandthefucnofthemelinkingrdnfacilitatingthelogicaldevemetoftheaage.Italsoenhancesinferringskillsthroughguegthemeagofnewrdsinthecontextandaayzgtheireffects.)Post-Post-eadg((1)Teacher(1)Teacherasksstudentsattheconsequence/influenceofvcaoeruptiontomeia.Thenteacherccudethateruptionwassodreadfulanddevastatingthatthemeiburiedundertheashandhaddisappearedfrmthestageofcultureandhistoryuntilitwasdiscoveredagain.(2)Studentsareaskedtooutlinetheirrgofadreadfulanddevastatingdamagg)eventorincidenttheyexereced,heardoreed.Theyudusemesequenceasaclueforrg(Justification:(Justification:Thefirstactivitylepstudents’predictionlogicalreag.Thesecondlassiststudentsinnarrativebyusingmesequenceandmelinkingrdseffectivelytomaketheirpassagemrelogical,consistentandconcise.)SummaryandHmerk.(4TeacherTeacherasksstudentsthefgquestionsandletcmeeeentiredrafgautadreadfuleventttheoutlinemadeinclass.atdidwelearnaboutHowdidthepassageatarethekeyeemesinnarrative(Justification:(Justification:Thosequestionscanrevewandconsolidatetherd,factsaboutvcaoandnarrativergstrategiestheylearntinthisclassandthemerklpolishtheirnarrativeskillsaccordingtoattheyhavelearntinthisclass)預(yù)測(cè)試卷CCasye:eacgCe:spassagetellsastoryaboutagchangedhisadvertisingsignoutofhisrestauranterefatandhighenergy-providingfoodwereserved,afterhediscoveredthathiscumerswereeatinginanewrestaurantnearbyeremmgfoodswereserved.spassageenlargestudents’vocabularyinhealthyeatingandmakestudentsthinkathealthyfoodisandhowmratitistoeathealthyfd.Italsoshowshowtoreanappealingadvefoodswereserved.spassageeacgKedgeStudentcanidentifyandmaerthefgrd:frustrated,arecued,stir-fired,m,curiosity,vegar,getsawayh(得逞)，fartoomuc,evenug,keepfitdcu.StudentscanacquirethekedgeofbalancedandhealthyAyStudentscanmrvetheirkmmgandscanningskillsinreadingtoidentifythemanideasofeacharagra,specificfrmanandthecauseandresult.Studentscanappreciatetheeffectofverbphrasesofccerd,rhetoricalquenandmeravesentenceinadvertising.AffecveStudentscanfostertheircfdecetoexpresstheirideasactivelyandtheabilityofceravelearningingroupactivities.StudentscadevepasenseoffrmgahealthyeatingKeyanddifficultpointsKeypoints(1)(1)Uderadandmaertherdsorphrasedmeed(2)Skmforthemanideasofeacharagra;Identifyspecificfrmanandanalyzeitsfunctionandcecnhthecontextthroughdeeperunderstandingofthetext.DDffcutAayzeandcmreedthebadeffectsofunhealthyeatinghabitsanddescribehealthydiets.aarstepsandme1.Pre-readg(Teachershowsmepicturesofvariousfoodshamesonbarbecuedmunkea,roastrk,stirred-friedvegetables,friedrice,sugarycola,saladofrawvegetables,aer,cookedricedutoil,etc.Andaskemcharehealthyfoodsandcharehighenergy-givingfoodsandtoexplainthereasons.(Justification:Itlactivatestudents’priorkedgetothepassageandarousetheirinterestsaboutit.Anditalsoclearsupthevocabularybarrierinreadinglateronandprovidesnecessarybackgroundfrmanaboutfoods.)ereading(FastFastreadg(Studentsareaskedtokmthepassageandummarzethemanideaofeacharagra.ParaPara1.:agPeng’srestaurantwasunusuallyemytodayandaedtoknowwhyitwasParaPara2.:agPengsawasigninanewara3:agPengdiscoveredthatthisnewrestaurantwasfulleeandonlyservedmmgfoodatveryhighParaPara4:agPengfoundthathisrestaurantservedfatandenergy-providingfoodsandthenewoneservedfartoolittle.Thencameuphanewadveremettonhiscumersack.(Justification:Itlhelpstudentsgetthemanideaofpassagebykmmgandmrvetheirummarzgskills)CaCarefulreadg(1.Theteacherasstudentstoreadthepassagecarefullythistolocatememratdetailsanddecideeertheaemetaretrueorfalseandexplainy.ThereTherehadbeenmanypeoplehavingbreakfastinagag’sregularcumersoftenbecameNgcudbebettermeasthisistheiChangiChangaaysateatagthoughtthatYongmgtcheatpeoplethattheycouldloseegtandbefitiftheyeatatYong’sratherthanag’.Yong’sfoodcan’tkeepee(7)eeudbecomeveryquicklyaftereatingag’sfd.specificfrma(7)eeudbecome2.2.Dcushyourgroupstoanswerthefgypeopledidn’tcometoag’srestaurantatdoyouthinkofYongandag’sadvertisingsigns?atkindsoffigureofspeechorsentencepatterntheyemy?attheeffectofemygtheseliteraturedevices?ydidthefoodservedinYong’scostmrethanagoodmealinsasagorYong’sfoodhealthyandbalanced?yorwhyNeerofem.ag’slackedfruitsandvegetablesandotherprotectivefood,Yong’slackedmeatandfatandotherenergy-givingydidagfeelhopefulashedroveback(Justification:(Justification:Thosequeslmrvestudentsinferringskillcriticalkgskillsbyrecgzgthecauseandresultandvalidvalidreasonstosupporttheir.Quen2lepidentifyandappreciatefigureofeec,verbphraseandtheofdifferentsentencepatternsinadrg,inordertoenhancetheirliteraturekedgeandskills)students“Ifyouopenarestaurant,atkindsoffoodlyouserve,why?Andatudyoureinyourfoodadvereme”Studentsldiscussingroupsof4andredownthemanpointsandcmareemhthoseofothergru.(Justification:ItlconsolidateandconnectattheyhavelearntinTeacherclasshreallife.itlmrvestudents’remsolvingTeacherclasshreallife.預(yù)測(cè)卷CCasye:egeacgCe:Thelisteningmaeraltalksaboutearquake.explainswhyearthquakeshappenhexamesoftheonesCaCafraandCa,andthatatwecandotoreducetheearthquakesbringau.spassagecontainsmeaboutearthquakesandmanycmexeacgKedgeStudentscancmreed,paraphraseandusethefgrdsandphrases:plate,cemeer,asaresultof,mveme,rduce,destroy/damage,as...as…falld,stayupStudentscandescribethecauseofearthquakesandwaysofreducingthedamageresultedfrmearthquakes.AyStudentscanmrvetheirlisteningskillsbypredictingthecontext,identifyingthemanideaandspecificfrma,recognizingthecauseandeffect,inferringfrmthecontexttodrawaconclusion,note-takingandummarzgthepassage.dcunandrole-playactivity.AffecveStudentscanlearnmreaboutbasickedgeofearthquakessoastoknowhowtoreducelossesofearthquakesandhowtoprotectoneselfandhelpothersinearthquakes.Studentscanfostertheconfidencetoengageactivelyindiscussionandspeakupinpublic.eacgkeyanddifficultKey1Cmreed,paraphraseandusetheabove-meedwords(2)ImrvetheirextensiveandintensivelisteningDDffcutakeadialogueinpairsaccordingtothecontentsofthisarstepsandmeTeacherTeachershowsmepicturesofearthquakeshappenedinJapan,andenCua,andthenorganizestudentstodiscussgroupsandanswerthefgPre-listening(yithappens?Pre-listening(yithappens?Teacherintroducesandlistmekeywordstheackard:plate,mveme,cemeer,destroy,falletc.etc.Teacherletsstudentstocheckeertheiraerscorrectornotinelisteningatcanwedoaboutearthquakes?H:stop?ReduceReducethedamage