A Teaching plan for Unit3 CelebrationLesson 3 WeddingsTeaching goals1.target languagea.Key words and phrasesbride; bridegroom; best man; entrance; invitation; even if; ceremony; attend; Indonesian;ought; contribute; Greek; crown; ribbon; linkb. Key sentences①. You don’t have to contribute a lot of money.②. You ought not to go to the ceremony because it is only for close family.2. Ability goalsEnable the students to know two typical weddings.Develop students’ reading ability.3. Learning ability goalsTo read a text for specific information.To read a text for new information.Teaching important pointsTo practice reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.Important words and phrases.Teaching difficult pointsGuide the students to pick out the main clue of the passage and the development method of the text.Teaching methods1. Team work learning.2. Task-based learning.Teaching aidsA projector and some slides.Teaching proceduresStep ⅠLead-inBrain-storming:T: When we talk about wedding, what words can you think of ?Step ⅢPre-readingTask one: Background information input.T: Now please turn to Page40 and look at Before you start and Exercise1.Encourage students to talk about weddings they have been to. Use the opportunity to elicit or present useful vocabulary for the topic, e.g. reception, bride, bridegroom, ceremony.Task two: Exercise2. Students look at the words and see if they can guess the meanings of some of the words from their knowledge of other words in English.Step ⅣWhile-readingTask one: Read to learnExercise3.Students read the statements first and predict what the answers will be.Then they read the texts and find out if their predictions were correct.T: Now let’s check the answers.When checking students’answers, ask them to read out the section of text that gives the information and to correct the false statements.Task two: Pair workIn pairs, students study the text again and write down three “true/false” statements of their own. All the students then close their books and, in turn, say one of their statements and the rest of the class says whether it is true or false. (1.F 2.F 3.T 4.T 5.F 6.T)Step ⅤPost-readingRead the text carefully and try to fill in the forms.Step ⅥDiscussionGiving advice to a foreigner who is going to a wedding party in your town /city.Step ⅦHomeworkDo exercise 4-5 in your book。
《unit3 lesson 3 Weddings》教学指导Objectives■ To read a text for specific information.■ To read a text for new information.■ To practise using modals : have to/not have to, can/can’t, ought to/ought not to.■ To state school rules and discuss them.■ To write an account of a typical wedding.Resource usedGrammar Summary 6.Possible problemsStudents may make mistakes with the use of the infinitive with or without to.BackgroundThe first text has been adapted from a website giving advice to English-speaking people working in Indonesia.Indonesia is the world’s biggest island chain. It has more than 17,000 islands. The large population (180 million) is mainly Muslim.Greece is situated in the south of Europe and is surrounded by three seas: the Aegean, the Ionian and the Mediterranean. With a rich heritage of cultural traditions, the Greeks are fiercely proud of their history and festivals. There are many important festivals in the Greek year ― some cultural andsome religious. Other festivals are social celebrations like Gynaikratia on 8 January, which reminds people in Northern Greece of the equal importance of men and women in the community. On this day, men and women s. The women enjoy the day by socializing in the cafés while the men stay a t home to cook and do the housework.Routes through the material■ If you are short of time, set some of the exercises for homework or omit Exercise 10.■ If you have time, ask students to bring in photos of weddings they have attended orarticles/pictures of weddings in other cultures to talk about after doing Exercise 9.■ If you have two periods for this lesson, a suitable natural break is after Exercise 3. Language Power: pages 82?C83. Mini-Grammar:10ReadingBefore you startExercise 1■ Encourage students to talk (either in groups or as a class) about weddings they have been to. Use the opportunity to elicit or present useful vocabulary for the topic, e.g. reception, bride, bridegroom, ceremony.Exercise 2■ Students look at the words and see if they can guess themeanings of some of the words from their knowledge of other words in English. Students can use the definitions to check their guesses and find out the meaning of the words.Answers1. d2. f3. a4. e5. c6. b Read to learnExercise 3■ Ask students if they have tried to find information about customs (not necessarily weddings) in other countries on theInternet ?C if so, what did they find out?■ Students read the statements first and predict what theanswers will be.■ Then they read the texts and find out if their predictions were correct.■ When checking students’ answers, ask them to read out the section of text that gives the information and to correct the false statements.■ In pairs, students study the text again and write down three “true/false” statements of their own. All the students then close their books and, in turn, say one of their statements and the rest of the class says whether it is true or false.Answers1. F2. F3. T4. T5. F6. TGrammarhave to/not have to, can/can’t,ought to/ought not toExercise 4■ Students find and underline the words in the texts.Exercise 5■ Students match the verbs to their meanings.Answers1. b2. a3. d4. c5. f6. eRefer students to Grammar Summary 6 for further explanation and examples.Exercise 6■ Students read the whole text before filling in any of the gaps.■ When students have completed the text, they can compareanswers with their partners before checking answers as a class.Answers1. have to2. don’t have to3. can4. ought to5. don’t have to6. can’t7. can 8. ought to9. ought not toVocabulary: Word buildingExercise 7■ Ask students how many word suffixes they know. Do they know the rules of the word formation?■ Students work in pairs to add suffixes to the words.Answers1. invitation2. reception3. attendance4. entrance5. contribution■ Encourage students to find more nouns with the suffixes of “-tion” and “-ance”.Exercise 8■ Students complete the sentences by using the verbs and nouns in Exercises 7.Answers1. invited, invitation2. attend, Attendance3. entrance, enter4. reception, have received5. contribute, contributionLanguage Power: the Word Corner on page 83 gives further vocabularypractice.Language in UseExercise 9■ First, have a class discussion about the eight topics suggested (clothes, reception, etc.) and elicit or present useful vocabulary (wedding dress, suit, headdress, bouquet, toast, honeymoon). ■ Students then select some of the topics and write a short article for an English magazine about “Weddings in my city/town”.Remind students to organise their writing in paragraphs.■ Students can then exchange papers and read each other’s articles. Encourage peer correction of mistakes.Exercise 10■ Each student writes eight sentences giving advice to a foreigner who is going to a wedding in their town/city. Students can use the information they have got in their article in Exercise 9 when making sentences.■ Ask students to work in pairs. Student A and Student B then talk about what to do when attending a wedding with one of them playing the role of the foreigner.OptionsPracticeIn groups, students exchange information about the rules and behaviour expected in any clubs or societies they belong to, e.g. sports groups, drama clubs. In groups, students make a list of rules for an English club at their school.Extension As a research project, using library facilities or the Internet, students find out about customs of another country, e.g. weddings in Japan, New Year’s Eve in Scotland, Thanksgiving in the USA.。
