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Module 1 Wonders of the world
Unit 1 What is a wonder of the world?
上课教师 学生年级
教 材 课 时
教 学 设 计
课 型 Listening and speaking
教材分析 This unit aims to review the learnt tenses so far and help students to be able to present some important and creative ideas about writing a school magazine.
教学目标 To learn and understand the topic words through talking and listening.
To know something about the pyramids and the Grand Canyon.
To understand the conversation about starting a school magazine involving different tenses.
知识与能力 1. Vocabulary and expressions: ancient, club, composition, pupil, meeting, call, event, listen up. That’s news to me. Anyone else?
2. To enable the Ss to express in different tenses according to the set situations.
3. To learn to give ideas on writing a school magazine.
过程与方法 1. Top-down approach, enabling Ss to understand and talk about writing a school magazine.
2. To learn by listening, speaking and discussing.
情感、态度
与价值观 To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.
教学过程
教学步骤 教师活动 学生活动 活动目的
Step 1
Lead-in Start the lesson by showing groups of pictures about the wonders of the world on the screen including the ancient pyramids. Ask students to talk about the picture on Page 2.
T: Where can you see the pictures and the brief introduction probably? (Newspaper / the Internet / Magazine…)
T: Yes, magazines like Crazy English / National Geography…
Who started…? Learn the new vocabulary. (ancient, pyramid, review, wonder…)
Have a talk about the picture using the words in Activity 1. Learn a bit about magazines. Get the Ss to be attentive and focus on the theme of the lesson. (Magazine)
Step 2
Listening &
Vocabulary Play the tape and check the words. Listen to the tape again. Make up possible questions according to the answers. Give examples. Listen and check the words. Make up questions according to the given answers.
( Wh-questions) Practise listening and get specific information. Check their understanding by
making questions.
Step 3.
Listen &
read Play the tape for the 1st time. Ask Ss questions.
T: What are the children doing?
Is there a school magazine in
Da Ming’s school? Listen to the tape and get the answers. Listen to get a general idea for the 1st time.
Play the tape again and ask students to decide T OR F.
? Crazy feet is a band.
? Becky Wang started a school magazine.
? Da Ming watched the interview on TV yesterday
? Tony is writing a composition. Listen more carefully for the 2nd time. Decide whether they are true or false. Check the answers with the class. Listen for the specific information and understand the details of the conversation.
Step 4.
Read Play the tape again and get Ss to practise the conversation. Check the language points.
Focus on everyday English and useful expressions.
(Listen up, Anyone else? do some review, do an interview, on=about, get better grades)
Get Ss to make a list of the articles in magazines.
Check the answers in Activity 4. Read the
conversation aloud, and read in role. Answer the questions in Activity 4. Practise reading and go over how to give suggestions when in discussion. Learn more about writing a school magazine.
Step 5.
Pair work Go through the five questions and highlight the key words. Ask for more answers on Question 3. Ss take turns to answer the questions. Consolidate the key words and transit to the next step by Question 3.
Step 6.
Discussion Tell the Ss:
If your school decides to start a magazine, what are you going to write about? And why? They can make up lists and take Activity 3 as an example.
Report their discussion. Work out the lists and talk about their plans to write the magazine.
Beginning: Our school will start a magazine. What articles are you going to write... Learn to discuss in the way as the children do. Check Ss’ creativity.
作业
布置 Collect information about the seven wonders of the world. (Pictures and brief introductions)
板书
设计
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Unit 1 What is a wonder of the world?
school magazine That’s news to me!
a wonder What’s it about?
ancient pyramids listen up
write a composition Any more ideas?/ Anyone else?
do some reviews about… on=about
do an interview with
Unit 2 ，was on the edge of the Grand Canyon.
上课教师 学生年级
教 材 课 时
教 学 设 计
课型 Reading and writing
教材
分析 By example this unit presents a good way to describe what one sees and feels after a
journey. It can help students to know more about the Grand Canyon, and inspire Ss to love and
explore the natural wonders.
教学
目标 To get information from the reading material about the Grand Canyon;
To learn the way of writing about what you see and your feelings when traveling;
知识与能力 1. Vocabulary and expressions: waterfall, stranger, rock, ground, canyon, reply,
rise, face, get out of, look over, disappear into, look (across) to…light-dark, clear, huge, beside, below, at the bottom of, reach the top. …too…to…
2. To enable the Ss to express in different tenses according to the set situations.
3. To love the wonders of the natural world and give facts and opinions.
过程方法 1. Interactive approach.
2. To improve Ss reading skills and get them to talk and practise writing by imitating.
情感、态度与价值观 To help students enlarge their vision on wonders of the world and help to
write a description of a wonder that they have seen or visited.
教学过程
教学步骤 教师活动 学生活动 活动目的
Step 1
Lead-in Ask Ss to show information about the seven natural wonders. (The teacher can get the
related pictures ready beforehand)
Present words in Activity 1. Talk and give facts about the wonders. Encourage Ss to describe
with
the words given. Check up Ss’ homework and start the new topic.
(Wonders)
Step 2.
Ask and
answer Ask Ss to make questions about facts of the natural wonders.
Demonstrate and get Ss to follow. Ask and
answer.
How tall/deep…
is it?
It’s…meters tall/deep. Practise asking about detailed information and learn the sentence pattern.
Step 3.
Read
(Skimming)
Tell Ss to read the passage in Activity 2. Find out the name of the wonder and its facts.
T: Where did the writer visit?
How deep/wide/long is it? Read the
passage and
answer the
questions. Find out the facts and write them down in Activity 5. Practise reading skills and get
specific information.
Step 4
Read
and match Play the tape and get Ss to follow silently. Find out the main idea of each paragraph.
Present the five topic sentences on the screen (Bb).
A. The writer arrived there on the rainy
morning;
B. The first impression/sight of the
Grand Canyon.
C. The Grand Canyon is the greatest
wonder in his opinion.
D. Details about the Grand Canyon.
E. After minutes’ walk, he came to it. Ss follow the lines and match the topic sentences to
the paragraphs.
(or they can
conclude the main idea by themselves if possible) Read for the main idea of each paragraph. Learn
to sum up and help to understand the whole passage.
Step 5
Read aloud
Get Ss to read aloud after the tape and find the details about the trip. ? When did he get to the Grand
Canyon?
? Why was there nothing to see?
? Where was he facing on the edge of
the Grand Canyon?
? How did he feel about the Canyon? Read aloud and answer questions in Activity 3. Ask for help if they have any problems. Practise reading and learn about the details, check their understanding.
Step 6.
Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases. Try to check by a gap-filling exercise.
(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of, disappear into, ask oneself ) Learn the verbs and phrases. Practising using
them with the
help of the
gap-filling. Focus on the phrasal verbs and prepositions.
Step 7.
Match Activity 4
Ask Ss to find these words in the passage and guess their meaning within the sentence.
Underline the
words and match the English
meaning. Practise guessing the meaning of words in the context.
Step 8.
Writing Tell Ss to imagine they have seen (some of them did see) one of the wonders of the world. Write sentences describing how they felt. Remind them of the four keywords: saw, size, happened, felt.
First get them to work in pairs and then report the sentences or passage if possible. Write sentences according to the given beginning. Report their
answers and try
to make them
into a passage. Practise writing and using the language on the basis of imaging and personal experience.
作业
布置 Finish writing the description of one of the wonders of the world, trying to collect some details and take the text as a model.
板书
设计 Unit 2 I was on the edge of the Grand Canyon
The seven natural wonders of the world
How tall/wide/deep is it? It’s…tall/wide/tall.
get out of on the edge of ask oneself
go through look down/across to huge=very very big
look over at the bottom of the greatest wonder
fall away disappear into
Unit 3 Language in use
上课教师 学生年级
教 材 课 时
教 学 设 计
课型 Revision and application
教材
分析 This unit serves to give a review and summary towards the language points learnt in U1&.2.
And it helps to clarify the exact differences among tenses.
教学
目标 To review and check the words learned in this module;
To summarise and consolidate tenses learnt before;
知识
与
能力 1. Vocabulary and expressions: height, lift, view, attract, description, location, design
2. To enable the Ss to differ the tenses learned in situations.
3. To make a poster of a wonder of the world/ one’s hometown.
过程
方法 1. Formal and interactive practice, task-based.
2. Comprehensive ways of practising and consolidating.
情感、
态度与
价值观 To help students enlarge their vision on wonders of the world;
To make a poster of a wonder of the world or his hometown and help to love one’s motherland.
教学步骤 教师活动 学生活动 活动目的
教学过程
Step 1
Revision Ask Ss to watch and listen to the MV Chinese by Andy Lau. Get them to find out the wonder in it.
Encourage Ss to describe what they see in it , e.g.
The Great Wall is a great wonder.
Andy Lau went to the Great Wall.
He was singing on it.
He has sung many popular songs.
… Watch and talk about things appear in the MV. Learn to tell the differences among
the tenses. Help to establish the concepts of tenses in situations.
Step 2.
Grammar focus 1. Read through the sentences in the box with the whole class. Call back ideas about the structure highlighted from the students.
2. Give hand-out to Ss and ask them to match the exact meaning with the corresponding sentence. (Activity 1)
Check the answers right after that. 1. Read aloud the seven sentences. And tell the making-up of each tense.
2. Read through the 5 pairs of sentences in different tenses and match. Practise telling the differences and meanings.
Step 3.
Writing
1. Go back to the picture of the Great Wall. Give examples by matching the three parts.
The Great Wall + is + about 6,700 km long.
Give Ss tips on how to decide.
2. Encourage Ss to observe and decide the forms of verbs in different tenses. 1. Observe the
subjects and the
adverbial or even the phrasal verbs. Match the three parts to make possible
sentences.
2. Read through the uncompleted passage and try to give the correct forms of verbs in the situations. Learn to observe and practise language in different tenses.
Step 4
Speaking 1. Show up the photo of visiting the Great Wall. Get Ss to ask the teacher questions in Activity 4. (Example)
Get Ss to work in pairs, and ask and answer the questions.
2. Present wonders in the local area.
Get Ss to talk about them. 1. Ss follow the
teacher and make up their own
conversations.
Perform in front of the class.
2. Learn the example in Activity 5 and make a similar introduction to the wonders in local area.
Practise speaking and enable Ss to use the language and understand its meaning.
Step 5
Vocabulary
Game Present nine pictures about wonders of the world, each of which links an exercise in Activity 6/8. Get Ss to finish them first and check in forms of game. Elaborate on the Pyramids in Egypt. (More related photos) Finish the multiple- choices exercises and choose the pictures they’re interested in to check the answers. With the help of games, Ss can review the phrasal
verbs and concepts of tenses.
Step 6.
Listening Present the three photos in Activity 7
Ask about facts about any one of them. Play the tape for Ss to learn more. Listen and match the notes with the photos.
Check the answers after listening and report about the three wonders with the help of the table.
Learn more about the three wonders, practising describing.
Step 7.
Around the world Get Ss to look at the picture and read silently through the introduction. Give questions to check their
understanding. Read and decide, trying to grasp the main information. Learn about another wonder of the world.
Step 8.
Module task Tell Ss to work in groups of 4. Read through the instructions. Help them to decide what to write about.
Hold up a show-and-tell session where Ss can display and discuss. Work in groups of 4 and write about one wonder they like. Collect sufficient information and make the poster. Take part in the show-and-tell session.
Take this task as an extensive learning activity to get Ss to learn more about the wonders.
作业
布置 Finish off the poster after class and get ready for the show at the back wall of the classroom. Prepare the show-and-tell session in groups of four.
板书
设计 Unit 3 Language in use
Structures of different tenses ancient
The Great Wall is a wonder… modern wonders
Andy Lau went to the Great Wall. natural
He was singing on it height—What’s the height of…?
We are listening to him now. on the journey of…
He has sung many pop songs. because / because of
He will visit it some other day.
Module 2 Great books
一、 教学内容分析
本模块的话题是谈论书、作家、思想家、戏剧、电影、诗歌等。语法是一般现在时被动语态。
二、 学情分析
谈论书、作家、思想家等是学生感兴趣的话题。本模块的学习是通过该话题的讨论，学习并
掌握一般现在时被动语态的肯定句、否定句、一般疑问句和特殊疑问句。
三、 教学目标
1、 语言知识目标:
? 功能:谈论书、作家、思想家等。
? 词汇:1)能正确使用下列单词:work,influence,respect,wise,literature,
behaviour,cave,freedom,funeral,social,theme,treasure,clever,dead, pleased, alive, southern,
state.
2) 理解下列单词:thinker, monthly, outsider, version, historical,
editor, publisher, reviewer.
3)能准确理解并使用下列词组;as far as,not…any more,millions of,
run away, grow up, talk about, be known as/for
? 语法:一般现在时被动语态。
2、 语言技能目标
听:通过听进行单词和图片的配对。
说:谈论最喜欢的书、戏剧、诗歌和作家等。
读:能读懂对书、作家、思想家等作介绍的文章，能掌握从文章到
表格
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的信息转移。
写:写一本自己最喜欢的书。
3、 情感目标:培养学生阅读的习惯，提高个人文化修养。 4、 文化意识目标:了解中外著名的作家、思想家、诗人及他们的作品。 四、 教学重点、难点
重点:key vocabulary___work, influence,wise,clever,behaviour,dead,alive,treasure
theme, southern,as far as,not…any more,millions of,run away,grow up,talk
about, be known as/for
难点:被动语态的构成和用法，主动语态如何改为被动语态。 五、 课时安排
第一课时:Unit 1
第二课时;Unit 2
第三课时:Unit 3
第四、五课时:Review and workbook
Unit 1 Confucius’ works are read by many people
Teaching aims
:Learn the use of present simple passive.
Key points:
work, influence, thought, wise, copy, as far as, not…any more, millions of, be known as/for
Difficult sentences:
Shakespeare’s works are seen by millions of people every year. Mark Twain was an important
writer, but he isn’t known as a great thinker like Confucius.
Step 1 Warming up& leading in
s your favourite book,1. Ask the students some questions. Do you like reading books? What’Who’s your favourite writer?
2. Show three pictures about Confucius, Shakespeare and Mark Twain. Let them guess who they
are. Can you say something about them? Teach the words : work,
influence, play, poem, respect, thinker, thought, wise, writer.
Confucius: He was a great thinker in China. He is known for his wise thought. We are
still influenced by his thought. He is respected by us.
Shakespeare: He was a writer of plays and poems. Some of his most famous plays are Hamlet and Romeo and Juliet. He was born in 1564 in England. His plays are seen by millions of people every year.
Mark Twain: He was a famous American writer. He wrote a lot of stories. His books are still popular. For example ,The Adventures of Tom Sawyer.
3.Do Activity 5. Complete the sentences with the correct form of the words.
Step 2 Listening (Act.1&2)
1. First read the words in the box .Then match the words in the box with the people in the pictures.(Act.1)
2. Listen and check your answer to Act.1.(Act.2)
4) step 3 Listening and reading(Act.3、
1. Listen and answer .Where are the speakers? What are they talking about?
2 .Read and answer the questions.(Act.4)
3.Everyday English and language points. What’s up? Go on! Sounds like a good idea. as far as,
not …any more, millions of ,be known as/for
4.Read the conversation in two groups.
Step 4 Grammar practice
1. Underline the sentences in the conversation that have the pattern of passive voice.
2. Read the sentences aloud.
3. Do WB Exercise 1 on p116
Step 5 Speaking and writing
1.Do Act.8 Work in groups of three and look at the opinions in the table. Report ideas of your group to the whole class.
2.Do Act.6 Talk about your favourite play/poem/thinker/writer/story.
Homework
1. write your favourite play/poem/thinker/writer/story.
2. Listen and read the conversation.
3. Search the internet about the book called The Adventures of Tom Sawyer.
Unit 2 It’s still read and loved
Teaching aims
practice reading skills. Try to write a passage about your favourite great book.
Key points
run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death
Difficult sentences
1.The themes of the story are to do with children growing up and becoming more serious
2.It’s thought to be one of the greatest books.
Step 1 Warming up & leading in
1.Read the conversation you learned yesterday with your partner. Then answer the questions according to the conversation. What did Betty suggest at the end of the conversation in Unit 1?
What’s Mr. Jackson’s favourite book?
2.Ask the students if they have read the book before. What happens in the book? What are the
main ideas of the book? Show some pictures of the book and tell the story..
Teach the new words: behaviour, cave,freedom,funeral,outsider,pretty,social,theme,
treasure, nineteen century
Step 2 Reading
1.Read the passage quickly and answer the questions. Where can you read the passage? Why does
Mr. Jackson like the book?
2.Read the passage again and complete the table with the information about it.(Act.3) 3.Read and answer the questions.(Act.4)
Step 3 Read aloud and language points
1.Play the tape for the students to listen and read.
2.Get the students to read each paragraph and discuss the useful words and expressions.
run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death
It’s thought to be one of the greatest books.
Step 4 Writing
1. Work in pairs .Would you like to read The Adventures of Tom Sawyer ? Why/ Why not?
2. Think of your favourite great book you have read .Complete the table in Act.3 3. Write a passage about your favourite great book .
My favourite great book is Harry Potter and the Philosopher’s Stone by J.K.Rowling. It’s a
story about a young boy…
Home work
Listen to the tape and practice reading the passage aloud.1.
Write a passage about your favourite great book. 2.
Unit 3 Language in use
Teaching aims
Language practice
Key points
Seeing a play is more interesting than seeing a film.
First…then…,next…,after that…,finally…
Difficult points
The use of passive voice.
Step1 Revision
1. Read the passage in Unit 2
2. Show the passage about your favourite great book.
Step 2 Vocabulary (Act.5&8)
1. Read through the words or phrases in the box with the whole class. 2. Ask the students to complete the passages, then check them.
Step 3 Grammar
1. Ask the students to read the sentences in the box.
Grammar teaching 2.
The teacher helps students understand the passive voice 1) 被动语态的构成:be +过去分词
时态在be 体现:am /is /are +done, was / were + done, have/has been +done 被动语态的句型:
肯定句:主语+be +过去分词+(by ~)
否定句:主语+be not +过去分词+(by ~)
一般疑问句:Be+主语+过去分词+(by ~)
特殊疑问句:特殊疑问词+ be+主语+过去分词+(by ~) 2) 被动语态的用法:
I.要表达“被…”、”受…”、“遭…”、“让…”之类的语义。如: 教师很受尊敬—The teachers are well respected.
II.强调动作承受者。如:
他远近闻名—He is known far and wide.
III.不知道或没有必要指出动作的执行者。如:
房子每天都有人打扫__The room is cleaned every day.
3) 主动语态如何改为被动语态:
Children love these songs 主动语态
These songs are loved by children 被动语态 (Practice Do Act.1,2,3,4 and WB P117 Ex.4&53
Step 4 Listening and speaking(Act.6&7)
1. Ask the students to go through the table.
2. Listen and check the statements about Betty and Daming agree with.
Work in pairs .Ask and say which statements you agree with, and why._ 3.
__Do you think that modern books are great books?
__Yes, I do .I think …/No, I don’t .I think…
Step 5 Reading
Read “Around the world ” on P17 and answer the questions. When and where did Plato live? What was he? Where did he travel? What did he do when he
returned to Athens? What are his works called?
Step 6 Module task
Discussion: Are we more influenced by films than by books? 1. Decide on your point of view.
2. Think of some examples of films or books you have seen or read. How did they influence
you?
Homework:
1. Do Ex.2&3 on WB P116
2. Revise Module 2
Review of Module 7 and workbook
Step 1 Revision
1. Revise the words and expressions you learned in the module.
Do self-assessment on P119. 2.
3. Do Ex 6,7,8 to check their vocabulary.
Step 2 Listening and pronunciation.
1. Listen and check the true sentences.(Ex 9 on P118)
2. Listen and repeat .(Ex 10 on P118)
Step 3 Reading
Read and answer the questions.(Ex 11 on P118) 1.
2. Listen and read it again. Let the students ask more questions about Dickens. Then answer
them.
Step 4 Grammar
1. Check Ex 2&3 on P116 to revise the passive voice.
2. Do some more exercises about it.
Module 3 Sporting life
一、教材内容分析:
本模块以体育运动及奥运会为话题，通过谈论BIG与HAS间的前一次和下一次篮球比赛(Unit 1)，介绍刘翔的成长历程(Unit 2)及奥运会(Unit 3)展开教学。要求掌握一般过去时和一般将来时的被动语态;学习与体育运动相关的词汇及日常用语等。通过学习，放眼时事，体会体育明星光环背后所付出的勤奋与努力。
二、学情分析:
本模块围绕篮球等体育运动及奥运会而展开，又正直北京奥运会倒计时之际。相信学生对此内容会颇感兴趣。同时介绍了刘翔的成长历程，联系现实，阐明体育竞技的伟大及体育训练的艰辛，努力是将来成功的基石。
被动语态共分三个模块讲授，本模块第二次涉及这一内容，可谓承上启下。要求学生在熟练运用各种时态的基础上，将时态与语态相结合，需反复操练。在巩固一般现在时的被动语态的基础上学习一般过去时和一般将来时的被动语态，并为学习现在完成时和情态动词的被动语态作好铺垫。
三、教学目标:
语言知识目标:
(1)词汇:allow/defeat/stand for/against/tough/encourage/medal/record/set up/ first of all/represent/advertisement/coach/regularly/race
(2)日常用语:You’ve got no chance!/What do you reckon?/Don’t let them get to you!/Nice work!
(3)语法:一般过去时与一般将来时的被动语态。
(4)话题:讨论有关体育运动与奥运会的话题以及体育明星的成长历程。 语言技能目标:
听:通过对话与课文等的听力训练，理解简单的体育运动信息。 说:通过对文本等的学习，辅以问答及讨论等形式反复操练，学会简单讲述某名人的成长历程。
读:提高阅读能力，掌握文本精髓。
写:作一份关于班级内同学参加体育运动或观看体育比赛的
调查报告
行政管理关于调查报告关于XX公司的财务调查报告关于学校食堂的调查报告关于大米市场调查报告关于水资源调查报告
。写一篇关于体育明星
成长历程的简单报道。
情感态度目标:
通过学习，加强团队合作精神的培养，调动学生良性竞争的意识及英语学习的积极性。了解有关体育运动和竞技比赛的要素;了解奥运会特别是即将举行的北京2008年奥运会的相关信息;了解当代体育明星成功的奋斗历程，用理性的思维体会成功背后的艰辛与努力，指导青少年学生的个人成长。
四、教学重点及难点:
(一)掌握与体育运动等相关的词汇、句型及日常用语。 (二)掌握一般过去时与一般将来时被动语态的运用。通过各种题型的反复操练，掌握其与一般现在时的被动语态的不同用法。
(三)简单撰写某体育明星的一段成长经历或成功史。 五、课时安排:
Period 1: Unit 1
Period 2: Unit 1-2
Period 3: Unit 2
Period 4: Unit 3
Period 5: Unit 3
Unit 1 When will the match be held?
?Teaching model
Listening and speaking
?Teaching method
Communicative approach
?Teaching aims
Key words: allow, defeat, train, tough, chance, reckon, mad Key Phrases: stand for, get to
Everyday English: a tough match You’ve got no chance! What do you reckon? Don’t let them get to you! Nice work!
?Teaching aids
Tape recorder, OHP, pictures, handouts
?Teaching Steps
Step1 Warming-up and listening
1. Look at the pictures and talk something about sports.
2. Look at the photos and describe them. You can use some of the words in the box to help you.
3. Listen and check the words you hear in Activity 2.
Step 2 Listen and read
1. Listen to the tape carefully.
2. Ask the students to read through the conversation individually. 3. Play the tape and have them read and follow.
4. Act it out.
5. Learn Everyday English.
Step 3 Do Exercises
1. Complete the table in Activity 4. 2. Listen again and check. 3. Complete the sentences in
Activity 5.
Step 4 Work in pairs
Read the sentences from the conversation. Say who the underlined words refer to in Activity 6.
Step 5 Explain the important and difficult points
Don’t let them get to you, Tony! 不要让他们影响你,托尼!
get to sb.意思是to make someone feel upset or angry,即"让某人感到烦恼,困扰"。如:
The heat was beginning to get to me so I went indoors.
天气很热,让我开始感到烦躁,所以我回到了屋内。
The smell of her old book really gets to me after a while!
过了一会儿,她的旧书散发出的气味实在让我不舒服。
Step 6 Pronunciation and speaking
1. Listen and repeat. Make sure you pause between each sense group in Activity 7. 2. Say the
sentence in Activity 8.
3. Work in pairs. Talk about your favourite sports team or sports star this season. Step 7
Homework
Finish the exercises in the workbook Ex. 1, 2, 3, 4&5.
Unit 2 Liu Xiang was trained for gold.
?Teaching model
Reading and writing
?Teaching method
Bottom-up approach
?Teaching aims
Key vocabulary : encourage , medal , set , set up , yearbook , represent , advertisement , coach ,
sportsman , overnight , skill , hurdling , sportswoman , race
Grammar : 一般过去时和一般将来时的被动语态
?Teaching aids
OHP, tape recorder
?Teaching Steps
Step 1 Warming-up
1. Guessing game: The Chinese champions in the Olympic Games.
2. Talk something about Liu Xiang.
3. Show some pictures .Look at the pictures and the title of the passage. Say what you know about
Liu Xiang and how he became a sporting hero.
4. Introduce the new words.
Step 2 Reading
1. Read the passage in Activity 2.
2. Play the tape and have them read and follow.
3. Read the passage again.
Step 3 Do exercises
1. Read the passage and choose the sentence which best expresses the main idea.
Liu Xiang____. a) was helped by his sports school to become a gold medal winner b)will be
encouraged to be a star and not a sporting hero c) has trained for many years , and will continue to
win medals
2. Complete the time line with the notes in Activity 3.
3. Answer the questions in Activity 4.
1) As a symbol, what does Liu Xiang represent?
2) Why isn’t Liu Xiang an overnight success?
3) What was Liu Xiang advised to do in 1998?
4) What was the special programme set up in 2001?
5) What will he be encouraged to do in the future?
Step 4 Explain the important and difficult points
And now that he's well known all over the world, Liu Xiang will also be asked to appear in 1.
advertisements and films, and even to record music.
现在由于刘翔已经世界闻名了,他还会被邀请做广告,拍电影,甚至录唱片。
now that 常常用为一种新的情况或状况做出解释,表示"既然;由于"。如: Now that Mr Liu has arrived , we can begin our meeting.既然刘先生已经到了,我们就开会吧。
2. Liu was encouraged at first to train as a high jumper.起初,教练支持刘翔练跳高。
encourage sb. to do sth.表示"鼓励某人做某事"。在本句中,encourage一词用于被动语态,表示刘翔是"被鼓励"去某事,而不是他"鼓励"别的人去做某事。如: Ms Wang always encourages us to speak English in class.王老师总是鼓励我们课 上讲英语。
We were encouraged to learn foreign languages at school.学校鼓励我们学习外语。 3. It was set up in 2001 to help young sportsmen and sportswomen. 它(特殊项目)建立于2001年,用来帮助年轻运动员。
set up表示"建立,设立;创办(组织,企业);制定(
计划
项目进度计划表范例计划下载计划下载计划下载课程教学计划下载
等)如:
She plans to set up her own business.她计划企业办自己的企业。
We need to set a meeting to discuss the plan.我们需要开个会来讨论这个计划。 4. Grammar : 一般过去时和一般将来时的被动语态
英语的语态是通过动词形式的变化表现出来的。英语中有两种语态:主动语 态和被动语态。主动语态表示主语是动作的执行者。例如: Many people speak Chinese.
谓语:speak的动作是由主语many people来执行的。
被动语态表示主语是动作的接受者，即行为动作的对象。例如: Chinese is spoken by many people.主语Chinese是动词speak的接受者。 1)一般过去时的被动语态构成:
was/were，p.p.(过去分词)eg:
Liu Xiang was helped by a special programme.
Liu Xiang’s races were recorded.
2)一般将来的被动语态构成:
shall/will be，p.p.(过去分词)eg:
Liu Xiang will be encouraged to go for more medals for China.
Will he be encouraged to spend more time away from sport?
5. Learning to learn
Step 5 Writing
1. Rewrite the notes in Activity 3 in full sentences.
2. Look at the sentences in Activity 6.
A special programme helped Liu Xiang.
Liu Xiang was helped by a special programme.
His skill at hurdling was noticed by his coach Sun Haiping. His coach Sun Haiping noticed his skill at hurdling.
3. Write sentences about Zhang Yining's training.
4. Join the sentences you wrote in Activity 6 to write a paragraph about Zhang Yining .Use and,
although and because.
Step6 Homework
Finish the exercises in the workbook Ex. 6, 7, 8&9.
Unit 3 Language in use
?Teaching model
Revision and application
?Teaching method
Formal and interactive practice
?Teaching aims
1. Key vocabulary: finishing line, award, marathon, Italian, turn, so far, champion, taekwondo,
belt
2.Grammar : 一般过去时和一般将来时的被动语态
?Teaching aids
Tape recorder, OHP, handouts
?Teaching Steps
Step 1 Revision
Review the text of Unit 2
Step 2 Language practice
1. Read through the example sentences in the box with the whole class. 2. Grammar : 小结一般过去时和一般将来时的被动语态 Step 3 Work in pairs.
1. Ask and answer the questions in Activity 1.
2. Complete the passage with the correct form of the words in Activity 2. 3. Look at the pictures and put them in the correct order in Activity 3. Step 4 Do exercises
1. Complete the conversation with the correct form of the words in the box in Activity 4.
2. Choose the best answer in Activity 5.
3. Listening:
1) Listen and check the true statements in Activity 6.
2) Listen again and choose the correct answer in Activity 7. 4. Put the sentences in the correct order to complete the conversation in Activity 8. Step 5 Around the world: The Paralympics Games Step 6 Module task: Module task: Making a class sports survey
1. Work in groups. Write questions to find out about the sport people like to watch and do.
* What sports do you like?
* How often...?
* Do you like to...or...?
2. Carry out your survey.
* Ask as many students as you can to answer your questions. 3. Write the results of your survey.
1) Say how many students you asked the questions were.
We asked...student “What...?”
2) Compare their answers.
… students said ... and ... students said ...
Step 7 Homework
Finish the exercises in the workbook Ex.10, 11, 12&13.
Module 4 Great inventions
Unit 1 Paper and printing have been used for ages
教 学 目 标
德育目标:To know something about the history of paper inventing 知识目标:To get information about the history of paper inventing from the conversation
能力目标:To talk about the advantages of some inventions To practise the passive voice of the future tense, perfect tense and modal verbs. 重点
Vocabulary
advantage, battery , borrow , camera, charge lend look after, online, photo, promise, same, turn off, turn on
难点
the passive voice of the future tense, perfect tense, and modal verbs. 课型
Listening and speaking
教法
PWP approach
Teaching Procedures:
Step one: Revision 1)Talk about some great invention, recall the words of inventions:
TV, computer, watch, radios, camera, digital camera, photo, mobile phone, internet.
Teach: online magazine
2) Recall what we have learned in the last Module
Step two: Listening and vocabulary
1. Talking: What's the advantage of an online magazine 2. Listen and check the words
3. Listen and read
? Play the tape to let the Students get the answer: Can the digital camera be borrowed from
Tony's Dad
?Do Activity 4.Get the students to show their answers. ?Listen and repeat.
Notes:Everyday English
Can I ask a favour 帮忙,赏光 Anyway…谈点别的,另外 Here it is. 给你,在这儿 It doesn't matter. 没关系 I'll see to that. 我会处理的. Is that clear 清楚吗 懂了吗 Promise! 我一定! language Points
1) Paper and printing have been used for ages.
for ages ---- for (many) years好多年了.
类似短语: for hours/ days/months 等.
2) The battery hasn't been charged for a couple of months. a couple of --- several 几个
3) I'll see to it. 我来处理.
see to sb. / sth.= look after, deal with "处理, 照顾, 关照" 4.) You must promise that it won't be….
promise to do/ that..= make a promise to do/that 答应, 许诺作某事 Promise!= I promise to do that.我答应!
5) turn on ----打开 turn off ----关闭
turn up -----开大 turn down ---关小
eg. Don't forget to ___________the light when you leave the room. Please ___________the TV, the football is beginning. Would you please ________it ______ a little I can't hear it clearly. The baby is sleeping. Please _____________ the radio a little. 4. Read the summary of the conversation. Underline the wrong information 5. Answer the questions
Ask Ss to say their answers and check them together. 6. Find the sentences in the conversation which mean Grammar Points
Will (won't_) + be +动词的过去分词为一般将来时的被动语态 have/has (not) been + 动词的过去分词为现在完成时的被动语态 情态动词+ be + 动词的过去分词为情态动词的被动语态 Summary: 各种时态的被动语态构成
一般现在时:S+ am/is /are + done
一般过去时:S+ was/were + done
一般将来时:S+ will + be + done
情态动词:S+can/may/must/should+be+done
现在进行时: S+ am/ is/ are + being+ done
过去进行时: S+ was/were + being+ done
现在完成时:S+ have/has + been+ done
Pronunciation and Speaking
Listen to the sentences and repeat.
Homework:
Finish work book 1-3
附加练习:
中英互译:
I'll see to that._______________ 帮个忙________________
Promise. ________________ 照相________________ look after________________ 好几个________________ turn off________________ 几年________________ Here it is. ________________ 由….代替________________ 改为被动语态句子
1. They have published two issues of this magazine. 2. Betty has kept my watch for two days.
3. I'll charge the battery for your MP3 players. 4. I could not find my bag anywhere.
课题
Module 4 Great Inventions
Unit 2 Books could be produced more quickly and cheaply.
目 标 教 学
德育目标:To research science and love science 知识目标: To understand passages involving present perfect perfect tense
能力目标:To learn a reading skill ----- Scanning To know the history about paper inventing 重点
Vocabulary
Create, produce, ink, against, knowledge, spread, introduction, receive,
难点
Phrase:made of, at a time, by hand, at the beginning of, in a way, rather than, one day
课型
Reading and writing
教法
PWP approach
Teaching Procedures:
Step I: Revision
Have/has been + done
This book/ discuss/ on telephone
It/ buy/by thousands of people
Children/tell to read this book
The book/ print/ again and again
Other books /write /about this book
Must/can/may be done
1. a) All students must read this book.
b) This book _____________by all students. 2. a) Everyone can understand his ideas.
b) His ideas ________________by everyone. 3. a)I could not fine her books anywhere.
b) Her books ________________anywhere. 4. a) For a long time, many people could not use computers. b) Computers__________________by many 5. a) We can do the work now if you want.
b) The work _____________now if you want. 6. a) You must not take these magazines from the library. b) These magazines _________________from the library . Reading and vocabulary
1. Talk in pairs
What are the advantages of both book and computers Can books be replaced by computers
2. Read and get the main ideas of the paragraphs P1 c. Life on paper and in print
P2 a. The world before books
P3. b. The invention of printing
P4. d. Technology and books
P5. e. Can books be replaced by computers Language Points
,温习 1. looks through 浏览
2. with– without 带有… / 没有…
3. be made of ---- be made from--- be made up of --- be made in------ be made by— be made into –-- 4. write words on-- make a book -- in those days -- at a time -- by hand --- as a result ----
5. put… against 将…放进/刻进 hold… against 将…贴到 6. at the beginning of 在…初/ 开始时
,之后 in a way 以…方式7. after that 然后 8.compare…. with…. 与….相比 , 与….相媲美 9. rather than 胜过,而不愿 prefer to do… rather than do… 情愿…而不..
be replaced by 被….所替代 be read online 在网上阅读 3. Make notes to complete the timeline.
4. Answer the questions
1. Why were books expensive and rare before the invention of printing
2. Why did ideas spread more quickly when books became cheaper 3. What can we use instead of books to get information Homework
Finish the workbook exercises
课题
Module 4 Great Inventions Unit 3 Language practice 教学目标
德育目标:To know about some great inventions 知识目标: To practice the use of passive voice 能力目标:To complete a task about "How to improve inventions" 重点
被动语态:
情态动词的被动语态: 情态动词(not)+ be +过去分词 现在完成时—— have/has +been+动词的过去分词 难点
情态动词的被动语态: 情态动词(not)+ be +过去分词 现在完成时—— have/has +been+动词的过去分词 课型
Revision and application
教法
Formal and interactive practices
Part I: Revision
Language practice
现在完成时的被动语态: have/has(not) been +过去分词 情态动词的被动语态: 情态动词(not)+ be +过去分词 Conclusion
被动语态的构成:be +动词的过去分词
一般现在时—— am/is / are +动词的过去分词
一般过去时—— was/were +动词的过去分词
)+ be +动词的过去分词 情态动词—— aux.v. (must/can/could/may…
现在进行时—— be(am,is,are)+being +动词的过去分词 一般将来时—— will be/be going to be +动词的过去分词 现在完成时—— have/has +been+动词的过去分词 主动语态改成被动语态的步骤及注意事项
1. 主动语态的宾语改成被动语态的主语.
2. 主动语态的谓语动词改成被动语态的谓语动词.do----be done 3. 注意保持时态和人称的一致.
4. 带双宾的谓语动词有两种改法.当把直接宾语改成主语时,谓语动词后必须加适当的介词:
to / for.
如:give-- be given to 此类动词还有:pass show send… 再如:buy--- be bought for此类动词还有:make draw cook mend… 5. 一些动词不定式在主动语态中省略to作宾语补足语,改成被动语态时,to必须还原.
注:1. 不及物动词(vi.)不用被动语态.如:happen,take place ,appear disappear…没有被动形式.
**几种特殊结构
1.My uncle gave me a gift on my birthday.----
I was given a gift on my birthday.
A gift was given to me on my birthday.
2.We often hear him play the guitar.
He is often heard to play the guitar
注意:see, watch, hear, notice, feel, make, listen to, look at等动词/短语后作宾语补语的不定式
都不带to;但改成被动语态后必须带to.
Part II: Language Practice
Read though the sentences with the students and talk about the highlighted structures.
Exercises: Activities 1~8
Finish the exx with the students according to the highlighted words of every activity. Check the
answers.
Homework:
Finish off the workbook exercises
Module 5 Museums
The Teaching Plan for Unit1 You mustn't touch it! Topic
You mustn't touch it!
Type of lesson
New lesson
Period(s)
Two
Teaching
Aims
?.Aims of basic knowledge:
To know something about the signs around you and obey the rules.
?.Aims of emotion:
More interests and better attitude to learn English. ?.Learning abilities & strategies:
To talk about the signs with "mustn't, can't, Don't… No…." And Word Formation --Compound
words
?.Aims of culture:
To get information about the signs
Teaching Aids
Tape, recorder, pictures, exercise paper, small blackboard Strategies
for
teaching difficulties
&
key points
Teaching difficulties & key points:
1. The new words and phrases.
2. The listening material of Activity 3. Special Strategies:
1. Give some time to the students to remember the new words. 2. Talk something related with listening material before listening.
Personal adjustment
Teaching
procedure
Teaching
Procedure
Step1: Greeting and revision
have/has been + 过去分词; 情态动词+be+过去分词 Step2: Talking:
The signs around you (draw some pictures on the blackboard about sighs, ask students to guess)
Step3: Listening and vocabulary
1. Match the pictures with the phrases
2. Listen and underline the correct word in each sentence 1) Read the words together and try to understand their meanings. 2) Listen and check.
3. Listen and read
1) Close the book and listen to the tape, then answer the question: What are they doing
2) Check the answer and listen again then finish part 5. 3) Ask some students to check the answers.
4) Listen and repeat.
Language points:
后面应跟名词,代词或动名词,如:1) look forward to 与pay attention to 中的to都是介词,
I'm looking forward to meeting you.
You must pay attention to the spelling in your writing. 2) Hang on a minute! 等一下!
3) on one's own 单独的
4) take a photo 拍张照片
5) against 反对 be against doing sth. 反对做某事 6) 几种表示禁止的表达方式:
Don't+动词原形 No+名词/动名词 can't mustn't be not allowed to 7) No, you can't take a photo, either.
Either在此用作副词,要与否定词连用,意思是"也不".如, I don't like coffee either. 我也不喜欢咖啡.
Step 4: Pronunciation and speaking
1. Listen and repeat.
2. Pairwork: Talk about the rules you can or can't do in libraries or museums. Homework
Copy the new words and recite the useful phrases. Blackboard
Writing
Design
Language points and exercises: 完成句子.
1. 禁止喧哗,它违反规定. No shouting! It's against the rules. 2. 好,让我们下楼吧! Well, let's go downstairs.
3. 不要碰,禁止你碰它. Don't touch! You mustn't touch it. 4. 不,你也不能拍照. No, you can't take a photo, either. 5. 赶快!否则我们将迟到了. Hurry up, or we'll be late for school. Self-
reflection
The Teaching Plan for Unit2 There's no shouting and no running. Designed by: Yang Lijian Date: Sep. 29
Topic
Type of lesson
New lesson
Period(s)
Two
Teaching
Aims
?.Aims of basic knowledge:
1. To know something about the Science Museum in London. 2. Useful important phrases.
?.Aims of emotion:
More interests about the Science Museum. ?.Learning abilities & strategies:
1. To get information about the Science Museum in London. 2. To understand passages involving Compound word. ?.Aims of culture:
To get information about the Science Museum in London. Teaching Aids
Tape, recorder, pictures, exercise paper, small blackboard Strategies
for
teaching difficulties
&
key points
Teaching difficulties & key points:
Phrases and Compound word.
Special Strategies:
Give some time to the students to remember the new words. Personal adjustment
Teaching
procedure
Teaching
Procedure
Step1 Revision
Use "mustn't, can't, Don't No." to make more sentences about the rules for museums or libraries.
(Tips: game or competition.)
Step2 Reading and vocabulary
1. Read the words and talk about the pictures. 2. Read the passage and answer the questions. 3. Check the answers and listen to the tape. 4. Complete the table and check
5. Language points:
,1) allow doing sth. 允许做某事.如
They don't allow smoking in the museum. 他们不允许在博物馆吸烟.
allow sb. to do sth. 允许某人做某事.如,
My parents don't allow me to read in the bed. 我父母不允许我躺在床上看书.
be allowed to do sth. 被允许做某事.如,
Students are not allowed to smoke. 学生们不准吸烟. 2) work out 计算出
3) try out 检验,试用
4) fill…with… 用......填充......
She filled the bottle with water. 她用水装满了瓶子. 区别:be filled with 表示"充满",强调动作; be full of 表示"装满,盛满",表示状态.
Hs heart was filled with gratitude. 他内心充满了感激之情. The basket was full of flowers. 篮子里盛满了花. 5) compare…with 与......作比较
6) drop in 顺便走访,也可用于drop in on sb. 顺便走访某人. 7) Above all "首先,最重要的是"
8) as long as so/as+adj./adv.+as 像......一样 Step 3 Writing
Complete the passage then check the answers. Homework
Finish the workbook exercises.
Blackboard
Writing
Design
Language points and exercises: 单项选择. 1. A: Hellow! Would you like to go to the cinema with me tonight B: I'm sorry, I can't. Father won't B me to go out in the evening. A. let B. allow C. offer D. help
2. We won't allow C n museum. But you are allowed _____ in the rest room.
A. smoking; smoking B. smoke; smoking C. smoking; to smoke D. to smoke; to smoke
3. Be careful! The bowl C hot water.
A. full of B. fill with C. is filled with D. is fulled of Self-
reflection
The Teaching Plan for Module5/Unit3 Language in use Topic
Type of lesson
Revision
Period(s)
Two
Teaching
Aims
?.Aims of basic knowledge:
1. Master the key words and structure.
2.To practice the use of Compound word.
?.Aims of emotion:
Talk about you can or can't do something
?.Learning abilities & strategies:
1. To talk about the rules with "mustn't, can't, Don't… No…." ?.Aims of culture:
To get information about the Science Museum in London. Teaching Aids
Tape, recorder, pictures, exercise paper, small blackboard. Strategies
for
teaching difficulties
&
key points
Teaching difficulties & key points:
Use the structure "allow or not allow doing sth." To explain the rules. Special Strategies:
Give some time to the students to remember the structures. Personal adjustment
Teaching
procedure
Teaching
Procedure
Step 1: Revision
1. Finish part 1 and 2.
2. Check the answers and read the sentences in language practice. 3. Review:
1)No+v.-ing! 如:
No smoking! 不许吸烟!
No joking! 不要开玩笑!
2)祈使句
否定的祈使句同样可以用来表示"禁止".如: Don't shout.不要喊叫.
Don't make any noise.不要吵闹.
3) You mustn't…
情态动词mustn't 可以表达"禁止"的概念.如: You mustn't take photographs of the exhibits in museums. 博物馆中不得给展品拍照.
You mustn't tell it to anyone.
你决不可以告诉任何人.
4)You can't…
can't 可以表示"能力","可能性",也可以表示"不允许".因此可以用来制止某人做某事.如:
In most museums you can't make any noise. 在大多数博物馆里不能吵闹.
5) You aren't allowed to…
本句型用来制止对方做某事.如:
You are not allowed to touch the exhibits.
不要触摸展品.
Step 2 Finish the all exercises then check it.
Step 3 Compound words (见书本P179)
Exercises:
Make new words using the words in Box A and Box B.
A
bed class down home post up wet
B
card room site stairs work mate load sick
Homework
Finish off the workbook exercises
Review the language points in this module.
Blackboard
Writing
Design
1)No+v.-ing!
2)祈使句
否定的祈使句同样可以用来表示"禁止".如:
Don't shout.不要喊叫.
3) You mustn't…
4)You can't…
can't 可以表示"能力","可能性",也可以表示"不允许".因此可以用来制止某人做某事.
5) You aren't allowed to…
Self-
reflection
Module 6 Save our world 教案设计
一、教材内容分析
本模块以杜绝浪费，保护环境，拯救地球为话题，让学生在了解地球危机重重的基础上，通过活动，考虑我们学生应怎样从生活细节中采取措施来保护环境，保护地球，进而培养学生的忧患意识和主人翁意识。讨论话题源于周围环境，贴近生活，便于开展活动。教学中应结合学生实际情况，灵活调整教学内容，合理设置课时。适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生责任的教育。
二、学情分析
通过两年的学习，学生已能用英语熟练地表达自己的看法和意见。本模块的话题是环境、资源，这是学生很熟悉也较感兴趣的话题, 但同时对学生的知识储备要求较高。首先要求学生通过多种途径了解地球环境、资源的现状。其次在教师预设的任务中，要使学生有话可说，但是这个话题涉及较多的知识，学生掌握的难度较大, 如果材料处理不当，会导致学生有话
想说，却无法用英语表达的尴尬场面。因此在具体安排教学内容时，可由简到难，适当降低难度与要求，让学生更好地运用课本知识，达到提高综合运用语言能力的目的。
三、教学目标
1. 语言知识目标
词汇 waste、energy、pollution、recvcle、reusable、reduce、reuse、repair、environmental、hopeless、necessary、plastic、sort、harm、material
词组句型 instead of、do harm to、make a difference to、It’s+adj+to、stop from
语法 前缀、后缀构词法
功能 表达如何杜绝浪费，保护环境，拯救地球
话题 以了解地球危机重重为基础，讨论如何拯救地球为话题
2(语言技能目标
听 听懂有关不同保护环境方法的对话，提高学生实际应用能力 说 能用本模块的生词、短语开展对话、讨论，介绍各自生活中保护环境的方法 读 了解地球环境的现状, 通过阅读掌握reduce，reuse，recycle的含义和重要性，进行简单的阅读技能训练
写 1(能用核心词汇写出简短的、表达观点的句子
(能写出生存现状和保护措施，形成完整的计划性文章 2
演示与表达 能向全班做有关生存现状和保护措施的发言与展示
3(学习策略目标
通过合作讨论、游戏、竞赛等多种活动形式，实现在用中学，学而能用的原则。
认知策略 联系，归纳，推测等技能。
调控策略 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。 交际策略 学习运用恰当句子表达自己的观点。
资源策略 能利用多种途径及学习资源查找信息，用所学内容进行真实交际。 自学策略 能借助词汇图掌握单词，形成话题联想的习惯，培养学生的阅读能力技巧。
合作学习策略 关心周围的生存现状和保护措施, 交流并分享各自的观点并形成最终观点。
4(文化意识目标
引导学生关注社会，关注身边的事和人，关心周围的生存现状和保护措施，对学生进行环保意识的渗透。同时让他们了解保护环境离我们很近，身边有许多机会，进而培养学生的忧患意识和主人翁意识和关爱地球之心。
5(情感态度目标
(1)通过开展生动活泼的教学活动，激发学生的兴趣。
(2)培养学生热爱生活、热爱自然界，培养保护环境的意识和关爱地球之心。 同时也积极鼓励学生参与社会实践活动。
(3)引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。
四、重点难点
1. 教学重点
重点话题:How to be green
2. 教学难点
(1)前缀、后缀构词法及其积累
(2)能用恰当地道的英语表达对保护环境的看法。
3(突破途径
以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。
五、教材处理
1、任务
核心任务:能够运用所学句型结构向不同的朋友交流自己关于保护环境的看法。三个环节如下:
pre-task:学生通过多种途径了解有关环保的知识，激活背景知识。 Task-cycle:通过整个模块的听说读写的训练，强化“地球现状和保护环境的途径”的表达能力，为完成核心任务做好铺垫。
post-task:达成任务，展示成果，自我评价，反馈学习情况。 2、课时安排
Period One: Unit 1 It’s wasteful to throw away paper and metal. Period Two: Unit 2 Remember three words: Reduce, reuse and recycle. Period Three: Unit 3 Language in use (1)
Period Four: Unit 3 Language in use (2)
六、教学设计
Period One: Unit 1 It’s wasteful to throw away paper and metal. Step 1: Warming-up
According to the words, let the students say something about our world and describe it. 设计意图:
从学生所了解的世界入手，利用学生已有的认知水平进行头脑风暴，主要为下一步世界中最主要的环境问题的引出做准备工作。
Step 2: Lead-in
1. Watch a video about our world.
2. Discuss: What problems did you see?
3. Work in pairs. Say what you should do about these problems. 设计意图:
视频让学生更直观地了解到我们的地球所面临的日趋严重的环境问题。通过观看，思考和讨论，给学生提供一个运用英语的机会，培养了学生注意的能力和主题理解能力，更激发了学生保护环境的意识。
Step 3: Listening
1. Look at the photos. Describe and check them. (Activities 1 and 2)
2. Listen and read. Then do Activties 6 and 7.
3. Discuss: Look at Activity 5. Choose one of them and answer it.
设计意图:
听力是学生的一个难关，因此在设计中应由浅入深，教师加以引导和帮助。活动五在课文中没有直接原文答案，为降低难度，可让学生选择回答，让各层次的学生都有事情可做，都有事情会做，提高参与率和成就感。
Step 4: Speaking
1. Watch a video.
2. Disuss: Think of some ways of environmental protection. Complete the table with the
ways.
设计意图:
保护环境并不只是政府的事情，其实在我们身边有许多我们能做而常被忽视的。通过观看同龄人的行为，让学生了解我们不该做的很多，我们该做的更多。让学生考虑应怎样从生活细节中采取措施来保护环境，保护地球，进而培养学生的忧患意识和主人翁意识，培养学生热爱生活、热爱自然界，培养保护环境的意识和关爱地球之心。
Homework:
1. Review Unit One.
2. Workbook: Page 133 Vocabulary and Listening.
3. Choose one of the two and finish it.
(1) Think of more ways of environmental protection.
(2) Find out some problems around you and think how to solve them. Then write it down.
Period Two: Unit Two Remember three words: Reduce, reuse and recycle. Step 1: Warming-up
1. Check the homework.
2. Introduce some environmental groups.
3. Do a questionnaire.
设计意图:
在社会中，包括政府在内，有许多的机构，单位，组织和个人都关心和保护着环境。通过问卷让学生领悟我们虽小，但我们可做的很多，而且这些可做的事就在我们的身边，就在我们的日常生活里，从而为课文的引出做好铺垫。
Step 2: Lead-in
Look at the pictures. Say which things are better for the environment and why. 设计意图:
利用学生最熟悉的生活用品比较，在一定的语境中进行讨论和学习词汇。小组讨论可以集思广益，加深对课文的理解。而进行有意义的交流是词汇学习的上上策，培养学生词不离句学语言的好习惯。并且让学生从自身的感受和生活的经验来判断, 激发学生热爱生活、关心生活和保护环境的意识。
Step 3: Reading
1. Read the passage.
2. Work in pairs and answer the questions. (Activity 6)
3. Read the passage again and check the things you should do. Then give reasons for what
you should or shouldn’t do. (Activities 4 and 5)
设计意图:
通过慢速和快速阅读培养正确的阅读方法，让学生了解文章的主旨，同时培养学生的猜
词能力，提高阅读能力。通过学生自己的阅读，主动去发现问题，提出问题，并通过不同途径解决问题。通过有意义的回答问题这种说的练习不但加深了对文章的理解，而且突出了语言的交流功能。
Step 4: Writing
1. Work in pairs. Make some lists of things.
2. Make suggestions about how to be green. Give reasons，please. 设计意图:
本部分为写作活动，与学生们的学习密切相关，同时也巩固先前的阅读所学知识，具有一定的难度，因此有必要提供范文。
1.本活动为写前活动，目的是收集信息，让学生深度理解三个重要词汇。
2.本活动是任务的主要阶段，首先让学生重温根据先前的图表信息，然后制定环保建议和理由。
Homework:
1. Review Unit Two.
2. Workbook: Page 134 Reading and writing.
3. Choose one of the two and finish it.
(1) Make suggestions about how to be green and give reasons.
(2) Make a list of things that you have done something to help our environment.
Period Three: Unit three Language in use (1)
Step 1: Warming-up
1. Check the homework.
2. Watch a video.
设计意图:
通过观看视频,让学生了解本堂课的主题是利用我们所学到的知识去讨论问题，解决问题。最重要的是如何从身边的小事开始，从我做起去保护环境，爱护环境，以达到学习和生活紧密联系。
Step 2: Practice
1. Complete the conversation with the correct form of the phrases in the box. (Activity 9)
2. Read the ideas on protecting the environment. Then practise and answer the questions.
(Activities 6 and 7)
3. Work in pairs. Discuss the question. (Activity 8)
设计意图:
练习经过重组，难度有简到难，逐步深入，让学生自然地接受，消化。练习8又为下一步的讨论打下基础。
Step 3: Discuss
Work in pairs and talk about the picture.
设计意图:
学生通过任务，分享各自的智慧火花，使口语能力得到提高。通过交流看法，多角度、多元化促进学生对知识的掌握和运用。从听、说逐渐过渡到下一步的写，由口头输出的流畅
性过渡到笔头输出的精确性。
Step 4: Module task
1. Discuss what you can do about pollution.
(1) Decide what type of pollution you want to talk about. It could be water pollutiong, air
pollution, waste, cutting down forests, etc.
(2) Discuss your topic. Say what you think about the problem and what can be done.
设计意图:
本部分为写作活动，可以巩固先前的阅读所学知识。本环节分为两个步骤:第一步是挑选内容，第二步是讨论和语篇写作。第一步对于英语基础不好的学生尤为有用。要求学生独立写作，同时又将学生自主学习与小组合作活动相结合，旨在培养学生独立自主的学习能力及分享观点，相互协作的能力。
2. Make a poster to tell others to protect the environment.
设计意图:
活动过程可让学生先看一些例子，然后选择一个话题，收集相关资料;为招贴画选择一个标题;对招贴画进行描述介绍;进行评比打分，选择优秀作品在班级报栏展示。该活动有助于培养学生资料收集、筛选的能力，培养学生的主题意识和话题意识，以及小组成员的合作意识。让学生明白不光自己要有环保意识，更要号召、呼吁身边的人一起爱护环境，保护环境。
Homework:
1. Review Language in use (1).
2. Finish the module task.
Period Four: Unit three Language in use (2)
Step 1: Word games
1. Make new words. According as the word, make new words as many as you can.
2. Make new words. Join the words in Box A with the parts of words in Box B. Step 2: Practice
1. Do Activities 2, 3 and 4.
2. Workbook: Grammar and vocabulary.
设计意图:
加前、后缀是英语中最常见的扩充词汇的方式，也是学习英语必须掌握的构词法。但常用的前缀、后缀非常多，因此应指导学生在学习的过程中自己学习，讨论，研究和发现其规
律，并注意平时的积累。
Homework:
1. Review Language in use (2).
2. Finish the module work.
Module 7 Australia教学设计
Unit 1 I’m looking for the photos that you took in Australia!
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary: crocodile, shark, hand, have a look at, alongside, detail
Key structure: The attributive clause with that
2. Listening skill: To understand conversations involving the Attributive Clause in listening. Improve the students’ listening ability.
Teaching Aids: Multi-Media (or Tape recorder, OHP)
Teaching Procedures:
Step 1 Lead in
Divide the class into several groups and each group has two, three or more students. One student acts as a travel agent, the other students want to travel. The agent will recommend some cities or countries to the others.
设计意图: 复习七八年级所学过的关于城市和国家的知识，自然的过渡到本单元的关于澳大
利亚的重点对话。并且可以培养同学之间的合作与交流，提高会话能力。
Step 2 Presentation
Show students a picture of Sydney Opera House and tell them “Tony’s father has been to Australia. He visited Sydney Opera House.” Then get them to listen to the dialogue and answer two questions: 1. Where else did he visit? 2. What animals did he see?
设计意图: 因为是一篇较长的对话，所以让同学们带着问题去听，第一遍不要求逐字逐句听
懂，但要能回答出简单的问题。
Step 3 Read and repeat
Get the class to read the dialogue. Then ask them to read in pairs.
Step 4 Complete the table
After the students are familiar to the dialogue, ask them to complete the table in Activity 4.
设计意图: 在这一步骤中,让学生从说转移到写上,并且让同学们在完成表格的同时更加熟悉
课文。
Step 5 Answer questions
Get students to answer questions about the dialogue.
Step 6 Grammar
Show students several sentences involving The Attributive Clause in this unit. Ask them to think of the use of the word “that”.
设计意图: 在本单元只是呈现一下定语从句的概念，让同学们对此有一个印象，而不必强调
如何去改写定语从句。在以后的两个单元的逐步练习中再让同学们慢慢地对此语法熟悉起
来。
Step 7 Homework
1. Read the words and the dialogue frequently. Try to recite part of the dialogue.
2. Finish some exercises in workbook Module 7.
Unit 2 The camel that I rode had a bad temper.
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary: grape, ham, lamb, outback, relative, sheep, spir, surfing, wine, helicopter, purple,
similar, ours, cricket, rugby, sunshine, expression, mate, temper, lifestyle Key structure: 1. The restrictive attributive clause with that
2. Reading skill: The students can read the long passage and can write some notes about it.
Improve the students’ reading ability.
Teaching Aids: Multi-Media (or Tape recorder, OHP)
Teaching Procedures:
Step 1 Play a game
Get the whole class to play a game called “I describe, you guess”.
设计意图: 由游戏开始上课,同学们会比较感兴趣，尤其是九年级的同学。通过游戏的形式让同学们能够较轻松地读懂并理解带定语从句的句子。 因为老师出的题目有限，所以在全班做完之后，若时间允许，还可以分小组做。
Step 2 Read and check
Get the students to read the passage once or twice quickly, and after that ask them to find the
information about some numbers. Then check the true sentences.
设计意图: 第二单元编排了一篇长课文，教师可以把它当成阅读课来上。所以先让同学们快速阅读，然后找出一些关键句，并能够判断句子的正误。能够做到以上两点就可以了。
Step 3 Read again and write notes.
Get the class to read the passage again, but this time read it more slowly. Then ask them to take
some notes for Tony. The students can finish this job individually or they can discuss with their
partners.
设计意图: 通过做笔记，能够使同学们加深对课文的理解，并且加强同学们的归纳理解能力。
Step 4 Read and repeat
After the students are familiar to the passage, ask them to read the passage after the tape. Then
they can read by themselves.
Step 5 Explain some useful expressions.
The teacher explains some useful expressions and grammar points.
Step6 Homework
Read the words and the passage frequently. 1.
2. Copy the words and expressions.
3. Finish some exercises in workbook Module 7.
Unit 3 Language in use
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary: water sports, grey, ancestor
Speaking skill: To say sentences involving the attributive clause.
Writing skill: To write sentences involving the attributive clause.
Teaching Aids: Multi-Media (or Tape recorder, OHP)
Teaching Procedures:
Step 1 Play a game
Play another “I describe, you guess.”
设计意图: 本单元是一个复习单元,以游戏引出话题，活跃课堂气氛，鼓励学生大胆表达。因为老师出的题目有限，所以在全班做完之后，若时间允许，还可以分小组做。(让同学们事先准备好图片)。在做这个游戏时，同学们能够很轻松地说出带定语从句的句子，能够在游戏当中掌握好本单元的语法重点。
Step 2 Read a dialogue
Read a dialogue completed by the teacher and ask the students to make similar dialogues. Try to
use the Attributive Clause.
Read the conversation and pay attention to the underlined words .
A: Do you want to see my photos?
B: what photos?
A: The photos that I took in Australia.
1. A: What surprised you most in Australia?
B: The thing that surprised me most was the weather!
2. A: What do you call that famous Australian animal? The one that can jump very high.
B: Oh, you mean a kangaroo.
3. A: What’s the name of that dangerous animal?
B: The one that is green? That’s a crocodile.
设计意图:本单元是复习单元，尽可能让同学们运用本单元所学过的知识来自己编对话，做到灵活运用，大胆创新，并且还有助于合作与交流。
Step 3 Join the sentences.
Ask the students to join the sentences with “that”.(句子见幻灯片) Step 4 Finish Activity 1
Read the passage and underline all “ that” in the Attributive Clause. 设计意图:在第三和第四步中，着重点在写上。经过了前面两个单元的学习，本单元的重点是让同学们能够写出带定语从句的句子，这也是本模块的一个任务。 Step 5 Around the world
Show students a picture of Australian athlete and hero. Ask students to learn from her. Step 6 Homework
Finish the exercises in the workbook.
Module 8 Photos Teaching Plan
一、题材内容
本模块以“摄影”为话题，借此让学生描述自己最理想的摄影作品。通过本模块的学习，学生进一步学习定语从句的用法。为学生提供了充足的语言实际运用的机会。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。语法难点仍是定语从句。教学中教师应随时随地灵活利用各种素材组织教学过程和内容，充分调动学生的积极性。
教学目标:
1)语言知识:
语音 能够准确掌握句子中的单词重读。
词汇 trouble,shot,kid,expect,historic,size,beauty,category,movement,feature,include,rich,
congratulation, photographer, present, ceremony, frightened 词组 on the left/right, pick up, even though
语法 能使用who, which 引导的定语从句。
功能 Measuring; Describing people and things.
话题 以“摄影”为话题。
2)语言技能:
听 Identifying photos from descriptions.
说 Describing photos.
读 Transferring information to a table.
写 Writing a description of a photograph.
演示与表达 能够向他人介绍自己的摄影作品。
3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。 认知 联系，归纳，推测等技能。学习查词典,阅读报刊,上网等提高自学能力。
调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。 交际 学习运用恰当词语介绍自己的摄影作品。
资源 通过报刊、书籍、网络等其他资源获取更多简单英语的有关摄影的信息。
自学策略 能够根据自己的情况预习教材并进行拓展。
能够根据小组内同学的特长分工合作， 积极参与讨论，互相学习，取长合作学习策略
补短，注意从他人的演示中汲取经验,注意学习策略共享。 4)文化意识:乐于了解世界各地人们审美观念。
5)情感态度:培养学生互助合作的情感素质。参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观，通过欣赏他人的摄影作品，提高自己的审美情趣。
6)任务:能够描述自己的摄影作品。
教学重点和难点:
重点:1(通过谈论自己的摄影作品，训练学生的听、说、读、写能力;
2. who,which引导的定语从句。
难点: 掌握使用who,which引导的定语从句。
教学方法:
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式:pre-task…task-cycle…post-task。
二、教材处理
核心任务:能够收集、拍摄自己最喜欢的作品，并能运用所学句型结构谈论他们。
三个环节如下:
pre-task:学生联系生活实际，激活背景知识。
task –cycle:通过整个模块的听说读写的训练，强化使用who,which引导的定语从句来谈
论摄影作品的表达能力，为完成任务做好铺垫。
post-task:达成任务，展示成果，反馈学习情况
三、 教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时:
Period 1: Vocabulary and Listening &Pronunciation and Speaking
Period 2: Reading
Period 3: Writing& Around the world &Module Task
Period 4: Language in use
注:教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运
用、调整及筛选。
『教学设计』
Title: Module 8 Photos
Period 1: Vocabulary and Listening &Pronunciation and Speaking
1.Teaching Aims and Demands:
1) Key vocabulary: trouble,shot,kid,expect, on the left/right, pick up,
2) Listening skill: To understand conversations involving talking about photos. Improve the
students’ listening ability.
3) Emotion &Attitudes:To help the students learn more about different lives in our daily life from
different photos.
2.Teaching difficult and key points:To let the students know something about the Blues band, and
practise making dialogue about photos.
3.Teaching approach: Communicative teaching
4.Learning strategies: Bottom –up approach and listening to the tape and do some exercises.
5.Teaching Aids: Multi-Media (or Tape recorder, OHP, Blackboard)
6.Teaching Procedures:
Step 1 Revision
Task 1: Recall what we have learned in Module 7.
1. Label the pictures with the words and expressions.
(1). Read through the words and expressions in the box and have the Ss. Repeat them after you.
(2).Ask them to label them in the pictures on the screen.
(3).List some words which are connected with Australia. Ask students to speak out as many as
they can.
2. Tell something about Australia. Ask students to speak out as much as they can.
Step 2 Lead in
Task 2: Show some photos about entertainment, sport, culture, nature beauty, and lead in the
topic of photos. Then learn the new words of this unit.
1. Get them to enjoy some photos about entertainment, sport, culture, nature beauty,
2. Show them a picture of a concert. Let Ss guess what it is and what’s happing in this photo, then introduce the new words.
3. Discuss the picture, using the words in the box in Activity 1.
Step 3 Listen and read
Task 3: Listen to the tape and finish Activity 2 . Then check and call back the answers.
1. Play the recording while they just listen and focus on the words in Activity 1.
. Have them check their answer with a partner and play the recording again. 2
3. Check and call back the answer from the whole class.
Task 4: Listen to the tape again and do Activity 4,5 . Then check and call back the answers.
1 Show them the questions in Activity 4.
2. Play the recording and have them listen to the recording and focus on the questions in Activity 4.
3.Play the recording again and have them write down the answers, then check with a partner.
4.Then call back the answers from the whole class.
5. Read the conversations in Activity 3. Make sure that Ss understand the conversation.
6. Complete the sentences in their own words Activity 5.Then call back the answers from the whole class.
Task 5: Let the Ss finish the Activity 6 by themselves. Then check and call back the answers.
1. Show them the questions in Activity 6.
2.Have them write down the answers, then check with a partner.
3.Then check and call back the answers from the whole class.
Task 6: Read
1. Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.
2. Put the Ss. into groups of 5 to practise the dialogue.
3. They should repeat it several times, changing the roles each time.
Step 4 Pronunciation
Task7: Listen and repeat the sentences in Activity7 on page 65. Make sure that they stress the underlined words.
1. Ask the Ss to listen and repeat the sentences.
2. Play the recording again. Ask the Ss to pay particular attention to the word stress.
3. Ask the Ss to listen and repeat chorally and individually.
Step 5 Speaking
Task 8: Work in pairs, choose a photo to talk about and finish Activity 8. Then check and call
back the answers.
1.Get each of them to choose a photo.
2.Ask them to work in pairs to share their descriptions.
3.Call back some examples in a whole-class setting, paying special attention to the use of the attributive clause guided by who \ which..
Step 6 Homework
1. Do Exx7.8&9 in the Wb.
2. Oral work: Read the conversation of Activity 3.
3. Preview Unit2 in Module 8.
Period 2 : Reading
1.Teaching Aims and Demands:
1)Language knowledge: historic, size, beauty, category, movement, feature, include, rich,
congratulation, photographer, present, ceremony, photographer, present, ceremony，even though
2) Reading skills: To detect and foster the students’ reading skills To get information from the
reading material.
3) Emotion &Attitudes: To help the students learn more about different lives in our daily life from different photos.
2.Teaching difficult and key points: To let the students know something about photo competition and learn something about the differences among entertainment, sport, culture, nature beauty photos.
3.Learning strategies: Communicative approach.
4.Teaching Aids: Multi-Media (Tape recorder, OHP)
5.Teaching Procedures:
Step 1 Revision
Task1:Help students to revise what was learnt in Period1of this module.
1. Show them some pictures about entertainment, sport, culture, nature beauty photos.
2. Have the Ss. talk about them.
Step 2 Preparation
Task2: Let the Ss preview the new words and make them build the conception of entertainment, sport, culture, nature beauty photos, then lead in the Activity 1.
1. Show them some pictures about entertainment, sport, culture, nature beauty photos.
2.Have the Ss. talk about them.
Task 3: Learn the new words, then label the pictures with the words.
1. Read through the words on the screen. Have the Ss. Repeat them after you.
2. Read the words separately and have them remember them.
3. Make some sentences with the words.
4. Call back the answers from the whole class
Step 3 Scanning and Skimming
Task 4: Scan this passage, according to the content , finish Activity 3. Then check and call back the answers.
1.Get the Ss to read the passage as quickly as possible.
2. Do Activity 3 .Complete the table and write notes
3. Call back the answers from the whole class.
Step 4 Reading
Task5: Let the Ss read the passage by themselves in details, and do Activity 4. Then check and call back the answers.
1. Read through the sentences in Activity 4.
2. Read the passage by themselves. And ask to finish the true or false exercises.
3.Check the answers with the whole class.
Task6: Use the given words to find opposite words in each sentences, and finish Activity 5. Then check and call back the answers.
1. Get the Ss to listen and repeat the passage simultaneously.
2. Use the given words to find opposite words in each sentences,
3. Get the students to correct the sentences..
4. Call back the answers from the whole class.
5. Language points in the passage.
Task7: Finish Activity 6, Then check and call back the answers.
1. Get the Ss to read the passage together loudly.
2. Discuss the following questions in groups.
1)“…read on to find out who the winners are.” where do you find who the winners are?
2)“…the fun which their fans are having.” Why are the fans having fun?
3) “It successfully shows the rich culture which makes Beijing so famous..” Who or what shows the rich culture?
3. Share the ideas.
Step 5 Pairwork
Task6:Finish Activity 7. Then check and call back the answers.
1. Read through the table.
2. Work in pairs. Ask and answer about the places.
3.Get Ss to talk about the classroom.
Step 6 Practice
1. Do Exercise 10 on page 142 in the WB.
2. Give the students some time to recall what they’ve learned in this class. Step 7 Homework
1. Read the text.
2. Retell the text.
Period 3: Writing & Around the world &Module Task
1.Teaching Aims and Demands:
1) Writing skill: To write something about a photo. Improve the students’ writing ability .
2) Reading skills: To get information from the reading material A famous photo.
3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from
different photos.
2.Learning strategies:Top-down and Interactive approach and do some exercises. 3.Teaching Aids: Multi-Media (Tape recorder, OHP)
4.Teaching Procedures:
Step 1 Revision
Task1: Help students to revise what was learnt in the last class.
1. Revise the words and phrases.
2.Let the Ss. retell the text.
Step 2 Writing.
Task2: Write sentences about their favorite photograph.
1. Ask the Ss run through the questions in Activity 8 on Page67 and w rite sentences about their
favorite photograph..
2. Call back the answers from the whole class, having individuals read their sentences.
Task3: Write a short passage describing their favorite photograph
1. Ask the Ss to do this individually.
2. They can exchange it with a partner for peer correction.
3. Have some students read their passage out to the whole class.
Step 3 Around the world
Task4: Learn something about a famous photo.
1. Ask the Ss. to look at the photo about the space. Tell the Ss. some knowledge about it.
2. Read the text and answer any questions the Ss have.
Step 4 Module Task
Task5: Making a photo show.
1. Activity 10 on page 71. Ask the Ss. to write about their favorite photo, saying what /who it is
and why it is important to them.
2. Activity 11 on page 71.Show their photo to their group. And tell others why they like it and
why it is important to them..Answer any questions their group may have. Listen to the other
members of their group talk about their photos.
3. Activity12 on page 71. Put all the photos on the table and talk about them in groups.
Step4 Recalling
Recall what we have learned today.
Step5 Homework
1. Do Ex.11 on page 143.
2. Do the Self-assessment on page 143.
Period 4: Language in use
1. Teaching Aims and Demands:
1)To detect and foster the students’ understanding of grammar skills (skill)
2)To master the useful words and expressions(knowledge)
3)To help the students learn more about different lives in our daily life from different
photos(emotion)
2.Teaching difficult and key points:To let the students know how to use “Which and Who ” to
make attributive clause
3.Teaching approach: Communicative teaching
4.Learning strategies: Formal instruction and task-based approach and interactive practice.
5.Teaching Aids: Multi-Media (recorder, OHP )
6.Teaching Procedures:
Step 1 Revision
Help students to revise what is learnt in 3 periods of this module.
Step 2 Listen and speak
Task1:Look at the photos in Activity 8,then discuss them.
1.Get Ss. to describe cameras in the photos.
2.Say how you think cameras have changed since their earliest beginnings.
Task2: Practise listening
1. Ask the Ss. to listen to the conversation and do Activity 9 on page 70 individually.
2.Listen again and check with their partners.
3.Call the answers back from the class.
Step 2 Write
Task 3: Complete the passage using the correct form of the words and expressions in the box.
1. Ask the Ss. to complete the passage using the correct form of the words and expressions in the
box in Activity 1 and Activity 7.
2. Call the answers back from some students.
Step 3 Language practice
Task4: To summarize and consolidate the attributive clause guided by who/which. 1..Read through the examples with the Ss. and make sure that they are familiar with the use of the
attributive clause guided by who/which.
2. Ask the Ss. to repeat the sentences in the box.
3. Ask“Can you make other similar examples?”
4.Focus the Ss’ attention on the ways in which they are used: who/which. Task5: Do Activity2 and Activity 3 on page 68 individually. 1. Ask the Ss. to check with a partner.
2.. Ask the Ss. to read out the sentences.
3. Summarize the use of the attributive clause guided by who/which. Task 6: Join the sentences with who or which.
1. Ask the Ss. to do Activity 4 on page 69 individually.
2. Call the answers back from some students.
Task7: Use the knowledge of this module to make an instruction of Activity 5 . 1. talk about the two pictures.
2. Then talk about the people in the two pictures.
3. Now ask questions about the picture, and write down their answers. Step 4 Guess
Task8: A guessing game
1. Look around the class and describe something to their partner, using the knowledge of this
module.
2. Guess who/what I am describing.
Step 5 Homework:
1. Finish all the exercises in the WB.2. Preview Module 9.
The Teaching Plan for Module 9 Cartoon stories
Unit 1 We need someone like superman who can save Tony.
Type of lesson
Listening and speaking
Period
2
Teaching
Aims
Language goals:
To understand the conversation involving the use of the restrictive attributive clause; Emotional experience:
To be able to retell Tony's experience and what his classmates did when Tony was in trouble .
Learning abilities & strategies:
1. Improve students' listening and reading skills.
2. To train students' ability of listening and speaking.
Realization of culture:
To ask and give information about one's favourite cartoon.
Teaching aid
Recorder, pictures, small blackboard
Strategies
for
teaching difficulties
&
key points
Teaching difficulties & key points
Special Strategies
Personal adjustment
1.The new words and phrases. ending, flash, laughing, over there, word, have a word with
2.Master the structure of restrictive attributive clause with that, Which and who. 1.Remember the new words of this unit.
2.do some exercises by using them,and make more sentences.
Teaching
procedure
Step1 Greeting and revision
Say hello to everyone.
Revise the grammar by doing some exercises
The boys _______are playing football are from Class One.
Football is a game _______is liked by most boys.
The school in _______he once studied is very famouse.
We bought a book ________had lots of cartoons in it.
Step2 Presentation
1).Remember the words in the box of activity 1 (with time limit--30s) 2).Complete the sentences with words what you have remembered A _______________is a person who plays a part in a story, and the _______is the person who
plays the main part.
A ___________cartoon is one which doesn't make you ________, such as a ____________of a
news story.
A cartoon in which the hero saves someone is a story with a happy___________.
A ________is a story you tell to make people laugh. Step 3 Listen and read.
1. Listen to the tape carefully.
2. Ask and answer in activity 4
1). What does Betty think the ending will be 2). Why is the situation no laughing matter 3). How do you think Superman can save Tony 4). When will Tony possibly find out that his friends have got the camera
5). Why does Betty says she'll be Superman 3. Explain the language points
1)This is serious.这是很严肃的.
2)But it's no laughing matter.但这不是开玩笑的事情. 3)to have a word with 和某人说句话
4)That's good news.那是好消息.
5)Here you are.给你.
6)in deep trouble 处于险境中
7)Oh dear!噢, 天啊!
dear adj. ?亲爱的, e.g. Dear Sir. / My dear. ?昂贵的 (expensive) eg.That's a dear shop. ?int. (表示伤心,焦急, 惊奇等) 呵! 哎呀 eg. Oh dear! serious (adj.) 严肃的,认真的 --- seriously (adv.) eg. Are you kidding or are you serious 你是开玩笑还是认真的 Grandma is seriously ill. 祖母病的很重.
4. Translation the whole conversation by students. 5. Work in pairs to complete the sentences in activity 5 in your own words.
Step4. Pronunciation and speaking
Listen and repeat the sentences.
Step5. Homework
Do the WB activity 1.
Learn the conversation by heart.
Blackboard
Writing
Design
1.But it's no laughing matter. 但这不是什么可笑的事情. 2.Have a word with sb.和某人说句话.比较:Have words with sb.与某人吵架.
3.That's a smart idea!等于that's a good idea. 4.Be in deep trouble.处于大麻烦/险境中.
Self-
reflection
Unit 2
There are several fan clubs in China which have held birthday parties for Tintin.
Type of lesson
Reading and writing
Period
2
Teaching
Aims
Language goals:
1. To get information from the reading material about cartoon stories. 2. To learn some new vocabulary.
Emotional experience:
To learn more expressions of describing cartoon stories. Learning abilities & strategies:
1. Improve students' listening and reading skills. 2. To train students' ability of listening and speaking. Realization of culture:
1.To know more about many cartoon of China and abroad; 2.To write about a cartoon.
Teaching aid
Recorder, pictures, small blackboard
Strategies
for
teaching difficulties
&
key points
Teaching difficulties & key points
Special Strategies
Personal adjustment
1. To understand the passage,
2.To learn the restrictive attributive clause with that, who and which 1.To get the main idea of each paragraph.
2.Find out the restrictive attributive clause in the passage and explain them.
Teaching
procedure
Step1 Warming-up
1. Review the text of Unit 1
2. Let the students act out the dialogue in pairs. 3. Introduce the new words.
Step 2: Reading
1.Talk about the following questions by groups. 1).Do you like watching cartoons
2).What cartoons have you ever watched
3). Do you know the names of the following cartoon characters 4). Are they in recent cartoons or old cartoons 5). Use the words in the box to describe the cartoon characters. 2. Listen to the passage to find out and check your answers. Name of cartoon
Recent/Old
Description
Nemo
Shrek
the Monkey King
Tintin
Snoopy
3. Read the passage and find out the sentence which best summarizes the passage in activity 4.
4. Listen to the passage again and choose the correct answer. 1).The Monkey King is a cartoon character which_______. a) causes problems in heaven
b) has travelled to the moon
2). Shrek is a monster who__________.
a) falls in love with a princess
b) was born from stone
3). Nemo is the name of a _________.
a) fish which is caught by a diver
b) big, fat cat which is very lazy
4). Snoopy is a lovable dog which was created by____. a) Tintin
b) Charles Brown's
5. Work in pairs and answer the questions in activity5. Step 3. Key words and expressions
1. favourite n. 喜欢的东西/人 adj. 特别喜欢的 2. series n. 系列(单复同形)
3. translate v. 翻译 translation n. 翻译, 转化 translator n. 翻译者
4. Belgian n. 比利时人
adj. 比利时人的
Belgium n. 比利时
5.create v. 创造
creation n. 创造
creative adj. 有创造力的
6. orange-and-white 橘白相间的 black-and-white 黑白相间的 如果用表同一方面情况(如说明性质,颜色,物质)的两个或两个以上的形容词来作定语需用
and连接.
7.ever since 从…开始
从他退休以来,已经在这呆五年了.
He has been here for 5 years, ever since he retired. 8.But it is above all the jokes played by the monkey that people remember.
it 引导的强调句用来对句中某一成分加以强调. 结构:"It is (或was) +强调部分+ that (或who)… Step 4.Homework
1.Writing: try to write a cartoon by yourself. 2.Complete the activities 5~8 on P145 (WB) Blackboard
Writing
Design
1.fan club 影迷俱乐部
2.orange-and-white 橙白相间的 black-and-white 黑白相间的 合成词作定语
3.win the heart of sb. 赢得某人的心
4.in heaven 在天宫里
5.mke a mess 搞得乱七八糟 see a mess 看到狼籍一片 ……
Self-
reflection
Unit 3 Langugage in use
Type of lesson
Revision and application
Period
2
Teaching
Aims
Language goals:
To summarize and consolidate the language knowledge in this module.
Emotional experience:
To learn something about cartoons, to complete a task involving making a cartoon story
Learning abilities & strategies:
1. Review the passive voices that students' have learned. 2. To train students' ability of words and speaking. Realization of culture:
Learn how to describe cartoon heroes, how to make a cartoon. Teaching aid
Formal and interactive practice, task-based activities
Strategies
for
teaching difficulties
&
key points
Teaching difficulties & key points
Special Strategies
Personal adjustment
To train students' ability of words and speaking. To be able to help each other in communication. Exercise method.
Writing and Oral practicing method.
Teaching
procedure
Step 1. Greeting and revision
1.Review the text of Unit 2
2.Complete the sentences with which, who or that.
1) The man_______we met was a cartoonist.
2) He drew a dog___________had six legs.
3) The cartoon and the cartoonist _________you're talking about is very famous. 4) I know a teacher_______________is also a cartoonist. 5) The picture____________I like best is the first one.
6) Did the children watch a cartoon____________was drawn by Alice last Friday 3.Join the sentences with who, which or that.
There's a Chinese artist. You must meet him.
There's a Chinese artist (who) you must meet.
Step 2 Language practice
1. Read through the example sentences in the box with the whole class. 2. Ask them what language point is demonstrated.
Attributive Clauses (引导词的省略)
Step4. Vocabulary
1).Complete the passage with the correct words in activity 8. 2). Complete the passage with the correct phrases in the box in activity 9. Step5. Grammar
1. Attributive Clauses
The cartoons (which / that) I like have lots of jokes.
在英语中,如果定语从句的引导词在从句中作宾语就可以省略,无论从句修饰的是人还是物.
eg. Did you go to the talk ? the famous cartoonist gave at your school The cartoonist ? we spoke to still uses pen and paper to make his drawings 在英语中,如果定语从句的引导词在从句中作主语就不能省略,否则会造成结构混乱,影响表达.
I've got a camera which has got his name on it.
Perhaps it'll be a cartoon which has a happy ending.
It tells the story of a monkey who leads a group of monkeys. eg. I'd love to have a teacher who was a cartoonist.
He could make lessons that are usually boring more interesting. 2. Exercises
1.Do the exercises 1.2.3 in WB.
2. 多项选择.从下列ABCDE中选出符合题意的任意项. A.which B. that C. / D.who E. whom
(见附表)
Blackboard
Writing
Design
Attributive Clauses
The cartoons (which / that) I like have lots of jokes.
在英语中,如果定语从句的引导词在从句中作宾语就可以省略,无论从句修饰的是人还是物.
eg. Did you go to the talk ? the famous cartoonist gave at your school The cartoonist ? we spoke to still uses pen and paper to make his drawings 在英语中,如果定语从句的引导词在从句中作主语就不能省略,否则会造成结构混乱,影响表达.
eg. I'd love to have a teacher who was a cartoonist.
He could make lessons that are usually boring more interesting. Self-
reflection
Appendixes/Unit 1
1.But it's no laughing matter. 但这不是开玩笑的事情.表示的否定强度比 Not a laughing
matter.强得多.
2.have a word with sb.和某人说句话.等于to talk to some one for a short time. a 与谈话中说了多少没有任何关系.比较:have words with sb.与某人吵架. 3.That's a smart idea!等于That's a good idea.
4.be in deep trouble.处于大麻烦/险境中.
Exercises:
根据给出的汉语意思或首字母提示完成下列各题.
). The story has a happy ending (结局
We feel that life is no laughing matter (开玩笑的事情).
This isn't one of those cartoons (卡通)which make you laugh. Come here and I have a word with you.
Did you have any trouble finding your way here
You can imagine how surprised I was.
Appendixes/Unit 2
1.fan club 影迷俱乐部
2.orange-and-white 橙白相间的 black-and-white 黑白相间的 合成词作定语 3.win the heart of sb. 赢得某人的心
4.in heaven 在天宫里
5.make a mess 搞得乱七八糟 see a mess 看到狼籍一片 mess 一般以单数形式出现,
e.g. You are really a mess! 你脏透了!
What a mess!真乱!
Your room is in a mess! 你的房间乱七八糟的.
6.favourite adj.喜爱的,n.特别喜欢的人或物
7.ever since 自从,从那时到现在,从……开始
e.g. She has been rich, ever since she met a good man.
8.translate into 翻译成…,translate sth. from a language into another language. 9.a series of 一系列 series的单数复数一致
Appendixes/Unit 3
定语从句中引导词/关系词的省略问题.
如果引导词/关系词在从句中作宾语成份可以省去引导词/关系词,无论从句修饰的是人还是物.但是作主语不可省,否则会造成结构混乱.
which 指物可作主语和宾语,that 指人指物可作主语和宾语,who 指人在正式语体中只作主语,whom 指人做宾语,但在非正式语体里界who 也可作宾语. 关系代词
先行词
在从句中的作用
who
指人
做主语
whom
指人
做宾语
that
指人或物
做主语或宾语
which
指物
做主语或宾语
The cartoons (that/which) I like have lots of jokes.
I like the teacher who teaches me English this term.
在日常口语中,在定语从句中作宾语的引导词往往被省略,但在较正式的文字中则较少省略.
Exercises: 不定项选择.从下列ABCDE中选出符合题意的任意项. A.which B. that C. / D.who E. whom
1. It is the third time ______you have made the same mistake. 2. The factory _______we'll visit next week is not far from here. 3. Do you know the man ________ I spoke to
4. Can you lend me the book ______you talked about the other day 5. The engineer ________my father works with is about 50 years old. 6. That is the office ______Lincoln once worked in.
7. All the apples _______fell down from the tree were eaten up by the pigs. 8. The place__________interested me most was the Children's Palace. 9.The number of the people _______own cars is increasing.
Module 10 Fitness 一、教学目标句子，能结合实际写改善饮食的文章 演示与表达 能向同伴或全班讲述如何保持健康，并提出合理建议 3、学习策略目标
自主学习、有效交际、信息处理、英语思维能力。 认知 联系、归纳等技能。观察并归纳的有Whose的定语从句结构，提高自学能力。
调控 从同伴处得到反馈，对自己在叙述及写作中的错误进行修改。 交际 学习运用恰当词语，句子描述如何保持健康。
资源 通过其他资源获取更多有关“健康”的英语材料。
自学
策略 培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。 合作
学习
策略 互相学习，取长补短，注意学习策略共享，将自己所搜集的信息与其他同学共享。
4、文化意识目标
中外
对比 对比中外不同的健身理念及中外饮食区别，培养学生健康意识，抵制外来食品如KFC等，养成良好的锻炼与饮食习惯
5、情感态度目标
通过学习探讨学习体育锻炼与饮食对健康的影响，养成体育锻炼与健康饮食的习惯。以健康的体魄来投入到学习中，使学习高效。
6、任务
能够设计问卷调查来了解自己或他人的健康习惯，并提出合理的建议。 二、教学重点和难点
重点:掌握本模块基本词汇，读懂含有定语从句的句子，掌握有whose的定语从句的用法。
难点:掌握有whose的定语从句的用法。
三、教材处理
课时安排:根据学生学习英语的特点和规律，我们把本模块划分为4课时: Period 1: Unit 1 Vocabulary , Listening and Pronunciation
Period 2: Unit 2 Reading and Vocabulary Period 3: Unit 2\3 Writing 7, Around the world and Module Task Period 4: Unit3 Language in use
注意:教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
四、教学设计
Period 1:
Unit 1 Vocabulary , Listening and Pronunciation
Teaching Aims and Demands:
1. Language Knowledge:
Key vocabulary and phrases: ache exercise weight interest give up fitness unlikely bump into
Key structure: (重点) I’ve got a friend whose brother is training for the Olympics. 2. Listening skill: To understand conversations containing new vocabulary and “whose” clause.
3. Affection and attitudes: We should do sports to keep fit.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handouts) Teaching Procedures:
Step 1 Warming-up
1. Enjoy the sports song .
2. Free talk . What do you think of when you hear the song?
(设计意图:运动员进行曲能很快激活学生原有知识，即可以复习体育项目及相关形容词，又为下面步骤作铺垫)。
Step 2 Learning
1. Ss talk about their favourite sport.
2. Show the pictures to teach some new vocabulary .
3. Talk about the sports which are easy and convenient to do to keep us fit in our daily life.
4. Activity 1
5.Listen. Activity 2.
(设计意图:从谈论学生喜爱的运动，导入新词汇，为听力扫除部分障碍，让学生真实运用英语并体验成就感)
Step 3 Listening and reading
1. Show a program—the exciting moment, and then ask some questions.
(1) Do you know anyone who is training for the 2008 Olympics?
(2) Do you know any athlete whose parents are also athletes?
(3) Activity 5
(设计意图:展示奥运精彩片段，激发学生爱国热情与兴趣，两个问题设计自然导入本模块语法重点，练习5问题问答，学习部分短语，为听对话降低难度) 2. Listen to the conversation and try to answer the two questions.
(1) Whose brother is training for the Olympic?
(2) Whose camera did Tony nearly lose?
(设计意图:两个较简单的问题既有利于训练听的能力，有有助于定语从句的理解)
3. Let the students read and try to answer more questions about the conversation. (Activity 4)
4. Find out the sentences with “whose” clause, just understand them. Step 4 Pronunciation and Speaking
1.Ask the students to read the conversation after the tape, pay attention to the long sentences,
pause at the right place.
2. Read in groups.
3. Activity 7.work in pairs.
Step 5 Homework
1. Read the conversation as fluently as possible.
2. Write a short composition: “How to keep fit”.
Period 2: Vocabulary and Reading (Activity1,2,3,4,5)
Teaching Aims and Demands:
1. Language Knowledge:
New words and phrases: sugar tasty menu behave persuade ban educate typical diet
chip pasta cooking disadvantage
Key structures: (重点)Jamie is a cook whose ideas are changing the school dinners.
2. Reading skill: To understand passage Feed me better..
3. Affection and attitudes: We should have healthy food to keep fit Teaching Aids: Multi-Media (Tape recorder, video, OHP, handouts) Teaching Procedures:
Step 1 Leading in
1. Ss share their ideas how to keep fit.
Revise something in Unit 1 2.
(设计意图:学生作业检测，达到复习上一课内容，通过学生自己引出新的话题，能培养学生善于思考，学以致用)
Step 2 Introduction and Discussion
1. Remind Ss of some familiar food in the daily life. Learn some new vocabulary. 2. Let the students discuss:
(1)What kinds of food are healthy /unhealthy? What’s the disadvantage of junk food? (2) What are typical school meals? Are our school meals healthy or unhealthy? (设计意图: 学校营养午餐是贴近生活的话题，而且是学生比较喜欢谈论的话题，有利于开展活动，学生能在真实的语境中运用英语，同时可以适当的进行一些健康知识教育)
Step 3 Skimming and Scanning
1. Ask the Ss to look at the two pictures and talk about them.. 2. Let Ss read the passage as quickly as they can and match the headings with the paragraphs.
3. Ask the Ss to read the passage to complete the table in Activity 3 4. Ask more questions about the passage
(设计意图:培养学生阅读技巧与阅读能力，培养学生独立思考精神) Step 4 Reading and Learning
1. The Ss read after the tape and then read in groups.
2. Work together to understand the passage better.
3. Raise questions about the passage to solve any problem in it. 4. Learn some language points, do Activity 4,5.
(设计意图:培养学生合作意识，通过合作解决问题)
Step 7 Homework
1. Read the passage after class, try to retell it..
2. Remember the new vocabulary .
Period 3:
Unit 2 Writing & Unit 3 Module Task(Activity 4,9) Around the world Teaching Aims and Demands:
1. Speaking skill: Talk about how to keep fit.
2. Writing skill: To write main notes about a passage, then make complement. 3. To summarize and consolidate “whose” clause.
Teaching Aims and Demands 1. Language Knowledge
Key vocabulary:
accommodation, shorts, sunglasses, trousers, guest, course, host,
a bit
Key structure:
Welcome to…. Please give a warm welcome to ….
The New Standard team gets the special prize.
Your host family is meeting …. The good news is ….
2. Listening skill:
To understand the words about the clothes we wear in our daily life and the conversations involving introduction of Summer Course in listening. Improve the students’
listening ability.
3. Speaking skill:
To practice the sentences with “Your host family is/ The good news is …”. To briefly introduce the special prize-----Summer Course.
To improve the students’ speaking ability.
Important and difficult points Mark the words and improve the students’ speaking ability.
Teaching Aids Multi-Media (or Tape recorder , OHP)
Teaching Procedures: Teacher’s activities Students’ activities Methodology Step 1
Warming-up
and Leading in
1. Watch a video.
2. Talk about.
? What have you learned from the movie?
? What are you going to do if you have a lot of money and time in summer holiday? ? What must you bring with you if you go out in summer or winter? 1. Watch a video.
2. Free talk.
3. Brainstorm.
money(RMB, dollar, pound)
clothes(T-shirt,dress,
shorts, trousers, jeans, shirt, skirt, blouse …), sunglasses, bag, map, etc. 通过电影片断的观看，让学生体验机场的情景，激发学习兴趣。再利用学生已有的认知水平进行快乐表达，以头脑风暴形式，引出学生学过的和需要学习的单词。
Step 2 Practice
Look at the photo and answer the four questions. Work in pairs. Finish answering the
questions. (Books open!)
1. Are they at the airport?
2. What are the people doing?
3. What are they wearing?
4. Where are they going? 通过图片回答问题，但不一下子告诉正确答案，而是对学生进行听力前预测能力的培养，同时提高学生的参与积极性。
Step3 Presentation and listening practice 1. What things must you pay attention to if you go to
the USA?
Try to present the new words: accommodation，guest，course, host …
2. Read the words.
3. Listen to the tape and check your answers which are right or wrong. 1. Answer this question.
Ss can say out some word and expressions.
2. Read the words.
(See OHP)
3. Listen to the tape and check the answers. 本活动起到引入话题和准备词汇的作用，并在教学中培养学生的学习策略—---学生在听力活动中培养预测并抓住主题的能力;同时使学生在具体的语境中学习并运用新单词。
Step 4 Listening and reading
1. Listen to the tape, and answer the questions.
Does the New Standard team get the special prize? What’s it?
2. Listen again, and fill in the form with “?”.
3. Open the books! Repeat the conversation, find out some Verbs in some sentences. Then
complete the table (Activity 4).
4. Find sentences in the conversation which suggest that…. (Activity 5) 1. Books closed! Listen and answer.
(Yes. Going to Los Angeles.)
2. Listen again, and fill in the form with “?”(See OHP). Then check the answers with the class.
3. Books open! Listen and read after the tape. Pay attention to the Verbs in some sentences.
Eg:
Your host family is meeting ….
Then complete the table in pairs(Activity 4).
4. Finish Activity 5 in pairs. 在常规听力练习中进一步提高学生听的能力。分步进行,使学生有充足的语言输入，从而有利于学生进行语言的输出。通过任务的完成，进一步巩固新学词汇和目标句型。
Step 5
Speaking 1. Talk about what Betty, Tony, Lingling and Daming are going to do in LA. 2. Can you help them make a list of the things what they must pay attention to when they are in
LA? 1. Talk in groups,
2. Make a list about the differences between China and America.
1)habits(life and custom)
2) traffic
3) money… 培养学生了解中西方文化差异和传统生活方式，尊重差异的习惯。联系学生生活实际，引导学生相互关心，能主动为同学排忧解难。体现用中学。(课外拓展)
Step 6 Pronunciation and speaking
1. Listen and learn to read sentences. Pay attention to the pause between each sense group.
2.Do Exx9\10. (Wb.) 1. Listen and read.
2. Finish WB Exx. 9\10. 培养学生正确的语音、语调，能说出较为流利的话语，以提高听说能力，达到交际。
Step 7
Practice and Using
Imagine you’re going to LA.
Discuss in pairs and finish a plan form, then say out own plan each other. Use the heads, discuss
in pairs and finish a plan form, then say out own plan each other. 鼓励学生大胆开口，发挥他们的创造力，尽量让学生在一堂课的学习中能发挥所能----有成就感，从而更喜欢上英语课。
Step 7 Homework
1. Read the conversation carefully.
2. Finish Activity 6.
(Collecting the information about life in LA on the internet and other ways. 通过阅读与话题3
有关的书、翻看百科全书或上网查询等方式获取相关信息,扩展所学知识，培养自学能力。
Period 2
Unit 2 Learn English in Los Angeles.
Class Reading and writing
Teaching Aims and Demands
1. Language Knowledge
Key vocabulary:
passage, progress, arrange, various, organize, application, form, address, try to do sth., make
progress with, as well as…, each of …, fill in…,take part in, check in Key structure:
Many families create friendship with the students.
We provide weekly tests to see the progress you’re making with your …. 2. Reading skill:
Get information about summer English courses in Los Angeles.
Improve the students’ reading ability.
Writing skill:
Write about a course for foreign students learning Chinese in Jiaxing. Improve the students’
writing ability.
Important and difficult points Understand the passage.
How to write summer Chinese courses in Jiaxing.
Teaching Aids Multi-Media (or Tape recorder, OHP), Ss’ collecting information Teaching Procedures Teacher’s activities Students’ activities Methodology Step 1 Revision and check the homework 1. Watch a concert by Eagles Band of the USA
before class.
2. Ask some Ss to describe “Daming and Lingling’s, Tony and Betty’s summer courses in LA”.3.Check and share Ss’ collecting information.
Enjoying. 1.
2. Daming and Lingling----English course;
Tony and Betty----
Watching Crazy Feet record its latest CD.
3.Talk about their collecting information about LA, other places of interests and American culture.(photos, articles etc.) 课前欣赏由美国飞鹰乐队演出的音乐会片断(California Hotel),
调节学生的学习状态，营造良好的学习氛围。
学生在课前搜集了相关资料。在此环节学生进行资料的分享来相互帮助，共同合作学习，培
养学生的合作学习能力,同时对回家作业情况起到了监督作用。
Step 2 Pre-read Show the photos. Ask the Ss to make up a story with the photos and words,
Ss can discuss in pairs or in groups.
Use the photos and words in the box (Activity 1) to make a story. (See: OHP)
可以充分地发挥学生的想象力，自主学习和合作学习相结合。这些图片跟课文有密切的
联系，学生熟悉他们。对理解课文有很大的帮助。让学生对具体的文章内容不觉得陌生。激
活学生求知欲和学习气氛。
Step 3
Reading and learning 1. Ask the Ss to read the passage quickly, and choose the best answer. Find out the titles with every paragraph (Activity 3).
2. Ask the Ss to listen and read the passage carefully, teach Ss some ways about how to read. For example: paragraph 1.(See OHP)
3. For paragraphs 2, 3, 4 and 5, ask the Ss to tell the sentences “T” or “F”. (Have a competition)
1. (Books open!)
the main idea of the passage.Skim the passage and choose the best answer----
Find out the titles with every paragraph (Activity 3). Then check the answers.
2.Have a competition among the groups. Ss listen to the tape and read the paragraph 1 first. Finish answering the 4 questions and a map at the same time.
3.Tell the sentences “T” or “F” for paragraphs 2, 3, 4 and 5,. (If it is wrong, they must correct it. And find what the true answer is.) (Show the sentences on the OHP)
Eg:
You learn about English culture and improve your English in an English summer course. ( F )
-------American….
快速阅读能培养学生快速找到关键词，抓住主要内容的能力, 又能学会通过上下文来猜
测新词的意思，培养理解能力。 为仔细阅读做好准备。
这一任务，学生可以是独自思考，也可以是小组合作，形式比较灵活;比较提问式的问题，
对错要简单得多，学生一直以来都比较感兴趣;另外，在句子的设计上，基本是按课文的顺
序来理出，学生的目标更加明确，阅读难度降低，使大多数学生都能找到正确答案，激发学
习兴趣;再者，以大组为单位的竞赛形式(举手速度快，回答、订正正确的给一颗星，课后
加入个人的综合分中。)使学生更加积极，兴奋，形成课堂的一个高潮部分。经过这个环节，
使学生很好地完成其中一个学习目标----理解课文。同时也非常灵活地将活动3、4在理解课
文时解决了。
Step 4
Practice 1. Do you want to LA? If you want to attend a summer course in Los Angeles, please fill in an application form. Ask the Ss to finish Activity 5.
2. Show some photos of Jiaxing. Let Ss make a list for a course for foreign students learning Chinese in Jiaxing. Then help the Ss arrange their lists on the blackboard. 1. Ss imagine they’re
planning to attend a summer course in Los Angeles and fill in a form. Then share their plans each other.
2. Ss make a list for a course for foreign students learning Chinese in Jiaxing in pairs or groups. Then say out their plan (have a competition).进一步培养学生的学习兴趣，快乐学习，分享成果，
以达到学习目的-----
“学以致用”，为下一步的写作打下了基础，降低了难度(写作时无内容)。
学会如何介绍中国的语言，对外宣传中国文化,培养和增强民族意识和民族自豪感。
Step 5
Writing Ask the Ss to write about a course for foreign students learning Chinese in Jiaxing according to the passage or by themselves. Ss write a passage about a course for foreign students
learning Chinese in Jiaxing.(four in groups) 如果有的学生不太会写，可以让他在学过的文章中找出合适的句子进行仿写，让他有话可说，有事可做，乐于合作分享，以缩小两极分化。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。 Step 6
Homework 1. Read the passage more fluently.
2. Do Exx 4, 5 on P101.
3. Search and find out a passage about how to learn English in the USA. 4.Write a short passage about a
course for foreign students learning
Chinese in Jiaxing.(80—100words) 要多阅读课文，培养学生的语感和节奏，联系学生生活实际，引导学生关注生活环境, 在用中学。借助网络和书籍，了解中英/美传统生活的特点和差异(事后打印张贴让学生进行分享)，培养自学能力。对于第4个练习，基础较差的学生字数在80左右(分层作业)。
，学生只要求在课堂上达到口头表达和校对的目的。
Step 5
Listening Activities 7, 8. Tell Ss to
read the questions before
listening to the tape. Ask
them to catch the key
words, such as who, what
etc. Ss read the
questions before
listening to the tape.
Catch the key words
to answer them and
complete the
advertisement. 是对本模块内容的进一步巩固，通过听，再次锻炼了学生的听力能力。视觉，听觉，及触觉，调动了多种器官，学生学过后，不容易忘记。 Step 6
Around the world Get Ss to look at the picture and read silently through the instruction. Give
questions to check their understanding. Read and decide, trying to grasp the main information.
让学生学会在寻找差异中也能发现共性，并有一种生活全球化的观念。世界是中国的，中国也是世界的。
Step 7
Have a debate (Module Task)
Having a class discussion about summer courses.
Divide the Ss into two groups. Give them the topics.
It’s better to take a summer course.
It’s better to do something completely different. Have a debate.
It’s better to take a summer course.
It’s better to do something completely different. 通过辩论，一能提高学生语言表达能力和快速应变能力;二是能将课文作者的观点与自己的想法结合，充分使课文内容得到延伸。同时也
检测了本模块的教学目标是否实现。
Step 8
Homework 1. Finish the exercises in the workbook.
Write a letter 2.
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