以下是小编精心整理的Module 5 Problems全模块教案(外研版八年级英语下册教案教学设计)（共含14篇），仅供参考，希望能够帮助到大家。同时，但愿您也能像本文投稿人“借款人的”一样，积极向本站投稿分享好文章。
教材内容分析
在第四模块中学生已经学了“if条件状语从句+祈使句”的句式，本模块通过以提出问题的形式以及为问题提供解决问题的建议的方式来继续学习条件状语从句，即“if条件状语从句+一般将来时态”。运用真实的话题来开展听说读写的教学活动。教学内容为语法的学习和使用提供了必要的感性材料。要求学生能够用含有if引导的条件状语从句的主从复合句来描述问题以及提供解决问题的建议。
一、教学目标
1、语言技能目标
（1） 能够听懂对问题的陈述。
（2） 能够复述对问题的描述。
（3） 能够读懂有关描述问题的文章，掌握文章的大意。
（4） 能够结合例文进行对problems 和advice 的写作。
2、语言知识目标
（1） 能够正确使用下列单词chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal
（2） 能够正确使用下列词组 be able to, all together, at the end of, take off, at least, pocket money, after all, help sb. with sth., hurry up
（3） 能够正确使用含有if引导的条件状语从句的主从复合句
3、情感态度目标
通过本模块的学习来教育学生要做一个诚实的人。
二、教学重点与难点
1、教学重点
（1） 重点词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal
（2） 重点句型：
If I play well, I’ll play the solo.
If the teacher chooses Kylie, she’ll play the dance music.
If she becomes a star, her parents won’t send her away.
(3) 话题：Problems
2、教学难点：
（1） if引导的条件状语从句用一般现在时态，主句用一般将来时态
（2） 问题的描述以及建议的提供
三、课时安排
第一课时 Unit 1
第二课时 Unit 2 Activities 1,2&3
第三课时 Unit 2 Writing; Unit 3 Activities 6,7,10,11&12
第四课时 Unit 3 Unit3 Activities1,2,3,4,5,8,9,Around the world,& workbook
四、教学过程设计
Period 1
教学内容：Unit 1 Activities 1,2,3,4,5,6&7
词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam
句型：if条件状语从句+一般将来时态
Step 1 Lead-in
Ask: 1) What’s your hobby? 2) Do you like dancing?
3) What do your parents think about it?
4) Would they like you to spend time dancing?
Say: Now let me tell you something about a girl called Lucy. She is a schoolgirl.
She likes dancing very much. Yesterday she had a chance to dance at a big
party but she refused it because her parents had warned her about her
schoolwork. If she spends too much time in dancing, her parents will punish
her….
教师边说边把生词打在屏幕上，用这种方法来导入本课中出现的词汇，可以让学生猜猜这些词汇的意思，然后再在屏幕上打出这些词汇的词性以及中文意思。并引出本课句型If she spends too much time in dancing, her parents will punish her.（板书）
Step 2 Listening (Activities 1&2)
So Lucy has a problem. Do you know what problem she has?
(If she spends too much time in dancing, her parents will punish her.)
1. Tony has a problem, too. Now let’s listen and decide what the problem is. (Play the tape.)
2. Now answer the questions. Use the words in the box to help you.
(books open). Then listen again and check.
Step 3 Listen and read (Activities 3,4&5 )
Here is a conversation between Betty and Sally. They’re talking about their friend Kylie. Kylie also has a problem. Listen carefully and try to tell us what problem she has. (books closed)
这环节如果学生有困难，可以让他们小组讨论，然后给出答案。
Look at Page 35. Listen and complete the table. Check the answers.
总结if句型，即if引导的条件状语从句用一般现在时态，主句用一般将来时态。
Look at Page 34. Read the conversation. Then do Activity 5.
Step 4 Language Points and Everyday English
把本单元的language points和Everyday English打在屏幕上，朗读后让同桌学生用其中的三到四个编一小对话，在全班同学前表演。
(Activity 6中的四个句子穿插到Activity 3的对话朗读时进行。)
Homework
Write out the problems you have with your parents, friends, schoolwork, sports or hobbies.
Describe the problem and talk about solution.
Eg. My teacher says that if I don’t work harder, I won’t do well in my exams.
Period 2
教学内容：Unit 2 Activities 1,2&3
词汇：truth, prove, honest, onto, terrible, realize, virus, mend
阅读：读懂描述问题的文章，掌握文章的大意。学习如何呈现问题以及针对问题所提出的解决问题的建议，为下一节写作课做好铺垫。
Step 1 Revision
1 Greetings
Did you have a good time yesterday evening？
What did you do yesterday evening？
Have you finished your English homework？
2 A survey
Ask students to make a survey. Talk about the problems they have with their parents, friends, schoolwork, sports or hobbies, etc. Then complete the following questionnaire.
---Do you have a problem with your teacher?
---Yes, I do. My teacher says that if I don’t work harder, I won’t do well in my exams.
（这一环节既检查了上一堂课布置的作业，又是一个热身活动。也可以通过师生间对话的方式进行此项活动，并在活动时导入本单元的词汇。）
Step 2 Pre-reading
Do you work hard at your lessons？ Do you like computer games？What do your parents say about computer games？
Ask the students to work in groups of four and discuss these questions.
Step 3 Reading (Activities 1,2&3)
1. Global reading
Students read the letter and the answer. Choose the problem and the advice. They can also discuss with their partners. They must try to give the reasons.
（要求学生说明选择的依据，目的是帮助学生分析细节与整体的差别，关注学生阅读策略的培养。）
2. Detailed reading
Students read the letter and the answer again and finish Activity 2&3. (First students do them by themselves, then share the answers with their partners.)
（本环节所涉及的不只是细节的理解与判断，同时还有归纳、推理和逻辑。因此，在次此环节中，要求学生先独立思考，完成练习；然后分享讨论结果，总结阅读技巧和规律。）
3.Problem solving
Students work in groups of four again, try to find difficulties and discuss together. If there are any problems, they may ask the teacher for help. At last share their work with the whole class.
（这个环节是为了帮助学生提高学习的主动性，学会自主学习的方法，逐渐形成比较完善的阅读学习策略。）
Step 4 Discussion
If the computer game doesn’t leave a virus on the computer, what do you think Steve will do? Do you think he is right?
(通过这一环节的讨论，培养学生诚实做人，勇于承认错误，有错就改的优良品质。)
Step 4 Homework
Finish Workbook Exx10&11
Period 3
教学内容：Unit 2 Writing; Unit 3 Activity 6,7,10,11&12
词汇：hurry up, dishonest, shelf, steal
Step 1 Revision (Activity 4)
Steve has a problem. Do you remember what problem he has?
Now please say: 1) what Steve did and when.
2) what the problem is
3) what happened next
4) what Steve should do
Now write the answers down.
Then share the answers with your partner, correct the mistakes your partner has made.
Ask some students to share their answers with the whole class.
Step 2 Writing (Activities 5&6)
Think of one problem. Write a short letter to Diana describing the problem. Use the stages in Activity 4 to help you.
Work in pairs. Read each other’s problem letters and write a reply, giving your advice.
Step 3 Reading and writing (Unit 3 Activities 6&7)
Work in pairs. Read the problems, and discuss advice for each problem, then give advice.
Step 4 Task
Work in pairs. Think of and write a problem.
Work in groups. Read your problem to the group. Discuss advice for each problem. Decide who is going to write the advice for each problem.
本堂课的设计有两个步骤。第一步是句子的写作，第二步是语篇的写作。第一步为第二步作好准备，这种递进的方式对于英语基础不好的学生尤为有用。在基本掌握了含有if的条件句的复合句的用法后，通过写作，能够将所学知识进一步巩固和强化。
Homework
Put the problems and the advice on a poster.
（这部分的作业可以在第二天收起来后，在班里展示。）
Period 4
教学内容：Unit3 Activities1,2,3,4,5,8,9, Around the world,& workbook
Step 1 Grammar practice
If I play well, I’ll play the solo.
If the teacher chooses Kylie, she’ll play the dance music.
If she becomes a star, her parents won’t send her away.
Activity 1 Students can discuss these three sentences in pairs. Then share them with whole class.
Activities 2&3 Students finish these two activities alone. Check them with their partners.
本活动主要让学生熟练掌握“if条件状语从句+一般将来时态”的句式，也可以把这种句式与“if条件状语从句+祈使句”同时训练，进行比较，以达到不断巩固和复习本模块的重点和难点的目的。
Step 2 Vocabulary
Activity 4 Students finish it alone. Then act the conversation in pairs in front of the class.
Activity 5 Students finish it alone. Then check it with their partners.
本活动通过说和写的语言输出训练，使学生能够进一步巩固单词，培养学生的语篇意识。在活动中培养学生的分析能力和逻辑思维能力。
Step 3 Listening
此活动为听力训练。
Activities 8&9
Step 4 Workbook
Finish workbook exercises.
Homework
Finish workbook Exx 8&9
上外附属浙江宏达学校 林 强
Content: Module 1 Hobbies
一、题材内容
本模块以爱好为话题，层层展开，内容主要谈论个人兴趣和爱好及其原因，表达喜欢和不喜欢，对各类爱好的归类选择和简单评价。所选用的对话和短文都是学生的爱好，贴近学生的生活实际，易于激发学生的兴趣，拓展视野。教师可以根据学生的不同爱好， 组织开展各种活动，也可以组织学生开展有关爱好的问卷调查，引导学生理性认识所见各种爱好并做必要的取舍，开展活动性学习，自主性学习，反思性学习。帮助学生了解国家间的差异，学会尊重他人并友好相处，培养跨文化交际意识。
教学目标
1） 语言知识：
语音 能够正确使用语调，正确朗读一般疑问句和特殊疑问句。
词汇 collect, collection, tidy, , doll, fan, stamp, untidy, least, interview, as, volleyball, sailing, creative, lazy, useful, develop, skill, camp, activity, workshop, professional, imagine, senior, teenage, teenager, result, enjoyment, success, should
词组 tidy up, take up, all the time, be interested in, mountain biking, as well as, such as, come out, as a result
语法 能正确感知句子的基本成份；掌握简单句的五种基本句型和There be 句型。
功能 能够以各类兴趣爱好作合理的归类和选择，培养健康的兴趣及爱好。
话题 以“兴趣与爱好”为话题。
2） 语言技能：
听 能听懂有关表达个人兴趣爱好的话语，分辩和抓住话语中的细节信息。
说 能够询问并表达个人的兴趣爱好。
读 能够读懂有关个人兴趣爱好的描述，开展阅读技能训练。
写 能够编写有关个人兴趣爱好的调查表或倡议书。能正确使用简单句的基本句型来表达个人兴趣爱好。
演示与表达 能正确使用简单句的基本句型来表达个人兴趣爱好。
(3) 学习策略目标
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。阅读报纸,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 学习运用恰当词语表达兴趣与爱好。
资源 通过网络报刊等其他资源获取更多简单英语的兴趣与爱好的信息。
自学策略 能够根据自己的情况预习教材并进行拓展。
合作学习策略 注意他人在表达兴趣时的表情及语言。注意学习策略共享。
(4)文化意识
了解不同国家人群不同的兴趣爱好，尊重对方的兴趣爱好，接纳对方的各种兴趣爱好并更好的理解他人。
(5)情感态度:
通过对他人兴趣爱好的了解，学会尊重他人的兴趣爱好，培养学生养成健康的兴趣爱好。通过各种不同的活动和任务的完成，进一步激发和巩固学生英语学习兴趣，维持较强的英语学习动机。
二、重点难点
1、重点：
(1)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱好以及对兴趣爱好的简单评析。
(2)、了解句子基本成份(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)。
2、难点：
(1)、句子成份的辨析(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)
(2)、英语简单句的五种基本句型和There be句型。
三、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介绍自己兴趣与爱好并对不同的兴趣爱好有积极的态度。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“介绍自己的兴趣与爱好”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
第一课时：Listening and Vocabulary &Pronunciation and Speaking
第二课时：Vocabulary and reading
第三课时：Writing, Around the world &Module Task
第四课时：Language in use
注：教学时还需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: Module1 Hobbies
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Aims and Demands:
1. Language knowledge:
Key vocabulary: collect, collection, tidy, tidy up, doll, fan, stamp, untidy, least, take up, all the time, be interested in, interview
2. Listening skill: To understand conversations involving talking about one’s hobbies. Improve the students’ listening ability.
Teaching Aids: Multi-Media (or Tape recorder, OHP)
Teaching Procedures:
Step 1 Warming up and lead in （2’）
1. Greeting. Talk about the winter vacation.
How was your winter vacations?
What did you do during the vacation?
Are you interested in …?
What did your father/ mother often do ?
Did he / she do it all the time?
So his / her hobby is to ….
设计意图：寒假回校第一节课，从学生的寒假生活入手，谈论假期生活，逐步引入主题，并导入部分新单词和词组。
Step 2 Listing (5’)
1. List the hobbies of the family members’.
2. Guess what hobbies the teachers have. In this way show the new words “stamp, doll, fan”.
3. Talk about the hobbies:
Which hobby is expensive?
Which hobby takes up the least space?
Which hobby is good for us students?
Which hobby do you like best?
设计意图：通过列举家庭成员和猜测教师的兴趣爱好，完成新单词的教学。对兴趣爱好的简单问题，既对列举的部分兴趣爱好有一基本的评价，也为下面的听力作好铺垫。
Step 3 Listening (5’)
1. Read the chart and predict Tony’s hobbies.
2. Listen and complete the chart.
3. Listen to the tape again and answer the questions about the tape.
Why does Tony’s mum want him to tidy up his room?
Whose hobby is expressive?
Which hobby do you think takes up the least space?
4. Call back the answers from the whole class.
设计意图：在常规听力练习中进一步提高学生听的能力。
Step 4 Listen and read (13’)
1. Show the following.
Lingling’s hobby music
Daming’s hobby fans
Sally’s hobby going to Radio Beijing
Sally’s plan. tickets
2. Listen to the tape of the conversation and match. (Activity 4)
3. Listen and repeat the conversation.
4. Get to write down the answers in Activity 4.
5. Read the conversation together loudly. Show some comprehension questions.
What does Lingling need to do? And why?
What made Sally so interested in music?
When did Sally have her first violin lesion?
What is Sally going to Radio Beijing to do?
6. Read in a group of 3.
设计意图：通过对话的听读操练，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity4&5。
Step 5 Who’s who? (4’)
1. Ask the Ss to choose a character from the conversation.
2. Work in pairs, get each of them to find out which character his / her partner selects.
A: What is your hobby?
B: My hobby always takes up a large space.
A: You must be Sally.
A: What is your hobby?
C: …
设计意图：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成 “找人”的活动中，加强目标语的训练和加大语言的输入和输出量。
Step6 Who is my good friend in the group? (10’)
1. Divide the classroom into 3 or 4 groups. Ask the Ss in each group to make conversations one by one to find out who is a good friend of his/ hers.
2. Make conversations to find out who has the most hobbies or has the same opinions about hobbies.
3. Make conversations with the ones in the group like following:
A: Do you have a hobby?
B: Yes, I do.
A: What’s your hobby?
B: My hobby is to read books.
A: When did you start doing it?
B: I started doing it when I was seven years old.
A: How often do you read books?
B: I read books every day when I am free.
A: Where do you read books?
B: I read books everywhere, in the classroom, bedroom, library and park and so on.
A: Why do you enjoy your hobby?
B: I think reading can make me happy and know a lot about the world.
A: Do you want to change your hobby when you grow up?
B: I don’t think so. Reading is important and relaxing.
4. Make sure the one who has the same opinion about hobbies or who has the most hobbies as you is your good friend.
5. A report about your good friend like the example given. (The Ss may substitute the underlined parts with their own needs)
I have a close friend in my group. He is Eric. We have the same hobby --Reading. Eric stated reading when he was seven years old and now he reads books every day when he is free. He often reads in the classroom, in his bedroom, in the library or even in the park. He thinks reading can make him happy and know a lot about the world. He also thinks reading is very important and relaxing. So he will continue reading in the future.
设计意图：通过小组内对话，完成寻找好友这一任务，让学生运用有关“兴趣爱好”句型，在用中巩固。非单调地反复，而是有意义地使用，体现“做中学”的理念。通过让学生口头报告自已好友这一活动，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。
Homework
1. Write a composition about your good friend.
2. Oral work: Read the conversation of Activity 3.
3. Finish Activity 6 on page 8.
Period 2: Vocabulary and reading
Teaching Content: Vocabulary and reading
Teaching Aims and Demands:
1. Language knowledge:
New words: as, mountain, volleyball, sailing, creative, lazy, useful, develop, skill, camp, as well as, activity, such as, workshop, professional, imagine, senior, teenage, teenager, come out, result, as a result, enjoyment, success, should
2. Reading skill:
(1). Get information about one’s hobbies in reading.
(2). Improve the students’ reading ability to understand the passage.
3. Attitudes: We should establish good hobbies.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Step 1 Guessing Game (6’)
1. Show part of many pictures of different kind of hobbies and ask the Ss to guess what hobby it is.
2. While guessing, make simple comment on each hobby, like:
I like mountain biking because it is exciting.
I like painting because it is creative. You can draw everything you imagine in your mind
I like growing flowers and vegetables because it can bring me enjoyment and success.
I love singing very much, as a result, I know many professional singers such as Liu Huan, Michael Jackson.
Many teenagers like reading. Because they think it is useful and relaxing.
Many people like playing volleyball because they think this activity can develop their skills
I don’t like sailing because I am not a good swimmer and I don’t have good swimming skills.
设计意图：利用学生所喜爱的猜测游戏，将学生导入篇章学习，激发学生对篇章的喜爱，同时对不同的兴趣爱好作简单评述，将生词教学放入适当语境之中，训练学生对生词的猜测技能，也为后续的篇章教学扫除词汇障碍。
Step 2 Talk abut the hobbies (2’)
1. Work in pairs, talk about the pictures.
A: What hobbies can you see in picture …?
B: I can see …
A: How do you think of the hobbies?
B: I think … is creative/ relaxing/ useful…
A: Is it a usual activity in the school?
B: Yes, it is also a usual activity on a summer camp.
设计意图：通过半控制性的两人小组活动，进一步让学生操练对不同的兴趣爱好的评价，同时对生词时行必要的巩固。
Step 3 Scanning and skimming (2’)
1. Get the Ss to read the passage as quickly as possible.
2. Find out:
Whose is the special hobby?
What is the special hobby?
3. Call back the answers from the whole class.
设计意图：通过top-down式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。
Step 4 Reading for specific information ( 5’)
1. Present some true or false questions about detailed information from the passage.
David Smith likes writing. (T)
He learned writing during a summer camp of . (T)
There was a professional writer on the camp. (T)
David wrote a story about his life in senior high school. (F)
David’s first book came out in . (T)
His book was very popular. (T)
Writing was his only hobby in his free time. (F)
David decided to write more books in the future. (F)
2. Read the passage by themselves. And ask to finish the true or false exercises.
3. Check the answers with the whole class.
设计意图：第二次阅读篇章，旨在使学生掌握篇章是的细节信息，并通过正误判断题来检查学生对篇章的初步理解程度。
Step5 Reading for comprehension (15’)
1. Get the Ss to listen and repeat the passage simultaneously.
2. Present the following questions:
How many hobbies does David have?
Which is he interested in most?
When did David become a successful writer?
Why has David been very lucky?
What is David’s plan about his main hobby?
Have any of your hobbies brought your great success?
What skills have you learnt through your hobbies?
3. Get the students to discuss the questions in pairs.
4. Call back the answers from the whole class.
5. Language points in the passage.
Many students have hobbies such as …
Hobbies can make you grow as a person, develop your interests and help you learn new …
As well as the usual activities, …
She asked us to imagine that we were in a story.
David wrote a story about teenage life, and it came out…
…, and as a result, David has …
I spend some of my free time playing volleyball…
Maybe I’ll write more books in the future, but I’m not sure
设计意图：听录音，意在防止和纠正学生在朗读过程中的语音错误。第三次读篇章，意在对篇章加深理解。
Step6 Reading for further comprehension (5’)
1. Get the Ss to read the passage together loudly.
2. Discuss the following questions in groups.
What should we learn from David’s attitude towards his hobby?
Why do people usually have hobbies?
3. Share the ideas.
设计意图：第四次大声齐读，加强对语言的暴露。同时通过四次不同形式的阅读，帮助学生深层次的理解篇章的主旨，并结合自身，进行拓展。
Step7 Debate (5’)
1. Divide the Ss into two groups.
2. Debate: Do you think David should write more books in the future?
Group A For the opinion
Group B Against the opinion
设计意图：最后就David是否应继续他的写作作为辩论材料，让学生抒发对此类现象的不同感想，也可以此联系到“韩寒”现象所引起的盲从，引导学生理性地对待个人的兴趣爱好。
Homework
1. Write a short passage. Introduce your own hobby and what it has brought to your life.
2. Complete Activity 3 on page 7.
3. Oral work: Read the passage.
Period 3: Writing, Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: Write about one’s hobby. Improve the students’ writing ability.
2. To learn about the changing of hobbies in different time.
3. Attitudes: Saying goodbye to the bad or unhealthy hobbies.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Step 1 Revision (5’)
1. Brain storming. Present the questions one after another.
What do you like to do in your free time?
How do you think of your hobby?
What kills have you learnt from your hobby?
Has your hobby often brought you success?
What other things do you like to do?
设计意图：通过头脑风暴的形式，让学生复习课文中所学的重点单词。在问答中复习，使学习更有意义，同时为下面的Writing 做好准备。
Step 2 Writing sentences (6’)
1. Look at the sentences of Activity 6.
2. Rewrite the sentences using “as well as, such as, or as a result”.
3. Write new sentences according to the examples individually.
4. Share the sentences in pairs.
设计意图：通过对句子的仿写和造句，加强对目标语的操练，提高目标语运用的正确性，为后面的书面表达做铺垫。
Step 3 My classmate’s hobbies (5’)
1. Choose a partner from a different group.
2. Make a survey. Ask and list as many hobbies he or she has as possible. Using the following conversation as an example.( Substitute the underlined parts as they wish)
A: What hobbies do you have?
B: My hobbies are playing football, listening to music, watching movies, reading, playing chess ,playing computer games and traveling.
A: Which one do you like best?
B: Of all these things, I like playing football best.
A: Why do you like it best?
B: Because I stay at school all the time. And I can often play football in my free time.
A: Who is the best football player you admire?
B: Beckham.
A: Which team do you like best?
B: Italy, of course. But I also like Brazil and Germany. They are all good teams.
A: Which hobby do you think can bring you success?
B: Reading. By reading, I can get more knowledge and I can do better in my study.
3. Write a short passage called “My classmate’s hobby”. Use “as well as, such as or as a result”.
设计意图：围绕中心话题，用两人对话的形式，就个人的兴趣爱好作进一步的了解，列举尽可能多的兴趣爱好，提高目标语运用的熟练程度。
Step 4 Hobbies Recognition (8’)
1. List the hobbies the Ss mentioned in their compositions or that they often see on the board.
2. Pair work: (Also they can look at the picture on page 7 of Activity 4 for some hints.)
Which are the most creative?
Which of them do you think you have the skill for?
Which is the most useful skill to learn?
Which do you think would be most interesting for teenagers to do?
3. Classify the hobbies individually.
For adults
For teenagers
Creative
Skillful
Good for study
Bad for study
Good for health
Bad for health
设计意图： 利用教材资源，就学生真实的情况开展讨论，对兴趣爱好作再认识，提高语言运用的真实性，也为完成模块任务作好铺垫。
Step 5 Module task-Saying goodbye to bad hobbies (10’)
1. A letter of sponsorship---Saying goodbye to bad hobbies.
Choose an object to write a letter of sponsorship. (To teenagers/ adults/ teachers/ parents)
a) Choose 1-3 bad hobbies.
b) List the bad points.
c) According to the bad points, write a letter individually.
d) Share the letters in a group.
e) Choose the best one to improve.
2. Share the best one from each group in class.
设计意图：通过对已列举的兴趣爱好的分类，对有关的兴趣爱好做出甄别，通过给不同的对象写倡议信的形式，提出对兴趣爱好的正确有价值取向，告别陋习。
Step 6 Around the world (5’)
1. Read the passage “An interest in history”.
2. Mention the difference of some hobbies in the past.
3. Discuss what we can learn from these hobbies in the past.
A useful website: www.britannica.com/ebi/article-69
Some famous proverbs:
No pains, no gains! 不劳无获。
An idle youth, a needy age. 少壮不努力，老大徒伤悲。
One good turn deserves another.行善积德。
Reading enriches the mind.开卷有益。
The early bird catches the worm.早起的鸟儿有虫吃。
There is no royal road to learning.书山有路勤为径，学海无涯苦作舟。
Work makes the workman.勤工出巧匠。
设计意图：通过对人们兴趣与爱好的变迁，引导学生正确对待过去的生活，了解过去的文化，吸收传统文化的精髓，弘扬具有民族精神的优秀的传统文化。
Homework
1． Finish the letters of sponsorship in groups and put on the board as an exhibition in the class.
2． Oral work: Read the passage of David’s special hobby and get ready to retell the passage in your own words.
Period 4: Language in use
Teaching Content: Language in use
Key structures:
Teaching Aims and Demands:
1. To understand the sentence components . (难点）
2. To practice the new vocabulary and expressions. (重点)
3. To write simple sentences with the five sentence patterns.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Step 1 Revision (5’)
1. Retell the passage of David’s special hobbies. Using the words given as hints.
hobbies, such as, relaxing, creative, interesting, useful, make you …, develop your.., help you…, a special hobby, as well as, a professional writer, in senior high school, in 2003, difficult to remember, should try to …
设计意图：通过对课文内容的复述，进一步对课文内容和语言点的巩固，并使语言点的运用落实在篇章之中，使运用更具意义。
Step 2 Listening (6’)
1. Predict. Read the five questions of Activity 7 on page 8. Predict the answer.
2. Listen to the tape and choose the right answers.
3. Listen again to check.
4. Call back the answers from the whole class.
5. Hand out the listening material. Read.
设计意图： 采用预测等听力技巧，提高听力的有效性，对听力材料的朗读，增大语言的输入。
Step3 Complete the sentences and passage (10’)
1. Look at the answers to the listening practice and make as many sentences as possible to complete the sentences
Playing football is the most popular hobby with boys, as a result the boys…
Boys enjoy collect things as well as…
Teenagers have many hobbies such as …
Growing vegetables helps other people because…
2. Complete the sentences with the words in the box.
(1). Pair the Ss to check with each other.
(2). Share the answers in the class.
3. Get the Ss to conduct Activity 5 on page 8.
(1). Read the passage first.
(2). Ask to complete it with the words in the box individually.
(3). Call back the answers from the whole class.
(4). Read the passage.
设计意图：利用续写句子，使学生能在一定的情景中操练目标语，并提高目标语使用的正确率，再由句子与语篇，层层递进，使不同程度的学生都能较好的掌握目标语。
Step4 Funny Time (6’)
1. Sentence making.
(1). Read the sentence: They sent him letters.
(2). Ask to make similar sentences with “ show, give, buy, tell, bring” etc.
(3). Funny time: Each group choose a part of a sentence to form a complete one.
Group A : Select a person.
Group B: Select a verb.
Group C: Select a person.
Group D: Select some things.
(4). Make sure: S + V + IO + DO
2. What makes us happy?
(1). Brainstorming
What makes you happy? Good marks make us happy.
What makes you sad /…? Bad marks make us sad.
What keeps you excited/ …?
Playing computer games keeps me excited.
But parents often ask us to play less.
(2). Get to know the sentence pattern: S + V + O + OC
设计意图： 利用Funny Time的活动以及造句练习，侧重于学生对句型的使用，把语法点的操练融于无意识之中，先帮助学生S + V + IO + DO，和S + V + O + OC这两种比较难掌握的句型有一个理解，为学生掌握简单句基本句型降低难度。
Step 5 Language practice (12’)
1. Read through the examples with the Ss.
2. Classify the sentences
(1). sb be
(2). There be
(3). Sb + V + sth.
(4). sb + V .
(5). sb + V + sb +sth/ sb + V + sth to sb.
(6). sb + V + sb to do sth
3. Ask the Ss to put the words and phrases in the correct order according to the sentence patterns given above individually.
4. Check the answers with them.
5. Make sure the part of speech in each sentence.
(1). sb be …
S + V + P
(2). There be + n. + prep phrase
There be + S + adverbial
(3). sb does sth.
S + V + O
(4). sb does.
S + V
(5). sb does sb sth / sb does sth to sb.
S + V + IO + DO
(6). sb does sb to do sth
S + V + O + OC
6. Write similar sentences with the models of Activity 2.
(1). Read the sentences first and make sure which sentence patterns each belongs to.
(2). Write similar sentences.
(3). Share in pairs and ask some to present the sentences on the Bb.
设计意图： 采用归类比较的方法，使学生更加明了的掌握句子的不同成份。在提供句式的基础上供学生仿写，发挥学生的自主性，也保证了正确性。
Homework
1. Finish off workbook exercises.
2. Self -assessment on page 103.
I. Teaching objects
The second grade of senior high school.
II. Teaching aims
A. To develop students’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for students include (predicting, skimming, scanning and digesting.);
B. To encourage students to practice, participate, and co-operate in the classroom activities;
C. To get students to grasp the important language points: subjects and verbs;
D. To master more words describing weather;
E. To make students master making introductions and suggestions.
III. Teaching approaches
Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson.And teacher should limit teacher’s talking time and increase student’s talking time.
During this lessons, emphasis are to be laid on:
A. Teaching vocabulary through pantomiming, realia and other visuals;
B. Teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language);
C. Centrality of spoken language (including a native-like pronunciation);
D. Focus on question-answer patterns.
IV. Teaching important and difficult points
A. To enable the students to infer general meaning from the tile and context and predict the meaning of special words from context.
B. To train students’ listening, speaking, reading and writing skills by activities.
C. To master the grammar about “subjects” and “verbs”;
D. To master the grammar about attributive clauses(that/which) and adverbial clause of time;
E. To understand the grammar about passive voice;
F. To teach students how to express their own opinions in English freely.
V. Learning method
A. Self-study method
Firstly, ask students to prepare before each period, look up new vocabulary in a dictionary, preview the new text and bring forward questions they don’t understand in the class;
Secondly, after each period, students should review new vocabulary and grammar they study in the class;
Thirdly, students must finish their homework by their own.
B. cooperation study method
Firstly, in the self-study stage, students have any questions they can’t solve by themselves, they can discuss with classmates or ask teacher;
Secondly, in the class, some activities can be finished by group or pair work.
Period I
Introduction & Reading and Vocabulary (1)
Step 1:Warm up and lead-in(Pre-reading)
A:Teach students to read the new words in P151 from (1) to (3).
B:Show some pictures and videos to students and to get them know about Antarctic such as plants, animals, and the land initially, and then finish the activity 1 in P1 together.
Step 2: Reading (Skimming)
A: Ask students to read the activity 2 in the P2.
B: Students are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last paragraph of the article (or the first sentence or the last sentence of each Para). And then finish the activity 1 and 2 in P2.
C: Ask some students to say out their answers about activity 1 and 2, and then check their answers.
D: Encourage students to read the article again and find out they don’t understand; invite students to put up their hands and tell teacher what they don’t understand, and then teacher explain the word that students don’t understand and important vocabulary.
E: Ask students finish activity 3 in P3 and activity 4 in P4, and check their answers.
Homework
Write a composition to introduce your hometown or someplace about 120 words. Include information about:
A: The weather and natural environment;
B: Custom;
C: What are the suggestions you want to give if someone goes there.
Period Ⅱ
Grammar(1) &Reading and vocabulary(2)
Step 1: Review(dictation)
The teacher give the pupils dictation about word studied in the last period to the whole class and invite two students to write on blackboard.
Step 2:Ask students to finish the activity 1 in P5 in pairs, and then ask some students to answer the questions in activity 2. But teacher don’t say the right answer until finish the step 3.
Step 3:Review of subjects.
A: Teacher firstly make sentences in Chinese to explain what are the subjects.
B: Teacher use some examples to explain what structures can be used as subjects.
C: Check the answers about activity 1.
Step 4: Work in pairs. Check the structures that can be used as subjects.
Step 5: Warm up and lead in (Pre-reading)
Ask students to read the advertisement in the activity 1 and say why they would/wouldn’t reply to it.
Step 6: Reading
A: Skimming
Students are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Paragraph of the article (or the first sentence or the last sentence of each Paragraph.) and then finish the activity 2 and 4 in P6.
B: Study new vocabulary and review important grammar structure in the article together, give students about eight minutes to finish activity 5 and 6, and then ask some students to answer the questions.
Homework
Recite the 5th paragraph of How Failure Became Success.
Period Ⅲ
Listening & writing
Step 1: Ask about 8 students to recite the 5th paragraph of How failure Became Success(Firstly, ask 5 students to recite of their own accord, and then ask 3 students who don’t put up their hands to recite).
Step 2: Listen the radio programme and ask students to answer the questions in P8 in activity 1.
Step 3: Listen again and ask students to answer the questions in activity 2(teacher must find out what are questions and difficulties students have ).
Step 4: Ask students to listen the radio carefully and according to the students’ questions and difficulties, when the radio show important information teacher should stop the radio and ask students to repeat.
Step 5: Encourage one student to read his/her composition that is the first period’s homework in the class and teacher teach how to write a good composition according to the composition.
Homework
Prepare for Welcome to the South Poles before next period.Include:
A: The new vocabulary:
B: Grammar structure
C: Finish the activity 2 in P11 and activity 4 in P12.
Period Ⅳ
Grammar (2) & Reading practice
Step 1: Warm up and lead in(Pre-reading)
Ask students to look at the title of the passage in P11 and write down a question which you hope the writer will answer according to they learning before this period. And then invite students to put up their hand and say what questions they have.
Step 2: Reading(intensive reading)
A: Ask students to read the article paragraph by paragraph. And correct students’ pronunciation.
B: After students reading, teacher teach the language and grammar points in detail(during this step, teacher put questions to students, such as the meaning of the new word to check wether they prepare for this article.).
Step 3: Ask students to answer the questions in the activity 2 in P11 and activity 4 in P12.
Step 4: Ask students to find the topic sentences in each paragraph. Put the table that is not complete on the screen(PPT) and ask students to fill the table completely.
Step 5: Review of Verbs
Ask students to finish the activity 1 and 2 in P9 and teacher will check their answers.
Homework
Finish the practice test(after class, teacher ask subject representative to hand out to classmates) and teacher collects this test next week and corrects.(In Appendix Ⅲ)
I. Teaching objectives 教学目标
Skill focus 听 Listen for matching people with the music they like
说 Talk about opinions about music
读 Read a passage about music for information
写 Write a biography of a composer
Language
Focus 功
能
句
式
Talk about music
You like western classical music, don’t you? Yes, I do.
Who’s your favourite classical composer? Beethoven.
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
词汇 1. 重点词汇:
pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century
2. 认读词汇
blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, in addition to, actually, type, gospel, string, part-time, milkman, recording, artist, figure
语法
Tag questions
话题 Western music
Ⅱ. Teaching materials analyzing 教材分析
本单元以Western music为话题，设计了三个部分的内容。旨在通过单元教学使学生了解西方音乐的有关知识；了解奥地利著名作曲家--约翰施特劳斯；学会表述反意疑问句及其回答；能谈论对不同类型的音乐及对于音乐的爱好和理解；谈论最喜欢的音乐；练习通过阅读找出信息的能力；能根据所给的信息写音乐家的传记。
Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词；认识反意疑问句及其回答；谈论对音乐的喜好。
Unit 2 学习关于著名音乐家约翰施特劳斯和莫扎特的文章，并从文章中找出细节信息；利用所个的信息写音乐家的小传。
Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于the orchestra的文章；谈论并描述最喜欢的音乐。
III．Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing （Unit 2)
Period 3 Language in use (Unit 3)
Ⅳ Teaching plans for each period分课时教案
Unit 1 You like western classical music, don’t you?
Target language 目标语言
1. Words & phrases生词和短语
pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise
2. Key sentences重点句子
Who’s it by?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You like western classical music, don’t you?
But Sally is a classical musician, so she doesn’t like pop music, does she?
No, she doesn’t.
What on earth is that?
Ability goals 能力目标
Enable the students to listen to different types of music and learn tag questions.
Learning ability goals学能目标
Help the students to learn how to listen to and talk about different types of music and describe music.
Teaching important/difficult points 教学重难点
Learn some new words and expressions, learn tag questions.
Teaching aids教具准备
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教学过程与方式
Step I Lead in
In this procedure, show some pictures to let the students know different types of music.
T: Hello. Boys and girls. Nice to see you again.
S: Nice to see you.
T: Do you like music?
S: Yes.
T: There are many different kinds of music. Let’s look at the pictures.
Show pictures with different kinds of music to the students. Learn new words of music types with the students. Ask the students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word.
T: We can use some adjectives to describe different kinds of music. For example, how is pop music?
Help the students to say modern.
T: Let’s work in pairs, ask and answer questions about your favourite types of music and describe it.
One sample conversation:
S1: What kind of music do you like?
S2: I like blues.
S1: How is blues?
S2: It is sad.
Help the students to be familiar with dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class.
Step 2 Listening and matching
In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help the students to learn and remember the new words.
T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play.
T: Listen again and match the words with the music.
Check the answers with the students and then play the tape again to make the students correct their answers.
Step 3 Listen and read
In this procedure, the students will listen and read a dialogue. Ask the students to do pair work to find the people and the types of music they like. Learn some words in real situations.
T: In these types of music, there is western classical music, do you like it?
S: Yes.
T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen.
Listen to the tape and ask the students to fill in the blanks of Activity 4.
T: Let’s check your answers with your friends.
T: Now, let’s listen again and check your answers.
Go through the answers with the students.
Step 4 True or False
In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false.
T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he will get a star. Those who get more stars will be the winner.
One sample conversation:
S1: They’re listening to western classical music.
S2: True.
S1: Strauss was born in the capital of Australia.
S2: False. Strauss was born in the capital of Austrian.
Add another three sentences for the students to
6. The music Tony is listening is by Strauss.
7. Sally doesn’t like pop music.
8. Daming likes rap music.
At the same time, help the students to find out some difficult points. Deal with them together. Give the students some other example to make them understand further.
In the end, count the number of stars with the whole students to see which side is winner.
Step 5 Discussion
In this procedure, practice some words and expressions in Activity Five by having a discussion.
T: There are some new words in the dialogue. Let’s read these new words and try to remember them: capital, composer, fan, musician, river.
T: Work in pairs. Ask and answer questions in Activity 6.
One sample conversation:
S1: What’ s the capital of Shandong Province?
S2: Jinan.
S1: Who is your favourite composer?
S2: My favourite composer is Beethoven.
…
Check the answers. Ask some pairs to make up a short conversation. .
Step 6 Pronunciation and speaking
In this procedure, listen to the tape and pay attention to the tone of tag questions.
T: In the dialogue, there are some tag questions, can you find them?
Help the students to find the tag questions in the dialogue.
T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out which tone we use when we ask a real question or check information.
Play the tape and help the students to find out the usage of tones.
T: When we want to ask a real question, will we use rising tone or falling tone?
S: Rising tone.
T: What about checking information?
S: Falling tone.
Listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help the students to understand and check the answers.
Step 7 Speaking
In this procedure, work in pairs, describe opinions of music.
T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music.
T: Work in pairs, ask and answer what music you like or don’t like. Give your reasons.
One sample conversation:
S1: What music do you like?
S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you?
S1: I like…
Ask some pairs to make a conversation before the class.
Homework:
1. Ask the students to learn and remember the new words and expressions of this unit.
2. Ask the students to read the dialogue and grasp some important sentences.
Unit 2 Project Hope has built many schools
Target language 目标语言
1. Words & phrases生词和短语
centre, drum, guitar, violin, elder, die, rest, younger, in addition to
2. Key sentences重点句子
There were two composers called Johann Strauss: a father and a son.
His Waltzes made him famous all over Europe.
Before he was six he played not only the piano, but also the violin and the organ.
Ability goals 能力目标
Enable the students to learn some new words and expressions, read the passage and write a passage about a composer.
Learning ability goals学能目标
Help the students read the passage for information and write a passage about a composer with the information given.
Teaching important/difficult points 教学重难点
Some new words and important sentences.
Develop the skills for reading for information
Teaching aids教具准备
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教学过程与方式
Step 1 Revision
In this procedure, revise some words and expressions in unit 1. Do pair work, using important sentences and tag questions.
T: Hello. Boys and girls. Nice to see you again.
S: Nice to see you.
T: In the last unit, we have learnt many different types of music. What are they?
S: Blues, classical, jazz, opera, pop, rock, techno
T: How are these types of music?
(Do chain work)
S1: Blues is sad.
S2. Classical is serious.
S3: Jazz is beautiful and slow
…
T: Do pair work, ask and say your favourite music, using tag questions.
Write some tag questions and everyday English on the blackboard. Help the students to revise them and make up a conversation.
One sample conversation:
S1: You like pop music, don’t you?
S2: No, I like rock music. You don’t like rock music, do you?
S1: Yes. I do. I am a classical fan.
S2: What on earth is that?
S1: Classical music.
S2: I don’t believe it.
Ask some pairs to make a conversation before the class.
Step 2 New words
In this procedure, make the students familiar with some new words of some instruments, using pictures.
T: We have many different types of music, how can we play them? What instruments do you know? S: Drum, guitar, violin, piano
Use pictures to help the students answer. Present the new words: organ, trumpet,
Ask the students to read these words. Make sure they understand the meaning of each word.
T: Look at pictures on page 36, match the pictures with the words.
Step 3 Listen and Read
In this procedure, ask the students to listen and read the passage and decide whether the sentences are true of false to help the students find information of the passage.
T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know?
Help the students to say some famous musician, in Chinese is OK.
T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know which country?
S: Yes, it is Vienna.
T: There were also two great musicians in Vienna….
S: Johann Strauss and Mozart.
T: Well done. Today, let’s come to know the two great musicians.
T: Please listen to the tape with your books closed. After listening, you’ll check the true sentences behind the passage.
Play the tape and check the answers after listening. First check the answers with each other, then go through the answers in the class.
Step 4 Pair work
In this procedure, ask the students to read the passage again and find more information in the passage. Work in pairs to ask and answer.
T: Let’s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time.
When the students are reading, walk up and down to see if the students have any difficulties in reading.
T: Now, work in pairs, ask and answer the questions.
Check some pairs. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary.
Step 5 Careful reading
In this procedure, ask the students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples.
Write some sentences on the blackboard:
1. He is famous all over the Europe for his waltzes.
2. When he was 12, he wrote his first opera.
3. There were two composers. We call them Johann Strauss: a father and a son.
4. He played the piano, the violin and the organ.
T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard.
After about 6 minutes, ask some students to do this task. Explain the language points to the students. Give more examples.
1. make…famous
2. at the age of: He went to school at the age of 7.
3. called: He has a boy called Tom.
4. Not only…but also: He not only read this book, but also remember the book.
Step 6 Reporting
In this procedure, help the students report the passage, using information given in the passage. Practice the speaking. Be prepared for the writing.
T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart? You can refer to some key words.
Give some key words and ask the students to have a report.
Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer
Ask some students to report the story of Mozart.
Step 7 Writing
In this procedure, ask the students to say something about Xian Xinghai and write a passage about it.
T: There are many famous musicians in China. Who do you know?
S: Nie’er, Xian Xinghai and…
T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, let’s say something about him. Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given.
One possible version:
Xian Xinghai is one of the great composers of classical and traditional music. He was born in…
Ask two students to have a report.
Then ask the students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing.
Homework:
1. Learn and remember the new words and important sentences.
2. Read the passage for several times.
3. Practice writing.
Unit 3 Language in use
Target language 目标语言
1. Words & phrases生词和短语
maybe, phone, instrument, of course, loud, record, own, century
2. Key sentences重点句子
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
Ability goals 能力目标
Enable the students to understand the tag questions and use them.
Learning ability goals学能目标
Students can find information of a passage. Develop listening and speaking skills.
Teaching important/difficult points 教学重难点
Revision of the tag questions
Teaching aids教具准备
Some pictures and a tape recorder
Teaching procedures and ways教学过程与方式
Step 1 Revision
In this procedure, check the homework of Unit 2 to make the students revise what they have learnt.
Have a dictation of some new words and expressions.
Ask some students to read the passage about the composer of Xian Xinghai.
Step 2 Grammar
In this procedure, revise the important points of this module. Do pair work to practise tag questions.
T: Look at page 38, Exercise 1. Let’s play a game called “looking for friends”. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer.
One sample conversation:
S1: You like rock music.
S2: don’t you?
S1: They sing well.
S3: don’t they?
S1: He has written ten new songs this year.
S4: hasn’t he?
…
T: Well done! Let’s come to Exercise 2. Please fill proper tag questions in the blanks.
Give the students a few minutes to write the correct answers.
T: Work in pairs. Practise the conversation. Make sure you put the stress in the right places.
Ask some pairs to read the conversation. First check the work among the students, then go through the answers with the students.
T: Please tell us whether the speaker in each case is asking a real question or just checking information.
Ask the students to answer. Go through the answers with the students.
Step 4 Words and expressions
In this procedure, revise some important words and expressions, make sure the students know their meanings and spelling. Then do some practice.
Show some pictures and ask the students which type of music each picture is. Ask the students to ask and answer in pairs according to the each picture.
One sample conversation:
S1: What type of music is it?
S2: It’s pop music.
S1: How is it?
S2: It’s lively and modern.
T: Please write down the different types of music below the five pictures.
T: Let’s look at Activity 5. Please add these words to the correct column.
Check the students’ answers. Then go through suggested answers with the students.
One possible version:
classical piano composer
jazz trumpet singer
pop guitar singers
T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about this famous musician. Let’s read the passage of Activity 6, then fill in the blanks with proper words from Activity 4 and 5.
Ask one student to write the answer on the blackboard. Then check the students’ answers.
Step 5 Reading
In this procedure, read a passage about Elvis Presley and answer some questions. Develop the reading skills of students.
T: There were many famous pop singers in the world. Among them Elvis Presley is one of the most famous. Let’s read a passage about him and answer the questions.
After reading, ask students to answer the questions.
T: Let’s ask and answer the questions in pairs.
One sample conversation:
S1: How long did Elvis live in Memphis?
S2: He lived there for 29 years.
The students will ask and answer the rest of the questions. Ask some pairs to deal with the questions before the class.
Step 6 Listening
In this procedure, ask the students to listen carefully and grasp the details of the passage. Ask and answer questions in pairs after listening.
Play the tape twice and ask the students to listen carefully.
T: Have you got it? Please ask and answer the questions in pairs.
One sample conversation:
S1: Where does Amy study?
S2: …
Go through the answers with the students.
Step 7 Around the word
In this procedure, ask the students to read the passage to know something about the orchestra.
T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it.
Give the students a few minutes to read this passage.
Step 8 Module task
In this procedure, ask the students to practise speaking. Talk about the music they like best. Do pair work, using the words and expressions of this module.
T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, describe the music you like best.
One sample conversation:
S1: What kind of music do you like best?
S2: I like rock music.
S1: Why?
S2: Because it is lively and fast.
S1: Do you like classical music?
S2: Yes I do.
Ask some pair to act before the class.
T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, one student must report your discussion to the class.
One sample version:
S1: I like pop music. It’s lively and modern.
I don’t like rock music, because it’s too noisy
T: Please report your discussion to us.
One sample version:
S1: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy.
Homework
1. Revise this Module.
2. Do workbook Module 5
Teaching resources教学资源库
I. 重点知识详解
(1) 反意疑问句的构成及回答
反意疑问句一般规律是“前否定后肯定；前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。
He plays the piano well, doesn’t he?
They are listening to music, aren’t they?
My brother won’t leave for America, will he?
但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用needn’t；表示“必须”时，用mustn’t。
You must go home right now, needn’t you?
The car must be locked, mustn’t it.
祈使句的反意疑问句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑问句用will you?
Have a cup of tea, won’t you?/will you?
Don’t open the door, will you?
Let’s的反意疑问句用shall we? Let us的反意疑问句用will/won’t you?
Let’s take a rest, shall we?
Let us do it, will you?
在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”；如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。
He didn’t get up early this morning, did he? 他今天早上起床不早，对吗？
Yes, he did. (=He got up early) 不，他起得早。
No, he didn’t (=He didn’t get up early) 是的，他起得不早。
(2) not only…but also的含义及用法：
not only A…,but also B…表示“不但；而且”，可连接两个并列成分，但强调后者；后面的also也可省略。
He is not only clever but also hard - working.（强调后者）他不但聪明而且能干。
not only…but also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装；但but also后的句子不倒装，用陈述语序。
Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。
Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。
II. 背景知识
1. 施特劳斯父子
维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。
父亲约翰施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团里的中提琴演奏者。一八二五年，他自己创建了一个舞会乐队，并且在短短几年内使其成为一个具有相当规模的乐团。他先后率领乐团访问了德国、巴黎和伦敦，一八三五年成为宫廷舞会首席指挥。他的作品中最著名的莫过于《拉德斯基进行曲》。这首颂扬奥匈帝国常胜将军的乐曲，作为维也纳新年音乐会的最后一个保留曲目，传播到全世界亿万百姓的家中。
青出于蓝而胜于蓝。音乐世家的长子约翰施特劳斯十九岁那年就自己成立了乐团。二十四岁的约翰施特劳斯继承了父亲的著名乐团，并漫游了半个欧洲和美国。一八六三年，约翰 施特劳斯已经成为维也纳宫廷舞会的指挥。在这位华尔兹之王的四百多首华尔兹舞曲中，最著名当然是属他一八六七年创作的《蓝色的多瑙河》，这首舞曲甚至被人称为奥地利更受人欢迎的“ 国歌＂。
2. 莫扎特
1756年1月27日，莫扎特出生于奥地利的萨尔斯堡一个宫廷乐师之家。他很小就显露出极高的音乐天赋，在父亲的教导下学习音乐。从1762年起，在父亲的带领下，6岁的莫扎特和10岁的姐姐安娜开始了漫游整个欧洲大陆的旅行演出。他们到过欧洲许多地方，所到之处无不引起巨大的轰动！在奥地利国都维也纳，他们被皇帝请进王宫进行表演。
1772年，16岁的莫扎特终于结束了长达之久的漫游生活，回到自己的家乡萨尔斯堡，在大主教的宫廷乐队里担任首席乐师。由于不满主教对他的严厉管束，这段不稳定的雇佣关系终于在1781年结束，他毅然决定独立自主，前往维也纳定居，走上艰难的自由音乐家道路。
莫扎特写作之轻松与神速使他的同时代人和后辈都把他看作是无师自通、不学而成的天才，纵观他的一生，除了孩提时期受到父亲的严格教诲外，的确从未得到过正式的教师指导。天才是不容否认的，但人们往往因此而忽略了天才也离不开刻苦与勤奋。莫扎特曾说：“人们以为我的艺术得来全不费功夫。实际上，没有人会像我一样花这么多时间和思考来从事作曲；没有一位名家的作品我不是辛勤地研究了许多次。
3. 爵士乐
爵士乐（jazz)是美国音乐的一种，开始于20世纪代，这是一种具有奇特节奏和非洲和声色彩的音乐形式，由早期的拉格泰姆(ragtime)、蓝调(blues)吸取了营养,发展到后来的比波普、自由爵士、现代爵士。它走过了一段令人惊喜而富有朝气的旅程。它的自由的即兴风格，结合黑人音乐家那天生的丰富节奏感，由此产生了这种微妙而无法准确记谱的美妙音乐。
4. 古典音乐
古典音乐是指那些从巴洛克时期(1600-1750)开始一直到20世纪早期，在欧洲文化传统背景下创作的音乐,它有别于通俗音乐和民族音乐,具有永恒的意义。大约从16开始,欧洲作曲家开始创作早期音乐，这也就是古典音乐的开端。事实上，很多西方古典音乐最早都是来自于为宗教仪式和庆典而写的音乐。
5. 蓝调
蓝调（Blues）为爵士、摇滚及福音歌曲（Gospel）的老祖宗，原本只是美国早期黑奴抒发心情时所吟唱的12小节曲式，演唱或演奏时大量蓝调音（Blue Notes）的应用，使得音乐上充满了压抑及不和谐的感觉，这种音乐听起来十分忧郁(Blue)。但就是这么一股〝反骨〞气息，使得它后来在叛逆的摇滚乐中发扬光大。蓝调以歌曲直接陈述内心想法的表现方式，与当时白人社会的音乐截然不同。
6. 流行音乐
流行音乐是20世纪最重要的艺术形式之一，而在流行音乐领域影响最广的则当属流行演唱。流行演唱自流行音乐诞生以来，它便显示出了蓬勃的生机，经过近百年的发展，如今已自成一派，在我国它已成为和美声唱法、民族唱法相抗衡的重要演唱方法之一。
7. 歌剧
歌剧一种以歌唱为主，并综合以器乐、诗歌、舞蹈等艺术为一体的戏剧形式。歌剧是西洋音乐舞台上最重要的综合艺术形式。西洋歌剧的故乡是意大利，第一部歌剧《达芙妮》（佛罗伦萨作曲家培里创作于15）在那里产生。中国宋元以来形成的各种戏曲，也有歌剧的性质。五四以后特别是延安时期，音乐工作者开始尝试借鉴西洋歌剧的创作方式来创作具有中国特色的歌剧.
8. 摇滚
摇滚乐是黑人节奏布鲁斯和白人乡村音乐相融合的一种音乐形式，它是以吉它、贝司、鼓为主，加上大功效的音响和诸多效果器来表现音乐的形式；它分为布鲁斯（Blues）、摇滚（Rock and Roll）、重金属（Heavy Metal）、朋克（Punk）、放克（Funk）、雷鬼（Reggae）、说唱乐（Rap）等等。 摇滚通过音乐来反大众化的东西。
9. 电子音乐
电子音乐，指运用电子方法产生和修饰的音乐。对于管弦乐队的传统乐器有限音色的不满足是产生电子音乐的最初动力。作曲家可以十分方便地控制音响的音高、时值、力度和音色等各种因素，这样就使现场演奏电子音乐作品成为可能。新一代电子音乐家不仅用计算机控制电子音响合成器，完成音乐作品，还用计算机进行音乐风格分析、辅助音乐教学，甚至自动作曲。
III. 补充练习
(1) 根据句意填单词
①It's t________ in England to eat turkey on Christmas Day.
②John is s________ because his dog has died.
③She's a l________ child and everyone likes him.
④What f________ it will be when we all go on holiday together.
⑤I can't work in here it's too n________.
⑥Our children have grown up and have children of their o________.
⑦While we play tennis what will the r________ of you do?
⑧Her face was s________ as she told us the bad news.
(2) 单项填空
①-Jack hasn’t paid for the school things, has he?
-______. His father will pay for him.
A. Yes, he has B. No. he hasn’t C. Yes, he did D. No, he didn’t
②Your father has been to Guangzhou twice, ______?
A. has he B. hasn’t he C. doesn’t he D. isn’t he
③She’s an Australian, ______?
A. hasn’t she B. isn’t she C. doesn’t she D. is she
④He has never visited the Great Hall of the People, ______?
A. hasn’t he B. has he C. does he D. doesn’t h
⑤Lucy, you clean the blackboard today, ______?
A. do you B. did you C. will you D. can you
⑥Mr. Green went to Shenzhen on business last wee, ______?
A. isn’t he B. doesn’t he C. didn’t he D. hasn’t he
⑦John can hardly understand Chinese, ______ he?
A. can’t B. doesn’t C. can D. does
⑧- weather! It’s raining!
-Bad luck! We have to stay at home all day.
A. What fine B. How fine C. How bad D. What bad
Keys:
(1) ①traditional ②sad ③lively ④fun ⑤noisy ⑥own ⑦rest ⑧serious
(2) ①B ②B ③B ④B ⑤C ⑥C ⑦C ⑧D
Lesson Plan for reading -Module 10 Life History
Unit 2 He decided to be an actor.
设计教师：胡琴 教学年级：初一下册
课题：Unit 2 He decided to be an actor 教学版本：外研社 授课时间：30minutes
Teaching aims
Knowledge aims：
words： actor,writer,play,poem,marry,move,join,company,become,successful,rich
Ability aim：To get information from the reading material about William Shakespeare
Teaching importance：To understand simple biography about a person and develop their reading
ability.
Teaching difficulties：To understand the meaning of some words and translate some sentences into Chinese.
Teaching procedure
Predicting –reading
Lead in ：Greet！Show some pictures of the play 《Romeo and Juliet》.
T:“This is a book wrote by a famous writer .Its name is 《Romeo and Juliet》.﹙罗密欧和朱丽叶﹚.Did you read the book？”
S:“…”
T：“OK, someone said no .someone said yes .Do you know who wrote it？”
S:“…”.
T：“Yes .Very good. How much do you know about him ？”
S：…
T：“If you can not express some sentence in English you can express them in Chinese .”
T：Look at this new words .Before we learn the new lesson I will teach you some new words and help you comprehend the article .We know he was a famous writer of plays and poems .So the“writer means 作家”please follow me.→read the new words for two times
S：…
T：“OK, now we have learnt some information about William Shakespeare. We will know more about him. Please take out of your book and turn to page 64.
T：“then finish the part 5 ,and then I will choose some students to tell us their
answer .Do you know how to do this task？”
T：“OK，you can do like this ,for example the first →在剧院里看的是什么？”
S：“…”
T：“Yes ,now you can begin doing.”
While–reading
㈠ Skimming reading：ask students to read the first paragraph quickly answer these questions in part 1.
① When was William Shakespeare？
② When was he born？
③ Where was he born？
Then choose some students to answer it！
Then translate the first two sentences into Chinese and explain the word〈play〉〈Romeo and Juliet〉〈Hamlet〉
㈡ Scanning reading：Ask students to read the text again and check if the sentences are true or false. Teacher designs the questions.
① Though he is successful he is very poor.﹙F∕T﹚
② He is the most famous writer in the world.
③ William Shakespeare failed to be an actor.
④ He married at the age of 18 and had three children.
⑤ We can visit the Globe Theatre in England.
Then ask some students to answer them.
Then explain these difficult words→decide, at the age of+age=when sb be +age= at+age ,famous
㈢ Detail reading：
Ask students to read the text again in detail and fill in the chart using the right form of these words. ﹙Be born, die, finish school, marry, move to, open.﹚
T：“You can begin like this：He was born in England in 1564.Are you clear？”
S：“…”
T：“OK ,you have 2 minutes to read in detail .Have you finished？”
S：“…”
1564 He was born in England in1564
1578
1592
1599
1616
T：“Who can try tell us your answer？Please raise your hands.”
T：Please look at the third paragraph I will explain some words to you.〈move ,Queen Elizabeth ,Globe Theatre ,Rive Thames ,rich ,successful〉
Post –reading：
⑴Retell the text.
T：“OK . Look at these words and try to retell the article using these words .You need not retell it as the same as the text.
﹙writer ,poem ,play ,watching plays ,decided to be an actor , finish school ,marry, have children, move, join, start writing, open, visit, die, most famous writer﹚The I will choose some students to retell the article.
You can begin like this Shakespeare was a famous writer and he wrote many famous plays and poems .He was born… .Do you understand？
⑵Discussion：Talk about your favorite writer with your partner.
T：You must use these new words which we have learnt.〈play ,poem ,decided ,marry ,move ,rich , successful.〉
You can begin like this：A：what is your favorite writer？
B：My favorite writer is Libai .He is a Chinese .He was a famous writer in the world .He wrote many poems ,such as 《静夜思》，《将进酒》 and so on .He is very popular with Chinese people.
T：“Then I will choose some students to tell us some information about their favorite writer .Ok .”
T：“ Today our class is over .Pay attention to your homework！Ok ,bye-bye.”
Homework ：①Finish the part 8 on page 126
②Finish a piece of reading about biography of a famous person .
一、Teaching materials:
Unit 1 Once upon a time. (Module 9 Story time)
二、Targets for this period:
To understand the story of Goldilocks told through the pictures and in the conversation
To grasp the theme of the story
To tell the story briefly
三、Key points:
Key vocabulary-count, enter, hurry, knock, pick, push, notice, be lost, bowl, flower, hungry
Key structures-past simple regular verbs
四、Teaching methods:
Communicative approach
五、Teaching aids
Tape recorder, blackboard, pictures, listening material, handouts
六、Teaching arrangements:
Step One Lead-in
1. Students repeat the new words and expressions after the tape.
2. Make students understand people usually use “Once upon a time, Long long ago, A long time ago, Many years ago…” to begin a story.
Step Two To understand the beginning of the story (Activity 1)
1. Students listen and check the true sentences.
2. Students listen again and retell the beginning of the story: Once upon a time, there was a girl called goldilocks. She lived near the forest. One day, she decided to go for a walk in the forest.
3. Detail explanation:
1) lived & decided 用了过去式是因为这个故事发生在很久很久以前。
2) decide to do sth 决定做某事 e.g. We decided to have a rest.
decide not to do sth 决定不做某事 We decided not to work late.
decide + 疑问词 + to do sth. They decided how to get there.
decide + 宾语从句 He decided he went there on foot.
Step Three Pre-listening
1. Look at the pictures and answer the questions. (Activity 2)
1) Who is Goldilocks? She is a little girl with golden hair.
2) Where is she? She is in the forest.
2. Match these words with the pictures. (Activity 5)
be lost – h count – a enter – b hurry – c knock – notice pick – e push – f
Step Four Listening
1. Listen and number the pictures in the correct order. (Activity 3)
8-7-4-5-1-6-3-2
2. Listen again and answer the questions. (Activity 6)
1) What did she pick in the forest? She picked flowers.
2) Where in the house did she look into? She looked into a small room.
3) Where was the food? It was in the bowl.
4) Why did she pick up the bowls? Because she was hungry.
5) Which bowl did she like? She liked the little bowl.
Step Five To understand the plot of the story
Students in groups of four discuss the pictures according the given verbs in Activity 5
1 pick Goldilocks picked some beautiful flowers.
2 be lost Soon she was lost in the forest.
3 notice She noticed a little house in the forest.
4 hurry She hurried to the house.
5 knock She knocked on the door.
6 push She pushed the door open.
7 enter She entered the house and look around.
8 count She counted three bowls on the table.
Step Six Language points
1 pick Goldilocks picked some beautiful flowers.
1) pick (v) 采；摘 pick apples
2) pick sth. up 捡拾；搭载；携带 e.g. The train stopped to pick up the passenger.
2 be lost Soon she was lost in the forest.
be/get lost = be missing 丢失；迷路 e.g. My key was lost
3 notice She noticed a little house in the forest.
notice sb do / doing sth e.g. He noticed a man standing there.
(see / hear / watch sb do / doing sth)
notice + n. / pron. / clause He noticed a man was standing there.
4 hurry = rush She hurried to the house.
hurry to = go / come to… in a hurry She went to the house in a hurry.
5 knock She knocked on the door.
knock at / on He knocks on the desk when he was angry.
6 push She pushed the door open.
push sth (+ adj.) You can’t push the door. Please pull it.
7 enter She entered the house and look around.
enter = walk into / go into / come into
8 count She counted three bowls on the table.
count from one to a hundred
9 She hurried to the house to ask where she was.
where she was作为ask的的宾语从句，疑问词后用陈述语序。
10 Nobody answered. 反义疑问问形式 Nobody answered, did they?
11 maybe = perhaps (adv.) 也许，大概 （表猜测，常放在句首或句末作状语）
may be 也许（情态动词+动词原形，表猜测，放在主语之后作谓语）
e.g. Maybe you are right. = You may be right.
12 She finished all the food in it. 她把碗里的饭都吃光了。
all（两个以上）都 Cp： both（两个）都 两个在句中的位置一样
e.g. All the students are listening to the teacher. (adj.)
All of the students are listening to the teacher. (pron.)
The students are all listening to the teacher. (adv.)
Not all the students are listening to the teacher. (部分否定)
Step Seven Pronunciation
1. Students listen and repeat. (Activity 7 & 8)
2. Introduce the simple past tense.
1) The simple past tense is used to talk about something happened in the past.
2) The regular simple past verb
①一般动词原形末尾加-ed。如：look→looked, stay→stayed ;
②以e结尾的动词只加-d。如：hope→hoped, live→lived;
③末尾只有一个辅音字母结尾的重读闭音节的动词，应先双写这个辅音字母，再加-ed.如：stop→stopped, plan(计划) →planned;
④结尾是“辅音字母+y”的动词，先将y改为i,再加-ed. 如：study→studied, carry→carried.
⑤–ed(或-d)的读音：在清辅音结尾的词后读[t].如：work→worked [w:kt], help→helped[helpt]; 在浊辅音和元音后读[d]。如：call→called[k:ld], play→played[pleid]; 在[t]和[d]音后面发[id]。如：want→wanted[wntid]，need→needed[ni:did].
3. Students listen and repeat again.
Step Eight Reading aloud the conversation (Activity 4)
Step Nine To retell the story: fill in the blank
Once upon a time, there was a little girl called Goldilocks. She lived near a big forest. One day, she decided to go for a walk in the forest. She was lost when she picked flowers in the forest. She noticed a little house, but there was no one in it. She looked into a small room. On the table she counted three bowls with rice in them. She was very hungry, so she finished all the food in the smallest bowl because it is not cold or hot.
Homework:
1. To recite the dialogue of Unit1, Module 9
2. To finish Unit1, Module9, 点中典
3. To make an end for the story
Blackboard designing
Unit 1 Once upon a time
1 pick Goldilocks picked some beautiful flowers.
1) pick (v) 采；摘 pick apples
2) pick sth. up 捡拾；搭载；携带 e.g. The train stopped to pick up the passenger.
2 be lost Soon she was lost in the forest.
be/get lost = be missing 丢失；迷路 e.g. My key was lost
3 notice She noticed a little house in the forest.
notice sb do / doing sth e.g. He noticed a man standing there.
(see / hear / watch sb do / doing sth)
notice + n. / pron. / clause He noticed a man was standing there.
4 hurry She hurried to the house.
hurry to = go to… in a hurry She went to the house in a hurry.
5 knock She knocked on the door.
knock at / on He knocks on the desk when he was angry.
6 push She pushed the door open.
push sth (+ adj.) You can’t push the door. Please pull it.
7 enter She entered the house and look around.
enter = walk into / go into / come into
8 count She counted three bowls on the table.
count from one to a hundred
9 She hurried to the house to ask where she was.
where she was作为ask的的宾语从句，疑问词后用陈述语序。
10 Nobody answered. 反义疑问问形式 Nobody answered, did they?
11 maybe = perhaps (adv.) 也许，大概 （表猜测，常放在句首或句末作状语）
may be 也许（情态动词+动词原形，表猜测，放在主语之后作谓语）
e.g. Maybe you are right. = You may be right.
12 She finished all the food in it. 她把碗里的饭都吃光了。
all（两个以上）都 Cp： both（两个）都 两个在句中的位置一样
e.g. All the students are listening to the teacher. (adj.)
All of the students are listening to the teacher. (pron.)
The students are all listening to the teacher. (adv.)
Not all the students are listening to the teacher. (部分否定)
一、Teaching materials:
Unit 1 Tony has the longest journey. (Module 7 Planes, boats, and trains)
二、Targets for this period:
To understand conversations with superlative adjectives
To ask and answer questions about transport and travel
三、Key points:
Key vocabulary-bus, subway, journey, bicycle, taxi
Key structures-by bus, by bicycle, by taxi
四、Teaching methods:
Communicative approach, bottom-up approach
五、Teaching aids
Tape recorder, OHP
六、Teaching arrangements:
Step One Lead-in
1. Students pronounce the new words.
2. Students write the Chinese words into English.
3. Students remember the words according to the picture.
Step Two Pre-listening
1. Students listen to the tape and match the words with the pictures. (Activity 2)
Picture 1 bus
Picture 2 modern train
Picture 3 comfortable taxi
Picture 4 famous ferry
Picture 5 crowded subway
Picture 6 plane
2. Students ask and answer about questions about transport and travel
by+交通工具，意思是“乘……， 坐……”, 注意：表示交通工具的名词前不能有冠词。
1) They go to work by subway.
--How do they go to work? --他们怎样去上班？
--They go to work by subway. --他们搭地铁。
2) I go to school by bus.
--How do you go to school?
--I go to school by bus/on a bus. go to …by bus = take a bus to…
--I take a bus to school.
3) --How do they go to that island?
--They go to that island by boat / in a boat. go to… by boat = take the boat to…
4) --How do you go to school?
--I go to school by bicycle/bike / on a bicycle/bike. go to… by bike = ride to …
5) --How does Mr. Wang go to work?
--He goes to work by car/ in a car. go to… by car = drive to…
6) --How does Amy get to school?
--She gets to school on foot. / She walks to school. go to… on foot = walk to…
3. Students work in pairs after the example according to the given information.
1)
I Place How
school by bus
by bicycle
walk/ on foot
work by taxi
by subway
Example: --How do you go to school ?
--I go by bus. / I walk.
2)
Name Place How
Tony school by bus
Daming by bicycle
Lingling walk/ on foot
Betty’s mum work by taxi
Betty by subway
Example: --How does Tony go to school?
--He goes by bus.
4. Make the students understand superlative adjectives
1) 当我们需要对三个或三个以上的人或事物进行比较，来表达最高、最远、最快等意义的时候，我们可以用形容词和副词的最高级形式来表达。
构成方法：
(1) 一般在词尾加-est.
(2) 以字母e结尾的形容词/副词，直接加-st.
(3) 以重读闭音节结尾的形容词/副词，应先双写该字母，再加-est. （注：常用的有五个big fat hot thin red,可以这样记：大胖子热瘦子是红色的）
(4) 多音节词和部分双音节词 在词前加most
注意：形容词的最高级前一般要加定冠词the, 而副词的最高级前则可加也可不加the。
2) Make sentences according to the pictures.
(1) Apple A is big. Apple B is bigger than apple A. Apple C is the biggest of all.
(2) Potatoes are cheap. (3) Chinese is difficult.
Carrots are cheaper than Potatoes. Maths is more difficult than Chinese.
Tomatoes are the cheapest of the three. English is the most difficult of all.
(4) Cycling is dangerous. (5) Football is relaxing.
Skiing is more dangerous than cycling. Running is more relaxing than football.
Gymnastics is the most dangerous of all. Swimming is the most relaxing sport.
3) 形容词（adj.）或副词（adv.) 的不规则变化：
many/much---- more----most
good/ well----better----best
little ---- less----least
bad/badly---- worse----worst
far---- farther----farthest（距离）
far---- further----furthest（抽象意义）
4) Exercises
(1) 玲玲的英语很好，大明的英语比玲玲还好，Tony的英语最好。
Lingling’s English is good, Daming’s English is better than hers, Tony’s English is the best of all.
(2) 这个书包不好，那个书包更差，李雷的书包是最差的。
This bag is bad, that one is worse than this one, Lilei’s bag is the worst of all.
(3) Mary住得很远，David住得更远，我是住得最远的。
Mary lives far, David lives farther, I live farthest of all.
Step Three Listening (Activity 4)
1. Students listen to the tape and answer the questions.
1) How does Tony get to school? By bus
2) How about Daming? By bike
3) How about Lingling? On foot
4) How does the father go to work? Always by taxi, but sometimes by train.
2. Students listen again and fill in the blank. (Activity 5)
1) Tony lives farthest from school.
2) Lingling lives closest to school.
3) Daming has the most dangerous journey.
4) Tony has the longest journey.
5) Betty’s dad has the most expensive journey when he goes by taxi.
6) Daming has the fastest journey.
7) Betty’s dad has the most uncomfortable journey when he goes by train.
就划线部分提问, 用疑问词Who; 当疑问词是主语时, 仍用陈述语序.
3. Students listen and repeat the sentences in Activity 5. (Activity 6)
Step Four To practice reading aloud the conversation in groups of two.
Step Five Language points
1. get to school = arrive at school
2. far from … 离… 远
3. the way to do sth. 做某事的方法
the way to sw. 去某地的路
4. be crowded with … 挤满…
5. close to… = near…
Step Six To read aloud the conversation again.
Step Seven To finish some exercises. (Activity 5)
1. 用所给单词的适当形式填空：
1) Tony lives farthest (far) from the school in his class.
2) Going by bus is the best (good) way to get to school.
3) I think going by bicycle is the most dangerous (danger) way of all.
4) Lingling’s home is closest (close) to school.
5) Daming has the fastest (fast) journey by bicycle.
2. 根据所给汉语完成句子:
1) 他住得离学校最远。
He lives farthest from the school.
2) 乘车是去上学最好的方法。
Going by bus is the best way to get to school.
3) 它是世界上最快的火车。
It’s the fastest train in the world.
4) Mike 有时候乘船回家度假。
Sometimes Mike goes home for his holidays by ship.
Homework:
1. To recite the dialogue of Unit1, Module 7
2. To finish Unit1, Module7, 点中典
3. To talk about the journey from your home to school
一、Teaching materials:
Unit 1 What did Zhan Tianyou do? (Module 11 National heroes)
二、Targets for this period:
To understand conversations about Zhan Tianyou
To get special information from the listening passage
To talk about heroes with wh-questions
三、Key points:
Key vocabulary-bridge, build, engineer, foreign, government, museum, patriotic, railroad, tunnel, think of, work on, be difficult to, for, through, across, over, above, on
Key structures-wh-questions in the past simple
四、Teaching methods:
Bottom- up approach, task-based approach and interactive approach
五、Teaching aids
Tape recorder, blackboard
六、Teaching arrangements:
Step One Lead-in
1. Students repeat the new words and expressions after the tape.
2. Students talk about their national heroes.
1) Who is your national hero?
2) What is he/she famous for?
3) What is he/she like? ( kind, clever, friendly, strict, famous, popular…)
Step Two To complete the passage with the given words. (Activity 1)
1. Students finish it by themselves.
2. Students listen and check the answers.
3. Detail explanations:
1) He was the engineer of a railroad in the mountains with many bridges and tunnels.
Translation: 他是一条铁路的工程师，该铁路筑于山里，有许多桥梁和隧道。
with many bridges and tunnels为介短语作定语，修饰railroad。
2）want sb to do sth
want to do sth
want sb/sth
4. Students read aloud the passage.
Step Three Listening (Activity 2)
1. Students listen to the tape and answer the given questions.
1) Who was Zhan Tianyou? He was a national hero.
2) Say one thing about Zhan Tianyou according to the conversation.
---- He built a famous railroad from Beijing to Zhangjiakou.
---- He was a Chinese engineer of a famous railroad.
---- He died in 1919.
---- The Chinese opened a museum about his life in Badaling near the Great Wall.
2. Students listen again and answer the questions. (Activity 4)
1) What did Zhan Tianyou do? He built a famous railroad from Beijing to Zhangjiakou.
2) When did Zhan Tianyou die? He died in 1919.
3) Where did the railroad start? It started in Beijing.
4) What did the Chinese do when he died?
They opened a museum about his life in Badaling.
5) Where did it finish? It finished in Zhangjiakou.
6) Why didn’t the government want foreign engineers?
Because they wanted a Chinese to build it.
7) When did Zhan Tianyou work on it? He worked on it from 1950 to 1909.
3. Students choose the correct answer. (Activity 3)
Detail explanations:
1) A railroad is for trains.
for 供…用, 表示用途
e.g: The glass is for drinking.
2) A bridge goes over a river.
over 在…正上方; 超过 e.g: The sky is over our heads.
Cp: above 在…斜上方 e.g: We flew above the clouds.
Cp: on 在…上面 e.g: There is a book on the desk.
3) A tunnel goes through a mountain.
through 指穿过一物体的表面,强调“横穿”
Cp: across 指从一个物体的内部穿过, 如穿过隧道、森林等
Cp: over 指越过障碍物
e.g: walk through the forest walk across the road climb over the fence(篱笆)
Step Four To practice reading aloud the conversation in groups of two.
Step Five Language points (Activity 2)
1. What did you think of the film about Zhan Tianyou on television last night?
= How did you like the film about Zhan Tianyou on television last night?
2. What does he do? = What is he? = What’s his job?
3. work on sth 从事某事
e.g: The nurse works on looking after the sick.
4. be difficult to do sth. 很难做某事
e.g: Russian id difficult to learn. 俄语很难学。
Step Six To read aloud the conversation again.
Step Seven To put the right stressed syllable into the correct columns. (Activity 5)
1. Students finish it after listening to the tape.
2. Check the answers.
1) two syllables, the first stress: foreign hero railroad tunnel
2) three syllables, the first stress: government national
3) three syllables, the second stress: museum
4) three syllables, the last stress: engineer
5) four syllables, the third stress: patriotic
3. Students read after the tape.
Step Eight The stressed words
1. Students listen and underline the stressed words (Activity 6)
2. Check the answers.
1) What did you think of the film?
2) What did he do?
3) When did he work on it?
3. Conclusion: In English, the stressed words in a sentence are usually verb, noun interrogative, adj. etc. The unstressed words are auxil.v. pron. prep. and art.
4. Students listen and repeat the sentences. (Activity 6& 7)
Step Nine To make dialogues about your national hero (Activity 8& 9)
Homework:
1. To recite the dialogue of Unit1, Module 11
2. To finish Unit1, Module11, 点中典
3. To find information about Yang Liwei
Blackboard designing
Unit 1 What did Zhan Tianyou do?
famous
1. Who is your national hero? strict popular
2. What is he/she famous for?
3. What is he/she like? clever friendly
Kind
1 What did you think of the film about Zhan Tianyou on television last night?
= How did you like the film about Zhan Tianyou on television last night?
2 What does he do? = What is he? = What’s his job?
3 work on sth 从事某事
e.g: The nurse works on looking after the sick.
4 be difficult to do sth. 很难做某事
e.g: Russian id difficult to learn. 俄语很难学
Dialogue: A: Who do you think is your national hero?
B: Deng Yaping.
A: When was she born?
B: She was born in 1973.
A: What is her job?
B: She is a table tennis player.
A: Why is she famous today?
B: She is good at playing table tennis.
一、Teaching materials:
Unit 1 We listening to the radio. (Module 10 Life history)
二、Targets for this period:
To understand conversations about life in the past
To understand and be able to ask questions with “did”
To learn months of the year
To understand the prepositions before date, month, season or year
三、Key points:
Key vocabulary-January, February, March, April, May, June, July, August, September, October, November, December, autumn, spring, summer, winter
Key structures-Did you do…?
Yes, I did. / No, I didn’t.
四、Teaching methods:
Task-based approach and interactive approach
五、Teaching aids
Tape recorder, blackboard
六、Teaching arrangements:
Step One Brain-storm (Activity 2)
1. Students write the months of the year in the correct order on the blackboard.
2. Students pronounce and remember the words of the months.
3. Students pay attention to the prep. “in” before months.
Step Two To match the months with the seasons (Activity 3)
Students pay attention to the prep. “in” before seasons, and make sentences.
1. March, April and May are in spring.
2. June, July and August are in summer.
3. September, October and November are in autumn.
4. December, January and February are in winter.
Step Three To match the festival with the months (Activity 1)
1. Students pay attention to the prep. “in” before months, and make sentences.
1) Teachers’ Day is in September.
2) Women’s Day is in March.
3) Christmas is in December.
4) National Day is in October.
5) Children’s Day is in June.
6) New Year’s Day is in January.
7) Labour Day is in May.
8) Spring Festival is in January.
2. Students pay attention to the prep. “on” before dates, and make sentences.
1) Teachers’ Day is on September 10th
2) Women’s Day is on March 8th.
3) Christmas is on December 25th.
4) National Day is on October 1st.
5) Children’s Day is on June 1st.
6) New Year’s Day is on January 1st.
7) Labour Day is on May 1st.
Step Four To listen twice and check the dates (Activity 4)
Students answer the questions in complete form one by one.
1. When did Tony come to China? Tony came to China in October, .
2. When did Tony start school in Beijing? Tony started school in Beijing in March, .
3. When did Tony meet Lingling and Daming?
Tony met Lingling and Daming in August, .
4. When did Tony visit his grandparents? Tony visited his grandparents in January, 2003.
Step Five Listening (Activity 5)
1. In the first listening, students answer questions.
1) When was Betty’ grandpa born? He was born in November1935.
2) Tell me one thing that Betty’ grandpa had at that moment.
He had bike, chess, movie, telephone or train at that moment.
2. In the second listening, students check the things Betty’s grandfather had. (Activity 6)
He had bike, chess, movie, telephone and train at that moment.
Step Six Language points of the dialogue
1. when 引导的时间状语从句。
I was reading a book when he came in. (注意时态的一致性)
I’ll go to work in a hospital when I finish school.
(“主将从现”原则，主句为一般将来时，从句用一般现在时态。)
2. We had games like chess. 我们有像象棋之类的游戏。
1）like (prep.) 像一样，例如 （反义词：unlike）
Like other students, he also likes English.
2）like (v.) 喜欢（反义词：dislike）
3. start school ←→ finish school
4. My brother and I visited my aunt near the sea. 我和哥哥拜访了住在海边的阿姨。
near the sea 作定语修饰 my aunt
Step Seven Students practice reading the dialogue aloud
Step Eight To listen and repeat (Activity 7)
( Students should pay attention to the tone of simple questions.)
5. go away 走开
e.g: Don’t go away. Our teacher has something important to tell us.
别走开，老师有些重要的事情要告诉我们。
Go away from me. 给我走开。
Homework:
1. To recite the dialogue of Unit1, Module 10
2. To finish Unit1, Module10, 点中典
3. To preview some phrases:
Blackboard designing
Unit 1 We listening to the radio.
New Year’s Day Women’s Day Labour Day Children’s Day Teachers’ Day National Day Christmas
January February March April May June July August September October November December
Winter Spring Summer Autumn Winter
1. when 引导的时间状语从句。
I was reading a book when he came in. (注意时态的一致性)
I’ll go to work in a hospital when I finish school. (“主将从现”原则，主句为一般将来时，从句用一般现在时态。)
2. like (prep.) 像一样，例如 （反义词：unlike）
Like other students, he also likes English.
like (v.) 喜欢（反义词：dislike）
3. go away 走开
e.g: Don’t go away. Our teacher has something important to tell us.
Go away from me.
一、Teaching materials:
Unit 2 English for the Olympic Games. (Module 6 The Olympic adventure)
二、Targets for this period:
To understand stories about the Olympic Games
To combine sentences using “too” or “also”
To understand the usage of adverbs
三、Key points:
Key vocabulary-leave for, the other students, at the back, need to do something, take around, carry, until
Key structures -it’s difficult to do something, for somebody to do something
四、Teaching methods:
Interactive approach
五、Teaching aids
Reading material, OHP, handouts
六、Teaching arrangements:
Step One Lead-in: discussion
1. How much do you know about the Olympic Games?
2. What changes do the Olympic Games bring to Beijing?
3. What would you like to do for 2008 Beijing Olympic Games?
Step Two To pronounce some new words and expressions of Unit 2
1. Students read the words after the tape.
2. Students practice pronouncing the words by themselves.
3. To help some students correct the pronunciations of some words.
Step Three Pre-reading (Activity 1)
Students look at the photos and describe them.
Step Four Fast reading
Students answer the questions:
1. Where is Zhang Xiuyun from? She is from Dongsi Neighborhood Committee in Beijing.
2. What is she going to do on Saturday? She is going to learn English.
3. How old is Zhu Guoming? He is 79 years old.
4. Where can you find information about Wang Xiuqin? In paragraph 4
Step Five Careful reading (Activity 2)
1. When does Zhu Guoming get to school? early / late
2. How does the teacher speak to the older students? slowly and loudly / quickly and quietly
3. How do they need to learn English? quickly / slowly
4. How do they need to speak English? well / badly and carelessly
5. How does Wang Xiuqin work? hard / not hard
6. How does she check her vocabulary at home? carefully / carelessly
7. How does she listen to her lessons? quietly / loudly
Step Six To write the complete answers in Activity 2 (Activity 4)
1. Zhu Guoming gets to school early.
2. The teacher speaks to the older students slowly and loudly.
3. They need to learn English quickly.
4. They need to speak English well.
5. Wang Xiuqin works hard.
6. She checks her vocabulary at home carefully.
7. She listens to her lessons quietly.
Step Seven To introduce the adverbs
1. Tell the students that adj. describe the n. that they are in front of.
e.g. She is a quick runner.
2. Tell the students that adv. describe the verb they follow.
e.g. She runs quickly.
3. Tell the students that the form is very often the “adj. + -ly”, but there are a number of exceptions. e.g. good – well, hard – hard
Step Eight To Find out the adverbs which have the opposite meanings. (Activity 3)
well-badly carefully-carelessly early-late clearly-hard loudly-quietly quickly-slowly
Step Nine To retell the story according to the given information. (Activity 7)
Zhang Xiuyun: Saturday morning, from Dongsi Neighborhood Committee, in Beijing, an English class, start at 9:30
Zhu Guoming: 79 years old, get here early, in front of, behind the other students, speak slowly and loudly, hear clearly
Wang Xiuqin: 65 years old, it’s difficult for old people to…, better than, do some sightseeing
take them around
Step Ten Language Points
1. It’s Saturday morning, and Zhang Xiuyun from Dongsi Neighbourhood Committee in Beijing is leaving for school. 这是周六的早晨，北京东四居民委员会的张秀云正要去上课。
leave for a place :去往某地
2. the other students :其他的同学
the other ：其他的。后面既可跟单数名词也可跟复数名词。
e.g. the other girl 另一个女孩
the other books 其他的书
3. It’s difficult to see and hear at the back. 坐在后面很难看清楚，也看不清楚。
1) It’s difficult to do sth. 做某事很困难
e.g. It’s difficult to solve this problem.
2) It’s difficult for somebody to do sth. 做某事对某人来讲很困难。
e.g. It’s difficult for old people to study English.
4. take somebody around a place = show somebody around a place 带某人参观某地
e.g. I would like to take my American friends around Beijing.
5. These popular lesson will continue until 2008. 这种大众英语学习班将一直持续到2008
until 直到… 如果用在持续性动词作谓语的句子中，until 表示肯定。反之，若动词是瞬间性的，则该句表否定之意。
e.g. He usually works until midnight.
They won’t come back until 7pm.
6. need to do sth. 需要做某事（某人做主语）
e.g. Everyone needs to revise for the test.
Step Eleven To translate the sentences into Chinese
1. The plane will leave for New York at 3pm.
2. Some students are playing table tennis, the other students are running.
3. It’s difficult for her to make lanterns because she is only 3 years old.
4. Daming is taking some Australian friends around the Forbidden City.
Step Twelve To write sentences using too or also. (Activity 5)
1. Table tennis is exciting and it’s popular, too.
Table tennis is exciting and it’s also popular.
2. Daming likes basketball and he likes gymnastics, too.
Daming likes basketball and he also likes gymnastics.
3. He likes playing basketball and he likes watching basketball, too.
He likes playing basketball and he also likes watching basketball
4. Cycling is faster than running and Cycling is more dangerous then running, too.
Cycling is faster than running and Cycling is also more dangerous then running.
5. Lingling likes table tennis and she likes gymnastics, too.
Lingling likes table tennis and she also likes gymnastics.
6. I like sports and I like music, too.
I like sports and I also like music.
Notes: too 和also 都可表示“也，还”。too 常用于句尾，并与句子以逗号隔开。also 常用于be动词后或行为动词前。
Homework:
1. To find out more Olympic sports
2. To finish Unit2, Module 6, 点中典
3. To design a new Olympic Sport, according to the following questions:
1) What’s it like?
2) How do people play it ?
3) Do you like it?
4) Why do you like it?
一、Teaching materials:
Unit 1 Shanghai is bigger than Hong Kong (Module 5 My hometown and country)
二、Targets for this period:
To understand conversations involving the comparison of two cities
To talk about two different cities or rivers
三、Key points:
Key vocabulary-population, million, Hong Kong, busy, east, west, south, north, capital, island, coast, hometown
Key structures-Hong Kong is smaller than Shanghai.
Is Shanghai newer than Hong Kong?
No, it isn’t. It’s older.
四、Teaching methods:
Communicative and interactive approach
五、Teaching aids
Tape recorder, OHP
六、Teaching arrangements:
Step One Lead-in
Students look at the Chinese map and learn new words: east, west, south, north, capital, island, coast, hometown
Step Two Discussion (Activity 1)
1. Students match the given words and phrases with the photos in groups
Shanghai: East China, the Bund, 1.5 kilometres long, 13 million people
Hong Kong: South China, Victoria Peak, 554 metres high, 7 million people
2. Students use them to talk about the two places in groups.
3. Language points:
1) 数词 + 量词(pl.) + adj.（作表语）
e.g. Zhang Hua is about 1.9 metres tall and 31 years old.
2) 数词 - 量词 - adj.（作定语）
e.g. There is a 5-kilogram-heavy box in the house.
3) 对数词提问: How + adj. + be + 主语?
e.g. How tall is Zhang Hua?
4) hundred, thousand, million, billion 修饰(n.)时，前面有具体数字，不用(pl.)；无具体数字时，(pl.) + of 表示难以计数。
e.g. Every year, millions of people watch NBA on TV.
There are about two thousand people on the island.
Step Three Listening (Activity 2)
1. Students listen to the tape and answer the question
Is Shanghai a newer city than Hong Kong? No, it’s older.
2. Students listen again and match the given words with the two places in Activity 1.
Shanghai: big, city, river, sea, park, building
Hong Kong: busy, city, coast, sea, population, hill
3. Students repeat the text with the tape recorder.
4. Language point
1) be busy (in) doing sth e.g. The teachers are busy getting ready for the meeting.
2) be busy at / with sth e.g. The manager is busy at his work.
Step Four Listening (Activity 3)
1. Students listen to the tape and answer the questions in Activity 4.
1) Is Hong Kong bigger than Shanghai? No, it isn’t.
2) Is Hong Kong hotter than Shanghai? Yes, it is.
3) Is Shanghai warmer in winter than Hong Kong? No, it isn’t.
4) Is Shanghai hotter than Hong Kong? No, it isn’t.
5) Is Hong Kong older than Shanghai? No, it isn’t.
6) Is Shanghai busier than Hong Kong? Yes, it is.
2. Detail explanation:
---- What’s the population of Shanghai? （询问人口）
= How large is the population of Shanghai?
----The population of Shanghai is 13 million. （回答多少人口）
= Shanghai has a population of 13 million.
= Shanghai has 13 million people.
注意：population不能用how many/much来问；表示人口多用 “large”或 “great”，
人口少用 “small”修饰
Step Five To read aloud the conversation with the tape recorder
Step Six To listen to the underlined words (Activity 5)
1. Hong Kong is bigger than Shanghai. No, it isn’t. It’s smaller.
2. The winter in Hong Kong is cooler. No, it isn’t. It’s warmer.
3. Shanghai is hotter than Hong Kong. No, it isn’t. It’s colder.
4. Shanghai is newer than Hong Kong. No, it isn’t. It’s older.
Step Seven Conclusion of comparison
构成方法 原级 比较级
单音节
和少数
双音节
单词 一般在词尾加-er, tall, long, old, short, small taller longer, older, shorter, smaller
以字母e结尾的形容词，加-r nice , fine, large nicer, finer, larger
以重读闭音节词末尾只有一个辅音字母时，先双写这个辅音字母，再加-er big, hot, red, thin bigger, hotter, redder, thinner
辅音字母+ y”结尾的双音节词，先改y为i，再加- er busy, early, easy busier, earlier, easier
Step Eight Additional exercise: to complete the sentences
1. This pen is longer than that one. (long)
2. It’s bigger and busier than Cambridge (big, busy)
3. Is Hong Kong hotter than Shanghai? (hot)
4. Is Shanghai warmer in winter than Hong Kong? (warm)
5. Is Hong Kong older than Shanghai? (old)
Step Nine To make dialogues about two cities in China, use hot/ cold/ old/ new/busy (Activity 6)
---- Is Wuhan bigger than Beijing? ---- No, it’s smaller.
Homework:
1. To recite the dialogue of Unit1, Module 5
2. To finish Unit1, Module5, 点中典
3. To find information about hometown
一、Teaching materials:
Unit 2 Everyone will have a small sea. (Module 4 Life in the future)
二、Targets for this period:
The students can use “will” to express their own wishes
To get necessary information from the reading material
To talk about the prospect of one’s own school
三、Key points:
Key vocabulary-car, farm, holiday, plane, sea, sun, expensive, rough, comfortable
Key structures -will + V.原形
四、Teaching methods:
Task-based approach and bottom-up approach
五、Teaching aids
Reading material, blackboard
六、Teaching arrangements:
Step One Lead-in (Homework)
Have a dictation and ask the students to imagine what life will be like in ten years
Step Two To pronounce some new words and expressions of Unit 2
1. Students read the words after the tape.
2. Students practice pronouncing the words by themselves.
3. Help some students correct the pronunciations of some words.
Step Three Pre-reading (Activity 1)
1: Read through the words in the box and make sure that the students understand them all.
2. Ask the students to look at the pictures and tell their partners what they can see in the each one.
3. Collect their answers in a whole-class setting as complete sentences.
4. Learning to learn: Before the students read the passage, have them read through the Learning to learn box.
5. Talk about the importance of inferring the meaning from context, and the fact that it is not necessary to understand every word in order to understand the general meaning of a text.
Step Four Fast reading (Activity 1&2)
1. Ask the students to read through the passage individually, and then match the paragraphs with the pictures.
2. They should check with a partner.
3. Collect the answers in a whole-class setting; ask a student to read a paragraph and then say which picture it goes with.
Step Five To match the pictures and paragraphs with the headings (Activity 3)
1. Read through the words and have the students repeat them.
2. Work on the syllable stress of the multi-syllable words.
Cli/mate Homes Jobs Tech/nol/o/gy Tran/sport
3. Make sure they understand what the words mean.
4. Ask the students to match the paragraphs and pictures individually, then check with a partner.
5. Collect the answers from the class.
Cli/mate: Paragraph B-Picture 2 Homes: Paragraph C-Picture 5
Jobs: Paragraph E-Picture 3 Tech/nol/o/gy: Paragraph D-Picture 1
Tran/sport: Paragraph A-Picture 4
Step Six Careful reading(Activity 3)
Ask the students to read through the sentences and decide which are true in the passage.
Step Seven Detail explanation
1. get
1) get + adj. e.g. The food is getting cold.
2) get sb. sth. = get sth. for sb.
3) get to a place get up get on/off
2. heat
1) (v.) We’ll heat some milk for the coffee
2) (n.) I can’t walk in this heat.
3. three days a week once a year three times two weeks
Step Eight Students practice reading the passage aloud
1. Read through the words and have the students repeat them chorally and individually. (Activity 4)
2. Make sure they understand the meaning of all of them.
3. Ask the students to match the words individually, then check with a partner
cheap-expensive comfortable-uncomfortable easy-difficult good-bad hot-cold interesting-dull large-small light-heavy new-old rough-smooth short-long strong-weak warm-cool
Step Nine To answer the questions (Activity 5)
1. Read through the words and have the students repeat them after you.
2. Ask them to find answers individually then check with a partner.
Step Ten Writing (Activity 8)
Read the example sentences, and help them to see that “so” relate the cause to the effect to become a single sentence with two clauses.
e.g. Planes will be very large. Flying will be very cheap.
----Planes will be very large so flying will be very cheap.
1. It will probably be hot all year so the winter will be very short.
2. We’ll use the sun to heat our homes so no one will be cold and there’ll be lots of hot water.
3. People will work three days a week so they’ll have long holidays and lots of free time.
Homework:
1. To talk about life in the future in pairs
2. To finish Unit2, Module4, 点中典
Blackboard designing
Unit 2 Everyone will have a small sea.
Headlines: notes-pictures
Cli/mate: Paragraph B-Picture 2 Homes: Paragraph C-Picture 5
Jobs: Paragraph E-Picture 3 Tech/nol/o/gy: Paragraph D-Picture 1
Tran/sport: Paragraph A-Picture 4
The opposite adjective:
hot-cold interesting-dull large-small light-heavy
new-old rough-smooth short-long strong-weak warm-cool
cheap-expensive comfortable-uncomfortable easy-difficult good-bad
so-clause
e.g. Planes will be very large. Flying will be very cheap.
----Planes will be very large so flying will be very cheap.
1. It will probably be hot all year so the winter will be very short.
2. We’ll use the sun to heat our homes so no one will be cold and there’ll be lots of hot water.
3. People will work three days a week so they’ll have long holidays and lots of free time.
一、Teaching materials:
Unit 2 We’re going to walk up the Great Wall. (Module 3 Plans)
二、Targets for this period:
To get information from the reading material about one’s plans
To understand how to express one’s wish
To give the reasons to answer the purpose in doing something
三、Key points:
Key vocabulary-walk up the Great Wall, Chinese culture, make friends, cook, get to
Key structures -Helen is looking forward to seeing her daughter and granddaughter.
Why is Helen going to take the plane to Beijing?
Helen is going to take the plane to Beijing because her daughter and granddaughter live there.
四、Teaching methods:
Task-based approach and bottom-up approach
五、Teaching aids
Reading material, blackboard
六、Teaching arrangements:
Step One Lead-in (Homework)
Students act out their dialogues about their plans on this weekend.
Step Two To pronounce some new words and expressions of Unit 2
1. Students read the words after the tape.
2. Students practice pronouncing the words by themselves.
3. To help some students correct the pronunciations of some words.
Step Three Fast reading
1. Students read the passages quickly and match them with the photos. (Activity 1)
Paragraph A: Helen, New York
Paragraph B: Lucy, Nanjing
Paragraph C: Li, Wuhan
2. Students make sentences saying what Helen, Li and are looking forward to. (Activity 2)
Paragraph A: Helen is looking forward to seeing her daughter and granddaughter.
Paragraph B: Lucy is looking forward to going to Disneyland.
Paragraph C: Li is looking forward to the Dragon Boat Festival.
3. Conclusion
1) We can often find out the main idea from the first sentence of a paragraph in English.
2) Language point: look forward to sth / doing sth 期盼（做）某事
e.g. They are looking forward to your coming.
Step Four Careful reading
1. Read the passages and match the questions with the answers. (Activity 3) c-e-a-b-f-d
2. Use “because” to write full answers. (Activity 5)
1) ----Why is Helen going to take the plane to Beijing?
----Helen is going to take the plane to Beijing because her daughter and granddaughter live there.
2) ----Why is Lucy going to learn English?
----Lucy is going to learn English because she wants to make some American friends.
3) ----Why are Lucy and her parents going to stay in a hotel in San Francisco?
----They are going to stay in a hotel in San Francisco because Lucy’s parents have some friends live there.
4) ----Why are Li and his wife going to lie on the beach?
----They are going to lie on the beach because their children like swimming.
3. Language point: because引导时间状语从句；不能与 so同时出现在同一个句子中；
回答 why的提问要用because
e.g He has to stay at home because it’s raining now.
=It’s raining now, so he has to stay at home.
Step Five Detail explanation
1. make friends (with sb) （与某人）交朋友
e.g. The professor wants to make friends with the foreigners.
2. cook (n.) 厨师
(v.)cook sth for sb = cook sb sth
3. get to 到达
e.g. He often gets to school at 7:00 in the morning.
Get home / there / here
4. Why not do sth？ 何不干某事？（表建议）
e.g. Why not go and ask them?
5. be out = be not at home
Step Six To repeat the passage with the tape recorder
Step Seven To use the words in the box to answer the questions (Activity 4)
1. How do you get from New York to Beijing? I take the plane.
2. What do you do in a foreign city? I do some sightseeing.
3. What do you do on the beach? I enjoy the sun and the sea.
4. Where do you stay in a foreign city? I stay in a hotel.
5. Why do you go sightseeing? Because I like foreign culture.
Homework
1. One student ask another some questions and then write down the answers. (Activity 6)
1) What are you looking forward to?
2) What are you going to do?
3) Why are you going to do it?
2. Write a passage talking about the partner’s wish according to the answers. (Activity 7)
… is looking forward to going out on Saturday evening. He’s going to the cinema because he likes films…
3. To finish Unit2, Module3, 点中典
Blackboard designing
Unit 2 We’re going to walk up the Great Wall.
1. look forward to sth / doing sth 期盼（做）某事
e.g. They are looking forward to your coming.
Paragraph A: Helen is looking forward to seeing her daughter and granddaughter.
Paragraph B: Lucy is looking forward to going to Disneyland.
Paragraph C: Li is looking forward to the Dragon Boat Festival.
2. because引导时间状语从句；不能与 so同时出现在同一个句子中；回答 why的提问要用because
e.g He has to stay at home because it’s raining now.
=It’s raining now, so he has to stay at home.
1) ----Why is Helen going to take the plane to Beijing?
----Helen is going to take the plane to Beijing because her daughter and granddaughter live there.
2) ----Why is Lucy going to learn English?
----Lucy is going to learn English because she wants to make some American friends.
3) ----Why are Lucy and her parents going to stay in a hotel in San Francisco?
----They are going to stay in a hotel in San Francisco because Lucy’s parents have some friends live there.
4) ----Why are Li and his wife going to lie on the beach?
----They are going to lie on the beach because their children like swimming.
3. make friends (with sb) （与某人）交朋友
e.g. The professor wants to make friends with the foreigners.
4. cook (n.) 厨师
(v.)cook sth for sb = cook sb sth
3. get to 到达
e.g. He often gets to school at 7:00 in the morning.
Get home / there / here
4. Why not do sth？ 何不干某事？（表建议）
e.g. Why not go and ask them?
5. be out = be not at home
一、Teaching materials:
Unit 1 Everyone will study at home. (Module 4 Life in the future)
二、Targets for this period:
To understand conversations about future schools
To process information of future life in the listening material
To talk about the prospect of one’s own school
三、Key points:
Key vocabulary-cable TV, calculator, cell phone, chalk, Internet, satellite, everyone, no one
Key structures--will + v.原形
四、Teaching methods:
Interactive approach
五、Teaching aids
Tape recorder, blackboard
六、Teaching arrangements:
Step One Lead-in
1. Ask the students what words they can use to describe our classroom: cable TV, blackboard, national flag, clock, light, desk, picture, chair.
2. Read through the words in the box and make sure that the students understand them all. (Activity 1)
3. Ask the students to describe the classroom they are in, using the words in the box and any others which are appropriate.
4. Ask the students to do the task individually, then check with a partner.
Step Two Pre-Listening (Activity 2)
1. Provide the question first : What do you use to study English?
2. Divide the students into several groups and discuss what they use to study English and collect a few pairs’ dialogues in a whole-class setting.
Step Three Introduction(Activity 3)
1. Introduce “everyone, no one” by using a few examples that are true.
2. Remind the students that “everyone” and “no one” take a third person singular verb.
3. Ask the students to make sentences by using everyone and no one.
e.g. Everyone uses a pen. （肯定）
Everyone doesn’t use a pen. = Not everyone uses a pen. （部分否定）
No one uses a pen. （完全否定）
Step Four Listening
1. Read through the sentences in the chart and make sure that they understand the sentences.
2. Ask the students to listen to the dialogue and finish the exercises in Activity 4.
3. Collect the answers from the class.
4. Ask the students to listen to the dialogue again and finish the exercises in Activity 5.
5. Ask the students to do the exercises individually, then check with a partner.
6. Collect the answers from the class, having one student ask and another student answer each question.
Step Five To read aloud the conversation again
Step Six Detail explanation
1. I think that everyone will study at home and will use computer.
Think 引导宾语从句，否定必须前置
e.g. I don’t think that everyone will study at home and will use computer.
I think you are right to do so.
I don’t think you are right to do so. (不用I think you aren’t right to do so.)
2. with (使用有形的工具或器官)
e.g. We work with our hands (器官)
This pair of shoes is made by hand. (手工）
Step Seven The stressed words (Activity 7)
1. Ask the students to say the four words and decide how many syllables there are in each one.
2. Collect their answers and write the words on the board to show where the breaks are.
3. Practice saying the words with the class.
Dic/tion/ar/y cal/cu/la/tor com/pu/ter sat/el/lite
Step Eight Pair working (Activity 8)
1. Ask the students to think about this for a while individually-to organize their ideas about their school in the future.
2. Pair them to discuss their ideas.
3. Pre-teach them “ What do you think?” to help keep the conversation going.
Homework:
1. To recite the dialogue of Unit1, Module 4
2. To finish Unit1, Module4, 点中典
3. To talk about what your school will be like in 10 years.
Blackboard designing
Unit 1 Everyone will study at home.
1. everyone & no one
e.g. Everyone uses a pen. （肯定）
Everyone doesn’t use a pen. = Not everyone uses a pen. （部分否定）
No one uses a pen. （完全否定）
2. I think that everyone will study at home and will use computer.
Think 引导宾语从句，否定必须前置
e.g. I don’t think that everyone will study at home and will use computer.
I think you are right to do so.
I don’t think you are right to do so. (不用I think you aren’t right to do so.)
3. with (使用有形的工具或器官)
e.g. We work with our hands (器官)
This pair of shoes is made by hand. (手工）
Pronunciation:
Dic/tion/ar/y cal/cu/la/tor com/pu/ter sat/el/lite
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