制作人：李薇
Subject Unit 4 What would you do? Section B 2 Periods Teaching Aims 1. Learn to talk about interesting things and embarrsing situations. 2. learn to accept useful advices from others. Teaching Key Point Teaching Master the new words and target language; Master the structure “What would youdo if…” How to use the target language to solve the problems under imaginary Difficult Points situation. Teaching Methods Task-based Teaching The communicative Approach to Language Teaching Teaching Procedures Step 1 Revision Get students to talk about what they would do if a teacher criticized them. Say, If I had a day off today, what would I do? Encourage students to give advice using sentences beginning with if I were you, I'd … or you should … See how many pieces of advice students are able to think of. Step 2 Presentation I.3a This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class. Point out the pieces of advice on the right. Get different students to read them to the class. Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class. Ask students to match each problem on the left with the correct advice on the right. Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed. Check the answers. II. 3b This activity provides oral practice using the target language. Read the instructions to the class. Invite a pair of students to read the sample conversation. Ask students to think of different advice for the problems in Activity 3a. Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I'd watch TV to relax my mind. Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed. After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations I.1a This activity reviews earlier vocabulary and introduces some new words. Introduce the key vocabulary words on page 29 by showing them on the screen by a projector. energetic adj. 有活力的；精力充沛的 confident adj. 自信的；有把握的 public n. & adj. 公众(的)；公共(的) in public 当众；公开的 Read the words one by one and have students repeat several times. Read the instructions to the class. Point to the five words above the box. Invite a student to read them to the class. Ask students to tell what each word means. For example, for the word outgoing, a student might say, outgoing means friendly. Focus attention on the five numbered sentences in the box. Point out the sample answer. Ask students to think about which word would work best in each blank. Walk around the room offering help as needed. Correct the answers. II.1b This activity provides oral practice using the target language. Read the instructions to the class. Call students' attention to the sample conversation. Invite a pair of students to read it to the class. Have students practice in pairs. As they work, walk around the classroom checking progress and offering language support as needed. Have a few pairs of students to share their conversations with the class. III.2a This activity provides listening practice using the target language. Call students' attention to the chart. Point to the list of questions underneath the headline “What would you do…” Ask different students to read them to the class. Correct any pronunciation and intonation errors. Play the recording the first time. Play the recording a second time. Check the answers. IV.2b This activity provides listening practice using the target language. Point to the list of answers underneath the headline “I would …” Ask different students to read them to the class. Play the recording again. Check the answers. Step3 Consolidation and extension Part 4 This activity provides writing, listening and speaking practice using the target language. Read the instructions to the class. Get a pair of students to say the sample conversation to the class. Point out the sample answers in the chart. Say, What problems do you have at home? At school? Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart. Check the answers by asking different pairs of students to say their conversations to the class. Optional activity Ask, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of. 2c This activity provides oral practice using the target language. Point to the sample conversation in the box. Invite a pair of students to read it to the class. Point out the personality survey in Activity 2a. Get students to work in pairs. As the pairs work together, move around the classroom offering language and pronunciation support as needed. Check the answers by asking different pairs to share their conversations with the class. Step4 Summary Tn this unit, we’ve learned how to describe a person with some adjectives. And we’ve also learned how to describe our confidence with the new words and the target language, Blackboard Design Unit 4 What would you do? Section B 1．Key vocabulary: energetic confident public in public 2．Target language: A: What would you do if someone asked you to be in a movie? B: I'd say yes. Feedback 制作人：李薇
Subject Unit 4 What would you do? Reading 2 Periods Teaching Aims 1. Be able to understand the reading and list the accidents and problems from it. 2. Train students’ ability to deal with the problems in daily life. Teaching Key Point Teaching Difficult Points Teaching Methods Make the flashcards; Learn the “What would you do if…” structure by reading an article in order to find the problems and solve them. Teaching Procedures Step 1 Revision Master the new words and phrases in reading ; Get information to do some exercises from reading; Master the subjunctive mood. How to use the subjunctive mood. To solve the problems in daily life. Hold a quick survey around the class. Ask what would you do if … 1 the teacher asked you to give a speech in front of the whole school? 2 your brother borrowed your clothes without permission? 3 someone asked you to be in a movie? 4 you wanted to be friends with a new student? Encourage students to give different answers to each question Step 2 Presentation I. 3a This activity introduces key vocabulary words and provides reading practice using the target language. Read the words which in this lesson one by one and have students repeat them several times. Call students' attention to the personality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer. Get students to complete the activity on their own. Check the answers. II.3b This activity provides reading and writing practice using the target language. Read the instructions to the class. Ask students to write their own personality survey. Give another example on the blackboard. If a friend misunderstood you, would you a, tell him/her it is a misunderstanding at once? b. want to explain to him/her, but have no courage? c. invite him/her to dinner and explain? Get students to work individually. As they work, move around the room checking their works and offering language support. I. section 1 This activity encourages students to consider the differences between an accident and a problem, and how accidents happen and what problems teenagers face. Draw a picture of a sad face on the board. Ask students what things in their lives make them sad. Write“accidents on the left and examples of”problem” on the right. Divide the class into groups. Ask them to discuss the two questions and note down a) a list of accidents, and b) what the group decides is the biggest problem for teenagers. Share each group’s ideas and compare the results. Make sure students understand the difference between an accident and a problem. II.While You Read Ask students to look at the artwork and the cartoon and then draw on their knowledge to say what this reading is. Ask students to notice the format. Ask students to repeat the reading aloud in pairs, changing over for each page. III.After You Read 1.3a This activity shows the knowledge and common sense students already have. Ask students to pool the knowledge they have to answer the two questions. Discuss the questions with the students. 2.3b This activity develops students’ ability to consider and rank according to knowledge Ask students to go through the accidents mentioned in the reading and discuss how serious each one is. Discuss answer with the class. 3.3c This activity asks students to personalize the information and talk about their own experience. Ask each student to answer the question and check or not check the box. Have a class discussion to see how many students share the same experience and followed the advice given in the book. IV.Go For It Ask students to write one more “accident” Question and Doctor’s answer, and one more “Problem and Advice” using the same language style as in the reading. Take the examples of each student and write them up on a computer if available. Step3 Consolidation and extension I. Part 1 This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Ask students to fill in the blanks on their own. Check the answers. II.Part 2 This activity provides reading and writing practice using the target language. Read the instructions to the class. Teach students to practice the words represent, let … down and come up with. Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the e-mail again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading. Get students to write a reply on their own.As students do this, walk around the room offering any help they may need. Ask a few students to read their replies to the class and share their solutions. Step4 Summary This class provides us with a lot of reading as weii as writing practice. And we know how to use what we learned to deal with an accident or a problem. The Grammer The subjuctive Mood 虚拟语气用在与将来事实相反的条件句中时，条件从句用谓语动词的过去式（be的过去式用were），主句用should(第一人称)或would（第二、三人称）+动词原形。 虚拟条件句谓语动词的构成形式列表如下： 条件状语从句 主句 语与现实事实相If+主语+动词过主反（一般现在时去式(did)(be动+would/should+的虚拟语气） 词一律用were) 动词原形(do) 语与过去事实相If+主语+动词过主反（一般过去时去完成时（had +would/should+的虚拟语气） done） have+done 主语与将来事实相If+主语+： 反（一般将来时A. 谓语动词用+would/should+的虚拟语气） 过去式(did) B. 谓语用were 动词原形(do) to+动词原形 C. 谓语用should+动词原形 注意：主句中的通常用与第一人称，可用于任何人称，同时也可根据意思用情态动词等代替。 1. 表示与现实事实相反。如： If I were you, I should stay at home. 如果我是你，我想呆在家里。 If the farmers could farm the land themselves, food production would be much higher. 如果农民可以自己种地，粮食的产量会提高。 2. 表示与过去事实相反。如： If you had come yesterday, you would have met them. 如果你昨天来了，你就能见到他。 If the earthquake had happened during the daytime, there would have been more deaths. 如果地震发生在白天，死的人会更多。 3. 表示与将来事实相反。如： If you came tomorrow, we would have the meeting. 如果你明天来，我们就开会。 If it were to/should rain tomorrow,the meeting would be put off. 如果明天下雨，会议就取消。 If it should rain, the crops would be saved. 如果下雨，庄稼就得救了。 4. 当条件状语从句表示的行为和主句表示的行为所发生的事间不一致时，动词的形式要根据他表示的时间来调整。如： If you had followed the doctor’s advice, you would be quite all right now. 如果你按照医生的吩咐，身体现在就好了。 You would be better now if you had taken my advice. 如果你接受我的建议，现在已经好了。 5. 用于某些表示祝愿、诅咒等意义的用句中。如： May you be happy! 祝你幸福！ Long may you live!(May you live long) 愿你长寿！ God bless you! 愿上帝保佑你！ May you success! 祝你成功！ May the friendship between us last forever! 愿我们的友谊地久天长！ Long live the people! 人民万岁！ The devil take you! 见鬼去吧！ So be it then! 就那样吧！ Blackboard Design If a friend misunderstood you, would you… a. tell him/her it's a misunderstanding at once? b. want to explain to him/her, but have no courage? c. invite him/ her to dinner and explain? Feedback 制作人：李薇
Subject Unit 5 It must belong to Carla. Section A 2 Periods Teaching Aims (1) To learn must, might, could and can’t for making inferences. (2) Understand the conversation about making inferences. (3) Bottom-down method Teaching Key Point Teaching 1. The usages of modal verbs: can, could, may, might and must How to make inferences Difficult Points 2. The usage of belong to. Teaching Methods 1. Multimedia Teaching. 2. Game, practice 3. Listening, asking and answering. Teaching Procedures 1. Lead in and presentation. a 、Teach belong to 教师走到一个学生身边,然后举起他的一支笔说:The pen is HeDong’s .We can also say The pen belongs to HeDong./It belongs to him. 教师再指着更多的物品让学生说 belong to 的句子。 b、Ｕsing could/might /must/can’t to guess sth. Say:Close your eyes .Then go to students and get some their school things. After a while ,ask them to open their eyes and guess. T:Whose ruler is this ? S:It might/could be ____________’s. 被猜到的人站起来说True（ 表示猜对）/False（表示猜错）。其他学生就补充说：It must be________’s./It can’t be _________’s. Note: must(100%) might, could(20-80%) can’t (0%) It must/could/might be HanLei’s = It must/could/might belong to HanLei. c. Game “Who is it?” 让一个学生背向着全班站在讲台上，在座的任何一位学生都可以向他/她挑战用各种声音向其说一句英语，黑板上的学生必须听声音猜人，而且每人只有三次猜的机会，猜对的被评为“火眼真金”奖励一支笔。 Ｓ：It might /could be ______. Ss: True. It must be ___ 或 False. It Can’t be ______. 2. Practice a. Hello, class. On page 34 is a picture with many things in it. Write the things you see in the correct picture. b. Listening and matching You are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences. Columns in the chart. c. Pair work In pairs practice the conversation in the picture on page 34.Then make conversations using information in the chart in 1b. Whose volleyball is this? It must be Carla’s. She loves volleybWhose books are these? Whose CD is this? 3. Listening(2a) They must be Mary’s. The man is her favorite author. It must be Grace’s. She likes listening to classical musica. Bob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the usages of other modal verbs about making inferences —can’t, could, might. b.Listening and filling (2b) Next you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to make inferences. c.Filling and telling (2c) On page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit. 4. Consolidation(3a) 3a、Reading numbing and circling On page 36 see a box. In it is a thank-you message from Linda to Anna. read it, number the 5 parts and circle he words you don’t know. Subject: Thanks! From: Linda _④_ If you have any idea where it might be, please call me. _②_ I think I dropped it during the concert. So it might still be in the symphony hall. _⑤_ I tried to call you but your mom said you were still at your optometrist appointment (I hope your new glasses look nice!). _③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam. _①_ I’m really anxious, because I can’t find my backpack. Thanks, Linda 3b、Pairwork Use “can’t “must” “could” or “might” to talk about the words you don’t understand. 4、Activity Collect some objects from the students and infer their owners. A: Here are some earrings. The owner can’t be a boy. B: Well, it could be a boy. The earring might be a present for his mother. 5、Summary Read the sentences of Grammar and summary the key sentences of this unit. 6、Homework Look and say Look at the picture below and say what is happening. Grammar Explanation of Section A 1. must, can, could, may, might 表示推测。 Must 用在肯定句中表示较有把握的推测，意为“一定”。“must+动词原形”，或 “must be+动词现在分词”表示对现在的状态或现在正在发生的事的推测。 He must know my address. He must be studying in his room. Can表示推测时常用于否，定句中。Can’t “一定不”， 语气很肯定。He can’t be at home. Can/could 后接 be doing, 表示对现在发生的动作的推测。 They can’t be reading in the library. The plane could be delayed by fog. May/might+动词原形/be doing表示对现在将来情况的 推测。may语气强于might，意为“也许，可能，大概”。 You may be right. It might rain this afternoon. 2、belong to 属于，为„„所拥有，没有被动语态，也不能用于进行时。 The bike belongs to my brother. These clothes must belong to Tom. 3、appointment 名词，“约定，约会”常构成短语： Have an appointment 与某人约会 Be at one’s appointment 在和某人约会 I have an appointment with the dentist this afternoon. I know you are at the doctor’s appointment. 4、make up “组成，构成” The homeless make up a growing percentage of America’s population. Be made of “由„„组成的/ 构成 Our class is made up of 30 boys and 20 girls. 5、anxious 形容词，“忧虑的，担心的，渴望的” Be anxious /about 为„„而担忧；为„„着急 Be anxious (for sb.) to do sth. 渴望某人做某事 Parents are anxious about their children’s health. He’s anxious to have a bike of his own. Blackboard Design Unit 5 It must belong to Carla. Belong Whose English book is this? It must be Carla’s. It has her name on it. . belong to Whose volleyball is this ?It could /might be Alice’s. She loves volleyball author Whose pen is this ?It might belong to Helen.It’s under her chair. Picnic Whose T-shirt is this ?It can’t be John’s. It’s too much small for him hairband possibly Note:must(100%) might,could(20-80%) can’t(0%) It must/could /might be HanLei’s = It must/could/might belong to HanLei. Feedback
Subject Unit 5 It must belong to Carla. Section B 2 Periods Teaching Aims 1.Go on learning modal verbs: must, might, could, can’t to infer things. 2.Develop the students’ abilities in listening, speaking, reading and writing about modal verbs above. Teaching Key Point Teaching Difficult Points Try to make inferences using the language learned in this unit. How to make inferences Teaching Methods 1. A tape recorder and cassette of this unit. 2. Listening, asking and answering. Teaching Procedures i. Lead in Hello, class. Have you ever seen any UFOs or aliens? What are they? How do they look? Now turn to page 37, look at the pictures and write a sentence about each picture. 2、presentation 1)、looking and writing Use must, might, could and can’t for making inferences. a. The UFO is landing. It is coming down from the sky! b. The terrible, ugly, frightening alien is chasing the two people. c. The frightened man is looking back at the alien. d. A woman with camera is shooting films. 2) 、 Listening Listening and numbering To know more about the UFO and aliens you will listen to a recording. While listening pay attention to the usage of must, might, could and can’t for making inferences and try to number the pictures on page 37. Listening and completing You are going to listen to the tape again and complete the sentences in the box on page 37. Use must, might, could and can’t for making inferences. They see… a. a man running The man says… exercises. sky c.a creature camera 3）Pair work In pairs role play the conversations between the man and woman. Use must, might, could and can’t for making inferences. A: Why do you think the man is running? B: He could be running for exercise. A: No, he’s wearing a suit. He might be running to catch a bus. B: There’s something in the sky. It could be a helicopter. A: No, it can’t be a helicopter. It must be a UFO. B: And there’s a strange creature getting out. It must be an alien. A: I must be dreaming. B: Look, there’s a woman with a camera. A: She could be from the TV news. B: Oh! They must be making a movie. 4）Reading(3a) a. Reading and underlining There’s a newspaper article here on page 38. Read it, underline what causes the strange things and circle all the expressions used. b. Strange events in Bell Tower neighborhood Our neighborhood used to be very quiet. However, these days, strange things are happening in our neighborhood and TV news. strange It must be an alien. The woman says… late for work. UFO. I must be dreaming making a movie. He could be running for He might be fob.something in the It could be a helicopter. It must be a d. a woman with a She could be from the They must be beeveryone is unhappy. Zhou Gu, the local school teacher is extremely worried. When he was interviewed by the local newspaper, he said, “Every night we hear strange noises outside our window. My wife thinks that it could be an animal, but my friends and I think it must be teenagers having fun. My parents called the police, but they can’t find anything strange. They think it might be the wind. I don’t think so!” Zhou’s next door neighbor Qi Hui is unhappy too. “At first, I thought it might be a dog, but I can’t see a dog and I still hear the noises outside.” Everyone in our neighborhood is worried, and everyone has his or her ideas. There must be something visiting the homes in our neighborhood, but what is it? 5) Writing a. Write another paragraph After read the newspaper article about Strange events in Bell Tower. Now use the notes on page 38 to write another paragraph about the events. Use must, might, could and can’t for making inferences in your writing. b. Look and complete 5. The end of the Strange events in Bell Tower with must, might, could and can’t to infer. 6) Speaking Tell your classmates about an image about future and let them make a suggestion about what’s like in 20 years later. Use must, might, could and can’t for making inferences in a group of four people. For example, A: In2026, I can swim under the sea like fish. B: Maybe it means we might as light as a fish. A: In2026, I needn’t chase the bus to school. B: Maybe it means we can have another spacecraft like UFO. 7. Homework Filling the blanks On page 39 you will see 5 sentences. Now read them and fill in each blank with a correct word given. Make necessary changes to the form. Then make your own sentence with each word. Grammar Explanation of Section A 1、 exercise 运动，锻炼，为不可数名词 do/take exercise=do sports “做运动，锻炼身体” He takes exercise every day. 体操，练习，可数。 做早操/眼保健操 2、 happen happen to + 名词/代词，“……发生了什么事” happen to do sth. 意为“碰巧做某事” What happen to you last night? I happen to meet one of my good friends in the street. 比较：take place “指有计划、有安排地发生，不含偶然因素。” 3、 there must be…“一定有” there be 是 there be 与情态动词must 连用，表示对现在情况肯定的推测。 There must be someone in the room. There must be a knife in your pocket. 注：这类句子的反意疑问句需要根据be来选用适当的形式，即 be+not+there? There must be some books in the bag, aren’t there? 4、 escape,动词，“逃跑，逃走”，常与from, out of连用表示“从……逃跑/逃走” They escaped from the burning house. 5、ocean 海洋，大海；﹝常用复数﹞大量，许多。 本课中an ocean of =oceans of, 后可跟可数和不可数名词，意为“极多的，无边的，大量的”。 I saw an ocean of ants moving to a new place. Blackboard Design Unit 5 It must belong to Carla ? Section B a. The UFO is landing. It is coming down from the sky! b. The terrible, ugly, frightening alien is chasing the two people. c. The frightened man is looking back at the alien. d. A woman with camera is shooting films. e. They must be making a movie. Feedback
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课题 教学媒体 Unit 6 I like music that I can dance to 第一课时 A tape recorder , CAI 1．Key Vocabulary ：prefer, lyric， gentle 教学重点 2．Target Language: I like music that I can sing along with. I like singers who write their own music. I prefer music that has great lyrics. 教学1．Relative clauses with that and who 难点 2．The listening practice 教学过程 Step1 Warm-up Ⅰ.Talk about the school Present the relative clauses: 学生活动 Answer the questions and learn relative clauses with that. Ⅱ.定语从句：修饰某一名词或代词的从 句。 I like the school that is clean . Step2 Presentation Ⅰ.1a Learn some new words, and talk about the music. Do a survey then do 1. Listen some pop music that students like, a report . and learn some new words. Lyrics, gentle. And ask the students talk about the music. I like music that I can sing along with. that has great lyrics. that I can dance to. that isn’t too loud. 2.Ask the students to look at the picture in 1a and circle the sentences they agree with, then write their own sentence. 3.Do a survey: Ask the students to do a survey about their friends’ favorite music, then do a report: For example：Mary likes music that she can sing along with. Ⅱ 1b Listening practice: Listen 1b and check the answers. Step3 Consolidation and extension Ⅲ.1.Group work 1C 2. Extension, prefer=like … better I prefer music that has great lyrics. Listen and check the music Tony and Betty like Work in groups Look at the pictures and learn “Relative clauses with who” It means I like music that has great lyrics Listening to the tape. Make better. conversations using the information 3.Show some family or movie pictures and from 2a and 2b. teach “Relative clauses with who” For example: The man who is standing by my side is my Work in pairs. husband. The girl who has big smile is my daughter. 3.Listen 2a and 2b and check the answer. 4. Work in pairs.2c Extension: I like the ruler which/that I bought yesterday. The room that/which is behind me is my bedroom. Step3 Summary Unit6 I like music that I can dance to. 板 书 prefer, lyric， gentle 设 I like music that I can sing along with. What about you ? 计 I prefer music that has great lyrics. The man who is standing by my side is my husband. The girl who has big smile is my daughter. 教 学 反 思 课题 教学媒体 教学重Teach the students how to use the key word. 点 教学难点 Using sentences with relative clauses in discussing CDs. 教学过程 Step1 Revision Ⅰ.Revise the relative clauses with that by asking questions : Ⅱ.Revise the relative clause with who by asking questions: Step2 Presentation Ⅰ.Lead-in: Answer the questions and review relative clauses with that and who. Understanding the phrase“ remind of” 学生活动 Practice using sentences with relative clauses in real life. Unit 6 I like music that I can dance to 第二课时 A tape recorder The First Period 1.Show my favorite CDs to the class and teach the and discuss in pairs. phrase—— remind of 2.Give more examples on \"remind sb. of sth./sb. \" such as, He reminds me of his brother. This reminds us of what we often did when we were children. Tell the students that remind…of…means cause sb. to think of sth. 3.Write the four questions on the blackboard. (1)What’s the name of your favorite CD? (2)Why do you like this CD? (3)What do you dislike about this CD? (4)What does it remind you of? Get them to discuss in pairs. Ask a pair of the students to share their conversations with the class. Step3 Consolidation and extension I. Do activity 3a. Ask the students to read the review and match the sentences part by themselves, then check the answers. II.3b Pair work Read the review and match the sentence Ask a pair of students to read the model parts conversation in the box first, Then make the students make up a similar dialogue . III Part 4 Read the model conversation in the box first., Then make up a similar dialogue 1. Show some pictures of the popular singers or groups among the students. Let the students Complete this survey. Then find complete the sentences with their own words. classmates who agree with you. 3. Move around the classroom and ask questions who feels the same way you do about each thing. And write down the student’s name in the blank . Ask some pairs to say their conversations to the class. Step 4 Summary Unit 6 I like music that I can dance to 板 书 设 计 remind of, dislike, The Second Period 1.What’s the name of your favorite CD? 2.Why do you like this CD? 3.What do you dislike about this CD? 4.What does it remind you of? 教 学 反 思 课题 教学媒体 教学重Help the students express preferences on different things in daily life, using the 点 target language. Unit 6 I like music that I can dance to 第三课时 A tape recorder 教学难Talk about why they like the band, the book and the movie, using the sentences 点 with relative clauses. 教学过程 Step1 Warm-up 学生活动 The students answer the questions with 1．Ask some questions on CDs, groups, singers and the target language. Then make a musicians. Help the students to answer with the survey of the students around them . target language. 2.Ask the students to make a survey of the students around them and do some notes. 3.Ask several Fill in the chart. Write the names of the students to report their results of the survey . students’ favorite band, book and movie Step2 Presentation Ⅰ.part1 Fill in the chart. 1. Ask some questions about band/ book/ movie. Let some of the students to answer it. 2. Ask the students to complete the chart on their own and share the favorite book with the classmates after class. Ⅱ.2a listening Listen and write down the three things in the picture that Michael and Ali talk about. 1. Tell the students to have a look at the picture and Listen again . Write what Michael likes let them guess what they are talking about. and why he likes each thing. 2.Listen to the tape carefully , there are two boys, Michael and Ali, they are talking about some of the things they see in the room. The task of us is to Discuss their favorite things from write out the three things that they are talking activity 1.Say why they like each thing. about. 3. Check the answers. Ⅲ. 2b listening 1. Ask the students to have a look at the chart in Activity 2b. Tell them to note the sample answers. 2. Check the answers Step3 Consolidation and extension Ⅰ.2c Group work 1.Ask two students to read the sample conversation. 2.Ask the students to discuss their favorite bands, books and movies in groups of four. Try to use the sentences with the relative clause we have met in this unit to help to make conversations. 3.Ask one or two groups to say their conversations to the class. Step4 Summary 板 书 设 计 教 学 反 思 课题 教学媒体 教学重点 教学难点 Write a review. 教学过程 Step Ⅰ Revision Revise the contents of last class by asking some questions about the students’ favorite clothes, Answer the questions with relative clauses 学生活动 1．Key Vocabulary. 2. The main ideas of the three short articles. 3. Write a review. Unit 6 I like music that I can dance to 第四课时 A tape recorder Unit6 I like music that I can dance to. The Third Period I like movies that are sad. He likes clothes that are unusual. movies writers and so on. Step2 Presentation Ⅰ. 3a Read the review and answer the 1.Ask the students to read the review and answer questions the questions, then check the answer. (1) Is Yellow River Fishermen Hung Tao’s latest movie? (2) What has Hung Tao done over the years? (3) What does the reviewer suggest you doing if you are looking for entertainment? (4) What good feature does the movie have? (5)What are the photos about? (6)What’s the name of the band? (7)Are the songs loud or gentle? (8)Are the lyrics of the songs very nice? Read the reviews and try to complete 3b. Read after the tape, find out some 2.Let students read the reviews of 3a by useful phrases and sentences, use them themselves, and try to complete 3b and then check to make their own sentences. the answers. 3.Read after the tape, then discuss the words and Write a review of a book you have read, sentences they don’t understand of 3a in groups. a CD you have listened to or a movie Let students find out some useful phrases and you have seen. sentences, and make their own sentences. Ⅱ. 3c 1.Ask the students to decide what review they will write first, a review of a book, a CD or a movie? 2.Write a list of questions they plan to answer in their review. (1) Who wrote the book/made the movie/sang the songs? (2)What kind of people the writer/director/singer is? Fill in the calendar with special events. (3)What do I think of the writer/ director/ singer? (4)What do I think of the book/Movie/ songs (5)What do I like and dislike? (6)What suggestions will I give the readers? Step3 Consolidation and extension Group work 4 Ask students to fill in the calendar with special events. Sept 4 summary 板 书 设 计 教 学 反 思 课题 教学媒体 教学重点 教学难点 Reply the email. 教学过程 Step1. Warm-up Asking some questions about their holiday. Answer some questions about their 学生活动 1．Help the students have a self check to see if they can use the target language of this unit well. 2．The verbs: remind, can’t stand, look for, prefer, love Unit 6 I like music that I can dance to 第五课时 A tape recorder Unit6 I like music that I can dance to. The Fourth Period Look for, be boring, be on display Step2. Presentation Ⅰ.Part 2 holiday. Understanding the article and answer 1.Ask the students to read this e-mail, ask some the questions. questions about Ling ling to see if they understood the e-mail (1)what is the subject of this email? (2)Whom is it from? (3)Who wrote the email? (4)What language would you like to learn? (5) What kinds of music do you like? (6) What kinds of food do you prefer? (7)Have you ever seen an Indian film? (8)What kinds of films do you prefer? Read it again ， Pick out the questions that Lingling asks in her e-mail. Then 2. Ask the students to read it again and find out write a reply to Lingling. what Lingling wants to know about her pen pal. Pick out the questions that Lingling asks in her e-mail. Write the questions that Lingling asks in the email on the blackboard: (1)What language would you like to learn? (2) What kinds of music do you like? (3)What kinds of food do you prefer? (4)Have you ever seen an Indian film? (5) What kinds of films do you prefer? Choose the correct form, make their own sentences. 3. According these questions on the blackboard, tell the students to write the reply to Lingling. Answers will vary. Step3 Consolidation and extension Practice Self check 1 1. Ask the students to fill in the blanks by their own. Then check the answers. 2. Make their sentences. Step 4 Summary Unit6 I like music that I can dance to. The Fourth Period 板 书 设 计 Look for, be boring, be on display (1)What language would you like to learn? (2) What kinds of music do you like? (3)What kinds of food do you prefer? (4)Have you ever seen an Indian film? (5) What kinds of films do you prefer? 教 学 反 思 课题 教学媒体 教学重点 教学难点 Train students’ reading skill. 教学过程 Step1. Warm-up Key vocabulary. Read the text to identify main idea. Unit 6 I like music that I can dance to 第六课时 A tape recorder Read the text to understand words in context. 学生活动 Ⅰ.Asking some questions about their diet, then Answer some questions about their diet, discuss what do they think of these food? then discuss what do you think of these 1. What do you eat for breakfast? 2. Do you think it is healthier? Step2. Presentation Ⅰ.Section 1.Before you read. food? look at the diets of two people. Discuss which diet is healthier and why. Ask the students to look at the diets of two people. Fill in the chart. Discuss which diet is healthier and why. Ⅱ.3a Ask the students to go through the conversation and find all the language that is only used when speaking. Add them to the chart below. Ⅲ.3b Ask the students to read the article, use the information from the conversation to match the statements with each person. Ⅳ. 3c 1.Ask the students to read the article again, write down each type of food or drink from the reading in the correct column. Things that are good for us. Things that are dad for us. 3. Ask the students to discuss with their partner. Step3 Consolidation and extension keep healthy = stay healthy stay away from ＝ keep away from eg. I think children should stay away from sugar ,It’s bad for their teeth. Match the statements with each person. Discuss which food is good or bad for us？ Do a class survey then discuss the results of the survey. Section 4.Go For It Do a class survey to find out classmates’ diets. Check each person’s answer under the YES or NO column. Discuss the results of the survey. 1. Are you a vegetarian? 2. Do you care how much fried food you eat? 3. Do you prefer to drink water when you are thirsty? 4. Do you only eat food that you like? Step 3 Summary 板 书 设 计 教 学 反 思
diet, healthier Unit6 I like music that I can dance to. The Sixth Period Things that are good for us :milk, vegetables , fruit… Things that are bad for us :cola ,sweet… 备课人: 杜文秀
Subject Unit 7 Where would you like to visit? 1 Periods Section A Teaching Aims 1.Key Vocabulary tiring, educational, peaceful, fascinating, thrilling, take it easy, trek, jungle, fall, Florida, Amazon, Niagara 2.Target Language Where would you like to go on vacation? -- I'd like to go somewhere relaxing. I like places where the people are really friendly. Teaching Key Key Vocabulary tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, Point take it easy, Target Language Talk about different places with the target language. Teaching Difficult Points Teaching Methods 1． Listening． 2． Groupwork． 3． Pairwork． Teaching Procedures Step 1 Revision Ⅰ. Revise the language points in Unit 6. Ⅱ.Then ask two pairs to make model conversations to the class to make sure they answer, I like/love/prefer music that…I prefer writers who… Describe vacations with different adjectives. Talk about different places with the target language. Ⅲ. Ask students to practice in pairs. Step 2. Presentation. Ⅰ.1a 1. Read the adjectives and understand them. 2.Look at the pictures carefully, and write adjectives to describe the vacations 3.Talk about the plans of vacation. Ⅱ.1b.Listen 1.Ask the students to listen to two students talking about where they would like to go on vacation and why. See the sample answers in the chart first. Write their answers like that while they hear. 2.Check the answers. Step 3. Consolidation I.Pair work : 1. Present this dialogue: Showing some pictures of the places with great interest all over the world and say : I’d like to travel to France. I’d love to visit Paris, because I like relaxing vacations. Ask one student to answer the question. After that, let him or her ask another student. Set off a chain drill like this: 2.After a team finished, get the children to make their own conversations in pairs. 3.Ask two students to read the example in Activity la. Tell them to talk about the posters with their partners this time. 4.As students work together, move around the classroom, offering language support as needed. Ask some pairs to say their conversations to the class. Ⅱ.2a.Listening: 1.Play the recording for the first time. Students only listen, pay attention to some key words. Listen and number these statements in the order that they hear them. ___I love places where the people are really friendly. ___I hope to see Niagara Falls some day. ___I like places where the weather is alwayswarm. ___I hope to visit Hawaii one day. 2.Check the answers. Step 4. Practice 2b 1.Ask the students to look at the chart, get them to read the places and reasons several times. 2.Listen to the same recording again. Listen and match each place with a reason for not going there. 3.Check the answers 2c Pairwork 1.Read the instructions to the students. Tell them to use the information in Activities 2a and 2b to role play conversations. 2.Show some pictures of Hawaii, Mexico, Niagara Falls, ask some questions and get a student to answer. 3.Ask two students to make up similar conversations. use the information in Activities 2a and 2b. 4.Ask the students to role play the conversations in pairs, using the information in Activities 2a and 2b. 5. Ask one or two move pairs to say their conversations to the class. Make up a similar dialogue Step 5.summary. In this class, we’ve done some listening and writing practice with the target language． We’ve also done some oral practice in pairs: —Where would you like to go on vacation? — I'd like to go somewhere relaxing. —I like places where the people are really friendly. Step 6.Homework 1.Learn by heart the new words. 2.Make up a similar dialogue . Blackboard Design Unit 7 Where would you like to visit? Section A Possible answers to Activity 1a: Vacation 1: relaxing, peaceful, boring Vacation 2: exciting, tiring, dangerous, educational, fascinating, interesting, fun, thrilling, exotic Vacation 3: exciting, educational, peaceful, interesting Feedback
Subject Unit 7 Where would you like to visit? Section B 2 Periods Teaching Aims 1.Key Vocabulary: save money, pool, culture, dream vacation, travel agency 2.The target language.: Where would you like to go? I’d like to go somewhere warm． I like movies that are sad. He likes clothes that are unusual. Teaching Key Point Teaching Train students’ listening skill by listening to the conversations with the target language. Help students to role play the conversations. Difficult Points To role play the conversations you’ve heard is a very good way to improve your oral English. Teaching Methods 1． Brainstorm 2． Listening method 3． Pairwork Teaching Procedures Step1 Warm-up Part 1 1.Ask the students to brainstorm a list of things that are important to them when they go on vacation. Write them down in their exercise books. Ask them to have a look at the two model phrases the book provides before they begin. 2.Discuss the lists in groups of four. Each one reads his or her own list to the other three. Then they discuss the words or phrases together. If there is something that they are not sure, tell them to show the teacher by putting up their hands. Step2 Presentation Ⅰ. 2a listening If you plan to have a trip or vacation, you can go to a travel agency. A travel agency is an office that can help you make travel plans. Also they help you get plane tickets and hotel reservations. 1.Look at the three pictures in Activity 2a now. We know Jeff has a summer job at a travel agency. We will hear him talking on the phone with three different people. Listen to the conversations and number the pictures. 2..Check the answers. .2b listening 1.Ask the students to read the headings Customer, Wants, Doesn’t want and point out the blanks under each one. And let them see the sample answer under Wants in the chart. 2.Ask the students to listen again and complete chart. 3.Correct the answers. 2c 1. Ask a pair of students to read the sample conversation to the class. 2. Ask them to continue it. Offer some help if necessary. 3.Role play Jeff’s conversation with the information in the chart in Activity 2b. Step 3. Consolidation Ⅰ3a 1.Glance over the statements about the e-mail message with the whole class. Ask them to scan the letter individually, and write T, F or DK before each statement. 2．Check the answers with the whole class. Elicit why the false sentences are false at the same time. 3． Tell the children to read the passage more carefully and prepare to answer the questions on the blackboard. （1）Where do S.T. Zhang and the family want to take a trip? （2）What kind of place do they want to go to? （3）What exercise do they especially love doing? （4）What does S. T. Zhang say about the hotel they want to live in? （5）What does S. T. Zhang want the travel agency to do? （6）How long would they like to be away? 4．Encourage them to ask questions on what they don’t understand about the e-mail. 5．Ask one student to read the letter to the class. Help him or her with the pronunciation. Then let all the students read the passage several times. Step 4. Practice I.3b 1．Ask the students to reply the e-mail and tell where they should go on vacation. 2．After they’ve all finished writing, ask the students who have written excellent passages to read theirs to the class. 3．Let them work in pairs to correct the mistakes in the passage they’ve written. II . Part 4 1.Showing some pictures of these places to the students, (1)Qufu is a small city in Shandong Province. It is famous for Confucius. It was Confucius’ hometown. He was born there. (2)The Great Wall is the pride of the Chinese people. It is very long and it is hard to believe that it was built over two thousand years ago. (3)The Store Forest in Yunnan is a great place for people who are interested the natural landscape. What do you think of the three places? Now please fill in the blanks, use the words above the chart or any other word. 2．Then work in groups of four to survey the three students. 3．Report the results to the class. Then ask the class where they would prefer to go together. Step 5. Summary Say, In this class, we’ve done lots of listening practice on target language, and we’ve also written and spoken some． provide sb. with sth. = provide sb.for sb. eg: I hope you can provide me with some warm clothes. offer sb. sth. eg: He offered me a glass of wine. Step 6. Homework 1． Write out the phrases you have brainstormed in Activity 1． 2． Write down the conversation in Activity 2c． Blackboard Design Unit 7 Where would you like to visit? Section B provide sb. with sth. = provide sb.for sb. eg: I hope you can provide me with some warm clothes. offer sb. sth. eg: He offered me a glass of wine. Feedback
Subject Unit 7 Where would you like to visit? Self Check/ Reading 2 Periods Teaching Aims 1. Key Vocabulary servant, doubtful, artificial intelligence, humanoid, wave, elderly, trapped and so forth 2． Moral Object Have you thought of making your own robot? If you have, why not try out your idea? Teaching Key Point 1． Key vocabulary． 2． Read the text to identify main idea． 3． Read the text to understand words in context． 4． Read the text for special information． Teaching 1． Train students’ reading skill． Difficult Points 2． Train students’ writing skill． Teaching Methods 1． Up-down reading methods 2． Pairwork 3． Groupwork Teaching Procedures Step1. Warm-up Before you read, Ⅰ.1a Think of an example of a hope and a dream ,discuss the difference between a hope and a dream . Ⅱ.1b Ask some questions: 1.What’s your dream? 2.How do you achieve your dream? Step2. Presentation While you read Ⅰ.3a 1.Ask the students to go through the reading slowly, underline points they want to know . 2.Extension continue doing sth.= go on doing eg: The rain continued falling all afternoon. hold on to doing sth. Ⅱ.3b Read it again and answer some questions: 1.Why do some students want to work as soon as possible?: 2,What’s important to students about the work they do? 3.What’s the most popular choice of job? 4.What example is given of an impossible dream? Ⅲ. 3c Check the answers. Step 3. Consolidation I.3d. 1. Divide the class into discussion groups of a maximum of six students each. 2. Give them 2minutes to discuss each of the three questions . 3. Ask for a show of hands for “yes” and “no” to Questions3. II.Section 4 Go For It！ 3.Ask the students to read out the example dream. 4.Ask for ideas that will help this person achieve this dream. 5.Write down a dream they have and talk about how they will achieve their dream. Step 4. Practice Self Check Part I 1.Ask students to fill in the blanks by themselves. 2.Check the answers. 3.Ask students to make their own sentences with the words. Part 2 1.Say out the English names of the four famous places in the pictures.the Golden Gate Bridge in San Francisco, the Sydney Opera House, Big Ben in London, the Eiffel Tower in Paris. 2. Ask the students to write an article about where they would like to visit most and why. 3.After they’ve finished writing, ask a few students to read their articles to the class. Encourage the rest of the class to tell the mistakes they may have made in their passages. Step 5. Summary We have read a very wonderful article about robot． And we have discussed our own robots． We have done much practice on comprehension． Step 6 Homework Read the article in Activity 2 again for further comprehension． Blackboard Design Reading: Your own robot Answers to Activity 3: servant g; doubtful a; artificial intelligence e; humanoid f; wave b; elderly d; trapped c Sample answers to Activity 4: 1． Robots will help the elderly because there aren’t enough children in Japan anymore． 2． Robots don’t get bored because they don’t think． 3． An all-robot football team will play well because the players won’t get tired． 4． A hundred years ago, computers, spaceships and electric toothbrushes seemed impossible． 5． Some robots will look like spiders and snakes． Feedback
Designer: 苏平
Subject Unit 8 I’ll help clean up the city parks. 2 Periods SectionA Teaching Aims Key Vocabulary clean up, hunger, homeless, cheer up, give up , give out, sign, put off, set up, establish, come up with Target Language How to express offering to help with target language. According to listening to train the students’ listening skill. Train the students to express offering to help with the target language. Offer help to the others as much as possible. Plan a City Parks Clean-up Day with your good friends and come up with some ideas to tell people about it. Teaching Key Point Key Vocabulary: clean up, hunger, homeless, cheer up, give up , give out, sign, put off, set up, establish, come up with Target Language How to express offering to help with target language. 1.Guide students to read the article in Activity 3a. 2.Help students to use the target language to express what kinds of volunteer work they could do and what they like to do. Teach the students how to use the new phrasal verbs. Teach the students to express offering to help with target language. 1.Read the article for comprehension. 2.Use the target language to express what kinds of volunteer work they could do and what they like to do. Teaching Teach the students how to use the new phrasal verbs. Difficult Points Teach the students to express offering to help with target language. 1.Read the article for comprehension. 2.Use the target language to express what kinds of volunteer work they could do and what they like to do. Teaching Methods Teaching Procedures Step 1 Revision 1. Revise the language points in Unit 7. Ask some questions like this: Where would you like to go on vacation? Why? Step 2 Presentation. Ⅰ1a 1.In this unit we talk about: offer help. We’ll use some phrasal verbs. such as clean up, cheer up, give out. Here is an example on how to use clean up. Look at the title of Unit 8. I'll help clean up the city parks. 2.Ask the children to read the title twice. Then go on saying, \"clean up means make a place clean and tidy, put things there in order\". Let's see another example, We should always clean up after a picnic. 3.Ask one student to explain the sentence. Then make sentences with clean up.Ask several students to share their sentences to the class. Do the same with the other phrasal verbs. Some sample sentences (1). clean up—make a place clean and tidy, put things in order eg. We should always clean up the dirty parts of the sea. (2). cheer up—make someone feel happy eg. The good news cheers everyone up. A fresh lessen by teaching and practicing. (3). give out—hand out, distribute eg. Lin Tao helped the teacher give out the new textbooks to the class. Ask one student to try to explain it. Then tell them the meaning of it. Volunteer means a person who offers to do something unpleasant or dangerous. It means a person who offers to help the others sometimes. Volunteer is used as a verb in this lesson. Pay attention to the three posters on the board. What are the volunteers doing in each poster? Please work in pairs and talk about the posters. 4.After the students have finished all the items, ask the students to add some other ways they can help people. Get them to write the ways down in the box below the picture. 5. Ask some students to share their ideas with the class. Ⅱ. 1b 1.Ask the students to pay attention to the sentences, and understand them. 2.Listen to the conversations and complete the sentences. Ⅲ 1c 1.Ask the students to pay attention to the example in the speech bubbles in Activity la. Ask a pair of students to read this conversation to a class. Then let them practice in pairs. 2.After they've finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters. Get two pairs to demonstrate two conversations first. 3.Then let the whole class practice in pairs. Ⅳ. 2a 1.Ask five different students to describe the pictures. 2.We'll hear some students at a club meeting. They are talking about how their club can help clean up the city parks. Now listen to the club members talking about what they can do to clean up the city parks and check the things they hear. 3.Check the answers. Step Ⅲ 2b 1. Ask the students to listen carefully ， and fill in the blanks 2.Check the answers. Step Ⅳ 2c 1.Ask students to look at the sample conversation first. Ask a pair to read it to the class. 2.Work in pairs to role play the conversation in Activity 2b. Each pair will make a conversation like the sample one. You can use the sentences in Activity 2b as a guide. Step 3 Summary Blackboard Design Unit 8 I’ll help clean up the city parks. The First Period cheer up , set up, think up, come up with Major, commitment, elementary, coach I’d like to join the school volunteer project. I love playing soccer. Feedback
Subject Unit 8 I’ll help clean up the city parks. SectionB 2 Periods Teaching Aims Key Vocabulary: fix, repair, similar, strategy The target language. What do you do? I fix up bikes and give them away. According to listening to train students’ listening ability. Come up with a good idea to help others. It will bring you much enjoyment. The reading passage. Writing an article using the notes given Train students’ writing skill. According to reading, train the students’ reading skill and train the students how to use the phrasal verbs. Teaching Key Point Train students’ listening skill by listening to the conversations with the target language. Teach the students to use the new phrasal verbs properly. Teach the new phrasal verbs. To help the children understand the article. To teach the new phrasal verbs. To direct the students how to make notes based on an article. Teaching the new phrasal verbs. Directing the children to make notes based on an article. Teaching Teach the new phrasal verbs. Difficult Points 1.To help the children understand the article. 2.To teach the new phrasal verbs. 3.To direct the students how to make notes based on an article. 2.Directing the children to make notes based on an article. Teaching Mainly by explaining and students practicing. Methods Teaching Procedures Step 1 Revision Revise the contents of the article in activity 3a by asking some questions 1. What does Li Huiping love to do? And what does she do as a volunteer? 2. What does Lan Pei love and what does he plan to be when he leaves school? Where does he spend every Saturday working? 3. What about Zhu Ming? Say something about Zhu Ming. 4. What do they say about their volunteer work? 5. What do they plan to do? Step2 Presentation I 1a 1.Try to explain the four sentences in English for the children, especially the new phrasal verbs in the sentences. 2. Ask the students to match the sentences with similar meanings. 3.Using the phrases to make some new sentences. Ⅱ1b 1.Ask the students to pay attention to the phrasal verbs in the box. Ask four different students explain each phrase in their own words. 2. Make sentences with the words in the box. 3.After all of them have finished writing, choose some children who have made some wonderful sentences to share theirs with the class. 4.Ask the whole class to work in pairs and help each other. Let them check each other’s sentences very carefully. Ⅲ.2a 1. Ask the students to pay attention to the four pictures. Then number the pictures in the correct order while they are listening to the conversation on the tape. 2.Ask some students to tell their own stories on the pictures according to their own orders. 3.The stories will vary. Ask them to work in pairs. Each one has to tell a story to the partner. 4. Listen again and check the answers. Ⅳ.2b 1.Ask the students to pay attention to the box. Ask four students to read the four sentences to the class. 2. Ask the students to circle the correct answer to each question—T for true or F for false. 3.Check the answer. Ⅴ. 2c 1.Play the recording of 2a again， The students repeat after it. Tell them to try their best to copy the pronunciation of the recording. 2.Tell them they will practice the conversation between Jimmy and the reporter, using the information in the Activities 2a and 2b. 3.Ask a pair of the students to read the model conversation. Then let them practice their own conversations in pairs. 4.Ask several pairs to share their conversations with the class. Ⅰ.3a 1.Jim is a bike boy.He fixes up old bikes and gives them away. But he ran out of his money to buy old bikes last week. Has he come up with any way to solve his problem? or Will he have to stop? Let's find out the answer in the article in Activity 3a. 2.Ask the students to read the article and underline all the phrasal verbs . 3.Understanding the meaning of these phrasal verbs and take notes then make some sentences. Ask them to work in pairs. Tell them to check each other’s answers carefully and point out the mistakes their partners may have made. Tell them to help each other like this as often as possible. Self Check Part 2 .Write an article using the notes in the box. The article will tell what happens to Sally. Tell students to exchange their articles with their partners and help each other. Step 3. Summary Blackboard Design Unit 8 I’ll help clean up the city parks. The Third Period fix, repair, similar, strategy take after, fix up, put up, ask for, hand out call up, hand out, work Out, call-in(=phone in) Feedback
Subject Unit 8 I’ll help clean up the city parks.Reading 2 Periods Teaching Aims Key Vocabulary: disable, donate, organization, pleasure ,blind ,deaf, shut, specially, fetch, at once ,support, appreciate ,donation, part of speech Teaching Key Point According to finishing some tasks of reading , train students’ ability of identify main idea and train students’ ability of understanding words in context. Help your family and friends to solve the life’s big or small problems with the ways you have learnt. Teaching Key vocabulary. Difficult Points Read the text to identify main idea. Read the text to understand words in context. Read the text for special information. Teaching Methods By helping students to read the article and then try to find some key points and the main meaning of the article. Teaching Procedures Step1. Revision Ask some questions about how the students help their family and friends to solve the life’s problems. Step2. Presentation. ⅠBefore You Read 1.1a This activity makes students think about different types of letters that can be written : For example , notes ,informal letters to a friend ,business letters, invitations, etc. 2.1b Show students an article in an English newspaper or magazine, or ask students to look back at the article from Unit2, on Page16 then list three differences between a letter and an article. ⅡWhile You Read Read the letter carefully and answer some questions: What is “Animal Helpers” ? How did her friend help him out? How does lucky help her? What will the writer send to Miss Li? Ⅲ.After You Read 1.3a Ask students to go through the letter and find one example of each part of speech, then check the answers. Ⅱ3b Ask students to go through the letter again , find three examples of phrasal verbs from the reading .Use them to make sentences of your own. Then check the answers. Ⅲ3c Ask students to scan the letter to create correct sentences. 1.Ask students to use the information on their book to write an individual letter to Liz. 2.Ask students to exchange notebooks with a partner and ask for help to make changes that they see as necessary. 1.Ask students to use the information on their book to write an individual letter to Liz. 2.Ask students to exchange notebooks with a partner and ask for help to make changes that they see as necessary. Step 3 Summar Blackboard Design Unit 8 I’ll help clean up the city parks The Fifth Period thank for, disable Feedback
制作 问筱玲
Subject Unit 9 When was it invented? Section A 6 Periods Teaching Aims 1.Key Vocabulary bulb, light bulb, microwave, oven, microwave oven, 2.Target Language What do you think is the most helpful invention? I think the most helpful invention is the light bulb. Why is that? Well, it gives people more time to work and play every day Teaching Key Point Teaching 1． Key Vocabulary invent 2． Target Language 1． Train the students to talk about the history of inventions． Difficult Points 2． Train the students to understand the target language in spoken conversation． Teaching Methods 1． Listening． 2． Groupwork． 3． Pairwork． Teaching Procedures Step I Revision 1． Revise the language points in Unit 9． Ask some students to say something about Tina and the stories happened on April Fool’s Day． Encourage them to use the Past Perfect Tense． 2． Check the homework by asking some students to share the sentences they made with the verbs with the class． Step Ⅱ 1a This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions． Call the students’ attention to the five pictures, Tell the students that all of these things were invented in the last 150 years． Point to each picture and let the students tell what it is． Write the names of the five inventions on the blackboard． computer, car, calculator, telephone, TV set Ask the class to repeat the questions and answers like this． T: When was the computer invented? Class repeat． SS: When was the computer invented? T: Good． Now Tom, what is your guess? S1: 1965． T: OK． Tom, repeat after me． The computer was invented in 1965． T: Class, please repeat． SS: The computer was invented in 1965． Repeat the process with several different inventions． After that, ask the students the questions below: Questions: 1． Which one do you think is the oldest? 2． Which one is the newest? 3． Which one do you think is the oldest or the first invention? Ask different students to answer the questions． Have the students look at the example conversation in the box． A: I think the telephone was invented before the car． B: Well, I think the telephone was invented after the car． Then have the students talk about the five inventions in groups of four, using the sample conversation as a model． Ask several groups to tell the class their answers． In the next activity you will find out the real dates． Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation． Call the students’ attention to the five inventions in the picture． Ask five students to say the names of them． We’ll listen to a girl and a woman talking about the five inventions．Listen carefully and match the inventions and the dates． Write the correct letter in front of each date as the sample given． Play the recording the first time． The students only listen and try to catch the main idea． Then let the students match the inventions and the dates． Check the answers Then play the recording again． Pause after each sentence and let the students repeat． Be sure that they make everything clear． Answers d 1876 a 1885 e 1927 c 1971 b 1976 Step Ⅳ 1c This activity provides guided oral practice using the target language． Read the instructions and point to the list of dates in Activity 1b． You will be talking about the dates things were invented with a partner． Call the students’ attention to the example in the box． Ask a pair of the students to read this conversation to the class． SA: When was the telephone invented? SB: I think it was invented in 1876． Write the conversation on the blackboard． Then get the students to practice in pairs, using the information in Activity 1b． Tell them to do it like this: Student A, covers the dates． Students B, asks Student A when the things in the picture above were invented． Then change roles and practice again． Ask several pairs to share their conversations Step 5 2a This activity provides listening practice Show these new words on a screen by a projector． Point to each one and teach them to read． Do it several times until the children can read them well． See if they can read each word correctly． Write the names of the inventions on the blackboard: Shoes with adjustable heels battery operated slippers heated ice cream scoop Read the three names of the inventions and the students repeat． Do some explanation as well． Play the recording the first time, students only listen． Ask the students to write a number on each short line in front of each invention． Check the answers by asking a student to tell the answers． Answers 3 1 2 Step 6 2b This activity provides guided listening practice using the target language． Get the students to read the instructions together． Be sure that each student knows what to do． Read the three headings Inventions, who was it invented by? and what is it used for? Then read the information under each heading． Do some explanation if necessary． Please listen carefully to what the people are saying and draw lines to match items in the chart． Call the students’ attention to the three-part sample given in the chart． Read it to the class and explain it like this: The sample means the shoes with adjustable heels were if invented by Jayce Coziar and Jimie Ellsworth． They are used for changing the style of a shoe． After that, play the recording again and the students draw lines to match the items in the three columns． Check the answers by asking three different students to read their answers to the class． At last, play the recording for another time and pause after each sentence． The students repeat after it sentence by sentence． Do some explanation if necessary． Make sure that everyone understands all the details about the conversation． Answers shoes with adjustable heels Jayce Coziar and Jamie Ellsworth——changing the style of a shoe battery operated slippers Julie Thompson seeing in the dark heated ice cream scoop Chelsea Lanmon scooping really cold ice cream． Step Ⅳ 2c This activity provides guided oral practice using the target language． Ask a pair of the students to read the sample conversation． SA: What are they used for? SB: They’re used for seeing in the dark． Get the students to ask about the three inventions first, using the information in the chart in Activity 2b． Then let them role play the conversations using the information in the chart in Activity 2c． Get them to make their own conversations using the information in the chart in Activity 2c like this: （Pointing to the inventions） A: What are these? B: They are battery-operated slippers． A: What are they used for? B: They are used for seeing in the dark． A: Who were they invented by? B: They were invented by Julie Thompson． Ask the students to work in pairs． Move around the classroom checking progress and providing help if needed． Check the answers by calling on different pairs to say their conversations for the class． StepⅤ Grammar Focus This activity introduces the target language with the Passive Voice． Call the students’ attention to the sentences in the grammar box． Ask four pairs of the students to read the questions and answers in the grammar box． Write them on the blackboard．Let the student think about the structures of these sentences． Tell them that when the subject of the sentence is the doer, we have to use be plus a past participle as the predicate of the sentence． Circle the words was and were in all the sentences． Ask: When do we use was in the questions, and were in the questions? Underline the singular nouns and plural nouns． Singular items like car use the singular verb was．Plural items like slippers use the plural verb were． Circle the word invented in all the sentences． You always use a past participle when you use was plus a verb or were plus a verb． And you can tell the doer with by． Step Ⅵ Summary In this class, we’ve done some listening and writing practice with the target language． We’ve also done some oral practice in pairs． And we’ve discussed the Passive Voice as well． Blackboard Design Unit 9 When was it invented? Section A 1． The names of the five inventions: computer, car, calculator, telephone, TV set 2． Target language: A: When was the telephone invented? B: I think it was invented in 1876． Feedback
Subject Unit 9 When was it invented? Section B Teaching Aims （1） Key Vocabulary sweet, salty, crispy, sour, potato, chip, mistake, by mistake, thin, （2）Target Language 6 periods What is the microwave oven used for? Teaching Key Point 1． Train the students’ reading, writing, speaking and listening skills with the target language． 2． Teach the students to use the new vocabulary correctly． Teaching Difficult Points Do the listening practice． Teaching Methods 1．Listening 2． Pairwork Teaching Procedures Step Ⅰ Revision 1． Check the homework by asking some children to read their conversations to the class． 2． Ask some questions about the inventions． Step Ⅱ 1a This activity introduces new vocabulary． First, show the new vocabulary on the screen by a projector． Point to each word on the screen and teach the students to read one by one． Read the instructions to the class． Point out the four adjectives on the left． Have them read the four words together． Then ask some different students to read them． Ⅰ Sweet is used for describing something that tastes like sugar or honey． It’s the opposite word of sour． Note that some pictures have more than one word． Tell them to see the example answer before writing． After a while, check the answers by asking several students to read their answers to the class． Answers: potato chips: crispy, salty lemon: sour ice cream: sweet tea: sweet Step Ⅲ 1b This activity provides practice using the new vocabulary and writing familiar words． Check the answers with the whole class． Answers: sweet: apple, orange juice, soda, cake, honey crispy: french fries, salad, lettuce salty: french fries, olives, pepperoni, pizza, popcorn sour: pickle, grapefruit Step Ⅳ 2a This activity gives students practice understanding the target language in spoken conversation． Let the students read the instructions together． Call the students’ attention to the six sentences in the box． Ask six different students to read them Then play the recording first． Students only listen． Play the recording again． Ask the children to listen and circle T for true or F for false． Check the answers with the whole class． Answers 1． T 2． F 3． T 4． F 5． F 6． T StepⅤ 2b This activity gives students practice in understanding and Get the students to read the instructions together． Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening． You’ll listen to the same recording again． Before I play the recording, please try to give the answers by memory, or just by guessing． Play the recording again． Ask the students to fill in the blanks with the words they hear． Answers 1． Did you know 2． were invented 3． 1853 4． were crispy 5． really salty Step 6 2c This activity provides guided oral practice using the target language． Play the recording of the history of chips again． Read the instructions to the class． Ask a pair of the students to read the model conversation in the box． SA: Did you know potato chips were invented by mistake? SB: Wow, I didn’t know that． Who invented them SA: They were invented by a chef called George Crum． Then ask another pair to make a conversation or continue the model conversation． step7 Reading 3a 1. Ask the students to look at the picture in 3a answer some questions: Who was the man? What was he doing? 2. Ask the students to read this article and answer some questions. (1) What’s the article about ? (2) When was it invented ? (3) Who was it invented by? (4) How was it invented? 3. Check the answers. 4. Read the article again and discuss the difficulties in groups. 5. Read the article again and again and try to retell it. Step 8.3b 1. Look at the chart. It shows the history of flying disks. Ask the students to answer the following questions: (1)Who invented flying disks? (2)When were they invented? (3)What did the college students use for flying disks? (4)Where were the metal pie plates from? (5)How were the flying disks invented? 2. Ask students to write an article about flying disks according to the information. The teacher moves around the room to offer some help if necessary. 3. After several minutes, let students who would like to share their articles to read to the class. Step 9 .4a 1. We all have things that we don’t like doing. Why not think of an invention that could help you? 2. Discuss in groups what they don’t like doing. Then think of an invention that could help them. 3. After five minutes, ask several groups to tell the class their inventions. 4.Write the details in the chart. .4b Ask the students pretend a businessperson, to work in pairs to ask their partner questions about his / her invention. Then try to sell their partner’s invention to the class. Blackboard Design Unit 9 When was it invented? Section B Target Language: A: Did you know potato chips were invented by mistake? B: Wow, I didn’t know that． Who invented them? A: They were invented by a chef called George Crum． Feedback
Subject Unit9 Do you know when basketball was 6 Periods invented? Reading Teaching Aims 1. Learn some new words: 2.Talk about the history of the basketball. 3.Be able to use the strategy( mind-mapping)to read a passage. Teaching Key Point 1.The reading passage about basketball． 2.Lots of new words． 3.The writing practice on the invention the flying disk. Teaching 1.To teach the students so many new word in a single class． Difficult Points 2.To help the students understand． the reading passage． 3.To direct the students to write the article． Teaching Methods 1.Understanding the passage by answering the questions． 2.Doing writing practice by writing similar articles to the model one． 3.Pairwork． Teaching Procedures Step 1. Greeting: Good morning, class. Whose turn is it today? Step 2. Revision 1. When was the telephone invented ? 2. Who was it invented by? 3. What is it used for? 4. How has it developed? Step 3. Presentation Section 1 Before you read This activity encourages students to talk about their knowledge of China as a sporting nation. ▪Give students 2 minute to list ports played in China. Then discuss the results with the class so that each student has the same 8 sports listed. ▪In pairs, students decide on the ranking of each sport according to popularity.(the answers should be allowed to differ) Step 4.Consolidation Reading Strategy Mind-mapping Mind mapping is a very important technique for anybody to use who wishes to retain and reproduce information they have learned. Create a mind-mapping for anything you want to learn. The secret of mind-mapping is that the brain recalls picture much more easily than words- the way mot students record information in notebooks. Section 2 While you read Ask them to use different colored highlighters to group information according to topic, as they read, e,g. historical facts, equipment. Ask them to work with a partner and compare groups, and number of colors used. Step 5 Practice Section 3 After you read 3a. This activity helps students to focus on information through the use of colors. ▪ Ask students to complete the information in the mind-mapping, using the information they highlighted in the reading. Tell them to add more detail to each finger of the mind-map than the lines given to them. Note: Each student’s map must be their personal picture of the information they want to remember. When complete, ask them to say if the highlighted in the reading helped them make the mind-mapping, and how they think it helped them. ▪Answers History: 100 year old, Canadian doctor, 1st game played in 1891. The Game: played indoors, on wooden floor, no contact, aim to score baskets. America: foreign players in NBA. Played in : parks, school Played for: exercise Equipment: court, basket ( net/ metal hoop), backboard 3b. This activity helps students see the benefit of color to assist learning. Ask student to answer the questions without looking back at the reading. When finished, get the students’ opinions on how difficult the task was. Ask them to go back and check their answers from the reading. Answers: 1. James Naismith. 2. It was the first time basketball was played as an Olympic event. 3. To get the ball into the hoop (basket) 4. the National Basketball Association. Step 6 Project Section 4. Go for it. ▪Ask each student what they know about basketball as a national sport. Using the information now on the board, ask them to say if they think it is easy or difficult to be a basketball player. Step 7 Summary 语法分析： 1. 被动语态 (1). 被动语态表示句子的主语是谓语动词所表示的动作承受者。 (2). 被动语态基本结构：be+及物动词的过去分词 (如果是不用物动词，其过去分词应带有相应的介词) (3). 被动语态中的be 是助动词，有人称、数和时态的变化。 一般现在时被动语态为：am/is/are+过去分词 一般过去时被动语态为：was/were+ 过去分词 与情态动词连用的被动语态：情态动词+ be + 过去分词 (4). 被动语态中动作的发出者或执行者做介词by的宾语，放在句 末，by 表示“由，被”的意思 如何理解被动语态？ 为取胜更清晰、更深刻地理解被动语态的含义，可以将主动语态和被动语态的句子结构进行比较。 主动语态： 主语+ 谓语动词 + 宾语 + 其他成分 被动语态： 主语+ be +过去分词 + by +宾语 +其他成分 如： Many people speak English. 被动语态 English is spoken by many people. 2. be used for doing用来做„(是被动语态) 如： Pens are used for writing. 笔是用来写的。 Pens aren’t used for eating. 笔不是用来吃的。 3. make sb./sth. +形容词 使„怎么样 It made me happy. 它使我高兴 make sb./sth. +名词 让„做„ It made me laugh. 它让我发笑 4. not„until„ 直到„才做„ 如： I didn’t go to bed until I finished my work. 我直到完成我的工作才去睡觉。 5. quite 非常 adv. 与冠词a连用时，冠词a必须放在它的后面 如： quite a beautiful girl 一个漂亮的女孩 very 非常 adv. 与冠词a连用时，冠词a必须放在它的前面 如： a very beautiful girl 一个漂亮女孩 注：当不与冠词a 连用时，两者可以互用 如： I am very happy.=== I am quite happy. 我非常高兴。 Step 8 Homework 1． Review the new words learned today． 2． Read the article for several times. 3． Write something about the basketball,he/she can ask the teacher for help if necessary． Blackboard Design Reading: Do you know when basketball was invented? Questions: 1.Who invented basketball? 2.Why were the Berlin Olympics important for basketball? 3.What is the aim of basketball? Basketball: Equipment:____________ _____________ ______________ History:____________ _____________ James Naismith The Game:9 team players_ ___________ _____________ America: China: Feedback
Designer: 张淑秀
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