language partner

新课标九年级英语Unit4-7单元教案

No.13-19Unit4whatwouldyoudo?

isoftheTeachingMaterial

andFunction

Inthisunitstudentslearntotalkaboutimaginarysituations.

Suchtopicenablesstudentstoactivatetheirimaginationand

raislearninginterestofstudents.

Allthestudentsareactiveinsuchactivities.

(1)Thefirstperiodintroducesthekeyvocabularywordsand

ic,whatwouldyoudoif

youhadalotofmoney,makestheintroductioneasier.

(2)Inthecondperiod,studentswilllearntogiveadviceto

someonewhoisinanembarrasingsituationbylisteningand

pairworkactivitieswiththetargetlanguage.

(3)Alltheactivitiesinthethirdperiodaredesignedtogive

studentsarein

forcedpracticeintheuofthetargetlanguage.

(4)Inthefourthperiod,thefirstpartisavocabulary

eractivitiesprovidestudentswith

muchintegratingpracticeusingtheoldandnewtargetlanguage.

(5)Thefifthperiodprovidesstudentswithmuchreadingand

’shelpfultoimprovestudents’reading

andwritingskills.

(6)TheSelfcheckinthesixthperiodshowsstudentswhat

ingntencesandwritingane-mail

activitiesareudtotrainstudents’abilityofreadingand

writing.

ngAimsandDemands

(1)KnowledgeObjects

Tomakestudentsgrasphowtotalkaboutimaginary

situations.

Tomakestudentsgrasphowtogiveadviceusingthetarget

language.

(2)AbilityObjects

Totrainstudents’listening,speaking,readingandwriting

skills.

Totrainstudents’communicativecompetence.

(3)MoralObjects

mber:it’sreally

cooltorealizeyourdreamthroughgreatefforts.

ytohelpothers.

IntheUnitedStates,teenagersgettheirpocketmoneyby

ittledifferentfromthat

inChina.

ngKeyPoints

Tolearnthekeyvocabularywordsandthetargetlanguage.

Tomakestudentsuthetargetlanguagetogiveadvice.

ngDifficultPoint

Totrainstudents’listening,speaking,readingandwriting

skillsbymanydifferentkindsofactivities.

ngWays

Teachstudentshowtocommunicatewithothers.

Teachstudentshowtogiveadvicewhensomeoneisin

trouble.

Ⅱ.LanguageFunction

Talkaboutimaginarysituations.

Ⅲ.TargetLanguage

uldyoudoifyouwonamilliondollars?

I’dgiveittomedicalrearch.

’tsleepthenightbeforeanexam.

WhatshouldIdo?

IfIwereyou,I’dtakealongwalkbeforegoingtobed.

Ⅳ.Structures

conditional

foradvice

Ⅴ.Vocabulary

lottery,million,pimple,energetic,confident,shirt,tie,

medicalrearch

Ⅵ.Recycling

charity,prent,fruit,vegetable,snack,shy,creative,

outgoing,nervous,relax,

late,tired

Ⅶ.LearningStrategies

ng

ingforkeywords

Ⅷ.TeachingTime

Sevenperiods

No.13TheFirstPeriod

Ⅰ.TeachingAimsandDemands(教学目的和要求)

dgeObject

(1)KeyVocabulary

lottery,million,medical,rearch

(2)TargetLanguage

rlwonamilliondollarsinthelottery.

Wow!Whatwouldyoudoifyouwonamilliondollars?

I’dgiveittomedicalrearch.

(3)Structure

Iwould/I’ddo

yObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’communicativecompetence.

bject

Ifyouwonamilliondollars,you’dbuyabighou,buya

rdorememberit’sreallybeingcoolto

realizeyourdreamthroughgreatefforts.

Ⅱ.TeachingKeyPoints(教学重点)

language

ucture:Iwould/I’ddo

Ⅲ.TeachingDifficultPoint(教学难点)

Thestructure:Iwould/I’ddo

Ⅳ.TeachingMethods(教学方法)

eachingMethod

ngbyinduction

rk

Ⅴ.TeachingAid(教学工具)

Ataperecorder

ngProcedures(教学过程)

StepⅠRevision

Reviewthestructure"shouldbeallowedto"byasking

studentstomakentencesaboutschoolrules.

StepⅡ1a

Thisactivityfocusonvocabularyandstructuresintroduced

intheunit.

Readtheinstructionstotheclass.

Callstudents’

studenttoreadthemtotheclass.

Say,Whatwouldyoudoifyouhadalotofmoney?Addmore

ideastothelist.

Thenshareyouranswerswithotherstudents.

ndividually,thenin

groups.

Astheywork,walkaroundtheroomcheckingprogressand

offeringanyhelptheymayneed.

Collectanswersfromstudentsontheblackboard.

Answerswillvarybutshouldincludeamixtureofideasfor

helpingthemlvesandothers.

StepⅢ1b

Thisactivitygivesstudentspracticeunderstandingthetarget

languageinspokenconversation.

Readtheinstructionstotheclass.

Readthequestioninthespeechbubble.

Explainthewordlotterytostudents.

Say,Youwillhearteenagerstalkingaboutwhattheywould

doiftheywonthelottery.

dentstodescribethemoneby

one.

Forexample,forPictureOne,astudentmightsay,"IfIwon

thelottery,I’dbuyabighou."

,Thefirstpictureyouwill

hearabouthasthenumberoneonit.

Playtherecordingforthefirsttime.

Studentsonlylisten.

mestudentslistenand

numberthepicturesintheordertheyhearthem.

Checktheanswers.

Answers

2,1,4,3

Tapescript

Girl1:Hey,didyouethisnewspaperarticle?Agirlwona

only14.

Boy1:Wow,howluck!

Girl1:Whatwouldyoudoifyouwonthelottery?

Boy1:IfIwonthelottery,I’dgivethemoneytothe200.I

wanttohelpthepandas.

Girl1:That’sagoodidea!IknowwhatI’the

lottery,I’dbuyabighouformyfamily.

Girl2:Really?I’’djust

watchitgrow!

Boy2:Hmmmm…IthinkI’dgivethemoneytomedical

rearch.I’dwanttohelpotherpeople.

StepⅣ1c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.

Callstudents’attentiontotheconversationinthebox.

apairofstudentstoreadittotheclass.

SA:Look!Thisgirlwonamilliondollarsinthelottery.

SB:Wow!Whatwouldyoudoifyouwonamilliondollars?

SA:I’dgiveittomedicalrearch.

Writeitontheblackboard.

Say,thyour

partneraboutwhatyouwoulddoifyouwonamilliondollars.

workinpairstogether,

walkaroundtheroomofferinglanguagesupportasneeded.

Afterstudentshavehadachancetopracticeveral

exchanges,askpairstocometothefrontoftheclassroomand

actouttheirconversations.

StepⅤSummary

Inthisclass,we’velearnedsomevocabularywordsandthe

targetlanguagewhatwouldyoudoifyouwonthelottery?I’d

giveittomedicalrearch.

StepⅥHomework

Ifyouhadalargeamountofmoney,e,g.￥100,000what

wouldyoubuy?Pleawritedowneachitemanditscosttoe

ngyourliststoclass

tomorrow.

StepⅦBlackboardDesign(板书设计)

Unit4Whatwouldyoudo?

SectionA

TheFirstPeriod

Targetlanguage:

A:rlwonamilliondollarsinthelottery.

B:Wow!Whatwouldyoudoifyouwonamilliondollars?

A:I’dgiveittomedicalrearch.

Ⅳ.TeachingMethods(教学后记)

No.14TheSecondPeriod

Ⅰ.TeachingAimsandDemands(教学目的和要求)

dgeObjects

(1)KeyVocabularytie

(2)TargetLanguage

Whatwouldyoudoifyouwonamilliondollars?

I’dgiveittocharities.

IfIwereyou,I’dwearashirtandtie.

IfIwereyou,I’dtakeanumbrella.

yObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’communicativecompetence.

bject

medirectiontotho

whoareintrouble.

Ⅱ.TeachingKeyPoints(教学重点)

1．ListeningPractice

2．Targetlanguage

Ⅲ.TeachingDifficultPoint(教学难点)

Trainstudents’abilitytouthetargetlanguage.

Ⅳ.TeachingMethods(教学方法)

1．Listeningtocasttes

2．Pairwork

3．Teachingbyinduction

Ⅴ.TeachingAid(教学工具)

1．Ataperecorder

2．Apictureofapersoninalion’scage

3．Aprojector

ngProcedures(教学过程)

StepⅠRevision

tstalkabouthowtospendalarge

amountofmoney.

InviteastudenttocometothefrontofTheclassandask,if

youhad100,000yuan,whatwouldyoubuy?Studentstaketurns

answeringhis/herquestion.

StepⅡ2a

Thisactivityprovidespracticeunderstandingthetarget

languageinspokenconversation.

dentstodescribeit.

Helpstudentssaythattheboyisgoingtosomewhere,buthe

doesn’lishelpinghimtopickout

clothes.

astudenttoreadthemto

theclass.

Say,YouaretolistentoaconversationbetweenLarryand

erecordingthefirsttime.

me

studentslistenandcirclethereasons.

Checktheanswers.

Answers

Circleitems:2,3,5

Tapescript

Girl1：Whereareyougoing,Larry?

Boy1:ToTom’sparty.

Girl1:Luckyyou!I’dlovetogotothatparty!

Boy1:Yeah,well,I’’tknowwhat

towear.

Girl1:IfIwereyou,I’dwearashirtandtie.

Boy1:WhatifeverybodyeliswearingjeansandT-shirts?

Girl1:Oh,youshouldn’tworryaboutwhatotherpeopleare

wearing.

Boy1:AndIdon’everyonebrings

aprent?

Girl1:IfIwereyou,I’dtakeasmallprent-apenor

something.

Keepitinyourpocketandifeveryonehasaprent,youcan

,youcankeepit.

Boy1：tifIdon’tknowanyone?

Girl1:Ifyoudon’tknowanyone,’ll

introduceyoutopeople.

Boy1:IguessIcandothat.

Girl1:Look!You’resuretohavefun.

Butifyou’restillnervous,youcanleave.

StepⅢ2b

Thisactivityprovideslisteningpracticeusingthetarget

language.

Readtheinstructionstotheclass.

astudenttoreadthem

totheclass.

Say,me

youaretocheckthefourthingsLarry’ssistersaystohim.

tslistenandcheckthe

things.

Checktheanswers.

Answers

Checkeditems:1,2,4,5

StepⅣ2c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

PointtothelistofLarry’astudent

toreadthemtotheclass.

Askstudentstolookbackatthelistofcheckedntences.

,

PleamakeconversationsusinginformationfromActivities

2band2c.

Askapairofstudentstodemonstrateaconversationtothe

class.

SA:Idon’tknowwhattowear.

SB:IfIwereyou,I’dwearashirtandtie.

airsworktogether,

walkaroundtheroomlisteninginonvariouspairsandgiving

languageandpronunciationsupportasneeded.

Afterallthestudentshaveachancetoplaybothparts,stop

ferentstudentstoperformtheirconversations.

Optionalactivity

Askstudentstowritedownaproblemtheyhaveonapiece

udentxchangepaperswithoneanotherand

kstudentstowritetwopieces

udentto

readhis/tguesstheproblem.

StepⅤGrammarFocus

Askdifferentstudentstoreadthequestionandanswerand

thestatementstothe

class.

S1:Whatwouldyoudoifyouwonamilliondollars?

S2:I’dgiveittocharities.

S3:IfIwereyou,I’dwearashirtandtie.

S4:IfIwereyou,I’dtakeanumbrella.

Writethemontheblackboard.

Showapictureofsomeoneinalion’scageonthescreen

dents

questionspointingtothepicture.

T:Haveyoueverbeeninalion’scage?

Ss:No.

T:That’ushaverbeeninalion’scage.

Whatwouldyoudoifyouwereinalion’scage?(Writethe

questionontheblackboard.)

S1:I’dcallforhelp.(Writethentenceontheblackboard.)

T:Whataboutyou?

S1:I’dgetoutfast.(Writethentenceontheblackboard.)

Getveralmoreexamplesfromotherstudents.

Say,Whenwetalkaboutthingsthathaven’thappened,we

oftenuthewordwould(underlinethewordwouldinthe

question).Apostrophe’distheabbreviationoftheword

would(underlinetheabbreviation‘dintheanswers).

,

Whenyoutellsomeonewhatyouwoulddo,youuthe

thestudentstoreadthetarget

languageontheblackboard.

Pronunciationnote

Whensayingthewordswouldyouinphrassuchaswhat

wouldyoudo…,

Englishspeakersoftenrunthewordstogetherand

pronouncethewordsasiftheywerespelledwudjuh.

StepⅥSummary

Say,Inthisclass,we’velearnedthetargetlanguageI’d

giveittocharitiesandIfIwereyou,I’

we’vealsodonemuchlisteningpracticeusingthetarget

language.

StepⅦHomework

Say,Ifyourteachercriticizedyou,butinfactitisn’tyour

fault,whatwouldyoudo?Getstudentstomakealist.

StepⅧBlackboardDesign(板书设计)

Unit4Whatwouldyoudo?

SectionA

TheSecondPeriod

Targetlanguage:

A:Whatwouldyoudoifyouwonamilliondollars?

B:I’dgiveittocharities.

A:IfIwereyou,I’dwearashirtandtie.

B:IfIwereyou,I’dtakeanumbrella.

A:Whatwouldyoudoifyouwereinalion’scage?

B:I’dcallforhelp.

C.I’dgetoutfast.

Ⅳ.TeachingMethods(教学后记)

No.15TheThirdPeriod

Ⅰ.TeachingAimsandDemands(教学目的和要求)

dgeObjects

(1)KeyVocabulary

pimple,trouble

(2)TargetLanguage

Ican’tsleepthenightbeforeanexam.

ThenI’ouldIdo?

IfIwereyou,I’dtakealongwalkbeforegoingtobed.

Ireallywantadog,butmyparentswon’tletmehaveone.

Well,oushouldgeta

smallpet,likeagoldfish.

That’sagoodidea.

yObjects

(1)Trainstudents’readingskills.

(2)Trainstudents’integratingskills.

bject

’tworry.

Ⅱ.TeachingKeyPoints(教学重点)

g

language

Ⅲ.TeachingDifficultPoint(教学难点)

Giveadviceusingthetargetlanguage.

Ⅳ.TeachingMethods(教学方法)

gPractice

rk

Ⅴ.TeachingAid(教学工具)

Theblackboard

ngProcedures(教学过程)

StepⅠRevision

dentstotalkaboutwhatthey

mple,astudent

mightsayI’dexplaintotheteacherandsoforth.

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetarget

ferent

studentstoreadthemtotheclass.

ferent

studentstoreadthemtotheclass.

apairofstudentstoread

theproblemandthepieceofadvicetotheclass.

SA:I’mreallyshyandIjustdon’’t

knowwhattosayordo.

Ss:IfIwereyou,I’dtalktosomeonewholooksfriendly.

Thenyouwon’tfeelsoshy.

Say,Pleamatcheachproblemontheleftwiththecorrect

adviceontheright.

workindividually,movearoundtheroomansweringany

questionsstudentsraiandofferinghelpasneeded.

Checktheanswers.

Answers

1.c2.a3.b

StepⅢ3b

Thisactivityprovidesoralpracticeusingthetargetlanguage.

apairofstudentsto

readthesampleconversation.

SA:Ican’’mtoo

tiredtodowell.

WhatshouldIdo?

SB:IfIwereyou,I’dtakealongwalkbeforegoingtobed.

Thatshouldhelpyourelax.

Say,Pleathinkofdifferentadvicefortheproblemsin

Activity3a.

mple,forthethird

problem,astudentmightsay,IfIwereyou,I’dwatchTVtorelax

mymind.

Askstudentstomakeconversationswithpartnersusingnew

workinpairs,walkaround

theroomofferinglanguagesupportasneeded.

Aftereachstudenthasachancetoplaybothparts,stopthe

eralpairsofstudentstosaytheirconversations.

StepⅣPart4

Thisactivityprovideswriting,listeningandspeakingpractice

usingthetarget

language.

irofstudentsto

saythesampleconversationtotheclass.

SA:Ireallywantadog,butmyparentswon’tletmehave

one.

SB:Well,dogscanbealotoftrouble.

Maybeyoushouldgetasmallpet,likeagoldfish.

SA:That’sagoodidea.

Writetheconversationontheblackboard.

Pointoutthesampleanswersinthechart.

Say,Whatproblemsdoyouhaveathome?Atschool?Make

kyourclassmatesforadviceandwrite

theiradviceinthecharttoo.

thegroupsworktogether,movearoundtheroomtomakesure

studentsdiscussthetopicinEnglishandknowhowtofillinthe

chart.

Checktheanswersbyaskingdifferentpairsofstudentsto

saytheirconversationstotheclass.

Answerswillvary.

Optionalactivity

Ask,Whatwouldyoudoiftherewerenoclasstomorrow?

t

theotherthequestionande

howmanynewanswerstheotherisabletothinkof.

StepⅤSummary

Say,Inthisclass,we’vedonealotofreading,speakingand

writingpracticeusingthetargetlanguage.

StepⅥHomework

(1)Reviewthetargetlanguagebyreadingtheconversations

inActivity3a.

(2)Finishofftheexercisonpages11～12oftheworkbook.

StepⅦBlackboardDesign(板书设计)

Unit4Whatwouldyoudo?

SectionA

TheThirdPeriod

Targetlanguage:

A:Ican’’mtoo

tiredtodowell.

WhatshouldIdo?

B:IfIwereyou,I’dtakealongwalkbeforegoingtobed.

Thatshouldhelpyourelax

A:Ireallywantadog,butmyparentswon’tleimehaveone.

B:Well,dogscanbealotoftrouble.

Maybeyoushouldgetasmallpet,likeagoldfish.

A:That’sagoodidea.

Ⅳ.TeachingMethods(教学后记)

No.16TheForuthPeriod

Ⅰ.TeachingAimsandDemands(教学目的和要求)

dgeObjects

(1)KeyVocabulary

bestrictwith,takeatest,passatest,failatest

(2)TargetLanguage

IthinkPetershouldbeallowedtotakethetestlater.

Idon’tagree.

Ithinktheschoolhastohaverules.

yObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’abilitytotalkaboutagreementand

disagreement.

bject

It’sgoodmannerstobeontime.

Ⅱ.TeachingKeyPoints(教学重点)

somekeyvocabularywordsandtargetlanguage.

outagreementanddisagreement.

Ⅲ.TeachingDifficultPoint(教学难点)

Talkaboutagreementanddisagreement.

Ⅳ.TeachingMethods(教学方法)

ing

ork

Ⅴ.TeachingAid(教学工具)

Ataperecorder

ngProcedures(教学过程)

StepⅠRevision

(1)Checkthehomework.

(2)Competition:Write"areallowedto"and"aren’tallowed

to"ontheblackboard,Dividetheclassintogroups.

Eachgroupisaskedtowritedownasmanythingsasthey

canthinkofaboutwhatteenagersareoraren’tallowedtodo.

Seewhichgroupcanthinkofthemostitemsforeachcategory.

StepⅡ1a

Thisactivityreviewstheuofalways,sometimes,usually

andnever.

dentstodescribewhatis

happeninginthepicture.

Helpstudentstosay,astudent

toreadthefourquestionsintheboxtotheclass.

Readtheinstructionsandremindstudentsoftheexact

meaningsoftheadverbsoffrequency.

Say,PleawriteAafterthingsyoualwaysdo,Uafterthings

youusuallydo,S

afterthingsyousometimesdoandNforthingsyounever

do.

Getstudentstofinishthetaskontheirown.

Answerstothisactivitywillvary.

StepⅢlb

Thisactivityprovidesoralpracticeusingthetargetlanguage.

irofstudentsto

sayittotheclass.

SA:Doyouevergettoclasslate?

SB:Yes,Isometimesgettoclasslate.

Say,TalkwithyourpartneraboutyouranswersinActivity1a.

Asthepairsworktogether,walkaroundtheroomoffering

helpifnecessary.

Askveralpairstosharetheirconversationswiththeclass.

StepⅣ2a

Thisactivityprovidespracticeinunderstandingthetarget

languageinspokenconversation.

PointoutthefouritemsinActivity1a.

Say,Youwilllistentoaconversationandcirclethethingson

thelistthatyouhear.

Playtherecordingforthefirsttime.

Studentsonlylisten.

mestudentslisten

andcirclethethingsthattheyhear.

Checktheanswers.

Answers

Circleditems:1,4

Tapescript

Man:What’sthematter,Peter?

Boy:IthinkI’mgoingtofailamathstest,Dad.

Man:Youare?Why?

Boy:Well,ImisdthebusandIhadtowalktoschool.

Man:So?

Boy:I’mnotallowedtogettoclasslate,andtherewasa

bigtesttoday.

Man:Andyouweren’tallowedtotakethetest?

Boy:That’owIcouldpassthetest.

Man:Well,Peter,theschoolhastohaverules,youknow.

Boy:ouldbeallowedtotakethetestlater.

It’snotfair.

Man:oucouldtalktotheteacherafter

school.

Boy:fIexplainwhathappened,she’ll

understand.

StepⅤ2b

Thisactivityprovideslisteningpracticeusingthetarget

language.

Pointtoboththenumberedandletteredlistsofiteminthe

box.

entence"Peteris

goingtofailamathtesttotheclass."

Say,I’llplaythesamerecordingagain.

Youaretomatchthentencepartsasyouhearonthetape.

Playtherecordingforstudentstodotheactivity.

Checktheanswers.

Answers

1.c2.e3.a4.b5.d

StepⅥ2c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Callstudents’

themtotheclass.

Askthreestudentstoreadthesampleconversationtothe

class,completingthentences.

SA:IthinkPetershouldbeallowedtotakethetestlater.

SB:Idon’tagree.

SC:Ithinktheschoolhastohaverules.

Writetheconversationontheblackboard.

,

Nowdiscussthestatementswithyourgroup.

Asthegroupsworktogether,walkaroundtheroomoffering

helpasneeded.

Asksomegroupstosayafewlinesoftheirconversationsto

theclass.

Notes

e

wordbestrictwith.

Generallyspeaking,trictin

mple,rictinhis

work.

StepⅦSummaryandHomework

Say,Inthisclass,we’velearnedtotalkaboutagreementand

’vealsoreviewedadverbsoffrequency.

Haveyoueverbeenlateforschool?

Writeapassagetodescribewhatwashappeningthatday.

StepⅧBlackboardDesign(板书设计)

Unit3Teenagersshouldbeallowedto

chootheirownclothes.

SectionB

TheFourthPeriod

Targetlanguage:

A:IthinkPetershouldbeallowedtotakethetestlater.

B:Idon’tagree.

C:Ithinktheschoolhastohaverules.

Ⅳ.TeachingMethods(教学后记)

No.17TheFifthPeriod

Ⅰ.TeachingAimsandDemands(教学目的和要求)

dgeObjects

(1)KeyVocabulary

pretty,social,bother,slight,intheslightest,fairly,plenty,

plenty,getalongwith,listener

(2)Reading

(3)Writing

yObjects

(1)Trainstudents’abilityofreadingcomprehension.

(2)Trainstudents’abilityofwriting.

bjects

Sometimesyoumightannoypeoplebecauyouareso

,beingagoodlistenerisanart.

Ⅱ.TeachingKeyPoints(教学重点)

g

g

abulary

Ⅲ.TeachingDifficultPoint(教学难点)

g

Ⅳ.TeachingMethods(教学方法)

rk

Ⅴ.TeachingAid(教学工具)

Aprojector

ngProcedures(教学过程)

StepⅠRevision

twouldyoudo

if…

(1)theteacheraskedyoutogiveaspeechinfrontofthe

wholeschool?

(2)yourbrotherborrowedyourclotheswithoutpermission?

(3)someoneaskedyoutobeinamovie?

(4)youwantedtobefriendswithanewstudent?

Encouragestudentstogivedifferentanswerstoeach

question.

StepⅡ3a

Thisactivityintroduceskeyvocabularywordsandprovides

readingpracticeusingthetargetlanguage.

Showthevocabularywordsonpage30onthescreenbya

projector.

prettyadv.相当；颇；非常

socialadj.社会的；社交的

botherv.打扰；扰乱

slightadj.微不足道的；极不重要的

intheslightest一点儿也；根本

fairlyadv.相当；完全

plentyadj.很多的；足够的

plentyof很多的；足够的

getalongwith与......相处

listenern.听者；收听者

Saythewordsonebyoneandhavestudentsrepeatthem

veraltimes.

Callstudents’attentiontothepersonalitysurveyresultsin

udents

ile,writethenew

dentstolookatthequestions

,Theletteraanswers

terbanswersdescribe

anotherandcstillanothertype.

dentsto

rereadthepersonalitysurveyresultsanddecidewhichlettergoes

utthesampleanswer.

Getstudentstocompletetheactivityontheirown.

Checktheanswers.

Answers

1.c2.a3.b

StepⅢ3b

Thisactivityprovidesreadingandwritingpracticeusingthe

targetlanguage.

Readtheinstructionstotheclass.

Inviteastudenttosaytheexampletotheclass.

Ifafriendsaidsomethingbadaboutyou,wouldyou…

thefriendrightaway?

hing?

boutwhatheorshesaid?

T:Whatkindofpersonisquestionaaskingabout?

Ss:Outgoing.

T:Whataboutb?

Ss:Shy.

T:Whataboute?

Ss:Prettyconfident.

Say,

writeanyquestionsyouwant,buteachquestionmustbeabout

adifferentpersonalitytype.

end

misunderstoodyou,wouldyou…

m/heritisamisunderstandingatonce?

explaintohim/her,buthavenocourage?

him/hertodinnerandexplain?

themtouthe

onesinthebookandontheblackboardasamodel.

Astheywork,movearoundtheroomcheckingtheirworks

andofferinglanguagesupport.

StepⅣPart4

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.

apailof

studentstoreadittotheclass.

SA:Howmanypeoplewouldtalktothefriendrightaway?

SB:peoplewouldsaynothing.

dentstogivetheir

surveytoeachpersonintheirgroup,andcircletheanswers.

Say,Havinggivenyoursurvey,talkaboutwhatyoulearned.

roups

worktogether,walkaroundtheroomofferinganyhelptheymay

need.

Askveralstudentstoreadhis/herquestionandtellthe

classabouttheresults.

Optionalactivity

Dividetheclassintogroupsandaskeachgrouptowritea

lass,

urvey

totheclasstomorrow.

StepⅤSummary

say,Inthisclass,we’velearnedsomenewvocabularywords.

Andwe’vealsodonemuchreadingandwritingpracticeusing

thetargetlanguage.

StepⅥHomework

Askstudentstorereadthethreeparagraphsunderthe

headlinepersonalitysurveyresultsforfurthercomprehension.

StepⅦBlackboardDesign(板书设计)

Unit4Whatwouldyoudo?

SectionB

TheFifthPeriod

abulary:

prettysocial

botherslight

intheslightestfairly

plentyplentyof

getalongwithlistener

pletoActivity3b:

Ifafriendmisunderstoodyou,wouldyou…

m/herit’samisunderstandingatonce?

explaintohim/her,buthavenocourage?

him/hertodinnerandexplain?

Ⅳ.TeachingMethods(教学后记)

No.18TheSixthPeriod

Ⅰ.TeachingAimsandDemands(教学目的和要求)

dgeObjects

(1)KeyVocabulary

reprent,let…down,comeupwith

(2)Fillinblanksandmakentenceswiththewordsnervous,

shy,tired,terrible,friendly.

(3)ReadtheemailfromFran,andwriteareply.

yObjects

(1)Trainstudents’abilityofreadingcomprehension.

(2)Trainstudents’abilityofwriting.

bject

Thereasonwhyyouareshymaybethatyouareafraidof

agestudentstobeconfident.

Ⅱ.TeachingKeyPoints(教学重点)

blanksandmakentenceswithvocabularywords.

replyusingthetargetlanguage.

Ⅲ.TeachingDifficultPoint(教学难点)

Makentenceswithvocabularywords.

Ⅳ.TeachingMethods(教学方法)

gmethod

gmethod

Ⅴ.TeachingAid(教学工具)

nalitysurvey

ctor

ngProcedures(教学过程)

StepⅠRevision

Goondoingtheoptionalactivitylastclass.

Showthepersonalitysurveymadeupofstudents’

dentstochoo

sthepersonalitysurvey

themostpopularpersonality.

StepⅡPart1

Thisactivityprovidesacomprehensivereviewofvocabulary

prentedintheunit.

astudenttoreadthe

vocabularywordsatthetop.

Say,cas,

youmayneedtouanotherformoftheword,forexample

adjustingfortenorsubject/verbagreement.

Askstudentstofillintheblanksontheirown.

udentachreadantence,filling

tofstudentschecktheiranswers.

Answers

s

le

Askstudentstomaketheirownntenceswiththewords,

oundtheroom.

Collectafewstudents’answerswithmistakesonthe

rrectthemistakes.

Sampleanswers

tired?

’’snothingrious.

befriendlyandpatienttotheold.

4.--What’swrongwithyou?

--I’vegotaterribleheadache.

oshyagirlthatshedaren’tspeakinpublic.

StepⅢPart2

Thisactivityprovidesreadingandwritingpracticeusingthe

targetlanguage.

tudentstopractice

thewordsreprent,let…downandcomeupwith.

melimitoffive

tsreadtheemailagaincarefullyanddiscusswhat

oundtheroom

answeringanyquestionsstudentshaveinthereading.

,Yourreplywill

involvetellingMeinottobeshy,explaininghowsheisthebest

personforthejobandencouraginghertopracticeinvarious

entsdothis,walkaroundtheroomofferingany

helptheymayneed.

Askafewstudentstoreadtheirrepliestotheclassandshare

theirsolutions.

Answerstothisactivitywillvary,

Asampleversion

DearFran,

I’

opinion,hancetoshow

speak

alwayscomestopintheschoolexam.

snoneedforhertobe

rthattheteacherandthewholeclasswillhelpher

prepareforthecontestandencouragehertopracticeinvarious

ehelpoftheteacherandtheclassmates,shewill

mber:Try,thenyou’llmakeit.

StepⅣJustforFun!

Thisactivityprovidesreadingandspeakingpracticewiththe

targetlanguage.

,Why,is

itfunny?canscarethekitten,

butabigcatcanscarethemou.

StepⅤSummary

Inthisclass,we’vedonemuchreadingandwritingpractice

usingthekeyvocabularywordsandthetargetlanguage

prentedinthisunit.

StepVIHomework

（1）ReadtheemailfromFranagain.

（2）Finishofftheworkbookexercisonpages12～14of

theworkbook.

StepⅦBlackboardDesign(板书设计)

Unit4Whatwouldyoubuy?

Selfcheck

TheSixthPeriod

SampleanswerstoActivity1:

tired?

’’snothingrious.

befriendlyandpatienttotheold.

4.-What’swrongwithyou?

-I’vegotaterribleheadache.

oshyagirlthatshedaren’tspeakinpublic.

Ⅳ.TeachingMethods(教学后记)

Reading:Thehistoryofbasketball

No.17TheSeventhPeriod

Ⅰ.TeachingAimsandDemands(教学目的和要求)

dgeObjects

Keyvocabulary

challenge,non-contactsport,hoop,,

blackboardandsoforth.

Text:Thehistoryofbasketball.

yObjects

Trainstudents’abilityofreadingforspecialinformation.

Trainstudents’abilityofunderstandingwordsincontext.

Trainstudents,writingskill.

bject

onlydoesitbuildourbody,butitalsobringsuntertainment.

Thanktheinventor,JamesNaismith.

Ⅱ.TeachingKeyPoints(教学重点)

Keyvocabulary

Readthetextforspecialinformation.

Readthetexttounderstandwordsincontext.

Makealistofgoodthingsanddifficultthingsaboutbeinga

basketballplayer.

Ⅲ.TeachingDifficultPoint(教学难点)

Trainstudents’readingskill.

Ⅳ.TeachingMethods(教学方法)

Up-downreadingmethod

Pairwork

Groupwork

Ⅴ.TeachingAid(教学工具)

Aprojector

ngProcedures(教学过程)

StepIKeyVocabulary

Thisactivityintroducesthekeyvocabularywords.

Showthefollowingvocabularyonthescreenbyaprojector.

inventorv.发明者；发明家

courtn.球场

factoryn.工厂

inventv.发明；发

challengev.向……挑战

indoorsadv.在室内；在屋里

hardadj.硬的；坚硬的

woodenadj.本质的

touchv.接触；碰撞

falldown摔倒；跌倒

hoopn.(篮球)篮圈；篮

balconyn.(大厅或运动场的)看座；看台

basketn.篮；篓；筐

dividev.分；分开

inhistory在历史上

blackboardn.(篮球架上的)篮板

replacev.替代；替换

competev.竞争；对抗

earnv.赚得；挣得

NBA(=NationalBasketballAssociation)全美篮球协会

increav.增加；增长

paratev.分；分开

Havestudentsrepeatagainandagainuntiltheycan

pronouncethemfluentlyandaccurately.

StepⅡPart1

Thisactivityisdesignedtoactivatestudents’background

knowledgebeforeattemptingthereading.

,What

doyouthinkthearticleisabout?

Readtheinstructionstotheclass.

Pointtothefourquestionsinthebox.

Say,Pleadiscussthequestionswithyourpartnertoe

’tlookatthe

d,uyourbackgroundknowledge.

airswork

together,thattheyarediscussing

thequestionsinEnglish.

Whenmoststudentsarefinished,invitepairsofstudentsto

reporttheirresults.

Don’tsayyesornototheiranswers.

StepⅢPart2

Thisactivityprovidespracticeinscanningforspecific

dentstodescribewhatis

happeninginthepicture.

Readtheinstructionsanddrawstudents’attentiontothe

udenttosaythesampleanswerusingacomplete

ntence,ball’sinventorwasbornin1861.

Say,formation

ertoskimforthekeyideas

ratherthanreadslowly.

aredoingthis,

movearoundtheclassroomansweringquestionstheymayhave

andofferinglanguagesupportasneeded.

Checktheanswers.

Answers

In1861,basketball’sinventorwasborn.

In1891,thefirstgameofbasketballwasplayed.

In1936,basketballbecameanOlympicevent.

Since1949,basketballhasbeeneneverywhereinChina.

StepIVPart3

Thisactivityencouragesstudentstouthestrategyof

readingincontext.

Askstudentstoreadthearticleonce.

Say,

noteanyotherwordorntenceyoudon’

context,guessingtheirmeaningsfromtheotherwordsaround

them.

Afewminuteslater,askdifferentstudentstosaythe

meaningsofthewordsandexpressionsindicatedinboldby

’givethemthecorrectanswers.

Letstudentslookatthewordsandexpressionsandtheir

meaningsinthebox.

kstudentstomatch

thecorrectmeaningswiththecorrectwordsandexpressions.

Allowthemoneortwominutestodothis.

Checktheanswers.

Answers

challengea,non-contactsportf,hoope,balconyb,divided,

blackboardc

Getstudentstomakentenceswiththewordsand

themtolookatthearticleagainforextra

help.

udenttowrite

his/heranswersontheblackboard.

Sampleanswers

lengedmetotryagain.

-contactsportwilldoyoulessinjury.

ballhoopsaremadeofmetal.

ienceinthebalconyarecheeringthevictory.

dintotwoteams,webegantoplaythegame.

oardsaremoreorlesspreventballsisfromhitting

againsttheaudience.

StepⅤPart4

Thisactivityhelpsstudentsreadforspecificinformation.

rememberorguesstheanswersbeforelookingatthereading.

Say,Pleareadthearticleagainandfindtheanswersto

thequestions.

aroundtheclassroomcheckingtheirprogressandoffering

languagesupportasneeded.

Checktheanswersbyaskingdifferentstudentstogivetheir

answers.

Sampleanswers

e’sinventorudtwofruitbaskettoputtheballs

in.

isimportantinthehistoryofbasketballbecauthat

iswhereitbecameanOlympicsportin1936.

wouldn’tgethurtplayingbasketballbecauit

wasanon-contactsport.

thhadninepeopleoneachteambecauhehada

classof18men.

izhi;YaoMing

StepⅥPart5

Thisactivityhelpsstudentsworkinagroupandthink

criticallyaboutwhattheyhaveread.

Readtheinstructionstotheclass.

differentstudentstoread

theroneortwostudentsforgood

anddifficultthingsaboutbeingabasketballplayer.

S1:Youcanwinhonourforyourmotherland.

S2:Youhavetospendlesstimewithyourfamily.

tomakealistofgoodthingsanddifficultthings

inthechart.

Getstudentstoworkingroupsoffour.

Asthegroupsworktogether,walkaroundtheroomchecking

theirwork.

Checktheanswersandaskstudentstovoteonbestand

worstpartsofbeingabasketballplayer.

Optionalactivity

Getstudentstothinkofasmanyrulesofbasketballasthey

canandexplaintherulesaswellasthereasonforeachrule.

Culturenote

Everyonewantstosupporthis/herteam,butitshouldnotbe

-calledfansoften

isnotsportsmanlikebehaviorandit’sfarbettertocheermore

loudlyforyourteamthancriticizetheteamtheyplaywith.A

gameisnotonlya"game".

StepⅦSummary

Say,Thisclassprovidesusalotofreadingaswellaswriting

nsstudents’abilityofscanningforspecific

informationandusingwhatyouknow.

StepⅧHomework

Havestudentstocollectpicturesandinformationoftheir

favouritebasketballplayers.

Asampleversion

BasketballstarYaoMingtoppedForbesMagazine’s

2004listofChinecelebrities,beatingoffthe

challengeofentertainerssuchasKungfustarJet

LiandZhangziyi.

HiarningsofUS$14.6millionin2003werethe

he

topearnerwithUS$17million,althoughheonlyranked10th

intheoveralllist.

Thecelebritieslistedhadtohavebeenbornandraidinthe

Chinemainland.

StepⅨBlackboardDesign(板书设计)

Reading:Thehistoryofbasketball

TheSeventhPeriod

SampleanswerstoActivity3:

lengedmetotryagain.

-contactsportwilldoyoulessinjury.

ballhoopsaremadeofmetal.

ienceinthebalconyarecheeringthevictory.

dintotwoteams,webegantoplaythegame.

ardscanmoreorlesspreventballsfromhitting

againsttheaudience.

Ⅳ.TeachingMethods(教学后记)

No.20-25Unit5ItmustbelongtoCarla.

Ⅰ.AnalysisoftheTeachingMaterial

StatusandFunction

Thetopicofthisunitisapicnic,Inthisunit,studentslearnto

makeinferences.

Suchtopicishelpfultoactivatestudents’imaginationand

improvestudents’lessormore

’s

ufultoimprovestudents’spokenEnglishandcommunicative

competence.

(1)Thefirstperiodmainlyintroducesthekeyvocabularyand

hlisteningandoral

practice,studentshaveabriefunderstandingofhowtomake

inferences.

(2)Inthecondperiod,studentslearntheexactmeanings

ofthewordsmust,might,couldandcan’t.

Meanwhile,studentspracticelisteningandwritingthetarget

language.

(3)Whenreadinganarticle,studentscan’thelpmeeting

hirdperiod,studentsareaskedto

practiusingthetargetlanguagebytalkingaboutthenew

words,It’shelpfultoaroustudents’learninginterestand

improvestudents’listeningandspeakingskills.

(4)Thefourthperiodgivesstudentsfurtherlisteningandoral

practiceusingthetargetlanguagebytalkingaboutanalienis

chasingaman.

Inthisclass,studentshaveabetterunderstandingofthe

wordsmust,might,couldandcan’t.

(5)Inthefifthperiod,studentslearnmorevocabularywords

first,andthenpracticereadingandwritingthetargetlanguage.

Alltheactivitiesaredesignedtoimprovestudents’readingand

writingskills.

(6)Inthelastperiod,studentslearnalotofproverbs.

tswillbenefitalotin

thisclass.

ngAimsandDemands

(1)KnowledgeObjects

Inthisunit,studentslearntomakeinferencesusingthe

wordsmust,might,couldandcan’t.

(2)AbilityObjects

Totrainstudents’listening,speaking,readingandwriting

skills.

Totrainstudents’abilitytodeduce.

(3)MoralObjects

Whenyouareonapicnic,remembertobringlitterbackto

keepourenvironmentcleanandtidy.

We’llbenefitalotbylearningproverbs.

ngKeyPoints

Tolearnthekeyvocabularywordsandthetargetlanguage.

Tolearntomakeinferencesusingthewordsmust,might,

couldandcan’t.

ngDifficultPoints

Totrainstudents’listening,speaking,readingandwriting

skills.

Toenablestudentstograsptheusageofmust,might,could

andcan’t.

ngWay

Teachstudentshowtomakeinferencesusingmust,might,

couldandcan’t.

Ⅱ.LanguageFunction

Makeinferences

Ⅲ.TargetLanguage

Whovolleyballisthis?

ItmustbeCarla’esvolleyball.

ItcouldbeTed’s.

Ⅳ.Structure

must,might,couldandcan’t

Ⅴ.Vocabulary

picnic,cha,escape,belongto,toycar,plate’,mystery,

appointment,worried,wake,neighbor,garbage

Ⅵ.Recycling

suit,land,volleyball,magazine,book,CD,bat,earring,T-shirt,

UFO,who,owner,exerci,dream,anxious

Ⅶ.LearningStrategies

cing

ng

Ⅷ.TeachingTime

Sixperiods

No.20TheFirstPeriod

ngAimsandDemands(教学目的和要求)

dgeObjects

(1)KeyVocabulary

belong,belongto,plate,author,toy,picnic

(2)TargetLanguage

Whobookisthis?

ItmustbeMary’ilburisherfavouriteauthor.

yObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’communicativecompetenceusingthe

targetlanguage.

bjects

Whenyouareonapicnic,remembertobringlitterbackto

keepourenvironmentcleanandtidy.

Ⅱ.TeachingKeyPoints(教学重点)

abulary

language

Ⅲ.TeachingDifficultPoint(教学难点)

forthetargetlanguage

acticeusingthetargetlanguage

Ⅳ.TeachingMethods(教学方法)

eachingmethod

ingmethod

rk

Ⅴ.TeachingAid(教学工具)

oarddrawings

ecorder

ctor

ngProcedures(教学过程)

StepIRevision

differentstudentstosaythe

answerstotheexercisonpages12～14oftheworkbook.

StepⅡ1a

Thisactivityintroducesthekeyvocabulary.

Writethekeyvocabularywordsontheblackboard.

belongv.

belongto

platen.

authorn.

toyn.

picnicn.

Saythewordsonebyoneandhavestudentsrepeatveral

timesuntiltheycanreadthemfluentlyandaccurately.

Askdifferentstudentstoexplainintheirownwordsthe

meaningsofthewordsbelongto,authorandpicnic.

Belongmeanstobeownedbysomebody.

Anauthorisawriterofabookoraplay.

Apicnicisamealeatenoutofdoors.

Theninvitetwostudentstodrawaplatenexttotheword

plateandatoycarnexttotoy.

udentspointtoeach

udentsattentiontothechartwith

ngsandkitchenthingsatthetop.

Invitedifferentstudentstoexplainthemeaningsofthecolumn

heads.

Say,Plealookatthepictureandwritethethingsyoue

utthesampleanswers.

work,

movearoundtheroomcheckingtheirprogressandanswering

anyquestionstheymayhave.

Showthecorrectanswersonthescreenbyaprojector.

ClothingFunthingsKitchen

Things

hatvolleyballplate

jacketCDcups

T-shirttoycar

magazine

book

StepⅢlb

Thisactivitygivesstudentspracticeinunderstandingthe

targetlangugageinspokenconversation.

Callstudents’melimitoftwo

tsreadthepersons,thethingsandthereasons.

Say,isten,drawlinesto

connectthepersoninthefirstcolumnwiththethinginthe

awanotherlinetoconnectthethingin

thecondlinewiththereasoninthethirdcolumn.

,ThenameCarlainthefirst

columnconnectstovolleyballinthecondcolumnbecau

that’wordvolleyball

inthecondcolumnconnectswiththentencesheloves

volleyballinthethirdcolumn.

Playtherecordingthefirsttime.

me

studentslistenandmatcheachpersonwithathingandareason.

Checktheanswers.

Answers

Jane’slittlebrother-toycar-Hewastheonlylittlekidatthe

picnic.

Mary-book-WandaWilburisherfavouriteauthor.

Carla-volleyball-Shelovesvolleyball.

DengWen-magazine-Helovescats.

Grace-CD-Shealwayslistenstoclassicalmusic.

Tapescript

Girl1:Whovolleyballisthis?

Boy1:ItmustbeCarla’esvolleyball.

Girl1:Howaboutthistoycar?

Girl2:Oh,thattoycarmustbelongtoJane’slittlebrother.

magazinemust

scats.

Boy1:Oh,andlook,someoneleftabook.

Girl2:Oh,yeah…ThisbookmustbeMary’ilbur

isherfavouriteauthor.

Girl1:OK…andhowaboutthisCD?

Girl2:Hmmmmm…ays

listenstoclassicalmusic.

StepⅣ1c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

pairofstudentsto

saytheconversationinthespeechbubbles.

SA:Whovolleyballisthis?

SB:ItmustbeCarla’esvolleyball.

anotherpairof

studentstosayittotheclass.

SA:Whobookisthis?

SB:ItmustbeMary’ilburisherfavouriteauthor.

Writetheconversationontheblackboard.

.

yreadingtheconversations

inthepictureandinthebox:Thenmakeconversationsusingthe

outwhoeachthing

dentstopracticein

work,movearoundtheclassroomlisteninginon

variouspairsandofferinghelpwithlanguageandpronunciation

asneeded.

Afterallthestudentshavehadanopportunitytoaskand

answerquestions,ferentpairsofstudents

tosaytheirconversationstotheclass.

StepⅤSummary

Say,Inthisclass,we’velearnedthekeyvocabularywords

belongto,plate,author,toyandpicnicanddonemuchlistening

andoralpracticeusingthetargetlanguage.

StepⅥHomework

(1)Sayandrememberthespellingofthevocabularywords.

(2)SaytheconversationsinActivity1ctogetafurther

understandingofthetargetlanguage.

StepⅦngProcedures(教学过程)

nA

TheFirstPeriod

abulary:

to

n.

language:

Whobookisthis?

ItmustbeMary’s.

WandaWilbur

isherfavouriteauthor.

Ⅳ.TeachingMethods(教学后记)

Unit5ItmustbelongtoCarla.

No.21TheSecondPeriod

ngAimsandDemands(教学目的和要求)

dgeObjects

(1)KeyVocabulary

drop,symphony,optometrist,appointment,algebra,crucial,

count,becauof,Chine-Englishdictionary,OxfordUniversity

(2)TargetLanguage

Whatdoyouthink"anxious"means?

Well,itcan’tmean"happy".

Itmightmean"worried".

Oh,yes,sheisworriedbecauofhertest.

ercan’tbeaboy.

Well,ringsmightbeaprentfor

hismother.

yObjects

(1)Trainstudents’readingskill.

(2)Trainstudents’communicativecompetenceusingthe

targetlanguage.

MoralObject

Whenyouareintrouble,ndane-mailmessagetoyour

friendstoaskforhelp.

Ⅱ.TeachingKeyPoints（教学重点）

gpractice

acticeusingthetargetlanguage

Ⅲ.TeachingDifficultPoints（教学难点）

abulary

language

Ⅳ.TeachingMethods（教学方法）

cemethod

rk

Ⅴ.TeachingAid（教学手段）

Theblackboard

Ⅵ.TeachingProcedures（教学过程）

StepIRevision

Revitheusageofthewordsmust,might,couldandcan’t

bycheckinghomework.

Askstudentstoexchangetheirexercisbooksandhelp

correctanyerrorswitheachother,Astheyaredoingthis,move

aroundtheclassroomofferinglanguagesupportasneeded.

Theninvitedifferentstudentstosaytheirntencestotheclass.

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetarget

language.

Callstudents’attentiontothepicture.

Askstudentstotellwhat’shappeninginthepicture.

T:What’sthegirldoing?

Ss:Sheisusingthecomputertowritee-mail.

Pointtothepartsofthee-mailmessage.

Tellstudentsthatthisisthemessagethegirlinthepicture

,

theyareintherightorder,

u

aredoingthis,youwillmeetwithsomewordsyoudon’tknow.

Don’’ll

talkaboutwhattheymeanlater.

utthe

sampleanswer.

stntenceofthee-mailmessageisI’mreally

anxious,becauIcan’tfindmybackpack.

Checktheanswers.

Answers

Thenotesshouldbenumberedinthisorder:

5,2,4,3,1

circledwordsmightincludeanxious,symphonyhall,algebra,

optometristappointment,crucial,count,drop

StepⅢ3b

Thisactivityprovidesoralpracticeusingthetargetlanguage.

othesample

apairofstudentstosayittotheclass.

SA:Whatdoyouthink"anxious"mean?

SB:Well,itcan’tmean"happy".

SA:Itmightmean"worried".

SB:Oh,orriedbecauofhertest.

Writetheconversationontheblackboard.

Say,

thewordscan’t,must,couldormightasinthesample.

workinpairs,

movearoundtheclassroomhelpingstudentswithpronunciation

melater,

ferentstudentstosharetheir

istofthewordsstudents

aretalkingaboutontheblackboard.

dropv.

symphonyn.

opotometristn.

appointmentn.

algebran.

crucialadj.

countv.

becauof

Practicethepronunciationofthewordsandexplainthe

meaningofeachword.

Optionalactivity

Havestudentswritethenewwordsin

Activity3baswellasothernewwordsinthisunitwiththe

lettersinscrambledorderandthenputtwospacesaftereach

udenttowritethecorrectspellinginthefirstspace.

Askanotherstudenttowritethemeaningofthewordinthe

mple:

xosainuanxiousworried

cuilarccrucial

aegarbl

StepⅣPart4

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Callstudents’attentiontothepicture.

Getstudentstonameeachiteminit.

WritethenewwordsChine-EnglishdictionaryandOxford

othesampleconversation.

Inviteapairofstudentstoreadittotheclass.

SA:ercan’tbeaboy.

SB:Well,ringsmightbeaprent

forhismother.

nthe

meaningofeachntence.

FocusattentiononthechartwiththeheadlinesCan’t,

Could/utthesampleanswer.

Readtheinstructionstotheclass.

airswork

together,movearoundtheclassroomhelpingstudentswith

pronunciation,ntenceformationoranythingeltheyaskfor

helpwith.

Asksomepairstosaytheirconversationstotheclass.

Note:Answerstothechartwillvary.

StepⅤSummary

Say,Inthisclass,we’velearnedsomevocabularywords,

suchasdrop,symphony.

Andwe’vedonemuchoralpracticeusingthetarget

language.

StepⅥHomework

eletterinActivity3aagainforfurther

understandingofthevocabulary

words.

econversationsinActivities3band4againfor

furtherunderstanding

ofthetargetlanguage.

offtheexercisonpages15～16oftheworkbook.

StepⅦBlackboardDesign（板书设计）

Unit5ItmustbelongtoCarla.

SectionA

TheSecondPeriod

larywords:

dropv.

symphonyn.

optometristn.

appointmentm

algebran.

crucialadj.

countv.

becauof

Chine-Englishdictionary

language:

(1)A:Whatdoyouthink"anxious"mean?

B:Well,itcan’tmean"happy".

A:Itmightmean"worried".

B:Oh,orriedbecauofhertest.

(2)A:ercan’tbeaboy.

B:Welt,ringsmightbeaprent

forhismother.

ngMethods(教学后记)

No.22TheThirdPeriod

ngAimsandDemands(教学目的和要求)

dgeObjects

(1)KeyVocabulary

cha,creature

(2)TargetLanguage

Whydoyouthinkthemanisrunning?

Hecouldberunningforexerci.

No,he’tberunningtocatchabus.

yObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’writingskill.

bject

ents,wemust

workhardtoexploretheuniverinthefuture.

Ⅱ.TeachingKeyPoints（教学重点）

ingpractice

gpractice

Ⅲ.TeachingDifficultPoints(教学难点)

ntenceabouteachpicture.

woorthreentencestofinishthestory.

andcompletethentences.

Ⅳ.TeachingMethods(教学方法)

ingmethod

gmethod

rk

Ⅴ.TeachingAids（教学手段）

ecorder

ctor

Ⅵ.TeachingProcedures（教学过程）

StepⅠRevision

astudenttoreadthethankyoumessageLinda

wrotetoAnnatotheclass.

ferentpairsofstudentstoreadtheconversationsin

Activities3b

and4.

nswerstotheexercisonpages15～16ofthe

workbook.

StepⅡPartl

Thisactivityprovideswritingpracticeusingthetarget

language.

ewordsinthebox

differentstudents

toexplainthemeaningofeachwordintheirownwords.

,You

aretouthewordsfromtheboxtowriteantenceabouteach

udentto

dentstocompletethe

entswork,walkaroundtheclassroom

offeringlanguagesupportasneeded.

Checktheanswersontheblackboard.

Answers

islanding.

enischasingtheman.

isrunning.

StepⅢ2a

Thisactivitygivesstudentspracticeunderstandingand

writingthetargetlanguageinspokenconversation.

othethreepictures

,Youwillhearaconversationaboutthe

isten,writeanumberintheboxintheleftcorner

ofeachpicturetoshowtheorderoftheevents.

Pointoutthesampleanswerintheboxofthethirdpicture.

Say,Youwillhearthemanisrunningfirst.

e

mestudentslistenandnumberthe

pictures.

Checktheanswers.

Answers

Thepicturesshouldbenumberedinthisorder:

2,3,1

Tapescript

Man:Hey,r

what’shappening.

Woman:Hecouldberunningforexerci.

Man:Buthe’swearingasuit.

Woman:Well,hemightbelateforwork.

Man:Helookskindofscared.

Woman:Oh,no!What’sthat?

Man:Where?

Woman:There’ssomethinginthesky.

Man:Itcouldbeahelicopter.

Woman:No,itcan’’

beaUFO.

Man:AUFO?What’sgoingon?

Woman:Look,nowtheUFOislanding…

Man:Andthere’be

analien.

Woman:Andthealienischasingtheman!Imustbe

dreaming.

Man:Maybeweshouldcallthepolice.(pau)Hey,waita

’sthat?

Woman:Where?

Man:Overthere.

Woman:It’sawomanwithacamera.

Man:ShecouldbefromtheTVnews.

Woman:No,eactors.

Oh!Theymustbemakingamovie.

Encouragestudentstowritetwoorthreentencestofinish

thestory.

sampleversionontheblackboard.

Askstudentstouitasamodel.

Asampleversion

Man:That’beinteresting.

Whynotgoandehowtheyaremakingamovie?

Woman:Goodidea!

StepⅣ2b

Thisactivitygivesstudentspracticelisteningtoandwriting

thetargetlanguage.

Pointtothechartwithntencestarters

Theye…Themansays…andThewomansays…Say,You

aretolistentothe