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Module 1 Hobbies
一、 重点难点
1、 重点：
(1)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱好以及对兴趣爱好的简单评析。
(2)、了解句子基本成份(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)。
2、难点：
(1)、句子成份的辨析(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)
(2)、英语简单句的五种基本句型和There be句型。
Module 1 Hobbies
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Aims and Demands:
1. Language knowledge:
Key vocabulary: collect, collection, tidy, tidy up, doll, fan, stamp, untidy, least, take up, all the time, be interested in, interview
2. Listening skill: To understand conversations involving talking about one’s hobbies. Improve the students’ listening ability.
Teaching Aids: Multi-Media (or Tape recorder, OHP)
Teaching Procedures:
Step 1 Warming up and lead in （2’）
1. Greeting. Talk about the winter vacation.
How was your winter vacations?
What did you do during the vacation?
Are you interested in …?
What did your father/ mother often do ?
Did he / she do it all the time?
So his / her hobby is to ….
设计意图：寒假回校第一节课，从学生的寒假生活入手，谈论假期生活，逐步引入主题，并导入部分新单词和词组。
Step 2 Listing (5’)
1. List the hobbies of the family members’.
2. Guess what hobbies the teachers have. In this way show the new words “stamp, doll, fan”.
3. Talk about the hobbies:
Which hobby is expensive?
Which hobby takes up the least space?
Which hobby is good for us students?
Which hobby do you like best?
设计意图：通过列举家庭成员和猜测教师的兴趣爱好，完成新单词的教学。对兴趣爱好的简单问题，既对列举的部分兴趣爱好有一基本的评价，也为下面的听力作好铺垫。
Step 3 Listening (5’)
1. Read the chart and predict Tony’s hobbies.
2. Listen and complete the chart.
3. Listen to the tape again and answer the questions about the tape.
Why does Tony’s mum want him to tidy up his room?
Whose hobby is expressive?
Which hobby do you think takes up the least space?
4. Call back the answers from the whole class.
设计意图：在常规听力练习中进一步提高学生听的能力。
Step 4 Listen and read (13’)
1. Show the following.
Lingling’s hobby music
Daming’s hobby fans
Sally’s hobby going to Radio Beijing
Sally’s plan. tickets
2. Listen to the tape of the conversation and match. (Activity 4)
3. Listen and repeat the conversation.
4. Get to write down the answers in Activity 4.
5. Read the conversation together loudly. Show some comprehension questions.
What does Lingling need to do? And why?
What made Sally so interested in music?
When did Sally have her first violin lesion?
What is Sally going to Radio Beijing to do?
6. Read in a group of 3.
设计意图：通过对话的听读操练，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity4&5。
Step 5 Who’s who? (4’)
1. Ask the Ss to choose a character from the conversation.
2. Work in pairs, get each of them to find out which character his / her partner selects.
设计意图：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成 “找人”的活动中，加强目标语的训练和加大语言的输入和输出量。
Step 6 Who is my good friend in the group? (10’)
1. Divide the classroom into 3 or 4 groups. Ask the Ss in each group to make conversations one by one to find out who is a good friend of his/ hers.
2. Make conversations to find out who has the most hobbies or has the same opinions about hobbies.
3. Make conversations with the ones in the group like following:
4. Make sure the one who has the same opinion about hobbies or who has the most hobbies as you is your good friend.
5. A report about your good friend like the example given. (The Ss may substitute the underlined parts with their own needs)
设计意图：通过小组内对话，完成寻找好友这一任务，让学生运用有关“兴趣爱好”句型，在用中巩固。非单调地反复，而是有意义地使用，体现“做中学”的理念。通过让学生口头报告自已好友这一活动，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。
Homework
1. Write a composition about your good friend.
2. Oral work: Read the conversation of Activity 3.
3. Finish Activity 6 on page 8.
Period 2: Vocabulary and reading
Teaching Content: Vocabulary and reading
Teaching Aims and Demands:
1. Language knowledge:
New words: as, mountain, volleyball, sailing, creative, lazy, useful, develop, skill, camp, as well as, activity, such as,
workshop, professional, imagine, senior, teenage, teenager, come out, result, as a result, enjoyment, success, should
2. Reading skill:
(1). Get information about one’s hobbies in reading.
(2). Improve the students’ reading ability to understand the passage.
3. Attitudes: We should establish good hobbies.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Step 1 Guessing Game (6’)
1. Show part of many pictures of different kind of hobbies and ask the Ss to guess what hobby it is.
2. While guessing, make simple comment on each hobby, like:
I like mountain biking because it is exciting.
Many teenagers like reading. Because they think it is useful and relaxing.
设计意图：利用学生所喜爱的猜测游戏，将学生导入篇章学习，激发学生对篇章的喜爱，同时对不同的兴趣爱好作简单评述，将生词教学放入适当语境之中，训练学生对生词的猜测技能，也为后续的篇章教学扫除词汇障碍。
Step 2 Talk abut the hobbies (2’)
1. Work in pairs, talk about the pictures.
设计意图：通过半控制性的两人小组活动，进一步让学生操练对不同的兴趣爱好的评价，同时对生词行必要的巩固。
Step 3 Scanning and skimming (2’)
1. Get the Ss to read the passage as quickly as possible.
2. Find out:
Whose is the special hobby?
What is the special hobby?
3. Call back the answers from the whole class.
设计意图：通过top-down式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。
Step 4 Reading for specific information ( 5’)
1. Present some true or false questions about detailed information from the passage.
David Smith likes writing. (T)
He learned writing during a summer camp of 2000. (T)
There was a professional writer on the camp. (T)
David wrote a story about his life in senior high school. (F)
David’s first book came out in 2003. (T)
His book was very popular. (T)
Writing was his only hobby in his free time. (F)
David decided to write more books in the future. (F)
2. Read the passage by themselves. And ask to finish the true or false exercises.
3. Check the answers with the whole class.
设计意图：第二次阅读，旨在使学生掌握篇章是的细节信息，并通过正误判断题来检查学生对篇章的初步理解程度。
Step5 Reading for comprehension (15’)
1. Get the Ss to listen and repeat the passage simultaneously.
2. Present the following questions:
设计意图：听录音，意在防止和纠正学生在朗读过程中的语音错误。第三次读篇章，意在对篇章加深理解。
Step 6 Reading for further comprehension (5’)
1. Get the Ss to read the passage together loudly.
2. Discuss the following questions in groups.
What should we learn from David’s attitude towards his hobby?
Why do people usually have hobbies?
3. Share the ideas.
设计意图：
第四次大声齐读，加强对语言的暴露。同时通过四次不同形式的阅读，帮助学生深层次的理解篇章的主旨，并结合自身，进行拓展。
Step 7 Debate (5’)
1. Divide the Ss into two groups.
2. Debate: Do you think David should write more books in the future?
Group A For the opinion
Group B Against the opinion
设计意图：最后就David是否应继续他的写作作为辩论材料，让学生抒发对此类现象的不同感想，也可以此联系到“韩寒”现象所引起的盲从，引导学生理性地对待个人的兴趣爱好。
Homework
1. Write a short passage. Introduce your own hobby and what it has brought to your life.
2. Complete Activity 3 on page 7.
3. Oral work: Read the passage.
Period 3: Writing, Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: Write about one’s hobby. Improve the students’ writing ability.
2. To learn about the changing of hobbies in different time.
3. Attitudes: Saying goodbye to the bad or unhealthy hobbies.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Step 1 Revision (5’)
1. Brain storming. Present the questions one after another.
设计意图：通过头脑风暴的形式，让学生复习课文中所学的重点单词。在问答中复习，使学习更有意义，同时为下面的Writing 做好准备。
Step 2 Writing sentences (6’)
Look at the sentences of Activity 6.
Rewrite the sentences using “as well as, such as, or as a result”.
Write new sentences according to the examples individually.
4. Share the sentences in pairs.
设计意图：通过对句子的仿写和造句，加强对目标语的操练，提高目标语运用的正确性，为后面的书面表达做铺垫。
Step 3 My classmate’s hobbies (5’)
Choose a partner from a different group.
Make a survey. Ask and list as many hobbies he or she has as possible. Using the following conversation as an example.( Substitute the underlined parts as they wish)
Write a short passage called “My classmate’s hobby”. Use “as well as, such as or as a result”.
设计意图：围绕中心话题，用两人对话的形式，就个人的兴趣爱好作进一步的了解，列举尽可能多的兴趣爱好，提高目标语运用的熟练程度。
Step 4 Hobbies Recognition (8’)
List the hobbies the Ss mentioned in their compositions or that they often see on the board.
Pair work: (Also they can look at the picture on page 7 of Activity 4 for some hints.)
Classify the hobbies individually.
For adults
For teenagers
Creative
Skillful
Good for study
Bad for study
Good for health
Bad for health
设计意图： 利用教材资源，就学生真实的情况开展讨论，对兴趣爱好作再认识，提高语言运用的真实性，也为完成模块任务作好铺垫。
Step 5 Module task—Saying goodbye to bad hobbies (10’)
A letter of sponsorship---Saying goodbye to bad hobbies.
Choose an object to write a letter of sponsorship. (To teenagers/ adults/ teachers/ parents)
设计意图：通过对已列举的兴趣爱好的分类，对有关的兴趣爱好做出甄别，通过给不同的对象写倡议信的形式，提出对兴趣爱好的正确有价值取向，告别陋习。
Step 6 Around the world (5’)
Read the passage “An interest in history”.
Mention the difference of some hobbies in the past.
Discuss what we can learn from these hobbies in the past.
A useful website: http://www.britannica.com/ebi/article-202069
Some famous proverbs:
设计意图：通过对人们兴趣与爱好的变迁，引导学生正确对待过去的生活，了解过去的文化，吸收传统文化的精髓，弘扬具有民族精神的优秀的传统文化。
Homework
1． Finish the letters of sponsorship in groups and put on the board as an exhibition in the class.
2． Oral work: Read the passage of David’s special hobby and get ready to retell the passage in your own words.
Period 4: Language in use
Teaching Content: Language in use
Key structures:
Teaching Aims and Demands:
1. To understand the sentence components . (难点）
2. To practice the new vocabulary and expressions. (重点)
3. To write simple sentences with the five sentence patterns.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Step 1 Revision (5’)
Retell the passage of David’s special hobbies. Using the words given as hints.
hobbies, such as, relaxing, creative, interesting, useful, make you …, develop your.., help you…, a special hobby, as well as, a professional writer, in senior high school, in 2003, difficult to remember, should try to …
设计意图：通过对课文内容的复述，进一步对课文内容和语言点的巩固，并使语言点的运用落实在篇章之中，使运用更具意义。
Step 2 Listening (6’)
Predict. Read the five questions of Activity 7 on page 8. Predict the answer.
Listen to the tape and choose the right answers.
Listen again to check.
Call back the answers from the whole class.
Hand out the listening material. Read.
设计意图： 采用预测等听力技巧，提高听力的有效性，对听力材料的朗读，增大语言的输入。
Step 3 Complete the sentences and passage (10’)
Look at the answers to the listening practice and make as many sentences as possible to complete the sentences
Complete the sentences with the words in the box.
(1). Pair the Ss to check with each other.
(2). Share the answers in the class.
3. Get the Ss to conduct Activity 5 on page 8.
(1). Read the passage first.
(2). Ask to complete it with the words in the box individually.
(3). Call back the answers from the whole class.
(4). Read the passage.
设计意图：利用续写句子，使学生能在一定的情景中操练目标语，并提高目标语使用的正确率，再由句子与语篇，层层递进，使不同程度的学生都能较好的掌握目标语。
Step 4 Funny Time (6’)
Sentence making.
(1). Read the sentence: They sent him letters.
(2). Ask to make similar sentences with “ show, give, buy, tell, bring” etc.
(3). Funny time: Each group choose a part of a sentence to form a complete one.
(4). Make sure: S + V + IO + DO
2. What makes us happy?
(1). Brainstorming
(2). Get to know the sentence pattern: S + V + O + OC
设计意图： 利用Funny Time的活动以及造句练习，侧重于学生对句型的使用，把语法点的操练融于无意识之中，先帮助学生S + V + IO + DO，和S + V + O + OC这两种比较难掌握的句型有一个理解，为学生掌握简单句基本句型降低难度。
Step 5 Language practice (12’)
1. Read through the examples with the Ss.
2. Classify the sentences
(1). sb be
(2). There be
(3). Sb + V + sth.
(4). sb + V .
(5). sb + V + sb +sth/ sb + V + sth to sb.
(6). sb + V + sb to do sth
3. Ask the Ss to put the words and phrases in the correct order according to the sentence patterns given above individually.
4. Check the answers with them.
5. Make sure the part of speech in each sentence.
(1). sb be …
S + V + P
(2). There be + n. + prep phrase
There be + S + adverbial
(3). sb does sth.
S + V + O
(4). sb does.
S + V
(5). sb does sb sth / sb does sth to sb.
S + V + IO + DO
(6). sb does sb to do sth
S + V + O + OC
6. Write similar sentences with the models of Activity 2.
(1). Read the sentences first and make sure which sentence patterns each belongs to.
(2). Write similar sentences.
(3). Share in pairs and ask some to present the sentences on the Bb.
设计意图： 采用归类比较的方法，使学生更加明了的掌握句子的不同成份。在提供句式的基础上供学生仿写，发挥学生的自主性，也保证了正确性。
Homework
Finish off workbook exercises.
Self -assessment on page 103.
Module 2 Friendship
一. 教材分析
1 《新标准》英语采用发现式语法学习法: 呈现---提问---发现---总结, 培养学生自主学习的能力。宾语从句是初中阶段较难掌握的，在JEFC教材中出现在九年级，现提早了一个学期，所以难度较大。这需要老师很好地设计课堂教学活动。
2. 本模块以友谊为话题, 通过听力、对话和阅读材料的学习介绍了宾语从句。友谊是同学们较为感兴趣的话题，也与他们自身经历相关。借助友谊展开话题讨论, 同时培养学生关爱他人的情感。
二.教学目标
1. 语言技能目标:
听：能听懂用宾语从句表述的意义。 说：能运用不同宾语从句来询问和表达友谊。
读：能读懂阅读文章，理解语篇主题和细节。 写：能用宾语从句来写与友谊有关的短文。
2. 语言知识目标:
1) 能利用宾语从句讨论与友谊有关的话题。正确使用宾语从句的三种句式。
2) 能够理解下列单词和词组：a couple of, junior high school
3) 能够正确使用本模块中出现的四会词及短语。
3. 情感态度目标:
1) 通过对友谊的交流，掌握如何与他人交朋友，理解自己生活中情感影响的重要性。
2) 引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。
4. 学习策略目标:
1) 自主学习 能够结合个人的情况预习教材和拓展。
2) 合作学习 能够与同学交流学习心得体会，共享学习策略。
3) 通过合作讨论、游戏、竞赛等多种活动形式，体现在用中学，学而能用的原则。
4) 能利用网络上的学习资源查找信息，用所学内容进行真实交际。
三.教学重点与难点
教学重点: 正确运用宾语从句描述友谊。
教学难点: 宾语从句的引导词、语序及时态。
四.突破途径
1. 利用多媒体, 让学生在歌声中感受语言，在轻松愉快的video欣赏中输入语言，在合作学习、游戏、竞赛等活动中巩固语言。
2. 整合教材, 对教材的内容进行适当的补充、删减、调序。以话题为核心,设计多种任务活动，把知识点化难为易。将知识不断滚动、内化和外延。
3. 注重评价方式和鼓励措施，创建并使用学生“成长档案袋”。
五. 教学过程
Period 1 Unit1 Can you tell me where you’re from?
Step 1 Warming up and Leading-in
1. Let’s sing the song “Where are you from?”
2. Fill in the blanks according to the song.
eg. 1) Tony sings that he’s from China ( 一共4句)
设计意图 在学生进教室时播放一首与新授知识有关的轻松活泼的歌曲 Where are you from? 既是为了活跃课堂气氛，激发学生的学习兴趣, 又是为了能很快进入主题Can you tell me where you’re from?
Step 2 Pair work
1. Where are you from? 2.Where is your good friend from?
设计意图 联系学生生活实际，体现用中学原则。用地图操练巩固目标句型---that引导的宾语从句。
Step 3 Group work
1. Say something about my good friend Sally.
2. Report
S1
has heard that Sally…
S2
knows that Sally…
S3
says that Sally…
I
think that Sally…
设计意图 通过谈论熟悉人物 Sally, 进一步加强目标语的操练。同时，相互交流和帮助又培养了合作精神。
Step 4 Presentation
1. Free talk
2. Listen and find out:
(事先交代情景: Ann’s classmate Bill called Ann. But Ann wasn’t in. Ann’s mother answered the phone.)
Expressions of making telephone calls:
设计意图 新语言项目在情景中自然呈现，通过多媒体演示, 比较中、英文打电话的不同用语，引导学生判断、总结, 从而达到理解、学习并运用语言的目的。充分体现了学习的过程。
Step 5 Practice
1. Listen and find out how many people you hear. (Turn to page 10-1)
2 . Listen and number the order. (Turn to page 10-2)
3. Make a telephone call.
Mr. Wang telephoned Father. But Father wasn’t in. You answered the telephone.
（用两只电话机让学生在课堂上表演）
4. U3 Activity 5, 2, 3, 4
设计意图 在常规听力练习中进一步提高学生听的能力，在尽可能真实的情景中巩固打电话用语。
Step 6 Presentation Why does Sally call Chen Huan?
设计意图 激发求知欲望。顺利进入新课的学习。
Step 7 Listening and reading: (Turn to Page 10-3)
1. Listen and answer the questions:
2. Read and answer (必须用宾语从句回答)
3. Read and check (√)the true sentences. (Turn to Page 11-4)
设计意图 听读两方面入手，由易到难，层层推进，重视对学生学习能力和技巧的培养。
Homework
1. Listen and read after the tape for 15 minutes.(P10-3)
2.通过因特网等途径课前收集有关运动员刘翔的资料。
3.给好朋友打个电话,告诉他/她你喜欢做什么。
设计意图 1.英语是一门语言，而语言是用来交际的。只有多听、多读，才能让我们的英语说得更加流利，掌握得更加牢固。
2. 让学生学会一切可利用的资源来获取更多的学习信息。学习活动由课堂向课外延伸。
Period 2 Review Unit 1 and finish Unit3 ( 2,3,4,5)
（教师准备两只话筒和一个抽奖箱。）
Step1 Revision
1. Match the words with their meanings.
2. Ask and answer the questions about the words in the box. (Turn to p11-5)
设计意图 由单词的复习过渡到句子的复习，既培养学生在语境中理解、识记单词的能力，又为新课的学习起到较好的铺垫作用。
3. Funny time
教师准备好一个抽奖箱，箱子里事先放入一些写有活跃气氛的简单句的纸条。两个学生一起上去，一个在箱子里抽取一张纸条，大声读。另一个学生重复。让学生们在笑声中复习知识。
Step 2 Presentation Interview your teacher
假设10年后，你参加工作，当了一名记者， 回来看望老师。学生自由向老师提问, 老师重复学生的问题, 很自然地引出新知识---疑问句的宾语从句。 eg.
S1: Miss Ni, do you still like teaching English?
T: S1 wants to know if I still like teaching English. I’m glad to tell you that I like teaching English very much.
设计意图贯彻从师生交流到生生交流的原则，在体现学生自主学习的同时，注重教师的示范作用。
Step 3 Practice
eg. Please help the old granny. Something is wrong with her hearing.
设计意图 1） 在学新知识时, 适当的机械操练是十分必要的。特别是对部分语言能力相对较弱的学生来说，在机械操练中体会、琢磨并理解新知识是很有效的。
2） 德育渗透，融思想教育于语言教育，培养学生尊敬老人，助人为乐的精神。
2．回到课本Read Activity 3 again and find what Chen Huan asks.
3．Pair work 谈论学生自己的的爱好。
设计意图 由易到难：从机械操练到课内语言重复再到学生实际问答，最后拓展到课外。
From
Shanghai
Birth
1983.7.13
Height
1.88m
Weight
74kg
Sports
110m hurdles
Step 4 Talk about Liu Xiang
eg. S1：Liu Xiang was born in Shanghai.
S2: What does S1 say?
S3: He/she says (that) Liu Xiang was born in Shanghai.
Step 5 Group work
1. Discuss
What else would you like to ask Liu Xiang? 屏幕上是滚动出现的有关运动员刘翔的照片。
2. Report
In our group
S1 wants to know if Liu Xiang ... S2 asks whether he ...
S3 wonders wh... I would like to know if…
设计意图 展示学生熟悉的、崇拜的人物的照片， 激发学生的学习兴趣。由于是学生崇拜的人物，因此学生也更乐于参与到英语学习中来。此活动在提高学生积极性的基础上，培养了他们团结协作的精神，当然也非常巧妙地让学生在活动中操练语言，巩固了本模块的主要句型。
Step 6 A Face-to-face Interview
Suppose Liu Xiang has come to Jinhua. You are a reporter from Radio Zhejiang. Now there is a press conference(记者招待会). Try to make a face-to-face interview with Liu Xing.
设计意图 设计采访活动能激发学生的想象力和创造力，培养学生用英语思维的能力，实现了学以致用的目的。能充分发挥学生的主体意识，培养学生收集信息的能力。能扩大学生的知识面，并在完成作业过程中增强对名人、对民族英雄的钦佩之情，进而产生学习名人、民族英雄精神的思想。
Homework
1. (二者选一) A: Write a dialogue about the interview with Chen Huan.
B: Write a dialogue about the interview with Liu Xiang
2. Workbook 3, 4, 5
设计意图 分层次作业，鼓励有能力的学生学会利用词典来增加词汇量。
Period 3 Unit 2 Friendship
Step 1 Warming up : Enjoy the song “Friends”.
设计意图 让学生在歌声中感受语言，在轻松愉快的语言活动中输入语言。让他们在做中学，在玩中学, 在唱中学，在快乐中学习。
Step 2 Presentation
1. What do you think of when you see this picture? (laugh, bright, friends, not lonely, happy…)
设计意图 教学生词，为下面的讨论做铺垫。
2. Discuss
设计意图 通过对这3个问题的分组讨论，使学生对所要了解的阅读材料的相关背景知识有一个感性认识，减少阅读障碍，为学生理解材料打下良好的基础。
Step 3 Read and answer
1．Fast reading
设计意图 1.在阅读前设置问题,能有力地激起学生的阅读欲望。
2.用快速阅读来培养学生整体获取信息的能力，以适应高速发展的信息社会的需要。
2．Careful reading
（Turn to page 13 –Activity 5）
设计意图 1.分步阅读使学生有充足的语言输入，从而有利于学生进行目标语言的输出。
2.理清思路, 获取细节的信息, 培养学生的细读能力, 符合循序渐进原理。
3.重点理解课文中的目标语句。
Step 4 Discuss （Turn to page 13 –Activity 6）
1.What gift have you ever got? 2.Why is the opening surprising?
3.How does Zhang Bei describe her feelings? 4.What advice does she give?
设计意图 进一步熟悉课文，整体理解课文。
Step 5 A Guessing game
假设班里某个同学的好朋友就在教室里, 请他/她到前面来, 回答其他同学的提问, 猜出这位好朋友。.当然，猜测时学生必须用宾语从句提问。
eg. Could you tell me whether your best friend is a boy or not?
设计意图 学生喜欢的游戏可以唤起学生的积极的思维活动, 挖掘他们学习英语的潜在能力。将知识融于游戏中，既可以调动学生说的欲望，同时又培养了他们的注意力和记忆能力。而且猜的游戏能使上下环节过渡自然，使整堂课的结构紧凑、连贯。
Step 6 Free talk
1.Who is your best friend?
2.How did your friendship start?
3. What did you do together to have fun?
4.What could change things?
设计意图 适度自由的交际不仅可以为学生创造一个说英语的环境，激发学生说的愿望，还可以复习所学知识。为写做铺垫。
Homework
1.Write a passage about someone or something which changed your life. ( Including3~5 object clauses.)
2.Listen and read after the tape for 15 minutes.(P12-2)
设计意图 初中生不仅要发展听、说、读的能力，而且写的能力也不能忽视。从模仿开始，在长期的锻炼下，相信学生以后会写出流畅的英语短文。
Period 4 Review Unit 2 and finish Unit 3 (1,6,7,8)
Step1 Memory challenge
(Have a competition between boys and girls)
1. Could you tell me? How old was Zhang Bei at that time? 先将两句合并成一句, 然后回答。
Could you tell me how old Zhang Bei was at that time? Yes. She was 13 years old. ……
2. Do you know? Can you find the answers? 先将两句合并成一句, 然后找答案并连线。
设计意图 新课标指出，学生是学习的主体，不应该以教师的带读来代替学生的自己的感悟与实践，而应该让学生通过游戏、比赛等活动自己来理解感受，最终自然习得。此活动运用学生的好胜心理，训练了学生的记忆能力，也调动了学生的积极性， 同时也复习巩固了Unit 2中出现的一些重点句型。
Step2 Watch a video
Be Sunwukong and try to find the difference between orders.
1. What is the problem? I wonder what the problem is. ( 一共6组句子)
操作说明 第一步: 让学生观看VCD。
第二步: 学生讨论并小结。特殊疑问句作宾语从句： 1.用疑问词引导。 2.从句用陈述句语序。
第三步: 再让学生观看video, 此次边看边练习, 中途要使用暂停。如：
1. What is the problem? I wonder 暂停，让学生回答what the problem is.
设计意图 1.video 是学生比较容易接受的语言形式，有一定的趣味性，在欣赏的过程中及时思考，也具有一定的挑战性。
2.借助多媒体演示，把枯燥无味的学语法过程趣味化。让学生通过仔细观察、对比来发现目标语言现象，突破教材的难点--宾语从句的语序。而且注意语言的滚动，增加学生的语言积累。
Step 3 Discuss
1. Do you have friends on the Internet?
2. What do we call friends on the Internet in English? （e-pals）
3. How often do you write to your e-pals / pen friends ?
4. Which do you like best, a pen friend , an e-pal or a friend in real life? Why?
设计意图 根据学生的生活实际，以及p17 – Around the world. 设计各种有趣的问题，让他们讨论，充分调动学生的积极性，发挥他们的主体性，让他们在学习中生活，在生活中学习，以达到教与学的最佳结合。
Step 6 Enjoy “Be kind to all of your friends” and answer
1.Could you tell me whether it is a rap or not?
2.Do you know what it is about?
临近下课, 欣赏一首歌，既把整堂课的气氛推向高潮，又为下面的讨论和写作做好了铺垫。
Step 7 Pair work
What should a good friend be like? I think that a good friend should…
Homework
Write an e-mail to tell your friend what a good friend should do.
eg. I think that a good friend should … My mother told me … My teacher said …
设计意图 在学生感知大量语言信息材料的基础上,进行归纳总结以达到语意重建, 从而进一步提高语言表达能力。
Period 5 Finish module task and workbook
Step 1 Homework show 用幻灯片展示部分学生的家庭作业。（不一定是优秀学生的作业。）
设计意图 鼓励学生尤其是学困生，对自己有信心，不要放弃英语。
Step 2 Presentation Would you please help the old granny again?
设计意图 突破难点：主句过去时, 从句也要改用相对应的过去某种时态。
Step 3 Brainstorming
1.What did Zhang Bei say? She said that ……
2. What did the boy say? He said that ……
设计意图 利用U2中的语言材料，复习操练宾语从句。
Step 3 Practice and think
操作说明 1. 一起做课件中的练习。
2．看书。Turn to p148 “Guide to language use”---宾语从句
3．讨论总结。
设计意图 1.语法学习是语言学习中必不可少的环节。 在语法教学中，有必要把学生接触过的某一类语法现象的点点滴滴进行归纳，由点到面，建立系统。
2. 让学生自己找规律归纳总结宾语从句。这一过程培养了学生独立思考的能力。而且学生自己总结出来的规律就会记牢，不易犯错。
Step 4 Do exercise : Workbook 1, 2, 6, 7, 8, 10 and 11
设计意图 通过适量的练习，巩固强化所学知识。进一步测试学生的笔头输出语言情况。在这一过程中，积极思考，及时反馈。在反思、顿悟和自醒中，不断调整自己的学习策略。
Step 5 Problem solving
Name
Difficulties
Solutions
设计意图 在传统的教学中，老师总是充当主角，罗列出课文的重点、难点进行讲解，学生只有被动接受，学习主动性受到很大的限制。设计这个环节是为了帮助学生提高学习的主动性，学会自主学习并大胆质疑。
Step 6 Questionnaire （Turn to page102-9 ）
Can you tell me if you are a good friend？
Step 7 Discuss
1. How can you be a good friend?
2. Tips on friendship(友谊秘诀)
3. What can we learn?
设计意图 这3个问题的讨论为学生提供了一个进行广泛思考的机会。由于答案的开放性，学生的思维得以拓展、延伸。
Homework: Making a wall newspaper about friendship. ( Including three to five object clauses.)
设计意图 1. 设计友谊墙报。这一任务贴近学生真实生活，引起学生的共鸣和兴趣，激发学生的求知欲，促使学生产生学习的内驱力，充分发挥学生的想象力和能动性，主动地融入到语言学习活动中去。体现了用中学，学了用的任务型理念。
2. 在本模块各单元的学习中，通过“词――句――篇”的层层推进，大部分学生已能初步完成了单元的核心任务，学困生也在小组活动、全班活动中获取了不少帮助，在不同基础上都获得了进一步的发展。
Module 3 On the radio
一、 教材内容分析：
本模块以电台广播活动为话题，通过对广播台的参观，文本主人公幼年时对广播收听的喜爱，长大后从事于广播事业继而成功的一系列事件展开。以求掌握动词不定式及动词的现在分词形式做宾语的句式；把握与电台广播相关的词汇及日常用语；并通过文本的学习能够放眼实事，领会成功人士光环背后所需付出的努力与勤奋。
二、教学目标：
(一)语言知识目标
⑴词汇：presenter/reporter /article /manager /result /score /rain /prepare /glass
⑵日常用语：We decide what to listen to and what to see./We’d like to thank you./ I enjoy showing…around.
⑶语法：remember to do/doing… /would like to/enjoy doing/stop doing/keep doing/
⑷话题：讨论有关电台广播的相关话题以及名人的奋斗史。
(二)语言技能目标
⑴听：熟练理解文本内容，并能通过课文听说训练，理解简单的英语广播播报。
⑵说：通过课文文本的学习，辅以问答及讨论的形式反复操练，学会复述课文，并能简单讲述某名人的奋斗史。
⑶读：提高泛读能力，掌握文本精华。
⑷写：撰写自我感兴趣的广播稿或撰写当前媒体名人的早年经历。
（三）情感目标
在课文文本的学习中，加强团队合作精神，调动学生的良性竞争意识；了解有关电台实况转播的要素，以及技术发明对人类文明发展的切实意义；了解当下名人成名的奋斗史，用理性的思维体会成功光环背后的努力勤奋与付出。
三、教学重点：
(一) 掌握文本的相关词汇及日常用语。
(二)掌握动词不定式结构及动词的ing形式做宾语的句式。体会并掌握动词不定式结构多表将来发生之事或目的；而动词的ing形式表示正在进行，或一般性、经常性的行为。可以通过反复操练区分并掌握两者的不同用法。
(三) 能选用自己感兴趣的话题进行撰写并播报，简单撰写某名人的一端早年经历或成名史。
四、难点突破：
(一)了解动词不定式结构及动词的ing形式间的区别，通过造句或会话操练加深认识。
(二) 领会remember, forget, stop, go on等词后接动词不定式及动词的ing形式后产生的不同含义。
(三) 通过文本学习，正确运用一般过去式描述他人的某段经历并予以表述。
五、课时安排：
Period 1: Unit One
Period 2: Unit Two
Period 3: Unit Three(1)
Period 4: Unit Three(2)
六、分课时教案：
Period 1:
Unit One Remember to look out for the red light!
Step I Lead-in
Show a picture, lead-in the topic of this unit.
Play a VOA.
Talking. (Talk about listening to the radio.)
Step II Listening and vocabulary
New words learning.
Listen to the conversation and answer some easy questions.
Step Ⅲ Reading
Read the conversation .
Answer the questions.
Read the conversation again in groups.
Step Ⅳ Exercise
Finish EXE.5 p19
Period 2:
Unit Two I remember sitting close to the radio.
Step I Warming up (Vocabulary)
1. Review period one
1) Showing some pictures and let the students recall some important words learnt in Period One .
2) List out some radio programmes by giving moving-pictures.
2. Lead-in some new words by showing different pictures or objects.
“manager / presenter / voice / article / earphone / microphone / Internet radio / glass / a pair of ”
Step II Leading-in the paragraph
Play Mp3 which is related to the text (a short story of Peter), while playing the information , showing pictures.
Try to catch some information by listening to the Mp3.
Step III Listening to the paragraph
1. Give out some easy questions, let the Ss catch the answers to each question by listening.(can take notes if it’s necessary)
1. where was Dick at the beginning of the story? He was in a radio studio.
ii. Did he enjoy listening to the radio when he was young? How do you know? Yes,he did. Because he always sat close to the radio and listened to it.
iii. What did Dick and his friends prepare at junior high school? They prepared the weekly programmes on the radio.
Step IV Skimming and Scanning
1. After reading, tell me two important events happened in the text.
i I went to WXBM to find a job in radio.
(from “How old are you?” to “He asked” and from ”OK, come with me” to the end.)
ii My great interest in the radio when I was young.
(from “How could I explain?” to “out of the window”)
2. And answer me some questions.
i Why did Dick ask for jobs in radio station?
ii What did Dick do after he went into the radio studio?
Step V Discussion Time
1.Divide the class into 4 groups with 5 Ss each, every group please discuss and find out some questions to ask in line with the text, they can ask their classmates or the teacher.
Eg: 1.How old was Dick when he first met the manager?
2.What does “in person” mean?
3.What did he do with his father’s computer? Why?
4.How did he prepare the weather report?
(Give the students some example questions to ask.)
2. Free-asking Time
Step VI Read the text out
1. Read the text out loudly.
Step VII Home-work:
1,Read the text and try to retell it.
2,Finish off workbook P105 Exe5
Period 3:
Unit Three Language in use (1)
StepⅠ Practicing
Show students the sentences with to or –ing, and practice them.
Ask Ss to think over other words that followed by to or -ing .
Make some sentences.
Step Ⅱ To and –doing Exercises
1. Put the words that Ss have listed in the correct columns.
2. Finish EXE.1
3. Find more word or phrases that followed by to or –ing.
4. Finish EXE.1&3 in WB p104
Step Ⅲ Have a try(pair work).
Give Ss a topic and an easy example, ask Ss to do it in pairs.
Step Ⅳ Exercises Time
Finish EXE. 3&4&5 in SB p23.
Check the answers.
Period 4:
Unit Three Language in use(2)
Step I Revision of grammar.
1 Listing Game.
a) Let the Students list the Vs followed by “-to do” and the Vs followed by “-doing”
a. agree / decide /learn /need/want /would like /…
b. keep /enjoy / practice /finish/ how about/ be good at …
b) the Vs followed by “to do” or “-doing”.
a. remember /forget /stop /hate /like /love /…
b. start/ begin /continue /…
c) Choose one V to make up some sentences one by one
2. Group-work . (Choose some of these words to talk.) Eg:
Student A: I enjoy playing chess. Tom, do you want to play chess?
Tom: Oh, I don’t want to play chess, I decide to go shopping. Peter,do you agree to go shopping with me?
Peter: Ok, I agree to go with you. How about asking Rose to go with us ? …
Let the students ask and answer one by one. Just like “ Student A→ Student B→ Student C→ Student D”.
Find out and tell the differences between the same Vs followed by “to do” or “-doing”:
1. Angel likes to go shopping this Sunday with me.
Angel likes going shopping with me.
2. Don’t worry! Tina remembers to buy a gift. She will go this evening.
Tina remembers buying the gift. But she forgets how much it was.
3. They start to visit Radio Beijing.
They start visiting Radio Beijing.
Let the students find the differences among these words
3. Finish off Workbook P104 exe 1,2,3
Step II, Revision of text.
1. Showing some pictures related to the text and ask the Students to talk about these pictures by using their own words, try to recall the text.
2. Try to retell the text .
Step III Writing and speaking.
1.Showing some new and old pictures of two stars (Zhou Tao and Song Zuying),talk about their early lives, try to find out why they can be so successful nowadays.
2. Let the Students show some information about their favorite stars which were prepared before the class.
2. 4 Students a group to choose one of their favorite ones to discuss and write his(her) early experiences on their exe-books (can use imaginations).
3. Present.
Step IV Homework.
1,Write down their favorite star’s early experiences and their own feelings on the exe-books.
Module 4 New technology
一 教材内容分析
本模块以新的科技产品为话题，把焦点放在对科技产品的如何使用上，话题贴近学生生活，学生对科技工艺产品的介绍比较感兴趣，比较容易开展活动。教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生规划的教育。
二 学情分析
七年级（下）Module10已经学习过对电脑相关情况的介绍，本单元可以在七年级此模块的基础上引进科技产品的说明这个话题，这是学生很熟悉也是较感兴趣的话题。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。
三 教学目标
1语言知识目标：我列出本模块相应的这些词组、短语和句型；本模块的语法是“If从句+祈使句”的句子；功能:
介绍手机、照相机、电话等科技用品；话题:以学生为中心，以介绍手机、数码相机、电话等科技用品为话题。
2技能目标
语言技能目标
听:懂有关学习介绍的简短对话， 提高学生实际应用能力。
说:能利用if 句型介绍产品的使用说明；流利地说出本模块的生词、短语。
读:能阅读包含if句型的有关使用说明的简单文章。进行简单的阅读技能训练。
写: (1)能用if句型写出简短的介绍科技产品的使用说明的句子；
(2)能用参考词造句。
语言运用能:向全班做有关产品使用说明的介绍，并模仿做一个产品的推销员
生活技能目标:能妥善处理突发事件，冷静、沉着。具体自我保护意识。
3学习策略目标
不断提升自主学习能力，加强交际、信息处理、英语思维能力。
认知策略: 联系，归纳，推测等技能。
调控策略: 从同伴处得到反馈，对自己在叙述及作文中的错误 进行修改。
交际策略: 学习运用恰当词语介绍有关产品使用说明
资源策略: 通过其他资源获取更多产品介绍的信息。
自学策略: 借助词汇图掌握单词，形成话题联想的习惯。
合作学习策略: 关心身边的生活环境，能互相介绍有关生活中的 用品。
其他：培养联想能力，如场所与功能的联系。
4文化意识目标：
在中外对比中，了解Internet café 情况，了解Internet café 在国际的使用情况。
5情感态度目标
培养学生热爱生活，细心观察生活的细节。参加各种英语活动，克服困难，在新环境中进一步树立正确的语言学习观。
四、重点和难点
1 教学重点
（1）重点句型： “If从句+祈使句”的句子
（2）重点话题： Introduce new technologies; Learn to how to protect themselves when they are in danger.
2 教学难点
（1）掌握if句型。
（2）能用英语介绍生活中的科技用品。
3 突破途径
以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。
五、教材处理
1 核心任务：能够运用所学知识介绍生活中的科技用品。
三个环节如下：
pre-task：学生联系生活实际，激活背景知识。
Task-cycle：通过整个模块的听说读写的训练，强化“介绍 科技产品”的表达能力，为完成核心任务做好铺垫。
post-task： 达成任务，展示成果，自我评价，反馈学习情况。
2 课时安排
第一课时：Unit 1: Vocabulary and listening
第二课时：Unit 2: Vocabulary and reading
第三课时：Unit 3: Language in use1-7
第四课时：Writing, Speaking, Around the world, Module task
第五课时：Self-assessment, analysis of Ex.
第一课时：Vocabulary and listening (Unit 1 Activity 1~8)
Step 1 Brainstorming：
从本单元的题目new technology 入手，利用学生已有的认知水平 进行头脑风暴，并引入新单词（video, video, recorder etc）主要为下一步教学做好准备。
Step 2 Which suggestion do you give?
通过简单问答，从听开始介入if的从句，让学生有一个比较的直观的认识。引入new words（press, button, copy, memory, turn on, play recorder）.通过model训练学生的发散性思维.
Step 3 Lead –in: instructions of computer
Computer属于new technology，温故知新，对本单元能过起到过渡的作用。
Step 4 Presentation
实物的教具非常直观，它具有可操作性，可以在教里直接进行演示，可以引入相应的instructions，另外，并不是每个学校的每个班级都有多媒体，使用实物教具可以取得事半功倍的效果。
Step 5 Listen and read
在常规听力练习中进一步提高学生听的能力，充足的输入，更有利于学生进行目标语言的输出。如果可能的话，把不同的按键涂成相应的颜色，让学生更好的理解课文。
Step 6 Answer the question
学生可以根据问题的回答充分的熟悉课文， 通过学生的个别回答，可以提高学生的口头表达能力和语言的组织能力 ，这是语言的有效输出。
Step7 Reading and speaking
让学生听磁带，增强他们的语感，培养学生良好的语音，语调。还要培养学生良好的朗读习惯（默读、集体朗读、个别朗读）。还可以培养学生的表演能力。
Step 8 To be a salesman
使用 mobile phone 是Unit 2 的相关环节，学习它， 能够起到承上启下的作用。
Step 9 Homework
适当的抄写和阅读是必需的，作文在课堂里已经进行过讨论，所以大部分学生有能力掌握，他们并不会感到困难。To be a good salesman,跟学生的生活实际相结合。
第二课时：Vocabulary and reading
Step1 check the homework
这部分既是check the homework，同时也是Unit 2 第一部分的内容。如果学生在课前预习过该部分内容，那完全可以利用好这个环节，节减上课的时间，提高上课的效率，教与学双赢。
Step2 Lead –in
利用学生生活身边可能发生的事情，比如狗咬人的，如果该狗是狂犬病，他们应该如何处理？加强学生对突发事情的反应和处理的能力。
Step 3 Making up a story
可以充分地发挥学生的想象力，自主学习和合作学习相结合。这些图片跟课文有密切的联系，学生熟悉他们。对理解课文有很大的帮助。让学生对具体的文章内容不 觉得陌生。
Step 4 Reading
1 Herry Jackson meets the same situation as you. Let’s see how he does? Read the passage and answer the questions.
根据故事的时间、人物、地点、起因、经过、结果等进行提问，让同学们掌握相应的阅读技巧和策略。
2 Read the passage again, choose the best answer.
加大问题的难度，进一步地理解课文,加强学生的推理和归纳能力。
3 Retell the story in English.
学生根据图片Key words或进行复述，可以降低难度， 故事的复述更具有流畅性，针对性和目的性。通过复述，学生能够熟悉课文，锻炼学生的口语表达能力，考虑到学生的个别差异性比较大，水平参差不齐，适当的话可以参考课文，充分展示他们的成果，这是有效的语言输出。
4 Expand
“学以致用”是我们的学习目的。学生要学会处理生活中的突发事件，具有应变的能力，并采取妥善的措施。学生要学会如何的保护自己和他人，遇事要保持冷静的头脑。
Step 5 Homework
要多阅读课文，联系学生生活实际，引导学生关注生活环境, 用中学。
第三课时：Language in use 1-7
Step 1 Investigate what your response is.
多说 if 的句型，熟练生巧。 提高学生说的能力 。
Step 2 Complete the sentences
下个单元讲的是If 条件状语从句的主从句的时态，这里讲的起到铺垫的作用。
Step 3 write instructions
要学生多写，落实好“双基”。
Step 4 Group competition
以小组竞赛方式进行归纳和小结，易于启发学生的学习。能够很好复习和巩固课文，让学生没有重复感。
Step 8 Homework
要学生知道新的技术给我们带来了什么好处，科学技术是第一生产力。同时为第五课时的辩论赛作好准备。学生的学习也要反馈，做到查漏补缺。
第四课时： Writing, speaking, around the world, Module task
Step 1 Listen and repeat
进一步进行听力的训练，增加学生的语感。
Step2 Writing
要培养学生良好的写作习惯。有些学生很怕写作，因为他们觉得太难，要消除学生对写作的恐惧感，应该由易到难，层层深入，循序渐进，培养他们的写作兴趣，能够取得事半功倍的效果。
Step 3 Work in groups
把学生分成四组，每两组的学生具有不同的任务， 让学生进行小组讨论，充分的交流与合作，让每位同学都知道如何去写。能够资源共享，在课堂上完成写作，单位时间里提高了教学和学习的效益。
Step 4 Around the world
Step 5 Homework
学生的学习要及时的反馈，新的技术有他好的一面，也有坏的一面，学生要客观地分析问题，不能够一刀切。同时为第五课时的辩论赛作好准备。学生的学习也要反馈，做到查漏补缺。
第五课时：Self-assessment, Exercises
Step1 Sharing the story
让学生充分分享他们自己在课外收集起来的资料，满足学生表现的欲望，加强同学们之间的感情交流。
Step 2 Making a debate
辩论赛的形式能激起学生的学习热情。因为在前面对这个话题有所准备，相信学生能够做的好。
Step 3 Additional exercises
Step 4 Self-assessment
自我反馈、自我评价、自我改进是非常必要。这是学生自主学习的重要体现。
Step 5 Homework
在课内，通过“词――句――篇”的层层推进，优秀生已初步完成了单元的核心任务，学困生也在小组活动、全班活动中获取了不少帮助，为他们能顺利完成单元任务打好了基础。在设计中，教师以课内任务的不同达成度为基点，布置其他不同层次的作业，使之在不同基础上都获得发展。
Module 5 Problems
教材内容分析
在第四模块中学生已经学了“if条件状语从句+祈使句”的句式，本模块通过以提出问题的形式以及为问题提供解决问题的建议的方式来继续学习条件状语从句，即“if条件状语从句+一般将来时态”。运用真实的话题来开展听说读写的教学活动。教学内容为语法的学习和使用提供了必要的感性材料。要求学生能够用含有if引导的条件状语从句的主从复合句来描述问题以及提供解决问题的建议。
一、 教学目标
1、 语言技能目标
（1） 能够听懂对问题的陈述。
（2） 能够复述对问题的描述。
（3） 能够读懂有关描述问题的文章，掌握文章的大意。
（4） 能够结合例文进行对problems 和advice 的写作。
2、 语言知识目标
（1） 能够正确使用下列单词chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal
（2） 能够正确使用下列词组 be able to, all together, at the end of, take off, at least, pocket money, after all, help sb. with sth., hurry up
（3） 能够正确使用含有if引导的条件状语从句的主从复合句
1、 情感态度目标
通过本模块的学习来教育学生要做一个诚实的人。
一、 教学重点与难点
1、 教学重点
（1） 重点词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal
（2） 重点句型：
If I play well, I’ll play the solo.
If the teacher chooses Kylie, she’ll play the dance music.
If she becomes a star, her parents won’t send her away.
(3) 话题：Problems
2、 教学难点：
（1） if引导的条件状语从句用一般现在时态，主句用一般将来时态
（2） 问题的描述以及建议的提供
二、 课时安排
第一课时 Unit 1
第二课时 Unit 2 Activities 1,2&3
第三课时 Unit 2 Writing; Unit 3 Activities 6,7,10,11&12
第四课时 Unit 3 Unit3 Activities1,2,3,4,5,8,9,Around the world,& workbook
三、 教学过程设计
Period 1
教学内容：Unit 1 Activities 1,2,3,4,5,6&7
词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam
句型：if条件状语从句+一般将来时态
Step 1 Lead-in
Ask: 1) What’s your hobby? 2) Do you like dancing?
3) What do your parents think about it?
4) Would they like you to spend time dancing?
Say: Now let me tell you something about a girl called Lucy. She is a schoolgirl.
教师边说边把生词打在屏幕上，用这种方法来导入本课中出现的词汇，可以让学生猜猜这些词汇的意思，然后再在屏幕上打出这些词汇的词性以及中文意思。并引出本课句型If she spends too much time in dancing, her parents
will punish her.（板书）
Step 2 Listening (Activities 1&2)
So Lucy has a problem. Do you know what problem she has?
(If she spends too much time in dancing, her parents will punish her.)
Tony has a problem, too. Now let’s listen and decide what the problem is. (Play the tape.)
Now answer the questions. Use the words in the box to help you.
(books open). Then listen again and check.
Step 3 Listen and read (Activities 3,4&5 )
Here is a conversation between Betty and Sally. They’re talking about their friend Kylie. Kylie also has a problem. Listen carefully and try to tell us what problem she has. (books closed)
这环节如果学生有困难，可以让他们小组讨论，然后给出答案。
Look at Page 35. Listen and complete the table. Check the answers.
总结if句型，即if引导的条件状语从句用一般现在时态，主句用一般将来时态。
Look at Page 34. Read the conversation. Then do Activity 5.
Step 4 Language Points and Everyday English
把本单元的language points和Everyday English打在屏幕上，朗读后让同桌学生用其中的三到四个编一小对话，在全班同学前表演。
(Activity 6中的四个句子穿插到Activity 3的对话朗读时进行。)
Homework
Write out the problems you have with your parents, friends, schoolwork, sports or hobbies.
Describe the problem and talk about solution.
Eg. My teacher says that if I don’t work harder, I won’t do well in my exams.
Period 2
教学内容：Unit 2 Activities 1,2&3
词汇：truth, prove, honest, onto, terrible, realize, virus, mend
阅读：读懂描述问题的文章，掌握文章的大意。学习如何呈现问题以及针对问题所提出的解决问题的建议，为下一节写作课做好铺垫。
Step 1 Revision
1 Greetings
2 A survey
Ask students to make a survey. Talk about the problems they have with their parents, friends, schoolwork, sports or hobbies, etc.
（这一环节既检查了上一堂课布置的作业，又是一个热身活动。也可以通过师生间对话的方式进行此项活动，并在活动时导入本单元的词汇。）
Step 2 Pre-reading
Do you work hard at your lessons？ Do you like computer games？What do your parents say about computer games？
Ask the students to work in groups of four and discuss these questions.
Step 3 Reading (Activities 1,2&3)
1. Global reading
Students read the letter and the answer. Choose the problem and the advice. They can also discuss with their partners. They must try to give the reasons.
（要求学生说明选择的依据，目的是帮助学生分析细节与整体的差别，关注学生阅读策略的培养。）
2. Detailed reading
Students read the letter and the answer again and finish Activity 2&3. (First students do them by themselves, then share the answers with their partners.)
（本环节所涉及的不只是细节的理解与判断，同时还有归纳、推理和逻辑。因此，在次此环节中，要求学生先独立思考，完成练习；然后分享讨论结果，总结阅读技巧和规律。）
3.Problem solving
Students work in groups of four again, try to find difficulties and discuss together. If there are any problems, they may ask the teacher for help. At last share their work with the whole class.
（这个环节是为了帮助学生提高学习的主动性，学会自主学习的方法，逐渐形成比较完善的阅读学习策略。）
Step 4 Discussion
If the computer game doesn’t leave a virus on the computer, what do you think Steve will do? Do you think he is right?
(通过这一环节的讨论，培养学生诚实做人，勇于承认错误，有错就改的优良品质。)
Step 5 Homework
Finish Workbook Exx10&11
Period 3
教学内容：Unit 2 Writing; Unit 3 Activity 6,7,10,11&12
词汇：hurry up, dishonest, shelf, steal
Step 1 Revision (Activity 4)
Steve has a problem. Do you remember what problem he has?
Now please say: 1) what Steve did and when.
2) what the problem is
3) what happened next
4) what Steve should do
Now write the answers down.
Then share the answers with your partner, correct the mistakes your partner has made.
Ask some students to share their answers with the whole class.
Step 2 Writing (Activities 5&6)
Think of one problem. Write a short letter to Diana describing the problem. Use the stages in Activity 4 to help you.
Work in pairs. Read each other’s problem letters and write a reply, giving your advice.
Step 3 Reading and writing (Unit 3 Activities 6&7)
Work in pairs. Read the problems, and discuss advice for each problem, then give advice.
Step 4 Task
Work in pairs. Think of and write a problem.
Work in groups. Read your problem to the group. Discuss advice for each problem. Decide who is going to write the advice for each problem.
本堂课的设计有两个步骤。第一步是句子的写作，第二步是语篇的写作。第一步为第二步作好准备，这种递进的方式对于英语基础不好的学生尤为有用。在基本掌握了含有if的条件句的复合句的用法后，通过写作，能够将所学知识进一步巩固和强化。
Homework
Put the problems and the advice on a poster.
（这部分的作业可以在第二天收起来后，在班里展示。）
Period 4
教学内容：Unit3 Activities1,2,3,4,5,8,9, Around the world,& workbook
Step 1 Grammar practice
If I play well, I’ll play the solo.
If the teacher chooses Kylie, she’ll play the dance music.
If she becomes a star, her parents won’t send her away.
Activity 1 Students can discuss these three sentences in pairs. Then share them with whole class.
Activities 2&3 Students finish these two activities alone. Check them with their partners.
本活动主要让学生熟练掌握“if条件状语从句+一般将来时态”的句式，也可以把这种句式与“if条件状语从句+祈使句”同时训练，进行比较，以达到不断巩固和复习本模块的重点和难点的目的。
Step 2 Vocabulary
Activity 4 Students finish it alone. Then act the conversation in pairs in front of the class.
Activity 5 Students finish it alone. Then check it with their partners.
本活动通过说和写的语言输出训练，使学生能够进一步巩固单词，培养学生的语篇意识。在活动中培养学生的分析能力和逻辑思维能力。
Step 3 Listening
此活动为听力训练。
Activities 8&9
Step 4 Workbook
Finish workbook exercises.
Homework
Finish workbook Exx 8&9
Module 6 Entertainment
一、 单元教学内容分析：
1.《新标准》英语采用发现式语法学习法:呈现---提问---发现---总结, 培养学生自主学习的能力。直接引语和间接引语在JEFC教材中初中阶段并没有单独作为一个独立的语法体系加以呈现，是高中要求掌握的一个重点，现在初二阶段就提出来，不管是老师还是学生都感觉到难度较大。这需要老师很好地设计课堂教学活动。
2.本模块从学生兴趣的话题切入，谈论自己所喜爱的电影、音乐、电视节目等以及名星，在与他人分享的过程中转述他人的话，从而掌握从直接引语向间接引语转变的表达方法及注意点。
二、 学情分析：
1. 知识基础：由于这一届八年级在七年级时Go for it 教材中已涉及到电影方面的内容，八年级M10也了解了一些相关的东西，但毕竟对电影内容的转述难度较大，相当一部分学生缺少丰富的语言基础和信息积累，所以对某些任务的完成有一定的难度。
2. 思维能力：有较强的记忆力和模仿能力，
有待培养知识的扩展运用能力。
3. 认知心理：有较强的求知欲和表现欲，部分学生存在不自信，羞于表现等思想顾虑。
三、 语言技能目标
1、听：能听懂用间接引语表述的意义。
2、说：能运用间接引语表达对电影以及他人话题的描述。
3、读：能读懂阅读文章，理解语篇主题和细节。
4、写：能用间接引语来写有关电影或喜爱名星等有关的短文。
四、 语言知识目标
词汇：基础核心词汇:among awake sleepy too worried fight sail ship tonight act character face action play scene funny although opinion except advise ourselves plenty winner
掌握 ：pirate believable lost fighting comment romantic
日常用语： She was fantastic! That’s us Ah, that’s nice
Was that it? And finally…
语法：直接引语和间接引语
话题：能利用间接引语转述喜爱的电影及他人的观点。
其他重点词组： take place explain+that come to face to face with play sb. in my opinion too much except for
advise sb. to do sth. Join sb.
一、 情感态度目标
1.通过对喜爱的电影及音乐的交流，拓展自己的爱好和兴趣，增加对同伴的了解，同时学会聆听他人的意见。
2.引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。
二、 学习策略目标
1.自主学习 能够结合个人的情况预习教材和拓展。
2.合作学习 能够与同学交流学习心得体会，共享学习策略。
3.通过合作讨论、游戏、竞赛等多种活动形式，实现在用中学，学而能用的原则。
4.能利用网络上的学习资源查找信息，用所学内容进行真实交际。
三、 教学重点、难点
教学重点：正确运用直接引语和间接引语来表达。
教学难点：间接引语的人称、状语及动词的变化。
四、 突破途径
1. 利用多媒体, 让学生在歌声中感受语言，在轻松愉快的video欣赏中 输入语言。在合作学习、游戏、竞赛等活动中巩固语言。
2.整合教材, 对教材的内容进行适当的补充、删减、调序。以话题为核心,设计多种任务活动，把知识点化难为易。将知识不断滚动、内化和外延。
五、 课时安排
Period 1 Unit1（1,2,3,4,5)＆Wb(1)
Period 2 Unit 1( 7,8) ＆ Unit 2 (1,2,3,4,5)
Period 3 Unit 3(1-4) ＆ Wb(Activity2.12)
Period 4 Unit 3 (5.6.7) Wb(Activity4) Module Task
十、分课时教案
Period 1 (She said china was a very exciting place)
Step 1 Warming-up / Lead – in
Presentation of the vocabulary：among awake believe beside cheer clap fantastic plenty sleepy worry . Using some pictures to help (make up a short story about my son , learn all the words.)
Read through the words in the box and have the students follow and then repeat chorally and individually .
目的：本活动旨在通过一个自编的故事，呈现Activity2中出现的词汇及下面对话中涉及到的短语，为听力及下文的学习扫清障碍，降低难度。
Step 2. Listen and write notes
1)Listen to the tape then answer the three questions
a) Who is speaking? B) Where does it take place? C) What time of day is it?
2).Listen and answer the questions
听力材料都Sally有关，既作为复习，又为下文对话呈现作好铺垫，但Activity2的问题只要求简短回答即可
Step3 Listening (Activities3、4、5)
1.listen and check.(Activity 3、4、5)
Go through the the questions in Activity 4, then Listen to the dialogue and answer the questions(Books closed.)
Do individually, then check with a partner.
Check in the whole class.
2. Listen and repeat the dialogue. Change the roles.
Ask some groups to perform if it is possible.
3.First give an example, hen Do activity 5, check the answer according to the conversation in Module 2, Unit 1,Activity 3 .
She said that she was with some classmates from London…
“I’m with some classmates from London.” She said.
…(she said) that she was studying Chinese.
“I’m studying Chinese.” She said.
She said that she missed her parents but she had some close friends here.
“I miss my parents but I have some close friends here.” She said.
And she said China was a very exciting place. But she didn’t like the word “foreigner”.
“China was a very exciting place. But I don’t like the word foreigner.” She said
先让学生在对话中把间接引语的句子找出来，然后根据例子改写，注意人称时态的变化，但只要感性认识即可，不必细讲。
Step 4：Speaking(Workbook activity 1)
Show some pictures to the students and rewrite the sentences.
Step 5：Homework
1. Listen and read after the tape for 15 minutes.(P48 Activity3)（must)
2.通过因特网等途径课前收集自己喜爱的电影或明星的资料(要求有图片或照片）。(can)
Period 2 Unit 1( 7,8) ＆ Unit 2 (1,2,3,4,5)
Step 1 Free talk
Talk about the entertainment students like. Students can talk like this:
这一部分只要求学生口头表达即可，在全班展示以前可在小组内准备，降低难度，毕竟学生刚刚接触到直接引语和间接引语。
Step 2 Lead in
Ask the students the following questions:
1.Which film do you like best?
2. Who is your favorite film star?
3.Where a ship take you?
4. What does a pirate do?
说明：这些问题选自WbP117 activity 5,与课文内容有一定关联,更好地整合教材。
Step 3 Look at the picture, choose some words to describe it
famous fight gold island pirate popular sail sea ship terrible
让学生看着图片，尽可能多地描述，老师不多加评论
Step 4 Read the passage and complete the table
Step 5 Read again and check the main idea of each paragraph
Step 6. Read the passage then answer the questions
1. Read Paragraph 2 and answer the following questions
1). What did Chen Huan say the type of Pirates of the Caribbean?
2). What did Chen Huan say about the actors?
2. Read Paragraph 3 and answer the following questions
1). Why are Depp and Bloom sailing around the island?
2). Who do they meet?
3). Why is there lots of action in the film?
4). Who does Keira Knightley play?
3. Read Paragraph4 and check the sentences
1) The film is really true to our life.
2) Chen Huan thought there was too much fighting in the film.
Chen Huan didn’t like the film at all
Step 7 Paik work
Students can practice like this:
学生通过上文的问题回答已对文章比较了解，所以本活动应该不难。
Step 8. writing show
Write a short report about the film Chen Huan thought of，Ask some students to show it.
学生可参照上面提出的问题写，特别是课文第四段Chen Huan自己的观点，这样更有真实性。
Step 9.Homework:
1..Listen and read after the tape for 15 minutes.(P50-2)
Period 3 Unit 3(1-4) Wb(Activity2＆reading)
Step 1 Warming up
Step 2 Enjoy the video (Where are you from?) then fill in the blanks
1.Tony sang (that) he was from_________.
2.Jenny sang (that )she was from________.
3.Billy sang (that ) he was from_________.
2.Sophie sang (that )she was from_______.
让学生在轻松愉快的环境中感知直接引语和间接引语，并自己发现归纳规律
The Rules:
1.引语为一般陈述句，变为间接引语时一般由that引导(可省略）
2.如果直接引语中的主语为第一人称，变为间接引语时人称要随主语作适当变化
3.如果引述动词为一般过去时，间接引语中动词的时态一般推移到过去时间
4.其他变化
指示代词 时间状语 地点状语 动词
this—that today-that day here—there come--go
these--those now-then
tonight-that night
Step 3训练大本营
Do the exercises on Page 52 activity 1
Step 4 Let’s write
Workbook Activity 2
Step 5 Read the passage and complete the sentences.
Do Activity 2
Step 6.Wb P119 Activity 12
Read the passage. Describe the sentences are from the radio review (R) or the newspaper review (N)
对照给出的句子和课文，注意直接引语和间接引语的差异
Step 7 Talk about Liu Xiang
Give some information to the students , then ask then practise it like this:
Step 8 Music interview
First pair work ,then group work , tell the group about your partner.
由于上课时间关系，学生只要求在课堂上达到口头表达的目的，书面表达可作为回家作业。
Step 9.Homework:
Write a composition about your friend’s opinion about music.
Period 4 Unit 3 (5.7) Wb(Listening) Module Task
Step 1 Homework show
把学生上一天的作文在全班展示，及时反馈。
Step 2 Play a game
Student A: Whisper a sentence to Student B. Use one of the phrases in the box.
Student C:Asks student B: What did he/she say?
Student B:Report what Student A said: He said he wanted a computer.
目的在于让学生在游戏中运用所学知识，体会到合作的乐趣。
Step 3 Do some exercises
1.Complete the sentences with the correct form of the words in the box. (Activity 5)
2. Complete the sentences with the words in the box. (Workbook Activity 5)
Step 4 Activity 7
Rewrite the sentences with the correct form of the phrases in the box
Step 5 Listening (activity 6 )
Listen and choose the best answer.
听力难度有可能较大，在听以前教师要给予必要指导，如果时间允许的话可多放一下遍数。
Step 6 Module task
Make a A Face-to-face Interview ,Students can use these questions to help them to get the information:
If time permits, Write a review ,use the information you got above.
Step 7 Homework
1、自默模块单词及重点词组
2、制作一张介绍关于自己喜爱的电影、电视作品等方面的海报。
说明：
1.Around the world 教师可根据学生实际情况作为课外阅读材料。
2.练习册上的听力没有很好处理，主要是难度把握不好，如果可能的话可放在Module Task 前一步处理，这样也给学生更多的讨论话题。
Module 7 Time off
Content：Module 7 Time off [Junior 2 , New standard English]
一、题材内容
本模块话题是“旅游和休假”。通过对北海公园、武陵园景区的介绍和作者旅游经历的描述，激发学生对大自然的热爱，陶冶情操，同时唤起学生的保护环境意识。而且在语境中很自然地体验本单元的语法项目“转述现在进行时、疑问句和祈使句”。本模块紧紧围绕“旅游和休假””这一主题
展开多方面的听、说、读、写的语言实践活动,使学生由简单到复杂,渐渐感知新的语言,并通过范例,引导学生总结、归纳，掌握完整的语法知识。教学中教师应随时随地以课本为出发点，灵活利用各种素材，增加一些开放性的活动，把话题再扩展一些，让学生灵活地掌握直接引语和间接引语。
教学目标
1） 语言知识：
语音
能够了解连读的规则。
词汇
off, hardly, cross, whole, phone, myself, rock, soldier, area, wake, tent, cable, view, top, path, waterfall, plant, pull
词组
wake up
语法
能够利用直接引语和间接引语转述现在进行时的陈述句、疑问句和祈使句。
功能
能够转述他人的话语。
话题
以“旅游和休假”为话题。
2） 语言技能：
听
能听懂别人对旅游和休假的对话或文段; 能抓住听力材料的中心和细节信息。
说
能够根据情景正确转述别人的表示疑问的指令或建议的语句。流利的说出含有本模块生词、短语。
读
能读懂介绍旅游景点和旅游经历的文章，培养学生预测下文和获取细节信息的能力。
写
能够根据所给事实性或描述性信息介绍武陵园国家风景区。
演示与表达
能叙述自己的旅游经历。
3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。
认知
联系，归纳，推测等技能。观察并归纳直接引语变间接引语的变化规则，提高自学能力。
调控
从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际
学习运用恰当词语介绍旅游和休假情况。
资源
通过其他资源获取更多有关“旅游和休假”的简单英语。
自学策略
能够归纳和整理英语与汉语在书信格式上的差异。
合作学习策略
互相学习，取长补短，注意学习策略共享。
4)文化意识：
中外对比
通过对中国和世界自然风景区的了解，增强学生的环保意识，了解外国政府在保护环境方面所做的努力。
5)情感态度:
培养学生对祖国大好河山的热爱，激发建设祖国的热情。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务:能将自己的旅游见闻和感受写出来做成宣传单进行展示。
教学重点和难点
重点：1．掌握介绍“旅游和休假”的基本词汇，能够叙述自己的旅游经历，读懂含有直接引语和间接引语的句子。
难点：正确运用直接引语和间接引语。
教学方法
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
一、 教材处理
核心任务：能够运用所学句型结构介绍“旅游和休假”。三个环节如下：
pre-task：学生联系生活实际，激活背景知识，。
task –cycle：通过整个模块的听说读写的训练，强化对““旅游和休假””的表达能力，为完成任务做好铺垫
post-task：达成任务，展示成果，反馈学习情况
二、 教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period 1: Listening and Vocabulary & Pronunciation and Speaking
Period 2 Vocabulary and Reading
Period 3. Language in use
Period 4. Writing& Around the world &Module Task
注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
Title: Module 7 Time off
Period 1 Listening and Vocabulary and Pronunciation and Speaking
Teaching Content : Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: off, hardly, cross, whole, phone, myself
Key structure: Direct and indirect speech (2) (难点)
2, Listening skill: To learn the topic words through listening and reading and use them to resolve problems.
To get the main ideas of the listening material (重点)
3. Speaking skill: To report one or two situations happened before using indirect speech. Improve the students’ speaking ability.
4. Affection and attitudes: We should love our country.
Learning strategies:
Bottom –up approach and listening to the tape and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Recall what we have learned in Module 6.
Directions:
Step one: Label the pictures with the phrases.
(1). Read through the phrases in the box and have the Ss. Repeat them after you.
(2).Ask them to label them in the pictures on the screen.
(3).Make some sentences with the phrases. Ask students to speak out as many as they can.
Step two: Talk about Entertainment. Eg.
Ask students to speak out as many as they can.
Part II: Lead in:
Task 1 : Introduce to them the new words .
Directions:
Step one: Read through the new words and phrases and have the Ss. repeat them after you chorally and individually.
Step two: Ask the students to talk about the pictures on the screen.
Step three: Collect some descriptions in a whole- class setting.
Step four: Pair the Ss to discuss what else they know about Beihai Park.
Step five: Collect any other information they can provide from them and list them on the board.
Task 2: Introduce to them Beihai Park.
Directions:
Step one. The teacher can show them the video abut Beihai Park.
Step two: Elicit their Chinese names from the Ss. and write them on the blackboard.
Step three: Listen and answer the question in Activity 1 on page 56.
Part III: Listening
1. Task:. To understand conversations about Beihai Park.
Directions:
Step one: Let the Ss read through the questions in Activity 2 on page 56.
Make sure the Ss. understand the questions.
Step two: Play the recording and have them listen.
Step three: Play the recording again and have them write the answers individually.
Step four: Play the recording and have them check their answer with a partner.
Step five: Call back the answer from the whole class.
2..Task: activity 4 on page 57.
Directions:
Step one: Play the recording again and have them choose the best answer in Activity 4. Have them check their answers with a partner
Step two: Play the recording again .Have them check their answers with a partner
Step three: Call back the answer in a whole- class setting.
3. .Task: Listen and read:
Directions:
Step one: Play the recording and ask the Ss. to listen and read the conversation.
Step two: Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.
Step three: Put the Ss. into groups of 2 to practise the dialogue.
Step four: They should repeat it several times, changing the roles each time.
4.Task: activity 5 on page 57.
Directions:
Step one: Read through the words in the box with the Ss. Pay attention to the words “environment and protect”, which have the stress on the second syllable.
Step two: Have them answer the questions in Activity 5.
Step three: Call back the answers in a whole- class setting.
Part IV: Pronunciation and Speaking
Task 1 : Listen and repeat the sentence
Directions:
Step one: Play the recording and ask the Ss. to listen to the sentences and repeat the sentences.
Step two: Ask the Ss to make sure the link sounds. Play the recording again and have the Ss repeat chorally and individually.
Step three: Pair them to practise and sum up.
Task 2 : Report who spoke to you, what they said, and what you said in a situations.
Directions: Put the Ss into pairs. Do activity 7. If you wish, have some students tell the whole class.
Part V: A test
Listen to the tape and translate some of the sentences into Chinese.
Homework
Act out the short dialogue as fluently as possible.
Period 2 Vocabulary and Reading
Teaching Content: Vocabulary and Reading
Teaching Aims and Demands:
1. Language knowledge:
New words: rock, soldier, area, wake, tent, cable, view, top, path, waterfall, plant, pull wake up
Key structure: Direct and indirect speech (2) (难点)
2. Reading skill: ①To have a general idea of what the reading passage mainly talks about.
② To develop students’ predicting ability through the title (重点)
3. Affection and attitudes: We should love our country.
Learning strategies: Communicative approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Help students to revise what is learnt in Period one of this module.
Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.
Revise direct and indirect speech.
Part II : Preparation
Task: Learn the new words.
Directions: Label the pictures with the words.
Part III: Scanning and Skimming
1.Task: Read the passage and check your answers to Activity 2.
Directions:
Step one: The teacher ask the Ss to read the passage and check Activity 2.
Step two: Ss read the passage and discuss with their partner.
Step three: Call back the answers from the whole class, having individuals read out the answers
2. Task: Read the passage and summarise the main ideas of Paragraphs 1-3.
Directions:
Step one: Make sure the Ss understand what they should do. Ss read the passage and summarise the main ideas of Paragraphs 1-3 individually and check with a partner.
Step two: Call back the answers from the whole class, having individuals read out the answers:
3. Task: Read the passage and answer the questions.
Directions:
Step one: Read through the questions and make sure the Ss understand what they mean. Ss read the passage and answer the questions in activity 4 on page 59 individually and check with a partner.
Step two: Call back the answers from the whole class, having individuals read out the answers
Part IV : Dealing with expressions:
1. It’s famous for the strange shape of its tall rocks. ( Unit 2, P58)
★famous意思是：“著名的”,注意短语：
be famous as“作为...而著名”
be famous for“因为…而著名”
be famous to “在……出名”， 如：
Coco is famous as a singer/ for her songs/ to the students.
2. During the night, I heard a loud noise, as if someone was laughing. ( Unit 2, P58)
★as if意思是： “好像，仿佛”。如
You look as if you’ve had a good time.
3. Before Wu Guanzhong, a famous Chinese painter, painted some beautiful pictures of it in 1979, few people knew about the area. ( Unit 2, P58)
★注意区别：few /a few/ little/a little
a) few + 可数名词, (a) little + 不可数名词
a few / a little 为肯定含义，还有一点
few / little 为否定含义，没有多少了。
He has a few friends. 他有几个朋友。
He has few friends. 他几乎没有朋友。
We still have a little time. 我们还有点时间。
There is little time left. 几乎没剩下什么时间了。
4．Then he pointed into the forest. ( Unit 2, P58)
★ point into意思是： “指向”。如
He pointed into the sea and said, “ look at the big fish!”
5. From the top we hoped for a wonderful view of the lakes and forests, but we could only see the mountain tops through the clouds. ( Unit 2, P58)
★ hope的用法很多，注意：
① hope for +名词。如：
We’re hoping for good weather.
②hope + ( that) ＋句子。如：
I hope you have a nice house with a big garden.
③hope to do sth. 如：
Tom hopes to come to visit the Blacks in the near future.
★through 是介词,强调在三维立体的内部穿过.还有抽象的意义,如度过了某段时间等
we went through the forest
The sunshine is going through the window
★across是介词, 是从一个平面的一端到另一端,强调平面,如海的一端到另一端,across the ocean,
He went acorss the road without a stop.
cross一般作动词使用 , 是及物动词, 如
I want to cross that street soon
Part V: Language use
1. Exercise 7 on page 122 in the WB.
Direction: Ss do it by themselves .Let`s see who can finish it as soon as possible.
2.(Give the students some time to recall what they’ve learned in this class)
First think by themselves Then discuss in pairs and finally share their answers with the class.
Part VI: Homework: Exercise 6 on page 121 in the WB.
Period 3 Writing & Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Write a short passage about Wulingyuan with given information. Improve the students’ writing ability (难点).
2. Write a leaflet fir a trip. (重点)
3. Know something about the Lake District National Park.
4.Affection and attitudes: We should love our nature.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what is learnt in last module.
Directions:
(1). Revise the words and phrases.
(2).Put the Ss. in pairs to practice the dialogue and the text.
Part II: Writing
Task: Write a short passage about Wulingyuan with given information
Directions
Step One: Run through the information with the Ss. in activity 6 on page 59 and make sure that they understand them.
Step two: Ask the Ss to read and use the notes given. And write about it individually and then check with a friend.
Step three: Call back a few examples from the whole class.
Step four: Then summarise
Part III. Around the world
Task: Learn something about the Lake District National Park.
Directions:
1. Ask the Ss. to look at the different pictures about the Lake District National Park.
Tell the Ss. some knowledge about them.
2. Read the text and answer any questions the Ss have.
Part IV: Module Task
Write a leaflet fir a trip.
Directions:
1.Activities 8 and 9 on page 63. Ask the Ss. to think about an adventure holiday.
2.Ask them to work in pairs to ask and answer the questions.
3. Write a leaflet about the holiday. Circulate and monitor their production.
4. Ask some Ss to to read their leaflet. Give comments and encourage them.
Part V: Recalling
Recall what we learn today.
Part VI: A test
Do Ex.11 on page 123 and hand in immediately.
Part VII: Homework: Do the Self-assessment on Page 123 in the workbook.
Period 4 Language in use
Teaching Content: Language in use
Key structures: question tags (重点)
Teaching Aims and Demands:
1. To summarise and consolidate grammar focus:Direct and indirect speech (2)
2. To summarise and consolidate the expressions and vocabulary.
Affection and attitudes: We should love our nature.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Part I Revision
Help students to revise what was learnt in 3 periods of this module.
Part II Language practice
Task1: To summarise and consolidate the usage of direct and indirect speech (2)
Directions
(1).Run through the examples with the Ss. and make sure that they are familiar with the use of
direct and indirect speech (2).
(2). Ask the Ss. to repeat the sentences in the box.
(3). Ask”Can you make other similar examples?”
(4).Focus the Ss’s attention on the ways in which they are formed.
Task2 : To consolidate direct and indirect speech (2):
(1). Do activity 1 and 2 on page 60. Grasp the use of the structure:
(2). Ask the Ss. to call out the answers from the whole class.
(3). Ask the Ss. to read the complete sentences.
Task 3 : Practise the conversations in Activity 3.
Directions:
(1). Ask the Ss. to work in pairs to practise the conversations.
(2) Circulate and monitor their production, paying particular attention to direct and indirect speech
Part III: Revise the words that we learned in this module:
Task 1 : Choose the correct word to complete the sentences.
Directions
1.Explain the rules to the Ss and ensure that the Ss. Know what to do
Let the Ss read through the words and sentences.
2.Ask the Ss to do the acticity individually. Then check with a partner.
3.Collect the answers.
Task 2 : Complete the passage with the correct form of the words in the box.
Directions
1.Let the Ss read through the passage.
2.Ask the Ss to do the acticity individually. Then check with a partner.
3.Collect the answers.
Task 3 :.Have a dictation. Let the Ss hand in immediately.
Directions
1.Explain the rules to the Ss and ensure that the Ss. Know what to do
2.Let the Ss write the words the teacher read.
3. Let the Ss hand in immediately.
Part IV: Listen and answer the questions.
Directions
1.Let the Ss read through the questions in activity 6 on page 62.
2. Play the tape while they just listen and focus.
3 Play the tape again for them to complete, correct and check.
4. Then check with a partner.
5. Collect the answers having one student ask a question and another answer.
Part V: A test
Do activity 7 on page 62 in the WB. Let’s see who can finish it as soon as possible.
Part VI: Homework.
Finish all the exercises in the WB.
Module8 Public holidays
一、设计思路
引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。
教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生规划的教育。
了解不同地方互相交流不同国家的文化，对学生进行不同文化意识的渗透。同时让了解其他国家节日，风俗，增加学生的背景知识，增强学科间的交流。
二、教学步骤：1.课时安排
第一课时：Unit 1 Vocabulary and listening
第二课时：Unit 2 Reading and vocabulary
第三课时：Unit 3 Language in use
第四课时：Exercises and workbook
2.单元教学设计
Unit1 It’s the last day before the new school year begins.
Step 1 Warming-up
Ss look at the picture of Times Square on PPT.
T: It’s a famous square in America. And in New Year many people in the USA come here to celebrate .
设计意图：从美国时报广场的照片入手，利用学生已有的认知水平进行头脑风暴，并引入新课。
Step 2 Free talk
1. When is Labor Day in our country? (The first Monday in September)
2. How long do we Chinese celebrate Labor Day? (At least 5 days)
3. What do you usually do during the course of the Labor Day?
4. Do you know the National Holidays well?
What are they? (Spring Festival , Mid-autumn Day , May Day)
设计意图：承认学生的个体差异，引导学生通过个人思考来引出新句型，以便教师对新语言点的呈现更加自然
Step 3 Listen and check
Look at the photo. Do you know what public holidays it is?
设计意图：在常规听力练习中提高学生听的能力。
Step 4 Listen and complete the table
The UK
The USA
China
Date of May DayLabor Day
The closest
Monday to 1st May
Length of holiday
7days
设计意图：在常规听力练习中进一步提高学生听的能力。充足的输入，更有利于学生进行目标语言的输出。
Step 6 Have a try
Model: The meeting began. My father arrived. (as soon as)
As soon as the meeting began, my father arrived.
设计意图：引导学生在用中学。
Step 7 Pair work: Talk about Chinese festivals.
You can say like this:
Spring Festival is at the end of January or the beginning of February. We clean the house and put up decorations. We eat special food.
Step 8 Pronunciation and speaking.
Look at the ways of writing and saying the date.
Step 9 Everyday English
Step10 Homework
1. Copy the new words.
2. Complete the sentences with your own information.(page124)
Unit 2 As soon as it’s 12o’clock…
Step 1 Describe
Bright lights busy celebration city countryside dark dull exciting night
Fireworks noisy quiet tall buildings
Step2 How do we Chinese celebrate the Spring Festival?
Step 3 Word puzzle :how many words can you find?
Step 4 Read and answer
Do people all over the world always celebrate the new year at the same time?
Where do many people in New York go to celebrate the New Year?
What songs do people sing at the New Year?
What special things happen at twelve o’clock?
What special things do people do on New Year’s Day?
What New Year resolutions do students often make?
设计意图：向学生提出引导性的问题，让学生带着问题有目的的听，使学生注意力更集中。
Step5 Matching
A family day
Different ways of celebrating
Making plans for the new year
d. New Year’s Eve in New York
e. An ending and a beginning
Step6 Complete the passage with the words and expressions in the box.
Step7 点击网络
Chat with foreign students , with the groups of 5 students
相关链接
各小组 整理出一篇介绍异国节日及风土人情的小短文,发表在班级网站或在橱窗展览.
Step 8 节日大荟萃
What festival is it?
Where is it from?
When will it be held?
New Year’s DaySpring FestivalMay DayMid-autumn Festival
National DayApril Fool’s DayMother’s DayThanksgiving Day
Christmas Day
ChineseYouthDay
LanternFestival
Dragon-boat Festival
Hallowmas
St.Valentine’s Day
Boxing Day
Step 9 Writing
My New Year’s resolutions
Although I love sweets, I will try to eat healthy food.
Last year I was lazy with my school
Work, but I will work harder.
I didn’t clean my bedroom before. However, this year I will clean it myself.
Unit 3 Language in use
Step 1 Language practice
While we are staying with them, we’re going to spend a few days in Qingdao.
Let’s enjoy ourselves until we go back to school.
And it’s the last day before the new school year begins.
When September comes, it starts to get cooler.
As soon as it’s 12 o’clock, everyone shouts very loudly.
Step 2 Reading time
The New Year is a very busy time. We have lots of things to do. We hold a big party, with lots of food and drink. We like to get together with our friends , because it’s a special time.
The New Year is a wonderful celebration of friendship. We hold hands and sing traditional songs. We make resolutions for the New Year, and Promise to try harder to help family and friends.
Although it gets dark early because it’s winter, there are bright lights in the sky when the fireworks start. We count down “Ten, nine, eight…”and then shout “Happy New Year” to everyone as soon as it’s midnight. This is the most exciting moment.
Step 3 Learning to learn
You can get more information about a topic by looking it up from reference sources, such as books about this topic, website or encyclopaedia.
Step 4 Make a survey
Ask 3 of your classmates’ holiday plans by asking :
Where are you going to spend the holidays?
How long are you going to stay there?
Who are you going with?
What are you going to do there?
Then have a report!
Step 5 Work in groups
Writing about a Chinese festival.
Do people celebrate this festival in other countries or only in China?
Does everyone celebrate the festival at the same time?
Is the festival on the same day every year?
How do people celebrate the festival?
Do they eat special food?
Do they wear special clothes?
Do they stay at home or do they go somewhere to celebrate?
Tasks: 1)write about the festival. 2)Make a poster for the festival. 3)
Display your poster in the classroom .
Step 6 Do you know?
In China, there are three most important holidays: May Holiday (May 1 to May 7), National Holiday (October 1 to October 7), and Spring Festival (Date varies, but normally be late Jan or early Feb, and lasting for 7 days).
The public holiday is actually only 3 days for each of the three holidays, but people switched and put the previous weekend and the next weekend together to make it up to 7 continous holidays, and fixed the date to be May 1 to May 7, Oct 1 to Oct 7. For the Spring Festival, since it is the 1st day of the first month to the 7th day of the first month, and there is no fixed date.
New Years Day
Besides the 9 days, the New Year's Day is also public holiday - one day off.
Others
There are other public holidays but only for some people.
March 8th is international women's day. All women take half day off (afternoon).
May 4th is the Youth Day, and young people (middle school?) take one day off.
June 1st is the International Children's Day. Chidren take 1 day off.
So in conclusion, there is 10 public holidays per year in China.
Step 7 Around the world
在苏格兰民间，这种风笛及其演奏的曲调一直作为传奇事物在世代相传。华丽的花格裙子穿在大男人身上，成为苏格兰特有的一种民俗。演奏风笛的苏格兰人，跟着音乐的节奏，迈着整齐的步伐，合奏出抒情典雅的曲目，一种欧陆贵族的气息在空气中流倘。
Step8 Homework:
春节是中国的重要节日,请你用英语简单介绍一下中国人是如何过春节的.(不少于80词)
Module 9 Heroes
一、模块任务及内容分析：
本模块的中心话题是英雄，科技、历史、娱乐等领域中的英雄人物，可以培养学生学习英雄、勤奋努力、做国家栋梁的情感素质。要求学生能写出介绍自己心目中的英雄人物。
二、课标要求:
能听懂和读懂短篇故事，从口头和书面材料中提取有效信息，扩展知识。
能在教师的帮助下或根据关键词用简单的语言描述自己或他人的经历。
3、能在教师的帮助下或以小组讨论的方式起草和修改作文。
4、在学习中互相帮助，克服困难，合理安排学习任务，积极探索适合自己的学习方法。
三、三维目标:
1、知识与技能: 掌握由so, so that 和because 引导的状语从句以及一些重要的单词、词组和有用的表达方式。
2、过程与方法：训练学生听说读写及综合语言运用能力，培养学生的合作精神，学习策略共享，发展其思维和想象等能力。
3、态度情感价值观：主动了解世界各地英雄人物的相关信息，并与自己的学习生活紧密相连，激发努力学习的高昂斗志。
四、教学处理建议:
1、教学设计思路
教材的英语教育理念：本教材采用“以题材为纲的功能—结构—运用性任务体系“编写，着重培养学生运用英语的能力。教材将功能与结构融合于话题与任务之中，通过话题的循环和运用任务的实现，呈现相应的结构与功能。
本模块的中心话题是英雄，围绕英雄这一话题，开展听、说、读、写活动。语法重点是操练由so, so
that和because引导的状语从句。语言技能和语言知识主要都是围绕英雄人物这一中心话题而展开的。通过了解英雄人物，培养学生爱英雄、学英雄、争做英雄的好品质，并以此发奋学习，做国家有用的人才。
2、课时分配：
本模块共分为四课，第1，2，3课分别为Unit 1,Unit 2,Unit 3; 第4课根据学生的实际掌握进行语法训练或阅读训练，重点在于学生对于so, so that和because引导的状语从句等基础知识的掌握，或进行课外阅读文章的补充，对有能力的学生进行书面表达训练。
第一单元重点内容是培养学生so, so that和because引导的状语从句的听说能力，兼顾一些重点单词，短语和句子的学习。
Unit 1 She missed the final practice so that Kylie could play.
Step 1 Warming up(Activities1,2)
1. Listen and answer the questions. (Activity1)
读 Learning to learn
听录音并且回答问题
2. Answer the questions (Activity2)
读懂方框内的单词
听录音并且回答问题
Step 2 Listening (Activities3---5)
1. 听录音并且默读课文(Activity3)
2. 完成第四部分(Activity4)
3. 和同桌核对答案并且把不符合课文内容的句子改正
4. 全班核对答案
5. 和同桌一起讨论问题 (Activity5)
Step 3 Pronunciation and speaking (Activities6,7)
1.听录音(Activity6)
2. 分组划出重读单词
3. 对答案后齐读句子
4. 谈论学生自己心目中的英雄 (Activity7)
第二单元重点内容是培养学生的读写能力，兼顾听说，包括词汇、语法学习活动
Unit 2 There was few doctors, so he had to work very hard.
Step 1 Warming-up
1. Write about five things you know about Norman Bethune (Activity1)
先浏览词汇，弄清意思
两人一组，共同写出白求恩的相关信息
Step 2 Reading (Activity2----4)
1. Read and answer (Activity2)
个体阅读
回答问题：1）What made Dr Norman Bethune a hero in China?
2) How did Norman Bethune die?
2. Fill in the table
学生再略读文章，找到下列问题所在段落
1）Why did he write books?
2) How long did he once do operations without hopping?
3) Why did he invent new ways to treat soldiers?
4) Why was he a hero in China?
5) Why did he come to China?
3. Read and put the events in the correct order (Activity3)
学生仔细阅读文章
独立完成活动3后同桌核对，最后全班核对
4. Ask and answer (Activity4)
观察例句
两人一组活动，做问答练习
Step 3 Writing (Activity5)
阅读方框中的相关信息
根据相关信息，回答所给出问题的答案
整理答案，写出小短文
同桌互批文章
第三单元重点内容是运用本模块所学语言结构、词汇及听、说、读、写技能，文化知识等，完成真实的任务。
Unit 3 Language in use
Step 1 Language practice
对语法概念进行总结。
Step 2 Language practice (Activity1---8)
Listen and choose the best answer. (Activity6)
听短文，做笔记
选择正确答案
Complete the passage (Activity1)
核对短文后，全班大声朗读
两人一组，就短文内容进行问答练习
Join the sentences. (Activity2)
观察例句
独立完成练习
Ask and answer the questions. (Activity3)
仿照例句进行问答练习
根据实际情况进行对话练习
Choose the correct words to complete the sentences. (Activity4)
教师提供一些含有与例题有关的例句，让学生观察其规律
Complete the passage. (Activity5)
巩固词汇，理解汉语意思
配做workbook 5，6
Answer the questions with the correct form of the words in the box. (Activity8)
巩固词组，回顾课文
回答问题，核对答案
Work in pairs. Ask and answer. (Activity7)
分组活动
表演对话
Around the world.
本栏目介绍了一位英雄---南丁格尔的事迹。学生阅读完后，可以让他们通过看书、上网等方式查找他们敬仰的人物的信息。
Module task (Activity9---12)
小组活动列出自己所喜欢的英雄人物
确定要写的人物并查找其有关信息
按照要求描写心目中的人物
Module 10 My perfect holiday
一.教材内容分析
本模块话题相对分散，主要是谈论假或想象的话题。语法现象主要是用would/wouldn’t表达对事情的想象，学生不但要具备并熟练地掌握would /wouldn’t表示假设的技巧，并且要会运用这一技巧进行对出游计划的描述。教学中应结合学生实际情况，调整教学内容，合理设置课时。适当进行拓展，以激发学生的学习兴趣，拓宽学生视野。
二、学情分析
1.本模块的主要篇章所涉及的内容是学生所熟悉的（如假设家长不在家），但是没有很鲜明的特色，也没有激发学生求知欲的信息沟。所以在处理教 材的过程中需要多设置一些令学生有谈论欲望的话题。
2.would/wouldn’t do sth结构本身比较简单,学生掌握起来难度不大,只要教师稍加指点就行。
三．教学目标
语言知识目标
词汇
核心词汇：perfect, board, flight, gate, silly, business, empty, stomach, burn, enough, everything, college, simple, properly,see off, not…at all,
掌握:outdoor,living,manage
日常用语
Hey, you lot! You must be joking! Sounds great! Not bad.
We’re off to… Come on. Better get going.
语法
1.Would/wouldn’t 表“想象”用法
2. so…that… 表示程度结果的状语从句
3. although 引导的让步状语从句
话题
以天气为中心，介绍不同地方的各种天气情况，以及去这些地方的最佳时候。
2．语言技能目标
听
听懂有关出游假设的简短对话，提高学生实际交谈能力。
说
能利用核心词汇在不同的场景下表达自己的想象；
流利地说出本模块的生词、日常用语。
读
能阅读表示想象的的文章。进行简单的阅读技能训练。
写
1．能用核心词汇写出简短的表示想象的句子；
2．能形成完整的计划性文章。
演示与表达
能向全班做有关出游计划的发言与展示。
3．学习策略目标
认知
联系，归纳，想象，推测等技能。
调控
从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际
学习运用恰当词语介绍自己的想法；学习在讨论中表述自己的观点
资源
通过其他资源获取更多世界旅游的信息。
自学策略
能在大量的语言运用环境中总结出核心词汇及句型的用法。
合作学习
策略
关心他人的生活状态，学习换位思考，能互相讨论形成自己的独立观点。
4．文化意识目标
了解不同地方的旅游资源，互相交流不同国家的文化，对学生进行不同文化意识的渗透。同时让了解其他国家风景，增加学生的背景知识。培养学生具有一定的责任意识和关爱他人之心。
5．情感态度目标
通过课文教学引导学生关注文化，关注社会，关注身边的时事和优秀人物。
通过学习送行分别时所用的交际用语，学会与人友好相处。
3）通过谈论不同的假设场景，激发学生的内在情感,学习换位思考，进行情感教育。
4）能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
四．重点难点
教学重点
以谈论假设的话题为中心，谈论各种情况下的可能性。
教学难点
1）表达猜想的词汇及它们在句中的正确运用。
2）能用恰当正确的英语介绍个人的旅游计划。
3. 突破途径
以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出，并通过交流获取更多的信息。
五、教材处理
1、任务
核心任务：能够运用所学句型结构向朋友介绍所去旅游的地方的具体情况以及行程的安排。三个环节如下：
pre-task： 学生联系生活实际，激活思维。
Task-cycle：通过整个模块的听说读写的训练，强化“假设和想象”的表达能力，为完成核心任务做好铺垫。
post-task：达成任务，展示成果，自我评价，反馈学习情况。
2、课时安排
Period One: Unit 1
Period Two: Unit 2
Period Three: Unit 3 (Activity 1,2,5,7,8)
Period Four: Unit 3 (Activity4,10,around the world)
六．教学设计
第一课时：Unit 1
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:perfect, board, flight, gate, silly, outdoor, so…that…
Key structure:would/wouldn’t do sth; so…that…; although
2. Listening skill:understand what are Sally and her friends going, help students to be familiar with some words.
3. Speaking skill :practice the structure of “ would/wouldn’t do sth”; express correctly.
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Revision and Leading in
1.Revise the heroes and heroines mentioned in last module.Ask : “Who are they?/What are they?”
2.Ask student “What would you like to be?”
设计意图：复习前一模块所学的内容,回忆一些英雄人物,由What would you like to be?引出本模块的would的用法;因为这个句型学生比较熟悉,由所学过的句型引出将要学的结构,学生会感觉比较自然,比较好接受。
Step 2 Practice
Show a picture of Helen Keller, introduce one of her books Three Days to Me.
Have the students talk in pairs.Suppose: If you are like Helen, you have three days to see, what would you do?/ What wouldn’t you do? Give an example to help them express themselves with “ would/wouldn’t”.
Practice orally: What would you do for the coming holiday?
设计意图:通过英雄人物而引出海伦﹒凯勒，介绍她的一本书，给学生设置了一个假设的状态，从而可以进行would句型的操练；同时在情感教育上，给学生竖立学习的榜样，同时能够意识到自己的幸运，要把握好眼前的学习和生活。再接着又可以转换到第二个假设：在即将到来的假期，你该如何渡过。从而进入到该句型的大量口头练习。
Step 3 listening practice（Activity 1＆2）
Show a picture of Sally. Sally’s holiday is coming.Ask questions about the picture.
Students listen to the conversation and answer the questions.
设计意图:通过谈论假日，转换渡假人物，设置图片相关的问题，既是设置悬念，又做好听力练习前的准备和铺垫工作。学生可以学习有的放矢的听力方法。
Step 4 Listen and read
1. Ask: “ Where will Sally go?” and “Where would Sally’s friends go?”
2. Show the table, ask the students to finish it after listening.
3.Finish activity2 and 3,check the answers with the students.Discuss when necessary.
4.Finish the table.Students ask and answer in pairs.
设计意图
Step 5 practice
Make clear the difference between “will” and “would” by pictures.
Practice the use of “so…that…”.
Practice the use of “although/but”, pay special attention that these two words mustn’t be used
in one sentence.
设计意图:这是第一节课向学生呈现would的用法,要使得学生能够区别will与 would.但是用语言直接表述并不合适,所以利用图片进行处理,让学生在真实的语言环境中体会两个词所传达的语意的不同。在so...that..句型和although句型切换时采用同一幅图，使过渡比较自然，同时能培养学生的发散性思维。
Step 7 Homework
1.Workbook page133,Ex2,5.
2.Finish Unit3 activity1,2 on your book.
3.Preveiw Unit2. Finish page82 Ex2,3.
4.Suppose if you are a teacher.
What would you do? /What would not you do?
设计意图：扎实基础，完成书本关于本节课的相关练习。学习换位思考，假设你是老师，你会做些什么，不做什么。也是老师从学生中间吸取一些有意义的建议的机会。
第二课时：Unit 2
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:business, empty, stomach, burn, enough, everything, college, living, simple, properly,
Key structure: would/wouldn’t do sth
not…at all…
2. Reading skill: Reading for specific information
3. Speaking skill : express “would / wouldn’t do sth” practically and coherently.
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Revision and check the homework
Revise the use of “so…that…”. Make sentences while looking at the pictures.
Present the homework of students. “If you are a teacher…”
Show their homewok by OHP, have the student present at the front of the class.
设计意图：这个环节既可以检查学生的回家作业情况，又是对所学内容的复习。在学生有所准备的情况下，一些优良学生的陈述将会是可以有所期待的。
Step 2 Discussion(pair work or group work)
Discussion 1: The 2008 Olympic Games is coming. Students will have finished their exam by then. Have them discuss: How would you watch the games? Would you go to Beijing to watch games? etc.
Discussion 2: Ask student: “Have you ever seen the film ‘Home Alone’?” If your parents are not at home, would you look aftre yourself? Would your life be ok?
设计意图:通过两个讨论，目的之一是为了在前一节课的基础上，学生由已经会说would句型，到让学生能较自由地表达，表达追求准确和流畅。目的之二是承上启下的作用，第二个由《小鬼当家》引出的话题所讨论的内容是书本阅读材料的相关内容，这样可以起到pre-read的作用。
Step 3 Read and learn
Let’s have a look at two students-Zheng Chengyu and Sima Yige, what about their home alone?
Student scan the passage, help them find out the best summary of this passage.
Listen to the passage, then try to answer the questions of activtty3.
Check the answer with the students.
Give some explainations where necessary.
设计意图：首先浏览全文，对全文有个大概印象，然后对全文进行精读，理解全文内涵。学生学习相关的阅读策略。
Step 4 write
1.Write down in the table, what you wold do? What you woldn’t do? And write down a few sentences. Students can finish it by discussing with their deskmates.
设计意图：由说进入到句子的书写，力图循序渐进。
Step 5 Discussion
Your parents have done much for you in your life.Imagine:When you grow up, what would you do for them?
(option)Introduce a book,Robison Crusoe,(maybe most students are familiar with the content of this book). Then have a group discussion: Imagine: If you will live on an island alone for a month.1.what three things would you take? 2.what would you do with the three things?
设计意图：在讨论“你想父母做什么”的过程中，即进行知识的教育，同时进行情感教育。
Step 6 Homework
1.Finish WB Ex4.
2.Finish Unit3 Ex4,5,7,10.
3.Suppose you will run for the monitor of the class,prepare for your lecture.Using would, wouldn’t, so…that…, although
设计意图：进一步巩固would结构，进入到书写阶段。
第三课时：Unit 3 (Activities 1,2,5,7,8)
一.Teaching Aims and Demands:
1. Language Knowledge
Key structure: would/wouldn’t do sth; so…that…; though/but;
2. Speaking skill:
3. Writing skill :
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Warming-up and revision
Run for the monitor!
Have some students to the front to give a lecture, other students listen to them and then made a vote, decide who will be our next monitor?
Step2 summary
Make a summary of the “would/ wouldn’t”,finish activity 1and 2.
Revise the structure “although/but”, finish activity 5.
Make a consolidation of “so…that…”,finish activity 7.
Step3 Listening
1.Listen and check.
Listen for the first time to finish the table of activity8.
2.Listen and repeat
step4 Homework
WB Ex3,6,10.
第四课时：Unit 3 (Activities 4,10,around the world)
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:see off, manage
2. Foundation information:learn about different kinds of holidays around the world.
3. Writing skill :Form a draft of each student’s holiday plan.
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Warming up and Leading-in
Revise the text of unit 2
Step 2 Activity4
1. Finish the passage, check the answer with the students.
Step 3 Activity 10
Students have finish it the night before, so the teacher just need to check the answer with the students.
Step 4 Around the world
Show some pictures of the ice hotel. Let students guess where it is.
Ask questions about the ice hotel.Have them scan the passage of around the world.Answer the questions.
Show another group of pictures of a safari holiday.Read WB Ex10.
设计意图:把后面的阅读练习提到前面,和书本的背景知识一起呈现给学生,形成一种对比与选择,为后面的写作打下基础;同时也可以完成这部分的阅读任务,提高课堂效率。
Step 5 Module Task
Look up a map and decide where you would like to go.
Look up facts about the place. Find out about its history, how long it takes to get there, how to get there, what the weather’s like and what you can do there.
Plan your passage-look at the passage in unit 2 if you’d like some help.Don’t forget to use “ would”.
Include some pictures.
设计意图：通过前面的几个课时，学生从说到写简单的句子，最终形成一篇完整的出游计划。但是这篇文章只能在课堂上形成一个雏形，或想法。可以引导学生利用更多的网络资源来丰富自己的作文，并且可以做适当的装饰与美化。在班级的适当位置可以将优秀作品进行张贴或采取其他的反馈与激励措施。
Step6 Homework:
1. Finish your holiday plan
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