人教版高中英语必修一教案 195页

Unit1FriendshipＩ．单元教学目标技能目标GoalsTalkaboutfriendsandfriendshipPractisetalkingaboutagreementanddisagreementPractisegivingadviceandmakingdecisionsUseDirectSpeechandIndirectSpeechLearntowriteanessaytoexpressandsupportanopinion.II．目标语言功能句式TalkaboutfriendsandfriendshipWhatdofriendsandfriendshipmean?Whatshouldyoudotobeagoodfriend?Whydopeoplemakefriendswithoneanother?Whydoyouneedfriends?Whatdoyouthinkagoodfriendshouldbelike?Whatelsecanbeyourfriendbesidesaperson?Howdoyousolvetheproblemsinyourdailycommunicationwithyourfriends?Howdoyoumakegoodfriends?Whataredifferentwaysofshowingfriendship?Howdoyoushowfriendshiptovisitors?Afriendinneedisafriendindeed.Friendsareveryimportanttoanyperson.Wecanlivewithoutabrother,butnotwithoutafriend.Agoodthinginlifeistheencouragementofafriend.Ithinkfriendshipismoreimportantthatanythingelseinmylife.Friendshipisoneofthegreatestpleasuresthatpeoplecanenjoy．Oneofthebestwaystokeepfriendshipistoreturnit.Alifewithoutafriendisalifewithoutasun.195\nPractisetalkingaboutagreementanddisagreementIthinkso.Idon'tthinkso.Iagree.Idon'tagree.That'scorrect.That'sexactlymyopinion.You'requiteright.Idon'tthinkyouareright.Iquiteagreewithyou.I'mafraidIdon'tagree/disagreewithyou.Ofcoursenot.I'mafraidnot.Doyouagreewithone'sopinionaboutfriendsandfriendship?Whyorwhynot?Whatdoyouthinkofpeoplefromforeigncountries?Giveyourreasons.Choosesomeproverbsaboutfriendsandfriendshipyouagreeordisagreewithandexplainwhy?PractisegivingadviceandmakingdecisionsYou'dbetter...Iadviseyouto...Ithink/Inmyopinion,youshould...IfIwereyou,I'd/Iwouldn't....Ithinkitmightbeagoodideatodo...How/Whatabout...?Whydon'tyou/Whynot...?AsfarasIcansee,thebestthingwouldbeto...Wouldn'titbebetterif...?Wehavetomakeachoice...GiveAnnesomeadvicetohelpherwiththeproblemmakingafriendwith...Learntowriteanadvisingletterasaneditortogiveyouradvicetoastudent...Decidewhatyouwoulddotosolvetheproblemsonfriendsandfriendship.1.四会词汇add,point,upset,ignore,calm,loose,cheat,reason,list,share,feeling,195\n词汇Netherlands,German,series,outdoors,crazynaturepurpose,dare,thunder,entirely,power,according,accordingly,trust,indoors,sufferteenager,advice,questionnaire,quiz,situation,editor,communicate,habit2.认读词汇survey,Amsterdam,Jewish,Nazi,Kitty,spellbind,gossip3.词组addup,calmdown,havegotto,beconcernedabout,walkthedog,gothrough,hideaway,setdown,aseriesof,onpurpose,inorderto,facetoface,accordingto,getalongwith,fallinlove,joinin语法DirectSpeechandIndirectSpeechFindoutthedifferencebetweenDirectSpeechandIndirectSpeech.ChangetheDirectSpeechintoIndirectSpeechandIndirectintoDirect.1.Statements“I'lltakecareofyou.”Chucksaid.Chucksaidhewouldtakecareofhim.2.Questions“Didyougete-mailsfromyourfriends?”sheasked.SheaskedifIhadgote-mailsfrommyfriends.重点句子1.Iwonderifit'sbecauseIhaven'tbeenabletobeoutdoorsforsolongthatI'vegrownsocrazyabouteverythingtodowithnature.2.Forexample,whenitwassowarm,Istayedawakeonpurposeuntilhalfpastelevenoneveninginordertohaveagoodlookatthemoonforoncebymyself.3.ItwasthefirsttimeinayearandahalfthatI'dseenthenightfacetoface.4.Orareyouafraidthatyourfriendwouldlaughatyou,orjustcan'tunderstandwhatyouaregoingthrough?5.AlthoughIreallytrytotalktomyclassmates,Istillfindithardtomakegoodfriendswiththem.6.Hismothersaidyouwilllosethemallifyoucontinuetotreatthembadly.7.Yourfriend,whodoesn'tworkhard,asksyoutohelphim/hercheatinthe195\nexambylookingatyourpaper.III.教材分析和教材重组1.教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。1.1WarmingUp以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。1.2Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。1.3Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。1.4Comprehension设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。1.5LearningAboutLanguage分词汇和语法两部分。其中，Wordstudy是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。195\n1.6UsingLanguage由Reading、Listening和Writing三部分交互组合而成。指导学生在读和听的输入性学习之后，完成说和写的输出性应用练习。Speaking就朋友的种类进行讨论，设计问卷后展开调查；Writing要求学生写一封指导信，就如何交友问题提出忠告和建议。此类任务型训练题，在听说读写综合提高的同时，培养了学生的创新意识和实践能力。2.教材重组2.1听力Usinglanguage中的Listening与Workbook中LISTENING和LISTENINGTASK三部分话题较为接近，其中Listening部分是关于为什么日记会成为Anne的好朋友的一段话。要求学生填出所缺单词。在提高听力的同时，更加深了对Reading部分的理解。Talking部分是在听完有关交友原因的对话后，以对所给两个问题讨论的方式，要求学生就对话内容发表自己的观点和看法，说出理由并得出结论。该部分在提高听说和交友水平的同时，也培养了学生的逻辑推理能力。此三部分都是在谈论朋友和友谊，以及如何解决朋友之间所存在的问题，可以放在同一节课中处理。2.2口语Speaking和Workbook中的TALKING和SPEAKINGTASK涉及到本单元的功能句，指导学生表明观点，发表意见并说明原因，可以整合在一起上一堂口语课。2.3精读可将Warmingup、Pre-reading、Reading和Comprehension三部分整合在一起上一节阅读课。2.4泛读Workbook中的READINGTASK介绍夏威夷人表达友谊的方式，再加入课外阅读材料，更好地理解朋友和友谊的深刻含义，上一节泛读课。2.5语言学习包括Leaningaboutlanguage和Workbook中的WORDSANDEXPRESSIONS以及STRUCURES。2.6语言运用Usinglanguage中ReadingandWriting，指导学生学写一封就交友问题提出忠告的指导信，以及Workbook中的WRITINGTASK要求学生在理解与主题相关谚语的基础上，发表意见并说明原因，写出短文。IV.分课时教案ReadingTeachinggoals教学目标195\n1.Targetlanguage目标语言a.重点词汇和短语add,point,upset,ignore,calm,loose,cheat,reason,list,share,feeling,Netherlans,German,series,outdoors,crazy,nature,purpose,dare,thunder,entirely,power,according,accordingly,trust,indoors,suffer,addup,calmdown,havegotto,beconcernedabout,walkthedog,gothrough,hideaway,setdown,aseriesof,onpurpose,inorderto,facetofaceb.重点句子Iwonderifit'sbecauseIhaven'tbeenabletobeoutdoorsforsolongthatI'vegrownsocrazyabouteverythingtodowithnature.Forexample,whenitwassowarm,Istayedawakeonpurposeuntilhalfpastelevenoneveninginordertohaveagoodlookatthemoonforoncebymyself.ItwasthefirsttimeinayearandahalfthatI'dseenthenightfacetoface.2.Abilitygoals能力目标a.EnableSstotalkaboutfriendsandfriendship.Whatshouldyoudotobeagoodfriend?Whydoyouneedfriends?Whatdoyouthinkagoodfriendshouldbelike?Whatelsecanbeyourfriendbesidesaperson?b.Understandthetextandanswerthefollowingquestions.HowandwhydidAnnemakeherdiarytheonlytruefriend?HadAnneeverbeenspellboundbynaturebefore?Howaboutbeinginthehidingplace?Why?Whydidn'tshegodownstairsoneeveninguntilthewindowhadtobeshut?WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Explainwhy.HowwouldyoudescribeAnne'sfeelingsasshewaslookingoutintothenightsky?WhatattitudeonearthshouldthewideoppressedpeopletaketowardsthepowerfulNazis?c.EnabletheSstounderstandthedetailsaboutthepassage,choosingthecorrect195\nansweraccordingthetextandfillintheformaboutthepassageandthediary.d.Retellthepassageusingthefirstperson.3.Learningabilitygoals学能目标EnabletheSslearnhowtotalkaboutfriendsandfriendship.Whatdofriendsandfriendshipmean?Whatshouldyoudotobeagoodfriend?Whydoyouneedfriends?Whatdoyouthinkagoodfriendshouldbelike?Whatelsecanbeyourfriendbesidesaperson?Teachingimportantpoints教学重点a.Talkaboutfriendsandfriendship.Whatshouldyoudotobeagoodfriend?Whydoyouneedfriends?Whatdoyouthinkagoodfriendshouldbelike?b.Discussthequestionsofcomprehension.WhydidAnnemakeherdiarytheonlytruefriend?Teachingdifficultpoints教学难点a.Understandtherealmeaningoffriendsandfriendship.b.Discussthequestions.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Explainwhy.HowwouldyoudescribeAnne'sfeelingsasshewaslookingoutintothenightsky?c.DiscusswhatattitudeonearththewideoppressedpeopleshouldtaketowardsthepowerfulNazis.Teachingmethods教学方法a.Skimmingandscanning.b.Asking-and-answeringactivitytochecktheSs'understandingofthetext.c.Individual,pairorgroupworktofinisheachtask.d.Discussion.195\nTeachingaids教具准备Arecorder,acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepILeadinginAsthisisthefirstclassofanewterm,teachercanleadtheSstothinkofmakingnewfriendsinthestrangeschool.T:Welcometoourschool,everyone.Youhaveanewschool,newteachersandnewclassmates.Wouldyouliketomakenewfriendswitheachother?S:Yes,ofcourse.T:Verygood!StepIIWarmingupFirst,askeachstudenttomakethesurveybyfillingtheformandchoosetheanswers.Teachershowsthescoringsheettothem,adduptheirscoreandseehowmanypointstheycangetallbythemselves.Second,teachershowstheinstruction.GettheSstojudgewhichgradetheybelongtoaccordingtotheirpointsanddecideiftheyaregoodfriendsornotbythemselvessecretly.Third,they'veknownhowwelltheytreattheirfriendsandwhattheyshoulddotobeagoodfriendthemselves.T:Doyouhaveanyfriends?S:Yes,Ido.Ihavemadealotoffriends.T:Areyougoodtoyourfriends?S:Yes,ofcourse.T:Wealwaysthinkwearekindtoourfriends.Butinfact,wearenotquitesureifweareconsiderateenough?Nowletusmakethefollowingsurvey.First,pleasechoosetheanswersallbyyourselves.TheSsarechoosingtheanswers.T:Areyoufinished?Ss:Yes.T:OK,I'llshowyouthescoringsheetonthescreen.Pleasefillinthefollowingformquickly.Addupyourscoresandseehowmanypointsyoucangetallbyyourselves.Areyouclear?195\nSs:Yes,sir/madam.Showthefollowingformandthescoringsheetonthescreen.SituationChoiceScorePoint12345Total:Scoringsheetforthesurvey1A1B3C22A1B2C33A1B2C34A3B2C15A0B6C0T:Allright!Ithinkmostofyouhavegothighpoints.Doyouwanttoknowwhichgradeyoubelongto?Ss:Certainly.T:NowI'llshowtheinstructiononthescreen.Pleasejudgewhichgradeyoubelongtoaccordingtoyourpointsanddecideifyouaregoodfriendsornotbyyourselvessecretly.ShowtheSstheinstructions.4~8GradeIYouarealwaysthinkingaboutyourself.Youshouldcaremoreaboutyourfriends.Ifyoucontinuetobeself-centeredanddon'tconsiderothers'feelings,youwon'tmakemorefriendsandkeepfriendshipforlong.9~13GradeIIYoutakethingssmoothly.Youseldomhurtyourfriendswithyourbenefitconsidered.You'dbetteraddmoreaffectiontoyourfriends.Friendshipisaboutfeelingsandwemustgiveasmuchaswetake.14~18GradeIIIWow!Howfaithfulandgenerousyouare!Congratulations!Youarealwaysreadytohelpyourfriends.Whenevertheyhaveanydifficulty,you'lltryyourbestto195\ndowhatyoucantohelpthemwithouthesitation.T:Allright.Iseeyou'veknownhowwellyoutreatyourfriendsandwhatyoushoulddotobeagoodfriend.Ihopeallofuscanbegoodfriendswitheachothersoon.Doyouagreewithme?Ss:Yes,ofcourse.StepIIIPre-readingGettheSstodiscussthequestionsonPage2withtheirpartners.ThenasktheSstoreporttheirwork.EncouragetheSstoexpresstheirdifferentopinions.Makeitclearthatnotonlycanwemakefriendswithhumanbeings,butalsowithanimalsandeventhingsthathavenolife.T:Nowpleaselookattheslideshow.Anddiscussthesequestionswithyourpartners.ThenI'llasksomestudentstoreportyourwork.Areyouclear?Ss:Yes,sir/madam.Showthefollowingonthescreen.1.Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.2.Whatdoyouthinkagoodfriendshouldbelike?Listwhatagoodfriendshoulddoandsharethelistwithyourpartners.3.Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?4.Doyouthinkadiarycanbecomeyourfriend?Whyorwhynot?AftertheSs'discussion,teachersaysthefollowing.T:Nowwho'dliketoanswerthefirstquestion?Volunteer!Sa:Letmetry.Ithinkfriendsareimportanttoallofus.Becauseweneedtohelpwitheachother.Sb:Wealsoneedsomeonetocareandunderstand,tosharesorrowsandhappiness.Sc:Everyoneneedsafriendtobetruetouswhethernearorfarapart.T:Quiteright.Nextquestion?Sd:Ithinkmygoodfriendshouldhavealotincommonandourthoughtsarealwaysnear.Se:Ineedmyfriendstogivemecouragetosolveallkindsofproblem.195\nSf:IthinkmyfriendsshouldsupportmewheneverIneedhelp.Sg:I'dlikemyfriendstocommunicatewithmefrequently.Sh:Inmyopinion,myfriendsshouldhavethesamekindofsenseofhumorsothatwecanlaughtogether.T:Terrific!Iwisheveryonetohavesomegoodfriendswhosefriendshipalwaysbetreasuredinourhearts.Notonlycanwemakefriendswithhumanbeings,butalsowithanimalsandeventhingsthathavenolife.Howaboutthethirdquestion?Si:Yes,becausepersonscanunderstandandcommunicatewitheachothermoreeasilyandconveniently.Sj:Ithinkotherthingslikepets,books,toys,balls,andinstrumentscanalsobeourfriends.T:Wonderful!Youhaveaverygreatimagination.Nowwhocananswerthelastquestion?Sk:Yes,Ithinkso.Becauseyoucantelleverythingtoitfreely,itcanaccompanymeallthetime.Itneverneedsmetopayback.Sl:ButIdon'tthinkso.Becauseit'sunbelievableforapersontocommunicatewithadiary.Andyoursecretswillbeeasilyandcompletelyletoutincasethatitisreadbyothersoryourdiarybooksarelost.IfIhadbeenAnne,Iwouldhavemadefriendswithmyparents.T:Mostofourfriendsarehumanbeings,butsometimeswemakefriendswithanimalsoreventhingslikediary.You'vedoneanexcellentjob.StepIVReadingScanningGettheSstocomprehendthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreading.TeachergivestheSsacoupleofminutestolookthroughthewholepassage.TelltheSstoreadthetextsilentlyandthenasksomedetailquestionsaboutthetextontheslideshowwiththeirpartners.TeacherencouragestheSstoexpresstheirideas.T:We'regoingtolearnapassageaboutAnne'sbestfriend.ThestoryhappenedduringWorldWarII.Nowlet'slookattheslideshow.Readthetextquicklyandfind195\nanswerstothefollowingquestions.Showthequestionsonthescreen.1.WhatwasAnne'sfriend?HowandwhydidAnnemakeitheronlytruefriend?2.HadAnneeverbeenspellboundbynaturebefore?Howaboutbeinginthehidingplace?Why?3.Whydidn'tshegodownstairsoneeveninguntilthewindowhadtobeshut?T:NowwhocantellmewhatwasAnne'sbestfriend?HowandwhydidAnnemakeitheronlytruefriend?S1:Annemadeherdiaryherbestfriend,towhomshecouldtellherdeepestfeelingsandthoughts.S2:BecauseduringWorldWarII,asJewish,AnneandherfamilyhadtohideawayinordernottobecaughtbytheGermanNazis.S3:Afterhiding,shedidn'tdaretogoout.Shefeltverylonelyandunhappy.Soshecouldn'tmeetheroldfriendsandmakeanyothernewfriendsbesidesherdiary.S4:Maybeshedidn'ttrustothersexceptherdiary,towhomshecouldtelleverything.S5:Shedidn'tsetdownaseriesoffactsinadiaryasmostpeopledo,treatingherdiaryasherfriend,towhomshetoldherdeepestfeelingsandthoughts.T:Exactly.Howaboutquestion2?S6:No,shehadn't.Naturehadneverhavekeptherspell-boundbeforeshecametoAmsterdam.S7:Afterbeinginthehidingplace,Annehadgrowncrazyabouteverythingtodowithnature.S8:Becauseshedidn'tdaretofacenature,beingafraidofbeingdiscoveredbytheNazis.S9:Butshewaseagertoenjoythelightandlongedforthepeaceandhappiness.T:Quiteright.Question3?S10:Becauseshewasheldentirelyinthenature'spower.S11:Shedidn'tdaretofacethenightexceptthatevening.S12:ShewasalwaysworriedaboutbeingcaughtbytheNazism,althoughshewas195\ncrazyaboutnature.S13:Itexposedtheheroine'scomplicatedandconflictingspiritmoodofeitherscaringandhatingthewarandoppress,orlongingforpeaceandlookingforwardtohappiness.T:Welldone!Ithinkyoumaycontinuetoreaditagaintogetmoredetails.SkimmingInthispart,theSswillreadthetextagainandthenworktogetherwiththeirpartnerstogetthemainidea.Thenteachershowstheformonthescreen.Givetheafewminutestofillintheformaboutthewholetext.Checktheanswerswiththewholeclass.T:Nowpleaseskimthepassagefasttogetthemainideawithyourpartners.S1:ItexposedthecrimesthattheNazisoppressedtheJewishandmadethemsuffertheextrememiseryandhardship.S2:Itshowedthecommonidealandwishofthewholeworldpeople,hatingwarsandterrorswhilelongingforpeaceandfreedom.T:Goodjob.Nowlet'strytoobtainageneralunder-standingofthewholepassage,includingthediary.Whilereading,pleasefillintheform.Showtheformwithblanksonthescreen.Anne'sbestfriendWhatHerdiaryWhatkindToldeverythingtoWhenWorldWarIIWhereAmsterdam,NetherlandsWhathappenedHidawaynottobecaughtSamplediaryTimeNatureFeelingBeforehidingBluesky,songsofbirds,moonlight,flowersNeverfeltspellboundAfterhidingDarkness,rain,wind,Grewcrazy,heldintheir195\nthunderingcloudspowerT:Nowit'stimeforustochecktheform.ExplanationT:Nowlet'sdealwithsomelanguagepoints.TurntoPage2.Let'slookatthesentences.Iwonderifit'sbecauseIhaven'tbeenabletobeoutdoorsforsolongthatI'vegrownsocrazyabouteverythingtodowithnature.ThissentencemeansthatAnnecouldn'tgooutforsolongthatshehadfeltwildlyexitedaboutnature.Forexample,whenitwassowarm,Istayedawakeonpurposeuntilhalfpastelevenoneeveninginordertohaveagoodlookatthemoonforoncebymyself.Thissentencetellsusthatonaverywarmevening,Annestayedupuntilhalfpastelevensoastolookatthemoonforoncebyherself.ItwasthefirsttimeinayearandahalfthatI'dseenthenightfacetoface....Thissentencemeansthatitwasayearandahalfsincesheandherfamilyhidawayandshehadalookatthemoonfacetofacewiththewindowopenbyherself.StepVComprehensionReadthepassageagain.FirstasktheSstodoEx1bythemselves.AndthendoEx2withtheirpartners.Atlast,getthemtodiscusstheanswersofEx3ingroupsof4.T:Nowpleasereadthepassageagainandthenturntopage3.Firstlet'sdoEx1byyourselves.Afewminuteslater.T:OK,nowlet'schecktheanswerswiththewholeclass.Ss:1.Annekeptadiarybecauseshecouldtelleverythingtoit.2.Shefeltverylonelybecauseshecouldn'tmeetherfriends.3.TheyhadtohidebecauseJewswerecaughtbyNazisandputaway.4.AnnenamedherdiaryKittybecauseshethoughtitwasherbestfriend.5.Theywerefinallycaughtbecausetheywerediscovered.T:Now,it'stimeforustodoEx2,pleasetalkabouttheanswerswithyourpartners.195\nTheSsaretalkingabouttheirchoices.T:Allright!Let'schoosethecorrectanswersandtelluswhy.Ss:1.D.Becauseinherdiary,shewrotethat“itwasthefirsttimeinayearandahalfthatI'dseenthenightfacetoface.”2.C.Because“shewantedafriendwhomshecouldtelleverythingto,likeherdeepestfeelingsandthoughts.”Butit'sdangeroustotrustotherseasilyinthehidingplace.3.D.Becauseshewroteinherdiarythat“Iwonderifit'sbecauseIhaven'tbeenabletobeoutdoorsforsolongthatI'vegrownsocrazyabouteverythingtodowithnature.”4.A.Because“HerfamilywasJewishsotheyhadtohideortheywouldbecaughtbytheGermanNazis.”And“Themoongavefartoomuchlight.”ThatmeansthemoonwassobrightthatitmightmaketheNazisdiscoverherfamilyhidingthere.Ifso,theywouldbecaught.5.B.BecausethediarywaswritteninJune,1945anditwasinayearandahalfthatshe'dseenthenightfacetoface.T:Nowlet'sdealwithEx3.Pleaselookattheslideshow.NowI'llgiveyouafewminutestodiscusstheanswerstothetwoquestionsingroupsof4.Showthequestionsonthescreen.1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Explainwhy.2.HowwouldyoudescribeAnne'sfeelingsasshewaslookingoutintothenightsky?T:Nowwho'dliketoanswerquestion1?Volunteer!S1:ImissedmyschoolmostbecauseIwaseagertogetmoreknowledgeandIhadstudiedthereformanyyearswithmyteachersandclassmates.S2:Imissedsomepublicplacessuchasamusementparks,gardens,museums,andzoos.Icouldenjoymyselfandplayedhappilyandfreelylikeotherchildren.S3:ImissedthedepartmentstoremostbecauseIcouldbuywhateverIwanted,likeexcellenttoys,beautifulclothesanddeliciousfood.Icouldliveahappylifeagain.S4:Imissedmyrelativesandfriendsverymuch.Ifeltextremelylonelyinthisstrange195\nhidingplace.Ineededthemtosupportandencouragemetogetthroughthehardtime.T:Excellent!Ithinkyou'veunderstoodAnne'sdeepestfeelingsandthoughts.Thesecondquestion?S5:Anneandherfamilyhadtolivethelifeofwanderingaboutanddepartingfromtheworld.Shefeltverylonelyandsad,soshewasjustabletomakeafriendwithherdiary.S6:Sheworriedthatherfamilycouldn'tescapefromtheclutchesofthedevilatlast.Theywereatthedanger.Itwasprobableforthemtobediscoveredatanytime.S7:ShewasveryangrywiththecrimesfortheNazistooppresstheJewishandmakethemsufferingtheextrememiseryandhardship.Shealsohatedwarsandterrorsverymuch.S8:Shelongedforpeace,freedomandhappinesswiththecommonidealandwishofthewholeworldpeople.S9:Shegrewverytiredofthelifewithoutfreedomandfelthelplessbecauseshecoulddonothingbuttohideaway,havingherheartinhermouthandlivinginfearofbeingcaught.S10:Shewonderedwhatshecoulddotochangetheunhappysituation,butshedaren'tfacethefactbecauseshewasfrightenedtosuffercruelpersecution,nothavingthepowerofresistance.T:Excellentjob.YouhaveunderstoodthefeelingsofAnne.StepVIHomeworkShowthefollowingonthescreen.1.IfyouhadbeenAnne,whathaveyoudoneatthattime?DiscusswhatattitudeonearththewideoppressedpeopleshouldtaketowardsthepowerfulNazis,choosinginactiveandpassivewaitingfordeath,orunitingactivelytofacethereactionariesandfightagainstthembravely?2.Retellthetextusingabout100words.Notes:1)Usethefirstpersontoretellthepassage.2)Trytouseproperprepositionsandconjunctions.195\n3)Makeuseofthechartabovewhileretelling.3．PrepareforthereadingtaskonPage44andthinkaboutwhatdifferentwaysofshowingfriendshipareinHawaii.4.Ifpossible,readthebook“Anne'sDiary”publishedeitherinEnglishorChinese.PassageAnalyzing篇章分析I课文图解TextChartReadthetext,andthenfillinthechart.Anne'sbestfriendWhatHerdiaryWhatkindToldeverythingtoWhenWorldWarIIWhereAmsterdam,NetherlandsWhathappenedHidawaynottobecaughtSamplediaryTimeNatureFeelingAfterhidingBluesky,songsofbirds,moonlight,flowersNeverfeltspellboundBeforehidingDarkness,rain,wind,thunderingcloudsGrewcrazyHeldintheirpowerII课文TextRetellingThepossibleversionbelowcanbeusedasamaterialforbothretellinganddictation.Onepossibleversion:IlivedinAmsterdamintheNetherlandsduringWorldWarII.MyfamilywasJewish,sowehadbeenhidawayforayearandahalfinordernottobecaughtbytheGermanNazis.DuringthattimeIhadn'tbeenabletobeoutdoorsforsolongthatIhadgrownsocrazyabouteverythingtodowithnature.Once,Idecidedtolookatthemoonatmidnight.ButIdidn'tdaretoopenthewindowtoseethenightfacetofacebecauseIwasafraidofbeingdiscoveredbytheNazis.Ifeltverylonelywithoutseeingmyold195\nfriends.SoIhadtomakeanewtruefriend,mydiaryKitty,whomIcouldtelleverythingto.Unfortunately,atlastmyfamilywasdiscoveredandcaughtbytheGermanNazishalfayearlater.III德育渗透MoralEducationTeachercanguidetheSstounderstandthetextdeeply,makingtheSstorealizethatwarsandcrueltywillbringincomparablygravedisaster.ArousetheSstolovepeace,hatewarsandestablishthecorrectoutlookonlife,whichhasgreatrealisticmeaning.CalloneverystudenttojointheLeagueandagreetoandfullysupporttheleadershipoftheCommunistPartyfromnowon.Cherishandsafeguardthepeacefulandstablepoliticalsituation.Unitewiththewholeworldpeoplewholovepeaceinordertoabolishallthereactionariesthoroughlyandrealizetheinternationalcommunismintheend.IV写作技巧WritingTechniques1.写作特点WritingCharacteristic1)Leadinthetopicoffriendsandfriendshipbybeginningwithanimperativesentencesoastoarousethereaders'strongcuriosityandinterest.2)Inserttheformofadiary,usingAnne'sdiary“Kitty”asthesecondpersontotellherdeepestfeelings.RevealtheinnerworldoftheheroinebyAnneDiary'sclarificationanddescriptionofherdetaileddeepthoughtsandemotions.3)Usethesharpcontrastiveplot,liketwogroupsofexpressions“adeepbluesky,thesongofthebirds,moonlightandflowers”and“thedark,rainyevening,thewind,thethunderingclouds”,toexpresstheheroine'scomplicatedandconflictingspiritmoodofeitherscaringandhatingthewarandoppress,orlongingforpeaceandlookingforwardtohappiness.1)用设问句引入日记成为好友这一主题，引起读者强烈的好奇心和阅读兴趣。2)插入日记这一体裁，把日记当作第二人称“基蒂”来倾诉感情，通过安妮日记的“表白”，细腻深刻的心理描写揭示了主人公的内心世界。3)通过对比的情节，运用词语如“蔚蓝的天空，小鸟的歌唱，月光和鲜花”与“漆黑的雨夜，狂风，雷云”195\n，表达主人公既惧怕憎恨战争和压迫，又渴望向往和平与幸福的复杂矛盾的心态。2.文章的体裁WritingStyleThetextisanarrativewriting,whichrelatedastorythatduringtheWorldWarII,astheJewish,Anneandherfamilyhadtolivethelifeofwanderingaboutanddepartingfromtheworld.AnnewasonlyabletomakeafriendwithherdiaryKitty,towhomshetellherdeepestfeelingsandthoughts,accompanyinghergettingthroughthetwo-yearfleeingcareer.Adiaryoftheheroine,whichusedthefirstpersontorelateAnne'strueexperiencesandfeelings,waschosentomakethepassagemoresincere,naturalandmoving.本文是一篇记叙文，用第三人称讲述第二次世界大战的时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty为友，倾诉衷肠，伴其渡过两年的逃亡生涯。文中选用了主人公的一篇日记，采用第一人称“我”写出Anne的亲身经历和感受，这样使文章更具真实感，使人感到亲切自然，真切感人。3.中心思想MainIdeaThetextrelatedamiserablestorythatduringtheWorldWarII,astheJewish,Anneandherfamilyhadtolivethelifeofwanderingaboutanddepartingfromtheworld.However,theycouldn'tescapefromtheclutchesofthedevilatlast.ItexposedthecrimesfortheNazistooppresstheJewishandmakethemsufferingtheextrememiseryandhardship.Itshowedthecommonidealandwishofthewholeworldpeople,hatingwarsandterrorswhilelongingforpeaceandfreedom.本文通过叙述了犹太人安妮一家在纳粹党人的黑暗统治下，只能过着滇沛流漓与世隔绝的逃亡生活,却最终难逃魔掌的悲惨命运，揭露德国纳粹党欺压犹太人民，使人民生活在水深火热之中的罪恶行径。表达了全世界人民憎恨战争与恐怖，渴望和平与自由的共同理想和美好心愿。V写作意图WritingPurposeThetextrelatedamiserablestorythatduringtheWorldWarII,astheJewish,Anneandherfamilyhadtolivethelifeofwanderingaboutanddepartingfromtheworld.However,theycouldn'tescapefromtheclutchesofthedevilatlast.ItexposedthecrimesthattheNazisoppressedtheJewishandmakethemsufferingthecomplete195\ndarknessandextrememiseryandhardshipwithoutanyhappiness.Itshowedtheheroine'srealthoughts,hatingwarsandterrorsandlongingforpeaceandfreedom.Butshecoulddonothingbuttohideaway,havingherheartinhermouthandlivinginfearofbeingcaughtbecauseshewasfrightenedtosuffercruelpersecutionanddaren'tfacethefact,nothavingthepowerofresistance.Thecruelhistoricalfactshowedtotheworldthatcompromiseonlyendedupwiththefailure.ThewriterexposedthecruelcontroloftheNazis,whileproposingasharpquestiontothewholesociety,undercontrolofthepowerfulNazis,whatattitudeonearthdidthewideoppressedpeopletake,choosinginactiveandpassivewaitingfordeath,orunitingactivelytofacethereactionariesandfightagainstthembravely?Wherethereisoppression,thereisresistance.本文通过叙述了犹太人安妮一家在纳粹党人的黑暗统治下，只能过着滇沛流漓与世隔绝的逃亡生活，却最终难逃魔掌的悲惨命运。在揭露德国纳粹党欺压犹太人民，使人民生活在水深火热之中的罪恶行径的同时，也表达主人公既憎恨战争和压迫，又渴望和平与自由，却因惧怕遭到残酷迫害，不敢正视现实，无力反抗，只能过着东躲西藏，提心吊胆，担惊受怕，毫无幸福可言的暗无天日的生活。这一残酷的历史事实，向世人说明，妥协退让只能以失败而告终。作者在揭露纳粹的残暴统治的同时，向全社会提出一个尖锐的问题：在强大的纳粹统治下，广大受压迫的人民究竟应该采取什么样的态度，是选择消极被动地坐等待毙，束手就擒呢？还是应该积极主动地团结起来，勇敢地与反动派进行斗争呢？Reading(II)Teachinggoals教学目标ReadingofUsingthelanguageonWB1.Targetlanguage目标语言a.重点词汇和短语culture,partof,settle,selfish,solve,oneanotherb.重点句子Afriendinneedisafriendindeed.Wecanlivewithoutabrother,butnotwithoutafriend.195\nAgoodthinginlifeistheencouragementofafriend.Ithinkfriendshipismoreimportantthananythingelseinmylife.Friendshipisoneofthegreatestpleasuresthatpeoplecanenjoy．Oneofthebestwaystokeepfriendshipistoreturnit.InthelanguageoftheHawaiianswhofirstsettledtheislandslongago,alohahadaveryspecialmeaning.Itisbelievedthattheislandscanbeaparadisewhenpeopleliveinpeace.Peoplearetoldthattheiractionsshouldbeasgentleasthewindthatblowsfromthesea.2.Abilitygoals能力目标a.Discussdifferentwaysofshowingfriendship.WhataredifferentwaysofshowingfriendshipinHawaii?Howdoyoushowfriendshiptovisitors?Whatisthefirst/following/thirdwayofshowingfriendshipinHawaii?b.Guessthemeaningofthewords.Aloha,lokahi,kokua,ohana,leic.Discussthequestionsaboutthepassage.WhydomanydifferentpeoplescallHawaiitheirhome?HowcanpeopleinHawaiiliveinpeace?HowdopeopleinHawaiigetonwithoneanother?d.TeachtheSstoreadapoemandgetthemdiscusstherealmeaningoffriendsandfriendship.3.Learningabilitygoals学能目标EnabletheSstogettoknowaboutdifferentwaysofshowingfriendship.Teachingimportantpoints教学重点Talkaboutdifferentwaysofshowingfriendship.Teachingdifficultpoints教学难点a.Discusstheanswerstothequestions.b.TeachtheSstoreadapoemandgetthemdiscusstherealmeaningoffriendsandfriendship.195\nTeachingmethods教学方法Fastreading.Dealingwithcomprehensionquestions.Discussion.Student-centeredvocabularylearning.Teachingaids教具准备Aprojector,acomputerandarecorder.Teachingprocedures&ways教学过程与方式StepIRevisionFirst,showthequestionaboutthetextandthetargetlanguageonthescreenandasktheSstodiscussit;thenasksomeofthemtoretellthetextandgivesomecomment,atlastgetthemtoanswerthequestionaboutwhatdifferentwaysofshowingfriendshipareinHawaii.T:LastclasswehavelearnedthestoryabouttheJewishAnne,herfamilyandherdiary.ThewriterexposedthecruelcontroloftheNazis,whileproposingasharpquestiontothewholesociety,undercontrolofthepowerfulNazis,whatattitudeonearthdidthewideoppressedpeopletake?NowI'llgiveyouacoupleofminutestodiscussit.Showthequestionandthetargetlanguageonthescreen.IfyouhadbeenAnne,whathaveyoudoneatthattime?DiscusswhatattitudeonearththewideoppressedpeopleshouldtaketowardsthepowerfulNazis,choosinginactiveandpassivewaitingfordeath,orunitingactivelytofacethereactionariesandfightagainstthembravely?TalkaboutagreementanddisagreementIthinkso.Idon'tthinksoIagree.Idon'tagreeThat'scorrect.That'sexactlymyopinion.You'requiterightIdon'tthinkyouareright.195\nIquiteagreewithyou.I'mafraidIdon'tagree/disagreewithyou.Ofcoursenot.I'mafraidnot.T:Areyouready?Now,I'llasksomeofyoutogiveyouropinions?S1:Wherethereisoppression,thereisresistance.Ithinksheshouldn'tgiveintheevilpoweroftheNazis.Sheshoulddevoteherselftorevolutionarystruggle,likeLiuHulan.ShejoinedtheChineseCommunistPartyanddiedbravelyfortherevolutioncareer.S2:Idon'tagreewithyou.UnderthecontrolofthepowerfulNazis,shewastooweaktorebelagainstthem.S3:Idon'tthinkyouareright.ShecouldtrytofindtheorganizationtounitewithmoreJewishtofightfortheirfreedomandhumanrights.S4:You'requiteright.ChoosinginactiveandpassivewaitingfordeathwashelplesstochangetheJewishfate.Onthecontrary,itonlybroughtthemmuchmoremiserablelife.S5:Iagreeunitingactivelytofacethereactionariesandfightagainstthembravely.AlltheJewishshouldlearnfromKarlMarx,whowasalsoaJewishandfoundedtheCommunistParty.Itsaimistoleadalltheoppressedworkingpeopletoseizepoliticalpowerthroughrevolutionarystruggle.S6:Ithinkwarsandcrueltywillbringincomparablygravedisaster.Weshouldnotonlylovepeace,hatewars,butalsowecanjointhestruggleagainstallthereactionariesinordertocherishandsafeguardthepeacefulandstablepoliticalsituation.T:Welldone!IadviseyoutojointheLeagueandagreetoandfullysupporttheleadershipoftheCommunistPartyfromnowon.Unitewiththewholeworldpeoplewholovepeaceinordertoabolishallthethoroughlyandrealizetheinternationalcommunismintheend.Teachershowstheretellingwork.T:Now,I'dlikeyoutoretellthetextaccordingtothechart.Volunteer!195\nSs:...StepIIPre-readingAskthestudentstoreadthequotationfromAniDiFrancoandrepeatthemeaningofthesesentences.T:Todaywearegoingtolearnmoreaboutfriendsandfriendship.Pleaselookatthescreen,thereisaquotationfromAniDiFranco.Readitcarefullyandthentellmeyourunderstandingtoherwords.TheSsareencouragedtogivetheirowninterpretationofthewords.Ss:Inmyopinion,friendshereisabroadsense,whichmeansallpeoplearounduscouldbeourfriends,aslongaswehavesomethingincommontosharewitheachother.StepIIIReadingThisreadingpassageisaboutfriendshipinHawaii.Afterthefirstreading,lettheSsdoEx1onP45.Showthepassagechartonthescreen.GuidetheSstoguessthemeaningofthewordsaccordingtothereferenceexpressionsfromthecontext.Then,letthemtalkaboutthequestionsonPage45afterreadingthetextagain.T:LasttimeIaskedyoutoprepareforthereadingtaskonPage44andthinkaboutwhatdifferentwaysofshowingfriendshipareinHawaii.NowreadthepassagequicklyandtrytofindthethreesignsoffriendshipinHawaii,andthendecidewhateachofthefollowingwordsmeansinthelanguageoftheHawaiians.Fillthechartatlast.Showthepassagechartonthescreen.Sign(Way)MeaningReferenceexpression(clue)AlohaTobewithhappinessMeaning,thatisAlohaOurheartssingingtogetherMeanLokahiOnenesswithallpeopleKokua(help)Ohana(family)Whichmeans195\nLove,community,paradiseLeisAflowerringtoshowfriendship.Theleiisputoverafriend'sneck.Andthepictureshowsit.T:Whilefillingthechart,pleaselookforthereferenceexpressionsfromthecontext,suchas“mean,meaning,thatis,orthepunctuation,likeroundparentheses()orquotationmarks“”youmayknowthemeaningsofthewords.Checktheanswerwiththewholeclass.T:Nowlet'stalkaboutthequestionsonPage45withyourpartners.Afewminuteslater.T:Allright.Who'dliketoanswerquestion1?Ss:1.Thefirstwayistousetheword“aloha”,whichmeans“tobewithhappiness”2.Thesecondwayistousetheword“lokahi”,whichmeans“onenesswithallpeople”3.Thethirdwayistousetheword“lei”,whichisagarlandofflowerswornaroundtheneck.4.BecauseallthevisitorsandnativesinHawaiiareallunselfishandfriendlylikeoneofthemembersofabigfamilylikeaparadise.5.PeopleinHawaiiareallunselfishandfriendly,livinginpeace.6.Theiractionsaregentle.Theysolvetheproblemswithunderstanding.7.Canyoufindsimilarthingsinyourhometown?Howdoyoushowfriendshiptovisitors?Sa:Yes,asweknow,Chinaisanoldculturalcountrywithalonghistory.TheChinesepeopleareveryhospitable.AsthecitizensofTaiyuan,wearealsoverypolitetovisitors.Sb:Wealsousemanypolitewordstowelcomevisitorstoshowourfriendship.Forexample,“WelcometoTaiyuan.”“Itwasapleasuretomeetyou.Hopeyoucanvisithereagain.”“Goodbyeandhaveagoodtrip/journey/voyage/flight.”195\nSc:LikeHawaiians,wetreasurefriendship,too.Whereverthevisitorscomefrom,we'lltreatthemlikeourfamilyandmakethemfeelascomfortableastheywouldiftheywereathome.WeusuallyshowthemaroundTaiyuan,visitsomefamousplacesofinterestlikeJinciTemple,ShanxiProvincialMuseum,MianshanPavilion,TempleofTwinPagodas.Sd:Whentheyvisithere,weusuallyinvitethemtothebighoteltotasteourlocalflavor.Whentheyleave,wealsogivethemournativeproductasagift,suchasFenliquorandpreservedapricot.StepIVFurther-readingHereisasupplementaryreadingmaterialonthescreen,apoemnamed“Friends”.Readitcarefullyandthendosomecomprehensionexerciseswiththeirpartners.Atlast,gettheSstodiscusstherealmeaningoffriendsandfriendship.Ssareencouragedtogivetheirownopinionsfreelywiththetargetlanguage.T:Tillnow,wehavelearnedtwopassagesaboutfriendsandfriendship.Haveyoureallycaughtthemeaningoffriendsandfriendship?Hereisasupplementaryreadingmaterialonthescreen,apoemnamed“Friends”.Readitcarefullyandpreparetodosomereadingcomprehensionexerciseswithyourpartnersandteachthemaboutrhyme.Showthepoemandtheexercisesonthescreen.FriendsAfriendissomeoneweturntowhenourspiritsneedalift,Afriendsissomeonewetreasureforourfriendshipisagift.Afriendissomeonewhofillsourliveswithbeauty,joy,andgraceAndmakesthewholeworldweliveinabetterandhappierplace.Readingcomprehension:1.Writedownthepairsofwordsthatrhymeandaddmoresimilarrhymingwords.2.Speakoutthemainideaofthepoem.3.Studyandpractisethepoemuntilyoucanreaditwiththerightrhythm.Thenread195\nitouttotheclass.T:(Afewminuteslater,)Stopreading,please.Firstofall,whocantellmewhatrhymemean?S:Rhymeissamenessofsoundbetweenwordsorsyllables,especiallytheendingsoflinesofverse.T:Exactly.Forrhyme,themostimportantthingisthatthesoundisthesame.Wouldyouliketogiveusanexample?S:Clime&&time,ball&fall,poor&door.T:Areallofthemright?S:No,thesoundsofpoor&doorarenotthesame.T:Verygood!SometimesthelettersmaybethesameinEnglishspelling,butwordsmaystillnotthyme.Howaboutthispoem?Who'dliketocometotheblackboardtowritedownthepairsofwordsthatrhyme?S:(Ontheblackboard)lift&gift,grace&place.T:Whocanaddmoresimilarrhymingwords?S:(Ontheblackboard)Homey&money,inner&winner,brown&clown,book&cookmouse&house,sound£,page&sage,test&rest.T:Welldone!What'sthemainideaofthepoem?S:Ittellsuswhatkindofpeoplearealfriendshouldbe.T:Quiteright!Nowlet'sreadthepoemtogetherwiththetape,payingmoreattentiontotherightrhythm.TheSsaredoingsomereadingaloud.T:Now,let'sdiscusstherealmeaningoffriendandfriendshipingroupsof4.Pleasegiveyouropinionsfranklyandactively.T:Now,Iwanttoknowhowyouthinkofthemeaningoffriendsandfriendship.Whocangiveyouropinionsforthewholeclass?S1:Ithinkso.Friendshipisoneofthegreatestpleasuresthatpeoplecanenjoy.We195\ncanlivewithoutabrother,butnotwithoutafriend.Itisverydifficulttofindabetterdefinitionoffriendship.ButIthinkoneofthebestwaystokeepfriendshipistoreturnit.S2:Inmyopinion,everybodyneedsfriends,someoneyoucansharethebadtimesaswellasthegoodtimeswith.Someoneyoucanturntoforhelporadvice,orsomeonewhocanassistyouwhenyouaretrouble.Thisisafriend.S3:Iagreewithafriendinneedisafriendindeed.Agoodthinginlifeistheencouragementofafriend.Alifewithoutafriendisalifewithoutasun.Friendsareveryimportanttoanyperson.S4:That'sexactlymyopinion.Themeaningoffriendshipisrespect,whichisthebaseofthefriendship.Ifyoudonotrespectothers,theywillnotrespectyoueither.Andtheyarenotfondofyou.Forexample,ateacherthinkshisstudentsasimmatureandforcesthemtofinishtheirhomeworkwhichheassigned.Whentheycannotfinishthemintime,heblamesthemloudlyinfrontoftheirclassmates.Thestudentswillbecomeafraidoftheirteacher.Therewillbenofriendshipbetweenthem.Ifyouwanttomakefriendstoothers,respectthemfirst.S5:Iquiteagreewithyou.Realfriendshipisarareandpreciousgift,strong,stable,yetfragile,andnevertobetakenforgranted.S6:That'scorrect.Friendship,inmymind,meanshavingpeoplewhoyouknowwillhelpyouifyouareeverintrouble.Ithinkit'salsopeoplewhoyoufeelyoucanactuallytellthingstoandtheywilllisten.Ithinkfriendshipismoreimportantthatanythingelseinmylife.T:Welldone.Iquiteagreewithyou.Iwishallofusmakealotoffaithfulfriendsandkeepourrealfriendshipforever.StepVHomeworkCollectmaterialstoprepareanEnglishpartyoranEnglishpaperonfriendship.Prepareforthelanguagestudy,reviewingthewordthey'velearntinthisunit.LanguagestudyTeachinggoals教学目标195\n1.Targetlanguage目标语言a.重点词汇和短语suffer,settle,realize,worryabout,havegotto,tieupb.重点句子Chucksaidhewouldtakecareofhim.SheaskedifIhadgote-mailsfrommyfriends.FatheraskedAnnewhenshewenttobedthenightbefore.2.Abilitygoals能力目标LearnDirectSpeechandIndirectSpeech(statementsandquestions).3.Learningabilitygoals学能目标LetSslearnhowtouseDirectSpeechandIndirectSpeech(statementsandquestions).Teachingimportantpoints教学重点a.TheuseofDirectSpeechandIndirectSpeech(statementsandquestions).b.ChangetheDirectSpeechintoIndirectSpeechandIndirectintoDirect.Teachingdifficultpoints教学难点a.HowtoteachtheSstomastertheusageofDirectSpeechandIndirectSpeech(statementsandquestions).b.Findoutthedifferencebetweendirectspeechandindirectspeech.Teachingmethods教学方法Teachgrammarinrealsituations.Learngrammarthroughpractice.Teachingaids教具准备Aprojector.Ablackboard.Teachingprocedures&ways教学过程与方式StepIRevisionCheckSs'homework.(Collectingmaterials)WhyGodGaveUsFriendsGODKnewThatEveryoneNeeds195\nCompanionshipAndCheer,HeKnewThatPeopleNeedSomeoneWhoseThoughtsAreAlwaysNear.HeKnewTheyNeedSomeoneKindToLendAHelpingHand.SomeoneToGladlyTakeTheTimeToCareAndUnderstand.GODKnewThatWeAllNeedSomeoneToShareEachHappyDay,ToBeASourceOfCourageWhenTroublesComeOurWay.SomeoneToBeTrueToUs,WhetherNearOrFarApart.SomeoneWhoseLoveWe'llAlwaysHoldAndTreasureInOurHearts.That'sWhyGodGaveUsFriendsFriendshipFriendshipisoneofthegreatestpleasuresthatpeoplecanenjoy．Itisverydifficulttofindabetterdefinitionoffriendship．Atruefrienddoesindeedfindpleasureinourjoyandsharesorrowinourgrief．Intimeoftrial，heorsheisalwaysatoursidetogiveushisorherhelpandcomfort．Knowinghowvaluablefriendshipis，weshouldbeverycarefulinourchoiceofafriend．Wemustchoosesomeonewhohasagoodcharacter，whoseactivitiesaregoodandwhoshowskindnessofheart．Weshouldavoidthoseshallowpeoplewhoareeasilychangedbyadversitiesormisfortune．Atruefriendcanalwaysbetrusted，lovedandrespected．Ifyoutellafriendyoursecrets，heorshewon'ttellanyoneelse．Friendsshareeachother'sjoysandsorrows．Theyhelpeachotherwhentheyareintrouble，andcheereachotherupwhentheyaresad．Themostimportantthingisthatafriendalwaysunderstandsyou．In195\nconclusion，whenyouhavemadeagoodfriend，don'tforgethimorher．StepIIWordstudyThispartisaconsolidationofthewordslearntinthisunit.AsktheSstodotheexerciseindependently.T:NowpleaseopenyourbooksandturntoPage4.Firstlet'slearnaboutlanguage.Usethewordthey'velearntinthisunittofillintheblanks.Completethesentenceswithsuitablewordsincorrectforms.StepIIIPreparationGetapairofstudentstostandupandactasAnneandKitty.It'stimefortheteachertobetheinterpreterbetweenthem.Encouragebothsidestogivedifferentsentences,includingstatementsandquestions.T:HavingafriendlikeKitty,doyouthinkitabitdifficulttounderstandeachother?Nowletmecomeandhelpyou.Sa:Ihavegrowncrazyaboutnature.T:Annesaidshehadgrowncrazyaboutnature.Sb:Whendidyoubegintofeellikethis?T:KittyaskedwhenAnnebegantofeellikethat....StepIVGrammarTheSswilllearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).FirsttrytomakecleartotheSswhatdirectandindirectspeechis,withthehelpofthepracticeinStepIII.Thengivethemsomeexamples.AtlastgetthemtosummarizetherulesofDirectSpeechandIndirectSpeech(statementsandquestions).T:Inthispart,wearetolearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).WhendoweuseDirectSpeechandwhendoweuseIndirectSpeech?Ss:WeuseDirectSpeechwhenwewanttoshowtheexactwords.Usequotationmarkstoshowthatyouarereportingthewordsandareportingclausewhichincludesinformationaboutthespeaker.Useacommatoconnectthequotationandthereportingclause.195\nT:Hereisasituation.YoumetyourformerclassmatesMarystudyinginthemiddleschool.ThefollowingiswhatMarytoldyou.Laterthatday,youtoldanotherfriendwhatMarysaidtoyou.ChangethesentencesintoIndirectSpeechandfindoutwhenweuseIndirectSpeech,whatweneedtochange.1.Iwilldoanythingtogetclosetonature.2.Somepeopledon'tunderstandme.3.I'llsticktodomyresearchwork.4.Ihavetostayoutinthewoodsforafewdayscamping.5.Wouldyouliketogocampingwithme?6.Howareyougettingonwithyourstudy?Ss:1.Marysaidshewoulddoanythingtogetclosetonature.2.Marysaidsomepeopledidn'tunderstandher.3.Marytoldmethatshewouldsticktodoherresearchwork.4.Marytoldmethatshehadtostayoutinthewoodsforafewdayscamping.5.Maryaskedif/whetherIwouldliketogocampingwithher.6.MaryaskedhowIwasgettingonwithmystudy.Showtypicalexamplesofturningdirectspeechintoindirectspeech.GuidetheSstofindoutwhatchangeswehavetomakeinverbtenses,pronounforms,andwordorderandsoon.GroupworkisadvisableheresothattheSscanenjoythepleasureandefficiencyofworkingtogether.Sswritedownwhattheyhavefoundandthenpresentit.BereadytoanswerthequestionsfromtheSs.Nowcomestheteacher'sturntogiveasummary,.SentencestructureDirectspeechIndirectspeechDeclarativePositiveHesaid,“Ipassedthisexam.”Hesaidhehadpassedthatexam.NegativeLucysaid,“Ican'tfinishreadingthebookthisafternoon”Lucytoldmethatshecouldn'tfinishreadingthebookthatafternoon195\nInterrogative“Areyougoingtomailthisgift?”TomaskedBob.TomaskedBobifhewasgoingtomailthatgift.SpecialInterrogative“HowcanIsolvetheproblem?”Janeaskedme.Janeaskedmehowshecouldsolvetheproblem.Imperative“Don'ttalkinclass”saidMr.Green.Mr.Greenorderedmenottotalkinclass.Exclamatory“Howsillytheboyis!”Peterexclaimed.Petertoldmehowsillytheboywas.T:Nowpleasefindoutwhatchangeswehavetomakeinverbtenses,pronounforms,wordorderandsooningroupsof4.Sswritedownwhattheyhavefoundandthenpresentit.T:Nowlet'ssummarizetherulesofDirectSpeechandIndirectSpeechDirectSpeechIndirectSpeechSentencestructureDeclarativeSay/tellsb.(that)+clauseInterrogativeAsk/wonderwhether/if+statementorderSpecialInterrogativeAsk/wonder+wh-word+statementorderInterrogativeAsk/tell/ordersb.(not)todoExplanativeTellsb.what/how+statementorderTensePresentPastPastpastperfectPresentperfectPastperfectPastperfectPastperfectPresentcontinuousPastcontinuousFuturePastfuture195\nPronounFirstpersonThirdpersonSecondpersonFirstorthirdpersonthisThatTheseThoseAdverbialoftimeNowThenTodayThatdayYesterdayThedaybeforeThisweek/monthThatweek/monthLastweek/monthTheweek/monthbeforeThreedaysagoThreedaysbeforeTomorrowThenextday/thefollowingdayAdverbialofplaceherethereThisplaceThatplaceTheseplacesThoseplacesVerbComeGobringTakeTherearesomecasesinwhichwedon'tneedtochangethetense.CaseDirectspeechIndirectspeechatruthHesaid,“Theearthgoesaroundthesun.”Hesaidthattheearthgoesaroundthesun.timetableHesaid,“Theplanetakesoffat6:30a.m.”Hesaidthattheplanetakesoffat6:30a.m.asayingaproverbaquotationHesaid,“Wherethereisawill,thereisaway.”Hesaidthatwherethereisawill,thereisaway.anadverbialindictingthepast:Mr.Wangsaid,“IwasborninSeptember,1972.”Mr.Wangsaid，“hewasborninSeptember,1972.”195\nStepVPracticeForEx1,gettheSstolookatthesentencescarefullyinpairsinordertofindoutthedifferencebetweendirectspeechandindirectspeech.GuidetheSstofindoutthechangesinpronounforms,wordorder,adverbialsandsoon,especiallytheverbtenses,theunderlineparts.AsktheSstopayattentiontothereportingclause.ForEx2,asktheSstodoitbythemselves,thenchecktheanswersbyaskingsomeSstoreadaloudtheiranswers.T:Pleaselookatthesentencescarefullyinpairsinordertofindoutthedifferencebetweendirectspeechandindirectspeechinpronounforms,wordorder,adverbialsandsoon,especiallytheverbtenses,theunderlineparts.TheSsarefindingoutthedifferenceandchanges.T:Now,you'veknownthedifferenceandthechangesinpronounforms,wordorder,adverbialsandsoon,especiallytheverbtenses.Howaboutthereportingclause?S1:Thereportingclausemaycomebefore,within,orafterthedirectspeech.Whenthereportingclausecomesafterthedirectspeech,theorderofthesubjectandtheverbmaybechanged.E.g.Janesaid/saidJane.Thistypicallyhappenswhenthereportingclauseiswithinthereportedspeechandthesubjectisnotapronoun.S2:Useacommatoconnectthedirectspeechandthereportingclause.T:Quiteright.Nowlet'sdealwithEx2,changethedirectspeechintoindirectspeechandindirectintodirect,payingattentiontothedifferenceandchangesinpronounforms,wordorder,adverbialsandsoon,especiallytheverbtenses.Pleasedoitbyyourselves.TheSsarepracticingEx2.T:OK,let'schecktheanswersbyaskingsomeSstoreadaloudtheiranswers.Ss:...StepVIHomework1.PracticeofWB(P42.1&&P43.2)2.AsktheSstothinkoutdifferentwaystosolvetheproblemsaboutmakingfriends,preparingthematerialsaboutthedebate.GettheSstoknowtheproblemwasthat195\nAnnehadmadeafriendinthehidingplace—thesonofanotherfamilyhidingwiththem,butherfatherwasnothappyaboutthis.Thetopicis:HowdoyouhelptosolvetheproblembetweenAnneandherfather.DoyouagreewithAnneorherfather?Usespecificreasonstosupportyoursolutions.ListeningTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语getalongwith,teenagers,fallinlove,advice,throwawayb.重点句子Ithinkfriendshipismoreimportantthatanythingelseinmylife.I'mgettingalongwellwithaboyinmyclass.Youdon'twishtoshareyoursecretthoughtsandfeelingswithothers.2.Abilitygoals能力目标EnabletheSstounderstandthestoryaboutAnne'sfriendsandhowtosolveproblemsaboutmakingfriendswiththeoppositesexbylistening.EnabletheSstoknowhowtohelpAnnemakeherfatherchangehismind.3.Learningabilitygoals学能目标EnabletheSstoknowhowtogetthekeywordstounderstandthestoryaboutAnne'sfriends.Teachingimportantpoints教学重点Listentothematerialaboutthedifferentsituationsandcompletethesentencesandfindoutwhathappenedinthehidingplace.Teachingdifficultpoints教学难点Discusswithpartnersandhaveadebatetofindoutwaystosolvetheproblemsaboutmakingtheoppositesex.Teachingmethods教学方法Discussion.Listening.Cooperativelearning.195\nDebating.Teachingaids教具准备Arecorder.Teachingprocedures&ways教学过程与方式StepIRevisionAftercheckingtheWBExx,theteacheraskstheSstoreadtheletteronPage6first,andthenaskthemtodiscusswhatwasupsettingLisa.T:HereisaletterwrittentoMissWangofradiobyLisa.Readtheletter,please.Trytofindoutwhatwasupsettingherwithyourpartners,usingtheindirectspeech.Sa:Lisamadeafriendwithaboyinherclass.Butherclassmatessaidtheyfellinlove.Sb:Lisasaidshedidn'twanttoendthefriendship.Sc:Lisaaskedwhatsheshoulddo.StepIIListening(Usinglanguage)TheSswillhearwhatMissWangsays,thenasktheSstoanswerthequestions,usingtheindirectspeech.Atlast,getthemtospelloutthewordsandfillintheblanks.T:OK,we'vealreadyknowntheLisa'sproblemsonmakingfriends.MissWanghassuggestedsomepossiblesolutions.Pleaselookatpage6.We'regoingtolistentowhatMissWangsays,andthenanswerthequestionsofEx2.Gothroughthequestionsquickly.Writedownthekeywordsasquicklyaspossible.Listenagainandchecktheanswerswiththewholeclass.T:Nowlet'slistentoitagainandtrytospelloutthewordsandfillintheblanks.StepIIIListening(WBP41)TheSswillhearapassageaboutAnne'sbestfriend,herdiaryKitty.Theyareaskedtocompletethepassageaccordingtothetape.T:Inthefollowingpart,wearegoingtolistentoapassageaboutAnne'sdiary.Listentothetapecarefullyandfillintheblanks.Listentoitagainandchecktheanswerswiththewholeclass.StepIVListeningTask195\nThetaskcanbedividedintothreeparts.First,theSswillhearastoryaboutanargumentbetweenAnneandherfatheraboutherboyfriend.Afterlistening,theyjustwritedowntheirdifferentthoughts.ThentheycanhaveadebatetofindoutabettersolutiontosolveAnneandherfather'sproblem.Theactivityshouldbepreparedcarefullybeforehand.Duringtheclass,thetwoteamsjustdothefinalpreparations.GettheSstoknowtheproblemwasthatAnnehadmadeafriendinthehidingplace—thesonofanotherfamilyhidingwiththem,butherfatherwasnothappyaboutthis.AsktheSswhethertheythoughtAnneshouldfollowherfather'sideasornot.Usespecificreasonstosupporttheirsolution.Atlast,gettheSstogiveAnnesomeadvicetohelpherwiththisproblem,workinginpairsandmakingalistofthingsshemightsaytoherfathertomakehimchangehismind.Thinkofasmanyastheycan.Sharetheirideasonhowtosolvetheproblemwiththewholeclass.T:We'vejustlearnedhowMissWanghelpedLisatosolveherproblemonmakingfriends.Now,I'llgiveyouachancetotrytohelpotherstosolvetheirproblemsonmakingfriends.PleaseturntoPage43.WearegoingtolistentotheargumentsbetweenAnneandherfatheronmakingafriendwithherneighbor.Forthefirsttime,justfocusonAnnandherfather'sthoughts.Writedownthekeywordsasquicklyaspossible.Aftercheckingonthecorrectanswers,gettingtheSstodiscusstheproblemingroupsof4.GiveSsafewminutestothinkabouttheirdifferentthoughtstomakesurewhichsidehis/sheison,Anneorherfather?AsktheSstoformtwodebatingteamsandprepareforthedebate.T:Now,let'schecktheanswerswiththewholeclass.Wewillformtwoteams.Oneteamholdsanaffirmativeview,likingtosupportAnne'sthought.Theoppositionteamholdsanopposingview,agreeingwithherfather.Duringdebating,eachteamshouldgivethereasonswhyyouagreewithAnneorherfather.Andtheoppositegroupshouldarguewiththembypresentingyouroppositeviews.Intheend,eachteamshouldpresentthedecisionsyou'vemadeandgivethereasonsbyoneofyourmembers.Understand?195\nNext,giveanotherfewminutestoorganizetwoteamsgettingreadyforthedebate,offeringtheirreasonswhytheyagreewithAnneorherfather.Usespecificreasonstosupporttheirsolutions.Teachershowstheusefulexpressionsonthescreen.T:OK,I'llgiveyouanotherfewminutestoorganizetwoteamsgettingreadyforthedebate,offeringyourreasonswhyyouagreewithAnneorherfather.Usespecificreasonstosupportyoursolutions.NowI'dliketoshowyouthefollowingusefulexpressionsonthescreen.HowdoyouhelptosolvetheproblembetweenAnneandherfather?DoyouagreewithAnneorherfather?Usespecificreasonstosupportyoursolution.Youmayusethefollowingusefulexpressions:IfIwereyou,I'd/Iwouldn't...Ithinkitmightbeagoodideatodo...How/Whatabout...?Whydon'tyou/Whynot...?AsfarasIcansee,thebestthingwouldbeto...Wouldn'titbebetterif...?Wehavetomakeachoice...Theotherideasoundsbettertome...Then,teacherencouragestheSstoorganizethewholedebatebySsthemselves.Eachteammembershouldtrytogivereasonsorexamplestosupporttheirideas,andtrytoshowthattheothersideiswrong.Teachergoesaround,givinghelptotheSs.T:Allright.Areyouready?I'dlikeyoutoorganizethewholedebatebyyourselves.Eachteammembershouldtrytogivereasonsorexamplestosupportyourideas,andtrytoshowthattheothersideiswrong.Areyouclear?Anyquestions?Don'tbenervous.AndI'llgoaroundtogiveyouanynecessaryhelp.Now,let'sbeginourdebate.Teachergoesaround,givinghelptotheSs.Twoteams:TeamA:S1,S2,S3,S4,S5,S6thinkit'sfoolishtoendtheirfriendship.195\nTeamB:Sa,Sb,Sc,Sd,Se,Sfdon'tthinkit'snecessarytoendtheirfriendship.T:Excellentdebate.Now,it'stimeforyoutosummaryyourideas.Eachteamshouldpresentthedecisionsyou'vemadeandgivethereasonsbyoneofyourmembers.TheSsaredoingtheirwork.T:Verygood!Nowpleaseallowmetomakeaconclusion.Ithinkbothofyouhavereasonablearguments.Everythinghastwosides.Itishardtodeciderightorwrong.Thekeypointiswheneverwedecidetodosomething;weshouldhaveanall-roundview.Inmyopinion,TeamA/Barguedmorelogical.SoIannouncedthewinnerisTeamA/B.EachofthemembersofTeamA/Bwillgetanotebookasaprize.Congratulations!Afterthedebate,thewinnerteamcangetaprize,likeadictionaryoranotebook.T:OK,we'veknownthatAnneneedssomeadvicetohelpherwiththisproblem.Now,workinpairsandmakealistofthingsshemightsaytoherfathertomakehimchangehismind.Thinkofasmanyasyoucan.Shareyourideasonhowtosolvetheproblemwiththewholeclass.Ss:Icouldn'tgooutdoorsforsolongthatI'vegrowncrazyabouteverythingImissmyoldfriendsverymuch.ButI'mnotabletogetintouchwiththem.Ifeltverylonelysincewelivedinthishidingplace.However,I'meagertomakenewfriendstocommunicatewitheachother.Ihaven'tnewfriendsbesidesmydiaryKitty.AlthoughIcantelleverythingtoit,itdoesn'tunderstandme.Atthattime,ourneighborcameup,heiskindenoughtoenjoyhelpingandsupportingme.Hecanalsounderstandmydeepestthoughtsandfeelingsbecauseoursituationsaresimilar.Heoftenencouragesmetobebraveandoptimistictofacethemiserablepresentdifficulty.Hemanagedtomakemebelievethatourlifewouldgrowbetterinthenearfuture.Weusuallyreadbookstogetherinordertoenrichourknowledgeandmakegreatprogress.I'mgettingalongwellwithhimjustforhelpingwitheachother.It'sakindofpurefriendship,whichmakesourlifeeasierandhappier.Ifyoureallyloveme,pleasedon'tpreventusfromournormalcommunicating.Ibegyoutoallowustocontinueourfriendship.195\n(以上部分内容由于没有听力原文，暂不能提供参考答案。)StepVAssignment1.Todaywehavelearnthowtosolvetheproblemsonmakingfriends.Forthehomework,describeoneoftheproblemsbetweenfriendsandhowitissolved.2.Whatdoescoolmean?Whatdoyouthinkshoulddowithyourfriends?SpeakingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语quiz,situation,accordingly,editor,communicate,decisionb.交际用语1)TalkaboutagreementanddisagreementIthinkso.Idon'tthinksoIagree.Idon'tagreeThat'scorrect.That'sexactlymyopinion.You'requiterightIdon'tthinkyouareright.Iquiteagreewithyou.I'mafraidIdon'tagree/disagreewithyou.Ofcoursenot.I'mafraidnot.2)PractisegivingadviceandmakingdecisionsYou'dbetter...Iadviseyouto...Ithink/Inmyopinion,youshould...IfIwereyou,I'd/Iwouldn't...Ithinkitmightbeagoodideatodo...How/Whatabout...?Whydon'tyou/Whynot...?AsfarasIcansee,thebestthingwouldbeto...Wouldn'titbebetterif...?Wehavetomakeachoice...195\nTheotherideasoundsbettertome...2.Abilitygoals能力目标a.EnabletheSstotalkaboutagreementanddisagreement.b.EnabletheSstogiveadviceandmakedecisions.c.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.3.Learningabilitygoals学能目标a.Learnhowtotalkaboutagreementanddisagreement.b.HelptheSslearnhowtoexpresstheirideasandgivetheiropinions.c.EnabletheSslearnhowtodesignaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.Teachingimportantpoints教学重点难点a.TeachtheSshowtoexpresstheirideasandgivetheiropinions.b.HelptheSstodesignaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.Teachingmethods教学方法Pairsworkandgroupwork.Discussionandcooperativelearning.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepIRevisionAsksomeoftheSstoreadhis/hercompositionfortheclass,describingoneoftheproblemsbetweenfriendsandhowitissolved.Thengivesomecomments.T:Now,let'scheckupyourhomeworkforlastclass.I'dlikesomeofyoutoreadhis/hercompositionfortheclass,describeoneoftheproblemsbetweenfriendsandhowitissolved.S:Everybodyneedsfriends.Butbeingagoodfriendcansometimesbehardwork.Learninghowtosolveproblemsonfriendshipcanmakeyouabetterfriendandahappierperson.Acommonproblembetweenfriendsisthattheydon'tknowhowtotalktoeachotheraboutdifficultthings.Whentheydotalk,theyoftengetmadwith195\neachother.Whatcantheydo?Well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysomething.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.StepIIWarmingupT:Ithinkmostofushavesomegoodfriends.Doyouknowwhypeoplemakefriendswithoneanother?Sa:Inmyopinion,onecannotlivealoneintheworld,Tomakeourworksmooth,weneedtocooperatewithothers.Tomakeourlifehappy,weneedtohelpwitheachother.Sb:Thesocietyhasbecomemoreandmorecomplicated.Whereverwego,wecannotbeseparatedfromthepeoplearoundus.StepIIITalkingFirstgettheSstolistentowhataCanadiansayaboutT:Nowwe'regoingtolistentowhatLeslieClark,aCanadianhasgottosayaboutmakingfriends.Afterlistening,pleasetalkaboutthetwoquestionsingroupsof4.Trytousethefollowingexpressions.1Doyouagreewithher?2Whatdoyouthinkofpeoplefromforeigncountries?AgreementDisagreementIthinkso.Idon'tthinkso.Iagree.Idon'tagreeThat'scorrect.ExactlyOfcoursenot.That'sexactlymyopinion.I'mafraidnot.You'requiteright.Idon'tthinkyouareright.T:Who'dliketoanswerthefirstquestion?Volunteer!Sa:Iagreewithherbecause...Sb:ButIdon'tthinkso...T:Quiteright.Next?195\nSamplediscussion.Sa:OKIwillbegin.Whatdoyouthinkofourforeignfriends?Sb:Ithinktheyareverykindandfriendly.Mostofthemareveryhumorous.Sc:Iagreewithyou.Theyalwayssmile.Theyarefranklyandveryeasy-going.It'seasyforustomakefriendswiththem.Sd:ButIdon'tthinkso.It'snoteasyforustomeeteachother,ifyouliveawayfromeachother.Sometimesitmaybehardforustocommunicatewitheachotherduetotheculturaldifferences.Becauseit'sdifficulttobreaklanguageandculturalbarriers.Se:ButIdon'tthinkyouareright.Wecanmakefriendswiththembyreadinge-pal/penpaladsinnewspapersorontheinternet.Inthisway,wecantalktoforeignerswheneverthereisachance.Sf:That'scorrect.WecanpracticeEnglishwithourforeignfriends.Wecanlearnsomeforeigncultureandgetnewinformationfromourforeignfriends.Sg:Havingfriendswhoarefromforeigncountriescanhelpmebroadenmyrangeofexperiencesandpointofview.Theycanhelpmypersonaldevelopmentbyexposingmetopeople,placesorthingswemaynothaveanopportunitytocontactonourown.Thistypeofrelationshipwithfriendscanbeveryrewarding.Sh:That'sexactlymyopinion.Havingafriendofadifferentcultureorlifestylecanbelikehavingapersonaltourguidewhointroduceustoanotherworld.Wewillhavesomethingsincommon,whicharethebasisforyoufriendship,butalsomanydifferences,whichwecanenjoyexploringtogether.T:You'requiteright.You'vedoneanexcellentjob.StepIVSpeakingFirst,gettheSstothinkoffoursituationsamongfriendsingroupsof4anddesignaquestionnairetofindoutwhatkindoffriendstheirclassmatesare.Second,tryitoutontheirowngroup,checkingthequestionnairethroughandaddinguptheirscoreandseehowmanypointstheycanget.Askthemtofillintheformpreparedbeforeclass.Showtheinstructionsanddecidewhatkindoffriendstheirclassmatesare.Third,askeachstudenttostandupandwalkaroundtheclassroomtomakeasurvey195\nonfourofotherclassmates.Showtheinstructionsanddecidewhatkindoffriendsotherclassmatesare.Theycanshareyourquestionnairewithoneortwoothergroupsandtryeachother'squestionnaires.Atlast,showtheinstructionstohelpyourclassmatestoknowhowtoimprovehisorherskillsofmakinggoodfriendswithothersifnecessary.T:Friendscomeinmanyflavors.Therearebestfriends,schoolfriends,fair-weatherfriends,foreverfriendsandmanymore.Doyouwanttoknowwhatkindoffriendsyourclassmatesare?Nowlet'smakeasurvey.First,pleasethinkoffoursituationsamongfriendsanddesignaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.1.Yourfriendborrowed100Yuanfromyoulastweekandhasn'treturnedit.YouwillA.askhim/hertopaybackassoonaspossible;oryou'llendthefriendship.B.askhim/hertopaybackifhe/shehas.C.tellhim/hernottoreturnit.2.Yourfriendsaidyourbadwordsbehindyou,youwillA.askhim/hertosaysorrytoyou,oryou'llstopyourfriendshipB.excusehim/herandforgetit.C.askotherstotellhim/herthathe/sheiswrong.3.Youpromisedtomeetyourfriendatfiveo'clockbutyourparentsaskyoutodohomeworkathome.YouwillA.tellhimyourparentsaskyoutodohomeworkathome.B.tellhim/heraliethatyouareill.C.saysorrytohim/herandplantomeethim/heranothertime.4.Youborrowedabikefromyourfriend,butyouhaditstolen.YouwillA.buyanewonewhichisthesameashis/hersB.justtellhim/heryouhaditstolen.C.saysorrytohim/herandbuyhim/heranoldoneT:Second,tryitoutontheirowngroup,checkingthequestionnairethroughandaddinguptheirscoreandseehowmanypointstheycanget.Fillinthefollowing195\nform.NameSituationChoiceScorePointKind1234Total:1234Total:1234Total:1234Total:Aftertheyfinishchoosingtheanswers,showthescoringsheetonthescreen.Scoringsheet1A0B2C62A1B6C23A2B0C34A6B1C2T:Now,I'llshowyoutheinstructionsanddecidewhatkindoffriendstheirclassmatesareonyourowngroups.Instructions:2~5Afair-weatherfriendOnlylikethemwhentheyarehappyandpopular.Iftheyarefeelingdown,oriftheyarehavingaproblem,youdon'twanttospendtimeortalkwiththem.Youdon'thelp195\nyourfriendswhentheyhaveproblems.Youarealwaysthinkingaboutyourself.Youshouldcaremoreaboutyourfriends.Ifyoucontinuetobeself-centeredanddon'tconsiderothers'feelings,youwon'tmakemorefriendsandkeepfriendshipforlong.6~11AschoolfriendYouseeeachotherinschool.Youjuststudyandplaywiththemtogetherinschool.Youmaynotknoweverythingabouteachother.Youtakethingssmoothly.Youseldomhurtyourfriendswithyourbenefitconsidered.You'dbetteraddmoreaffectiontoyourfriendsFriendshipisaboutfeelingsandwemustgiveasmuchaswetake.12~17AbestfriendYoudoeverythingtogetherwithyourfriends:study,read,watchTV,surftheInternet,playsportsandlistentomusic.Ifeitheronehasaproblem,theotheristheretohelp.Youknowyourfriendsverywell.YouunderstandandyieldtoeachotherYouhelpwitheachotherandimprovetogether.Youhavealotofcommonbenefit.Yourfriendshipisgoodtobothofyou.Youaremutuallybeneficial.18~21ForeverfriendsYouwillalwayslistentoyourfriendsandtrytohelpthem,evenifyoudisagreeorifyouarehavingaproblem.Whenevertheyhaveanydifficulty,you'lltryyourbesttodowhatyoucantohelpthemwithouthesitation.Youdevoteyourselftoyourbestfriends.Youarewillingtolosewhatyouhave,evenyourlife.T:Next,pleasestandupandwalkaroundtheclassroomtomakeasurveyonfourofyourclassmates.Adduptheirscoreandseehowmanypointstheycanget.Then,you'llgettoknowwhatkindoffriendsyourclassmatesare.Youcanshareyourquestionnairewithoneortwoothergroupsandtryeachother'squestionnaires.Youcanhelpyourclassmatestoknowhowtoimprovehisorherskillsofmakinggoodfriendswithothers.StepVSpeakingTaskTherearetwotasksfortheSstofinish.ForEx1,asktheSstodiscusseverysituationcarefullytopracticegivingreasonsfor195\ntheirdecisions.GettheSstodiscusswhattheywoulddointhetwosituationsinpairs.Andthenasksomeofthemtomakeadecisionandgivereasons.ForEx2,getthemeaningoftheword“cool”andthenasktheSstolookatthephotosandinsmallgroupstalkaboutwhetherwhattheyaredoingiscoolornot.Showthetargetlanguagetothem.ForEx1,gettheSstodiscusswhattheywoulddointhetwosituationsinpairs.T:NowsituationI.S1:Neitherofusgoestotheconcertorthepicnic.Becausefriendsshouldsharesorrowsandhappiness.S2:I'msorrytotellhimtherearenomoretickets.Iwillgoaftertellinghimthetruth.Becauseit'smethatgettheticketandthisismyfavoriteband.S3:Letmyfriendsgo,orhe/shemaymisunderstandme.Ithinkmaybeheneeditmorethanme.Andmyselfishnessmayaffectonourfriendship.T:Welldone.Let'sgoonwithSituationII.S1:I'llpersuadehimtosaysorrytotheshopownerbecausehedidwronglikeathief.Beinghisgoodfriend,Ioughttohelphimtocorrecthismistakes.S2:Askhimtogobacktotheshopandputitbacksecretlyinordernottobefoundandloseface.Andtellhimneverdosuchthingsagain.Thiscanprovethatheisanhonestandfaithfulfriend,whoisworthymakingfriendswith.S3:TellhimIwouldn'tliketomakefriendswithhimanylongerexceptthathecorrecthismistakes.BecauseIdon'twanttomakefriendswithathief.T:Verygood!Ithinkmostofyoucansolvetheproblemsaboutfriendsandfriendship.Now,I'dliketoaskyouaquestion,whatdoestheword“cool”mean?S1:“Cool”means“fairlycold;nothotorwarm”or“calm;unexcited”or“pleasant,fine”.S2:“Cool”isawordwithmanymeanings.Itsoldmeaningusedtoexpressatemperaturethatisalittlecold.Astheworldhaschanged,thewordhashadmanydifferentmeanings.T:“Cool”canbeusedtoexpressfeelingsofinterestinalmostanything.Weallmaximizethemeaningof“Cool”.Youcanuseitinsteadofmanywordssuchas195\n“new”“surprising”.Now,pleaselookatthephotosonPage46.Whatdoyouandyourfriendsthinkiscool?Let'stalkaboutwhetherwhattheyaredoingiscoolornotingroupsof4.I'llgiveyouafewminutestodothisexercise.Afterthat,I'dlikeyoutogiveyouropinionsandgivethereasons.Aftertheirdiscussioningroups.T:Allright!Whatdoyouthinktheyshoulddowiththeirfriends.I'dlikeyoutogiveyouropinionsandreasonsaboutthephotos.Trytospeakitoutfreelyandfranklyfortheclass.S1:Idon'tthinkcyclingtogethersidebysideiscool，becauseit'sdangerousontheroadside.Therearemoreandmoreroadaccidentsinthiscity:toomanydeathsandtoomanypeopleinjured.They'dbetterpaymoreattentiontothetrafficsafety.S2:I'mafraidIdon'tagree/disagreewithyou.Ithinkthebestwaytospendtimewithfriendsistogohikingandcampingwiththem.Becausewhenwe'recampingwearenotinanyrushtogosomewhereandtherearefewerchoices,justenjoyingwhatwe'redoing.S2:AsfarasIcansee,thebestthingwouldbetotravelaroundwithmyfriends.Ifeelweareadventurousandproudofhavingbeentomanyplaces.Anditcanenrichourknowledge,improveourfriendshipandwecanhelpwitheachother.Ithinkitrightforthemtotakephotostogether,becauseitcanrecordthebeautifulmomentandkeeptheunforgettableexperienceinmind.Travellingaloneisdull,tired,unhappy,lonelyandhelpless.S3:Iagreewithyou.Travelingcangiveusawiderunderstandingoftheworldandmakeabetterperson.Ithinkwefeelexitedandcoolformanypeopletotraveltheworld.Ialsodon'tthinktheirphotosarecoolbecausetheclothesarenotfitforthemtowear.S4:IthinkthatplayingcomputeriscoolbecauseIcannotonlyhaveachatbysurfingtheinternetbutmakemanyfriends.Playingcomputergameswithmyfriendsareveryfunnyandexciting.Ithinkit'sthebestwaytorelaxafterlong-timestudy.S5:Idon'tagreewithyou.Idon'tthinkit'scooltoplaygamesandhaveachatjustforfun.It'sawasteoftimeandbadtoyoureyesightandhealth.Ithinkweshouldmake195\ngooduseofthecomputerandinternet.Wecansende-mailstoallpartsoftheworldatanytime,andgetthelatestmaterialsthroughInternet.Wecanalsogetmoreinformationandknowledge,gainingthefamousteachers'instructionthroughthenet-school.S6:Ithinkthatgettingtogetherwithafewclosefriendsiscoolbecauseit'soneofthebestwaystomakefriendsandimproveourfriendship.Wecancommunicatewitheachothermorefreelyandfrankly.Theycanhelpyourpersonaldevelopmentbyexposingyoutopeople,placesorthingsyoumaynothaveanopportunitytocontactonyourown.S7:Inmyopinion,asweareyoung,weshouldlearntouseourtimewisely,doingthingslikereadingorstudying,inordertodevelopourselvesforourfuturecareers.Solitaryactivitieslikedoingresearchontheinternet,aremuchmorevaluablethanhangingaroundwithfriendsdrinkingcoffee,gossiping.S8:Ithinkthat.takingpartinsomeusefulperformanceactivitiesiscoolbecausesocialpracticecanimprovetheirabilityandit'sveryusefultomaketheloneoldfeelamusedandhappy.Healthyandactiveamusementcanbuildandexertafavorableinfluenceonourcharactersorthoughts.Ithinkit'sagoodwaytospendoursparetime.S9:Idon'tthinktakingpartinperformanceactivitiesiscoolbecauseactivitiesmayaffecttheirstudy.Idon'tthinkthatiscoolbecausetheyoungshouldspendmostoftheirtimeinstudying.Competitionismoreandmoreintense,wehavenothingtodobuttolearnourlessons.Ifnot,wecan'tgotothefamousuniversityandhaven'tprosperousfuture.Asfortheloneold,it'sthegovernment'sdutytocomfortthem.It'souronlydutytostudyhard.Atlast,teachermustmakeaconclusion.T:Everyoneneedsfriends.Aspartofalargegroupoffriends,orasonehalfof“justthetwoofus,”thetimeyouspendwithfriendsisanessentialpartofasatisfyinglife.Wecanenjoyourselvesinallkindsofways,suchastraveling,havingsports,havingdinner,gossiping,drinkingcoffee,goingtothemovies.Whateverweliketodotogethershouldnotonlybegoodtobothofus,butalsoverymeaningfuland195\nbeneficialtothesocietywithoutbreakingthelawsandrules.StepVIHomeworkAskthemtowriteouttheirideasontheexercisebooksafterclass.Prepareforwritingapassageaboutsomeproverbsonfriendsandfriendship.WritingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语disagreewith,flatter,shine,makeaneffortto,editor,communicate,situation,gratefulb.重点句子AlthoughIreallytrytotalktomyclassmates,Istillfindithardtomakegoodfriendswiththem.Idowanttochangethissituation,butIdon'tknowhowIwouldbegratefulifyoucould…2.Abilitygoals能力目标a.EnabletheSshowtowritealetterasaneditortogiveadviceonhowtocommunicatewithpeople.b.Towriteanessaytogiveyouropinionsabouthowtomakegoodfriends.3.Learningabilitygoals学能目标HelptheSstolearnhowtowritealetterasaneditortogiveadviceonhowtocommunicatewithpeople.EnabletheSstowriteanessaytogiveyouropinionsabouthowtomakegoodfriends.Teachingimportant&&difficultpoints教学重点和难点a.TeachtheSshowtowritealetterasaneditortogiveadviceonhowtocommunicatewithpeople.b.TeachtheSshowtowriteanessaytogiveyouropinionsabouthowtomakegoodfriends.Teachingmethods教学方法Task-basedlearning.Discussion.195\nTeachingaids教具准备Aprojectorandacomputer.Teachingprocedures&ways教学过程与方式StepIRevisionCheckthehomework,askingthemtoreadouttheirideasfortheclass.T:Let'scheckthehomework.I'dlikesomeofyoutoreadouttheirideas.Fortheclass.Volunteer!Possibleversions:S1:Everyoneneedsfriends.Wecanlivewithoutabrother,butnotwithoutafriend.Ithinkfriendshipismoreimportantthatanythingelseinmylife.SoI'dliketospendmostofmytimewithmyfriends.Wethinkit'scooltospendmostofourtimewithfriends.Arrangingsomerecreationaltimewithfriendsisnecessaryinawell-roundedlife.Aspartofalargegroupoffriends,orasonehalfof“justthetwoofus,”thetimeyouspendwithfriendsisanessentialpartofasatisfyinglife.Wecanenjoyourselvesinallkindsofways,suchastraveling,havingsports,havingdinner,gossiping,drinkingcoffee,goingtothemovies.Ithinkthebestwaytospendtimewithfriendsistogohikingandcampingwiththem.Becausewhenwe'recampingwearenotinanyrushtogosomewhereandtherearefewerchoices,justenjoyingwhatwe'redoing.StepIIWarmingupT:HaveyoueverreadThe21stCentury?S:Yes,Ihave.It'sapopularpaperamongteenagersinChina.T:Ifyouhaveanyproblem,youcanwritetotheeditorandaskforadvice.Hereisaletterfromastudent.StepIIIWritingThispartaskstheSstowritetheiradvicetoXiaodongasaneditor.First,lettheSstodiscusshowtowritealettertooffersomeadvicewiththeirpartners.Second,teachershowstheinstructionsonhowtowriteaproposalletteronthescreen.Third,asktheSstoreadtheletteronPage7.AskthemtodiscusswhatXiaodong'sproblemisandwhatisthesolutiontheycanofferingroupsof4,withthehelpofthepointsgivenonthebooks.Fourth,givethemtenminutestowritetheletter.Atlast,asksomeoftheSs195\ntoreadtheirlettersfortheclasswhiletheteachergivessomecomments.T:Todaywe'regoingtowriteyouradvicetoXiaodongasaneditor.Doyouknowhowtowriteaproposalletter?Now,let'shaveadiscussiononitwithyourpartners.Ssaretalkingabouthowtowriteaproposalletter.T:Who'dliketoanswerthisquestion?S1:Theproblemshouldbepresentedfirst.Thenwemustanalyzethereasonstocausetheproblem.Proposingthesolutionmustbethemain,whichshouldbewellexplained.T:Exactly.Thediscussionofthesolutionitself,basedontheanalysisoftheproblem,isthecoreofaproposal.I'llgiveyousomeinstructionsabouthowtowritethebodypartofaproposalletterasfollows.StepWhatshouldbewrittenHowdowewritePartIPresentingtheproblemIntroducingthetopicandanalyzingtheproblemPartIIProposingthesolutionExplainingtheproposalingreatdetailPartIIIConclusionConcludingbyreconfirmingtheproposedsolutionT:Allright.Let'sreadtheletteronPage7.AndtrytofindoutwhatXiaoDong'sproblemisandwhatisthesolutiontheycanofferingroupsof4,withthehelpofthepointsgivenonthebooks.TheSsarediscussingXiaoDong'sletter.T:OK,whocantellmewhatXiaoDong'sproblemis?S:Heisnotverygoodatcommunicatingwithpeople.Hewantstoknowhowtomakefriendswithothers.T:Quiteright.NowpleasewriteyouradvicetoXiaoDongasaneditorwiththehelpofthepointsgivenonthebooks.I'llasksomeoftheSstoreadtheirlettersfortheclassintenminutes.195\nTheSsarewritingtheletters.T:Areyoufinished?I'llasksomeoftheSstoreadtheirlettersfortheclass.Possibleversion:DearXiaoDong,Iamsorrytohearaboutyourproblemandthankyouforyourtrust.You'refeelingquitelonelyandfindithardtomakefriendswithyourclassmates,becauseyouhavesomeproblemsincommunicatingwithpeople.Youareaskinghowtomakegoodfriendswithothers.I'dliketogiveyousomeadviceonit.Firstofall,Ithinkyoushouldmakeanefforttochangethesituation.Becausefriendsandfriendshipareimportanttoyou.Youcantryyourbesttostarttalkingtopeopleaboutwhatyoubothlike.You'dbetterfindthechancetojoininpeople'sdiscussioninordertounderstandandcommunicatewitheachother.Youmayshowyourinterestintheirtalk.Youshouldtrytomakefriendswithoneortwoclassmates.Ifyouwanttodevelopafriendshipwithothers,youshouldfirsthaveself-confidence.Ifyouwantotherstotreatyouasfriends,youshouldfirsttreatthemasfriends.Beingagoodlistenerisalsoimportant.Whenlisteningtoafriend,youcanshowthatyouareconcentratedbylookingintohisorhereyesandaskingquestions.IhopemyadviceishelpfulandIwishyoumakesomegoodfriendssuccessfullyassoonaspossible.Bestwishes,YourstrulyLihuaStepIVWritingTaskFirstasktheSstoreadtheproverbsandchoosesomeyouagreeordisagreewithtowriteapassage.Secondteachthemhowtoanargumentativeessaybyshowingtheinstructions.Third,givethem10minutestowritedownthepassage.FinallyasksomeSstoreadtheirpassagefortheclassandtheteachergivessomecomments.T:Readtheproverbsandchoosesomeyouagreeordisagreewithtowriteapassage.AndthenI'llshowyoutheinstructionshowtoanargumentativeessay.Howtowriteanargumentativeessay195\nTitleChooseaproverbandmakeagoodtitleIntroductionExplainforwhatreasonsyouagreeordisagreeSecondParagraphThinkoutthreeargumentstosupportyourideasConclusionWritewhatyoushoulddoandwhyNotes:1.Thesubjectiswell-presented.2.Theevaluationiscredibleandwell-supported.3.Ithasaclearandeffectivestyle.T:Ithinkyou'vechosentheproverbyouaretodiscuss.Whichviewdoyouagreeordisagree?NowI'llgiveyou10minutestowritedownthepassages.T:Timeisup.I'dlikesomeSstoreadyourpassagesfortheclass.Possibleversions:Afriendinneedisafriendindeed.“Afriendinneedisafriendindeed.”Thepopularsayingmeansthebestfriendistheonewhohelpsyouwhenyouarereallyinneedofhelp.Iagreewiththeproverb.Friendshipmeanshavingpeoplewhoyouknowwillhelpyouifyouareeverintrouble.Heshouldbereadytohelpyouespeciallywhenyouhavedifficulty.Ifhedoesn'ttryhisbesttohelpyou,he'llbetooselfishtoothers.Ifso,youcandrawaconclusionthatheisnotatruefriend.Asweallknow,friendshipplaysaveryimportantroleinourlife.However,theproblemisthatmanypeoplemisunderstandthemeaningoffriendshipandoverlookthesignificanceofrealfriends.Realfriendshipisofgreatnecessityformanypeoplewhosufferthepainsofmodernsocietyanddonothaveasolution.Muchtothedisappointmentofus,itisafactthatfriendsarenolongerthatavailablelikebefore.Wemustnoticethatfriendscanprovidemuchneededcomfortandservice.Theyarepeopleonecanturntoattimesofdifficulty.Inthiscase,tohaverealfriendshipistherightwayoutofthetrouble.Itwouldberesponsibilityoffriendstohelpeachother195\noutoftheirtrouble.Frommypointofview,realfriendshiphasreallyfunctionedinhelpingpeopleoutofproblemsandintohappiness.Theprincipleinmakingfriendsistobehonestandfaithfultoeachother.Itishighlynecessaryforustostarttobehonestandfaithfultopeopleinordertomaintainreallyhealthyfriendship.Wethenhavereasonstobeconfidentthatinthenearfuture,everyonecouldbehappywithtruefriendsaroundus.Onlyinthisway,canwepullfriendshipbacktotherighttrack.Whenyoumeetyourfriend,doesyourfaceshine—youhavefoundgold?“Whenyoumeetyourfriend,yourfaceshine—youhavefoundgold.”Thisproverbmeanswhenyoumeetyourfriend,you'llfeelveryhappyasifyouhadfoundsomegold.Idon'tagreewiththeview.Wecan'tmentionfriendshipandmoneyinthesamebreath.Wecan'tmeasurefriendshipwithmoney.Wealsocan'tcomparefriendshiptomoney.Moneyisn'teverything.Asweknow,moneyisquitedifferentfromfriendship,whichisakindofvaluelesstreasureintheinnerworld,whilemoneyjuststandforanecessarywhichhasnorelationwithfriendship.Eventhoughsomepeoplebelievethatmoneywillprovideeverything,itcannotbuyorguaranteefriendshipandhappiness.Moneymakesamanwelcomedeverywhere,buthecan'tmaketruefriends.Onehasmanyfriendswhenheisprosperous;butassoonasheisinneed,mostwilldeserthim.Whenrich,amanhasmanyrelatives,mostofwhomarebutflatterers.Inmyexperience,beingontheoppositesideofabusinessdealfromafriendorrelativecanruinagoodrelationshipanddamagetheirfriendship.Theideathatfriendshipcanonlybemeasuredbymoneyisdangerous.Itmaymisleadpeopletomakefriendsjustforgettingasmuchmaterialbenefitsashewantsfromyou.Thatwillcorruptpeopleandproduceamoney-orientedsociety.Truefriendsshouldbehonestandfaithfultoeachother.Therefore,it'shightimethatweeducatedpeople,especiallytheyoung,todevelopapositiveattitudetowardsmoneyandfriendship.StepVHomeworkFinishofftheWBExxandsumupthewholeunit.CollectthematerialsaboutfriendsandfriendshiptoprepareanEnglishparty.195\nT:Mostofourfriendsarehumanbeings,butsometimeswemakefriendswithanimalsoreventhings.Writeapassageaboutoneofyourunusualfriends.Itcanbeapetoroneofyourfavoriteobjects.Yourwritingshouldincludethefollowingpoints:1.Descriptionofyourunusualfriend.2.Howdoyoubecomefriends?3.Howdoyougetalongwitheachother?4.Whatdoyoulearnfromyourunusualfriend?ReadthefamousbookAnne'sdiaryafterclassinordertomaketheSsunderstandthetextmuchdeeplyandimprovetheirextensivereadingability.195\nUnit2EnglisharoundtheworldＩ．单元教学目标技能目标GoalsTalkaboutEnglishlanguage，itsdevelopmentanddifferentkindsofEnglishPracticeexpressinglanguagedifficultiesincommunicationLearntousereportedrequestsandcommandsLearnthestepsofpreparingacompositionandwriteapassageaboutexperienceofEnglishlearningII．目标语言功能句式DealingwithlanguagedifficultiesincommunicationPlease...Couldyouplease...?Wouldyouplease...?Pardon?Ibegyourpardon?Idon'tunderstand.Couldyousaythatagain,please?Couldyourepeatthat,please?Canyouspeakmoreslowly,please?Sorry,Ican'tfollowyou.Howdoyouspellit,please?1.四会词汇include,role,international,native,elevator,flat,apartment,rubber,petrol,gasmodern,culture,AD,actually,present,rule,vocabulary,usage,identity,government,Singapore,Malaysia,rapidly,phrase,candy,lorry,195\n词汇command,request，retell,politeboss,standard,eastern,Spanish,midwestern,southeastern,northwestern,accent,recognize,lightning,direction,ma'am,subway,block2.认读词汇Shakespeare，NoahWebster,Lori,dialect,Houston,Texas,Buford,Lester,catfish3.词组playarolein,becauseof,comeup,suchas,playapart(in)，inthe1600's,givecommands4.重点词汇actually,elevator,native,apartment,vocabulary,include,usage,present,international,rapidly,block语法DirectandIndirectSpeech(2)——RequestsandCommandsHe/sheasked...(not)todo...He/sheordered/told...(not)todo...重点句子1.WorldEnglishescomefromthosecountrieswhereEnglishplaysanimportantroleasafirstorsecondlanguage,eitherbecauseofforeignruleorbecauseofitsspecialroleasaninternationallanguage.P92.NativeEnglishspeakerscanunderstandeachothereveniftheydon'tspeakthesamekindofEnglish.However,theymaynotbeabletounderstandeverything.P93.ItbecamelesslikeGerman,andmorelikeFrenchbecausethosewhoruledEnglandatthattimespokeFrench.P104.TodaythenumberofpeoplelearningEnglishinChinaisincreasingrapidly.P105.Believeitornot,thereisnosuchathingasstandardEnglish.P136.TheUSisalargecountryinwhichmanydifferentdialectsarespoken.P137.Infact,anEnglishdictionarylikethekindyouusetodaywasn'tmadeuntil195\nthetimeoftheQingDynasty.P518.Theremenspentnearlyalloftheirlivestryingtocollectwordsfortheirdictionaries.P519.Attheageoffourteen,helefthisvillageschoolinScotlandandtaughthimselfwhileworkinginabank.P5210.Weknowthatlanguagesdevelopandchangeovertimeandthatiswhywehavenewdictionariesfromtimetotime.P52III.教材分析与教材重组1.教材分析本单元以“世界英语”为中心话题，旨在通过本单元的学习让学生粗略了解世界英语的发展状况,认识各种各样具有民族,地域特色的英语以及它们的出现原因和不同之处。同时让学生学会语言障碍的表达法，能够区分、转述命令或请求语气的祈使句，并让学生能用所学构思方法写一篇关于英语学习经验的作文。1.1WarmingUp介绍世界英语，要求学生区分英美语单词。此部分的目的是丰富学生有关世界英语的知识。激发学生对英语发展历史的兴趣。1.2Per-reading部分设置了两个与主题相关的问题。在激活学生已有知识的同时引导学生为下一步阅读做好准备。1.3Reading是一篇介绍英语发展史的文章。文章首先以英语在分布范围上的扩展来陈述英语的发展。第二段提出英语已发展为多个分支，并举例说明。第三，四段以时间为顺序，描述英语在不同时期与不同文化的交融，说明世界英语的形成原因,并对中国英语提出设想。1.4Comprehending设计了两个习题。第一部分以选择题的形式检测学生对课文的理解。第二部分设置了两个开放性思考问题。引导学生在掌握课文的基础上联系实际，对英语学习现状陈述自己的观点。培养学生的思辨能力。1.5LearningaboutLanguage分词汇和语法两个部分。词汇部分设置连线、填空等形式的习题，在运用让中学生巩固所学单词及词组，体会英美语言差异。第二部分讲解了本单元的语法项目（1）学会区分、感悟“命令”与“请求”的语言结构和语气；（2）学习转述他人的“请求”和“命令”195\n的间接引语。同时给出直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。培养学生的转述能力。1.6UsingLanguage包括四个部分。以语言实践为目的。(1)Readingandtalking是一篇阅读材料介绍了英语方言。要求学生在阅读的基础上讨论中国的方言。贴近生活有利于调动学生的积极性并使学生感受不同文化，认识到不同化之间亦有相似之处。(2)Listeningandwriting是一位美国男孩所的讲述的故事及他的老师对故事的转述。学生可通过听来体会南方方言与标准英语的不同。并强化学生通过听来获取有关说话人信息的能力。(3)Speaking以问路的一段对话将英美语差异与间接引语结合起来，要求学生运用所学知识编一段对话，将间接引语运用于实际生活。(4)Writing共有四部分。第一二部分示范主题作文写作步骤。三四部分设置任务，要求学生写一篇关于英语学习的文章。培养学生就所给话题进行构思的能力。2.教材重组从教材内容与单元目标分析，本单元可分为六课时。2.1将Discoveringusefulwordsandexpressions的1，2，3，4作为预习部分。为阅读作铺垫。可将WarmingUp,Pre-reading，Reading,与Comprehending四部分整合在一起上一节阅读课。2.2将Usinglanguage中的Readingandtalking与Workbook中的READINGTASK两篇阅读材料结合为一节泛读课。2.3Usinglanguage中的Listeningandwriting与Workbook中的LISTENING,LISTENINGTASK部分可以放在一节课中处理。2.4Discoveringusefulstructure与Usinglanguage中的speaking,Workbook中的LISTINGSTRUCTURES整合为语法课。2.5Workbook中的TALKING涉及到本单元的两项内容，即语言交际困难的表达法和间接引语，可以和Speakingtask整合在一起上一堂口语课。2.6Usinglanguage中的Writing与Workbook中的WRITINGTASK和PROJECT组成一节写作课。3.课型设计与课时分配1stperiodReading2ndperiodExtensiveReading195\n3rdperiodListening4thperiodGrammar5thperiodSpeaking6thperiodWritingⅣ.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语include,playarole,becauseof,international,native,comeup,culture,actually,present,vocabulary,usage,identity,suchas,rapidlyb.重点句子WorldEnglishescomefromthosecountries...P9NativeEnglishspeakerscanunderstandeachother...P9ItbecamelesslikeGerman,andmorelikeFrench...P102.Abilitygoals能力目标EnabletheSstodescribethehistoryofEnglishandknowofthedifferencesbetweenAmericanEnglishandBritainEnglish.3.Learningabilitygoals学能目标HelpthestudentslearnhowtoanalyzethewaytheauthordescribesthehistoryofEnglish.Teachingimportantpoints教学重点RetellthehistoryofEnglishaccordingtothechart.Teachingdifficultpoint教学难点Worktogetherwithpartnersandexpressone'sopiniononwhichkindofEnglishoneshouldlearn.Teachingmethods教学方法Discussion.Reading.Listening.195\nCooperativelearning.Teachingaids教具准备Arecorder,aprojectorandsomeslides.Teachingprocedures&ways教学过程与方式StepIGreetingandrevisionT:Goodmorning/afternoon,boysandgirls!FirstIwillcheckthewordsandexpressionsyouhavepreviewed.(P11-12Discoveringusefulwordsandphrasespart1,2,3,and4)Teachershowsanswersonthescreen.T:Pleaselookatthescreenandcheckyouranswer.Doyouhaveanyquestion?S：Are“suchas”and“forexample”thesame?T:OK,I'llgiveyoutwoexamples:1.Heknowsfivelanguages,suchasRussian,FrenchandSpanish.2.Thedifferencesinthespokenlanguagearegreater.S:Oh,Isee.“Suchas”isusedtolistsimilarthings,while“forexample”isusedtoprovethespeakerswords.SsaskanyquestionsandTeacherexplainstotheminclass.StepIIWarmingupArousetheSs'interestsinreading.LetthestudentsknowofworldEnglish.T:Somuchforthewords.CanyounamesomecountriesinwhichEnglishisspoken?Ss:Ofcourse.America,Britain,Canada,Australia...TeacherwritesAmerican,British,Canadian,andAustralianontheBb.ThenaddEnglishtothesewords.T:AretheseEnglishesthesame?S:Ithinktheyarethesame.TheyareallcalledEnglish.S:Idon'tthinkso.AsIknowBEandAEaredifferentinspelling,pronunciationandsoon.T:Well,turntopage9.Readthewarmingup.Pleaseanswerthequestionsbelow.Ss:(scanning)ThereismorethanonekindofEnglish.T:PleasegoonreadingandtrytotellAEwordsfromBEwordsbelow.195\nAfterreadingthestudentsgivetheiranswers.T:Whowillshowyouranswer?S:Ithink“mum,inateam,rubber,petrol”areBEwords.And“mom,onateam,eraser,gas”areAEwords.T:Canyougivethemaname?Ss:WorldEnglish.T:Verygood.StepIIIPre-readingActivatetheSs'backgroundknowledgeofEnglish.T:FromWarmingupweknowmanypeoplespeakEnglishintheworld.HowmanypeoplespeakEnglishandwhydosomanypeoplespeakEnglish?Pleasediscusswithyourpartnersandanswerthequestions.Afewminuteslater.S:Maybe1000millionpeoplespeakEnglishtoday.BecausemanycountrieswerecoloniesofEnglandsoEnglishisspokenasafirstorsecondlanguageinmanycountries.S:Wecan'tgettheexactnumber.MoreandmorepeoplebegintolearnEnglishbecauseEnglishistheworkinglanguageintheUnitedNations.EverywherechildrengotoschooltolearnEnglish.T:Excellent!About1500millionpeoplespeakEnglishastheirfirst,secondorforeignlanguage.Buttheydon'tspeakthesamekindofEnglish.StepIVReadingGetthestudentstoknowthehistoryofEnglishandhelptheSstoformagoodhabitofreading.PointtotheBb.T:HowdiddifferentkindsofEnglishcomeabout?Pleasereadthetext“TheRoadtoModernEnglish”quicklyandpickouttheanswer.Ssreadquicklytofindtheanswer.T:Anyvolunteertoanswerthequestion?S:Iwill.Englishhaschangedovertime.Alllanguageschangewhencultures195\ncommunicatedwithoneanother.T:Anydifferentideas?Well,youallhavethesameanswer.Task1Readingandchoosecorrectanswers.T:Turntopage10.Pleasereadthequestionsandmultipleanswersfirsttoknowwhatinformationweshouldget,andthenreadthepassagetofindtheanswer.T:Nowwhowouldliketotellusyouranswer?Anyvolunteer?Thefirstone?S:Iwill.Englishhasthemostspeakersnow.T:Good.What'stheanswertothesecond?S:Languageschangewhencultureschange.T:Right.Howdoyouknow？S:Ijudgeit,accordingtothesecondsentenceinthethirdparagraph.T:Good.Canyouchoosetherightanswertoquestion3？S:Yes.FromAD450to1150EnglishsoundsmorelikeGerman.T:Excellent.Whataboutquestion4?S:Around1600's.T:Verygood.Thelastone?Let'sanswerittogether.Ss:China.T:Youarequiteright.Task2Readandsummarizethemainideaofeachparagraph.Workingroupsoffour.T:Readthetextandtellthemainideaofeachparagraph.Afterreading,discussyouransweringroupsoffour.Afterafewminutes.T:What'sthemainideaofthefirstparagraph?S1:ThefirstparagraphtellsusthatmoreandmorepeoplespeakEnglish.S2:Idon'tthinkso.ItdescribestheextensionofEnglishintheworld.T:Right.ThefirstparagraphdescribestheextensiveofEnglishintheworld.Whatisthemainideaofparagraph2？S:Ittellsusnativespeakerscanunderstandeachotherbutnoteverything.LettheSsgiveanexampletoprovethispoint.T:Canyoutellmewhatthethirdparagraphisabout?195\nS:Alllanguageschangewhenculturescommunicatewithoneanother.It'sthekeysentenceofthelasttwoparagraphs.ThisparagraphtellsthedevelopmentofEnglishasnativelanguage.T:Quiteright.Whataboutthelastparagraph?S:Englishisspokenasaforeignorsecondlanguageinmanycountries.T:Howmanypartscanwedividethetextinto？S:Twoparts.Thefirstparagraphisthefirstpart,andparagraph2,3and4canbepart2.Task3Analyzethetext.T:Pleasereadthetextagaintotellthemainideaofeachpartandthefunctionofeachparagraph.Afterreadingpleasefillinthechartbelow.DiscussionS1:ThefirstpartdescribesthehistoryofEnglishinchronologicalorder:16thcentury-thenextcentury—today.S2:ItdescribesthedevelopmentofEnglishfromtheangleofitsextensioninregion.Look,England—manyothercountries—morepeoplethanbefore(China).S3:IagreewithS2.S4:Inparttwo,theauthorfirstraisesthefact:Englishhaschangedovertime.ThenanalyzehowEnglishhaschangedintoworldEnglish.T:Areyouready?Whichgroupwouldliketofillthechart?Group1pleasewritesdownthemainideaofeachpart.Group2pleasewritethefunctionofparagraph1and2.Group3,thelasttwoparagraphs.Theotherstudentschecktheiranswers.Samplechart(slide)PartParagraphFunctionPart1:12Part2:34Suggestedanswers195\nPartParagraphFunctionPart1:TheextensionofEnglishintheworld1DescribethedevelopmentofEnglishfromtheangleofitsextensioninregion.England—manyothercountries—morepeoplethanbefore(China).Part2:Englishchangeswhenitsculturecommunicatewithothers2Raisethefact:EnglishhasdevelopedintoworldEnglish3DescribethedevelopmentofEnglishinEnglishspeakingcountries.4DescribethedevelopmentofEnglishincountrieswhereitisspokenasaforeignorsecondlanguage.StepVPost-readingChecktheSs'understandingofthetext,helptheSsdealwithnewlanguagepoints.TaskExpressone'sownopinion.Workingroupsoffour.T:TherearemanykindsofEnglish.WhichkindofEnglisharewelearning?Ss:BothAEandBE.Showquestionsonthescreenandaskastudenttoreadthem.T:Pleasediscussthesequestionsandtellusyouranswers.1.DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?2.WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?3.WillChineseEnglishbecomeoneoftheworldEnglish?Afterafewminutes.195\nT:OK,I'llasksomegroupstoreporttheiropinions.Group1,canyoutellusyouropinion?S:Yes.IthinkweshouldlearnBEbecauseotherkindsofEnglishcamefromit.T:Anydifferentideas?S:Inmyopinion,wecanlearnanykindofEnglishbecausepeoplecanunderstandeachothereveniftheydon'tspeakthesamekindofEnglish.T:Wonderful!Whataboutthesecondquestion?S:Withthedevelopmentofeconomy,itisnecessaryforpeoplefromdifferentcountriestocommunicatewitheachother.Soweneedalanguagetobeworklanguage,whileEnglishisthemostwidelyusedlanguage.SopeopleallovertheworldwanttolearnEnglish.T:Verygood!What'syouropinion?S:Ithinkbecauseofthewideuseofcomputer,peoplehavetolearnEnglish.ComputerplaysanimportantpartinthepopularityofEnglish.T:OK.Question3.Yesorno？S:Myansweris“yes”.AlargenumberofChineseespeciallyyoungpeoplearelearningEnglish.EnglishiscommunicatingwithChineseculture.TherewillbeChineseEnglish.T:Onlytimewilltell.NowweknowEnglishisspokeninsomanycountriesanditplaysanimportantpartintheworld.IfwelearnEnglishwell,wecanlistentoEnglishsong,readEnglishnovels,travelinEnglishspeakingcountriescomfortablyandcommunicatewithforeignerseasily.Also,itisofgreathelpnotonlytoourowndevelopmentbutalsotothedevelopmentofourcountry.TheOlympicGameswillbeheldinBeijing.Let'sworkhardandwelcomeitscoming.QuestiontimeT:It'stimeforyoutoaskanyquestionsorletmeexplainthesentencesthathinderyourunderstandingofthetext.Ssaskquestionsfreely.T:Nowlet'sdealwithsomelanguagepoints.Turntopage9.Let'slookatthesentence:However,theymaynotunderstandeverything.Thissentencemeansthat195\nsometimestheycanunderstandeachother,butsometimestheyhavedifficultyunderstandingeachother.TheEnglishspokenbetweenaboutAD450and1150wasverydifferentfromtheEnglishspokentoday.Inthissentence,“spokenbetweenaboutAD450and1150”and“spokentoday”areusedtodescribetheEnglish.HomeworkRetellthetextaccordingtothechart.Finishexercises1,2,3(Usingwordsandexpressions)P49-50.TheSecondPeriodExtensiveReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语standard,midwestern,Spanish,eastern,southeastern,northwestern,recognize,playapart(in)b.重点句型Believeitornot,thereisnosuchathing...P13TheUSisalargecountryinwhich...P13Geographyalsoplaysapartin...P512.Abilitygoals能力目标EnablethestudentstogaintheknowledgeaboutdialectsandhowtheeditorsofTheOxfordEnglishDictionaryworkonit.3.Learningabilitygoals学能目标HelptheSslearntomakenotesaboutMurray'slife.Teachingimportantpoints教学重点MakenotesaboutMurray'slife.TalkaboutdialectsinChinaafterreading.Teachingdifficultpoints教学难点Afterreadingthetext,summarizethegoodqualitiesneededforsuccess.Teachingmethods教学方法Listeningandfastreading.Discussionandcooperativelearning.195\nTeachingaids教具准备Arecorderandaprojector.Teachingprocedures&ways教学过程与方法StepIGreetingandRevisionChecktheSs'homeworkbyaskingsomeofthestudentstoretellthetext.T:Goodmorning/afternoon,boysandgirls.Whocanretellthetext?S:Letmehaveatry.Atfirst,onlypeopleinEnglandspokeEnglish.Later,peoplefromEnglandmovedtootherparts,soEnglishbegantobespokeninmanycountries.Today,morepeoplespeakEnglishastheirfirst,second,orforeignlanguage.NativeEnglishspeakerscanunderstandeachotherbutnoteverything.Alllanguageschangewhenculturescommunicatewithoneanother.SothereareBritishEnglish,AmericanEnglish,AustralianEnglishandsoon.Theyallhavetheirownidentity.Englishisalsospokenasaforeignorsecondlanguageinmanyothercountries.MaybeonedayChineseEnglishwillbecomeoneoftheworldEnglish.TaskListenandfindtheBritishandAmericanwordswhicharedifferentbuthavethesamemeaning.Workinpairs.T:TurntoP12.part5.Listentothedialoguesonebyone.Thentellyourpartnerwhichwordsaredifferentbuthavethesamemeaning.Let'slistentothefirstone.Afterlistening,theSsgivetheiranswer:sweet-candy,lorry-truck,autumn-fall.StepIIPre-readingTaskIntroducetheirdictionaries.T:Ifwemeetanewword,wewillturntoourdictionaries.Whowouldliketointroducedictionarytous?S1:MydictionaryistheOxfordEnglishdictionary.Itcanhelpmefindnewwords,phrases,examplesandsoon.S2:Thisismydictionary.Withitshelp,Icantellthedifferencebetweensimilarwords.What'smore,picturesinitmakeiteasyformetounderstandandmasternewwords.StepIIIReadingTask1Listenandanswerquestions.195\nT:TheOxfordEnglishdictionaryisthelargestdictionary.Whoistheeditor?Howmanyyearsdidittaketocompletethedictionary?Nowpleaselistentothetapeandanswerquestions.Sslistentothetapecarefullyandanswerquestions.T:Whoistheeditor?S:JamesMurrayandsomeothers.T:Excellent!Nextquestion?Ss:Forty-fouryears.Task2Readthepassageandfillinthetable.Workinpairs.T:Pleaseturntopage52.Readthetablefirst.MakesuretheSsknowwhattheyareexpectedtodo.T:Whenyoufillin“itsdifficulties”and“Qualitiesneeded”,pleasediscusswithyourpartner.Ssreadthepassageandfillinthetable.DiscussionS:It'sthebiggestdictionarysoitisverydifficulttocomplete.S:Andtherewasnocomputeratthattime,sohehadtowritewithpenandpaper....T:OK,I'llasksomegroupstoreporttheiropinions.Ssshowtheiranswers.CountryScotlandEducationVillageschoolthentaughthimself.JobWorkinabank,teacher.MostimportanttaskItsdifficulties:thebiggestdictionary,workinaplacewhereitistoohotortocold,workaloneatfirst,onlyusedpenandpaper.Qualitiesneeded:hardwork,interestinthejob,patience.WhoworkedonitMurray,histwodaughtersandothereditors.195\nDateofcompletion1928OtherinformationIdeasforthisdictionaryfromameetinginBritainin1857.Begintodoitin1895.Hopedtofinishitintenyears.StepIVReadingandtalking(Page13)Task1Readandanswerquestions.Write“dialects”ontheBb.T:PleaseexplainitinEnglish.Ss:Lookitupinthedictionary.Ss:Dialectmeansaformofalanguagethatpeoplespeakinaparticularpartofacountry.T:Youarequiteright.TherearemanydialectsinAmericanEnglish.Doyouknowwhy?PleaseturntoPage13andfindtheanswerinthetext.Oneminutelater.T:Whowouldtellmewhy?S3:Letmetry.Thatisbecausepeoplecomefromallovertheworld.Andgeographyplaysapartinmakingdialects.Task2Newwords.T:Verygood.Now,lookatthescreenandtrytoguessthemeaningofthesewordsandputthemintherightplacesinthemap.Bb:southeast,northeast,southwest,northwest,south,west,eastAskonestudentfillinthemap.Showmorewordsonthescreen.T:What'sthedifferencebetweenthesetwogroups?Bb:southeastern,northeastern,southwestern,northwestern,southern,western,eastern,northernSswatchandlookuptheirdictionary.Ss:ThefirstgroupinNoun.Thesecondisadjective.T:Pleasetrytomemorythesewords.Task3Games.Workingroupsoffour.195\nTheteacherplaystherecorder.SslistenandrecognizedifferentdialectsinChina.T:Whichdialectisit?Ss:Dongbei.…T:WhowilltellaninterestingstorythatshowsgreatdifferencebetweendialectsinChina?Sstelltheirpartneraninterestingstory.Discussion“Whydowelearnputonghua?”T:Pleasediscusswithyourpartner“Whydowelearnputonghua?”Ss:Dialectsaresodifferentthatpeoplefromdifferentplacescannotunderstandeachother,whilePutonghuaistheverywaytosolvetheproblem.HomeworkPreviewListeningandwritingonPage14.Describethepictureandthethreeboysandanswerfirstfourquestions.TheThirdPeriodListeningTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语lightning,subway,underground,British,western,Europe,southeast2.Abilitygoals能力目标GettheSstoknowmoreaboutworldEnglishanddialectsbylistening.3.Learningabilitygoals学能目标HelpthestudentslearnhowtogetdetailedideasofEnglishprograms.Teachingimportantpoints教学重点Listentomaterialsandgrasptheinformationneeded.Teachingdifficultpoints教学难点Guessthenameofspeaker'scountrybylistening.Teachingmethods教学方法Listening.Discussion.Notes-making.195\nTeachingaids教具准备Arecorder.Teachingprocedures&ways教学过程与方式StepIRevisionDescribethepictureandtheboys.T:Anyvolunteerstodescribethepicture?S1:Thereisariverinthepicture.Atthebank,thereisatalltree.Wecanseeaverybigfishintheriver.S2:ThetwoboyslaughingareBufordandBigBillyBob.Aboywasfrightenedandfleeing.HeislittleLester.T:Couldyoufindtheanswerstothefourquestions?Ss:Yes.T:Good.WhydoesBufordthinkofTexas?Howdoyouknowit？S:Hebelievesit'salmostadifferentcountryfromtheUS.Thetexttellsusso.T:Howlargewasthecatfish？S:Thecatfishwasalmostthesizeofahouse.T:WhydidLestergetoutofthewaterveryquickly?S:Hethoughtthecatfishwouldeathim.T:WhydidBufordandBigBillyBoblaugh?S:BecausethefishisharmlessbutLesterissofrightenedandfleesofast.StepIIListeningandwriting(Page14)TaskListenandanswerquestions.T:Anothertwopersonswilldescribethisstory.OneisBuford,whoisfromTexasandbelievesbiggerisalwaysbetter.HeisspeakingwithonekindofSoutherndialects.Theotherishisteacher,Jane,whospeaksstandardBritishEnglish.First,listenandknowofstandardBritishEnglishandSoutherndialects.Sslistentothetapeandtrytounderstand.T:Nowlistenforasecondtimeandanswerthelasttwoquestions.Makenoteswhilelistening.Afewminuteslater,checktheiranswers.195\nT:A,canyouanswerquestion5?S:Yes.Janeisthesecondspeaker,Buford'steacher.SheisfromBritain.T:Welldone!Bufordsays“Hey,y'all”togreetyou.Whatdoesthesecondspeakersaytogreetyou?S:Shesays“Hello”.StepIIIListeningTask1ListenandwritetheAEwords.T:LastlessonweseparatesomeAEwordsfromBEwords.Today,let'sgoonlisteningandwritedowntheAEwordswhichhavethesamemeaningsastheBEwords.Turntopage48.Listening.TheBEwordshavebeenwrittendown.Readit.Thenlistentothedialogue.Intheconversation,“rushhour”isthenameofapopularHollywoodfilm.Afterlistening.T:Pleasereadyouranswertogether.(Writedowntheanswers.Ss:picture-movie,lorry-truck,autumn-fall,underground-subway,sweets-candyTask2Listenandwritedownanswerstoquestions.Ssreadthequestionstofindoutthelisteningpointfirst,andthenlistentothetapetogettheanswers.T:NowtherecorderwillintroduceanewwayofEnglishlearning.Beforelistentothetape,pleasereadthequestionstofindoutthelisteningpoint.Makenotesoftheanswerswhilelistening.Playthetapeforthefirsttimesothatthestudentscangetageneralidea.Thesecondandthirdtime,theSswriteandchecktheiranswers.Pauseandrepeatthekeysentences.T:Canyouanswerquestionsnow?Ss:Yes.T:Good.WhatprogrammeisZhaoLiwatching?S:CCTV-9Worldwidewatch.T:Excellent!Whowouldliketoanswerthenextquestions?S:2.ZhaoLithinksthatwatchingTVprogramswillimproveherEnglish.195\n3.ShethinksthatCaoRiisagoodspeaker.4.Themorelisteningpracticeyouhave,thebetteryourlisteningskillswillget,especiallyifyouhearvarietyofspeakers.5.Youshouldbepatientandkeeptrying.Soonyouwillunderstandmoreandmore.Teachercheckstheanswersandexplainssomedifficultlisteningpointsifnecessary.StepIVListeningTaskTask1Readthemapandlistenandfindwherethestudentscomefrom.T:Pleaseturntopage51andreadthemap.Whatdoesittellus?S:ItmarkstheplaceswhereEnglishisspokenasafirstorsecondlanguage.MaybeitisaboutworldEnglish.T:Veryclever!NowsixforeignstudentscometoourclasstolearnChinese,andtheyareintroducingthemselves.Pleaselistencarefully,andthenwritetheirnamesontheproperplacesonthemap.Itisalittledifficulttofinishthetaskindividually.TheteachermaydothefirstonewiththeSs.Whilelistening,repeatthekeysentences.T:Let'sguessthefirstonetogether.Playthetape.T:Fromthefirstsentencesand“Britishrulers”,weknowS1comesfromIndia.Goonlisteningandwritedownyouransweronthemap.Sslistentothetapeandwritedowntheiranswers.Teacherplaysthetapetwice.Afewminuteslater.T：Checkyouranswerswithyourpartner.Listentothetapeagain.T:OK,whereisS2from?S:S2isfromLouisianaintheUS.T:Whatabouttheothers?Ss:S3isfromJamaica,S4Ireland,S5thePhilippines,andS6Singapore.T:Verygood.StepVHomeworkMakeashortlistofreasonswhyEnglishisspokeninsomanyplacesaroundtheworld.195\nPreviewPage15Speaking.ListthewordsthatwereconfusingtoAmy.SampleWhyEnglishisspokeninsomanyplacesaroundtheworld？Englishisthelanguagemostwidelyspokenandusedintheworld.Why?IndustrialrevolutionimpelledthedevelopmentofEnglandanditcolonizedmuchoftheworld.Englishbegantobespokeninmanyothercountries.America'sdevelopmentalsocontributestotheextensionofEnglish.Withthedevelopmentofeconomy,countriescommunicatewitheachothermorefrequently.EnglishiswidelyusedandisoneoftheofficiallanguagesoftheOlympicGamesandtheUnitedNation.PeoplerealizetheimportanceofEnglishlearning.EverywhereintheworldchildrengotoschooltolearnEnglish.MorepeoplespeakEnglishastheirfirst,secondorforeignlanguage.TheForthPeriodGrammarTeachingGoals教学目标1.Targetlanguage目标语言a.重点词汇和短语command,request,politely,direct,indirect,approach,subway,underground,block,b.重点句型DirectspeechCommands:Do/Don't...Requests:Do...,please./Canyou...?Couldyou...?/Willyou...?Wouldyou...?IndirectspeechCommands:sb.told/orderedsb.else(not)todosth.Requests:sb.askedsb.else(not)todosth.195\n2.Abilitygoals能力目标FocusontrainingtheSstothinkinreportedrequestsandcommands.Enablethestudentstomakedialogueswiththetargetlanguage.3.Learningabilitygoals学能目标Helpthestudentstorecognizedifferentmoodsandpassonother'swordscorrectly.Teachingimportantanddifficultpoints教学重点Howtoexpressone'scommandorrequestintheIndirectSpeech.Masterthefeaturesofcommands-tellorordersb.todosth.Andthefeatureofrequest—asksb.todosth.Teachingdifficultpoints教学难点Howtotellthedifferencebetweenacommandandarequest.Howtochangethepronounswhenturningthedirectspeechintotheindirectspeech.Teachingmethods教学方法Studyindividually,practice,roleplay.Teachingaids教具准备Aprojectorandslides.Teachingprocedures&ways教学过程与方式StepIGreetingT:Goodmorningboysandgirls.StepIIGrammar(1)Task1Summarizethedifferencebetweencommandsandrequests.Workinpairs.T:First,listentomecarefully.(SpeaktothreeSs)S1,openthewindow.S2,passonthebooktoLucy.S3,willyoupleaseclosethedoor.WritethethreesentencesontheBb.T:WhatisthedifferenceamongthesentencesIspoketothemjustnow?S4:Thefirstsentenceisnotpolite,whilethelastsentenceisverypolite.T:Excellent!HowdidIshowmypolite?S5:Youuse“Please...Willyouplease...?”T:Speakingthefirstsentence,Igiveacommand.Using“Please...Willyouplease...?”,Imakerequests.ShowthefollowingontheBb.195\nDirectspeechCommands:Do/Don't...RequestsDo...,please./Canyou...?Couldyou...?/Willyou...?Wouldyou...?T:PleaseturntoPage13.Changethecommandsintorequests.Ssworkinpairs.Sa:Closethedoor!Sb:Couldyoupleaseclosethedoor?Task2Makedialogues.Workinpairs.T:Therearethreesituations.Wouldyoupleasemakedialoguesusingcommonsorrequestswithyourpartner?Studentsareencouragedtoimagineinterestingdialogues.Afterafewminutes.T:Let'sseewhichpaircompletesthetaskwell.Group1,comehere,andplayyourdialogue.SituationAA:Excuseme.Whowoulddomeafavortoclosethedoor?B:Speaklouder,please.A:Willyoupleaseclosethedoor.B:OK.Iwill.A:Thankyouverymuch.B:Mypleasure.SituationBA:Excuseme.Ittimeformetogetoff.Wouldyoupleasemakewayforme?B:Ofcourse.I'llbehappytomakewayforyou.Goahead.A:Thankyou.195\nB:You'rewelcome.Oh,myGod,Ineedtolosemyweight.SituationCA:Liedownandholdyourbreath.Task3Readtherepliesandwritearequestoracommand.(Page50Listingstructures2)T:Howwonderfulyourplaysare!Now,pleaseturntoPage50,Part2.Finishtheexerciseaccordingtotherequestoftheexercise.Ssreadtheexercisetoknowwhattheyareexpectedtodo,thendoitindividually.T:S6Readyouranswer,please.S:Thesentencesare:1.Goandcollectthewoodrightnow.2.Willyoupleasecollectmyshopping?3.Shutthedooratonce.4.Goandgetmycoat.5.Wouldyoupleasegetthatbookforme?Step3Grammars(2)Task1SummarytherulesofturningDirectspeechintoIndirectspeech.Workinpairs.Showsomeexamplesonthescreen.T:Lookatthescreen,please.Discusswithyourpartner:WhatdoIwantyoutolearn?“Makesurethedoorisopen.”theteachersaidtome.Theteachertoldmetomakesurethedoorisopen.“Don'tplaygamesintheclassroom.”themonitorsaidtous.Themonitortoldusnottoplaygamesintheclassroom.“Canyoulendmetenyuan?”Tomsaid.Tomaskedmetolendhimtenyuan.“Willyoupleasenotsmokehere?”shesaid.Sheaskedmenottosmokehere.Afewminuteslater.T:WhowouldcomeandwriteyouranswersontheBb?195\nS:I'dliketo.AskonestudenttowritehisanswerontheBb.sb.toldsb.(not)todosth.Sb.askedsb.(not)todosth.T:Ifyoudon'tagreewiththem,youcanchangetheiranswers.Afterdiscussion,thecorrectanswerisshownontheBb.TheSscansee:DirectspeechCommands:Do/Don't...Requests:Do...,please./Canyou...?Couldyou...?/Willyou...?Wouldyou...?IndirectspeechCommands:sb.told/orderedsb.else(not)todosth.Requests:sb.askedsb.else(not)todosth.T:Nowwhocantellushowtochangecommandsandrequestsintoreportedordersandrequests?S:Ifwechangecommands,wemayusethepattern:sb.told/orderedsb.else(not)todosth.Ifwechangerequests,wecanuse“sb.askedsb.else(not)todosth.”Task2Makedialogueswithreportedcommandsandrequests(Page50).T:TurntoPage50.Workingroupsofthree.Readtheexampletoknowwhatyoushoulddo.Theteachermakesadialoguewithtwostudents.T:Pleaseturnontherecorder.S1:Whatdidourteachertellus?S2:Shetoldustoturnontherecorder.Ssworkingroupsofthree.StepIVSpeaking195\nT:PleaseturntoPage15.Checkyourhomework.ReadaloudthewordsthatwereconfusingtoAmy.Showitonthescreen.Teachermaygivemorewords.AEBEChinesesubwaykeepgoingstraightrightlefttwoblocksmoviebarthefirstfloorundergroundgostraightonright-handsideleft-handsidetwostreetsfilmpubgroundfloor地铁一直向前走右左街区电影酒吧一楼TaskMakeadialogue.T:Nowworkingroupsofthree.YouareinLondon.AisfromAmerica.B,A'sfriend,isaspeakerofBritishEnglish.Youdon'tknowthedirections,soyouaskCforhelp.ThenBretellsC'swordstoA.Pleasemakeadialogue,usinggivenwordsandthismap.Besuretouseindirectanddirectspeechandrequests.Iftimeislimited,itcanbedoneashomework.UndergroundRestaurantMuseumSupermarketMiddleschoolPubCinemaHomework195\nMakeadialogueusingtargetlanguageandthemap.PreviewSpeakingtask(Page52)Readthepassageandlistthingsthatcauselanguagestochange.SampleAtthegateofthehotel.A:Awonderfulnight.Whynotgotothecinema?B:Goodidea!Butwhereisthenearestcinema?A:Idon'tknow.Wecanasktheladyforhelp.Excuseme,ma'am.Couldyoupleasetellmewherethenearestcinemais?I'dliketoseeamovie.C:Er...afilm?Goroundthecorneronyourright-handside,straightonandcrossonestreet.It'sonyourleft-handside.B:Thankyouverymuch.A:Whatdidshesay,B?B:Shetoldustogoroundthecornerontherightandkeepgoingstraightforoneblock.Thecinemawillbeonourleft.TheFifthPeriodSpeakingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语trytodo,lookaround,confuse,offerb.重点句子Weknowthatlanguagesdevelopandchangeovertimeandthatiswhywehavenewdictionariesfromtimetotime.P52Pardon?Ibegyourpardon?Idon'tunderstand.Couldyousaythatagain,please?Couldyourepeatthat,please?Canyouspeakmoreslowly,please?Sorry,Ican'tfollowyou.195\nHowdoyouspellit,please?2.Abilitygoals能力目标Enablethestudentstoexpresslanguagedifficultiesincommunication.3.Learningabilitygoals学能目标Helpthestudentslearnhowtomanagetocommunicatewithothersavoidinglanguagedifficulties.Teachingimportantpoints教学重点Howtousedifferentsentencepatternsavoidinglanguagedifficultiesincommunication.Teachingdifficultpoints教学难点Howtomakeadialogueusingcommandsorrequests.Teachingmethods教学方法Pairworkstomakeadialogue.Co-operativelearning.Teachingaids教具准备Aprojectorandablackboard.Teachingprocedures&ways过程与方式StepIRevisionCheckstudents'homework.Asksomestudentstoplaytheirdialoguesinclassandgivesomecomments.StepIILeadinTask1Revisepatternsforlanguagedifficultiesincommunication.T:A(loudly),canyoulendmeyourdictionary(lowly)?Sa:Pardon?T:Canyoutellsomesimilarexpressions?Sa:Ibegyourpardon?/Idon'tunderstand./Couldyousaythatagain,please?/Couldyourepeatthat,please?/Canyouspeakmoreslowly,please?Sorry,Ican'tfollowyou./Howdoyouspellit,please?T:Great!TurntoPage48.Readtheexpressionsloudlyandtrytomemorythem.Task2Makeadialogue,usingtheexpressions.Workinpairs.195\nT:TurntoPage49.Therearethreesituations.Readthemcarefullytoknowthesituations.Ssreadthethreesituationstodecidewhichonetheywouldliketochoose.T:Makeadialoguewithyourpartner,usingtheexpressionsabove.Afewminuteslater.T:Whichgroupwillcomeandactyoudialogueinclass?Ss:Wewill.SampledialogueforSituation1A-foreignerB-youA:Excuseme,butIcan'tfindmyfriends.Canyouhelpme?B:Couldsaythatagain,please？A:Oh,sorry.IsaidthatIneedtofindmyfriends.B:Oh,Isee.Wherearethey?A:TheyarewaitingformeattheScienceMuseum.ButIcan'tfindit.B:Sorry,Ican'tfollowyou.Canyouspeakmoreslowly,please?A:Sorry.IsaidIwanttogototheScienceMuseum.B:Well,walealongthisstreetandtakethefirstleftturnonyourleft.Walkonuntilyoureachthegate.SampledialogueforSituation2A—yourfatherB—yourmotherC—youD—waitressA:Excuseme,butIcan'tfindthetoilet.Canyouhelpme?D:Er…toilet?It'soverthere.B:Restroom?Butwedon'tneedtohavearest.C:Oh,sorry.ButwhereistheWC?D:Pardon?C:W-C.D:Sorry.ThereisnoWC.Oh,Isee.Iknowwhatyouwant.Itisonthesecondfloor.C:Thankyouverymuch.Gouptwofloors.AB:Notoiletbutemptyrooms.Whereisthetoilet?C:WeareintheUSA.Thesecondfloor?Let'sgodownstairs.It'sonthefirstfloor.SampledialogueforSituation3A-yourteacherB-you195\nA:Nowforhomework,youmustwriteadialogueaboutdifficultlanguageproblems.Isthatclear?B:Sorry,MissLi,butLiLincan'tfollowyou.A:Pardon?B:LiLindoesn'tunderstandwhatyousaid.A:Oh,Isee.Wellletmesayitinadifferentway.StepIIISpeakingtaskT:Welldone!ThesecondfloorinBritishEnglishisthethirdfloorinAmericanEnglish.HowgreatchangeinEnglish!TravelplaysanimportantpartinthechangeofEnglish.PleaseturntoPage52tellmeotherthingsthatcauselanguagestochange.Sshavepreviewedit.AnswersTeenagers,movies,radio,andTV.TaskGiveadviceonhowtoteachEnglishtobeginners.Workingroupsoffour.T:Welldone!ThegovernmentwouldliketogetsomeadviceonhowtoteachEnglishtobeginners.Canyouhelpthem?Pleaseworkingroupsoffourandlistyourideastogether.Ssdiscussandwritedowntheirsuggestions.S1:Ithinkitwillmakethetextbookinterestingtousecartoonsinit.S2:Whynotdesignsomegames?Studentslikegames,whichwillmakethewordseasytomemory.S3:Inmyopinion,Englishsongsareofgreathelp.S4:WecandrawsomeinterestingcharacterslikeMickeymousetoteachEnglishtobeginners.T:Wonderfulideas!Ibelievethegovernmentwilltakeyouradvice.StepIVProjectTask1Fast-readingT:TurntoPage53.Pleasereadthetextquicklytofindtheanswertoquestion1.Ssreadthetexttofindtheanswertoquestion1.T:Accordingtothereadingpassage,whatistheuseofacode?S:Itcanhelppeopletocommunicatesecretseasily.195\nTask2Discussion.Workinpairs.T:Readthetextagainandthendiscussthelasttwoquestionswithyourpartners.Whatotherusescanacodehave?Listoneortwohere.Describeasituationwherecodesmaynothelpthepeoplewhousethem.DiscussionS1:Acodecanmarkthedirectionsorwayswhenwearetravelinginaforest.S2:Itcanalsohelptomakenotesifaspeakerspeakstoofast.S3:Butsometimescodesmaynothelpthepeoplewhousethem.S4:Icangiveanexample.Inawar,iftheenemiesknowthemeaningofthecodes,theymaynothelpthepeoplewhousethem.Task3Makeacodetomakenotes.T:Whatdoesitmean?S:Something.T:Whatabout“e.g.”Ss:Example.T:Pleasemakeacodetowritetoyourpartnerandguessthemeaningofothers'code.HomeworkMakeacodetowritetoyourpartner.Memorizethenewwordsandphrases.TheSixthPeriodWritingTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语brainstorming,share,experience,makeuseof2.Abilitygoals能力目标EnabletheSstomasterthewayofpreparingoneselfbeforewritingacomposition-Brainstorming.3.Learningabilitygoals学能目标Learnhowtoprepareoneselfbeforewriting.195\nTeachingimportantpoints教学重点Knowthewaytomakeabrainstormingmap.Teachingdifficultpoints教学难点Writeapassageaboutone'sexperienceofEnglishlearning.Teachingmethods教学方法Task-basedlearning.Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingprocedures&ways教学过程与方式StepIRevisionCheckthehomework.AsksomestudentstowritetheircodesontheBb.Theothersguesswhatthecodesstandfor.SampleAFAIK(asfarasIknow),BBYE(byebye),BTW(bytheway)StepIIPresentationTask1Summarizethewayofpreparingoneselfbeforewriting.Write“WhyshouldIlearnEnglish?”ontheBb.T:Pleasetellmewhy.Handsup.S1:IlearnEnglishtotalktonativespeakers.S2:Togotouniversity,IlearnEnglishhard.Someotheranswerstouseforbusiness,toreadEnglishbooks,tolistentoEnglishmusicandmoviesortogoabroad.T:Well,let'sshowyourideasonamap.Showthemaponthescreen.T:Wecanseetheideaseasily.Thismapcanhelpyouwriteanexcellentcomposition.Now,doyouknowhowtoprepareyourselfbeforewriting?TouseinschoolTouseforbusiness195\nWhyshouldIlearnEnglish?ToreadEnglishbooksTotalktonativespeakersTolistentoEnglishmusicandmoviesTowritepenfriendSs:Yes.T:TurntoPage15.Readthesteps.A,pleasereadthestepsaloudtous.Task2Makeabrainstormingmap.T:Whynotmakeabrainstormingmapbyourselves?Writedown“HowcanlearningEnglishhelpChinainthefuture?”T:Forexample,ineconomy.Pleaseworkingroupsoffourandmakeabrainstormingmap.Afewminuteslater.T:WhichgroupwillshowyourmapontheBb?AstudentdrawsthemapontheBb.Speedthedevelopmentofeconomy.SampleEasytolearnadvancedtechnologyofothercountries.HowcanlearningEnglishhelpChinainthefuture?MakeChineseculturepopularallovertheworld.StepIIIWritingtaskTask1Makenotesabouttheparagraphsforthewriting.Workingroupsoffour.T:TurntoPage53.ReadtheWritingtaskandtellwhatyouareexpectedtodo.T:Whatcanyoulearn?S:Weareaskedtowriteapassageabout“MyExperienceofLearningEnglish”.We195\ncanwriteitonfouraspects.Whatweneedtodoistomakealistofideasforeachparagraph.T:Good!Workingroupsoffourtomakenotes.MyproblemsIdeasforimprovementWhyIlikeEnglishMyfuturewithEnglishListeningWritingwordsListentoBBC.Getane-pal.Memorizenewwordseverymorning.Listentomusicandmovies.Enjoyoriginalworks.Travel.Helpmerealizemydream.Task2Writeanarticle.Aftertheirdiscussion.T:Now,writeanarticleaccordingtoyournotesintwentyminutesandhanditin.SampleIhavemadegreatprogressinEnglishlearning.Butatfirst,IhadmanydifficultiesinlearningEnglish.Ifoundlisteningreallyhard.Sometimes,it'sjustimpossibletounderstand.Besides,mywrittenEnglishwasnotverygood.Anditwashardformetomemorynewwords.HowcouldIimprovemyEnglish?Takelisteningasexample.IboughtaradioandlistentoBBCEnglisheverymorning.ThemoreyoulistentoEnglish,theeasieritbecomes.Atthesametime,IgotanEnglishe-palandmywrittenEnglishimprovedquickly.Meanwhile,Imadeaplantomemorynewwords.Everyeveningmemorytwentynewwordsandreviewthemthenextmorning.Thenputthemuponthewalltoreviewinmysparetime.Englishismygoodfriend.WiththehelpofEnglishIcanlistentoEnglishmusicandmovies.I'mveryinterestedinEnglishnovels.ThankstoEnglishIcanenjoyoriginalwork.Alsoitwillmakemyjourneycomfortable,ifItravelinEnglishspeakingcountries.195\nMydreamistobeadoctor.It'snecessaryforadoctortobegoodatEnglish.IloveEnglish.Itwillhelpmerealizemydream.HomeworkWriteanarticleon“OurEnglishteacher”.SampleMr.LiisourEnglishteacher.Hecaresfornotonlyhisstudentsbutalsohiswork.HedevotesallhislifetoEnglishteaching.Thelessonshehastaughtarelivelyandinteresting,Hedoesallhecouldtohelpusstudentstoimproveourlistening,speaking,readingandwritingability.WeallmakegreatprogressinEnglishlearning.Heisverystrictwithhimselfandnotsatisfiedwithhisachievement.Henevergiveuplearningandhastranslatedalotofbooks.WealllikeMr.Li-ourEnglish.195\nUnit3TravelJournal单元教学目标技能目标GoalsTalkabouttravelingHowtomakepreparationsfortravelingUsethepresentcontinuoustenseforfutureuseBeabletowriteatraveljournalTellthedifferencebetweenadiaryandajournalTargetlanguage目标语言195\n功能句式1.TalkaboutplansHowmuchmoneywillyoupayforthefare?Whenareyouleaving?Whereareyoustaying?Howareyougoingto…?Howlongareyoustayingat…?Whenareyouarrivingat/in…?Whenareyoucomingback?2.GoodwishesHaveagoodday/time!Haveagoodjourney/trip!Goodluck!Enjoyyourself!Bestwishestoyou.Havefun!Takecare词汇四会词汇：journal,fare,transport,finally,cycle,persuade,insist,proper,properly,determine,determined,valley,waterfall,plain,attitude,shorts,camp,record,afterthought,topic,familiar.认读词汇：Vientiane,Laos,PhnomPenh,Cambodia,HoChiMinh,Vietnam,Mekong,Source,detail,atlas,glacier,Tibetan,rapids,delta,canyon词组：Changeone'smind,givein,passthrough.195\n句型Itis/was+强调部分+that(who)+句子语法TheThepresentcontinuoustenseforfutureuseⅢ教材分析与组合1.教材分析本单元以travel为主题，使学生通过travel了解他们所去国家或地区的风土人情，地理地貌及气候特征。让学生体会英语作为工具给他们带来的乐趣。学生可以利用英语扩大自己的视野，获取知识,了解世界。学生可以通过相互讨论和相互交流以丰富各自的地理知识。进一步扩大学生的词汇量。能正确使用现在进行时的形式表达将来的计划和安排。本单元把TravelDowntheMekong分成六部分，其中三部分作为阅读材料而另三部分作为听力材料。通过本单元的学习使学生掌握一些重要词汇及词组，并能够写出自己的旅行日志来提高自己的写作水平。1.1Warming-up让学生想象去旅游并选择一个地方为题，讨论所需费用，并决定四种交通方式，使学生了解旅行前的准备及计划。1.2Pre-reading部分的三个问题是通过讨论河流在人民生活中的作用以及看图回答问题，让学生找到湄公河流域的国家，作为阅读的“热身”1.3Reading是日志的第一部分，它讲述了王坤和王薇的骑车旅行梦想和计划，描述了他们为这次旅游所做的准备，对旅游路线的选定以及他们通过查阅地图对湄公河情况的了解。文章用第一人称的方式，通过对王薇做事的方式的介绍，让大家了解了她的性格特点，使人倍感亲切，给人留下深刻的印象。日志的第二部分放在workbook中，主要讲述他们在西藏山中度过的一宿，以及旅行中的苦与乐。1.4Comprehending第一题是信息题，通过问答使学生进一步理解课文以训练学生获取信息的能力。第二题是理解题，让学生用自己的话解释课文中的句子。第三题是推断题，让学生通过主人公的行为来推断他们对旅行的态度。第四、五题是语言运用题，用以提高学生运用语言的能力。1.5Learningabout195\nlanguage分两部分，第一部分是旨在通过三个题型的练习使学生掌握目标语言。第一题，让学生通过词义来推断正确的词，其实也是训练学生熟悉英文解释。第二小题，让学生在理解句意的基础上正确使用所学词或词组完成句子，训练学生能够灵活应用词和词组。第三题，则训练学生在实际中灵活运用所学词汇。而第二部分是语法项目，即在Warming-up中提到的现在进行时表示将来的用法。第一小题，让学生注意句子中的动词形式，进一步让学生体会进行时的将来用法。第二小题，通过补全对话让学生在实际中能够灵活运用所学语法。第三小题，则让学生在没有规定内容的情况下自由应用，以精通此语法。1.6Usinglanguage部分分成三部分，第一部分是Readinganddiscussing，它旨在让学生阅读Part2ANightintheMountains后通过问题的形式来提高学生的说的能力。第二部分是Listeningandspeaking，该部分是骑车旅游的第三部分，它讲述王薇等人在离开老挝首都路上遇到俩女孩时所进行的一段对话，并通过填表格的方式检验学生对段落的理解并提高学生的听的能力。第三部分是Writing，该部分要求学生掌握E-mail的写作，要求学生围绕旅游话题写一封E-mail，以锻炼学生写作能力。1.7Summingup师生共同总结所学的词和短语及语法项目。1.8Learningtips建议学生旅行后写旅行日志，提高写作能力。2教材重组2.1将Warmingup和Pre-reading作为Reading的导入内容,将三者与Comprehending整合成一节阅读课。2.2将LearningaboutLanguage及UsingStructures设计成一节词汇及语法课。2.3将Usinglanguage中的Readinganddiscussing与Talkinginworkbook设计成一节听说课。2.4将UsingLanguage中的Listening和Listeninginworkbook设计成一节听力课。2.5将Writing和Writingtask设计成一节写作课。2.6将Reading(Part6TheEndofourJourney)inworkbook和Summingup,设计成一节综合课。3设计与课时分配（经教材分析，本单元可以用六课时教完）1stperiodReading2ndperiodGrammar3rdperiodSpeaking195\n4thperiodListening5thperiodWriting6thperiodSummingup分课时教案ThefirstPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和词组dreamabout,finally,persuade,stubborn,insist,properly,determined,attitude,changeone'smind,givein.b.重要句式Eversincemiddleschool,mysisterWangWeiandIhavedreamedabouttakingagreatbiketrip.Twoyearsagosheboughtanexpensivemountainbikeandthenshepersuadedmetobuyone.ItwasmysisterwhofirsthadtheideatocyclealongtheentireMekongRiverfromwhereitbeginstowhereitends.Althoughshedidn'tknowthebestwayofgettingtoplaces,sheinsistedthatsheorganizethetripproperly.Shegavemeadeterminedlook–thekindthatsaidthatshewouldnotchangehermind.Onceshehasmadeuphermind,nothingcanchangeit.WewerebothsurprisedtolearnthathalfoftheriverisinChina.2.Abilitytarget能力目标EnablethestudentstoconcludeWangWei'sandWangKun'sattitudetothetripandthenaddtheirownopinionwiththetargetlanguage.3.Learningabilitygoals学能目标EnablethestudentstolearnhowtoconcludeWangWei'sandWangKun'sattitudesabouttrip.195\nTeachingimportantpoints教学重点Tocomprehendthetextisveryimportant.GetSstoexpresstheirplansandwishes.Helpthemlearnthattravelingisagoodwaytowidenoneviewandaddtooneknowledge.Teachingdifficultpoints教学难点Howtograspthemainideaofthetextandhowtotellthewriter'sattitudeTeachingmethods教学方法Talking,discussing,readingTeachingaids:教学工具ataperecorder,aprojectorandacomputerTeachingprocedures&ways教学过程和方法Step1Greetingandleading-inT:Goodmorning/afternoon.S:Goodmorning/afternoon,Sir/Madam.T:Boysandgirls,Doyouliketraveling?Ss:Yes.T:Wherehaveyoubeenbefore?S1:I'vebeentoBeijing,andHuangshan.T:HowdidyoufindyourtraveltoBeijing?S1:Veryinteresting.IthelpedmelearnaboutthehistoryofBeijing.Asthecapitalofourmotherland,itisreallybeautiful.ThedeepestimpressiononmeisthevisittotheGreatWallandtheForbiddenCity.Butitwasapitythattimewastooshort.Wehadnochancetogosightseeinginotherplacesofinterest.S2:IwenttoXiamenglastyear.IthinkthetraveltoXiamengwasbusy.Wevisitedmanyplaces,suchasWuyiMountain,PutuoTemple,Ningboandsoon.Thoughwehadagoodtime,infact,mostofthetimewasspentontrains.Thatwasboringandtiring.Ifeltabitsorry.T:It'sapity.Ifyouhadmadeaproperplanbeforetraveling,yourjourneywouldhavebeenmuchmorecomfortableandinteresting.Doyouthinkso?S2:Iagreewithyou.195\nT:Howdoyouliketravel?S3:Inmyopinion,travelisinterestingandhelpful.WhenItravelIcanlearnalot.Icanenjoylocalcustoms,culturesandbeautifulscenery.T:Ialsothinkso.Well,afterwechooseaplacetotravel,wemustchooseakindoftransportwhichkindoftransportdoyouprefertouse:busortrain?Now,pleaseworkwithyourpartnersandthinkabouttheadvantagesanddisadvantagesofeachformoftransportandfillinthechartonpage17.Fiveminuteslater,checktheSs'answersT:Ok.We'veweighedtheadvantagesanddisadvantagesofeachformoftransport.Now,imaginethatyouplantospendaholiday.Chooseaplaceyouwanttovisit.Thinkaboutthefarefordifferentkindsoftransportanddecidehowtogetthere.Youmaynotknowtheexactfare,butyoucanguesshowmuchthefareis.Pleasehaveadiscussionwithyourpartnersandthendecidehowtogetthere.Twominuteslater,askapairofstudentstoreporttheirdecisions.T:Sinceyou'vedecidedhowtogetthere,I'dlikeyoutotalkmoreaboutyourholidays.Thenusethesequestionsonthescreentomakeadialogueaboutyourholidayswithyourpartners.Showthescreen.Whereareyougoingonholiday?Whenareyouleaving?Howareyougoingto…?Howlongareyoustayingin……?Whenareyouarrivingin/at?Whereareyoustaying?Whenareyoucomingback?Ssaregivenoneminutetopractice.ThenasksomepairstoactouttheirconversationsSa:Tom,whereareyougoingonholiday?Sb:I'mgoingtoLaos.Sa:Whenareyouleaving?195\nSb:NextSunday.Sa:HowareyougoingtoLaos?Sb:I'mtakingaplane.Sa:Howlongareyoustayingthere?Sb:Abouttwoweeks.Sa:Great.Haveagoodtrip.Sb:Thanks.Step2Pre-readingT:Welldone!Doyouliketravelingalongariver,agreatriver?Ss:Yes.T:Bytheway,whatroledoesariverplayinpeople'slife?Inotherwords,howdopeoplewholivealongariveruseit?S1:Peopleusearivertoirrigatetheirfields.S2:Peopleusearivertomakeelectricity.S3:Peoplegoswimmingintheriverinsummer.Theycanfloatwooddownariver.S4:Theycantravelalongariver.T:Youareright.Asweknowtheworldhasmanyrivers.Itevenhasmanygreatrivers.Whatmakesarivergreat,inyouropinion?S4:Agreatriverisveryimportant.S5:AgreatriverisverylargeandlongTeachershowsachartwithsomegreatriversintheworldNamesofRiverLocation195\nMekongRheinGangesSeineNileThamesGongoNigerVolgaDanubeAmazonMississippiEnglandEgyptIndiaCentralAfricaRussiaWestAfricaBrazilUSFranceGermanyChina,SEAsiaCentralEuropeT:Nowpleaselookatthechart.Intheleftcolumnarenamesofsomegreatrivers.Intherightcolumnarethelocationswheretheriverslie.Pleasematchthem.AfterSscompletethechart,Teachercanshowthecorrectanswersinanotherchart.ThenTeachershouldaskSssomemorequestionsabouttherivers.T:Doesanyoneknowanythingelseabouttherivers?S6:TheSeineRiver.ItlocatesinFrance.It'sthemotherriverofFrance.S7:IknowsomethingabouttheNile.It'stheworld'slongestriver.ItflowsthroughEgypt.S8:IhavesomeideaabouttheAmazon.It'stheworld'slargestriver.It'sinBrazil.Thecorrectanswers:NameofRiverLocation195\nMekongRheinGangesSeineNileThamesCongoNigerVolgaDanubeAmazonMississippiChina,SEAsiaGermanyIndiaFranceEgyptEnglandCentralAfricaWestAfricaRussiaCentralEuropeBrazilUST:OK,ifyoucouldtraveldownonlyoneofthem,whichonewouldyouchoose,andwhy?S9:I'dliketotraveldowntheSeine.SoIcanseemuchbeautifulsceneryinEurope.IcanenjoytheEiffelTower.S10:I'drathergoalongtheNile,whereIcanseemanywildanimals.IcanlearnaboutcustomsandculturesinAfrica.Icanalsoseethegreatdam,Aswan.T:DoyouknowtheMekongRiver?S11:Yes.ButIonlyknowitlocatesinSoutheastAsia.T:Itdoesn'tmatter.Nowlet'slookatthemaponPage18.WillyoupleasefindoutthecountriesthattheMekongRiverflowsthrough?Ss:China,VietnamandLaos.Step3ReadingandcomprehendingT:Great.Nowlet'sreadapassageaboutajourneydowntheMekongRiver.Pleasereadthepassageandgetamainideaofthetext.Let'slearnmoreabouttheMekongRiver.ThenI'dliketoaskyousomequestionsonthetext.Showthequestionsonthescreen.GivetheSsfiveminutestoreadthepassageandthenchecktheiranswers195\nQuestions:WhatwasWangKunandWangWei'sideaofagoodtrip?WhoplannedthetriptotheMekong?WhereisthesourceoftheMekongRiverandwhichseadoesitenter?WhatcanyouseewhenyoutravelalongtheMekongRiver?WhatdifficultiesdidWangKunandWangWeifindabouttheirjourney?WhatdoyouthinkaboutWangKunandWangWei?T:YouknowWangKunandWangWeiarebrotherandsister.Whatwastheirideaofagoodtrip?S1:Theyhavedreamedabouttakingagreatbiketrip.T:WhoplannedthetriptotheMekong?S2:WangWei.T:WhataboutQuestion3?S3ThesourceoftheMekongRiverisinQinghaiProvinceanditenterstheSouthChinaSea.T:HowaboutQuestion4?S4:Wecanseeaglacier,deepvalleys,waterfalls,hillsandplains.T:WhatdifficultiesdidWangKunandWangWeifindabouttheirjourney?S5:WeknowthatthetravelershadtoclimboveraTibetanmountainandpassthroughdeepvalleys.T:Youareright.Haveyoueverthoughtoftravelingbybike?Ss:Yes/no.T:WhatdoyouthinkaboutWangKunandWangWei?S6:Ithinktheyareenergeticanddetermined.T:Quiteright.NowI'dlikeyoutotellWangWei'sandWangKun'ssimilaranddifferentattitudesaboutthetrip.Youcanhaveadiscussionwithyourpartners.Andthenfillinthechart.Bytheway,doyouknowtheword“attitude”?Anattitudeiswhatapersonthinksaboutsomething.Let'sstart.Twominutesisenough.Teachercheckstheanswersandwritesthemdownonthe195\nblackboardwhilethestudentsaretellingtheiranswers.SimilarattitudesaboutthetripBoththinktakingthistripisadreamthatcomestrue.thattheywillenjoythetripalot.theyshouldseealotoftheMekong.thatmostoftheMekongwillbefoundinSoutheastAsia.DifferentattitudesaboutthetripWangWeibelievestheymuststartinQinghaiwheretheriverbegins/seealloftheMekongthattheydon'tneedtopreparemuch.WangKunbelievesitistoocoldandhightostartinQinghai.thatusinganatlasisveryimportant.T:Doyouagreewiththem?S:Yes.T:OK.Anotherquestion.Whodoyouthinkwasrightaboutthetrip?Why?S:IthinkWangKunwasright,becauseifitistoocoldandtoohigh,thetripwillbehard.Peoplewillhavesomedifficultyinbreathingatahighaltitude.Whereverwegoweneedanatlassothatwewillnotloseourway.Step4ExplanationDuringtheprocedureTeacherwillaskSstoreadthetextcarefullyandpayattentiontothewordsinboldinthetextandunderlinethesentencestheydon'tunderstand.ThenTeacherwilldosomeexplanations,dealwithlanguageproblemsinthetext,andatthesametimementionSstorefertoNotes5to10onP81.NextTeacherplaysthetape.T:Well,everyone.Let'sreadthetextagain.Pleasereadcarefullyandfocusourattentiononthedetailsandthesentencesyoudon'tunderstand.Underlinethesentencesyoudon'tunderstand.Pleasegoahead.Fiveminuteslater.T:Finished?Doyouhaveanyproblems?S1:Yes.Inthesentence“Sheinsistedthatwefindthesourceoftheriverandbeginourjourneythere.”theverb“insist”isusedinthepastdefinitetense,while“find”isintheoriginalformofaverb.Itseemsthattheydon'tagreewitheachother.195\nS2:Idon'tunderstandthesentence“Shegavemeadeterminedlook–thekindthatsaidshewouldn'tchangehermind.”What'sthemeaningof“thekind”?T:OK.letmedosomeexplanationsanddealwiththedifficultlanguagepoints.insistvt.todeclarethatapurposecannotbechanged.Inthiscasetheclauseisoftenusedintheso-calledsubjunctivemoodtoexpressone'sstrongsuggestion.Theverbisoftenusedintheformof“should+do”or“do”.e.g.Iinsistedthatheshouldcomewithus.Theteacherinsistedthatameetingbeheldimmediately.Inthesentence“theKind“means“thekindoftheface”dreamabouttoseeinadreame.g.Thesoldieroftendreamtabouthome.Itwasmysisterwhohadtheidea…Thisisanemphaticdrill.Itspatterndrillgoeslikethis:Itis/was+theemphaticpart+that/who+clause.e.g.Itislightthattravelsfasterthansound.Itwastheheadmasterwhogaveusatalkonhowtolearnaforeignlanguagewell.persuadevt.tocausesb.byreasoning(todosth.)e.g.Thedoctorhaspersuadedhimtogiveupsmoking.cyclevitorideabikestubbornadj.difficulttodealwith;noteasilygivingwaytopersuasione.g.Thegirlissostubbornthatnobodycanpersuadehertochangehermind.properlyadvinasuitablemannercareaboutbeinterestedorbeconcernedItmakeswidebendsormeandersthroughlowvalleystotheplainswherericegrows.Inthesentence,makemeansbecome.onceconj.evenforonetime,assoonase.g.Onceyouunderstandthisruleyouwillhavenofurtherdifficulty.Onceyoushowanyfearthedogwillattackyou.giveintosurrender195\ne.g.LiuHulanwouldratherdiethangivein.T:Well,anythingelse?Ss:No.T:It'stimetodopractice.Workinpairs.ImaginethatyouareWangKunandWangWei.Chooseaparagraphfromthepassageandusetheinformationtohelpyoumakeupadialogue.Twominuteslater,I'llaskapairofstudentstoactoutyourdialogue.Asample:WangWei:Youknow,we'vealwayswantedtodoalongbiketrip.Whydon'twegoononeafterwegraduatefromcollege?WangKun:That'sagoodidea.Wherearewegoing?WangWei:WhynotcyclealongtheentireMekongRiverfromwhereitbeginstowhereitends?WangKun:Well.Weshouldplanitwell.WangWei:Letmeplanourschedule.Icanorganizethetripproperly.T:Good.Sitdown,please.Nowit'stimetodealwithExercise5onpage19.Comparethefollowingsentenceswithdifferentstressesandexplainthemeaning.Followtheexample.Twominuteslater.T:Now,who'dliketoexplainthefirstsentence?Volunteer!S1:Ithinkitsays:It'sasurprisetolearnthathalftheriverisinChina.T:Quiteright.SentenceTwo?S2:WewerebothsurprisedtolearnthattheChinesepartoftheriverformsahalfoftheriver.T:Ok.Thelastsentence.S3:Wewerebothsurprisedtolearnthatitisinchinathathalftheriveris.T:Good.Wecanseethatdifferentstressesexpressdifferentmeaningsofthenarrator.Step5SummingupandhomeworkT:Thisclasswehavegraspedthemainideaofthetext,theusageofsomewordsandphrases.We'vealsolearnedabouttraveling.Thatis:beforetravelingweshouldmake195\ngoodpreparations—makingaplan,decidetheplacetovisitandgetenoughinformationabouttheplace.Withfullpreparationswe'llhaveagoodtimeduringthetrip.Hereisyourhomework.Pleasegooverthetextafterclass,andcompletetheexerciseonP56inworkbook.Allright,boysandgirls,that'sallfortoday.篇章分析：一课文图解Readthetext,andthenfillinthechart.JourneydowntheMekongRiverTheirdreamTakingagreatbiketripWangWei'ssuggestionFindingthesourceandbeginningthereTheirpreparationsBothofthemboughtexpensivebikes,gottheircousinsinterestedintravelingandturnedtotheatlasinthelibraryWhyexcitedTheirjourneywouldbeginatanaltitudeofmorethan5ooometersTheMekongRiverItbeginsataglacieronaTibetanmountain,movesquicklyandpassesthroughdeepvalleys.HalfofitisinChina.ItenterstheSoutheastAsia.Thenittravelsslowlythroughhillsandlowvalleysandplains,atlastitenterstheSouthChinaSea.二课文复述Retellthetextinabout100words.Notes:AskSstoretellthestoryinthethirdperson;Trytouseproperconjunctions;RefertothechartwhileretellingThepossibleversionbelowcanbeusedasamaterialforbothretellinganddictation.195\nOnepossibleversion:WangKunandhissisterdreamedabouttakingagreatbiketripsincemiddleschool.Aftergraduationfromcollege,theyfinallygotthechancetomaketheirdreamcometrue.HissisterthoughtoftheideatocyclealongtheMekongRiver.Theybothboughtexpensivebikes.Theyalsogottheircousinsinterestedincycling.WangWeistucktotheideathattheyfoundthesourceandbegantheirjourneythere.WhensheheardthatthesourceoftheMekongRiverisinQinghaiProvince,shewouldn'tchangehermind.Sheevenfeltexcitedwhensheknewthattheirjourneywouldbeginatanaltitudeofmorethan5,000meters.Beforethetriptheyfoundalargeatlasinthelibrary.FromtheatlastheyknewclearlyabouttheMekongRiver.三德育渗透Lifeisjustaseriesoftryingtomakeupyourmind.生活是由一系列下决心的努力所构成的。Hitchyourwagontoastar.树雄心，立大志。Successbelongstothepersevering.胜利属于有毅力者。Nosuccessinlifemerelyhappens.人生中没有什么成功是纯粹偶然得来的。四文章体裁及写作技巧Thisisatraveljournal.Theauthorbeginswithhisdreaminhischildhoodandtalksaboutthemaintopic:abiketrip.Intheorderofoccurrenceofevents,theauthordescribestheirpreparationsbeforetheirjourney:thinkingoftheideaoftakingatripdowntheMekongRiver,buyingbikes,gettingtheircousinsinterestedinbiketravelandturningtoanatlasinthelibraryforinformationabouttheriver.Theauthoralsoshowsusastubbornanddeterminedsister,whoalwaysregardedherwayasaproperway.Thattheauthordescribeswhathashappenedandwhatheexperiencedasthefirstpersonmakesthepassagereal,naturalandvivid.Hisdescriptionabouthissistershowshislovetohissisterandarousesreaders'interesttoher.五中心思想：Thepassagetellsusamainideathatnosuccessinlifemerelyhappensbydescribingmysisterandmydream-takingabiketripandpreparationsforthetrip.Theauthor195\nalsomainlydescribesSister's“stubborncharacter”，“alwaystakingherwayforaproperway”andherbeingdetermined.TheSecondPeriodLearningaboutlanguageTeachingGoals教学目标Targetlanguage目标语言a.词汇stubborn,determined,persuade,cycle,waterfall,valley,rapids,plain,glacier,canyonb.语法thepresentcontinuoustenseforfutureuseAbilitygoals能力目标Enablethestudentstomasterthepresentcontinuoustense:expressingfuturity.LearningAbilitygoals学能目标Studentscanusethewordsfreelyandexpresstheirplansandarrangementsinthepresentcontinuoustense.Studentsshoulddothepracticeactivelyandearnestlysoastofulfilltheteachingtasktheunitsets.Teachingimportantpoints教学重点TheusageoftheimportantwordsandthepresentcontinuoustenseforfutureuseTeachingdifficultpoints教学难点HowtousethewordsandthepresentcontinuoustenseforfutureuseTeachingmethods教学方法Explaining,discussingandpracticingTeachingaids教学工具AprojectorandacomputerTeachingprocedures&ways教学过程和方法Step1GreetingandRevisionChecktheSs'homework.LetsomeSstelltheiranswersorallyandthewholeclasscorrectsthemifnecessary.AsforEx3onpage56,theteachercanaskthestudentstotranslatethemonebyoneorally.Ifanyofthemhasanymistakes,theteachercanwritedowntheirsentencesontheblackboardandaskotherstudentstocorrectthem.T:Hello,boysandgirls.S:Hello,sir/madam.195\nT:Isn'titafineday,isit?Haveyoufinishedyourhomework?Wouldyoupleasetellmeyouranswers?Ss:Yes.Checktheanswerstogether.Step2LearningaboutlanguageT:Welldone!Afterwereadthepassageanddidtheexercisewehavelearnedabouttheusageofsomewordsandexpressions.Buttomasterthemmoreexactly,weshoulddomorepractice.NowlookatEx.1inPart1onP20.Youareaskedtocompletethesentencesbyfindingthecorrectwordsandexpressionsinthereadingpassage.Pleasestart.Ofcourseyoucandiscusswithyourpartners.Ssaregiventwominutestodoit.T:Finished?Willyoupleasetellusyouranswers?S1:Myanswersare:1persuade2determined3isfondof4careabout5prefer6organized7fares…gavein8cycleT:Good.Wehavealsolearnedsomenewwordsandexpressions.Nowlet'sdotheEx2together.Suggestedanswers:1givein2liked…better3determined4item5voyage6journal7shortcoming8makeuphismindT:Welldone!Inthepassagewehavealsolearnedsomegeographicalterms.Hereisapassageonthescreen.Canyoucompleteitwithsomeofthefollowingwords?Askonestudenttodoitandtheotherstudentswatch.Ifthereisanymistake,TeachercanaskSstocorrectittogetherAnswers:glacier,valley,waterfall,rapids,plain,delta.T:Good.Youhavemasteredthesewordsandexpressions.Let'sturntoanothersubject“Discoveringusefulstructures”.Infact,that'sthepresentcontinuoustenseforfutureuse.DoyourememberwehavementioneditintheWarmingup?Let'sdomorepracticetoseeifwecanuseitfreely.LookatEx.1.Pleasefindoutsimilarsentencesfromthereadingpassage.Underlinetheverbsinthesentences,payattentiontotheverbformsanddosomeexplanationsyourselves.195\nShowthesentencesonthescreen:Wherearewegoing?Whenweareleavingandwhenarewecomingback?S:Wecanseethattheverbsareallusedinthe“-ing”form.Theyexpressfutureactionsorplans.T:Quiteright.Hereisanotherdialogueonpage21.InthedialogueanewspaperreporterisinterviewingWangWeiaboutherplansforthetripalongtheMekongRiver.However,theyarenotsureaboutsomeoftheverbtenses.Canyouhelpthemcompletetheirconversation?GivetheSstwominutestodoit.ThenaskapairofSstoactoutthisdialogue.Sr:MissWang,IhearthatyouaregoingtotravelalongtheMekongRiver.That'sreallyexciting.Haveyougoteverythingready?Sw:Almost.Sr:Whenareyouleaving?Sw:NextMonday.Sr:Howfarareyoucyclingeachday?SwIt'shardtosay.Iftheweatherisfine,Ithinkwe'llbeabletoride75kmaday.Sr:WhatabouttheweatherinQinghaiProvince?Sw:Theweatherforecastisnotgoodsowewill/aregoingtotakealargeparcelofwarmclotheswithus.Sr:Whereareyoustayingatnight?Sw:Usuallyinourtent,butsometimesinthevillagesalongtheriverbank.Sr:Whathappensifyouhaveanaccident?Sw:Don'tworry.Ihadsomemedicaltrainingatmycollege.Besides,wearetaking/willtake/havetakenoutinsurancetocoveranyproblems.Sr:Well,itsoundsfun.Ihopeyou'llhaveapleasantjourney.Thankyouforyourtime.(Sr:Doyouthinkyouarecomingbackheresoon?Sw:Oh,wearen'tcomingbacktothisplace.Wearegoinghome.That'llbeamonthlater.195\nSr:Thankyouforyourtime,MissWang.Goodluckonyourjourney!Sw:Thankyou.)T:Wonderful!Youhavegraspedhowtoexpressaplanusingthepresentcontinuoustense.Doyouhaveanyplansforthefutureyourselves?Ifany,pleaseusethepresentcontinuoustensetoexpressyourfutureactions.Youcangiveasmuchinformationasyoucan.Pleasegoahead.ThreeminuteslaterT:What'syourplan?S4:Iamgoingtothezootomorrowmorning.IntheeveningIamwatchingTV.S5:IamtravelingalongtheHuangheRivernextmonth.I'mstayinginmytentforthenight.I'mwritingatraveljournalaboutthetrip.T:Well.PleaseturntoP57.LookatexerciseoneofUsingStructuresinworkbook.Let'shaveacompetition.Whoeverfulfilstheexercisefirstwillbethewinner.Ofcourseyouranswersmustbecorrect.Seewhoisthefirsttofinishitcorrectly,andpraisehimorher.Teachercanaskthreeorfourstudentstotelltheiranswers.ThenTeacherdecideswhothewinneris.T:Great!Allofthemareright.ButLiPinisthefirsttofinish.SothewinnerisLiPin.Congratulations!Bytheway,wecanalsouse“begoingto”toexpressfutureplans.Forexample,I'llgonowhere.Iamgoingtostayhomethisafternoon.Gotit?Step3SummingupT:Todaywehavemasteredtheusageofsomewordsandsomegeographicalterms.Wehavealsograspedtheusageofthepresentcontinuoustenseforfutureuse.Butpleasepayattention.Notallverbscanbeusedinthe“-ing”formtoexpressfutureactions.Suchverbsascome,go,leave,fly,stay,meet,die,seeetc.aremainlyusedinthe“-ing”formtoexpressplans.Afterclassyoumustrememberthewordswehavelearnedandpracticemoreaboutthepresentcontinuoustense.Hereisyourhomework.DoEx1and2intheUsingstructuresonpage57--page58.Youareaskedtowriteyourplanforatripbydiscussingwithyourpartners.OK.Classisover.Youaredismissed.195\nTheThirdPeriodSpeakingTeachingGoals教学目标1.TargetLanguage目标语言a.词汇和短语shortsaltitudeasusualmakecampb.重点句子Ourlegsfeltsoheavyandcold.Wecanhardlywaittoseethem!2.AbilityTarget能力目标WhileimprovingSs'readingabilitywetrainSshowtodescribewhattheyseeduringtheirtripsoastoimproveSs'writingability.3.LearningAbility学能目标AfterreadingSsarerequestedtoinfertheheroes'feelingsandtheycantalkfreelyabouttripssoastoimprovetheirspeakingability.Teachingimportantpointsanddifficultpoints教学重点和难点1Howtodescribewhattheyseeandhear2Howtoinferhowtheauthorfeelings3MakeupadialogueaccordingtoacertainsituationTeachingmethods教学方法Reading,speakingandlisteningTeachingaids教学工具arecorderandaprojectorTeachingprocedures&ways教学过程与方法Step1GreetingandrevisionCheckthehomework.AsksomeSstotelltheirplansforholidays.ThenaskapairofSstoactoutaconversationabouttheirholidayplans.ApossiblesampleSa:Hi.WangBin.Sb:Hi.ZhangWei.Sa:Whereareyougoingforyourholiday?Sb:I'mgoingtoShanghai.195\nSa:Whomareyougoingwith?Sb:Myfather.Sa:Howareyougettingthere?Sb:Bytrain.Icanenjoythewindowscenery.Sa:Whataredoingthere?Sb:IamgoingtotheWaitan.Iamgoingtoplayonthesands.I'mgoingtoseetheTVTower.Sa:Whereareyoustaying?Sb:I'mstayingatmyAunt's.Sa:Whenareyoureturning?Sb:Aweeklater.Sa:Haveagoodtrip!Sb:Thankyou.Step2ReadingT:Wonderful!Homeworkcheckisover.Pleaseturntopage22.NowletgoonwiththejourneydowntheMekongwithWangWeiandWangKun.TheyareinTibetatpresent.Nowpleasereadthepassagequicklyandquietlyandgetthemainideaofit.ThenI'llaskyouthequestionsonthescreen.Showthequestionsonthescreen.WhatitemsareWangWeiandWangKuncarryingwiththem?WhatdoyouthinktheywillhavetoleavebehindinDali?Whattheyshouldtakeinstead?HowdoesWangKunfeelaboutthetripnow?Whatdoyouthinkhaschangedhisattitude?IsitnaturalforWangKunnottofeellonely?Wouldyoufeelthesamewayinthissituation?Whyorwhynot?DoChineseliketobearoundwithothersmorethanwesterners?Threeminuteslater,TeacherasksSsthosequestions.T:Whovolunteerstoanswerthefirstquestions?S1:Theyarecarryingwaterbottles,cups,coats,gloves,T-shirts,shorts,tent,pillow.Ithinktheyshouldleavecups,gloves,coatsbehindandtakeraincoatsinstead.195\nT:Thesecond?S2:Heisstartingtoenjoythetrip.T:Whataboutthesecond?S3:SeeingthebeautifullandhaschangedWangKun'sattitude.T:IsitnaturalforWangKunnottofeellonely?S4:Yes,WecanseethatthesceneWangKunsawisbeautiful.Theclearsky,thebrightstarsandthefireaccompanyhim.Besides,theircousinsarewaitingforhim.Theywillmeetsoon.Sohedoesn'tfeellonely.T:What'syouranswertothefourthquestion?S5:Yes,becausebeautifulscenerywillmakepeoplehappy.Especiallywhenhisbestfriendiswaitingforhimsomewhere.T:What'syouropinionaboutthelastone?S6:Yes,ChineseprefertobearoundotherswhileWesternerswanttospendsometimealone.Thisisbecauseofdifferentcultures.Step3SpeakingT:Great.ImagineWangWeiandWangKunhaveatalkthenextmorningbeforetheyleavetheircamp.Canyoumakeupashortdialoguebetweenthemwithyourpartner?Twominuteslater,asktwopairsofSstoactout.S7:Oh,upsoearly?S8:Early?It'snearly9o'clock!S7:Oops.(Lookathiswatch).Iguessyou'reright.S8:Whywereyousotired?S7:Well,Istayeduplatelastnighttowatchthestars.S8:That'snice.Theymustbepretty.S7:Yes,theywere.Anotherpair.S9:Youlooktired.S10:Yes,Istayedupthewholenight.S9:Really?S10:Yes,Iwatchedthestarsandtheclearsky.195\nS9:Great!Thatmustbepretty.S10:Yes,theywere.Lookatthesunandtheclouds.S9:Hownice!T:Wonderful!Nowlet'slistentothetapeanddoalisteningpractice.Marktherisingandfallingtoneofeachsensegroupandsentence.Thenpracticereadingaloud.LettheSsdothepracticeforafewminutes.Step4ListeningandExplanationListentothetapeanddoEx3,thendotheexplanation.T:NowlistentothetapeandpleasefinishEx3onpage22.Minuteslater,T:OK.wehavereadthepassageandunderstoodit.Doesanyonehaveanyproblem?S11:WouldyoupleaseexplainthesentenceOurlegsfeltsoheavyandcold?T:Itmeansweweretiredandfeltverycold.S12:What'sthemeaningofWecanhardlywaittoseethem?T:Theyareeagertoseetheircousins.T:Nootherproblems?Well,haveyounoticedthatWangKunandWangWeitakemanythingsduringtheirtravel?Youseetheychangetheirclothesindifferentweather.Nowboysandgirls,let'sturntoarelaxingtopic.IfyouarehelpingthecycliststopreparefortheirtripdowntheMekong,whatdoyouthinkyouneedtochoosetotake?LookatthetalkingpartonP55.Youareaskedtocirclefivethatyouthinkarethemostusefulandthencompareyourlistwithyourpartner.Andthentellthereasons.Herearesomemoreitemsontheblackboard:backpack,cash,firstaidkit,boots,suitcases,passportsandCDcard.Fiveminuteslater,asktwopairsofSstoactouttheirdialogues.Sampledialogue:Sa:Well,I'mnotsureaboutsomeofthesethingsbutIthinkacan/tinopenerisnotveryuseful.Sb:Whynot?Sa:Justthink:cans/tinsareheavytocarryonabike.Sonocansmeansnocan/tinopener.195\nSb:Yes,you'reright.AndI'mnotsureabouttheneedforanumbrellaeither.Sa:Butcertainlyitwillrainontheirtrip.Soitisuseful.Sb:Idisagree.Howcanyouholdanumbrellaandrideabike?Sa:Ohyeah,Iseewhatyoumean.Sotheyshouldhaveraincoats.Sb:Yes,andraincoatsarenotheavy.Sa:Howabouttheradio?Imean,canwereallyuseit?Sb:MaybeinChinatheycangettheweatherreportontheradio.Sa:Yes,sure,butmostofthetripisnotinChina.Theydon'tknowthelanguages.Sb:Right.OK.Soweagreethatacan/tinopener,umbrellaandaradioareuseless.Anothersample:Sc:Ithinkatentandablanketarethemostuseful.Sd:Iagree,theyneedthemtospendnight.AndIamsureoftheneedofacompass.Sc:Idon'tthinkso.Aslongastheytraveldowntheriver,they'llneverlosetheirway.Sd:Yes,Howaboutawaterbottle?Sc:Inmyopinion,it'sthemostuseful.Theyneedwateralltheway.Sd:Right.Iamsuretheyneedamap.Sc:Yes.Iftheyhaveamap,theywillknowwheretheyare.Sd:Now,atent,ablanketandamaparethemostuseful.Step5summingupandhomeworkT:OK.Everyone.Todaywehavereadapassageandpracticedspeaking.Wehaveknownwhatwewilltakewhenwetakeabiketrip.Pleasegoonpracticetalkingaboutthesubjectafterclass.Nextclass,Iwillasksomeofyoutoactoutyourdialogues.Thisisyourhomework.PeasedotheSPEAKINGTASKonpage59inyourWorkbook.Imaginethatyouandthreeofyourclassmatesrunatravelbusinessthatgivestoursoffamousplacesinornearyourhometown.Youwanttomakeaposteradvertisingatoursothatyourtravelagencycangetmorebusiness.That'sallfortoday.Bye.TheForthPeriodListeningTeachingGoals教学目标195\n1.Targetlanguage目标语言a.词汇Thailand,Tibet,Laos,canyons,floods,valleysb.重点句子Thelakesshonelikeglassinthemoonlight.2.Abilitygoals能力目标Studentscangraspthemainideaofthepassageandgettoknowwhattheauthorsawandheard.Studentscanpickoutthekeywordsineachparagraph.3.Learningabilitygoals学能目标Helpthestudentslearnhowtograspthemainideaduringlisteningthroughpickingoutthekeywords.Teachingimportantpoints教学重点ListentothetwopartsaboutthejourneydowntheMekong,andgetthemainideaandchoosethecorrectanswers.Teachingdifficultpoints教学难点Worktogetherwithpartnersanddescribewhatthecharacterssee.Teachingmethods教学方法ListeninganddiscussingTeachingaid用具准备ArecorderTeachingprocedures&ways教学过程StepIRevisionAsksomestudentstotalkaboutwhichsubjectstheywilltake.T:GoodMorning/afternoon!Ss:Goodmorning,Sir/Madam!T:FirstI'dliketocheckyourhomework.I'llaskyouonequestion:whatwillyoutakewhenyougoonatrip?S1:I'lltakeatent,awaterbottle,araincoatandamap.SoIcanmakecampatanyplace.Theraincoatwillprotectmefromrain.195\nT:Whataboutyou,LiuJing?S2:Idecidetotakeamap,aradio,araincoatandaflashlight.WithamapI'llknowwhereIamandinwhichdirectionIshouldgo.Theradiowillgivethelatestnewsandweatherreport.T:Ithinkso.StepIIListeningStudentsareaskedtoreadthesentencesandthenlistentothetapeonlyoncetochoosetherightsentencestellingthemainideaofthedialoguetheyhearonthetape.T:Good,ourhomeworkcheckisover.Todaylet'sgoonwiththetripdowntheMekongRiverwithWangWei.PleaseopenyourbooksatPage23.Beforelisteningtothetape,pleasereadthesentencesfastandasusualtrytopredictwhatthelisteningisabout..Thenticktherightsentence.Let'sstart.Studentscanchecktheiranswerswiththeirpartners.T:Now,wecanseeapassageinEx3.Pleaselookthroughthepassageandfindoutthelisteningpoints.Onemomentlater,I'llplaythetapeforthesecondtime.Pleaselistencarefullyandpayattentiontotheimportantpoints.Youmaymakenoteswhilelistening.Notes-makingishelpfulforyoutoremembertheimportantpoints.Afterlisteningtwice,checktheanswersandexplainsomedifficultlisteningpointsifnecessary.T:WhatelsewouldyouexpectWangKunandthegirltotalkabout?Getintopairsandcontinuethedialoguebetweenthem.UsetheexpressionsintheboxofEx4toendyourconversation.StepIIIExplanationsT:Doyouhaveanyproblem?Ss:No.T:OK.I'dliketointroduceasentencetoyou.“Thelakesshonelikeglassinthemoonlight.”Thisisacommonliterarydevice,thesimile.Asimileisacomparisonbetweentwothingsusing“likeor“as”.Inthesentencethelakesarecomparedtoglass.Thereadercanimagineacalm,silver-coloredlakethatresemblesglassinamirror.Itisavividimageusingthesenseofsight.Forexample,coalislikeblack195\ngold.StepIVAskingmorequestionsT:Now,let'slistentothetapeforthethirdtime.PleasecheckyouranswersagainandI'llaskyoumorequestionsonthepassage.T:Whostoppedtolookatthem?S1:Childrendressedinlongwoolcoats.T:Howdidtheyknowtheywereveryhighinthemountain?S2:Becausetheycycledthroughclouds.T:WhatjokedidWangWeiplayonhiscousins?S3:Hesaidhiscousinswerenotstrongenoughtofinishthejourney.T:WhenwasthebesttimetobetravelinginLaos?S4:Autumn.T:IsLaosalargecountry?S5:No.IthasthesmallestpopulationamongthecountriesinSoutheastAsia.StepVListeningT:Let'sgowithanotherlisteningonPage55inworkbook.LookatPart2inthelistening.Pleaselistentothetapeandtickthewordsyouhearonthetape.Letthestudentschecktheiranswerswitheachotherafterlisteningthefirst.T:NowlookatPartThree.Therearefivequestions.Youshouldformthehabitofgoingthroughthequestionsandanswerstogettheimportantlisteningpoints.Yes?Pleaselisten.I'llplaythetapetwice.Checktheanswerstogether.T:Now,ingroupsmakealistofadjectivestodescribethecountrysideinLaos.Minuteslateraskstudentstotellouttheiranswers.StepVIAssignmentsT:Boysandgirls,todaywehavelistenedtotwopartsofWangKun'sjournal.Idohopeyoucanlistentothematerialsagainafterclasssothatyoucangetveryfamiliarwiththem.Besides,pleaseLISTENINGTASKandREADINGTASKinworkbookonpage58asyourhomeworkafterclass.Nowclassisover.Seeyou.Ss:Seeyoutomorrow,sir/madam.195\nTheFifthPeriodWritingTeachingGoals教学目标1.Targetlanguage目标语言a.词汇record,familiar,topics,afterthought,event2.Abilitygoals能力目标Enablethestudentstowriteashortemailandaposter.3.Learningabilitygoals学能目标Studentsarerequestedtoknowhowtowriteane-mailandaposter.Teachingimportantpointsanddifficultpoints教学重点和教学难点Howtowriteane-mailandhowtogivebestwishestosomebody.Teachingmethods教学方法ReadinganddiscussingTeachingaids教具准备Arecorder,aprojectorandacomputerTeachingprocedures&ways教学过程与方式StepIRevisionCheckthehomework.Theteachershowsthechartonpage58ontheprojector.Onestudentwillbeaskedtofillintheinformationinthechart.Thewholeclasswillchecktheanswerstogetherandgivecorrectinformation.StepIILead-inT:I'dliketoaskyouaquestion.Whatisthedifferencebetweenadiaryandatraveljournal?Perhapsthisisadifficultquestiontoyou.Letstudentsdiscussthisquestion.S:Manypeopleputtheirthoughtsintoadiarybutotherswriteabouttheirtravelsinwhatiscalledatraveljournal.Foronething,ajournalisn'taspersonalasadiary.Foranother,atraveljournalhasadifferentpurpose.Inajournal,writersalsorecordtheirexperiences,ideasandafterthoughtsaboutwhattheyhaveseen.Whilediarywriterstrytorecordhowtheyfeelverysoonafterthingshappen,journalwriterstrytobetterunderstandwhathashappenedtothemmuchlater.Unlikeadiary,atraveljournaliswrittenforlotsofreaders.Itstopicscanbedifferentfromadiary,oftenincluding195\npeople,things,andeventslessfamiliartothereaders.T:Verygood.Inthisunit,youhavereadthefirsttwopartsatraveljournal.Someofthethingsdescribedinthesetravelsarerealandsomearenot.Bytheway,anotherwordfor“afterthoughts”is“reflections”.Theword“real”herereferstothingsthatexistorhavehappened.Sothethingsthatarenotrealrefertoanythingthatdoesn'texistorhasn'thappened.Inotherwords,thepeopleandeventsdescribedinthisjournalarefictitious.Nowpleasemakealistofdetailsfromthetraveljournalthatyoubelievearerealandmakeanotherlistofdetailsthatyoudon'tbelievearereal.Thencompareyourlistswiththoseofyourclassmates.Areyouclear?Answerkeys1.Answerswillvarysincelistswillvaryinlength.RealdetailsincludeanythingaboutthegeographyofChinaandSoutheastAsia,andthepeoplewholivethere.Also,theplacesthebikersvisitarerealdetails.2.Answerswillvarysincelistswillvaryinlength.Unrealdetailsincludeanythingaboutthefourbikersandtheirpersonalexperiences.T:Finished?Nowmakeanotherlistwithyourpartner,keepingonlythosedetailsyoucanagreeto.ThenIwillaskoneofyoutoshareyournewlistwiththeclass.Aftertwominutes,askonestudenttowritehis/herlistdownontheblackboard.StepIIIWritingT:Todaylet'sdoawritingpractice.ImaginethatyouareafriendofWangWei.Youwillwriteane-mailtoher.Youcanstartyoure-mailliketheoneonpage24.Inyoure-mailyouwillaskhertodescribehowshefeels,whatsheisdoing,andsomethingsyouwanttoknowabout.FinallyyouwishherwellonherjourneybyusingatleasttwooftheseexpressionsonPage23.Givethestudentssometimetodoit.ShowontheslideapossiblesampleMydearbraveWangKun,Howareyouthesedays?HowIworryaboutyouandWangWei.Areyouenjoyingyourtrip?Ihopeso.Whataredoingnow?AreyouinCambodiayet?Whenyougetto195\nPhnomPenh,tellmeabouttheBuddhisttemplesthere.Pleasesendsomephotoswithyournextletter!Well,havefunanddon'tforgettowritetome!Say“Hello”toWeiforme.Goodluckonyourjourney.Yourfriendforever,JuLin.T:Whoisthevolunteertoreadaloudyoure-mailtotheclass.S:Letmetry.MydearBraveWangKun,HowIworryaboutyouandWangWei.Areyouhavingagoodtime?Whereareyounow?AreyoustillinLaos?Canyoutellmesomethingaboutpeople'slifethere?WhenareyougettingtoVietnam?Pleasesendmesomephotoswithyournextletter!Well,haveanicetripandtakecare.Don'tforgettowritetome!GivemybestwishestoWangWeiandyourcousins.Goodluckonyourjourney.Yourclosefriend,LiPinStepIVPracticeT:Great!OK,everyone,it'stimetodotheWritingtaskonPage60.YouareaskedtowriteanadvertisementthatbothforeignersandChinesecanread.Thisisapersuasivewritingpractice.Youmustpersuadeorconvinceyourclassmatestouseyourtravelagencywiththisadvertisement.Soyoumustmakeyouradvertisementattractivetoreaders.Youmustchoosewordscarefullyandofferthebestservicesforthereasonableprice.Perhapsyoushouldconsiderinthepositionofyourguests.Firstthinkofanameforyourtravelagency.Thenchooseafamousplacenearyourhometownandlistitsattractions.Finallydiscusswhatyouneedtoputintoyourposter,includingthepicturesandwordswithyourgroupmembers.Asamplediscussion.S1:Ithinkwecancallit“Hopetravel”.Hearingit,wecanalwaysthinkofhope.195\nS2:Iagree.Ourprovinceisfullofattractions,suchasWutaiMountain,HengMountain.AndShanxinoodlesarewellknown.S3:Yes.Wecanusebeautifulpicturesandwords.T:I'mgladyou'vehadaheateddiscussion.Nowuseyourideastomaketheposter.Besuretoincludealltheinformationthatvisitorsmayneed,thepriceandthedetailsofthetour,contactnumber,etc.AsamplehasbeengivenonPage60.Writeonecarefully.StepVHomeworkT:Afterclassshowyourpostertoanothergroup.Askthemtogiveyousomeadviceonimprovingit.Reviseitandputitonthewallforotherstoseeandvalue.Classisover.Bye.TheSixthPeriodSummingupTeachingGoals教学目标Targetlanguage目标语言a.重点词汇Cambodia,Laos,inn,PhnomPenh,Vietnam,Vientiane,HoChiMinhCity,atlas,deltab.重点句子:ItalsohadwidestreetswithtreesinrowsandoldFrenchhouses.Wewenttoseeagreattemplewithfloorsmadeofsilver.Abilitygoals能力目标Afterlearningthetext,studentsarerequestedtolearnmoreaboutthecustomsandlandscapeinthecountriesthatliealongtheMekongRiverinSoutheastAsia.Studentscanalsodoasummaryabouttheunit.LearningAbility学能目标HelpthestudentslearnhowtosumupwhattheyhavelearnedTeachingimportantpoints教学重点HowtosumupwhattheyhavelearnedTeachingmethods教学方法Listeningandfastreadinganddiscussing195\nTeachingaids教具准备Arecorder,aprojectorandacomputerTeachingprocedures&ways教学过程与方法StepIRevisionCheckhomework.Showsomestudents'homeworkonthescreen.Letthewholeclasshaveadiscussionandtrytoimproveit.T:Pleaselookatthescreen.HereisanadvertisementbyWangHong.Whatdoyouthinkofit?HopeTravelAgencyofferschancestovisitfamousplacesofinterestinShanxidays2nightsBMB680AnyplacesyouwanttogoinShanxiWithHopeTravelAgencyyoucanENJOYBuddhismholyplace:WutaimountainDaojiaoHolyplace:NorthWudangTASTEShanxinoodlesLEARNJinbusinesscultureSs:Wonderful!T:Doyouthinkifthereisanythingelsetoimprove?S1:Letmetry.Ithinkheshouldmaketheadmoreattractive.Forexample,theformsofthecharactersshouldbemorecolorful.T:Agoodidea.Doyouhaveanyotheropinion?S2:Ithinkeveryoneshouldhavehisownstyle.Thisadseemstocopytheexample.T:Youareright.Everyoneshouldtrytohavehisorherpeculiardesign,hisorherspecialidea,tomakehisorheradmoreattractiveandmorebeautiful.Inthiscaseyouwillattractmorepeople'sattention.OK.Boysandgirls,trytoimproveyouradsafterclass.We'llselectthebestonetoshowontheclassroomwall.Ss:We'lldoourbest.T:Attentionplease!Thisisourfirsttaskinpersuasivewriting.Thatis,youwillpersuademorepeopletojoinyouintravelingbyshowingthemyourad.Itisvery195\nhelpfulafteryoufinishyoureducationandentertheworkforce.Practicemoreafterclass.StepIIReadingT:OK.Nowlet'sturntoPage59.We'llgoonwiththejourneydowntheMekongwithWangKunandWangWei.Thisistheendoftheirjourney.Pleasegothroughthepassagequicklyandquietlyandgetageneralidea.ThenI'llaskyousomequestionsaboutit.Studentsreadthepassageforafewminutes.Thentheteachershowsthequestionsonthescreen.Questions1DochildreninCambodiahaveagoodeducation?2WhydidWangKunsaythathefeltlucky?3What'sthedifferencebetweenVientianeandPhnomPenh?4WhydidWangWei'scousinsmakejokesaboutthem?5Whichcountryislarger,CambodiaorVietnam?6Howmanytimesdidthefarmergrowanewricecrop?T:(Fiveminuteslater)Allright,let'sstartourquestions.WhoisthefirsttoanswerQuestionOne?S1:No.Halfofthepeopleinthecountrycan'treadorwrite.T:Whataboutthesecondone?S2:Hefeltluckytohavehadagoodeducation.T:What'syouropinionaboutthethirdone?S3:UnlikeVientiane,shipscouldtraveltheMekongRiverinPhnomPenh.T:Canyoutelltheanswertothefourthone?S4:Becausetheymadejokesabouttheircousinsbefore.Theysaidtheircousinswerenotstrongenough.Thistimetheywerenotstrongenoughthemselves.T:ThefifthOne?S5:Vietnamislarger.VietnamhasalmostseventimesthepopulationofCambodia.T:Howaboutthelastone?195\nS6:Fourtimes.T:Welldone.Hereisaformforustocomplete.Pleasefillityourselves.TopicLaosCambodiaVietnamPopulationThesmallestnumberofpeopleinSoutheastAsiaTwiceofPopulationofLaosSeventimesofCambodiaWeatherDryandcoolinautumnWarmWarminthesouth,coolinthenorthLearningPoorPoorPoorFarmingRiceRice,fishingRiceStepIIICarefulreadingandexplanationT:Welldone.Readthepassageforthesecondtimecarefullyandseeifyouhaveanyproblems.Youcanunderlinethesentencesyoudon'tunderstand.Studentsreadforanotherthreeminutes.T:OK.Doyouhaveanyproblem?S1:Thesentence“Weateanearlysupperandwenttoseeagreattemplewithfloorsmadeofsilver.”What'sthefunctionof“madeofsilver”?T:Wecansay“madeofsilver”isusedtomodify“floors”asattribute.Wecanalsosaythat“withfloorsmadeofsilver”isaphrase.Thestructureis:with+anoun+thepastparticiple/prepositionalphrase/thepresentparticiple/adj./adv.etc.AdditionalexamplesThechildrenarehavingaclassintheclassroomwithallthewindowsbroken.Thegirlarrivedatariverwithredflowersandgreengrassonbothsideofit.Theywentasleep,withthelighton.Theoldmanleft,withthedooropen.T:Doyouunderstandthephrase?S:Yes.T:Allright.Sincewehaveunderstoodthewholemassagelet'slistentothepassagetogether.Pleasepayattentiontopronunciationandintonationwhilelistening.195\nAfterlistening,studentsshouldbeaskedtoreadthefirsttwoparagraphsafterthetape.StepIVSummingupandlearningtipSummingupWritedownwhatyouhavelearnedabouttravelingcustominlocalplaces,landscape,lifeofthepeople,howtomakepreparationsfortraveling.FromthisunityouhavealsolearnedUsefulverbs:cycle,persuade,insist,determine,recordUsefulnouns:journal,fare,transportation,altitude,topic,valley,shorts,campOtherexpressions:changeone'smind;givein,stubborn,familiar,finallyNewgrammaritem:thePresentContinuousTenseexpressingfuturity.T:Nowlet'sturnbacktothetextbook.Wehavelearnedthewholeunit.We'lldoasummarypractice.Let'sgothroughwhatwehavelearnedinthisunit.PleasefillinthechartonPage24.T:Nice.That'sallwhatwehavelearnedinthisunit.Butifyouwanttoknowwhatyoureallymastered,youcanlookatPage61.Hereisaformforyoutocheckyourself.Pleasecompleteityourselvesafterclass.Youmusthanditinbeforenextclass.StepVHomeworkT:Nowlet'slookattheLearningtip.Lookthroughit.Itadvisesyoutowriteatraveljournalwhenyougoonajourney.Pleasetrytodothislater.Inthisunitwehavealsolearnedsomeusefulwordsandexpressions.Wehavealsolearnedtheusageofthepresentcontinuoustenseforfutureuse.Pleasedomorepracticeafterclasstograspthem.That'sallfortoday.NowyourhomeworkistheProjectonPage61inworkbook.Doyourememberthehomeworkwedidlastclass?Wewereaskedtowriteaposter.Thisprojectisanextensionofthewritingtask.Youcandoitaccordingtothequestionsinitbydiscussingwiththesameclassmateswithwhomyoumadeaposter.Perhapsthistaskisabitdifficult.Buttryyourbest.Pleasereadtheinformationcarefullybeforeyouwriteonebrochure.Youcandothiswithinaweek.OK.Classisover.Good-bye.195\nUnit4EarthquakesI.单元教学目标Describeanearthquake.Knowhowtoprotectoneselfandhelpothersindisasters.Learnhowtoexpressthankstosomeonewithsomeusefulexpressionsgiven.Writeanewspaperoutline.ReviewtheAttributiveClauseandlearntousetherelativepronounsthat,which,whoandwhose.Ⅱ.目标语言功能句式ExpressingthankstosomeoneIwouldliketoexpressmythanksto…who….P30Here,Iwishtoexpressmythanksforthegreatefforts….P30I’dalsoliketothank….P30Nowordsarestrongenoughtoexpressour….P30Itwasterriblewhen….P30Itseemedasif….P30Iremember….P30Ifelt….P30Notlongafterthat….P30Luckily…P30Describingsequence词汇1．四会词汇earthquake,well,pipe,burst,million,event,nation,canal,steam,dirt,ruin,suffering,extreme,destroy,brick,dam,track,useless,shock,rescue,trap,electricity,disaster,bury,mine,miner,shelter,title,reporter,bar,damage,frighten,frightened,frightening,congratulation,judge,sincerely,express,outline,headline,cyclist2．认读词汇crack,smelly,farmyard195\n3．词组rightaway，asif,atanend，inruins,digout，anumberof语法TheAttributiveClause1．能够用英语描述人物的特征，行为等。由who,whose,that引导。2．能够用英语描述事物，事件的性质，内容等，由which,that引导。重点句子1.Farmersnoticedthatthewellwallshaddeepcracksinthem.P262.Thenumberofthepeoplewhowerekilledorinjuredreachedmorethan400,000.P263.Itseemedasiftheworldwasatanend.P264．Itwasacitywhosehospitals,75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.P265.Then,laterthatafternoon,anotherbigquakewhichwasalmostasstrongasthefirstoneshookTangshan.P266.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.P267.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.P268.Neverbeforeinhistoryhasacitybeensocompletelydestroyed.P659.9.Manhimselfhadtomakeruinsofsomeofthecity’sbestbuildingssothattheywouldnotbeadangertothoseinthestreets.P6510.Alistofbuildingsnotdestroyedwasnowonlyafewaddresses.P6511.Amazingasitmayseem,Wednesdaynightwasaquietnight.P6512.NeverinallSanFrancisco’shistorywereherpeoplesokindasonthatterriblenight.P65Ⅲ.教材分析与教材重组1．教材分析本单元以地震为中心话题195\n，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。各项语言活动主要围绕这个中心内容对人，事，物进行了描述。这些练习内容让学生思考如何去避免地震或至少是避免太多的损失。即对于灾难要有正确的认识，要用积极的态度来对待它。1.1Warming-up用唐山和旧金山的两幅图片导入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。带着疑问去学新知识，来完善自己对地震的认识。另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。1.2Pre-reading是Warming-up的延续。它由对图片的想象转入到经历地震的想象中。由两个问题组成。第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。1.3Reading从内容来看，它包含了地震的方方面面；从功能项目来看，它包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。这是一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。整篇文章语言生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。同时也让学生对灾难临头时如何自救等知识有所了解。1.4Comprehending是对目标语言的全面练习，也指导了学生的学习方法和步骤。它要求学生从字、词、句、语段总体上去把握课文内容。1.5Learningaboutlanguage是继Comprehending之后又一指导性练习。它着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导。尤其是对asif句型和定语从句进行了专练。加强了学生对定语从句的理解，掌握和运用。3个练习分别给出了定语从句的功能，基本结构及各种关系代词的用法，便于学生自学。1.6UsingLanguage的安排体现了学以致用的目的。从Reading,Writing,Speaking和Listening各个方面对学生进行训练，是对本单元主题内容的补充和拓展。1.7Summingup与LearningTip告诉学生学习英语除了要用功之余还得讲求技巧，并时常总结。1.8Workbook围绕中心内容从听说读写195\n四个方面对其做了进一步的深化和补充。2.教材重组2.1Reading这部分由Warming-up,Pre-reading,Reading和Comprehending组成。Comprehending的设计从句子理解，事物发展的时序，到文章段落大意都体现了对阅读效果的考察，故这一部分与阅读不可分割。2.2ListeningandSpeakingSpeaking这一技能在P30的UsingLanguage和P62的Talking中都有所体现，因此可以把它们放在一起来上一节口语课。尤其是P62的Talking为学生提供了发挥想象的空间，也为下一课Listening在内容上做了铺垫。Listening包括P62，P31和P66。从内容上看，分别涉及到了地震的起因，对1906年旧金山地震的叙述以及人们在地震中应做些什么进行了较为全面的介绍。P67SpeakingTask从内容上与P66一致，故将其放入进来。如时间不允许，可将其放入语法课的开始，作为对Listening的一种复习。2.3Grammar以P29的DiscoveringUsefulStructures为引子，引出了本单元的语法内容—定语从句。P64中也有有关练习，故放在了一起。2.4Reading(II)以ReadingTask为主，从文章的行文风格上进行了分析。教师可将P31中Listening放入进来，组成听读课。因为这两个材料都是关于1906年旧金山大地震的。2.5Writing将P32中的Writinganoutline,P67中的Writingaposter和P68中的Project整合成一堂写作课。3.课时设计与课时分配1stperiodReading(I)2ndperiodSpeakingandlistening3rdperiodGrammar4thperiodReading(II)5thperiodWritingⅣ.分课时教案TheFirstPeriodReading(Ⅰ)Teachinggoals教学目标1.Targetlanguage目标语言195\na.重点词汇和短语well,pond,burst,canals,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,fresh,organize,bury,atanend,digout,coalmine,inruinsb.重点句子1.Farmersnoticedthatthewellwallshaddeepcracksinthem.P262.Thenumberofthepeoplewhowerekilledorinjuredreachedmorethan400,000P263.Itseemedasiftheworldwasatanend.P264.Itwasacitywhosehospitals,75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.P265.Then,laterthatafternoon,anotherbigquakewhichwasalmostasstrongasthefirstoneshookTangshan.P266.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.P267.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.P262.Abilitygoals能力目标EnablethestudentstodescribetheearthquakeofTangshanLetthestudentswriteasummaryof“ANIGHTTHEEARTHDIDN”TSLEEP”.3.Learningabilitygoals学能目标HelpthestudentslearnhowtodescribetheearthofTangshan.Helpthestudentsmasterthetargetlanguagebydoingsomeexercises.Teachingimportantpoints教学重点a.Presentasequenceofeventstointroducetothestudentsandtrytodescribeanearthquake.Letstudentpayattentiontosomeusefulwordssentencesandwaytodescribeanearthquake.b.Letthestudentsknowwhatthecorrectattitudetowardsadisasterisandwhatweshoulddoinadisasterforourselvesandfortheotherpeople.Teachingdifficultpoints教学难点Teachthestudentshowtoappreciateanarticle.195\nTeachingmethods教学方法a.Discussingb.SkimmingandscanningTeachingaids教具准备AslideprojectorTeachingprocedures&ways教学过程及方式StepⅠRevision(2minutes)Checkthehomeworkwiththewholeclass.StepⅡWarming-up(3minutes)Askthestudentstoreadtheinstructionsandmakesuretheyknowwhattodo,andthenhaveadiscussionaboutthetwopictures.T:Today,beforewebeginourreading,I’dliketoaskyouaquestion,“whatisthebiggestsoundyouhaveheardinyourlife?”S1:ThesoundofthewindthatblewonawinternightwhenIwasveryyoung.Itsoundedlikeaghostwhowashowling.Iwasveryfrightenedatthattime.S2:ThebiggestnoisewastheonethatIheardwhenmyneighborwasquarrellingwithhiswife.Perhaps,theybroketheirTVset.T:That’stooterrible.S3:Thenoisewhenplanestakeoffandland.S4:Thesoundoftrains.T:Good!Iagreethatallofthemarebigsounds.Buthaveyouonceheardthesoundthattheheavenfallsandtheearthcracks,inChineseitis天崩地裂?Ss:No,wehavenochancetohearthat.T:Ifthereisasoundlikethis,whatisit?S5:Whensomeonehearsatoosuddenandtoosadthing.Forexample,whenoneofhislovedfamiliesdies,hewillfeelthissound.T:Terrific!Youareusingaliterarywaytoexpressthesound.S6:Whenanearthquakehappens.T:Great!Ihavewaitedforthisanswerforalongtime.Todaywe’lllearnsomethingaboutearthquakes.Ithinkmostofusheardofearthquakes.Canyouimaginehow195\nterribleitis?S7:Theearthisshaking.Allthebuildingswillfalldown.S8:Manypeoplewilldie.Andperhapsmanychildrenwilllosetheirparents.T:Yeah,earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangshanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?S1:Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallbuildings.S2:FromthepictureofSanFrancisco,Icanseethatitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Ithinkthepopulationofthecityisverylarge.T:Good!Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Workinpairsanddiscussit.ThenI’llasksomeofyoutoreadouthis/herdescription.TwominuteslaterS3:Aftertheterriblequake,everythingisdestroyed.Thereisnowind,nosound.Whatwecanseeisfallenbuildingsanddeadbodies.Thepolicemen,thesoldiersandsomeothervolunteersarerescuingthepeopletrappedintheruins.T:Maybe,that’sthetruethingwemayseeafteranearthquake.Butcanweavoidoratleastreducethelosscausedbyearthquakes?S4:Wemay,becausewecanforetellit.T:Really?Howcanweforetellanearthquake?Let’slookatPre-reading,anddecidewhichsituationmayhappenbeforeanearthquake.StepⅢPre-reading(3minutes)Therearetwoquestionsinthispart.Bothareveryinteresting.Thefirstonecanmoreorlessrevealthestudentsvalues;whilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersare,aslongastheyhavegivencarefulthoughtstothesituations,theiranswersshouldbegood.T:Now,let’slookatthepictures.Whatarethepredictionsofanearthquake?S1:Beforeanearthquake,animalswillbecomenervous.Cows,pigs,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappens195\nduringwinter,peoplecanevenseesnakes.T:Terrific!Wheredidyougetthisknowledge?S1:FromGeography.Ilikeit.T:Good!Sitdownplease.S2:Madam,Idon’tknowthemeaningofthepicturewithtwowomen.T:Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.Imaginethereisanearthquakenow,andyourhomeisshaking,atthismomentyouhavenotimetotakeanyotherthingsbutone,whatwillitbe?S3:I’lltakeallmymoney.Peoplecan’tlivewithoutmoney.S4:Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfood.S5:Inthatcase,I’drathertakesomeapples,sothatIcannotonlydrink,butalsoeat.S6:Iwillcarrymygrandma.Sheismymostlovedpersoninthisworld.Itisshewhobroughtmeup.T:Whatadutifulchildyouare!I’mverygladtohaveastudentlikeyou.Sitdownplease!Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtext,andseewhatittellsus.StepⅣReading(20minutes)Inthispart,theteachershouldaskthestudentstoreadthepassagequicklyandsilentlyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.ThiscanhelpthemfinishExercise3inComprehending.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtime,showsomequestionsonthescreen,andletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExercises1and2,whichareaboutdetails.Skimming(5minutes)T:AtfirstI’dlikeyoutoreadthetextquicklyandsilentlytogetthegeneralideaofthearticle.Whilereading,youshouldpayattentiontothefirstsentenceofeachparagraph.195\nTwoorthreeminuteslaterT:Haveyoufoundthegeneralideaofthetext?Ss:Yes.T:Whatisit?S1:Thereisnotaquickanswertothisquestion.Areyousuggestingusthatthegeneralideaisthemixtureofthefirstsentencesofeachparagraph?T:Sure.S1:OK.That’seasy.Themainideaofthepassageisthat:ittellsussomesignsoftheearthquake,andwhathappenedduringthequake.T:Anythingelse?S2:Thetextalsotellsusthatallhopewasnotlost.T:Youmeanthetexttellsussomethingthathappenedaftertheearthquake?S2:Yes.T:Good,sitdownplease.Infact,whileweareansweringthequestions,wehaveinvolvedthesequence,thefunctionalitemforthisunit.(Theteacherwritesthewordontheblackboard)Doyouunderstandthemeaningoftheword?Ss:No.T:Sequencemeanstheorderoftheevents.Itcantelluswhicheventhappensfirst,andwhichhappenslater.Doyouknowthesequencethatisusedinourtext?S3:Yes.Atfirst,thetexttellsussomethingthathappenedbeforethequake,thenittellsusthethingsthathappenedduringthequakeandatlastittellsusthethingsthathappenedaftertheearthquake.T:Quiteright!Nowpleaselookatthescreen,thesearethefirstsentencesofeachparagraph.Readthemandthinkiftheyarethemainideaofthetext.Ifnecessary,youmaymakesomechangestomakethemmoreexact.Theteachershowsthescreenandgivesthemalittletimetothinkover.1StrangethingswerehappeninginthecountrysideofnortheastHebei.2Thedisasterhappened.3Nearlyeverythingwasdestroyed.195\n4Allhopewasnotlost.Carefulreading(15minutes)T:Now,it’stimeforustoreadthetextcarefully.Butbeforereadingyoushouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.Nowlookatthescreen,andreadthequestions.Showonthescreen.1.Whatnaturalsignsofacomingdisasterwerethere?2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?3.Whateventsprobablymadethedisasterworse?4.Whatsituationsprobablymadethedisasterworse?5.Howwerethesurvivorshelped?Givethestudents8minutestoreadthetextandthentothinkoverordiscussthequestions.Theteachershouldwalkintheclassroomtohelpthosewhoneedhelp.T:OK.Everyone,haveyoufinishedyourtask?Ss:Yes.S1:IfoundQuestion2difficulttoanswer.Idon’tknowwhytheydidn’tnoticethesigns.Thesignsweresoclear!S2:Ithinkitiseasytoanswer.Atthattimepeopledidn’thaveknowledgeofanearthquake.AmIright,Madam?T:Maybe.SofarasIknowthecentergovernmentmadecountrywidepropagandaaftertheterribledisaster.NearlyeveryvillageinChinahadthepaintingsaboutearthquakes,whichtoldpeoplewhatthesignsofaquakewereandwhattheyshoulddoduringandaftertheearthquake.S3:Madam,Ijustcan’ttellthedifferencesbetweenQuestion3andQuestion4.T:Youmeanyoucan’tdecidewhataneventisandwhatasituationis?S3:Yes.T:Whocanhelphim?S4:It’sdifficultformetotellthedifferencesbetweenaneventandasituation.ButI195\nknowthattheanswertoQuestion3is:“…laterthatafternoon,anotherbigquakeshookTangshan.”AndtheanswertoQuestion4is:“Someoftherescueworkersanddoctorsweretrappedundertheruins.Morebuildingsfelldown.Water,food,andelectricitywerehardtoget.Peoplebegantowonderhowlongthedisasterwouldlast.”T:Right!Inmyopinion,aneventisaboutwhathashappened;whileasituationisabouttheinfluencecausedbytheevent.Areyouclear?S3:Yes,Madam.Thankyou.StepⅤExtension(8minutes)T:Allofyoudidverywell.NowIstillhavesomequestionstoletyouthinkover.Pleaselookatthequestionsonthescreen:1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?2.Whatisthemoodofthispassage?Howisitcreated?3.Whydoyouthinkthewriterchoosestoexpresshisfeelingsaboutthequakeratherthansimplyreportingwhathappened?4.WhyisthetitleANIGHTTHEEARTHDIDN’TSLEEP?5.Whatdoesthesentence“Slowly,thecitybegantobreatheagain”mean?Theteachercanaskthestudentstohaveadiscussioningroupsoffouratfirstandthenasksomeofthemtoshowtheirideas.Suggestedanswers:S1:Heusesathird-person’swaytodescribethequake.Hisdescriptionisveryobjective.Forexample,thesecondsentenceinthethirdparagraph.Thewritersays,“Everywheretheylookednearlyeverythingwasdestroyed.”Thewriterusestheyinsteadofwe.S2:Themoodisseriousandabitsad.Itiscreatedbygivingdetailsofhowmanypeopleandanimalswerekilledorinjured,andhowmanybuildingsweredestroyed.S3:Althoughthewriterwasnotthere,hefeltsadforthepeopleofTangshan.Heknowsthatsomepersonalfeelingswillmakethereadingmoreinteresting.195\nS4:Ithinkthereasonisthat,asusual,nightisthetimetosleep,andusuallynightshouldbesafeandquiet.Butthatnighteverythingchanged.ThewriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitleistoshowhowterribleandhowunusualthenightwas.S5:Herewecanseethatthewritercomparedthecitytoapersonwhosufferedalotinthedisaster.Hefeltherpain,andheworriedabouther.Sowhenhesaidthatpeoplecametohelpher,wecanfeelhisfeelingstothecity.Thecitywillnotdie,shehashopeandshecanrecoverfromthepain.StepⅥComprehending(5minutes)Bynow,thestudentshavehadafurtherunderstandingaboutthetext.Soit’stimetohaveasummaryaboutwhattheyhavelearnedinthisclass.ThecomprehendingpartonPage27givesthemagoodchancetodothis.Exercise1isaboutthedetailsinthetext,whichiseasytofinish.Exercise2isabouttheimportantfunctionalitemofthisunit—sequence.Exercise3asksthestudentstowriteasummary.Atthefirstglance,itseemsdifficult,andsomestudentsmayfeelthatitisimpossibleforthemtowriteit.Infact,thisexercisegivesthemthewaytowriteasummary.Inotherwords,whattheyshoulddoistowritedownthemainideaofeachparagraph.Andinthecourseofskimming,theteacherhasguidedthemtofindthesemainideas.Sothisexerciseshouldn’tbeadifficultone.Theteachershouldexplainthistothestudents.Givethestudentstwominutestofinishtheexercises,andthenchecktheanswerswiththewholeclass.StepⅦTranslation(2minutes)Thepurposeofthisstepistoletstudentsknowthemeaningsofsomecomplexsentences,andletthemlearnthesentencesbyheart.Iftimepermits,dothisatonce,orleaveitashomework.1.Farmersnoticedthatthewellwallshaddeepcracksinthem.2.Thenumberofthepeoplewhowerekilledorinjuredreachedmorethan400,0003.Itseemedasiftheworldwasatanend.4.Itwasacitywhosehospitals,75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.195\n5.Then,laterthatafternoon,anotherbigquakewhichwasalmostasstrongasthefirstoneshookTangshan.6.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.7.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.StepⅧHomework(1minute)T:Now,it’stimeforassignment.Todaywehavetwotaskstofinishafterclass.ThefirstoneisExercises1,2,3and4inLearningaboutlanguageonPage28.Theseexercisesgiveusachancetopracticethewordsandexpressionswe’vejustlearned.ThesecondoneisExercises1,2and3intheUsinglanguageonPage30.Forthewriting,wehavetwothingstoconsiderwhilewearewriting:1.Whoistheaudience?2.Howcanweexpressourselvesclearly?OK.That’sallfortoday.Seeyoutomorrow!附：Ⅰ.TextretellingNotes:1.Themainideaofeachparagraph.2.Themaindetailsofeachparagraph.3.Thefeelingsofthewriter.4.Somenewwordsandexpressions.StrangethingshappenedinTangshan.Forafewdays,waterinthewellsroseandfell.Fromthecracksofwellssmellygascameout.Mice,chicken,pigsandevenfishbecamenervous.At3am,everythingbegantoshake.Itseemedthattheworldwasatanend.One-thirdofthenationfeltit.Ahugecrackcutacrossthecity.Thecitylayinruins.Two-thirdsofthepeoplediedorwereinjured.Thenlaterthatafternoon,anotherbigquakeshookTangshan.Peoplebegantowonderhowlongthedisasterwouldlast.Butallhopewasnotlost.Soldierscametohelpthosesurvivors.Slowlythecitybegantobreatheagain.Ⅱ.MoraleducationSmalleventsforetellbigeventsIt’sbettertobesafethansorry195\nPeoplecanfindhopeforabrighterfutureevenafterabadearthquake.Ⅲ.WritingstyleandWritingcharacteristics这是一篇记叙文，用第三人称的形式讲述了1976年唐山大地震。分前兆、经过、结果三个段落来叙述。在行文中体现了作者对地震这一灾害所造成的危害的震惊和对唐山人民的同情。本篇以事情发生的先后顺序为线索来写作，运用了大量的细节来描述地震带来的可怕后果。如：One-thirdofthenationfeltit.Ahugecrack…cutacross….Steam…burst….Hardhills…生动而清晰地反映了地震这一自然灾害,表达了对灾区人民的同情心。同时作者还运用比喻、拟人等手法。如:Brickscoveredthegroundlikeredautumnleaves.(比喻)P26Anighttheearthdidn’tsleep.Slowly,thecitybegantobreatheagain.(拟人)P26这些修辞手法的运用使得文章生动而富有感染力。ThisreadingpassagerecountstheterribleearthquakethatnearlydestroyedthecityofTangshan.Asequenceofeventsispresentedtointroducestudentstothisfunctionaliteminthewholearticle.Theuseofliterarydevices(exaggerated,simileandpersonification)addstothedramaoftheevent.Smalleventsanddetailsinthefirstparagraphareintendedtobuildsuspense.Andinthelastparagraphthewriterusespersonificationtoformavividimageinthereader’smind.Ⅳ.Mainidea通过对地震的预兆、过程、结果和对救灾过程的描述，告诉我们地震的可怕性，并提醒人们注意震前预兆，鼓励人们要正确面对灾难，迎接光明未来。Naturaldisastersoccurthroughouttheworld,andChinahasaparticularproblemwithearthquakes.Sothearticledescribesthecause,thecourseandtheresultofTangshanearthquakein1976.Itshowsustheterribleimageofearthquakes.Atthesametimeithintsusthatwemustrealizethatwecandosomethingstominimizethedamagecausedbyquakes.195\nTheSecondPeriodListeningandSpeakingTeachinggoals:教学目标1.targetlanguage目标语言重点词组和短语well,smelly,pond,burst,canals,steam,dirt,injure,destroy,brick,dam,useless,steel,shock,rescue,quake,electricity,army,organize,bury,shelter,fresh,atanend,digout,coalmine重点句子Thesentencesthatdescribethethingsinanearthquake:Itisbelievedthatonthesurfaceoftheearthareanumberofplates.P62Iftheplatesstopmoving,thereisanearthquake.P62Iftheplatesmove,thereisanearthquake.P62Whereveryoulive,youareinanearthquakearea.P62Chinahastwoplatespushingonherandtheymakemountainsandearthquakes.P62Theplatesarealwaysmoving.P62Ifyouareoutside,youshould….P66Ifyouareinthelivingroom,youshould….P66Ifyouareinthehousealone,youshould….P662.Abilitygoals能力目标Masterthewaytogainthedetailsbylistening.Andlearntoexpressone’sthankstosomebody,havealittletalkaboutthestampsandtellafolktale3.Learningabilitygoals学能目标Practicethewayoflisteningtoobtainsomeusefulinformation,learntodescribeanearthquake,andknowsomeotherthingsthathappenedinanearthquake.Helpthestudentstoimprovetheirspeakingabilitybyusingsometipsandusefulexpressions.Teachingimportantpoints教学重点a.Helpthestudentstoimprovetheirspeakingskills.b.Tellthestudentshowtomakeuseofthegiveninformationtoexpresstheirthanks.195\nc.Tellthestudentshowtotellshortstoriesinaliteraryway.Teachingdifficultpoints教学难点a.Teachthestudentsthewaystoexpressthemselves.b.Helpthestudentshowtotellafolktaleinaliteraryway.c.Concludesomewaysonhowtoimprovethestudents’listeningabilityeffectively.Teachingmethods教学方法a.Thethree-steplisteningmethodb.Discussionc.ReadingandspeakingTeachingaids教具准备aslideprojector;b.arecorderTeachingprocedures＆ways教学过程及方式StepⅠRevision(5minutes)Theteachercanasksomeofthestudentstoreadouttheiranswerstotheexercises.Thisisagoodandeffectivewaytocheckthehomework.Afterthat,theteachercanbegintoday’stask.(Theprocessisomitted)T:OK.Beforewebegintoday’sclass,pleaseguessthemeaningofthesesentences:1.Smallincidentsforetellbigevents.2.Wherethereislife,thereishope.3.Blessingsnevercomeinpairsandmisfortunesnevercomesingly.S1:Thefirstsentencemeanspeopleshouldpayattentiontothesmallthings,becausethesethingsoftencauseunexpectedevents.Justlikewhatwehavelearnedinthetext.T:Good.Howaboutthesecondone?S2:Themostimportantthingintheworldislife.Withoutlife,everythingwillloseitsmeaning.S3:IagreewithS2.Thisisespeciallyobviousinadisaster.Afteradisaster,everygovernmentintheworldwilltrytheirbesttorescuethosetrappedintheruins.Andafterthedisaster,thesurvivorswillrebuildtheirhometownandmakeitmore195\nbeautiful.T:Good!Yourstatementisreasonable.Howaboutthethirdsentence?S4:Itmeanseverythinghasitstwosides.Althoughthedisasteristerrible,andwecannotavoidit,itcanforceustotryourbesttoforetellitmoreexactlyandreducethelosscausedbythedisaster.S5:Yes.Duringthedisasterwecanrealizewhatonearthweshoulddo,andwhatweshouldn’t.It’satimetoshowhuman’sgloriousnatureanditsevilside.Somepeoplearetryingtohelpothers;whilesomearetryingtostealorrobotherpeople’spossessions.Weshouldsinghighpraiseofthosewhorescueothersandpunishthosewhorobotherpeople.T:Good!Ithinkthatthedisasteristerrible,butthelowerqualityofsomepeopleismoreterrible.Sometimesthedisastercangiveusavaluablemorallesson.Don’tyouthinkso?Ss:Yes.T:Now,let’sturntoPage30,andmakeupthethanksspeech.StepⅡReadingandspeaking(35minutes)1.Athanksspeech(7minutes)T:Boysandgirls,ifsomebodygaveyousomehelp,Ithinkyouwouldexpressyourthankstohimorher.Haveyoueverdoneso?Ss:Yes.T:Buthowtothankothersfordoingsomething.OnP30,therearesomeusefulexpressionsforyoutolearn.Firstlet’sreadthemtogether.(Afterthereading)T:Well,inpairstoprepareashortspeechtothankthosewhoworkedhardtorescuresurvisorsandthosewhoworkedhardtobuildanewcityandthevisitorsforlisteningtoyuurspeech.MoredetailsareinExercise2.Pleasetrytousetheusefulexpressionsgiveninyourspeech.FiveminuteslaterT:Areyouready?NowI’lllet2ofyoureadoutyourspeeches.Wouldyouplease?S1:OK.I’dliketoreadmyspeech.195\nLadiesandgentlemen,It'smyhonourtobeheretocelebratetheopeningofthenewparktohonourthosewodiedintheterribledisaster.First,I'dliketoexpressmythankswhoworkedhardtorescuesurviors.Withoutyourhelp,wedon'tknowhowmanychildrenwouldlosetheirparents,andhowmanyparentswouldlosetheirchildren.Anoldsayingsaidthatafriendinneedisafriendindeed.Nowordsarestrongenoughtoexpressourthankstoyou,becauseit'syouwhogaveourgrandparentsandparents’lifeagainandalsobroughthopetothiscity.Second,Iwishtoexpressmythanksforthegreateffortsofthosewhoworkedhardtobuildanewcity.Youbuiltnewhomesandofficeswithinonlysevenyears.YouweresoquickthattheUNhonouredyouforyourquickwork.Itseemedasifthedisasterwasjustanightmare.Youspeededupthecompletmentofthenightmare!AndI'dalsoliketothankthevisitorsforlisteningtomyspeech.It'sagoodtimeforallofustolookbackatthepastandtolookforwardtothefuture.Asamiddleschoolstudent,I'dliketosaythat“Ourdestinyoffersnotthecupofdespair,butthechaliceofopportunity”.(RichardNixon,AmericanPresident)命运给予我们的不是失望之酒，而是机会之杯。(美国总统尼克松.R.)Wewillworkhardtomakeourfuturemorebeautiful!Thankyou!S2:HereIwanttosharemyspeechwithallofyou.Goodmorning,LadiesandGentlemen.MynameisWangWei.Atfirst,I’dliketothankMr.ZhangandthecityofTangshanforthehonoroftalkingtoyou.I’dalsoliketothankeachofyoutocomeheretodayforthisspecialoccasion.Thirty-oneyearsago,weexperiencedtheterribleearthquake,whichcompletelydestroyedeverythinginthecity.Andthirty-oneyearslater,wegettogetherinthisbeautifulpark.Thisparkmakesmebelievethatweareindeedinthe“braveCityofChina”.HereI’dliketothankallofyou,especiallythosewhoworkedhardtorescuethesurvivors.Duringthosedays,youforgotthedangeranddevoteyourselvestodiggingoutthosewhoweretrappedinruins,buryingthedead,andbuildingsheltersandsoon.I’msurethepeopleinTangshanwillneverforgetyou!WhenIwalkinthebroadstreet,andseethenewhousesandoffices,Ican’thelpexpressingmythanksforthosewhorebuilt195\nthecitywithin7years.YouaresoeffectivethattheUNhonoredyouforyourquickwork.Haveyouheardthehappylaughterfromchildren?Haveyouseenthehappyfacesoftheold?Haveyounoticedthehighspiritfromtheyoung?Withoutyourhardwork,howcanwehavetoday’shappylife?Ibelieveourcitywillbecomemorebeautifulinfuture.Thespiritofitspeoplehasbeenandwillalwaysbestrongforever!Thankyou.T:Verygood.Thetwostudentsfirstpaidattentiontothesequence.Forexample,theyusedfirst,secondandthirdandsoon.Second,theyusedsomeeffectiveconjuctionstomaketheirspeehesveryfluent.Andthird,theytriedtousetheusefulexpressionsgiven.Ibelievethattheotherstudentshavedoneaswellasthem.2.Alittletalk(5minutes)It’stimeforthestudentstodiscussthestampsofnewTangshan.T:WecanseetherearefourstampsshowingnewTangshan.Canyoudescribeeachofthemwithafewwords?S1:Housingconditionsforthefirststamp.S2:StreetsceneryofnewTangshanforthesecondstamp.S3:Industryforthethirdone.S4:Oceantransportforthelastone.T:Gooddescriptions!3.Ashortstory(10minutes)Thisintegratedlanguageactivityenablesstudentstousetheirimaginationstotellshortstoriesinaliteraryway.Youmaywanttoencourageyourstudentstousealiterarydevice,suchassimile,personificationormetaphor.T:Now,pleaseturntoPage62,lookattheTALKINGpart.Readitcarefully,andthentellmewhatthefeatureofthistalkingis.Givethem2minutestothinkaboutthisquestion.S1:Thistalkingneedsustoimagine.S2:Weshouldtellitinaliteraryway.T:Good!You’vegotthepointofthetalking.Inthistask,themostimportantthing195\nyoushoulddoistomakefulluseofyourimaginationsandtrytousealiteraryway.Forexample,youmayusesimile(明喻),personification(拟人)ormetaphor(暗喻).Now,workingroupstomakeupyourownshortstories.Attention!Thestoriesareaboutthecauseofearthquakes.Afteryou’vefinished,I’llasksomeofyoutoreadoutyourwork.Groupone:Inthecenteroftheearthlivesanevilghost.Heusuallysleepsformanyyears.Duringtheseyears,peopleontheearthliveahappylife.Butwhenhewakesup,heshallhowl.Andthenpeoplefeelanearthquake.Grouptwo:Somepeoplebelievethatthereisamagicworldinthecenterofourearth,wherelivesakindofwiserlivingthing.TheycanmakeUFO.WhentheUFOcomesouttovisitourworld,thereisanearthquake.Groupthree:Therearetoomanypeopleontheearth,andpeoplearebuildingtoomanybuildings.Besides,theydigtoomanyandtoodeepholes.Theearthcan’tstand.Sheshakes,andanearthquakehappens.T:Ican’tbelievemyears!Youcanmakeupsogoodstories!Whichoneisthemostinteresting?Ss:Thesecondone,becauseitcangiveusmoreimagination.S2:Ithinkthethirdoneisthemostinterestingone.Becauseitconnectstheimaginationwithsomepresentproblemsintoday'shumansociety.T:Yourremarksarereasonable.NowI’dliketoshowyousomeinterestingfolktalesfromEastAfricaandJapan:Agiantfishcarriesastoneonhisback.Acowstandsonthestoneandbalancestheearthononeofherhorns.Fromtimetotime,herneckbeginstofeelpain,soshethrowstheearthfromonehorntotheother.(FromEastAfrica)Theearthwasagiantcatfish,whichfoughtwithagod.Thegodwonandstoodinvictoryonthecatfish’shead.Buteverynowandthenthecatfishtriestoescapeby195\nmovinghishugetail,whichshakestheground.(FromJapan)StepⅢListeningonPage62(10minutes)T:Wehaveenjoyedsomefolktalesaboutthecauseofearthquakes.Thestoriesarefullofimaginations.Now,wewilllistentoanon-fictionarticlecommontosciencetextbooks.Thisarticleisongeology.Itprovidesmanyfactsanddescribescauseandeffectrelationships.AtfirstpleasepayattentiontothesentencesinExercise1.Thesesentencesareverygoodsentences,I’llgiveyousomeshortexplanationaboutthem.(Ifpossible,ornecessary,teachercantreatthesesentencesaslanguagepoints,thenaskthestudentstoreadthesentencesloudlyandquickly,andtrytorememberandrecitethenasquicklyaspossible.)T:Youwilllistentothetapethreetimes.First,listenandtrytogetsomedetailsthatExercises1and2requests.Second,listenandfinishtheExercises.Third,listenandcheckyouranswers.Areyouready?Now,listen!ForExercise3,theteachercangivethestudentssometimetodiscusstheiranswersandthenasksomeofthemtoreadouttheanswersandhaveacheckwiththewholeclass.StepⅣListeningonPage66(10minutes)Thislisteningmaterialgivesthestudentsachancetolearnmoreknowledgeaboutearthquakes.Thewayandstepsoflisteningarethesamewiththeonesinstep2.Butthethreepicturescanhelpthestudentstoguesswhatwillhappeninthelistening.Soteachercanaskthestudentstolookatthepicturesanddiscusswhattheymighthavelearned.StepⅤSpeakingtask(15minutes)ThispartiscomingaftertheListening.Incontenttheyhavethesametopic.It’sbettertoputthemtogether.Alsothisexercisegivesstudentspracticeintakingwordsandphrasesfromthereadingpassageandputthemintoashortdialogue.Studentshavetheoptionofactingoutashortdialogueratherthansimplyreadingit.T:Justnowwehadalistening,inwhichwelearntwhattododuringanearthquake.195\nNowyouwillworkinpairstochooseeightthingsfromthelistbelowtoputintoyourpersonalearthquakebag.Rememberthesemaybetheonlythingsyouhave,somakesurethatyouonlytakeessentialthingswithyou.Theymustmakeyoulastforfivedays.Givethem2minutestodothisjob.T:Well,Ithinkmostofyouhavefinishedthistask.Whatisyourlist,Group1?S1:Ourearthquakebagwillcontain:1bottleofwater2fruit3torchlight4blanket5mobilephone6identitycard7scissors8bowlsandchopsticksTheteachercanaskmoregroupstoreadouttheirlists,iftimepermits.T:Now,pleasereadtheinstructionsbelowthechartonPage67.Anddoasittellsyou.Givethestudentssometimetodothetask.Whiletheyaredoing,theteachershouldwalkintheclassroom,incasetherearesomequestionstoanswer.Themostimportantthingforthestudentsistolearntocorporatewithotherpeopletofinishthetask.(Afterseveralminutes)T:OK.Whichgroupwouldliketoreadoutyourchoiceandtellusthereason?S2:Wedecidetotakebottlesofwaterandsomefruittokeepalive;wewilltakeatorchlight,amobilephoneandaradiotogetintouchwiththeoutsideworld,ifweareburiedintheruins;wewilltakesomeclothesandablankettokeepwarm;andwewilltakeouridentitycardswithus,incasewearekilled.Ifthathappens,peoplecanatleastknowwhoweare.Theanswersmayvary,sotheteachershouldgiveasmanychancestoasmanygroupsaspossibletopresenttheirchoicesandstatetheirreasons.Moststudentswouldliketoperformatthistime.StepⅥHomeworkT:I’mveryinterestedinwhatyoudidjustnow.It’sapitythattimeisup.Well,today’shomeworkistopreviewtheUSINGWORDSANDEXPRESSIONSonPage63,anddoExercises1and2onPage29indiscoveringusefulstructures.NexttimewewilllearntheAttributiveClause.That’sallfortoday,byeeveryone!195\nTheThirdPeriodGrammarTeachinggoals教学目标1.Targetlanguage目标语言Wordsandexpressionsthatappearinthisunit2.Abilitygoals能力目标a.EnablethestudentstomasterthestructureoftheAttributiveClause,andcanspeakoutthesesentencesloudly,clearlyandcorrectly.b.Enablethestudentstomastertheusageofwho,which,thatandwhoseintheAttributiveClause.3.Learningabilitygoals学能目标Bypracticingtheusageofthewordsandstructures,thestudentscanmastertheAttributiveclause.Teachingimportantpoints教学重点TheAttributiveClause:thestructureandtheusageofwho,whose,that,andwhich.Teachingdifficultpoints教学难点Theusageofthewordsthat,which,whoandwhoseTeachingmethods教学方法Student-centeredmethodTeachingaids教具准备aslideprojectorTeachingprocedures＆ways教学过程及方式StepⅠRevision(10minutes)T:Morning,everyone!Justasusual,I’llcheckyourhomeworkatfirst.PleaseturntoPage63.Let’slookatExercise1.I’llgiveyouoneminutetocheckyouranswers.Pleasepayattentiontotheformsandtenseswhileyouarechecking.(Afteralittlewhile)Haveyoufinished?Whowouldliketoreadoutthefinishedpassageforus?Howaboutyou?Astudentstandsupandreadsoutthepassage.Atthesametime,theteachershouldpayattentiontotheformsandtensesofthewords.Afterthat,asktheclasstodiscuss195\niftheyhavesomedifferentanswers.Ifso,makesomenecessarychanges.T:Infact,whatwedidjustnowistoreviewthevocabularywelearnedinthisunit.Now,I’dlikesomeofyoutocometotheblackboardtowritedownyourtranslationsofthesentencesinExercise2.LetnineofthemcometotheblackboardtowritedowntheEnglishsentences.Maybetherearemanymistakesinthesesentences.Theteachershouldasktheclasstohaveadiscussiontofindoutthemistakesandcorrectthem.ForExercise3,theteachercanasksomestudentstoreadouttheirsentences,andcheckthemwiththewholeclass.StepⅡDiscoveringusefulstructures(20minutes)T:Bynowwehavereviewedsomeusefulwordsandsentences.Today’sanotherimportanttaskistolearntheAttributiveClause.Therearetwokindsofthisclause.OneistheRestrictiveAttributiveClause,whichmodifiesthenoun;theotheristheNon-RestrictiveAttributiveClause,whichgivesextrainformation,andiswrittenwithcommas.T:NowI’llshowsomesentencesonthescreen.AndthenI’llasksomeofyoutoreadthemoutandtranslatethemonebyone.Showonthescreen.1.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.2.ItwasheardinBeijing,whichisonehundredkilometeraway.3.Ahugecrackthatwaseightkilometerlongandthirtymeterwidecutacrosshouses,roadsandcanals.4.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.5.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.6.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Whilethestudentsaretranslatingthesentences,theteachershouldnoticethedifferenceintranslatingtheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause.Ifthestudentshaveanyerrors,correctthem.T:Good!CanyoutellmewhatrelativepronounstheAttributiveClausesuse?195\nS1:Fromthesentencesonthescreen,Iknowthattherearefourwords,theyarewho,whose,thatandwhich.T:Right!NowI’llgiveyoumoreknowledgeaboutthisclause.Therearesomeexplanationsabouttheclauseonthepaper.I’llgivethemouttoyoutoread.Ifyoucansettheboldsentencesaside,wewilllearnthemlater.Afteryouhavefinishedreadingthematerial，dothefollowingexercisetoseeifyouhavemasteedrtheusageofwho，whose，whichandthat.TheTeacherhadbettergivethepaperoutbeforeclass,sothatthestudentscanhavetimetopreviewthegrammar.I．定语从句1.限定性定语从句（RestrictiveAttributiveClauses）大多数定语从句对所修饰词的意思加以限制，表示“……的人（或东西）”，称为限定性定语从句。如：Themanwhorobbedhimhasbeenarrested.　抢劫他的人被逮捕了。ThegirlwhomIsawtoldmetocomebacktoday.　我见到的那个姑娘叫我今天再来。That’sthebesthotel(that)Iknow.　这是我所知道的最好的旅馆。Thesearethebooks(which)youordered.这些是你订购的书。这类从句多由关系代词（a）或关系副词（b）引导。a.Everyonewho(that)knewhimlikedhim.认识他的人都喜欢他。ThefriendwithwhomIwastravelingspokeFrench.和我一道旅行的那位朋友能讲法语。Thecarwhich(that)Ihiredbrokedown.我租的汽车坏了。b.AtthetimewhenIsawhim,hewasquitestrong.195\n以前我看到他的时候，他身体壮实。.ThisisthevillagewhereIwasborn.这是我出生的村子。Thesearethereasonswhywedoit.这些就是我们这样做的理由。在限定性定语从句中，当关系代词在从句中做宾语时，在绝大多数情况下都可以省略，特别是在口语中，在被修饰的词为all,everything等词时尤其如此。Haveyougotthepostcard(which)Isentyou?我寄给你的明信片收到了吗？Thesearethethings(that)youneed.这些就是你要的东西。AnythingIcandoforyou?我能帮你做什么吗？Allyouhavetodoistofilloutthisform.你只需要填这张表就行了。That’stheonlythingwecandonow.这是我们现在唯一能做的事。Youcantakeanyroomyoulike.你随便哪间房都行。2.非限定性定语从句（Non-RestrictiveAttributiveClauses）对所修饰的词没有限定词义的作用，而只是补充一些说明，通常都有一个逗号把它和句子的其它部分分开，在译成中文时，这个从句多译成一个并列句。限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句拿掉以后对剩下部分没有太大的影响。如：Peter,whohadbeendrivingallday,suggestedstoppingatthenexttown.彼得开了一天的车，提议在下一座城市停下来。Thishouse,forwhichhepaid$150,000,isnowworth$300,000.这所房子他买时花了十五万美元，现在值三十万美元了。TheywenttotheRoyalTheatre,wheretheysawIbsen’sPeerGent.195\n他们去了皇家剧院，在那里他们看了易卜生的《彼尔•英特》Sundayisaholiday,whenpeopledonotgotowork.星期天是假日，这一天人们不上班。应注意的是，在这类从句中不能使用关系代词that和关系副词why,也不能省略任何关系副词，这类从句主要出现在书面语中。在书面语中whose有时指某样东西。如：Hishouse,whosewindowswereallbroken,wasadepressingsight.他的房子，窗户都破了，让人看了感到沮丧。Thecar,whosehandbrakewasn’tveryreliable,begantoslidebackward.这辆轿车刹车不太牢靠，开始向后滑动。Itwasanisland,whosenameIhaveforgotten.它是一座岛屿，名字我忘了。Exercise1Fillintheblankswithwho,whose,whichandthat.1.Thegirls（）servedintheshopweretheowner’sdaughters.2.Theman（）Isawtoldmetocomebacktoday.3.Thegirl（）spokeismybestfriend.4.Themanwith（）Iwastravelingdidn’tspeakEnglish.5.Theman（）Isawtoldmetowait.6.Thegirl（）Ispoketowasastudent.7.Themanto（）Ispokewasaforeigner.8.Themanfrom（）Iboughtittoldmetoreadtheinstructions.9.Iknowaboy（）fatherisanacrobat.10.Hesawahouse（）windowswereallbroken.11.Alltheapples（）fallareeatenbywildboars.12.Canyouthinkofanyone（）couldlookafterhim？　13.Thisisthebesthotel（）Iknow.14.Heshowedamachine（）partsaretoosmalltobeseen.15.Youcantakeanyroom（）youlike.Whilethestudentsarereadingthematerialanddoingtheexercise，theteachercan195\nwalkintheclassroom，tohelpthosewhoneedhelp.Afterthattheteachercheckstheanswerswiththestudents.Iftheyhaveanyquestions,explainthemtothestudents.AnswerstotheExercise11who2Whom3Who4whom5who6who/whom7whom8whom9whose10whose11that12that13that14whose15thatExercise2inDiscoveryusefulstructuresT:Justnow,westudiedtheAttributiveClause,anddosomeexercisesabouttheusageoftherelativepronouns.Nowlet’sturntoPage29tofinishExercise2asquicklyaspossible.Andthencheckyourswithyourpartner.Givethestudentssometimetoreadthesentencesquicklyandloudly,andtrytorememberthem.Afewminuteslater,asksomeofthemtorecitethesentences.ForExercise3,theteachercangivethestudentssometimetopreparethesentencesandplaythegamequickly.Thisisagoodwaytomaketheclasslively.StepⅢUsingstructures(15minutes)Thisisadviceonhowtoprotectone’shomefromanearthquake.ThemainpurposeistopracticetheAttributiveClause.Thisexerciseisakindofprocreativeactivityforthestudents,whichcanbedoneonlyafterthestudentsreadandunderstandthepassage.Soperhapsitisdifficultforsomestudents.Theteachershouldbepatienttothemandgivethemenoughhelp.T:Justnowwehadatranslationexerciseandfilledsomeblanks.That’sthebasicexercisefortheAttributiveClause.NowI’llgiveyou5minutestoreadASAFEHOME,andfinishthesentencesbelowthearticle.Youmayworkinpairstohaveadiscussionwhenyouarefillingtheblanks.FiveminuteslaterT:Nowlet’schecktheanswers.First,answermeaquestion:whatsentencesareweusingtocompletetheblanks?Ss:TheAttributiveClause.T:Orrather,theRestrictiveAttributiveClause.Weusethiskindofclausetomodifyanountoletotherpeopleunderstandwhatonearthwearetalking.Doyouunderstandme?195\nSs:Yes!T:Nowsomeofyoushouldreadouttotheclausesyou’vewritten.Howaboutyou6boys?Eachpersonjustreadonesentence.Ready?Pleasebegin.(Theanswerstotheexerciseareomitted)ForExercise2,theteachercanreadouttheinstructionforthestudents,andmakesuretheyknowwhattodo.Ifsomestudentfinditdifficulttofinish,theteachercangivethemahandbyofferingsomewordsfromthetextASAFEHOME.Forexample,thewordIhavechoseniscomputer/thewordIhavechosenisthekitchen/thewordIhavechosenistheplace…andsoon.AndmustmakethestudentsknowthepurposeoftheexerciseistogetfamiliarwiththeAttributiveClause.StepⅣHomeworkT:Well,allofyoudidverywell.Now,timeisup.Today’shomeworkistofinishtheSummingupandLearningTiponPage32.AndmakegoodpreparationtotheReadingTaskonpage65.Makesureyouknowthemeaningofthetextclearly.Classisover.Seeyounexttime!TheFourthPeriodReading(II)Teachinggoals教学目标1.Targetlanguage目标语言a.Thenegativewordsandexpressionsthatappearinthereadingmaterial,suchas:never,nothing,gone,no,uselessandburst.b.Thedeclarativesentences,suchas“Neverbeforeinhistoryhasacitybeensocompletelydestroyed”.P65c.Parallelismsentences(排比句)：Alistofbuildingsundestroyedwasnowonlyafewaddresses.Alistofthebravemenandwomenwouldfillalibrary.Alistofallthosekilledwillneverbemade.P652.Abilitygoals能力目标Helpthestudentslearntoenjoyanarticlefromthefactualandliterarystyle.3.Learningabilitygoals学能目标Learntoanalyzeanarticlefromitswordsandorganizationsofitsparagraph.195\nTeachingimportantpoints教学重点Teachthestudentshowtoenjoyandanalyzeanarticle,fromitswords,sentencesandthestructureofthetext.Teachingdifficultpoints教学难点Teachthestudentshowtoenjoyandanalyzeanarticle.Teachingmethods教学方法a.QuestioningandDiscussingb.SkimmingandScanningTeachingaid教具准备AslideprojectorTeachingprocedures＆ways教学过程及方式StepⅠRevision(6minutes)T:Morning,everyone!Yesterday,welearnedtheAttributiveClause.Nowlet’shavearevisionbypracticing.Showtheexerciseonthescreen.Fillintheblankwithacorrectword.1.Hemadeanotherwonderfuldiscovery,______wasmorethanwecouldexpect.A.whichIthinkisB.whichIthinkitisC.whichIthinkitD.Ithinkwhichis2.—IdrovetoZhuhaifortheairshowlastweek.—Isthatthereason____youhadafewdaysoff?A.whyB.whenC.whatD.where3.Inthedarkstreet,therewasn’tasingleperson_____shecouldturnforhelp.A.thatB.whoC.fromwhomD.towhom4.Alloftheflowersnowraisedherehavedevelopedfromthose_____intheforest.A.oncetheygrewB.theygrewonceC.thatoncegrewD.oncegrew5.Idon’tlike_____youspeaktoher.A.thewayB.thewayinthatC.thewaywhichD.thewayofwhich6.Theweatherturnedouttobeverygood,_____wasmorethanweexpected.195\nA.whatB.whichC.thatD.it7.Hepaidtheboy$10forwashingtenwindows,mostof_____hadn’tbeencleanedfortenyears.A.theseB.thoseC.thatD.whichGivethestudentssometimetofinishtheexercise,andthenchecktheanswerswiththem.Thengivethemexplanations.Answerstotheexercise:1.A2.A3.D4.C5.A6.B7.DStepⅡPre-reading(2minutes)T:Atthefirstperiod,welearnedtheearthquakehappenedinTangshan.Inthatarticlethewritermainlydescribedwhathappenedduringthequake.Andthedescriptionsareobjective.Now,wewillreadastorywrittenbyAmerica’smostpopularwriter,JackLondon.InthearticleheexpressedhisownfeelingabouttheSanFranciscoquake.Hisaccountofthedisasterisbothfactualandliterary.Youmayfeelitwhenyouarereadingthearticle.AtfirstI’dliketoshowyousomebackgroundofthisarticle.Pleaselookatthescreenandreadthepassage.Asluckwouldhaveit,atthetimeofthequakeAmerica’smostfamouswriter,JackLondonjusthappenedtobelivingnearSanFrancisco.Hisaccount(叙述)ofthedisasterisbothfactualandliterary,thatis,hetriedtowritenotonlyforreadersofthattimebutreadersyettocome.London,likemostgreatwritersandformerjournalists,knewagoodstorywhenhesawit.Heandhiswiferodeonhorsebackatafastgallop(飞驰)fromtheirranchtothehillsoverlookingthe“citybythebay.”Whattheysawbothhorrid（使害怕）andfascinated(吸引)them.StepⅢReading(20minutes)T:Nowthatwehaveknownthebackgroundofthearticle,andsomethingaboutthewriter.Let’sreadthearticlecarefully,withthesequestionsonthescreen.Thenyoucanhaveadiscussion.Afterthatwe’llcheckthemtogether.Showonthescreen.1.Whoisthemaninthepicture?195\n2.WhatcanweseefromthewordneverinthesentenceNeverbeforeinthehistoryhasacitybeensocompletelydestroyed?3.Howmanynegativewordsareusedinthefirstparagraph,andwhatcanweknowfromthesewords?4.What’sthefeature(特点)ofthesentencesinthefirstandsecondparagraph?5.What’sthemainideaofthesecondparagraph?6.Whatcanwelearnfromthefirstsentenceandthelastsentence?Askthestudentstodiscussthequestionsingroups.Afterthattheteachercheckstheanswerswiththewholeclass.T:Whoisthemaninthepicture?S1:Maybeheisthewriter,JackLondon.T:Great!Youareclever.HowaboutQuestion2:whatcanweseefromthewordneverinthesentenceNeverbeforeinthehistoryhasacitybeensocompletelydestroyed?S2:Fromthewordnever,wecanfeelthatthewriterwasverysad.T:Right.NeverisapowerfulwordandLondondoesnotuseitcarelesslyhere.Itissoonfollowedbynothing,anotherpowerfulword.Howmanynegativewordsareusedinthefirstparagraph,andwhatcanweknowfromthesewords?S3:Therearesixwords.Theyarenever,nothing,gone,no,uselessandburst.T:Great!Youranswerisquiteright.S3:Wecanhaveanimpressionofutterhopelessnessfromthesewords.T:Terrific!Sitdownplease.Youdidagoodjob!Londonwantedtomakeitveryclearthattheearthquakehadcausedalmosttotaldevastationofthisoncebeautifulyoungcity.NowwhowouldliketoanswerQuestion4:What’sthefeature(特点)ofthesentencesinthefirstandsecondparagraph?S4:Iseeallthesentencesintheseparagraphsareshortones.T:Canyoutelluswhythewriterusesthiskindofsentences?S4:Idon’tknow.ButwhenIreadthesewords,Ifeltalittlebitoutofbreath.T:Yeah,that’stheeffectofthemagicwords.Anythingelse?195\nS5:ItalsousedtheParallelismsentences,suchasAlistofbuildingsundestroyedwasnowonlyafewaddresses.Alistofthebravemenandwomenwouldfillalibrary.Alistofallthosekilledwillneverbemade.T:OK.Let’slookatQuestion5.What’sthemainideaofthesecondparagraph?S5:Themainideaisthefirstsentence:Outatseaitwascalm.T:Right.Doyouknowwhythewriterputithere?S5:Letmetry.Thefirstparagraphgivesusanimpressionthatitisverynoisy;whilethesecondoneisverycalm.Thesituationisquiteopposite.T:Good!HereLondonusesContrast(对比)togoodeffect.Sitdown,please.Nowlet’slookatthenextquestion:whatcanweseefromthefirstsentenceandthelastsentence?S6:Thetwosentencesgiveusacontrast.Althoughthecitywasdestroyed,thepeoplewerenotnervousorupset.Theyjustdidwhattheyshoulddo.IcanfeelthatLondonwasfullofproudofthepeople.T:Youranswerisexcellent!Ithinkthat’stherightattitudetowardsadisaster.Andalsothatistheverythingweshouldlearn.Don’tyouthinkso?Ss:Yeah!StepⅣAnsweringquestions(5minutes)T:Ibelieveyouhavelearntmanythings,fromtheliterarystyletothefactoftheearthquakeandtotherightattitudethatweshouldfaceadisaster.Now,let’sfinishthetwoexercisesbelowthearticle.Afteryou’vedone,let’schecktheanswerstogether.Givethestudentssometimetofinishtheexercisesandthenchecktheanswerswiththewholeclass.SuggestedanswerstoExercise11.shockedLondonisbothgreatlysurprisedandfrightenedbywhathesees,so“shocked”isagoodwordtodescribehisfeelings.2.sadLondonknowsthatmanyfamilieslosttheirlovedonesandalltheirpossessions.195\nSuggestedanswerstoExercise21.ThewriteroftheSanFranciscoin1906showsmorefeelingabouttheearthquake.Becauseheisaneyewitness.Heisalsowritingapersonalreport,notahistotylesson.2.Bothwritersgivesimilardetailsaboutthepeoplehurtbythequakeandthethingsitdestroyed.3.Neitherwritergivesdetailsofbigeventsbeforelittleevents.SuggestedanswerstoExercise3Ibelievethewriter’sdescriptionbecausethewriterisaneyewitnessandheisalsowritingapersonalreport,notahistorylesson.StepⅤListeningonPage31(10minutes)Thisisafirst-personnarrativestory.AmanisgivinghisaccountofwhathappenedduringthesecondbigearthquakethathitSanFranciscoin1906.Inthislisteningmaterialtheteachershouldalsoremindthestudentstopayattentiontothesequence.Exercise3isdesignedforthispurpose.Itisnecessarytoletthestudentspracticereadingthesentencesaloud.T:We’lllistentothetapeaboutthestoryofaperson,whoexperiencedthe1906earthquakeinSanFrancisco.Itisastorythatdescribeswhathappens.ThisstoryhappenstobetrueandwaswrittenfortheMuseumofthecityofSanFrancisco.Wehavethreechancestolisten.First,listenandtrytogetsomedetailsthatExercises1and2request;second,listentofinishtheExercises;Third,listenandcheckyouranswers.Areyouready?Now,listen!It’sbettertohavethestudentslistentwicetothematerial,afterthat,checktheanswerstothequestions.ForExercise3,teachercanaskonestudenttotelltheclasshis/heranswers,andalsocanaskthestudentstoretellthelistening.Thisisagoodwaytoseeiftheycandescribeanearthquake.ForExercise4,thestudentscanreadaftertheteacher,andpayattentiontoliaisonandincompleteexplosion.StepⅥHomework（2minutes）T:Inthisclasswereadandlistenedtotwostories,bothofwhichareaboutthe1906SanFranciscoearthquake.ThestoriesaretrueandwerewrittenfortheMuseumof195\ntheCityofSanFrancisco.Themuseumhasmanysuchpersonalaccountsandphotosathttp://www.Sfmuseum.Org/1906/06.html.Ifyouareinterestedinthem,youcansurfinthesiteI’vegiventoyou.Theotheristogoonwiththelisteningandchecktheanswerstotheexercises.TheFifthPeriodWritingTeachinggoals教学目标1.Targetlanguage目标语言Wordsandexpressionsfromthereadingpassageandthenewspaperstory2.Abilitygoals能力目标a.Learntowriteanoutlineofanewspaper.b.Learntowriteaposter3.Learningabilitygoals学能目标HelpthestudentstodeveloptheirwritingabilitybyusingsometipsandusefulexpressionsTeachingimportantpoints教学重点a.Teachthestudentshowtowriteanoutlineofanewspaper.b.Teachthestudentshowtowriteaposter.Teachingdifficultpoints教学难点a.Teachthestudentsthewaystoexpressthemselves,andformtheirownwritingmethods.b.Tellthestudntsthedifferenceoftheoutlinesbetweenashortstoryandanewspaperstory.Teachingmethods教学方法a.Discussionb.Readingandwritingc.AskingandansweringTeachingaid教具准备Aslideprojector195\nTeachingprocedures＆ways教学过程及方式T:HaveyousurfedinthesiteIhavegiventoyou?Ss:Yes.T:Good!Youcangetmoreinformationbysurfingtheinternetoften.Sofar,wehaveread,listenedtoandtalkedaboutsomethingaboutearthquakes.Todaywewilllearntowriteanoutlineofanewspaper.StepⅠWritinganoutline(10minutes)Thispartistowriteanoutlineofanewspaperstory.Theteachershouldguidethestudentstofinishthistask.Askthemtoreadtheinstructions.Andthenanswerthequestionsonthescreen.Givethem2minutestoreadandthinkaboutthequestions.1.Whyisanoutlineimportant?2.Whatshouldanoutlineinclude?3.Whyisaheadlineimportant?4.Whatarethestepstofinishanewspaperstory?5.Whatisthefeatureofanewspaperstory?T:Weshouldwritedownoutlinestohelpusorganizethewriting.Today,wewilllearnhowtowriteanoutline.PleaseturntoPage31.Readtheinstructionsinbold,andpayattentiontosomequestionsIpreparedforyou.T:OK.Timeisup.Haveyoufinishedthesequestions?Ss:Yes.T:NowI’llasksomeofyoutoanswerthesequestions.Canyou5studentsanswerthosequestionsonebyone?S1:Becauseanoutlinewillprepareyoutowriteabetterstory.S2:Agoodoutlineshouldhaveaheadline,alistofmainideaandalistofimportantdetails.S3:Aheadlinecantellthereaderwhatthetopicis,soitcanattractthereaders’attentionsincethereadermaynothaveboughtthenewspaperbeforetheyreadtheheadline.S4:First,organizethemainideas.Next,putsomedetailsintoeachparagraph.195\nS5:Anewspaperstorygivesthemostimportantnewsfirstandtheleastimportantnewslast.T:OK.Itseemsthatyouhaveknownhowtowriteanarticleforanewspaperaboutaspecialeventthathappenedaroundus.NowpleasereadtheexampleofanewspaperstoryinExercise1andthenfinishwhatyou'reaskedtodo.I’llgiveyou2minutestodothis.TwominuteslaterT:Nowwecanseethetitleofthisstoryis…Ss:CyclistsReadytogoontheRoadforDisaster-HitAreasT:Good!Howmanypartsisthestorydividedinto?Ss:Twoparts.Thefirstoneisfromthebeginningto“inChina.”Thesecondpartisfrom"thecyclistscomefromChina"totheend.T:Good!What’sthemainideaofeachparagraph?S1:Itseemsthatthefirstsentenceisthemainsentence.S2:Idon’tthinkso.Becausethemainideashouldshowthepurposeofdoingsomething.SoIthinkthelastsentenceisthemainidea.T:Good!Youranalysisisright.Inbrief,themainideaisthatthecyclistsplantogetmoneyforDisaster-HitAreas.Butwhatisthemainideaofthesecondpart?S3:Madam,wecan’tfindamainsentenceinthisparagraph.T:Really?OhYeah,agooddoubt.Sometimes,weneedn’twriteoutthemainsentenceaccordingtothesituation.Thereaderscanconcludeitfromthedetails.That’sthereasonwhywecan’tfindamainsentence.Areyouclear?S2:Yes,Iunderstandit.T:Now,youcancheckyouranswerswiththeanswerpartonPage32.Givethemafewsecondstocheck.T:Now,I’dliketoshowyoumoreexamplesofsomenewspapers.Pleaselookatthescreen.Readthemandtrytofindtheoutlinesinthestories.ChinaleadsworldintrafficdeathsEXPERTSsaythatroadtrafficaccidentsareontheriseandChinaranksfirstintheworldintrafficdeathtolls.Worldwidestatisticsshowthattheglobaltraffic195\naccidentdeathtollamountedto500,000in2003,withthelargestshare,104,000reportedinChina,followedbyIndiawith86,000,theUSwith40,000,andRussiawith26,000,saidDuanLiren,formerdeputydirectoroftheBeijingTrafficManagementBureau.RoadaccidentsaretheseventhleadingkillerinChina.SevenkilledincargoplanecrashANAZERBAIJIANIII-76cargoplanecrashedinXinjiang,northwestChina,Tuesday,killingallsevencrewmembers.Nopassengerswerefoundaboard,saidrescuers.Thecrashoccurredataround11:00amonTuesdaynearUrumqiInternationAirport.About80percentofthecargohasburnt.TheplanewasacharacteredflightfromTaiyuan,ShanxiProvince,toBaku,inAzerbaijanviaUrumqi,capitalofXinjiang.Thesearchfortheblackboxisstillbeingconducted.Theteachercanreadouttheexamplesforthestudentsonebyoneandasksthem“What’stheheadline?What’sthemainidea?Andwhatarethedetails?”Bydoingthis,thestudentscanmasterthestructureofnewspaperstoriesandarenotworriedaboutwritinganoutlineforChinaDaily.Afterdoingthis,theteachercanexplaintostudentsthatnewspaperstoriesandshortstoriesareorganizedverydifferently.Usuallyashortstorybeginswithsmalldetailsandincludesbigdetailslater.Anewspaperstoryjustdoestheopposite.Bothkindsofstoriesuseparagraphswithmainideas.Thepoint-of-viewinagoodnewspaperstoryisobjective(i.e.ithasnopoint-of-view)whileashortstoryissubjective,(i.e.hasapoint-of-view).Anewspaperstoryhasnoconclusion;ashortstorygenerallydoes.Givethestudents5minutestopreparethetask,andthenhaveasummarybyaskingandanswering.StepⅡWritingaposter(12minutes)SBWritingTask,Page67InfactthispartisthecontinuousoneoftheSpeakingTask.Thatis,SpeakingisthebaseoftheWriting.Theinstructionshavetoldthestudentshowtowriteaposterandwhatshouldbewrittendown.Askthestudentstoreadtheinstructionscarefully,andmakesuretheyknowwhattheyaregoingtodo.Givethem5minutestowrite.195\nPossiblesample:PosterEarthquakesareterriblenaturaldisasters.Althoughwecannotavoidit,wecansurvivebymakingpreparations.Herearetheessentialthingsyoushouldalwaystakeduringanearthquake.Youshouldtakeabottleofwater.Itcankeepyoualiveforalongtime,ifyouaretrappedundertheruins.Takesomefruit,incaseyouarehungry.Andalsotakeatorchlightandamobile.Thesecanhelpyoukeepintouchwiththeoutsideworld,anditiseasyforrescueworkerstofindyouquickly.Don’tputfreshfruitinthebagastheywillgobadquicklyandcauseproblems.Don’ttakemoney,especiallydon’tgobacktotakemoneywhenthehouseisshaking.Youmaybecaughtintheruins.StepⅢProject(10minutes)Thisprojectbeginsbyaskingstudentstoreviewwhattheyhavelearnedaboutearthquakesandhowpeoplehavecopedwiththesesuddennaturaldisasters.Itthenasksthemtoapplythatknowledgebymakingachecklistofthingsthatshouldbedonebefore,duringandafteraquakehits.Thefunctionalitemoftheunitisreviewedasstudentsarediscussinganddecidingtheorderoftheirchecklists.Itisnotnecessaryorlikelythatstudentswillnumbertheircheckliststhesame.Whatisimportantiswhetherthesequenceislogicalandeachgroupcanjustify,orexplainit.Finally,thestudentsmustchooseoneactionfromthechecklisttodiscussinmoredetail.Suggestedanswerkeytotheproject:(Maybethesequencevary.)1.Howtoplanforfuturedisaster;2.Howtomakenewbuildingssafer;3.Howtoteachchildrenaboutearthquakesafety;4.Howtorescuethosestilltrappedintheruins;5.Howtotakecareofthesurvivors;6.Howtoorganizesheltersforsurvivors;7.Wheretoputinformationforsurvivorsandtheirfamilies;195\n8.Whattodowiththeruins;9.Whattodowiththebuildingsthatsurvivedthequake;10.Howtorepairbuildingsthatsurvivedthequake;11.Wheretogetmoneytobuildagain;12.Wheretofindpeopletohelprebuild;13.Howtohonorthosekilledinthequake;14.Howtohonortherescueworkers;StepⅣHomework(2minutes)T:Inthisclasswelearnedhowtowriteanoutlineofanewspaperstoryandhowtowriteaposter.Wehaveknownthedifferenceoftheoutlinebetweenthenewspaperandafoletale.Ihopeitcanhelpyoualotinyourwriting.Today’shomeworkistofinishtheSummingUpandCheckYourselftoconsolidatewhatyouhavelearned.OK,thatisallfortoday.Bye-bye!195\nUnit5NelsonMandela—amodernheroＩ．单元教学目标技能目标GoalsTalkaboutgreatpeopleExpressyourpointsofviewsUsetheAttributiveClausewithprepositionsortheRelativeAdverbs:where,whenandwhyLearntowriteapassageaboutagreatpersonII．目标语言功能句式Whoisyourhero/heroine?Whydoyoulikehim/hersomuch?Didhe/shedoanythingforothers?Whatarehis/herbestqualities？Ithink...because...Goodidea!That’sanexcellentidea!Iagree/don’tagree.Iprefer...Inmyopinion,...词汇1.四会词汇hero,quality,willing,active,republic,principle,fight,peaceful,prison,prisoner,period,law,advise,continue,fee,gold,youth,League,YouthLeague,stage,vote,position,accept,violence,equal,blanket,degree,guard,educated,terror,fear,cruelty,reward,right,criminal,leader,president,anti-black,sentence,sincerely2.认读词汇NelsonMandela,WilliamTyndale,Bible,invader,nationalism,livelihood,Gandhi,Elias,passbook,Johannesburg,ANC,RobbenIsland,Transkei195\n3.词组loseheart,introuble,worryabout,outofwork,asamatteroffact,blowup,put...inprison,cometopower,setup,besentencedto语法TheAttributiveClause(2)—where,when,why重点句子1.Doyougetonwellwithyourclassmates?2.Areyouwillingtodopublicserviceworkwithoutpay?3.Areyouactiveinschoolactivities?4.Doyoueasilyloseheartwhenyouareintrouble?5.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.6.Itwasin1952andhehadopenedablacklawfirmtoadvisepoorpeopleontheirproblems.7.TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.8.IwasworriedaboutwhetherIwouldbeoutofwork.9.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress.10.Onlywhendidwedecidetoanswerviolencewithviolence.11.ItwasdangerousbecauseifIwascaughtIcouldbeputinprisonforyears.12....Iknewitwastorealizeourdreamofmakingblackandwhitepeopleequal.III.教材分析和教材重组I.教材分析本单元以NelsonMandela——amodernhero为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。1.1WarmingUp列出一些形容词让学生判断一下哪些可以用来描述伟大的人，一个伟大的人应具备怎样的品质。1.2Pre-reading195\n给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人但不是伟人。1.3Reading介绍Elias的生平，向学生展示NelsonMandela是一个怎样的人。这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。1.4Comprehending练习1和3帮助学生利用判断正误和时间顺序来整体理解课文。练习2和4要求学生进一步了解课文细节。1.5LearningaboutLanguage分词汇和语法两部分。其中Discoveryusefulwordsandexpressions是根据课文语境在运用中掌握词汇，Grammar是有关关系副词where,when,why以及“介词＋关系代词”引导定语从句的用法，并通过练习加以巩固。1.6UsingLanguage分为三部分，一是Listening，练习听力可配合P72的ListeningTask进行。二是Reading，这也是一篇精读文章，更详细地了解曼德拉。三是Writing，要求利用时间顺序简要地描述一个人。2.教材重组2.1因本教材重点强调的是阅读能力，故将Reading,Comprehending，UsingLanguage中的Reading合在一起设计成一节“阅读课”（一）（精读课）。2.2从训练目的上看，Warmingup，Pre-reading，Talking,Speakingtask都是一致的，可将三者结合在一起，设计成一节“口语课”。2.3将Learningaboutlanguage，Usingstructures合在一起，设计成一节“语法课”（既有词汇又有语法）。2.4本教材除强调精读外，还特别重视泛读，故将Readingtask设计成一节“阅读课”（二）（泛读课），旨在从整体上理解课文。2.5将UsingLanguage中的Listening，Listening和Listeningtask合成一节“听力课”。2.6将UsingLanguage中的Writing，Writingtask（P75）和Project合成一节“写作课”。3.课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）1stperiodReading2ndperiodSpeaking195\n3rdperiodGrammar4thperiodExtensiveReading5thperiodListening6thperiodWritingIV.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语period,advise...on,continue,fee,fare,gold/golden,beworriedabout,outofwork,stage,vote,position,accept,violence,asamatteroffact,blowup,putinprison,equal,make+O+adj.,as...imagine,inoneway,blankets,degree,allowsb.todosth.,guard,stop...from,educated,cometopower,begfor,terror,fear,cruelty,reward,rights,beproudtodo/beproudofb.重点句子Itwasin1952andhehadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.P34Aftertryinghard,Igotajobinagoldmine.P34HetoldmehowtogetthecorrectpaperssoIcouldstayinJohannesburg.P34IjoineditassoonasIcould.P34Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress...P34Wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.P34ButIwashappytohelpbecauseIknewitwastorealizeourdreamofmakingblackandwhitepeopleequal.P34Itwasaprisonfromwhichnooneescaped.P38WhenIgotthereNelsonMandelawasalsothereandinonewayithelpedme.P382.Abilitygoals能力目标Enablethestudentstodescribeagreatpersonwiththeorderoftime.195\n3.Learninggoals学能目标HelptheSshowtodescribeagreatperson.Teachingimportantpoints教学重点Thegeneralideaofthetext.Teachingdifficultpoints教学难点Thecharacteristicofthewritinginthisunit.Teachingmethods教学方法Skimmingmethod.Task-basedmethod.Explainingmethod.Teachingaids教具准备Arecorder,aprojectorandsomeslides.Teachingproceduresandways教学过程和方式StepIRevisionCheckthehomeworkofUnit4.StepIIReadingGetthestudentstocomprehendthepassagequicklyandaccurately,andmeanwhilehelpthestudentstoformagoodhabitofreading.Readthepassageonpage34togettheanswerstotheexercisesofComprehending.T:SomuchforthehomeworkofUnit4.Boysandgirls,I’dliketoaskyousomequestions:Whodoyouadmiregreatly?Why?Sa:YaoMing.Inmyopinion,heisthebestbasketballplayerinourcountry.Sb:LuXun.Heisagreatwriterandrevolutionary.Hewrotemanyexcellentarticles.Sc:Newton.HeisanEnglishgreatphysicist,mathematicianandastronomer.Hediscoveredthelawofuniversalgravitation,developedcalculus(微积分)anddiscoveredthatwhitelightiscomposedofeverycolorinthespectrum(光谱).Sd:ChairmanMao.Heisthegreatestpersoninmyeyes.HeledthepeopleofChinatogetthefreedom,buildupourowncountryandmakeusleadahappylife.T:Youareallright.ThepersonwhomIadmireisamodernhero—NelsonMandela.HeistheformerSouthAfricanpresident,whorealizedthedreamofmakingblack195\nandwhitepeopleequal.Atthesametime,showthepictureofhimontheslide.T:Let’scometoUnit5.ItisaboutNelsonMandela—amodernhero.Afterlearningthislessenyouwillknowhimverywell.T:Now,firstlet’slistentothetape.Whilelistening,paymoreattentiontothecorrectpronunciationandtrytogetthemainidea.(Sixminuteslater)ThenreadthetextagainbyyourselvestogettheanswerstoPart1andPart3ofComprehendingonPage35.Threeminuteslater.T:Let’scheckyourworkofPart1together.Suggestedanswers:1.True.BecauseEliasmetNelsonMandelaatwork.2.False.Becausehisfamilycouldnotcontinuetopaytheschoolfeesandthebusfare.3.True.BecauseMandelatoldEliashowtogetthecorrectpaperssohecouldstayinJohannesburg.4.True.5.False.Becauseatfirsttheybrokethelawinawaywhichwaspeaceful,butwhentheyfailed,theydecidedtoanswerviolencewithviolence.6.False.Becauseatfirsttheybrokethelawinawaywhichwaspeaceful,butwhentheyfailed,theydecidedtoanswerviolencewithviolence.T:Let’scometoPart3ofComprehending.ReadthetextagainandtrytofinishthetimelineofElias’life.Fiveminuteslater.Suggestedanswers—1940........Hewasborn.—1942.......Hewasatwoyearsoldbaby.—1944.......Hewasfouryearsold.—1946.......Hebeganschool.—1948.......Heleftschool.195\n—1950.......NelsonMandelaopenedhislawfirm.—1952.......Hewas12andmetMandela.—1954.......HewasfourteenandencouragedbyMandela.T:Accordingtothetimeline,wecanbetterunderstandthelifeofElias.T:Nowpleaseskimthepassagefasttoobtainageneralunderstandingofthewholepassage.Whilereading,seehowmanypartsthetextcanbedividedinto,andgivethegeneralideaofeachpart.Fiveminuteslater.SuggestedanswersPartIParagraph1——2TheLifeofElias’lifebeforehemetNelsonMandela.PartIIParagraph3——5ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.T:Inordertobetterunderstandthetext,pleaseanswerthefollowingquestionsinEx2.Workinpairsplease.Threeminuteslater.T:Let’schecktheanswerstogether.StepIIIExtensiveReadingGetthestudentstolearnmoreaboutNelsonMandela.T:Somuchforthetext.DoyouwanttoknowmoreaboutNelsonMandela?Ss:Yes.T:Let’scometoReadingonPage38:TheRESTOFELIAS’STORY.Pleaselistentothetape.Threeminuteslater.T:Pleasereadthetextcarefully,anddotheexerciseoneonPage39.Twominuteslater.T:Let’scheckyourwork.Checktheanswerswiththestudentstogether.SuggestanswersGoodthingsHebecameagoodstudent.195\nHefeltgoodabouthimself.BadthingsHewasnotallowedtostudyforhisdegree.T:Pleasediscussthetwoquestionsontheslidewithyourpartner.1.WhatwouldyouhavedoneifyouwereElias?2.Howdoyouthinkhiswifeandfamilyfeltwhenhewasinprison?Fourminuteslater.T:Who’dliketotellusyouranswertoQuestionone?S1:IfIwereElias,IwouldhavemakemoreeffortstostudyformydegreeT:Thenthesecond?S2:Ithinkhisfamilymayfeelverysad,butabitcomfortedthathecouldbeeducatedinprison.T:Good,thanks!StepIVListeningandExplanationsofsomelanguagepointsT:Listentothetapepayingattentiontopausesinthelongsentences.Afterlistening,T:Nowlet’sdealwithsomelanguagepoints.TurntoPage34.Let’slookatthesentences.Thefirst:Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.Inthissentence,seemeansbethetimewhen(anevent)happens;witness.Forexample:ThisyearseesthetercentenaryofHandel’sbirth.(今年是韩德尔诞辰三百周年)wherewehave....isanattributiveclause,whichisusedtomodifyastage.Forexample:Thisistheoldhousewheremygrandfatherlivedtenyearsago.Thenthesecond:Wewereputintoapositioninwhichwehadeithertoacceptwewerelessimportant,orfightthegovernment.Wechosetoattackthelaws.Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed…onlythendidwedecidetoanswerviolencewithviolence.Fromthesesentencesweknowthattheyhadtriedtogaintheirequalrightsinpeacefulway,butitwasinvain.Sotheyturnedtoviolence.Inthissentence,inwhichwehadeithertoaccept…isan195\nattributiveclause,whichisusedtomodifyaposition.Andwhichwaspeaceful…isalsoanattributiveclause,whichisusedtomodifyaway.Anotherexample:Idon’tlikethewayinwhichhetalks.StepVHomework1.Recitethekeysentencesinthetwotexts.2.PreviewWarmingupandPre-readingonPages33.TheSecondPeriodSpeakingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语quality,getonwellwith,bewillingtodo,beactivein,loseheart,introuble,Bible,fightagainst/for/with,invader,theGermanNazis,republic,principle,nationalism,livelihood,peaceful,prison,determined,generous,confidentb.交际用语ExpressingpointsofviewaboutgreatpeopleIthink/don’tthink...I’mafraid...Whydoyouthinkso?Whatdoyouthinkof?What’syouropinion?Iagree/don’tagree.Inmyopinion,...Ithink...because....2.Abilitygoals能力目标EnablethestudentstotellwhatagreatpersonisandhelptheSsdevelopagoodquality.3.Learningabilitygoals学能目标Helpthestudentslearnhowtotellwhatagreatpersonis.Teachingimportantpoints教学重点Letthestudentslearntousethestructuresofexpressingpointsofview.195\nTeachingdifficultpoints教学难点Howtotellanimportantpersonfromagreatperson.Teachingmethods教学方法Lookingatthediagramandpictures(individuals).Pairsworktodiscuss(cooperativelearning).Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepIRevisionCheckthehomeworkoflastclass.T:Goodmorning/afternoon,boysandgirls!Pleaseletmecheckyourhomeworkofthelastclass.Iwillhaveadictationandasktwostudentstowritethemdownintheblackboard.Now,let’sbegin.TheteacherspeaktheminChinese,thestudentswritethemdowninEnglish.1.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.2.Mandelahadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.3.IwasworriedaboutwhetherIwouldbeoutofwork.4.Wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.5.ItwasverydangerousbecauseifIwascaughtIcouldbeputinprisonforyears.6.Iknewitwastorealizeourdreamofmakingblackandwhitepeopleequal.T:Somuchforthedictation.Todaywe’llhaveaspeakingEnglishclass,let’scometoWarminguponPage33.StepIIWarmingupT:Lookatthesentencesontheslide.Pleaseanswerthefollowingquestions,decidewhatkindofpersonyouare.Questions:1.Doyoualwaysdoyourownhomework?2.Doyouaskforhelpwhenyouthinkitnecessary?195\n3.Doyouhelpotherswiththeirworkiftheyaskyou?4.Doyougetonwellwithyourclassmates?5.Areyouwillingtodopublicserviceworkwithoutpay?6.Yourfriendneedsbusfarehomebutyouwanttobuysomethingtoeat.Wouldyourefusetohelp?7.Areyouactiveinschoolactivities?8.Doyouhavehobbies?9.Doyoueasilyloseheartwhenyouareintrouble?10.Doyouoftenhelpoldpeopleorlittlechildrenwhentheyneedhelp?T:YoucananswerthemwithYesorNo.(Fiveminuteslater)T:Accordingtoyouranswers,decidewhatkindofpersonyouare.Perhapsyouareornot.Now,accordingtothequestionsandanswers,canyoufindoutwhatqualitiesthereareinagreatperson?Youcanchoosewordsfromtheadjectivesonpage33andhaveadiscusswithyourparter.DiscussionSa:Tomyunderstanding,agreatpersonissomeonewhoshouldbehard-working,determined,unselfishandgenerous.Ifhe/sheworkshard,howevergreatthedifficultyhe/shemeetsis,he/shewillgoonworkinghard.Ifhe/sheisunselfishandgenerous,he/shewillhelpotherswithoutpayandgetrespectfromothers.Ifhe/sheisdetermined,he/shewillnevergiveupwhenhe/sheisingreattrouble.Sb:Tomyunderstanding,agreatpersonissomeonewhoshouldbekind,brave,determinedandconfident.Asagreatperson,he/shefirstshouldbekind-hearted.Onlywhenhe/sheiskind-hearted,he/shecanhelpotherswhentheyareintrouble.Secondhe/sheshouldbebrave,whenhe/shearefacingthedanger,fearorterror,hewon’tbeafraid.Lathe/sheshouldbedeterminedandconfident,whenhe/shehasconfidence,hewillneverloseheartinfrontoffailure.Inaword,Ithinkakindheart,bravery,determinationandconfidencecanmakeagreatperson.…195\nT:Now,let’shaveasummary.Asagreatperson,he/sheshouldhelpothers,getonwellwithothers,bewillingtodopublicservice,beactiveinsocietyactivitiesandneverloseheartwhenhe/sheisingreattroubleandsoon.StepIIIPre-readingT:Now,pleaselookatthescreen.Canyourecognizewhotheyare?Sa:Yes,theyareWilliamTyndale,NormanBethune,SunYat-sen,Gandi,NelsonMandelaandNeilArmstrong.Theyareallimportantpeople.T:Aretheyallgreatpeople?Sb:No.Inmyopinion,NeliArmstrongisnotagreatperson.T:Why?Sb:Becauseheonlylandedonthemoon,whichisnotonlyhiswork,buttheworkofmanypeople.T:Anyotheropinions?Sc:Iagreewithhim.T:Now,let’sdiscussinpairsanddecidewhoisagreatman.Pleasegiveyourreasonsforyouropinions.Fiveminuteslater.T:Whocananswerthequestionsvoluntarily?Sa:IthinkNormanBethuneisagreatman.Hedevelopedseveralinnovative(革新的)surgicalinstrumentswhicharestillinusetoday.NormanBethuneisbestknowninChinaforhisworkasafieldsurgeonwiththeEightRouteArmyfrom1937-1939.Duringthistimeheinventedmobilebloodbankstoprovidebloodtransfusionstowoundedsoldiersinthefield.Dr.BethunediedonNovember12,1939inChina.Hissacrifice(牺牲)wascommemoratedbyMaoZedonginhisessay"InMemoryofNormanBethune".Bethune’sspiritofservice,courageandinnovationcontinuestoinspireCanada-Chinainnovativepartnershipstoday.Heisagreatinternationalist.Sb:IthinkWilliamTyndaleisagreatman.HegaveusourEnglishBible.ForbiddentoworkinEngland,TyndaletranslatedandprintedinEnglishtheNewTestamentandhalftheOldTestamentbetween1525and1535inGermanyandtheLowCountries.HeworkedfromtheGreekandHebreworiginaltextswhenknowledgeof195\nthoselanguagesinEnglandwasrare.Buthewascondemnedasaheretic,TyndalewasstrangledandburnedoutsideBrusselsin1536.Sc:IthinkSunYat-senisagreatman.HeisthegreatpioneerofChinesedemocratic(民主)revolution.Mr.Sun’soriginalnameisSunWenandstyledhimselfYat-sen.Whenhetookpartintherevolutionaryactivities,hewasrespectfullyandwidelycalledMr.SunZhongshaninChina.Heputforwardthefamousguidingprinciple—"drivingtheinvadersout,restoringthesovereigntyofChina,establishingarepublicandequalizingthelandownership”andtheThreePeople’sPrinciple—"nationalism;people’srights;people’slivelihood".HefoundedthefirstRepublicinChinain1911aftermanyyears’fighting.Sd:Inmyopinion,Gandiisagreatman.Hewascalled"Bapu",meaning"Father"—becausehewasthefatheroftheIndiannationofthetwentiethcentury.HeformedanorganizationleadingtheIndians’struggleforequalrights.HegaveuparichlifeforhisideasandfoughtforhiscountrytobefreefromtheUKinapeacefulway.Gandhiwasmuchmorethanacleverlawyer,afinespeaker,adeterminedfighterforhumanrightsandapoliticalleader.Hewasamodelofadifferentkindofpoliticalleader.Atthetimeofhisdeath,AlbertEinsteinpraisedhimasfollows:Futuregenerations,itmaybe,willhardlybelievethatsuchapersonasthiswalkeduponthisearth.Se:IthinkNelsonMandelaisagreatman.HeistheformerSouthAfricanpresident.Inordertomaketheblackpeoplegetthefreedom,hefoughtmanyyearsandwasputinprisonforthirtyyears.Hehelpedtheblackpeopletorealizethedreamofmakingblackandwhitepeopleequal.Sf:Inmyview,NeilArmstrongisagreatman.NeilAldenArmstrongisthefirstmantowalkonthemoon.AsspacecraftcommanderforApolloXI,thefirstmannedlunarlandingmission,ArmstrongwasthefirstmantowalkontheMoon."That’sonesmallstepforaman,onegiantleapformankind."Withthesehistoricwords,man’sdreamoftheageswasfulfilled.T:Accordingtowhatyousaidjustnow,Ithinkallthepeopleonourbookaregreatpeople.195\nStepIIITalkingTalkaboutyourhero/heroine.T:Let’scometoPage69.Pleaselookatthefourpicturesandanswerthefollowingquestions,youcantalkabouteachinpairs.Whoisyourhero/heroine?Whydoyoulikehim/hersomuch?Didhe/shedoanythingforothers?Whatarehis/herbestqualities?Fiveminuteslater.T:OK,I’llaskfoursstudentstospeak.Sa:AbrahamLincolnismyhero.HeisoneofthegreatestpresidentsoftheUSA.HeendedtheslaveryoftheSouthAmericaandunitedtheSouthandtheNorthAmericaintoawholestate.Hisbestqualitiesarebravery,confidenceandleadership.Sb:Confuciusismyhero.Hewasawell-knownleaderinphilosophyandhealsomademanywisephrasesandtheoriesaboutthelaw,life,andthegovernment.Philosophyisakindofasystemofideasandthoughtsthattalkaboutthehuman'sbehavior,therulesthatyoushouldfollowtomakeasuccessfullife,andaboutthegovernment.Sc:AlbertEinsteinismyhero.Heisoneofthegreatestscientistsofthecenturyintheworld.Heputforwardthetheoriesofrelativity.Histheoryinphysicshelpedtheworldtoknowmoreabouttheuniverse,sohewasgiventheNobelPrizein1921.Heprovedthatlightdoesnottravelinastraightline,butbendsasitpassesthesun.Sd:MyheroisQianXuesenwhois"thefatherofChina’saerospace"and"kingofrockets".HeisalsooneofthepioneersofChina’sapacescience.Becauseofhiscontributions,Chinalauncheditsfirstmannedspacecraft——theShenzhenV.StepIVSpeakingTaskT:Workinpairsandthinkofapersonyoubothagreeisagreatperson.Youcanconsidersomepossibilitiesonpage74.Thenconsiderwhetheragreatmanhastobeperfect?Dobadqualitiesmakeapersonlessgreat?Andexplainwhy.MinuteslaterIwillaskonepairtoreportyourchoiceandgiveyourreasons.195\nFiveminuteslater.T:Areyouready?Who’dliketotellusyourchoice?Sa:LiShizhenisourhero.HedevelopedBENCAOGANGMUbytravelingaroundthecountryinthatundevelopedtimes.Heisdetermined,braveanddevoted.Sb:MarieCurieisourheroine.Shestudiedradioactivematerialsanddiscoveredradium.Ilikeherbecauseherdiscoveryofradioactiveelementslaidthefoundationforfuturediscoveriesinnuclearphysicsandchemistry.Herbestqualitiesarepersistence,determinationandmodestySc:AndIthinkagreatmanneedn’ttobeperfect.Ofcoursebadqualitiesdoinfluenceaperson,butthereisn’taperfectmanontheearth.Whenonedoagreatmoregoodandsomethingbadofnoimportance,weneedn’tfocusonhisbadness.T:Ithinkthatbothofyouareright.Thankyou!StepVHomework1.Tellthestudentstospeakwhoisthegreatmanintheireyesexcepttheonesinourtextsandgivetheirreasons.2.PreviewLearningaboutlanguageonPage36.TheThirdPeriodGrammarTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语rightaway,attract,continue,cometopowerb.重点句子ThemineswhereIworkedwere9kmfrommyhouse.ThereasonwhyIgotajobwasbecauseofmyhardwork.ThedatewhenIjoinedtheANCYouthLeaguewasthe5thofAugust.ThepersontowhomEliascouldturnforhelpisNelsonMandela.2.Abilitygoals能力目标LearntheattributiveClausewithprep+theRelativePronouns.AndtheRelativeAdverbs:Where,whenandwhy.195\n3.Learningabilitygoals学能目标LettheSslearnhowtousetherelativeAdverbtouniteanAttributiveClause.Teachingimportantpoints教学重点TheuseoftheRelativeclause:where,whenandwhy.Teachingdifficultpoints教学难点Thedifferencesbetweenwhere/when/whyandthat/which.Teachingmethods教学方法Explanation,studyindependently,practice.Teachingaids教具准备Ablackboard.Teachingprocedures&ways教学过程和方式StepIRevisionCheckthestudents’homework.T:Whocantellusagreatman?S:MarkTwainisagreatmaninmyeyes.HeisanAmericanwriter,journalist,humorist,whowonaworldwideaudienceforhisstoriesofyouthfuladventuresofTomSawyerandHuckleberryFinn.InGreenHillsofAfrica,ErnestHemingwaywrote:"AllmodernAmericanliteraturecomesfromonebookbyMarkTwaincalledHuckleberryFinn..."HismainworksareTOMSAWYER,THEPRINCEANDTHEPAUPER,LIFEONTHEMISSISSIPPIandHUCKLEBERRYFINN.Sb:MarieCurieismyheroine.SheisafamouschemistandphysicistandthefirstpersontowontwoNobelPrizesforherworkonradioactivityandherdiscoveryofpoloniumandradium.Ilikeherbecauseherdiscoveryofradioactiveelementslaidthefoundationforfuturediscoveriesinnuclearphysicsandchemistry.Herbestqualitiesarepersistence,determinationandmodesty.StepIIDiscoveringusefulwordsandexpressions(P36)Askthestudentstofinishthefollowingform.T:SomuchfortheSpeaking,nowpleaseopenyourbooksandturntoPage36.Let’slearn"LearningaboutLanguage".Firstlet’sdoPart1ofDiscoveryUsefulwordsandexpressions.195\nT:Now,pleasereadthepassageonPage34againandfindthewordsthatmeanthesameasthefollowingexpressions.Threeminuteslater.T:Iwillaskonestudenttotellushisorheranswers.Volunteer!Sc:Myanswersare:1league2guidance3outofwork4devoted5mean6stage7theschoolfees8fact9mankind10youth.T:Right.Thanks!T:IwillgiveyoutwominutestofinishPart2.OK,begin!Threeminuteslater,checktheanswerstogether.T:Now,pleasecompletethepassageinpart3.Fiveminuteslater,checktheanswerstogether.T:Now,pleaseturntoPage70,let’sdoexercisesof"Usingwordsandexpressions".Pleasefinishthemassoonaspossible.Abouttwelveminuteslater.Theteachercheckstheanswerstothefirstandthirdpartstogetherandthenaskfourstudentstowritedowntheanswerstothetranslationofthesecondpartontheblackboard.Thencheckthem.StepIIIDiscoveringUsefulStructuresT:Let’scometoDiscoveringUsefulStructuresonPage37.Inthispart,teachershouldtelltheSstheusageofwhere,when,andwhyinattributiveclause.Inmostcases,where,whenandwhycanbechangedintoprep+which/whom.T:Todaywe’lllearntheAttributiveClausewithwhen,whereandwhen.关系副词where/when/why在定语从句中分别作地点状语、时间状语和原因状语。如：I’llneverforgetthetimewhenweworkedonthefarm.我将永远也忘不了我们在农场工作的日子。（when=inwhich）Thefactorywherehisfatherworksisinthewestofthecity.他父亲工作的工厂在城市的西边。（where=inwhich）Thisisthereasonwhyhecamelate.195\n这就是他为什么迟到的原因。（why=forwhich）注意：当先行词为时间、地点原因名词时，若它们在定语从句中不作状语，而作主语或宾语时，就要用关系代词which/that来引导定语从句。如：Themuseumwhich/thathevisitedhasalonghistory.他参观的那个博物馆有很久的历史。（themuseum作了动词visited的宾语）Iwillneverforgetthedaysthat/whichIspentwithyourfamily.我永远也忘不了与你的家人一起度过的时光。（thedays作了动词spent的宾语）Thereasonthat/whichhegaveuswasnotreasonable.他给我们的理由一点也不合理。（thereason作了动词gave的宾语）T:Let’sdothefollowingexercisesonPages37.Pleasefinishthemindividually.Wewillchecktheanswerstogether.Suggestedanswers:Part1:1.ThedaywhenImetNelsonMandelawasaveryexcitingtime.2.SouthAfricaisnowacountrywheretheblackpeoplegotthesamerightsaswhitepeople.3.Thereisthegovernmentbuildinginwhichwevotedfortherightsoftheblackpeople.4.ThepersontowhomEliascouldturnforhelpisNelsonMandelaPart2:1.ThemineswhereIworkedwere9kmfrommyhouse.2.ThereasonwhyIgotajobwasbecauseofmyhardwork.3.ThedatewhenIjoinedtheANCYouthLeaguewasthe5thofAugust.4.Thegovernmentbuildingwherewevotedwasverygrand.5.ThetimewhenIarrivedwaslateatnight.Part4:Askthestudentstodobythemselves,andthengiveexamples.Example1:S1:Thefactoryisverylargeandmodern.S2:Thefactorywheremyfatherisworkingisalargeandmodern.S3:Thefactorywherewevisiteditsmachineisalargeandmodern.195\nS4:Thefactorywhereyoucanseemanytallbuildingsislargeandmodern.Example2:S1:Thedaywasaveryexcitingtime.S2:ThedaywhenImetmyoldschoolfriendinthestreetwasaveryexcitingtime.S3:ThedaywhentheChinafootballteambeattheJapanesefootballteamwasaveryexcitingtime.S4:ThedaywhenIbeganschoolwasaveryexciting.StepIVUsingStructuresLetthestudentsdoPart2.Jointwosimplesentencestomakeacomplexsentencewithanattributiveclause.Thenputtheminthecorrectordertomakeastory.T:Now,let’sturntoUsingStructureonpage71.Thereareexercises.WedoPart2now,youcandopart1afterclass.Fiveminuteslater,checktheanswerstogetherandaskonestudenttoreporthisstory.StepVHomework1.FinishPart1onPage71.2.RemembertheusageoftheAttributiveClausewithwhere/when/why.3.PreviewtheReadingonPage73.TheForthPeriodExtensiveReadingTeachinggoals教学目标Integratingskillsonreading1.Targetlanguage目标语言a.重点词汇和短语criminal,leader,software,jealous,beagainst,breakinto,unfair,competitor,generous,bullyb.重点句子HeisverygoodatwritingcomputerlanguagesandalmostallcomputersnowuseMicrosoftsoftware.Everyoneshouldbeabletodowhattheycantomaketheircompanybigger.2.Abilitygoals能力目标Accordingtowhattheysaid,decidewhetherBillGatesisagreatmanornot.195\n3.Learningabilitygoals学能目标HelptheSstocomprehendthetextaboutBillGatesandlookupusefulinformationabouthim.Teachingimportantpoints教学重点Differentgreatpeopleindifferentfields.Teachingdifficultpoints教学难点LetSstelldifferentgreatpeopleindifferentfields.Teachingmethods教学方法Listeningandfastreading.Teachingaids教具准备Arecorderandaprojector.Teachingproceduresandways教学过程与方式StepIRevisionCheckhomework:Part1ofUsingStructureonPage71.Suggestedanswers1.ThatwasthereasonwhyIcamebacksuddenlyandIcouldnotgoonmyholidaytoBritain.2.MaryBrownmovedtoaplacewherethereisariver,sohecouldgoswimmingeveryday.3.Thiswasthetimewhenthewarbrokeoutandeveryonewascoldandhungry.4.Itwastheyearwheretherewasnoelectricityandeverybodyhadtocooktheirdinnerbycandlelight.5.IwentbacktotownwhereIwasborn,soIcouldseethehousewhereIusedtolive.6.Hewillneverforgettheparkwherehemethiswifeforthefirsttime.StepIIReadingTaskP73GetthestudentstoknowwhetherBillGatesisagreatmanornot.ShowthepicturesofBillGatesonthescreen.T:Boysandgirls,doyouknowwhoheis?Ss:BillGates.195\nT:Whocansaysomethingabouthim?Sa:BillGatessetuphisowncompany"Microsoft".Sb:Hemakesmostpeopleintheworldusethecomputer.Sc:Hemakesuslearnabouttheworldathome....T:Now,accordingtowhatyousaidjustnow,doyouthinkBillGatesisagreatman?Sa:IthinkBillGatesisagreatmanbecausehemakeshisowncompany"Microsoft"andmakeshisownsoftware.Hemakesmostofpeopleusehissoftwareandwecankeepintouchwitheachotherwhereverweare.Sb:IthinkBillGatesisafamousman,notagreatman.Becausehemakeshisownsoftwareandnoonecancompetewithhissoftware.Hemademuchmoneyoutofthem,butnotallthepeopleadmirehim.T:WhetherBillGatesisagreatmanornot,pleasereadthepassagecarefullyonPage73.Perhapsyougetyourownanswer.Readthepassageandfinishtheinformationsheet.Fiveminuteslater.Checktheanswerstogether.SuggestedanswerINFORMATIONABOUTBILLGATESJobWritingcomputerlanguagesandmakesoftwareAchievementFithissoftwareineverynewcomputerWhatdidhegiveupforhisbeliefs?HiseducationGenerosityGivenmillionsofdollarstohelptheeducationandhealthofmanychildrenaroundtheworldWhydoeshehaveenemies?HemakeshiscompetitorsnotmakemoneyWhyattackedbythegovernment?ItthinksitisunfairthatBillGates195\nstoppedothercompaniesfromsellingtheirprogrammesT:Accordingtotheform,nowyouhavetodecidewhatyouthinkofBillGates.SuggestedanswersIthinkBillGatesisagreatmanbecausehesetupthebiggestInternetcooperation"Microsoft"intheworld.Hemadealotofmoneywithhissoftwareandgavehismillionsofdollarstohelptheeducationandhealthofmanychildrenaroundtheworld.Hiscooperationalsoprovidesalotofjobchances.StepIIIListeningandReadingaloudT:Listentothetapeandpayattentiontothepauses,particularlyintheunderlinedsentences.AfterlisteningT:Nowreadtheunderlinedsentencesaloud,please.Trytorememberthem.StepIVHomeworkLookupsomeotherinformationaboutBillGatesafterclass.TheFifthPeriodListeningTeachinggoals教学目标1.Targetlanguage目标语言a.词汇和短语Elias,ANC,Youthleague,underground,Bibleb.重点句子Whatdoesa"pointofview"mean?Whydidthetwospeakershavedifferentideasaboutthecauseoftheaccident?2.Abilitygoals能力目标Tellthestudentshowtogettheinformationaboutlisteninginadvance.3.Learningabilitygoals学能目标Accordingtothecontentsoflistening,lettheSsgettheskillsoflistening.Teachingimportantpoints教学重点ListentothethreematerialsaboutElias,BibleandAccidentandchoosethecorrect195\nanswers.Teachingdifficultpoints教学难点Worktogetherwithpartnersandwritedowntheirreasonsofaccident.Teachingmethods教学方法Listeningandcooperativelearning.Teachingaids教具准备Arecorder,threetapes.Teachingproceduresways教学过程和方式StepIRevisionChecksomethingelseaboutBillGates.T:WhocansaysomethingelseaboutBillGates?S:IlearnElevenRulesofBillGatesfromtheInternet.Itakesomesentencesfromitandsharewithmyclassmates.1.Lifeisnotfair,getusedtoit.2.Theworldwon’tcareaboutyourself-esteem.Theworldwillexpectyoutoaccomplishsomethingbeforeyoufeelgoodaboutyourself.3.Ifyouthinkyourteacheristough,waittillyougetaboss.Hedoesn’thavetenure(长期的).4.Ifyouareintrouble,it’snotyourparents’fault,sodon’tcomplaintaboutourmistakes,learnfromthem5.Yourschoolmayhavedonewithwinnersandlosers,butlifehasnot.Insomeschoolstheyhaveabolishedfailinggrades;theywillgiveyouasmanytimesasyouwanttogetrightanswer.Thisdoesn’tbeartheslightestsimilartoanythinginreallife.T:Thankyouverymuch.Todaywe’llhavealisteningclass,pleaseturntoPage38.StepIIUsinglanguage—ListeningThestudentsareaskedtodiscussthequestioninpairbeforelistening;thenlistentothetapethreetimestofinishtheexercises.T:PleaseopenyourbooksandturntoPage38.Beforeyoulistentothetape,pleasediscussthequestioninpairs:WhatthingsdoyouthinkwereunfairinSouthAfrica?Asampleofdiscussion.195\nSa:It’sunfairthattheblackhadn’tthesamerightsasthewhite.Sb:Yes.Andit’sunfairthattheblacklivedinthepoorestplaces.Sa:theblackcouldn’tfindgoodjobs.T:Welldone.Now,I’llplaythetape.Pleaselistencarefullyandwritedownthemainideaofthelistening.Checktheanswertogether.T:Nowlistenagainandcomparethelifeandworkofwhiteandblackpeopleatthattime.FillinthechartinEx3.You’dbettermakenoteswhilelistening.I’llplaythetapetwice.Pleaselistencarefully.Checktheanswerstogether.T:Listentothetapeathirdtimeandanswerthefollowingtwoquestions:1.DoyouthinkEliaswasrighttojointheANCYouthLeague?Giveyourreason.2.ImagineyouareElias,whatwouldyoudo?Giveyourreason.Asksomestudentstoanswerthem.StepIIIListeningT:Let’scometoPage69,lookatthequestionsbeforeyoulistentothetext,andanswerthem.Playthetapethreetimes.StepIVListeningTask(时间不足利用课后听力时间听)ListenandanswerthequestionsinPart1.T:NowturntoPage72.Inofthelisteningtask,therearethreequestions;youshouldformthehabitofgoingthroughthequestionstogettheimportantlisteningpoints.Yes?Andmakenotesifnecessary.OK?ListeningpointsMean:Notjustaskoneperson:Different:195\nT:Pleaselisten,I’llplaythetapetwice.Afterlistening,checkthestudents’work.T:Letmecheckyourwork.Theteachergivesouttheanswers.T:Now,lookatthetwopartsinPart1.I’llplaythetapeathirdtime.Iftimepermits,asktwostudentstoanswerthequestions.Whodoyouthinkcausedtheaccident?StepVHomework1.Dothelisteningagainafterclass.2.Writedownthestudent’sreasonsfortheaccident.(P72)3.PreviewWriting.TheSixthPeriodWritingTeachinggoals教学目标Integratingskillsandgoals.1.TargetLanguage目标语言a.重点词汇和短语inprison,president,setup,anti-black,besentencedtob.重点句子Hewassentencedtofiveyearshardlaborforencouragingviolenceagainstanti-blacklaws.2.Abilitygoals能力目标EnabletheSstowriteashortpassageofagreatman.3.Learningabilitygoals学能目标HelptheSstolearnhowtowriteashortpassageofagreatman.Teachingimportantpointsanddifficultpoints教学重点和难点LettheSsknownhowtochooseagreatpersonintheireyesandhowtowriteashortpassage.Teachingmethods教学方法Task-basedteaching.195\nTeachingaids教具准备Ablackboardandaprojector.Teachingprocedures&ways教学过程和方式StepIRevisionCheckthehomeworkoflastclass.StepIIWritingT:WehavelearnedsomethingaboutNelsonMandelainlastfewclasses.Whocansaysomethingabouthim?Sa:HeisafearlessfighterforthefreedomofSouthAfricans.Sb:HeistheformerpresidentofSouthAfrica.T:Canyousaysomedetailsabouthislife?Atthesametime,theteacherwritestheusefulinformationontheblackboard.In1944,heformedANCYouthLeague.In1952,hesetuplawofficetohelppoorblackpeopleinJohannesburg.In1952,heattackedanti-blacklaws.In1962,heencouragedviolenceagainstanti-blacklaws.In1963,heledANCtoblowupthegovernmentbuildings.In1964,sentencedtoprisonforlifeonRobbenIslandforbeingoneoftheANCleadersIn1982,movedtoaprisoninCapeTownIn1990,releasedfromprisonIn1991,becamePresidentoftheANCIn1993,wontheNobelPeacePrizeIn1994,becamePresidentofSouthAfricaT:Now,accordingtothedetailsabove,wecanseethatheisagreatmanandhehadmadegreatcontributionstoSouthAfricans.NowusethetimelinetowriteasummaryofNelsonMandela’slifeorashortparagraphaboutyourideasonhim.GiveSssometimetodoit.SuggestedanswersAsweallknow,peoplewithdifferentcolorsshouldbeequal.NelsonMandela195\ndevotedallhislifetorealizethisdream.In1944,hefoundedtheANCYouthLeaguetocallonpeopletostrugglefortheirrightstovote.In1952,heopenedalawofficetohelpthepoorblackpeopleinJohannesburgontheirproblems,theblackpeoplelovedhim.In1962,Mandelaencouragedpeopletouseviolenceagainstanti-blacklawstogettheirrights,sohewassentencedtofiveyearshardlabor.Oneyearlater,asoneoftheleadersoftheANC,heledthemtoblowupthegovernmentbuildingstorealizetheirdreamofmakingblackandwhitepeopleequal,sothathewasagainsentencedtoprisonforlifeonRobbenIslanduntil1990.Ithink,whathedidwasforhispeople,hiscountry,notforhimself.Hehasanunselfishandbraveheart.Soheisagreatman.StepIIIWritingTaskT:Nowwriteagreatpersoninyoureyesforanewspaper.Youcanrefertousefulinformationonpage75.GivetheSssometimetodoitandshowtheslide.Apossibleversion.MotherTeresaPersonalinformationWasborninYugoslavia,onAugust27,1910,anurse,gottheNobelpeacePrizeHardworkachievementHelpthepoorandcomfortingthedyinginthestreetofthecity,herworkspreadtootherspartsofIndiaGoodqualitiesHard-working,kind-hearted,persistentYouropinionAwell-knownperson,worththeprizeSuggestedanswersMotherTeresawasborninYugoslavia(南斯拉夫),onAugust27,1910.Whenshewas20yearsold,shewenttoIndia,whereshebegantobeateacher.Afterthetraining,shewassenttoCalcutta,whereshetaughtgeographyataschoolandsoonafterbecameheadmistress(女校长).195\nHowever,althoughshelovedteaching,in1946MotherTeresalefttheschoolandtrainedtobecomeanurseinPatna,andthenbeganherworkhelpingthepoorandcomfortingthedyinginthestreetsofthecity.Slowlyotherscametohelpher,andherworkspreadtootherpartsofIndia.Shebecameawell-knownperson.Whenshetravelstheworld,sheopensmanynewschoolsandhospitalsinpoorcountries.In1979,shewasgiventheNobelPeacePrizeforthelifetimeofloveandserviceshehasgiventothepoor.Becauseofherhardwork,kindnessandpersistence,shemadethegreatachievementsandwonthePrize.Ithinksheiswellworthit.Ithinkweshouldlearnfromhertoservethepeopleheartandsoul.StepIVProjectWriteashortreportaboutagreatpersoninyourhometown.T:Intheformerclasses,wehavelearnedaboutmanygreatpeople,butagreatpersonneednotbefamous.Doyounoticearoundyoutherearemanypeoplewhoaregreatnotfamous?Todaywewillwritesuchaperson.OnepossibleversionOurGoodTeacherMr.Zhangisateacherwhoisinchargeofourclass.Asateacher,heworksveryhardandheisalwaysstrictwithusinoutourstudy.Healwaysrequiresustoreallyunderstandwhatwehavelearnedandpointsourmistakes.Also,hehasawonderfulwayofmakinghisclassveryinterestingandlive,sothatallthestudentslikelisteningtohislessons.Mr.Zhangismorethanourteacher,heisourgoodfriend.Afterclass,hehassportswithushappily.Whensomestudentisintrouble,heisalwaysreadytohelphim/her.Healwaysgiveshisownmoneytohelpthosewhosefamiliesaretoopoortostudyandlive,whichmakesusrespecthiminourhearts.AlthoughMr.Zhangisnotfamous,inmypersonalopinion,heisagreatpersoninourdailylife.StepVHomeworkGooverthewholeunit.195