高中教案教案

Unit 1?Festivals around the world Period 7教案。

Unit1Festivalsaroundtheworld

Period7Revision:Summingupandlearningtip
整體設(shè)計(jì)
教材分析
Thisisthelastteachingperiodofthisunit,sotheemphasisshouldbeplacedongoingoverandsummarizingwhathasbeenlearnedinthisunit.Itincludesthefollowingparts:Summingup,Learningtip,andassessmentandconsolidationexercises.
Summingupsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Theteachercanfirstusethisparttoletstudentssumupwhattheyhavelearnedandthenexplainwhatstudentscouldn’tunderstandverywellinthisunit.Anexperiencedteachershoulddesignsomeadditionalexercisesforstudentstodoinorderthattheycanlearntouseandgraspallthecontents.
LearningTipencouragesstudentstoformagoodhabitofkeepingadiary.ThiswillhelpthemnotonlyrememberpasteventsandexpresstheirfeelingsandthoughtsinitbutalsopracticeandimprovetheirEnglishiftheywritediariesinEnglish.Somakesurethatstudentshaveatry.
Inthisperiod,theteachercanalsoprovidemorepracticestoconsolidatewhatstudentshavelearnedinthisunit.
Finally,askstudentstofinishCheckingyourselfonPage47intheWorkbook.Thispartaimsatencouragingstudentstomakeaself-assessmentaftertheyfinishlearningthisunit.Itisveryimportanttoimprovetheirlearning.Ofcourse,atestingassessmentisalsoneeded.
教學(xué)重點(diǎn)
1.Getstudentstoreviewandconsolidatewhattheyhavelearnedinthisunit.
2.Developstudents’abilitytosolveproblems.
教學(xué)難點(diǎn)
Getstudentstoturnwhattheyhavelearnedintotheirability.
三維目標(biāo)
知識(shí)目標(biāo)
1.Getstudentstogoovertheusefulnewwordsandexpressionsinthisunit.
2.Havestudentsreviewthenewgrammaritem:modalverbs.
能力目標(biāo)
1.Developstudents’abilitytousetheimportantlanguagepointsinthisunit.
2.Enablestudentstolearntousemodalverbscorrectly.
情感目標(biāo)
1.Encouragestudentstolearnmoreaboutfestivals.
2.Stimulatestudents’loveoftheirowncultureandcustoms.
3.Strengthenstudents’senseofgroupcooperation.

教學(xué)過(guò)程
設(shè)計(jì)方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomeusefulnewwordsandexpressionsinthisunit.
→Step2Lead-in
Tellstudents:Uptonow,wehavefinishedUnit1Festivalsaroundtheworld.Haveyoulearnedandgraspedallinthisunit?TurntoPage8.YoucancheckyourselfbyfillingintheblanksinthepartSummingup.
→Step3Summingup
Fiveminutesforstudentstosummarizewhattheyhavelearnedinthisunitbythemselves.Thencheckandexplainsomethingwherenecessary.
Suggestedanswers:
Writedownwhatyouhavelearnedaboutfestivalsaroundtheworld.
(Students’answermayvary.)Wehavelearnedaboutfestivals,howfestivalsbeginandhowtocelebratefestivals.
Fromthisunityouhavealsolearned
usefulverbs:harvest,starve,trick,gain,gather,award,admire,fool,drown,apologize,wipe,weep,forgive
phrasalverbs:takeplace,playatrickon,lookforwardto,havefunwith,turnup,keepone’sword,holdone’sbreath,setoff,remind...of...
usefulnouns:beauty,harvest,celebration,origin,ancestor,Mexico,feast,bone,belief,trick,poet,arrival,independence,gather,agriculture,award,rooster,Easter,clothing,Christian,custom,fool,permission,parking,sadness,weep
usefuladjectives:religious,independent,agricultural,energetic,Christian,worldwide,fool,obvious
otherusefulexpressions:inmemoryof,dayandnight,asthough
newgrammaritem:modalverbs
→Step4Practice
Showtheexercisesonthescreenorgiveoutexercisepapers.Firstletstudentsdotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Ⅰ.Wordspelling
1.Thevillagershadacwithanewfilmtofinishupwith.
2.Hanswasaveryrman.HebehavedinaCwaytoallpeopleincludinghisenemies.
3.ThatmanhasastrongbinGod.
4.Theteachergthepupilsroundher.
5.Everybodyahimforhisfinesenseofhumor.
6.______________(農(nóng)業(yè))isindustryrelatedtofarming,growingthings,plants,fruit,vegetables.
7.Youmustask______________(允許;許可)ifyouwanttoleaveearly.
8.Itis______________(顯而易見(jiàn)的)thatevenifwecansavemuchenergy,wecanonlydelaytheenergycrisis.
9.She______________(哭泣;流淚)whensheheardthebadnews.
10.I’llnever______________(原諒)youforwhatyouhavedonewrongtoyourparents.
Ⅱ.Fillintheblankswiththeexpressionsgivenbelow.Useeachexpressiononlyonceandmakechangeswherenecessary.
takeplaceinmemoryofdoharmdressupplayatrickonlookforwardtodayandnightasthoughhavefunwithturnupkeepone’swordholdone’sbreathadmire...for...remind...of...drownone’ssadness
1.Afewlatenightsnever________________.
2.In1919,theMay4thMovement______________inChina.
3.Themuseumwasbuilt_______________thefamousscientist.
4.Childrenlove_______________inHalloween.
5.I______________him______________hissuccessinbusiness.
6.I’m_____________hiscoming.
7.Hebehaved_____________nothinghadhappened.
8.Thechildren_____________theirteacher.
9.Everytimehemeetstrouble,heisalways_____________indrink.
10.Youpromisedyouwouldbuymeanewbike,soyoumust_____________.
11.Theaudience______________astheacrobatwalkedalongthetightrope.
12.Thissong______________me______________mymotherland.
13.Inordertocompletethetaskontime,theworkersareworking_____________.
14.Ihopeyouwill_____________eachotherduringyourstayinChina.
15.Weinvitedhertodinnerbutshedidn’tevenbotherto____________.
Ⅲ.Fillintheblankswithpropermodalverbs.
1.Idon’tknowwhentheguests______________behere.They____________arriveattime.
2.—Whowasthatmantalkingwithyourteacher?
—I’mnotsure.It______________beherbrother.
3.Whydon’tyoutryonthisdress?It______________lookniceonyou.
4.Myfather’sbirthdayiscoming.What______________Igethim?
5.Ihaven’tdecidedwhereIamgoingformyholidays.I______________gotoAustralia.
6.It’salongtimesincewemetlasttime.You______________comeandseeusmoreoften.
7.(Thedoorbellrings.)Iwonderwhothatis.It______________beMary.Sheisstillinthelibraryatthistime.
8.You’vebeenworkingallday.You______________beverytired.
Keysforreference:
Ⅰ.1.celebration2.religious;Christian3.belief4.gathered5.admires6.Agriculture7.permission8.obvious9.wept10.forgive
Ⅱ.1.didanyoneharm2.tookplace3.inmemoryof4.dressingup5.admire,for6.lookingforwardto7.asthough8.playedatrickon9.drowninghissadness10.keepyourword11.heldtheirbreath12.reminds,of13.dayandnight14.havefunwith15.turnup
Ⅲ.1.will,could2.might3.will4.shall5.may6.should7.can’t8.must
→Step5Learningtip
AskstudentstoturntoPage8.Readthroughthepassageandmakesuretheyunderstandit.Encouragethemtodoasthepassagetellstobecauseiftheyaredoingsotheywillbeteachingthemselvesausefulwayoflearningandformagoodhabit.
→Step6Assessment
1.Checkingyourself(onPage47intheWorkbook)
Firstgetstudentstothinkaboutthesequestionsindividually.Thentheycandiscussingroupssharingtheirexperience.Theteachercanjoininandgivethemadviceandsuggestionswherenecessary.
2.HowwelldoyouthinkyoulearnedaboutUnit1?Rankyourachievementswiththefollowingskillsandputatickinthebox.Thenworkoutyourpercentage.
verywellquitewellOKalittlelittle
Makingasummaryofdifferentkindsoffestivalsandcelebrations
Listingthethingsthatmostfestivalshaveincommon
Understandingandusingthenewvocabularyintheunit
Usingmodalverbslike:
Canandcould
Mayandmight
Willandwould
Shallandshould
Mustandcan’t
IdentifyingvariousEnglishaccentsinsomeauthenticdialogues
Usingexpressionsofrequestsandthanksinyourconversation
Presentingyourdialoguetotheclass
Writinganendtoastory
Percentage%%%%%

3.Testingassessment
1)Choosethebestanswer.
(1)(2007上海春季高考,27)Thebosshasgiveneveryoneaspecialholiday,sowe__________gotoworktomorrow.
A.can’t
B.mustn’t
C.needn’t
D.shouldn’t
(2)(2006全國(guó)高考Ⅰ,24)There’snolighton—they______________beathome.
A.can’t
B.mustn’t
C.needn’t
D.shouldn’t
(3)(2006全國(guó)高考Ⅱ,10)Wehopethatasmanypeopleaspossible______________joinusforthepicnictomorrow.
A.need
B.must
C.should
D.can
(4)(2006重慶高考,32)—Mr.Gordenaskedmetoremindyouofthemeetingthisafternoon.Don’tyouforgetit!
—OK,I______________.
A.won’t
B.don’t
C.will
D.do
(5)(2006北京高考,25)—What’sthename?
—Khulaifi.______________Ispellthatforyou?
A.Shall
B.Would
C.Can
D.Might
2)Completethesentences.
(1)I’msureshewillcomehereintime,forshe_______________________(總是遵守諾言).
(2)Itwasobviousthathe________________________(借酒澆愁).
(3)Theoldpictures______________________(使他想起他的童年).
(4)—Heisalwaysreadytohelpothers.
—____________________________(他的確如此).
(5)Hetalks______________________________________(好像他什么都知道).
3)Completethedialoguesaccordingtothesituations.
(1)Billyhascometoseeyouinyourflat.Youofferhimsomethingtodrink.
You:________________________________
Billy:No,thankyou.I’mnotthirsty.
(2)Youneedhelptochangethefilminyourcamera.YouaskKate.
You:Kate,Idon’tknowhowtochangethefilm.________________________________
Kate:Sure.It’seasy.Allyouhavetodoisthis.
(3)You’reonabus.Youhaveaseatbutanelderlywomanisstanding.Youofferheryourseat.
You:________________________________
Woman:Oh,That’sverykindofyou.Thankyouverymuch.
(4)You’vefinishedyoursupperinarestaurantandnowyouwantthebill.Youaskthewaiter:
You:________________________________
Waiter:OK,I’llgetitforyounow.
(5)You’rethepassengerinataxi.Thedriverisdrivingveryfast.Youaskhimtoslowdown.
You:You’remakingmeverynervous.________________________________
Driver:Oh,I’msorry.Ididn’trealizeIwasgoingsofast.
4)Writing
(2005浙江高考)
你的英國(guó)朋友正在作一個(gè)課題:世界各地的生日慶祝方式。他請(qǐng)你介紹中國(guó)學(xué)生過(guò)生日的方式。請(qǐng)你根據(jù)以下要點(diǎn)寫一篇短文:
一、通常方式:1.生日聚會(huì)2.生日禮物3.生日祝福
二、我認(rèn)為更有意義的慶祝方式和理由。詞數(shù)100～120。
Keysforreference:
1)CADAA
2)(1)alwayskeepsherword(2)wasdrowninghissadness(indrink)(3)remindedhimofhischildhood(4)Soheis.(5)asthoughhekneweverything
3)(1)Wouldyoulikesomethingtodrink?/CanIofferyousomethingtodrink?
(2)Can/Could/Wouldyoushowme?/Doyouthinkyoucoulddoitforme?
(3)Wouldyouliketositdown?/Wouldyouliketohavemyseat?
(4)Can/Could/MayI/wehavethebill,please?/Can/Couldyoubringme/usthebill,please?
(5)Can/Could/Wouldyouslowdown?/Doyouthinkyoucouldslowdown?
4)OnePossibleVersion:
Chinesestudentscelebratetheirbirthdaysindifferentways,butthemostcommonwayistoholdabirthdayparty,atwhichfriendsgettogethertohavefundrinking,singinganddancing.Onthebirthday,oneusuallyreceivesnicegiftsandgoodwishesfromfriendsandparents.Sometimes,parentswillprepareaspecialdinneroracaketoshowtheirlovefortheirchildren.
Sincebirthdaycelebrationisoneoftheimportantactivitiesinone’slife,itcanbedoneinmoremeaningfulways.Forexample,wecanbuysomeflowersorcookadeliciousmealforourmothersonthatday.Inthisway,weexpressthankstoourparentsinreturnfortheirlove.
→Step7Homework
1.FinishofftheWorkbookexercises.
2.ReviewandsummarizewhatyouhavelearnedinUnit1.
板書設(shè)計(jì)
Unit1Festivalsaroundtheworld
Revision:
Summingupandlearningtip
Writedownwhatyouhavelearnedaboutfestivalsaroundtheworld.
(Students’answermayvary.)Wehavelearnedaboutfestivals,howfestivalsbeginandhowtocelebratefestivals.
Fromthisunityouhavealsolearned
usefulverbs:harvest,starve,trick,gain,gather,award,admire,fool,drown,apologize,wipe,weep,forgive
phrasalverbs:takeplace,playatrickon,lookforwardto,havefunwith,turnup,keepone’sword,holdone’sbreath,setoff,remind...of...
usefulnouns:beauty,harvest,celebration,origin,ancestor,Mexico,feast,bone,belief,trick,poet,arrival,independence,gather,agriculture,award,rooster,Easter,clothing,Christian,custom,fool,permission,parking,sadness,weep
usefuladjectives:religious,independent,agricultural,energetic,Christian,worldwide,fool,obvious
otherusefulexpressions:inmemoryof,dayandnight,asthough
newgrammaritem:modalverbs

活動(dòng)與探究
Lookupsomeinformationaboutdifferentminorityfestivals,suchasAobaoFestivals(Mongolian),TiaohuaFestival(Miao),Water-SplashingFestival(Dai),SanYueSanFestival(Zhuang),andsoon.Chooseone,researchit,andthenwriteashortreportaboutitfortheclass.

擴(kuò)展閱讀

Unit 1 Festivals around the world The First Period教案

TheSecondstarvesbofsth:(causesbto)sufferorlongforsthgreatlyneededorwanted(使某人)得不到某事物而受苦或渴望獲得某事物;缺乏.通常用被動(dòng)語(yǔ)態(tài).eg.Thehomelesschildrenwerestarvingforlove.這些無(wú)家可歸的孩子渴望得到愛(ài).2．days/years/…ofplenty富裕(尤指食物和錢)的日子,年月,生活等.Youhavealifeofplenty,whatwouldyoubeworriedabout?你豐衣足食,還有什么擔(dān)憂?**Plentyofwater許多飾不可數(shù)名詞3.satisfy(vt.)滿足,使?jié)M意不用于進(jìn)行時(shí)態(tài)**satisfysb/sth使……滿意(滿足)besatisfiedwithsb/sth對(duì)……感到滿意besatisfiedtodosth對(duì)做……感到滿意eg.Thegirlsatisfiedhermotherbycleaningupthekitchen.女孩清洗廚房使得母親很滿意.MyEnglishteacherwassatisfiedwithmyEnglishstudy.4.doharm損害,危害,傷害domoreharmthangood.弊大于利dogood做好事,有好處doharmtosb(idom)=harmsbCometoharm:beinjuredphysically,mentallyormorally身體上,精神上或道義受到損害.常用于否定式.Anykindofpollutionwilldoyouharm.任何污染都會(huì)給你帶來(lái)危害.Smokingdoesgreatharmtoone’shealth.吸煙對(duì)健康危害極大.5.inmemoryof/tothememoryofsb:servingtoremindpeopleofsb/tothememoryofsb,espasatribute作為對(duì)某人的紀(jì)念；紀(jì)念某人:eg.Hewrotealongmovingpoemnmemoryofhisgoodfriend.為紀(jì)念他摯友，他寫下了一首感人的長(zhǎng)詩(shī)。6.leadto注意：to是介詞。后接動(dòng)詞的－ing形式。1)領(lǐng)往,通往AllRoadsleadtoRome.條條大路通羅馬.Youseethepathonyourright?Itleadstothevillage.2)導(dǎo)致,招致Carelessdrivingledtothisaccident.**Leadsbto+n.帶領(lǐng)…./通往/到…Leadsbtodosth使….做7..dressup:towearone’sbestclothes穿上盛裝**dress(sb)(insth/assb/sth):putonfancydress,etc.化裝打扮Childrenlovedressingup.Wedressedupforthewedding.8..playatrick/tricks(onsb)捉弄某人,開某人玩笑It’sacceptabletoplaytricksonyourfriendsonApril1st.4月1日那天,同朋友們開玩笑是可以接受的.Helikestoplayatrickonothers.9..lookforwardtosth/doingsth期待某事/做某事expect(usuallywithpleasure)（通常以愉快的心情）We’relookingforwardtoseeingyouagain.我們盼望再見(jiàn)到你。注意：與leadto一樣，這里的to也是介詞。Ilookforwardtohearingfromyouasearlyaspossible.BoysandgirlsarelookingforwardtoChildrensDay.10.award(n.)獎(jiǎng)品,裁定.助學(xué)金(vt.)授予,判定awardsth(tosb):makeanofficialdecisiontogivesthtosbasaprize,aspaymentorasapunishment頒發(fā),授予Thejudgesawardedbothfinalistsequalpoints.裁判員判定決賽雙方分?jǐn)?shù)相同.11.admire(v.)羨慕admirer贊賞者,追求者1)admiresb/sth(forsth):regardsb/sthwithrespect,pleasure,satisfaction,etc.贊賞,羨慕某人(某事物)Theyadmireourgarden.Iadmirehimforhissuccess.我佩服他事業(yè)有成.2)expressadmirationof(sb/sth)表示贊美,夸獎(jiǎng)某人(某事)Aren’tyougoingtoadmiremynewhouse?12.asthoughasif好像；仿佛……似的。（引導(dǎo)從句時(shí)從句謂語(yǔ)動(dòng)詞常用虛擬語(yǔ)氣）Hetalksasthoughheknewallaboutit.他說(shuō)話的口氣好像他全部都知道了。Helooksasthoughhehadseenaghost.他看起來(lái)好像看見(jiàn)了鬼一樣的。StepFive:Readthetextandfillinthepassage.Thereareallkindsoffestivalsandcelebrationsaroundtheworld,whichareheldforfordifferentreasons.Theancientfestivalsweremainlyheldatthreetimesayear---theendofthecoldwinter,plantinginspringandharvestinautumn.Somefestivalsareheldtohonorthedeadorsatisfyandpleasetheancestorsincasetheymightdoharm,whileotherfestivalsareheldtohonorfamouspeopleortothegods,suchasDragonBoatFestivalColumbusDay.HarvestandThanksgivingfestivalsarehappyeventsbecausetheirfoodisgatheredforthewinterandbecauseaseasonofagriculturalworkisover,towhichMidautumnfestivalbelongs.Andthemostenergeticandimportantfestivalsaretheonesthatlookforwardtotheendofwinterandtothecomingofspring,suchasthelunarNewYear,atwhichpeoplehaveaverygoodtime.StepSix:WorkinpairstodoEx.2and3onpage3StepSeven:AssignmentDoExercise1ComprehendingExercise1Page42Trytoretellthetext.Previewusinglanguage.Ex1-5onpage4TheFourthPeriod(DiscoveringUsefulStructure)TeachingProcedures:StepOne:RevisionReadthevocabularyofUnit1againRetellthetext.Checktheanswerstothehomework.StepTwDiscoveringusefulstructuresReadparade)2.4月1號(hào)要當(dāng)心，因?yàn)樵谶@一天你的朋友可能會(huì)開你的玩笑。(playatrickon)3.慶?！褒堉酃?jié)”會(huì)讓我們想起偉大的詩(shī)人屈原。(remind…of…)4.孩子們盼望父親的到來(lái)已經(jīng)很久了，所以今天一大早，就望向前面的大馬路。(lookforwardto)

Unit 1?Festivals around the world Period 4教案

Unit1Festivalsaroundtheworld

Period4Usinglanguage:Listeningandspeaking

整體設(shè)計(jì)
教材分析
Thisisthefourthteachingperiodofthisunit.Asusual,theteacherwillfirstgetstudentstoreviewwhattheylearnedinthelastperiod,andthenleadinthenewlesson.
Wewillmainlydealwithlisteningandspeakinginthisperiod.Atthebeginning,studentslistentoaconversationamongyoungpeople.CarlaandHariarestudentsinTrinidad.TheirChinesefriendsLiMeiandWuPing,arevisitingfortheCarnivalholidayinFebruary.TheyarejoininginaparadeforCarnivalinTrinidad.ThislisteningactivityisnotonlytoofferstudentsknowledgeabouthowtocelebrateCarnivalinTrinidadbuttoencouragestudentstolistenandthenusewhattheyhaveheardtohelpthemanswerquestions.Itisanimportantexercisebecauseitlinksskillstogetherandusesthemtoproduceausefulphonecall.Makesurestudentsreadthequestionsbeforetheylistentothetape.Thisistosharpentheirattentionandlistenfortheanswers.Thiswillalsohelpthemgetthegistofthelisteningtext.Theteachingproceduresmaybeasfollows:First,letstudentsgothroughthedirections,picturesandthequestionsandguessthelisteningtextmaybeabout.Playthetapeforstudentstolistentoanddecidewhethertheirguessingisright.Second,askthemtolistenagainforthemtoanswerthequestions.Third,letthemlistenathirdtimetochecktheiranswers.Whiletheyarelistening,theteachershouldpauseandrepeatthekeysentencestohelpstudentsunderstand.Whencheckingtheanswers,explainsomedifficultlisteningpointsifnecessary.Intheend,showthemthelisteningtextandletthemreadandretellit.Thisstepcanhelpstudentsunderstandandgraspthelisteningmaterialfarfurther.Perhapssomestudentswillfindithardtolistentoandunderstandlisteningmaterials.Encouragethemnottogiveup.ThemoretheylistentoEnglish,theeasieritbecomes.
Thespeakingexerciseisintendedtogivestudentstheopportunitytopracticeaphoneconversationusingthefunctionalitems.Sotheyshouldlearnsomeexpressionsonhowtomakephonecallsandinvitationsandexpressandthanksfirst.Thentheyarerequiredtocreatesuchaphoneconversation.Duringthecourse,letthemknowthepoliteformsofEnglishareimportantandshouldbepracticedinavarietyofsituations.Alsoencouragethemtousevocabularyfromthereadingandlisteningpassages.
Thisperiodplacesemphasisondevelopingstudents’listeningandspeakingability.Weshouldtryourbesttoencouragestudentstosaysomething.Don’talwayscorrectthemistakestheyhavemadewhiletheyarespeaking.Otherwise,theywouldfeelreluctantandnotsayanythingmore.
教學(xué)重點(diǎn)
1.Developstudents’listeningandspeakingabilities.
2.Enablestudentstomasterdifferentlisteningskills.
3.Letstudentslearnhowtomakephonecallsandinvitationsandexpressthanks.
教學(xué)難點(diǎn)
1.GetstudentstolistentoandunderstandlisteningmaterialswithvariousEnglishaccents.
2.Letstudentsmakeaphoneconversationusingthefunctionalitemsrequestsandthanks.
三維目標(biāo)
知識(shí)目標(biāo)
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthelisteningpassage.
2.Letstudentslearnthefollowingexpressions:
1)Makingphonecalls
MayIspeakto...?
CanIring/callbacklater?
Hold/Hangon,please.
I’llringhim/herupagain.
Justamoment,please.
Sorry,he/sheisn’thererightnow.
2)Invitations
Iwonderifyouareinterestedin...
I’dliketoinviteyouto...
Wouldyoulike...?
Could/Wouldyouplease...?
I’mlookingforwardto...
I’dloveto,but...
3)Thanks
Thankyousomuch.
Thanksalot.
That’sverykindofyou.
You’remostwelcome.
Don’tmentionit.
It’sapleasure.
能力目標(biāo)
1.Enablestudentstocatchandunderstandthelisteningmaterials.
2.Developstudents’abilitytogetspecialinformationandtakenoteswhilelistening.
3.Getstudentstolearnandusetheexpressionsofmakingphonecalls,invitationsandthanks.
情感目標(biāo)
1.Enablestudentstoknowmoreaboutfestivalsandlovetheirlife.
2.Developstudents’senseofgroupcooperationandteamwork.

教學(xué)過(guò)程
設(shè)計(jì)方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstotranslatesomesentencesusingmodalverbs.
1)我們中有些人現(xiàn)在會(huì)用電腦,但我們10年前不會(huì)用。
2)我能借用你的自行車嗎？
3)他可能是加拿大人。
4)機(jī)器一定出了故障。
5)你應(yīng)該信守諾言。
Suggestedanswers:
1)Someofuscanusethecomputernow,butwecouldn’ttenyearsago.
2)Can/Could/May/MightIborrowyourbike?
3)Hemay/mightbefromCanada.
4)Theremustbesomethingwrongwiththemachine.
5)Youshouldkeepyourpromise.
→Step2Warmingup
1.TellstudentstoturntoPage6andwearegoingtothepartListeningandspeaking.
2.AskthemtolookatthepicturesoftheTrinidadCarnivalanddiscussinpairswhatkindofactivitiestheCarnivalmighthave.
3.LetthemfindTrinidadonthemapanddescribeit.
4.Havethemtopredictwhatkindofproblemssomeonemighthavewhengoingtosuchacarnival.
→Step3Listening
1.Gothroughthedirectionsandquestionstomakesurestudentsknowwhattodo.Letthemguesswhatthelisteningmaterialtheywillhearmaybeabout.
Showthequestionsonthescreen.
Part1:
1)WhatiswrongwithLiMei’sclothingandshoes?
2)WhatadvicedoesCarlagiveLiMei?
Part2:
3)Whyisitimportantforthemtohavewater?
4)Whyisitdifficultforthemtoheareachother?
5)Whydotheyplantomeetattheparkinglotat8o’clock?
2.Playthetapeforthemtolistentoitanddecidewhethertheirguessingisrightornot.
3.Playthetapeagain.Whenlistening,theyworkinpairs:onestudentwritesdowntheanswerstoPart1;theotherwritesdowntheanswerstoPart2.
4.Theyexchangetheinformationandlistentothetapeagainforchecking.Letthemhavethecorrectanswers.
5.Give2or3minutestostudentstoaskquestionsiftheyhaveany.
6.Showstudentsthelisteningtextandletthemreaditaloud.
Listeningtext:(Omitted)
→Step4Speaking
1.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.
MAKINGPHONECALLS
MayIspeakto...?
CanIring/callbacklater?
Hold/Hangon,please.
I’llringhim/herupagain.
Justamoment,please.
Sorry,he/sheisn’thererightnow.
INVITATIONS
Iwonderifyouareinterestedin....
I’dliketoinviteyouto....
Wouldyoulike...?
Could/Wouldyouplease...?
I’mlookingforwardto....
I’dloveto,but...
THANKS
Thankyousomuch.
Thanksalot.
That’sverykindofyou.
You’remostwelcome.
Don’tmentionit.
It’sapleasure.

2.Supposethesituation:ImagineyouhavejustvisitedyourfriendsinTrinidadandseentheCarnival.MakeaphonecalltoinviteyourfriendstoaChinesefestival.
3.Giveseveralminutesforstudentstopreparefortheirphoneconversationsinpairs.
4.Askasmanypairsaspossibletopresenttheirconversationstotheclass.
→Step5ListeningonPage41
TurntoPage41.
1.Askstudentstolookatthe4pictures,andinpairstellasmanythingsastheycanfromeachpicture.Thenaskthemtosaywhatfestivalstheythinkthesepicturesareabout.
2.TellstudentstheywilllistentoaconversationbetweenChenBinandhisAmericanfriend,Joey.Whatisthemaintopicoftheirconversation?
3.Playthetapeforstudentstolistentoandfindoutthemaintopicoftheirconversation.
4.Askstudentstolookatthechartbeforetheylistentothetapeagain.
Showthechartonthescreen.
EASTER
Inwhichseason?
Whocelebrates?
Thereasonforthefestival?
Onwhichdayoftheweek?
WhatthingsrepresentEaster?
5.Playthetapeagain,andletstudentslistentoitandthenfillinthechart.
6.Letstudentssharetheirinformationinpairs.
7.Playthetapeathirdtimeforstudentstocheckandhavethecorrectanswers.
8.Give2or3minutesforstudentstoaskquestionsiftheyhaveany.
9.Showstudentsthelisteningtextandletthemreadit.
Listeningtext:(Omitted)
→Step6ListeningtaskonPages45-46
1.TalkwithstudentsaboutfestivalssuchasMother’sDay,Valentine’sDay,Easter,theCherryBlossomFestival,andsoon.
2.TurntoPage45.Askthemtolookatthepicturesandthendiscusswhatfestivalforeachpictureis.
3.Havethemlistentothetape.Thenwritethefestivalnameforeachpicture.
4.TurntoPage46.Askthemtogothroughthequestionsandmakesuretheyknowwhattodo.
5.Playthetapeagainforthemtolistentoandgettheiranswers.
6.Twoorthreeminutesforthemtodiscussandsharetheiranswers.
7.Playthetapeathirdtimeforthemtocheckandhavethecorrectanswers.
8.Showthemthelisteningtextandletthemreadit.
Listeningtext:(Omitted)
→Step7Summary
Inthisperiod,wemainlyfocusonthelisteningandspeakingabilities.Theyareveryimportant.Ifyourlisteningorspeakingispoor,you’dbetterpracticemore.ThemoreyoulistentoorspeakEnglish,thebetteryourlisteningorspeakingis.Remember:Practicemakesperfect.
→Step8Homework
1.FinishofftheWorkbookexercises.
2.PreviewthepassagesASadLoveStoryandWinterCarnivalinQuebec.
設(shè)計(jì)方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomepairsofstudentstomakeupshortdialoguestoreviewmodalverbs.
Situations:
1)YouwanttoinviteyourfriendtocometoapartyonSunday.
2)Youwanttoaskyourmumforpermissiontogofishingwithyourfriends.
→Step2Listening
1.TalkaboutCarnivalandTrinidadwithstudents.
2.AsksomeofstudentstodescribethepicturesoftheTrinidadCarnival.
3.DiscusswithstudentswhatkindofactivitiestheTrinidadCarnivalmighthave.
4.TurntoPage6.AskstudentstoreadthroughthedirectionsandquestionsinExercise2,predictthemainideaofthelisteningtextandthenlistentothetapeandgivetheiranswers.
→Step3Speaking
1.TurntoPage6.Askstudentstoreadtheexpressionsofmakingphonecalls,invitationsandthanksinthebox.Trytolearnthembyheart.
2.Supposethesituationandmakeaphoneconversationinpairsusingtheexpressions.
3.Askasmanypairsofstudentsaspossibletopresenttheirconversationstotheclass.
→Step4Workbookexercises
1.Listening
1)Askstudentstodiscusswhatfestivalthese4picturesareabout.
2)Havethemlistentothisconversationandfindoutthemaintopic.
3)Letthemlistenagainandtakenotestofillinthechart.
2.Talking
Askstudentstoreadthedirectionsandquestions.Thenletthemmaketheirrole-playdialogues.
3.Listeningtask
1)Askstudentstodictatesomefestivalnamestoseeiftheyarefamiliarwiththem.
2)LetthemlistentothetapeandwritethefestivalforeachpictureonPage45.
3)Havethemgothroughthequestionsandthenlistenagaintofindtheanswers.
→Step5Homework
1.FinishofftherelatedWorkbookexercises.
2.Makeupaphoneconversationusingtheexpressionsofinvitationsandthanks.

板書設(shè)計(jì)
Unit1Festivalsaroundtheworld
Listeningandspeaking

MAKINGPHONECALLS
MayIspeakto...?
CanIring/callbacklater?
Hold/Hangon,please.
I’llringhim/herupagain.
Justamoment,please.
Sorry,he/sheisn’thererightnow.
INVITATIONS
Iwonderifyouareinterestedin....
I’dliketoinviteyouto....
Wouldyoulike...?
Could/Wouldyouplease...?
I’mlookingforwardto....
I’dloveto,but...
THANKS
Thankyousomuch.
Thanksalot.
That’sverykindofyou.
You’remostwelcome.
Don’tmentionit.
It’sapleasure.

活動(dòng)與探究
Imagineyouwanttoinviteaforeignfriendtojoinyourfamily’scelebrationoftheChineseSpringFestival.Inpairs,oneastheChinesestudentandtheotherastheforeignfriend,makeupaphoneconversationtogiveyourinvitation,askandanswerquestionsabouttheholiday.Theforeignfriendshouldexpresshisorherthanksforyourinvitation.Bereadytoactoutyourconversationtotheclass.

Unit 1?Festivals around the world Period 5 教案

Unit1Festivalsaroundtheworld

Period5Usinglanguage:Extensivereading
整體設(shè)計(jì)
教材分析
Thisisthefifthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.
Inthisperiod,theteachingemphasiswillbeputondevelopingstudents’readingabilitybyreadingextensively.Wewilldealwithtwoarticles:ASadLoveStoryinUsinglanguageonPage7andWinterCarnivalinQuebecinReadingtaskonPage44.Whilereading,getstudentslearningtousesomereadingstrategiessuchasskimming,scanning,andsoon.Astonewwordsandphrases,theteachercanfirstfindthosestudentsfeelmostdifficultandhelpthemtounderstand.That’senoughhere.ThepurposeofASadLoveStoryistointroduceacross-culturalviewoflovers’festivals—QiqiaoFestivalandValentine’sDay.Itissetinapresent-daycontextthatstudentscanrelateto,andrespondto.TheteachercanfirsttalkaboutthefamousChinesesadlovestoryofZhinuandNiulangtoleadinthetopicandthenaskstudentstoreadthepassageanddosomecomprehendingexercises.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Thisisanextensivereadinglesson,sotheteachingstepsshouldbesimple.AstothepartReadingtask,itspurposeistointroducestudentstotheWinterCarnivalinQuebec,andtofurthertheirunderstandingofthereasonsthatpeopleneedtohavefestivalsandwhatisdoneatthem.Askstudentstoreadthroughthepassageandlearnmoreabouttheforeignfestivalanditscustoms.
Attheendoftheclass,askstudentstoretellthetwopassages.Inordertoarousestudents’interest,theteachercanholdacompetitionbetweenthem.
教學(xué)重點(diǎn)
1.Developstudents’readingskillsbyextensivereading.
2.Letstudentsreadandunderstandthetwopassages.
教學(xué)難點(diǎn)
1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.
2.Getstudentstounderstandforeigncultureandcustoms.
三維目標(biāo)
知識(shí)目標(biāo)
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart:apologize,drown,sadness,wipe,weep,remind,forgive,turnup,keepone’sword,holdone’sbreath,setoff,remind...of...
2.GetstudentstoreadthestoryASadLoveStory.
3.LetstudentsknowmoreabouttheQuebecCarnival.
能力目標(biāo)
1.Developstudents’readingskillsbyextensivereadingandenablethemtolearnhowtousedifferentreadingskillstoreaddifferentreadingmaterials.
2.EnablestudentstotellaboutQiqiaoFestivalandValentine’sDay.
3.LetstudentstellabouttheQuebeccarnivalwiththeirownwords.
情感目標(biāo)
1.Stimulatestudents’loveofChinesefestivalsandculturebylearningforeigncultureandcustom.
2.Developstudents’senseofgroupcooperationandteamwork.

教學(xué)過(guò)程
設(shè)計(jì)方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomepairsofstudentstocometothefrontandactouttheirdialoguestoreviewandpracticetheexpressionsforrequestsandthanks.
→Step2Warmingupbybrainstorming
CanyoutellsomethingaboutChineseQiqiaoFestival?
CanyoutellsomethingaboutValentine’sDay?
Haveyoureadanylovestories?Whatarethey?
→Step3Reading
1.Readingandjudging
Askstudentstoreadthepassagefastandthendecidewhethereachofthefollowingstatementsistrueorfalse.
1)ThegirlLiFanglovedandwaitedfordidn’tturnup,buthedidn’tloseheart.
2)Becausehergranddaughtergotmarriedtoahuman,theGoddessofHeavengotveryangry.
3)ZhinuwasmadetoreturntoHeavenwithoutherhusband.Theywerenotallowedtomeetforever.
4)HuJinhadbeenwaitingforLiFangforalongtimewithagiftforhim.
Keysforreference:1)F2)T3)F4)T
2.Readingandanswering
Askstudentstoreadthepassagecarefully,andanswerthefollowingquestions.
1)WhydidLiFangfeellikeafool?
2)WhatwasLiFangafraidthatHuJinwasdoing?
3)HowdidLiFangknowthemanagerwantedtoshutthecoffeeshop?
4)WhatisthereasonwhyLiFangandHuJindidnotmeetontime?
5)WhywasLiFangsoworriedattheendofthestory?
3.Checktheanswerswiththewholeclassanddealwithanylanguageproblems.
Keysforreference:
1)LiFangfeltlikeafoolbecausehethoughtthathewaswaitingwithoutanyhope./HuJinwouldn’tcometomeethim.
2)Hewasafraidthatshewaswithherfriendslaughingathim.
3)Themanagerwipedthetables,thensatdownandturnedontheTV.
4)Theydidn’tmeetontimebecauseLiFangwaitedinthecoffeeshopwhileHuJinintheteashop.
5)Hewasworriedbecausehehadthrownawaytherosesandchocolates/presents/giftsforHuJinandhehadnothingtogiveherandhethoughtshewouldnotforgivehim.
4.Readingandfinding
Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Letstudentsreadthemaloudandcopythemdownintheirexercisebookafterclassashomework.
Collocations:beheart-broken,Valentine’sDay,acoffeeshop,afterwork,turnup,laughat,keepone’sword,lookforwardto,holdone’sbreath,drownone’ssadnessincoffee,theGoddessofHeaven,theweavinggirl,onearth,theherdboy,fallinlove,getmarried,bemarriedto,theMilkWay,onceayear,beableto,setoff,throw...away,remind...of,...
→Step4Discussion
1.Afterstudents’readingthepassage,askthemtoworkingroupsanddiscussthefollowingquestions:
1)WhywastheTVstorywhatLiFangneeded?
2)WhydopeoplewanttheweathertobefineonQiqiaoFestival?
3)WhatmoredoyouknowaboutQiqiaoFestival?
4)Areyousatisfiedwiththeendingofthestory?Ifnot,howareyougoingtorewriteit?
2.Askstudentstostarttheirdiscussion.Makesurethateverystudenthasachancetoexpresshis/herideas.
3.Askeachgrouptochooseonestudentastheirrepresentative.Letasmanygrouprepresentativesaspossiblecometothefrontandgiveareportofwhattheirgrouphasdiscussed.
→Step5Readingtask
Tellstudents:WehavelearnedsomeknowledgeoffestivalsaroundtheworldfromthereadingpassageFestivalsandCelebrations.WehavealsolearnedabouttheTrinidadCarnival.DoyouwanttoknowabouttheQuebecCarnival?PleaseTurntoPage44andreadthepassageWinterCarnivalinQuebec.
1.Askstudentstoreadthepassagefasttogetthegeneralidea.
2.Letstudentsreadthepassagecarefullyandthenanswerthefollowingquestions.
1)Whydoyouthinkthatdogsareusedtopullsledsincoldclimates?
2)WhichactivityattheCarnivaldoyouthinkwouldbethemostfun?Why?
3)WhichactivityattheCarnivaldoyouthinkwouldbethemostdangerous?Why?
4)IfyoucouldgototheQuebecCarnival,whatwouldyoudoorsee?Why?
5)IfyouhadtodrawaposterfortheCarnival,whatthingswouldyouputontheposter?
6)WhatwouldyouwearifyouwenttotheCarnival?Nameatleastthreethings.
3.Checktheanswerswiththewholeclassaftermostofthemfinish.
Keysforreference:
1)Dogsareusedincoldclimatesbecausetheycanrunontopofthesnow,whichhorsescannot/becausetheyhaveverythickfurwhichkeepsthemwarm.Theyarealsoverystrong/donoteatgrassandgrainashorsesandcattledo/canbefedonmeat/donoteattoomuch.
2)Studentsgivetheirownanswers.
3)Probablythecanoeracethroughtheicewouldbethemostdangerous.
4)Studentsgivetheirownanswers.
5)Studentsgivetheirownanswers.
6)Iwouldwearawarmcoat/jacket/hat/gloves/mittens/boots/underwear/scarf/socks.
4.HavestudentscompareHarbinwithQuebec.
1)TalkaboutHarbinwithstudents.
WhatdoyouknowaboutHarbin?
2)Letstudentsfillinthechart.
CitySimilarityDifference
Harbin
Quebec
→Step6Importantlanguagepoints
1.Butshedidn’tturnup.
可她卻不見(jiàn)人影。
turnup:makeone’sappearance;arrive露面;來(lái)到
Weinvitedhertodinnerbutshedidn’tevenbothertoturnup.
我們請(qǐng)她吃飯她都不露面。
Wearrangedtomeetatthegateat7,buthefailedtoturnup.
我們約定7點(diǎn)在大門口見(jiàn)面,但他沒(méi)來(lái)。
2.Shesaidshewouldbethereatseveno’clock,andhethoughtshewouldkeepherword.
她說(shuō)她會(huì)在7點(diǎn)到達(dá),他（李方）認(rèn)為她會(huì)守信用的。
keepone’sword/promise:dowhatonehaspromised守信
breakone’sword/promise:failtodowhatonehaspromised失信
Youpromisedyouwouldbuymeanewbike,soyoumustkeepyourword.
你答應(yīng)過(guò)給我買一輛新自行車的,所以你必須信守諾言。
Heisalwaysbreakinghisword.他總是食言。
3....hewasnotgoingtoholdhisbreathforhertoapologize.
他不想屏住呼吸等她來(lái)道歉。
holdhisbreath:stopbreathingforashorttime暫時(shí)屏住呼吸
Theaudienceheldtheirbreathastheacrobatwalkedalongthetightrope.
雜技演員走鋼絲時(shí),觀眾都屏住了呼吸。
4.Hewoulddrownhissadnessincoffee.
他要用咖啡來(lái)消愁。
drownone’ssadness/sorrowsincoffee:drinkcoffeeinordertoforgetone’stroubles用咖啡來(lái)消愁
drownone’ssadness/sorrows(indrink):getdrunkinordertoforgetone’stroubles借酒澆愁
5.ItwasobviousthatthemanagerofthecoffeeshopwaswaitingforLiFangtoleave—hewipedthetable,thensatdownandturnedontheTV—justwhatLiFangneeded.
很明顯,咖啡館的經(jīng)理在等李方離開——他擦好桌子,然后坐下來(lái),打開電視機(jī)。這正合了李方的意！
這是一個(gè)較為復(fù)雜的句子。it為形式主語(yǔ),thatthemanagerofthecoffeeshopwaswaitingforLiFangtoleave是主語(yǔ)從句。前面的破折號(hào)表示進(jìn)一步的說(shuō)明,后面的破折號(hào)表示轉(zhuǎn)折。
6.“...Idon’twantthemtoremindmeofher.”Sohedid.
“……我不想因它們想起她來(lái)?！庇谑撬鸦ê颓煽肆Χ既恿?。
remind...of...:causetorememberorbeawareof...使……想起或意識(shí)到……
Heremindsmeofhisbrother.
他使我想起了他的哥哥。
Thissongremindsmeofmymotherland.
這首歌使我想起了我的祖國(guó)。
7.TherewasHuJinwavingathim...
那是胡謹(jǐn)在向他招手……
這是一個(gè)倒裝句,正常語(yǔ)序?yàn)镠uJinwaswavingathimthere...。
當(dāng)there,here位于句首并且句子的主語(yǔ)是名詞時(shí),句子通常需要部分倒裝。例如:
Theregoesthebell.鈴響了。
Herecomesthebus.車來(lái)了。
當(dāng)句子的主語(yǔ)是人稱代詞時(shí),句子不需倒裝。例如:
Hereyouare.給你。
→Step7Consolidation
GobacktothepassageASadLoveStory.Askstudentstotellthestoryintheirownwords.
Sample:
Thestorytookplaceinancoffeeshopwherethehero,LiFang,waswaitingforhisgirlfriend.Tohisappointment,shedidn’tturnup.ThentherewasashowonTV,whichtalkedaboutthesadlovestoryofZhinuandNiulang.Beingheart-broken,LiFangthrewawayhisValentine’sgiftstoHuJin.ThenhemetHuJinonhiswaybackhome,whohadbeenwaitingforhimatateashop.Whatshouldhedo?
→Step8Homework
1.FinishofftheWorkbookexercises.
2.Learntheusefulnewwordsandexpressionsinthispartbyheart.
設(shè)計(jì)方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.Askstudentstodictatetheexpressionsformakingphonecallsandinvitationsandthanksandthenreadthemaloud.
3.Letthemmakesomesentencestoexpressmakingphonecallsandinvitationsandthanks.
→Step2Leading-in
1.IntroduceQiqiaoFestivalbyplayingapieceofvideo.
1)WhyisitcalledQiqiaoFestival?
2)Whatcustomsarethereontheveryday?
3)CanyoutellthesadlovestoryofZhinuandNiulang?
2.Tellstudents:TurntoPage7.Wearegoingtoreadamodernsadlovestory.
→Step3Skimming
Askstudentstoreadthepassageandanswerthefollowingquestionsassoonaspossible.
1.Howmanycharactersarementionedinthestory?Whatarethey?
2.Whataretherelationshipsbetweenthem?
3.Whenandwheredidthestoryhappen?
4.Howmanypartsdoyouthinkthepassagecanbedivided?Trytofindoutthemainideaofeachpart.
→Step4Scanning
Askstudentstoreadthepassagecarefullytolocateparticularinformation.
1.WhydidLiFangfeellikeafool?
2.WhatwasLiFangafraidthatHuJinwasdoing?
3.HowdidLiFangknowthemanagerwantedtoshutthecoffeeshop?
4.WhatisthereasonwhyLiFangandHuJindidnotmeetontime?
5.WhywasLiFangsoworriedattheendofthestory?
→Step5Learningimportantlanguagepoints
Whilecheckingstudents’answers,dealwithanylanguageproblemstoseeiftheycanknowthemeaningsofthenewwordsandexpressions,suchasturnup,keepone’sword,holdone’sbreath,apologize,drownone’ssadness,setoff,remind...of...,forgive,andsoon.
→Step6Discussingandfurtherunderstanding
Askstudentstoreadthepassageagainanddiscussthefollowingquestions.
1.WhywastheTVstorywhatLiFangneeded?
2.WhydopeoplewanttheweathertobefineonQiqiaoFestival?
3.WhydidthewriterfixthetimeofthestoryonFeb.14?
→Step7Workbook
DealwithReadingtask(onPage44).
1.AskstudentstoreadthepassageWinterCarnivalinQuebec.Dealwithanylanguageproblemsthatstudentscan’tsolvebythemselveswhilecheckingtheirunderstanding.
2.LetstudentstalkaboutHarbiningroupsandthencompareitwithQuebec.TrytofillintheforminExercise3onPage45.
3.Havethemdiscussthefollowingquestions.
1)WhichactivityattheCarnivaldoyouthinkwouldbethemostfun?Why?
2)WhichactivityattheCarnivaldoyouthinkwouldbethemostdangerous?Why?
3)IfyoucouldgototheQuebecCarnival,whatwouldyoudoorsee?Why?
→Step8Consolidation
1.AskstudentstoretellASadLoveStory.
2.HavestudentstalkabouttheQuebecCarnival.
→Step9Homework
1.FinishofftheWorkbookexercises.
2.Bereadytopresentanotherlovestory,likeRomeoAndJulietorLiangShanboAndZhuYingtai.

板書設(shè)計(jì)
Unit1Festivalsaroundtheworld
ASadLoveStory
UsefulnewwordsandexpressionsQuestions
apologize,drown,sadness,wipe,weep,remind,forgive,turnup,keepone’sword,holdone’sbreath,setoff,remind...of...1.WhywastheTVstorywhatLiFangneeded?
2.WhydopeoplewanttheweathertobefineonQiqiaoFestival?
3.WhatmoredoyouknowaboutQiqiaoFestival?
活動(dòng)與探究
TherearemanyforeignandChineselovestories.Gotothelibrary,surftheInternetoraskoldpeopletolookupinformation.Choosethemostmovingyouthinkandtakenotes.Bereadytopresentyourstorytotheclass.

Unit 1?Festivals around the world Period 3教案

一名優(yōu)秀的教師在每次教學(xué)前有自己的事先計(jì)劃，作為高中教師就要精心準(zhǔn)備好合適的教案。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動(dòng)起來(lái)，幫助高中教師提高自己的教學(xué)質(zhì)量。那么一篇好的高中教案要怎么才能寫好呢？以下是小編為大家精心整理的“Unit 1?Festivals around the world Period 3教案”，供您參考，希望能夠幫助到大家。

Unit1Festivalsaroundtheworld
Period3Learningaboutlanguage:Grammar
整體設(shè)計(jì)
教材分析
Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.
Thisteachingperiodmainlydealswiththegrammar:modalverbs—theuseofcan,could,may,might,will,would,shall,should,must,can’t.Studentsoftenfeelmodalverbsabstractanddifficult,soitisnecessarytomakethelessoninterestingandconnectitwiththeirdailylifeinordertomakeiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadthereadingpassageFESTIVALSANDCELEBRATIONSagain,tickoutthesentencesusingmodalverbsfromthereadingpassageandtranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachmodalverbbygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage5andmoreexercisesforstudentstomastertherelatedmodalverbs.Finally,summarizetheuseofcan,could,may,might,will,would,shall,should,must,can’t.
Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage43andadditionalexercisesforconsolidation.
教學(xué)重點(diǎn)
Getstudentstolearnandmastertheuseofcan,could,may,might,will,would,shall,should,must,can’t.
教學(xué)難點(diǎn)
Enablestudentstolearnhowtousesomemodalverbscorrectly.
三維目標(biāo)
知識(shí)目標(biāo)
1.Getstudentstoknowthecharactersofmodalverbs.
2.Letstudentslearntheuseofcan,could,may,might,will,would,shall,should,must,can’t.
能力目標(biāo)
Enablestudentstousemodalverbscorrectlyandproperlyaccordingtothecontext.
情感目標(biāo)
1.Getstudentstobecomeinterestedingrammarlearning.
2.Developstudents’senseofgroupcooperation.

教學(xué)過(guò)程
設(shè)計(jì)方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
→Step2Leading-inbyaguessinggame
Theteacherpreparessomelittlegiftswrappedinpaperandletstudentsguesswhatthegiftsare,whowillbegiventhegiftsandanswerwhytheyguessso.Tellstudentstheycanusesuchmodalverbsasmay,must,can’t,andsoon.
Theteachermaywritesomesentencesontheblackboardaccordingtowhatstudentssayandexplainhowtousemodalverbstoexpressspeculation,possibility,etc.
Suggestedsentences:
1.Itmustbeatoy.(speculation)
2.ItmaybeabookabouthowtolearnEnglish.(possibility)
3.Canitbeapen?(guessing)
4.YouwillgiveittostudentwhocanspeakEnglishwell.(promise;ability)
5.Whatyouguessedcan’tbetrue.(guessing)
→Step3Grammarlearning
1.Readinganddiscovering
AskstudentstoturnbacktoPage1toreadthroughthepassageFESTIVALSANDCELEBRATIONS,letthempickoutthesentencesusingmodalverbsandtranslatethemintoChinese.
Suggestedanswers:
1.Themostancientfestivalswouldcelebratetheendofcoldweather,plantinginspringandharvestinautumn.
最古老的節(jié)日總是慶祝嚴(yán)寒的結(jié)束、春季的種植和秋天的收獲。
2.Somefestivalsareheldtohonorthedeadortosatisfytheancestors,whomightreturneithertohelportodoharm.
有些節(jié)日,是為了紀(jì)念死者,或者使祖先得到滿足,因?yàn)樽嫦葌冇锌赡芑氐绞郎希ńo人們）提供幫助,也有可能帶來(lái)危害。
3.FortheJapanesefestivalObon,peopleshouldgotocleangravesandlightincenseinmemoryoftheirancestors.
在日本的盂蘭盆節(jié),人們要掃墓、燒香,以緬懷祖先。
4.Theyalsolightlampsandplaymusicbecausetheythinkthatthiswillleadtheancestorsbacktoearth.
他們也點(diǎn)起燈籠,奏響樂(lè)曲,因?yàn)樗麄冋J(rèn)為這樣可以把祖先引回到世上。
5.Itisnowachildren’sfestival,whentheycandressupandgototheirneighbors’homestoaskforsweets.
它（萬(wàn)圣節(jié)前夕）現(xiàn)在是兒童們的節(jié)日,他們可以喬裝打扮,到鄰居家要糖吃。
6.Iftheneighborsdonotgiveanysweets,thechildrenmightplayatrickonthem.
如果鄰居們不給糖果,孩子們可能會(huì)捉弄他們。
7.Festivalscanalsobeheldtohonorfamouspeople.
有些節(jié)日也可以是紀(jì)念名人的。
8.HarvestandThanksgivingfestivalscanbeveryhappyevents.
收獲節(jié)和感恩節(jié)是非常喜慶的節(jié)日。
9.Somepeoplemightwinawardsfortheirfarmproduce,likethebiggestwatermelonorthemosthandsomerooster.
有些人可能因?yàn)樗麄兊霓r(nóng)產(chǎn)品（參加評(píng)選）而獲獎(jiǎng),比如最大的西瓜或最帥的公雞。
10.Thesecarnivalsmightincludeparades,dancinginthestreetsdayandnight,loudmusicandcolorfulclothingofallkinds.
狂歡節(jié)也許包括街頭游行、晝夜跳舞、鼓噪的音樂(lè)和各種艷麗的盛裝。
2.Thinkinganddiscussing
Letstudentsreadthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesemodalverbsisbeingusedinthesituations.Ifstudentshavesomedifficulty,givethemahand.
3.Summingup:theuseofcan,could,may,might,will,would,shall,should,mustandcan’t.
情態(tài)動(dòng)詞(ModalVerbs)
情態(tài)動(dòng)詞主要用來(lái)表示說(shuō)話人的看法、意愿、態(tài)度等。從用法上來(lái)說(shuō),它有如下幾個(gè)特點(diǎn):
1)情態(tài)動(dòng)詞本身都有一定的詞義;
2)情態(tài)動(dòng)詞單獨(dú)不能在句子中充當(dāng)謂語(yǔ);
3)情態(tài)動(dòng)詞沒(méi)有人稱和數(shù)的變化;
4)情態(tài)動(dòng)詞后接都不帶to的不定式（除ought外）,即接動(dòng)詞原形。
常用情態(tài)動(dòng)詞的基本用法
1.can/could
1)表示腦力或體力上的能力
Nobodycanstopthedevelopmentofscience.
誰(shuí)也無(wú)法阻止科學(xué)的發(fā)展。
ShecansingthatsonginEnglish.她能用英文唱那首歌。
Hecouldhardlysupporthisfamilybeforehefoundthenewjob.
他在找到那份新工作前幾乎無(wú)法養(yǎng)家糊口。
IcouldnotunderstandthelectureonthecomputergivenbyMr.Smith.
我聽不懂史密斯先生作的那個(gè)關(guān)于計(jì)算機(jī)的講座。
2)表示客觀上的可能性
Youcanborrowthisusefulbookfromthelibrary.
你可以從圖書館借到這種有用的書。
Amoresuitablepersonthanhimforthejobcannotbefound.
不可能找到比他更適合這份工作的人了。
Whenthestormstopped,theplanecouldtakeoff.
當(dāng)風(fēng)暴停下來(lái)時(shí),飛機(jī)可以起飛了。
3)表示主觀上的允許
CanIaskyousomequestionsaboutit?
我可以問(wèn)你有關(guān)這件事的幾個(gè)問(wèn)題嗎？
YoucannotleaveheretillIcomeback.
直到我回來(lái)你才能離開。
Suchkindofthingcan’thappenanymorelater.
這類事以后不準(zhǔn)再發(fā)生了。
Can/Couldyoutellmehowtogettotheairport?
你能告訴我怎么去機(jī)場(chǎng)嗎？
4)（用于否定句、疑問(wèn)句或感嘆句中）表示猜測(cè)、懷疑或驚詫
Howcan/couldyoubehere?你怎么會(huì)在這兒？
Shecouldn’t/can’tbesostupidtodothat.
她不可能蠢得去做那種事吧。
Wherecould/cantheboybenow?
那孩子現(xiàn)在能在哪兒呢？
另外,could還常用于表示客氣委婉的看法、提問(wèn)以及用于虛擬語(yǔ)氣的結(jié)構(gòu)中。這時(shí)could就不可以看作是can的過(guò)去式了,而是could自己獨(dú)特的用法。例如:
Couldyouspeakalittleslowly?
您能說(shuō)慢一點(diǎn)兒?jiǎn)幔?br> I’mafraidthatwecouldn’tgiveyouanydefiniteansweratthismoment.
恐怕我們這時(shí)候還無(wú)法給予您確切的答復(fù)。
Icouldcomeearlierifasked.
如果要讓我早一點(diǎn)來(lái),我可以來(lái)早一點(diǎn)。
2.may/might
1)表示可能性
Imaybebusyfromtomorrowon.
從明天起我可能會(huì)忙起來(lái)。
Youmaycatchsightofthesunrisefromherewhenyougetupbefore5inthemorning.
你在早晨五點(diǎn)鐘以前起來(lái),或許能從這兒看到日出。
Iwonderediftheymightagreewiththeidea.
我想知道他們是否會(huì)同意這種想法。
Shethoughtitmightbewisetotryherluckhere.
她認(rèn)為在這兒碰碰運(yùn)氣也不錯(cuò)。
2)表示允許
MayIcomein?我可以進(jìn)來(lái)嗎？
I’dliketohaveasmokehereifImay.
如果可以的話我想在這兒抽一支煙。
Thelibrariantoldherthatshemightreturnthebooktothelibraryinthreedays.
圖書管理員告訴她說(shuō),她可以在三天后還那本書。
3)may用來(lái)表示祝愿
Maythatdaycomesoon.但愿這天早日到來(lái)。
Mayyousucceedinwinningthefirstprizeinthegame.
祝愿你比賽奪冠成功。
4)might也常用于一些狀語(yǔ)從句中或虛擬語(yǔ)氣的結(jié)構(gòu)中
Icouldnotconvincehim,tryasImight.
我無(wú)論用什么樣的辦法也不能說(shuō)服他。
Theyleftoffearlieronthatdaysothattheymightcatchthefirsttrain.
那天,他們?yōu)榱粟s上頭班車動(dòng)身早一些。
Hediedsothattheothersmightlive.
為了其他的人能活下去,他自己犧牲了。
Ifyouhadmadebetteruseofyourtime,youmighthavelearnedmore.
假若你將自己的時(shí)間利用得更好一些,你本可以學(xué)到更多東西的。
注意:在回答以may引導(dǎo)的問(wèn)句時(shí),一般避免使用may,以免顯得太嚴(yán)厲、或不太客氣,而改用其他方式。例如:
—MayIcomein?我可以進(jìn)來(lái)嗎？
—Yes,please./Sure./Certainly.請(qǐng)進(jìn)。
—Pleasedon’t.請(qǐng)不要進(jìn)來(lái)。/—No,youmustn’t.不能進(jìn)來(lái)。
3.must
1)表示出于職責(zé)、義務(wù)該做某事
Wemustprotectthepeople’srights.
我們應(yīng)該保護(hù)人民的利益。
Everyonemustbeloyaltohismotherland.
每個(gè)人都應(yīng)該忠于自己的祖國(guó)。
Studentsmustworkhardattheirstudy.
學(xué)生應(yīng)該努力學(xué)習(xí)。
2)表示出于主觀意識(shí)而必須要做某事
Wemustspeedupthepaceofoureconomicreform.
我們必須加速經(jīng)濟(jì)改革的步伐。
Wemustkeepstepstothescientificdevelopment.
我們一定要與科學(xué)的發(fā)展保持步調(diào)一致。
Youmusthurryuporyou’llbelate.
你必須得快點(diǎn)兒,不然會(huì)遲到的。
注意:(1)must和haveto的區(qū)別:must表示出于主觀意識(shí)而必須要做某事;haveto卻表示由于某種客觀原因而不得不做某事,另外haveto還有時(shí)態(tài)的變化。例如:
IhavetogonowforI’vegotameeting15minuteslater.
我現(xiàn)在必須要走了,因?yàn)槲?5分鐘后有個(gè)會(huì)要開。
Hehastobebackhomebyfivetofetchhissonfromkindergarten.
他必須在五點(diǎn)鐘前回家去幼兒園接他的兒子。
(2)在回答以must引導(dǎo)的問(wèn)句時(shí),若是否定答復(fù),不用mustn’t,而用needn’t或don’thaveto,因?yàn)閙ustn’t表示禁止,意思是“絕不能”“一定不要”,而沒(méi)有“不必”的意思。例如:
—Mustwehandinourexercisestoday?
我們今天必須交作業(yè)嗎？
—Yes,youmust.是的,必須交。
—No,youneedn’t/don’thaveto.不,沒(méi)必要。
3)用于否定句,表示禁止
Smokingmustnotbeallowedintheoffice.
嚴(yán)禁在辦公室吸煙。
Youmustn’ttalktogirlslikethat.
你絕不能那樣對(duì)女孩子說(shuō)話。
4)表示推測(cè)（用于肯定句）
Youmustbetiredafterworkingsolong.
你工作這么久了,肯定累了吧。
Itmusthaverainedlastnightforitissowetoutside.
外面這么濕,昨晚肯定下雨了。
4.shall
用作情態(tài)動(dòng)詞時(shí),適用于第二人稱和第三人稱。
1)表示允諾
TheFairysaid,“Whateveryouwant,youshallhave.”
仙女說(shuō):“你想得到什么,你就可以有什么。”
Idon’twanttobehardonyourdaughter;sheshan’tbepressed.
我不想對(duì)你女兒太嚴(yán)厲,她不會(huì)太受壓的。
2)表示命令
Youshallcometomyofficeimmediately.
你必須馬上來(lái)我的辦公室。
Sheshallnotstayinmygarden.
她不許呆在我的花園里。
3)表示必然
Thatdayshallcome.那一天一定會(huì)到來(lái)。
ThislawshallcomeintoeffectonJanuary1st2007.
這項(xiàng)法律于2007年元月1日生效。
4)表示約定
Therentershallkeepthehouseinaneatandorderlystate.
租賃者要保持房屋整潔有序。
ThesuppliershallmakeshipmentbeforeOctoberandthepurchasershallmakepaymentwithin15daysafterreceiptofthegoods.
賣方十月以前裝運(yùn),買方在收到貨物后十五天內(nèi)付款。
5.should
1)表示出于職責(zé)、義務(wù)該做某事
Youshouldn’tcometosuchadecisionhastily.
你不應(yīng)該匆匆忙忙地作出這么一個(gè)決定。
WeshouldreadEnglishaloudeverymorning.
我們應(yīng)該每天早晨朗讀英文。
2)表示對(duì)某種情況的估計(jì)
Sheshouldn’tbeoutinsuchanearlymorning.
她不會(huì)這么一大早就出去了吧。
Thisbookshouldbepublishedintwomonthsatmost.
這本書最多兩個(gè)月后就會(huì)出版的。
3)用于某些從句中表示虛擬語(yǔ)氣
Thedoctorinsistedthatthegirlshouldbehospitalized.
大夫堅(jiān)持認(rèn)為那個(gè)女孩要住院治療。
Ifithadnotbeenforthedoctor’scare,thegirlshouldnotbespeakingtoyounow.
要不是由于大夫的精心照料,這個(gè)女孩現(xiàn)在就不能與你說(shuō)話了。
6.will/would
1)用于第二人稱的疑問(wèn)句,表示請(qǐng)求（would更客氣、委婉）
WillyoutellherthatI’llbebackintwentyminutes?
請(qǐng)告訴她我二十分鐘后回來(lái),好嗎？
Wouldyoutellmehowtogettotheshoppingcenter?
您能告訴我怎么去購(gòu)物中心嗎？
2)表示愿望
Gowhereyouwill.去你想去的地方吧。
Hewouldn’tletthedoctortakehisbloodpressure.
他不愿意讓大夫給他量血壓。
3)表示習(xí)慣、傾向
Sometimesthecatwillliethereallafternoon.
有時(shí)候,那只貓總是整個(gè)下午都躺在那兒。
Hewouldsitthereforhours,doingnothingatall.
他總是在那兒一坐就是幾個(gè)小時(shí),什么都不干。
4）表示決心
Wewillnevertalkaboutthatsubjectagain.
我們決不會(huì)再談?wù)撨@個(gè)話題了。
Hesaidhewouldmakethiscomputerworkevenifhehadtostayupallnight.
他說(shuō)他即使整晚不睡覺(jué)也一定要讓這臺(tái)計(jì)算機(jī)工作起來(lái)。
→Step4Grammarpractice
1.TurntoPage5.AskstudentstodoExercise2inDiscoveringusefulstructures.Firstletthemdiscussinpairshoweachofthesemodalverbsisbeingusedinthesituations.Thenchecktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.
2.TurntoPage43.AskstudentstodoExercise1andExercise2.Checktheanswersaftermostofthemfinish.
→Step5Dialogues
Showthefollowingonthescreen.
Workinginpairs,completethedialoguesusingmodalverbsandthenbereadytopresentyourdialoguestotheclass.
1.A:______________youliketogotoaspecialeventwithusonSunday?
B:Yes,I__________________________.
2.A:______________XiaoFengfindtheoriginofEasterfromthatbook?
B:No,he__________________________.
3.A:_______________Igowithmyfriendstotheharvestfestival?
B:Yes,you__________________________.
4.A:IfIwanttobeadoctor_____________Istudyscience?
B:Yes,you.
5.A:Heisveryhandsome.______________heplaytheroleoftheprince?
B:No,he__________________________.
6.A:Theneighbors’childrenareolderthisyear.______________theystopplayingtricksatHalloween?
B:Perhaps,they__________________________.
Thefollowingproceduresmaybefollowed:
1.Letstudentscompletethedialoguesusingmodalverbsindividually.
2.Checktheanswerswiththewholeclass.
3.Askstudentstopracticetheirdialoguesinpairs.
4.Letsomepairsperformtheirdialoguesinthefront.
Suggestedanswers:
1.A:Would
B:‘dliketogowithyouonSunday
2.A:Could
B:couldn’tfindit
3.A:May
B:maygo(withyourfriends)
4.A:should
B:shouldstudyscience
5.A:Can
B:can’tplaytheroleoftheprince
6.A:Might/Should
B:might/shouldstopplayingtricksatHalloween
→Step6Closingdownbyaquiz
Showthefollowingexercisesonthescreen.Letstudentsfinishthemwithinfiveminutestoseeiftheyhavemasteredtheuseofmodalverbs.Fiveminuteslater,checktheanswerswiththewholeclass.
1.Peter______________comewithustonight,butheisn’tverysureyet.
A.must
B.may
C.can
D.will
2.Michael______________beapoliceman,forhe’smuchtooshort.
A.needn’t
B.can’t
C.should
D.may
3.It’snearlyseveno’clock.Jack______________behereatanymoment.
A.must
B.need
C.should
D.can
4.John,you______________playwiththeknife;you______________hurtyourself.
A.won’t;can’t
B.mustn’t;may
C.shouldn’t;must
D.can’t;shouldn’t
5.—WhencanIcomeforthephotos?Ineedthemtomorrowafternoon.
—They______________bereadyby12:00.
A.can
B.should
C.might
D.need
6.—AreyoucomingtoJeff’sparty?
—I’mnotsure.I______________gototheconcertinstead.
A.must
B.would
C.should
D.might
7.Ididn’tseeherinthemeetingthismorning.She______________havespokenatthemeeting.
A.mustn’t
B.shouldn’t
C.needn’t
D.couldn’t
8.Susan______________writtenareportlikethis.
A.canhave
B.mustn’thave
C.can’thave
D.oughttonothave
9.Sorry,I’mlate.I______________haveturnedoffthealarmclockandgonebacktosleepagain.
A.might
B.should
C.can
D.will
10.Jenny______________havekeptherword.Iwonderwhyshechangedhermind.
A.must
B.should
C.need
D.would
11.We______________lastnight,butwewenttotheconcertinstead.
A.musthavestudied
B.mightstudy
C.shouldhavestudied
D.wouldstudy
12.—Willyoustayforlunch?
—Sorry,______________.Mybrotheriscomingtoseeme.
A.Imustn’t
B.Ican’t
C.Ineedn’t
D.Iwon’t
13.Mary______________beinParis.Isawherintownonlyafewminutesago.
A.mustn’t
B.shouldn’t
C.can’t
D.maynot
14.Acomputer______________thinkforitself;itmustbetoldwhattodo.
A.can’t
B.couldn’t
C.maynot
D.mightnot
15.—CouldIborrowyourdictionary?
—Yes,ofcourse,you______________.
A.might
B.will
C.can
D.should
Suggestedanswers:
1～5BBCBB6～10DDCAB11～15CBCAC
→Step7Homework
1.Finishofftheworkbookexercises.
2.PreviewthepassageASADLOVESTORYonPage7,findthesentencesinwhichmodalverbsareused,andseeifyoucanunderstandthesituations.
設(shè)計(jì)方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.TranslatethefollowingintoEnglish.
1)紀(jì)念;追念
2)盛裝;打扮
3)搞惡作劇;詐騙;開玩笑
4)期望;期待;盼望
5)日夜;晝夜;整天
6)人們喜歡聚在一起,吃吃喝喝,互相玩得開心。(havefunwith)
7)她的婚禮下周舉行。(takeplace)
8)她看上去好像生病了。(asthough/asif)
→Step2Warmingup
Tellstudentsthatmodalverbssuchasmay,might,will,would,can,could,shall,shouldandmustareusedformanypurposes.Askthemtoreadthroughthereadingpassageandfindoutatleasttensentencesthatcontainmodalverbs.Thenletthemexplainthemeaninganddiscussinpairshoweachofthemodalverbsisbeingusedinthesituations.
→Step3Learningtheuseofmodalverbs
1.AskstudentstoturntoPage89andlearnthegrammarModalVerbsbythemselves.
2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.
3.Solvetheproblemsstudentsmeetduringtheirstudy.
4.Sumup.
→Step4Practice
1.AskstudentstodoExercise2andExercise3inDiscoveringusefulstructuresonPage5.
2.Letstudentsdothefollowingadditionalexercise.
Workinginpairs,completethedialoguesusingmodalverbsandthenbereadytopresentyourdialoguestotheclass.
1.A:______________youliketogotoaspecialeventwithusonSunday?
B:Yes,I__________________________.
2.A:______________XiaoFengfindtheoriginofEasterfromthatbook?
B:No,he__________________________.
3.A:_____________Igowithmyfriendstotheharvestfestival?
B:Yes,you__________________________.
4.A:IfIwanttobeadoctor________________Istudyscience?
B:Yes,you__________________________.
5.A:Heisveryhandsome.______________heplaytheroleoftheprince?
B:No,he__________________________.
6.A:Theneighbors’childrenareolderthisyear.______________theystopplayingtricksatHalloween?
B:Perhaps,they__________________________.
→Step5Consolidation
Askstudentstofinishthefollowingexerciseswithin8minutes.Thenchecktheanswerswiththewholeclass.
1.單句改錯(cuò)
1)Mr.Smithlookspale.Hecanbeill.
2)Youmustbejoking.Thatmustn’tbetrue.
3)Cometotakethephotostomorrowmorning.Itmaybereadybythen.
4)Thefirespreadsofastthatonlyone-thirdofthepeoplecouldescapethefire.
2.Exercise1andExercise2inUsingstructuresonPage43.
→Step6Homework
1.FinishofftheWorkbookexercises.
2.ReadthroughthepartModalVerbsonPages89-91againandtakenotesinyourexercisebook.
板書設(shè)計(jì)
Unit1Festivalsaroundtheworld
Modalverbs
ModalverbsExamples
can/could—Can/CouldIborrowyourdictionary?
—Yes,youcan.
may/might—May/MightIcomein?
—Yes,please./Sure./Certainly.
—Pleasedon’t./—No,youmustn’t.
must/mustn’t—Mustwehandinourexercisestoday?
—Yes,youmust.
—No,youneedn’t/don’thaveto.
Youmustn’ttalktogirlslikethat.
must/can’tYoumustbetiredafterworkingsolong.
Shecan’tbesostupidtodothat.
will/wouldWill/Wouldyoutellmehowtogettotheshoppingcenter?
Hewill/wouldsitthereforhours,doingnothingatall.
shall/shouldYoushallcometomyofficeimmediately.
WeshouldreadEnglishaloudeverymorning.
活動(dòng)與探究
SupposeXiaoGangisabsenttoday.Yourteacherwantstoknowwhyheisabsent,butnooneknowsthereasonexactly.Makeupadialoguebetweentheteacher,youandsomeofyourclassmates.Trytouseasmanymodalverbsaspossible.Bereadytopresentyourdialoguetotheclass.
Thisactivityisdesignednotonlytohelpstudentsknowhowtousemodalverbstheyhavelearnedbutalsotomakeforthedevelopmentofstudents’writingandspeakingability.Theteachershouldmakeproperremarksaftereachgrouppresentthedialogue.