牛津英語高中教案

牛津8B英文全套教案6。

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PERIOD7:INTEGRATEDSKILLS

TeachingObjectives

●Tolistenforandidentifyspecificinformation

●Torecognizekeyexpressionsinvolvedinorganizinganevent.

●Torespondtowrittentextandinformationgotfromlistening

●Totalkaboutacharityshow.

●Toaskforhelpinorganizinganevent.

●Tomakesuggestionsandofferhelp.

TeachingProcedures

STEP1Presenting

Supposeyourclassisgoingtoholdacharityshow.Youareholdingameetingtodiscusstodofortheshow.What’llyoutalkabout?

Helpstudentstoanswer:

nameoftheshow,nameofthecharity,date,time,place,ticketprice,dutiesofstudents

STEP2Readingandanswering

TheClass1,Grade8studentsareplanningtheircharityshow.ReadSandy’snotes,askandanswerquestionsinpairs:

What’sthenameoftheshow?

What’sthenameofthecharity?

Whenwilltheshowbeheld?

Howmuchistheticket?

STEP3Listeningandanswering

Differentstudentshavedifferentduties.Whatwilleachstudentdoforthecharityshow?Pleaselisten.

Askstudentstofillinthetable.

Checkanswers,ask:

Whowilldesigntheposter?(KittyandSandy)

Whowillorganizeaplay?(MillieandSimon)

Whowillbethehostoftheshow?(Millie)

Whowillsetupthestage?(SandyandAmy)

Whowillsingasong?(KittyandDaniel)

Whowillaskfriendsandfamiliestocome?(Kitty,Sandy,Daniel,Millie,Simon,Amy)

STEP4FinishingoffPartA3

AskstudentstofillintheblanksinPartA3usingtheinformationinPartsA1andA2.

Checktheanswersasaclass.Readthepassagealoudtogether.

STEP5Listeningandanswering

Afterthemeeting,SandyandKittyarestilltalkingabouttheshow.AskstudentstolistentoPartBandanswerthefollowingquestions:

HowisSandy?Why?

Whowilltheyaskforhelp?Why?

Whatdotheyhope?

STEP6Readingafterthetape

Askstudentstoreadafterthetapesentencebysentence.

STEP7Explainingandreading

Explainsomelanguagepointstostudentsandaskthemtoreadthedialoguealoud.

STEP8Makingupdialogues

Askstudentstomakeupsimilardialogues,thenactthemout.

STEP9Homework

a.Readthetwopassagesandtrytolearnitbyheart.

b.FinishofftheexercisesintheEvaluationHandbook.

PERIOD8:STUDYSKILLS

TeachingObjectives

●Tointroduce“sensegroup”tostudents.

●Toencouragestudentstoreadpassagesincorrectsensegroups.

TeachingProcedures

STEP1Listeninganddiscussing

Askstudentstolistentoatape,inwhichonepersonisreadingapassagewithcorrectpause,theotheroneisreadingthesamepassagewithincorrectpause.Afterlistening,askstudentstocompareandsaywhichonereadsbetterandwhy.

STEP2Presenting

Thestudentsaresuretothinkthefirstpersonreadsbetter.Thentellthemwhenwereadasentence,weoftenpauseinthemiddle,andusuallythesepausesaremadeaccordingtothegrammaticalstructureofthesentence.Grammatically,asentenceismadeupofseveralpartsandeachhasitsownmeaning.Thesepartscanbecalledsensegroup.Asensegroupcanbeaword,anexpression,aphraseoraclause.Weoftenusethesign“/”tomakeupdifferentsensegroupsinasentence.

STEP3Readingandsaying

Milliehaschosensomewords,phrasesandclausesfromsomesentencesassensegroups.AskstudentstoreadPartAbythemselvesandthinkofmoreexamples.

STEP4Practicing

Milliewillbethehostofthecharityshow.Shewantstomakesureshespeaksclearlyandfluently.Let’shelpherpractice.AskstudentstoreadthesentencesinPartBbydividingeachsentenceintosensegroup.Thenlistentothetapeandseeiftheyhavereadcorrectly.

STEP5Doingextensionactivity

Givestudentsashortreadingpassage.Askthemtodivideeachsentenceintosentencesensegroups.Thenreaditaloud.

STEP6Homework

a.Practicereadingincorrectsensegroups.

b.FinishofftheexercisesintheEvaluationHandbook

PERIOD9:MAINTASK

TeachingObjectives

●Togenerateideasaboutdesigningaposter.

●Tomakeaposter

●Todescribethedetailsofacharityshow.

TeachingProcedures

STEP1Havingarevisionanddiscussing

DoyoustillremembertheClass1,Grade8studentsareplanningtheircharityshow.Differentstudentshavedifferentduties.What’sKittyandSandy’sduty?(Theywilldesignaposter.)Howtomakeaposter?Whatshouldbewritteninaposter?(nameoftheshow,time,place,ticketprice,etc.)

STEP3Readingandanswering

Whatelseshouldwewriteintheposter?AskstudentstoreadtheposteronPage73andhelpthemfindoutotherelementsintheposter.(purpose,programmearrangement,charityintroduction,whotothank,andthereason)

Thenaskandanswerquestions:

Whatisthenameoftheshow?

Whenwilltheyholdtheshow?

Whyaretheyholdingacharityshow?

Wherewilltheshowbeheld?

Whoorganizedtheshow?

Howmuchdotheticketscost?

Whichcharityaretheysupporting?

Explainthatwhendesigninganadvertisingposter,itisimportanttoincludeallthedetailssothatpeoplewhomightbeinterestedintheshowhaveenoughinformationaboutit.

STEP4Comingtoasummary

Tellstudentswhatinformationshouldbeincludedinaposter.(PartA2)

STEP5Designingaposter

AskstudentstodesigntheirownpostersbasedonthemodelonPage73.Tellthemtochooseacharitytosupportandthenplanaprogrammeofevents.TellthemtoensuretheyincludealltheinformationonthelistinPartA2.EncouragethemtoresearchtheirchosencharityontheInternettofindoutmoreinformationaboutit.

STEP6FinishingoffPartB1

Tellstudentsthatiftheywantmorepeopletoknowaboutthecharityshow,they’dbetterwriteaspeechabout.AskthemtohelpMillietocompleteherspeechusingtheinformationinPartA1.Thenchecktheanswersasaclassandreadthepassagealoud.

STEP7Writing

Askstudentstowritespeechesaccordingtotheirownposters.Thenaskafewmoreablestudentstopresenttheirspeechestotheclass.Inviteotherstudentstosaywhethertheyarepersuadedtoattendtheevent.

STEP8Homework

a.Revisehowtomakeaposterandwriteaspeechforacharityshow

b.Planacharityshowandwriteaspeechforit

PERIOD10:CHECKOUT

TeachingObjectives

●Torevisethewholeunit,focusingonGrammarandVocabulary.

TeachingProcedures

STEP1HavingarevisiononGrammar

What’sthisunitabout?(It’saboutcharityshows.)

AskstudentstosaysomethingaboutthecharityshowthatRickyhosted.

Studentscanusethefollowingquestionstohelpthemselves:

WasRickybusy?Why?(Becausealotofworkmustbedone.)

Whatwasthepurposeoftheshow?(Toraisemoneyforcharity)

Whatwastheresultoftheshow?(Itwasasuccess.Alotofmoneyhasbeenraised.)

WhatdoesRickyhope?(Hehopesmoreeventslikethiswillbeorganized.)

Byansweringtheabovequestions,helpstudentsreviseGrammar.

STEP2FinishingoffPartA

Fillintheblanks,checktheanswersasaclassandreaditaloud.

STEP3HavingarevisiononVocabulary

Supposeyourclassaregoingtoholdacharityshow.Whatwillyoudobeforetheshow?(choosethehost,inviteperformers,arrangethetheatre,designaposter,writeaspeech,etc.)

Showthreepicturesoftheatrestostudents,askthemtochoosetheirfavouriteone.Studentscandecidewhichonetochoosebylookingatthearrangementofthethingsatatheatre(exit,stage,seatsforaudience,microphone,speaker,curtain,etc.)Thengivethereasons.

STEP4FinishingoffPartB

Fillintheblanks,checktheanswersasaclassandreaditaloud.

STEP5Doingadditionalexercise

根據(jù)句意和首字母完成句中單詞

1.Idon’tlikewatchingTVnowbecausetherearemanya_____________onit.

2.Let’sd_________ourpocketmoneytohelpthep__________childrengobacktoschool.

3.Allofushopethec__________showwillbeasuccess.

4.Ourfootballteamgoestothefinal!Theyneedours___________.

5.It’sourd_________tostudyhard.

6.Whenthefilmisover,weshouldwalkoutthroughthee__________onebyone.

7.StudentsinChinausuallyhavetenminutes’b___________betweenclasses.

8.Theshowwillreallygreatandana_____________oftwothousandcametoenjoyit.

STEP6Homework

a.Gooverthewholeunitandgetreadyforthecomingtest.

b.FinishofftheexercisesintheEvaluationHandbook.

Unit5Internationalcharities

Period1Comicstripswelcometotheunit

(Howcharitieshelppeople,Charitiesaroundtheworld)

Teachinggoals

●Tointroducestudentstosomeinternationalcharities

●Tolearntouse‘usedto’and‘beusedto’

Teachingprocedures

Step1Warmingupbyquestioning

WhatcharitiesinChinadoyouknowof?Whatdotheyhelp?

Inthisunit,we’lllearnsomeinternationalcharities.Whatinternationalcharitiesdoyouknowof?

Haveyoueverheardoffamousinternationalcharitieslike:ORBIS,Oxfam,UNICEF,WorldVisionandWorldWideFundforNature?

Step2FinishingoffPartA

Onpage77aresomelogosorpictures.Couldyoumatchthelogoswiththecharities?Iwillchecktheanswerslateron.

Step3Discussing

Whatdoyouthinkpeopleinpoorcountriesneedmost?Dotheygethelpfrominternationalcharities?Whatcanyoudoforcharities?(Wecandonateourpocketmoneytothem.)

Step4Listeningandanswering

Oxfamneedsmoneytocarryonwiththeirwork.

WhocallsfordonatingpocketmoneytoOxfam?(Hobo)

Willhedonatehisownpocketmoney?(No)

Whosepocketmoneydoeshewanttodonate?(Eddie’s)

Whendoeshewanttogotodonatemoney?(Rightnow,atlunchtime)

DoesEddieagree?(Ofcoursenot)

Whynot?(Hedoesn’toftengooutbeforelunch.Thatistosay,heisn’tusedtogoingoutbeforelunch.)

WhatdoesEddiethinkofHobo?(Hobowaskindtohimbefore,butnowheisn’t.Thatistosay,HobousedtobekindtoEddie.)

WherewillHobotakeEddietohavelunch?

DoyouthinkEddieiswillingtogotoOxfamrightnow?

Why?

Step5Readingaloudandwritingdownexpressions

Nowreadafterthetapesentencebysentence.

Youaregivenfiveminutestofindoutandwritedownalltheusefulexpressionsinthispart.

Gooverpage76and77againtounderlinealltheusefulexpressions.

ExpressionsfromComicstripswelcometotheunit

Needmoney,havesomepocketmoneyleft,give…to…,havelunchattwelveo’clock,benotusedto–ing,beforelunch,haveabiglunchafterwards,usedtodo…,bekindto…,so…that…,walkfurther,take…to…,nextto…,collectinformationabout…,match…with…,write…intheblanks,need…most,write…inthebox

Step6Readingandacting

Readthedialoguealoudandactitoutinpairs.

Step7Retellingthestory

TodayHobotellsEddiethatOxfamneedsmoney.HeremembersthatEddiehassomep_____moneyl_____,soheasksEddietogoanddonatesomeofit.ButEddiesaysthathealwayshasl_____attwelveo’clock.Heisn’tu_____tog_____outbeforelunch.“Don’tw_____.”Hobosays,“Wecanhaveabigluncha_____.”Atlast,EddiehastogowithHoboandhesayssadly,“Youu_____tobeveryk_____tome,butnowI’msow_____thatIcan’twalkanyf_____.”“OK,I’llt_____youtoanewr_____.It’sn_____totheOxfamshop.”Hobosayshappily.Doyoubelievewhathesays?

(Keys:pocket,left,used,going,worry,afterwards,used,kind,weak,further,take,restaurant,next)

Step8Homework

a.Readthecomicstripsandtrytorememberit.Tryyourbesttoactitout.

b.FinishofftheexercisesintheEvaluationHandbook.

Period2ReadingI

(AninterviewwithanORBISdoctor)

Teachinggoals

●Tolearntoguessmeaningsofnewwordsfromthecontext

●Tolearntoskimtextforoverallmeaningsandscanfordetails

●Tounderstandthestructureofdifficultsentences

Teachingprocedures

Step1Presenting

Whatinternationalcharitiesdoyouknowabout?

Whatdotheydo?

HaveyouheardofORBIS?

ORBIShelpsblindpeopleinpoorcountries.Thestateofbeingblindiscalledblindness.WhydoesORBIShelptheblindpatients?Becauseblindnessaffectsmanypeoplearoundtheworld,mostlyinpoorcountries.Butmostofthecasesofblindnesscanbepreventedorcured.Whydon’ttheblindgotoseedoctors?Becausetheyaresopoorthattheycan’tpayformedicaltreatment.ORBISdoctorstreatthemforfree.Theyoperateon/do(perform)operationsontheirpatients.Sothepatientsarethankful/gratefultothem.HowdoyouthinkORBISdoctorsfeelwhentheyhelppeople?(Theyfeelproud.)

Step2Findingoutexpressions

Goontopage78and79readtheinterviewandunderlinealltheusefulexpressions.

ExpressionsAninterviewwithanORBISdoctor

tell…somethingabout…,affect…aroundtheworld,inpoorcountries,about80percentof…,curethecase,preventthecase,havethemoneyfor…,medicaltreatment,useaflyingeyehospital,visitpoorcountries,ontheplane,performoperations,use…as…,ateachingcenter,onaplane,workinahospital,can’taffordtodo…,travelto…,learnabout…,share…,teachsb.sth.,watch…onvideo,duringavisit,operateon…,dooperations,workquickly,doajob,begratefulto…,thank…for…,say…to…,theluckyones,treatandcureeyeproblems,improvethelivesofpatients,carryonwith…,support…by…,senddonationsto…

Step3Listeningandanswering

Nowlistentothetape,andthenanswerthefollowingquestions:

Howmanypeoplearoundtheworldareaffectedbyblindness?

Howmanycasesofblindnesscanbepreventedorcured?

WheredoORBISdoctorswork?

WhatdoesORBISneed?

Step4ReadingsilentlyandfinishingoffPartB2

Readthetextsilentlyagain.

TrytofillintheblanksinPartB2,checkingyouranswersagainstyourpartner’s.

(Keys:operations,skills,knowledge,grateful,patients,cured,donations)

Step5FinishingoffPartC

PutthesentencestogetherinPartC,thencheckingtheanswerswithyourpartners.

(Keys:1e,2f,3a,4c,5d,6b;1charity,2blind,3eye,4hospital,5doctors,6treat,7teach,8operations)

Step6Readingafterthetape

Nowreadafterthetapesentencebysentence.Payattentiontothesensegroupswithinthesentences.

Step7Doingadditionalexercise

Askstudentstotellifthefollowingstatementsare“True”or“False”accordingtothetext.

1.Blindnessaffectsabout45millionpeoplearoundtheworld,mostlyinwesterncountries.F

2.Manyblindpeoplehavenomoneyformedicaltreatment.T

3.Localdoctorsperformoperationsontheplaneinsteadofinthehospitalbecauseitismorecomfortableontheplane.F

4.Dr.Mausedtodooneortwooperationsaday.F

5.PatientsareverygratefultoORBISdoctors.T

Step8Homework

a.Readafterthetapefivetimes.Yourparent’ssignatureisneeded.

b.FinishtheexercisesintheEvaluationHandbook.

Period3ReadingII

(AninterviewwithanORBISdoctor)

Teachinggoals

●Toworkoutthestructureofeachsentence

●Toretellthestoryintheirownwords,followingtheorganizationofthepassage

●Toexplainallthelanguagepoints

Teachingprocedures

Step1Readingthetexttogether

Readthepassageonpage78and79togetherloudly.

Imaychoosesomeofyoutoreadthepassageparagraphbyparagraphlateron.

Step2MakingaflowchartonORBIS

GooverthetexttomakeaflowchartonORBIS,gettingreadyforretelling.

Youcanusetheflowchartonpage88asamodel.

Nowtrytoretellthetextstoryinyourownwordswiththehelpoftheflowchart.

Step3Retellingthestory

Blindnessaffectsabout45millionpeoplearoundtheworld,m_____inpoorcountries.Infact,about80percentofthecasesofblindnesscanbec_____orp_____.However,manypeopledon’thavee_____moneyform_____t_____.

ORBISisac_____thathelpsthepoorwithe_____problems.Itusesaf_____eyehospitaltovisitpoorcountries.Ontheplane,v_____doctorsp_____o_____.Theyalsousetheplaneasat_____c_____.

Thedoctorsdon’tworkinahospitalbutonaplane,becausemanyoftheirp_____aresop_____thattheydon’thavethemoneytot_____tohospital.SotheORBISdoctorshavetogotothem.Theyalsot_____thel_____doctorsandnursesnews_____andk_____.Theyhopetohelpmorepeoplebyt_____them.

Dr.MaisadoctorontheORBISplane.Heo_____on150patientsontheplaneduringhislastv_____.It’shardworkbutheisusedtoitnow.Ofcourse,manypeopleareveryg_____tohimbecausehehashelpedthemseeagain.Hebelievesthatm_____m_____canbeusefultothecasesofblindness.Alltheyneedise_____moneytoc_____onwiththeirwork.SohehopesthatmoreandmorepeoplewillsupporttheirbysendingdonationstoORBIS.

(Keys:mostly,cured,prevented,enough,medicaltreatment,charity,eye,flying,volunteer,perform,operations,teaching,center,patients,poor,travel,teach,local,skills,knowledge,treating,operated,visit,grateful,modern,medicine,enough,carry)

Step4Explaininglanguagepoints

Whatquestionsdoyouhaveaboutthefollowinglanguagepoints?Nowmakesentencesofyourownwiththem.

1.operateonsb.=perform/doanoperationonsb.

2.usedtodo/beusedtodoing

3.so…that/such…that

4.carryonwith…

5.beproudtodo/beproudof…

6.improveone’slife

7.begratefultosb.forsth.

Step5Doingadditionalexercises

用所給詞組的適當形式填空(有一個多余)

beproudof,usedto,beusedto,so…that,operateon,carryon,such…that

1.Hewashurt__________badly___________wehadtosendforadoctor.

2.Thelittlegirl____________washingherhandsbeforemealsnow.

3.Iam____________LiuXiangbecauseheistheprideofourcountry.

4.I___________spendmypocketmoneyplayingcomputergames.It’sbadformystudy.

5.Theolddoctor______________thepatientlastSunday.

6.Weneedenoughmoney__________ourwork,soweneedyoursupport.

(Keys:so…that,isusedto,proudof,usedto,operatedon,tocarryon)

Step6Doinganextensionactivity

a.ThinkaboutwhatwecandotosupportORBIS.

b.Introduceonecharitythatyouknowverywell.

Step7Homework

a.Actouttheinterview.

b.TellyourparentsaboutORBIS.

Period4Vocabulary

(Suffixes‘-ment’,‘-ness’and’-ion’)

Teachinggoals

●Todevelopanunderstandingofsuffixes

●Touseproperverbsandadjectivesincontext

Teachingprocedures

Step1Havingarevision

Tobeginwith,answermyquestionsaboutReading:

WhatkindofpeoplegotoORBISforhelp?(Blindandpoorpeople.)

Canmostcasesofblindnessbecuredorprevented?(Yes.)

WhatdoORBISdoctorsdo?(Theytreatmanypatients.)

Dothepatientsneedtopayforthetreatment?(No.)

HowdoORBISdoctorstreatthem?(Theyoperateonthem.=Theyperformoperationsonthem.)

Whatistherelationshipbetween“blind”and“blindness,“treat”and“treatment”,“operate”and“operation”?

Wecanformnounsbyaddingsuffixes‘-ment’,‘-ness’,or‘-ion’tosomeverbsandadjectives.Sometimesweneedtochangetheendingoftheverboradjectivebeforeweaddthesuffix.

happy-y+i+ness=happiness

celebrate-e+ion=celebration

invite-e+ation=invitation

Whatisasuffix?

Asuffixisawordending.Itisagroupoflettersyoucanaddtotheendofarootword*

e.g.walking,helpful

*Arootwordstandsonitsownasaword,butyoucanmakenewwordsfromitbyaddingbeginnings(prefixes)andendings(suffixes).

Forexample,comfortisarootword.Byaddingtheprefixdisandthesuffixableyoucanmakenewwordssuchasdiscomfortandcomfortable.

Addingsuffixestowordscanchangeoraddtotheirmeaning,butmostimportantlytheyshowhowawordwillbeusedinasentenceandwhatpartofspeech(e.g.noun,verb,adjective)thewordbelongsto.

e.g.Ifyouwanttousetherootwordtalkinthefollowingsentence:

Iwas(talk)toSamina.

Youneedtoaddthesuffixingsothatthewordtalkmakesbettersensegrammatically:

"IwastalkingtoSamina".

Therearevarioussuffixesweuse.Probablythemostcommonareedanding.

Herearesomeothersuffixesandexamples.

Step2FinishingoffPartA

Gotopage82tohelpDanieltochangeverbsandadjectivesintonouns,checkingtheanswerswithyourpartner.Thinkofmoreexamplesifyoucan.

Step3FinishingoffPartB

FillintheblanksinPartBonpage82.Thenreadthee-mailaloud.

Step4Doingadditionalexercises

用括號中所給詞的適當形式填空

1.Thechildreninpoorcountrieshaveto_____emptybottlestoearnmoney.Lasttermourschoolmadea_____forchildreninpoorareas.(collect)

2.Hecouldnotpayhisrent,sohehadto_____out.Therewastoomuch_____ofcarsonthecityroads.(move)

3.Oldpeoplelivea_____lifeinourcountry.It’sagreat_____forustowelcomeyouhere.(happy)

4.Theteacheralways_____herstudentsasherchildren.Thenew_____forblindnessmakessomepatientsseeagain.(treat)

5.Travelingbycoachmakesusfeel_____alltheway.Thereisn’tmuch_____herethisyear.(sick)

(Keys:collect,collection;move,movement;happy,happiness;teats,treatment;sick,sickness)

Step5Homework

a.Readandlearnthesesuffixesheart.

SuffixExampleSuffixExample

edwalk+ed=walkednesshappy+ness=happiness

ingsay+ing=sayingalaccident+al=accidental

ertall+er=talleraryimagine+ary=imaginary

tioneducate+tion=educationableaccept+able=acceptable

siondivide+sion=divisionlylove+ly=lovely

cianmusic+cian=musicianmentexcite+ment=excitement

fullyhope+fully=hopefullyfulhelp+ful+helpful

estlarge+est=largestyease+y=easy

b.FinishofftheexercisesintheEvaluationHandbook.

Period5GrammarI

(‘Usedto’and‘Beusedto’)

Teachinggoals

●Touse‘usedto’totalkaboutapasthabitorstate

●Touse‘beusedto’totalkaboutwhatwehavedoneregularly

Teachingprocedures

Step1Havingarevision

DoyoustillrememberDr.Ma?Whatishe?(Adoctor.)

Wheredidheworkinthepast?(Inthehospital.)

Wheredoesheworknow?(OntheORBISplane.)

SowecansayDr.Mausedtoworkinthehospital.Weuse‘usedto’totalkaboutapasthabitorstate.Wecanuseaninfinitiveafter‘usedto’.

Step2Practicing

SaysomethingaboutDr.Ma’slifewhenheworkedinahospitalusing‘usedto’.

Step3Doinganextensionactivity

Iamgoingtotellyouaboutmyownlife.

Iusedtolivein…

Iusedtogoto…Secondaryschool.

Iusedtoplaybadmintontwiceaweek.

…

Showaphotoofyourfamily.Inpairs,telleachotherwhatyourliveswerelikeinthepast.Eachstudentshouldmakeupatleast3sentenceswith‘usedto’.

Step4Presenting

NowDr.MaworksontheORBISplane.Helivesalifewhichisdifferentfromtheoneinthepast.Butheisusedtohisnewlife.HeisusedtoworkingontheORBISplane.

Weuse‘beusedto’totalkaboutsomethingwehavedoneregularlyforalongtimesothatitisnotnewanymore.Weputitbeforeanoun(phrase)oran“-ing”formofaverb.

Step5Finishingofftheexercises

Gotopage83tofinishexercisesinPartA,BandCinpairs.

Step6Doinganextensionactivity

Howhaveyourliveschangedsinceyoustartedsecondaryschool?

Whatnewexperiencesandroutineswereyounotfamiliarwithatfirst?Likethedifferentmethodoftravelingtoschool,largerschoolsize,differentuniforms,moresubjectsoffered.Worktogethertoformulatesentencestoexpresstheideaofbecomingaccustomedtosomething.

Iamusedtotakingthebustoschool.

Iamusedtothelargerclassesatsecondaryschool.

Iamusedtowearingtheschooluniform.

Iamusedtostudyingmorethan10subjectsaweek.

Step7Comingtoasummary

Compare‘usedto’and‘beusedto’,andthenworkouttheruleonpage84.

usedto與beusedto的運用區(qū)別

●usedto+do：“過去常?！北硎具^去習(xí)慣性的動作或狀態(tài)，但如今已不存在。

Motherusednottobesoforgetful.

Scarfusedtotakeawalk.（過去常常散步）

●beusedto+doing：對……已感到習(xí)慣，或“習(xí)慣于”，to是介詞，后需加名詞或動名詞。

Heisusedtoavegetariandiet.

Scarfisusedtotakingawalk.（現(xiàn)在習(xí)慣于散步）

●usedto的用法

否定式簡寫為usednt，過去經(jīng)常，以前常常。

Weusedtogothereeveryyear.（我每年都去那兒。）

Heisnotwhatheusedtobe.（他已不是舊日的他了。）

Thisusedtobeashabbyhouse.（此房年久失修）

●usedto，would這兩個詞語都可以表示過去常做某事，有時可以換用。

●usedtodo強調(diào)整過去習(xí)慣性的行為或狀態(tài)，但是現(xiàn)在沒有這種行為或狀態(tài)了。因此，這個短語的內(nèi)涵是今昔對比。

Step8Homework

a.Reviewwhatwehavelearnt.

b.FinishofftheexercisesintheEvaluationHandbook

Period6GrammarII

(Using‘so…that’and‘such…that’)

Teachinggoals

●Tolearntouse‘so…that’and‘such…that’

Teachingprocedures

Step1Presenting

Whatdoyouwanttobeinthefuture?Whatdoyouthinkofthejobofteaching?

Ithinkeducatingstudentsisalongprocessanditisveryimportant.Wemustbepatientenough.

Thatistosayeducatingstudentsissoimportantthatteachersmustbepatientenough.=Educatingstudentsissuchalongprocessthatwemustbepatientenough.

Weuse‘so…that’or‘such…that’toshowtheresultofsomething.Wecanuseanadjectiveoranadverbbetween‘so’and‘that’,andweuseanounoranounphrasebetween‘such’and‘that’.

Step2Practicing

Shirleywantstobeadoctorwhenshegrowsup.Amyisnowtellingherwhatadoctor’slifeislike.Helphercombinewhatsheissayingwith‘so…that’or‘such…that’.(Page85)

Step3Doinganextensionactivity

Lookatthesepictures.Wearetomakesentencesusing‘so…that’and‘such…that’.

Picture1:Alittleboywantstogettheappleonthetable.Butheistooshort.→Thelittleboyissoshortthathecan’tgettheappleonthetable.→Heissuchalittleboythathecan’tgettheappleonthetable.→Thelittleboyistooshorttogettheappleonthetable.

Step4Comingtoasummary

Workouttheruleabout‘so…that’and‘such…that’.

So…that/such…that

such…that作“如此……以致”解，連接一個表示結(jié)果的狀語從句。與so…that

意思相同，但用法不同。如：so…that這一結(jié)構(gòu)中，so后邊可加形容詞或副詞，而such后邊要用名詞（這個名詞前面可以帶形容詞，也可以不帶）。因此，such…that的句型結(jié)構(gòu)可分以下三種：

1)such＋a(an)＋adj.＋單數(shù)可數(shù)名詞＋that…clause

Heissuchacleverboythateverybodylikeshim.

他非常聰明，大家都非常喜歡他。

Hewassuchanhonestmanthathewaspraisedbytheteacher.

他非常誠實，因而受到了老師的表揚。

2)such＋adj.＋復(fù)數(shù)可數(shù)名詞＋that…clause

TheyaresuchinterestingnovelsthatIwanttoreadthemonceagain.

這些小說非常有趣，我想再讀一遍。

3)such＋adj.＋不可數(shù)名詞＋that…clause

Hehasmadesuchgreatprogressthattheteachersarepleasedwithhim.

他進步得很快，老師們對他感到很滿意。

注意：如果such后邊的名詞前由many、much、few、little等詞所修飾的話，則不用

such而用so。例如：

Hehadsomanyfallsthathewasblackandblueallover.

他摔了很多跤，以至于全身上下青一塊，紫一塊的。

Hehadsolittleeducationthathewasunfitforthisjob.

他所受教育很少，不適合做這個工作。

Thereweresomanypeopleinthestreetwatchingthefirethatfirefighterscouldnotgetcloseto

thebuilding.

街上有那么多人觀看大火，以至于消防隊員無法接近大樓。

6.Infact,hisEnglishisoneofthesearticleswassogoodthatAngelswrotehimaletterandpraisedhimforit.

事實上，在那些文章中有一篇他的英文寫得很好，恩格斯曾寫信贊揚他。

so…that也作“如此……以致”解，連接一個表示結(jié)果的狀語從句。so…that與such…

that意思相同，但用法不同。現(xiàn)將so…that用法總結(jié)如下：

so＋adj.／adv.＋that…clause（so的后面跟形容詞或副詞）

Herunssofastthatnobodycancatchupwithhim.

他跑得非常快，沒人能追上他。

Dr.Wangissogoodthateverybodylovesandrespectshim.(=Heissogoodadoctorthateverybodylovesandrespectshim.=Heissuchagooddoctorthateverybodylovesandrespectshim.)

他是一位好醫(yī)生，大家都尊敬并愛戴他。

Step5Homework

a.Gooverwhatwehavelearnt.

b.FinishofftheexercisesintheEvaluationHandbook.

Period7Integratedskills

(Writing,readingandspeakingup)

Teachinggoals

●TolistenforandidentifyspecificinformationaboutUNICEF

●Torespondtoawrittentextandinformationgotfromlistening

●Totalkaboutfavoritecharities

Teachingprocedures

Step1Presenting

Whatinternationalcharitiesdoyouknowabout?Whichcharitycanhelpyouwithyoureyeproblems?DotheORBISdoctorsvolunteertodothework?Yes.Theyarevolunteers.Theydosomevoluntarywork.

WehaveknownsomethingabouttheworkofORBIS.Today,let’stalkabouttheworkofUNICEF.

Step2Readingandanswering

AskstudentstoreadthearticleinPartA2andanswerthefollowingquestions:

Whichcharityisthisarticletalkingabout?

Whenandwherewasitsetup?

Whywasitsetup?

HowmanycountriesandareasdoesUNICEFworkin?

WhatdoesUNICEFhelp?

Step3ListeningandfinishingoffPartA1

ListentoPartA1andputthesentencesinthecorrectorder.

Checkonyouranswersinpairs.

MorequestionsaboutUNICEF:

WhatdoesUNICEFprovide?

HowdoesUNICEFraisemoney?

HowcanwehelpUNICEF?

Step4FinishingoffPartA2,A3andA4.

FillintheblanksinPartA2,A3andA4,checkingontheanswersandreadthesentencesaloud.

Step5Readingafterthetape

Readafterthetapesentencesbysentence,payingattentiontothesensegroupswithinthetext.

Step6Findingandcopyingexpressions

Gooverpage86and87againtofindandcopyalltheusefulexpressions.

Usefulexpressionsfrompage86and87

doapresentationon…,listentoaradioprogrammeabout…,put…intothecorrectorder,write…intheboxes,want…tobe…,gotoschool,helpmake…,make…abetterplacefor…,helpby…,makeadonation,dosomevolunteerwork,raisemoneyby…,sellcards,organizefind-raisingactivities,allovertheworld,partof…,besetup,atthattime,becauseof,organizeone’sideas,get…from…,insteadof…,supportone’sfamily,spend…on…,savemoneyfor…,protectingwildlife,aseriousproblem,takeactiontodo…

Step7Makingupnewdialogues

Tospeakuplet’sgoontomakeupnewdialoguesusingPartBasamodel.

Step10Homework

a.Listen,repeatandrecitethedialogueinPartB.

b.FinishofftheexercisesintheEvaluationHandbook.

Period8Studyskills

(Makingflowcharts)

Teachinggoals

●Tolearntoshowideasbyaflowchart

Teachingprocedures

Step1Learnhowtomakeaflowchart

Step-by-Stepprocessofhowtodevelopaflowchart

●Gatherinformationofhowtheprocessflows:usea)conservation,b)experience,orc)productdevelopmentcodes.

●Trialprocessflow.

●Allowothermorefamiliarpersonneltocheckforaccuracy.

●Makechangesifnecessary.

●Comparefinalactualflowwithbestpossibleflow.

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Period4Vocabulary

(Wordsaboutcomputers)

Teachinggoals

●Toidentifywordsaboutthecomputer

●Tounderstandthefunctionsofdifferentpartsofacomputer

●Touseappropriatenounstotalkaboutcomputerfunctionsandapplications

●Todescribetheusesofdifferentcomputeraccessories

Teachingprocedures

Step1Havingafreediscussion

A:Doyouhaveacomputer?

B:Yes,Ido.

A:Whatdoyouuseitfor?

B:Iuseittosearchforinformation.

A:Why?

B:Becauseit’sfastandeasy.

A:Howoftendoyouuseittosearchforinformation?

B:Iuseittosearchforinformationeveryweek.

Workinpairs,andtheunderlinedwordscanbereplaced.

Step2Presenting

Wehaveknownthatwecanusecomputersfordrawinganddesigning,playinggames,writingcomputerprogram,etc.Doyouwanttoknowmoreaboutthecomputers?

(ShowpicturesinPartA1onpage46.)Let’slearnthedifferentpartsofacomputer.Explainthepartsonebyone.

(Additionwords:floppydisk,program,harddisk,cursor)

Step3Practising

DanielislookingforsomeinformationaboutcomputersontheInternet.

NowIsayasentence,youtellmewhatitisorwhatitisusedfor.

1.Youusethissetofkeysfortyping.(keyboard)

2.Setsofinstructionsthatcontrolyourcomputer.(program)

3.Amachinethatputsyourwordsandpicturesontopaper.(printer)

4.Youcansewordsandpicturesonit.(screen)

5.Youmoveitwithyourhandtomovethecursoronthescreen.(mouse)

Step4Practising

Simonhasboughtanewcomputer.HercousinAnnieisaskinghimsomequestionsaboutit.CompletetheirconversationinPartA2onpage46,andthenworkinpairstoactitout.

Step5Playingagame

AComputerBingo

Youaretodrawagridofninesquaresintheirbooks.YouthenwritethewordsfromPartA1inthesquaresinanyorder.IwillreadoutwordsfromthelistrandomlyandyouaretokeeparecordoftheonesIcallout.Youshallcrossoutthewordswhenyouhearthem.

Step6Doinghomework

a.Readandlearnthesewordsandsentencesbyheart.

b.Translation

1.打印機能把字和圖片打印到紙上。

2.我剛剛把信息儲存到硬盤上。

3.我的新電腦比舊電腦要快的多。

4.你可以在屏幕上選擇一個圖標，然后點擊它來獲得更多的細節(jié)。

(Keys:1.Aprinterprintswordsandpicturesonapieceofpaper.2.Ihavejustsavedthisinformationinmyfloppydisk.3.Mynewcomputerrunsmuchfasterthanmyoldone.4.Youmaygetmoredetailedinformationbychoosingaicononthescreenandclickingit.)

Period5GrammarI

(Passivevoice)

Teachinggoals

●Toidentifyandusethepassivevoice

●Torecognizeandunderstandthecontextforusingthepassivevoice

●Tobecomefamiliarwiththefunctionoftheword‘by’toindicatetheagentwhodoessomething

Teachingprocedures

Step1Havingarevision

—What’syourbestfriend’sname?—HisnameisSimon./HeiscalledSimon.

—What’sthiscalled?(Showapictureofacomputer)—Itiscalledacomputer.

—Whataretheycalled?(Showthedifferentpartsofthecomputer).

—Itiscalledascreen,amouse,…

Step2Presenting

(ShowaneducationalCD-ROMcalled‘Aroundtheworldineighthours’。)

—Whatdowecallit?—WecallitaneducationalCD-ROM.(Activevoice)

ItiscalledaneducationalCD-ROM.(Passivevoice)

—Whoisthedesigner?—NancyJacksondesignedit.(Activevoice)

ItisdesignedbyNancyJackson.(Passivevoice)

Weusetheactivevoicewhenitisimportanttoknowwhoperformstheaction.

Wecanalsousethepassivevoicewhen：

1.itisobviouswhoperformstheaction.

Wordprocessingskillsaretaughtinourcomputerlessons.

2.wedonotknowordonotwanttoknowwhoperformedtheaction.

Theprinterwassoldalready.

3.wethinktheactionismoreimportantthanthepersonwhoperformstheaction.

EducationalCD-ROMaresoldinmanycountries.

Wecanalsointroducethepersonwhoperformsanactionwiththepassivevoiceusing‘by’.Weput‘by’andthename(s)oftheperson(s)attheendofapassivesentence.

Step3Arrivingataconclusion

Weuse‘a(chǎn)m’,‘is’,‘a(chǎn)re’+pastparticipletoformthepassivevoiceinthesimplepresenttense.

Weuse‘was’,‘were’+pastparticipletoformthepassivevoiceinthesimplepasttense.

Step4Doingadditionalexercises

Changetheactivevoiceintothepassivevoice:

1.Wecleantheclassroomeveryday.

2.Hewatersflowerstwiceaweek.

3.Theteacherwrotesomewordsontheblackboardyesterday.

4.Jimsawanicefilmlastweek.

Step5Practising

Milliewantstobuyanewcomputer.NowsheisatSunnysideShoppingMall.CompletetheconversationinPartA1onpage48.

Step6Doinghomework

a.Reviewtheuseofthepassivevoice

b.Rewritethetextinyourownpointofviews.

Period6GrammarII

(Passivevoicewith‘by’)

Teachinggoals

●Toconsolidatethepassivevoice

Teachingprocedures

Step1Havingarevision

Askthestudenttosaythestructureofthepassivevoice.

Iam

You/We/Theyare+pastparticiple

He/She/itis

Iwas

You/We/Theywere+pastparticiple

He/She/itwas

Whencanweusethepassivevoice?

Changethefollowingsentencesintopassivevoice:

1.PeoplemakethiskindofcomputerinBeijing.

2.Peopleusethiskindofcomputerwidely.

3.Myfathermendedthecomputerforme.

4.Mumoftenwashesclothesforus.

5.TheysearchtheinformationontheInternet.

Step2Presenting

MilliehasboughtacomputerlikeSimon’s.However,shedoesn’tknowhowtoopenhere-dictionaryonthecomputer.ShecalledSimonandasksforhelp.NowIamSimon,Itellherhowtodoit.Thenyoutrytochangethemintopassivevoice.

1.Youclosethewindow.

2.Yourestartthecomputer.

3.Youcheckthesettings.

4.Youconnectthekeyboardtothecomputer.

5.Youdouble-clickonthe‘a(chǎn)uto-run’icon.

CompletetheconversationinPartA2onpage48,thenreaditandactitout.

Step3Practising

1.SimonhasboughtaneweducationalCD-ROMcalled‘SavingprincessLaura’.Beforehecanplaythegame,hemustpassatest.

(ShowthepicturesinPartB1onpages50-51tothestudents.)HelpSimonpassthetestbyrearrangingthewordstoformcorrectsentences.

2.MilliehasboughtaneweducationalCD-ROM.Danielisaskinghersomequestionsaboutit.(Showtheprofileofthegametothestudents.)AccordingtotheinformationabouttheCD-ROM,completetheconversationbetweenMillieandDanielinPartB2onpage51.

Step4Doingadditionalexercises

Completethesentencesinthepassivevoice.Usethecorrectformsoftheverbsinthebox.

build,eat,paint,steal,catch,grow,sell,write

1.Thispicture_____ByMillie.

2.Coke_____allovertheworld.

3.Rice_____inChina.

4.Somemoney_____fromthebankyesterday.

5.Thethieves_____bythepolice.

6.Thisflat_____in1986.

7.Thisnewsletterarticle_____byDaniel.

8.Allthesnacks_____beforethepartyended.

(Keys:1.waspainted2.issold3.isgrown4.wasstolen5.werecaught6.wasbuilt7.waswritten8.wereeaten)

Step5Homework

a.Gooverwhatwehavelearnt.

b.Correctthemistakesinthefollowingsentences.

1.Wordprocessingskillsistaughtinourschool.

2.Footballisplayedbyallovertheworld.

3.Theprinterdidn’tsoldlastmonth.

4.ThebookwasboughtbyIyesterday.

5.Theoldpeoplearespokenpolitely.

(Keys:1.Wordprocessingskillsaretaughtinourschool.2.Footballisplayedallovertheworld.3.Theprinterwasn’tsoldlastmonth.4.Thebookwasboughtbymeyesterday.5.Theoldpeoplearespokentopolitely.)

Period7Integratedskills

Teachinggoals

●Torecognizekeywordsaboutcomputerprograms

●Toidentifykeywordsabouttopicsandsub-topicsinthecontextofaconversationaboutaneducationalcomputerprogram

●Tousekeyinformationgiveninadescriptionandidentifyrelevantadditionaldetailsbylistening

●Todevelopintensivelisteningskillsbycompletingadescriptionandidentifyingsymbols

Teachingprocedures

Step1Havingabrainstorming

Askthestudentstosayasmuchaspossibleaboutthecomputers.

Step2Presenting

Doyouliketraveling?Howdoyoutraveltootherplaces?

Doyouthinkifitispossibletotravelathome?ThereisaneweducationalCD-ROMcalled‘DailyEnglish’.Doyoulikeit?

Step3Listeningtothetape

MillieislisteningtoaradiointerviewaboutthisCD-ROM.Shehasdownloadedadescriptionofit,butsomeofthewordsaremissing.Listentothefirstpartoftheinterview,finishingpartA1onpage52.Thentrytoanswerthefollowingquestions:

1.WhatdoesthisnewEnglishcourseinclude?

2.Isitonlygoodfortourists?

3.Whatcanpeoplelearnfromit?

4.Howmanytopicsarethereinthiscourse?

5.Whoistheguide?

Step4Presenting

Weknowtherearesomeiconsonthecomputer.Differenticonshavedifferentfunctions.TherearealsofiveiconsinthisnewEnglishcourse.(Showtheicons.)First,askstudentstoguesstheirnamesandfunctions.

Step5Listening

Thesecondpartofthedescriptionisaboutthedifferenticons.However,theiconsandtheirfunctionsgotmixedupbecauseofavirus.Listentothesecondpartoftheinterview.FinishPartA2onpage50.

Step6Completingthee-mail

Millieiswritingane-mailtoSandy.ShewantstotellhertheCD-ROMprogram‘DailyEnglish’,butshehasforgottensomeofthedetails.Canyousaysomething?

●It’sanEnglishcoursefromAustralia.

●ItincludesabookandfiveCD-ROMs.

●It’sgoodforstudentsandtourist.

●Wecanlearnusingthetelephone,askingandansweringquestions,talkingabouttheweatherandthetime.

…

FinishPartA3onpage51.

Step7Practising

Sandyisusing‘DailyEnglish’,buthehassomeproblems.SosheisaskingMillieforhelp.Listentotheconversationonpage53.Thenmakeasimilardialogue.

StepHomework

a.Readthetwopassagesandtrytolearnitbyheart.

b.Translation

1.當你有危險時，你可以向警察求救。　

2.在這套軟件里許多主題被涉及。

3.我打算在晚上定購一個包裹。

4.你能告訴我怎樣啟動這個教育軟件嗎？

5.屏幕上出現(xiàn)了一只貓。

(Keys:1.Whenyouareindanger,youmaycallthepoliceforhelp.2.Manytopicsarecoveredinthispackage.3.Iamgoingorderapackagetonight.4.Canyoutellmehowtostartthiseducationalprogram?5.Acatappearsonthescreen.)

Period8Studyskills

Teachinggoals

●Todevelopsortingandcategorizingskills

●Todevelopanunderstandingofrelationshipsbetweenavarietyofwordsandideas

●Tocategorizevocabularyandideasaccordingtodifferenttypesofinformation

Teachingprocedures

Step1Havingabrainstorming

Askthestudentstotellaboutdifferentusesofthecomputers.

Askthestudentstonamedifferentpartsofthecomputers.

Step2Presenting

Wecanorganizesimilarobjectsorideastogetheringroups.Thishelpsusseepatternsandrelations.Puttingthingsincategorieshelpsuskeepthemorganized.

AskstudentsiftheykeeptheirCDsincategories,andifso,askhowtheysortthem.Therearedifferentwaysofsortingthings.

Forexample,aCDcollectioncanbesortedbytitle,nameofsingerandtypeofmusic,etc.

Step3Practising

(ShowPartAonpage52.)Thestudentscanbedividedintothreecategories.AskstudentstoputthewordsfromtheboxunderthecorrectheadingsinPartA.Askmoreablestudentstoaddextrawordstoeachcategory.

ShowstudentstheheadingsinPartB.Tellthemtore-orderthewordsfromPartAandputthemunderthecorrectheadingsinPartB.AskmoreablestudentstoputtheextrawordstheyaddedinPartAunderthecorrectheadingsinPartB.

Step4Presenting

MrWuhaswrittenthetopicsforacompositionontheblackboardandisaskingstudentstoorganizingthemintoparagraphs.Readthetopics.Whichparagraphswouldyouputthemin?FinishPartConpage54.

Step5Playingagame

Dividetheclassintofiveteams.Giveeachteamacardshowingtheseheadings:‘vegetables’,‘sports’,‘colors’,‘itemsofclothing’’‘fruit’,‘jobs’,‘a(chǎn)nimals’,‘countries’,‘weatherwords’.

Askeachgrouptothinkofasmanywordaspossible.

Step6Homework

a.Reviewwhatwehavelearnt.

b.Trytothinkofsomeheadingsandremembermorewordsinthesamecategories.

Period9Maintask

Teachinggoals

●Toselect,organizeandpresentinformation

●Todevelopanunderstandingofthekeycomponentsofwritingarticlesorcreativestories

●Towriteforanaudienceandadaptstyleaccordingly

●Topresentanarticleaboutafavoriteeducationalcomputergame

Teachingprocedures

Step1Takingafreediscussion

A:Whatdoyouoftenuseyourcomputerfor?

B:…

A:Isitoftenusedforplayinggames?

B:Yes.

A:What’syourfavoriteeducationalcomputergame?

B:It’s…

A:Why?

B:Because…

Step2Havingarevision

1.Askthestudentstosaysomethingabout‘Aroundtheworldineighthours’.Thenaskthestudentstowriteaprofileaccordingtothepassage.

2.Showtheprofileof‘Travelinspace’.Askthestudentstosaysomethingaboutitwiththeirownwords.

Step3Presenting

Ihaveanothereducationalcomputergamecalled‘Onlinetraveler’foryou.Showtheprofileonpage55tothestudents.Askthestudentstoreadtheprofile,tryingtogettheinformationtoanswerthefollowingquestions.FinishPartBonpage55.

Step4Readingthearticle

Daniellikes‘Onlinetraveler’best.Nowheiswritinganarticleaboutit.HelphimfinishPartConpage5.Thenreaditaloud.

Step5Writing

Ifyouwanttojointhewritingcompetitionatyourschool,howwouldyouwriteanarticleaboutyourfavoriteeducationalcomputergame?

First,thinkofyourfavoriteeducationalcomputergameandwriteaprofileofit,andthenwritethearticle.

Second,readyourarticletotheothers.

Step6Homework

a.Memorizetheflowchartandreadthepassagealoud.

b.Writeanarticleaboutyourfavoriteeducationalcomputergame.

Period10:Checkout

Teachinggoals

●Toassessstudents’abilitytoformulatepassivesentences

●Toreviewvocabularyrelatedtocomputers

●Toallowstudentstochecktheirprogressandaskanyquestionstheymaystillhave

Teachingprocedures

Step1Havingarevision

(Showthestudentsacomputeranddifferentpartsofit.)

Whatarethey?…

Whataretheyusedfor?/Whataretheusesofdifferentpartsofacomputer?

FinishPartBonpage57.(Revisevocabulary.)

Whatdoyouuseyourcomputerfor?...(ReviseWelcometotheunit.)

Wehaveknownalotaboutcomputers.TheComputerClubisholdingacompetitiontotesttheirmembers’computerknowledge.Danielhasenteredthecompetition.Readthefollowingquestionsandhelphimanswerthem.FinishPartAonpage57.

Revisethepassivevoice.

Step2Finishingexercises

Fillingintheblankswiththecorrecttensesandvoices

1.Anumbertrees_____(plant)everyyear.

2.AnEnglishbook_____(read)bymeyesterday.

3.Theoldpeople_____(speak)topolitely.

4.Theclassroom_____(notclean)yesterday.

5._____you_____(ask)tojoinMillie’sbirthdayparty?

6.Theteachers_____(listen)carefullybythestudents.

Step3Havingarevision

AskthestudentstosaysomethingaboutthefollowingCD-ROMs.

‘Aroundtheworldineighthours’(ReviseReading)

‘SavingPrincessLaura’‘Travelinspace’(Consolidatethepassive)

“DailyEnglish’(ReviseIntegratedskills)

Step4Finishingexercises

Translations:

1.這本書是我寫的。

2.這些車什么時候?qū)①u完？

3.信息剛才被儲存到硬盤上。

4.什么東西出現(xiàn)在屏幕上了？

5.這個游戲是被誰設(shè)計的？

6.這個游戲?qū)⒈辉O(shè)置在火星上。

(Keys:1.Thisbookiswrittenbyme.2.Whenwillthesecarsbesoldout?3.Theinformationhasjustbeensavedontheharddisk.4.Whatappearedonthescreen?5.Bywhomisthisplaydesigned?6.ThisgamewillbesetontheMars.)

Step5Homework

a.Gooverthewholeunitandgetreadyforthecomingtest.

b.Trytotellyourparentsoryourfriendsyourfavoriteeducationalcomputergame.

UNITFOURACHARITYSHOW

PERIOD1:COMICSTRIPWELCOMETOTHEUNIT

TeachingGoals

?Tointroduceaspecificactivitiesstudentscandotohelpacharity.

?Toactivateexistingknowledgeaboutdoingcharitywork.

?Tobecomefamiliarwithdifferentwaysofmakingsuggestions.

?Toactivatestudents’interestinlocalcharitiesandwhattheydo.

TeachingProcedures

STEP1Havingarevisionandpresenting

(Showthead.inBook7Atostudents)Doyoustillrememberthead?WhatdoMillieandSimonwanttodo?(TheywanttohelpthechildrenfrompoorareasinChina.)Wecallsuchanactivityacharity.Thecharitythathelpsschoolsandstudentsinpoorareasiscalled“ProjectHope”.Whatothercharitiesdoyouknow?Introduce“ProjectGreenHope”,“SaveChina’sTigers”,“SpringBudProject”tostudents.ThenaskthemtofinishoffPartB,onPage61.

STEP2Discussing

Whatcanwedoforcharity?Helpstudentstoanswer:Wecanraisemoneyforcharity.Howtodoit?Let’sdiscuss.(ShowthestudentsthepicturesonPage59onebyone)Ask:

Whataretheydoing?

Picture1:Theyaresellingbooks.

Picture2:HeisadvertisingontheInternet.

Picture3:Theyaregivingoutleafletstoaskpeopletodonatemoney.

Picture4:Theyarehavingacharityshow.

AskstudentstofinishoffPartAonPage61.

Whatisthegoaloftheseactivities?(Toraisemoney/fundforcharity)

Sotheyarecalledfund-raisingactivities.

Whatotherfund-raisingactivitiesdoyouknow?Encouragestudentstothinkofmorefund-raisingactivities.

STEP3Extensionactivity

Doaclasssurvey.Askstudentswhichtypeofactivitytheywouldliketobeinvolvediniftheywanttoraisemoneyforcharity.EncouragethemtocomeupwithothersuggestionsnotmentionedinPartA.DrawatableontheBbandfillinthetotalstofindoutthemostpopularactivity.

Atthesametime,helpstudentstorevisehowtomakesuggestions.

Let’s…

Whydon’tyou/we…?

What/Howabout…?

Whynot…?

Shallwe…?

STEP4Lookingandanswering

(ShowPicture4inPartAtostudentsagain)

Whataretheydoing?(Theyareholdingacharityshow.)

What’sinthegirl’shand?(amicrophone)

Askstudentstoguesswhatsheis.Helpstudentstoanswer:Sheisahost.

Whatfamoushostsdoyouknow?

Howcanwebecomegoodhosts?(Onlyifwepracticealot.)

STEP5Presenting

(ShowPicture1onPage60tostudents)

WhatisHoboholding?

Whyisheholdingamicrophone?Askstudentstothinkofasmanyanswersastheycan.

STEP6Listeningandanswering

WhyisHoboholdingamicrophone?(Hewillbethehostofacharityshow.)

Thatistosay:Hehasbeenchosentobethehostofacharityshow.

WhatdoesEddiesaytohim?(Congratulations!)

DoesEddiewanttobeahost?

Ishesurethathecanbeagoodhost?

HowcanhebecomeagoodhostaccordingtoHobo?

Doyouthinkhecanbeagoodhost?Whyorwhynot?

STEP7Listeningandrepeating

Askstudentstolistentothetapeandreadafteritsentencebysentence.

STEP8Explainingandreading

Explainsomelanguagepointstostudentsandaskthemtoreadthewholedialogueagain.

have/hasbeenchosentobe/do,practicealot,I’msure(that)…,Onlyif…

STEP9Actingout

Askstudentstoactoutthedialogue

STEP10Retelling

Hoboisholdingam__________.Eddiewantedtoknoww_________hewasholdingamicrophone.Hobotoldhimhehasbeenchosentobetheh_________ofac________show.EddieadmiredHoboverymuch.Soheaskedifhecouldbeahost.HobotoldEddietop__________alotifhewantedtobeagoodhost.Eddieagreedwithhim.Buthewantedtosleepmore.HobosaidtoEddie:“Youcanbeagoodhosto_________ifyousleepl________duringtheday.”NowweknowhowlazyEddieis.

STEP11Homework

a.Listen,repeatandreadthecomicstripandtrytorememberit.Tryyourbesttoactitout.

b.FinishofftheexercisesintheEvaluationHandbook

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Unit2Traveling

Period1Comicstripswelcometotheunit

(Wheredoyouwanttogoonholiday?

Populartouristattractions)

Teachinggoals

●Tointroducewell-knownattractionsinforeigncitiesandpopularplacesofinterest

●Toactivategeneralknowledgeabouttheworldandidentifyactivitieswhichpeopledoonholiday

●Tostartstudentsthinkingaboutdifferentplacesintheworld

Teachingprocedures

Step1Havingafreediscussion

Whatdoyouoftendoduringholidays?

Haveyouevertraveledtoothercitiesandcountries?

Wheredidyouvisitlastyear?

Workinpairsandtelleachotheraboutyourtravelingexperiences..

Step2Presenting

IhavebeentoEnglandtwice?

—Haveyoueverbeenthere?

—Wherehaveyoubeen?

Therearesomepicturesofsomepopulartouristattractions.Nowlookatthesepicturesonebyone.

—Whatisit?It’stheLeaningTowerofPisainItaly.—ItisasymbolofItaly.

—Whatcanpeopledothere?—Takephotos./Gohiking./Goskiing./Seethebeautifulviews.

Step3Doingpractices

1.DoyouknowanyfamousattractionsinChinaorotherpartsoftheworld?Nowtellyourpartnersomethingaboutthepyramids(Egypt),theEiffelTower(France),MountTai(China),NiagaraFalls(CanadaandtheUSA),theTajMahal(India)泰姬陵,andAyre’sRock(Australia).

2.Workinpairstotalkabouteachofthephotos.

UsetheconversationbetweenDanielandMillie’sonpage25asamodel.Youmayexpandthemodelconversationtoincludethingsyouknowandwanttodoyourselves.

Step4Doingextensionactivities

1.Inpairstalkaboutplacesyouhavevisitedandwhatyoudidthere.

2.Bringinanypostcardsyoumayhaveofdifferentsightsandattractionsaroundtheworld.

Step5Presenting

—Ifyouwanttogoonholiday,whatshouldyoutake?

—Whatdoyouthinkisthemostnecessary?

—Isitgoodtotakeeverything?Whynot?

—Eddie’sgoingonatrip,whataboutHobo?

Step6Findingandwritingexpressions

Youaretogooverpage24and25againtofindoutandwritedownalltheusefulexpressions.Makesentencesofyourownwiththemafterclass.

Expressions

Goonatripto…,join…,take…outforafewdays,bring...withme,comeon,takethebag,goonholiday,visitdifferentplaces,doaprojecton…,findoutmoreabout…,discussone’sideaswith…,prepareafactfile,writeaboutone’sdreamholiday,talkto…about…,use…asamodel,replace….with…,gohiking,goskiing,seethebeautifulview,takephotos,asymbolof…

Step7Listeningtask

Lookatthepictureonpage20,andthenlistentothetape,tryingtoanswerthefollowingquestions.

—IsEddiehappyinthefirstpicture?Why?

—WhatdoesHobothinkofthetrip?DoesHobowanttogo,too?

—HowdoesHobofeelthetrip?

—WhyisEddieunhappyinthelastpicture?

Step8Readingaloudthetext

Readafterthetape,andthenactthedialogueout.

ThejokeinthisdialogueisthatEddiewantstogoonholidaytorelax.Insteadhewillbeworkingharderthanhewouldifhehadstayedathome.

Step9Doinghomework

a.Readthecomicstripsandtrytoreciteit.

b.Trytorevisethephraseandsentencesinthisperiod.

c.Translation

1.長城是中國的象征。

2.人們在塔橋那干什么？人們可以在那兒看到漂亮的景色和拍照。

3.她已經(jīng)去過南山好幾次了。

4.讓我?guī)愠鋈滋彀伞?/p>

5.我正在打包。我想把每一樣?xùn)|西都帶上。

(Keys:1.TheGreatWallisthesymbolofChina.2.WhatcantheydoattheTowerBridge?Theycanseebeautifulsightsandtakephotosthere.3.ShehasbeentotheSouthMountainmanytimes.4.Letmetakeyououtforafewdays.5.Iampacking.Iwanttotakeeverythingwithme.)

Period2ReadingI

(WelcometoHongKong)

Teachinggoals

●ToreadaletteraboutaholidayinHongKong

●Toexpandvocabularytotalkabouttraveling

●Toidentifyspecificdetailsbyansweringquestions

Teachingprocedures

Step1Havingarevision

Couldyoutalkabouttheplacesofgreatinterestwhereyouhaveeverbeento.

Presentyourinformationandsomeinterestingfactstotheclass.

Step2Presenting

—Doyouliketravelingtoothercitiesorcountries?—Yes,Ido.

—Why?—BecauseIthinkthetripiswonderful.(fantastic)/Icanlearnalotaboutothercitesorcountries./Icanmakemanyfriends.…

—HaveyoueverbeentoHongKong?—Ihavebeenthereonce.Iwenttherelastsummerholiday.IspentthewholedayinDisneyland.

—DoyouhaveanyideasaboutDisneyland?—It’saworldfamousthemepark.Attheentranceyoucantakephotosinfrontofthewhalefountain.(Showthepicture)Youcantaketherollercoaster.(Showthepicture.)It’smovedveryquickly.(atahighspeed).It’sexciting.Peoplescreamandlaughexcitedly(withexcitement)throughthewholeride.YoucanseesomeDisneycharacters,suchasMickyMouse,SnowWhite,etc.(Showpictures)Theperformersallweardifferentcostumesandwavedtopeoplewhiletheygoahead(march)acrossthepark.Thechildrenareclappingandscreaminghappily.(withjoy)

ShowpicturesofPartB2onpage28.Consolidatethewordsinthesentencesaccordingtothepictures.

Step3Reading

Amy’scousinShirleyisinterestedinHongKongDisneyland.NowShirleyistellinghermumwhatsheknowsabouttheplacefromAmy.Nowreadthetextandtellwhethersheiscorrectornot.

1.Disneylandisaworldfamousthemeparkandit’sreallyfantastic.(T)

2.Attheentrance,youcanseetheMickyMousefountain.(F)

3.TherideatSpaceMountainisnotveryinteresting.(F)

4.KittythinkstheparadeofDisneycharacterswasthebestpartoftheday.(T)

5.Attheendoftheday,theywatchedfireworksinfrontofAdventureland.(F)

6.KittytooklotsofphotosinHongKong.(T)

Readthepassageagain,andthenanswerthefollowingquestions:

1.What’sDisneyland?

2.HongKongDisneylandisonebigpark,butinfact,howmanyparksdoesithave?

3.What’sattheentrancetothepark?

4.InTomorrowland,whatisoneofthemostexcitingattractions?

5.WherecanpeoplemeetDisneycharacters?

6.Whydopeoplethinkathree-Dfilmislikemagic?

7.WherecanpeoplewatchthegreatLionKingshow?

8.HowlonghaveKittyandherparentsstayedinDisneyland?

Step4Havingadetailedstudyofthepassages

MainStreet,USA

Tomorrowland

HongKongDisneyland

(aworldfamousthemepark)Fantasyland

Adventrueland

Attheentrance→Tomorrowland(SpaceMountain)

(Thewhalefountain)(roller–coaster)

→Fantasyland(SleepingBeautyCastle)→Adventureland

(Disneycharacters—aparade)(watchthegreatLionKingshow)Mainstreet→SleepingBeautyCastle

(buysouvenirs)(watchfireworks)

Step5Findingoutalltheusefulexpressions

GooverthetextWelcometoHongKongandfindoutalltheusefulexpressions.

ExpressionsfromWelcometoHongKong

goto…,aweekago,comeback,haveareallyfantastictime,spendthewholedayin…,afamousthemepark,includedifferentparks,goto…byunderground,takephotos,attheentrance,areallyexcitingrollercoaster,moveathighspeed,screamandlaughthroughthewholeride,havelunchinafastfoodrestaurant,rushthere,infrontof…,lookniceandcute,aparadeof…,thebestpartoftheday,weardifferentcostumes,waveto…,marchacross…,alltheday,clapwithjoy,watchathree-Dfilm,likemagic,smelltheapplepie,feelthewind,flyinthesky,watchtheshow,attheendoftheday,watchfireworks,lookshinyandbeautifulunderthefireworks,inall,areallyexcitingtrip

Step6Doinghomework

a.Readafterthetapefivetimes.Yourparent’ssignatureisneeded.

b.Memorizeallthewordsandphrases.

這棵樹看起來又高又壯，實際上樹干是空的。

Period3ReadingII

(WelcometoHongKong)

Teachinggoals

●Tofigureoutthestructureofeachpassage

●Tounderstandandusetheexpressionsinthetext

●Torecognizeandunderstandvocabularyabouttraveling

●Topractisethemainlanguagepointsofthecontext

●Tospeakoutthepassageintheirownwords,followingthestructureofthepassages

Teachingprocedures

Step1Readingaloudthepassage

Turntopage26andreadaloudthepassagetogether.

KittyisbackinBeijing.SheisshowingsomephotosofhervisittoherneighborJulia.FinishtheconversationofPartB1onpage28.

Step2Havingarevision

Now,it’sanEnglishclass.Kitty’sEnglishteacherwantsthestudentstosaysomethingabouttheirtripsduringtheholiday.KittyhasbeentoHongKong.SupposeyouareKitty,pleasesaysomethingaboutHongKongDisneylandwithyourownwordsaccordingtothefollowingexpressions.

Attheentrance→Tomorrowland(SpaceMountain)

(Thewhalefountain)(roller–coaster)

→Fantasyland(SleepingBeautyCastle)→Adventureland

(Disneycharacters—aparade)(watchthegreatLionKingshow)→Mainstreet→SleepingBeautyCastle

(buysouvenirs)(watchfireworks)

Step3Explainingthelanguagepoints

Iamgoingtoexplaintheimportantwords,phraseandsentencesinthepassage.

Step4Practising

AmywenttoKitty’shouseforsupper.KittyshowedAmyherphotoalbum.Amywasveryexcitedandaskedalotofquestions.FinishPartConpage29,andthenworkinpairstomakethesimilarconversation.Forstrongerclass,studentscanaddmorequestions.

Step5Finishingtheexercises

Kitty_____(已經(jīng)去)HongKongfortwodays.Sheandherparentshadagreattimethere.TheyspentthewholedayinDisneyland.Itis_____(世界文明的主題公園)andit’sreallyfantastic.Itisonebigpark,butitactuallyhasfourparks.

TheygottoDisneylandfromtheirhotel_____(乘地鐵).Theytookphotos_____(在鯨魚噴泉前)attheentrance,thentheywenttoSpaceMountain.Theytooktherollercoaster,it_____(高速移動).Intheafternoon,therewasaparadeofDisneycharacters.The_____(演出者)allworedifferentcostumesandwavedtopeoplewhiletheymarchedacrossthepark.Thechildren_____(鼓掌)andscreamedwithjoy.

(Keys:hasbeento,athemeparkoftheworldcivilization,byunderground,infrontofthewhalefountain,movedathighspeed,performers,clapped)

Step6Consolidation

首字母填空

LastSummermyfathert_____meoutforafewdays.First,wewenttoMountFuji.Weenjoyed

thebeautifulv_____there.Wetookmanyphotos.Icanshowthemtoyouifyouwanttoseethem.Onthesecondday,wewenttoSanrioPortland.Wewatchedap_____.Itwasthebestpartoftheday.Theperformersallworedifferentcostumes.HelloKittydancedsobeautifullyt_____weallscreamed.Ilikeeatingsushiando_____Japanesefood.Theyweredelicious.

(Keys:took,views,parade,till,other)

Step7Doinghomework

a.Learnthereadingpassagebyheart.

b.TellsomethingaboutHongKongDisneyland.

。

Period4Vocabulary

(Suffixes‘-ful’and‘-less’)

Teachinggoals

●Todevelopanunderstandingofsuffixes

●Touseappropriateadjectivesinthecontext.,usingthecorrectsuffixtoindicatepositiveornegativemeanings

Teachingprocedures

Step1Translatingsentences

1.我需要幫助。

2.我經(jīng)常感到很無助。

3.她經(jīng)常會給我一些有用的信息。

4.你知道這本字典的用途嗎？　

5.這是一本有用的指導(dǎo)用書，它能幫助你?！?/p>

6.但是這張ＣＤ沒有用，你不需要它。

(Keys:1.Ineedhelp.2.Ioftenfeelhelpless.3.Sheoftengivesmesomeusefulinformation.4.Doyouknowabouttheusesofthisdictionary?5.Thisisausefulguidingbook.Ithelpsyou.6.ButthisCDisofnouse.Youdon’tneedit.)

Step2Presenting　

Fromtheaboveexamples,wecangettwogroupsofwords:help→helpful→helpless;use→useful→useless

Asuffixisaletteroragroupoflettersthatweaddtotheendofawordtoformanewword.Thesuffix‘-ful’means‘fullof’or‘havingaqualityof’.

Thesuffix‘-less’means‘without’,‘nothavingaqualityof’.

Wecanadd‘-ful’or‘-less’tosomenounstoformadjectives.

Eatingtoomuchisbad/harmfulforourhealth.It’sharmlesstoswiminwinter.

Tellstudentsthatsomenounscantakeeithersuffix,somecanonlytake‘–ful’,somecanonlytake‘-less’andsomeotherscantakeneither.

WorkinpairstofinishPartAonpage30.Ifstudentsarenotsure,theycanusadictionaryforhelp.

delight→delightful;end→endless;noise→noiseless;wonder→wonderful

Step3Practising

Askthestudentstomakesentenceswiththesegroupsofwords.

Step4Presenting　

WehavealreadylearnedthatpeoplecantaketherollercoasterintheSpaceMountain.It’sreallyexciting.That’swhytherearemanypeoplewaitingoutside.Thelineofpeopleisendless.Youhavetowaitforalongtime.Maybeyouhavenohopetogetin.(Maybeit’shopelessforyoutogetin.)

Wehavealsoknownthattheparadeisthebestpartoftheday.Peopleareveryhappyandcheerful.Theperformersallweardifferentcolorsofcustoms.Theyarecolorful.

Peoplewhohavebeentherewillneverforgetthewonderfulanddelightfulholiday.Becauseitisameaningfulexperience.(anactivityoreventthataffectsyouinsomeway)

Step5Practising

KittyandMilliearetalkingaboutHongKongDisneylandonthephone.What’sKittysaying?FillintheblanksofPartBonpage30.

Step6Doinghomework

a.Readandlearnthesewordsandsentencesbyheart.

b.Translation

1.抱怨是無濟于事的。Complaining_____.

2.幫助需要幫助的人是有意義。It’s_____inneed.

3.每一位學(xué)生學(xué)好英語都有希望。It’s_____.

4.這段路程似乎永無止境。Thejourney_____.

(Keys:1.Complainingisuseless.2.It’smeaningfultohelpthoseinneed.3.It’shopefulforeverystudenttolearnEnglishwell.4.Thejourneyseemsendless.)

Period5GrammarI

(‘have/hasbeen’and‘have/hasgone’)

Teachinggoals

●Torecognizecontextsfortheuseofthepresentperfecttense

●Tounderstandtheverbswith‘for’,‘since’or‘a(chǎn)go’

Teachingprocedures

Step1Havingarevision

—Whatdoyouoftendoduringtheholiday?—_____

—Doyouoftentraveltootherplaces?—_____

—Howmanyplacesofgreatinterestsoyouknowintheworld?—_____

—Whatcanyoulearnfromthetrip?—_____

Step2Presenting

—Wheredidyougolastsummerholiday?—IwenttoShanghailastsummerholiday.

—HaveyoueverbeentoBeijing?—Yes,Ihave.

—Doyouwanttogothereagain?—Yes,Ido.

Weuse‘have/hasbeen’toexpresstheideathatsomeonewenttosomeplaceandhasalreadycomeback.

IhavebeentoEnglandtwice.

(WhereamInow/AmIstillinEngland?)

Millie,canyougotoofficetobringmethechair?

Where’sMillie?Sheisonthewaytotheoffice,ormaybesheisintheoffice.

Shehasgonetotheoffice.Andshewillcomebackinafewminutes.

Weuse‘have/hasgone’toexpresstheideathatsomeonewenttosomeplaceandisstillthere.

Step3Practising

DanielisaskingMillieabouttraveling.Completetheconversationonpage31withthecorrectformsoftheverbsinbrackets.

Step4Finishingexercises

Correctthemistakes

1.MilliehasgonetoSouthHillmanytimes.

2.Where’syourfather?Hehasbeentothelibrary.

3.WhenhaveyoubeentoHongKong?

4.KittyhasbeentoHongKongfortwodays.

(Keys:1.MilliehasbeentoSouthHillmanytimes.2.Where’syourfather?Hehasgonetothelibrary.3.WhendidyougotoHongKong?4.KittyhasbeeninHongKongfortwodays.)

Step5Doinghomework

a.Reviewwhatwehavelearnt.

b.Translation

1.你曾經(jīng)去過日本嗎?沒有，但我和我的父母去過新加坡兩次。

2.三天前，我媽媽去了香港。她已經(jīng)去那兒三天了。

3.你表弟在哪兒？他去美國度假了。他大約一周后回來。

4.我已經(jīng)很久沒有見過他了。

(Keys:1.HaveyoubeentoJapan?No,Ihaven’t.ButmyparentsandIhavebeentoSingaporetwice.2.MymumwenttoHongKongthreedaysago.Shehasbeentherethreetimes.3.Whereisyourcousin?HewenttotheStatesforhisholiday.Hewillbebackinperhapsaweek.4.It’salongsincewelastsawhim./Wehaven’tseenhimforalongtime.)

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