外研版英语八年级上册 Revision module B 教案（5课时）

Revision
module
B
【第一课时】
【教学设计】
I.Teaching
aims
and
requirements
of
the
unit
●To
improve
fast
and
careful
reading
skills
●To
widen
vocabulary
●To
improve
listening
and
speaking
ability
●To
improve
writing
skills
●To
learn
how
to
set
criteria
II.Teaching
procedures：
Step1:
listening
and
speaking
in
everyday
English
given
in
this
unit.
1.
Speaking
After
reading
the
example,
work
in
pairs
and
talk
about
the
parts
of
school
life
you
enjoy
most
and
why.
When
doing
so,
think
of
as
many
ways
of
expressing
preference
and
hobbies
as
you
can.
2.
Introducing
function
English
In
our
daily
life,
we
often
talk
about
preference
and
hobbies,
so
let’s
learn
the
useful
ways
of
doing
so.
(1)
Asking:
What’s
your
favorite…?
Do
you
like…?
What
do
you
like
better,…or…?
Which
do
you
prefer,…or…?
What
are
you
interested
in?
Are
you
interested
in…?
Do
you
find…interesting?
What
/
How
about…?
(2)
Answering:
I’m
interested
in…
I
find
…
interesting.
I
like
…
better
/
best.
I’d
rather
do
A
than
do
B.
I
prefer
…
to
…
Yes,
very
much.
No,
not
really.
(3)
Listening
Listen
to
the
conversation
and
finish
Part
2
and
Part
3
(Page
15).
Step2:
Multiple
choices
1.
She
missed
to
the
meeting
on
Friday.
A.
to
go
B.
going
C.
gone
D.
to
have
gone
2.
Finally
they
succeeded
the
problem.
A.
solve
B.
to
solve
C.
in
solving
D.
solved
3.
They
would
not
allow
him
across
the
enemy
fire.
A.
to
risk
going
B.
risk
to
go
C.
risking
to
go
D.
risk
going
4.
He
used
to
in
the
city,
but
now
he
has
got
used
to
in
the
countryside.
A.
live;
live
B.
live;
living
C.
living;
live
D.
living;
living
5.
Our
English
teacher
suggested
an
English
evening
on
Sunday.
A.
have
B.
had
C.
to
have
D.
having
6.
I
didn’t
mean
anything
but
the
cakes
looked
so
good
that
I
couldn’t
resist
one.
A.
eating;
trying
B.
to
eat;
to
try
C.
eating;
to
try
D.
to
eat;
trying
7.
You
can
hardly
imagine
the
difficulty
the
woman
had
her
children.
A.
brought
up
B.
to
bring
up
C.
bringing
up
D.
to
have
brought
up
8.
and
out
of
breath,
we
reached
the
top
of
the
mountain
and
stopped
the
beautiful
scenery.
A.
Tiring;
to
admire
B.
being
tired;
admiring
C.
Tired;
to
admire
D.
Tired;
admiring
9.
The
time
he
has
devoted
in
the
past
ten
years
the
disabled
is
now
considered
of
great
value.
A.
to
help;
being
B.
to
helping;
to
be
C.
help;
to
be
D.
helping;
being
10.–
Jack,
seeing
the
wonderful
diamond
necklaces
on
display,
I
can’t
help
one.
–
Really?
But
I’m
sorry
I
can’t
help
one
for
you
because
I
know
little
about
them.
A.
buying;
choosing
B.
to
buy;
to
choose
C.
buying;
to
choose
D.
to
buy;
choosing
11.－which
film
shall
we
go
and
see
this
weekend?
－
.
A.
It't
up
to
you
to
decide
B.
I’m
afraid
not
C.
I
don't
agree
with
you
D.
Yes,
I
think
so
12.I
meant
,
but
when
I
was
leaving,
I
couldn’t
find
her
anywhere.
A.
to
do
B.
to
C.
doing
D.
doing
so
13.
A
man
is
being
questioned
in
relation
to
the
murder
last
night.
A.
advised
B.
attended
C.
attempted
D.
admitted
14.
The
engine
of
the
ship
was
out
of
order
and
the
bad
weather
the
helplessness
of
the
crew
at
sea.
A.
added
to
B.
resulted
from
C.
turned
out
D.
made
up
15.
It’s
widely
accepted
that
young
babies
learn
to
do
things
because
certain
acts
lead
to
.
A.
rewards
B.
prizes
C.
awards
D.
results
16.
Although
the
working
mother
is
very
busy,
she
still
a
lot
of
time
to
her
children.
A.
devotes
B.
spends
C.
offers
D.
provides
17.
People
may
have
different
opinions
about
Karen,
but
I
admire
her.
,
she
is
a
great
musician.
A.
After
all
B.
As
a
result
C.
In
other
words
D.
As
usual
18.－Why
haven’t
you
bought
any
butter?
－I
to
but
I
forgot
about
it.
A.
liked
B.
wished
C.
meant
D.
expected
19.
I
wrote
him
a
letter
to
show
my
of
his
thoughtfulness.
A.
achievement
B.
agreement
C.
attention
D.
appreciation
20.
－What
about
having
a
drink?
－
.
A.
Good
idea
B.
Help
yourself
C.
Go
ahead,
please
D.
Me,
too
(Keys:
BCABD
DCCBC
ABCAA
AACDA
)
【第二课时】
I.Reading
And
Vocabulary
II.Teaching
Aims
and
Demands:
III.Language
knowledge
(1)
New
words:
nervous,
patient,
serious,
amusing,
admit,
appreciate,
avoid,
scientific,
physics,
literature,
summaries,
respect…
(2)
Grammar:
verbs
followed
by
V–ing
Reading
skill
Understanding
how
to
describe
a
person
(3)Affection
and
attitudes
Understanding
new
teachers
and
forming
positive
attitudes
towards
the
studies
of
all
subjects
in
senior
high.
(4)Learning
strategies
1.
Categorizing
adjectives
used
to
describe
characters
of
people
2.
Summing
up
verbs
followed
by
V-ing.
(5)Cultural
awareness
Getting
prepared
for
the
comparison
of
education
systems,
teacher-student
relationship
and
other
aspects
between
China
and
foreign
countries.
(6)Teaching
Aids
(7)Multi-media
(8)Teaching
Procedures
Ⅰ.
Revision
Help
students
to
revise
words
that
is
learnt
in
Period
One
of
this
module
by
answering
questions:
1.
Who
was
your
favorite
teacher
in
Junior
High?
2.
What
adjectives
will
you
use
to
describe
your
favorite
teacher
in
Junior
High?
Ⅱ.
Pre-reading
activities
Lead
in
the
study
of
the
text
by
carrying
out
the
following
activities.
1.
What
adjectives
will
you
use
to
describe
me
–-
your
new
English
teacher?
What
about
other
teachers?
(Ask
students
to
speak
out
as
many
words
as
they
can)
2.
Look
at
the
pictures.
What
are
your
first
impressions
of
the
three
teachers?
(Prediction)
(Ask
students
to
write
down
the
adjectives
and
check
with
their
partners)
Ⅲ.
Reading
for
main
idea
Help
students
to
grasp
the
main
idea
of
the
text
by
doing
the
task.
Ⅳ.
Reading
for
detailed
information
Make
sure
students
get
the
detailed
information
by
doing
the
following?
Ⅴ.
Dealing
with
expressions
1.
Read
the
text
again
and
underline
all
the
verbs
followed
by
V
–ing.
Make
sure
students
understand
the
meaning
of
each
sentence.
2.
Find
words
and
phrases
in
the
text
that
match
the
definitions
below.
(Activity
3,
P13)
3.
Pay
attention
to
these
sentences.
A.
but
Mrs.
Li
just
smiles,
so
that
you
don’t
feel
completely
stupid!
(Line
8,
Para.1)
(1)All
the
people
laughed
at
me,
so
that
I
felt
embarrassed.
(2)The
girl
practiced
playing
the
violin
very
hard,
so
that
she
did
a
very
good
job
at
the
concert.
(3)The
next
morning
my
uncle
got
up
early,
so
that
he
was
able
to
catch
the
first
bus.
Discussion:
What
does
so
that
+
clause
show?
Time,
reason,
purpose
or
result?
B.
I’ll
do
well
in
the
exam
with
Mrs.
Chen
teaching
me.
(the
last
sentence
of
Para.2)
(1)I’ll
make
more
progress
in
my
English
study
with
you
helping
me.
(2)He
really
couldn’t
work
with
a
baby
crying
in
the
next
room.
Name
Appearance/
Character
Subject
Teaching
style
My
feeling
Mrs.
Li
nervous,
shy,
kind,
patient
English
explain,
avoid,
smile
slowly
for,
wonderful
for
make
progress
Mrs.
Chen
strict
serious
not
smile
physics
well-organized
clear
explain
exactly
never
be
my
favorite
lesson
do
well
in
Mr.
Wu
good-looking
energetic
amusing
Chinese
literature
talk
wave
tell
respect
a
lot
(3)They
walked
on
with
the
white
snow
shining
under
the
sun.
……
Questions:
(1)Do
you
understand
these
sentences?
(2)
Can
you
rewrite
each
sentence?
Ⅵ.
Language
use
1.
Retell
the
text
according
to
the
key
words
in
the
table
点评：本课突出了第二模块中的阅读文章。首先，文章中将要使用的词汇通过学生的口语活动得以复习巩固，为下一步的阅读任务做好了准备；接着，以看图预测的方式导入阅读活动，使学生能够较快地进入角色，开始积极地快速阅读，检测自己的预测。完成阅读后的任务练习题丰富、多样并具有一定的拓展性，很好地发掘了学生的语言潜能，同时培养了学生对教师的情感认识；也对教师本身有所启发。在学生对阅读文章已形成一个整体认识，建立语篇意向之后，再进行比较详细的句意分析，保证了大部分学生都能读懂文章。最后，总结性地巩固了该课中心词汇，并通过应用这些词汇让学生复述课文，从而有效地培养了学生口语表达能力。课后练习的处理也很合理，将课文中的练习同活动用书的练习一起当作作业来安排，就为课堂教学节约出时间来。
【第三课时】
I.Language
knowledge
1.
New
words:
nervous,
patient,
serious,
amusing,
admit,
appreciate,
avoid,
scientific,
physics,
literature,
summaries,
respect…
2.
Grammar:
verbs
followed
by
V–ing
3.
Writing:
punctuation
usage
in
writing
II.Reading
skill
Understanding
how
to
describe
a
person
Affection
and
attitudes
Understanding
new
teachers
and
forming
positive
attitudes
towards
the
studies
of
all
subjects
in
senior
high.
III.Learning
strategies
1.
Categorizing
adjectives
used
to
describe
characters
of
people
2.
Summing
up
verbs
followed
by
V-ing.
3.
Learning
how
to
punctuate
a
paragraph.
IV.Cultural
awareness
Getting
prepared
for
the
comparison
of
education
systems,
teacher-student
relationship
and
other
aspects
between
China
and
foreign
countries.
Teaching
Aids
Multi-media
V.Teaching
Procedures
Ⅰ.
Revision
Help
students
to
revise
words
that
is
learnt
in
Period
Two
of
this
module
by
doing
Activity
2
Help
the
students
to
review
the
adjectives
used
to
describe
a
person
by
doing
Exercise
5
Ask
the
students
to
read
“My
New
Teachers”
and
then
check
their
understanding
of
the
passage
by
doing
Activity
4
Ⅱ.
Grammar
learning
Lead
in
the
study
of
grammar
by
carrying
out
the
following
activities.
1．What
verbs
have
you
found
that
can
be
followed
by
V-ing
from
the
passage
you’ve
just
read?
(Ask
students
to
speak
out
the
verbs
like
“like,
avoid,
hate,
keep,
admit,enjoy”)
2．Look
at
the
passage
again.
Ask
the
students
to
find
the
sentences
with
the
verbs
followed
by
V-ing.
(Ask
students
to
underline
the
sentences
in
the
passage
and
then
Teacher
shows
them
on
the
screen
with
the
verbs
underlined.)
Encourage
the
students
to
find
out
themselves
why
the
sentences
are
written
in
this
way
by
asking
“What
do
you
notice
about
the
verbs
that
follow
the
underlined
verbs?”
(The
students
may
work
in
pairs.)
Collect
the
answers
from
the
students.
(The
verbs
are
followed
by
the
gerund
rather
than
the
infinitive
used
as
the
object
of
the
verbs
underlined.)
5．Help
the
students
to
sum
up
the
words
they’ve
learned
which
can
be
followed
by
V-ing.
Ⅲ.
Language
use
Help
students
to
learn
to
use
the
verbs
followed
by
V-ing
as
object.
1.
Activity
2
2.
Get
the
students
to
work
in
pairs
introducing
each
other
by
using
the
verbs
in
Activity
2.
And
then
ask
several
pairs
to
act
it
out
in
class.
3.
Activity
3
(Ask
the
students
to
write
down
3
more
true
sentences
about
themselves
using
the
words
and
then
show
their
work
on
the
screen.)
IV.
Writing
Ask
the
students
to
read
any
paragraph
in
“Reading
and
Vocabulary”
again
first.
Give
the
students
each
a
piece
of
paper
with
the
paragraph
they’ve
just
read
but
without
any
punctuations
or
any
capitalized
words.
And
ask
the
students
to
punctuate
this
paragraph,
using
full
stops,
capital
letters,
question
marks
and
commas
where
necessary.
(Show
the
students’
work
on
the
screen
and
see
if
the
students
can
do
it
correctly.
There
might
be
some
differences
from
the
punctuations
used
in
the
passage,
but
if
they
are
acceptable,
they
are
O.K.)
Get
the
students
to
discuss
why
they
punctuate
the
passage
like
this
by
asking
some
questions.
Why
do
you
punctuate
your
passage
like
this?
Why
are
punctuations
important
in
writing
What
is
also
important
besides
punctuations
in
writing?
(Help
the
students
to
sum
up
by
themselves
how
to
use
punctuations
in
a
passage.
And
remind
them
of
the
importance
of
punctuation
marks
and
capital
letters.)
V.
Practice
Ask
the
students
to
punctuate
the
passage
on.
(Get
the
students
to
work
on
this
individually
and
then
check
in
pairs
and
Teacher
can
show
two
or
three
students’
work
on
the
screen,
so
the
students
may
have
a
discussion
about
whose
is
better
and
why.
In
doing
this
they
can
practice
what
they’ve
learned
just
now.)
2.
If
time
is
allowed,
Teacher
may
prepare
another
passage
without
punctuations
or
capital
letters
to
give
the
students
more
practice.
3.
Ask
the
students
to
write
a
short
description
of
their
favorite
teacher.
Remind
the
students
to
use
capital
letters,
commas
and
full
stops
where
necessary.
(If
there
is
still
time
in
class,
Teacher
can
show
some
students’
work
on
the
screen,
or
else
in
the
next
period.)
VI.
Summary
Give
the
students
some
time
to
recall
what
they’ve
learned
in
this
class.
(Ask
the
students
to
think
by
themselves
first,
then
discuss
in
pairs
and
finally
share
in
class.)
Ask
the
students
to
call
out
as
many
verbs
as
possible
which
can
be
followed
by
V-ing.
Get
the
students
to
say
the
adjectives
used
to
modify
a
person.
VII.
A
test
1．To
check
the
verbs
followed
by
V-ing
(Maybe
a
blank-filling.)
To
check
the
adjectives
to
modify
a
person
(Maybe
orally,
for
example
ask
the
students
to
describe
their
favorite
winners
of
the
Olympic
gold
medals
or
maybe
film
stars.)
sage
without
punctuations
Homework
Prefer
to
the
dictionary
and
try
to
get
more
adjectives
used
to
modify
a
person.
2．Sum
up
the
verbs
which
can
be
followed
by
V-ing
and
write
them
down
in
notebooks.
3．Write
a
short
passage
describing
their
favorite
sports
stars
or
film
stars,
pay
attention
to
punctuations
and
capital
letters.
点评：从课堂教学安排来看，本课重点突出以复习上节课所学描述人物时用的形容词，后跟动名次结构的动词，以及英文文章中标点的正确使用而展开的。但是，每项活动内容的导入显得有点冗长，占用课时过多；另外，教材中可选用的练习内容（例如，活动用书中P73，Exx4&8
可作为Grammar
Leaning
和Language
Use中的练习；可将EX
8中的短篇练习先做快速阅读训练，再找出后面跟动名词结构的动词，让学生在语篇中进一步认识这些动词的应用；之后可将本阅读练习中的话题作为学生口头作文的一个范本，从而较自然地过渡到Writing这一教学环节。这时学生就可以写数句有关“What
isa
good
teacher？”的小短篇，两人活动，检查标点正误情况；之后转入学生用书中Writing的练习。
【第四课时】
【教学目标】
Listening
and
Vocabulary
+
Pronunciation
+Function
and
speaking
Stressed
sound
Expressing
preference-----I’d
prefer
to
do…
/
I’d
rather
do
…(than)
do….
To
study
the
following
words
and
expressions:
choice,
exam,
headmaster,
headmistress,
timetable,
topic,
period,
revision
,
translation,
vocation,
firstly,
at
present
【教学重难点】
Listening
and
vocabulary
Stressed
sound
Expressing
preference
Function
and
speaking
【教具学具准备】
A
tape
recorder,
dictionaries,
textbooks
and
exercise-books
【教学过程】
Step
1
Revision
Ask
the
students
to
show
the
class
the
dialogue
they
prepared
in
Everyday
English
on
Page
18.
Step
2
Pre—pronunciation
Ask
“What
do
you
like
to
do
before
an
exam,
do
some
revision
or
do
some
translation?”
Make
the
students
choose
their
answers
and
ask
them
to
pay
attention
to
the
following
words
and
word
formation.
Revise
→
revision
translate
→
translation
choose→
choice
Step
3
Pronunciation
–Stressed
sound
1.
Ask
the
students
to
listen
and
repeat
the
words
and
find
the
stressed
sound
in
the
words
of
Activity
1.
2.
Listen
again
and
check
the
answers.
3.
Ask
the
students
to
underline
the
stressed
sound
in
Activity
2.
Then
listen
and
check.
Step
4
Learning
to
learn
Ask
the
students
to
read
“Learning
to
learn”
on
Page
16
and
answer
this
question:
“What
do
you
remember
when
you
listen
to
spoken
English?
Why?”
Step
5
Function
and
Speaking
1.
Ask
the
students
to
tell
which
subject
they
like
better,
English
or
PE.
2.
The
teacher
writes
some
of
the
students’
possible
answers
on
the
blackboard:
I
like
PE
better.
I
like
PE
better
than
English.
I
dislike
English.
My
favorite
subject
is
PE.
I
prefer
PE
to
English.
I’d
like
to
study
PE.
3.
Introduce
new
expressions
of
preference:
I’d
prefer
to
study
PE.
I’d
rather
study
PE.
I’d
rather
study
PE
than
English.
4.
Ask
the
students
to
make
sentences
with
substitute
words
and
encourage
them
to
use
different
sentence
pattern.
eg.
I’d
prefer
to
play
basketball.
→
He’d
/
She’d
prefer
to
play
baseball.
→
They’d
rather
choose
music
than
PE.
5.
Ask
them
to
open
their
books
on
Page
17
and
do
Activity
1,
2
and
3.
Activity1→
Read
the
sentences,
choose
the
right
answers
and
then
present
their
answers
to
the
class.
Activity
2→
ⅰ.
Read
the
sentences
to
the
students.
ⅱ.They
can
write
the
answers
individually,
and
check
with
a
partner.
ⅲ.Choose
to
do
two
or
three
sentences
in
this
activity,
the
others
can
be
done
as
homework
if
you
have
limited
time.
Activity
3
ⅰ.Read
aloud
the
expressions,
and
make
sure
the
students
understand
them
all.
ⅱ.Ask
the
students
to
find
a
good
friend
in
the
class
and
do
the
questions
and
answers
in
pairs.
They
may
choose
anyone
and
leave
their
seats.
Don’t
forget
to
limit
their
time.
Then
encourage
them
to
present
their
work
to
the
class.
Step
6
A
short
summary
Ask
the
students
to
tell
something
about
what
they’ve
learned
in
this
lesson.
(esp.
I’d
prefer
to
do….
/
I’d
rather
do….)
点评：本堂课在精心策划下，力求突出本课的重点，解决难点问题，先有词汇方面的铺垫，一方面复习上堂课中的部分单词，另一方面解决接下来将要进行的听说活动中的部分生词，使学生在接受本堂课重要任务之前做好热身。在个别课堂教学步骤中，如果能够再做一些调整，效果可能会更好。（例如：“Learning
to
learn”可以放在“Pronunciation”之前进行，这样，可以为学生在头脑中建立一个较明确的学习目的，使学生的目的性更强。再例如，“Listening
and
vocabulary”可以放在“Function
and
Speaking”之前进行。一方面，在强调注重听说中单词的重音后，引入听力练习，衔接到写，而且借此机会可让学生在具体的听力练习中体会单词的重读，另一方面，“Function
and
Speaking”中内容基于听力练习的部分内容，可为说的练习，提供一定的情景，但对于听力能力较差的学生来说，本教案中的安排比较合适。）
【第五课时】
Step
1
Presentation
The
teacher
says,
“Different
countries
have
different
customs,
so
different
countries
have
different
schools.
In
this
lesson
we
will
learn
some
differences
between
schools
in
different
countries.”
Step
2
Read
the
passage
silently
and
fast.
Answer
the
following
questions
What
kind
of
differences
in
schools
in
this
passage
describe?
(the
relationship
between
teachers
and
students.
Another
difference
is
whether
schools
are
state
schools
or
private
schools)
Step
3
Go
through
each
paragraph.
Para
1
Questions:
What
is
the
relationship
between
teachers
and
students
in
some
countries
like
France
and
Britain?
(The
relationship
between
teachers
and
students
in
France
is
formal.
In
Britain,
relationships
are
quite
relaxed,
but
the
teachers
can
have
big
problems
with
discipline.)
Fill
in
the
blanks
according
to
the
text
The
relationship
between
teachers
and
students
in
Germany,
and
Spain
is
____________,
where
_________
and
________
for
the
teacher
is
considered
very
important.
The
same
is
______
______
Russia.
In
northern
European
countries,
_________,
the
relationship
between
teachers
and
students
is
_____
_______
and
_____
_______.
In
America,
students
and
teachers
are
quite
_______
______
each
other.
The
Key:
quite
formal,
discipline,
respect,
true,
of,
however,
much,
friendlier,
more
relaxed,
relaxed
with.
Language
Points
1）relationship
n.
关系
relationship
between
And
B
with
sb
(人、团体、国家之间的)关系，联系
She
has
a
very
close
relationship
with
her
sister.
她和她妹妹关系非常的亲密。
I
have
established
a
good
working
relationship
with
my
boss.
我已经和我的老板建立起良好的工作关系。
血缘关系
a
father-son
relationship
父子关系
2)
formal
①正式的，礼节的
反义词informal
The
Prime
Minister
made
a
formal
declaration.
首相发表正式文告。
formal
clothes
礼服
②
拘泥形式的，刻板的
You
needn’t
be
so
formal
with
me.
你对我不必要如此拘谨。
3)
relaxed
adj
轻松的,
松懈的,
宽松的
He
appeared
relaxed
and
confident
before
the
match.
比赛之前,他显得
镇定而自信.
She
had
a
relaxed
manner.
她的举止特别自然.
a
family-run
hotel
with
a
relaxed
atmosphere.
家庭经营的旅店,气氛自由随便.
relaxed
about
sth
不加以拘束的
I
take
a
fairly
relaxed
attitude
towards
what
the
kids
wear
to
school.
孩子们穿什么上学,我觉得无所谓。
relaxing
令人放松的,
轻松的
a
relaxing
drink/walk/evening
使人感到轻松的一杯饮料/一次散步/一个夜晚
4)
be
true
of
(某种情况)适用于,适宜于;合乎事实的.
It
is
true
of
everybody.
这件事适用于每个人.
come
true
变成现实
be
true
to
life
栩栩如生
5)
have
problems
with
会碰到……的问题
Para
2
Check
the
following
sentences
true
or
false
①
State
schools
are
paid
for
by
the
government,
but
in
private
schools,
the
parents
pay
for
the
education
of
their
children.
②
Britain,
Russia,
America,
Germany,
and
France
have
both
states
and
private
schools.
③
In
America,
the
private
schools
can
be
very
good.
The
Key:
①
T
②F
③T
Language
Points:
similarly
相同的,同样的(可以修饰动词,也可以修饰整个句子)
Husband
and
wife
were
similarly
successful
in
their
chosen
careers.
夫妻俩在各自选择的事业上都很成功。
The
United
States
won
most
of
the
track
and
field
events.
Similarly,
in
swimming,
the
top
three
places
went
to
Americans.
美国赢得了田径比赛大多数项目的胜利。同样，在游泳方面，美国人也囊括了前三名。
2).can
可能性
Children
can
be
tiresome
.
孩子们有时很烦人。
Jogging
can
be
harmful
for
the
health.
慢跑也可能会对健康有害。
Step
4
listen
to
the
tape.
Step
5
Discussion:
What’s
the
relationship
between
teachers
and
students
in
China?
点评：本课堂教学的安排突显复习课的特点，不仅对本模块所学知识做了比较系统的复习，而且根据本模块中出现的较难语法现象，自编练习题目，使学生及时地感知所碰到过的语法现象，得以不断积累。如果第二部分的阅读训练安排成快速阅读活动，并设计更多的考察信息提取能力的练习题，则可将此顺势转到本模块的Task活动，把文章的部分内容做成范本，写成小短文。另外，可以安排学生自学Module
File，培养其总结复习的学习能力。