牛津上海版英语八年级上册 Unit 3 Trouble! 教案（9课时）

2021学年牛津上海版英语八年级第一学期教案unit
3
Period
1
Ⅰ.Teaching
aims:
Learn
the
language
in
the
cartoon,
talk
something
about
the
ferry.
Learn
what
a
diary
is.
Encourage
Sts
to
predict
what
they
are
reading.
Ⅱ.Teaching
procedures:
1.Pre
-chapter
activities:
warming-up:
Words
spelling------can
you
tell
us
some
words
about
sea
or
oceans?
Animals:
whale
shark
dolphin
fish……Objects:
ship
ferry
How
do
you
go
to
the
Oriental
Pearl
TV
Tower?
(
by
underground,
by
bus,
by
ferry)
Do
you
always
take
a
ferry?
Do
you
know
how
about
Lo?
Let
us
read
this
cartoon
on
page
31.
Read
the
dialogue
in
cartoon.
Explain
the
meaning
of
the
ward
star.
stars
in
the
sky------Thousands
of
stars
twinkle
in
the
sky
at
night.
star
as
the
name
of
a
ferry------the
Star
Ferry
stars
as
famous
people
such
as
movie
stars------Jackie
Chan
is
a
super
star.
The
idea
here
is
that
Lo
thinks
he
is
a
famous
star
,and
therefore
he
should
go
on
the
Star
Ferry.
C.
Look
at
the
picture
on
P.32.
Answer
the
questions
.
1.
Have
you
ever
been
on
a
ferry?
(Yes,
I
have.
\
No,
I
haven’t.)
2.
How
long
does
it
take
for
a
ferry
to
cross
the
river?
(
The
normal
scheduled
time
is
7
minutes,
but
obviously
the
crossing
takes
longer
if
the
traffic
on
the
river
is
busy
or
if
the
sea
conditions
are
bad.
)
3.
What
number
do
you
dial
to
call
the
police?
(
110)
2.
Pre-reading
tasks:
A.
Are
there
any
students
who
keep
a
diary?
Would
you
like
to
say
anything
about
them?
What
do
you
write
about?
How
much\
often
do
you
write?
B.
diary
[`dа??гΙ]
&
dairy[`de?гΙ]
(
A
dairy
farm
is
a
place
where
milk
is
produced)
C.Read
the
title
and
subtitle
on
P.33.
Give
short
answer
to
these
questions.
1.
What
is
a
diary?
A
diary
is
a
book
in
which
we
write
information
about
what
happened
on
a
certain
day.
There
are
many
types
of
diary.
In
a
private,
personal
diary,
we
can
write
about
ourselves
and
our
thoughts
and
feelings.
In
a
business
diary,
we
will
just
note
down
appointments
and
things
we
must
do.
These
days
there
are
also
many
published
diaries
aimed
at
people
who
have
special
interests:
You
can
buy
a
diary
for
golfers,
for
conservationists,
for
young
children……We
can
also
keep
diaries
on
audio
cassette
or
on
computers.
A
person
who
writes
a
regular
diary
is
called
a
diarist.
2.
What
is
the
first
date
in
most
diaries?
1
January.
But
you
can
get
some
diaries
which
start
on
other
dates.
There
is
a
diary
for
teachers
which
starts
at
the
beginning
of
the
academic
year,
(1
Sept.),
and
continues
through
until
31
August.
3.
What
do
you
think
Paul
will
write
about?
About
an
exciting
thing
which
happened
to
him
one
day.
(trouble
of
some
kind
).
Look
at
the
photos
on
the
next
page.
Give
short
answers
to
these
questions.
What
is
the
man
doing
with
the
bag?
He
is
showing
that
it
is
empty.
Which
person
is
Paul?
He
is
the
boy
with
glasses,
in
the
green
T-
shirt.
Which
people
are
arguing?
argue=quarrel
The
young
man
with
the
bag
and
two
women.
What
are
the
other
people
doing?
They
are
just
watching
what
is
happening.
Ⅲ.Homework:
Prepare
for
the
new
text
and
new
words.
Period
2
Ⅰ.Teaching
aims:
Student
must
find
words,
study
their
context
and
make
intelligent
guesses
at
their
meanings.
Ⅱ.Teaching
procedures:
Pre-task
activities:
Warming-up:
Quick
response:
How
do
you
go
to
the
Chongming
Island?
Do
you
often
travel
by
ferry？Why?
How
long
does
it
take
for
a
ferry
to
travel
from
Puxi
to
PUdong?
What
number
do
you
dial
to
call
the
police?
Do
you
keep
a
diary?
What
do
you
write
about
?
How
much\
often
do
you
write?
What
is
a
diary?
read
the
text
once
by
themselves
.
Find
the
words
in
exercises
C1-C3.
Underline
each
sentence.
Stress
to
students
that
they
should
use
the
contexts
to
help
choose
the
right
meanings
for
C1
and
C2.
While-reading
procedure:
A.
Work
in
pairs.
Students
can
then
exchange
their
ideas
and
in
the
end
the
ideas
of
the
whole
class
can
be
pooled.
B.
Invite
students
to
read
the
sentences
with
the
words,
then
give
the
answers
of
c1,c2&
c3.
C.
Explain
the
new
words.
a.
argument------People
usually
wait
quietly,
but
this
afternoon
we
heard
a
big
argument.
A
quarrel;
an
angry
disagreement
e.g.
The
customer
was
having
an
argument
with
a
waiter.
b.
aboard------the
gates
opened,
and
everyone
started
going
down
onto
the
ferry.
The
man
hurried
aboard,
and
the
two
tourists
went
after
him.
On
or
into
a
ship,
boat,
aeroplane,
bus
or
train.
e.g.
Be
careful
when
you
step
aboard
the
ferry.
aboard-------abroad(
to
go
to
a
different
country)
c.
strange------This
was
strange.
Was
my
father
afraid
of
that
man?
Unusual,
puzzling
e.g.
It
is
strange
that
Mary
doesn’t
want
an
ice-cream,
because
she
usually
loves
sweet
things.
d.
to
report------I
want
to
report
a
robbery.
tell
someone
something,
in
an
official
way
e.g.
If
there
is
an
accident,
you
must
report
it
to
the
headmaster.
e.
to
robbery------
I
want
to
report
a
robbery.
The
act
of
stealing
something
f.
stare------The
crowd
stared
at
the
three
people.
Look
at
something
with
great
interest,
with
your
eyes
wide
open.
e.g.
some
people
say
that
it
is
rude
to
stare
at
someone.
g.
steal
(
stole,
stolen)------They
stole
my
friend’s
purse
five
minutes
ago.
Take
something
which
is
not
yours,
be
a
thief.
h.
notice------Then
suddenly
my
friend
noticed
that
her
purse
was
not
in
her
handbag.
See
something;
to
become
aware
of
it
hurry(hurried)------but
he
hurried
to
an
ice-cream
shop.
Move
or
do
something
quickly.
j.
dial
(
dialed
)------He
quickly
dialed
110.
Make
a
phone
call
e.g.
I
dialed
the
number,
but
it
is
busy.
k.
railing------
metal
bars
which
keeps
you
out
of
a
area.
e.g.
These
railings
stop
people
from
falling
into
the
sea.
l.
gate
------
wooden
or
metal
barrier
like
a
door
but
usually
in
a
wall
or
fence
outside
a
building.
The
sailor
open
the
gates
to
let
people
walk
towards
the
ferry.
m.
purse------
a
small
bag
in
which
we
keep
money.
n.
handcuffs------
two
strong
metal
rings
which
police
put
around
the
wrists
of
prisoners.
e.g.
The
police
put
handcuffs
on
the
man.
He
was
in
handcuffs.
D.
explain
the
title.
Dealing
with
trouble
------
deal
with------
act
,behave
in
a
certain
situation;
handle
a
problem
or
person.
trouble------
a
problem
or
difficulty
of
some
type.
read
the
new
words
correctly.
Ⅲ.Homework:
1.copy
the
new
words
and
recite
them.
2.Prepare
for
the
new
text.
Period
3
Ⅰ.Teaching
aims:
Learning
the
form
of
a
diary.
Tell
students
we
use
simple
past
tense
to
talk
about
things
that
happened
in
the
past.
Two
moral
points:
when
some
one
is
in
trouble,
we
should
try
to
help
them.
We
don’t
need
to
put
ourselves
in
danger.
We
can
often
help
in
an
indirect
way,
by
calling
the
proper
authorities
quickly.
Ⅱ.Teaching
procedures:
Warming
up:
Spelling
words.
Have
dictation.
While-reading
procedure
Listen
to
the
recording.
Sts
read
after
the
tape.
Ask
students
to
separate
the
text
into
five
parts
according
to
the
main
meaning.
Learning
the
new
text.
Read
the
paragraph
1
once.
P1:
Paul
describes
how
he
and
his
father
saw
a
man
and
two
women
arguing.
(1)wait
for
something
(2)
quiet---quietly;
quick---quickly;
(3)argue
v.-------argument
n.
e.g.
There
was
a
big
argument
in
the
market
.
Two
women
argued
with
the
hawker.
(4)
shout
at
sb.---shout
back
at
sb.
(5)
hold
(held)
out
(6)
be
empty
Read
the
p2-4
P2-4:
Paul’s
father
spoke
to
one
of
the
women.
She
said
the
man
and
two
other
men
had
stolen
her
friend’s
purse.
crowd
n.\v.
---crowded
adj.
(2)
stare
at
(3)
move
through
the
crowd
(4)
start
doing
(5)
notice
that
(6)
What’s
going
on?
Read
the
paragraph
5-7:
P5-7:
The
people
get
onto
the
ferry,
but
Paul’s
father
won’t
get
on,
Paul
can’t
understand
why.
hurry
aboard
be
afraid
of
sth.
(3)
watch
the
action
(4)
strange---stranger
It
was
very
strange
that
my
pet
dog
never
barks
at
strangers.
Read
the
P8-9
P8-9:
His
father
quickly
phones
the
police
with
all
the
details.
hurry
to
sp.
robbery
n.----rob
v.
----robber
n.
Yesterday
I
saw
a
terrible
robbery:
One
robber
robbed
the
bank
with
a
gun
in
his
hand
and
the
other
one
watch
at
the
door.
report
the
robbery
to
sb.
(4)
give
some
more
details
(5)
get
off---get
on
put
on
---take
off
(6)be
in
handcuffs
Read
the
P.10-11
P.10-11:
The
police
meet
the
ferry
when
it
arrives
and
catch
the
man.
Post-reading
activities:
Do
exercise
D.
Finding
information
in
the
diary
entry
and
put
it
into
a
different
context.
The
letter
summarizes
the
main
events
which
Paul
described.
Do
exercises
E.
Let
student
work
in
pairs
and
check
the
answers.
Ⅲ.Homework
Copy
and
translate
the
text.
Recite
the
text.
(P1-4)
Period
4
Ⅰ.Teaching
aims:
Help
Sts
to
listen
and
select
the
right
words
to
complete
the
notes.
Ⅱ.
Teaching
procedures:
Warming
up:
Dictation
recite
the
text.
some
questions:
When
Paul
and
his
father
were
waiting
for
the
ferry,
what
happened?
What
did
the
women
say
to
Paul’s
father?
What
number
did
his
father
dial?
Did
the
police
catch
the
robber?
B.
pre-task
procedure
1.
Explain
the
task
on
page
36.Check
the
Sts
know
all
of
the
words
in
the
table.
Play
the
recording
once
straight
through,
and
then
play
it
again
if
Sts
need
to
hear
it
twice
to
complete
their
work.
C.
While-task
procedure
1.
After
listening
to
the
recording
twice,
check
the
answers.
How
old
is
robber
B?
How
tall
is
the
robber
A\B?
Is
robber
B
thin?
What
colour
is
robber
A’s
hair?
What
colour
is
robber
B’s
hair?
Is
it
long
?
Who
wears
a
cap?
What
do
they
wear?
2.
repeat
the
dialogue
3.
After
they
have
the
correct
answers,
they
can
work
in
pairs
and
use
the
notes
to
choose
the
two
robbers
from
the
picture.
D.
Post-
task
activity:
1.
Ask
students
why
the
other
people
shown
are
wrong.
Ask
them
to
explain,
using
this
kind
of
dialogue:
------Is
number
1
Robber
A?
------No.
------Why
not?
------Because
Robber
A
is
thing,
but
number
1
is
fat.
3.
Act
out
the
dialogue
E.
check
the
answers
in
Practice
Book.
Ⅲ.Homework:
1.
Grammar
Practice
Book.
Period
5.
Ⅰ.Teaching
aims:
To
learn
the
simple
past
tense
Ⅱ.Teaching
procedures:
Pre-task
procedure:
We
use
the
simple
past
tense
for
things
that
happened
in
the
past.
Simple
past
tense:
positive
statements
with
regular
verbs
Show
two
sentences
with
the
regular
verbs:
The
crowd
stared
at
the
three
people.
Dad
reported
the
robbery
to
the
police.
The
man
stole
her
purse
We
took
the
next
ferry.
we
usually
make
the
past
tense
by
adding
ed
to
the
infinitive
of
the
verb.
The
simple
past
tense
is
the
same
for
all
person.
I\He\She\It\We\You\They(n.
单、复数)
jumped
off
the
wall.
Exceptions
for
regular
verbs:
For
verbs
ending
in……
Change
Examples
e
+
d
arrived\stared
consonant
letter+
y
y-----ied
cried\hurried
vowel
letter
+y
+ed
stayed\enjoyed
For
some
verbs
ending
in
double
the
final
quarreled\
letter
and
+
ed
stopped\travelled
vowel
letter
+
consonant
letter
preferred
Ask
Sts
to
study
the
spelling
rules
in
Things
to
remember
and
to
spell
the
simple
past
forms
of
these
verbs.
added
refused
tried
dropped
behaved
dialled
remembered
hurried
robbed
called
advised
studied
played
failed
died
enjoyed
Emphasize
that
the
rules
only
apply
to
some
verbs.
Simple
past
tense:
positive
statements
with
irregular
verbs.
Many
verbs
have
irregular
past
tense
forms.
be------
was\were.
have-----had
can-------could
irregular
past
tense
forms
must
be
learned
by
heart.
We
can
divide
them
into
four
different
kinds.
Here
are
some
common
irregular
verbs
on
P.37.
Irregular
verbs
can
be
divided
into
four
types：
All
forms
the
same
Cost---cost---cost,
put---put---put
Infinitive
and
past
participle
the
same
Come---came---come
run---ran---run
Simple
past
and
past
participle
the
same;
Infinitive
different.
Buy---bought---bought
get---got---got
All
forms
different.
Do---did---done
drive---drove---driven
Simple
past
tense:
negative
statements.
Form
most
verbs,
we
make
negative
statements
in
the
simple
past
tense
with
didn’t
+
the
infinitive.
The
crowd
did
not
stare
at
the
three
people.
Dad
did
not
report
the
robbery
to
the
police.
The
man
did
not
steal
her
purse
We
did
not
take
the
next
ferry.
Exceptions:
I\He\She\It
wasn’t
very
nice.
We\You\They
weren’t
very
nice.
I\He\She\It\We\You\They
couldn’t
help.
Simple
past
tense:
questions.
(9)
Did
the
crowd
stare
at
the
three
people?
(10)
Did
Dad
report
the
robbery
to
the
police？
(11)
Did
the
man
steal
her
purse?
(12)
Did
we
take
the
next
ferry?
Yes,
you
did.
No,
I\she\he
didn’t.
Exceptions:
Was
I\he\she\it
happy?
Yes,
you
were.
yes,
he\she\it
was.
No,
you
weren’t.
No,
he\she\it
wasn’t.
Were
you\we\they
happy?
Yes,
I
was.
Yes,
We\
they
were.
No,
I
wasn’t.
No,
we\
they
weren’t.
Could
I\he\she\it
see
the
teacher
?
Yes,
I
\he\she\it
could.
Could
I\he\she\it\we\you\they
see
the
teacher?
No,
we\
you\
they
couldn’t.
10.Answer
these
questions.
(9)
Did
the
crowd
stare
at
the
three
people?
Yes,
they
stared
at
the
three
people.
(10)
Did
Dad
report
the
robbery
to
the
police？
(11)
Did
the
man
steal
her
purse?
(12)
Did
we
take
the
next
ferry?
11.Show
the
student
how
to
write
Wh
questions.
What
did
the
men
steal?
Where
did
the
ferry
go?
B.
While-task
procedure:
1.
Do
exercisesA1and
A2.
2.
Check
the
answers.
Ask
Sts
to
work
in
pairs.
ⅢHomework:
Grammar
Practice
Book.
Period
6
Ⅰ.teaching
aims:
Adverbial
expressions
of
time
Ⅱ.Teaching
procedures:
A.
Warming
up:
Exercises
about
simple
past
tense:
1.shout---shouted
save---saved
receive---received
tie---tied
return---returned
roll---rolled
hop---hopped
study---studied
trip---tripped
rub---rubbed
2.correct
the
errors:
She
hurryed
to
school.
It
costed
$40.
He
were
hungry.
You
didn’t
visited
them.
He
not
busy
yesterday.
Did
he
be
sad?
Did
you
had
a
headache?
Were
you
can
hear
his
voice?
pre-task
procedure:
We
can
use
adverbial
expressions
of
time
with
the
simple
past
tense
to
show
when
something
happened.
Adverbial
expressions
can
go
before
or
after
the
main
clause.
e.g.
we
went
to
Hong
Kong
yesterday./last
Sunday./at
one
o’clock./in
1992.
Last
month,/
on
Saturday,
/In
November,/Ten
days
ago,
we
went
to
Macau.
revise
these
expressions:
yesterday
/
last
Monday
yesterday
morning/
afternoon
last
week\month/year
today
this
evening/afternoon
tonight
/
this
Thursday/Christmas
3．
The
adverbial
expression
ago
refers
to
a
period
of
time
before
now.
It
always
comes
after
the
time
words.
e.g.
a
week
ago
4.
rules
for
at,
in,
on,
ago
we
use---
before
e.g.
at
times
at
11
p.m.
in
months,
years,
and
parts
of
the
day
in
1979
on
days
on
Monday
after
ago
periods
of
time
two
days
ago
5.
We
don’t
use
at,
in,
on,
or
ago
with
words
like
yesterday,
today,
tomorrow
and
expressions
beginning
with
last.
e.g.
He
came
on
last
Monday.(
wrong)
---He
came
on
Monday.
---
He
came
last
Monday.
6.Do
exrcises
B1
B2
and
B3
check
it
with
the
Sts.
C.
Post-task
procedures:
1.contrasting
the
simple
past
and
the
simple
present
tense.
Put
the
following
chart
about
Mary
on
the
board.
Ten
years
ago
Now
(1)
Age:
3
(be)
Age:
14
(2)
Height:
0.9m
(be)
height:
1.5m
weight:
13
kg(weigh)
weight:
41kg
(3)
Hair:
short
(have)
hair:
long
(4)
Glasses:
No
(wear)
Glasses:
yes
2.
Ask
questions
to
elicit
answers
practicing
ten
years
ago.
Replies
must
use
verbs
in
brackets.
Answers
are
given
in
brackets.
(1)
how
old
was
Mary
ten
years
ago?
Ten
years
ago,Mary
was
three
years
old.
How
tall
was
she
and
how
much
did
she
weigh
ten
years
ago?
Ten
years
ago,
she
was
0.9
metres
tall
and
weighed
13
kilos.
What
kind
of
hair
did
she
have
ten
years
ago?
She
had
short
hair
ten
years
ago.
Did
she
wear
glasses
en
years
ago?
No,
she
did
not
wear
glasses
ten
years
ago.
3.
As
answers
are
given,
write
them
on
the
board
to
make
a
paragraph
about
Mary
ten
years
ago.
Then
ask
students
to
give
you
a
paragraph
about
Mary
now.
Ten
years
ago,
Mary
was
three
years
old.
She
was
0.9m
tall
and
weighed
13
kilos.
She
had
short
hair
and
she
did
not
wear
glasses.
Now
Mary
is
14
years
old.
She
is
1.5
metres
tall
and
weighs
41
kilos.
She
has
long
hair.
She
wears
glasses.
Ⅲ.Homework:
1
Grammar
Practice
Book
P.19
2
Revisions.
Period
7
Ⅰ.Teaching
aims:
Learning
pronunciation
of
the
simple
past
tense
forms
of
verbs.
Ⅱ.Teaching
procedure:
Warming
up:
Ask
Sts
to
tell
a
chain
story
orally.
A
story
to
which
each
student
in
turn
adds
a
sentence.
The
story
must
be
about
the
past.
Start
the
story
by
giving
the
first
sentence.
S1
then
adds
a
sentence,
followed
by
S2,
S3,
etc.
Teacher:
Last
night,
I
saw
an
accident.
S1:
A
car
hit
a
tree.
S2:
The
tree
fell
over.
Pre-
task
procedure:
Tell
Sts
there
are
three
different
ways
of
pronouncing
simple
past
tense
forms
verbs.
As
I
say
the
word
list
in
Exercise
A1,
write
the
words
in
their
respective
columns
on
the
board,
copying
the
Student
book.
Point
out
that
when
the
verb
ends
in
a
[-t]
or
[-d]
sound,
the
[id]
sound
is
added
as
an
extra
syllable.
Dictate
these
verbs
in
the
order
shown
and
ask
students
to
tell
you
which
column
it
belongs
to.
Do
the
first
three
as
examples.
1.
added
[id]
2.
lived
[d]
3.
chased
[t]
4.
brushed
[t]
5.
cooked
[t]
6.
mended
[id]
7.
cleaned
[d]
8.
called
[d]
9.
rushed
[t]
10.
answered
[d]
11.
acted
[id]
12.
corrected
[id]
4.
The
rules
for
pronouncing
simple
past
(
and
past
participle)
endings.
Final
sound
of
base
sound
of
simple
past/past
Form
of
verb
participle
ending
f
k
p
[t]
vowel
[d]
d
t
[id]
C.
While-
task
procedure:
1.
Listen
to
the
recording.
Repeat
after
the
tape.
2.
Read
by
themselves,
ask
students
to
tell
you
which
column
it
belongs
to.
Switched
[t]
recorded
[id]
lifted
[id]
Pressed
[t]
switched
[t]
carried
[d]
3.
Do
Exercise
A3.
4.
Ask
Sts
to
give
a
series
of
actions
in
the
simple
past
tense
using
these
verbs.
Give
the
first
one
as
an
example.
Then
ask
students
to
read
their
sentences
paying
special
attention
to
the
verb
endings.
Possible
answers
are
given
in
brackets.
1.
rush
2.
dust
3.
clean
4.
call
5.
cook
6.
eat
7.
mend
8.
watch
9.
go
e.g.
Last
night
Mabel
rushed
home.
Last
night
Mabel
dusted
her
room.…
Post-
task
procedure
Do
exercise
B.
Imagine
you
are
a
famous
person
in
history.
Say
four
sentences
about
yourself
to
the
class
but
do
not
say
your
name.
After
you
have
finished
speaking,
ask
the
class
to
guess
your
name.
Use
these
words
to
help
you.
e.g.1:
I
lived
about
2,600
years
ago.
I
lived
in
India.
I
was
a
prince
and
then
a
teacher.
I
believed
that
people
should
be
kind
to
other
people
and
animals.
I
taught
the
Four
Noble
Truths
(四谛)
.
Who
was
I?
Buddha(释迦牟尼)
e.g.2:
I
lived
about
300
years
ago.
I
lived
in
America.
I
was
America’s
best
scientist,
inventor,
diplomat
and
writer.
I
discovered
by
flying
a
kite
that
lightning
was
electricity.
I
was
the
only
man
who
shaped
all
the
founding
documents
of
America:
the
Declaration
of
Independence.
Who
was
I?
Benjanmin
Franklin
e.g.3:
I
lived
about
2,200
years
ago.
I
lived
in
China.
I
was
a
great
king.
I
invented
the
title
“Huangdi”.
I
created
and
unified
China.
Who
was
I?
Qin
Shihuangdi
Ⅲ.Homework:
Oral
work---
Speaking
on
page
41
Written
work---
Write
a
short
passage
about
“a
famous
person
in
history”.
3.
Prepare
a
dictionary
and
bring
it
to
class
Period
8
Ⅰ.
Teaching
aims:
Teaching
Sts
how
to
use
English
dictionaries
properly..
Ⅱ.Teaching
procedures:
warming
up:
Who
is
he?
(“a
famous
person
in
history”)
Pre-task
procedure:
This
section
is
about
using
dictionaries
properly
so
that
they
can
find
the
meanings
of
words
quickly.
Remind
them
that
they
will
need
to
use
dictionaries
if
they
cannot
guess
the
meanings
of
words
from
their
contexts.
Q:
what
do
dictionaries
tell
us
about
words
besides
their
meanings?
Let
them
look
at
their
dictionaries
to
find
answers
to
find
answers.
(
spelling,
pronunciation,
part
of
speech,
ect.)
Ask
Sts
to
read
the
introduction
on
P42,43.
Using
the
dictionary
to
help
them
know
the
meaning
of
guide
words.
Ask
Sts
to
do
the
exercises
in
A,B,C,D,
E.
Check
the
answers.
While-task
procedure:
Do
exercise
E,
Ask
Sts
to
read
carefully
any
example
sentences
they
find
in
their
dictionary.
Adult---people
grown
to
full
size
or
strength
Coast—land
bordering
the
sea.
Defeated---won
a
victory,
overcome
Queue---line
of
people,
vehicles,
ect.
Waiting
for
something
or
to
do
something.
Starve---suffer
severely
or
die
from
hunger
2.
funny:
(1)
difficult
to
explain
or
understand;
strange
(2)
causing
amusement,
laughter
(3)
slightly
unwell
3.Do
exercise
H.
1.
a
academic
title
given
by
a
university.
2.diagram
or
illustration
3.repair
or
mend
4.
ask
an
amount
as
a
price
5.natural
talent
or
ability.
(
the
second
meaning
is
alterable)
Ⅲ.Homework
Period
9:
Ⅰ.
Teaching
aims:
How
to
write
a
diary.
Using
the
simple
past
tense
Ⅱ.Teaching
procedures:
warming
up：
a
problem
or
difficulty---
call
a
number---
see
and
realize
something---
talk
it
without
permission---
go
quickly---
different,
unusual---
onto
a
ship
or
boat---
the
act
of
stealing
something---
a
quarrel;
an
angry
agreement---
look
with
great
interest---
Pre-task
procedure:
Pretend
that
you
are
Judy.
Every
day
you
write
a
diary.
Yesterday
was
very
exciting.
It
was
your
birthday,
and
you
saw
a
robbery.
Tell
Sts
they
are
going
to
complete
an
entry
from
Judy’s
diary.
Ask
them
to
look
at
the
first
picture
and
ask
the
four
questions
below.
Tell
them
to
give
the
answers
Using
the
words
from
the
box.
They
can
use
words
more
than
once.
Who
came
in
the
morning?
What
did
he
give
to
Judy?
Where
were
they
eating?
What
did
her
brother
give
to
Judy?
Do
exercise
A.
Pay
attention
to
the
verbs.
Be---
was/were
go---went
give---
gave
eat---
ate
come---came
Check
the
answers.
Work
alone
to
complete
the
second
half
of
Judy’s
diary.
Who
came
into
the
Town
Bank?
What’s
in
the
second
picture?
What
did
they
do
then?
Did
the
money
fall
out
of
the
bags?
How
were
the
people?
Check
the
answers.
Pay
attention
to
the
verbs.
Run---ran
take---
took
climb---
climbed
fall---fell
start---started
Ask
Sts
to
read
the
passage.
Ⅲ.Homework
write
a
diary.
Period
10:
Ⅰ.
Teaching
aims:
1.
Help
Sts
extend
core
ideas
into
new
situations
where
they
can
use
what
they
have
learned
in
the
previous
sections
of
the
chapter.
Ⅱ.Teaching
procedures:
Ask
Sts
to
read
the
short
passage.
Revise
some
key
items
from
the
chapter.
Phrases:
go
to
the
park
for
some
exercise,
trip
on
something,
at
the
moment,
come
up
to
me,
lie
in
bed,
Make
up
a
suitable
dialogue
to
find
out
the
information
needed
for
the
table.
How
old
is
the
driver?
How
long
is
his
hair?
What
color
is
his
hair?
How
much
does
he
weigh?
Is
he
tall
or
short?
What
kind
of
clothes
does
he
wear?
How
about
his
shoes?
What’s
the
car
number?
What
color
is
his
car?
Which
company
does
the
car
belong
to?
Complete
the
table.
Check
the
answers.
Write
a
letter
to
the
manager
of
the
taxi
company
asking
for
help
to
find
the
driver.
Use
the
information
in
the
table
to
describe
the
driver
and
taxi.
Review
the
format
of
the
letter.
Ask
Sts
to
do
it
in
the
class.
And
invite
some
students
to
read
their
letters
orally.
Ⅲ.Homework:
Finish
the
letter.
Practice
book
and
Grammar
practice
book.