Unit
4
A
good
read
Task
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
the
students
should
be
able
to:
1.
learn
how
to
organize
an
article
about
reading
habits；
2.
learn
some
writing
skills
and
write
a
report
on
reading
habits;
3.
develop
a
good
habit
of
reading.
窗体顶端
窗体底端
II.
Teaching
contents
New
words
and
p
( http: / / www.21cnjy.com )hrases:
advice,
librarian,
habit,
classical,
opposite,
open
up
2.
New
structures:
I
spend
...
hours
a
week
reading.
I
love
reading
because
....
We
often
meet
together
and
discuss
what
to
read.
Reading
is
always
a
wonderful
time.
They
also
open
up
a
whole
new
world
to
me.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Understand
the
organization
and
the
outline
of
the
report.
2.
Develop
some
Englis
( http: / / www.21cnjy.com )h
writing
skills
such
as:
how
to
develop
a
paragraph,
how
to
use
transitions
in
writing,
etc.
IV.
Teaching
procedures
Step
1
Lead-in
T:
Boys
and
girls
( http: / / www.21cnjy.com ),
do
you
like
reading
What
kinds
of
books
do
you
like
T:
In
my
free
time,
I
( http: / / www.21cnjy.com )like
reading
these
books.
What
are
they
in
Chinese
Yes,
they
are
called
the
four
great
classical
Chinese
novels.
【设计意图：通过师生交谈，自然地导入新课和写作话题。通过图片学习生词：classical。】
Step
2
Outline
of
the
writing
1.
Prediction
T:
Today,
we
are
going
( http: / / www.21cnjy.com )
to
write
something
about
our
reading
habits.
What
would
you
like
to
write
about
your
reading
habits
T:
Yes,
we
can
write
something
like
these.
【设计意图：以思维导图的形式呈现文章主要内容框架，为后续写作搭好支架。】
2.
Outline
T:
Now,
let’s
read
M
( http: / / www.21cnjy.com )illie’s
article
first
and
then
help
her
answer
some
questions.
T:
And
here
is
the
out
( http: / / www.21cnjy.com )line
of
Millie’s
writing.
Can
you
help
her
fill
in
the
blanks
【设计意图：首次阅读教材范文，通过完成调查问卷和文章框架结构表格任务，检测学生对文章的理解程度，以明确文章写作框架结构。】
Step
3
Writing
skills
1.
How
to
develop
a
paragraph
T:
Let’s
read
Paragra
( http: / / www.21cnjy.com )ph
1
and
discuss
how
to
develop
a
paragraph
when
we
are
writing.
T:
Can
you
fi
( http: / / www.21cnjy.com )nd
the
topic
sentence
in
this
paragraph
Yes.
It
is
the
main
idea.
T:
What
about
these
on
( http: / / www.21cnjy.com )es
We
call
them
major
details
because
they
help
the
readers
to
understand
the
main
idea.
T:
And,
they
are
m
( http: / / www.21cnjy.com )inor
details——much
smaller
details
to
support
the
major
details.
T:
So,
someone
says
a
( http: / / www.21cnjy.com )paragraph
is
just
like
a
bamboo.
Look
at
this
picture!
The
main
idea
is
the
b
( http: / / www.21cnjy.com )amboo’s
trunk,
and
major
details
are
like
its
sticks,
the
minor
details
are
small
sticks
and
leaves.
We
put
them
all
together
to
make
a
paragraph.
T:
Let
us
do
some
practice.
【设计意图：本环节学习了写作技巧一——段落
( http: / / www.21cnjy.com )的写作。竹子形象地阐释了英语写作中的段落构成，即所有的细枝和树叶（details）仅仅围绕main
idea这个主干进行生长。】
2.
How
to
use
transitions
T:
Can
you
find
a
transition
among
these
sentences
(but)
T:
Can
you
help
( http: / / www.21cnjy.com )Millie
add
a
suitable
transition
before
the
four
great
classical
Chinese
novels
(For
example,)
T:
If
the
reader
( http: / / www.21cnjy.com )s
want
to
know
why
Millie
likes
these
novels
best,
which
transition
can
she
use
to
continue
her
writing
(because)
T:
Can
you
use
th
( http: / / www.21cnjy.com )e
useful
writing
structures
to
rewrite
a
short
paragraph
for
Sandy
Here
is
Daniel’s
writing.
You
can
rewrite
something
like
this.
【设计意图：Transition教学是本
( http: / / www.21cnjy.com )单元Study
skills的重要内容，也是整个中学阶段写作教学最为重要的内容之一。Rewriting素材来源于本单元Welcome
to
the
unit部分的简短对话，素材既与单元主题相关，又可以使用合适的过渡词进行重写，对学生的写作能力的提高会有促进作用。】
How
to
mix
Chinese
culture
in
English
writing
T:
Next,
let’s
( http: / / www.21cnjy.com )
discuss
how
to
mix
Chinese
culture
in
English
writing.
Here
are
some
writing
tips
for
you.
I
think
the
first
two
tips
are
easy
to
understand.
Let’s
talk
about
the
third
one.
T:
We
can
take
Daniel’s
writing
for
an
example.
In
this
way,
we
( http: / / www.21cnjy.com )talk
about
some
serious
events
about
China
and
Chinese.
【设计意图：本环节教学生在英语写作中融合中国文化，继续使用了上一环节中的Daniel的习作，使得教材素材利用最大化。】
How
to
write
related
details
T:
Let’s
come
to
Paragraph
2.
T:
Look
at
this
sent
( http: / / www.21cnjy.com )ence.
What
is
the
function
of
“—”
in
this
sentence
Can
we
use
some
transitional
words
to
replace
“—”,
and
how
T:
Good.
That’s
to
( http: / / www.21cnjy.com )
say,
“it
is
just
opposite
my
home”
is
a
related
detail
to
the
first
sentence
because
it
explains
why
Millie
gets
most
of
her
books
from
Sunshine
Library.
It’s
convenient.
T:
Let’s
do
some
practice.
【设计意图：本环节进行了相关有效细节写作教
( http: / / www.21cnjy.com )学。很多学生在细节写作时，写的句子与文章主旨无关或无效，本环节的写作教学设计能有效训练学生的写作思维。】
5.
How
to
brainstorm
in
English
writing
T:
What
do
Millie
and
her
friends
do
in
the
library
T:
What
else
may
they
do
T:
Yes,
there
are
som
( http: / / www.21cnjy.com )e
other
interesting
things
they
may
do
in
Sunshine
Library.
All
these
things
can
be
written
in
our
writing.
T:
Let’s
do
some
exercises.
【设计意图：本环节训练了英语写作中的发散思维，同时很好地利用了教材的各种素材，Black
Beauty选材于本单元的Grammar环节。】
How
to
highlight
the
ending
T:
A
good
ending
is
( http: / / www.21cnjy.com )always
important
for
an
article.
Let’s
discuss
how
to
highlight
the
ending
of
our
writing.
T:
First,
we
ca
( http: / / www.21cnjy.com )n
use
some
famous
English
sayings
to
make
the
ending
shout.
For
example,
“Reading
makes
a
full
man,”
Francis
Bacon
said.
We
can
use
it
like
this.
T:
Here
are
some
( http: / / www.21cnjy.com )other
sayings
about
reading
or
books.
They
may
be
helpful
for
your
writing.
T:
Another
suggesti
( http: / / www.21cnjy.com )on
is
that:
talk
about
how
reading
really
makes
a
great
difference
to
your
own
life,
especially
your
future.
T:
Here
is
a
good
example.
T:
Now,
it’s
your
turn
( http: / / www.21cnjy.com ).
You
can
use
this
useful
structure
for
ending
to
have
a
practice.
You
can
write
about
any
book
you
like.
【设计意图：本环节教授如何在结尾段
( http: / / www.21cnjy.com )展现亮点。English
saying是本册书第五单元的重要内容，在英语写作中适当使用可以使文章增色。本环节还使用了本单元Study
skills的一个语篇作为素材。】
Step
4
Writing
practice
T:
Now,
it’s
time
for
your
writing.
T:
When
you
are
( http: / / www.21cnjy.com )
writing,
you
should
pay
attention
to
the
structure
and
the
writing
skills
we’ve
talked
about.
【设计意图：学生独立写作，以检测他们的写作水平是否真的有所提升。】
V.
Homework
Share
your
wri
( http: / / www.21cnjy.com )ting
with
one
of
your
friends
and
revise
for
each
other.Unit
4
A
good
read
Grammar
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
understand
some
new
words
and
expressions
and
learn
to
use
them;
2.
learn
to
use
question
words
+
to-infinitives;
3.
learn
how
to
use
must
and
have
to.
II.
Teaching
contents
1.
New
words
and
phr
( http: / / www.21cnjy.com )ases:
hand,
review,
return,
hand
in,
write
about,
and
so
on,
ask
help
with
writing,
on
time
2.
New
structures:
Millie
has
decided
what
to
read.
Daniel
did
not
say
who
to
talk
to
about
this
book.
Simon
forgot
when
to
meet
his
friends.
Kitty
cannot
decide
which
to
choose
first.
Sandy
is
wondering
where
to
ask
for
help.
Amy
does
not
know
how
to
write
the
report.
Mr
Wu
is
always
there
to
help
us.
“I
must
run
away
from
them,”
Gulliver
thought.
I
have
to
use
them
to
reach
the
box
on
the
fridge.
You
must
not
smoke
in
the
library.
We
do
not
have
to
go
to
school
at
weekends.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Learn
to
use
question
words
+
to-infinitives.
2.
Learn
how
to
use
must
and
have
to.
IV.
Teaching
procedures
A
Using
question
words
+
to-infinitives
Step
1
Warming-up
1.
Review
the
story
Gulliver’s
Travels
T:
What’s
the
story
about
S:
The
story
is
about
( http: / / www.21cnjy.com )
Gulliver’s
trips
in
some
strange
countries.
A
lot
of
amazing
things
happened.
And
he
also
had
a
lot
of
difficulty.
It’s
exciting
and
interesting.
2.
Lead
in
question
words
+
to-infinitives
Gulliver’s
feelings
in
Lilliput:
Gulliver
didn’t
know
what
to
say.
Gulliver
didn’t
know
how
to
get
away.
【设计意图：本环节通过格列佛的故事来导入本课目标语法之一。这样做一方面学生有话可说，另一方面，导入自然。】
Step
2
Learn
to
use
question
words
+
to-infinitives
1.
Free
talk
T:
Could
Gulliver
r
( http: / / www.21cnjy.com )un
away
at
last
If
Gulliver
could
run
away,
how
did
he
do
it
If
Gulliver
couldn’t
run
away,
what
difficulty
did
he
have
2.
Rewrite
the
sentences
T:
Good
job.
( http: / / www.21cnjy.com )Gulliver
met
so
many
difficulties.
Try
to
rewrite
the
sentences
about
Gulliver’s
difficulties
with
question
words
+
to-infinitives.
He
didn’t
know
wher
( http: / / www.21cnjy.com )e
he
could
find
other
people/where
to
find
other
people.
He
didn’t
know
how
he
could
break
the
ropes/how
to
break
the
ropes.
He
wondered
who
he
could
ask
for
help/who
to
ask
for
help.
He
didn’t
know
wh
( http: / / www.21cnjy.com )at
he
could
do
with
the
tiny
men/what
to
do
with
the
tiny
men.
He
couldn’t
decid
( http: / / www.21cnjy.com )e
when
he
should
leave
Lilliput/when
to
leave
Lilliput.
2.
Translate
the
sentences
T:
Translate
the
fol
( http: / / www.21cnjy.com )lowing
six
sentences,
using
question
words
+
to-infinitives.
3.
Work
out
the
rule
T:
We
can
use
( http: / / www.21cnjy.com )
a
question
word
+
to-infinitive
after
a
verb.
Can
you
work
out
any
rules
about
this
structure
S:
All
question
words
can
be
used
in
this
way,
except
“why”.
【设计意图：进一步挖掘格
( http: / / www.21cnjy.com )列佛可能遇到的问题，从而过渡到语法结构的用法。在学生有一定了解的情况下，鼓励学生自己尝试，并得出规则，让学生学会自主学习。】
Step
3
Learn
to
use
( http: / / www.21cnjy.com )
verbs
+
objects
+
question
words
+
to-infinitives
1.
Lead-in
T:
Gulliver
wanted
( http: / / www.21cnjy.com )to
leave
Lilliput,
but
he
didn’t
know
how
to
talk
to
the
tiny
people.
He
wanted
to
get
a
map,
because
it
could
show
him
where
to
go.
We
can
use
a
verb
and
an
object
before
the
structure.
2.
Complete
the
sentences
T:
Complete
the
s
( http: / / www.21cnjy.com )entences,
using
a
verb
and
an
object
before
question
words
+
to-infinitives.
3.
Work
out
the
rule
(1)
verbs
used
with
question
words
+
to-infinitives
(2)
verbs
used
with
objects
+
question
words
+
to-infinitives
Step
4
Learn
to
use
verbs
+
question
words
+
nouns
+
to-infinitives
Learn
to
use
adjectives
+
question
words
+
to-infinitives
1.
Lead-in
T:
Gulliver
wanted
t
( http: / / www.21cnjy.com )o
leave
Lilliput,
but
he
should
know
how
to
talk
to
the
tiny
people
and
learn
what
language
to
speak.
If
he
had
a
map,
it
will
tell
him
where
to
find
the
boat.
It
also
shows
him
which
way
to
go.
2.
Learn
how
to
use
verbs
+
question
words
+
nouns
+
to-infinitives
T:
Try
to
translate
the
sentences.
(1)
他还没决定买哪本书。
(2)
他们在讨论暑假去几个地方游玩。
3.
Learn
how
to
use
use
adjectives
+
question
words
+
to-infinitives
T:
We
can
use
an
( http: / / www.21cnjy.com )
adjective
like
sure
or
clear
before
a
question
word.
Try
to
translate
the
sentences.
(1)
我不确定怎样照顾电子狗。
(2)
你清楚下一步该做什么吗？
4.
Complete
the
sentences
T:
Complete
the
sentences
according
to
the
pictures.
5.
Complete
the
conversation
T:
Amy
and
Daniel
( http: / / www.21cnjy.com )
are
talking
about
their
Reading
Week.
Complete
their
conversation.
Use
the
correct
question
words
and
to-infinitives.
7.
Summary
【设计意图：进一步利用格列佛的
( http: / / www.21cnjy.com )故事创造语境，在语篇中呈现语法知识，学生先对语法现象形成一定的感性认识，再通过教师的引导，根据语境归纳和总结语法规则。】
B
Using
must
and
have
to
Step
1
Presentation
1.
Gulliver’s
choice
T:
At
last,
Gullive
( http: / / www.21cnjy.com )r
learned
to
talk
to
the
tiny
men,
and
he
was
taken
to
the
king.
However,
if
he
wanted
to
leave
Lilliput,
he
must
agree
to
8
certain
things.
T:
If
you
are
Gulliver,
will
you
agree
【设计意图：继续利用格利佛的故事，创设语境
( http: / / www.21cnjy.com )，在语篇中自然引出must和have
to。将语法项目放入语篇中，让学生先形成一定的感性认识，然后在语篇中体会语法的意义与功能。】
2.
Differences
between
must
and
have
to
We
use
must
when
the
speaker
feels
that
something
is
necessary.
We
use
have
to
when
the
situation
makes
something
necessary.
3.
Group
discussion
T:
Work
in
gro
( http: / / www.21cnjy.com )ups
and
talk
about
what
rules
we
should
obey
when
we
are
in
the
library,
using
must,
must
not,
have
to
and
don’t
have
to.
4.
Complete
the
sentences
T:
Complete
the
l
( http: / / www.21cnjy.com )ibrary
rules
with
must,
must
not,
have
to
or
don’t
have
to.
5.
Work
out
rules
Step
2
Practice
1.
Group
discussion
T:
Work
in
groups
( http: / / www.21cnjy.com )
and
discuss
what
we
must/mustn’t/have
to/don’t
have
to
do
in
a
public
place
In
the
classroom/In
the
cinema/In
the
park/In
the
hospital
...
Choose
one
place
and
write
down
the
sentences.
2.
Rewrite
the
story
T:
Rewrite
the
endin
( http: / / www.21cnjy.com )g
of
Gulliver
in
Lilliput,
using
what
we
have
learned
today
(question
words
+
to-infinitives;
must
&
have
to).
【设计意图：通过学生的实践和参与，通过多种形式的合作和交流，通过对课堂活动的延伸，进一步提高学生对语言的综合运用能力。】
V.
Homework
1.
Revise
what
we’ve
learnt
today.
2.
Finish
writing
the
ending
of
Gulliver
in
Lilliput.Unit
4
A
good
read
Reading
(I)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
the
students
should
be
able
to:
1.
understand
the
( http: / / www.21cnjy.com )
extract
from
Gulliver’s
Travels
with
the
teacher’s
help；
2.
understand
the
possible
theme
of
the
story;
3.
learn
how
to
read
a
novel
and
develop
a
love
for
reading.
窗体顶端
窗体底端
II.
Teaching
contents
1.
New
words
and
phra
( http: / / www.21cnjy.com )ses:
against,
tie,
over,
stomach,
until,
finger,
tiny,
continue,
either,
manage,
lift,
army,
must,
unable,
shoulder,
by
the
time,
be
tired
out,
be
tied
to,
look
down,
the
same
size
as,
fall
over,
continue
doing
sth,
manage
to
do
sth,
a
huge
army
of
2.
New
structures
( http: / / www.21cnjy.com ):
After
our
ship
crashed
against
the
rocks,
I
swam
as
fast
as
I
could.
I
woke
up
as
the
sun
was
rising.
It
m
( http: / / www.21cnjy.com )oved
up
over
my
stomach
and
neck
until
it
was
standing
near
my
face.
However,
they
soon
got
up
again
and
continued
moving
across
my
body.
I
tried
to
pull
one
hand
free
and
finally
managed
to
break
the
ropes.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Get
a
full
understanding
of
the
whole
story.
2.
Analysis
the
possible
theme
of
the
story.
IV.
Teaching
procedures
Step
1
Lead-in
1.
An
introduction
to
Gulliver’s
Travels
(1)
The
teacher
asks
the
students
some
questions
about
reading:
Do
you
like
r
( http: / / www.21cnjy.com )eading
in
your
free
time /What
kind
of
books
would
you
like
to
read
best /...
(2)
The
teacher
introd
( http: / / www.21cnjy.com )uces
the
novel
Gulliver’s
Travels
and
its
author
to
the
students
with
the
help
of
pictures.
2.
Look
and
answer
The
teacher
shows
s
( http: / / www.21cnjy.com )tudents
a
picture
and
asks:
What
catches
your
eyes
most
in
the
picture
The
possible
answer
c
( http: / / www.21cnjy.com )an
be:
What
impresses
me
most
is
the
characters’
sizes:
the
huge
Gulliver
and
the
small
men.
【设计意图：介绍作品与作者，根据小说篇名预测书中主角，并通过图片使学生认识到故事人物视觉形象上的强烈冲突。】
Step
2
Understanding
the
whole
story
1.
Para
1
The
teacher
asks
the
f
( http: / / www.21cnjy.com )ollowing
questions
to
help
the
students
understand
this
paragraph:
(1)
What
do
you
thi
( http: / / www.21cnjy.com )nk
of
Gulliver
in
this
paragraph,
lucky
or
unlucky
Why
(2)
What
did
Gulliver
do
to
save
himself
(3)
Can
you
ask
some
interesting
questions
about
“our
ship”
(4)
Do
you
think
this
beginning
of
the
novel
is
a
good
one
Why
【设计意图：问题1—2指向小说设置的情景分析。问题3—4的设计用于欣赏故事开头——一个好的开篇是一部优秀小说的必备要素。】
Para
2
(1)
What
do
( http: / / www.21cnjy.com )you
think
of
Gulliver’s
sleep
in
this
paragraph,
good
or
bad
Why
(2)
Some
people
thi
( http: / / www.21cnjy.com )nk
“the
sun
was
rising”
tells
readers
more
than
“time”
itself.
Do
you
agree
Why
(3)
How
did
Gulliver
feel
when
he
found
himself
tied
to
the
ground
(4)
What
might
Gulliver
wonder
【设计意图：对问题1—2的分
( http: / / www.21cnjy.com )析旨在培养学生多角度理解文本的能力；借助对标点符号“！”的分析，帮助学生更好地了解了主人公的心理，而最后一个问题的设问则有助于培养学生基于文本的想象力。】
Para
3
(1)
How
did
Gulliver
feel
about
his
leg
(2)
What
is
“it”
(3)
Why
did
( http: / / www.21cnjy.com )the
writer
use
“something”
and
“It”
instead
of
“someone”
and
“He”
(4)
How
small
the
man
is
(5)
Why
not
cut
out
the
sentence
below
Why
He
was
the
same
size
as
my
little
finger!
(6)
How
did
Gulliver
feel
by
asking
the
following
questions
(7)
Can
you
ask
more
questions
like
these
【设计意图：问题1—3理
( http: / / www.21cnjy.com )解文本恰当的用词，问题4—7赏析小说语言。充满画面感的句子把“大”与“小”的关系表现得淋漓尽致。无论是之后的仿写，还是仿问，都致力于培养学生的想象力。】
Para
4
(1)
Who
do
you
think
is
more
powerful,
Gulliver
or
small
men
(2)
Why
did
Gulliver
shout
at
the
small
men,
for
fun
or
for
safety
(3)
Can
you
imagine
how
loud
the
noise
was
【设计意图：文本深层分析。Gulliver力
( http: / / www.21cnjy.com )大无比，却形单影只；Small
men个头微小，但团结好战。通过对loud
noise的想象，培养了学生抽象与形象转化的思维方式。】
Para
5
(1)
Did
Gulliver
talk
to
the
small
men
successfully
(2)
What
do
you
think
made
them
fail
to
communicate
(3)
How
did
they
fight
against
each
other
(4)
How
did
Gulliver
feel
at
that
time
(5)
How
do
you
understand
the
word
“army”
(6)
How
do
you
feel
( http: / / www.21cnjy.com )
after
you
read
the
last
sentence
of
the
extract
from
the
novel
【设计意图：问题1—4对交流失败原因的探究与
( http: / / www.21cnjy.com )剖析，有利于培养学生多层次地分析问题的能力。问题5对小说用词的分析，有利于学生更好地理解文学作品的内涵。好的故事（节选）结尾如同好的开头一样重要，问题6引导学生去读、要读、乐读。】
Step
3
Discussion
about
the
theme
of
the
story
T:
Gulliver’s
( http: / / www.21cnjy.com )
Travels
is
a
great
book
full
of
amazing
adventure
stories.
“Conflict”
is
one
of
its
possible
themes.
Now
let’s
discuss
how
the
writer
described
the
conflicts
in
the
following
aspects:
characters,
plots
and
settings.
【设计意图：对小说主题的探
( http: / / www.21cnjy.com )讨与分析既能加深学生对作品本身的理解，更能激发学生对文学作品的热爱之情。以下三个步骤分别围绕人物、情景和情节逐个分析，起到回顾整篇课文并加以巩固之效。】
Characters
Students
discuss
the
c
( http: / / www.21cnjy.com )onflict
about
characters
from
these
two
aspects:
size
and
number.
【设计意图：小说人物设计冲突分析。】
Settings
Paragraph
1:
The
stud
( http: / / www.21cnjy.com )ents
are
expected
to
understand
that
Gulliver
was
a
survivor
in
an
unknown
place.
However,
the
local
small
men
were
living
in
a
familiar
place—their
hometown.
Paragraph
2:
The
stud
( http: / / www.21cnjy.com )ents
are
expected
to
understand
that
Gulliver
was
trapped
and
the
small
men
were
free.
【设计意图：小说情景设计冲突分析。】
Plots
Gulliver
and
the
smal
( http: / / www.21cnjy.com )l
men
met
three
times
in
the
story.
The
teacher
encourages
the
students
to
point
out
their
different
behaviours
in
each
round
with
the
help
of
pictures.
When
the
students
( http: / / www.21cnjy.com )are
doing
the
task,
they
are
also
advised
to
think
about
Gulliver’s
different
feelings
and
thoughts
in
different
periods
of
the
story.
【设计意图：小说情节设计冲突分析。】
V.
Homework
As
the
saying
goes
( http: / / www.21cnjy.com ),
“There
are
a
thousand
Hamlets
in
a
thousand
people’s
eyes.”
After
class,
write
your
own
understanding
about
some
words
from
the
extract,
and
share
it
with
your
good
friends.Unit
4
A
good
read
Integrated
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
understand
some
new
words
and
expressions
and
learn
to
use
them;
2.
catch
the
key
points
from
the
listening
materials;
3.
learn
how
to
borrow
books
from
the
library.
II.
Teaching
contents
1.
New
words
and
( http: / / www.21cnjy.com )phrases:
refuse,
success,
translate,
sales,
copy,
Canadian,
series,
publishing
house,
publish,
online,
get
the
idea
for,
so
far,
a
great
success,
translate
into,
at
a
time
2.
New
structure
( http: / / www.21cnjy.com )s:
Excuse
me,
I
want
some
history
books,
but
I
don’t
know
where
to
find
them.
How
many
books
can
I
borrow
at
a
time
How
long
can
I
keep
the
books
You
must
return
them
on
time.
Could
you
tell
me
how
to
renew
them
We
don’t
have
to
come
to
desk
every
time.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Get
specific
information
from
listening
materials.
2.
Learn
how
to
borrow
books
from
the
library.
IV.
Teaching
procedures
A
Recommending
a
book
Step
1
Lead-in
1.
Free
talk
(1)
Do
you
like
reading
(2)
What
types
of
books
do
you
like
(3)
Can
you
tell
us
the
names
of
the
books
you
like
【设计意图：通过自由谈话，快速引导学生进入本课情境，激发他们的学习热情。】
Step
2
Pre-listening
Name
the
types
of
books
T:
I
also
like
read
( http: / / www.21cnjy.com )ing,
and
I
have
read
the
following
books.
Can
you
name
their
types
【设计意图：通过对书籍进行种类梳理，为听力进行大量的铺垫，降低听力的难度。】
Step
3
While-listening
1.
Listen
and
match
T:
The
Class
1,
G
( http: / / www.21cnjy.com )rade
8
students
are
talking
about
what
they
have
read
recently.
Listen
to
them
and
match
each
student
with
the
type
and
name
of
the
book
they
have
heard.
You
can
predict
before
listening.
T:
Listen
and
complete
Part
A1.
2.
Learn
the
new
words
and
phrases
T:
Of
all
the
book
( http: / / www.21cnjy.com )s,
I
like
reading
Harry
Potter
best.
Who
wrote
the
book
(J.
K.
Rowling.)
She
is
a
Britis
( http: / / www.21cnjy.com )h
writer
and
she
is
the
writer
of
the
Harry
Potter
series.
Harry
Potter
series
is
a
success
and
she
is
successful.
Harry
Potter
( http: / / www.21cnjy.com )
series
is
about
Harry
Potter’s
stories
in
a
magic
world.
It
has
been
translated
into
many
languages.
So
far,
it
has
become
a
great
success.
There
are
millions
of
copies
around
the
world.
But
at
first,
all
the
British
publishing
houses
refused
to
publish
it.
Later,
only
a
small
publishing
house
accepted
it.
【设计意图：在语篇中进行词汇教学，为下面的听力教学扫清障碍。】
3.
Learn
the
numbers
about
Harry
Potter
(1)
When
was
the
first
book
published
(2)
How
many
teachers
are
there
in
Hogwarts
(3)
How
many
classrooms
are
there
in
Hogwarts
(4)
How
many
stud
( http: / / www.21cnjy.com )ents
are
there
in
Hogwarts
Listen
and
write
down
the
number.
4.
Listen
and
complete
Part
A2
T:
Suzy
plan
( http: / / www.21cnjy.com )s
to
read
the
Harry
Potter
series.
She
is
telling
her
classmates
about
the
books.
Listen
to
what
she
says
and
complete
her
notes.
The
following
listening
skills
may
help
you:
Predict
before
listening;
Listen
for
key
words;
Write
the
short
forms.
5.
Listen
and
complete
Part
A3
【设计意图：本环节注重训练学生听和
( http: / / www.21cnjy.com )写的能力，听力难度在逐渐加大。在听力前注重对学生进行听力技能的指导，指导学生结合自己所学对听力内容做适当的推测、学会找关键词、学会速记，为听力扫清障碍，也为不同层次的学生听力技能提升打下基础。】
Step
4
Post-listening
Make
an
interview
T:
Work
in
pairs
( http: / / www.21cnjy.com )
to
interview
J.
K.
Rowling.
Try
to
ask
at
least
five
questions
about
her
and
her
novels.
【设计意图：通过两人一组进行采访活动，提升学生听说的能力，同时进一步加强他们的思维能力。】
B
Speak
up:
I
want
some
history
books.
Step
1
Presentation
1.
Listen
and
fill
in
the
form
(1)
How
many
books
can
Daniel
borrow
at
a
time
(2)
How
long
can
he
keep
the
books
(3)
How
can
he
renew
the
books
【设计意图：让学生带着简单问题听录音，训练听力能力。】
2.
Read
the
dialogue
(1)
Read
the
dial
( http: / / www.21cnjy.com )ogue
after
the
record.
Pay
attention
to
the
pronunciation
and
intonation.
(2)
Read
in
pairs.
【设计意图：多种形式读对话，发现学生在朗读方面的问题，扫清说的障碍。】
3.
Write
down
the
missing
sentences
【设计意图：提醒学生对话应包含的重要句型，也为接下来的编对话作好铺垫，为不同层次的学生提供对话示范。】
Step
2
Practice
Make
up
new
dialogues
T:
Work
in
pa
( http: / / www.21cnjy.com )irs
and
take
turns
to
borrow
books
from
a
library.
You
can
use
the
sentences
provided
in
your
dialogues.
【设计意图：学生充分发挥自主能力，进行编对话练习，之前大量的铺垫加上教师提供的有用句型，让这次输出对不同层次的学生都水到渠成。】
V.
Homework
1.
Remember
the
new
words
and
phrases.
2.
Make
up
new
dialogues.Unit
4
A
Good
Read
Comic
strip
and
Welcome
to
the
unit
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
know
different
types
of
books;
2.
talk
about
books
they
like
to
read.
II.
Teaching
contents
1.
New
words
and
phra
( http: / / www.21cnjy.com )ses:
read,
cooking,
novel,
Germany,
knowledge,
spare,
French,
writer,
ugly,
touch,
a
book
about,
improve
my
knowledge
of,
in
your
spare
time,
French
writer,
what
to
do
with
…，have
to
2.
New
structures:
Have
you
decided
what
to
do
with
these
books
What
do
you
like
to
read
in
your
spare
time
I
like
reading
novels
and
plays.
The
story
of
the
ugly
man
Quasimodo
really
touched
me.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Talk
about
books
they
like
to
read.
IV.
Teaching
procedures
A
Welcome
to
the
unit
Step
1
Lead-in
1.
Alice
in
Wonderland
T:
Look
at
the
pictures
on
the
screen.
Who
is
the
girl
T:
Yes,
She
i
( http: / / www.21cnjy.com )s
Alice.
She
is
a
character
in
the
book
Alice
in
Wonderland.
We
have
read
a
part
of
the
book
before
and
it
is
interesting.
2.
Andersen’s
Fairy
Tales
T:
Look
at
the
statue.
Do
you
know
any
anything
about
it
T:
Yes.
It
is
the
Little
Mermaid
from
the
story
The
Little
Mermaid.
T:
And
who
is
this
girl
T:
Yes.
She
is
th
( http: / / www.21cnjy.com )e
Little
Match
Girl,
a
character
in
the
story
The
Little
Match
girl.
Both
of
the
stories
were
wr
( http: / / www.21cnjy.com )itten
by
Andersen.
You
can
find
them
in
the
book
Andersen’s
Fairy
Tales.
3.
Grimm’s
Fairy
Tales
T:
This
is
Snow
W
( http: / / www.21cnjy.com )hite,
a
character
in
the
story
Snow
White.
This
is
Sleeping
Beauty
Castle.
It
comes
from
the
story
S
( http: / / www.21cnjy.com )leeping
Beauty.
The
two
stories
both
come
from
Grimm’s
Fairy
Tales.
【设计意图：轻松自然地导入，激发学生的兴趣，带领学生进入书的世界，营造和谐的课堂氛围。】
Step
2
Presentation
1.
Different
types
of
books
T:
What
other
books
have
you
read
T:
There
are
( http: / / www.21cnjy.com )many
types
of
books
around
us.
Can
you
tell
me
some
types
of
books
(1)
Science
T:
These
books
are
about
science.
(2)
Novel
Chinese
novels:
Jou
( http: / / www.21cnjy.com )rney
to
the
West,
Outlaws
of
the
Marsh,
Three
Kingdoms
Western
nov
( http: / / www.21cnjy.com )els:
Gone
with
the
Wind,
Wuthering
Heights,
The
Old
Man
and
the
Sea,
Pride
and
Prejudice
(3)
Travel
T:
Which
type
of
( http: / / www.21cnjy.com )books
do
you
think
Gulliver’s
Travels
belongs
to
Was
it
a
real
trip
(4)
Cooking
(5)
Health
(6)
culture
【设计意图：带领学生了解一些书籍，接触部分
( http: / / www.21cnjy.com )经典名著的英文名称，分清各种书籍的类别，并学会用英语来表达。同时本环节针对《格列佛游记》设计了一个问题，激发学生课后阅读的积极性。】
2.
Part
A
T:
Write
the
typ
( http: / / www.21cnjy.com )e
of
book
under
each
picture.
Then
put
a
tick
in
the
box
if
you
have
read
this
type
of
book
before.
3.
Part
B
T:
Listen
to
the
conversation
and
answer
the
following
questions.
(1)
What
is
Daniel’s
favourite
type
of
book
Why
(2)
What
is
he
reading
now
(3)
What
does
Sandy
like
to
read
(4)
What
book
does
she
think
is
great
Step
3
Practice
T:
Work
in
pairs
and
( http: / / www.21cnjy.com )
talk
about
the
type
of
book
you
like
and
why
you
like
it.
Try
to
recommend
some
books
to
others.
You
can
use
the
conversation
and
expressions
on
the
screen
as
a
model.
【设计意图：利用对话范本，指导学生
( http: / / www.21cnjy.com )如何用英语谈论自己喜欢的书籍并向朋友或同学推荐书籍。播放视频，感受爱书如友的美好情怀，激发学生的阅读兴趣。】
B
Comic
strip
Step
1
Presentation
Watch
and
answer
1.
Does
Eddie
like
reading
books
2.
What
does
Eddie
use
the
books
to
do
Step
2
Discussion
T:
Eddie
doesn’t
( http: / / www.21cnjy.com )like
reading
books.
Nowadays
less
than
half
of
the
teenagers
read
books
when
they
are
free.
If
you
have
spare
time,
what
will
you
do
【设计意图：引导学生了解现状，发现问题：越来越多的青少年沉迷于电子产品，远离了书籍。为接下来的讨论做好铺垫。】
T:
What
are
the
disadvantages
of
electronic
devices
T:
Who
can
tell
us
the
benefits
of
reading
Reading
books
can
improve
your
vocabulary;
experience
other
cultures;
improve
your
memory;
give
you
something
to
talk
about.
Books
are
inexpensive
entertainment.
【设计意图：通过讨论读书的好处，唤醒学生对书籍的热爱，激发他们多阅读。】
T:
Talk
about
how
to
love
reading
【设计意图：精美的图片配上简洁的文字介绍，既是学生讨论结果的展示，同时也为学生提供了愉悦阅读的机会。】
T:
Reading
books
is
on
( http: / / www.21cnjy.com )e
of
the
greatest
pleasures
in
life.
Read
the
famous
sayings
about
books
on
the
screen.
I
hope
all
of
you
will
become
book
worms
and
enjoy
reading.
【设计意图：展示一些关于书籍的名言，进一步激发学生的阅读兴趣。】
V.
Homework
1.
Review
the
new
words,
phrases
and
structures.
2.
Read
the
passa
( http: / / www.21cnjy.com )ge
Gulliver
in
Lilliput
and
think
about
whether
it
was
a
real
trip.Unit
4
A
good
read
Reading
(II)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
have
a
better
understanding
of
the
story;
2.
learn
to
use
( http: / / www.21cnjy.com )
the
language
points
correctly
and
retell
the
story
in
their
own
words;
3.
learn
to
think
while
reading
and
form
the
interest
in
reading.
II.
Teaching
contents
1.
New
words
and
phras
( http: / / www.21cnjy.com )es:
against,
tie,
over,
stomach,
until,
finger,
tiny,
continue,
either,
manage,
lift,
army,
must,
unable,
shoulder,
by
the
time,
be
tired
out,
be
tied
to,
look
down,
the
same
size
as,
fall
over,
continue
doing
sth,
manage
to
do
sth,
a
huge
army
of,
run
away,
get
away
2.
New
struct
( http: / / www.21cnjy.com )ures:
After
our
ship
crashed
against
the
rocks,
I
swam
as
far
as
I
could.
It
moved
up
over
my
stomach
and
neck
until
it
was
standing
near
my
face.
How
( http: / / www.21cnjy.com )ever,
they
soon
got
up
again
and
continued
moving
across
my
body.
I
didn’t
know
what
to
say
either.
I
tri
( http: / / www.21cnjy.com )ed
to
pull
one
hand
free
and
finally
managed
to
break
the
ropes.
Gulliver
found
himself
unable
to
move.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Retell
the
story
in
students’
words.
2.
Use
the
new
language
points
correctly.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Revision
(1)
What
story
did
we
read
last
period
(2)
Do
you
still
remember
what
happened
in
the
story
2.
Five
main
points
of
a
story
T:
When
we
read
a
( http: / / www.21cnjy.com )
story
or
want
to
know
an
event,
what
should
we
focus
on
S:
The
time,
the
place,
the
characters,
the
details
and
the
feeling.
T:
Great!
That’s
( http: / / www.21cnjy.com )to
say,
we
should
pay
attention
to
these
aspects,
like
who,
when,
where,
what
and
how.
Step
2
Reading
1.
Reading
for
general
idea
of
the
story
(1)
The
five
points
of
this
passage.
T:
Let’s
watch
( http: / / www.21cnjy.com )
the
video
and
enjoy
the
story
again.
Try
to
find
out
the
five
points
from
the
passage
and
then
fill
in
the
form.
When
did
Gulliver
wake
up
Where
was
Gulliver
then
Who
did
Gulliver
see
on
the
beach
What
did
the
tiny
men
do
to
Gulliver
How
did
Gulliver
feel
at
the
end
of
the
story
(2)
Main
idea
of
the
passage.
Put
the
answers
( http: / / www.21cnjy.com )together
and
let
the
students
form
the
main
idea
of
this
story.
As
the
sun
was
ris
( http: / / www.21cnjy.com )ing,
Gulliver
found
himself
on
the
beach.
Some
tiny
men
tied
him
to
the
ground,
moved
up
over
his
stomach
and
neck,
stood
on
his
face
and
even
climbed
all
over
him.
Gulliver
didn’t
know
where
he
was
and
he
didn’t
know
how
to
get
away.
【设计意图：让学生了解事件的五要素，使其对文章有整体的把握，帮助他们梳理故事情节。】
2.
Reading
for
understanding
and
thinking
Para
1
T:
Why
did
Gullive
( http: / / www.21cnjy.com )r
come
to
the
beach
What
happened
to
Gulliver’s
ship
at
first
S:
His
ship
crashed
against
the
rocks.
T:
Can
you
think
of
one
word
to
replace
“crash
against”
S:
Hit.
T:
Yeah,
the
ship
hit
the
rocks
and
what
happened
then
S:
The
ship
couldn’t
move.
T:
The
ship
could
( http: / / www.21cnjy.com )n’t
continue
moving.
Have
we
learnt
any
phrase
similar
to
the
word
“continue”
S:
Yes,
the
phrase
“go
on”.
T:
So
Gulliver
m
( http: / / www.21cnjy.com )et
with
many
difficulties.
Did
he
do
something
to
save
himself
S:
Yes,
he
swam
as
far
as
he
could.
T:
What
is
the
meaning
of
the
phrase
“as
far
as
he
could”
S:
It
means
“游得尽可能远”.
T:
We
can
use
t
( http: / / www.21cnjy.com )he
structure
like
this:
as
+
adj./adv.
+
as
sb
can/could
=
as
+
adj./adv.
+
as
possible.
Can
you
rewrite
this
sentence
S:
He
swan
as
far
as
possible.
T:
Well
done!
Did
Gulliver
finally
feel
the
land
under
his
feet
S:
Of
course.
T:
How
did
Gulliver
feel
when
he
felt
the
land
S:
He
was
( http: / / www.21cnjy.com )very
tired.
The
story
says:
He
was
tired
out.
He
fell
down
on
the
beach
and
went
to
sleep.
Para
2
(1)
T:
Great.
( http: / / www.21cnjy.com )
However,
something
strange
happened
when
he
woke
up.
What’s
that,
do
you
know
Let’s
move
on
to
Para
Two
S:
He
couldn’t
move
because
he
was
tied
to
the
ground.
T:
OK.
The
word
( http: / / www.21cnjy.com )“tie”
means
“hold
things
together
with
ropes”.
Look
at
the
picture.
The
master
tied
the
dog
to
the
tree.
Can
you
use
another
way
to
say
so
S:
The
dog
was
tied
to
the
tree.
(2)
Further
thinking.
T:
Gulliver
w
( http: / / www.21cnjy.com )as
tied
to
the
ground
when
he
woke
up.
When
was
Gulliver
tied
to
the
ground
S:
Before
he
woke
up.
T:
That’s
to
say,
( http: / / www.21cnjy.com )while
he
was
sleeping.
Right
How
did
Gulliver
feel
now
Can
you
imagine
Para
3
(1)
T:
OK,
from
t
( http: / / www.21cnjy.com )he
first
two
paragraphs,
we
have
known
Gulliver
saved
himself
after
the
ship
crashed
and
he
was
found
tied
to
ground
after
waking
up.
Do
you
think
that
was
strange
Do
you
want
to
find
out
the
truth
Please
continue
reading
Para
Three
and
tell
me
who
tied
Gulliver
to
the
ground.
S:
The
tiny
men.
T:
What
did
they
do
to
Gulliver
S:
They
moved
f
( http: / / www.21cnjy.com )rom
the
leg,
then
moved
up
over
Gulliver’s
stomach
and
neck
and
even
stood
near
his
face.
T:
They
were
moving
on
his
body.
How
small
were
the
tiny
men
S:
They
were
the
same
size
as
Gulliver’s
finger.
T:
Here,
what
does
the
phrase
“the
same
…
as”
mean
S:
和…一样。
T:
For
examp
( http: / / www.21cnjy.com )le.
I
like
reading.
My
sister
likes
reading
too.
Can
you
join
the
two
sentences
together
with
the
new
phrase
S:
I
have
the
same
hobby
as
my
sister.
T:
Great!
So
we
can
use
the
phrase
like
this:
the
same
+
n.
+
as
.…
(2)
Further
thinking.
T:
There
are
( http: / / www.21cnjy.com )
so
many
tiny
men
on
Gulliver’s
body.
Who
was
the
tiny
person
standing
on
his
face
Why
did
they
want
to
tie
Gulliver
to
the
ground
Para
4
(1)
T:
Suddenly,
the
( http: / / www.21cnjy.com )
tiny
men
fell
over.
Do
you
know
why
Let’s
come
to
Para
Four.
S:
Because
Gulliver
shouted
at
them.
(2)
Further
thinking
T:
What
do
the
t
( http: / / www.21cnjy.com )iny
men
think
of
the
sound
from
Gulliver
How
did
they
feel
What
do
you
think
of
these
tiny
men
Para
5
(1)
T:
One
of
th
( http: / / www.21cnjy.com )e
tiny
men
began
talking
to
Gulliver.
What
was
Gulliver’s
reaction
Please
find
out
the
answers
from
Para
Five.
S:
He
couldn’t
understand
and
didn’t
know
what
to
say,
either.
T:
Can
we
use
“too”
here
S:
No,
because
it
is
a
negative
sentence.
T:
Then
what
did
Gulliver
do
then
S:
He
tried
to
pull
one
hand
free
and
managed
to
break
the
ropes.
T:
Did
he
succeed
breaking
the
ropes
S:
Yes,
he
could
lift
his
left
hand.
T:
manage
( http: / / www.21cnjy.com )
to
do
sth
=
succeeded
in
doing
sth
成功做到某事
try
to
do
sth
“试图或尽力做某事”，多表示一种企图或决心，而不表示一定成功。
T:
What
about
the
tiny
men
S:
They
began
to
shout.
T:
Pay
att
( http: / / www.21cnjy.com )ention
to
“began
talking”
and
“began
to
talk”.
What
can
you
find
out
S:
We
can
use
“begin
+
doing
sth/
+
to
do
sth”.
T:
What
did
Gulliver
see
when
he
looked
down
S:
He
saw
a
huge
arm
of
tiny
men
coming
straight
towards
him.
(2)
Further
thinking.
T:
Let’s
g
( http: / / www.21cnjy.com )o
over
Para
5
again.
The
tiny
men
began
talking
to
Gulliver.
What
did
one
of
the
small
men
say
to
Gulliver
Gulliver
( http: / / www.21cnjy.com )couldn’t
understand
the
tiny
men.
What
was
his
feeling
As
Gulliver
( http: / / www.21cnjy.com )lifted
his
left
hand
in
the
air,
why
did
the
tiny
men
begin
to
shout
How
did
( http: / / www.21cnjy.com )Gulliver
feel
when
he
saw
a
huge
group
of
tiny
people
coming
towards
him
(3)
Imagination.
T:
Gulliver
wanted
( http: / / www.21cnjy.com )
to
run
away
from
the
tiny
men,
but
he
didn’t
know
what
to
do.
Do
you
think
he
could
get
away
at
last
T:
Some
of
you
say
y
( http: / / www.21cnjy.com )es
and
some
say
no.
If
he
could,
how
did
he
manage
to
do
so
If
he
failed
to
do
so,
how
could
he
manage
to
live
in
Lilliput
Now,
let’s
have
a
discussion
and
tell
me
your
reasonable
ideas.
【设计意图：通过furthe
( http: / / www.21cnjy.com )r
thinking的问题引导，鼓励学生大胆思考，走进故事情节，体会人物感受。在培养学生深层次理解文本能力的同时,
在语篇情境中教授、学习语言点，在与学生的交流中，增加这些语言点的输入频率，为下面的运用做好铺垫。】
3.
Reading
for
development
Retell
the
story
in
the
perspective
of
a
small
man.
T:
Please
re
( http: / / www.21cnjy.com )tell
the
story
in
the
perspective
of
a
small
man.
Let’s
name
the
story
A
huge
man
in
Lilliput.
You
may
begin
like
this:
After
the
rainstorm,
I
...
on
the
beach.
Suddenly,
I
found
something
strange.
...
These
useful
phrases
may
help
you.
【设计意图：以小人国人物的角度来复述故事
( http: / / www.21cnjy.com )，提升了学生运用语言的能力，避免了背诵课文的单调与乏味。所提供的关键词，为学生复述搭建了脚手架，也是多角度阅读输入后水到渠成的输出。】
Step
3
Conclusion
T:
This
time,
when
( http: / / www.21cnjy.com )Gulliver
woke
up,
he
found
himself
in
another
country—Brobdingnag.
The
people
there
were
the
same
size
as
the
tall
buildings.
Gulliver
was
the
same
size
as
their
little
finger.
What
will
happen
to
Gulliver
later
on
It
is
time
for
you
to
read
and
find
out!
T:
Boys
and
girls,
( http: / / www.21cnjy.com )there
are
many
amazing
places
in
books.
Spare
some
time
to
do
some
reading,
and
I
am
sure
you
will
have
a
wonderful
travel
in
time
and
space!
【设计意图：让学生用本课所学知识点来讲故事，训练了学生的现象力、创造力。简要呈现小说中的其他精彩情节，引发学生的阅读兴趣。】
V.
Homework
After
class,
co
( http: / / www.21cnjy.com )ntinue
reading
Gulliver
in
Lilliput
and
try
to
tell
the
story
to
your
partner
in
your
own
words.
2.
Read
the
s
( http: / / www.21cnjy.com )implified
English
version
of
Gulliver’s
Travel
if
you
want
to
know
what
would
happen
to
Gulliver
later
on.Unit
4
A
good
read
Study
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
know
some
common
transitions;
2.
learn
how
to
use
the
transitions
in
writing.
II.
Teaching
contents
New
words
and
phrases:
experience,
sail,
hidden,
confidence
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Learn
how
to
use
the
transitions
in
writing.
IV.
Teaching
procedures
Step
1
Lead-in
Review
the
story
of
Xi
Wang
T:
Do
you
remember
( http: / / www.21cnjy.com )
this
giant
panda
Xi
Wang
Read
the
passage
and
fill
in
the
blanks.
T:
These
words
are
all
transitions.
【设计意图：通过回顾旧的知识导入新课，引导学生接触过渡词这一概念。】
Step
2
Presentation
1.
Introduce
transitions
What
is
a
transition
Show
the
pictur
( http: / / www.21cnjy.com )e
of
a
bridge
and
tell
students
that
transitions
are
the
bridges
that
allow
a
reader
to
move
from
one
idea
to
the
next
without
getting
lost
in
the
language.
In
writing,
a
transition
is
a
word,
phrase
or
sentence.
2.
Introduce
different
types
of
transitions
(1)
Connect
the
sentences
by
adding
transitional
words.
(2)
Why
do
we
need
transitions
(3)
Types
of
transitions
Transitions
ca
( http: / / www.21cnjy.com )n
be
used
to
show
time
and
sequence,
to
add
information,
to
give
an
example,
to
show
cause
and
effect,
to
emphasize,
to
compare
and
contrast.
【设计意图：从概念、用途、种类三个角度，向学生呈现过渡词。】
Step
3
Practice
1.
Find
the
transitional
words
and
phrases
T:
Try
to
find
the
tr
( http: / / www.21cnjy.com )ansitional
words
and
phrases
in
Gulliver
in
Lilliput
and
discuss
with
you
partner
about
their
types.
【设计意图：总结回顾Reading课文中的连接词，让学生在实际运用中了解过渡词的作用。】
2.
Underline
the
transitional
words
and
phrases
T:
Read
Sandy’s
artic
( http: / / www.21cnjy.com )le
and
underline
the
transitional
words
and
phrases.
Discuss
with
you
partner
about
their
types.
3.
Complete
the
sentences
T:
Complete
the
se
( http: / / www.21cnjy.com )ntences
with
proper
transitional
words
or
phrases.
【设计意图指导学生在实际运用中巩固所学知识。】
4.
Add
some
transitions
T:
Rewrite
the
( http: / / www.21cnjy.com )
following
article
about
TV
and
website
by
adding
some
transitional
words
or
phrases.
【设计意图：让学生在完整的篇章结构中了解过渡词的作用。】
Step
4
Summary
T:
To
improv
( http: / / www.21cnjy.com )e
your
writing,
you
need
to
make
sure
that
your
ideas,
both
in
sentences
and
paragraphs,
stick
together
and
have
coherence.
One
way
to
do
this
is
to
use
transitional
words
or
phrases
that
help
bring
ideas
together.
V.
Homework
1.
Review
and
remember
the
transitions.
2.
Prepare
t
( http: / / www.21cnjy.com )o
write
about
your
reading
habits,
using
proper
transitions.
