课件3张PPT。Unit15教材教法分析之 教学思路 XueChunyan 2009-09-22M5-Unit15教学原则与依据要充分利用教材，但应清楚我们是在用教材教英语，而不是教教材。要敢于合理地整合、增减教材内容；
阅读、听力课要保证读和听的遍数。输入后要有输出。要提高输出活动的有效性，主要篇目要有信息内化的过程；
加强词汇教学与语法教学 (依据区教学划)；词汇教学采取“大分散，小集中”的方式。重点词汇与语法项目要落实到口头与笔头的应用。M5-U15教材整合与课时计划Lesson 1 Life-long Learning (2 periods)
Lesson 2 Different Schools + P45, CW_Writing:
My Perfect School (2-3 Periods)
Lesson 3 Teachers + P47, Bulletin Board:
My Favorite Teacher (2 periods)
Lesson 4 Understanding (2 Periods)
* Warm up Listening(P35) + Culture Corner: The Education System in the UK (P46) + CW_Speaking(P44)… (1 Period)
Practice and Test (1-2 Periods)Total: 10-12 Periods
CW song.mp3课件20张PPT。(Period One)Lesson 1 Life-long LearningUnit 15 Learning北方交大附中 薛春燕Work in pairs. Describe the picture and tell how you understand it. Lead in Lead inWhat famous sayings does it remind you of？◆It’s never too late to learn.◆There’s no end to learning. Well-known wise statements; proverbs.The Importance
of Life-long Learning Objectives
By the end of this period, you will be able to:
● tell the learning experiences of the three life-long learners according to the texts.
● learn the importance of life-long learning and make your own plan for continuous study.
Before reading the texts, let’s Learn several new words first. alphabet
throat
lump
buryPre-readingto put into the grave; to hide awayIf you have a sore throat , drink lemon and honey in hot water. AaBbCcDdEeFfGg
HhIiJjKkLlMmNn
OoPpQqRrSsTt
UuVvWwXxYyZza mass of sth. without a special size or shapen. 团, 块Where are these people? What are they doing at the moment?
2) Are they all very young? For what reasons do they come here?Look at the photo on Page 36 and talk about it:Pre-reading1) What’s the text mainly about?
2) What is the writer’s purpose of writing this article?Read the title, the paragraph in italics as well as the sub-tiles and then answer:Fast readingIt’s mainly about three people’s different life-long learning experiences.To show the importance of life-long learning.
Read the texts quickly and find out what the learners studied.Fast readingComputer Engineeringhow to email and use the InternetBusinessRead the texts again, circle the following words/phrases in the texts and then match them with their definitions. 1. secure
2. frankly
3. suspect
4. status
5. chief
6. swell with
7. aside from
Careful readinga) speaking honestly
b) highest in rank; most important
c) be filled with
d) safe; protected against danger or risk
e) except for
f) to be doubtful about
g) present situationCareful readingRead the texts once more and complete the table with the correct information.Computer EngineeringBusinesshow to email and use the Internetgive himself a second chance to study for a degreeby distance learningabout to graduate with a Bachelor’s degree and getting promoted at worklaid off and got bored with being a full-time housewife did a business coursehave learnt many new skills and have prepared a business plan for setting up her own companypostage went up; too expensive to send letters by airmail to his daughter in the US
got his grandson to instruct himable to send email; see and talk to his grandchildren in the US on the i-Cam
lay sb off: to stop employing sb.
裁员，解雇to teach; to give knowledge or information to payment for carrying a letter, parcel etc., by post Challenge your memory:Computer EngineeringBusinesshow to email and use the Internetgive himself a second chance to study for a degreeby distance learningabout to graduate with a Bachelor’s degree and getting promoted at worklaid off and got bored with being a full-time housewife did a business coursehave learnt many new skills and have prepared a business plan for setting up her own companypostage went up; too expensive to send letters by airmail to his daughter in the US
got his grandson to instruct himable to send email; see and talk to his grandchildren in the US on the i-Cam
…
…
…
…
Post- reading …
…
…
Challenge your memory:Computer EngineeringBusinesshow to email and use the Internetgive himself a second chance to study for a degreeby distance learningabout to graduate with a Bachelor’s degree and getting promoted at worklaid off and got bored with being a full-time housewife did a business coursehave learnt many new skills and have prepared a business plan for setting up her own companypostage went up; too expensive to send letters by airmail to his daughter in the US
got his grandson to instruct himable to send email; see and talk to his grandchildren in the US on the i-Cam
…
…
…
…
Post- reading …
…
…
…
…
…Role Play: A TV interview program
Work in groups of four. Make a TV interview program on life-long learning experiences according to the completed table.
Student 1 — the host/hostess
Student 2 — Sun Wen
Student 3 — Ms Tang
Student 4 — Grandpa ChenPost- reading Assessment of PresentationPresentationPost- readingDiscussion
1. How important is it for people to continue their studies after formal education? Give an example.
2. In what ways can you take part in life-long learning after you finish school or university? Post- readingWrite down your own plan for continuous study and then read it to your partner.
In Senior high school, ___________________
_____________________________________
After graduation from high school, _________
_____________________________________
After graduation from university, ___________
_____________________________________
And then, ____________________________
_____________________________________Post- reading My Plan for Continuous StudyLearn?to?be,Learn?to?do,?Learn to learn,Learn to get together.Learning is a life-long journey. On the journey, let’s:Write a short passage to state the importance of life-long learning. Give at least one example.
Review the vocabulary learned in this period and finish Ex.5 on P37. Assignments Thank you.U15-Lesson 1 Life-long Learning (1st period)
I. Read the texts quickly and find out what the three people studied.
Name
Sun Wen
( 28 years old )
Ms Tang
( 45 years old)
Grandpa Chen
(75 years old)
What did they study?
II. Read the texts again, circle the following words/phrases in the texts and then match them with their definitions.
1. secure
2. frankly
3. suspect
4. status
5. chief
6. swell with
7. aside from
a) speaking honestly
b) highest in rank; most important
c) be filled with
d) safe; protected against danger or risk
e) except for
f) to be doubtful about
g) present situation
III. Read the texts once more and complete the table with the correct information.
Name
Sun Wen
Ms Tang
Grandpa Chen
What did they study?
Reason for study
How did they study?
Result of their study
IV. Please use the following form to evaluate Group Work Presentation.
Assessment of Story Telling
Group 1
Group 2
Group 3
Contents: ☆☆
Language: ☆☆
Pronunciation & intonation：☆
Facial expressions & gestures:☆
Final Score:
V. Write down your own plan for continuous study and then read it to your partner.
My Plan for Continuous Study
In Senior high school，_________________________________________________________________
_____________________________________________________________________________________After graduation from high school， _______________________________________________________
_____________________________________________________________________________________ After graduation from universit，: ________________________________________________________
_____________________________________________________________________________________
And then，____________________________________________________________________________
_____________________________________________________________________________________
Assignments:
1) Write a short passage to state the importance of life-long learning. Give at least one example.
Review the vocabulary learned in this period and finish Ex.5 on P37.
U15-Lesson 1 Life-long Learning (2nd period)
I. Vocabulary Review
Complete the sentences with the correct form of the words or phrases.
suspect, secure, swell, status,
lay off, frankly speaking, aside from
1. We all are interested in the ______________ of the world affairs.
______________ chatting, you can also listen to some music during the breaks.
3. ___________________, I don’t think your idea of accepting this job is very good.
4. I __________ that Jim stole the book.
5. People in this rich country felt very _________ until the economic crisis broke out.
6. They _______________ for three months. (他们停了我们三个月的工。)
7. --What happened to the workers?
-- They ____________________. (他们下岗了。)
8. His heart _________ with happiness as he heard the good news.
9. The sails ________ in the wind.
10. Injured in the football game, his leg _________ badly.
II. Grammar: Third Conditional
1. The pattern of the Third Conditional:
If-clause
Main clause
2. The meaning of the Third Conditional:
We use the Third Conditional to: ___________________________________________
___________________________________________________________________________ Third Conditional用来表示： ________________________________________________
Assignments：
1. Choose one of the situations to write about your regrets, using at least three Third Conditional sentences.
a. You didn’t get involved in a contest. b. You missed a brilliant lecture.
c. You didn’t follow your teacher’s advice. d. You didn’t pass the … exam.
2. P46, Culture Corner: Read the article The Education System in the UK and complete the diagram.
M5-U15-Lesson 1 Life-long Learning (First Period)
北方交大附中 薛春燕
2009年9月
教学内容
Reading: The Importance of Life-long Learning
教学目标
By the end of this period, the students will be able to:
1. retell the learning experiences of the three life-long learners, using the information and vocabulary acquired from the texts
2. learn the importance of life-long learning and make their own plans for continuous study.
教学重点
Guide the students to use the information and vocabulary acquired from the texts.
Help the students achieve a better understanding of the importance of life-long learning and encourage them to make their own plans for continuous study..
【教学过程及设计意图】
教学步骤
课堂活动
目的,意图
活动方式
Step 1
Lead in
1. T (teacher) presents a picture and organizes Ss (students) to talk about it. Pre-teach new word saying.
2. T presents the title and the objectives of the lesson.
激发兴趣，引出话题, 使学生产生阅读的动机。
呈现目标，引导学生有目的地学习。
Pair Work&
Class Work
Step 2
Pre-reading
Pre-teach new words: alphabet, throat, lump, bury.
Ss look at the photo on P36 and answer two questions about it.
预教词汇，为下一步阅读任务扫清障碍。
调动已知，预测课文内容，激发学习新知的兴趣。
Class Work
Step 3
Fast reading
1. Ss read the title, the paragraph in italic as well as the subtitles quickly to make clear of the main idea and the writer’s purpose of writing.
2. Ss read the texts quickly and find out what the three learners studied.
学生通过速读获取主旨大意并初步理解三段短文的内容,为后面的阅读任务作铺垫
Individual Work & Class Work
Step 4
Careful reading
1. Ss read the texts again, circle the words/phrases in the texts and then match them with their definitions: secure, frankly, suspect, status, chief, swell with, aside from
Ss read the texts once more and fill in the table with the correct information.
Ss check their answers in pairs.
Check the answers as a class. T elicits three new words or phrases encountered in the answers: lay off, postage, instruct.
引导学生根据上下文猜测词义；培养学生用英语学习新词汇的习惯
学生通过细读获取基本的细节信息，为下一步的复述做准备
及时扫清词汇障碍, 保证阅读活动顺利进行，同时为读后活动做词汇准备
1. Individual Work
2. Individual Work
3.. Pair Work
4. Class Work
Step 5
Post-reading
1. T helps Ss internalize the information according to the completed table. Based on the table, Ss practice retelling the text one by one. .
2. Ss work in groups to make a TV interview about life-long learning experiences.
3. Presentation.
4. Discussion:
①How important is it for people to continue their studies after formal education? Give an example.
② In what ways can you take part in life-long learning after you finish school or university?
5. Ss write down their own plan for continuous study and then read it to their partner.
内化信息, 为顺利进行下一项读后活动奠定基础
训练将课本信息转化成自己的语言; 通过小组活动提高课堂效率, 培养合作意识
启发学生深入思考，树立终身学习的信念
引导学生初步规划未来的学业，激励他们追求更有价值的人生。
1. Class Work & Row work
2. Group Work
3. Group Work
4. Class Work
5. Individual Work& Pair Work
Step 6
Assignment
Write a short passage to state the importance of life-long learning. Give at least one example.
Review the vocabulary learned in this period and finish Ex.5 on P37.
巩固本节课学习成果；为下一课时的学习做好铺垫。
M5-U15-Lesson 1 Life-long Learning (Second Period)
薛春燕 2009年9月
教学内容
Vocabulary and Grammar
教学目标
By the end of this period, the students will be able to:
● make clear how to use some important new words and phrases involved in the texts;
● discover the pattern and the meaning of the Third Conditional;
● use Third Conditional sentences in proper situations.
教学重点
1. Help the students correctly use the important words and phrases.
2. Guide the students to discover the pattern as well as the meaning of the third conditional, and encourage them to use Third Conditional sentences in proper situations.
【教学过程】
教学步骤
课堂活动
活动方式
Step 1
Lead in
T presents the title and explains the objectives of this period..
Class Work
Step 2
Vocabulary Study
Ss complete the sentences with the correct form of the words or phrases given.
Ss work in pairs to make a short story orally, using at least 5 of the words or phrases given.
Class Work&
Pair Work
Step 3
Grammar Review:
First Conditional &
Second Conditional
1. T presents some pictures and first conditional sentences. Ss read the sentences and go over the rules of the First Conditional.
2. T presents some pictures and second conditional sentences. Ss read the sentences and go over the rules of the Second Conditional.
Class Work
Step 4
Grammar Study:
Third Conditional
T guides Ss to find out the pattern of the Third Conditional by completing three conditional sentences from the texts. (P37, Ex. 6)
T helps Ss find out the meaning of the Third Conditional by answering some questions about two conditional sentences.
Practice: Ss complete the Third Conditional sentences by putting the verbs in brackets in the correct forms. (P37, Ex. 9)
Chain Story Telling: T explains rules for the task. Ss look at the situation given and make a story based on it, using the third Conditional sentences. (Page 78, Ex.4)
Presentation.
Individual Work&
Class Work
Group Work
Step 5
Assignment
1. Choose one of the situations to write about your regrets, using at least three Third Conditional sentences.
a. You didn’t get involved in a contest.
b. You missed a brilliant lecture.
c. You didn’t follow your teacher’s advice.
d. You didn’t pass the … exam.
2. P46, Culture Corner: Read the article The Education System in the UK and complete the diagram.
课件29张PPT。(Period Two)Lesson 1 Life-long LearningUnit 15 Learning北方交大附中 薛春燕 Objectives
By the end of this period, you will be able to:
● make clear how to use some important new words and phrases involved in the texts;
● discover the pattern and the meaning of the Third Conditional;
● use Third Conditional sentences to communicate. I. Complete the sentences with the correct form of the words or phrases.suspect, secure, swell, status,
lay off, frankly speaking, aside from
We all are interested in the _____ of the world affairs.
__________ chatting, you can also listen to some music during the breaks.statusVocabulary StudyAside from__________________, I don’t think your idea of accepting this job is very good. Frankly (speaking)Vocabulary Study“adv.+ speaking”generally speaking
honestly speaking = to be honest
directly speaking Can you think of some similar phrases?
suspect4. I _______ that Jim stole the book.
5. People in this rich country felt very _______ until the economic crisis broke out.secureVocabulary Study 7. --What happened to the workers?
-- They ______________. (他们下岗了。)
were laid off6. They __________ for three months. (他们停了我们三个月的工。)laid us off 8. His heart _______ with happiness as he heard the good news.swelledswell with =Vocabulary Studywithbe filled with swell 9. The sails ______ in the wind.
swelledVocabulary Study 10. Injured in the football game, his leg _______ badly.II. Work in pairs to make a short story orally, using at least 5 of the following words or phrases.suspect, swell, secure, status,
lay off, frankly speaking,
aside from
Vocabulary StudyThird Conditional虚拟语气(和过去事实相反的假设)GrammarIf… Fist ConditionalSecond ConditionalThird ConditionalWhat will you do if it rains tomorrow?Review: First Conditional1) I will stay at home if it rains tomorrow.Review: First Conditional2) The football match will be put off if it rains.Review: First Conditional假设将来的情况可能发生。 First Conditional (真实条件句)：SummaryReview: First Conditional一般现在时will / shall
+ doWhat would you do if you won the lottery?Review: Second ConditionalI would buy a villa for my family.
If I won the lottery, Review: Second Conditional2) If I ______ an millionaire,
I ____ travel around the world.Review: Second Conditionalwerewould 虚拟语气 (和现在或将来事实相反的假设)。Second Conditional：Summarydid / werewould (could/ should/ might)
+ doReview: Second ConditionalIn the past, if someone like me had failed to get into university through the college exam, he would have had no chance of getting a degree.
In the past, if someone had worked for a company for over 20 years, they would have stayed there until retirement.
3. In the past, if I had wanted to see them, I would have had to visit them in person.Read the texts again and complete the conditional sentences below. (P37, Ex. 6)Discovering: Third ConditionalDiscovery 1
The Pattern of the Third ConditionalDiscovering: Third Conditionalhad donewould (could/ should/ might)
+ have doneThe Third Conditional is formed in this way: If Sun Wen had passed the college entrance exam, he would have got a better position at work many years ago.
Did Sun Wen pass the college exam?
Did he get a good enough position at work?
What was the fact?
Read the sentence and answer the questions.Discovering: Third ConditionalNo, he didn’t.No, he didn’t.The fact was Sun Wen failed the exam, and didn’t get a good position at work.2) If John had worked for a company for over 20 years, he would have stayed there until retirement.1) If Sun Wen had passed the college entrance exam, he would have got a better position at work many years ago.It was not true.It didn’t happen.It was not true.It didn’t happen.had passed the college entrance have got a better position John had worked for a company for over 20yearshave stayed there untilretirement.Discovering: Third Conditionalexam,Discovery 2
The Meaning of the Third ConditionalDiscovering: Third ConditionalWe use the Third Conditional to: ● talk about unreal situations in the past,
● to imagine things that did not happen.
Third Conditional 用来表示过去非真实的情景, 以及对过去并未发生的事情提出假设。1. If the exam _____________ (not be) so
difficult, I ____________________ (pass).
2. If he _____________ (put on) a tie, they ______________________ (allow) him to
enter the restaurant.
3. If he __________________ (not apologize),
I ___________________ (not give) him a
birthday present.Complete the Third Conditional sentences by putting the verbs in brackets in the correct forms. (P37, Ex. 9)Practice: Third Conditionalhadn’t beenwould have passedhad put onwould have allowedhadn’t apologizedwouldn’t have given4. If they ________________ (not argue), they
_________________ (spend) the weekend
together.
5. If the room____________ (not be) dark, he
_________________________ (distinguish) __the two pictures.
6. If it _______________ (not rain), we
__________________ (go) to the beach.Complete the Third Conditional sentences by putting the verbs in brackets in the correct forms. (P37, Ex. 9)Practice: Third Conditionalhadn’t arguedwould have spenthadn’t beenwould have distinguishedhadn’t rainedwould have goneto tell the difference between
Group Work: Chain Story Telling
Look at the following situation and make a story based on it, using the third Conditional sentences. (Page 78, Ex.4)Practice: Third Conditionalgot this jobwent to Londongot marriedmet Janethad the idea for a computer companybought this computer gamestarted the factoryfell in lovehad childrenIf I hadn’t gone to
London, I wouldn’t
have got this job.
If I hadn’t got this job, …… Went to LondonPractice: Third ConditionalWork in groups
to finish this
chain story.Assignments1. Choose one of the situations to write about your regrets, using at least three Third Conditional sentences.
a. You didn’t get involved in a contest.
b. You missed a brilliant lecture.
c. You didn’t follow your teacher’s advice.
d. You didn’t pass the … exam.
2. P46, Culture Corner: Read the article The Education System in the UK and complete the diagram. Thank you.课件20张PPT。M5U15 Lesson 2 Different Schools
Period 1What do you know about your school education? What to learnHow to learnWhat is the school work?Traditional
a formal educational systemwith a long history CURRICULUM LECTUREAlternativenon traditionalTraditional SchoolAlternative School? By the end of this period, students will be able to
prepare questions for a listening exercise and to predict its content.
get the main idea and specific information about different kinds of school.
use vocabulary and information acquired in the listening material to talk about the alternative and traditional school education. ObjectivesPre-listening: Vocabulary learning
1.drill: an activity which practises a particular skill and often involves repeating the same thing several times
你应该在课堂上完成语法练习。You should finish your English grammar drills in the class.2.motto: a short sentence or phrase that expresses a belief or purposeSome mottos:
1. The Key Is Me
2. No Pains, No Gains
3. Every Child, Every Chance, Every Day
4. Practice Makes Perfect
3. assignment: a piece of work given to someone, typically as part of their studies or job. --- What is today’s assignment in English?
---Finish Exercises 2 and 3 on Page 34.The words from the key words box are related to schools. Put them under the three headings. (P38, Ex.1) Traditional educationAlternative educationAll kinds of educationtraditional, strict,
boring drills, test-focused, conservative, structured
independent, project work, learner-centered approach, alternative, activities, problem-solving
motto , assessment, assignment, analyse
You are to listen to a dialogue between Nicholas and Jack about their learning experiences. Before listening, learn the listening strategies.Listening strategies:
Prepare your own questions
Predict what topics you think will be mentioned
( e.g. Learning experience ).
Think of things you would like to know and write questions.
( e.g. What does “alternative education” mean?
How different is Nicholas’ school
from Jack’s school? )What topics do you think will be mentioned? The information card is for your reference.If you have a chance to talk with them, what things would you like to know? Please prepare three questions.How many of the topics listed on the table are mentioned ?
How many questions of yours are covered in the material?
Listen and check your predictionListen and match the extracts with Jack’s and Nicholas’ school. Ex.4, P38Jack’s School: 1. Founded in 1896, “Tredona School” is proud of its long list of outstanding past students. 4. Our school motto reflects the importance we place on good manners, hard work and success.6. Due to the limited number of places and our excellent reputation, students should apply early. Preference is given to children of past students.His behaviour reflects his lazy attitude towards work.The restaurant has a good reputation.Listen to the second part about Nicholas’ school and fill in the blanks: fit forildind- heartedatient strictreceiversnoteldomearningroblem-solving A learner- centered approach to teachingrojectssignmentsRead the four statements and decide if they are said by Jack’s or Nicholas’ teachers.(P39, Ex.5)1 Jack’s teachers
2 Nicholas’ teachers
3 Nicholas’ teachers
4 Jack’s teachers
Voice your opinionSituation 1: If you were a principal, what would you do to manage your school?
School motto?
School work?
Tests?
Uniforms?
Other principles?
Situation 2: What’s your ideal school education? Alternative or traditional?
Group workChoose one of the situations Education is what remains when we have forgotten all we have been taught.
---- Lord Halifax (1633-1695)DiscussionWhat is education in your mind? 1. Finish the word banks in the handout.
2. What is your ideal school education? Think about it and give your reason. 课件12张PPT。M5U15 Lesson 2Different Schools
Period 2Objectives: By the end of this lesson, students will be able to 1. show disagreement politely.
2. use phrasal verbs acquired in this lesson.Alternative or Traditional education?
1. Teachers don’t allow even the slightest loose conduct.
2. The school motto is “making our school fit for every child”.
3. Students are treated as receivers of knowledge.
4. Students take part in learning and are involved in a lot of reading, writing and problem-solving activities. (T)(A)(T)(A)Listen to the second part of the conversation. Complete the Function File with the expressions of polite disagreement. P39, Ex. 6 N: (1) __________ (2) __________. It’s as popular as it
used to be in the 1970s.
J: Well, (3) _____________, yes, but I can’t really say because I only know my type of school.
J; (4)_________________ about the sort of alternative school that Nicholas goes to is that students don’t prepare
well for tests.
N: (5) _________________, jack. I don’t accept that at all.
J: Well, (6) _________ you’re right. Our lessons were
very structured.
N: (7) __________. It doesn't suit all students.Not reallyI don’t thinkto a certain extentOne of the problemsI’m sorry to disagreemaybeNot necessaryDiscuss the advantages and disadvantages of traditional or alternative schooling and then make up a dialogue. Use expressions from the Function File to show disagreeing politely.For example:
A: I don’t think it really useful for school to make us have a mini test every day.
B: Well, to a certain extent, yes, but …
A: I’m sorry to disagree…Pair work
1. loose
2. select
3. slight
4. To a certain extent
5. misunderstand
6. mild
7. assignment
8. reputationSelect sb. for sth.
He had hopes of being selected for the national team.Select sb. /sth. as sth.
York was selected as the site for the research centre.Select sb. / sth. from sth.
They selected the winner from six finalists.Select sb. to do sth.
Simon has been selected to go to the conference.Complete the passage with the following words and phrases. P39, Ex. 9take up
catch up with
put off
fall behind with
set up
go over
look up
put on
追赶上
从事；占据
落后
推迟
复习
设立
查阅
上演
Read the phrasal verbs and match them with their definition. P39, Ex.10Complete the sentences with phrasal Verbs. P39, Ex.101. fall behind/go over
2. get together
3. put on
4. set up
5. look up/catch up with/get on with
6. put off
7. got on with
8. go on to
9. take up/set up/ get on withComplete the text with verbs from the box in the correct form. Ex.3 on P80fell behind
catch up with
went over
look up
put off
6. get together
7. got on with
8. went on to
9. take upListen to the tape, and complete the passage. (See handout)1. fall behind with
2. go over
3. get together
4. all the time
5. put on
6. set up
7. get into trouble8. look up
9. catch up with
10. put off
11. got on with
12. take up
13. all kinds of
14. worked really well. Comparing cultureTry to use the polite disagreement and phrasal verbs. Alternative education
is better than
traditional education. 1.Review the phrasal verbs.
2. Write a short passage based on the discussion during the class.
( Is Alternative education better than traditional education?)
Period 1
TEACHING CONTENT
Module 5 Unit 15 Lesson 2 (period 1)
two listening texts.
2. vocabulary related to school and education
strategies for preparing questions and predicting its content.
TEACING OBJECTIVES
By the end of this lesson, Ss will be able to
use strategies to prepare questions for a listening exercise and to predict its content.
get the main idea and specific information about different kinds of school.
use vocabulary related to school and education.
KEY POINTS
Learn how to
use strategies to prepare questions for a listening exercise and to predict its content.
Use vocabulary related to school and education.
DIFFICULT POINTS
Learn how to use target language to talk about differences between alternative school and traditional school.
TEACHING PROCEDURES
STEPS
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
PURPOSE
LEAD IN
1. T shows pictures of traditional and alternative schools, and guides Ss to have rough ideas about different school education.
2. Present the objectives
3. Asks students anything about school education.
1. Listen, watch and have rough ideas about traditional and alternative school education.
2. Listen and read
3. Listen and answer the teacher’s questions.
1.预教alternative, conservative等单词。
2．使学生明确 本课教学目标。
3. 激发学生兴趣，激活旧知识，为听力做准备。
PRE-LISTENING
PRE-LISTENING
1．Learn the new words
1. help the students understand the new words with the help of the pictures or explanations.
Watch, listen, and read
预教生词drill, motto, assignment, 为词汇分类做准备。
2 help the students put the words related to schools under the three headings and describe different kinds of schooling by using the key words above.
Put the words under the three headings and Describe different kinds of schooling.
帮助学生记忆生词的意义并进行归类。
2 Learn listening strategies: Predict the topic and prepare the questions
1. Mrs Liu has asked two exchange students from the UK, Jack and Nicholas, to discuss their learning experiences with her class. What topics do you think will be mentioned?
2. If you have a chance to talk with them, what things would you like to know and prepare three questions.
1. Listen and answer the teacher’s questions.
2. Prepare three questions according to general knowledge.
1引导和帮助学生学会从哪些方面推测即听内容。
2通过准备问题来预测即听内容。
WHILE-LISTENING
POST LISTENING
First listening
Listen and check the prediction.
Check individually and then in pairs.
获取具体信息，检验预测。
Second listening
Listen to the first part and match the extracts (Ex 4 on P38)
Listen to the second part and fill in the specific information.
分段分层处理听力材料，获取更具体的信息。
3. Ask Ss to memorize the specific information by asking and answering questions.
Try to remember the brief description of two kinds of school education.
内化所获取的信息，为最后的输出做准备。
4. Ask students to read the four statements and decide which statement is said by Jack’s teacher or Nicholas’ teacher.
Read the statements and decide which statement is said by Jack’s teacher or Nicholas’ teacher.
检测内化结果。
1．Provide two situations for Ss to practice talking about alternative and traditional education.
Choose one of the tasks and prepare in group.
Present the conversation and evaluate the presentation by themselves.
给学生提供不同的情景进行选择，依据所学信息和语言对不同学校教育进行交流。
2． Ask the Ss to discuss what is education in their mind?
( group work )
Discuss and voice their opinions.
拓展学生思路，渗透勇于挑战传，挑战权威的精神。
HOMEWORK
1. Finish the word banks in the handout.
2. Write a paragraph about your ideal school education and the reason.
巩固课上所学内容。
Period 2
TEACHING CONTENT
Module 5 Unit 15 Lesson 2 (period 2)
1 A listening text.
2. Target language expressing disagreement and contradiction politely.
3. Some phrasal verbs.
4. Comparing cultures.
TEACING OBJECTIVES
By the end of this lesson, Ss will be able to
practice disagreeing and contradicting politely.
practice using phrasal verbs.
Target language：
I totally disagree.
I’m sorry to disagree.
I don’t think that would be a problem.
Not really.
Not necessarily.
I don’t think so.
Phrasal verbs：to a certain extent, fall behind, put off, set us, take up, go over
KEY POINTS
Learn how to
Use express disagreeing and contradicting politely.
Use phrasal verbs.
DIFFICULT POINTS
Learn how to use target language to talk about disagreeing and contradicting politely.
TEACHING PROCEDURES
STEPS
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
PURPOSE
Review and Lead in
1. List some statements and asks Ss to judge which ones reflect traditional or alternative education.
2. Invite one student to speak out his/her ideal school education, and then ask others whether they agree with the idea or not?
3. Present the objectives.
1. Listen, watch and judge which ones reflect traditional or alternative education.
2. Listen and express their idea.
复习上节课内容，引入本节课话题，使学生明白本节课教学目标。
Learn how to express disagreeing politely
Pre-listening Get to know the functional expressions
listen and complete the fun_ction file, meanwhile check their prediction.
Provide a new situation for students to practice expressing disagreement and contradiction politely
Read the expressions from the list and try to fill in the blanks.
Listen and check the prediction.
Practice expressing disagreement and contradiction politely in a new situation.
1. 渗透听力策略：听前阅读功能句，有助于听力任务的完成.
2. 通过听力材料学习有礼貌的表达不同意的功能句。
3.在新的语境中巩固目标语言。
LEARN HOW TO USE THE PHRASAL VERBS.
Get to know the new phrases.
1．Check the answers of Ex 9 and explain some difficult points if necessary.
2. Match the phrases in column A with the ones in column B.
创设语境，通过上下文识别词组的意思。
Help the Ss to use the new phrases. If necessary, explain some difficulties.
Try to complete the sentences with the phrasal verbs.
通过句子的语境，掌握词组的用法。
Practice using the phrasal verbs. (Ex 3 on Page 80)
Practice using the new phrases in a new paragraph.
创设语境，使学生在语篇层面上掌握词组的用法。
Comparing cultures
Listen to two people talking about a traditional public school and an alternative school, complete a passage with the new phrasal verbs.
在新的语境中再次巩固所学。
CONSOLIDATION
Debate: Alternative education
is better than traditional education.
Work in groups and show their own opinions about this statement. Try to use the polite disagreement and phrasal verbs.
综合语言输出。
HOMEWORK
1 Review the phrasal verbs.
2.Write a short passage based on the discussion during the class.
巩固课上所学内容。
I. Brainstorming:
Different kinds of school: __________________________________________________________
What to learn: ___________________________________________________________________
How to learn: ___________________________________________________________________
School work: ___________________________________________________________________
II. Vocabulary learning:
1. drill:
你应该在课堂上完成语法练习。
_______________________________________________________________________________
2. motto:
Try to understand the following school mottos.
1. The Key Is Me
2. No Pains, No Gains
3. Every Child, Every Chance, Every Day
4. Practice Makes Perfect
3. assignment:
What kind of assignment do you want to do in the English subject?
_______________________________________________________________________________
III. Ex. 1 P38 Put the words under the three headings.
Types of education
Traditional Schools
Alternative Schools
All kinds of schools
Features
IV. What topics do you think will be mentioned? The information card is for your reference.
School
motto
Work of teachers
Rules
Work of students
Result
More topics
Jack’s
Nicholas’
V. Fill your questions in the form. Listen to the dialogue. Try to find answers from it.
Questions
Answers
1.
2.
3.
VI. Listen to the first part and do Ex. 4 P38
Jack’s School: _____ _____ and _______. (Write down the numbers)
VII. Listen to the second part about Nicholas’ school and fill in the blanks:
Motto
“Making our school _____ ______every child”
Teachers
M______, k___________, p__________ and not______
Students
Never treated as ____________ of knowledge
Uniforms
_____ wear them
Tests
S___________
Activities
L_________ and p________________ activities
Work
P___________ work and interesting a______________
A learner- centered approach to teaching
IX. Post-listening activity 1: Speaking (group work)
A. If you were a principal, what would you do to manage your school?
school motto
School work (teachers’ & students’)
tests
uniforms
other principles
B. What is your ideal school education? Alternative or traditional?
I. Word Bank
Functional expressions of disagreeing politely
Collocations:
II. Review: Alternative or Traditional education?
( ) 1. Teachers don’t allow even the slightest loose conduct.
( ) 2. The school motto is “making our school fit for every child”.
( ) 3. Students are treated as receivers of knowledge.
( ) 4. Students take part in learning and are involved in a lot of reading, writing and problem-solving activities.
III. Match the phrases with their Chinese meanings.
take up
catch up with
put off
fall behind with
set up
go over
look up
put on
追赶上
从事；占据
落后
推迟
复习
设立
查阅
上演
IV. Try to put the suitable phrasal verbs into the blanks and then listen to check.
take up all kinds of catch up with put off got on with
look up fall behind with get together set up go out
put on all the time get into trouble go over worked really well
Comparing cultures
Man: Well, I went to a traditional British public school. I left four years ago. The school is in the city. It has about 700 students, and it’s mostly a boarding school. There are lots of facilities for sport-tennis courts, swimming pool, that sort of thing. There are also good science laboratories and lots of computers. The classes are small, so if you 1. your work the teacher will 2 it with you. It may have changed now, but we did a lot of subjects and we even had lessons on Saturday mornings. We had some free afternoons when we could 3____ . They gave us lots of homework and we had tests 4 . I remember that after-school clubs were quite popular. I was in a drama club – we once 5_____ _______ a performance of Hamlet – and I also 6 a school radio station! There were lots of rules and discipline was strict. We could only leave the school grounds at certain times, and we had to wear a uniform. I didn’t 7 very often, but one of my friends did. He got punished a lot – he wasn’t allowed to 8 at the weekend, and once he was sent home for three weeks.
Woman: My school was very different from most schools. It was in a lovely old house in a forest. There were only sixty pupils. There weren’t many facilities, but there was a good library if you wanted to 9 information or 10 your work. You won’t believe this, but we didn’t have to go to lessons! And there was no homework or tests, or anything like that. We could do what we wanted – if we felt like it, we could play all day. If we wanted to study, we just went to the teachers and asked them to help us. At first, I did nothing, I 11_____ ____ studying for weeks! Then I go interested in science and computers, and I studied science with a teacher who I 12 . I liked it so much that now I’m studying engineering at university and I want to go on to do further research. There were lots of other activities at school you could 13 if you wanted – sports, painting and acting. I guess the best thing was that we were free, and the school was democratic. Everything was decided at school meetings, and everyone could vote – each student had the same vote as the teachers. We decided 14____ ____ _____ things – we even selected the teachers! And discipline, well, we all decided on rules and punishments when one of us did something wrong. A lot of people don’t believe me, but it 15 ______ ______ _____ .
V. Debate:
Pros Alternative education is better than traditional education. Cons
_________________________________________________________________________
Unit 15 Learning
Lesson 3 Teachers ( 1st Periods)
Objectives:
By the end of this period, students will be able to:
● tell the story about the teacher Mr. Jenkins and his student Graham;
● write a short passage about their favorite teachers.
Period 1: Focus on reading
教学步骤
教师活动
学生活动
设计意图
Lead-in
Present the objectives and ask Ss what they think makes a good teacher.
Discuss in pairs.
To arouse the Ss’ interest;
To get them involved in the topic
Step 2
Pre-reading
Pre-reading Vocabulary
Show some pictures and ask the Ss what we usually have for breakfast.
Guide the Ss to get the meanings of some new words by asking questions
.
Look at the pictures and try to associate them with English words
Answer the questions and repeat the new words
To help the Ss preview some new words in the reading passage so that it will be easier for them to fully understand it.
Step 3
While-reading
Fast Reading:
Ask the Ss to quickly go through the passage to find some information to answer the two questions
What kind of teacher was Mr. Jenkins?
What kind of student was Graham?
Careful Reading:
1)While-reading vocabulary
Encourage the Ss to infer the meanings of the next five new words/phrases: lack, have access to, worthwhile, powder, set off
2) Ask the Ss to read the passage again to find some information to answer the other four questions
Scan the passage to find the certain information to answer the two questions
Reread the passage get the meaning of the new words/ phrases in the context and answer the questions.
To build up the ability of getting the information as quickly as possible and guessing the new words in the context.
Step4 Post-reading
1) Encourage the Ss to tell the story of the teacher and student according to the questions answered. .
2) Guide the Ss th write about their favourite teachers.
1) Work in Pairs. Try to tell each other the story about Mr Jenkins and Graham according to the questions
2) Write a passage about their favourite teachers following the instructions.
To improve the Ss’ ability of using what they have learned to express themselves
Unit 15 Learning
Lesson 3 Teachers ( 2nd Periods)
Objectives:
By the end of this period, students will be able to:
discover how to use wish and should to express regrets;
use wish and should to express regrets in different situations.
Period 2: Focus on grammar ( wish and should have done)
教学步骤
教师活动
学生活动
设计意图
Step 1: Revision
Ask the Ss to find the sentences which show Mr. Jenkins or Graham’s regrets
To find sentences which show Mr. Jenkins or Graham’s regrets
To exchange the ideas with their partners
To help the Ss to recall what they’ve read
To make them clear about today’s object
Step2: Exploring the structure
Lead the Ss to finish Ex 3 in Page 40
Encourage them to find out the structure as well as the verb forms when using wish and should to express regrets
Give more real language situations for Ss to try to use wish or should to express advice or regrets
To try to understand what each sentence really means
To finish off Ex 3 in Page 40
To follow the real language situations given by the teacher
To explore the structure and the verb forms.
To fully understand those sentences so that it will be easier for them to use it to express advice or regrets
Step 3: Practice
Offer some language situations for Ss to complete the sentences or make up a new sentence to express regrets
To try to use wish or should to make up sentences according to the situations given to them.
To consolidate the structure
To find out the mistakes the Ss might make when using it
Unit 15 Learning
Lesson 3 Teachers ( 1st Period )
1. Second reading: Read the texts again and decide what each of the words/phrases mean in the text.
1) lack A. own B. lose C. not have enough
2) powder A.力量 B.火药 C. 奶粉
3) set off A. launch; send into the sky
B. leave for somewhere C. make better
4) have access to
A. reach/ enter B. make progress C. change
5) worthwhile
A. valuable B. worth spending effort C. high-paid
2. Writing: Read the two passages on Page 47 and write your own passage. The following points should be included:
1) Who is your favorite teacher？
2) What does she/he look like?
3) What is she/he like?
4) Why do you like her/him so much?
My Favorite Teacher
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assignments: 1) Go over the texts as well as the vocabulary we’ve learned today.
2) Finish Ex.5 on Page 83.
Unit 15 Learning
Lesson 3 Teachers ( 2nd Period)
1. How to use wish to express regrets:
Meaning
Verb form
Regret about the present
Regrets about the past
How to use should to express regrets:
Meaning
Verb form
Regret about the present
Regrets about the past
language situations
(1) I am waiting for a bus in the rain. The street is very busy so I am afraid that I will be late for school today.
It rains a lot. I wish __________________________.
I can’t fly to school. I wish ___________________.
(2) Jim was absent yesterday. I was so busy that I didn’t call him to ask what was wrong with him.
* He ate too much cake. I wish ___________________________.
* I didn’t call him. I wish _____________________________.
Practice
*I don’t know many people ( and I’m lonely). _________________________________.
*I don’t have a key (and I need one). _________________________________.
*I live in a big city (and I don’t like it). _________________________________.
*When you were younger, you didn’t learn to play a musical instrument. Now you regret this.
_______________________________________________________________________.
* You’ve painted the gate red. Now you think that it doesn’t look very nice.
_______________________________________________________________________.
*I’m in a difficult position. What do you think ___________? (do)
*We don’t see you enough. You __________________ us more often. (come)
*When we got to the restaurant, there were no free tables. We hadn’t reserved one.
________________________________________________________________________.
*I went to Paris. A friend of mine lives in Paris but I didn’t go to see him while I was there. When I saw him later, he said: _______________________________________________.
Assignment: Language Power, P82-83: Exx.1-4.
课件20张PPT。 Lesson 3 Period OneTeachersUnit 15 Learning北方交大附中 薛春燕 By the end of this period, you will be able to:
● tell the story about the teacher Mr. Jenkins and his student Graham;
● write a short passage about your favorite teacher.ObjectivesPre-reading DiscussionWhat makes a good teacher?patient
helpful
communicativeGood teachers leave lasting impressions on their students. Think of the teachers you like and discuss in pairs:
motivating
organized
Knowledgeable
… Pre-reading VocabularyWhat do people have for breakfast?Pre-reading VocabularyThe sandwich is like
a triangle in shape.Pre-reading VocabularyAn onion is a kind of vegetable.
A lemon is an acid fruit. Pre-reading Vocabulary To put off the fire, they must pour plenty of water onto the flames. First readingRead the texts quickly and answer:
Q1. What kind of student was Graham?
Q2. What kind of teacher was Mr. Jenkins in Graham’s eyes?
Q1. What kind of student was Graham?Graham was a difficult, lazy student. He was not good at most school subjects.Q2. What kind of teacher was Mr. Jenkins in Graham’s eyes? ◆ He was a wonderful teacher who could make everything interesting.
(experienced/knowledgeable)
◆ He made Graham feel that he could do things.
(motivating) Read the texts again and decide what each of the words/phrases mean in the text. 1) lack A. own B. lose C. not have enough
2) powder A.力量 B.火药 C. 奶粉
3) set off A. launch; send into the sky
B. leave for somewhere C. make better
4) have access to
A. reach/ enter B. make progress C. change
5) worthwhile
A. valuable B. worth spending effort C. high-paid Second readingRead the texts once more and answer:
Q3. Why does Graham often think about Mr. Jenkins?
Q4. Is Mr. Jenkins still a great help to Graham? How?
Q5. How does Mr. Jenkins feel about Graham now?
Q6. Why does Mr. Jenkins love teaching?
Third readingQ3. Why does Graham often think about Mr. Jenkins?Because the first time he explained science to an audience, it was Mr. Jenkins who asked him to do it. Now he does it as his job.Q4. Is Mr. Jenkins still a great help to Graham? How?Yes. When he’s preparing a programme, he thinks about how Mr. Jenkins would have done it.Q5. How does Mr. Jenkins feel about Graham now?He is proud of Graham now.Q6. Why does Mr. Jenkins love teaching?Because he thinks that a teacher has access to children’s minds when they are open and eager to learn, and it’s worthwhile helping to turn a child like Graham into such a successful adult.Work in Pairs. Try to tell each other the story about Mr Jenkins and Graham according to the questions (P40,Ex 2):
Q1. What kind of student was Graham?
Q2. What kind of teacher was Mr. Jenkins in Graham’s eyes?
Q3. Why does Graham often think about Mr. Jenkins?
Q4.Is Mr. Jenkins still a great help to Graham? How?
Q5. How does Mr Jenkins feel about Graham now?
Q6. Why does Mr. Jenkins love teaching? PracticePost-reading (Bulletin Board, P47)Read the two passages and write your own passage about your favorite teacher.
The following points should be included:
1) Who is your favourite teacher？
2) What does she/he look like?
3) What is she/he like?
4) Why do you like her/him so much?My Fvourite Teacher Assignments 1) Go over the texts as well as the vocabulary we’ve learned today.
2) Finish Ex.5 on Page 83. Thank you.课件27张PPT。 Lesson 3 Period Two: GrammarTeachersUnit 15 Learning北方交大附中 薛春燕Objectives By the end of this period, you will be able to:
discover how to use wish and should to express regrets;
use wish and should to express regrets in different situations.
Revision of the texts Are there any regrets that Graham and Mr. Jenkins expressed?
How did they express their regrets?
Please do Ex 3 on P40.
Then Check in pairs.
Graham:
I regret I didn’t do enough work at school. =
I wish ______________________.
I’d done a bit more workpastI’d done = I had doneReminder: Let’s first only pick out the sentences about wish.What time does each sentence in Ex 3 talk about: past, present or future? (Ex.4)
3. Sometimes I want to phone Mr
Jenkins to ask for his opinion.=
I wish ________________________
_____________.I could phone him and askfor his opinionpresent7. My wife often regrets I didn’t choose
a job with less stress. =
My wife often wishes
______________________________.I had chosen a job with less stress 6. I think the classes are too big.= I wish
____________________.the class were smallerpresentpastMr jenkins:Discovery 1
How to use wish to express regretswish + … had done … did/ were
… could do wish +Use wish to express regretsI am waiting for a bus in the rain. The street is very busy so I am afraid that I will be late for school today.
Use wish to express regretsIt rains a lot.I wish it didn’t rain so often.I can’t fly to school.I wish I could fly to school.Tom was absent yesterday. I was so busy that I didn’t call him to ask what was wrong with him. Use wish to express regretsHe ate too much cake.He wishes he hadn’t eaten so much cake.I didn’t call him.I wish
I had called him.Use wish to express regretsHe ate too much cake.He wishes he hadn’t eaten so much cake. It’s a pity I was so difficult =
I shouldn’t ___________________.
have been so difficultpastNow let’s deal with the sentences about should.Return to Ex.4.4. It’s a pity Graham didn’t do better
in other subjects.= He should
_____________________________
____________.have done much better in all of his other subjects past5. The government doesn’t put
enough money towards science
education.= The government
should _____________________
_______________.science educationpresentput more money towards Discovery 2
How to use should to express regrets should have doneshould doUse should to express regretsI don’t take an umbrella.I should take an umbrella.I didn’t call him.I should have called him.PracticeEx7, P41I wish I had learned to play the guitar.
I wish I hadn’t grown so tall.
I wish he hadn’t been given a driving license.
I wish I could prepare a family dinner for twelve people.
PracticeEx7 P415. We wish we weren’t so popular.
6. I wish I could become a spy.
7. I wish I had a similar one.
8. I wish I hadn’t bought it.Ex8, P41PracticeAnn isn’t here ( and I need to see her). I wish Ann was/were here.PracticeI don’t know many people
( and I’m lonely).
2. I don’t have a key (and I need one).
3. I live in a big city (and I don’t like it). I wish I knew many people.I wish I had a keyI wish I didn’t live in a big city
= I wish I lived in a small town.PracticeYou’ve eaten too much and
Now you feel sick. I wish I hadn’t eaten so much.PracticeWhen you were younger, you didn’t
learn to play a musical instrument.
Now you regret this.
2. You’ve painted the gate red. Now you
think that it doesn’t look very nice. I wish I had learned to play a musical instrument. I wish I hadn’t painted it red.PracticeI’m in a difficult position. What do
you think ___________? (do)
2. We don’t see you enough. You
__________________ us more often.
(come)
I should do should come and seePractice3. When we got to the restaurant, there
were no free tables. We hadn’t
reserved one.
4. I went to Paris. A friend of mine lives
in Paris but I didn’t go to see him
while I was there. When I saw him
later, he said:
We should have reserved a table. You should have come to see me.My regrets Think about what has happened
between your favorite teacher and you. Were there anything you did or didn’t do which makes you still regret?
Please write some sentences to express your regrets using I wish/ I should have done.AssignmentsPlease go over Grammar Summary 6 on Page 93.
Language Power: Please finish Exx.1- 4 on P82-83. Thank you.课件27张PPT。Unit 15Lesson 4
Understanding( Period One )ObjectivesBy the end of this period, you will be able to:
understand key information of this article and learn how to acquire knowledge.
use linking words and reference words to help understand the texts;
Knowledge is power. Can you think up the ways
to get and understand knowledge? Lead inLead inReading books
Asking somebody for help
Learning form teachers or friends
Asking questions
…
ways to get and
understand knowledgeShe has acquired a good knowledge of
English.Words(vt.) to get sth. by one’s own efforts, ability or behavior 获得，得到He ignored all the “No Smoking” signs
and lit up a cigarette.
We can not ignore their advice.
Wordsignore: (vt.) pay no attention to sth.
忽视，不顾He urges his sister’s study.
She urged my going to see him
immediately.Wordsurge: (vt.) to advise or try hard to
persuade sb to do sth.
力劝，强烈要求The actors inspired the kids with their
enthusiasm.
The actor’s enthusiasm inspired the kids.Wordsinspire: (v.) to give sb. the desire or
confidence to do sth. well
鼓舞，鼓励Reading is of vital importance in
language learning.
The police play a vital role in our
society.Wordsvital: (adj.) absolutely necessary or
important 极其重要的I hope to go to college next year, always
assuming that I pass my exams.
His actions were based on a false
assumption.Wordsassume (vt.): to think that sth. is true but without having proof of itassumption (n.)
Revisionacquire
ignore
urge
inspire
vital
assume
assumptionvt. 获得，得到
vt. 忽视，不顾
vt. 力劝，强烈要求
v. 鼓舞，鼓励
adj. 及其重要的
vt. 假定，假设
n. 假定，假设WordsRead the first paragraph and answer: What does the writer suggest we do to understand things?Reading books
Asking somebody for help
Learning form teachers or friends
Asking questionsFast ReadingTask 1
Fast ReadingRead the whole article quickly and match the main idea with the four paragraphs.Task 2the writer’s suggestions of understanding things.people believed in what someone important and respected said
people believed in religion in ancient time
people thanked the great man who study in a scientific way
Para. 1Para. 3 , 4Para. 5Para. 2Read the article again complete the table.
Careful-readingTask 3Careful ReadingTask 3Read the article and complete the table.
Careful ReadingTask 3
Careful ReadingTask 3Checking answersacquireneedobservestudyconsidertestanalysissince, next, at first, so, but, afterwards, when①②③
Careful ReadingTask 3Checking answersTask 3Checking answersreligionignoreunwillingsince, so, but, when★
Careful ReadingTask 3Checking answersrespected
Careful-readingTask 3Checking answersfight forvitalbeneficialfight for: 为…而战斗〔竞争〕be beneficial to 有益于他们为祖国而战斗。They fought for their country.
Careful ReadingRead and answer the following three questions.Task 4Does the writer believe that the Beconian Method of scientific thought is a good way to gain knowledge?
What images does the writer use to explain how men like Bacon and Galileo helped educate people?
Why did Aristotle assume that the sun moved around the Earth?(n.) the impression that things give to the public
Careful ReadingRead and answer the following three questions.Task 4Does the writer believe that the Beconian Method of scientific thought is a good way to gain knowledge?Yes. The writer says that scientists and thinkers are still using this method today.
Read and answer the following three questions.Task 42. What images does the writer use to explain how men like Bacon and Galileo helped educate people?The writer uses images of shadows, kingdoms war and money. In the last paragraph she says, “step out from the shadow of conventional thought and into the kingdom of knowledge…” and “knowledge and understanding are things to fight for; more vital to a man… than all the money in the world.”Careful Reading
Read and answer the following three questions.Task 43. Why did Aristotle assume that the sun moved around the Earth?He assumed the sun moved around the Earth because it felt like the Earth was standing still while the sun moved through the sky.Careful Reading
Post-reading1. At that time, people believed more in religion than in facts and people like Galileo Galilei, who proved scientific ideas such as “the earth is not the centre of the universe” were often punished by the church with no one coming to their defence. (Para. 2)
2. So much of our knowledge and understanding of the world today is due to people like Bacon and Galilei, who were brave enough to step out from the shadows of the conventional thought in order to find the kingdom of knowledge that today’ civilization is built upon.Work in pairs to analyze the following two sentences: Task 5
Post-reading Do you think people like Bacon and Galilei would have thought it was a good idea to open libraries and set up universities? Why?
After learning this article, do you think you need to adjust your own way of understanding things and acquiring knowledge? If so, how to adjust it? Ｇｒｏｕｐ Ｄｉｓｃｕｓｓｉｏｎ Task ６
Homework
Go over the article and finish
Exx 3 & 4 on page 42 – 43;
Finish Exx 1 & 2 on page 84;Thank you!Unit 15 Lesson 4 Understanding (Period One)
Students’ sheet
Task 2 Read and match the main idea with the four parts of the text.
Para. 1 people thanked the great man who study in a scientific way
Para. 2 the writer’s suggestions of understanding things.
Para. 3&4 people believed in religion in ancient time
Para. 5 people believed in what someone important and respected said
Task 3 Read the text for detailed information and complete the table.
Times
Things
Now
It seems obvious how we ____knowledge and understanding. To start with, you ____question. Then, you _____the world around you and ____ the facts. After that, you _____ possible answers and ____ each to find the right ones. Today, modern scientists and thinkers are still solving the world’s problems with this type of _______.
In the 17th century,
however, people believed more in _________ than in facts. The church and many people tended to _______ the facts and were ___________ to challenge what they had always comfortably believed.
Meanwhile,
people feel that if someone important and ________ says that something is right, then it must be so.
Today,
we need to thank the great men of the past since they knew that knowledge and understanding are things to ____________; more ______ to a man, and more ____________ to mankind.
Unit 15 Lesson 4 Understanding (Period One)
教学目标：
By the end of this period, students will be able to:
understand key information of this article and learn how to acquire knowledge.
use linking words and reference words to help understand the texts;
教学重点：
进一步培养学生的阅读能力，能够通过理解重点连词和指示词从而掌握文章中语句及文章整体的意思。
教学难点：
面对篇幅较长的文章，部分学生会抱有将每字每句看懂而达到理解整篇文章的心理，故此课的教学难点在于如何培养、训练学生阅读并正确理解重点连词和指示词，从而提高学生的阅读能力和阅读技巧。
预教词汇: acquire, ignore, urge, inspire, vital, assume, assumption
词汇 重点词汇: (n.) religion, civilization, rank，defence
(v.) acquire, ignore, urge, inspire, assume
(adj.) unwilling, conventional, vital, beneficial
教学过程
教学步骤
教学活动
设计意图
活动形式
Lead in
Using a proverb “Knowledge is power.” from Francis Bacon to lead in the class.
激活学生已有知识，引入话题。
Class work
Warm-up
Teacher (T) presents a question “Can you think up the ways to get and understand knowledge?” to have a brainstorming activity.
鼓励学生积极思考，开拓思维，同时引入预教生词的环节。
Class work & Individual work
Pre-reading
T pre-teaches key vocabulary: acquire, ignore, urge, inspire, vital, assume, assumption by using English explanations or context.
预教部分重点词汇，为学生第一篇阅读扫清障碍。
Class work
Fast-reading
Students (ss) read the first paragraph for the first time and find out the first thing which the writer suggests we use to understand things.
Step2：Ss read the whole text for the second time and match the main idea with the four parts of the text.
培养学生搜索作者主要观点的能力。
通读全文获知各部分的主要内容。
Individual work & Class work
Careful-reading
Step1: Ss read the text for detailed information by filling a table. T helps ss have a better understanding of the text by analyzing the reference words.
Step2：Answering questions. T asks ss three questions meanwhile teaches new vocabulary and cultivate ss’ reading strategy on purpose.
细读全文寻找细节信息并通过理解重点指示词从而达到进一步培养学生阅读策略的目的。
学生通过进一步阅读获知新词汇并准确理解词义。进一步训练理解重点连词和指示词的阅读策略。
Individual work & Class work
Post-reading
Ss work in pairs to analyze two long sentences picked out from the text.
Ss work in groups to have a discussion：
Do you think people like Bacon and Galilei would have thought it was a good idea to open libraries and set up universities? Why?
② After learning this article, do you think you need to adjust your own way of understanding things and acquiring knowledge? If so, how to adjust it?
进一步准确理解课文，并培养长难句的分析能力
启发学生站在更高的角度思考学习，调整自己的学习方法
Pair Work & Group Work
Homework
Read the text and finish Exx 3 and 4 on page 42 & 43.
Finish Exx 1 & 2 on page 84.
巩固并运用本节课的阅读策略, 通过练习熟记所学词汇，为下一节课的学习做准备。
Individual work
Unit 15 Lesson 4 Understanding (Period Two)
Students’ sheet
Step 1: Find words from the text to replace the expression in italics.
1. To find the answers, you to look at closely the world around you.
2. It seems obvious now how we to get knowledge and understanding.
3. Modern scientists and thinkers are still finding the answers to the world’s problems…
4. After that we consider the possible answers and to see if the answers is right to find the right ones.
5. All truth are easy to understand once they are to find something for the first time.
6. Although today we are more used to typing a few key words into a search engine…
Step 2: Complete the sentences with the correct form of verbs.
discover acquire solve accustom observe
1. I manage to ________ two tickets for the concert.
2. It was the old man who ____________the lonely island.
3 .He quickly became ____________ to the local food.
4. Please help me to _______ my financial problems.
5. In the lab, Dr. Smith always ________ carefully, but says little.
Step 3: Complete the sentences with the correct form of verbs.
worthy, inspire, tend to, vital, beneficial, approve of, unwilling, be accustomed to, urge
1. The wind is __________ the south.
2. I’m __________ to make any assumption about my new job in case I’m wrong.
3. Exercise is extremely ________ to health.
4. It is _____ that the system is regularly maintained.
5. I hope this success will ______ you to greater efforts.
6. The conference ______ that the problem of global warming should be given more attention worldwide.
7. He was well _____________ hard work.
8. A couple of other books are _______ of mention.
9. If my plan isn't __________ by the committee, all my work will have been wasted.
Step 5: Read and discuss.
It’s very important for students to learn English grammar well, while it’s also a real headache for all of you. Here is some advice. At first, you should ask questions, then, to find the answers, you must observe the language materials, after that, you think of them and try to sum up the grammar rules. Finally, do some exercises to test your answers.
Step 6: Write a short passage about studying something by yourself.
Unit 15 Lesson 4 Understanding (Period Two)
教学目标：
By the end of this period, you will be able to：
write a short passage, using linking and reference words as well as some new words/phrases learned from the article.
教学重点：
在语境中体会、发现和归纳连接词和指代词的使用
教学难点：
在本节课结束时学生可以较准确地运用本课所学词汇、连接词及指代词自行写一段有关自己学习英语的一段文字。
教学过程
教学步骤
教学活动
设计意图
活动形式
Step 1
Review the words about learning
1．Let Ss find words from the text to replace the expression in italics (Ex.1).
2．Check the answers in pairs.
复习相关词汇，为写作短文作词汇铺垫。
Individual work
Step 2
Practice using the words
1．Ss complete the sentences with the correct form of verbs. (Ex.2)
2．Ss read out and check the answers.
运用相关词汇以及句型，为写作短文作词汇铺垫。
Individual work & class work
Step 3
Practice using link and reference words.
1．Ss do Ex.4 on their books.
2．Check the answers in pairs.
复习连词与代词，继续为写作近一步铺垫。
Individual work
Step 4
write a short passage about learning sth.
1. Let Ss read a sample and discuss how to learn sth. by themselves.
2. T lists some useful expressions to Ss.
3 Ss start to write.
1~2学生思考,并准备好写作的素材。
3写作实践: 应用所学内容。
Individual work & class work
Step 5
1．Ss read their short passages to each other.
2. Choose the best one to read out in the class.
自我修改完善，相互交流，促进合作式学习。
Individual work & pair work
Assignment
Polish the writing after class.
课件26张PPT。Unit 15Lesson 4
Understanding( Period Two )Objectives By the end of this period, you will be able to：
write a short passage, using linking and reference words as well as some new words/phrases learned from the article.Step 1Find words from the text to replace the expression
in italics.1 To find the answers, you to look at closely the world around you.
2 It seems obvious now how we to get knowledge and understanding.observeacquireStep 1Find words from the text to replace the expression
in italics.3 Modern scientists and thinkers are still finding the answers to the world’s problems…
4 After that we consider the possible answers and to see if the answers is right to find the right ones.
solvingtestStep 1Find words from the text to replace the expression
in italics.5 All truth are easy to understand once they are to find something for the first time.
6 Although today we are more used to
typing a few key words into a search engine…
discoveredaccustomedStep 2Complete the sentences with the correct form of verbs.discover acquire solve accustom observe1. I manage to ________ two tickets for the concert.
2. It was the old man who ____________the lonely island.
3 .He quickly became ____________ to the local food.
4. Please help me to _______ my financial problems.
5. In the lab, Dr. Smith always ________ carefully, but says little.acquirediscoveredaccustomedsolveobserves 1. The wind is __________ the south.
2. I’m __________ to make any assumption
about my new job in case I’m wrong.
3. Exercise is extremely ________ to health.
4. It is _____ that the system is regularly
maintained.
Complete the following sentences using the given phrases or words.worthy, inspire, tend to, vital, beneficial, approve of, unwilling, be accustomed to, urgetending tounwillingbeneficialvitalStep 35. I hope this success will ______ you to
greater efforts.
6. The conference ______ that the problem
of global warming should be given more
attention worldwide.inspireurged7. He was well _____________ hard work.
8. A couple of other books are _______ of mention.
9. If my plan isn't ___________ by the committee, all my work will have been wasted.
accustomed toworthyapproved ofStep 4Ss book Page43 Ex.4
what do these words in italics refer to ?
1 … he was going against the views (para.2)
2 …they grow angry (para.3)
3 …then it must be so (para.4)
4 …He is now known as (para.4)Francis BaconpeoplesomethingGalileo GalileiStep 5Read and discussIt’s very important for students to learn English
grammar well, while it’s also a real headache
for all of you. Here are some advise. At first,
you should ask questions, then, to find the
answers, you must observe the language
materials, after that you think of them and try
to sum up the grammar rules. Finally do some
exercises to test your answers. Step 5Read and discussIt’s very important for students to learn English
grammar well, while it’s also a real headache
for all of you. Here are some advise. At first,
you should ask questions, then, to find the
answers, you must observe the language
materials, after that you think of them and try
to sum up the grammar rules. Finally do some
exercises to test your answers. Step 6WritingWrite a short passage about studying something by yourself.Writing Help:
Words about learning: acquire, observe, vital, beneficial…
Linking words: To start with, then, next, after that, afterwards, finally, when, but…
Reference words: it, he, that, these, their, one, ones…
Useful expressions: be accustomed to,
approve of, tend to…,
Homework
Polish your writing after class.
Thank you!以下供老师们参考选用be worthy of
be beneficial to Language Pointsbe accustomed tobe unwilling to
tend to
approve ofurge sb. to do sth.inspire sb. to do sth.be vital tobe accustomed tobe unwilling to
tend to
be accustomed tobe unwilling to
approve oftend to
be accustomed tobe unwilling to
be worthy of
approve oftend to
be accustomed tobe unwilling to
urge sb. to do sth.inspire sb. to do sth.be vital tourge sb. to do sth.inspire sb. to do sth.be beneficial to be vital tourge sb. to do sth.inspire sb. to do sth.Language Pointsbe / get accustomed to sth. / doing sth.be / get used to sth. / doing sth.习惯于…Language Pointsbe unwilling to do sth.
不愿意做某事Language Pointstend to do sth.倾向于上了年纪的人们往往觉睡得更少。夏季我的车往往过热。People tend to need less sleep as they get older.My car tend to overheat in the summer.Language Pointsapprove ofLanguage Pointsbe worthy of
值得…的；配得上…的Language Pointsurge sb. to do sth.urgeurge that + clause (虚拟语气)urge sth. on / upon sb.Your progress will urge us to work hard.他强烈要求研讨会应该在12月份开。He urged that the workshop should be held in December.他们向我们强调合作的必要性。They urged the need of cooperation on / upon us.Language Pointsinspire sb. to do sth.inspire sb. to sth. / doing sth.inspire晴朗的天气鼓舞我们探测森林。The sunny weather inspired us to exploring the woods.Language Pointsbe vital to对…重要的，必不可少的It is vital that + clauseIt is vital that we should be kept informed of all developments.重要的是我们必须熟悉所有的发展情况。Language Pointsbe beneficial to The process was beneficial to both supplier and customer.课件19张PPT。 Unit 15 Learning Writing: A Personal EssayMy Perfect SchoolDifferent SchoolsTraditional SchoolsAlternative SchoolsRevision:Revision:Word bankP45 Ex.1. Read the essay (Sample) on and decide the main idea of each paragraph. My perfect school would be in the centre of the city, but near a big park so that students could go there after lunch to relax. The school would have basketball courts, volleyball courts and a football field. There would also be computers in all the classrooms. Another thing it would have is a language lab where we could have our English classes. Location and facilities Students would study all the school subjects such as Chinese, maths, English, physics and chemistry. However, there would also be some new optional subjects, for example, literary appreciation, astronomy, biochemistry, etc. Timetable As well as the subjects on the timetable, there would be many after-school interest groups, such as chess, choir, photography and sports. There would be regular trips to places like museums and art galleries too. after-school activitiesP45 Ex.2. Linking Addiction: also, another thing, as well as
Example: for example, such as
Conclusion: in conclusion
Contrast: but, however
Purpose: so thatWritingWrite an essay describing your perfect school.
Follow the writing stages on Page 45.
Write some notes about your imaginary school. Refer to Writing Help 3 (useful vocabulry),P91.Location: in the center of cityStep 1Facilities: a large sports field,
a language lab,
basketball courts…Group work
Timetable: …
Teachers: …
After-school activities: …Step 1Happy writing!
Organise your notes into Paragraphs. Refer to Writing Help 3 (Layout), P91.Step 2 Individual work
Write your essay, using necessary linking words. Refer to Writing Help 3 (Linking), P91.Individual work
Step 3Check Your writing by yourself and then work in groups to check. Refer to Writing Help 3 (Checking). Please fill out the Evaluation form. Step 4Evaluation (评价）√√√√. A possible version My perfect school would be in the centre of the city. The school would have a large sports field so that students could play ball games there. There would also be computers in all the classrooms. Students would study all the school subjects such as Chinese,maths,English,physics and chemistry. There would also be some new optional subjects for students to choose. The teachers there would be mild and kind. There would be some after—school interest groups.
In conclusion, I think my school would have a good variety of activities—something for everyone. AssignmentPolish your essay.
Language Power: Ex.1, P86.Thanks for your attention!Worksheet Unit15 Communication Workshop
Writing: A personal essay “My perfect school”
Fill in the chart:
Traditional schools
Alternative schools
2.Write some notes about your imaginary school.
Location:
Facilities:
Timetable:
Teachers:
After-school activities:
3.Writing:
Unit15 Communication Workshop
教学内容
Writing: A personal essay
教学目标
By he end of this period, students will be able to :
write a personal essay “My perfect school” according to the layout.
教学重点
Enable the students to follow the layout and use useful vocabulary to achieve an organized essay.
课时分配
一课时:
【教学步骤及设计意图】
教学步骤
课堂活动
目的,意图
活动方式
Lead-in
1. Review some words about traditional schools and alternative schools
1. 回顾有关学校的词汇
Class Work
Reading
1. Ss read the essay. Answer the question on Page 45.
2. Ss read each part of the essay and finish the T or F exercises.
3. Ss match the headings with the parts they have read :
Location
Facilities
Timetable
After-school activities
4. Ss look at the underlined words in the
letter and analyze the functions of the
linking words.
（also, such as, so that）
1,2,3学生们通过阅读判断正误以及连线找每段标题的活动了解短文的内容和结构.
4. 明确连词在文章中的作用.
Class Work
Writing stages
Make the Ss know their task clearly: to write an essay.
明确写作任务
Stage1 Before writing
1)Talk about our school and teachers
(advantages and disadvantages…)
2) Discuss what a perfect school is
Facilities
Timetable
Teachers
After-school activities
(individual and group work)
写前准备，口头描述，复习词汇和句型
讨论理想学校的样子确定写作的内容
Group Work
Stage2
Ss write a layout, and then write some words and phrases about the essay
(individual and group work)
学生思考,并准备好写作的素材
Class Wok
Stage3
Ss plan their paragraphs like the essay above and write down their ideas for each part, using the linking words.
Refer to the sample on ppt.
写作实践: 应用所学内容, 写一篇关于理想学校的短文
Individual
Work
Stage4
Group work: Ss read their essay to each other and take turns to ask questions as the part of TALKBACK on P45.
相互交流
Group Work
Homework:
Polish up the essay.
Language Power P86, Ex.1.
