Unit 1 Festivals around the world Language Points
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit1 Book3 Language Points
拟 课时
第 课时
明确目标
1、知识与技能：
Help students to learn some important expressions and sentence structure..
2、过程与方法: Discussion and group work
3、情感态度与价值观：Help students to have a deeper understanding of the passage.
重点难点
重点：To help students master some important points of the text.
难点： Improve students’ comprehensive ability.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step I: Dictation
Dictate some important words and expression in Unit2.
Step II: Explanation
In this part try to help the students analyze the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.
1. Some festivals are held to honor the dead or satisfy the ancestors, who might return either to help or to do harm.
An attributive clause.
The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.
2. India has a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain India’s independence from Britain.
a noun phrase followed by an attributive clause as the appositive.
Step III: Language points
1. do harm 损害,危害, 伤害
do more harm than good. 弊大于利
do harm to sb (idom )=harm sb
Smoking does great harm to one’s health.
吸烟对健康危害极大.
2. in memory of纪念
He wrote a long moving poem n memory of his good friend.为纪念他挚友，他写下了一首感人的长诗。
3. lead to 导致, 招致（to是介词，后接动词的-ing形式）
Careless driving led to this accident.
lead sb to+n. 带领…./通往/到…
4. dress up : to wear one’s best clothes 穿上盛装
We dressed up for the wedding.
5. play a trick /tricks(on sb) 捉弄某人,开某人玩笑
It’s acceptable to play tricks on your friends on April 1st. 4月1日那天,同朋友们开玩笑是可以接受的.
6. look forward to sth/doing sth 期待某事/做某事
I look forward to hearing from you as early as possible.
7. as though =as if 仿佛,好象,从句表示与现在事实相反,谓语动词用一般过去式
e.g: He looks as though/if he were ill.
8. day and night 意为“日夜；昼夜；整天”，
在句中常用作时间状语.
He worked day and night in order to pay off the debt.
为了还清债务，他日日夜夜地工作。
Step IV: Homework
Do exercises on Page42
教学后记：
Unit 1 Festivals around the worldLearning about Language
授课日期： 年 月 日 星期 班级 ）
授课题目
Unit1 Book3 Learning about Language
拟 课时
第 课时
明确目标
1、知识与技能：
1). To help students discover and learn to use some useful structures.
2). To get Ss to have knowledge of the grammar point: the modal verb.
2、过程与方法: Self-learning, cooperative-learning and task-based approaches.
3、情感态度与价值观：To get Ss to have knowledge of the grammar point: the modal verb.
重点难点
重点：To help students learn about Modal verbs.
难点：To help students discover and learn to use some useful words and expressions.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step I: Warming up by discovering useful words and expressions
Turn to page 4 and do exercises No. 1, 2 and 3. Check your answers against your classmates’.
Step II: Reading and finding
Ask students to read the text of FESTIVALS AND CELEBRATIONS. When reading, find out examples of may/ might, can/ could, will/ would, shall/ should, must/ can used in the sentences.
Step III: Grammar point
Explain for Ss the grammar point: the modal verb
(1) can/could 可以表示能力、许诺、请求或某种可能性，could还可用于：
① 提出委婉的请求，（注意在回答中不可用could）。例如：
— Could I have the television on? 我能看电视吗？
— Yes, you can. / No, you can't. 可以/不可以。
② 在否定句、疑问句中表示推测或怀疑。例如：
He couldn't be a bad man. 他不大可能是坏人
(2) may/might 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。might 表示推测时，不表示时态，只是可能性比may 小。
(3) will/would 克表示请求、许诺、同意、过去的习惯等。但需要注意：
① would like；would like to do = want to 想要，为固定搭配。例如：Would you like to go with me? 想和我一块去吗？
② Will you…? Would you like…? 表示肯定含义的请求劝
说时，疑问句中一般用some, 而不是any。
例如：Would you like some cake? 吃点蛋糕吧。
③ 否定结构中用will，一般不用would, won't you是一种委婉
语气。 例如：Won't you sit down? 你不坐下吗？
(4) shall/should可以表示推测、判断或建议。shall指现在，should指过去。
(5) must/can’t指推测或猜想 must用在肯定句中表示较有把握的推测，意为“一定”，否定推测用can't。
Step IV: Consolidation
Turn to page 5 and do the exercises 2 and 3 in groups of four, then check the answers with the whole class.
Step V: Homework
Ask Ss to finish the exercises of Using Words And Expressions and Using Structures on P42～P43
教学后记：
Unit 1 Festivals around the worldListening and Writing
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit1 Book3 Listening and Writing
拟 课时
第 课时
明确目标
1、知识与技能：
To help students to use the language by listening, speaking and writing.
2、过程与方法: Listening, cooperative-learning and writing.
3、情感态度与价值观：
Help the students to learn more about foreign Festivals.
重点难点
重点：To improve Ss’ listening and writing ability.
难点：How to improve Ss’ listening and writing ability.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step I: Homework checking
Check the student’s homework (Ex1, Ex2 and Ex3 on P42).
Step II: Listening(Using Language, Page6)
1. Ask Ss to discuss the questions with their partners in groups of four and try to give the answers.
(1) What is a Carnival?
(2) What do they usually do in the Carnival Parade?
2. Ask Ss to listen to the tape and try to get the main idea of the listening text.
3. Ask Ss to listen to the tape again and answer the following questions.
(1) What is wrong with Li Mei’s clothing and shoes?
(2) What advice does Carla give Li Mei?
(3) Why is it important for them to have water?
(4) Why is it difficult for them to hear each other?
(5) Why do they plan to meet at the parking lot at 8 o’clock ?
Suggested Answers:
1) Li Mei’s clothing is too thick and her shoes are not comfortable enough to walk in for a long time.
2) Carla suggests that Li Mei change her clothes to something comfortable, wear some lighter and cooler clothing and also take a hat.
3) It is important for them to have water because it is very hot and they will be doing a lot of walking.
4) It is difficult for them to hear each other because the music is very loud.
5) They plan to meet at the parking lot at 8 o’clock because they might get separated in crowed.
4. Play the tape again for Ss to check their answers.
Step III: Writing
Write a brochure for your favorite festival, introducing it and giving advice to those who want to come. Be sure to include:
1. Where will it take place
2. How people can get there
3. What kind of weather people should expect
4. What things people should bring
5. Three things that visitors should see
6. How much it will cost
Use the following expressions to help you:
You must… You could… You might…You would have to…
You should… You can… You would… You need …
Step IV: Summing Up
Help students to sum up what they have learned in this unit
by finishing the table on Page 8.
教学后记：
Unit 1 Festivals around the worldReading
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit1 Reading—Festivals and Celebrations
拟 课时
第 课时
明确目标
1、知识与技能：
1). Enable the students to know four different kinds of festivals that occur in most parts of the world.
2). Enable the students to master some English expressions and phrases about festivals.
2、过程与方法: Fast reading, task-based method & discussion
3、情感态度与价值观：Help the students to learn some origins of today’s festivals.
重点难点
重点：Teach the basic reading skills: skimming and scanning.
难点：Try to compare and make conclusions of different festivals.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step I: Revision
1. Read the new words of this part.
2. Check the students’ homework.
Step II: Pre-reading
1. What festivals or celebrations do you have in your city or town? What part of a festival do you like best- the activities, the music, the sights, the food or the people who visit?
2. Look at the pictures and title of the passage below. What kind of information you think will be introduced in the passage.
Step III: Scanning
1. Ask students to scan the passage, then find out how many types of festivals are mentioned in the passage?
2. Find out the topic sentence of each paragraph.
Step IV: Skimming
Ask Ss to skim the reading passage and then fill in the chart on Page2.
Kinds of Festivals
Names of Festivals
Countries
Festivals of the Dead
Festivals to Honour
People
Harvest Festivals
Spring festival
Step V: Comprehending
Ask Ss to read the passage again, then use the information from the reading passage to answer the following question.
1. What are festivals of the dead usually for?
2. What make autumn festivals happy events?
3. What do people usually do at spring festivals?
4. What is one important reason to have festivals and celebrations?
5. Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?
Step VI: Retelling the text
End the class by going over the text once again and retell the story by the following information:
Ancient festivals; Festivals of the Dead; Festivals to honour people; Harvest festivals; Spring festivals
Step VII: Homework
Ask Ss to discover useful words and expressions in the text.
教学后记：
Unit 1 Festivals around the worldSpeaking and Warming up
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit1 Book3 Speaking and Warming up
拟 课时
第 课时
明确目标
1、知识与技能：
1). To learn the usage of some important words and expressions.
2). Enable the students to talk about Chinese festivals and customs in English and get to know some information about foreign festivals.
3). Enable the students to learn how to talk about Chinese festivals and customs.
2、过程与方法: Self-learning, cooperative-learning
3、情感态度与价值观：Help the students to learn the Chinese traditional Festivals.
重点难点
重点：How to describe the Chinese festivals and social customs at festivals.
难点：How to talk about Chinese festivals and customs by students own words.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step I: New Words
Learn the new words with the whole class
Step II: Leading in
Talk about the winter vocation and Spring Festival with the whole class.
Step III: Brainstorming
Make a brainstorming to list some festivals
T: We have talked about Spring Festival. Now can you name some other festivals?
Month
Festival
(lunar)January
New Year’s Day, Spring Festival, Lantern Festival
February
Valentine’s Day
March
Women’s Day
(lunar)April
April Fool’s Day, Qing Ming Festival
(lunar)May
International Labor Day, Dragon Boat Festival
June
Children’s Day
(lunar)July
Qiqiao Festival
(lunar)August
Mid-Autumn Festival
September
Teachers’ Day
October
National Day
December
Christmas Day
Step IV: Warming up
Ask students to work in pairs to finish the table in Warming up, P1.
Festival
Time of year / date
What it
celebrates
What people do
Mid-Autumn
Festival
autumn/fall
the beauty of
the full moon,
harvest, time
with family and friends
give/eat moon
cakes; watch
the full moon
with family
and friends
Step V: Talking
Ask students in pairs to ask and answer questions about holidays by using the following sentences:
When does the Spring Festival usually take place?
What do you do to celebrate it?
What special food do you eat?
What is the origin of the Spring Festival?
Why is the Spring Festival such a big holiday in China?
Step VI: Homework
Ask students to find out what and how people celebrate the festivals in foreign countries.
教学后记：
Unit 1 Festivals around the worldUsing Language
授课题目
Unit1 Book3 Using Language—A Sad Love Story
拟 课时
第 课时
明确目标
1、知识与技能：
To help students read the passage A SAD LOVE STORY.
2、过程与方法: Fast-reading & Discussion.
3、情感态度与价值观：Stimulate Ss’ love of national culture and customs.
重点难点
重点：Enlarge students’ expressions and knowledge about the topic of this unit—festivals.
难点：To improve Ss’ reading ability.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step I: Leading in
1. First, ask Ss the festivals they know and lead to the festivals of lovers, Valentine’s Day and the Qiqiao Festival.
2. Then ask Ss what they know about the Qiqiao Festival and
the teacher adds some else.
Step II: Fast reading
Ask Ss to read the text in five minutes and find out the sentences below are True or False.
(1) The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart.
(2) Because her most lovely daughter got married to a human secretly, the Goddess got very angry.
(3) Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month.
(4) Hu Jin had been waiting for Li Fang for a long time with a gift for him.
Suggested Answers: (1) F (2) T (3) F (4) T
Step III: Careful reading
Ask Ss to read the text carefully and answer five questions under the reading text.
1. Why was the TV story what Li Fang needed?
2. Why do people want the weather to be fine on Qiqiao Festivals?
3. What is the reason why Li Fang and Hu Jin did not meet on time?
4. What was Li Fang afraid that Hu Jin was doing?
5. What more do you know about Qiqiao Festivals?
Step IV: Conclusion
Let Ss listen to the tape and fill in blanks about the summary of the reading.
It was on _______ Day. Li Fang waited his _______, Hu Jin, at the coffee shop with ____ and _____, but she didn’t ___ ____. He was so heart-_____ that he felt like a ____. Drowning his sadness __ coffee, he thought the sad story about _____ and Zhinv on TV was what he needed. He thought they fell in love like Niulang and Zhinv and could get _____ like them, too. As he set ___ for home, he met Hu Jin. The truth was that Hu Jin was waiting in the ________. He felt worried, because he had thrown ____ her Valentine’s gifts.
Step V: Discussion
What do you think will be the ending to the story of Li Fang？
Step VI: Homework
Ask Ss to finish Ex1, Ex2 and Ex3 on P42.
教学后记：
Unit 2 Healthy eating Grammar
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit2 Book3 Grammar
拟 课时
第 课时
明确目标
1、知识与技能：
To help students discover and learn to use had better, should and ought to
2、过程与方法: Self-learning, cooperative-learning.
3、情感态度与价值观：To get Ss to have knowledge of the grammar point: the modal verb.
重点难点
重点：Master modal verbs had better, should, ought to
难点：How to use had better, should, ought to make and giving
suggestions
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step I: Revision
1. Read the new words loudly.
2. Explain the sentences on Page11 with the whole class.
Step II: Leading in
Find out the sentences which contain the modal verbs from the reading passage.
1. By lunchtime they would all be sold.
2. His restaurant ought to be full of people.
3. What could have happened?
4. Nothing could have been better?
5. Something terrible must have happened.
6. I will take all that fat off you in two weeks.
7. He could not believe his eyes.
8. He wondered if he should go to the library to find out.
9. He couldn’t have Yong Hui getting away with telling people lies.
10. He had better do some research.
11. After eating in the restaurant people would become
fired very quickly.
Step III:Discovering useful structures
Ask students to do the Exercise1&2 on Page11, then check the answers with their partners.
Step III: Grammar point--- had better, should and ought to
1. When you give advice or your opinion about something, you can use had better or had better not.
You had better get some rest. (=you’d better get some rest)
You had better not eat fruit that isn’t ripe.(=you’d better not eat fruit that isn’t ripe)
2. When you are trying to advise someone about what to do or what not to do, you can use should / ought to or should not / ought not to.
You should / ought to be careful with fruit.
You should not / ought not to eat so much junk food. ( = you shouldn’t / oughtn’t to eat so much junk food.)
Step IV: Homework
1. Do the Exercise3 in Discovering Useful Structures on
Page13.
2. Do exercises in the students’workbook.
教学后记：
Unit 2 Healthy eating Language Points
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit2 Book3 Language Points
拟 课时
第 课时
明确目标
1、知识与技能：
Help students to learn some important expressions and sentence structure..
2、过程与方法: Discussion and group work
3、情感态度与价值观：Help students to have a deeper understanding of the passage.
重点难点
重点：To help students master some important points of the text.
难点： Improve students’ comprehensive ability.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step I: Revision
Review the new words of this part.
Step II: Language points
Task1: Explain some important sentences to the students.
1. Wang Peng sat in his empty restaurant feeling very frustrated.
“feeling”, 动词ing形式做伴随状语。
2. Nothing could be better.
本句中 nothing …better 为“否定词+ 比较级”
结构，相当于最高级的用法。
3. Something terrible must have happened if Maochang was not coming to eat with him as he always did.
must have done: 肯定做了某事
could have done: 本可以做某事
4. He couldn’t have Yong Hui getting away with telling people lies!
a. can’t have sb doing sth: 不能容忍某人做某事
b. getting away with （做坏事）不受惩罚；从轻发落
you will never get away with it . 你将永远逃不掉惩罚。
c. tell a lie撒谎
Task2: Key expressions
1. be/go on a diet节食
2. healthy diet 健康饮食
3. ought to应该
4. be full of=be filled with充满着…
5. lose weight减肥
put on weight增加体重
6. win…back将……赢回
7. benefit from/by从……中受益
8. earn one’s living (by doing sth) 靠……谋生
9. in debt负债
10. according to 根据
Step III: Consolidation
Ask students to do the translation on Page 50, then check the answers with whole class.
Step V: Homework
Do the exercises on page 49 after class.
教学后记：
Unit 2 Healthy eating Listening
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit2 Book3 Listening
拟 课时
第 课时
明确目标
1、知识与技能：
To help students to learn some listening skills.
2、过程与方法: Listening and cooperative-learning.
3、情感态度与价值观：
Help the students to make students form good eating habits.
重点难点
重点：To improve Ss’listening ability.
难点：How to improve Ss’listening ability and try to make
students form good eating habits.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step I: Retelling
Ask some students to retell the reading story in their own words.
Wang Peng and Yong Hui serve different diet in their restaurant. The foods in Wang Peng’s restaurant make people fat while the foods in Yong Hui’s make people thin…….
Step II: Listening(Using Language)
This is a talk between Wang Peng and an expert about what makes a balanced diet.
Ask the students to finish the chart and answer the questions by listening to the tape, and see how the story went on. ( Play the tape. Students write down the answers and check the answers with their partners.)
1. Listen to the whole passage and ask some students to tell me what they hear from the text
2. Listen to the part1 and try to finish the first three questions.
Ask some students to tell me their answers
3. Listen to the first part again and the Ss check the answers.
Teacher gives them the correct answers
4. Part2
Finis it as part1
Answer key for Exercise 2:
Wang Peng is doing research to find out how an unbalanced diet can affect your health , so you need to eat a balanced diet a balanced diet if you are to stay healthy.
Answer key for Exercise 3:
Scurvy : not enough vitamin C
Rickets : not enough protein and vitamin D
Obesity: too much rice , noodles and sugar
Answer key for Exercise 4:
Owner of
restaurant
Problems with food offered
What food is needed
Wang Peng
Too much fat and energy-giving food
More fruit and
vegetables
Yong Hui
Too much fruit and too many
vegetables
More meat,fish,cheese
and eggs as well as rice and noodles
Step III: Sum up
Tell students that we should form good eating habits in order to be healthy. And then we can make our study well.
教学后记：
Unit 2 Healthy eating Reading
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit2 Book3 Reading—COME AND EAT HERE(1)
拟 课时
第 课时
明确目标
1、知识与技能：
1). Help students to learn how to make a balanced menu.
2). To be more knowledgeable by reading the passage.
2、过程与方法: Fast and careful reading.
3、情感态度与价值观：To arouse Ss’ interest in learning about healthy
eating.
重点难点
重点：To improve my students’ reading ability.
难点：Understand the real meaning of healthy eating.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step I: Revision
Check the students’ homework by answer the questions in Pre-reading.
Step II: Fast reading
1. Ask Ss to read the text quickly and try to get the main idea of the text.
Wang Peng and Yong Hui serve different diet in
their restaurant. The foods in Wang Peng’s make people fat while the foods in Yong Hui’s make people thin.
2. Ask Ss to answer the following questions.
(1). What kind of diet do the two restaurant supply?
(2). Why was Yong Hui’s restaurant so popular with
customers?
(3). Why did Wang Peng lose his customers and what
did he do?
Step III: Careful reading
Ask Ss to read the text carefully, then finish the exercises in Comprehending.
Exercise1. True or False
1. Usually Wang Peng ‘s restaurant was full of people.
2. Young Hui could make people thin in two weeks by giving them a good diet
3. Wang Peng’s regular customers often became fat
4. Yong Hui ‘s menu gave customers more
energy-giving foods.
5. Wang Peng’s menu gave customers more protective food.
6. Wang Peng decided to compete with Yong Hui by copying her menu.
Exercise3. Read the Warming Up and the passage again and write out your answers.
1. The weakness of the diet in Wang Peng’s restaurant was that it did not give ____________________.
2. The strength of the diet in Wang Peng’s restaurant
was that it provided _______________________.
3. The weakness of the diet in Yong Hui’s restaurant was that it did not give ____________________.
4. The strength of the diet in Yong Hui’s restaurant
was that it provided _______________________.
Exercise4. Divide the passage into 3 parts. Give the main idea in each part and then retell the story in your own words .
1). Wang Peng is worried because his restaurant is not as full as it usually is .
2). He follows his friend to a newly opened restaurant which is very popular .
3). Worried, he does some research to win his
customers back .
Step IV: Consolidation
Help students to deepen the understanding of the reading passage by finishing the following questions:
1. What makes a balanced diet?
2. What is wrong with the diet of both Wang Peng and Yong Hui?
3. Why does it matter if you only eat at Wang Peng’s or Yong Hui’s restaurant?
Step V: Homework
Finish the Exercise2 in Comprehending, page11 after class.
教学后记：
Unit 2 Healthy eating Using Language
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit2 Book3 Reading in Using Language
拟 课时
第 课时
明确目标
1、知识与技能：
To help students learn some important points of the text.
2、过程与方法: Fast-reading & Discussion.
3、情感态度与价值观：Help students to have a deeper understanding of balanced diet.
重点难点
重点：Master some important points of the text.
难点：To improve Ss’ reading ability.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step I: Dictation
Dictate some words or expressions.
Step II: Revision
1. Check the homework.
2. Review what we have learnt in last period
Step III: Fast reading
Ask Ss to read the second part of the text Come and eat here and try to get the main idea.
Ask Ss to discuss the following questions.
Why was Wang Peng worried?
Why was Yong Hui very angry?
What did Wang Peng’s research show?
What did Wang Peng suggest at last?
Step IV: Careful reading
Task1: Ask Ss to read the text again and complete the following form.
What did they do? Result
Combine their menu and provide
a balanced one 1. cut down the fat
1. raw vegetables with hamburgers 2. increase the fibre
2. the boiled potatoes, not fried 3. a big success
3. fresh fruit with ice cream
Task2: Ask Ss to find the words from the text to match the definitions.
Definitions
words
Stare angrily or fiercely
Glare
Take a long deep breath
Sigh
Keep alive in a certain style
Earn one’s living
Advantage or profit
Benefit
Join or mix together to form a whole
Combine
Owe a lot of money
In debt
Task3: Read the text again, then answer the questions below the passage.
Step V: Consolidation
Do the Exercise3 on page49.
Step VI: Homework
Review the two reading passage, then try to retell the whole
story in their own word.
教学后记：
Unit 2 Healthy eating Words and Warming up
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit2 Book3 Words and Warming up
拟 课时
第 课时
明确目标
1、知识与技能：
1). Talk something about healthy eating
2). Help students to learn some useful words and expressions.
2、过程与方法: Communication way of teaching, discussion and
group work.
3、情感态度与价值观：Get the students know about what a healthy diet is.
重点难点
重点：Learn the basic knowledge of healthy eating.
难点：Help students to learn the food they eat helps them grow in different ways.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step I: New Words
1. Learn the new words with the whole class.
2. Explain some useful words and expressions to the students.
Step II: Leading in
1. Show students some pictures about food to tell out what they are in English.
2. Ask students some questions as follow:
a. What do the foods have in common ?
(some essential nutrients)
b. Which food contains more sugar?
c. Which food contains more fat?
d. Which food contains more fibre?
e. Which food contains more protein?
Step III: Warming up
Do you know that the food you eat helps you grow in different ways?
Food that
provides energy (eg.Energy-giving food)
Food that helps grow bones and muscles
( eg, body-building
food)
Food that helps
the body fight
diseases (eg,
protective food)
rice, noodles,
spaghetti bread potatoes
chocolate butter
cream oils nuts
meat eggs cheese
milk tofu
most vegetables
(eg, beans, peas
cucumbers, …)
and fruit (eg, apple
peaches, lemons)
Step IV: Discussion
Ask students to discuss“What do you think is a healthy diet?”
Step V: Talking
Ask students in pairs to ask and answer the following questions:
1、Which group of food do you like best?
2、Which do you eat most often?
3、Do you eat the three kinds of food each day?
4、What will happen to you if you don’t eat a balanced diet?
Step VI: Homework
1、Finish the exercises in Pre-reading.
2、Ask students to preview the reading passage.
教学后记：
Unit 3 The Million Pound Bank Note Explain the paper of the exercises at night
（授课日期： 年 月 日 星期 班级 ）
授课题目
Explain the paper of the exercises at night
(the fifth week)
拟 课时
第 课时
明确目标
1、知识与技能：
Enable students to understand the exercises in the paper
2、过程与方法: Discussion and group work
3、情感态度与价值观：Develop students’ ability of cooperation and teamwork
重点难点
重点：To help students grasp some difficult points in the exercises
难点： To help students grasp some difficult points in the exercises
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1: Revision
2.Check the homework
Step2:Cloze test
Some tips of doing cloze test.
Get the main idea of the passage.
Explain some difficult points in the passage.
Present the correct answers.
1- 1--5 A A D DA 6---10 ABDAA 11---15 AABDB
Step3 Grammar filling-in
1 Present the steps of doing this kind of exercises.
2 Help students understand the passage clearly.
3 Pay attention to some difficult points in this exercises.
4 Give the correct answers to the students.
1. his 2. so 3. an 4. at 5. jumping
6. description 7. that 8. However 9. was filled 10. most
Step4 Filling in the blank
Discuss the meaning of the words and expressions given.
Explain the meaning of the sentences
Present the correct answers
1. were about to 2. even if 3. was; lost in 4. to do with 5. take a chance 6. go ahead 7. by accident 8. account for 9. get into trouble 10. To be honest
Step5 Homework
Preview the next unit.
教学后记：
Unit 3 The Million Pound Bank Note Explain the paper of the exercises at night
（授课日期： 年 月 日 星期 班级 ）
授课题目
Explain the paper of the exercise at night
(the fourth week)
拟 课时
第 课时
明确目标
1、知识与技能：
Enable students to understand the exercises in the paper
2、过程与方法: Discussion and group work
3、情感态度与价值观：Develop students’ ability of cooperation and teamwork
重点难点
重点：To help students grasp some difficult points in the exercises
难点： To help students grasp some difficult points in the exercises
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1: Revision
1. Dictation
2.Check the homework
Step2 :Explanation
Fill in the blank according to the sentence meaning
1) Write the wrong sentences made by some students and ask students to correct them .
2) Show the key words and expressions.
3) Present the correct answers
2.Fill in the blank with the grammar.
1). Present the steps of doing this kind of exercise.
2) Help students understand the passage clearly.
3) Pay attention to some difficult points in this exercise.
4) Give the correct answers to the students.
3. Finish the reading comprehension
1) Explain how to do reading comprehension.
2) Understand the reading passage together.
3) Ask students to find the answers in the passage.
4) Show the correct answers.
Step3. Practice
Present some other similar exercises on the screen and finish them together.
Step4. Homework
Finish the exercises after class.
教学后记：
Unit 3 The Million Pound Bank NoteExplain the paper of the exercises at night（the second week）
（授课日期： 年 月 日 星期 班级 ）
授课题目
Explain the paper of the exercises at night
(the second week)
拟 课时
第 课时
明确目标
1、知识与技能：
Enable students to understand the exercises in the paper
2、过程与方法: Discussion and group work
3、情感态度与价值观：Develop students’ ability of cooperation and teamwork
重点难点
重点：To help students grasp some difficult points in the exercises
难点： To help students grasp some difficult points in the exercises
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1: Revision
Check the homework
Step2 Words spelling
How to do the kind of exercises.
Discuss the sentence meaning.
Show the answers.
Step3 Phrases translation
Ask students to give the answers.
The whole students read the phrases aloud.
Emphasize some important phrases.
Step3 Translating sentences
Some tips about translating sentences.
Explain the structures of each sentence.
Present the key words and expressions in each sentence.
Give the answers to the students.
Step4 Grammar filling-in
1. Present the steps of doing this kind of exercise.
2. Help students understand the passage clearly.
3. Pay attention to some difficult points in this exercise.
4. Give the correct answers to the students.
Step5 Reading comprehension
1 Explain how to do reading comprehension.
2 Understand the reading passage together.
3 Ask students to find the answers in the passage.
4 Show the correct answers.
Step6 Homework
Remember words and expressions in this unit.
教学后记：
Unit 3 The Million Pound Bank Note Explain the paper of the exercises at night
（授课日期： 年 月 日 星期 班级 ）
授课题目
Explain the paper of the exercises at night
(the third week)
拟 课时
第 课时
明确目标
1、知识与技能：
Enable students to understand the exercises in the paper
2、过程与方法: Discussion and group work
3、情感态度与价值观：Develop students’ ability of cooperation and teamwork
重点难点
重点：To help students grasp some difficult points in the exercises
难点： To help students grasp some difficult points in the exercises
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1: Revision
2.Check the homework
Step2 Words spelling
How to do the kind of exercises.
Discuss the sentence meaning.
Show the answers.
Step3 Phrases translation
Ask students to give the answers.
The whole students read the phrases aloud.
Emphasize some important phrases.
Step3 Sentences translation
Some tips about translating sentences.
Explain the structures of each sentence.
Present the key words and expressions in each sentence.
Give the answers to the students.
Step4 Filling in the blank
Explain the usage of prep, adv, and relative pronoun.
Understand the meaning of the sentences
Present the answers of each sentence .
Step5 Reading comprehension
1 Explain how to do reading comprehension.
2 Understand the reading passage together.
3 Ask students to find the answers in the passage.
4 Show the correct answers.
Step6 Homework
Review Unit2
教学后记：
Unit 3 The Million Pound Bank Note Language Points
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Book3 Language Points
拟 课时
第 课时
明确目标
1、知识与技能：
Help students to learn some important expressions and sentence structure..
2、过程与方法: Discussion and group work
3、情感态度与价值观：Help students to have a deeper understanding of the play
重点难点
重点：To help students master some important points of the text.
难点： Improve students’ comprehensive ability.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1: Dictation
Dictate some important words and expressions in Unit3
Step 2: Sentence patterns
(In this part try to help the students analyze the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)
I wonder, Mr. Adams, if you’d mind us asking a few questions.
And it was the ship that brought you to England.
I did hear that the Bank of England had issued Two notes in this amount.
Step 3. Language point
1. go ahead
(1)进行；发生
The building of the new bridge will go ahead as planned. 新桥的建设将会按照计划进行。
(2) 前进；继续做
Despite the bad weather, they still went ahead with their plans. 尽管天气不好，他们仍按计划继续前进。
(3) 取得进展，取得进步
He is always going ahead. 他一直在进步。
(4) (祈使句) 做吧，请吧
— May I start now？我可以开始了吗？
— Yes, go ahead.好，开始吧。
2. as a matter of fact 实际上，事实上
As a matter of fact, he was blamed for his not handing in the homework. 实际上，他因未交作业而受到责骂。
Many people think that he is an honest man. As a matter of fact, he is a cheat. 许多人认为他是个诚实的人，而实际上，他是个骗子。
3. by accident 偶然
I found him in the airport by accident. 我在机场里偶然发现了他。
4. stare at 注视，盯着看
He stared at the word trying to remember what it meant. 我盯着那个词看，想要回忆起它的意思。
It’ s rude to stare at other people. 盯着别人看是不礼貌的。
5. find sb/oneself done/ doing/adj/n/prep-phrase
When day broke, I found myself in a small village. 破晓，我发现我身处在一个村庄里。
I found myself lying on the bed. 我发现我躺在床上。
He found himself surrounded by many students. 他发现他被许多学生围着。
He found himself walking in the direction of the park. 他发现他正在往公园的方向前行。
I found him difficult to get along well with. 我发现他很难相处。
6. spot
(1) v. (用眼睛)挑出，察出，认出
I spotted her in the crowd. 我从人群中认出了他。
(2) v 使……染上斑点；点上污点
The ink spotted her white shirt. 我把她的白色衬衫上弄上了污点。
(3) n 斑点；污点；圆点
She had spots on her face when she was ill. 她生病的时候，脸上出现了斑点。
(4) n 地点；场所
This is a nice spot for a house. 这是一个建房子的好地方。
7. to be honest坦白地说
To be honest, I don’t like the course, but I must take it. 坦白地说，我不喜欢这门课，但我不得不修。
8. care about 在乎；在意
I don’t care if I never see her again. 即使我永远见不到她，我也不在乎。
Step 4 Practice
Make sentences correctly according to the important words and sentences
Step 4: Homework
Do exercises on Page20
教学后记：
Unit 3 The Million Pound Bank NoteLearning about Language：Discovering useful structures
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Book3 Learning about Language：
Discovering useful structures
拟 课时
第 课时
明确目标
1、知识与技能：
Enable students to use noun clauses as the object and the predicative correctly and properly according to the context.
2、过程与方法: Self-learning, cooperative-learning and task-based approaches.
3、情感态度与价值观：1） Get students to become interested in grammar learning.
2）Develop students’ sense of group cooperation.
重点难点
重点：Get students to understand and use noun clauses as the object and the predicative
难点：Enable students to learn how to use noun clauses as the object and the predicative correctly.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
Check the homework exercises.
Step 2 Warming up
Tell students that noun clauses can be used for different purposes. They can be used as the subject, the object, the predicative and the appositive. Ask them to read through the play and find out at least ten sentences that contain noun clauses as the object and the predicative. Then let them explain the meanings and discuss in pairs how each of the noun clauses is being used in the situations.
Step 3 Learning the grammar
1. Ask students to turn to Page 91 and learn the grammar Noun Clauses by themselves.
2. Encourage them to ask as many questions as possible. Give them explanations if necessary.
3. Solve the problems students meet during their study.
4. Sum up the rules of noun clauses as the object and the predicative.
Step 4 Practice
Show the following exercises on the screen. Let students finish them within six minutes to see if they have mastered noun clauses as the object and the predicative. Six minutes later, check the answers with the whole class.
1. Work in pairs. Take turns to ask each other the questions and answer them using noun clauses as the object. Think of more questions.
1) Can you tell me if you like this play? → I must say that I really enjoy it.
2) What do you think of the bet the brothers have made?
3) What does Henry tell the brothers about his job in America?
4) What else does Henry tell the brothers?
5) What do the brothers want to know about Henry?
6) What do you think will happen to Henry?
2. Complete the following sentences using noun clauses as the predicative based on the information from the play.
1)Henry arrived in London by accident. The reason was ____________.
2)Henry has a lot of problems. One of his problems is _______________.
Another problem is ________________________.
3)Henry realized he needed help. The embassy is______________.
4)Henry tells the brothers about his job in America. His concern is _____
5)The brothers ask Henry some questions. The brothers’ concern is_____.
6)Henry is invited to the brothers’ house. The envelope is__________.
(The answers are omitted. )
Step 5 Consolidation
1. Ask students to do Exercise 5 in Discovering useful structures on Page 21.
2. Let them do the exercises in Using structures on Page 57.
Step 6 Homework
Finish off the Workbook exercises.
教学后记：
Unit 3 The Million Pound Bank NoteLearning about Language：Discovering useful words and expressions
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3Book3 Learning about Language:
Discovering useful words and expressions
拟 课时
第 课时
明确目标
1、知识与技能：
To help students discover and learn to use some useful structures.
2、过程与方法: Self-learning, cooperative-learning and task-based approaches.
3、情感态度与价值观：. 1) Stimulate students’ interest in learning English.
2)Develop students’ spirit of cooperation and teamwork.
重点难点
重点：Enable students to grasp the usages of important new words and expressions
难点：Get students to understand some difficult and long sentences.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
1. Check the homework exercises.
2. Ask some students to talk about Mark Twain and his play.
Step 2 Reading and finding
Get the students to read through Warming Up, Pre-reading, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.
Read them aloud and copy them down in the exercise book after class.
Step 3 Practice for useful words and expressions
1. Turn to Page 20. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.
2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.
3. Check the answers with the whole class and explain the problems they meet where necessary.
Step 4 Studying important language points
Deal with the language points in the text.
Step 5 Using words, expressions and patterns
Do Exercise 1 and Exercise 2 in Using words and expressions on Page 56.
Step 6 Homework
1. Finish off the Workbook exercises.
2. Learn the new words and expressions in this part by heart.
教学后记：
Unit 3 The Million Pound Bank NoteReading
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Book3 The Million Pound Bank Note
（Warming up and reading）
拟 课时
第 课时
明确目标
1、知识与技能：
1). Get students to learn the useful new words and expressions in this part
2). Let students learn about Mark Twain and his play.
3).Develop students’ reading ability and let them learn different reading skills.
2、情感态度与价值观：Stimulate students’ interests of learning English by reading and acting this play.
3、过程与方法: Fast reading, task-based method & discussion
重点难点
重点：1. Let students learn more about Mark Twain and his play.
2. Get students to learn different reading skills.3. Have students learn how to act out this play.
难点：1. Develop students’ reading ability. 2. Enable students to act out this play.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Warming up
Getting to know some information about Mark Twain.
1). Show the picture of Mark Twain and ask students: What do you know about him?
2). Let students read the short passage and take notes to fill in the chart.
Step 2 Pre-reading
Imagine somebody gives you a large sum of money to spend as you like. What would you do with it?
Students have a discussion on this question. Whatever choice students make, they should be ready to offer their classmates a good reason for it.
Step 3 While-reading
Try to gain as much information as possible from the story through reading and train reading skills.
1. Scanning
Reading strategy: Go through the play for specific information. Fill in the blanks.
1)Time: 2)Characters: 3)Events：
2. Skimming
Reading strategy: Go through the play for the gist.
1)Answer the following questions:
1)Where does Henry Adams come from? Does he know much about London?
2) What did he do in America?
3) Why did he land in Britain?
4) How did Henry come to England?
5) Why did the two gentlemen give him the envelope?
6) When can he open it?
2. Acting
1)Read the text again.
2Act out the play in groups of four or five, including the narrator.
3)Invite two or three groups to perform before the class.
3. Discussion
Have a discussion with students.
Suppose you get a large amount of money by buying lottery tickets and become a millionaire. What will you do with the money?
4. Writing
Rewrite the play into a story.
Step 4 Post-reading
1. Discussing and talking
What kind of person do you think Henry is? Why do you think so? Find some of his words to prove.
Step 5 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Enjoy the movie The Million Pound Bank Note.
教学后记：
Unit 3 The Million Pound Bank NoteUsing Language：Listening reading and writing
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Book3 Using language:
Listening, reading and writing
拟 课时
第 课时
明确目标
1、知识与技能：
1. Get students to learn some useful new words and expressions in this part.
2. Get students to listen to Act Ⅱ, Scene 3 and read Act Ⅱ, Scene 4 of the play.
2、过程与方法: Fast-reading，Listening & Discussion.
3、情感态度与价值观：
1. Stimulate students’ interest of learning English by enjoying this play.
2. Develop students’ sense of group cooperation and teamwork.
重点难点
重点：1. Develop students’ integrative ability.2. Let students listen to Act Ⅱ, Scene
3. Have students read Act Ⅱ, Scene 4.
难点：Get students to listen to and understand Act Ⅱ, Scene 3.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
Check the homework exercises.
Step 2 Warming up
Ask students to make a list of all the changes that Henry has made to his life.
Step 3 Listening task
1. Tell students: Turn to Page 58. We are going to listen to Act Ⅱ, Scene 3.
2. Let them listen carefully and write down the main idea.
3. Have them go through the chart and make sure they know what to do.
4. Play the tape again for them to listen to and let them make notes.
5. Two or three minutes for them to discuss and share their notes with another pair.
6. Play the tape a third time for them to check and have the correct answers.
Step 4 Reading and speaking task
1. Ask students to discuss the following questions in pairs.
1)What will Henry and Portia tell each other about themselves?
2)What will they keep a secret from each other?
2. Let some of them report their ideas to the class.
3. Tell them: Turn to Page 58. We are going to read Act Ⅱ, Scene 4.
4. Let them read the play fast to get the main idea.
5. Have them read the play carefully and retell the story in their own words.
Step 5 Writing task
1. Suppose the situation: Imagine that after Henry marries Portia, he has bad luck in business and becomes poor again. Now he must tell his wife the bad news. With a partner write a short dialogue between these two characters.
2. Let students discuss the questions with their partner and give them some advice.
3. 5. Invite as many pairs as possible to perform their dialogue to the class. The teacher and others should give comments.
Step 6 Homework
1. Finish off the Workbook exercises.
2. Review the contents of the unit and complete Summing Up on Page 24.
教学后记：
Unit 3 The Million Pound Bank NoteUsing Language：Reading acting and speaking
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Book3 Using language:
Reading, acting and speaking
拟 课时
第 课时
明确目标
1、知识与技能：
Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2、过程与方法: Fast-reading & Discussion.
3、情感态度与价值观：
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
重点难点
重点：Develop students’ reading and speaking skills.
难点：Enable students to learn to use reading strategies such as skimming, scanning, and so on.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
1. Check the homework exercises.
Step 2 Warming up
Prediction: Let students predict the next scene.
What would happen to Henry at the restaurant?
A. He was not taken seriously. B. He was treated politely.
Step 3 Reading
1. Read the play fast to understand the main idea and decide whether the following statements are true or false.
1)The owner looked down upon Henry when he noticed Henry’s appearance.
2)Henry asked for more of the same food because he is an American who like to eat a lot.
3)When Henry saw the million pound bank note, he was happy and proud of it.
4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.
2. Read the play carefully and do the following:
1)Answer these questions in small groups.
(1)Whose behavior changes the most during this scene? Give examples.
(2)What kind of person is the owner of the restaurant?
(3)Why do you think the owner of the restaurant gave Henry a free meal?
2)Pay much attention to the different attitudes towards Henry.
＊Before Henry shows his million pound bank note:（Owner Hostess Waiter）
＊After Henry shows his million pound bank note:（Owner Hostess Waiter）
Step 4 Language points
Deal with the Language points.
Step 5 Acting
. Ask students to listen to the tape and role play the text.
Step 6 Speaking
Ask students to read Act Ⅰ, Scene 4 again and underline all the expressions used to order food. Read them aloud.
Step 7 Homework
Learn the useful new words and expressions in this part by heart.
教学后记：
Unit 3 The Million Pound Bank Note writing：How to write an announce or notice in English
（授课日期： 年 月 日 星期 班级 ）
授课题目
Writing: How to write an announcement
or notice in English
拟 课时
第 课时
明确目标
1、知识与技能：
Enable students to master how to write a notice in English.
2、过程与方法: Discussion and group work
3、情感态度与价值观：Develop students’ write ability
重点难点
重点：To help students grasp the style of the writing
难点： Use the correct sentences to show the information of the writing material.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
Check the homework
Step2 Lead –in
Students in pairs discuss the writing skills of announcement and notice.
Step3 key words and expressions
Translation of expressions( in their exercise Book)
Translation of commonly used sentence patterns ( in their Exercise Book)
Step4 Steps of writing
Show some basic steps of writing
Step5 Drills
Write a notice in English.
请以 宿舍管理委员会的名义写一则通知，2013年6月2日发出。内容如下：
时间：6月5日，晚上5点。
地点：3号楼510房间。
内容：学生宿舍安全问题：安全用电，火灾应变，防止失窃等。
参加人员：每寝室一名同学。
要求：带笔记本，按时到场，做好记录，并传达室友。
注意：
通知的格式已经为你写好，不计入总词数。
词数100左右。
参考词汇： 学生宿舍 dormitory 盗窃 theft
传达 inform sb of sth
(First students write the notice by themselves, then finish it and report it to the class)
Step6 Homework
Complete an announce in English in students’ workbook.
教学后记：
Unit 4 Astronomy the science of the starsAttributive clause（why that）
（授课日期： 年 月 日 星期 班级 ）
授课题目
Attributive clause（why, that）
拟 课时
第 课时
明确目标
1、知识与技能：Get the students to know the relative adv. “why”
and “that”
2、过程与方法: Communication way of teaching, discussion and group work.
3、情感态度与价值观：Get the students to know in what situation we can use the relative-pron or the relative-adv.
重点难点
重点：The functions of “why” and “that” used in the attributive clause, and the language situations about it.
The characters of the antecedent of them.
难点：?How to chose the relative-pron.or the relative-adv.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
Check the homework exercises.
Step II Conception
1) 关系副词why在定语从句中做原因状语，其先行词是excuse, explanation , reason 等 。但是不能引导非限定性定语从句 3、关系副词why引导的定语从句
1) 当先行词是表示原因的reason, excuse, explanation 的时候，同时关系词又在从句中做原因状语，这时定语从句要由关系副词来引导.注意why不能引导非限定性定语从句
Do you know the reason why she was late?
2)why可以用for + which 代替。The reason why =the reason for which.但是不常使用.
The reason why／for which you failed，I think ，was that you had turned a deaf ear to your mother’s advice． 我认为你失败的原因是你不听你母亲的忠告。 4、that做关系副词可以代替where在从句做中地点状语，代替when在从句中做时间状语，代替why在从句中做原因状语。但这种用法很少使用, 个别时候会出现在阅读的文章中。
The moment (thatwhenin which) he entered, everybody stopped talking.
Step Ⅲ Practice
Fill in the blanks
This is the very reason (thatwhyfor which) I told you to keep it secret.
2.I can’t accept the excuse why you were absent
3. This is the last time (that)I shall give you a lesson.
4. I’ll never forget the place (that / which) we used to visit.
5. I’ll never forget the days (that / which) we spent together.
StepⅣHomework
Finish the exercise.
教学后记：
Unit 4 Astronomy the science of the starsExtensive reading
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book3 Unit4 Learning about Language:
Extensive reading
拟 课时
第 课时
明确目标
1、知识与技能：
To help students know about universe
2、过程与方法: Self-learning, cooperative-learning and task-based approaches.
3、情感态度与价值观：1) To help students know about a space travel
2) Develop students’ spirit of cooperation and teamwork.
重点难点
重点：To help students know something about gravity
难点：To help students know something about gravity and get students to understand some difficult and long sentences.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
1. Check the homework exercises.
Step 2 warming up
Talking something about the space travel
Do you want to visit the moon?
China’s first astronaut--------Yang Liwei
Eg: 杨利伟，刘洋……
Step 3 Reading and finding
Task 1canning& skimming (2m)
Read and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.
1. The pull of gravity became very strong she left the earth’s atmosphere. His weight is normal.
2. It disappeared when he was in space. He is weightless.
3. It was very light when he was on the moon. He weighs less than on earth.
Task 2. scanning
1. Who do I have a chance to travel to the moon with ?
2. How did we travel to the moon?
3. What’s the writing order in this text?
4. How many times would the force of gravity change on our journey?
Which change would be the most powerful
Step 3Careful reading
1. Please read Para.2 and underline the sentences about the gravity and our weight during the journey?
2.After reading ,answer some questions
1)What happened to me when I tried to step forward? Why?
Because the gravity has changed
2).Why was returning to the earth very frightening?
Because fire broke out on the outside of the spaceship as the earth’s gravity increased
3).How did I feel?
I was very exhausted but very excited too.
Step 4 Discussion
Supposing you were the first Chinese astronaut walking on the moon
What will you say to the world?
(at least 2 sentences)
In group of four
Spokesman
Time limit :2min
Ask some students have a show
Step 5 Homework
1. Finish off the Workbook exercises.
2. Recite some important sentences.
教学后记：
Unit 4 Astronomy the science of the starsGrammar and Usage
（授课日期： 年 月 日 星期 班级 ）
授课题目
Grammar and Usage
Non- restrictive attributive clauses
拟 课时
第 课时
明确目标
1、知识与技能：1.???????Help students to know more about N-R clause
2.Practice about attributive clauses
2、过程与方法: 1.???????Read and draw a conclusion about it.
2.???????Explain some difficult points.
3、情感态度与价值观：??Practice more
重点难点
重点：Which, that, as I attributive clause
难点：Which, that, as I attributive clause
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
Check the homework exercises.
Step2: Lead-in
?Ask students to use the relative pronouns and the relative adverbs to finish the following sentences:
1)??The person ____ is standing there is my teacher of English.
2)???The person ____ you spoke just now is my teacher of English.
3)??The person____ you spoke to just now is my teacher of English.
4)? I bought a car _____ cost little.
5)??The car ___ I bought yesterday cost little.
6)?This school is the one ____ I studied ten years ago.
7)?This is the little girl ____ parents were killed in the earthquake.
8)?The boss in ____ whose company my father worked is a very kind man.
9)??I’ll remember that day ____ I first came to Beijing.
10)?There are several reasons ___ we can’t do that.
?Suggested answers:
1)????who/ that???????
2)?????to whom
3)????who/ whom/ that
4)????which/that
5)????which / that
6)????in which / where
7)??whose
8)??whose
9)??when / on which
10)??why / for which
Step3: Presentation
1.????Ask students to go through the guidelines in the textbooks and get to know what?Non-I clauses refer to and make sure students know the differences between the I clauses and N- I clauses
2.????Examples
1)????He was rude to the customs office, which of course made things even worse.
2)????The result of the experiment was very good, which we hadn’t expected.
3)????Many people, some of whom are not overweight, are going on diets.
4)????China has hundreds of lands, the largest of which is Taiwan.
Step4: Practice
1.???Part A & B
2.??Check answers together.
Step 5: Consolidation and Homework
??????Previews question tags.
教学后记：
Unit 4 Astronomy the science of the starsGrammar
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Book4 Learning about Language：Grammar
拟 课时
第 课时
明确目标
1、知识与技能：Learn to use Noun Clauses as the subject.
2、过程与方法: Self-learning, cooperative-learning and task-based approaches.
3、情感态度与价值观：1） Get students to become interested in grammar learning.
2）Develop students’ sense of group cooperation.
重点难点
重点：Get students to understand and use noun clauses as the subject and the predicative
难点：Enable students to learn how to use noun clauses as the subject and the predicative correctly.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
Check the homework exercises.
Step 2 Warming up
Noun Clauses as the subject is also called the Subject Clause. That means a Noun Clause serves as Subject in the sentence. The words which are used in this Noun Clause are: that, whether, who, what, which, when, where, how, why, etc.
Step 3 Learning the grammar
What part does the underlined part serve as in each sentence?
A tree has fallen across the road.
You are a student.
To find your way can be a problem.
Smoking is bad for you.
“How do you do?” is a greeting.
What she said is not yet known.
That we shall be late is certain.
It is certain that we shall be late.
We can see from these sentences that a sentence serves as subject, so we call it Subject Clause.
Step 4 Practice
主语从句 （Noun Clauses as the Subject）
定义：
用作主语的从句叫主语从句，它是名词性从句之一。引导主语从句的连接词有：连词that, whether；连接代词who, what和which；连接副词when, where, how和why。
Step 5 Consolidation
Translation:
1)What the teacher said today was quite right.?
老师今天说的话是十分正确的。
2)That they are badly in need of help is quite clear.
他们急需帮助，这是十分明显的。
3) Whether they will sell the house is not yet decided.
他们是否卖掉这所房子还没有决定。
4) whatever, whoever也可引导主语从句。
Whatever was said here must be kept secret.
这里说的话都应当保密。
Whoever makes mistakes must correct them.
凡犯了错误的人都必须改正。
Step 6 Exceptions
1) It is + adj. / n. +从句
It is a pity/shame that... 遗憾的是……
It is possible that... 很可能……
It is unlikely that... 不可能……
2) It +不及物动词+从句
It seems/appears that... 似乎……
It happened that... 碰巧……
3) It + be +过去分词+从句
It is said that... 据说……
It is known to all that...
Step 6 Homework
Finish off the Workbook exercises.
教学后记：
Unit 4 Astronomy the science of the starsLanguage Points
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book3 Unit4 Language Points
拟 课时
第 课时
明确目标
1、知识与技能：
Help students to learn some important expressions and sentence structure..
2、过程与方法: Discussion and group work
3、情感态度与价值观：Help students to have a deeper understanding of the play
重点难点
重点：To help students master some important points of the text.
难点： Improve students’ comprehensive ability.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1: Dictation
Dictate some important words and expressions in Unit4
Step 2: Sentence patterns
Notes to some difficult sentences
After the “Big Bang ” the earth was just a cloud of energetic dust.
随着“轰隆”一声巨响，地球就成为一个云团，充满着具有能量的尘埃。
Big Bang(big-bang cosmology) 大爆炸宇宙学。
It exploded loudly with fire and rock, which were in time to produce the water vapour, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth’s atmosphere.
它（地球）巨大的爆炸喷出了烈火与岩石，最终产生了水蒸汽、二氧化碳、氧、氮和其他多种气体，从而形成了地球的大气层。
Nobody knew that it was going to be different from other planets going round the sun.
谁也不知道地球会别于环绕太阳运转的其它行星。
Step 3. Language point
It allowed the earth to dissolve harmful gases, which had become part of the earth’s atmosphere, into the oceans and seas.
它使地球把曾经存在于大气层中的有害气体溶解在海洋里。
allow …to do 允许某人做某事。如：
Her parents won’t allow her to stay out later than 11:00 in the evening. 她父母不允许她晚上在外逗留超过11点。
Please allow me to explain that I did not have any idea about his arrangement. 请允许我解释，我事先不知道他的安排。
2 This encouraged the development of early shellfish and all sorts of fish. 这为早期贝类及其他各种鱼类的发育进一步创造了条件。
encourage 鼓励；促进；怂恿
Father encouraged him to study physics but he prefers maths.父亲鼓励他学物理，但他更喜欢数学。
He encouraged me to learn dancing. 他鼓励我去学跳舞。
3. They produced young generally by laying eggs. 它们一般是通过孵蛋而繁衍后代的。
by doing 用于说明做某事的手段，方式。如：
I don’t think she can help him by just giving him money. 我认为她光靠给钱是帮不了他的。
He used to make his living by painting. 他以前是靠画画为生。
They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.
他们把过多的二氧化碳释放到大气层中，这使得地球上的热不能释放到太空中去。
prevent …from doing 阻止某人做某事。如：
His heart trouble did not prevent him (from) going to class the next day. 他的心脏病痛没能阻止他第二天去上课。
Nothing can prevent their plans (from) being carried out. 什么也不能阻止他们的计划得以实施。
5. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. 在未来的数百万年中，生命能否在地球上延续取决于这个问题能否得到解决。
(sth) depend on (sth else): something might only happen or be true if the circumstances are right for it 取决于；决定于。如：
“Will you go fishing this afternoon?” “Well, it all depends on the weather.” “你今天下午去钓鱼吗？” “得看天气。”
for millions of years to come 中不定式to come作定语，与前面的名词之间有逻辑上的主谓关系，例如：
Step 4 Practice
Make sentences correctly according to the important words and sentences
Step 4: Homework
Make sentences
教学后记：
Unit 4 Astronomy the science of the starsListening
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book3 Unit4Using language:
Listening, reading and writing
拟 课时
第 课时
明确目标
1、知识与技能： Enable the Ss to have a good understanding of the force of gravity in order to enjoy the stories fully
2、过程与方法: a. Discussion b. Listening c Cooperative learning d. Debating Teaching aids
3、情感态度与价值观： Enable the Ss to understand the different ideas about gravity.
重点难点
重点：Listen to the material about the detailed information about different scientists and their ideas.
难点：?Discuss with partners and have a debate to find out ways to solve the problems about what a spacesuit should be like.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
Check the homework exercises.
Step II. Listening (Using language)
1. The Ss will hear different ideas about gravity of three scientists, and then fill in the blanks. Today we’ll get more information about them. Turn to Page30. Go through Part1 quickly.
2. Listen to the tape three or four times and pause where it’s necessary.
Then check the answers with the whole class.
Now read four sentences in Part2, decide which the best idea is.
If you are not sure, we will listen to the tape for the last time.
Step III Listening (WB P62)
Ask students to read them and check the answers with the whole class. Play the tape and pause when the students need to write information down.
Then collect answers.
?
Information on Yang Liwei
The exams he passed
Excellent degree and 10 years’ training
Experience
Pilot for the air force of the PLA
Physical qualities
Smaller than?170cm, less than?70kg
Personal qualities
Calm, mature, hard-working
3. Part3. First ask Ss to talk about the answer. If necessary play the tape again for Ss to check the answer.
Step IV Listening Task (P65)
Play the tape twice or three times to finish Part1 and 2.
Key to Part1: C Key to Part2: 1.oxygen can (on the back) 2.water system (the part of the suit covering the body) 3.gravity boots (on the feet) 4.left engine (on the left side) 5.right engine (on the right side) 6.tool kit (on the waist, at the back)
Step V Homework
?Today we have listened to three materials. After class, you should listen to them again and sum up what you have learnt from them. For the homework, think about a question: What needs to be an astronaut? Speaking
教学后记：
Unit 4 Astronomy the science of the starsReading
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit 4 Astronomy: the science of the stars
（Intensive Reading）
拟 课时
第 课时
明确目标
1、知识与技能：Enable Ss to talk about the science of the stars, the development of life and space travel and gravity
2、情感态度与价值观：Enable Ss to learn how to talk about the beginning of life on the earth.
3、过程与方法: Fast reading, task-based method & discussion
重点难点
重点：a. Talk about the beginning of life on the earth.
b. Discuss the order of development of life.
难点：Understand the beginning of life on the earth.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step I Presentation
Step II Warming up
1. Read the three questions, while the students listen and follow.
2. Give the Ss several minutes to discuss the questions.
3. Collect answers from the whole class.
4. Check the answers while discussing.
Step Ⅲ Pre-reading
Get the Ss to discuss the questions on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they don’t know any, tell them some.
Step Ⅳ Reading
Read the passage carefully and analyse its structure. Write down the main idea for each paragraph.
Para.1: A widely accepted theory about the formation of the universe
Para 2: The formation of the earth
Para.3: The importance of water for life
Para.4: The development of plants and animals on the earth
Para.5: The arrival of humans and their impact on the earth
Reading and answer the questions.
1. Why was the earth different from other planets?
The water remained.
2. Why was life able to develop on the earth but not on other planets?
The water stayed on the earth but not on other planets.
3. Why was it necessary for plants to grow before animals?
Plants provided oxygen for animals to breathe.
4. What problem is caused by human beings?
They cause global warming.
5. Why is it wrong in films and stories to show dinosaurs and people together?
Because dinosaurs died out long before human beings developed on the earth.
6. Why do you think that humans are the cleverest animals on the earth?
They are the cleverest animals because they have larger brains than any other creature on the earth so far.
Why is it wrong in films and stories to show dinosaurs and people together?
Because dinosaurs died out long before human beings developed on the earth.
8. There used to be nine planets in the solar system. Recently scientists have decided that one of them can no longer be considered a planet. Do you know the name of that planet? Do you know why they removed it?
Pluto. Scientists now think it is too small to be called a planet.
Step ⅤText Retelling
Retell the text using about 100 words.
Notes: Use the two questions and the chart to retell the passage; the possible version below can be used as a material for both retelling and dictation.
Step ⅥHomework
Retell the passage according to the form.
教学后记：
Unit 4 Astronomy the science of the starsReview attributive clause
（授课日期： 年 月 日 星期 班级 ）
授课题目
Review: attributive clause
拟 课时
第 课时
明确目标
1、知识与技能：Introduce attributive clause
2、过程与方法: Self-learning, cooperative-learning and task-based approaches.
3、情感态度与价值观：To present the usage of the relative pronouns and then some exercises to consolidate what we have learned.
重点难点
重点：The basic usage of the relative pronouns and learn to use them in different situations.
难点：How to help the students to learn the grammar efficiently
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
Check the homework exercises.
Step2 Presentation
Look at the picture on students’ books and ask the students to speak out what they may think of. (Write down these three structures on the Bb or show them on the screen below the picture.)
Adjective: a green team
Prepositional phrase: a team in green
Attributive clause: a team who were wearing green
Attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.
Read Part2 at page8. Attributive clauses are usually introduced by relative pronouns like which, that, who, whom, and whose, or relative adverbs like where, why and when. In the clause these relative words usually fun_ction .
Step3 Read the article and underline the attributive clauses you find in the article.
Relative pronouns: that, which, who, whom and whose. Read this part at and grasp the usages of these relative pronouns. (show the screen) Then do the exercise.
Step4 Consolidation
Finish some exercises
Step5 homework
Make sentences
教学后记：
Unit 4 Astronomy the science of the starsReview indefinite article definite article
（授课日期： 年 月 日 星期 班级 ）
授课题目
Review indefinite article& definite article
拟 课时
第 课时
明确目标
1、知识与技能：Learn to use indefinite article& definite article
2、过程与方法: Self-learning, cooperative-learning and task-based approaches.
3、情感态度与价值观：1） Get students to become interested in grammar learning.
2）Develop students’ sense of group cooperation.
重点难点
重点：Get students to understand and use indefinite article& definite article
难点：Enable students to learn how to use indefinite article& definite article correctly.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
Check the homework exercises.
Step 2 Warming up
What is indefinite article& definite article
Step 3 Conception
冠词分不定冠词(indefinite article)和定冠词(definite article)两种，一般无句子重音。
1 不定冠词a，an
a) a和an均用在单数名词之前，表示某一类人或事物中的"一个"，相当于汉语的"一"，但不强调数目观念。
b) a用在辅音之前，an用在元音之前。如：a notebook一个笔记本，a cigarette一支香烟，an old man一位老人，an English class一堂英语课。
2 定冠词the
a)表示某一类人或事物中的"某一个"或"某一些"，相当于汉语的"这"或"那"。
b)不论单数名词或复数名词，也不论可数名词或不可数名词，前面都可以用the。
c)在元音前读，辅音前读。如the evening (傍晚)，the car (汽车);在元音字母u发和半元音字母。y发时，仍读。如the unit (单位)，the yard (院子)。
Step 4 Usage
英语中不定冠词a (an)的用法
1)指一个人、动物或一件事物属于某一类。如： Xiao Xu's father is a miner.小徐的父亲是矿工。(而不是其他工种)
2)指任何一个人、动物或一件事物。如：A steel worker makes steel.钢铁工人炼钢。(意即任何一个钢铁工人都炼钢)
3)指某人或某物，但不具体说明何人或何物。如：He comes from a firm in Beijing.他来自北京某一家公司。
4)不定冠词还可指"事物的单位"，如"每日"、"每斤"等。如： Butter is 4 yuan a kilo.黄油四元钱一公斤。
4 定冠词 the 的用法
1)特指某(些)人或某(些)事物。如：This is the house where Lu Xun once lived.这是鲁迅曾经住过的房子。(以别于其他房子)
2)指说话人与听话人彼此所熟悉的人或事物。如：
Open the door, please.请开门。(双方都知道指的是哪一个门)
3)复述上文提过的人或事物
4)表示在世界上独一无二的事物，如 the sun太阳，the moon月亮，the earth地球，the sky天空，the world世界。
5)定冠词the用于单数可数名词之前，表示某一类人或事物。如：
The Chinese student of English is apt to make such mistakes.中国学英语的学生容易犯这样的错误。.
Step 5 Practice
Fill in the blank
1．Four and________half hours of discussion took us up to midnight，and________break for cheese，chocolate and tea with sugar.
2．India attained________independence in 1947，after________long struggle.
3．It was________cold winter night and the moon was shining brightly across________night sky.
4．Sarah looked at ________ finished painting with ________ satisfaction.
5．Carl is studying________food science at college and hopes to open up________meat processing factory of his own one day.
Step 6Homework
Finish off the Workbook exercises.
教学后记：
Unit 4 Astronomy the science of the starsSpeaking
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book3 Unit4 Using language: speaking
拟 课时
第 课时
明确目标
1、知识与技能：Practice talking abut problems in study or life.
2、过程与方法: Fast-reading & Discussion.
3、情感态度与价值观：Practice giving instructions
Practice talking about problems in study or life
重点难点
重点：Develop students’ reading and speaking skills.
难点：Practice talking about problems in study or life.
Practice giving instructions
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step 1 Revision
1. Check the homework exercises.
Step 2 Warming up
What did you do when you meet some problems in study or life?
Step 3 Practice
Practice giving instructions
Please look at/ listen to...
Please check that...
You need...
Please pay attention to...
Don’t forget to...
You’d better...
Make sure you...
Watch out for...
You mustn’t...
Practice talking about problems in study or life
My problem is...
The difficulty is...
My trouble is...
The question is...
My advice is...
What I think about it is...
The fact is...
My suggestion is...
Step 4 Speaking on page 31
What do you need if you travel to the moon?
Sample:
S1: Let’s think about what we would need to protect our skin if we visited the Moon.
S2: I’d take some skin cream. That works very well when we go to the sea.
S3: Yes, but it’s going to be much too hot to put cream on your skin on the Moon.
S4: What’s more you get direct heat from the sun. There are no clouds on the Moon to protect you.
S3: Oh dear, and I also have to carry oxygen around with me everywhere because there’s no oxygen on the Moon.
S2: Why don’t we carry the oxygen on our backs in a tank?
S1: Good idea, but won’t that hurt our skin?
S4: I think it will. Why don’t we wear a spacesuit which has the possibility of protecting your skin and helping you carry the oxygen very easily?
S1: A very good idea. We also need some sunglasses as the sun will be as bad for our eyes as for our skin.
S3: That’s right. The helmet of the suit can have sunglasses you can use.
S2: How will the suit protect our skin?
S4: It’s so hot there so I suggest we design suit that can supply cold water so the wearer feels cool and hot water to warm us if we feel cold.
S2: Great! So I won’t need sun cream after all. That’s good!
Step 5 Homework
1.Practice giving instructions and talking about problems in study or life after class
2.Make sentences
教学后记：
Unit 4 Astronomy the science of the starsWriting
（授课日期： 年 月 日 星期 班级 ）
授课题目
Writing
拟 课时
第 课时
明确目标
1、知识与技能：Train students the ability to cooperate with each other and to search for information
2、过程与方法: cooperative study, writing
3、情感态度与价值观：Get students to learn how to write
重点难点
重点：How to make students learn writing in a more practical and effective way;
难点：How to help students understand the tips for writing.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step1 warming---up
1: show two pictures (emblem &mascots) of the 16th Asian Games.
2: Show some other pictures to talk about the following questions:
What is your favorite sport?
Who do you often play with?
When do you usually play it?
Where do you often play it?
ask several ss to answer the questions…)
also ask one or two ss to summarize the four questions and make up a short passage ,reading in class)
step2 pre---writing
brain—storm(vocabularies and phrases)
When we mention sports, what vocabularies and phrases can we use?
Step3 while---writing
书面表达：
请你根据下表的提示介绍进入NBA的中国球员易建联的情况。要求：主题鲜明，语句通顺，意思连贯，适当发挥，拼写正确，书写工整。80词左右。
易建联
生日
1987.10.27
出生地
广东
身高：2.12m
2.12m
经历
2003年成为大学生
2004年1月选入国家篮球队
2007年7月进入NBA
爱好
喜欢听流行音乐、玩电脑
其他
现在还在努力学习英语
Step4 while---writing
Give ss 5 minutes to write the passage .also ask one or two ss to write the passages on the Bb.
Step5-post—writing
Correct the passages on the Bb.
Ask other ss to read their passages in class.
Give them the example.
Step6 summarize
书面表达六步法
1确定文体及基本要素2抓要点，确定主要词汇：
3扩展成句4连句成文
5查漏改错6抄写至答题卷
Step7 Homework
请你用英语介绍广州的基本情况，内容如下：
1.广州是一座古老(ancient)的城市。
2特点：一年四季如春，繁花似锦，故有“花城”之称；“五羊”是广州的象征(symbol)。
3.名胜：陈家祠、白云山、越秀公园、六榕寺Liu Rong temple等
要求语句通顺、内容准确，80词左右
教学后记：
Unit 5 Canada The True North Gammer
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit5 The Appositive Clause”
拟 6 课时
第 4 课时
明确目标
1、知识与技能：Enable students to know about appositive clause
2、过程与方法: observing, practicing; Summarizing
3、情感态度与价值观：Nurture students ability to know about and try to use appositive clause.
重点难点
重点：
难点：.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step1. Lead in
Ask students to mark out the composition of following sentences.
1. Mr. Liu, our maths teacher, is a charming gentleman.
2. The thought that they could cross the whole continent was exciting.
3. The thought that they could cross the whole continent was exciting.
4. Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5,500 kilometers from coast to coast.
5. The girls were surprised at the fact that ocean ships can sail up the Great Lakes.
Step 2 Ask students to share the common features of these sentences.
Step3. Do some exercises.
1. Match the parts of the sentences below. Some of them be used in different ways. Then explain why you made your choices.p37
2. Multiple choice.
1) There is no doubt ______ a cure for AIDS will be found.
A. which B. that C. what D. whether
2) I have a feeling _______ we’ll never know what a UFO is — not ever.
A. that B. which C. of which D. what
3）Along with his flowers came a promise __________ he would visit me this morning.
A. which B. that C. what D. whether
4）Danby left a message ________ he would call again in the afternoon.
A. who B. that C. as D. which
3. Chat with your partner by using appositive clauses
1) My wish __________________ is very strong.
2) My parents have the hope ________________.
3) My plan _______ wasn’t carried out last year.
4) I am always troubled by a question ________.
5) I make a decision _____________ in this term.
6) I always believe the fact __________________.
Step4 Summary.
在同位语从句 ：1. 先行词和从句的关系---- 从句具体说明，解释先行词
2. that在同位语从句中虽然不担当句子成分，但也
不能省略；
Step5. Homework:
Ask students do more exercises on page71and 72.
教学后记：
Unit 5 Canada The True North Language point
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit5 Language Points
拟 6 课时
第 2 课时
明确目标
1、知识与技能：
Enable the students to learn some important expressions and sentences
2、过程与方法: group work to observe, analyze, conclude and practice.
3、情感态度与价值观：Help the students to learn about how to use the learned expressions to describe a place.
重点难点
重点：Teach students words and expressions.
难点：How to enable students express a place.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step I: Revision
1. Lead students to read the words and expressions in the unit.
2. To help students to review the text content.
Step II: Explanation
1. The thought that they could cross the whole continent was exciting.
2. He was going to take them take and their baggage to catch “The True North”, the cross- Canada train.
Step III: Language points.
1. rather than would do A rather than do B
prefer to do A rather than do B
Rather than fish, we’ll have meat and soup for lunch today.
Rather than ride on a crowded bus, he goes to work by bike every day.
I would like to stay at home rather than go to the park today.
I prefer to go out rather than stay in the classroom.
2. surround To be all around on every side
The trees surround the house.
The enemy was surrounded by the army.
We are surrounded by comforts.
3. settle down to establish a home and live a quiet life
to become used to a way of life , job, etc.
to sit down comfortably
He has settled down in the countryside.
He is settling down well in his new job.
He settled himself down in his chair.
4. manage to do to succeed in taking, using, or doing sth
The little boy had somehow managed to tie his shoelaces together.
I managed to get in contact with the lady, who’s in charge of this project in the company.
5. have a gift for to have a natural ability to do sth.
I have a gift for music.
She has no gift for painting.
He was a man of excellent gifts.
6. confirm to give support or certainty to a fact, a belief, statement, etc.
His letter confirmed everything.
Let me confirm that. You say you arrive in New York today, don't you?
He looked around to confirm that he was alone.
7. in the distance keep one’s distance
at a distance
I could see the bus coming in the distance.
The dog looked dangerous, so I decided to keep my distance.
The picture looks better at a distance.
8. impress to influence deeply, esp. with a feeling of admiration
We are very impressed by his behavior． The students worked hard to impress their teacher.
I was deeply impressed by the scenery here.
Her words impressed themselves on my memory.
Step IV: Practising – Translating the following sentences with above phrases.
1. 远处有一座塔.
2. 他的话给我们留下了深刻的印象.
3. 谁可以证明你是对的?
4. 我们的学校三面环路.
5. 周末我宁愿呆在家里,也不愿去购物.
6. 黎明在画画方面非常有天赋.
7. 我们要设法解决这个问题.
8. Tom一家在新加坡定居了下来。
Step V: Homework
Ask students do more exercises in workbook.
教学后记：
Unit 5 Canada The True North Reading 1
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit5 Canada -- “The True North”
拟 6 课时
第 1课时
明确目标
1、知识与技能：1. Enable students to talk about Canada
2. Enlarge students knowledge of Canada
3. Teach student reading skills
2、过程与方法: task-basic teaching style
3、情感态度与价值观：Nurture students knowledge about Canada...
重点难点
重点：Teach the basic reading skills: skimming and scanning.
难点：How to enable students express a place.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step1. Warming up.
Show students pictures of Kim and ask them following questions:
1. Who is she?
2. Where is she from?
3. Do you know how much about her motherland?
Ask students to do a quiz about Canada by using the exercises in page33.
Step2. Pre-reading
Ask students to read the map in page33 and try to describe the position of Canada.
Canada lies in the ______ of North America, Which is on the _____ of USA. On the ______ is the Pacific Ocean and on the _____ is the Atlantic Ocean.
Step3. Reading.
Task1. Ask students to listen to the whole passage and give the main idea to the passage and each paragraph.
1. Fill the blanks.
The passage tells us what Li Daiyu and Liu Qian saw and heard when they took a trip across _______ by ______.
2. Choose the main idea to each paragraph.
Paragraph one:_________________________________________
Paragraph two:__________________________________________
Paragraph three: ________________________________________
Paragraph four: _________________________________________
Paragraph five:________ _________________________________
A. About Thunder Bay. B. Their next stop.
C. About Calgary C. Their plan to have a trip in Canada
E. About Vancouver
Task2. Ask students to read passage part by part and try to deal with following problems.
In Paragraph2
1. Ask students to modify Vancouver with four Adjective words.
2. What is “The True North”?
3. What activities can you enjoy yourself with if you have a chance to travel in Vancouver?
In Paragraph3.
1. What did they see on their way to Calgary?
2. What is Calgary famous for?
In Paragraph4.
1. Canada is a (an) _____ country but with _____ population, so it is ________.
2. Most of Canadian live within a few hundred kilometers of the USA_____.
3. Canada is a country grow a great area of _______ ( rice or wheat)
4. Thunder Bay is a ____ _______ city lying at the _____ of Great Lakes, which has ________ of the world water.
Step4 Comprehending
1. Read the passage again and write down the answers to the given questions in page 35
2. Use the information to fill the following chart.
Basic Facts about Canada
Distance from the east to the west coast
Oceans on the east and west coasts
Population
Location of largest fresh water supply
Key point about Vancouver
Key point about Calgary
Key point About Thunder Bay
3. Discuss the following questions in pairs
1) Which part of the reading passage interests you most?
2) If someday you go to Canada, where will you go?
Step5. Homework
1. Ask students to read the passage
2. Ask students to circle the important language points in the passage.
教学后记：
Unit 5 Canada The True North Reading 2
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit5 “ The True North”
From Toronto to Montreal
拟 6 课时
第 5课时
明确目标
1、知识与技能：Help students to know more about Canada and learn
2、过程与方法: skimming, careful reading.
3、情感态度与价值观：Nurture students’ knowledge about Canada...
重点难点
重点：Teach the basic reading skills: skimming and scanning.
难点：How to enable students master the skills of extensive reading
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step1. Revision.
Step2. Lead-in
From last reading part, we have learned that the cousins had a trip in Canada from the west coast to the east coast. On their way, they have passed through Vancouver, Calgary and Thunder Bay. Today, we will get to know about their experience from Toronto to Montreal. Now, please read the whole passage and deal with the following tasks.
Step3. Reading
Task1. : Skimming
How many parts can the text be divided into?
Part 1: Para. 1-4 Toronto
Part 2: Para. 5-6 Montreal
Task 2: Scanning
Time
What happened
The next morning
around noon
late that night
at dawn the next morning
the afternoon
the night
Task 3: Ask and answer.
What can sometimes be seen from the CN Tower in Toronto?
2. Why is there good Cantonese food in Toronto?
3. Which direction is the train going from Toronto?
4. What three things show that Montreal was a French city?
Task 4: What did they see and do in the two separate cities?
In Toronto
In Montreal
1. went up the ________
and looked across the lake
2. saw the ___________
3. saw the covered stadium
4. invited to have dinner at
the Pink Pearl at Chinatown
1. spent the afternoon in a
lovely ______ and visiting artists in their ______
2. looked over ___________
3. chatted with Henri, a _____
Task 5: Fill in the blanks.
Toronto is the _______________ and __________ city in Canada. There is the tall __________ and the famous _____________, which is beautiful with a _____ cloud that ______ from it. There is also a ________ stadium and three ___________ where you can get good Cantonese food.
Montreal has kept its French culture. People speak both _______ and English. There are ______ and ___ in French. It’s nice to sit in a café, looking over the ______ St Lawrence River.
Step4. Homework
1. Ask students to read the two passages.
2. Ask students to do the exercises on page71 in workbook
教学后记：
Unit 5 Canada The True North Using language
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit5 Using language
拟 6 课时
第 3 课时
明确目标
1、知识与技能：Ability to use the learned words
2、过程与方法: obersving, analyzing, concluding, practicing, writing
3、情感态度与价值观：Enable students have ability to use the expressions learned in the unit.
重点难点
重点：Teach the basic reading skills: skimming and scanning.
难点：How to enable students express a place.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step1 Discovering useful words and expressions
Task 1: Observe the words below, and guess their meanings.
multi = many
meaning meaning
multicoloured
made of many colours
multichannel
multiform
multinational
multistorey
multimedia
multipurpose
multifaith
multimember
-ward(s) = in a direction
meaning
forward(s)
eastward(s)
westward(s)
southward(s)
backward(s)
outward(s)
northward(s)
inward(s)
toward(s)
Task2 lead the students to draw a conclusion.
Task3. Do more exercises
What do we call it?
1. With the development of hi-tech, we can enjoy various TV programs through a lot of channels.
2. To save space, people have to live in the buildings with many stores.
3. In our country, there are altogether 55 minorities.
4. In many countries like America, the Republican Party is not the only party.
5. Newly developed software can be used for solving different problems.
6. Our school provides teachers with several media, such as TVs, radios, computers and projectors.
Finish these sentences with proper words.
1. His foot caught in a rock and he fell _________.
2. In winter, swallows will fly ____________.
3.The door of your classroom opens __________.
4. Recently the price of houses is moving _______.
5. After he leaves his house, he begins a gentle ______ walk to the subway station.
Step2. Find words in this unit that have the same meaning as the definitions below.
1. ________ Bags that people take with them when they travel.
2. ________ a government member who is in charge of a government department.
3. ________ a short informal test.
4. ________to talk to in a friendly, informal way.
5. _______ on or onto a ship, plane, bus or train.
6. _______ general appearance of nature around you, especially beautiful
nature.
7. _______ in or by a very small amount, so small that it almost cannot be seen.
8. ______ to be all around somebody or something on every side.
Step3. Use the words below in the correct form to complete the following paragraph. Not all the words will be used.
acre border harbour measure
surround urban within
The city of Rome, Italy, completely _________ the smallest country in the world, the Vatican City State. It has an area of 0.44 square kilometres with a ______ _________ 3.2 kilometres long. Because the Vatican is entirely ______ Rome, it has no ________ for ocean ships. The country is really just one small city: its _____ area covers 100 percent of the country.
Step4. Writing
根据下面提示写一篇80个单词左右的小短文。
1. 加拿大是世界第二大国，位于北美洲北部，南部与美国接壤。
2. 加拿大三面被海洋包围，也是世界上淡水储存量最多的国家。
3. 加拿大人口很少，只有两千九百万，而且大部分人口居住在温哥华。
4. 加拿大的温哥华是个非常美丽的地方，那里有世界上最古老的，最美丽的森林。
Step5. Home work
1. ask students to keep the new words in mind.
2. ask students to read the passage.
教学后记：
Unit 5 Canada The True North Writing
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit5 Basic Writing”
拟 6 课时
第 6 课时
明确目标
1、知识与技能：Teaching students writing skills
Teaching students how to describe a place
2、过程与方法: Analyzing the structure of the given material; Translating important phrases; Making sentences; making a whole passage.
3、情感态度与价值观：nurture students skills to writing a passage.
重点难点
重点：Teach the basic writing skills
难点：How to enable students describe a place.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
Step1. Warming up.
Task1. Reading the following sentences.
1. Canada is 5,500 kilometers from coast to coast.
2. People say it is Canada’s most beautiful city, surrounded by mountains and the Pacific Ocean.
3. The coast north of Vancouver has some of the oldest and most beautiful forests in the world.
4. Canada’s population is only slightly over 30 million.
Task2. Show students pictures related to Tibet and lead students to be familiar with the writing skill to describe a place.
Step2. Give students writing materials
归属
中华人民共和国
地理位置
中国西南方，被誉为世界屋脊（Roof of the World）
人口
约2，800,000
面积
120多万平方公里
省会
拉萨（Lhasa）, 被誉为世界上最高的城市
特征
700 多年的悠久历史；风景秀丽，很多享誉海内外的名胜古迹，如布达拉宫（the Potala Palace）
发展
1951年5月23日解放以来，西藏在政治经济文化等方面取得了很大的进步。
Task1. Writing procedures.
1. Key phrases.
a. 位于 …..lies in / be located in
b. 属于 belong to c. 有…人口 have/ with a population of
d. 面积、占有…平方公里 It covers/ have a total area of …square kilometers e. 有…年的历史 have/ with a history of..
f. 以…而闻名be famous for/ be known for
g. 自从…解放以来 since the liberation of
h. 在…方面取得很大的进步 have made great progress in…
Task2. 谋篇
1. 归属：中华人民共和国
地理位置：中国西南部，被誉为世界屋脊（Roof of the World） the “ Roof of the World”, the People Republic of China
2. 人口：约2,800,000 面积：120多万平方公里
3. 省会：拉萨（Lhasa）,被誉为世界上最高的省会 “The highest city” in the world.
4. 特征：700多年的悠久历史；风景秀丽，很多享誉海内外的名胜古迹，如布达拉宫。 More than 700 years, Tibet has a number of world-famous places of interest, such as the Potala Palace.
5. 1951年5月23日解放以来，西藏在政治经济文化方面都取得了很大的进步。On May 23, 1951, it politics, economy and culture.
Task 3 成文。
Tibet, the “Roof of the world” lies in the southwest of the People’s Republic of China. With a history of over 700 year, Tibet has a number of world-famous places of interest, such as the Potala Palace. It covers an area of more than 1.20million square kilometers with a population about 2,800,000. The capital city of its is Lhasa, which is “The highest city” in the world. Since the liberation on May 23, 1951, it have got a great progress in politics, economy and culture .
教学后记：
