Unit 1 Women of achievement extensive reading
授课题目
Book 4 Unit1 Women of Achievement
---- Why Not Carry On Her Good Work
拟 7 课时
第 5 课时
明确目标
1、知识与技能：Teach students more information about Lin Lin Qiaozhi.
Teach Student extensive reading skills.
2、过程与方法: Skimming, Careful-reading
3、情感态度与价值观：Nurture students’ emotion to learn from great women.
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 to the words learned in the unit.
Step2. Reading
Task1: Pre- reading.
Ask students to look at the picture in page6 and ask questions:
Who is the old lady?
What do you know about her?
Task2: Skimming
Read the passage quickly, and give the main idea of it.
One evening the author read by chance a small book about Lin Qiaozhi, a ________ in women’s diseases, and wanted to _______ on her good work to be a __________.
Task3 Careful reading
1. Find the words or phrases in the text to replace the underlined parts.
1) I went to all the bookstores of the town to buy the book, but failed. Today, I found it by chance in my friend’s house.
2) Last night the heavy rain destroyed the country road and the only doctor in the village had to help a woman to give birth to a baby.
3) After my partner left I tried to continue our work as usual.
4) The book is designed for children.
3. Read again and answer the following questions by using sentences from the passage.
1) When did the writer decide to study at a medical college?
2）How did the writer find the article about Lin Qiaozhi?
3）For whom and for what purpose did Lin Qiaozhi write a small book about how to look after babies?
4）Why was it difficult for Lin Qiaozhi to get medical training?
5）What helped Lin Qiaozhi succeed later on?
6）Why do you think the writer chose to study at medical college?
Task4 Post-reading
1. Discussion: Which adjectives could you use to describe Lin Qiaozhi?
2. Work in groups to discuss what are the important qualities a good doctor should have.
3. As a girl, what problem you will meet to be a doctor?
Step3. Summary and homework
1. Remember the following words and expressions.
do research on, by chance, come across, cut the death rate, intend, emergency, generation, kindness, consideration, deliver, carry on
2. Write a composition about the person you admire based on your classroom talk.
教学后记：
Unit 1 Women of achievement Grammar
授课题目
Book4 unit1 Grammar
——主谓一致
拟 7 课时
第 6 课时
明确目标
1、知识与技能：复习主谓一致语法现像
2、过程与方法: 观察，分析，总结，练习
3、情感态度与价值观：.让学生进一步了解主谓一致语法现象，并试着应用。
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. Revision
Choose the correct verb form. Can you summarize the rules?
1) I am/are seventeen.
2) She is/are sixteen.
3) There is/are a desk in the room.
4) There is/are no chairs in it.
5) John gets/get up at six o’clock every morning.
6) They has/have not come yet.
8) What is/are the latest news about the Olympic Games?
Step2. Collective nouns
1. Compare the following sentences. Note the subject and the verb.
1）Our group are all going to visit them in the forest.
2）Our group is going to be very tired and dirty by the afternoon.
2. more examples
My family is a large one.
The family are sitting at the breakfast table.
The army is going to remain in this town.
The army have tried their best to rescue the travellers.
The audience is large.
The audience are singing along with the singer.
3. Summarizing
Subject Collective nouns: family, group, army, class, the public, police, college, school, crowd, government, audience, team, etc.
Verb Singular: when looked as a whole
Verb Plural: when the emphasis is on the individual
Step4. Pronouns
1. Look at the following sentences. Note the subjects and verbs
Everything is ready.
Has somebody told you about the result?
Nobody was alive after the accident.
Does anybody else want to go?
Each student in our class has a dictionary.
2. Summarizing
Subject ：anyone, anybody, anything, everyone, everybody, everything,
someone, somebody, something, no one, nobody, nothing, each, the other
Verb： Singular
1. Look at the following sentences. Note the subjects and verbs
Both of them were tired after the walk.
Many of us were absent yesterday.
All of us are here for lunch.
All is going well.
2. Summarizing
Subject： both, many, few Verb: Plural
Subject： little, much Verb: Singular
Subject： all, neither, none, Verb: Singular or plural
some, any,
wh-pronoun
3. practicing
After the talk the audience ________(is/are) to be divided into two groups. One group ________ (is/are) for the very young with nobody older than eighteen. The other group ________ (is/are) for their parents. Both groups ________ (is/are) to discuss the generation gap (代沟). Neither _______ (is/are) sure how well ________ (he/she/they) understand each other. But neither ________ (does/do) they think that it cannot be resolved. All the trouble ________ (seems/seem) to come from misunderstandings. So what ________ (seems/seem) to be most important ________ (is/are) to have an understanding family. It is the same with a team or a company. A football team ________ (plays/play) very well if ________ (it/they) ________ (understands/understand) each other. A company ________ (becomes/become) a big family for the same reason.
Step5 Other examples
1. Fill in the verbs. Find the rule.
Not only you but also he _____ late for school.
Neither the table nor the chairs _____ made of wood.
There _____ a lamp, two pens on the desk.
Here ______ some English books for you.
A young mother with her two boys______waiting downstairs.
Tom as well as his sister______going to join the music club.
Two years______a short time to some people.
Three thousand miles ______ a long distance.
2. Practise.
I think everyone _____(is/are) settled in London, although neither the weather nor the food ___ (is/are) good. Either rain or snow fell every day this week but everybody____ (has/have) tried to ignore it. My friends and my mother _____ (has/have) visited almost all the museums in London. None of them ___________ (carry/carries) an umbrella but nobody_____(has/have) let that affect their activities. We are enjoying ourselves so much that I wonder if anybody______(want/wants) to come home. This group of tourists______(love/loves) the culture and _____(is/are)happy in England and would like to visit London every summer.
Step6. Summary of subject-verb agreement rules
Read through the Grammar summary on pages 88-89.
Step7. Homework
Finish Exercise 2 on page 5 and Exercises 1 and 3 on page 43.
教学后记：
Unit 1 Women of achievement language point
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 Unit1 Women of achievement
拟 7 课时
第 3. 4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 person
重点难点
重点：Teach students important words and expressions
难点：How to enable students express a person
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
Ask students to retell the story of Jane of Arc.
Jane Goodall ________ of working with animals in their own environment since her_______, ______ was not easy and unusual for a woman. However, ________ her mother’s support, she first arrived in Gombe in 1960, and from ______ on, she spent years _________ and recording their people think about chimps. As to Jane, what concerned her most was that the world can understand and respect the life of these animals ________ than use them for ________or advertisements.
Step II: language points.
1. Fill in the chart with a suitable verb or noun form. Pay attention to the connection between them. （p.4 Ex. 2）
verb
Noun
achieve
behaviour
observation
specialize
advertisement
connect
organize
inspiration
argument
permit
2. Summary
动词变名词可用的词缀。
-ment -ation -ion -ist -er -or -ant -ance -ee -ing -ure
3. Find the word or phrase from the previous pages of this unit for each of these meanings.
_____close connection that people have with each other
_____ to fill sb with feelings or aims
_____ (of thoughts, questions, etc) to fill one’s mind
_____ the period of time when someone is a child
_____ giving opinions openly and honestly
_____ to move away from a place; to leave
_____ task that requires a lot of time and effort
_____ to watch carefully
Step III: Language points.
1. achieve sth (success, goal, aim, purpose, etc)
1) He achieved his ambition of making a robot.
2) Because he was hard-working, he achieved full
marks in the exam.
n. achievement
1) The achievement as a teacher is to show his
students how to learn.
2) A sense of achievement will encourage students to
learn more.
2. campaign n. & v.
1) Now we have launched a campaign against
the drug.
2) We should carry on a campaign for protecting the environment.
3) Jody Williams helped found an international campaign to stop the making of landmines.
4) The organization campaigned to protect women’s rights.
3. dress
Is the boy old enough to dress himself yet?
The bride was dressed in white.
3) She got dressed and went out.
4) Joan of Arc dressed as a man.
5) People dress up to celebrate Mardi Gras
4. put sb/sth to death
All the chicks and ducks were put to death because of bird flu.
5. deliver
1) We deliver the goods to your door.
2) She was delivered of a healthy girl.
3) He delivered a talk on chimps to the society.
6. behave
1) He behaved well/badly.
2) He behaved himself in public.
well-behaved / badly-behaved
a well-behaved girl
a badly-behaved class
7. argue vi.
1) Yesterday I argued with my father about/over
money.
2) We argued against buying a computer.
3) We argued for / in favour of protecting the world environment.
8. worthwhile
1) A worthwhile experiment
2) Working on the farm is worthwhile.
3) It is worthwhile to print this book.
9. observe v.
1) He observed Tom leaving the hotel.
2) Near the ant hole, you can observe ants take
food back to their hole.
3) He came into the room and immediately
observed that his TV was gone.
4) When driving, we must observe traffic
regulations.
10. lead a … life
Nowadays people lead a happy life.
11. crowd in
Memories of last year crowed in.
12. look down upon/on
Her parents tell her not to look down upon
people without a college education.
13. intend
1) I don’t intend to wait here all day.
2) I did not intend you to go out.
3) Don’t read the letter. It is not intended for you.
4) This book is intended for children, not adults.
14. carry on
1) They ignored me and carried on with their conversation.
2) They ignored me and carried on talking.
3) It was too noisy to carry on their conversation.
15. refer to
1) He referred to me during their conversation.
2) If you have any problem, you can refer to this book.
Step IV: Practising
Complete the sentences with the words in their proper forms.
1) A sense of________ (achieve) is very important for a student.
2) It is strange that the old lady is ________(dress) in red.
3) His life ________(devote) to helping the poor.
4) It is worthwhile__________(walk) to work every day.
5) The school being built is ______(intend) for the homeless children.
6) He observed her face _________(turn) red.
2. Complete the passage.
audience intend kindness consideration
deliver emergency come across sickness
My neighbour Pat Anderson always shows great ______ and __________to others. One day we had an ________ in our family. My sister Lily was going to ______ a speech at an institute. I ______ to take her there, but our car would not start. I rushed into the street to hire a taxi. Then suddenly I ________ Pat. She was going to hospital, because she feared that she had caught the ______ that was going around the local area. After she heard our problem, she rushed home to get her own car and took us there. The ______ was already in the hall. We were only just in time!
Step V: Homework
1. Summarize noun suffixes.
2. Finish Exercises 1 and 3 on page 42
教学后记：
Unit 1 Women of achievement Reading
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit1 Women of achievement
-----A Student of African wildlife
拟 7 课时
第 2 课时
明确目标
1、知识与技能：Enable students to know Jane Goodall.
Practise students’ ability to give a general idea to a text through fast reading.
2、过程与方法: discussing, fast-reading; careful-reading.
3、情感态度与价值观：Nurture students’ emotion to became a responsible person
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. Check the homework.
1. words revision;
2. words review.
Step2. Pre-reading
1. Revise the story of Jane Goodall learned last period.
When she was a ________, Jane Goodall wanted to study chimps in _________ rather than in university. Her research showed the _______ between chimps and _____________ and works to _________ chimps everywhere.
2. Discussion
Why do you think Jane Goodall went to Africa to study chimps instead of going to university? Do you think she was right? Give your reasons.
3.prediction
Look at the title and the pictures. Then answer the following questions.
1) What do you think the passage will tell us?
2) What is Jane Goodall doing in the picture on the top right?
3) What is Jane Goodall doing in the picture on the bottom left?
Step3. Fast- reading
1. Read the passage quickly and try to use one or two sentences to describe the main idea of the passage.
From the passage we know that Jane Goodall went to Africa to study chimps and she spent many years to speak out and make the rest of the world understand and respect the life of these animals.
2. Listen to the passage and try to match the main idea of each paragraph.
Paragraph1 a. Jane’s achievements
Paragraph2 b. How Jane tries to protect the lives of chimps in their natural habitat
Paragraph3 c. What Jane discovered about chimps
Paragraph4 d. How the group followed Jane's way of studying chimps in the wild
Step4 careful-reading
1. Group works: divide students into 4 groups, and then ask them to choose any questions from the below, and compete to give the answers.
1) How did Jane discover the society of chimps?
2) How do the chimps show their love?
3) “Jane has studied these families of chimps for many years and helped people understand how much they behave like humans.” Can you use a word to take the place of “behave”?
4) How did Jane try to protect the lives of chimps in their natural habitat?
5) When did Jane want to work with animals in their own environment?
6) What about Jane’s life now?
Step5 Post-reading
1. Do the exercise1 and 3 on page3
2. Discussion
1) What did Jane have to give up when she went to live in the forest? 2) Do you think what problems you will meet if you are asked to study wild animals in the wild?
Step6 Homework Read the text and try to retell it next period.
教学后记：
Unit 1 Women of achievement warming-up
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 Unit1 Women of achievement
拟 7 课时
第 1课时
明确目标
1、知识与技能：1. Enable students know about some women of achievement
2. Teaching students new words in the part of warming-up
2、过程与方法:words teaching, words using, speaking
3、情感态度与价值观：Nurture students knowledge about what the women of achievement is..
重点难点
重点：Guide students to talk about women of achievement
难点：How to enable students using the words learning in this part to describe a woman of achievement.
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. Words learning in this part.
1. ask students to try to pronounce the new words.
2. teach students to read the new word.
3. give students a dictation.
1) 组织______________ 2) 战役，运动 _____________
3) 人类 _____________ 4) 专家____________________
5) 连接 _____________
4. Fill the blanks with the correct form from above words.
1) His ________ is great in physics.
2) He set up (a) an ____________ to help students from poor family.
3) She is a (an) __________ in women and children’s illness.
4) He _______ himself with welfare project.
5) She has taken part in an international ________ to stop the making use of landmines.
Step 2. Warming up.
1. lead students into the unit. ( Please look at the title of the unit. Can you translate it Chinese?
2. Ask the students to recall what they learn about great persons last term.
3. Ask them to talk about quality of great persons.
4. Ask students to read the content about the six women and then fill the blanks.
1) Joan of Arc was a girl from _________, who always _______ as a boy. She was so brave that she went to in order to protect her motherland. Finally, she was _____ and killed by English.
2) Elizabeth Fry was a Quaker. She is a ________. In 1947, she ________ the Nobel Peace Prize because she helped to ________ prison condition.
3) Song Qingling was Dr Sun Yat-sen’s _______. She was so kind that She _________ herself with welfare project.
4) Lin Qiaozhi was a _________ in women’s illness and she ______ all her life to medical work.
5) Jane Goodall is from __________ . She ______ to Africa and _______ chimps. Her research showed the ________ between chimps and human beings.
6) Jody ma and her ________ were given __________ in 1997 because she helped to found an international ______ to stop the making of landmines.
Step3. Speaking.
1. Ask students to talk about what they want to be or what their wife they want to be in the future and whether they want to be a great person.
2. Ask them to have a discussion what is the common and what makes great persons different.
3. Ask them women or men, who will meet more difficulties on the their way to success.
Step4. Homework.
1. Revise the words learned in the period.
2. Review the words and text in the reading part.
E
教学后记：
Unit 1 Women of achievement wrting
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit1 Women of Achievement
----- writing about a person
拟 7 课时
第 7 课时
明确目标
1、知识与技能：Teaching students writing skills
Teaching students how to describe a person
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 person
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. Joan of Arc was a girl from the countryside who dressed as a man and went to fight for the French.
2. She concerned herself with welfare project.
3. She devoted all her life to medical work for Chinese women and children.
4. She went to Africa and studied chimps instead of going to university.
5. Jane has studied these animals for many years and helped people understand how to behave like human.
6. She lived from 1901 to 1983.
Step2. Words used to describe a person’s personality.
hard-working energetic active determined intelligent fair kind helpful confident brave honest unselfish devoted educated warm-hearted modest considerate strong-minded self-reliant self-respected responsible
step3. Writing.
1.Completeing the sentences
Deng Yaping _________ (出生于) Henan province on Feb. 6th 1973.
She is ___________________( 一名优秀的乒乓球运动员)。
She was a ___________ （乒乓球冠军）of the 11th Asian Games and the 41st World Table Tennis Championship.
In the 25th Olympic games she ____________( 获得了两块金牌).
________________________( 她的勤奋和决心)to succeed helped her to overcome many disadvantages.
_______________ ( 在她成功的路上), she proved that height was nothing and hard work was everything.
2. Making a basic writing.
邓亚萍，女，生于1973年2月6日,河南人，一位杰出的乒乓球运动员。她分别在11届亚运会和41届世界乒乓球锦标赛上获得冠军, 并在25后奥运会中获得两枚金牌。为什么她能在个子不高的状况下取得如此辉煌的成就呢? 是她的勤奋和决心弥补了她的缺陷，指引她走向功。4岁时，她在父亲的指导下开始打乒乓球；8岁时就夺得业余体校全国冠军；1998年，成为国家集训队员。在成功的路上，她向我们证明了：个子矮小并不重要，勤奋才是成功的
Deng Yaping, 28, from Henan Province, is a talented woman player for table tennis. She was the table tennis champion of the 1 l th Asian Games and the 41st World Table Tennis Championship. And in the 25th Olympic games she won two gold medals. Why can she make such brilliant achievements with the disadvantage of her Short figure? Her hard work and determination to succeed helped her to overcome many disadvantages. At the age of 4, she began to play table tennis under the guidance of her father. When she was 8, she won the championship in the national competition of the amateur sports school. In 1988 she became a member of the National Training Team. On her way to success, she proved that height was nothing and hard work was everything.
教学后记：
Unit 2 Working the land A Pioneer For All People
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit2 Working the land
-----A Pioneer For All People
拟 课时
第 课时
明确目标
1、知识与技能：Enable students to know Yuan Longping.
Practise students’ ability to give a general idea to a text through fast reading.
2、过程与方法: Discussion, fast-reading; careful-reading.
3、情感态度与价值观：How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.
重点难点
重点：Teach the basic reading skills: skimming and scanning.
难点： Help students really master the usage of 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
Step1. Check the homework.
1. words revision;
2. words review.
Step2. Pre-reading
1. What is the main food in all East Asian and Southeast Asian countries?
2.prediction
Look at the title and the pictures. Then answer the following questions.
1) What do you think the passage will tell us?
2) What is Yuan Longping doing in the picture on the top right?
Step3. Fast- reading
Read the text silently in 4 minutes , and find out the main idea of the whole passage
The text is about _______________ who made a great contribution to producing better _____.
2. Read the text again and try to match the main idea of each paragraph.
Para1 A. Dr Yuan’s dreams.
Para2 B. Dr Yuan’s personality.
Para3 C. Dr Yuan’s biography.
Para4 D. Dr Yuan’s appearance and his achievement
Step4 careful-reading
Read paragraph to paragraph and ask students to answer following questions:
Para. 1 Dr Yuan’s appearance and his achievement
Q1: What does Dr Yuan look like?
Q2: What is his achievement?
Para. 2His biography
Time
information
1930
1953
As a young man
In a recent harvest
now
Para.3 Dr Yuan’s personality（个性）
1.Which of the following description about Dr Yuan’s personality is not true?( )
A. He is satisfied with his life because he is now rich and famous.
B. He cares little about money and fame.
C. He would rather work than lead a comfortable life.
D. He enjoys a simpler life than most rich and famous people.
2.Hobbies:
1.listening to violin music 2.playing mah-jong 3.swimming 4.reading
Paragraph 4
1.Topic sentence
Just dreaming for things, however, costs nothing.
2.yuan longping’s two dreams
The first dream: The second dream:
Step5 Post-reading
1. Do the exercise1 1 on page11
2. Use some adjectives to describe Yuan Longping
Step6 Homework Read the text and try to retell it next period.
教学后记：
Unit 2 Working the land warming up
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit2 Working the land
-----new words and warming up
拟 课时
第 课时
明确目标
1、知识与技能：Enable students to know what is farming
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 students know how to treasure the food
重点难点
重点：how to read the useful words and expressions
难点：suggestion about how to rid of hunger in the world
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. New words
1. let students pronounce words individually
2.ask some students to read the new words
3. explain some useful words and expressions to students.
Step2. Leading in
1. Enjoy a poem
Farmers weeding at noon,
Sweat down the field soon,
Who knows food on a tray,
Due to their toiling day.
2. Brainstorming
What will you think of when you see the word “farming”?
farming
3.discussion
Look at some pictures about agriculture. Then have a discussion
Agriculture in the modern times
Agriculture in the past
Step3. Warming up
look at the pictures in the textbook and discuss the following questions:
Have you ever been to the countryside? What did you see or do there?
Are you from a farmer’s family? What do you know about farming?
3. Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to try growing? How would you grow it?
Step4. Discussion(look at some pictures about starvation)
1.(read the statistics in the textbook )Did you know these facts before? What problem do they show?
2.Rice is the main food in all East Asian and Southeast Asian countries. What do you think would happen if tomorrow there was suddenly no rice to eat?
3. We have enough rice to eat. But what are we doing now?(enjoy some pictures about wasting food)
Step5. Read the new words again.
Step6 Homework Read the text and try to retell it next period.
教学后记：
Unit 2 Working the land-language points
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit2 Working the land
-----language points
拟 课时
第 课时
明确目标
1、知识与技能：Enable 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 useful expressions to make sentences
重点难点
重点：Enable the students how to use the useful expressions
难点： Enable students how to make sentences by using the useful expression
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:
1. words revision
2. fill in the blank
Resume
Name: Yuan Longping
Nationality: Chinese
Year of birth: 1930
appearance: Sunburn, slim, strong
Education: Southwest Agriculture College
Personality: Care little about money and fame
Achievements: Super hybrid rice
Dreams: Produce export
Hobbies: Violin, mah-jong, swimming, reading
Step2. Language points:
Learn the usages of the following language points and answer some questions in groups.
1.At that time, hunger was a disturbing problem in many parts of the countryside.(P10)?
【词语拓展】
hunger ?n./v?.饥饿；渴望；使……饥饿?hungry ?adj?.饥饿的；渴望的?die of hunger 死于饥饿?go hungry挨饿
根据括号内的汉语提示完成句子。?
（1）The little boy who ran away from home soon felt ____________ .（饥饿）?
（3）Many people in Africa had to(挨饿) ________and some even _________(死于饥饿)because of the lack of grain.
2.Dr.Yuan searched for a way to increase rice harvests without expanding the area of fields.(P10)?
【词语拓展】search for；in search of；look for?
search for 搜寻（动词词组）?
in search of 搜寻（介词词组）?
search...for 搜查某地/某人寻找某物?
The dogs were in the forest in search of/looking for/searching for clues of the criminals.
=The dogs searched the forest for clues of the criminals.
=The dogs were in the forest to look for clues of the criminals. ?
?【小试身手】选用上述短语填空。?
(1)The poor professor felt everywhere on the floor _____________ his glasses.
(2)The police ____________ the thief ____________ the lost wallet.?
(3)What are you _____________？You，ve been on net for ages.
3.Thanks to his research, the UN is trying to rid the world of hunger.(P10)?thanks to=because of由于；多亏 ?
【即学即练】?完成下列句子。?
(1) ____________(多亏你的帮助),we were successful.?
(2) _______(幸亏他体质好),Jack was able to pull through his recent serious illness.?
4.You might guess that Dr Yuan, who is now rich and famous, is satisfied with his life.(P10)??
【词语拓展】?
satisfy one’s needs满足某人的需要?
be satisfied with 对……满意?
with satisfaction 满意地?
to one’s satisfaction 使某人满意的是……?
satisfy vt. 使满意,使确信,使消除疑虑
【即学即练】?将下列句子译成英语。?
(1)考试结果让我们大家都满意。?________________________________________
(2)他圆满的解释消除了我的顾虑。________________________________________
5.Indeed,he believes that a person with too much money has more, rather than fewer troubles.(P10)?
【句型归纳】?
rather than 而不是?
would rather do sth.than do sth.else.宁愿干某事，而不愿干某事
would do sth.rather than do sth.else.宁愿干某事，而不愿干某事
would rather that sb.did/had done sth.宁愿某人干/干过某事?
prefer to do sth.rather than do sth.else.宁愿干某事，而不愿干某事?
prefer doing sth.to doing sth.else.宁愿干某事，而不愿干某事
【即学即练】?完成下列句子。?
（1）We ___________live in the countryside ________ in the city.?
（2）I __________ you were here now.?
（3）He __________staying home _________ climbing the mountain with his parents.
（4）It is you _____________ he that is to blame.
7.Now Dr.Yuan has another dream: to export his rice so that it can be grown all around the globe.(P10)?
【词语归纳】?
export ?v./n?.输出；出口；出口物?exporter ?n?.出口者 ?
exportation ?n?.输出；出口
【即学即练】?完成下列句子。?
(1)原油已经取代咖啡成为我们的主要出口货物。?
Oil has supplanted coffee _______________ .?
(2)这家公司国内市场非常大，不需要出口。?
This company has a large home market and_________ .
8.rid…of … 使…摆脱/清除… get rid of
1）我要消灭这房间里的老鼠.
_________________________________________ (rid…of)
___________________________________________ (get rid of)
9. make it +宾语补足语+动词不定式,it 做形式宾语,动词不定式是真正的宾语。
it做形式宾语, 通常和下列动词连用: consider, think, make, find, believe, count, declare, deem, fancy, feel, guess, imagine, judge, prove, see, show, suppose, understand, take等.
1)我们认为照顾老人是我们的职责。
We consider ________our duty _________ care for the old..
2)这种新方法使我们能快速地完成任务。
The new method ___________ _________ possible _________complete the task faster.
3) The guide thought ___ wrong to feed monkeys in the zoo. A. this B. it is C. it D. that was
4) Some people consider______cruel to tend animal in rockets into outer space.
A that is B it being C it be D it
5) I found _______important for us to learn English.
A. it B. is C. that is D. it that
教学后记：
Unit 2 Working the land-Using language Chemical or organic farming
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit2 Working the land
----Using language Chemical or organic farming
拟 课时
第 课时
明确目标
1、知识与技能：To help students read the passage Organic Farming.
To help students to use the language by reading, listening, speaking and writing.
2、过程与方法:Show questions, read fast, find the main ideas, and then read carefully and finish all the tasks.
3、情感态度与价值观：let students realize the importance of organic farming
重点难点
重点：How to grasp the main idea of the passage.
难点：How to grasp the words and phrases and be able to use them freely.
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. Grammar revision(translate the following sentences by using Ving form )
1.出国旅行时很激动人心的。
2. 在这儿等也没用，咱们走回去吧。
3. 我记得在哪儿见过他。
4. 我后悔没听你的劝告
5. 即使最聪明的孩子，也需要指教。
Travelling abroad can be very exciting
It’s no use waiting here,let’s walk back.
I remember seeing her somewhere
I regret not following your advice.
Even the cleverest child needs teaching
Step2. Pre-reading
1. What do farmers usually put on the soil to make crops grow fast ?
2. How many kinds of fertilizers do farmers use?
3. Which kind do farmers use when they are doing organic farming?
4. Do you know about organic farming?
Step3. Reading and finish the following two tasks:
Task 1: Underline the topic sentence of each paragraph.
P1:Long-term use of chemical fertilizers can cause damage to the land and people’s health.
P2: Problems caused by chemical fertilizers.
P3: Farmers and customers turn to organic farming.
P4: Other methods to keep the soil fertile.
Task 2 How many ways farmers use to help crops grow are mentioned in the passage:
ways to help crops grow
1)organic farming
use natural waste from animals as fertilizers
change the kind of crop in each field every few years
plant different crops with different lengths of roots
plant grass between crops and then leave it in the ground
2)chemical fertilizers
advantage
a great way to stop crop disease and increase production
disadvantage
long tern use of these fertilizers can cause damage to …
Step4. Useful expressions:
1. lead to
1). His carelessness led to the accident.
2). This test is obviously bad because it leads to incorrect learning.
2. focus on
1).You should focus your attention on your work.
2). Focus your camera on those trees.
3). I’m so tired that I can’t focus on anything today.
3. . keep… free from
keep free from emotional reactions
keep free from restrictions
We should keep women and children free from harm and pain .
4. build up ?
build up a big library
build up a fine reputation
build up confidence
1).Your vocabulary is gradually building up.
2).You need more protein to build yourself up
Step5. Homework
Read the article again and learn the important expression by heart.
教学后记：
Unit 2 Working the land-Ving form for Subject Object
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit2 Working the land
----- Ving form for Subject & Object
拟 课时
第 课时
明确目标
1、知识与技能：Help the students to learn the basic rules of Verb-ing form used as subject and object;
Help the students to learn to use Verb-ing form in speaking and writing;
2、过程与方法: Learning through observation; Learning through self-study and cooperation; Task-based learning
3、情感态度与价值观：To learn to be concerned about the people around you
重点难点
重点：To train Ss to summarize the usage of verbs .
难点：To guide Ss to write their friend using Ving form .
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. I. Warming up
Warming up reading aloud the text A PIONEER FOR ALL PEOPLE
Step2. III. Learning about grammar
Enjoy a song and fill in the blank with ving form: love—by John Lennon and let students know what is ving form
Love is real; real is love. Love is ________; ________ love. Love is ________ to be loved.
Love is touch; touch is love. Love is ________; ________ love. Love is ________ to be loved.
Love is you, you and me. Love is ________ we can be.
Love is free; free is love. Love is ________; ________ love. Love is ________ to be loved.
2.Read and identify
Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.
In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.
It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.
2.Read the following two passages and pay attention to the usage of ving form
Changchang, who is four years old, is a smart boy. He likes running and playing with his toys. Going to East Lake Park and playing model cars is his favourite. It seems playing is his job every day. He is also interested in listening to music. He enjoys talking to other people and it seems that he never stops talking until he goes to sleep. He is good at telling stories like “The big grey wolf”. He hates eating vegetables. He dreams of being a policeman, a driver, a doctor, a superman,….
I am a teacher. Teaching English is my job every day. I enjoy working with my students together. It makes me full of energy all day. I am interested in seeing movies. Although I love my job, sometimes I feel tired of doing the same thing every day and dream of trying something new.I hate cheating very much. Students’ cheating in the exam makes me angry and sad. Now I am enjoy myself by giving a class to students in No. 21 Middle School.
3.Learn the usage of the ving form for Subject & Objec
语法学习——动名词
1. 动名词作主语
1） 名词直接放在句首作主语。例如：
Using the right hand to shake hands is a convention in many countries.
2） 动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词 + doing”结构中作主语，it为形式主语。例如：
It is no good writing to him; he never answers letters.
It is no use your complaining; the company won’t do anything about it.
3） 动名词在“It is useless/ nice/ good/ interesting/ worthwhile 等形容词 + doing”结构中作主语。例如：
It is good playing chess after supper.
It is useless speaking.
2. 动名词作宾语
1） 有些动词后面要求跟动名词作宾语。常这样用的动词有：
admit 承认 ； excuse 原谅 ； postpone 拖延 ；anticipate 期望； fancy 想象practise 练习； appreciate 欣赏； finish 完成； prevent 防止； avoid 避免；forbid 禁止； propose 建议； consider 考虑； forgive 宽恕； recollect 回忆；delay 耽搁； imagine 想象； resent 厌恶； deny 否认； involve 涉及；resist 抵制； detest 厌恶； keep 保留； risk 冒险； dislike 讨厌； mind 在意； save 挽救； dread 害怕； miss 错过； suggest 建议； enjoy 喜欢； pardon 原谅；understand 理解； escape 逃避；permit 允许
例如：
I recommend buying the dictionary.
don’t anticipate meeting any opposition.
Will you admit having broken the window?
2） 有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有：
can’t stand 忍不住； can’t help 忍不住； feel like 想，欲； give up 放弃；
例如：
Do you feel like taking a walk?
3）动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有：instead of, look forward to, object to, keep on, see about, take to 等。
例如：
We are looking forward to coming to China.
我们期待着来中国。
We succeeded in getting over all the difficulties.
4） 在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词； be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中，动名词做介词宾语，in常要省去。例如：
The children are busy doing their homework.
There is no point (in) making the simple experiments once again.。
5） 在复合宾语中，用it作形式宾语，将动名词短语放在后面。例如：
I consider it a waste of time arguing about it.
我认为辩论这事是很浪费时间的。
6） 在“there be”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。例如：
We can imagine there being a lot of fuss about it.
我们可以想象到人们对此大惊小怪。
Were you disappointed at there not having been more gifts?
你对没有更多的礼物感到失望吗？
3. 动名词的被动式
1） 动词need, require, want, deserve后，用动名词的主动形式表示被动意义。其用法相当于不定式的被动结构。例如：
The watch needs repairing. (=The watch needs to be repaired.)
这块表需要修理。
The problem deserves thinking about. (=The problem deservers to be thought about.)
这个问题值得考虑。
2） 在（be）worth后面只能用动名词的主动态来表示被动意义。例如：
His suggestion is worth considering.
他的提议值得考虑。
Step 3 Exercises:
Finish the exercises in exercise’s book (page 27)2-4
Step 4 Homework
Review what have learnt
教学后记：
Unit 3 A taste of English humour Language Points
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Book4 Summary
拟 课时
第 课时
明确目标
1、知识与技能：
1)Help students to learn some important expressions and sentence structure.
2)Learn to express the sentences that are connected with the positive and negative view of the same thing.
3) Make a summary about what has been learnt in this unit.
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 1. Dictation
Dictate some important words and expression in Unit2.
Step 2. Reading
This reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)
Give students some time to read the passage, then answer some questions and retell the whole story.
Questions: 1) What do children usually do on April Fool’s Day?
2) Why did people believe the programme Panorama?
3) Do you think the advice that the BBC gave people who asked how to grow noodle trees was serious? Give a reason..
4) What would you do to find out whether a story like this was true?
Step 3. Project
Ask students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them.
Step 4. Summing up
This is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.
功能句式：
I enjoy this very much because….
I laugh at that kind of thing because…
This is fun because….
How wonderful / surprising！
It surprises me that…
I’m pleased we were both amused at…
I felt happy because…
It’s amusing that…
语法：
Word formation
The –ing form of the verb used as predicative, attribute and object complement.
重点句子：
Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a Conner, or filling down a hole in the end.
Perhaps it makes us feel more content with our life…
He became famous for using a particular form of acting, including mime and farce.
But he was lived by all who watched the film for his determination in overcoming difficulties and being kind even when people were unkind to him.
Imagine you are hungry and all there is to eat is boiled shoe.
He solved it by using nonverbal humor.
Their job is “panning for gold”.
This was the problem facing Charlie Chaplin in one of his most famous films.
Translate the following sentences into Chinese and pay attention to the use of the –ing form.
The two comedians performing on the stage are from Liaoning Province.
Who is the girl walking by the river.
The children playing the violin will give a performance next week.
The man with sunglass standing near the car is a cross talk artist.
The old lady talking to the children is a famous musician.
I saw a group of policemen coming out of a green jeep and running to the building.
I saw a dog carrying a piece of meat entering your garden.
I heard her singing a beautiful song at the party last night.
I got frightened when I saw a man playing with a snake in the park.
There were some boys shouting and crying under my window, so I could not fall asleep.
Step 5. Check yourself
Do you find it difficult to understand English humor? Why?
What role do you thing humor plays in your life?
What language points have you learned in this unit?
How well have you done in the exercises on the –ing form?
Did you have any problems in understanding this unit? How did you solve them?
Step 6. Homework
Do some preparations for unit 4.
教学后记：
Unit 3 A taste of English humour Learning about Language
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Book4 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). Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.
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 –ing form.
重点难点
重点：Let students know the structures of the sentences with the –ing form
难点：Help students to tell the –ing form as the predicative and the use of the present continuous tense.
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 1 Revision
Check homework: the exercises on page 20.
Step 2 Word formation
Suffix
Example
-able
valuable lovable comfortable
-ing
amusing misleading neighboring
-ful
hopeful cheerful useful
-less
endless homeless harmless
-ed
excited interested moved
-ish
Irish childish selfish
-ive
active attractive expensive
-ate
fortunate affectionate passionate
-ant
important pleasant ignorant
-ly
friendly orderly costly
There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.
Step 3 Discovering useful structures
Task 1. Revision
Have a revision about the –ing form used as the subject and object. Give students some sentences to translate:
Talking to him is useless.
Smoking does harm to your health.
Walking is my sole exercise.
Collecting stamps is my hobby.
I suggested bringing the meeting to an end.
He admitted taking the money.
I couldn’t help laughing.
Your coat needs washing.
Task 2. New usage of the –ing form
Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.
Teacher checks the answers and give the explanations.
A cooking pot: A pot that is used for cooking.
A drinking horse: A horse that is drinking water.
The man sitting on the sofa is a friend of my brother’s.
Here the –ing form are used as attribute.
I saw the man sliding on a banner skin yesterday.
Did you notice the man picking up that broken bottle and putting it in his bag?
Hear the –ing form are used as object complement The structure of the sentence with an object complement is:
Subject + Predicate + Object + Object complement
Her job is looking after babies.
What he likes is playing chess after supper.
Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.
Her hobby is painting.
Her favorite sport is skiing.
This was very disappointing.
The test results are very discouraging.
She was very pleasing in her appearance.
His concern for his mother is very touching.
The photograph is missing.
The article was misleading, and the newspaper has apologized.
In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.
It is snowing hard.
(10) She is teaching in a night school.
In these two sentences, the –ing form are used as the predicate in the present continuous tense.
Step 4 Using Structures
Turn to page 57. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.
Step 4. Homework
Finish all exercises on page 56 and 57.
教学后记：
Unit 3 A taste of English humour Listening
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit1 Book3 Listening
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 and speaking.
2、过程与方法: Listening and cooperative-learning.
3、情感态度与价值观：
Help the students to learn more about English humor.
重点难点
重点：Train the students to get the key wards by reading the questions before listening.
难点：Get the main idea from the listening materials while listening.
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 1 Revision
Check homework: (1) Ask a couple of students to tell their jokes in class.
(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.
Step 2 Listening ( page 23 )
This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.
Questions: (1) Did you find this story funny? Give the reason.
(2 ) What do you think of John’s behavior?
Step 3 Listening ( page 55 )
This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.
There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.
Step 4 Listening task ( page 58 )
There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.
Step 5 Homework
Collect as many funny stories as possible, do some preparations for the writing in the next period.
教学后记：
Unit 3 A taste of English humour Reading
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Reading—A Master of Nonverbal Humour
拟 课时
第 课时
明确目标
1、知识与技能：
Enable students to learn what humor means and what is nonverbal humor.
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：Help students divide the text into several parts according to the meaning.
难点：Divide the paragraphs and give the main ideas.
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 1 Revision
Check homework: ask students to present their jokes in class.
Step 2 Pre-reading
Questions: (1) What do you like to laugh at?
(2 ) What does humor mean? Is humor always kind?
Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.
Step 3 Reading
The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.
Task 1. Divide the text into several parts according to the meaning.
Part One: the first and the second paragraph
Part Two: the third and the fourth paragraph
Part Three: the last paragraph
Task 2. Give the main idea of each part
The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire people.
The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.
The main idea of part three: it gives us a short biography about Charlie Chaplin.
Task 3. Discussion
Let students have a discussion about the text, then answer some questions.
Questions: (1) What is behind fun?
(2 ) Why did people like Little Tramp?
(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny?
Why?
Step 4 Language points
content (adj.): satisfied, happy, not wanting any more
phrases: content with sth; content to do sth
e.g. (1) She is quite content to stay at home looking after her children.
(2 ) Are you content with your present salary?
Content (n.): that which is contained in sth
e.g. I like the style of her writing but I don’t like the content.
inspire sb. ( with sth.) inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.
e.g. His speech inspired us with hope.
badly off: in a poor position, esp. financially
The opposite is “ well off”
e.g. (1) They are too badly off to have a holiday.
(2 ) In fact most people are better off than they were five years ago.
Step 5 Practice
Finish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.
Step 6 Homework
Preview grammar by finishing Exercises 3, 4 on page 21.
教学后记：
Unit 3 A taste of English humour Speaking and Warming up
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Book4 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 students to talk about some types of English humor and Chinese humor.
2、过程与方法: Self-learning, cooperative-learning
3、情感态度与价值观：Help the students to learn about English humour.
重点难点
重点：Help students learn how to understand and enjoy English humors.
难点：Help students know the differences between English and Chinese in humor.
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 1 New Words
Learn the new words with the whole class
Step 2 Leading in
Show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.
Questions: 1) Do you know who these comedians are? What makes them funny?
2) Do you know other comedians who are funny in the same way?
3) Have you seen any of these comedians or programmers? What do you think of them?
Step 3 Warming up
Task 1. Brain-storming
Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.
Types of humor
Example of English humor
Chinese humor
Nonverbal
Charlie Chaplin
Pantomimes（哑剧）
刘全和，刘全利
Mime and farce
Mr. Bean
Funny plays 陈佩斯，
赵本山
Verbal jokes
Play on words, usually
Cross talk 马季，
姜昆
Funny stories
Two lines
Jokes
Funny poems
Edward Lear
Doggerel（打油诗）
Task 2. Talking
Ask students to talk about some funny stories, any English or Chinese humors they know.
Task 3. Reading on P 17
The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.
Joke 1:
Patient: Doctor, I’ve lost my memory.
Doctor: When did this happen?
Patient: When did what happen?
Joke 2:
Garcia: Thank you doctor. My fever is gone.
Doctor: Don’t thank me. Thank God.
Garcia: Then I will pay the fees to God.
Step 4 Homework
Ask each student to give a joke and present it in class next period.
教学后记：
Unit 3 A taste of English humour Writing
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit3 Book4 Writing
拟 课时
第 课时
明确目标
1、知识与技能：
Help the students learn how to write funny stories using the target language and according to the writing steps.
2、过程与方法:Writing and cooperative-learning.
3、情感态度与价值观：Help the students to learn more about English humor.
重点难点
重点：Teach students to write according to the writing of the writing steps.难点：Help students make up a dialogue, using the target language.
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 1 Revision
Check homework: Ask several students to read their funny stories in class.
Step 2 Writing ( page 23 )
Give students some instructions on writing a funny story.
Writing down your story in a logical order.
For each of your story try to find the most interesting words you can to describe how you felt or what was happing.
Then write out your story using these interesting words.
Read through your story.
Then show it to your partner. Let him/ her suggest some new and exciting words.
Write out the story and put it into a class collection of stories.
Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story.
Step 3 Talking
Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not.
Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class.
Step 4 Speaking and writing task
This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.
After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy.
Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words.
Step 5 Homework
1) Finish Exercise 5 on Page 21.
2) Make a summary about what has been learnt in this unit.
教学后记：
Unit 4 Body language Grammar
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit4 Book4 Grammar
拟 课时
第 课时
明确目标
1、知识与技能：
To help students learn about The ~ing form as the Attribute & Adverbial.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
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 ~ing form as the Attribute & Adverbial.
重点难点
重点：Master The ~ing form as the Attribute & Adverbial
难点：How to use The ~ing form as the Attribute & Adverbial
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step I Warming up
Warming up by discovering useful words and expressions
Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.
Step II Learning about grammar
1. Reading and thinking
Turn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.
(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)
2. Doing exercises No. 1 and 2 on page 29
Turn to page 29. Do exercises No. 1 and 2。
III. Ready used materials for The ~ing form as the Attribute & Adverbial
... When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:. Anthony is fishing. I have a boring teacher. In this lesson, we will look at the use of verbs in the ~ing form ...
The ~ing form 作定语
现在分词可以单独作定语，也可以构成合成词作定语，但在更多的情况下是分词短语作定语，包括限定性和非限定性（用逗号与其他部分分开），在意义上相当于一个定语从句。现在分词作定语通常带有主动意义和未完成意义。例如：
The man following was obviously in a hurry。（现在分词单独作定语）
They acted just like a conquering army。（现在分词单独作定语）
Do you know the man standing over there by the motor car?（分词短语作限定性定语。）
Last night,we caught a thief stealing John's bike.（分词短语作限定性定语）
The name Nebraske comes from the Oto Indian word “ebrathka”.meaning flat water.（分词短语作非限定性定语）
The ~ing form 作状语
现在分词作状语表示主语在进行一动作的同时所进行的另一动作，它对谓语动词起修饰或陪衬的作用。这时要注意现在分词与其逻辑主语在时态和意义上的统一。例如：
Rushing out of the room, he has knocked down by a car.（作时间状语）
=When he rushed out of the room, he was hnocked down by a car.
Working harder, you will pass the entrance exam.（作条件状语）
=If you work harder, you will pass the entrance exam.
She sat at a window and read a book.（作伴随状语）
=She sat at a window and read a book.
Having won the championship, he was awarded a million dollars.（作原因状语）
=Because he had won the championship, he was awarded a million dollars.
Even if taking a taxi, I will still be late for the meeting.（作让步状语）
=Even if I take a taxi, I will still be late for the meeting.
The road is under construction, thus causing the delay.（作结果状语）
=The road is under construction, and thus caused the delay.
注意，当现在分词作让步状语时，一般放在句首，常常由although, though, even if ,unless等连词引入；作结果状语时，一般放在句末，前面可so, thus, henc。
IV. Closing down by doing a quiz
To end the period you are going to take a quiz on ~ing words.
~ING WORDS
Highlight all the words ending in '-ing'.
Make lists of all the different categories of '-ing' words; that is,
their different functions in the sentence.
Examples of some of the different categories
? He's swimming.
? He's wearing a swimming suit.
? He likes swimming.
? Swimming is pleasant.
Rewrite each sentence without using the '-ing' form.
Is there a change in meaning? What is it?
Find sentences in the text which can be rewritten using an -ing form.
Is there any change in meaning? What is it?
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 4 Body language Language Points
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit4 Book4 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. Major a.
a major earthquake 大地震，
a major problem 重大问题，
a major subject 主修科目
2.local a
. local customs地方风俗，
a local pain 局部疼痛，
当地时间 local time
3.represent v.
represent a club as its chief executive以总经理的身份代表俱乐部，
represent by signs 用符号代表
4.curious a.
be curious about other’s people business 对别人的事情太好奇
5.Introduce v.
introduce her as his daughter 介绍说她是自己的女儿，
be introduced from… 从…传来的，
introduce…to sb. 向某人介绍……
6.approach v. & n.
cautiously approached the house 小心地走近那房子,
approach the manager about … 同经理谈……， a
pproach the question as a scientist 从科学家的角度来处理这一问题，
Snow announced the approach of winter. 雪宣告了冬季的来临。
I like her approach to the problem. 我喜欢她解决这个问题的方法。
7.Touch v. & n.
She lightly touched his forehead. 她轻轻地摸了摸他的前额。
Don't touch the exhibits. Few students in our school can touch him in music. 在音乐方面,我们学校很少有学生能与他相比。
I was touched beyond words. 我感动得无法形容。
They did not touch this topic in their talk. 他们在会谈中没有触及这个问题。
The rain touched the crops. 这场雨使庄稼受害。
They sat so close that their heads nearly touched. 他们坐得那么近,头都差不多碰到一起了。
In his talk he touched on/upon the state of affairs in Latin America. 谈话中他提到了拉丁美洲的局势。
Our ship is to touch at Hongkong tomorrow morning. 我们的船将于明天上午停靠香港。
It will break at a touch. 那东西一碰就破。
Let's stay in touch. 我们保持联络。
He's added a few finishing touches to his novel. 他给小说作了最后润色。
He has a touch with birds. 他擅长养鸟。
The young man recited his poems with a touch of pride. 那个青年带点骄傲地朗诵他的诗作。
Task2: Key expressions
1. depend against 保卫……以免受
2. be likely to 很可能……；有希望……
3. in general 总的来说话；通常
4. at ease 舒适
5. lose face 丢脸
6. turn one’s back to 背对；背弃
Step III: Consolidation
Ask students to do the translation on Page 63, then check the answers with whole class.
Step V: Homework
Do the exercises on page 49 after class.
教学后记：
Unit 4 Body language Reading
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit4 Book4 Reading(I)
拟 课时
第 课时
明确目标
1、知识与技能：
1). to help students know the importance of body language in daily life communication.
2). to learn different potential meaning of body language in different countries.
2、过程与方法: Skimming method, task-based method, role-play method.
3、情感态度与价值观：To arouse Ss’ interest in learning about body language.
重点难点
重点：How does body language differ among people from different cultures?
难点：The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
StepⅠ Revision
Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.
Step Ⅱ Pre-reading
T: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?
Ss: Yes, sir/madam.
1. What is the purpose of language?
2. How can you tell if someone is sad even if they do not speak?
3. What would you do if you need the other’s help urgently while
you two speak different languages?
4. Give an example of how you can communicate a feeling to
someone who does not speak your language.
Step Ⅲ While-reading
1. Scanning
While reading, please try to divide the whole passage into several parts and find out the main idea.
Part 1 Para 1
You are sent to Capital International Airport to meet this year’s international students.
Part 2 (para. 2 and 3 )
Examples of learned or cultural “body language”.
Part 3. (para. 4 )
Different peoples have different body languages.
Part 4. (para. 5)
Summary of body language.
Read the text carefully, then decide if the following statements are true (T) or false (F).
Englishmen often stand close to others or touch strangers as soon as they meet.
Most people around the world now greet each other by kissing .
Japanese will bow to others as greeting.
People from Jordan will move very close to you as you introduce yourself to them.
Some body languages in some countries are good while some countries’ body language are bad.
Step IV Post reading
1. Is the author of this passage male or female? How do you know ?
2.What were the two mistakes that the author noticed?
3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?
4. Did any students have similar greeting customs? If so, which ones?
5. “ When in Rome, do as the Romans do.” What do you think this famous saying means?
Step Ⅴ Homework
1. Get ready to retell the text in your own words.
教学后记：
Unit 4 Body language Using Language
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit4 Book4 Reading in Using Language
拟 课时
第 课时
明确目标
1、知识与技能：
1). Enable the students to know more about body language.
2). How we can “show our feelings” with the body language learned in this unit or gained in our social life.
2、过程与方法: Fast reading: dealing with the “true” or “false” questions.
Discussion: the importance of body language.
3、情感态度与价值观：To arouse Ss’ interest in learning about body language.
重点难点
重点：How body language shows the same or different feelings among people from different cultures.
难点：How to tell that the same body language shows different feelings in different cultures.
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
教师自备内容
StepⅠPre-reading
1. What is the fun_ction of body language?
2. How do you find body language in our daily life?
3. How can the same body language express different feelings or ideas in different cultures?
4. How can different body language express the same feeling or idea in different cultures?
StepⅡ Fast reading
TURE OF FALSE
1. Body language is never as powerful as spoken language.
2. If you are angry at a person, you might turn your back to him or her.
3. You can threaten a person by refusing to speak.
4. You should not greet your new boss by giving her or him a hug.
5. Body language is the same all over the world.
6. Most people can understand each other if they try.
Then ask the students to do it one by one and ask them to explain why some of the statements are wrong.
StepⅢ Further reading
T: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible.
T: What information have you got?
S1: More about body language, sir. We have learned how people are communicating or getting along with each other besides using spoken language. We are also asked to think about some new situations in which we will communicate in body language.
S2: And we have to think about the following questions: It is known that a smile is a sign that people feel friendly and happy. But we have to consider: 1. What if we don’t know who the new person is? 2. What if we are not introduced by a friend? 3. What if we are meeting a stranger in an unfamiliar place?
S3: And the most important of all is that we have to make
sure whether we can trust people we do not know, and we have to show that we are not dangerous.
T: I am more than happy to hear you can get so much information from the passage when you do the reading! Now let’s act out some of the gestures in the reading material, OK?
Some students are asked to act out the body language which appears in the reading text is: The Open Hand - A Universal Sign, such as a handshake, the traditional greetings in China, the Japanese way to greet people, the ways Hindu people and Muslims use to greet people, and the way young people in the West use now.
Several minutes later.
T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.
S4: It can be dangerous to meet people you do not know.
S5: Many Asian people do not usually physically touch strangers.
S6: If we show an open hand, it means that we are not holding anything dangerous.
S7: The right hand is usually used because it is almost the stronger.
S8: People shake their hands when meeting to show that they can be trusted.
S9: To show respect, people will touch their heart and mouth when greeting someone.
Step IV Homework
Get ready to retell the two reading passages learnt in this period.
教学后记：
Unit 4 Body language Words and Warming up
（授课日期： 年 月 日 星期 班级 ）
授课题目
Unit4 Book4 Words and Warming up
拟 课时
第 课时
明确目标
1、知识与技能：
1). Enable the students to understand what a certain gesture of the body language means in a given situation.
2). Enable the students to act out some meanings, requirements, requests or situations given in the target language.
3). Enable the students to express with the target language the meanings given in body language.
4). Help students to learn some useful words and expressions.
2、过程与方法:
1). Individual work, pair work and group work.
2).Acting out by imitation, mime or with gestures and body movement.
3、情感态度与价值观：Help the students learn how to express themselves in body language when needed.
重点难点
重点：1).Teach the students how to understand body language used in different countries or cultures as well as in different occasions.
2).Teach the students how to use body language in the most appropriate occasions.
难点：1).Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
2).Let the students know that there is both positive body language and negative body
课型
□讲授 □习题 □复习 □讨论 □其它
教 学 内 容 设 计
因材施教
Step I Lead-in
The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.
T: Do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.
Step II Introduction
T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.
Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...
Shake your head / arm / hand ...
Wave your arm / hand ...
Open your eyes / arms /mouth ...
Close your eyes / mouth ...
Twist your wrist / waist.
Cross your arms / fingers.
Nod your head. Bow your head.
Make a face to each other.
Bend / cry / shout / scream / smile / laugh ...
T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.
3 or 5 minutes for the game.
T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures(show the students some pictures of gestures).
T: What are the actions (A handshake, A clap of hand, A V-shape of the fore-finger and middle finger, A half-closed hand with thumb down, A wrinkling of the brow in thought or displeasure or a scowl, Waving their hands)of the above gestures? What do they mean?
Step Ⅲ Practice
T: Look at the pictures on Page 25.
What are these people communicating?
Step Ⅳ Time for Fun
T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?
Ss: Yes. That’s funny!
T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.
Ss: All right.
S1: What are you likely to do if it rains?
(Actions) S2: reads a book;
S3: puts on a raincoat;
S4: cleans the house.
S1: Ok. I think S3 seems the most likely, so it is his turn.
Step V Role Play (Speaking task on P67)
T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.
StepⅥ Homework
1. Team work: Discuss the importance of body language.
2. Go over the Reading:
1) Communication: No Problem?
2) Showing our feeling.
T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?
教学后记：
Unit 5 Theme parksA Basic Writing-How to write an announcement
（授课日期： 年 月 日 星期 班级 ）
授课题目
A Basic Writing
——— How to write an announcement
拟 课时
第 课时
明确目标
1、知识与技能：Enable students to know some writing skills
Let students master some useful expressions
2、过程与方法: Discussion and group work
3、情感态度与价值观：Let students learn how to make a balance between study and leisure
重点难点
重点：Teach the basic writing skills
难点： Help students really master the writing methods
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. Check the homework.
words revision;
Step2. Lead in
1.Ask students to discuss how to write a basic writing
2. Teacher make a summary of the writing methods
Step 3. Show the writing。
假如你是高三级某班班长，最近你要组织一次郊游，有关本次活动的信息如下：
游览地点
凤凰山（Fenghuang Mountain）
郊游原因
高三学生忙于准备高考，学习压力大，应劳逸结合。
郊游目的
亲近大自然，欣赏美景，呼吸新鲜空气，享受阳光；
放松自己，释放压力，提高学习效率。
出发时间
本星期天上午8：00
集中地点
学校门口
【写作内容】
请你根据上面表格提供的信息，向同学们介绍组织这次郊游的原因和目的等情况, 动员全班同学参与这次活动。
【写作要求】
1. 只能使用5个句子表达全部内容。
2. 文章的开头和结尾已为你写好（所给句子不计入5个句子中）。
【参考词汇】高考College Entrance Examination
释放压力 ease one’s pressure 有效率的efficient
We have decided to go for an outing to Fenghuang Mountain this weekend.
_____________________________________________________________________________________________________________________________________________________________________________________________So I hope all the students can take part in this activity.
2. A Sample Writing
We have decided to go for an outing to Fenghuang Mountain this weekend. As we all know, we Senior 3 students are so busy preparing for the coming College Entrance Examination that we are faced with so great pressure and have little time to do something else. In order to keep a balance betweeen work and leisure, we think it’s a good idea for us to get close to nature on the weekend to breathe the fresh air and enjoy the sunshine. By doing that, not only can we enjoy the beautiful scenery but we can also relax ourselves. Meanwhile, we can ease our pressure and make our study more efficient. Those who want to take part in the outing are expected to meet at the school gate at 8:00 this Sunday morning.
Step 4. Discuss the key words and expressions in the writing.
1.Discuss and translate some difficult words and expressions
2.Translation of commonly used sentence patterns.
3.Presented expressions: be busy doing, keep a balance between
get close to, relax oneself, ease one’s pressure
Step 5. Discuss the writing steps
1. Let students discuss how to write in groups.
2. Students present the used sentence patterns after discussion.
Step 6. Finish the writing and report it to class
Step 7 Homework Finish the writing after class.
教学后记：
Unit 5 Theme parksA Basic Writing
（授课日期： 年 月 日 星期 班级 ）
授课题目
A Basic Writing
——— How to write a letter
拟 课时
第 课时
明确目标
1、知识与技能：Enable students to know some writing skills
Let students master some useful expressions
2、过程与方法: Discussion and group work
3、情感态度与价值观：Let students learn how to request politely.
重点难点
重点：Teach the basic writing skills
难点： Help students really master the writing methods
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. Check the homework.
words revision;
Step2. Lead in
1.Ask students to discuss how to write a letter
2.Teacher make a summary of the writing methods
Step 3. Show the writing。
基础写作（品牌MP3出故障）【写作内容】 假设你是李华，你新买的某外国品牌MP3出了故障，现你写信到其公司反映问题。 1． 购买日期：上个月； 2． 故障：一周前屏幕坏了，看不见显示内容； 3． 已跟当地销售商家投诉，但其不能解决； 4． 要求：更换一台新的，如不行则要求退货、拿回货款。
【写作要求】 1．必须使用5个规范的英语句子表达全部的内容。 2．将5个句子组织成连贯的短文。 3．开头和结尾已为你写好（不算入要求的5句话里）。 Dear Sir or Madam, Thanks for your attention. I’m here writing to complain about your product._______________________________________________________________________________________________________________________________________________________________________________________ I am looking forward to your early reply. Li Hua
A Sample Writing: Dear Sir or Madam, Thanks for your attention. I’m here writing to complain about your product. Last month, I bought an MP3 made by your company, which brought me enjoyment for some time. But last week, something went wrong with the screen and I can’t see anything on it. I have talked about this with the shop which sold me this MP3, but they/it couldn’t do anything about it. Having no choice, I turn to you for help. I hope you can get me a new one or return my money to me. I’m looking forward to your early reply. Li Hua
Step 4. Discuss the key words and expressions in the writing.
1.Discuss and translate some difficult words and expressions
2.Translation of commonly used sentence patterns.
3.Presented expressions: something goes wrong with sth.
turn to sb. for help.
Step 5. Discuss the writing steps
1. Let students discuss how to write in groups.
2. Students present the used sentence patterns after discussion.
Step 6. Finish the writing and report it to class
Step 7 Homework Finish the writing after class.
教学后记：
Unit 5 Theme parks Explain the paper of the night exercises
（授课日期： 年 月 日 星期 班级 ）
授课题目
Explain the paper of the night exercises
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
Let students master some useful expressions
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：Teach the students how to solve the difficult points.
难点： Teach the students skills of doing exercises.
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
Check the students’ homework.
Step2. Comments on the reading
Ask students to read the five questions and make sure of understanding them correctly.
Show the answers to students.
1---5 A C D D B
3. Ask students to discuss how to get the correct answers in groups.
Step 3.Grammar filling in
Present the steps of doing this kind of exercise.
Help students understand the passage clearly.
Pay attention to some difficult points in the passage.
Give the answers to students.
1. has realized 2. harmful 3. even 4.they 5. of/from 6. after 7. who 8. especially 9. If 10. and
Step 4.Translating sentences.
1. Teach some skills of translating sentences.
2.Explain the structures of each sentence, especially S + P + O
3. Present the key words and expressions in each sentence.
4. Give the answers to the students.
1. Are you content with your present salary?
2. I like the style of the book but I don’t like the content.
3. She was astonished to find he was drunk.
4. He was much astonished that you had failed.
5. To our astonishment the small boy swam across the river. 6. They are too badly off to have a holiday.
7. He led a poor life throughout his life.
8. All of my efforts ended in failure.
9. He overcame a bad habit.
10. Her little finger was cut off in an accident at the factory.
11. We were cut off in the middle of our conversation.
12. He looks as if he were sick.
13. She has starred in a lot of good films.
Step 5. Homework Preview the new words and expressions.
教学后记：
Unit 5 Theme parks new words and warming up
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit5 Theme parks
-----new words and warming up
拟 课时
第 课时
明确目标
1、知识与技能：Enable students to know what is a theme park
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 students to understand the difference between a theme park and a traditional park
重点难点
重点：how to read the useful words and expressions
难点：How to give a general instruction/ description of 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. New words
1. let students pronounce words individually
2.ask some students to read the new words
3. explain some useful words and expressions to students.
Step2. Leading in
1. What parks have you been to ? Which one is your favourite?
2. Please describe the park that you like best
3.discussion
What do you think is a theme park?
Step3. Warming up
1.Ask students to look at the pictures on P33. These are six pictures of different parks —Camelot park, Central Park, World Waterpark in Canada, Disneyland, Beihai Park, Dollywood .
2. Discussion
What kind of parks are they?
Which one of these parks would you like to visit most if you have the chance?
3. Suggested answers :
Sa: Of course I would go to Disneyland. I have watched so much about it on TV and I’ve been dreaming about shaking hands with those lovely cartoon characters and taking pictures with them.
Sb: I would like to go to Waterpark, because I like swimming and I like to take part in the activities in water in this park.
Sc: I would go to Camelot Park.. I want to go horse-riding .
Step4. Discussion(look at some pictures above again)
Do you think the parks above are all theme parks ?
What are the differences between a theme park and a traditional park ?
Step5. Read the new words and expressions again.
Step6 Homework Preview the text.
教学后记：
Unit 5 Theme parks Revision of grammar
（授课日期： 年 月 日 星期 班级 ）
授课题目
Revision of grammar
----- Object clause.
拟 课时
第 课时
明确目标
1、知识与技能：Help students learn to use the object clause.
2、过程与方法: communication way of teaching, discussion and group work
3、情感态度与价值观：Help students recognize and master the object clause.
重点难点
重点：Help students learn to use the object clause.
难点：Enable students to write the object clause.
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: Explanation(老师分析宾语和宾语从句，使学生形成知识网络)
1、句子成分：宾语，宾语从句，引导词
2、从句的语序和时态
Step II: Presentation(让学生指出宾语从句并且注意引导词)
I think（that）he will come here by train. 我认为他会坐火车来这儿的。
He asked me if / whether I know his new address. 他问我是否知道他的新地址。
I want to know when you got back home yesterday. 我想知道你昨天什么时候到家的。
StepIII: Exercises(随堂练习加以巩固)
一. 在空格上填恰当的引导词.
1. July didn’t know_________ the old man is .
2. No one told us _________ we should do , so we need your help.
3. Did you hear ______I said ?
4. Can you tell me ________ class you are in ?
5. ---Excuse me. Could you tell me _______ I can get to the station ?
---- Certainly.
二. 按要求转换句型。 1. Does Mr. Brown enjoy living in China? Could you tell us?（改写句子） →Could you tell us _________ Mr. Brown _________ living in China? 2. "Does the girl need any help?” he asked me.（变为复合句） →He asked me _________ the girl _________ some help． 3. When does the train leave? I want to know.（改为含宾语从句的复合句） I want to know _________ the train _________. 4. Did Peter come here yesterday? Li Lei wants to know. (改为含宾语从句的复合句) Li Lei wants to know _________ Peter _________ here yesterday.
?三.?翻译。
汤姆问我的朋友是哪里人。
Tom asked my friend _____________________________.
2. 我不知道我的猫跑哪里
I don’t know_______________________________
3.他知道你叫什么名字吗
Does he know _____________________________________________?
4.他问父亲那是在哪里发生的。
He asked his father____________________________________
StepIV: Homework (老师布置课后作业以便检测学生的学习情况)
教学后记：
Unit 5 Theme parks Theme parks-Exercises
授课题目
Book4 unit5 Theme parks
----Exercises
拟 课时
第 课时
明确目标
1、知识与技能：To help students to do some exercises about this unit.
To help students to master the skills of doing translations
2、过程与方法:discussion, group work, task-based learning
3、情感态度与价值观：To get the students to have a knowledge of useful expressions
重点难点
重点：How to mater the skills of doing translations
难点：How to grasp the words and phrases and be able to use them freely.
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
Review the important expressions in this unit.
Step 2. Exercises(divide the students into groups and have a competition to do the exercises)
I. Words filing
1.A good sleeping bag is a necessary part of every camper’s ______(装备).
2. Which ______(牌子) of computer do you prefer?
3. You have a _______ (测验) at the end of each month and an examination once a year.
4. Mary is wearing old jeans and a pair of _______ (运动鞋) today.
5. After many _______(实验), he finally succeeded in finding the solution to the difficult problem.
6. My daughter has many _______(怪念头)in her little head.
7. Every child should take part in _______ (运动的) sports to build up their body.
8. When spring comes, _______ (各种各样的) flowers will blossom.
9. The 2008 Beijing Olympics will need a large number of _______ (志愿者).
10. You can buy many ______ (纪念品) in every place of interest.
II、Fill in the blanks using the useful expressions
get close to, be modelled after, be famous for / as, in advance, come to life
1. Every work of the painter ________ the style of Picasso.
2. It’s unwise to spend your income ________.
3. He was ________ where I was hiding.
4. The town ________ having the longest history in the country.
5. After we watered them, most of the plants ________.
6. Mr. Liu ________ a painter in the town.
Key:
1. is modelled after 2. in advance 3. getting close to
4. is famous for 5. came to life 6. is famous as
III. Translations.
1. 如今许多人喜欢到户外去接近大自然。(get close to)
2. 自从和爷爷生活在一起，这个文静的女孩变得活泼起来。(come to life)
3. 为了确定他在家，我事先给他打了电话。(in advance)
4.你自学高等数学是很难的。(advanced)
KEYS:
1.Today many people like to go out to get close to nature.
2.The quiet girl has come to life since she lived with her grandpa.
3.To make sure that he was at home, I called him up in advance.
4.It is difficult for you to teach yourself advanced maths.
Step4. Homework
Review what you have learnt .
教学后记：
Unit 5 Theme parks Theme parks-Fun And More Than Fun
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit5 Theme parks
Theme parks---- Fun And More Than Fun
拟 课时
第 课时
明确目标
1、知识与技能：Enable students to know about some famous theme parks
Practise students’ ability to give a general idea to a text through fast reading.
2、过程与方法: Discussion, fast-reading; careful-reading.
3、情感态度与价值观：Theme parks bring us great fun and also let us learn a lot.
重点难点
重点：Teach the basic reading skills: skimming and scanning.
难点：understand the difference between a theme park and a traditional park
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. Check the homework.
1. words revision;
2. words practice..
Step2. Pre-reading
1. What do you think is a theme park?
2.prediction
Look at the title and the pictures. What do you think the passage will tell us?
Step3. Fast- reading
Read the text silently in 4 minutes , and find out the topic sentences of four paragraphs.
Paragraph 1. Different kinds of theme parks.
Paragraph 2. Disneyland.
Paragraph 3. Dollywood
Paragraph 4. England’s Camelot Park
Step4 careful-reading
Read paragraph to paragraph and ask students to answer the following questions:
What is the purpose of Dollywood? What kind of people do you think will visit this theme park?
2. What do you know about ancient English stories? What other activities do you imagine there are at Camelot Park?
3. Disneyland is a place to have fun. What will you do if you have a chance to visit Disneyland ?
4. If you have a chance to visit one of these three parks, which will you visit ? Why?
suggested answers
1. The purpose of Dolly wood is to show and celebrate America’s traditional southeastern culture. Probably a lot of Americans will visit this theme park.
2-4 students will give their own answers.
Step 5 Discussion
If you have enough time and money, would you like to go traveling to see the natural beauty of the country or go the theme parks to enjoy the exciting experiences? Give reasons for your choice.
Step6 Homework Read the text and try to retell it next period.
教学后记：
Unit 5 Theme parks Theme parks-language points
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit5 Theme parks
-----language points
拟 课时
第 课时
明确目标
1、知识与技能：Enable 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 useful expressions to make sentences
重点难点
重点：Enable the students how to use the useful expressions
难点： Enable students how to make sentences by using the useful expression
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:
words revision
Step2. Language points:
Learn the usages of the following language points and answer some questions in groups.
1. theme:
e.g. The theme for tonight’s talk is education.
They played the theme song of the famous film.
2. fun:
have fun: enjoy oneself 尽情地玩
for fun: for pleasure 为了娱乐
a lot of / much / no fun 有趣/没趣
(be) in fun 在开玩笑
The little cat is full of fun.
It’s no fun spending the weekend doing nothing.
3. more than 在本句意为“不仅仅是……;不只是……”
This book is more than a grammar. 这不只是本语法书。
另外, more than happy/glad/willing, etc (to do sth)表示“非常乐意(做某事)”。
We are more than happy to show you around Beijing. 我非常乐意带你到北京到处看看。
4. Whichever and whatever you like, there is a theme park for you!
_________ the weather is like tomorrow, our ship will set sail for Macao.
__________ team wins on Saturday will go through to the national championships
5.amusement (n.) n. 消遣，娱乐(活动)
China’s Cultural Theme Park offers its visitors all kinds of amusement.
To her great amusement the actor’s wig(假发) fell off.
amuse oneself 消遣，自我娱乐
The children amused themselves by playing hide-and-seek games.
6.no wonder: 难怪；不足为奇(特别用于口语中)
No wonder you’ve got a headache – you drank so much wine.
Step 3. 根据汉语提示完成下列句子（每空一词）。
1. Remember you are Chinese ____________________(不论你到哪里).
2. _______________________(难怪人们说) that computers are taking over the world.
3. He is ______________ (不仅仅是一个歌手); he can write songs as well.
4.China________________________(作为美丽的国家而出名) with a long history.
5. It’s clear that his painting style ______________________ (模仿) that of Vincent van Gogh.
Keys: 1 .wherever you go
2 .No wonder people say
3 .more than a singer
4 .is famous as a beautiful country_
5 .was modelled after
教学后记：
Unit 5 Theme parks Theme parks-Using language Futuroscope-Excitement and Learning
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit5 Theme parks
----Using language Futuroscope-Excitement and Learning
拟 课时
第 课时
明确目标
1、知识与技能：To help students read the passage Futuroscope-Excitement and learning
To help students to use the language by reading, listening, speaking and writing.
2、过程与方法:Show questions, read fast, find the main ideas, and then read carefully and finish all the tasks.
3、情感态度与价值观：arouse students’ interest in science and space knowledge
重点难点
重点：How to grasp the main idea of the passage.
难点：How to grasp the words and phrases and be able to use them freely.
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. Pre-reading
1.Do you want to take a trip into space ?
2.If there is a theme park that you can experience space journey, would you like to go ?
Step2. Reading and finish the following three tasks:
Task 1: What are three times and three places you can visit at Futuroscope?
Three times: past, present and future
Three places: earth, bottom of the sea and space
Task 2 Main topics of each paragraph.
Para 1. What I did at Futuroscope.
Para 2. A general description of the park.
Para 3. General information about how to visit the park.
Task 3 True or False questions
1. Futuroscope is a theme park that uses the most advanced technology to take people out of the earth and the present time. ( )
2. Futuroscope is a theme park that provides only fun and excitement for people. ( )
3. Future theme parks allow people to see and do things without danger but with much money. ( )
4. Futuroscope can provide people with up-to-date information and lot of fun and excitement. ( )
5. Future theme parks are places for fun and excitement but not for learning. ( )
6. Most of us will go to the bottom of the ocean, flying through the jungle or visiting the edges of the solar system. ( )
Step 3. Useful expressions:
1. up-to-date:
This factory uses the most up-to-date methods to make machines.
out of date 过时的, 废弃的
up to the minute 最现代的, 最时新的
date from / back to… 追溯到; 开始于
Your out-of-date methods should be given up at once.
2. hands-on
The computer course includes plenty of hands-on training.
hand in /out 交上, 交付 / 分发, 施舍 hand over 移交
3. come to life活跃起来
4. in advance 提前
Step 4. Homework
Read the article again and learn the important expression by heart.
教学后记：
Unit 5 Theme parks Theme parks-Word formation
（授课日期： 年 月 日 星期 班级 ）
授课题目
Book4 unit5 Theme parks
----- Word formation
拟 课时
第 课时
明确目标
1、知识与技能：Help the students to learn the basic rules of Word formation
Help the students to learn to use word formation in reading and remembering words.
2、过程与方法: Learning through observation; Learning through self-study and cooperation; Task-based learning
3、情感态度与价值观：To learn to be concerned about the people around you
重点难点
重点：To train Ss to summarize the usage of word formation.
难点：To guide Ss to remember new words using the rules of word formation
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 1. Discovering use structures (P37)
Write out the original words.
unchangeable adj. _______ change
dislike v. __________ like
impossibility n. _________ possible
unfriendly adj.__________ friend
overwork v. ______________ look
misunderstanding n. ____________ understand
athletic adj.______________ athlete
Step 2 Grammar: Word formation
compounding:
1. 合成名词
(1) n+n
air conditioner 空调 blood pressure 血压 income tax所得税
(2) adj + n
central bank 中央银行 fast food 快餐
(3) v-ing +另一词
washing machine 洗衣机 driving license 驾驶执照
2. 合成形容词
(1) 过去分词或带ed词尾的词构成。
absent-minded 心不在焉的 grey-haired 头发灰白的
(2) 动词的ing 或另一词构成
long-suffering 长期受苦的 far-reaching 深远的(影响)
3. 合成动词及合成副词
water-ski 滑冰 overeat 吃得太多baby-sit 看孩子empty-handed 一无所获的
Derivation: add letters to the beginning or the end of a word.
1) 前缀:
(1) dis-: disagree, dislike, disappear
(2) in-(il-, im-, ir-): incorrect, impossible, irregular,
(3) un-: unhappy, unable, unfit,
2) 后缀:
(1) 构成名词：-er, -ese, -ist, -ian, -ment, -tion, -ness, -th.
buyer, Chinese, socialist, musician agreement, collection, illness, truth
(2) 构成形容词: -al, -an, -ful, -ing, -y, -less
national, American, careful, exciting, cloudy, useless
(3) 构成动词: -fy, -is (z)e:
beautify, realize
(4) 构成副词: -ly:
badly
(5) 构成数词: -teen, -ty, -th
thirteen, sixty, twelfth
Step 3 Exercises
1. Make compound words after the models.
A: part, long, passer, film, short, well,
cold, baby, get, low, world
B: by, known, time, maker, wave,
famous, sitter, term, together,
lying, blooded
Model: part + time = part-time
2. 构词法专练。
给下列单词加上前缀dis-, un-, in-或im-, 构成意思相反的词。
1. agree _______ 2. complete ______3. healthy _________4.important ________
5. able _______ 6. cover _________ 7. known _______ 8. practical _________
Step 4 Homework
Review what have learnt
教学后记：
Unit 5 Theme parks Writing And Expressions
授课日期： 年 月 日 星期 班级 ）
授课题目
Writing And Expressions
拟 课时
第 课时
明确目标
1、知识与技能：Enable students to know some writing skills
Let students master some useful expressions
2、过程与方法: Discussion and group work
3、情感态度与价值观：Let students aware of wild animals protections
重点难点
重点：Teach the basic writing skills
难点： Help students really master the writing methods
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. Check the homework.
words revision;
Step2. Lead in
Ask students to discuss the writing procedures in groups.
Teacher make a summary of the writing methods
Step 3. Show the writing
假设你是李华，最近国内一家英文报纸正在讨论北京动物园是否应迁出市区。以下是你在班级讨论的情况。请你给该报写一封信，反映讨论结果。
赞 成 迁 出 ： 1、游客多，交通堵塞 2、郊区环境好
反 对 迁 出： 1、建于1906年，中外闻名2、搬迁易造成动物死亡
注意：
1、 词数100左右，信的开头已为你写好。
2、 可根据内容要点适当增加细节，以使行文连贯。
3、 参考词汇： 赞成be in favor of 交通堵塞traffic jams
郊区—suburb 反对be against 国内外at home and abroad
Dear Editor,
Recently, our class have had a heated discussion about whether the Beijing Zoo should be moved out of the city.___________ ____________ _______________________________________________________________
A sample writing :
Dear Editor,
Recently, our class have had a heated discussion about whether the Beijing Zoo should be moved out of the city. Some of my classmates are in favor of the move. They say large crowds of tourists to the zoo will result in traffic jams. They also say that once moved, animals will have more space and better living conditions in the suburbs. However, other students are against the idea, saying that the Beijing Zoo, built in 1906, has a history of 100 years, and is well-known at home and abroad. So it should remain where it is. What's more, moving may cause the death of some animals. To move or not, this is a big decision which has to be made by people in Beijing.
Yours truly,
Li Hua
Step 4. Discuss the key words and expressions in the writing.
Discuss and translate some difficult words and expressions
Translation of commonly used sentence patterns.
Presented expressions: Some of my classmates are in favor of the move.
However, other students are against the idea.
Step 5. Discuss the writing steps
Let students discuss how to write in groups.
Students present the used sentence patterns after discussion.
Step 6. Finish the writing and report it to class
Step 7 Homework Finish the writing after class.
教学后记：
