Period 1
教学内容
Getting ready (p.17), Reading (pp.18-19), Vocabulary (p.20), Comprehension D2 (p.21)
教学目标
语言知识
认读和理解单词mind, consider, sense, humour, invitation, university, pleasure, avoid, lecture, tonight, audience, trust, seat, pale和短语sense of humour, let…down, by heart, take a seat, without difficulty, join in,
have no idea, (be) in trouble; 认识单词genius, theory, applause。
语言技能
能根据上下文猜测单词university, pleasure, avoid, tonight, trust和短语let…down, by heart, without difficulty, join in的含义。
能运用略读和预测的阅读策略，初步了解主阅读篇章的内容。
学习策略
运用略读和预测的阅读策略，初步了解主阅读篇章的内容。
教学重点
运用略读和预测的阅读策略，初步了解主阅读篇章的内容。
学习核心单词和短语。
教学难点
能根据上下文猜测单词university, pleasure, avoid, tonight, trust和短
语let…down, by heart, without difficulty, join in的含义。
教学过程
教学过程
教学过程
Step 1 阅读Getting ready板块的图文，了解单元话题。
1.学生先思考本单元话题中mind一词的含义，即：A mind means a
person who is very intelligent.。然后，教师引出genius的含义，即：
A genius means a great mind.。
2. 学生观察第17页的卡通图，阅读Hi和Lo的对话，回答下列问
题。
● What is Lo doing? (He is reading a newspaper.)
● What kind of article is he probably reading? (Maybe an article about geniuses.)
● What does he learn from the article? (He learns that many geniuses are a little deaf.)
● What does “pardon” mean here? (It means “say it again”.)
● Hi doesn’t hear what Lo has said, does he? (Yes, he does.)
● Why does he do so? (Because he wants to show that he is a genius too.)
Step 2 完成读前活动，激活背景知识，了解主阅读篇章的主人公爱
因斯坦。
学生五人一组，讨论自己对What do you know about…? 部分列举的
五位名人的了解，并在讨论过程中初步了解主阅读篇章的主人公—
阿尔伯特·爱因斯坦。
Step 3 预测并初步了解主阅读篇章的内容。
学生观察第19页的插图，并阅读主阅读篇章的标题和引言，然后完成Before you read部分的练习。学生认读和理解单词consider, sense, humour, lecture和短语sense of humour。
学生回答下列补充问题，进一步预测主阅读篇章的内容。
● What is the difference between the first and the third picture?
(The two people in the third picture have changed seats.)
● According to the story, what kind of person was Einstein?
(He was a humorous person. / He had a sense of humour.)
Step 4 找划核心单词和短语，根据上下文猜测词义。
教师给出Vocabulary C1和C2练习中所练的核心单词和短语的同义词。学生快速阅读整篇文章，并在文中划出含有这些核心单词和短语的句子。接着，根据上下文猜测词义并选择正确的同义词。
a keep away from f college
b believe in g with no trouble
c take part in h this evening
d happy thing i by remembering every word
e make…disappointed
L6-7 It’s a pleasure to drive a genius like you, Dr Einstein. (d)
L8 One evening, on their way to a university, … (f)
L9-10 I’m so tired. I wish I could avoid giving my lecture tonight, … (a, h)
L10-11 … but I don’t want to let my audience down. (e)
L12-13 I can give the lecture for you. You can trust me. (b)
L13-15 I’ve listened to your lecture so many times that I’ve learnt it by heart. (i)
L19-21 Einstein took a seat, listened to Hans give his lecture without difficulty, and joined in the applause at the end. (g, c)
Step 5 完成词汇练习，巩固新学词汇。
学生完成Vocabulary部分的练习，巩固新学词汇。
Step 6 朗读主阅读篇章，完成Comprehension D2的练习。
学生模仿录音中的语音、语调，朗读主阅读篇章。学生认读和理解单词invitation, audience, seat, pale和短语take a seat, have no idea, (be) in trouble；认识单词theory和applause。
学生完成Comprehension D2的练习，并在主阅读篇章中找出判断的依据。
回家作业
抄写单词和短语：mind, genius, consider, sense, humour, invitation, theory, university, pleasure, avoid, lecture, tonight, audience, trust, seat, applause, pale, sense of humour, let… down, by heart, take a seat, without difficulty, join in, have no idea, (be) in trouble。
模仿录音的语音、语调，朗读课文。
完成《练习册》第18页Vocabulary和第25页Reading A的练习。
Period 2
教学内容
Reading (p.19), Strategy (p.21), Comprehension D1, D3 (p.21)
教学目标
语言知识
巩固核心单词和短语。
语言技能
能理解主阅读篇章故事的情节发展。
能根据关键词复述主阅读篇章的故事。
学习策略
能运用“理解故事的情节构成”的阅读策略，理解故事
的情节发展。
情感态度
了解伟人幽默的一面和平凡人机智的一面。
文化意识
感受并了解西方文化中的智慧与幽默。
教学重点
能运用“理解故事的情节构成”的阅读策略，理解故事的情节发展。
教学难点
理解故事的情节发展和细节信息，体会故事中人物的性格特征。
教学过程
教学过程
教学过程
教学过程
Step 1 完成补充词汇练习，检测对新授词汇含义的理解情况。
教师可让学生用上一课时所学的单词或短语替换下列各句中斜体
的部分。
● Isaac Newton is praised as a person of great intelligence. (genius)
● Charlie Chaplin showed he had the ability to make people laugh. (a sense of humour)
● Joplin tried to prevent knocking over a cat on his way home. (avoid)
● Wendy is a person that you can believe in. (trust)
● The listeners at present were enjoying themselves at the concert. (audience)
● We can think about the problem a bit longer. (consider)
● You should remember all these words in your mind. (by heart)
● I think I can solve the problem easily. (without difficulty)
● He tried to take part in their conversation. (join in)
Step 2 整体阅读主阅读篇章，通过排序练习了解故事情节。
学生整体阅读文章，然后将下列句子正确排序，为接下来学习“理
解故事的情节构成”的阅读策略作铺垫。
(6) Einstein answered the question.
(4) Hans was guided to the front of the hall and gave his lecture.
(3) Hans offered to give the lecture.
(5) A man asked a very difficult question.
(1) Einstein was invited to a university to give a lecture.
(8) Einstein was very pleased to drive Hans.
(7) Hans and Einstein left the university.
(2) Einstein felt very tired.
Step 3 学习“理解故事的情节构成”的阅读策略，理解故事的情节
发展。
教师向学生讲解第21页Strategy部分的内容，帮助学生初步理解构成故事情节的五个部分的名称和含义。
学生运用此阅读策略，完成Comprehension D1的练习。
学生再次阅读全文，并根据构成故事情节的五个部分，对整个文本进行段落划分。如：
Opening: Paragraphs 1-3
Rising action: Paragraphs 4-5
Turning point: Paragraph 6
Falling action: Paragraph 7
Ending: Paragraph 8
Step 4 分段阅读主阅读篇章，深入理解故事内容。
学生阅读主阅读篇章的第一至第三段（Opening），然后回答下列问题。
● What did Einstein often receive? (He often received invitations to
explain his theories at different universities.)
● On these trips, what did his driver Hans often say to him? (“It’s a
pleasure to drive a genius like you.”)
● One evening, when Einstein said he wanted to avoid giving his
lecture, how did Hans help solve this problem? (Hans offered to
give the lecture for him.)
● Why did Hans think he could do this? (Because he had listened to
the lecture so many times that he had learnt it by heart.)
学生阅读主阅读篇章的第四至第五段（Rising action）, 回答下列问题。
● At the university, what did Hans do? What did Einstein do?
(Hans was guided to the front of the hall and Einstein took a seat, listened to Hans give his lecture without difficulty, and joined in the applause at the end.)
● What happened before Hans left? (A man asked a question so
difficult that Hans had no idea what he was talking about.)
学生阅读主阅读篇章的第六段（Turning point），然后回答下列问题。
● When Einstein thought they were in trouble, the story took an
unexpected turn. What was it? (Hans asked Einstein to answer
the question.)
● Hans said it in a clever way. What did he say? (He said,”That’s
such an easy question that even my driver can answer it. Hans,
please…”)
学生阅读主阅读篇章的第七段（Falling point），然后回答下面的问题。
How was the problem solved finally?
(Einstein stood up and answered the question perfectly.)
学生阅读主阅读篇章的第八段（Ending），然后回答下列问题。
（第二和第三个问题可要求学生通过小组讨论来回答。）
● What can you infer from Einstein’s words? (We can infer that
Einstein had a sense of humour.)
● What do you think of Hans?
● Why is the story called “Two geniuses”?
Step 5 根据关键词，尝试复述故事。
学生依据故事的情节发展，参考所给的关键词复述整个故事。
Opening: explain his theories
It’s a pleasure to drive…
avoid
let… down
trust
learn it by heart
Rising action: change places
be guided to
take a seat
listen to
join in
have no idea
Turning point: turn pale
be in trouble
such…that
Falling action: stand up
answer
Ending: leave
offer to
It’s a pleasure to drive…
回家作业
两人一组，分别扮演爱因斯坦与司机，表演主阅读篇章的故事。可在表演中增加更多的细节内容。
通过网络或书籍查找与某位名人相关的趣味故事，为下节课Speak up部分讲述名人的趣味故事作准备。
完成《练习册》第26至27页Reading B, C的练习。
Period 3
教学内容
Listening (p.22), Speak up (p.26), Talk time (p.26)
教学目标
语言知识
认读和理解单词achievement, universe; 认识单词
philosopher。
2. 掌握在电话中留言和记录电话留言的方法。
语言技能
能听懂人物生平的描述，巩固获取和记录关键信息的听力技能。
能够在打电话时留言并记录电话留言。
能讲述某位名人的一则趣味故事，巩固复述故事的技能。
学习策略
能通过听前预测来提高听的效率和准确率。
能通过总结归纳听人物介绍时的记录要点，提高听的效率和准确率。
教学重点
听懂人物生平的描述，巩固获取和记录关键信息的听力技能。
讲述某位名人的一则趣味故事。
掌握在电话中留言和记录电话留言的方法。
教学难点
掌握在电话中留言和记录电话留言的方法。
教学过程
教学过程
教学过程
Step 1 检查回家作业的落实情况。
教师邀请几组学生上台分角色表演主阅读篇章的故事。
Step 2 开展听前活动，激活背景知识；进行听前预测，为听力练习作准备。
1．教师出示Listening板块中介绍的三位伟人的图片，让学生猜测
人物的名字，从而引出Albert Einstein, William Shakespeare和
Confucius三位伟人的名字。然后，要求学生讨论How much do you know about the three people?
2．学生集体讨论并总结归纳在听人物介绍时需要特别关注哪些方面的内容，比如出生的时间和地点、主要成就。
3．学生浏览听力练习，了解要听的内容，并预测笔记中所缺的内容是哪一方面的信息，明确听的重点。学生认读和理解单词achievement, universe；认识单词philosopher。
Step 3 完成听力任务。
1．教师播放录音，学生完成练习。
2．教师再次播放录音。学生结合记录的笔记判断下列句子的正误。
● Einstein was born in the US. (F)
● Einstein was a great mind who enjoyed smiling. (T)
● Shakespeare lived about 600 years ago. (F)
● Shakespeare is one of the most popular writers in the French language. (F)
● Confucius lived about 200 years ago in China. (F)
Step 4 完成Speak up部分的任务，搜集有关某位名人的一则有趣故
事并向全班同学讲述这个故事。
1．教师指导学生复习上一单元Speak up部分学习的根据笔记复述故事的技能，然后询问学生Do you know any other famous people? Do you know any interesting stories about them? 从而引出本单元Speak up部分的任务。
2．学生阅读选项框中的五个问题。若学生程度较好，教师可要求他们补充更多的问题。
3．学生以小组为单位，结合问题和上节课课后收集的资料展开讨论。然后，各小组派代表讲述一则与某位名人有关的趣味故事。
4．若学生程度较弱，可将这个活动简化为复述一些与爱因斯坦有关的趣味故事或笑话。教师可将自己搜集的一些故事内容印发给学生，并让学生尝试用第一单元Speak up 部分所学的技能复述故事。
Step 5 学习Talk time 部分的内容，掌握在电话中留言和记录电话
留言的方法。
1．教师播放导图部分和练习A1的录音，学生跟读对话。然后，学生两人一组，分角色朗读Talk time部分的对话，体会来电者和接电话者讲电话时的常用语句。
2．学生根据对话内容，回答下列问题。
● What did Simon say to tell the secretary who he wanted to speak to? (“May I speak to Dr Huang, please?”)
● What did the secretary suggest when she told Simon that Dr Huang was out? (She suggested that she take a message for him.)
● What information did Simon leave? (His name and phone number.)
● What did the secretary do to make sure she had written down Simon’s personal information correctly? (She repeated his phone number and name.)
● What words did the secretary use to tell Simon that Dr Huang would call back later? (“I’ll ask Dr Huang to return your call.”)
3．教师呈现下面这段对话，要求学生两人一组，思考并讨论如何改进对话中的电话用语。然后，邀请若干小组表演他们修改后的对话。
A: Yes?
B: I want to speak to Alan.
A: Who?
B: Alan Hu.
A: Can’t hear you.
B: Alan Hu.
A: Oh, yes. (Long pause.) He’s out. (Puts phone down.)
修改后：
A: Good morning. Sino Export Company. Can I help you?
B: Good morning. May I speak to Mr Alan Hu, please?
A: I’m sorry. Could you repeat that?
B: (slowly) Alan Hu. H-U.
A: Oh yes, Mr Hu. Please hold a minute while I connect you.
B: Thank you.
A: I’m sorry, but there’s no reply. Can I take a message?
B: Yes, please ask him to call Sally Tong on 277 7433.
A: Two double seven, seven four double three. Sally Tong, right?
B: Yes. Thank you.
A: You’re welcome. Goodbye.
B: Goodbye.
回家作业
根据听力笔记，口头复述三位伟人的生平。
把在Speak up 部分讲述的名人趣味故事写下来，并交由英语课代表收集起来，在教室后面布置一个“名人趣味故事角”。
模仿录音的语音、语调，朗读Talk time部分的对话。
完成《练习册》第22至23页Listening和第24页Speaking的练习。
Period 4
教学内容
Grammar (pp.23-25)
教学目标
语言知识
掌握动词不定式作定语、主语和表语的用法。
语言技能
能够在语境中正确使用动词不定式。
学习策略
主动探究，善于发现语言的规律并能运用规律举一反三。
教学重点
掌握动词不定式作定语、主语和表语的用法。
教学难点
掌握动词不定式作主语时，it作形式主语，动词不定式后置的语法
规则。
教学过程
教学过程
教学过程
Step 1 学习动词不定式作定语的用法。
1．教师用主阅读篇章中的句子引出动词不定式作定语的用法。教
师板书例句Einstein often received invitations.，接着提问
Invitations to do what? (Invitations to explain his theories at
different universities.) 然后，引导学生总结动词不定式作定语
的语用功能，即：To give more information about nouns, we can
use infinitives after the nouns.
2．学生完成练习A1，并两人一组，口头汇报答案。
3．教师呈现下列内容，要求学生两人一组，根据示例用所给名词
编制对话，练习动词不定式作定语的用法。
ability decision method plan promise way
S1: In the book Harry Potter, the students at Hogwarts School
have special abilities.
S1: Special abilities to do what?
S2: Special abilities to do magic.
4. 学生完成练习A2，并口头汇报答案。
5．教师要求学生根据提示，用动词不定式作定语的用法改写下列
句子，且保持句意不变。
● He decided to leave school. (decision) (He made a decision to leave school.)
● He is able to do it. (ability) (He has the ability to do it.)
● I plan to visit Paris next year. (plan) (I make a plan to visit Paris next year.)
Step 2 学习动词不定式作主语的用法。
教师呈现以下句子，要求学生观察并总结黑体部分的用法（动词不定式作主语）。
To drive a genius like you is a pleasure, Dr Einstein.
To have a friend like Einstein was good.
To answer the question was easy for Einstein.
学生阅读第24页第二个例句框中的三个例句。教师帮助学生理
解当动词不定式作主语时，一般不放在句首，通常以it作形式
主语，把动词不定式放在后面。
学生阅读第24页Things to remember部分的内容，同时完成第
25页的练习，并两人一组，口头汇报答案。
教师设置情境：Sarah is an advertisement designer. She is designing some slogans for Compex computers. Below are five slogans she has thought of. 要求学生用动词不定式作主语的用法重写这些广告语。
● Buy a Compex computer. It is not expensive. (It is not expensive
to buy a Compex computer.)
● Using the computer is very simple. (It is very simple to use the
computer.)
● Understanding the handbook is not difficult. (It is not difficult to
understand the handbook.)
● You can run any kind of software. It is easy. (It is easy (for you)
to run any kind of software.)
● Exploring the world of Compex is absolutely fascinating. (It is
absolutely fascinating to explore the world of Compex.)
Step 3 学习动词不定式作表语的用法。
教师板书例句：My dream is to be an engineer. 要求学生思考黑体部分的用法。然后，要求学生阅读第25页的例句，了解动词不定式作表语的用法。
学生完成C部分的练习，并口头汇报答案。
教师呈现下列内容，要求学生根据自己的实际情况，用适当的动词不定式结构完成这些句子。
● My dream was when I was young. Now my
dream is .
● My plan for this coming Saturday is .
● My best wish for my grandparents is .
● My suggestion for … is .
● My father’s job is .
● My aim of learning English is .
● The purpose of studying at school today is .
4．若学生程度较好，教师可进一步总结动词不定式作表语的用法。
如：
● 主语为aim, dream, hope, idea, plan, purpose, suggestion, wish
等表示目的、计划或打算的词。如：His wish / dream is to become
an astronaut.
● 当句子主语为work, job或fun_ction时，往往也使用这一结构。
如：The man’s job was to give advice to the king. / The fun_ction of
an adjective is to describe or add to the meaning of a noun.
回家作业
完成下列中译英的练习。
● 她买了一个书架放书。
(She bought a bookshelf to put her books on.)
● 他有一个女儿要照顾。
(He has a daughter to take care of.)
● 乘飞机旅行一定很舒服。
(It must be comfortable to take a trip by plane.)
● 骑自行车去那儿花了我们二十多分钟。
(It took us over twenty minutes to go there by bike.)
● 我们的梦想是使城市更美好。
(Our dream is to make the city better.)
● Tom 今天的任务是把教室打扫干净。
(Tom’s task today is to clean the classroom.)
通过网络或书籍，搜集有关牛顿的故事，为下节课Culture corner 板块的学习作准备。
完成《练习册》第19至21页Grammar的练习。
Period 5
教学内容
More practice (p.29), Culture corner (p.30), Project (pp.31-32)
教学目标
语言知识
了解单词curiously, backwards和短语at the same time, side by side, from time to time, pardon me, tell me the truth about, in return。
语言技能
根据上下文猜测单词curiously, backwards和短语at the same time, side by side, from time to time, pardon me, tell me the truth about, in return的含义。
能根据关键词复述补充阅读篇章的故事内容。
能与他人沟通信息，合作完成任务。
学习策略
运用“理解故事的情节构成”的阅读策略理解补充阅读篇章中故事的情节发展。
能够利用书籍或网络搜集信息，了解历史上伟大人物的成就及有趣故事。
情感态度
学习名人名言中蕴含的哲理，培养积极向上的人生
态度和良好的品德。
2. 通过小组分工合作完成课题，培养团队合作精神。
教学重点
能根据关键词复述补充阅读篇章中的故事。
教学难点
理解补充阅读篇章的故事的情节发展。
能根据关键词复述补充阅读篇章中的故事。
教学过程
教学过程
教学过程
Step 1 学习More practice板块的内容。
1. 学生观察第29页的插图，并阅读标题，了解篇章的主人公并猜
测故事的内容。
2. 学生快速阅读补充阅读篇章，然后根据上下文猜测单词
curiously, backwards和短语at the same time, side by side, from
time to time, pardon me, tell me the truth about, in return的意思。3. 学生阅读补充阅读篇章，并将故事的内容根据故事情节的构成
分为五个部分，并尝试归纳每个部分的大意。
Opening: Paragraph 1
Einstein met a girl on his way home from work.
Rising action: Paragraph 2-3
The girl told Einstein that he looked like Albert Einstein and
Einstein said he was the guy.
Turning point: Paragraph 4
The girl did not believe he was the real Einstein because she
thought the way he wore his sweater showed that he was not
clever.
Falling action: Paragraph 5
Einstein liked the girl because she told the truth about his look.
Ending: Paragraph 6-7
From then on, Einstein and the girl became good friends and they
always helped each other.
4. 学生再次阅读文章，然后完成练习A。
5. 学生分小组讨论下面的问题，并发表自己的看法。
● Was it polite for the girl to tell Einstein the truth about his look? Why or why not?
● What do you think of the friendship between Einstein and the little girl?
● What do you think of Einstein?
6. 学生按照故事的情节发展，根据关键词提示，尝试复述故事。
● Paragraph 1: walk side by side, look at him curiously
● Paragraph 2-3: pardon me
● Paragraph 4?: wear your sweater backwards
● Paragraph 5: first person to be so honest, tell me the truth
● Paragraph 6-7: go to visit Einstein’s house, ask him why, in return
Step 2 学习Culture corner板块的内容。
学生阅读Culture corner板块的图文，了解牛顿的生平以及他的伟大功绩。
学生分享自己搜集的有关牛顿的小故事。
Step 3 了解Project板块的任务，为下节课完成一份名人名言的宣
传海报作准备。
教师教授学生saying一词的含义，即：A saying is a well-known phrase or statement that expresses something about life that most people believe is wise and true.
教师给出爱因斯坦的一句名言：Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world. 并询问学生是否喜欢这句名言，从而引出Project板块的任务。
学生阅读A部分的三句名言，并尝试将其翻译成中文。然后，教师请学生分小组讨论这三句名言对自己的启示，并告诉学生：课后抄录名人名言时可以参照此格式。
学生阅读B部分Top tip的内容，为课后搜集名人名言作准备。
回家作业
抄写单词和短语：curiously, backwards；at the same time, side by side, from time to time, pardon me, tell me the truth about, in return。
通过网络或书籍搜集与爱因斯坦有关的其他趣味小故事，并准备在下节课上复述。
回忆在本单元中接触到的伟人，如爱因斯坦、居里夫人、爱迪生、孔子、莎士比亚、牛顿等，思考能从这些伟人身上学到什么，准备在下节课上和全班同学分享。
以小组为单位，通过网络或书籍搜集名人名言，准备在下节课上讨论。
Period 6
教学内容
Project (p.32), Writing (pp.27-28)
教学目标
语言知识
认读和理解单词astronomer, obey, reduce, exactly, action和短语play a joke on sb., turning point, a series of。
语言技能
能通过合理安排故事的情节发展撰写一则关于英国天文学家帕特里克·摩尔的故事。
能通过小组合作和全班合作，制作一份有关名人名言的宣传海报。
学习策略
将“理解故事的情节构成”的阅读策略转化为写作策略，掌握撰写故事的技巧，完成故事的写作。
能通过合理安排段落来组织文章。
能利用搜索引擎搜索名人名言。
教学重点
通过合理安排故事情节发展的五个部分，撰写一则关于英国天文学家帕特里克·摩尔的故事。
教学难点
将“理解故事的情节构成”的阅读策略转化为写作策略，合理安排故事的情节发展。
教学过程
教学过程
教学过程
Step 1 检查回家作业的落实情况。
1. 教师邀请部分学生上台复述自己搜集的有关爱因斯坦的小故事。
2. 教师邀请部分学生上台交流从本单元涉及的伟人身上得到的启示。
Step 2 全班推选出十条大家最喜欢的名言，作为制作海报的素材。
1. 学生分小组讨论和投票，在组内推选出五条最喜欢的名人名言并由组长作记录，同时陈述选择这些名言的理由。
2. 各组代表上台交流本组最喜欢的五条名言，然后全班投票选出大家最喜欢的十条名言，作为制作海报的素材。
Step 3 完成Writing板块的任务，根据图片和构成故事情节的五个部分，撰写一则与英国天文学家帕特里克·摩尔有关的故事。
1. 教师帮助学生复习在Reading板块的策略部分学习的构成故事情节的五个部分。
2. 学生阅读Writing板块的引言，了解写作任务，然后观察练习A的图片。教师可通过下列问题帮助学生理解这些图片的内容。学生认读和理解单词obey, reduce, exactly, action和短语play a joke on sb., turning point。
Picture a
● Who are the two people?
(They are the host and Patrick Moore.)
● Where are they?
(They are at a studio.)
● What are they doing?
(They are discussing the content of their next talk.)
● When is their next talk? What is the significance of the day?
(On 1 April. It is April Fool’s Day.)
Picture b
● What does Patrick Moore see?
(He sees some children jumping up and down in the street.)
Picture c
● What is Patrick Moore doing?
(He is thinking of an idea for a joke.)
Picture d
● What is Patrick Moore doing?
(He is answering the listeners’ calls.)
Picture e
● What is the date?
(It is 1 April.)
● What is Patrick Moore doing?
(He is playing a joke on the listeners.)
学生完成练习A，并口头汇报答案。
学生阅读第28页Top tip 的内容，接着阅读练习B中第一段的开始部分，了解整个故事的起因。学生认读和理解单词astronomer和短语a series of。
学生阅读其后每个段落的开头，把握整个故事的时间发展顺序，最后完成故事的撰写。
Step 4 完成Self-assessment板块关于单元学习情况的自我评价。
回家作业
全班合作将推选出的十条名言制作成海报，并将其张贴在教室里。
修改完善自己的作文。
完成《练习册》第28页Writing的练习；选择性完成第29至32页Integration的练习。
