牛津译林版英语高一下册Module 3《Unit 1 The world of our senses》word教案
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| 名称 | 牛津译林版英语高一下册Module 3《Unit 1 The world of our senses》word教案 |  | |
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| 更新时间 | 2012-04-11 12:54:23 | ||
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课 题 M3U1 课时 12-1Welcome 主备人 Swan 授 课 时 间 200809
教 学 目 标 Give the Ss some impression of the five senses
教学重、难点 Know some useful phrases about the five senses.
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1 GreetingsStep 2 Welcome to the unit1.Brainstorming Questions:With what can we see and hear How can we know whether a dish is delicious How can we know that a flower has a pleasant smell What do we do when we want to know whether the water in the basin is hot or cold 2.Fill in the tableWe dowiththe senseseeeyessighthearearshearingtaste tongue/taste buds tastesmellnose smelltouch/feelhands/feet/skin touch3.What would happen if you lost one or two of your senses A person who cannot see is___ (blind) and someone who cannot hear is ___. (deaf) Do you know how blind people can read They can read by touching raised dots which represent numbers and letters. This system is called Braille.How do the deaf communicate with each other body language or sign language4.Read the short passage on page 15.Look at the four pictures and answer the question below each picture.(1)What can you see in this picture (2)How would you judge the length of the two lines (3)How can you prove that the two lines are straight (4)Can the symbols be read in only one way Why are people misled by their own eyes.6.DiscussionRead the three questions in the short passage and discuss them in groups of four.Report your answers to the whole class.Exx:1. deserted ____________ (v.) 2. still (adj.) _____________ (adv. )3. stare at ____________(怒视) 4. watch out _____________ (同义词)5. confidently____________(adj.) 6. reduce_____________ (把……减少到)7. experiment ______ (做实验) 8. make sense _________ (讲不通,没道理)9. everyday_________(每天, 日常) 10.avoid ___________(避免干某事)
课 题 M3U1 课时 12-2Reading 主备人 Swan 授 课 时 间 200809
教 学 目 标 Improve students’ speaking ability Train the Ss’ reading ability and master reading strategy: reading a story
教学重、难点 教学重点：Paraphrase long sentences and analyze the organization of the text教学难点：How to help the Ss improve their reading ability and understand the text better.
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step1 RevisionCheck the homewoekHave a dictationStep 2 Fast readingRead the story quickly and answer the following questions.1. Why did Polly leave work early that day Because it was foggy and she wondered if the buses would still be running.2. Why did Polly take the Underground train to Green Park Because no buses run that far to King Street.3. How did she get home at last With the help of the old blind man.Step 3 True or FalseThe fog was very thick in the morning. When she got to Green Park, the weather turned out to be fine. Polly got to Green Park by train. The old man carried an umbrella in his hand. At first Polly thought the old man couldn’t see her face because he was blind. After arriving at home, Polly invited the old man to her home for a rest and he agreed. Step 4. Comprehension to the text.Read the story carefully and try to find the route (路线) that Polly took home.1.outside Polly’s working place2.at the bus stop on the street3.in the Underground train4.at Green Park station5.in Park Street6.at the corner of the street7.at 86 King StreetStep 5. Deep understandingRead the story carefully and answer the following questions:1. (Lines 15-16) …she sensed that she was being watched by a tall man in a dark coat.Why was a tall man mentioned here 2. (Lines 22-23) …Polly felt a rough hand brush her face …Why did the man brush Polly’s face The writer mentioned the two unnamed men in order to show that ______. Polly was in danger. they wanted to help her. they would do something bad to her. Polly was too nervous.3. (Line 30) Polly waited. at last she spoke.The man offered to help her, but why did Polly wait Step6 HomeworkWork in groups and write a story with a surprise ending. 1. What is your opinion on the old man 2. What can we do to help those disabled like the old blind man Step 7 Reading strategyStories usually have the following elements in common.a plot (情节)main characters (主要人物)a certain time period ( 特定时间)a placea problem or an issue to be solveda climax (高潮) or a surprise endingStep8 HomeworkWork in groups and write a story with a surprise ending.
课 题 M3U1 课时 12-3Reading 2 主备人 Swan 授 课 时 间 200809
教 学 目 标 Ask the Ss to have a further understanding of the text.
教学重、难点 教学重点：Know some useful phrases教学难点：cover/wonder/sense/glance
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step1 RevisionCheck the homeworkHave a dictationStep2 Language points1.The city was already covered in a grey mist.Be covered in/withCover in 完全盖起The ground is covered with snow.2. wondervt. 想知道I wonder who he is/what he wants/why he is late/(if)whether he will come/whose it is.I was wondering how to get there quickly/where to spend the weekend.vi. 感到惊奇；惊愕；惊叹 wonder at sthI don’t wonder at her refusing to marry him.It’s not to be wondered at. 那不足为奇n. 1) ［u］惊奇；惊愕；惊叹 No wonder you were so late. 难怪你来得那么迟。2）［c］奇迹；奇观Walking on the moon is one of the wonders of our times.What a wonder! 多么令人惊奇。Adj. Wonderful3. Once out in the street, she walked quickly towards her usual bus stop.Once adv. 1) 一次2）曾经；从前 （常用于句中）He once lived in Persia.Conj. 一旦 as soon asOnce you understand this rule, you will have no further difficulty.4. The truth is that the fog is too thick for the bus to run that far.That the fog is too -------- 是一个表语从句Too-------(for sb) to------- 太-------而不能-------It’s too hot to work.That far 那么远 that可以作副词，修饰形容词或副词，表示程度I’m sorry. I hadn’t realized the situation was that bad.对不起，我没料到情况有那么糟。知识链接this adv. 到此程度；如此 也可修饰形容词或副词，表示程度It’s about this high. 大约有这么高Can you spare me this much 你能不能匀给我这么多？A fog this bad is rare.5. sensen. 感觉，知觉 come to one’s senses 醒悟；心智恢复健全bring sb. to his senses 使醒悟；心智恢复健全a/the sense of 辨识；赏识；领悟a sense of humour 幽默感 a sense of direction 方向感in a sense 在某种意义上What you say is true in a sense在某种意义上，你说的是实话。make sense有意义What you say doesn’t make sense/makes no sense 你的话毫无意义。make sense of sth 懂；了解其含义Can you make sense of this poem 你懂得这首诗的含义吗？Sense vt. 觉得；感知；了解；明白He sensed that his proposals were unwelcome.6. glance vi. 匆匆一看；瞥视 Glance at/over/through/roundglance at the clock 匆匆看一下钟glance over/through a letter 匆匆阅读一信Step3 Homework Have a revision of the text Finish off the exx.
课 题 M3U1 课时 12-4 Reading Language points 主备人 Swan 授 课 时 间 200809
教 学 目 标 Get the general idea of the passage and develop the students reading ability by learn the reading strategy.
教学重、难点 教学重点：Know some useful phrases教学难点：desert/sight/fear/set
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1.GreetingsStep 2. Lead-inTalk about the weather . Ask the students the following questions:What’s the weather usually like in spring/summer/autumn/winter in London Which season do you think is the best Why Do we sometimes have foggy days What would you do if you get lost on such a day In Welcome to the unit, we talked about five senses. What senses do you think we can use on a foggy day Step 3. Listen to the tape and try to answer the questions in Part A on page 2.Step 4. Read the passage and do Parts C1 and C2 on page 4.Step 5. Read again and find the supporting details for each part.Step 6. Post reading activities.Ask the students to retell the story.Guide the students to read the Reading Strategy for the article and teach them the elements of a story. ( what,when,why,who, a climax, a surprising ending )Discuss the questionsHave you ever lost your senses of taste or smell when you were ill How did you feel Some people talk about ‘sixth sense’ . They say that it helps people know about things before they happen. Do you believe in a sixth sense Why or why not This is a story about what happened to a young lady on a thick foggy afternoon. A blind man led her home when no one could see anything in thick fog.Recite some parts of the passage and finish exercise D and E (P4-5)Step 7 Language points1.desertn. 沙漠；荒地 adj. 荒凉的；不毛的Vt. Vi. 离开；放弃；抛弃；废弃 deserted adj.The street was deserted. 街上行人绝迹。We sheltered from the storm in a deserted hut. 我们在一个空无人住的茅屋里躲暴风雨。2. There was no one in sight.In/within sight 能看见 out of sight of sth 看不见catch sight of 发现；看到 lose sight of 再也看不见Keep sight of/keep sb/sth in sight 将-----保持在视线之内；照看；监视At first sight 初见；乍看 at (the) sight of 一看见---就At sight of the police officers the men ran off.3. set off开始（旅程，赛跑等）；出发set out 出发；启程set sb/sth back 拨回；阻碍；挫折 set about sth开始；着手set sth. apart/aside 拨出；留下将来使用4. by the time she reached the corner of the street, by the time 到---时间By the time you get there, it will be dark.By the time he was eighteen years old, he had traveled to most of the countries in Europe.5. Feel sb/sth do/doing hear sb/sth do/doingbrush n. 刷子；画笔 vt.vi. 用刷子刷；刷亮；拂拭ear be all ears 专心倾听 (have) a word in sb.’s ear 私下说出一事May I have a word in your ear 我可以和你私下谈句话吗？Turn a deaf ear (to) 拒绝帮助Fear n. 恐惧；惧怕He was overcome with/by fear. 他吓坏了。The thief passed the day in fear of discovery. 那贼在惧怕被人发觉的情况下度过了一天。for fear of 惟恐；生怕She asked us not to be noisy, for fear of waking the baby.for fear that 惟恐；以免Step 8 HomeworkWork in groups and write a story with a surprise ending.Fish off the Exx
课 题 M3U1 课时 12-5Word power 主备人 Swan 授 课 时 间 200809
教 学 目 标 Teach the Ss something about Parts of speech ,get the students to learn the words used to describe the weather.
教学重、难点 教学重点：Parts of speech and Know some useful phrases about the Weather教学难点：Parts of speech
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step I Revision Check the homeworkStep II PresentationParts of speechAsk the students to read the speech bubbles on Page 6.Make sure they pay attention to the word rest and get them to describe the different meanings of it in different parts of speech.Get the students to read the instructions for Part A.Complete Part B according to the instructions.Read the short report.Encourage the students to give some more examples.Step III Compare the two sentences1.It was going to rain2.The sky will be overcast with heavy rain.In most cases, a word can act both as a noun and a verb. Ask the Ss to read the story Fog and find more words that can be used both as a noun and a verb. Have them explain the meanings of these words when they are used as different parts of speech.e.g Polly leaves work early. She sensed she was being watched.3.Ask ss first to complete the table in part A individually and then to discuss in pairs the answers. Encourage Ss to make different sentences. Then check the answers with the whole class.Step IV. Parts of speechAsk the students to read the speech bubbles on Page 6.Make sure they pay attention to the word rest and get them to describe the different meanings of it in different parts of speech.Get the students to read the instructions for Part A.Complete Part B according to the instructions.Read the short report.Encourage the students to give some more examples.Step V DialogueRead the dialogue and answer the questions1.Where did the conversation happen 2.What was the weather like Read the weather report on Page 7 and see if you understand the words in plete the weather forecast for tomorrow according to the three picturesStep VI. Describing the weather.Review the words used to describe the different kinds of weather.Practise reading the dialogue in Part A.Have students look up the new words in the dictionaryGet them to look at the symbols in Part B for reference.Read the weather report.Let the students focus on the part of speech of the words in blue.Read the tip plete the second speech bubble by looking at the 3 pictures.Step VII. ConsolidationDesign some similar exercises for the students to practise. Ask students to talk about the change of temperature forecast for the next day.
课 题 M3U1 课时 12-6Grammar 1 主备人 Swan 授 课 时 间 200809
教 学 目 标 Teach the Ss how to master noun clauses
教学重、难点 教学重点：noun clause as subject / object/predicative/apposition of a noun教学难点：How to use that/if/whether or a question word to begin a noun clause.
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step I Revision Check the homework Do some consolidation exx.Step II Presentation名词性从句中的连接词有:连词: that / whether / as if;连接代词: what / who/ which / whose / whatever / whoever / whomever / whichever，连接副词: where / when / why / how / wherever / whenever。 1.We can use a noun clause as the subject of a sentence1).That they are good at English is known to us all.
(2).Whether the meeting will be put off has not been decided yet.
(3).Whatever you say will interest us all.
(4).It’s shame that he has made such a mistake2.We can use a noun clause as the object of a sentence.1). She sensed that she was being watched.(2). I wonder if / whether that’s a good idea.(3).Polly didn’t know which way she should go.3.We can use a noun clause as the predictive of be.(1).The problem is that we don’t have enough money. (2).That is why he is absent from school today.
4.We can use a noun clause in apposition to a noun.The fact that Polly didn’t ask for the man’s name is a pity.The news that the plane had crashed made us sad.5.We use that, if/whether or a question word to begin a noun clause.(1).I hope that Polly will be OK.(2).No one knew if he lost his sight because of an accidentStepIII Homework.Finish off Exercises: P9 Read a scientific article. Underline all the noun clauses you can find.1、名词性从句的定义名词性从句指在句子中起名词作用的句子。2、名词从句的功能相当于名词词组，它在复合句中能担任主语、宾语、表语、同位语，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。3、引导名词性从句的连接词引导名词性从句的连接词可分为三类：连接词： whether, if (不充当从句的任何成分) ，that,（不充当从句的任何成分，无词义）连接代词：what, whatever, who, whoever, whom, whose, which连接副词：when, where, how, why4、名词性that-从句1）由从属连词that 引导的从句叫做名词性that-从句。That 只起连接主句和从句的作用，在从句中不担任任何成分，本身也没有词义。名词性that-从句在句中能充当主语、宾语、表语、同位语。例如：That he is still alive is sheer luck. 他还活着全靠运气。（主语）John said that he was leaving for London on Wednesday. 约翰说他星期三要到伦敦去（宾语）The fact is that he has not been seen recently. 事实是近来谁也没有见过他。（表语）The fact that he has not been seen recently disturbs everyone in his office. （同位语）近来谁也没有见过他，这一情况令办公室所有的人不安。2）that-从句作主语通常用it作先行词，而将that-从句置于句末。例如：It is quite clear that the whole project is doomed to failure.很清楚，整个计划注定要失败。It’s a pity that you should have to leave.你非走不可真是件憾事。
课 题 M3U1 课时 12-7Grammar and usage(2) 主备人 Swan 授 课 时 间 200809
教 学 目 标 Ask the Ss to master noun clauses further
教学重、难点 教学重点：Exercise of noun clause教学难点：The difference of a noun clause/ begin with if/whether or a question word
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁注
教学过程Step 1 GreetingsStep 2 GrammarThat 引导名词从句与定于从句的区别。
That 引导名词性从句时，特别是引导同位语从句时 that从句是对它前面所限制的名词所包含的内容作进一步的解释和说明，that 在从句中不作任何成分；而that 引导定语从句时，它不涉及先行词的具体内容，that 在从句中不仅起连接作用，而且还在从句中充当句子的成分。
1). We expressed the hope (that) they had expressed. 我们表达了汤面曾经表达了的希望。
（that 引导的从句是定语从句，that 可省略）
2). We expressed the that they would come to China again. 我们表达了这样的希望：欢迎他们在来中国。（that 引导的从句是同位语从句，that不能省略）
3). The fact that Great Britain is made up of three countries is still unknown to many .
大不列颠有三个国家组成的事实对许多人来说还不知道。
（that 引导的是同位语从句，that只起连接作用）
4). The state that consist of three countries is developing very fast.由三个国家组成的国家发展很快。（that 引导定语从句，在从句中充当主语）
6.That 与what引导名词性从句。
That 引导名词性从句时，它在从句中只起连词的作用，而what 引导名词性从句时，不仅起连接作用，而且在从句中承担一定的成分。
1). What he wants is a book。他想要的是一本书。（what 引导主语从句，在从句中作宾语）
2). The result is that we won the game.众所周知，光是沿直线运行。
（that 引导表语从句，只起连接作用）
3). This is what we are looking for. 这是我们正在寻找的东西。
（what 引导表语从句，它在从句中作looking for 的宾语）
4). What excited us most was that he passed the exam. 使我们感到兴奋的是，他考试通过了。（what 引导主语从句，在从句中作主语：that引导表语从句，它在从句中不作成分）
5). The trouble is that they say doesn’t agree with what they do.问题是他们说的与他们做的不一致。（that 引导表语从句，不作成分，what 引导从句作介词with 的宾语，而且what 在宾语从句中作do 的宾语。） if， whether引导的名词从句1）yes-no型疑问从句从属连词if， whether引导的名词从句是由一般疑问句或选择疑问转化而来的，因此也分别被称为yes-no型疑问句从句和选择型疑问从句。例如：主语：Whether the plan is feasible remains to be proved.这一计划是否可行还有等证实。宾语：Let us know whether /if you can finish the article before Friday.请让我们知道你是否能在星期五以前把文章写完。表语：The point is whether we should lend him the money.问题在于我们是否应该借钱给他。同位语：They are investigating the question whether the man is trustworthy.他们调查他是否值得信赖。形容词宾语：She is doubtful whether we shall be able to come.她怀疑我们是否能够前来。介词宾语：I worry about whether he can pass through the crisis of his illness.我担心他能否度过疾病的危险期。2）选择性疑问从句选择性疑问从句由关联词if/whether…or或whether…or not构成。例如：Please tell me whether/if they are Swedish or Danish.请告诉我他们是瑞典人还是丹麦人。I don’t care whether you like the plan or not.我不在乎你是否喜欢该计划。比较：whether 与 if 均为“是否”的意思。但在下列情况下，whether 不能被if 取代：(1) whether 引导主语从句在句首Whether she comes or not doesn’t concern me .她是否来与我无关。(2)引导表语从句His first question was whether she had arrived yet. 他问第一个问题就是她来了没有。(3) whether 从句作介词宾语I worry about whether I hurt her feeling .我担心是否伤了她的感情。(4) 从句后有“or not”。I don’t know whether he is going to Japan or not.我不知道他是否去日本。HomeworkStepIII Homework.Have a revision of noun clausePreview next lesson. Finish all the ex. in Grammar.StepI Revision Check the homework Do some consolidation exx.StepII Exercises:1.It is doubtful ___________ he knows it or not. A.that B.if C.what D.whether 2._______that there is another good harvest this year. A.It says B.It is said C.This is D.He was told 3.Is this _________looking for A.you were B.that you were C.what were you D.what you were 4.______we are doing has never been done before. A.That B.Which C.Whether D.What 5.She said that she ________ there for two years. A.has worked B.had worked C.was working D.worked 6. He said that he _________us. A. will help B. would help C. is helping D. helped 7. Now we have learnt ____________. A A.what is heat B. whether is heat C. when is heat D. what heat is 8.She__ that she lives in London. A.said B.says C.had said D.was saying 9.Can you tell us _____________. A.who that man is B.who is that man C.what is that man D.whom that man is 10.I wonder ____________. A.how much cost these shoes B.how much do these shoes cost C.how much these shoes cost D.how much are these shoes cost 11.--Why is Jack so late --I don't know _________be. A.can what the reason B.what the reason can C.the reason what can D.what can the reason 12.Ask him ____________. A.how old he is B. how old is he C. how old has he D. how old he has 13.He wanted to know _________ there. A.how long time I had been B.how long had I been C.how long time I have been D.how long I had been 14.He always thinks of ________ he can work better for the people. A.what B.which C.why D.how 15.--What is that thing --I don't know what _______. A.is that thing B.was that thing C.it is D.is it 16.--What does she want --I don't know what ________. A. does she want B. did she want C. she wanted D. she wants 17.--Where did they do it --I am not sure where ________. A. they did it B. did they do it C. they do it D. do they do it 18.--When do this shops open --I don't know when ___________. A. those shops open B. are those shops open C. do those shops open D. those shops open 19.The policeman wanted to know ____________. A.where I was going B.where I am going C.where I going D.where was I going 20.______ he will attend the meeting is certain. A.What B.That C.In which
课 题 M3U1 课时 12-8Task 1 主备人 Swan 授 课 时 间 200809
教 学 目 标 1. To help them get more knowledge of English 2. To help the students improve their communication skill
教学重、难点 教学重点：know something about plot教学难点：how to plotting a story
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1. Revision Check the answers for Grammar.Step 2. Lead-inDo you like reading stories What kind of stories do you like reading Why What are the common elements in stories Step 3. Skills building 1 Plotting a storyHave the students read the three points on Page 12.Ask the students to do Part A individually.Check the answers with the whole class.Step 4. Completing a checklistAsk the students to read Part A on Page 13.Play the tape.Check the answers (Part A and B)Ask the students to write the beginning of the story using their answers in Part B.Step 5. Skills building 2Identifying different elements of a comic stripAsk the students to read the guidelines and look at the 4 pictures on Page 14.Ask the students to read the comic strip in the exercise and label the different ways of adding words to pictures.Ask the students to tell a short story according to the comic strip.Step 6. Preparing a story with a surprise ending .Ask the students to read the guidelines on Page 15.Ask the students to work individually.Discuss the answers.Work out a surprise ending.Step 7. Skills building 3 Using adjs and advs in stories.Ask the students to read Part 1 on Page 16.Have the students read Part 2.Ask them to pay attention to where an adv. is used in a sentence.Ask the students to read Part B.Ask the students to individually complete the exercises on Page 16.Discuss the answer.Step 8. Improving your storyHave the students read the guidelines in Part A on Page 17. Ask them to go over the adjs and advs.Ask the students to read the guidelines in Part B.Have them work in pairs to practise telling the story.Step 9. ConsolidationAsk the students to present the stories in class.
课 题 M3U1 课时 12-9Task 2 主备人 Swan 授 课 时 间 200809
教 学 目 标 To help students get more knowledge of English
教学重、难点 教学重点： To help the improve their communication skill教学难点： To let them know how to Identifying different elements of a comic strip l
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1. Revision Review the content taught in last class. Teaching procedures:Step 1. Lead-in Ask ss the following questions: Q1: Do you like read stories What kind stories do you like reading Why Q2: What are the common elements in stories Step 2. Completing a checklistHave ss read the three points on page 12 in this section.(After reading, ss should know that: 1) A story usually starts by providing answers to: Who Where When Why 2) In an interesting story, the main character will face a problem or conflict that need to be solved. 3) The end of the story usually tells how the problem is solved.Ask ss to read Part A on page 13. Have ss complete the checklist individually, and then ask them to check their answers with partners to see if they have the same answers.Step 3 Listening to the tape again and retell the story Step 4. Identifying different elements of a comic stripAsk ss to read the guidelines and look at the four pictures on page 14.Help ss discover that: the speech bubble is used to show what the character is saying; the thought bubble is used to show what the character is thinking;the sound bubble is used to show the sound the character is making; the caption is used to describe the state or action concerning the character.Have ss read the words in the speech bubble, the thought bubble, the sound bubble and the caption. Ask ss to talk about the four pictures.Ask ss to read the comic strip in the exercise and label the different ways of adding words to pictures. If time allows, ask ss to tell a short story according to the comic strip.Step 5 Preparing a story with a surprise ending Ask ss to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually and then to check their answers with their partners. If they have different answers, have them discuss which answer is better.In pairs, ask ss to work out a surprise ending from the five pictures given in part A. They should draw a picture, write a caption and add thought, speech or sound bubble where necessary.
课 题 M3U1 课时 12-10Task 3 主备人 Swan 授 课 时 间 200809
教 学 目 标 To help them get more knowledge of English
教学重、难点 教学重点： To help the students improve their communication skill教学难点： To let them know how to using adjectives and adverbs in stories
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1. Revision Review the content taught in last class.Step 2. Using adjectives and adverbs in storiesAsk ss to read Part 1 on page 16. Have ss read Part 2. This will show them how to use adverbs. Tell ss adverbs are usually used to modify verds, adjectives, a prepositional phrase or another adverb. Ask ss to pay attention to where an adverb is used in a sentence.Ask Ss to read part 3.Ask students to individually complete the exercise on page 16 and then check their answers with their partners.Step 3 improving your story1 Have Ss read the guidelines in Part A on page 17. Ask them to go over the adjectives and adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. 2 Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step 2.3 Ask Ss to think about what good storytellers will do to made others interested and willing to listen to them.4 Ask Ss to read the guidelines in Part B. Have them work in pairs to practise tell the story they have just finished. Then ask some Ss to present their stories in class.5 The whole class should decide who is the best storyteller.Step6 HomeworkComplete the Task
课 题 M3U1 课时 12-11Project 1 主备人 Swan 授 课 时 间 200809
教 学 目 标 Get students to learn how to talk about animals and their unique sensesImprove the students’ ability of developing a TV show about how an animal uses its senses
教学重、难点 教学重点： Read a passage about shark attacksDevelop a TV show about how an animal uses its senses教学难点：Develop a TV show about how an animal uses its senses
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step1 RevisionStep2 Lead-in T shows two pictures of sharks. Ask the Ss the following questions:(1) Do you know what the most dangerous shark is (2) What types of sharks do you know that attack humans Step3 Reading1.Fast reading(1)Ask Ss to get the main idea of each paragraph and find out as much information as they can about sharks.(2)Try to get the main idea of the whole passage2.Careful readingHave Ss read the article again and ask them the following questions:What unique senses do sharks have What senses do sharks use to attack humans What can people do to protect themselves Step4 Introducing the projectProduce a TV show about how an animal uses its senses.Step5 The procedures of doing the projectPlanning:Work in small groups and decide which animal to focus onPreparingCollect information about your animalProducingFocus your research on how your animal uses its sensesPresentingPresent your TV show to the classStep6 HomeworkComplete the project
课 题 M3U1 课时 12-12Project 2 主备人 Swan 授 课 时 间 200809
教 学 目 标 (1)Improve the students’ ability of developing a TV show about how an animal uses its senses(2)Produce a TV show(3)Master the usage of some useful words and expressions
教学重、难点 教学重点： Present a TV show about how an animal uses its senses to the whole class教学难点： Present a TV show about how an animal uses its senses
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step1 Lead-inT shows Ss the rules of how to presentStep2 PresentationT values which group did a better job, and also invites the Ss to talk about which they like best, and whyStep3 Language pointsT introduces some language points in the article to Ss1. compare to/with…与。。。相比较 Compare this sentence with that one, and you’ll see the difference./ Shanghai is large compared with/to Suzhou.2. drown vi. 淹死；淹没 Six people drowned when the ship sank 比较 a drowned man/ a drowning man3.avoid vt. 避开；防止发生某事物 I think he’s avoiding me./ Try to avoid accidents.4.30 times greater…than…比…大…30多倍 倍数+比较级+than… This room is twice bigger than that one 倍数的表达法还有：倍数+as…as倍数+the+n(length/size/height…)+ofThis room is twice as big as that one.This room is twice the size of that one.Step6 HomeworkComplete the project
教 学 目 标 Give the Ss some impression of the five senses
教学重、难点 Know some useful phrases about the five senses.
教、 学 具 Slides
预习要求 Workbook
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Step 1 GreetingsStep 2 Welcome to the unit1.Brainstorming Questions:With what can we see and hear How can we know whether a dish is delicious How can we know that a flower has a pleasant smell What do we do when we want to know whether the water in the basin is hot or cold 2.Fill in the tableWe dowiththe senseseeeyessighthearearshearingtaste tongue/taste buds tastesmellnose smelltouch/feelhands/feet/skin touch3.What would happen if you lost one or two of your senses A person who cannot see is___ (blind) and someone who cannot hear is ___. (deaf) Do you know how blind people can read They can read by touching raised dots which represent numbers and letters. This system is called Braille.How do the deaf communicate with each other body language or sign language4.Read the short passage on page 15.Look at the four pictures and answer the question below each picture.(1)What can you see in this picture (2)How would you judge the length of the two lines (3)How can you prove that the two lines are straight (4)Can the symbols be read in only one way Why are people misled by their own eyes.6.DiscussionRead the three questions in the short passage and discuss them in groups of four.Report your answers to the whole class.Exx:1. deserted ____________ (v.) 2. still (adj.) _____________ (adv. )3. stare at ____________(怒视) 4. watch out _____________ (同义词)5. confidently____________(adj.) 6. reduce_____________ (把……减少到)7. experiment ______ (做实验) 8. make sense _________ (讲不通,没道理)9. everyday_________(每天, 日常) 10.avoid ___________(避免干某事)
课 题 M3U1 课时 12-2Reading 主备人 Swan 授 课 时 间 200809
教 学 目 标 Improve students’ speaking ability Train the Ss’ reading ability and master reading strategy: reading a story
教学重、难点 教学重点：Paraphrase long sentences and analyze the organization of the text教学难点：How to help the Ss improve their reading ability and understand the text better.
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step1 RevisionCheck the homewoekHave a dictationStep 2 Fast readingRead the story quickly and answer the following questions.1. Why did Polly leave work early that day Because it was foggy and she wondered if the buses would still be running.2. Why did Polly take the Underground train to Green Park Because no buses run that far to King Street.3. How did she get home at last With the help of the old blind man.Step 3 True or FalseThe fog was very thick in the morning. When she got to Green Park, the weather turned out to be fine. Polly got to Green Park by train. The old man carried an umbrella in his hand. At first Polly thought the old man couldn’t see her face because he was blind. After arriving at home, Polly invited the old man to her home for a rest and he agreed. Step 4. Comprehension to the text.Read the story carefully and try to find the route (路线) that Polly took home.1.outside Polly’s working place2.at the bus stop on the street3.in the Underground train4.at Green Park station5.in Park Street6.at the corner of the street7.at 86 King StreetStep 5. Deep understandingRead the story carefully and answer the following questions:1. (Lines 15-16) …she sensed that she was being watched by a tall man in a dark coat.Why was a tall man mentioned here 2. (Lines 22-23) …Polly felt a rough hand brush her face …Why did the man brush Polly’s face The writer mentioned the two unnamed men in order to show that ______. Polly was in danger. they wanted to help her. they would do something bad to her. Polly was too nervous.3. (Line 30) Polly waited. at last she spoke.The man offered to help her, but why did Polly wait Step6 HomeworkWork in groups and write a story with a surprise ending. 1. What is your opinion on the old man 2. What can we do to help those disabled like the old blind man Step 7 Reading strategyStories usually have the following elements in common.a plot (情节)main characters (主要人物)a certain time period ( 特定时间)a placea problem or an issue to be solveda climax (高潮) or a surprise endingStep8 HomeworkWork in groups and write a story with a surprise ending.
课 题 M3U1 课时 12-3Reading 2 主备人 Swan 授 课 时 间 200809
教 学 目 标 Ask the Ss to have a further understanding of the text.
教学重、难点 教学重点：Know some useful phrases教学难点：cover/wonder/sense/glance
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step1 RevisionCheck the homeworkHave a dictationStep2 Language points1.The city was already covered in a grey mist.Be covered in/withCover in 完全盖起The ground is covered with snow.2. wondervt. 想知道I wonder who he is/what he wants/why he is late/(if)whether he will come/whose it is.I was wondering how to get there quickly/where to spend the weekend.vi. 感到惊奇；惊愕；惊叹 wonder at sthI don’t wonder at her refusing to marry him.It’s not to be wondered at. 那不足为奇n. 1) ［u］惊奇；惊愕；惊叹 No wonder you were so late. 难怪你来得那么迟。2）［c］奇迹；奇观Walking on the moon is one of the wonders of our times.What a wonder! 多么令人惊奇。Adj. Wonderful3. Once out in the street, she walked quickly towards her usual bus stop.Once adv. 1) 一次2）曾经；从前 （常用于句中）He once lived in Persia.Conj. 一旦 as soon asOnce you understand this rule, you will have no further difficulty.4. The truth is that the fog is too thick for the bus to run that far.That the fog is too -------- 是一个表语从句Too-------(for sb) to------- 太-------而不能-------It’s too hot to work.That far 那么远 that可以作副词，修饰形容词或副词，表示程度I’m sorry. I hadn’t realized the situation was that bad.对不起，我没料到情况有那么糟。知识链接this adv. 到此程度；如此 也可修饰形容词或副词，表示程度It’s about this high. 大约有这么高Can you spare me this much 你能不能匀给我这么多？A fog this bad is rare.5. sensen. 感觉，知觉 come to one’s senses 醒悟；心智恢复健全bring sb. to his senses 使醒悟；心智恢复健全a/the sense of 辨识；赏识；领悟a sense of humour 幽默感 a sense of direction 方向感in a sense 在某种意义上What you say is true in a sense在某种意义上，你说的是实话。make sense有意义What you say doesn’t make sense/makes no sense 你的话毫无意义。make sense of sth 懂；了解其含义Can you make sense of this poem 你懂得这首诗的含义吗？Sense vt. 觉得；感知；了解；明白He sensed that his proposals were unwelcome.6. glance vi. 匆匆一看；瞥视 Glance at/over/through/roundglance at the clock 匆匆看一下钟glance over/through a letter 匆匆阅读一信Step3 Homework Have a revision of the text Finish off the exx.
课 题 M3U1 课时 12-4 Reading Language points 主备人 Swan 授 课 时 间 200809
教 学 目 标 Get the general idea of the passage and develop the students reading ability by learn the reading strategy.
教学重、难点 教学重点：Know some useful phrases教学难点：desert/sight/fear/set
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1.GreetingsStep 2. Lead-inTalk about the weather . Ask the students the following questions:What’s the weather usually like in spring/summer/autumn/winter in London Which season do you think is the best Why Do we sometimes have foggy days What would you do if you get lost on such a day In Welcome to the unit, we talked about five senses. What senses do you think we can use on a foggy day Step 3. Listen to the tape and try to answer the questions in Part A on page 2.Step 4. Read the passage and do Parts C1 and C2 on page 4.Step 5. Read again and find the supporting details for each part.Step 6. Post reading activities.Ask the students to retell the story.Guide the students to read the Reading Strategy for the article and teach them the elements of a story. ( what,when,why,who, a climax, a surprising ending )Discuss the questionsHave you ever lost your senses of taste or smell when you were ill How did you feel Some people talk about ‘sixth sense’ . They say that it helps people know about things before they happen. Do you believe in a sixth sense Why or why not This is a story about what happened to a young lady on a thick foggy afternoon. A blind man led her home when no one could see anything in thick fog.Recite some parts of the passage and finish exercise D and E (P4-5)Step 7 Language points1.desertn. 沙漠；荒地 adj. 荒凉的；不毛的Vt. Vi. 离开；放弃；抛弃；废弃 deserted adj.The street was deserted. 街上行人绝迹。We sheltered from the storm in a deserted hut. 我们在一个空无人住的茅屋里躲暴风雨。2. There was no one in sight.In/within sight 能看见 out of sight of sth 看不见catch sight of 发现；看到 lose sight of 再也看不见Keep sight of/keep sb/sth in sight 将-----保持在视线之内；照看；监视At first sight 初见；乍看 at (the) sight of 一看见---就At sight of the police officers the men ran off.3. set off开始（旅程，赛跑等）；出发set out 出发；启程set sb/sth back 拨回；阻碍；挫折 set about sth开始；着手set sth. apart/aside 拨出；留下将来使用4. by the time she reached the corner of the street, by the time 到---时间By the time you get there, it will be dark.By the time he was eighteen years old, he had traveled to most of the countries in Europe.5. Feel sb/sth do/doing hear sb/sth do/doingbrush n. 刷子；画笔 vt.vi. 用刷子刷；刷亮；拂拭ear be all ears 专心倾听 (have) a word in sb.’s ear 私下说出一事May I have a word in your ear 我可以和你私下谈句话吗？Turn a deaf ear (to) 拒绝帮助Fear n. 恐惧；惧怕He was overcome with/by fear. 他吓坏了。The thief passed the day in fear of discovery. 那贼在惧怕被人发觉的情况下度过了一天。for fear of 惟恐；生怕She asked us not to be noisy, for fear of waking the baby.for fear that 惟恐；以免Step 8 HomeworkWork in groups and write a story with a surprise ending.Fish off the Exx
课 题 M3U1 课时 12-5Word power 主备人 Swan 授 课 时 间 200809
教 学 目 标 Teach the Ss something about Parts of speech ,get the students to learn the words used to describe the weather.
教学重、难点 教学重点：Parts of speech and Know some useful phrases about the Weather教学难点：Parts of speech
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step I Revision Check the homeworkStep II PresentationParts of speechAsk the students to read the speech bubbles on Page 6.Make sure they pay attention to the word rest and get them to describe the different meanings of it in different parts of speech.Get the students to read the instructions for Part A.Complete Part B according to the instructions.Read the short report.Encourage the students to give some more examples.Step III Compare the two sentences1.It was going to rain2.The sky will be overcast with heavy rain.In most cases, a word can act both as a noun and a verb. Ask the Ss to read the story Fog and find more words that can be used both as a noun and a verb. Have them explain the meanings of these words when they are used as different parts of speech.e.g Polly leaves work early. She sensed she was being watched.3.Ask ss first to complete the table in part A individually and then to discuss in pairs the answers. Encourage Ss to make different sentences. Then check the answers with the whole class.Step IV. Parts of speechAsk the students to read the speech bubbles on Page 6.Make sure they pay attention to the word rest and get them to describe the different meanings of it in different parts of speech.Get the students to read the instructions for Part A.Complete Part B according to the instructions.Read the short report.Encourage the students to give some more examples.Step V DialogueRead the dialogue and answer the questions1.Where did the conversation happen 2.What was the weather like Read the weather report on Page 7 and see if you understand the words in plete the weather forecast for tomorrow according to the three picturesStep VI. Describing the weather.Review the words used to describe the different kinds of weather.Practise reading the dialogue in Part A.Have students look up the new words in the dictionaryGet them to look at the symbols in Part B for reference.Read the weather report.Let the students focus on the part of speech of the words in blue.Read the tip plete the second speech bubble by looking at the 3 pictures.Step VII. ConsolidationDesign some similar exercises for the students to practise. Ask students to talk about the change of temperature forecast for the next day.
课 题 M3U1 课时 12-6Grammar 1 主备人 Swan 授 课 时 间 200809
教 学 目 标 Teach the Ss how to master noun clauses
教学重、难点 教学重点：noun clause as subject / object/predicative/apposition of a noun教学难点：How to use that/if/whether or a question word to begin a noun clause.
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step I Revision Check the homework Do some consolidation exx.Step II Presentation名词性从句中的连接词有:连词: that / whether / as if;连接代词: what / who/ which / whose / whatever / whoever / whomever / whichever，连接副词: where / when / why / how / wherever / whenever。 1.We can use a noun clause as the subject of a sentence1).That they are good at English is known to us all.
(2).Whether the meeting will be put off has not been decided yet.
(3).Whatever you say will interest us all.
(4).It’s shame that he has made such a mistake2.We can use a noun clause as the object of a sentence.1). She sensed that she was being watched.(2). I wonder if / whether that’s a good idea.(3).Polly didn’t know which way she should go.3.We can use a noun clause as the predictive of be.(1).The problem is that we don’t have enough money. (2).That is why he is absent from school today.
4.We can use a noun clause in apposition to a noun.The fact that Polly didn’t ask for the man’s name is a pity.The news that the plane had crashed made us sad.5.We use that, if/whether or a question word to begin a noun clause.(1).I hope that Polly will be OK.(2).No one knew if he lost his sight because of an accidentStepIII Homework.Finish off Exercises: P9 Read a scientific article. Underline all the noun clauses you can find.1、名词性从句的定义名词性从句指在句子中起名词作用的句子。2、名词从句的功能相当于名词词组，它在复合句中能担任主语、宾语、表语、同位语，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。3、引导名词性从句的连接词引导名词性从句的连接词可分为三类：连接词： whether, if (不充当从句的任何成分) ，that,（不充当从句的任何成分，无词义）连接代词：what, whatever, who, whoever, whom, whose, which连接副词：when, where, how, why4、名词性that-从句1）由从属连词that 引导的从句叫做名词性that-从句。That 只起连接主句和从句的作用，在从句中不担任任何成分，本身也没有词义。名词性that-从句在句中能充当主语、宾语、表语、同位语。例如：That he is still alive is sheer luck. 他还活着全靠运气。（主语）John said that he was leaving for London on Wednesday. 约翰说他星期三要到伦敦去（宾语）The fact is that he has not been seen recently. 事实是近来谁也没有见过他。（表语）The fact that he has not been seen recently disturbs everyone in his office. （同位语）近来谁也没有见过他，这一情况令办公室所有的人不安。2）that-从句作主语通常用it作先行词，而将that-从句置于句末。例如：It is quite clear that the whole project is doomed to failure.很清楚，整个计划注定要失败。It’s a pity that you should have to leave.你非走不可真是件憾事。
课 题 M3U1 课时 12-7Grammar and usage(2) 主备人 Swan 授 课 时 间 200809
教 学 目 标 Ask the Ss to master noun clauses further
教学重、难点 教学重点：Exercise of noun clause教学难点：The difference of a noun clause/ begin with if/whether or a question word
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁注
教学过程Step 1 GreetingsStep 2 GrammarThat 引导名词从句与定于从句的区别。
That 引导名词性从句时，特别是引导同位语从句时 that从句是对它前面所限制的名词所包含的内容作进一步的解释和说明，that 在从句中不作任何成分；而that 引导定语从句时，它不涉及先行词的具体内容，that 在从句中不仅起连接作用，而且还在从句中充当句子的成分。
1). We expressed the hope (that) they had expressed. 我们表达了汤面曾经表达了的希望。
（that 引导的从句是定语从句，that 可省略）
2). We expressed the that they would come to China again. 我们表达了这样的希望：欢迎他们在来中国。（that 引导的从句是同位语从句，that不能省略）
3). The fact that Great Britain is made up of three countries is still unknown to many .
大不列颠有三个国家组成的事实对许多人来说还不知道。
（that 引导的是同位语从句，that只起连接作用）
4). The state that consist of three countries is developing very fast.由三个国家组成的国家发展很快。（that 引导定语从句，在从句中充当主语）
6.That 与what引导名词性从句。
That 引导名词性从句时，它在从句中只起连词的作用，而what 引导名词性从句时，不仅起连接作用，而且在从句中承担一定的成分。
1). What he wants is a book。他想要的是一本书。（what 引导主语从句，在从句中作宾语）
2). The result is that we won the game.众所周知，光是沿直线运行。
（that 引导表语从句，只起连接作用）
3). This is what we are looking for. 这是我们正在寻找的东西。
（what 引导表语从句，它在从句中作looking for 的宾语）
4). What excited us most was that he passed the exam. 使我们感到兴奋的是，他考试通过了。（what 引导主语从句，在从句中作主语：that引导表语从句，它在从句中不作成分）
5). The trouble is that they say doesn’t agree with what they do.问题是他们说的与他们做的不一致。（that 引导表语从句，不作成分，what 引导从句作介词with 的宾语，而且what 在宾语从句中作do 的宾语。） if， whether引导的名词从句1）yes-no型疑问从句从属连词if， whether引导的名词从句是由一般疑问句或选择疑问转化而来的，因此也分别被称为yes-no型疑问句从句和选择型疑问从句。例如：主语：Whether the plan is feasible remains to be proved.这一计划是否可行还有等证实。宾语：Let us know whether /if you can finish the article before Friday.请让我们知道你是否能在星期五以前把文章写完。表语：The point is whether we should lend him the money.问题在于我们是否应该借钱给他。同位语：They are investigating the question whether the man is trustworthy.他们调查他是否值得信赖。形容词宾语：She is doubtful whether we shall be able to come.她怀疑我们是否能够前来。介词宾语：I worry about whether he can pass through the crisis of his illness.我担心他能否度过疾病的危险期。2）选择性疑问从句选择性疑问从句由关联词if/whether…or或whether…or not构成。例如：Please tell me whether/if they are Swedish or Danish.请告诉我他们是瑞典人还是丹麦人。I don’t care whether you like the plan or not.我不在乎你是否喜欢该计划。比较：whether 与 if 均为“是否”的意思。但在下列情况下，whether 不能被if 取代：(1) whether 引导主语从句在句首Whether she comes or not doesn’t concern me .她是否来与我无关。(2)引导表语从句His first question was whether she had arrived yet. 他问第一个问题就是她来了没有。(3) whether 从句作介词宾语I worry about whether I hurt her feeling .我担心是否伤了她的感情。(4) 从句后有“or not”。I don’t know whether he is going to Japan or not.我不知道他是否去日本。HomeworkStepIII Homework.Have a revision of noun clausePreview next lesson. Finish all the ex. in Grammar.StepI Revision Check the homework Do some consolidation exx.StepII Exercises:1.It is doubtful ___________ he knows it or not. A.that B.if C.what D.whether 2._______that there is another good harvest this year. A.It says B.It is said C.This is D.He was told 3.Is this _________looking for A.you were B.that you were C.what were you D.what you were 4.______we are doing has never been done before. A.That B.Which C.Whether D.What 5.She said that she ________ there for two years. A.has worked B.had worked C.was working D.worked 6. He said that he _________us. A. will help B. would help C. is helping D. helped 7. Now we have learnt ____________. A A.what is heat B. whether is heat C. when is heat D. what heat is 8.She__ that she lives in London. A.said B.says C.had said D.was saying 9.Can you tell us _____________. A.who that man is B.who is that man C.what is that man D.whom that man is 10.I wonder ____________. A.how much cost these shoes B.how much do these shoes cost C.how much these shoes cost D.how much are these shoes cost 11.--Why is Jack so late --I don't know _________be. A.can what the reason B.what the reason can C.the reason what can D.what can the reason 12.Ask him ____________. A.how old he is B. how old is he C. how old has he D. how old he has 13.He wanted to know _________ there. A.how long time I had been B.how long had I been C.how long time I have been D.how long I had been 14.He always thinks of ________ he can work better for the people. A.what B.which C.why D.how 15.--What is that thing --I don't know what _______. A.is that thing B.was that thing C.it is D.is it 16.--What does she want --I don't know what ________. A. does she want B. did she want C. she wanted D. she wants 17.--Where did they do it --I am not sure where ________. A. they did it B. did they do it C. they do it D. do they do it 18.--When do this shops open --I don't know when ___________. A. those shops open B. are those shops open C. do those shops open D. those shops open 19.The policeman wanted to know ____________. A.where I was going B.where I am going C.where I going D.where was I going 20.______ he will attend the meeting is certain. A.What B.That C.In which
课 题 M3U1 课时 12-8Task 1 主备人 Swan 授 课 时 间 200809
教 学 目 标 1. To help them get more knowledge of English 2. To help the students improve their communication skill
教学重、难点 教学重点：know something about plot教学难点：how to plotting a story
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1. Revision Check the answers for Grammar.Step 2. Lead-inDo you like reading stories What kind of stories do you like reading Why What are the common elements in stories Step 3. Skills building 1 Plotting a storyHave the students read the three points on Page 12.Ask the students to do Part A individually.Check the answers with the whole class.Step 4. Completing a checklistAsk the students to read Part A on Page 13.Play the tape.Check the answers (Part A and B)Ask the students to write the beginning of the story using their answers in Part B.Step 5. Skills building 2Identifying different elements of a comic stripAsk the students to read the guidelines and look at the 4 pictures on Page 14.Ask the students to read the comic strip in the exercise and label the different ways of adding words to pictures.Ask the students to tell a short story according to the comic strip.Step 6. Preparing a story with a surprise ending .Ask the students to read the guidelines on Page 15.Ask the students to work individually.Discuss the answers.Work out a surprise ending.Step 7. Skills building 3 Using adjs and advs in stories.Ask the students to read Part 1 on Page 16.Have the students read Part 2.Ask them to pay attention to where an adv. is used in a sentence.Ask the students to read Part B.Ask the students to individually complete the exercises on Page 16.Discuss the answer.Step 8. Improving your storyHave the students read the guidelines in Part A on Page 17. Ask them to go over the adjs and advs.Ask the students to read the guidelines in Part B.Have them work in pairs to practise telling the story.Step 9. ConsolidationAsk the students to present the stories in class.
课 题 M3U1 课时 12-9Task 2 主备人 Swan 授 课 时 间 200809
教 学 目 标 To help students get more knowledge of English
教学重、难点 教学重点： To help the improve their communication skill教学难点： To let them know how to Identifying different elements of a comic strip l
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1. Revision Review the content taught in last class. Teaching procedures:Step 1. Lead-in Ask ss the following questions: Q1: Do you like read stories What kind stories do you like reading Why Q2: What are the common elements in stories Step 2. Completing a checklistHave ss read the three points on page 12 in this section.(After reading, ss should know that: 1) A story usually starts by providing answers to: Who Where When Why 2) In an interesting story, the main character will face a problem or conflict that need to be solved. 3) The end of the story usually tells how the problem is solved.Ask ss to read Part A on page 13. Have ss complete the checklist individually, and then ask them to check their answers with partners to see if they have the same answers.Step 3 Listening to the tape again and retell the story Step 4. Identifying different elements of a comic stripAsk ss to read the guidelines and look at the four pictures on page 14.Help ss discover that: the speech bubble is used to show what the character is saying; the thought bubble is used to show what the character is thinking;the sound bubble is used to show the sound the character is making; the caption is used to describe the state or action concerning the character.Have ss read the words in the speech bubble, the thought bubble, the sound bubble and the caption. Ask ss to talk about the four pictures.Ask ss to read the comic strip in the exercise and label the different ways of adding words to pictures. If time allows, ask ss to tell a short story according to the comic strip.Step 5 Preparing a story with a surprise ending Ask ss to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually and then to check their answers with their partners. If they have different answers, have them discuss which answer is better.In pairs, ask ss to work out a surprise ending from the five pictures given in part A. They should draw a picture, write a caption and add thought, speech or sound bubble where necessary.
课 题 M3U1 课时 12-10Task 3 主备人 Swan 授 课 时 间 200809
教 学 目 标 To help them get more knowledge of English
教学重、难点 教学重点： To help the students improve their communication skill教学难点： To let them know how to using adjectives and adverbs in stories
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1. Revision Review the content taught in last class.Step 2. Using adjectives and adverbs in storiesAsk ss to read Part 1 on page 16. Have ss read Part 2. This will show them how to use adverbs. Tell ss adverbs are usually used to modify verds, adjectives, a prepositional phrase or another adverb. Ask ss to pay attention to where an adverb is used in a sentence.Ask Ss to read part 3.Ask students to individually complete the exercise on page 16 and then check their answers with their partners.Step 3 improving your story1 Have Ss read the guidelines in Part A on page 17. Ask them to go over the adjectives and adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. 2 Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step 2.3 Ask Ss to think about what good storytellers will do to made others interested and willing to listen to them.4 Ask Ss to read the guidelines in Part B. Have them work in pairs to practise tell the story they have just finished. Then ask some Ss to present their stories in class.5 The whole class should decide who is the best storyteller.Step6 HomeworkComplete the Task
课 题 M3U1 课时 12-11Project 1 主备人 Swan 授 课 时 间 200809
教 学 目 标 Get students to learn how to talk about animals and their unique sensesImprove the students’ ability of developing a TV show about how an animal uses its senses
教学重、难点 教学重点： Read a passage about shark attacksDevelop a TV show about how an animal uses its senses教学难点：Develop a TV show about how an animal uses its senses
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step1 RevisionStep2 Lead-in T shows two pictures of sharks. Ask the Ss the following questions:(1) Do you know what the most dangerous shark is (2) What types of sharks do you know that attack humans Step3 Reading1.Fast reading(1)Ask Ss to get the main idea of each paragraph and find out as much information as they can about sharks.(2)Try to get the main idea of the whole passage2.Careful readingHave Ss read the article again and ask them the following questions:What unique senses do sharks have What senses do sharks use to attack humans What can people do to protect themselves Step4 Introducing the projectProduce a TV show about how an animal uses its senses.Step5 The procedures of doing the projectPlanning:Work in small groups and decide which animal to focus onPreparingCollect information about your animalProducingFocus your research on how your animal uses its sensesPresentingPresent your TV show to the classStep6 HomeworkComplete the project
课 题 M3U1 课时 12-12Project 2 主备人 Swan 授 课 时 间 200809
教 学 目 标 (1)Improve the students’ ability of developing a TV show about how an animal uses its senses(2)Produce a TV show(3)Master the usage of some useful words and expressions
教学重、难点 教学重点： Present a TV show about how an animal uses its senses to the whole class教学难点： Present a TV show about how an animal uses its senses
教、 学 具 Slides
预习要求 Workbook
教师活动内容、方式 学生活动内容、方式 旁 注
Step1 Lead-inT shows Ss the rules of how to presentStep2 PresentationT values which group did a better job, and also invites the Ss to talk about which they like best, and whyStep3 Language pointsT introduces some language points in the article to Ss1. compare to/with…与。。。相比较 Compare this sentence with that one, and you’ll see the difference./ Shanghai is large compared with/to Suzhou.2. drown vi. 淹死；淹没 Six people drowned when the ship sank 比较 a drowned man/ a drowning man3.avoid vt. 避开；防止发生某事物 I think he’s avoiding me./ Try to avoid accidents.4.30 times greater…than…比…大…30多倍 倍数+比较级+than… This room is twice bigger than that one 倍数的表达法还有：倍数+as…as倍数+the+n(length/size/height…)+ofThis room is twice as big as that one.This room is twice the size of that one.Step6 HomeworkComplete the project