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Module 3 課題 Introduction, Speaking 課時(shí) 1 授課班級(jí) 考點(diǎn)、知識(shí)點(diǎn) Shake , introduce, develop, involve, join the hands, By accident, make a toast, take a sip In competition with, make a noise Adverbial clause of concession 學(xué)習(xí)目標(biāo) 1.Make students master some new words in the reading material. 2.Get students know more about body language and non-verbal communication. 重、難點(diǎn) 1. Read and fully understand the text to develop the students’ reading ability. 2. Train students’ speaking ability by talking about body language and learn about some body language in some countries. 學(xué)習(xí)內(nèi)容 學(xué)生活動(dòng) I. lead-in: Pair Work(chatting with partners by body language) II. Fast Reading Read the text quickly and choose the best title. 1 Saying It Without Words 2 When in Rome, Do as the Romans Do (入鄉(xiāng)隨俗) ★3 Greetings Around the World 4 Read My Mind Match column A with column B. Para 1 A) Body language varies from culture to culture. Part 1 Para 2 B) Greetings in Asian countries Para 3 C) American youth’s greeting today Part 2 Para 4 D) Greetings in western countries Para 5 E) Body language is fascinating for anyone to study. Part 3 Spoken language talking,phoning Ways of communication Written language typing,writing Body language gesture,feeling III. Careful Reading Read para.1 aloud together and fill in the blanks IV.Complete the following table in groups. Countries or areas Way of greeting meaning of the greeting European, Americans Shake hands I trust you China put the right hand over the left and bow slightly or shake hands show respect Hindus Join hands and bow heads respect Muslims Salaam. touch their heart , mouth and forehead respect American youths High five common greeting Post-reading V.Language points 1. be conscious of 2. vary with 3. vary from…to 4. involve sb in VI. Acting and Expressing 1. Guessing game: Let one student act out by body language, and the other speak out the meaning in English. 2. Role play: Here are two situations. For each situation, prepare a role play with their partner. (they can choose either) Use both spoken words and body language to express their ideas. Situation 1 You are visiting a city in England and need to buy some apples. You only know a little English and want to know where you can get them and how much you cost. Situation 2 You are playing your cell phone in class when the teacher stands by you… VII. Conclusion What have you learned today? VIII. Homework Write a short passage about the greetings in different countries. Group work Individual work Read and answer I. lead-in: Pair Work(chatting with partners by body language) II. Fast Reading Read the text quickly and choose the best title. 1 Saying It Without Words 2 When in Rome, Do as the Romans Do (入鄉(xiāng)隨俗) ★3 Greetings Around the World 4 Read My Mind Match column A with column B. Para 1 A) Body language varies from culture to culture. Part 1 Para 2 B) Greetings in Asian countries Para 3 C) American youth’s greeting today Part 2 Para 4 D) Greetings in western countries Para 5 E) Body language is fascinating for anyone to study. Part 3 III. Careful Reading Read para.1 aloud together and fill in the blanks Spoken language talking,phoning Ways of communication Written language typing,writing Body language gesture,feeling IV.Complete the following table in groups. Countries or areas Way of greeting meaning of the greeting European, Americans Shake hands I trust you China put the right hand over the left and bow slightly or shake hands show respect Hindus Join hands and bow heads respect Muslims Salaam. touch their heart , mouth and forehead respect American youths High five common greeting Post-reading V.Language points 1. be conscious of 2. vary with 3. vary from…to 4. involve sb in VI. Acting and Expressing 3. Guessing game: Let one student act out by body language, and the other speak out the meaning in English. 4. Role play: Here are two situations. For each situation, prepare a role play with their partner. (they can choose either) Use both spoken words and body language to express their ideas. Situation 1 You are visiting a city in England and need to buy some apples. You only know a little English and want to know where you can get them and how much you cost. Situation 2 You are playing your cell phone in class when the teacher stands by you… VII. Conclusion What have you learned today? VIII. Homework Write a short passage about the greetings in different countries. 教學(xué)反思 課題 Grammar 課時(shí) 2 授課班級(jí) 考點(diǎn)、知識(shí)點(diǎn) Adverbial clause of condition Think of , every time+clause 學(xué)習(xí)目標(biāo) 1. To enable the students to use the words and expressions in this unit. 2. To enable the students to summarize the ways to use adverbial clause 3.To help the students learn how to give advice. 重、難點(diǎn) 1. Get Ss to master the adverbial clause and sum up the ways to give advice. 2. Get Ss to master the usage of the important words of this part. 學(xué)習(xí)內(nèi)容 學(xué)生活動(dòng) 教學(xué)反思 Step 1 Revision and lead-in (Greet the students as usual. ) The teacher check the students’ homework of yesterday—reciting or retelling the reading passage. (The teacher asks a few students to do this. ) Step 2 Grammar 1 T: Ok, so much for the check-up. You must have spent much time preparing it and gave good performances just now. During your preparation course, you may take notice of many sentences which are linked by conjunctions when and if, right? Do you know the structures of these sentences? Now follow me to learn them this class. In this period we are going to deal with Grammar 1 and Listening and vocabulary part. First please open your books and turn to Page 23. Look at the following sentences from the passage. Read them and pay attention to the conjunctions when and if. They are used to connect sentences or parts of sentences. Then finish the exercise below. (The teacher gives the students two or more minutes to prepare. ) (Two or more minutes later. ) T: Have you yet finished it? Ss: Yes. T: Now look at the screen and see if your choices are correct. (The teacher shows the answers on the screen. ) Suggested answers: The following statements are true: 1, 3, 4 and 5 T: Well done! From the above two sentences and exercise we can get some information about adverbial clause of condition. It describes common situations which were introduced by when and if. Meanwhile, it usually explains the result of the situation in the other part of the sentence and uses the present tense in both parts. If the main clause is located at the beginning of the whole sentence, adverbial clause just follows it. However, if the result lies at the end of the whole sentence, the adverbial clause must be put at the beginning and followed by a comma. Now let’s do more exercises. Look at Activity 2. Read through the passage in the reading part once more and try to find more sentences with when or if. (A few minutes later. ) T: Are you ready? Now let’s check the answers. How many sentences of this kind have you found yet? Ss: 4. T: OK. The first sentence, who shows your answer to others? S: If our right hand is busy greeting someone, it cannot be holding a weapon. T: Good. Sit down, please. No. 2? Volunteer? S: Let me try. If you shake hands with someone, you show you trust them. T: Quiet right. The third one? Anybody, this time? S: We shake hands when we make a deal. T: Well done. What about the last one? S: When we greet someone, we put the right hand over the left and bow slightly. T: Great. You all did good jobs. (Show the above sentences on the screen. ) 教學(xué)反思 課題 Listening and Speaking 課時(shí) 3 授課班級(jí) 考點(diǎn)、知識(shí)點(diǎn) furniture, be optimistic / pessimistic about, switch, dishwasher 學(xué)習(xí)目標(biāo) 1. To train the students’ abilities to listen to the conversation. 2.To encourage the students to express themselves,. 3. To help Ss learn how to decide the important points about listening by reading the exercises based on the listening materials before reading. 重、難點(diǎn) 1. Listen to the two materials and do the exercises correctly. 2. Get the students to tick the right answers. 3. Let the students listen to the first material, do the relevant exercises and decide the predictions. 4. How to encourage the students to talk freely and actively in imagining the ideal house of the future. 學(xué)習(xí)內(nèi)容 學(xué)生活動(dòng) Step ⅠRevision 1. Greetings. 2. Revision. Lsttening Speaking answering Step Ⅱ Listening and Vocabulary Task 1 Match the parts of the body in the picture with the words in the box. Task 2 Listening This part is to train the students’ listening ability. Play the tape for the students to listen, and ask them to do Exercise 2. After that, ask the students to work in pairs and check the answers. At last, play the tape again. Task 3 Discussion Match the following pieces of advice with the topics in activity 3, and have a discussion about different positions of one’s body. Task 4 Speaking The step is intended to make students know how to give advice on different occasions. Step Ⅲ Pronunciation This step is to help the students to pay attention to American accent and British accent in sentences. Teachers can ask them to underline the stressed words and then point out what kind of words belong to the stressed ones. Finally play the tape again, and ask them to pay attention to. Step IV Assignment 1. Consolidation 2. Go over what you have learned in this module. 教學(xué)反思 課題 Extensive Reading 課時(shí) 4 授課班級(jí) 考點(diǎn)、知識(shí)點(diǎn) At the end of, however good they are In competition with Hold universal 學(xué)習(xí)目標(biāo) 1.To help Ss know the culture of clapping. 2.To encourage the students to use this knowledge to communicate with other 重、難點(diǎn) 1.Get the main idea of the two reading materials. 2. Help the students to learn how to read fast and get the main ideas quickly. 3. Find the main idea for each paragraph. 4.How to help the students to understand the difficult language points in the reading and use them correctly. 學(xué)習(xí)內(nèi)容 學(xué)生活動(dòng) Step ⅠRevision 1. Greetings. 2. Revision. Asking |Reading Making notes discussion Step Ⅱ Culture corner 1. Lead-in 2. Skimming This step is to help the students to get a general idea of the passage. Ask them to read fast and find out what the predictions are about. 3. Careful reading This step is to help the students to grasp some detail information. Ask them to read carefully and then ask some students to tell if the statements are true. If false, ask them to correct them. 4. Reading aloud Ask the students to read aloud and find out the language points in the passage. Meanwhile ask them to decide which prediction they find most amusing. 5. Language points T: Look at the screen. Let’s go through the language points of this part. a live performance 現(xiàn)場(chǎng)演出 live adj. 活的, 生動(dòng)的, 精力充沛的, 直播的 ive, alive和living都有“活著的, 活的”的意思, 但alive常用作表語(yǔ)或后置定語(yǔ); living既可用作定語(yǔ), 又可用作表語(yǔ); 而live一般僅用作定語(yǔ)。 prolong vt. 延長(zhǎng)……, 拉長(zhǎng)…… e.g. The meeting may be prolonged into the evening because so many problems have to be solved tonight. 會(huì)議可能要延長(zhǎng)到夜里, 因?yàn)榻裢碛? 太多問(wèn)題要解決。 Shall we prolong our stay for a few days? 我們多停留幾天好嗎? 3. equality n. 同等, 平等 e.g. I do not believe in equality of capacity, but I do believe in equality of opportunity. 我不相信能力均等, 但我確實(shí)相信機(jī)會(huì)均等。 4. infectious adj. 有感染力的, 傳染的 e.g. He expressed infectious enthusiasm to his voters. 他對(duì)他的選民表現(xiàn)出很有感染力的熱情。 The flu is highly infectious. 流感的傳染性很強(qiáng)。 6. Listening This step is to help the students to correct the pronunciation and intonation of the students. Teachers can ask them to listen to the tape of the passage and imitate the pronunciation. 7. Writing predictions about life in China in the future This step is to stimulate the students’ imagination. Teachers can ask them to work in pairs and talk about the life in China in the future. Step Ⅲ Extensive reading (Workbook Page 81) 1. Lead-in 2. Pre-reading This step is to get the students to have a general idea of the whole passage. 3. Reading This step is to get the students to read more carefully and grasp some detail information. Teachers can ask them to read carefully and do Exercise 10. Then get them to discuss their answers in pairs and then with the whole class. 4. Language points more than “不只是”, “遠(yuǎn)甚于” e.g. It is more than a museum; it’s a school. 它不只是一個(gè)博物館。它還是 一所學(xué)校。 2. Like other animals, we are on guard until we know it is safe to relax. 和別的動(dòng)物一樣，除非我們感覺(jué)到很安全才會(huì)放松, 否則將一直處于戒備狀態(tài)。 be on guard 有警惕, 心存戒備 3. If our right hand is busy greeting someone, it cannot be holding a weapon. 如果我們的右手忙著和別人打招呼, 就不可能握有武器了。 be busy doing sth. / be busy with sth. 忙著做某事 4. Nowadays, it is quite a common greeting. 現(xiàn)在, 它是一種很常見(jiàn)的打招呼方式。 quite通常放在冠詞a/an 的前面 e.g. quite a success 非常成功 5. vary 【語(yǔ)境展示】 1) People’s reactions to the drug vary widely. 人們對(duì)藥品的反應(yīng)差異很大。 2) The samples varied in quality but were generally acceptable. 樣品質(zhì)量不等, 但總體來(lái)說(shuō)還能接受。 vary vi. 不同; 改變; 變化 常用的搭配有vary in在……方面不同; vary with隨著……而變化; vary from不同于……; vary from ... to ... 由……到……情況不等; vary between ... and ... 由……到……情況不等。 vt. 變更; 使變化 6. spread 【語(yǔ)境展示】 1) He spread a mat on the floor. 他在地板上鋪上了一張席子。 2) The city has spread quickly. 這城市擴(kuò)展得很快。 3) A wide stretch of land spread in front of us. 展現(xiàn)在我們面前的是一片廣闊的土地 5. Listening This step is to help the students to correct the pronunciation and intonation of the students. Teachers may ask them to listen to the tape of the passage and imitate the pronunciation. Step Ⅳ Summary and Assignment T: Today we’ve learned about some predictions that didn’t come true and also some predictions about tomorrow world. We’ve also learned some useful words and expressions. After class, finish the following homework: 1. Go over what we have learned in this module. 2. Preview the next part-writing. 教學(xué)反思 課題 Writing 課時(shí) 5 授課班級(jí) 考點(diǎn)、知識(shí)點(diǎn) What’s more, moreover, besides, in addition, worse still 學(xué)習(xí)目標(biāo) 1. To Enable the students to write a short reply to one of the invitations. 2. To get familiar with the ways to communicate with others. 重、難點(diǎn) 1.Get the students to learn how to write a invitation to invite a friend home. 2.How to write fluently. 學(xué)習(xí)內(nèi)容 學(xué)生活動(dòng) Step ⅠRevision 1. Greetings. 2. Revision. Writing Discussion remembering Step Ⅱ Writing Task 1 Read what four students predict for the future. 1. Work in pairs and answer the questions. 2. Read again and find out the words or phrases that have the same meaning. After several minutes. 3. Find out different ways of talking about the future. Step Ⅲ Writing Task (Page 10) Describing your ideal house for the future. In this part, the teacher can ask the students to work in pairs and design a house for the future. Make sure they list the points of their discussion, and then ask them to write a passage. Step Ⅳ Assignment 1. Go over this unit. 2. Finish the exercises on Page 72 Speaking and Writing. 教學(xué)反思