下面是小编帮大家整理的Unit14 Zoology毙(H毙┌T英语U册毙妆学设计)，本文共6篇，希望对大家的学习与工作有所帮助。本文原稿由网友“牛牛妈”提供。
篇1：Unit14 Zoology毙(H毙┌T英语U册毙妆学设计)
Teaching aims:
1. Goals:
冨 Talk about animal and animal behavior
冨 Practise debating
冨 Integrative language practice
冨 Write an argumentative essay
2. Special focus:
Improve reading skills and Enlarge vocabulary.
a. Direct Ss to read the 3 passages on the text book;
b. Guide Ss to learn to use the following words and expressions: adequate, apparent, assume, clarify, dots, obtain, tellKapart, transparent, get hold of, surrounding, assumption, come to light, precise, session, primitive, etc.
c. Improve the abilities of using language by integrative language practice.
Period 1 Reading
The Language of Honey-Bees (P120-122)
Step 1. Warming up
Task 1. Enable the students to discuss the questions on p120.
Step 2. Scanning
Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.
Step 3. While-reading:
True or False:
( ) 1. Von Frisch and his co-workers counted hoe many times the bees repeated the wagging dance during one hour.
( ) 2. They discovered that the farther away the feeding station was, the faster the dance was.
( ) 3. The number of wagging dances per minute told the direction to the feeding place.
( ) 4. Then Professor Von Frisch did his third experiment, which was to discover whether the wagging dance showed direction.
( ) 5. He found that the straight part of the dance was the same in the morning from what it had been in the afternoon.
( ) 6. If the feeding place was toward the sun, the dance headed straight onward during the straight part of the wagging dance.
( ) 7. The experiment of Professor Karl Von Frisch tells us that bees can and do communicate with each other by their dances, which may be called a kind of ¨language〃.
Suggested Answers: FFFTFFT
Step 4. Post-reading
Finish all the Ex. On p122
Step 5. Further Reading
Task 3: Read the passage once again and try to divide the text into some big parts. And make a summary of each part:
Part 1: (Para 1) Some basic knowledge about bees.
Part 2: (Paras 2-8) Professor Von Frischˇs experiment.
Part 3: (the last Para) The late life of Professor Von Frisch.
Step 6. Homework
Finish all the exercises on Language Practice on p123-124.
Period 2. Integrating Reading Skills
Primates (P124-125)
Step 1. Revision
1. Check the Ss how further they understand the text.
2. Check the homework.
Review the Model Verbs
Step 2. Scan the passage and complete the chart below:
Types Characteristics and examples
Primate 1. hands and feet can grasp and often have opposable thumbs and toes;
2. have a better sense of touch and the primate brain is larger.
Other animals 1. not good at holding, moving, and using objects;
2. have a weak sense of touch and small brain.
Higher primates Large size of brain, such as human beings and apes.
Lower primates Small size of brain.
Monkeys Have tails, small and walk less upright.
Apes not tail, larger and walk more upright, use sight more than smell, developed brain.
Now world primates Bigger and spend more time on the ground, such as monkeys, apes and humans
Step 3. Careful reading:
Ask the students to read the passage carefully and answer questions 2 on Page 126.
Period 3. Integrating Reading and Writing Skills
2 Passages on p 252-254
Step 1. Warmming-up
冨 Do the oral pratice on p119-120, and enable the students to practise debating.
Step 2. Reading
Task 1: Read the 2 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.
Step 3. Guided Writing
Give Ss 20 minutes to finish the writing assignment on p117,
Then ask Ss to score their work according to the following chart.
3 pluses & 1 wish
Name _______ Title _____________________ Date _______________
+ _________________________________________________________
+ _________________________________________________________
+ _________________________________________________________
? _________________________________________________________
Note: How to use this chart effectively?
Ask the student to read his/her deskmateˇs writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.
Period 4:
Step 1. Analyze some long sentences:
Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:
Among the different kinds of bees, it is the honey-bee that has interested scientists most because of the ¨language〃 they use to communicate with each other.
In order to tell the bees apart, he painted some bees with little dots of colour.
For his lifetimeˇs work in studying the communication of animals, including honey-bees, Professor Karl von Frisch was awarded a Nobel Prize in 1973, which he shared with two other scientists.
They trooped behind the first dancer, copying its movement.
After designing more experiments, they were able to clarify the procedure by which bees communicate information that they use to find and fetch food.
Like all other living creatures, human beings belong to a group of other animals that share certain characteristics.
Step 2: Testing your skills on P250-251
Step 3: Cloze Test on p255-256
Step 4: Translating on P 256
篇2：Unit12 Education毙(H毙┌T英语U册毙妆学设计)
Teaching aims:
1. Goals:
冨 Talk about education in China and other countries
冨 Talk about study method and learning skills
冨 Practise making comparisons
冨 Integrative language practice
冨 Write a report
2. Special focus:
Improve reading skills and Enlarge vocabulary.
a. Direct Ss to read the 3 passages on the text book;
b. Guide Ss to learn to use the following words and expressions:
Expectation, calculate, analyse, result in, unwilling, living standards, acquire, drop out, compulsory, tendency, skeptical, commitment, etc.
c. Improve the abilities of using language by integrative language practice.
Period 1 Reading
Education for all (P102-104)
Step 1. Warming up
Task 1. Enable the students to discuss the questions on p93.
Step 2. Scanning
Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main idea of the passage.
The passage makes it clear that ¨Education for all 〃 is essential for the development of a country. The paragraphs mostly deal with measures that should be taken to achieve the target.
Step 3. While-reading:
Passage Analyzing:
Exercise 1 on p104
Step 4. Post-reading
Look through the passage once again and finish the chart below:
Methods Countries
Distance learning Australia, China, the USA
Mixed-grade classes The Turks and Caicos Islands, parts of the remote central and western regions in China, Lesotho
Money from international organizations China, the developing countries
Money from local organizations China, the developing countries
Task 3: What are the writing techniques of this passage?
a. Numbers and dates are used to make the point of view more acceptable.
b. In order to let more people take the advice, examples are provided, you may find them in Paragraph D.
Step 5 Homework
Finish all the exercises on Language Practice on p105-106.
Period 2. Integrating Reading Skills
How We Learn (P107)
Step 1. Revision
1. Check the Ss how further they understand education.
2. Check the homework.
Step 2. Scan the passage and answer the following questions:
1. How many different kinds of learning styles are there? And what are they?
2. Why is it necessary for the student to know his or her own learning style?
3. Give a definition for each learning style.
Step 3. Read the passage again and check which study tips given on p107-108 are best suited for the three different types of learners described in the passage.
Suggested Answers:
Learning through seeing:
Study in a quiet place where you can not hear other people talking.
Take part in class discussions and debates.
Draw charts, graphs, diagrams, flow charts or pictures to organize information when taking notes.
Write about the things you have to learn.
If possible use a computer and DVDs to help you study.
Concentrate on similarities and differences you can observe.
Learning through listening:
Remembering things will be easier if you put the words to music and make a little ¨memory song〃.
Make presentations to classmates or discuss ideas with your classmates.
Listen to and remember funny stories and background information.
Learning through doing:
Create maps. Build models or draw and design things.
Put posters and photos around your desk and have a stress toy to play with as you work.
Take part in art projects.
Organize a study schedule to include frequent breaks.
Read while doing exercises.
Step 4.Extensive reading:
The passage given below is about language study. You can learn from the passage and improve your language.
How to Be a Successful Language Learner?
¨Learning a language is easy. Even a child can do it!〃
Most adults who are learning a second language would disagree with this statement. For then, learning a language is a very difficult task. They need hundreds of hours of study and practice, and even this will not guarantee success for every adult language learner.
Language learning is different from other kinds of learning. Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning. Similarly, some people who are successful language learners find it difficult to succeed in other fields.
Language teachers often offer advice to language learners: ¨Read as much as you can in the new language.〃 ¨Practice speaking the language every day.〃 ¨Live with people who speak the language〃 ¨Donˇt translateXtry to think in the new language〃 ¨Learn as a child would learn; play with the language〃
But what does a successful language learner do? Language learning research shows that successful language learners are similar in many ways.
First of all, successful language learners are independent learners. They do not depend on the book or the teacher and they discover their own ways to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules by themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn from their mistakes.
Successful language learning is active learning. Therefore, successful learners do not wait for a chance to use the language; they look for such a chance. They find people who speak the language and they ask these people to correct them when they make mistakes. They will try anything to communicate. They are not afraid to repeat what they hear or to say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information which is inexact or incomplete. It is more important for them to learn to think in the language than to know the meaning of every word.
Finally, successful language learners are learners with a purpose. They want to learn the language because they are interested in the language and people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn from them. They find it easy to practice using the language regularly because they want to learn with it.
What kind of language learner are you? If you are a successful language learner, you have probably been learning independently, actively, and purposefully. Oh the other hand, if your language learning has been less than successful, you might do well to try some of the techniques outlined above.
1. Successful language learners usually have the following techniques except _________.
A. To learn independently
B. To learn actively
C. To learn diligently
D. To learn purposefully
2. A successful language learner will not_____________ˇ
A. Make out the meaning of a new word.
B. Make any mistakes.
C. Wait for opportunities to practice.
D. Accept inexact and incomplete information
3. According to language teachers, itˇs advisable to ________.
A. Use the language as much as possible
B. Do more translation while speaking or writing
C. Be childish in learning
D. Play while learning.
4. If you are active in learning a language, you will ________.
A. Try to know the meaning of every new word.
B. Be careful not to make any mistakes
C. Correct your own mistakes as often as possible
D. Try all means to talk in the language
5. Which of the following is true according to the passage?
A. Intelligent people can learn English better.
B. Most successful language learners act the same way.
C. A lot of time and efforts surely lead to successful learning.
D. It is impossible for successful language learners to succeed in other fields.
Suggested Answers: CBCDB
Period 3. Integrating Reading and Writing Skills
3 Passages on p 227-230
Step 1. Warmming-up
冨 Do the oral pratice on p101-102, and enable the students to practise making comparisons.
Step 2. Reading
Task: Read the 3 passage and finish the exercises. If possible, guide the students to analyze some long and complex sentences.
Step 3. Guided Writing
Give Ss 20 minutes to finish the writing assignment on p240,
Then ask Ss to score their work according to the following chart.
3 pluses & 1 wish
Name _______ Title _____________________ Date _______________
+ _________________________________________________________
+ _________________________________________________________
+ _________________________________________________________
? _________________________________________________________
Note: How to use this chart effectively?
Ask the student to read his/her deskmateˇs writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.
Period 4:
Step 1. Analyze some long sentences:
Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:
刢 It is reported that 99% of school-age children in China attended primary school by . P103
刢 In China, as in other countries, the government realizes that the future welfare of its citizens is closely linked to education. P103
刢 In areas where agriculture plays an important role, people do not attach importance to education, and parents are skeptical of anything that take children away from their work on farm. P103
刢 In some cultures parents are particularly unwilling to send their daughters to school because the custom is to educate boys rather than girls. P103
刢 To solve this, Australia uses ¨distance learning〃 methods, where the students have lessons by two-way radio and mail. P103
刢 In these countries, where some people do not even have fresh water or basic health care, reaching the target of ¨Education for All〃 will be a huge task, despite help from the international community. P104
Step 2. Testing your skills on p234-235
Step 3 Cloze Test on p238-239
Step 4. Translating on P 239-240
篇3：unit 11 Key to success(H毙┌T英语U册毙妆学设计)
Teaching aims:
1. Goals:
冨 Talk about social behaviour and social relations
冨 Talk about teamwork and success
冨 Practise presenting ideas
冨 Integrative language practice
冨 Write a letter
2. Special focus:
Improve reading skills and Enlarge vocabulary.
a. Direct Ss to read the 3 passages on the text book;
b. Guide Ss to learn to use the following words and expressions:
Misunderstanding, coach, dynamic, keep an eye on, vision, in reality, temporary, etc.
c. Improve the abilities of using language by integrative language practice.
Period 1 Reading
Making the team work (P94)
Step 1. Warming up
Task 1. Enable the students to discuss the questions on p93.
Step 2. Scanning
Task 2. Read the passage and choose the correct answers:
1. In sports games, a player __________.
A. often changes his role.
B. Has a clear role.
C. Feels that players with different abilities make different contributions to the team.
D. Accepts the same expectations and responsibilities as the other players.
2. The author takes _________ for example to show how a team can function well.
A. the sports team.
B. The project team.
C. The rugby team.
D. A dynamic team.
3. What is the main idea of Paragraph 7?
A. How a project team is different from a rugby team.
B. How a project team works.
C. In a project team, people who have different abilities and personalities have different roles in the team.
D. How the tasks of the group are divided depends on personalities and abilities of the individuals in the group.
4. According to the text, which of the following statements is not right?
A. The coach of a sports team is not counted as a team member, so he is less important.
B. Social relations are important within the team.
C. The atmosphere in the group affects the performance of the team.
D. Itˇs not necessary for all team members to be friends.
( suggested answers: BACA )
Step 3. While-reading:
Passage Analyzing:
Part 1: Paras.1-2 What is a team
Part 2: Paras.3-4 Sports team
Part 3: Para. 5 Working in groups at school is an opportunity to learn about teamwork.
Part 4: Paras.6-7 Project team
Part 5: Paras.8-10 How to make teams function well
The main idea of the passage: The writer mainly talks about the elements for a sports team to function well.
Step 4. Post-reading
Task 3: Answering the questions on P95.
Step 5 Homework
Finish all the exercises on Language Practice on p96-97.
Period 2. Integrating Reading Skills
Ticket to success (P97)
Step 1. Revision
1. Check the Ss how further they understand the importance of teamwork.
2. Check the homework.
Step 2. Scan the passage and find the main idea, then analyze the passage if possible.
Task: Read the passage in three minutes, and find out the main idea of it.
Main idea: The article tells us that to go to university is not the only ticket to success. We should choose the job that is fit for us and then we can make great achievements.
Step 3. Read the passage again and then finish the exercises attached to the passage.
Step 4.Extensive reading:
Ask the students to read the passages on p227X230.
Period 3. Integrating Reading and Writing Skills
3 Passages on p 227-230
Step 1. Warmming-up
Task 1 :
冨 Do the oral pratice on p92, and enable the students to practise presenting ideas.
Step 2. Reading
Task 2: Read the 3 passage and finish the exercises. If possible, guide the students to analyze some long and complex sentences.
Step 3. Guided Writing
Give Ss 20 minutes to finish the writing assignment on p232,
Then ask Ss to score their work according to the following chart.
3 pluses & 1 wish
Name _______ Title _____________________ Date _______________
+ _________________________________________________________
+ _________________________________________________________
+ _________________________________________________________
? _________________________________________________________
Note: How to use this chart effectively?
Ask the student to read his/her deskmateˇs writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.
Step 4: Assignment
Read the tips on p99, and then write a passage on How t overcome test anxiety.
Period 4:
Step 1. Analyze some long sentences:
Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:
劔 The company caters to various restaurants in the city where you live. P93
劔 To go there and come back by bike will only take about half an hour. P93
劔 Especially at school, it sometimes feels as if we are being asked to work in teams for the sake of just that. P94
劔 However, when forming teams to complete tasks at school, we are often hardly aware of this. P94
劔 Working in a team, we have to take into account how each individual member works best.P95
劔 Knowing other peopleˇs shortcomings can help us avoid embarrassing them. P95
劔 Many people tend to listen to their parents or to their teachers who often have expectations that are hard to live up to.
Step 2. Testing your skills on p226
Step 3 Cloze Test on p230
Step 4. Translating on P 231-232
篇4：Unit 10 Reading(H毙┌T英语W册毙妆学设计)
冘 Pre-reading
Have a look at the title. Ask the students to make guesses about the title. What is the story probably about?
冘 Skim
Read Part One and find the answer to this question.
What is the story about? (It is about a girl who wants to surprise her husband with a beautiful Christmas present.)
What is the girlˇs name? Who is her husband?
冘 Careful reading
Is it easy for her to put it into practice? (No.) Why? So letˇs read the story in detail.
Q1: How much money did Della have? Did it come easily for her? How did she get it?
Q2: Why did she weep after counting it?
Q3: What were Jimˇs wages? Was it high or low? How much was the rent of the flat every week?
Beginning They were poor. (in poverty, badly off, hard up for money)
Q4:Poor as they were, they had too possessions in which they both took great pride in. What were they?
Q5: What idea did Della come up with to fulfil her wish?
Q6: What was Dellaˇs hair like?
Q7: Was she happy at such an idea? (Find sentences which indicates Dellaˇs thoughts)
Q8: Did she make up her mind at length? At what cost did she sell her hair?
Q9: What present did she buy for Jim? How much did it take from her?
Development Della loved Jim deeply. She would like to sacrifice anything she had to love him.
Q10: What did she think of Jimˇs reaction?
Q11: Was Della eager to see Jim? Yet hearing Jimˇs step on the stairs, what was Dellaˇs feeling?
Q12: Was Jim angry at the sight of Della?
climax
Q13: Would Jim not love Della because she had her hair cut?
Q14: Why did he have such a strange expression?
Q15: What was Dellaˇs reaction to the gift? Why?
Q16: Was Jim happy at Dellaˇs gift? Why?
A surprising ending
冘 Discussion
What do you think of the surprising ending? Is it a sad one? A humorous one?
I would like to say it is ending that leaves you a lasting impression.
冘 Sentences to appreciate
1. In the hall below was a mailbox into which no letters would go.
2. Kand she had only $1.87 with which to buy Jim a present.
3. Many hours had she spent, planning for something nice for him Something fine and rare---K
4. Down flowed the brown cascade.
5. There was no other like it in any of the stores, and she had turned all of them inside out.
6. Twenty-one dollars they took from her for it.
7. It was not anger, nor surprise, nor a look showing that he did not approve, nor horror, nor any of the feelings that she had been prepared for.
8. I donˇt think anything in the way of a haircut or a shampoo that could make me love my girl any less.
9. Instead of obeying, Jim threw himself down on the couch and put his hands under the back of his head and smiled
10. They are too nice to use just at present.
冘 Language points
1. at a time
2. bear
3. attend to
4. worthy of
5. take pride in
6. do up
7. a tear or two
8. ..that read
9. be burned with
10. make a mistake about
11. hug sth to K
12. throw oneself down
13. forget about
冘
篇5：Unit 15 Destinations 毙(H毙┌G英语U册毙妆学设计)
Teaching Goals
1.Talk about travel and cities.
2.Practise making complaints.
3.Review the Non-finite Verbs(1):-ing,-ed,to doK
4.Write a descriptive essay/paragraph.
The First Period
Teaching Aims:
1.Learn and master the following:
(1)New words: airline,uncomfortable
(2)Everyday English:
Iˇm sorry to sayK
Iˇm so sorry.
I hate to have to say this,butK
Could you do something aboutK?
Why didnˇt you tell me the truth?
Why donˇt you do something about it?
2.Train the studentsˇ listening and speaking abilities.
3.Get the students to talk about travel and cities.
Teaching Important Points:
1.Finish the task of listening to train the studentsˇ listening ability.
2.Finish the task of making complaints to train the studentsˇ speaking ability.
Teaching Difficult Point:
How to help the students finish the tasks of listening and speaking.
Teaching Methods:
1.Free talk,listening and speaking to train the studentsˇ ability to use English.
2.Individual,pair or group work to make every student take an active part in class.
Teaching Aids:
1.the multimedia 2.the blackboard
Teaching Procedures:
兂Step ⒐Lead-in
.First I want to ask you a simple question:what would you like to do most during holidays?
Ss:Traveling/Reading books/Watching TVK
T:Yes.Most of you like traveling.Where have you been to?
Ss:Beijing/Shanghai/Qingdao/HarbinK
T:Is there anybody who has been to a foreign country for travel?
Ss:No.
T:Do you hope to travel around the world?
Ss:Yes,of course.
T:Then you must know some famous cities in the world.Tell me their names,please.
Ss:Paris,Moscow,Sydney,San Francisco,BerlinK
T:Oh.So many!And they are all world-famous travel destinations.Today,weˇll begin to learn Unit 15 Destinations.(Bb:Unit 15 Destinations)Itˇs a good chance to talk about travel and cities.Are you interested?
Ss:Yes.
T:First letˇs learn some new words for this period.
(Teacher shows the following words on the screen and asks one student to read them.Then ask the whole class to read together after him/her.)
兂Step ⒑ Warming up
T:OK.Now please open your books at Page 33 and look at the first partXWarming up.Imagine that you are offered a free ticket that lets you travel around the world and make five stops along the way.Can you follow me?
Ss:Yes.
T:OK.Now,please work in pairs to tell each other where would you go and why.At the same time,draw your flight line in the box on the right and mark the cities you want to visit on the map.A few minutes later,Iˇll ask some students to talk about your travel plan.Is everything clear?
Ss:Yes.
(The students begin to work.Teacher goes among the class to see their work.At the end,teacher asks some students to talk about their plans.)
兂Step ⒓ Speaking
T:Weˇve talked a lot about travel and cities.However,while you are traveling,you may come across some problems unexpectedly,which could take place in the airline,the hotel or the restaurant.Can you guess what problems would occur?
Ss:Luggage is lost./The plane is late./The food is terribleK
T:What shall we do if we come across such problems?
Ss:Go to the manager and complain to him/her of the problems.
T:How do you think he/she will deal with the problems?
Ss:First,he/she may explain,apologize or argue.Then/he/she will do something about the problems.
T:Yes.If I were the manager,I would do like that as I see fit.Do you understand ¨see fit〃?
Ss:No.
T:¨See fit〃 means ¨consider it correct,convenient or acceptable.〃We can also use¨think fit〃 to express the same meaning.For example,¨Do as you think fit.〃Do you understand?
Ss:Yes.
T:OK.Now,please look at the last partXSpeaking.Here are three situations about problems with services given to you.First,read the situations.Then choose one of them to act it out with your partner according to the role cards.Besides,donˇt forget to study the useful expressions below the role cards and use them in your dialogue if possible.Is everything clear?
Ss:Yes.
T:Well.Begin your work now.A few minutes later,Iˇll ask some pairs to act out your dialogues before class.
A sample dialogue:
Student A:Manager Student B:Guest
A:How do you feel to live in our hotel?
B:On the whole,not so bad,but the room I am living in faces a noisy street,and Iˇm a light sleeper,so it is impossible for me to fall asleep.Could you please do something about it?
A:Iˇm so sorry.Iˇll make an arrangement for you as soon as possible.Anything else?
B:I hate to have to say this,but the bed in my room makes me feel uncomfortable.
A:Thatˇs too bad.Iˇll settle this problem at once.
B:Itˇs very kind of you.Oh,by the way,would you please send someone to have a check on the supply of the hot water?There is no hot water at all.
A:I see.Iˇll do that.
兂Step ⒔ Summary and Homework
T:Thank you for your wonderful performance.Now,letˇs see what weˇve done in this class.First,weˇve talked about travel and cities.Second,weˇve practised listening.Third,weˇve talked about problems with services one may come across while travelling and practised making complaints.Of course,weˇve learned some useful expressions,such as ¨Iˇm sorry to sayK〃,¨I hate to have to say this,butK〃,¨Could you do something aboutK?〃K(Teacher writes them on the blackboard.)After class,practise them more and preview the next partXReading.Thatˇs all for today.See you.
Ss:See you.
The Second Period
Teaching Aims:
1.Learn and master the following words and expressions:
every now and then, phenomenon,Brazil, downtown, commercial, get tired of, avenue, altitude,breath-taking,downhill,inexpensive,feast,dip,gym,shore
2.Train the studentsˇ reading ability.
3.Get the students to learn about some big cities in the world.
Teaching Important Points:
1.Learn to use the following useful phrases:
every now and then,get tired of,cool off,itch for,take a dip,work out
2.Train the studentsˇ reading ability.
Teaching Difficult Points:
How to help the students understand the text exactly,especially the following sentences:
1.A walk through downtown is a history lesson.
2.Kitzbuhel is a paradise for skiers.
3.a feast for the eyes.
4.KShould you have enough money left after a dayK,you canK
Teaching Methods:
1.Fast reading to get a general idea of the text.
2.Careful reading to get the detailed information.
3.Asking-and-answering to help the students understand the text exactly.
4.Pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
兂Step ⒐ Greetings
Greet the whole class as usual.
兂Step ⒑ Revision and Pre-reading
T:Yesterday,we talked much about travel and cities.We know there are many big cities worth visiting in the world.Can you tell me what a tourist needs to know about the chosen destination before going there?
Ss:Climate,food,transportation,attractions and so on.
T:Quite right.All of them are very important for a tourist to travel happily.Now,imagine that a person from another country is going to visit your town for the first time.He or she has asked you to tell him or her about the important things a tourist needs to know.Can you follow me?
Ss:Yes.
T:Well,hereˇs a chart on the screen.First,use it to make an outline of what you would tell him or her.Then show your outline to your partner and explain what you have chosen and why.Is everything clear?
Ss:Yes.
T:OK.Begin your work.
(Teacher goes among the students to see how they are going on with the work.A few minutes later,teacher asks some students to talk about their outline.)
兂Step ⒒ Presentation for Reading
T:Today weˇre going to read a passage ¨Destinations〃.It will lead us to two world-famous resortsXRio de Janeiro and Kitzbuhel.First Iˇll show you a travel programme about Rio de Janeiro and Kitzbuhel.Watch it and listen to the explanations carefully.
(Teacher plays the teaching CD for the students.After that,teacher says the following.)
T:How do you like Rio de Janeiro?
Ss:Itˇs amazing/attractive/wonderful/beautiful/excitingK
T:I agree with you.Well,now letˇs learn some new words.Look at the screen.
(Teacher shows the words on the screen and deals with them with brief explanations.Then ask them to read for a while.)
兂Step ⒓ Reading
T:OK.Now please read the text quickly and find the answers to the questions on the screen.
(Teacher shows the questions on the screen,and the students begin to read the text.)
1.What is Rio de Janeiro famous for?
2.What does the word¨Cariocas〃mean?
3:Why do people visit Kitzbuhel?
(A few minutes later,teacher checks the answers.)
T:OK,everyone.Have you found the answers?
Ss:Yes.
T:Whoˇd like to answer the first question?Any volunteer?
S1:Rio de Janeiro is famous for its modern malls,theme parks and beautiful beaches.
T:Right.Sit down,please.The second one.
S2:¨Cariocas〃means the people of Rio de Janeiro.
T:Good.Sit down,please.The last one.
S3:People visit Kitzbuhel because it is a world-class ski resort,a paradise for skiers.
T:Well done.Now,please re-read the text carefully and further understand it.Pay special attention to the phrases or sentences on the screen.(Show the following on the screen.)
1.Kitzbuhel is a paradise for skiers.
2.A walk through downtown is a history lesson.
3.Ka feast for the eyes.
4.Should you have enough energy left,K
After reading,work in pairs and try to explain what the phrases or sentences mean.If you have any difficulty in explaining them,please ask me.You can begin now.
(A few minutes later,teacher begins to check the answers.)
T:OK,everyone.Are you ready now?
Ss:Yes.
T:Li Dong,can you explain the first sentence?
S4:Yes.It means that Kitzbuhel is a wonderful place for people who ski.
T:K
S:K
Suggested answers:
2.Walking through downtown can help to learn about the history of Rio from what you see.
3.A lively mix of old village culture and excitement of an international tourist area.
4.If you should have enough energy left,K
兂Step ⒔ Language Study
T:Well,youˇve been familiar with the passage.Letˇs learn some useful phrases.Please look at the screen and do the exercise.
(Show the following on the screen.)
Fill in the blanks using the right phrases in the text.
1.She______cooking for her family.
2.She canˇt resist her______travelling.
3.______she went upstairs to see if he was still asleep.
4.Let the hot pie______before serving.
5.I______regularly to keep fit.
6.In summer,it is fun to______in a pool.
(Teacher allows the students enough time to prepare first.Then check the answers with the whole class and write the phrases on the blackboard.)
Suggested answers:
1.got tired of 2.itch for 3.Every now and then 4.cool off 5.work out 6.take a dip
兂Step ⒕ Listening and Reading Aloud
T:Now,Iˇll play the tape for you.First,listen and repeat,paying attention to the pronunciation and the intonation.Then read it aloud for a while.
兂Step ⒖ Consolidation
T:OK,everyone.Stop reading.Look at the third exercise in Post-reading.Use the cards to decide where you would like to go according to the information from the text.Rio de Janeiro or Kitzbuhel?Make your decision and explain to your partner why you have chosen this destination.Is everything clear?
Ss:Yes.
(A few minutes later,teacher asks some students to talk about their decisions.)
T:Attention,please.Are you ready now?
Ss:Yes.
T:Whoˇd like to be the first to talk about your decision?Any volunteer?
S5:Iˇd like to go to Rio de Janeiro for a travel.First,Iˇm interested in the foreign countriesˇ history and culture.Downtown Rio is the cityˇs cultural and historical heart.Second,itˇs convenient to enjoy the sand and sun on Copacabana,which is not far from downtown.Third,one of the worldˇs festivalsXCarnival is also attractive.
T:Wonderful.Whoˇd like to talk about Kitzbuhel?
S6:Iˇd prefer to go to Kitzbuhel.First,I like adventure.Second,Iˇm interested in skiing.Third,it has different scenery from what other places have.I think it is not only a paradise for skiers,but also for young people.
T:Well done.Thank you.
兂Step ⒗ Summary and Homework
T:Well,letˇs come back from Rio de Janeiro or Kitzbuhel to see what weˇve learnt in this class.First,weˇve learnt about some foreign countriesˇ culture and history by reading the text.Second,weˇve learnt some useful expressions.After class,please read the text again and use the chart from the Pre-reading to analyse the text about Rio de Janeiro.Compare your choices and the choices made by the writer of the text.What are some similarities and differences?What might be some reasons for the similarities and differences?Are you clear about that?
Ss:Yes.
T:Thatˇs all for today.
The Third Period
Teaching Aims:
1.Review the words appearing in the last two periods.
2.Review Non-finite Verbs(1):-ing,-ed,to do.
Teaching Important Points:
1.Help the students guess the missing word in a sentence to improve their ability to master new words.
2.Help the students finish each exercise correctly to revise Non-finite Verbs.
Teaching Difficult Point:
Master the uses of the three kinds of Non-finite Verbs correctly.
Teaching Methods:
1.Review method to consolidate the words learned in the last two periods.
2.Practising to make the students master the Non-finite Verbs correctly.
3.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
兂Step ⒐ Greetings
Greet the whole class as usual.
兂Step ⒑ Revision and Word Study
T:Yesterday,we read the text about Rio de Janeiro and Kitzbuhel.Do you still remember something about them?
Ss:Yes.
T:Well,now please look at the statements on the screen and tell whether they are true or false according to the text.If theyˇre false,correct them.
(Teacher shows the following on the screen and checks the answers with the whole class.)
1.Rio de Janeiro is Brazilˇs second largest city.
2.Copacabana,perhaps the most famous of all beaches,is far away from downtown.
3.The best time to visit Rio is in March,but the biggest tourism season comes around June or July.
4.Cariocas are well known for their big heart and friendliness.
5.Rio de Janeiro is a paradise for skiers.
6.The good weather and breath-taking scenery make Kitzbuhel a world-class ski resort.
7.The worldˇs best and fastest skiers gather here twice a year to try their daring in the downhill race that every skier wants to win.
Suggested answers:
True:1,4,6
False:2.far△only a few bus stops
3.March△June or July;June or July△March
5.Rio de Janeiro△Kitzbuhel
7.twice△once
T:Well done.Besides,weˇve learnt some useful words in the text.Have you really mastered them?Please open your books at Page 37.Look at the first part of Language StudyXWord Study.Letˇs do Exercise 1 first.Fill in the blanks with words from the text.Youˇre given three minutes to do it.Then check your answers with your partner.At the end,Iˇll collect the right answers from you.See what I mean.
Ss:Yes.
Suggested answers:
1.altitude 2.avenue 3.reminds 4.feast 5.dip
T:Well done.Next,letˇs do Exercise 2.Read and understand the following passage carefully to see if there is a mistake in each line.If there is,find it and correct it.You can begin now.Five minutes later,Iˇll check your answers.
Suggested answers:
1.bring△brought
2.construction△constructions
3.itˇs△its
4.≡
5.returns△returned
6.visit△visitors
7.Much△Many
8.≡
兂Step ⒒ Revision of Grammar
T:OK.So much for Word Study.Letˇs revise the GrammarXNon-finite Verbs.Look at the sentences on the screen.
(Teacher shows the following on the screen.)
to do
1.The first thing would be to decide where to go.
2.The most important thing would be for you to decide where to go.
-ing
1.Every now and then we get the itch for travelling.
2.Kitzbuhel has the most challenging and exciting downhill slopes for skiers in the world.
3.Few visitors leave Rio feeling disappointed.
-ed
1.Amazed by the beautiful scenery at Copacabana Beach,he decided to come again next year.
2.Known as Carnival,the festival attracts visitors from all over the world.
Study the sentences and tell the functions of the Non-finite Verbs.Wang Xia,try the first pair of sentences.
S1:¨to do〃 is used as Predicative in both of them.
T:You are right.Sit down,please.Are there any other function of ¨to do〃?And what functions?
Ss:Yes.Subject,Object,Object Complement,Attribute and Adverbial.
T:Quite right.Yang Xia,what about ¨-ing〃?
S2:In these three sentences,¨-ing〃 is separately used as Object,Attribute and Adverbial.
T:Do you agree with her?And do you know some other functions?
Ss:Yes.Subject,Predicative and Object Complement.
T:Very good.Shi Hui,the last pair.
S3:¨-ed〃is used as Adverbial in both sentences.Besides,it can be used as Predicative,Object Complement and Attribute.
T:Well done.Sit down,please.
兂Step ⒓ Practice
兂Step ⒔ Summary and Homework
T:In this class,weˇve reviewed the new words in the text.In addition,weˇve revised Non-finite Verbs(1)X-ing,-ed and to do,especially,weˇve done a lot of practice to master the usages of them.After class,do more practice.The more you practise,the better you will master them.Thatˇs all for today.
The Fourth Period
Teaching Aims:
1.Learn and master the following new words:
budget,rate,visa,arrangement,passport,cheque,currency,sight,seasoned,accommodation
2.Train the studentsˇ integrating skills,especially reading and writing skills.
3.Get the students to learn how to make a plan for a travel.
Teaching Important Points:
1.Get the students to understand the text exactly,especially the following words and phrases:
rate,make oneˇs own arrangements,seasoned,travel light,sights
2.Help the students write a travel brochure well.
Teaching Difficult Point:
How to help the students master the ways of writing a better descriptive essay/paragraph.
Teaching Methods:
1.Asking-and-answering activity to check the studentsˇ understanding of the text.
2.Inductive and imitative methods to train the studentsˇ writing ability.
3.Individual,pair or group work to finish each task.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
兂Step ⒐ Greetings
Greet the whole class as usual.
兂Step ⒑ Revision and Lead-in
T:Yesterday,we reviewed the use of Non-finitive VerbsXto do,-ing,-ed.Now,letˇs do an exercise to see if you have really mastered them.Look at the screen.
(Shows the following on the screen.)
(Teacher allows the students a few minutes to prepare.Then check the answers orally with the whole class.)
Suggested answers:
1.for you to decide where to go
2.of you not to give up the opportunity to go abroad for further education
3.Not finding his passport
4.Given better attention
5.Influenced by his example
6.Seeing those pictures
T:Besides,weˇve learnt a lot of words to describe an international trip in this unit.Which words in the text can help you describe an international trip?
Ss:Beautiful/modern/cultural/historical/perfect/attractive/paradise/breath-taking scenery /
a world-class resort/challenging and exciting/a feast for eyesK(Bb:beautifulK)
T:Yes,so many.Today,weˇre going to read another passage about travel.It will provide you some useful travel tips and practical advice.First,letˇs learn the new words in this period.
(Teacher shows the following on the screen and deals with the words as usual.)
兂Step ⒒ Reading
T:Well.Now please open your books at Page 38.Read each paragraph quickly and try to find out what tips and advice the writer gives us.See what I mean?
Ss:Yes.
(The students begin to read.A few minutes later,teacher begins to check their understanding of the text.)
T:OK,everyone.Are you ready now?
Ss:Yes.
T:Now,Iˇll collect the tips and advice the writer gives us.One student,one tip or one piece of advice,OK?
Ss:OK.
T:Whoˇd like to be the first?
S1:Find out more about the destination you have chosen before you go to save money and avoid problems.
S2:Consider when and how you want to travel and youˇd better ask travel agents for help.
S3:Bring some cash besides credit cards.
S4:Keep your passport and money in a safe place and make photocopies of all important documents before you leave.
S5:Buy foreign currency at home.If you must exchange money during your vacation,do it in banks not on the street or with strangers.
S6:Plan a pleasant,interesting and comfortable trip.Travel light if possible.
T:Very good.Thank you,boys and girls.Now,please re-read it carefully and further understand it.Then work in pairs to finish the Exercises 1~3 after the text.
(The students begin to re-read.Several minutes later,teacher checks the answers.)
Suggested answers:
1.save money and avoid problems
2.experienced
3.travel with as little luggage as possible
兂Step ⒓.Listening and Reading Aloud
T:Very good.Youˇve understood the text exactly.Now,Iˇll play the tape for you.First,listen and repeat,paying attention to the pronunciation and intonation.Then read it aloud for a while.
兂Step ⒔ Consolidation
T:OK,everyone.Stop reading.Now youˇve been very familiar with the text.Here is a question for you to discuss.Listen carefully!Which travel tip do you think is the most useful?And why?Are you clear about that?
Ss:Yes.
T:Work in groups of four and discuss for a few minutes.Then Iˇll ask some students to say your opinions.You can begin now.
(A few minutes later.)
T:OK.Are you ready now?
Ss:Yes.
T:Whoˇd like to be the first to talk about your opinions?Any volunteer?
S1:I think the tip about money is the most useful.It reminds travellers of avoiding bringing too much money.Instead,credit cards could be a better choice.In particular,travellers should not forget to have all important documents photo copied before leaving in case you might lose them.
S2:I think planning and packing is the most useful.For any thing,well-prepared is half of success.Youˇd better plan it in advance in order to avoid problems and save money or time.
兂Step ⒕ Writing
T:Well,in order to have a pleasant and interesting trip,youˇd better have the tips and advice in mind.Now,please read the travel brochure in writing quickly and find out what information it describes.
(The students begin to read it quickly and answer the teacherˇs question as soon as they finish reading it.)
Ss:It describes transport,accommodation,attractions and activities for travelling to Thailand.(Bb:K)
T:Quite right.Now youˇve known how to write a travel brochure.Work in pairs.Choose your favourite destination and write a travel brochure in which you describe the place,suggest activities and provide travel tips.Can you follow me?
Ss:Yes.
T:When you finish your brochure,show it to the rest of the class and try to persuade them to visit your destination.Is everything clear?
Ss:Yes.
(The students begin to work.Teacher may give them advice to help them write a good travel brochure while going among the students.)
兂Step ⒖ Summary and Homework
T:In this class,weˇve not only got some travel experience by reading the travel tips and the practical advice,but also learnt how to write a descriptive essay like a brochure.After class,please review what weˇve learnt in this class and preview the next unit.Thatˇs all for today.
篇6：蔼T15单じ毙住]ycy^(H毙┌T英语U册毙妆学设计)
Teaching aims:
1. Goals:
冨 Talk about youth culture and interests of young people
冨 Read about voluntary work
冨 Practise presenting ideas
冨 Integrative language practice
冨 Write an survey and a report
2. Special focus:
Improve reading skills and Enlarge vocabulary.
a. Direct Ss to read the 3 passages on the text book;
b. Guide Ss to learn to use the following words and expressions: voluntary, annual, breathless, dizzy, beneficial, straight away, satisfaction, worthwhile, starve, fit in/ with, due to, casual, adolescent, whereas, possess, etc.
c. Improve the abilities of using language by integrative language practice.
Period 1 Reading
Young Volunteers (P129-131)
Step 1. Warming up
Task 1. Enable the students to discuss the questions on p129.
Step 2. Scanning
Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.
Step 3. While-reading:
Complete the chart:
Lu Hao Lin Ying Meng Yu
What activity ¨1 helps 1〃 scheme of the Youth volunteer Community Development Project Go West Project organized by the Communist Youth League of China An event organized by Meng Yu and her classmates
When Every Tuesday and Friday After graduation During weekends
Where In the old manˇs house In a remote rural school of southwest China In Canada
Whom to help An lonely old man Some poor kids Starving children
Benefits to others Mr zhao doesnˇt feel lonely any more; his health has been improved; he feels more energetic and optimistic. These kids become eager to learn; the pass rate has greatly improved; the children will get rid of the poverty and has a bright future. Make the children get rid of starvation and lice a better life.
Step 4. Post-reading
Finish all the Ex. On p131
Step 5. Further Reading
Task 3: Read the passage once again and get the main idea of the passage and understand the writing purpose.
Main idea: The text relates the three studentsˇ experiences as volunteers. It shows that ¨K each contribution--- no matter how small can make a difference.〃 And it also shows that voluntary work benefits not only the people helped but also volunteers. It encourages us students to volunteer to make a contribution to the society.
Writing Purpose: By retelling the three studentsˇ experiences as volunteers, the writer tries to make us learn about some voluntary work and realize that voluntary work benefits not only society but also volunteers. He calls on and encourages us students to take part in voluntary work so as to improve ourselves, get the job we dream and make the world more beautiful and harmonious.
Step 6. Homework
Finish all the exercises on Language Practice on p131-133.
Period 2. Integrating Reading Skills
Denim Jeans (P133-135)
Step 1. Revision
1. Check the Ss how further they understand the voluntary work.
2. Check the homework.
Review the Model Verbs
Step 2. Scan the passage and find out what happened in the years:
In 1870s: A shopkeeper in San Francisco succeeded in selling denim work trousers.
In 1930s: Many young American men bought jeans and dressed like their cowboy film stars.
In World War Two: American jeans were introduced by the soldiers to the world.
After the war: American teenagers started to make denim jeans their own unique item of fashion.
In 1950s: The school ban on students wearing jeans make jeans even more popular.
Between 1950s and 1990s: The jeans have been through many different changes in style.
In 1990s: Jeans were made more stretch and even tighter over the bottom and legs.
More Recently: Wearing jeans that looked very old became popular.
Step 3. Careful reading:
Ask the students to read the passage carefully and answer questions 2 on Page 135.
Period 3. Integrating Reading and Writing Skills
3 Passages on p 259-262
Step 1. Warmming-up
冨 Do the oral pratice on p128, and enable the students to practise presenting ideas.
Step 2. Reading
Task 1: Read the 3 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.
Step 3. Guided Writing
Give Ss 20 minutes to finish the writing assignment on p264,
Then ask Ss to score their work according to the following chart.
3 pluses & 1 wish
Name _______ Title _____________________ Date _______________
+ _________________________________________________________
+ _________________________________________________________
+ _________________________________________________________
? _________________________________________________________
Note: How to use this chart effectively?
Ask the student to read his/her deskmateˇs writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.
Period 4:
Step 1. Analyze some long sentences:
Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:
The people here are poor, but they have big hearts and made me feel very welcome.
I really feel Iˇm doing something worthwhile and I am having a great time doing it.
Coming to another country to study requires a big adjustment and it takes a while to fit in.
Many schools in the USA did not approve of students wearing jeans to school and they forbade them.
Step 2: Testing your skills on P258-259
Step 3: Cloze Test on p263
Step 4: Translating on P 264
写@训练╰C(T)describing people(H毙┌σ蝋习英语毙妆学设计)
Unit 1 School Life in the UK(译狶瑉┌@英语ゲ驻@毙妆学设计)
家块11 Unit 3 单じ毙(璣语㏄报)Word power(译狶瑉┌T英语毙妆学设计)
