教案周琼.docx

教案周琼.docx

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教案周琼

Module2Greatbooks

Unit1Confucius’worksarereadbymanypeople

Period1

Learningaims

Keyvocabulary:

work,influence,thought,wise,copy,asfaras,not…anymore,millionsof,beknownas/for

Difficultsentences:

Shakespeare’sworksareseenbymillionsofpeopleeveryyear.

MarkTwainwasanimportantwriter,butheisn’tknownasagreatthinkerlikeConfucius.

Teachingprocedure:

Step1.dailygreetings.Show“Learningaims”tothestudents.

Step2Warmingup&leadingin

1.Askthestudentssomequestions.Doyoulikereadingbooks?

What’syourfavouritebook？

Who’syourfavouritewriter?

2.ShowthreepicturesaboutConfucius,ShakespeareandMarkTwain.Letthemguesswhotheyare.Canyousaysomethingaboutthem?

Teachthewords:

work,influence,play,poem,respect,thinker,thought,wise,writer.

Confucius:

HewasagreatthinkerinChina.Heisknownforhiswisethought.Wearestillinfluencedbyhisthought.Heisrespectedbyus.

Shakespeare:

Hewasawriterofplaysandpoems.SomeofhismostfamousplaysareHamletandRomeoandJuliet.Hewasbornin1564inEngland.Hisplaysareseenbymillionsofpeopleeveryyear.

MarkTwain:

HewasafamousAmericanwriter.Hewrotealotofstories.Hisbooksarestillpopular.Forexample,TheAdventuresofTomSawyer.

3.DoActivity5.Completethesentenceswiththecorrectformofthewords.

Step3Listening（Act.1&2）

1.Firstreadthewordsinthebox.Thenmatchthewordsintheboxwiththepeopleinthepictures.（Act.1）

2.ListenandcheckyouranswertoAct.1.（Act.2）

Period2

Learningaims

1.Recitesomeimportantsentencesandphrases

2.Tounderstandconversations

Teachingprocedure:

Step1.dailygreetings.Show“Learningaims”tothestudents.

Step2Listeningandreading（Act.3、4）

1.Listenandanswer.

Q:

1Wherearethespeakers?

2Whataretheytalkingabout?

2.Readandanswerthequestions.（Act.4）

3.EverydayEnglishandlanguagepoints.

（1）.What’sup?

Goon!

（2）Soundslikeagoodidea.

（3）asfaras,

（4）not…anymore,

（5）millionsof,

（6）beknown

（7）as/for

4.Readtheconversationintwogroups.

Step4Grammarpractice

1.Underlinethesentencesintheconversationthathavethepatternofpassivevoice.

2.Readthesentencesaloud.

3.DoWBExercise1onp116

Step5Speakingandwriting

1.DoAct.8Workingroupsofthreeandlookattheopinionsinthetable.Reportideasofyourgrouptothewholeclass.

2.DoAct.6Talkaboutyourfavouriteplay/poem/thinker/writer/story.

Homework

1.writeyourfavouriteplay/poem/thinker/writer/story.

2.Listenandreadtheconversation.

Unit2It’sstillreadandloved

Period1

Learningaims

Keyvocabulary:

runaway,getlost,besurprised/pleasedtodo,growup,dowith,die/dead/death

Difficultsentences

1.Thethemesofthestoryaretodowithchildrengrowingupandbecomingmoreserious

2.It’sthoughttobeoneofthegreatestbooks.

Teachingprocedure:

Step1.dailygreetings.Show“Learningaims”tothestudents.

Step2Warmingup&leadingin

1.Readtheconversationyoulearnedyesterdaywithyourpartner.Thenanswerthequestionsaccordingtotheconversation.

QWhatdidBettysuggestattheendoftheconversationinUnit1?

What’sMr.Jackson’sfavouritebook?

2.Askthestudentsiftheyhavereadthebookbefore.

Q:

Whathappensinthebook?

Whatarethemainideasofthebook?

（Showsomepicturesofthebookandtellthestory..）

Teachthenewwords:

behaviour,cave,freedom,funeral,outsider,pretty,social,theme,treasure,nineteencentury

Step2Reading

1.Readthepassagequicklyandanswerthequestions.

Wherecanyoureadthepassage?

WhydoesMr.Jacksonlikethebook?

2.Readthepassageagainandcompletethetablewiththeinformationaboutit.（Act.3）

3.Readandanswerthequestions.（Act.4）

Step4homework

Listentothetapeandpracticereadingthepassagealoud.

Period2

Learningaims

1.Recitesomeimportantsentencesandphrases

2.Tounderstandthepassage

Teachingprocedure:

Step1.dailygreetings.Show“Learningaims”tothestudents.

Step3Readaloudandlanguagepoints

1.Playthetapeforthestudentstolistenandread.

2.Getthestudentstoreadeachparagraphanddiscusstheusefulwordsandexpressions.

runaway,

getlost,

besurprised/pleasedtodo,

growup,dowith,die/dead/death

It’sthoughttobeoneofthegreatestbooks.

Hedecidestogotohisownfuneral.

Step4Writing

1.Workinpairs.WouldyouliketoreadTheAdventuresofTomSawyer?

Why/Whynot?

2.Thinkofyourfavouritegreatbookyouhaveread.CompletethetableinAct.3

3.Writeapassageaboutyourfavouritegreatbook.

MyfavouritegreatbookisHarryPotterandthePhilosopher’sStonebyJ.K.Rowling.It’sastoryaboutayoungboy…

Step5Homework

1.Writeapassageaboutyourfavouritegreatbook.

Unit3Languageinuse

Period1

Learningaims

1.Languagepractice

Seeingaplayismoreinterestingthanseeingafilm.

First…then…,next…,afterthat…,finally…

2.Difficultpoints

Theuseofpassivevoice.

Teachingprocedure:

Step1.dailygreetings.Show“Learningaims”tothestudents.

Step2Revision

1.ReadthepassageinUnit2

2.Showthepassageaboutyourfavouritegreatbook.

Step3Vocabulary（Act.5&8）

1.Readthroughthewordsorphrasesintheboxwiththewholeclass.

2.Askthestudentstocompletethepassages,thencheckthem.

Step4Reading

Read“Aroundtheworld”onP17andanswerthequestions.

WhenandwheredidPlatolive?

Whatwashe?

Wheredidhetravel?

WhatdidhedowhenhereturnedtoAthens?

Whatarehisworkscalled?

Step5.classexercises

DoEx6,7,8tochecktheirvocabulary.

Step5Moduletask

Discussion:

Arewemoreinfluencedbyfilmsthanbybooks?

1.Decideonyourpointofview.

2.Thinkofsomeexamplesoffilmsorbooksyouhaveseenorread.

Howdidtheyinfluenceyou?

Step6Homework:

1.ReviseModule2

Period2（grammer）

Learningaims

Theuseofpassivevoice.

Teachingprocedure:

Step1.dailygreetings.Show“Learningaims”tothestudents.

Step3Grammar

1.Askthestudentstoreadthesentencesinthebox.

2.Grammarteaching

Theteacherhelpsstudentsunderstandthepassivevoice

1）被动语态的构成：

be+过去分词

时态在be体现：

am/is/are+done,was/were+done,have/hasbeen+done

被动语态的句型：

肯定句：

主语+be+过去分词+（by~）

否定句：

主语+benot+过去分词+（by~）

一般疑问句：

Be+主语+过去分词+（by~）

特殊疑问句：

特殊疑问词+be+主语+过去分词+（by~）

2）被动语态的用法：

I.要表达“被…”、”受…”、“遭…”、“让…”之类的语义。

如：

教师很受尊敬—Theteachersarewellrespected.

II.强调动作承受者。

如：

他远近闻名—Heisknownfarandwide.

III.不知道或没有必要指出动作的执行者。

如：

房子每天都有人打扫__Theroomiscleanedeveryday.

3）主动语态如何改为被动语态：

Childrenlovethesesongs主动语态

Thesesongsarelovedbychildren被动语态

Step4Classexercises

DoAct.1,2,3,4andWBP117Ex.4&5

Step5homework

1.CheckEx2&3onP116torevisethepassivevoice.

2.Dosomemoreexercisesaboutit.

Module7Australia

Unit1I’mlookingforthephotosthatyoutookinAustralia!

第一课时

Learningaims:

1.LanguageKnowledge

Keyvocabulary:

crocodile,shark,hand,havealookat,alongside,detail

2.TounderstandconversationsinvolvingtheAttributiveClauseinlistening.Improvethestudents’listeningability.

Teachingprocedure:

Step1.dailygreetings.Show“Learningaims”tothestudents.

Step2.listenandvocabulary.

1.readthroughthewordsintheboxinactivity1.

2.Lookatthepicturesandusethewordstodescribethepictures

3.Listentothetapeandanswerthequestionsoftheactivity1

4.callbacktheanswers.

Step3.Presentation

ShowstudentsapictureofSydneyOperaHouseandtellthem“Tony’sfatherhasbeentoAustralia.HevisitedSydneyOperaHouse.”Thengetthemtolistentothedialogueandanswertwoquestions:

1.Whereelsedidhevisit?

2.Whatanimalsdidhesee?

Step4.Step3Readandrepeat

Gettheclasstoreadthedialogue.andfindoutsomeimportantphrasesandsentences.

Step5.classexercises

一、汉译英

1.你在干什么2看----一眼

一张妈妈的照片给某人写信

顺便问一下在----的中心

想做某事在我们回家的路上

第二课时

Learningaims:

1.Recitesomeimportantsentences

2.TounderstandconversationsinvolvingtheAttributiveClause

Teachingprocedure:

Step1.dailygreetings.Show“Learningaims”tothestudents.

Step2.Taskone

ReadtheconversationandCompletethetable

Afterthestudentsarefamiliartothedialogue,askthemtocompletethetableinActivity4.

设计意图:

在这一步骤中,让学生从说转移到写上,并且让同学们在完成表格的同时更加熟悉课文。

Step3taskthreeAnswerquestions

Getstudentstoanswerquestionsaboutthedialogue.inactivity5

Callbacktheanswers

Step5.Languagenotes

1.whatareyouupto?

=whatareyoudoing?

2.writealettertosb=writetosb

3.aphotoofone,sphoto

aphotoof一张----的照片。

指某人（物）本身的照片

one,sphoto指照片属于某人所有，但不一定是他本人的照片

4.imagine+that常指错误或无根据地认为。

Step6.classexercises.

我在寻找你在澳大利亚的照片

我必须设想我去过那里，而且正给你和妈妈写信。

Step7.Homework

Readthewordsandthedialoguefrequently.Trytorecitepartofthedialogue.

Grammar

（第三课时）

Learningaims:

Theattributiveclausewiththat

Teachingprocedure:

Step1.dailygreetings.Show“Learningaims”tothestudents.

Step2.定语从句的含义：

在复合句中修饰名词或代词的从句。

在句中起定语作用，被定语修饰的词称为先行词，定语从句必须放在先行词之后。

关系代词：

thatwhomwhosewhich

关系副词：

Whenwherewhy

Step3.ShowstudentsseveralsentencesinvolvingTheAttributiveClauseinthisunit.Askthemtothinkoftheuseoftheword“that”.

设计意图:

在本单元只是呈现一下定语从句的概念，让同学们对此有一个印象，而不必强调如何去改写定语从句。

在以后的两个单元的逐步练习中再让同学们慢慢地对此语法熟悉起来。

Step4.exercises.

P60activity1and2.underlinealltheexamplesofthat.

Step5Homework

FinishsomeexercisesinworkbookModule7.

Unit2ThecamelthatIrodehadabadtemper.

Period1

LearningAims

1.LanguageKnowledge

Keyvocabulary:

grape,ham,lamb,outback,relative,sheep,spir,surfing,wine,helicopter