M2U6.docx
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M2U6.docx
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M2U6
8BModule3
Unit6
TheFirstPeriodReading
LanguageTargets:
1..Usingtheadjectivewordstodescribetheobjects.
2.Toactivatetheknowledgetohelpthestudentsunderstandthetext.
3.Tohelpstudentsunderstandthetextquicklybyusingdifferentreadingskills,suchasgettingmainideaanddetails,findfactsetc.
AbilityTargets:
1.Studentslearntomaintainaninteractionbyreadingthearticle.
2.Studentslearntowritethesynopsisbyparagraph.
EmotionTargets:
StudentscanknowabouttheattractionsinFrance.
Languagefocus:
1.Vocabulary:
1)abroad,coast,addition,region,excellent,agricultural,neat,grapevine,scenic,destination,landmark,offer,nicknameandsoon.
2)nowthat,starttodo,thinkaboutdoing,goabroadforthesummerholiday,spreadone’swings,theAtlanticOcean,mountainregions,beexcellentfor,beamazingto,usedtodo,atouristdestinationandsoon.
2.Function:
ItoffersmanyofthesameattractionsastheDisneyparksintheUSA.
Itisamazingtodrivepastfieldswhichseemtogoonforever.
Teachingaids:
1.Arecorder,acassette
2.Student’sbook8Bpage
Teachingsteps:
PRODEDURE
CONTENTS
METHODS
PURPOSE
I.Pre-taskpreparation
1Haveacompetition.
Dothisquiz.
Beforeyoureadthearticleonpage93,trythisquiz.
Giveshortanswerstothesequestions.
1.DoExerciseAwiththeSs.Usethenotesbelowtoexplainitems,quizSs,furtherdiscussionorpractisethevocabulary.
2.IntroducesomeinformationaboutFrance.
Takeaquicklookatthearticleonpage93.Whereisthisarticleprobablyfrom?
Lookattheheading,theheadlineandthephotos.Whatdoyouthinkthisarticlewillbeabout?
Readthefirstsixwordsofthearticle.Atwhattimeoftheyearwasthisprobablywritten?
Lookatthebeginningof
thethirdparagraph.Isthis
articlewrittenforchildren
oradults?
StudentswouldliketoshareitwithclassmatesandwillmaketheatmosphereofEnglish.Andwecanleadinthenewwords.
II.While-taskprocedure
1.Learnthenewwordsandphrases.
1.Afterreadingthetitle,thefirstandlasttwoparagraphsandthepictures,trytogetageneralideaofthetopic.
theEiffelTower
theArcdeTriomphe
EuroDisneyParis
theLoireValley
theChannelTunnel
castle
AskSstolookatthetitle,thefirstandlasttwoparagraphsandthepicturesandthenanswerthequestions.
Learnfourformsofenergythatelectricitycanchangeinto.
HelpSsunderstandthearticleeasily.
2.Learnsomevocabularies.
1.FindthewordsandphrasesinColumnAinthestoryandmatchthemwiththemeaningsinColumnB
2.Usethewordsandphraseintheboxtocompletethefollowingsentences.
3.Completethesentenceswithproperwordsaccordingtothemeaningsgiveninthebrackets.
Learnthenewvocabularyoftheunit.
3.Learnthetext.
1.Readthestoryfromparagraph5toparagraph13onpage33andfindouthowelectricitycomestopeople’shomes.Makeaflowcharttoshowtheprocedure.
2.Thediagrambelowshowshowelectricitygets
toBenny’sflat.Choosetherightwordsfromtheboxtonamethethingsinthediagram.Thefirstonehasbeendoneforyou.
3.Nowreadthestoryindetail(Divideitintothreeparts)andthenanswerthequestions.
4.Readthetexttogether.5.Synopsisbyparagraph.
Checktheunderstandingofthetext.
.TraintheSs’readingskills
III.Post-taskactivity
Retellthestory.
1.Workingroupsoffour.ActoutthestoryamongDaisy,Benny,DadandMum.
2.Lookatthefollowingdiagramandsayhow
electricitycomestoourhomesinyourownwords.
Morespeakingpractice.
IV.Assignment
Workbook8B
教学反思:
SecondPeriodGrammarA
LanguageTargets:
1.Tolearntheuseofthemodalverbssuchas“can”“must”and“may”.
AbilityTargets:
1.Tobeabletouse“can”“must”and“may”correctly
Languagefocusanddifficultpoints:
1.Theusesofthemodalverbssuchas“can”“must”and“may”.
TeachingAids:
1.Student’sBook8Bpage
2.Multi-media
Teachingsteps:
PRODEDURE
CONTENTS
METHODS
PURPOSE
I.Pre-taskpreparation
Makesomesentences
Makesomesentenceswiththemodalverbssuchas“can”“must”and“may”.
Letstudentsbefamilarwiththemodalverbs
II.While-taskprocedure
1.Theuseofcanandcannot.
2.Theuseofmustandmustnot.
.
3.Theuseofmayandmaynot.
1.Weusecanandcannot(can’t)tosayweareableornotabletodothings.
Canyougetmeapacketofelectricity,please?
Icancount.
Youcannotspell.
Cantheydance?
Yes,hecan./No,shecan’t.
2.Tips:
Whenweusemodalverbsascanandcannotwithotherverbs,theverbsfollowingthemodalverbsdonotchangetheirform.
3.ReadwhatTomandAnnsayaboutthemselves.
ThensayifthestatementsbelowareT(True)orF(False).
1.Weusemustandmustnot(mustn’t)totellpeoplewhat
dotoorwhatnottodo.
2.Tips:
Whengivinganegativereply,mustn’tcanbereplacedwithneedn’twhenthereisnoreasontodosomething,
3.Weoftenusesignsaswellaswordstotellpeoplewhattodoorwhatnottodo.
4.Workinpairstoexplainthesesigns.S1saysthesentencestoS2.S2givesthelettersofthesigns.
1.Weusemayandmaynottoaskforandgivepermission.Wealsousecanandcannot(can’t)forthesamereason.
2.Dosomeexercises.
Revisethebasicuseoftheuseofcan.
Tohaveexercisesfordifferentusesofcan.
Tohavegeneralideasoftheuseofmust.
Tohavegeneralideasoftheuseofmay.
III.Post-taskactivity
Completethenewspaperreport.
1.Bennyisaskinghissistersomequestions.
Whatisheaskingher?
MakequestionsforBenny.UseMayorCanandwordsfromthebox.
2.Askproperquestionsaccordingtothegiven
situations,usingMayorCan.
ExaminewhetherSshavegraspedtheuseofthe
modalverbslearnedinthislesson.
IV.Assignment
Workbook8B
Tohavemorepracticeoftheuseof“can”“must”and“may”.
教学反思:
ThirdPeriodGrammarB
LanguageTargets:
1.Tolearntousetheobjectclausesintroducedbythatand‘wh-’wordscorrectly.
AbilityTargets:
1.Tobeabletousetheobjectclausesintroducedbythatand‘wh-’wordscorrectly.
Languagefocusanddifficultpoints:
1.Thetipsoftheobjectclausesintroducedbythatand‘wh-’words.
TeachingAids:
1Student’sBook8Bpage
2.Multi-media
Teachingsteps:
PRODEDURE
CONTENTS
METHODS
PURPOSE
I.Pre-taskpreparation
Introduction:
objectclauses
Showtheexample:
Daisythinksthatshecanbuyelectricityinpackets,likesweets.
Getstudentsinterestedinthetopic
II.While-taskprocedure
Explainthegrammar.
1.Objectclausesintroducedbythat
2.Objectclausesintroducedby‘wh-’words.
1.Weusecertainverbsfollowedbythatplusanobjectclausetosaywhatweknow,think,believe,
2.Weoftenomitthatinspeech.
Weusesomeotherverbs,e.g.,tell,hope,notice,agree.
3.Anobjectclausecanalsofollowsomeadjectivessuchascertain,sureandafraid.
4.BennyistakingnotesaboutlivingonMars.
Readhisnotesandwritean‘O’forasentencethathasanobjectclauseandan‘N’forasentencethatdoesnot.
5.Workinpairsandtelleachothersomefactsaboutelectricity.Usethetablebelowtohelpyou.
6.Workinpairs.S1tellsS2whathe/sheand
otherpeopleeat.S2looksatthehealthyeatingtablebelow
andgivesasuitablereply.Thefirstoneisdoneforyou.
1.Wecanusea‘wh-’wordtointroducean
objectclausewhenitexpressesa‘wh-’question.
2.Whenweusea‘Wh-’questionasanobjectclause,wechangeitintoastatement.
3.Ifthequestionwordisthesubjectofan
objectclause,wedon’thavetochangetheWh-questionintoastatement.
e.g.
Wedonotchangethesentenceordersasfollows:
Canyoutellmewhat’sthematterwithTom?
Iwanttoknowwhat’stheproblemwithmywatch.
4.Rewritethesentencesintoobjectclauses.
5.MrJianghasgotarobot.Dannyhassomequestionsaboutit.CompletewhatDannyhaswrittendowninhisnotebookwithobjectclauses.
HelpSstolearnhowtousetheobjectclauseintroducedbythatcorrectly
Practiceusingtheobjectclauseintroducedbythat.
HelpSstolearnhowtousetheobjectclauseintroducedby‘wh-’words
correctly
Practiceusingtheobjectclauseintroducedby‘wh-’words.
III.Post-taskactivity
Morelanguageinput.
Wecannotusethinkorbelievewithanegativeobjectclause.
e.g.
1.Ithink(that)hisideaisnotright.(×)
Idon’tthink(that)hisideaisright.(√)
2.Ibelieve(that)hedidn’tgiveawronganswer.(×)
Idon’tbelieve(that)hegaveawronganswer.(√)
Moreattentiontotheobjectclauses
IV.Assignment
Workbook8B
教学反思:
FourthPeriodListening
LanguageTargets:
1.Tolearntocatchthemaininformationyouneedwhilelistening.
2.Toactoutthedialoguebetweenanelectricianandawomanaboutafaultinherflat.
AbilityTargets:
1.Tobeabletogetsomeinformationthroughlisteningtoanarticle
EmotionTargets:
1.Toknowsomecommonknowledgeonusingelectricity.
Languagefocus:
1.Vocabulary:
kettle,vacuumcleaner,ricecooker,iron
2.Functions:
Thelightswason/off.
Teachingaids:
1.Student’sBook8B
2.Multi-media
Teachingsteps:
PRODEDURE
CONTENTS
METHODS
PURPOSE
I.Pre-taskpreparation
1.Lookatthepicturreandfind12electricalappliancesinthispicture,thenmakesentences.
1.Find12electricalappliances.
2.Makealistandwriteasentenceabouteachone.Useeitherofthesepatterns:
Weusea…to+infinitive
Weuseakettletoboilwater.
Weusea…for+-ing
Weus
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