资源简介

Unit 10 You’d better have more reading practice.
（Reading and writing 教学设计）
一、教材分析
教学内容
　　本课包括Reading and writing部分，具体内容为：阅读关于语言学习建议的短文，能够读懂短文所描述的内容，理解关键词汇与短语的意义，能仿照短文写出自己对语言学习的建议。
教学重点、难点
（1）教学重点
学习关于描述语言学习困难与建议的词汇与短语；读懂关于语言学习建议的短文；能够读懂短文所描述的内容，理解关键词汇与短语的意义；仿照短文写出自己对语言学习的建议。
（2）教学难点
　　仿照短文写出自己对语言学习的建议。
二、教学目标
知识目标
（1）学习关于描述语言学习困难与建议的词汇与短语，如：
review, tip, normal, recording, native, imitate, improve, pronunciation, immediately, guess, enlarge, vocabulary, communicate
work on, make sure, come across, look up, make mistakes, correct a mistake, in fact, learn sth. from sth./sb., think about, be afraid to do sth.
（2）学会并能套用短文中关于描述语言学习困难与建议的句型，如：
You must work on … every day. Make sure …
When you …, it’s normal to …
You may … This can help you improve your … It’s also a good idea to …
You should … In fact, it’s a good way to …
The easiest … to try is to … You can …
When …, you should … But it’s more important to …
能力目标
（1）能读懂关于语言学习建议的短文。
（2）能读懂短文所描述的内容，理解关键词汇与短语的意义。
（3）能仿照短文写出自己对语言学习的建议。
情感目标
（1）让学生掌握提出建议的思路与方法，培养学生良好的沟通能力。
（2）培养学生形成良好的学习习惯，帮助他们克服英语学习中遇到的困难，采用更有效的学习策略，扫清学习障碍，提高英语学习效果。
三、教学步骤
Step One Lead-in
Ask Ss to work in pairs on asking and giving advice about English learning which they have completed in their homework of last period.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Activity 7. Tick and think.
Ask Ss to think about the most difficult activities in English learning and write them down on the blackboard. Instruct Ss to do Activity 7 and choose the most difficult part from the items.
（设计意图：让学生英语学习中最难的活动进行思考和总结，为阅读任务的完成做准备，同时培养学生的归纳能力。）
Step Two Reading and writing
Activity 8. Read, circle and underline.
Ask Ss to go through the text in Activity 8 quickly, mark the new words. Write the new words on the blackboard. Ask Ss to read aloud and explain them if necessary.
review, tip, normal, recording, native, imitate, improve, pronunciation, immediately, guess, enlarge, vocabulary, communicate
work on, make sure, come across, look up, make mistakes, correct a mistake, in fact, learn sth. from sth./sb., think about, be afraid to do sth.
work on
eg. You need to work on your pronunciation a bit more.
He is working on his car for the whole night.
imitate
eg. His style of drawing has been imitated by other artists.
Teachers provide a model for children to imitate.
come across
eg. I came across children sleeping under bridges.
I've never come across anyone quite like her before.
enlarge
eg. A good way to enlarge your vocabulary is to read a daily newspaper.
Reading will enlarge your vocabulary.
communicate
eg. They communicated in sign language.
We communicated mostly by e-mail.
（设计意图：先就短文内容有一整体印象，扫清生词障碍，为理解短文内容做准备。）
Ask Ss to read the text, underline advice about English learning. Ask Ss list the advice according to the text and try to fill in the blanks:
You must work on the language every day. Make sure you get a little review and study time every single day, even for just 10 minutes.
You may listen to the recordings of native speakers and try to imitate their way of speaking. It’s also a good idea to sing some songs in that language.
You should try to guess the meaning from words you know.
The easiest language learning tip to try is to make mistakes!
But it’s more important to communicate. Go ahead and speak and write. Don’t be afraid to make mistakes.
（设计意图：了解短文大意，初步理解短文，能就所需信息搜索相关内容，培养学生搜索关键信息的阅读技巧。）
Activity 9. Read and choose. Ss read the text after the teacher and do Activity 9.
（设计意图：通过完成阅读练习，检测对短文主要内容的理解程度。）
Activity 10. Think and replace.
Ask Ss to read the sentences in Activity 10 and tell the meaning of the italic words, then find these sentences in the text and complete the Activity 10.
（设计意图：通过对关键词汇与短语的替换练习，进一步理解这些词汇与短语的意义。）
Step Three Production
Choose some activities in Activity 1. Ask Ss to write down their advice on English learning according to the text in Activity 8, try to use the following patterns. Then ask Ss to tell the advice on English learning to the class.
listen to the radio talk with an English man enjoy English jokesput on an English play send emails to American friends watch movies in English
You must work on … every day. Make sure …
When you …, it’s normal to …
You may … This can help you improve your … It’s also a good idea to …
You should … In fact, it’s a good way to …
The easiest … to try is to … You can …
When …, you should … But it’s more important to …
（设计意图: 学生写出自己对语言学习的建议，巩固并检测所学词汇与句型。）
Step Four Summary
Make a short summary of what Ss have learned in this period.
Key vocabulary:
review, tip, normal, recording, native, imitate, improve, pronunciation, immediately, guess, enlarge, vocabulary, communicate
work on, make sure, come across, look up, make mistakes, correct a mistake, in fact, think about, be afraid to do sth.
Sentence Patterns for giving advice:
You must work on … every day. Make sure …
When you …, it’s normal to …
You may … This can help you improve your … It’s also a good idea to …
You should … In fact, it’s a good way to …
The easiest … to try is to … You can …
When …, you should … But it’s more important to …
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Copy and remember the vocabulary in the summary of this period.
Choose some learning activities in this unit and write down your advice on English learning according to the text in Activity 8, using the vocabulary and patterns in this unit as possible as you can.
3. Complete the part “Reading” in the workbook .
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Phrases:review, tip, normal, recording, native, imitate, improve, pronunciation, immediately, guess, enlarge, vocabulary, communicatework on, make sure, come across, look up, make mistakes, correct a mistake, in fact, learn sth. from sth./sb., think about, be afraid to do sth. Sentence patterns:You must work on … every day. Make sure …When you …, it’s normal to …You may … This can help you improve your … It’s also a good idea to …You should … In fact, it’s a good way to …The easiest … to try is to … You can … When …, you should … But it’s more important to …Unit 10 You’d better have more reading practice.
（Grammar focus 教学设计）
一、教材分析
教学内容
本课时包括Language in use中的 Grammar focus部分，具体内容为：情态动词的句式及基本用法。
教学重点、难点
（1）教学重点
情态动词的句式及基本用法。
（2）教学难点
情态动词的基本用法。
二、教学目标
知识目标
（1）学会并能正确使用情态动词的句式。
（2）学习情态动词的基本用法。
能力目标
（1）能熟练运用情态动词的各种句式。
（2）能根据不同情境正确选择情态动词。
情感目标
能根据情境正确使用情态动词，培养学生日常生活中形成良好的语言习惯。
三、教学步骤
Step One Lead-in
Check the homework in last period. Ask Ss to tell their advice on English learning to the class.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Ask Ss to read the dialogue in Activity 5 and the text in Activity 8 altogether and translate the following sentences. Under line the modal verbs and make Ss know the grammar today they will learn is the modal verbs.
Can you give me some advice 你能给我些建议吗？
You’d better have more reading practice. 你最好多做些阅读练习。
You can find a great many reading materials online。在网上你可以找到大量的阅读材料。
You may start with stories. 你可以从故事开始。
You must work on the language every day. 你一定要每天研习语言。
You should try to guess the meaning from words you know. 你应该先根据已有的词汇猜词生词的意思。
（设计意图：通过翻译句子，为学生学习情态动词的句式和基本用法做铺垫。）
Step Two Language in use
Grammar focus. Ask Ss to read Grammar focus on P114, pay attention to the structure of the sentences with modal verbs. Ss read aloud the example sentences altogether.
Ask Ss to conclude the structure of the modal verbs from the example sentences.
Affirmative Form Modal V. + V.
Negative Form Modal V. + not + V.
Interrogative Form Modal V. + … + V.
Explain the usage of the modal verbs with examples.
情态动词是表示能力、建议、许可、义务等说话人语气或情态的动词。用在行为动词前，表示说话人对这一动作或状态的看法或主观设想。
情态动词主要有：can, could, may, might, shall, should, will, would, must, ought to, used to, need, had better, dare等。
He can drive a car. 他可以开车。
I must get home before 8 o’clock. 我必须八点前回家。
You shouldn’t smoke here. 你不应该在这儿抽烟。
You needn’t get up so early. 你不需要起这么早。
Do you have to work 10 hours a day 你每天得工作十个小时吗？
May I ask a question 我可以问一个问题吗？
（设计意图：通过情态动词的介绍及例句，了解情态动词的句式及基本用法。）
Ask Ss to find out the other sentences of modal verbs in the dialogue of Activity 5 and the text in Activity 8, also attend to the structure.
You may listen to the recordings of native speakers and try to imitate their way of speaking.
This can help you improve your pronunciation.
You may often come across new words in reading.
You can learn a lot from your mistakes.
When your teacher corrects a mistake in your writing or speaking, you should think about it and try to see why it’s wrong.
（设计意图：让学生在课文中找出含情态动词的句子，进一步熟悉情态动词的句式及基本用法。）
Activity 11. Read and choose.
Ask Ss to do Activity 11. Check the answers and ask the reason why Ss choose so. Elicit the different meaning of modal verbs.
（设计意图：通过学生完成有关情态动词的练习，进一步明确情态动词的基本用法。）
More examples.
Give more examples and ask Ss to think about when and how we used modal verbs. Explain the usage of modal verbs by giving more examples if necessary.
People can shop on line. 人们可以在网上购物。
Can you understand the story 你能明白这个故事吗？
She can’t speak Chinese. 她不会说中文。
Explain the structure of the sentences of modal verbs. Emphases that the negative structure is to add not after the modal verbs, and the interrogative structure is to take the modal verbs in front of the sentence.
Affirmative sentence: People can shop on line.
Negative sentence: She can’t speak Chinese.
Interrogative sentence: Can you understand the story
Ss classify the sentences of modal verbs with affirmative, negative or interrogative sentences.
Affirmative sentence:
I must finish the work before 5 o’clock.
You should have more reading practice.
He can speak two languages.
Negative sentence:
You needn’t worry about that.
Interrogative sentence:
May I use your car
（设计意图：给出更多例子并通过归类，让学生对情态动词的句式有进一步的认识和了解。）
Activity 12. Read and match.
Ss read the sentences, try to understand the meaning of these sentences and do Activity 12. Make Ss find out the sentences of modal verbs on the right, underline the modal verbs and pay attention to the usage of the modal verbs.
It’s dark here. You can turn on the lights.
Oh, it’s 8 o’clock. I’m late for work. You’d better take a taxi.
The sweater is too small for me. You may try this one. It’s larger.
I’ve got a cold and a bad headache. You should take a good rest.
（设计意图：引导学生关注情态动词使用的情境，进一步了解情态动词的用法。）
Ask Ss to change the sentences with modal verbs into the negative and interrogative forms, remind that some pronouns should be changed when they change forms:
You can turn on the lights. You can’t turn on the lights. Can you turn on the lights
You’d better take a taxi. You’d better not take a taxi. Had better I take a taxi
You may try this one. It’s larger. You may not try this one. May I try this one
You should take a good rest. You should not take a good rest. Should I take a good rest
（设计意图：通过句式变换，引导学生关注情态动词的句式变换的要点。）
Step Three Production：Activity 13. Think and write.
Ss read the sentences in Grammar focus, change the sentence forms of modal verbs into the other forms.
Affirmative Form Negative Form Interrogative Form
I must finish the work before 5 o’clock. I needn’t finish the work before 5 o’clock. Must I finish the work before 5 o’clock
You should have more reading practice. You shouldn’t have more reading practice. Should you have more reading practice
He can speak two languages. He can’t speak two languages. Can he speak two languages
You must worry about that. You needn’t worry about that. Must you worry about that
You may use my car. You may not use my car. May I use your car
（设计意图：加深对情态动词句式及用法的了解，为下一步练习做准备。）
Ss read the requirement of Activity 13, tell the meaning of these phrases and make sentences with modal verbs, write down these sentences. Ask some of Ss to write the sentences down on blackboard and tell the class.
（设计意图：明确活动任务，为完成写作任务做准备，以进一步巩固学生所学句型和用法。）
Ss complete Activity 13 according to the sentences they have made, use the first 3 phrases (attention: Some sentences may have different forms). Ask some of Ss to read the advice to the class.
（设计意图：检查学生完成任务的情况，确认学生对情态动词的掌握情况。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Structure of sentence with modal verbs:
Affirmative Form will /shall + V. be going to +V.
Negative Form will /shall not + V. be not going to +V.
Interrogative Form Will /Shall … V. Be … going to +V.
Usage of modal verbs:
情态动词是表示能力、建议、许可、义务等说话人语气或情态的动词。用在行为动词前，表示说话人对这一动作或状态的看法或主观设想。
情态动词主要有：can, could, may, might, shall, should, will, would, must, ought to, used to, need, had better, dare等。
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Complete the advice with the other 3 phrases in Activity 13.
Complete the part “multiple choice” in the workbook.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Simple Future TenseStructureAffirmative FormModal V. + V.Negative FormModal V. + not + V.Interrogative FormModal V. + … + V. Usage情态动词是表示能力、建议、许可、义务等说话人语气或情态的动词。用在行为动词前，表示说话人对这一动作或状态的看法或主观设想。情态动词主要有：can, could, may, might, shall, should, will, would, must, ought to, used to, need, had better, dare等。Unit 10 You’d better have more reading practice.
Lead-in + Listening and speaking教学设计
一、教材分析
教学内容
本课包括Lead-in & Listening and speaking两部分，具体内容为：复习与语言学习及语言技能相关的词汇与短语，听懂并掌握谈论学习困难的简单对话，能就所遇到的困难进行准确地描述，或就相关困难给出适当建议。
教学重点、难点
（1）教学重点
复习表达语言学习活动和语言技能相关的词汇与短语，听懂并掌握谈论学习困难的简单对话，能就所遇到的困难进行准确地描述，并就相关困难给出适当建议。
（2）教学难点
就所遇到的困难进行准确地描述，或就相关困难给出适当建议。
二、教学目标
知识目标
（1）学习并识记谈论语言学习和困难并给出建议的词汇与短语，如：
practice, material, article, foreign, website, report, experience, develop
do well, get top marks, manage to do sth., ask sb. for advice, learning method, be poor at, give sb. some advice, had better, a great many, on line, on the internet, start with
（2）学会并能套用描述学习困难、询问及给出建议的句型，如：
How do you manage to do so well I sometimes ask … for advice.
I’m always poor at … … is quite important.
Can you give me some advice You’d better …
What can I do You can … / I often …, especially …
What … should I choose You may start with … They give you … experience and help you develop …
能力目标
（1）能听懂谈论学习困难的简单对话。
（2）能准确表述自己在英语学习中遇到的困难，或就相关困难给出适当建议。
（3）能记住有关学习困难与建议的相关词汇与短语，并熟练运用于询问与给出建议的句型表达中。
情感目标
（1）让学生学会询问信息及给出建议的方法，培养学生乐于与他人分享学习成果，乐于助人的良好品质。
（2）培养学生良好的英语学习的习惯，形成有效学习策略，在英语学习过程中提高学习信心。
三、教学步骤
Step One Lead-in
Ask Ss to read the title of this unit and guess what will be learned in this unit. Elicit the topic of this unit.
（设计意图：通过本单元的题目引入本单元的话题，让学生了解本单元所涉及的内容。）
Activity 1. Look and match.
Show the pictures in Activity 1 on PPT (without the phrases outside the diamond lattices). Q: What are they doing Give the phrases in disorder and ask Ss to match them with activities in these pictures. Check the answer with the textbook.
listen to the radio talk with an English man enjoy English jokes
put on an English play send emails to American friends watch movies in English
（设计意图：引导学生根据图片说出关活动，复习有关学习活动的词汇。）
Show the form and ask Ss to fill in the form to classify the activities with the clubs to complete Activity 1. Ask Ss to give more activities in English learning. Add them into the form.
Skills Activities
Listening listen to the radio, watch movies in English, listen to English songs
Reading enjoy English jokes, read stories or novels
Speaking talk with an English man, put on an English play
Writing send emails to American friends, write a letter to a foreign penfriend, write a diary
（设计意图：引导学生对图片展示的活动进行分类并拓展相关活动词汇，为完成后面的活动做词汇准备。）
Use the form above to ask Ss to talk about the difficulties in English learning with the following questions:
Which activity do you like best What kind of activity is the most difficult for you
（设计意图：引导学生谈论英语学习活动的难易，为完成后面的听、说、读、写等活动做好铺垫。）
Step Two Listening and speaking
Activity 2. Listen and circle.
Play the audio of Dialogue 1. Q: What language skill are they talking about Ask Ss to tick the skills according to the audio.
Listening □√ Reading □ Speaking □ Writing □
（设计意图：先就对话内容有一整体印象，了解大意，为理解对话内容做相应准备。）
Activity 3. Listen and choose.
Tell Ss that they will listen to a dialogue and the following new words may occurred. Ask Ss to express these new words, explain these words if necessary.
do well
eg. Jack is doing very well at school.
He did well in the exam.
manage to do sth.
eg. We managed to get to the airport in time.
They managed to find a place to stay.
be poor/good at sth.
eg. He is poor/good at communication.
She was good at playing guitar.
She is poor at driving.
develop (Compare with improve)
improve: become better than before
develop: grow bigger or stronger; becomes stronger or more advanced
eg. The child is developing normally.
Their relationship has developed over a number of years.
Ask Ss to read the items in Activity 3 on P111 and attend to the following questions, then play the audio again and do Activity 3. Check the answer, play once more if necessary.
How does Zhang Ming get for the test (Top marks.)
What program does Zhang Ming often listen on line (British program.)
Which program can give good listening practice, music or news (Music.)
（设计意图：提前扫清生词障碍，带着问题听对话，了解对话内容，培养学生听细节的听力技巧。）
Activity 4. Listen and fill.
Play the audio once more, ask Ss to fill in the blanks according to their listening.
You’re doing really well in English. You always get top marks for the tests.
You’d better have more listening practice.
I often listen to some British programs on line.
You may start with some English songs. They give you good listening experience.
Play the audio again. Ss read the sentences with blanks in Activity 4 and fill in the blanks according to the listening. Check the answer, play once more if necessary.
（设计意图：进一步听懂对话部分细节，了解对话内容，培养学生听细节的听力技巧。）
Activity 5. Listen and repeat.
Tell Ss that they will listen to another dialogue and show the questions:
What does Zhang Ming do well in (English)
What is Li Fang poor at in English learning (Reading.)
What advice does Zhang Ming give (Have more reading practice.)
What should Li Fang do for improve her reading (Find more reading materials on line.)
Play the Dialogue 2, then instruct Ss to answer the questions above.
（设计意图: 带着问题听对话，了解对话内容，进一步训练学生的听力技巧。）
Play the audio again, ask Ss to fill in the blanks without reading the dialogue in Activity 5.
I’m always poor at reading.
You’d better have more reading practice.
You can find a great many reading materials online. I often read English articles on the Internet, especially from the foreign websites.
What kind of reading materials should I choose Stories or news reports
You should start with stories. They give you good reading practice.
（设计意图: 进一步听懂对话部分细节，了解对话内容，培养学生听细节的听力技巧。）
Ask Ss to read after the audio sentence by sentence and pay attention to imitate the tone of the audio. (Or read after the teacher if necessary.) Then Ss read altogether by themselves.
（设计意图: 通过逐句跟读与集体朗读，训练学生正确的语音语调，培养学生模仿英美原音语音语调的学习习惯。）
Step Three Production
Ask Ss to find out the sentence patterns about asking and giving advice about English learning in the dialogue, then read aloud and mark these sentence patterns on their textbooks if necessary.
How do you manage to do so well I sometimes ask … for advice.
I’m always poor at … … is quite important.
Can you give me some advice You’d better …
What can I do You can … / I often …, especially …
What … should I choose You may start with … They give you … experience and help you develop …
（设计意图:让学生自己发现表达学习困难、询问及给出建议的句型，训练学生的归纳能力，培养学生自主学习的能力。）
Activity 6. Practice and talk.
Ss do Activity 6 according to the patterns and phrases on P112, then work in pairs and asking and giving advice about English learning, use the patterns above as possible as you can.
（设计意图: 练习谈论学习困难、询问及给出建议的句型，进一步巩固所学词汇与句型。）
Step Four Summary
Make a short summary of what we’ve learned in this period.
Key vocabulary:
practice, material, article, foreign, website, report, experience, develop
do well, get top marks, manage to do sth., ask sb. for advice, learning method, be poor at, give sb. some advice, had better, a great many, on line, on the internet, start with
Sentence Patterns for asking and giving advice about English learning:
How do you manage to do so well I sometimes ask … for advice.
I’m always poor at … … is quite important.
Can you give me some advice You’d better …
What can I do You can … / I often …, especially …
What … should I choose You may start with … They give you … experience and help you develop …
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Copy and remember the vocabulary in the summary of this period.
Recite the dialogue in Activity 5. Work in pairs on asking and giving advice about English learning in this unit, use the phrases and patterns in this unit as possible as you can.
3. Complete the parts “Language application” and “Complete the dialogue” in the workbook .
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Key vocabulary: practice, material, article, foreign, website, report, experience, developdo well, get top marks, manage to do sth., ask sb. for advice, learning method, be poor at, give sb. some advice, had better, a great many, on line, on the internet, start withSentence Patterns for asking and giving directions:How do you manage to do so well I sometimes ask … for advice.I’m always poor at … … is quite important.Can you give me some advice You’d better …What can I do You can … / I often …, especially …What … should I choose You may start with … They give you … experience and help you develop …
5Unit 10 You’d better have more reading practice.
（Vocabulary practice 教学设计）
一、教材分析
教学内容
本课包括Vocabulary practice及Supplementary Reading部分，具体内容为：复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。
教学重点、难点
（1）教学重点
复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。完成同步练习中相对应的练习。
（2）教学难点
读懂拓展阅读中的文章内容并完成相关阅读练习。
二、教学目标
知识目标
（1）熟记本单元有关语言学习及语言技能的词汇与短语。
（2）学习拓展阅读短文中出现的词汇和短语，如：
local, include, international, national, regional, popular, official, including, vocabulary, term, however, normally, incredible, amazing, fact, tone, meaning, online, information
communicate with, in a right way, more than, around the globe
Great Britain, New Zealand, Mandarin Chinese
能力目标
（1）复习本单元词汇与短语及情态动词的句式及基本用法，能熟练运用这些词汇及句型，完成相关练习。
（2）能读懂拓展阅读中的短文并完成相关阅读练习。
情感目标
了解语言的相关知识，树立学生正确的语言学习意识，培养的语言学习兴趣。
三、教学步骤
Step One Lead-in
Check the homework in last period. Ask some of Ss to read the advice to the class with the other phrases in Activity 13. Make comments on these advice.
（设计意图：检查上一课时布置的作业，复习所学内容。）
Ss read the words and expressions after the teacher, then read altogether.
（设计意图：进一步熟悉本单元所学词汇与短语，巩固所学内容。）
Step Two Vocabulary practice
Activity 14. Read and match.
Ask Ss to read the explanation and get their meaning, then match the words on the left. Check the answer after Ss have completed.
Keys: a-3 b-2 c-4 d-1
（设计意图：让学生先读释义再进行搭配，复习本单元词汇，巩固词义。）
Activity 15. Read and match.
Ask Ss to read the words on the left. Explain the meaning. Ask Ss to attend to the context and match the words on the right to form new phrases.
Keys:
put on a play, send e-mails, get top marks, have reading practice, make mistakes
（设计意图：引导学生关注语境，复习本单元动词短语。）
Activity 16. Read and complete.
Ss read the phrases in the block and tell the meaning of these phrases.
Ask Ss to read the sentences and fill in the blanks according to the context, pay attention to the forms of the verbs according to the tense, then translate them into Chinese.
Keys:
1. on line 2. does well (in) 3. come across 4. manage to 5. improve 6. is poor at
（设计意图：通过理解短语意思，能够在句子中运用。）
Step Three Supplementary Reading
Ss read the passage, underline the new words and get the meaning from the word list. Explain the meaning if there are still new words.
local, include, international, national, regional, popular, official, including, vocabulary, term, however, normally, incredible, amazing, fact, tone, meaning, online, information
communicate with, in a right way, more than, around the globe
Great Britain, New Zealand, Mandarin Chinese
（设计意图：通读短文，熟悉生词，扫清阅读障碍。）
Ss read the words and phrase in the word list after teacher, then read together.
（设计意图：熟悉拓展阅读中的生词，为进一步阅读短文做铺垫。）
Ss read the sentences of Read and decide, then read the passage once more and decide true or false by giving the reason to the class after reading, underline the reason if necessary.
Keys: FTFT
（设计意图：学生带着问题阅读文章，理解短文。）
Ss read the sentences of Read and answer, then read the passage again and answer the questions.
Keys:
No, they include international, national and regional languages.
English.
Because Chinese has a history of about 6,000 years.
（设计意图：对文章的细节进行了解，进一步理解短文。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Key words and phrases:
local, include, international, national, regional, popular, official, including, vocabulary, term, however, normally, incredible, amazing, fact, tone, meaning, online, information
communicate with, in a right way, more than, around the globe
Great Britain, New Zealand, Mandarin Chinese
The usage of modal verbs:
情态动词是表示能力、建议、许可、义务等说话人语气或情态的动词。用在行为动词前，表示说话人对这一动作或状态的看法或主观设想。
情态动词主要有：can, could, may, might, shall, should, will, would, must, ought to, used to, need, had better, dare等。
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Production
Ss do the exercises of Part I in the workbook. Make comments after Ss complete.
（设计意图：完成本单元的练习，进一步巩固本单元所学内容。）
Step Five Homework
Complete the part “Translation” in the workbook.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
local, include, international, national, regional, popular, official, including, vocabulary, term, however, normally, incredible, amazing, fact, tone, meaning, online, information communicate with, in a right way, more than, around the globeGreat Britain, New Zealand, Mandarin Chinese

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