资源简介

Module 1 Travel Unit2 It’s a long story.
【Teaching objectives】
Help students master the key words and sentence structures
Help students understand the play
Help students write a story
Help students develop good quality of helping others
【Key points】
Key words and phrases: take care, sir, officer, stupid, take off
Key sentence structures：
1. This is Seat 12A, but you should be in Car 9. This is Car8.
2. I’ll take your seat in Car.
3. It’s great to see you.
【Difficult points】
To be able to write a story
教　　学　　过　　程
Step1 Leading-in Students look at some pictures and answer the question: what are they doing 【Purpose of design】Pictures can arouse students’ interest and lead in the topic—“play” Step 2 Predicting Students work in pairs to discuss: what the play will be about( Activity1) Step 3 Skipping(跳读) Skip to find the key words，then number the expressions. 【Purpose of step 2 & step 3】The two different reading methods can foster students’ reading skill of predicting and skipping so that they can have general idea about the following passage. Their thinking ability is strengthened at the same time. Step 4 Fast-reading Read the passage quickly and match the three plots with different places 【Purpose of design】students can know the basic structure of the play Step 5 Careful-reading Read Plot 2&3 carefully and answer 1. Where is Li Lin’s seat in a) In Car 8 b) In Car 9 c)in Car 10 2. Who takes the wrong seat a) Li Lin b) Li Wei c)the elderly man 3. Why is the elderly man sitting in Lin’s seat a) Because he did not buy a ticket. b) Because he was too tired to move c) Because he thinks it is his seat. d) Because he can’t find his seat. 4. What does the elderly man want to do a) Take the seat c) Change seats with Li Lin b) Go and find Car 9 d) Buy another ticket 5. What does Li Lin decide to do a) Take the seat from the elderly man b) Ask the ticket officer for help c) Change seats with the elderly man d) Get off the train 6. Who does Li Lin meet in Car 9 a) Li Wei c) His friend b) Another elderly man d) His classmate 【Purpose of design】students can get the specific information and understand the play better after reading carefully. Step6 After-reading Task 1 Group-work : Are plays similar to stories Which tense(时态) should we use if we tell a story Task 2 cloze-test When Li Lin ______(get) on the train in Car 8, he saw an elderly man _____(sit) his seat. The ticket office ________(arrive) and explained the mistake . The elderly man wanted to go Car 9. Li Lin decided to change seats with the elderly man and ______(go) to Car 9. There he _____(be) surprised to meet his friend. Task 3 Self-thinking What do you think of Li lin What have you learned after reading the story Step7 Writing堂清 Try to turn the play into Li Lin’s travel story including “WH—& How—（Don’t forget use Ved） Show your feeling(what you have learned ) at the end of the story. Pay attention to your handwriting, Check work for each other in your group. 【Purpose of design】With the help of cloze-test, Students can easily finish the task. So the objective---“ from reading to writing ”can be achieved. By discussing the question “what do you think of Li Lin”, students can build up the correct value and are willing to be a helpful person. Also, they can develop a strong sense of cooperation through teamwork. Step8 Homework Group 1-3 : Write a story about Daming’s holiday according to the conversation in Unit 1.(You should: 1. imagine and add some facts 2. make your handwriting beautiful) Group 4-8: finish the passage on your learning paper记叙文阅读理解 【Purpose of design】let every student has own harvest

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