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Module 8 Time off
Unit 1　I can hardly believe we're in the city centre.
1．本单元的词汇和句型。
2．学习that引导的宾语从句。
3．通过听说课及运用所学的知识介绍旅游景点。
1．能够听懂描述旅游景点的对话或文段，能抓住听力材料的中心和细节信息。
2．能通过听对话，选择对话的主题，记录关于北海公园的关键信息。
3．能根据图片和所给信息用简单的语言描述在北海公园游览的经历及介绍家乡名胜。
1．重点：
(1)掌握重点词汇和句型。
(2)能够听懂关于介绍去北海公园旅行的内容。
(3)理解对话内容并能正确朗读对话。
2．难点：
(1)能够理解并运用that引导的宾语从句。
(2)能用简单的语言描述在北海公园游览的经历及介绍家乡名胜。
Step 1　Warming up and leading in
1．Lead in the topic by free talking.
T：Have you ever been to Beijing
Ss：Yes，I have been to…/No，but I have been to…
【设计意图】通过让学生谈论自己去过的地方，激发学生的学习兴趣并导入新课。
2．Learn the new words and phrases.
(1)Show the words and phrases(hardly，take up，point out，sights，thirsty，at the top of，waste) on the screen.
(2)Play the recording and have the students listen carefully once.
(3)Ask them to listen again and repeat several times.
(4)Tell the students to have a competition to practice the words and phrases in pairs.
【设计意图】运用“领读、跟读、兵教兵、兵练兵”等多种学习方式，让学生快速掌握这些词汇，为下一环节做准备。
Step 2　Before listening
Ask the students to look at the pictures and then answer the following questions.
1．Where is it
2．What is the park famous for
3．What can we do there
【设计意图】通过引导学生进行口语练习，让学生熟悉本课时的听力内容，为下面的听力环节做铺垫。
Step 3　While listening
1．Do Activity 1
(1)Play the recording and ask them to listen and answer the question：What is the conversation about
(2)Play it again and then check the answer.
2．Do Activity 2
(1)Ask the students to read the sentences in Activity 2.
(2)Play the recording.Ask them to listen again and choose the correct answer.
(3)Check the answers with them.
【设计意图】通过本环节的听力训练，培养学生从听力材料中快速获取信息的能力。
3．Do Activity 3
(1)Ask the students to read the conversation about Beihai Park in Activity 3.
(2)Play the recording and have them listen to the conversation twice and complete the sentences.
(3)Have them listen again and check the answers.
(4)Play the recording and let them listen and repeat.
【设计意图】本活动训练学生从听力材料中获取细节信息的能力和对语音语调的掌握。
Step 4　Reading
Fast reading
1．Ask the students to read the conversation as quickly as possible and underline all the points which are important with their partners.
2．Show the points to the class，and the teacher explains some difficulties to them.
【设计意图】通过讲解疑难知识点，为学生理解对话扫清障碍。
Careful reading
1．Have the students read the conversation carefully and answer the questions.
(1)Where are Lingling，Tony and Daming
(2)Where will they have their picnic
(3)How does Tony feel about the park
(4)Why doesn't Daming want to climb the hill
2．Let them check the answers with their partners.
3．Check the answers with the whole class.
[答案]
(1)They're in Beihai Park.
(2)At the top of the hill.
(3)It's so quiet that he can hardly believe they are in the city centre.
(4)Because he is so tired and the weather is so hot.
4．Ask the students to read the conversation aloud.
【设计意图】通过带着问题阅读文章，不仅有助于学生了解文章的主旨大意，还有利于培养学生英语阅读能力。
Step 5　Practice
1．Let the students read the sentences and the questions in Activity 4.
2．Have them answer the questions.
3．Ask some students to show their answers，and then check the answers.
【设计意图】本活动训练学生在语境中理解生词的能力。
Step 6　Pronunciation and speaking
1．Do Activity 5
(1)Ask the students to read the sentences in Activity 5.
(2)Play the recording and have them listen and notice how the speaker pronounces the words.
(3)Play again and let them listen again and repeat.
【设计意图】本环节主要是通过训练学生句子中的连读，从而提高学生口语表达能力和听力水平。
2．Do Activity 6
Work in pairs.Talk about a place of interest in your home town.
Student A：You're a visitor from another country.
Student B：You're introducing a place of interest in your home town to Student A．You can talk about：
where it is what is special about it
how big it is how old it is
any other information you know about it
Use these expressions：
I guess(that)… I'm sure(that) …
I know(that)… I can't/believe(that)…
I think(that)…
【设计意图】本活动考查学生对that引导的宾语从句的运用能力；培养学生信息整合能力和用自己的语言进行转述的能力。
Step 7　Homework
1．Read and remember the new words and phrases in this unit.
2．Finish the exercises in the workbook.
Module 8　Time off Unit 1　I can hardly believe we're in the city centre. Key words：hardly，sights，thirsty，waste Key phrases：take up，point out，at the top of Key sentences：I can hardly believe we're in the city centre. I don't think they allow people to swim in the lake. I hope it will be cooler up there.
Module 8 Time off
Unit 2　We thought somebody was moving about.
1．掌握本单元的重点词汇和句型。
2．读懂有关旅行经历的文章并获取具体信息。
3．继续学习that引导的宾语从句。
1．能够读懂有关旅行经历的文章并获取具体信息，能理解事件发生的顺序。
2．学会介绍风景名胜，分享旅行经历。
3．学会写电子邮件的开头和结尾。
4．能理解宾语从句的用法，尝试用that引导的宾语从句来表达。
5．让学生加深对自然风景区的了解，增强环保意识，热爱祖国大好河山。
1．重点：
(1)掌握本单元的词汇和句型。
(2)掌握以that引导的宾语从句。
(3)读懂有关旅行经历的文章。
2．难点：
(1)能理解宾语从句的含义及用法并灵活运用。
(2)介绍某个名胜古迹并写一篇关于自己的旅行经历的文章。
Step 1　Warming up and leading in
1．Show some pictures of the places of interest to the students.
2．Lead in by asking and answering some questions.
T：Do you like travelling
S：…
T：Have you ever been to Zhangjiajie for a holiday
S：…
T：Now let's enjoy its beauty.
【设计意图】通过师生问答，并向学生展示一些有关张家界的图片，从而激发学生的学习兴趣，同时自然导入本课时话题。
Step 2　Reading
Before reading
1．Learn the new words and phrases.
(1)Show the words and phrases(square，kilometre，shape，human，wake，wake sb.up，somebody，about，path，pull，fresh water) on the screen.
(2)Play the recording and have the students listen and repeat.
(3)Let them read aloud and then check with each other.
【设计意图】通过学习新词汇，为下面环节的阅读和写作扫清词汇障碍。
2．Do Activity 1
(1)Ask the students to look at the photo and write down words that can best describe it.
(2)Ask students to share their opinions.Write some on the blackboard.
Possible words：
rocks　beautiful　tall　green　empty
quiet　famous　unusual　strange…
【设计意图】看图片说单词，描述图片的内容，启发学生的思维能力。
3．Work in pairs.(Activity 2)
(1)Have the students read the questions in Activity 2.
(2)Ask them to work in pairs.What do you know about Zhangjiajie？Can you answer the questions
【设计意图】结对讨论关于张家界的相关问题，让学生根据所提的问题先初步了解张家界，帮助学生对张家界有一个表象的认识。
While reading
Fast Reading
1．Ask the students to read the email as quickly as possible and match the main ideas with the paragraphs.
Paragraph 1　A．Introduction for Zhangjiajie.
Paragraph 2　B．The travel plan for tomorrow.
Paragraph 3　C．The experience of climbing Mount Tianzi.
Paragraph 4　D．A camping experience at night.
2．Have them check the answers in groups，and then check together.
[答案]Paragraph 1→A　Paragraph 2→D　Paragraph 3→C　Paragraph 4→B
【设计意图】培养学生快速跳读，查找出关键词及关键句的快速阅读能力。
Careful Reading
1．Play the recording of the email.Ask the students to listen and repeat，paying attention to the stress and intonation.
2．Have the students work in groups to read the email，find out the difficulties in the email and ask the teacher for help.
3．The teacher explains the key points and the difficulties to the students.
【设计意图】通过解答学生的疑难问题，让学生熟练掌握重点词汇、句式的用法，有助于学生对文章的理解。
4．Do Activity 3
(1)Ask the students to read the email carefully and find out the answers to the questions in Activity 2.
(2)Work in pairs and check the answers with the class.
【设计意图】通过让学生做细节阅读训练，培养学生从文章中快速获取信息的能力。
After reading
1．Do Activity 4
(1)Ask the students to read the sentences in Activity 4 first.
(2)Have them number the sentences in the correct order.
(3)Ask three students to show their answers，and then check the answers.
2．Do Activity 5
(1)Ask the students to read the words in the box and the sentences in Activity 5.
(2)Ask them to complete the sentences with the correct form of the words in the box.
(3)Have them show their answers.Then check the answers.
3．Do Activity 6
Work in pairs.Ask and answer the questions in Activity 5.
【设计意图】通过排序，培养学生能正确的并且有逻辑的叙述经历的能力，从而进一步加强对课文的理解。通过做问答训练，帮助学生巩固本课的语言重点的同时，锻炼学生的表达能力。
4．Review and retell the email
(1)Ask the students to read the email again and then finish the following mind map.
[答案]①Hunan　②magic　③480　④tall rocks　⑤lake　⑥monkey
⑦cloudy　⑧tops　⑨pulled　⑩Dongting
(2)Retell the email using his/her words according to the mind map.
【设计意图】通过让学生复述课文，使学生加深对课文内容的理解和记忆，培养学生综合语言运用能力。
Step 3　Writing(Activities 7～8)
1．Read the information about Zhangjiajie in Activity 7.
2．Now decide which is more personal，Betty's email or the information in this table.
3．Choose the most important or interesting facts about Zhangjiajie and write a passage about it.
【设计意图】提高学生英语综合语言应用及写作能力，检查学生学习目标达成度。
Step 4　Homework
1．Grasp the words and expressions.
2．Write a short passage about Zhangjiajie.
Module 8　Time off Unit 2　We thought somebody was moving about. Activity 1 Possible words：rocks　beautiful　tall　green　empty　quiet　famous　unusual　strange…
Module 8 Time off
Unit 3　Language in use
1．复习本模块的重点单词和短语。
2．掌握和运用本模块的重点句型。
3．掌握由that引导的宾语从句的用法。
1．能够让学生正确运用本模块的重点单词和短语。
2．掌握本模块的重点句型。
3．能够掌握由that引导的宾语从句的用法。
4．学会运用所学词汇来描述自己的旅行经历。
1．重点：
(1)掌握本模块的重点单词和短语。
(2)掌握由that引导的宾语从句的用法。
2．难点：运用所学词汇来描述自己的旅行经历。
Step 1　Revision
1．Revise the words and phrases in this module.
2．Ask the students to work in pairs.And talk about the places they have been to by asking and answering the questions.
(1)Where have you ever been to
(2)Where is it
(3)How large is it
(4)What can you see
(5)What is special about it
【设计意图】 检查学生对前面所学知识的掌握情况。
Step 2　Grammar
1．Explain object clauses with that
that引导的宾语从句
我们以前学过名词、代词、动词不定式或动词－ing形式作宾语。当一个句子跟在动词后面作宾语时，我们把该句子称为宾语从句。
宾语从句根据引导词的不同可分为三种类型：that引导的宾语从句、whether/if引导的宾语从句和疑问词引导的宾语从句。学习宾语从句要注意三个方面：引导词、语序和时态。
【例子】
(1)The Smiths have returned.Tony knows.
→Tony knows(that) the Smiths have returned.
(2)We can get the best score in every match.Our coach hopes.
→Our coach hopes(that) we can get the best score in every match
(3)Peter will get on well with his classmates.Mother thinks.
→Mother thinks(that) Peter will get on well with his classmates.
(4)Sally is having breakfast at 7：00 am.Tom said.
→Tom said(that) Sally was having breakfast at 7：00 am.
(5)Susan visits the Great Wall.Betty believed.
→Betty believed(that) Susan visited the Great Wall.
(6)The earth moves around the sun.The teacher said.
→The teacher said(that) the earth moves around the sun.
【结论】
(1)通过观察我们发现，用一个陈述句作宾语时，宾语从句用that引导；that只起连接作用，没有实际意义，也不在从句中充当任何成分，因此常省略。
(2)通过观察我们还发现，that引导的宾语从句都用陈述句语序。
(3)由例子(1)、(2)和(3)可知，当主句的谓语动词是一般现在时的时候，that引导的宾语从句的谓语动词可根据需要使用适当的时态；由例子(4)和(5)可知，当主句的谓语动词是一般过去时的时候，that引导的宾语从句的谓语动词常用相应的过去时态；由例子(6)可知，当that引导的宾语从句表述的是客观真理时，不管主句的谓语动词是什么时态，该从句的谓语动词必须用一般现在时。
【设计意图】让学生对本模块的语法“that引导的宾语从句”有总结性的认识，为后面宾语从句的进一步学习做铺垫。
2．Grammar practice(Activities 1～2)
(1)Ask the students to read the sentence parts in Activity 1.
(2)Have them match the two parts of the sentences.There may be more than one possibility.
(3)Ask the students to check with a partner.
(4)Check the answers.
(5)Let them read the sentences aloud.
(6)Ask the students to read through the passage in Activity 2.
(7)Have them complete the passage with the correct form of the words and expressions in the blank.
(8)Check the answers with the class.
【设计意图】让学生对本模块的语法能够进行综合性的运用。
Step 3　Vocabulary practice
1．Do Activity 3
(1)Ask the students to read through the sentences in Activity 3.
(2)Have them complete the sentences with the correct form of the expressions in the box.
(3)Ask the students to check with their partners.
(4)Check the answers.
2．Do Activity 4
(1)Ask the students to read through the passage in Activity 4.
(2)Have them complete the passage with the correct form of the words in the box.
(3)Ask three students to show their answers.
(4)Check the answers.
(5)Ask them to read the passage aloud.
【设计意图】通过本环节的练习，达到巩固本模块词汇的目的。
Step 4　Listening
1．Ask the students to look through the notes in Activity 5.
2．Play the recording and ask the students to listen and complete the notes.
3．Listen again and check the answers.
【设计意图】考查学生从听力材料中提取细节信息的能力，让他们把握听力技巧。
Step 5　Reading
1．Do Activity 6
(1)Ask the students to read the passages in Activity 6.
(2)Have them match the people with the best clubs for them.
(3)Ask the students to check with their partners.
(4)Check the answers.
(5)Have them read the passages aloud.
2．Around the world
(1)Get the students to read this passage，but before reading，teach the key words and phrases.
(2)Then ask a few students to read it，and translate it into Chinese at last.
(3)Solve the problems which the students met when reading.
(4)Ask the students to read the passage aloud.
【设计意图】培养学生的阅读兴趣并抓取关键信息的能力。
Step 6　Writing(Activities 7～8)
1．Work in pairs.Think about a holiday trip to a place of interest and answer the following questions.
(1)Where is it
(2)What can you do there
(3)When can you go
(4)How many people are there in each group
(5)How long will you stay
(6)What have people said about their trip to the place
2．Write a leaflet for the trip.Use your answers to the questions in Activity 7 and the language points below to help you.
Come to…for your holiday.
You can…
You will be in a group of…people.
You will stay for…days.
Many people have said that the trip is very enjoyable.
【设计意图】本模块让学生小组合作，制订一次旅行计划，考查学生运用本模块所学的知识进行写作的能力。
Step 7　Homework
1．Finish the writing.
2．Revise the whole module.
Module 8　Time off Unit 3　Language in use that引导的宾语从句 【结论】 (1)通过观察我们发现，用一个陈述句作宾语时，宾语从句用that引导；that只起连接作用，没有实际意义，也不在从句中充当任何成分，因此常省略。 (2)通过观察我们还发现，that引导的宾语从句都用陈述句语序。 (3)由例子(1)、(2)和(3)可知，当主句的谓语动词是一般现在时的时候，that引导的宾语从句的谓语动词可根据需要使用适当的时态；由例子(4)和(5)可知，当主句的谓语动词是一般过去时的时候，that引导的宾语从句的谓语动词常用相应的过去时态；由例子(6)可知，当that引导的宾语从句表述的是客观真理时，不管主句的谓语动词是什么时态，该从句的谓语动词必须用一般现在时。

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