资源简介

Module 1 Myths, traditions and opinions Unit 1 Ancient Greece
Analysis of Teaching Material and the students:
“The Night of the Horse”是一篇古希腊的神话故事,故事主要描述了古希腊人用计谋打败了特洛伊人的经过。文章本身没有很多语言点和语法要求，但是由于文章篇幅较长，而故事发生的背景不为学生所熟知，这些都给我的教学设计与实施带来了一些难度。鉴于初三学生已有一定的语言基础和丰富的学习经历，我在本节的教学设计中主要目的是让学生运用已有的语言知识，围绕着故事主题进行浅层、深层阅读等活动逐步进入课文的情景当中，而在课堂中，为了提高学生的积极性，我将小组竞赛的形式贯穿整个课堂，也使课堂活泼，同时也使得学生的注意力增强了。加深了对课文的认知后，学生通过获得、处理和传达信息来积极主动地发表自己的观点，在英语环境中，轻松愉快的完成对这篇故事的学习任务，而也体验到了用自己的语言表达英语带来的成就感。
Topic: The night of the horse
Period: 1st period
Teaching aims:
By the end of the lesson, the students are expected:
To know some background of the story.
To catch the main idea of the passage.
To learn from the wisdom and courage of the Greek.
Focus or difficulty: To learn how to catch the main idea while reading a certain material.
Teaching procedure:
I. Pre-task preparation :
Match the name of each place with the country on the book on page 2.
II. While-task procedure:
Listen to the reading material with looking at the pictures on the text and then discuss the main idea of this article in pairs.
Read the Chinese story about the Trojan horse
Read the story fast and try to find out the answers to the questions
Where did the story happen
In the end, who won the war
4. Read the story again as fast as you can and choose the right answer and underline the key sentences to support your idea.
1) The soldier was probably feeling _________ when he came down the stairs.
a frightened b excited c angry
2 )The Greek army disappeared because they were ______the Trojans.
a beaten by b playing a trick on c frightened by
3 ) According to the captain, the Greeks left the horse behind because_________.
a it was too big to fit in the Greek ships
b they did not want it any more
c it contained some Greek soldiers
4) What do you think the soldier was going to say when the captain interrupted him He was probably going to say “Maybe the Greeks want us to _________.”
a return the horse to them
b take the horse into the city
c push the horse into the sea
5) The six Greek soldiers waited for another hour because they wanted to be sure that _________.
a the Greek army opened the gates
b all of the Trojans were asleep
c the Greek army entered the city
6) The Greeks had not been able to defeat the Trojans for ten years because _________.
a the Greeks could not get inside the gates of Troy
b the Trojans had a wooden horse
c the Trojans had lots more soldiers
III. Post-task activity:
Group work：Analyze the characters of the captain and the soldier. Find out the support sentences that show the characters of the two persons.
Suppose: If the captain let the soldier say out his opinion and take his opinion, will the result be the same？
IV. Assignment
Read the text and get further information from it.
Blackboard design:
The night of the horse
The Greeks the Trojans
The wooden horse
Playing a trick
Teaching reflection:
Topic: The night of the horse
Period: 2nd period
Teaching aims:
By the end of the lesson, the students are expected:
To learn the new words and sentence structures..
To get further understanding of the content of the five paragraphs by asking and answering some questions.(P1---P5)
Focus or difficulty: To use sentence structures properly in retelling the story.
Teaching procedure:
I. Pre-task preparation :
Listen and read with the tape for para.1 to para.5.
II. While-task procedure:
Learn some new words and phrases by showing pictures and guessing the meaning in the context.
(disappear, plain, capture, beyond, sail away)
Learn and try to use the sentence structures by rewriting sentences.
The captain was no longer listening.
It’s so big that they couldn’t take it with them.
Try to recognize the pronouns in the text.
They’ve gone and we’ve won.
Get some help and pull it into the city.
Know and understand the inverted sentences.
Outside the main gates of the city stood a huge wooden horse.
Read para.1 to para.5 again and answer the questions.
1) Where was the captain when he looked down at the empty plain
2) Which was closer to the captain, the plain or the sea
3) How long had the Greeks tried to capture the city of Troy
4) The Greeks didn’t take everything with them, did they
5) Why did the captain think the Greeks hadn’t taken away the wooden horse
III. Post-task activity:
Retell para.1 to para.5 according to the pictures and the key words in pairs.
come down the stairs / disappear
look down at / sail away /stand/ a huge wooden horse made of wood
big / take it with them/ on wheels
IV. Assignment
Read and retell para.1 to para.5 in their own words.
Blackboard design:
the soldier the captain
come down the stairs go up the stairs
see a huge wooden horse get help and pull into the city
why is it on wheel
Teaching reflection:
Topic: The night of the horse
Period: 3rd period
Teaching aims:
By the end of the lesson, the students are expected:
To learn the new words and sentence structures.
To get further understanding of the content of the five paragraphs by asking and answering some questions.(P6---P7)
To retell the first part with the help of the table.
Focus or difficulty: To retell the story with the help of a table.
Teaching procedure:
I. Pre-task preparation
Read para.1 to para.6 by themselves and learn the new word (drag).
II. While-task procedure:
1. Read para.6 again and answer the questions:
What did the captain ask the soldier to do then
How did the Trojans move the horse into the city
2. Read para.7 and answer the question:
What did the Trojans do at night
What did they do after the celebration
3. Then learn some new words and phrases.
4. Read para.1 to para. 7 again and try to fill in the blanks with proper words.
Time The Greeks The Trojans
Before night The Greek army ________________. They left a huge horse ______________________________________. The Trojan captain _________________ the empty _________ and the _________ sea. He thought they ______ the war. The soldier had to __________________. The Trojans ________ the horse ________ the city with ________.
At night The Greek army ___________ in the ___________. All the citizens __________and ___________their enemies. The Trojans ___________ all the gates of the city were ________________. They all went to sleep, ____________________.
III. Post-task activity:
Show pictures and let the students try to guess what happened then
IV. Assignment
Retell para.1 to para.7 with the table above.
Blackboard design:
one order: drag the wooden horse into the city with ropes
citizens celebrated
went to sleep
Teaching reflection:
Topic: The night of the horse
Period: 4th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To learn the new words and sentence structures..
To get further understanding of the content of the five paragraphs by asking and answering some questions.(P8---P10)
Focus or difficulty:
Teaching procedure:
I. Pre-task preparation :
Invite some students to retell the story with the table in the last period.(P1—P7)
II. While-task procedure:
1. Read para.8 to para.10 and fill in the blanks with the proper words.
Time The Greeks The Trojans
By midnight The _____ Greek soldiers waited for another hour. The _________ was empty.
An hour later They opened the _______________ on the side of the horse and _____________. They opened the _____________. The army __________ the city. They ________ the captain . No guards _________ the Greeks. The city of Troy was ____________________ in one night by a trick.
2. Learn the new words and phrases in sentences.
1) By midnight, the square was empty, except for the giant horse.
Tell the difference among except, except for, and besides.
2) It had returned in the darkness when the citizens were celebrating inside.
3) The Greeks seized the captain.
4) But in one night, they succeeded in capturing it through a trick..
Match the same meaning to consolidate the new words.
1.beyond a. pulled roughly
2. seized b. made of wood
3. capture c. safely
4. wooden d. enjoyed themselves by singing, dancing, eating, etc.
5. securely e. made…their prisoners
6. celebrated f. took hold of sb. roughly
7. dragged g. on the far side of
III. Post-task activity:
Group work: Try to retell the story with the help of the pictures on page 2.
IV. Assignment
Read the whole text and recite the new words and phrases.
Blackboard design:
except/except for/besides
return = go/ come back = give back
in the darkness
seize v.--- take hold of roughly
succeed in doing sth.
through / by a trick
Teaching reflection:
Topic: The night of the horse
Period: 5th period
Teaching aims:
By the end of the lesson, the students are expected:
To consolidate the key words, phrases and sentence pattern in the text.
To get further understanding of the content of the text.
To help students realize the importance of thinking.
Focus and Difficulties:
The main points:To use the words, phrases and sentence patterns correctly.
The difficult points:To grasp the sentence pattern of “so…that” and rewrite it by using “too…to’’ or “(not) enough to.”
Teaching Procedure
I. Warming up: Word Game : (Rearrange the letters to form the words)
appdisear, ynbeod, agrd , turecap cebralete curesely tcrik
II. While-task procedure:
1. Read these words together and choose the words to complete the sentences.
(
beyond drag capture
celebrate trick
)
How is your family going to __________________National Day
Please ___________the boxes away at once.
The American soldiers ______________a lot of prisoners when they are in Iraq.
My aunt lives in a small village____________ this mountain.
The police caught the kidnapper by a ____________.
2. Find the errors in the sentences and correct them.
The enemy soldier entered into the Troy. (enter)
None of us is allowed to make jokes on him. (make jokes about)
To be succeeded in breaking the world record is not an easy thing. (succeed in)
Outside the main gate stood a huge horse made from wood. (made of)
The boss was so busy that we had to wait for other two hours. (another)
The soldier came down the stairs ------twice a time. (two at a time)
Complete the sentences with the given words in their proper forms.
All the ________ (city) were very satisfied with him and voted for him.
Is that parcel tied up _________ (secure)
We can’t see clearly in the __________(dark).
The plane _________ (appear) behind a cloud five minutes ago.
The Trojans thought the _________ (Greece)might sail away.
John has a great _________ (succeed) in the maths contest.
Fill the blanks with the given words or phrases.
1. except/except for/besides
1) The whole room is empty, ________that little cat.
2) The restaurant is open every day________ Monday.
3) I like this dress very much, _________its color.
2. included/including
1) There were 13 people at the party,_________ myself.
2) All of us were moved by his speech ,that naughty boy __________.
3. sleep/sleepy
He fell ___________easily because he was too tired.
He felt __________in class because he stayed up last night.
4. late / later
1) Twenty minutes__________, the film began.
2) He went to school twenty minutes ________.
Rewrite the sentences by using “so ...that”.
Example: He runs slowly. He can’t win the first prize.
He doesn’t run fast enough to win the first prize.
He runs too slowly to win the first prize.
－＞ He runs so fast that he can win the first prize.
1. Lily is clever enough to answer all these questions.
2. The chair was too heavy for him to move.
3. The house is not cheap enough for Jack to buy.
4. The wooden horse was big. They couldn’t take it with them.
III. Post-task activity:
1. Have students finish the diary written by a Greek soldier inside the horse.
We tried to _________the city of Troy for ten years, but we failed. Then we thought of a __________. We built a huge wooden horse and left it __________the main gate. Our army __________,but they didn’t go far away. Later, the soldiers of Troy saw the horse. They didn’t know I was inside with __________five soldiers. They thought the horse was ______big ______we couldn’t _________ it with us .They __________ the horse into the main square of the city. They celebrated and ________ ________ ________us. Then they made sure that all the gates were _________ locked and went to sleep. The square was empty ________ ________the giant horse. After they were asleep, we __________ out of the horse. We _________the captain of the guards and _________ him away .We _______ ________ capturing the city of Troy.
2. Discuss: What can we learn from the text
3. Teacher’s summary: ‘Thinking builds the bridge to the new knowledge.’
IV. Assignment
Read and recite the key words and phrases.
Blackboard design:
Words: securely, disappear, drag, capture, beyond, celebrate ,Greek, darkness, citizen, enter, including
Phrases: except for, make jokes about, succeed in , another two hours, be made of , twice a week
Sentence pattern: so…that ,
Teaching reflection:
Topic: The night of the horse （Grammar）
Period: 6th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To grasp the usage of the present perfect tense.
2.To distinguish the difference between “the simple past tense” and “the present perfect tense” and use them correctly.
Focus or difficulty:
To use the present perfect tense with different adverbials of time correctly.
To grasp the different usages of “the simple past tense” and “the present perfect tense”.
Teaching procedure:
I. Warming up:
1.Quick response (review the past tense and the past participle)
come , sing , go , take , leave ,stand , drag, think, put, fight, stop ,make ,write
2.Have students complete the sentences according to the text and summarize the tense.
1.The Greeks have tried (try)for ten years to capture the city.
2.They have taken (take)everything with them.
3.They have gone (go)and we have won.(win)
The present perfect tense : have/has done
have/has not done
Have/has ...done ...
II. While-task procedure:
1.Have students complete the dialogue.
1) already/yet
A: Has the bus left _________
B: Yes,it has ________ left./ No, not _______.
Exercise:
A: ________ you _______ (see) the film _________
B: Yes, I _______ _______ _________(see)the film.
/No,not________.
Let students make the dialogue with their deskmates according to the pictures:
1. think about the problem
2. take the medicine
3. write the article
4. make new friends
2) ever/ never
A: Have you _________ traveled on a train
B: Yes, I have. / No, I’ve _________ traveled on a train.
Exercise:
A: ________ you _______ _______(speak) to a foreigner
B: Yes, I ________./ No, I _______ ________ ________(speak) to a foreign.
Let students make the dialogue according to the pictures:
copy homework
ride a horse
milk the cow
tell a lie
5. feed the dog
3)Have students fill in the blanks with “for” or “since”.
1.The wind has blown _______ 2 hours.
2.The girl has played the piano _________ 2 o’clock p.m.
3.He has read this novel __________ he bought it.
4.The horse has run __________ quite a long time.
4)Have students raise questions according to the underlined parts.
1.The wind has blown for 2 hours.（How long）
2.The girl has played the piano since 2 o’clock p.m. （How long）
3.He has read this novel since_he bought it. （How long）
4.The horse has run for quite a long time. （How long）
5)Have students form the sentences with “for” or “since”
The dog/stay there/it ate its dinner
He/live in NewYork /ten years
Susan/write many letters to her mother/1999
4. The ducks/swim in the river/thirty minutes ago.
III. Post-task activity:Have students find the errors and correct them.
1.She has bought the computer for two years. (had)
2.I have left Shanghai for 3 days.(been away from)
3.I have borrowed the dictionary since 3 days ago.(kept)
4.The film has begun for 10 minutes. (been on)
5.His dog has died for two years. (been dead)
6.She has married for six years. (been married)
7.The river has become very dirty since last July.(been)
8.The twins have joined the army since they were young.(been in)
IV. Assignment
Do more exercise to consolidate the tense.
Blackboard design:
1.The adverbials of time in the present perfect tense: already, yet, ever, never, for …, since…,just
2.The instant verbs and the continuous verbs:
buy-have ,borrow-keep, leave-be away, begin-be on, die-be dead, marry-be married, join-be in, become-be
3.Grammar: have/has done, did
Teaching reflection:
Topic: The night of the horse (Listening)
Period: 7th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To catch the main idea of a certain dialogue.
2.To get the detailed information of a passage by listening.
Focus or difficulty: To try to deal with the information the students have got from listening.
Teaching procedure:
I. Listen and choose the right picture
A
B C
D E F G
1. ______ 2. ______ 3. ______ 4. ______ 5. ______ 6. ______
II. Listen to the dialogue and choose the best answer to the question you hear
7. A) Basketball. B) Football. C) Basebal D) Chess.
8. A) At six. B) At seven. C) At eight. D) At nine.
9. A) $100. B) $150. C) $200. D) $250.
10. A) At the bus stop. B) At the airport.
C) In the shopping mall. D) In the library.
11. A) A watch. B) A CD. C) A camera. D) A book.
12. A) It is too small. B) It is too big.
C) He doesn’t like its colour. D) It is out of date.
13. A) Red. B) Yellow. C) White. D) Blue.
14. A) For one year. B) For two years. C) For three years. D) For four years.
15. A) This Thursday. B) This Friday. C) Next Tuesday. D) Next Wednesday.
16. A) Boss and clerk. B) Customer and shop assistant.
C) Husband and wife. D) Teacher and student.
III. Listen to the passage and tell whether the following statements are true or false
17. Sally wanted to buy an expensive birthday present for her mother.
18. After lunch Sally went shopping and bought a red umbrella.
19. Sally found the umbrella missing on the train.
20. Before Sally went to buy something to eat, she put her umbrella in her bag.
21. The passenger beside Sally took her umbrella by mistake.
22. Sally’s mother wrote to her because she didn’t receive her gift.
23. From the passage we can know the three umbrellas were sent by the three passengers.
IV. Listen to the dialogue and fill in the blanks
A survey on students’ hobbies
There are (24) ____________ students in our class altogether. Most of us have two or three hobbies. All of us like listening to (25) ____________ and half of us like reading books. All the twenty boys like playing basketball and all the girls like playing (26) ____________. Only two boys like playing the piano. But fifteen girls like playing the piano or the (27) ____________ or some other instruments. Ten boys and two girls like (28) ____________. Three like (29) ____________ things such as (30) ____________ and coins.
IV. Assignment
Do the listening task on page10 by themselves.
Blackboard design:
Before listening: read the choises more carefully and if necessary, put some marks on it.
While listening: pay attention to the information that we need and read down something (taking notes)
After listening: check the answers by part of speech.
Teaching reflection:
Topic: The night of the horse (More practice: Archimedes and the crown)
Period: 8th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To catch the main idea of the text.
2.To get the detailed information of the text through reading.
Focus or difficulty: To try to arrange the pictures according to the text by themselves.
Teaching procedure:
I. Pre-task preparation :
Listen to the recording and pay attention to the new words in the text. (crown, suspect, entirely, displace, silver, prison)
II. While-task procedure:
1. Arrange the pictures which show the events of the story about Archimedes in order, 1–9, as they happened in the story.
2. Find words to match these meanings in the story on page 14.
the place where a king lives __________
the place where police keep people who have done something wrong ________
something worn by a king or queen on his or her head __________
a person owned by another person and forced to work __________
a kind of white metal for making coins and other things __________
think that someone did something wrong, but is not sure __________
completely __________
take the place of something or somebody __________
3. Read the story again and decide whether the statements below are T (true) or F (false).
King Hiero sent the crown to Archimedes as a gift. T / F / DK
Archimedes got in the bath to solve the problem. T / F / DK
When Archimedes put the crown in the pot, the T / F / DK
crown displaced three centimetres of water.
King Hiero sent the crown-maker to prison because T / F / DK
the crown was not completely made of gold.
III. Post-task activity:
Work in pairs. Think about what Archimedes and his servant would talk about. Remember that Archimedes owns the servant; the servant is not his friend! Use some or all of the words in the box. Do not copy the sentences from the story. Use your imagination! Then act it out.
(
The first few lines of the dialogue have been written for you.
Servant:
Master, what are you holding
Archimedes:
King Hiero’s crown. It was
sent to me yesterday.
Servant:
Why did King Hiero send
you
his crown, Master
Archimedes:
…
Now, continue the dialogue.
)
IV. Assignment
Do the “progress file 1” on page 16.
Blackboard design:
crown, suspect, entirely, displace, silver, prison
Teaching reflection:
Topic: The night of the horse (Writing)
Period: 9th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To learn some sentences for beginning a writing or ending the writing.
2.To polish the writing from a certain point. E.g. Grammar, and spelling mistakes.
Focus or difficulty: To polish the writing from a certain point.
Teaching procedure:
I. Pre-writing:
Analyse the title of “ When I met a difficulty” from the person, the tense, and the event.
II. While-writing:
1. Read the following questions and have a general idea of this writing.
1) What difficulty did you meet
2) Describe how you faced and overcame it.
3) How did you feel after you overcame it
2. Show some sentences to begin with a writing.
1) To tell you the truth,I usually meet some difficulties in my daily life.
2) As we can see,we always met a lot of difficulties in our life.That is a part in our life.
3) Our lives are full of difficulties. We should have enough Courages and willpower to face them.
4) As we all know,life is full of difficulties. I always have to face them in my daily life.
5) As we all know,we have many difficulties in our daily life.In my opinion, when I met a difficult, I always summon up the courage to overcome the difficulty.
6) As we all know, everyone must meet a difficulty.
7) As we are know, everybody will meet a difficulty in a lot of ways.
8) As we all know, life is full of challenges and difficulties. So, it's not only necessary but also important for us to overcome them.
9) Everyone may meet a difficulty that we can't overcome it at once. So do I.
……
3. Show some sentences to end writing.
1) From this experience, I have learnt that we should never give up.
2) Someone think that this experience is so boring. But it taught me how to face the difficulty.
3) I thought if we tried our best nothing is impossible!
4) Nothing is impossible, if we try our best we can overcome it!
5) I felt satisfied after I overcame it. I was glad that I learned how to focus on reading.
6) From this amazing experiment, I have learned when we meet trouble; we can not give it up.
7) No pains, no gains. And no difficulties, no success. When we met a difficulty, don't be afraid; just try our best to overcome it. Nothing is impossible, is it
8) All in all, I think we must believe ourselves.
9) Difficulty is not very terrible, we ought to face and overcame it.
……
4. Write the passage by themselves.
III. After-writing:
Polish your writing from Grammar, spelling mistakes, content, and the structures.
IV. Assignment
Finish writing the passage and recite some good sentences.
Blackboard design:
1) What difficulty did you meet
2) Describe how you faced and overcame it.
3) How did you feel after you overcame it
Teaching reflection:
Module 1 Myths, traditions and opinions Unit 2 Traditional skills
Topic: Fishing with birds
Period: 1st period
Teaching aims:
By the end of the lesson, the students are expected:
To get the main idea of the text by skimming.
To get more information through reading by scanning.
To learn to analyse some difficult sentences. (S+V+…)
Focus or difficulty: To learn to analyse some difficult sentences.
Teaching procedure:
I. Warming-up:
Know some traditional Chinese skills. (paper–cutting, dough sculptor, shadow play, cormorant fishing)
II. While-task procedure:
1. Read the text quickly and try to match the main idea with the paragraphs.
Paragraph _________ describes a kind of bird.
Paragraph _________ is about the future of this kind of work...
Paragraph _________ describes an old man.
Paragraph _________ describes how the man works.
2. Tell the following statements are True or False:
( )1) Wang Damin sometimes sits with a large bird on his head.
( )2) Damin is over 56 now, but he works every day.
( )3) Cormorants are large, black birds, about a kilometre long.
( )4) Cormorants use their wings to push them through the water.
( )5) Damin often goes fishing in the morning.
( )6) He ties a piece of grass around the neck of each fish.
( )7) At night, he has a fire on his raft so that he can see better.
( )8) The fish are removed from the fishermen’s months.
3. Analyse some difficult sentences.
1) Damin sits on the side of the river cooking a meal, with a large bird on his head.
2) Although he is an elderly man, he is strong enough to control his raft in the river where he lives and works with his cormorants.
3) It is done for him by his 12 cormorants.
4) He ties a piece of grass around the neck of each bird, so that it cannot swallow the fish.
5) He is teaching his grandson everything he knows.
III. Post-task activity:
Read the passage along with the recording.
IV. Assignment
Read the passage by themselves and try to get more information about cormorant fishing.
Blackboard design:
Paragraph 1 describes an old man.
Paragraph 2 describes a kind of bird.
Paragraph 3 describes how the man works.
Paragraph 4 is about the future of this kind of work...
Teaching reflection:
Topic: Fishing with birds
Period: 2nd period
Teaching aims:
By the end of the lesson, the students are expected:
1. To learn to use the new words and phrases.
2. To get further understanding of the content of the first two paragraphs by filling in the table.
3. To learn to describe a person or an animal.
Focus or difficulty: To learn to use the new words and phrases.
Teaching procedure:
I. Pre-task preparation :
Invite some students to read paragraph 1 and paragraph 2 carefully.
II. While-task procedure:
1. Scan the text and fill in the table.
About an elderly man:
Job Age Weight Height Health condition
About a cormorant:
Size Colour Skills
2. Read the first two paragraphs again and learn some key phrases.
1) be of average height = not tall or short
high – height be of average weight
2) be fit = be healthy
fit adj./ v. Neither this coat nor that one fits me well.
3) an elderly man
old- elderly old –older –oldest / old –elder –eldest
4) sit on the side of the river cooking a meal
e.g. He sits on the chair reading a newspaper.
She entered the classroom smiling as usual.
5) large black birds
形容词修饰名词的顺序：特征、大小、形状、年龄、颜色、来源、材料
6) be good at doing sth. = do well in sth. / doing sth.
be poor at
7) (sth) be used to Wood is used to make desks.
sb. used to do sth. There used to be a big river.
sb. be used to doing sth. He is used to living in the city.
8) stay…for up to (two minutes)
3. Fill in the blanks with proper words:
elderly traditional fit
modern of average height
1) The fisherman by the river is not very tall. He is ________________.
2) __________ telephones do not need wires, unlike those in the past.
3) Although he’s now an __________ man, he’s still very active.
4) It’s __________ to eat rice dumplings at Dragon Boat Festival.
5) I don’t do much exercise, so I am not __________at all.
III. Post-task activity:
Retell the first two paragraphs with the help of key words or the table above.
IV. Assignment
Read and retell the first two paragraphs
Blackboard design:
be of average height be fit
an elderly man sit on the side of the river cooking a meal
large black birds be good at doing sth.
(sth) be used to stay…for up to (two minutes)
Teaching reflection:
Topic: Fishing with birds
Period: 3rd period
Teaching aims:
By the end of the lesson, the students are expected:
1. To learn to use the new words and phrases.
2. To get further understanding of the content of the third paragraph by answering questions.
3. To understand the passive voice from reading.
Focus or difficulty: To learn to use the new words and phrases.
Teaching procedure:
I. Pre-task preparation :
Invite some students to read paragraph 3 carefully and pay attention to the verbs.
II. While-task procedure:
1. Skim paragrapg 3 and tell whether the following statements are True or False:
1) Damin catches fish by himself .
2) A fishing trip often begins in the early afternoon.
3) Damin ties around the neck of each bird so that it cannot swallow the fish.
4) At night , a light is hung from the back of the raft.
5) The fish are then removed from the bird's mouths by the fisherman.
6) All of the fish caught by birds are sold .
2. Read again and anwer the following questions:
1) What does Damin require to catch fish
2) How does he set off
3) Why is a piece of grass tied around the neck of each bird
4)What does Damin do on the raft
5) Why is a light hung from the front of the raft
6) How do the cormorants catch fish
7) What does Damin deal with the fish
3. Read the paragraph again and learn some key phrases.
1) be done for him by sb.
2) in the late afternoon in the early morning
3) set off = set out =start (a journey)
e.g. She set off on a trip across Europe.
4) reach (vt.) : arrive in ( at ) , get to
5) each /every 表示每一个, +单数名词 Each 可以和of 连用, 但every 不可以
each student each of the students every student
e.g. ______ the student has got an apple.
A. Every of B. Each of
6) so that +句子 引导目的状语从句
*从句中通常用情态动词( may might can could…)=in order that
e. g. I study hard so that I can pass the exam.
I study hard _____ ______ _____I can pass the exam.
I study hard _______ _________ _______ pass the exam.
区分：so…that + 句子 引导结果状语从句
e. g. This problem is so difficult that nobody can work it out.
This problem is too difficult for anybody to work out.
7) up and down 在……上上下下;沿……来回
e.g. He is climbing up and down a ladder.
8) be frightened by
frighten v. frightened a. frightening a.
e.g. Don’t _______ the poor little boy.
We were all ________ by this _________ sound.
9) hang 悬挂,挂 hang -- hung -- hung
hang 绞死,吊死 hanged -- hanged -- hanged
e.g. The coat was hung on the hook.
He was hanged for murder.
10) attract vt. attractive a. 有吸引力的 attack v. 攻击
e.g. The light ________ a lot of insects
The dog was _______ by the smell of the meat.
Her words are _________ to me.
The enemies have tried to ______ the city for ten years.
11) remove n. take away, take out
remove …from …= take out of…
12) later, late , lately
late: a. 迟的,晚的,已故的 ad. 很晚,很迟,晚
e.g. We went to bed late. 我们很晚才上床。
later: a. 更迟的,后面的ad. 稍后,后来
e.g. I’ll speak with her later. 我要稍后跟她谈。
lately: ad. 最近,不久前= recently
e.g. I've not been feeling very well lately. 我最近一直感觉不太好。
13) the rest…(表示可数 或不可数都可)=the others
the rest 指可数------谓语动词用复数, the rest 指不可数------谓语动词用单数
e.g. There are 40 students in my class. Twenty-two are boys and the rest ____(be) girls.
The rest of the milk in the box ____(go) bad.
14) divide 分配, 分享( to share); 除以
e.g. He divides his time between reading and writing.
15 divided by 3 is 5.
III. Post-task activity:
Read the phrases together.
IV. Assignment
Read and recite the phrases and learn how to use them freely.
Blackboard design:
be done for him by sb. in the late afternoon
set off = set out =start (a journey) so that +句子 引导目的状语从句
jump up and down be frightened by
remove …from …= take out of… the rest
Teaching reflection:
Topic: Fishing with birds
Period: 4th period
Teaching aims:
By the end of the lesson, the students are expected:
1. To learn to use the new words and phrases.
2. To get further understanding of the content of thelast paragraph by answering questions.
3. To have the concept of protecting the traditional Chinese skills.
Focus or difficulty:
Teaching procedure:
I. Pre-task preparation :
(
Damin
(the fisherman)
not require
…
or
…
set off on
…
with
…
reach
…
stop
push
…
into
…
jump up and down
bang
…
with
t
he cormorants
catch the fish
bring
…
back to
…
)
II. While-task procedure:
1. Read the last paragraph together.
2. Answer some questions to get more information about this passage.
1) What do you know about cormorant fishing
2) Does Damin like his job
3) Nowadays ,more and more people are interested in doing this type of work, aren’t they
4) What do you think of the future of cormorant fishing
3. Read the paragraph again and learn some key phrases.
1) traditional a. a very old, familiar way of doing sth. that is part of your way of life or culture
tradition n.
2) be interested in sth. (doing sth.) = be keen on = be fond of …
e.g. I’m interested in what you said at the meeting.
be interested in =show interest in 对…感兴趣 interested adj. interest n.
e. g. He is interested in science. =He ________ _________ in science
3) In fifty years, perhaps there will be no more cormorant fishermen in the world.
a. in +时间段 表示……以后
He will be back in two weeks.
b. at+时间点
　　 when does your flight leave At 10:00.
c. on+具体的某一天, 某一天的上下午或晚上
on Tuesday ,on New Year Year’s Day, on June 6,
on the night of June 1, on a cold mornig…
d. in+ 年,月,季节,泛指的上午,下午或晚上 / in+一个具体的未来时间（将来时）
in 2006,in January, in 10 minutes…
4) no more = not …any more ,
no longer = not ….any longer
e.g. Perhaps there won’t be cormorant fishermen any more in the world.
5) fisherman: fishermen (pl.)
e.g. Three ________(Germany ) visited Shanghai last week .
Three __________(fisherman) caught the big fish yesterday.
III. Post-task activity:
Read the phrases together.
IV. Assignment
Read and recite the phrases and learn how to use them freely.
Blackboard design:
a troditional Chinese skill everything he knows
few young people be interested in doing sth.
this type of work in the modern world
in 50 years no more
Teaching reflection:
Topic: Fishing with birds
Period: 5th period
Teaching aims:
By the end of the lesson, the students are expected:
1. To review words and phrases in this Chapter.
2. To consolidate the language focus in the text and try to retell the text.
3. To make a clear understanding about Chinese traditional skills and the consciousness of protecting the environment.
Focus or difficulty: To retell the text.
Teaching procedure:
Warming-up: Read the text by themselves.
I. Give the proper form of the following words:
1. 1. There will be no more cormorant __________ in fifty years. (fish)
2. Cormorants are good at __________ fish. (catch)
3. The man of average ___________ is my physics teacher. (high)
4. I think he will __________ refuse the offer. (probable)
5. He __________ a card from his pocket and handed it to her. (move)
6. Cormorant fishing is a __________ Chinese skill. (tradition)
7.My father is an engineer. He is ________ in fishing. (interest)
8.Many foreigners are used to_____ in China. (live)
9.The fish are _________ by the great noise. (frighten)
10.People don’t like a ____________ person. (honest)
11.Education can ___________ every student to develop in any way. (able)
12.The newly built museum_____________ many visitors and tourists every day. (attractive)
13.Although he is an ________ man, he has good eyesight. (elder)
puters are __________ used throughout the world. (wide)
15.I saw my mother in front of the stove___________ a meal. (cook)
II. Give the similar meaning:
A. new, recent B. starts (to go somewhere)
C. helps, allows D. need E. healthy
F. older than about 60 G. control H. though
I. very big J. health K. traditional
( )1. My grandpa jogs every morning and he is very fit.
( )2. Modern telephones do not need wires, unlike those in the past.
( )3. Jane sets off from home at 7:30 a.m. every day.
( )4. Although she is now an elderly woman, she is still very active.
( )5. Lucy and Mary require to take a short test.
( )6. The new pair of glasses enables me to read much better.
( )7. It is done for many years in the same way that people eat turkey at Christmas.
( )8. She is of skillful enough to make the machine work now.
( )9. My uncle works very hard although he is a rich man.
( )10. The man is controlling a raft, with a large bird on his shoulder.
III. Tell the following statements are True or False:
( )1. Wang Damin sometimes sits with a large bird on his head.
( )2. Damin is over 56 now, but he works every day.
( )3. Cormorants are large, black birds, about a kilometre long.
( )4. Cormorants use their wings to push them through the water.
( )5. Damin often goes fishing in the morning.
( )6. He ties a piece of grass around the neck of each fish.
( )7. At night, he has a fire on his raft so that he can see better.
( )8. The fish are removed from the fishermen’s months.
IV. Fill in the blanks according to the text.
Cormorant fishing is a ____________ Chinese skill, probably more than a thousand years old. Damin is a fisherman. He is an ___________ man, and over 65 years old. He is thin, and of average ___________, but he is very fit. He is strong ___________ to control the raft in the river where he lives and works ___________ his cormorants which are large black birds, about a metre long. They are good at ___________ fish and can dive down under water up to two minutes. Damin always sits on the side of the river cooking a meal, ___________ a large bird on his head. He doesn’t ___________ nets or fishing rod to catch fish. A fishing trip often begins in the ___________ afternoon. He ___________ off on his raft with his twelve cormorants. When he reached the right place, he always ties a piece of grass around the neck of each bird so that they couldn’t ___________ the fish. The cormorants are ___________ by Damin’s jumping up and down and banging with his pole. At night, a light is ___________ from the front of the raft. This enables the fisherman to see better, and also ___________ the fish. When the cormorants bring back the fish, Damin ___________ the fish from the cormorants’ mouth. Later some of the fish are ___________, and the ___________ are divided ___________ Damin’s family and the cormorants.
V. Assignment
Read the text again and recite the phrases in it and have a dictation by themselves.
Blackboard design:
traditional, height, elderly, require, swallow, remove, divide, etc.
Teaching reflection:
Topic: Fishing with birds
Period: 6th period
Teaching aims:
By the end of the lesson, the students are expected:
1. To know passive voice in different tenses
2. To apply passive voice to language use in the correct way
Focus or difficulty: To apply passive voice to language use in the correct way
Teaching procedure:
I. Warming-up:
1. Go over the past forms and past participles of some verbs.
2. Read para. 3 and ask Ss what sentences these are and show the structure of passive voice.
II. While-task procedure:
1. Introduce passive voice in different tenses and ask students to rewrite some sentences.
the Passive voice: be + v (p. p.)
am/ is/ are + v (p. p.)
was/ were + v (p. p.)
will be + v (p. p.)
have/ has + been + v (p. p.)
can/ must /may/should…+ be + v (p. p.)
2. Give some tips: To pay attention to some key points when changing active sentences into passive sentences
3. Show some exercises in the examination.
III. Post-task activity:
Ask students to do some exercises about passive voice. Lead students use passive voice according the settings
IV. Assignment
Exercise: Fill in the blanks with proper forms:
1. English __________ (widely use) in China.
2. A lot of water _________(waste) every year. It’s a serious problem.
3. Yangpu Bridge __________(build) in 1993.
4. Last year, an English teacher _________(invite) to teach English.
5. The Eiffel Tower ________(design) by a French called Gustave Eiffel 100 years ago.
6.A talk on space travel ________(give) by professor Wang tomorrow.
7. More and more green lands ______(build) in our city.
8. Remember, nobody _________(allow) to eat or drink in the computer room.
9. The World Expo 2010 _________(held) in Shanghai.
10. All kinds of information _________(store) in the computer.
Blackboard design:
The passive voice:
am/ is/ are + v (p. p.)
was/ were + v (p. p.)
will be + v (p. p.)
have/ has + been + v (p. p.)
can/ must /may/should…+ be + v (p. p.)
Teaching reflection:
Topic: Fishing with birds
Period: 7th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To consolidate the passive voice in different tenses.
2.To develop students’ ability of changing active sentences into passive sentences.
Focus or difficulty:
Teaching procedure:
I. Pre-task preparation :
Review the passive voice patterns in different tenses.
II. While-task procedure:
1.Change the active voice into passive voice.
e.g. They make shoes in that factory.
Shoes are made (by them) in that factory.
e.g. They bought ten computers last term．
Ten computers were bought (by them) last term.
e.g. They will finish the work in ten days.
The work will be finished (by them) in ten days.
e.g. Amy can take good care of Gina .
Gina can be taken good care of by Amy.
e.g. We have made twenty more keys.
Twenty more keys have been made by us.
2. 被动语态中的特殊情况
1) 不及物动词带介词和介词宾语时，在变为被动语态时，仍然要带上介词。
e.g. They look after the new students in the school.
被动句：The new students are looked after by them in the school.
2) 当动词带有复合宾语(有宾补), 并且宾补是省去“to”的动词不定式时，在被动语态中应加上“to”.
e.g. They make us do all the work.
被动句：We are made to do all the work by them.
3) 当动词带双宾语时(一个宾语是指人，一个是指物)，将其中指人的宾语提前作被动句的主语时，另一个宾语按顺序照抄下来；如是将指物的宾语提前作被动句的主语，在被动句中则指人宾语前应加“to”或“for” 。常见加to的动词有give，send, teach，write, show, pass, ask, tell…常见加for的动词有make, draw, buy…
e.g. He gives me a flower everyday.
被动1: I am given a flower by him everyday.
被动2: A flower is given to me by him everyday.
e.g. My mother bought me a computer.
被动1: I was bought a computer by my mother .
被动2: A computer was bought for me by my mother .
3. 不及物动词无被动，如：happen, arrive, take place, belong to, cost……
III. Post-task activity:
Exercise:
1.Li Lei listens to his father carefully.
2.The mother looked after the baby in the room.
3.We took care of the things.
4.They gave us some work.
5.The boy made them laugh all the time.
6.My mother buys me a bike.
IV. Assignment
Do exercise on paper sheet.
Blackboard design:
1. 宾变主，改被动
2. 这些动词真奇怪，主动句中to 离开，被动句中to回 来。（ let ，have ，make，feel，see ,watch, hear, notice…)
3. 在被动句中则指人宾语前应加“to”或“for”
4. 不及物动词无被动
Teaching reflection:
Topic: Fishing with birds
Period: 8th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To catch the main idea of a certain dialogue.
2.To get the detailed information of a passage by listening.
Focus or difficulty: To try to deal with the information the students have got from listening.
Teaching procedure:
Ⅰ. Listen and choose the right picture (根据你听到的内容，选出相应的图片):
1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________
II. Listen to the dialogue and choose the best answer to the question you hear(根据你所听到的对话和问题，选择最恰当的答案):
7. A) Red. B) Green. C) Blue. D) Red and green.
8. A) Geography. B) Chinese. C) English. D) Physics.
9. A) At a quarter past six. B) At six o’clock.
C) At a quarter to six. D) At half past six.
10. A) 10. B) 13. C) 20. D) 30.
11. A) Susan. B) Jack. C) Jimmy. D) John.
12. A) 3:00. B) 3:15. C) 3:30. D) 3:45.
13. A) English. B) French. C) German. D) Japanese.
14. A) Have a walk. B) Take an underground.
C) See a film. D) Mail a letter.
15. A) England. B) Australia. C) Japan. D) Hong Kong.
16. A) He’s as old as Jim. B) He’s younger than Mike.
C) He’s as old as Mike. D) He’s older than Jim.
Ⅲ. Listen to the passage and tell whether the following statements are true or false (判断下列句子是否符合你所听到的短文内容, 符合的用“T”表示，不符合的用“F”表示):
17. In London, Paris, New York and Tokyo there are too many cars in the street.
18. Tokyo’s nightclubs are seldom empty at night.
19. It is rather difficult for people to walk in the Tokyo street at 11:30 at noon.
20. Most people in Tokyo go to work by train during the day.
21. Six million train tickets are sold every day in Tokyo.
22. You may see everybody reading a newspaper in Tokyo trains.
23. Japanese trains don’t often leave and arrive on time.
Ⅳ. Listen to the passage and fill in the blanks (听短文填空，完成下列句子。每空格限填一词):
24. Steven Jobs often got into _________with either his classmates or his teachers.
25. But he was full of new ideas, which few people could see the value
________ .
26. Steven Jobs worked _________ as a video game designer at Atari.
27. He________ that the trip would give him more ideas and a change
in life for the better.
28. After he had returned from India, he began to live on a _________ in California.
29. In 1975, Steven Jobs began __________a new type of computer.
30. His Apple computer became such a great __________ that Steven Jobs became famous.
V. Assignment
Do the listening task on page27 by themselves.
Blackboard design:
Before listening: read the choises more carefully and if necessary, put some marks on it.
While listening: pay attention to the information that we need and read down something (taking notes)
After listening: check the answers by part of speech.
Teaching reflection:
Topic: Fishing with birds (More practice:Some facts about tea)
Period: 9th period
Teaching aims:
By the end of the lesson, the students are expected:
1. To catch the main idea of the text.
2.To get the detailed information of the text through reading.
Focus or difficulty: To try to describe tea in their own words.
Teaching procedure:
I. Pre-task preparation :
Read the passage and underline the wordds that are difficult for them by temselves.
II. While-task procedure:
1. Read the first sentence in each paragraph of the article on page 30. Then decide whether the statements are true or false.
1) Tea is the most popular drink in the world.
2) Black tea can keep fresh for a long time.
3) Black tea first came to China during the Ming Dynasty.
4) Herbal tea is a kind of real tea.
5) Tea leaves contain caffeine.
2. Read the passage again. Then answer the following questions.
1) Why was black tea invented
2) What does herbal tea contain Does it contain caffeine
3) Why does decaffeinated tea have this name
4) Where does organic tea come from Why does it cost more
3. Read the passage and analyse some key words and phrases.
by hand as a way to do sth. naturally
It is not surprising that…… the majority of …… This is because ……
III. Post-task activity:
Know more about tea: Do you know how many types of tea there are in China Look at the types of tea listed on the book, and find out where they come from. Write the name of the province next to each tea. Then work with a partner to find two types of tea and where they come from. Or try to say something about the tea.
IV. Assignment
Do the “progress file 1” on page 32.
Blackboard design:
tea plant, bud, process, oolong tea, transport, distance, majority, regular, contain
Teaching reflection:
Topic: Fishing with birds (writing)
Period: 10th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To learn some sentences for beginning a writing or ending the writing.
2.To polish the writing from a certain point. e.g. Grammar, and spelling mistakes.
Focus or difficulty: To polish the writing from a certain point.
Teaching procedure:
I. Pre-writing:
1. Read some English proverbs.
e.g. A good beginning is half done.
Where there is a will, there is a way.
Failure is the mother of success.
Great hopes make great men.
A candle lights others and consumes itself.
Honesty is the best policy.
2. Analyse the title of “The person I respect ” from the person, the tense, and the event.
II. While-writing:
1. Read the following questions and have a general idea of this writing.
1) Who’s the person you respect
2) Why do you respect him/her
3) What will you learn from him/her
2. Show a model of this writing and analyse the structure of it.
I hate to keep pets and tell lies. The thing that I hate most is smoking. As we all know, smoking is not only bad for ourselves but also harmful to others. Whenever my father smokes, I feel rather sick. Besides, it is a waste of money to smoke. What’s more, smoking pollutes the air. So I hate smoking most.
Things I hate to do →
Introduction: keep pets, ell lies →
Center: hate smoking most →
Reasons: harmful, pollute air, waste money, sick →
Conclusion: hate smoking most
3. Perform the writing by themselves.
III. After-writing:
Polish your writing from Grammar, spelling mistakes, content, and the structures.
(1) 顺序： first、secondly、finally…
(2) 递进： besides、in addition、what’s more…
(3) 转折： however、but、although…
(4) 对比： on the other hand…
(5) 原因： because of、now that、…
(6) 结果： therefore、as a result…
(7) 举例： for example、such as…
(8) 总结： in a word、as you can see…
IV. Assignment
Finish writing the passage and recite some good sentences.
Blackboard design:
1) Who’s the person you respect
2) Why do you respect him/her
3) What will you learn from him/her
Teaching reflection:
Module 1 Myths, traditions and opinions Unit 3 Pets
Topic: Head to head
Period: 1st period
Teaching aims:
By the end of the lesson, the students are expected:
To learn to express opinions by using the following expressions, “according to me”, “I think (that) …” and “I believe (that) …”
To get the main idea of the first part by finding out the views and supporting ideas. .
To say something about keeping pet dogs in our life.
Focus or difficulty:
Teaching procedure:
I. Pre-task preparation :
Know some facts about animals and pets. Are these statements T (True) or F (False)
Most dogs can only live for about three years. T / F
You must not give pet fish lots of food. T / F
All lizards are poisonous and can kill you. T / F
In nature, birds only sing when they are happy. T / F
When a dog moves its tail from side to side, it is happy. T / F
Big dogs are more dangerous than little ones. T / F
II. While-task procedure:
1. Why is keeping pet dogs a good idea Use sentense patterns to express your idea.
I think (that) …
According to me, …
I believe (that) …
2. Read Part 1: keeping pet dogs is a good idea, says Emma.
3. Learn some new words in this part.
cute, respect, faithfully, therefore, according to, care for
4. Read this part again and underline the words that express the idea and reasons
I think that… First, …
According to … Second, …
We can also …
5. Read again and try to complete the table below.
Opinion Views Supporting details
Emma: keeping pet dogs is a good idea. 1. ______________________________________ _______ to pick dogs up and hold them in arms _______ to see them growing up
2. ______________________________________ we have to _______, _______, _______ with and _______________________ dogs we can become ______________ people
3. __________________________________________ learn how to ____________ others learn how to _______ living things
4. ________________________________________ ∕
III. Post-task activity:
Say something about keeping pet dogs in our life, using the views and supporting ideas we’ve learned in this class.
IV. Assignment
Read the text twice and get more information about keeping pet dogs.
Blackboard design:
Express ideas: Express supporting details:
I think (that) …… First, ……
According to …… Second, ……
We can also ……
Teaching reflection:
Module 1 Myths, traditions and opinions Unit 3 Pets
Topic: Head to head
Period: 2nd period
Teaching aims:
By the end of the lesson, the students are expected:
1. To learn and use the new words and expression, “bite”, “mess”, “extremely” and “run free”; learn and understand the new expressions, “as a result” and “what’s more”.
2. To have a general understanding of the second part and search for details through reading.
3. To show opinions with supporting reasons.
Focus or difficulty: To show opinions with supporting reasons.
Teaching procedure:
I. Pre-task preparation :
Ask Ss why keeping pet dogs is a good idea and show Ss a table about it.
II. While-task procedure:
1.Learn the new words and expressions. (mess, extremely, bite, run free)
2. Do exercise to consolidate the words and phrases we’ve learned.
bite extremely mess according to run free
Dogs help us in every way, but sometimes they really trouble us. ___________the newspaper, dog attacks usually exist in our city. One month ago, a dog
about ten people in the eastern area of the city. Through the investigation, the police found that the dog owner never cared for it well. The dog used to bark and _____________in the neighbourhood. Besides, it made a lot of on the streets and roads. This event has made most citizens feel worried about their own safety.
3.Read the second part and underline the words that express the idea and reasons
In my opinion,… What’s more,…
I believe that … Finally, …
Read the second part again and try to find out the views and supporting ideas, showing a table to help them.
Opinion Views Supporting details
Matt：keeping pet dogs is a good idea. __________________________ they leave _______ and _______ on the _______, on _______ and on _______ and need to be washed _______ they create a lot of mess on _____________ and in _______
__________________________ they _______ at strangers they _______ young children they even _______ people
__________________________ they need _____________ and __________________
__________________________
III. Post-task activity:
Say something about not to keep pet dogs in our life, using the views and supporting ideas we’ve learned in this class.
IV. Assignment
Read the text twice and get more information about not to keep pet dogs.
Blackboard design:
Express ideas: Express supporting details:
In my opinion,… What’s more,…
I believe that … Finally, …
Teaching reflection:
Topic: Head to head
Period: 3rd period
Teaching aims:
By the end of the lesson, the students are expected:
1.To better understand the text by answering some questions.
2.To list expressions to express ideas and give supporting details.
3. To keep pet dogs in a right way.
Focus or difficulty:
Teaching procedure:
I. Pre-task preparation :
Invite some students to read the whole text.
II. While-task procedure:
1. Answer some questions to be more familiar with the text.
Part 1:
1) What does Emma think of having a pet dog
2) What is nice to do with the pet dogs according to Emma
3) What makes Emma think it’s wonderful
4) What helps us become more responsible people according to Emma’s mother.
5) How will a dog love you for many years
Part 2:
1) Matt doesn’t think it’s a good idea to keep a pet dog, does he
2) What do people need to do to their pet dogs regularly
3) Why do some dogs create a lot of mess on the streets and in parks
4) Some dogs are not very friendly. What will they probably do
5) What stops the neighbours from getting any sleep
6) What will small spaces make pet dog feel
7) What is quite expensive if you raise a pet dog
2. List expressions to express the views and give supporting details.
Opinion Reasons
I think (that) …… First, ……
I believe (that) …… Second, ……
According to me, …… Besides, /What’s more, / In addition, ……
In my opinion, …… Finally, ……
In my eyes, ……
3.Give suggestions to keep pet dogs in a right way.
e.g. We should clean up the mess after our dogs.
We ought to train our pet dogs.
We’d better let our dogs run free in large open spaces.
III. Post-task activity:
Devide the students into two groups: one thinks that it’s a good idea to keep pet dogs; the other thinks that it’s not a good idea to keep pet dogs. Give their reasons and if necessary, give some suggestions.
IV. Assignment
Write a passage on keeping pet dogs to see if it is a good idea or not.
Blackboard design:
Opinion Reasons
I think (that) …… First, ……
I believe (that) …… Second, ……
According to me, …… Besides, /What’s more, / In addition, ……
In my opinion, …… Finally, ……
In my eyes, ……
Teaching reflection:
Topic: Head to head
Period: 4th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To learn to use the new words and phrases.
2.To make a clear understanding of the structure “ Doing sth. can be / is ……”.
Focus or difficulty: To use the new words and phrases properly.
Teaching procedure:
I. Pre-task preparation :
Read from line 1 to line 15 to be more familiar with the content.
II. While-task procedure:
1. Read the underlined phrases and learn to use them.
1) doing sth can/is… To do sth. can / is … It is …to do sth.
e.g. Keeping pet dogs is a good idea. = To keep pet dogs is a good idea.
= It is a good idea to keep pet dogs
It is interesting to go fishing. = Going fishing is interesting.
= To go fishing is interesting.
2) be allowed to do sth. (passive voice)
be not allowed to do sth.
e.g. They are not allowed to smoke here. = They mustn’t smoke here.
3) It’s nice to do sth.
It’s nice of sb to do sth.
It’s nice for sb. to do sth.
e.g. It’s nice to go sightseeing.
It’s nice of you to help me. (=You’re nice to help me. / To help me is nice.)
It’s nice for us to go sightseeing.
4) pick sb up 抱起；捡起
e.g. He picked up all the books and went away.
The boy picked up the rabbit and took it home.
Don’t throw away the rubbish. Pick it up.
5) hold sth in one’s arm
6) grow up
e. g. She grew up in Shanghai.
When I grow up, I want to be a teacher.
7) learn about …from …
e.g. He is learning about French culture and history from a friend in France.
He is a model student. We should learn from him.
learn sth. by heart / learn a lesson
8) take care of = look after = care for
e.g. We should take care of our parents when they are old.
The little child should be taken good care of.
9) according to sb. = in one’s opinion
e.g. According to my experience, I think he is right.
According to the survey, there were 7.3 billion people travelling during the National Day
10) help sb. become more responsible people
help sb. do sth. I usually help my mum do the housework.
help sb. with sth. My English teacher helped me with my homework last night.
help oneself to sth. Help yourselves to some desserts, children.
11) responsible adj. be responsible for
responsibility n. It’s my responsibility to clean the classroom today.
2. Read the key phrases together.
III. Post-task activity:
Do exercise to consolidate the key phrases learned.
IV. Assignment
Read and recite the phrases and sentence patterns.
Blackboard design:
doing sth can/is… be allowed to
It’s nice (of sb) to do sth. pick sb up
hold sth in one’s arm grow up
learn about …from … play with
take care of according to
help become more responsible people
Teaching reflection:
Topic: Head to head
Period: 5th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To learn to use the new words and phrases.
2.To know and use the infinitives.
Focus or difficulty: To use the new words and phrases.
Teaching procedure:
I. Pre-task preparation :
Read from line 16 to line 32 to be more familiar with the content.
II. While-task procedure:
1. Read the underlined phrases and learn to use them.
1) how to do sth.
e.g. I can’t decide which bike to buy.
The doctor gave us a talk on how to prevent a cold.
There isn’t any difference between the two. I really don’t know ________
A. where to choose B. which to choose
C. to choose what D. to choose which.
2) care for others 关爱别人 = care for other people
Some …… others ……
One …the other…
….some …the others…
One … the other …
3) living things 生物
e.g. Doctors kept the patient alive for another two weeks
4) create a lot of mess
e.g. Pet dogs have created a lot of mess on this street.
The kids made a mess in the bedroom.
5) sth need to be washed regularly = have someone to wash sth. regularly
e.g. The beds need to be washed monthly.
I have my hair cut.
6) as a result
e.g. He made a big mistake and as a resulthe lost his job.
His idea was good but what he did led to a bad result.
7) take …for a walk
go out for a walk
8) be good at cleaning up = do well in cleaning up
2. Read the key phrases together.
III. Post-task activity:
Do exercise to consolidate the key phrases learned.
IV. Assignment
Read and recite the phrases and sentence patterns.
Blackboard design:
how to do sth. care for others
living things create a lot of mess
sth need to be washed regularly as a result
take …for a walk be good at cleaning up
Teaching reflection:
Topic: Head to head
Period: 6th period
Teaching aims:
By the end of the lesson, the students are expected:
1.To learn to use the new words and phrases.
2.To make a clear understanfing of the structure “…have no choice but to do sth.”.
Focus or difficulty: To use the new words and phrases.
Teaching procedure:
I. Pre-task preparation :
Read from line 33 to line 47 to be more familiar with the content.
II. While-task procedure:
1. Read the underlined phrases and learn to use them.
1) not all dogs are friendly
not all 不是所有的（部分否定）
all not （完全否定）
2) frighten sb.
sb. be frightened by…
3) stop…from doing sth. = prevent sb. from doing sth. = keep sb. from doing sth.
e.g. Nothing will stop us from reaching our aims.
The difficult problems stop us from getting further.
His illness prevented him from speaking.
Reading books keeps us from getting bored.
4) what’s more = in addition = besides
e.g. He is clever, and what’s more, he is hard-working.
5) have no choice but to keep their dogs
no …but …不是……而是……(就近原则)
e.g. It’s not your fault but mine.
Not you, but I am going to the supermarket.
6）in small spaces
7）make…feel unhappy (make ab. do / feel, look, smell, sound, taste + adj.)
8）run free
free adv./ adj. be free/ for free freedom n.
e.g. I want to live free.
The magazine is free.
The prisoner widhed to be free again.
9) pay for / pay money for something spend …on/ in doing sth. sth. cost sb. money
e.g. I paid a lot of money for my flat.
I spend a lot of money on books.
These books cost me a lot of money.
Paying for dog food and visiting the vet can be expensive. 动名词作主语
e.g. Talking too much at dinner ti

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