Unit3Whatx27stheirnumberagain

1、Unit 3 What s Their Number Again?Period 1 Warm-up, Listening and SpeakingTeaching Materials and StudentsTeach ing materials: Boo k IV Un it 3 What Their Number Agai n?Students: Grade TwoMajor: Civil Building EnglishLesson duration: 45 minutesType of lesson : NewTeaching objectives 【Knowledge】1. Stud

2、ents will be able to learn some useful new words and expressions in this part.2. Students will be able to talk about past events【Skills】1. Students will be able to catch and understand the listening materials.2. Students will be able to get special information and take notes while listening.3. Stude

3、nts will be able to learn and use the expressions of admitting and correcting mistakes.【Attitudes】1. Students will be able to tell a story from their memory.2. Develop students sense of group cooperation and teamwork.Teaching Focuses and Difficulties【Focuses】1. Guide students to guess the answer bef

4、ore listening .2. Students will be able to get information and take notes while listening.3. Students will be able to learn and use the expressions of admitting and correcting mistakes. 【Dif ficulties 】1. Students will be able to understand listening materials with various English accents.2. Apply w

5、hat has been learnt in the real life situation.Teaching ApproachesTask-Based Teaching MethodTeaching AidsTextbook, multimedia, teacher sbook, workbookTeaching ProceduresStep 1: Warm-upI .Among these people , whQ stand ouf most in your memoryteachersnt*m 陽(yáng) LMGZil 蹴頁(yè)乃pare ntsfriendsdoctorspoliceme nFi

6、reme nn .Discuss the following questions with your partner. Why do you think those people you choose in Activity 1impress you most Can you tell a story about them from your memory? .What did you learn 丹0冋t hem?Notes:1) sta nd for代表sta nd up to 經(jīng)得起sta nd by支持sta nd out出色，杰出stand up for 堅(jiān)持2) impress v

7、t給、印象；使感到Sb./sth.+ impress sb.Sb./sth. + impress sth. on sb.=sb./sth.+impress on sb.sth.Sb.+ impress sb. With sth.;Sb.+be deeply impressed with /by +sb./sth.The woman impressed me most unfavorably. 這個(gè)女人給我的印象極差。I was very impressed by his story.他的故事深深打動(dòng)了我。3) learn from想某人學(xué)習(xí)hear from =get /receive a l

8、etter from 收至U、來(lái)信Step 2: Listening and speakingA. What I Remember Then1. What are your earlier childhood memories and how old were you thenTrueFalse2. Listen to the passage and tick ( rue or false.The boy was taken to the threatre because it was his birthday.take sb. to sp.=sb. be take n to sp.The b

9、oy s muhpushedl him and Encouraged him to gol up to the stage.Push -pull拉和推 encourage sb. to do sth.鼓勵(lì)某人干什么 Go up to the stage.去臺(tái)上，上臺(tái)去。 The magician refused to have the boy as his assistantrefuse to do sth.拒絕做什么 The boy felt awful while standing on the stage.feel + adj. (Predicative ) on the stage 在

10、舞臺(tái)上Key : True : False :3.Listen again and complete the following table .Then retell the story to a partner.CluesDetailsHow old was the boy?Eight or nine years old.What was the backgro und ?The week before ChristmasWhat happe ned ?The boy cheated on the stage.What happe ned in the end ?The magician l

11、et him stay on the stage.How did the boy feel?The boy felt awful.in the end終于，最會(huì)by the end of至U、為止at the end = in the end 最后，結(jié)束at the end of 在什么末端 /Bdon Think That True4. Listen to the conversation and circle the beast answer. are going to throw a party.throw a party =hold/have a party 舉行晚會(huì)a. Joh n

12、and Lilyb. The speakersc. Joh n, Lily and the speakers The man.a. already called Joh n and Lilyb. is going to call Joh n and Lilyc. is ntgo ing to call Joh n and Lilykey :a b5. Complete the conversation with the sentences in the box. Listen and check the answer. Then practice the conversation with a

13、 partner.I don th ink that true.No, wait. That not right.Uh, I mean no.I guess I was wrong.A: Did you call Joh n and Lily to ask about their party?B: Yes, Uh, I mean no. Theyre not in tow n this weeke nd any way.A: I don tthink that true .Remember, they |cancelled their trip |.Maybe you should put a

14、way your computer game and make a phone call.B:guess I was wrong _.Sorry. I call now .What their number again ?A: It 555-2439. No, wait. That not right .It 2429.B: OK.A: Remember to ask if we should |come over early to help.B: All right.can celled their trip .取消旅游 put off one trip 推遲旅游Icome over ear

15、ly to help.過(guò)來(lái)幫忙Conversation StrategyAdmitt ing and Correct ing MistakesWhen we make mistakes in conversations, we repeat what we have said with some sort of correcti on .That is ofte n done by a hesitation or editing term (such as I mean)6. Work with a partner. Role-play the following situations . U

16、se the conversation strategy in Activity5Your friend is ask ing you whe n the class meet ing will be held. Younot sure whether it will be 6 p.m. or 7 p.m. this eve ning.ou are ask ing about the phone nu mber of your friend, Joh n .You give the number and then realize you e make a mistake.Step 3: Sum

17、mary and Blackboard DesignUnit 3 What s Their Number Again?Lan guage points and expressi ons on the BlackboardStep 4: Homework assignment:1. Role-play the following situations, using the conversation strategy in Activity 52. Finish off the Workbook exercises.3. Preview the Speaking.4. Prepare Readin

18、g: Passage ATeaching reflectionThe first class for listening and speaking. By listening to, say, do and do, with abundant teachi ng resources, expa nd and en rich stude nts oral En glish, improve the learning interest in the entertainment, but to cultivate the ability of English com mun icatio n and

19、 to solve practical problems with stude nts.Period 2 Reading and Writing Passage ATeaching objectives【Knowledge goals1. Stude nts will be able to lear n some useful new words and expressi ons in this part.2. Stude nts will be able to read passage A.3. Stude nts will be able to know about memory rule

20、s.【Ability goals1. Guide students to learn how to use different reading skills such as skimming, scanning,guess ing the meaning in the con text, predict ing and so on.2. Students will be able to know the phenomenon of Bathtub Effect ”3. Stude nts will be able to deal with some read ing problems.【Emo

21、tion goals1. Students will learn to know how to improve their memory.2. Develop stude nts sense of group cooperati on and teamworkTeaching Focuses and Difficulties【FocuseS1. Guide stude nts to guess the meaning of the passage before readi ng.2. Stude nts will be able to get i nformati on while readi

22、 ng.3. Stude nts will be able to lear n to get the main idea of the passage.【Difficulties1. En able stude nts to lear n to use readi ng strategies such as skim ming, sca nning, and so on.2. En able stude nts to improve their memory.Teaching ApproachesTask-Based Teach ing MethodTeaching AidsTextbook,

23、 multimedia, teacher book, workbookTeaching ProceduresStep1 Revision1. Check the homework exercises.2. Ask some pairs of students to come to the front and act out their dialogues to review and practice the expressi ons for admitti ng and correct ing Mistakes1. Pre-reaing堀曰:1682945紅動(dòng)中國(guó)(www.reidioieri

24、,ee?i-rii) 簡(jiǎn)頭壞壞Step2 Reading Passage A Bathtub EffectTalk about the picture:V )true or false.2. While-readingA1. Read passage A and tick (FalseTrueThe middles of words are usually more noticeable anc hence easier to remember.引人注目的因此The bathtub effect is a pheno menon| about the memorizatio n of word

25、s, n ames, nu mbers, etc. 現(xiàn)象When you try to remember a word, the beginning is often better remembered tha n the end.When you re caught by the bathtub effect ,you cannot recall anything.Key: True False 3. Post readingA2.The following is the dictation of a passage. Caught by the bathtub effect, the wr

26、itermissed some words. Choose the correct words to complete it.a.b.a.b.a.b.amaz ing annoyingspastic specifichelpfully hopefullyThere is a Eisconception that a person who is good at talking to others always has stories to tell and is full of jokes. Infact , most people want a two-way dialogue within

27、teraction| ,not justone person talking the whole time.A good way of creati ng good dialogues is by ask ing questi ons in away. For example, questions like Do you live inLondon?” can be answered with a simple yes or no”,which| is not good for breeding conversations. But if a person asks Where do you

28、live? ”，there is scope for a Ion ger and ,moreinteresting reply. This is what is called an open-ended question.Key :abbNotes:misconception誤解,不對(duì)的構(gòu)思和設(shè)想；full of jokes 充滿玩笑 full adj. full of ; fill with 用、裝滿；fill vt.nteraction，互動(dòng)，配合，合作Pr example,* for in sta nee舉例，例如such as列舉，諸如之類s not good for 對(duì)、有益call

29、ed an open-ended question 叫開放式問(wèn)題A3. Think of occasion when youre caught by the bathtub effect. Then share it with a partner.場(chǎng)合、場(chǎng)景Step3: Language learningNotes:1. Many people regard English learning as a very challenging task,because it is very difficult for them to remember En glish words.許多人將英語(yǔ)學(xué)習(xí)視為

30、極具挑戰(zhàn)性的任務(wù)，因?yàn)閷?duì)于他們來(lái)說(shuō)記住英語(yǔ)單詞太難了。regardas認(rèn)為、是”把某人作為”，類似的短語(yǔ)還有：have/take /see/think of/view/c on sider/look on /remember sb.as+ 名詞eg. Successful people regard hardship as a chanee to grow. 成功人士把困難當(dāng)作一個(gè)成長(zhǎng)的機(jī)會(huì)。2. The consequence is the so-called “bathtub ”, according to which speakers will recall with more ease

31、 the beginning and the end of words. 這就產(chǎn)生了所謂“浴缸效應(yīng)” 。 “浴缸效應(yīng)”指說(shuō)話人會(huì)更容易記起詞語(yǔ)的開頭部分和末尾部分。with more ease “更容易、更從容 ”eg. This audio CD gives clear instructions to help you work with more ease. 這張音頻 CD 給出清晰的指令，讓你工作得更從容。3. with the head out of the water at one end and the feet out at the other.、一邊是伸出水面的頭，另一邊是腳。

32、out of “從中”； “處于 原因”eg. The cat stuck its head out of the hole in the box. 那貓將頭從紙盒上的凍中探了出 來(lái)。She did all that out of jealousy. 她做這一切嗾使出于嫉妒。4. be/get caught in 遭遇；受困于 He was caught in the rain and was wet all through.catch hold of 抓住catch fire 著火catch up with 跟上，趕上catch sb. doing sth. 撞見某人正在做某事catch s

33、b. by the arm/ha nd.抓住某人的手臂或者手5. certain & surecertain adj. 某種的 adj . 一定的A certain Mr Green wants to see you.可用作表語(yǔ)，兩者有時(shí)互換。He s certai/nsure to win.sb. be sure /certain of doing sth.sb be sure/certain that但是It certain that;句型中不常用sure;祈使句中常用 sure.Step 4: Summary and Blackboard DesignBathtub EffectNote

34、s:Step 5: Homework for today1. Learn the useful new words and expressions in this part by heart.2. Writing: What s bathtub effect?3. Underline all the useful expressions in the passage and read them aloud and copy them down in their exercise book after class as homework.Teaching reflection:This clas

35、s is reading. The design embodies the cooperative learning and task-based teaching concept. Through the Pair work, Group work, using the knowledge students learnhow to learn in the real life, enhance the comprehensive language application ability of studentsPeriod 3-4 Reading and Writing Passage BTe

36、aching objectives【 Knowledge goals】1. Students will be able to learn some useful new words and expressions in this part.2. Students will be able to understand passage B.3. Students will be able to know about memory skills.【Ability goals】1. Guide students to learn how to use different reading skills

37、such as skimming, scanning, guessing the meaning in the context, predicting and so on.2. Students will be able to know how to improve memory.3. Students will be able to deal with some reading problems.【 Emotion goals】1. Students will learn to know how to improve their memory.2. Develop students sens

38、e of group cooperation and tea. mworkTeaching Focuses and Difficulties【Focuses】1. Guide students to guess the meaning of the passage before reading.2. Students will be able to get information while reading.3. Students will be able to learn to how to improve their memory.【Difficulties】1. Enable stude

39、nts to learn to use reading strategies such as skimming, scanning, and so on.2. Enable students to improve their memory.Teaching ApproachesTask-Based Teaching MethodTeaching AidsTextbook, multimedia, teacher s book, workbookTeaching ProceduresStep1 Revision1. Check the homework exercises.2. Read the

40、 words and phrasesStep 2 Lead-in1. How is your memory?2. Do you have any means to improve your memory?Step 3 Pre-readingA4. Scan passage B to find out how to improve memory.Key: Pay attention to the speaker carefully so that you get everything right the first time. Go over the in formati on un til i

41、t is thoroughly un derstood. Try to remember the importa nt poin ts. Test yourself at the end. Tran slate your memory onto paper.Step 4 While-readingA5. The leading sentences of paragraphs2-6 in passage B are incomplete. Read it again and fill in the blanks with the sentences given below.Key a: 5 ;

42、b:2; c:1; c:4; e:3A6. Answer the following questions based on passage B Q:What are the two important parts to memory?A:Concen trati onand recall. Q: Why is it important to get the information correct the first time?A: Because it s very difficult to obtain bad information,and then replace it with the

43、 correct in formatio n Q: What if you don tunderstand what you are trying to remember?A: Go over the information again until it is thoroughly understood. Q: How do you know whether you have fully understood a page of a book?A: Test yourself at the end. Q: How can you repeatedly study the information

44、 on a later date?A: Tran slate your memory onto paper.Step 5 Post-readingDeal with the language points:1. If you do not have any concept |as to| what something means, you are going to have avery difficult time recalli ng the in formatio n.如果你搞不清楚什么東西的意思，你就很難回憶起相關(guān)信息。asio意為“關(guān)于”eg. We are puzzled as to

45、 how it happe ned.有關(guān)這是怎么發(fā)生的，我們很納悶。2. |ln stead of| trying to recall the en tire con versati on that you had with a bus in ess associate, concen trate on trying to remember the importa nt poin ts. 不要試圖回憶起你與商業(yè)伙伴 交談的所有內(nèi)容，集中精力記住重要的部分。a. in stead of意為“代替，而不是”eg. She ordered fish in stead of chicke n for

46、main course. 她主菜點(diǎn)了魚不是雞。b. 本句中，that you had with a bus in ess associate 是定語(yǔ)從句，修飾 con versati on.3. Following these tips will improve your memory and go a long way |in helping you achievesuccess and reach your goals按照這些技巧去做將會(huì)改善你的記憶力，對(duì)你取得成功，實(shí)現(xiàn)目標(biāo)將大有幫助。go a long way意為“作用很大”，eg. Your contributions will go

47、 a long way towards helping homeless children.你的貢獻(xiàn)對(duì)于幫助無(wú)家可歸的孩子作用很大。4. Do you have any | meanS to improve your memory?means意為“方法，手段”單復(fù)數(shù)同形，若做主語(yǔ)其謂語(yǔ)動(dòng)詞的數(shù)需根據(jù)句意確定。Eg. One means is still to be tried.有一種辦法還沒(méi)有試行。All means have bee n used to get him to cha nge his mind.為了轉(zhuǎn)變他的想法，所有的辦法都用過(guò)了。表示做某事的方法，其后通常接“ of+ （動(dòng)）

48、名詞”Eg. There are several means of transport on the island. 島上有好幾種交通工具。 There is no means of finding out what happe ned. 無(wú)法弄清發(fā)生了什么事情。 一些常見短語(yǔ)：by means of意為“依靠”、“通過(guò)”by all means意為“無(wú)論如何地” “千方百計(jì)地” “當(dāng)然可以” by no means意為“絕不”、“一點(diǎn)也不”（用于句首，句子要倒裝） bey ond one mea ns=bey ond the means of sb. 意為“某人承擔(dān)不起”。 Eg. By n

49、o means should he be left alone.絕不能把他單獨(dú)留下。Sending him to study abroad is bey ond the means of his family.他的家庭承擔(dān)不起送他去國(guó)外留學(xué)的費(fèi)用。Step6 Practice and summary1. Read the passage carefully and remember how to improve our memory.2. Pick out some useful words , expressi ons and key sentences to make up a short

50、 passage. Step7 Homework:1. Copy the expressi ons twice into your exercise-books.2 . Fi nish the related practice in your workbookPeriod 5 Grammar: the Past Simple and Past PerfectThree-dime nsional target【Knowledge】1. Stude nts will be able to know the Past Simple and Past Perfect2. Stude nts will

51、be able to lear n the use of the Past Simple and Past Perfect【Ability En able stude nts to use the Past Simple and Past Perfect correctly and freely.【Emotion1. Get students to become interested in grammar learning.2. Develop stude nts sense of group dooperatTeaching Focuses and Difficulties【FocusesG

52、et stude nts to use the Past Simple and Past Perfect freelyEn able stude nts to use the Past Simple and Past Perfect correctly and freely.DifficultiesEn able stude nts to use the Past Simple and Past Perfect correctly and freely.Teaching ApproachesTask-Based Teach ing Method; Group Cooperati on;Teac

53、hing AidsTextbook, multimedia, teacher book, workbookTeaching procedureStep 1. Revisi onCheck the homework and have a dictati on.Step 2. Lead-i nA1. a.Find the seque nee of events in the follow ing sentences . Suddenly,Jane Realized that he had gone out of town. I had beer to the Great Wall too many

54、 times before, so I decided not to go there this year. Mary had washec all the clothes before her mother came back home. This painting had not bee n completed whe n the pain ter died. Tom had checked all his answers before he turned in the paper. The car had just been washec when it rained.Step 3.Pr

55、ese ntati onThe defi niti on and structureof the Past Simple and Past PerfectWe use the Past Simple tense to describe an action that started and ended in the past.Eg. I became a primary school student in 1996.We use the Past Perfect tense to describe an action which was completed before a time in th

56、e past.Eg. I had finished my homework before supper.We can use the Past Perfect and Past Simple together to make a sequenee of eventsclear-past perfect for the earlier acti on and past simple for the later.-.XXxSeque neeEarlierLateractivehad donedidpassivehad bee n donewas/were doneWhen we got back |, the babysitter had gone home .(Seque nce:1.Th