2023學年完整版Unit3Troubles設計（Period15）

Unit3Trouble!教學設計（Period1-5）Chaptertopic:overviewThischapterfeaturesseveralexcitingandunusualincidents.TheReadingsectioncontainsanentryfromaboy’sdiary,describingarobbery.Thelisteningtaskisrelatedtothis,andrequiresstudentstoidentifytherobbersformtheirdescriptions.Thelanguagesectionincludessomeexercisesrelatingtothemainpassageandalsotwoexercisesaboutanamusingpizzarobbery.TheWritingsectionrequiresstudentstowriteaguideddiaryentrydescribingsomeeventsincludingastrangerobbery.Period:ThefirstPeriodTeachingaims:1.KnowledgeaimsStudentsshouldgrasp:①thePastContinuousTense;②theSuperlativeformsofadjectivesandadverbs;③thesubjectstheylearn.2.AbilityaimStudentsshouldmakesomesentenceswiththepastcontinuoustense.Languagefocus:1.ThePastContinuousTense2.TheSuperlativeforms:themostpopular,thebest3.as…as;notso/as…as4.Thesubjectstheylearn.Chinese,English,maths,physics,politics,art,PE,music,history,geography,biology,chemistry5.Newwordsrob,hard-workingTeachingprocedures:a).Organizingtheclassgreetingsandadutyreport.b).RevisionDictatesomewords:while,repair,alone,steeringwheel,breathe,diver,jump,another,ring,beworriedaboutc).AskandanswerStudentsanswerthequestion,“Whatweredoingbetween12:30and3:30lastnight?”accordingtothepicture,thengivetheirownanswers.Trytofindoutthe“robber”.Explainthewordrob.robmeans“tostealmoneyorpropertyfromapersonorbank”etc.robberisapersonwhostealsmoneyorproperty.d).While-taskactivitiesStudentsaskandanswerquestionsinpairs,thensharetheiranswerswiththewholeclass.Hard-wordingmeans“workingwithalotofeffort”.e).ExplainingandPracticeStudentscomparethesubjectsafterthemodel“notso/as…as”.Herearesomeotherthingstocompare.1.rice,noodles,dumplings,mooncake,porridge,etc….(not)asdeliciousas…2.basketball,football,volleyball,tennis,baseball,etc…(not)asinterestingas…3.elephants,monkeysdogshorses,tigers,lions,etc….(not)asbig/lovely/strong,…f).Assignments1.Reviewthegrammarfortoday.2.Preparesth.About“Titanic”(filmortheaccident)3.Doexercisesonpage127.g).SummaryFillintheblankswithproperformsof“rob”and“steal”.—Haveyoueverbeen?—Well,yes,Ihadmywatchonce,butIwasn’treally,becauseIleftitinmyclub.Allthesame,someoneit.—Yes,thoughit’snotthesameasbeingofeverythingyouarecarrying.Somehow,ifsomethingisformtheplacewhereyouleaveit,it’snotsobadaswhenyouarepersonallyandcannotpreventit.Keys:robbed,stole,robbed,stole,robbed,stolen,robbedThesecondperiodLanguageFocus:1. Usefulexpressions:thinkabout;getachance;take2. Grammar:theObjectclause3. I'mnotsurewhereIwanttogoonholiday.TeachingProceduresI.ShowingaimsHavethestudentsknowwhattheywilllearninthislessonandwhattheywilldointhisclass:1. RevisesomeusefulexpressionsofUnit5.2. Studythegrammar:theObjectClause3. Knowhowtogettheinformationabouttrips.4. Learnhowtomakeaconversationabouttrips.5.KnowmoreaboutHainan.II.Revision1. RevisesomeusefulexpressionsofUnit5.Getthestudentstomakesentenceswiththem.2. Play"Whatdidheask?"ingroupsofthree.MakesurethestudentscanusetheObjectClausecorrectly.3. AskonestudenttointroducesomethingaboutHainan.III.ListenPart1.Listeningcassette.PlaythetapetwiceforthestudentstolistenanddoExercise1intheworkbook.Playthetapeagainforthestudentstochecktheanswers.Thencheckwiththewholeclass.Seeifthestudentscanunderstand.IV.ReadandactPart2.SpeechCassette.Booksclosed,playthetape.Ask:HowdidJoythinkabouthistriptoHainsn?(wonderful)HowdidLilyfeelwhensheheardaboutthescubadiving?(reallycool)Getthestudentstofindtheanswertoquestions,thencheckwiththeclass.Playthetapeagain.Getthestudentstolistenandrepeat.Theyshouldmatchtheirintonationwiththedialogueonthetape.Booksopen.Practicethedialogueinpairs.Getsomepairstoactoutthedialogue,withoutlookingatthebooksifpossible.V.Post-taskactivitiesHavethestudentsworkinpairs.Encouragethestudentstomakeuptheirowndialogues.VI.AskandanswerPart3.Workinpairs.Givethestudentsafewminutestopreparetheirdialogues.Askfourpairstosharetheirdialogueswiththewholeclass.VII.PresentationAskonestudenttoactasatraveler,theteacheractsasawaiteratthetraveloffice.Precentadialoguelikethis:T:MayIhelpyou?S:CouldyoutellmewhereIcanbookaroom?T:Oh,theSunshineHotel.S:Doyouknowhowmuchitcosts?T:200yuanaday.S:HowmanyrestaurantsdotheSunshineHotelhave?T:Two.Havethestudentspracticethisdialogueinpairs,thenmakethestudentsmakeuptheirowndialogues,asksomeofthemtosharetheirdialogueswiththeclass.Tellthestudentsthatthey'retravelingonInnerMongolia.Askthemtoreadthethreebrochures.ThenaskthestudentstowriteashortpassageabouttheirstayatoneofthehotelsinInnerMongolia.Theycanchooseanyhotel.IX.Assignments1. ForExerciseGetthestudentstoreadthewords.2. ForExerciseHavethestudentsdiscusswhattheyneedduringthetraveling.3. ForExerciseGetthestudentstoreadtoreadinpairs.Thenmakeupsimilardialogues.Itcanbedoneafterclass.4. DoExerciseAshomework.ThethirdperiodTeachingPrcedures:Step1Revision1.Checkhomework.2.Singasongofyourchoosing.Step2Askandanswer1.SBPage40,ExerciseA1.Practiseinpairs,talkingaboutthepeopleinthepictures.Thestudentsshouldusethemodelgiven.Haveseveralpairsvolunteertotalkaboutthepicturesfortheclass.Theymayaskasmanyquestionsastheycan,.What(work)doeshedo?Wheredoeshework?Howdoeshegotowork?Doeshelikehiswork?What'shedoingnow?Where'shegoing?Step3Readandwrite1.SBpage41,ExerciseB2,Studentsskimthepassageforthemainidea.(It'sWednesdayandpeoplearegoingtotheGreatWall.Thesepeoplearefrommanycountries.)2．Playtherecording,studentslistenandrepeat.3．Insmallgroups,handeachgroupapieceofpaperwithNowtheyaregettingonabigbus…writtenatthetopofthepaper.Thefirstmemberofthegroupwritesasentence,andthenpassesthepapertotheright.Thenthenextstudentwritesasentenceuntilthelaststudentofthegroup,whowritesthelastsentenceofthestory.Theendingsdonotnecessarilyhavetobelogical.Theycanbejustforfun.Haveseveralgroupsvolunteertoreadtheirendingsfortheclass.Forexample,thefirstpersonmaywrite,Thepeoplearewaitingonthebus.Thesecondpersoncouldwrite,Thebusdriverisnotthere,etc.Step4ListenandanswerSBPage41,ExerciseB3,letthestudentsreadthepassagetobecompleted.AskWhatdoesJim/LiLeilikedoing?Playtherecordingseveraltimesifnecessary.Doorallyfirst,thenaskthestudentstofillintheblanks.Theanswersare:dad;swimming;uncle;fishing;fish;home;dad;eatStep5Look,askandwrite1.SBPage70,Part4*.Readthroughthebusinesscardstogetherasaclass.Usingthemodelgiven,writeaboutthefirstbusinesscardontheBbasaclass.Inpairs,havethestudentswriteabouttheremaining3cards.2.Havethestudentsindividuallymaketheirownbusinesscards.Collectthemanddisplaythemintheclass.Assignments:1. FinishofftheWorkbookexercises.2. ReviseallthelanguageitemsintheSB.3. Someideasforextrapracticeorenrichment.Notes:1.Encouragethestudentstospeak,readandlistentoasmuchEnglishastheycanevenwhentheyaren'tinschool.TheycanwatchEnglishTVprogrammes,listentoEnglishradioorsongsontapesorCDsandstartnoticingasmanyEnglishsignsastheycanintheirenvironment.AllofthiswillhelpthemtolearnEnglishmoreeasily.2.Aswell,ifyouhaveanyideasofyourowntocontributetotheSomeideasforextrapracticeorenrichmentsection,pleasesharethemwithus.WehopetoprovidethestudentswithasmanycreativeideasforlearningandpractisingEnglishaswecan!TheFourthperiodI.TeachingAims:LanguageTarget:1. usingthesimplepasttense2. usingthepastformofsomeverbsII.LanguageFocus:1. Thecrowdedstaredatthethreepeople.2. Threeyoungmenstartedtalkingtous.3. Hequicklydialled110.Words:Aboard,robbery,stare,argument,dealwith,dial,gate,handcuffs,hurry,notice,purse,railings,reportIII.TeachingPrcedures:1. Findthewordsinpastforminthetext.2. Introducethesimplepasttense.1） 在確定的過去時間里所發(fā)生的動作或存在的狀態(tài)。時間狀語有：yesterday,lastweek,anhourago,theotherday,in1982等。Wheredidyougojustnow?2） 表示在過去一段時間內，經常性或習慣性的動作。WhenIwasachild,Ioftenplayedfootballinthestreet.WhenevertheBrownswentduringtheirvisit,theyweregivenawarmwelcome.3） 句型：Itistimeforsb.todosth“到……時間了”，“該……了”Itistimesb.didsth.“時間已遲了”，“早該……了”Itistimeforyoutogotobed.你該睡覺了。Itistimeyouwenttobed.你早該睡覺了。would(had)rathersb.didsth.表示“寧愿某人做某事”I'dratheryoucametomorrow4)wish,wonder,think,hope等用過去時，作試探性的詢問、請求、建議等。Ithoughtyoumighthavesome.我以為你想要一些。比較：一般過去時表示的動作或狀態(tài)都已成為過去，現(xiàn)已不復存在。Christinewasaninvalidallherlife.(含義：她已不在人間。)Christinehasbeenaninvalidallherlife.(含義：她現(xiàn)在還活著)Mrs.DarbylivedinKentuckyforsevenyears.(含義：達比太太已不再住在肯塔基州。)Mrs.DarbyhaslivedinKentuckyforsevenyears.(含義：現(xiàn)在還住在肯塔基州，有可能指剛離去)注意：用過去時表示現(xiàn)在，表示委婉語氣.。1） 動詞want,hope,wonder,think,intend等。Didyouwantanythingelse?Iwonderedifyoucouldhelpme.2） 情態(tài)動詞could,would.Couldyoulendmeyourbike?III).Post-taskActivities:1. Retellthetextbuythegivenwords,firstchangethemintothepastform.2. DoExerciseB2.IV.Assignment:GrammaPracticeBookTheFifthperiod1.Vocabulary(PastSimpleTense)A).AskSstowritedownallthephasesinP44(picture1A)underthetimeaxis.B).AskSstowritedownthepasttenseoftheverbalphrases.C).Afterasmalldiscussion,Ssfindouttherulesbythemselves.D).Teachthemtherulesofverbsinpastsimpletense.1).regularverbs:+ed./id/.yi+ed2).Irregularverbs:is/wasare/weredo/didgo/wentbuy/bought3).過去時無人稱和數(shù)的變化。2.P45SectionA;P45SectionB,Readthenewphrasesandpractice.3.Listening.A).“Aboveareallthethingsaboutweekendactivities.Whatwouldyousayifyouwanttoaskothersabouttheirweekend?”elicitthemainsentences:Somekeypointsforthetext:on/alongwithsb與(某人)相處Howareyougettingonwithyourclassmates?你與你的同學們相處得怎么樣？Wegetonwellwitheachother.我們相處融洽。Hedoesn’tgetonwellhisteacher.他與他的老師關系不好。geton/alongwithsth.在(某方面)進展或進行Howareyougettingon/alongwithyourstudyofEnglish?你的英語學習進展如何？Thingsaregettingonwellhere.這兒情況很好。Goandseehowhe’sgettingonwithhiswork.去看看他的工作進展情況怎樣了?？梢宰鲃釉~(vt.)，意思是“誤解…，弄錯，誤會”mistake+n.Imistookhismeaning/whathemeant.我誤解了他的意思/用意。Ioftenmistakethedate/theaddress.我經常弄錯日期/住址。mistake+n.+for+n.把…誤為…Heoftenmistookmeformybrother.他經常把我誤當作我的哥哥。I’msorryImistookyouforMrsLi.對不起我把你誤當作李太太了。mistake可以作名詞，意思是“錯誤，過失，誤解，誤會”makeamistake搞錯，誤會TheycallmeLilysometimesandIdon’talwaystellthemthey‘vemadeamistake.他們有時叫我Lily，但我并不每次對他們說他們搞錯了。makeamistake犯錯誤，出錯Everyonemaymakemistakesinlife.每個人一生中都會犯錯誤。Youmademanymistakesinyourexercises.你在練習中出了許多錯誤。Weshouldmakeasfewmistakesaspossibleinourwork.我們在工作中盡可能的少出錯。,either和also表示“也”too和also一般用于肯定句中.too用于口語，語氣較強，放在句尾，或作插入語放在句中。also一般用于正式場合，緊靠動詞.either作為副詞表示“也”，一般用于否定句中，與too相對,放在句尾。Hewillgototowntomorrow.Ishallgo,too.他明天將進城去，我也去。HewasinBeijinglastsummer,too.去年夏天他也在北京。Ialsowenttothemeeting.我也參加了那次會議。I’vealsoreadthatstory.我也讀過那篇小說.Heisnotintheclassroomandheisn’tinthelibrary,either.他不在教室,他也不在圖書館.Hedidn’tgotoschoolyesterdayandshedidn’teither.昨天他沒去上學,她也沒去.表示“決定，決心，判斷，推斷”decide+todo/that…決定做…Hedecidedtobuyanewcar.=Hedecided(that)hewouldbuyanewcar.他決定要買一輛新車。Shedecidednottogo.=Shedecidedthatshe(should)notgo.她決定不去了。decide+wh-決定…Ican’tdecidewhichtotake.=Ican’tdecidewhichI(should)take.我拿不定主意要選(買)哪一個。one’stimevi.慢慢來Youdon’thavetoanswerquickly.Pleasetakeyourtime.你不必著急回答，請慢慢考慮。14.由疑問詞引導的不定式疑問代詞what,which,whom或疑問副詞how,when,where可引導一個不定式在句中作賓語。這種結構往往可轉換成一個主從復合句，不定式可改為一個由疑問詞引導的賓語從句。Idon’tknowwhattodonext.=Idon’tknowwhatIshalldonext.我不知接下來該怎么辦。Haveyoudecidedwhichtochoose?=Haveyoudecidedwhichyoushouldchoose?該挑選哪一個你作出決定了嗎？Doyouknowwhomtogowith?=Doyouknowwhomyoushallgowith?你知道和誰一塊去嗎？Heshowedmehowtostartthemachine.=HeshowedmehowIcouldstartthemachine.他示范給我看如何啟動這臺機器。Didshetellyouwhentohavethemeeting?=Didshetellyouwhenweshouldhavethemeeting?她告訴你什么時候開會了嗎？AtlastIgottoknowwheretofindhisaddress.=AtlastIgottoknowwhereIcouldfindhisaddress.我終于明白在什么地方可找到他的住址。,spend,pay和take的用法Sth.+cost+sb.+money(某物)花了(某人)多少錢Thissweatercostme100dollars.這件毛衣花了我100美元。