vocabulary重点词汇.doc

The Teaching Plan for Module6/Unit 1 Main designer Liang Bing Date:10th OctoberTopicShe was sitting by the river.Type of lessonListening and speakingPeriodTwoTeachingAimsLanguage goals:1. Key vocabulary重点词汇 tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field2. Key structures重点句式Were/was doing Emotional experience:To be able to help each other in communication and to be interested in tale environment.Learning abilities & strategies:1. Improve students listening and reading skills.2. To train students ability of listening and speaking.Realization of culture:To get to know something about tale environment.Teaching aidsA tape recorder, some pictures or handout.Strategiesforteaching difficulties&key pointsTeaching difficulties & key pointsSpecial StrategiesPersonal adjustment 1. Introduce the story briefly. 2 . Explain some new words.1. Remember the new words of this unit.2. Talk about tale environment.TeachingprocedureStep I Lead-in Show some pictures of fairy tales, introduce the story briefly, and explain some new words.T: Do you like to read fairy stories? (Explain “fairy story”, in Chinese if necessary.) A fairy tale is a story written for, or told to, children. The story often includes elements of magic. Now look at the following pictures? Can you tell me the name of the stories?Show the following. S: Snow White.T: What is the story about?S: A little princess was saved from the evil deeds of her step-mother, the queen, by a group of seven dwarfs.T: Good. How about picture 2?S: Cinderrela. T: Do you know the story?S: Its about a beautiful girl. At first, Cinderella is living happily with her mother and father until her mother dies. Cinderellas father remarries a cold, cruel woman. The woman has two daughters. When the father dies, Cinderellas stepmother turns her into a servant in her own house.T: Well done. Do you know anything about picture 3?S: Aladdin and the wonderful lamp. Time permits, talk about more fairy tales. T: Do you know the name of the story?Show the following picture.S: Alices Adventure in WonderlandT: Good. Its a famous English story. Today well start with this fairy tale. Step II ListeningRead through the list of characters with the students. Explain hatter”, then play the tape and ask the students to listen and focus.T: We are going to listen to a short introduction of the story, Alices Adventures in Wonderland. Before listening, lets read through the list of the characters first. Pay attention to “hatter” please. We know the word “hat”. A hatter is someone who makes hats. Play the tape and ask students to number the characters in the story in the order. Call back the answers from the whole class.Step III Vocabulary Do activity 4. Ask students to group the words first in order to make them remember all the words easily and then go on with activity 5. T: There are some words in the box of activity 4. Please read these words first and then try to find out the words for “animals”. S: Cat, mouse, rabbit.T: Find out two words mean “important people”.S: King and queenT: The places outside home.S: Garden, grass.Ask them to read through the words chorally. For activity 5, tell them to guess the words and complete the sentences. Check the answers by asking some students to read the sentences. Step IV Reading and grammar Ask students to read the conversation individually and find out the sentences with the form of “v-ing”. Write the sentences on the board:Im reading. She was sitting by the river.She was not reading. The queen was playing in the gardenWhat were they doing?Point out the structure: T: “Was/were doing” is used to describe past on-goings. Now read aloud the following sentences. Show the following. I didnt hear the phone. My father was watching TV then.I was reading a book at that time.Explain the difference between the past simple tense and past continuous.Show the following. I wrote a letter yesterday morning. (The letter is finished)I was writing a letter yesterday morning. (We dont know if the letter is finished or not.) I saw a very good film last night. (It happened in the past)I was reading a book this time yesterday. (It was going on during the past time)Listening Ask students to listen to the recording of the conversation and do activity 3.Check their answer. Call their names from the whole class in order.Step V Pronunciation and speakingFirst ask students to read through the sentences in activity 6. Play the tape and have them follow. Then play the tape again, pausing to let the students repeat chorally and individually. After this, ask them to do activity 7, write notes on a piece of paper and then have conversations with their partners, ask and say what they were doing at these times.Sample answers:S: What were you doing at 7 am yesterday?S: I was going to school.S: What were you doing at 1 pm?S: I was helping my mother to do some washing.Step VI HomeworkAsk students to:1. read the conversation in activity 2 repeatedly.2. do activities 1-4 in the workbook.3. Try to find some information about the writer of the story.BlackboardWritingDesignUnit 1 She was sitting by the river.Language points:1.How is it going?一切可好？Its about它是关于go on继续I see!我知道了！let me guess让我猜run past sb. / run by sb. 跑过。sit in a tree 坐在树上on the tree (长)在树上Self-reflectionThe students can introduce the story briefly nd Explain some new words.They nearli remember the new words of this unit and talk about tale environment. The Teaching Plan for Module6/Unit2 Main designer Liang Bing Date:11th OctoberTopicThe white rabbit was looking at its watch.Type of lessonReading and writingPeriodTwoTeachingAimsLanguage goals:1.Key vocabulary重点词汇tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field2. Key structures重点句式Were/was doing Emotional experience:To be able to help each other in communication and to be interested in taleenvironment.Learning abilities & strategies:.Enable students to read and write about fairy tales.Realization of culture:To get to know something about fairy tales environment.Teaching aidsA tape recorder, some pictures or handout.Strategiesforteaching difficulties&key pointsTeaching difficulties & key pointsSpecial StrategiesPersonal adjustment 1. Introduce the story briefly. 2 . Explain some new words.1. Remember the new words of this unit.2. Talk about tale environment.TeachingprocedureStep I Revision and lead-inReview past on-goings through asking and answering questions; encourage them to recall the characters in the story Alices adventures in wonderland and lead in new lesson.T: Hello, boys and girls. What were you doing this time yesterday?S: We were having an English lesson.T: What did we learn yesterday?S: We learned to use past on-goings.T: Which story were we talking about?S: Alices adventure in Wonderland.T: Good. Do you remember the characters in the story?S: Yes. The mad hatter and the march hare, the white rabbit, the red king, the red queen and AliceT: Great. Now lets look at the picture on page 44 please. Whos in the picture?S: Its a rabbitT: Do you think it is strange?S: Yes. Its wearing clothes.T: Yes, thats the point. Usually rabbits dont wear clothes. Is there anything else strange?S: It is carrying a stick. It is standing on its back legs. Its looking at a watch.T: Good. Why is it so strange? Today lets learn more about Alices adventures in wonderland.Step II ReadingIn this procedure, students will read the start of Alices adventure in Wonderland and answer the questions to learn more about the details of the story: what, who, when, where and why.Learn the following new words. tired, nothing, twice, conversation, suddenly, across, pocketAnd then ask students to read individually and discuss the questions with a partner.Check the answers. Ask them to read again and decide whether the following sentences are true or false.1. Alice was reading a book.2. The book had a lot of pictures in it.3. Alice wanted to make daisy chain.4. A white rabbit ran past Alice and her sister.5. The rabbit was wearing clothes.6. The rabbit went into a hole under a big tree.7. Alice entered the hole after the rabbit.Check the answers. Step III Writing In this step, students will do the match work first to know something about Lewis Carroll. Introduce more about Lewis Carroll to them and then ask them to write the story of Lewis Carroll and Alice Liddell T: Last period, I asked you to find some information about the writer of the story, have you finished?S: Yes.T: Can you tell me who the writer is?S: Lewis Carroll.T: Good. Today lets learn more about the writer. Lets learn why and how he wrote this story?Ask students to read the questions and answers fast, make sure they understand each one, and then let them do the match work.After a few minutes, call back the answers from the whole class, having one student ask a question and another answer. Explain when necessary.If possible, introduce more about the writer. (See Teaching resources: I) Then ask students to make a list of the information of Lewis Carroll and Alice Liddell and then join the sentences with “one day, then, and finally”to write the story. When they have finished, ask some of them to read their story to the class.Sample version: Lewis Carrolls real name was Charles Dodgson. He was teaching math at the University of Oxford, England. One day he saw Alice in a garden. She was playing with her sisters. Carroll went to meet the girls and they asked him to take their photos. He became good friends with the Liddell children. One day they were having a picnic by the river, and Carroll was telling the girls lots of stories. Alice asked him to write down the stories. Then Carroll wrote Alices Adventures in Wonderland. Finally Alices Adventures with Lewis Carroll ended when she grew up.When they have finished, ask some of them to read their story to the class.Step IV HomeworkAsk students to1. make sentences with the phrases: Once or twice, look into, whatfor, be doingwhen, think of, grow up, have a picnic.2. do activities 5-6 in the workbook.BlackboardWritingDesign Unit 2 White rabbit was looking at its watch.Language points:1, by mistake 不小心2,happen to sb. 某人发生了。/某事发生在某人身上3,get tired / be tired感觉疲累4,bythe river在河边5,have nothing to do没事情干6,once or twice 一次或两次7,look into看进去8,have noor没有也没有9,think of考虑10,take out of拿出Self-reflectionThe students can introduce the story briefly nd Explain some new words.They nearli remember the new words of this unit and talk about tale environment. The Teaching Plan for Module6/Unit3 Main designer Liang Bing Date:12th OctoberTopicLanguage in useType of lessonRevision and applicationPeriodTwoTeachingAimsLanguage goals:1. Key vocabulary重点词汇go off, under, thief, outside .look into; run across; smile at; think about2. Key structures重点句式Were/was doing Emotional experience:To be able to help each other in communication and to be interested in taleenvironment.Learning abilities & strategies:.Enable students to write a short story about their past experience. Enable students to use the past continuous tense correctly. Realization of culture:To get to know something about tale environment.Teaching aidsA projector, a tape recorder , a computer. and a projector. Strategiesforteaching difficulties&key pointsTeaching difficulties & key pointsSpecial StrategiesPersonal adjustment 1. Introduce the story briefly. 2 . Explain some new words.1. Remember the new words of this unit.2. Talk about tale environment.TeachingprocedureStep I Lead-inEncourage students to recall the start of the story, and then read the pictures in activity 8 and complete the passage. Sample retelling story: Alice was sitting with her sister by the river and saw a white rabbit with pink eyes ran by her. The rabbit was strange. It said something and took a watch out and looked at it. Then it went down a large hole. Alice went down after it. T: Well, everyone. We have learned a lot about Alices adventure in wonderland. Can you tell me some characters in the story? S: Yes.T: Can you tell me the animals in the story?S: A cat and a rabbit. S: What is the rabbit look like?S: Its wearing clothes. Its carrying a stick. Its wearing a watch. T: Who is the cat like? Who else is in the story? Now lets look at the pictures in activity 8 and find out. Step II Practice Ask students to do activity 8 individually and then read the completed passage. Then go on with activity 9. First ask them to do the match work and then retell the story in activity 8. Sample retelling story: When Alice was sitting near the river, she saw a strange rabbit going down a hole and followed it. Then she found a cat smiling in the garden. She then met the Mad Hatter and the March Hare. They were having a tea party. Finally she met a queen and a king. Ask several students to make new sentences with the phrases in activity 9. Samples sentences:He looked into the room and found nobody was there.I saw him run across the street.She is always smiling at her students.Dont you think about other people?Step III Around the world Ask students to read the information in Around the world and make a brief introduction of the three authors. Show the following. Mark Twain was an American journalist and writer who led an adventurous life in 19th century America, fighting in the civil war, working on the Mississippi steamboats and as a printer, and living in different places. His most famous books are The Adventures of Tom Sawyer and the Adventures of Huckleberry Finn, which are classic examples of American childrens literature. They tell the story of two boys growing up near the Mississippi, and their adventures with their friends.Robert Louis Stevenson was Scot who trained as a lawyer, but became a famous novelist. He wrote a number of classic childrens stories, including Treasure Island, Kidnapped and Dr. Jekyll and Mr. Hyde, many of them set in Scotland. Treasure Island is a wonderful story of Jim Hawkins adventures with a group of dangerous pirates.Daphne du Maurier was an English author, who wrote a great many plays, short stories and novels, as well as biography. Her most famous novels are Jamaica Inn, Rebecca and My Cousin Rachel. She often uses Cornwall in south-west England as the back drop to her romantic stories. Step IV Module task Deal with activity 1012.Read through the instructions with the class. Ask them to choose to write about something which really happened to them, or invent something.T: Its time for you to write your story. Please write a short story about your past experience. You need to think about the following points: the time, the event, what you were doing at that time, what happened, what happened next and what happened finally. Make notes first and then join the sentences. You can follow the example in your book.Sample version:It was raining and I was waiting at the bus stop when a car stopped. The driver opened the door. It was Britney Spears! Then she said, “Would you like a lift?” “Yes, please,” I answered, and got into the car. “Where are you going?” she asked. “Im going home from school.” I said. “Tell me where it is, and Ill take you there,” she said. So I explained how to get there and she drove me. She told me that she was having a day off as she had no concert that night. She said she enjoyed driving around new cities and seeing what people were doing.When we got home, I invited her in for a coup of tea, and, to my surprise, she accepted. My mother just stood there with her mouth open when we walked in.We made some tea and took it to my room. I had a big Britney poster on my wall. Britney laughed when she saw it. Step V HomeworkAsk students to 1. finish the rest activities in the workbook.2. make a self assessment of the module. BlackboardWritingDesign Unit 3 Language in useLanguage points:1.go off 熄灭2.notuntil 直到。才。3.start doing / start to do 开始做。4.jump out of bed 跳下床5.play with 玩弄；play with a ball 玩球6.at about 7 oclock last night昨晚大约7点7.on my way to school 在我去学校的路上on ones way home 在某人回家的路上8.this time last year 去年的这个时候9.from to从。到。Self-reflectionThe students nearly understannd the Key vocabulary:go off, under, thief, outside .look into;