北师大版高二选修8教案： Unit 23 Period 9.doc

the ninth period language awareness 8teaching goals 教学目标learn about conflicts and resolutions.to revise and practice using perfect verb forms.teaching important points教学重点perfect verb forms. teaching difficult points教学难点how to use perfect verb forms freely.teaching methods教学方法 reading, speaking, discussing and writing.teaching aids 教具准备the multimedia computer.teaching procedures & ways 教学过程与方式step i revisioncheck the homeworkt: yesterday you were asked to finish ex 5&6 on page 77. now lets check the answers of ex 5. after checking the answers of ex 5, have some students say the conflict between ruth and her twin sister ann. step ii leading int: ruth and ann are twin sisters. ruth is always complaining about ann. what are the conflicts between ruth and her twin sister ann? how does their mum help solve the conflict?s1: ruth thought ann looked down upon her only because she was two minutes older.s2: ruth gets angry because many times ann has gone off with her best dress without asking for permission.s3: ruth is not happy because ann is very critical.s4: ann thinks she has nothing wrong. she cant understand why ruth. is so angry whenever she borrows something from her.t: then their mum will talk it over to them. she will help to solve the conflict.step iii language awareness 8 deal with ex 1&2 on page 29.t: sarah is not happy because she has a lot of complaints to make. now please read through her letter to clare and find out what conflicts are mentioned and for what reasons the conflicts are. you are given six minutes to find the conflict and their reasons. then give sarah your advice to help her resolve the conflicts. after you have finished, compare your answers to others.suggested answers to ex 1:1. sarah and her younger brother: after a tiring walk to the tower at the top of the cliff, she had wanted to have a drink of water but her brother had finished it all.2. sarah and her mum: looking after damian. she thought she was not responsible for damian, for he is fifteen.3. sarah and the woman in the supermarket: the woman complained because sarah went in with no shoes on.4. sarahs grandfather and the neighbouring farmer: the farmers sheep have been getting into the garden and eating his plants.step iv perfective verb formsgo over the grammar: perfective verb forms. ask students to learn grammar summary 4, page 101. then deal with the grammar exercises on page 29.t: ex 3 will help us understand the structures better. now i will ask some of you to write out the structure of each verb form.after students writing the structures on the blackboard, ask students to read and try to keep them in mind.present perfect have / has donepresent perfect continuous have / has been doing past perfect had donepast perfect continuous had been doingfuture perfect will have doneperfect infinitive to have doneperfective -ing form having donepassive perfective -ing form having been doneex 4 will help students have a better understanding of perfective verb forms. after finishing ex 4, go on with the exercises in the language power on page 95.step v practicedeal with the exercises in language awareness 8 on page 95.deal with ex 1. ask students to read the text and underline all the perfective verb forms in the text. then match them with the names of the tenses. students are given 5 minutes to complete the exercise. five minutes later, check the answers with the whole class.deal with ex 2.students are asked to work in pairs. first circle the correct verb form for each picture. then they will change each picture so that it will illustrate the other sentence.deal with ex 3.ask students to do ex 3 individually. students are given eight minutes to do the exercise. eight minutes later, check the answers by having individuals read out the sentences.deal with the exercises in word power on page 76.deal with ex 1 confusing words.ex 1 is a little difficult. students may use a good dictionary to help them. or teacher may explain to students the differences between the confusing words.deal with ex 2&3 collocation review.have students do the exercises individually and then they will sum up the phrases. then show the phrases on the powerpoint.have rows, get in touch with sb, do ones best, get to the top, make a complaint, do well in a quiz, have an effect on, make a phone call, do ones homework, get attached to sth. / sb., do sb. harm, make a good point, get lost, have a . dream, have a cluedeal with ex 4 idiomatic language after completing the exercise, ask students to explain the idioms.the four corners of the globe: the far ends of the world; all parts of the worlda complete nightmare: a situation resembling a terrifying dreamplain sailing: easy going; straightforward, unobstructed progressa stepping stone: a means of progress or advancementkick up a fuss: also, kick up a row or storm: create a disturbance; start a fight for example: the soup was cold, and aunt mary began to kick up a fuss, calling for the manager, or theres no need to kick up a row; the boys will leave quietly, or if they fire him, carl is ready to kick up a storm.twist the truth: tell a false statement instead of the trutha breath of fresh air: new and refreshing, as in his arrival was like a breath of fresh air. this