Unit-3--Whats-their-number-again.doc

Unit 3 Whats Their Number Again?Period 1 Warm-up, Listening and SpeakingTeaching Materials and StudentsTeaching materials: Book Unit 3 Whats Their Number Again?Students: Grade TwoMajor: Civil Building EnglishLesson duration: 45 minutesType of lesson : NewTeaching objectives【Knowledge】1. Students 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. Students 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 before 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.【Difficulties】1. Students will be able to understand listening materials with various English accents.2. Apply what has been learnt in the real life situation.Teaching ApproachesTask-Based Teaching MethodTeaching AidsTextbook, multimedia, teachers book, workbookTeaching ProceduresStep 1: Warm-up.Among these people , who stand out most in your memory ?teachersparentsfriends.doctorspolicemenFiremen.Discuss the following questions with your partner.Why do you think those people you choose in Activity 1 impress you most?Can you tell a story about them from your memory?.What did you learn from them?Notes:1)stand for 代表stand up to 经得起stand by 支持stand out 出色，杰出stand up for 坚持2）impress vt 给、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. 这个女人给我的印象极差。 I was very impressed by his story.他的故事深深打动了我。3) learn from 想某人学习 hear from =get /receive a letter from收到、来信Step 2: Listening and speakingA. What I Remember Then1.What are your earlier childhood memories and how old were you then ?2.Listen to the passage and tick () true or false. True False The boy was taken to the threatre because it was his birthday. take sb. to sp.=sb. be taken to sp. The boys mum pushed him and encouraged him to go up to the stage. Push pull 拉和推 encourage sb. to do sth. 鼓励某人干什么 Go up to the stage. 去台上，上台去。 The magician refused to have the boy as his assistant. refuse to do sth. 拒绝做什么 The boy felt awful while standing on the stage. feel + adj.（Predicative）on the stage 在舞台上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 background ?The week before ChristmasWhat happened ?The boy cheated on the stage.What happened in the end ?The magician let him stay on the stage.How did the boy feel?The boy felt awful. in the end终于，最会 by the end of到、为止at the end = in the end 最后，结束at the end of 在什么末端/ B.I dont Think Thats True4. Listen to the conversation and circle the beast answer. are going to throw a party. throw a party =hold/have a party举行晚会a. John and Lilyb. The speakersc. John, Lily and the speakersThe man .a. already called John and Lilyb. is going to call John and Lilyc. isnt going to call John and Lilykey : a b5.Complete the conversation with the sentences in the box. Listen and check the answer. Then practice the conversation with a partner.I dont think thats true.No, wait. Thats not right.Uh, I mean no.I guess I was wrong.A: Did you call John and Lily to ask about their party?B: Yes, Uh, I mean no. Theyre not in town this weekend anyway.A: I dont think thats true .Remember, they cancelled their trip .Maybe you should put away your computer game and make a phone call.B: I guess I was wrong .Sorry. Ill call now .Whats their number again ?A: Its 555-2439. No, wait. Thats not right . Its 2429.B: OK.A: Remember to ask if we should come over early to help.B: All right.cancelled their trip .取消旅游 put off ones trip 推迟旅游come over early to help.过来帮忙Conversation StrategyAdmitting and Correcting MistakesWhen we make mistakes in conversations, we repeat what we have said with some sort of correction .That is often done by a hesitation or editing term (such as I mean)6.Work with a partner. Role-play the following situations . Use the conversation strategy in Activity5Your friend is asking you when the class meeting will be held. Youre not sure whether it will be 6 p.m. or 7 p.m. this evening. You are asking about the phone number of your friend, John .Yougive the number and then realize youve make a mistake.Step 3: Summary and Blackboard DesignUnit 3 Whats Their Number Again?Language points and expressions on the BlackboardStep 4: Homework assignment:1. Role-play the following situations, using the conversation strategy in Activity 5 2. Finish off the Workbook exercises.3. Preview the Speaking.4. Prepare Reading: Passage ATeaching reflection： The first class for listening and speaking. By listening to, say, do and do, with abundant teaching resources, expand and enrich students oral English, improve the learning interest in the entertainment, but to cultivate the ability of English communication and to solve practical problems with students.Period 2Reading and Writing Passage ATeaching 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 read passage A.3. Students will be able to know about memory rules.【Ability goals】1. Guide students to learn how to use different reading skills such as skimming, scanning, guessing the meaning in the context, predicting and so on.2. Students will be able to know the phenomenon of “Bathtub Effect”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 sense of group cooperation and teamwork.Teaching 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 get the main idea of the passage.【Difficulties】1. Enable students 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, teachers 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 andpractice the expressions for admitting and correcting MistakesStep2 Reading Passage A Bathtub Effect1. Pre-reaingTalk about the picture: 2. While-readingA1.Read passage A and tick ()true or false.True False The middles of words are usually more noticeable and hence easier to remember. 引人注目的 因此 The bathtub effect is a phenomenon about the memorization of words, names, numbers, etc. 现象 When you try to remember a word, the beginning is often better remembered than the end. When youre 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 writer missed some words. Choose the correct words to complete it.There is a misconception that a person who is good at talking to others always has stories to tell and is full of jokes. In fact , most people want a two-way dialogue with interaction ,not just one person talking the whole time.A good way of creating good dialogues is by asking questions in a way. For example, questions like “Do you live in London?” can be answered with a simple “yes” or “no”, which is not good for breeding conversations. But if a person asks “Where do you live?”, there is scope for a longer and , ,more interesting reply. This is what is called an open-ended question.a. amazingb. annoying a. spasticb. specifica. helpfullyb. hopefullyKey : a b bNotes:misconception误解,不对的构思和设想；full of jokes充满玩笑 full adj. full of ; fillwith 用、装满；fill eraction ,互动，配合，合作For example,= for instance 举例，例如such as 列举，诸如之类 is not good for 对、有益called an open-ended question叫开放式问题A3. Think of occasion when youre caught by the bathtub effect. Then share it with a partner. 场合、场景Step3: Language learningNotes: 1. Many people regard English learning as a very challenging task,because it is very difficult for them to remember English words. 许多人将英语学习视为极具挑战性的任务，因为对于他们来说记住英语单词太难了。regardas “认为、是”“把某人作为”，类似的短语还有：have/take /see/think of/view/consider/look on /remember sb.as+名词eg. Successful people regard hardship as a chance to grow. 成功人士把困难当作一个成长的机会。2. The consequence is the so-called “bathtub”, according to which speakers will recall with more ease the beginning and the end of words. 这就产生了所谓“浴缸效应”。 “浴缸效应”指说话人会更容易记起词语的开头部分和末尾部分。with more ease “更容易、更从容”eg. This audio CD gives clear instructions to help you work with more ease.这张音频CD给出清晰的指令，让你工作得更从容。3. with the head out of the water at one end and the feet out at the other.、一边是伸出水面的头，另一边是脚。out of “从中”； “处于原因”eg. The cat stuck its head out of the hole in the box.那猫将头从纸盒上的冻中探了出来。 She did all that out of jealousy. 她做这一切嗾使出于嫉妒。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 着火catch up with 跟上，赶上catch sb. doing sth. 撞见某人正在做某事catch sb. by the arm/hand.抓住某人的手臂或者手5. certain & sure certain adj.某种的 adj .一定的A certain Mr Green wants to see you.可用作表语，两者有时互换。Hes certain/sure to win. sb. be sure /certain of doing sth.sb be sure/certain that但是Its certain that; 句型中不常用 sure; 祈使句中常用sure. Step 4: Summary and Blackboard Design Bathtub Effect Notes:Step 5: Homework for today1. Learn the useful new words and expressions in this part by heart.2. Writing: Whats 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 class is reading. The design embodies the cooperative learning and task-based teaching concept. Through the Pair work, Group work, using the knowledge students learn how to learn in the real life, enhance the comprehensive language application ability of studentsPeriod 3-4 Reading and Writing Passage BTeaching 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 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 sense of group cooperation and teamwork.Teaching 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 students 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, teachers book, workbookTeaching ProceduresStep1 Revision1. Check the homework exercises.2. Read the words and phrases Step 2 Lead-in 1. How is your memory? 2. Do you have any means to improve your memory?Step 3 Pre-reading A4. 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 information until it is thoroughly understood. Try to remember the important points. Test yourself at the end. Translate 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 ; 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:Concentration and recall. Q: Why is it important to get the information correct the first time?A: Because its very difficult to obtain bad information,and then replace it with the correct information Q: What if you dont understand 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 on a later date?A: Translate your memory onto paper.Step 5 Post-reading Deal with the language points:1. If you do not have any concept as to what something means, you are going to have a very difficult time recalling the information.如果你搞不清楚什么东西的意思，你就很难回忆起相关信息。 as to意为“关于”eg. We are puzzled as to how it happened. 有关这是怎么发生的，我们很纳闷。2. Instead of trying to recall the entire conversation that you had with a business associate, concentrate on trying to remember the important points.不要试图回忆起你与商业伙伴交谈的所有内容，集中精力记住重要的部分。a. instead of 意为“代替，而不是”eg. She ordered fish instead of chicken for main course. 她主菜点了鱼不是鸡。b. 本句中，that you had with a business associate 是定语从句，修饰conversation.3. Following these tips will improve your memory and go a long way in helping you achieve success and reach your goals.按照这些技巧去做将会改善你的记忆力，对你取得成功，实现目标将大有帮助。 go a long way 意为“作用很大”， eg. Your contributions will go a long way towards helping homeless children. 你的贡献对于帮助无家可归的孩子作用很大。4. Do you have any means to improve your memory? means 意为“方法，手段”单复数同形，若做主语其谓语动词的数需根据句意确定。 Eg. One means is still to be tried. 有一种办法还没有试行。 All means have been used to get him to change his mind. 为了转变他的想法，所有的办法都用过了。 表示做某事的方法，其后通常接“of+（动）名词” Eg. There are several means of transport on the island. 岛上有好几种交通工具。 There is no means of finding out what happened. 无法弄清发生了什么事情。 一些常见短语：by means of 意为“依靠”、“通过” by all means 意为“无论如何地”“千方百计地”“当然可以” by no means 意为“绝不”、“一点也不”（用于句首，句子要倒装） beyond ones means=beyond the means of sb. 意为“某人承担不起”。 Eg. By no means should he be left alone. 绝不能把他单独留下。 Sending him to study abroad is beyond the means of his family. 他的家庭承担不起送他去国外留学的费用。Step6 Practice and summary1. Read the passage carefully and remember how to improve our memory.2. Pick out some useful words , expressions and key sentences to make up a short passage.Step7 Homework:1. Copy the expressions twice into your exercise-books.2 . Finish the related practice in your workbookPeriod 5 Grammar: the Past Simple and Past PerfectThree-dimensional target【Knowledge】 1. Students will be able to know the Past Simple and Past Perfect2. Students will be able to learn the use of the Past Simple and Past Perfect【Ability】Enable students to use the Past Simple and Past Perfect correctly and freely.【Emotion】1. Get students to become interested in grammar learning.2. Develop students sense of group cooperation. Teaching Focuses and Difficulties 【Focuses】Get students to use the Past Simple and Past Perfect freely Enable students to use the Past Simple and Past Perfect correctly and freely. 【Difficulties】Enable students to use the Past Simple and Past Perfect correctly and freely.Teaching ApproachesTask-Based Teaching Method; Group Cooperation;Teaching AidsTextbook, multimedia, teachers book, workbook Teaching procedureStep 1. Revision Check the homework and have a dictation.Step 2. Lead-in A1. a.Find the sequence of events in the following sentences .Suddenly,Jane realized that he had gone out of town.I had been to the Great Wall too many times before, so I decided not to go there this year.Mary had washed all the clothes before her mother came back home.This painting had not been completed when the painter died.Tom had checked all his answers before he turned in the paper.The car had just been washed when it rained.Step 3.Presentation The definition and structure of the Past Simple and Past Perfect We 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 the past. Eg. I had finished my homework before supper. We can use the Past Perfect and Past Simple together to make a sequence of events clear-past perfect