2023年最新的高中牛津英语模块7

1、第 PAGE88 页 共 NUMPAGES88 页2023年最新的高中牛津英语模块7 Teaching plans of Unit One Getting along with others Period One Welcome to the unit Teaching aims: To deepen Ss understanding of friendship To practice Ss oral English by getting them involved in the discussion of friends and friendship To learn the way to

2、describe the characteristics of a true friend Teaching procedures: .Lead-in 1. Listen to the song called Auld Lang Syne(友谊地久天长) 2. Show students some pictures about friends 3. Brainstorming questions: 1) Have you enjoyed the song Can someone name the song 2) Can you guess the relationship between th

3、e ones in the pictures 3) Do you have any good friends How many are they 4) Do you think it is important to have a good relationship with others Why 5) Do you know the concept of “friendship” Try to explain. 6) In your opinion, what does a real friendship consist of . Picture talking: Talk about the

4、 pictures and proverbs with your partner. Try to discuss the following questions: Picture 1, 1) Where are the two girls 2) What are they doing 3) How long they spend speaking to each other 4) Do you think they enjoy each others company 5) What do you think Friends are thieves of time. mean Picture 2

5、, 1) What do you use a mirror for 2) What are the two girls doing 3) Do you think the girl on the right is a good friend Why 4) Do you have a good friend Does he/she often give you advice 5) What do you think the proverb The best mirror is an old friend mean Picture 3, 1) What is the taller boy doin

6、g 2) Why does he do so 3) Do you think it possible for a person to buy friendship 4) In your opinion, what is the base of a good friendship Picture 4, 1) Do you think friends should be the same age and share the same hobbies and interests 2) What does the proverb True friends have hearts that beat a

7、s one. . Story-telling Tell a story happened between you and your best friend. . Discussion 1) What a true friend should be like A friend is someone who you respect and who respects you shares your happiness and sorrow is trustworthy is honest, loving is devoted and loyal to you is selfless 2) Try t

8、o think of more proverbs related to friendship. For example, A life without a friend is a life without a sun. A man who has friends must show himself friendly. . Extending More proverbs about friendship . Conclusion What else can be our friends besides human beings There are many answers to this que

9、stion. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set As long as we have love . Homework 1. Smile to your friends. 2. Finish the passage in Part B. 3. on page 95 in Workbook. 4. Preview the reading part. Period Two Reading (One) Teaching aims: To deepen Ss insight

10、into problems between friends To practice Ss reading comprehension skill To identify feelings and emotions in a text Teaching procedures: .Lead-in 1. Show students a picture about a gang of friends. Its a picture of me. Can you find me out and guess who are the others. (My friends) 2. Brainstorming

11、questions: 1) Do you have a friend How do you get along with your friends 2) Have you ever fallen out with a very good friend 3) If you had a quarrel with a friend, how would you deal with it 4) How would you mend a broken friendship 3. Before reading the letters about broken friendships, analyse th

12、e reasons that might lead to a broken friendship. having little in common lacking trust there being conflict of interest being jealous of each other being indifferent to each other . Fast-reading Ask the students to go through the two letters quickly and answer questions in Part A 1. Are the writers

13、 of the two letters feeling happy or sad 2. What did Sarah get for the surprise Maths test 3. Is Matthew usually a quiet boy . Detailed-reading 1. Ask the students to read the first letter carefully and answer the following questions and an analysis diagram . 1) Why other children say we are no fun

14、2) What did Sarah think about the surprise Maths test 3) What did Hannah sense 4) What did Sarah tell Hannah in the girls toilets 5) Why did Sarah tell Hannah that they werent going to be friends any more 6) The analysis diagram: She felt betrayed because she thought her best friend Hannah didnt kee

15、p her secret. shamed she scored the lowest score in her class. upset she found a piece of paper on her desk that said Stupid Sarah got a D angry she thought Sarah didnt keep her word. 2. Ask the students to read the second letter carefully and answer the following questions and fill in a table. 1) W

16、hy did Andrew shout at Mathew after the match 2) What did Matthew think about losing the match 3) How did Andrew think of football 4) What kind boy is Matthew 5) How is Matthew recently 6) Fill in the table: How Andrew felt Why she felt so He had a dilemma. His best friend Matthew has stopped talkin

17、g to him. He felt really guilty. He said some really cruel things to Matthew. He was angry with Matthew. They lost the game because of Matthews carelessness. . Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion . Consolidation Complete two let

18、ters written by Agony Aunt back to the two students with the proper words. . Role play Divide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they are having a face-to-face talk. Students are expect

19、ed to act it out after a few minutes preparation. . Discussion What is a friendship Read a poem The ABCs of Friendship . Homework 1. Retell the two letters. 2. Write an article about the friendship in your mind. Period Three Reading (Two) Language Points Teaching aims: To deepen Ss understanding of

20、the two letters. To help Ss master the important words and phrases in the text. To introduce a few sentence structures to Ss. Teaching procedures: .Lead-in 1. Revision Retell the main idea of the two letters. Discussion: Will they be good friends again .Words 1. Match the words with the correct defi

21、nitions academic make jokes and laugh at someone deliberately a situation where one cant decide what to do tease shout or say loudly dilemma feeling shamed of something done wrong brilliant good at studying and getting high marks yell be kind and like to meet new people outgoing extremely good, clev

22、er and excellent guilty done in a planed way, on purpose 2. Complete the sentences with the words on the left Though he is a popular student, he is not very academic. I dont know what to do. Actually I am in a dilemma . After saying sorry to her, I didnt feel guilty any longer. He is quite outgoing

23、and has lots of friends. Dont get upset I was only teasing . He is so brilliant that he can always think of new ideas. It is impolite to yell at the old. I dont think the young boy run into the old woman deliberately. . Phrases Explain the underlined words and make a sentence according to the pictur

24、e given. 1. I was determined to be cheerful(Line 14) do something with a firm desire eg. Though she loved him, she was determined to leave him. 2. , and told her we werent going to be friends any more because she couldnt keep her word.(Line 24) do what one has promised eg. She is a good girl and can

25、 always keep her word. 3. , and as a result of his careless playing, we lost the game.(Line 38) because of eg. As a result of his careless study, he failed the Maths test. 4. I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53) cannot take control of oneself and d

26、o eg. When thinking to the jokes, I cant help laughing. 5 I must have sounded very proud of myself after the test.(Line 8) must have done means guessing that something has happened because there seems to be no other possibility. More sentences in the text: Hannah must have deliberately told everyone

27、 about my mark.(Line 21) How they must have laughed behind my back! She said that someone must have heard us in the toilets, but I dont believe her. eg.It must have snowed yesterday. . Sentences What does the word mean in different sentences 1. Hannah sensed something was wrong. (Line 14) He doesnt

28、seem to have any sense of humor. There is no sense in getting upset about it now. One day he will come to his senses and see what a fool he has been. This article does not make sense to me. 2. He kept on saying really mean things to hurt me. (Line 44) Watch him. He can be really mean. Dont be so mea

29、n about money. This word means a kind of meat in English. I didnt mean to hurt you. 3. I feel really guilty because I said some really cruel things too, but I cant stand seeing our team lose. (Line 46) All the audience stood and clapped. He is too weak to stand. Stand the bedroom against the door. T

30、here is a fruit stand in the street. .Sturctures 1.He said it wasnt his fault if he couldnt play as well as me and that I shouldnt yell at him. If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out. eg. She said (that) she w

31、ould fly to Paris and that she would bring me a present. 2.Since the mach, he hasnt spoken to me even though we sit next to each other in class. They decided to leave each other even though they loved each other. 3. Various forms of a verb how I was sure to get a good mark. (Line 9) I was determined

32、 to be cheerful. (Line 14) to infinitive I made her promise not to tell anyone. (Line 16) bare infinitive I was so upset that I felt like crying. (Line 20) My best friend Matthew has stopped talking to me. (Line 34) as a result of his careless playing, we lost the game. (Line 39) V-ing form as a nou

33、n . Homework 1. Review the useful phrases and important words in this text. 2. Review the two sentence structures learnt above. 3. Finish Parts A1 and A2 on Page 90 in workbook. Period Four Word Power Teaching aims: To enlarge Sss vocabulary about personality. To help Ss recognize positive and negat

34、ive adjectives about personality. To introduce synonyms and antonyms to Ss. Teaching procedures: .Lead-in Questions: 1. Think of one of your friends and make a description. 2. What kind of person is easy to make friends with 3. What kind of person is hard to make friends with Write down the adjectiv

35、es on the blackboard. .Read the dialogue Ask Ss to pair work the dialogue and try to get the meaning of the adjectives. Go through the first table and figure out positive adjectives and negative adjectives to describe personality. . Competition Encourage Ss to come up with more adjectives to describ

36、e personality. Divide the Ss into two groups, the group which comes up with more groups will be the winner. . Synonyms and Antonyms Introduce the definition of synonyms and antonyms to the Ss. Go through the second table and do some more exercises. . Consolidation 1. Figure out the adjectives accord

37、ing to the meaning on the left. 2. Finish the exercises on Page 7 . Game Describe and Guess One student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. The one who guess it out can have a chance to g

38、o to the front. . Have a thinking Have a summary of what we have learnt in this period of class. Ask Ss to think about two questions: Do you want to be popular Do you want to make true friends So we should build a positive personality. . Homework Finish the relevant exercises in the Unit Revision. P

39、eriod Five Grammar (1) Teaching aims: To recognize the basic forms of the to-infinitive and the bare infinitive. To learn how to use to-infinitives and bare infinitives in different situations. Teaching procedures: .Lead-in Look at some proverbs about friendship and pay attention to the words in red

40、. 1) A faithful friend is hard to find. 2) The only way to have a friend is to be one. 3) It is better to be alone than in bad company. .Functions of to-infinitive 1) subject of a sentence 2) object 3) object complement 4) attribute 5) predicative 6) adverbial . Functions of bare infinitive 1) We us

41、e the bare infinitive after: * let and make and sometimes have * verbs of perception: feel, hear, see and watch * Would rather, had better and why not 2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive. . Conso

42、lidation 1. Turn to page 9 and complete the letter. 2. Retell the letter to your partner using your own language. . Homework Finish C1 on page 100 in Workbook and relevant exercises in Unit Revision Some more exercises are prepared if time permits. Period Six Grammar (2) Teaching aims: To recognize

43、the basic form of the verb-ing. To learn how to use the verb-ing form as a noun in different situations. Teaching procedures: .Lead-in Show Ss some proverbs and ask them to pay attention to the words in red. Saying is one thing and doing another. Seeing is believing. Constant dripping wears away a s

44、tone. Reading enriches the mind. .1. Functions of verb-ing 1) subject 2) predicative 3) object 4) after possessive pronouns 5) in compound nouns 2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, f

45、inish, keep, suggest. 3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love 4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forge

46、t, regret, remember, mean, try, go on forget + to-infinitive (an activity that has not been done) forget + verb-ing form (an action that has been done) 5. Some common phrases are used with verb-ing forms. Would you mind cannot help look forward to feel like cannot stand it is no use/ good put off ke

47、ep on . Consolidation Complete the letter on page 11 .Discussion: State your opinion on visiting Internet chat rooms. . More exercises . Homework Period Seven Task (1) Teaching aims: To practice Ss listening ability by taking notes. To practice Ss oral ability by express agreement and disagreement T

48、eaching procedures: 1. Lead-in 1) Interview One or two of our classmates has been abroad in this summer. Now you have a chance to interview him/her. Write down his/her answers. Give some hint about how to take notes. 2) Watch a video about an interview, and try to take notes about the answers. .Skil

49、ls building1: writing down the answers Think about what questions to ask and write them down in advance. Write brief notes only, not whole sentences. Make meaningful notes. Use contractions and abbreviations whenever possible. If you dont hear or understand an answer, ask the other person to repeat

50、it. You can use expressions such as: Could you say that again Could you repeat that, please Did you say or .Listen to the tape and answer the questions on page 12. First read the instruction in the box and try to answer two easy questions Then listen to the tape and answer the questions. .Step1 call

51、ing Teen Talk for advice Read the leaflet about Teen Talk.Then complete the notes. Listen to the tape and finish part B . Discussion 1.Interview the classmates and fill in the chart. 2.According to the result of the interview, try to discuss some statements on friendship with classmates. 3.Expressio

52、ns of agreeing or disagreeing. . Homework Review what we have learnt today and write a letter to your friend about what his/her friendship means to you. Keep the ideas on Page 17 in mind when you write. your feelings about friendship your feelings about best friends the quantities of a good friend w

53、hat makes a good friendship last Period Eight Task (2) Teaching aims: To practice Ss listening ability by listening to others composition. To practice Ss proofreading ability by checking each others composition. Teaching procedures: 1. Lead-in Review what we have learnt in Skills building 1 and Skil

54、ls building 2 Listen to the composition of one student and the others try to find out his mistakes. .Skills building 3 : proofreading What careless mistakes do we often make in our compositions facts grammar handwriting punctuation vocabulary spelling style Tip: instruct students of how to make corr

55、ections. .Practice Proofread the article on page 16 .Further practice Proofread a few sentences and one more piece of writing. .Consolidation proofread your composition by yourself. Exchange your composition with your deskmate, proofread his/her composition. . Presentation Present the article you ha

56、ve proofread to the class. . Homework Proofread the composition you have written recently. Finish the relevant exercises in Unit Revision. Period Nine Project (1) Teaching aims: To practice Ss reading ability by reading the article from the school magazine. To get Ss know the differences between tee

57、nage boys and girls friendship. To instruct Ss on how to design and conduct a survey. Teaching procedures: 1. Lead-in 1. Ask Ss to finish a questionnaire on friendship. 2. Analyze the result of the questionnaire and find out the difference between boys and girls friendship. 3. Whats your definition

58、of friendship (ask boys and girls to answer separately) Do you think boys and girls have different attitudes towards friendship . Reading Read the school magazine article carefully and try to answer the following questions. What puzzles Robert Whats the difference between boys and girls in their att

59、itudes towards friendship What are boys and girls friendships each based on . Language points 1. Theyre still sitting on the sofa, absorbed in conversation! (Line, 6) be lost in 2. What in the world do they have to talk about (Line, 6) on earth, used to emphasize a statement 3. Girls who have been a

60、sked can usually answer the question without hesitation. (Line 18) without pausing before doing something 4. On the other hand, a girls closest friend might be the first to tell her about something good or bad that has happened in her life. (Line 24) used when comparing different facts or ideas 在另一方