2023学年完整公开课版Unit 4 Learning efficiently 教案

Unit4LearningefficientlyＩ.单元教学目标TheFirstPeriodReadingStepIWarmingupGetthestudentstotelltheiropinionsontheimportanceofdifferentaspectsofEnglishlearning.ThentellandappraiseGuoQiang’shabitsbyreadingthegivengraph.Aftertheyarefamiliarwiththetopic,theycandiscussandcomparethehabitsofthemselveswiththeirpartners,andmakeagraphtoshowtheirpartner’sstudyhabitsbyinterviewingeachother.T:HowmanyyearshaveyoulearntEnglish?Ss:Aboutnineyears.T:Inyouropinion,whataretheimportantthingsinlearningEnglish?S1:Readingisveryimportant,Ithink.Wekeeponpracticingreadingeveryday.Andbyreadingwecanlearnvocabularyandculturesofothercountries.Andwecanlearnthewaysofwritingbyreading.What’smore,readingisthemostimportantpartinexaminations.S2:Ibelievevocabularyismoreimportantthanreading.Onlywhenyourememberenoughwordscanyoureadandwritefluently.S3:Grammarisveryimportant,too.Wecannotunderstandarticleswellifwedon’tknowtherules.It’smoreimportanttowriting.T:Youhavedifferentopinions,soIbelieveyouallocateyourafter-schooltimedifferentlyandhavedifferentstudyhabits.Let’sseehowGuoQiangallocateshistime.TurntoPage31.Readthegraphanddiscussthefollowingquestions.S4:HethinksreadingisthemostimportantinEnglishlearning.Andhealsospendsalotoftimeonwriting,grammarandvocabulary.Hepayslessattentiontospeakingandlistening.Ithinkheisspendinganappropriateamountoftimeoneachaspect.Bydoingso,hecandobetterinexaminations.IthinkmostofmyclassmatesallocatetheirtimeinthesamewayasGuoQiang.S5:Idon’tthinkGuoQiangallocateshistimeproperly.Listeningisbecomingmoreandmoreimportant.Weshouldspendmoretimeonlisteningthanongrammar.Someofmyclassmatesmayhavethesamehabits.ButIdon’tthinkit’sthebest.T:Good!Doyouandyourpartnerhavethesamelearninghabits?Ifyourhabitsarethesame,doyouthinktheyarethebest?Whyorwhynot?Ifyourhabitsaredifferentfromyourpartner’s,tellwhosearebetterandwhy.Nowpleaseworkinpairsandmakeagraphtoshowtheresult.Afewminuteslater.T:Anyvolunteertoshowusyourresult?S1:Wehavethesamehabitsandwebelieveoursarethebest.BothofuspaymoreattentiontoreadingandwritingbecausewecanlearnandpractisegrammarandwordsatthesametimewhenreadingandwritinginEnglish.S2:Wealsohavethesamehabitsbutwefindtherearesomeshortcomings.Wespendtoomuchtimeonvocabulary.Wememorizemanywords,butwhenwewriteanarticle,webothfindwecannotusethemfreelyandcorrectly.SoIthinkweshoulddomorewritingandspeaking.S3:Myhabitsaredifferentfrommypartner’s.HepracticesspeakingandlisteningeverydaybutIbelieveweshouldreadanddomoreexercisestomastergrammar.Themorearticlesyouread,thebetteryourEnglishwillbe.StepIIPre-readingGetthestudentstoanswerthesixquestionsonPage31tothinkaboutthetechniquestheyusewhentheyreaddifferentkindsoftextinChinese.T:GoodhabitscanhelpuslearnEnglishwell.Readinghabitsarealsoveryimportant.CanyoutellthewaysyoureaddifferentkindsoftextinChinese?Pleasereadthefollowingquestionsandthentellusthewaysyouread.Afterafewminutes.S1:Generally,whenIamgivenatexttoread,Ireadthetitlefirst,andlookatpicturesorgraphsifthereareany.InthiswayIcangetageneralideaofthetext.ThenIstarttoreadthetextindetail.S2:IfIdon’tknowthetopic,Ijustreadtolearntheconcernedinformation.IfIamfamiliarwiththetopic,Ilikethinkingaboutthecontent.S3:Ilikereadingnovels,andIamusedtoreadingthemquicklyforthefirsttime.ThenIwillrereadthenoveltoenjoyit,andstopsometimestothinkaboutit.Afterreading,Iwilltellothersaboutthestoryandmyideasaboutit.S4:Sometimesweonlyreadtogetinformationneeded,soweonlyskimthetextlookingforkeyinformation.S5:WhenIreadthenewspaperIfirstreadthetitlesandstoptoreadthenewsIaminterestedin.TorecipeandacookbookIreadcarefullyandtrytorememberthem.S6:WhenIreadtheinstructionbooklet,IonlyreadwhatIneedtoknow.StepIIIWhile-readingSkimmingFirstgetthestudentstopredicatethecontentofthetextaccordingtothetitleandpictures.Then,studentswillreadthetextquicklytogetthegeneralideaofthepassageandwritetheheadingsandsub-headingsforthethreepassagesinthecorrectplace.Thenhelpthestudentstowritethreesentencestomakeaposteradvisingothershowtoimprovetheirreadingskills.T:Youhavedifferentwaysofreading.Howtobecomeagoodreader?S1:Tobeagoodreader,weshouldreadasmuchaspossible.S2:Vocabularyisveryimportantforagoodreader.Sotrytoremembermorewordsandexpressions.S3:Readbooksondifferentsubjectsandenlargeourbackgroundknowledge.S4:Keeponreadingeveryday.S5:Learnsometechniques.T:Excellent!Todaywewillreadatext.Theauthoralsotellsushisopinionsonhowtobeagoodreader.Pleasereadthethreepicturesandthetitleandpredicatewhattheauthorwilltellusinthefollowingpassage.S1:Picture1tellsus:ifwewanttobeagoodreader,wemustpractisemore.SoIthinktheauthorwilltellusweneeddoalotofpracticetoimproveourreadingability.S2:Picture2tellsus:besidespractice,weneedtomastersometechniques.S3:Inpicture3amanisthinkingwhilereading.Ittellsuswhenreadingatextweneedtothinkoverthecontent.T:OK!PleaseturntoPage34tolookatheadingstoseeifyouranswersareright,andreadthetextquicklytogetthegeneralideaofthepassageandwritetheheadingsandsub-headingsforthethreepassagesinthecorrectplaceinthetext.Threeorfourminuteslater.T:Anyvolunteertotellusyouranswer?Sampleanswers:Part1:PracticemakesperfectPart2:MakeyourreadingpracticeenjoyablePart3:Learnthetechniquesofgoodreadersa.previewthetextb.readactivelyc.readindifferentwaysd.don’tneedtounderstandeverywordPart4:SummaryT:Tomakemorestudentsknowhowtoimprovetheirreadingskills,theauthorwasaskedtomakeaposter.Andhecouldonlywritethreesentences.Supposeyouaretheauthor.Workinpairstowritethreesentences.S1:I’llwritethethreesentences.1.Usethesametechniquesasgoodreadersdo.2.Morepracticewillmakeabetterreader.3.Enjoythearticlesyouread.S2:Ithinkthethreeheadingsaresuitablefortheposter.S3:Iwillmentionthreephrases:righttechniques,enjoyablearticlesandplentyofpractice.ScanningGetthestudentstoreadthepassagequicklyandaccurately.Teachergivesthemacoupleofminutestolookthroughthewholepassage.Tellthemtoreadthetextsilentlyandthenaskthemsomequestionsaboutthetext.Checktheanswerswiththewholeclass,andthenexplainsomesentencesorwordsthatthestudentsfindhardtounderstand.T:Rereadthetextandthencompletethefollowingsentencesinyourownwords.Sampleanswers:1.Iftherearemorethan3%newwordsonapageoftext,youwillnotbeabletoreadthetexteasilyandsowillnotenjoyit.2.Youwillfindreadingmoreenjoyablewhenthesubjectsinterestyouoryoubelieveitisuseful.3.Thekeytosuccessinreadingisfrequentpracticeplusrighttechniques.4.Beforeyoustartreadingatextindetail,youshouldaskyourselfpre-readingquestions.5.Youwillunderstandwhatyoureadbetterifyouhavealreadyknownsomethingaboutthesubjectortheorganizingofthetextbeforeyoustart.6.Whilereading,agoodreaderthinksaboutthecontentandasksquestionstomakecommentsinhisorherhead.7.It’snotnecessarytounderstandeveryword.8.Learningandpracticingefficienttechniqueswillimproveourreading.ExplanationT:NowI’lldealwithsomelanguagepointsaboutthetext.PleaseturntoPage32.Let’sexplainthesesentences.1.Therearecertaintechniquesyoucanlearnandthenitisuptoyoutopractice,practiceandpractice.Inthissentence,“youcanlearn”modifies“certaintechniques”.“It’suptoyoutopractise,practiseandpractise”heremeans“it’syourdutytopractiseandpractise”.beuptosb.:(1)berequiredasadutyorobligationtosb..It’suptoyoutohelpthoseinneed.It’snotuptoyoutotellmehowtodomyjob.(2)belefttosb.todecide.AnIndianoraChinesemeal?It’suptoyou.2.Onewaytotestwhetheratextisattherightlevelistoreadthefirstpage.Themainstructureis“Onewayistoreadthefirstpage”.“Totestwhetheratextisattherightlevel”isusedtomodify“oneway”.Wecanalsosayonewayoftestingwhetheratextis...3.Forothertaskssuchasfindingcertainfactsyoucanreadmuchfaster,slowingdowntoreadmorecarefullyonlywhenyouseeasentencethatmightberelevanttoyourtask.Thesentencemeans:Ifwearereadingtofindcertainfacts,wecanreadmuchfaster.Ifwereadasentencethatisrelevanttothefacts,wereaditcarefully.StepIVPost-readingAskthestudentstoreadthroughthetext.Whilereading,payattentiontothewritingstyleandtrytograspthemainideaofthetext.Thengetthestudentstodiscussthebestwaytoreadinthegivencircumstances.Finallythestudentscanretellthetechniquesofgoodreaders.PassageanalyzingT:Nowlet’ssumupthemainideaofthetext.Youmaydiscussingroupsfirstandwriteitoutinyourexercisebooks.S1:Thetextprovidesthereadersstrategiesforbecomingagoodreaderandthetechniquesofgoodreaders.Fromthetextweknowifwewanttobeagoodreader,wemustdoalotofpractice,makeourreadingpracticeenjoyableandlearnthetechniquesofgoodreaders.Also,thewriterlistssometechniquesofgoodreaders,likepreviewingthetext,readingactivelyandsoon.Afterlearningthetextweknowhowtoimproveourreading.T:Excellent.Whowouldliketotellusthewritingcharacteristicsofthepassage?S2:Thetopicisintroduceddirectlybyaskingaquestion“howtobecomeasuccessfulreader”.Thisisthequestiontheanswertowhichthestudentsareeagertoknow.Thisarousestheinterestofreadersandleadsthemintothearticle.Thenthewritershowsthreestrategiesforbecomingagoodreader.Inthethirdpartthetechniquesareintroducedonebyoneineachparallelparagraph.Thiscanhelpthestudentsunderstandthatthesetechniquesareofequalimportanceinbecomingagoodreader.Thelastparagraphsummarizesthetextandrespondstothetitleandstrengthensthevalueofthestrategies.T:Welldone!Whocantellusthewritingstyleofthetext?S:Thetextisanexpositorythatillustratesthestrategiesofbecomingagoodreader.Theauthoranalyzesthestrategiesbycitingexamplesanddrawinganalogy.Thesemethodsmakethetextvividandpracticaltothereaders.PracticeT:Excellent!Nowthatyouhavemasteredthetechniquesofagoodreader,pleaseshowusthebestwaytoreadinthefollowingcircumstances.Pleasewritedownthestepsyouwouldtakeinthecorrectorder.Suggestedanswers:1.Findtheinstructionpage(a)andskimtheways.2.Justreadthetexttofindanswerstothequestionsandweneedn’tlookuptheunfamiliarwords,orwecanguesstheirmeaningsfromthecontext.3.Inputthekeywords“Shakespeareandchildren”.Andthenyoumayfindsomearticlesaboutthenamesofhistwochildren.Thenyoucanskimthearticleslookingfortheirnames.4.Firstyoushouldlookuptheheadingsanddecidewhichkindyouwouldliketoorder.Thenyoucanlookupthenamesofthedishesorsoupinthecolumnneeded.5.Beforereading,youcanaskyourselfquestionssuchas,whatdothesub-headingstellme?Whilereading,thinkaboutthecontentandaskquestionsormakecommentsinyourmind.Forexample:Iwonderwhatwillhappennext.It’ssointeresting!Afterreading,youcanthinkaboutwhatyouhavereadandmakecomments.Oryoucantalktoothersaboutthenovelyouread.RetellingT:Goodways!Nowweareveryfamiliarwiththetext.Canyouretellthetextaccordingtotheheadingsandsub-headings?Suggestedanswers:Howtobecomeasuccessfulreader?Asweallknow,practicemakesperfect.Learningthecorrecttechniquesandthenpracticingthemwillimproveyourreading.Ofcourseit’simportanttomakeyourreadingpracticeenjoyable.Sothetextyouchoosetoreadshouldnotbetoodifficult.It’sabetterwaytochoosethetext,thesubjectofwhichinterestsyouoryoubelieveisuseful.Also,weneedtolearnthetechniquesofgoodlearners.Beforereading,wehadbetteraskourselvesfewquestions,whichwillhelpusunderstandthetextbetter.Whilereading,agoodreaderthinksaboutthecontentandasksquestionsormakescommentsinhisorherhead.Andwereaddifferenttypesoftextindifferentways.Wecanreadeverywordofthetextifnecessary.Orwecanjustlookforthekeywordsandslowdowntoreadcarefully,whenweseeasentencethatmightberelevanttothetask.Wealwaysmeetsomeunknownwordswhenreading.Don’tlookthemupalways,asyourpurposewastoanswerthequestions.Dofollowthestrategiesandwecanallimprovereading.StepVHomeworkT:Nowit’stimeforassignment.Todaywehavetwotaskstofinishafterclass.ThefirsttaskisEx.1onPage35.Thesecondoneistowriteacompositionabouthowtobeagoodlistener.YoucanturntoLEARNINGTIPonPage40.Afterreadingit,pleasewriteyourcomposition,justlikethetextwelearnedthisperiodThat’sallfortoday.Seeyoutomorrow.TheSecondPeriodLanguagestudyTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语cab,currency,cuisine,acquisition,efficient,manual,adopt,diameter,digest,assess,beneath,wish,require,request,recommend,propose,order,command,insist,suggest,demand,ask,necessary,natural,important,proper,urgentb.重点句子Wewishwewouldliveonthemoon.Thedetectiveinsistedthatheshouldhavealook.Ifweleftnow,weshouldarriveingoodtime.It’simportantthathecompletetheworkontime.Itwasarrangedthattheyleavethefollowingweek.2.Abilitygoals能力目标Enablethestudentstoworkoutthemeaningofwordsusingthecontext.Enablethestudentstousesubjunctivemoodcorrectlyindifferentsituations.3.Learningabilitygoals学能目标Helpthestudentslearnhowtousesubjunctivemoodcorrectlyindifferentsituations.Helpthestudentslearnhowtoworkoutthemeaningofwordsusingthecontext.Teachingimportantpoints教学重点Usesubjunctivemoodcorrectlyindifferentsituations.Workoutthemeaningofwordsusingthecontext.Teachingdifficultpoints教学难点Usesubjunctivemoodcorrectlyindifferentsituations.Teachingmethods教学方法PracticingTeachingaids教具准备Acomputerandaprojector.Teachingprocedures&&ways教学过程与方式StepIRevisionT:Lastperiodwelearnedthestrategiesforbeingagoodreader.Nowwhocantellushowtobeagoodlistener?S:Howtobeagoodlistener?Thefirstandmostimportantthingistopractiselisteningasoftenaspossible.YoucanwatchfilmsandtelevisionprogrammesinEnglish.Holdingconversationswithyourfriendsisalsouseful.Besidespractice,techniquesarealsoveryimportant.It’sagoodideatousethesametechniquesasgoodlistenersdo.First,it’snotnecessarytounderstandeveryword.Themostimportantthingistogetageneralideaofwhat’sbeingsaid.Second,beforeyoudothelisteningtask,readthequestionsfirstsoyouknowthepurposeforlistening.Whilelistening,thinkaboutwhatyouarelisteningtoandhowtheinformationrelatestowhatyoualreadyknow.Besides,youshouldpayattentiontotheintonationorthetoneofthespeaker.StepIIWordsandexpressionsFirst,getthestudentstopracticeworkingoutthemeaningofwordsusingthecontext.Thendosomepracticeandplayagametohelpthemmastertheway.PresentationShowthreesentencesonthescreentogetthestudentstoguessthemeaningofthethreewords.1.Teleportationisacombinationofsendinginformationthroughtelephonesortheinternetandtransportation.2.Withteleportation,apersonorthingistakenapartatpointAandputtogetheragainatpointB.3.Sofar,scientistshaveonlybeenabletoteleportphotons—particlesthatcarrylight—andlaserbeams.T:Pleaselookatthescreen.Canyouworkoutthemeaningofthewordsinbold?Pleasematchthewordwiththebeststrategy.a.Wecanusewordswealreadyknowtoguessthemeaningofwordsthatmeanthesameorthathavetheoppositemeaning.b.Somewordsaremadeupofparts.Wecanusethemeaningofeachparttoguessthemeaningoftheword.c.Somewordsareexplainedinthesentence.Theexplanationisoftenbetweencommas(,),dashes(—),orbrackets().1-b,2-a,3-cPracticeT:Thesearestrategiesforworkingoutthemeaningofthewordsunknown.Let’sreadmoresentencesandworkoutthemeaningofthewordsprintedinbold.TurntoPage35,andfinishEx.2.PlayagamePreparesomecardswithwordson.T:NowI’llasktwostudentstocomeheretoplayagame.Onedrawsacardandopensitwithoutlookingatithimselforherself.Andtheothertriestoexplainitinwordsorbodylanguagetohelpthepartnertoguessthemeaningoftheword.StepIIIUsefulstructuresPresentationShowthefollowingsentencesonthescreen.T：1.Hesuggestedthatweleaveearly.2.Hesuggestedthatthetwinsbesenttoaballetschool.Arethetwosentencesright?Ss:Yes.T:Why?Shouldn’tweuseleftinthefirstsentence,andwereinthesecondsentence?Ss:Weshouldusethesubjunctivemoodintheobjectclause.T:Good!Sometimes,weusesubjunctivemoodintheobjectclause.Pleasereadthefollowingexamplesandsummarizewhenweusesubjunctivemoodintheobjectclause.1.IwishIwereabird.2.IwishIhadbeeninHongKonglastyear.3.Wewishwewouldliveonthemoon.4.Thedetectiveinsistedthatheshouldhavealook.5.Theofficerorderedthatallthesoldiersgetready.Askthestudentstosummarytheusageandthenshowtheansweronthescreen.虚拟语气在宾语从句中句型一:wish+宾语从句（不可能实现的愿望）用作动词wish的宾语从句，表示愿望，常省去连词that。Wish+S+过去式（现在）Wish+S+had+pp(过去)Wish+S+could/would/should/might+V.(将来)句型二:表“建议，要求，坚持，命令”等动词后的宾语从句中（should将做，该做）S+require/request/recommend/propose/order/command/insist/suggest/demand/ask+that+S+should+V.注:1）insist“坚持，坚持主张”强调事实或经过或经验，用陈述语气。2）suggest“暗示，启发”用陈述语气。.Iinsistthatitwasanaccident.Hesuggestedthattheywerenottellingthetruth.T:OK.NowpleasecompletethesentencesusingthesubjunctivemoodinEx.1onPage36.AfterthestudentsfinishEx.1,getthemtodoEx.2.AndthenshowatableaboutsubjunctivemoodinConditionalClause.T:Readtheconversationandunderlinetheuseofthesubjunctivemood.Aftertheyfinishit,checktheiranswersinclass.T:Pleaselookatthetableandthentranslatethesentencesbelow.虚拟语气在条件状语中条件从句结果主句与现在事实相反IfI(we,you,he,they)+动词过去式（be的过去式用were）I(we)should + 动词原形 He(you,they)would与过去事实相反IfI(we,you,he,they)+had+ppI(we)shouldhave+过去分词He(you,they)would与将来事实可能相反IfI(we,you,he,they)+should/wereto+动词原形I(we)should+动词原形He(you,they)would错综时间条件句（即主从句表示不同时间的动作）根据句意采用不同时态Practice:1.假如我们现在就走的话，我们就会及时到达。2.假如我是你的话，我就不会要那钱。3.他即使有钱也不会买它。4.假如有时间的话，我们就已顺道拜访。5.假如你把玻璃杯掉在地上，它会打碎的。6.假如你接受了我的意见，你现在就会好的多。Answers：1.Ifweleftnow,weshouldarriveingoodtime.2.IfIwereyou,Iwouldrefusethemoney.3.Evenifhehadthemoney,hewouldn’tbuyit.4.Wewouldhavedropby,ifwehadhadtime.5.Ifyoudroptheglass,itwouldbreak.6.Youwouldbemuchbetternowifyouhadtakenmyadvice.虚拟语气在主语从句中句型一：表“做某事是必要的或重要的”（should应该，将要）Itisnecessary/natural/important/proper/urgentthat+S＋(should)V./be+pp.It’snecessarythathetaketheexamination.It’simportantthathecompletetheworkontime.句型二：表“情绪活动方面的主观看法”（should居然，竟然）Itisapity/strange/surprising/wonderful/onwonder/funny/amatterofregretthat+S+(should)VIt’sstrangethatsheshouldmarrysuchaman.It’sapitythattheboyshouldbesoproud.句型三:Itisdesired/ordered/requested/suggested/proposed/arranged/hasbeendecidedthat+S+should+V./be.It’ssuggestedthatameetingshouldbeheld.Itwasarrangedthattheyleavethefollowingweek.IthasbeendecidedthatthemeetingbeputofftillnextSaturday.StepIVPracticeLetthestudentsdealwithExx.1and3onPage77usingthesubjunctivemood.Andthendiscussingroups.DiscussionThestudentswillworkingroups,anddiscussthefollowingquestions,usingthesubjunctivemood.1.Ifyouhadthreewishes,whatwouldtheybe?S:IwishIwouldbeanastronaut.IwishIcouldhaveatimemachinethatletsmetravelintime.IwishIwouldinventamachinethatcankeeppeopleyoungforever.2.Iftheworldwereonebigcountrywithonegovernment,howwouldeveryone’slifebedifferent?S:Iftheworldwereonebigcountrywithonegovernment,wewouldn’tneedtolearnforeignlanguage.Iftheworldwereonebigcountrywithonegovernment,therewouldbenowars.Iftheworldwereonebigcountrywithonegovernment,wecouldfreelytraveltoourfavouriteplaces.3.IfyoucouldspendsixmonthsinaforeigncountrytoimproveyourEnglish,whichcountrywouldyouchooseandwhy?WhatkindofthingswouldyoudotoimproveyourEnglish?S:IfyoucouldspendsixmonthsinaforeigncountrytoimproveyourEnglish,IwouldgotoEnglandbecauseIwanttovisitOxfordUniversity,London,andtheRiverThames.IfIwouldgothere,ICouldlistentolectureinOxfordUniversity,stayinacafeenjoyingacupofcoffeeandreadinganewspaper,visitBritishMuseumandBuckinghamPalacetolearnthehistoryofGreatBritain.AlsoIwouldmakefriendswithanEnglishmanwhowouldliketolearnChinese,sowebothcouldlearnaforeignlanguagequickly.LetstudentsfinishexercisesonPage77.StepVHomeworkTranslatethesentencesintoEnglishonPage78.Andhandoutanexercisepapertocheckthestudents’understandingoftheusageofthesubjunctivemood.Exercise(subjunctivemood)1.Everything______ifAlberthadn’tcalledthefirebrigade.A.willbedestroyedB.willhavebeendestroyedC.wouldbedestroyedD.wouldhavebeendestroyed2.Ifyouhadn’tgonewithTomtothepartylastnight,______.A.youwouldmeetJohnalreadyB.youwon’thavemissedJohnC.youwillhavemetJohnD.youwouldhavemetJohn3.Supposingthisship______,doyouthinktherewouldbeenoughlifejacketsforallthepassengers?A.wassinking B.hassunkC.weretosink D.sunk4.Theinsectswoulddevourallourcropsandkillourflocksandheads,if______fortheprotectionwegetfrominsect-eatinganimals.A.itisnot B.itwerenotC.wereitnot D.theywerenot5.Theteachersuggestedthateachstudent______aplanforthevacation.A.made B.makeC.makes D.willmake6.Frankly,I’dratheryou______anythingaboutitforthetimebeing.A.do B.don’tdoC.didn’tdo D.willnotdo7.Afterthewayshetreatedyou,ifI______inyourplace.A.beB.amC.wasD.were8.Theideaisthatthenation______anunmannedspacecrafttoexploretheplanetfirst.A.sentB.sendsC.sendD.mustsend9.It’shightimeyou______.A.starttowork B.wouldstarttoworkC.startedtowork D.hadstartedtowork10.“IfIhadn’tpracticedwhenIwasyounger,”themusiciansays,“I______abletoplaysowellnow.”A.wouldn’tbe B.won’tbeC.wouldn’thavebeen D.couldn’thavebeen11.Itisimperativethatyou______thereinperson.A.areB.wereC.beD.willbe12.Theatomicstructureis,______,aminiaturesolarsystem.A.asitwere B.asiftheywereC.asitwere D.asifare13.Werequiredthatthemachineparts______castiron.A.ismadeof B.bemadefromC.bemadeof D.ismadeby14.Themanagementurgedthatthecostofproduction______.A.tobefurtherreducedB.wasfurtherreducedC.befurtherreducedD.shouldfurtherreduced15.Thebusinessisrisky.But______wewouldberich. A.shouldwesucceed B.weshouldsucceedC.mightwesucceed D.wouldwesucceed16.Iwishourteacher______togiveanothertest.Ihaven’tgotpreparedyet.A.isn’tgoing B.weren’tgoingC.willnotgoing D.couldhavegone17.IwishI______tothemovieswithyoulastnight.A.went B.didgoC.couldgo D.couldhavegone18.I’djustassoon______rudelytoher.A.thatyouwon’tspeak B.yournotspeakingC.younotspeakD.youdidn’tspeak19.IfI______inthetwenty-firstcentury,I______myvacationinaverydifferentway.A.shouldlive,wouldspendB.willlive,shouldspendC.areliving,shouldhavespentD.willbeliving,wouldhavespent20.Itisrequiredthatthemachine______asfrequentlyasnecessary.A.beoiled B.mustbeoiledC.isoiled D.willoil21.HisEnglishteacherrecommendsthathe______aregulardegreeprogram.A.begins B.beginC.willbegin D.isbeginning22.Wepreferthattheplan______beforebeingputintoexecution.A.isfullydiscussedB.mustbefullydiscussedC.befullydiscussedD.willbefullydiscussed23.Whatdoyouthinkofhisproposalthatimprovements______intheoldtypeofvacuumcleaner.A.bemade B.willbemadeC.wouldbemade D.willhavetobemade24.Thedoctor’sadviceisthatthepatient______abouthisrealphysicalcondition.A.benottold B.notbetoldC.willnotbetold D.mustnotbetold25.______,wecouldnothavefinishedtheworkontime.A.IftheydonothelpusB.WasitnotfortheirhelpC.ShouldtheyoffertohelpusD.ButfortheirhelpKey:1-5DDCBB6-10CDCCA11-15CCCCA16-20BDDAA21-25BCADDTheThirdPeriodExtensivereadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语resemble,cassette,wouldrather,relyon,morethan,tendto,messy,tiresome,vague,bonus,visual,auditory,tactile,oral,componentconcrete,gooverb.重点句子Iwouldratherhearabookonacassettethanreadit.WhenIamdoingmyhomework,Iliketohearmusicinthebackground.Ilikeplayingsportsmorethanwatchingthem.It’sastruggleformetokeepmyroomordesktidy.ItendtoseepicturesinmymindwhenIamreadingorlistening.Iprefertobeshownwhattodoratherthanbetold.2.Abilitygoals能力目标Getthestudentstoknowwhatkindoflearnerhe/sheisanddifferentactivitiesfordifferenttypesoflearners.Ge