编写组修改教学设计模块五

第13单 Lesson1EQ:第13单元的是人和人的性格。本单元从对人的外貌描述入手（热身，在第一课中探讨智商第一描述人外貌（单元热身）始，学的外貌描词汇，成务，并用描述物外貌的句和词汇行人物述；本的第部是学生进第一课关于的测试为课文习行铺垫。第重是对课的理解信息的取组织和内，并在解课文过程中助学生习理解词汇（单词和搭配）和句子，渗透下一将要习的语法本课课信息含大，两文章虽同一此对教和学生具有一的第的重是在复课文的础上，习过去词本发现和总结过去分词的用法（重点在过去分词在句子中的作用、两层涵义、主语一致性和语言精炼性。本话题：EQ:Warm-up:重点词汇：beard,blondsunglassesuniformmoustacheheelsleeve相关词汇：facialexpression,inconnectionLesson1:重点词汇：emergency,gifted,comeupwith,talkinto ng,getinto,drawup,description,predict,deserve,failure,bemistakenin,association,thus,possibility,disability,entirely,beaccused First&时间StepTinvitesSstobrainstormtheaspectsofdescribinga ’sappearance.StepTandSsgointoeachaspectsofappearanceandlearnsomenewwordswithpictures.Whilelearningthenewwords,Tpaysattentiontoembedthewordsinsentencesinsteadofpresentingthemalone.SscompleteexerciseIonhandoutsfollowingtheT.[PPT4–8引导学生在已有知识的基础上，扩Step1stTintroducesthetask(identifyingthe4sinEx.2)andgivesSsafewsecondstolookattheSslistentothetapeandtrytoidentifythe4people,andthenchecktheanswerasawholeTinvitesSsto lwhatinformationhelpsthemidentifythepeople.TysthetapeagaintohelpSsgetthemissinginformation.培养学生在听的过程中捕捉Step2ndSslistentothetapeagain.Thistimefocusonthesentencepatternsofdescribingappearance.[PPT10–11通过听学，为下面的口语活动StepSsworkinpairsandtaketurnstodescribepeopleinthephotosinthetextbook.S1describesandS2guesseswhoitis.(Ex.3)Ifpossible,TcanprovidemorephotoswithfullappearanceofpeopleandencourageSstousemorewordstomakethedescription.Lesson1:TheStepTreadsthesituationsinEx.1(Page8)toSsandexinsthewordswhennecessary(aircraft,gifted,getintoanSsdothequizbythemselvesanddon’thavetoletothersknowtheiranswers.SsfindouttheirownscoreonPage91.[PPT17–18]StepSsworkingroupsandchooseeithertwoofthesituationsanddiscusswhatthequizistestingandwhateachchoicestandsfor.TandSsdiscussthequestionsandchoicestogether.TchecksifSsfullyunderstandallthenewwordsandexpressionsandtrytousesomeofthenewwordsfromthe[PPT19–24]Iftimepermitted,Tcanextendthelessonintowordformation.Writeashortpassagedescribingyourself(requirements:yourdescriptionshouldhelpothersidentifySecond&时间StepTdiscussesthequizfromthelastperiodwithSsandelicitstheideaofEQandTinvitesSstosaywhattheyknowaboutStep1streading(PassageSsreadPassage1quicklytofindoutwhatitisabout.Step2ndreading(PassageSsreadthefirstpassageagainandsum-marizethemainideaofeachparagraph.(Ifnecessary,TcanprovidethemainideasandaskSstomatchthemwiththe[PPTStep3rdreading(PassageSsreadthefirstpassageagainandan-swerthequestions.Whatdoestherecentresearchsayabout ’ssuccessandhisorherIQ?WhatdoesProfessorSaloveyHowdoesProfessorSaloveydescribeEQandIQ?Whydosomesmartstuden dupfail-ingexamsaccordingtoProf.Salovey?[PPT7–8]StepWhilecheckinganswers,ThelpsSsun-derstandthemeaningsofdescription,academic,predict,deserveandassocia-tionaccordingtothewordsprovidedincontext.Sspractisethewords.TandSsyzethestructureofsomecomplexsentencesandunderstandthe[PPT9–13II、Step1streading(PassageSsreadthesecondpassagequicklytofindoutwhatittalksabout.[PPT14]Step2ndreading(PassageSsreadthepassageandmatchthepara-graphswiththeirmainideas.Step3rdreading(PassageSsreadthepassageagainandcompletethetablewiththeinformation.[PPT16–17StepSsidentifytheexpressionsinthetextandfigureoutthemeaningincontext,thenusethemtocompletesentences.[PPT18StepSsworkinpairsandprepareaninterviewwithProf.SaloverorProf.MayerusingtheinformationtheyobtainedfromtheMemorizethenewP55—Ex.Third&时间StepTasksquestionsaboutthetextsandSsanswerthem.StepSscompletethesummarizingtextwithproperwords.[PPT6–7GrrlearningandStepSsfindoutthepastparticiplesamongdifferentverbforms.StepSslistentothetapeandunderlinesen-tencesthathavepastparticiples.SsworkinpairstosharetheirTcheckstheanswersasawholeclassandSsmarkthenumberofthesentencesinthetext.StepSsworkinpairstoidentifythepastpar-ticiplesthatfunctionasfiniteverbsandnon-finiteverbs.Forfiniteverbs,Sstrytofindoutifthepastparticiplesareusedinpassivevoiceorperfecttense.[PPT12–13StepTliststhenon-finiteverbs,andSsinpairstrytofindoutthefunctionofthepastparticiples(ifthepastparticiplesmodifynouns,serveasobjectcomple-mentsoraspredicatives).[PPT14–15StepSsworkinpairstofindoutfromtheexampleifthemeaningofthepastpar-ticiplesispassiveoractive,iftheactionofthepastparticipleshappensinthepastoratpresent.SsdoEx.1onhandouts.[PPT16–18IIIEx.StepSsdoEx.2and3onhandoutstopractisedifferentfunctionsofpastparticiplesin[PPT19–24IIIEx.2,StepTpresentsthesentencesinwhichpastparticiplesservetolinktwopartsofasentence.Spandthepastparticiplesintoclauses.SsdoEx.4onhandouts.[PPT25–28IIIEx.LanguageinStepSsworkingroupsof4tomakeanEQtestwithatleast5questions(eachwith4choicesandthechoicesmustbescored).Theyarerequiredtousepastparticipleatleastonceineachquestion.Twogroupchangetheirquestionnaireandreporttotheclassiftheythinkthequestionnaireisreasonable.P54—1,HandoutIII.Ex.第一学Pleaseaddmorewordstotheappearanceof short,Facialhappy,old,dark,cap,hat,T-Specialstraightnose,deep-setCompletethesentencesofappearanceHe He Heis(seen) … Completethesentenceswiththewordsorexpressionsintheconcentrateconcentrate talk…into comeup get draw goingskiingwithMomaskedme myThat’sthebestideahe alistofthingsyouwanttofinishonIlostmytemper aquarrelwithYouspeakfluentlybut 第二学ReadPassage1andanswertheWhatdoestherecentresearchsayabout ’ssuccessandhisorherWhatdoesProfSaloveyHowdoesProfessorSaloveydescribeEQandWhydosomesmart dupfailingexamsaccordingtoProf.Fillintheblankswiththewordsinthe isthemotherofhavegiven ofthemanwhowasagedaroundIt’shard whowillbethewinner.Justwaitand withtheuniversitygoesback3yearsandwe’vebeengettingonIfIam ,Ithinkhewantedtomarry thehighestpraiseforhiseffortsinvoluntaryThoseprofessorsenjoy lifeatLong 1theyneverseetheirresults,theyfeelthattheirIQiswhatdetermineshowwelltheyaregoingto nlife.Whentheyseeotherstudentsngbetterthanthem,theyusuallybelievethatthosestudentshaveahigherIQandthatthereisnothingtheycandotochangefacts.3Thisaccociationcanexist,butitisjustaspossibleforsomeonewithalowIQtohaveahighEQorsomeonewithahighIQtohavealowEQ.pletethetablewiththeinformationfromPassageProf.ResearchChangestopeople’sPeoplewithhighPeoplewithlow new otherpeopleanddifficult inIQ ChangesinnormalChangesindisabledhelpwithofbecame became HighEQhelpspeople intheworldand ahappyandsuccessfullife.Schoolsneed thattheir theeducation pletethesentenceswiththephrasesbebetroubled have...todo interms bewilling beinvolved1.Morethan30inthe2.Mymy3.It’smistakeninthinkingofBeijing itstourist4.Itoldthem5.athepossibilityofputtingon第三学Fillintheblankswiththevocabularyfromthe intoEQsuggeststhatsuccessisnotsimplytheresultofahighIQ.Prof.Saloveygives thatIQgetsyouhiredbutEQgetsyoupromoted.Accordingtoa research,whensomeone’sfuturesuccess,EQmightmattermorethanIQ.Peopleareoften inthinkingthatstudentswithhighIQ goodgrades,butsometimesthey failingexams.TheirisbecauseoftheirlowEQ.Therearenodefinite betweenEQandIQ.WhileIQisdeterminedbybirth,EQ alot education.Peoplearestudyingtheofimprovinga’sEQ.InProf.Mayer’sstudy,bothnormalstudentsandstudentswithimprovedalotintheir schoolsshouldknowthatthestudents’futurearedeterminedbytheirWritethenumberofExercise1.Whichformiscorrect,-ingor- (excite)fanscheeredatthepop (sing)ontheShesawthe (climb)intothehousethrough (break)Exercise2.Completethee.g.:Peterwillhavehiscarrepairedafterwork.(repairhisRemember:Remember:He tJoeusuallywasheshiscarhimself.Buthebrokehisarmyesterday,sohedecidesto weekend.(washthecar)Tomtakesgoodcareofhisteethand everyyear.(examinehis etheBeijingOlympics,thecityernment alongtheroads.(ntmanySheissobusythatshedoesn’thavetimetocleanthehouse.Soshe everyweekend.(cleantheExercise3.Recetheunderlinedpartswithpast…theriverwhichwasMostpeoplewhowereinvitedtotheconferencewere…themoneythatwascollectedfromdifferentExercise4.Rewritetheunderlinedpartsusingpast例：Asshewasadmiredbyeveryone,shebegan etoo→Admiredbyeveryone,shebegan etooJanewasscaredofthelightning.Sherefusedtogo→Amanwasarrestedbythe.Whatwashis→Aboywasinjuredduringthefootballmatch.He aminedbya→MrSmithwasdeterminedtobeontime.Hegotthework→Exercise5.Rewritetheunderlinedpartsusingpast例：Allbooksthatwereborrowedfromthelibraryshouldbereturnedby→AllbooksborrowedfromthelibraryshouldbereturnedbyOnMarch26th,thelocalernmentorganizedaconferenceonenvironmentalproblems.Themainproposeofthemeetingwastofindwaystodealwiththeriverwhichwaspolluted.Mostpeoplewhowereinvitedtotheconferencewerebusinessmenfromtheneighborhood.Theypromisedtodosomethingtoreducethepollutionandmadesuggestionsonhowtousethemoneythatwascollectedfromdifferentcompanies.Peoplehopedtoseethecleanriveragainthroughtheeffortofeveryone.第一讲 第二讲 第三讲 Lesson2alitiesand一段材料是班级讨论，教师问学生对于从事不同职业的人性格特征的意见，需要学生掌握的策略是通 汇，联想近义词等方式来区分说话人不同的意见和看法，提高辨别能力。第二部分材料是几个小，主要学谈话时如何向对方表示对所听到的话有。这个功能是汉语里面比较少见而英语会话中比较常见的，即用一些简短的话语表示正在对方或者对其所说的话很感，以保持持 相关词汇: First&时间Pre-listeningStepTpresentssomephotosandasksSstoguesswhatjobstheydo.isitsadjectivesfromSstodescribealitiesrequiredforthesejobs.CWStepSscompleteeachsentencewithawordfromthe box.(Ex.3,P10)[PPT6]确认学生对新词汇的理解，为做StepSsgoovertheListeningStrategiesandgetsomemorenewwordsrelatedtothediscussion.[PPT7–9]学生熟悉策略，了解部分 StepSslistentotheclassdiscussion,findingoutwhatjobsarementioned.第一遍听训练学生捕捉，了解IWStepSslistenforthesecondtimeandanswerthequestionsinEx.4.[PPT11]PWStepSslistenforthe3ndtimeandnotedownspeakers’opinionsaboutthecharacteristicsbycompletingthenotes.TdemonstratesbycompletingthefirstjobwiththewholeclassandSsproceedwiththerest.(PPT12–14)TomakesurethatallSscantakedowntheinformation,Tneedstobreakthelisteningintoseveralsectionsandythetapetwoorthreetimes.Sscheckthenotesingroups.ThenTpresentsthenotesforSsreferencePPT12–14学生在听的实践中使用记笔记的策略，通过完成笔记的方式提取细节CWStepSslistenagainandwritedownatleast5waysofgivingopinions.[PPT15–16IWPost-listeningStepSsworkingroupsandtalkaboutjobs,usingthewordsandexpressionstoexpresstheiropinions.[PPT17]GWP56–Ex.SecondRevision&时间PartOne:ReviewStepTinvitesafe irstoperformtheirdialogsaboutjobsinclass.CWStepSscompletethesentenceswiththewordsgiven.[PPT3][学案I]IWStepSscompletethetablewithwordsofdifferentspeeches.[PPT4][学案II]IWStepSscompletethepassagewiththecorrectwords.(TextbookP11--8)[PPT5]IWStepTpresentsafewnewwordsinthelisteningandasksSstogivetheEnglishdefinitions.[PPT6]CWStepSsreadthroughthegivenwordsandphrasesaswellastheFunctionFile,predictingwhatthemissingwordsfortheblanksare.Ssthenlistentotheandchecktheirpredictions.[PPT这部分主要是作为学生表达的范例，因此听懂大意即可，主要是在语境中理解表示对说话人的观点感StepSsrepeataftertherecording,payingattentiontointonationandstress.CWStepSsreadthedialoguesinpairs.TdrawsSs’attentiontothreesentenceswithusefulexpressions.[PPT8]◦PWPartThree:SpeakingStepPronunciationpractice.Sslistenandrepeatthesentences.(TextbookP.11--7)[PPTIWStepSschooseoneofthejobsandtalkaboutthequalitiesandskillsneededforit.(TextbookP.11—9)[PPT10]PWStepSsdiscussthejobsinpairs,andshowinterestwiththeexpressionsfromtheFunctionFile.Tinvitesafeirstodotheirdialoguesinclass.[PPT11]P56—Ex.第一学WordAdjectiveswhichcandescribeExpressionsofexpressingExpressionsofrespondingtoopinionsCompletetheW.S.:quiet,X.D.:notathletic,Listenagainandwritedownatleast5waysofgivingWaysofgiving1.I2.I’dlike第二学WordBank:ExpressionsofshowingCompletethesentenceswiththewords Hehasn’tchanged .He’sstillvery is whosellsticketstothepassengersonaShebecame aftergraduationfromcollegeandstoppedaskingherparentsforGenes()determine ofeverylivingShehadastrong toworkasavolunteerintheearthquake-struckarea.Shethoughtitwasherresponsibilitytodoso.Atthattime,peoplewerethreatenedwithstarvationasaresultoffloodand Sheis thatshehaswonseveralprizesforherWhentalkingtoyoungchildren,parentsshould andbegoodlistenersOneofthe foranykindofjobsistobehard-Thankyouforhelmychild. andgenerositywillbePutthewordsintherightadjn第一讲 第二讲4 Lesson3MakingGuessesabout本课是第13单元的第3课，是以一段较长为主要输入内容的语言知识课围绕关于本课的内容较长，涉及者对原、现状及当事人感受的猜测以及对不同人物对学生反映的猜测。本课的语法是用情态动词表推测。学生对情态动词的形式和一般功能并不陌生，本课的重点是帮助学生在语境中理解情态动词表推测的功能，引导学生总结出用情态动词推测过去、现在和正在进行的动作的本课可以用两完成：第一重点是通过听和阅读，理解的，提取和整理者预测的内容，并就相关信息进行内化（在信息提取和内化的过程中，渗透本课语法的内容，并在语境中学习词汇；第二在复第一的信息和汇的基上，通过例句语境，理情态动词推测的功几语言形式和不同情态动词的差别，并通过和口头表达的练习加深对语法的理解，最后运用本课语法进行词汇：重点词汇及搭配：tearsrundownone’scheeks,givesbahug,upsetfaultthunderbleed,broken,relief,相关词汇：tutorwoolpinetreeseed,squirrelsparrowscholarbench,housewifepostcodeFirst&时间Part1:Pre-StepTshowsthepicturesinthetextbookandasksSstoguesswhatthetwopeopleinthefirstpicturemightbediscussing,howmighttheyfeelduringthediscussion,whatmightthestudents ngandhowmighttheyfeel(fromtheirexpressions).Duringthisprocess,icitsthefollowingwordsfromSs:upset,shelter,thunder,bleed,broken,etc. StepSsreadthroughthedialoguequicklytogetanideaofthesituationbeforetheystartStepSslistentothedialogueandfillintheStepSsreadthedialogueandtrytoanswerT’squestionsaboutotherpeople’sSsreadthedialogueandfindoutwhatthetwospeakersguessaboutthecausesoftheevent,thestudents’presentsituation,theirfeelingsandtheevidenceoftheirguessesifthereis.[PPT8–12I、提取特定信息，在语境中理解重点失学生发生的原因、他们的现状和情感是该的主线。StepSsreadthedialoguealoudinpairsandfindoutthewordsthattheydon’tunderstand.[PPT13]分角色朗读，体会者的情StepSsworkinpairs,andaskandanswerquestionsaboutwhatmightcausetheaccident,whatmighthappentothemandwhatmighttheybeng.Post-listening&post-StepSsworkingroupsanddoaninterviewaboutthemissingstudents,askingaboutdifferentpeople’sfeelingsandtheirguessesaboutwhatmightbethecauseoftheaccident,whatmighthappentothestudents,whatmighttheybeng,andiftheymightbestillalive.P59—Ex.Second&时间StepTasksquestionsaboutthedialogueandSstrytoanswerthequestions(withprompts)incompletesentences.[PPT3–5] rStepSscompletethesentenceswithmodalverbs.(Ex.3,P12)StepSsreadthesentencesanddecideiftheyexpressdecision,adviceorguesses.(Ex.4,P12)Ssreadthesentencesagainandfindoutthemodalverbsthatexpressstrongbelief(true/nottrue)andpossibility(true/nottrue).(Ex.5,P12)[PPT7–8StepSsreadthesentencesinEx.6anddecidewhichsentencedescribespastevents,unlimitedpressenttime,somethinghappeningnow.[PPT9–10进一步引导学生发现用情态动词推测不同间发的的式特GrrStepSscompletethesentenceswithmodalverbsinEx.7,P13.StepSsrewritethesentencesusingmodalverbsandsuitableverbformsinEx.9,P13.[PPT12]在体会语能和意义的同时巩固该语法的形式。从单独填写一个情态动LanguageinStepSsworkinpairs,choosetwopicturesandmakeguessesaboutwhatishappening.Writedowntheirsentences.Ssdothesamewiththepicturesaboutpastsituations.[PPT13–15在新语境中，先练单句层面使用StepSsworkinpairsandmaketheirguessesintoadialogueaboutthepicturefollowingReadP92– rSummaryP58—2,3,第一学Writedownpeople’sPeoplewhoknowtheTheirTheirPeoplewhomightknowthe____mayhavebeenseparatedfromothersandone;(A)mighthavefallenbehindcouldhavegoneexploringontheirowncouldn’thear;.might ;inoneoftheemptycottages;inoneoftheemptycottages;mighthave leftfromthecambutmaynot ;(A)oneof orhaveabrokenarmorleg.must ;must .They’vebeenmissinginthemountainfor3days.It’ssocoldatthe (B)=speaker第二学WordWordsaboutpeople'sSs'missingcauseGuessesaboutthetwoSs'situationsModalsforguessing★Meaning&FunctionStrongbelief/true:Strongbelief/nottrue:Possibility/true:Possibility/nottrue:★UnlimitedpresentHappeningnowPastMaking 第 第 Lesson4First本课是13单元的第4课，以“第一印象”为，主课文讲述的是两位好朋友初次相遇时的尴尬故事，本课的教学设计分为两。第一侧重对课文的整体理解及情感体验，引导学生清晰地整理出故事的发展脉络，提取文章细节信息，了解文章中部分内容的言外之意，并进行初步的输出活动。同时，帮助学生提取用于描写人物特点和心理活动变化的相关语言，为第二的输出活动打好基础。第二在对已学课文进行复习的基础上，学生完成对主要词汇和后缀的学习和应用，并能够用这些词汇描写自己和他人的性词汇：重点词汇：anxietyglareoralconfirmglance guilty 相关词汇：allergic section rylibrarian 重点短语：can’t ngsth.glareatglance tobeFirst&时间StepTandSshavealittlediscussionaboutthetopic-relatedquestions.[PPT3]StepFirstSsreadthestoryquicklyandfillinthewiththewordstocompletethegeneralintroductionofthestory.[PPT4,学案I]StepSecondreading:Ssreadthetextagainandanswerthequestions.[PPT5,学案II]Stepicitssome ysisfromthe[PPTStepSsreadthetexttofindouthowJane’sfeelingchanged.[PPT8,学案III]文章中关于Jane情绪变化的描述是StepSsreadthetextandfindoutphrasesthatcanusedtodescribefeelingsofbeingupset/angry.[PPT9,学案IV]StepTleadsSstodecideifsentences4&5aretrueorfalse.Ssfollowtheexampleofsentence1andgivereasons,usingtherelevantpartsoftheThentheytrythestrategyonsentence2&3.[Ex.3,P15,PPT10]已知信息做出推断，实践阅读策StepSsfinishEx4onPage15.[PPTStep lthestorywiththehelpofkeyexpressions.[PPT13,学案V]Second&时间StepSsputthesentencesintothecorrectorderaccordingtothestory.［PPT3,学案I]StepSsfinishEx.5onPage15.[PPTStepSsfindoutandunderlinewordsthatareusedtodescribeJenny.[PPT5]StepSsreadandfinishthequestionsaboutwhatsortof stheyare.Thendiscusswiththeirpartnerswhethertheirdecisionsaretrueforhowtheyfeelabouteachother.[PPT6,StepSsmatchthedescriptivewordswiththequestionsinthetableofthepreviousactivity.[PPT7,学案III]StepSsfinishEx.6onPage15.[PPTStepSsmakenotesaboutthefirsttimetheymetsomeone.[PPT9,学案IV]Step lothersabouttheir（PPTStepSswritedowntheirdescriptionsasapassageandreadeachothers’afterwards.[PPT11,学案V]写作的目的是为了进一步巩固所学内容，同伴互读可以给他们提供相互学习的机会。如时间不够可以留作家庭ReviewallthenewwordsandexpressionslearnedinthisP61—Focuson第一学WordWordswhichcanbeusedtodescribePhrasesintheFastreading:FillintheThemaincharactersinthestoryareand .Theymetinthe forthefirsttime. preparingforanimportantwhile wasreadingand .wasangryandleftbutshelefthermostimportant foundthebookandreturneditto .Theybecamegood Carefulreading:AnswertheWhatkindofbooksdoesJennyWhatexamwasJanestudyingWhatwasthelaststrawforWhatkind doyouthinkJennyHowdidJennygetJane’sphoneReadandfindouthowJane’sfeelingIwasgettingmoreand Iturnedaround …itmademe Ipickedupmy her Iwas thatIalmostIsignedwithIwas I withshame severaltimesformyrudeIfelt Readandfindoutphrasesthatcanbeusedtodescribefeelingsofbeingfullthecomingoutofone’slthestoryusingthefollowingkeep getturn glare whisperangrily getmyphonebring fillcouldn’thel getalong第二学WordAdjectivesusedto PutthefollowingsentencesintocorrectorderaccordingtotheIfeltsoguilty,butJennyjustlaughedandtoldmeshewasgladtoseethatI’dalsoleftmyglareinthelibrary!IwassoupsetthatIalmostcried.ThelaststrawwaswhenIheardsomeonesingingbehindWegotalongreallywellandeversincethenwe’vebeenbestIpickedupmybooks,glaredatherandwhisperedangrily,“Thankstoyournoise,I’vebeenunabletostudy.You’resoselfish!”IsighedwithreliefandagreedtomeetherattheconveniencestoredowntheWhatsortof areyou?Fillinthetableyourselffirstandthenaskyourpartnertoseewhethertheyagreewithyou.YNSP1.Doyouwork2.Doyougetannoyedifyouhavetowaitforanyoneor3.Doyoufinditdifficulttogetalongwithnew4.Doyoutalka5.Doesyourmoodchangeoftenandsuddenlyforno6.Doyounoticeotherpeople’s7.Doyoucareaboutyourownstuffmor