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Unit 3 What's their number again

发布时间:2014-02-27 19:13:59  

Unit 3 What’s Their Number Again?

Period 1 Warm-up, Listening and Speaking

Teaching Materials and Students

Teaching materials: BookⅣ Unit 3 What’s Their Number Again?

Students: Grade Two

Major: Civil Building English

Lesson duration: 45 minutes

Type of lesson : New

Teaching 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 Approaches

Task-Based Teaching Method

Teaching Aids

Textbook, multimedia, teacher’s book, workbook

Teaching Procedures

第 1 页 共 18 页

Step 1: Warm-up

most in your memory ?

teachers

parents

friends

第 2 页 共 18 页

.

doctors

policemen

Firemen

第 3 页 共 18 页

Ⅱ.Discuss the following questions with your partner.

②Can you tell a story about them from your memory?

hem?

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 speaking

A. What I Remember Then

1.What are your earlier childhood memories and how old were you then ?

2.Listen to the passage and tick (√) true or false.

take sb. to sp.=sb. be taken to sp. ② 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。 ③ refuse to do sth. 拒绝做什么

④ feel + adj.(Predicative)on the stage 在舞台上

Key : True : ②④ False : ①③

in the end终于,最会

by the end of……到、、、、、、为止

at the end = in the end 最后,结束

第 4 页 共 18 页

at the end of 在什么末端/

B.I don’t Think That’s True

4. Listen to the conversation and circle the beast answer.

throw a party =hold/have a party举行晚会

a. John and Lily

b. The speakers

c. John, Lily and the speakers

②The man .

a. already called John and Lily

b. is going to call John and Lily

c. isn’t going to call John and Lily

key : ① a ② b

5.Complete the conversation with the sentences in the box. Listen and check the answer. Then practice the conversation with a partner.

A: Did you call John and Lily to ask about their party?

B: Yes, They’re not in town this weekend anyway.

A:your computer game and make a phone call.

’ll call now .What’s their number again ?

A: It’s 555-2439.

’s 2429.

B: OK.

B: All right.

’s trip 推迟旅游

6.Work with a partner. Role-play the following situations . Use the conversation strategy in Activity5

第 5 页 共 18 页

’re

not sure whether it will be 6 p.m. or 7 p.m. this evening.

give the number and then realize you’ve make a mistake.

Step 3: Summary and Blackboard Design

Unit 3 What’s Their Number Again?

Language points and expressions on the Blackboard

Step 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 A

Teaching 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 2 Reading and Writing Passage A

Teaching 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

第 6 页 共 18 页

【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 Approaches

Task-Based Teaching Method

Teaching Aids

Textbook, multimedia, teacher’s book, workbook

Teaching Procedures

Step1 Revision

1. Check the homework exercises.

2. Ask some pairs of students to come to the front and act out their dialogues to review and practice the expressions for admitting and correcting Mistakes

Step2 Reading Passage A Bathtub Effect

1. Pre-reaing

Talk about the picture:

2. While-reading

A1.Read passage A and tick (√)true or false.

第 7 页 共 18 页

Key: True ②③ False ①④

3. Post reading

A2.The following is the dictation of a passage. Caught by the bathtub effect, the writer Key : ① a ② b ③b

Notes:

; fill…with 用、、、、、、装满;fill vt.

’re caught by the bathtub effect. Then share it with a

partner. 场合、场景

Step3: Language learning

Notes:

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。 regard…as “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 hardship as a chance to grow. 成功人士把困难当作一个

第 8 页 共 18 页

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 ① adj.某种的 ② adj .一定的

A certain Mr Green wants to see you.

可用作表语,两者有时互换。

He’s certain/sure to win.

sb. be sure /certain of doing sth.

sb be sure/certain that

但是It’s 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 today

1. Learn the useful new words and expressions in this part by heart.

2. Writing: What’s 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

第 9 页 共 18 页

how to learn in the real life, enhance the comprehensive language application ability of students

Period 3-4 Reading and Writing Passage B

Teaching 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 Approaches

Task-Based Teaching Method

Teaching Aids

Textbook, multimedia, teacher’s book, workbook

Teaching Procedures

Step1 Revision

1. Check the homework exercises.

2. Read the words and phrases

Step 2 Lead-in

第 10 页 共 18 页

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: ① Pay attention to the speaker carefully so that you get everything right the first time.

② Go over the information until it is thoroughly understood.

③ Try to remember the important points.

④ Test yourself at the end.

⑤Translate your memory onto paper.

Step 4 While-reading

A5. 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:3

A6. Answer the following questions based on passage B

① Q:What are the two important parts to memory?

A:Concentration and recall.

② Q: Why is it important to get the information correct the first time?

A: Because it’s very difficult to obtain bad information,and then replace it with the correct information

③ Q: What if you don’t understand what you are trying to remember?

A: Go over the information again until it is thoroughly understood.

④ Q: How do you know whether you have fully understood a page of a book?

A: Test yourself at the end.

⑤ 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

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。

eg. We are puzzled as to how it happened. 有关这是怎么发生的,我们很纳闷。

2. 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. 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。

第 11 页 共 18 页

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 one’s 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 summary

1. 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 workbook

Period 5 Grammar: the Past Simple and Past Perfect

Three-dimensional target

【Knowledge】

1. Students will be able to know the Past Simple and Past Perfect

2. 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】

第 12 页 共 18 页

Enable students to use the Past Simple and Past Perfect correctly and freely.

Teaching Approaches

Task-Based Teaching Method; Group Cooperation;

Teaching Aids

Textbook, multimedia, teacher’s book, workbook

Teaching procedure

Step 1. Revision

Check the homework and have a dictation.

Step 2. Lead-in

A1. a.Find the sequence of events in the following sentences .

①Suddenly,Jane

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.

We use the Past Perfect tense to describe an action which was completed before a time in the past.

We can use the Past Perfect and Past Simple together to make a sequence of events

the babysitter had gone home.

(Sequence:1.The babysitter had gone home. 2.We got back.)

Step4 Practise

A1.b.Complete the table given below according to A1.a.

第 13 页 共 18 页

A 2.Fill in the blanks with the proper form of the words in brackets.

①(go)to the park.

②He hadn’t reached (not reach)the bus station when we got (get)there.

③She had completed (complete)the task before her favorite programme

started(start) at 8p.m.

④All the tickets had been sold out (sell out)when we arrived (arrive)at the cinema.

A 3. Find the mistakes in the following sentences and write the correct ones on the lines

below.

①Kay to the shop several times before shebought that watch.

Kay had been to the shop several times before she bought that watch..

②The dishes had washed before Tom went to work.

The dishes had been washed before Tom went to work .

③I had see this film when I decided to see it with Bob.

④I didn’t see Ann. When I had arrived she just left.

Step 5. Summary and Blackboard Design

Step 6. Homework:

第 14 页 共 18 页

1. Review the Past Simple and Past Perfect tenses.

2. Read the book P.88-92 thoroughly, then finish the exercises in P.93-94.

Period 6 Writing and Application

Teaching objectives

【Knowledge】

1. Get students to learn more about improving memory.

2. Let students know how to improve our memory.

【Ability】

Improve students’ ability of writing.

Be aware of the practical function of learning English

【Emotion】

Make Ss learn to be concentration and recall.

Teaching Focuses and Difficulties

【Focuses】

1. Develop students’ speaking and writing abilities.

2. Get students to use their own ideas to write a minutes.

【Difficulties】

1. Let students create a passage to describe the problems in the picture.

2. How to improve students’ writing ability.

Teaching procedure

Step 1.Revision

Read the words and expressions carefully.

Have a dictation.

Step 2. Lead-in

A1. The following picture shows a busy street crossing. Look at it and answer

the questions.

Questions:

①Why is the woman with a dog not safe?

②What might happen to her?

③What should she do?

第 15 页 共 18 页

Reference answer:

①Because she was dragged away from the crosswalk by her dog and was going to have an accident.

②She might trip over the dog leash and motorcycle might hit her.

③She should stop and get hold of her dog and try to stay away from the vehicles around her.

Step 3 Presentation

A.2.Write down other problems you find in the above picture .

Reference answer:

Problem 1.The woman with a dog might fall down.

Problem 2.The man carrying the boxes might be hit by the girl on bicycle.

Problem 3.The wheelchair user might not be able to cross the street.

Problem 4.The two car drivers might begin fight.

A 3.Write a passage to describe the problems in the above picturewith the given sentence.

There are a lot of problems in this picture.

Step 4.Practice/Application

A 1. Discuss with your partner: What does the word mintues mean in the following

sentence?

We are

of the last meeting. 会议纪要/记录

A2.Read the following statements about taking mintues and tick(√) whether you agree

or disagree with each one.

第 16 页 共 18 页

A3.Complete the following minutes with the elements in the box.You don’t need to use

them all.

第 17 页 共 18 页

Step 5. Homework:

1. Review uint 3

2. Use the following form to keep track of the minutes of a recent meeting

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