课  题

M3Unit 1 Welcome to the unit

课  型

New

课  时

        1 课时

主备课人

唐亚平

复备课人

Yang Meichun

审核人

Zeng Jing

课前准备

Encourage Ss to surf the Internet to get some information about our senses .

教 学 目 标

知识与技能：Help students to fully participate in the discussion .

过程与方法：How to encourage students to speak out to practice their oral English.

情感态度与价值观： Let them know the importance of senses in daily life.

教学重点

Help the students to be able to talk freely in English and not to be shy of presenting themselves in public.

教学难点

Practice their spoken English and share their opinions with one another .

教学过程和教学内容

二次备课

Step1. Brainstorming （ppt 5-6）

Ask students the following questions:-

1.       With what do we see and hear?

2.       How do we know whether a dish is delicious?

3.       How do we know that a flower has a pleasant smell?

4.       What do we do when we want to know whether the water in the basin is hot or cold?

5.       How do we know about the world around us?

(We see the world with our eyes ./ We use our eyes to see the world ……)

As we all know, almost everyone has five senses, which are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, work and relax, but there are some people who have lost one or more of their senses.

Step2 Presentation （ppt 7-8）

Read the short passage quickly and then answer the questions quickly.

1.What would happen if you lost one or two of your senses?

A person who cannot see is blind and someone who cannot hear is deaf.

2. Do you know how blind people can read?

(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)

3. How do the deaf communicate with each other?

(They use body language or sign language.)

Step3 Discussion ---Group Activity（ppt 9）

Look at the four pictures and answer the question below each picture.(见教参)

1.What can you see in this picture?

2.How would you judge the length of the two lines?

3.How can you prove that the two lines are straight?

4.Can the symbols be read in only one way?

5.Why are people misled by their own eyes?

Step4 Language study (ppt10-11)

1.Fill in the blanks with words that have something to do with “senses”:（该部分可省）

When he got there, he _____ that there was a dark hole. He ______ into it, but could ______ nothing. He ______ with his ears, he could ______ nothing, either. He _______ it for a long time. He _____ something strange. He ________ the side of the hole. It _____ hot. Suddenly some noises were ______ from the hole. It _______ like someone was cooking inside.

（Answers： noticed，looked，see，listened，hear，sensed，watched，felt/touched，felt，heard，sounded）

2. Let’s talk about the importance of each sense.

e.g. We see the world with our eyes. Without the sense of sight, we would live in total darkness.

We____ with __________. Without _________, we would________________.

3.sense   n./verb     (略)

Step5 Discussion --- Group activity (ppt 12-20)

1. There is a saying: To see is to believe, is that always true?

2. Read the three questions in the short passage and discuss them in groups of four.

（1.In most cases, the saying is true. However, sometimes our senses will cheat us. To see the world clearly, we should also be armed with scientific knowledge and think twice before action. ）

（2.见教参）

To be a person with passion：Live like tomorrow is the end of the world;

Love like you’ve never been hurt;   Work like you don’t need money;

Study like tomorrow is the day for final exams.

Step6 Assignments (ppt 21)

1. Preview the reading part, do exercise C1 and C2.

2. Preview the reading strategy.

教学札记：

课  题

M3Unit 1 Reading 1

课  型

New

课  时

       1  课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zeng Jing

课前准备

Before the class, ask the students to finish C1 and C2 on page four as a preview of the class.

教 学 目 标

知识与技能：Improve students’ reading ability.

1.        过程与方法：Strengthen the reading strategy and learn to retell a story with a surprise ending.

情感态度与价值观： Think about what we can do to help others .

教学重点

Train the students’ reading ability and help them to know how to read a story .

教学难点

Enable students to master reading strategy of this kind of reading material.

教学过程和教学内容

二次备课

Step1: Lead-in (ppt4-6)

Ask students to talk about the climate or the weather in the place where they live:

1. Do we sometimes have foggy days here? When?

2. What can you think of when the word “fog” is mentioned? (fear; danger;get lost; accident; confuse; blind; ask for help; haze; smog … )

3. Which city has the name of “foggy city”?（伦敦1952的大雾，持续了5天，整座城市瘫痪了，被一团巨大的黄色浓雾笼罩得严严实实。 文中句子： The city was covered in a grey mist ./in a mass of yellow thick fog .  The fog lay like a thick grey cloud .）

Step 2: Reading Strategy (ppt7)

1.       Guide students to read the Reading strategy for the article and teach them the elements of a story.

There are different types of stories. Stories have basic elements as follows:

What happened;     →  a plot

When it happened ;   → a certain time period

Where it happened;   → a place

Why it happened;    → a problem or an issue to be solved

, Who w, as involved in the event;  → main character

A story with a climax or a surprise ending is usually more eye-catching.

Step 3: First-reading (ppt8-10)

1. Ask students to go through the passage as quickly as they can and try to find the elements according to the reading strategy.

A story—fog

a plot  → a woman lost in the fog was helped by an old man

main characters   →  a woman and an old man

a certain time period  → one afternoon

a place  → a foggy city

a problem or an issue to be solved  → how she could get home

a climax or a surprise ending   → the old man was blind

2. Ask students to find answers to the three questions in part A Page 2.

3. Ask students to finish D on Page 4.

Step 4: Listening & Second reading (ppt 11-15)

1.       Listening to the text and read together with it.

2.       Questions in part C Page 4 and answers（见教参）.

3.       Put these events in the correct order.

Polly took the Underground to Green Park.

 An old man took Polly’s hand.

 A hand reached out and grasped Polly’s arm.

 Polly thanked the blind man.

 A tall man in a dark overcoat was watching Polly.

 Polly and the old man turned left at the crossroads .

 Polly felt frightened when a rough hand brushed her cheek.

 Polly got to King Street safely.

 Polly left the office at four o’clock.

 The old man went to help others.

(2  6  5  9  3  7  4  8  1  10)

Step 5: Deep understanding (ppt 16-17)

Ask students to read the story again, and try to further understand the text. Then underline some key sentences .

Step 6: Post-reading activities (ppt 18-22)

Retell the story Fog with the help of the following chart.

Outside Polly’s working place → At the bus stop on the street →In the underground train → At Green Park station → In Park Street→At the corner of the street → At 86 King Street → In the street near King Street

Step 7: Assignments (ppt 23)

1. Read the text again and again .

2. Read the article in Part B in Reading on Page 95 of the workbook.

教学札记：

课  题

M3 Unit 1 Reading 2

课  型

Language Points(1)

课  时

       1  课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zeng Jing

课前准备

Ask the students to prepare a free-talk

教 学 目 标

知识与技能：Learn about some difficult sentences and useful language points.

过程与方法：Better understand the text by paying attention to some key words, phrases and sentence.

情感态度与价值观：Help the students to understand some difficult sentences and useful language points.

教学重点

Help the students to learn to use some useful words

教学难点

Help students understand fully of the text.

教学过程和教学内容

二次备课

Step1 Revision

Retell the story:

Help the students retell the story Fog in their own words. Use the chart to help them:

Outside Polly’s working place—at the bus stop on the street—in the Underground train—at Green Park station—in Park Street—at the corner of the street—in the street near King Street— at 86 King Street

(This part can be omitted and you can conduct some kind of brief revision.)

Step2 Difficult sentences (ppt 6-16)

Read and understand the following sentences, then remember in mind:

1.       Once out in the street, she walked quickly towards her usual bus stop.

2.       The tall man was nowhere to be seen.

3.       She could feel her heart beating with fear.

4.       A minute before, she had wished for someone to come along.

5.       Polly found herself staring up at the face of an old man with a beard.

6.       It gives me the chance to pay back the help that people give me when it’s sunny.

7.       …she had a feeling that she was being watched by a tall man in a dark overcoat.

8.       …Polly felt a rough hand brush her cheek …

Step3 Useful words and phrases (ppt17-29)

1.       beat; strike; hit

2.       way, method, means

3.       calm, quiet, still, silent

4.       except, besides

5.       observe

6.       sight

7.       glance at / stare at / glare at /gaze at

Step 4 Understanding some sentences.

1. Once out in the street, she walked quickly towards her usual bus stop.

（1）一旦出版，这本词典会非常畅销。

  Once published, this dictionary will be very popular.

（2）一旦被抓，他会受到惩罚。 Once caught, he will be punished.

（3）When ________ (tell) the truth, he lost his mind.  (told)

（4）Unless _______ (make) the most of, time will not be enough. (made)

2. Polly found herself staring up at the face of an old man with a beard.

find +O +O.C(doing/ done/ 介词短语)

find him lying on the grass

find him surrounded by water

find him in a beautiful valley

glance at / stare at / glare at /gaze at

glance  匆匆一看，瞥见

stare  由于好奇，羡慕或恐惧等感情而睁大眼睛，目不转睛地注视一段时间，有时会表现出无理或粗鲁的态度

glare  怒目而视

gaze  凝视美丽或令人惊叹的东西glance (back / up ) at …/ down the list of the names /  through the report

3.that的用法

The truth is that it is too foggy for the bus to run that far.

（引导表语从句，无意义，不可省）

A fog this bad is rare。(this or that can modify an adj. or adv.)

She had a feeling that she was being watched by a tall man.

（引导一个宾语从句，可以省略）

4.       The tall man was nowhere to be seen.

The boy was nowhere to be found.=We could  find the boy nowhere.

=Nowhere ____ ____ find the boy . （could we）

又如：Clean water is nowhere _____________.(find)  ( to be found )

5. She could feel her heart beating with fear. “with” means “because of”

e.g.  She trembled with horror.

       Her face turned red with anger.

       She was frozen with fear.

Step 5 Homework 

 1. Read the passage again, and try to recite the key sentences.

教学札记：

课  题

M3Unit 1 Reading 3

课  型

Language points2

课  时

       1  课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zeng Jing

课前准备

Ask students to read the article again and again

教 学 目 标

知识与技能：Learn some useful expressions

过程与方法：Help the students learn the key phrases by explanation.

情感态度与价值观：To help students to form a positive attitude to helping others.

教学重点

Help the students to learn to use some of the new phrases

教学难点

Help the students to understand some difficult sentences and useful language points.

教学过程和教学内容

二次备课

Step 1 Revision

Ask some students to recite the key sentences .

Step 2 Understanding some useful words and phrases.

1. glance at / stare at / glare at /gaze at

It is rude to _______   people like that.  (stare at )

Mother was very angry when she knew her son had told a lie and ______ him.(glared at )

He ________ the clock and hurried away. (glanced at )

He stood, _______ the breathtaking landscape. (gazing at )

Crusoe ________ the footprint, full of fear.(stared at )

2. beat: 有规律有节奏地拍打

strike: (钟)敲；划（火柴）；（灾害，疾病）袭击

hit: 打；击  hit sb. on the (part of the body)

The waves were ________ on the shore. (beating )

 The clock has just ________ 3 o’clock.  (struck )

     The area was _______ by bird flu.  (struck )

     She _____ him on the head with a book.  (hit )

     It is freezing cold in here. ______ a match and make a fire.  (strike )

3.“way” 意思为“方法”，是普通用语，后跟of / to do ；

“method”意思为“方法”，指合乎逻辑的或者系统的方法,后跟of；

“means” 意思为“方法、办法,手段”, 后跟of/ to do 。

用这种方法：in this way, with this method, by this means

1. We can’t use illegal _______ to get a passport.  (means )

2. What is the modern _________ of teaching math?  (method )

3. The best _____ of storing information is to use computers.  (way )

4. “still”意为“静止的，不动的”，指没有运动或者动作的状态。

“calm”意为“平静的，沉着的”，指无风浪或人的心情不激动。

“quiet”意为“宁静的，安静的”，指没有声音，不吵闹，心里不烦恼。

“silent”意为“沉默的”，指没有声音或不讲话。

Parents ask their children to keep ________. (quiet )

She kept _______ about what she had seen in the traffic accident.(silent )

Fear held her ______. (still )

When running into danger, keeping ________ is of great importance. (calm )

5. sight 

(1)Only romantic people believe people fall in love ______. ( at first sight)

(2)_________, out of mind.  (out of sight )

(3)He ________ her before she disappeared in the crowd.  (catch sight of)

(4)There was nobody ______ in the street so that he could turn to nobody for help.  (in sight )

(5)Gradually we ________ land. Our heart beat with fear. (lose sight of )

6. Work out what’s the meaning of “rest”.

L16 …the rest of ...  (其他人、物)

L51 …and rest for a while? （休息）

注意主谓一致：The rest of the milk has gone bad.

               The rest of the cows have gone mad.

Translation.

Parents rest their hope on their children.   把……寄托在……

The unknown goddess rested her hands on her hips.   放置在……上

7.“observe”  means “to watch carefully and to see and notice”

Structure:

observe sb./ sth.

observe sb. do sth./ sb. be observed to do sth.

observe sb. doing sth./ sb. be observed doing sth.

observe sb. that-clause/ wh- clause

Step 3  Practice

Make up a story, using at least 8 words, phrases or sentence structures you learn in this period of class.

Step 4  Homework

1.Write down the story you make up, using the language points in this class.

2.Memorize the phrases and get ready for the next day’s dictation

教学札记：

课  题

M3Unit 1 Reading 4

课  型

Language points3

课  时

       1  课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zeng Jing

课前准备

Ask students to read the article again

教 学 目 标

知识与技能：Learn useful expressions and do some after-reading exercises .

过程与方法：Help the students learn the key phrases by explanation.

情感态度与价值观：To help students to form a positive attitude towards their senior school life.

教学重点

Help the students to learn to use some of the new phrases

教学难点

except for; except that clause; except wh- clause; except prep. Phrases

教学过程和教学内容

二次备课

Step 1 Revision    Have a dictation of the useful words and phrases .

Step 2 Understanding some Language points .

7. 完成下列句子的英文翻译：

1) 你注意到他话里有什么奇怪的地方了吗？

 Have you observed anything strange in her words?

2) 我没有注意到外面下那么大的雪。

I didn’t observe that it was snowing so heavily outside.

3) 他看见一个男人在马路对面走着。

She observed a man walking on the opposite side of the road.

4) 他注意到了他们之间发生的事情。

He observed what was going on between them.

5) 他不知道有人看见他上楼了。

He didn’t know he was observed to go upstairs by someone.

He didn’t know someone observed him  go  up stairs.

8.As she walked along …, she heard the sound of footsteps approaching,

approach: vi. 接近，靠近，即将到来

The summer vacation is approaching. 暑假即将到来。

vt. 接近，靠近 He cautiously approached the house. 他小心地走近那房子。

n. 方法        the approach to the problem 问题的解决方法

9.    Polly hesitated.      hesitate: vi. 犹豫

vt.  hesitate to do sth. 犹豫做某事

hesitation: n.  Without any hesitation, he jumped into the river to save the drowning child. 他毫不犹豫地跳下河去救溺水的孩子。

10.   A few seconds later, a hand reached out and grasped her arm.

reach out: 伸出   reach out (one’s hand) for sth.: 伸出手拿某物

The beggar reached out for money. 乞丐伸手要钱。

【拓展】 out of (one’s) reach 够不着，触不到

The banana was out of the monkey’s reach. 猴子够不着香蕉

11.     You really shouldn’t feel anxious. 

 adj. 焦急的，忧虑的 be anxious about sth./ that

      渴望的  We are really anxious for peace. 他们确实渴望和平。

               I’m really anxious to see him. 我急于见他。

12. ‘Thank you so much for coming to my aid,’ said Polly in relief.

relief: n. 宽心，慰藉，轻松  vt. relieve one’s pain 减轻，缓和某人的痛苦

13. besides: 除……之外，尚有或者还有……

except 与 but : 除……之外，表示不包括在内

but 通常与否定词和不定代词连用，all, nobody, everywhere, who

There will be five more to attend the meeting, ______ John.  (besides )

Nobody _____ you could be so selfish.   (but )

Everyone is there _______ Tom.  (but )

It’s a pity that we all went to the party ______ Tom.  (except )

except 将一个或几个人或物从同一类或普通的种类中除外，后跟名词、代词、副词、介词短语

except for: 整体中的部分；性质不同

except that  clause

except wh- clause

except prep. Phrases

(1)I searched everywhere for my book except ________. (D )

(2)He is a good teacher except __________. (A )

(3)Your article is good except ____________.(B )

(4)The plants grow quickly except ____________.(C )

A. for his bad temper  B. that there is some spelling mistakes

C .when it is very cold   D. behind the door

Step 3 After-reading exercises

Do Part E on Page 5:  (1)  darkness  (2)wherever  (3) hesitate （4）anxious （5） approaching （6）aid （7）grasp （8）observe

Do Parts A1 and A2 on page 90 in Workbook.

Part A1(p90)   1.hear ; hearing  2. dark ; darkness  3.foggy ; fog

        4.approached ; approaches   5.aided ; aids   6. glanced ; glance

Part A2 (p90)  1.on/in ; at  2.by  3.with  4.for  5.in  6.at  7. back   8.out

Step 3 Homework 

Preview the word power .

教学札记：

课  题

M3Unit 1 Word power

课  型

New

课  时

      1   课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zeng Jing

课前准备

Ask the students to work in groups to draw a map of our school in English

教 学 目 标

知识与技能：Enable the students to learn the words and expressions related to  the weather .

过程与方法：to enlarge the vocabulary of the students.

情感态度与价值观：Encourage students to learn to remember and practise what they learn by listening and translation.

教学重点

Get to know different parts of speech of words.

教学难点

Enable the students to use these words and sentence patterns freely to talk about the weather forecast .

教学过程和教学内容

二次备课

Step 1  Introduction (ppt 3)

1.       Show two words from the reading passage“fog” on the screen which have different parts of speech so that students can understand the meaning of “part of speech” and further understand those words.

2.       In the reading passage can you find out other words which have different parts of speech.

Step 2  Grasp and practice (ppt 4)

Ask students to fill in the blanks of part B on page 6 to grasp the words given in the box.

Step 3  Review, look and understand (ppt 5)

Remind students of the trouble Polly met and ask them to conclude: It is the fog that causes her so much trouble. Look at some pictures about bad weather which causes trouble and let students understand them.

Step 4  Show and learn (ppt 6-8)

Symbols of weather are introduced to students. The students can learn and remember better with the help of vivid pictures and the teacher will also introduce a way that some adjectives are formed. That is, we add “y” to some of the noun forms.

Step 5  Practise (ppt 11-13)

Ask students to finish part B on page 7 to know clearly how to read and express information about weather forecast.

Step 6  Translation (ppt 9-10)

Ask Students to translate a weather report by using the sentence patterns and words shown in the previous step.

Clear/… to overcast            晴转多云

sleet                                   雨夹雪

hail/hailstone                   冰雹

typhoon                           台风

drought                           干旱

frost                                   霜冻

hurricane                            12级风/飓风 

Useful expressions

• Now the weather forecast for …
• advance towards
• meet with/see
• pretty bad weather with …
• The showers will hit the Midwest on Monday.
• The thunderstorms may still be around part of Tuesday, but will disappear …
• fall apart/lift /disappear
• be beneficial to

Good morning everybody. Welcome to join me in today's weather forecast for next two days.

明天到后天多云到阴,明天最高气温2度，最低气温-5度。风力3到4级，天气将逐渐变冷，我们建议市民们要参加体育运动，因为体育运动将对我们的身体有益，帮助我们抵抗寒冷。

  That's all for today's report. see you at the same time tomorrow and have a nice day.    Bye.

Step 7  Homework (ppt 14)

Finish the translation of the weather forecast above.

Good morning everybody. Welcome to join me in today's weather forecast  for next two days.

  It is cloudy first, then overcast tomorrow and the day after tomorrow with the highest temperature 2 degree centigrade and the lowest temperature -5 degree centigrade. Wind force is three—four. It's getting colder and we suggest that the citizens should do some proper sports. Physical training will be beneficial to your health and it will also help your body fight against the cold weather.

  That's all for today's report. See you at the same time tomorrow and have a nice day.  Bye.

教学札记：

课  题

M3Unit 1

课  型

   Grammar1

课  时

        2 课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zengjing

课前准备

Ask students to preview Page 8—9

教 学 目 标

知识与技能：To make the students get familiar with noun clauses

过程与方法：To give a brief introduction to attributive clauses by examples

2.情感态度与价值观：It’s important and necessary for students to know the different use of noun clauses.

教学重点

Make sure the students understand what the noun clauses are.

教学难点

Enable the students to Learn to use conjunctions: that, if/whether.

教学过程和教学内容

二次备课

Step1. Introduction to noun clauses (ppt 4-5)

What is noun?

What is the use of noun?

What is noun clause?(by reading some sentences):

•        At lunch, the weatherman reported that the mist would become a thick fog in the afternoon.

•        She wondered if the buses would still be running.

•        The truth is that the fog is too thick for the bus to run that far.

•        What surprised me most was that the old man couldn’t see anything.

Step2. Presentation (ppt 6-9)

1. Ask students to read Part 1 on page8 so that they will know that a noun clause can be used as the subject of a sentence. More sentences can be given to the students.

1) That he will succeed is certain .

2) Whether he will go there is not known .

3) What he said is not true .

4) Where he hid the money is to be found out .

Have students read the sentence in which it is used as an preparatory subject:

Who will go makes no difference.

= It makes no difference who will go.

That she was able to come made us very happy.

= It made us happy that she was able to come.

2. Ask students to read Parts 2 so that they will know that a noun clause can be used either as the object of a verb or a preposition in a sentence.

1) They know that the habit will kill th, em.

2) He asked how much I paid for the violin.

3) He made it clear to the public that he did an important and necessary job.        

4) I find it necessary that we should do the homework.

Ask students to read the two sentences in which it is used as an preparatory object.

3. Ask students to read Part 3 so that they will know that a noun clause can be used as the predicative after the link verb be.

1) The question is whether we can rely on him.

2) That’s because we were in need of money at that time.

3) He looked as if he was going to cry.

4) That’s why I was late.

4. Explain to students what apposition means. Then have the students read Part 4.

1) The news that he failed in the exam surprised his parents.

2) Word came that we would have two days off next week.

3) There is no possibility that our team will lose the game.

4) I’ll keep the promise that I will help you out when you are in trouble.

Step3. Practice

Ask the students to read the article on page 9 and to describe the main idea in their own words. Make sure that they know what they need to do and that they can identify all the noun clauses.

(找出该文中所含的名词性从句，并要求说出名词性从句的类型)

The possibility that …

It is believed that …

Scientists are interested in whether …

They are also curious about that …

The study has proved that …

He says that …

He adds that …

…

Step4. Assignment (ppt 25)

Preview P10—11.

教学札记：

课  题

Unit 1

课  型

Grammar2

课  时

       1  课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zengjing

课前准备

Encourage students to apply what they have learned to settling problems.

教 学 目 标

知识与技能：1.To make the students get familiar with noun clauses and get them to know some more usages of noun clauses .

过程与方法：To consolidate what the students have learned in the previous class by doing some exercise.

情感态度与价值观：It’s important and necessary for students to master the  usages of noun clauses .

教学重点

To make sure that the students can identify the noun clauses

教学难点

To get the students know some more usages of noun clauses.

教学过程和教学内容

二次备课

Step1. Presentation (ppt 10-13)

Noun clauses beginning with that or if/whether.

1. Ask the students to read Part 1, which is about using that to introduce a noun clause.

2. Have students read Part 2, which is about using if or whether to introduce a noun clause.

if, whether引导的名词从句

1）yes-no型疑问从句

　 从属连词if, whether引导的名词从句是由一般疑问句或选择疑问转化而来的，因此也分别被称为yes-no型疑问句从句和选择型疑问从句，其功能和wh-从句的功能相同。例如：

   主语：Whether the plan is feasible remains to be proved.

这一计划是否可行还有等证实。

　 宾语：Let us know whether / if you can finish the article before Friday.

请让我们知道你是否能在星期五以前把文章写完。

　 表语：The point is whether we should lend him the money.

问题在于我们是否应该借钱给他。

　 同位语：They are investigating the question whether the man is trustworthy.　

他们调查这个男人是否值得信赖。

　 形容词宾语： She's doubtful whether we shall be able to come.

她怀疑我们是否能够前来。

　 介词宾语： I worry about whether he can pass through the crisis of his illness.

我担心他是否能度过疾病的危险期。

2）选择性疑问从句

　   选择性疑问从句由关联词if/whether…or或whether…or not构成。

例如：

　   Please tell me whether / if they are Swedish or Danish.

请告诉我他们是瑞典人还是丹麦人。

   I don't care whether you like the plan or not. 我不在乎你是否喜欢该计划。

Step2. Practice (ppt 14-24)

1. Ask students to finish exercises on page11.

2. Ask students to finish exercises on Page 92.

2. Do some exercises.

1. —I think it is going to be a big problem. —Yes, it could be.

  —I wonder ______we can do about it.

     A. if        B. how      C. what     D. that

2. ______is no possibility _____Bob can win the first prize in the match.

    A. There; that    B. It; what  C. There; whether    D. It; whether

3. A computer can only do ____you have instructed it to do.

A. how       B. after      C. what    D. when

4. Can you tell me ______?

A. who is that gentleman    B. that gentleman is who

C. who that gentleman is    D. whom is that gentleman

5. He didn’t know which room______.

A. they lived    B. they lived in  C. did they live   D. did they live in

6. To get the job started, ____I need is from here.

A. only what    B. all what     C. all that     D. only that

7. In some countries ________is called “equality” doesn’t really mean equal rights for all people.   A. which   B. what   C. that     D. one

8. Go and get your coat. It’s ____you left it.

A. there       B. where    C. there where    D. where there

9. ______you don’t like him is none of my business.

    A. What       B. who     C. That      D. Whether

10. The reason ____I plan to go is ___she will be disappointed ____I don’t.

    A. why; because; when       B. why; that; if

    C. because; that; if           D. why; that; whether

11. _____she said suggested that she hadn’t decided ____to go or not.

    A. What; if    B. That; whether  C. What; whether   D. Whether; what

 (Keys : BACCB  CBBCB C )

Step 3 Homework 

 1. Do Part C1 and C2 on page 92.   

教学札记：

课  题

M3Unit 1 Task1

课  型

Listening and talking

课  时

       1  课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zengjing

课前准备

A tape recorder

教 学 目 标

知识与技能：Focus on listening skill to let students learn how to plot a story .

过程与方法：Encourage all students to take part in class-activities

情感态度与价值观：Ensure every student to have a chance to speak and discuss

教学重点

To know how to master the skills of how to plot a story .

教学难点

How to understand the listening material

教学过程和教学内容

二次备课

Step 1  Introduction (ppt 4-6)

Do you like reading stories? (Ask) Most of you like reading stories. Can you tell me what kind of stories you like reading? Why? (Ask) You like different kind of stories. Have you tried telling a story to your classmates or friends? Today we will learn some skills of telling a story. After class, you can make up a story and tell it to your friends. Maybe, they will like it.

Step 2  Plotting a story (ppt 7-16)

In this part , Students will learn about the plot of a story and the three parts that a story usually contains : start , body , and ending .

1.       Ask students to read the story on page 12 and finish the exercise of part A :Putting different parts of a story in the correct order .Then finish Part B, deciding which part each paragraph belongs to .

2.       distance: n. 距离   in the distance 在远处  at a distance 隔一段距离

within walking distance 很近

Key phrases : grow dark天变黑  go missing  消失  sound like听起来像

set sail for our destination起航到目的地

travel all around the world环游世界

manage to get on a lifeboat成功地登上救生艇

hear the thunder overhead听到头顶的雷声

He was outgoing and very interesting to listen to .

Translation

Your brother is pleasant to work with .跟你的兄弟共事很愉快。

The boy is difficult to teach .这男孩很难教。

The bed is comfortable to sleep in .这床睡得很舒服。

Suddenly, the lightening came very close and I could hear the thunder overhead.

1)The bottle came open in my bag.

2)My family always comes first.

3)工作第一。 Work must come first!

Step 3 Completing a checklist

You are going to enter a storytelling contest . Your teacher is giving you some help . Listen to your teacher and complete the checklist below to help you plot your story .

Plot the start with the information and the phrases.

Who :       Sandy, her classmates and teacher

Where:       To the museum

Why :     To do a class project about art and history

When:        Summertime; Late morning

What:        Li Feifei got lost on their way from the school bus to the museum, but they managed to catch up with their classmates at last.

Write the start of the story

It was at around 10:00 a.m. this summer. Sandy and her classmates took a bus to the museum together with their teachers, because they had a class project about art and history. When arriving at the museum, Sandy and her partner Li Feifei were so busy looking around that they got lost. As a result, they ran about, trying to find their classmates and caught up with them.

Step 3  Recognizing different elements of a comic strip (ppt 17-28)

1. How to tell a story more effectively?
 speech bubble :    show what the character is saying

thought bubble : show what the character is thinking

sound bubble :   show the sound the character is making

caption :     describe the state or action concerning the character.

2.  In pairs, ask students to work out a surprise ending from the five pictures given in Part A. They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary.

3.       One day Alice saw an alien, and she wanted to make friends with it.  She waved her hand to the alien, saying, “I want to be your friend.”  It seemed that the alien didn’t want to be her friend.  Reaching out her hand with a smile, Alice wanted to shake hands with the alien.  But the alien didn’t know what Alice wanted to do.  It was frightened instead.  It took out something that looked like a speaker which made a loud sound— “Pop!”.  Suddenly, at this sound, Alice disappeared.

Step 4 Homework (ppt 29)

1. Review what we have learnt today.

教学札记：

课  题

Unit 1 Task2

课  型

Reading and writing

课  时

       1  课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zengjing

课前准备

Preview Skill building 3.

教 学 目 标

知识与技能：To train the students’ speaking ability to enable the students to make decisions by comparing information and train their writing ability to write a notice on their own.

过程与方法：Train students’ ability of telling a story effectively by using pictures with speech bubbles.

情感态度与价值观：To ensure every student to have a chance to express himself/herself.

教学重点

Improve students’ ability of writing a story by using adjectives and adverbs.

教学难点

How to make the story more interesting.

教学过程和教学内容

二次备课

Step 1  Leading in (ppt 5)

Review two skills of telling a story

Step 2  Using adjectives and adverbs in stories (ppt 6-10)

1.       Ask students to read Part 1 on Page 16.

How to use adjectives (before a noun or after a link-verb. )

2.       .Ask students to read Part 2 on Page 16.

How to use adverbs (to modify verbs , adjectives , a prepositional phrases or another adverb . )

The student worked.

Use some adjectives and adverbs to make the short sentence more lively.

Surprisingly, the lazy student who even slept in P.E class worked very hard every day.

3.       Have students do exercise on page 16.

Adjectives in the article:

           good    weak   hot   cold 

           wild   nearest   safe   hard

           different   strong   grateful   near

Adverbs in the article:

           quickly      temporarily

           hopefully     fully

2. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step 2.

Complete the last paragraph

All of a sudden, a bell was ringing. Sandy woke up and found herself sitting on a chair. She could see people were leaving. To her great surprise, she saw a big, red apple in her left hand and some beautiful flowers in her right hand. She knew it was time for the museum to close and she had to leave. But her classmates and her teachers were nowhere in sight.

Step 3 Telling a story (ppt 11-12)

Have them work in pairs to practise telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storyteller.

Step 4  Useful expressions and difficult sentences (ppt 13-15)

Ask Ss to translate some phrases and help Ss understand some difficult sentences.

Key words or phrases :

fall asleep

f eel a tap on her shoulder

wear a metal suit

whisper ,

step back

wander  

come across 

reach out her hand towards her

bit into the apple

Step 5 Homework (ppt 16)

1. Ask students to read the story of Part A in Writing on page 97 of the Workbook.

2. Find out the difficult points in Project.

教学札记：

课  题

M3Unit 1

课  型

Project1

课  时

       1  课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zengjing

课前准备

A tape recorder and the multimedia

教 学 目 标

知识与技能：Get to know something about sharks and pigeons.

Learn to follow the structure of each passage.

过程与方法：The two reading materials about animals here are samples for students to learn how to write a passage about an animal.,

情感态度与价值观：To let students use what they have learnt to finish a project by working together

教学重点

To help students to better understand the two articles.

教学难点

To help students learn something from the two articles and use English through doing a project.

教学过程和教学内容

二次备课

Step 1. Introduction (ppt 4-9)

Many animals are of great help to our daily lives or make great contributions to the development of science and technology. Can you list some of them?

Animals are friends of human beings. However, some animals will cause trouble or danger to us in some situations. For example, when they are hungry or when they feel themselves in danger. Do you know some dangerous animals on the land? (Some pictures are shown：tiger，lion, leopard  .) There are also some dangerous animals in the water. (Some pictures are shown: crocodile , shark .)

Step 2. A small quiz (ppt 10)

Ask students to fill in blanks related to some information about sharks.

What do you know about sharks?

Most of them have a weak sense of ______ but a strong sense of ______.

Sharks must keep __________ so that they will sink.

(sight   smell   swimming )

Step 3. Read and understand (ppt 11)

Allow Students 1 minute to read the text and complete questions in “Fast reading”.

Do all the sharks attack human beings?

Are many people attacked by sharks every year?

Why is the number of shark attacks increasing?

Step 4. Listen and understand some details (ppt12-14)

Listen to the tape and work out the main information in each part.

Para 1
Name the three fierce sharks

•        Great white shark

•        Tiger shark

•        Bull shark

Step 5.    Reading about pigeons (ppt15-19)

Read the passage about pigeons and hold a discussion.

(1)    Why did the officer write a message in the story?

(2)    By what means was the message sent?

(3)    How do pigeons find their way?

Answers (1) Because hundreds of enemy soldiers rush towards them and he wants to get help.

(2) The officer writes a message on a piece of paper. He rolls up the paper and puts it into a small case and then reaches into a cage and gets a bird. Attaching the message to its leg, he sets the bird loose. The bird is a pigeon.

(3) Pigeons appear to have a compass inside them that tells them which way is north. They also appear to use their sight and even their sense of smell to tell them which way they should go.

Step 8. Homework

Do Parts part A, B and C on page 90 in Workbook.

教学札记：

课  题

M3Unit 1

课  型

Project2

课  时

       1  课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zengjing

课前准备

Read the two articles again and again.

教 学 目 标

知识与技能：Learn some expressions, especially  “likely ”,“hit ” and “contrary ”

过程与方法： Choose an animal and write a passage about it then produce a TV show.

情感态度与价值观：To let students use what they have learnt to finish a project by working together

教学重点

Deal with some important language points.

教学难点

How to master the language points.

教学过程和教学内容

二次备课

Step 7. Language points

1. Contrary to what many people might assume, evidence shows that sharks seldom attack humans.

contrary: adv. 相反地，反对地

Contrary to expectation, he didn't win in the contest.

与预期相反,他在竞赛中没有获奖。

adj. 相反的,对立的 His views are contrary to mine.他的看法与我相反。
n. 相反;相反的事物

You didn't bother me. On the contrary, I like your company.   

你没有打扰我。相反地,我喜欢你的陪伴。

2.       Do not wear bright clothing or jewellery, because sharks are attracted to the flash of colors and bright objects.

attract: vt. 引起...的注意(或兴趣等)；吸;吸引

 Jim was attracted to the Italian girl.

吉姆被那位意大利女孩所吸引。

The garden city attracts many tourists. 那个花园城市吸引许多游客。

   attraction: n. 吸引，吸引力，吸引物

   attractive: adj. 吸引的，有吸引力的

3. likely   adj.很可能的, 有希望的

sb. be likely to  do sth.       可能……

It’s (very/ most) likely that …

他很有可能会赢这场比赛.He’s likely to win the game.

很可能他现在遇到麻烦了。 It is very likely that he’s in trouble now.

这项工作他似乎是最合适的人.He seems the most likely person for the job.

4. be fit to do sth. 适合干某事

这鞋不适合穿.The shoes are not fit to wear.

be fit for    适合, 胜任, 合格

这食物对你的客人来说不合适。

This food is not fit for your visitors.

5. Hit the shark on the nose.打在鲨鱼的鼻子上。

这是一种动词 + 宾语 + by (on, in) + the + 身体部位等的结构，

此种类型常用的动词有：catch, pull, shake, seize, hit, take, beat …

Suddenly, he took me by the hand.突然他抓住了我的手。

The ball hit the headmaster on the head.球打在校长的头上。

6. avoid sth./doing sth.

为了避免失败，我们不得不更加努力学习。

In order to avoid failure, we had to work harder.

你应该避免提到任何可能使她伤心的事。

You should avoid mentioning anything that may make her sad.

7. It is/was … that/who …（强调句型）

1). It was on Monday night that all this happened. 所有这一切发生在周一晚上。

2). It is me who he blamed.他怪的人是我。

3). It was when she was about to go out that the telephone rang.

   她正打算走的时候电话响了。

注意：被强调部分不能是谓语。

8. During both World War I and II, pigeons were employed by armies to carry messages to and from the front lines, saving the lives of many soldiers and even helping win some important victories.

employ: vt. employ sb. 雇佣某人

employer: n. 雇佣者

employee: n. 被雇佣者

Step2. Assignments about “producing a TV show”

Planning: Ask Students to form groups of four. They should discuss and choose an animal to focus on Preparing. Search for information in different ways: search the internet; go to a zoo; watch an animal documentary or read some books.

Producing: Write and rewrite.

Presenting: Present the TV show to all the classmates and have a competition.

Step 2  Homework

Read the two articles and do some exercises to consolidate the language points.

教学札记：

课  题

M3Unit 1

课  型

Consolidating exercise

课  时

       1  课时

主备课人

Yang Shaohua

复备课人

Yang Meichun

审核人

Zeng Jing

课前准备

Encourage students to apply what they have learned to settling problems.

教 学 目 标

知识与技能：To help students improve the students’ skills

过程与方法：To find the rules to do some exercises

情感态度与价值观：To learn to be cooperative and brave when facing difficulties.

教学重点

To check the effect that the students are learning in this unit

教学难点

To get students to learn to be able to settle some problems by their own.

教学过程和教学内容

二次备课

Step 1 Greetings

Step 2  Have a dictation of the phrases learned in the project.

Step 3  Explanation for the exercises

Some exercises are to be done by students before. So check the answers with the students one by one .Explain it if possible.

Page91  B1:    

1．Contrary; opposite  2.like ; likely  

3.calm ; peaceful      4.jewel ; jewellery    5.loose ; relaxed   

Page91  B2:  

1.       attached   2. employ   3. Unlike    4. panicked   5. reduced 

6. calmed     7.rolled     8. ignore     9. grasp    10. attracted  

attach: vt. 贴上，系上 attach sth. to sth.

                   attach importance to sth. 重视某事

    使依附;使附属 This hospital is attached to the medical college nearby.

这个医院附属于附近的那所医学院。

Page 93  D1(omitted )

        D2(omitted )

Step 4 :Reading exercises Part A and Part B on the Page94.95 in the workbook

These two exercises are related to the reading passage. Above all, it is designed to enlarge the students’ vocabulary

The answers to the questions of the passages (omitted)

Step 5 Consolidating exercise

根据中文填空。

1.  He is standing in front of the window and _______ (盯着看) at the rain pouring down.

1.       The number of the students in the area has been__________ (减少).

3.  We passed through several __________ (被离弃的) villages where local people had already left.

4.  The article is so difficult that I can’t make ______ (理解) of it.

5.  I was frozen with fear at the _______ (看见) of the blood.

6.  We have a fair _______ (可能性) of winning the game.

7.  In order to _______ (避免) making mistakes, he checked his essay again and again.

8.  He put forward two suggestions. The ________ (后者) sounds much better.

9.  The book is at the top of the shelf, out of my _______ (触到).

10. Finally, his dream of becoming a scientist has come _______ (真的).

（Answers：1.staring    2.reduced    3. deserted    4.sense  5. sight     6.chance  7. avoid   8. latter     9.reach  10.true）

选词填空。

relate … to …          stare at        reach out        in the distance

have a glance at       rough         out of sight      make sense      

 within walking distance       observe          To tell you the truth

1.  ________, I watched an exciting horse race yesterday. That’s why I was absent from work.

2.  ---How far is the distance from there to the beach?   

--- Not far, ______.

3.  He tried to __________ for the apple on the tree, but failed.

4.  He was very shy and __________ the visitor.

5.  Sandy didn’t leave until the train was _________.

6.  The fall in the cost of living is directly _______ the drop in the oil price.

7.  Her hands were _________with hard work.

8.  I spent some time ____________ their customs.

9.  This sentence doesn’t __________. Make another one.

10.  Parents always tell their children that it’s impolite to ________ others.

（Answers：1. To tell you the truth          2. within walking distance  

3. reach out   4. had a glance at   5. out of sight   

6.related to   7. rough         8.observing  

9.make sense  10. stare at）

Step 6 Homework

 Assign the students to review this unit and preview the following unit

教学札记：