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【原创】Module 2 Unit 3 Amazing People(教案全)  

2011-12-22 14:54:28|  分类: 课件教案 |  标签: |举报 |字号 订阅

  下载LOFTER 我的照片书  |

1st Period  Welcome to the unit

Teaching Aims:

1.      Talk about famous people in the world.

2.      Make the students know the fact that they will succeed as long as they  work hard.

Teaching Important Point:

Make the Ss free to talk in and after class about the amazing people.

Teaching Difficult Point:

Help students finish the task of speaking.

Teaching Methods:

Individual, pair or group work to make every student work in class.

Teaching Aids:

The multimedia and the blackboard

Teaching Procedures:

Step 1 Guess

Ask the Ss to guess who they are by showing them some pictures.

Step 2 Speaking

 Talk about the pictures in pairs or groups.

Step 3 Discussion

 Discuss the given topic in groups of four and answer questions.

Step 4 Consolidation

  Fill in the blanks.       

Step 5 Group Discussion

  Carry on with another discussion.

Step 6 Interview

   Interview your classmates about their heroes or heroines.

e.g.  Do you have a hero/heroine?  What are the things he or she has done that make you feel that this person is amazing?

Step 7 Writing

  Write a short passage about your hero or heroine.

 

2nd period

Reading  The curse of the mummy

 

Teaching Aims:

1.      Help students improve their reading abilities.

2.      Learn and master the following words and phrases

Teaching Important Points:

1.      Improve the students’ reading ability.

2.      Enable the students understand the text better.

3.      Get the students to master the tenses used in the passage.

4.      Develop the students’ creative, comprehensive and consolidating abilities.

Teaching Difficult Point:

1.      How to improve the students’ reading ability.

2.      The use of some useful expressions.

Teaching Aids:

The multimedia and the blackboard

Teaching procedures:

Step 1 Revision

 Ask one or two students to read their hero or heroine.

Step 2 Lead-in

 Help students recall their prior knowledge of Egypt by asking them a few questions.

Step 3 Reading Comprehension

1.      pre-reading

Before asking students to skim the passage, direct their attention to the Reading strategy first. After they read it, ask them these questions.

What might be the connections between the title “The curse of the mummy” and the famous explorer? Why does the writer choose “The curse of mummy” as its title here? Do you think the title can draw students’ attention and arouse their interest?

 Please discuss these questions. Then ask the students to read the first paragraph. After that, ask students these questions:

What is the first paragraph about? Is it the beginning of a story? What does the writer tell us abort the explorer in the first paraghph? What words do you think are useful for you to predict the ideas included in the passage? Can you predict the content of the following paragraphs with the help of the key word?

2.      Fast reading finish Part A.

3.      Detailed reading do C1&C2.

4.      Fill in the form.

Characters

Who was he?

What did he do?

How did he die?

George Gould

 

 

 

Lord Carnarvon

 

 

 

Howard Carter

 

(in 1891)_________

(by the 1920s)_____

(in 1922)_________

 

Richard Bethell

 

 

 

5. Finish D &E.

Step 4 Discussion

1. Do you think Howard Carter is an amazing explorer? Why or why not?

2. What kind of personality do you think an explorer has to possess?

3. Do you think the personality of Howard Carter has had a positive effect on his discoveries?

Homework:

1. Write a summary about Howard Carter.

2. Finish the relative exercises in the Workbook.

 

3rd period

Language focus of the curse of the mummy

 

Teaching Aims:

1.     Revise the reading passage by retelling it.

2.  Get the students to grasp the usage of some important words and expressions.

3.     Get the students to practice two important drills.

Teaching Aids:

1. The multimedia

2. The blackboard

Teaching Procedures;

Step 1 Revision

What’s the relationship between the explorer and the title “ The curse of mummies”?

Step 2. Language focus

1. Learn and master the following words and phrases.

be curious about, during one’s life time, right away, set sail  (for) as well as, search for, by the 1920s, by the time, be known as, have something to do with, fall ill with a fever, go outhereof, the following, the dead, result in, breathe in, die of

2. Understand the following sentences patterns.

1. In 1891, at the age of 17, he_____________

Alexandria, Egypt.  (travel to somewhere by boat)

E.g. The sun was sinking as we set sail for home.

   Next week they will set sail for Europe.

2. By the 1920s, he had become an explorer, searching for the tombs of the Egyptian kings. ( by: no later than or before; search for: look for)

E.g. By the time (conj.) doctor arrived, the woman had given birth.

Mike must have made some friends in his school by now.

By the time (conj.) you get there, it will be dark.

3. “The tomb contained more treasure than any of us had ever seen before, as well as the mummy of the king,” said Carter. (treasure: wealth “金银财宝”; as well as: “除了之外(),

4. When a tomb is opened, fresh air disturbs the viruses. (change the usual or natural condition of…)

E.g. A light wind disturbed the surface of the water.

She has disturbed all his plans for going abroad.

He was disturbed to hear her illness. (make someone worry)

   Don’t disturb the papers on my desk. (move something or change its position

5. If breathed in, they can result in illness or even death.

 =If (the viruses are) breathed in, they can cause illness …

E.g. He will come if (he is) asked.

   The illness will result in total blindness if (it is) left untreated.

   If (it is) taken correctly, the medicine should work.

The accident resulted in the death of two passengers.

6. Within seven years, 21 people who had something to do with the opening of the tomb died. (“……有关”, “……有联系”)  

have something/nothing/much/little/a lot to do with

E.g. The suspect insisted that he had nothing to do with the murder. He said he was at home the whole night watching TV.  

Step 3.Workbook

Do Exercises A1 and A2.

Homework

Do Period 3 Language focus of Exercise Book

 

4th period

Word power

Teaching objectives:

1.      Improve the students’ ability of mastering words

2.      Enlarge the students’ vocabulary

3.      Help students learn the structure of nouns about jobs

4.      Get the students to know more about jobs

Important teaching Points

1. Help students learn the structure of nouns about jobs

2. Learn the words by heart and try to use them

Difficult teaching points:

1.      How to improve the students’ ability of mastering words

2.      How to use the new words to solve problems

Teaching Methods:

1.      Talking to improve the students’ speaking ability

2.      Practice to get the students to master what they’ve learnt

3.      Discussion to make every student work in class

Teaching Aids

the multimedia and the blackboard

Teaching Procedures

Step1 Revision and Lead-in

Brainstorming. Show some pictures and ask

What are they?

Do you know them?

Step 2 The structure of noun about jobs

    A. teacher  writer  singer  baker  explorer

B. doctor  actor  visitor  editor  sailor 

C. assistant  servant  merchant  accountant

D. student   dependent  president

E. typist  

How do these jobs form?

②A.  scientist   artist   physicist  pianist  violinist

  B.  banker  lawyer  gardener  cashier

C.  musician  beautician 

③A. journalist  dentist   artist

  B. electrician  politician

④actor actress    prince princess     host hostess

  god goddess    lion  lioness   steward  stewardess

  salesman  saleswoman   businessman businesswoman

  man teachers  woman doctors

Step3. Introduce suffix

verb         noun

+ er    + or     + ant       + ent      + ist

noun        noun

+ ist          + ian            + er

adjective          noun

+ist     +ian

How to show male or female?

Step 4 Complete part B

Step 5 Guess

Revise some job words by guessing what they are according to the pictures?

Step 6

What kind of job would you like to have? Why?

How can you realize your dream?

Step 8 Homework

1. Remember the words learned

2. Find other ways to express jobs (cook, coach, captain, professor, pilot, guide, model, tutor……)

3. Preview Grammar and usage

5th period 

Grammar and usage (the first period)

Teaching Aims:

Learn the past perfect tense

Compare the use of the past tense , the present perfect and the past perfect

Teaching Points:

How to use the past perfect tense.

Teaching Methods:

1 Inductive method

2 Comparative method

Teaching Aids:

1 a multimedia

2 a blackboard

Teaching Procedures:

Step 1   Revision      Guessing game

Do you know any job words? Use your body language to show your job and ask your partner to guess.

Step 2 Lead in

Hong Kong  _______  to China in 1997.

Macao ________ to China in 1999.

Hong Kong ____________to China before Macao came back to China.

Step 2 Structure

Had done/had been done

The past perfect tense is often used with the simple past tense. If one action happens before another in the past, the past perfect tense is used.

Compare the simple past and The past perfect tense

What is The past perfect tense

More examples

By the end of last year, I  _______for 15 years.

When I came back home, my favourite TV program  __________.

He was not worried at all. He ____________ preparations.

The past perfect tense used in indirect speech

Here the past action didn’t happen a long time ago.

Used with time expressions such as when, after, before, as soon as, until, by, for and already

Step 3 A Complete the story of Amelia Earhart

Step 4 B Complete the story of The Titanic

Step 5 Question

How do you know you will use the past tense or the past perfect tense?

Step 6 Compare Present perfect or past perfect?

The present perfect tense is used when we are talking about a past event which relates to the present time.

The past perfect tense is used when we are discussing the past and want to talk about an even earlier event.

Step 7 The inventor of paper

Step 8 Summary

一、 主语+过去完成时

①when引导的从句(注:从句谓语动词为过去式)

②by短语

③by the time引导的从句(注:从句谓语动词为过去式)

④before引导的从句(注:从句谓语动词为过去式) 例如

二、 1. 主语+hadhardly(scarcely)+过去分词+when(before)+主语+一般过去时。

  2.主语+hadno sooner+过去分词+than+主语+一般过去时

三、 根据上下文的时间关系来确定用过去完成时。

四、 表示过去未曾实现的愿望、打算或意图,用过去完成时。常用动词有:hopethinkexpectintendmeansupposewant等。

例如: They had wanted to help but couldn't get here in time. 他们本来是要来帮忙的,但未能及时赶到。

五、 It was+时间+since+主语+过去完成时。

Step 9 Practice

Fill in the blanks

1.  There________be25 parks in our city up till 2000. 

2. By the end of last term we ______(finish) the book.

3.  They finished earlier than we __________(expect).

4. That was the second time that she _________ (see) her grandfather

5. It was 3 years since we _______ (part)

6. I ———— (hope) that I could do the job.

7. I ———— (intend) to see you but I was too busy.

8.      We ____our breakfast when an old man came to the door.

 A) just have had  B) have just had   C) just had   D) had just had.

9. Before the first nonstop flight made in1949, it ____ necessary for all planes to land for refueling.

A) would be     B) has been       C) had been    D) would have been

6th period

A quiz about Grammar

Ⅰ. Multiple choices.

1I lost the dictionary I ________ 

Ahave bought      Bbought      Chad bought      Dhad been bought 

2The train had gone when my brother _______ at the station 

Ahave arrived      Barrived       Chad arrived       Dam arriving 

3.  Mary _______ of visiting her grandmother, but the bad weather made her change her mind.

Ahas thought       Bthought       Chad thought    Dhad been thought 

4------Did you meet Tom at the airport 

------Nohe _______ by the time I ______ there 

Ahas leftgot   Bhad leftarrived    Cleftarrived    Dlefthad got 

5-------Why didn’t Tom attend the meeting yesterday 

-------He __________ Beijing 

Ahas gone to     Bhad gone to      Cwent to      Dhad been to 

6-------I _______ to come to help you 

-------But you didn’t come 

Ahave meant      Bhad meant      Cmeant           Dwill mean 

7Finally one of my friends _______ by Beijing Universityfor which she ___ five times 

Awere admitted; had tried              Bwas admitted; had tried 

Cwere admitted; has tried               Dwas admitted; tried 

8------I have bought you the books you want 

 ------OhgoodI _______ afraid you had forgotten 

Awas       Bam           Chad been            Dhave been 

9We _________ four thousand new words by the end of last year 

Ahad learned               Bhave learned     

Clearned                  Dwill have learned   

10Helen _______her keys in the office so she had to wait until her husband ______home

Ahas leftcomes                  Blefthad come 

Chad leftcame                   Dhad leftwould come 
11. My father _________ to the hospital when I hurried home.

A. had gone      B. went       C. had been taken      D. had been sent

12. ----- Jim, ________ you _________ your homework?

----- Yes, of course, but I ________ it late bed time.

A. do do; finished                    B. did do; had finished

C. have done; had finished             D. have done; finished

13. You ____ football after school. Why not go home and do your homework first?

A. always played                     B. are always playing

C. have always played                D. have always been playing

14. Ever since Picasso’s painting went on exhibit, there ____ large crowds at the museum every day.

A. is                   B. has been               C. have been            D. had been

15. ---What do you think of my suggestion?

--- Sorry. What’s that? I _____ about something else.
A. was thinking       B. thought      C. am thinking    D. had thought

Ⅱ. Fill in the blanks according to the meanings of the sentences by using tenses of the verbs.

1. How many English songs ___________ she __________ (learn) by the end of last month?

2. Hardly _______ I ______ (get) on the bus when it started to move

3. He __________________(read) the book before he was ten years old.

4. She said she ___________________ (see) the film before.

5. Our English teacher _________________ (teach) English in Guangxi for ten years before he came to No.113 Middle School.

6. By the end of last month, they _________________(complete)the bridge .

7. No sooner ________ I _______ (go) out than he came to see me.

8. He asked where I _______________ (go) during the summer vacation.

9. The classroom _______________ (clean) before we ___________ (get) there yesterday.

10. ________ the boy ___________ (finish) his homework before you saw him?

11. When we got to the station, the train _____________ already _____________. (leave)

12. The book __________ by the end of last month. (finish)

13. When I got back to the shop, my bag _________________ (take) away by someone else.

14. When I arrived at the cinema, the film _________________ (be) on for ten minutes.

15. ---What’s that terrible noise?

 ---The neighbors ______ (prepare) for a party.

16. The mayor of Beijing says that all construction work for the Beijing Olympics _________________ (complete) by 2006.

17. The teacher, with 6 girls and 8 boys of her class, ______ (visit) a museum when the earthquake struck.

18. ---Mr. Johnson didn’t turn up at the meeting yesterday morning, did he?

--- No. We __________(wait) till twelve o’clock. A whole morning was wasted.

19. ---Why haven’t you asked her to come here?

---She _______ (do) an important experiment when I found her and she ________ (not, finish) it.

Keys:

Ⅰ. 1-5 CBCBB        6-10 BBAAC      11-15. DDBCA

Ⅱ. 1. had learnt  2. had got   3. had read    4. had seen   5. had taught   6. had completed    7. had gone     8. had gone    9. had been cleaned, got   10. Had finished     11. had left     12. had been finished    13. had been taken    14. had been on   15. are preparing   16. will have been completed     17. was visiting    18. were waiting       19. was doing, hasn’t finished

 

7th period

Task(1)

Teaching objectives:

To help students review some kinds of figures and master the forms of figures as well as the way to listen to the figures.

Important and difficult points:

1.      help students learn how to make a note of figures

2.      help students how to organize information in a logical order correctly.

3.      Make students learn how to conduct an interview, how to analyse statistics and how to write a biographical article based on the interview

Teaching procedures:

Step 1 Lead-in 

Ask students some questions related to the figures:

1. How old are you?

2. Which floor are you on at school?

3. What is the date today?

4. How old is your father?

Step 2 Skills building 1: Listening for figures

A.     Ask students to read directions on P52 to get a general idea of what is to be learnt.

B.     Help students to understand the following:

1. Kinds of figures: Cardinal numbers Ordinal numbers Plural form of numbers

Cardinal and Ordinal numbers

 Cardinal numbers

 Ordinal numbers

one

two

three

five  

eight

seventeen

forty

ninety two

first (1st)

second (2nd)

third   (3rd)

fifth  (5th)

eighth  (8th)

seventeenth (17th)

fortieth   (40th)

ninety second (92nd)

Plural form of figures                             

in the twenties

in the thirties

in the forties

in the fifties

in the sixties

in the seventies

 in the 20s (20’s)

 in the 30s  (30’s)

 in the 40s  (40’s)

 in the 50s  (50’s)

 in the 60s  (60’s)

 in the 70s  (70’s)

Practise translating some figures.

1.大约二十五个学生                                   

2.第四个房间

3.在他三十几岁时                                

4.1998719

5.一件六十多元的衬衫                             

6.在八点钟左右

7.51,070                  

8. 十六点二十三分

9. 19世纪六十年代

10. 八十九万零四百一十五

2. Figures can refer to

 age                 My dog will be two next week.

 date                David was born on 5th October 1946.

 percentage           Mary scored 86 percent in her maths test.

 price                Tom bought a shirt for $ 150.

 street number         Her friend lives at 337 Hunan Road.

 time                Jane plays basketball at six o’clock.

 telephone number      Please call at 0515-6883376.

 fax number           My fax is 0517 69620035.           

 QQ number           His QQ number is 567894123.

3. Modifier of numbers:   about , or so, around,   more than, over, less than, under, below, at most, at least, more or less,

C. Do listening exercise on P52. 

D. Part A in step 1 and finish Part B according to Part A.

Step 3 Skills building 2: Reading a CV.

A.     Get students to read the guideline and understand what is a CV and what are included in a CV.

A CV includes:

?     Identification : name, address, contact information (phone number and e-mail address)

?     Objective :  what kind of job you want to get

?     Education:  the names of the schools at which you studied and graduation dates

?     Experience: your past jobs, company names, location and position held for past jobs

?     References: names of the persons who once worked or studied with you and their contact information

?     Other: honors you have got, hobbies and interests

B. Finish Exercise on P54

C. Do Part A in Step 2 Introducing a speaker

Step 4 Skills building 3: Organizing information

A. Ask students to read the guidelines and understand how to group information into different groups:

3 important sections

1. Introduction: Who we are going to write about and why we are writing about him/her.

2. Body: Details about the person (what he/she did; what he/she said, his/her opinions, the facts, the statistics, etc.)

3. Conclusion: The important result of his/her deed and what people think about him/her)

B. Do part A and Part B on P57

C. Ask students to write a biographical article in accordance to what has been mastered.

Step 5 Project: Interviewing a professional

A.     Help students review as many jobs as possible

B.     Talk about astronauts: Yang Liwei and other China’s astronauts

C.     Reading the text about Yang Liwei to accomplish some reading tasks, dealing with some language points.

D.     Interview a professional and create a wall display

 

 8th periods

Task (2)

Teaching objectives:

1.to teach students what information should be included in a biographical article and how to write one.

2. to help students improve their hearing abilities

3. to make students be aware of the appropriate ways of performing each individual procedure and master the skills

4. to make sure students have opportunities to combine the skills they have learned with reality

5. to aid students to choose and organize the information they have got and help them complete their products

6. to enhance students’ overall abilities and improve their integrated skills 

7. the contents of skills building 2 and 3.

Important teaching points:

1. Help students get what is included in a CV.

2. Hearing practice.

3. Writing a biographical article

Difficult teaching points:

1. Hearing practice

2. Writing a biographical article

Procedures:

Step1. Revision

Step 2. Presentation

Do you know how to introduce yourself by using written language? In which form?

Step 3. Reading

Ask students to read and find out what a CV includes.

Step 4. Listening for step1

Step 5. Reading

Ask students to read and find out what three sections of a biographical article are.

Step 6. Do part A and part B

Step 7. Practice

Writing a biographical article

 

9th and 10th periods

Project

Teaching objectives:

1. Improve the students’ reading ability.

2. Enable the students understand the text better.

3. Develop the students’ creative, comprehensive and consolidating abilities.

4. The contents of project.

Important teaching points:

1. Improve the students’ reading ability.

2. Oblige students love our country, science and space.

Difficult teaching points:

Reading practice to get the main idea of paragraphs.

Procedures:

Step 1. Presentation

Show students some pictures of three Chinese astronauts to arouse the students’ interest

Step 2. Pre-reading

Ask students some questions:

Have you dreamt of traveling in space?

What do you know about these explorers?

What is required to be an astronaut mentally and physically?

Do you admire them?

Step 3. Reading

1. Read the article and divide the paragraphs into the three sections.

2.Then read the text again and try to find out the main idea of each paragraph.

3. Complete the information about Yang Liwei.

Step 4. Language focus

1. In October 2003, Yang Liwei went to space and returned, making the dream a reality.

  It made him China’s first astronaut in space.   

(1)   你认为是什么使他成为一位杰出的科学家的?

  What do you think_________________________?

(2) Everyone worked hard, which _____ the 10th National Sports in Nanjing _________________ (使……非常成功).

2 .  _______(bear) in 1965, Yang wanted to fly since he was a young boy.

  (1) He was one of the only 14 _________ (pick) from 1,500 candidates.

  (2) They not only studied all the subjects ___________ (require) to be an astronaut but also learned survival skills

3. Although Yang did not actually get the best scores on every single test, it was his high scores on the psychological tests that finally won him the status of China’s first astronaut.

(1)  Mary found a tiger in the corner last Sunday.

                           

① It was Mary that (who) found a tiger in the corner last Sunday.                                    

② It was a tiger that Mary found in the corner last Sunday.

      What was it that Mary found in the corner last Sunday?

③It was in the corner that Mary found a tiger last Sunday.

      Where was it that Mary found a tiger last Sunday?

④ It was last Sunday that Mary found a tiger in the corner.

(2) It was what you do rather what you say______ matters?

 A. that   B. what   C. which   D. this

(3) It was with great joy _____he received the news that her lost daughter has been found.

   A. because   B. which   C. since   D. that

(4) Why? I have nothing to confess. _____you want me to say?

  A. What is it that       B. What it is that

  C. How is it that        D. How it is that

Step 5 Interviewing a professional

Now you are a news reporter and you will interview a professional person. You will need to

find about how he/she achieved his/her position;

Create a wall display to show your classmates what you have found out;

Planning

Choose a personal person to interview.

Discuss the tasks and decide which group members will be responsible for each task.

Research information: _____________

Prepare questions: _________________

Conduct the interview: _____________

Take notes at the interview: _________

Draft the written section: ___________

Illustrate the wall display: ___________

Preparing

1. Find information from various sources on the person.

2. Prepare questions based on the information collected.

3. Discuss with the whole group what 4.Personal information about the professional can be used in the report.

Producing

1. Group members writing the story should base it on the interview notes.

2. Draw appropriate pictures.

3. Proofread the material, correct any mistakes and add any new ideas they can think of.

4. Revisions should be made based on the suggestions of your group members.

Presenting

Present the story to the class.

Put your display on the display wall.

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