Unit 5 International charities
江苏省宿迁市丁春侠
Objectives:
To talk about favourite charities.
To use ―use to‖ to talk about a past habit or state.
To use ―be used to‖ to talk about a thing we have done regularly for a long time.
To use ―so … that ‖ or ―such … that …‖ to show the result of something.
Period 1Comic strip & Welcome to the unit
Preparation:
Ask Ss to search and collect information about international charities. Ss are also supposed to bring some pictures to class.
Teaching aims:
Have the Ss know sth. about international charities and try to talk their favorite charities.
To introduce Ss to some international charities
To prioritize needs in poor countries.
Teaching contents:
Words and phrases:
international pocket further health care
pocket money be used to
Sentences:
I‘m not used to going out before lunch.
Hobo, you used to be very kind to me.
I‘m so weak that I can‘t walk any further.
Teaching procedures:
Comic strip
Step 1. Reading
Tell Ss to read the comic strip, ask some questions to check understanding.
e.g.
What does Oxfam need? (donations)
What is Hobo going to do? (Donate money)
Ask Ss how they feel about donating money to charities. Find out how much they know about why it is done and what the money is used for. Ask them what else they would consider donating.
Step 2. Asking
Ask Ss to read with partner and try to perform Hobo and Eddie according to
the comic strip. Then ask three or four pairs to perform this conversation before the class.
Step 3. Pay attention to some useful expressions
1) …left
T: What does ―left‖ mean here?
e.g. There are only three students left.
2) be used to doing
e.g. He is used to getting up before 6:30 every morning.
3) too…to…
e.g. He is too weak to walk any further.
Step 4. How charities help people
T asks Ss to present their information and pictures of international charities
and say sth. about their charities. Ss exchange their ideas.
Assignment: Make a dialogue according to the comic strip. Ss should replace Oxform and use other words.
Welcome to the unit
Step 5. T introduces background information
There are many international charities helping needy people and worthy causes all over the world. Look at some symbols in Part A. T uses these symbols to present the following charities. T puts the pictures with these symbols on the blackboard.
Step 6. Talking
Talk about international charities and the work they do. Ask Ss Which international charities they know and write a list on the board.
Step 7. Tell Ss To look at the symbols in Part A and the names of the charities in the box. Ask them to write the names of the charities under the pictures. Tell them to try to do the task on their own first, then compare answers with a partner. Step 8. Check answers as a class. Then Ss How much they know about what the charities in Part A do and how they help people.
Step 9. Talk about what life is like for people who are very poor. Ask Ss to think about how their lives might be different if they had almost no money.
Step 10. Divide the class into pairs. Ask Ss to look at the list of items in Part B and decide which items are the most important and which items are the least important for people in poor countries.
Assignment:
Be able to know more international charities and try to remember their full names.
Exercises:
据句意、首字母和中文意思完成句子。
1. I used to __________ (fly) kites in spring.
2. We can go out for a walk __________ (后来).
3. She is not used to __________ (travel) by train.
4. What do you think people in poor (country) need most?
5. I‘m too w__________ to go on walking.
6. My father often takes me to the __________ near the park.
7. I remember you have enough p__________ money.
8. The little cat __________ (take) to the animal center.
择题。
( ) 1. —Shall I tell John about it?
—No, you __________. I‘ve told him already.
A. mustn‘t
B. needn‘t
C. can‘t
D. shan‘t
( ) 2. —Where‘s my pen?
—Oh, sorry. I have taken __________ by mistake.
A. yours
B. you
C. mine
D. your
( ) 3. —Can I get you a cup of orange?
—__________.
A. It‘s very kind of you
B. With pleasure
C. You can, please.
D. Thank you for the orange
( ) 4. The problem is __________ difficult for me __________ work out.
A. very, to
B. too, to
C. so, that
D. enough, to
( ) 5. He used to __________ with his parents.
A. go swimming
B. going swimming
C. go swim
D. going swim ( ) 6. I‘m used to __________ a doctor.
A. is
B. was
C. being
D. be
Periods 2-3 Reading
Teaching aims:
1. Understand open questions used in an interview.
2. Infer general meaning from title and context.
3. Predict the meanings of specific words from close context
4. Check understanding by linking parts of sentences.
5. Summarize information by completing notes.
Teaching contents:
Words and phrases:
affect mostly case cure medical treatment operation patient afford
skill train operate indeed proud medicine treat improve rich
medical treatment afford to
operate on used to
be used to sth / doing sth be grateful to
carry on
Sentences:
Many of our patients are so poor that they can‘t afford to travel to hospital.
When I worked in a hospital, I used to do only two or three operations a day.
It‘s hard work and we need to work very quickly, but I used to it.
You‘ve done such an important job that people must be really grateful to you.
I‘m proud to be able to help so many people.
Modern medicine is developing so quickly that we can treat and cure most eye problems and improve the lives of patients.
Words:
interviewer blindness
Teaching procedures:
Part A:
Step 1. Ask if Ss. Know anyone who works for a charity, and if so, which charity and what they do.
Step 2. T writes ―ORBIS‖ on the blackboard. Ask Ss what they know about ORBIS or whether they have heard of it before doing the Welcome to the unit exercise.
Talk about blindness and how it might affect a person‘s life.
Step 3. Listen to the tape about the reading, and then ask Ss to read the text by themselves again.
Step 4. Ask Ss some questions to check their understanding and encourage students to think more about the topic.
T / F according to the dialogue.
①Dr Ma woks in the hospital all the time.
②There are about 45 million blind people in rich countries.
③Most of the cases of blindness can be cured and prevented.
④ORBIS is a hospital on a plane.
⑤V olunteer doctors perform operations in a hospital.
⑥Local doctors and nurses can learn from volunteer doctors and nurses.
⑦During Dr Ma‘s last visit, he operated on two or three patients.
⑧All the patients in poor countries don‘t need money.
⑨Modern medicine can treat people problem‘s in poor countries.
⑩We shouldn‘t send donations to ORBIS.
Step 5. Ask Ss to do pair work. They practice the interview and perform Dr Ma and the interviewer. ( Three or four pairs perform the interview.)
Step 6. Ask Ss to find out the language points in the conversation and analyze them. Part B:
Step 1. Remind Ss that the vocabulary listed in Part B1 appears in the interview on pages 78 and 79. If Ss are not sure what a word means, it may help them to
read the word in context on those pages.
Step 2. Tell Ss to work on their own to complete Part B1.
Step 3. Ask five Ss to each read out one word and its definition.
Tell Ss to check their own answers.
Step 4. Tell Ss to read the interview on pages 76 and 77 again, and use the information there to help them complete Part B2.
Step 5.Tasks one student to read out Amy‘s article, pausing at the blanks. This student asks the other Ss for the correct words to complete sentences.
Part C:
Step 1. Explain the context of Part C1. Amy is looking at the ORBIS website and making note s. Step2. Sts. read Amy‘s notes and match the first halves of the sentences on the left with the second halves on the right by putting the correct letters in blanks.
Step 2. Check answers as a class. Ask six Ss to read out one complete sentence each.
Write the correct sequence of letters on the board so Ss can check answers. Step 3.Ask Ss to read Daniel‘s notes in Part C2 through first for overall meaning before they do the exercise.
Step 4. Ask Ss to complete Daniel‘s notes by selecting the correct words from the words in brackets.
Step 5. When Sts. have finished PartC2, ask volunteers to read out one sentence each.
Assignment: Finish the exercises about Reading in workbooks. Exercises:
根据提示完成句子。
Reading in the sun will a_________ our eyesight.
They have _________ (治愈) over 300 people in my hometown since last week.
The ORBIS doctors will examine the eyes of _________ (病人).
I was i_________ very glad to hear the good news.
We are _________ (自豪，骄傲) that we beat them in the football match.
用所给动词的适当形式填空。
The TV _________ (turn) on. We are ready to watch TV.
Many factories _________ (build) here in 1990s.
The new play _________ (show) on TV tomorrow.
We use the printer for _________ (put) the words and pictures onto paper.
A keyboard _________ (use) for typing information into her computer.
We are too tired _________ (walk) on.
They are used to _________ (chat) at lunchtime.
He used to _________ (play) computer game.
词组翻译。
1. 80%的失明病例________________
2. 飞行眼科医院________________
3. 施行手术________________
4. 通过录象观看手术________________
5. 向奥比斯捐助________________
6. 继续我们的工作________________
7. 现代医药________________
8. 支持我们的工作________________
Period 4 Vocabulary
Teaching aims:
1. To develop an understanding of suffixes
2. To use appropriate verbs and adjectives in context
3. To use suffixes to create nouns
4. Important and difficult points:
We can add –ion(-ation) and –ment to create nouns
Teaching contents:
Words:
agreement invention punish ugly
educate
Teaching procedures:
Step 1. Revision
Answer the following questions according to Reading.
①What do ORBIS doctors do?
(ORBIS doctors treat many patients.)
②Do the patients have to pay for the treatment?
(No. The patients do not have to pay for the treatment.)
③What kind of patients do they help?
(They help people who are blind.)
④Can they be cured?
(Most cases of blindness can be cured or prevented.)
Step 2. Presentation
1. Suffixes & prefixes
noun (n.) — adjective (adj.) —opposite
care —careful —careless
help —helpful —helpless
e.g.
1. The boy is very __________ (help) but __________ (care).
2. The boy is quite __________ (honest) so his father is very __________.
(happy)
e.g.
1. The boy was late because he was __________.
He didn‘t go to school because of his __________ (ill).
2. We often __________ on TV and this is our __________. (advertise) Step
3. Vocabulary
1. We can form nouns by adding ?ment‘, ?-ness‘, ?-ion‘ to other words
Verb& adjective + Suffixes ?-ment‘, ?-ness‘, ?-ion‘ → Noun
move + ment → movement
ill +ness → illness
prevent + ion → prevention
organize + ation → organization
2. Finish the exercises.
Step 4. More practice
1) 用所给的单词填空。
①Yesterday he was __________ but his __________wasn‘t serious. (ill)
②His mother needs an __________ so the doctors decides to _________
on her next week. (operate)
③My father is always ____________ with his _____________. (busy)
④The ____________ will __________ a charity show to raise money.
(organize)
⑤With the ___________ of science, we should ____________ our
farming. (develop)
⑥Today__________ is very important so we should ___________ our
children well. (educate)
2) Assignment:
①他的母亲因为生病需要手术，所以医生决定下周动手术。
②她总是看上去很高兴，因为她的内心充满喜悦。
③那家公司在电视上已登了广告。我看过他们的广告。
④我昨天受到封邀请信。是Tom邀请我参加下星期六他的生日派对。
⑤医生的职业是治疗病人。每个病人都应受到良好治疗。
Periods 5-6 Grammar
Teaching aim:
1. To use ? used to‘ to talk about a past habit or state.
2. To use ?be used to‘ to talk about what we have done regularly.
Important and difficult points:
The difference between ?used to‘ and ?be used to‘
3. To use an adjective or an adverb between ?so‘ and ?that‘ and to use a noun or a noun phrase between ?such‘ and ?that‘.
Teaching contents:
Phrases and sentences:
spend … on / in (doing) sth
I used to eat breakfast at 7 am every day.
I am (not) used to the hot weather / drinking coffee.
Dr Ma has done such an important job that people must be really grateful to him. Teaching procedures:
Step 1. Revision by exercise
1) 词组互译。
①对……感激____________
②have some pocket money left____________
③给……动手术____________
④80 percent of the cases of blindness____________
⑤习惯于____________
⑥cure sick people____________
⑦为……感到自豪____________
⑧work for 72 hours without sleep____________
⑨志愿为……工作____________
⑩be more meaningful____________
2) 根据首字母提示，完成下列句子。
①The old man felt very p________ of her son because he won the first
prize.
②People must be really t________ to you for your work.
③Modern medicine can c________ those blind people.
④There are so many p________ in the hospital because of the cold
weather.
⑤You should work hard to i________ your study.
⑥Blindness a________ about 45 million people all over the world.
⑦Today many people do not have enough money for
m________ treatment.
⑧I don‘t have any p________ money with me.
⑨I was g________ to John for bringing the books to me.
⑩It‘s m________ to take part in the trip to the World Park.
3) 用括号内单词的适当形式填空。
①At first Dr Ma wasn‘t used to ________ (travel).
②The poor area is in great need of ________ (educate).
③Last night, the doctor gave an ________ (operate) on this poor boy.
④Does the Red Cross need blood ________ (donate) ? Yes, of course.
⑤Children can‘t go to school ________ (most) in the poor countries.
⑥The patient did not have to pay for the ________ (treat) .
⑦He used t________ (take) a walk after supper.
⑧UNICEF is a part of the United Nations, it ________ (set ) up in 1947.
⑨They can raise money by ________ (organize) a fund-raising even
⑩The old man can‘t see anything because of the ________ (blind).
4) 完成句子。
①他们通过组织一些募集资金的活动募捐钱款。
They raised money _________ _________ fund-raising activities.
②我决定省一些钱捐给希望工程。
I _________ _________ _________ some money _________
_________ _________ Project Hope.
③妈妈告诉我污染是世界上最严重的问题
My mother told me pollution is_________ _________ the world‘s
_________ _________ _________.
④Sandy过去常开车旅行，因为她害怕飞行。
Sandy _________ _________ _________ by car because she is
_________ _________ flying.
⑤她们为这些穷孩子提供水、食物，以便他们能更加健康
They _________ water and food _________ the poor children
_________ _________ they can be healthier.
⑥失明影响着全世界大约445万的人们，主要是贫困国家。
_________ _________ 44.5 million people around the world,
_________ in poor countries.
⑦不好的消息是很多人没有钱医治。
The bad news is _________ many people _________ _________ _________ money for the treatment.
⑧李医生不习惯在飞机上工作。
Doctor Li _________ _________ _________ _________ on the plane.
⑨Amy说一些医生连续工作72小时没有睡觉。
Amy said that some doctors _________ _________ 72 hours
_________ _________.
⑩雨下得太大了，以致于人们不能继续在外面干活。
It rained _________ _________ _________ people couldn‘t
_________ _________ _________ outside.
Step 2. Warming up
1. Show some photos about Lantau Island and talk about them.
( Lantau Island is a place in Hong Kong. It used to be the home of many
wild animals. There were green hills and fresh air. People used to take the
ferry there. They used to live on boats or in small villages …)
Ask some students to go on talking about it.
2. Get the students to pay attention to the underlined phrases: ?used to‘
(过去常常).
Step 3. Presentation
1. Explain that we use ?used to‘ to talk about a past habit or state that does not
happen any more.
The structure is subject + ? used to‘ + infinitive
2. Ask students to look at the examples at the top of page84. Ask them to think
of other examples.
e.g.
He used to work in the factory.
My father used to read newspapers after breakfast.
3. Change the two sentences into positive and negative sentences, then tell the
students how to form Tag Questions. (Pay attention to their changes.)
Step 4. Practice
1. Ask the students to help Amy describe what Dr Ma‘s life was like using
?used to‘ then check in pairs.
2. Go through the answers with the class orally.
Step 5. Consolidation
1. Make sentences with ?used to‘.
1) Tom, get up, at six
2) Mr Smith, read English, in the morning
3) Children, play games, after school
4) I, be, a policeman
5) People , go to work, by bike
2. Work in pairs.
(Ask students to bring a photo of themselves when they were younger.
Students tell each other what their lives were like in the past. Each student
should make up at least three sentences with ?used to‘. Ask some to tell the
class about their partners‘ lives using ?used to‘.)
Step 6. Presentation
1. Show students two sentences then ask them to guess their meanings.
e.g.
He is /gets used to having noodles for breakfast.
I am /get used to riding a bike to work.
2. Stress that the meaning of ?be (get) used to‘ (习惯于) is different from
?used to‘（过去常常）. (We often use ?be used to‘ to talk about some thing we
have done regularly for a long time so that it is not new any more. We put it
before a noun (phrase) or ?-ing‘ form of a verb.)
3. Ask students how their lives have changed since they started secondary
school.
e.g.
the different route / method of travelling to school /large school/ different
uniform/ more subjects, etc.
4. Work in pairs.
(Ask students to formulate sentences to express the idea of becoming
accustomed to something.
e.g.
I am (get) used to taking the bus to school.
I am (get) used to studying more than 10 subjects a week.
I am (get) used to eating lunch at 11:30 p.m
5. Go through the explanation and example sentences on page 85. Explain how
to form positive and negative sentences with ?be (get) used to‘.
6. Ask students to pay a ttention when ?be used to‘ means ?被用于‘, we should
use an infinitive after it.
e.g.
Bamboo can be used to make chairs/for making chairs.
A knife is used to cut things/for cutting things.
Step 7. Practice
1. Explain the context of Part B then write out the sentences.
2. Check the answers quickly.
3. Help Shirley complete her diary .
4. Finish ? Work out the rule!‘ together, then show the students a table.
used to do /be 过去常常做/过去是……
be (get) used to doing/a noun/a a noun phrase习惯于…….
be used to do/for doing sth.被用于做……
Step 8. Presentation
Show some sentences:
The flowers are beautiful. Everyone likes them.
→The flowers are so beautiful that everyone likes them.
He is a lovely boy. All the teachers like him.
→He is such a lovely boy that all the teachers like him.
The girl runs very fast. Nobody can catch up with her.
→The girl runs so fast that nobody can catch up with her.
Step 9. Read the sentences above and lead to the rules
so + adjective / adverb + that clause
such + noun / noun phrase + that clause
Step 10. Practice
1) 用such / so / very 填空。
①Miss Li is __________ friendly that almost everyone likes her.
②The computer is __________ expensive that I can‘t afford it at all.
③Nancy is __________ lonely and wants to go back home at once.
④We are __________ excited that we can‘t say a word.
⑤It‘s __________ a fine day that many children fly kites in the park.
2) 合并句子。
①It is a different problem. Nobody can work it out.
________________________________________________
②I am very tired after a day of work. I don‘t want to move at all.
________________________________________________
③Doing voluntary work for charity is very meaningful.
Many people want to do it.
________________________________________________
④Tom spoke very fast. We can‘t understand him.
________________________________________________
Period 7 Integrated skills and Study skill
Teaching aim：
To develop the students‘ abilities of listening, speaking, reading and writing.
Important and difficult points：
To understand and respond to the factual information presented in the radio programme.
Teaching contents:
Words and phrases:
war
make a donation do voluntary work instead of
Sentences:
UNICEF helps make the world a better place for children.
UNICEF believes that all children should have clean water and food so that they can be healthy.
Teaching procedures：
Step 1. Daily report: Our class charity show
Step 2. Leading-in
(1) Ask students to talk about UNICEF. ( Ask them to search some information
about UNICEF before the class.)
(2) Show some pictures about the work that UNICEF does around the world to
make children‘s lives better.
(3) Some new words. voluntary, fund-raising, serious.
Step 3. Read and listen
1. Listen to the tape and put the sentences into the correct order in Part A1.
2. Listen to it again so that students can check their answers.
3. Ask students to read the sentences.
4. Ask students to read the information on the website in Part A2 then answer
the questions.
(1) What is the charity called?
(2) When was it set up?
(3) Why was it set up?
5. Complete Daniel‘s report in A4 then read it together.
6. Explain the notes:
(1) be set up
(2) make the world a better place for sb.
(3) raise money by doing sth.
(4) so that
(5) instead of doing
Step 4. Learn the dialogue about charities in Part B
1. Ask students to think about some of the problems facing the world today.
Write their suggestions on the board, e.g., hunger, war, pollution, poverty,
loss of wildlife habitat, lack of education, overpopulation, sickness, etc.
2. Tell students to think about which problems they think are the most
important /serious. Then ask students to think about the different charities
they have learned about in this unit. Ask them to decide which one they
would most like to support and why.
3. Listen and answer.
Q：Which is your favourite charity ? Why ?
What did you use to spend your pocket money on ?
4. Listen and read.
5. Read in pairs.
6. Act
(1) Ask students to make their own conversations about their favourite
charities using Kitty and Daniel‘s conversation a s a model.
(2) Ask a few pairs to present their conversation to the class.
Step 5. Extension
1. Divide the class into groups. Ask them to prepare a brief introduction about
UNICEF.
2. Invite some groups to show their results.
Step 6. Study skills
Tell students that we can use flow charts to show how something works or how to do something. A flow chart represents the different steps of a particular process or action. It shows the main steps of a process or development clearly without getting involved in non-essential information. Using a flow chart can help students organize their ideas when they are preparing a piece of writing.
Get students to elicit the idea that a river moves easily from one place to another. Let students know that in the same way a flow chart helps students develop and organize their ideas in a predetermined sequence from beginning to end.
Ask the students how they usually prepare their notes when working on a piece of writing. Encourage them to come up with different ideas, e.g., notes in point form, mind maps, index cards, etc.
Tell students to look at Amy‘s flow chart about the work of ORBIS. Ask them to help her complete it using the words from the box. Allow less able students to work in pairs. Check answers as a class.
Step 7. Pair work
Remind students when we make flow charts, we do not need to use complete
sentences. Then ask students to work in pairs to prepare a flow chart to explain
a familiar activity, e.g.,
How to travel from Suzhou to Sanrio Puroland
How to organize a fund-raising activity
How to operate a DVD player
How to play their favourite computer game
Ask some pairs of students to write their flow charts on the board. Then ask them to give brief presentations of their flow charts.
Assignment:
1. Oral work: Make a dialogue about charities.
2. Written work: Write a brief introduction about UNICEF.
3. Finish some exercises.
4. Choose a familiar activity and complete a flow chart on their own.
Period 8 Main task
Teaching aims:
To order ideas following a logical sequence.
Describe specific details about the work of ORBIS as shown in a series of pictures. Organize language and descriptions to write a story about a girl in India.
Present a report to the class
To cultivate the students‘ cooperation
Important and difficult points:
She is used to working on a plane and is not afraid of flying any more.
She used to travel by car because she was afraid of flying.
care about …
I hope to have a job like Mary‘s when I finish school.
I couldn‘t read or write. 〔I could read and write.〕
What do you think about UNICEF?
Teaching procedures:
Step 1. Warming-up
Everyday English.
Guess the names of charities.
This organization works to eliminate poverty and injustice in many countries.
—Oxfam
This organization works to conserve the environment and animal habitats.
—World Wide Fund for Nature
It is a charitable organization that funds development projects in poor areas
around the world. —World Vision
This organization works to reduce preventable blindness in many countries. It is dedicated to the saving of sight and the delivery of training of doctors and nursed. —ORBIS
Step 2. Presentation
Ask students why they think someone would want to work for a charity. Ask them to think about the advantages and disadvantages of working for a charity versus having an ordinary job. Remind them that working for a charity does not pay very well. Some people who work for charities are volunteers and do not get paid at all. Others work for very little money. Ask students to think about other motivating factors besides money.
Step 3. Main task A
Ask students to look at the pictures in Part A1. Explain that the pictures show the story of someone who changed her job and lifestyle in order to do something she likes and is interested in.
Tell students to read Am y‘s report in Part A2. Explain that the paragraphs tell the story about Mary in Part A1, but they are not in the correct order. Ask students to put the paragraphs in order by writing the numbers 1-5in the boxes.
Ask a volunteer to read out his/her answers. Ask a few more volunteers to read out the paragraphs in order.
Step 4. Discussion
Ask students how they feel about Mary‘s new lifestyle. Would they change their lifestyles in order to help others? Why or why not? Encourage them to discuss in groups. Then collect their reasons to have a report.
Step 5. Main task B
Ask students what they remember about UNICEF from the Integrated skills section. Talk about how UNICEF works to improve the lives of children all over the world.
Tell students that they are now going to learn about someone who was helped by UNICEF. Ask them to look at the pictures and read the captions in.
Ask students to write about Mandeep‘s life. Tell them that they can use the outline in Part B2 to help them, but encourage them to use their own imaginations to describe details, events and feelings.
Remind students to make notes and prepare a draft before they begin writing in their books.
Ask a few more able students to present their reports to the class. Allow less able students to present their reports to their partners.
Assignment:
Finish some exercises.
Ask the students to use their imagination to draw some pictures and write a report imitating Part B in groups of four.
Period 9 Checkout
Teaching aims:
To revise key grammar and vocabulary items taught in the unit and give the Ss the chance to practice them.
To develop ideas using a flow chart and an awareness of how ideas flow to describe a particular process or activity.
To use a diagram to illustrate the flow of ideas visually.
To cult ivate the students‘ cooperation.
Teaching contents:
Words and phrases:
research
do a lot of research on
Teaching procedures:
Step 1. Warming-up
Everyday English.
Ask students to find 9 words in the wordsearch in Part B of Checkout as a
warming-up exercise to check if students have mastered the word in the unit well. Tell them that the first two letters of each word have been provided on the right. Set a time limit of 1 minute. When the time is up, write the words on the board. Ask students to check and write their scores in the paw to see who is the winner.
Step 2. Checkout
Ask students to complete the conversation using ―used to‖ ―be used to‖―so …that …‖ or ―such … that …‖ in Part A. Remind less able students that they can refer to the Grammar section on pages 83-85 if they have difficulties.
Encourage students to work on their own rather than asking their classmates for help.
Ask volunteers to read out the answers. Then show the answers for students with the help of the over-head projector. Remind them to write their scores in the paw.
Encourage them to ask questions if there is anything they have difficulty with.
Go back to the Grammar section and review any points if necessary.
Exercises:
根据中文提示及首字母填出单词。
1. ORBIS is an ____________ (国际的) organization. It‘s very popular.
2. The doctors are trying to ____________ (治好) the patient‘s illness.
3. As doctors, they must stop the ____________ (医学的) accident from happening.
4. The sick boy‘s parents are ____________ (感激的) to the doctor because he saved the boy‘s life.
5. Sandy would like to work in the big ____________ (公司).
6. Teachers should put their heart into ____________ (educate) because it is
important.
7. These years many doctors are trying to work out the problem of ____________ (blind).
8. We believe that all children should be able to get an ____________ (improve).
9. He is used to ____________ (get) up late now.
10. The student is ____________ (pride) of his school because his school is the best in the
city.
选择填空。
( ) 1. Many people are not used to ________ before many people.
A. speak
B. speaking
C. spoken
D. be spoken
( ) 2. They are ________ busy to have lunch.
A. so
B. too
C. very
D. to
( ) 3. My teacher used to be very kind ________ us.
A. to
B. for
C. or
D. of
( ) 4. Unit 5 is ________ difficult that we need more time to learn it.
A. very
B. to
C. so
D. such
( ) 5. We have ________ to make it better.
A. time enough
B. enough time
C. enough times
D. enough long time ( ) 6. My husband ________ to the Great Wall four times.
A. has gone
B. has been
C. has come
D. has got
( ) 7. How many ________ have they got? Several.
A. boxes
B. horse
C. sheeps
D. sheep
( ) 8. We have already had four books. I want ________ books.
A. two other
B. other two
C. another
D. others
( ) 9. Are there ________ animals ________ the farm?
A. many kinds … on
B. a kind of … at
C. several kinds of … on
D. several kind of … in
( ) 10. —Have you ________ been to West Hill Farm?
—No, I‘ve ________ been to that farm ________.
A. never, ever… before
B. ever, never…before
C. already, ever…ago
D. just, never… before
用所给动词的适当形式填空。
1. People are used to ________ (eat) hot food in winter.
2. Stamps ________ (use) to send letters.
3. The Red Cross ________ (start) in 1863.
4. They ________ (be) in New York for seven years.
5. If it ________ (be) fine, we may go and play in the park.
6. Mrs. Green ________ (teach) English in a middle school. She ________ (begin) to
teach there in 1993.
7. ________ you ever ________ (make) a ship?
8. What ________ you ________ (write) at this time yesterday?
9. My father ________ (watch) TV when I got home.
10. Tom is so ________ (help) that we all want to make friends with him.
Unit Five Dinner’s ready 单元整体分析 本单元是义务教育人教版（pep）小学英语教科书四年级上册第五单元。单元主题为Dinner’s ready（晚餐准备好了）。主情景图通过学生及动物们在餐馆用餐的情景展示本单元的主题：表达用餐意愿，以及与主题相关的核心词汇与句式。 A部分共三页，分三课时。第一课时为情景对话和练习部分。Let’s talk部分Mike 和妈妈在进行有关用餐的交流。引出句式: What’s for dinner? What would you like? I’d like some.... Dinner’s ready等。并在对话中熟悉单词dinner, ready, soup，并复习一些食物名称。Let’s survey是一个调查活动，调查同学们的用餐意愿，从而操练重点句式，并复习相关食物类单词。第二课时为词汇学习课时，Let’s learn中以菜单的形式介绍了食物名称词汇：beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread. 以及询问他人用餐意愿的句子：What would you like? 及其回答。之后的Let’s play活动是学生利用食物单词卡片进行的模拟点餐活动。第三课时为语音与字母学习课时，通过读一读，听一听，唱一唱；听一听、圈一圈；听一听，圈一圈，写一写三个活动，让学生学习元音字母e在开音节中的发音/i:/。 B部分共四页，分两课时。第一课时仍然呈现情景对话和练习。Let’s talk中Mike 到John家做客，以此来引出向别人发出用餐建议的句式：Would you like some...? 及其回答：NO, thanks. Yes, please. 之后的Let’s play活动以推荐特价菜的方式来练习重点句式。第二课时以John和妈妈的对话来学习新的词汇：chopsticks, fork, knife, bowl, spoon, 之后通过一个活动Let’s do来进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并匹配的练习以及歌曲都用来巩固练习本课的重点词汇及句型，与C部分合为一个课时。 C部分中Zip到餐馆点餐，却被鸟叼走了帐单，通过这样一个有趣的故事来整合本单元的重点词汇与重点句式。 单元教学目标 知识目标： 1.词汇：学生能够听、说、认读单词：beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon 2.句型结构：能够听懂、会说、认读句型What’s for dinner? What would you like (for...)? I’d like some... please. Would you like ...? No, thanks. I can use ... 3. 字母与语音：能够掌握字母i在开音节里的发音，即/ ju:/ 能力目标 1. 能够正确使用重点词汇来表达用餐意愿或餐具使用情况 2. 能够在有意义的语境中抄写上述话题词汇 3. 能够在真实或模拟的情景中运用句型What would you like ( for ...) ? I’d like ... 征求并表达用餐的意愿 4. Help yourself. Would you like some...? Yes, please. No, thanks. I can use ... 提出用餐及餐具使用建议，并做出恰当的回应。 5. 能够读出符合开音节发音规则的含有字母i的单词；并能根据发音拼写出符其发音规则的单词
Unit 5Canada —“The True North ”
Ⅱ.短语—在应用中记牢，在归纳中记多
3.It ’s too bad you can ’t go as far as Ottawa, Canada ’s capital. 很可惜你们不能一直走到加拿大的首都渥太华。 as far as “远 到；远至；就……而言”。 古时候，人们很少出远门，大多数农 民去的最远的地方是当地集市。In ancient times, people rarely travelled long distances and most farmers only travelled as_far_as_the_local_market. 第一板块| 核心单词归纳集释 1．surround vt .包围；围绕 [教材原句] People say it is Canada ’s most beautiful city, surrounded by mountains and the Pacific Ocean. ① can be very beneficial.围绕在给你提供帮助的人的周围会非常有益。 ② (surround) by a dozen of children, grandchildren and great-grand children, the woman happily celebrated her 90th birthday. 身边是一大群儿孙，这位老人高高兴兴地庆祝她九十岁的生日。 ③Only in this way can we live in more comfortable and beautiful ________(surround)．只有这样我们才能生活在更舒适更美丽的环境里。 2．measure vi .&vt .测量；衡量；判定n .计量单位；措施；尺寸 [教材原句] It is so wet there that the trees are extremely tall, some measuring over 90 metres. restaurant.
教学设计 Teaching aims: 1.To introduce Canada’s geography, culture,climate and cities to the students in order to know more about the country.After leaning the text, the students have the chance to compare China with Canada and therefore,the students have a deep passion for our country. 2.To learn to use some phrases and sentences structures about direction and position to describe a place Teaching tools:1.some pictures about Canada;2.mufti- media. Teaching procedures: Step1. Scan the text quickly and choose the best answer to the following questions. 1.Which country is the text about? A.Canada B.Russia C. America D. China 2.Which part is not mentioned in the text? A.Canada’s economy and politics B.Canada’s geography and weather C.Canada’s history and population D.Canada’s landscape and cities Step 2.Read the text carefully and answer the following questions 1.What is the main idea of the fifth paragraph? _______________________________________________________ 2.Why do people say that Canada is a multicultural country ? _______________________________________________________ 3.What are some of the major similarities and differenc_es between China and Canada? _______________________________________________________ 4.Which sentence can be replaced by the following one? If you want to skin,sail, or if you’re crazy about the delicious food,the best place is Canada. 5.Translate the underlined sentence in the last paragraph into Chinese. Step 3. Find the sentences below in the text , appreciate it and put them into Chinese. 1.The Canadian Shield stretches from the Arctic to the Great Lakes and Labrador, cutting the country in half and contributing to a division between easterners and westerners. 2.France pioneered settlement, but Britain gained control in 176 3.
第五单元单元计划 一、教学内容。 Unit5 Dinner’s ready partA,partB,Partc. 二、教材分析 本单元重点学习文具和书的种类，其中难点在于A、B部分Let’s talk中对话的口头以及书面表达。学生用书在A、B部分Let's do活动中做了铺垫，要求教师在教学过程中注意反复利用已学的任务，让学生通过完成任务型活动感知新的语言点，以减轻教与学的难度。 2．另外，本单元A、B部分Let's s p e l l的听力练习在教学中要予以特别注重，这是主要培养学生的听力和发音的。 三、教学目标 1.能够听，说，认读单词和句子，如： What would you like? I’d like some rice/ fish/beef/soup/noodles/vegetable. OK. Here you are. Pass me the bowl pass me the knife cut the vegetable use the spoon use the fork Now let’s try it 2.能够所学句子询问别人需要什么。 3.能够听懂一些用餐的简单对话，完成学生用书中的Read and write部分。 4.能够听懂、会唱歌曲“What would you like?”。能够灵活使用歌词中的问句. 四、教学重、难点： 重点： 1.能够听说，认读单词和句子，如： What would you like? I’d like some rice/ fish/beef/soup/noodles/vegetable. OK. Here you are. Pass me the bowl pass me the knife cut the vegetable use the spoon use the fork Now let’s try it 2.能够所学句子询问别人用餐的情况。 3.能够听懂一些用餐的简单对话，完成学生用书中的Read and write部分。 难点： 1.能够所学句子询问用餐的情况。 2.能够听懂一些用餐的简单对话，完成学生用书中的Read and write部分。 五、教学措施
pep小学英语六年级上册unit,5,教案篇一：PEP小学英语六年级上册第五单元教学设计PEP小学英语六年级上册第五单元教学设计 六上 Unit 5 What does he do? 【单元教材分析】 本单元的教学内容是使学生掌握一些职业的英语表达并就此展开相关讨论，能够简单介绍人物职业，会询问他人的工作情况并给出相应的回答。了解英语中职业名称对于不同性别的差异。运用到得重点句型有：What does your father / mother do? Where does he/she work? How does he/she go to work? 在教学中结合学生实际情况，运用学生已学本册教材第二单元内容，以“How do you go to work?”等相关知识点为“How does he/she go to work?”的教学做铺垫。还可以适当的进行拓展延伸。 本单元的重点是通过听、说、读、写等活动，使学生掌握一些关于职业的交际语言如：What does your father do? Where does he work? How does he go to work?并能通过学习进一步发展学生的语言交际能力，能在现实生活中获取他人的职业信息。本单元的难点是让学生在任务活动中熟练运用不同句型进行交流。
【单元教学目标】 1.能力目标 （1）能够通过询问获取他人的一些信息，包括职业、工作地点、出行方式等。 （2）能够向他人介绍和回答自己和朋友的基本情况，包括职业、工作地点、所从事的活动 等。 （3）能够简要表达对他人的情感。 （4）能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读关于爱好与职业的 语篇，同时能仿照范例完成信息表。 2.知识目标 （1）能够掌握本单元出现的factory worker,postman,businessman,police officer,fisherman,scientist,pilot,coach等单词和词组，并能熟练朗读与运用。 （2）通过学习对话，掌握询问职业、工作地点和出行方式的主要句型，如：What/ Where/How
Book3 Unit5 1.▲multicultural adj.多种文化的multicolored adj.多彩的，多色的 2.Canadian n.加拿大人，加拿大（人）的Canada n.加拿大 3.▲governor n.州长，总督govern v.管理，统治government n.政府 4.baggage n.行李luggage u.行李 5.chat vi./n.聊天，闲聊(chatted,chatted,chatting) chat with sb/about sth have a chat with sb 6.eastward adv. 向东adj.朝/向东的westward adv. 向西adj.向/朝西的upward adv.向上地，上升地 adj.上升的，向上的-ward 后缀，可用作adj./adv.表方向，作adv. 时相当于-wards 7.surround v.包围，围绕surroundings n.包围的事物，环境surrounding adj.周围的
8.aboard prep./adv.在船、飞机、火车 或公共汽车上，在国外 go aboard 9.board v.上船（飞机、火车...）n.木板、膳食、董事会 adj.宽阔的，广泛的 broaden v.变宽，拓宽broad shoulders broaden one’s horizon a broad smile 10.within prep.在...之内within two days within one’s reach/power within an hour 11.slight adj.轻微的，微小的slightly adv.稍稍，轻微地12.mix v.混合，调配mixture n.混合（物），混合状态mixed adj.混合的 13.c onfirm vt.证实，证明、批准confirmation n.证实，确认confirmed adj.证实的，确认的 14.wealthy adj.富有的wealth n.财富 15.frost n.霜（冻）frosty
教学过程 一、课堂导入 了解加拿大风土人情。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对表语从句和同位语从句具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 multi- 是一个前缀。意为“多”。
(回归课本P33) Canada is a multicultural country. 加拿大是一个多元文化国家。[归纳拓展] multiply a.乘;繁殖(multi + ply表动词→变多→乘) multiple a.多样的;多功能的(multi + pile→多的→多功能的) multilingual a. 多种语言的(multi + lingual方向的) multidirectional a. 多方向的(multi + directional方向的) multiform a.多种多样的(multi + form形式) multicultural a.多种文化的(multi + cultural文化的) multimedia a.多媒体的(multi + media媒介) multitude a.多数;群众(multi + tude状态→多的状态→多数) rather than并列连词，而不是 (回归课本P34) Rather than take the aero plane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. 他们不想一路乘飞机，而决定先飞到温哥华，再从西海岸乘火车横穿加拿大到东海岸。 1、rather than:意为“而不是”、“而没有”，侧重客观上的差别，还可以表示“与其……，倒不如（或宁可）……”，侧重句子主语或说话人主观上的选择。句中rather than 前后一般应为名词、代词、动名词、形容词、谓语动词、动词不定式、介词短语，甚至分句等。 2、rather than做并列连词。其前后都应是相互对应的词语，但接不定式时，常可省去不定式符号to 。rather than 也可分开使用，和would 或had 构成
Unit 5 Signs 第1课时 教学内容Story time 教学目标 1. 能听懂、会读、会说： Wet floor, No littering, No eating or drinking, a restaurant, No smoking, shopping centre, smell, careful。 2. 能听懂、会读、会说日常用语： What does it mean? It means … No littering/parking/smoking/ … You can/can’t…。 3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。 4. 能初步运用本课所学的词汇和日常用语谈论公共场所标志的含义。 教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。教学难点：能初步用句型： What does it mean? It means … (No littering/parking/smoking/…) You can/can’t…。 教学过程 Step 1 Greeting & Warm up 1. T: Hello, boys and girls. S: Hello, Mr/Miss … T: I’m glad to see you. S: Glad to see you, too. 【设计意图：日常问候，过渡课堂。】 Step 2 Play a game T: Boys and girls, let’s play “true and false”, OK? Look, if you think the picture is right, please say “yeah yeah yeah”, if you think it’s wrong, please say “no no no”. T: Wonderful, you all had a good time, I think. Now, there are four pictures of “no no no”. To tell people not to do the wrong things, we can see signs. Now please read after me.
Book3 Unit5课文知识点讲解 课文回顾 Li Daiyu and Liu Qian went on a trip to Canada from _____ to _____ . Their cousins’ friend, Danny Lin, took them to the train station to catch “____ _ ___ ______” . Canada is the ________ biggest country in the world. It is 5,500 kilometers from ______ to _______. As they go ________, they saw beautiful scenery as well as cities. Vancouver is ___________ by mountains on the north and east. When the cousins ________ _______ in the seats, they looked out of the window. They saw mountain goats and even a _______ bear. Calgary is famous for its competition. Many of the cowboys from all over North America _____ ___ ___ ____ riding wild horses. Then they ______ _______ a wheat-growing province. Thunder Bay is a busy ___ city , which is at the top of the ____ ______. That night as they slept, the trai rushed towards 词汇复习 1. 聊天，闲聊 2. 距离，远方 3. 在附近 4. 风俗 5. 围绕 6.. 测量，衡量 7. 混合调配 8. 混合物，混合状态9 证实，证明 10给人深刻印象的11. 在------之内12. 边界 短语搭配 .对……有天赋 catch sight of 定居；专心于 have a gift for .设法做 settle down 与其；不愿 manage to do 看见；瞥见 rather than 在旅途中 at the airport 在去……的路上 be on a trip to 在不到五天的时间里 on the way to 定居，安静下来 be surrounded by/ with 被……所包围 in less than five days 在机场 on the Atlantic coast 在大西洋沿岸 at the airport 一路上 thousands of
教材版本：PEP小学英语六年级上册第五单元 课题Unit 5 What does he do? 备课时间 内容Part A Let’s try L et’s talk 主备人复备教师 一、课程标准 1. 能根据录音模仿说话。 2. 能交流简单的个人信息。 3. 能在教师的指导下用英语游戏，并进行简单的交际和角色扮演。 二、教材解析 本课时为本单元第一课时，课文展开一段情景对话，引入新授句型“What does he/she do?”，并进行回答“He /She is…”谈论自己父母的职业。 Let’s try为导入部分的听力内容，Oliver和Sarah用目标句型“What does he/she do?”进行交流，在提高听力技能的同时，对文本起到很好的导入作用。 三、目标预设 1. 能够用正确的意群及语音、语调朗读对话。 2. 通过角色扮演、对话表演到创设情景，能运用所学词汇和句型编创一段不少于5句的对话，谈论自己家人的职业。 四、重难点预设 1.文中出现了第三人称单数的特殊疑问句，在上个单元中出现了第三人称单数的一般疑问句，学生已经有所了解。 2.对于中后进生，尽量鼓励他们参加创编活动，从少到多，多参与，多练习。 五、评价设计 1. 用听音跟读、Pair work、角色扮演等活动检测目标1的达成情况。 2. 利用指定词汇自创对话检测目标2的达成情况。 六、教学设计 第 1 课时 教学环节教学预设
一、热身/复习（Warm-up/Revision）1. Free talk. 2. Review some words about jobs: teacher, doctor, farmer … 二、呈现新课（Presentation）1. 导入： Look! This is my father. What does he do? Guess! He is a head teacher. He works in a driver school. 导入doctor, farmer进行复习。 2. Listen and circle Let’s try Today is Parents’ Day. Who will come? Sarah’s mother can/can’t come today. Her father is a doctor/teacher/taxi driver. 3. Present the talk (1) We know Sarah’s mother can’t come on Parents’ Day. How about Oliver’s parents? Where is his father? And what does his father do? Open the book and read silently. Then answer the questions. ①Where is Oliver’s fat her? ②What does Oliver’s father do? Learning tips: You can underline or circle the key words and the key sentences. (2) Watch and answer What does Oliver’s mother do? (3) Read the talk ①Follow to the tape. ②English dubbing. 对话趣配音。 三、趣味操练（Practice）1. 学生同桌结对，学生A拿一套家庭成员卡，学生B 拿一套职业卡片。两名学生各取一张卡片，学生A根据卡片上的家庭成员向学生B提问：What does … do? 学生B根据自己手中卡片信息回答：He’s/She’s…
高中英语学习材料 （灿若寒星*制作整理） Unit 5 Canada-“The True North”课文知识点解析 Reading A TRIP ON“THE TRUE NORTH” 1.Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins on the Atlantic coast. 李黛玉和其表妹刘乾正在去加拿大的途中,他们要去看望在大西洋沿岸的表兄。 be on a trip to... 在去……的旅途中 trip n.旅行，旅游 a trip to town到城里去旅行 He had been away on a long trip. 他已外出作长途旅行了。 2.Rather than take the areoplane all the way,they decided to fly from China to Vancouver and to take the train from west to east across Canada in September. 她们决定9月份从中国乘飞机去温哥华，然后再改乘火车，由西向东横穿加拿大，而不是一直乘坐飞机到目的地。思维拓展 trip用于此义的常见词组有：a pleasant trip 一路平安 round trip 来回票 （1）all the way 一路上 way n.道路；路程;距离;(要走的)路线;路途;旅途途中。 e.g.On the way,a young man waved to me. 路上,一个年轻人挥手招呼我。 On the way home,he asked Jenny if she had enjoyed the speech. 在回家的路上,他问珍妮是否喜欢这次讲演。 I fell on the way to school. 我在上学的路上跌倒了。要点提炼 way有关的习惯用语: across the way 路对面,街对面 a long way off 在远处,离得远 all the way 一路上,沿路 (2)rather than 胜于，宁可，宁愿;倒不如说 e.g.I’d rather play tennis than swim. 我宁愿打网球，不愿游泳。 These shoes are comfortable rather than pretty. 这双鞋不好看，但是舒服。 American young people would rather get advice from strangers. 美国的年轻人宁可从陌生人那里获取咨询。would （had） rather... 宁愿……而不…… rather better than 似乎……（较好）rather...than otherwise 不是别的而是…… rather too稍微…… 3.The idea that they would cross the whole continent was exciting. 她们将横穿整个美洲大陆的想法令人兴奋不已。 that 引导同位语从句，用来解释说明idea具体内容。 e.g.I have no idea when you will go abroad. 我不知道你何时去国外。全析提示 注意：同位语从句中whether/that为连词，无意义，只起引导从句的作用，不在从句中充当成分，也不可省略。
人教版高中英语必修三 Unit5 Canada—“The Truth North” Teaching content: Book3 Unit 5 Lesson type: Reading 1. Analysis of teaching material This unit is about Canada. The students can learn some basic information about Canada by the travelling experience of Li Daiyu. It includes the geographical conditions, the characteristics of each city, the social and cultural characteristics and so on. 2. Analysis of students Although students have the basic abilities of listening, speaking, reading and writing, they still need more chances to practices these abilities. Furthermore, as a student, they ability is still limit and the background information about the passage also have limitation. So they need more guidance and give them more suggestion and direction about how to study efficiently. 3. Teaching aims: 3.1. Knowledge aims ◆Get the students to learn the new words and expressions ◆Let the students know some basic information about Canada—the geographical location, major cities, local customs and practices and so on. ◆Make the student understand the multi-culture and the characteristics of multicultural countries. 3.2 Ability aims ◆Let the students learn how to read a traveling report and use the map. ◆Get the students to learn how to express the direction and location 3.3 Emotional aims ◆Stimulate the students’ desire to learn something about Canada by putting up some auxiliary material on wall around the classroom ◆Stimulate the students’ interest of learning English by cooperative activities. 4. Teaching important and difficult points: 4.1 Teaching important points ◆The new words and expressions in this unit. ◆Improve the students’ reading skills by reading passage ◆Improve the students’ comprehensive skills by listening, speaking and writing. 4.2 Teaching difficult points ◆How to read a traveling report and use the map ◆How to express the direction and location
Unit 5 Dinner’s ready (A)Let’s talk教案 教材内容 本节教材主要是学习表达如何征求并表达用餐意愿What would you like? I’d like…并能在情景中恰当运用，以此来发展他们的语言表达能力，进一步培养他们的语言综合运用能力。 目标 1、教学目标 知识目标：理解对话大意，运用句型What would you like(for…)? I’d like (I would like…) some…, please 能力目标：学会在情景中运用句型征求并表达用餐意愿 情感目标：通过对比自己和Mike的晚餐食物初步了解中西方饮食文化的差异 2、教学重、难点 本课的教学重点：在情境中运用句型What would you like? I’d like… 本课的教学难点： 教学实施 一、导入设计(3mins) 呈现一些食物图片，T：What’s this?S：It’s bread. 最后把图片都呈现在一个ppt中，T：Wow, so much food!
二、新课呈现 1.表现出饥饿的样子，T：Oh, I’m hungry. I’d like some br ead and milk. (做吃面包和喝牛奶的动作) What would you like? 引导学生用I’d like some…，please回答。利用图片，运用句型What would you like? I’d like…练习对话 2.小组做开火车游戏(3mins) S1：I’m hungry. I’d like some…What would you like? S2: I’d like some…What would you like? S3: I’d like some… 3.呈现一家人在家用晚餐的图片() T：Look! It’s 7:00 in the evening. It’s time for dinner.板书dinner，学生根据语境猜测dinner的意思，并教学dinner的发音。 T: What’s for dinner? Can you guess? 呈现餐桌的图片（食物遮起来）请学生来提问，每提问一次，展示一种实物图片，教学soup和vegetable 4.呈现Mike和妈妈在厨房的情景 T：Where are Mike and his mother? S: They are in the kitchen. T: Mike is hungry. What would Mike like for dinner? Let’s watch the video.播放对话，学生带着问题观看并找到答案soup and bread. T: What would Mike’s dad like for dinner? Let’s watch again.播放对话视频，带着问题观看找到答案fish and vegetables
Unit 5 Canada ─ “The True North” 一、教学目标：掌握本单元重点单词、短语的用法及语法点 二、教学重难点：1、对课文内容的整体把握 2、课文中长难句的理解 3、对文中细节的把握 三、教学过程 1. Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada. 她们不想一路乘飞机，她们决定先飞到温哥华，再从西海岸乘火车横穿加拿大到达东海岸。 rather than 表示客观事实，意为_________________________________________ He is an explorer rather than a sailor. __________________________________________ The sweater she bought was beautiful rather than cheap. ______________________________ 我们是在教室里开会，不是在大厅里。___________________________________________ 她喜欢唱歌，而不喜欢跳舞。___________________________________________________ We should help him rather than he should help us. ____________________________________ rather than 连接两个名词或代词作主语时，谓语动词应与rather than 前面的名词或代词在人称和数上保持一致。 是你而不是我要去要购物。_______________________________________________________ 2. The thought that they could cross the whole continent was exciting. [考例] The news _____ our athletes won another gold medal was reported in yesterday’s newspaper. (上海) A. which B. whether C. what D. that 3. remain用作不及物动词, 意为“剩下、留下、呆在”, 相当于stay，“呆在那里”可以说remain /stay there, 但“呆在家里”只能说stay (at) home。 remain 作名词时,表示“剩余物”, 一般用其复数形式remains.
Unit 5 Canada ——“The true North” Period 1 Warming up and Reading 1 Teaching aims: 1. Talking about Canada. 2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada. 3. Learn how to read a traveling report and pictures. Teaching aids: A computer, a project and pictures. Teaching steps: Step 1. Warming up. 1. Ss discuss the following questions. 1) Do you like to go tra veling? 2) Which countries do you like to visit? Why? 3) What can you see in these countries? shows some pictures of winter and invites Ss to describe them. Ss to talk what they know about Canada. shows a map of Canada and asks: continent is Canada in? country is its neighbor? are the Oceans Canada fac es? large is Canada? 4. Have a quiz. Step 2. Pre-reading. T: Would you like to take a trip to Canada? What three words would you use to describe Canada? Step 3 Reading 1. Shimming: Get Ss to read the passage quickly and answer the following questions: 1) What is the passage mainly about? Sample：The passage is about a trip of two girls, and it tells us some information about Canada. 2) What is “The Ture No rth”?