Unit 1 Language
Lesson 1 Body language
本课是本单元的第一课，主要话题是身体语言，主要语法点是被动语态的一般现在时形式。通过本课的学习，学生将意识到身体语言在人际交流中也有着重要的作用，掌握常用的身体姿势手势用语，学会被动语态的一般现在时形式和功能。
【知识目标】
身体语言的词汇和被动语态。
【能力目标】
复述文章内容，与同伴分享常用的肢体语言。
【情感目标】
了解不同文化在肢体语言上的异同，培养跨文化交流意识。
【教学重点】
同肢体语言在不同文化中所表达的意思。
【教学难点】
使用肢体语言时我们会遇到的困难
2. 教具学具：光盘、大卡片等。
Step1. Getting Ready
1.Ask Ss a question “What languages can you speak?” to brainstorm the concerned knowledge.
2.Get Ss to read key words on P5 and discuss “Which words are languages? which are nationalities? Which are both.”
3. Look at the photos on P5 and discuss the questions.
a. How can we pass on information?
b. How many languages can you speak? What are they?
c. Do you know any sign language? What gestures do you use to communicate?
(e.g. thumbs up, waving your hand…)
Step2. New words
1.Learn new adjectives about nationality and language.
Australian Canadian Indian Japanese Russian
2.Learn the key words in Lesson 1.
simply nod agreement finger silence differently western shoulder Asian journey taveller kiss European bottom anger
Step3. Lead-in
1.Let students talk about what they know about body language.
2.Show some gestures via pictures and tell students what these gestures stands for in different country.
3. Emphasize that body language is the most important form of communication.
Step4. Warm-up
Match the body language with their meanings.
Step5. Reading
1.Skim the text. What is the writer’s opinion on the importance of body language?
2.Read the text and answer the following questions in exercise
3.
https://www.doczj.com/doc/eb8148784.html,plete the table in exercise 4 according to the text.
Step6. Language points
1.However, body language is used differently in different cultures.
differently adv. 不同地；有差异地，常作状语修饰行为动词
2. It is very rude to show the bottom of your shoe when you rest one leg on top of the other.
本句中，it是形式主语，真正的主语是to show the bottom of your shoe。
Step7. Grammar
1.Read the following sentences and find similar ones from the text. Then find rules to complete the table.
2.Introduce the form and structure of Passive Mood at Simple Present Tense.
3.Teach students in which occasions the Passives should be employed.
4.根据句意用括号中所给动词的适当形式填空。
5.将下列句子改为被动语态。
Step8. Speaking
Who usually does the following housework in your family? Use the passive voice to make sentences.
make breakfast
sweep the floor
wash the dishes
cook dinner
Step9. Pair-work
Students talk about what body languages their family and they are using in their daily life. Example
A: What body language do your parents often use?
B: My mum often hugs me. Hugging is used to show love.
Step10. Homework
Use the passive voice to make sentences.
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Unit 1 Language
Lesson 2 Different kinds of English
本课是本单元的第二课，主要话题是英语的不同变体，尤其是英式英语和美式英语，主要语法点是反义疑问。通过本课的学习，学生知道英式英语和美式英语在词汇选择、拼写和发音的不同，学会反义疑问句的形式和功能。
依据获取的信息展示英式英语与美式英语的不同。
【能力目标】
初步体验反意疑问句的语用功能。
【情感目标】
获取不同英语之间差异的信息并写出其不同点，意识到英语方言的存在。
【教学重点】
听力理解英式英语与美式英语的不同。
【教学难点】
反义疑问句的翻译和答语所表达的意思。
1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；
2. 教具学具：光盘、大卡片等。
Step1. Brainstorm
1. How many kinds of English do students know? What are they? Let students discuss about the issue.
2.Look at the pictures and let students look over English and American varieties referred to the same terms according to the pictures.
3. Using a table to teach more different word usage between BE & AE.
4. Match the words with the same meaning.
5.Introduce the spelling and pronunciation between BE and AE via a table.
Step2. New words
Learn the strange words in Lesson 1.
1.confused adj.
2.confusing adj.
3.standard n.
4.native adj.
5.grey adj.
Step3. Listening
1.Let students guess the theme of the listening.
2. Listen and tick the differences mentioned in the dialogue.
3. Listen again and circle the examples mentioned in the dialogue.
4.Listen and write the examples on the correct box in exercise
5.
Step4. Presentation
Work in groups. Give a presentation on the differences between British English and American English.
Step5. Language points
1.Read the example sentences and sum up the rules of question tag.
2.Teach students the formation rules and functions of question tags, using Chinese jingling rhymes.
3.Let students write the correct question tags to complete the interrogative sentences.
Step6. Exercise
1.Do the exercise 6 to choose the correct responses.
2. Do the exercise 7 to choose the correct question tags.
3.Fill in the blanks in exercise 9 with correct question tags.
Step7. Speaking
Do the pair work in exercise 10 and let students talk about the topics below.
Step8. Homework
1.朗读P. 9 Ex.6、7、8、9 中的句子。
2.完成课后练习。
3.把课上对话的内容整理在作业本上。
Unit 1 Language
Lesson 3 Language learning tips
本课是本单元的第三课，主要话题是语言学习过程中的学习技巧，要培养的语言能力是通过上下文来对生词意义的意义进行推测。通过本课的学习，学生知道如何通过语境推测生词意义，掌握语言学习应该具有的技巧和方法。
通过阅读获取有关英语学习的困难及针对性建议的信息。
【能力目标】
初步掌握通过上下文猜测词义的方法。
【情感目标】
培养学生在学习测试过程不畏困难，勇于坚持的意志品质。
【教学重点】
通过阅读获取有关英语学习的困难及针对性建议的信息。
【教学难点】
进一步掌握通过上下文猜测词义的方法。
1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；
2. 教具学具：光盘、大卡片等。
Step1. Brainstorm
Let students find out what components the language learning consists of and sum up the results. Step2. Reading
1.Figure out the genre of the text on P10 according to its form and content.
2.Read Paragraph 1 and answer what problems David has in English learning.
3. Read Paragraph 2-4 and answer what suggestions the three students reply to him.
4.Focus on the three strange words in the text and let students indicate their word class and contexts.
5. Guess the meaning according to the context.
6.Read the text again and fill in the table in exercise 3.
Step3. Guessing
1.Read the passage in exercise 6 and pay attention to the context of the underlined words
2.Guess the meaning of the underlined words according to the context.
Step4. Language points
1.It’s important to review the new words often.
review v. 仔细研究;审视;细查;详查
2.I always reward myself when I achieve my goals.
reward v/n. 奖励;奖赏reward sb./reward sb. sth.
3.I’m sure that you’ll find a learning method that suits you.
suit v. 对…方便;满足…需要;合…心意sth. suit sb.
4. Choose a familiar name.
familiar adj. 熟悉;熟知的固定搭配：be familiar with
5. Don’t read the subtitles on the screen.
subtitle(常用复数) n. (外国电影的)字幕，对白译文
6. jot down phrasal v. 草草记下；匆匆记下；
Step5. Speaking
1.Get into groups of 4. Discuss your English learning problems and give each other suggestions.
2.Make a further discussion.
What problems do you have in other subjects?
What suggestions can you give to each other?
Step6. Homework
Write a short passage about your partner’s problem in other subjects and your suggestions.
略。
Unit 2 Books
Lesson 4 Classics
本课是本单元的第一课，主要话题是文学名著，主要语法点是被动语态的一般过去时、一般将来时和现在完成时的形式和意义。通过本课的学习，学生将了解到三本英语世界名著，学会被动语态的更多形态。
通过阅读，体会被动语态的一般过去式、一般将来时和现在完成时的三个时态。
【能力目标】
通过课文文本的复习，总结被动语态在一般过去时、一般将来时和现在完成时的肯定句的结构。
【情感目标】
运用所学的被动语态知识，谈论一次生日聚会的准备事项的完成情况，鼓励学生养成爱读书的习惯。
【教学重点】
获取有关三部名著梗概的信息，体会被动语态的一般过去式、一般将来时和现在完成时三个时态。
【教学难点】
运用所学过的被动语态的知识，谈论一次生日聚会的准备事项。
1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；
2. 教具学具：光盘、大卡片等。
1.Ask Ss to discuss their favorite books and genres.
2.Get Ss to talk where books can be obtained or purchased.
3.Match the writers(1-4) with the book titles (a-d) according to the encyclopedic knowledge.
Step2. Reading
1.Let students talk about what books they have read, which one is the favorite, and the reason.
2. Get students to read the text, and find what books are mentioned in the text.
3. Read the passages and fill in the information tables about books.
4. Let students read the passages and answer the questions in the exercise 3.
5. Ask students to listen and read the passages after the speaker and underline the words that you couldn’t understand clearly with pencils.
6. Students work in pairs to talk about the Chinese meaning of the words and sentences that you underlined.
7. Get students to read the three texts to find which book each sentence in exercise 3 is about. Step3. New works
1.Let students read the following words in English.
2. Tell the Chinese meaning of the words in the slide.
3. Emphasize that body language is the most important form of communication.
Step4. Language points
1. character CN.人物; 性格，个性；特点
2. orphan CN.孤儿;
3. curiosity CN. 好奇心；求知欲
out of curiosity 出于好奇心
4. get sb. into trouble with sb. 使某人和某人发生冲突
5. be used to sth. 习惯于
6. upset v.使心烦意乱；使生气；使心情不好
upset adj.心烦的；苦恼的；沮丧的
7. live off 依赖什么生活
8. get along with sb. 和某人和睦相处
9. have trouble doing sth. 做某事有困难
Step5. Pair-work
Get students to work in pairs to introduce the three classics in their own words.
Example:
The Adventures of Tom Sawyer was one of Mark Twain’s books. The main characters of the book were an orphan named Tom and a boy named Huckleberry Finn. The book includes dialogues that show how language was spoken at the time. It has remained a popular and important book since it
was first published in 1876.
Step6. Grammar
1. Let students to find the similar parts from the two sentences.
2. Ask students to find more similar sentences in the texts.
3. Students observe the sentences and draw a conclusion.
4.Teach students the structures of the passive mood at Simple Future, Simple Past, and Present Perfect.
5.Introduce the transformation between the subjective mood and the passive mood and let students do the relevant drills.
Step7. Speaking
Group work: Imagine you are going to have a birthday party.
What preparations have been done? Please make sentences.
hang up the decorations
make the cake
buy food
take out the plates
put flowers on the table
put candles on the cake
Step8. Writing
假如这个周日是你的生日，你会请你的妈妈帮忙做准备工作。请你告诉她做了哪些，哪些还没做，并需要妈妈帮你做哪些工作。
Step9. Homework
1. Listen to the recording and read the text aloud three times.
2. Finish and polish the article that you wrote about the preparation for your birthday party.
Unit 2 Books
Lesson 5 The book club
本课是本单元的第二课，主要话题是阅读俱乐部和阅读习惯，要学习的语言的技能是通过精听获取听力文本的细节信息。通过本课的学习，学生将养成更好的阅读习惯，更好地回答听力的细节理解题。
【知识目标】
通过听力，获取课文对话信息。
【能力目标】
通过听力，体会判断与评价的功能句的语意功能。
【情感目标】
认识到阅读的重要性，养成良好的阅读习惯。
【教学重点】
学生能够获取并理解听力文本信息。
【教学难点】
口头表达自己对于阅读的观点。
1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；
2. 教具学具：光盘、大卡片等。
Ask Ss to discuss the genres of the books they usually reads
Step2. Speaking
1.Let students make conversation about their reading habit in pairs.
Example:
A: Do you like reading?
B: Yes.
A: What kind of books do you like to read?
B: I like reading … .
A: How often do you read?
B: I read every night before sleeping.
2. Get students to tell their opinions on the importance of reading to their partners. Step
3. Reading
1. Let students read the opinions represents in the text on Page 20.
2. Match the quotations with the meanings.
Step4. New words
Teach the strange words appearing in the text.
well-known advantage depend on inspire
Step5. Listening
1.Listen and answer: What are they talking about?
Listen and tick the quotations that are mentioned.
2.Listen again and answer the questions in the slide.
3.Listen again and choose the best answer in exercise 5.
4.Let students think over the reason why they use the quotations in the dialogue. Step6. Consolidation
1.Read the listening material with the recorder.
2.Read the listening material aloud together.
3.Match the words with their corresponding meanings.
4. Fill in the blanks according to the memory.
5. Use the learned words to complete sentences.
6. Let students fill in the information table orally in pairs.
Step7. Language points
1. inspiring adj. 鼓舞人心的;有激励作用的
inspire v. 鼓舞；激励；赋予灵感；启迪
2. rather adv. 宁愿/不愿；宁可/宁可不
rather 做该义时，放在实意动词前
3. form v. 形成；构成；组织；塑造
form a habit 形成习惯
Step8. Speaking
你听完对Peter和Sandra的采访后，觉得他们的观点很有意思，你想把这件事告诉你的英国的朋友。请两人一组，使用以上表格，口头完成此任务。
Step9. Expression
1. Let students find the following expressions in their books.
2. Ask students to ask and answer about these quotations, using the expressions in Ex. 6.
3. Students make dialogues in pairs, using the expressions above.
Step10. Homework
1.Write down the dialogue you had made in class about the quotations.
2.Write down your ideas about reading based on Ex. 8.
Unit 2 Books
Lesson 6 Tom Sawyer
本课是本单元的第三课，主要内容是来自马克吐温的《汤姆索亚历险记》的节选，要学习的语言的技能是判断小说中人物在事件前后的心理变化。通过本课的学习，学生将在阅读小说过程中更加注意人物的心理状态变化。
小说节选中出现的生词和短语。
【能力目标】
通过细节描写等信息，判断人物心理状态的能力。
【情感目标】
培养学生对小说人物和情节的共情能力。
【教学重点】
判断小说人物的心理状态变化。
【教学难点】
写作中如何表现所写主人公的心理状态。
2. 教具学具：光盘、大卡片等。
Ask Students to figure out the author and the main characters of Tom Sawyer after a look at the poster in the slide.
Step2. Reading
1.Let students look at the scene and guess who they are and what’s going on.
2.Get students to read the excerpt on Page 22 and give the information of the story including place, character, event, and time.
3.Let students fill in the table to find out the mental change of the two characters according to the text.
4.In the process of filling in the table, teacher points out the strange words occurring in the excerpt.
5.Let students read the excerpt loudly.
6.Role-play the story according to the plot in pairs.
7.Sum up the event progress and the mental change.
Step3. Language points
1. come on 开始；快点；进展；开始工作
2. take a look at 看一眼
3. put sth. into a new light使某事有新的进展
4. paint a fence 给篱笆刷油漆
fence n.篱笆v.围住，把…圈起来
5.back and forth 来回地；一来一往
6. here and there在各处，零星分散地
7. a touch of 有一点；少许
8. look n.外表；神态；表情
Step4. Consolidation
1.Choose the correct option in the exercise 5.
2.Fill in the sentences in the exercise 7 with the learned phrases.
3.Discuss the topics in the slide.
a. What do you think of Tom Sawyer?
b. Was that nice of him to trick Ben into painting the fence?
c. Would you do the things like that to your friend? Why/ Why not?
Step5. Writing
1. Think of an interesting story you read.
2. Prepare some notes describing the main events of the story.
3. Tell the story to the class.
Step6. Homework
1.听录音，大声朗读22页Reading部分的文段，注意模仿native speaker的发音。
2.背诵本节课的单词。
3.请将有趣的故事写到作业本上。
无
Unit 3 Creativity
Lesson 7 A famous inventor
本课是本单元的第一课，主要内容是意大利画家及发明家的发明和在未来实现的科技设想，要学习的语法是表示原因的连词because、since和as，以及表示添加信息的as well as。通过本课的学习，学生将了解到达芬奇在科技上的成就，学会用连词表示不同种类的原因。
【知识目标】
通过阅读，体会因果连词用法。
【能力目标】
通过精读获取文章中主人公的实际。
【情感目标】
根据获取的信息，学习体会达芬奇勇于创新，赶超时代、成为先锋的精神。
【教学重点】
1. 通过阅读，获取达芬奇作为工程师和发明家的成就等信息及他的成绩不为人所知的秘密。
2. 通过阅读，体会因果连词用法。
【教学难点】
根据提示，口头介绍发明家达芬奇。
1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；
2. 教具学具：光盘、大卡片等。
Step1. Warm-up
1. Let students match the photos of famous figures with their jobs.
2. Look at Mona Lisa and ask students the information about the painting.
Step2. Reading
1. Read the Para. 1 to get da Vinci’s basic information Para.1 tell us via table.
2. Read Para.2 and answer the questions in the slide.
3. Skim Para. 2 and circle the things that da Vinci planned or invented.
4. Get students to match the inventions with pictures.
5.Let students read the excerpt loudly.
5. Let students add the inventions into the information table.
6. Read Para.3 and tick da Vinci’s ideas which were realized.
7. Read Para.4 and answer the questions about da Vinci’s codes in his diary.
8. Complete the information about da Vinci and his achievements.
9. Let students read the passage loudly with the recording.
Step3. Discussion
1. Let students talk about their opinions on his characteristics with bringing up words.
2. Ask students to give some information of the famous inventor da Vinci.
3. Discuss what creative things we can do in our daily life or at school.
Step4. Language points
1. be considered +n./adj. 被认为
e.g. The paper does not explain why foreign ownership should be considered bad.
注意：不要用be considered as
2. pioneer N-COUNT 先驱；先锋；创始人；倡导者
e.g. one of the leading pioneers of British photo journalism
3. ahead of 在…之前
e.g. The election was held six months ahead of schedule.
4. work out 解决；作出；锻炼；了解某人的本质
e.g. The three parties will meet next month to work out remaining differences.
5. code N-COUNT.行为准则；代码，密码；法典；信号
e.g. They used elaborate secret codes.
6. backwards adv 向后；往后；倒；逆
e.g. He works backwards, building a house from the top downwards.
Step5. Consolidation
1. Match the half sentences appearing in the text.
2. Read the sentences containing causal conjunctions loudly.
Step6. Grammar
1. Let students take a look at the sentences including the conjunctions indicating causational relationships.
2. Teach the difference among because, as, and since.
3. Teach the meaning of as well as.
4. Summarize the occasions in which these conjunctions are supposed to use.
5. Read the sentence and try to guess the right meaning of the word from the context.
6. Let students find out the meanings of the underlined words in Ex. 6.
7. Fill in the sentences with appropriate conjunctions in Ex.7.
Step7. Speaking
Ask students to do the pair work: Do you think Leonardo da Vinci was a great inventor? Why? Who
do you think was the greatest inventor? Why?
Example:
I think Leonardo da Vinci was a great inventor because …
Step8. Homework
1.整理由不同连词引导的原因状语从句以及since, as well as 在不同语境中的用法。
2.笔头描述自己喜爱的发明家的主要成就，运用状语从句描述自己喜欢的原因。
略
Unit 3 Creativity
Lesson 8 Good or bad?
本课是本单元的第二课，主要内容是讨论人类的发明的好处与坏处，要学习的技能是表达自己的观点，和表达对他人观点的态度如支持或反对。通过本课的学习，学生树立辩证的世界观，更流畅地用英语表达自身的观点。
【知识目标】
学生能够通过听一段有关发明话题的辩论对话,获取对话中主要人物的观点并记录信息,并能够分辨和理解不同人物的观点。
【能力目标】
学生能够就发明话题口头表达自己的观点并给出原因。
【情感目标】
学生能够辩证地看待发明给人类带来的益处和问题。
【教学重点】
学生听对话获取、记录、理解对话主要人物的观点。
【教学难点】
学生综合运用所学语言表达自己的观点。
1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；
2. 教具学具：光盘、大卡片等。
Step1. Warm-up
1. Let students identify the inventions on the photos and discuss their benefits and harms. Encourage students to speak out their reasons why they think so.
2. Let students make a preparation for an interview on “Inventions---Good or bad?”.
Step2. Listening
1. Get students to listen to the material first time to obtain speaker’s opinion on inventions.
2. Listen and write A for Andrew or J for Jenny to identify which statements belong to them, respectively.
3. Sum up each speaker’s opinions and write down the m.
4. Let students justify whether their opinions are rational or not.
5. Let students listen again and write T or F after the statements in Ex. 4.
6. Put the sentences in the proper places in their mind maps. Let students work in groups.
Step3. Group work
Make an interview on “Inventions---Good or bad?”
1. One group choose a reporter who interviews other group members, and a recorder who take notes of their ideas.
2. The others answer the reporter’s questions, but they should use at least two pieces of information from the listening material.
3. Let students make ideas logical.
4. Students will have 5 minutes to prepare.
5. Drift a contrast table to represent the opinions of both sides.
6. Students make reports on “Inventions---good or bad”.
Step4. Speaking
1.Teach students how to organize a complete and smooth report. Example:
Ladies and gentlemen,
I’m honored to be here to make a speech on “Inventions ---good or bad”…
I state the position that/ In my opinion/ I think…
…
Thanks for listening.
2.Teach the function sentences for stating opinions to students Examples:
I support the position that scientists need to quickly increase the number
of new inventions.
In my opinion, scientists should cut down on the number of new inventions.
I disagree.
I don’t agre e.
I don’t think so.
Step5. Consolidation
1. Read and complete the conversation with appropriate segments in Ex. 7.
2. Highlight the speech parts standing for opinions and teach their functions.
3. Get students to sort out the affirmative and negative opinions in their eyes.
4. Students act out the dialogue in the groups of 3.
Step6. Debate
Make a debate on playing computer games.
Topic: Playing computer games has more advantages than disadvantages.
1. Divide the class into two sides.
2. Let students try to use the learned expressions to state opinions.
3. Students make the efforts to find strong evidences.
Step7. Language points
1. cut down 裁短；减少