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Period 2Function;Listening and SpeakingThe General Idea of This PeriodIn Function there is not so much to learn for the students in this period.However,as the students have trouble in knowing about some language phenomenon of subtle differences,it is rather difficult.So the role of the teacher in this period is to help the students to understand the differences between “a certain future” and “a prediction”.And the teacher will also have to help the students make sense of the ways of expressing “a certain future”as well as the subtle differences between them.It is suggested that the teacher should deal with part as it is.In Listening and Speaking the speaking is very important,because it can prepare the students for the following listening.And it is equally important for the students to know some listening techniques.Teaching Important PointsEcourage the students to speak actively in class.Train the students’ listening skills.Explain to the students the differences between “a certain future” and “a prediction”.Teaching Difficult PointsHow to help the students improve their speaking ability.How to make them listen effectively.Make the students know more about the differences between “a certain future”and “a prediction”.Teaching MethodsExplanation to make the students know more about the differences between “a certain future”and “a prediction”.Discussion to help the students prepare for listening.Play the tape for them to train their listening skills.Teaching AidsA tape recorder.Three Dimensional Teaching AimsKnowledge and SkillsTrain the students’ speaking ability.Make the students know more about the differences between “a certain future”and “a prediction”.Train the students’ listening ability.Process and StrategiesMake the students know more about how to express “a certain future” and “a prediction”.Feelings and ValuesEncourage the students to use their imagination to a full extent.Teaching ProceduresStep 1 Greetings and revisionT:(Greet the whole class as usual.)Now let’s have a dictation for the new words we learnt last class.concrete crime alternative for sure prediction risky resource run out rely on solar urban get rid of load arrest limit outdoors online mand place order recreation charge free of charge flick switch surgery disability attachStep 2 FunctionT:Last class we read the City of the Future.The following is an extract from the City of the Future.Read it and then answer the questions.(Show the following on the screen.)What will the city of the future look like?No one knows for sure,and making predictions is a risky business.But one thing is certain—they are going to get bigger before they get smaller.1.Which sentence talks about a certain future?2.Which sentence talks about a prediction?(The students may discuss with their partners.)Suggested answers:1.The second sentence talks about a certain future(with the going to future).2.The first sentence talks about a prediction (with the will future).T:Now that you have known more about the differences between a certain future and a prediction,let’s do more exercises to consolidate it.A.We arrive in Beijing on Tuesday at eight in the evening. 1.an intentionB.We are visiting friends tonight. 2.a future which you can see nowC.Look—it’s going to rain. 3.a timetableD.I’m going to study engineering at university. 4.an arrangement for the near futureE.I won’t be here in twenty years. 5.a future time reference in a conditional sentence.F.These predictions will e true if technology continues to develop 6.a predictionSuggested answers:A-3,B-4,C-2,D-1,E-6,F-5More exercises are as follows:Underline the most appropriate form of the verb.1.No one knows what the world will be like/is going to be like in the future.2.What are you doing/are you going to do when you leave school?3.What time does the plane arrive/will the plane arrive?4.Look out!We’re having/’re going to have accident?5.I can’t go out tonight,my cousin es/is ing for dinner.6.I’ll ring/’m ringing you if I arrive early.7.My bother has decided.He’ll study/’s going to study urban planning.8.I think I go/’ll go home now.(The teacher may ask the students to work in pairs and discuss their choices and then call back their answers.)Suggested answers:1.will be like2.are you going to do3.does the plane arrive4.’re going to have5.is ing6.’ll ring7.’s going to study8.’ll goT:Now I think you may have a better understanding of how to make a prediction so next you shall try to write another prediction for the city of the future.This is your homework for today.Step 3 Listening and speakingT:I know some of you like drawing.Now you may draw a picture of your future home.Pay attention to the following aspects:(Write the following on the blackboard.)size and number of rooms furniture technology(The teacher may give the students a few minutes for them to draw their pictures.)T:Well done!Now let’s go to an architect and listen to him talking about the home of thefuture.After listening please answer the following questions.(Show the following form on the screen.)1.He describes what houses will look like in __________years’ time.A.twentyB.thirtyC.forty2.He thinks houses in the future will be different__________.A.outsideB.insideC.outside and inside3.Houses will have __________which move.A.floorsB.ceilingsC.walls4.The most important room will be the__________.A.bathroomB.kitchenC.living room5.The __________will be bigger.A.bathroomB.dining roomC.toilet6.The house will be controlled by a__________.A.puterB.robotC.telescreen7.If machines are “smart”,they are__________.A.cleanB.invisibleC.clever8.The architect is __________optimistic about the effect of the house on the environment.A.not everyB.not veryC.verySuggested answers:1.A2.B3.C4.D5.A6.A7.C8.CT:Now listen again and check your answers to Activity 2.(The teacher play the tape one more time.)T:Now work in pairs and try to remember what the architect says about the following:(Show the following on the screen.)1.What could happen to the dining room and the living room?2.How the switch on the lights?3.What the toilet will be able to do?4.What the dishwasher will be able to do?Suggested answers:1.They will disappear.2.The puter will do it.3.It will move higher or lower depending on who uses it.4.It will wash the dishes without water.T:Just now the architect told us something about our future home.Through his description he unfolded for us a beautiful picture of the future home.Now would you like to describe your own future house using your imagination?The following questions may be of great help for you.(Show the following on the screen.)How big will it be?What will it be made of/from?Which rooms will be most important?What new technology will it have?How environment-friendly will it be?(Ask the students first to discuss within groups and then ask some representatives to report to the whole class.)Step 4 ConsolidationT:Boys and girls,now that we have learned so many new words,would you please use the words learned to plete the sentences below?(Show the following on the screen.)alternative aluminum concrete rubber arrest disability steel resource solar recreation clinic recycle urban operation1.Nowadays __________is used to make windows and doors because it is light and strong.2.We use a lot of __________to build roads and bridges.3.Police should have enough proof before they __________a criminal.4.It is bad manners to laugh at people with__________.5.We all know that China is a country which has rich natural__________.6.You should not work all the time.You need some __________besides work.7.Many waste materials can be __________to save energy.8.He is badly ill and needs an __________immediately.9.It seems that more young people are interested in __________life rather than the life in the countryside.ing __________energy is one of the ways to protect the environment.Suggested answers:1.aluminum2.concrete3.arrest4.disabilities5.resources6.recreation7.recycled8.operation9.urban10.solarStep 5 Summary and homeworkT:This class first we learned about the ways to talk about the future.Through the learning of this part most of us have mastered the differences between “a certain future”and “a prediction”.Besides,we trained our abilities of speaking and listening.After class please write a description of your future home.So much for today!Good-bye!The Design of the Writing on the BlackboardUnit 2Life in the FutureThe second periodSize and number of rooms furniture technologyRecord after Teaching______________________________________________________________________________________________________________________________________________________________________________________________________________Activities and ResearchMake a show of designs of houses for the future entitled “My dream house”.Steps:1.Collect designs of houses for the future from different groups that were formed for the discussion of designing houses for the future.2.Form a class mittee to ment on the designs and choose good designs whose number should be big enough for a show in the class.3.Put up designs on the wall,trying to make the show beautiful.The show can include a few short passages describing their ideal houses for the future.Reference for TeachingLearning Tips听力的解题技巧解题时间紧、任务重、难度大,这就要求学生不仅有扎实的听力基础,较强的听力能力,丰富的语言知识,还要具有敏捷的反应速度和正确的解题方法解题对策,应试技巧,以巧取胜。
外研版高中英语必修4 全册教学设计教案目录Module1 Period1 Introduction Reading and Vocabulary Module1 Period2 Function Listening and Speaking Module1 Period3 Grammar PronunciationModule1 Period4 Writing Everyday EnglishModule2 Period1 Introduction;Reading and Vocabulary Module2 Period2 Function;Listening and Speaking Module2 Period3 using languageModule2 Period4 Speaking;Writing;Everyday English Module2 Period5 Cultural Corner;Task;Module File Module3 Period1 IntroductionModule3 Period2Module3 Period3Module3 Period4Module3 Period5Module4 Period1 Introduction and writingModule4 Period2 Vocabulary and ReadingModule4 Period3 Function;Grammar 1，2Module4 Period4 Listening;Pronunciation；Speaking Module5 Period1 introduction; Vocabulary and Reading Module5 Period2 Grammar;Function;PronunciationModule5 Period3 Listening;Speaking;TaskModule5 Period4 Vocabulary;Writing;Everyday English Module5 Period5 Cultural Corner；Module File Module6 Period1 introductionModule6 Period2 Vocabulary;WritingModule6 Period3 Reading and SpeakingModule 1Life in the FutureBrief Statements Based on This ModuleThe Analysis of Teaching Contents in This ModuleIntroductionThe topic in this module is “Life in the Future”.Before the class,the teacher may encourage the students to find some pictures of some buildings and bring the pictures to the classroom for use.They may also surf the Internet to find some vocabulary used to describe environment and building materials.To begin this part the teacher may show the students the pictures in the book and carry out an activity of asking and answering questions using the questions the book provides.The teacher may also have a brainstorm in the class with the help of the questions given.In Activity 2 the teacher may show the students such words as “brick”“concrete”“mud” and so on.Explain some if necessary.After that the teacher may encourage the students to talk about the pictures they bring to the class in groups using the words they learned in this part.At the end of this lesson the representatives will be asked to act out their dialogue.Reading and VocabularyThe teacher may list the new words or ask the students to find the new words in the course of previewing the text.By guessing from the whole context they will have a good sense of enlarging their vocabulary and this is very important in learning a language.The main idea of this passage is about the City of the Future.While reading this passage,some reading strategies are necessary:skimming—fast reading to find out the general idea of the passage as well as the answers to one or two questions;scanning—careful reading to look for important facts;guessing—try to guess unknown words from the context,understand the author’s attitude and ideas from the context and understand the intention.In the teaching of the reading,the teacher can organize different reading activities according to the content of the text on purpose to train the above reading strategies and help them develop good reading habits from the very beginning.FunctionThe function of this module is “talking about the future”.Through the reading of the extracts from the City of the Future the students may have a better understanding of when to use with countable nouns and when to use with uncountable nouns.Some explanation from the teacher may be involved if necessary.And Activity 2 can act as a kind of consolidation.Listening and SpeakingIn this part the students’listening and speaking abilities are trained.First the students are encouraged to use their imagination to a full extent and draw a picture of their future home and then have a discussion.Thus speaking can serve as the warming up of listening.Through listening the students may have a better understanding of the future home.GrammarThe grammar in this module is the future continuous.The future continuous is formed with will be and the -ing form of the verb.Its function is to make predictions,i.e.it describe a situation which will be in progress at a given moment in the future.To make the students clear,the teacher had better give students some exercises for consolidation.PronunciationThe pronunciation in this module is stress.The teacher may choose a short paragraph from thepassage and then ask them to find the stressed words themselves.After that you may play the tape for the students to listen and check their answers.WritingActivity 1 is a preparation of writing.The students may be encouraged to read the passage to learn about how to make predictions.Through this activity the students can master some ways to tell about the future things and some words as well.In writing what they will be doing in ten years,the teacher may teach them the steps:first make an outline and write down some key words;the next step is to exchange their works with their deskmates for suggestions;the last step is correction.Everyday EnglishFirst encourage the students to do this activity individually and then check with a partner.To consolidate it,the teacher may ask the students to make up a dialogue using the phrases in this part.Cultural CornerThis part introduces to us people’s predictions about the future.These predictions has turned out to be absurd,so it is very interesting to read and thus attract the students.However,it can also make the students think about this question:How do we treat the development of the world?In dealing with this part the teacher may decide the Teaching Methods.If time permits,intensive reading is necessary;but if not,extensive reading,fast reading or skimming is also OK.TaskThe task of this module is to describe one’s ideal house for the future.You may first ask the students to draw a picture of the house and a plan of the rooms inside.And then the students are encouraged to say what each room in the house is and any interesting features it will have.The better ones may demonstrate their works to the whole class.Module FileThis part is a summary of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Five Periods for TeachingPeriod 1:Introduction;Reading and V ocabularyPeriod 2:Function;Listening and SpeakingPeriod 3:Grammar;PronunciationPeriod 4:Writing;Everyday EnglishPeriod 5:Cultural Corner;Task;Module FilePeriod 1Introduction;Reading and VocabularyThe General Idea of This PeriodBefore this period the teacher may ask the students to prepare some pictures of different kinds of buildings and look up some words describing building materials in the dictionary for future use.After that we will learn some new words that can be used to describe the building materials.In dealing with Activity 2 the teacher may have a brainstorm among the students and make them speak out the names of different building materials in English.Multimedia is of great help in leading in this part.The task of Activity 3 is to discuss what their school is made of.The teacher may encourage to talk about the pictures they bring to the class in groups using the words they learned in this part.At the end of this lesson a representative will be asked to act out their dialogue.As for Reading and V ocabulary,first the teacher may list the new words or ask thestudents to find the new words in the course of previewing the text.By guessing from the whole context they will have a good sense of enlarging their vocabulary and this is very important in learning a language.The main idea of this passage is about the City of the Future.Through this article not only will the students predict the prospect of our world but also they will fully develop their imagination.Teaching Important PointsEncourage the students to talk about building materials.Teaching Difficult PointsLead the students to speak out the English names of some building materials.Teaching MethodsIndividual work,pair work to get every student to participate in class.Teaching AidsSome pictures,multimedia & a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Encourage the students to know how to describe a building.Make sure the students use simple English to have a discussion.Process and StrategiesTrain the students speaking ability through individual and pair work.Feelings and ValuesThrough the study of this module the students will surely have a better understanding of the trends of the development of the world.Meanwhile,they can know about the necessity of sustainable development.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,Sir!T:Now I’m very glad to see you here—in my class.I hope we will enjoy staying with each other.Let’s start our cooperation with Module 1 Life in the Future.Please look at the picture in our textbook.What is it?S:I think it is a building.T:Then where do you think it is?S:Perhaps it is in a big farm.T:Good!And would you like to live in it?S:I imagine a lot of fun living in it.T:Do you know what kind of building materials the building is made of?S:Yes.Judging by the color of the building,it is made of stone.T:Very good!What other materials do you know?Can you speak out the names of the building materials in English?S:The building materials we are familiar with in our daily life include aluminum,brick,concrete,glass,mud and so on.(The teacher listed the names on the blackboard.) aluminum brick concrete glass mud plastic rubber steel stone woodT:Yes.Well done!Now please try to use the building materials on the blackboard to completethe following sentences.1.__________is a very light metal.2.__________is a very strong material.3.Both __________and __________come from trees.4.__________is light,strong,very popular,and man-made.5.__________are often used to build walls.6.__________is very strong and is used in many modern buildings.7.__________is wet earth.8.__________is a natural hard material.9.__________is used to make windows.(The teacher check their answers.)Suggested answers:1.Aluminum2.Steel3.rubber,wood4.Plastic5.Bricks6.Concrete7.Mud8.Stone9.GlassT:All of you did very good jobs!T:Now that we have known so much about building materials,now let’s talk about our teaching buildings:What materials are the teaching buildings made of/from?(Pair the students to discuss the school.Ask them to make a list and then call back answers in a whole-class setting and list the answers on the board.)T:Well done.Step 2 Fast readingT:Now let’s come to Reading and Vocabulary.Suppose you are traveling to “A City of the Future”,please imagine what you will see there.What will be different from a present city?S:I think in the future world the schools are different from now.Internet-schools will take over the present schools.T:Good imagination!S:Solar energy will take the place of gas,coal,electricity and so on.S:...T:Very good!Now according to your imagination please tick the topics you think will mention.And then read the passage to check your ideas.(After a few minutes check their answers.)Suggested answers:alternative energy crime shopping environment entertainmentT:Good job!Now please read the text fast and then try to answer the following questions.(Show the following on the screen.)1.What is for sure about the cities in the future?A.They are getting bigger before they get smaller.B.They are getting smaller before they get bigger.C.They are getting more and more smaller.D.They will keep the same as today.2.Will a man get his telephone number in the future?A.When he is 18 years old.B.When he is 14 years old.C.When he gets married.D.When he was born.3.Which is not true in the year 2025 according to the text？A.no smokingB.batman netsC.garbage shipsD.car powered by wind4.Why do people care more about the environment in the future?A.Because they can use recycled materials.B.Because they have improved the sense of environment.C.Because the earth’s natural resources run out.D.Because there are more people in the world.5.What can you do in the year 2025?A.You can go shopping in the malls.B.You can entertain freely.C.You have to go to hospital to get operated.D.You can smoke in your own room.Suggested answers:1.A2.D3.A4.C5.BStep 3 VocabularyT:While reading you have learned some new words,right?Please read the words on the screen after me!Pay attention to the two words where the stress doesn’t fall on the first syllable:disability,recreation.(Show the following on the screen.)clinic disability mall net online outdoors recreation run out solar surgery urban T:Now you may read the passage quickly again and try to make sense of the words according to the context.The sentences on the screen may be of help to you.Match them with the words or phrases.1.a problem which prevents you from doing something__________2.not in a building__________3.from the sun__________4.free time activities,such as sport and entertainment__________5.you can use this to catch a lot of fish at the same time__________6.through the Internet__________7.a place where you can get medical treatment__________8.to do with town or city life__________9.a shopping centre__________10.to use up or finish completely__________11.medical treatment in which the doctor cuts open your body__________Suggested answers:1.disability2.outdoors3.solar4.recreation6.online7.clinic8.urban9.mall10.run out11.surgeryT:Here are more exercises:match the words and phrases in Box A with those in Box B.Aarrest carry out load recycle rely on waste(v.)Balternative energy criminals huge spaceship material natural resource operation (After a few minutes check their answers.)Suggested answers:arrest animals,carry out operation,load huge spaceship,recycle material,rely on alternative energy,waste natural resources.T:Please read the passage one more time and spot the words or phrases in the text which mean these things.(Show the following on the screen.)1.not a wise thing to doa risky business2.someone who needs medical treatment but doesn’t need to stay in hospital__________3.remove__________4.old people__________5.you don’t have to pay for something__________6.a hole in the ground filled with garbage that can’t be recycled__________Suggested answers:1.a risky business2.outpatient3.get rid of4.senior citizens5.free of chargendfillStep 4 Intensive readingT:Just now we have caught the main idea of this passage.Now please read this passage carefully.While reading,please try to find out the answers to the following questions.You may discuss with your deskmate.(Show the following questions on the screen.)1.What have students in a Texas University done?2.Where will garbage ships go?3.Who will batman nets catch?4.Where won’t people be allowed to smoke?5.How will people go shopping?6.What number will people keep for life?7.What won’t people have to pay for?8.How will cars be different?9.What will the doctors do from a distance?10.Where will old people go without moving?(The teacher may ask the students to ask and answer the questions in pairs.)Suggested answers:1.They have thought how to run a city in 2025.2.To the Sun.3.Criminals.4.Within a city’s limits.5.Online.6.Their telephone number.7.Recreation.8.They will be powered by electricity.9.Surgery.10.Anywhere in the world.T:Wonderful jobs,all of you!Step 5 DiscussionT:In the passage we have learned some predictions about the city of the future.Now discuss in groups of four the following questions:1.Which prediction is the strangest?2.Which prediction is the most useful?3.Which prediction will come true first?4.Which prediction will come true last?(Call back the ideas from different pairs,one at a time,and ask the rest of the class to comment on them.Try to encourage a discussion.)Step 6 Summary and homeworkT:This period first we learned about some building materials.And then we read an article about the city of the future.In the article we learned quite a lot of new words.Above all,we have mastered the usages of the words.What’s more,we carried out a discussion about the topic.After class,please memorize the new words we’ve learned and choose a question in Activity 7 to give your own idea.That’s all for today.Good-bye,everyone.Ss:Good bye,teacher.The Design of the Writing on the BlackboardModule 1Life in the FutureThe first periodalternative energy crime schools public services shopping environment traffic weather entertainmentRecords after Teaching__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________Activities and Research1.Encourage the students to think of more building materials.2.Lead the students to add more topics to the list.Reference for TeachingLanguage Points1.mention v.提及,提到n.提及,说起Nobody mentioned anything to me about it.没人跟我提过这事儿。
Module2 Period 2参考教案Reading and VocabularyTeaching Objectives:1. To develop Ss’ reading skills;2. To learn some words about the traffic jam.Teaching procedures:Step1. Word StudyAsk Ss to complete the following sentences with the words given，using proper forms when necessary. There are extra words.(1) Yesterday he took a ____ to work. But on the way, the driver had an accident.(2) In every city of China, there are bicycle _____- for bicycle riders.(3) ___ use electricity as power.(4) You break the law if you drive without a driving______.(5) The roads are too crowed. Why not use the ________?(6) Trolleybuses follow certain _____ every day to pick up passengers.(7) After you buy something from a shop, you will be given a_____ for your payment.(8) In traveling, the place you want to go to is your_____ .(9) A long distance bus is called a _____.(10) He was so angry that he could not say a ____ word.Suggested Answers:(1) cab (2) lanes (3) Trolleybuses (4) permit (5) underground (6) routes (7) receipt (8) destination (9 )coach (10) singleStep 2. Reading1. Leading-inAsk Ss to talk about the traffic of the city they live in.2. Fast readingAsk Ss to read the text silently and quickly and answer the question.What means of transport can you use when you get round in Beijing?Suggested Answers:taxis / buses and trolleybuses / minibuses / underground / pedicabs2. Intensive reading(1) Ask Ss to read the text again and answer the questions in Activity 2 on page 13.(2) Ask Ss to find the words of Activity 3 in the passage. Make sure they understand their meanings well. Then get them to match the words with the meanings given.nguage Points1. Ask Ss to discuss the important and difficult language points in groups. Then give them some explanation.⑴ Simply raise your hand ,and a taxi appears in no time .只要你招招手，马上就会有出租车开过来。
Period 2Vocabulary and ReadingThe General Idea of This PeriodIn this period,we’ll learn something about a famous Chinese scientist—Yuan Longping,who is called “the father of hybrid rice”.The teacher may ask the students to get the main idea of each paragraph in the course of fast reading.Then the teacher may show them on the screen,such as staple,leading,nickname,species,etc.By guessing from the whole context they will have a good sense of enlarging their vocabulary and this is very important in learning a language.Then we’ll do some careful reading and exercises to consolidate our understanding of the text.Meanwhile we can learn some reading strategies such as skimming and word guessing.b5E2RGbCAPTeaching Important PointsMake the students learn the story of Yuan Longping and his contribution to China as well as the world.p1EanqFDPw Learn and master some important words and phrases in this period.DXDiTa9E3dTeaching Difficult PointsHow to help the students improve their reading ability and understand the passage better.RTCrpUDGiTHow to master the important Language Points in this passage.5PCzVD7HxATeaching MethodsFast reading to get the main idea of the text.Intensive reading to understand the passage better.jLBHrnAILgDiscussion to help the students understand what they’ve learned better.xHAQX74J0XExplanation to help the students master some Language Points.LDAYtRyKfETeaching Aidsa tape recordera multimedia(if possible>Three Dimensional Teaching AimsKnowledge and SkillsTrain the students’readin g ability.Learn some useful words an expressions.Learn some information about the famous scientist.Process and StrategiesMake the students know more about Yuan Longping and let the students learn his spirits of diligence and perseverance.Zzz6ZB2LtkFeelings and ValueThrough the study of this period the students will surely have a better understanding of this famous scientist and learn from him and make contribution to our country.dvzfvkwMI1Teaching ProceduresStep 1 Greetings and RevisionT:(Greet th e whole class as usual.>Now,let’s have a quiz.(Show the following on the screen.>rqyn14ZNXI Write the scientist by the statement.Example:She studies the structure of all living things.She is a biologist.EmxvxOtOco1.She studied radioactivity.__________2.He works in a research laboratory which develops new types of plastics.__________SixE2yXPq53.He studies the behaviour of wild pandas.__________6ewMyirQFL4.They discovered the life molecule(分子>DNA.__________kavU42VRUs5.They are making a complete list of all the plants in the nature reserve(自然保护区>.__________y6v3ALoS89 Suggested answers:1.She’s a physicist.2.He’s a chemist.3.He’s a zoologist.4.They are geneticists.5.They are botanists.Step 2 Fast readingT:OK,so much for revision.(Show the students the title—The Student Who Asked Questions on the screen or write it on the blackboard.>This is the title of the reading passage we’ll learn today.Guess what the passage might be about.(After a while of thinking,ask few students to answer it.>M2ub6vSTnPSa:It may be about a hard-working student.Sb:I think it may be about a famous person.T:Yes,maybe.Now read the passage as quickly as you can and to check your guess.Meanwhile,try to get the main idea of each paragraph.(several minutes later>0YujCfmUCw T:Let’s see if your prediction is right.What is the text about?eUts8ZQVRdSs:A famous scientist—Yuan Longping.T:Yes,you are quite right.Can you give us the main idea of each paragraph？sQsAEJkW5T(Encourage some student to tell about his or her idea.>GMsIasNXkAMain idea of each paragraph:Paragraph 1:Yuan Longping is a leading figure on therice-growing world.TIrRGchYzgParagraph 2:As a boy,he was called “the student who asked questions”.7EqZcWLZNXParagraph 3:As a young teacher,he began experiments incrop breeding.lzq7IGf02EParagraph 4:He discovered a new type of rice.Paragraph 5:His discoveries have brought in great profit.zvpgeqJ1hkParagraph 6:The yield of the new hybrid rice is much greater than that of other types of rice grown in Pakistan.NrpoJac3v1Step 3 Careful readingT:Read the passage again and underline the new words.After that,we’ll do some other exercises.(After a while>Look at the words on Page 33 in Activity 3.Match the words in the box with the definitions.1nowfTG4KIagriculturebreakthroughbreedcropfeedproducerpublishspeciessupport1.plants people grow for food2.a very important discovery3.to produce new plants or animals4.to give help5.to give food to6.to make information known,for example,in a report or a book7.someone who makes things or grows food8.a type of plant or animal9.the science of farmingFirst,read through the words in the box and have the students repeat them chorally and individually.Pay attention to those words where the stress is not on thefirst syllable,such as agriculture producer,support.Thenask them to complete the activity individually and checkwith their partners.At last,call back the answers from the whole class,having one student read the definition and another give the correct word.fjnFLDa5ZoSuggested answers:1.crop2.breakthrough3.breed4.support5.feed6.publish7.pr oducer8.species9.agriculturetfnNhnE6e5T:So much for Activity 3,now let’s come to Activity4.We’ll do another word exercise.Choose the correct meaning of the words in italics.HbmVN777sL1.A staple food is one youeat__________.(a>rarely(b>regularly2.If you cross two plants you__________.(a>walk past them(b>produce a new plant3.A yield refers to__________.(a>quantity(eg of food>(b>quality(eg of food>4.A sterile plant is a plant which doesn’t__________.(a>grow quickly(b>produce seeds5.A hybrid is a plant which comes from__________.(a>one plant(b>two different plantsAsk the students to complete the activity individually,then collect the answers from the whole class as complete sentences.V7l4jRB8HsSuggested answers:1.b2.b3.a4.b5.bT:Everyone of you did a good job.I think you have had a better understanding of the passage,now we’ll do some True(T>or False(F>questions.83lcPA59W91.China produces more rice than any other country.2.Yuan Longping asked a lot of questions at school.3.He developed a new kind of fast-growing rice.4.The government helped him in his research.5.The new rice replaced vegetables in 50 thousand square kilometers.6.The new rice is now grown in other countries,such as Pakistan.T:After you finish your questions individually,check them with their partners.If you have different answers,try to find adequate evidence from the text.mZkklkzaaP (Check the answers one by one.If the statement is false,try to ask the students to correct it.>AVktR43bpw Suggested answers:1.T2.T3.T4.T5.F6.TThe correct statement for No.5:50 thousand square kilometers of rice fields were converted to growing vegetables and other cash crops.(Ask the students to think of a different title for the passage.If you like,write down their titles on the blackboard and ask the students to vote on which one they think is the best.>ORjBnOwcEdStep 4 ConsolidationT:Now we have got a better understanding of the text.Let’s see whether you have master the content of the passage.Try to fill in the blanks to finish the whole passage.2MiJTy0dTT(Show the following on the screen.>Yuan Longping is a1figure in the rice-growing world.He was born and2in China.As a boy he was educated in many schools and interested in plan ts,so he was given the 3“the student who asks questions”.As a young teacher,he began experiments in crop 4.He thought there was only one way to have more rice quickly.That was to cross different 5 of rice plant.Then he began to searchfor a special type of rice plant.Finally,a naturally 6male rice plant was discovered in 1970.This was a7.As a result of his discovery,China’s rice production rose 847.5%in the 1990’s.And 50 thousand square kilometres of rice fields were 9 to growing vegetables and other cash crops.Following this,the new hybrid rice was 10 to other countries.Suggested answers:1.leading2.broughtup3.nickname4.breeding5.species6.sterile7.breakthrough8.by9 .converted10.exportedgIiSpiue7AStep 5 Summary and homeworkT:In this period we have learned the story of the famous scientist—Yuan Longping.He was hard-working and was called a student who asked questions.After years of hard work,he invented the hybrid rice,making a great contribution to China and the world.We also learned some vocabulary and please try to keep them in mind after class.While learning the text,learn from them and try our best to do what we can to serve our country.Your homework today is to read the text again after class and try to memorize the new words,expressions and some important structures in this period.Meanwhile,find some more knowledge about Yuan Longping on the Internet.uEh0U1Yfmh The Design of the Writing on the BlackboardModule 4Great ScientistsThe second periodstapleyieldsterilehybridbreedspeciesRecord after Teaching_______________________________________________________ __________IAg9qLsgBX_______________________________________________________ __________WwghWvVhPE_______________________________________________________ __________asfpsfpi4kActivities and Research1.Find out more information about Yuan Longping on the Internet or in a library.ooeyYZTjj12.Tell the story of Yuan Longping to each other.Reference for TeachingLanguage Points1.figure n. 图表;肖像;数字;身材 vt. 计算出In the rice-growing world,the Chinese scientist,Yuan Longping,is a leading figure.BkeGuInkxIfigure out计算出;想出;弄明白figure on计划;指望figure up总计;把……总数加起来make a little figure出丑;露出可怜相keep one’s figure保持体态苗条public figure名人;知名人士That figure!不出所料!I can’t figure out why he quit his job.我捉摸不透他为什么要辞掉工作。
Period 2Grammar;F unction;Pronun ciati onThe Gen eral Idea of This PeriodGrammar in this module is the revision of modal verbs.This part can be led in by doing some exercises of modal verbs .In this part,we 'll revise the usage of modal verbs,such ascan,could,must,have to,should,etc.Modal verbs are important and difficult English grammar points and it is rather confusing.Ask the students to pay much attention to them.In this part,we 'll deal with four activities.The function in this module is talk ing about obligati on, permissi on and prohibition.First,the teacher may ask the students to speak out the way used to express obligation ,permissi on and prohibiti on. The teacher can give them some examples.The n ask the stude nts to do the exercises.There are four activities in pronun ciatio n. The aim is to make sure that the stude nts can pause at the end of each sense group ,not making the sentence broke n.Teach ing Importa nt Poi ntsEncourage the students to sum up grammatical rules and the way to show obligati on ,permissi on and prohibiti on.Teach ing Difficult Poi ntsTo dist in guish the usage of modal verbs and pause at the end of each sense group.Teach ing MethodsIn dividual work and pair work to make every stude nt work in class.Teach ing AidsMultimedia,tape-recorder & a blackboardThree Dime nsional Teach ing AimsKnowledge and SkillsMake the stude nts master modal verbs and use them correctly.Make sure the stude nts can show their obligati on ,permissi on and prohibiti on properly.Train the stude nts 'pronun ciati on and pause at the end of each sense group.Teach ing and StrategiesMotivate the students ' enthusiasm in taking part in the class.Feeli ngs and ValueThrough the revisi on of modal verbs and the way to show obligati on, permissi on and prohibiti on ,the stude nts will surely express themselves correctly and properly.Teach ing ProceduresStep 1 Revisio n(Greet the stude nts as usual.)T:First,l 'll show you a short passage and you give me the missing words in the passage A Trip Alo ng the Three Gorges.(Show the followi ng passage on the scree n.)In August,1996,Peter Hessler,a young America n teacher of En glish,a nd a colleague decided to take a boat 1al ong the Three Gorges.They bought tickets 2the Jia ngyou boat.They left the docks on a beautiful afternoon.As the sun set they 3 at Fen gdu.They slept through the first gorge,which is called the Quta ng Gorge.At Wusha n they made a 4up the Daning river.The n ext day they went through the Wu Gorge.They passed the Xia ng River,home of Qu Yuan ,the 3rd cen tury BC54 long the Yan gtze River,every rock looked like a person or animal,every stream that joined the great river6its _Legends,every hill was 7with the past.As they came out of the third gorge,the Xili ng Gorge,they sailed into the 8site of the dam .On a dista nt moun ta in was a sig n 920-foot characters. "Build the Three Gorges Dam,101he Yangtze River," it said.After three minutes' preparation,ask several students to share their answers in the whole sentences.The n check the an swers from the whole class.Suggested an swers:l. dow nstream2.for3.docked4.detour5.poet6.carried7.heavy8.c on structio n9.i n10.ExploitAsk the stude nts to read the whole passage together.Step 2 GrammarT:Okay,so much for the check-up.Now,we are going to revise modal verbs.How much do you know about modal verbs?Let me give you a quiz about modal verbs.Let 'see how much do you know about them.(Show the followi ng sentences on the scree n.)Decide whether the sentences are true(T) or false(F).1. Modal verbs have only one form in the prese nt ten se.()2. Modal verbs all have a prese nt,past and future form.()3.Some modal verbs have more tha n one meanin g.()4. Modal verbs are followed by the infinitive with to.()5. To ask questi ons with modal verbs you use the auxiliary verb do.()6. To make a modal verb n egative you use don '.()Ask the stude nts to finish them in dividually,a nd the n call back their an swers.Suggested an swers:1. T2.F3.T4.F5.F6.FT:No.2,4,5 and 6 are wrong stateme nts.Do you know how to correct them?Who ' like to do No.2.(E ncourage the stude nts to volun teer to an swer your questio ns.)S a:Not all modal verbs have a present,past and future form.For example:Must only has one form.T:Wo nderful job!No.4.S a:Modal verbs are followed by the infin itive without to.T:Yes,good.We all know modal verb + 原形v.(Finish the four questions like this.)T:I can see you have know the basic rules of modal verbs.Let ' do some other practice.Look at Activity 1.The sentences are all from the passage in plete them and answer the questio ns follow ing them.(Show the followi ng sentences on the scree n.)1. They ________ go any where they wished.2. You ________ go on those ships.3. There _______ be any other foreig ners.4. We just ________ s how our passports.5. We _________ see the sun sett ing beh ind the white pagoda.1. Which verb is used as the past of must?2. Which verb in dicates an ability to do someth ing?3. Which verb makes a predict ion about the future?4. Which verb is used to give advice?5. Which verb in dicates the permissi on to do someth ing?They are easy for the stude nts to an swer.Suggested an swers:1. could2.shouldn '3.won 't4.had to5.could1.had to2.could3.won 't4.shouldn 't5.couldT:So much for this activit y.I think you have got a good un dersta nding of modal verbs.Let ' do a further exercise.Please un derl ine the correct verb in the follow ing senten ces.(Show the followi ng on the scree n.)1. You should/shouldn 'visit the Three Gorges.They 're beautiful.2. Boats can/can'reach the upper part of the Yangtze River.It 'too dangerous.3. You should/shouldn 'go in winter.The water 'too low.4. Travellers must/must n 'show their docume nts whe n they arrive .It ' the law.5. They could/couldn ' see the mountains in the distance.The peaks were shining in the sun light.6. The children could/couldn 'find their way out of the woods.They were lost.7. Peter had to/must return by the end of February.He started work again in March.This part is also easy to do.After two or three minutes ' preparation,ask the students to say the words they choose in dividually.Suggested an swers:1.should2.can'3.shouldn 't4.must5.could6.couldn 't7.had toThen pair the students to ask and answer questions based on the sentences in the activity above,that is,Activity 3.Have them take turns to ask and an swer.Two minu tes later,ask some pairs to do questi ons and an swers for the whole class.Step 3 FunctionT:That' the end of grammar.After class,do more exercises to consolidate modal verbs.Now,look at Page 45.We'll talk about obligati on, permissi on and prohibiti on .Do you have any idea of the way to show them?First,for obligati on.Any volun teer?S a：We can use You must/should/ought to ...T:Yes,good idea!We can also use sentence pattern,such as:It is necessary to/that...You are required to...As for permissi on, what kind of sentence do we lear n?S b：You may or can...T:Good suggestion!Besides,we can use You are allowed to...I think you are clever to say expressi ons for prohibiti on ,right?Ss:You can '/must n '... and don '...T:Good job!Now,let 'see some examples in Activity 1.(Show the follow ing questi ons on the scree n.)Choose the correct meaning.1. The capta in lets passe ngers use his cab in.(a) Passe ngers must use the captairi s cab in.(b) Passe ngers can use the captainscab in.(c) Passe ngers mustn'use the capta in 'cab in.2. There are lectures—but you don 'have to go to them.(a) It is n ecessary to go to the lectures.(b) It isn 'necessary to go to the lectures.(c) It isn 'possible to go to the lectures.3.Swimmi ng form the boat is forbidde n.(a) You can swim from the boat.(b) You must swim from the boat.(c) You mustn 'swim from the boat.4. You 'e not allowed to smoke.(a) It is aga inst the rules to smoke.(b) You can smoke if you wish.(c) You don 'have to smoke.5. Passe ngers are required to take their passports with them.(a) They can take their passports with them.(b) They can 'take their passports with them.(c) They must take their passports with them.Ask the students to do this activity individually,then check with a partner.Call back the an swers from the whole class,havi ng one stude nt read the senten ce,a nd ano ther one the paraphrase.Suggested an swers:1.b2.b3.c4.a5.cAsk the students to use the italicized verbs in each sentence(lets/don't have to/is forbidden/not allowed to/are required to) to make a sentence of their own study and life.Then en courage some stude nts to share their senten ces.Ano ther task is Activity 2.Find more examples of be allowed,had to and let in the read ing passage on page 42 in Readi ng and vocabulary Activity 2.Suggested an swers:Paragraph 1:We just had to show our passports and they let us get on the boat.Paragraph 5:but we were n 'allowed to get off the boat.Step 4 Pronun ciati onT:Liste n to the followi ng sentences and repeat them.Mea nwhile,make sure you pause at the end of each sense group.(Show the followi ng on the scree n.)Can you tell me/someth ing about the boats?What about/ on board activities?What about/swim ming in the Yan gtze?Are there any/other rules I should know about?Pair them to practice,listening and helping each other to get it right.And then say the sentences in Activity 2 aloud.What about swim ming in the Yan gtze?Are there any other rules I should know?Can you tell me if we 're allowed to take photos of the dam?Ask the students to read them individually,and then play the tape for them to check.Suggested an swers:What about/swim ming in the Yan gtze?Are there any/other rules I should know?Can you tell me/if we 're allowed to take photos of the dam?T:In Activity 3,there is a short dialogue from the passage in listening Activity 1.Read through the sentences to yourselves and try to pause at the end of each sense group.AI'm interested in booking a classic Three Gorges cruise.Can you tell me something about the boats?BYes,certainiy.They 're big,modern boats,and they all have professional English speaking directio ns.You can choose betwee n western and Chin ese cuisi ne.Play the tape for them to check their answers.Then call back the answers from the whole class.Suggested an swers:AI'm in terested in book ing/a classic Three Gorges cruise./Ca n you tell me/somethi ng about the boats?BYes,/certainly./They 're big,/modern boats,/and they all have/professional English speaking directio ns./You can choose betwee n/wester n and Chin ese cuisi ne.T:Let's come to ano ther exercise.There is also a dialogue in Activity 4.Read through these sentences and pause at the end of each sense group.AAre there any other rules I should know?BThere aren 'a lot of rules.But the boats are non-smok in g,so you 're not allowed to smoke any where except in your cab in and in the smok ing loun ge.Suggested an swers:AAre there any other rules/I should know?BThere aren't a lot of rules./But the boats are non-smoking,/so you 're not allowed to smoke/a ny where except in your cab in/and in the smok ing loun ge.Step 5 Summary and homeworkT:Today we have lear ned some modal verbs and some way to show obligati on permissi on and prohibition.We 've also learned how to pause at the end of each sense group.Do more practice after class.Do the exercise on your workbook.So much for today.Good-bye,every one!Ss:Good-bye,teacher!The Desig n of the Writi ng on the BlackboardModule 5A Trip Alo ng the Three GorgesThe sec ond periodcan/couldhave to/mustshould/ought toobligati onpermissi onprohibiti onRecord after Teach ingActivities and Research1. Revise the usage of modal verbs.2. Lear n to express obligatio n,permissi on and prohibiti on.3. Practise how to pause at the end of each sense group correctly.Refere nee for Teach ingGrammar1.ca n 禾口 couldcan 表示客观可能性，也可表示”能力”.表示”能力”时和be able to 相似,许多场合都可以互 相替换.但当叙述过去经过一番努力才能完成地事情 ，不可用could,只能用was(were) able to. 例如：Her mother can speak Fren ch.她妈妈能说法语.（叙述一般地能力）Without water,ma n can no t live. 没有水，人类不能生存.When he was youn g,he could sing very well.当他年轻地时候，他唱歌唱得很好.He was able to swim half-way before he was tired out.他游过一半已精疲力竭.（指经过了努力，所以不用could ）must not ） ,口语中可用can/could 代替may ，但在正式场合要2.may 禾口 might表示请求许可（否定答语为用may;表示推测（否定为may not）•在表示推测地句子中，一般不用于疑问句，may表示地可能性比might要大;may有时可以表示祝愿.例如：You may keep the book for a week.这本书你可以保留一星期.She said I might use her dict ion ary.她说我可以用她地字典.They may be havi ng a class now.他们也许现在正在上课呢.Mother may（might）be cook ing now.我妈妈可能正在做饭.May you succeed.祝你成功.3. 比较can/could 和be able to（1）can/could表示能力；可能只用于现在时（can）和过去时（could）.be able to可以用于各种时态.（2）表示过去成功地做了某事时，只能用was/were able to,不能用could.注意:could不表示时态，用于提出委婉地请求，（注意在回答中不可用could）.例如：They will be able to tell you the news soon.他很快就能告诉你消息了.—Could I have the television on?我能打开电视机吗？—Yes,you can./No,you can'.是地，你能/不，你不能.4 比较have to 禾口must（1）两词都是’必须’地意思，have to表示客观地需要，must表示说话人主观上地看法，即主观上地必要.（2）在否定结构中:don 'have to表示"不必”,must n't表示"禁止”.例如：My brother was very ill,so I had to call the doctor in the middle of the ni ght.我弟弟病得很厉害，我只得半夜里把医生请来.（客观上需要做这件事）He said that they must work hard.他说他们必须努力工作.（主观上要做这件事）You don 'have to tell him about it.你不一定要把此事告诉他.You must n 'tell him about it.你一定不要把这件事告诉他.5 will 和wouldwill表示意志、意愿、决心，用于各种人称.would表示过去时间地意愿，是will地过去时;will表示请求,通常用于第二人称.would表示更委婉地请求或建议.例如：I will n ever do such a thing aga in.这样地事我决不再干了.We tried to persuade him to come with us,but he wouldn '.我们力图说服他一起来，可他不愿意.Help me with this luggage,will you?请您帮我搬搬这件行李，好吗？Would you do this for me?请你帮我做这个，行吗？6. shall 和should(1) shall用在主语是第一人称或第三人称地疑问句中，表示说话人征求对方地允诺.should 表示惊讶、意外、难以置信，常与why,who,how等连用.(2) shall用在主语是第二人称或第三人称陈述句中表示说话人地允诺或警告.should对已发生地情况表示责备.结构为should +have+过去分词.例如：Why should I be angry with you?我哪会生你地气呢？Shall he come right now ？要他马上过来吗？We should lear n how to use computers.我们应该学会使用电脑.You shall do as your father tells you.你要照年父亲说地去做.Tell her that she shall have the book tomorrow.告诉她明天可以得到那本书.The new regulation shall take effect on Jan .1st.新规章自1 月1 日起施行.Lan guage Points1. forbid vt.禁止，不许(-bade 或-bad,-bidden,-bidding)Smoking is forbidden in the concert hall.演奏厅内不准吸烟.I forbade you to go swim ming.我不准你去游泳.forbid sb.to do sth./forbid doing sth.既可以接-ing又可以接不定式作宾语地动词permit doing/permit sb.to do 允许做某事allow doing/allow sb.to do 允许(某人)做某事advise doin g/advise sb.to do 建议某人做某事en courage doin g/e ncourage sb.to do 鼓励某人去做某事例如：Do you permit your childre n to smoke?你准许你地孩子们吸烟吗？The gover nment serva nts aren 'tallowed to accept rewards.公务员不得接受酬谢.I en couraged her to work hard and to try for the exam in atio n.我鼓励她用功并为这次考试作努力.The doctor advised me to take more exercise.医生嘱咐我多加锻炼.2. require vt.需要,要求，命令The floor requires wash ing/to be washed.地板该洗了.All passe ngers are required to show their tickets.所有乘客都必须出示车票•He required that they(should) work all ni ght.他规定他们整夜工作.require+n./pr on .;require + doin g/to be don e;require + sb.to do sth.;require + that 从句用虚拟语气(should+动词原形)demand,require,request 禾口ask辨析：dema nd意为”要求需要”具有强制要求地意味，语气较强烈.require也是"要求，需要"地意思，但语气比dema nd要缓和，后面常接sth.(of sb.).request是正式用语，表示客气地"要求谓求，恳求”常用request sth.(from/of sb.).ask作”要求;请求”解时,属普通用语，其语气强弱或有礼貌与否，视上下文而定.常用ask sth./sb.,ask(sb.) for sth.等句型.。
Period 4Vocabulary;Writing;Everyday EnglishThe General Idea of This PeriodIn this period we will train the students’writing ability.First,in Activity 1 we’ll learn the connection between the words in A and those in B,such as hill and hilly;mountain and mountainous;coast and coastal;desert and desert.Time permitting,teach the students more knowledge about word formation.Then complete the sentences with words from Activity 1.Then we’ll do another word practice in Activity 3,which is matching the words in the box with their meanings.In Activity 4,there is a passage,from which we’ll learn how to describe a region.After that,write a short description of the region you live in,including information in Activity 4.(If time is unlimited,it can be homework.) Everyday English today are from the text A Trip Along the There Gorges and Postcards to Myself in cultural corner.Get the students to know their meaning and use them correctly.Encourage the students to do this activity individually and then check with a partner.To consolidate it the teacher may ask the students to make up a sentence using the expressions in this part.Teaching Important PointsLearn word formation and how to describe a region.Teaching Difficult PointsLet the students know word formation and can describe a region and use the everyday English correctly.Teaching MethodsExplanation and more practice.Teaching AidsMultimedia & a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsGet the students to gain some knowledge of word formation.To make the students learn to describe a region.To make the students use expressions in everyday English properly.Teaching and StrategiesMake the students learn how to use some simple everyday English.Through the practice of description,make the students learn to use it.Feelings and ValueThrough the study of this period,improve their love for their hometown and our motherland.Teaching ProceduresStep 1 Revision(Greet the students as usual.)Point out the mistakes in their homework.Step 2 Vocabulary and writingT:Look at the words in Activity 1,and explain the connection between the words in column A and those in column B.(Show the following words on the screen.)A BHill hillyMountain mountainousCoast coastalDesert desertCall back suggestions from the whole class.Suggested answers:Column B shows the adjective forms of the nouns in Column A.It is easy for the students to tell their connection.Point out that these are four different ways in which a noun can be made into an adjective.Encourage the students to give other examples and some other way to make a noun into an adjective.T:Good job!Now,complete the sentences with words from Activity 1.(Show the following on the screen.)1.We live in a_________area in the northwest.It never rains.2.Many of the_________in the Himalayas are more than 5000 metres high.3.The area I live in isn’t flat.It’s____________.4.Shanghai is on the____________,at the mouth of the Yangtze River.Suggested answers:1.desert2.mountains3.hilly/mountainous4.coastT:When we use adjectives to modify nouns,remember that some adjectives go well with nouns,and some don’t.(Refer to learning to learn on Page 47.) For example:we can say:a tall mountain,a tall tree,a high mountain,high groundBut you can’t say:a high tree,tall groundWords which go well together are called collocations.T:So much for this.Let’s come to Activity 3.Match the words in the box with the meanings. (Show the following words and phrases on the screen.)Immense fertile remote steep1.going sharply up or down2.good for growing things3.very big4.far awayT:First,read through the words individually and pay attention to the two words where the stress doesn’t fall on the first syllable:immense,remote.Then match them with the meanings.Call back the answers from the whole class,having one student read the definition and another give the correct word.Suggested answers:1.steep2.fertile3.immense4.remoteRead the words and ask the students to follow you.T:So much for word practice.Next,we’ll read a passage,and identify which province the write describes.At the same time,underline the sentence which:1.says where the province is2.gives the writer’s opinion3.describes the main geographical features4.explains a meaningRead the following description:My home province is an immense region in the southwest of the country,with a very varied landscape.Much of it is hilly,but in the remote areas in the west it reaches the steep slopes of the Himalayas.There are mountains to the north and a high plateau to the south.In the east there are fertile plains and lots of towns.Nearly 100 million people live here,most of them in the east.I think it is a beautiful province.People call it “The Heavenly Kingdom” but the name really means “four rivers”.The most famous river is the Yangtze,which passes all the way through the province on its long journey to the coast.The most beautiful spot on the river is the Three Gorges.After they finish their questions individually,check them with a partner.Then ask some of them to report their answers.Suggested answers:The province is:Sichuan.1.My home province is an immense region in the southwest of the country.2.I think it’s a beautiful province.3.Much of it is hilly,but in the remote areas in the west it reaches the steep slopes of the Himalayas.4.People call it “the HeavenlyKingdom” but the name really means “four rivers”.T:All of you did a good job in this part.In the passage,you may notice there are some adjective + noun combinations,such as home province,immense region,steep slopes,etc.Make a list of them.Suggested answers:home provinceimmense regionvaried landscaperemote areassteep slopeshigh plateaufertile plainsbeautiful provinceHeavenly Kingdomfamous riverlong journeybeautiful spot T:The passage is a good example of description.Read it again,and try to imitate.Write a short description of the region you live in,including information in Activity 4.(The passage in the book provides a good example for the students to follow.)If time limited,ask the students to write a headline and the main points.The teacher can leave it as today’s homework.Step 3 Everyday EnglishT:When we talk with foreigners we may often be confused by what they say.For example,if we hear somebody say “You are pulling my leg.”,maybe we’ll be puzzled and misunderstand him.But actually he means “You are making fun of me.” Sometimes it is difficult for us to make sense of some English expressions.Here are more examples.Read them and choose the correct answer to each question.1.That sounded fine to me.(a) It seemed like a good idea.(b) It didn’t seem like a good idea.2. Oh well(a) Never mind!(b) I’m pleased.3.All tourists are ripped off.(a) welcomed(b) cheated4.They’ve been around for six thousand years.(a) traveled(b) existed5.I get a kick out of traveling.(a) enjoy(b) find it hardSuggested answers:1.a2.a3.b4.b5.aT:Read them again,and try to use it in your everyday English.Step 5 Summary and homeworkT:This period first we learned some word formation and practiced how to describe a place by using adj.+ noun combination.In Everyday English we learned some useful expressions.Your homework today is to write a short description of the region you live in,including the information in Activity 4.This is the end of this class.You are dismissed.The Design of the Writing on the BlackboardModule 5A Trip Along the Three GorgesThe fourth periodhill—hillymountain—mountainouscoast—coastaldesert—desertRecord after Teaching_________________________________________________________________ _________________________________________________________________ _________________________________________________________________Activities and Research1.Learn more everyday English.2.Learn to write description of a region.。
Period 2V ocabulary;WritingThe General Idea of This PeriodWe learned a large number of new words in the last modules.To consolidate the words wehave learned,a few activities are designed.The teacher may ask the students to finish them individually and then call back their answers in a whole class setting.If the class is good enough and meanwhile,the teaching time is enough,a brainstorm is suggested.Take Activity 3 as an example,the teacher may say,”Please give as many words as possible related with transportation.”Or you can generalize other new words they have learned in the last module such as “body language”“science”.In Writing,the students are encouraged to write a leaflet giving advice for visitors who have a few days to spend in their town.The teacher may first encourage the students work in groups of four and discuss the topics given by the teacher and then each member will be asked to write the advice for one topic according to the expressions given.At last,individuals introduce their writing to their group members within groups and e up with a leaflet.Time permitting,all the leaflets are collected to make a column.Teaching Important PointsEcourage the students to speak actively in class.Train the students' writing skills.Help the students to revise the words they have learned.Teaching Difficult PointsHow to help the students improve their writing ability.How to make them master as many new words as possible.Teaching MethodsIndividual work or pair work to make the students participate in class.Explanation to make the students make a deeper sense of the knowledge they have learned. Encourage the students to practice writing by following instructions.Teaching AidsA blackboardA multimediaThree Dimensional Teaching AimsKnowledge and SkillsTrain the students' writing ability.Help the students master more new words.Process and StrategiesPractice writingEncourage the students to master new words by relating new knowledge with old knowledge. Feelings and ValueBy learning to write a leaflet revise how to give advice to others.Teaching ProceduresStep 1 plete the sentencesT:We have learned some new words in the past modules.Now let's do some exercises to consolidate them.(Show the following on the screen.)plete the sentences.1.The two men hid in a c until the danger was over.2.The Himalayas are over there—you can just see the p in the distance.3.The children ran down the s towards the road.4.Wheat is grown in the p of Central North America.5.Don't walk too near the edge of the c.You might fall off!Suggested answers:1.cave2.peaks3.slope4.plain5.cliffplete the sentences with the correct form of verbs in the box.Raise shake smile stare wave wipe1.He __________his head to say no.2.She __________to agree.3.The two friends __________good-bye as they left.4.You should __________your arm to get the teacher's attention.5.Please __________your feet before ing in.6.Why are you __________at me?Have I done anything wrong?Suggested answers:1.shook2.smiled3.waved4.raise5.wipe6.staringThink about transport in town.Say what these things are.1.a railway system under the ground__________2.the busiest time of the day in the streets__________3.a road that goes round a town__________4.a one-way ticket__________5.the cost of a ticket__________6.If they're red,you have to stop.__________1.underground2.rush hour3.ring road4.single5.fare6.traffic lightsStep 2 WritingT:So much for the vocabulary.Now let's e to writing.We have learned how to give advice to others.This class you may write a leaflet giving advice for visitors who have a few days to spend in your town.Please follow the instructions.(The teacher group the students in groups of three or four and encourage the students to discuss the following topics,using the notes to give them ideas.)(Show the following on the screen.)Place to visitMonuments,museums,parks,places of natural beauty near the town...Practical informationSomewhere to stay,a good place to eat,some dos and don'ts for foreignersTransportThe best way to get around,the cheapest way,the most fortable way,the best moment of the day to travel...T:Now you may divide the work between group members.Each member can write the advicefor one topic.Here are some expressions you can use.You should/shouldn't...You mustn't miss...If you have time...Why don't you...？Make sure to...Example:You mustn't miss the museum of science.It's one of the best in the country.If you have time,you should also visit...T:Now you may take a piece of A4 paper and fold it into 3 equal thirds,to make a typical folding leaflet.You can have a cover panel,with three internal panels and two more on the back.If you have an example of this kind of leaflet at home,bring one in to show them.theon ment and leaflets exchange groups the work,have their pleted have they (When presentation,information and language used.)Step 3 Summary and homeworkT:Today we revised some vocabulary we learned in the past modules.Besides,we learned to write a leaflet giving advice for visitors who e to our town for sightseeing.After class please perfect your writing.So much for this period.Goodbye,everyone!The Design of the Writing on the BlackboardModule 7RevisionThe second periodRaise shake smile stare wave wipeRecord after Teaching__________________________________________________________________________________________________________________________________________________________________________________________________________________Activities and Research1.Encourage the students to find more expressions in making suggestions.2.Make the students to proofread each other's work.Reference for TeachingShort Dialogues for Giving and Accepting Advice1.—I put my bike outside the supermarket just now,but now it's gone.我刚才把自行车放在这个超市的外面，但现在不见了。
教学设计Book four Module 2Period 3 Listening and Speaking, Vocabulary, Pronunciation, Everyday English, Teaching Goals:1. To know some skills of listening.2. To study some words and daily expressions.3. To learn connecting reading.Teaching procedures:Step 1. RevisionAsk Ss to check the answers to the Reading exercises in the Workbook.Step 2. Vocabulary1. Ask Ss to look at the compound nouns in Activity 1, and then match the words from Box A with those from Box B to make compound nouns. Then ask them to work in pairs to check the answers.2. Ask Ss to match the words and the definitions in Activity 2.Step 3. Listening1. Ask Ss to listen to the 5 passages and finish Activity 2 on page 14. They can discuss in pairs.2. Ask Ss to listen to the tape and finish Activity 3 on page 14, and then check the answers with their partners.3. Ask Ss to listen to the tape and fill in the missing words individually.Step 4. Pronunciation &Everyday English1. Ask Ss to listen to the tape and pay attention to the underlined sounds in Activity 1 on page 15.2. Ask Ss to read the following sentences and pay attention to the underlined sounds.3. Ask Ss to complete the exercises on page 18.Step 5. Homework1. Ask Ss to finish Vocabulary exercises in the Workbook on page74~75.2. Ask Ss to preview Grammar and function.。
高中英语新课标外研版必修4教案P...Module 3Body Language and Non-verbal Communication Brief Statements Based on This ModuleThe Analysis of Teaching Contents in This Module The topic of this module is “Body Language and Non-verbal Communication”.Related information is introduced through reading and listening.The reading part gives a brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American’s home.The vocabulary,sentence patterns,grammar,the main content of the context as well as the students’activities such as listening,speaking,reading and writing and so on all develop around this topic.The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to develop the students’language skills and communication skills.IntroductionThis part is made up of four activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions.Through these activities the students can be familiar with some useful words and expressions concerning non-verbal communication and make good preparations for the following reading activities.This passage gives a brief introduction of how body languages are usually used in different customs and cultures.And three exercises concerning the content and vocabulary of the passage are designed.By doing these exercises the students can have a good understanding of the content of this passage andlearn some words related to the content of this passage.Grammar 1This part introduces adverbial clause of condition around which three activities are designed.Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes,the subordinate conjunctions it uses to introduce the situation,why it is used as well as the tenses in both the independent clause and dependent clause.And Activity 2 will help students be far more familiar with the content of the passage and get to know clearly about the situations where adverbial clause of condition is used,that is,this activity will be of great help to consolidate what students have learned in Activity 1.The last activity is to match the two parts of the sentences about body language in Europe or America.It not only further consolidates students’understanding of this grammar phenomenon’s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “different countries have different customs” and “when in Rome,do as the Rom ans do”.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary.It is made up of four activities.In Activity 1 students are demanded to match the given words with the parts of the body in the picture.It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2.Meanwhile these words are closelyconnected to the theme of this module.Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages.Both Activity 3 and 4 are based on Activity 1 and 2.Through Activity 3,students need to catch the main idea and find out the topics they have heard in the conversation,otherwise they cannot choose the right answer.At the same time they can also have a good understanding of American culture and customs in different social occasions of communication.If we see Activity 3 as trunk of a big tree,Activity 4 will be branches.That is to say,each piece of advice in Activity 4 embodies one of the topics in Activity 3.This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible.Maybe they need to pay much attentionto how to ask for and give advice correctly.So this helps students be well prepared to study the Function part.FunctionThe function of this module is about “giving advice”.Students are demanded to master how to use the modal verbs “should” and “must” to give advice.This part contains two activities.In Activity 1 students need to look at the sentences in Listening and V ocabulary Activity 4 and try their best to learn when and how to use the modal verbs “should” and “must”by using them to complete the following four sentences.Meanwhile this activity also lays a good foundation for Activity 2.Activity 2 not only practices the use of the modal verbs “should”“shouldn’t”“must”and “mustn’t”but also is linked to the theme or topic of this module—different cultures as well as different customs.Deeply speaking,it both develops andimproves students’language skills and incr eases and broadens their cultural knowledge.Grammar 2This part is still mainly about adverbial clause of condition.It provides two activities for students.By reading the sentences and answer the given questions in Activity 1,students can get information such as in which situation adverbial clause of condition is best used and the subordinate conjunctions that are used to link the dependent clause and the independent clause.It also provides enough grammar knowledge forActivity 2 which instead consolidates the grammar phenomenon by filling in the blanks with the right form of verbs.PronunciationThis part introduces some differences existing in the pronunciation of both the American English and the British English.There are two activities designed in this part,both of which are linked with listening.In the first activity students need to listen to two speakers with the American accent and the British accent respectively to notice the differences between both of them.During the course of listening students are required to listen carefully in order to make a good and detailed comparison.Activity 2 supplies students a good chance to tell which accent different speakers use respectively.In this way,students can not only improve their pronunciation accuracy but also practice their listening skill.SpeakingIn this part the students work in pairs to perform a role-play game in the form of acting out a dialogue.One plays the role of a foreign friend and ask his or her partner for some information concerning Chinese culture and customs,the other give a his orher some good advice using the modal verbs such as “should”and “must”,meanwhile he or she can check if he or she has really mastered how to use adverbial clause of condition by beginning his or her sentences of a dvice with “if”.So this part consolidates the grammar knowledge learned above.Grammar 3This part gives a brief introduction of adverbial clause of concession and offers relative activities.Two activities are designed,the first of which can lead students to knowing about the real meaning of adverbial clause of concession in the form of choosing the correct answers.The two sentences of this activity are both from the listening material and closely connected to the theme of this module,so that if students really understand and further master the meaning of them,they will have a deep understanding of the theme once more,which may stimulate them to be aware of culture and customs in different countries.The second activity is designed to help students learn some subordinate conjunctions with which the adverbial clause of concession begins.This activity is of great help to consolidate students’ knowledge of this grammar.WritingThe main content of this part is to answer an invitation and three activities are provided to help students give a correct reply.Activity 1 is a prewriting activity and shows two invitations with different styles—one formal,the other informal.Students need to read them and catch the main idea and some details so as to tell the differences between the formal style and the informal style.Meanwhile it can lay knowledge foundation for their reply.Activity 2 offers four expressions for students to judge whetherthey are formal or informal.This activity supplies helpful information that students can make use of in their reply.It,as well as Activity 1,offers the necessary precondition to Activity 3.Based on the two activities above,students are required to write a short reply to either invitation in Activity 3,which consolidates what they have just learned above.Everyday EnglishThis part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life.Meanwhile,they can also improve students’oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries,which embodies the theme or topic of this module.Cultural CornerThis part is focused on a passage introducing the origin and function of clapping.After reading it students can have a better understanding of non-verbal communication.In order to help students get as many details as possible two questions are given as a clue.TaskThe task of this module is “preparing some social advice for visitors to China”.It requires students to make a discussion with their classmates and make a list of various social situations to write about.And then theyhad better write a short paragraph on each topic to show visitors what they should do in all aspects such as clothing,food,shelter and even their doing.Each paragraph ought to begin with if you or when you and use the modal verbs “should(n’t>”and “must(n’t>”,which makes sure thatstudents go over what they have learned in Grammar part and consolidates their understanding of adverbial clause of condition.Finally work in groups to introduce what they write to each other.Maybe this way raises their awareness of cooperation.Module FileThis part is a summary of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Six periods for teachingPeriod 1:IntroductionPeriod 2:Reading and V ocabularyPeriod 3:Grammar 1;Listening and V ocabularyPeriod 4:Function;Grammar 2;Pronunciation;SpeakingPeriod 5:Grammar 3;Writing;Everyday EnglishPeriod 6:Cultural Corner;Task;Module FilePeriod 1IntroductionThe General Idea of This PeriodDuring this period we will learn some new words that can be used to describe physic contact and gestures.In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures.Some performances may be of great help in leading in this part.The task of Activity 2 is to listen and match the situations with the pictures.Activity 3 is related to speaking.The teacher may ask the students to work in pairs and make up a dialogue.And then several pairs need to act out their dialogue.The last activity is reading and answering the questions.You can make them do it by themselves and then check the answers.Teaching Important PointsMaster some words,phrases and useful expressions describing body languages and non-verbal communication.Improve the students’ speaking ability by talking,discussing,making up and acting out dialogues.Improve the students’ listening ability.Teaching Difficult PointsHow to encourage students to take an active part in the speaking and listening activities.How to improve the students’ speaking and listening ability.Teaching MethodsIndividual work,pair work or group work to make every student participate in class.Listening and matching activity to help the students have a good understanding of the listening material.Teaching AidsMultimediaA blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words,phrases and useful expressions.Encourage the students to know how to describe body languages or gestures in English.Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.Process and StrategiesTrain the students’ speaking ability through individual,pair work and group work.Train the students’listening a bility through listening andmatching exercise.Feelings and ValueDeepen the students’correct understanding of what their partner really mean and make a response.Have the students know about some culture and customs concerningnon-verbal communication and strengthen their communicative awareness.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,sir!T:In last module we have learned something about traffic jam at home and abroad.Today we are going to learn something about communication without words but body language.T:(The teacher shows a pile of pictures of physical contacts.> Here are several pictures concerning physical contact and body language or gestures.You may be familiar with some of them.Do you know how to express them in English?Now discuss them in pairs or groups.In a few minutes,I’ll ask some students to talk about them.(The students begin to discuss the pictures.And the teacher goes around the class and joins them.A few minutes later,the teacher says the following.>T:Are you ready?Who can give us a talk about the first picture?Any volunteer?Ss:Let me have a try.I think the old man is the grandfather,and the boy is his grandson.The grandson is crying,so the old man is patting the head of the little boy in the first picture.Ss:Picture 2 shows us a woman clapping with a big smile on her face.Ss:We could see that a man is dragging a woman violently in the fourth picture.Maybe the woman has done something wrong which makes the man angry.T:You are clever,good guy.Any different opinion?V olunteer?Go on.Ss:Let me have a try.There is a woman who is holding her baby in her arms very happily in the fifth picture.T:Completely true.Meanwhile,your pronunciation is very beautiful and fluent.Another one?Describe the next picture.Who wants to take this chance?Ss:Me.(A boy raises his hand.>T:OK.Please!Ss:In my opinion,it describes some people clapping happily and excitedly.T:Well done.So much for this part.Let’s go to the next part.Step 2 Match the verbs in the box with the picturesT:Just now we have discussed some pictures concerning physical contact and learned some words and expressions.Now open your books and turn to Page 21.Read these four words after me.(The teacher reads the words,followed by the students and performs each word’s meaning with gestures.>T:No.1 point.Ss:Point.T:In which picture are people pointing?Ss:Picture a.T:Right.No.2.shake.Ss:Shake.T:In which picture are people shaking their hands?Ss:Picture d.T:Good job.Next word:smile.Ss:Smile.T:Could you see in which picture people are smiling?Ss:Picture c.Ss:No,Picture b.Ss:But the girl in Picture a is also smiling.T:Excellent.You are all true.Different people have different opinions.People are all smiling in these three pictures,but the right answer is Picture c because people in another two pictures also show other gestures.Having finished this exercise,let’s perform a brainstorming activity.Now I divide you into four groups—Group a,Group b,Group c and Group d.Each group try your best to think out as many English names concerning all kinds of body movements or gestures as possible and then send a representative to write them on the blackboard.Now 5 minutes for you to prepare.You can also refer to your dictionary.T:(Five minutes later> Are you ready?Ss:Yeah.Write your words on the blackboard.(Four students go to the blackboard and write.>T:Now let’s count the words of each group together and choose the group who gives more words as a temporary winner.(During this course,if new words appear,the teacher should explain them and lead the reading or ask a student who knows them to give an explanation.>Group a—12Group b—10Group c—13Group d—15Now let me announce the winner in this activity—It is Group d.Congratulations.Now let’s continue th e /doc/36489682.html,e these words to make up sentences.Each sentence you make will get 5 points.(The teacher rules out the word used to make a sentence.> One,two,begin!Ss:...T:Time is up.Excellent.You have given a good performance.Wh o wins this bout?It’s clear,right?Group a,20 points;Group b,25 points;Group c,20 points;and Group d,25 points too.Congratulations,Group d,you are the winner at last.(Students clapping.>T:That’s all for this activity.Follow me to the next part.Step 3 Listen and match the situations with the picturesT:In this part you are going to hear a piece of listening material.The first time you need to just listen to the material and try to get the main idea.Are you ready?(The teacher plays the tape for the students.>T:The listening is completed for the first time.Have you got the main idea?Ss:(Some of them> Yes.(But some of them> No.T:OK.Keep silent,please.Let’s listen to it again.This time you need to listen very carefully and make every effort to get the details.Meanwhile,match the situations with the picture above.Ready?Ss:Yeah.T:Let’s begin.(The teacher plays the tape once more.>T:(A few minutes later the listening is finished.> Have you finished your exercise yet?Ss:Yes.T:Let me check your answers now.Situation 1,any volunteer?S a:Situation 1 matches Picture d.T:Good,sit down,please.What about Situation 2?Who wants to have a try?S b:I think that it may be matched with Picture c.T:Good job.Absolutely right.Sit down,please.How about Situation 3?Anyone?S c:Let me have a try.It is perhaps Picture a.T:True or false?(Asking the whole class>Ss:True.T:OK.Sit down,please.The last situation?Say it together?Ss:Picture b.T:You all did good jobs.Thanks for your cooperation.This activity is over now.Let’s come to Activity 3.Step 4 Say What You Do When Y ou...T:Work in pairs.Act out the movements and say the relevant words and expressions according to the following situations given in this activity.Five minutes for you to prepare.(Five minutes later>T:Are you ready now?Ss:Yes.T:Now which pair wants to act them out in front of the whole class.V olunteer?A pair of students raise their hands.T:OK,come up,please!You can begin now.S a:Meet a friend.S b:Performs it.T:Is he right?Ss:Yes....T:Thank you very much.All of you perform greatly well.Somuch for this activity.Turn to Activity 4.Step 5 Read and answer the questionsT:In last activity some students performed a lot of situations.This activity is an open one,so different students have different opinions.Choose an answer for Exercise 1 and give reasons for your choice.S a,Would you like to have a try?S a:I choose B.I am a girl with an inward character,so I don’t communicate with others much.Even if I have to do this,I usually use words instead of body languages.T:Good idea.Who has a different opinion?S b:D is my choice.As far as I am concerned,I’d like to communicate with others very much,and I really love sharing what I love as well as what I hate.During the communicating course,I usually make full use of my body,because only in this way could I express myself completely.T:Outward guy,haha?Ss:...Step 6 Summary and homeworkIn this class we’ve mainly learned something about body languages by speaking and listening,so we’ve got more information about body languages and our speaking and listening abilities have been improved.At the same time,we have learnt some words,such as point,shake,smile andsome situations in which you use body language such as meet a friend,show someone the way,say no and so on.(The teacher writes them on the blackboard.> You should remember them and learn to use them.After class,try to collect more information about body language and prepare for next part—Reading and vocabulary.That’s all for today.Goodbye,everyone!Ss:Goodbye,Mr./Mrs...The Design of the Writing on the Blackboard Module 3Body Language and Non-verbal CommunicationThe first periodpoint,shake,smile,waveshow...the waycommunicate withshake handsRecord after Teaching______________________________________________________________________________________________________________________________________________________Activities and Research1.Encourage the students to collect more body languages in different countries.2.Make the students debate with each other.Reference for TeachingLanguage Points1.shake v.shake hands with sb.和某人握手Let’s shake on it.让我们为此握手。
Period 2Vocabulary and ReadingThe General Idea of This PeriodIn this period,we’ll learn something about a famous Chinese scientist—Yuan Longping,who is called “the father of hybrid rice”.The teacher may ask the students to get the main idea of each paragraph in the course of fast reading.Then the teacher may show them on the screen,such as staple,leading,nickname,species,etc.By guessing from the whole context they will have a good sense of enlarging their vocabulary and this is very important in learning a language.Then we’ll do some careful reading and exercises to consolidate our understanding of the text.Meanwhile we can learn some reading strategies such as skimming and word guessing.Teaching Important PointsMake the students learn the story of Yuan Longping and his contribution to China as well as the world.Learn and master some important words and phrases in this period.Teaching Difficult PointsHow to help the students improve their reading ability and understand the passage better.How to master the important Language Points in this passage.Teaching MethodsFast reading to get the main idea of the text.Intensive reading to understand the passage better.Discussion to help the students understand what they’ve learned better.Explanation to help the students master some Language Points.Teaching Aidsa tape recordera multimedia(if possible)Three Dimensional Teaching AimsKnowledge and SkillsTrain the students’reading ability.Learn some useful words an expressions.Learn some information about the famous scientist.Process and StrategiesMake the students know more about Y uan Longping and let the students learn his spirits of diligence and perseverance.Feelings and ValueThrough the study of this period the students will surely have a better understanding of this famous scientist and learn from him and make contribution to our country.Teaching ProceduresStep 1 Greetings and RevisionT:(Greet the whole class as usual.)Now,let’s have a quiz.(Show the following on the screen.)Write the scientist by the statement.Example:She studies the structure of all living things.She is a biologist.1.She studied radioactivity. __________2.He works in a research laboratory which develops new types of plastics.__________3.He studies the behaviour of wild pandas. __________4.They discovered the life molecule(分子)DNA. __________5.They are making a complete list of all the plants in the nature reserve(自然保护区).__________Suggested answers:1.She’s a physicist.2.He’s a chemist.3.He’s a zoologist.4.They are geneticists.5.They are botanists.Step 2 Fast readingT:OK,so much for revision.(Show the students the title—The Student Who Asked Questions on the screen or write it on the blackboard.)This is the title of the reading passage we’ll learn today.Guess what the passage might be about.(After a while of thinking,ask few students to answer it.)S a:It may be about a hard-working student.S b:I think it may be about a famous person.T:Yes,maybe.Now read the passage as quickly as you can and to check your guess.Meanwhile,try to get the main idea of each paragraph.(several minutes later) T:Let’s see if your prediction is right.What is the text about?Ss:A famous scientist—Yuan Longping.T:Yes,you are quite right.Can you give us the main idea of each paragraph？(Encourage some student to tell about his or her idea.)Main idea of each paragraph:Paragraph 1:Yuan Longping is a leading figure on the rice-growing world.Paragraph 2:As a boy,he was called “the student who asked questions”.Paragraph 3:As a young teacher,he began experiments in crop breeding.Paragraph 4:He discovered a new type of rice.Paragraph 5:His discoveries have brought in great profit.Paragraph 6:The yield of the new hybrid rice is much greater than that of other types of rice grown in Pakistan.Step 3 Careful readingT:Read the passage again and underline the new words.After that,we’ll do some other exercises.(After a while)Look at the words on Page 33 in Activity 3.Match the words in the box with the definitions.agriculture breakthrough breed crop feed producer publish species support1.plants people grow for food2.a very important discovery3.to produce new plants or animals4.to give help5.to give food to6.to make information known,for example,in a report or a book7.someone who makes things or grows food8.a type of plant or animal9.the science of farmingFirst,read through the words in the box and have the students repeat them chorally and individually.Pay attention to those words where the stress is not on the first syllable,such asagriculture producer,support.Then ask them to complete the activity individually and check with their partners.At last,call back the answers from the whole class,having one student read the definition and another give the correct word.Suggested answers:1.crop2.breakthrough3.breed4.support5.feed6.publish7.producer8.species9.agricultureT:So much for Activity 3,now let’s come to Activity 4.We’ll do another word exercise.Choose the correct meaning of the words in italics.1.A staple food is one you eat__________.(a)rarely(b)regularly2.If you cross two plants you__________.(a)walk past them(b)produce a new plant3.A yield refers to__________.(a)quantity(eg of food)(b)quality(eg of food)4.A sterile plant is a plant which doesn’t__________.(a)grow quickly(b)produce seeds5.A hybrid is a plant which comes from__________.(a)one plant(b)two different plantsAsk the students to complete the activity individually,then collect the answers from the whole class as complete sentences.Suggested answers:1.b2.b3.a4.b5.bT:Everyone of you did a good job.I think you have had a better understanding of the passage,now we’ll do some True(T)or False(F)questions.1.China produces more rice than any other country.2.Yuan Longping asked a lot of questions at school.3.He developed a new kind of fast-growing rice.4.The government helped him in his research.5.The new rice replaced vegetables in 50 thousand square kilometers.6.The new rice is now grown in other countries,such as Pakistan.T:After you finish your questions individually,check them with their partners.If you have different answers,try to find adequate evidence from the text.(Check the answers one by one.If the statement is false,try to ask the students to correct it.) Suggested answers:1.T2.T3.T4.T5.F6.TThe correct statement for No.5:50 thousand square kilometers of rice fields were converted to growing vegetables and other cash crops.(Ask the students to think of a different title for the passage.If you like,write down their titles on the blackboard and ask the students to vote on which one they think is the best.) Step 4 ConsolidationT:Now we have got a better understanding of the text.Let’s see whether you have master the content of the passage.Try to fill in the blanks to finish the whole passage.(Show the following on the screen.)Yuan Longping is a 1figure in the rice-growing world.He was born and2in China.As a boy he was educated in many schools and interested in plants,so he was given the 3“the student who asks questions”.As a young teacher,he began experiments in crop 4.He thought there was only one way to have more rice quickly.That was to cross different 5of rice plant.Then he began to search for a special type of rice plant.Finally,a naturally 6male rice plant was discovered in 1970.This was a7.As a result of his discovery,China’s rice production rose 847.5%in the 1990’s.And 50 thousand square kilometres of rice fields were 9to growing vegetables and other cash crops.Following this,the new hybrid rice was 10to other countries.Suggested answers:1.leading2.brought up3.nickname4.breeding5.species6.sterile7.breakthrough8.by9.converted10.exportedStep 5 Summary and homeworkT:In this period we have learned the story of the famous scientist—Yuan Longping.He was hard-working and was called a student who asked questions.After years of hard work,he invented the hybrid rice,making a great contribution to China and the world.We also learned some vocabulary and please try to keep them in mind after class.While learning the text,learn from them and try our best to do what we can to serve our country.Your homework today is to read the text again after class and try to memorize the new words,expressions and some important structures in this period.Meanwhile,find some more knowledge about Yuan Longping on the Internet.The Design of the Writing on the BlackboardModule 4Great ScientistsThe second periodstapleyieldsterilehybridbreedspeciesRecord after Teaching___________________________________________________________________________________________________________________________________________________________________________________________________Activities and Research1.Find out more information about Y uan Longping on the Internet or in a library.2.Tell the story of Yuan Longping to each other.Reference for TeachingLanguage Points1.figure n. 图表;肖像;数字;身材vt. 计算出In the rice-growing world,the Chinese scientist,Yuan Longping,is a leading figure.figure out计算出;想出;弄明白figure on计划;指望figure up总计;把……总数加起来make a little figure出丑;露出可怜相keep one’s figure保持体态苗条public figure名人;知名人士That figure!不出所料!I can’t figure out why he quit his job.我捉摸不透他为什么要辞掉工作。
