Module 2 Garden City and its neighbours（通用7篇）

Module 2 Garden City and its neighbours 篇1

　　module 2 garden city and its neighboursunit 1 writing a tourist guide1language focus:asking ‘wh-’ questions to find out various kinds of specific information about at event.e.g. what would you suggest the tourists do?using modals to male suggestionse.g. i’d suggest they go to shehan state resort.using proper nouns to refer to placese.g. i’d suggest they go to yu garden.using adverbs to indicate yu garden.e.g. they can do some shopping there.language skills:listening recognize difference in the use of intonation in question, statements (including approval and disapproval), commands, and respond appropriately.identily details that support a main idea.speaking use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.maintain an interaction by replying, adding or giving examples.readingrecognize recurrent patterns in language structurere-read to establish and confirm meaning.writing develop written texts by presenting main and supporting ideasmaterials:student’s book 7b page 28cassette 7b and a cassette playersome picture of interesting places in shanghaipreparation:cue the cassette. collect some picture of interesting places in shanghai. pre-task preparation1. bring some picture of the interesting places in shanghai to class. circulate them in class. invite a few students to write the names of those places on the board.2. go over the list on the board and correct any mistakes. the whole class then reads the list aloud together.3. play the recording: read and write. students listen and follow in their books.4. play the recording again. students listen and repeat.5. invite a few of more able students to role-play the conversation in class. encourage them to add any other places of interest they can think of .2language focus:using proper nouns to refer to placese.g. nanpu bridge, changfeng park, …asking ‘wh-’ questions to find out various kinds of specific information about an evente.g. what would you suggest the tourist do?using the introductory ‘there’ to express factse.g. there is / are …language skills:listening use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feeling.maintain an interaction by replyingreadinguse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionrecognize recurrent patterns in language structure.writing gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewingplan and organize information and ideas by identifying purpose and audience for a writing taskdevelop written texts by expressing own ideas and feelingsmaterials:student’s book 7b page 29workbook 7b page 17photocopiable page 25an enlarged copy of the map on page 29preparation:make an enlarged map of page 29. make a copy of photocopiable page 25 for each group.pre-task preparation1. make an enlarged copy of the map on page 29. hang it on the board. go over each place with the whole class.2. point to the enlarged map and ask a few students: which place(s) have you been to before? what can you see there? to elicit: i’ve been to …i can … /there is /are … 3.       language focus:using prepositions to indicate placee.g. shanghai is in east china.using connectives to express conditionse.g. if you go there, you will see …using the introductory ‘there’ to express factse.g. there are many new buildings around.using proper nouns to refer to placese.g. you will also see the famous oriental pearl tv tower.language skills:listening identify details that support a main idea.use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionspeaking maintain an interaction by replyingreadinguse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionrecognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation. skim a text to obtain a general impression and the main ideasmaterials:student’s book 7b page 30cassette 7b and a cassette playerpreparation:cue the cassette. 4language focus:using connectives to express conditionse.g. if you go to pudong new area in the east of shanghai, you will see the nanpu bridge.using prepositions to indicate place.e.g. places to visit in puxi.using proper nouns to refer to placese.g. the bund, sheshan state resort.language skills:listening using visual clues, context and knowledge of the world to work out meaning of an unknown word and a complete expression.understand the connection between ideas by recognizing linking words and phrases.speaking use a appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelingsreadingread written language in meaningful chunksuse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionunderstand the connection between ideas by identifying linking words or phrases.writing gather and share information, idea and language by using strategies such as brainstorming, listing, questioning, and interviewing.develop written texts by expressing own ideas and feelings.materials:student’s book 7b page 31cassette 7b and a cassette playerworkbook 7b page 18photocopiable page 26preparation:cue the cassette. make a copy of photocopiable page 26 for each student.pre-task preparation1. ask: how many of you have been to pudong new area/ the nanpu bridge/ times square? where is it?2. play the rest of the recording: look and read. students listen and follow in their books.3. play the recording again. students listen and repeat.4. show the students the contents page of a book. tell them that a contents page outlines what a book is about.post-task activityworkbook page 18consolidationgrammar practice book 7b page 23 to 245language focus:using connective to express conditionse.g. if you go to huaihai road, you will find times square.using the introductory ‘there’ and the impersonal ‘it’ to express facts.e.g. it is a popular place. there are …using proper nouns to refer to placese.g. you will also see century park there.language skills:speaking use appropriate registers when speaking to familiar interlocutors such as teachers and peersuse gestures and facial expression to convey meaning and intentionwriting gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewingplan and organize information and ideas by identifying purpose and audience for a writing taskdevelop written texts by expressing own ideas and feelingrevise and edit drafts by sharing work with teachers and suggestions on ideas and use of languagematerials:student’s book 7b page 32photocopiable page 27, 28 and 29preparation:make a copy of photocopiable page 27,28 and 29 for each group. remain each group to bring back photocopiable page 25 to class.pre-task preparation1. review the following language structure with the class. ask: if you go to huaihai road /huanghe road / pudong new area, what will you find/see ? to elicit: if i go to (a place), i will find/see …2. review: contents page. ask a student: what’s a contents page? to elicit: a contents page outlines what a book is about.

Module 2 Garden City and its neighbours 篇2

　　module 2 garden city and its neighbours

　　unit 1 writing a tourist guide

　　主要內容：

　　（注：所有單詞可參照目錄中的vocabulary及后面的 word list.）

　　i.常用詞組：

　　have/ has been to…, take part in the competition, do some shopping, have delicious food, an international city, night views, shopping centers, shopping paradise, one of the largest cities, the oriental pearl tv tower, go there for sightseeing and fun

　　ii.有用句型：

　　1. what would you suggest the tourists do ?

　　2. i’d suggest they go to nanjing road.

　　3. if you go there, you will see a huge open area of green grass.

　　iii .語言難點：

　　1. if you go to…, you will find/ see…注意主從句的不同時態, 多操練.

　　2. it is not surprising that many tourists come to visit shanghai every year to shop! 此句重點要學生理解含義, 不必分析結構.

　　iv. 教學建議：

　　1.掌握tommy target所列內容。

　　2.通過本單元的學習,培養學生熱愛家鄉的情感..

　　3.本單元學生比較熟悉,可以讓他們展示照片,談論親身經歷,或借助多媒體學習,效果會很好.

　　unit 2 going to see a film

　　主要內容：

　　（注：所有單詞可參照目錄中的vocabulary及后面的 word list.）

　　i.常用詞組：

　　talk on the telephone, hold on, this kind of.., turn right/ left, turn right/ left into… on your right/ left, walk along the road, full of,

　　ii.有用句型：

　　1.a: hello. may i speak to …, please ?

　　b: speaking./  hi. this is…(speaking)./ hold on. i’ll be back soon.

　　2. so./ neither do/ would i.

　　3. let me see..

　　4. do you know how to get there from my home ?

　　iii .語言難點：

　　1. last : it will last for five minutes.本句中為動詞, “ 持續,維持”的意思. last year, 中是形容詞, 意思是”剛過去的, 最近的”. the last coin則解釋為”最后的”

　　iv. 教學建議：

　　1.掌握tommy target所列內容。

　　2.要求學生熟練掌握電話用語及問路用語.

　　unit 3 santa claus is coming to town!

　　主要內容：

　　（注：所有單詞可參照目錄中的vocabulary及后面的 word list.）

　　i.常用詞組：

　　care for, be good at making models/ cooking/ sewing, be honest/ friendly/ patient/ helpful, at christmas , on christmas day, on christmas eve, decorate christmas trees, use pointed leaves as decorations, make a noise,

　　ii.有用句型：

　　1. we are looking for someone who loves children.

　　2. people have eaten turkey at christmas since 1650/ for about 300 years.

　　3. how long have you studied at rose garden school ?

　　4. there are some pictures which have no sentences.

　　5. wh-questions and yes/ no questions( do./ can…? ).

　　iii .語言難點：

　　1. we are looking for someone who loves children.

　　2. there are some pictures which have no sentences.

　　這兩句是定語從句，從句中的謂語動詞要根據先行詞的單復數來確定，用who或which 也要根據先行詞是人或物來確定。我個人以為不必出現術語，而可以通過多舉例讓學生來歸納。

　　3. people have eaten turkey at christmas since 1650/ for about 300 years.

　　since 和for 加時間狀語（或時間狀語從句）與現在完成時態連用是學生較容易混淆的內容，需多比較。

　　4. at christmas, on christmas day , 注意介詞的使用。

　　iv. 教學建議：

　　1.掌握tommy target所列內容。

　　2.本單元是學生較感興趣的內容，充分調動學生，可以非常活躍。

　　unit 4 shops and markets

　　主要內容：

　　（注：所有單詞可參照目錄中的vocabulary及后面的 word list.）

　　i.常用詞組：

　　buy a watch for you, buy him a book, the jeans with the yellow belt, come with me , the t-shirt in my size, try on,

　　ii.有用句型：

　　1. i (don’t ) need to buy a pair of shoes.

　　2. where will we go to buy the jeans?

　　3. do you prefer the shirt with the white collar or the one with the blue collar ?

　　4. i prefer the one with the white collar.

　　5. i ( don’t ) agree with you.

　　6. do you have them in my size ? it’s size medium/ small/ large.

　　iii .語言難點：

　　1. the holes in the pair of jeans, 注意：褲子上有洞用in而不是用on，學生較易出錯，另外，  jeans和shoes, trousers等一樣往往以復數形式出現。

　　2. i prefer the one/ ones with the round neck. 提醒學生代詞one/ ones與it/ them的區別。

　　iv. 教學建議：

　　1.掌握tommy target所列內容。

　　2. 本單元可以充分利用學生的穿著進行教學，直觀生動，學生較易接受。

Module 2 Garden City and its neighbours 篇3

　　module 1 garden city and its neighbours

　　unit 3: the dragon boat festival (i)

　　language focus:

　　using adjectives to describe objects.

　　e.g. a salty rice dumpling / a sweet rice dumpling

　　using prepositions to indicate time.

　　e.g. ... in summer. it's on the fifth day of the fifth lunar month ...

　　asking “wh-” questions to find out various kinds of specific information about a person.

　　e.g. what do people eat?

　　what do people do to celebrate this festival?

　　using connectives to link contrasting ideas.

　　e.g. kitty loves the sweet rice dumplings, but she hates the salty ones.

　　using the simple present tense to express preferences.

　　e.g. loves / hates / likes

　　using prepositional phrases to describe objects.

　　e.g. salty ones with meat and green beans / sweet ones without red beans

　　language skills:

　　listening:

　　identify the main ideas of a new topic. listen for specific information.

　　speaking:

　　maintain an interaction by explaining.

　　reading:

　　read written language in meaningful chunks. understand the connection between ideas by identifying linking words or phrases. recognize recurrent patterns in language structure.

　　writing:

　　develop written texts by using appropriate linking words or phrases.

　　materials:

　　1. student's book 7a page 10.

　　2. cassette 7a and a cassette player.

　　3. workbook 7a page 5.

　　preparation:

　　cue the cassette.

　　i. warming-up:

　　ii. pre-task preparation:

　　1. ask students what they like to do and eat to celebrate the dragon boat festival. encourage students to talk about this festival.

　　2. review and introduce new vocabulary items in look and learn.

　　3. play the recording: look and learn and look and read. students listen and follow in their books.

　　4. play the recording again. students listen and repeat.

　　iii. while-task procedure:

　　1. students pair up to talk about the rice dumplings they like. have them complete the survey from in circle and write by circling and writing down what they have discussed with their partners. they are required to use the target language in their report, like this: i love ..., but i hate ... / my classmate loves ..., / but ... / we both love ..., but ...

　　2. ask individuals to read their reports to the class.

　　3. collect all reports and bind them into a book for circulation in class.

　　4. conduct a simple survey to find out the most popular kind of rice dumpling among students by counting how many students like a particular kind of rice dumpling. ask some students why they like or dislike a particular kind of rice dumpling.  

　　iv. post-task activity:

　　workbook page 5.

　　v. consolidation:

　　grammar practice book 7a pages 9 and 10.

　　unit 3: the dragon boat festival (ii)

　　language focus:

　　asking “wh-” questions to find out the reason.

　　e.g. why do we celebrate the dragon boat festival?

　　using the simple past tense to talk about past activities and states.

　　e.g. qu-yuan was born around two thousand years ago in china.

　　using the simple present tense to talk about present states.

　　e.g. nowadays, people eat rice dumplings and have dragon boat races to ...

　　language skills:

　　listening:

　　identify the mean ideas of a new topic. listen for specific information.

　　speaking:

　　open an interaction by eliciting a response by asking questions on a topic.

　　reading:

　　read written language in meaningful chunks. recognize the presentation of ideas through paragraphing. re-read to establish and confirm meaning.

　　writing:

　　gather and share information, ideas and language by using strategies such as question. develop written texts by presenting main and supporting ideas.

　　materials:

　　1. student's book 7a page 11.

　　2. cassette 7a and a cassette player.

　　3. photocopiable page 8.

　　preparation:

　　make a copy of photocopiable page 8 for each student. cue the cassette.

　　warming-up:

　　ii. pre-task preparation:

　　language learning activity:

　　this section aims at providing students with opportunities to practise the language / vocabulary needed or become familiar with the background for the task that follows.

　　1. give students some time to read the story silently. then ask students: was qu-yuan sad? why? encourage volunteers to answer the questions.

　　2. play the recording: look and read. students listen and follow in their books.

　　3. play the recording again. students listen and repeat. ask students to pay attention to the pronunciation and intonation of the words.

　　4. remind students of the use of the past tense in the story. go over the verbs in the past tense with students. invite the more able students to speak out and spell, if possible, the corresponding verbs in their present tense form.

　　5. remind students to pay attention to the use of different tenses when talking about the past and the present in the story.

　　6. distribute a copy of photocopiable page 8 to each student. students read the text on page 11 of the student's book again individually. have them complete the list and write down the answers to the questions.

　　7. to check the answers with students, invite some students to write the list on the board. then invite the more able students to answer the questions orally.

　　unit 3: the dragon boat festival (iii)

　　language focus:

　　using modals to make an offer.

　　e.g. would you like a piece of rice dumpling?

　　using formulaic expressions to accept offers.

　　e.g. yes, please. i really like rice dumplings.

　　using formulaic expressions to decline offers.

　　e.g. no, thanks. i don't like rice dumplings very much.

　　using modals to indicate preferences.

　　e.g. i'd rather have a piece of pizza.

　　language skills:

　　listening:

　　recognize differences in the use of intonation in questions, statements, and respond appropriately. identify the main ideas of a new topic. understand the speaker's intention, attitude and feelings through his / her choice and use of language, gestures and facial expression.

　　speaking:

　　maintain an interaction by replying, asking questions and using formulaic expressions where appropriate.

　　reading:

　　read written language in meaningful chunks. recognize recurrent patterns in language structure. understand intention, attitude and feelings stated in a text by recognizing features such as the choice and use of language.

　　materials:

　　1.student's book 7a page 12.

　　2. cassette 7a and a cassette player.

　　3. workbook 7a page 6.

　　preparation:

　　cue the cassette.

　　i. warming-up:

　　ii. pre-task preparation:

　　language learning activity:

　　this section aims at providing students with opportunities to practise the language / vocabulary needed or become familiar with the background for the task that follows.

　　1. review the names of the food and drunk items that students have learned previously, e.g. pizza, pancake, cookies, hamburger, lemonade, 7-up, coffee, etc. introduce new food items, e.g. chinese pudding, christmas pudding with the help of picture or photos.

　　2. play the recording: look and say. students listen and follow in their books.

　　3. students work in groups of three and use the modelled conversation in about you to do the role-play. have some groups come out and act the conversation.

　　iii. consolidation:

　　workbook page 6

　　grammar practice book 7a page 11.

Module 2 Garden City and its neighbours 篇4

　　unit 4 work and play

　　先介紹內容：這個單元分四頁，p14—sing a song，學唱一首花腔女高音的歌曲！p15六種病癥及病因；p17-18室內外運動，含一張圖表、學會說頻率、并用how often…發問。

　　為了這個單元，我早就搜羅了一些諺語，如work while you work; play while you play.（學時學；玩時玩。）all work and no play makes jack a dull boy.( 只學習、不玩耍，聰明孩子要變傻)。此時用上，好不快哉！

　　p14：采用激將法，告訴他們記憶力好的人，這樣的一首詩4分鐘就可以背下來！少于分鐘，記憶力就不得了了！結果大多數人2分鐘之內解決！！！！！！

　　p15：好幸福，用上了現成的課件！趙彥弄下來的。稍作處理，即可用上，好不快哉！

　　p16：一兩處閃光點，而已。整了一個看圖表說話，以及小組調查報告，提供樣式：

　　the report:

　　our group has done a survey about activities. for indoor activities, _____ students like _____ best. …. for outdoor activities, _____ students like _____ best. …. our favourite activity is ________. that’s all. thank you!讓學生彬彬有禮的說話，聽著就開心。

　　p17：設計了幾個小人help do the housework, practise playing the piano, do some revision, 以及踢球etc，將他們鑲嵌在timetable里面，故而once a week/ 7 times a month之類掌握的蠻好。最后還來了一個group work：就診。學生演得實在生動可愛，不時地哄堂大笑、或是鴉雀無聲、嘻嘻然、悠悠然，好不快哉！

Module 2 Garden City and its neighbours 篇5

　　unit 3 santa claus is coming to town!1language focus:using relative clauses to describe peoplee.g. we are looking for students who are kind and patient.using pronouns to refer to peoplee.g. we are looking for someone with loves children.using modals to talk about ability.e.g. we are looking for someone who can work on computers.language skills:listening identify details that support a main idea.speaking use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelingsusing gestures and facial expression to convey meaning and intentionreadinguse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionrecognize recurrent patterns in language structureskim a text to obtain a general impression and the main ideaswriting develop written text by expressing ideas and feelings.materials:student’s book 7b page 38cassette 7b and a cassette playerworkbook 7b page 21a picture of santa clauspreparation:cue the cassette. make a copy of photocopiable page 32 for each student. bring a picture of santa claus to class.pre-task preparation1. bring a picture of santa claus to class. ask the students: have you seen this man before? when did you see him? do you know who he is? encourage students to volunteer any answers they can come up with. then tell them that the man in the picture in santa claus. it is said that he will come and bring presents to children at christmas.2. play the recording: look, read and write. students listen and follow in their books.3. give students a few minutes to study the information in look, read and write. tell them that santa claus is looking for some student assistants to help him prepare for christmas. then ask: then ask: what kind of students is santa claus looking for? to elicit: santa claus is looking for students who love children/are hardworking/can work on computers/are good at drawing …etc.post-task activity1. workbook page 212. my familya. distribute a copy of photocopiable page 32 to each student. students have to complete a table and then write about what kind of people their family members are.b. students then work in pairs and tell each other what each of their family members is like.c. invite a few students to tell the class about their family members, e.g. my father is someone who is … my mother is someone who is …consolidationgrammar practice book 7b page 302language focus:using the present  tense to relate past events to the presente.g. people have eaten turkey at christmas since 1650.using prepositional phrases to indicate a period of timee.g. people have sent christmas cards to each other for about 150 years.using prepositions to indicate time.e.g. at christmas, on christmas dayusing proper nouns to refer to eventse.g. christmas eve, christmas day, boxing day.using adverbs to express freguencye.g. people usually spend this day with their family and friendslanguage skills:listening identify the main ideas of a new topicuse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionspeaking maintain an interaction by replyingreadingread written language in meaningful chunksuse visual clues, context and knowledge of the world to work out the meaning of an unknown work and a complete expressionrecognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuationwriting develop written texts by expressing ideas and feelingsdevelop written texts by using appropriate format.conventions and language features when writing non-narrative texts.  materials:student’s book 7b page 39cassette 7b and a cassette playerphotocopiable page 33paper cardpreparation:cue the cassette. make a copy of photocopiable page 33 for each student.pre-task preparation1. review the present perfect tense with the students. say: i started teaching in this school in 19xx. i have been in this school since 19xx. i have taught here for (a number) years. make sure students are clear about the different usage of the two preposition are clear about the different usage of the two prepositions: since and for.2.introduce: christmas cards, christmas carols, christmas pudding and turkey. you may introduce these new vocabulary items by using real objects, cassettes or pictures.3. play the recording: look and read. students listen and follow in their books.4. play the recording. students listen and repeat.5. ask a few students: what do you usually do on christmas eve/christmas day/boxing day? to elicit: i usually … you may share with them your own experience first as some hints to them. post-task activitymake a christmas carddistribute a large piece of paper card to each student. have students make a christmas card for their best friend. tell them t keep the card safe and send it to their best friend when christmas comes.3language focus:using the present perfect tense to relate past events to the present.e.g. i’ve studied at this school for nearly six years.asking ‘how’ questions to find out the length of a period of timee.g. how long have you lived in garden city?using connectives to indicate a period of timee.g. i’ve lived here since i was born.asking ‘wh-’ questions to find out various kinds of specific information about a person.e.g. what do people usually do at frequencye.g. they usually eat ____ and _____ at christmas.language skills:listening listen for specific informationspeaking open an interaction by greeting someone in an appropriate mannermaintain an interaction by replying and asking questionsreadingre-read to establish and confirm meaningmaterials:student’s book 7b page 40workbook 7b page 22pre-task preparationlanguage learning activity(this section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. divide students into pairs. tell them to read the dialogue between mr. li and kitty in read and say. give the pairs some time to prepare the role-play. walk around, offering help and guidance to the less able students.2. set the scene as a small office. invite a few pairs to come out and perform the role-play in front of the class. tell the rest of the class to listen carefully to see if they consolidationgrammar practice book 7b page 31workbook page 224language focus:using relative clauses to describe objects e.g. turkey is a popular dish which people usually eat at christmas.using nouns/noun phrases to refer to one object/more than one object/uncountable objectse.g. a goose, decorations, ice, mince pieslanguage skills:listening recognize the stress in wordsuse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionspeaking open an interaction by eliciting a responsemaintain an interaction by replyingreadinguse knowledge of what words and letters looks or sound like to work out the meaning of unknown words. use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression materials:student’s book 7b page 41 and 42cassette 7b and a cassette playerpreparation:cue the cassette. pre-task preparationlanguage learning activity1. play the recording: read and match. students listen and follow in their books.2. play the recording again. students listen and repeat.3. give students five minutes to study the picture cards and the sentences on pages 41 and 42 of the student’s book. then teach them the pronunciation of each word.5language focus:using relative clause to describe objectse.g. noel is a word which means christmas.using nouns/noun phrases to refer to one object/more than one object/uncountable objectse.g. crackers, a yule-loglanguage skills:readinguse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionwriting gather and share information, ideas and language by using strategies such as brainstorming, listen, questioning, and interviewingrevise and edit drafts by sharing work with teachers and classmates and responding positively to their suggestions on ideas and use of languagewrite out a piece of work by presenting writing using appropriate layout and visual support including illustrationsmaterials:student’s book 7b page 42comment sheetsconsolidationgrammar practice book 7b page 32

Module 2 Garden City and its neighbours 篇6

　　module 2 garden city and its neighbours

　　unit 3 santa claus is conming to town!

　　period 1   課型:新授

　　教學目標

　　using relative clauses to describe people

　　using pronouns to refer to people

　　教學重點

　　1.ask the ss to master the useage of relative clauses

　　e.g. we are looking for someone who are kind and patient.

　　2.名詞做定語時用單數,除man、woman以外.

　　e.g. student assistants  women teachers

　　教學難點

　　定語從句

　　課前預習

　　preview the new words

　　聽力訓練

　　identify details that support a main idea

　　課后鞏固

　　練習冊 p.21  語法訓練 p.30

　　period 2 

　　教學目標

　　using the present perfect tense to relate

　　past enents to the present.

　　using prepositional phrases to indicate a period of time.

　　教學重點

　　1.using prepositions to indicate time

　　e.g. at christmas,on christmas day

　　2.using proper nouns to refer to events.

　　e.g. christmas eve,christmas day,boxing day

　　3.using adverbs to express frequency

　　e.g. people usually spend this day with their family and friends.

　　教學難點

　　現在完成時

　　課前預習

　　listen to the recording of page 39

　　聽力訓練

　　identify the main ideas of a new topic

　　課后鞏固

　　練習冊 p.22  語法訓練 p.31

　　period 3-4 

　　教學目標

　　using the present perfect tense to relate

　　past events to the present.

　　using relative clauses to describe objects

　　using nouns/noun phrases to refer to one object/more than one object/uncountable objects

　　教學重點

　　1.asking‘how’questions to find out the length of a period of time.

　　e.g. how long have you lived in garden city?

　　2.using connectives to indicate a period of time.

　　e.g. i've lived here since i was born.

　　教學難點

　　using relative clauses to describe objects.

　　e.g. turkey is a popular dish which people usually eat at christmas.

　　課前預習

　　recite the text of page 39

　　聽力訓練

　　listen to the recording of page 40、41

　　課后鞏固

　　1.完成<<巧學>> m2u3 試題

　　2.完成<<同步訓練>> muu3 練習

Module 2 Garden City and its neighbours 篇7

　　unit 3 the dragon boat festival這個單元我可是很喜歡呢。一課一課說吧。p10（內容介紹：端午節的活動，粽子的類型以及人們的喜惡）本單元講的是中國傳統節日，包含了深厚的文化和歷史，所以我抓住了一個字：calendar！從calendar引出最近的發生過的事情，從calendar引出“spring festival” “dragon boat festival” “mid-autumn featival” “lantern festival” 詞匯，再操練陰歷日期的表達，因為這是往年學生覺得很難講的一個語言點。（這么多天過后，從學生做題中看來，同學每逢用lunar month描述節日，正確率達到100%！我很高興，學生不會辜負我上課前的精心準備！）然后練i like…, but i hate…，內容圍繞festival；接下來教課文，練說sweet和salty兩種粽子，講述了來歷、使用with/without表達粽子的類型，然后我設計了一個練習：使用with/without描述蛋黃咸粽（yolk蛋黃）、火腿咸粽、赤豆甜粽、水果餡甜粽、冰激凌甜粽，越說到最后學生越激動，因為都是當前學生喜歡吃的蛋糕、月餅的餡兒呢。正好有老師去聽課，他們說連最差的那個學生（課前剛被我批評過）也在拼命舉手要發言呢，可惜我沒看到，心里很是對不起他！  •the salty rice dumplings with yolk •the salty rice dumplings with ham•the sweet rice dumplings with red beans•the sweet rice dumplings with fruit•the sweet rice dumplings with ice-cream最后，先練習用but回答which kind of rice dumpling do you like/love (best)? but：which kind of rice dumpling do you hate?完成得很好。再進行中西文化對比，作為本課收官。                 mr. li vs. mr. leetea - sugar tea + sugar orange juice – sugar orange juice + sugar coffee + sugar coffee - sugarmilk + sugar                milk - sugar（+號表示with；—號表示without）p11（內容介紹：屈原的故事，生詞：emperor,battle, famous, poet, celebrate;詞組：give/take advice, lose one’s job, be good at）這一節課上的時候，全年級老師都來聽了，學生表現很好，上得很順利。還是按照我備課的流程來說這一節課吧，習慣一點，呵呵。pre-task preparation: a.用英文描述幾個節日，讓學生猜，課前魏玲老師還提供了情人節這個idea，thanks a lot!呵呵。重陽節的描述較為含混，以為孩子們猜不出來，誰知道韓鴻杰就知道，神了！加分！順便說一下，本節課采用“dragon boat races”的比賽方式，誰答對一個問題，就讓該小組的小船上移一格！看哪個最先到彼岸the finishing line。b.出示數位詩人，順便教掉famous,poet，be good at, 溫習i like…, but i don’t like…再出示皇帝像，教emperor，advice等詞語……七、八分鐘完成了復習及引入，不亦快哉！while-task procedure: 聽讀課文、回答問題、用聽到的課文詞語填空（有關過去時），基本老一套。post-task activity: a.出示12個字母，挑一個字母，變成一個本課詞語，講一句與課文內容有關的話。這個idea是葉力老師提供的，wonderful! thank you very much!感覺（5）班練得不及（2）班，(2)班能說出一些長句子!而(5)班只能說較短的句子.是否因為很多老師坐在后排？經過一段時間的思考,我覺得還是因為比賽的緣故,為了爭取說下一個句子好為本組加分,就得把這一句說的快一些，那就只能長話短說了。呵呵。b.出示《天問》《離騷》《九歌》等畫面，開始對屈原作進一步的介紹；讓同學念：“路漫漫其修遠兮,吾將上下而求索”詩句；c.觀賞端午短片，一個flash短片。再一次加深對屈原的了解。d. me：qu-yuan is so famous that many places in china have qu-yuan temple. now we need a guide in the temple. the other students will be tourists and talk about qu-yuan. 4人小組活動：一人做導游，三人扮作游客，談論屈原的故事。或者：一人做屈原的靈魂，另三人扮演皇帝、漁夫、游人等等。5分鐘后，差不多有很多個小組完工了，請那個小組上臺，全班看得津津有味，不時發出會心的笑聲。而他們演的小品為他們掙了好幾分，他們沖上了頂！贏了這堂課的“dragon boat races”* 幾天后，看到劉玲老師的課件，她已經為“路漫漫其修遠兮,吾將上下而求索”這句話找到了英文翻譯，我有點失落感，為什么我沒想到吶？附錄備案：the way ahead is long, i see no ending; yet high and low i will search with my will unbending.     這一節課在閱讀教學的形式上是多樣化的，對能力的培養是重視的，整個一節課高效、有趣、緊張、開心……始終讓同學處在高效運轉之中，達到了課前我對閱讀深度、精度和高度的預期。當然，追求教學藝術是無止境的。也有些不盡如人意之處,例如那個“路漫漫……”，呵呵