Unit 1 How do you study for a test教案

Unit 1 How do you study for a test ?

Teaching goals:
语言知识目标：
1． 学会用by短语表达学习方法。
2． Vocabulary: flashcard , take notes ,frustrating ,memorize ,aloud ,comma ,make mistakes ,pronunciation ,be afraid of ,Why don’t you … ?
3． Pattern: How do you study for a test ?
Well .I study by working with my classmates .
Have you ever studied with a group ?
Yes , I have .I’ve learned a lot that way .
语言技能：学生能与同学们交流和讨论学习方法。
学习策略：使学生能根据自己的实际采用适当的学习方法，并形成个性化的学习。
文化意识：了解英美国家学生学习的主要方法。
情感态度：形成相互交流相互促进的学习氛围。
Important and difficult points :
1. Functions: Talk about how to study .
2. Structures: Verb + by with gerund .
Teaching aids: tape and tape recorder, some flashcards .
Period 1
Teaching contents :SectionA 1a, 1b, 1c, 2a, 2b, 2c.
Teaching procedures:
Step 1 Leading in
1. Greetings .
2. Ask some students about their summer holiday
Step 2 Pre-task
SB Page 2, 1a .
1. Ask several students to tell you how they study for a test .Write their answers on the blackboard .
2. Call some volunteers to read the phrases on Page 2 .Explain something about the structures “verb + by with gerund ”.
3. Read the phrases ,students repeat .
Step 3 While-task
SB Page 2, 1b .
Read the instructions to the students and make sure students know what to do .Then play recording and check the answers .
SB Page 2 , 1c .
1. First students work in pairs to talk about the picture .
2. Then ask several pairs to present their dialogues .
SB Page 3 , 2a & 2b .
1. Read the instructions to students and ask some volunteers to read after you if necessary .
2. Play the recording ,students finish the work .Check the answers .
3. Ask some students to read the questions and answers in pairs .
Step 4 Post-task
1. In pairs ,students talk about how to study for several minutes .
2. Ask some students how they study individually .
3. SB Page 3 , 2c .Get students work in pairs .Ask a few pairs to present their conversations .
Step 5 Grammar Focus
Read the questions and answers in the grammar box .Students repeat .Explain something about them if it is necessary .
Step 6 Homework
1. I study English （看英语杂志）.
2. I study English (记流行歌曲歌词).
3. I study English （加入英语俱乐部）.
4. you , learn , by , do , English , aloud , reading
5. can’t , new , words , lots of , I , memorize .
Period 2

Teaching contents: Section A 3a , 3b , 4 , Section B 1a , 1b , 1c , 2a , 2b ,2c .
Teaching procedures :
Step 1 Revision
Ask some students how they study English ,get them to answer individually .
Step 2 Reading
SB Page 4 , 3a .
1. First ,ask one volunteer to read the article aloud

to the class .
2. Have students read through the passage one or two times and complete the chart on their own .
3. Correct the answers .
Step 3 Pairwork
SB Page 4 , 3b .
1. Read the instructions to the class and ask a pair of students to practice the sample conversation .
2. Then in pairs ,have students make their own conversation according to activity 3a .
3. Ask some pairs to present their conversations .
SB Page 4 , Part 4 .
1. Ask students to check what they do to learn English in the chart .Then get them to work in pairs to interview their partner .
2. Call some pairs to act out their dialogues in front of the class .
Step 4 Practice
SB Page 5 , 1a & 1b .
1. Ask one student to read the sentences to the class .
2. Then have students check the statements which are true for them and ask them to add some other different things .
3. Ask several students to write their lists on the blackboard and discuss them with the whole class .
Step 5 Listening
SB Page 5 , 2a & 2b .
1. Ask two students to read the challenges and solutions .If necessary ,have students repeat after you .
2. Play the recording two or three times ,let students listen and finish the work .
3. Ask one student to have his/her answers with the class .
4. Correct the answers .
Step 6 Pairwork
SB Page 5 , 2c .
In pairs ,students role play conversations using the information from activity 2a and 2b .Then ask some pairs to present their dialogue to the class .
Step 7 Homework
Write an article to introduce how you study English .
Period 3

Teaching contents: Section B 3a, 3b , 3c , 4 , selfcheck .
Teaching procedures :
Step 1 Revision
1. Greetings .
2. Check the homework .
Step 2 Reading
SB Page 6 , 3a .
1. Read the instructions and make sure students know what to do .
2. Give students several minutes to read the article and finish the task .
3. After students finished ,ask one student to write his/her answers on the blackboard.
4. Correct the answers .
5. Ask one volunteer to read the article aloud to the class ,offer assistance if necessary .
Step 3 Writing
SB Page 6 , 3b .
First ,have students finish the letter on their own ,while they are working ,walk around and give them some help .Then ask two students to read their letter aloud to the class .Finally answer some questions the students may have .
Step 4 Interview
SB Page 6 ,Part 4 .
1. Read the instructions and explain how to finish this task .
2. Divide the class into groups of four. In each group ,each student takes turn interviewing the other students and take notes .
3. Ask some groups to tell the class about their answers .
Step 5 Self-check
SB Page 7 , Part 1 .
1. Students finish it on their own first ,then check the answers with the whole class .
2. Ask some students to make their own sentences with these words orally .
SB Page 7 , Part 2 .
1. First ,read the instructions and explain something in the notes .
2. Ask students to write an article .
3. Ask s

omeone to read his article to the class .
Step 6 Homework
SB Page 6 , 3c .Have students finish the article as their homework .
Period 4

Teaching contents : Reading: How do you deal with our problems ?
Teaching procedures :
Step 1 Leading in
Ask students to thing of some reading strategies they have learned before, and write down them on the blackboard .
Step 2 Pre-task
SB Page 8 , Section 1 .
1. Let students think of some problems they have had recently. Then in pairs, tell their partner how they dealt with them .
2. In pairs, get students to look up the words in activity 1b .
Step 3 While-task
SB Page 8 , Section 2 .
1. Explain something about the learning strategy .
2. Let the students scan the passage for main idea .
3. Explain some phrases:
deal with try one’s best to do sth
be angry with It’s our duty to do sth
complain about compare … to …
change … into … think about
Let’s not worry about our problems, let’s face the challenges instead.
4. Let students read the passage again ,this time read carefully .
5. Ask some comprehension questions about the passage .
Step 4 Post-task
SB Page 9, Section 3 .
1. 3a .Students finish it first ,then check the answers with the whole class .
2. 3b.Help students to finish the work .
3. 3c.First let students do it on their own ,then check the answers .
Step 5 Homework
SB Page 9, Section 4 .
1. First discuss it with the whole class ,then get the students to write a short passage about the ways of dealing with problems .
2. Have them write it on their exercise books .
make mistakes 犯错，出错
laugh at 嘲笑，取笑
deal with 处理，应付
not at all 根本不，一点也不
be afraid of 害怕
be afraid to 害怕，不敢
take notes 做笔记，做记录
be angry with 对…感到生气
try one’s best to do sth 尽力做…
Why don’t … ? 为什么不…
worry about 担心
complain about 抱怨，投诉
change into 把…变成
compare … to/with … 把…与…相比
Unit 2 I used to be afraid of the dark 教案
一. 本周教学内容：
[话题](Topic) How we have changed[重点词组](Key Phrases)
1. in the end 最后,终于 2. make a decision 下决定
3. to one’s surprise 令某人惊奇的事 4. be afraid of 害怕
5. be terrified of 害怕 6. with the light on 灯开着做…
7.worry about 担心 8. chew gum 嚼口香糖
9. these days 目前，如今 10. not…anymore 不再
11. used to do sth. 过去经常 12. be interested in 对…感

兴趣
13. be on the swim team 是游泳队成员 14. chat with sb. 同……聊天
15.stressed out 忧虑不安的 16.be used to 习惯于…
[交际用语]
1. I used to be short when I was young.
我年轻时个子很矮。
2. —Did you use to have straight hair?
你过去是直发吗？
—Yes, I did. 是的。
3. —Did you use to play the piano?
你过去弹钢琴吗？
—No, I didn’t. 不，我不弹。
4. I used to be afraid of dark.
我过去害怕黑暗。
5. I’m terrified of the snakes.
我害怕蛇。
6. —Did you use to be afraid of being alone?
你过去害怕独自一人呆着吗？
—Yes, I did. 是的，我怕。
7. I used to walk to school.
我过去走着上学。
　[重点难点释义](Language Points)
1. “主语+used to+动词原形+其它”。在这个句型结构中used to的含义为“过去常常”。表示过去的习
惯，暗示现在已无此习惯，请看图：
Dave在过去几年中一直在factory（工厂）中工作，但现在他在Supermarket（超市）中工作，所以Dave
used to work in a factory. 隐含的意思是：Dave worked in a factory before but he doesn’t
work
there now.
如果用时间轴表示的话，应该是这样的。
2. 我们可以说I used to work…/She used to have…/they used to be…等等，也就是说used这个词没
有人称的变化，to后面接动词原形。
used tobe
work
have
play etc.
请看例句：
·When I was a child, I used to like chocolate
·I used to read a lot of books but I don’t read much these days.
·Liz has got short hair now but it used to be very long.
Liz现在梳短发，但以前她是长发。
·They used to live in the same street as us, so we often used to see them.
But we don’t
see them very often these days.
他们过去和我们住在同一条街道，所以我们经常能看见他们，但现在我们不能经常见到他们了。
·Ann used to have a piano, but she sold it a few years ago.
Ann过去有一架钢琴，但几年前她把钢琴卖了。
used to的否定形式是I didn’t use to….
·When I was a child, I didn’t use to like tomatoes.
当我还是个孩子时，我不喜欢西红柿。
问句形式是did you use to…?
·Where did you use to live before you came here?
当你来这儿之前你住哪儿？
3. used to这个词组只用于讲述过去，我们不能用use to来讲述现在
·I used to play tennis. These days I play golf.
（不说 I use to play golf.）
·We usually get up early.
（不说We use to get up early）
二、anymore
我们用anymore来表示情况或活动的变化。（We use anymore to show a change in a situation or
activity.）
·She used to live in NewYork, but she doesn’t live there anymore.
如果动词（或动词短语

）相同，则第二个动词可省略。（If the Second Verb phrase has the same
verb, you can omit it.）
·She used to live in London, but she doesn’t anymore.
anymore可不与used to连用（You can use anymore without used to）
·She doesn’t live in NewYork anymore.
anymore只能和否定词连用
·We don’t go there anymore.
·They never talk to me anymore.
·No one likes him anymore.
三、still
我们用still来说明某人或某物没有变化。（Use still to show that something or someone has not
changed）
She still lives in Mexico.
still应放在主要动词前面（Use still before the main verb）
He still lives in New Zealand.
still应放在be动词后面。
He is still crazy after all these years.
still 应放在像can, may, should这样的助动词之后
She can still play the piano.
四、频率副词
频率副词（如always）在句中位置不同。（Adverbs of frequency can appear in different
positions in a sentence.）
它们的位置应是：在主要动词之前，在be动词之后，在助动词（will, can, have等）之后，在used to
之前。
·I usually get up at six.
·You were rarely happy. 你很少高兴。
·You will sometimes hear from them.
·I have seldom spoken to her.
·They never used to dance.
·He always used to call her. 五、词语辨析
1. used to和would
①used to和would都可表示过去的习惯或行为，常可换用。
When we were children we used to/would go skatingevery winter. 我们小时候每年冬天都去滑
冰。
②used to含有较强的“今昔对比”的含义，而would无此含义
I do not swim so often as I used to
我不像过去那样常游泳了。（不能用would代替）
He would sometimes work into the night.
以前他常工作到深夜。（不表示现在他不工作到深夜）
③用would时，有时应有时间状语来加以限制，而used to则可无时间状语
He would go to see Mother every vacation.
（那时）他每个假期去看望妈妈
He isn’t what he used to be. 他不再是过去的他。
2. used to do和be used to doing.
①be used to 是“习惯于”某一客观事实和状态，不强调动作，to是介词，后面接名词或动名词，
如：
I am used to the weather here.
我已经习惯于这里的天气了。
He is used to hard work. 他习惯于艰苦的工作。
②get（或become）used to指的是从不习惯到习惯这一过程的转变，另外，它往往包含着克服困难去适
应的意思。
如：You will soon get used to the weather here.
你会习惯于这里的天气的。
In the end, I got used to doing the hard work.
最后，我终于习惯干苦活了。
［单元课文重点分析］
1. I’m on the swim team. (Section A 2b)
我是游泳队成员。
类

似的说法还有：I’m on the soccer team 或I play on the soccer team.
2. People sure change. (Section A 2b)
人们的确是要变的。
sure在这里为副词。
如：It sure was cold. 天气确实很冷。
3. Are you still afraid of the dark?
I’m terrified of the dark.
（Section A 3b）
afraid的词组有be afraid of sth 害怕某物
如：She’s afraid of dogs.
He’s afraid of seeing strangers.
在口语中也说I’m afraid he’s out at the moment.
我想他现在出去了。
be terrified of doing sth 是个同义词组。
如：I’m terrified of being alone.
我害怕独自一人呆着。
4. I go to sleep with my bedroom light on. (Section A 3b)
我把卧室的灯开着睡觉。
with的短语表方式
5. 课文Section B 3a 难点
5. these days
“…but these days I get up early and stay in school all day.”
these days是个词组，意思是“现在，这几天”
Your son’s trouble is very common these days.
你儿子的毛病现在是极常见的。
6. right
Then I go right home and eat dinner.
right在这里是副词，意为“直接地”。
如：The wind blew right in our faces.
风迎面吹来。
7. have to
but now. I have to study.
have to意为“必须”侧重于客观上的必要。
其句型为have (has) to+动词原形
如：We have to leave now.
He has to work on Sunday.
I had to do my homework last Sunday.
8. hardly ever.
These days, I hardly ever have time for concerts.
hardly ever = very seldom.很少
He hardly ever goes to bed before midnight.
他很少在午夜以前就寝。
9. miss
I really miss the old days.
①miss在这里为“怀念”的意思。
How he misses his mother while she is away in London!
他妈妈在伦敦期间，他多么想念她啊！
②此外miss还有“缺”的意思。
I’m afraid that Jim will miss a lot of his lessons.
恐怕Jim会缺很多课。
③错过
I missed catching the 2：15 train.
我未赶上2点15分的火车。
④missing 失去的，缺少的，不在的，失踪的。
They are looking for the missing child.
他们在寻找失踪的孩子。
10. It seems that…(Selfcheck)
It seems that YuMei has changed a lot.

It seems as if he would recover.
看来他好像会康复的。
It seemed that the day would never end.
那天好像没有尽头似的。
Unit 3教学设计及评析
【教学说明】
1.教学内容：Book5 Unit 3 Teenagers should be allowed to choose their own clothes.
2.教学方法和目标：通过集体讨论的形式， 谈论一下学校制度或家庭制度， 以练习“答应做某事”（allow somebody to do something ）“应该被答应做某事”（should be allowed to do something ）的用法。
3.情感态度与价值观目标：

通过对学校或其他制度的讨论，培养学生自我判定是非的能力，作为学生什么该做、什么不该做，要做到心中有数，同时针对一些社会的不良现象，也应该有极强的判定力和正义感。
4.能力目标：能正确使用情态动词和含有情态动词的被动语态（should be allowed to do something ）结构表达自己对事情的看法和观点。
5.探究活动（任务）：结合班上的实际情况，分小组分别讨论，编写 一份行之有效的、受同学们欢迎和认可的班级规章制度，并与其他小组进行比较和修改，最后将之作为正式的班规张贴起来。
【教学过程】
1.导入。
T：Do you love our class？
Ss：Yes.
T：Did you do anything bad for our class？Do you have any bad manners？
Ss：Yes.
T：Can you say something about it？ （学生七嘴八舌地议论起来。）
S：Some students often make noises.
S：Someone sleeps in class.
S：Someone is often late for school.
S：Someone often throws litter on the ground of our classroom.
S：Someone often draws on the wall and make it very dirty.
（ 一些基础差的学生也谈论起来，只不过他们用中文，英语好的学生帮助他们用英语表达。）
2.分组讨论。
T：What should you do to make our class better？Discuss in groups.
（全班分成 9个小组，每组有6 个人，人人参与，各抒己见。小组长主持并作笔录。教师巡查指导） 以下是第一小组的讨论情景。
Group 1
S ：I think students should keep quiet in class.
S ：I agree with you. We should listen to the teacher carefully. Students shouldn't be allowed to make noise in the classroom.
Group Leader：Have you ever been sleeping in class？（问一个上课经常睡觉的学生） Do you know “sleep ”？（做睡觉状）
S ：（不好意思地说）：Yes. yes，sometimes…
Group Leader ：What should you do from now on？
S ：No sleep.（其他组员帮他纠正。）
Ss：Are you sure you will not sleep in class？We don't think you should be allowed to sleep in class from now on.（大家鼓掌认可 ，那位同学红着脸表示接受。）
Group Leader ：Do you know who often throws the rubbish in the classroom or from the window？ （随手做扔垃圾状。）
Ss：He --（大家都指着一位男生） You shouldn't be allowed to throw the rubbish anywhere. you will be a good student if you don't do that again！
S ；Sorry， anyone is not allowed to litter anywhere and I want to be a good student！（鼓掌通过）
…
我巡视了整个教室，各个小组都讨论得非常热烈， 连那些平时英语学得差的学生也跟着议论起来 ，有时用英语 ，有时用汉语，其他成员有时帮他们翻译。
3.制定班规。
为了操练句型 should be allowed to do something，我让6个小组做计时游戏比赛 ，规则是每个小组分别说出几条班

规，由组长先说，然后传给另外一个成员，依次传下去，每个成员必须小声传话，最后一个成员到事先预备好的记录员处陈述本小组制定的班规。规定时间为两分钟。最后以制定的班规条数多而且句型运用正确的小组获胜。游戏一公布开始，6个小组群情激昂，不甘落后。课堂气氛达到高潮，然后6个小组在黑板上呈现本组制定的班规。有些小组竟然说出6条班规来，而且每句都正确运用了句型。我非常惊奇，我知道刚才的小组讨论起了很大的作用。我心里非常开心，我的预期目标达到了。最后经过对比筛选出了十条班规。我让班长大声公布，每一条都让全班同学举手表决通过，制定出正式的班规，张贴公布，最后全班朗读班规。
Students shouldn't be allowed to sleep in class.
Students shouldn't be allowed to make noises.
Students shouldn't be allowed to throw the rubbish in the classroom.
Students should be allowed to speak English loudly.
Classmates shouldn't be allowed to get to class late. （分析：根据班级实际通过学生自己制定的班规 ，学生轻易接受。这样既严明了班级纪律，也锻炼了学生运用英语交际的能力。）
【案例点评】 1.本节课，我主要运用了小组内合作学习法，通过讨论培养了学生探究问题和自主解决问题的能力，同时培养了学生的团队精神。 2.我根据本节课的语言目标（情态动词+be+v.pp），从学生熟悉的事物入手，创建一个与学生生活密切相关的问题情景（制定班规），适当运用Body language 来启发学生带着问题思考，从而寻找解决问题的办法。 3.通过“任务型”的学习活动，给学生提供产生“成就感”的机会，非凡是对于一部分英语基础差的学生，使他们感受一下成功的喜悦。从而促进学生实践能力和创新思维的发展，引导学生运用观察、发现、归纳和实践等方法，学习语言知识，感悟语言功能，从而达到交际的目的。
新的课程标准以学生 “能做某事”的描述方式设定各级目标要求。 本节课本人依据课程的总体目标并结合教学内容，设计了贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。课后学生反映较好，基本达到了本节课的预期目标。 在设计任务型教学活动时，我主要注重到了以下几点：（ 1）活动的目的性和可操作性；（2）活动中以学生的真实生活和爱好为焦点话题，内容形象生动，学生易理解把握；（3）通过活动让学生习得英语语言知识、更重要的是发展学生的语言技能；（4）分组活动时尽量创造机会，促使学生主动获取、处理和使用信息，尝试用英语与他人交流，

提高用英语解决实际问题的能力。
【思考与探讨】 1.农村中学的学生英语基础差，用英语交际的难度大。所以在每一次分组与讨论的过程中，如何更有效地促进不同层次的学生进行合作学习，互相帮助，缩小差距，是值得我们经常探讨的话题。 2.用实际问题组织课堂教学时，一定要给学生提供足够的思维想象空间和回答问题的时间，这样有时不能完成大纲规定的教学任务。如何解决这一矛盾？ 3.班大人多（一个班60人左右），在分组讨论过程中，在短短的45分钟内教师很难及时地对每个组进行指导。4.如何在课堂活动中兼顾语法教学？ 5.农村中学学生课堂纪律松懈，如何治理英语课堂，做到放而不乱，活而有序？如何在英语教学活动中引导个别学困生？如何利用有效的方法，使那些对英语不感爱好、成绩差、注重力不集中的学生也自始至终参与课堂活动？
Unit 4 What would you do?
Part 1: Teaching design (第一部分：教学设计)
Structures: Second conditional, Should for advice Target language:
What would you do if you won a million dollars?
I’d give it to medical research.
I can’t sleep the night before an exam. What should I do?
If I were you, I’d take a long walk before going to bed. Vocabulary: million, charity, pimple, confident, shirt, tie, medical research Learning strategies: Matching, Listening for key words SECTION A
Goals
●To learn to use Second conditional and Should for advice
●To listen and talk about imagined life
Procedures
Warming up by learning about Second conditional and Should for advice
The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.
The structure of a second conditional sentence
Like a first conditional, a second conditional sentence consists of two clauses, an "if" clause and a main clause:
if clause main clause If I had a million dollars, I would buy a big house. If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma:
main clause if clause I would buy a big house if I had a million dollars.We use different verb forms in each part of a second conditional:
if clause if + subject + simple past verb* main clause subject + would + verb1a Talking about imaginary situations
What would you do if you had a lot of money?
If I had a lot of money, I would give it to charity. If I had a lot of money,I would buy snacks.If I had a lot of money,I would give it to Hope Project.If I had a lot of money,I would buy books for the poor. 1b Listening and numbering
Now you are going to listen and number the pictures 1 to 3 in the order you hear them.
Tapescript
Girl1: Hey, did you see this newspaper article? An old man had

a million dollars. And he gave it to charity.
Boy1: Wow, what a nice man!
Girl1: What would you do if you had a million dollars?
Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas.
Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family.
Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow!
Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.Now listen again and write down the sentences with Second conditional and Should for advice
1c Doing pairwork
Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.
Look. This old man had a million dollars, and he gave it to charity. Wow! What would you do if you won a million dollars?I’d give it to medical research.I’d take a chance to achieve my dream of flying to the moon. If I won a million dollars, I’d stop working and become a professional runner. I’d go to an old people’s home to help them. I’d volunteer at the hospital twice every week. 2a Listening and circling
Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.
Tapescript
Girl1: Where are you going, Larry?
Boy1: To Tom’s party.
Girl1: Lucky you! I’d love to go to that party!
Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear.
Girl1: If I were you, I’d wear a shirt and tie.
Boy1: And I don’t have a present. What if everyone brings a present?
Girl1: If I were you, I’d take a small present—a pen or
something. Keep it in your pocket and if everyone has a present,
you can give him yours. If not, you can keep it.
Boy1: OK. But what if I don’t know anyone?
Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.
Boy1: I guess I can do that.
Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave.Now listen again and write down all the expressions onto your phrase book.
go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun 2b Listening and checking
Listen to the tape again and check on page 27 the four things Larry’s sister says to him.
2c Doing pairwork
Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.
X: I don’t know what to wear.M: If I were you, I’d wear a shirt and tie.X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present—a pen or something. X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. … … 3a Reading and matching
Go to page 28. Read the problems in the boxes and match them with the correct

advice.
And now write down all the expressions into your phrase book.
be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy 3b Thinking and role playing
Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.
A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.
A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.
A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.
4. Doing group work
You are put into pairs and find out each other’s problems at school and at home. Then give each other advice.
I really want to go to the mall with my parents, but I don’t have the time.Finish your homework at school and stop going to Sunday classes. You’ll find time that way.I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time. My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first. I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too. I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes. … … Closing down by taking a test on Second conditional
Match up the parts of the sentence
1. If I lost my job,
a) we'd both benefit.
b) I'd have a lot of problems getting another one.
c) you'd be more aware of what people really felt.
d) we wouldn't be so behind technologically.
2. If I were in your position,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) you'd be more aware of what people really felt.
d) we wouldn't be so behind technologically.
3. If I spoke Japanese as well as you do,
a) I'd resign rather than wait to be sacked.
b) I'd try to find a job with one of the Japanese banks.
c) we'd both benefit.
d) we wouldn't be so behind technologically.
4. If we spent more on Research and Development,

a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) I'd try to find a job with one of the Japanese banks.
d) we wouldn't be so behind technologically.
5. If you spoke less and listened more,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) I'd try to find a job with one of the Japanese banks.
d) you'd be more aware of what people really felt.
6. If you spent more time on your own problems and a bit less on mine,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) we'd both benefit.
d) I'd try to find a job with one of the Japanese banks.
7. If we controlled our expenses a bit better,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) we'd save a lot of money.
d) I'd try to find a job with one of the Japanese banks.
8. If you invested some time into learning how the Internet works,
a) you'd find that it could really help you in your job.
b) I'd have a lot of problems getting another one.
c) we wouldn't be so behind technologically.
d) I'd try to find a job with one of the Japanese banks.
9. If we opened an office in Tokyo,
a) we wouldn't be so behind technologically.
b) you'd be more aware of what people really felt.
c) I'd be interested in working there.
d) we'd both benefit.
10. If you didn't take the job,
a) you'd regret it later.
b) you'd be more aware of what people really felt.
c) we wouldn't be so behind technologically.
d) I'd try to find a job with one of the Japanese banks.
SECTION B
Goals
●To find out about people’s personalities
●To learn to communicate by Second conditional and Should for advice
Procedures
Warming up by learning about personality
What is personality? What is your personality?
In psychology, personality describes the character of emotion, thought, and behavior patterns unique to a person. There are several theoretical perspectives on personality in psychology, which involve different ideas about the relationship between personality and other psychological constructs, as well as different theories about the way personality develops.
1a Describing and filling
Turn to page 29 and fill in the blanks with words given.
1b Which words in activity 1a describe you? Tell your partner.
What are you like? I think I am creative and outgoing.
Words used to describe people Adventurous, superstitious, dependant (on), unfriendly, aggressive, active, old-fashioned, anxious, adaptable, decent, moral, annoyed, irritated, arrogant, very irritating, enlightened, well-informed, upset, excited, open, open-minded, sincere, honest, crazy, flipped-out, well-balanced, stable, shy, timid, talented, gifted, excited, enthusiastic, crazy, mad, persevering, persistent; dogged, h

elpful, well-known/famous, crazy, loopy, mad, zany, popular, modest, humble, self-effacing, demented, crazy, possessive, spellbinding, fascinating, silly, ignorant, stupid, spiteful, evil, angry, mean, spiteful, well-behaved, good, chaotic, disorganized, charming, cool, thankful, grateful, dumb, self-centred, ambitious, honest, jealous, selfish, simple, plain, simply, arrogant, smug, vain, unique, matchless, lonely, lonesome, vain, very mean, detestable, disgusting, elegant, classy, touchy, sensitive (to), sensitive, feeling, energetic; assertive, committed, dedicated, narrow-minded, successful
serious, first-class, fair, fantastic, fascinating, lazy, cowardly, fainthearted, refined, unchanging, solid, fit, feeling good, hard-working, industrious, progress-minded, cheeky, kind, friendly, happy, cheerful, merry, thoughtful, considerate, hospitable, generous, educated, cultured; well informed, patient, dangerous, full-of-feeling, sentimental, brilliant, stingy, cheap, tight, rude, low, ignorant, pleasant, brilliant, genius, just; fair; impartial, valued, dear, appreciated, clever, skillful, skillful, clever (at), closed, reserved, talkative, chatty, talkative, sociable, healthy, conscientious, greedy, reliable, trustworthy, pathetic (towards); unconcerned (about), indifferent (to), happy, lucky, rude, generous, well-dressed, good-humoured, well informed (on), good-natured, stubborn, hard-headed, stubborn, domestic, home-loving, cheerful, bright, clear-headed, uninhibited, unworried, wonderful, magnificent, heartless, helpful, cooperative, helpful, deceitful, tricky, naughty, proud, snobby, stuck-up, polite, hungry, realistic 2a Listening and checking
Cella is asking Bill questions from a personality survey. Check the questions Cella asks.
Tapescript
Girl1: I just did a personality survey in Teen Time magazine. It tells you how confident you are.
Boy1: Oh? How did you do, Celia?
Girl1: I don’t know yet. But it’s a really interesting test. You should try it, Bill.
Boy1: OK.
Girl1: How about question 1? What would you do if the teacher asked you to give a speech in front of the whole school?
Boy1: I’d say I had a cold and couldn’t speak. I would be afraid to make a speech in front of the whole school.
Girl1: How about this movie question? What would you do if someone asked you to be in a movie?
Boy1: Oh, I’d say no. I’d be too nervous. What’s the next question?
Girl1: Let’s see… 2b Listening and circling
You shall listen again to the recording and circle Bill’s responses. Copy the phrases from the listening script.
do a personality survey, in Teen Time magazine, a really interesting test, give a speech, in front of the whole school, have a cold, be afraid to make a speech, in front of the whole school, in a movie 2c Doing pairwork
In pairs ask and answer the questions in the personality survey on page 29.
3a Reading and filling
Look at the survey in 2a and read the personality survey result below on page 30. F

ill in the balnks with a, b or c.
3b Looking and writing
Next you are to write your own personality survey based on the that in 2a.
4 Doing groupwork
Ask students in your group the questions from your survey. Discuss the results.
Closing down by taking a personality survey
Read each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly Disagree” as a description of you.
Questions Strongly Agree Agree Disagree Strongly Disagree Waste my time? Often feel blue? Seldom feel blue? Have little to say? Do not like art? Believe in the importance of art? Dislike myself? Have a good word for everyone? Feel comfortable with myself? Feel comfortable around people? Am not interested in abstract ideas? Have a sharp tongue? Are always prepared? Keep in the background? Pay attention to details? Rarely get irritated? Respect others? Make friends easily? Have a vivid imagination? Find it difficult to get down to work? Am not easily bothered by things? Know how to captivate people? Avoid philosophical discussions? Accept people as they are? Get chores done right away? skilled in handling social situations? Cut others to pieces? Carry out my plans? Am very pleased with myself? Would describe my experiences as somewhat dull? Do not enjoy going to art museums? Suspect hidden motives in others? Do just enough work to get by? often down in the dumps? Tend to vote for liberal political candidates? Tend to vote for conservative political candidates? Make people feel at ease? Make plans and stick to them? Have frequent mood swings? Don't like to draw attention to myself? Carry the conversation to a higher level? Get back at others? Don't see things through? Panic easily? Don't talk a lot? Enjoy hearing new ideas? Insult people? Shirk my duties. Believe that others have good intentions? SELF CHECK
1.Filling the blanks
On page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary.
2.Reading an e-mail
Read the e-mail from Fran and copy all the expressions.
Subject: Can you help? From: Fran Dear Knowledgeable,
My best friend, Mei, has a problem. There is a really important English speech contest for our whole city next month. Our classmates want her to represent the class in the school contest. Everyone is sure she will win. It’s probably true. Mei is very clever, and can speak English really well. In fact, she always comes top in the school exams. The problem is that she’s very shy. She doesn’t want to let her friends down, but she’s terrified of speaking in front of other people. She’s my friend, so she can tell me that she’s shy. But she can’t tell everyone that. I don’t think they would believe her. I can’t think of any good advice to gi

ve her, but you always come up with good solutions to people’s problems. What do you think I should tell Mei? What do you think I should tell the rest of the students? Fran Just for fun
To end this period let’s do something fun—to find the animals.
Reading: What would you do if …?
Before you read, go to page 148 to learn the words for this reading passage first.
While you read, put the sentences into thought groups and underline all the useful phrases to be copied later after class.
Martin Robinson is a famous doctor/ who has a lot of experience/ dealing with teenagers. His new book/ What Would You Do/ If…? came out/ last month. It gives advice/ on what to do/ in lots of different situations. Here are two pages/ from the book.
ACCIDENTS
Question 1: What would you do/ if you cut yourself/ by accident?
Doctor: You should cover the cut/ with a clean cloth /and press it/ hard. If it’s a deep cut, you should see a doctor.

Question 2: If my grandmother fell downstairs, and wasn’t moving, I’d hurry/ to call the hospital/ first. Is that/ correct?
Doctor: Yes, speed is very important. Get the medical help/ first, then make her comfortable/ and stay/ with her.

Question 3: What would you do/ if you burned yourself/ by accident?
Doctor: Well, first find out/ how bad/ it is. Then/ put the burned area/ under cold running water.

Question 4: What would you do/ if you injured your knee /while running?
Doctor: If I felt some pain, I’d stop exercising. And/ if it hurt/ for more than a few days, I’d see a doctor.
PROBLEMS
Problem 1: A friend offers you cigarettes/ at a party.
Advice: Of course/ you should refuse！If I were you, I’d also talk to your friend/ about the dangers of smoking.

Problem 2: Children often think/ medicine is candy/ and eat it.
Advice: You must always hide medicine/ from children, and/ you should tell children/ to ask their parents/ before they eat “candy”/ they find.

Problem 3: An “internet friend” has asked/ if you could meet.
Advice: You should tell your parents/ about it, agree to meet/ in a public place, and you shouldn’t go alone.

Problem 4: You get pimples/ when you are nervous.
Advice: You should drink lots of water/ and ask your doctor for advice.
Part 2: Teaching Resources (第二部分：教学资源)
A Personality survey
In School 1. I like teachers who set routines and have organized ways of conducting classes. 2. I like classes to be "hands on," I like to play games, compete, and solve problems. 3. I like my teachers, especially those who are friendly. 4. I learn best by working by myself. 5. I prefer teachers who stay on one topic at a time. 6. I like classes that have contests, changes of pace, and variety. 7. My favorite subjects are about people, such as lang

uage, drama, and literature. 8. I am easily bored if the subject holds no interest to me. 9. I like subjects that are useful and traditional, such as history and government. 10. My favorite subjects are music, art, and crafts. 11. I am social and work best in a group setting. 12. Sometimes, it is hard for me to decide what's important, because so many things are interesting to me. With Friends 13. I prefer friends who are careful with their money and who make plans ahead of time. 14. Planning ahead bores me because I never know what I want to do until the moment arrives. 15. I am sensitive to rejection and need to know that a person cares about me. 16. I may seem distant and without emotions. 17. I like my friends to be loyal, dependable, and on time. 18. I like to excite my friends with new and different things. 19. I appreciate real, human feedback and like to receive notes and gifts. 20. I am uneasy about showing my emotions. With Family 21. I like stability and security and enjoy traditions and celebrations. 22. I need a lot of space and freedom. 23. I like to be happy and loving. 24. I am probably seen as a loner because I like a lot of private time to think. 25. I like to spend holidays with family members and plan on such gatherings for months and months. 26. It is hard for me to follow rules and I feel we all should just enjoy one another. 27. I am very sensitive to rejection from my family and to family conflicts. 28. Sometimes, I find activities boring and have difficulty following family rules that don't make sense to me.
Unit 5 It must belong to Carla 教案
一. 本周教学内容：
[话题](Topic): A picnic
[重点词组](Key Phrases)
1. belong to 属于
2. hair band 发带
3. because of 因为
4. Chinese-English Dictionary 汉英词典
5. Oxford University 牛津大学
6. use up 用光、用完
7. the only kid 独生子，唯一的孩子
8. classical music 古典音乐
9. make guesses 做出猜测
10. outside our window 在窗子外面
11. no more 不再
12. escape from 逃离
13. be careful of 留神、当心
[交际用语]
1. Whose volleyball is this?
It must be Carla’s. She loves volleyball.
2. Whose French book is this?
It could be Ali’s. She studies French.
3. Whose guitar is this?
It might belong to Alice. She plays the guitar.
4. Whose T-shirt is this?
It can’t be John’s. It’s much too small for him.
[重点难点释义](Language Points)
Section A：
1. If you have any idea where it might be, please call me.
If y

ou have any idea... = If you know... 意为“如果你知道……”。
any用于if引导的条件从句中，有“若干的，有多少”的意思。
例如：
If you have any time I’d like to talk with you.
如果你有（些许）时间，我希望与你谈谈。
2. no more 与not …any more的区别
二者都表示“不再”，“再没有”的含义但no more要用在谈数量或程度时，no more用在说时间时。
例如：
There is no more bread.
没有面包了。（指数量）
He’s no more genius than I am.
他和我都不是天才。（指程度）
He doesn’t live here any more.
他不住在这里了。（指时间）
3. I think I dropped it during the concert so it might still be in the
symphony hall.
during是介词，意为“在……期间”，其后跟时间段。在引导时间状语时注意区分和for的用法。
介词for引导时间状语时，很易和during混淆不清。它们的区别如下：
（1）during用在已知的时期、节日或表示时间观念的名词之前。
其后通常接the、this、that、these、those、my、your、his……等词。
例如：
during　the　last　four　days
during　the　winter
during　that　time
during　my　holidays
during　our　stay　in　Japan
而for则用以表示“有限的”或“无限的”时间概念，通常其后接冠词、数词，复数名词或副词ever。
例如：
for　the　first　time
for　two　months
for　many　years
for　years
for　ever
（2）during的涵义是“当……之际”。
它既可指某个动作在某个时期里连续不断地进行，也可以指某个动作在这段时期里的某个时间发生。
例如：
It　snowed　all　day　but　stopped　snowing　during　that　night．
下了一整天雪，到晚上才停了。
而for的涵义是指某个动作在某个时期里处于连续不断的状态。
例如：
They　worked　for　the　whole　day．
他们干了一整天。
在某些场合下，for含有“预先安排”或“为了某一目的”之涵义。
表示此意味时，大都和come、go、stay、lend、rent、hire等词连用。
例如：
They　will　stay　with　us　for　the　New　Year．
他们将和我们在一起，共度新年。
Section B：
（一）However, these days, strange things are happening in our neighbourhood and
everyone is unhappy.　然而，最近在我们附近却在发生一些奇怪的事情，并且每个人都不高兴。
1.

however是一个转折连词，表示“然而，可是”的意思，与but的意义相同，但however是较正式的说法。
例如：
I know how to pronounce this English word, however I can’t write it.
我知道怎么读这个英语单词，但是我不知道怎么写。
2. these days意为“最近，近来，近几天。”

3. unhappy是happy的反义词。unhappy是一个合成词，由un+happy组合而成。
我们常用的在词前加前缀变为其反义词的有：
前 缀例 词派生词
un-“不”happyunhappy
likeunlike
gratefulungrateful
friendlyunfriendly
luckyunlucky

（二）My parents called the police, but they can’t find anything strange.
我的父母亲报了警，但他们也没能发现奇怪的东西。
（1）the police可以看作为复数名词，意思是“警察、警方”。
但如果指一个警员，就要用a policeman或a policewoman。
（2）can’t在本句中，不表示“推断”，而表示“能力”。
（三）In my dream, I was swimming in an ocean of paper.
在我的梦中，我浸泡在数不尽的试卷中。
（in）an ocean of, 或（in）oceans of是介词短语，口语中常用，意为“极多的，用不尽的”。
在of后接不可数名词或可数名词复数形式均可。
例如：
He thinks he has oceans of time.
他认为他有用不尽的时间。
语法知识：
表示推测的情态动词。
在英语中，表示对某件事物的确定程度，即表示推测的时候，我们通常会用到以下情态动词，must, might, could, may, can’t,
couldn’t.
一. can和could的区别和用法
1．can表示体力和脑力方面的能力，或根据客观条件能做某种动作的”能力”。
例如：
Can you speak English？
What can I do for you？
Can you make a cake？
can用在否定句和疑问句中时有时表示说话人的 “猜测”或 “不肯定”。
例如：
Where can he be？
Can the news be true？
（在日常会话中，can可代替may表示”允许”，may比较正式）
2. could 是 can的过去式，表示过去有过的能力和可能性，还有怀疑和不肯定的意思（在否定和疑问句中）。
例如：
The doctor said he could help him．（能力）
She couldn't skate when she was five years old. （能力）
At that time we thought the story could be true．（可能性）
could用来提问，是有礼貌的请求 Could.... Please? 语气较为婉转。
例如：
Could I speak to Mr. Smith, please?
Co

uld you help us carry this box, please?
二. 跟上组词一样, might也是may的过去式,其用法如下:
1. may的用法:
a. 表示”允许”或”请求”。
例如：
May I come in？
在使用这一用法时需注意: may表示”允许”的否定形式是must not，意思是”不应该”“不许可”。
例如：
—May I take this book out of the reading-room？
—No，you mustn't．不行。
b. 表示说话人的猜测，认为某一事情”或许”或”可能”发生。
例如：
He may know the answer．
Tomorrow I may go shopping．
c. may用在感叹句中可表示祝愿、愿望。
例如：
May you succeed．(祝你成功。)
May you have a pleasant journey．(一路平安。)
2. might的用法:
a. might可以代替may，表示现在时间的动作，但语气较为婉转客气或更加不肯定。
例如：
He might not come today．
Might I take a suggestion？
b. might用来表示现在时间时，还可表示”规劝”。
例如：
You might pay more attention to spoken English．
三. must与have to的区别
have to比较强调客观需要，must着重说明主观看法。另外have to能用于更多时态，比较下面的句子：
We had to be there at ten．我们得在十点钟到那里。
We'll have to reconsider the whole thing．这一切我将不得不重新加以考虑。
有时两者都可以用，意思差别不大。
例如：
We must have to leave now．我们得走了。
must在表示说话人对事物的推测时候要注意它比may肯定得多，相当于汉语的”一定”或”准是”。（只有在肯定句中能这样用。）
This must be your room．
There must be a mistake．
在回答由must引起的问题时，如果是否定的答复，不能用mustn't，而需要用needn't或don't have
to，因为mustn't是”一定不要”的意思。
例如：
—Must we hand in our exercises today？
—No，you needn't．
must not的否定形式则表示”不应该”或”不许可”，语气比较强烈。
Unit 6 I like music that I can dance to
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to express, preferences with the relative clause.
Mostly they will talk about music. Music is a very popular topic among the students. It will arouse the children’s great interest. That will be very helpful to practice using the target language.
All the students will make great progress in expressing preferences with the relative clause.
(1) The first period mainly provides target language with relative clause to express preferences on music. It gives the students much practice in

speaking and listening on the target language.
(2) The activities in the second period give students more listening and speaking practice, using more target language. They are helpful to improve students’ listening and speaking skills.
(3)In the third period, students learn to get information from a CD review.
And they will get much more speaking and writing practice with target language. They will improve their reading, speaking and writing skills.
(4) The fourth period provides more listening practice to train the students to understand the target language in spoken conversation.
And it provides some writing and speaking practice as well. The children will do more practice on target language with the relative clause.
(5)The students will read three different short passages in this period.
They do much reading practice on them. And this period is designed to train students’ writing skill. The students will also do some speaking practice.
(6) The activities in the sixth period help the students have a self check. The children will be trained to use some verbs and write an e-mail.
2. Teaching Aims and Demands
(1) Knowledge Object
In this unit, students-learn to express preferences using target language with the relative clause.
(2)Ability Object
To train the students’ listening, speaking and writing skills using target language with relative clause.
(3)Moral Object
Music is a kind of language that can be understood by the people all over the world.
3. Teaching Key Point
To help the students learn and grasp the key vocabulary words and target language.
4. Teaching Difficult Points
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence
5. Studying way
Arouse the students’ interest in music and get the children to take active part in expressions on music.
Ⅱ. Language Function
Express preferences
Ⅲ. Target Language
What kind of music do you like?
I like music that I can sing along with. What about you?
prefer music that has great lyrics.
Ⅳ.structure
Relative clauses with that and who.
Ⅴ. Vocabulary
Lyric, gentle, remind of, exhibition, prefer, photographer, energy
Ⅵ. Recycling
singer, music, dance, quiet, clothes, writer, jacket, book, movie, band, CD, sad, love, like, enjoy, favourite, loud, sing along with, musician. clearly
Ⅶ.Learning Strategies
1. Listening for specific information
2.Transforming information
Ⅷ. Teaching Time
Seven periods
The First Period
I. Teaching Aims and Demands(教学目的和要求)
1. Knowledge Objects
(1) Key Vocabulary prefer, lyric
(2) Target Language
What kind of music do you like?
I like music that I can sing along with.
What about you?
I prefer music that has great lyrics.
2.Ability Objects
(1) Train the students to express preferences.
(2) Train the students’ listening skill.
3. Moral Object
Let’s enjoy music. It always brings us happiness.
Ⅱ. Teaching Key Points（教学