MODULE 5   TEACHING PLAN

Module 5   Rules and suggestions

1. 题材内容

本模块话题是规则与建议，主要内容是围绕着在旅游场所及旅行中应遵守的规则及相应的建议展开的，第一单元的对话谈到游览长城时的注意事项，包括一些游览建议；第二单元的阅读课文是一篇游记，记录的是作者在野外宿营时遇到熊的惊险历程，内容生动有趣，扣人心弦，文中还融进了一些有关户外生存的建议。本模块语法复习的是情态动词。本模块紧紧围绕规则与建议这一主题展开多方面的听、说、读、写的语言实践活动,使学生由简单到复杂,渐渐感知新的语言,并通过范例,让学生复习、巩固情态动词。教学中教师应随时随地以课本为出发点，灵活利用各种素材，增加一些开放性的活动，把话题再扩展一些，让学生受到道德方面的教育。

教学目标

语言知识：

1. 语言技能：

3) 学习策略：

4)文化意识：

5)情感态度：

通过对给指令、听懂指令表达方式的训练，培养学生礼貌使用语言的意识与能力，在表达给指令时能够照顾他人的感受；能够给出合理化建议。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。

6)任务：为来中国的旅游者提建议。

教学重点和难点：

    重点：1．掌握给指令、听懂指令的基本词汇，能够给指令、听懂指令，并给出合理化建议。

难点：熟练掌握情态动词的用法。

教学方法

基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task—task-cycle—post-task。

2. 教材处理

核心任务：能够运用所学句型结构给出合理化建议。三个环节如下：

pre-task：学生联系生活实际，激活背景知识。

task-cycle：通过整个模块的听说读写的训练，强化对旅游用语的表达能力，为完成任务做好铺垫。

post-task：达成任务，展示成果，反馈学习情况。

3. 教材安排

根据学生学习英语的特点和规律，我们把本模块划分为4课时：

Period 1: Listening and Vocabulary & Pronunciation and Speaking

Period 2: Vocabulary and Reading

Period 3: Language in use

Period 4: Writing& Around the world &Module Task

注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』

Title: Module 5   Rules and suggestions

Period 1: Listening and Vocabulary and Pronunciation and Speaking

Teaching Content: Listening and Vocabulary and Pronunciation and Speaking

Teaching Aims and Demands:

1. Language Knowledge

Key vocabulary and phrases: rule, suggestion, rope, stream, clear, starving, keep to, lead the way

Key structure: keep to (the path)

got lost

lead the way

feel tired

I’m starving!

I think that’s all. (重点)

2.  Listening skill: To understand conversations of talking about rules and giving suggestions. (难点)

3.  Speaking skill: To use modal verbs to give instruction. Improve the students’ speaking ability.

4.  Affection and attitudes: We should be polite to the others.

Learning strategies:

Communicative and interactive and listening to the tape and do some exercises.

Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)

Teaching Procedures:

Part I: Revision

  Task: Recall what we have learned in Module 4.

Directions:

Step One: Label the pictures with the phrases.

(1) Read through the phrases in the box and have the Ss. Repeat them after you.

     (2) Ask them to label them in the pictures on the screen.

(3) Make some sentences with the phrases. Ask students to speak out as many as they can.

Step Two: Talk about travel.

Ask students to speak out as many as they can.

   Part II: Lead in:

   Task 1: Introduce to them the new words.  

Directions:

Step One: Read through the words and phrases and have the Ss. repeat them after you chorally and individually.

Step Two: Ask the students to talk about the picture in activity 1 on page 34.

Step Three: Collect some descriptions in a whole- class setting.

      Step Four: Pair the Ss to discuss what else they know about the rules.

Step Five: Collect any other information they can provide from them and list them on the board.

 Task 2: Work in pairs. Look at the photo, and say what rules and advice you can give to visitors to the Great Wall.

Directions:

Step One. Ask the students to get into pairs to do this, then compare their ideas with another pair.

Step Two: Call back suggestions from the whole class.

   Part III: Listen and answer the questions in activity 2 on page 34.

1. Task:. To understand conversations

Directions:

● Read through the words in the box with the whole class and have them repeat them chorally and individually.

● Ask them to read through the questions individually.

● Play the recording through once while they just listen and focus.

● Play it once more for them to complete, check and correct.

● Call back the answers from the whole class, having one student ask a question and another answer it.

Answers:

1. That the trip will be dangerous.

2. He’s going to lead the group and tell them everything about personal safety.

3. At noon.

4. They should take ropes.

5. As dangerous as crossing the road.

2. Task: Listen and read:

  ● Ask the students to follow the conversation while you play the recording.

3. Task: activity 4 on page 35.

 Directions: Read the conversation. Choose the best answer for Activity 4.

● Ask the students to do this individually; they can then check with a partner.

● Call back the answers from the whole class.

Answers

1. b  2. c  3. a  4. a  5. c

4.Task: Make notes about Mr. Jackson’s rules and suggestions in activity 5on page 35

• Ask the students to read and note individually; they can then check with a partner.
• Call back the answers from the whole class.

Answers:

5. Task: Answer the questions.

● Ask the students to answer the questions individually, then compare answers with a partner.

● Call back answers from the whole class, having one student ask a question and another answer it.

Part IV: language points

1. You mustn’t go off on your own.

go off 意思是“离开， 走开”。

on one’s own 意思是“单独”。例如：

He lives on his own.

I need some time on my own.

2. You must keep to the path.

keep to 的意思是“沿着……走； 使不离开； 留在某个位置”。例如：

Let’s keep to the point or we’ll never reach any decisions.

Please keep to the left hand side of the stairs.

3. I’m starving! 我都快饿死了！

在非正式英语中，当人们想表达“非常饿”这个概念的时候， 常说“I’m starving!”例如：

What’s for lunch? I’m starving!

4. Come on! I’ll lead the way.

这里lead 表示“带（路），领（路）”。例如：

I don’t know the way, so you’d better lead.

You lead on and we’ll follow behind on the horses.

Come on 在不同的情境有不同的意思。例如：

Come on—we’re going to be late if you don’t hurry! (快点)

Your piano playing has really come on since I last heard you play. (有进步)

—It’ll take at least two hours to do this!

—Oh, come on! I could do it in 20 minutes. (得啦！算了吧！)

 Part IV: Pronunciation and Speaking

Task 1 : Activity7: Say these sentences aloud.

Directions:

● Ask the students to practice this individually.

● Then ask them to say the passage to a partner. The listener should help the partner.

● Play the recording and ask them to listen.

● Play it again, pausing after sense groups for them to repeat chorally and individually.

Task 2: Activity 8: Work in pairs. Think of a trip you’re going to make. Think about a trip to:

● Ask the students to choose one of the places and discuss it in pairs.

Make a list of rules and suggestions.

● Ask the students to stay in their pairs to do this activity.

Task 3: Activity 9: Work with another pair. Find out what rules and suggestions they have made in their list.

● Ask the students to get together with a pair who did a different place and compare notes.

●They can compare notes with another pair who did the same place when they have finished.

● Call back suggestions from the whole class.

Part V: A test

Listen to the tape and translate some of the sentences into Chinese.

Homework：

Act out the short dialogue as fluently as possible.

Period 2 Vocabulary and Reading

Teaching Content: Vocabulary and Reading

 Teaching Aims and Demands:

1. Language knowledge:

New words and phrases: valley, peaceful, site, gesture, stick, still, woods, hillside, sudden, blood，fall asleep (重点)

2. Reading skill: To understand the passage.

To learn to use modal verbs correctly. (难点)

Learning strategies: Communicative approach.

Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)

Teaching Procedures:

Part I: Revision

Help students to revise what is learnt in Period one of this module.

Have the Ss. talk about them chorally and individually.

Part II : Preparation

Task: Learn the new words.

Directions: Label the pictures with the words.

(1). Read through the words in the box. Have the Ss. Repeat them after you.

     (2). Ss match the pictures with the words.

(3). Call back the answers from the whole class.

(4) Talk about the pictures.

Part III: Scanning and Skimming

1. Task: Activity 1: Look at the picture and answer the questions.

   Directions:

Step One: The teacher ask the Ss to do this individually, then discuss their ideas with a partner.

Step Two: Call back the answers from the whole class.

Answers：

Students’ own answers

2. Task: Activity 2: Read the passage and answer the questions.

  Directions:

Step One: Ask the students to do this individually; they can then check with a partner.

Step Two: Call back the answers from the whole class, having one student ask a question and another answer.