教学设计方案 Lesson（精选17篇）
教学设计方案 Lesson 71
Teaching Aims
1. Practise Indirect Speech .
2. Do the listening practice. Make sure the students understand the listening material.
Step I Practice
SB Lesson 71, Part 1. Go through the answers in the second column to reinforce the language items in the Presentation. Then match the first two questions and answers with the whole class, before they work in pairs. Check the answers with the whole class.
Answers: 1.e 2.c 3.d 4.f 5.a 6.b
Step II Practice
Change the questions in the exercise in Part 1 with the whole class, then let the Ss work on the exercise in Part 2 in pairs. Check the answers with the whole class. Answers:
Part 1:
1.He asked her what she was looking for.
2.He asked her what kind of necklace it was.
3.He asked her where she had lost it.
4.He asked her what it looked like.
5.He asked her if it was valuable.
6.He asked her how much the necklace was worth.
Part 2:
1.She asked her where she had been all these years.
2.She asked her if times had been hard for her.
3.She asked her what had happened.
4.She asked him where they were holding the ball.
5.He asked her how much a new dress cost.
6.He asked her if she needed to wear any jewellery.
7.He asked her if she had a friend who might lend her some jewellery.
8.She asked him if they had invited anyone else in his office to the ball.
9.She asked him if the ball was held every year.
10.He asked her if the necklace was valuable.
11.He asked her how much the necklace was worth.
12.He asked her how much this necklace cost.
13.He asked her if she thought it had been stolen by a thief.
Step III Preparation for listening
SB Lesson 71, Part 3. Wb Listening, Unit 18, page 124. Discuss the pictures in Ex. 1 before you play the tape. Go through each exercise in turn before you carry out the exercise, to make sure the Ss understand what to do.
Step IV Listening
Listening Cassette Unit 18. Do each exercise one by one. Play the tape, then let the Ss discuss their answers. Play the tape again if necessary, then check the answers with the whole class.
Step V Workbook
Wb Lesson 71, E. 1 - 3.
Do all these exercises orally first in class.
Step VI Homework
Finish the Workbook exercises.
[1]
Teaching Aims
1. Retell the whole story.
2. Deal with language points.
Step I Revision
1.Check the homework exercises.
2.Revise Scenes 1 and 2 of the play by asking and answering questions.
Step II Listening
Read Scene 3 silently and tell whether the following sentences are true or false.
1.Mathilde had changed so much in those years that her friend couldn’t recognize her the moment they met.
2.Mathilde thought that she would be laughed at if she did not wear jewelry at the ball.
3.The Pierres didn’t have a very good time at the ball because of the lost necklace.
4.Mathilde felt very tired after they had paid back all the money they borrowed.
5.Jeanne felt sorry after she heard Mathilde’s story.
6. According to the text, we can see Jeanne was rich and greedy.
7.After reading the passage, we can see most people will feel sorry for Mathilde.
8.Having been told that the necklace she borrowed was made of glass, Mathilde must have been astonished.
Keys:1-8 TTFF TFTT
Step III Reading
Choose the best answer according to Lesson 69 and Lesson 70.
1. Pierre Loisel was working ___________
A. in a school B. in a factory
C. in a government office D. in a store
2. Why did he buy a new dress for his wife?
A. Because he had a lot of money
B. Because he and his wife received an invitation to a ball in the palace
C. Because his wife got enough money
D. Because they wanted to go abroad.
3. Whom did she borrow a necklace from?
A. His boss. B. His friend. C. Her friend. D. Her classmate.
4. What happened on their way home from the ball?
A. They found the necklace gone.
B. They found their watches gone.
C. They found their key gone.
D. They found their horse stolen.
5.The next day Pierre and Mathilde bought ____________.
A. a glass necklace to return to Jeanne
B. a gold necklace to return to Jeanne
C. a real diamond necklace to return to Jeanne
D. a silver necklace to return to Jeanne
6. What did they do in order to pay back the debt?
A. They had to move away
B. They had to work day and night.
C. They had to ask others for help.
D .They had to beg (讨饭) .
Keys:1-6C BCA CB
Step IV Language points
without luck: with no success; in vain
day and night: for a long time every day
pay back: to return what is owing
Step V Discussion
The T lets the Ss to discuss the questions, for example:
The necklace Mathilde had chosen was not a real diamond necklace, but she thought it was wonderful on her and she liked it very much. What does it show?
Step VI Workbook
Wb Lesson 70, E.1-3.
Do the first two questions in Ex.1 as an example: Where was Pierre Loisel working ten years ago? Why did he buy a new dress for his wife? Then get the Ss to do the exercise in pairs. Check the questions and answers with the class. Tell them to write down all the questions in the exercise book after class.
Read through the passage in Ex. 2 first before filling in the blanks in pairs.
Get the Ss to discuss Ex. 3 in pairs. Check the answers in class and translate the sentences into Chinese.
Step VII Exercise
Fill in the blanks with proper prepositions and conjunctions.
Pierre Loisel used to work ______ a government office. One day he and his wife Mathilde received an invitation ______a ball ______the palace. Mathilde spent 400 francs ______ a new dress but had no more money _______jewellery. She borrowed a beautiful necklace _______ her friend Jeanne. The couple had a very good time in the palace. But ______ the ball Mathilde found the necklace missing. They borrowed money to buy a diamond necklace ______ Jeanne. The necklace that looked exactly ______ Jeanne s cost them 36,000 francs. _____ they returned the necklace, they had to work day and night ______ ten years to pay back the money they had borrowed. ______ Mathilde met Jeanne again she had changed so much ______ her friend could not recognize her. She did not know ______ then that the necklace she borrowed was not made ______ diamonds. It was worth 500 francs ______ the most.
参考答案：in; to; in; on; for; from; after; for; like; After; for; When; that; until; of; at
Step VIII Homework
Finish the Workbook exercises.
Teaching Aims
1. Practise Indirect Speech .
2. Do the listening practice. Make sure the students understand the listening material.
Step I Practice
SB Lesson 71, Part 1. Go through the answers in the second column to reinforce the language items in the Presentation. Then match the first two questions and answers with the whole class, before they work in pairs. Check the answers with the whole class.
Answers: 1.e 2.c 3.d 4.f 5.a 6.b
Step II Practice
Change the questions in the exercise in Part 1 with the whole class, then let the Ss work on the exercise in Part 2 in pairs. Check the answers with the whole class. Answers:
Part 1:
1.He asked her what she was looking for.
2.He asked her what kind of necklace it was.
3.He asked her where she had lost it.
4.He asked her what it looked like.
5.He asked her if it was valuable.
6.He asked her how much the necklace was worth.
Part 2:
1.She asked her where she had been all these years.
2.She asked her if times had been hard for her.
3.She asked her what had happened.
4.She asked him where they were holding the ball.
5.He asked her how much a new dress cost.
6.He asked her if she needed to wear any jewellery.
7.He asked her if she had a friend who might lend her some jewellery.
8.She asked him if they had invited anyone else in his office to the ball.
9.She asked him if the ball was held every year.
10.He asked her if the necklace was valuable.
11.He asked her how much the necklace was worth.
12.He asked her how much this necklace cost.
13.He asked her if she thought it had been stolen by a thief.
Step III Preparation for listening
SB Lesson 71, Part 3. Wb Listening, Unit 18, page 124. Discuss the pictures in Ex. 1 before you play the tape. Go through each exercise in turn before you carry out the exercise, to make sure the Ss understand what to do.
Step IV Listening
Listening Cassette Unit 18. Do each exercise one by one. Play the tape, then let the Ss discuss their answers. Play the tape again if necessary, then check the answers with the whole class.
Step V Workbook
Wb Lesson 71, E. 1 - 3.
Do all these exercises orally first in class.
Step VI Homework
Finish the Workbook exercises.
Lesson 62教学设计方案Step I Lead in
教师利用图片向同学提问，如下：（可见ppt.图片）
1) What can you see in the picture? 2) What do you think is happening? 3) What do you think the passage is going to tell us? 4) After seeing this picture, what do you expect to learn from this reading passage?Step II Listening
教师给学生播放本课的听力内容。（可见ppt.中的声音）
1). When and where did the fire take place?
2). How many people were trapped above the fire?
Key: 1) The fire took place at Sao Paulo’s Capital Building on February 4th, 1974. 2) More than 300 people were trapped above the fire.
Step III Reading
教师给学生5-10分钟的时间阅读此课，然后教师提供10道题来给学生。
Read the text again, then answer the questions.
1) Two hundred and twenty were killed in the Sao Paulo fire.
2) The building was not finished when the fire broke out.
3)All the offices were completely destroyed except those below the 11th floor.
4) Only the firemen knew how the fire had started.
5)At first, it was possible for the office workers to put out the fire.
6)Below the 11th floor people were able to escape into the street.
7)The people above the 11th floor were trapped because there were no fire escapes.
8)It was difficult for the firefighters to get close to the building because the smoke from the fire was too thick..
9)The ladders the firefighters had taken with them were not long enough.
10) Four hours after the fire started, the firemen still couldn’t control it.
Key: 1) False 2) False 3) False 4) False 5) False 6) True 7) True 8) False 9) True 10) FalseStep IV Language focus
教师把本课的重点词汇讲给学生，如下：
belonged: If you own something, it belongs to you.
in the building: in the Capital Building
broke out : started
on the floors above: on the higher floors
escape: to get out of the building
fire escapes: special staircases for use in case of fire
close enough: close enough to rescuer the people
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lost their lives: died
rescue: If a person is in danger, you rescue them by taking them to a safe place.
firefighter: a person who puts out fires and rescues people from fires and other dangerous situationsStep V Discussion
教师把本课的内容用图表形式让学生讨论，学生把讨论的结果填入空白处，如下：（答案见ppt.）
Say something about the Sao Paulo fire:
The time and the place of the fire
When did the fire take place?
Where did it happen?
The cause of the fire
The weak point of the design of the building
The rescue work
What problem did the helicopters have?
How many people were saved by the helicopters?
What was wrong with their ladders?
How long did it take them to control the fire?
The damage and casualty
The damage to the building
The number of people who were killed Step VI Examination
教师总结本课的内容，然后提供给学生完形填空，进一步检验学生对课文的理解程度。
Fill in the blanks with proper words.
On February 4, 1974, the Capital Building, the newest building in Sao Paulo, was destroyed in a big fire. Perhaps the fire was started by an electrical fire in the ______of one office on ______
Floor. Soon the whole floor was ________fire. There were ________floors in the building. As it had no __________escapes, the 300 people who were trapped _________the fire could not escape. Many of them climbed to the flat________ of the building. The helicopters came, but there was _________heavy smoke that the helicopters were not __________to get ___________enough. Finally, about 70 people were__________. Down in the streets, the firemen could not get close to the _________because crowds of people were _________the fire. When they reached the building they found their ladders were not long _________to reach the people were trapped. The terrible fire lasted __________four hours, and destroyed most of the building and __________over 220 people.
Key: ceiling, 11th, on, 25,fire, above, roof, too, able, close, escaped, building, watching, enough, about, died
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Step VII Homework
1.Finish off the Workbook exercises.
2.Retell the text.
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教学设计方案Lesson 72
Step I Revision
1.Check the homework exercises.
2.Get some Ss to retell the story about the lost necklace.
3. Act out the play in groups.
Step II Presentation
Collect some items from the Ss: a pen, a book, a ruler, etc. Put them on your desk. Ask the individual Ss: What did I fake from you? Can you describe it? What colour is it? What's it made of? Is it valuable? How much is it worth? Write the questions on the Bb.
Then SB Lesson 72, Part I. Ask What can you see in the box? Teach the words case and belt. Can you describe the case? (It is a blue case with a belt and a name card on it. Its size is 30 centimetres by 50 centimetres. There are clothes, shoes, some English books and a radio in it. ) Ask the Ss where they go when they have lost something. Encourage them to give the answer Lost and Found (a place where people hand in objects which they have found, and where they enquire about objects which they have lost).
Step III Oral practice
Act the part of B in the dialogue with a good student as A. Check understanding of the phrase Where did you last have it? (=Where was the last place that you had it with you?) Then let the Ss practise the dialogue in pairs.
Step IV Practice
Get two Ss to act out the dialogue in Part 1. Then discuss it with the class, using Indirect Speech. Say A told B that she/he 'd lost a case and asked if it had been found. What did B ask A ? Elicit the answer from the Ss (B asked A if she / he could describe the case to him / her, etc).
Step 6 V Writing
SB Lesson 72, Part 2. Tell the Ss today we are going to practise writing “Lost” and “Found” notices. Read the two notices aloud and ask a few questions about the two notices in random order, e.g. What was left in the reading room? Describe the jacket. Where can you find the owner of the black bag? When was the green jacket found? Point out that some notices do not contain full sentences, e.g. in the “Lost” notice. Write the following headings on the Bb.
Title:
What was lost / found?
Where?
When?
Description:
As a demonstration, ask the Ss for information about an object and write this information on the Bb. Then get them to write their own “Lost” notice and “Found” notice.
Step VI Test
Give the Ss the following test on Indirect Questions. Change these Direct Questions into Indirect Questions, as in the example.
Example: “Where are you going?” (She asked him....) →
She asked him where he was going.
1“Does your husband work for the government?” (I asked her....)
2“Has your husband received an invitation to the ball?” (I asked her....)
3 “Who lent you the necklace?” (I asked her ....)
4 “How valuable is the necklace?” (I asked her ....)
5 “When are you going to the palace?” (I asked her....)
6 “Did you recognize the man with the black case?” (I asked her....)
7 “When are you going to call on your friend?” (I asked her....)
8 “When will you be able to pay back the money?” (I asked her....)
9 “Can you give me a description of the necklace?” (I asked her....)
10 “How much is the necklace worth?” (I asked her ....)
Answers:
1 I asked her if her husband worked for the government.
2 I asked her if her husband had received an invitation to the ball.
3 I asked her who (had) lent her the necklace.
4 I asked her how valuable the necklace was.
5 I asked her when she was going to the palace.
6 I asked her if she (had) recognized the man with the black case.
7 I asked her when she was going to call on her friend.
8 I asked her when she would be able to pay back the money.
9 I asked her if she could give me a description of the necklace.
10 I asked her how much the necklace was worth.
Step VII Workbook
Wb Lesson 72, E. 1 - 4.When doing Ex. 2, it is better to translate the indirect sentences into Chinese, making sure the Ss really understand the meaning. After the Ss finish doing Ex. 3 in pairs, check the answers with the whole class. Call out a few Ss to write the sentences on the Bb.
For Ex. 4, you may ask the Ss to begin like this: Ten years ago, my husband worked in a government office. One day… Then if time permits, get them to retell the story in the name of Jeanne or Pierre. If possible, take up Ex. 5 in class.
Step VIII Homework
Do E. 2 and 3 in the exercise book.
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教学设计方案Lesson 67
Teaching Aims
1.Review Lesson 66.
2.Study the present continuous passive voice.
StepⅠRevision
Say “Tell me about the milu deer”.
1.What happened in Ming and Qing periods?
2.What did the Duke of Bedford do?
3.What would people like to do with the milu deer in some places in England?
4.Where are the milu deer usually kept in China?
5. What is the people’s hope for the milu deer?
Step II Lead in
Say to the students: Listen carefully. There are a lot of milu deer in England. Some are being sent to China. In China, the deer are being studied by scientists. More and more deer are being set free year by year.
Say the sentences again and get the students to repeat them.
Step III Language focus
Write two of the sentences on the blackboard.
1. In China, the deer is being studied by scientists.
2. More milu deer are being moved to a new large nature park.
Point out the form of the Present Continuous Passive Voice:
be + being + Past Participle
Explain these sentences are used:
A. to be more scientific
B. when the doer is not important, or unknown
C. when we want to highlight the object of the active sentence
In sentence 1, we want to highlight the deer. We would say, in China, scientists are studying the deer.
In sentence 2, it is unknown or unimportant who are moving the deer to a new large nature park.
StepⅣ Drill
Old drill. Get the students to transform active sentences into passive ones, e.g.
They are looking after the deer in three centres.
They are sending more deer to China.
They are setting free many deer.(etc.)
Step V Practice
SB Lesson 67, Part 2. Teach the meaning of report and protect. Do one or two examples with the whole classs., then get the Ss to work alone. Let the Ss check the answers in pairs.
Suggested answers:
1.Money is being collected for the nature project.
2.A report is being written about wildlife in China.
3.Some animals are not being protected well enough.
4.A sick milu deer is being kept alive at the center (by scientists).
5.A new lake is being made in the park.
6.The buildings are being painted at present.
7.More wildlife research centers are being built.
Step VI Pairwork
SB Lesson 67, Part 3. Go through the exercise with the whole class and check that they form the questions correctly. Pairwork: Student A asks the questions. Student B answers. Then change roles. If time is limited, A should ask the first set of questions for B to answer, and then B asks the second set of questions for A to answer.
Step V II Workbook
Do Part 2, Part 3 Practice and all the exercises on Page 61
Step VIII Exercises
I. 单句改错
1. Fifty more milu deers will be brought to the new nature park next month.
2. Since then, the number of pandas was greatly increased in Sichuan Province.
3. We hoped each other the best of luck in the examination.
4. The boy they are looking for was disappeared.
5. The boy grows tall year after year.
II. 单词练习
1. Some wild animals should be well._________ (保护)
2. I told her what I thought of her ________(表演).
3. More milu deer are being moved to a new large _________(大自然) park and there the life of the milu is being studied.
4. He said good-bye to us and then _________(消失) in the crowds.
5. He was said to work in our company but I didn’t see him till ________(最近).
6. My grandma is more _________(活泼) than a lot of young people.
7. After the accident, the traffic was ________ (完全地) stopped.
8. Over nine-tenths of the inhabitants _________(属于) to the Han nationality.
9. My wife and I have _________(相似的) tastes in music.
10. Travel will _________(增加) one’s knowledge of the world.
参考答案
I.1. deers—deer 2. was—has 3. hoped—wished 4. was 去掉
5. after—by
II.1. protected 2. performances 3.nature 4.disappeared
5.recently 6. lively 7. completely 8. belong 9. similar
10. increase
StepⅨ Homework
Finish the Workbook exercises.
教学设计方案Lesson 72
Step I Revision
1.Check the homework exercises.
2.Get some Ss to retell the story about the lost necklace.
3. Act out the play in groups.
Step II Presentation
Collect some items from the Ss: a pen, a book, a ruler, etc. Put them on your desk. Ask the individual Ss: What did I fake from you? Can you describe it? What colour is it? What's it made of? Is it valuable? How much is it worth? Write the questions on the Bb.
Then SB Lesson 72, Part I. Ask What can you see in the box? Teach the words case and belt. Can you describe the case? (It is a blue case with a belt and a name card on it. Its size is 30 centimetres by 50 centimetres. There are clothes, shoes, some English books and a radio in it. ) Ask the Ss where they go when they have lost something. Encourage them to give the answer Lost and Found (a place where people hand in objects which they have found, and where they enquire about objects which they have lost).
Step III Oral practice
Act the part of B in the dialogue with a good student as A. Check understanding of the phrase Where did you last have it? (=Where was the last place that you had it with you?) Then let the Ss practise the dialogue in pairs.
Step IV Practice
Get two Ss to act out the dialogue in Part 1. Then discuss it with the class, using Indirect Speech. Say A told B that she/he 'd lost a case and asked if it had been found. What did B ask A ? Elicit the answer from the Ss (B asked A if she / he could describe the case to him / her, etc).
Step 6 V Writing
SB Lesson 72, Part 2. Tell the Ss today we are going to practise writing “Lost” and “Found” notices. Read the two notices aloud and ask a few questions about the two notices in random order, e.g. What was left in the reading room? Describe the jacket. Where can you find the owner of the black bag? When was the green jacket found? Point out that some notices do not contain full sentences, e.g. in the “Lost” notice. Write the following headings on the Bb.
Title:
What was lost / found?
Where?
When?
Description:
As a demonstration, ask the Ss for information about an object and write this information on the Bb. Then get them to write their own “Lost” notice and “Found” notice.
Step VI Test
Give the Ss the following test on Indirect Questions. Change these Direct Questions into Indirect Questions, as in the example.
Example: “Where are you going?” (She asked him....) →
She asked him where he was going.
1“Does your husband work for the government?” (I asked her....)
2“Has your husband received an invitation to the ball?” (I asked her....)
3 “Who lent you the necklace?” (I asked her ....)
4 “How valuable is the necklace?” (I asked her ....)
5 “When are you going to the palace?” (I asked her....)
6 “Did you recognize the man with the black case?” (I asked her....)
7 “When are you going to call on your friend?” (I asked her....)
8 “When will you be able to pay back the money?” (I asked her....)
9 “Can you give me a description of the necklace?” (I asked her....)
10 “How much is the necklace worth?” (I asked her ....)
Answers:
1 I asked her if her husband worked for the government.
2 I asked her if her husband had received an invitation to the ball.
3 I asked her who (had) lent her the necklace.
4 I asked her how valuable the necklace was.
5 I asked her when she was going to the palace.
6 I asked her if she (had) recognized the man with the black case.
7 I asked her when she was going to call on her friend.
8 I asked her when she would be able to pay back the money.
9 I asked her if she could give me a description of the necklace.
10 I asked her how much the necklace was worth.
Step VII Workbook
Wb Lesson 72, E. 1 - 4.When doing Ex. 2, it is better to translate the indirect sentences into Chinese, making sure the Ss really understand the meaning. After the Ss finish doing Ex. 3 in pairs, check the answers with the whole class. Call out a few Ss to write the sentences on the Bb.
For Ex. 4, you may ask the Ss to begin like this: Ten years ago, my husband worked in a government office. One day… Then if time permits, get them to retell the story in the name of Jeanne or Pierre. If possible, take up Ex. 5 in class.
Step VIII Homework
Do E. 2 and 3 in the exercise book.
教学设计方案Lesson 66
Teaching Aims
1.Study the lesson to know more about milu deer.
2.The students are trained to improve their reading ability.
3.Get the students to use key words to retell the text.
Step I Warm-up
(Teacher:) Today we are going to read about some miiu deer. Before we begin to read, tell me something about deer.
1.) Where do they live?
2.) What do they like to eat?
3.) How big are they?
4.) Have you ever seen any deer?
Step II Fast Reading
Ask the students to read the text quickly, and then choose the best answer to each question.
1. When did the milu deer disappear?
A. During the Ming periods B. During the Qing periods
C. At present D. Both A and B
2. What kind of weather do milu deer like best?
A. Cool and wet B. Cool and dry C. Warm and wet D. Warm and dry
3. Why did too many of milu deer disappear at that time?
A. Because many of them had been killed.
B. Because too many of them had been raised.
C. Because many of them had been sold out.
D. Because many of them had been eaten by tigers.
4. “The milu deer is a kind of deer that used to be common in China long ago.” The sentence means ________.
A.the milu deer is popular in China now.
B.milu deer lived in China in the past, and it s the same with then at present.
C.there were many milu deer in the past but not now.
D.milu deer were popular in the past.
5. What’s the main idea of this text?
A. The milu deer has returned to China but its number is increasing year by year.
B. We should protect milu deer.
C. Milu deer used to be common in China.
D. The milu deer has returned to China and its number is increasing every year.
参考答案：1-5DAACD
II. Get them to answer the two questions at the top of the passage.
Step Ⅲ Intensive Reading
1.Play the tape of the passage for the students to listen.
2.Get the students to read aloud each paragraph.
3.Talk about the general idea for each paragraph.
Answer the questions in paragraph I:
Where are most of the milu deer in China?
Answer the questions in paragraph 2:
1) What kind of animal is the milu deer?
2) When and why did milu deer disappear?
Answer the question in paragraph 3:
Why do they grow well in Britain?
Answer the questions in paragraphs 4 and 5:
How many milu deer research centres are there in China? Where are they?
Answer the question in paragraph 6:
What do people plan to do with milu deer in the future?
Main idea of the text:
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Part. 1
(Paragraph 1) The number of milu deer in nature parks in China is increasing every year.
Part 2
(Paragraphs 2-3) The history of milu deer in China and in England.
(Paragraph 2) The milu deer disappeared during the Ming and the Qing penods.
(Paragraph 3) The only milu deer alive belonged to the Duke of Bedford in England.
Part 3
(Paragraphs 4-5) The milu deer centers in China.
(Paragraph 4) The life of milu is being studied in the Nanhaizi Milu Park.
(Paragraph 5 ) The number of milu deer has greatly increased in Dafeng.
Part 4
(Paragraph 6) It’s hoped that there will be milu deer living in the wild in China.
Step Ⅳ Workbook
Do Ex.2. ,Do Ex.3 and Ex.4.
StepⅤLanguage focus
Study the language points.
at present =now
research=scientific study
used to common=There were lots of milu deer in China in the past but not now.
return this kind of deer to the wild=set the deer free in a forest or in the countryside.
Step ⅥRetelling
Give your description of the milu deer. What kind of animal is milu deer? What about the animal in the past, at present and in the future?
Step Ⅶ Exercises
I. Fill in the blanks with proper words
Milu deer used to be common in China long ago. However, it ________ during the last few centuries. Too _________ of the deer had been killed and some were away to England. The deer liked the _________ weather in Britain and the number of them _________ there. Not long ago, the biggest ________ park for milu deer was set up in Beijing. They got some deer from ________ in 1985. Ever since then the number of milu deer has grown. There are two hundred research ________ for milu deer in China. Milu deer are well looked after _________ present. It is ________ that one day there will be so many of them that they can live in the _________ again.
II. Choose the right words to fill in the blanks
A. live, alive, living
1. Pandas usually _________ in the south and southeast of China.
2. There aren’t many pandas ________ in the world today.
3. Nothing can _________ without air or water.
4. Are there any _________ things on one of those stars?
B. common, usual, unusual
1. Is the golden monkey (金丝猴) a________ kind of monkey in China?
2. They have recently found sharks (鲨鱼) near the coast. That is really ________.
3. He sat down in his _________ chair and asked for his favourite food—fried chicken.
4. Are Mary and Susan ________ names for girls in English-speaking countries?
参考答案
I. disappeared, many, taken, cool / wet, increased, nature, Britain, centers, at, hoped, wild
II. A. 1. live 2 .alive / living 3. live 4. living
上一页 [1] [2] [3] 下一页
B. 1. common 2. unusual 3. usual 4. common
Step Ⅷ Homework
1.Finish off the Workbook exercises.
2.Read the passage again and try to retell the story about milu deer.
上一页 [1] [2] [3]
Lesson 62教学设计方案Step I Lead in
教师利用图片向同学提问，如下：（可见ppt.图片）
1) What can you see in the picture? 2) What do you think is happening? 3) What do you think the passage is going to tell us? 4) After seeing this picture, what do you expect to learn from this reading passage?Step II Listening
教师给学生播放本课的听力内容。（可见ppt.中的声音）
1). When and where did the fire take place?
2). How many people were trapped above the fire?
Key: 1) The fire took place at Sao Paulo’s Capital Building on February 4th, 1974. 2) More than 300 people were trapped above the fire.
Step III Reading
教师给学生5-10分钟的时间阅读此课，然后教师提供10道题来给学生。
Read the text again, then answer the questions.
1) Two hundred and twenty were killed in the Sao Paulo fire.
2) The building was not finished when the fire broke out.
3)All the offices were completely destroyed except those below the 11th floor.
4) Only the firemen knew how the fire had started.
5)At first, it was possible for the office workers to put out the fire.
6)Below the 11th floor people were able to escape into the street.
7)The people above the 11th floor were trapped because there were no fire escapes.
8)It was difficult for the firefighters to get close to the building because the smoke from the fire was too thick..
9)The ladders the firefighters had taken with them were not long enough.
10) Four hours after the fire started, the firemen still couldn’t control it.
Key: 1) False 2) False 3) False 4) False 5) False 6) True 7) True 8) False 9) True 10) FalseStep IV Language focus
教师把本课的重点词汇讲给学生，如下：
belonged: If you own something, it belongs to you.
in the building: in the Capital Building
broke out : started
on the floors above: on the higher floors
escape: to get out of the building
fire escapes: special staircases for use in case of fire
close enough: close enough to rescuer the people
lost their lives: died
rescue: If a person is in danger, you rescue them by taking them to a safe place.
firefighter: a person who puts out fires and rescues people from fires and other dangerous situationsStep V Discussion
教师把本课的内容用图表形式让学生讨论，学生把讨论的结果填入空白处，如下：（答案见ppt.）
Say something about the Sao Paulo fire:
The time and the place of the fire
When did the fire take place?
Where did it happen?
The cause of the fire
The weak point of the design of the building
The rescue work
What problem did the helicopters have?
How many people were saved by the helicopters?
What was wrong with their ladders?
How long did it take them to control the fire?
The damage and casualty
The damage to the building
The number of people who were killed Step VI Examination
教师总结本课的内容，然后提供给学生完形填空，进一步检验学生对课文的理解程度。
Fill in the blanks with proper words.
On February 4, 1974, the Capital Building, the newest building in Sao Paulo, was destroyed in a big fire. Perhaps the fire was started by an electrical fire in the ______of one office on ______
Floor. Soon the whole floor was ________fire. There were ________floors in the building. As it had no __________escapes, the 300 people who were trapped _________the fire could not escape. Many of them climbed to the flat________ of the building. The helicopters came, but there was _________heavy smoke that the helicopters were not __________to get ___________enough. Finally, about 70 people were__________. Down in the streets, the firemen could not get close to the _________because crowds of people were _________the fire. When they reached the building they found their ladders were not long _________to reach the people were trapped. The terrible fire lasted __________four hours, and destroyed most of the building and __________over 220 people.
Key: ceiling, 11th, on, 25,fire, above, roof, too, able, close, escaped, building, watching, enough, about, died
Step VII Homework
1.Finish off the Workbook exercises.
2.Retell the text.
Teaching Aims
1.Study the lesson to know more about milu deer.
2.The students are trained to improve their reading ability.
3.Get the students to use key words to retell the text.
Step I Warm-up
(Teacher:) Today we are going to read about some miiu deer. Before we begin to read, tell me something about deer.
1.) Where do they live?
2.) What do they like to eat?
3.) How big are they?
4.) Have you ever seen any deer?
Step II Fast Reading
Ask the students to read the text quickly, and then choose the best answer to each question.
1. When did the milu deer disappear?
A. During the Ming periods B. During the Qing periods
C. At present D. Both A and B
2. What kind of weather do milu deer like best?
A. Cool and wet B. Cool and dry C. Warm and wet D. Warm and dry
3. Why did too many of milu deer disappear at that time?
A. Because many of them had been killed.
B. Because too many of them had been raised.
C. Because many of them had been sold out.
D. Because many of them had been eaten by tigers.
4. “The milu deer is a kind of deer that used to be common in China long ago.” The sentence means ________.
A.the milu deer is popular in China now.
B.milu deer lived in China in the past, and it s the same with then at present.
C.there were many milu deer in the past but not now.
D.milu deer were popular in the past.
5. What’s the main idea of this text?
A. The milu deer has returned to China but its number is increasing year by year.
B. We should protect milu deer.
C. Milu deer used to be common in China.
D. The milu deer has returned to China and its number is increasing every year.
参考答案：1-5DAACD
II. Get them to answer the two questions at the top of the passage.
Step Ⅲ Intensive Reading
1.Play the tape of the passage for the students to listen.
2.Get the students to read aloud each paragraph.
3.Talk about the general idea for each paragraph.
Answer the questions in paragraph I:
Where are most of the milu deer in China?
Answer the questions in paragraph 2:
1) What kind of animal is the milu deer?
2) When and why did milu deer disappear?
Answer the question in paragraph 3:
Why do they grow well in Britain?
Answer the questions in paragraphs 4 and 5:
How many milu deer research centres are there in China? Where are they?
Answer the question in paragraph 6:
What do people plan to do with milu deer in the future?
Main idea of the text:
Part. 1
(Paragraph 1) The number of milu deer in nature parks in China is increasing every year.
Part 2
(Paragraphs 2-3) The history of milu deer in China and in England.
(Paragraph 2) The milu deer disappeared during the Ming and the Qing penods.
(Paragraph 3) The only milu deer alive belonged to the Duke of Bedford in England.
Part 3
(Paragraphs 4-5) The milu deer centers in China.
(Paragraph 4) The life of milu is being studied in the Nanhaizi Milu Park.
(Paragraph 5 ) The number of milu deer has greatly increased in Dafeng.
Part 4
(Paragraph 6) It’s hoped that there will be milu deer living in the wild in China.
Step Ⅳ Workbook
Do Ex.2. ,Do Ex.3 and Ex.4.
StepⅤLanguage focus
Study the language points.
at present =now
research=scientific study
used to common=There were lots of milu deer in China in the past but not now.
return this kind of deer to the wild=set the deer free in a forest or in the countryside.
Step ⅥRetelling
Give your description of the milu deer. What kind of animal is milu deer? What about the animal in the past, at present and in the future?
Step Ⅶ Exercises
I. Fill in the blanks with proper words
Milu deer used to be common in China long ago. However, it ________ during the last few centuries. Too _________ of the deer had been killed and some were away to England. The deer liked the _________ weather in Britain and the number of them _________ there. Not long ago, the biggest ________ park for milu deer was set up in Beijing. They got some deer from ________ in 1985. Ever since then the number of milu deer has grown. There are two hundred research ________ for milu deer in China. Milu deer are well looked after _________ present. It is ________ that one day there will be so many of them that they can live in the _________ again.
II. Choose the right words to fill in the blanks
A. live, alive, living
1. Pandas usually _________ in the south and southeast of China.
2. There aren’t many pandas ________ in the world today.
3. Nothing can _________ without air or water.
4. Are there any _________ things on one of those stars?
B. common, usual, unusual
1. Is the golden monkey (金丝猴) a________ kind of monkey in China?
2. They have recently found sharks (鲨鱼) near the coast. That is really ________.
3. He sat down in his _________ chair and asked for his favourite food—fried chicken.
4. Are Mary and Susan ________ names for girls in English-speaking countries?
参考答案
I. disappeared, many, taken, cool / wet, increased, nature, Britain, centers, at, hoped, wild
II. A. 1. live 2 .alive / living 3. live 4. living
B. 1. common 2. unusual 3. usual 4. common
Step Ⅷ Homework
1.Finish off the Workbook exercises.
2.Read the passage again and try to retell the story about milu deer.
教学设计方案Lesson 70
Teaching Aims
1. Retell the whole story.
2. Deal with language points.
Step I Revision
1.Check the homework exercises.
2.Revise Scenes 1 and 2 of the play by asking and answering questions.
Step II Listening
Read Scene 3 silently and tell whether the following sentences are true or false.
1.Mathilde had changed so much in those years that her friend couldn’t recognize her the moment they met.
2.Mathilde thought that she would be laughed at if she did not wear jewelry at the ball.
3.The Pierres didn’t have a very good time at the ball because of the lost necklace.
4.Mathilde felt very tired after they had paid back all the money they borrowed.
5.Jeanne felt sorry after she heard Mathilde’s story.
6. According to the text, we can see Jeanne was rich and greedy.
7.After reading the passage, we can see most people will feel sorry for Mathilde.
8.Having been told that the necklace she borrowed was made of glass, Mathilde must have been astonished.
Keys:1-8 TTFF TFTT
Step III Reading
Choose the best answer according to Lesson 69 and Lesson 70.
1. Pierre Loisel was working ___________
A. in a school B. in a factory
C. in a government office D. in a store
2. Why did he buy a new dress for his wife?
A. Because he had a lot of money
B. Because he and his wife received an invitation to a ball in the palace
C. Because his wife got enough money
D. Because they wanted to go abroad.
3. Whom did she borrow a necklace from?
A. His boss. B. His friend. C. Her friend. D. Her classmate.
4. What happened on their way home from the ball?
A. They found the necklace gone.
B. They found their watches gone.
C. They found their key gone.
D. They found their horse stolen.
5.The next day Pierre and Mathilde bought ____________.
A. a glass necklace to return to Jeanne
B. a gold necklace to return to Jeanne
C. a real diamond necklace to return to Jeanne
D. a silver necklace to return to Jeanne
6. What did they do in order to pay back the debt?
A. They had to move away
B. They had to work day and night.
C. They had to ask others for help.
D .They had to beg (讨饭) .
Keys:1-6C BCA CB
Step IV Language points
without luck: with no success; in vain
day and night: for a long time every day
pay back: to return what is owing
Step V Discussion
The T lets the Ss to discuss the questions, for example:
The necklace Mathilde had chosen was not a real diamond necklace, but she thought it was wonderful on her and she liked it very much. What does it show?
Step VI Workbook
Wb Lesson 70, E.1-3.
Do the first two questions in Ex.1 as an example: Where was Pierre Loisel working ten years ago? Why did he buy a new dress for his wife? Then get the Ss to do the exercise in pairs. Check the questions and answers with the class. Tell them to write down all the questions in the exercise book after class.
Read through the passage in Ex. 2 first before filling in the blanks in pairs.
Get the Ss to discuss Ex. 3 in pairs. Check the answers in class and translate the sentences into Chinese.
Step VII Exercise
Fill in the blanks with proper prepositions and conjunctions.
Pierre Loisel used to work ______ a government office. One day he and his wife Mathilde received an invitation ______a ball ______the palace. Mathilde spent 400 francs ______ a new dress but had no more money _______jewellery. She borrowed a beautiful necklace _______ her friend Jeanne. The couple had a very good time in the palace. But ______ the ball Mathilde found the necklace missing. They borrowed money to buy a diamond necklace ______ Jeanne. The necklace that looked exactly ______ Jeanne s cost them 36,000 francs. _____ they returned the necklace, they had to work day and night ______ ten years to pay back the money they had borrowed. ______ Mathilde met Jeanne again she had changed so much ______ her friend could not recognize her. She did not know ______ then that the necklace she borrowed was not made ______ diamonds. It was worth 500 francs ______ the most.
参考答案：in; to; in; on; for; from; after; for; like; After; for; When; that; until; of; at
Step VIII Homework
Finish the Workbook exercises.
[1] [2] 下一页
上一页 [1] [2]
Teaching Aims
1. Practise Indirect Speech .
2. Do the listening practice. Make sure the students understand the listening material.
Step I Practice
SB Lesson 71, Part 1. Go through the answers in the second column to reinforce the language items in the Presentation. Then match the first two questions and answers with the whole class, before they work in pairs. Check the answers with the whole class.
Answers: 1.e 2.c 3.d 4.f 5.a 6.b
Step II Practice
Change the questions in the exercise in Part 1 with the whole class, then let the Ss work on the exercise in Part 2 in pairs. Check the answers with the whole class. Answers:
Part 1:
1.He asked her what she was looking for.
2.He asked her what kind of necklace it was.
3.He asked her where she had lost it.
4.He asked her what it looked like.
5.He asked her if it was valuable.
6.He asked her how much the necklace was worth.
Part 2:
1.She asked her where she had been all these years.
2.She asked her if times had been hard for her.
3.She asked her what had happened.
4.She asked him where they were holding the ball.
5.He asked her how much a new dress cost.
6.He asked her if she needed to wear any jewellery.
7.He asked her if she had a friend who might lend her some jewellery.
8.She asked him if they had invited anyone else in his office to the ball.
9.She asked him if the ball was held every year.
10.He asked her if the necklace was valuable.
11.He asked her how much the necklace was worth.
12.He asked her how much this necklace cost.
13.He asked her if she thought it had been stolen by a thief.
Step III Preparation for listening
SB Lesson 71, Part 3. Wb Listening, Unit 18, page 124. Discuss the pictures in Ex. 1 before you play the tape. Go through each exercise in turn before you carry out the exercise, to make sure the Ss understand what to do.
Step IV Listening
Listening Cassette Unit 18. Do each exercise one by one. Play the tape, then let the Ss discuss their answers. Play the tape again if necessary, then check the answers with the whole class.
Step V Workbook
Wb Lesson 71, E. 1 - 3.
Do all these exercises orally first in class.
Step VI Homework
Finish the Workbook exercises.
教学设计方案 Lesson 71
Teaching Aims
1. Practise Indirect Speech .
2. Do the listening practice. Make sure the students understand the listening material.
Step I Practice
SB Lesson 71, Part 1. Go through the answers in the second column to reinforce the language items in the Presentation. Then match the first two questions and answers with the whole class, before they work in pairs. Check the answers with the whole class.
Answers: 1.e 2.c 3.d 4.f 5.a 6.b
Step II Practice
Change the questions in the exercise in Part 1 with the whole class, then let the Ss work on the exercise in Part 2 in pairs. Check the answers with the whole class. Answers:
Part 1:
1.He asked her what she was looking for.
2.He asked her what kind of necklace it was.
3.He asked her where she had lost it.
4.He asked her what it looked like.
5.He asked her if it was valuable.
6.He asked her how much the necklace was worth.
Part 2:
1.She asked her where she had been all these years.
2.She asked her if times had been hard for her.
3.She asked her what had happened.
4.She asked him where they were holding the ball.
5.He asked her how much a new dress cost.
6.He asked her if she needed to wear any jewellery.
7.He asked her if she had a friend who might lend her some jewellery.
8.She asked him if they had invited anyone else in his office to the ball.
9.She asked him if the ball was held every year.
10.He asked her if the necklace was valuable.
11.He asked her how much the necklace was worth.
12.He asked her how much this necklace cost.
13.He asked her if she thought it had been stolen by a thief.
Step III Preparation for listening
SB Lesson 71, Part 3. Wb Listening, Unit 18, page 124. Discuss the pictures in Ex. 1 before you play the tape. Go through each exercise in turn before you carry out the exercise, to make sure the Ss understand what to do.
Step IV Listening
Listening Cassette Unit 18. Do each exercise one by one. Play the tape, then let the Ss discuss their answers. Play the tape again if necessary, then check the answers with the whole class.
Step V Workbook
Wb Lesson 71, E. 1 - 3.
Do all these exercises orally first in class.
Step VI Homework
Finish the Workbook exercises.
[1]
Step I Revision
1.Check the homework exercises.
2.Get some Ss to retell the story about the lost necklace.
3. Act out the play in groups.
Step II Presentation
Collect some items from the Ss: a pen, a book, a ruler, etc. Put them on your desk. Ask the individual Ss: What did I fake from you? Can you describe it? What colour is it? What's it made of? Is it valuable? How much is it worth? Write the questions on the Bb.
Then SB Lesson 72, Part I. Ask What can you see in the box? Teach the words case and belt. Can you describe the case? (It is a blue case with a belt and a name card on it. Its size is 30 centimetres by 50 centimetres. There are clothes, shoes, some English books and a radio in it. ) Ask the Ss where they go when they have lost something. Encourage them to give the answer Lost and Found (a place where people hand in objects which they have found, and where they enquire about objects which they have lost).
Step III Oral practice
Act the part of B in the dialogue with a good student as A. Check understanding of the phrase Where did you last have it? (=Where was the last place that you had it with you?) Then let the Ss practise the dialogue in pairs.
Step IV Practice
Get two Ss to act out the dialogue in Part 1. Then discuss it with the class, using Indirect Speech. Say A told B that she/he 'd lost a case and asked if it had been found. What did B ask A ? Elicit the answer from the Ss (B asked A if she / he could describe the case to him / her, etc).
Step 6 V Writing
SB Lesson 72, Part 2. Tell the Ss today we are going to practise writing “Lost” and “Found” notices. Read the two notices aloud and ask a few questions about the two notices in random order, e.g. What was left in the reading room? Describe the jacket. Where can you find the owner of the black bag? When was the green jacket found? Point out that some notices do not contain full sentences, e.g. in the “Lost” notice. Write the following headings on the Bb.
Title:
What was lost / found?
Where?
When?
Description:
As a demonstration, ask the Ss for information about an object and write this information on the Bb. Then get them to write their own “Lost” notice and “Found” notice.
Step VI Test
Give the Ss the following test on Indirect Questions. Change these Direct Questions into Indirect Questions, as in the example.
Example: “Where are you going?” (She asked him....) →
She asked him where he was going.
1“Does your husband work for the government?” (I asked her....)
2“Has your husband received an invitation to the ball?” (I asked her....)
3 “Who lent you the necklace?” (I asked her ....)
4 “How valuable is the necklace?” (I asked her ....)
5 “When are you going to the palace?” (I asked her....)
6 “Did you recognize the man with the black case?” (I asked her....)
7 “When are you going to call on your friend?” (I asked her....)
8 “When will you be able to pay back the money?” (I asked her....)
9 “Can you give me a description of the necklace?” (I asked her....)
10 “How much is the necklace worth?” (I asked her ....)
Answers:
1 I asked her if her husband worked for the government.
2 I asked her if her husband had received an invitation to the ball.
3 I asked her who (had) lent her the necklace.
4 I asked her how valuable the necklace was.
5 I asked her when she was going to the palace.
6 I asked her if she (had) recognized the man with the black case.
7 I asked her when she was going to call on her friend.
8 I asked her when she would be able to pay back the money.
9 I asked her if she could give me a description of the necklace.
10 I asked her how much the necklace was worth.
Step VII Workbook
Wb Lesson 72, E. 1 - 4.When doing Ex. 2, it is better to translate the indirect sentences into Chinese, making sure the Ss really understand the meaning. After the Ss finish doing Ex. 3 in pairs, check the answers with the whole class. Call out a few Ss to write the sentences on the Bb.
For Ex. 4, you may ask the Ss to begin like this: Ten years ago, my husband worked in a government office. One day… Then if time permits, get them to retell the story in the name of Jeanne or Pierre. If possible, take up Ex. 5 in class.
Step VIII Homework
Do E. 2 and 3 in the exercise book.
教学设计方案Lesson 66
Teaching Aims
1.Study the lesson to know more about milu deer.
2.The students are trained to improve their reading ability.
3.Get the students to use key words to retell the text.
Step I Warm-up
(Teacher:) Today we are going to read about some miiu deer. Before we begin to read, tell me something about deer.
1.) Where do they live?
2.) What do they like to eat?
3.) How big are they?
4.) Have you ever seen any deer?
Step II Fast Reading
Ask the students to read the text quickly, and then choose the best answer to each question.
1. When did the milu deer disappear?
A. During the Ming periods B. During the Qing periods
C. At present D. Both A and B
2. What kind of weather do milu deer like best?
A. Cool and wet B. Cool and dry C. Warm and wet D. Warm and dry
3. Why did too many of milu deer disappear at that time?
A. Because many of them had been killed.
B. Because too many of them had been raised.
C. Because many of them had been sold out.
D. Because many of them had been eaten by tigers.
4. “The milu deer is a kind of deer that used to be common in China long ago.” The sentence means ________.
A.the milu deer is popular in China now.
B.milu deer lived in China in the past, and it s the same with then at present.
C.there were many milu deer in the past but not now.
D.milu deer were popular in the past.
5. What’s the main idea of this text?
A. The milu deer has returned to China but its number is increasing year by year.
B. We should protect milu deer.
C. Milu deer used to be common in China.
D. The milu deer has returned to China and its number is increasing every year.
参考答案：1-5DAACD
II. Get them to answer the two questions at the top of the passage.
Step Ⅲ Intensive Reading
1.Play the tape of the passage for the students to listen.
2.Get the students to read aloud each paragraph.
3.Talk about the general idea for each paragraph.
Answer the questions in paragraph I:
Where are most of the milu deer in China?
Answer the questions in paragraph 2:
1) What kind of animal is the milu deer?
2) When and why did milu deer disappear?
Answer the question in paragraph 3:
Why do they grow well in Britain?
Answer the questions in paragraphs 4 and 5:
How many milu deer research centres are there in China? Where are they?
Answer the question in paragraph 6:
What do people plan to do with milu deer in the future?
Main idea of the text:
Part. 1
(Paragraph 1) The number of milu deer in nature parks in China is increasing every year.
Part 2
(Paragraphs 2-3) The history of milu deer in China and in England.
(Paragraph 2) The milu deer disappeared during the Ming and the Qing penods.
(Paragraph 3) The only milu deer alive belonged to the Duke of Bedford in England.
Part 3
(Paragraphs 4-5) The milu deer centers in China.
(Paragraph 4) The life of milu is being studied in the Nanhaizi Milu Park.
(Paragraph 5 ) The number of milu deer has greatly increased in Dafeng.
Part 4
(Paragraph 6) It’s hoped that there will be milu deer living in the wild in China.
Step Ⅳ Workbook
Do Ex.2. ,Do Ex.3 and Ex.4.
StepⅤLanguage focus
Study the language points.
at present =now
research=scientific study
used to common=There were lots of milu deer in China in the past but not now.
return this kind of deer to the wild=set the deer free in a forest or in the countryside.
Step ⅥRetelling
Give your description of the milu deer. What kind of animal is milu deer? What about the animal in the past, at present and in the future?
Step Ⅶ Exercises
I. Fill in the blanks with proper words
Milu deer used to be common in China long ago. However, it ________ during the last few centuries. Too _________ of the deer had been killed and some were away to England. The deer liked the _________ weather in Britain and the number of them _________ there. Not long ago, the biggest ________ park for milu deer was set up in Beijing. They got some deer from ________ in 1985. Ever since then the number of milu deer has grown. There are two hundred research ________ for milu deer in China. Milu deer are well looked after _________ present. It is ________ that one day there will be so many of them that they can live in the _________ again.
II. Choose the right words to fill in the blanks
A. live, alive, living
1. Pandas usually _________ in the south and southeast of China.
2. There aren’t many pandas ________ in the world today.
3. Nothing can _________ without air or water.
4. Are there any _________ things on one of those stars?
B. common, usual, unusual
1. Is the golden monkey (金丝猴) a________ kind of monkey in China?
2. They have recently found sharks (鲨鱼) near the coast. That is really ________.
3. He sat down in his _________ chair and asked for his favourite food—fried chicken.
4. Are Mary and Susan ________ names for girls in English-speaking countries?
参考答案
I. disappeared, many, taken, cool / wet, increased, nature, Britain, centers, at, hoped, wild
II. A. 1. live 2 .alive / living 3. live 4. living
B. 1. common 2. unusual 3. usual 4. common
Step Ⅷ Homework
1.Finish off the Workbook exercises.
2.Read the passage again and try to retell the story about milu deer.
教学设计方案Lesson 70
Teaching Aims
1. Retell the whole story.
2. Deal with language points.
Step I Revision
1.Check the homework exercises.
2.Revise Scenes 1 and 2 of the play by asking and answering questions.
Step II Listening
Read Scene 3 silently and tell whether the following sentences are true or false.
1.Mathilde had changed so much in those years that her friend couldn’t recognize her the moment they met.
2.Mathilde thought that she would be laughed at if she did not wear jewelry at the ball.
3.The Pierres didn’t have a very good time at the ball because of the lost necklace.
4.Mathilde felt very tired after they had paid back all the money they borrowed.
5.Jeanne felt sorry after she heard Mathilde’s story.
6. According to the text, we can see Jeanne was rich and greedy.
7.After reading the passage, we can see most people will feel sorry for Mathilde.
8.Having been told that the necklace she borrowed was made of glass, Mathilde must have been astonished.
Keys:1-8 TTFF TFTT
Step III Reading
Choose the best answer according to Lesson 69 and Lesson 70.
1. Pierre Loisel was working ___________
A. in a school B. in a factory
C. in a government office D. in a store
2. Why did he buy a new dress for his wife?
A. Because he had a lot of money
B. Because he and his wife received an invitation to a ball in the palace
C. Because his wife got enough money
D. Because they wanted to go abroad.
3. Whom did she borrow a necklace from?
A. His boss. B. His friend. C. Her friend. D. Her classmate.
4. What happened on their way home from the ball?
A. They found the necklace gone.
B. They found their watches gone.
C. They found their key gone.
D. They found their horse stolen.
5.The next day Pierre and Mathilde bought ____________.
A. a glass necklace to return to Jeanne
B. a gold necklace to return to Jeanne
C. a real diamond necklace to return to Jeanne
D. a silver necklace to return to Jeanne
6. What did they do in order to pay back the debt?
A. They had to move away
B. They had to work day and night.
C. They had to ask others for help.
D .They had to beg (讨饭) .
Keys:1-6C BCA CB
Step IV Language points
without luck: with no success; in vain
day and night: for a long time every day
pay back: to return what is owing
Step V Discussion
The T lets the Ss to discuss the questions, for example:
The necklace Mathilde had chosen was not a real diamond necklace, but she thought it was wonderful on her and she liked it very much. What does it show?
Step VI Workbook
Wb Lesson 70, E.1-3.
Do the first two questions in Ex.1 as an example: Where was Pierre Loisel working ten years ago? Why did he buy a new dress for his wife? Then get the Ss to do the exercise in pairs. Check the questions and answers with the class. Tell them to write down all the questions in the exercise book after class.
Read through the passage in Ex. 2 first before filling in the blanks in pairs.
Get the Ss to discuss Ex. 3 in pairs. Check the answers in class and translate the sentences into Chinese.
Step VII Exercise
Fill in the blanks with proper prepositions and conjunctions.
Pierre Loisel used to work ______ a government office. One day he and his wife Mathilde received an invitation ______a ball ______the palace. Mathilde spent 400 francs ______ a new dress but had no more money _______jewellery. She borrowed a beautiful necklace _______ her friend Jeanne. The couple had a very good time in the palace. But ______ the ball Mathilde found the necklace missing. They borrowed money to buy a diamond necklace ______ Jeanne. The necklace that looked exactly ______ Jeanne s cost them 36,000 francs. _____ they returned the necklace, they had to work day and night ______ ten years to pay back the money they had borrowed. ______ Mathilde met Jeanne again she had changed so much ______ her friend could not recognize her. She did not know ______ then that the necklace she borrowed was not made ______ diamonds. It was worth 500 francs ______ the most.
参考答案：in; to; in; on; for; from; after; for; like; After; for; When; that; until; of; at
Step VIII Homework
Finish the Workbook exercises.
教学设计方案 Lesson 71
Teaching Aims
1. Practise Indirect Speech .
2. Do the listening practice. Make sure the students understand the listening material.
Step I Practice
SB Lesson 71, Part 1. Go through the answers in the second column to reinforce the language items in the Presentation. Then match the first two questions and answers with the whole class, before they work in pairs. Check the answers with the whole class.
Answers: 1.e 2.c 3.d 4.f 5.a 6.b
Step II Practice
Change the questions in the exercise in Part 1 with the whole class, then let the Ss work on the exercise in Part 2 in pairs. Check the answers with the whole class. Answers:
Part 1:
1.He asked her what she was looking for.
2.He asked her what kind of necklace it was.
3.He asked her where she had lost it.
4.He asked her what it looked like.
5.He asked her if it was valuable.
6.He asked her how much the necklace was worth.
Part 2:
1.She asked her where she had been all these years.
2.She asked her if times had been hard for her.
3.She asked her what had happened.
4.She asked him where they were holding the ball.
5.He asked her how much a new dress cost.
6.He asked her if she needed to wear any jewellery.
7.He asked her if she had a friend who might lend her some jewellery.
8.She asked him if they had invited anyone else in his office to the ball.
9.She asked him if the ball was held every year.
10.He asked her if the necklace was valuable.
11.He asked her how much the necklace was worth.
12.He asked her how much this necklace cost.
13.He asked her if she thought it had been stolen by a thief.
Step III Preparation for listening
SB Lesson 71, Part 3. Wb Listening, Unit 18, page 124. Discuss the pictures in Ex. 1 before you play the tape. Go through each exercise in turn before you carry out the exercise, to make sure the Ss understand what to do.
Step IV Listening
Listening Cassette Unit 18. Do each exercise one by one. Play the tape, then let the Ss discuss their answers. Play the tape again if necessary, then check the answers with the whole class.
Step V Workbook
Wb Lesson 71, E. 1 - 3.
Do all these exercises orally first in class.
Step VI Homework
Finish the Workbook exercises.
