MODULE 5 TEACHING PLAN
Module 5 Rules and suggestions
一、題材內(nèi)容
本模塊話題是規(guī)則與建議，主要內(nèi)容是圍繞著在旅游場所及旅行中應(yīng)遵守的規(guī)則及相應(yīng)的建議展開的，第一單元的對話談到游覽長城時的注意事項(xiàng)，包括一些游覽建議；第二單元的閱讀課文是一篇游記，記錄的是作者在野外宿營時遇到熊的驚險歷程，內(nèi)容生動有趣，扣人心弦，文中還融進(jìn)了一些有關(guān)戶外生存的建議。本模塊語法復(fù)習(xí)的是情態(tài)動詞。本模塊緊緊圍繞規(guī)則與建議這一主題展開多方面的聽、說、讀、寫的語言實(shí)踐活動,使學(xué)生由簡單到復(fù)雜,漸漸感知新的語言,并通過范例,讓學(xué)生復(fù)習(xí)、鞏固情態(tài)動詞。中教師應(yīng)隨時隨地以課本為出發(fā)點(diǎn)，靈活利用各種素材，增加一些開放性的活動，把話題再擴(kuò)展一些，讓學(xué)生受到道德方面的教育。
目標(biāo)
語言知識：
語音句子中的連讀。
詞匯rule, suggestion, rope, stream, clear, starving, valley, peaceful, site, gesture, stick, still, woods, hillside, sudden, blood, damage, cause, effort, fifth, order, director
詞組keep to, lead the way, fall asleep, reach out, in order to
語法復(fù)習(xí)情態(tài)動詞。
功能能夠給指令；提出建議。
話題規(guī)則與建議。
1）語言技能：
聽能聽懂發(fā)出指令、提出建議的對話。
說學(xué)會發(fā)出指令，提出建議。
讀能讀懂描述旅游經(jīng)歷的文章，掌握其細(xì)節(jié)內(nèi)容。進(jìn)行簡單的閱讀技能訓(xùn)練
寫能寫出給旅游者的建議。
演示與表達(dá) 能夠口、筆頭表達(dá)旅游建議。
3) 學(xué)習(xí)策略：
學(xué)習(xí)一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語思維能力。
認(rèn)知聯(lián)系，歸納，推測等技能。觀察并歸納情態(tài)動詞的用法，提高自學(xué)能力。
調(diào)控從同伴處得到反饋，對自己在敘述及作文中的錯誤進(jìn)行修改
交際學(xué)習(xí)運(yùn)用恰當(dāng)詞語給指令，能聽懂指令；并能夠提出建議。
資源通過其他資源獲取更多有關(guān)旅游的簡單英語。
自學(xué)策略能夠根據(jù)自己的情況預(yù)習(xí)教材并進(jìn)行拓展。
合作學(xué)習(xí)策略互相學(xué)習(xí)，取長補(bǔ)短，注意學(xué)習(xí)策略共享，能夠與小組同學(xué)合作寫出給旅游者的建議。
4)文化意識：
中外對比通過對旅游的介紹培養(yǎng)學(xué)生的環(huán)境保護(hù)意識。
5)情感態(tài)度：
通過對給指令、聽懂指令表達(dá)方式的訓(xùn)練，培養(yǎng)學(xué)生禮貌使用語言的意識與能力，在表達(dá)給指令時能夠照顧他人的感受；能夠給出合理化建議。參加各種英語活動，克服困難，在新環(huán)境中進(jìn)一步樹立準(zhǔn)確的語言學(xué)習(xí)觀。
6)任務(wù)：為來中國的旅游者提建議。
教學(xué)重點(diǎn)和難點(diǎn)：
重點(diǎn)：1．掌握給指令、聽懂指令的基本詞匯，能夠給指令、聽懂指令，并給出合理化建議。
難點(diǎn)：熟練掌握情態(tài)動詞的用法。
教學(xué)方法
基于課程改革的理念及“第二語言習(xí)得論”,培養(yǎng)實(shí)現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展和諧愉悅的課堂活動，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計“P—T—P”自主學(xué)習(xí)立體模式：pre-task—task-cycle—post-task。
二、教材處理
核心任務(wù)：能夠運(yùn)用所學(xué)句型結(jié)構(gòu)給出合理化建議。三個環(huán)節(jié)如下：
pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識。
task-cycle：通過整個模塊的聽說讀寫的訓(xùn)練，強(qiáng)化對旅游用語的表達(dá)能力，為完成任務(wù)做好鋪墊。
post-task：達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況。
三、教材安排
根據(jù)學(xué)生學(xué)習(xí)英語的特點(diǎn)和規(guī)律，我們把本模塊劃分為4課時：
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：教學(xué)時應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實(shí)際水平、接受程度及課堂出現(xiàn)的臨時狀況進(jìn)行運(yùn)用、調(diào)整及篩選。
『教學(xué)設(shè)計』
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. (重點(diǎn))
2. Listening skill: To understand conversations of talking about rules and giving suggestions. (難點(diǎn))
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:
You must Keep to the path; use ropes for climbing; have the right shoes
You mustn’t Walk along the edge; go off on your own
You should Start walking
You shouldn’t Drink all the water
You can Go rock climbing; cross the stream and climb up to …; take a look across the countryside
You can’tHave something to eat now
You have to Keep together; think about personal safety
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“離開， 走開”。
on one’s own 意思是“單獨(dú)”。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“沿著……走； 使不離開； 留在某個位置”。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! 我都快餓死了！
在非正式英語中，當(dāng)人們想表達(dá)“非常餓”這個概念的時候， 常說“I’m starving!”例如：
What’s for lunch? I’m starving!
4. Come on! I’ll lead the way.
這里lead 表示“帶（路），領(lǐng)（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! (快點(diǎn))
Your piano playing has really come on since I last heard you play. (有進(jìn)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 (重點(diǎn))
2. Reading skill: To understand the passage.
To learn to use modal verbs correctly. (難點(diǎn))
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.
Answers：
1. Walking and camping.
2. One of them knows something.
3. High off the ground.
4. A mother bear.
5. Students’ own answer.
3. Task:
Activity 3: Choose the best answer.
Answers：
1. b 2. c 3. b 4. a 5. a
4. Task: Activity 4: Write notes about the things you must do if there are bears near.
● Ask the students to do this individually; they can then check with a partner.
● Call back the answers from the whole class
Answers：
Hang food in a tree
Keep the camp site clean
Pick up your rubbish
Make a lot noise
If you see a bear, don’t run.
Part IV: Dealing with expressions.
1. On our first evening, the three of us were tired after walking for about eight hours.
在本句中，the 用在數(shù)詞前，表示特指。the three of us 指的是“我們?nèi)齻�人”（一共就三個人）。而three of us 則說的是“我們中的三個”（不止三個人）。再如：
They have eight people in the team. The eight of them all know only good teamwork will enable them to get the job done on time. 這個小組有八個人。這八個人都知道，只有精誠合作，他們才能按時完成任務(wù)。
There are 10 people in the office and eight of them are women. 辦公室里有10個人，其中八個是女士。
2. … if I reach out, I can just touch him.
這里reach out 表示“伸出（手臂）”。例如：
The monkey reached out a hand for the banana.
He reached his hand out for the phone and knocked over a glass.
3. For the next 10 days, every time there was a sudden noise, my blood went cold.
這里go表示“處于（某種狀態(tài)，尤指令人生厭的狀態(tài)）”，其后可以接形容詞，如本句中的cold。例如：
When the crops fail, the people go hungry.
I always go red when I’m embarrassed.
We’d better eat these apples before they go bad.
every time 在句中引導(dǎo)一個狀語從句，表示“每次……, 每當(dāng)……”。例如：
Every time I go and see him, he’s always working in the room.
4. The first rule of camping is to keep a clean camp site.
這個句子中不定式作表語，又如：
To save water is to save our lives.
5. You can’t leave anything which bears might think is food.
這里which bears might think is food是一個定語從句，修飾anything。
6. 注意本課出現(xiàn)的表達(dá)不同時間段的短語：
on our first evening
in the middle of the night
in the morning
later that day
during the night
the next day
for the next 10 days
Part V: Language use
1. Exercise 1 on page 112 in the WB.
Direction: Ss do it by themselves. Let’s see who can finish it as soon as possible.
2. Give the students some time to recall what they’ve learned in this class.
First think by themselves. Then discuss in pairs and finally share their answers with the class.
Part VI: Homework: Exercise 3 on page 112 in the WB.
Period 3: Writing & Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: To learn to use modal verbs correctly in writing. Improve the students’ writing ability (難點(diǎn)).
2. To talk about travel. (重點(diǎn))
Learning strategies：
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what is learnt in last module.
Directions:
(1) Revise the words and phrases.
(2) Put the Ss. in pairs to practice the dialogue and the text.
Part II: Writing
Task: Thank of an area of countryside near you. Make notes about it and write a passage called Look after the countryside—and yourself.
Directions：
Step One: Ask students to suggest places.
Step Two: Ask the students to write some notes and set this task for homework.
Part III. Around the world
Task: Learn something about Eco-tourism.
Directions:
1. Ask the Ss. to read the passage individually.
2. Ask them some general questions, e.g. “What is eco-tourism (responsible tourism, with no environmental damage), “What do the tourists do?”(They help local communities to look after the environment).
Part IV: Module Task
Write advice for visitors to China
Task 1: Activity 8 on page 41: Work in pairs. Think about:
Visiting someone’s home
Traveling on public transport
Visiting tourist sights
Eating and drinking
Polite behavour in public
Task 2: Activity 9. Write your advice.
You must …www.xkb1.com
You mustn’t …
You should …
You shouldn’t …
Task 3: Work in pairs and compare your advice. Which advice do you think is most helpful for visitors to China?
● Read through the instructions and the examples with the whole class.
● Ask the students to get into pairs to make notes.
● When they have finished, ask them to get into pairs to discuss their advice.
● Call back suggestions from the whole class.
Task 4: Write five pieces of advice on the blackboard which your group think are most helpful.
Part V: Recalling
Recall what we learn today.
Part VI: A test
Do Ex. 5 on page 113.
Part VII: Homework: Thank of an area of countryside near you. Make notes about it and write a passage called Look after the countryside—and yourself.
Period 4. Language in use
Teaching Content: Language in use
Key words: damage, cause, effort, fifth, order, in order to, director
Teaching Aims and Demands:
To summarize and consolidate the use of modal verbs and the new vocabulary .
Affection and attitudes: We should enjoy eco-tourism.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Part I Revision
Help students to revise what is learnt in 3 periods of this module.
Part II Language practice
Task1: To summarize and consolidate the usage of modal verbs.
Directions：
(1)Run through the examples with the Ss. and make sure that they are familiar with the use of
modal verbs.
(2). Ask the Ss. to repeat the sentences in the box.
(3). Ask “Can you make other similar examples?”
(4).Focus the Ss’s attention on the ways in which they are formed.
Task2 : To consolidate modal verbs:
(1). Do activity 1 and 2 on page 38-39.
(2). Ask the Ss. to call out the answers from the whole class.
(3). Ask the Ss. to read the complete sentences.
Part III: Revise the words and phrase that we learned in this module:
Task 1 : Activity 3: Work in pairs. Explain why the rules in Activity 2 are important.
Directions：
1. Ask the students to do this individually, then check with a partner.
2. Call back the answers from the whole class.
Possible answers：
2. In case you have any problems.
3. So that you can hear what is going on around you.
4. In case the fire spreads and causes damage.
5. So that you concentrate what you are doing.
Task 2 : Activity 4: Complete the passage with the correct form of the words in the box.
Answers
1. worried 2. stones 3. stream 4. tourists 5. keeping
Task 3: Read the passage and answer the questions in Activity 5 .
Now write some rules for visitors to the forests.
Possible answers:
You should put your rubbish in the bins.
You shouldn’t throw your rubbish into the stream.
You must take care of the trees.
You mustn’t write on the trees with stones.
Task 4: Ask the Ss to read the passage on page 40 and answer the questions.
● Ask the students to do this individually, then check with a partner.
● Call back the answers from the whole class, having one student ask a question and another answer it.
Answers
1.Because saving water helps to save lives.
2.He was trying to say that people mustn’t waste energy.
3.The children tell their families what they have learnt at school.
4.They have to have environmental education on the timetable.
Part IV: Listen and put the advice in the correct column.
Directionsl：
1. Ask the students to read the advice.
2. Play the recording while they just listen and focus.
3 Play the recording again for them to answer. They can then check with a partner.
4. Play it once more for them to complete, check and correct.
5. Call back the answers from the whole class.
6. Play the recording for the students to check their answers.
Answers：
Do Don’t
Plan the walk carefully.Try a new walk with a group.
Choose a starting point people can get to by bus or train Walk in hot weather
Tell people to bring a picnic lunch. Walk on the road.
Part V: Homework.
Finish all the exercises in the WB.
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