M1U3

8B Module 1 Nature and environmentUnit 3 ElectricityThe First Period ReadingLanguage Targets:1.To activate the knowledge to help the students understand the text.2.To help the students build up new vocabulary3.To enable the students to understand the reading materialAbility Targets:To improve the students’ reading skill and help the students learn to cooperate with each otherEmotion Targets:To help students know the importance of electricity and be careful with it..Language focus:1. Vocabulary:1) servant, electricity, trick, foolish, wire, flow, meter, measure, bill, monthly, explanation, scratch,invisible, energy, bulb, connect, bury, politely, grin, contain.2) at last, flow through, get a bill for, in a way, be careful with,, be connected to, be buried under,make electricity.2. Function: You must always be careful with it.May I have my packet of electricity, please?Teaching aids:1. A recorder, a cassette2. S tudent’s book 8B page33Teaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-task preparation 1. Introduce someelectrical appliances.Exercise A:Have a discussion.1.Do you know thesethings?2.What can they do?3.What common points arethere among them?Make theatmosphere ofEnglish.2.Four forms of energythat electricity canchange into.1.Think:What forms ofenergy can they changeelectricity into?2.Match the kinds ofenergy in the box with thethings in the pictures.Watch each clip carefully,Learn fourforms of energythat electricitycan changeinto.3. Watch three short clips of video and try to answer the questions. try to remember every itemappeared in the video,thenanswer the questionappears at the end of eachclip.Help studentsknowsomethingabout diaries.II. While- taskprocedure1. After reading the title,the first and last twoparagraphs and thepictures, try to get ageneral idea of thetopic.Ask Ss to look at the title,the first and last twoparagraphs and the picturesand then answer thequestions.Help Ssunderstand thearticle easily.This is part of theskill of predicting,It is good for Ss tomake intelligentguesses aboutwhat might be inthe article.2.Learn some vocabularies. 1.Find the words andphrases in Column A in thestory and match them withthe meanings in Column Be the words andphrase in the box tocomplete the followingsentences.plete the sentenceswith proper wordsaccording to the meaningsgiven in the brackets.Learn the newvocabulary ofthe unit.3. Learn the text. 1．Read the story fromparagraph 5 to paragraph13 on page 33 and find outhow electricity comes topeople’s homes. Make aflow chart to show theprocedure.2.The diagram belowshows how electricity getsto Benny’s flat. Choose theright words from the boxto name the things in thediagram. The first one hasbeen done for you.3.Now read the story inCheck theunderstanding of the text..Train the Ss’reading skillsdetail (Divide it into three parts) and then answer the questions.4.Read the text together.5.Synopsis by paragraph.III. Post-taskactivityRetell the story. 1.Work in groups offour. Act out the storyamong Daisy, Benny,Dad and Mum.2.Look at the followingdiagram and say howelectricity comes to ourhomes in your ownwords.Morespeakingpractice.IV. AssignmentWorkbook 8B, pages23 and 24.教学反思：Second Period Grammar ALanguage Targets:1.To learn the use of the modal verbs such as “can”“must” and “may”.Ability Targets:1. To be able to use “can”“must” and “may” correctlyLanguage focus and difficult points:1. The uses of the modal verbs such as “can”“must” and “may”.Teaching Aids:1. Student’s Book 8B page36、37、38.2. Multi-mediaTeaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-taskpreparation Make some sentences Make some sentenceswith the modal verbssuch as “can”“must”and “may”.Let students befamilar with themodal verbsII. While- taskprocedure1. The use of can andcannot.2.The use of must andmust not. 1. We use can andcannot (can’t) to saywe are able or notable to do things.Can you get me apacket of electricity,please?I can count.You cannot spell.Can they dance?Yes, he can./No, shecan’t.2.Tips:When we use modalverbs as can andcannot with otherverbs, the verbsfollowing the modalverbs do not changetheir form.3. Read what Tomand Ann say about themselves.Then say if thestatements below areT (True) or F (False).1.We use must andmust not (mustn’t)to tell people whatdo to or what not todo.2.Tips:When giving anegative reply,mustn’t can bereplaced withneedn’t when there isno reason to doRevise thebasic use ofthe use ofcan.To haveexercises fordifferent usesof can.To have generalideas of the useof must..3.The use of may and may not.something,3.We often use signsas well as words totell people what to door what not to do.4. Work in pairs toexplain these signs.S1 says the sentencesto S2. S2 gives theletters of the signs.1.We use may andmay not to ask forand give permission.We also use can andcannot (can’t) forthe same reason.2.Do some exercises.To havegeneral ideas ofthe use of may.III. Post-taskactivity Complete thenewspaper report. 1.Benny is asking hissister some questions.What is he askingher? Make questionsfor Benny. Use Mayor Can and wordsfrom the box.2.Ask properquestions accordingto the givensituations, using Mayor Can.Examinewhether Sshave graspedthe use of themodal verbslearned in thislesson.IV. Assignment Workbook 8B, pages18 and 19. To have more practice of the use of “can”“must”and “may”.教学反思：Third Period Grammar BLanguage Targets:1. To learn to use the object clauses introduced by that and ‘wh-’words c orrectly.Ability Targets:1. To be able to use the object clauses introduced by that and ‘wh-’words c orrectly. Language focus and difficult points:1.The tips of the object clauses introduced by that and ‘wh-’words.Teaching Aids:1 Student’s Book 8B page39、40.2.Multi-mediaTeaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-task preparationIntroduction:object clausesShow the example:Daisy thinks that she canbuy electricity in packets,like sweets.Get studentsinterested in thetopicII. While- task procedureExplain thegrammar.1.Object clausesintroduced by that2.Object clausesintroduced by‘wh-’words.1. We use certain verbsfollowed by that plus anobject clause to say whatwe know, think, believe,2.We often omit that inspeech.We use some other verbs,e.g., tell, hope, notice,agree.3.An object clause canalso follow someadjectives such ascertain, sure and afraid.4.Benny is taking notesabout living on Mars.Read his notes and writean ‘O’ for a sentence thathas an object clause andan ‘N’ for a sentence thatdoes not.5.Work in pairs and telleach other some factsabout electricity. Use thetable below to help you.6.Work in pairs. S1 tellsS2 what he/she andother people eat. S2looks at the healthyeating table belowand gives a suitable reply.The first one is done foryou.1.We can use a ‘wh-’word to introduce anobject clause when itexpresses a ‘wh-’question.2.When we use a ‘Wh-’question as an objectclause, we change it intoHelp Ss tolearn how touse the objectclauseintroduced bythat correctlyPractice usingthe objectclauseintroduced bythat.Help Ss tolearn how touse the objectclauseintroduced by‘wh-’wordscorrectlya statement.3.If the question word is the subject of anobject clause, we don’thave to change the Wh- question into a statement.e.g.We do not change the sentence orders as follows:Can you tell me what’s the matter with Tom?I want to know what’s the problem with my watch.4.Rewrite the sentences into object clauses.5.Mr Jiang has got a robot. Danny has some questions about it. Complete what Danny has written down in his notebook with object clauses. Practice using the object clause introduced by ‘wh-’words.III. Post-taskactivity More languageinput. We cannot use think orbelieve with a negativeobject clause.e.g.1.I think (that) his idea isnot right.(×)I don’t think (that) hisidea is right.(√)2.I believe (that) hedidn’t give a wronganswer. (×)I don’t believe (that) heg a ve a wrong answer.(√)Moreattention tothe objectclausesIV. Assignment Workbook 8B,pages 20, 21 and22.教学反思：Fourth Period ListeningLanguage Targets:1. To learn to catch the main information you need while listening.2.To act out the dialogue between an electrician and a woman about a fault in her flat. Ability Targets:1. To be able to get some information through listening to an articleEmotion Targets:1. To know some common knowledge on using electricity.Language focus:1.V ocabulary: kettle, vacuum cleaner, rice cooker, iron2. Functions: The lights was on/ off.Teaching aids:1. Student’s Book 8B page41.2. Multi-mediaTeaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-taskpreparation 1. Look at the picturreand find 12 electricalappliances in thispicture, then makesentences. 1.Find 12 electrical appliances.2.Make a list andwrite a sentenceabout each one. Useeither of thesepatterns:We use a … to +infinitiveWe use a kettle toboil water.We use a … for +To motivatethe students’interest byguessing theelectricalappliancesReview thestructureslearnedbefore.-ingWe use a kettle for boiling water.II. While- task procedure 1. Know the electricalappliances in Benny’sflat.Listen to theconversation betweenthe electrician andBenny’s mother. Theyare trying to find outwhich things wereswitched on or offwhen the electricitystopped.Name the electricalappliances in Benny’sflat.1.Make sure thestudents understandthe situation. InBenny’s flat, there isone faulty appliance.This sometimescauses all theappliances to gooff. An electrician hascome to deal with thisproblem.2.Play the recordingtwice and thestudents circle ON orOFF below thepictures.3.Check the answerswith the students.4.Listen and repeatthe conversationDevelop thestudents’listeningskill.III. Post-taskactivity Show timeAct out the conversation between Benny’s mother andthe electrician according to the pictures on the right.MorespeakingpracticeIV. AssignmentWorkbook 8B, page23.教学反思：The Fifth Period SpeakingLanguage Targets:To practise ways of pronouncing a word ending with a consonant sound together with a word starting with a vowel sound.Ability Targets:To teach the students to use electricity safely at home.Language focus and difficult points:1. The way of pronouncing word linking.2. Phrases: turn on the water heater, give the puppy a bath,look through the peephole.Teaching Aids:1. Student’s Book 8B page42、43.2. Multi-mediaPROCEDURECONTENTS METHODS PURPOSEI.Pre-task preparation Word linking Explain what word linkingmeans here to the students.When we say a word ending with aconsonant sound together with aword starting with a vowel sound,we often move the final sound in thefirst word to the beginning of thesecond word.Help students knowwhat word linkingmeansII.While-taskprocedure1.Practice sayingthese phrases andsentencestogether. 1.Play the recordings ofExercises A1 and A2. Thestudents listen and repeat.A1:not at allfor a long timein an hourfar awaya pair of shoesall over the worldA2: I’m afraid.Students practisespeaking skillsLet the students useword linking2. Speak up Safety first.Take a look at it.Think about it.Eat an orange.2.Give the students more timeto practise saying the phrasesand sentences in Exercises A1and A2. Then ask a fewstudents to read them individually to see whether theylink the words correctly.Following the given conversation between Johnnyand his dad in the Student’sBook on page 42, the studentsshould work in pairs to produceshort dialogues according to thepictures on page 43.correctly.III.Post-task activitiesV. Assignment situations. Have adiscussion.Practise sayingthe phrases andsentencesAsk the students list moreeveryday situations whichmight be dangerous in someway and remind the students ofthe correct procedures whichshould be followed in theseSs practice speakingEnglish and it canarouse their interest.教学反思：The Sixth Period WritingLanguage Targets:1. To practise making rules for offices and schools.2. To review the modal verbs.Emotion Targets:1. To know the “must” or “must not” rules.Language focus and difficult points:1.The modal verbs.2. Vocabulary: read comics, lean out of, properly, customersTeaching Aids:1. Student’s Book 8B page 44、45.2. Multi-mediaPROCEDURE CONTENTS METHODS PURPOSEI.Pre-task preparation 1、Look at thepicturecarefully andfind out whatthings thestaff havedone wrong.1.Tell the students to find outwhat things the staff have donewrong.Let the students knowwhat should be doneand what shouldn’t bedone in the office.II.While-task procedure 1. To doExercise A:Make somerules for thestaff.2. To doExercise B, ask2.Ask the students to work outthe office rules and decide whichrules belong to category a andwhich to category b.a rules: to encourage people tobehave in a way that isright;b rules :to stop people from doingbad or even dangerousthings.These rules are a rules:numbers___________________.These rules are b rules:numbers___________________.Daisy is a student at Highfield School.Her teacher is asking the students toLet the studentsexpress their own ideasin English and helpthem learn more aboutoffice rules.Practise makingschool rules by usingthe students to work in pairs to think of rules for a school.Then ask them to write out the must/must not rules individually. make some rules for the school. Workin pairs to make ten rules. The rulescan be about anything you like, forexample, about classrooms, corridors,the playground, uniforms and so on.Use the following title and headings.Highfield School rules:Students mustStudents must notthe skill, vocabularyand knowledge learnedIII.Post-task activitiesMake classrules after adiscussion.Work alone. Think over a rule whichyou believe to be the most importantto your class (either for the wholeclass or a particular group ofstudents). Then write them on theblackboard and choose the five mostpopular rules by vote to become theclass rules for the next periodPractise writing skillsV. Assignment Workbook 8B, page 25.教学反思：The Seventh Period More PracticeLanguage Targets:1. To learn more about the uses of electricity.Ability Targets:1. To be able to get some information about electricity.2. To express their ideas in English fluently.Emotion Targets:1. To be taught to save electricity in everyone’s daily life.Language focus and difficult points:V ocabulary: imagine, refrigerator, entertainment, chop, churn.Teaching Aids:1. Student’s Book 8B page46.2. Multi-mediaTeaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-taskpreparation1.Review the wordslearned in this unit.2. plete thesentences with thewords from the box.e the dictionaryand find out whatthese five wordsmean.Check theunderstandingof the wordsin this unit.II. While- task procedure 1. Discuss theimportance ofelectricity.2. Learn the articleabout electricity.Discuss with yourclassmates.What would ourlives be like withoutelectricity?1.Read the the article,then match these wordswith their meanings.2. Read the the articleagain and answer thequestions.3.Work in pairs. ListTry toarouse thestudents’interest ofspeakingEnglish.Help thestudents tounderstandthe newwords better.To get somefour of the uses of electricity mentioned in the passage and add two more of your own to the list. information the use of electricity.III.Post-taskactivity Have a discussion：How to save electricity 1.Look at the picturesbelow. Work in pairsand discuss what wemust and must not doto save electricity.2. The followingpictures show that thepeople in the pictureshave done somethingwrong. Discuss andpoint them out.To showstudents’ownideas aboutsavingelectricity.IV. Assignment Retell the passage. 教学反思：。