外研版初三下册Module 5教案
MODULE 5 TEACHING PLAN
Module 5 Rules and suggestions
一、题材内容
本模块话题是规则与建议，主要内容是围绕着在旅游场所及旅行中应遵守的规则及相应的建议展开的，第一单元的对话谈到游览长城时的注意事项，包括一些游览建议；第二单元的阅读课文是一篇游记，记录的是作者在野外宿营时遇到熊的惊险历程，内容生动有趣，扣人心弦，文中还融进了一些有关户外生存的建议。本模块语法复习的是情态动词。本模块紧紧围绕规则与建议这一主题展开多方面的听、说、读、写的语言实践活动,使学生由简单到复杂,渐渐感知新的语言,并通过范例,让学生复习、巩固情态动词。中教师应随时随地以课本为出发点，灵活利用各种素材，增加一些开放性的活动，把话题再扩展一些，让学生受到道德方面的教育。
目标
语言知识：
语音句子中的连读。
词汇rule, suggestion, rope, stream, clear, starving, valley, peaceful, site, gesture, stick, still, woods, hillside, sudden, blood, damage, cause, effort, fifth, order, director
词组keep to, lead the way, fall asleep, reach out, in order to
语法复习情态动词。
功能能够给指令；提出建议。
话题规则与建议。
1）语言技能：
听能听懂发出指令、提出建议的对话。
说学会发出指令，提出建议。
读能读懂描述旅游经历的文章，掌握其细节内容。进行简单的阅读技能训练
写能写出给旅游者的建议。
演示与表达 能够口、笔头表达旅游建议。
3) 学习策略：
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。
认知联系，归纳，推测等技能。观察并归纳情态动词的用法，提高自学能力。
调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际学习运用恰当词语给指令，能听懂指令；并能够提出建议。
资源通过其他资源获取更多有关旅游的简单英语。
自学策略能够根据自己的情况预习教材并进行拓展。
合作学习策略互相学习，取长补短，注意学习策略共享，能够与小组同学合作写出给旅游者的建议。
4)文化意识：
中外对比通过对旅游的介绍培养学生的环境保护意识。
5)情感态度：
通过对给指令、听懂指令表达方式的训练，培养学生礼貌使用语言的意识与能力，在表达给指令时能够照顾他人的感受；能够给出合理化建议。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务：为来中国的旅游者提建议。
教学重点和难点：
重点：1．掌握给指令、听懂指令的基本词汇，能够给指令、听懂指令，并给出合理化建议。
难点：熟练掌握情态动词的用法。
教学方法
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P―T―P”自主学习立体模式：pre-task―task-cycle―post-task。
二、教材处理
核心任务：能够运用所学句型结构给出合理化建议。三个环节如下：
pre-task：学生联系生活实际，激活背景知识。
task-cycle：通过整个模块的听说读写的训练，强化对旅游用语的表达能力，为完成任务做好铺垫。
post-task：达成任务，展示成果，反馈学习情况。
三、教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period 1: Listening and Vocabulary & Pronunciation and Speaking
Period 2: Vocabulary and Reading
Period 3: Language in use
Period 4: Writing& Around the world &Module Task
注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
Title: Module 5 Rules and suggestions
Period 1: Listening and Vocabulary and Pronunciation and Speaking
Teaching Content: Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: rule, suggestion, rope, stream, clear, starving, keep to, lead the way
Key structure: keep to (the path)
got lost
lead the way
feel tired
I’m starving!
I think that’s all. (重点)
2. Listening skill: To understand conversations of talking about rules and giving suggestions. (难点)
3. Speaking skill: To use modal verbs to give instruction. Improve the students’ speaking ability.
4. Affection and attitudes: We should be polite to the others.
Learning strategies:
Communicative and interactive and listening to the tape and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Recall what we have learned in Module 4.
Directions:
Step One: Label the pictures with the phrases.
(1) Read through the phrases in the box and have the Ss. Repeat them after you.
(2) Ask them to label them in the pictures on the screen.
(3) Make some sentences with the phrases. Ask students to speak out as many as they can.
Step Two: Talk about travel.
Ask students to speak out as many as they can.
Part II: Lead in:
Task 1: Introduce to them the new words.
Directions:
Step One: Read through the words and phrases and have the Ss. repeat them after you chorally and individually.
Step Two: Ask the students to talk about the picture in activity 1 on page 34.
Step Three: Collect some descriptions in a whole- class setting.
Step Four: Pair the Ss to discuss what else they know about the rules.
Step Five: Collect any other information they can provide from them and list them on the board.
Task 2: Work in pairs. Look at the photo, and say what rules and advice you can give to visitors to the Great Wall.
Directions:
Step One. Ask the students to get into pairs to do this, then compare their ideas with another pair.
Step Two: Call back suggestions from the whole class.
Part III: Listen and answer the questions in activity 2 on page 34.
1. Task:. To understand conversations
Directions:
● Read through the words in the box with the whole class and have them repeat them chorally and individually.
● Ask them to read through the questions individually.
● Play the recording through once while they just listen and focus.
● Play it once more for them to complete, check and correct.
● Call back the answers from the whole class, having one student ask a question and another answer it.
Answers:
1. That the trip will be dangerous.
2. He’s going to lead the group and tell them everything about personal safety.
3. At noon.
4. They should take ropes.
5. As dangerous as crossing the road.
2. Task: Listen and read:
● Ask the students to follow the conversation while you play the recording.
3. Task: activity 4 on page 35.
Directions: Read the conversation. Choose the best answer for Activity 4.
● Ask the students to do this individually; they can then check with a partner.
● Call back the answers from the whole class.
Answers
1. b 2. c 3. a 4. a 5. c
4.Task: Make notes about Mr. Jackson’s rules and suggestions in activity 5on page 35
●Ask the students to read and note individually; they can then check with a partner.
●Call back the answers from the whole class.
Answers:
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“离开， 走开”。
on one’s own 意思是“单独”。例如：
He lives on his own.
I need some time on my own.
2. You must keep to the path.
keep to 的意思是“沿着……走； 使不离开； 留在某个位置”。例如：
Let’s keep to the point or we’ll never reach any decisions.
Please keep to the left hand side of the stairs.
3. I’m starving! 我都快饿死了！
在非正式英语中，当人们想表达“非常饿”这个概念的时候， 常说“I’m starving!”例如：
What’s for lunch? I’m starving!
4. Come on! I’ll lead the way.
这里lead 表示“带（路），领（路）”。例如：
I don’t know the way, so you’d better lead.
You lead on and we’ll follow behind on the horses.
Come on 在不同的情境有不同的意思。例如：
Come on―we’re going to be late if you don’t hurry! (快点)
Your piano playing has really come on since I last heard you play. (有进步)
―It’ll take at least two hours to do this!
―Oh, come on! I could do it in 20 minutes. (得啦！算了吧！)
Part IV: Pronunciation and Speaking
Task 1 : Activity7: Say these sentences aloud.
Directions:
● Ask the students to practice this individually.
● Then ask them to say the passage to a partner. The listener should help the partner.
● Play the recording and ask them to listen.
● Play it again, pausing after sense groups for them to repeat chorally and individually.
Task 2: Activity 8: Work in pairs. Think of a trip you’re going to make. Think about a trip to:
● Ask the students to choose one of the places and discuss it in pairs.
Make a list of rules and suggestions.
● Ask the students to stay in their pairs to do this activity.
Task 3: Activity 9: Work with another pair. Find out what rules and suggestions they have made in their list.
● Ask the students to get together with a pair who did a different place and compare notes.
●They can compare notes with another pair who did the same place when they have finished.
● Call back suggestions from the whole class.
Part V: A test
Listen to the tape and translate some of the sentences into Chinese.
Homework：
Act out the short dialogue as fluently as possible.
Period 2 Vocabulary and Reading
Teaching Content: Vocabulary and Reading
Teaching Aims and Demands:
1. Language knowledge:
New words and phrases: valley, peaceful, site, gesture, stick, still, woods, hillside, sudden, blood，fall asleep (重点)
2. Reading skill: To understand the passage.
To learn to use modal verbs correctly. (难点)
Learning strategies: Communicative approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Help students to revise what is learnt in Period one of this module.
Have the Ss. talk about them chorally and individually.
Part II : Preparation
Task: Learn the new words.
Directions: Label the pictures with the words.
(1). Read through the words in the box. Have the Ss. Repeat them after you.
(2). Ss match the pictures with the words.
(3). Call back the answers from the whole class.
(4) Talk about the pictures.
Part III: Scanning and Skimming
1.Task: Activity 1: Look at the picture and answer the questions.
Directions:
Step One: The teacher ask the Ss to do this individually, then discuss their ideas with a partner.
Step Two: Call back the answers from the whole class.
Answers：
Students’ own answers
2. Task: Activity 2: Read the passage and answer the questions.
Directions:
Step One: Ask the students to do this individually; they can then check with a partner.
Step Two: Call back the answers from the whole class, having one student ask a question and another answer.
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 用在数词前，表示特指。the three of us 指的是“我们三个人”（一共就三个人）。而three of us 则说的是“我们中的三个”（不止三个人）。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. 这个小组有八个人。这八个人都知道，只有精诚合作，他们才能按时完成任务。
There are 10 people in the office and eight of them are women. 办公室里有10个人，其中八个是女士。
2. … if I reach out, I can just touch him.
这里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.
这里go表示“处于（某种状态，尤指令人生厌的状态）”，其后可以接形容词，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 在句中引导一个状语从句，表示“每次……, 每当……”。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.
这个句子中不定式作表语，又如：
To save water is to save our lives.
5. You can’t leave anything which bears might think is food.
这里which bears might think is food是一个定语从句，修饰anything。
6. 注意本课出现的表达不同时间段的短语：
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 (难点).
2. To talk about travel. (重点)
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.
MODULE 5 TEACHING PLAN
Module 5 Rules and suggestions
一、题材内容
本模块话题是规则与建议，主要内容是围绕着在旅游场所及旅行中应遵守的规则及相应的建议展开的，第一单元的对话谈到游览长城时的注意事项，包括一些游览建议；第二单元的阅读课文是一篇游记，记录的是作者在野外宿营时遇到熊的惊险历程，内容生动有趣，扣人心弦，文中还融进了一些有关户外生存的建议。本模块语法复习的是情态动词。本模块紧紧围绕规则与建议这一主题展开多方面的听、说、读、写的语言实践活动,使学生由简单到复杂,渐渐感知新的语言,并通过范例,让学生复习、巩固情态动词。中教师应随时随地以课本为出发点，灵活利用各种素材，增加一些开放性的活动，把话题再扩展一些，让学生受到道德方面的教育。
目标
语言知识：
语音句子中的连读。
词汇rule, suggestion, rope, stream, clear, starving, valley, peaceful, site, gesture, stick, still, woods, hillside, sudden, blood, damage, cause, effort, fifth, order, director
词组keep to, lead the way, fall asleep, reach out, in order to
语法复习情态动词。
功能能够给指令；提出建议。
话题规则与建议。
1）语言技能：
听能听懂发出指令、提出建议的对话。
说学会发出指令，提出建议。
读能读懂描述旅游经历的文章，掌握其细节内容。进行简单的阅读技能训练
写能写出给旅游者的建议。
演示与表达 能够口、笔头表达旅游建议。
3) 学习策略：
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。
认知联系，归纳，推测等技能。观察并归纳情态动词的用法，提高自学能力。
调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际学习运用恰当词语给指令，能听懂指令；并能够提出建议。
资源通过其他资源获取更多有关旅游的简单英语。
自学策略能够根据自己的情况预习教材并进行拓展。
合作学习策略互相学习，取长补短，注意学习策略共享，能够与小组同学合作写出给旅游者的建议。
4)文化意识：
中外对比通过对旅游的介绍培养学生的环境保护意识。
5)情感态度：
通过对给指令、听懂指令表达方式的训练，培养学生礼貌使用语言的意识与能力，在表达给指令时能够照顾他人的感受；能够给出合理化建议。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务：为来中国的旅游者提建议。
教学重点和难点：
重点：1．掌握给指令、听懂指令的基本词汇，能够给指令、听懂指令，并给出合理化建议。
难点：熟练掌握情态动词的用法。
教学方法
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P―T―P”自主学习立体模式：pre-task―task-cycle―post-task。
二、教材处理
核心任务：能够运用所学句型结构给出合理化建议。三个环节如下：
pre-task：学生联系生活实际，激活背景知识。
task-cycle：通过整个模块的听说读写的训练，强化对旅游用语的表达能力，为完成任务做好铺垫。
post-task：达成任务，展示成果，反馈学习情况。
三、教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period 1: Listening and Vocabulary & Pronunciation and Speaking
Period 2: Vocabulary and Reading
Period 3: Language in use
Period 4: Writing& Around the world &Module Task
注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
Title: Module 5 Rules and suggestions
Period 1: Listening and Vocabulary and Pronunciation and Speaking
Teaching Content: Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: rule, suggestion, rope, stream, clear, starving, keep to, lead the way
Key structure: keep to (the path)
got lost
lead the way
feel tired
I’m starving!
I think that’s all. (重点)
2. Listening skill: To understand conversations of talking about rules and giving suggestions. (难点)
3. Speaking skill: To use modal verbs to give instruction. Improve the students’ speaking ability.
4. Affection and attitudes: We should be polite to the others.
Learning strategies:
Communicative and interactive and listening to the tape and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Recall what we have learned in Module 4.
Directions:
Step One: Label the pictures with the phrases.
(1) Read through the phrases in the box and have the Ss. Repeat them after you.
(2) Ask them to label them in the pictures on the screen.
(3) Make some sentences with the phrases. Ask students to speak out as many as they can.
Step Two: Talk about travel.
Ask students to speak out as many as they can.
Part II: Lead in:
Task 1: Introduce to them the new words.
Directions:
Step One: Read through the words and phrases and have the Ss. repeat them after you chorally and individually.
Step Two: Ask the students to talk about the picture in activity 1 on page 34.
Step Three: Collect some descriptions in a whole- class setting.
Step Four: Pair the Ss to discuss what else they know about the rules.
Step Five: Collect any other information they can provide from them and list them on the board.
Task 2: Work in pairs. Look at the photo, and say what rules and advice you can give to visitors to the Great Wall.
Directions:
Step One. Ask the students to get into pairs to do this, then compare their ideas with another pair.
Step Two: Call back suggestions from the whole class.
Part III: Listen and answer the questions in activity 2 on page 34.
1. Task:. To understand conversations
Directions:
● Read through the words in the box with the whole class and have them repeat them chorally and individually.
● Ask them to read through the questions individually.
● Play the recording through once while they just listen and focus.
● Play it once more for them to complete, check and correct.
● Call back the answers from the whole class, having one student ask a question and another answer it.
Answers:
1. That the trip will be dangerous.
2. He’s going to lead the group and tell them everything about personal safety.
3. At noon.
4. They should take ropes.
5. As dangerous as crossing the road.
2. Task: Listen and read:
● Ask the students to follow the conversation while you play the recording.
3. Task: activity 4 on page 35.
Directions: Read the conversation. Choose the best answer for Activity 4.
● Ask the students to do this individually; they can then check with a partner.
● Call back the answers from the whole class.
Answers
1. b 2. c 3. a 4. a 5. c
4.Task: Make notes about Mr. Jackson’s rules and suggestions in activity 5on page 35
●Ask the students to read and note individually; they can then check with a partner.
●Call back the answers from the whole class.
Answers:
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“离开， 走开”。
on one’s own 意思是“单独”。例如：
He lives on his own.
I need some time on my own.
2. You must keep to the path.
keep to 的意思是“沿着……走； 使不离开； 留在某个位置”。例如：
Let’s keep to the point or we’ll never reach any decisions.
Please keep to the left hand side of the stairs.
3. I’m starving! 我都快饿死了！
在非正式英语中，当人们想表达“非常饿”这个概念的时候， 常说“I’m starving!”例如：
What’s for lunch? I’m starving!
4. Come on! I’ll lead the way.
这里lead 表示“带（路），领（路）”。例如：
I don’t know the way, so you’d better lead.
You lead on and we’ll follow behind on the horses.
Come on 在不同的情境有不同的意思。例如：
Come on―we’re going to be late if you don’t hurry! (快点)
Your piano playing has really come on since I last heard you play. (有进步)
―It’ll take at least two hours to do this!
―Oh, come on! I could do it in 20 minutes. (得啦！算了吧！)
Part IV: Pronunciation and Speaking
Task 1 : Activity7: Say these sentences aloud.
Directions:
● Ask the students to practice this individually.
● Then ask them to say the passage to a partner. The listener should help the partner.
● Play the recording and ask them to listen.
● Play it again, pausing after sense groups for them to repeat chorally and individually.
Task 2: Activity 8: Work in pairs. Think of a trip you’re going to make. Think about a trip to:
● Ask the students to choose one of the places and discuss it in pairs.
Make a list of rules and suggestions.
● Ask the students to stay in their pairs to do this activity.
Task 3: Activity 9: Work with another pair. Find out what rules and suggestions they have made in their list.
● Ask the students to get together with a pair who did a different place and compare notes.
●They can compare notes with another pair who did the same place when they have finished.
● Call back suggestions from the whole class.
Part V: A test
Listen to the tape and translate some of the sentences into Chinese.
Homework：
Act out the short dialogue as fluently as possible.
Period 2 Vocabulary and Reading
Teaching Content: Vocabulary and Reading
Teaching Aims and Demands:
1. Language knowledge:
New words and phrases: valley, peaceful, site, gesture, stick, still, woods, hillside, sudden, blood，fall asleep (重点)
2. Reading skill: To understand the passage.
To learn to use modal verbs correctly. (难点)
Learning strategies: Communicative approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Help students to revise what is learnt in Period one of this module.
Have the Ss. talk about them chorally and individually.
Part II : Preparation
Task: Learn the new words.
Directions: Label the pictures with the words.
(1). Read through the words in the box. Have the Ss. Repeat them after you.
(2). Ss match the pictures with the words.
(3). Call back the answers from the whole class.
(4) Talk about the pictures.
Part III: Scanning and Skimming
1.Task: Activity 1: Look at the picture and answer the questions.
Directions:
Step One: The teacher ask the Ss to do this individually, then discuss their ideas with a partner.
Step Two: Call back the answers from the whole class.
Answers：
Students’ own answers
2. Task: Activity 2: Read the passage and answer the questions.
Directions:
Step One: Ask the students to do this individually; they can then check with a partner.
Step Two: Call back the answers from the whole class, having one student ask a question and another answer.
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 用在数词前，表示特指。the three of us 指的是“我们三个人”（一共就三个人）。而three of us 则说的是“我们中的三个”（不止三个人）。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. 这个小组有八个人。这八个人都知道，只有精诚合作，他们才能按时完成任务。
There are 10 people in the office and eight of them are women. 办公室里有10个人，其中八个是女士。
2. … if I reach out, I can just touch him.
这里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.
这里go表示“处于（某种状态，尤指令人生厌的状态）”，其后可以接形容词，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 在句中引导一个状语从句，表示“每次……, 每当……”。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.
这个句子中不定式作表语，又如：
To save water is to save our lives.
5. You can’t leave anything which bears might think is food.
这里which bears might think is food是一个定语从句，修饰anything。
6. 注意本课出现的表达不同时间段的短语：
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 (难点).
2. To talk about travel. (重点)
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.
