Unit 19 A visit to an island

Lesson 73教学设计方案

Teaching Objectives: Enable the students to make suggestions and respond to suggestions; grasp the language points in the dialogues, especially the three forms of adjectives.
Language Focus: bring food for a picnic, be there on time, We’d better not do. ...We’ve never been there before, island, far( farther, farthest)
Properties: Tape-recorder, A picture, Overhead projector
Teaching Procedures:
　　I. Organizing the class
　　Ask the students to get ready for class. Greetings between the teacher and the students and a duty report.
　　II. Revision
　　1. Check homework.
　　2. Write the days of the week on the blackboard. Tell the students to choose an activity for each day. Give an example; “Let’s go shopping on Saturday!” Get the students to respond “Good idea!” or “I’m sorry. I’m not free.” etc. Ask the students to make more suggestions using “Let’s, Shall we. . ., Why don’t we..., How about. . . ?”
　　Write down the different activities for each day.
For example:

　　T: Then do the practice.
　　III. Read and act
　　1. Play the tape for the first dialogue. Ask the students the following questions.
　　(1) Where are Bruce and Bill going at the weekend?
　　(2) What are they going to bring?
　　(3) When and where will they meet?
　　2. Help the students to answer the questions and let them guess the meaning of “picnic”.
　　3. Ask the students to listen to the dialogue again and retell the dialogue.
　　4. Emphasize the language points: food for a picnic, be there on time, Don’t be late.
　　5. Ask the students to read the dialogue after the tape.
　　6. Pair work: Let the students work in pairs to act out the dialogue.
　　IV. Presentation
　　1. Show the students a picture like the one in the book and talk about the picture. Teach the word “island/5ail[nd/”
　　2. Get the students to give as much information as they can.
　　(1) How many islands can you see?
　　(2) Which is nearer? Which is farther? Which is the farthest?
　　(3) Where are the children?
　　(4) Where are they going?
　　(5) How many children are there in the boat? etc.
　　V. Practice
　　T: Ask three students (A, B and C) to come to the front and to stand one next to each other, close to the teacher, like this:
　　T________A________B________C
　　Help the students to talk about the distance, using near, nearer, nearest and far, farther, farthest.
　　VI. Read and act
　　1. Play the tape for the second dialogue and ask the students to find the answers to the following questions.
　　(1) Which island will they go to?
　　(2) Do the children agree with each other?
　　2. Help the students to answer the questions.
　　3. Play the tape again and ask the students to retell the dialogue.
　　4. Ask the students to pay attention to ways of making suggestions:
　　Let’s. . . ,Why don’t. . . ,How about. . . ,We’d better not. . . .
　　5. Ask the students to read the dialogue after the tape.
　　6. Practise the dialogue in pairs and ask some pairs to act it out.
　　VI. Exercises in class
用所给词的适当形式填空。
　　1. Who looks ________, Tom or Jack? (old)
　　2. This bike is cheap, but that one is________. (cheap)
　　3. This picture is _________ of the three. (good)
　　4. Now the farmers are _________ than before. (busy)
　　5. Which of the two cities is _________ away? (far)
　　6. China is one of_________ countries in the world. (large)
　　7.Things are getting ________ than before, (bad)
　　8. It is much _________ today than yesterday, isn’t it? (hot)
Keys: 1.older  2.cheaper  3.the best  4.busier  5.farther  6.the largest  7.worse  8.hotter
　　VII. Homework
　　1. Make a dialogue, making suggestions to do something and giving responses.
　　2. Finish exercises on page 85.
　　3. Recite the dialogues in the book.
　　IX. Summary
　　1. 我们带上野餐食物吗？ 
　　_________ we ________ _________ _________ a picnic?
　　2. 别迟到。
　　Don’t ________ ________.
　　3. 我将按时到好儿。
　　I’ll________ _________ ________ _______.
　　4. 为什么我们不先去远一点的岛？
　　________ _________ we go to _________ _________ island?
　　5. 最远的那个岛怎么样？它更有意思。
　　_________ _________ _________ _________ island? It’s _________ _________.
　　6. 我们最好别去那儿。
　　We ________ ________ ________ go there.
　　7. 小一点儿的岛更近，而且我们以前也未去过。
　　_________ _________ island is ________, and we ________ _________ _________ ______.
Keys: 1.Shall, bring food for  2.be late  3.be there on time  4.Why don’t, the farther How/What about the farthest, more interesting  6.had better not  7.The smaller, nearer, have never been there before
　　X. Writing on blackboard

Lesson 73多媒体教学设计方案

Teaching Objectives:
　　1.Revise making suggestions and respond to suggestions;
　　2.Grasp the language points in the dialogues, especially the three forms of adjectives；
　　3.The expressions of distance.
Language Focus:
　　bring food for a picnic, be there on time, We’d better not do. ...We’ve never been there before, island, far (farther, farthest)
Teaching Procedures:
导入：
　　（录像演示）复习以前的表达提建议和应答用语引入本课Read and act部分：孩子们约定上岛。
新课：
　　Presentation
　　（图片）教学新单词：island。
　　Read and act
　（录像演示）观看情景对话，让学生了解对话的内容。然后问学生关于对话的几个问题：
　　1. Where are Bruce and Bill going at the weekend?
　　2. What are they going to bring?
　　3. When and where will they meet?
分析对话中的语言点：
辨析bring和take的用法差异：
　　bring表示“带来、拿来”，指从别处朝说话人所在的地方“带来”。与bring相对应的词是take，表示“带走，拿走”，指从说话人所在的地方“拿走”。如：
　　Bring your homework here tomorrow, please. 明天请把你的家庭作业带来。
　　Take it away, please. 请把它拿走。
辨析on time 和 in time
　　on time = to arrive at the right, exact moment, at the time agreed, 意思是“按时，准时”，指按规定的时间到达，不迟到。如：
　　(1) I hope the train will leave the station on time.我希望火车能准时发车。
　　(2) The meeting will start at ten tomorrow morning. Please be on time. 明天十点开会，请准时到。
　　in time = to arrive before something happens，意思是“及时，及早”，指没有错过。如：
　　(1) We got to the station in time for the train. 我们到达火车站正好(及时地)赶上了火车。
　　(2) The doctor came in time to save the child. 医生及时到达救治了孩子。
　　Presentation
　　（图片）让学生看着图，比较图中三个岛的距离远近教学单词farther和farthest。然后让学生回答下列问题：
　　How many islands can you see?
　　Which is near?
　　Which is farther/the farthest?
　　Where are the children?
　　What are they doing?
　　利用物体的位置表达距离的远近的表达法。
　　Read and act
　　(录像演示) 让学生观看对话，找出：Which island will they go to?（Key: the nearest/smallest island）
　　（学生活动）找出表示提建议的表达法：
　　Let’s. . . ,Why don’t. . . ,How about. . . ,We’d better not. . . .
　　（课件演示）Read the dialogue
　　（学生活动）Practise the dialogue 展示图片让学生根据图片表演对话。
　　Practise
　　Answer the questions:
　　1.Where are the children going?
　　2. When and where are they going to meet?
　　3. Which island are the children going to?
　　4. Have they been there before/
　　5. Do you often go out for fun at weekends?
Exercises
用所给词的适当形式填空。
　　1. Who looks ________, Tom or Jack? (old)
　　2. This bike is cheap, but that one is________. (cheap)
　　3. This picture is _________ of the three. (good)
　　4. Now the farmers are _________ than before. (busy)
　　5. Which of the two cities is _________ away? (far)
　　6. China is one of_________ countries in the world. (large)
　　7.Things are getting ________ than before, (bad)
　　8. It is much _________ today than yesterday, isn’t it? (hot)
Keys: 1.older  2.cheaper  3.the best  4.busier  5.farther  6.the largest  7.worse  8.hotter

Homework
　　1. Make a dialogue, making suggestions to do something and giving responses.
　　2. Finish exercises on page 85.
　　3. Recite the dialogues in the book.
　　4. Finish off the workbook exercises.

Lesson 74教学设计方案

Teaching Objectives; Enable the students to understand the passage and grasp the language points in the text; retell the passage.
Language Focus:
　　pull. . .out of, alone, take. . .back to, pull. . .up from, all by ourselves, not. . .until, push, feel a little afraid, no longer. Don't be afraid.
Properties: Tape recorder. Pictures, Overhead projector
Teaching Procedures:
　　I. Organizing the class
　　1. Ask the students to get ready for class.
　　2. Greetings between the teacher and the students.
　　3. A duty report.
　　II. Revision
　　Get some students to perform the dialogues of Lesson 73 and the dialogues made by themselves for homework.
　　III. Leading-in
　　1. Ask the students which island did the children go to?
　　2. Ask some pre-reading questions:
　　(1) Do you like to go to strange places? Why?
　　(2) What do you think will happen on the island?
　　(3) How do you feel when you're alone somewhere? Are you afraid?
　　(4) Describe the picture in the book in details.
　　3. Get the students to discuss and answer the above questions.
　　IV. Read and act
　　1. Ask the students to read the passage silently, bearing the following questions in mind:
　　(1) Why did they put the picnic basket under a big tree?
　　(2) Does anybody live on the island?
　　(3) Who took away their picnic basket?
　　2. Get the students to answer the reading comprehension questions.
　　3. Play the tape for the students to practise reading aloud.
　　4. Practice
　　(1) Divide the class into seven teams. One of them plays the part of a narrator. The others play Ah Fang, Ann, Lucy, Jim, Kate and Bruce.
　　(2) Read the passage in roles.
　　(3) The students work by themselves and try to retell the passage.
　　(4) Call 2 ~ 3 students to retell the passage.
　　V. Teaching language points
　　1. pull. . . out of←→pull. . . into
　　(1)The children pulled the boat out of the river together.
　　（2) The circus pulled out of (= leave/left) the park tonight.
　　2. pull. . .up from
　　They pulled the boat up from the river.
　　3. get/keep + adj.
　　(1) Your hair gets grey as you get older.
　　(2) It gets cooler and cooler when autumn comes.
　　(3) We put the ice cream in the refrigerator to keep it cool.
　　(4) Doing more sport can keep you healthy.
　　4. alone/lonely
　　(1) Although he is alone at home, he doesn't feel lonely.
　　(2) When my husband isn't with me for a long time, I feel lonely.
　　(3) The old man likes to stay alone.
　　5. by oneself
　　(1) His parents often leave him to stay by himself, because they are always busy with their work.
　　(2) Can you do it all by yourself?
　　(3) He learned English all by himself.
　　(4) Senior students should know how to learn by themselves.
　　(5) They finished building the road all by themselves.
　　6. go for a walk
　　(1) They often go out for a walk after supper.
　　(2) Going for a walk is a kind of sport.
　　7. pick bananas →pick + fruit
　　8. no longer = not. . . any longer; not. . . any more
　　(1)She no longer works in that factory. = She doesn’t work in that factory any more/longer.
　　(2) I can no longer help you.
　　(3) I no longer live there.
　　(4) We’re no longer students.
　　9. not. . . until
　　(1)I don't know it until you tell me. = I know it after you tell me.
　　(2)We won't start until Jim comes. = We'll start after Jim comes.
　　(3)He didn't arrive until ten o'clock. = He arrived after ten o'clock.
　　(4)I didn't go home until the rain stopped.
　　(5)I wasn't asleep until eleven o'clock last night.
　　VI. Exercises in class
　　根据句意在空格上填入适当的词。
　　1. It’ hot today. The children go out for a picnic. They want to keep the food _________, so they put the picnic basket under a tree so that the food won't get_________.
　　2. The children pulled the boat ________ ________ the water and looked ________ the island.
　　3. It’s great that we re all by ________ and nobody will disturb us.
　　4. The teacher asked the monitor to take the exercise books _________ _________ his office.
　　5. I feel a little _________ when I'm _________ at home at night.
Keys: 1 cool, hot  2.up from/out of, around  3.ourselves  4.back to  5.afraid, alone
　　VII. Homework
　　1. Finish exercises on page 86.
　　2. Make sentences with “no longer, not. . .until, alone/lonely, get/keep + adj. and by oneself”.
　　3. Read the passage.
　　VIII. Summary

    Keys: 1.C(pick)  2.C(for a walk)  3.C(be afraid)  4.A(lonely)  5.A(push)  6.A(no longer) 7. A( didn’t get up)
　　IX. Writing on blackboard

Lesson 75　教学设计方案

Teaching Objectives: Enable the students to grasp the usage of indefinite pronouns.
Language FOCUS: Indefinite pronouns= anything/something/nothing/everything, nobody/any /somebody/everybody, anyone/someone/everyone, anywhere/somewhere/everywhere     solve problems, sooner or later, too. . .to
Properties: Tape-recorder, Overhead projector
Teaching Procedures:
　　I. Organizing die class
　　1. Ask the students to get ready for class.
　　2. Greetings between the students and the teacher.
　　3. A duty report.
　　II. Revision
　　Call 2 ~ 3 students to talk about the text learned in the last period, using their own words.
　　III. Leading-in
　　1. Help the students to use their imagination to think: What happened to the children’s picnic basket? Are they alone on the island?
　　2. Ask the students to talk about the picture at the top of page 23.
　　IV. Dialogue practice
　　1. Play the tape for the dialogue and ask the students to repeat each sentence they hear.
　　2. Ask the students to read the dialogue after the tape.
　　3. Pair work: Ask the students to work in pairs and make dialogues with the given words in the box.
　　4. Point out “anything” “something” “nobody” and “somebody” and ask the students to find out how to use them.
　　5. Help the students to make sentences with the indefinite pronouns.
　　6. Ask the students to recite the dialogue in pairs.
　　V. Puzzle dialogues
　　1. Ask the students to finish the puzzle dialogues exercises by themselves.
　　2. Check the answers with the students.
　　VI. Teaching language points
　　1. too.. .to
　　(1) The ice is too thin for us to skate on.
　　(2) It’s never too old to learn.
　　(3) After running 1500 metres, he was too tired to breathe.
　　2. solve problems→answer questions
　　　Can you solve these problems?
　　3. sooner or later
　　(1) Sooner or later, you’ll realize the importance of English.
　　(2) Sooner or later, you’ll be glad of it.
　　(3)I’ll tell you, sooner or later, the fact of that thing.
　　VII. Read and say
　　1. Play the tape and ask the students to repeat each sentence they hear.
　　2. Ask the students to suppose they were the people in the picture at the bottom of Page 23 and make a dialogue.
　　3. Ask the students to read the dialogue after the tape.
　　VIII. Exercises in class
　　1. He got up at 8:00.He didn’t catch the bus. (用too. . .to改写)
　　2. Can you hear anything? (改为否定疑问句)
　　3. I can hear something. (改为否定句)
　　4. I can find it somewhere. (改为否定句)
　　5. Somebody is sick. (改为疑问句)
　　6.They’re playing a game. (画线提问)
Keys:
　　1. He got up too late to catch the bus.
　　2. Can’t you hear anything?
　　3. I can’t hear anything.
　　4. I can’t find it anywhere.
　　5. Is anybody sick?
　　6. What are they doing?
　　IX. Homework
　　1. Finish exercises on page 87.
　　2. Make a dialogue, using the affirmative, interrogative and negative forms of indefinite pronouns.
　　3. Recite the first dialogue of Lesson 75.
　　X. Summary
　　选择能在意思上解释画线部分的正确答案。
(     )1. The children are not alone.
　　　 A. by themselves         B. lonely         C. happy
(    )2.There’s nobody else on the island.
　　　 A. not anybody          B. somebody      C. everybody
(    )3.Who can solve this problem?
　　　A. difficulty             B. question       C. answer
(    )4. No one is sick.
　　　A. fine                 B. ill            C. sad
(    )5. Sooner or later, you’ll find it somewhere.
　　　 A. Soon               B. Later         C. Someday in the future
Keys: 1.A  2.A  3.A  4.B  5.C
XI. Writing on blackboard

Lesson 76教学设计方案

Teaching Objectives: Develop the students’ four skills of listening, speaking .reading and

writing; Revise the whole unit.
Language Focus: get back, run after, run away, eat up, drop/fall, bring/take/get/carry/fetch
Properties: Tape-recorder. Overhead projector
Teaching Procedures:
　　I. Organizing the class
　　1. Ask the students to get ready for class.
　　2. Greetings between the teacher and the students.
　　3. A duty report.
　　II. Revision
　　1. Revise the knowledge learnt in the last period.
　　2. Ask the students to say out the dialogue they prepared.
　　III. Leading-in
　　1. Remind the students going to the monkey island:
　　(l) Do you still remember what happened to them?
　　(2) Who took away their picnic basket?
　　2. Ask the students to look at the picture in the book and discuss the picture in groups of four.
　　3. Each group presents their opinions.
　　IV. Reading
　　1. Ask the students to go over the reading passage quickly and see whether their opinions are correct.
　　2. Ask the student to answer the following reading comprehension questions.
　　(1) Who took away the children’s basket?
　　(2) Did they get their picnic basket back?
　　(3) Can they go back home? Why or why not?
　　3. Ask the students to read after the tape.
　　4. Ask the students to work in groups and act out the passage.
　　5. Ask the students to retell the passage.
　　V. Teaching language points
　　1. get. . . back
　　The children got back their basket before the monkey ate up the food.
　　2. run after sb./sth. = chase; try to catch
　　The dog was running after a rabbit.
　　run after = go after to get the attention of
　　She runs after every good-looking man in the village.
　　3. eat up
　　He was so hungry that he ate up the food.
　　4. drop and fall
　　(1) drop可作vt. 而fall不能。表示无意或故意“掉下”某一物体，或故意“跌倒”时，用drop, 不用fall。
　　①The Class 2 runner dropped his stick on the ground.
　　②He dropped his shoes on the floor.
　　③She was tired and dropped herself into the chair.
　　(2)drop和fall都可作vi., 表示“掉下”，“落下”。
　　①The glass dropped( fell) out of her hand.
　　②He dropped( fell) to the ground.
　　5.bring.take,get 和carry 的区别
　　这几个词都有“拿”“带”等意思，但用法上有很大区别：
　　(1) bring: 从别处把某人或某物“带来”或“拿来”。
　　①He brought a friend with him.
　　②Be sure to bring your textbook next time, will you?
　　(2)take: 从这里把某人或某物“带走”“拿走”。
　　①They took the man to hospital at once.
　　②Take this empty box away and bring me a full one.
　　(3)表示专程到别处去把某人或某物“带来”“请来”“拿来”“取来”，常用go and get.
　　①Go and get a doctor quickly.
　　②Would you please go and get me some chalk?
　　(4) carry：“携带”“提、扛、抱、抬、载运”，具负重含义，不表固定方向。
　　①Let me carry this bag for you.
　　②He was carrying a box on his shoulder.
　　（5)fetch:接来人，取事物= go for and bring back(sb. or sth. )
　　①Fetch a doctor at once.
　　②Please fetch the children from school.
　　VI. Listening practice
　　1. Pre-listening
　　Tell the students what they’re going to listen to.
　　2. While-listening
　　Ask the students to bear the listening comprehension questions on page 88 in mind.
　　3. After-listening
　　Check the comprehension questions.
　　VII. Listening and Writing
　　1. Ask the students to listen to the teacher and fill in the blanks on Page 24. (3 times)
　　2. Check the answers.
　　3. Ask the students to draw a map as they have written.
　　4. Call 2 - 3 students to draw on the blackboard.
　　VIII. Speaking
　　Read and repeat exercise 5.
　　IX. Exercises in class
　　根据句意填上一个适当的介词。
　　1. The children began to look ________ their picnic basket.
　　2. The children decided to get their picnic basket _________ before the monkey ate ________ the food.
　　3. The children ran ________ the monkeys.
　　4. The monkeys dropped the basket and ran ________.
　　5.The children carried the empty basket _________ _________ the boat.
Keys: 1.for  2.back, up  3.after  4.away  5.back to
　　X. Homework
　　1. Finish exercises in this unit.
　　2. Writing: My Last School Trip.
　　XI. Summary
　　1. Go over the checkpoint with the student.
　　2. Revision exercises:
　　选择最佳答案
　　1.You_________ watch TV too often. Work hard at your lessons.
　　A. had better not                B. had not better to
　　C. had better not to              D. had not better
　　2.John doesn’t do well at school but it seems to be _________ to him.
　　A. something    B. anything    C. everything    D. nothing
　　3. He ________ two balls from the top of the building.
　　A. jumped      B. dropped     C. passed       D. fell
　　4. He took off his shoes and ________ them on the floor.
　　A. brought      B. took        C. fell          D. dropped
　　5. In cities, buses _________ more people than cars.
　　A. get           B. carry        C. bring         D. take
　　6. Have you got _________ to say about Jack?
　　A. anything else                 B. else anything
　　C. anything other                D. other anything
Keys: 1.A  2.D  3.B  4.D  5.B  6.A
　　XII. Writing on blackboard