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1、Period 3Grammar 1; Grammar 2; Function整体设计教材分析This period is made up of three parts, that is, Grammar 1, Grammar 2 and Function. In Grammar 1, students will learn something about nouns used as verbs. To make students have a better understanding, you may remind them to note whether the two parts of s
2、peech are of the same meaning. For the class of a higher level, the teacher can add more words. Grammar 2 is the structure “will/be going to for future actions”. In this section two activities are designed. The first activity aims at helping students to sum up the different occasions when the two st
3、ructures are used, while the second activity serves as the consolidation of Grammar 2. Function in this module is mainly to train students speaking abilities. Besides, they will learn some ways to talk about the future happenings. The teacher may first ask students to finish the two tasks individual
4、ly and then check in a whole-class setting. To develop their speaking abilities to a full extent, you can encourage them to come up with a dialogue talking about the weather and the coming basketball match. 三维目标1. 知识与技能1)Make students learn to sum up grammatical rules themselves.2)Make sure students
5、 can apply the grammar correctly.3)Train students speaking ability.2. 过程与方法1)Practice to improve their speaking skills.2)Individual work and pair work to make every student work in class.3)Explanations to make students master some grammar.3. 情感与价值Through the study of this period students will surely
6、 know more about some nouns used as verbs. Besides, they will be able to apply the structure “will/be going to for future actions” correctly. 教学重点1. Encourage students to sum up grammatical rules.2. Train students speaking skills. 教学难点1. How to help them apply nouns used as verbs.2. How to make them
7、 use the structure “will/be going to for future actions” correctly. 教学过程Step 1 Revision1. Greet students as usual.2. Have a dictation of the following words: diet, fit, rare, toothache, unhealthy, wealthy, rarely, proverb, anxious, captain, injure, pain, painful, normal, lifestyle, head, eye, overwe
8、ight. . .3. Make students retell one of the passages. Step 2 Grammar 1Nouns used as verbs1. Besides the sentences offered on the textbook, the teacher may cite as many examples as possible, encouraging students to form a perceptive cognition about some nouns used as verbs. (Show the sentences on the
9、 screen. )1. She saw him heading towards the front door.2. She eyed him anxiously.3. I never have to diet.4. We have to face the difficulty.5. Mother took out some paper to paper the windows.6. You must dust the desk and chairs at least twice a day.7. She uses different activities for different uses
10、 in her classes.8. We didnt have any excuse for that, but the old lady excused us. Suggested answers to activity 1: A)head, eyeB)diet2. Activity 21)Read the nouns out while the students listen and follow. You should make sure they know what they mean.2)Students are required to do this activity indiv
11、idually, then check their answers with a partner.3）Collect the answers from a whole class setting.Suggested answers:1 houses2 fingered3 tastes4 handStudents work in pairs and recall as many such nouns as they can.E. g. arm, play, plan, program, pump, water, work, pin, fall, influence, joke, intervie
12、w, cover, board, name, call, dress, address, ship, nurse, can, bottle, mark. . . Step 3 Grammar 2Will/be going to for future actions1. Activity 1The students work in pairs doing activity 1. They should take note of the different occasions in which “will” and “be going to” are used. If necessary, you
13、 can add some other sentences. The sentences you may use: 1)Oh, Im sorry, madam. I will do it right now.2)Im going to the super market this afternoon.3)She is going to marry Tom next month.4)Ive left my key in the office. Now Ill go back and get it.Suggested answers to activity 1: A You use will whe
14、n the speaker decides to do something as he speaks.B You use be going to when someone has decided to do something before. 2. Activity 21)Read the example to the class and ensure that they know what to do.2)Ask them to complete the activity individually, then check their answers with a partner. 3)Col
15、lect the answers from the whole class.Suggested answers:1 is going to2 ll3 m going to4 s going to5 ll6 is going to7 going to8 ll3. Should time be sufficient, you can divide the whole class into two groups and have a competition. The rules are as follows: The teacher and students work with one anothe
16、r to come up with a sentence. The former speaks out half of a sentence, while the latter complete it. Note that what the teacher says should lead students to speak out the sentence easily and correctly. And if they get the correct sentence, they can gain ten points; if not, the same score will be taken off. The following table may be o
