2019-2020年語文版中職英語（基礎(chǔ)模塊 上冊）Unit 8《Brave It Out》word教案.doc

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2019-2020年語文版中職英語（基礎(chǔ)模塊 上冊）Unit 8《Brave It Out》word教案 Objectives When the students finish the unit, they should know : 1. the useful expressions remind challenge experience success agree with give up go on to do be active in What’s wrong (with you)? What’s the matter (with you)? 2. the grammar item Categories of sentences Focus 1. Make the students master the useful expressions 2. Help the students to understand the grammar. 3. Initiate a conversation Teaching procedures I. Warming up Look at the pictures and think about the following questions. Which job do you prefer? Why? Do you think life is hard or easy for you? Why? Do you think everybody’s life should be the same? If everybody’s life is not the same, can we say that life is fair? Students can express their different opinions freely. II. Reading 1. Lead-in Now, I’ll tell you something about “challenge”. For students, school is the most challenging place in the life of young people today, because a good education is the only way to success. Everyone has different experiences, so we may say life is unfair for each one. Patrick is an American-born Chinese. When he was young he was hurt in a diving challenges to finish his school courses. Finally he became a good English teacher. Life is unfair for Patrick, but he has been successful. Please read the text as fast as possible and fill in the blanks with proper words and phrases orally in the practice exercises after reading the text. Ask the students to skim the reading material and answer the questions. l Have you heard of the story of Patrick and what do you think of him? l What will you do if you fail many times some day？ 2. Make the students read the material carefully, try to understand the main idea of the text. Five minutes later, ask students to plete the blanks on page63. Tell the students to look through the passage again and check the answers. III. Language study A. Deal with some difficult language points (1) Do you agree with the idea that life is fair? agree with sth. E.g. : I agree with your answer. (2) It reminded me of something a teacher said when I was a high school student. remind sb. of sth. The picture reminded me of the days we worked on the farm. (3) But he never gave up and went on to finish school. give up go on to do sth. e.g. : She has given up the idea. After he finished writing the letter, he went on to read the text. (4) Now he is very active in teaching English and helping children who are out of school. be active in doing sth. He is active in helping classmates who have difficulty in learning. (5) A man can fail many times, but he isn’t a failure until he begins to blame somebody else. not…until… He didn’t go to bed until 10 o’clock. B. Grammar Categories of sentences 1. Declarative sentences I go to school by bike every. She doesn’t like playing basketball. Tom can speak English. 2. Interrogative sentences 1) General questions ----Does she like music? ----Yes, she does ----Is there a map on the wall? ----No, there isn’t. ----Did you to school yesterday? ----Yes, I did. 2) Special questions question word: who, whom, whose, what, which, when, what time, where, why, how, how many, how much ----Who is the man over there? ----He is our English teacher. ----Why are you late for school today? ----I miss the early bus. ----Whose coat is this? ----It’s Tom’s. 3) Alternative questions ----Is this a basketball or a football? ----It’s a basketball. ----which is your bag, the blue one or the yellow one? ----The blue one. 4) Disjunctive questions ----You are from Australia, aren’t you? ----No, I’m not. I’m from Canada. ----She didn’t visit her aunt yesterday, did she? ----Yes, she did. 3. Imperative sentences Sit down, please. Close the door, please. Don’t put the flowers on the table, please. Never do it again. 4. Exclamatory sentences 1) How + adj. /adv. + subject + verb! How nice the flowers are! How fast Tom is riding on his bike! 2) What + a (an) + adj. + noun(single) + subject + verb! What a big apple it is! What an interesting book it is! 3) What + adj. + noun(pl.) or uncountable noun + subject + verb! What good students they are! What bad news it is! IV. prehensive Language Skills A. Listening Listen to the dialogues between Mary and Jack and fill in the missing words to plete each of the dialogues according to what you have heard. Then answer the questions orally. The question of the first dialogue: Why is Jack late? (The key：Because he got up late this morning.) The questions of the second dialogue: 1) Who is making the noise? What’s Jack doing? (The key: Jack. He is fixing the door.) 2) Does Mary care much about noise? (The key: No, she doesn’t.) Play the tape again and fill in the blanks then check the answer. If needed, play the tape the third time. B. Reading & Speaking This dialogue is about expressing concern. Read the dialogue with your partner. Understand the dialogue between Mary and Jack. Invite some of them to act it out Show more useful expressions: What’s wrong (with you)? What’s the matter (with you)? Anything wrong? What’s the problem? What happened? You look terrible. Are you ill? You don’t look well. You look down. I lost my… I failed… I don’t feel… Really？I’m sorry to hear that. Oh, dear! I’m sorry to hear that. Is that so? I’m sorry to hear that. Take it easy. Don’t worry. It’s not a big problem. Take the dialogue between Mary and Jack as an example to have a talk with your partner in the following situations. The useful expressions may help you. 1.You have lost your money. 2.Your puter is down. Act it out in the class. C. Writing In this part ,help the students write a text message on the mobile phone. The text message on the mobile is brief and simple. 1. You new telephone number. 2. Ask when to go and see your teacher. (Example: Dear Mary, when shall we go and see our teacher? Please tell me, my new phone number is 3456789.) V. Sum- up From this unit, you have learned: useful verbs: useful nouns” useful expressions: a new grammar item: Assignment Write down what you have learned from “Brave it out” Role-play activity Expressing Concern Step1 Warming up the dialogue on page 66. Step2 Explaining the situation of the task, then work in pairs to act it out with their partner. Step3 Helping the students deal with necessary expressions about the topic. Step4 Carrying on group work to prepare the following situations: 1. You have lost your money. 2. Your puter is down. Step5 Inviting two or three pairs to act them out.