Module10Myperfectholiday。

每个老师不可缺少的课件是教案课件，规划教案课件的时刻悄悄来临了。需要我们认真规划教案课件工作计划，这样我们接下来的工作才会更加好！你们会写适合教案课件的范文吗？请您阅读小编辑为您编辑整理的《Module10Myperfectholiday》，欢迎大家阅读，希望对大家有所帮助。

Module10Myperfectholiday
一周强化
一、一周知识概述
本模块通过学习用来描述imaginarysituation的would+v.的结构，展开“我的理想假日”这一话题，要求同学们能够描述自己理想假日。
1．词汇：能够正确使用下列单词和词组：perfect,board,flight,gate,silly,business,empty,stomach,burn,enough,everything,college,simple,properly,gotocollege,so…that…,not…atall,seeoff等。
2．语法：能够使用would谈论假设状况；能够使用although,but,so…that引导的状语从句。
二、重难点知识讲解
1．Betty：I’dliketogowithyou!我想和你一起去！
Tony：SowouldI!…　我也想！……
SowouldI.这句话是接上一句话的，它的意思是“我也想和你一起去。”
“So+助动词+主语”句型为倒装结构，其中句子的主语与上文句子的主语是不同的。so代表上句中陈述的肯定内容。助动词可以是连系动词或情态动词，但必须与上句中的谓语动词及时态相一致。其汉语意思为“另外一个人也是如此，也一样，同样”。在本句型中，主语应重读。在并列句中，so前一般要加and。
e.g.Mywife’sfatherisanengineerandsoamI.
我岳父是个工程师，我也是。
Theycandoitandsocanwe.
他们办得到，我们也能办到。
—Ilikeplayingfootball.
我喜欢踢足球。
—Sodoeshe.(=Helikesplayingfootball,too.)
他也是。/他也喜欢踢足球。
注意：“so＋同一主语＋助动词（be动词／情态动词）”意为“……确实如此”，用来表示对前面所叙述的肯定的情况表示赞同或认可。试比较：

2．I’dliketogotoNewYork,WashingtonandLosAngeles.
我想去纽约、华盛顿和洛杉矶。
“would+动词原形”可以用来表示想象、推测或可能。本模块中出现了很多类似的句子：
e.g.I’dseeelephants,lionsandalltheotheranimals.
我会看看大象、狮子以及所有其他动物。
I’deatallmyfavouritefood.
我会吃最喜爱的食物。
3．I’dbeafraidthatsomethingwouldgowrongwiththeplane.
我担心飞机会出故障。
gowrong表示“出毛病，出故障；走错路”。
e.g.Somethingwentwrongwiththeradio.
收音机出毛病了。
Ican’tunderstandhowIwentwrong.
我不明白，我怎么走错路的。
go后接形容词，表示“变成，处于……状态”。
e.g.Heoftenwenthungryintheolddays.
在旧社会他经常挨饿。
Thefoodhasgonebadalready.
这些食物已经坏了。
4．Don’tbesilly!别傻了！
silly在这里表示“傻的，可笑的，愚蠢的”。
e.g.Don’tbesosilly—you’reactinglikeachild!
别傻了——你的行为像个小孩似的！
Howsillyofyoutodothat!
你做那事多愚蠢呀!
Youwereverysillytotrusthim.
相信他，你可真愚蠢。
5．Youcouldgobyboatorbytrain,althoughitwouldtakesolongthatyou’dneedtocomebackimmediately.
你可以坐船或火车，但那样会花很长时间，所以你会需要立即回来。
（1）althoughconj.虽然。连接一个让步状语从句。在中文中，让步状语从句常引用一个连接词词组“虽然……，但是……”。但在英语中，用了“虽然”（although）就不用“但是”（but）；用了“但是”（but），就不用“虽然”（although）。although连接的是带让步状语从句的复合句，而but则连接的是并列句。
e.g.Althoughheisveryold,heisquitestrong.
他虽然老了，但是很强壮。
Althoughitrainedheavily,itwasstillhot.
虽然雨下得大，但是天还是很热。
AlthoughIwalkedslowly,Igothotandsweaty.
虽然我走得慢，但是我还是热出了一身汗。
although引导的状语从句可以放在句首，也可以放在句尾，放在句首时要用逗号分开，如上面3个例句；放在句尾时，则不用逗号。
e.g.IoftengotillalthoughIatehealthyfoodeveryday.
虽然我每天都吃健康食品，但我还是经常生病。
I’mnotgoodatEnglishalthoughyouteachitwell.
虽然你英语教得很棒，但我还是学得不好。
although有一个同义词though，though比although更通俗一些，它们用法基本相同。如：
Thoughitwasverylate,hewentonworking.
=Hewentonworkingthoughitwasverylate.
虽然很晚了，但是他还在继续工作。
Thoughheisverypoor,heisabovetellingalie.
=Heisabovetellingaliethoughheisverypoor.
虽然他很穷，但他不屑说谎话。
△注意although和though连接的句子无论是在句首还是在句尾，译成中文时常常把他们译在句首。切记不要既用although,though又用but。
（2）so…that…的意思是“如此地……以致于……”，它引导结果状语从句。在口语中，so…that…的that常被省去。
e.g.Shefeltsosadthattearscametohereyes.
她非常悲伤，泪水盈眶。
Johnwassodrunk（that）hecouldnotstandstill.
约翰醉得站也站不住了。
Hespokesorapidly（that）wecouldhardlyfollowhim.
他说得很快，我们很难听清楚他在说什么。
6．Stayintouch!保持联系！
当人们不再像往常那样能常见面时，往往会说stay/keepintouch表示“保持联系”。
e.g.Ourneighboursaremovingaway,butIhopethatwe’llstillkeepintouchwitheachother.
我们的邻居要搬走了，不过我希望我们仍然会保持联系。
losetouch表示“失去联系”。
e.g.Lindahaslosttouchwithmostofherfriendsfromprimaryschool.
琳达与小学时的大部分朋友已经失去了联系。
7．Wouldlifebeaseasyaswhenyourparentsarearound?
生活会像父母在家那样惬意吗？
around在本句中表示here,ornearthisplace。
e.g.—IsJackaround?杰克在吗？
—No,hehasleft.不在。他已经走了。
Whenyouneedher,she’sneveraround(=hereorsomewherenear).
你需要她时，她总不在。
Willyoubearound(=hereorsomewherenear)nextweek?
下星期你在吗？
8．Icanfillanemptystomachwithtomatoandeggsoup,butthat’sall.
我可以用西红柿鸡蛋汤充饥，也就这些。
（1）fill…with表示“用……填/充(满)，使……充满……”。
e.g.Pleasefillthiscupwithsomesugar.
请往这个杯子里加点糖。
fillwith有“充满……”之意，fill是不及物动词。
e.g.Myheartfillswithjoy.我的心充满欢乐。
Thesailsfilledwithwind.帆被风张满。
（2）That’sall.表示“完了，就这些”。
e.g.That’sallfortoday.Goodbye,everyone.
今天就到这里吧。再见!
9．“…Wewouldn’tknowwhattodo,orhowtolookafterourselves,”saidZheng.
“……我们不知道要做什么或怎样照顾自己。”郑说。
whattodo和howtolookafterourselves是“疑问词＋不定式”结构作know的宾语。“疑问词+不定式”，属动词不定式的一种固定用法。“疑问词+不定式”在句中可作主语、宾语、表语、同位语。
e.g.Canyoutellmehowtogettothebusstop?(作宾语)
你能告诉我怎么到公交车站吗？
Whethertogotherebyairisnotyetdecided.(作主语)
是否坐飞机去还没有定下来。
Theproblemiswheretofindtheanswer.(作表语)
问题是到哪儿找答案。
Ihavenoideawhichbooktoreadfirst.(作同位语)
我不知道先读哪本书。
10．…the13-year-oldboysaid.……这位13岁的男孩儿说。
the13-year-old在本句中做定语，修饰boy。同学们请注意，名词或名词短语在句中做定语时，常用单数形式，如本句中的year。“数词+名词（+形容词）”是复合形容词，在句中作前置定语，数词与名词（与形容词）之间有连字符，其中的名词须用单数。
e.g.a5-year-oldboy一个5岁的男孩
athree-metre-longruler一把三米长的尺子
a20-metre-highbuilding一栋20米高的楼房
MsWanghasa17-year-olddaughter.
王老师有一个17岁的女儿。
注意：“数词+名词（复数）+（形容词）”，中间没有连字符，是短语，在句中作表语。
e.g.Heis5yearsold.他今年5岁。
Theriveris20metreswide.这条河20米宽。
11．…andthereismuchmoretolearnmorethancooking,like“tidyingupyourroomorevendressingyourselfproperly.”
……除了做饭以外，还有很多要学习的，比如说“整理自己的房间，甚至恰当的穿衣打扮。”
dress指“穿（外）衣”，用作及物动词时，它的宾语是人（sb./oneself），不是衣物。
e.g.Wakeupchildrenanddressthem.
叫醒孩子给他们穿衣服。
Thechildistooyoungtodresshimself.
孩子太小不能自己穿衣服。
注意：dress的被动语态bedressed后要接介词in,bedressedin后可跟衣、物。
Shewasdressedinyellowyesterday.
她昨天穿的黄色衣服。
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延伸阅读

NewStandardEnglish8BModule10Myperfectholiday

教案课件是每个老师工作中上课需要准备的东西，是认真规划好自己教案课件的时候了。此时就可以对教案课件的工作做个简单的计划，新的工作才会如鱼得水！适合教案课件的范文有多少呢？小编特地为大家精心收集和整理了“NewStandardEnglish8BModule10Myperfectholiday”，供您参考，希望能够帮助到大家。

NewStandardEnglish8BModule10Myperfectholiday

一.教材内容分析

本模块话题相对分散，主要是谈论假或想象的话题。语法现象主要是用would/wouldn’t表达对事情的想象，学生不但要具备并熟练地掌握would/wouldn’t表示假设的技巧，并且要会运用这一技巧进行对出游计划的描述。教学中应结合学生实际情况，调整教学内容，合理设置课时。适当进行拓展，以激发学生的学习兴趣，拓宽学生视野。

二、学情分析

1.本模块的主要篇章所涉及的内容是学生所熟悉的（如假设家长不在家），但是没有很鲜明的特色，也没有激发学生求知欲的信息沟。所以在处理教材的过程中需要多设置一些令学生有谈论欲望的话题。

2.would/wouldn’tdosth结构本身比较简单,学生掌握起来难度不大,只要教师稍加指点就行。

三．教学目标

1．语言知识目标词汇

核心词汇：perfect,board,flight,gate,silly,business,empty,stomach,burn,enough,everything,college,simple,properly,seeoff,not…atall,

掌握:outdoor,living,manage

日常用语

Hey,youlot!Youmustbejoking!Soundsgreat!Notbad.

We’reoffto…Comeon.Bettergetgoing.语法

1.Would/wouldn’t表“想象”用法

2.so…that…表示程度结果的状语从句

3.although引导的让步状语从句

话题

以天气为中心，介绍不同地方的各种天气情况，以及去这些地方的最佳时候。

2．语言技能目标

听

听懂有关出游假设的简短对话，提高学生实际交谈能力。

说

能利用核心词汇在不同的场景下表达自己的想象；

流利地说出本模块的生词、日常用语。

读

能阅读表示想象的的文章。进行简单的阅读技能训练。

写

1．能用核心词汇写出简短的表示想象的句子；

2．能形成完整的计划性文章。

演示与表达

能向全班做有关出游计划的发言与展示。3．学习策略目标

认知

联系，归纳，想象，推测等技能。

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

学习运用恰当词语介绍自己的想法；学习在讨论中表述自己的观点

资源

通过其他资源获取更多世界旅游的信息。

自学策略

能在大量的语言运用环境中总结出核心词汇及句型的用法。

合作学习

策略

关心他人的生活状态，学习换位思考，能互相讨论形成自己的独立观点。

4．文化意识目标了解不同地方的旅游资源，互相交流不同国家的文化，对学生进行不同文化意识的渗透。同时让了解其他国家风景，增加学生的背景知识。培养学生具有一定的责任意识和关爱他人之心。

5．情感态度目标

1）通过课文教学引导学生关注文化，关注社会，关注身边的时事和优秀人物。2）通过学习送行分别时所用的交际用语，学会与人友好相处。3）通过谈论不同的假设场景，激发学生的内在情感,学习换位思考，进行情感教育。

4）能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。

四．重点难点

1.教学重点以谈论假设的话题为中心，谈论各种情况下的可能性。

2．教学难点1）表达猜想的词汇及它们在句中的正确运用。2）能用恰当正确的英语介绍个人的旅游计划。3.突破途径

以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出，并通过交流获取更多的信息。

五、教材处理

1、任务

核心任务：能够运用所学句型结构向朋友介绍所去旅游的地方的具体情况以及行程的安排。三个环节如下：

pre-task：学生联系生活实际，激活思维。

Task-cycle：通过整个模块的听说读写的训练，强化“假设和想象”的表达能力，为完成核心任务做好铺垫。

post-task：达成任务，展示成果，自我评价，反馈学习情况。2、课时安排

PeriodOne:Unit1

PeriodTwUnit2

PeriodThree:Unit3(Activity1,2,5,7,8)

PeriodFour:Unit3(Activity4,10,aroundtheworld)

六．教学设计

第一课时：Unit1

一.TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:perfect,board,flight,gate,silly,outdoor,so…that…

Keystructure:would/wouldn’tdosth;so…that…;although

2.Listeningskill:understandwhatareSallyandherfriendsgoing,helpstudentstobefamiliarwithsomewords.

3.Speakingskill:practicethestructureof“would/wouldn’tdosth”;expresscorrectly.

二.TeachingAids:Multi-Media(orTaperecorder,OHP)

三.TeachingProcedures:

Step1RevisionandLeadingin

1.Revisetheheroesandheroinesmentionedinlastmodule.Ask:“Whoarethey?/Whatarethey?”

2.Askstudent“Whatwouldyouliketobe?”

设计意图：复习前一模块所学的内容,回忆一些英雄人物,由Whatwouldyouliketobe?引出本模块的would的用法;因为这个句型学生比较熟悉,由所学过的句型引出将要学的结构,学生会感觉比较自然,比较好接受。

Step2Practice

1.ShowapictureofHelenKeller,introduceoneofherbooksThreeDaystoMe.2.Havethestudentstalkinpairs.Suppose:IfyouarelikeHelen,youhavethreedaystosee,whatwouldyoudo?/Whatwouldn’tyoudo?Giveanexampletohelpthemexpressthemselveswith“would/wouldn’t”.3.Practiceorally:Whatwouldyoudoforthecomingholiday?设计意图:通过英雄人物而引出海伦﹒凯勒，介绍她的一本书，给学生设置了一个假设的状态，从而可以进行would句型的操练；同时在情感教育上，给学生竖立学习的榜样，同时能够意识到自己的幸运，要把握好眼前的学习和生活。再接着又可以转换到第二个假设：在即将到来的假期，你该如何渡过。从而进入到该句型的大量口头练习。

Step3listeningpractice（Activity1＆2）

1.ShowapictureofSally.Sally’sholidayiscoming.Askquestionsaboutthepicture.

2.Studentslistentotheconversationandanswerthequestions.

设计意图:通过谈论假日，转换渡假人物，设置图片相关的问题，既是设置悬念，又做好听力练习前的准备和铺垫工作。学生可以学习有的放矢的听力方法。

Step4Listenandread1.Ask:“WherewillSallygo?”and“WherewouldSally’sfriendsgo?”

2.Showthetable,askthestudentstofinishitafterlistening.

3.Finishactivity2and3,checktheanswerswiththestudents.Discusswhennecessary.

4.Finishthetable.Studentsaskandanswerinpairs.设计意图

Step5practice1.Makeclearthedifferencebetween“will”and“would”bypictures.2.Practicetheuseof“so…that…”.3.Practicetheuseof“although/but”,payspecialattentionthatthesetwowordsmustn’tbeusedinonesentence.设计意图:这是第一节课向学生呈现would的用法,要使得学生能够区别will与would.但是用语言直接表述并不合适,所以利用图片进行处理,让学生在真实的语言环境中体会两个词所传达的语意的不同。在so...that..句型和although句型切换时采用同一幅图，使过渡比较自然，同时能培养学生的发散性思维。

Step7Homework

1.Workbookpage133,Ex2,5.

2.FinishUnit3activity1,2onyourbook.

3.PreveiwUnit2.Finishpage82Ex2,3.

4.Supposeifyouareateacher.

Whatwouldyoudo?/Whatwouldnotyoudo?

设计意图：扎实基础，完成书本关于本节课的相关练习。学习换位思考，假设你是老师，你会做些什么，不做什么。也是老师从学生中间吸取一些有意义的建议的机会。

第二课时：Unit2

一.TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:business,empty,stomach,burn,enough,everything,college,living,simple,properly,

Keystructure:would/wouldn’tdosth

not…atall…

2.Readingskill:Readingforspecificinformation

3.Speakingskill:express“would/wouldn’tdosth”practicallyandcoherently.

二.TeachingAids:Multi-Media(orTaperecorder,OHP)

三.TeachingProcedures:

Step1Revisionandcheckthehomework

1.Revisetheuseof“so…that…”.Makesentenceswhilelookingatthepictures.

2.Presentthehomeworkofstudents.“Ifyouareateacher…”

ShowtheirhomewokbyOHP,havethestudentpresentatthefrontoftheclass.

设计意图：这个环节既可以检查学生的回家作业情况，又是对所学内容的复习。在学生有所准备的情况下，一些优良学生的陈述将会是可以有所期待的。

Step2Discussion(pairworkorgroupwork)

1.Discussion1:The2008OlympicGamesiscoming.Studentswillhavefinishedtheirexambythen.Havethemdiscuss:Howwouldyouwatchthegames?WouldyougotoBeijingtowatchgames?etc.

2.Discussion2:Askstudent:“Haveyoueverseenthefilm‘HomeAlone’?”Ifyourparentsarenotathome,wouldyoulookaftreyourself?Wouldyourlifebeok?

设计意图:通过两个讨论，目的之一是为了在前一节课的基础上，学生由已经会说would句型，到让学生能较自由地表达，表达追求准确和流畅。目的之二是承上启下的作用，第二个由《小鬼当家》引出的话题所讨论的内容是书本阅读材料的相关内容，这样可以起到pre-read的作用。

Step3Readandlearn

Let’shavealookattwostudents-ZhengChengyuandSimaYige,whatabouttheirhomealone?1.Studentscanthepassage,helpthemfindoutthebestsummaryofthispassage.2.Listentothepassage,thentrytoanswerthequestionsofactivtty3.3.Checktheanswerwiththestudents.4.Givesomeexplainationswherenecessary.设计意图：首先浏览全文，对全文有个大概印象，然后对全文进行精读，理解全文内涵。学生学习相关的阅读策略。

Step4write

1.Writedowninthetable,whatyouwolddo?Whatyouwoldn’tdo?Andwritedownafewsentences.Studentscanfinishitbydiscussingwiththeirdeskmates.

设计意图：由说进入到句子的书写，力图循序渐进。

Step5Discussion

1.Yourparentshavedonemuchforyouinyourlife.Imagine:Whenyougrowup,whatwouldyoudoforthem?

2.(option)Introduceabook,RobisonCrusoe,(maybemoststudentsarefamiliarwiththecontentofthisbook).Thenhaveagroupdiscussion:Imagine:Ifyouwillliveonanislandaloneforamonth.1.whatthreethingswouldyoutake?2.whatwouldyoudowiththethreethings?

设计意图：在讨论“你想父母做什么”的过程中，即进行知识的教育，同时进行情感教育。

Step6Homework

1.FinishWBEx4.

2.FinishUnit3Ex4,5,7,10.

3.Supposeyouwillrunforthemonitoroftheclass,prepareforyourlecture.Usingwould,wouldn’t,so…that…,although

设计意图：进一步巩固would结构，进入到书写阶段。

第三课时：Unit3(Activities1,2,5,7,8)

一.TeachingAimsandDemands:

1.LanguageKnowledge

Keystructure:would/wouldn’tdosth;so…that…;though/but;

2.Speakingskill:

3.Writingskill:

二.TeachingAids:Multi-Media(orTaperecorder,OHP)

三.TeachingProcedures:

Step1Warming-upandrevision

1.Runforthemonitor!

Havesomestudentstothefronttogivealecture,otherstudentslistentothemandthenmadeavote,decidewhowillbeournextmonitor?

Step2summary

1.Makeasummaryofthe“would/wouldn’t”,finishactivity1and2.

2.Revisethestructure“although/but”,finishactivity5.

3.Makeaconsolidationof“so…that…”,finishactivity7.

Step3Listening

1.Listenandcheck.

Listenforthefirsttimetofinishthetableofactivity8.

2.Listenandrepeat

step4Homework

1.WBEx3,6,10.

第四课时：Unit3(Activities4,10,aroundtheworld)

一.TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:seeoff,manage

2.Foundationinformation:learnaboutdifferentkindsofholidaysaroundtheworld.

3.Writingskill:Formadraftofeachstudent’sholidayplan.

二.TeachingAids:Multi-Media(orTaperecorder,OHP)三.TeachingProcedures:

Step1WarmingupandLeading-in

1.Revisethetextofunit2

Step2Activity4

1.Finishthepassage,checktheanswerwiththestudents.

Step3Activity10

Studentshavefinishitthenightbefore,sotheteacherjustneedtochecktheanswerwiththestudents.

Step4Aroundtheworld

1.Showsomepicturesoftheicehotel.Letstudentsguesswhereitis.

2.Askquestionsabouttheicehotel.Havethemscanthepassageofaroundtheworld.Answerthequestions.

3.Showanothergroupofpicturesofasafariholiday.ReadWBEx10.

设计意图:把后面的阅读练习提到前面,和书本的背景知识一起呈现给学生,形成一种对比与选择,为后面的写作打下基础;同时也可以完成这部分的阅读任务,提高课堂效率。

Step5ModuleTask

1.Lookupamapanddecidewhereyouwouldliketogo.

2.Lookupfactsabouttheplace.Findoutaboutitshistory,howlongittakestogetthere,howtogetthere,whattheweather’slikeandwhatyoucandothere.

3.Planyourpassage-lookatthepassageinunit2ifyou’dlikesomehelp.Don’tforgettouse“would”.

4.Includesomepictures.

设计意图：通过前面的几个课时，学生从说到写简单的句子，最终形成一篇完整的出游计划。但是这篇文章只能在课堂上形成一个雏形，或想法。可以引导学生利用更多的网络资源来丰富自己的作文，并且可以做适当的装饰与美化。在班级的适当位置可以将优秀作品进行张贴或采取其他的反馈与激励措施。

Step6Homework:

1.Finishyourholidayplan

MODULE10TEACHINGPLAN

作为老师的任务写教案课件是少不了的，大家在用心的考虑自己的教案课件。只有规划好了教案课件新的工作计划，才能促进我们的工作进一步发展！你们会写多少教案课件范文呢？为了让您在使用时更加简单方便，下面是小编整理的“MODULE10TEACHINGPLAN”，欢迎您参考，希望对您有所助益！

外研社初三上册MODULE10TEACHINGPLAN

Content：Module10　Fitness

[Junior3,NewstandardEnglish]

一、题材内容

本模块以“饮食”为话题，谈论健康饮食的问题，与学生的生活息息相关，便于活动的设计与开展。对话内容涉及运动、父母为子女安排学习、训练，包含几乎丢掉父母东西的遭遇。这些经历都与学生有密切的关系，便于教学活动的设计。通过本模块的学习，学生进一步学习定语从句的用法，能够掌握whose引导的定语从句。为学生提供了充足的语言实际运用的机会。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。语法难点仍是定语从句。教学中教师应随时随地灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。

教学目标语言知识：

语音能够准确意群的语音、语调。

词汇fitness,unlikely,interest,menu,behave,realize,pasta,refuse,persuade,cooking,ban,educate,typical,disadvantage,concentrate,advertise

词组giveup,pocketmoney,junkfood,atfirst

语法能够掌握whose引导的定语从句。

功能能够掌握观点、态度的表达方式；能谈论保持身体健康。

话题以“饮食”为话题。

1）语言技能：

听能听懂对话中人物的情感以及解决问题的建议与方式；找出原因。

说能够询问有关健康的信息，表达态度，提供建议。

读能够读懂有关健康食品的文章；了解什么是健康食品；理解奥利弗的主张，并发表评论。

写能够叙述健康饮食，最好能用定语从句。

演示与表达能够借助图片、生活情境介绍食品问题。

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。学习查词典,阅读报纸,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介绍健康饮食的问题。

资源通过阅读报纸等其他资源获取更多简单英语的有关健康饮食的问题的信息。

自学策略能够根据自己的情况预习教材并进行拓展。

合作学习策略能够根据小组内同学的特长分工合作，共同完成学习任务。注意学习策略共享.

4)文化意识：

文化意识通过本模块了解不同国家的饮食；了解不同国家的健康运动；了解不同文化对健康的思考。

5)情感态度:

通过了解托尼的经历，培养体谅、关爱以及移情的态度。

6)任务:能够对健康问题进行调查研究，制作健康宣传作品。

教学重点和难点

重点：1．通过谈论健康饮食的问题训练学生的听、说、读、写能力，掌握使用whose引导的定语从句来谈论健康饮食的问题。

难点：掌握使用whose引导的定语从句。

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谈论健康饮食的问题。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，强化使用whose引导的定语从句的表达能力，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：

Period1:VocabularyandListeningPronunciationandSpeaking

Period2:ReadingandVocabulary

Period3:WritingAroundtheworldModuleTask

Period4:Languageinuse

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:Module10　Fitness

Period1:VocabularyandListeningPronunciationandSpeaking

TeachingContent:VocabularyandListeningandPronunciationandSpeaking

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabularyandphrases:fitness,unlikely,interest,giveup,pocketmoney

Keystructure:Therestrictiveattributiveclausewithwhose.(重点)

2.Listeningskill:Tounderstandconversationsinvolvingtheuseofrestrictiveattributiveclauses(难点)

3.Speakingskill:TobeabletoretellTony’sexperienceandwhathisclassmatesdidwhenTonywasintrouble

Toaskandgiveinformationaboutexerciseandstayinghealthy

4.Attitudes:Takeactivepartindoingexerciseandstayinghealthy

Learningstrategies:

Bottom–upapproachandlisteningtothetapeanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:RecallwhatwehavelearnedinthelastModule.

Directions:

Stepone:Labelthepictureswiththewordsandexpressions.

(1).ReadthroughthewordsandexpressionsintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Listsomewordswhichareconnectedwithcartoons.Askstudentstospeakoutasmanyastheycan.

Steptwo:Tellastoryofyourfavouritecartoonstories.

Askstudentstospeakoutasmuchastheycan.

PartII:Leadin:

Task:Learnsomethingaboutfitness.

Directions:

Stepone:1.Workinpairs.Lookatthephotosanddecideswhichisthebestwaytokeepfit.

Steptwo:Introducethenewwords.

PartIII:Listening

Task1:Listenandanswerthequestions

Directions:

Stepone:AsktheSstoreadthroughthequestionsinactivities4onpage81sotheyknowwhattolistenfor.

Steptwo:Playtherecordingwhiletheyjustlistenandfocusonthequestions.

Stepthree:Playtherecordingagainandhavethemanswerthequestions.

Stepfour:Playtherecordingandhavethemchecktheiranswerwithapartner

Stepfive:Callbacktheanswerfromthewholeclass.

Task2:Sslistentothedialogueandcheck(√)thebestwaystokeepfitforBettyandLingling.

Directions:

Stepone:AsktheSstoreadthroughthetableinactivities2onpage80andmakesuretheSsunderstandthemall.

Steptwo:Playtherecordingandhavethemlistentotherecordingandfocusonthekeysentencefirsttimethrough.

Stepthree:Playtherecordingagainandhavethemgettheanswers,thencheckwithapartner.

Stepfour:ThenCallbacktheanswersfromthewholeclass.

Task3:Tounderstandtheconversation.

Directions:

Stepone:AsktheSstolookattheLookatthephotosanddescribehowthepeoplekeepfitinactivity1onpage80

Steptwo:Playtherecordingandhavethemlisten.

Stepthree:Playtherecordingagainandhavethemanswer.

Stepfour:.Playtherecordingandhavethemchecktheiranswerwithapartner

Stepfive:Callbacktheanswerfromthewholeclass.

Task4:Listenandread:

Directions:

Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.

Steptwo:Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.

Stepthree:PuttheSs.intogroupsof4topractisethedialogue.

Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.

Task5:Activity5onpage81.

Directions:

Stepone:Havethem4.Matchthewordsinthetwoboxes.Havethemchecktheiranswerswithapartner

Steptwo:Nowworkinpairs.Askandanswerthequestions.Havethemchecktheiranswerswithapartner

Stepthree:Callbacktheanswerinawhole-classsetting.(Collecttheanswersincompletesentencesfromtheclass.)

PartIV:Pronunciation

Task:ListenandrepeatthesentencesinActivity6onpage81

Directions:

Stepone:AsktheSstolistenandrepeatthesentences.

Steptwo:Playtherecordingagain.AsktheSstopayparticularattentiontotherestrictiveattributiveclausewithwhose.

Stepthree:AsktheSstolistenandrepeatchorallyandindividually.

PartV:speaking

Task:Whatdoyouthinkabouttheseformsofexercises?CompletethetableinActivity7.

Directions:

Stepone:Readthroughthetablewiththewholeclass.

Steptwo:AskthemtoCompletethetable.

Stepthree:Askthemtoworkinpairstoaskandanswerquestions..

Stepfour:Callbacksomeexamplesinawhole-classsetting

PartVI:AtestDoEx2onpage148intheWB.

PartVII:Homework:

Recitethedialogueasfluentlyaspossible.

MODULE10Computers

MODULE10Computers
Part1TeachingDesign
第一部分教学设计
FunctionDescribingaprocess
StructureWh-questionsinpresentsimple

Listening/Speaking
Recognizingpartsofthecomputer;recognizingquestionwords
Askingandansweringquestionsaboutcomputer

Reading/WritingMatchingquestionsandanswers
Correctingfalseinformation;usingconjunction:but
CultureAmericanteenagersandtheInternet
TaskDoingaquestionnaireaboutcomputers
Unit1HowdoIwritemyhomeworkonthecomputer?
■Warmingup
Goodmorning,class!DoIhaveacomputerathome?Yes,Ido.Ihavealaptopathome.WhatdoIusuallydoonmycomputer?IusuallylistentoCDsandwatchfilmsonmycomputer.DoIwritemydiaryonit?Yes,Ido.HowdoIwritemydiaryonthecomputer?First,Iopenanewdocument.Iusethemouseandclick“newdocument”.Next,Iwritemydiaryinthenewdocument.Iusethekeyboard.Atlast,Iclick“save”,andwriteanameforit.Soeverybodycanwritehisorherdiaryonthecomputer.Whatcanyoudoonyourcomputerbesidesthis?Youcanwriteyourhomeworkonit!Afteryoufinishyourhomework,youcanclick“print”and“OK”.Andthenyoucanhandinyourhomeworktoteachers.Doyouknowhowtousethecomputernow?Let’sturntopage60andlearnmoreaboutthecomputer!
■Vocabularyandlistening
1Listenandnumberthewordsasyouhearthem.
Hereisacomputer.Ithasseveraldifferentparts.Thebigscreenweseeisthemonitor.Infrontofthemonitoristhekeyboard.Weusethekeyboardtowritethingsonthecomputer.Themouseisnexttothekeyboard.Weusethemousetoclickthingsonthemonitor.Thepartontheleftsideistheprinter.Weusetheprintertoprintimagesanddocuments.Now,pleaselistentothetape.Numberthewordsasyouhearthem.
1→printer2→monitor3→computer4→keyboard5→mouse
2Labelthepartsofthecomputer.
Nowwearegoingtolabelthepartsofthecomputer.Lookattheabovepictureplease.Whichpartisthemouse?Howdoweusethemouse?Whatisthenameofthesecondpart?Whatisthefourthpartusedfor?
1→printer2→monitor3→computer4→keyboard5→mouse
3Completethesesentenceswiththesewords.
Hi,class!Canyoutellmehowtoturnonthecomputer?First,weconnectthemonitortothecomputer.Next,weconnectthekeyboardandthemousetothecomputer.Finallyweswitchonthecomputer.Inthiswaythecomputercanwork.
connectswitchon
First,connectthemonitortothecomputer.
Finally,switchonthecomputer.
4Listenandread.
Nowwearegoingtolistenandread.
LinglingandDamingaretalkingabouthowtowritethehomeworkonthecomputer.Linglingdoesn’tknowhowtodoit.SheasksDamingquestionsofwritingthehomeworkonthecomputer.Daminganswerstoherquestions.Listencarefully.
Nowlet’sgoontoreadthedialogue.Whilereadingtrytocut(断句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（划线）theexpressions.
NowwritealltheexpressionsinyourExpressionBook.
5Findthesewordsinthedialogue.Writethewordstheygowith.
Therearesixverbsintheboxbelow.WecanfindthesewordsinthedialogueinActivity4.Doyouknowhowtousethesewordsafterreadingthedialogue?First,findthesewordsinthedialogueyourself.Second,makenewsentenceswiththesewords.Forexample,Isavemynewdocument.Iusethekeyboardtowritemydiary.Iopenthedocument.IusethemousetoclickprintandOK.Iusethemousetodrawapictureinthenewdocument.Iusetheprintertoprintmypicture.Iwritemycompositioninthenewdocument.
clickprintsaveusewriteopen
clicknewdocument/save/printandOK
1openanewdocument
2usethemouse/thekeyboard
3writemyhomeworkonthecomputer/yourhomeworkinthenewdocument/thename/anameforit/itinthebox
4savethedocument
5printit
6Numbertheinstructionsinthecorrectorder.
Hello,class!Iwouldlikeyoutowritetoday’sEnglishhomeworkonyourcomputer.Doyouknowhowtowritethehomeworkonthecomputernow?Whatdoyouneedtodofirst?Ofcourse,youneedtoswitchonthecomputerfirst.Whatdoyouneedtodonext?Youshouldopenanewdocumentforyourhomework.Whatisthethirdstep?Youwriteyourhomeworkinthenewdocument.Howdoyousavethedocument?Youusethemouseandclicksave.Doyouprintyourhomework?Yes,youdo.YouneedtoclickprintandOKtoprintthedocument.Numbertheinstructionsinthecorrectorderplease.
2Writeyourhomework.
4Printyourdocument.
1Openanewdocument.
3Savethedocument
7Answerthequestions.
Thesearesomequestionsabouttheconversationwelearn.Nowpleaseanswerthemyourself.Usethecorrectsentencesfromtheconversation.
1Howdoyouopenanewdocument?→Iusethemouseandclick“newdocument”.
2Wheredoyouwriteyourhomework?→Iwritemyhomeworkinthenewdocument.
3Howdoyousavethedocument?→Iusethemouseandclick“save”.
4Wheredoyouwriteitsname?→Iwriteitinthebox.
5Whatdoyoudonext?→Iclick“save”again.
6Howdoyouprintit?→Iclick“print”and“OK”.
■PronunciationandSpeaking
8Listenandrepeat.
Onpage61thereisonesoundandoneword.Youaregoingtolistenandrepeat.Payattentiontothesoundontheleftandblackenedparttheword.
//switch

9Listenandrepeatthequestions.
Therearefivesentenceshere.Listentothetapeandrepeatthequestions.Makesentenceslikethesebyyourself.Sayasmanysentencesasyoucan.NowIgiveyousomeexamples.What’stheprinter?What’sthepolarbear?Whatdoyoudoatweekends?WhatdoeshedoonSunday?HowdoIopenanewdocument?Howdoesawashingmachinework?Whereisthezoo?Whereisthemonitor?Wheredowewriteourhomework?Wheredoyougoswimming?
1HowdoIwritemyhomeworkonthecomputer?
2What’sthemouse?
3WhatdoIdonext?
4WheredoIwritethename?
5Where’stheprinter?
10Workinpairs．Testyourpartneraboutcomputers.
Workwithyourpartner.Askeachotherquestionsaboutcomputers.Trytothinkofasmanyasquestionsaspossible.Usethewordwhere,whatandhow.Whenyouanswerthequestions,pleasetrytomakeyouranswerscomplete.
---What’sthis?---It’sthekeyboard.
---Howdoyousaveanewdocument?---Iclick“save”.
---Wheredoyouwritethenameofthedocument?---Iwriteitinthebox.
---What’sthat?---It’stheprinter.
---Howdoyouprintadocument?---Iusethemouseandclick“print”and“OK”.

Unit2Howoftendoyouuseacomputer?
■Warmingup
Goodmorning,everyone!Todaywearegoingtosaymorethingsabouthowweuseacomputer.WhendoIuseacomputer?Iusuallygoonlineandcheckmyemailsatnight.WhatdoIusuallydoonmycomputer?IusuallylistentomyfavouritesongsandwatchDVDsonmycomputer.HowoftendoIuseacomputer?Everynight.DoIplaycomputergames?No,Idon’t.Ifinditnotinteresting.DoIchatwithfriendsonline?Yes,Ido,butnotveryoften.WhatdoIthinkabouttheInternet?Ithinkitisagoodplacetolearnmoreknowledgeandgetmoreinformationbesidesourtextbook.IthinkweshouldmakeagooduseoftheInternet.Nowpleaseturntopage62.Let’sstartournewlessontogether.
■Readingandvocabulary
1Matchthequestionswiththepeoplewhoanswerthem.
Thepassagebelowisaboutpeopleandtheircomputers.Ngisawriter.HewritesnovelsonthecomputerandneverusestheInternetorsendsemails.BeckyisfromLondon.Sheusesthecomputerusuallyathomeintheeveningandattheweekend.Whatelsecanyoulearnfromthepassage?Pleasereadthepassagecarefully.Afterreading,pleasematchthequestionswiththepeoplewhoanswerthem.
1Whendoyouuseacomputer?→Becky
2Whatdoyouusuallydoonyourcomputer?→Satoshi
3Howmanyemailsdoyousend?→PanosandElena
4Whatgamesdoyouplay?→Jack
5Doyouhaveacomputerathome?→MarcellaandBruno
6Doyouusuallyuseacomputeratschool?→XiaoMei
7Doyouoftengoonline?→Ng
8DoyoumaketravelplansontheInternet?→KarlHeinz
Readthepassageagain.Whilereadingtrytocut(断句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（划线）theexpressions.
NowwritealltheexpressionsinyourExpressionBook.
playgames,downloadmusicfromtheInternet,sendemails,intheevening,livein,sendphotos,usetheInternet,writenovels,onone’scomputer,checkthetraintimetable,buytickets,athome,attheweekend,visitone’swebsite,usemylaptopforone’slessons,getinformationforone’slessonsontheInternet,

2Matchthewordsinthetwoboxes.
Therearetwoboxesofwordshere.Wecanfindthemallinthepreviouspassage.Matchthewordsinthetwoboxes.Youcanmakesentenceswiththesewords.Forexample,Ivisitthewebsite.Hesendsmeanemail.IusetheInternet.ShechecksthetraintimetableeverydayontheInternet.IdownloadmusicfromtheInternet.WegetinformationforourstudyontheInternet.Igoonlineeveryweekend.BettymakestravelplansontheInternet.Idon’toftenbuytickets.Makeasmanysentencesasyoucan.
visitsendusecheckdownloadgetgomakebuy
emailInternetonlinetraintimetabletravelplans
websiteinformationmusictickets
visit→websitesend→emailuse→Internetcheck→traintimetable
download→musicget→informationgo→onlinemake→travelplans
buy→tickets
3Check（√）thetruesentences.
Canyoufindoutallthetruesentencesafterreadingthepassage?DoesSatoshisendemails?DoPanosandElenaliveinAustralia?DoesJackplaycomputergames?DoesNggoonline?DoesKarlHeinzmaketravelplans?DoMarcellaandBrunohaveacomputerathome?DoesXiaoMeiplaycomputergames?
1Satoshidoesn’tsendemails.（√）
2PanosandElenadon’tliveinAustralia.（√）
3Jackdoesn’tplaycomputergames.
4Ngdoesn’tgoonline.（√）
5KarlHeinzdoesn’tmaketravelplans.
6MarcellaandBrunodon’thaveacomputerathome.
7Beckydoesn’thaveacomputer.
8XiaoMeidoesn’tplaycomputergames.（√）
■Writing
4CorrectthefalsesentencesinActivity3.
DoesJackplaycomputergames?Yes,hedoes.JacksometimesplaysCounterStrikeandFinalFantasy.DoesKarlHeinzmaketravelplans?Yes,hedoes.HechecksthetraintimetableontheInternet.DoMarcellaandBrunohaveacomputerathome?Yes,theydo.Theyhavetwo,acomputerandalaptop.DoesBeckyhaveacomputer?Yes,shedoes.Sheusuallyusesthecomputerathomeintheeveningandattheweekend.Now,pleasecorrectthefalsesentencesinActivity3.
Jackplayscomputergames.
KarlHeinzmakestravelplans.
MarcellaandBrunohaveacomputerathome.
Beckyhasacomputer.
5Lookatthesesentences.
Howdowejointwosentencestogether?Wecanusethewordbut.BettyplayscomputergamesbutsheneverdownloadmusicfromtheInternet.Katedoesn’tusetheInternetbutshedrawspicturesonhercomputer.BoonedownloadscomputergamesfromtheInternetbuthedoesn’twatchfilmsonhislaptop.LockemakestravelplansofvisitingAustraliabuthedoesn’tbuyaticket.Hugolistenstomusiconhislaptopbuthedoesn’tsendemailsorphotosontheInternet.
Hechecksthetraintimetable.Hedoesn’tbuytickets.
→Hecheeksthetraintimetablebuthedoesn’tbuytickets.
Nowjointhetwopartsofthesentenceswithbut.
1→e:Satoshiplaysgamesbuthedoesn’tsendemails.
2→g:PanosandElenadon’toftenseetheirgrandchildrenbuttheysendemailsandphotos.
3→a:JackplaysCounterStrikebuthedoesn’tplayTombRaiders.
4→c:Ngdoesn’tusetheInternetbuthewritesnovelsonhiscomputer.
5→d:MarcellaandBrunohavetwocomputersbuttheydon’toftenusethem.
6→b:Beckyuseshercomputerintheeveningandattheweekendbutshedoesn’tuseitintheafternoon.
7→f:XiaoMeiusesherlaptopforworkbutshedoesn’tplaygamesonit.
6Writesentencesaboutwhatyoudoanddon’tdoonyourcomputer.Usebut.
Telluswhatyoudoanddon’tdoonyourcomputer.Usebut.Wedomanythingsonourcomputer.Differentpeoplehavedifferenthabitsofusingtheircomputer.Whatisyourhabit?Doyousendemails?Doyoureadnews?Doyouplaygames?Doyoudownloadmusic?
IplaygamesbutIdon’tsendemails.
IdownloadmusicbutIdon’twatchfilmsonmycomputer.
IchecktheplanetimetableeveryweekbutIdon’tusuallybuyticketsonline.
IreadnewsonlinebutIdon’twritearticlesontheInternet.
IdrawpicturesonmycomputerbutIdon’tprintthem.
IwritemyhomeworkonthecomputerbutIdon’twritemydiaryonit.
IchatwithfriendsonlinebutIdon’toftenchatwithstrangersonline.
IusetheInternetattheweekendbutIdon’tuseitonweekdays.
Unit3Languageinuse
■Warmingup
Hi,class.Languageissomethingforuse,forcommunication.Andlanguagecanbelearnedinuse,incommunication.
TodayweshalllearnabouttheEnglishlanguageinuse.WeshalllearnaboutEnglishGrammarandEnglishVocabulary.
■Grammar
Whatdoyouusuallydoonyourcomputer?
Howmanyemailsdoyousend?
Doyouoftengoonline?
DoyoumaketravelplansontheInternet?
1Workinpairs.Askandanswer.Useusuallyandoften.
Workwithyourpartner.Askeachotherquestionswiththefollowingwordsgiventoyou.Completeyoursentences.Useusuallyandoften.Payattentiontoyoursentencestructure.
haveacomputerathome?→Doyouhaveacomputerathome?Yes,Ido.
When/use/acomputer?→Whendoyouuseacomputer?Ioftenuseitintheevening.
dohomework/onyourcomputer?→Doyouoftendohomeworkonyourcomputer?Yes,Ido.Iusuallydomyhomeworkonmycomputer.
Whatgames/play?→Whatgamesdoyouoftenplay?IoftenplayCounterStrike.
sendemails?→Doyouoftensendemails?Yes,Iusuallydo.
Who／writeto?→Whodoyouoftenwriteto?Ioftenwritetomyparents.
use／acomputeratschool?→Doyouoftenuseacomputeratschool?No,Idon’t.
downloadmusic?→Doyouoftendownloadmusic?Yes,Ido.IusuallydownloadmusicfromtheInternet.
Whatkindofmusic／download?→Whatkindofmusicdoyouoftendownload?Iusuallydownloadtheclassicalmusic.
2Writeaboutyourpartner.Useusuallyandoften.
Howisyourpartnerlike?Canyouwriteashortpassageaboutyourpartner?Pleaseuseusuallyandofteninyourwriting.Youcanwritemanythingsaboutyourpartner.Whatdoesheorshelike?Doesheorsheusuallygoonline?Howdoesheorshethinkofcomputergames?Doesheorsheplaycomputergames?Whatelsedoesheorshedoonthecomputer?
WangDonghasacomputerathome.Heusuallyusesthecomputerintheevening.Heusuallydoeshishomeworkonhiscomputer.HeoftenplaysgamesonSundayevening.HeusuallyplaysCounterStrike.Heoftensendsemailstohisfriends.HeusuallydownloadsmusicfromtheInternet.Helikespopmusic.
3Completethesentences.
Inthissection,Iwouldlikeyoutocompletethesentencesbelow.Pleasepaygreatattentiontotheformoftheverb.Trytofillinthecorrectanswers.Forexample,wecansaythesesentences.Henrydoesn’tlikeplayinggames,buthelikesdrawingpictures.JackandKatedon’ttravelalot,buttheyoftenvisitwebsitesabouttraveling.Clairealwaysusesthecomputer,butshedoesn’tknowhowtodownloadmusic.Myparentsusuallywritetome,buttheydon’tsendmeemails.
1Tonydoesn’tvisit（notvisit）hisuncle,butheoftensends（send）emails.
2Weuse（use）theInternet,butwedon’tplay(notplay)gamesonourcomputer.
3Damingdoesn’tuse(notuse）acomputertodohishomework，buthedownloads(download)music.
4Shemakes（make）travelplansontheInternet,butshedoesn’tbuy(notbuy)tickets.
5Wedon’thave（nothave)acomputerathome,butweoftenuse（use）thecomputeratschool.
■Vocabulary
4Completethewordmapwithwordsaboutcomputers.
Whatarethedifferentpartsofacomputer?FromUnit1,welearnthereareseveralparts,forexample,theprinter,thekeyboard,themouseandthemonitor.Canyouusethesewordsfromthismoduleaboutcomputerstocompletethewordmapbelow?
5Completethephraseswithwordsinthebox.
Therearemanyverbsintheboxbelow.Wecanusetheseverbstomakemanysentences.Wecanevenwritealongarticlewiththesewords.Ioftenswitchonmycomputerandvisitwebsitesaboutplayingcomputergames.IconnecttotheInternetanddownloadmusiceveryweekend.Iclickon“save”tosavethemusicdocuments.Iopenthepicturedocumentandclickon“print”toprintmywork.Ioftencheckthetraintimetable,butIdon’tusuallysendemails.IgetalotofinformationfromtheInternet.
checkclickconnectdownloadgetopen
playprintsavesendswitchonvisit
1getinformation
2visitawebsite
3sendanemail
4connecttotheInternet
5switchonthecomputer
6downloadmusic
7checkthetimetable
8clickon“save”
9printyourwork
10openanewdocument
11playcomputergames
12saveadocument
■Aroundtheworld
Let’sgoaroundtheworldnow!HowdoAmericanstudentsusetheircomputers?Dotheyoftensendemails?Dotheyusuallygoonline?
■Moduletask→Doingaquestionnaireaboutcomputers
6Workinpairs.LookatthequestionsinUnit2Activity1.Makeaquestionnairelikethis.
Workwithyourpartner.Makeaquestionnairelikethisonebelow.Itshouldbeaquestionnaireaboutone’susingofcomputers.Youcanalsoaddotherquestionsifnecessary.
QuestionsBettyJack
Doyouhaveacomputerathome?YesYes
Doyouusuallyuseacomputeratworkorschool?NoYes
Doyouoftengoonline?YesNo
DoyoumaketravelplansontheInternet?NoYes
Whendoyouuseacomputer?AtnightAttheweekend
Whatdoyouusuallydoonyourcomputer?DomyhomeworkListentomusic
Howmanyemailsdoyousend?TwoforeachdayFiveforeachweek
Whatgamesdoyouplay?FinalFantasyTombRaider
7Askthequestionsinyourquestionnaire.Writethenameoftheperson,andmakenotesontheanswers.
Askeachotherquestionsabouthisorherusingofthecomputerinyourquestionnaire.Whileasking,pleasemakenotesontheanswers.Thinkaboutthesethingsafteryoufinishthetask.Doesyourpartnergoonlinetoomuch?Doesyourpartnerplaycomputergamesalot?Whatadviceofusingcomputerscanyougiveforeachother?
8Workingroupsofthreeorfour.Talkabouttheanswerstoyourquestionnaires.
Workwiththreeorfourclassmatestogether.Talkabouttheanswersyougettoyourquestionnaires.Whatcanyoulearnfromtheseanswers?Howmanyofyouuseacomputerintheevening?Howmanyofyouoftengoonline?Howmanyofyousendmorethanthreeemailsaweek?
Fivepeopleuseacomputerintheevening.Twopeopleuseitintheafternoonandintheevening.Threepeopleusuallyuseacomputeratworkorschool.Fourpeopleusuallyuseacomputerathome.Fivepeopledon’toftengoonline.Twopeopleoftengoonline.Twopeopleusuallyplaygamesonthecomputer.Threepeopleoftendohomeworkonthecomputer.Twopeopleoftenlistentomusiconthecomputer.