Period 2Grammar 1; Reading and Listening整體設(shè)計(jì)教材分析The teaching contents of this period include the following two parts: Grammar 1; Reading and Listening. Grammar 1 aims at making the students clear about the notion of “adverbial clause of time”. To achieve this aim, teachers should ask students to examine the sentences and finish off the exercises prepared for this part and ask them to summarize the characteristics of “adverbial clauses of time”. After students have summarized the characteristics, teachers can give them more exercises about it, and make students understand the characteristics more deeply and learn to use the “adverbial clause of time”. The section of reading and listening, whose content is 3 pieces of news, offers students the practical exercise of a combination of reading and writing. Students should read first and then listen to it. In concrete activities, students should distinguish the new words and phrases in dialogues and passages and understand their meanings correctly. 三維目標(biāo)1. 知識與技能1)Train students listening skills.2)Develop their reading ability.3)Learn to use “adverbial clauses of time”.4)Learn the following words: aliens, telescope, amateur, astronomer, autograph, delighted, fan, spaceship, surprise2. 過程與方法1)Individual or pair work to finish the task.2)Discussion to make them summarize the grammatical items of “adverbial clauses of time”.3)Practice to the students use “adverbial clauses of time” correctly.3. 情感與價(jià)值Through the study of this module the students will learn more about “adverbial clauses of time” and meanwhile they will improve their listening skills and reading ability. 教學(xué)重點(diǎn)1. Encourage them to sum up the grammatical rules of “adverbial clauses of time” themselves.2. Train their listening skills.3. Develop their reading ability. 教學(xué)難點(diǎn)1. Make sure students master the grammatical items.2. Get students to understand the new words and phrases in this part.3. Make students use “adverbial clauses of time” correctly.4. Develop students listening skills. 教學(xué)過程Step 1 Greetings and RevisionOption 1 Dictation and translation1. The teacher reads out the following words and students have a dictation.backstagecelebritycosmonautdirectordelightedeconomyfront coverfront pagenavigatorphotographpoliticsspaceshipsurprisetailonauttelescopeheadlineuniverse2. Ask the students to translate the following sentences into English.1. 飛機(jī)已經(jīng)起飛了，可到現(xiàn)在我還沒看見他的影子。2. 人造衛(wèi)星繞地球飛行的時(shí)候，可以檢測出地球大氣中出現(xiàn)的各種情況。3. 現(xiàn)在的很多年輕人喜歡周杰倫，我是其中之一。4. 他所拜訪過的國家總共有56個(gè)。5. 站在那里的是我們的老師，他兒子今年剛剛考上一所著名的大學(xué)。6. 你能找到那個(gè)被老師責(zé)備的學(xué)生嗎? Suggested answers:1. The plane has taken off, but he still didnt turn up.2. When the satellites are making orbits of the earth, they can find out all kinds of problems appearing in the atmospheres.3. Many young people like Zhou Jielun, including me/me included.4. The countries he visited are 56 in total.5. That man standing there is our teacher, whose son has just been admitted to a very famous university.6. Can you find the student who is scolded by teacher? Option 2 Check their writing workThe teacher greets the students as usual and then asks a few good students to share their passages with the whole class. Step 2 Grammar 1: adverbial clauses of time1. Option 1(suitable for a class of higher level)Ask the students to read the sentences and answer the questions.1)Read the two example sentences and the four questions with the whole class and make sure they can understand the requirements.2)Ask the students to answer the questions individually, and then check with a partner.3)Collect their answers in a whole-class setting and teachers might make the concepts clear for the students.(1)Adverbial clauses of time can be preceded by when and while.(2)The action or events in subject clauses can happen at the same time, and one of the actions or events can be at the present tense.Option 2 (suitable for a class which is of ordinary level)First the teacher may provide the students with some sentences with adverbial clauses of time. And ask them to summarize the grammatical rules of adverbial clauses of time. You can use the following sentences.(Show the following on the screen. )1. When I was doing my homework, I heard someone knocking at the door.2. When he left the house, I was sitting in the garden.3. When he arrived home, it was just nine oclock.4. While he was in London, he studied music.5. While she was typing the letter, he telephone rang.Then you may ask them to finish the task in activity 1. Finally, call back their answers.Suggested answers:1)The past continuous verb (was traveling/was orbiting )was continuing all the time, and was interrupted by actions of short duration (spoke/took)which are in the past simple.2)Yes, the first action in each sentence (although it doesnt have to be placed first)is longer than the second one.3)No, they took place at the same time, although the second action started after the first one.4)Yes, it did.2. Read the sentences and choose the correct answers.1)Read the two sentences with the whole class and make sure they can understand the requirement. 2)Ask students to answer the questions individually, and then check with a partner, and they can solve the problems by discussing with their partners.3)Collect the answers from the whole class. Teachers help students to know that in the compound sentences with the adverbial clauses of time preceded by “when”, the meaning of “when” changes with the changes of the main clauses tenses.Suggested answers:(1)（a)yes(b)no(c)yes(2)(a)no(b)yes(c)yes3. Complete the sentences with the correct tense for the verbs in the brackets.1)Ask students to complete the sentences individually, and then check with a partner to solve the problems where they made mistakes.2)Collect the answers from the whole class as complete sentences. Teachers may ask students to read out the sentences as well as the answers so that they can consolidate the adverbial clauses of time in their minds.Suggested answers:(1)met(2)sang(3)got out(4)was orbiting4. ConsolidationGive students more exercises about adverbial clauses of time to make sure they can grasp it more firmly.(Show the following on the screen. )Fill in the blanks with proper prepositions1)I havent heard from him_ he went to America.2)He wont be here_ he is invited.3)He will not go to the cinema_ he is very busy.4)We found the key_ she lad left it.5)We found the books two days_ he had gone away.6)We had no sooner got to the station_ the train left.7)He speaks English_ he were an Englishman.8)He is explaining clearly_ they could understand.9)Do not leave the room_ you have finished the test.10)She sang_ she went along.Suggested answers:1)since2)unless3)because4)where5)after6)than7)as if8)so that9)before 10)asNotes: Time clauses are used to indicate the time that an event in the main clause takes place. The main time conjunctions are: when, as soon as, before, after, by the time, by. They are placed either at the beginning or the end of a sentence. When placed at the beginning of the sentence, the speaker is generally stressing the importance of the time indicated. Step 3 Reading and listening1. New wordsOption 1Ask students to read the listed words individually and try to understand what they all mean. Then ask some students to read them out and others check if they are correct. Next, let them answer the questions by themselves. If they come across any problems in their understanding, they can turn to the teacher, other students or a dictionary for help. Finally, have students refer to the correct answers shown on the screen after they compare their answers in pairs.Option 2Hold a competition. The teacher writes any word in the table on the blackboard or shows them on the screen for students to read. The competition rules are as follows: When a word is given, the students who know it raise their hands. The one that does this first reads the word and give its Chinese meaning or explains it in English. If he or she is correct, he or she will get five grades. Otherwise, he/she gets zero and another one can read and explain it again. Each student has only one chance to read the same word. The guy who gets the most grades will be the final winner.After they know what the words mean, the teacher reads the questions one by one while the whole class give the answers.Option 3Read the listed words out and let the students follow you. Meanwhile, make them pay attention to the stress of them. Put the students into pairs to practice reading them. One reads them through, while the other checks if the words are read and stressed correctly. Then exchange their roles to repeat this.1. Read through the words while the students listen and follow in their books.2. Read them again and have the students repeat them after you chorally and individually. Pay particular attention to the multi-syllable words where the stress is not on the first syllable words where the stress is not on the first syllable: astronomer, delighted, surprise.3. Elicit the meaning of all the words you can from students and then either gloss the others yourself, or ask the students to use their dictionaries to find them. For example: Teacher: (1)A creature from the outer space can be called an “alien”.(2)“Delighted” means very pleased.(3)A “telescope” is a tool through which we can see things far away such as the moon and planets.2. Reading Option 1 Match the headlines with the paragraphs.1)Read the three headlines with the whole class, and make sure they understand them.2)Ask the students to read the paragraphs and match the headlines individually, and then check with a partner.3)Collect the answers from the whole class.Option 2 Summarize the general ideas of the passages.1)Ask the students to read the passage individually.2)Discuss with the partners and try to summarize the general ideas of each part. While discussing, teachers may walk around and check their reading comprehension to the passages by listening to theirs talks.3)Collect their answers from the whole class.Suggested answers:1)B2)C3)A3. ListeningListen to three radio reports and answer the questions.1)Pre-listening: Read through the questions with the whole class and make sure they understand all of them. Tell students that the answers to the questions are in the recording, but not on the page. They must listen to find out the answers. And also you may ask students to predict the contents of the passages according to the questions.2)While-listening: (1)The first time students listen to the tape they are expected to listen and focus on the questions. While students are listening to the tape, play the recording right through without stopping so that the students can focus on the listening materials.(2)Play the recording again for them to answer, but still do not stop until you get to the end. Then ask the students to answer the questions. After they have finished answering the questions, they can check with a partner.(3)Play the recording again, and ask them to pay much attention to the part that they didnt heard clearly. Then ask them to complete their answers to the questions in exercise 3.3)Post-listening: Option 1: Collect the answers from the whole class, having one student read a question and another answer it. Time permitting, ask the students to listen to the tape again as reading the original passages in, the aim of which is that by following the readers, students can correct their pronunciation as well as some points which are not pronounced or which is pronounced with others sounds.Option 2: Collect their answers from whole class, having one student read a question and another answer it. If time permitted, show the original passages on the screen and ask the students to read the original passage carefully, and then let them close the books and listen to the tape again. By using this method, students can find out the points where they can not understand more easily and pay much attention to it later. Students can repeat listening to the tape after they have read the original passages until they can listen quiet clearly about what the points they cant make clear while listening.TapescriptAThe British Prime Minister landed at Beijing Airport at nine oclock yesterday morning at the start of a five-day visit to China. His wife and son were with him. “This is my first visit to China, ” he said, “and Im delighted to be here. Now that I have made this first visit, I hope I can come many more times. ” The Prime Minister is also planning visit Shanghai and Guilin.BAmerican singer Bobbie Sharon was in London yesterday. She went to the Channel 16 TV studio, where she sang sometimes, a song from her new album. While she was waiting for a taxi outside the studio, she met 16-year-old Sam Parrish, who was two meters tall. “Im your biggest fan, ” said Parrish. “Well, youre my tallest fan, ” replied Sharon. “Could I possibly have your autograph on my arm? ” asked Sam. “As you have asked me so nicely, ” said Sharon, “Id be delighted to sign your arm. ”CAmateur astronomer David Bates was looking at the moon through his telescope last night when he got a big surprise. “I saw aliens on the moon, ”he said. “They were getting out of a spaceship. ”Since no one else saw the aliens, not many people believe Mr Bates. Mr Bates, WHO IS 68, also saw the aliens landing on the moon last year and two years ago.Suggested answers:1)Nine oclock in the morning2)His wife and son3)Shanghai and Guilin4)Channel 165)sometimes6)16 years old7)688)No Step 4 ExtensionOption 1: Explain some other conjunctions in adverbial clauses of time.1. the first (second. . . last)time 可引導(dǎo)時(shí)間狀語從句The last time I saw Jane, she was weaving on a loom.我最后一次看到簡的時(shí)候 ，她正在織布。I was deeply impressed by him the first time I met him.我第一次看見他時(shí)，他給我留下了很好的印象。 2. last time (上次)，next time (下次)，any time (任何時(shí)候等)，有時(shí)引導(dǎo)時(shí)間狀語從句Last time I was in Paris, he often came to see me.上次我自在巴黎時(shí)，他常來看我。Take me next time you go abroad.下次你去國外，帶我一起去。I will lend you my car any time you need it.什么時(shí)候你需要我的車，我都會借給你的。3. each time, every time (每次，每當(dāng))常引導(dǎo)時(shí)間狀語從句Every time I went to see him, he was drinking wine.每次我去看他，他總在喝酒。4. all the time, the whole time 一直，始終She listened carefully all the time he spoke.他發(fā)言時(shí)，她一直認(rèn)真聽。The whole time I was reading last night, he was fast asleep.昨晚我看書時(shí)，他一直在酣睡。5. by the time 到時(shí)候?yàn)橹笲y the time he was fourteen, Einstein had taught himself advanced mathematics.到14歲時(shí)，愛因斯坦已經(jīng)自學(xué)了高等數(shù)學(xué)。6. The conjunctions showing “一就”或“剛就”1)as soon asIll tell him the news as soon as I see him.我一看見他就告訴他這個(gè)消息。As soon as she came to the classroom, she began to read English.她一來到教室，就開始讀英語。2）no sooner. . . than. . .I had no sooner got home than it began to rain.我剛一到家就下雨了。3)hardly(scarcely). . . when. . .The candidate had scarcely finished the test when the bell rang.這位考生剛做完試卷，鈴聲就響了。He had hardly entered the classroom when the teacher began his lecture.他剛走進(jìn)教室，老師就開始上課了。no sooner. . . than, scarcely. . . when 和 hardly. . . when. . . 等結(jié)構(gòu)都可以倒裝。No sooner had I got home than it began to rain.我剛一到家就下雨了。Scarcely had the candidate finished the test when the bell rang.這位考生剛做完試卷，鈴聲就響了。No sooner had they got to the plant than they started to work.他一到工廠就開始工作。4)immediately, directly, instantly（高中階段就這三個(gè)常用詞表示“一就”）You may leave immediately he comes.他一來，你就可立即離開。Directly I had done it, I knew I had made a mistake.我剛一做完這事，就知道我做錯(cuò)了。The machine will start instantly you press the button.你一按電鈕，機(jī)器就會開動(dòng)。5)the (very)moment, the instant, the minute. . .I recognize you the moment I saw you.我一見到你，就認(rèn)出你來了。Ill tell him the minute he comes.他一來，我就告訴他。The instant they heard the alarm, they took shelter in a tunnel.他們一聽到警報(bào)，就立即在坑道內(nèi)隱藏起來。Option 2: when，while，as引導(dǎo)時(shí)間狀語從句的區(qū)別when，while，as顯然都可以引導(dǎo)時(shí)間狀語從句，但用法區(qū)別非常大。1. when可以和延續(xù)性動(dòng)詞連用，也可以和短暫性動(dòng)詞連用; 而while和as只能和延續(xù)性動(dòng)詞連用。1)Why do you want a new job when youve got such a good one already? （get為短暫性動(dòng)詞）你已經(jīng)找到如此好的工作，為何還想再找新的? 2)Sorry，I was out when you called me. （call為短暫性動(dòng)詞）對不起，你打電話時(shí)我剛好外出了。3)Strike while the iron is hot. （is為延續(xù)性動(dòng)詞，表示一種持續(xù)的狀態(tài)）趁熱打鐵。4)The students took notes as they listened. （listen為延續(xù)性動(dòng)詞）學(xué)生們邊聽課邊做筆記。2. when從句的謂語動(dòng)詞可以在主句謂語動(dòng)作之前、之后或同時(shí)發(fā)生; while和as從句的謂語動(dòng)作必須是和主句謂語動(dòng)作同時(shí)發(fā)生。1)從句動(dòng)作在主句動(dòng)作前發(fā)生，只用 when。When he had finished his homework，he took a short rest. （finished先發(fā)生）當(dāng)他完成作業(yè)后，他休息了一會兒。When I got to the airport，the guests had left. （got to后發(fā)生）當(dāng)我趕到飛機(jī)場時(shí)，客人們已經(jīng)離開了。2)從句動(dòng)作和主句動(dòng)作同時(shí)發(fā)生，且從句動(dòng)作為延續(xù)性動(dòng)詞時(shí)，when，while，as都可使用。When/While/As we were dancing，a stranger came in. （dance為延續(xù)性動(dòng)詞）當(dāng)我們跳舞時(shí)，一位陌生人走了進(jìn)來。When/While/As she was making a phonecall，I was writing a letter. （make為延續(xù)性動(dòng)詞）當(dāng)她在打電話時(shí)，我正在寫信。3)當(dāng)主句、從句動(dòng)作同時(shí)進(jìn)行，從句動(dòng)作的時(shí)間概念淡化，而主要表示主句動(dòng)作發(fā)生的背景或條件時(shí)，只能用 as。這時(shí)，as常表示“隨著”“一邊，一邊”。As the time went on，the weather got worse. （as表示“隨著”)The atmosphere gets thinner and thinner as the height increases.隨著高度的增加，大氣越來越稀薄。As years go by，China is getting stronger and richer.隨著時(shí)間一年一年過去，中國變得越來越富強(qiáng)了。The little girls sang as they went. 小姑娘們一邊走，一邊唱。The sad mother sat on the roadside，shouting as she was crying.傷心的媽媽坐在路邊，邊哭邊叫。4)在將來時(shí)從句中，常用when，且從句須用一般時(shí)代替將來時(shí)。You shall borrow the book when I have finished reading it.在我讀完這本書后，你可以借閱。When the manager comes here for a visit next week，Ill talk with him about this.下周，經(jīng)理來這參觀時(shí)，我會和他談?wù)劥耸隆?. when用于表示“一就”的句型中（指過去的事情）。sb. had hardly（scarcely)done sth. when. . . Hardly/Scarcely had sb. done sth. when. . .(1)I had hardly/scarcely closed my eyes when someone knocked at the door.Hardly/Scarcely had I closed my eyes when someone knocked at the door.我剛一閉上眼，就有人在敲門了。(2)I had hardly/scarcely entered my room when the telephone rang.Hardly/Scarcely had I entered my room when the telephone rang.我剛一走進(jìn)房門，電話就響了。Step 5 Summary and HomeworkThis period students learned adverbial clauses of time. Through this period they will learn to use the adverbial clauses of time. After that they read a passage and listened to 3 passages, through which students can recognize the new words in dialogue and passages and understand the meanings correctly. They can hear the breaks in the listening materials and can understand the broadcasting news in it. Then they are required to finish the exercises. At the end of the class, homework is assigned to: Finish exercises 2 and 3 on the workbook. 板書設(shè)計(jì)Module 5Newspapers and MagazinesPeriod 2While he was traveling in space, Yang spoke to two astronauts aboard the International Space Station.When he was orbiting in the capsule, he took photographs of planet earth.When Yang landed, Premier Wen Jiabao telephoned the Control Centre.When Yang landed, Premier Wen Jiabao was telephoning the Control Centre. 活動(dòng)與探究Grammar is presented in a clear and meaningful context, with target structures showing form, meaning and use. The accompanying exercises also function as reading or listening comprehension checks. This approach ensures the integration of skills and grammar. Listening is carefully graded to the level of the learner, and all new vocabulary is taught either immediately before the listening passages, or immediately afterwards. The language is natural everyday English, although there is little or no redundancy or other features of spoken language because of the risk of confusing the leaner. A pre-listening stage is always included to prepare the learners for the main listening activity. 備課資料時(shí)間狀語從句用法要點(diǎn)凡是從句都必須有引導(dǎo)詞，引導(dǎo)時(shí)間狀語從句的詞有when，before，after，until，as soon as，while 等，具體用法如下: 1. when 意為“當(dāng)時(shí)”，引導(dǎo)時(shí)間狀語從句，表示主句的動(dòng)作和從句的動(dòng)作同時(shí)或先后發(fā)生。I feel very happy when you come to