資源簡介

Unit 10 You’d better have more reading practice.
（Reading and writing 教學設計）
一、教材分析
教學內容
　　本課包括Reading and writing部分，具體內容為：閱讀關于語言學習建議的短文，能夠讀懂短文所描述的內容，理解關鍵詞匯與短語的意義，能仿照短文寫出自己對語言學習的建議。
教學重點、難點
（1）教學重點
學習關于描述語言學習困難與建議的詞匯與短語；讀懂關于語言學習建議的短文；能夠讀懂短文所描述的內容，理解關鍵詞匯與短語的意義；仿照短文寫出自己對語言學習的建議。
（2）教學難點
　　仿照短文寫出自己對語言學習的建議。
二、教學目標
知識目標
（1）學習關于描述語言學習困難與建議的詞匯與短語，如：
review, tip, normal, recording, native, imitate, improve, pronunciation, immediately, guess, enlarge, vocabulary, communicate
work on, make sure, come across, look up, make mistakes, correct a mistake, in fact, learn sth. from sth./sb., think about, be afraid to do sth.
（2）學會并能套用短文中關于描述語言學習困難與建議的句型，如：
You must work on … every day. Make sure …
When you …, it’s normal to …
You may … This can help you improve your … It’s also a good idea to …
You should … In fact, it’s a good way to …
The easiest … to try is to … You can …
When …, you should … But it’s more important to …
能力目標
（1）能讀懂關于語言學習建議的短文。
（2）能讀懂短文所描述的內容，理解關鍵詞匯與短語的意義。
（3）能仿照短文寫出自己對語言學習的建議。
情感目標
（1）讓學生掌握提出建議的思路與方法，培養學生良好的溝通能力。
（2）培養學生形成良好的學習習慣，幫助他們克服英語學習中遇到的困難，采用更有效的學習策略，掃清學習障礙，提高英語學習效果。
三、教學步驟
Step One Lead-in
Ask Ss to work in pairs on asking and giving advice about English learning which they have completed in their homework of last period.
（設計意圖：檢查上一課時布置的作業，復習所學詞匯與句型。）
Activity 7. Tick and think.
Ask Ss to think about the most difficult activities in English learning and write them down on the blackboard. Instruct Ss to do Activity 7 and choose the most difficult part from the items.
（設計意圖：讓學生英語學習中最難的活動進行思考和總結，為閱讀任務的完成做準備，同時培養學生的歸納能力。）
Step Two Reading and writing
Activity 8. Read, circle and underline.
Ask Ss to go through the text in Activity 8 quickly, mark the new words. Write the new words on the blackboard. Ask Ss to read aloud and explain them if necessary.
review, tip, normal, recording, native, imitate, improve, pronunciation, immediately, guess, enlarge, vocabulary, communicate
work on, make sure, come across, look up, make mistakes, correct a mistake, in fact, learn sth. from sth./sb., think about, be afraid to do sth.
work on
eg. You need to work on your pronunciation a bit more.
He is working on his car for the whole night.
imitate
eg. His style of drawing has been imitated by other artists.
Teachers provide a model for children to imitate.
come across
eg. I came across children sleeping under bridges.
I've never come across anyone quite like her before.
enlarge
eg. A good way to enlarge your vocabulary is to read a daily newspaper.
Reading will enlarge your vocabulary.
communicate
eg. They communicated in sign language.
We communicated mostly by e-mail.
（設計意圖：先就短文內容有一整體印象，掃清生詞障礙，為理解短文內容做準備。）
Ask Ss to read the text, underline advice about English learning. Ask Ss list the advice according to the text and try to fill in the blanks:
You must work on the language every day. Make sure you get a little review and study time every single day, even for just 10 minutes.
You may listen to the recordings of native speakers and try to imitate their way of speaking. It’s also a good idea to sing some songs in that language.
You should try to guess the meaning from words you know.
The easiest language learning tip to try is to make mistakes!
But it’s more important to communicate. Go ahead and speak and write. Don’t be afraid to make mistakes.
（設計意圖：了解短文大意，初步理解短文，能就所需信息搜索相關內容，培養學生搜索關鍵信息的閱讀技巧。）
Activity 9. Read and choose. Ss read the text after the teacher and do Activity 9.
（設計意圖：通過完成閱讀練習，檢測對短文主要內容的理解程度。）
Activity 10. Think and replace.
Ask Ss to read the sentences in Activity 10 and tell the meaning of the italic words, then find these sentences in the text and complete the Activity 10.
（設計意圖：通過對關鍵詞匯與短語的替換練習，進一步理解這些詞匯與短語的意義。）
Step Three Production
Choose some activities in Activity 1. Ask Ss to write down their advice on English learning according to the text in Activity 8, try to use the following patterns. Then ask Ss to tell the advice on English learning to the class.
listen to the radio talk with an English man enjoy English jokesput on an English play send emails to American friends watch movies in English
You must work on … every day. Make sure …
When you …, it’s normal to …
You may … This can help you improve your … It’s also a good idea to …
You should … In fact, it’s a good way to …
The easiest … to try is to … You can …
When …, you should … But it’s more important to …
（設計意圖: 學生寫出自己對語言學習的建議，鞏固并檢測所學詞匯與句型。）
Step Four Summary
Make a short summary of what Ss have learned in this period.
Key vocabulary:
review, tip, normal, recording, native, imitate, improve, pronunciation, immediately, guess, enlarge, vocabulary, communicate
work on, make sure, come across, look up, make mistakes, correct a mistake, in fact, think about, be afraid to do sth.
Sentence Patterns for giving advice:
You must work on … every day. Make sure …
When you …, it’s normal to …
You may … This can help you improve your … It’s also a good idea to …
You should … In fact, it’s a good way to …
The easiest … to try is to … You can …
When …, you should … But it’s more important to …
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Copy and remember the vocabulary in the summary of this period.
Choose some learning activities in this unit and write down your advice on English learning according to the text in Activity 8, using the vocabulary and patterns in this unit as possible as you can.
3. Complete the part “Reading” in the workbook .
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
Phrases:review, tip, normal, recording, native, imitate, improve, pronunciation, immediately, guess, enlarge, vocabulary, communicatework on, make sure, come across, look up, make mistakes, correct a mistake, in fact, learn sth. from sth./sb., think about, be afraid to do sth. Sentence patterns:You must work on … every day. Make sure …When you …, it’s normal to …You may … This can help you improve your … It’s also a good idea to …You should … In fact, it’s a good way to …The easiest … to try is to … You can … When …, you should … But it’s more important to …Unit 10 You’d better have more reading practice.
（Grammar focus 教學設計）
一、教材分析
教學內容
本課時包括Language in use中的 Grammar focus部分，具體內容為：情態動詞的句式及基本用法。
教學重點、難點
（1）教學重點
情態動詞的句式及基本用法。
（2）教學難點
情態動詞的基本用法。
二、教學目標
知識目標
（1）學會并能正確使用情態動詞的句式。
（2）學習情態動詞的基本用法。
能力目標
（1）能熟練運用情態動詞的各種句式。
（2）能根據不同情境正確選擇情態動詞。
情感目標
能根據情境正確使用情態動詞，培養學生日常生活中形成良好的語言習慣。
三、教學步驟
Step One Lead-in
Check the homework in last period. Ask Ss to tell their advice on English learning to the class.
（設計意圖：檢查上一課時布置的作業，復習所學詞匯與句型。）
Ask Ss to read the dialogue in Activity 5 and the text in Activity 8 altogether and translate the following sentences. Under line the modal verbs and make Ss know the grammar today they will learn is the modal verbs.
Can you give me some advice 你能給我些建議嗎？
You’d better have more reading practice. 你最好多做些閱讀練習。
You can find a great many reading materials online。在網上你可以找到大量的閱讀材料。
You may start with stories. 你可以從故事開始。
You must work on the language every day. 你一定要每天研習語言。
You should try to guess the meaning from words you know. 你應該先根據已有的詞匯猜詞生詞的意思。
（設計意圖：通過翻譯句子，為學生學習情態動詞的句式和基本用法做鋪墊。）
Step Two Language in use
Grammar focus. Ask Ss to read Grammar focus on P114, pay attention to the structure of the sentences with modal verbs. Ss read aloud the example sentences altogether.
Ask Ss to conclude the structure of the modal verbs from the example sentences.
Affirmative Form Modal V. + V.
Negative Form Modal V. + not + V.
Interrogative Form Modal V. + … + V.
Explain the usage of the modal verbs with examples.
情態動詞是表示能力、建議、許可、義務等說話人語氣或情態的動詞。用在行為動詞前，表示說話人對這一動作或狀態的看法或主觀設想。
情態動詞主要有：can, could, may, might, shall, should, will, would, must, ought to, used to, need, had better, dare等。
He can drive a car. 他可以開車。
I must get home before 8 o’clock. 我必須八點前回家。
You shouldn’t smoke here. 你不應該在這兒抽煙。
You needn’t get up so early. 你不需要起這么早。
Do you have to work 10 hours a day 你每天得工作十個小時嗎？
May I ask a question 我可以問一個問題嗎？
（設計意圖：通過情態動詞的介紹及例句，了解情態動詞的句式及基本用法。）
Ask Ss to find out the other sentences of modal verbs in the dialogue of Activity 5 and the text in Activity 8, also attend to the structure.
You may listen to the recordings of native speakers and try to imitate their way of speaking.
This can help you improve your pronunciation.
You may often come across new words in reading.
You can learn a lot from your mistakes.
When your teacher corrects a mistake in your writing or speaking, you should think about it and try to see why it’s wrong.
（設計意圖：讓學生在課文中找出含情態動詞的句子，進一步熟悉情態動詞的句式及基本用法。）
Activity 11. Read and choose.
Ask Ss to do Activity 11. Check the answers and ask the reason why Ss choose so. Elicit the different meaning of modal verbs.
（設計意圖：通過學生完成有關情態動詞的練習，進一步明確情態動詞的基本用法。）
More examples.
Give more examples and ask Ss to think about when and how we used modal verbs. Explain the usage of modal verbs by giving more examples if necessary.
People can shop on line. 人們可以在網上購物。
Can you understand the story 你能明白這個故事嗎？
She can’t speak Chinese. 她不會說中文。
Explain the structure of the sentences of modal verbs. Emphases that the negative structure is to add not after the modal verbs, and the interrogative structure is to take the modal verbs in front of the sentence.
Affirmative sentence: People can shop on line.
Negative sentence: She can’t speak Chinese.
Interrogative sentence: Can you understand the story
Ss classify the sentences of modal verbs with affirmative, negative or interrogative sentences.
Affirmative sentence:
I must finish the work before 5 o’clock.
You should have more reading practice.
He can speak two languages.
Negative sentence:
You needn’t worry about that.
Interrogative sentence:
May I use your car
（設計意圖：給出更多例子并通過歸類，讓學生對情態動詞的句式有進一步的認識和了解。）
Activity 12. Read and match.
Ss read the sentences, try to understand the meaning of these sentences and do Activity 12. Make Ss find out the sentences of modal verbs on the right, underline the modal verbs and pay attention to the usage of the modal verbs.
It’s dark here. You can turn on the lights.
Oh, it’s 8 o’clock. I’m late for work. You’d better take a taxi.
The sweater is too small for me. You may try this one. It’s larger.
I’ve got a cold and a bad headache. You should take a good rest.
（設計意圖：引導學生關注情態動詞使用的情境，進一步了解情態動詞的用法。）
Ask Ss to change the sentences with modal verbs into the negative and interrogative forms, remind that some pronouns should be changed when they change forms:
You can turn on the lights. You can’t turn on the lights. Can you turn on the lights
You’d better take a taxi. You’d better not take a taxi. Had better I take a taxi
You may try this one. It’s larger. You may not try this one. May I try this one
You should take a good rest. You should not take a good rest. Should I take a good rest
（設計意圖：通過句式變換，引導學生關注情態動詞的句式變換的要點。）
Step Three Production：Activity 13. Think and write.
Ss read the sentences in Grammar focus, change the sentence forms of modal verbs into the other forms.
Affirmative Form Negative Form Interrogative Form
I must finish the work before 5 o’clock. I needn’t finish the work before 5 o’clock. Must I finish the work before 5 o’clock
You should have more reading practice. You shouldn’t have more reading practice. Should you have more reading practice
He can speak two languages. He can’t speak two languages. Can he speak two languages
You must worry about that. You needn’t worry about that. Must you worry about that
You may use my car. You may not use my car. May I use your car
（設計意圖：加深對情態動詞句式及用法的了解，為下一步練習做準備。）
Ss read the requirement of Activity 13, tell the meaning of these phrases and make sentences with modal verbs, write down these sentences. Ask some of Ss to write the sentences down on blackboard and tell the class.
（設計意圖：明確活動任務，為完成寫作任務做準備，以進一步鞏固學生所學句型和用法。）
Ss complete Activity 13 according to the sentences they have made, use the first 3 phrases (attention: Some sentences may have different forms). Ask some of Ss to read the advice to the class.
（設計意圖：檢查學生完成任務的情況，確認學生對情態動詞的掌握情況。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Structure of sentence with modal verbs:
Affirmative Form will /shall + V. be going to +V.
Negative Form will /shall not + V. be not going to +V.
Interrogative Form Will /Shall … V. Be … going to +V.
Usage of modal verbs:
情態動詞是表示能力、建議、許可、義務等說話人語氣或情態的動詞。用在行為動詞前，表示說話人對這一動作或狀態的看法或主觀設想。
情態動詞主要有：can, could, may, might, shall, should, will, would, must, ought to, used to, need, had better, dare等。
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Complete the advice with the other 3 phrases in Activity 13.
Complete the part “multiple choice” in the workbook.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
Simple Future TenseStructureAffirmative FormModal V. + V.Negative FormModal V. + not + V.Interrogative FormModal V. + … + V. Usage情態動詞是表示能力、建議、許可、義務等說話人語氣或情態的動詞。用在行為動詞前，表示說話人對這一動作或狀態的看法或主觀設想。情態動詞主要有：can, could, may, might, shall, should, will, would, must, ought to, used to, need, had better, dare等。Unit 10 You’d better have more reading practice.
Lead-in + Listening and speaking教學設計
一、教材分析
教學內容
本課包括Lead-in & Listening and speaking兩部分，具體內容為：復習與語言學習及語言技能相關的詞匯與短語，聽懂并掌握談論學習困難的簡單對話，能就所遇到的困難進行準確地描述，或就相關困難給出適當建議。
教學重點、難點
（1）教學重點
復習表達語言學習活動和語言技能相關的詞匯與短語，聽懂并掌握談論學習困難的簡單對話，能就所遇到的困難進行準確地描述，并就相關困難給出適當建議。
（2）教學難點
就所遇到的困難進行準確地描述，或就相關困難給出適當建議。
二、教學目標
知識目標
（1）學習并識記談論語言學習和困難并給出建議的詞匯與短語，如：
practice, material, article, foreign, website, report, experience, develop
do well, get top marks, manage to do sth., ask sb. for advice, learning method, be poor at, give sb. some advice, had better, a great many, on line, on the internet, start with
（2）學會并能套用描述學習困難、詢問及給出建議的句型，如：
How do you manage to do so well I sometimes ask … for advice.
I’m always poor at … … is quite important.
Can you give me some advice You’d better …
What can I do You can … / I often …, especially …
What … should I choose You may start with … They give you … experience and help you develop …
能力目標
（1）能聽懂談論學習困難的簡單對話。
（2）能準確表述自己在英語學習中遇到的困難，或就相關困難給出適當建議。
（3）能記住有關學習困難與建議的相關詞匯與短語，并熟練運用于詢問與給出建議的句型表達中。
情感目標
（1）讓學生學會詢問信息及給出建議的方法，培養學生樂于與他人分享學習成果，樂于助人的良好品質。
（2）培養學生良好的英語學習的習慣，形成有效學習策略，在英語學習過程中提高學習信心。
三、教學步驟
Step One Lead-in
Ask Ss to read the title of this unit and guess what will be learned in this unit. Elicit the topic of this unit.
（設計意圖：通過本單元的題目引入本單元的話題，讓學生了解本單元所涉及的內容。）
Activity 1. Look and match.
Show the pictures in Activity 1 on PPT (without the phrases outside the diamond lattices). Q: What are they doing Give the phrases in disorder and ask Ss to match them with activities in these pictures. Check the answer with the textbook.
listen to the radio talk with an English man enjoy English jokes
put on an English play send emails to American friends watch movies in English
（設計意圖：引導學生根據圖片說出關活動，復習有關學習活動的詞匯。）
Show the form and ask Ss to fill in the form to classify the activities with the clubs to complete Activity 1. Ask Ss to give more activities in English learning. Add them into the form.
Skills Activities
Listening listen to the radio, watch movies in English, listen to English songs
Reading enjoy English jokes, read stories or novels
Speaking talk with an English man, put on an English play
Writing send emails to American friends, write a letter to a foreign penfriend, write a diary
（設計意圖：引導學生對圖片展示的活動進行分類并拓展相關活動詞匯，為完成后面的活動做詞匯準備。）
Use the form above to ask Ss to talk about the difficulties in English learning with the following questions:
Which activity do you like best What kind of activity is the most difficult for you
（設計意圖：引導學生談論英語學習活動的難易，為完成后面的聽、說、讀、寫等活動做好鋪墊。）
Step Two Listening and speaking
Activity 2. Listen and circle.
Play the audio of Dialogue 1. Q: What language skill are they talking about Ask Ss to tick the skills according to the audio.
Listening □√ Reading □ Speaking □ Writing □
（設計意圖：先就對話內容有一整體印象，了解大意，為理解對話內容做相應準備。）
Activity 3. Listen and choose.
Tell Ss that they will listen to a dialogue and the following new words may occurred. Ask Ss to express these new words, explain these words if necessary.
do well
eg. Jack is doing very well at school.
He did well in the exam.
manage to do sth.
eg. We managed to get to the airport in time.
They managed to find a place to stay.
be poor/good at sth.
eg. He is poor/good at communication.
She was good at playing guitar.
She is poor at driving.
develop (Compare with improve)
improve: become better than before
develop: grow bigger or stronger; becomes stronger or more advanced
eg. The child is developing normally.
Their relationship has developed over a number of years.
Ask Ss to read the items in Activity 3 on P111 and attend to the following questions, then play the audio again and do Activity 3. Check the answer, play once more if necessary.
How does Zhang Ming get for the test (Top marks.)
What program does Zhang Ming often listen on line (British program.)
Which program can give good listening practice, music or news (Music.)
（設計意圖：提前掃清生詞障礙，帶著問題聽對話，了解對話內容，培養學生聽細節的聽力技巧。）
Activity 4. Listen and fill.
Play the audio once more, ask Ss to fill in the blanks according to their listening.
You’re doing really well in English. You always get top marks for the tests.
You’d better have more listening practice.
I often listen to some British programs on line.
You may start with some English songs. They give you good listening experience.
Play the audio again. Ss read the sentences with blanks in Activity 4 and fill in the blanks according to the listening. Check the answer, play once more if necessary.
（設計意圖：進一步聽懂對話部分細節，了解對話內容，培養學生聽細節的聽力技巧。）
Activity 5. Listen and repeat.
Tell Ss that they will listen to another dialogue and show the questions:
What does Zhang Ming do well in (English)
What is Li Fang poor at in English learning (Reading.)
What advice does Zhang Ming give (Have more reading practice.)
What should Li Fang do for improve her reading (Find more reading materials on line.)
Play the Dialogue 2, then instruct Ss to answer the questions above.
（設計意圖: 帶著問題聽對話，了解對話內容，進一步訓練學生的聽力技巧。）
Play the audio again, ask Ss to fill in the blanks without reading the dialogue in Activity 5.
I’m always poor at reading.
You’d better have more reading practice.
You can find a great many reading materials online. I often read English articles on the Internet, especially from the foreign websites.
What kind of reading materials should I choose Stories or news reports
You should start with stories. They give you good reading practice.
（設計意圖: 進一步聽懂對話部分細節，了解對話內容，培養學生聽細節的聽力技巧。）
Ask Ss to read after the audio sentence by sentence and pay attention to imitate the tone of the audio. (Or read after the teacher if necessary.) Then Ss read altogether by themselves.
（設計意圖: 通過逐句跟讀與集體朗讀，訓練學生正確的語音語調，培養學生模仿英美原音語音語調的學習習慣。）
Step Three Production
Ask Ss to find out the sentence patterns about asking and giving advice about English learning in the dialogue, then read aloud and mark these sentence patterns on their textbooks if necessary.
How do you manage to do so well I sometimes ask … for advice.
I’m always poor at … … is quite important.
Can you give me some advice You’d better …
What can I do You can … / I often …, especially …
What … should I choose You may start with … They give you … experience and help you develop …
（設計意圖:讓學生自己發現表達學習困難、詢問及給出建議的句型，訓練學生的歸納能力，培養學生自主學習的能力。）
Activity 6. Practice and talk.
Ss do Activity 6 according to the patterns and phrases on P112, then work in pairs and asking and giving advice about English learning, use the patterns above as possible as you can.
（設計意圖: 練習談論學習困難、詢問及給出建議的句型，進一步鞏固所學詞匯與句型。）
Step Four Summary
Make a short summary of what we’ve learned in this period.
Key vocabulary:
practice, material, article, foreign, website, report, experience, develop
do well, get top marks, manage to do sth., ask sb. for advice, learning method, be poor at, give sb. some advice, had better, a great many, on line, on the internet, start with
Sentence Patterns for asking and giving advice about English learning:
How do you manage to do so well I sometimes ask … for advice.
I’m always poor at … … is quite important.
Can you give me some advice You’d better …
What can I do You can … / I often …, especially …
What … should I choose You may start with … They give you … experience and help you develop …
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Copy and remember the vocabulary in the summary of this period.
Recite the dialogue in Activity 5. Work in pairs on asking and giving advice about English learning in this unit, use the phrases and patterns in this unit as possible as you can.
3. Complete the parts “Language application” and “Complete the dialogue” in the workbook .
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
Key vocabulary: practice, material, article, foreign, website, report, experience, developdo well, get top marks, manage to do sth., ask sb. for advice, learning method, be poor at, give sb. some advice, had better, a great many, on line, on the internet, start withSentence Patterns for asking and giving directions:How do you manage to do so well I sometimes ask … for advice.I’m always poor at … … is quite important.Can you give me some advice You’d better …What can I do You can … / I often …, especially …What … should I choose You may start with … They give you … experience and help you develop …
5Unit 10 You’d better have more reading practice.
（Vocabulary practice 教學設計）
一、教材分析
教學內容
本課包括Vocabulary practice及Supplementary Reading部分，具體內容為：復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。
教學重點、難點
（1）教學重點
復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。完成同步練習中相對應的練習。
（2）教學難點
讀懂拓展閱讀中的文章內容并完成相關閱讀練習。
二、教學目標
知識目標
（1）熟記本單元有關語言學習及語言技能的詞匯與短語。
（2）學習拓展閱讀短文中出現的詞匯和短語，如：
local, include, international, national, regional, popular, official, including, vocabulary, term, however, normally, incredible, amazing, fact, tone, meaning, online, information
communicate with, in a right way, more than, around the globe
Great Britain, New Zealand, Mandarin Chinese
能力目標
（1）復習本單元詞匯與短語及情態動詞的句式及基本用法，能熟練運用這些詞匯及句型，完成相關練習。
（2）能讀懂拓展閱讀中的短文并完成相關閱讀練習。
情感目標
了解語言的相關知識，樹立學生正確的語言學習意識，培養的語言學習興趣。
三、教學步驟
Step One Lead-in
Check the homework in last period. Ask some of Ss to read the advice to the class with the other phrases in Activity 13. Make comments on these advice.
（設計意圖：檢查上一課時布置的作業，復習所學內容。）
Ss read the words and expressions after the teacher, then read altogether.
（設計意圖：進一步熟悉本單元所學詞匯與短語，鞏固所學內容。）
Step Two Vocabulary practice
Activity 14. Read and match.
Ask Ss to read the explanation and get their meaning, then match the words on the left. Check the answer after Ss have completed.
Keys: a-3 b-2 c-4 d-1
（設計意圖：讓學生先讀釋義再進行搭配，復習本單元詞匯，鞏固詞義。）
Activity 15. Read and match.
Ask Ss to read the words on the left. Explain the meaning. Ask Ss to attend to the context and match the words on the right to form new phrases.
Keys:
put on a play, send e-mails, get top marks, have reading practice, make mistakes
（設計意圖：引導學生關注語境，復習本單元動詞短語。）
Activity 16. Read and complete.
Ss read the phrases in the block and tell the meaning of these phrases.
Ask Ss to read the sentences and fill in the blanks according to the context, pay attention to the forms of the verbs according to the tense, then translate them into Chinese.
Keys:
1. on line 2. does well (in) 3. come across 4. manage to 5. improve 6. is poor at
（設計意圖：通過理解短語意思，能夠在句子中運用。）
Step Three Supplementary Reading
Ss read the passage, underline the new words and get the meaning from the word list. Explain the meaning if there are still new words.
local, include, international, national, regional, popular, official, including, vocabulary, term, however, normally, incredible, amazing, fact, tone, meaning, online, information
communicate with, in a right way, more than, around the globe
Great Britain, New Zealand, Mandarin Chinese
（設計意圖：通讀短文，熟悉生詞，掃清閱讀障礙。）
Ss read the words and phrase in the word list after teacher, then read together.
（設計意圖：熟悉拓展閱讀中的生詞，為進一步閱讀短文做鋪墊。）
Ss read the sentences of Read and decide, then read the passage once more and decide true or false by giving the reason to the class after reading, underline the reason if necessary.
Keys: FTFT
（設計意圖：學生帶著問題閱讀文章，理解短文。）
Ss read the sentences of Read and answer, then read the passage again and answer the questions.
Keys:
No, they include international, national and regional languages.
English.
Because Chinese has a history of about 6,000 years.
（設計意圖：對文章的細節進行了解，進一步理解短文。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Key words and phrases:
local, include, international, national, regional, popular, official, including, vocabulary, term, however, normally, incredible, amazing, fact, tone, meaning, online, information
communicate with, in a right way, more than, around the globe
Great Britain, New Zealand, Mandarin Chinese
The usage of modal verbs:
情態動詞是表示能力、建議、許可、義務等說話人語氣或情態的動詞。用在行為動詞前，表示說話人對這一動作或狀態的看法或主觀設想。
情態動詞主要有：can, could, may, might, shall, should, will, would, must, ought to, used to, need, had better, dare等。
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Production
Ss do the exercises of Part I in the workbook. Make comments after Ss complete.
（設計意圖：完成本單元的練習，進一步鞏固本單元所學內容。）
Step Five Homework
Complete the part “Translation” in the workbook.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
local, include, international, national, regional, popular, official, including, vocabulary, term, however, normally, incredible, amazing, fact, tone, meaning, online, information communicate with, in a right way, more than, around the globeGreat Britain, New Zealand, Mandarin Chinese

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