Section A
. Teaching aims
Knowledge aims：
1. 能夠根據(jù)音標(biāo)正確拼讀cheap, online, information, headmaster等。
2. 能正確地拼寫本課生詞，明白形容詞、名詞、動詞不定式等可以用作賓語補足語。
3. 了解“主語+及物動詞+賓語+賓語補足語”的結(jié)構(gòu)，能將這一結(jié)構(gòu)融入到具體的句子之中。
4. 能運用本課所學(xué)語言知識，談?wù)撘蛱鼐W(wǎng)帶給我們的便利。
Skill aims：
1. 能聽懂有關(guān)談?wù)撘蛱鼐W(wǎng)的作用及簡單的背景知識的對話。
2. 能運用本課所學(xué)知識正確地談?wù)撘蛱鼐W(wǎng)帶給我們的便利。
3. 能正確朗讀課本的文本材料，讀懂介紹人們在生活中如何利用因特網(wǎng)帶給自己便利的文章。
4. 能用書面形式介紹自己及他人如何利用因特網(wǎng)帶給生活便利的文章。
The key points and difficult points
Key points：
1. 學(xué)習(xí)“Subject+Vt.+Object+Object complement”結(jié)構(gòu)在句子當(dāng)中的使用。
2. 了解有關(guān)因特網(wǎng)帶給人們便捷的知識。 3. 復(fù)習(xí)形容詞的比較級和最高級。
Difficult points：
學(xué)習(xí)“主語+及物動詞+賓語+賓語補足語”的結(jié)構(gòu)在句子當(dāng)中的使用。
Teaching aids
Computer multimedia projector
Teaching procedures
Step1 Introduction
1. Make a survey. Teacher shows the following questions on the screen:
(1) How many students like studying on the Internet?
(2) How many students like shopping on the Internet?
(3) How many students like chatting on QQ?
(4) How many students like playing computer games?
2. Invite students to report their results. Remind
students to use comparative and superlative degrees of adjectives better.
3. Teacher interviews some students why they like chatting on QQ/shopping online/studying on the Internet.
4. Teacher teaches the new words: “cheap, online, information, face to face” at this time.
Step2Presentation
1. Ask students to look at the picture in 1a carefully, and predict what Maria and Kangkang are doing now.
2. Play 1a.
3. Finish 1b. Show 1b to students. Give students 1 minute to read the passage. Then play 1a again.
4. Play 1a .
5. Invite students to check the answers. Give the volunteers smiling faces.
6. Play 1a sentence by sentence.
7. Give students 2 minutes to read 1a. Walk around the classroom. Listen and revise students’ pronunciation.
8. Finish 1c. Encourage students to act 1a out with the help of 1b.
9. Give the students who acted 1a smiling faces. Encourage students to answer questions bravely.
Step3 Consolidation
1. Encourage students to find the advantages of the Internet.
2. Teacher changes students’ answers with the same meanings. For example: The Internet makes the shopping cheaper.
The Internet helps us to find information much safer...
3. In order to make students understand this structure well, teacher can show more examples. I think it is better to let students feel and be familiar with the structure first, then imitate the structure.
4. Show pictures in 2 on the screen one by one. Ask students to finish picture 1 and 2 together.
5. Teacher emphasizes some key points according to students’ mistakes. And show pictures 3, 4, 5 and 6 to students.
6. Invite volunteers to make sentences with the structure of “subject+Vt.+object+object complement”.
Step4Practice
1. Finish 3a. Show the pictures in 3a on the screen. Ask students to remember the phrases.
2. Play 3a. Ask students to number the pictures.
3. Check the answers.
4. Finish 3b. Show the example in 3b to students. Ask students to make dialogues like the example. Students should ask and answer based on the information in 3a.
5. Invite students to make a dialogue in class.
6. Give volunteers smiling faces and ask students why they use “Well” here.
7. Invite students to share their ideas.
8. Teacher show the sweet tips: Expressions like “Well”, “You know”, “Let me see”etc. can fill the silence when you want to think about something in a conversation.
Step5 Production
1. Have a commendation meeting: (1) Each group writes down the advantages of the Internet.
(2) In the sentence, there must be the structure: Subject+Vt.+Object+Obj-ect complement
(3) One student speaks out one sentence. Leave some chances to other students.
2. Teacher draws the smiling faces on the blackboard. And teaches students that every coin has two sides.
3. Teacher summarizes the key points: (1) Some new words: information, cheap, face to face, headmaster
(2) The structure: Subject+Vt.+Object+Obje-ct complement E.g. The Internet makes the world smaller.
The Internet also helps us to find information much safer.
4. Homework:
Ask students to: (1) Write a short passage about the advantages of the Internet, and remember to use the structure: Subject+Vt.+Object+Obje-ct complement
(2) Collect some information of disadvantages of the Internet.
Section B
Teaching aims
Knowledge aims：
1. 能根據(jù)音標(biāo)正確朗讀出下列單詞：pizza, website, reporter。
2. 能在老師的引導(dǎo)下分清/w/, /v/之間的區(qū)別，并能正確地發(fā)這兩個音；明白升、降
調(diào)的作用，能正確地讀出句子的升、降調(diào)以及連讀和重音。
3. 能正確拼寫并運用單詞表中的單詞, 如：website, 并能根據(jù)音標(biāo)寫出pizza, reporter等單詞。
4. 能正確使用“be sure +that”結(jié)構(gòu)。
5. 能夠用“be sure +that”結(jié)構(gòu)來談?wù)摯_定與不確定的話題。
Skill aims：
1. 能聽懂談?wù)撊藗兪褂靡蛱鼐W(wǎng)獲得信息的話題。
2. 能正確地表達自己使用因特網(wǎng)所做的事情、并能夠用“be sure +that”結(jié)構(gòu)來談?wù)摯_定
與不確定的話題。
3. 能正確朗讀課本的文本材料，能清楚模仿錄音讀含有/w/, /v/的單詞，能根據(jù)談話內(nèi)容
的需要讀出句子的重音、語調(diào)等。
4. 能用書面形式描述自己如何利用因特網(wǎng)購物、學(xué)習(xí)等，并能夠用“be sure +that”結(jié)構(gòu)
寫出句子來表達確定與不確定。
The key points and difficult points
Key points： 1. 學(xué)習(xí)“be sure +that”結(jié)構(gòu)。
2. 復(fù)習(xí)/w/, /v/的正確發(fā)音以及句子的升調(diào)、降調(diào)、連讀和重音。
Difficult points： /w/, /v/的正確發(fā)音。
. Teaching aids
Computer multimedia projector, mirrors, sketch map
Teaching procedures
Step1 Introduction
1. Get students ready for learning.
2. Check homework about the advantages of the Internet. Ask a student to read his/her composition in class.
3. Teacher evaluates students’ ideas in a low voice when students are showing their ideas. Teacher evaluates students by saying: “I am sure your idea is right. / I am not sure if that is a good idea”.
4. Provide students with 2 minutes to read their partner’s composition. And encourage them to evaluate the composition with the structure “be sure + that”
Step2Presentation
1. Show the picture in 1a to students and ask students to predict “What are they talking about?”
2. Play 1a and ask students to check their predictions. Teacher can tell the students like this: “I guess your answers are all included in the computer. But I am not sure if your answers are right. Let’s listen and check”. Teacher should use the structure often in class.
3. Teacher asks students to read the new words together, and check their pronunciation.
4. Finish 1b. Show the table in 1b to students, ask students to listen to 1a again carefully and fill in the table.
5. Check the answers and play 1a sentence by sentence.
6. Finish 1c. Show 1c to students. Ask students to rewrite the conversation in a passage based on 1b.
7. Finish 1d. Ask students to write a passage from Jane’s point of view.
8. Invite a group to share their passage. Other groups evaluate their passage with the structure “be sure +that”.
Step3 Consolidation
Finish 2.
1. Show the example of 2 to students. Ask students to analyse the structure in groups.
2. Show the box in 2 to students. Ask students to make conversations with the sentences in the box.
3. Invite students to share their answers.
4. Finish 3. Ask students to make a survey in groups. Interview their group members about what they
saw or heard on the Internet.
5.Invite two groups to present it to the class. Give them smiling faces
Step4Practice
Finish 4a, 4b.
1. Teacher says: “I am not sure if you can pronounce /w/, /v/ well. Look at 4a and read in groups if you can pronounce the two phonetic symbols the same. I am sure you are wrong.”
2. Show the sketch map. Ask students to observe the sketch map carefully and pay attention to the mouth.
3. Ask students to take out their mirrors and compare themselves with the sketch map or the teacher.
4. Play the tape. Ask students to listen and follow.
5. Show 4b to students and ask students to read 4b by themselves. Pay attention to /w/, /v/ in the words.
6. Play 4b. And ask students why the recording sounds better than them read.
7. Play 4b. Ask students to read after the tape and imitate.
Step5 Production
1. Play a game.
Find the most beautiful sound. Ask students to prepare four papers and write down A, B, C, D. Invite volunteers to read 4b in class. Other students are commentators.
2. Teacher summarizes :
(1) Write down the new words on the blackboard: website, Mars, pizza, reporter
(2) Write down the structure “be sure +that” on the blackboard.
I am sure that there are many interesting things to see on the Internet.
I am not sure whether it is good to shop online.
3. Homework:
(1) Read 4b after class and record it with your cellphone, and bring it to school next dass.
(2) Write a short passage about what you saw or heard on the Internet. And show your ideas with the structure “be+sure that”.
(3) Prepare for the learning of Section C.
Section C
Teaching aims
Knowledge aims：
1. 能根據(jù)音標(biāo)正確拼讀下列生詞：correct, safely, true, perfect, cheat, search。
2. 能理解下列單詞的含義并能拼寫其中的黑體詞：perfect, true, correct, search。
3. 能夠正確使用“主語+及物動詞+賓語+賓補”的結(jié)構(gòu)。
4. 能夠用英語談?wù)撘蛱鼐W(wǎng)的利與弊。
Skill aims：
1. 能聽懂本課文本材料，及其他介紹因特網(wǎng)的文章。
2. 能在圖片或者關(guān)鍵詞的提示下，介紹一件事物的正反兩方面。
3. 能讀懂本篇文章以及與之水平相當(dāng)?shù)奈恼隆?/p>
4. 能通過調(diào)查，寫出他人使用因特網(wǎng)的情況。
The key points and difficult points
Key points：
1. 復(fù)習(xí)“主語+及物動詞+賓語+賓補”的結(jié)構(gòu)。
2. 學(xué)習(xí)用英文介紹因特網(wǎng)的特點。
3. 利用所學(xué)知識、結(jié)合調(diào)查的結(jié)果寫一篇有關(guān)同學(xué)們使用因特網(wǎng)情況的文章。
Difficult points：
根據(jù)采訪結(jié)果寫一篇報道。
Teaching aids
Computer multimedia projector
Teaching procedures
Step1 Introduction
1. Show a short movie about different people using the Internet in different ways. Such as a little boy is playing games on the Internet day and night. Another boy is studying English on the Internet.
2. Show the questions in 1a to students. Then ask students to discuss these questions in groups.
3. Invite students to answer question 1 and 2.
4. Invite more students to share their answers of question 3 “ How can you use the Internet to learn English after class?”
5. Teacher summarizes the good ideas of English learning. E.g. Watching English movies after finishing homework. Searching some good ways to remember new words.
Step2Presentation
1. Finish 1a.
Ask students to read 1a, then get the main idea of the passage and underline the new words: “change, side, true, perfect”.
2. Finish 1b.
Show 1b to students and give them 2 minutes to finish 1b.
3. Advise students to change the words into their meanings in the passage. Ask students to check whether their answers are right or wrong.
4. Teach the new words.
5. Give students 2 minutes to read the passage again. And then ask students to give it a good title.
6. Show 1d to students. Then ask students to read 1a carefully and fill in the table.
Step3 Consolidation
1. Invite some students to share their answers with their classmates.
2. Debate:
Teacher divides the class into two parts. Part one aims to find the advantages of the Internet, while part 2 aims to find the disadvantages of the Internet.
3. Organize a debate meeting.
Draw smiling faces on the blackboard when students give their ideas.
3. Teacher summarizes the debate meeting. Then show the idea : Every coin has two sides. After the debating we know how to use the Internet correctly now.
Step4Practice
1. Finish 2a.
Show the questions in 2a. Ask students to work in pairs.
2. Ask students to make a dialogue with the help of the five questions. Remind students to pay attention to the fifth question: Are you sure the Internet is good for us?
3. Invite students to practice the dialogue in class. Remind students to pay attention to the tone.
4. Finish 2b.
Ask students to write a short passage based on the result of the interview in 2a.
5. The teacher invites students to show their works. Make sure everyone knows the rules.
6. Invite another group to show their works. Remind students: After an interview, you often need to write down the information in the form of a passage. Doing this can help you remember the information you interviewed.
Step5 Production
1. Make a survey. Teacher says: “After studying the advantages and disadvantages of the Internet, what should you do from now on?”
Teacher shows 2a to students again but changes the present tense into the future tense.
2. Teacher invites students to show their dialogues, and educates students not to waste too much time on the Internet.
3. Teacher summarizes the key points: (1) Words: perfect, true, cheat, safely, correct, search
(2) Grammar : be sure that Are you sure the Internet is good for us?
(3) Functions: subject +Vt. +Object +Obj- ect complement
The Internet makes our lives easier and more interesting.
4. Homework:
The homework includes three parts: ask students to
(1) search for information of the advantages and disadvantages of the Internet.
(2) Imitate 1a to write a passage about the advantages and the disadvantages of TV.
(3) Review Sections A-C and prepare for Section D.
Section D
Teaching aims
Knowledge aims：
1. 能根據(jù)音標(biāo)正確朗讀以下單詞：result, grammar, dictionary, expensive。
2. 復(fù)習(xí)和總結(jié)本話題的黑體詞，并能正確地書寫下列單詞及短語: result, grammar, look up等。
3. 復(fù)習(xí)“Subject+Vt.+Object+Object complement”的結(jié)構(gòu)。
4. 能夠正確使用“be sure”的結(jié)構(gòu)來談?wù)摯_定與不確定的話題。
5. 復(fù)習(xí)形容詞的比較級和最高級形式。
Skill aims：
1. 能聽懂有關(guān)談?wù)撌褂靡蛱鼐W(wǎng)學(xué)習(xí)英語的文章，并能夠聽懂用“be+sure”的結(jié)構(gòu)來談
論確定與不確定的文章。
2. 能夠?qū)⒈締卧鶎W(xué)內(nèi)容和以前所學(xué)知識相結(jié)合，能用英語簡述自己利用因特網(wǎng)學(xué)習(xí)英
語的故事。
3. 能夠讀懂跟課文水平相當(dāng)?shù)奈恼�，能夠讀懂介紹通過因特網(wǎng)學(xué)習(xí)英語的文章。
4. 根據(jù)所學(xué)內(nèi)容寫出利用因特網(wǎng)學(xué)習(xí)英語的文章。
. The key points and difficult points
Key points：
1. 鞏固“Subject+Vt.+Object+Object complement”的結(jié)構(gòu)。
2. 復(fù)習(xí)功能句“be sure”的用法。
3. 復(fù)習(xí)形容詞比較級的用法。
Difficult points：
準確地使用“Subject+Vt.+Object+Object complement”的結(jié)構(gòu)。
. Teaching aids
Computer multimedia projector
Teaching procedures
Step1 Introduction
1. Get students ready for learning.
2. Invite students to share their homework about the advantages and disadvantages of the Internet.
3. Give students smiling faces and then write down the sentences on the blackboard. Ask students to analyse the structures.
4. Teacher writes down the structure and the function on the blackboard.
Step2Presentation
1. Give students 3 minutes to read through Sections A-C. Ask them to underline the sentences with the structure: “Subject+Vt.+ Object+Object complement” and the function “be sure+that”
2. Provide 3 minutes for each group to write down the sentences on the blackboard.
3. Choose the best group. The group which can write down more sentences with less mistakes is the winner, and they can get 3 smiling faces while other groups can get 2.
4. Ask students to look at the blackboard and check whether they can use the structure and function.
5. Show “Grammar and Functions” to students. And pay attention to the underlined and colored part of each sentence below.
Step3 Consolidation
1. Teacher leads in the part 1 by some transitional sentences. E.g. I am sure all of you are good students. And I am sure you like to study. But I am not sure if you like to learn English on the Internet.
2. Teacher says: “The result is that most students like to learn English on the Internet. On the Internet, you can improve your skills. You still can look up new words with an online dictionary. Some difficult grammar can be explained clearly on it. Write down the new words on the blackboard while speaking.
3. Invite students to read these new words. And then teach the new words.
4. Show the box on Page 104 to students. Ask students to choose the correct expressions and complete the passage.
5. Invite students to share their answers in class.
Step4Practice
Finish 2.
1. Show these words on the screen: “small, easy, few, make, cheap, health, useful, many, expensive”. Ask
students to work in groups and review the rules of comparative degrees of the adjectives.
2. Invite students to review the rules according to their answers.
3. Show part 2 to students. Ask students to fill in the blanks individually.
4. Give students 2 minutes to check the answers in groups.
5. Show the pictures in Project. Ask students to discuss what they can do for us. Then show the phrases in the box and the example.
6. Invite students to share their answers.
Step5 Production
. Finish Project. Play a game which about the inventors. Show the four pictures in Project. Ask students to design a new thing which can bring people connivence like the things in the pictures.
2. Encourage students to write a passage about its appearance and use.
3. Teacher asks students to share their new things group by group.
4. Invite the best group to show their works and describe it.
5. Homework:
Assign the students to write a passage about “Our world”.
Review Unit3 and4, and finish the exercise on Page 105.