2. Listening skill: To listen to the conversation and understand sentences with sense verbs. (难点)

核心任务：能够运用所学句型结构谈论希望工程。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，强化感觉与印象的表达能力，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

2.　　　 finish the rest activities in the workbook as a self-assessment.

1.　　　 summarize what they have learned in the module.

2. Key structures重点句式

　 I feel … when I …

Ability goals能力目标

Enable students to write a description of someone.　

Teaching methods教学方法

Task-based activities.

Teaching aids教具准备

A projector and a computer.

Teaching procedures and ways教学过程与方式

Step I Revision

Do activity 7 on page 62.

Read the examples with some students and then ask them to work in pairs and do the game.

Step II Listening

Encourage students to guess what the listening material will be: Where is the speaker? What is he / she doing? What happened?

Then ask them to listen to the recording carefully and complete the table in activity 8.

Play the tape again. Call back the answers from the whole class.

Step III Reading and writing

Ask students to read the passage in Around the world.

Then ask students to do activity 9.

After this, ask students to do activities 10.

Check the answers with the class.

Step IV Module task

Ask students to write a description of someone.

Step V Homework

Ask students to

2. Key structures重点句式 : I feel … when I …

Ability goals能力目标

Enable students to use “when” structure and describe others.

Teaching methods教学方法

Communicative approach.

Teaching aids教具准备

A projector and a computer.

Teaching procedures and ways教学过程与方式

Step I Revision

Ask some students to show their work.

Step II Speaking and listening

Likes, dislikes and feelings

Ask students to do activities 2 and 3 individually. Then check the answers by asking some to read the sentences.

For activity 3, point out in sentences 1, 2, 3, 6, 8, we add “s” after sense verbs, but in sentences 4, 5, 7, we don’t add “s” after sense verbs.

Describing others

Ask students to do activities 4-6 on page 60.

For activity 4, point out: Usually when we describe a person we use these words, but there are some differences between these words. For example, we can see someone is “tall” or “short”. We can’t see “friendly” or “nice,” but we can judge from someone’s behavior. Then ask them to match the words with the questions and put them in the box.

Check their answer with the whole class. Then ask them to do activity 6.

Pairwork

Go on with activity 5.

Step III Homework

Ask students to do activities 3, 4 and 7 on pages 136 to 137.

Period 4 Integrating skills

Language goals语言目标

1. Key vocabulary重点词汇

afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly　　　

2. write a description of a friend or a family member.　

　Period 3 Speaking and listening

Language goals语言目标