2．教师把学生所提到的电视节目写在黑板上。

Step 2 呈现和活动

1．教师通过询问学生的周末情况来引出所要学习的内容。教师问：What do you usually do at weekends? Do you like watching TV? What TV programmes do you like watching?

2．录音机

教学步骤

Step 1 导入

1．多媒体

2．了解电视节目的分类。

教学内容

四会内容

　　词汇：far

　　　　 词组：from…to…　　　 between…and…　　　 send out

　　　　 句型：I’m far too busy to go shopping.

三会内容

　　词汇：broadcast　　　 studio　　　 distance　　

词组：from a distance

教学准备

1．了解与电视节目相关的词汇。

3.　　　 Finish off the workbook exercises.

2.　　　 Revise the grammar of this unit.

1.　　　 Revise the new words of this unit.

2. Exx.

(1) 他对看有关运动的节目感兴趣。He _____ _____　 _____ watching programmes _____ _____.

(2) Anita每晚花两个小时看电视。Anita ____ about two hours every day ______ TV.

(3) 她喜欢和她的猫在家玩耍。She loves ______ _____ her cat ____　 ____.

(4) He doesn’t like watching programmes about animals. (同义句)

　He _____ ____ programmes about animals.

Teaching procedures

1 Explain that there are three different ways to pronounce '-(e)s' endings. Tell students that '-(e)s' endings can be pronounced /s/, /z/ or /iz/.

2 Remind more able students that they can find a list of phonetic symbols either at the beginning or the back of a good dictionary. For less able students, go through the list with them, pointing out which consonants are voiceless and which are voiced .

3 Read the three example words for the/s/, /z/ and/iz/sounds. Ask students to repeat after you together. Listen carefully for correct pronunciation of the '-(e)s' endings. Ask a few students to read out the words to the class and ensure they are pronouncing the endings correctly. Ask the rest of the class if they can hear the difference.

4 Explain to students that they do not have to fill in any answers for Part A. All they have to do is to listen carefully to the different pronunciations and try their best to imitate them.

5 Play the recording through once without stopping. Tell students to listen carefully and follow the words in their books.

6 Play the recording again and tell students to repeat each word out loud after it has been read. Tell students to ask questions if they are confused by any of the pronunciation.

　7 Tell students to complete Part B on their own as this will be a good indication of how well they have understood this section.

8 Tell students to listen carefully to the recording and write clown whether each word ends in an/s/,/z/or /iz/sound. For less able students, tell them to read the words to their partners before they listen to the recording. Tell more able students to do the exercise on their own.

9 Play the recording through twice for stronger classes. For weaker classes, you may need to play the recording more than twice.

10 When students have finished, ask students to give answers for each question.

Homework

Finish off the workbook exercise.

◇ 第 41 课时

Main task

Objectives

To think about TV preferences　　　 To plan a TV programme

To write an outline of a story　　　　 To write a TV programme

Part A

1 Explain the context of the Main task. There is a competition to write a story for a TV programme. Daniel and Simon have entered it. First, they wrote an outline. Then they began to write the story. For weaker classes, review 'background' and 'plot'.

2 Choose two students to read the 'Background' and 'Plot' sections in Part A1 on page 73 aloud.

3 Ask some questions to check understanding, e.g.,

　 Who is the programme about? (The Chen family.)

　 How many people are there in the Chen family? (Four.)

　 Who are they? (Nancy, Victor and their parents.)

　 Do the children get along well? (No, they disagree all tile time.)

4 Ask students to read the beginning of the story in Part A2. Tell them to complete it using information from the outline in Part A1.

5 When students have finished, ask a few of them to read out their answers. Listen for mistakes and mispronunciation. Tell the rest of the class to check their answers.

6 Ask a few students what they think will happen next in the story. Ask them what they would do if they that the story can develop imaginatively.

Part B

1 Divide the class into pairs. Tell students that they, too, are entering the competition. First, they have to think of an idea for a TV programme. They should think about where the programme takes place, the characters in the story and the personalities and favourite activities of the characters.

2 Remind students that there are no right or wrong answers here. They can choose whichever categories they like, and use their imaginations to develop the plot. Encourage students to think independently, rather than copying the outline on page 73. Tell students they can also use other places not listed in Part B if they wish. Similarly, they can use other characteristics and activities not listed in the plan.

3 When students have agreed on their outline, encourage them to discuss the plots of their TV programmes. Also, encourage them to ask questions about any problems they may have.

4 Ask students to write a story for their programme using the place and characters in their outline.

5 Ask a few of the more able students to read out their programmes to the rest of the class.

Homework

Finish off the Workbook

◇ 第 42 课时

Checkout

Objectives

To review key vocabulary and grammar items taught in the unit

To give students the opportunity to practise the grammar and vocabulary items, and to gain confidence through doing so

To allow students to check their progress and ask any questions they may still have

Background information

The purpose of the Checkout section is to give students the opportunity to check for themselves that they have understood the new grammar and vocabulary items taught in the unit. For this reason, it is recommended that students work on their own to complete the exercises.

Part A

1 Tell students that this is revision and that they have already learnt these words and grammar items. Remind students that this is an opportunity to ask questions about anything they still do not understand.

2 Explain the context of Part A. Daniel and Simon have won the TV programme competition. Daniel is writing to Simon about it.

3 Ask students to read through Daniel's letter in Part A for overall meaning before they begin filling in the blanks.

4 Ask students to complete Daniel's letter by choosing the best word(s) from the brackets.

5 Ask three students to read out one paragraph each. Tell students to check their work and write their score in the paw.

Part B

1 Tell students that there are five words from the unit hidden in the wordsearch puzzle in Part B. Ask them to circle the words as they find them. The first student to find all five words is the winner.

2 Ask the student who finished the wordsearch first to read out the five words he/she found in the grid. Tell the other students to check how many words they found and to write their score in the paw.

Homework