Module11Unit3秀洲现代实验学校李培生TeachingAimsandDemands:1.LanguageKnowledgeKeyvocabulary:possible,stormy,shine,depend,bestofall,railcard,trulyKeystructure:maybe/mightbeIt’s…todosomething.2.Listeningskill:Tounderstandconversationsinvolvingintroductionofweatherinlistening.Improvethestudents’listeningability.TeachingAids:Multi-Media(orTaperecorder)TeachingProcedures:Step1WarmingupAskthestudentsthefollowingquestions:What’stheweatherliketoday?Whatdayisittoday?What’sthedatetoday?etc.设计意图:营造课堂氛围，融洽师生关系。Step2TeachingthewordsShowfourpicturesandteachtheweatherofthefourseasons--hot,warm,cool,cold,freezing.Thenlabelthedrawingwiththewordsinthebox.设计意图：通过图片展示，当堂练习，巩固hot,warm,cool,cold,freezing.Step3WorkinginpairsAskandansweraccordingtoPart8.Forexample,--What’sthetemperature?--It’s20degrees.It’swarm.--What’stheweatherlike?--It’swarmandwet.设计意图：通过双人活动，把所学知识给予运用。Step4AskingandansweringLookatthepicturesandanswerthequestions:Howmanyseasons/monthsarethereinayear?Whatarethey?设计意图：为下面的听力练习作铺垫。Step5Listening1.Listenandchoosethecorrectmonths.2.Listenagainandcheck(√)thetruesentences.设计意图：通过专项训练，巩固听力技能。Step6ExercisesCompletetheexercisesinParts9&11.设计意图：通过练习，让有关天气知识得到进一步地运用和巩固。Step7lookingandlearningGetthestudentstohavealookatthefollowingsentences.It’sverydifficulttodependontheweatherinBritainbecauseitchangesalot.Itdoesn’tsnowveryoftenbutpeoplealwayshopeit’llsnowatChristmas.SoIthinkit’sverynicetosnowatChristmas.设计意图：让学生明白动词不定式作主语时,多采用Itis…todosth.的句式。其中，it为形式主语，动词不定式（todosth.）为真正主语，作表语的可以是形容词，也可以是名词。Step8ExercisesCompletethesentenceswiththecorrectformofthewordsinthebox(bring,go,see,swim,visit,wear).设计意图：通过练习，进一步巩固动词不定式作主语这一语法知识。Step9HaveachallengeGetthestudentstomakesentencesintheirownwords.设计意图：让学生用自己的语言来运用知识。Step10Comparedwiththewordsmay,might,possible,probablyandpossibly.AccordingtothesentenceIt’sgreatfuntoplaythisgame.Butitmaybedangeroustoplayit.GetthestudentstocompletePart5.Thencomparedwiththewordsmay,might,possible,probablyandpossibly.设计意图：让学生明白might是may的过去式，但表示可能性时没有很大区别，只是表示一般将来的可能性时，might比may的可能性要小。因为might和may都是情态动词，所以，他们后面应加动词原形，即might/may+dosth.possible，possibly，probably使用时应该按以下要求表示：Itispossiblethat....Itispossibletodosth.Subject+willprobably/possibly+dosth.probably表示的可能性比possibly要大。Step11ExercisesAccordingtothegrammarinStep10andcompleteparts6&7.设计意图：通过练习，让学生把表示可能性的知识得到进一步地运用和巩固。Step12Self-studyLookatthepictureandreadthepassageThewettestplace.Getthestudentstoguessorlookupthenewwordsbythemselvesandlearnmuchmoreknowledgearoundtheworld.设计意图：通过Thewettestplace这一短文的学习，进一步拓展学生的知识面，从而了解到更多的世界文化。Step13ModuletaskFirst,readtheemailandfindanswerstoMsWang’squestionsinPart12.ThenreaditagainandaskHowdoesSallyMarksstartandfinishthemessage.Finally,getthestudentstowriteamessagetoafriendwhowantstovisitChinaafterclass.设计意图：通过任务型学习，让学生对整个模块的知识加以巩固。Homework1.WriteamessagetoafriendwhowantstovisitChina.2.Workbook,Pages154-155,Readingandwriting&Self-assessment.设计意图：通过课后作业，既巩固所学知识，又可以进行一次自我评价。
