TheFourthPeriodTeachingAims:1.Dosomereading.2.DosomeWriting.3.Reviewthegrammaticalpointsandusefulexpressionsinthisunit.TeachingImportantPoints:1.Howtoreadastory.2.Howtowriteaposterandmakeanannouncement.TeachingDifficultPoints:Howtoimprovethestudents’integratingskills.TeachingMethods:1.Someexercisestoreviewthegrammarinthethirdperiod.2.Explanationtogothroughthereadingmaterial.3.Individualworkorpairworktotrainthestudents’writingability.TeachingAids:1.acomputer2.theblackboardTeachingProcedures:StepⅠ.GreetingsGreetthewholeclassasusual.StepⅡ.RevisionCheckthehomeworkwiththestudents.StepⅢReadingT:Inthisclass,we’llreadastory.Doyoulikeastory?Ss:Yes,wedo.T:Manyofyoureadalotofbooks,mostofwhicharestorybooks.Whatshouldwepayattentiontowhenwereadastory?PleaseturntoPage84andreadthetipsplease.(Afterthestudentsreadthetips.)T:NowpleaseturntoPage83.ReadthestoryandthenI’llaskyousomequestions.(Teachergivesthestudentsenoughtimetoreadthestory.Afterthestudentsreadit,teacherbeginstoaskthemsomequestions.)T:Whatarethemaincharactersinthestory?S1:TheyareTomandPete.T:WherewereTomandPeteinthestory?S2:Theywereinachurch.Thechurchhadmanysecretrooms.Theywerenowbeforeastatue.Thestatuestoodinfrontofthedoortoasecretroom.Theywantedtogointotheroom.T:Whatdidtheyhearwhentheywereinfrontofthestatue?S3:Theyheardanoise.Itsoundedlikeawomancrying.T:Whatdidtheywanttodo?S4:Theywantedtofindoutwhatwasinsidetheroom.T:Whendidthestoryhappen?用心爱心专心S6:Idon’tknow.Ididn’tfindthetimewhentheywereinthechurch.Perhapsthestorydidn’ttellus.T:Allofyouranswersareverygood.FromthepassageweknowthatHarryandhisfriendstriedsomepasswordsandfinallytheysucceededinfindingaholebelowthepicture.Thentheywentthroughtheholeinthewalland….Nowyouareaskedtowriteyourownendingtothestory.Youcanuseyourimaginationasmuchaspossible.(Afterawhile,teacheraskssomestudentstoreadtheirendingsofthestory.)S7:…wentintothesecretroom.Aboxwasontheground.Tomwantedverymuchtofindoutwhatwasinthebox.AssoonasTomopenedit,theboxexploded.S8:…wentintotheroom.Therewasnothingintheroombutahole.Theholewasinthewall.TomandPetewentintoitontheirknees.Theholewasabout500metreslong.Theyusedaflashlighttogivethelight.Atlasttheycameintoanotherroom.Therewerealotoftreasuresinit.Atthenhowhappytheywere!StepⅣ.StudyforLanguagePointsT:Whileyouwerereadingthepassage,youmusthavecomeacrosssomewords,expressionsandsentencepatternsthatyoudon’tquiteunderstand.Pleasefindthemoutandunderlinethem.ThenI’llexplainthemtoyou.(Teacheraskssomestudentstofindoutthelanguagepointsandwritethemontheblackboard.)(Bb:seem,soundlike,Itlooks/isasif…,feel,…thatnotallofthemweresafe;Ifonly…,whatever,beabouttodosth.when…,turnaround,getthrough,work)T:NowI’llexplainthedifficultpointstoyou.Asforsomeexpressions,I’llaskyoutomakeupsentencesyourselves.Lookatthescreen,please.1.Themathsproblemseemsdifficult.Theboyseemstobeeatingsomethingdelicious.2.Itlooksasifit’sgoingtosnow.[3.Silkfeelssoft.(linkv.)Thedoctorfeltthepulseofthewomantoseeifshewasill.(vt.)4.…andnotallofthemweresafe.=andsomeofthemweresafe.5.Ifonlyyouhadworkedwithgreatercare!6.Whatever(=Nomatterwhat)hedoes,hemustdoitwell.Youcanbuywhatever(≠nomatterwhat)youlikeinthesupermarket.7.Iwasabouttoleavetheofficewhenthetelephonerang.8.Thiskindofmedicinedoesn’twork.T:NextI’llasksomestudentstomakesentencesusingtheexpressionsontheblackboard.Thefirstoneis“soundli...
