课题Unit3Topic1SectionB课型Conversationandreadingpractice时间教学目标三维目标1.Learnsomenewwordsandphrases:onbusiness,besimilarto,translate,translate…into,company,general,ingeneral,besides,onceinawhile,whenever,divide,divide…into…,postman2.Learnsomeusefulsentences:(1)Isitpossiblethatyouwillhaveanytrouble?(2)Ingeneral,hehasnotroubleunderstandingpeoplefromdifferentcountries,becausemostofthemcanspeakEnglish.(3)Besides,itisusedasasecondlanguageinIndiaandsomeothercountries.(4)Wheneverthathappens,aninterpreterhelpshim.3.Goonlearningthesimplepresentpassivevoice.(1)IsEnglishspokenastheofficiallanguageinCuba?(2)Onceinawhile,Jane’sfatherhastotraveltoacountrywhereEnglishisnotspoken.4.Talkaboutlanguagesaroundtheworld.教学重难点1.Learnsomeusefulsentences:2.Goonlearningthesimplepresentpassivevoice.教学策略学法指导revision,discussion,pairwork,groupwork教学过程设计意图教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）Step1.DutyReportAskoneortwostudentsondutytogiveareport,theotherslistencarefullyandanswertheteacher’squestions.Step2.Review1.Learnthenewwordsandphrasesbydiscussionandmakingsentences.E.g.onbusiness,besimilarto,translate,translate…into,company,general,ingeneral,besides,onceinawhile,whenever,divide,divide…into…,postman2.Revisepassivevoicebyinteracting:(1)Checkthehomework.S1:Treesareplantedbypeopleeveryyear.教学过程教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探究），活动过程（教学环节、师生互动、反馈练习、布置作业）教师检查作业并通过创设情境复习被动语态设计意图S2:Homeworkisdonebyuseveryday.Summarizetheformofpassivevoice:be(am,is,are)+p.p.(2)FinishPart3:Followtheexampletomakesentences,andwritethemdownonSs’books.Andaskfivestudentstowritetheiranswersontheblackboard.Eg.归纳总结后，让学生两人一组完成3，并互相纠正出现的错误，让学生更准确地Manyproblemsarecausedbythelargepopulation.(3)Workinpairstorevisetheactivevoiceandthepassivevoice.Eg.A:Idomyhomeworkafterclass.B:Hishomeworkisdoneafterclass.A:IlikeEnglishverymuch.B:Englishislikedbyhim/herverymuch.…Step3Presentation1.Leadin1aT:WeallknowEnglishisspokeninmanycountriesintheworld.NowJane’sfatherwillgotoCubaonbusiness.IsEnglishspokeninCuba?WillJane’sfatherhaveanytrouble?Let’slistentothetapeandmarkthefollowingsentenceswith(T)forTrueor(F)forFalse.(1)Jane’sfatherisgoingtoCubafortraveling.()(2)EnglishisspokenastheofficiallanguageinCuba.()(3)SpanishissimilartoEnglish.()2.Readthedialogandfindouttheimportantanddifficultpoints.Eg.goonbusinessbesimilartoIsitpossiblethatyouwillhaveanytrouble?ask…forhelp3.Listento1aagainandfollowthetape掌握被动语态。训练学生捕捉信息的能力培养学生快速阅读能力，巩固被动语态的用法对1a进行复述或改编，达到学以致用的目的设计意图4.Read1aandfinish1b.Thenchecktheanswers.Step4Consolidation1.Askthestudentstopractisethedialogwiththepartner.Afterthat,actitoutinfrontoftheclass.2.Encouragethestudentstoretellthedialogintheirownwords?Theycanbeginlikethis:Jane’sfatherispackinghisbagsnow.He’sgoingtoCubaonbusiness….Keywords:packbags,Cuba,onbusiness,officiallanguage,Spanish,besimilarto,notreally,isitpossiblethat,ifnecessary,aninterpreter教学过程教学内容（用好教材、开发资源），教师引领（创设情景、问题设计、点拨诱导、分层导学）学生求学（自主、合作、探...
