Module 10  Unit 3

Teaching Aims and Demands:

1. Language Knowledge

    Key vocabulary: possible, stormy, shine, depend, best of all, railcard, truly

    Key structure: may be/might be    It’s… to do something.

2. Listening skill: To understand conversations involving introduction of weather in listening. Improve the students’ listening ability.

Teaching Aids: Multi-Media (or Tape recorder)

Teaching Procedures:

Step 1  Warming up                                                          

Ask the students the following questions: What’s the weather like today? What day is it today? What’s the date today? etc.

设计意图: 营造课堂氛围，融洽师生关系。

Step 2  Teaching the words                            

Show four pictures and teach the weather of the four seasons -- hot, warm, cool, cold, freezing.  Then label the drawing with the words in the box.                        

设计意图：通过图片展示，当堂练习，巩固hot, warm, cool, cold, freezing.

Step 3 Working in pairs                                   

 Ask and answer according to Part 8. For example,                                           -- What’s the temperature?                                                 

-- It’s 20 degrees. It’s warm.                                              

-- What’s the weather like?                                            

-- It’s warm and wet.                        

设计意图：通过双人活动，把所学知识给予运用。    

Step 4 Asking and answering                          

Look at the pictures and answer the questions: How many seasons/months are there in a year? What are they?                                        

设计意图：为下面的听力练习作铺垫。

Step 5 Listening                                              

1. Listen and choose the correct months.                     

2. Listen again and check (√) the true sentences.                                                   设计意图：通过专项训练，巩固听力技能。

Step 6 Exercises

Complete the exercises in Parts 9 & 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。

Step 7 looking and learning                                                  

Get the students to have a look at the following sentences.                                              It’s very difficult to depend on the weather in Britain because it changes a lot.                                                      It doesn’t snow very often but people always hope it’ll snow at Christmas. So I think it’s very nice to snow at Christmas.

设计意图：让学生明白动词不定式作主语时, 多采用 It is … to do sth. 的句式。其中，it为形式主语，动词不定式（to do sth.）为真正主语，作表语的可以是形容词，也可以是名词。

Step 8  Exercises

Complete the sentences with the correct form of the words in the box (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。

Step 9  Have a challenge

Get the students to make sentences in their own words.                                                      设计意图：让学生用自己的语言来运用知识。

Step 10 Compared with the words may, might, possible, probably and possibly.

According to the sentence It’s great fun to play this game. But it may be dangerous to play it. Get the students to complete Part 5. Then compared with the words may, might, possible, probably and possibly.

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 + do sth.                                                                          possible，possibly，probably使用时应该按 以下要求表示：                                                   It is possible that ....                          It is possible to do sth.                                          

Subject + will probably/possibly + do sth. probably表示的可能性比possibly要大。

Step 11 Exercises                                

According to the grammar in Step 10 and complete parts 6 & 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。

Step 12 Self-study                                                

Look at the picture and read the passage The wettest place. Get the students to guess or look up the new words by themselves and learn much more knowledge around the world.                        设计意图：通过The wettest place 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。

Step 13 Module task

First, read the email and find answers to Ms Wang’s questions in Part 12. Then read it again and ask How does Sally Marks start and finish the message.                                           Finally, get the students to write a message to a friend who wants to visit China after class.                                           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。

Homework

1. Write a message to a friend who wants to visit China.

2. Workbook, Pages 154-155, Reading and writing & 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。