【導(dǎo)讀】“熱身”部分先提供四幅名畫(huà)，及畫(huà)的主題內(nèi)容，幫助學(xué)生增加相關(guān)知識(shí)。了一些內(nèi)容指向，引導(dǎo)學(xué)生捕捉信息要點(diǎn)。點(diǎn)和聽(tīng)清材料中的具體內(nèi)容、地點(diǎn)、時(shí)間和價(jià)格。個(gè)情景提供了活動(dòng)所需要的信息和相關(guān)的問(wèn)題，哈利·波特的生活、學(xué)習(xí)、性格和信念。信念從而最終克服困難。練習(xí)二和三涉及構(gòu)詞，這些內(nèi)容的目的是。語(yǔ)法，另一方面復(fù)習(xí)了學(xué)過(guò)的內(nèi)容。question），寫(xiě)出該故事的結(jié)尾并與同學(xué)分享。寫(xiě)作部分旨在讓學(xué)生用提供的情景和要求。力、說(shuō)服力和英語(yǔ)寫(xiě)作的能力與技巧。

　　

【正文】 nts to tell the whole class the difference between the realistic stories and the fantasy stories. 2. Get the students to show their writings to their group members. Step 2. Integrating skills (P83) I. Ask the Ss to have a fast reading of ―The Question‖. II. T: ―What kind of impression do you have about the story after your fast reading?‖ S: ―Horrible, mysterious, dangerous…‖ T: ―Right, That’s the atmosphere that created by the words in the passage.‖ III. Ask the Ss to work in groups and write a reasonable ending to the story. IV. Ask some groups to read their creative ending. Step 3. Writing P84 I. Ask the Ss to modify their fantasy or realistic stories in last period. Use this scene to develop the outline of a film. II. Let the Ss work in groups. Discuss and choose the best sketches to improve it. III. Team work. Ask the Ss to make a poster and write an announcement about their own sketches. IV. Ask the Ss to show their poster and read their announcement to the class to see if it’s attractive and creative. (If time limited, this step can be done as homework) Step 4. Homework I. Ask the Ss to finish their colorful posters II. Ask the Ss to review the attributive clause. The 5th Period Language Study Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) forehead, creatures, wizard, a series of, literature, edy, exhibition, trick, habit, wonder, announcement b. 重點(diǎn)句子 Study how the words are formed Review the attributive clause. Pay attention to the use of mas in the Restrictive Attributive Clause 2. Ability target 能力目標(biāo) Learn about some word formation and master the difference between the Restrictive clause and the Nonrestrictive clause 3. Learningskill target 學(xué)能目標(biāo) Learn to change a word by adding a prefix or suffix to it and how to use the two main attributive clauses. Teaching important points and difficult points教學(xué)重點(diǎn)與難點(diǎn) How to get the students to learn about some word formation and master the difference between the restrictive and the non –restrictive clauses. Teaching methods 教學(xué)方法 Independent study, cooperative study and practice Teaching aids 教具準(zhǔn)備 A puter and a projector. Teaching procedures教學(xué)過(guò)程 Step 1. Revision Ask each group to perform their posters and read their announcement Step 2. Word Study The teacher guides the students to do the task. T: Now, let’s turn to Page 81. Go through the instruction in Part 1 and then match them. Tell me your answers. Ss: 1b 2D 3C 4A T: Then, let’s do on Page 152. (After finishing the exercise) Check your answers with your group members. Who want to tell us your answers? Sa: 1 Literature 2 edies 3 exhibition 4 trick Sb: 5 habit 6 forehead 7 wondered 8 announcement T: Look at Part 2 on Page 82. Who can tell us how the following words are formed? Sc: al is a suffix, which is added after the stem. It changes a noun into an adjective. T: Can you think of more words that are formed in the same way? Sd: politics — political, physics — physical, chemistry—chemical Se: emotion—emotional, industry— industrial, magic—magical T: OK. Now, let’s do Part 3. What do you think of ―foremeans‖? Sc: ―Fore‖ is a prefix, which is added before the stem. It means ―before‖, ―in front of‖. T: Now guess the meaning of the words. You may have a discussion with your group members or refer to your EE dictionary. (After a while) Who volunteer to explain the words in English? Sa: forearm: the part of the arm between the wrist and the elbow. Sb: foreman: a man who serves as the leader of a work crew, as in a factory. Sc: forearm: to see or know beforehand. Sd: foresight: ability to realize the importance and nature of events before they have happened. Se: forefinger, the finger next to the thumb, also called ―index finger‖ or ―first finger‖. Sf: forefather: an ancestor or a person who lives in earlier times. Sg: forename: a name before one’s surname。 a first name Sh: forerunner: an ancestor。 or one that es before and indicates the approach of another Sj: foreword: an introductory note, as for a book, especially by a person other than the author. T: Good! But who can tell me the difference between a prefix and a suffix? Sk: Generally speaking, a prefix changes the meaning of a stem word while a suffix changes the part of the speech of a stem word. T: Very good! Now turn to page 152 and to Ex. 2… Check your answers with your partner… Let’s check it together. (project the correct answers on the screen.) NOUN ADJECTIVE NOUN ADJECTIVE romance romantic power powerful adventure adventurous sadness sad magic magical stupidity stupid NOUN ADJECTIVE NOUN ADJECTIVE Fun funny illness ill hunger hungry happiness happy care careful music musical anger angry interest Interesting /~ed danger dangerous worry Worrying /~ed medicine medical surprise Surprising /~ed value valuable Europe European use useful Russia Russian beauty beautiful ability able Step 3. Grammar Present two sentences and get the students to find out the difference between them. Then do some practice. T: Here are two sentences on the screen. Can you tell me the difference between them? 1. She is the girl who won the first prize in the English petition. 2. Jack, who saved the boy from drowning was respected by everyone. Sa: The former gives important information to know who we are talking about. It’s a Restrictive Attributive Clause. Sb: The latter gives extra information and just tells us more about Jack. It’s Nonrestrictive Clause. T: I see you’ve known the difference. But you should pay attention to the use of ma in the Nonrestrictive clause. Let’s do some practice. Now, do the grammar exercise on page 82. Check your answers with your group members…