教材內容分析
在第四模塊中學生已經學了“if條件狀語從句+祈使句”的句式，本模塊通過以提出問題的形式以及為問題提供解決問題的建議的方式來繼續學習條件狀語從句，即“if條件狀語從句+一般將來時態”。運用真實的話題來開展聽說讀寫的教學活動。教學內容為語法的學習和使用提供了必要的感性材料。要求學生能夠用含有if引導的條件狀語從句的主從復合句來描述問題以及提供解決問題的建議。
一、 教學目標
1、 語言技能目標
（1） 能夠聽懂對問題的陳述。
（2） 能夠復述對問題的描述。
（3） 能夠讀懂有關描述問題的文章，掌握文章的大意。
（4） 能夠結合例文進行對problems 和advice 的寫作。
2、 語言知識目標
（1） 能夠正確使用下列單詞chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal
（2） 能夠正確使用下列詞組 be able to, all together, at the end of, take off, at least, pocket money, after all, help sb. with sth., hurry up
（3） 能夠正確使用含有if引導的條件狀語從句的主從復合句
3、 情感態度目標
通過本模塊的學習來教育學生要做一個誠實的人。
二、 教學重點與難點
1、 教學重點
（1） 重點詞匯：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal
（2） 重點句型：
If I play well, I’ll play the solo.
If the teacher chooses Kylie, she’ll play the dance music.
If she becomes a star, her parents won’t send her away.
(3) 話題：Problems
2、 教學難點：
（1） if引導的條件狀語從句用一般現在時態，主句用一般將來時態
（2） 問題的描述以及建議的提供
三、 課時安排
第一課時 Unit 1
第二課時 Unit 2 Activities 1,2&3
第三課時 Unit 2 Writing; Unit 3 Activities 6,7,10,11&12
第四課時 Unit 3 Unit3 Activities1,2,3,4,5,8,9,Around the world,& workbook
四、 教學過程設計
Period 1
教學內容：Unit 1 Activities 1,2,3,4,5,6&7
詞匯：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam
句型：if條件狀語從句+一般將來時態
Step 1 Lead-in
Ask: 1) What’s your hobby? 2) Do you like dancing?
3) What do your parents think about it?
4) Would they like you to spend time dancing?
Say: Now let me tell you something about a girl called Lucy. She is a schoolgirl.
She likes dancing very much. Yesterday she had a chance to dance at a big
party but she refused it because her parents had warned her about her
schoolwork. If she spends too much time in dancing, her parents will punish
her….
教師邊說邊把生詞打在屏幕上，用這種方法來導入本課中出現的詞匯，可以讓學生猜猜這些詞匯的意思，然后再在屏幕上打出這些詞匯的詞性以及中文意思。并引出本課句型If she spends too much time in dancing, her parents will punish her.（板書）
Step 2 Listening (Activities 1&2)
So Lucy has a problem. Do you know what problem she has?
(If she spends too much time in dancing, her parents will punish her.)
1. Tony has a problem, too. Now let’s listen and decide what the problem is. (Play the tape.)
2. Now answer the questions. Use the words in the box to help you.
(books open). Then listen again and check.
Step 3 Listen and read (Activities 3,4&5 )
Here is a conversation between Betty and Sally. They’re talking about their friend Kylie. Kylie also has a problem. Listen carefully and try to tell us what problem she has. (books closed)
這環節如果學生有困難，可以讓他們小組討論，然后給出答案。
Look at Page 35. Listen and complete the table. Check the answers.
總結if句型，即if引導的條件狀語從句用一般現在時態，主句用一般將來時態。
Look at Page 34. Read the conversation. Then do Activity 5.
Step 4 Language Points and Everyday English
把本單元的language points和Everyday English打在屏幕上，朗讀后讓同桌學生用其中的三到四個編一小對話，在全班同學前表演。
(Activity 6中的四個句子穿插到Activity 3的對話朗讀時進行。)
Homework
Write out the problems you have with your parents, friends, schoolwork, sports or hobbies.
Describe the problem and talk about solution.
Eg. My teacher says that if I don’t work harder, I won’t do well in my exams.
Period 2
教學內容：Unit 2 Activities 1,2&3
詞匯：truth, prove, honest, onto, terrible, realize, virus, mend
閱讀：讀懂描述問題的文章，掌握文章的大意。學習如何呈現問題以及針對問題所提出的解決問題的建議，為下一節寫作課做好鋪墊。
Step 1 Revision
1 Greetings
Did you have a good time yesterday evening？
What did you do yesterday evening？
Have you finished your English homework？
2 A survey
Ask students to make a survey. Talk about the problems they have with their parents, friends, schoolwork, sports or hobbies, etc. Then complete the following questionnaire.
---Do you have a problem with your teacher?
---Yes, I do. My teacher says that if I don’t work harder, I won’t do well in my exams.
（這一環節既檢查了上一堂課布置的作業，又是一個熱身活動。也可以通過師生間對話的方式進行此項活動，并在活動時導入本單元的詞匯。）
Step 2 Pre-reading
Do you work hard at your lessons？ Do you like computer games？What do your parents say about computer games？
Ask the students to work in groups of four and discuss these questions.
Step 3 Reading (Activities 1,2&3)
1. Global reading
Students read the letter and the answer. Choose the problem and the advice. They can also discuss with their partners. They must try to give the reasons.
（要求學生說明選擇的依據，目的是幫助學生分析細節與整體的差別，關注學生閱讀策略的培養。）
2. Detailed reading
Students read the letter and the answer again and finish Activity 2&3. (First students do them by themselves, then share the answers with their partners.)
（本環節所涉及的不只是細節的理解與判斷，同時還有歸納、推理和邏輯。因此，在次此環節中，要求學生先獨立思考，完成練習；然后分享討論結果，總結閱讀技巧和規律。）
3.Problem solving
Students work in groups of four again, try to find difficulties and discuss together. If there are any problems, they may ask the teacher for help. At last share their work with the whole class.
（這個環節是為了幫助學生提高學習的主動性，學會自主學習的方法，逐漸形成比較完善的閱讀學習策略。）
Step 4 Discussion
If the computer game doesn’t leave a virus on the computer, what do you think Steve will do? Do you think he is right?
(通過這一環節的討論，培養學生誠實做人，勇于承認錯誤，有錯就改的優良品質。)
Step 4 Homework
Finish Workbook Exx10&11
Period 3
教學內容：Unit 2 Writing; Unit 3 Activity 6,7,10,11&12
詞匯：hurry up, dishonest, shelf, steal
Step 1 Revision (Activity 4)
Steve has a problem. Do you remember what problem he has?
Now please say: 1) what Steve did and when.
2) what the problem is
3) what happened next
4) what Steve should do
Now write the answers down.
Then share the answers with your partner, correct the mistakes your partner has made.
Ask some students to share their answers with the whole class.
Step 2 Writing (Activities 5&6)
Think of one problem. Write a short letter to Diana describing the problem. Use the stages in Activity 4 to help you.
Work in pairs. Read each other’s problem letters and write a reply, giving your advice.
Step 3 Reading and writing (Unit 3 Activities 6&7)
Work in pairs. Read the problems, and discuss advice for each problem, then give advice.
Step 4 Task
Work in pairs. Think of and write a problem.
Work in groups. Read your problem to the group. Discuss advice for each problem. Decide who is going to write the advice for each problem.
本堂課的設計有兩個步驟。第一步是句子的寫作，第二步是語篇的寫作。第一步為第二步作好準備，這種遞進的方式對于英語基礎不好的學生尤為有用。在基本掌握了含有if的條件句的復合句的用法后，通過寫作，能夠將所學知識進一步鞏固和強化。
Homework
Put the problems and the advice on a poster.
（這部分的作業可以在第二天收起來后，在班里展示。）
Period 4
教學內容：Unit3 Activities1,2,3,4,5,8,9, Around the world,& workbook
Step 1 Grammar practice
If I play well, I’ll play the solo.
If the teacher chooses Kylie, she’ll play the dance music.
If she becomes a star, her parents won’t send her away.
Activity 1 Students can discuss these three sentences in pairs. Then share them with whole class.
Activities 2&3 Students finish these two activities alone. Check them with their partners.
本活動主要讓學生熟練掌握“if條件狀語從句+一般將來時態”的句式，也可以把這種句式與“if條件狀語從句+祈使句”同時訓練，進行比較，以達到不斷鞏固和復習本模塊的重點和難點的目的。
Step 2 Vocabulary
Activity 4 Students finish it alone. Then act the conversation in pairs in front of the class.
Activity 5 Students finish it alone. Then check it with their partners.
本活動通過說和寫的語言輸出訓練，使學生能夠進一步鞏固單詞，培養學生的語篇意識。在活動中培養學生的分析能力和邏輯思維能力。
Step 3 Listening
此活動為聽力訓練。
Activities 8&9
Step 4 Workbook
Finish workbook exercises.
Homework
Finish workbook Exx 8&9