Unit3Lesson2SpendingHabits教學(xué)設(shè)計(jì)Thefirstperiod考綱詞匯：coinpocketgunitemhuntwildprobablyNewwordsanddiscoveringlanguageTeachingaims:toenablestudentstolearnthenewwordsandexpressionstouselinkingverbsProcedures:I.Revision.II.Teachingnewwords.Readandspellthephoneticsymbols.1)Studentslookatthescreenandreadoutthewordsinchorus.2)BoystudentsreadthewordsandgirlstudentstelltheChinesemeanings,thenexchange.3)Studentsreadandspellthewordsinchorus.FurtherstudyonnewwordsMatchthewordsandexpressionsinColumnAtothoseinColumnB.AB____sweetsa.uptillnow____sofarb.allthemoneyonesaves____probablyc.candy____savingsd.aplanofhowtospendmoney____conducte.notneeded____deposit(vt.)f.putmoneyinabank____unnecessaryg.likely____budgeth.pocketmoney____allowancei.carryoutTeachershowsthestudentsthetwocolumnsontheblackboardandasksthestudentstomatchthetwocolumns.Studentslookatthetwocolumnsthenmatchthem(Doitinpairs).Askonepairofstudentstochooseanyoftheninewordsandonesaystheword,theothersaysthedefinition.Theothersshouldwritedownthenumber.ThengoondoingasStep2).Studentsarenotallowedtosaythewordsothershavesaid.3.Phrases.accountabankaccount銀行帳戶open/closeabankaccount開/注銷銀行帳戶You’dbetteropenabankaccount.你最好開銀行帳戶。You’dbetteropenabankaccountbyyourself.你最好自己開銀行帳戶。putmoneyinabank:deposit儲(chǔ)蓄，存錢depositone’smoney存某人的錢deposityourmoney存你的錢---yourmoneyisdepositeddepositmoneyinthebank把錢存在銀行里deposityourmoneytotheaccount把錢存到帳戶里。You’dbetterdeposityourmoneytotheaccount.你最好把錢存到帳戶里。creditcreditcard信用卡paybycreditcard用信用卡支付payfor/spendon支付cutdowncutsthdownto/by降低到/了＝reduceto/by降低到/了cutdownthecosts削減成本cutthemdowncutthemdownto10%allowance:pocketmoney零用錢asenseofindependence獨(dú)立感Pocketmoneygivesakidasenseofindependence.零用錢給小孩一種獨(dú)立感。orsomething,suchasmoney,givenregularly:allowancereceivesomeallowance收到零用錢receivesomeallowancefrommyfather.收到父親給的零用錢Ididn’treceiveanyallowancefrommyfather.我沒有收到父親給的零用錢。notneeded:unnecessaryyourunnecessaryspending你不必要的花費(fèi)cutdownyourunnecessaryspending減少不必要的花費(fèi)。somethingunnecessary一些不必要的東西beunnecessary不必要的uptillnow：sofar迄今為止（一般與完成時(shí)連用）keepdoingsth一直不斷做某事keepaskingforkeepaskingparentsforpocketmoney一直向父母親要零用錢usedtokeepaskingourparentsforpocketmoney.過去一直問父母要零用錢。MyeldersisterandIusedtokeepaskingourparentsforpocketmoney.我和姐姐過去一直問父母要零用錢。managemoney理財(cái)inapiggy-bank放在儲(chǔ)蓄罐里putthesavingsinapiggy-bankallthemoneyonesaves:savingskeepthesavings保存儲(chǔ)蓄buysthwithmysavings用我的積蓄買某物conductasurveyof進(jìn)行一個(gè)關(guān)于…的調(diào)查someonemyage我這樣年紀(jì)的人buysthforsb為某人買某物buydiscs買唱片buydiscsformyfriends為我朋友買唱片buydiscsforthem為他們買唱片Itdoesn’tmeanthat這并不意味著themoremoney,thebetter錢越多越好III.DiscoveringLanguageLinkingverbs1.Talkingaboutfeelings.beandfeel+adjectiveMikefeels_____________.Heis____________.Johnfeels______________.He’s____________.2.Answerthequestions.T---SYourfriendisgoingtohaveabirthdayparty.Doesshefeelworriedorexcited?Yoursistersaregoingtobuyacar.Aretheyhappyornervous?Yourmotherisfinishingaharddayatwork.Doesshefeeltiredorsad?Yourfamilyisgoingtogoonavacation.You’regoingtostayhome.Areyouexcitedorsad?Yourbestfriendisgoingtomovetoanothercountry.Areyouworriedorsad?Yourbrotherisgoingtoapplyforanewjob.Doeshefeeltiredornervous?3.Pairwork.Howdoesyourpartnerfeelinthefollowingsituations?Taketurnsandanswerquestions.Example:A:Howdoyoufeel_________________?B:Ialwaysfeel______________________orI’musually________________.1)beforeanexam2)beforeatrip3)beforeadoctor’sappointment4)aftersummervacation5)afterworkorschool6)afterasoccergame4.Listentothesentenceandmatchthemtotherightpicturesbelow.Thispocketistooold.Thepizzatastesdelicious.Thecakesmellsgood.Thepiggy-banklookslovely.Thecoinsfeelsoft.ZhangLiangying’svoicesoundssweet.5.Lookatthefollowingpictures,completethecaptionswiththecorrectformofthewordsinthebox.(SBP89)soundfeellooktastesmellThispocketistooold.Thepizza_____delicious.Thecake_____good.Thepiggy-bank_____lovely.Thecoins_____soft.ZhangLiangying’svoice_____sweet.6.Lookatthefollowingpictures,completethesentences.IV.HomeworkReviewVocabularyI.Reviewlinkingverbs.ThesecondperiodTuningIn&TextTeachingaims:totalkaboutpocketmoneytotalkaboutspendinghabitsandattitudestowardspocketmoneytounderstandthetexttopracticeonthesentencepatternorally…spend…on…I.Revision.Reviewthepastandpastparticipleofverbs.1)use2)have3)need4)spend5)save6)buy7)think8)give9)have10)feel11)keep12)ask13)go14)open15)deposit16)learn17)manage18)mean19)cut20)conduct21)gather22)keepReviewthepassivevoiceinthesimplepresenttense,simplepasttense,simplefuturetense.savetherestsavedtherestwillsavetherestshouldsavetherestspend￡30spent￡30willspend￡30canspend￡30deposit￥50totheaccountdeposited￥50totheaccountwilldeposit￥50totheaccountmaydeposit￥50totheaccountbuysomethingunnecessaryboughtsomethingunnecessarywillbuysomethingunnecessaryasktheirparentsformoneyaskedtheirparentsformoneywillasktheirparentsformoneygiveakidasenseofindependencegaveakidasenseofindependencewillgiveakidasenseofindependencecangiveakidasenseofindependenceconductasurveyconductedasurveywillconductasurveycanconductasurveygathersomeinformationgatheredsomeinformationwillgathersomeinformationshouldgathersomeinformationopenabankaccountopenedabankaccountwillopenabankaccountkeepallmycoinsinthepiggy-bankkeptallmycoinsinthepiggy-bankwillkeepallmycoinsinthepiggy-bankII.TuninginReviewsomenewwordsbyaskingsomesimplequestions:TodayIwanttoconductasurveyofyourspendinghabits.1)Howmuchallowancedoyouhaveeverymonth?2)Howdoyouspendyourpocketmoney?3)Howmuchmoneyhaveyousavedsofar?4)Where(else)canyoukeepyoursavings?III.Text.PartIListentoWangHuitalkingabouthisspendinghabitandcompletethepiechartbelow.2.Checktheanswer.3.Practiceonthesentencepattern:spend…on…/…isspent…on…4.TalkaboutWangHui’sspendinghabits.PartII1.ThisisMary’sSpendingHabit.Practiceonthesentencepattern.Doesshespend…on….?Guessing:WhatpercentofpocketmoneydoesMaryspendonsweets?Listenanddecidethefollowingstatementsaretrueorfalse.1)Mary’sallowanceis￡20amonth.(F)2)Shespends40percentonsweetsnow.(F)3)Shespendsabout50percentonmobilephonecards.(T)4)Therestissavedinabank.(F)5)Shewantstobuyapairofname-brandjeanswith￡30.(T)tothetextandcompletethefollowingtable.NameAllowanceMoneyspentonAttitudetowardspocketmoneyMary￡_20_aweeksweets15%mobilephonecards50%booksorcosmetics20%Pocketmoneygivesakidasenseofindependence.Kidsfeelhappierandsafer.WangHui￥_100_amonthfoodanddrinks30%books20%It’simportantforkidstolearnhowtomanagemoney.Itdoesn’tmeanthemorepocketmoneythebetter.￥100amonthisenough4.Readthetextafterthetape.5.Softreading.6.Drawapiechartaboutyourownspendinghabitandsaysth.aboutyourattitudetowardspocketmoney.IV.Homework.Think,talkandwriteHaveyoueverearnedyourownmoney?Doyouthinkmoneyisimportant?Howimportantisit?Doyouknowhowtospendmoney?Doyouspendittooquickly?Discusswithyourclassmateandmakealistofthepossiblepart-timejobsforChinesestudents.Willyourparentsbehappyifyouhaveapart-timejob?ThethirdperiodReading&WritingTeachingaims:1.tohelpthestudentsfocusonthepassage2.toimprovelistening,reading&writingskills3.todeveloptheirteamspiritsProcedure:I.Warmingup.Testyourmemory.Groupwork.II.Reading:Thestoryofmoney1.Listenandchoosetherightpicture.Whatkindofmoneydidpeopleuseindifferenttime?2.Listentothefirstandsecondparagraphsandfillinthemissingwords.Longago,peopledidnot_____money.Theyhunted_______andgatheredwildfruitsandother_____forfood.Theymade______fromanimalskinsandlivedincaves.Astimepassed,peoplesettledin______andbegantoplantcrops.Sometimes,families________morethantheyneeded,sotheystartedtotradewithother______.Later,peoplebegantousemoneyasameansof________.However,itwasnotthekindofmoneyweusetoday.Theyusedshells,rice,salt,____stones,furs,driedfish,goldnuggets,etc.3.Askquestionsaccordingtothetwoparagraphs.4.Matchthemainideastothesetwoparagraphs.5.Readthethirdparagraphandfillinthemissingwords.Thefirstletterisgiven.Duringthe600s.,peoplebeganu____coinsasmoney.Theys____foundthatcoinswereeasiertohandlethangoodsandl_____alongtime.Later,countriesbegantomaketheiro___coins.6.Questions&answers.(Pairwork.)7.Matchthemainideastothethirdparagraph.8.(forthefourthparagraph)Choosethecorrectanswers.1)TheChinesewerethefirst____,probablyasearlyastheeleventhcentury.usingpapermoneyusedpapermoneyusepapermoneytousepapermoney2)TheItalianexplorerMarcoPolosawtheChinese_____whenhevisitedChinainthe1200s.tousepapermoneyusedpapermoneyusingpapermoneyusepapermoneyWhichofthefollowingsentencesisnotright?3)However,Europeancountriesdidnotstartusingpapermoneyuntil1600s.A.However,Europeancountriesdidnotstartusingpapermoneybefore1600s.B.However,Europeancountriesstartedusingpapermoneyafter1600s.C.However,Europeancountriesstartedusingpapermoneywhenitwas1600s.D.However,Europeancountriesstartedusingpapermoneybefore1600s.9.Matchthemainideastothefourthparagraph.10.(forthefifthparagraph)Correctthemistakes.Today,wehavemanywaytopayforthings.Wedonotuseonlycoinsandpapermoney.Often,peopleprefertopayingforthingbycheckorcreditcard.Payingwithacheckorcreditcardiseasyandsafethancarryingaroundalotof“real”money.11.Matchthemainideastothenumbersofeachparagraph.12.Finishtask2.SBP93II.Writing.See《Planningawritinglesson》III.Homework.附：Doyouhavepocketmoney?你是不是覺得零花錢不夠用，常常面臨“破產(chǎn)”的危險(xiǎn)？別慌，看看別的國(guó)家中學(xué)生每周有多少零花錢，學(xué)學(xué)他們?cè)趺磼炅慊ㄥX吧——Studentsallaroundtheworldthinkitgreattohavesomemoneyintheirpocket.Buthowmuchdotheyget?

IntheUS,alittlepre-school(學(xué)齡前的)kidmaygetadollarortwo,butolderchildrengetmore.AlotofAmericanparentsgivepocketmoneytotheirchildren,buttheirchildrenhavetodochores(家務(wù)活).

InBritain,kidsinprimaryschoolget4or5poundseachweek.Whentheyentermiddleschool,theygetabout9pounds.

Americankidsandpocketmoney

MostAmericanchildrenthinkhavingpocketmoneywillhelpthemtounderstandmoneybetter.Here’swhatsomeofthemsay:

Ihavetodo10choresaweektogetpocketmoney.—Jacob

Iget$20twiceamonth.Iput$5inthebankandspend$15onnewstuffthatIneed.—Katty

Wesavehalfofourpocketmoneyeveryweek.—Nathan,Sam

Iget$10aweekfordoingchores.Idon’tgetitifIdon’tdothechores.—Amy

Idon’tsavetoomuch.IspendalotwhenIgoshopping.—Amber

Weputourpocketmoneyinthebank,andspendourbirthdayandChristmasmoney.—Sam,Tess

Britishchildrenandpocketmoney

InLondon,childrenget10poundseveryweek,childreninScotland(蘇格蘭)get8pounds,andchildreninWales(威爾士)getthemost,aboutpounds!Also,Britishboysgetalittlemorepocketmoneythangirls.

LikekidsintheUS,Britishchildrendochorestoearntheirpocketmoney.That’swhyBritishchildrenknowalotaboutspendingmoney.7%ofthemspendlessthan￡1eachweek,22%spendbetween￡1and￡5,and20%spendover￡5eachweek.Whydotheybuywiththeirmoney?Mostofthemspenditonsweets,crisps(薯片)andchocolate.

Isitgoodtohavepocketmoney?

Someparentsmayaskthequestion,theansweris:Ofcourseyes!

Ifchildrenhavesomepocketmoney,theycanlearntofindoutwhatthingscost,savemoneyforthingsthattheywant.Therearelotsofgoodlessonstolearn:

Ifyouspenditallatonce,thereisnomoneyuntilyournext“payday”(發(fā)薪日).

Ifyouboughtthewrongthing,you’llbemoresensible(明智的)nexttime.

Ifyouborrowmoney,youhavetopayitback.Spendingmoneylikewater現(xiàn)在全國(guó)上下都在積極創(chuàng)建節(jié)約型社會(huì)，希望你也努力作個(gè)“節(jié)約型”中學(xué)生：聰明、理智、不亂花錢——

FormiddleschoolstudentsinChina,itisreallyeasytospendmoney.Therearesomanythings:thelatestbrand-nameclothes,videogames,expensivehandbagsandbackpacksandonandon.

Thehabitofspendingmoneyisaneasyonetogetinto,butlikemosthabits,itishardtobreak.WhenIwasamiddleschoolstudent,IspentlotsofmoneyonstuffIthoughtwascoolbutIdidn’treallyneed.Ihadsomefun.ButIcouldhavehadmorefunifIhadn’twastedsomuchmoney.

Whensomethingisthelatestandgreatest,youwantitatoncebecauseitisnewandyoudon’twanttowaittillitisold.Theproblemisthelatestfashionsusuallycostalottofollow.Butonceyouownthestuff,itgoesoutoffashionvery,veryquickly.Howmanythingsdoyouhaveinyourbedroomthatyoudon’tusethatmuch,eventhoughtheycostquitealot?

Agoodtestofwhethersomethingisworthbuyingistoforceyourselftowaitacoupleofweeksbeforebuyingit.You’llbeamazedhowmanythingsorthingsthatyouarejustdyingtohavethatsuddenlybecomeuninteresting.Andyou?You’llbeevenmoreamazedhowmuchmoneyyoucansavetospendonstuffthatyoureallylikeanduseforalongtime.You’llalsofindthattheexpensivestuffisnotthecooleststuffatall?Itisjustthemostexpensive.Planningawritinglesson

CatherineMorley,BritishCouncil,MexicoWriting,unlikespeaking,isnotanabilityweacquirenaturally,eveninourfirstlanguage-ithastobetaught.UnlessL2learnersareexplicitlytaughthowtowriteinthenewlanguage,theirwritingskillsarelikelytogetleftbehindastheirspeakingprogresses.Butteachingwritingisnotjustaboutgrammar,spelling,orthemechanicsoftheRomanalphabet.Learnersalsoneedtobeawareofandusetheconventionsofthegenreinthenewlanguage.Whatisgenre?

Agenrecanbeanythingfromamenutoaweddinginvitation,fromanewspaperarticletoanestateagent'sdescriptionofahouse.Piecesofwritingofthesamegenresharesomefeatures,intermsoflayout,levelofformality,andlanguage.Thesefeaturesaremorefixedinformalgenre,forexamplelettersofcomplaintandessays,thaninmore'creative'writing,suchaspoemsordescriptions.Themoreformalgenreoftenfeatureinexams,andmayalsoberelevanttolearners'presentorfuture'real-world'needs,suchasuniversitystudyorbusiness.However,genrevaryconsiderablybetweencultures,andevenadultlearnersfamiliarwitharangeofgenreintheirL1needtolearntousetheconventionsofthosegenreinEnglish.Stagesofawritinglesson

Idon'tnecessarilyincludeallthesestagesineverywritinglesson,andtheemphasisgiventoeachstagemaydifferaccordingtothegenreofthewritingand/orthetimeavailable.Learnersworkinpairsorgroupsasmuchaspossible,toshareideasandknowledge,andbecausethisprovidesagoodopportunityforpractisingthespeaking,listeningandreadingskills.Generatingideas

Thisistheoftenthefirststageofaprocessapproachtowriting.Evenwhenproducingapieceofwritingofahighlyconventionalgenre,suchasaletterofcomplaint,usinglearners'ownideascanmakethewritingmorememorableandmeaningful.Beforewritingaletterofcomplaint,learnersthinkaboutasituationwhentheyhavecomplainedaboutfaultygoodsorbadservice(orhavefeltlikecomplaining),andtellapartner.Asthefirststageofpreparingtowriteanessay,Igivelearnerstheessaytitleandpiecesofscrappaper.Theyhave3minutestoworkalone,writingoneideaoneachpieceofpaper,beforecomparingingroups.Eachgroupcanthenpresenttheir3bestideastotheclass.Itdoesn'tmatteriftheideasaren'tusedinthefinalpieceofwriting,theimportantthingistobreakthroughthebarrierof'Ican'tthinkofanythingtowrite.'Focusingideas

Thisisanotherstagetakenfromaprocessapproach,anditinvolvesthinkingaboutwhichofthemanyideasgeneratedarethemostimportantorrelevant,andperhapstakingaparticularpointofview.Aspartoftheessay-writingprocess,studentsingroupsputtheideasgeneratedinthepreviousstageontoa'mindmap'.Theteacherthendrawsamind-mapontheboard,usingideasfromthedifferentgroups.Atthisstagehe/shecanalsofeedinsomeusefulcollocations-thisgivesthelearnersthetoolstobetterexpresstheirownideas.Itellmystudentstowriteindividuallyforabout10minutes,withoutstoppingandwithoutworryingaboutgrammarorpunctuation.Iftheydon'tknowaparticularword,theywriteitintheirL1.Thisoftenhelpslearnerstofurtherdevelopsomeoftheideasusedduringthe'Generatingideas'stage.Learnersthencomparetogetherwhattheyhavewritten,anduseadictionary,theteacheroreachothertofindinEnglishanywordsorphrasestheywroteintheirL1.Focusonamodeltext

Oncethestudentshavegeneratedtheirownideas,andthoughtaboutwhicharethemostimportantorrelevant,Itrytogivethemthetoolstoexpressthoseideasinthemostappropriateway.Theexaminationofmodeltextsisoftenprominentinproductorgenreapproachestowriting,andwillhelpraiselearners'awarenessoftheconventionsoftypicaltextsofdifferentgenresinEnglish.Igivelearnersingroupsseveralexamplesofagenre,andtheyuseagenreanalysisformtoidentifythefeaturesandlanguagetheyhaveincommon.Thisraisestheirawarenessofthefeaturesofthegenreandgivesthemsomelanguage'chunks'theycanuseintheirownwriting.Learnersidentifythefunctionofdifferentparagraphsinapieceofwriting.Forexample,inajobapplicationletter,thefunctionsoftheparagraphsmightbesomethinglike;reasonforwritinghowIfoundoutaboutthejobrelevantexperience,skillsandabilitiesclosingparagraphaskingforaninterviewLearnersaregivenanessaywiththetopicsentencestakenout,andputthembackintherightplace.Thisraisestheirawarenessoftheorganisationoftheessayandtheimportanceoftop