Topic3TheInternetmakestheworldsmallerSectionMaterialSectionB1a、2、4a4b1aJane,Michael,KangkangMaria得的信息，引出功能句“besure+that”結構。2、3部分通過例子的形式，給學生提供操能句“besure+that”的機會。4a、4b重點復習/w/,/v/之間的區(qū)別并要求學sure+that”結構，但是語音、語調一直都是被教師和學生所忽視的，所以在設計課堂TeachingaimsKnowledgeaims：能根據音標正確朗讀出下列單詞：pizza,website,reporter能在老師的引導下分清/w/,/v/之間的區(qū)別，并能正確地發(fā)這兩個音；明白升、降能正確拼寫并運用單詞表中的單詞,如：website,pizza,reporter能正確使用“besure+that能夠用“besure+that”結構來談論確定與不確定的話題。Skillaims：能正確朗讀的文本材料，能清楚模仿讀含有/w/,/v/的單詞，能根據談話Emotional能體會英語學習的樂趣，懂得在學習中遇到時可以通過網上查資料的形式自己解ThekeypointsanddifficultpointsKeypoints：學習“besure+that復習/w/,/v/的正確發(fā)音以及句子的升調、降調、連讀和重音。Difficultpoints：/w/,/v/Learning

在課堂上多用“besure+that”TeachingComputermultimediaprojector,mirrors,sketchTeachingStudentTeacher(5minutes)ThewholeclassworkThewholeclassworkThewholeclassworkPairontheAstudentreads TheInternethelpsustoinformationofEnglishlearning.AnditmakestheshopOtherreviewthisStudentslistentoevaluation.Tryto trytoevaluatethe thestructuresure+Getstudentsready abouttheadvantagesoftheInternet.Askastudenttoreadhis/hercompositioninTeacherevaluatesideasinalowvoicewhenstudentsareshowingtheirideas.Teacherevaluatesstudentsbysaying:“Iamsureyourideaisright./IamnotsureifthatisagoodProvidestudentswithminutestoreadtheirAndencouragethemto compositionwiththestructure“besureThewholeclasswork Studentslookatpicture,andtheycangettheanswerquickly.Becauseinthepicture.Studentslistentocarefullyandchecktheirpredictions.ingroups.Iftheycan’tworkouttheproblem,theycanasktheteacherforStudentsreadthewordstogetherandpayattentiontothepronunciationandintonation.StudentslistentoandfillintheChecktheanswersandreadtheafterthetape.Studentsfinish1candchecktheanswersingroups.Showthepicturein1atostudentsandaskstudentstopredict“Whataretalking(15Thewhole ThewholeclassworkThewholeclassworkGroupworkPlay1aandaskpredictions.Teachercanlthestudentslikethis:“Iguessyouranswersareallincludedinthecomputer.ButIamnotusethestructureofteninclass.Teacherasksstudentsreadthenewwordstogether,andchecktheirpronunciation.Finish1b.Showthein1btostudents,askagaincarefullyandfillinthetable.Checktheanswersandplay1asentenceby6.Finish1c.Show1ctostudents.AskstudentstorewriteStudentsworkingroups.Finishthepassagequickly.Chooseonestudentreadthegroupstrytoevaluatetheirpassagewiththeconversationinapassagebasedon1b.Finish1d.AskstudentstowriteapassagefromJane’spointofInviteagrouptotheirpassage.Othergroupstrytoevaluatetheirpassagewiththestructure“beThewhole GroupGroupGroupStudentsworkingroupsandysetheexample.Studentsworkingroupsandanswerthefourquestionsintheboxwiththe E.g.IamnotsureifeveryoneintheworldusestheInternetintheStudentsgiveanswerspracticethe A:Whatdidyousee/hearonthe C:Iamnotsure...D:Iamsure...AndStudentspresent FinishShowtheexampleof2students.Askstudentstoysethestructureingroups.Showtheboxin2tostudents.Askstudentstomakeconversationswiththesentencesinthebox.InvitestudentstotheirFinishAskstudentstomakeasurveyingroups.Interviewtheirgroup saworheardontheInvitetwogroupsto Give smilingfaces.theThewhole ThewholeclassworkThewholeclassworkThewholeclassworkGroupworkThewholeclassworkThewholeclassworkStudentslookatthreegroupsofwords.Pronounceindividually.Thencheckeachother.Trytofindthecorrectwaytopronouncethetwophoneticsymbols.Studentsobservethedifferencesbetween/w/and/v/,andimitatethesketchmap.Thestudentslookthemselvesfromthemirrors,andimitatethesketchmaportheteacher. afterthetape.Studentsreadingroups.CheckeachStudentscanfindanswerfromtheseaspects:liaison,form,stress,andStudentsread4bthetape.attentiontoTeachersays:“Iamnotsureifyoucan/w/,/v/well.Lookat4aandreadingroupsifyoucanpronouncethetwophoneticsymbolsthesame.Iamsureyouarewrong.”ShowthesketchstudentstoobservethesketchmapcarefullyandpayattentiontotheAskstudentstotaketheirmirrorsandcomparethemselveswiththesketchmaportheteacher.Playthetape.AsktolistenandShow4btostudentsaskstudentstoread4bbythemselves.Payattentionto/w/,/v/inthewords.Play4b.Andaskwhytherecordingsoundsbetterthanthemread.Play4b.Ask readafterthetapeandimitate.Thewholeclasswork ThewholeVolunteersread4bonebyone.Paymoreattentiontotheweakform,stressintonation.Thewhocanreadbestgetthemostiswinner.Andhe/sheinthisstudentstrytochallengehim/herStudentsreadallthewordscorrectly,knowingtheirmeanings.Theyhavetomemorizetheirspellingafterclass.Usethestructure“besure+that”PlayaFindthemostbeautifulsound.AskstudentstopreparefourpapersandwritedownA,B,C,D.Invitevolunteerstoread4binclass.OtherstudentsareTeachersummarizesWritedownthenewwordsonthe Writedownthe“besure+that”theIamsurethattherearemanyinterestingthingstoseeontheInternet.Iamnotsurewhetheritisgoodtoshoponline.3.(1)Read4bafterclassandrecordit ,record4bafterclass,payattentiontothepronunciationandSectionC.bringittoschoolnextdass.WriteashortpassageaboutwhatyousaworheardontheInternet.AndshowyourideaswiththePreparefortheofSectionThistopicisrelatedtostudents’life.Studentscanmasterthestructure“besure+that”wellafterpracticing.Butthepronunciationisstillaproblem.Moststud