本課時涉及的是語言知識運用，包括 Past perfect passive和 Imprving behaviur兩部分。Past perfect passive講解過去完成時的被動語態(tài)，讓學生學會分析句子表達的時間概念，選擇正確的動詞時態(tài)和語態(tài)。Imprving behaviur首先以匹配練習的形式介紹了幾種提升自己的行為，并設置具體語境，引導學生在具體語境中體會恰當?shù)淖龇?；然后在聽力活動中介紹了對一位校長的采訪，旨在加深對單元主題的理解，全方位提高學生的綜合語言運用能力。
課時目標
1.掌握本課時的重點詞匯 deadline、prcrastinatin、apprpriate、spit、headphnes、bin、cnsiderate、clarify、prmte、hand in、put ff、cme up with、pay attentin t、prevent…frm ding sth的用法，并能在真實語境中靈活運用。
2.掌握過去完成時的被動語態(tài)的用法
3.關注語用功能，引導學生學會從不同角度表達和闡明個人觀點及提供例證，并能夠在實際生活中運用所學的相關表達。
4.通過了解不同場合中恰當?shù)男袨?，學會自我約束，在生活每個點滴中提升自己。
重點難點：
重點：
過去完成時的被動語態(tài)的用法。
難點：
1.過去完成時的被動語態(tài)的用法。
2.了解在不同場合中恰當?shù)难孕?，學會在生活中不斷提升自己的行為。
教學準備：
教師準備：
1.做好該部分內(nèi)容的PPT和音頻材料。
2.準備好不同場合下恰當?shù)男袨椤?br>學生準備：
1.上網(wǎng)查找并了解禁止不文明行為的相關表達。
2.上網(wǎng)查找過去完成時的被動語態(tài)的用法，并概括該時態(tài)常見的時間狀語。
3.預習課本P17~19的內(nèi)容，找出該部分的新詞匯，并根據(jù)上下文猜測其含義。
教學過程：
Step Ⅰ Grammar
1. D Activity 1 n Page 17.
(1) Lk at the sentences and answer the questins. Sentence (a) is frm the reading passage.
·Were the students in sentence (a) persuaded befre the detx started, r afterwards?
·What is the difference between sentences (a) and (b)?
·Why des the authr chse t use a passive frm instead f an active frm?
(2) Give mre examples f the past perfect passive, and instruct students t sum up the usages f the past perfect passive. Then ask students t give examples.
【設計意圖】通過所學句子，分析語境，理解過去完成時的被動語態(tài)的基本結構和含義，為后面的學習奠定基礎。
2. D Activity 2 n Page 17.
Cmplete Jack's blg pst with the crrect frm f the verbs in brackets.
【設計意圖】在真實的語境中，分析上下文的關聯(lián)和所表達的時間概念，選用動詞的正確形式填空，該活動有助于提高學生分析問題、解決問題的能力。
3. D activity 3 n Page 17.
Wrk in pairs. Describe the pictures using the past perfect passive.
Jack started the habit f cleaning his rm last week. This is what his rm lked like yesterday mrning.
But tw weeks ag, Jack’s rm was like this: …
【設計意圖】通過分析兩周前和昨天早晨杰克臥室發(fā)生的變化，選用正確的時態(tài)描述圖片內(nèi)容，鍛煉學生的語言表達能力。
4. D Activity 4 n Page 17.
Wrk in pairs. Talk abut what had happened befre yu started a new habit f yur wn. Use the past perfect passive where apprpriate.
【備注】語法知識點講解詳見第二教案“重點語法精講”。
【設計意圖】用過去完成時的被動語態(tài)描述發(fā)生在自己身上的變化，體會過去完成時的被動語態(tài)在具體語境中的靈活運用，提高學生的語言表達能力和邏輯思維能力。
Step Ⅱ Imprving behaviur
1. D Activity 5 n Page 18.
Match the sentences t the signs. Pay attentin t the wrds and expressins in bld.
2. D Activity 6 n Page 18.
(1) Cmplete the cnversatins with the crrect frm f the wrds and expressins in Activity 5 n Page 18.
(2) Wrk in pairs. Think f mre types f inapprpriate behaviur and talk abut what yu think is the right thing t d when faced with them.
【設計意圖】分析不同場合中，哪些行為是恰當?shù)模男┬袨槭遣粦撟龅?，培養(yǎng)學生明辨是非、規(guī)范自己行為的能力；并在具體語境中，提高學生的語言運用能力。
Step Ⅲ Listen and d exercises
1. D Activity 7 n Page 19.
Listen t the interview and chse a tpic fr it.
2. D activity 8 n Page 19.
(1) Listen again and cmplete the newspaper reprt.
（2）Wrk in pairs. Talk abut the significance f prmting values educatin in schls.
【設計意圖】聽力部分設置了兩個相應的練習題，第一次聽錄音，選擇采訪的話題；第二次聽錄音，難度有所增加，要求學生在聽的同時將新聞報道的內(nèi)容補充完整。聽完錄音后，先處理這兩個練習題，然后在語言輸入的基礎上進行語言輸出，讓學生討論品德教育的重要性，強化學生的語言學習和運用能力。
3.D Activity 9 n Page 19.
Cmplete the bxes with the expressins frm the interview.
Clarifying what yu mean
Giving examples
4.D Activity 10 n Page 19.
（1）Wrk in grups. Discuss hw t prmte values educatin at yur schl using the wrds and expressins in this sectin.
（2）Talk abut hw well yu did in ffering effective advice r ideas and develping effective slutins in the grup discussin.
【設計意圖】討論并陳述自己的觀點，并舉例來佐證自己的看法，引導學生學會例證法的運用，學會構思文章，提高語言表達能力。
Step IV Summing up
總結過去完成時的被動語態(tài)的用法和常見時間狀語，并注意該部分新學詞匯的運用。
Step V Hmewrk
1. Give students sme examples and ask them t fill in the blanks with the past perfect passive.
2. Master the usages f the new vcabulary.
板書設計：
Suggested answers:
·The students were persuaded befre the detx started.
·They differ in vice. The passive vice is used in sentence (a), while the active vice is used in sentence (b).
·Maybe the authr desn’t knw wh had persuaded students t stp using scial media, r it is unnecessary t say wh the persuaders were.
Befre I turned ver a new leaf, I had always been a very lazy student. I was careless abut handing in my hmewrk, and nne f my assignment deadlines ①________(meet). Indeed, I wuld deliberately “l(fā)se” my hmewrk in my incredibly messy rm, s that I culd put ff ②________(d) it! My parents sn wrked ut this trick, thugh, and ne day I came hme t find that my rm ③________(clean), and my hmewrk④________(put) right in the centre f a sptlessly clean desk n the desk, t (I think Mum did that): a bk called The Art f prcrastinatin.
The authr, Jhn Perry, said that prcrastinatin was abut ⑥________ (avid) the hardest and mst imprtant tasks. S, ⑦________(make) sure yu d yur hmewrk, put it secnd r third n yur t-d list, nt at the tp. Then put ne r tw really hard things yu dn’t want t d at the tp f the list. Yu will prcrastinate t avid the hard stuff--by ding yur hmewrk!
Psted by Jack at 13: 34
Suggested answers:
①had been met
②ding
③had been cleaned
④had been put
⑤had been left
⑥aviding
⑦t make
Suggested answers:
Jack started the habit f cleaning his rm last week. This is what his rm lked like yesterday mrning. (The flr was clean. The sheet was laid flat n the bed. All the bks and clthes were placed neatly and tidily. The pictures n the wall were straight.) But tw weeks ag, Jack’s rm had been an awful mess. His clthes had been thrwn everywhere; the pictures had nt been hung straight; and all the drawers had been pened. It had been a very disrderly srt f rm, with bks and papers lying arund everywhere.
□①D nt litter.
□②D nt talk ludly in public.
□③D nt spit in public.
□④D nt walk n the grass.
□⑤D nt smke.
□⑥D(zhuǎn) nt take phts.
a
b
c
d
e
f
Suggested answers:
①a ②b ③e ④f ⑤c ⑥d
①A: What d yu d when peple ________?
B: I put my headphnes n. I dn’t want t hear ther peple’s cnversatins.
②A: Hw can we stp peple ________?
B: We shuld tell them it’s dirty and it can spread diseases.
③A: What wuld yu d if yu saw peple ________?
B: I wuld g up t them and ask them t put the litter int a rubbish bin.
④A: Hw can we prevent peple frm ________?
B: If we keep the grass lking really neat, maybe peple will realise they shuldn’t walk n it.
⑤A: What wuld yu d if yu saw smene ________ where it’s nt allwed?
B: I’d plitely remind them it’s nt permitted, and that they shuld be cnsiderate f thers.
⑥A: What wuld yu d if yu saw smene ________ in a museum?
B: I’d ask them t stp, because it can damage the exhibits.
Suggested answers:
①talk ludly in public
②(frm) spitting in public
③littering
④walking n the grass
⑤smking
⑥taking phts
①Hw t prmte values educatin.
②Hw t inspire students t wrk hard.
③Hw t intrduce schl prgrammes.
④Hw t fairly distribute bks and umbrellas.
Suggested answers:
①
A schl in ur city came up with an innvative prgramme t prmte the traditinal value f ①________. Schl principal Ms Wu gave several examples f hw the prgramme wrks.
T begin with, the schl intrduced an activity called the “unsupervised examinatin” fr sme f the classes. That means during this examinatin, there is n teacher ②________. Befre taking this examinatin, students first need t ③________. Students generally expressed that it’s gd t feel ④________ and they quite enjyed ⑤________ in the examinatin. In turn, they develped ⑥________.
The schl als intrduced what is called the ⑦“________”. Printed n each umbrella was a shrt statement abut ⑧________. At the end f the term, all the umbrellas were returned ⑨________.Nne f them had been lst r damaged.
Nw Ms Wu and her clleagues plan t intrduce the prgramme t ⑩________. Everyne needs t wrk tgether t build a culture f hnesty. They hpe mre teachers and students will get invlved.
Suggested answers:
①hnesty
②present t versee the students
③sign a letter f cmmitment
④trusted
⑤the relaxed atmsphere
⑥greater self-cntrl
⑦hnesty umbrella
⑧hnesty and ther values
⑨in ne piece
⑩anther branch f the schl
·I can give a cuple f examples.
·That is…
·Let me clarify…
·Fr instance,…
·I mean…
·Take…as an illustratin.
·T put it anther way,…
Suggested answers:
?Clarifying what yu mean
That is…
Let me clarify…
I mean…
T put it anther way, ...
?Giving examples
I can give a cuple f examples.
Fr instance, …
Take…as an illustratin.
Unit 2 Imprving yurself
Perid II Using language
I Grammar--Past perfect passive
1.D Activity 1 n Page 17.
(1) Lk at the sentences and answer the questins.
(2) Give mre examples f the past perfect passive.
2. D Activity 2 n Page 17.
Cmplete Jack’s blg pst with the crrect frm f the verbs in brackets.
3. D Activity 3 n Page 17.
Wrk in pairs. Describe the pictures using the past perfect passive.
4. D Activity 4 n Page 17.
Ⅱ. Imprving behaviur
1. D Activity 5 n Page 18.
Match the sentences t the signs.
2. D Activity 6 n Page 18.
(1) Cmplete the cnversatins.
(2) Think f mre types f inapprpriate behaviur and talk abut what is the right thing t d when faced with them.
III Listen and d exercises
1. D Activity 7 n Page 19.
Listen t the interview and chse a tpic fr it.
2. D Activity 8 n Page 19
(1) Listen again and cmplete the newspaper reprt.
(2) Wrk in pairs. Talk abut the significance f prmting values educatin in schl.
3. D Activity 9 n Page 19.
Cmplete the bxes with the expressins frm the Interview.
4. D Activity 10 n Page 19.
IV. Summing up
V. Hmewrk

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Unit 2 Improving yourself

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