Unit 4 Our World
Topic 3  The Internet makes the world smaller.
Section D
Ⅰ. Material analysis
      该部分是本话题的最后一节课。主要通过Grammar、Functions的小结来巩固“Subject+Vt.+Object+Object complement”的结构以及复习功能句“be sure”的用法和复习形容词的比较级和最高级形式。通过本节课的复习和总结检测学生对于宾补、be sure+that结构以及形容词比较级和最高级形式的掌握情况，最终实现对于这些结构的综合使用。在总结和复习的时候应该特别强调“Subject+Vt.+Object+Object complement”和形容词比较级的练习。本节课还通过短文的形式向学生介绍了在网上学习英语的方法，引导学生正确使用因特网。
Ⅱ. Teaching aims
Knowledge aims：
  1. 能根据音标正确朗读以下单词：result, grammar, dictionary, expensive。
2. 复习和总结本话题的黑体词，并能正确地书写下列单词及短语: result, grammar, look up等。
3. 复习“Subject+Vt.+Object+Object complement”的结构。
4. 能够正确使用“be sure”的结构来谈论确定与不确定的话题。
5. 复习形容词的比较级和最高级形式。
Skill aims：
1. 能听懂有关谈论使用因特网学习英语的文章，并能够听懂用“be+sure+that”的结构来谈   
论确定与不确定的文章。
2. 能够将本单元所学内容和以前所学知识相结合，能用英语简述自己利用因特网学习英
语的故事。
3. 能够读懂跟课文水平相当的文章，能够读懂介绍通过因特网学习英语的文章。
4. 根据所学内容写出利用因特网学习英语的文章。
  Emotional aims：
  1. 培养学生利用不同的渠道学习英语的能力。
  2. 培养学生体会学习英语的乐趣以及从生活中积累知识的能力。
Ⅲ. The key points and difficult points
  Key points：
1. 巩固“Subject+Vt.+Object+Object complement”的结构。
  2. 复习功能句“be sure”的用法。
  3. 复习形容词比较级和最高级的用法。
 
Difficult points：
  准确地使用“Subject+Vt.+Object+Object complement”的结构。
Ⅳ. Learning strategies
1. 多留意身边的事物，如广告牌、标语、垃圾桶等带有中英文对照的物体，这样可以
帮助你在生活中习得英语，扩大你的词汇量。
2. 在网上学习的时候将一些常用的网站分类收集起来，这样方便下次使用。
Ⅴ. Teaching aids
Computer multimedia projector
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
(5 minutes)
1. The whole
class work
2. Individual work
3.Group work
4. The whole
class work
1. Focus students’ attention
on the teacher.
2. Students share their
ideas in class. They
may refer to the
following sentences:
The Internet makes the world smaller.
The Internet helps make our lives easier.
I am sure Internet is very important to us.
I am
3. Students look at the blackboard and summarize the structure: Subject+Vt.+Object+Object complement
  Function: be sure +that
4. Students read and try
to remember the structure and function.
1. Get students ready for learning.
2. Invite students to share their homework about the advantages and disadvantages of the Internet. 
3. Give students smiling faces and then write down the sentences on the blackboard. Ask students to analyse the structures.
4. Teacher writes down the
structure and the function on the blackboard.
Presentation
(13 minutes)
1. The whole
class work and group work
2. Group work
3. Group work and the whole class work
4. The whole
class work
5. The whole
class work
1. Read through Sections A-C. Write down
some sentences on the paper. They may write down these sentences:
The Internet makes the world smaller.
It also helps us to find information much safer.
I am sure there are many interesting things to see on the Internet.
I am not sure if it is good to do shopping
online.
2. Each group chooses
one student to write
down the sentences
they collected from
textbook on the
blackboard. Other group
members can check
their spelling mistakes.
3. All groups can get
smiling faces, so they are happy. And try to get 3 smiling faces next time.
4. Read and remember
all the key points,
make sure they can
master them.
5. Students pay attention
to the usage of the structure: Subject+Vt.+Object+Object complement
1. Give students 3 minutes
to read through Sections A-C. Ask them to underline the sentences with the structure: “Subject+Vt.+
Object+Object complement”
and the function “be
sure+that”
2. Provide 3 minutes for
each group to write down the sentences on the blackboard.
3. Choose the best group.
The group which can write down more sentences with less mistakes is the winner, and they can get 3 smiling faces while
other groups can get 2.
4. Ask students to look at
the blackboard and check whether they can use the structure and function.
5. Show “Grammar and
Functions” to students.
And pay attention to the underlined and colored part of each sentence below.
 
Consolidation
(8 minutes)
1. The whole
class work
2. Group work
and individual
work
3. Individual work and the whole class work
4. Individual
work
5. Group work 
and individual work
1. Students listen to the
teacher. Feel the structure of “be sure” and understand the meaning. And say I don’t like  to learn English on the Internet.
2. Students listen to the
teacher carefully and try to understand the meanings of the new words. Study the new words in groups. Try to read and remember their spellings.
3. Students read these
words together.
4. Students read through
the passage and complete the passage. Then check the answers in groups.
5. Students check the
  answers in class.
1. Teacher leads in the part 1
by some transitional sentences. E.g. I am sure all of you are good students. And I am sure you like to study. But I am not sure if you like to learn English on the Internet.
2. Teacher says: “The result
is that most students like to learn English on the Internet. On the Internet, you can improve your skills. You still can look up new words with an online dictionary. Some difficult grammar can be explained clearly on it. Write down the new words on the blackboard while speaking.
3. Invite students to read
these new words. And then teach the new words.
4. Show the box on Page 104 to students. Ask students to choose the correct expressions and complete the passage.
5. Invite students to share
their answers in class.
Practice
(10 minutes)
1. Group work
2. Individual
work
3. Group work
4. Group work
5. Group work
6. The whole
class work
and individual work
1. Students work in groups.
Change these adjectives into their comparative degrees. Check answers in groups and review the rules.
2. Students review the rules and write down the comparative degrees of these adjectives.
3. Students fill in the blanks.
Review the structure of “Subject+Vt.+Object+Object complement” and comparative degrees of adjectives.
4. Students check the
answers in groups. Pay attention to the answers that is different from others.
5. Students discuss in
groups. Practice the structure: “Subject+Vt.+Object+Object complement”, e.g. People use robot to do boring jobs.
6. Students show their
answers in class.
Finish 2.
1. Show these words on the
screen: “small, easy, few, make, cheap, health, useful, many, expensive”. Ask
students to work in groups
and review the rules of
comparative degrees of the
adjectives.
2. Invite students to review the
rules according to their answers. 
3. Show part 2 to students. Ask students to fill in the blanks individually.
4. Give students 2 minutes to check the answers in groups.
5. Show the pictures in
Project. Ask students to discuss what they can do for us. Then show the phrases in the box and the example.
6. Invite students to share their answers.
Production
(9 minutes)
1. Group work
2. Group work
3. Group work
4. Group work
5. Individual work
1. Students think again
and again, everyone
has his own ideas. 垃圾桶 英文
Discuss with group
members, choose the
best one and draw it
on a piece of paper.
Some students draw
animals which can talk
with people and understand
their owner’s problems
like the alien dog Qi
Zai in the film of
Chang Jiang.
2. Students work in groups
happily. Think how to describe its appearance and use together. Then write down key sentences.
3. Each group chooses
one student to show their work. And all the students choose the best one.
4. Students come to the
platform. Show their works and introduce the new things to others.
5. Students write a passage
  with the title “Our World”. They can write about the plants and flowers in the world, the disasters in the world, the changes in the world. Then review Unit 3 and 4.
1. Finish Project.
Play a game which about the inventors. Show the four pictures in Project. Ask students to design a new thing which can bring people convenience like the things in the pictures.
2. Encourage students to write a passage about its appearance and use.
3. Teacher asks students to  share their new things group by group.
4. Invite the best group to show their works and describe it.
5. Homework:
Assign the students to write a passage about “Our world”.
Review Unit3 and4, and finish the exercise on Page 105.
Teaching Reflection
    This class provides students with many chances to practice the structure “Subject+Vt.+Object+Object complement”. Students can use the structure well. But how to make every student speak English in group work is a big problem. I think teacher should pay more attention to students’ feelings.