Period 3Grammar 2; Pronunciation; Everyday English; Function整体设计教材分析This period contains three parts, that is, Grammar 2, Pronunciation and Everyday English & Function. Grammar 2 deals with adverbial clauses of reason. Through the study of this part, students should know the rules of adverbial clause of reason, and learn to use it. To deepen their understanding of this grammar, some exercises may be offered. Pronunciation deals with the pauses in sentences. Through listening, students can know where to pause in sentences and find out the sense groups. Last comes Everyday English & Function, of which the purpose is to help the students learn some expressions people usually use to show belief and disbelief. You may first give them some examples and then make them have a conversation with their partners using the expressions they have learned. 三维目标 1. 知识与技能1）Make students learn about adverbial clauses of reason.2)Train students to pause in long sentences and find out the sense groups.3)Make sure they know how to use some expressions to show their belief and disbelief.2. 过程与方法1)Motivate studentsenthusiasm in taking part in the class.2)Listening to make students know where to pause.3)Individual work and pair work to make individuals finish the tasks.3. 情感与价值Through learning this period, students should know how to use adverbial clauses of reason.Learn to pause properly in long sentences and show their belief and disbelief in conversations. 教学重点1. Learn adverbial clauses of reason.2. Learn to pause properly long sentences.3. Learn to show belief and disbelief. 教学难点1. Use the adverbial clauses of reason properly.2. How to pause properly long sentences.3. How to show belief and disbelief. 教学过程Step 1 Revision1. Greet the whole class as usual.2. Check up their homework. Step 2 Grammar 21. Read these examples and answer the questions.1)Read the three examples with the class. Ask the students to pay much attention to the words in bold.2)Read through the three questions and make sure they can understand all of them.3)Ask the students to answer the questions individually, and then check with a partner. They may discuss the differences among their answers and try to find out better answers to the questions. Teachers may walk around in the classroom, and try to solve the problems the students might come across.4)Collect the answers from the whole class and teachers help students to clarify these problems: (1)Because, since and as all present reasons, but because is more formal than since and as.(2)When “now that” is used to show the reason, it is usually the reason known to people and is usually translated into “既然”Suggested answers:1)as/since2)less formal3)something they knew2. Complete these sentences.1)Ask the students to complete the sentences individually, and then swap with a partner for peer correction. Teachers may walk around the classroom, and help them to solve some problems they come across while discussing with their partners.2)Collect some examples for each sentence from the whole class.Suggested answers: The answers to this activity are open. These are example model answers.1)Id like to give you a present.2)He no longer says anything.3)Shes going to visit the sights of London.4)He didnt have any friends.5)He has begun to understand something of the culture.3. Consolidation1)Ask the students to do exercise 4 on workbook individually to consolidate the grammar of adverbial clauses of reason.2)After they have finished the exercises. Ask the students to swap their sentences with their partners.3)Collect their answers with the whole class.Suggested answers:1. Since the story is in the newspaper, everyone believes it is true.2. As he was the first Chinese person to travel in space, he is a national hero.3. Now that I have a telescope, I can look at the stars.4. As Lus parents were born in China, he was able to speak to Yang in Chinese.5. Since the Prime Minister is in China for a week, he will have time to visit Beijing. Step 3 PronunciationBefore listening to the tape, teachers may ask the students, “While reading the sentences in Chinese, if the sentences are very long, what should they do? ”“Yes, they can pauses while reading, according to the meaning of this sentence. So it is with English. ”1. Listen and repeat paragraph A in Reading and listening activity.2. Notice where the speaker pauses.1)Ask the students to read through paragraph A on page 45.2)Play the recording through and let them follow.TapescriptAAmateur astronomer David Bates was looking at the moon through his telescope last night when he got a big surprise. “I saw aliens on the moon, ” he said. “They were getting out a spaceship. ” Since no one else saw the aliens, not many people believe Mr Bates.3. Listen to paragraph B. Mark “/” to show when the speaker pauses.1)Repeat the process outlined abo