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Unit1HowdoyoustudyforatestPage21a1b1cPeriod1教学目的Talkabouthowtostudy.Learntheuseof“bydoingsomething”重点难点Usefulexpressions-Howdoyoustudy…Istudybydoing…教学工具courseware教学步骤Step
1.Self-introductionThenewtermhascome.Askthestudentstointroducethemselvestotheothersandtheteacher.Thenaskwhattheydidinthesummerholiday.Ifpossibleaskhowtheydidthat.Helpthestudentsusetheconstruction“I…bydoing…”.Explain“by”.Step
2.DiscussionHavethestudentssaywhattheythinkofEnglish.ThentelleachotherhowtheystudyforanEnglishtest.Seethephrasesshowninthecoursewarewhichissimilarto1a.Remindthemtouse“bydoing…”Step
3.1a.CheckingthewaysyoustudyAskstudentstofinishthetask.Theycanaddsomethingelse.Step
4.1b.ListeningListentothelisteningstuffof1bwhichisrecordedinthecoursewareconvenienttoberepeated.Finishthetask.Thentheteacherasks”HowdidMei/Pierre/Antoniostudy”Havesomestudentsgivetheanswersi.e.repeatthesentencesbyusing“bydoing”Step
5.1c.MakingdialoguesWorkinpairsorgroups.Discussfirst.Thenmakeashortdialogue.Havethestudentssharetheirwork.Step
6.Writing.Seethecourseware.Fillintheblanks.Writedowntheanswersonapieceofpaper.Askstudentstoreadtheirwork.Period2教学内容Page32a2b2candthegrammarfocus.教学目的TalkabouthowtolearnEnglish.Consolidatetheuseof“bydoingsomething”重点难点Usefulexpressions-Doyoustudy…bydoing…Yes/No...reason.教学工具courseware教学步骤Step
1.RevisionMakeadialoguebetweentheteacherandsomestudents.AskwhethertheylikeEnglishthentellthereason.AskhowtheylearnEnglish.Step
2.2a.ListeningSeethecourseware.Explainanydifficultpoints.Listentothestuffandchecktheanswers.Havestudentsrepeatsomemainsentencesreadytopracticedialogues.Step
3.2b.ListeningFinishthetask.Step
4.2c.DoingapairworkGivestudentssometimetotalkaboutthecontentsof1aand1b.Seethecourseware.Somepatternswillhelpsuchas“Doyou.../Whatabout.../Haveyouever.../Howdoyou…”andthepossibleanswers.Sharetheirdialogues.Step
5.Makeaconversation.AskstudentstotelltheotherstheirownexperienceaboutstudyingEnglishbyworkinginpairsorgroups.Thenmakeaconversationrespectively.Theycanalsouseindirectspeechsuchas“...saysshelearns...by...”etc.Step
6.SummaryPointoutthemaincontentslearntthesetwodays.英语九年级教学设计3课时Period3教学内容Page43a3b教学目的Practicereading.Learnusefulexpressions.Practicewriting.重点难点v+ingphraseusedasasubjectfind/think+O+OCUnit2Iusedtobeafraidofthedark.TheFirstPeriodTeachingContents:SectionA1a,1b,1c,2a,2b,2cStepI Organizationofclass
1.Greeting
2.WarmingupStepII Presentation
1.WordsCompetitionShowtheclassmanywordsofappearanceandpersonality.Getthemtoputthewordsintherightplace.
2.Guess:WhoistheboyShowtheclasssomeinformationaboutHarryPotter:Heisaboy.Heisnottall.Hehascurlyhair.Heiseasygoing.Heisverysmart.Hecanseestrangethingsandsoon.
3.Showtwophotosoftheteacher —fiveyearsago/now.Askthestudentssomequestions:WhatdidIlooklikefiveyearsagoWhatdoIlooklikenow
4.IntroducethenewconversationsinUnit
2.Iusedtobefat. Iamthinnow.Iusedtohavelonghair. Ihaveshorthairnow.Iusedtoplaybasketball. Iplayping-pongnow.SteplIl TeachingTasks
1.TaskOnePairwork:Listeningtothetape1Showthestudentstwopicturesandsaysomethingaboutthepeopleinthepicture.2Listentothetape.Thenfillintheblanksinlb,2a,2b.
2.TaskTwoGroupwork:Describingdifferentpersons1Showthestudentsasetofpicturessuchasamoviestarasportsmanateacher.2Getthestudentstodiscussingroupsandtakenotessuchas:JackyChanusedtohavebigeyesbutnowhehassmalleyes.3Asktwoorthreegroupstopresenttheiranswers.4Whichgroupdoesbest
3.TaskThreeTeamwork:Survey1Askthestudentstobringtwophotosofthemselves toclass.2Getthestudentstotalkaboutthechangesoftheirclassmatesandwritedownthekeywordsintheform.3Lettheteamleaderpresenttheirsurveyresults.4Whohaschangedmostinyourteam5WhichisthebestteamStepIV SummaryStepV AssignhomeworkWriteacompositionaboutyourclassmatebeforeandnow. TheSecondPeriodTeachingContents SectionA3a,3b,4StepI Organizationofclass
1.Greetings
2.SinginganEnglishsongStepII Revision
1.Revisetheconversationsthatthestudentslearnedinthefirstperiod. Askthemto talkaboutsomepictures.
2.Checkthehomework.Talkaboutwhatonepersonusedtobelikeandshe/heislikenow.StepIIl Presentation
1.Showtheclassapictureofabigdog,thenintroducethenewconversationsin3a Iusedtobeafraidofbigdogs./I’mstillafraidofbigdogs.
2.Askthestudentssomequestionslikethis Whatdidyouusetobeafraidof/Areyoustillafraidof...StepIV TeachingTasks
1.TaskOnePairwork Matchthepictureswiththephrases.1Showthestudentssixpicturesaboutthephrasesin3a.2Askthestudentstotalkaboutthepicturesinpairsandmatchthem.
2.TaskTwo Putchecksinthefirsttwocolumns.1Showthestudentsthefirsttwocolumnsabout“I”thengetthemtoputchecks.2Askagroupofstudentstoreadouttheiranswerslikethis:Iusedtobeafraidof.../I’mstillafraidof...
3.TaskThreePairwork Putchecksinthelasttwocolumns.1Showthestudentsthelasttwocolumnsabout“MyPartner”.2Getthestudentstopracticethedialogsin3b.3Putchecksinthecolumns.4Askseveralpairstopresenttheiranswers.5Choosethebestpair.
4.TaskFourGroupwork:Asurvey1Showthestudentsaformabouttheactivities.2Getthestudentstofillintheblanksabout“I”.3Getthestudentstoasktheirclassmatesandfillintheblanksabout“Myclassmate”.4Askthestudentstoaskquestionslikethis:Whatdidyouusetoeat/Whatdoyoueatnow5Lettwoorthreegroupspresenttheirresults.6Whichisthebestgroup
5.TaskFiveTeamwork:HowhasZhongshan(中山)changed1ShowtheclassseveralpicturesofZhongshancity —PastandNow.2Getthestudentstotalkaboutthepicturesandwritedownthekeywordsonthepaper.3Asktwoorthreeteamleaderstopresenttheiropinions.StepV SummaryStepV IAssignhomeworkGetthestudentstowriteacompositionabout“Zhongshanhaschangedalot!” TheThirdPeriodTeachingContents:SectionBlalb2a2b2c3aStepI OrganizationofclassWarmingupStepII Checkingupthehomework
1.AsktwostudentstoreadouttheircompositionsZhongshanhaschangedalot!.
2.Getstudentstodiscussthecompositions.StepIII Presentation
1.Showtheclassfourpicturesinla.
2.Askstudentstodescribewhatishappeningineachpicture:Agirlisexercisingingymclass.Agirlispaintingapicture.Aboyissinging.Aboyislookingatsomeinsects.
3.Askstudentstocheckthethingstheylikedtodowhentheywereveryyoung.StepIV TeachingTasks
1.TaskOnePairwork:Iusedtoliketo...1Pointoutthelinesunderthepictureinlb.2Askstudentstowritedowndifferentthingsthattheyusedtoliketodo.3Getstudentstodiscusstheanswersinpairsthenasksomestudentstoreadouttheirsentences.
2.TaskTwo:Listeningpractice2a2b1Askstudentstolistentoadialogbetweenaboyandagirl.2Askstudentstocheckthesentencesonthelistthattheyhearontherecording.3Checktheanswersin2a.4Playtherecordingagain.Askstudentstofillintheblankswiththewordstheyhear.5Correcttheanswersin2b.
3.TaskThreePairwork:Makingupdialogs1Teachstudentstheconversationin2c.2Saysomesentencesusing Didyou...andtheanswersYesIdid./NoIdidnt.3Askstudentstomakesimilardialogsinpairs.4Callondifferentpairstoreadouttheirconversationstotheclass.
4.TaskFourGroupwork:Adebate1Showstudentsasurveythattheteacherdidbeforetheclass.2Getthemtodiscusstheirhairstylesinthepastandnowlikethis:Iusedtohave...hairbutnowIhave...hair.3Adebate──ShouldstudentschoosetheirownhairstyleWhyorwhynot
5.TaskFive:ReadingPractice1Getstudentstoreadthestoryin3a.2AskstudentstocompletethechartaboutRoseTangthenandnow.3Checktheanswers.StepV SummaryStepVI Assignhomework
1.AskstudentstoCompletetheletterin3bHowIvechanged!.
2.Getstudentstotalktotheirparentsandfillinthechartin4a. TheFourthPeriodTeachingContents:SectionB3b3c4a4bSelfCheck.TeachingProcedures:StepI OrganizationofclassStepII Checkingupthehomework
1.AsksomestudentstoreadouttheletterHowIvechanged!.
2.Getstudentstodiscusstheiranswersandchoosethebestone.SteplII TeachingTasks
1.TaskOnePairworkAskstudentstofinish4abeforetheclass-Talktotheirparentsandfillinthechartin4a.
2.TaskTwoGroupwork1Askstudentstotalkaboutthecontentsin4awiththeirclassmates.2Choosetwogroupstopresenttheiranswers.
3.TaskThreeTeamwork:HowhasYuMeichanged!1GetstudentstotalkaboutthepicturesinSelfCheck
2.2AskstudentstousethedrillsinUnit2todescribethepictures.3 AskstudentstowritedownacompositionaboutYuMeionthepaper.4Asktwoorthreeofthemtoreadouttheircompositionsinclass.5Choosethebestone.
4.TaskFourTeamwork:Asurvey──Howhasourlifechanged1ShowstudentssomeinformationinUnit
2.2Askstudentstotalkabouthowtheirlifehaschangedsinceprimaryschoolandfillintheblanksinthesurveyform.3Asktheteamleaderstopresenttheirsurveyresults.4Choosethebestteam.
5.TaskFive:Acompositionaboutthechangesinourlife1Getstudentstowriteacompositiononthepaper.2 Askstudentstoexchangetheircompositionsandcorrectthem.3Showtheclassoneortwogoodcompositions.StepIV SummaryStepV AssignhomeworkFinishPartOneofSelfCheck. TheFifthPeriod Reading—E-mailEnglishStepI Organizationofclass
1.Askthewholeclasssomequestions:WhatsubjectsdoyoustudyatschoolWhatsubjectdoyoulikebestWhy
2.TalkabouttheusageandimportanceofEnglish.StepII IntroducingE-mailEnglishWhatdoese-mailEnglishmeanWhatisitusedforStepIII TeachingTasks
1.TaskOnePairwork1AskstudentstotalkaboutthewordsinPart
1.2Askstudentstofillinthechartwiththeirpartnersandtrytothinkofsomemore.3Checktheiranswers.
2.TaskTwo:Matching1Getthestudentstoreadthewholearticleasquicklyastheycan.2TrytofinishtheexerciseinPart2—Matcheachparagraphwithitsmainidea.3Checktheanswers.
3.TaskThree:DeepComprehension1Tellthestudentstoreadthearticlemorecarefullyagain.2TrytofinishtheexerciseinPart3—Matchthewordsandexpressionswiththeirmeanings.3TrytofinishtheexerciseinPart4—Findwordsorphrasesfor1-
5.4Checktheiranswers.
4.TaskFourPairwork1AskthestudentstofinishPart5inpairs.2Writeamessagetotheirpartnerusingthee-mailEnglishinthisreadingorothere-mailwords.3Letsomestudentsreadouttheire-mails.4Choosethebestone.StepIV SummaryStepV AssignhomeworkWriteareplytoyourpartnerusingthee-mailEnglishasmuchaspossibleUnit3TeenagersshouldbeallowedtochoosetheirownclothesPeriod1教学目标
1.KnowledgeObjects1KeyVocabulary:allowdrivepiercedriverlicensesilly2Structure:shouldbeallowedto
2.AbilityObjects1Trainstudents’listeningskillandcommunicativecompetence.
3.MoralObjectStudentsshoulddowhattheyareallowedtodoandavoiddoingwhattheyaren’tallowedtodo.教材分析
1.TeachingKeyPointsTargetlanguageThestructure shouldbeallowedto
2.TeachingDifficultPointThestructure:shouldbeallowedto实施教学过程设计StepⅠRevisionShowthefollowingonthescreenbyaprojector.gooutatnightcollectstampsbealoneathomeasktheteacherquestionsdrinkmilkreadEnglishmagazineseateggswritelettersAskstudentstomakesentenceswiththephrasesaboveusingthestructureusedto.Bothstatementsandquestionsareacceptable.StepⅡ1aThisactivityfocusesonvocabularywordsandthestructureshouldbeallowedto.Showthenewwordsonpage18onthescreenbyaprojector.allowv.允许,准许drivev.驾驶;驾车piercev刺穿;刺破license=licencen.执照;许可证sillyadj.愚蠢的;傻的实施教学过程设计StepⅠRevisionPlayagametoreviewthestructurebeorbenotallowedto.Dividetheclassintogroups.Eachgroupisaskedtomakealistofschoolrules.Thegroupwhichwritesdownthemostruleswithinfiveminuteswinsthegame.StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Pointtothepictureandaskstudentstodescribeit.Inviteapairofstudentstoreadtheconversationtotheclass.Callstudents’attentiontothechart.SayYouaretoreadtheconversationagainandwriteSunFei’sandWuYu’srulesinthechart.Askastudenttoreadthesampleanswerstotheclass.Getstudentstocompletethechartindividually.RemindthemtouseDon’tandYoucan.Astheyareworkingthismovearoundtheroomansweringanyquestionsstudentsraiseabouttheconversationandofferinglanguagesupportasneeded.Checktheanswers.AnswersSunFei:Youhavetobehomeby10:00p.m.WuYu:Youhavetostayathomeonschoolnights.YoucangotothemovieswithfriendsonFridaynights.YoucangoshoppingwithfriendsonSaturdayafternoon.Youcanchooseyourownclothes.Don’tgetyourearspierced.StepⅢ3bThisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.Focusattentionontheconversation.Askapairofstudentstoreadittotheclasscompletingthelastsentence.SA:WhatrulesdoyouhaveathomeSB:WellI’mnotallowedtogooutonschoolnights.HowaboutyouSA:I’mnotallowedtogooutonschoolnightseither.ButIcanstudyatafriend’shouse.Writetheconversationontheblackboard.SayPleasecovertheconversationinActivity3a.Usingtheinformationinthechartmakenewconversationsinpairs.Getstudentstocompletetheworkinpairs.Movearoundtheroomcheckingprogressandofferinganyhelpstudentsneed.Askseveralpairstosharetheirconversationswiththeclass.StepⅣPart4Thisactivityprovidesreadingwritinglisteningandspeakingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callstudents’attentiontothechart.Setatimelimitofoneminute.Studentsreadtheheadlinesatthetopandatthesides.Demonstratehowtofillinthechartwithastudent.T:DoyouhavetogohomeafterschoolWeiMingW:YesIdo.T:Areyouallowedtostayupuntil11:00p.m.W:NoI’mnot.T:…TellstudentswheretowriteWeiMinginthechart.SayYouaretoaskdifferentstudentsintheclassandfindthreepeoplewhohavetofolloweachoftherulesinthechart.Askstudentstocompletethechart.Allowthemtostandupandmovearoundtheroom.Walkaroundtheroomcheckingprogressandofferinghelpwithpronunciationandwriting.Askseveralstudentstotelltheclasswhattheylearned.ForexampleastudentmightsayWeiMinghastogohomeafterschool.LiuChangisallowedtostayupuntil11:00p.m.andsoforth.Reviewthetask.AskwhohastogohomeafterschoolCountthehandsandletstudentskeeparecord.Dothesameapproachwiththeotheritems.Discusstheresultswiththeclass.OptionalactivityAskstudentstocreateachartsimilartotheoneinActivity
4.Thenmakeadifferentlistofrulesfromtheonesinthebook.Getthemtocompletetheactivitybygoingaroundtheclassandfillinginthechart.Step ⅤSummaryandHomeworkSayInthisclasswe’velearnedtotalkaboutoneselfisorisn’tallowedtodoandaskforsomeoneisorisn’tallowedtodo.教学反思教学反思课题Unit3TeenagersshouldbeallowedtochoosetheirownclothesPeriod6教学目标
1.KnowledgeObjects1KeyVocabulary finishallowchooseneedclearupperformprimary2Makesentencesusingvocabularywords.3Writealetterusingthetargetlanguage.
2.AbilityObjectTrainstudents’abilityofwriting.
3.MoralObjectEverythinghasitsadvantagesanddisadvantages.Sotreatthingscritically.教材分析
1.TeachingKeyPointsFillinblanksandmakesentencesusingvocabularywords.Writealetterusingthetargetlanguage.
2.TeachingDifficultPointsMakesentencesusingvocabularywords.Writealetterusingthetargetlanguage.实施教学过程设计StepⅠRevision1Checkhomework.Getdifferentstudentstoreadtheirarticlestotheclass.2Debate:Dividetheclassinhalfdownthemiddleintotwoteams.TeamAagreesthatstudentsshouldwearschooluniformswhileTeamBdisagrees.Attheendofthedebateeachteamchoosesaleadertosummarizetheirideas.TeamA:Wethinkstudentsshouldwearschooluniforms.Firstlyschooluniformsareneatandtidy.Secondlytheyareasymbolforstudents.Thirdlywhenwewearourschooluniformswefeelequalandnoneedtofollowthefashion.TeamB:Wedon’tthinkstudentsshouldwearschooluniforms.Foronethingtheyareuncomfortableandthecoloristoodull.Foranothertheyareverysimpleandtheyareoutdated.StepⅡPart1Thisactivityprovidesacomprehensivereviewofvocabularypresentedintheunit.Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.SayYouaretofillintheblankswiththewords.Insomecasesyoumayneedtouseanotherformofthewordforexampleadjustingfortenseorsubject/verbagreement.Askstudentstofillintheblanksontheirown.Checktheanswers.Fivestudentseachreadasentencefillingintheblanks.Therestofthestudentscheektheiranswers.Answers
1.allowed
2.finish
3.cleanup
4.choose
5.needsAskstudentstomaketheirownsentenceswiththewordspreferablysentencesthataremeaningful.Movearoundtheroom.Collectafewstudents’answerswithmistakesontheblackboard.Helpcorrectthemistakes.Sampleanswers
1.studentsshouldnotbeallowedtosmoke.
2.Naveyoufinishedreadingthebook
3.weshouldcleanupourclassroomeveryday.
4.Youmaychoosethreefromthebooks.
5.Youneedn’tcomesoearly.StepⅢpart2Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callattentiontothearticle.Readittotheclass.Explainthenewvocabularyperformandprimary.Pointtotheletterbeneaththearticle.Askstudentstocompletetheworkontheirownonaseparatepieceofpaper.SayYouwilladdressthepointsintheoriginalletterratherthanintroducingnewpoints.Showthesampleversiononthescreenbyaprojector.Studentsmayuseitasamodel.DearEditorIwouldliketoreplytothearticleHelpingandLearninginyourlastnewsletter.Iagreewithsomeideasanddisagreewithothers.Thearticlesaidthatstudentsshouldbeallowedtovolunteermoreoften.Ithinkit’sagoodidea.Becausevolunteeringisgoodforfuturejobs.HoweverIdon’tagreetothesuggestionthatstudentsshouldvisitprimaryschoolsandhelpteachyoungstudents.Ithinkwearejuststudents.Wehavenoexperienceinteaching.Weshoulddosomethingwecan.YoursWeiMingNote:Theletterwillvary.StepⅣJustForfun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.Askallstudentstoreadthecartoonstory.Askstudentswhyitisfunny.HelpstudentstoanswerThepoliceofficerdoesn’tnoticethatitisanelephantnotacarthatisinthemiddleofthestreet.StepVSummaryandHomeworkInthisclasswe’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit.Homeworkfortoday:
1.Readthearticlein2again.教学反思Unit4WhatwouldyoudoLanguagegoal:Talkaboutimaginarysituations.Structure:Whatwouldyoudoif…IfIwereyouI’d…Importantpoint:Talkaboutimaginarysituations.Difficultpoint:Howtouse“Wouldyoudosth.if……TheSubjunctiveMoodSectionA:TheFirstPeriod1a1b1cGoals●TolearntouseSecondconditionalandShouldforadvice●TolistenandtalkaboutimaginedlifeTeachingpoint:TheSubjunctiveMoodDifficultpoint:TheSubjunctiveMoodTeachingMethods:Sceneteachingmethod/Teachingbyinduction/pairworkTeachingAids:Ataperecorder/ComputerpowerpointTeachingProcedures:Step1RevisionandLead-inLeadinbyaskingstudentsthesequestions:
1. Whatwillyoudoifyouarefreetomorrow
2. Whatwillyoudoifitdoesn’traintomorrowStep2ListeningandSpeaking
1.AskstudentstoreadthepictureonPage
26.T:Whenwetalkaboutthingsthathaven’thappenedwecanusethewordsIwouldorI’d.NowlookatthepictureonPage
26.WhatcanyouseeinthepictureS:Wecanseesomepeopleaschoolazooaresearchlababank.T:WhatarethepeopleinthelowerpartofthepicturedoingS1:Maybetheyarethinkingabouttheanswerstothequestionshowninthepicture.S2:Thewomanisreadinganewspaperandtheyareallthinkingoftheanswerstothequestion.T:PretendyouarethepeopleinthepicturewhatwouldyoudoifyouhadamilliondollarsS3:I’dbuyabeautifulcar.Writebuyabeautifulcarontheblackboard.S4:I’dbuildaresearchlab.S5:I’dgiveittotheHopeProject.S6:I’dtravelaroundtheworld.S7:I’dgiveittomedicalresearch.…
2.Askformoreideasfromthestudents.Writetheirideasontheblackboard.
3.Showthefollowingtothestudentsandthenaskthemtopracticeinpairs.-Whatwouldyoudoifyouhaveamilliondollars-IwouldI’d____________.
4.Studentsworkinpairsandmakedialogues.Step3ListeningAskthestudentstolistentotherecordingandcomparetheiranswerswiththoseintherecording.T:Nextwe’llhearaconversationabouthowtospendamilliondollars.Therecordingwillbeplayedtwice.Forthefirsttimelistentogettheorderyouhear.
1.Playthetapeforthefirsttime.T:Forthesecondtimepleasenumberthepictureintheorderyouhearthem.
2.Playthetapeforthesecondtime.Thenchecktheanswers.Step41CDoingpairworkLet’spretendthatwearethepeopleinthepictureonpage
26.Talkwithyourpartneraboutwhatyouwoulddoifyouhadamilliondollars
1.Getthestudentstoreadtheconversation.
2.Havethestudentstoworkinpairs.
3.Asksomepairstoactouttheirdialogues.Step5Languagepointsexplanation:Step6Homework
1. Askthestudentstodomorepracticeasrequiredin1conPage
26.
2. Askthestudentstoprepareforthenextperiod:Thinkaboutifyouhaveanyworriesorproblemsindailylife.
3. AskthestudentstofinishsomeexercisesinUnit
4.SectionA:TheSecondPeriod2a2b2cGrammarFocusGoals●Tomastersomelanguagepoints●TogoonlearningTheSubjunctiveMoodIfIwereyouI’d……●Toimprovethestudents’listeningabilityTeachingpoint:TheSubjunctiveMoodDifficultpoint:Whatif……TeachingMethods:Explanatorymethod/Teachingbyinduction/pairworkTeachingAids:Ataperecorder/ComputerpowerpointTeachingProcedures:Step1RevisionReviewTheSubjunctiveMoodbyaskingthestudentsthisquestion:WhatwouldyoudoifyouhadalotofmoneyThendosometranslation.1如果我有很多钱,我会把它捐给慈善机构2如果我有很多钱,我会把它放进银行的3如果我有一百万美金,我会买一所大房子的Step22aListeningandcircling
1.Listentothetapeandcirclethereasonsintheboxonpage27whyLarryisnervous.
2.Checktheanswerswiththestudents.2353 Listenagainandwritedownalltheexpressionsinthebook.benervous/belatefor/atthepartyWhattowear疑问词+动词不定式
4.Readthesesentencestogether.Step32bListeningandchecking
1.Listentothetapeagainandcheckonpage27thefourthingsLarry’ssistersaystohim.
2.Checktheanswerswiththewholeclass.
3.Languagepointsexplanation:saytosb.worryabout/beworriedabouttalktosb./talkwithsb.havetodosth.IfIwereyouI’dwearashirtandtie.IfIwereyouIdbealittlelate.IfIwereyouI’dtakeasmallpresent.
4. Readthesesentencestogether.PaymoreattentiontoNo.
134.Step42cDoingpairwork
1.Firstgiveanexamplethengetthemtoworkinpairs.Forexample:XuLinfengyouareLarry.MenYatingyouareLarry’ssister.XuisgoingtotalkabouthisworriesandMenisgoingtogivehimadvice.X:Idon’tknowwhattowear.M:IfIwereyouI’dwearashirtandtie.X:Idon’thaveapresent.WhatifeveryoneelsebringsapresentM:IfIwereyouI’dtakeasmallpresent—apenorsomething.X:WhatifIdon’tknowanyoneM:Ifyoudon’tknowanyoneyoucantalktoTom.He’llintroduceyoutopeople.
2.Explain“Whatif……andeveryoneelseeg.:1如果他不来,我们怎么办?2如果我们迷路了,怎么办?Step5GrammarFocus
1. Gothroughthesentenceswiththestudents.
2.ExplaintheuseofTheSubjunctiveMood表示一种不可能实现的愿望时使用是一种假设
3. ExplainthestructureofTheSubjunctiveMoodIf引导的从句用过去时,主句用would+V
4. Getthestudentstoreadthesentencestogether.
5. Practice:HavethestudentsmadesomesentencesbyusingTheSubjunctiveMood.Step6Summary
1. LearntouseTheSubjunctiveMood.
2. Torememberthelanguagepoints.
3. Canuse“Whatif……”SectionA:TheThirdPeriod3a3b4Goals●Tounderstandthestudents’problems.●TogoonlearningTheSubjunctiveMoodIfIwereyouI’d……●Topracticethestudents’oralabilityTeachingpoint:TheSubjunctiveMoodDifficultpoint:AttributiveClausesTeachingAids:ComputerpowerpointTeachingProcedures:Step1RevisionReview2aand2binthesecondperiod.Read2aand2btogetherandgetthestudentstopayattentiontothesentencesofTheSubjunctiveMood.Step23aReadingandmatching
1.Gotopage
28.Readtheproblemsintheboxesandmatchthemwiththecorrectadvice.
2.Writedownalltheexpressions.beshy/whattosay/getnervous/lotsof/gotobed/lookterrible/dowell/takeawalk/lookfriendly/feelshy
4. Explain“too…to…”andgivemoreexamples.Heistooyoungtogotoschool.Sheisstrongenoughtoliftthebox.Wearetoocarelesstomakemanymistakes.Step33bOralpractice
1. Cometo3baskthestudentsiftheyhavedifferentadvicefortheproblemsinactivity3atalkinpairs.
2. Askapairtoreadtheirconversation.Step
441. Readtheinstructionstotheclass.
2. Askastudenttoreadthesampleconversationinthebox.
3. Havethestudentsformgroupsoffourtotalkabouttheconversationingroups.Step5Summary
1. Tomasterthelanguagepointsin3a.
2. TomasterthesentencesoftheSubjunctiveMood.Step6Homework
1. Trytorememberthelanguagepointsinthisperiod.
2. FinishtheexercisesinSectionAof《双语报》SectionB:TheFourthPeriod1a1b2a2b3aGoals●Tounderstandthepersonalitysurvey.●TogoonlearningTheSubjunctiveMoodWhatwouldyoudoif……●Topracticethestudents’listeningability.●Topracticethestudents’oralspeakingability.Difficultpoint:TheSubjunctiveMoodTeachingAids:ComputerpowerpointTaperecorderTeachingProcedures:Step1RevisionReviewsomeexpressions:
1.Whattosay/getnervous/lookterrible/dowell/takeawalk
2.too…to…Step21a
1.WarmingupbylearningaboutpersonalityAskthestudentswhatispersonalityWhatisyourpersonality
2.DescribingandfillingHavethestudentsturntopage29andfillintheblankswithwordsgiven.Step31b
1.Askthestudentsin1bWhichwordsinactivity1adescribeyouTellyourpartner.WhatareyoulikeIthinkIamcreativeandoutgoing.providesomewordsusedtodescribepeopleforthestudents.
2.Havethestudentsworkinpairs.Step42a
1.Pointtothechartandtellstudentsthatitisaquizfromateenmagazine.
2.Readtheinstructionsandpointtothefourquestions.Readthequestionstotheclassoraskdifferentstudentstodoit.
3.ListeningandcheckingCellaisaskingBillquestionsfromapersonalitysurvey.CheckthequestionsCellaasks.
4.Pointoutsomelanguagepointsin2aGiveaspeech/infrontof/haveacold/tellsb.todosth./startdoingsth./wanttobe/waitforsb./havedinner/introduceoneselfStep52b
1. Readtheinstructionsandpointtothelistofquestionsandanswersin2a.
2. Playtherecordingagain.
3. Checktheanswers.Step63a3aReadingandfilling
1.Getthestudentstolookatthesurveyin2aandreadthepersonalitysurveyresultbelowonpage
30.thenfillintheblankswithaborc.
2.Checktheanswerswiththestudents.
3. Explainsomepoints:annoysb./plentyof/beeasytodosth./getalongwith/likedoingsth.ratherthan/rather…than…Step73b
1. Havethestudentstolookat3b.
2. Readtheexampletotheclass.
3. Towritedowntheirownpersonalitysurveybasedonthethatin2a.
4. Asstudentsworksmovearoundtheclassroomcheckingtheirworkandofferinglanguageassistanceasneeded.Step8Summary
1.TheSubjunctiveMood
2.Someusefulexpressions.Step9HomeworkSectionB:TheFifthPeriod12Goals●Tousethevocabularyin
1.●Canwriteareplyaccordingtothee-mail.●Tomastersomelanguagepoints.Difficultpoint:HowtowriteareplywellTeachingAids:ComputerpowerpointTaperecorderTeachingProcedures:Step1RevisionReview2ainSectionB
1. Read2atogether.
2. Getthestudentstotranslatesomeusefulexpressions.Step2SELFCHECK
11.FillingtheblanksAskstudentstofillintheblanksontheirown.Onpage31isaboxwithsentencesinblack.Readthemandfillintheblankswithacorrectwordgiven.Makechangestotheformifnecessary.
2.Checktheanswers.
3. Askstudentstomakesentenceswiththewords.Step32Write
1.Readingane-mail.Readtheinstructionstotheclass.
2.Explainthee-mailandsomelanguagepoints.Wantsb.todosth./besure/infact/beshy/wanttodosth./letsb.down/beterrifiedofdoingsth./thinkof/comeupwith
3.Guidestudentstowritethereply.Studentsarerequiredtofinishitindividually.
4.Getoneortwoandexplaintheirmistakes.Step4SummaryStep5HomeworkFinishtheexercisesinUnit
4.SectionB:TheSixththPeriodSection123Goals●Toknowtheproblemsandaccidentstheteenagershave..●GoonTheSubjunctiveMood●Tomastersomelanguagepoints.Difficultpoint:HowtounderstandthearticlewellTeachingAids:ComputerpowerpointTaperecorderTeachingProcedures:Step1RevisionReviewsomeusefulexpressionsintheFifthperiod.Makespeech/infact/wantsb.todosth./wanttodosth./letsb.down/comeupwithStep2LeadinLeadinSection1bytalkingingroups.Discussthese:HaveyoueverseenaccidentsWhatkindsofaccidentsdoyouknowWhatisthebiggestproblemateenagerhasStep3Section
21. Havestudentsreadthereadingmaterials.
2. Answersomequestionsaboutthetwopages.WhatwouldyoudoifyouburnedyourselfbyaccidentWhatwouldyoudoifyouinjuredyourkneeWhatwouldyoudoifsomeoneofferyoucigarettesWhatwouldyoudoifyougetpimplesStep4Languagepointsexplanationkindsof/byaccident/hurrytodosth./findout/stopdoingsth./morethan/afew/ofcourse/tellsb.todosth./agreetodosth./inapublicplace/asksb.forStep5Section33aAskstudentstopooltheknowledgetheyhavetoanswerthetwoquestions.Step63bAskstudentstogothroughtheaccidentsmentionedinthereadingthendiscuss.Step7Summary
1. Accidentsandproblemsteenagershave.
2.PayattentiontotheSubjunctiveMood
3.Remembertheusefulexpressions.Step8Homework
1.Finishtheexercisesinunit
42.Reviewthelanguagepoints.Unit5ItmustbelongtoCarla.The1stPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularybelongbelongtoplateauthortoypicnic
(2)TargetLanguageWhosebookisthisItmustbeMary’s.WandaWilburisherfavouriteauthor.2.AbilityObjects
(1)Trainstudents’listeningskill.
(2)Trainstudents’communicativecompetenceusingthetargetlanguage.3.MoralObjectsWhenyouareonapicnicremembertobringlitterbacktokeepourenvironmentcleanandtidy.Ⅱ.TeachingKeyPoints1.Keyvocabulary2.TargetlanguageⅢ.TeachingDifficultPoints1.Listenforthetargetlanguage2.OralpracticeusingthetargetlanguageⅣ.TeachingMethods1.Sceneteachingmethod2.Listeningmethod3.PairworkⅤ.TeachingAids1.Blackboarddrawings2.Ataperecorder3.AprojectorⅥ.TeachingProceduresStepIRevisionCheckhomework.Invitedifferentstudentstosaytheanswerstotheexercisesonpages12~14oftheworkbook.StepⅡ1aThisactivityintroducesthekeyvocabulary.Writethekeyvocabularywordsontheblackboard.belongv.belongtoplaten.authorn.toyn.picnicn.Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanreadthemfluentlyandaccurately.Askdifferentstudentstoexplainintheirownwordsthemeaningsofthewordsbelongtoauthorandpicnic.Belongmeanstobeownedbysomebody.Anauthorisawriterofabookoraplay.Apicnicisamealeatenoutofdoors.Theninvitetwostudentstodrawaplatenexttothewordplateandatoycarnexttotoy.Focusattentiononthepicture.Havestudentspointtoeachitemandsayitsname.Callstudentsattentiontothechartwiththeheadlinesclothing.Funthingsandkitchenthingsatthetop.Invitedifferentstudentstoexplainthemeaningsofthecolumnheads.SayPleaselookatthepictureandwritethethingsyouseeinthecorrectcolumnsinthechart.Pointoutthesampleanswers.Getstudentstocompletethetaskontheirown.Astheyworkmovearoundtheroomcheckingtheirprogressandansweringanyquestionstheymayhave.Showthecorrectanswersonthescreenbyaprojector.ClothingFunthingsKitchenThingshatvolleyballplatejacketCDcupsT-shirttoycarmagazinebookStepⅢlbThisactivitygivesstudentspracticeinunderstandingthetargetlangugageinspokenconversation.Callstudents’attentiontothechart.Setatimelimitoftwominutes.Studentsreadthepersonsthethingsandthereasons.SayYouwillhearaconversation.Asyoulistendrawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.Thendrawanotherlinetoconnectthethinginthesecondlinewiththereasoninthethirdcolumn.Pointoutthesampleanswer.SayThenameCarlainthefirstcolumnconnectstovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout.Andthewordvolleyballinthesecondcolumnconnectswiththesentenceshelovesvolleyballinthethirdcolumn.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandmatcheachpersonwithathingandareason.Checktheanswers.AnswersJane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic.Mary—book—WandaWilburisherfavouriteauthor.Carla—volleyball—Shelovesvolleyball.DengWen—magazine—Helovescats.Grace—CD—Shealwayslistenstoclassicalmusic.TapescriptGirl1:WhosevolleyballisthisBoy1:ItmustbeCarla’s.Shelovesvolleyball.Girl1:HowaboutthistoycarGirl2:OhthattoycarmustbelongtoJane’slittlebrother.Hewastheonlylittlekidatthepicnic.AndthemagazinemustbelongtoDengWen.Helovescats.Boy1:Ohandlooksomeoneleftabook.Girl2:Ohyeah…ThisbookmustbeMary’s.WandaWilburisherfavouriteauthor.Girl1:OK…andhowaboutthisCDGirl2:Hmmmmm…TheCDmustbelongtoGrace.Shealwayslistenstoclassicalmusic.StepⅣ1cThisactivityprovidesoralpracticeusingthetargetlanguage.PointtothepictureinActivitylb.Invitepairofstudentstosaytheconversationinthespeechbubbles.SA:WhosevolleyballisthisSB:ItmustbeCarla’s.Shelovesvolleyball.Pointouttheconversationinthebox.Inviteanotherpairofstudentstosayittotheclass.SA:WhosebookisthisSB:ItmustbeMary’s.WandaWilburisherfavouriteauthor.Writetheconversationontheblackboard.PointoutthechartinActivity1b.Say.Nowworkwithapartner.Startbyreadingtheconversationsinthepictureandinthebox:ThenmakeconversationsusingtheinformationinthechartinActivity1b.Talkaboutwhoeachthingmightbelongtoandgiveareason.Getstudentstopracticeinpairs.Astheyworkmovearoundtheclassroomlisteninginonvariouspairsandofferinghelpwithlanguageandpronunciationasneeded.Afterallthestudentshavehadanopportunitytoaskandanswerquestionsstoptheactivity.Getdifferentpairsofstudentstosaytheirconversationstotheclass.StepⅤSummarySayInthisclasswe’velearnedthekeyvocabularywordsbelongtoplateauthortoyandpicnicanddonemuchlisteningandoralpracticeusingthetargetlanguage.StepⅥHomework
(1)Sayandrememberthespellingofthevocabularywords.
(2)SaytheconversationsinActivity1ctogetafurtherunderstandingofthetargetlanguage.StepⅦBlackboardDesign1.Keyvocabulary:belongv.belongtoplaten.authorn.toyn.picnicn.2.Targetlanguage:WhosebookisthisItmustbeMary’s.WandaWilburisherfavouriteauthor.Unit5ItmustbelongtoCarla.SectionATheFirstPeriodThe3rdPeriodI.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularydropsymphonyoptometristappointmentalgebracrucialcountbecauseofChinese-EnglishdictionaryOxfordUniversity
(2)TargetLanguageWhatdoyouthinkanxiousmeansWellitcan’tmeanhappy.Itmightmeanworried.Ohyessheisworriedbecauseofhertest.Herearesomeearrings.Theownercan’tbeaboy.Wellitcouldbeaboy.Theearringsmightbeapresentforhismother.2.AbilityObjects
(1)Trainstudents’readingskill.
(2)Trainstudents’communicativecompetenceusingthetargetlanguage.MoralObjectWhenyouareintroublesendane-mailmessagetoyourfriendstoaskforhelp.Ⅱ.TeachingKeyPoints1.Readingpractice2.OralpracticeusingthetargetlanguageⅢ.TeachingDifficultPoints1.Keyvocabulary2.TargetlanguageⅣ.TeachingMethods1.Practicemethod2.Pairwork3.AgameⅤ.TeachingAidTheblackboardⅥ.TeachingProceduresStepIRevisionRevisetheusageofthewordsmustmightcouldandcan’tbycheckinghomework.AskstudentstoexchangetheirexercisesbooksandhelpcorrectanyerrorswitheachotherAstheyaredoingthismovearoundtheclassroomofferinglanguagesupportasneeded.Theninvitedifferentstudentstosaytheirsentencestotheclass.StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage.Callstudents’attentiontothepicture.Askstudentstotellwhat’shappeninginthepicture.T:What’sthegirldoingSs:Sheisusingthecomputertowritee-mail.Pointtothepartsofthee-mailmessage.Tellstudentsthatthisisthemessagethegirlinthepicturewrites.SayRightnowthepartsareinthewrongorder.Whentheyareintherightordertheywillmakeaclearmessage.Nowpleasereadthepartscarefully.Numbertheminorder.Whenyouaredoingthisyouwillmeetwithsomewordsyoudon’tknow.Don’tworrytoomuchaboutthem.Justcirclethem.We’lltalkaboutwhattheymeanlater.Getstudentstocompletethetaskontheirown.Pointoutthesampleanswer.Say.Thefirstsentenceofthee-mailmessageisI’mreallyanxiousbecauseIcan’tfindmybackpack.Checktheanswers.AnswersThenotesshouldbenumberedinthisorder:52431circledwordsmightincludeanxioussymphonyhallalgebraoptometristappointmentcrucialcountdropStepⅢ3bThisactivityprovidesoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass.SA:WhatdoyouthinkanxiousmeanSB:Wellitcan’tmeanhappy.SA:Itmightmeanworried.SB:Ohyes.Sheisworriedbecauseofhertest.Writetheconversationontheblackboard.SayYouaretotalkaboutthecircledwordsinActivity3a.Usethewordscan’tmustcouldormightasinthesample.Getstudentstoworkwithapartner.Astheyworkinpairsmovearoundtheclassroomhelpingstudentswithpronunciationandansweringanyquestionstheymayhave.Sometimelaterstoptheactivity.Askdifferentstudentstosharetheirconversationswiththeclass.Makealistofthewordsstudentsaretalkingaboutontheblackboard.dropv.symphonyn.opotometristn.appointmentn.algebran.crucialadj.countv.becauseofPracticethepronunciationofthesewordsandexplainthemeaningofeachword.OptionalactivityHavestudentswritethenewwordsinActivity3baswellasothernewwordsinthisunitwiththelettersinscrambledorderandthenputtwospacesaftereachword.Askastudenttowritethecorrectspellinginthefirstspace.Askanotherstudenttowritethemeaningofthewordinthesecondspace.Forexample:xosainuanxiousworriedcuilarccrucialaegarblStepⅣPart4Thisactivityprovidesoralpracticeusingthetargetlanguage.Callstudents’attentiontothepicture.Getstudentstonameeachiteminit.WritethenewwordsChinese-EnglishdictionaryandOxfordUniversityontheblackboard.Pointtothesampleconversation.Inviteapairofstudentstoreadittotheclass.SA:Herearesomeearrings.Theownercan’tbeaboy.SB:Wellitcouldbeaboy.Theearringsmightbeapresentforhismother.Writetheconversationontheblackboard.Explainthemeaningofeachsentence.FocusattentiononthechartwiththeheadlinesCan’tCould/mightandMustatthetop.Pointoutthesampleanswer.Readtheinstructionstotheclass.Getstudentstocompletethetaskinpairs.Asthepairsworktogethermovearoundtheclassroomhelpingstudentswithpronunciationsentenceformationoranythingelsetheyaskforhelpwith.Asksomepairstosaytheirconversationstotheclass.Note:Answerstothechartwillvary.StepⅤSummarySayInthisclasswe’velearnedsomevocabularywordssuchasdropsymphony.Andwe’vedonemuchoralpracticeusingthetargetlanguage.StepⅥHomework1.ReadtheletterinActivity3aagainforfurtherunderstandingofthevocabularywords.2.ReadtheconversationsinActivities3band4againforfurtherunderstandingofthetargetlanguage.3.Finishofftheexercisesonpages15~16oftheworkbook.StepⅦBlackboardDesignUnit5ItmustbelongtoCarla.SectionATheThirdPeriod1.Vocabularywords:dropv.symphonyn.optometristn.appointmentmalgebran.crucialadj.countv.becauseofChinese-EnglishdictionaryOxfordUniversity2.Targetlanguage:
(1)A:WhatdoyouthinkanxiousmeanB:Wellitcan’tmeanhappy.A:Itmightmeanworried.B:Ohyes.Sheisworriedbecauseofhertest.
(2)A:Herearesomeearrings.Theownercan’tbeaboy.B:Weltitcouldbeaboy.Theearringsmightbeapresentforhismother.StepⅦBlackboardDesignUnit6IlikemusicIcandanceto.SectionATheFirstPeriod1.samplephrases…thatarered.…thatisbig.2.ExpressreferencesIlikemusicthat…Ilovemusicthat…Iprefermusicthat…SentencesIlikeflowersthatarered.Ilikethehousethatisbig.Relativeclausewiththat.…thathasgreatlyrics.…thatIcansingalongwith.…thatisn’ttooloud.…thatIcandanceto.Unit6IlikemusicthatIcandancetoTheSecondPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularygently
(2)RelativeClasuewithwho2.AbilityObjects
(1)Trainthestudents’listeningskill.
(2)Trainthestudentstouserelativeclausewithwho.
(3)TrainthestudentstomakecommunicationsusingA:DoesXuFeiliketheModernsB:Nohedoesn’t.Heprefers…3.MoralObjectThankthemusicianswhomakeourworldmorewonderful.Ⅱ.TeachingKeyPoints1.Thestudents’listeningskill.2.Therelativeclausewiththatandwho.3.MakecommunicationswiththequestioninActivity2c.Ⅲ.TeachingDifficultPoints1.Trainthestudents’listeningskill2.MakecommunicationsusingDoesXuFeiliketheModernsNohedoesn’t.Heprefers…Ⅳ.TeachingMethods1.Listenanddotheexercises2.PairworkⅤ.TeachingAidAtaperecorderⅥ.TeachingProceduresStepⅠRevision
(1)RevisetherelativeclausewiththatbyaskingwhatkindofmusicdoyoulikeHelpthemtoanswerIlikemusicthat…Ilovemusicthat…Iprefermusicthat…
(2)Checkthehomeworkbyaskingsomestudentstosharetheirsentenceswiththeclass.StepⅡ2aThisactivityprovideslisteningpracticeusingthetargetlanguage.Readtheinstructionstothestudentsandmakesurethattheyknowwhattodo.Gooverthefouritemsintheboxwiththechildren.Tellthemthatrelativeclausewithwhoisusedtointroduceaperson.GiveanothersampleAmylikesteacherswhoworkhard.Helpthestudentstomakesomemoresimilarones.Explainthenewkeywordgentletothestudents.TellthemgentlemeansquietcarefulnotroughorviolentusingChineseifnecessary.Tellthechildrenthatwearegoingtohearaboyandagirltalkingaboutthemusicandmusicianstheylike.Playtherecording.Studentsonlylistenthefirsttime.Playthetapeagain.AskthestudentstocircleTfortrueandFforfalse.Checktheanswers.Answers1.T2.F3.T4.TTapescriptBoy:LookCarmen.TheseT-shirtsaregreat!Lookatthisone.Girl:That’sagreatshirtXuFei.IreallyloveDanDerrish.Ilikemusicianswhoplaydifferentkindsofmusic.Boy:Hmmm…he’sokay…Girl:He’sonlyokayYoumustbejoking.Boy:Well…Ilikemusicianswhowritetheirownsongs.DanDerrishdoesn’twritehisownmusic.Girl:Hmm.WellIthinkhe’sgreat.Boy:TheModernsT-shirtisveryinteresting.Girl:TheModernsarereallygreat.Ilovemusicthat’sreallyloudandenergetic.Boy:Iknowyoudo…butIprefergroupsthatplayquietandgentlesongs.StepⅢ2bThisactivityprovideslisteningpractiseusingthetargetlanguage.Readtheinstructionstothestudentsfirst.Thenletthemhavealookatthechart.Readthemodelsentencetothem.SayWewillhearthesamerecordingagain.ListencarefullyandfindoutwhatCarmenandXuFeisayandcompletethesentencesinthechart.Playtherecordingagain.Pausethetapeifnecessary.Checktheanswers.AnswersXuFei:1.Iprefergroupsthatplayquietandgentlesongs.3.Ilikemusicianswhowritetheirownsongs.Carmen:2.Ilovemusicthat’sreallyloudandenergetic.4.Ilikemusicianswhoplaydifferentkindsofmusic.StepⅣ2cThisactivityprovidesguidedoralpractiseusingthetargetlanguage.Gettwostudentstoreadtheconversationintheboxtotheclass.SA:DoesXuFeiliketheModernsSB:Nohedoesn’t.Heprefers…ReadtheinstructionstotheclassandaskanotherpairtoaskandanswerusingtheinformationfromActivities2aand2btomakesureallthestudentsknowwhattodo.TellthemeachpairofthemshouldmakeaconversationusinginformationfromActivities2aand2b.Askthemtoworkinpairs.Movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded.Askoneortwopairstosaytheirconversationstotheclass.StepⅤGrammarFocusWritethethreesentencesontheblackboardfirst.Circlethewordsthatandwhoandunderlinetherelativeclausesinallthethreesentences.AskWhatdotherelativeclauseswiththatdescribe--apersonorathingHelpthestudenttosayouttherightanswer.Thenaskthesamequestionontherelativeclauseswithwho.Explainthattherelativeclauseswiththatdescribethingsandtherelativeclauseswithwhoareusedtodescribepersons.Tellthemwhoisforpeopleandthatisforthings.Askthestudentstomakeupmoresimilarsentences.Encouragethemtoaskquestionsaboutrelativeclause.StepⅥSummarySayInthisclasswe’vedonesomelisteningpracticeonthetargetlanguageofthisunit.Wemetsomemoresentenceswithrelativeclauseandwedidsomepairworkonaskingquestionswithdoesandansweringwithsentenceswithrelativeclause.StepⅦHomework
(1)Askthestudentstowritetwosentenceswithrelativeclausewithwho.
(2)AskthestudentstowriteoutaconversationtheypractisedinActivity2c.StepⅧBlackboardDesignUnit6IlikemusicthatIcandanceto.SectionATheSecondPeriodAnswerstoActivity2b:XuFei:1.Iprefergroupsthatplayquietandgentlesongs.2.Ilikemusicianswhowritetheirownsongs.Carmen:1.Ilovemusicthat’sreallyloudandenergetic.2.Ilikemusicianswhoplaydifferentkindsofmusic.ThesentencesinGrammarFocus:Rosalikesmusicthat’squietandgentle.IlovesingerswhowritetheirownmusicWeprefermusicthathasgreatlyrics.Unit6IlikemusicthatIcandancetoTheThirdPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularyremindof
(2)ThesentenceswiththeAttributiveClause.2.AbilityObjects
(1)UsethesentenceswiththeattributiveClausetoexpresswhattheylikeordislike.
(2)Trainthestudents’communicativecompetence.Ⅰ.MoralObjectTrytoexchangetheopinionsonCDswithyourfriends.Itwillhelpyoutoknowmoreaboutyourfriends.Ⅱ.TeachingKeyPointsTeachthestudentshowtousethekeywordremindof.2.Practiseusingsentenceswithrelativeclauseinreallife.Ⅲ.TeachingDifficultPointUsingsentenceswithrelativeclausesindiscussingCDs.Ⅳ.TeachingMethods
(1)Teachingwithrealobjects
(2)PairworkⅤ.TeachingAids1.SomeCDsthatareverypopularamongthestudents.2.Somepicturesofthesingerswhoareverypopularamongthestudents.Ⅳ.TeachingProceduresStepIRevision(l)RevisetherelativeclausewiththatbyaskingquestionwhatkindofmusicdoyoulikeGetthestudentstoanswerIlikemusicthat…Ilovemusicthat…Iprefermusicthat…Firstaskindividuallythenhavethechildrenasktheirclassmatesaroundthem.
(2)RevisetherelativeclausewithwhobyaskingquestionWhatkindofmusiciansdoyoulikeGetthestudentstoanswerIlikemusiciansthat…Ilovemusiciansthat…Iprefermusiciansthat…orIprefergroupsthat…Firstaskindividuallyinclassthenletthempractiseinpairs.
(3)ReviseDoes…like…Nohedoesn’t.Heprefers…Askquestionswiththerealnamesofthestudentsinourclass.Letthemaskeachothersimilarquestionsinpairs.StepⅡ3aThisactivityprovidesreadingpractiseusingthetargetlanguage.ShowmyfavouriteCDtotheclassandsayThisismyfavouriteCD.ItsnameisComeonJoinus.IlikeitbecauseIcandoexerciseswithit.ButIdon’tlikethebeginningofittooloudnoise.Itremindsmeofmymiddleschooltime.Givemoreexamplesonremindsb.ofsth./sb.suchasHeremindsmeofhisbrother.Thisremindsusofwhatweoftendidwhenwewerechildren.Tellthestudentsthatremind…of…meanscausesb.tothinkofsth.Writethefourquestionsontheblackboard.
(1)What’sthenameofyourfavouriteCD
(2)WhydoyoulikethisCD
(3)WhatdoyoudislikeaboutthisCD
(4)WhatdoesitremindyouofGetthemtodiscussinpairs.BeforetheybegintheirconversationsshowsomemoreCDstothem.Askapairofthestudentstosharetheirconversationswiththeclass.Openyourbooksatpage46.LookatActivity3a.Readtheinstructionstothestudents.Askthestudentstoreadthereviewbythemselves.Encouragethemtoaskquestionsonanythingthattheycan’tunderstand.Explainthemorasktheotherstudentstoexplainthem.Aftertheyfinishreadingthereviewaskthemtomatchupthepartsofthesentences.Pointoutthesampleanswerbeforetheybegin.Tellthemtodoasquicklyastheycan.SayLet’shaveacompetitiontoseewhowillbethefirstonetofinishit.Afterallofthemhavefinished.Checktheanswerswiththeclass.Answers1.d2.a3.e4.c5.bStepⅢ3bThisactivityprovidesoralpractiseusingthetargetlanguage.Readtheinstructionstothestudents.Makesuretheyknowwhattodo.Givesomeexplanationifnecessary.Askapairofstudentstoreadthemodelconversationintheboxfirst.SA:WhatCDdidyoulistentorecentlySB:IlistenedtoonecalledHeartStrings.SA:WhatdoyouthinkofitSB:Ienjoyitalot.SA:WhySB:Thesingerwritesherownsongs.Iprefersingerswhowritetheirownlyrics.SayWhocanmakeupasimilardialoguenowYoucanusethequestionsinActivity3atohelpyou.ThenchoosetwochildrenwhodowellinEnglishtodemonstrateanotherconversation.Nowaskthestudentstomakeconversationsinpairs.Walkaroundtheclassroomwhilethestudentsaretalking.Helpthemasnecessary.StepⅣPart4Thisactivityprovidesreadingwritinglisteningandspeakingpracticeusingthetargetlanguage.Showsomepicturesofthepopularsingersorgroupsamongthestudents.SayIlikegroupsthatdancemuch.Ilovesingerswhodancemuchastheysing.Idon’tlikemusicianswhoalwayscopyothers.ShowaCDofverynoisymusicandsayIcan’tstandmusicthatistoonoisy.Writethefoursentenceswithoutrelativeclausesontheblackboard.Askseveralstudentstocompletethemorallyfirst.Thenletthestudentsopentheirbooksandcompletethesentenceswiththeirownwords.Nextaskafewstudentstosharetheirsentenceswiththeclass.SayStandupandgotoaskyourclassmatesquestionsnow.Movearoundtheclassroomandaskquestionstillyoufindsomeonewhofeelsthesamewayyoudoabouteachthing.Writedownthestudent’snameintheblankintherightcolumn.Whenallthestudentshavefinishedasksomestudentstoreadtheirlisttotheclass.Nextaskapairofstudentstoreadthesampleconversation.Thenhavethestudentsworkinpairs.Makeuptheirownconversations.Ifthereisenoughtimeasksomepairstosaytheirconversationstotheclass.StepⅤSummarySayInthisclasswe’velearnedhowtouseremind…of…We’vealsodonealotoflisteningspeakingreadingandwritingpracticeusingthetargetlanguage.StepⅥHomework
(1)Makeuptwosentenceswithremind…of…
(2)Finishofftheexercisesonpages22~23oftheworkbook.StepⅦBlackboardDesignUnit6IlikemusicthatIcandanceto.SectionATheThirdPeriod1.Fourquestions
(1)What’sthenameofyourfavouriteCD
(2)WhydoyoulikethisCD
(3)WhatdoyoudislikeaboutthisCD
(4)Whatdoesitremindyouof2.Completethesentences.
(1)Ilikegroupsthat.
(2)Ilovesingersthat.
(3)Ican’tstandmusicthat.
(4)Idon’tlikemusicianswho.Unit6IlikemusicthatIcandancetoTheFourthPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjectThetargetlanguage.2.AbilityObjects
(1)Trainthestudents’listeningability.
(2)Trainthestudents’abilitytounderstandthetargetlanguageinspokenconversation.
(3)Trainstudents’abilitytousethetargetlanguage.3.MoralObjectIhavemyownfavouritethingsinmylife.That’swhyIamenjoyingthelife.Ⅱ.TeachingKeyPointHelpthestudentstoexpresspreferencesondifferentthingsindailylifeusingthetargetlanguage.Ⅲ.TeachingDifficultPointTalkaboutwhytheylikethebandthebookandthemovieusingthesentenceswithrelativeclause.Ⅳ.TeachingMethods1.Listeningmethod2.GroupworkⅤ.TeachingAidAtaperecorderⅥ.TeachingProceduresStepⅠRevision
(1)Checkthehomeworkbyaskingsomestudentstoreadtheirsentenceswithremind…of…Getthestudentstoexchangetheirexercisebookswiththeirpartnersandcorrecteachother’s.
(2)AskthefollowingquestionsonCDsgroupssingersandmusicians.Helpthestudentstoanswerwiththetargetlanguage.What’sthenameofyourfavouriteCDWhydoyoulikeitWhatkindofCDsdoyoulikeWhyWhatkindofsingersdoyoulikeWhyWhatkindofgroupsdoyoulikeWhyThenaskthestudentstomakeasurveyofthestudentsaroundthemanddosomenotes.Askseveralstudentstoreporttheirresultsofthesurveytotheclassandhelpthemtosaylikethis.WanglikesCDsthatarequietandgentle.LiHongprefersmusicianswhoaregood-looking.andsoon.StepⅡPart1Thisactivityprovidesspeakingandwritingpracticewiththetargetlanguage.AskWhat’syourfavoritebandLetoneofthestudentsanswerit.Thenrepeatthequestionsonfavoritebookandfavoritemovie.Writethethreequestionsontheblackboard.Getthestudentstoaskandanswerinpairs.Thenasktheclasstoopenthebooks.LookatSectionBonpage47Part1.Readtheinstructionstothestudents.Tellthemtocompletethechartontheirown.Movearoundtheclassroomwhilethechildrenarewritinggivinghelpifnecessary.Afterallofthemhavefinishedwritingasksomechildrentoreadtheiranswerstotheclassandsharethefavoritebookwiththeclassmatesafterclass.Collecttheanswersfromdifferentstudents.Recordtheresultsontheboard.Discusswhattheclass’favoritesareandaskstudentstotellwhytheylikeeachbandbookormovie.StepⅢ2aThisactivityprovideslisteningpractiseusingthetargetlanguage.Readtheinstructionstotheclass.Makesureeachoneknowswhattodo.Firsttellthestudentstohavealookatthepictureandletthemguesswhattheyaretalkingabout.I’llseewhoisgoodatguessingtheanswers.SayWewillheartwoboysMichaelandAlitalkingaboutsomeofthethingstheyseeintheroom.Thetaskofusistowriteoutthethreethingsthattheyaretalkingabout.Playthetapethefirsttime.Tellthechildrenjusttolistentoitcarefullyandtrytogetthemainideaandnottowrite.Thenplaytherecordingagain.Tellthemtowritedowntheanswersthistime.Askastudenttotelltheanswerofthefirstlinethenasktheothersiftheyagreewithhim.Dothesamewiththeothertwoanswers.IftheygotdifferentanswerstellthemtolistencarefulwhenwedothepracticeinActivity2b.Checktheanswers.Answers1.ajacket2.abook3.amovieposterTapescriptBoy1:Wowyousurehavelotsofcoolstuff.Whatagreatjacket!Boy2:Yeahit’snew.Ireallylikeit.Ilikeclothesthatareunusual.Boy1:Yeahmetoo.Say...isthatanewbookoverthereBoy2:Yesitis.It’sabookaboutvolleyball.Ittellsabouthowtobecomeagoodplayer.Boy1:IsitgoodBoy2:Yeahit’sgreat.Ilikewriterswhoexplainthingswell.Boy1:Metoo.UmmmmMichaelBoy2:YesBoy1:Uhhh…WheredidyougetthatmovieposterBoy2:OhtheMonsterLizardposterMybrothergotitforme.Heworksatamovietheater.Boy1:It’sagreatposter.Boy2.Yeahitis.IlovemoviesthataboutMonstersdon’tyouBoy1:Isuredo.Say…Michael…DoyouthinkyourbrothercouldgetaMonsterLizardposterformeBoy2:Probably.I’llaskhim.Boy1:Thatwouldbegreat.StepⅣ2bThisactivitygivesstudentspracticeinunderstandingandwritingthetargetlanguage.Readtheinstructionstothestudents.Makesureeachstudentknowswhattheyshoulddowhiletheylistentothetape.Ask.thestudentstohavealookatthechartinActivity2b.Therearetwocolumnsinit.TellthechildrentheywillwritewhatMichaellikesinthefirstcolumnandtheywillwritewhyhelikesitinthesecondcolumn.Gooverthecontentsinthechartwiththechildren.Tellthemtonotethesampleanswers.Letthemguesstheotheranswersinthefirstcolumn.YeahmaybethesameoneswiththeanswersinActivity1butwearenotsurenow.ThentellthemtogetwhatwritersandmoviesMichaellikeswhiletheyarelistening.Encouragethemtoaskquestionstheymayhavemet.Playtherecordingandaskthechildrentofillintheanswers.Pausethetapeifnecessary.Askseveralstudentstotelltheanswersandseeiftheothershavedifferentones.Playthetapeagainifthestudentsneedtolistentoitagain.Correcttheanswers.Iftimeisenoughplaythetapeagainandthestudentsrepeatafterit.Answersbook—Helikeswriterswhoexplainthingswell.Movieposter—HelikesmoviesthatareaboutMonsters.StepⅤ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.PresentthedialogueinthisactivitywithastudentfirstT:Ilikemoviesthatareromantic.IloveTitanic.S:OhIdon’t.Ilikemoviesthathavebigwars.IreallylikeTheDoctor—ARealSoldier.Thenaskthechildrentoopenthebooksatpage47.ReadtheinstructionsinActivity2c.SayWewilldiscussourfavoritethingsfromActivity1andsaywhywelikeeachthing.Asktwostudentstoreadthesampleconversation.Thenaskthestudentstodiscusstheirfavoritebandsbooksandmoviesingroupsoffour.TrytousethesentenceswiththeAttributiveclausewehavemetinthisunittohelptomakeconversations.Walkaroundintheclassroomandofferhelpiftheyneed.Askoneortwogroupstosaytheirconversationstotheclass.StepⅥSummarySayInthisclasswe’vedonelotsoflisteningpracticeontargetlanguageandwe’vealsowrittenandspokensome.Trytousethetargetlanguagewe’velearnedtoexpressyourpreferencesinyourdailylife.StepⅦHomework
(1)Writeashortarticletotellyourfavoritebandbookmovieandclothes.
(2)ToexpressyourpreferencestoyourclassmatesoranyoneelsewhoknowsEnglish.StepⅧBlackboardDesignUnit7WherewouldyouliketovisitTheFirstPeriodⅠ.TeachingAimsandDemandsKnowledgeObjects
(1)KeyVocabularytiringeducationalfascinatingthrillingpeacefulexotictrekjungletakeiteasyexplorehistoricsite
(2)TargetLanguageWherewouldyouliketogoonvacationI’dliketotrekthroughthejunglebecauseIlikeexcitingvacations.2.AbilityObjects
(1)Trainstudentstotalkaboutplacestheywouldliketovisitwiththetargetlanguage.
(2)Trainstudentstodescribevacationswithdifferentadjectives.
(3)Trainstudents’listeningskill.3.MoralObjectIt′smoreinterestingtogoonvacatingsomewhereinsteadofstayingathome.Ⅱ.TeachingKeyPoints1.KeyVocabularytiringeducationalfascinatingthrillingpeacefulexotictrekjungletakeiteasyexplorehistoricsite2.TergetLanguageTalkaboutdifferentplaceswiththetargetlanguage.Ⅲ.TeachingDifficultPoints1.Describevacationswithdifferentadjectives.2.Talkaboutdifferentplaceswiththetargetlanguage.Ⅳ.TeachingMethods1.Teachingbyillumination2.Teachingbydoingchaindrills3.TeachingbypairworkⅤ.TeachingAids1.Ataperecorderandaprojector2.SomepicturesofdifferentplaceswithfamousviewsⅥ.TeachingProceduresStepⅠRevision1.RevisethelanguagepointsinUnit6.ProvidessomequestionsWhatkindofmusicdoyoulike/love/preferWhatkindofclothes/writers/movies/…doyoulike/love/preferThenasktwopairstomakemodelconversationstotheclasstomakesuretheyanswerIlike/love/prefermusicthat…Ipreferwriterswho…Nextaskstudentstopractiseinpairs.Walkaroundtheclassroomlisteningtothemcorrectsomeerrorstheymaymakeandbesuretheyareansweringwithsentenceswithrelativeclauses.2.RevisethewordsandexpressionsinUnit6bydictatingthefollowing:lyricremindofentertainmentexhibitiongallaryondisplayenergysuggestphotographsuitStepⅡ1aThisactivitytrainsstudentstousethenewvocabularytodescribethevacations.Atfirstintroducethekeyvocabulary.Showthenewvocabularywordsonthescreenbyaprojector:tiringadj.引起疲劳的;累人的educationaladj.教育的;有教育意义的fascinatingadj.迷人的;有极大吸引力的thrillingadj.令人激动的;令人震颤的peacefuladj.平静的;宁静的;和平的exoticadj.外(国)来的;外国产的trekv.(缓慢或艰难地)旅行;长途跋涉junglen.热带丛林;密林takeiteasy从容;轻松;不紧张explorev.探险;考察historicadj.历史上著名的;历史上有重大意义的siten.地方;场所Pointtothewordsandteachthechildrentoreadthemseveraltimestilltheycanpronouncethewordsfluentlyandcorrectly.Afterthattrytoletstudentsexplaintheadjectivesandmakeupsentenceswiththem.Forexampleexcitingdolikethis:Let’strytoexplainsomenewadjectivesinourownwordsandmakeupsomesentencesnow.Seeexcitingfirst.WhocanexplainitinyourownwordsinEnglishWhatdoesexcitingmeanHelpthechildrentoexplainit.Excitingmeansnotboringormeanshardtobequiet.WhocanmakeupasentencewithitGiveanexamplesentencewithitplease.Askseveralonestosaytheirsentencestotheclass.ForexampleSurfingmakesusexciting.Theboyisveryexcitingwhenheiswatchingafootballmatch.Thendothesamewiththesenewwordsinthebox:tiringeducationalpeacefulfascinatingthrillingexoticReadtheinstructionstothestudents.Besurethateveryoneknowswhattodo.Tellstudentstolookatthepostersinthepictureandcomparethem.Wecanseethreeposters.Tellmewhatyoucanseeineachone.Thendiscussthethreeposterswithstudents.ForPosterOnehelpstudentstosayItisabeach.Amanwithsunglassesissleepingetc.Dothesametotheothertwoposters.Readthewordsoneachpostertostudentsandthenletthemreadtogetherseveraltimes.AsksomeonestotelltheChinesemeaningsofthewordstoseeiftheycanunderstandthem.Dosomeexplanationifnecessary.Callthestudents’attentiontothechart.Pointtovacation12and3inthechart.SayLet’schoosetheadjectivesfromtheboxforthethreevacations.Theadjectivesyouchooseshouldcorrespondwiththeposters.Nowlet’suseVacation1asasample.WhichadjectivesshouldwechooseWhocantellmeThenaskseveralstudentstotelltheclassthewordsthey’vechosen.Writedowntheiranswersontheblackboardlikethis:Vacation1TakeiteasyonaFloridabeach!Adjectives:relaxingpeacefulboringWhohasgotsomeotheradjectivestodescribeitSomeotheradjectivesyouknowbutnotintheboxAsksometosaymorebesidestheonesintheboxsuchasquietlazy.Writethemontheblackboardtoo.Pleasefillinthechartwiththeadjectivesnow.Notetomatchtheposters.Getthemtofillintheanswersbythemselves.Astheyworkmovearoundtheroomcheckingtheirprogressandansweringquestionstheymayhave.Checktheanswers.Providethepossibleanswersontheblackboard.PossibleanswersincludeVacation1:relaxingpeacefulboringVacation2:excitingtiringdangerous.educationalfascinatinginterestingfunthrillingexoticVacation3:excitingeducationalpeacefulinterestingStepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Readinstructionstostudents.We’lllistentothreestudentstalkingaboutwheretheywouldliketogoonvacationandwhy.Seethesampleanswersinthechart.Writeyouranswerslikethatwhileyouhear.LookatthethreepostersinActivitylaanddothispart.EachoneofthethreestudentsSamGinaandLydiawantstogotooneofthethreeplaces.Playthetapeforthefirsttimeandtellthestudentsnottowriteinahurryjusttrytocatchthemainideaofthedialogue.Thenplaytherecordingagain.Askthemtowritetheiranswersthistime.Checktheanswers.Answers1.SamBrazillikesexcitingvacations2.GinaJapanhasbeenboredlately3.LydiaFloridahasbeenstressedoutTapescriptBoy1:Lookatthosetravelposters.I’dlovetogoonavacation.Girl1:WherewouldyouliketogoSamBoy1:I’dlovetogotrekkingintheAmazonjungleinBrazil.Girl1:YouwouldBoy1:Sure.Ilikeexcitingvacations.Girl1:Wouldn’tthatbedangerousBoy1:Nonotreally.HowaboutyouGinaWherewouldyouliketogoGirl1:WellI’vebeenkindofboredlately.IthinkI’dliketoseethehistoricalsitesinJapan.Boy1:Hmmthatwouldbefascinating.WhataboutyouLydiaGirl2:OhI’mstressedout.I’djustliketorelaxonabeach…YouknowabeautifulbeachinFlorida.Boy1:Thatsoundspeaceful.StepⅣ1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Presentatethisdialogueshowingsomepicturesoftheplaceswithgreatinterestallovertheworldandsaylikethis:I’dliketotraveltoFrance.I’dlovetovisitParisbecauseIlikerelaxingvacations.WherewouldyouliketogoonvacationSamAskonestudenttoanswerthequestion.Afterthatlethimorheraskanotherstudent.Setoffachaindrilllikethis:T:I’dlovetovisitParisbecauseIlikerelaxingvacations.WherewouldyouliketogoonvacationS1S1:I’dliketoclimbMountEmeibecauseIlikedangerousvacations.WherewouldyouliketogoonvacationS2Ss:IprefertotraveltotheUSAbecauseIlikeexoticvacations.WherewouldyouliketogoonvacationS3S3…Afterateamfinishedgetthechildrentomaketheirownconversationsinpairs.AsktwostudentstoreadtheexampleinthespeechbubblesinActivityla.Tellthemtotalkabouttheposterswiththeirpartnersthistime.Asstudentsworktogethermovearoundtheclassroomofferinglanguagesupportasneeded.Asksomepairstosaytheirconversationstotheclass.StepⅤSummaryInthisclasswe’velearnedsomeadjectivesthatareusedtodescribevacationsandsomeotherwords.Wehavealsolearnedthetargetlanguage—WherewouldyouliketogoonvacationI’dliketotrekthroughthejunglebecauseIlikeexcitingvacations.StepⅥHomework1.Trytorememberthenewkeyvocabulary.2.WriteoutthreesimilarconversationstotheexampleinthepictureinActivity1a.StepⅦBlackboardDesignUnit7WherewouldyouliketovisitSectionATheFirstPeriodPossibleanswerstoActivity1a:Vacation1:relaxingpeacefulboringVacation2:excitingtiringdangerouseducationalfascinatinginterestingfunthrillingexoticVacation3:excitingeducationalpeacefulinterestingUnit7WherewouldyouliketovisitTheSecondPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularyfallNiagaraFalls
(2)TargetLanguageWherewouldyouliketovisitI’dlike/hopetovisit/see…I’dlike/loveplaceswhere…2.AbilityObjects
(1)Trainstudents’listeningskill.
(2)Trainstudents’communicativecompetence.3.MoralObjectItcanmakeyouknowmoreabouttheworldtotravelmuch.Ⅱ.TeachingKeyPoints1.NewwordsfallNiagaraFalls2.Listeningpracticewithtargetlanguage3.MakecommunicationswithtargetlanguageⅢ.TeachingDifficultPoints1.Trainstudents’listeningpracticewithtargetlanguage.2.Helpstudentstomakecommunicationswithtargetlanguage.Ⅳ.TeachingMethods1.Listening2.Pairwork3.ExplanationⅤ.TeachingAids1.Ataperecorder2.SomepicturesofHawaiiMexicoandNiagaraFallsⅥ.TeachingProceduresStepⅠRevision
(1)RevisethetargetlanguagebyaskingquestionWherewouldyouliketogoonvacationGetseveralstudentstogivedifferentanswers.Thenaskthemtoworkinpairstopractisewith:WherewouldyouliketogoonvacationI’dlike/loveto…becauseIlike…vacations.
(2)Checkhomeworkbyaskingseveralonestoreadtheirconversations.
(3)Checkhomeworkbydictatingthefollowingwords:tiringeducationalfascinatingthrillingrelaxingdangerousexotictrek.jungletakeiteasyexplorehistoricAfterdictatinghovestudentscheckinpairs.Makeasurveybyaskingthemtoputuphandstoseehowmanyhavewrittenoutallthewordscorrectly.StepⅡ2aThisactivityprovideslisteningpracticeusingthetargetlanguage.Readtheinstructionstothestudents.Lookatthefoursentencesinthebox.Theyarefromaconversationbuttheyarenotintherightorder.Wewilllistentoaconversationtalkingaboutgoingonavacation.Wecanseethenumberinfromofthefourthsentence.It’sasampleanswerPleasewritetherightnumbersbeforethefirstthreesentencesintheblanks.Thenplaythetape.Studentsonlylistenthistime.Trytocatchthemainideaoftheconversation.Nextplaythetapeagain.Studentslistenandwritethenumbersintheblanks.Checktheanswers.AnswersThesentencesshouldbenumberedinthisorder:3421TapescriptBoy1:Wouldn’titbegreatifwecouldgoonavacationtogetherGirl1:Yeah.Thatwouldbewonderful!Boy1:WherewouldwegoGirl1:WellIhopetovisitHawaiioneday.WouldyoubeinterestedingoingthereBoy2:Sure!Ilikeplaceswheretheweatherisalwayswarm.Boy1:ButHawaiiistootouristy.MaybewecouldgotoMexico.Iloveplaceswherethepeoplearereallyfriendly.Boy2:WellMexicowouldbenicebutwedon’tknowthelanguage.IhopetoseeNiagaraFallssomeday.WhataboutgoingthereGirl1:NiagaraFallswouldbebeautifulbutthere’snotmuchtodothere.Whydon’tweallgotoSanFranciscotogetherIthaseverything—beautifulviewsfriendlypeopleexcitingthingstodo…Boy2:That’snotabadidea…ifyoupayforit.StepⅢ2bThisactivityprovideslisteningpracticeusingthetargetlanguagetoo.Readtheinstructionstostudentsandmakesurethattheyknowwhattodo.LookatthefirstcolumnPlace.Someonedoesn’tlikegoingtotheseplaces.WhyChoosethereasonforeachplacefromthesecondcolumn.Writethelettersofthereasonsintheblanksbeforetheplaces/Let’sreadthecontentsinthechartfirst.Getthemtoreadtheplacesandreasonsseveraltimes.Thensaywe’lllistentothesamerecordingagain.Listenandmatcheachplacewithareasonfornotgoingthere.Playtherecordingagain.Askstudentstofillintheiranswers.ChecktheanswersAnswers1.b2.a3.cStepⅣ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Readtheinstructionstothestudents.TellthemtousetheinformationinActivities2aand2btoroleplayconversations.(HoldingapictureofHawaii).IhopetovisitHawaiisomeday.GetastudenttoanswerSodoI.Ilikeplaceswheretheweatherisalwayswarm.ShowingapictureofMexicoasktwostudentstomakeupsimilarconversations.NotetousetheinformationinActivities2aand2b.DothesamewiththethirdplaceNiagaraFalls.SayNowpleaseroleplaytheconversationsinpairsusingtheinformationinActivities2aand2b.Eachpairmakesoneatleast.Asthestudentsworkmovearoundtheroomcheckingprogressofthepairsandofferinghelpasneeded.Askoneortwomovepairstosaytheirconversationstotheclass.Step5GrammarFocusPresentatetheconversationbelowbysayingtothestudentsandwritingitontheblackboard:WherewouldyouliketovisitI’dliketogosomewhererelaxing.Drawalineunderthewordrelaxing.Thenaskthechildrenthesamequestionsandtellthemtoanswerintheirownwords.ForexampleI’dliketogosomewhereinteresting.I’dliketogosomewhereexotic.Afteraskingseveralchildrentogiveanswerswithdifferentadjectivesgetthemtopracticeinpairs.Eachpairmakestwoconversations.Nextaskseveralpairstosharetheirconversationswiththeclass.Thensaytheadjectivesusuallycomebeforethenounssuchasaneducationalvacationatiringtrip.Butinthesentenceswhichareusingthewordsomethingorsomewheretheadjectiveshouldbeputafterthepronouns.Forexample:I’dliketogosomewherefascinating.I’dlovetoeatsomethingdelicious.Afterthatpresentateanotherpairofsentences.Saytothestudentsandwritedownontheblackboard:WherewouldyouliketovisitIhopetogotoFrancesomeday.ExplainsentenceswithsomedayinEnglishorallylikethisIhopetogotoFrancesomeday.ThissentencemeansIhopetogotoFrancesomedaybutI’mnotsureIwill.MaybeIwillgothereinthefutureandmaybeIwon’t.Thesentenceswithsomedayareoftenusedtoexpressthat.Thenhavethechildrenmakeupmoresentences.StepⅥSummaryInthisclasswe’vedonesomelisteningpracticewithtargetlanguage.WehavealsopracticedouroralEnglishinpairs.Andwe’vediscussedsomethingongrammar.StepⅦHomework1.Writeouttwopairsofsentenceslikethis:WherewouldyouliketovisitI’dliketogosomewhererelaxing.WherewouldyouliketovisitIhopetogotoFrancesomeday.2.Practicethetargetlanguageorallywiththeclassmates.StepⅧBlackboardDesignUnit7WherewouldyouliketovisitSectionATheSecondPeriodⅠ.AnswerstoActivity2a:3421Ⅱ.AnswerstoActivity2b:1.b2.a3.cⅢ.GrammarFocus:1.WherewouldyouliketovisitI’dliketogosomewhererelaxing.2.WherewouldyouliketovisitIhopetogotoFrancesomeday.Unit7WherewouldyouliketovisitTheThirdPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularytouristyspotlightSingaporebeautifulheavyprivatedowntowngetaroundPacklight
(2)TargetLanguageWherewouldyouliketogoKathyI’dliketovisitKunming.2.AbilityObjects
(1)Trainstudents’readingskill.
(2)Trainstudents’skillofcommunication.3.MoralObjectShareyourexperienceontravellinginacitywithyourclassmatesandtellthemwhattheyshouldbringiftheydecidetovisitit.Ⅱ.TeachingKeyPoints1.GuidestudentstoreadthepassageinActivity3a.2.ThenewvocabularyⅢ.TeachingDifficultPointHelpstudentstotalktotheirpartnersaboutthecitiestheyknow.Ⅳ.TeachingMethods1.Teachingbyillumination.2.Teachingbyaskingquestions.Ⅴ.TeachingAids1.Aprojector2.AvideotapeonsingaporeorsomephotossomephotosofDalianⅥ.TeachingProceduresStepⅠRevision1.RevisethetargetlanguagetheylearnedlastclassbyaskingWherewouldyouliketogoonvacationGetseveralchildrentoanswerI’dliketo…because…2.Checkthehomeworkbyaskingsomechildrentoreadtheconversationstheywrotetotheclass.StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage.Atfirstintroducethekeyvocabularywords.Showthekeyvocabularywordsonthescreenbyaprojector.touristyadj.游客很多的;游客常去的;适合游览的spotlightn.公共注意中心Singaporen.新加坡botanicaladj.植物的;植物学的heavyadJ.大量的;多的privateadj.私人的;私有的downtownn.(城镇的)商业区;中心区getaround观光;到处走动packv.把……打包;把……装箱lightadj.轻的Teachstudentstoreadthevocabularyseveraltimesuntiltheycanreadthemouteasilyandcorrectly.Readthepassagequicklyandtrytoanswerthequestionsontheblackboard.Writethesequestionsontheblackboard:1.Whatdoesn’tSingaporehave2.WhatdoesSingaporehave3.IsSingaporealsoawonderfulplaceforshopping4.Whatdon’tyouplanondoinginsingaporewhy5.WhatiseasiesttodoinSingapore6.WhatissuggestedtobringifyoudecidetogothereWhyAfewminuteslater(maybetwoorthreeminutes)askdifferentstudentstoanswerthequestions.PlaythevideotapeofSingaporeforstudentsorshowthemsomepictures.Nextreadtheinstructionstostudents.SayWhatthingsdoyoulikeaboutvisitingSingaporeandwhatthingsdon’tyoulikeReadthepassageagain.CirclethethingsyoulikeaboutvisitingSingaporeandunderlinethethingsyoudon’tlike.Getthemtofinishtheactivityontheirown.Checktheanswers.PossibleanswersmayincludeCircled:…therearemanythingstodo…ithasaverylargezooabeautifulbotanicalgardenandlotsofmuseums.Itisalsoawonderfulplacetogoshopping.Underlined:Singaporeisasmallcity…Itdoesn’thaveanybeachesormountains…Don’tplanondrivinginSingapore…trafficisheavy…mostprivatecarsarenotallowedindowntownSingapore.Singaporeisveryhotallyearround.StepⅢ3bThisactivityprovidesreadinglisteningandspeakingpracticeusingthetargetlanguage.Readtheinstructionstostudents.Makesurethattheyknowwhattodo.AsktwostudentstoreadthesampleconversationontheleftinActivity3bSA:WherewouldyouliketogoKathySB:I’dliketovisitKunming.SA:Isn’titsupposedtobeveryhotSB:Yesitis.Butit’salsobeautifulandithaslotsofinterestingmuseums.Notetocorrectanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass.Askanotherpairtomodelaconversationwiththefirstgroupofwordsontherightthewordsinthefirstline.Listentothemcarefullywiththewholeclasstoseeiftheycanputthewordsintheproperplaces.Thenletthewholeclasspracticeinpairs.Eachpairshouldmakeupfourconversationswiththeinformationontheright.Walkaroundtheclassroomasthestudentsareworking.Listentosomepairsandseeiftheyhavemetanyproblems.Offersomehelpasneeded.Afterallthestudentshavefinishedpracticingasksomemorepairstosharetheirconversationswiththeirclassmates.Unit8I’llhelpcleanupthecityparksSectionATheFirstPeriodPhrasalverbs:1.cleanup—makeaplacecleanandtidyputthingsinorderWeshouldalwayscleanupthedirtypartsofthesea.2.cheerup—makesomeonefeelhappyThegoodnewscheerseveryoneup.3.giveout—handoutdistributeLinTaohelpedtheteachergiveoutthenewtextbookstotheclass.Unit8I’llhelpcleanupthecityparks.The2ndPeriodⅠ.TeachingAimsandDemandsKnowledgeObjects
(1)KeyVocabularyclean-upsignputoffsetupestablishcomeupwith
(2)TargetLanguageI’llhelpcleanupthecityparks.2.AbilityObjects
(1)Trainthestudents’listeningskill.
(2)Trainthestudents’communicativecompetenceusingthetargetlanguage.
(3)Trainthestudentstousethenewphrasalverbs:cheerupsetupcomeupwithputoff/3.MoralObjectPlanaCityParksClean-upDaywithyourgoodfriendsandcomeupwithsomeideastotellpeopleaboutit.Ⅱ.TeachingKeyPoints1.Listeningpracticewithtargetlanguage.2.Makecommunicationswithtargetlanguage.3.Howtousethephrasalverbs.Ⅲ.TeachingDifficultPoints1.Makecommunicationswithtargetlanguage.2.Usethephrasalverbs.Ⅳ.TeachingMethods1.Listening2.Pairwork3.RoleplaytheconversationⅤ.TeachingAidsAtaperecorderⅥ.TeachingProceduresStepⅠRevision1.RevisetheknowledgepointsonPage60.Askseveralstudentstotellsomewaystheycouldhelppeoplewithbooksclosed.2.Checkhomeworkbyaskingseveralpairstoreadtheirconversationswhichtheywrotedown.Unit8I’llhelpcleanupthecityparks.SectionATheSecondPeriodPhrasalverb:cheerupHelookssad.Let’scheerhimup.setupWearegoingtosetupafoodbanktohelpangrypeople.comeupwithWeneedtocomeupwithsomeideas.Unit8I’llhelpcleanupthecityparks.The3rdPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularymajorcommitmentveterinariancoach
(2)TargetLanguageI’dliketojointheschoolvolunteerproject.Youcouldhelpcoachafootballteamforlittlekids.2.AbilityObjectsTrainstudents’readingskill.Trainstudents’speakingskillwithtargetlanguage.Trainstudents’writingskillwithtargetlanguage.3.MoralObjectIfthereisastudentvolunteerprojectinyourschooltrytojoinit;ifnottrytosetupone;beingavolunteerisgreat!Ⅱ.TeachingKeyPoints1.GuidestudentstoreadthearticleinActivity3a.2.Helpstudentstousethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo.1.TeachingDifficultPoints1.Readthearticleforcomprehension.2.Usethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo.Ⅳ.TeachingMethods1.Pairwork2.RoleplayⅤ.TeachingAidsStepⅧBlackboardDesignUnit8I’llhelpcleanupthecityparks.SectionATheThirdPeriodTargetlanguage:1.I’dliketojointheschoolvolunteerprojectbutI’mnotsurewhatIshoulddo.WhatdoyoulikedoingIloveplayingfootball.Wellyoucouldhelpcoachafootballteamforlittlekids.2.IliketoreadaboutChinesehistory.WhatkindofvolunteerworkdoyouthinkIcoulddoYoucouldstartaChineseHistoryClub.Unit9WhenwasitinventedTheFirstPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularyinvent
(2)TargetLanguageWhenwasthetelephoneinventedIthinkitwasinventedin1876.StepⅦBlackboardDesignUnit10WhenwasitinventedSectionATheFirstPeriod1.Thenamesofthefiveinventions:computercarcalculatortelephoneTVset2.Targetlanguage:A:WhenwasthetelephoneinventedB:Ithinkitwasinventedin1876.Unit10WhenwasitinventedTheSecondPeriodI.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularybeusedforadjustableheelbatteryoperateslipperscoopelectric
(2)TargetLanguageWhenwasthecarinventedItwasinventedin1885.WhoweretheyinventedbyTheywereinventedbyJulieThompson.WhataretheyusedforTheyareusedforseeinginthedark.2.AbilityObjects
(1)Trainthestudents’listeningskill.
(2)Trainthestudents’communicativecompetenceusingthetargetlanguage.
(3)Trainthestudentstousethenewvocabulary.Ⅱ.TeachingKeyPoints
(1)Listeningpracticewiththetargetlanguage.
(2)Makecommunicationswithtargetlanguage.
(3)TeachthenewvocabularyⅢ.TeachingDifficultPoints1.TeachingtheGrammarFocus.2.Thelisteningpracticewiththetargetlanguage.3.Makecommunicationswiththetargetlanguage.Ⅳ.TeachingMethods1.Listening2.PairworkⅤ.TeachingAidAtaperecorderⅥ.TeachingProceduresStepIRevision1.Checkthehomework.2.Revisethetargetlanguagelearnedlastclass.Getthestudentstoaskandanswerquestionsinpairslikethis SA:WhenwasthetelephoneinventedSB:Ithinkitwasinventedin1876.Tellthemtoaskaboutallthefiveinventions.StepⅡ2aThisactivityprovideslisteningpracticewiththetargetlanguageandreviewnewvocabularyaboutinventions.Showthesenewwordsonascreenbyaprojector.beusedfor用来做……adjustableadj.可调整的heeln.(鞋、袜等的)后跟;(足)跟batteryn.电池operatev.操作;作业slippern.拖鞋scoopv.用勺舀n.勺子;球形勺;长柄勺electricadj.电子的;电的Pointtoeachoneandteachthemtoread.Unit10WhenwasitinventedSectionATheSecondPeriod1.Thenamesoftheinventionsandanswersofactivity2a:3shoeswithadjustableheels1batteryoperatedslippers2heatedicecreamscoop2.TargetLanguage:A:WhenwasthecarinventedB:Itwasinventedin1885.A:WhenwereelectricslippersinventedB:Theywereinventedlastyear.A:WhoweretheyinventedbyB:TheywereinventedbyJulieThompson.A:Whataretheyused[orB:They’reusedforseeingintiledark.Unit10WhenwasitinventedTheThirdPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularybulblightbulbmicrowaveovenmicrowaveovenisland
(2)TargetLanguageWhatisthemicrowaveovenusedforItisusedforcooking.2.AbilityObjectsTrainthestudents’writingandspeakingskillswiththetargetlanguage.3.MoralObjectsIfyouarealoneonatinyislandwhatinventionswouldyouliketohaveontheislandwithyouUnit10WhenwasitinventedSectionATheThirdPeriodTargetlanguage:A:WhatdoyouthinkisthemosthelpfulinventionB:Ithinkthemosthelpfulinventionisthelightbulb.A:WhyisthatB:Wellitgivespeoplemoretimetoworkandplayeveryday.Reviewofunits6~10The1stperiodⅠ.AnalysisoftheTeachingMaterial1.StatusandFunctionThisisarevisionunitsoitcoversallthekeyvocabularywordsandthetargetlanguagepresentedfromUnits6~10.Alltheactivitiesaredesignedforstudentstoreviewwhattheyhavelearnedandimprovetheirlisteningspeakingreadingandwritingskills.
(1)Inthefirstperiodstudentsreviewallthevocabularywordslearnedfromunits6~10bycompletingacrossword.
(2)Theactivitiesinthesecondperiodareusedtotrainstudents’listeningforspecificinformationusingthetargetlanguage.
(3)Theactivitiesinthethirdperiodprovidewritingandspeakingpracticeusingthefollowingtargetlanguage:WherewouldyouliketovisitI’dliketovisitHolland.WhydoyouwanttogothereIwanttoseethewindmillsandsmelltheflowers.BythetimeIwasfiveIhadstartedlearningEnglish.ReallyWheredidyoulearnIwenttoclassesatanEnglishlanguageschool.WhenwasitinventedItwasinventedaboutathousandyearsago.WhowasitinventedbyItwasinventedbyaChineseman.
(4)Theactivitiesinthefourthperiodprovidewritingandspeakingpracticeusingthefollowingtargetlanguage:Who’syourfavouritesingerIreallylikeCelineDion.ReallyIpreferFayaWong.WhatwouldyouliketodoI’dliketoclimbQomolangmaMountain.DoyouthinkyoucoulddoitYes.Andinthisclassstudentspracticemakingsomesentencesusingsomephrasalverbs.2.TeachingAimsandDemands
(1)KnowledgeObjectsTomakestudentsreviewallthevocabularywordsandthetargetlanguagefromUnits6~10.
(2)AbilityObjectsToimprovestudents’listeningspeakingreadingandwritingskills.Toimprovestudents’communicativecompetence.
(3)MoralObjectsParentsaretiredafteraday’shardwork.Assonsordaughtersweshouldtrytobehelpfulanddohousework.3.TeachingKeyPointsToreviewthevocabularywordsandthetargetlanguage.ToreviewtheusageofthestructurespresentedfromUnits6~10.4.TeachingDifficultPointsTotrainstudents’listeningspeakingreadingandwritingskills.Totrainstudents’communicativecompetence.5.StudyingWaysTeachstudentshowtomasterthetargetlanguageandcommunicatewithothers.Teachstudentshowtobesuccessfullanguagelearners.Ⅱ.LanguageFunctionsExpresspreference.Talkaboutplacesyouwouldliketovisit.Narratepastevents.Talkaboutthehistoryofinventions.Ⅲ.TargetLanguage1.WherewouldyouliketovisitI’dliketovisitHolland.WhydoyouwanttogothereIwanttoseethewindmillsandsmelltheflowers.2.BythetimeIwasfiveIhadstartedlearningEnglish.ReallyWheredidyoulearnIwenttoclassesatanEnglishlanguageschool.3.WhenwasitinventedItwasinventedaboutathousandyearsago.WhowasitinventedbyItwasinventedbyaChineseman.4.Who’syourfavouritesingerIreallylikeCelineDion.ReallyIpreferFayaWong.5.Whatwouldyouliketodo’I’dliketoclimbQomolangmaMountain.DoyouthinkyoucoulddoitYes.Ⅳ.Structures1.Phrasalverbs2.Pastperfect3.Passivevoice(questionsandstatements).Ⅴ.VocabularyAllthevocabularywordsfromUnits6~10.Ⅵ.LearningStrategies1.Listeningforspecificinformation.2.Roleplaying.Ⅶ.TeachingTimeFourperiodsUnit11CouldyoupleasetellmewheretherestroomsareTheFirstPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularyrestroomshampoostamp
(2)TargetLanguageExcuseme.CanyoupleasetellmewhereIcangetadictionarySure.There’sabookstoreonRiverRoad.2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’communicativecompetence.3.MoralObjectHelpingeachotherisveryimportant.Itisagoodquality.Ⅱ.TeachingKeyPointTargetLanguageⅢ.TeachingDifficultPoints1.Howtotrainstudents’listeningability.2.Howtotrainstudents’communicativecompetence.Ⅳ.TeachingMethods1.Sceneteachingmethod.2.Listening-and-answeractivitytohelpthestudentsgothroughwiththelisteningmaterialⅤ.TeachingAids1.Ataperecorder.2.Realobjects.Unit11CouldyoupleasetellmewheretherestroomsareSectionATheFirstPeriodTargetLanguage:A:Excuseme.CanyoupleasetellmewhereIcangetadictionaryB:Sure.There’sabookstoreonRiverRoad.Unit11CouldyoupleasetellmeTheSecondPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularyescalatorfurnitureexchangemoneyelevator
(2)TargetLanguageExcuseme.DoyouknowwhereIcanexchangemoneySure.There’sabankonthesecondfloor.Taketheescalatortothesecondfloorandturnright.Thebankisnexttothebookstore.2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’communicativecompetence.3.MoralObjectsIfsomeoneasksyouhowtogettotheplacehewantstogotoyoushouldtellhimthewaycorrectly.Ⅱ.TeachingKeyPoints1.KeyVocabularyexchangemoney2.TargetLanguageExcuseme.DoyouknowwhereIcanexchangemoneySure.There’sabankonthesecondfloor.3.StructuresDoyouknowwhereIcanbuyshampooCouldyoutellmehowtogettothepostofficeCanyoupleasetellmewhereIcangetadictionaryⅢ.TeachingDifficultPoints1.Indirectquestions.2.Howtoimprovestudents’listeningability.Unit11CouldyoupleasetellmewheretherestroomsareSectionATheThirdPeriod1.AnswerstoActivity3a:AdvantagesDisadvantagesfriendshangouttherealwayssomethinghappeningfreeconcertsfuntopeople-watchIliketogointhemusicstorelistentoCDslookatbooksinthebookstore.airisn’tfreshusuallycrowdedalwaysspendtoomuchmoney.2.TargetLanguageGooutthefrontdoorandtakearight.Walkaboutthreeblocks.GopasttheparkandturnleftontoOakStreet.Then…Unit11CouldyoupleasetellmeTheFourthPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularyfascinatingconvenientsaferestroominexpensive
(2)TargetLanguageCanyoutellmewherethere’sagoodplacetoeatOfcourse.Whatkindoffooddoyoulike2.AbilityObjects
(1)Trainstudents’writingandspeakingability.
(2)Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation.
(3)Trainstudents’abilitytousethetargetlanguage.3.MoralObjectsWhenyouwanttogotosomeplacefirstyoumustknowwhatkindofplaceitisandwhetheryoushouldgothereornot.Ⅱ.TeachingKeyPoints1.KeyVocabularyconvenientsaferestroominexpensive2.TargetLanguageCanyoutellmewherethere’sagoodplacetoeatOfcourse.WhatkindoffooddoyoulikeⅢ.TeachingDifficultPoints1.Howtoimprovestudents’writingandspeakingability.2.Howtousethetargetlanguage.Ⅳ.TeachingMethods1.Pairworktomakeeverystudentworkinclass.2.Listeningmethod.Ⅴ.TeachingAidAtaperecorder.Ⅵ.TeachingProceduresStepⅠRevisionCheckhomework.Getsomestudentstoreadouttheirwritingsaboutcarefuldirectionsfromtheschooltoeachplace.Collecttheirwritingsandhelpcorrectanyerrors.StepⅡ1aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Gothroughtheinstructionswiththeclass.Readthewordsintheboxtotheclassandaskifthereareanyofthesewordsthatstudentsdon’tunderstand.Ifsohelpstudentstoexplainthemeaningoftheword.Thenreadtheinstructionsagainandpointoutthesampleanswer.Getastudenttoreadthesampleanswertotheclass.Pointoutthatstudentscanalsowriteotherwordsafterthewordclean.Askstudentstowritewordsfromtheboxintheblanksontheirown.Helpstudentsifneeded.Correcttheanswersbyhavingstudentsreadwhatqualitiesheorshelisted.SampleanswersPlacesQualities1.restroomcleanbig2.museuminterestingbeautiful3.restaurantinexpensivedelicious4.parkbeautifulfascinating5.subwaysafeconvenient6.mallbiguncrowdedNotes1.inexpensive--notexpensive;low--priced2.fascinating--havingstrongcharmorattractionStepⅢ1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Pointouttheexampleinthebox.Invitetwostudentstoreadittotheclass.SA:TheFineArtsMuseumisreallyinteresting.SB:Yesandit’sbeautifultoo.Nowworkwithapartner.Lookatthewordsintheboxandusethemtotalkaboutplacesinyourowncity.Asstudentstalkmovearoundtheclassroomcheckingtheirwork.Offerlanguagesupportasneeded.Inviteseveralpairsofstudentstosaytheirconversationstotheclass.Conversation1:SA:GuangmingSupermarketisreallybig.SB:Yesandit’sinexpensivetoo.Conversation2:SA:TianqiaoCinemaisveryclean.SB:Yesandit’sbeautifultoo.StepⅣ2aThisactivityprovideslisteningpracticeusingthetargetlanguage.Pointtothepictureandaskstudentstotellwhatishappening.Ifnecessaryexplainthatthesceneshowsafamilyonvacation.TheyareaskingthemanforinformationaboutvariousthingstodoinSunville.Gothroughtheinstructionsandpointtothechart.Youwillhearthreedifferentconversations.Inallthreethefamilymembersaretalkingtothemanintheinformationbooth.Listentotherecordingandwritewhatplacetheyaskaboutineachconversation.Pointoutthesampleanswer.Playtherecording.Studentsonlylistenthefirsttime.Playtherecordingagain.Askstudentstowritetheplacespeopleaskabout.Checktheanswerswiththewholeclass.AnswersConversation1:restaurantsConversation2:restroomsConversation3:museumsTapescriptConversation1Boy1:Couldyoutellmewherethere’sagoodplacetoeatClerk:Ofcourse.TherearealotofgoodrestaurantsinSunville.WhatkindoffoodareyoulookingforBoy:Vegetarian.Clerk:I’dtryGreenLand.Theyhavedelicioussalads.Conversation2Girl:DoyouknowifthereareanypublicrestroomsaroundhereClerk:Yes.You’llfindsomeatthecornerofMarketandMiddleStreets.Girl:Ummm…aretheycleanClerk:Ohyes.They’reveryclean.Conversation3Mother:CouldyoutellmeifthereisagoodmuseuminSunvilleClerk:Wellwehaveseveral.Whatkindofmuseumsdoyoulike--HistoryScienceAchildren’smuseumFather:HowabouthistoryIlikehistorymuseums.They’refascinating.Girl1:OhDad!Historymuseumsareboring.Let’sgotoasciencemuseum.Boy2:ScienceWealwaysgotosciencemuseums.Idon’tlikesciencemuseums.Iwanttogotoachildren’smuseum.They’remorefun.Girl2:WellI’mtoooldforachildren’smuseum.Whydon’twegotoanartmuseumClerk:Whydon’tyougotothecomputermuseumTherearealotoffunthingsforchildrenthere.Youcanlearnallaboutthehistoryofcomputersaswellaslearnaboutscience.Family:That’sagreatidea!Let’sgothere.HowdowegetthereStepⅤ2bThisactivityprovidesguidedlisteningpracticeusingthetargetlanguageReadtheinstructionsandpointtothechart.Youwillhearthesamerecordingagain.Thistimelistencarefullytotheanswersthecleckgives.Writetheanswersintheblanksalone.Pointoutthesampleanswer.Playtherecordingagain.Askstudentstowritetheiranswersintheblanks.Checktheanswers.AnswersThetouristsshouldgoto…conversation1conversation2conversation3GreenLandthecornerofMarketandMiddleStreetsthecomputermuseumStepⅥ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointtothesampleconversation.Invitetwostudentstoreadittotheclass.SA:Canyoutellmewherethere’sagoodplacetoeatSB:Ofcourse.WhatkindoffooddoyoulikeReadtheinstructions.Roleplaytheconversationsyouhearonthetape.Getstudentstoworkinpairs.Movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded.Askoneortwopairstosaytheirconversationstotheclass.StepⅦSummaryInthisclasswe’velearnedsomekeyvocabularysuchassafeconvenientandsoon.We’vealsolearnedthetargetlanguagebylisteningaridspeaking.StepⅧHomeworkTalkaboutsomeplacesusingthewordsinlathenwritedowntheconversations.StepⅨBlackboardDesignUnit11CouldyoupleasetellmewheretherestroomsareSectionBTheFourthPeriod1.AnswerstoActivity2bThetouristsshouldgoto…Conversation1GreenLandConversation2thecornerofMarketandMiddleStreetsConversation3thecomputermuseum2.TargetlanguageA:Canyoutellmewherethere’sagoodplacetoeatB:Ofcourse.WhatkindoffooddoyoulikeUUnit12You’resupposedtoshakehandstheFirstPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularybowkissbesupposedtoshakehandscustoms
(2)Target’LanguageWhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttimeThey’resupposedtobow.2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’communicativecompetence.3.MoralObjectsBeforeyoumeetforeignersyoushouldsomecustoms.Inthiswayyoucanactpolitelyandproperly.Ⅱ.TeachingKeyPointsTargetlanguageⅢ.TeachingDifficultPoints1.Howtotrainstudents’listeningability.2.Howtotrainstudents’communicativecompetence.Ⅳ.TeachingMethods1.Sceneteachingmethod2.Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial.Ⅴ.TeachingAids1.Ataperecorder2.AmapoftheworldUnit12You’resupposedtoshakehands.SectionATheFirstPeriodTargetLanguage:A:WhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttimeB:They’resupposedtobow.Unit12You’resupposedtoshakehandsTheSecondPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularygreetbesupposedto
(2)TargetLanguageHowwasthedinneratPaul’shouselastnightWellitwasOKbutImadesomemistakes.Iwassupposedtoarriveat7:00butIarrivedat8:00.2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’communicativecompetence.3.MoralObjectsWhenyou’reinvitedtoaplaceyoumustn’tbelategreetpeoplethewrongwayandwearthewrongclothes.Thatisyoushouldactaccordingtoyourhost’scustoms.Ⅱ.TeachingKeyPoints1.KeyVocabularygreetbesupposedto2.TargetLanguageHowwasthedinneratPaul’shouselastnightWellitwasOKbutImadesomemistakes.Iwassupposedtoarriveat7:00butIarriveat8:00.3.StructureWhatareyousupposedtodowhenyoumeetsomeoneⅢ.TeachingDifficultPoints1.thetargetlanguage2.Howtoimprovestudents’listeningability.Ⅳ.TeachingMethods1.Listeningmethodtoimprovestudents’listeningability.2.PairworkUnit13Rainydaysmakemesad.Ⅰ.AnalysisoftheTeachingMaterial1.StatusandFunctionInthisunitstudentslearntotalkabouthowthingsaffectthem.ThetopicismeaningfulandpracticaltostudentsItisveryuseful.Itcanhelpstudentsexpresstheirownopinionsintheirdailylife.Itcontinuestotrainstudents’speakingabilityandintegratingskills.Afterstudyingthisunitstudentswillbeinchargeoftheirattitudeandtheycandoeverythingbetter.
(1)ThefirstperiodmainlygivesstudentslisteningandoralpracticeusingthetargetlanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.OKreallyLoudmusicmakesmeenergetic.Notme!Loudmusicmakesmestressedout.
(2)Theactivitiesinthesecondperiodgivestudentsmorelisteningandspeakingpracticeaswellasgrammarfocustopractisethetargetlanguage.Thepracticecanhelpstudentsimprovetheirlisteningandspeakingskills.
(3)Thethirdperiodprovidesanarticle.Studentslearntogetdetailedinformationfromthearticle.Itisabasicreadingskillandalsoitisofgreathelpforstudentstoimprovetheirreadingskill.
(4)Thefourthperiodnotonlyintroducessomenewwordsbutalsoprovidesstudentswithmanydifferentkindsofactivities.Inthisclassstudentslearnhowtoexpresstheirownopinionsusingthetargetlanguage.
(5)Alotofpracticeisdesignedinthefifthperiodtotrainstudents’readingandwritingskills.Studentsalsolearnhowtotreattheadvertisementfromthereadingmaterial.
(6)Alltheactivitiesinthelastperiodinthisunitareusedtoprovidewritingpracticeusingthetargetlanguage.2.TeachingAimsandDemands
(1)KnowledgeObjectsInthisunitstudentslearntotalkabouthowthingsaffectthemandhowtoexpresstheirownopinionsusingthetargetlanguage
(2)AbilityobjectsTotrainstudents’listeningspeakingreadingandwritingskillsusingthetargetlanguage
(3)MoralObjectTheimpactofattitudeonlifeisobvious.Whengoshoppingweshouldremembernotalltheadsaregreat.Wehavetobecareful.Inthiswaywecanbuynothingthatwedon’tneedatall.Soweshouldbeinchargeofourattitude.Thatwaywecanlivehappilyandwecandoeverythingbetter.3.TeachingKeyPointTomakestudentslearnandmasterthekeyvocabularywordsandthetargetlanguage.4.TeachingDifficultPointsTotrainstudents’listeningspeakingreadingandwritingskills.Totrainstudents’communicativecompetence.5.StudyingWayTeachstudentshowtoexpresstheirownopinionsfreely.Ⅱ.LanguageFunctionTalkabouthowthingsaffectyou.Ⅲ.TargetLanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.OhreallyLoudmusicmakesmeenergetic.Notme!Loudmusicmakesmestressedout.Ⅳ.StructureSecondconditionalwithwishⅤ.VocabularylightingmysterioustensesilkyownerproductknowledgeforinstanceshinyskincreamtoothpasteendangereduncomfortableusefulⅥ.RecyclingfastfoodmakecrycustomerhappydancesadrestaurantredpinkbluerelaxedstressedoutawfulsoftenergetickeepoutⅦ.LearningStrategies1.Personalizing2.MatchingUnit13Rainydaysmakemesad.SectionATheFirstPeriodTargetlanguageA:I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.B:OhreallyLoudmusicmakesmeenergetic.A:Notme!Loudmusicmakesmestressedout.Unit13Rainydaysmakemesad.TheSecondPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularytensehavefunangrycry.
(2)TargetLanguageLoudmusicmakesmetense.Loudmusicmakesmewanttodance.Thatmoviemademesad.2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’speakingability.3.MoralObjectsEnjoyingyourselfisveryimportant.Butnomatterwhathobbiesyouhavedoremembertheymustbegoodforhealthandstudy.Ⅱ.TeachingKeyPoints1.KeyVocabularytenseangrycry.2.TargetLanguageLoudmusicmakesmetense.Loudmusicmakesmewanttodance.Thatmoviemademesad.3.StructuresLoudmusicmakesmetense.Loudmusicmakesmewanttodance.Ⅲ.TeachingDifficultPoints1.Thetargetlanguage2.Howtotrainstudents’listeningability.Ⅳ.TeachingMethods1.Listeningmethodtoimprovethestudents’listeningability.2.Pairwork.Ⅴ.TeachingAidAtaperecorderⅥ.TeachingProceduresUnit13Rainydaysmakemesad.SectionATheSecondPeriod1.TargetlanguageLoudmusicmakesmetense.Loudmusicmakesmewanttodance.Thatmoviemademesad.2.…makesme…Longmoviesmakeme…Hotweathermakesme…Unit13Rainydaysmakemesad.SectionATheThirdPeriodTargetlanguageA HowdoyoufeelaboutpollutionB:Itmakesmekindofangry.HowaboutyouA:Itmakesmewanttojoinaclean-upcampaign.Unit14HaveyoupackedyetTheFirstPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularybathingsuitwatertravelguidebookbeachtowelstreetmap
(2)TargetLanguageHaveyouwateredtheplantsyetYesIhavealreadywateredthem.2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’communicativecompetence.3.MoralObjectsHaveeverythinginreadinessbeforeyoudoit.Inthiswayyoucanfinishitperfectlyorhaveagoodtime.Ⅱ.TeachingKeyPointTargetLanguageⅢ.TeachingDifficultPoints1.Howtotrainstudents’listeningability.2.Howtotrainstudents’communicativecompetence.Ⅳ.TeachingMethods1.Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial.2.Pairworktomakeeverystudentworkinclass.Ⅴ.TeachingAids1.Ataperecorder2.TheblackboardⅥ.TeachingProceduresStepⅠRevisionT:LastweekwefinishedUnit13.Inthisunitwelearnedhowtotalkabouthowthingsaffectus.ForexampleLoudmusicmakesmetense.Thatmoviemadehersad.NowIasksomestudentstomakesentenceswiththestructure…makeme…S1:Partiesmakemeexcited.S2:Schoolvacationsmakemehappy.S3:Thatmoviemademewanttoleave.S4:Thestorymademecry.S5:Theawfulpicturemakesmenervous.T:Verygood.FromtodayonwewilllearnUnit14.Now.Iaskastudenttocometotheblackboardandwritethenumbers1to20ontheblackboard.(Afterthestudenthaswrittenthenumbers1through5starttalkingtotherestoftheclass)T:Hashewrittenthenumber1yetClassrepeatthequestion.Hashewrittenthenumber1yetSs:Hashewrittenthenumber1yetT:(Pointingtothenumber1ontheboard)Yeshehasalreadywrittenthenumber1.Classrepeat.Yeshehasalreadywrittenthenumber1.Ss:Yeshehasalreadywrittenthenumber1.T:(Writingthewordalreadyontheblackboard)Thisisthewordalready.Classrepeat.Already.Lookattheblackboard.(pointingtotheblackboard)Hashewrittenthenumber50yetClassrepeatthequestion.Hashewrittenthenumber50yetSs:Hashewrittenthenumber50yetT:(Pointingtothehighestnumberalreadyontheblackboard)Nohehasn’twrittenthenumber50yet.Classrepeat.Nohehasn’twrittenthenumber50yet.Ss:Nohehasn’twrittenthenumber50yet.T:(Writingthewordyetontheblackboard)Tishisthewordyet.Classrepeat.Yet.Nowlookatthetwowordsalreadyandyet.WhichoneisusedtotalkaboutthingsthathavehappenedinthepastSSs:Already.T:Yeah.Verygood.Sotheotherwordyetisusedtotalkaboutthingsthatwillhappeninthefuture.YeahSS:Yes.Unit14HaveyoupackedyetSectionATheThirdPeriodTargetlanguage:A:HaveyouboughtanewspaperB:YesI’vealreadyboughtanewspaper.Unit14HaveyoupackedyetTheFourthPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularymemberoriginalsongsaward
(2)TargetLanguageHavetheybeenonTVyetYesthey’vebeenonTVlotsoftimes.2.AbilityObject
(1)Trainstudents’speakingandlisteningability.
(2)Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation.
(3)Trainstudents’abilitytousethetargetlanguage.3.MoralObjectLovemusicandyoucanbenefitfromit.Ⅱ.TeachingKeyPoints1.KeyVocabularymemberoriginalsongsaward2.TargetLanguageHavetheybeenonTVyetYesthey’vebeenonTVlotsoftimes.Ⅲ.TeachingDifficultPoints1.Howtotrainstudents’speakingandlisteningability.2.Howtousethetargetlanguage.Ⅳ.TeachingMethods1.Listeningmethod2.Groupworktomakeeverystudentworkinclass.Ⅴ.TeachingAids1.Ataperecorder2.TheblackboardUnit15We’retryingtosavethemanatees!TheFirstPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularymanateecheetahchimpanzeekangaroopolar-beargentlefurryenormousplayfulnoisyaggressivespotted
(2)TargetLanguageIamlikethisanimalbecauseIamstrongandintelligent.IlikewaterandIliketoeatvegetables.You’relikeanelephant.No.You’relikeamanatee.Yes.2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’communicativecompetence.3.MoralObjectLoveallkindsofanimalsbecausetheyareourfriends.Ⅱ.TeachingKeyPointTargetLanguageⅢ.TeachingDifficultPoints1.Howtotrainstudents’listeningability.2.Howtotrainstudents’communicativecompetence.Ⅳ.TeachingMethods1.Didactictolearnthenewvocabulary.2.Listening-and-answeringactivitytohelpstudentsgothroughwiththelisteningmaterial.3.GroupworktomakeeverystudentworkinclassⅤ.TeachingAids1.Ataperecorder2.Theblackboard3.AprojectorUnit15We’retryingtosavethemanatees!SectionATheFirstPeriodTargetlanguage:IamlikethisanimalbecauseIamstrongandintelligent.IlikewaterandIliketoeatvegetables.You’relikeanelephant.No.You’relikeamanatee.Yes.Unit15We’retryingtosavethemanatees!TheSecondPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularyendangeredmangroveswamphabitataquaticfeedunderwatervegetationfootweighpound
(2)TargetLanguageHowbigaremanateesThey’reabout10feetlongandtheyweighabout1000pounds.2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’speakingability.
(3)Trainstudents’theabilityofusinggrammarfocus.3.MoralObjectWemustbefullyawareoftheimportanceofreducingpollutionandprotectinganimals.Ⅱ.TeachingKeyPoints1.KeyVocabularyendangeredmangroveswampshabitataquaticfeed2.TargetLanguageHowbigaremanateesThey’reabout10feetlongandtheyweighabout1000pounds.3.StructuresPresentprogressiveWe’retryingtosavethemanatees.PresentManateeseatabout100poundsoffoodaday.PastwithusedtoThereusedtobealotofmanatees.PassivevoiceIn1972itwasdiscoveredthattheywereendangered.PresentperfectSomeoftheswampshavebecomepolluted.Ⅲ.TeachingDifficultPoints1.thetargetlanguage2.Howtotrainstudents’listeningability.Ⅳ.TeachingMethods1.Listeningmethodtoimprovestudents’listeningability.2.Pairworktomakeeverystudentworkinclass.3.ReviewexplanationinductivemethodsⅤ.TeachingAids1.Ataperecorder2.TheblackboardUnit15We’retryingtosavethemanatees!SectionATheSecondPeriodMakesentencestoreviewthegrammarfocus:
(1)Heisreadingastorybook.
(2)Igotoschoolbybike.Shedoesherhomeworkeveryday.
(3)IusedtogoswimmingwhenIwasachild.
(4)Ourclassroomiscleanedeveryday.
(5)Ihavealreadyfinishedmyhomework.Unit15We’retryingtosavethemanatees!TheThirdPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects
(1)KeyVocabularyagainstbesuitablefortinycageseducatecareforurge
(2)TargetLanguageIthinkthatanimalsshouldnotliveinzoos.Idisagreewithyou.Ifeelthatzoosprovidecleanandsafeplacesforendangeredanimalstolive.2.AbilityObjects
(1)Trainstudents’integratingskills.
(2)Traintheabilityofexpressingstudents’ownopinions.3.MoralobjectAnimalsareourfriends.Wemustknowhowtolovethemandhowtoprotectthem.ThatwayItisgoodforbothanimalsandus.Ⅱ.TeachingKeyPointTrainstudents’integratingskills.Ⅲ.TeachingDifficultPointHowtoimprovestudents’integratingskills.Ⅳ.TeachingMethods1.Fast-readingmethod2.GroupworkandpairworkⅤ.TeachingAids1.Aprojector2.TheblackboardUnit15We’retryingtosavethemanatees!SectionATheThirdPeriodDearEditorAfterreadingthetwolettersIrealizethatImustsaysomethingaboutanimalsandzoos.Idon’tagreewithdisgusted.Infactmanyanimalsonlyeatonceadayoronceeveryfewdayssofeedingthemjustonceadayisnotaproblematall.Ithinkzoosareveryimportanttoanimals.Theycanstopmanyendangeredanimalsfrombeingkilledorhunted.Theycanprovidemanwithplacesforresearchwork.Alsowecanvisittheanimalsinthezoostolearnsomeknowledgetoprotecttheanimalsbetter.Sincerely×××。