aunit3adayout教学设计英文教案

UNITTHREEPARTONE:TEACHINGDESIGN第一部分：教课方案UnitObjectivesTousethevocabularytoidentifyanddescribewell-knownplacesinBeijingandaroundtheworldTolearntomakesuggestionsandarrangementsTolearntotalkaboutdifferentplacesusingfactsandopinion●Todeveloptheabilitytoselect,organizeandpresentinformationaboutaplaceLANGUAGEPOINTSANDFOCUSESVOCABULARYOurselves,foreign,city,mom,beginning,coach,traffic,sky,model,metal,inside,whole,interest,real,song,Internet,beauty,sunset,possible,themselves,itself,rock,climber,luckily,lucky,final,cheer,win,ticket,medal,per,winner,receive,badly,airport,remember(四会)greeting,greetings,presidents,block,pyramids,homepage,movement,main,stomach,view,hide-and-seek,wondersupport,fare,supporter,presentation,pack,instead,shuttle(三会)highway,parade,halftime(二会)EXPRESSIONSbeginning,geton/offacoach,alotoftraffic(不行数),placesofinterest,allovertheworld,teachoneself,feelthebeautyoftheoldpark,decide/hope/choosetodosth.hurtoneself,keeptheirsecrettothemselves,cheerforourteam,squaremetresinareaUSEFUL1.ThetripfromKitty’sschooltookabouttwohoursSENTENCEbycoachPATTERNS2.HeputhisphotosonitforeveryonetolookatTheywereamazing,weren’tthey?IwonderwhereSimonishiding.Theschoolbustakesoveranhourtogetbacktomyschoolafterlunch.Wewillmakeitareallyfundayforeveryone.Ifyouwanttocome,pleaseletusknowassoonaspossible.PERIOD1:COMICSTRIPES&WELCOMETOTHEUNITTeachingObjectives●Tointroducethetopic‘Adayout’●Tointroducethefamousplacesaroundtheworldandthecountriesstudentsbelongto●TodevelopfluencyintalkingabouttheplacesstudentswouldliketogoTeachingProceduresSTEP1GuessingwhatheisgoingtodoAskthestudents‘Usually,Eddieisaverylazydog.Doyouthinkheisreallygoingtoclimbthehill?Let’slistentothetapeandfindouttheanswer.’Listentothetapeandgetthestudenttoanswerthequestion.(Yes,heisgoingtoclimbahill.)Doeshewantstoexercise?(Yes,hedoes.)Doeshewantstokeepfit?(No,hedoesn’t.)Whydoesn’thewanttokeepfit?Let’sopenthebookandfindtheanswer.GetthestudentstolookatPicture4.Isthehillareallyhill?(No,itisn’t.it’sahilloffood.)DoesEddiereallywanttoclimbthehillandexercise?(No,hejustwanttoeatthefoodhere,sohesaidhedidn’twanttokeepfit.)‘Doyouthinkitisaninterestingstory?(Yes.)Let’sreadthedialogueinroles.’Getthestudentstoreadthedialogueandgivethemseveralminutestorememberthedialogueandactitout.STEP2Talkingaboutone’sownexperience‘Haveyoueverclimbedamountainortraveltoaplace?’Getthestudentstotalkabouttheirownexperiences.Thenaskthem‘Doyouwanttotraveltoforeigncountries?(Yes.)Doyouknowabouttheseplaces?’Elicitwhattheyknowaboutthecountriesandtheircapitals.WecanusethepicturesinUnitone,Book7B.(MountFuji,theStatueofLiberty,theEiffelTower,PhraPathomChedi,BigBen,SaintBasil’sCathedral)Totalkaboutmorecountries,wecanuseaworldmapandatthesametimewetalkaboutsomefamousplacesinthecountries.Showmorepicturesandteachthefamousplacesthataregoingtoappearinthereadingmaterial.(theHarbourBridge,thePyramids,theGoldenGateBridge,theWhiteHouse(Teachthewordpresident!),theOperaHouse,theEiffelTower)Askquestions:‘Whichcountryisitin?Whichcityisitin.’ThenaskthestudenttoconnecttheplaceswiththeirCitiesandcountries.TheOperaHouseWashingtonFranceTheEiffelTowerSydneytheUSATheWhiteHouseParisAustraliaSTEP3Readingandunderliningtheplaces‘AmyandSimongotsomepostcardsfromtheirfriends.Let’sreadandunderlinetheplacestheyhavevisited/aregoingtovisit.Guesswheretheyare.’Postcard1Where:HarbourBridge&theOperaHouse,Sydney,AustraliaWhat:tookaboattrip,wentpast,haveagreattimePostcard2Where:theRiverSeine&theEiffelTower,Paris,FranceWhat:sitinalittlecoffeeshopbytheRiverSeine,gotothetopofPostcard3Where:theWhiteHouseWashington,AmericaWhat:thepresidentoftheUSA,abeautifulbuildingwithbiggardensandmanytreesGetthestudentstointroducewhattheycandointhethreeplaces.STEP4ShowingthepicturesShowthepicturesonthepostcardstothestudents.Getthemtogivethenameandtheplacesaswell.Forstrongerclassesitisalsoverynecessarytointroducetheplacesonebyonetothestudents.TheHarborBridge(港湾大桥)istheworld’slargestseabridge.(Howeveritisnotthelongestone.Itcarriestworaillinesandeightcarlanes.Thereisalsoacyclingpathandafootpath.)TheOperaHouse(悉尼歌剧院)isthemostfamousoperahouseintheworldbecauseofitsspecialarchitecturestyle.TheRiverSeine(塞纳河)iswell-knownastheriverofParis.Ifyoutravelalongtheriver,youwilleasilyseetheevolutionofParisanditshistory.ThePompidouCenter(蓬皮杜中心)isthenationalcenterofmodernartandcultureinParis.TheNotreDamedeParis(巴黎圣母院)isanarchitecturalmasterpiece.Partsofthecathedraldatefromthe9thandthe13thcenturies.TheEiffelTower(埃菲尔铁塔)isametaltower.Itismadeupofpiecesofmetal.Itweighsabout7,300tones.Itis324meterhigh,includingtheantenna.Thereare1,665steps.Itwasbuiltbetween1887and1889.ItisnamedafteritsconstructorGustaveEiffel.TheWhiteHouse(白宫)iswherethepresidentsoftheUSAlive.Itwasbuildbetween1792and1800.STEP5Whichforeigncountrydoyouwanttovisit?‘Nowyouhavelearnedalotaboutthefamousplacesaroundtheworld.Whichforeigncountrydoyouwanttovisit?’Teachthewordforeignandthengetthemtodiscussaboutit.Encouragethestudentstohavemoreideasaboutwhattodothere.Iwanttosee/visitin.ItisandIthinkIcan.IwanttovisitthewhitehouseinWashington,American.Itisabeautifulplacewithabiggardenandmanytrees.IthinkIcantakesomebeautifulphotosthere.(AndmaybeIcanseethepresidentsoftheUSA,too.)STEP6MakingupdialoguesGetthestudentstomakeupdialoguesusingSimonandAmy’sasamodel.STEP7Homeworka.Makesomeflashcardstohelpyouremembertheplacesandwhattodothere.b.Finishofftheexercisesinthe

EvaluationHandbook

and

LearningEnglish.PERIOD2:READINGITeachingObjectivesToguessthegeneralmeaningofapassageorsentenceswiththehelpofpicturesToinfergeneralmeaningfromthecontextandkeywords●TodeveloptheabilitytowriteaboutadayoutfollowingcertainsequencesTofeelandunderstandthedifferentfeelingofthevisitoratdifferentplacesSay‘Itisawonderfulandamazingworld.Therearemanyplacesofinterestintheworld.Let’sseeifyouknowtheirnames.’Teachthewordsandphrases‘wonderfulandamazing’,‘placesofinterest’.Showthepicturesofdifferentplaces.Thengetthestudentstotalkaboutwheretheyareandwhatcantheydothere.STEP2AskingquestionsAskthestudents‘Howlongdoyouthinkitwilltakeyoutotravelaroundtheworld?/Howlongwillittakeyoutogotoalltheseplaces?’Toarousethestudents’interest,theteachercanmentionthefilmAroundtheWorldinEightyDays(《80天环游世界》).Askthestudentsiftheythinkitispossible.STEP3ShowingpicturesTellthestudents‘Itnotonlytakesalotoftime,butalsocostsalotofmoney.ButIdohaveawaytoseesomanythingswithinadayandspendlessmoney.That’stogotoaworldpark..’ShowpicturesoftheWorldPark,andthenaskthemtosaywhattheycansee.(Alotofplacesofinterest.)ShowamapofBeijingWorldPark(ItiseasytogetontheInternet.)togivesomegeneralideasaboutwhattheycansee.STEP4Discussinghowtogoto⋯Astheinterestofthestudentsisaroused,showsomepicturesofdifferenttransport,andthengetthestudentstodiscusshowtogotothePark,andatthesametimeteachtheword‘coach’.STEP5ReadingthepassagequicklyGetthestudentstoreadthepassagequicklyandthenanswerthefollowingquestions:DidLindameetMrWuandotherstudentsatthebusstop?No,shemetthemattheschoolgate.2.WheredidLindaseealotoftraffic,onthehighwayorthecityroads?Onthecityroads.DidLindaseetheGoldenGateBridgeatthegateoftheWorldPark?No,shesawtheEiffelTower.Howmanyplacesofinterestarethereinthepark?Over100.STEP6PlayingtherecordingPlaytherecordingandgetthestudentstolistenandfillinthefollowingtable.PlacesWhatLindasawAttheschoolgateKitty,Mr.Wu,thestudents,acoachOnthecoachAlotoftraffic(Onthecityroad)AtthegateoftheBluesky,theEiffelTowerworldParkIntheparkOver100placesofinterestThepyramids,theGoldenGateBridge,thesonganddanceparadeSTEP7FindingouthowonefeelsGetthestudentstofindouthowtheyfeelwhentheyareatdifferentplaces.1.Atthebeginning/ontheway,A.shecouldn’tbelievehereyes.2.Whenshearrivedattheshewantedtojoininthepark,dancing.3.WhenshewasinsidetheB.shedidn’tenjoyit/shefeltpark,sick.STEP8ReadingthetextaloudC.shebecameexcited.Invitethestudentstoreadthetextaloud,andthengetthestudentstofinishPartC1,onPage43.Whenthestudentsaredoingthispart,askthemtospeakoutthereasons,iftheansweris‘False’.STEP9PlayingthetapePlaythetapeandgetthestudentstolistenandrepeat.TheninvitethemtohelpDanielputthepicturesintherightorder.Forweakerclass,theteachercanpausetohelpthestudentsgettherightorder.STEP10RetellingwhathashappenedOfferthestudentsofsomekeyphrasesandgetthestudentstoretellwhathashappenedandhowtheyfelt.Attheschoolgate,KittyandI(Linda)metMrWu,andotherstudents.Thentheygotonacoach.Onthecityroads,I/wesaw/felt⋯⋯Onthehighway,thetrafficgot⋯⋯AtthegateoftheWorldPark,I/wesaw/became/wanted⋯⋯Insidethepark,I/wesaw⋯⋯Givethestudents1-2minutestoorganizetheirideas.andthengettwostudentstoretellthetext.STEP11TalkingaboutthetripGetthestudentstotalkaboutthetripagainbyshowingtherouteonly.Showtheplacesonebyoneandgetthestudentstotalkaboutit.STEP12ExploringthewonderfulandamazingworldSay‘Ifyouwanttogetmoreknowledge,youshouldreadmorebooks,domorethingsandvisitmoreplaces.’Encouragethestudentstoexplorethewonderfulandamazingworld.STEP13Homeworka.Readthetextfivetimesandthentrytoretellitusingyourownlanguage.b.FinishtheexercisesintheEvaluationHandbookandLearningEnglish.PERIOD3:READINGIITeachingGoals●Toreadthepassageagain,focusingonlanguagepointsandsentencepatterns●●

TofiguresoutthewayinwhichthewriterwrotethepassageTolearntowriteaboutatripinaninformalwayTeachingProceduresSTEP1ReadingthetexttogetherGetthestudentstoreadthetexttogether.Andthengivethemaverysimpleoutlineofthepassageandhelpthestudentstoretellthetext.Attheschoolgate,⋯.Ontheway,⋯.AtthegateoftheWorldPark,⋯.InsidetheWorldpark,⋯.Thebestpartoftheday,⋯PhotosofthetripGetthestudenttofinishPartB,Page42.Checktheanswersandreadthedialogue.STEP2ReadingthetextagainGetthestudentstoreadthetextagain.Getthestudentstoworkingroupsoffourandtrytofigureoutwhateachparagraphisabout.Part1Abriefintroductiontothetrip.(Para.1)Part2OnthewaytothePark(Para.2)Part3AtthegateofthePark(Para.3)Part4InsidethePark(Para.4-6)Part5Photosofthetrip(Para.7)STEP3ReadingthepassageparagraphbyparagraphGetsomeofthestudentstoreadthepassageparagraphbyparagraph,focusingonexplainingthelanguagepoints.AbriefintroductiontoHaveawonderfultimeinvitesb.todosth.thetrip(not)enjoyitatthebeginningGotonacoach,takeabout2hoursOnthecityroads,alotOnthewaytotheItwasboringtraffichighway,getparkOnthebetterfeelsickformostofthetripTheskywasblueandeverythingwasbeautifulEiffelTower,becameAdayoutAtthegateoftheSeetheexcitedParkgooff(not)feelsickgointotheparkandenjoyourselvesInsidetheTherearemodelsofahundredplacesofinterestfromallovertheworldonesparkThePyramids,liketherealcouldn’tGoldenGateBridge,liketheonebackbelievehomehowtomakeahome’seyesPhotosoftheteachoneselfonepagehisphotosonitforeveryonetoGoandseefortripPutyourself!lookat’tmeantogivethestudentsuchOnethingtomentionhereisthatIdonahugestructuretocopyortoremember.WhatIwanttodohereistohelpthestudentsgettherelationsbetweenparagraphandparagraph,betweensentencesentences.Thiswilldefinitelyhelpthemtoimprovetheirwritingabilityaswellastheabilitytoorganizetheiroralspeeches.STEP4ReadingthesentencesAswearefiguringouttheoutline,readthesentencesandstopwherelanguagepointscanbelocated.1)Kitty’steacherMr.WuinvitedmetojoinintheirschooltriptotheWorldPark.(L.4–5)YesterdaymorningMr.WuandtheotherstudentsmetKittyandmeattheschoolgate.(L.7–8)Thenwegotonacoach.(L.8)Weallgotoffquickly.(L.15)3)ThetripfromKitty’sschooltookabouttwohours.(L.8–9)IttookabouttwohoursfromKitty’sschooltotheWorldParkinBeijing.4)Therewasalotoftrafficonthecityroadsbutitgotbetterwhenwewereonthehighway.(L.9–11)Themusicwasgreat.(L.25)5)Finally,wearrivedattheWorldPark.(L.12)6)Theskywasblueandeverythingwasblue.(L.12–13)WebecameveryexcitedwhenwesawtheEiffelTowerfromthecoach!(L.13–14)It(Thetrip)wasboring.(L.9)Itwasanamazingday.(L.24)8)KittyandIdidnotfeelsickanymore.(L.15–16)Wejustwantedtogointotheparkandenjoyourselves.(L.16–17)Thereareoverahundredplacesofinterestfromallovertheworld.(L.19)over=morethan11)ThepyramidslookedjustliketherealonesinEgypt.(L.TheGoldenGateBridgelookedjustliketheonebackhometoo.

21)(L.–22)YoucanseesomephotosofthetripontheInternet.(L.27)13)Kitty’sclassmateDanieltaughthimselfhowtomakeahomepage.–28)Heputhisphotosonitforeveryonetolookat.(L.29)Well,Idon’tthinkitisagoodway,ifyoujustread,underlineandthentranslate.Whatweshoulddohere,formmypointofview,istogetthestudentstofindmoresentences.Thenusesomeconsolidationexercisestocheck.STEP5Homeworka.Trytorecitethepassagebyfollowingtheoutline.b.FinishofftheexercisesintheEvaluationHandbookandLearningEnglish.PERIOD4:VOCABULARYTeachingObjectives●TogetsomeideasaboutwheretovisitinBeijing,thecapitalandwhattodothereTodiscussabouthowtogettheplacesTotalkabouttheplacetovisitintheirhometownTeachingProceduresSTEP1Talkingaboutone’shometownfirstTakeNanjingasanexample.WecanbringamapofNanjingintotheclass.(Orwecandividetheclassintogroupsof4-6studentsbeforehandandaskeachgrouptofindamapofNanjingandbringthemtoclassthenextday.)STEP2DiscussingaboutwherewecangoforadayoutSay‘cangoforadayoutandwhatwecandothere.First,let’susethemapandfindtheplaceswecangointhecity.’Collecttheplacetheyfindinthemapandwritethenamesoftheplacesontheboard.What’smore,theteachermaypreparesomepictureoftheplacesbeforehand.Showthepicturesandthenmotivatethestudentstothinkaboutwhattheycandothere.XuwuLakeParkGoboatinginthelakeTeachtheGoflyingkites‘beauty’walkslowlyaroundthelakeandfeelthebeautyoftheoldpark.PurpleMountainexplaingohiking,stayhealthyandkeepfitEnjoytheamazingviewfromthetop

wordand‘feeloftheMountainNanjingasChina

MuseumtakealookatthethingspeopleusedinthepastlearnmoreaboutthehistoryofNanjingaswellWritethephrasesontheboardandgetthestudentstoreadthemtogether.ItisimportantforthestudentstoreadthiswellbecausewearegoingtogetthestudentstousethesesentencestotalkingaboutBeijing.STEP3ShowingthepicturesAsk‘BoysandGirls,IhavegotlotsofpicturesofBeijinghere.Let’stakealookandseeifyouknowtheseplaces.’ShowthepicturesofBeijingandencouragethestudentstospeakouttheirnamesandgetthemtodiscussaboutwhattodothere.LaosheTeaHousedrinkspecialBeijingTeaenjoyBeijingOperathePalaceMuseumthethingspeopleusedinthepastTakealookatTian’anmenSqaresomeoldpicturestheSummerPalacetheMonumenttothePeople’swalkslowlyaroundthebiglakeHeroesfeelthebeautyoftheoldparkwangfujingStreetvisitthebigshopstheGreatWallInvitethestudentstocompletePartA.Studentslookattheamazingviewworkinpairsandchecktheanswers.Checktheanswersinclass.STEP4GivingoutthereasonsAskthestudentshowtheycangototheplaces.Encouragethestudentstogiveoutthereasons.Forstrongerclass,getthestudenttotalkabouttheadvantagesanddisadvantagesofdifferentmeansoftransport.MeansofAdvantagesDisadvantagesTransportbuscheapandconvenientnoisyandcrowdedundergroundfastwithouttrafficjamsnotascheapasbustaxifastanddirectlyexpensiveseethecitywellbikegoodforhealthwithouttiredpollution,convenientandcostnothingplanefastexpensiveandnotverysafeshipromanticslowandnoisytrainfastandcheapSlowerthanaplanemaglevfastwithoutanypollutionSTEP5CompletingPartBthestudentstocompletePartB,Page44.Checktheanswers.STEP6ActivityLet’sdecidewheretogo!Studentsworkingroupsof4-6.Askeachgrouptochooseaplacetogo.Encouragethemtodiscussaboutthereasonsfordoingthisandtrytopersuadetheotherstudentstosupporttheirideas,too.Tellthemthattheyhavetoinvolvethemeansoftransportaswell.STEP7HomeworkWriteabouttheplaceyourwanttogoandfinishtheexercises.PERIOD5:GRAMMARITeachingGoals●Tolearntouse‘and’,‘but’and‘or’tojoinideastogetherWeuse‘and’tojoinideasthataresimilar.Weuse‘but’tojoinideasthataredifferent.Weuse‘or’tojoinpossibilitiesandoptions.●Totellwhethertwosentencesaresimilarordifferent,ortheyarejustofferingtwopossibilitiesoroptionsTeachingProceduresSTEP1StartingthelessonwitharevisionSincetherearemanysentenceswith‘and’‘but’and‘or’inReading,itisveryeasyforustostartthelessonwitharevision.Theskywas(be)blueandeverythingwas(be)beautiful.Itwas(be)agreatdaybutwedidn’tenjoy(notenjoy)itatthebeginning.Linda’smothercanlook(look)atLinda’sphotosonDaniel’shomepageorLindacanshow(show)hermotherherphotoswhenshegoeshome.Tellthestudentsthatthesesentencesaretwosentencesjoinedtogether.Askthestudentstoseparatethetwosentencesandthengetthemtofocusontheverbineachpair.Helpthemunderstandwhataresimilar,differentoroptionalideas.Thengetthemjointhesentencesagain.(Itisnecessarytodothisbecauseintheprocessstudentscanfeelthroughseparatingandunderstandthroughdoing.Whydoweusefamiliarsentence?Becausetheycanhelpthestudentstounderstandbetter.)STEP2KeepingtalkingaboutthetriptotheParkShowthefollowingsentencesandgetthestudentstojointhemtocheckiftheycantellsimilarideasfromdifferentideas.Therewasalotoftrafficonthecityroads.Itgotbetteronthehighway.Therewasalotoftrafficonthecityroadsbutitgotbetteronthehighway.Themusicwasgreat.Kittywantedtojoininthedancing.Themusicwasgreatandkittywantedtojoininthedancing.STEP3Joiningsentencesusing‘and’,‘but’and‘’or’(Booksclosed)Showthestudentsthefollowingsentencesandaskthemtojointhemusing‘and’,‘but’and‘’or’.WesawtheEiffelTower.Welikeditverymuch.WesawtheEiffelTowerandlikeditverymuch.Thepyramidsweresmall.Thepyramidslookedjustliketherealones.Thepyramidsweresmallbutlookedjustliketherealones.WecanvisittheWorldPark.Wecantravelaroundtheworld.WecanvisittheWorldParkortravelaroundtheworld.Whiledoingtheseexercises,thestudentsmayforgettoomitthesubjects.Getthemtofocusonthesubjectsandhelpthemtounderstandthatwedon’tneedtorepeatthesecondsubjectswhenthetwosubjectsarethesame.Showmoresentencesandhelpthestudentstoconsolidate.Simondidnotfeelsick.Simonenjoyedthetripatthebeginning.Simondidnotfeelsickandenjoyedthetripatthebeginning.TheGoldenGateBridgewassmall.TheGoldenGateBridgelookedjustliketherealoneinAmerica.TheGoldenGateBridgewassmallbutlookedjustliketheoneinAmerican.WecangototheEiffelTowerfirst.WecanvisitthePyramidsfirst.WecangototheEiffelTowerfirstorvisitthePyramidsfirst.STEP4Joiningmoresentences(BooksClosed)Showthefollowingsentencesforthestudentstojoin.Thistimepointoutthatthetwosubjectsandverbsarethesame,wedon’tneedtorepeattheonesinthesecondsentences.TheGoldenGateBridgewasinteresting.TheGoldenGateBridgewaswonderful.TheGoldenGateBridgewasinterestingandwonderful.TheGoldenGateBridgewassmall.TheGoldenGateBridgewaswonderful.TheGoldenGateBridgewassmallbutwonderful.WecangototheWorldParkbycoach.WecangototheWorldParkbyunderground.WecangototheWorldParkbycoachorunderground.Showmoresentencesforthestudenttopractice.Helpthemtograsptherule.Itwasveryhot.Itwaswasveryhotandboring.Themusicwasgreat.Themusicwastooloud.Themusicwasgreatbuttooloud.LindawantstovisittheWorldParkagainwithherfriends.LindawantstovisittheWorldParkagainwithherparents.LindawantstovisittheWorldParkagainwithherfriendsorparents.STEP5MakeageneralsummaryMakeageneralsummarytopointouttherules.Thengetthestudentstotalkabouttheplacetovisit.(Attention:Thispartistightlyconnectedwiththetopic,sodon’tjusttreatthemasexercise.Theyalsogiveussomeverygoodideasaboutdifferentplaces.)Letthestudentscompletetheexercises.Thenchecktheanswers.Helpthestudentstocollectsomeinformationaboutdifferentplaces.Teach‘InnerMongolia’and‘gohorseriding’.STEP6Additionalexercises新课标第一网Hangzhouhasmanyplacesofinterest.Manypeopleliketogothereforholidays.Hangzhouhasmanyplacesofinterestandmanypeopleliketogothereforholidays.ItisveryhotinsummerinHainan.Scuba-divingthereisveryexciting.ItisveryhotinsummerinHainanbutscuba-divingthereisveryexciting.YoucanvisittheYellowMountainincanvisittheYellowMountaininautumn.YoucanvisittheYellowMountaininspringorautumn.IlikeHunanRoadinNanjing.IlikeHunanRoadonlyforshopping.IlikeHunanRoadinNanjingbutonlyforshopping.TheWestLakeislarge.TheWestLakeisbeautiful.TheWestLakeislargeandbeautiful.YoucangotoDalianinsummerholiday.YoucangotoGuilininsummerholiday.YoucangotoDalianorGuilininsummerholiday.Qingdaoisgreatinsummer.Youcangotothebeachandswimeveryday.Qingdaoisgreatinsummerandyoucangotothebeachandswimeveryday.STEP7HomeworkReadthroughthispartandfinishtheexercises.PERIOD6:GRAMMARIITeachingObjectives●●

Tofigureouttheusageof‘to’-infinitivesTolearntousereflexivepronounsTeachingProceduresSTEP1WarmingupRemindthestudentsofthetopic‘Adayout’.Thenleadinthegrammaritemthroughrevising.WhydidLindagototheWorldPark?Kitty’steacherMr.WuinvitedLindatojoin(join)intheirschooltriptotheWorldPark.(invitesb.todosth.)Lindawantedtovisit(visit)thepark.(wanttodo)Lindahopedtosee(see)placesofinterestfromallovertheworld.(hopetodo)STEP2Doingthefollowingexercises(BookClosed)Getthestudentstodothefollowingexercises.Helpthestudentstogetmoreideasof‘to’-infinitives.Kittyplanstotake(take)Lindaout.(plantodosth.)Lindawantedtovisit(visit)thepark.(wantedtodosth.)Lindaagreestogo(go)withthem.(agreetodosth.)Milliedecidedtostay(stay)athome.(decidetodosth.)Forweakclass,theteacherneedstoteachthewordslike‘decide’,‘agree’and‘plan’.Getstudentstoreadthestructuresaloud,tilltheycanspeakitcorrectlyandfluently.Forstrongerclass,helpthestudenttofeelthat‘to’-infinitiveisusuallyusedtotalkaboutthingsthathaven’thappenyet.Helpthestudentstofocusontheverbsthat‘to’-infinitivesusuallygoeswith.STEP3GivingasummaryInfact,studentshavelearnedalotof‘to’-infinitivestructures.Soherecomesthechancetogiveasummarytoit.Acompletioncanbeholdhere.Askeachgrouptonameasmanystructuresastheycan.Thegroupwhonamesthemostwinsthegame.agreetodosth.赞同做某事liketodosth.begintodosth.开始做某事lovetodosth.choosetodosth.选择做某事prefertodosth.can’twaittodo急不行待做某事preparetodosthsth.continuetodo连续做某事plantodosth..sth.

喜爱做某事喜爱做某事.独爱做某事准备做某事计划做某事decidetodosth.决定做某事failtodosth.失败做某事forgettodosth.忘掉去做某事

remembertodosth.记着要去做某事starttodosth.开始做某事stoptodosth.停下来做某事hatetodosth.恼恨做某事seemtodosth.看起来要做某事learntodosth学习做某事Invitethestudentstowritethewordsintheirbooks.Andthengetthemtoreadthestructuresonebyone.STEP4CompletingthedialogueAskthestudentstocompletethedialogueonPage48.Thendosomeadditionalexercisestohelpcheckiftheyhavegraspitornot.arrive/buy/let/stay/travel/be/go/see/take/visitA:PleasetellJosethatmyparentsagreetolethimstaywithus.Ihopetoseehimattheairport.B:ThankyouforallowingJosetostaywithyourfamily.HeplanstoarriveinBeijingon18thDec.Heseemstobeveryexcitedaboutthetrip.He’dliketovisitmanyplacesbutyoudon’thavetotakehimeverywhere.He’lllearntotravelbyhimself.A.Iwanttogotosomeplaces,too.B.Don’tforgettotakeJosetoW.F.J.Streetthen.Hewantstobuysomepresentsforhisfriends.STEP5Verbsfollowedby‘to’Tellthestudentsthatwedon’tuse‘to’-infinitivesallthetime.Wedon’tuse‘to’aftertheseverbs.Iftimepermitsinvitethestudenttothinkofmoreverbslikethese.:Kittyenjoysdancing.:Theteacherletshimreadloudly.:Youshouldpracticespeakingoften.:Thejokemakesmelaughandlaugh.:Sheoftenhelpsme(to)carrywater.STEP6Showingyousomepictures‘Well!NextIwouldliketoshowyousomepictures?’T:Aretheyhappy?S:Yes.Theyenjoyedthemselves.Wherecanweseethephotos?OnDaniel’shomepage.WhotaughtDanieltomakehomepages?S.Nobody.Hetaughthimself.Getthestudentstotalkaboutthepicturesabove.Thenelicitthesentences‘Theyenjoyedthemselves.’and‘Hetaughthimself.’Getthestudenttofeelthedifferencesbetweenthefollowingsentences:Hetaughthimself.(‘He’and‘Himself’isthesameperson.)Hetaughthim.(‘He’isoneperson.‘Him’isanother.)Inthisway,wecanhelpthestudentstounderstandthatweusereflexivepronounswhenthesubjectandtheobjectarethesameperson.STEP7SpellingsofreflexivepronounsForweakclasses,getthestudentstofocusonthespellingofreflexivepronouns.SingularPluralTheFirstPersonmyselfourselvesTheSecondPersonyourselfyourselveshimselfTheThirdPersonherselfthemselvesitselfGetthestudentstocompletetheexercisesonPage49.Checktheanswersinpairsandthenchecktheanswerstogether.Getthestudentstoreadandactoutthedialogue.STEP8OtherwaystousereflexivepronounsWell,ofcourse,therearealsomanyotherwaystousereflexivepronouns.Forstrongerclass,itisgoodfortheteachertodosomesummaryhere.作表语Maryisnotquiteherself玛丽今日身体不好.today.Thatbraveboyinthestory故事里那个英勇的男孩就是我本wasmyself.人.作宾语Hecuthimself.他割伤了自己.Becareful,oryouwillhurt当心,不然你会伤着自己.yourself.Shehastolookafter她不得不自己照料自己.herself.Ilookedatmyselfinthe我照镜子.mirror.作同位语Kateherselfcookedthemeal昨天凯特自己烧了饭.yesterday.Theywillcomehere他们将亲身到这儿来.themselves.Youmaygoandasktheteacher你可以去问老师自己.himself.Imyselfdidthework.我亲身做的这件事.习惯用法Helpyourself!Help你随意吃！你们随意吃！yourselvesSTEP9DoingsomeadditionalexercisesDosomeadditionalexercisestocheckhowthestudentsgraspit.1.Don’ttellmetheanswer.I’llworkouttheproblemmyself.Sheistooyoungtolookafterherself.Helpyourself/yourselvestosomemeat,please.4.LeiFengwasalwaysreadytohelpothers,heneverthoughtofhimself.5.It’sanewknife.Becarefulnottocutyourself.6.It’seasy,soyoushouldlearnhowtoteachyourself/yourselves.7.Ididn’tdoitforthem.Theydiditthemselves.8.Theworkersjustmadethemetaltowerallbythemselves.9.Weneedyourhelpbecausewecan’tfinishtheworkontimeourselves.Canyouworkoutthephysicsproblemsyourself/yourselves?STEP10Homeworka.Makesummariesaboutthegrammaritemsinyourownways.b.FinishofftheexercisesintheEvaluationHandbookandLearningEnglish.PERIOD7:INTEGRATEDSKILLSTeachingGoalsToinfergeneralmeaningfromcontextandkeywords●Togetthemostimportantinformationwiththehelpof‘wh-’words:why,when,where,what,andhow●TolistentothearrangementintheorderoftimeandlocatesomedetailedinformationabouttheactivityTolearntoorganizetheinformationobtainedfromreadingandlisten,byrespondingtowrittentext●TochecktheaccuracyofwrittentextbyidentifyingtrueandfalsestatementsTeachingProceduresSTEP1WordsandexpressionsonmatchesandcompetitionsSincethisisatriptothefinaloftheschoolbasketballteam,therearealotofwordsandexpressionsonmatchesandcompetitions.Itisveryimportanttopresentthewordsbeforehand.Otherwise,itwillbedifficultforthestudentswhentheyarelisteningtothetape.Getthestudentstotalkaboutafootballcompetition.(Ifthestudentsareinterestedinbasketball,talkaboutabasketballmatch.)Doyoulikefootball/basketball?DidyouwatchtheworldCupthisyear?(Yes.)Whichtwoteamswereinthefinal?(FranceandItaly.)Whichteamwonthematch?(Italy)DidyouwatchthePresentationsofCupandMedalsafterthematch?(Yes,theItaliansarecrazyoutofjoy.)Bytheway,areyouthesupporterofItaly?(Yes./No.IsupportGermany.)HowmanyofyouarethesupportersofItaly?(Countandgetthenumber.)(Germanyplayedverywell.Theywonsomematches.However,theystillcouldn’twinthecompetition.)Doyoucheerforyourteam?Yes.(smile)How?Canyoucheerforthemonceagain?Letmeshowyouhowtocheer!(Comeon!Hip,hip,Class1,Class1!SunshineSecondary!Two-Four-Six-Eight,Hip,hiphooray!Goal!Goal!)Theteachercheersandgetsthestudentstoimitate.Inviteseveralstudentstohaveatry,soastorousetheinterestofthestudents.Well!Nowifournationalteamgoestothefinal,willyougoandsupport?(Yes.)STEP2DesigningaposterAndthisyeartheschoolbasketballteamofBeijingSunshineSecondarySchoolisinthefinal.jointhetriptothefinal.Readandfindsomeimportantinformationaboutthegame.1.Whydotheydesigntheposter?Theschoolbasketballteamneedssupport,becauseitisinthefinalofthebasketballcompetition.2.Whereisthefinal?AtSouthHillSchoolinMoonlightTown.Whenwillthematchtakeplace?OnSunday,7thNovember.WhatdoesitwanttheotherstudentsinSunshineSecondarytodo?Tocheerfortheteam.(Howtocheerfortheirteam?Getthestudentstocheer.)Howwilltheygothere?Howmuchisthebusfareandlunch?Bybus.10yuan.Getthestudentstoreadouttheposter.STEP3FillingintheblankswhilereadingthepassageGetthestudentstofillintheblankswhilereadingthepassage.AskstudentstolookatKitty’snotesandcompleteasmuchofthescheduleaspossibleontheirown.(Askthestudenttofindouttheinformation,underlineitintheposterandthenuseittofillinthenotes.)Forweakclasses,theteachercanalsohelpthestudentswithsomequestions..theymeet,doyouknow?Ifnot,itdoesn'tmatter,wewillknowlater.)STEP4Listeningtotheprincipal’sspeechPl