Teaching Plan For Unit4 The First Period
Teaching plan for Unit 4 Book 3
Teaching plan for Unit 4 Book 3Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lessons with you.The content of the lesson is New Senior English for China Student’s Book 3 Unit 4 Astronomy: the science of the stars. I’ll begin the lesson from the following 6 parts, the teaching material, the teaching aims, the teaching key and difficult points, the teaching and learning methods, the teaching procedure and blackboard design.Firstly，let me introduce the teaching material.This unit is about Astronomy, and the reading passage plays an important part in this unit . It not only provides the chance for the students to know sth. about astronomy and science of the stars and develop the interest in_science, but also includes many useful words, expressions and grammar points that students should learn in this unit.Part2, I’d like to talk about teaching aims1. Knowledge aims:(1) To help students to understand the words and some useful expressions.(2) The Ss can use the noun clauses as the subject in the proper situation..(3)The Ss can understand the content of the lesson, talk about astronomy and get their own idea about protecting the earth.2. Ability aims:(1) To develop the Ss’abilities of listening, speaking, reading and writing(2) To guide [gaɪd] Ss to set up effective studying methods.(3) To improve the students’reading ability, especially their skimming and scanning ability.3. Emotional aims:(1) By completing the task, the Ss increase their interest in astronomy andscience and set up self-confidence in learning English and protect the earth in proper ways.(2) To train the students’abilities of studying by themselves andcooperating [kəʊ'ɒpəreɪt].Part3, the Important and Difficult PointsBased on the requirement of the syllabus[ˈsɪləbəs]. The important points are new words and expressions in the text, such as theory, billion, violent, fundamental, give birth to etc. The difficult points are the usages of noun clauses as the subject and as the object, how to distinguish these two kinds of noun clauses.Part 4, the teaching and learning methodsAccording to the New Curriculum[kəˈrikjuləm]Standard, in order tomake the students the real masters in class while the teacher myself acts as guide, organizer and the cooperator. I mainly use the following teaching and learning methods in the class:Task-based teaching method, Question-and-answer MethodSelf-dependent [dɪˈpendənt] learning method ,cooperative [kəʊ'ɒpərətɪv]合作learning method and discussion.Part5 Teaching ProcedureThe teaching design of this class by pre-reading, while-reading,post-reading in the reading teaching mode.Step One Lead-inI will lead in the lesson with some pictures of the planets, followed by questions：1.What are they? Can you match the names with the planets?2. Do you know any big events in the astronomy in history? If you know, can you tell us sth. about them? Are you interested in science? Do you know how earth began to form?Purpose of my design: To increase the students’ interest and attract their attention and lead in step2.Step 2. Pre-readingTask 1. ( pair work, __3___min)Let Ss read the questions1-2 in pre-reading part, then work in pairs to find out the answers to the questions, then ask several students to express their ideas. Task 2. (Individual work, __2___min)Ask students to read the title and look at the pictures. Predict what the reading will be about. Then read it quickly to check.Purpose of my design: The task is to develop the students’ reading skill by making prediction [prɪˈdɪkʃn].Step 3 while-readingTask 1 (Individual work)Skimming(略读): Ss should read the material fast to find out the main idea sentence for each paragraph.Task 2 (Group work)Scanning: Guide [ɡaid] Ss to read the material carefully and take some important notes. The students will be divided into groups of four, and then finish exercise 2 and exercise 4 on Page27.Task 3 (Pair work)Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the exercise 3on Page27 .Purpose of my design:Enable students to understand the givenmaterial better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching meth od is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Step4 Post-readingTask. Discuss in groups and give a report to the classHow life began on earth is one of the biggest puzzles that scientists found hard to solve. What other puzzles are hidden in the passage? Find them out and do some research.Purpose of my design: T his part is a good opportunity of the moral education teaching , through the discussion to cultivate[ˈkʌltɪveɪt]students' spirit of exploration[ˌekspləˈreɪʃən], make the topic of sublimation[ˌsʌblɪ'meɪʃn], achieve the goal of emotional education.Step5. Summary1. Write down what you have learned about the development of the earth and making a space trip.2. Ask Ss to close books and finish the summary according their notesPurpose of my design:I think if the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step6. HomeworkReview the new words and expressions in the text.Purpose of my design:Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.Part 6.Blackboard designBlackboard design should be thank for a thing that attract the student’s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar . It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.That’s all for my teaching design. Thank you.。
新视野第一册a teaching plan for Unit 4
A Teaching Plan for Unit 4(In New Horizon College English Book 1)Ⅰ.Time: eight class hoursⅡ. Contents:●Section A: How to Make a Good Impression●Section B: Body LanguageⅢ. Suggested Timetable:1.The first four-class-hour session for Section A2.Next two-class-hour session for exercises of Section A3.The last two-class-hour session for Section BⅣ. Aims and Requirements:●Section A: How to Make a Good Impression1.Let the students acquainted with some new words:Impression, conscious, range, physical, appearance, absorb, consistent, depress, contact,make up one’s mind, lighten up, take…seriously2.Teach the following structure: so… that…/ and emphatic use of ‘do’3.Teach the writing skill: listing●Section B: Body Language1.Teach the reading skill: Reading for the Main ideas in paragraphs2.enable students to grasp the main idea of the textⅤ. Focal Points and Difficult Points:●Section A: How to Make a Good Impression1.Analyze the structure of several compound sentences and comprehend them.2.Learn to use the structure : so… that… / the emphatic use of ‘do’3.Grasp several CET-4 key words●Section B. Body Language1.To grasp the reading skill2.Ask students to retell the storyⅥ. Suggested Teaching Procedure and Methodology●section A: How to make a Good ImpressionPeriod 11. lead-inT: Today we are going to learn unit 4. At first, I’ll give you two m inutes to go through the paragraph on page 73, and then tell me what’s this unit about or what’s the main topic in this unit……yes, from the preview, especially from this sentence “ our gestures and our movements‘talk to others’”, we know we are going to learn something about non-verbal communication or more specifically, learn how we can make effective communication with body language.2. warm-upT: some researcher ever said: “In face-to-face communication 65% of the information is communicated through nonverbal means , do you believe? No? let’s make some examples.” Non-verbal communication includes three types.○1gesturesShow some gestures, eg. ‘be quite’ ‘great’ ‘come here’ …○2facial expression/ eye contactT: when we commu nicate with others, we often ignore this very important point. There’s a saying ‘eyes are the window of the heart’ or we often hear the sentence like this ‘can you say it in looking into my eyes directly’ or ‘your eyes can not cheat yourself’ right? Let’s look some pictures:...Human beings have seven basic emotions: sadness, fear, happiness, interest, anger, disgust, surprise. They can all be reflected just by our facial expressions. Now let’s do a ma tch game. Can you tell me what’s the emotion in every pictures?…○3posture/movementT: now we still look at four pictures. They are silent, but we can know a lot just from their behaviour. Ok, now let’s have a try. Who can describe these pictures and tell us what kind of information you can get from each picture. I’ll give you an example at first. Now, please look at the first picture, what are they doing? They’re shaking hands. One of them, the young man stand straightly, what about the other man? A little backward, and he hold the young man’s hands tightly. What does these mean? Can you tell me who are in a higher position?Ok ,next three pictures, I want to ask some of you to describe..From this exercise, we may know the importance of body language. Ok, after this, let’s think about a situation. If we meet someone for the first time, what kind of body language or non-verbal communication we should have to make a good impression to others? This is also the topic in section A. now, let’s get into the text. Page 74.3. discussionT: we have seen the title right? Do you know the Chinese translation? Ok. Do you still remember my question just now? Or I change another way, if you meet someone for the first time, what do you think is your unacceptable thing that make you dislike the person?eg: dirty clothes; impolite words; smoking; stand not straight, always shaking; spiting; and so on. …Ok we listed many things, so please remember them and omit these behaviours in later communication. But what’s the right thing we should do to make a good impression? Ok, we’ll learn this now.4. structure of the textT: now I’ll give you two minutes to find out the structure of this text. It’s very simple, isn’t it? Yes, with the help of sub-title, we can divide this passage into two parts.1 (para1-para2)2 (para3-para15)Period 21.text analysis (para1—para2)T: go through the first part quickly and answer my question: “according to the passage, how do we show our true feelings during the first seven seconds when we meet someone?”…Yes, with our eyes, faces, bodies and attitudes. This is what the author wants to tell at first, the importance of body language in communication especially for the first time.In this part we meet several language points, let’s look at them together.●impression n. 印象, 效果; 感觉/ impress vt. 给…深刻的印象, 使钦佩eg. 她总是试图以穿新衣给人留下印象.○1.she’s always trying to make an impression on people with her new clothes.○2she’s always trying to impress people with her new clothes.Eg. 这个女孩的活泼和幽默感给她未婚夫的家人留下了很深的印象The girl made an impression on her fiancé’s family with her liveliness and sense of humour.The girl impressed her fiancé’s family with her liveliness and sense of humour.●make up one’s mind to do sth. 下定决心做..事eg. 她八岁时就打定注意要成为一名医生.At the age of 8 she made up her mind to become a doctor.●conscious adj. 感觉到,意识到; 有知觉的.be conscious of sth. / be conscious that○1. eg. 孩子们意识到自己母亲的不快.The children were conscious of their mother’ unhappiness.○2.. eg. 他伤的很重, 但仍未失去知觉.He was badly hurt, but he remained conscious.Consciously / unconsciously / self-conscious / self-consciousness●range v. (在一定幅度或范围内)变动; 排列n. 种类; 射程; 距离; 范围range between / range from… to…eg. 这款手表的价格从十美元到一千美元不等.Prices of this watch range from $10 to $1000.我们在他们的炮火射程内(外)We are within range of / out of range of their guns.2. para3—para5T: go through this part quickly and tell me what does the sentence “ you are the message” mean, or which sentence in this part can best explain the sub-title?…Yes, it means that you should use your good qualities to help others form an impression about you. Ok ,there’s some language points in this part we should know better.●I’ve helped them make persuasive presentations,… 帮助他们作有说服力的演讲…presentation n. 表现, 描述; 展现make a presentation: give a speech on sth.make a complete presentation of sth. 对…作完整的陈述●physical adj. 身体的, 肉体的; 物质的, 实物的; 物理的○1.physical strength 体力physical education 体育课physical presence 亲临○2physical world 物质世界●You were committed to what you were talking about and so absorbed in the moment, you lostall self-consciousness.你对你所谈论的事情非常投入, 你当时完全沉浸其中, 以至于已经完全没有了羞涩的感觉.○1be committed to: spend one’s time or energy on sth.; give attention toeg. 他对于语言教学事业十分投入.He is very committed to the cause of language teaching.○2absorb vt. 吸引…的注意力, 使…感兴趣; 吸收be absorbed (in): give all one’s attention (to)eg. 当你聚精会神读一本好书时, 时间会过的很快.Time passes quickly when you are absorbed in reading a good book.○3the structure “ so+ adj. /adv. + (that)”如此...以至于…eg. 艺术家聚精会神于自己的工作, 以至于没有听到来访者进了房间The artist was so absorbed in her work that she didn’t hear her visitor enter the room.T: turn to the page 80, and finish the exercise Ⅵ.3. para6—para9T: this sub-title is very simple to understand, after reading this four paragraphs, please answer my question “why do many how-to books fail to help us make a good impression?”…Yes, because these books always ask us to do the same. What’s the correct way? Which sentence? The trick is to be consistently you, at your best. Ok ,good.●…and tell you to fix your eyes on the other persons.fix one’s eyes on: keep one’s eyes oneg. 所有的人都盯着我, 使我很窘迫.All the people fixed their eyes on me, which made me feel very embarrassed.●The trick is to be consistently you, at you best.consistent: adj. 一贯的; 一致的be consistent with sth. 和…相一致eg. 你做的和说的不一致.What you said is not consistent with what you said.●…addressing their garden club…address: vt. Direct one’s speech to 向…发表讲话.eg, The President addressed the Congress to review the past year and announced plans for the next.总统向国会讲话总结了过去一年的情况, 并宣布了今年的计划.●depress vt. Make sb. unhappy 使抑郁, 使沮丧eg. 我在阴雨天总是心灰意懒.Wet weather always depresses me.Depreesed adj.忧愁的; 消沉的Depressing adj. 令人忧愁的; 使人消沉的Depressed area:经济萧条地区4. para10—para11T: eye contact is very important just as we said before. Now, let’s have a game together. Everyone will have the experience of interview in the future. At first you should give the introduction in front of all the people, right? Now, let’s look at this paragraph, and do as the text tell us.“ As you enter a room, move your eyes comfortably; then look straight at those in the room and smile. Smiling is important. It shows you are relaxed.”I’ll give the example at first. This is what I do every day. Entering the room, looking around to see who is absent, and smiling. “class begin!”right? Ok ,I want ask some students to go to the platform and give us the performance..●relax v. make or become less worried or stressed; spend time not doing very much使(困难)减少; (使)休息, 放松Eg. 洗个热水澡能帮助你放松自己.Taking a hot bath can help you to relax yourself.relaxed: adj. 不紧张的; 轻松的; 不烦恼的relaxing: adj. (指气候)使人无精打采的; 使人懒洋洋的●I disagree. If I did agree, I certainly wouldn’t look at my feet or at the ceiling.Emphatic use of “do”. Here it means “really”Eg. 他的确告诉了我这事.He did tell me about it.看来一知半解确实是件危险的事.A little knowledge does seem to be a dangerous thing.5. para12—para15T: look at the sub-title, do you know the meaning of ‘lighten up’? It’s something you say to tell somebody to stop being so serious or annoyed, in other words, relaxed. In our lives, we should be less serious and have more sense of humour. Then, people will more likely to communicate with you. The example in the text tells us this, right?●You can always see people who take themselves too seriously.take … seriously : treat a thing or person as important 认真地对待eg . 别把他当回事儿, 他老开玩笑.Don’t take him seriously. He’s always joking.Period 31.review the language point○1so…that…○2emphatic use of ‘do’○3important new words and expressionsImpression/ conscious/ range/ focus/ ab sorb/ consistent/ contact/ relax/ make up one’s mind/ range from…to…/ lighten up/ take… seriously2.explain the exerciseSection B Body LanguageⅠ,reading skillsReading for the main ideas in paragraphsT: now let’s look at this part all together. Please pay attention to this sentences, ‘ often one sentence in the paragraph tells the reader exactly what the rest of the paragraph deals with and, therefore, gives the main idea. This main idea sentence may appear in one of several places, such as in the beg inning, in the middle or at the end of the paragraph.’ Here are some examples taken from Reading Passage A.Example1.Other will want to be with you and help you if you use your good qualities. They include: physical appearance, energy, rate of speech, pitch and tone of voice, gestures, expression through the eyes, and the ability to hold the interest of others. Others form an impression about you based on these.Main idea: make a good impression on others with your good qualities.Example 2The trick is to be consistently you, at your best. The most effective people never change form one situation to another. They’re the same whether they’re having a conversation, addressing their garden club or being interviewed for a job. They communicate with their whole being; the tones of their voices and their gestures match their words.Main idea: how to project yourself as being consistent in whatever you do.Here are some more points for you to consider when you are looking for the main idea of a paragraph:1.the main idea of a paragraph may be clearly stated or may be only implied or suggested.2.the main idea may be state anywhere in a paragraph: at the beginning, in the middle or at theend of the paragraph.3.very often one sentence in a paragraph tells the reader exactly what the main idea is. To pickup the main idea, sometimes we can just choose one complete sentence in the paragraph as in the above example 1, or sometimes we have to write a sentence to summarize the main idea ofa paragraph.Ok, after this, let’s check out whether we have masters this skill. We should do the fast reading of the text ‘ body language’, and tell me the structure of this passage.Ⅱ. text structure analysisT: what’s the title of the text, body language, yes, so please find out where does these two words appear first, in which paragraph? Yes , the fifth paragraph. The what’s the first four paragraph about? Leading? What about the conclusion? Ok .the last paragraph.1para1—para4: some people say ‘snap judgments’ are not sound and overestimate the importance of speech.2Para5—para9: people communicate with others in many ways.3Para10: a wealth of information in body language makes snap judgments seem sound.Ⅲmain idea and do the exercise on page 90Comprehension of the text1. D (para1, 3rd line)2. C (para3)3. C (para4 key point ‘overestimate)4. A (para4 5th line)5. B ( the title tell us the main idea)6. B (first sentence)7. A (understanding of this paragraph)8. D (last sentence)Ⅳnew words and expressions●because people assume‘you are what you say you are’, they talk a lot to become acquaintedwith each other.○1. assume: to accept or believe that something is true even though one has no evidence. 假定; 想当然认为eg. 大部分人都认为他的失败是粗心的结果.Most people assume the lack of success is the result of his carelessness.○2. be/ become/ get acquainted (with): get to know sth. / sb.Eg. 警察说很明显那些贼对校园很熟悉.Police said the thieves were obviously well acquainted with the school grounds.●as behavioural sciences develop, however, researchers find the importance of speech has been overestimated.estimate: vt. Figure out; judge 评估; 判断overestimate v. think sth. Is bigger or more important than it really is 过高估计, 评价eg. 他估计这个工作需要三个月.He estimated that the work would take three months.Eg. The sales manager overestimated the demand and the company was as a result left with 20,000 unsold copies.销售经理过高地估计了需求, 公司因此有两万册书没有售出去.●pick up○1.pick sb up 用汽车搭载某人或接某人; 偶然结识某人; 逮捕某人Eg. 7点钟我开车来接你I’ll pick you up at 7 o’clock.Eg. 他在学校的迪斯科舞会上偶然认识了那姑娘He picked up the girl at a college disco.Eg. 他正要离开该国时, 警方把他捉住了.The police picked him up as he was trying to leave the country.○2. pick sth up 通过实践学会(外语,技术等); 得,染(疾病); 获得,得到Eg. 她到法国居住后很快就学会了法语.She soon picked up French when she went to live in France.Eg. pick up an infection, a cold 受传染, 着凉Eg. 他听到一则有趣的新闻.He picked up an interesting piece of news.… the picture of yourself you are projecting..Project oneself: pr esent or show one’s qualitiesEg. 那个年轻人设法表现自己以获得新老板的好感.That young man tries to project himself in order to make a good impression on the new boss.Ⅴ. Exercise on page 89Reading skills1.People use other forms other than language for communication.2.We communicate with our body movements.3.The clothes you wear also communicate many things.4.Small ornaments you wear communicate many things, too.5. A wealth of information in body language makes snap judgments seem sound.。
TeachingplanforUnit4Sharing
Unit 4 Sharing (Book 7) the First Period Listening Teaching goals1.Target languagenew words: volunteer, clinic, challenging, over the last few years, go blind, belief, etc2. Ability goalsImprove the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF).3. Learning ability goalsLearn to predict what will be heard according to the key words in the questions and in this w ay to improve the students’ listening ability.4.Teaching important points and difficult pointsa. Learn to make notes while listening to the material and number the events in the order they are heard.b. Learn to use time expressions and work together with a partner to describe a person’s experience as Jo did in her letter or Dr Mary Murray did in the interview.5. Teaching methodsListening and cooperative learning.6.Teaching procedures & waysStep I Warming upT: Have you ever helped others? What did you do to help your parents? Or other relatives? Or your friends? Or people in your community? Or people outside your community? I’m sure you have a lot to say. OK, now get into groups and finish the survey form on Page 28.Suggested answers:Write “V olunteer” on the Bb.Ss discuss whether someone who helps the groups on the survey form can be called a “volunteer”.After discussion. Some Ss show their opinions.Step ⅡListening (I)T: Now Mary is being interviewed by Jennifer Wells. Go through exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner.Then let the students go through the expressions listed in Exercise 1. And play the tape. T: Now let’s listen to their dialogue. While you are listening, pay attention to the time expressions and number them in the order you hear them.After listening for the first time, check the answers. Then let them try to answer the questions in Exercise 2 with their partner. It’s OK if they can’t answer all the questions. Play the tape again, let the students listen again and check their answers.T: Now look at the table in Exercise 3. Some time expressions are given. Let’s listen to the tape again and find out where Mary was at these times and what she did. You don’t need to write down complete sentences. Key words will do.After listening, let the students share their completed notes with their partners. Then check the notes with the whole class. Finally, get the students to tell each other aboutMary’s experience with the help of the information from table. They are supposed to use the time expressions in Exercise 1.Step ⅢListening (Ⅱ)T: Perhaps you may wonder, we are students, what we can do to help. That is, what can we do to serve communities outside the school? Actually, if you are willing to offer your help, there are a lot of things that you can do. There has been some school organizations which are engaged in out-school activities. Now, we are going to learn about one of such organizations. Turn to LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the four exercises.Let the students go through the instructions of the exercises and predict about the content of the listening material.After listening, check the answer. Then play the tape again and let the students finish the table in Exercise 2. Check the answers. Finally, play the tape again and deal with Exercises 3 and 4.Step ⅤHomeworkT: Boys and girls, today we have listened to two materials about giving help to others. I do hope all of us can offer help to those in need. Besides, you should learn to predict what you will hear before listening and pay attention to the time expressions while listening.Homework for today:1. Finish the LISTENING TASK on Pages 75-76.2. Google for more information about MSF and share it with each other.。
人教版英语八年级教案 Teaching plan for Unit 4
Teaching plan for Unit 4, J2 (A), Go for itThe planner：xxxUnit teaching aimsKnowledge objectives1.Learn and master the important words and expressions appear on this unit.2.Learn the special question introduced by “how”.3.Review and consolidate the present tense.Skill objectives1.Learn to talk about the transportation being used to a place, how far and how long it takes toa place.2.Learn to read the articles appear in this unit, can understand and answer the correspondingquestions.Affection objectives1.To learn to make your schedule and choose the transportation properly.2.To develop a habit of obeying traffic regulations.3.To understand the effect transportation tool make on the environment in terms of theenvironmental protection.Unit teaching content analysisUnit title: Unit 4 (Junior 2A, Go for it)Unit topic: How do you get to school?Main function: This unit mainly talks about how to get to a place related to transportation, how far and how long it takes.Main new words: Transportation words: subway, train, bicycle, car; Cardinal words: forty, fifty, sixty, seventy, eighty, ninety, hundred; Unit words: minute, kilometer, mile;and other vocabulary: take, quick, stop, transportation.Grammar structure: The special question introduced by “how”.Main sentence pattern: How does he get to school? He rides his bike. How long does it take? Ittakes about forty minutes. How far is it from his home to school? It takes25 minutes.Period One: Section A 1a – 2bTeaching aims：Knowledge objectives1.Learn and practice the transportation words subway, train, bicycle, car, etc. and thecollocation with verbs, e.g., take the subway, take the train, ride a bike, take the bus to take about the transportation being used to a place.2.Learn and practice the cardinal numbers forty, fifty, sixty, seventy, eighty, ninety, one hundredto describe how long it takes or how far is it to a place.3.Talk about the way someone get to school with the sentence pattern How does…get toschool?Skill objectives1.Learn to talk about how someone gets to school.2.Learn to read and write the cardinal numbers forty, fifty, sixty, seventy, etc.Affection objectives1.To learn to make your schedule and choose the transportation properly.2.To develop a habit of obeying traffic regulations.3.To understand the effect transportation tool make on the environment in terms of theenvironmental protection.Important and difficult points：1.To distinguish the collocation between the transportation words and verbs.2.To memorize the cardinal numbers.Teaching procedureStep 1: Greet the class as usual. (Talk about the weather. Use Present tense and Past tense. ) (two minutes)Step2: Presentation. (ten minutes)T presents the transportation words e.g.subway, train, bicycle, etc and the collocation with verbs, e.g.,take the train, take the subway, tide a bike, etc.Step3: Listening. (1b) (ten minutes)1. Ss listen to the tape once and write the numbers next to the correct students in the picture (1b).2. T makes a pause properly and asks, e.g. How does Bob get to school? How does Mary get toschool? .etc. in the second listening.3. Ss read the tapescript and the numbers they fill in the white box in the picture.Step4: Pairwork. (1c) (eight minutes)Step5: Cardinal numbers. (2a﹠2b) (nine minutes)1. Ss listen to the tape and repeat the numbers, e.g. thirty-two, forty, forty-one, etc.2. Ss do the exercise (2b) and check their answers in pairs.3. T gets some students to share their answers and write them down on the blackboard.Step6: Homework: Make a conversation and write it down (1c).教学反思：在完成《新目标英语》八年级下册第四单元的教学中，我是以新程理念为依据进行教学设计和课堂活动的。
Unit 4 Teaching plan
Unit 4 Teaching plan1, Teaching Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendarSentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2, Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,th ey need to learn “How long and How far” and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies :Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.The First PeriodAims and Demands:Key vocabulary, How do you get to school ? How does he get to school ? Teaching methods :Listening Writing PairworkTeaching Aids :A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”S:--------T: So we will talk about how to get to places in this unit.Step IIN ow I will show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a. Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together ./search?q=%B0%CB%C4%EA%BC%B6%C9%CF%DStep IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a. /i?word=%BD%BB%CD%A8%B9%A4%BE%DF&opt- Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard Design。
Teaching plan for the first period of Grade five
Teaching plan for the first period of Unit 4 in Grade FiveDongcun Primary SchoolLiu ChunyanOne: Teaching contentsThe first period, Section A Let’s learn, Unit 4 What are you doing?Two: Teaching aims1.Ss can listen, say, read and write the phrases: drawingpictures, doing the dishes, cooking dinner, reading a book, answering the phone.2.Ss can listen, read and say the sentences: What are you doing?I am V-ing.3.Be able to practice the present- continues tense.Three: Teaching key points and difficult pointsTeaching key points:1. Sentences: What are you doing? I am V-ing.2. Phrases: drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone.Teaching difficult points:1.The pronunciation of the phrase “answering the phone”2.Be able to practice the present- continues tense.Four: Teaching aids1.T prepares the related cards.2. T prepares a tape recorder and the related tapes.3. 教师准备与本课时相配套的课件。
高一英语 Teaching plan for Unit 4
高一英语 Teaching plan for Unit4Teaching aims:1.To make students learn the natural atmosphere-earthquake2.To let students know the strange phenomena before the earthquakeand take measures to protect themselves3.To improve students’ reading skillTeaching difficulties1.To use the words to describe the events2.To know what measures should take to protect themselves Teaching importance1.To improve students’ skinning skill2.To let the students know the omens and the result of the earthquake Teaching proceduresStep 1 Revision (2’)T: Good morning, class!S: Good morning, Miss!T: Hello! What am I doing? (Shake your hand simultaneously asking Ss the question)Ss: You are shaking your hand.T: Yes. I am shaking my hand. “Shake” is the verb we learnt yesterday. Please read again.Ss: Shake.T: Please look at the screen and read the words for me.Step 2 Warming up (2’)Show them two pictures of San Francisco and Tangshan in the present day and ask them if they know anything about them. Maybe they will mention “earthquake”.T: Thank you. Now look at the screen, what can you see?Ss: A city.T: What is its name?Ss: San Francisco.T: Does anyone know something about it?S1: It is a clean city in the north of California surrounded by seas.S2: The climate is warm in winter and cool in summer.S3: It is one of the most popular cities by Americans in the U.S.A.T: There is another picture for you , look at it ,what is the city’s name? Ss: Tangshan.T: Does anyone know something about it?S1: It is a heavy industry city in Hebei province.S2: It is an important passage from North China to Northeast of China. S3: There had a big earthquake in 1976.Many people died at that time. T: Yes, there had a big earthquake in Tangshan. The two cities had a similarity-earthquake.Step 3 Lead in (2’)T: Look at this picture, the city looks very calm and peaceful, but there was an earthquake hiding in it. That’s no wander people say “It is always calm before a storm.”But, is it really calm? Are there any strange omens occurred before a storm. OK! Look at these pictures, what can you see?S1: The chickens and dogs are nervousS2: So do the fish.S3: We can see the bright light in the sky.S4: The walls had cracked.Step 4 Presentation1.(8’)T: Yes, we have seen four strange phenomena before the earthquake, but in this passage, how many strange phenomena described? Please turn to page26 and read first paragraph, find out the answer. I will give you three minutes.Ss: There are 9 strange phenomena in it.T: Can you read them out for me?Ss: Yes, …T: We know there are so many strange phenomena before the earthquake, but why was the number of dead so large?Ss: People didn’t know how these strange phenomena happened and go to bed as usual.2. (13’)T: People slept in the night, but the earth didn’t sleep. Yes? And it happened at an unexpected time, so we can imagine how serious thedamages are! Please look at these pictures, what can you see in it?S1: I can see the city had become ruins.S2: The road cracked, and there were big holes in it.S3: The buildings were destroyed.S4: The railway tracks became useless.S5: Many bridges were broken down.T: Great! The damages were so terrible, this time, read paras2-3, and check if the events you had seen will be described in the passage, I will give you 5 minutes.Are they mentioned in this paragraph?Ss: Yes!T: But in this paragraph, what happened to Tangshan? Please look at the screen, and let’s complete the sentences.Ss: …3. (8’)T: OK! We know the consequence of the quake, now we will come to para4, read it and pay attention to the important details.Look at the screen, let’s see the important details of each sentence.4. (4’)T: We have learnt the whole passage, and there are three parts of it, please read it again, try to divide it into three parts and write down the main idea of each part.S1: Part 1(para.1) Phenomena before the earthquakeS2: Part 2 (paras2-3) What had happened during the quake and the damagesS3: Part 3The rescue work after the quakeStep 5 Group work (5’)T: The consequence of the earthquake is horrible. Now, each group has one situation to discuss what measures you should take to protect yourselves during an earthquake. The situations are on the big screen. S1: When I am indoors, I will pick up safe place, and don’t be too close to the windows.S2: When I am outdoors, I should keep far away from the tall buildings, the power lines, and find a safe place to stay there until the quake stops.S3: When I am in the vehicle, I should stop and stay there tied myseatbelt till the quake stops.S4: When I am in the coastal area, I should leave farther as possible,and try to hind in a small house at the corner.T: Great, you all have yours own measures to protect yourselves, hereis my personal advice for you, please look at the big screen.Step 6 Homework (1’)T: Today we have learnt the natural atmosphere-earthquake, and knowthe phenomena before it and what happen during it, also we havediscussed the measures to protect ourselves when it occurs. This is thehomework for you. Finish page 27 comprehending and write acomposition about the measures you have discussed just now toprotect yourselves.Reflection成功之处：思路清晰，结构紧凑，符合逻辑性，教学方法较多样，效果较好。
Teaching plan of Unit4单元复习教案 新课标 人教版
Teaching plan of Unit4Wildlife protectionTeaching aims:1. TopicWildlife protection: the importance of wildlife protection, ways to protect wild plants and animals.2. Useful words and expressions:wild wildlife protection enemy loss reserve area hunt zone peace fur stomach apply suggest thick rub mosquito insect contain powerful drug affect attention whale bite effect butterfly dust recently fierce unkind lazyas a result die out in peace in dangerprotect… from pay attention to come into being3. Functional items:I. Intentions and purposeI’m going to do…I feel like doing..I would rather not…I intend/ mean/ plan to do…I’d like to do…I will do…I’m ready to do….II. ApologiesI’m so sorry that..I’m afraid that ….Thank you very much but..It’s a shame that …It was very nice of you but…4. StructuresThe present continuous passive voiceAnimals are being hunted and killed.The environment is being destroyed.Teaching proceduresPeriod 1. Speaking and listeningStep 1. Leading in1. Show Ss a video about some animals in danger.2. Show Ss some picture of some rare animals in China.Step 2. Warming up1. Ss read the passage quickly and find out:Why did so many wild animals die out?2. Ss talk about the form on page 25 and then discuss the following questions in pairs.1). What other endangered species do you know?2). Why are they in danger of disappearing?3). Do you know any wildlife that has disappeared?Step 3. Listening and talking (page 62)1. Ss look through the questions on page 62, and then listen to the tape.2. First listening: Ss listen and grasp the key words and get the main idea.3. Second listening: Ss listen and answer the questions.4. Third listening: Ss listen and write down the main idea of the passage.5. Talking: Ss read the topics on page 62 and discuss in pairs. While they are talking, try to use the following sentences:I’m so sorry that…I’m afraid that…Thank you very much but…I hate to have to say this but…The problem is….It was very nice of you but…It’s a shame that …Why didn’t you tell me that..?Homework1. Collect as much information about endangered wildlife as possible.2. Preview the next part—readingPeriod 2. ReadingStep 1. RevisionAsk: What do you think of wildlife protection today?What’s the passage about? Have you previewed it?Step 2. Pre-readingSs in groups discuss the following questions:1. Why should you worry about this?2. What do you think we should do to protect wildlife?Step 3. Reading1. Scanning: Ss read the passage quickly to get the main idea and complete the table on page 27.2. Intensive reading: Ss read the passage again and answer the questions on page 27.Step 4. Explanation1. as a result of2. die out3. rise (v)4. affect5. prevent …from6. She turned round and there was an antelope with a sad face looking at her.7. In three years they may all be gone!8. But what an experience!Homework1. Recite the key sentences in the text.2. Write a summary of the text.Period 3. Extensive readingStep 1. RevisionSs completer the summary of the text.One day, Daisy _____ a strange dream. She flew in a wonderful ______ to _____ with an _______ in Tibet. The antelope told her they were hunted because of their_____ which can be usedto make ______ like hers. In three years they may all be ______ . Later, she _____ to Zimbabwe where she talked with an ______ and got to know the farmers there no longer ______ them. That’s because the _______ decided to help and the farmers finally made a lot of ______ . At last she _____ at the thick rain _____ where a monkey told her “ No rain forest, no ____ and no ____.” Although finally everything was _____, she had _____ so much!Answers:dreamed, chair, talk, antelope, fur, sweaters, gone, flew, elephant, hunted, government, money, arrived, forest, animals , drugs, gone, learnedStep 2. Pre-reading1. Ss talk about what they know about the animals.2. Ss read the passage and get the main idea.Step 3. Reading (page 30)1. Check Ss’ answer.The main idea is species and the reasons for dinosaurs’ dying out.2. Ss read again and find out answers to the following questions:1). When did the dinosaurs live?2). What’s the rare new species dinosaur?3). Why did the dinosaur die out?Step 4. Reading task (page 65)1. Ss read the passage on page 65 and try to collect information for research into Milu deer.2. Ss discuss the information collected with their partner and then check them with the whole class.HomeworkDescribe dinosaurs and Milu deer in your own words.Period 4.Learning about languageStep 1. RevisionSs try to say something about dinosaurs and Milu deer in their own words.Step 2. Practicing the useful words and expressions1. Ss finish Ex 1 and 2 on page 28.2. Check the answers with the whole class and talk about the important phrases.1). apply for sth. /apply to do sth2). Bite-bit-bitten3). Have an good/bad/no effect on …= affect4). Pay attention to : “to” is a prep. Here.Step 3. Structure learning: the present continuous passive voice1. Ss read the following sentences and try to find the rules1). Out fur is being used to make sweaters like yours.2). The environment is being destroyed.2. Ss finish Ex 2 on page 29.3. Play a game.Step 4. Practicing (page 63)1. Ss finish Ex 1 and2.2. Check the answers with the whole class.Step 5. Using structures1. Ss do Ex 1 on page 64 and pay attention to the structures of the present continuous passive voice.2. Tell Ss to remember the following expressions;…is under repair = …is being repaired…is under discussion=…is being discussedHomework1. Review what they have learnt about the present continuous passive voice.2. Finish Wb Ex 2 on page 64.Period 5. Using languageStep 1. RevisionCheck Ss’ homework.Step 2. Listening (page 30)1. Ss listen to the tape about a disappearing animal. Go through Ex 1 before listening.2. Play the tape again and check the answers.Step 3.Speaking (page 31)1. Ss talk in pairs about what they can do to help the lovely dodo.Step 4. WritingSs write the letter independently.Some writing tips:1. Collect your idea for the letter. Write an outline of your ways to help it.2. Decide the intention and the purpose of each of your ways.3. Begin your letter with your address and the solution. Then write the ways as the body of the letter.4. Finish the letter with your best wished and your signature.HomeworkSum up what you have learnt in this unit.Period 6. Integrating skillsStep 1. RevisionReview what they have learnt in this unit.Step 2. Listening (page 66)Ss listen to three letters and see if they can help to answer them. While listening, fill in the boxed on page 66.Step 3. SpeakingWork in pairs and try to talk about what advice you might give to one of the three writers. Tips:1. Look through the three problems and decide which one to answer.2. Write notes of your idea.3. Give reasons for your idea.4. Talk about them with your partners and then share your opinions with the whole class.Step 4. Writing (page 67)Ss write down their ideas in the form of a letter. Make each idea into one paragraph. And then exchange the letters with their partners to check.Step 5. Project (page 67)1. Ask the Ss to read the directions.2. Direct the Ss to prepare a project.As a student, what will you do to improve the environment?HomeworkFinish the project on page 67.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。
英语人教版八年级下册unit4 The first period
英语教学设计与反思兰州市第十二中学陶风玲Unit 4 Why don’t you talk to your parents? ( The first period)人教版新目标( Go for it ! ) 八年级英语(下)一、教学课型：综合技能课二、教材分析1. 教学内容（见文末）2. 教材内容分析本节课为本单元第一课时,主要是让学身生能询问，陈述自己或他人的困难和麻烦，能针对别人的困境提出解决的方法和建议。
本单元的话题Iinterpersonal communication学生都很熟悉，很容易激发学生们的学习兴趣。
要求学生结合生活实际，用所学的语言项目表达建议或劝告。
为了易于学生理解和掌握所学语言目标，笔者将Section A和 Section B 的内容加以整和，提炼，引导学生积极、主动地参与教学活动。
三、教学目标（1）语言知识目标：引导学生掌握本单元相关的词汇和句型。
（2）语言技能目标：能用所学的语言项目给陈述自己或他人的困难和麻烦，能针对别人的困境提出解决的方法和建议。
（3）情感态度目标：培养学生的关爱之心。
4. 教学重点和难点（1）引导学生掌握与课文有关的词汇和句型，并运用到口头和书面表达之中。
（2）提高学生的听力和口语表达能力。
四、教学设计1.指导思想《中小学英语课程标准》指出：英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。
同时根据Go for It！教材的课程理念，采用任务型语言教学模式，融会话题、交际功能和语言结构，使整个教学过程循序渐进。
2.教材处理及设计思路（1）考虑到学生的整体水平以及教材的难度,本节课分为“词--句--篇”三个步骤。
只有做好单词和句型的操练，铺垫到位，学生对文章的把握才会水到渠成，因此本节课的重点是前两个步骤。
（2）因为是第一课时，笔者尝试将整个单元的生词和常用句型进行整和、归纳和提炼，设计多种形式的活动，引导学生积极、主动地参与教学活动，通过大量的练习使学生对本单元的重点和难点有一个初步的、整体的认识和了解。
人教版八年级英语下册Unit4SectionB(Thefirstperiod)教学设计
（二）过程与方法
1.通过小组合作、讨论、分享等方式，培养学生主动探究、合作学习的意识。
2.利用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高课堂参与度。
3.设计丰富的课堂活动，如角色扮演、情景模拟等，帮助学生将所学知识运用到实际情境中。
4.引导学生通过自主学习、总结反思等过程，提高学习策略，形成有效的学习习惯。
5.小组合作作ห้องสมุดไป่ตู้：
-将学生分成小组，每组讨论并设计一个关于梦想的主题活动，如办一期梦想为主题的英语手抄报、举办一个梦想分享会等。鼓励学生在活动策划和实施过程中，充分发挥团队合作精神，提高自己的组织协调能力。
6.家庭作业：
-家长协助学生一起完成一个关于梦想的访谈，采访家人、朋友或邻居，了解他们的梦想及实现过程。要求学生将访谈内容整理成文字，并在下一节课上进行分享。
-引导学生正确面对成功与失败，培养他们的抗挫折能力和勇于尝试的精神。
（二）教学设想
1.针对教学重难点的设想：
-利用实物、图片、故事等情境教学法，帮助学生形象理解和记忆时态和词汇。
-设计互动性强的小组活动，如角色扮演、辩论等，鼓励学生在实践中运用英语，提高语言表达能力。
-通过定期的听力和阅读训练，结合策略指导，帮助学生提高快速获取信息的能力。
2.教学目的：
-帮助学生巩固所学知识，提高记忆效果。
七年级英语 Teaching plan for Unit 4 Words
Teaching plan for Unit 4 WordsTeaching aims:1.Students of level A&B can read the new words & phrases fluently andaccurately, knowing the Chinese meanings. Most of them know how to use them in context.2.Students of level C can read most of the words& phrases fluently,knowing the Chinese meanings of some common expressions. And try to observe how to use them in context.Emotion aim:1 Encourage all of students to try their best to learn something from this period. From which, they can acquire the sense of achievement.2 Cultivate students’ cooperative ability.Teaching steps:Step1 Revision and leading-- in.Guessing game: Talk about the pictures by using the words, phrases and sentences they learned yesterday. Then come to the new pictures.Step 2 Learning new words& phrases.1) Guessing game: What do the pictures tell us? The students try to figure out the exact words or phrases with the teacher’s help. Then try to pronounce them.2）Try to read: read after King Sun-read together-read in groups-presentation.3）Try to remember：Students are given certain time to prepare. Then volunteers try to name the newly learned expressions as many as possible.(Students in Team1,2 must say both English and Chinese,5points for each word. Team3,4,5points for both English and Chinese, 3points for English only. Team5,6, 5points for English only, 8for both Chinese and English. Others listen carefully. If you can find any mistake and correct it, you can get 1 point for each one.4) Try to use:Fill in the blanks with those newly learned words and phrases.（Adapted from the text in Unit4.）Step 3 Conclusion &Homework.第四单元单词第二课时教学设计学情分析：笔者所任职的学校乃深圳市一所地处城中村的普通初中，根据就近入学的政策，所任教的班级学生90%为外来工子弟。
高中英语人教版必修二Unit4 The first period 教案设计
Unit4 Wildlife Protection 教案The first periodHow Daisy learned to help wildlife Time: 40 minutesGrade: Senior oneTeaching type: readingTeaching Objectives:1. Knowledge and skillsa) To help the students to get the main idea of the text.,b) To train the students’ reading skills.c) To help students understand the text better.2. Process and methodsa) Fast reading to help the students to improve the reading ability.b) Careful reading to get the detailed information.c) Discussion to help students understand the text better.3. Feelings, attitudes and valuesa) To get students understand the importance of wildlife protection.b).Get students to know we can .do something to help wildlife and they need our help. Teaching important points:To help the students to get the main idea of the text.To train the students reading skills.Teaching difficult points:a) To improve the students’ reading ability..b) To help students use the language better.Teaching aids: PPT, Black board.Teaching proceduresStep1. Lead-in.To enjoy a piece of MVStep2. Fast-reading1, who took her there?2, where did they go? What animals did they meet ?Step3. Careful –readingA, Read each paragraph and fill in the blanks.1.Place: _________2.Animal:_________3.What happened to them?1.Place: _________2.Animal:_________3.What happened to them?___________________________________________________4.Result: their numbers are increasing rapidly.1.Place: _________2.Animal:_________3.What is it doing?____________________________________________________________________4.Fine out one sentence which tells the importance of rainforest.B, Answer the questions on the students’ book.Step 4. Post –readingA, True or false1, The antelope used to be an endangered species, but now their numbers are increasing.2, The government of Zimbabwe doesn’t help protect wild animals.3, The monkey told Daisy not to pay more attention to the rainforest.4, The monkey rubbed itself with a plant to protect himself from mosquitoesB,Act out the dialogue in each scene. Try to add some of your own words.( you can use : why? Why are you hunted? What did the government do ?.....to continue your dialogue.)Step5. DiscussionWhat have you learnt from the text and what can we do to help wildlife?What is Jack Chen’s suggestion?When the_______ stops,The______ can, too.Step6 CompetitionThink about slogans to protect wildlife.( which group is the best? Give more and give the best) Homework1. Choose one story from the reading passage and retell it. You can add your own ideas while retelling your new story.2. Read the reading passage carefully and try to find the new grammatical structure in it. Writing designHow Daisy learned to help wildlifeThe importance of wildlife protectionProtect the rainforestStop killing and huntingTeaching record。
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Teaching Plan For Unit4 The First PeriodContents：Unit 4 The First Period Section A（1a，1b，1c，2a，2b）（45 minutes in total）Teaching Aims and demands：1．Knowledge Objects：Key vocabulary.Target language.Oral practice.2. Ability Objects: Listening skill.Writing skill.Communicative competence.3. Moral Objects: Know about some traffic rules.Teaching Key Points:Key vocabulary: subway, take the subway, train, take the train, ride a bike, take the bus, walk, take a taxi, go in parent’s car，forty，fifty，sixty，seventy，eighty，ninety，one hundred.Teaching Difficulties:Target language: (1) A: Hey, Dave. How do you get to school?B: I walk. How about you, sally?A: I ride my bike.(2) A: How does Bob get to school?B: He takes the train.Teaching Method:Listening method, Writing method, Pairwork, GameTeaching Aid:A tape recorder, a computer, blackboard.Teaching Procedures:StepⅠ. Greet the class and Lead-in. (3 minutes) T: Good morning, boys and girls!Ss: Good morning, teacher.T: Well, you have just had a seven-day’s vacation. Did you have a goodtime during this vacation?Ss: Yes.Lead-in (ⅰ)T: S1, what did you do on vacation?S1: I went to the zoo.T: Who did you go with?S1: I went with my parents.T: How did you get to the zoo?S1: I went there by car.T: So, did you have a good time there?S1: Yes.T: Very good, sit down please. S2, how did S1 get to the zoo? ( This is the past-tense )S2: He went to the zoo by car.Lead-in (ⅱ) T: S3, Where do you live?S3: I live …T: How do you get to school everyday?S3：I go to school by bus.T: S4, How do you get to school?S4: I go to school on foot.T: How does S3 get to school?S4: She goes to school…StepⅡ. Learn new words. (3 minutes) T: Ok, boys and girls, now let’s play a game. I will give you a sentence description, and you try to guess what it is. Are you clear?Ss: Yes.T: Ok, first one, “It is like a bike, but goes much faster than bike.” Can you tell me what it is?Ss: It’s a motorbike.T:…Ss:…(These are the pictures of different means of transportation, it includes motorbike, subway, ferry and so on which are the new words of this unit. This method is good for the students to learn English words well.)T: As we know,Step Ⅲ.Learn new phrases. (Section A 1a) ( 5 minutes ) T: Now, boys and girls, let’s look at the picture. S1, what is he/she doing?S1: He is walking. / She is riding a bike.T: What is he doing when he is in the train?S2: He is taking the train.T: What is she doing when she is in the subway?S3: She is taking the subway.T: What is he doing when he is in the bus?S4: He is taking the bus.T: Ok, let’s read the phrases twice.(注意,在这里take the bus/ subway/ train 以及ride a bike 都是动词短语.)Step Ⅳ.Practice ( 5 minutes ) T: Now, let’s do the practice. S1, How do they get to school?S1: They go to school by subway.T: Yes, quite right. And we also can say “ They take t he subway to school.” Right?T: …S2: …T: 由此可见, “take+冠词+交通工具”与“by+交通工具”意思相同, 但是它们之间又有什么区别呢? 谁能来说一下!Ss: …Step Ⅴ.Section A 1a (5 minutes) T: Now, look at the picture on page 19, I will give you one minute to write down how the students get to school in the morning.T: Are you finished?Ss: Yes.(Teacher first ask some students to read his/her answers, then show the answers on the screen.)T : Now read the phrases after me please, read it twice.Ss : …T : Look at the dialogues in the picture, who can read it?(Teacher asks some students to read the dialogue.)Step Ⅵ. Section A 1b (10 minutes)First point out the names of the students in the box. Ask one student to read the names.T : Ok, listen to the conversation. Please write the number of the name in the white box next to the student.Ss : Yes.(First check the answers on the screen. Then ask the students how Bob/ Mary/ Paul/ Yang Lan/ John gets to school.)T: Then, use these persons to make a dialogue like this:Step Ⅵ. Practice（8 minutes ）1. Show some pictures on the screen, and ask some questions about “How does/do he/they get to school. This method can help the students master the target language well.2.Translation practice.Ask the students to translate some Chinese phrases into English, whichare the target language of this period.Step Ⅶ. Section A 2a & 2b ( 4 minutes)2a:(Play the tape, then ask the students to read it twice.)2b:(Ask the students to answer it one by one)Game time: (考考记忆力)Step Ⅷ. Summary and homework (2 minutes) T: This class we’ve learnt some key vocabulary and the target language. How do you (does he) get to school? Do you know how your parents go to work? Next class I’ll ask some of you to tell me the answers. Are you clear?Ss: Yes.T: Besides, recite the key phrases in Section A 1a, and finish WB(1)---Ⅰ,Ⅱ.Ok, class is over, see you tomorrow.Step Ⅸ. Blackboard Design。