AUnitAdayout教学设计英文教案

UNIT THREEPART ONE: TEACHING DESIGN第一部分：教学设计Unit Objectives●To use the vocabulary to identify and describe well-known places in Beijing and aroundthe world●To learn to make suggestions and arrangements●To learn to talk about different places using facts and opinion●To develop the ability to select, organize and present information about a placeLANGUAGE POINTS AND FOCUSESPERIOD 1: COMIC STRIPES & WELCOME TO THE UNITTeaching Objectives●To introduce the topic ‘A day out’●To introduce the famous places around the world and the countries students belong to●To develop fluency in talking about the places students would like to goSTEP 1 Guessing what he is going to doAsk the students ‘Usuall y, Eddie is a very lazy dog. Doyou think he is really going to climb the hill Let’s listen to the tape and find out the answer.’Listen to the tape and get the student to answer the question. (Yes, he is going to climb a hill.) Does he wants to exercise (Yes, he does.) Does he wants to keep fit (No, he doesn’t. )Why doesn’t he want to keep fit Let’s open the book and find the an swer. Get the students to look at Picture 4. Is the hill a really hill (No, it isn’t. it’s a hill of food.) Does Eddie really want to climb the hill and exercise (No, he just want to eat the food here, so he said he didn’t want to keep fit.) ‘Do you think it is an interesting story(Yes.) Let’s read the dialogue in roles.’ Get the students to read the dialogue and give them several minutes to remember the dialogue and act it out.STEP 2 Talking about one’s own experience‘Have you ever climbed a mountain o r travel to a place’ Get the students to talk about the ir own experiences. Then ask them ‘Do you want to travel to foreign countries (Yes.) Do you know about these places’Elicit what they know about the countries and their capitals. We can use the pictures in Unit one, Book 7B. (Mount Fuji, the Statue of Liberty, the Eiffel Tower, Phra Pathom Chedi, Big Ben, Saint Basil’s Cathedral)To talk about more countries, we can use a world map and at the same time we talk about some famous places in the countries.Show more pictures and teach the famous places that are going to appear in the reading material. (the Harbour Bridge, the Pyramids, the Golden Gate Bridge, the White House(Teach the word president!), the Opera House, the Eiffel Tower) Ask questions: ‘Whi ch country is it in Which city is it in.’Then ask the student to connect the places with their Cities and countries.The Opera House Washington FranceThe Eiffel Tower Sydney the USAThe White House Paris AustraliaSTEP 3 Reading and underlining the places‘Amy and Simon got some post cards from their friends. Let’s rea d and underline the places they have visited/ are going to visit. Guess where they are.’Post card 1Where: Harbour Bridge & the Opera House, Sydney, AustraliaWhat: took a boat trip, went past, have a great timePost card 2Where:the River Seine & the Eiffel Tower, Paris, FranceWhat: sit in a little coffee shop by the River Seine, go to the top of …Postcard 3Where: the White House Washington, AmericaWhat: the president of the USA ,a beautiful building with big gardens and many treesGet the students to introduce what they can do in the three places.STEP 4 Showing the picturesShow the pictures on the postcards to the students. Get them to give the name and the places as well.For stronger classes it is also very necessary to introduce the places one by one to the students. The Harbor Bridge (港湾大桥)is the world’s largest sea bridge. (However it is not t he longest one. It carries two rail lines and eight car lanes. There is also a cycling path and a footpath.)The Opera House (悉尼歌剧院) is the most famous opera house in the world because of itsspecial architecture style.The River Seine (塞纳河)is well-known as the river of Paris. If you travel along the river, you will easily see the evolution of Paris and its history.The Pompidou Center (蓬皮杜中心) is the national center of modern art and culture in Paris. The Notre Dame de Paris (巴黎圣母院) is an architectural masterpiece. Parts of the cathedral date from the 9th and the 13th centuries.The Eiffel Tower (埃菲尔铁塔)is a metal tower. It is made up of pieces of metal. It weighs about 7, 300 tones. It is 324 meter high, including the antenna. There are 1,665 steps. It was built between 1887 and 1889. It is named after its constructor Gustave Eiffel.The White House (白宫) is where the presidents of the USA live. It was build between 1792 and 1800.STEP 5Which foreign country do you want to visit‘Now you have learned a lot about the famous places around the world. Which foreign country do you want to visit’ Teach the word foreign and then get them to discuss about it. Encourage the students to have more ideas about what to do there.I want to see/visit … in…. It is … and I think I can….I want to visit the white house in Washington, American. It is a beautiful place with a biggarden and many trees. I think I can take some beautiful photos there. (And maybe I can see the presidents of the USA ,too.)STEP 6 Making up dialoguesGet the students to make up dialogues using Simon and Amy’s as a model.STEP 7 Homeworka. Make some flash cards to help you remember the places and what to do there.b. Finish off the exercises in the Evaluation Handbook and Learning English.PERIOD 2: READING ITeaching Objectives●To guess the general meaning of a passage or sentences with the help of pictures●To infer general meaning from the context and keywords●To develop the ability to write about a day out following certain sequences●To feel and understand the different feeling of the visitor at different placesTeaching ProceduresSTEP 1 RevisionSay ‘It is a wonderful and amazing world. There are many places of interest in the world. Let’s see if you know their names.’ Teach the words and phrases ‘wonderful and amazing’, ‘places of interest’.Show the pictures of different places. Then get the students to talk about where they are and what can they do there.STEP 2 Asking questionsAsk the students ‘How long do you think it will take you to travel around the world/ How long will it take you to go to all these places’ To arouse the students’ interes t, the teacher can mention the film Around the World in Eighty Days (《80天环游世界》). Ask the students if they think it is possible.STEP 3 Showing picturesTell the students ‘It not only takes a lot of time, but also costs a lot of money. But I do have a way to see so many things within a day and spend less money. That’s to go to a world park..’Show pictures of the World Park, and then ask them to say what they can see. (A lot of places of interest.)Show a map of Beijing World Park (It is easy to get on the Internet.) to give some general ideas about what they can see.STEP 4 Discussing how to go to…As the interest of the students is aroused, show some pictures of different transport, and then get the students to discuss how to go to the Park, and at the same time teach the word ‘coach’.STEP 5 Reading the passage quicklyGet the students to read the passage quickly and then answer the following questions:1. Did Linda meet Mr Wu and other students at the bus stopNo, she met them at the school gate.2. Where did Linda see a lot of traffic, on the highway or the city roadsOn the city roads.3. Did Linda see the Golden Gate Bridge at the gate of the World ParkNo, she saw the Eiffel Tower.4. How many places of interest are there in the park Over 100.STEP 6 Playing the recordingGet the students to find out how they feel when they are at different places.Wh en the students are doing this part, ask them to speak out the reasons, if the answer is ‘False’. STEP 9 Playing the tapePlay the tape and get the students to listen and repeat. Then invite them to help Daniel put the pictures in the right order. For weaker class, the teacher can pause to help the students get the right order.STEP 10 Retelling what has happenedOffer the students of some key phrases and get the students to retell what has happened and howthey felt.At the school gate, Kitty and I (Linda) met Mr Wu, and other students. Then they got on a coach. On the city roads, I/we saw / felt……On the highway, the traffic got……At the gate of the World Park, I/we saw / became / wanted……Inside the park, I/we saw……Give the students 1-2 minutes to organize their ideas. and then get two students to retell the text. STEP 11 Talking about the tripGet the students to talk about the trip again by showing the route only. Show the places one by one and get the students to talk about it.STEP 12 Exploring the wonderful and amazing worldSay ‘If you want to get more knowledge, you should read more books, do more things and visit more places.’ Encourage the students to explore the wonderful and amazing world.STEP 13 Homeworka. Read the text five times and then try to retell it using your own language.b. Finish the exercises in the Evaluation Handbook and Learning English.PERIOD 3: READING IITeaching Goals●To read the passage again, focusing on language points and sentence patterns●To figures out the way in which the writer wrote the passage●To learn to write about a trip in an informal wayTeaching ProceduresSTEP 1 Reading the text togetherGet the students to read the text together. And then give them a very simple outline of the passage and help the students to retell the text.At the school gate,…. On the way, …. At the gate of the World Park, ….Inside the World park, …. The best part of the day, …Photos of the tripGet the student to finish Part B, Page 42. Check the answers and read the dialogue.STEP 2 Reading the text againGet the students to read the text again. Get the students to work in groups of four and try to figure out what each paragraph is about.Part 1 A brief introduction to the trip. (Para. 1) Part 2 On the way to the Park(Para. 2)Part 3 At the gate of the Park(Para. 3) Part 4 Inside the Park(Para. 4-6)Part 5 Photos of the trip (Para. 7)STEP 3 Reading the passage paragraph by paragraphGet some of the students to read the passage paragraph by paragraph, focusing on explaining theto remember. What I want to do here is to help the students get the relations between paragraph and paragraph, between sentence sentences. This will definitely help them to improve their writing ability as well as the ability to organize their oral speeches.STEP 4 Reading the sentencesAs we are figuring out the outline, read the sentences and stop where language points can be located.1)Kitty’s teacher Mr. Wu invited me to join in their school trip to the World Park. (L.4 – 5)Yesterday morning Mr. Wu and the other students met Kitty and me at the school gate.(L. 7 – 8)2)Then we got on a coach. (L. 8)We all got off quickly. (L. 15)3)The trip from Kitty’s school took about two hours. (L. 8 – 9)It took about two hours from Kitty’s school to the World Park in Beijing.4)There was a lot of traffic on the city roads but it got better when we were on thehighway. (L. 9 – 11)The music was great. (L. 25)5)Finally, we arrived at the World Park. (L. 12)6)The sky was blue and everything was blue. (L. 12 – 13)7)We became very excited when we saw the Eiffel Tower from the coach!(L. 13 – 14)It (The trip) was boring. (L. 9)It was an amazing day. (L. 24)8)Kitty and I did not feel sick any more. (L. 15 – 16)9)We just wanted to go into the park and enjoy ourselves.(L. 16 – 17)Go and see for yourself! (L. 29)10)There are over a hundred places of interest from all over the world. (L. 19)over = more than11)The pyramids looked just like the real ones in Egypt. (L. 21)The Golden Gate Bridge looked just like the one back home too. (L. 21 – 22)12)You can see some photos of the trip on the Internet. (L. 27)13)Kitty’s classmate Daniel taught himself how to make a home page. – 28)14)He put his photos on it for everyone to look at. (L. 29)Well, I don’t think it is a good way, if you just read, underline and then translate. What we should do here, form my point of view, is to get the students to find more sentences. Then use some consolidation exercises to check.STEP 5 Homeworka. Try to recite the passage by following the outline.b. Finish off the exercises in the Evaluation Handbook and Learning English .PERIOD 4: VOCABULARYTeaching Objectives● To get some ideas about where to visit in Beijing, the capital and what to do there ● T o discuss about how to get the places● To talk about the place to visit in their hometownTeaching ProceduresSTEP 1 Talking about one ’s hometown firstTake Nanjing as anexample. We can bring a map of Nanjing into the class. (Or we can divide the class into groups of 4- 6 students before hand and ask each group to find a map of Nanjing and bring them to class the next day.)STEP 2 Discussing about where we can go for a day outSay ‘We have learned the passage A day out. And we know the students had a wonderful time that day. Today we are going to discuss about where we can go for a day out and what we can do there. First, let’s use the map and find the places we can go in the city.’Collect the place they find in the map and write the names of the places on the board. What’s more, the teacher may prepare some picture of the places beforehand. Show the pictures and then motivate the students to think about what they can do there.Xuwu Lake ParkGo boating in the lake Go flying kites walk slowly around the lake and feel the beauty of the old park. Purple Mountain go hiking, stay healthy and keep fitNanjing Museum take a look at the things people used in the pastlearn more about the history of Nanjing as well as ChinaWrite the phrases on the board and get the students to read them together. It is important for the students to read this well because we are going to get the students to use these sentences to talking about Beijing.STEP 3 Showing the picturesAsk ‘Boys and Girls, I have got lots of pictures of Beijing here. Let’s take a look and see if you know these places.’Show the pictures of Beijing and encourage the students to speak out their names and get them to discuss about what to do there.Laoshe Tea House drink special Beijing Tea enjoy Beijing Operathe Palace MuseumTake a look atTian’ anmen Sqarethe Monument to thePeople ’s Heroesthe things people used in the past some old picturesthe Summer Palacewalk slowly around the big lakefeel the beauty of the old parkwangfujing Streetvisit the big shops Invite the students to complete Part A. Students work in pairs and check the answers. Check the answers in class.STEP 4 Giving out the reasonsAsk the students how they can go to the places. Encourage the students to give out the reasons. For stronger class, get the student to talk about the advantages and disadvantages of differentSTEP 6 ActivityLet’s decide where to go!Students work in groups of 4-6. Ask each group to choose a place to go. Encourage them to discuss about the reasons for doing this and try to persuade the other students to support their ideas, too. Tell them that they have to involve the means of transport as well.STEP 7 HomeworkWrite about the place your want to go and finish the exercises.PERIOD 5: GRAMMAR ITeaching Goals●To learn to use ‘and’, ‘but’ and ‘or’ to join ideas togetherWe use ‘and ’ to join ideas that are similar.We use ‘but ’ to join ideas that are different.We use ‘or ’ to join possibilities and options.●To tell whether two sentences are similar or different, or they are just offering two possibilities or optionsTeaching ProceduresSTEP 1 Starting the lesson with a revisionSince there are many sentences with ‘and’ ‘but’ and ‘or’ in Reading , it is very easy for us to start the Great Wall look at the amazing viewthe lesson with a revision.The sky was (be) blue and everything was (be) beautiful.It was (be) a great day but we didn’t enjoy (not enjoy) it at the beginning.Linda’s mother can look (look) at Linda’s photos on Daniel’s home page or Linda can show (show) her mother her photos when she goes home.Tell the students that these sentences are two sentences joined together. Ask the students to separate the two sentences and then get them to focus on the verb in each pair. Help them understand what are similar, different or optional ideas. Then get them join the sentences again. (It is necessary to do this because in the process students can feel through separating and understand through doing. Why do we use familiar sentence Because they can help the students to understand better. )STEP 2 Keeping talking about the trip to the ParkShow the following sentences and get the students to join them to check if they can tell similar ideas from different ideas.There was a lot of traffic on the city roads. It got better on the highway.There was a lot of traffic on the city roads but it got better on the highway.The music was great. Kitty wanted to join in the dancing.The music was great and kitty wanted to join in the dancing.STEP 3 Joining sentences using ‘and’, ‘but’ and ‘’or’(Books closed) Show the students the following sen tences and ask them to join them using ‘and’, ‘but’ and ‘’or’.We saw the Eiffel Tower. We liked it very much.We saw the Eiffel Tower and liked it very much.The pyramids were small. The pyramids looked just like the real ones.The pyramids were small but looked just like the real ones.We can visit the World Park. We can travel around the world.We can visit the World Park or trave l around the world.While doing these exercises, the students may forget to omit the subjects. Get them to focus on the s ubjects and help them to understand that we don’t need to repeat the second subjects when the two subjects are the same.Show more sentences and help the students to consolidate.Simon did not feel sick. Simon enjoyed the trip at the beginning.Simon did not feel sick and enjoyed the trip at the beginning.The Golden Gate Bridge was small. The Golden Gate Bridge looked just like the real one in America.The Golden Gate Bridge was small but looked just like the one in American.We can go to the Eiffel Tower first. We can visit the Pyramids first.We can go to the Eiffel Tower first or visit the Pyramids first.STEP 4 Joining more sentences(Books Closed) Show the following sentences for the students to join. This time point out that the two subjects and v erbs are the same, we don’t need to repeat the ones in the second sentences.The Golden Gate Bridge The Golden Gate BridgeThe Golden Gate Bridge was interesting and wonderful.The Golden Gate BridgeThe Golden Gate Bridge was small but wonderful.We can go to the World Park by coach. We can go to the World Park by underground.We can go to the World Park by coach or underground.Show more sentences for the student to practice. Help them to grasp the rule.It was very hot. It was was very hot and boring.The music was great. The music was too loud. The music was great but too loud.Linda wants to visit the World Park again with her friends. Linda wants to visit the World Park again with her parents.Linda wants to visit the World Park again with her friends or parents.STEP 5 Make a general summaryMake a general summary to point out the rules. Then get the students to talk about the place to visit. (Attention: This part is tightly connected with the topic, so don’t just treat them as exercise. They also give us some very good ideas about different places.) Let the students complete the exercises. Then check the answers.Help the students to collect some information about different places. Teach ‘Inner Mongolia’ and ‘go horse riding’.STEP 6 Additional exercisesHangzhou has many places of interest. Many people like to go there for holidays.Hangzhou has many places of interest and many people like to go there for holidays.It is very hot in summer in Hainan. Scuba-diving there is very exciting.It is very hot in summer in Hainan but scuba-diving there is very exciting.You can visit the Yellow Mountain in can visit the Yellow Mountain in autumn.You can visit the Yellow Mountain in spring or autumn.I like Hunan Road in Nanjing. I like Hunan Road only for shopping.I like Hunan Road in Nanjing but only for shopping.The West Lake is large. The West Lake is beautiful.The West Lake is large and beautiful.You can go to Dalian in summer holiday. You can go to Guilin in summer holiday.You can go to Dalian or Guilin in summer holiday.Qingdao is great in summer. You can go to the beach and swim every day.Qingdao is great in summer and you can go to the beach and swim every day.STEP 7 HomeworkRead through this part and finish the exercises.PERIOD 6: GRAMMAR IITeaching Objectives●T o figure out the usage of ‘to’-infinitives●To learn to use reflexive pronounsTeaching ProceduresSTEP 1 Warming upRemind the students of the topic ‘A day out’. Then lead in the grammar item through revising. Why did Linda go to the World ParkKitty’s teacher Mr. Wu invited Linda to join (join) in their school trip to the World Park.(invite sb. to do sth.)Linda wanted to visit (visit) the park.(want to do)Linda hoped to see (see) places of interest from all over the world.(hope to do)STEP 2 Doing the following exercises(Book Closed) Get the students to do the following exercises. Help the students to get more ideas of ‘to’-infinitives.Kitty plans to take (take) Linda out. (plan to do sth.)Linda wanted to visit (visit) the park.(wanted to do sth.)Linda agrees to go (go) with them.(agree to do sth.)Millie decided to stay (stay) at home.(decide to do sth.)For weak class, the teacher needs to teach the words like ‘decide’, ‘agree’ and ‘plan’. Get students to read the structures aloud, till they can speak it correctly and fluently.For stronger class, help the student to feel that ‘to’-infinitive is usually used to talk about things th at haven’t happen yet. Help the students to focus on the verbs that ‘to’-infinitives usually goes with.STEP 3 Giving a summaryIn fact, students have learned a lot of ‘to’-infinitive structures. So here comes the chance to give a summary to it. A completion can be hold here. Ask each group to name as many structures as theyInvite the students to write the words in their books. And then get them to read the structures one by one.STEP 4 Completing the dialogueAsk the students to complete the dialogue on Page 48. Then do some additional exercises to help check if they have grasp it or not.arrive / buy / let / stay / travel / be / go / see/ take/ visitA: Please tell Jose that my parents agree to let him stay with us. I hope to see him at the airport. B: Thank you for allowing Jose to stay with your family. He plans to arrive in Beijing on18th Dec. He seems to be very excited about the trip. He’d like to visit many places but you don’t have to take him everywhere. He’ll learn to travel by himself.A. I want to go to some places, too.B.Don’t forget to take Jose to W. F. J.Street then.He wants to buy some presents for his friends. STEP 5 Verbs followed by ‘to’Tell the students that we don’t use ‘to’-infinitives all the time. We don’t use ‘to’ aft er these verbs. If time permits invite the student to think of more verbs like these.:Kitty enjoys dancing.: The teacher lets him read loudly.: You should practice speaking often.: The joke makes me laugh and laugh.: She often helps me (to) carry water.STEP 6 Showing you some pictures‘Well! Next I would like to show you some picture s’T: Are they happyS: Yes. They enjoyed themselves.T: Where can we see the photosS: On Daniel’s home page.T: Who taught Daniel to make home pagesS. Nobody. He taught himself.Get the students to talk about the pictures above. Then elicit the sentences ‘They enjoyed themselves.’ and ‘He taught himself.’Get the student to feel the differences between the following sentences:He taught himself. (‘He’ and ‘Himself’ is the same person.)He taught him. (‘He’ is one person. ‘Him’ is another. )In this way, we can help the students to understand that we use reflexive pronouns when the subject and the object are the same person.STEP 7 Spellings of reflexive pronounsthe answers together.Get the students to read and act out the dialogue.STEP 8 Other ways to use reflexive pronounsWell, of course, there are also many other ways to use reflexive pronouns.STEP 9 Doing some additional exercisesDo some additional exercises to check how the students grasp it.1. Don’t tell me the answer. I’ll work out the problem myself.2. She is too young to look after herself.3. Help yourself/yourselves to some meat, please.4. Lei Feng was always ready to help others, he never thought of himself.5. It’s a new knife. Be careful not to cut yourself.6. It’s easy, so you should lea rn how to teach yourself/yourselves.7. I didn’t do it for them. They did it themselves.8. The workers just made the metal tower all by themselves.9. We need your help because we can’t finish the work on time ourselves.10. Can you work out the physics problems yourself/yourselvesSTEP 10 Homeworka.Make summaries about the grammar items in your own ways.b.Finish off the exercises in the Evaluation Handbook and Learning English.PERIOD 7: INTEGRATED SKILLSTeaching Goals●To infer general meaning from context and key words●T o get the most important information with the help of ‘wh-’ words: why, when, where,what, and how●To listen to the arrangement in the order of time and locate some detailed informationabout the activity●To learn to organize the information obtained from reading and listen, by responding towritten text●To check the accuracy of written text by identifying true and false statements Teaching ProceduresSTEP 1 Words and expressions on matches and competitionsSince this is a trip to the final of the school basketball team, there are a lot of words and expressions on matches and competitions. It is very important to present the words before hand. Otherwise, it will be difficult for the students when they are listening to the tape.Get the students to talk about a football competition. (If the students are interested in basketball, talk about a basketball match.)Do you like football/ basketballDid you watch the world Cup this year (Yes.)Which two teams were in the final (France and Italy.)Which team won the match(Italy)Did you watch the Presentations of Cup and Medals after the match (Yes, the Italians are crazy out of joy.)By the way, are you the supporter of Italy (Yes./ No. I support Germany.) How many of you are the supporters of Italy (Count and get the number. )(Germany played very well. They won some matches. However, they still couldn’t win the competition.)Do you cheer for your team Yes. (smile) How Can you cheer for them once againLet me show you how to cheer! (Come on! Hip, hip, Class1, Class1! Sunshine Secondary!Two-Four-Six-Eight, Hip, hip hooray! Goal! Goal!)The teacher cheers and gets the students to imitate. Invite several students to have a try, so as to rouse the interest of the students.Well! Now if our national team goes to the final, will you go and support (Yes.)STEP 2 Designing a posterAnd this year the school basketball team of Beijing Sunshine Secondary School is in the final. They are going to watch the final. Look at page 50. They have designed a poster to ask people to join the trip to the final. Read and find some important information about the game.1. Why do they design the posterThe school basketball team needs support, because it is in the final of the basketball competition.2. Where is the finalAt South Hill School in Moonlight Town.3. When will the match take placeOn Sunday, 7th November.4. What does it want the other students in Sunshine Secondary to doTo cheer for the team.(How to cheer for their team Get the students to cheer.)5. How will they go there How much is the bus fare and lunchBy bus. 10 yuan.Get the students to read out the poster.STEP 3 Filling in the blanks while reading the passageGet the students to fill in the blanks while reading the passage.Ask student s to look at Kitty’s notes and complete as much of the schedule as possible on their own. (Ask the student to find out the information, underline it in the poster and then use it to fill in the notes.) For weak classes, the teacher can also help the students with some questions. . At 9:00 a.m. where will they meet, do you know If not, it doesn't matter, we will know later.)STEP 4 Listening to the principal’s speechPlay the tape and let the students listen to the principal’s sp eech twice and at the same time students try to complete the notes in Part A1, Page 50. As students are listening to the tape for a second time, the teacher can pause to explain where necessary . Changing room, go to the seats)Ask the students to check the answers in pairs, and then check the answers in class. Do chain work--- invite the students to report in whole sentences using the first person.。