优秀英语教案设计(初中英语七年级Unit_1_A_Trip_to_Beijing_)

优秀英语教案设计(初中英语七年级Unit_1_A_Trip_to_Beijing_) 冀教版(7年级起始)初中英语七年级七年级下册Unit 1 A Trip to Beijing 必修作业模版内容 1( 教学设计 散步教学设计免费下载洗衣歌教学设计免费下载汽车材料教学设计下载爱护水资源教学设计下载一师一优课教学设计下载 学科名称 2(所在班级情况，学生特点 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 3(教学内容分析 4(教学目标 5(教学难点分析 6(教学课时 7(教学过程 8(课堂练习 9(作业安排 10( 附录(教学资料及资源) 11( 自我问答 Unit 1 A Trip to Beijing(初中英语七年级下) 2(所在班级情况，学生特点分析 3(教学内容分析 本单元以A Trip to Beijing为话题，学生通过本单元学习，能够表达请求许可，能够询问及表达两地距离，掌握一百以上数字的读法与写法，初步学习比较等级的形式及用法; 学会制定 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 以及用英语购买票。 1.1 Lesson 1 要求学生通过学习李明与妈妈关于去北京旅行的对话，通过技能训练掌握表示意愿以及请求许可的表达方式。 1.2 Lesson 2 以打电话的形式，要求学生学习如何邀请别人一起旅行以及一些旅行安排的表达方式。 1.3 Lesson 3要求学生通过学习本课能够询问及表达两地的距离，并掌握100以上数字的读法与写法。 1.4 Lesson 4以唱歌和对话的形式要求学生复习各种交通方式，并通过对比初步学习比较等级的形式及用法。 1.5 Lesson 5通过学习本课掌握一周七天的读法与写法，重点掌握如何作旅行计划，学会征询别人的意见。 1.6 Lesson 6通过学习Jenny和Li Ming做旅行准备的对话，重点复习this, that, these, those的用法，及谈论数量，提供帮助的表达方式。 1.7 Lesson 7通过本课学习购票的表达方式及劝阻他人不做某事的表达法，同时要求学生学会 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 面讲述令自己兴奋的一次经历。 1.8 Lesson 8帮助学生复习运用本单元所学内容。 4(教学目标 听Listen to dialogues about distance, intentions, and numerals S ki说Talk about distance, show intentions, say numbers and make a phone call in English ll Fo读Read dialogues about trips cu s 写Write a plan 1. Talk about distance —How far is it from „ to „? —It’s „ kilometers. / It’s about „ 2. Asking for permission May I „? Yes, you may. /No, you may not. 功 能3. Showing Intentions 句 式 Do you want „? I want„. Let’s take a „, „is faster/slower than„. L an4. Others gu agHow many „ do you have? e FoPlease (don’t) ... cu 1. 掌握词汇 s may go go shopping to mom on trip the city of too and please far from kilometer okay hard great eat ask live so want come hello with who when do leave for arrive me about here him there say thousand let us by plane take bus fast slow cheap expensive train than sing song plan Friday make Thursday need home Sunday Monday Tuesday Wednesday Saturday week clothes jacket more favorite near 词now everyone buy ticket or excited love run jump down 汇 2. 认知词汇 but busy only square Tian’anmen Square restaurant question sorry invite them Mrs. call oh wonderful invitation bye hooray dinosaur think visit Edmonton laugh worry be partner practice cost as just stay wall the Great Wall whole parent tell interesting place change shop museum Palace Museum back pack suitcase sure forget bear teddy bear chant knee toe station seller soft hard seat money time fun yikes 3. 重点词汇 may trip far from kilometer leave arrive thousand plane take bus fast slow Sunday Monday Tuesday Wednesday Saturday 语Numerals (II) 法 1. —May I go on a trip to Beijing? —Yes, you may. / No, you may not. 重1. How far is it from China to Canada? It’s about eight thousand five hundred kilometer. 点2. A train is slower than a plane, but faster than a bus. 句3. What do you think of it? 子 4. I want to go to the Great Wall. 5. May I help you? Sure. 6. How much for a ticket on the T58 from Shijiazhuang to Beijing, please? 7. Please don’t run or jump. 5(教学难点分析 6(教学课时 Period 1 Lesson 1 May I Go to Beijing? Period 2 Lesson 2 May I Invite Danny and Jenny? Period 3 Lesson 3 How Far Is Beijing? Period 4 Lesson 4 How Can We Go to Beijing? Period 5 Lesson 5 Planning a trip Period 6 Lesson 6 Li Ming Packs His Suitcase Period 7 Lesson 7 At the Train Station Period 8 Lesson 8 Unit Review 7(教学过程 Step I Greeting and lead-in Greet the students and get them to talk about their holidays. T: I haven’t seen you for long ages, boys and girls! How is it going? S: Quite well. How are you? T: I’m fine, too. Thanks. Did you have a nice holiday? S: Yes. T: Would you like to share your experience with me? „ What did you do? S: I read a lot. T: You must have learnt a lot. Get some other students to talk about their holidays. And then show some places of interest and continue talking with the students to make them understand the phrase go on a trip to. T: I had a nice holiday too. I went on a trip to Beijing. Look! There are some pictures about this city. Show the students the following pictures. T: How about the first picture? S: It’s Tian’anmen Square. T: That’s right! The second one? S: It’s Gugong. (In Chinese) T: In English It is named the Palace Museum. S: The Palace Museum. T: How about the last one? S: It’s Changcheng. T: It’s the Great Wall in English. S: The Great Wall. T: There are so many beautiful places in Beijing. And Beijing is the capital city of our country. Would you like to travel to Beijing? (To one student) S: Yes. T: Would you like to go on a trip to Beijing too? Help the student to answer. Make sure the students know the meaning of go on a trip to. S: Yes. I’d like to go on a trip to Beijing. Step II Practice Get the students to learn to talk about permission by using the phrase: to go on a trip to. The teacher can show them some pictures of places of interest to help them to discuss. T: What city would you like to go on a trip to, Beijing or Guilin? S: I’d like to go on a trip to Guilin. Ask more students the same question to let them learn the phrase go on a trip to well T: Gulin is a very beautiful place. May I go on a trip with you? Help the student to answer: Yes, you may. Or No, you may not. Explain the meaning in Chinese if necessary. S: Yes, you may. T: (To another student) I have no money to go on a trip to Guilin. May I borrow some money? S: No, you may not. Step III Text learning Get the students to learn the text. a. Listening Get the students to listen to the tape and answer a question. And then get them to repeat after the tape. T: Li Ming wants to go on a trip to Beijing. Listen to the tape carefully. Does Li Ming’s mother go on a trip to Beijing too? S: (After listening) Yes. b. Paraphrasing Explain the following sentences. Notes: 1. You are too young to go, Ling Ming. It means Li Ming is too young. If he goes to Beijing, he cannot take care of himself. 2. Beijing is far from our city. It means Beijing is not near Shijiazhuang. 3. You work hard in school. It means Li Ming studies hard. c. Practice Get the students to read and act out the dialogue in pairs. And then ask them to work in pairs and make up their own dialogues using go on a trip to, too„ to„, be far from and May I„? They can talk from the following aspects: 1.Where you want to go for a trip; 2. Why you cannot / can go there; 3.Who will go with you. Walk around to give them a hand if necessary. Sample dialogue: S1: May I go on a trip to New York, mom? S2: No, you may not. Now York is too far to go. S1: Dad? S3: No, you are too young to go. You can go to a city near our home. S1: May I go on a trip to Lasa? S3: No, you may not. It’s far from our city. S1: May I go on a trip to Beijing? S2 and S3: Yes, you may. We will go to Beijing too. Step IV Homework a. Finish the exercises in Activity book. b. Practice the dialogue in pairs. c. Preview Lesson 2 Period 2 May I Invite Danny and Jenny? Teaching goals教学目标 1. Target language 目标语言 a. 掌握词汇 want come hello with who when do leave for arrive. b. 认知词汇 invite them Mrs. call oh wonderful invitation bye ho oray c. 句型 When do you leave for „? / When do you arrive in / at „? —May I speak with / to „? —This is „ (speaking). Who’s that? 2. Ability goal 能力目标 Enable the students to invite somebody to have a trip on the phone. 3. Learning ability goal 学能目标 Help the students learn how to invite somebody to have a trip on the phone. Teaching important and difficult points 教学重难点 Grasp the expressions of making phone calls. Teaching methods 教学方法 Listening and speaking. Teaching aids 教具准备 Audiotape and pictures. Teaching procedures & ways 教学过程与方法 Step I Lead-in and speaking T: Good morning, class. S: Good morning, Miss /Mr. /Ms. „ T: We know that Li Ming will go on a trip to„ S: Beijing! T: Do you want to go to Beijing? Why or why not? Help the students to answer these questions from the following aspects: Affirmative: 1. have fun; 2. learn a lot that can not be found in the text book; 3. make other friends„ Negative: 1. Beijing is too far away; 2. too young to go; 3. „ T: If you can go to Beijing, who do you want to take with you? Why? S: I may go with my parents. They can take care of me, and share the happiness together. S: I may go with my friends. We have the same interest and can have a lot of fun. S: I may go with my little brother. I can learn to take care of him and learn a lot. T: Good! Wish you a good trip to Beijing. Step II Reading Fast reading Get the students to scan the dialogue to look for the expressions about making phone calls in English. T: Li Ming wants to go to Beijng, do you know who does he want to take to Beijng? Now, look through the text and show me the answer. S: Jenny and Danny. T: That’s it! But where are Jenny and Danny? S: They live in Canada. T: So how can Li Ming invite them? S: Make a phone call. T: Good! Please read the dialogue in Lesson 2 silently and try to find out ways to make a phone call. After the students finish reading, summarize the following patterns. —Hello. May I speak with / to „? —Yes, this is„. Who’s that? —This is „ T: Great! Careful reading Get the students to learn about how to invite somebody on the phone. 1. Paraphrasing Make a dialogue to help the students understand the phrases leave and arrive at / in. for T: Hello. May I speak to Mary? S: Hello. This is Mary. Who is that? T: This is „ I’m going on a trip to Beijing. Would you like to go with me? S: Yes. T: Let’s meet at the school gate at 9:00 on Friday. OK? S: OK. Draw the school gate and Beijing West Railway Station on the blackboard and let the student come to the front of the classroom to act with you. The two walk from the school gate in the picture to Beijing Railway Station in the picture. T: We are leaving our school. We are leaving for Beijing. Now we are arriving in Beijing, arriving at Beijing West Railway Station. We usually arrive at a small place; and arrive in a big place. Got it? Write the phrases on the blackboard, explain them and lead the students to read them. 2. Reading Get the students to read the dialogue and answer the questions given. After that ask them to listen and repeat, and then act out the dialogue. 1. Who does Li Ming want to take to Beijing? (He wants to take Danny and Jenny to Beijing.) 2. Can Jenny come? (Yes, she can.) 3. When do Li Ming and his mother leave for Beijing? (They leave on February 1 in the morning.) 4. When do they arrive in Beijing? (They arrive in Beijing in the afternoon on February 1.) Step III Presentation Let the students work in pairs to make up similar dialogues to practice the expressions of making a phone call. They can talk from the following aspects: 1. Where you want to go for a trip; 2. Who you want to invite to have a trip; 3. When you leave. Ask some pairs to act out their dialogues. Sample dialogue: S1: Hello! May I speak to Mary? S2: Hello! This is Mary speaking. Who’s that? S1: This is Tom. I want to go on a trip to Xi’an. Do you want to go with me? S2: That’s great. Xi’an is a good place. I’d like to go there .When do you leave for Xi’an? S1: I leave at 2 o’clock on Tuesday afternoon. Is that OK? S2: OK. I will meet you at the school gate at 1 pm. S1: See you then. S2: See you. Step IV Homework a. Finish off the exercise in Activity book. b. Preview Lesson 3. Period 3 How Far Is Beijing? Teaching goals 教学目标 1. Target language 目标语言 a. 掌握词汇 me about here him there say thousand b. 认知词汇 dinosaur think visit Edmonton laugh worry be partner practice c. 句型 How far is it from „ to „? It’s about „ kilometers. 2. Ability goals 能力目标 Enable students to talk about the distance and say numbers from one hundred to ten thousand. 3. Learning ability goals 教学目标 Help the students learn to talk about the distance and say numbers from one hundred to ten thousand. Teaching important and difficult points 教学重难点 Grasp the expressions of talking about distance. How to express numbers from one hundred to ten thousand. Teaching methods 教学方法 Listening, and speaking. Teaching aids 教具准备 Audiotape and maps. Teaching procedures & ways 教学过程与方式 Step I Revision a. Greeting T: How are you doing? S: We are fine. b. Revision Help the students review Lessons 1 & 2 by asking questions. 1. Why does Li Ming want to go on a trip to Beijing? Because Beijing is the capital city of our country and it’s not far from his city, Shijiazhuang. 2. Why does Li Ming’s mother let Li Ming go on a trip to Beijing? Because Li Ming is not too busy, Beijing is not very far from Shijiazhuang, Li Ming is a good student and works hard in school. 3. What can Li Ming do in Beijing? He can go shopping, eat in restaurants and go to a hotel. Step II Lead-in Show the students the map of China and the world map to help them to talk about distance. T: Look at this map of China. How far is it from Beijing to Shijiazhuang? Do you still remember? S: It is only two hundred seventy-eight kilometers from Beijing to Shijiazhuang. T: Li Ming wants Jenny and Danny to come on a trio to Beijing. Where do Jenny and Danny live? S: They live in Canada. T: Look at the world map. Is Canada far from China? S: Yes, it is. T: How far is it from Canada to China? Scan the dialogue in Lesson 3 and find out the answer. S: It’s about 8500 kilometers. Help the students to say that in English. T: How far is it from Edmonton to Shijiazhuang? S: It’s about 9600 kilometers. T: Well done! Lead the students to read the numbers in this lesson. Step III Text learning a. Reading Get the students to read the text again and answer the following questions. T: Now please read the dialogue and find out the answer to the two questions: Why is Mrs. Dinosaur worried? And can Danny go? S: Because Canada is too far from China. S: Yes, he can. T: That’s right. b. Listening Then get the students to listen to and repeat after the tape. Later, ask them to act out the dialogue. Step IV Get the students to talk about distance. a. Speaking Write How far is it from „ to „? / It’s about„ kilometers and some numbers on the Bb to let the students practice talking about distance. Explain the usage of hundred and thousand. Notes: hundred, thousand 前面有具体数字时，不要加s; 一般情 况下，百位与个位之间用and (也可以不用and)十位和个位之间可以用 连字符，也可以不用。 T: (To a student) How far is it from your home to school? S: It’s about one thousand meters. T: (To another student) How far is it from your home to the railway station? S: It’s about two thousand meters. Ask more students similar questions to make sure they can use the expression of talking about distance and say numbers well. b. Applying Divide the students into several groups. Ask them to make a survey and give a report on the distance between their homes and some important places such as hospital, shopping centre and so on. And then talk about whose neighborhood is the best. The students can carry out the survey by referring to the following expressions. —How far is it from your home to „? —It’s about ... Conclusion: I think Mary’s neighborhood is the best. Her home is not far from the hospital, the shop. It’s only „meters from her home to the hospital. And it’s only „ meters form her home to the shop. Step V Homework Practice speaking the dialogue and numbers. Preview Lesson 4. Do the exercises in Activity book. Period 4 How Can We Go to Beijing? Teaching goals 教学目标 1. Target language 目标语言 a. 掌握词汇 let us by plane take bus fast slow cheap expensive train than sing song b. 认知词汇 cost as just c. 句型 A plane is fast. A bus is slow. A train is slower than a plane but faster than a bus. 2. Ability goal 能力目标 Enable the students to talk about means of transportation. 3. Learning ability goal 学能目标 Help the students learn to talk about means of transportation. Teaching important points 教学重点 Teach the students to talk about means of transportation. Learn the usage of comparative form of adjective. Teaching difficult points 教学重点 Usage of the following sentences: That is how I want to go. / But it doesn’t cost as much. / A train is just right. Teaching methods 教学方法 Listening, speaking and singing. Teaching aids 教具准备 Audiotape and some pictures. Teaching procedures — ways 教学过程与方式 Step I Lead-in Show some pictures to the students and help them review and learn some vehicles. T: Good morning, class S: Good morning, Miss /Mrs. / Mr.„ T: Look! What do I bring to you? 1 2 3 4 5 6 Get the students to talk about and get familiar with the above means of transportation. T: Well done! Step II Speaking Help the students learn to talk about means of transportation, and the usage of the following expressions: take a ... / go by bus/train/plane„ / be faster/slower than „ / cheap / expensive Language study T: (To a student) How do you come to school? S: I come to school by bike. T: Would you like to take a bus? S: Yes. T: So you can ride a bike to school. And you can also come by bus. But bus costs one yuan. A bike doesn’t cost any money. A bike is cheap. Say cheap. S: Cheap. T: Do you want to come to school by taxi? S: No. T: A taxi is expensive. Expensive. S: Expensive. T: But a taxi is fast. (Write the speeds of a taxi, a bus and a bike.) Say fast. S: Fast. T: A bike is slow. Say slow. S: Slow. T: A bus is faster than a bike. Faster. S: Faster. T: A bus is slower than a taxi. Slower. S: Slower. Explain faster, slower are the comparative forms of fast and slow respectively. Notes: 一般情况下比较级是在词尾加er构成。例如:cheap—cheaper Reading Let the students read the dialogue and answer the following questions: 1. How does Li Ming want to go to Beijing? (He wants to go to Beijing by plane.) 2. Does Li Ming’s mother want to go by plane too? (No, she doesn’t. She wants to take a bus.) 3. How do they want to go to Beijing after their discussion? Why? (They want to take a train because a train is slower than a plane but faster than a bus. And it is cheap, too. ) Listening Get the students to listen to and repeat after the tape. Practice Ask the students to make dialogue in pairs and show in class. They can talk from the following aspects: 1.How you like to go on a trip and why; 2.Which kind of transportation is fast and cheap. Write the patterns: „ is faster than ... / „ is slower than ... and„ is expensive on the blackboard and let the / „is cheap students practice using them in their dialogues. Give an example first. T: Do you like to go on a trip by bike? S: No, I don’t. T: Do you like to take a train? S: Yes, I do. T: Do you like to go on a trip by plane? S: No. T: Why? (Help the student to answer) S: A bike a cheap, but it’s slower than a bus. A plane is faster than a bus, but it’s expensive. T: That’s right. Step III Singing Language points T: It’s about two hundred seventy-eight kilometers from Shijiazhuang to Beijing? How much does a plane cost? Do you know? S: Two hundred yuan. T: How much does a train cost? S: Forty yuan. T: That’s right. A train doesn’t cost as much. S: A train doesn’t cost as much. T: Hooray. (Use gestures to understand the meaning of this word.) S: Hooray. Singing Get the students to learn to sing this song. Step IV Homework 1. Practice the dialogue and the song. 2. Finish off the exercise in Activity book. 3. Preview Lesson 5. Period 5 Planning a Trip Teaching goals 教学目标 1. Target language 目标语言 a. 掌握词汇 Sunday Monday Tuesday Wednesday Thursday Friday Sa turday plan make need home week b. 认知词汇及短语 stay wall the Great Wall whole parent tell interesting place change shop museum Palace Museum back c. 句型 They stay with Li Ming’s family for two days. I made a plan for ... What do you think of „? 2. Ability goal 能力目标 Enable students to make a plan for their trip. 3. Learning ability goal 学能目标 Help the students learn how to make plan for their activities. Teaching important and difficult points 教学重难点 Get the students to learn the expressions of the weekdays. Make sure the students understand the following sentences and phrases. They stay with Li Ming’s family for two days. / I made a plan for... / What do you think of..? / write to, make / change a plan / Here’s what we want to do. Teaching methods 教学方法 Listening, speaking and singing. Teaching aids 教具准备 Audiotape and some pictures. Teaching procedures & ways 教学过程与方式 Step I Revision T: Hello, everyone. It’s time to have our class. S: Hello, Mr. /Mrs. /Miss „ T: What day is it today? S: It’s „ T: From next week, every one of you should give a duty report. You should tell us the date and prepare a short story or something in English. It will take about two or three minutes. Then play a game to review how to express weekdays, twelve months and ordinal numbers. Game instructions: Divide the students into six groups , The teacher asks questions about the weekdays, months and also numbers , Group members answer these questions voluntarily , Keep one point for the correct answer , See which group gets the most points Here is one example: T: What day is the first day of the week? Group 1: Sunday. T: Great. One point for you. What is the month after March? Group3: April. T: That’s right. You’ve got one point. When is Children’s Day? Group2: It’s June first. T: Wonderful. You’ve got one point, too. „ Step II Lead-in and language points Explain the following phrases and sentences to the students: make /change a plan / write home / interesting places / go shopping / What do you think of it? T: I am very busy every day. I made plans for my life, so I am very clear about what I will do every day. Do you like to make plans for your life? Why or why not? Get the students to answer from the following aspects: Affirmative: Negative: 1. use the time more properly 1. You never know what gonna to be next. 2. Do most of the things on time „ 2. Many things need much time to deal with„ T: Good! No matter how do you think about this question, you mustn’t waste time, clear? ... Well, let me go on talking about my plans. On Sunday, I want to learn a new English song, then I can teach it to you next Monday. I think it’s interesting for you. What do you think of it? Help the students to answer. S: It’s „ T: What do you want to do on Sunday? S: I want to watch TV. T: I think it’s a good idea. You can see many interesting places on TV, such as beautiful cities, amusement park and so on. And I want to go shopping this Sunday, because I have a lot of things to buy. And then, I will write to home. You see, I have already bought a letter. (Show the students the letter; make sure they understand what write home means.) T: (Turn to another student) What do you want to do? S: I want to play basketball. T: That’s great. I also want to play basketball with you, I change my plan and I will not write home. What do you think of it? S: That’s great. T: Is there any one want to go on a trip? S: Yes. I want to„ T: That’s an interesting place. But it is too far away for you to go. Is there an interesting place in your town or city? What is it? Encourage the students to answer this question. Help them feel proud of their town or city. T: Good! I’d like to have a trip to those places. But you have to make a plan first, then we can have a good time. Will you? „ Good! Li Ming made a plan. Let’s see how he made his plan. Step III Text learning Get the students to learn the text well. Listening Listen to the tape and answer the questions given. T: Li Ming likes to make a plan. He made a plan for his trip. Listen to the tape carefully please and answer the following questions: 1. Where do they want to go? (They want to go to the Great Wall.) 2. What do they do on Thursday in Li Ming’s plan? (They go to the Great Wall; Jenny and Danny write home.) 3. What does Li Ming change in the plan? (They will go to the Great Wall on Thursday.) Then ask the students to listen to and repeat after the tape. Practice Get the students to talk about Li Ming’s plan. T: Please look through Li Ming’s plan and then, ask and answer in turns with your partners about it. Let’s see who know it best. Sample dialogue: S1: What do they do on Monday? S2: They leave Shijiazhuang and arrive in Beijing. When do they go to the Palace Museum? S1: On Wednesday. „ Applying Ask the students to work in groups of four and make a dialogue following this situation: A famous foreigner plans to go on a trip to China. A reporter interviews him or her to know about the plan. Sample dialogue: (S1: George W. Bush who will stay in Beijing for three days. S2: A reporter) S1: Welcome to China, President Bush. S2: Thank you. I am happy to be here. S1: We like to know your plan of your trip to China. What do you do on Monday? S2: I will meet Mr. Hu Jintao. S1: Beijing has many interesting places, will you meet some of them? S2: Yes. S1: Where do you want to go? S2: I want to go to the Great Wall on Tuesday. S1: Do you want to go shopping? S2: Yes. My daughters want to buy some delicious food on Wednesday. S1: That’s a good plan. Have fun in China. S2: Thanks a lot. Step IV Homework 1. Finish off the exercise in Activity book. 2. Practice reading this lesson. 3. Make a plan for next week and write it down. 4. Preview Lesson 6. Period 6 Li Ming Packs His Suitcase Teaching goals 教学目标 1. Target language 目标语言 a. 掌握词汇 clothes jacket more favorite near now b. 认知词汇及短语 pack suitcase sure forget bear teddy bear chant knee toe c. 句型 How many „ do you have? You need more ... Do you want „? I’m packing „with „ May I help you? Sure. / No, thanks. Do you want „? Yes, please. Ability goals 能力目标 Enable students to learn the reference pronouns. Review the vocabulary of clothes. Learning ability goal 学能目标 Help the students learn the reference pronouns well. Teaching important and different points 教学重难点 The usage of more and the following sentences patterns: How many„do you have? / You need more.../ Do you want„? / I’m packing„with... May I help you? Sure. /No, thanks. Do you want„? Yes, please. / This that these those Teaching methods 教学方法 Listening, speaking and singing. Teaching aids 教具准备 Audiotape and some pictures. Teaching procedures & ways 教学过程与方式 Step I Homework checking and revision Check the students about their plans and review the vocabulary of clothes. T: Good morning, everyone. S: Good morning. T: Have you made a plan for this week? „ Who’d like to show us your plans? „ Good! Mary, please. Class, listen to her carefully and later I will ask you some questions about her plan. Ask more students to show their plans. T: I see, most of you will go shopping on Sunday; some of you want to buy new clothes. Next, let’s play a game about clothes, shall we? „ OK. Let’s begin! Show some cards with the words of clothes on. Ask some volunteers to choose and describe or use some gestures to let others guess what the word they have chosen is. Step II Language points Word study Help the students to learn these words: jacket / clothes / suitcase. T: (Show the picture of a jacket) Look at this picture class. What is it? Jacket clothes suitcase S:„ T: This is a jacket. Jacket. S: Jacket. T: (Show the picture of clothes) These are clothes. Clothes. S: Clothes. T: (Show the picture of a suitcase) Put the clothes in the suitcase. Suitcase. S: Suitcase. Practice this / that/ these/ those pointing to the jacket near the teacher and suitcase / clothes far from the teacher. Help the students to practice saying the “th” sound well. T: (Hold up the picture of a jacket) What’s this? S: This is a jacket. T: (Point to the picture of a suitcase) What’s that? S: That’s a suitcase. T: (Hold up a picture of clothes.) What are these? S: They are clothes. T: (Point to the picture of clothes ) What are those? S: They clothes too. Then read the four reference pronouns and ask the students to follow. Pay attention to the students’ pronunciation. StepIII Text learning Speaking Talk about the pictures in the students’ book T: Look at the picture on Page 7. What is Li Ming doing? S: He is putting some clothes in the suitcase. T: That’s right. He is packing the suitcase. Do you have a suitcase? Is it big or small? What color is it? S: „ T: What is Jenny doing? S: She is helping Li Ming. T: When you go on a trip, what things do you like to take? Encourage the students to answer this question according to their experience. Help them know the basic things needed for a trip. Listening Get the students to listen to the text, answer some questions and then listen to and repeat after the tape. T: Next, close your books. Listen to the tape carefully and answer these questions: 1. What clothes does Li Ming need? (He needs a jacket, socks and shirts.) 2. What doesn’t Li Ming need? (He doesn’t need a teddy bear.) Applying Get the students to make dialogues in pairs according to this situation: You help your friend to buy something. They must use this in the dialogues. The students can talk from / that / these / those the following aspects: 1. What you need to buy; 2. How many clothes you need to buy; 3. What clothes you like. The teacher walks around to help them. Sample dialogue: S1: I need some clothes. I will go shopping this Sunday. S2: May I help you? S1: Sure. (In a clothing shop) S2: Do you like this jacket? S1: Yes. But I don’t like the red color. S2: Oh, look! What about that blue jacket? S1: That’s nice. Let me try it on. Oh, good. I will take it. I need some socks, too. S2: How many pairs of socks do you need? S1: I need one pair. S2: I think you need more. Do you like these socks? S1: They are too big for me. S2: How about those socks? S1: Those are my favorite. I will take them. Thank you. S2: You are welcome. Step IV Chanting Word-study Help the students understand these words: near / knee / toe. T: (Point to a student’s jacket) That’s his jacket. That’s far. (Point to the teacher’s own jacket) This is my jacket. This is near. Near. S: Near. T: (Point to my own knees) These are near. They are my knees. Knee. S: Knee. T: (Point to the person’s toes in the picture) Those are far. They are his toes. Toe. S: Toe. T: Very good. Now let’s learn a chant. Chanting Play the tape as the students chant in their student books. And then encourage the students to change the lyrics, chant in group and present their new chant in class. Sample chant: This is near. That is far. This is my deer. That is a car. I have these. You have those. These are my keys. Those are your monkeys. This, that, these, those. Near, far, now we know. Step V Homework 1. Finish off the exercises in Activity book. 2. Practice the dialogue and the chant in this lesson. 3. Preview Lesson 7. Period 7 At The Train Station Teaching goals 教学目标 1. Target language 目标语言 a. 掌握词汇 everyone buy ticket or excited love run jump down b. 认知词汇 station seller soft hard seat money time fun yikes c. 句型 Please do„! / Please don’t run or jump. —How much for a ticket on the T58 from ... to „? —Forty-two yuan each. 2. Ability goal 能力目标 Enable the students to buy tickets in English and express their exciting experience. 3. Learning ability goal 学能目标 Help the students learn how to express the numerals correctly and also their exciting experience. Teaching important point 教学重点 Teach the students to express the numerals correctly. Teaching difficult points 教学难点 Help the students understand the following expressions: Please do„! Please don’t run or jump. —How much for a ticket on the T58 from „to „? —Forty-two yuan each. Trains are so fun. Teaching methods 教学方法 Listening and speaking. Teaching aids 教具准备 Audiotape, pictures and tickets. Teaching procedures & ways 教学过程与方式 Step I Revision T: Good afternoon, everyone S: Good afternoon, Mr. / Mrs. / Miss „ T: Who is on duty today? S: I am. T: Class, listen to her carefully and later I will ask you some questions about her report. After the duty report, ask the students to sing A Plane is Fast. Step II Lead-in Word-study Help the students to understand these words: everyone / ticket in the following dialogue. / station / hard / soft / money T: Everyone sings well. As we know, Li Ming will go on a trip to Beijing. How does he want to go there? S: He wants to go by train. T: That’s right. He wants to take a train. He needs to go to the train station to take a train. (Show a picture of a train station.) Train station. Train station ticket hard seat soft seat S: Train station. T: He needs to buy tickets. (Show a train ticket.) Ticket. S: Ticket. T: This ticket is cheap. It is for a hard seat. (Pretend to sit down.) I am sitting on a hard seat. Hard. A hard seat. S: Hard. A hard seat. T: This ticket costs more money. It is expensive. It is for a soft seat. (Pretend to sit down and feel very comfortable.) Soft. A soft seat. S: Soft. A soft seat. Speaking Lead the students to the new lesson by answering the questions in THINK ABOUT IT. T: Do you like to take the train? Why or why not? Affirmative: cheap / safe / enjoy the beautiful scenery outside „ Negative: slow / too many people„ T: What can you see at the train station? Ticket office / entrance / exit / train-timetable „ Passenger / policeman and policewoman .. Step III Text learning A Listening Get the students to listen to the text and get some basic ideas about it. And then repeat after the tape. T: Please listen to the tape and find out the answer these questions: 1. Does Li Ming want soft or hard seats? (Hard seats.) 2. How many tickets does Li Ming need? (He needs four tickets.) 3. How much do the tickets cost? (They cost 168 yuan.) 4. When does the train leave Shijiazhuang? (It leaves at 11:20.) 5. When does the train arrive in Beijing? (It arrives at 2:00 in the afternoon.) Speaking Help the students analyze the text, then ask them to make similar dialogues. T: Now, work in groups of four, tell me how does Li Ming buy tickets? After that list and show the following aspects to the students and help them make dialogues. 1. Which train you want to take 2. Where you want to go 3. How much the ticket is 4. What seats you need 5. When the train leaves and arrives Sample dialogue: (S1: passenger to book a ticket on the phone; S2: ticket seller) Explain that people can buy one-way tickets and round-trip tickets too. Sample dialogue: S1: Hello! S2: Hello S1: Is that Beijing airport? S2: Yes. May I help you? S1: Yes, please. I’d like to book a round-trip(往返票、双程 票) ticket from Beijing to Kunming. S2: When do you leave? S1: I leave on Monday. S2: Let me see„ Here is Flight 517. S1: When does it leave? S2: It leaves at eight o’clock in the morning. S1: When does it arrive? S2: It arrives at two in the afternoon. S1: How much for it? S2: It is 800 yuan. S1: That’s good. I will book it. S2: May I have your name, please? S1: Mary Smith. Thank you. S2: You are welcome. Step III Text learning B Get the students to learn the second part of this lesson. Word-study Explain these words excited / fun / run / jump to the students T: Look at this picture. This man is excited. When you are excited, you feel happy, and want to sing, jump, and sometimes you even want to run. The teacher can jump and run to explain the two words, then ask them to read the two words. T: Well, Danny is very excited. He is very happy on the train. And he thinks taking trains are so fun. He has fun taking a train. Fun. S: Fun. T: Good. Talking Get the students to do LET’S DO IT. First get the students to listen to the text and repeat after the tape. And then give them time to talk about their exciting experience. T: Do you sometimes feel excited? What makes you excited? What do you want to do when you are excited? Talk about it with your partners, please. Let several students tell something that make him or her excited in class. The teacher may read them the passage Things make me feel excited to help them think about the exciting experience or things make them excited. Step IV Homework a. Finish off the exercises in Activity book. b. Practice the dialogue in this lesson. c. Finish the exercise in Lesson 8. Period 8 Unit Review Teaching goals 教学目标 1. Target language 目标语言 a. 掌握词汇 Words and phrases in this unit. b. 表达法 Talking about distances —How far is it from China to Canada? —It is about eight thousand five hundred kilometers. Canada is far from China. Asking for permissions —May I go on a trip to Beijing? —Yes, you may./No, you may not. Showing intentions I want to go to„ c. 语法 Numerals. 2. Ability goal 能力目标 Enable students to use the words and the expressions leaned correctly. 3. Learning ability goal 学能目标 Help the students learn how to use the words and the expressions leaned correctly. Teaching important and difficult points 教学重难点 Functions, grammar, and structures in this unit. Teaching methods 教学方法 Task-based speaking. Teaching aid 教具准备 Cards. Teaching procedures & ways 教学过程与方式 Step I homework checking Check the answers to Lesson 8 together. Step II Dialogue making Divide the students into six groups. Send each group a card with speaking task on. Then each group makes a dialogue and presents it in class. Task 1: Borrow several things from your friends using: May I „? / Yes, you may. / No, you may not. Sample dialogue: S1: May I borrow your ruler? S2: Yes, you may. Here you are. S1: Thank you. S3: May I borrow your chair? S1: Yes, you may. S4: May I borrow your coat? S1: No, you may not. I’m very cold. Task 2: Call your friend to invite him or her to your party. Sample dialogue: S1: Hello! May I speak with Mary? S2: Hello. This is Mary speaking. Who’s that? S1: This is Tom. I’d like to invite you to my party. Would you like to come? S2: Yes. When do you have it? S1: At seven o’clock in the evening on February 1. S2: OK! Thanks for the invitation. S1: Please call Linda and invite her to come, too. S2: OK. Good-bye. S5: Good-bye. Task 3: Make a survey in your group, fill in the chart on Page 10 and then give a short report, please. Sample report: Where do you like to How do you like to How far is it? travel? Why? travel? Why? JaBeijing. There are many Two hundred and seventy Take a train. It’s ck interesting places. eighty kilometers cheap and fast. TiEdmonton. There are a lot Take a plane. It’s fast 9600 kilometers. na of delicious foods. and fun. S: Tina likes to go on a trip to Edmonton because there are many delicious donuts. It is about 9600 kilometers from Shijiazhuang to Edmonton. She wants to take a plane. It is fast and fun. „ Task 4: Draw a map of your city. Ask and answer the distance between two places using: Where is „? / How far is it from „ to„? / It’s about... Sample dialogue: S1: Where is your home? S2: It is on Yuhua Street. S1: How far is it from your home to this park? S2: It’s about 800 meters. Task 5: Have a competition in your group. One student writes numbers. The other students try to say them in English quickly. Please see who can say them most quickly. Task 6: Discuss in your group. Make a plan for next week. Sample plan: Sunday We have a football match with Class 5. Monday We clean the classroom. Tuesday We learn an English song. Wednesday We have a birthday party for John at his home. Thursday We go to have a talk with Mr. Green to practice speaking English. Friday We go shopping to buy some food. Saturday We go to Andy’s home to have a dinner. Things make me feel excited If someone asked me, what gets you excited? I would say something like: Having a bath, relaxing, having a shower, sun tanning, lying on a beach, going for a walk, massages, swimming, watching a movie etc. Basically, I am looking for a very big list of things/activities that make people feel excited. At least 10 things that make people FEEL excited not including what I've already mentioned. A personal list: Things that make me feel excited: - Preparing for guests - Seeing an incredibly attractive person - Fireworks - Meeting my favorite writer face to face - An invitation to dance - Going to the airport (departing for a trip) - The sound of the telephone ringing when I'm expecting my good friends to call - Scoring tickets for my favorite bands The things that make people feel excited vary from person to person—there's no one list or website that's going to have it all. I'll bet you can have your own great list-making. 8(课堂练习 9(作业安排 Step III Homework 1. Sum up what they have learned in this unit. 2. Go over the words and expressions in this unit and use some to write a short story or a dialogue.