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Unit 1 How often do you exercise?
I. Teaching article(课题): Unit One
II. Teaching aims and demands(教学目的和要求):
What do you usually do on weekends?
I sometimes go to the beach.
How often do you eat vegetables?
Every day.
Most of the students do homework every day.
III. Teaching importance and diffcult(教学重难点):
Talk about how often you do things.
IV. Teaching ways(教学方法):
Revision, Learning, Practice and Reading.
V. Teaching tools(教学工具):
Tape-recorder and Lattern.
V. Teaching time(教学时间):
Six periods
VI. Teaching procedure(教学过程):
The first period
I. Teaching Aims and Demands
1. Knowledge objects
Name of activities.
Aderbs of frequency.
What do you usually do on weekends?
I often go to the movies.
2. Ability objects
Writing skill.
Listening skill.
Communicative competence
3. Moral object
Keep a diary every day in English.
II. Teaching Key Points
Watching TV, reading, shoping
Skateboarding, exercising
III. Teaching Difficulties
Always, usually, often, sometimes Hardly, ever, never
What does she do on weekends? She often goes to the movies.
IV. Teaching Methods
Discover method. Listening and writing methods；Pairwork.
V. Teaching Aids
A tape recorder. Large monthly calendar showing the days of the week.
A projector
VI. Teaching Procedures
Step 1 Greet the class
T: I’ll introduce myself first. I’ll be your English teacher this term. Do you like English? I hope we’ll get along very well. I’m not only your teacher, but can be your friends. We’ll be happy together. Now let’s begin. This class we’ll learn Unit1. How often do you exercise? Please open books at page1.
Step 2 Section A 1a
First look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.
Then mae each activity. Ask students to repeat each one.
One girl is shopping.
Another girl is reading.
This boy is watching TV.
These girls are skateboarding.
Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don’t know to write the activities, use bilingual dictionaries.
Then ask the students who finishes first to write the answers on the board.
Check the answers on the board and ask students to correct their own activities.
Step 3
Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.
Then show three new words.
How often 多久一次 Hardly adv. 几乎不；几乎没有 Ever adv 曾；曾经
Step 4 1c Pairwork
First ask two students to read the sample in speech bubbles.
What do you usually do on weekends?
I often go to the movies.
Now work with a partner. Make your own conversations about the people in the picture. For example.
Step 5 Summary
This class we’ve learnt some names of activities: watching TV, reading, skateboarding, exercising, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.
Step 6 Homework
Now homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.
Step 7 Blackboard Design
Unit 1 How often do you exercise?
Watching TV reading Skateboarding exercising Shopping
What does she usually do on weekends?
She often goes shopping.
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
Adverbs of frequency.
Name of activities.
Wh-question and answers.
2. Ability Objects
Listening skill. Reading skill. Writing skill. Communcative competence.
3. Moral objects
Do more exercise and keep healthy.
II. Teaching Key Points
Evey day , once a week, twice a week, three times a week,once a month, twice a month
Watch TV, surf the Internet, read English books, go to the movies
III. Teaching Difficulties
How often do you watch TV? ----Twice a week.
What does he do on weekends? ----He sometimes watched TV.
How often does Chung watch TV? ----He watches TV twice a week.
IV. Teaching Methods
Discover method Listening and reading methods. Communicative qpproach.
V. Teaching Aids
A tape recorder. Some color paper for an activity.
VI. Teaching Procedures
Step 1 Greet the class.
Step 2 Learn some new words
Step 3 2a
Now please look at the list of activities and read after me.
Wacth TV
Exercise -------Read
Step 4 2b
Now please look at the heading. How often? In the chart in Activity 2a.
Ever day Once a week Twice a week Three times a week
Once a month Twice a month
Step 5 2c Pairwork
First ask a student to read the list of activities to the class.
Watch TV Surf the Internet Read English books Go to the movies
Exercise
Now tell me how often do these activities. You can write your answers under the list of How often.
Step 6 An activity: How often
Give students some color paper and ask them to write five statements about how often they do different activities. For example, I play soccer three times a week. I visit the doctor twice a year.
Step 7 Grammar Focus
Step 8 Summary and Homework
This class we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a month. And we leant to talk about how often people do things. And also we has a game.
Step 9 Blackboard Design
Unit 1 How often do you exercise?
Twice twice a week Once once a month three times a week
Time
Surf the Internet
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
New words.
A magazine article.
How often do you read English books?
I like reading. I read English books about twice a week.
2. Ability Objects
Reading and writing skills. Communicative competence.
3. Moral Object
Study hard and to be a good student.
II. Teaching Key points
1. New words
2. How often do you read English books? I read English books about twice a week.
III. Teaching Difficulty
A magazine article.
IV. Teaching Methods
Reading method. Writing method Groupwork. Commnicative approach.
V. Teaching Aid
A projector.
VI. Teaching Procedures
Step 1 Greet the class and check the homework.
Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat.
Step 3
Now please open your books at page 3. Look at 3 first. I’ll read each line of the survey to you.
Step 4 Group work
What can you do improve your English?
Collect the answers on the blackboard. For example
Read English books Sing English songs See English movies
How often do you do the things?
Step 5 An activity
Ask students to talk about how often their family members do things. For example,
My mother cooks dinner every day. We eat in a restaurant once a week.
My father goes to the United States once a year.
Step 6 Summary
This class we’ve read a magazine article and done an exercise. I hope you can study hard and to be good students. Your parents and teachers are proud of you.
Step 7 Homework
If time isn’t enough, leave the exercises of workbook as homework.
Step 8 Blackboard Design
Unit 1 How often do you exercise?
How often do you …?
Read English books Sing English books. See English movies
Once a week twice a week once a month
Students’ names Who’s the best English student?
The fourth period
I. Teaching Aims and Demands
1. Knowledge objects
New words. Ask and answer questions.
2. Ability objects
Listening skill. Reading skill. Writing skill. Communicative competence.
3. Moral object Exercise every day and keep healthy.
II. Teaching Key Points
Junk, food, milk, fruit, vegetables, sleep, intervier, healthy
III. Teaching Difficulties
How often do you drink milk? ----I drink milk every day.
How often do you exercise? ----I exercise every day.
How many hours do you sleep every night? ----Nine.
IV. Teaching methods
Listening and speaking methods. Listening and writing methods. Pairwork.
V. Teaching Aids
A tape recorder. A projector.
VI. Teaching Procedures.
Step 1 Greet the class and check the homework.
Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.
Step 3 Section B 1a
Now open your books at page 4. Look at Activity 1a. First I’ll read each word. Junk food Milk Fruit Vegetables Sleep
There are vegetables on the plate.
Step 4 1b Pairwork
Ask some pairs to present some questions and answer to the class.
Step 5 2a
Now you’ll hear a reporter interview two people. Katraina and Bill.
Play the recording the first time. Students only listen. Then play it again. This time ask students to circle Yes, No or I don’t know.
Step 6 2b
First read the questions in the chart to the class.
How often do you exercise? How often do you eat vegetables?
How often do you eat fruit? How many hours do you sleep every night?
How often do you drink? How often do you eat junk food?
Step 7 2c Pairwork
Read the sample in speech bubbles to the class first.
Inteviewer: How often do you exercise?
Katrina: I exercise every day.
Interviewer: And How often do you …?
Step 8 Summary and Homework
Thisclasswe’ve leant some words and leant to interview somebody with the sentence, how often…?After class please give more practice.
Step 9 Blackboard Design
Unit 1 How often do you exercise?
How often…?
Katrina Bill
1. every day hardly ever
2. 10 or 11 times twice a week
3. every day never
4. nine nine
5. every day never
6. 2 or 3 times a week 3 or 4 times a week
Healthy Unhealthy
The fifth period
I. Teaching Aims and Demands
1. Knowledge objects
New words
Read a letter from Katrina.
Fill in the blanks in Paul’s letter.
Write about your own habits.
2. Ability Objects
Reading skill. Writing skill. Survey skill.
3. Mora Object
Form a good eating habit.
II. Teaching Key Points
Eating habit, of couse, look after Make a different, healthy, unhealthy Although
Read a letter Fill in a letter
III. Teaching Methods
Reading and writing methods. Survey methods.
IV. Teaching Aid A projector.
V. Teaching Procedures
Step 1 Greet the class and check the homework.
Step 2 Show the new words on the screen and teach them. Read the new words to students and ask them to repeat.
Step 3 3a
Open your books at page 5. Look at Activities 3a. This is the part of Katrina’s letter to a pen pal. I’ll read it to you first.
Step 4 3b
This is Bill’s letter. I’ll read the letter to you. (say blank each time when coming to a blank line.)
Ask students to work individually.
Step 5 3c
Ask students to finish the writing individually. Then ask some students to read their paragraphs to the class.
Or ask students to say some sample sentences first.
Step 6 Survey Who is the healthiest?
Now please turn to page 90.
There are three questions.
1. How often do you exercise?
2. What sports do you play?
3. How often do you eat vegetables?
Step 7 Summary and Howmwork
This class we’ve read two letters. We know what healthy things are and unhealthy things are.
Don’t forget to keep your diaries. Next class I’ll ask you to read your diaries.
Step 8 Blackboard Design
Unit 1 How often do you exercise?
Exercise Eat vegetables
Drink milk
Eat junk food
Sleep
Eat fruit
The sixth period
I. Teaching Aims and Demands
1. Knowledge objects
Vocabulary in this unit. Writing practice Just for fun.
2. Ability Objects
Reading skill. Writing skill. Drawing skill. Communicative competence.
3. Moral Object
To be a successful person.
II. Teaching Key Point
Vocabulary in this unit.
III. Teaching Difficulty
Writing practice using the target language in this unit.
IV. Teaching Methods
Writing method. Reading method. Practice method Communicative Approach.
V. Teaching Aid
A picture of a famous people.
V. Teaching Procedures
Step 1 Greet the class and check the homework.
Step 2 Shelf Check 1
There are five sentence in the box.
1. Mum me to get up at 6:00 and run with her.
2. Grandpa is pretty healthy because he every day.
3. A lot of vegetables you to keep in good health.
4. You must to eat less meat.
5. Does it a big difference if you eat fruit every day?
Step 3 2
Show the picture of a famous people.Write the name of the famous personality on the board. Ask students to imagine what he or she does every day and write a few examples on the board.
Often every day Usually three times a week Sometimes once a week
Always once a month Hardly ever never
Step 4 Just for fun!
Ask students to read the cartoon to themselves. Then expain it.
This activity provides reading practice with the target language.
Step 5 Workbook Section B
Unscramble these questions. Then answer them. Use the words in parenthese.
Step 6 Summary
This class we’ve reviewed vocabulary and abverbs of requency in unit 1. And we’ve reviewed the target language in this unit and done some exercises.
Step 7 Homework
If time doesn’t permit, leave some exercises of workbook as homework.
Unit 2 What’s the matter?
I. Teaching article: Unit Two
II. Teaching aims and demands:
What’s the matter? I have a headache.
You should drink some tea. That sounds a like a good idea.
I have a sore back.
III. Teaching importance and diffculty:
Talk about your health. Make suggestions.
IV. Teaching ways: Revision, Learning, Practice and Reading.
V. Teaching tools: Tape-recorder and Lattern.
V. Teaching time: Six periods
VI. Teaching procedure:
The first period
I. Teaching Aims and Demands
1. Knowledge Objects.
Body names. Illness. What’s the matter? I have a cold.
2. Ability Objects.
Listening skil, recognizing skill.
3. Moral Objects.
Exercise every day and keep healthy and strong.
II. Teaching Importance and Difficulty
What’s the matter? --I have a cold.
III. Teaching Methods
Recognizing method. Listening method. Discover method. Pairwork.
IV. Teaching Aids
A tape recorder. A doll for teaching the names of the body. A Projector.
V. Teaching Procedures
Step I Greet the class and check the homework.
Step II Section A 1a
Bring out a doll. Teach the words of body parts.
Read the words to students and ask them to repeat.
Now open your books and turn to page 7. Please look at the picture, I’ll ask a student to read the list of thirteen names of body parts.
Step III 1b
Act out an illness. Then show the other new words on the blackboard. Read the new words to students and ask them to repeat. Make sure every student knows the meaning and can read them.
Step IV Pairwork
Teach students more words of illness. For example,
Have a cold, have a fever, headache, stomachache, headache toothache, have a sore back , have a sore throat
Step V An activity
Play the game Simon says with students. First have students line up in rows .Ask students to touch different parts of their bodies.
Step VI An activity
Now please turn to page 106. There is a picture of a head with no eyes, nose, mouth or ears. Please draw them in the correct paces and say their names in English. Then show your pictures. Who draws the best?
Step VII Homework
Write down the new words in your exercise book and read them for several times
Step VIII Blackboard Design
Unit 2 What’s the matter?
Tooth ——teeth(pl.) Foot ——feet(pl.)
Toothache Stom-ach-ache
Eyes nose mouth ears
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
New words. Some advice. Grammar Focus.
2. Ability Objects
Listening skill, reading skill, writing skill, communicative competence.
3. Moral Object
To be a doctor and serve the people heart and soul.
II. Teaching Importance and Difficulty
What’s the matter? --I have a toothache.
Maybe you should see a dentist. --That’s a good idea.
III. Teaching Methods
Listening method, reading and writing methods, pairwork.
IV. Teaching Aids
A tpae recorder, a projector.
IV. Teaching Procedures
Step I Greet the class and check the homework.
Step II Show the new words on the screen.
Read the new words to students and ask them to repeat.
Step III 2a
Now open your books and turn to page 8.First read the eight items to students and ask them to repeat.
Toothache Sore throat Stomachache Fever Lie down and rest
Hot tea with honey See a dentist Drink lots of water
Step IV 2b
First look at the four pictures. Each picture illustrates of the conversations. Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blackboard.
Step V 2c Pairwork
First I’ll have two students read the dialogue in the box. OK. You two please.
Sa: What’s the matter? Sb: I have a toothache.
Sa: Maybe you should see a dentist. Sb: That’s a good idea.
Ask students to work in pairs.
Step VI Grammar Focus
I have a headache. He has a stomachache.
She has a toothache. You should go to bed.
He shouldn’t eat anything for 24 hours.
She should see a dentist.
Step VII Homework
This class we’ve leant some advice to people in advertisements for cold medicines , pain medicines and other medicines. Please recover the name and picture of the medicines in the advertisement and leave only the person. Next class we’ll play a game.
Step VIII Blackboard Design
Unit 2 What’s the matter?
Problems Advice
… …
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
Reading and writing materials. Oral Practice.
2. Ability Objects
Reading skill, writhing skill, communicative competence.
3. Moral Object
Give good advice when someone needs your help.
II. Teaching Importance and Difficulty
Reading practice. Oral practice.
III. Teaching Methods
Reading and writing methods, pairwork, groupwork.
IV. Teaching Aids
Workbook exercises.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 3a
Now open your books at page 9.Now look at the conversation on the left.
A: What’s the matter? B: I’m not feeling well. I have a 1 .
A:When did it start? B: About 2 ago.
A: Oh, that’s too bad. You should 3 .
Step III 3b Pairwork
Now let students look at the picture. Have students ask and answer what’s the matter with the people in the picture.Write the answer on the blackboard. For example,
What’s the matter? He has a toothache. She has a sore throat.
He has a sore back.She has a stomachache.
Step IV 4 Groupwork
First look at the dialogue on the left. Read it to the class.
What’s the matter? Do you have a sore throat? No, I don’t.
Do you have a sore throat? No, I don’t.
Do you have a cold? Yes, I do.
You should drink some hot tea.
Step V An Optional Activity
Write the names of several illness on the board. Then ask students to explain in simple English what advice their parents or grandparents give for each illness.
Step VI Summary
This class we’ve learnt some advice and done some reading, writing and oral practice. I hope you can give your classmates of friends good suggestion when they need your help.
Step VII Homework
Finish off the exercises of workbook.
Step VIII Blackboard
Unit 2 What’s the matter?
What’s the matter? He has a toothache.
… a sore back. …a sore throat. …a stomachache.
The Fourth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary, reading practice, oral practice.
2. Ability Objects
Listening skill, reading skill, writhing skill, practice skill, communicative competence.
3. Moral Object
Ask for help when you have problem.
II. Teaching Importance and Difficulty
Key vocabulary. Reading practice. Oral practice.
III. Teaching Methods
Reading and writing methods, understanding method, pairwork, listening method.
IV. Teaching Aids
A tape recorder.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Section B 1a
Now open your books at page 10. First I’ll read the words to you.
Tired Hungry Thirsty Stressed out
Step III 1b
Now read the four sentences after me.
Eat an apple. Drink some water. Listen to music.
Step IV 2a
First let students look at the chart. Then tell students they’ll listen to the recording. There are four conversations.
Write the problems in the blanks after each person’s name.
Play the recording the first time. Students only listen. Then play the recording a second time.
Step V 2b
Ask one or two to write their answers on the blackboard. Then correct the answers with the whole class.
Gina: should go to bed early
Shouldn’t go to the party tonight
Tony: should listen to music
Shouldn’t study
Alan: should eat an apple
Shouldn’t play soccer before dinner
Step VI 2c Pairwork
Ask two students to read the conversation in speech bubble.
What’s the matter with Gina? She’s tired.
Well, she should go to bed early. She shouldn’t go to the party.
Step VII Homework
After class you can talk to an expert about a particular problem. For exaple, what should I do when I have problems with my little brother?
Step VIII Blackboard Design
Unit 2 What’s the matter
Gina: should do …
Shouldn’t do …
Tony: …
Julie: …
Alan: …
The Fifth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Reading material. Group work.
2. Ability Objects
Reading skill. Writhing skill. Communicative competence.
3. Moral Object
Great Chinese culture.
II. Teaching Importance and Difficulty
Key vocabulary. Reading practice. Writing exercise. Groupwork.
III. Teaching Methods
Reading and writing methods. Groupwork. Communicative approach.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II New words
Open your books and turn to page 118. We’ll leant the new words of page 11.
Show a picture on the blackboard. Explain yin and yang in Chinese.
Step III 3a
Read the article to the class.
Now let students read the article and and underline each thing they should do.
Step IV 3b
Read the paragraph to the class, saying blank each time when come to a blankline.
Are you tired?
Eveyone gets tired sometimes. When you’re tired, you shouldn’t 1 . You should
2 for a few nights and you should 3 to stay healthy. You should also eat
4 and other healthy foods. You shouldn’t 5 when you are tired.
Step V 3c
First read the instructions.And then ask students to say some things to do when they have a cold.
Then ask some students to read their paragraphs to the class.
Step VI 4 Groupwork
Ask students to write the names on the blackboard. Then let them raise their hands voting for Dr. Know.
Step VII Homework
Write down the sentences about when you’re tired in your exercise book.
Step VIII Blackboard Design
Unit 2 What’s the matter? Stuents'names Best advice
The Sixth period
I. Teaching Aims and Demands
1. Knowledge Objects
Vocabulary in this unit. Writing practice. Just for Fun.
2. Ability Objects
Reading skill. Writhing skill. Communicative competence.
3. Moral Object
Give your help to who needs one.
II. Teaching Importance and Difficulty
Vocabulary in this unit. Writing practice.
III. Teaching Methods
Reading and writing methods. Self check method.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Step III Self Check 1
First ask students to fill in the blanks with the word given. Then check the answers.
Then ask students to make their own sentences with the words.
Step IV 2
This activity provides writing individually. Ask some of them to read their advice to the class.
Step V Just for Fun!
Ask the students to repeat.
T: What’s the matter with the snowman, do you know?
S: He’s stressed out.
T: Why is he stressed out? Well, because of the sun. He’s melting.
T: Can the boy help him? What does he do?
S: Yes. He puts him into the fridge.
T: OH, great! You ‘re quite right. Is the snowman stressed out now?
S: No, he isn’t.
Step VI Workbook
Step VII Summary
This class we’ve reviewed key vocabulary in this unit. And we’ve read a letter from Sally and written back to give her some advice. Also we’ve read the problem of the snowman. I hope other all of you can help other people who need your help.
Step VIII Homework: Finish off the workbook exercises.
Step IX Blackboard Design
Unit 2 What’s the matter?
Sally’s Problem Advice snowman sun melt fridge save
Unit 3 What are you doing for vocation?
I. Teaching article: Unit Three
II. Teaching aims and demands:
What are you doing for vocation? I’m spending time with my friends..
What are you going? I’m going next week.
How long are you staying? We’re staying for two weeks.
III. Teaching importance and diffculty:
Talk about further plans.
IV. Teaching ways:
Revision, Learning, Practice and Reading.
V. Teaching tools:
Tape-recorder and Lattern.
V. Teaching time:
Six periods
VI. Teaching procedure:
The first period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Talk about further plans. Oral practice.
2. Ability Objects
Listening skill. Reading skill. Writhing skill.
3. Moral Object
Learn to make plans for tomorrow.
II. Teaching Importance and Difficulty
What are you doing for vocation?
--I’m babysitting my sister.
III. Teaching Methods
Discover teaching method.
Listening and speaking methods.
Pairwork.
IV. Teaching Aids
A tape recorder. A large wall calendar. A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Section A 1a
T: Now open your books at page 13.Look at the vocation activities in the picture, please.Can you tell me what you see in the picture?
Sa: Camping. Sb: Babysitting. Sc: Watching TV. Sd: Playing basketball.
Step III 1b
Listen to the recording and write a conversation number from 1 to 3 in each box.
Conversation:
Girl 1: What are you doing for vocation, Akilo?
Akilo: I’m spending time with my friends.
Girl 1: That sounds like fun!
Step IV 1c Pairwork
Read the dialogue in 1c to students.
What’s she doing for vacation?
She’s babysitting her sister.
Ask some pairs to ask and answer the question as the rest of the students listen.
Step V Show an exercise on the blackboard
Ask students to read the question. For each answer, type in the correct form of the subject and verb.
Step VI Summary and Homework
This class we’ve learnt some key vocabulary and done an oral practice. You learn to make plans for tomorrow. Your work will be well done.
Now, homework. Preview the next page.
Step VII Blackboard
Unit 3 What are you doing for vacation?
babysit babysitter
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Grammar Focus.
2. Ability Objects
Listening skill. Writhing skill. Oral practice.
3. Moral Object
Go out for camping when you’re free.
II. Teaching Importance and Difficulty
Grammar Focus.
What are you doing for vocation?
I’m visiting my grandmother.
III. Teaching Methods
Listening and speaking methods. Writing method. Groupwork.
IV. Teaching Aids
A tape recorder. A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 2a and 2b
First ask students to look at the chart. There are three columns: who, what and when questions.
We’ll hear a conversation. On the recording Hector, Susan and Molly are talking about what and when they’re doing for vacation.
Step III 2c Groupwork
Now read the dialogue. I’ll ask two students to read it. Who would like to read? OK. You two, please.
A: What are you doing for vacation, Li chen? B: I’m going camping.
A: That sounds nice. Who are you going with? B: I’m going with my parents.
Step IV Grammar Focus
Review the grammar box.. Ask students to say the questions and answers.
Step V Summary and Homework
This class we’ve done guided listening and writing exercises. And we’ve leant grammar rulers. Go out to camping with your family in your spare time. Learn to relax ourthemselves.
Today’s homework. Are you camping in the weekend? Please write down your plans for it.
Step VI Blackboard Design
Unit 3 What are you doing for vacation?
Name Vacation plans
Li Chen He’s going… with his parents
… … …
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary.
Target language.
Listening, speaking, reading and writing practice.
2. Ability Objects
Listening and speaking skill. Reading and writing skills
Communicative competence.
3. Moral Object
Imagine what ever you want to be in future.
II. Teaching Importance and Difficulty
Where are they going? How long are they staying?
What is Dave doing for vacation?
III. Teaching Methods
Listening and speaking methods. Reading and Writing method. Pairwork.
IV. Teaching Aids
A projector. A big paper bag.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Teach students the new words. Read the new words and ask students to repeat.
Step III 3a
Now open your books and turn to page 15. Look at 3a first.
Then ask students to look at the chart. There are two questions in the chart.
Where are they going? How long are they staying? What is Dave doing for vacation?
Step IV 3b Pairwork
Ask two students to read the example in the speech bubble.
Sa: What is Dave doing for vacation? Sb: He’s going to his cousin’s house.
Sa: How long is he staying? Sb: He’s staying for a week.
Step V 4 Vacation Dreams!
There is a note about a dream vacation. Now I’ll ask a student to read it to the class.
S: I’m going to Hawaii for vacation. I’m going in December, and I’m staying for three weeks.
T: What is your dream vacation? Where are you going? When are you going, and how long are you staying?
Step VI Optional Activity
Collect the person and read some of the papers to the class. Ask students to guess who wrote each paper. See who can make the most correct guesses.
Step VII Summary
This class we’ve learnt key vocabulary and target language. And we’ve done listening, speaking, reading and writing practice.
Step VIII Homework
Finish off the exercises of workbook.
Step IX Blackboard Design
Unit 3 What are you doing for vacation?
Sample conversation in 3b
The fourth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral practice.
2. Ability Objects
Listening and speaking skill. Reading and writing skills,
Communicative competence.
3. Moral Object
Take walks and keep healthy.
II. Teaching Importance and Difficulty
Where are you going for vacation? What’s it like there?
What are you doing there? Who are you going with?
How long are you staying?
III. Teaching Methods
Listening and speaking methods. Reading and Writing method. Pairwork.
IV. Teaching Aids
A tape recorder. A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show some pictures on the blackboard to learn the key vocabulary.
Step III Second B 1a
First ask students to read the five phrases. Then ask students to match each phrase with a picture by writing the letter of the picture in the blank in front of the correct phrase.
Step IV 1b
As students talk, move around the class, offering language or pronunciation support if needed.
Then have the class listen to one student ask another about each activity.
Step V 2a and 2b
Look at the picture, please. The reporter is interviewing an actress named He Yu.
Now look at the chart. There are reporter’s question and the actress’ answers.
Step VI 2c Pairwork
Ask two students to read the conversation in the speech bubbles.
Hello, He Yu. Can I ask you some questions about your vacation plans?
Yes.
What are you doing … ?
Step VII Summary
This class we’ve learnt key vocabulary and target language. And also we’ve done an oral practice.
Step VIII Homework
Get brochures from a travel agent of find vacation advertisements in newpaper and magazines. Next class we’ll do report on how much various vacation cost. You can ask or find the price for various vacation.
Step IX Blackboard Design
Unit 3 What are you doing for vacation?
Other activities students know
The fifth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. An article. Writing practice. Survey.
2. Ability Objects
Reading skill. Writing skill. Communicative competence.
3. Moral Object
Make National Day’s trip plan for your family in English.
II. Teaching Importance and Difficulty
Writing practice. Survey.
III. Teaching Methods
Reading and Writing method. Practice method.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework
Step II Show the new words on the blackboard.
Teach the new words. &Read the new words and ask students to repeat.
Step III 3a
Ask students to read the article again. One of the things Ben is going to do is taking walks. Which of the item in the picture does he need for a walk? Hiking boots. Right.
Let students work individually or in pairs. Then check the answers.
Step IV 3b
Read the paragraph to the class , saying blank each time coming to a blank line.
Now ask students to read the paragraph themselves and fill in the blanks. Tell students the answer will vary.
Step V 3c
We’ve read about Vanessa’s vacation and Pierre’s vacation. What kind of vacation would you like? Tell me please.
Step VI Survey Weekend Plans!
Ask students to look at the chart on page 83. Ask them to read the header. Find someone who is … and the list of phrases below. Review the meaning of each item to the chart.
Step VII Summary and Homework
This class we’ve learnt key vocabulary and the target language. We’ve learnt to survey someone’s weekend plans.
National Day is coming. Can you make a plan for it? I think your parents will be happy to see your trip plans in English. This is your homework.
Step VIII Blackboard Design
Unit 3 What are you doing for vacation?
Names of vacation students like
Camping
The sixth period
I. Teaching Aims and Demands
1. Knowledge Objects:
Review key vocabulary in this unit. Writing practice.
2. Ability Objects:
Revision skill. Writing skill.
3. Moral Object:
Read the cartoon and find what is funny.
II. Teaching Importance and Difficulty
Writing practice. Survey.
III. Teaching Methods
Revision method. Writing method. Just for fun.
IV. Teaching Aids
A blackboard.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework
Ask students to show their trip plans.
Step II Self Chech 1
Ask a number of students’ answer for each word on the board. Underline any mistakes and ask students to suggest how to correct the mistakes.
Step III 2
Imagine you are a tourist guide. Your plan schedules for tourists who visit your city. Write the schedule for this weekend. Answer the questions below in your schedule.
Step IV Just for Fun!
Ask students to read the cartoon to themselves. And ask them to tell what is funny about the cartoon.
Step V Workbook
Step VI Summary
This class we’ve reviewed key vocabulary and the target language in this unit. And also we’ve done workbook exercises.
Step VII Homework
Finish off the exercises of workbook.
Step VIII Blackboard Design
Unit 3 What are you doing for vacation?
Students’ sentences with mistakes
1. … … …
2. … … …
3. … … …
Unit 4 How do you get to school?
I. Teaching article(课题): Unit Four
II. Teaching aims and demands(教学目的和要求):
How do you get to school? -- I take the bus.
How long does it take? --It takes 20 minutes.
How far is it? --It’s 10 miles.
III. Teaching importance and diffculty(教学重难点):
Talk about how to get to places.
IV. Teaching ways(教学方法):
Revision, Learning, Practice and Reading.
V. Teaching tools(教学工具):
Tape-recorder and Lattern.
V. Teaching time(教学时间):
Six periods
VI. Teaching procedure(教学过程):
The first period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral practice.
2. Ability Objects
Listening skill. Writing skill. Communicative competence.
3. Moral Object
Know about some traffic rules.
II. Teaching Importance and Difficulty
Target language.
Hey, Dave. How do you get to school?
I walk. How about you, Sally? --I ride my bike.
How does Emilio get to school? --He takes the train.
III. Teaching Methods
Listening method. Writing method. Pairwork.
IV. Teaching Aids
A tape recorder..
V. Teaching Procudrues
Step I Greet the class as usual and check the homework
Step II Learn the new words.
Step III Section A 1a
First ask students to look at the picture. And read the sample sentences to them.
Ask them to repeat.
Hey, Dave. How do you get to school? --I walk. How about you, Sally?
I ride my bike.
Step IV 1b
First ask students to say what each person is doing. Write the phrases on the board.
Walking Riding a bike Take the train
Taking the subway Take the bus
Step V 1c Pairwork
Ask two students to read the dialogue I the speech bubbles to the class.
Sa: How does Bob get to school? Sb: He takes the train.
Step VI Culture Note
You may wish to include in the lesson names for other forms of transportation that are common I the students’ home culture.
Step VII Summary and Homework
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.
Step VIII Blackboard Design
Unit 4 How do you get to school?
Key vocabulary How do you get to school?
How does he get to school? I walk. He walks.
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral practice. Grammar Focus.
2. Ability Objects
Listening skill. Writing skill. Communicative competence.
3. Moral Object
Don’t be late for school.
II. Teaching Importance and Difficulty
Target language. Oral practice. Grammar Focus.
III. Teaching Methods
Listening and writing methods. Pairwork.
IV. Teaching Aids
A tape recorder..
V. Teaching Procudrues
Step I Greet the class as usual and check the homework
Step II 2a
Now open your books at page 20. Look at the transportation pictures. I’ll ask a student to identify each picture.
Picture 1 a train Picture 1 a bus Picture 1 walk
Picture 1 a subway Picture 1 a bike
Step III 2b
First point to the clocks and their times. Ask eight students to read the time one by one to the class.
a. 10 minutes b. 15 minutes a. 25 minutes b. 30 minutes
a. 35 minutes b. 40 minutes a. 50 minutes b. 55 minutes
Step IV 2c Pairwork
T: Now please look at the sample dialogue. I’ll ask two students to read it to the class. Who would like to read? Oh, you two, please.
Sa: How do you get to school?
Sb: Well, I usually walk but sometimes I take the bus.
Sa: How long does it takel?
Sb: It takes about 10 minutes to walk and 15 minutes by us.
Step V Grammar Foucus
Review the grammar focus box. Ask students to say the statements and responses.
Step VI Summary
This class we’ve learnt to talk about how to get to school and how long it takes to get to school.
Step VII Homework
Write down grammar sentences in your exercise books.
Step VIII Blackboard Design
Unit 4 How do you get to school?
Key vocabulary
How do you get to school? How does he get to school?
How long does it take? It takes about 10 minutes.
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Reading and writing practice. Oral practice.
The exercise of the workbook.
2. Ability Objects
Writing skills. Reading skills. Communicative competence.
3. Moral Object
Be careful when crossing the street.
II. Teaching Importance and Difficulty
Oral practice. The exercises of the workbook.
III. Teaching Methods
Reading and Writing method. Pairwork.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Step III 3a
T: First I’ll ask some questions. How can you get to school? How long does it take? Who would like to answer these questions? OK. You please.
Sa: I take a bus. It take twenty minutes.Sb: I ride my bike. It takes fifteen minutes.
Sc: I walk. It takes about seven minutes.
T: Great. Now open your books at page 21. Let’s look at the reading passage. I’ll ask a student to read it to the class.
Step IV 3b
Show the pictures and the time and distance on the blackboard.
Ask one student to name one form and transportation and read the information that goes with it. Ask other students to name the other three.
Step V Info gap race!
First help the students form groups of three. Because three
students work together in this activity.
Ask the other students questions. Then fill in the blanks. Tell students the first group to fill in all the blanks wins. They will get little presents.
Step VI Map practice
Q: How far is it from to ?
A: It’s miles(kilometers).
Q: How long does it take to go from to ?
A: It takes (hours).
Step VII Summary and Homework
This class we’ve had reading and writing practice. And we’ve done a game.
Finish off the workbook exercise.
Step VIII Blackboard Design
Unit 4 How do you get to school?
How How long How far
The fourth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Oral practice.
2. Ability Objects
Listening skills. Reading skills.
3. Moral Object
Know about some signs of traffic.
II. Teaching Importance and Difficulty
Oral practice using the target language:
How do you get to school? --Well, I ride my bike to the subway station.
Then I take the subway.
III. Teaching Methods
Listening method. Reading method. Pairwork. Groupwork. Practice.
IV. Teaching Aids
A tape recorder. A projector. Large chart paper, colored markers.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Section B 1a
Show some pictures on the blackboard. Teach students some key words.
This is a train station. Trains stop here. This is a bus stop. Because stop here.
This is a bus station.
Step III Group Mural
Tape together several pieces of large chart paper and ask students to use colored markers to make a transportation mural.
Step IV 1b Pairwork
First ask two students to read the dialogue to the class.
Sa: How do you get to school?
Well, I ride my bike to the subway station. Then I take the subway.
Step V 2b
First ask a different students to say what kinds of transportation each picture shows. Then tell students picture I shows riding a bike to the subway, taking another bus after the subway and walking from the bus stop to the school.
Step VI 2c Groupwork
In this activity let students tell how Nina gets to school. Ask students to use the pictures in 2b. And write these sentences on the blackboard.
First she … Next she… Then she…
Step VIII Optional Activity
Explain the practice of the sentences starters First she…,Then, she… by writing the sentences on the blackboard.
First I get up. Next I take a shower. Then I have the breakfast.
Step IX Summary and Homework
This class we’ve learnt some key vocabulary and had oral practice. After class ask your parents how they get to offices. Next class I’ll ask some of you to report to the class.
Step X Blackboard Design
Unit 4 How do you get to school?
Key vocabulary Target Language
First… Next… Then…
The fifth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Reading passage. Reading and writing practice.
2. Ability Objects
Writing skills. Reading skills. Survey.
3. Moral Object
Tell students a moved story.
II. Teaching Importance and Difficulty
Reading and writing practice. Survey.
III. Teaching Methods
Reading and Listening method. Survey method.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show some new words on the blackboard. Teach the new words and ask students to repeat.
Step III 3a
Now let students read the article again. Then have them look at five sentences on the blackboard.
1. In North America, not all students take the bus to school.
2. Other parts of world are different from the United States.
3. In Japan, the three popular ways of getting to school are bus, train and bike.
4. In China, bikes and houses are the most popular means of transportation.
5. Students in Hongshanhu and Kaishandao have to take a boat to get to school.
Answers: 1. T 2. T 3. F 4. F 5. T
Step IV 3b
First let students look at the chart.
This chart shows how students get to Garden High School.
Make sure students know what to do. Ask them to finish the activity individually according to the chart.
Step V 3c
Just now you filled in on article about how students get to Hilsville High School. How do students get to your school?
Step VI Survey Find someone who…
Tell students we’ll do a survey. Please turn to page 92. Go around the class and ask questions like this:
How far do you live from school How do you get to school?
How long does it take to get to school?
Step VII Summary
Today we’ve learnt some key vocabulary and done some reading and writing practice.
StepⅧ Homework
Write 3c down in your exercise book.
The sixth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Reading and oral practice. Just for Fun.
Exercises of the workbook.
2. Ability Objects
Writing skills. Oral practice.
3. Moral Object
Help someone who has trouble.
II. Teaching Importance and Difficulty
Oral practice. Exercise of the workbook.
III. Teaching Methods
Reading method. Speaking method. Self check method.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show some new words on the blackboard. Read the new words and ask students to repeat.
Step III Self Check 1
First tell students to use words:”ride, take, think of, and get to”
1. How do you get to school in the morning.
2. What do you think of the transportation in your town?
3. When it rains I take a taxi.
4. How far do you live from the bus station?
5. I like to ride my bike on the weekend.
Step IV 2
First let students look at the picture.
Image you meet an American who needs help. His friend is ill in hospital.
Ask students to work in pairs to write out the conversation. Walk around the class offering language support where necessary.
Step V Just for Fun!
Ask students to read the cartoon to themselves.
How do they get to school? They cater pillar walks. The butterfly flies.
Step VI Workbook
Unscramble these questions. Then answer them. Use the words in paretheses.
Q: How do you get do the store? A: I take a train.
Step VII Summary
Today we’ve reviewed key vocabulary in this unit and done some reading and writing practice.
Step Homework
Finish off the exercise of the workbook.
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