UNIT THREEPART ONE: TEACHING DESIGN(譯林牛津版八年級英語上冊教案教學設計)

發布時間：2016-4-11 編輯：互聯網手機版

第一部分：教學設計

Unit Objectives

● To use the vocabulary to identify and describe well-known places in Beijing and around the 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 place

LANGUAGE POINTS AND FOCUSES

VOCABULARY Ourselves, foreign, city, mom, beginning, coach, traffic, sky, model, metal, inside, whole, interest, real, song, Internet, beauty, sunset, possible, themselves, itself, rock, climber, luckily, lucky, final, cheer, win, ticket, medal, per, winner, receive, badly, airport, remember (四會) greeting, greetings, presidents, block, pyramids, home page, movement, main, stomach, view, hide-and-seek, wonder support, fare, supporter, presentation, pack, instead, shuttle(三會) highway, parade, halftime(二會)

EXPRESSIONS keep fit, enjoy oneself, invite sb. to do sth. at the beginning, get on/off a coach, a lot of traffic(不可數), places of interest, all over the world, teach oneself, feel the beauty of the old park, decide/ hope/ choose to do sth. hurt oneself, keep their secret to themselves, cheer for our team, square metres in area

USEFUL SENTENCE PATTERNS 1. The trip from Kitty’s school took about two hours by coach

2. He put his photos on it for everyone to look at

3. They were amazing, weren’t they?

4. I wonder where Simon is hiding.

5. The school bus takes over an hour to get back to my school after lunch.

6. We will make it a really fun day for everyone.

7. If you want to come, please let us know as soon as possible.

PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT

Teaching 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 go

Teaching Procedures

STEP 1 Guessing what he is going to do

Ask the students ‘Usually, 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 answer. 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 or travel to a place?’ Get the students to talk about their 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: ‘Which 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 France

The Eiffel Tower Sydney the USA

The White House Paris Australia

STEP 3 Reading and underlining the places

‘Amy and Simon got some post cards from their friends. Let’s read and underline the places they

have visited/ are going to visit. Guess where they are.’

Post card 1

Where: Harbour Bridge & the Opera House, Sydney, Australia

What: took a boat trip, went past, have a great time

Post card 2

Where: the River Seine & the Eiffel Tower, Paris, France

What: sit in a little coffee shop by the River Seine, go to the top of …

Postcard 3

Where: the White House Washington, America

What: the president of the USA ,a beautiful building with big gardens and many trees

Get the students to introduce what they can do in the three places.

STEP 4 Showing the pictures

Show 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 (港灣大橋) is the world’s largest sea bridge. (However it is not the longest one. It carries two rail lines and eight car lanes. There is also a cycling path and a footpath.)

The Opera House (悉尼歌劇院) is the most famous opera house in the world because of its special architecture style.

The River Seine (塞納河)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 (埃菲爾鐵塔)is a metal tower. It is made up of 18.038 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 (白宮) is where the presidents of the USA live. It was build between 1792 and 1800.

STEP 5 Which 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 big

garden 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 dialogues

Get the students to make up dialogues using Simon and Amy’s as a model.

STEP 7 Homework

a. 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 I

Teaching 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 places

Teaching Procedures

STEP 1 Revision

Say ‘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 questions

Ask 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’ interest, the teacher can mention

the film Around the World in Eighty Days (《80天環游世界》). Ask the students if they think it is

possible.

STEP 3 Showing pictures

Tell 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 quickly

Get 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 stop?

No, she met them at the school gate.

2. Where did Linda see a lot of traffic, on the highway or the city roads?

On the city roads.

3. Did Linda see the Golden Gate Bridge at the gate of the World Park?

No, she saw the Eiffel Tower.

4. How many places of interest are there in the park? Over 100.

STEP 6 Playing the recording

Play the recording and get the students to listen and fill in the following table.

Places What Linda saw

At the school gate Kitty, Mr. Wu, the students, a coach

On the coach

(On the city road) A lot of traffic

At the gate of the world Park Blue sky, the Eiffel Tower

In the park Over 100 places of interest

The pyramids, the Golden Gate Bridge, the song and dance parade

STEP 7 Finding out how one feels

Get the students to find out how they feel when they are at different places.

STEP 8 Reading the text aloud

Invite the students to read the text aloud, and then get the students to finish Part C1, on Page 43.

When the students are doing this part, ask them to speak out the reasons, if the answer is ‘False’.

STEP 9 Playing the tape

Play 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 happened

Offer the students of some key phrases and get the students to retell what has happened and how they 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 trip

Get 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 world

Say ‘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 Homework

a. 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 II

Teaching 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 way

Teaching Procedures

STEP 1 Reading the text together

Get 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 trip

Get the student to finish Part B, Page 42. Check the answers and read the dialogue.

STEP 2 Reading the text again

Get 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 paragraph

Get some of the students to read the passage paragraph by paragraph, focusing on explaining the language points.

One thing to mention here is that I don’t mean to give the student such a huge structure to copy or to 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 sentences

As 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 the highway. (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 than

11) 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.(L.27 – 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 Homework

a. Try to recite the passage by following the outline.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 4: VOCABULARY

Teaching Objectives

● To get some ideas about where to visit in Beijing, the capital and what to do there

● To discuss about how to get the places

● To talk about the place to visit in their hometown

Teaching Procedures

STEP 1 Talking about one’s hometown first

Take 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 out

Say ‘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 Park Go 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 fit

Enjoy the amazing view from the top of the Mountain

Nanjing Museum take a look at the things people used in the past

learn more about the history of Nanjing as well as China

Write 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 pictures

Ask ‘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 Opera

the Palace Museum

Take a look at

Tian’ anmen Sqare

the Summer Palace

walk slowly around the big lake

feel the beauty of the old park

wangfujing Street

visit 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 reasons

Ask 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 different

means of transport.

Means of Transport Advantages Disadvantages

bus cheap and convenient noisy and crowded

underground fast without traffic jams not as cheap as bus

taxi fast and directly

see the city well expensive

bike good for health without pollution , convenient and cost nothing tired

plane fast expensive and not very safe

ship romantic slow and noisy

train fast and cheap Slower than a plane

maglev fast without any pollution

STEP 5 Completing Part Bwww.xkb1.com

Ask the students to complete Part B, Page 44. Check the answers.

STEP 6 Activity

Let’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 Homework

Write about the place your want to go and finish the exercises.

PERIOD 5: GRAMMAR I

Teaching Goals

●To learn to use ‘and’, ‘but’ and ‘or’ to join ideas together

We 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 options

Teaching Procedures

STEP 1 Starting the lesson with a revision

Since there are many sentences with ‘and’ ‘but’ and ‘or’ in Reading, it is very easy for us to start

the 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 Park

Show 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 sentences 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 travel around the world.

While doing these exercises, the students may forget to omit the subjects. Get them to focus on the subjects 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 verbs are the same, we don’t need to repeat the ones in the second sentences.

The Golden Gate Bridge was interesting. The Golden Gate Bridge was wonderful.

The Golden Gate Bridge was interesting and wonderful.

The Golden Gate Bridge was small. The Golden Gate Bridge was wonderful.

The 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 boring.It 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 summary

Make 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 exercises新課標第一網

Hangzhou 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 spring.You 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 Homework

Read through this part and finish the exercises.

PERIOD 6: GRAMMAR II

Teaching Objectives

● To figure out the usage of ‘to’-infinitives

● To learn to use reflexive pronouns

Teaching Procedures

STEP 1 Warming up

Remind the students of the topic ‘A day out’. Then lead in the grammar item through revising.

Why did Linda go to the World Park?

Kitty’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 that haven’t happen yet. Help the students to focus on the verbs that ‘to’-infinitives usually goes with.

STEP 3 Giving a summary

In 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 they can. The group who names the most wins the game.

agree to do sth. 同意做某事 like to do sth. 喜歡做某事

begin to do sth. 開始做某事 love to do sth. 喜愛做某事.

choose to do sth. 選擇做某事 prefer to do sth. 偏愛做某事

can’t wait to do sth. 迫不及待做某事 prepare to do sth 準備做某事

continue to do sth. 繼續做某事 plan to do sth.. 計劃做某事

decide to do sth. 決定做某事 remember to do sth. 記住要去做某事

fail to do sth. 失敗做某事 start to do sth. 開始做某事

forget to do sth. 忘記去做某事 stop to do sth. 停下來做某事

hate to do sth. 痛恨做某事 seem to do sth. 看起來要做某事

learn to do sth 學習做某事

Invite the students to write the words in their books. And then get them to read the structures one by one.

STEP 4 Completing the dialogue

Ask 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/ visit

A: 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’ after these verbs. If time permits invite the student to think of more verbs like these.

1.enjoy:Kitty enjoys dancing.

2.let: The teacher lets him read loudly.

3.practise: You should practice speaking often.

4.make: The joke makes me laugh and laugh.

5.help: She often helps me (to) carry water.

STEP 6 Showing you some pictures

‘Well! Next I would like to show you some pictures?’

T: Are they happy?

S: Yes. They enjoyed themselves.

T: Where can we see the photos?

S: On Daniel’s home page.

T: Who taught Daniel to make home pages?

S. 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 pronouns

For weak classes, get the students to focus on the spelling of reflexive pronouns.

Singular Plural

The First Person myself ourselves

The Second Person yourself yourselves

The Third Person himself themselves

herself

itself

Get the students to complete the exercises on Page 49. Check the answers in pairs and then check the answers together.

Get the students to read and act out the dialogue.

STEP 8 Other ways to use reflexive pronouns

Well, of course, there are also many other ways to use reflexive pronouns.

For stronger class, it is good for the teacher to do some summary here.

作表語 Mary is not quite herself today. 瑪麗今天身體不好.

That brave boy in the story was myself. 故事里那個勇敢的男孩就是我本人.

作賓語 He cut himself. 他割傷了自己.

Be careful, or you will hurt yourself. 小心, 否則你會傷著自己.

She has to look after herself. 她不得不自己照顧自己.

I looked at myself in the mirror. 我照鏡子.

作同位語 Kate herself cooked the meal yesterday. 昨天凱特自己燒了飯.

They will come here themselves. 他們將親自到這兒來.

You may go and ask the teacher himself. 你可以去問老師本人.

I myself did the work. 我親自做的這件事.

習慣用法 Help yourself! Help yourselves 你隨便吃！你們隨便吃！

STEP 9 Doing some additional exercises

Do 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 learn 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/yourselves ?

STEP 10 Homework

a. 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 SKILLS

Teaching Goals

● To infer general meaning from context and key words

● To 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 information about the activity

● To learn to organize the information obtained from reading and listen, by responding to written text

● To check the accuracy of written text by identifying true and false statements

Teaching Procedures

STEP 1 Words and expressions on matches and competitions

Since 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/ basketball?

Did 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 again?

Let 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 poster

And 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 poster?

The school basketball team needs support, because it is in the final of the basketball competition.

2. Where is the final?

At South Hill School in Moonlight Town.

3. When will the match take place?

On Sunday, 7th November.

4. What does it want the other students in Sunshine Secondary to do?

To 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 lunch?

By bus. 10 yuan.

Get the students to read out the poster.

STEP 3 Filling in the blanks while reading the passage

Get the students to fill in the blanks while reading the passage.

Ask students 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. (e.g. 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 speech

Play the tape and let the students listen to the principal’s speech 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 (e.g. 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.

We will meet at the school gate at 9:00 a.m.

At 9:15 a.m. the bus leaves for South Hill School.

At 10:00 a.m. we will arrive at South Hill School. Supporters will go to their seats …. AND SO

ON.

STEP 5 Reading and repeat after the tape

For stronger classes, it is necessary for to play the tape once again and get the students try to read

and repeat.

Give the students 1-2 minutes to prepare. Then get them to report the events as news reporters from the School TV Station. They may look at the notes in Part A1.

Here come the great news! Our school basketball team goes to the final!….

I am … from the School TV Station.

STEP 6 Making up a new dialogue

To cheer for a team, the more people, the better. So the students in Beijing Sunshine Secondary

School are all calling to invite their friends to the final. Ask students to make up a new dialogue

talking about the trip to the final, and then act it out in front of the class.

A: Hello, this is Daniel. Is that John speaking?

B: Hey, Daniel! This is John. (What’s up?)

A: John, our school basketball team is in the final….

STEP 7 Homework

a. Write down the dialogue you have made up in class into your exercise books.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 8: SPEAK UP & STUDY SKILLS

Teaching Objectives

● To recognize key expressions for making suggestions and arrangements

● To develop the ability to respond to suggestions with new information as well as the ability to state disadvantages and express reservations

● To tell the sentences how to state facts from the sentences that express one’s opinions

● To introduce the use of register to students

Teaching Procedures

STEP 1 Revisiting the places of interest

Revisit the places of interest in Beijing as well as the places in Nanjing. Show students the pictures of different places and get them to talk about cost, distance and activities there. It is good to introduce the places using pictures, especial the two places we haven’t mentioned before: Temple of heaven and Beijing Amusement Park.

Encourage the students to express what they themselves think of a place. Of course, it is necessary for them to give some simple reasons.

STEP 2 Listening to the tape and finding the answers

Tell the students the context of the dialogue: Daniel and Kitty are planning a big day out for Linda.

Get the students to listen to the tape and find the answers to the following questions:

Why won’t they go to the Great Wall?

Linda went there yesterday.

Why won’t they go to the Palace Museum?

It is too expensive.

Where will they go? Xkb1.com

They will go to the Temple of the Heaven and Beijing Amusement Park.

What will they do in Beijing Amusement park?

They will play hide-and-seek.

STEP 3 Reading the dialogue

Get the students to read the dialogue and then give the students 3-4 minutes for the students to practice in pairs. Encourage students to memorize the dialogue and then role-play it. Remind the students that they can use the questions to help them.

STEP 4 Underlining the sentences

Ask the students to underline the sentences that make suggestions. Then give a summary to the

sentence patterns that make suggestions.

1. Shall we… ? 2. Let’s … ( shall we ) ? 3. What / How about doing …. ?

4. Why not you do sth. ? 5. Why don’t you do sth. ? 6. You’d better do sth.

7. It’s best to do sth. 8. You need to do sth .

STEP 5 Responding with reservations

It is also important for the students to learn to respond with reservations. Therefore, it is very

important for the teachers to get the students focus on the following sentences:

I’m afraid that’s

not a good idea….(reasons)

That’s a good idea, but ….

Tell the students that it is very important for them to be polite and try to put himself / herself

across.

STEP 6 Making up one’s own dialogues

Invite the students to make up their own dialogues. For weak students, they are only needed to do

some substitute work. For able students, it is very important to encourage them to have a

brand-new dialogue. They can use their own language to make suggestions and arrangements. STEP 7 Starting with the end of the students’ dialogue

This step start with the end of the students dialogue. Talk about the place the students plan to visit,

and then elicit the following sentences.

Xuanwu Lake Park is a beautiful park in Nanjing.

It is the most beautiful park in China.

Get the students to discuss which sentence is true. They may find the first sentence is true.

However, for the second sentence, they may have different ideas. So it comes the chance for the

teacher to explain that the first sentence talks about something that is true. It is a fact. However,

the second sentence is only what the writer thinks (Other people may not think so. And it may or

may not be true. ) It’s an opinion.

For more practice, the teacher can start a discussion by showing a picture of a place interest and

ask the students to give some facts about it or their opinions about it.

It is also possible for students to talk about their school. Let them say some facts about the school;

and express some personal opinions.

STEP 8 Showing the example sentences

(Books Closed) Show the example sentences on Page 52 to the students one by one. Ask them to judge whether they are facts or opinions.

STEP 9 Finishing the exercises on Page 52

Students finish the exercises on Page 52. Try to tell the sentences of facts from opinions. Get the students to check the answers in pairs.

Get the students to read the sentence aloud. These sentences are very important in the unit. It is not only help the learn facts or opinions, but also offer the students a lot more information about the World Park. Therefore, it is tightly connected to the topic of the unit.

There are three wonderful sentences that I think students can use in their own writing.

It is 467,000 square meters in area.

The great wall is the most wonderful place to visit.

It is the most interesting place in the world.

STEP 10 Writing down at least 5 sentences

Ask the students to choose one place to write down at least 5 sentences talking about facts or opinions. Then divide the class into two groups. One group says a sentence, and the other group tells it is a fact or an opinion.

STEP 11 Homework

Finish off the exercises in the two books.

PERIOD 9: MAIN TASK

Teaching Objectives

● To understand the structure of a letter and learn to write a letter inviting friends to go out for a trip

● To develop students’ ability to collect and organize information

● To organize one’s own invitation letter with the help of the questions and the sample letter

Teaching Procedures

STEP 1 Warming up 新課標第一網

Bring in a map of Nanjing and say to my students, ‘My cousin from Britain will come to Nanjing. He will stay in Nanjing for only one day. So I am planning a day out with him. However I don’t have any ideas. You live in Nanjing, so you must know a lot interesting places in Nanjing. Can you help me?

First, please help me to think of some places to go. As the students are naming the places, the teacher put these names down on the board. (By the way, students may mention a lot (maybe too many) of places. Don’t worry. Encourage them to give the reasons. And this will provide able students with a lot more information.)

Invite the students to give some ideas about what we can do there.

STEP 2 Choosing places

Say that ‘We don’t have time to visit so many places. So you’d better choose some for us.’

After the students helped me decide where to go, guide students to figure out the route and how to go. (Tell them where we will set out before hand.)

STEP 3 Making a plan for a day out

Ask students to open the books. And look at Part B. Tell them, ‘These questions can help us to plan a day out. Let’s see what we have already covered.’ Give the students a little time for them to find the answers.

Where: make a list of places of interest for you to visit.

What: Write down the activities you can do at each place.

How : Find out how to get and the fare.

Get the students to focus on how to make a plan for a day out. Get the students to discuss the following questions. Invite them to help me make the plan and then get them to work out the cost of the trip per person, including the tickets, transport fare and lunch.

What time do you want to start your trip?

How long is the trip?

How much time do you want to spend at each place?

When and where will you have lunch?

What time do you want to return home?

STEP 4 Organizing the information into sentences

Say ‘Kitty and Daniel are planning a big day out for Linda. Let’s read their plan.’ Invite the students to organize the information into sentences and then speak them out one student by another.

They will meet at 7 at Sunshine Underground Station and then that the underground to the center of Beijing.

At 8, we will take a bus in the center of Biejingto the Palace Museum. They will visit the museum there.

At about 11, they are going to walk Beihai Park. They will go bating then have lunch there. At about 1:00 they will take a bus to Tian’anmen square.

They will arrive at Tian’anmen Square at about 1:30. They will see the Monument to People’s Heroes and visit the People’s Great Hall. It is great to see the biggest city square in the world. At 4:30, they will take a bus to Wangfujing street.

They will go shopping in Wangfujing Street and then take the bus to Beijing Underground Station.

At 6:30, they will take the underground and go back to Sunshine Town.

STEP 5 Writing an invitation letter

Tell the students that Daniel and Kitty also want their classmates to go on the trip, too. They wrote an invitation letter to ask their friends to come.

Get the students to complete the letter. For stronger classes, let the students do it all by themselves and then check the answer in pairs and then check the answers in class. For weaker classes, help the students to identify the missing information one by one. Then ask then to fill in the blanks in groups of 3-4.

Read the letter and find out what they write in the letter and how they persuade their friends.

Direct students’ attention to the different parts of the letter. Ask students to cover the prompts on the left. The teacher writes down the label of different part of the letter on the board and then get the students to match them with the right part of Daniel and Kitty’s letter.

STEP 6 Organizing the information into a passage

As we have talked a lot about places to visit, it comes the time for the students to organize the information into a passage.

Divide the students into groups of 4-5. Ask them to design a route for their group and then make a detailed plan and write a letter. Encourage the more able students to make their more persuasive by including opinions about what they are likely to enjoy and how much.

For less able students, it is OK for them only do some substitution work. They only need to go through Kitty and Daniel’s article and locate the information that they can replace with their own ideas.

(Before the students start to write their own article tell them about the importance of predating the information as clearly and accurately. They also need to organize their article in a very clear and logical way.)

Encourage the students to read and check each other’s article for spelling and grammatical mistakes.

STEP 7 Reading the article to the class

Get the students to read their article to the class and see how many people would like to go with them. The group that gets more supporters wins the competition. (Well, tell the students that they can support more than one group and they can put up their hand if they think the plan is attractive or fun.)

After we have worked out the plan, we still can continue the activity by writing a reply to the invitation letter they like best.

STEP 8 Homework

Finish off the exercises in the books. Write an invitation letter for your own trip.

PERIOD 10 CHECKOUT

Teaching Goals

● To go through the whole unit to check if they know the topic very well

● To know how to write letters of invitation

● To assess students’ use of Grammar in this unit, including the use of joining words ‘and’, ‘but ’and ‘or’, reflexive pronouns and verbs+ ‘to’-infinitives

Teaching Procedures

STEP 1 Recalling the places that we have covered in the unit

Remind of the students of the topic of this unit ‘A day out’. Help them to recall the places that we have covered in the unit. Put the places into two columns on the board:

PLACES IN THE WORLD PLACES IN BEIJING

the White House (Washington,USA) The Word Park

the Effiel Tower & the River Seine (Paris, France) The Great Wall

the Opera House & the Harbour Bridge(Syd., Aus.) The Palace Museum

The Pyramids The Summer Palace

There are much more place to be mentioned, but I’d like to focus on the place that we have come across recently. Tian’anmen Square

Wangfujing Street

Laoshe Tea House

Beihai Park

Get the students to talk about these places. Encourage them to talk about what they can do there.

STEP 2 Talking about Linda’s trip to the world park

Elicit the World Park, and then get them to talk about Linda’s trip to the world park.

Get the students to retell the text by following the route (on the city road, on the high way, at the gate of the Park, inside the park). Students should focus on the following questions:

What do they do?

What do they see?

How do they feel?

STEP 3 Talking about Daniel and Kitty’s plan

Get them to talk about Daniel and Kitty’s plan for a day out. (Please refer to Main Task part in this unit.)

STEP 4 Using as many verbs as possible

Ask the students where they plan to go this Sunday. Elicit the use of ‘to’- infinitives. Encourage the students to use as many verbs as possible.

I plan to go to Zhong Shan Ling. I want to go to …. I decide to go to….

I would like to go to…. I prefer to go to…

Encourage the students to give their reasons. Encourage them to use ‘and’, ‘but’ and ‘or’ to join sentences.

STEP 5 Revising the use of Reflexive Pronouns

Remind the students that if they go out for a trip, they should take good care of themselves. In this way, get the student to revise the use of Reflexive Pronouns.

We should take good care of ourselves.

They should be careful and won’t hurt themselves.

He is enjoying himself visiting the palace museum.

Linda is hiding herself behind the rocks. You go and see yourself.

Do some additional exercises.

1. Help _________ to some fish, Lily and Lucy.

2. The family didn’t hurt _________. Thank goodness.

3. ---Open the door for the dog. ---No, it can open it by ________.

4. ---Shall I help you with the heavy work? ---No, thanks. I can do it ________.

5. Did you enjoy __________ at the party last night?

6. The child is not old enough to dress__________.

7. The problem is easy. You can do it all by _________.

8. Who taught ________ to write? He learned all by_________.

9. Who helped _______ to read? Nobody. She taught_________.

10. John fell off _______ bike. Did he hurt________

STEP 6 Completing the conversation

Tell the students that Simon is talking to Linda on the phone about the basket final. And then get them to complete the conversation.

Let the students check the answers in pairs. And then check in the class.

Get the students to read the dialogue aloud together or in roles.

STEP 7 Finishing the words puzzle part

Get the students to finish the words puzzle part. Then check it in the class. For weaker classes, the teacher better reads the English explanations one by one and helps them to think of the words. For stronger classes, just let the students do it by themselves.

STEP 8 Homework

Finish off the exercises in the books and get ready for the test.

a. Finish off the exercises in the Evaluation Handbook and Learning English.

b. Read through the whole unit and get ready for the test.