7A
Unit6
More
Practice
&
Writing
Teaching
Plan
Topic
U6
More
Practice
&
Writing
Module
3
Period
4
Grade
7
Teachingobjectives
1.Ss
are
able
to
grasp
some
new
words
through
context
and
pictures.2.
Ss
are
able
to
summarize
a
passage
with
a
mind
map
and
use
it
to
plan
his/her
writing
3.
Ss
are
able
to
write
a
travel
guide
for
a
city
from
the
aspects
of
shopping,
sightseeing
and
food.
4.
Ss
are
able
to
have
a
better
understanding
of
Hong
Kong
and
Beijing.
Teaching
key
point
Ss
are
able
to
summarize
a
passage
with
a
mind
map
and
use
it
to
plan
his/her
writing
Teaching
difficult
point
Ss
are
able
to
write
a
travel
guide
for
a
city
from
the
aspects
of
shopping,
sightseeing
and
food.
Teaching
procedures
Teaching
steps
Teacher’s
activities(Teacher
=
T)
Students’
activities(Students
=Ss)
Purpose
of
design
Step
1:Warming-up
A
guessing
game:
where
will
Daming
visit?T
presents
three
sentences
to
the
Ss
and
asks
them
to
have
a
guess
Ss
guess
the
answer
according
to
the
tips
To
arouse
Ss’
interest
in
the
topic
Step
2:Leading-in
T
gives
a
brief
introduction
of
Hong
KongT
shows
4
pictures
of
Hong
Kong
and
asks
the
s
whether
they
know
these
places
Ss
give
the
name
of
the
four
places
of
interest
To
activate
Ss’
background
knowledge
about
HK
Step
3:Pre-reading
T
introduces
what
a
travel
guide
is
Ss
take
notes
To
clarify
the
concept
of
“travel
guide”
Step
4:While-reading
Activity
1:
listen
to
the
video
tape
and
find
out
the
missing
words.
T
checks
the
answer
with
the
Ss.
Activity
2:
read
the
text
and
answer
the
three
questions:
1)
From
which
two
aspects
does
the
writer
talk
about
Hong
Kong?
2)
Why
does
the
writer
say
“there
is
something
for
everyone
in
Hong
Kong”?
3)
What
can
visitors
do
if
they
ride
in
a
cable
car?Activity
3:
read
the
text
again
and
find
out
some
useful
expressions
for
writing
a
travel
guideActivity
4:
T
shows
Ss
4
pictures
and
asks
them
to
complete
the
sentence
with
what
have
been
learned
Ss
listen
and
mark
down
the
missing
wordsSs
read
the
text
and
answer
the
questionsSs
underline
some
useful
expressions
Ss
complete
the
sentences
1.
To
train
Ss’
listening
and
help
them
learn
new
words
through
context
and
pictures2.
To
help
Ss
find
out
the
structure
of
the
text.3.
To
ask
Ss
pay
attention
to
the
topic
sentence
of
each
paragraph4.
To
practice
using
the
sentence
patterns
Step
5:Post-reading
Summary
&
brainstorming:
what
does
a
travel
guide
include?
Ss
talk
about
the
information
that
a
travel
guide
include
To
create
a
mind
map
of
a
travel
guide
Step
6:Pre-writing
T
sets
up
a
situation:
Daming
wants
to
make
a
travel
guide
for
his
hometown
BeijingT
asks
Ss
what
information
Daming
will
include
in
his
writing
Ss
finish
the
mind
map
To
build
up
the
structure
of
writing
Step
7:While-writing
T
presents
how
to
write
a
travel
guide
from
the
aspects
of
brief
introduction,
places
of
interest,
shopping
and
food.
Example
of
each
paragraph
will
be
given
after
Ss
finish
writing.
Ss
follow
T’s
instruction
to
write
a
travel
guide
for
Beijing
To
enable
Ss
to
write
a
travel
step
by
step,
using
the
sentence
pattern
that
they’ve
learned
Step
8:Post-writing
T
takes
Daming’s
version
of
writing
as
an
example
to
show
what
a
good
piece
of
writing
is
likeT
asks
Ss
to
revise
their
work
and
grade
their
writing
according
to
the
standard
Ss
take
notes
Ss
revise
their
works
and
share
them
with
their
peers
To
show
Ss
what
a
good
piece
of
writing
should
be
like
Homework
Write
a
travel
guide
for
Shenzhen.
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2
页
（共
2
页）The
Teaching
Design
of
7A
Unit
6
Reading:
Visiting
Shanghai
Teaching
objectives:
By
the
end
of
the
class,
students
are
able
to
1.
use
key
words
to
describe
People's
Square,
The
Bund
and
Yu
Garden.
2.
grasp
the
main
idea
of
the
passage
through
reading
skills
like
skimming
and
scanning.
3.
think
deeper
between
lines
and
associate
topics
with
real
life.
4.
perceive
the
beauty
of
Shanghai.
Teaching
methods:
Situational
teaching
method;
Task-based
method;
Cooperative
learning
method;
Audio-visual
teaching
method
Teaching
Procedures:
Teaching
steps
Teacher’s
activity
Student’s
activity
Aims
Step
1:
Leading
-in
1.
Show
students
some
famous
places
that
I
have
been
to
and
ask
them
to
guess
where
it
is.
2.
Show
students
a
video
about
Shanghai
and
ask
them:
1).
How
does
Shanghai
get
its
name?
2).
Where
is
Shanghai?
3.
A
quiz:
How
much
do
you
know
about
Shanghai?
1).
Which
of
the
following
is
not
the
landmark
in
Shanghai?
2).
Which
food
is
Shanghai
famous
for?
1.
Guess
the
famous
places
that
I
have
been
to
through
pictures.
2.
Watch
a
video
and
answer
the
questions.
3.
Do
the
quiz.
1.
To
arouse
students’
curiosity.
2.
To
elicit
today’s
topic.
Step
2:
Pre-reading
Predict
and
guess:
1).
Where
can
I
probably
read
this
article?
2).
What
is
the
article
about?
1.
Predict
and
answer
the
questions.
1.
To
arouse
students’
reading
interest.
2.
To
form
the
reading
technique.
Step
3:
While-reading
1.
Skim
and
answer:
How
many
places
does
the
article
talk
about?
What
are
they?
2.
Read“People's
Square”
and
finish
the
fish
bone.
3.
Scan
“The
Bund”
and
answer
the
questions:
1).Where
is
The
Bund
?
2).Where
is
Pudong
New
Area?
3).What
can
you
see
if
you
walk
along
The
Bund?
4).What
is
The
Bund
like?
Read
between
the
lines:Why
do
people
say
that
The
Bund
is
where
old
Shanghai
meets
new
Shanghai?
4.
Scan“Yu
Garden”
and
judge
the
opinions.
1.
Skim
the
passage
and
answer.
2.
Read“People's
Square”
and
finish
the
fish
bone.
3.
Scan
“The
Bund”
and
answer
the
questions.
Read
between
the
lines:Why
do
people
say
that
The
Bund
is
where
old
Shanghai
meets
new
Shanghai?
4.
Scan“Yu
Garden”
and
judge
the
opinions.
1.To
help
students
understand
the
details
of
the
passage.
2.To
develop
students’
basic
reading
skills
like
scanning
and
skimming.
3.To
generate
students’
learning
enthusiasm
through
different
activities.
Step
4:
Post
reading
1.
Help
me
find
out
the
missing
words
in
the
letter.
2.
Help
Lucy
and
her
family
choose
the
destination.
3.
Introduce
famous
places
to
Lucy
and
her
family:
1).
Three
famous
places:
People's
Square,
The
Bund
and
Yu
Garden
2).
Shanghai
Disneyland
and
China
Art
Museum
1.
Listen
and
find
out
the
missing
words
in
the
letter.
2.
Help
Lucy
and
her
family
choose
the
destination.
3.
Introduce
famous
places
to
Lucy
and
her
family:
1).
Three
famous
places:
People's
Square,
The
Bund
and
Yu
Garden
2).
Shanghai
Disneyland
and
China
Art
Museum
To
get
a
better
understanding
of
the
passage.
To
generate
students’
learning
enthusiasm
through
different
activities.
Step
5:
Assign
the
homework
a.
Draw
a
poster
of
Shanghai
and
choose
at
least
3
places
to
attract
people.
b.
Draw
a
poster
of
Shenzhen
and
choose
at
least
3
places
to
attract
people.
a.
Draw
a
poster
of
Shanghai
and
choose
at
least
3
places
to
attract
people.
b.
Draw
a
poster
of
Shenzhen
and
choose
at
least
3
places
to
attract
people.
To
cultivate
their
love
for
hometown
and
motherland.The
teaching
design
of
7A
Unit
6
Travelling
around
Asia
Grammar
The
analysis
of
the
text
book:
The
lesson
is
from
7A,
Moudule3,
Unit
6.
The
topic
of
this
unit
is
“
Travelling
around
Asia”.
And
the
main
task
in
this
lesson
is
to
learn
the
conditional
sentences.
In
the
grammar
lesson,
students
will
learn
the
structure
and
rules
of
conditional
sentences.
Since
the
topic
of
the
unit
is
about
traveling,
the
students
are
supposed
to
learn
how
to
use
conditional
sentences
when
recommending
famous
places
and
give
suggestions
about
traveling.
The
analysis
of
students:
This
lesson
will
be
taught
in
Grade
Seven
to
students
in
Shenzhen.
They
have
a
general
idea
of
sentence
structures
and
have
learned
simple
present
tense
and
simple
future
tense.
Through
the
lesson,
they
will
master
conditional
sentences
with
if-clause.
In
addition,
as
students
from
Shenzhen,
they
should
be
able
to
know
how
to
use
conditional
sentences
to
recommend
famous
places
in
their
hometown.
Teaching
aims:
Knowledge
aims:
Students
can
master
the
structure
and
use
of
conditional
sentences
with
‘if’.
Ability
aims:
Students
are
able
to
make
if-clause
sentences
to
introduce
Shenzhen
to
foreigners.
Students
know
how
to
give
suggestions
about
traveling.
Emotional
aim:
Students
are
more
aware
of
how
to
recommend
places
in
Shenzhen
to
foreigners.
Teaching
importance:
Students
learn
how
to
recommend
places
and
give
suggestions
by
using
conditional
sentences.
Teaching
difficulties:
Students
can
use
conditional
sentences
correctly.
Teaching
methods:
Situational
Teaching
Method,
Communicative
Language
Teaching,
Task-based
Language
Teaching.
Teaching
Procedures:
Teaching
steps:
Teacher’s
activity
Students’
activity
Aims
Step
one:Leading-in
Show
pictures
of
famous
places
in
Shenzhen.Play
a
video
of
Shenzhen.Introduce
the
setting
and
characters
(Lily
and
Tom)
in
this
lesson.
Look
at
the
pictures
of
Shenzhen
and
think
of
other
famous
places.Watch
a
video
of
Shenzhen.
To
arouse
students’
interest
in
the
topic.To
familiarize
students
with
famous
places
in
Shenzhen.To
introduce
the
context
of
the
lesson
to
students.
Step
two:Presentation
Show
students
the
conversation
between
Lily
and
Tom.
Observe
how
Lily
gives
recommendations
and
suggestions
to
Tom.
To
give
students
some
understanding
of
how
conditional
sentences
are
used.
to
give
recommendations
and
suggestions.
Step
three:Conclusion
Ask
students
to
work
out
the
structure
and
rules
of
conditional
sentences
by
observing
some
sentences
in
the
conversation.
Work
out
the
use
of
conditional
sentences
by
themselves
through
observing
the
sentences.
Make
students
have
a
clear
idea
of
the
structure
and
rules
of
conditional
sentences.
Step
four:Consolidation(Task
1)
Ask
students
to
fill
in
the
blanks
with
the
correct
form
of
verbs
to
recommend
famous
places
in
Shenzhen.
Fill
in
the
blanks
with
the
right
form
of
verbs.
To
consolidate
students’
grasp
of
the
rules
of
conditional
sentences.
Step
five:Consolidation(Task
2)
Ask
students
to
combine
sentences
to
make
conditional
sentences.
Connect
two
sentences
to
make
conditional
sentences
after
looking
at
an
example.
To
train
students’
ability
of
making
conditional
sentences.2.Make
students
know
how
conditional
sentences
can
be
used
to
give
traveling
tips.
Step
six:Consolidation(Task
3)
Ask
students
to
complete
a
dialogue
using
conditional
sentences.
Complete
the
conditional
sentences
in
a
dialogue.
1.To
train
students’
ability
of
using
conditional
sentences
correctly
in
a
conversation.2.
Make
students
aware
of
how
conditional
sentences
can
be
used
to
give
suggestions.
Step
seven:Consolidation(Task
4)
1.Ask
students
to
write
a
letter
to
convince
Tom’s
friend
Mike
to
come
to
Shenzhen.
2.Make
sure
students
use
conditional
sentences
in
the
letter
to
recommend
famous
places
in
Shenzhen
and
talk
about
the
benefits
of
traveling.
Use
conditional
sentences
to
complete
a
letter
and
persuade
Mike
to
come
to
Shenzhen.
1.To
train
students’
ability
of
using
conditional
sentences
correctly
in
writing.2.To
make
students
know
how
to
recommend
places
in
writing.
Step
eight:Assignment
1.
Required:
Write
a
travel
guide
of
Shenzhen
for
foreigners
using
if-clause
sentences.2.
Optional:
Make
it
into
a
video
and
send
it
to
a
foreigner.
Finish
the
homework.
To
consolidate
what
they
learnt
in
the
class.To
get
ready
for
the
next
class.The
teaching
design
of
7A
Unit
6
Travelling
around
Asia
Listening
and
Speaking
The
analysis
of
the
text
book:
The
article
is
from
7A,
Moudule3,
Unit
6.
The
topic
of
this
unit
is
“
Travelling
around
Asia”.
And
the
main
task
in
this
lesson
is
to
learn
the
listening
and
speaking
parts.
The
listening
material
is
about
three
cities
in
Asia
and
the
speaking
part
is
talking
about
places
of
interest
in
your
city.
To
make
students
use
the
information
they
get
in
the
listening
part,
the
teacher
shifts
the
listening
task
to
be
talking
about
cities.
The
analysis
of
students:
This
lesson
will
be
taught
in
Grade
Seven.
Students
in
Grade
Seven
have
little
travelling
experience
and
they
don’t
know
much
about
Asian
cities.
But
they
are
active
in
showing
themselves
in
the
class.
So
I
choose
Beijing
and
Shenzhen
as
the
main
topic
for
students
to
listen
and
talk
about.
And
the
listening
materials
can
give
students
enough
information
for
the
speaking
tasks.
Teaching
aims:
Knowledge
aims:
Students
can
know
more
about
three
Asian
cities:
Beijing,
Tokyo
and
Bangkok
and
have
a
general
idea
of
world
heritage
sites.
Ability
aims:
To
improve
students’
listening
skills
such
as
making
predictions
by
pictures,
keywords
and
the
context
and
listening
for
specific
information.
To
improve
students’
ability
of
talking
about
cities
and
introducing
their
hometown
from
the
perspectives
of
location,
things
to
do,
food
and
places
of
interest.
Emotional
aim:
Arouse
students’
interest
in
travelling
around
Asian
and
make
them
love
their
hometown
more.
Teaching
importance:
Students
can
improve
their
abilities
of
predicting
and
talking
about
cities.
Teaching
difficulties:
Students
can
improve
their
oral
English.
Teaching
methods:
Task-learning
method;
Cooperative
learning
method;
Situational
learning
method.
Teaching
Procedures:
Teaching
steps:
Teacher’s
activity
Students’
activity
Aims
Step
one:Leading-in
Play
a
video
about
famous
Asian
cities
and
their
places
of
interest.
Let
students
name
the
places
of
interest
and
some
famous
capital
cities
in
Asia.
Tell
the
places
of
interest
in
the
video
and
the
names
of
some
famous
capital
cities
in
Asia.
To
arouse
students’
interest
in
travelling
around
Asia.To
review
the
names
of
Asian
cities
and
the
places
of
interest
there.
To
give
students
a
general
idea
of
world
heritage
sites.
Step
two:Pre-listening
Show
the
six
pictures
of
the
listening
part
and
ask
students
to
guess
what
they
are
about
and
where
they
are
taken.
Guess
what
the
six
pictures
are
about
and
where
they
are
taken.
To
train
students’
ability
of
predicting
according
to
pictures.
Step
three:While-listening
Ask
students
to
make
predictions
from
the
perspectives
of
location,
food,
things
to
do
and
places
of
interest.Ask
students
to
listen
to
the
recording
about
three
Asian
cities
and
complete
the
information
cards
below.Play
a
video
about
Beijing
and
ask
students
to
answer
the
questions.
Make
predictions
about
the
listening
material.Listen
to
the
recording
and
complete
the
information
cards.Watch
the
video
about
Beijing
and
answer
the
questions.
To
train
students’
ability
of
predicting
according
to
key
words
and
the
context.To
train
students’
ability
of
listening
for
specific
information.To
give
students
more
information
about
Beijing
to
prepare
them
for
the
speaking
task.
Step
four:Post-listening
Ask
students
to
make
a
summary
of
how
to
talk
about
cities.
Make
a
summary
of
how
to
talk
about
cities.
To
prepare
students
for
the
following
speaking
task.
Step
five:Speaking
Let
students
do
ask
and
answer
exercises
about
Beijing.Ask
students
to
talk
about
their
hometown.
Do
ask
and
answer
exercises
about
Beijing.Talk
about
the
hometown.
To
train
students’
ability
of
talking
about
cities
and
introducing
their
hometown.To
make
students
proud
of
their
hometown.
Step
six:Summary
and
Self-assessment
Ask
students
to
make
a
summary
of
what
they
have
learnt.Ask
students
to
make
a
self-assessment.
Make
a
summary
of
what
they
have
learnt.Make
a
self-assessment.
To
check
whether
students
have
reached
the
learning
objectives.
Step
seven:Assignment
Write
an
article
to
introduce
your
hometown
with
the
title:
Visiting
_________.
Please
show
your
love
for
your
hometown.
Finish
the
homework.
To
consolidate
what
they
learnt
in
the
class.To
get
ready
for
the
next
class.
The
design
of
blackboard
writings:
Unit
6
Travelling
around
AsiaListening
and
Speaking
food
places
of
interest
location
things
to
do
