7A Unit 4 My day
Reading
I. Teaching objects Knowledge: Students will be able to: master some new words and expressions: each other, play volleyball, a member of, the Swimming club, have a good time, be all nice to sb., twice a week. learn something about Millie’s school life. Ability: Students will be able to describe their school life. Emotion: Students will be able to love our school. II. Key points of teaching: Students will be able to master the new words and expressions. III. Teaching difficulties: Students will be able to describe their school life. IV. Teaching and learning methods: Watching, imitating, describing. Pair work, group work, debate. V. Teaching aids: PPT, blackboard
Teaching procedures:
Teaching steps Teacher’s activities Students’ activities Intention of the design Reflection and the second design
Step I Greetings Greetings Greetings Create the atmosphere of the theme. 以学生身边的一些活动导入本课的阅读，循序渐进使学生慢慢进入到校园生活的情境中，再阅读这篇文章，学生能轻而易举的掌握文章的内容。
Step II Revision Ask and answer the questions 1. Do you like to keep a diary Why 2. What time do you get up every morning 3. What time do you eat breakfast/lunch/supper every day 4. What time do you go to school/ go home every morning 5. What time do you do morning exercises every day … Then do Part B on Page 45. Ss ask and answer the teacher’s questions according to their life. And learn the new words. Revise the knowledge of last lesson.
Step III Listening Listen to the tape and try to tell whether the following statements are true or false with the books closed. 1. Millie likes her school very much. 2. Millie sometimes plays games at lunchtime. 3. The Principal’s name is Mr Tang. 4. Millie spends three hours a day doing her homework. 5. Millie goes to the Reading Club twice a week. 6. Millie is a member of the Swimming Club. Ss listen to the text and do Part C on P46. Learn some new words and phrases about some places in school.
Step IV Practice Get the students to finish Part B3 then fill in the blanks. Finish the exercises as soon as possible Check if the students have grasp the language points or remember the sentences.
Step V Retelling Get the students to think how to express their school lives. Retell Millie’s school life your own school life. Interview your partner about what he / she does on a school day. Then give a short speech. Learn to express the school life.
Step VI Summary Make a short summary about today’s lesson. Listen to the teacher and think as well. Review today’s lesson.
Step VII Homework Write about your school life.
Blackboard design:
Unit 4 My day
each other play volleyball
a member of the Swimming club
have a good time be all nice to sb.
twice a week
7A Unit 47A Unit 4 My day
Study skills
I. Teaching objects Knowledge: Students will be able to: develop some ideas about how to grasp the sounds of the vowels. Ability: Students will be able to develop some ideas about how to grasp the sounds of the vowels. Emotion: Students will be able to learn the importance of a healthy lifestyle. II. Key points of teaching: Students will be able to develop some ideas about how to grasp the sounds of the vowels. III. Teaching difficulties: Students will be able to develop some ideas about how to grasp the sounds of the vowels. IV. Teaching and learning methods: Watching, imitating, describing. Pair work, group work, debate. V. Teaching aids: PPT, blackboard
Teaching procedures:
Teaching steps Teacher’s activities Students’ activities Intention of the design Reflection and the second design
Step I Greetings Greetings Greetings Create the atmosphere of the theme. 语音一直以来不受学生的重视，也有很大一部分教师不重视语音的教学，其实语音是学好一门语言课程的基础和关键。
Step II Presentation 1. With some pictures, lead in some words with these vowels. 2. Write【ɑ:】【 :】【i:】【e】【u:】【u】【 :】【 】 on the blackboard. Pay attention to the bold letters in these words .How to read now Tell the students: They are the sounds of the vowels. 3. Lead reading the 8 new vowels. 4. Ask the students to try to write them. Read and write the 8 new vowels. Learn to master the new vowels.
Step III Practice 1. Ask students to cover the right side of these vowels. 2. Encourage students to read follow the tape. 3. Try to read them by themselves. 4. Correct their wrong pronunciation. Read after the tape. Make the students read correctly.
Step IV Presentation 1. Encourage students to read the words in Part A. Pay attention to the different sounds of the letters. 2. Lead students to find the differences between long vowels and short vowels. Read Part A and try to find the differences between long vowels and short vowels. Make the students read correctly.
Step V Practice 1. Present Part B, try to read according to the rules. 2. Correct and prize some students. 3. Arrange several groups to read together, and arouse their interest. Try to read Part B according to the rules. Help students get the further understanding of the new vowels.
Step VI Drills 1. Get the students to practise saying the following phrases in Part C. 2. Encourage the students to read the phrases loudly to train their pronunciation based on a chain work. Practise saying the f phrases in Part C. Help students get the further understanding of the new vowels.
Step VII Summary Make a short summary about today’s lesson. Listen to the teacher and think as well. Review today’s lesson.
Step VIII Homework Read and write the new vowels.
Blackboard design:
Unit 4 My day
【ɑ:】【 :】【i:】【e】【u:】【u】【 :】【 】
7A Unit 47A Unit 4 My day
Task
I. Teaching objects Knowledge: Students will be able to: 1). plan before writing an e-mail. 2). write about likes and dislikes for an audience. Ability: Students will be able to develop their ability of writing their likes and dislikes. Emotion: Students will be able to develop confidence in using language creatively and express one’s own imagination. II. Key points of teaching: Students will be able to write about likes and dislikes. III. Teaching difficulties: Students will be able to develop their ability of writing. IV. Teaching and learning methods: Watching, imitating, describing. Pair work, group work, debate. V. Teaching aids: PPT, blackboard
Teaching procedures:
Teaching steps Teacher’s activities Students’ activities Intention of the design Reflection and the second design
Step I Greetings Greetings Greetings Create the atmosphere of the theme. 围绕本单元的话题school life展开，启发学生说出在校园生活中的一些他们喜欢做的和不喜欢做的活动，并阐述理由。让学生分组讨论，教师指导，做到每个学生都有话可说，让这个话题变得更加简单。
Step II Revision Revise something about Millie’s day. Answer some questions. Arouse the students’ interest and lead in the new lesson.
Step III Presentation 1. Use Millie’s happiness chart to lead students to describe her likes and dislikes. 2. Get Millie’s reasons about what she likes and dislikes. 1. Watch the chart and say sth. about Millie’s likes and dislikes. 2. Read Millie’s reasons about what she likes and dislikes. Develop the students’ comprehension.
Step IV Survey 1. Make a survey. Ask students to complete their own happiness chart. 2. Encourage them that they can add more activities they do on a typical school day. Finish their own happiness chart. Train Students’ ability of writing.
Step V Pair work Get the Ss to talk about what they like and what they don’t like. Do some speaking. Train Students’ ability of speaking.
Step VI Practice 1. Complete Millie’s diary entry with the information on page52. 2. Check the answers. Do some practice. Consolidate what they have learned.
Step VII Summary Make a short summary about today’s lesson. Listen to the teacher and think as well. Review today’s lesson.
Step VIII Homework Write an e-mail to your e-friend about your school life. Tell what you like and what you dislike and state your reasons.
Blackboard design:
Unit 4 My day
I like/ do not like… My favourite subject(s) is / are …
I can learn a lot about … It helps me …
It is fun / interesting. I cannot…, so… We always have…
7A Unit 47A Unit 4 My day
Grammar
I. Teaching objects Knowledge: Students will be able to: master the usage of in/on/at. master the usage of adverbs of frequency. Ability: Students will be able to use the prep. of time and the adverbs of frequency to make sentences. Emotion: Students will be able to have a sense of a happy life. II. Key points of teaching: Students will be able to master the usage of in/on/at and the usage of adverbs of frequency. III. Teaching difficulties: Students will be able to use the prep. of time and the adverbs of frequency to make sentences. IV. Teaching and learning methods: Watching, imitating, describing. Pair work, group work, debate. V. Teaching aids: PPT, blackboard
Teaching procedures:
Teaching steps Teacher’s activities Students’ activities Intention of the design Reflection and the second design
Step I Greetings Greetings Greetings Create the atmosphere of the theme. 向学生介绍表示时间的介词in，on，at的用法以及表示频率的副词如何使用，操练与讲解相结合，能使学生更容易掌握。
Step II Lead-in 1. Talk about the activities we often do in a day with students. 2. Present some pictures and talk about some more activities. Free talk. Revise the knowledge of last lesson.
Step III Presentation Present the sentences with in/on/at and find out the differences between them. My parents watch TV in the evening. We do not go to school on Saturday. Millie has breakfast at seven. What’s the differences between them Free talk and find out the rules. Learn to use the prep. of time.
Step IV Practice 1. Complete the task on Page 47. 2. Work in pairs, then read the article out. Finish the exercises as soon as possible Finish the exercises.
Step V Presentation 1. Present some pictures and talk about some activities. 2. Look at the pictures on page 48 and try to describe the pictures by themselves. Listen to the teacher. Learn to use the adverbs of frequency.
Step VI Practice 1. Complete the task on page 48. 2. Ask students to talk about their activities in a day in groups of plete the exercise. Finish the exercise.
Step VII Summary Make a short summary about today’s lesson. Listen to the teacher and think as well. Review today’s lesson.
Step VIII Homework 1. Remember the new words and expressions in this lesson. 2. Try to make more sentences using the language points.
Blackboard design:
Unit 4 My day
in on at
never
seldom
sometimes
often
usually
always
7A Unit 47A Unit 4 My day
Welcome to the unit
I. Teaching objects Knowledge: Students will be able to: 1) master some new words and phrases: wake, shall, hill, seldom, need, rest, just, activity, usually, never, start, quarter, past, wake up, go out, have breakfast/lunch/dinner, have fun, have lessons, go to bed, be late for. 2) talk about routines and activities. Ability: Students will be able to respond to questions about daily life. Emotion: Students will be able to have a sense of a happy life. II. Key points of teaching: Students will be able to master the new words and phrases. III. Teaching difficulties: Students will be able to talk about routines and activities. IV. Teaching and learning methods: Watching, imitating, describing. Pair work, group work, debate. V. Teaching aids: PPT, blackboard
Teaching procedures:
Teaching steps Teacher’s activities Students’ activities Intention of the design Reflection and the second design
Step I Greetings Greetings Greetings Create the atmosphere of the theme. 过“情境导入—词汇教学——快速阅读—研读—分析疑难知识点”等环节激发学生的兴趣，引导学生掌握一定的阅读技巧，了解文章基本概况。效果不错。
Step II Presentation 1. Talk about the activities we often do in a day with students. 2. Present some pictures and talk about some more activities. Watch and feel the situation then learn the new words. Lead in the topic of subjects and attract the students’ attention.
Step III Reading Present pictures about Hobo and Eddie. Ask students to listen and answer. Does Eddie get up late WhatareEddie’sfavourite activities What does Hobo think of some dogs What do you think of Eddie, a hardworking dog or a lazy dog Read and answer the questions. Learn the story between Eddie and Hobo.
Step IV Practice 1. Listen and repeat the dialogue. 2. Work in pairs, then act it out. 3. Talk about Eddie’s day according to the dialogue. get up have breakfast go to sleep have lunch go to sleep 1. Listen and repeat the dialogue. 2. Work in pairs, then act it out. 3. Talk about Eddie’s day according to the dialogue. Let Ss use the new words and phrases.
Step V Presentation 1. Present some pictures and talk about some activities. get up eat breakfast do morning exercises eat lunch have lessons do after-school activities watch TV 2. Present words and phrases and learn them. 3. Present Millie’s activities and understand some phrases. Talk about some activities. Learn the phrases.
Step VI Practice 1. Present Millie’s day and ask students to make a dialogue like this: A: When does Millie usually get up B: She usually gets up at 6:30. A: When does Millie usually go to bed B: She usually goes to bed at 9:30. 2. Ask students to talk about their activities in a day in groups of four, and fill in the form on P43. Talk about their activities in a day in groups of four, and fill in the form on P43. Make up the dialogue.
Step VII Summary Make a summary about the period.
Step VIII Homework 1. Remember the new words and expressions in this lesson. 2. Tell your e-friend about your schoollife and complete a happiness chart for the E-friendship Club’s website. Finish off the exercise.
Blackboard design:
Unit 4 My day
wake up go out
have breakfast/lunch/dinner,
have fun have lessons
go to bed be late for
7A Unit 47A Unit 4 My day
Integrated skills
I. Teaching objects Knowledge: Students will be able to: recognize and choose useful information. master the new words and phrases: wish, luck, museum, twice, picnic, once, wish our team good luck, like to do sth., go on picnics/a picnic. Ability: Students will be able to communicate with others about school life. Emotion: Students will be able to learn the importance of a healthy lifestyle. II. Key points of teaching: Students will be able to recognize and choose useful information. III. Teaching difficulties: Students will be able to communicate with others about school life. IV. Teaching and learning methods: Watching, imitating, describing. Pair work, group work, debate. V. Teaching aids: PPT, blackboard
Teaching procedures:
Teaching steps Teacher’s activities Students’ activities Intention of the design Reflection and the second design
Step I Greetings Greetings Greetings Create the atmosphere of the theme. 综合技能主要训练学生的听说方面的能力，这课时围绕一场排球赛的主题展开，先把学生带入这种情景，再训练听说能力，使过程变得更生动，而且学生能积极参与。说的部分讨论周末喜欢做什么，在特定的时间或条件下喜欢做某事，学生有很多话可以说。
Step II Lead-in Talk with students about their after-school activities. Talk with teacher about their after-school activities. Lead to the topic.
Step III Presentation Let Ss listen to the dialogue of speak-up. Try to answer the following questions. Listen to the teacher and answer the teacher’s questions.. Recognize and choose useful information.
Step IV Listening Millie is talking with Simon about a volleyball match. Listen to their conversation. Tick(√) the correct answer to each question. Discuss the questions and listen. Recognize and choose useful information.
Step V Practice Help Simon complete his notes below. Using the information in part A1 to complete the note. Help students get the further understanding of some key points.
Step VI Speak up Ask students read the dialogue in roles, then act it out. Students read the dialogue and act it out. They can talk about themselves. Develop students’ abilities in speaking.
Step VII Summary Make a short summary about today’s lesson. Listen to the teacher and think as well. Review today’s lesson.
Step VIII Homework Finish the exercises on the work book.
Blackboard design:
Unit 4 My day
Wish our team good luck.
Like to do sth.
go on picnics/a picnic
7A Unit 4
