Unit
3
A
day
out
Task
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
know
the
form
of
a
trip
plan
and
understand
what
a
trip
plan
is;
2.
write
a
trip
plan;
3.
grasp
the
structure
of
an
invitation
letter;
4.
write
an
invitation
letter.
II.
Teaching
contents
1.
New
words
and
phrases:
plan
a
day
out,
square,
see
the
biggest
city
square
in
the
world,
take
the
underground/bus
to
…,
by
underground/walk
to
…,
on
foot,
visit
the
garden
and
row
boats,
go
back
to…,
per
student
2.
New
structure:
We
are
planning
a
day
out
on
…
It
will
take
about
…
minutes/hour(s)
to
get
to
…
Then
/After
that
/Next,
we
will
go
to…on
foot/walk
to
…
The
cost
is
about
…
per
student.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Develop
students’
writing
ability.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Guessing
game
T:
Today
we’ll
learn
Task
of
Unit
3.
Now
let’s
play
a
game.
I
will
give
some
clues.
Can
you
tell
me
these
places
are
Are
you
ready
Let’s
begin.
2.
Watch
a
video
about
places
of
interest
in
Yangzhou
T:
If
you
are
free,
are
you
going
to
visit
places
of
interest
Watch
the
video
first.
【设计意图】利用猜谜游戏复习前面的内容，用动感的视频创设情境，提高学生的学习热情，导入到新课。
Step
2
Presentation
1.
Brainstorm
T:
There
is
a
concert
at
Yangzhou
Sports
Park
on
27th
December.
Many
pop
stars
will
come
here.
Shall
we
show
them
around
Yangzhou
(Show
a
poster
of
the
concert.)
T:
Would
you
please
tell
me
some
places
of
interest
in
Yangzhou,
when
and
how
they
can
go
there
and
what
they
can
do
there
2.
Learn
the
trip
plan
(1)
Discussion
T:
Can
you
make
a
trip
plan
for
the
stars
Don’t
worry.
Now
let’s
read
Kitty
and
Daniel’s
plan.
(Show
the
plan)
Do
you
know
how
many
parts
a
trip
plan
has
Yes,
it
has
four
parts,
including
where,
when,
how
and
what.
Now
let’s
talk
about
the
trip
plan
in
pairs.
Here
is
a
table
and
some
useful
expressions
for
you
to
help
you.
Please
answer
the
following
questions.
How
will
they
get
to
Tian’anmen
Square
from
Sunshine
Town
How
many
places
of
interest
are
they
going
to
visit
What
are
they
What
will
they
do
at
Tian’anmen
Square
What
will
they
do
in
Beihai
Park
When
will
they
leave
Wangfujing
Street
(2)
Sum
up
Offer
some
useful
expressions
(3)
Complete
the
letter
a.
Fill
in
the
blanks
T:
Kitty
and
Daniel
hope
their
classmates
can
join
them,
so
they
are
writing
a
letter
to
invite
them,
but
they
haven’t
finished
it.
Let’s
help
them
complete
it
according
to
their
plan.
b.
Analyze
the
structure
of
the
invitation
letter
T:
Look!
Can
you
speak
out
the
seven
parts
of
the
letter
(Yes.
They
are
Date,
Name
of
the
receiver,
Purpose
of
this
letter,
Plan,
Instructions,
Closing
and
Signature(s).)
【设计意图】利用群星演唱会创设情境，带领明星们观光扬州，搜索和罗列相关词汇和短语,同时为下面的写作搭建“内容支架”。学生根据计划完成邀请函，再次对学生进行语言输入，分析邀请函结构，为学生最终完成自己的邀请函搭好“文章框架”。
Step
3
Writing
1.
Writing
skills
(1)
Express
the
time,
transport
and
activity
in
different
ways
a.
Express
the
time
T:
Firstly,
we
can
use
different
ways
to
express
the
time,
transport
and
activity.
For
time,
have
a
look
at
this
table.
We
can
say
we
will
get
to
Tian’anmen
Square
at
7:30
a.m.,
and
we’ll
leave
there
at
8:30
a.m.
How
can
we
express
it
in
different
ways
Work
in
pairs.
Write
down
as
many
sentences
as
possible.
So
we
know
we
can
use
these
ways
to
express
the
time.
Here
is
the
exercise.
Who
can
do
it
b.
Express
the
transport
T:
For
transport,
look
at
this
one.
We
can
say
we
will
go
to
Wangfujing
Street
by
bus.
How
can
we
say
it
in
some
other
ways
Please
write
down
your
answers
in
pairs.
Now
who
can
tell
me
your
sentences
So
we
know
we
can
use
these
ways
to
express
the
transport.
Now
practice.
Try
to
use
different
ways.
c.
Express
the
activity
T:
For
activity,
we
can
use
different
verbs,
such
as
…Now
it’s
your
turn
to
practice
it.
(2)
Enrich
our
expressions
T:
Secondly,
we
can
enrich
our
expressions.
For
example:
We’ll
see
the
beautiful
view
in
the
Slender
West
Lake.
→We’ll
see
the
beautiful
view
and
row
boats
in
the
Slender
West
Lake.
We’ll
enjoy
the
nice
view
and
row
boats
in
the
Slender
West
Lake
for
two
hours.
→We’ll
spend
two
hours
enjoying
the
nice
view
and
boating
in
the
Slender
West
Lake.
(3)
Make
our
articles
better
and
smooth
T:
Finally,
we
can
use
conjunctions
and
adverbs
to
make
our
article
better
and
smooth.
For
example:
first,
second,
then,
and,
after
that,
next,
finally.
Can
you
find
them
in
the
letter
2.
Make
a
writing
plan
T:
Make
a
trip
plan
to
invite
the
stars
to
join
your
trip
to
Yangzhou.
(Show
some
pictures)
Work
in
groups
of
four.
One
student
chooses
some
places.
One
student
discusses
the
time,
transport
and
activity.
One
student
makes
a
writing
plan
on
the
worksheet.
The
group
leader
will
write
the
plan.
You
have
five
minutes
to
prepare.
Then
I
will
choose
some
groups
to
show
us
your
plans.
T:
Now
which
group
wants
to
show
your
plans
Good,
let’s
have
a
look.
Good
job.
3.
Make
a
poster
(1)
Work
in
groups
T:
Write
an
invitation
letter
to
invite
the
stars
to
join
the
trip
according
to
your
plan.
Work
in
groups
of
four.
Two
students
write
the
plan
(who,
when,
where,
what,
how
and
the
cost).
One
student
writes
the
other
parts
(Date,
Receiver,
Purpose,
Instructions,
Closing
and
signature(s)).
The
group
leader
puts
them
together
and
makes
it
a
poster.
Ten
minutes
for
you
to
design
your
poster
and
then
show
it
to
us.
Here
are
some
useful
expressions
for
you
on
Page
40.
Try
to
make
your
poster
nicer.
(2)
Show
the
poster
T:
Which
group
can
make
the
best
poster
Here
is
an
assessment
table.
Maybe
it
can
give
you
some
help.
If
your
poster
is
nice,
you
can
get
a
star.
Let’s
have
a
check.
Check
it
by
yourselves,
and
then
exchange
your
poster
with
other
groups.
Win
2
points
for
your
group
if
you
can
find
a
good
sentence.
Win
2
points
for
your
group
if
you
can
find
a
mistake.
【设计意图】通过指导时间，交通工具和活动的多种表达作为本节课写作的突破口，提高学生遣词造句能力,
为学生最终完成自己的邀请函搭建“语言支架”。丰富表达内容，提倡多种表达方式，为书面输出做好铺垫。通过设计使用衔接词的活动，提高学生谋篇布局的能力。
通过小组合作完成写作计划，展示环节可以让学生了解自己计划的优缺点，提高团队合作意识并对自己的写作提出更高要求。评价表直观量化地为学生提供了可操作的评价依据，确保了评价活动的有效性。利用自评和他评两种评价方式相结合和追加的加分方法调动学生的积极性，增加学生的学习兴趣。
Step
4
Summary
T:
Boys
and
girls,
today
we
have
learnt
a
lot
about
an
invitation
letter.
There
are
seven
parts
in
the
letter.
They
are
Date,
Receiver,
Purpose,
Plan,
Instructions,
Closing
and
signature(s).
The
plan
includes
who,
when,
where,
what
and
how.
Don’t
forget
to
make
a
writing
plan
before
writing.
【设计意图】通过总结，巩固已学知识。
V.
Homework
1.
Write
an
invitation
letter
to
invite
your
pen
friend
to
go
on
a
day
trip
with
you.
2.
Tell
your
classmates
your
invitation
letter
in
English.
PAGE
1Unit
3
A
day
out
Grammar
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
use
“as
…
as”
and
“not
as/so
…
as”
properly;
2.
use
reflexive
pronouns
correctly;
3.
know
how
to
use
some
new
words
and
expressions.
II.
Teaching
contents
1.
New
words
and
phrases:
itself,
pull,
rock,
luckily,
climber,
keep
the
secret
to
oneself,
look
at
each
other,
hurt
yourself,
enjoyed
ourselves,
pull
himself
up
the
rocks
2.
New
structures:
The
bus
is
as
comfortable
as
those
in
the
USA.
The
Eiffel
Tower
is
not
as
tall
as
the
real
one
in
France.
The
model
Sydney
Opera
House
looks
as
wonderful
as
that
in
Australia.
Linda
enjoyed
herself
in
the
park.
Linda’s
parents
will
go
and
see
the
photos
for
themselves.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
How
to
use
“(not)
as/so
…
as”.
How
to
use
reflexive
pronouns
correctly.
IV.
Teaching
procedures
A
Using
as
…
as
Step
1
Lead-in
Show
the
picture
of
West
Lake
and
Slender
West
Lake.
T:
I
know
you
all
love
travelling.
Now
I’ll
show
you
two
beautiful
lakes.
Do
you
know
them
And
where
are
they
(The
West
Lake
of
Hangzhou
and
the
Slender
West
Lake
of
Yangzhou.)
Do
you
think
the
Slender
West
Lake
is
as
beautiful
as
the
West
Lake
(Yes.)
Why
is
this
lake
called
the
Slender
West
Lake
Is
the
Slender
West
Lake
as
big
as
the
West
Lake
(Because
the
Slender
West
Lake
is
smaller
and
slimmer
than
the
West
Lake.)
It
is
as
beautiful
as
the
West
Lake,
though
it’s
not
as
big
as
the
West
Lake,
right
【设计意图】通过本单元旅游话题呈现两张景点的图片，在讨论过程中导入本课学习目标。让学生从之前所学习的比较级入手，通过对比，使其从语法上的知道了解，到语言上的感知体会。
Step
2
Presentation
1.
Show
the
pictures
of
the
model
Golden
Gate
Bridge
and
the
real
Golden
Gate
Bridge
and
complete
the
sentences
2.
Show
the
pictures
of
two
girls
and
two
boys
and
two
girls,
and
complete
sentences
T:
Today,
we’ll
learn
how
to
use
“as
...
as”
to
compare
two
things.
Now
please
look
at
a
picture
of
my
friends.
What’s
his/her
height
(Carl
is
1.70
meters
tall.
Betty
is
1.65
meters
tall.
Amy
is
1.65
meters
tall
too.
Tom
is
1.60
meters
tall.)
Please
complete
the
sentences.
3.
Explain
the
usage
of
“as
…
as”
and
“not
so
…
as”
【设计意图】在语境中讲解同级比较句型的用法。
Step
3
Practice
1.
Show
four
pictures
of
different
cars
of
different
colors
and
prices
and
encourage
students
to
compare
each
other
and
try
to
complete
the
sentences
2.
Show
the
profiles
of
five
students
and
do
more
exercises
by
comparing
their
height,
weight
and
English
scores
3.
Show
two
pictures
of
students
in
class
and
complete
the
sentences
4.
Finish
the
exercises
on
P35
of
the
textbook
5.
Make
more
explanations
about
the
structure
and
do
more
exercises
【设计意图】讲解后及时练习，巩固讲解效果。
B
Reflective
pronouns
Step
1
Lead-in
Show
students
some
cartoon
characters
and
introduce
some
phrases
with
reflective
pronouns.
T:
You’ve
done
a
good
job
in
Part
A.
Now
let’s
look
at
some
lovely
cartoons
to
have
a
rest.
Who
are
they
(They
are
...)They
are
chatting
together.
Let’s
join
them.
Listen
to
what
they
are
saying.
It’s
very
interesting.
【设计意图】通过图片呈现反身代词的用法，增强趣味性。
Step
2
Presentation
1.
Show
students
the
table
of
reflexive
pronouns
T:
We
have
known
a
little
about
the
reflexive
pronouns,
and
today
we’ll
learn
all
the
reflexive
pronouns
and
the
differences
between
Singular
and
plural
forms.
2.
Show
the
usage
of
reflexive
pronouns
and
some
common
phrases
with
reflective
pronouns
【设计意图】全面讲解反身代词的用法。
Step
3
Practice
1.
Make
up
some
easy
sentences
I
have
to
look
after
myself
this
afternoon.
We
should
try
to
do
homework
by
ourselves.
She
taught
herself
English
at
the
age
of
6.
2.
Fill
in
the
blanks
with
reflective
pronouns
3.
Finish
the
exercise
on
P36
of
the
textbook
【设计意图】通过各种练习来全面练习反身代词的用法。
Step
4
Consolidation
1.
Show
the
students
some
other
usages
about
reflexive
pronouns
2.
Complete
the
sentences
with
reflective
pronouns
3.
Multiple
choice
questions
from
senior
high
school
entrance
examinations
4.
Get
some
students
to
make
speeches
in
class.
They
should
use
some
phrases
reflective
pronouns
【设计意图】让学生链接中考，检测本节课学习效果。最后小组合作完成一篇口头作文，再次巩固本节课所学的两部分语法知识。
V.
Homework
1.
Write
down
the
speech.
2.
Preview
“Integrated
skills”.
PAGE
2Unit
3
A
day
out
Reading
(I)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
identify
the
general
information
about
the
trip;
2.
get
the
specific
information
about
the
trip;
3.
describe
the
trip
and
express
feelings;
II.
Teaching
contents
1.
New
words
and
phrases:
fine,
join,
myself,
shine,
clear,
sky,
journey,
boring,
finally,
arrive,
interest,
main,
sights,
culture,
Internet,
page,
yourselves,
arrive
at/in,
can’t
wait,
get
off,
places
of
interest,
can’t
believe
one’s
eyes,
home
page
2.
New
structures:
We
finally
arrived
at
the
park.
It
is
made
of
steel
and
is
really
tall.
We
learnt
a
lot
about
different
cultures.
Kitty’s
classmates
Daniel
put
them
on
his
home
page.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Identify
the
main
idea
and
the
specific
information
about
the
trip.
Understand
how
to
describe
the
trip
and
to
express
feelings.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Learn
some
new
words
(1)
Tell
a
story
of
a
superboy
T:
(Show
a
picture
of
a
superboy.)
Look!
A
superboy
called
Ben
was
living
in
the
space.
He
was
doing
fine
there.
But
he
wanted
to
visit
the
Earth.
The
Earth
was
quite
far
away
and
he
flew
for
a
long
time.
Of
course
the
journey
was
a
little
boring.
(Show
a
picture
of
the
sky.)
He
saw
the
sun
shining
in
a
clear
blue
sky,
and
he
knew
he
finally
arrived
at
the
Earth.
He
couldn’t
wait
to
get
off
his
spaceship.
(Show
four
pictures
of
the
places
of
interest.)He
saw
many
places
of
interest
like
the
White
House,
the
Golden
Gate
Bridge,
the
Great
Wall
and
the
Eiffel
Tower.
They
were
wonderful.
He
couldn't
believe
his
eyes.
He
saw
the
main
sights
of
the
world
in
just
one
day.
(show
a
picture
of
a
home
page)
He
decided
to
put
some
photos
of
the
trip
on
his
home
page.
He
said,
“How
amazing
the
Earth
is!
I
enjoy
myself!
I
want
to
visit
the
Earth
again.
Do
you
want
to
join
me ”
(2)
Match
the
words
with
the
meanings
T:
Please
match
the
words
on
the
left
with
meanings
on
the
right.
2.
Show
the
background
information
T:
There
are
so
many
places
of
interest
around
the
world.
The
superboy
Ben
visited
them
in
just
one
day,
but
we
can’t
fly
like
him
Then
how
can
we
visit
all
the
places
of
interest
from
all
over
the
world
in
only
one
day
We
can
go
to
the
World
Park.
(show
the
video)There
are
models
of
over
a
hundred
places
of
interest
from
all
over
the
world.
【设计意图】让学生初步学习生词，了解词义，使其在语境中学习生词，激发他们的学习兴趣。
Step
2
Presentation
1.
Skimming
(1)
Read
for
the
general
information
and
answer
the
following
questions.
What’s
the
title
What’s
the
topic
sentence
(2)
Discuss
in
groups
and
answer
the
following
questions.
how
many
paragraphs
How
many
parts
can
the
article
be
divided
into
What
are
they
2.
Scanning
(1)
Scan
para.1-2.Find
out
the
information
to
fill
up
the
table.
A
trip
to
the
World
Park
in
Beijing
Who
When
How
How
far
(2)
Scan
para.3-5
and
choose
what
Linda
saw
inside
the
park.(
the
Golden
Gate
Bridge,
the
Eiffel
tower,
the
song
and
dance
show)
(3)
Scan
para.6
and
choose
the
correct
answer.
(4)
Scan
the
whole
letter
and
finish
Exercise
B2
on
P33.
3.
Close-reading
(1)
Talk
about
the
changes
of
different
places.
Find
the
right
places.
(2)
Talk
about
the
changes
of
Linda’s
feelings.
Fill
in
the
blanks.
(3)
Have
a
iscussion
and
answer
the
following
questions,
Why
did
Linda
feel
bored
with
the
journey
to
the
park
Why
did
Linda
enjoy
herself
after
she
got
into
the
park
【设计意图】让学生初步阅读文章，使其了解文章大意。之后让学生运用略读、查读、研读的阅读技巧，加深对文章的理解。
Step
3
Extension
1.
Talk
about
the
ways
on
how
to
read
Find
the
title
and
topic
sentence.
Find
the
detailed
information.
Find
the
structure
and
enjoy
the
beautiful
words.
2.
Complete
a
table
and
a
conversation
according
to
the
text
【设计意图】任务型阅读的练习设计目的是帮助学生运用本节课所学的阅读策略，巩固学习效果。
V.
Homework
1.
Write
an
email
to
your
close
friend
to
tell
him/her
your
pleasant
trip
to
a
place
of
interest.
2.
Finish
the
exercises
in
Period
2
of
Unit
3
in
the
workbook.
PAGE
1Unit
3
A
day
out
Reading
(II)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
know
how
to
use
some
useful
expressions;
use
the
expressions
to
talk
about
trips;
know
tips
about
going
on
a
trip.
II.
Teaching
contents
1.New
words
and
phrases:
invite…to…,
join…,
boring,
arrive
at/in,
be
made
of,
look
as
great
as
the
one
back
home,
for
yourselves
2.
New
structures:
Mr.
Wu
invited
me
to
join
their
school
trip
to
the
World
Park.
It
took
us
about
two
hours
to
get
there
by
bus.
All
of
us
couldn’t
wait
to
get
off
the
bus.
It
is
made
of
steel.
Go
and
see
for
yourselves!
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Learn
how
to
use
some
useful
expressions.
Learn
to
use
the
expressions
to
talk
about
trips.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Decide
whether
the
following
statements
are
true
or
false
T:
In
the
last
period,
we
learned
something
about
Linda’s
trip
to
the
World
Park.
Here
are
some
descriptions
of
the
school
trip.
Let’s
judge
whether
they
are
true
or
false.
Linda
and
Kitty
went
to
the
World
Park
by
themselves.
Linda
did
not
enjoy
the
day
very
much.
It
took
the
students
half
an
hour
to
get
to
the
park.
The
models
in
the
park
are
small
but
wonderful.
The
model
Eiffel
Tower
is
made
of
wood.
The
model
Golden
Gate
Bridge
looked
just
like
the
real
one
in
the
USA.
2.
Fill
in
the
blanks
T:
After
the
trip,
Kitty
wrote
a
diary
about
it.
Let’s
fill
in
the
missing
words.
I
was
very
happy
that
day
because
my
teacher
Mr
Wu
______
my
cousin
Linda
to
____
our
school
trip.
At
first
we
felt
______
because
there
was
heavy
_______
on
the
way.
Finally
we
_______the
World
Park.
When
we
saw
the
Eiffel
Tower,
we
became
_______.
In
the
World
Park,
there
are
models
of
over
a
hundred
______
from
all
over
the
world.
We
also
saw
the
song
and
dance______.
We
really
enjoyed
_______
on
that
________day.
After
our
trip,
Daniel
____
the
photos
on
his
home
page.
Linda’s
parents
can
see
the
photos
for
_____.
【设计意图】回归文本，巩固课文内容和相关词汇。
Step
2
Presentation
1.
Before
the
trip:
explain
“invite
sb
to
do
sth”
and
“invite
sb
to
some
place”
(1)
Introduce
the
word
“invite”
T:
Linda’s
trip
is
very
interesting,
right
Do
you
want
to
know
more
about
her
trip
Now
let’s
look
at
the
picture
and
guess
what
they
were
doing
at
the
moment.
(Kitty
was
introducing
her
cousin,
Linda
to
her
classmates
and
Mr
Wu.)
Then
why
did
Linda
go
on
a
trip
to
the
World
Park
(Because
Mr.
Wu
invited
her
to
join
their
school
trip.)
(2)
Explain
how
to
use
“invite”
T:
invite
sb
to
do
sth;
invite
sb
to
some
place.
(3)
Practise
using
“invite
sb
to
do
sth”
Show
some
pictures
and
encourage
students
to
make
sentences
like
“Sandy
invited
me
to
ride
a
bike
with
her
yesterday.”
2.
During
the
trip:
on
the
way
Explain
how
to
use
“take”
a.
Introduce
the
word
“take”.
T:
Look!
They
were
on
the
way.
What
was
the
weather
like
(The
sun
was
shining
in
a
clear
blue
sky.)
How
long
did
the
trip
take (
The
trip
took
two
hours
by
bus.)
b.
Explain
“It
takes
sb
time
to
do
sth”
and
“sb
spend
time
doing
sth/on
sth”.
Then
correct
the
mistake
in
the
sentence.
(2)
Explain
“boring”
and
“bored”
a.
Introduce
“boring”
and
“bored”.
T:
Why
did
the
trip
take
so
much
time
(Because
the
World
Park
was
quite
far
away,
and
there
was
a
lot
of
traffic.)
What
do
you
think
of
their
trip
by
bus
(The
trip
was
a
little
boring.)
So
what
did
Linda
feel
(She
felt
bored.)
b.
Explain
“boring”
and
“bored”.
c.
Choose
the
correct
answer.
The
meeting
was
very
_____.
He
feels
_____.
A.
boring,
boring
B.
bored,
bored
C.
boring,
bored
D.
bored,
boring
(C)
3.
During
the
trip:
at
the
gate
(1)
Explain
“arrive
at”.
a.
Introduce
“arrive
at”.
T:
Finally,
where
did
they
arrive
(They
arrived
at
the
gate
of
the
park.)
b.
Explain
how
to
use
“arrive/in”,
“get
to”
and
“reach”.
c.
Choose
the
correct
answer.
(2)
Explain
“can’t
wait
to
do
sth”.
a.
Introduce
“can’t
wait
to
do
sth”.
T:
What
did
the
students
do
after
the
bus
stopped
(
They
couldn’t
wait
to
get
off
the
bus.)
b.
explain
how
to
use
“can’t
wait
to
do
sth”.
c.
Make
conversation
with
“can’t
wait
to
do
sth”.
A:
After
school,
when
I
get
home,
I…
…
What
about
you
B:
…
4.
During
the
trip—inside
the
park
(1)
Explain
“be
made
of”,
“be
made
from”
and
“be
made
in”.
a.
introduce
the
phrases
T:
Since
the
models
are
so
wonderful,
the
students
no
more
felt
bored,
right
How
did
they
feel
(Excited.)
When
did
they
feel
excited
(When
they
saw
the
model
Eiffel
Tower.)
What’s
it
made
of
(It’s
made
of
steel.)
What’s
the
chair
made
of
(It’s
made
of
wood.)
What
are
the
houses
made
of
(They
are
made
of
stone.)
Explain
“be
made
of”,
“be
made
from”
and
“be
made
in”.
c.
Pair
work:
A:
What
is
this
B:
It
is
….
A:
What
is
it
made
…
B:
It
is
made
….
A:
Where
is
it
made
B:
It’s
made
in...
(2)
Explain
“one”
and
“it”.
a.
Introduce
“one”.
T:
What’s
this
(It’s
the
model
Golden
Gate
Bridge.)
How
did
Linda
feel
when
seeing
it
(She
couldn’t
believe
her
eyes.)
Why
(Because
it
looked
as
great
as
the
one
back
home.)
b.
Explain
“one”
and
“it”.
c.
Fill
in
the
blanks
with
“one”
and
“it”.
5.
After
the
trip
(1)
Introduce
the
phrases:
explain
“for
oneself”
and
“by
oneself”
T:
Let’s
enjoy
some
more
pictures
of
their
trip.
They
are
on
Daniel’s
home
page.
If
you
are
interested
in
them,
you
can
go
and
see
for
yourself.
Did
anybody
help
Daniel
put
the
photos
on
his
home
page
Nobody
helped
him.
He
did
it
by
himself.
(2)
Explain
“for
oneself”
and
“by
oneself”.
【设计意图】利用图片导入问题，引领学生运用本课重点句型回答问题或者描述图片中的情景，过渡到句型学习和操练。
Step
3
Practice
1.
Complete
the
sentences
with
proper
phrases.
2.
Complete
the
conversation
with
proper
phrases.
【设计意图】在语境中练习本课重点句型，巩固所学知识。
Step
4
Consolidation
1.
Retell
According
to
the
given
phrases,
try
to
retell
the
whole
article.
2.
Group
work
Get
the
students
to
discuss
in
groups
about
the
trip.
Each
group
talks
about
one
part
of
the
trip
and
get
them
to
make
an
introduction.
【设计意图】让学生从语言点的学习上再次回归文本，使其对文本内容再次整体感知。这时的复述和讨论要求学生由语言知识的输入转化为输出。
Step
5
Conclusion
1.
Why
is
travelling
good
for
us
(Travelling
is
not
just
for
fun.
It
can
broaden
our
horizon
and
help
us
know
more
about
nature,
history…
We
can
know
more
knowledge…)
2.
If
you
go
on
a
trip,
what
should
you
pay
attention
to
(Take
care
of
your
own
things.
Have
healthy
diets.
Be
polite.
Don’t
drop
litter
carelessly.
Pay
attention
to
your
own
safety.
Don’t
go
out
alone.)
【设计意图】探讨旅游的意义，拓展学生思维。让学生讨论旅行中的注意事项，使其提高旅游的文明意识和安全意识。
V.
Homework
1.
Review
the
language
points
we
have
learned.
2.
Write
to
your
close
friend
to
tell
him/her
about
your
pleasant
trip
to
a
place
of
interest.
PAGE
3Unit
3
A
day
out
Study
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
master
the
usage
of
the
suffixes
“-ful”
and
“-less”;
2.
use
the
suitable
adjectives
in
contexts
,and
express
positive
or
negative
meanings
by
using
the
right
suffixes.
II.
Teaching
contents
1.
New
words
and
phrases:
useless,
cheerful,
colourful,
helpless,
useful,
cheer,
hope,
meaning,
taste,
ticket,
keep
2.
The
suffixes
“-ful”
and
“-less”
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Use
the
suitable
adjectives
in
contexts.
Express
positive
or
negative
meanings
by
using
the
right
suffixes.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Revise
Reading
T:
Linda
went
to
the
World
Park
together
with
the
Class1,
Grade8
students.
What
did
they
see
in
the
World
Park
What
did
they
do
there
What
do
you
think
of
the
World
Park
Is
it
wonderful
(I
think
the
World
Park
is
wonderful.
It
shows
us
a
colorful
world.
It
is
really
meaningful
to
go
there.)
2.
Fill
in
the
blanks
Sandy
is
so
______
that
she
makes
few
mistakes
in
her
homework.
(care)
Simon
is
________
,
so
he
always
makes
too
many
mistakes
in
her
homework.
(care)
Jack
often
helps
those
left-behind
children.
He
is
________
(help),
for
he
can
imagine
those
children's
feelings
of
being
_________
(help).
Don’t
argue(争论)
with
them.
It’s
________
(use).
Let’s
do
something
________
(use)
to
change
that.
【设计意图】通过提问复习reading部分的内容，提问学生的感受，导入新课的话题鼓励学生积极思考，列举出更多的带有后缀的形容词。通过设计带有-ful和-less的题目，引导学生去观察、思考、感悟和猜测其词义，并且让他们找出构词的规律来，并激起学生学习的兴趣。
Step
2
Presentation
1.
Explain
the
suffix
“-ful”
(1)
Ask
students
to
find
the
similarity
between
careful
and
helpful.
(-ful
means
full
of
or
having
the
qualities
of).
(2)
Give
more
examples,
such
as:
Do
you
think
English
is
useful
Surely
it’s
useful.
(3)
Encourage
students
to
think
of
more
examples.
(colourful,
harmful,
thankful
…)
2.
Explain
the
suffix
“-less”
Tell
students
that
–less
means
without.
The
two
words
with
-ful
and
-less
are
usually
opposite.
3.
Ask
students
to
learn
the
table
on
P39
【设计意图】引导学生自我探究、举一反三、触类旁通，发现列举形容词的共同点，并发现更多类似的词，启发引导学生回忆含有此类构词法的词汇。用归纳法教学组织引导学生自我发现语法规则，学生自己归纳出规则能够有效增强自信心和自主性。
Step
3
Practice
1.
See
and
match
T:
Can
you
find
their
friends
quickly
2.
Work
in
pairs
and
complete
the
table
below
T:
We
can
add
“-ful”
or
“-less”
to
some
nouns
to
form
adjectives，some
nouns
can
only
add
“-ful”,
and
some
can
only
add
“-less”.
If
you
cannot
add
“-ful”
or
“-less”
to
a
word,
put
a
cross
in
the
box.
3.
Finish
Part
B
on
P39
Complete
what
Kitty
said
about
her
trip
to
the
World
Park
with
the
words
in
the
box
below.
4.
Write
the
opposites
of
the
adjectives
5.
What
can
we
also
add
to
any
other
nouns
to
form
adjectives
(Let
students
recall
the
words.)
(friendly,
windy,
excited,
interesting)
【设计意图】给学生不同类型的练习来巩固所学知识,并故意设置noisy,
让学生推断并不是所有的形容词都是加-ful或者-less。
Step
4
Activities
1.
One
student
says
one
adjective,
other
students
say
its
opposite
as
quickly
as
they
can.
2.
Make
up
a
story
with
five
adjectives
and
their
opposites
on
page
39
in
groups.
3.
Challenge
Each
group
can
choose
a
level
and
get
the
points.
【设计意图】遵循任务梯度性原则，设计任务做到由易到难，由浅入深，让所有学生都能理解和掌握构词法。设计时以学生已有的知识经验和学习能力为基础，通过小组合作学习，学生的口语表达和交际能力也会有不同程度的改善或提高。
V.
Homework
1.
Remember
the
adjectives
with
‘-ful’
and
‘-less’,
and
try
to
find
more
words
of
this
kind.
2.
Finish
the
writing
and
write
it
down.
PAGE
1Unit
3
A
day
out
Comic
strip
and
Welcome
to
the
unit
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
identify
the
places
of
interest
at
home
and
abroad;
2.
talk
about
the
general
information
about
the
places
of
interest;
3.
develop
their
interest
and
good
habit
of
travelling.
II.
Teaching
contents
New
words
and
phrases:
ourselves,
Australia,
coffee,
top,
president,
wide,
steel,
ton,
come
on,
enjoy
oneself,
take
a
boat
trip,
Harbour
Bridge,
the
Sydney
Opera
House,
take
care,
the
River
Seine,
the
Eiffel
Tower,
the
White
House
New
structures:
You
need
to
exercise
and
keep
fit.
This
hill
isn’t
as
high
as
a
real
one.
How
long/wide
is
the
bridge
The
bridge
is
made
of
steel,
isn’t
it
It
weighs
over
100,000
tons.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Talk
about
the
information
of
the
places
of
interest.
IV.
Teaching
procedures
Comic
strip
Step
1
Lead-in
Show
a
picture
of
climbing
the
hill
and
talk
about
it.
T:
Today
we’ll
learn
Unit
3
A
day
out.
If
you
are
free,
are
you
going
to
have
a
day
out
What
do
you
like
doing
if
you
go
out
S:
I
like
playing
football/travelling
…
T:
I
like
climbing
the
hills
in
my
free
time.
Look!
I’m
climbing
this
hill,
and
I
want
to
get
to
that
one.
This
hill
isn’t
as
high
as
that
one.
I
feel
tired
and
want
to
stop.
My
friend
says,
“Come
on!”
So
I
keep
trying
until
we
get
to
the
top
of
the
hill.
There,
we
enjoy
ourselves.
【设计意图】通过故事自然引出课文内容。
Step
2
Presentation
1.
Talk
about
what
Eddie
likes
doing
T:
Now,
let’s
talk
about
our
friend
Eddie.
What
does
he
like
doing
in
his
free
time
S:
He
likes
sleeping,
playing
and
eating.
T:
Is
his
lifestyle
healthy
S:
No.
T:
Look,
something
different
happens
to
Eddie
today.
He
is
going
out.
What
is
he
going
to
do
S:
Maybe
he
is
going
to
climb
a
hill.
T:
Oh,
is
that
true
Is
he
really
going
to
climb
the
hill
like
this
man
2.
Listen
and
answer
the
following
questions
Is
Eddie
really
going
to
climb
a
hill
to
exercise
What
does
Hobo
think
Eddie
needs
to
do
Why
is
Hobo
so
happy
in
Picture
3
Why
is
he
so
surprised
in
Picture
4
【设计意图】通过图片创设情境，导入新课知识点和话题，带领学生发现Eddie的变化，让学生带着好奇心和问题去听对话，吸引学生注意倾听。
Step
3
Practice
1.
Fill
in
the
blanks
according
to
their
conversation
2.
Have
a
discussion
When
Hobo
sees
what’s
happening,
what
may
he
say
Will
you
enjoy
yourself
when
facing
so
much
food
Why
or
why
not
3.
Show
time
Prepare
to
act
the
comic
strip
out
in
pairs
for
one
minute.
【设计意图】短文缺词填空的练习可以帮助学生进一步阅读和理解对话内容，为接下来的讨论和表演做好铺垫。两个话题的讨论是对话内容的延伸和拓展，带领学生思考什么是健康的生活方式，让学生感悟我们需要少吃多运动，在讨论中活跃课堂气氛，使学生积极参与学习过程，为本课后续的内容打下基础。让学生参与角色扮演，巩固所学内容，激发他们的学习热情，同时可以自然过渡到本节课的第二个教学任务。
Welcome
to
the
unit
Step
1
Lead-in
Watch
a
video
about
how
to
be
a
good
traveler
【设计意图】通过一个有趣的视频自然导入旅行的话题，同时提高学生的文明礼仪素质。
Step
2
Presentation
of
Part
A
1.
Read
and
answer
(1)
Read
the
postcard
from
Nick
to
Amy
and
choose
the
answer.
(2)
Read
the
postcard
from
Leo
to
Amy
and
read
the
following
questions.
Where
was
Leo
sitting
when
he
wrote
the
postcard
Which
place
did
Leo
go
(3)
Read
the
postcard
from
Simon
to
Jane
and
fill
in
the
blanks.
2.
Look
and
learn
Present
the
pictures
of
the
Great
Wall,
the
Eiffel
Tower,
the
River
Seine,
the
Sydney
Opera
House,
the
Harbour
Bridge,
the
White
House
and
the
Golden
Gate
Bridge.
Encourage
students
say
the
name,
city
and
country
of
each
place.
3.
Match
the
pictures
with
their
names
and
make
sentences
4.
Guess
and
learn
T:
You’ve
done
a
good
job.
As
good
travelers,
we
should
know
more
about
these
places.
Now
let’s
play
a
guessing
game.
Listen
to
the
introduction
of
the
place
and
say
the
name
as
soon
as
you
can.
Listen
carefully!
The
White
House
T:
The
first
family
of
the
USA
lives
here.
It’s
a
white
building
with
a
big
garden
and
many
trees.
(2)
The
Sydney
Opera
House
T:
It’s
a
white
building,
looks
like
a
sailing
boat.
We
can
enjoy
operas
and
music
in
it.
(3)
The
River
Seine
T:
It’s
780
kilometres
long,
runs
through
the
capital
of
France,
Paris.
It’s
one
of
the
most
famous
rivers
in
Europe.
(4)
The
Harbour
Bridge
T:
It
looks
like
a
rainbow
over
the
sea.
e
can
take
a
boat
trip
under
it.
It’s
the
Symbol
of
Sydney.
(5)
The
Eiffel
Tower
T:
It
has
three
floors,
it’s
324
metres
tall.
It’s
made
of
steel
and
weighs
over
7,000
tons.
()
(6)
The
Great
Wall
T:
It’s
6,500
kilometers
long,
8—10
metres
tall
and
5—8
mteres
wide.
It
is
made
of
stones
and
bricks
and
looks
like
a
dragon.
It’s
the
symbol
of
China.
(7)
The
Golden
Gate
Bridge
T:
It’s
made
of
steel.
It’s
a
red
bridge
in
San
Francisco.
【设计意图】通过图片让学生更好地掌握景点名称和相关词汇。猜谜的形式使得这个环节充满挑战，牢牢抓住学生的注意力，对介绍过的景点名称和相关词汇进行了有效复习。此外，大量信息的输入训练了听力，同时也进一步巩固所学知识，完善后续环节的知识储备。
Step
3
Presentation
of
Part
B
1.
Listen
to
the
tape
of
Part
B
and
answer
the
following
questions.
How
long
is
the
Golden
Gate
Bridge
How
wide
is
the
bridge
What’s
the
bridge
made
of
How
heavy
is
the
bridge
2.
Teach
students
how
to
use
“how
long”,
“how
wide”
and
“how
heavy”.
【设计意图】学习课本的B部分，特别提示学生how
long、how
wide和how
heavy三个句型的用法，帮助学生掌握本课重要句型。
Step
4
Practice
Divide
the
students
into
several
groups
and
each
group
will
choose
one
country
from
the
four
(China,
the
USA,
France
and
Australia)
to
introduce.
Prepare
for
one
minute
and
each
will
have
one
minute
to
introduce
the
country
they
have
chosen.
Encourage
students
to
say
anything
they
know
about
the
country,
such
as
the
capital,
interesting
places,
sports,
food,
culture,
etc.
【设计意图】一分钟限时陈述活动的设计可以促进学生小组成员内部的合作，以及小组间的竞争，使学生充满激情去准备这个一分钟的陈述，可以很好的回顾本节课所学，也能将视角拓展到课外知识，使得部分能力强的学生有展示才能的机会。
Step
5
Conclusion
Talk
about
some
bad
behaviours
some
travelers
may
have.
Remind
the
students
how
to
be
a
good
traveler.
Show
the
travelling
tips.
T:
When
in
Rome,
do
as
the
Romans
do.
Show
good
manners
to
others.
Remember:
we
come
from
a
great
country—
China.
【设计意图】自然过渡到作为一名高素质的游客须知，提醒学生注意礼仪，不能在外给国家丢脸，牢记我们的祖国是个伟大的礼仪之邦，达到了情感的升华。
V.
Homework
1.
Revise
what
we
have
learned
today.
2.
Talk
about
other
good
places
all
over
the
world
with
your
classmates.
3.
Preview
Reading.
PAGE
1Unit
3
A
day
out
Integrated
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
read
a
poster
and
get
useful
information;
2.
grab
details
when
listening;
3.
plan
a
trip.
II.
Teaching
contents
1.
New
words
and
phrases:
final,
support,
take
place,
cheer,
reach,
half-time,
get
on,
cost,
rest,
free,
2.
New
structure:
Sunshine
Middle
School
gets
to
the
final.
With
your
support,
we
will
win.
I
don’t
think
that’s
a
good
idea.
What
about
…
Why
don’t
we
…
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
How
to
get
information
while
listening.
How
to
plan
a
trip
with
your
friends.
IV.
Teaching
procedures
A
The
basketball
final
Step
1
Lead-in
Show
some
pictures
of
sports
and
ask
a
question.
T:
Hello!
Boys
and
girls!
Do
you
like
sports
Here
I
have
some
pictures
of
sports.
(Show
the
ppt.)What
sports
are
they
They
are
table
tennis,
tennis,
badminton,
football,
volleyball
and
basketball.
What’s
your
favourite
sport
Wow,
so
many
students
like
playing
basketball.
Step
2
Presentation
Have
a
quick
review
of
the
new
words
T:
Do
you
know
what
the
most
exciting
basketball
match
is
Yes,
of
course
it
is
the
final.
If
you
want
to
watch
a
basketball
final
in
a
sports
center,
what
do
you
need
Yes,
you
need
a
ticket.
What’s
the
cost
of
the
ticket
(It’s
880
yuan
per
person.)
It’s
not
free.
Where
did
the
final
take
place
(At
Wukesong
Sports
Centre.)
Since
you
have
got
a
ticket,
you
can
get
on
a
bus
to
watch
the
final.
Now
the
bus
with
the
players
reaches
the
sports
centre.
(“Reach”
means
get
to
or
arrive
at.)
A
final
will
take
place.
(“Take
place”
means
happen.)
Look,
what
are
the
fans
doing
when
they
see
their
favorite
players
They
are
cheering
for
their
favourite
team
excitedly.
The
players
are
so
happy
to
have
their
support.
With
the
support,
the
players
will
try
to
win.
Where
are
the
players
Why
can’t
we
see
them
now
Oh,
they
are
in
the
resting
room
to
have
a
rest
because
it’s
half-time.
2.
Listen
and
fill
in
the
blanks
(1)
Listen
and
answer
two
questions
T:
The
NBA
is
in
America.
It’s
not
easy
to
watch
a
final
there.
So
what
about
watching
a
final
in
our
book
Here
is
a
poster
of
the
final.
Please
read
it
carefully
and
answer
the
following
questions.
Which
school
is
in
the
final
of
the
basketball
match
(Sunshine
Middle
School.)
Where
will
the
match
take
place
(In
Moonlight
Town.)
(2)
Listen,
finish
A1
on
P37
and
offer
the
first
listening
tip
T:
Here
are
two
blanks
and
you
can
guess
what
information
is
missing.
(What
time
/
What
place )
Show
listening
tip
1.
Play
the
tape
for
the
students
to
fill
in
the
blanks
of
A1.
(3)
Listen,
finish
A2
on
P37
and
offer
the
second
and
third
listening
tips
T:
We
have
known
that
the
match
is
on
Sunday,
17
October,
at
the
Sports
Center.
But
we
still
don’t
know
the
exact
time
and
activities.
Now
the
chairperson
is
giving
more
information
about
it.
Let’s
try
to
find
it
out.
T:
Before
listening,
let’s
take
a
look
at
the
table.
I’ll
give
you
30
seconds.
to
read
it
yourselves,
and
try
to
find
as
much
useful
information
as
you
can.
T:
Twice
as
much
can
be
achieved
with
half
the
effort,
if
we
find
a
good
and
easy
way
to
do
something.
So,
I’d
like
to
tell
you
how
to
get
details
easily
while
listening.
Show
the
students
Listening
tip
2
and
tip
3.
3.
Play
the
tape
and
check
the
answers
4.
Exercise
Decide
whether
the
following
statements
are
true
or
false.
Show
the
students
Listening
tip
4.
【设计意图】通过图片创设情境，呈现本课生词，扫除听力障碍。设计意图：让学生听之前先掌握科学高效的方法，使其事半功倍。
B
Speak
up:
Where
are
we
going
tomorrow
Step
1
Presentation
1.
Listen
to
the
conversation
and
answer
the
question
T:
We
went
to
enjoy
a
wonderful
basketball
final
just
now.
Do
you
want
to
go
somewhere
else
Do
you
want
to
go
on
a
trip
to
some
famous
places
of
interest
If
you
go
travelling,
do
you
want
to
invite
some
of
you
friends
to
come
with
you
Do
you
know
how
to
make
a
trip
plan
with
your
friends
Daniel
and
Kitty’s
friend
Linda
will
go
back
to
the
USA,
and
they
are
now
planning
a
trip
for
her.
Listen
to
the
tape
and
find
out
where
they
are
going
tomorrow
(They
are
going
to
the
China
Science
and
Technology
Museum.)
Listen
again
and
try
to
find
out
the
sentences
about
making
suggestions
Have
a
discussion
How
can
we
make
suggestions
How
can
we
respond(应答)
to
the
suggestions
How
can
we
make
suggestions
Shall
we
…
Let’s
….
Would
you
like
to
…
Why
don’t
you/we
…
Why
not
…
What
about…
How
about
…
How
can
we
respond(应答)
to
the
suggestions
All
right.
OK.
Let’s
go!
I’d
love
to.
That’s
a
good
idea.
What
a
great
idea!
I’d
love
to,
but
…
I’m
afraid
that’s
not
a
good
idea.
【设计意图】通过复习如何提建议以及如何做出回应，来为学生能编出自己的对话做铺垫。
Step
2
Practice
Have
a
free
talk
Show
the
students
three
pictures
of
the
places
of
interest
in
Yangzhou:
the
Slender
West
Lake/
Dongguan
Street/Ge
Park.
T:
One
of
your
friends
would
like
to
visit
some
sights
in
your
city,
but
he
doesn’t
know
where
to
go.
Can
you
give
him
some
advice
What
can
we
do
here
Some
people
don’t
like
to
go
There.
Why
2.
Make
a
dialogue
Make
a
dialogue,
using
Daniel
and
Kitty’s
conversation
as
a
model.
Show
the
Sample
conversation
and
students
are
given
2
minutes
to
prepare
their
dialogues.
3.
Show
time
Ask
several
pairs
of
students
to
make
dialogues
in
front
of
the
class.
4.
Fill
in
the
blanks
to
complete
a
passage
based
on
the
contents
of
this
lesson
【设计意图】用the
Slender
West
Lake/
Dongguang
Street/
Ge
Park这三个学生熟悉的景点来给学生创设情境，让学生可以学以致用，能够真正的通过语言交流来互相提建议。
V.
Homework
1.
Review
Integrated
skills；
2.
Preview
Study
skills.
PAGE
2
