模块2 Unit 6 Design 单元教案

Unit6 Design
Ⅰ.Unit Topics
As usual, his unit can be divided into 8 parts with each topic: warm up A Matter of taste, Great Buildings, Chinese Paper Art, Dream House, Communication Workshop, Culture Corner and Bulletin Board
Ⅱ.Teaching Aims
1. Language knowledge
a. Vocabulary & phrasal verbs
Straight, typical, emphasize, detail, purpose, conclusion, youth, fix one’s eyes on ..of value, in detail. date back to/date from, try out, hold one’s breath, agree on/to /with. Make up.add to
b. Grammar
(1) Prepositions of time, place and movement
(2) Relative clauses (1):who, whose, whom, which, that.
c. Functional expression (Discussing paintings)
(1) Describing: in the back ground/ fore ground
at the top/at the bottom of the picture
on the left /right of the painting
(2) Interpreting
There’s movement in the painting
(3)Reactions
I really don’t like it
(4) Opinions
I prefer realistic paintings myself
In my opinion, anybody could do it
2. Language skills
a. To develop Ss’ speaking skills by talking about Chinese folk art
b. To develop Ss’ reading skills Practicing grasping useful information from the texts
c. To develop Ss’ writing skills using the useful expressions and sentence patterns learnt in class
d. To develop Ss’ listening skills by listening to different materials
3. Emotions & Attitudes
a. To motivate Ss to participate group discussion, Let them be willing to express themselves
b. To develop Ss’ aware ness of self learning
c. To introduce famous artists and their works to Ss, let Ss know more about Chinese folk art
4. Culture awareness
1. By compassion with other countries culture
Ss showed have a better understanding of China’s culture and respect it
2. To understand the importance of culture in people’s daily life who are from western countries
Ⅲ.Teaching Time
Based on the theme, contents and teaching objectives, the whole teaching time can be divided into B periods
Period1 Warm-up
Period 2 Lesson 1 A Matter of Taste
Period 3 Lesson 1 A Matter of Taste (The explanation of the text)
Period 4 Grammar (Prepositions of time, place and movements)
Period 5 Lesson 2 Great Buildings
Period 6 Exercise (Lesson 1-2)
Period 7 Lesson 3 Chinese Paper Art
Period 8 Lesson 3 Chinese Paper Art (The explanation of the text)
Period 9 Lesson 3 Grammar (The Attributive Clause)
Period 10 Lesson4 Dream Houses
Period 11 Lesson4 Communicative workshop
Period 12 Culture Corner and Bulletin Board
Period 1 Unit6 Warm-Up
Ⅰ. Teaching Aims
1. Language knowledge, abstract, straight, wacky, imagination , paints , pain , typically
2. unit objectives
Draw Ss’ attention to the unit objectives at the top of the page. As this is the last unit of Unclule s, as Ss which of these objective they feel most confident about approaching and which they feel least confident about
Ⅱ. Focal point
How to describe paintings in English freely
Ⅲ. Difficult Point
How to overcome Ss’ nervousness in speaking English class
Ⅳ. Teaching Methods
Audio-lingual teaching method
Pair / group discussion
Ⅴ. Teaching Aids
Cassette and other normal teaching tools
Ⅵ. Teaching Procedures
Step Ⅰ Greeting
Greet the whole class as usual
Step Ⅱ. Representation of Warming Up
1. Ask Ss to look at the four pictures on page 35 to say something about the paintings and the painters
2. The key words about the paintings will be elicited to Ss
3. Ss listen to the tape and then identify the painting in pair
(1) advance (2) Kandinsky (3) Picasso (4) Hackney
4. In pairs, Ss begin to discuss the paintings
Saying which they like most. Assist Ss writing any words they want to know on the board
Step Ⅲ Summary and homework
1. Summary
Summarize the words used to describe paintings and stress the importame of oral English again
2. Homework
Preview lesson 1, A Matter of Taste
Period 2 Unit6 Lesson1 A Matter of Taste
Ⅰ.Teaching Aims
1. Language knowledge
Exhibition, shade, artist , painter , painting , gallery , detail, emphasise, elegant.
2. Language skills
a. To predict the text by reading through the little and the pictures given to Ss
b. To practice the reading skill by finding useful information
c. To guess the meaning of new words according to the context
3. Emotions & Attitudes
a. To motivate Ss to participate pair and group discussion
b. To help Ss from the awareness of expressing themselves in English
Ⅱ. Focal Points
a. To know how to choose correct word to fill in the passage
b. To find the necessary information in a short time
Ⅲ. Difficult Point
Ss may find it hard to go on reading when they meet the unfamiliar words
Ⅳ. Teaching Methods
1. Task-based Introduction
2. Pair discussion
Ⅴ.Teaching Aids
Cassette and other normal teaching tools
Ⅵ. Teaching Procedures
StepⅠ Greeting and revision
1. Greeting
Greet the whole class as usual
2. Revision
StepⅡ.lead-in
Ss look at the pictures, make their choices and tell their partner which
Print the prefer and why
StepⅢ. Reading
1. Ss will be given 7 minutes to look through the text and then finish off EX2
On page 37 suggested answers
Place: Newman Gallery,Diham
Dates: 1 July to 15 September
Names of artist ：Xu Beihong , Qi Baishi , Chan yifei
Colors: black, grey, dark, light
2. Ss discuss the vocabulary in Ex 3 , then they will have 3 minutes to finish the whole text
(1) artist (2) gallery (3) painter (4) exhibition (5) painting (6) detail
(7) elegant (8) shades (9) emphasize
Ss will be asked to give the answers by having them read the text aloud
Step Ⅳ Summary and homework
1. Summary
Summarize the reading skills and the words learnt in class
2. Homework
(1) Review the new words and the reading strategy
(2) Preview and difficult sentences
Period 3 Unit6 Lesson1 A Matter of Taste (The explanation of the text)
Ⅰ.Teaching Aims.
1. Language knowledge
a. works & phrasal verbs
admission , poetry , sweat , youth , detail , emphasize , fix one’s eyes on , valuable , typical , elegantly
b. sentence pattern
Qi Baishi’s style of painting often leaves the audience guessing and makes them we their imagination
(1) leave + O +OC
(2) make +O+OC
2. Language skills
a. To learn and master the useful words and phrasal verbs
b. To learn and guess the meaning of new words
c. To understand the whole text and to make sentences after learning the sentence pattern
3. Emotions & Attitudes
a. To stimulate Ss’ interest in learning English
b. To develop Ss’ awareness of self-learning
Ⅱ. Focal Points
1. To learn the wage of important words and expressions
2. To master the important sentence pattern
Ⅲ. Difficult Point
1. How to use the new words correctly
2. How to master the usage of leave and make
Ⅳ. Teaching Method
Audio-lingual Method
Ⅴ. Teaching Aids
Cassette and other normal teaching tools
Ⅵ. Teaching Procedures
StepⅠ. Greeting and revision
1. Greeting
Greet the whole class as usual
2. revision
StepⅡ.Warming up
1. Listen to the tape for one time
2. While listening Ss pay attention to what shown on the blackboard ( important words )
Step Ⅲ. Language Points
Words & expressions
1. straight
(1) adj. straight road—wavy
(2) adv. go straight home
Straight forward. straighten
2. through. across. over
3. youth. (u) 青春
（c） 青年 。Here come several youths
4. fix one’s eyes on
One’s eyes are fixed on
fix. 固定 ， 安装 ， 确认
5. value – valuable –priceless
valueless—worthless
The ring is made of glass, so it’s valuable
be of value =valuable
of + n = adj.
6. cloth /clothes / clothing
Sentence patterns
1. The painting , named Poppy , is a typical of ……
(1) named 过去分词作定语 =which is named Poppy
(2) be typical of 是……的特点
2．Her hand holding the fan is ……
holding. 现在分词作定语
3． Qi’s style of painting often leaves the audience guessing and makes them use their imagination
(1) leave + O + OC 使sb/sth 处于某状态
OC 可为：V-ing . V-ed . adj. n
(2).make + O + do / done / (adj./n)
Step Ⅳ Summary and homework
1. summary: summarize the language points and sentence
Patterns taught in class
2. Homework
Preview the Grammar part.
Period 4 Unit6 Grammar (Prepositions of time, place and movement)
Ⅰ. Teaching Aims
1. Language knowledge
a. To learn the usage of different prepositions
b. To know the difference among the prepositions with similar meanings
2. Language skills
a. To learn and master the prepositions
b. To know how to describe thing with different prepositions
3. Emotions & Attitudes
a. To stimulate Ss’ interest in Grammar learning
Ⅱ. Focal Point
To know now to the prepositions correctly
Ⅲ. Difficult Point
How to use the prepositions of time . place and movement correctly
Ⅳ. Teaching Methods
Tack-based language teaching
Cooperative learning
Grammar practice
Ⅴ. Teaching Aids
Cassette and other normal teaching tools
Ⅵ. Teaching Procedures
Step 1 Greeting and revision
1. Greeting Greet the whole class as usual
2. Revision A brief revision about what learn last time
Step Ⅲ. Warming up
Ss read the EX.4 the sentences with prepositions
From the text , and then decide which words belong to the expressions of time , place and movement .
time: during, between
place : near , above , behind
movement: across . along
Step Ⅳ. Grammar learning
1. Introduction
六词分类。（1） 简单介词
at. by. for. from. near, of, on. to. with
(2) 复合介词
out of .into. within. Without. throughout .
(3) 短语介词
according to . because of . in spite of .but for
(4)介词短语. prep . +n/pron/v-ing/adv
at home . a story about her
2. 介词的区别
（1） in/on/at in + 年/月/周/季节
In the 1950s, in Oct. in summer .in the morning
at + 时间点.
at 5 o’clock , at noon , at daybreak .at midnight
at this time of the year .
on 用于定的日子 on Sunday. on Christmas Eve
有些惯用法不用in/at/on.
Eg. tomorrow , yester , last week, next year, last/next/every+表时间的n.
He will come next + Sunday
On Sunday
(2)有关时间的其它介词.
to. Before . by. Until/till. from wed. to Fri
before. 某时间之前. I’ll not start before 6 o’clock
by 最迟在……之前. I’ll start by 6 o’clock.
till+延续性v.（肯定句）。 until + 瞬间v.（否定句）
（3）关于地点；方位的介词.
in /at/+表地点.in 指较大的地方. at .指较小的地方
I arrived in Shanghai
I arrived at the post office in Shanghai
in/into in 在……中. 里面.(静态的).into强调动作
They live in the house He rushed into the house
in/to/on
Hexian lies in the Anhui Province
Anhui lies to the south of Beijing
Russia lies on the north of China
in 在范围之内. to 两地不相接. on 两地相接壤.
on /above/over.
on 在……上(相接触) There is a map on the desk
above .在……上. 高于sth. 反 below
A plane is above my head
over . 在…… 垂直的上方 反 under
The lamp is over the table
over 覆盖 You can’t wear the blue jacket over that shirt
across / thought
across 表面穿过. Thought 内部通过
Step Ⅴ Grammar practice
1. Ss try to finish Ex6 on page 37 to consolidate the usage of preposition
in ,in, on, on, under, in ,In ,on ,on near In , above ,In, on, between, behind.
2. More practice will be shown on the blackboard
Step Ⅵ.Summary and homework
1. Summary Summarize the usage of prepositions
2. Homework
Preview the listening part
Finish the exercise in the workbook.
`Period 5 Unit6 Lesson2 Great Buildings (Listening)
Ⅰ.Teaching Aims
1. Language knowledge
a. To get students to know how to give opinions about buildings
b. To learn the listening strategies to get the general idea of the text
2. Language skills
a. To understand the whole listening materials and grasp the useful information by taking notes
b. To listen and identify stressed words that give new information
c. To practice using vocabulary of buildings in description
3. Emotions & Attitudes
a. To get Ss to understand the introduction about famous architect
b. To stimulate Ss to participate pair or group discussion
c. To develop Ss’ awareness of self-learning
Ⅱ. Focal Points
1. Develop Ss’ listening skill
2. Let Ss know how to give opinions about buildings
Ⅲ.Difficult Points
Get Ss to learn and understand different general ideas of different listening materials
Ⅳ. Teaching Methods
1. Tack-based listening
2. Cooperative listening
3. Group discussion and pair work
Ⅴ. Teaching Aids
Cassette and other normal teaching tools
Ⅵ.Teaching Procedures
Step Ⅰ.Greeting and revision
1. Greeting Greet the whole class as usual
2. Revision
StepⅡ . Pre-listening
Ss match the buildings with the photographs in groups and discuss which one of them they like best.
1-a 2-c 3-d 4-b
StepⅢ.Listening
1. Before listening, Ss will be given the brief explanation of the key words on Ex2
2. Ss look at the table and entries made for the first buildings. Then Ss listen to the radio programme and complete the table with the key words from Ex2
3. Ss listen to someone describing her favorite building. Then they decide which of the building in the photos does she choose
4. Ss listen to the description again and complete the Function File
kind of, as if , like. Located. Looks, type of. sort of .
Step Ⅳ. Listening strategies: self-assessment
1. After listening, it is useful to think about how difficult the exercises were for you
2. Mark the difficulty of listening texts like this
A. not very B. guide C. very
3. Make the difficulty of the tasks like this
A. not very B. guide C. very
Step Ⅴ. Speaking
Ss can work individually or in pairs choosing b build they like or hate in their area
Make sure it’s a building that all the class know
Step Ⅵ. Summary and homework
1. Summary
Review the listening strategies
2. Homework
Preview the reading part
`Period 6 Unit6 Exercise (Lesson1 and Lesson2)
Ⅰ. Teaching Aims
1. Language knowledge
a. To review the prepositions of time and place learnt in class. in. on. during. at. across.
b. To review the words described the architect
2. Language skills
a. To be able to master the usage of useful information through the lext
b. To be able to master the preposition words
3. Emotions & Attitudes
a. To motivate Ss to participate group discussion and tell the reasons to the answers
b. To stimulate Ss’ interest in English learning
c. To develop Ss’awareness of self-learning
Ⅱ. Focal Points
1. To recognize in what situation the preposition of time and the preposition correctly
Ⅲ. Difficult Points
1. How to recognize the preposition correctly
2. How to use the words to describe buildings
Ⅳ. Teaching Method
Task-based language teaching Coup discussion
Ⅴ. Teaching Aids
Normal teaching tools
Ⅵ.Teaching Procedures
Step Ⅰ. Greeting and revision
1. Greeting
Greet the whole class as usual
2. Revision
Step Ⅱ. Representation of exercise
1. Ss will be asked to finish Ex3.on page 78. to practice the prepositions of time
(1)in (2) in , on (3) at, on (4) between, during (5) at,at (6)on ,in
2. Ss will be asked to discuss Ex4 on page 79 to practice the prepositions of time and place and they should give their reasons
(1)at (2) in (3) on (4) during (5) near (6) along (7) under (8)across (9) above (10) behind
3. To consolidate the preposition, Ss will do wore exercise on the workbook
(1) There is a small temple ______the trees
A. in B. through C. among D. around
(2) There are a lot of trees and flowers _______ our school building.
A. among B. above C. around D with
(3) The accident is happened to have occurred ______ the second Sunday in July
A. at B. on C. in D to
(4) We all want to see the Hanging Temple _______ our own eyes
A. on B. in C for D with
(5) He is running ______the wind towards the station ______Tom
A. down, and, on B. against, with, on C. for, with, in D. with, while, to
(6) It was a pity that the great writer died _______his works unfinished.
A. for B. with C. from D. of
Step Ⅳ. Summary and homework
1. Summary
A brief summary about the revision part.
2. Homework
Preview the reading part in lesson 3.
Period 7 Unit6 Lesson3 Chinese Paper Art (Reading)
Ⅰ. Teaching Aims
1. Language knowledge
tome .bat . purpose. Pattern. Character . happiness ,
2. Language skills
a. To develop Ss’ skill to guess the meanings of new words
b. To learn to grasp the useful information and topic sentence after the first learning
c. To understand Ss’ awareness of self-learning
Ⅱ.Focal Points
1. To practice Ss’ reading skill of general idea and specific information
2. To develop Ss’skill of guessing words according to the context.
Ⅲ. Difficult Points
1. How to develop Ss’reading skill.
2. How to make it easier to guess words
Ⅳ. Teaching Methods
1. Task-based learning
2. Reading and practicing
Ⅴ. Teaching Aids
Cassette and other normal teaching tools.
Ⅵ. Teaching Procedures
Step Ⅰ. Greeting and revision
1. Greeting
Greet the whole class as usual
2. Revision
Brief revision of what Ss learnt last time .
Step Ⅱ. Lead-in
Ss look at all the paper cuts and give their opinions of which they like the most.
Step Ⅲ. Listening
Ss listen to the text and understand the key words appeared on Ex3.
Step Ⅳ. Pre-reading
1. Ss will have 5 minutes to go through the text, then they try to guess the meanings of the key words.
2. Ss read the text again, then Ss should finish Ex4 on page 40.
(1) Three types of paper cuts. For decoration, for religious purposes and for design patterns.
(2) Paper cuts have bear found in tombs which date back to the time of the Northern and Southern Dynasty.
(3) Double happiness
(4) Paper cuts used to make patterns on clothing.
(5) He want to make paper cut under the expert’s help
Step Ⅴ.Summary and homework.
1. Summarize the reading strategy.
2. Preview the Grammar part.
Period 8 Unit6 Lesson3 Chinese Paper Art (The explanation of the text)
Ⅰ.Teaching Aims.
1. language knowledge
tomb, bat, purpose, pattern, character, happiness. date back to, date from, relate to, try out .
2. Language skills .
a. To learn and master the useful words and phrasal verbs and to them freely.
b. To learn to guess the meaning of the words appeared in the text.
c. To understand the whole text and to make useful sentences after learning the sentence pattern.
3. Emotions & Attitudes
a. To understand the folk art of China.
b. To stimulate Ss’ interest in English learning
c. To develop Ss’ awareness of self-learning.
Ⅱ.Focal Points
1. To understand the useful words and phrasal verbs. such as: date back to, relate to , try out.
2. To work out the words’ meaning and understand the whole text.
Ⅲ.Difficult Points
1. How to use the words correctly
2. How to guess the words meaning and the text.
Ⅳ. Teaching Method
Audio-lingual Method
Task-based learning
Ⅴ.Teaching Aids
Normal teaching tools
Ⅵ.Teaching Procedures.
Step Ⅰ. Greeting and Revision.
1. Greeting Greet the whole class as usual
2. Revision.
Step Ⅱ. Warming up.
1. Listen to the tape once.
2. While listening, Ss underline the useful words shown on the blackboard.
Step Ⅲ. Language Points
1. date back to / date from /追溯到……
p.s. 无被动，无进行，都用于现在时。
eg: The custom dates from 17th century.
The use of peas as food dates back to very early time.
date from “注明日期从……发生”
up to date 时尚。 out of date 过时。
2． add 增加，补充。 add to sth. 增加。 add up 把……加起来。
add up to 加起来总计。
3． religious purposes.
on purpose, for the purpose of …… for …… purpose, answer a /the purpose 达到……目的。
4．jewellery 珠宝（总称） jewel
people ------ person
cattle ------ cow/bull
police ------ policeman / policewoman
crew ------ clerk 职工， 员工。
5．try out. 试验， 试试。
try on. 试穿。
Step Ⅳ. Exercise
1.—It’s said that he will go to Africa
--________what purpose does he go there
A. At B. For C. In D. About
2. Every means has been______. No one is effective.
A. tried for B. tried on C. tried in D. tried out.
3. The little time we have together we try _____ wisely
A. spending B. to spend it C. to spend D. spending that.
4. The Great Wall ______ the spring and Autumn Period
A. dates from B. is dated from C. dates by
Step Ⅴ. Homework
Ss review the language points and do the exercise in the workbook.
Period 9 Unit6 Grammar (The Attributive Clause)
Ⅰ. Teaching Aims
1. Language knowledge
a. To learn the usage of relative classes led by which, that, who, whom, whose.
b. To learn the difference among the which, that, who, whom, whose.
2. Language skill
a. To learn and master the wage of relative classes.
b. To know how to distinguish the part the classes missed.
3. Emotions & Attitudes.
a. To stimulate Ss’ interest in Grammar learning and cooperative learning.
b. To develop Ss’ awareness of self-learning.
Ⅱ. Focal Points
To know how to use relative clauses correctly
Ⅲ. Difficult Points
How to distinguish the difference among different head words
Ⅳ. Teaching Method
a. Task-based language leaching.
b. Cooperative learning
c. Grammar practice
Ⅴ. Teaching Aids
Cassette and other normal teaching tools
Ⅵ. Teaching Procedures
Step Ⅰ. Greeting and revision
1. Greeting Greet the whole class as usual.
2. Revision
A brief revision of the language points learnt last time.
Step Ⅱ. Warming up
1. Ss look through Ex 7 on page 41 and discuss in pairs what can we leave out who, whom, that, which, ---when it comes before a noun or pronoun.
2. Ss discuss the usage of who, that, which, whom, whose.
who, that, whom ----- can refer to people
that, which ------ can refer to things
whose ----- can refer to possession.
Step Ⅲ. Grammar learning (Ⅰ)
1. that 引导人/物. 作主/宾.
(1) A plane is a machine that (which) can fly.
(2) She is the girl (that/whom/who) I saw in the street yesterday.
2. which 引导物. 作主/宾.
The fish (that / which) I bough + yesterday was not fresh
3. who, whom, whose.
(1) The boy who /that break the window is Lohn.
(2) The person to whom you talked is Mr Li.
(3) The Ss whose homework hadn’t been handed in were punished.
------引导词前出现介词时，宾语不能省，并且介词不与that 连用，此时“物”要用 which “人”要用whom/whose.
Step Ⅳ.Grammar learning(Ⅱ)
which 与 that 的区别：
1． 先行词前有最高级或序数词出现时，用that.
This is the most exciting film that I have ever seen.
The first thing that we should do is to prepare for the final exams.
2. 先行词同时指人或物时，用that.
We talked about the things and persons that we saw at that time.
3. 先行词前有不定代词，everything, nothing, anything, something, few, little, much, all, no. 修饰时，不用which.
Finally, the thief handed everything that he had stolen.
4. 先行词前有 the only, the way, the same 修饰时，用that.
He is the only teacher that I know in your school.
5. 引导词前有介词时，不用 that .
6. 引导非限时，不用that.
He said a lot of dirty words, which made his father angry.
Step.Ⅴ Grammar practice.
1. This is the key ________ you’re looking for
A. which B. that C. when D. what
2. This is the room ________ I visited last year.
A. which B. where C. that D. /
3. Is this the school ________ you studied 3 years ago
A. where B. which C. that D. /
4. In the dark street, there was no one ________ she could turn for help.
A. that B. from whom C. who D. to whom
5. The weather turned out to be very good, _______ was beyond our expectation.
A. that B. which C. it D. what
6. The boss ____department Mr.King worked 10 years ago looked down upon women.
A. in which B. in that C. in whose D. whose
7. I don’t know the way _______ you spoke to her.
A. / B. in that C. which D. of which
Step Ⅵ.Homework.
Review the relative classes.
Finish the exercise in Ss workbook.
Preview the Next reading passage
Period10 Unit6 Lesson4 Dream Houses (Reading)
Ⅰ. Teaching Aims
1. Language knowledge
cottage, flat, palace, castle, bathroom, bedroom, dining room, sitting room, games room, kitchen, balcony,
2. Language skills
a. To develop Ss’ speaking skill by speaking their dream houses
b. To improve Ss’ skimming and scanning skills by reading the text quickly.
c. To learn the reading strategies: self-assessment
3. Emotions & Attitudes
a. To motivate Ss to participate pair and group discussion
b. To help them from the awareness of expressing themselves in English.
Ⅱ. Focal Points
1. How to grasp useful information effective by skimming and skanning.
2. How to express themselves freely by speaking their dream houses.
Ⅲ. Difficult Points
1. Hard to find an effective way to grasp information.
2. Difficult to talk in clad in English.
Ⅳ. Teaching Methods
1. Pair and group work.
2. Task-based language learning.
Ⅴ. Teaching Aids
Normal teaching tools
Ⅵ. Teaching Procedures
Step Ⅰ. Greeting and revision
1. Greeting Greet the whole class as usually
2. Revision
Step Ⅱ. Warming up
1. Ss work in pairs what dream house they like, then they will tell the class about the ideal
2. Ss learn the key words, appeared in Ex1. and underlined the words, if mentioned, in the text.
Step Ⅲ. Presentation
1. Ss finish Ex2. after going through the whole text. They will have 5 minutes to read the text.
a big garden with trees, running water three washrooms, “real” stairs, a basement.
2. Ss read through the question in Ex3. working in pairs, read and find the answers.
3. Ss team the reading strategies, self assessment with class.
(1) After you read, think about how difficult the text was for you to understand.
(2) Think about how difficult the tasks were for you.
(3) List the strategies you used to help you.
4. Ss pay attention to the vocabulary part. They look through the text to find the American English words yard, to fix, washroom.
5. Ss do the exercise in pairs; match the American words with the British ones.
holidays-----vocation flat----apartment centre of the city----downtown
underground-----subway ground floor----first floor lorry----truck rubbish----garbage.
Step Ⅳ. Summary and homework
1. Summary
A brief summary about the reading strategies
2. Homework
Preview the whole text, mark the new words and difficult sentence
Period 11 Unit6 Communication Workshop
Ⅰ.Teaching Objectives:
To practice using linking words (so that) expressing reason
To design and write a description of your perfect houses or flat
To listen to and understand a song
To describe and discuss paintings, using strategies to express yourself fluently
Ⅱ.Teaching Key Points
To help students design and write a description of their own perfect houses
To practice using linking words
Ⅲ.Teaching Difficult Points
How to help students write a description of their own house
Ⅳ.Teaching Aids
Cassette and A Record
Ⅴ.Teaching Method
The Approaches of Teaching Writing and Listening
Ⅵ.Teaching procedures
Step1 Lead-in
1. Greet the class as usual
2. Ask students what their dream house like and tell them we will learn how to describe our dream house
Step2 Presentation of Writing
1. Students read the sentences and choose so that to express
2. Point out that “so that” is followed by a clause with the model “can”
3. Ask students to finish the exercises and then check the answers
4. Presentation of the writing. Draw students’ attention to the 3 stages of writing and analyze them
Step3 Presentation of speaking and listening
1. Draw students to the key words presented in the listening exercise and the three choices.
2. Ask them to listen to the tape and then find out the specific information
3. Check the answers
4. Students listen to the dialogue and decide what sort of painting they are talking about .Play the tape twice if possible .And after check the answers.
5. Listen again and fill the function file with proper words.
6. Draw students’ attention to the picture above called “Metropolis” by George Grosz and then read the questions in stage 1
7. Students work individually and make notes to answer the questions.
8. Read the speaking strategies with the class. Students discuss which of the strategies they find most useful. Ask them which of these strategies they use in their own language if they are discussing a topic they are not familiar with.
9. Students work in pairs, discussing the painting and using the function file strategies to help them say what they want to say.
Step4 Homework
Preview the Culture Corner and Bulletin Board
Period12 Unit6 Culture Corner and Bulletin Board
Ⅰ. Teaching Objectives
To train students’ intensive and extensive reading ability
To stimulate students to talk about world Heritage Sites from their own cultural background
To get familiar with the use of some important words and phrases
Ⅱ. Teaching key Points
To train student’ intensive and extensive reading skills
To get familiar with the uses of some important words and phrases
Ⅲ. Teaching Difficult Points
How to develop student’ reading ability
How to get familiar with the uses of some important words and phrases
Ⅳ. Teaching Methods
The Approaches of Teaching Reading
Ⅴ. Teaching procedures
Step1 Lead-in
1. Greet the class as usual
2. Ask students if they have ever heard the saying “He who has never been to The Great Wall is not a real man” and tell them today we will learn some other great places of interest.
Step2 Pre-reading
1. Draw students’ attention to the vocabularies and explain them briefly.
2. Ask students to look at the four pictures on the book and try to tell the name of each picture.
Step3 While-reading
1. Ask students to read the text and answer the questions in exercise 1
2. Check the answers
Step4 Post-reading
1. Ask students to tell something about their favorite place of interest
2. Encourage them to voice their opinions
Notes: memorial to: the statue is a memorial to a great scientist
surrounded- surrounding-surroundings
The surrounding environment of the villa which is surrounded by green trees is very beautiful and charming.
be home to = be the home to
Step4 Presentation of Bulletin Board
1. Draw students’ attention to the Bulletin Board to see some descriptions of some world famous scenic spots.
2. Read the three short articles for the students and then point out some important phrases.
Notes: It’s somebody’s turn to do something
take turns = in turn
It’s your turn to clean the room
Send in = hand in
Be determined to do something
Step5 homework
Ask students to write a short passage about a famous tourist site in China