上海版牛津英语教案7A（全册）

Module 2 Change
Unit 2 Seasonal changes
Language learning objectives
Vocabulary: seasonal, sleeve, ribbon, blazer, uniform, difference, dark, air-conditional, etc.
Phrases: a pair of trousers, early October, late April, ice lolly, practise sth, practise doing sth, more students, not many students, see sb doing sth
Language points:
must: You must wear school uniforms.
Because: I didn’t go to school yesterday because I was ill.
Before and after: Mum will come back before 9 o’clock.
I turned on the radio after I got home.
Teaching procedure
Step 1:
Introduce new vocabulary items in Look and learn, listen and read
Review twelve months & late and early
The meaning of the clothes, tell the difference between shirt and blouse
Study the notice for summer uniforms and write the notice for winter uniforms
Use photocopiable page 19 to write sth. about their own uniforms
Step 2:
Report their own uniforms
Look at the chart silently and finish Look, read and match
Summer timetable & winter timetable
Read their timetables
Step 3:
Two sets of photographs and ask questions
Play the recording: Look and read
Talk about Alice and Eddie’s school life in winter and finish photocopiable page 20
Talk about their own school life in summer and winter
Step 4:
Report their own school life in summer and winter
Vocabularys and questions
Read the poem
3. Review the unit
The first period
Look and learn (Page 23)
1. Pre-task preparetion:
1) T: How many months are there in a year
S: There are twelve.
T: What are they And please spell it.
S: January, February, March, April, May, June, July, August, Septemner, October, November, December. ( write them on the blackboard and read them all together.
2) T: How many seasons are there in a year What are they
S: There are four. They are spring, summer, autumn and winter.
T: What’s the weather like in spring ( summer, autumn, winter)
S1: It is warm and wet in spring.
S2: It is very hot in summer.
S3: It is cool and dry in autumn.
S4: It is very cold in winter.
T: The seasons change every year. So we calll them seasonal changes. (write on the blackboard)
3) T: The weather is different in different seasons. What do we wear at school now
S: We wear summer uniforms.
T: Yes, you are right. It is autumn now. But we can still wear summer uniforms.
T: Look at the months. Do we stay at school in August Do we stay at school in February
S: No.
T: When can we wear summer uniforms.
S: May, June, July, September.
T: We can also wear uniforms in late April and early October. ( explain the phrases to the students)
T: You are wearing summer uniforms, aren’t you
S: Yes, we are.
T: What are these ( learn the new words)
S: Sleeves, shirts, blouses, shorts, socks, skirts etc.
(Explain: shirt is a garment usually worn by men.Blouse is a garment usually worn by women)
Play the recording: Look and match & Read and write.
Phrases: white shirts with short sleeves, short white socks, a pair of trousers.
2. While-task procedure:
1) T: what must you wear in winter Look at the pictures.
T: What is it (What are they )
S: It is a blazer. ( a ribbon, a pair of trousers, long white socks)
T: What must boys/ girls wear in winter. Work in pairs.
S1: Boys must wear a white shirt with long sleeves, a yellow tie, a blue blazer, grey trousers and short white trousers.
S2: Girls must wear a white blouse with long sleeves, a yellow ribbon, a blue blazer, a grey skirt and long white socks.
T: In which months must you wear winter uniforms.
S: We must wear winter uniforms in late October, November, December, November, January, March.
2) Practise in pairs.
3. Post-task activity: Finish photocopiable page 19 and check
4. Homework:
1 Grammar practice Book page 21
The Second period
Look and write ( page 24)
Pre-task preparation:
T: What must boys wear in summer
S: Boys must wear white shirts with short sleeves, grey shorts and short white socks.
T: What must girls wear in summer
S: Girls must wear white blouse with short sleeves, grey skirts and short white socks.
T: What must boys wear in winter
S1: Boys must wear a white shirt with long sleeves, a yellow tie, a blue blazer, grey trousers and short white trousers.
T: What must girls wear in winter
S2: Girls must wear a white blouse with long sleeves, a yellow ribbon, a blue blazer, a grey skirt and long white socks.
T: Look at the chart and tell which is in summer and which is in winter. ( ask one student to read the sentences in Look, read and match)
T: Please finish Look, read and match and we’ll have a check..
T: You’ve done a good job. Now look at the chart and make your own timetable to tell the differences between summer and winter.
S1: I get up at six in summer and I get up at sit thirty in winter.
S2: I go to bed at 10:00p.m. in summer and I go to bed at 9:00p.m. in winter.
S3: I eat ice-cream every afternoon in summer and I can’t eat ice-cream in winter.
Questions
What do you see in the school in summer
Do you like playing football in the playground in summer Why
Do you like staying in the library ins summer Why
What do you like to drink and eat after school in summer
What do you see in the school in winter
Do you like running in the playground in winter Why
What do you like to drink after school in winter
What do you like to have for lunch in winer
Play the recording: Look and read. Listen and read
Pay more attention: because, more students, not many students, see ……doing sth.
Homework:
Read and copy
Grammar practice3 page 23&24
Talk about Alice and Eddies’s school life in winter.
The Third Period
Look and read ( page 25 &26)
Pre-task preparation:
Please talk about the pictures of summer.
Please talk about the pictures of winter.
S1. There are not many flowers in the garden.
S2. More students like running in the playground because it helps them to keep warm.
S3: More students like having noodles and rice. Not many students like having salad.
S4: More students like drinking hot soya milk and other hot drinks.
S5: Not many students like having soft drinks or ice lollies.
2. While-task procedure:
Finish photocopiable page 20.
Listen and read the poem on page 25.
Revision:
first, next, then, finally
What will I be like What will I be
Need to do sth, wear glasses, dress up, have to do sth, study hard, practise doing sth, practise sth, ‘d like to be, more students, not many students, get dark, be good at, be poor at, etc.
Homework:
grammar book: page26
read the poems and write
教学后记Module 1 The natural elements
Unit 4 Forests and land
1. Language learning objectives
vocabulary: forest, hollow, fuel, summary, sketch-book, provide, shelter, nest, insect, clay, wool, leather, belt, wooden, pencil-case, purse jug, robot, chopstick, plastic ect
phrases:
a large area of trees, take away their shelter and food, share the earth with us, be made of, get wood from, woolen socks, prefer to
Language points:
We get wood from trees.
How does it feel
It’s hard and smooth. / It feels hard and smooth.
What is it made of
It is made of wool.
2. Teaching procedure:
Step 1: 1) What can we see in the forests./ Who and what lives in the forests
2) The new vocabulary
3) Look and learn
Step 2: 1) Page 55 Read and write
2) Page 56 Look and learn, different materials
T: What do we use to make shirts
S: We use cotton to make shirts.
T: What do we use for making shoes
S: We use leather for making shoes.
Step 3: 1) Page 57 Think and write
T: What are made of leather
S1: Shoes are made of leather.
S2: Leather bags are made of leather.
T: What are made of clay
S1: Clay vases are made of clays.
2) Page 58 Play a game
Step 4: 1) Page 58 Think and Tick
2) Page 59 Think and discuss
Step 5: 1) Page 59 Look, read and talk
2) Page 60 Phonetics
The First Period
Look and learn Page 54
Pre-task preparation:
T: Our earth is beautiful. What’s on the earth
S1: There are rivers and streams.
S2: There are hills and mountains.
S3: There are seas and oceans.
S4: There are woods and forests.
T: Which is larger, a wood or a forest
S: A forest is larger.
T: What is a forest
S: There are a lot of trees.
T: We can see trees in forests. Can you see any other things
S: Animals. / Insects. / Birds.
2. T: Look at the tree. ( draw a sketch of the tree) What is it
S: It is a hollow. What are in the hollows.
S: Maybe there are some insects or some small animals.
T: What do we use to cook food
S: We use gas to cook food. / We use charcoal to cook food. / We use electricity to cook food.
T: Can we use wood to cook food
S: Yes.
( write down the words gas, charcoal, electricity etc.)
T: We call them fules. What do we use to cook food
S: We use fuels to cook food.
T: Very good.
T: Are forests on the land or in the sea
S: They are on the land.
T: Forests are the parts of the land. Do you understand
T: Eddie and his classmates are reading the information on the display board very carefully. They have to write a summary about forests and land. Now please listen and read.
T: Please read by yourselves.
T: Answer my questions please. Are forests important
S1: Yes. They provide both shelter and food for animals and insects and birds.
T: Where do birds and insects build their homes
S2: Birds make their nests in trees.
S3: Insects build their homes in the hollows of the trees.
T: Where do oil and coal come from
S4: They come from the plants and animals that died millions of years ago.
T: Do we use oil and coal now Are they cheap Why
S: We use a lot of oil and coal. They aren’t cheap because there are less oil and coal.
T: There aren’t enough oil and coal but we need them very much
T: What do we use most of land for
S5: We use the most of land for farming and building cities.
T: Why do may animals die
S6: Because we take away their shelter and food.
T: What must we do
S7: We must stop cutting down the forests. Animals and plants share the earth with us.
T: Now please read the text again.
T: Remember this phrases:
a large area of trees, provide …… for………, make their nests
build their homes, the hollows of the trees, burn wood as fuel
cut down trees make furniture and paper come from
most of the land take away their shelter and food
stop cutting down the forests share the earth with us
T: Try to retell the text.
Consolidation:
Workbook page 29
Book page 55
The Second Period
Look and learn page 56
While-task procedure:
Draw pictures: a forest, hollows in the trees, fruit, leaves, flowers, bird nests etc.
T: Please look at page 55. Have you finished it Please have a discussion to find out whether you have got a right answer.
T: Now check the answers.
T: How to spell the word “material”.
S: M-a-t-e-r-i-a-l.
T: What are the mateials
S: A match box, a cotton reel, wool. etc.
T: Wool. / Cotton. / Clay. /
T: Can you give any other kinds of materials.
T: Wood, wool, cotton, glass, leather, clay, metal etc.
( write on the blackboard: wood, wool, cotton, glass, leather, wood, clay, metal etc. Remind students the words that can’t take the plural nouns.)
Play the recording: Look and learn.
(Show photos or pictures of different objects and ask)
T: What do we use to make shirts
S: We use cotton to make shirts.
T: What do we use to make cans
S: We use metal to make cans.
T: What do use to make bottles
S: We use glass to make bottles.
T: What do we use for making shoes
S: We use leather for making shoes.
T: What do we for making bowls
S: We use clay for making bowls.
T: Now please make a dialogue with your deskmate.
( Act out the dialogue)
Photocopiable page 40.
Consolidation:
1. Workbook page 30
Grammar practice book page 51
2. Copy and recite
The Third Period
Think and write page 57 &58
Pre-task preparation:
T: What do we use to make clothes
S: We use cotton to make clothes
T: What do we use for making clothes
S: We use cotton for making clothes.
(Ruler----- plastic, plastic-------- oil, books------ paper, paper--------- wood
Desk------ wood, shoes---------leather, leather------animal skins )
T: What are made of plastic
S1: Rulers are made of plastic.
S2. Ball-pens are made of plastic.
( Write down the structures and materials: wood, wool, metal, leather, plastic, glass, cotton, clay)
T: What are made of leather
S1: Shoes are made of leather.
S2: Leather bags are made of leather.
T: What are made of clay
S1: Clay vases are made of clays.
T: What is the pair of glasses made of
S2: It is made of glass.
T: What are the clothes made of
S1: They are made of cotton.
S2: They are made of wool.
( Ask students to write down the answers on a piece of paper and have a check together. The group who gets the most correct answers wins the game.)
While-task procedure:
T: Please read the vocabulary items and discuss what materials can be used to make the individual things, then complete the lists.
Make a dialogue according to the lists.
Play the recording and read: Play a game.
( Place different objects on the teacher’s desk and invite several blindfolded students to come up to touch the items and guess their names.)
T: How does it feel
S: It’s soft and smooth. / smooth and hard
T: What is it made of And what is it
S: It’s made of wool. It’s a woollen scarf.
( Different objects: desk, glasses, chairs, blackboard, forks, belts, cups, boxes etc)
Consolidation:
Workbook page 31 &32
Grammar Practice Book page 52 & 53
Homework:
1. discuss and write: Think and tick ( at least 6 sentences)
2. Recite
The Fourth Period
Think and practice page 59
More oral practice
Report: Things I need for my birthday party
Pay more attention: I’d prefer………
Listen and read: Tommy Target.
Now listen: Photocopiable page 90.
Think and discuss:
T: Why must we save water
S: Water is very useful.
T: What do we use water for
S1: We use water for showering.
S2: Farmers use water for watering their vegetables and plants.
T: What will happen if there is no water
S1:We will have now water to brush our teeth. We have no water to wash the disher or our clothes.
S2: We will die.
S3: Plants and animals will die.
S4: The cooks in restaurants will have no water to cook food. Firemen will have no water to put out fires.
T: What can we do to save water
S1: We can save water by fixing dripping taps.
S2: We can save water by not brushing our teeth under a running tap. We can use a mug instead.
Homework:
Grammar book: page 55 & 56
Writing: Water is useful.
The Fifth Period
Look, read and talk Page 59
More oral practice
T: What may happen if there is a flood
S1: Houses and bridges may fall down.
S2: Ships and boats may sink in the big waves.
S3: Fields may be full of water.
S4: Plants may die.
S5: People may lose lives and homes.
T: What causes a flood
S1: People cut down a lot of forests and tree.
T: What must we do to prevent floods
S1: People must stop cutting down forests and trees.
S2: We must plant more trees.
S3: People must stop polluting the Earth.
S4: People must protect the Earth.
Listen and read:
Read and write:
Now listen!
Homework:
Photocopiable page 42-49
教学后记：7A Module 1。GardenCity and its neighbours
Unit 1. An Exhibition
1. Teaching aims and demands:.
1).Learn vocabulary and phrases:
(1) Vocabulary:
exhibition, until, explore, Asia, harbour tunnel, midtown, route,
international, capital, tourist sightseeing, Tokyo, huge, Bangkok, enjoy, travel, nowadays, ….
(2). Phrases:
go sightseeing, a lot of, plenty of, like/enjoy/love doing
2). Use words to point out directions and use “ How do you get there ”.
3). Language points:
(1) How long does it take to do….
(2). How far is it from Beijing to Singapore
2. Teaching procedure:
Step 1. Lead-in
Explain to Ss what an exhibition means, telling them that it means a collection of things shown publicly.
Ask Ss whether they have ever attended an exhibition. Encourage them to talk about what they can see there. Write the list on the board.
T: “What can you see in the exhibition centre ”
S1: I can see many books, pens, clothes, toys, …
S2: I can see cars, bikes,…
.T: “How do they get to the exhibition centre ”
S1: By bike, by ferry, by underground,
S2: By bus, by car, on foot...
T: How long does it take to get there by bus
S1: It takes about 20 minutes to get there by bus.
Step 2. Presentation
Show Ss some pictures “International Cities”.
Beijing, Tokyo, Bangkok
Point at the places in the pictures and ask some questions
1). Which city is the capital of China/ Japan/ Thailand
Beijing/Tokyo/Bangkok
2). Where is it
It is in North China/east of Beijing/south-west of Beijing.
3). How far is it from Beijing to Tokyo/ Singapore/Bangkok
It is about 2100 kilometres/ 4500kilometres/3300kilometres
4). What do tourists usually do in Beijing/Tokyo/Bangkok.
S1:They usually visit the Great Wall in Beijng.
S2:They always go shopping in Tokyo.
S3:They always enjoy swimming in the sea at these beautiful beaches.
5). What do they like in Beijing/ love in Tokyo/love in Bangko
S1: They like riding bicycles in Beijing.
S2:They love eating sushi in Tokyo.
S3: They also love eating spicy food in Bangkok.
Step 3. Practice
Students work in groups. Distribute a copy of photocopiable page 2 to each ground.
Discuss and find out how many students in the group have traveled to singpore, Bangkok and Tokyo by air.
Make some cards on page 5.
3. Consolidation
1). Workbook page 7A
2). Grammar Practice Book 7A
The first lesson
Look, read and think (p2)
1. Pre-task preparation:
Question:
1). Have you visited Shanghai Museum
2). How did you go there
3). What did you see there
4). By the way ,have you ever been to the exhibition
5). What does “exhibition” mean
(Encourage Ss to talk about what they can see in the exhibition, and write the list on the board. )
I can see many things we need in our life, all kinds of food, many bright colour clothes, many kinds of bicycles, something on show, something on sale….
6). How are we going to get to the Exhibition Centre
(Remind Ss that “How” is used to find out means in this context.)
By bus, by underground, by bicycle…
7).Shall we travel by ferry (Using modals to make suggestions )
8). How long does it take to get to the exhibition by bus (Asking “How: questions to find out the length of a period of time)
About 20 minutes, about …
2. While-task procedure
1). Listening and reading:
2). Distribute a copy of page 1 to each student, Tell them that Danny, kally and Kitty are going to the Exhibition centre. Ask them to read the map and the information about different routes first. Then students are required to complete the speech bubbles for Danny,Kally and Kitty as well as the sentences at the bottom.
3).Invite the more able students to come to the front of the classroom and role-play Danny, Kally, Kitty and Miss Guo in the picture 4 of look, read and think, with the information in photocopiable page1 . Other students listen carefully and check the answers.
3. Post-task activity
Ask each student in each group to choose a route and talk about it.
4. Homework:
1).Read some new words and Page 1. and talk about the four pictures.
2). Grammar Practice book 7A page 1
The second lesson
Look and read (p3)
1. Pre-task preparation
1). Ask Ss to read Page one and talk about these four pictures.
2).Questions
1). How do you get to school
2). How long does it take you to travel to Green Island by bus
3). How long does it take you to travel to City Certentre by another bus
4). How long does it take you to get to the Exhibition Centre from the bus-stop on foot
2. While-task procedure
1).Listening and reading
2). Questions;
(1) What city is the capital of China (Japan, Thailand)
Beijing is the capital of China. (Tokyo, Bangkok )
(2). Where is it
It is in North China. (east of Beijing, south-west of Beijing)
Review/introduce: south-west, south-east, north-east, north-west.
(3). What can you find in Beijing
We can find museums, palace and parks there.
What can you see in Tokyo
We can see a lot of tall buildings, huge department stores and famous hotels there.
What are there in Thailand
There are plenty of temples and beaches there.
(4) How many people are there in Beijing (in Tokyo, in Bangkok)
There are more than 12 million people in Beijing.
There are aboput 12 million people in Tokyo.
There are about five million people in Bangkok.
(5) What do tourists always do in Beijing (in Tokyo, inThailand)
They go sightseeing in those places, always visit the Great Wall.
They usually go shopping in Tokyo.
They enjoy swimming in the sea at these beautiful beaches.
( 6).What do they like in Beijing (in Tokyo, in Thailand)
They like riding bicycles in Beijing.
They love eating sushi in Tokyo.
They also love eating spicy food.
3.Consolidation:
1). Read “Exploring Asia---International Cities”
2).Read and write “Quiz card 1, 2and 3”
. 4. Homework
1).Copy and recite the new words.
2) Read and recite “Exploring Asia—International Cities”
3) Workbook page 1
4). Grammar Practice Book 7A page 2
The third lesson
Look and read (p4)
1.Pre-task preparation
Questions
(1). Which city is the capital of Japan
(2). Where is Tokyo
(3). What do tourists usually do in tokyo
(4). Where do tourists always visit in Beijing
(5).How many people are there in Bangkok
(6). What do people in Bangkok love eating
(7). What can you see in Beijing
(8). Where is Bangkok
(9). What can you see in Thailand
(10).What can you see in Tokyo
2. While-task procedure
1).Listen and give Ss some time to read the information “Exploring Asia”.
(1). How far is it from Beijing to Tokyo
How long did it take to travel to Tokyo by sea in the past
How long does it take to travel to Tokyo by air nowadays
(2). How far is it from Beijing to Singapore
How long did it take to travel to Singapore by sea in the past
How long does it take to travel to Singapore by air now
(3) How far is it from Beijing to Bangkok
How long did it take to travel to Bangkok by sea in the past
How long does it take to travel to Bangkok by air nowadays
Notece: “How far” and “How long”
A: “How far” is used to find out distance.
e.g. How far is it from your school to your house
It is about 3 miles.
It is about 10 minutes’walk. (drive)
B: “How long” is used to find out the length of a period of time.
e.g. How long does it take you to do your homework every day
It takes me about an hour to do my homework every day.
2). Ss practice in pairs the target language in Ask and answer by asking and answering each other’s questions with information from the table in the box. Let Ss require to help each other correct answers if necessary.
1). Let one partner ask questions by using “How far” and the other provides answers.
2). Swap the roles and ask questions by using “How long”.
3. Post-task activity
Workbook page 2
4.Consolidation:
Grammar Practice Book 7A page 3
The fourth lesson
Revision
Asking “how” question to find out the difference between “how far” and “How long”
e.g. 1).How far it is from our school to the nearest hospital
It’s about twenty minutes’walk
How long does it take you to get there on foot
It takes me about twenty minutes to get there.
2). How far is it from Beijing to Singpore
It’s about 4,500 kilometres.
How long does it take to get there by air
It takes about 6 hours to get there
3). How far is it from Beijing to Bangkok
It’s about 3,500 kilometres.
How long does it take to get there by sea
It takes four and a half days.
Asking ‘Wh-’questions to find out various kinds of specific information about a person.
e.g. 1).What do you tourists usually do in Beijing
They usually go sightseeing and visit the Great Wall.
2). What do you love eating in Tokyo
I love eating sushi.
3). What can you see in Singpore
We can see plenty of of temples and beaches there.
4). What do the people in Thailand love eating
They love eating fruit.
5). What can you see in Tokyo
We can see a lot of tall buildings, huge department stores and famous hotels.
3. Asking ‘Wh-’questions to find out about a place.
e.g. 1). Where is Beijing
It is in North China.
2). Where is Bangkok
It is south-west of Beijing.
3). Where do many tourists enjoy swimming in Singpore
They enjoy swimming in the sea at the beautiful beaches.
4). Where do many tourists like riding bicycles
They like riding bicycles in Beijing.
4.Asking ‘wh-’questions to find out about a specific object.
e.g. 1). Which city is the capital of China
Beijing is the capital of China.
2). Which people love eating fruit
The people in Singpore love eating fruit.
3). Which city do you like best, Beijing, Tokyo and Bangkok
教学后记：Module 3: The natural elements
Unit 1. Controlling fire
1. Teaching aims and demands:
1).Learn vocabulary and phrases:
(1) Vocabulary:
axe, breathing, corridor, end, equipment, extinguisher, fire-drill, fire-fighting, fire-hose,
glass, hose-pipe, ladder, life, staicase, vase.
(2). Phrases:
be harmful to sb., protect…from, in the corridor, on the wall, at the staircase,..ect
2).Grammar:
1).Modals: can (ablity), may (possibility), must (obligation)
2).Preposition: in, on, at, outside
3). Present continuous tense: be (is, are, am) + doing
4). Simple past tense: stay-stayed, find-found, …ect
3). Language points:
1). What is it used for It is used for doing sth.
2). forget to do sth, forget doing sth
3). remember to do sth, remember doing sth.
2. Teaching procedure:
Step 1. lead-in
Ask Ss how early men made a fire and what early men used fire for .
Step 2. Read about fire and ask some questions about fire.
Step 3. Practice
1). Match the fire-fighting tools with the descriptions
2).Find out where the fire-fighting tools are in our school and write a report.
3). Write a report on fire rules
3. Consolidation
1). Workbook page 7A pp29--33
2). Grammar Practice Book 7A pp 40--45
The first period
Look and learn, read, find and answer (p36)
1. Pre-task preparation:
Question:
1). How did early men made a fire
They used a stick, a large piece of wood and dry leaves to make a fire.
2). What did early men use fire for
They used fire to cook food, to protect their families from wild animals and to give them light and keep them warm in winter.
3). Nowadays, do people use fire to cook food
Yes, they do.
2. While-task procedure:
1). Review vocabularies and phrases.
2). Play the recording : Information about fire, Ss listen and repeat.
3) According to the listening, answer the following questions.
(1). Is fire important to people
Yes, it is.
(2). What must we do when we start a fire
We must be careful when we start a fire.
(3). How did early people make a fire millions of years ago
They used a stick, a large piece of wood and dry leaves to make a fire.
(4). Early men ate raw meat, didn’t they
Yes, they did.
(5) What did they discover later
They discovered fire was very useful, and started eating cooked food.
(6). What did they use fire for at night
At night, they used fire for protecting their families from wild animals.
(7). What did they also use fire to do in winter
They also used fire to give them light and keep them warm in winter.
(8). What do people use fire to do nowadays
Nowadays, people do not only use fire to cook food or boil water. In factories, workers use it to melt metals
(9) Why are metals melted
Metals are melted so that they can be made into different shapes.
(10).What do workers use fire for in the glass factory
Workers use fire to make glass.
(11). How do they make bottles and vases of different sizes and shapes
They make bottles and vases of different sizes and shapes by blowing hot glass.
First the workers put some hot glass onto one end of a long metal pipe. Then they start blowing from the other end of the pipe.
(12). What do people do to rubbish in some places
In some places of the world, people use fire to burn rubbish.
(13). What may happen if we are not careful with fire
We may lose our lives and home, be seriously injured, or cause hill fires.
(14). What kind of people may cause hill fires
Careless and thoughtless people may cause hill fires.
Notice: 1. be harmful to sb. = be bad for sb.
e.g. Smoking is harmful to our health.
2. protect…from..
e.g. At night, they used fire to protect their families from animal.
In winter, I move the flowers indoor to protect them from cold weather.
3. thought-thoughtful-thoughtless, care-careful-careless, use-useful-useless, help-helpful-helpless, ect
3. Consolidation
1).Read the text Information about fire.
2). Workbooks 7A pp36-37
The second period
Read and match (p38)
1. Pre-task preparation
Ask Ss to read p37 and answer some questions about fire.
2. While-task procedure
1). Read and match p38.
2). Questions
(1). What is a long ladder used for
It is used for rescuing people from a tall building.
(2). What is an axe used for
It is used for opening the door or the window of a falt.
(3). What is breathing equipment used for
It is used for protecting firement from smoke.
(4). What is a hose-pipe used for
It is used for putting out a fre.
3). Read, think and write p39.
Give Ss some time to read the text and ask them what they may do during a fire-drill.
S1. Some students may pack their school bags before they leave their classromm.
S2. Some students may not queue up before they go downstairs
S3. Some students may run downstairs
S4. Some students may forget to switch off the lights and fans in their classroom.
S5. Some students may not remember which staircase to go down.
S6. Some students may forget to meet in the playground.
Notice : 1). Remind Ss to use infintive after modals, such as “may,must,can,ect”
2). forget to do sth. forget doing sth..
e.g. Don’t forget to switch off the lights.
We like playing, but we won’t forget doing our homework..
3). remember to do sth. remember doing sth
e.g Please remember to post the letter for me.
I remember meeting you before.
3. Consolidation
plete the sentences according the text.on p39.
2). Workbook page 18.
3). Grammar Practice Book 7A page 38.
The third period
Look and learn (p40)
1.Pre-task preparation
Question:
There will be a fire-drill at Rose Garden School. What may happen during the fire=drill
2. While-task procedure
1). Learn some words: a fire extinguisher, an alarm bell a fire-hose reel.
2). Play the recording: Look, read and say. P40. And ask some questions.
(1). Where are the fire extinguishers on the ground floor
They are in the corridor on the ground floor. One is outside the library. The other one is on the wall at the back staircaste.
(2). Where are the alarm-bells in our school
They are on the wall in the corridor.
(3). Where are the fire-hose reels in our school
They are on the wall at the back staircase.
Notice: 1. Explain the use of the prepositions to students.
in the corridor, outside the library, at the back staircase,
on the wall , on the ground floor
2. One… the other
e.g. I have two brothers. One is a driver, the other is a teacher.
3..Consolidation:
1). Observe and write on p40.
Walk round our school. Write a report about where we can find the fire extinguishers.
2). Fire-fighting equipment in my school.
Ground Floor
There is a fire-extinguisher in the corridor on the ground floor, and a fire-extinguisher
at the back stairecase. There are two fire-hose reels outside the covered playground.There is an alarm bell on the wall outside the office.
First Floor
There are two fire-extinguishers outside the school hall and an alarm-bell on the wall outside staff room,. There is a fire-extinguisher at the back staircast and a fire-hose reel at the main staircase on the first floor.
Second Floor
There is a fire-extinguisher on the wall of the classroom. And two fire-extinguishers are at the back staircase and at the main staircase. There is an alarm-bell in the corridor, and a fire-hose reel outside the toilets.
And so on.-
3). Workbook page 19—20.
Grammar Practice Book 7A 39--45
教学后记：Module 2 Changes
Unit 4 Making a model
Teaching aims and demands:.
1) Vocabulary:
cardboard boxes, a cotton reel, matchboxes, pieces of cloth, wallpaper. Straws, curtains, quilts, wardrobes, decorate, rug, roof.
2). Phrases:
Kitty and Ben’s model house, Start doing sth, pairs of scissors, pieces of cloth, decorate the walls
3). Language points:
What do we use these cotton reels for
We use them for making tables.
First, Next, Then, Finally.
2.Teaching procedure
Step 1: 1) How to make a model
words and phrases
What do we use tools and materials for We use them for…….
Step 2: 1) How to make a sandwich
the procedure of making a model
try to make a paper plate mask
Step 3: 1) review the procedure of making a paper plate mask
2) tell the differences between the old model house and the new model house
The First Period
Look and learn (page 30)
Pre-task preparation:
T: Let’s begin our lesson. Last year, we learned to make different things. Did you make a sandwich ( A parachute, a cake and a pizza)
S: Yes.
T: How did you make a cake Please use First, Next, Then, Finally.
S1. First, mix the flour, the butter, the sugar and milk with a spoon.
S2: Next, put the mixture into a tin.
S3: Then, put it in the oven for 25 minutes.
S4: Finally, take the cake out of the oven.
2. T: Very good. Today we’ll learn to make a new thing. Please look at the picture.
T: Question, what will they make
S: A model house.
T: Yes, a new model house. What will we possibly need to make a model house
S: Cardboard boxes, straws, matchboxes …
T: We need some tools and materials. Let’s look at the tools and tell us what it is or what they are.
S: A pair of scissors, glue and tape, paint and brushes…….
T: Read after me. Some brushes. (Read the words beside the pictures, then ask some student to read))
T: A good job. Read it all together.
While-task procedure:
1. T: Tools and matetrials are very important. They have different functions.
T: What do we use tools and materials for Please finish Think and match on page 31.
( do Think and match)
T: Let’s check the answers. Use the patterns. One asks and the deskmate answers.
T: Very good. Let’s use the pattern to practise more.
S1: What do we use paint and brushes for
S2: We use them for painting the walls of the model house. ( act out the dialogue)
Consolidation:
T: What do we use lemon for
S: We use them for making lemonade.
T: What do we use milk for
S: We use them for making butter.
T: What do we use ice-cream for
S: We use them for making chocolate.
( flour----biscuits or bread or bread or cake, chicken----chicken soup or chicken curry, potatp------ French fries or backed potatoes)
Homework:
Grammar book: Page 31 and page 32
Exercise book: P15 and
The Second Periond
Make and play ( page 33)
re-task preparation:
T: Did you make a sandwich. How did you make a sandwich. Please use First, Next, Then, Finally.
S1. First, put a piece of bread on the plate.
S2: Next, put a slice of sandwich on the bread.
S3: Then, put some vegetables on the sandwich.
S4: Finally, put another piece of bread on the top.
While-task procedure:
1. T: A good job. Now we will learn how to make a model house. Listen to the tape and look at pictures. Try to tell the verbs .
S1. Stick.
S2: Cut, make
S3: Make, paint
S4: Stick.
T: Are they right Read after meLet’s look at the pictures and read.
S: First, use some glue to stick the Cardboard boxes together
S: Next, cut a piece of cardboard to Make a roof for your model house.
S: Then, make some windows and paint the outside of your model house.
S: Finally, stick wallpaper onto the walls of the rooms.
T: Read them again.
2. T: Try to use the verbs to describe the pictures.
S: First, use some glue to stick the Cardboard boxes together
S: Next, cut a piece of cardboard to Make a roof for your model house.
S: Then, make some windows and paint the outside of your model house.
S: Finally, stick wallpaper onto the walls of the rooms.
T: A good job.
Consolidation:
1. T: Do you have any questions about the text
T: OK. We make a paper plate mask.
What things you need.
How do these use for
How to make it.
And your model.
S1: We need a paper plate, a pair of scissors, a bottle of glue, some wool, a paper cup, brushes and paint, felt pens.
S2. What do use wool for
S3: We use them for making hair.
S2: What do we use a plate for
S3: We use them for making a paper plate mask.
S2: What do we use a paper cup>
S3: We use them for making a nose.
T: Please tell us how to make a paper plate mask.
S5: First, get a paper plate.
S6: Next, stick on wool for the hair.
S7: Then, cut holes for the eyes.
S8: Finally, stick on a paper cup for the nose and draw the mouth.
T: Time’s up.
Homework:
Exercise book: page 16.
Grammar book: Page 33 and page 34
Read and write
The Third period
Pre-task preparation:
T: How to make a model house
S1: First, use some glue to stick the cardboard boxes together.
S2: Next, cut a piece of cardboard to make a roof for your model house.
S3: Then make some windows, and paint the outside of your model house.
S4: Finally , stick wallpaper onto the walls of the rooms.
T: Very good. Who can tell the procedure completely
T: How to make a toy bed:
S1::First, stick the matches boxes together.
S2: Next:, use some pieces of cloth to make some quilts.
S3:Then, paint the outside of your model house.
S4: Finally, put the quilts on the toy bed.
While-task procedure:
T: Look at the pictures. There are two model houses. One is old and the other is new. Can you tell differences between them
S1: The new model house is bigger than the old one.
S2 :The rooms in the new model house are smaller.
S3: There are four rooms in the new one. There is only one room in the old one. (windows, furniture, floors)
S4: There are more rooms in the new one than the rooms in the old one. ( windows, furniture, floors)
S5: What color is the outside of the old model house and the new model house.
Finish the blank filling on page 32
Make a dialogue:
Students, boys and girls, desks , books.
S1: There are more boys than girls in our class.
S2: There are more desks in our class than desks in Class Two.
S3: There are fewer students in Class One than the students in Class Two.
Consolidation:
1. Grammar book: page 33
Homework:
Grammar book: page 35&36
Read and writeModule 4: Relationships
Unit 1. Visiting relatives
1. Teaching aims and demands:
1).Learn vocabulary and phrases:
(1) Vocabulary:
Agent, assistant, a bit, the Forbidden City, northeast, the summer Palace, Tian’anmen Spuare,
Travel , etc
(2). Phrases:
the same…as, ( different from ), talk about, would like to do, at the end of,
invite sb, to do, etc
2).Grammar:
1).Modal: would
2).Preposition: in, on, at, etc
3).How questions: How long… How much…
4) Adverb of degree: too (as well)
2. Teaching procedure:
Step 1. lead-in
1). Review the vocabulary of different family members that Ss learned before, e.g. uncle.
aunt, cousin, etc
2). Question: Where are they now
Have you had a letter from them
Step 2. Listen and read the text “Visiting relatives” and answer some questions.
Step 3. Practice: Look and read (p62), Read and say (p63)
Step 4. Talk about a holiday in Beijing
3. Consolidation
Write letters
The first period
Read (p61)
Pre-task preparation:
1). Learn some new words
A bit, agent, assistant, the Forbiddent City, northeast, the Summer Palace, etc.
2). Question about relatives
(1). Have you an uncle and an aunt
(2). Where do they live now
(3). Do you often get letters from them
2. While-task procedure
1).Listen and read the text “Visiting relatives ” and answer some questions:
(1). Where does Weiming live
He lives in Beijing.
(2). What does he say
He has invited us to stay with his family in August
(3). Have you ever seen your cousins in Beijing
No, We haven’t.
(4). How old are your cousins now
They are twelve and fourteen.
(5). Are you going to visit Beijing
No, I have no idea.
(6). Why
Because the air tickets are very expensive.
(7). Why not go to Beijing by train It is cheaper and more interesting>
Great ! That’s a good idea.
Notice: 1.invite sb.to do sth
e.g. I will invite you to attend my fortieth birthday party.
2. the same as
e.g. Mike is fourteen years old. Alice is fourteen years old, too.
Mike is the same age as Alice.
3. talk about
e.g. What are you talking about
We are talking about the earth .
3. Consolidation
1).Read the text “Visiting relatives”, and talk about your uncle and aunt in pairs.
2). Workbooks page 33
3). Grammar Practice Book 7Apage 57.
The second period
Look and read (p62).
1. Pre-task preparation
Ask Ss to read page 61 “ Visiting relatives” and answer some questions about the text.
. 2. While-task procedure
1). Look and read “At the travel agent’s office”
2). Questions
(1). How long does it take to travel from Garden City to Beijing by train
It takes about 20 hours to travel from Garden City to Beijing by train .
(2). How much does the train ticket cost
It costs 549 yuan each.
(3). How long does it take to travel from Garden City to Beijing by plane
It takes about two and a half hours to travel from Garden City to Beijing by plane.
(4). How much does the air ticket cost
It costs 1,500 yuan each.
Notice: 1. how long… About the length of period of time
e.g. How long have you studied English.
I have learned English for about four years.
How long does it take you to do your homework every day
It takes us about 2 hours to do our homework every day.
2. how much… About price
e.g. How much dose the book cost
It costs about 10 yuan.
take., cost, pay, spend ( tell Ss the differences among them )
e.g. I spent 1000 yuan on the recorder.
I spent 1000 yuan buying the recorder.
I paid 1000 yuan for the recorder.
It took me 1000 yuan to buy the recorder
The recorder cost me 1000 yuan.
too ( as well )
e.g. He is an doctor, He is a teacher, too.
He is a doctor and a teacher as well.
3). Read and say (p63)
(1). Ask Ss to fill in the blanks while they are reading.Remind them to refer to p61 and 62 to find the relevant information.
(plete Mrs Li’s letter to the relatives in Beijing.
3. Consolidation
1). Workbook page 34
2). Grammar Practice Book 7A page 58—59
The third period
Pre-task preparation
1.Review p63. Ask three more able students to role-play the conversation.
(1). Are you going to visit….. (Bejing, Tokyo, Bangkok, …)
(2). Have you writen to ……yet
(3) How long will you stay there
(4).How are you going to get there
(5). Why don’t you travel by train
2. Look and say p64
1). Play the recording and let students listen and follow in their books.
2).Questions:
(1).Where are the Lis
They are at the airport.
(2). What is the name of Ben and Kitty’s uncle
Their uncle’s name is Weiming..
(3). What about their aunt
Their aunt’s name is Betty.
(4). Who are Ben and Kitty’s cousins
They are Simon and Lucy.
(5). What have they bought Simon and Lucy
They have bought some presents for Ben and Kitty.
(6). What are Ben and Kitty going to do in Beijing
They are going to visit all the interesting places in Beijing.
(7). Have they made a timetable for Ben and Kitty’s visit
Yes, they have.
While-task procedure
Introduce : The Summer Palace, Tiananmen Square, the Great Wall.and the Forbidden City.
The Summer Palace:
There are many old houses and temples in the Summer Palace. We can see the beautiful Lake there. It about 12 kilometres north-weat of Beijing.
Tiananmen Square:
Tiananmen Squre is a huge square. It holds 1 million people.It’s near the Forbidden City in the centre of Beijing.
The Great wall:
It is an ancient , long wall with towers in China. It is about 110 kilometres north-east of Beijing..
The Forbidden City.
It is ancient buildings. We can see Palace Museum in it. It is in the centre of Bejing.
Read and write (p65)
1).Where are you going to visit
We are going to visit in the Summer Palace.
What will you see in Summer Palace
We will see many old houses and temples there.
Where is it
It is about 12 kilometres north-west of Beijing.
2). Where are you going to visit
We are going to visit atTiananmen Square
How many people does Tiananmen Square hold
It ‘s a huhe square. It holds about 1million people .
Where is it
It’s near the Forbidden City in the centre of Beijing.
3). Where are you going to visit
We are going to visit on the Great Wall.
What will you see on the Great Wall
We will see an ancient , long wall witj towers.
Where ie it
It about 110 kilometres north-east of Beijing.
4). Where are going to visit
We are going to visit in the Forbidden City.
What will see there
We will see ancient buildings there.
What will you visit there
We will visit the Palace Museum in the Forbidden City.
Where is it
It is in the centre of Beijing.
Post-task activity
1. Role-play the modelled conversation in pairs.
2. Talk about the Summer Palace, Tiananmen Square, the Great Wall and The Forbidden Cit
3. Workbook page 35.
The fourth period
Pre-test preparation
1. Let talk about the Summer Palace, Tiananmen Square, the Great Wall and the Forbidden City.
2. Make a dialogue about some interesting places in Beijing.
While-tast procedure
1. Play the recording :Look and read, listening and following in your books.
2. Ask more able studen to repeat the Kitty’s letter.
3. Talk about your holiday in Beijing.
Consolidation
1. Write a letter from Lucy to Kitty about her holiday plane for Chinese New Year.
Write about:
(1). Who will come to visit Garden City with Lucy
(2). How long will they stay in garden City
(3). Where would they like to visit in Garden City
2. Grammar Practice Book 7A page 60.
3. Oxford English Practice ans Assessment Series 7 A part 1, Module 4, Unit 1.
教后记：Module 2. Change
Unit 3. Travelling in Garden City
1. Language learning objectives
1) Vocabulary: air-conditioner, conductor, double-decker, fare-box, flyover, park, pedestrian, single-decker, comfortable, etc
2) Phrases: no longer, (not..any longer)，in the past,
Language points:
some of, all of, most of, none of
2. Teaching procedure
Step 1): Questions:
How do you usually go to school
(by bus, by bike, on foot, ect)
Step 2): Introduce new vocabulary items: (show some pictures)
a double-decker bus , a single-decker bus, a bus-conductor, a fare-box,
an air-conditioner,ect
Step 3): Look and read page27. reminding Ss to pay attention to the use of different tenses when they are talking about the past and the present in the passage.
Questions:
How did many people like traveling in the past
What did all passengers have to do on the bus
Who was in each bus
What did he do
There were only single-decker buses in the street, weren’t they
How was traveling by bus
Why
Step 4: Talk about the change of buses.
Questions:
What kind of bus do you always see in the streets
Are there any bus-conductors in each bus
What do passengers do when they get on the bus
What have most buses have
Step5: Thinking about what traveling in your city will be like in 10 years’ time.
(Look at the tables on page 28 and and then discuss with your classmates.)
S1: What will traveling in our city be like in 10 years’ time
S2: Perhaps we won’t travel by ferry any longer.
S3: I think more people will travel by taxi.
S4. Perhaps there will be fewer traffic jams.
S5: I think there will be more underground station
Step6. Writing about what traveling in your city will be like in 10 years’ time. List five things that you and your classmates agree on.
The First Period
Look and learn(page 27), look and read(page 27)
Pre- task preparation
1. Questions
(1). How do you usually come to school
(by bus, by bike, by taxi, on foot , ect)
(2).What kind of bus did you see in the street
We saw only single-decker buses in the streets.
(3).Did you see any double-decker buses in the past
No, I didn’t.
(4). Who collected money from the passengers
Bus-conductors collected money from the passengers.
(5). Passengers don’t buy tickets now, do they
No, they don’t.
(6). Where must they put their money
They must put their money in a fare-box.
(7). Nowadays, most buses have air-conditioners, haven’t they
Yes, they have.
(8).How is traveling by bus now
Travelling by bus is very comfortable now.
(9). Nowadays, some of the bus-drivers are women, aren’t they
Yes, they are.
(10). What about in the past
In the past, none of the bus-drivers were women, All of them were men.
While-task procedure
1. Learn some vocabulary items.
a bus-conductor, a single-decker bus, a double-decker bus, a fare-box,
an air-conditioner, comfortable, ect
2. Language Points
(1). some of e.g. Some of the students like English.
most of e.g. Most of the drviers are men.
(2). all of e.g. All of the teachers like children.
none of e.g. None of the answers is right.
3. Play the recording and let Ss listen and follow in their books. And practice the text reminding them to pay attention to the use of different tenses when talking about the past and the present in the text.
4. Give Ss some time to read the four sentences in Answer true or false first. Then read out each sentence and ask: True or false
Consolidation
Read the text “Buses” and copy some new words
Workbook page 13.
Grammar Practice book p27 and 28
4. Talk about the buses of present and past.
The Second Period
Look and say (p28)
Pre-task preparation:
Let’s talk about the buses of present and past.
While-task procedure
1. Think about what traveling in our city will be like in 10 years’ time.
First play the recording: Look and say. Ss listen and follow in their books.
2. Practise the dialogue.
3. Questions:
(1) What will traveling in our city be like in 10 years’ time
S1: Perhaps we won’t travel by ferry any longer.
S2: Perhaps more people will travel by taxi.
S3: Perhaps there there will be more roads.
S4: Perhaps there will be fewer traffic jams.
S5: Perhaps there will be more flyovers.
(2). Will you travel by minibus in 10 years’ time
S1: No, I don’t agree. I think more people will travel by underground.
S2: Yes, I agree. I think there will be more cross harbour tunnels
S3: No, I don’t agree. I think there will be more traffic james
(3). Will you travel by tram in 10 years’ time
S1: No I don’t agree. I thing traveling by tram will be more slowly than by underground.
S2. Yes, I agree. I think traveling by tram will be more interesting than by underground.
(4). Will you travel by underground in 10 years’ time
S1. Yes, I agree. I think there will be more underground stations in our city.
S2: Yes, I agree. I think traveling by underground will be much faster than bus.
Post-task activity
1. Have Ss work in pairs. Ask them to follow the modeled dialogue and discuss with theur partners what they think traveling in their city will be like in 10 years’ time
2. Write (p29)
Ask Ss to complete write individually first, They are required to complete the sentences on what they think traveling in their city will be like in 10 years’ time.
3. Invite a few pairs of students to read their answers aloud. And encourage the rest of them to listen carefully and point out any answers which they think are incorrect.
Consolidation
1.Talk about what traveling in our city will be like in 10 years’ time .
2. Workbook page 14.
3. Grammar Practice book page 29 and 30
教后记：Module 5. My neighbourhood
Unit 4. Signs and rules
1. Teaching aims and demands:
1).Learn vocabulary and phrases:
Vocabulary:
direction, instruction, warning… etc
Phrases:
washing instructions, have a barbecue, at a country park, keep sb. safe,
take care of the environment, tell sb. directions,(instructions, warnings, information)
2).Grammar:
1).Preposition: in, at..etc
2).Modals: must, mustn’t
3). Imperatives: Don’t run. No dogs
2. Teaching procedure:
Step 1. lead-in
Talk or write about what some signs are.
Step 2. Talk about different signs
Step 3. Practice: A: Play a game about the country park.
B. Write a list of places that have rules.
3. Consolidation
Match the rules with the pictures
The first period
Look and read (p92)
1.Pre-task preparation:
1). Learn some new words
instruction, direction, entry, emergency, poison, skateboard, chase, turtle, campsite,..etc
2). Encourage students to draw as many signs as they can and write what each sign means.
3). Introduce： instruction， directions, warning and information.
(1). instruction Tell us how to do sth.
(2). direction Tell us how and where to go.
(3). warning Tell us what we should not do.
(4). information Tell us what we want to know.
2. While-task procedure
1). Listen the recording: “Look and read”, and guess what do some words mean.
1). Questions: (pointing to other signs on the board and ask a few students).
(1). What does this sign tell us
It tells us directions.
(2). What does this sign tell us
It tells us instructions.
(3). What does this sign tell us
It tells us warnings.
(4). What does this sign tell us
It tells us information.
2). Look and think (Page93)
Here are lot of signs we can see around us . What do they mean What do they tell us
Where can we see them
For example: What does this sign mean
It means: you mustn’t run.
Where can we see this sign
We can see it on the street. ( in the park, at a country park, at the restaurant,
in the shop, in the library, in a swimming pool, near the hospital, …)
What does this sign tell us
It tells us warnings. (directions, instructions, informations.)
3 Post-task activity.
1). Oral work: Talk about these signs and answer what do tney mean where can you see them What does this sign tell us
2). Grammar Practice Book 85---87).
The second period
1. Pre-task preparation
Ask Ss to talk about some signs on page 93.
1). What does this sign mean
2).Where can you see it
3). What does this sign tell us
2. While-task procedure
1). Play a game.(Page 94--95)
Tell students that map of the game is played by four or five people. Each student turns to throw the dice. The one who throws a six goes first. When one lands on s sign, he/she must say what the sign means . If she/he fails to do so, he/she missed a turn.
2). Read , think and write (page 96).
Match each sentence with the correct sign. Check answers together.
3. Consolidation
Grammar Practice Book 7A page 88.
The third period
1. Pre-task preparation
Review some signs and tell what they mean, where they are and what they tell us.
2 More oral practice. (page 97)
Work in pairs.If you are looking for a flat at an estate agency, you are given the information about Flat A, then change roles to ask and answer questions about Flat B.
For example: How big is the flat
It’s 100 metres big.
How many rooms are there in the flat
There are three bedrooms, a kitchen, two bathrooms, s sitting-room and a balcony in it.
Is there a flat B nearby Yes, there is.M5 My neighbourhood
Unit 1 Jobs people do
1. Language learning objectives
1) Vocabulary:
architect, bakery, removal company, hospital, properly, mechanic, garage, repair, etc.
2) Phrases: make sick people better, make sure, do sth. properly, rescure sb. from, take notes
use computer to type letters, a removal man, move people’s funiture, go meetings, etc.
3) Language points:
(1) What does she/he do
(2) Does she/he like his job
(3) Why does she/he like it
(4) Why doesn’t she/he like it
2. Teaching procedure:
Step 1:
Review the names of jobs and introduce new words: architect, mechanic, removal man,
Play the recording and read
Finish Read, match and write and ask some questions
Play a guessing game in groups by using photocopiable page 65.
Step 2:
Review the names of jobs and play a guessing game.
Play the recording and read
Make a dialogue and complete the questionnaire
Make a survey and finish the questionnaire.
Step 3:
Check answers in Read and guess
Finish Look and match.
Read a story on page 81 and fill in the blanks. Then check the answers.
Play the roles: a policeman, a policewoman, a traffic warden, teo ambulance men, a nurse, a doctor, a dn a taxi driver.
An interview to the people help Ben.
Step 4:
Topic.
Play the recording: Read and read.
Ask and answer the questions.
Cpmplete the table in Write individual.
Finsh Photocopiable page 67.
The First Period
Read ( page 78)
Pre-task preparation
T: Today we’ll learn something about jobs. Please look at the place on the blackboard .( write the word “ office” on the blackboard.) Who works in an office.
S: Secretary, businessman, businesswoman, business, typist, manager, office worker… etc.
T: Who works in a restaurant
S: Cook, waiter, waitress.
T: Who works in a hospital
S: Doctor, nurse, dentist.
T: What does an architect do ( a mechanic, a removal man)
S2: An architect draws plans of building.
S3: A mechanic works in a garage. He repairs cars, vans and minibus.
S4: A removal man moves people’s furniture to their new flats.
Play the recording: Read (p78) and ask students to listen and follow in their books.
T: Please finish Read, match and write first. And then we’ll check the answers
Questions:
T: Who puts out fires What is he
S1: Charles puts out fires. He is a fireman.
S2: Who types letters in an office What is she
S3: Susan types letters in an office. She is a secretary.
S4: Who takes care if sick children What is she
S5: Mrs. Wang takes care of sick children. She is a doctor.
S6: Who moves furniture What is he
S7: David moves furniture. He is a removal man.
S8: Who repairs cars What is he
S9: Henry repairs cars. He is a mechanic.
S10: Who draws plans of buildings What is he
S11: Miss Tang draws plans of buildings. She is an architect.
While-task procedure
1. Play a guessing game in groups by using photocopiable page 65.
Try to describe the jobs.
Read job descriptions and guess what the job is.
Phrases:
make sick people better, draw plans of building, make sure, repairs cars, vans, wear a uniform, move people’s furniture to the new flats
Post-task activity
1. Read the text
2. Workbook page 40
3. Copy the phrases
The Second Period
Pre-task preparation
T: What job does your mother/your father do
T: Look at the pictures. What job does he/she do
2. Play a game.
T: I’d like some of you to come to the blackboard. Each of you will get a note where there is a name of job. You are asked to act it out. The other students should guess “What job does he/she do and what he/she usually do ”.
T: What does he usually do
S: He makes sick people better. He takes care of sick people.
T: What job does he do
S: He is a doctor.
T: Please write the word on the blackboard.
( Jobs like a doctor, an architect, a mechanic, a fireman, a secretary, a removal man etc)
3. T: A good job. So much for the revision. Today we’ll go on studying some about job. Let’s listen to the conversation between Kitty and Susan. You can look at the book (page 79) ( Listen and read)
T: Listen and read again. ( Listen and read)
T: These two groups read the part of Kitty. The other groups read the part of Sudan.
T: I’ll give you three minutes to act out the dialogue.
T: Well done. Please work in pairs. According to the conversation, one student asks questions in Answer, the other student answer the questions.
T: Please write down the answers. ( Ask some students to write the answers on the blackboard and then have a check.)
While-task procedure
1. T: Very good. Let’s go on. Look at this slide and make a survey. Ask an adult about his/ her job by using the questions on it. Are there any adults in our classroom
S: Yes, there are.
T: You can ask questions in Chinese because most of them don’t know English. Then make a dialogue with your partner in English.
T: Now who can act out the dialogue.
2. T: Please write down the answers by yourself. ( hand out the paper)
T: Please tell us your survey results.
T: Class is over.
Consolidation
Oral: 1. Read the text
2.Talk about your parents’ jobs
Written: 1. Grammar Practice Book 7A page 71
2. Book page 80 Read and guess
The Third Period
Read and guess (page 80)
Pre-task preparation
Check answers in Read and guess
Finish Look and Match.
T: The people who have different jobs wear different uniforms. And they can help us in different ways. Let’s read a story. Ben had an accident one day. A lot of people helped him. Please read the story by yourselves and add the missing people on the blank lines.
T: Let’s check the answers. Who can read the passages for us
T: You are asked to play the roles: a policeman, a policewoman, a traffic warden, two ambulance men, a nurse, a doctor, and a taxi driver. The ninth is the report. The report is interviewing the people who helped Ben.
R: What are you
S1: I am a policeman.
R: What did you do to help Ben
S1: I phoned for a fire-engine and an ambulance.
R: What are you
S2: I am a traffic warden.
R: What did you do to help Ben
S2: I stopped the traffic so the ambulance and the fire engine could some quickly.
R: What are you
S3: I am an ambulance man.
R: What did you do to help Ben
S3: We put Ben and the motorcyclist into the ambulance and drove quickly to the hospital.
R: What are you
S4: I am a doctor.
R: What did you do to help Ben
S4: I took care of Ben and the motorcyclist with a nurse.
R: What are you
S5: I am a taxi driver.
R: What did you do to help Ben
S5: I found Sam the I took Sam to the Lis home.
Phrases: have an accident, knock sb down, go on fire, phone for a fire engine and an ambulance, have a broken arm,
Consolidation:
Oral: read the story.
Written: Grammar book Page 73
The Fourth Period
Read ( page 82)
Pre-task preparation
T: What do you see when you on your way to school
T: I see Mr. Li. He is a guard in my garden. I also see Mr. Wang. He sells newspaper. I see Mrs Zhu. She cooks food in a fast food shop. What do you see when you on your
way to school
S: I see a lot of things. I see many parents. They bring their children to school.
Play the recording: and read the text.
T: Please answer my questions. What do the street sweepers do
S: They sweep the streets, collect the rubbish and empty the rubbish bins.
T: What does Mr. Li do every morning
S: He bakes bread and cakes and sells them to people.
T: What does Mrs. Wang do every morning
S: She sells newspapers to people.
T: What does Mrs. Chen do every morning
S: She sells flowers to people.
Complete the table in WRITE individually and check the answers orally.
While task procedure
T: Please discuss about what you see on your way to school.
T: Finish a copy of photocoprable page 67.
Consolidation:
Oral: Read the text
Written: Grammar book page 74-76.
教学后记：Module 5. My neighbourhood
Unit 2. Choosing a new flat
1. Teaching aims and demands:
1).Learn vocabulary and phrases:
Vocabulary:
angency, armchair, balcony, square, drawer, helper, untidy, tidily, agree, jolly,… etc
2).Grammar:
1).Preposition: next to, opposite, between, near, in front of, outside, etc
3).Wh-- questions: What kind of… Where…
2. Teaching procedure:
Step 1. lead-in
1). Label the rooms in a flat.
2). Talk about our bedrooms.
Step 2. Look and learn the text and answer some questions. Or talk about our flat.
Step 3. Practice: Label the rooms with some furniture
Step 4. Oral Work: Look and say (p87)
3. Consolidation
Draw and write about their own rooms.
The first period
Look and learn (p83))
1.Pre-task preparation:
1). Learn some new words
balcony, an estate agency, tidily, drawer, agree, full…etc
2). Talk about your flat.
2. While-task procedure
1). Listen the recording: “Look and learn”, and answer some questions:
(1). Why do the Lis want to move
The Lis want to move because their flat is too small for them now.
(2). How many rooms are there in their flat
There are six rooms in their flat.
(3). How many bedrooms are there
There are three bedrooms.
(4). What kind of flat do the Lis want
The Lis want a bigger flat.
(5). Where will they go to find a new flat
They will go to the estate agency to find a new flat.
Note: 1). untidy tidy They are adjectives. Their adverbs are untidily, tidily.
e.g. an untidy room, a tidy desk.
Please take the waste things away tidily. Your room is very untidy.
2). agree with sb. agree to sth.
e.g. We all agree with you.
Do you agree to this plan
3). be full of = be filled with = be crowded with
e.g. The Hall is full of people.
2). Look at the pictures in Look and read and let’s talk about what kind of flat the Lis would like.
1). Listen to the recording and follow in your books.
2). Discuss what kind of flat the Lis would like
e.g. I would like a flat with a balcony. It is near the underground.It costs less than 2,000 yuan a month.
3). What does Mr Li say
e.g. I am looking for a new flat for my family. I would like a flat with a large sitting-room, two bathroom, a big kitchen and a balcony. It’s near the beach and it costs only 1,900 yuan a month.
3 Post-task activity.
1). Workbook page 42
2). Grammar Practice Book 7A page 77.
3) Talk about what kind of flat you would like
The second period
Look and think
1. Pre-task preparation
Ask Ss to talk about their flat.
1). What kind of flat would you like
2). Where is it
2. While-task procedure
1). Think about the Lis’ new flat.
(1). Do you think Mr Li would like to live in this new flat Why
Yes, he will.. Because this flat is bigger than his old flat. There is a big sitting –room, four bedrooms, two bathrooms, a big balcony and a bright kitchen in his flat.
(2). Do you think Mrs Li would like to live in this new flat Why
Yes, She will. Because it is in Happy Estate.near the Milkway Shopping Centre..
(3). Do you think Ben would like to live in this new flat Why
Yes, she will. Because she will have her own bedroom.
(4). Do you think Kitty would like to live in this new flat Why
Yes, he will. Because he will go to school easily, The new flat is near the underground.
(5). Do you think the Lis will decide to move to the new flat Why
I think they will. Because they will have a flat with four bedrooms, two bathrooms and a big balcony.
3. Consolidation
Grammar Practice Book 7A page 78.
The third period
1. Pre-task preparation
Review the following prepositions : near, next to, opposite, between and in front of using a class seating plan.
(1). Who sits next to you
(2). Who is standing in front of you
(3) Who is standing between you and Mike
(4). Who sit opposite you
2. While-task procedure
1). Let’s listen to Read (P86) “Moving day”
2).Make a dialogue in pairs.
3). If the removal men have put the furniture in the correct place, you may tell them to do according to the bird’s-eye view of the Lis’ new flat.
(1). Where shall we put the table, Mrs Li
You will put it near the door.
(2). Where shall we put the sofas
You will put them in front of widow.
(3). Where shall we put the TV set , Mrs.Li
You will put it on the desk.
(4). Where shall we put the armchairs, Mrs Li
You will put them between shelf and desk..
4). Look and think.(p86)
(1). Where have the removal men put the desk
(2). Where have the removal men put the sofas
(3). Where have the removal men put the armchairs
(4). Where have the removal men put the TVset
5). Look and say (p87).
1). What do Ben and Kitty tell their friends about their new bedrooms
2). Talk more about Kitty’s bedroom.
3. Post-task activity.
1). Workbook page 43.
2). Grammar Practice Book 7A page 79
教学后记：7A Module 2. Change
Unit 1. What will I be
1. Teaching aims and demands:.
1).Learn vocabulary and phrases:
(1) Vocabulary:
press, good-looking, glasses, reporter, model, baker, possibly, slim. ….
(2). Phrases:
be good at, be poor at, in 13 years’ time, agree with…
2).Practise the future tense to talk about future events.
What will you be like when you are 25
I will be ….
3). Language points:
(1) Using adjectives to make comparisons
(2). Would you like …..
2. Teaching procedure:
Step 1. Lead-in
Introduce oneself to others and think what you will be like when you are 25.
1) How old are you now
2). How tall are you now
. 3).How heavy are you now
4). What will you be like when you are 25
Step 2. Presentation
Give students some time to read the text on page 20. silently.
Invite a more able student to role-play Kally using first, next, then,finally.
3. Introduce new vocabulary items in look and learn .
be good at, good—looking, possibly, dress up, agree with
4. Play the recording: Look and learn and Read , think, and say. Ss listen and following in their books
5. Work in pairs using the words given and the modeled conversation.
Step 3. Consolidation
Ask Ss some questions to check their understanding.
1). What will Eddie possibly be
2). What would Eddie like to be
3). What will he poor at
4). What does he need to do
5). What does he have to practice more
6). What does he have to learn
Period one
Read and match (page20)
Pre-task preparation
1.Ask a more able student to introduce himself to the others in his class.
2. Some questions
1). How old are you now
I am 14 years old now I will have long hair. I will be more beautiful.
2).How tall are you now
I am about 12 centimetres tall now.
3). How heavy are you now
I am about 45 kilogrammes heavy now.
4) What will you be like when you are 25 years old
S1: I will be 15 centimetres taller and five kilogrammes heavier. I will be much stronger.
S2: I will be 20 centimetres taller and five kilogrammes heavier. I will be slimmer.
I will be more beautiful。
While-task procedure
1.Read the text on page 20 and show some pictures to Ss.
2.Invite a more able student to role-play Kally to talk about them using first,next, then and finally.
3. Phrases:
1). press. (v) e.g. Press the “START” button.
2). be…centimeters taller
be…kilogrammes heavier
Post-taskactivity
1. Workbook page 9
2. Copy some new words
3. Work in pairs (Make a photograph for both A and B. Write a note on the back of each photograph.)
Period two
Look and learn (page21)
Pre-task preparation:
Question:
1). What will you be like when you 20 years old
S1. I will be much heavier when I am 20 years old.
S2. I will be five centimeters taller.
S3: I will be good-looking.
S4: I will be…
While-task procedure
1). Review the job vocabulary items with students.
(1). What will you be when you are 25
S1: I will be a fireman. I like helping people.
S2: I will possibly be a driver. I like driving.
S3: I will possibly be a doctor. I like making sick people better.
(2).What will you possibly be in 13 years’ time
S4: I will possibly be a teacher. I am good at English.
S5: I will possibly be an astronaut. I like flying .
S6: I will possibly be a football player. I like playing football.
2). Distribute yourselves in 13 years’ time.
e.g. (1). In 13 years’ time, I will possibly be a driver. I will be strong, but I am not be very tall. I like driving. I will be good at English and Chinese.
In 13 years’ time, I will possible be a cook. I love eating cakes and pizzas. I will be good at cooking.
Practice: A. a model, slim, tall,centimeter, dressing up…
B. a baker, fat, tall centimeter, pizza, …
C: a reporter, heavy, tall centimeter, writing, be good at…
D: a teacher, wear a piece of glasses, centimeter, heavy, be good at…
Phrases: 1). good-looking e.g. He is a good-looking boy.
2). be good at e.g. She is good at English as well as Maths
be poor at e.g. I am poor at English. I must study harder than before.
3). agree with sb. e.g. I will agree with you
Consolidation:
1).Read some new words and Page 21. and talk about yourselves in 13 years’ time..
2). Grammar Practice book 7A page 17 to 19
Period three
Look and read (p22)
Pre-task preparation
1). Ask Ss to talk about themselves in 13 years’ time.
2).Questions
(1) What will you be like when you are 20 years old
(2) What will you be in 13 years’ time
While-task procedure
1).Look and read
What will you possibly be when you grow up
What would you like ti be when you grow up
Phrases: (1). need (v) e.g. I need to study hard
You don’t need to wait at the bus-stop because no bus will come here.
(2). practice (v) e.g. He practices playing football every day.
(3). have to e.g. I have to go home now.
You don’t have to stay here. You may go home.
(4).learn to do sth. e.g. Every student should learn to help your mother with the housework.
2). Practice:
(1) What would you like to be
(2) What are you poor at
(3). What are you good at
(4).What do you need to do
(5) What do you have to practice more
(6) What do you have to learn
3). Ask Ss to read about Eddie again. Then ask them to look at about you and complete the tasks writing about themselves
Post-task activity
Workbook page 10
Grammar Practice 7A p20--25Module 3: The natural elements
Unit 3. Sea water and rain water
1. Teaching aims and demands:
1).Learn vocabulary and phrases:
(1) Vocabulary:
quarter, coral reef, seaweed, competition, mug, oil, rather, starfish, dolphin, intelligent,nowhere, save, ect
(2). Phrases:
one of, as well, keep sth.(sb) + adj, ect
2).Grammar:
1).Modals: can (suggestion)
2).Preposition: under, for, by, without, ect
3).Conjunction: if
4) Future tense: will do or will be
2. Teaching procedure:
Step 1. lead-in
Read about water in the oceans and answer some questions
Step 2. Complete notes on how people use water
Step 3. Practice: Write captions for the pictures on a poster about saving water.
3. Consolidation
Write a report on ways of saving water
The first period
Look and learn, Look and read (p48)
Pre-task preparation:
1). Learn some new words (showing some pictures)
Seaweed, coral reef, sea fish, starfish, sea horse, a dolphin, a whale, a shark, ect
2).Listen to the text “ Water in the ocean ” and answer some questions:
(1). What can you find on the earth from space
We can find only a quarter of the earth is land, and almost three quarters of the earth is water.
(2). What covers almost three quarters of the earth
Streams, rivers, lakes, seas and oceans cover almost three quarters of the earth.
(3). It is a wonderful world under the water, isn’t it
Yes, it is.
(4) What is the largest animal on earth
Whales are the largest animals on earth.
(5). Where do whales live
They live in the oceans.
(6). Can you name two intelligent animals on earth
Yes, I can .
(7). What are they
They are monkeys and dolphins.
(8). What animal is the most dangerous in the ocean
I think shark is the most dangerous in the ocean.
(9). What do you think are beautiful things in the oceans
I think coral reefs, starfish, sea horses and seaweed are beautiful things in the ocean.
(10).What can people get from the oceans
We can get wonderful plants and animals to enjoy from the oceans.
(11). What else can we get from the oceans
We can get food to eat and oil to burn from the oceans.
(12). How can we get drinking water from the oceans
We can take away the salt from sea water and get drinking water from oceans.
(13). The oceans are very important to us and to all animals on earth, aren’t they
Yes, they are.
(14). What must we do to the oceans
We must keep sea water clean and stop polluting oceans.
Notice: 1. a quarter = one fourth
e.g. It’s a quarter past nine now.
Only a quarter of the students has been to Hainan Island.
2. intelligent = clever or bright
e.g. He always thinks he is much more intelligent than his friends.
3. one of
e.g. Shanghai is one of the most beautiful cities in China.
4. as well = too.
e.g. My brother is a teacher, he wants to be a reporter as well.
Would you like to see the film as well
5. keep sth. +adj
e.g. Early people used fire to keep themselves warm.
We must keep our classroom clean.
3). Think and write (P49)
Ask Ss to discuss and find the answers to the questions on the quiz card by referring to the above reading passage.
2. Consolidation
1).Read the text “Water in the ocean ”
2). Workbooks 7A page 25.
The second period
Look and read (p50)
1. Pre-task preparation
Ask Ss to read page 48 “ Water in the ocean” and answer some questions about the text.
. 2. While-task procedure
1). Listen and read “What will happen if there is no water ”
2). Questions
(1). What will happen at home if there is no water
We will have no water to brush our teeth, we have no water to wash the dishes or our clothes.
(2). How long can we live if there is not water
We can only live for about three days without water.
(3). What about plants and animals if there is no water in the countryside
If there is no water, plants and animals will die. We will have no rice, vegetables or meat.
(4). How long can we live without food
We can only live for about one or two weeks if there is no food.
(5). What will happen if there is no rain
If there is no rain, there will be no water in the streams or rivers. Fish will have nowhere to live. They will die.
(6). What will happen without water in the city
If there is no water, the cooks in restaurants will have no water to cook food. Firemen will have
no water to put out fires.
Notice: 1. without = there is no
e.g. We can’t live without water. (We can’t live if there is no water.)
2. If
If it is fine tomorrow, we will go for a picnic.
What will you say if he invites you to the party
3. Consolidation
1).Ask Ss.to read the text “Whgat will happen if there is no water ”
2). Think about p51. “Think and write.”
2). Workbook page 26.
3). Grammar Practice Book 7A page 47.
The third period
Look and learn (p52)
1. Pre-task preparation
1). Review last lesson.
(1) Ask one of Ss to read the text “What will happen if there is no water ”
(2). Answer some questions:
2. While-task procedure
1). Learn some new words: a drinpping tap, a running tap, ashower.
2). Look, read and write
(Look at the pictures and say “How to save water”
A. (1). Don’t brush your teeth under a running tap.
(2). Don’t wash the dishes under a running tap.
(3). Don’t wash vegetables under a running tap.
B. (1). Fix dripping taps
(2). Turn dripping taps off.
(3). Take a shower rather than a bath.
C. (1). Don’t waste water for playing games.
(2). Don’t waster water for brushing your teeth..
(3). Don’t waste water for washing vegebables.
3). Think and say (p53)
How can we save water
S1. We can save water by fixing dripping taps.
S2. We can save water by not brushing our teeth under a running taps.
S3. We can save water by turning dripping taps off.
S4. We can save water by taking a shower.
S5. We can save water by not taking a bath.
3. Consolidation
1). Let’s discuss “How to save water ”
2). Workbook page 28.
3). Grammar Practice Book 7A Page 50
教后记：Module 3 The Natural Elements
Unit 2 Windy weather
Language learning objectives
vocabulary: display, gentle, breeze, hold, raincoat, tightly, windsurf, slightly etc.
phrases: see …. doing sth, a gently breeze, blow slightly/ lightly/ fiercely, go windsurfing, move quickly, put tape on the large windows, become much stonger, fall from the trees, fly kites happily, go home immediately etc.
Language points:
What can you see when there is gentle breeze
We can see people flying kites in the countryside.
(2) quick-------- quickly tight--------- tightly
Light--------lightly fierce-------- fiercely
Slight-------slightly sudden-------suddenly
Immediate-----immediately happy-------- happily
verbs:
stay------stayed watch---------- watched
start----- started use------------- used
move----moved discover--------discovered
go--------went are --------were
become ---became blow-------blew
fall---------fell sink--------sank
bread------broke begin------ began
may & should
What may happen when there is a thphoon.
We should put tape on large windows.
Teaching procedure
Step 1: 1) Talk about the weather. the things people do or see people doing when
there is a gentle breeze, a strong wind or a typhoon
Play the recording: Look, think and match
Practise the dialogue and then play a game
Practise the dialogue on page 42 and tell the differences
Step 2: 1) Review the target language on Page 42
Talk about the things they will do under different windy weather conditions
Practise the dialogues on page 43
Step 3: 1) Talk about things they can see in different places when a typhoon comes.
2) review the use of adverbs and the way they are formed from adjecives
3) Read the story and put the pictures in a correct order
4) finish Write, say and act orally
Step 4: 1) Who tell us the windy conditions
2) What may happen when there is a typhoon.
3) Safety precautions for typhoon
The First Period
Look, think and match page 42
Pre-task preparation:
T: What’s the weather like today
S: It’s sunny/ windy/ cloudy etc.
T: Is the wind strong today
S: No.
T: We can call it a gentle breeze. There are some kinds of windy conditions. A gentle breeze. A strong wind. A typhoon.
T: Which is the strongest
S: A typhoon.
T: Which is stronger, a gentle breeze or a strong wind.
S: A strong wind.
T: Do you like wind weather
S: Yes. / No.
T: Look at the pictures. Can you tell us the windy conditions of each pictures
S: A gentle breeze. / A typhoon….
2. T: Now please look at the pictures and listen to the recording.
T: What can we see when there is a gentle breeze
S: We can see people flying kites in the streets.
T: Pay more attention to the phrase: see …. doing sth.
T: Look at this picture. We can see….
S: We can see the leaves blowing slightly in the parks.
T: What can we see when there is a strong wind.
S3: We can see pinwheels moving quickly in the toy shops.
S4: We can see people going windsurfing in the sea.
T: What can we see when there is a typhoon
S5: We can see people putting tape on large windows in the shops.
S6: We can see people holding hats and raincoats tightly in the streets.
T: Now can you put the pictures in the new order Now, let’s check the answers.
S7: Columm1: picture a&e.
S8: Column 2: picture c&f.
S8: Column 3: picture b &d
3. T: Good job. Now please work with your deskmate and act out the dialogue.
4. T: Let’s play a game. One student say what they can see. The other student tell the time. The rest students tell it True or False.
Consolidation:
Workbook page 21
Grammar book page 41 and 46
Homework:
read an d recite
write the dialogues
The Second Period
Think and say page 43
Pre-task preparation:
T: Let’s review the things we learned last period. I will give you two minutes and then you are asked to act out the dialogue.
( The students prepared and act out)
T: What will you do when there is a gentle breeze
S1: I will have a picnic with my friends.
S2: I will play basketball.
T: What will you do when there is a strong wind.
S3: I will play with pinwheels.
T: What will you do when there is a typhoon.
S: I will stay at home and play.
Look at the page 43. Think about what else you can see on a windy day. Try to use the target languages to make a dialogue.
Write Make a big book and check the answers.
Consolidation:
Workbook page 22
Homework:
read and talk
Preview the past tense of the verbs.
The Third Period
Look and learn page 44
Pre-task preparation:
T: When a typhoon comes, what can you see in the streets
S1: We can see people putting tape on large windows in the shops.
S2: We can see people holding hats and raincoats tightly in the streets.
T: When a typhoon comes, what can you see in the park
T: Can you see people in the park
S3: No.
T: When a typhoon comes, what can you see in the see
T: Can we see the ships and boats
T: Now you can’t answer the questions. Let’s learn the new words in Look and Learn.
T: Please read the story and put the pictures in a correct order.
S: 3, 2, 1 4.
1) T: Read the paragraphs again. Then answer my questions.
T: Who were in the countryside What did they do
S: Ben and Kitty flew kites in the countryside.
T: What was the weather like at first
S: The wind blew lightly.
T: Suddenly, what happened
S: Suddenly, the wind became stronger and clouds in the sky moved quickly . Leaves fell from trees
T: Did they get the kite Why
S: They didn’t get the kite because the string on the kite broke.
T: What was a typhoon like
S: The wind became much stronger and it blew fiercely..
T: Typhoon is harmful, isn’t it Why
S: Yes. When a typhoon comes, trees fall down. Ships and boats sank in the big waves.
T: The typhoon passed quickly. What began immediately
S: The Big clean-up began immediately.
2) T: Ok. Please listen to the recording and read.
T: Pay more attention to the adverbs.
quick-------- quickly tight--------- tightly
Light--------lightly fierce-------- fiercely
Slight-------slightly sudden-------suddenly
Immediate-----immediately happy-------- happily
( Tell the use of the adverbs)
3) T: Look at the verbs. Can you tell the past tense of the verbs.
verbs:
stay------stayed watch---------- watched
start----- started use------------- used
move----moved discover--------discovered
go--------went are --------were
become ---became blow-------blew
fall---------fell sink--------sank
bread------broke begin------ began
4) Read the passages together.
Consolidation:
Finish the work on page 45
Workbook page 23
Homework:
1. Recite the verbs and the adverbs.
2. Grammar book page 42
The Fourth Period
Look and read page 46
Pre-task preparation:
T: Let’s check the answers on page 45
T: Who tell us weather conditions every day
S: The Weather Oberbatory.
T: Mr Chen is a staff member of the Weather Oberbatory. He has made a slide show for us. What may happen when there is a thphoon
S1: We can see people putting tape on large windows in the shops.
S2: We can see people holding hats and raincoats tightly in the streets.
S3: The windows broke.
S4: The pots fall down.
S5: The ships sank.
T: Please match the pictures and sentences.
S: d, e, b, f, c.
T: Read together.
T: A typhoon is very harmful. We’d better keep ourselves safe. What should we do
S1: We should lock windows.
S2: We should put tape on large windows.
S3: We should put flower pots inside our flats.
S4: We should stay at home.
Consolidation:
Finish the work on page 47
Grammar book page 43-46
Homework:
Recite the safety precautions for typhoonsModule 1 Garden City and neighbours
Unit 4 Work and play
1.Language learning objectives
1) Vocabulary: headache, stomach-ache, toothache, cold, fever, etc
2) Phrases: have a headache, have a cold, have a fever, have a sore throat, have toothache,
too many, to much, how often, do some revision, once a month, three times a day,
practice doing sth
Language points:
(1) Why do I always have a headache
You always have a headache because you watch too much television.
(2) How often does Danny do some revision
He does some revision once a month.
2.Teaching procedure
Step 1: 1) Check Think and write on page 13
2) Read Tommy target
3) Learn the songs on page 14
4) Learn the new words in unit 4
Step 2: 1) Sing the song on page 14
2) Review the phrase: have a headache, have a stomach-ache, etc. Look and learn
3) Play the recording: think and say
4) Use photocopiable page 9 and role play
5) Ask students to draw and write down different ways for keeping healthy.
Step 3: 1) Differentiate between indoor activities and outdoor activities, Read and match
2) Think of more indoor and outdoor activities
3) Practise the target the language in A Survey
4) Use photocopiable page 10 and complete a simple report and read
5) Use photecopiable page 11 and complete a simple report and read
6) Draw a bar chart
Step 4: 1) Sing the song “work and play”
2) Ask some student to read Danny’s timetable with books closed, then ask questions to check their understanding
3) Tell whether Danny’s timetable is a good timetable
4) Write a timetable for themselves
5) Work in pairs and compare their timetables with target language
6) Listening task: photocopiable page 93
Step 5: More oral practice
dialogues
all kinds of festivals
phonetics
The First Period
Think and write (page 13), work and play (page 14)
Pre- task preparation
1 Check the answer on page 13 and ask the student to read it.
2 Read Tommy target:
1) love sth., love doing sth., love to do sth.
like sth., like doing sth., like to do sth.
hate sth, hate doing sth, hate to do sth
enjoy doing sth
2 ).Would you like sth Yes, please. Yes, I would like some. / No, thanks.
Would you like to do sth Yes, I’d like to. / I’d like to, but…
3).I really like_____. I don’t like ________ very much.
Pay more attention to the positions of “really” and “ very much”.
4).I’d rather= I would rather
Pay more attention to I’d rather do sth
T: Do you have any questions about Unit 3 Let’s study Unit 4. First we will study a song.
( listen to the song and learn)
T: All work and no play makes Jack a dull boy. Do you know the meaning of this sentence
Can you always work
Can you always play
T: You should arrange your time correctly. Then you can work well and play happily.
Go through the new words on Page 15
a stomach-ache, a headache, toothache, a cold, a fever, a sore throat
T: What’s wrong with him
S: He has a headache.
Homework
1 Sing the song
2 Read and copy the new words
The Second Period
Look and learn (p15)
Pre-task preparation:
T: Please sing the song on page 14
T: Can you always play without work
S: No.
T: What do you like (enjoy, love)
S: I enjoy playing/ running/ music/ working.
T: Look, this man enjoy working. He always forgets to have lunch. What’s wrong with him
S: He has a stomach-ache. ( a headache, toothache, a cold, a fever, a sore throat)
Look at the slides and try to tell the meaning of the picture.
2) T: Please listen to the tape and repeat.
Look and learn.
Think and say
T: I am not healthy. Please tell me the reasons.
Why do I always have a headache (toothache, a cold, a fever, a sore throat)
S: You always have a headache because you watch too much television.
While-task procedure
1) T: Take out your photocopiable page 9. Five student in one group. Four are patients and one is Doctor Chen. Try to use your body language.
( Act out the dialogue)
2) T: You’ve done a good job. Can you find other reasons
S1: You always have a headache because you always sleep late.
S2: You always have a headache because you don’t have enouth water.
S3: You always have a stomach-ache because you have eaten too much ice-cream.
S4 : You always have a stomach-ache because you don’t eat breakfast.
S5: You always have toothache because you always forget to brush your teeth.
S 6: You always have a cold and a fever because you don’t wear enough clothes.
S 7: You always have a sore throat because you don’t wear enough clothes.
S 8: You always have a sore throat because you speak too much.
3) T: Do you always have a headache or toothache
S: Yes/ No.
T: Do you want to keep healthy How to keep healthy
S: I mustn’t watch too much television.
I must have enough exercise.
I mustn’t eat too many sweets and chocolates.
I must forget to have lunch.
I mustn’t eat too much spicy food.
3. Post-task activity: workbook page 7
4. Homework
1) Read and copy the phrases
2) Grammar book: page 12
3) Writing: How to keep healthy
The Third Period
Read and match (page 16)
Pre-task preparation:
Sing the song on page 14
Questions:
T: Are you healthy
S: Yes, I am. ( No, I’m not.)
T: How do you keep healthy
S: I mustn’t watch too much television.
S: I must have enough exercise.
S: I mustn’t eat too many sweets and chocolates.
S; I mustn’t forget to have lunch.
S; I mustn’t eat too much spicy food.
T: What’s wrong with you/ Why aren’t you healthy
S: I always have a headache.
T: Why
S: I always have a headache because I watch too much television.
T: You can always work, right.
If you want to keep healthy, doing exercise is very important. There are two kinds of activities. Indoor activities and activities.
Indoor activities are activities carried on inside a building.
Outdoor activities are activities carried on outside a building.
T: Playing basketball is an indoor activity or outdoor activity (making a model)
( playing basketball is used as a non phrase not a verb phrase)
S: An outdoor activity. ( an indoor activity)
T: Don’t look at your book. Listen to S1 to read the activities ( Read and match). You will tell us which are indoor activities or outdoor activities.
T: Can you think of more indoor and outdoor activities.
S1: Having a barbecue is one of outdoor activities.
S2: Playing tennis is one of indoor activities.
S3: Playing cards is ones of outdoor activities.
T: Please finish Read and match and we will have a check.
T: Now let’s do a survey. What’s your favourite indoor activity/ out activity.
( favourite = like… best)
S: My favourite indoor activity/ outdoor activity is………
T: Work in pairs , ask and answer.
(Act out the dialogue)
While-task procedure
T: A good job. Take out the photocopiable page 10. Six students in one group. One of the six students to complete one survey form. And then you will write down the other groups’ findings. Each group will completes a sampling report.
T: How many of my classmates like watching televison best
T: How many of my classmates like going to see a film best
Have a check and draw a bar chart.
Then finish photocopiable 11 about outdoor activites. ( If time is not enough, it can be finished after class)
Consolidation: Grammar book Page 13.
Homework:
Copy and remember the phrases
Finish photocopiable page 11
The Fourth Period
Read and say (page 17)
Pre-task preparation:
song the song on page 14
T: Every day, your parents work and you come to school to study. After school, you can
finish school and play. There are plenty of thing you do every day, right
This is Danny’s timetable. Who can read it
S: Do some revision once a month.
Watch television three times a day.
Practice swimming twice a year.
Help do the housework never
T: Thank you. Do you understand
Please answer my questions.
How often does Danny do some revision
S: He does some revision once a month.
T: How often does Danny watch television
S: He watched television three times a day.
T: How often does Danny practise swimming
S: He practices swimming twice a year.
T: How often does Danny help do the housework
S: He never helps do the housework.
T: What do you think of Danny’s timetable. He does some revision once a month. Is it enough
S: No.
T: He watches television three times a day. Does he have time to study
S: No.
T: What about practising swimming and help do the housework.
S: He doesn’t have enough exercise and he doesn’t do the housework, so he is not a good boy.
T: Is it a good timetable.
S: No.
While-task procedure
1)T: Danny’s timetable is not good. Think of a good timetable for yourself. page17.
T: How often do you do your homework / Don some revision/ help do the house work etc.
S1:…….
T: Now please finish your timetable.
2)T: Have you finished
S: Yes,.
T: Work in pairs. Make a dialogue using the target language.
S1 How often do you ……
S2. I …….. once a day. Etc
(Act out the dialogue.)
T: After one group finish the dialogue. Ask students one question Whose timetable is better
Tommy Target: read
Now listen: Photocopiable page 88
Post-task activity: workpage 8
Consolidation Grammar book page 14 and 15
Photocopiable pages 12,13,14,15
Homework:
1.Read and write and recite
2.Writing: My timetable
3.Review the festivals studied in 6BModule 4 Relationship
Unit 2. Our animal friends
1. Language learning objectives
1). Vocabulary: SPCA, inspector, kennel, clinic, booklet, society, prevention, cruelty, accident, care, care for, take care of, drown ect.
2).Phrases: SPCA, take care of, for example, talk to sb. About sth, look after, keep……. From danger, in danger, promise to do, raise money for, be kind to, in many ways, on the farms ect.
3).Language points:
Which one would you like
I prefer the black one.
(2) You must look after him well.
(3) Dogs lived with Early men in their cave. ( simple past tense)
(4) Dogs help blind people. ( simple present tense)
2. Teaching procedure:
Step 1: 1) Draw some pictures of pets and ask some questions
2) SPCA: Society for the Prevention of Cruelty to Animals
3) Play the recording: Read and write, then some ask some questions.
4) Complete the reporter for the SPCA
Step 2: 1) Review the word : SPCA
2) Play the recording: Talk and wirte. Then ask some questions.
3) Work in groups, have a discussion about the questions on page 68
4) Tell the answers and write down the answers
Step 3: 1) Ask the questions on page 68
Play the recording: Read and write.
Role-play the passage
Complete a questionnaire
Think of more ways to help the SPCA
Step 4: 1) Questions and teach words: Early man, lost people, blind people, aheep, hunt and guard
2) Look, read and match
3) Photocopiable page 53-54
The First Period
Read and write ( page 67)
Language learning activities
Draw some pictures on the black board: puppies, rabbits, kitten, birds.
Questions:
T: What is it
S: A dog/ a rabbit, a kitten or a bird.
T: A small dog means a puppy. A kitten means a small cat. If you keep them in your home., they are pets. Do you understand.
T: Do you have a pet at home
S1: No.
S2: Yes.
T: What’s it What’s his/her name What’s colour is he/ she Do you like it
S2: It’s a cat etc. Mimi. White.
T: How did you get him or her.
S2: My friend gave it to me.
S3: I found it on my way home. I took it to my home.
S4: He came to my home by himself.
T: Look at the words: SPCA. It means ‘Society for the Prevention of Cruelty to Animals’.
Please read after me. And tell us the Chinese meaning.
Play the recording: Read and write. Listen and read.
Questions:
T: Where did Ben and Kitty first meet Sam
S: They first met Sam at the SPCA kennels and it was in a big, clean cage with his mother and her puppies.
T: Which pet does Mr Li/ Mrs Li/ Ben / Kitty prefer
S: The black one./ The brown best. / The light brown. / The black and white one.
T: What colour is Sam
S: Black and white.
T: What must Ben and Kitty do if Sam is sick
S: They must bring him to our clinic if he is sick.
Read the story again. Then complete the report for the SPCA.
Check the answers.
Phrases:
look after sb = take care of sb = care for sb
Look after sb well= take good care of sb
I can look after my pet well.
If I am ill, my mother will take good care of me.
prefer
Prefer sth.
I prefer the light brown.
Prefer to do sth
I’d prefer to buy a cotton tablecloth.
Prefer A to B = like A better than B
I prefer football to basketball.
Prefer doing sth to doing th
I prefer playing football to playing basketball.
3) fun ----- uncountable nun
He is fun and he is a good friend.
What fun is it to go fishing.
They are a lot of fun.
Homework:
Read and copy
Workbook page 36
Grammar practice Book 7A pages 61-62
The Second Period
Talk and write ( page 68)
Pre-task preparation:
T: What is SPCA. Who can write the whole name on the blackboard.
T: Please read it .
Play the recording: Talk and write. Students listen and following their books.
Questions:
T: Where are the children in Picture 2
S: They are visiting the SPCA.
T: What does the SPCA do
S: The SPCA tries to keep animals from danger and protect them from some people and accidents.
While-task procedure:
Group work:
T: Four students in one group. Have a discussion about the questions on Page 68. If you think they are very difficult, you can find answers on page 69.
T: Are you ready Please tell us the answers.
T: Why are some animals in danger
S: Sometimes people do not look after animals. Sometimes people are cruel to animals. Sometimes animals drown or need a new home.
T: What do the SPCA inspectors do
S: They rescue animals and look after them and help them to find new homes.
T: How does the SPCA help animals to find new homes
S: People can go to the SPCA and choose a pet.
T: What must they do when they choose a new pet
S: They must promise to look after their new dog or cat well.
T: How does the SPCA look after sick animals
S: The SPCA has special clinics for sick animals. A vet takes care of sick animals.
T: You can ask more questions about SPCA.
Please write down all the answers and check.
Homework:
Read and copy
Workbook page 37
The Third Period
Read and write ( page 69 )
Pre-task preparation:
Do some revision: Ask the questions on page 68.
Play the recording: Read and write. Listen and read.
Role-play the passage in class.
T: Four in one group. One of you works as the narrator. Some of you try to play the roles of the poor dogs, cats and kittens.
( Act out the play)
Phrases:
care for animals
be cruel to
The enemies were cruel to the Chinese people.
be kind to
We are kind to each other.
promise to do sth
We promise not to pollute our earth.
raise money for…
We sometimes raise money for the poor people.
While-task procedure
Completer the questionnaire on Page 69 and talk about it.
Think of more ways to help the SPCA.
Homework:
Copy and read
Use some phrase to make some sentences
The Fourth Period
Look, read and match ( page 70)
Pre-task preparation
T: If we want to help animals, we can be a junior member of the SPCA. But animals can do a lot of things for us. Do you agree.
S: Yes.
T: What can a cat do for us
S: It can catch mice.
T: What can a dog for us
S: It can stay with us and play with us. We are happy.
T: Please read the words on the blackboard and try to find out their meanings.
Early man, lost people, blind people, sheep, hunt, and guard.
T: Please look at pictures and the passages below, please match them.
The answers are: 3, 2, 5, 1, 6 & 4.
T: Read the passages in the correct order.
While- task procedure
Phrases:
in many ways, hunt animals for food, help blind people, walk safely, guard the cave, keep the family from danger, on the farms
Look at pictures. Try to describe the pictures .
Homework:
Read and copy.
Grammar book: page 63-66Module 1 Garden City and neighbours
Unit 2 At the airport
1. Language learning objectives
Vocabulary: air ticket, amount, boarding card, checklist, departure, dollar, escalator ect
Phrases: a small amount of, a large number of, not too many, not too much, arrive in/at, leave for
Language points:
They will not come back until the end of the month.
There are plenty of shops at the airport.
Have you checked your passport yet
They have bought their air tickets already.
2. Teaching procedure
Step 1: Read about the characters’ visit to USA
T: Where is Los Angles
S1: It’s in the USA.
T: Have you ever been to Los Angeles
S2: No, I haven’t been to Los Angles yet.(show it in the map)
Step 2: Look at some flight information and talk about their holiday
(draw an air ticket)
1)T: What is it
S1: It’s an air ticket.
T: What do “Departure time” and “ Arrival time” mean
The time when a plane leave
The time when a plane get to the place finally
T: Where can we find the “departure time”
S2: a train ticket, a bus ticket, a ferry ticket
( Explain the information on the ticket to the students.)
2) T: What time will your plane leave for Los Angeles
S1: At eleven fifty in the morning.
T: How long does it take to travel to the airport
S2: It takes about an hour.
T: What time will this plane arrive in Los Angeles
S3: It will arrive in Los Angeles at………
3) T: Pay more attention to the small words. What do they mean What time will Mrs. Li get to the airport
S4: She must get to the airport before 9:50 am
4) Talk about our holiday
Step 3: 1. Match the signs with the descriptions
1) What does each sign mean
2) Draw the signs that can be seen at restaurants, shopping centres, supermarket, cinemas, swimming pools etc
2. Write a checklist for a holiday
T: You will go to Los Angeles. What do you need
S1: Food. Clothes, air ticket….
T: Food and clothes are enough but you can’t go to Los Angeles.
S2: A passport, a boarding card, a name tag…….
T: I am going to Australia . What things will I take How to ask the questions
S3: Have you got/ brought/bought……..yet
T: Answer the questions.
S4: Yes, we’ve already/just…….(No, we haven’t ……yet)
The First Period
Look and learn (p9)
Pre-task preparation:
Questions:
T: Where is Los Angles
S1: It’s in the USA.
( show it in the map)
T: Have you ever been to Los Angeles
S2: No, I haven’t been to Los Angles yet.
T: Do you want to go to Los Angeles
S3: Yes, I do.
T: If you go to Los Angeles, what will you need
S4: An air ticket, suitcases…….( Look and Learn)
While-task procedure
Look and read
T: Mrs. Li and grandma are going to Los Angeles.
Listen to the tape and answer the questions.
Questions:
Who are going to Los Angles
Mrs. Li and Grandma
Why will they go to Los Angeles
To see Aunt Judy and Uncle Mike.
How long have they lived in Los Angeles （remind students of the use of the present perfect tense in the passage）
For six years. ( tell the students that the use of the present perfect tense in the passage)
Have they ever been to Los Angles
No, they haven’t.
When will they come back
They will not come back until the end of the month.
What have they done
They have bought their air ticket/bought Aunt Judy many presents/bought plenty of T-shirts and several scarves/ bought some tea an dried mushroom……..
What haven’t they done
They haven’t packed their suitcases.
2) Answer true or false
Notice: (1) a small amount of & a large number of
e.g. I have only a small amount of money with me.
My cousin has got a large number of books.
Countable num: many, few, a few, a large number of, a great number of, etc
Uncountable num: much, little, a little, an amount of , huge amounts of, a great deal of
Both: a lot of , lots of, plenty of, some , any
(2) not too much & not too many
e.g. There is not too much milk in the glass.
There are not too many students in our class.
(3) the present perfect tense
Live-lived be-been buy-bought
do-done pack-packed get-got
Read passage again
Consolidation:
Grammar Practice Book 7A page 4
Homework:
recite the words and copy the words
read the text
The Second Lesson
Look ,read and think (p10)
Pre-task preparation:
1) Questions:
T: How long have you lived in Shanghai
S: Thirteen years.
T: You are going to Suzhou., How loung do you plan to stay there
S; We won’t come back until this Friday.
Look at some flight information and talk about their holiday
(draw an air ticket)
(1)T: What is it
S1: It’s an air ticket.
T: What do “Departure time” and “ Arrival time” mean
The time when a plane leave
The time when a plane get to the place finally
T: Where can we find the “departure time”
S2: a train ticket, a bus ticket, a ferry ticket
( Explain the information on the ticket to the students.)
(2) T: What time will your plane leave for Los Angeles
S1: At eleven fifty in the morning.
T: How long does it take to travel to the airport
S2: It takes about an hour.
T: What time will this plane arrive in Los Angeles
S3: It will arrive in Los Angeles at………
(3) T: Pay more attention to the small words. What do they mean What time will Mrs. Li get to the airport
S4: She must get to the airport before 9:50 am. ( try to explain according the information in the text)
(4) Talk about our holiday. ( Use the modeled sentences in Ask and answer)
2. While-task procedure
1) Distribute a copy of phoctcopiable page 6 to students. Fill in the missing information on the air tickets for Jimmy Chen and Lucy Tang.
2) To check the answers.
3. Post-task activity
T: You will go to Beijing to spent a holiday. Now please draw an air ticket for your trip.
4. Homework
1) Grammar practice Book 7A page 5
The Third Lesson
Look and match (p8) look and learn (p10)
1. Pre-task preparation:
1) Questions:
T: What time will your plane leave for Beijing
S: At ten forty.
T: What time must you get to the airport.
T: How long will you going to stay there
S: I won’ t come back here ……….
T: How long does it take to travel ……….
S: It takes ……….
2) Match the signs with the descriptions
(1) What does each sign mean
(2) Show more sign ( ask one student draw the pictures ahead of time)
3) Ok, we are going to board the plane. But we must finish. Listen to the tape.
Look and learn. Say and act.
Role play the conversation in class.
While-task activity
1) Distribute a copy of photocopiable page 7. Write a checklist for a holiday
T: You will go to Los Angeles. What do you need
S1: Food. Clothes, air ticket….
T: Food and clothes are enough but you can’t go to Los Angeles.
S2: A passport, a boarding card, a name tag…….
T: I am going to Australia . What things will I take How to ask the questions
S3: Have you got/ brought/bought……..yet
T: Answer the questions.
S4: Yes, we’ve already/just…….(No, we haven’t ……yet)
2) Act out the dialogue.
3. Post-task activity
1) workbook page 3 and 4
2) Grammar practice book 7A pages 6
The fourth lesson
Revision:
1. Using the present perfect tense to relate past events to the present.
Ask questions: (just, already, yet)
T: How long have you lived in Shanghai
S: I have lived in Shanghai for thirteen years.
T: How long have you been a student
S: I have been a student for six years.
T: This new term has begun. Let’s check the things for your study.
T: Have you ever bought/ brought/ packed a new school bag ( a new, pecil box, plenty of books, etc.)
S: No, I haven’t bought a new school bag.
2.Using “ be going to” or “will” to describe events that will occur quite soon
Ask questions:
T: Who are going to Los Angeles
S: Mrs Li and Gramma are going tto Los Angeles.
T: Who is going to drive Mrs Li and Grammar to the airport.
S: Mr Li.
T: What time will the plane leave for Los Angeles tomorrow
S: At eleven fifty.
T: All passengers must arrive at the airport two hours before the departure. What are they going to leave home
S: They will leave home before nine fifty.
T: Why
S: Because it takes about one hour to to travel to the airport.
T: How long are they going to stay there
S: They won’t come back until the end of the month.
They are going to stay there for two weeks.
Using adjectives to express quanties:
Countable noun: a few, few, only a few, many, not too many, a number of, a large number of
Uncoutable noun: a little, little, only a little, much, not too much, an amount of, amounts of, a small amount of ,
Both: a lot of, lots of, plenty of, some, any
T: please make some phrases
1)Use the phrase to make some phrases
Enjoy doing sth, love doing sth, like doing sth
Leave _____ for B _____
2) What does this sign mean
5.Homework
Grammar practice book 7A pages 7&8
教学后记：Module 4: Relationships
Unit 3. Friends from other countries
1. Teaching aims and demands:
1).Learn vocabulary and phrases:
(1) Vocabulary:
America, American, Australia, Australian, Britain, British, Canada, Canadian, Philippines, Filipino, Thailand, Thai, Hong Kong, India, Indian, Japan, Japanese, Italia, Italian, interet, language, male, female, nationality, pen-friend, sex, wish… etc
(2). Phrases:
an international city, most of the people, would like to be, favourite subject, family members,
know about, write to sb.. etc
2).Grammar:
1).Present perfect tense
2).Preposition: over, from, etc
3).Wh-- questions: What do… Which …have …
2. Teaching procedure:
Step 1. lead-in
1). Review the vocabulary:
2). Question:
Where are they from
What is your nationality
What language do you speak
Step 2. Look and read the text and answer some questions.
Step 3. Practice: Label the world map with the names of the countries you and your classmates have visited or read about. (p73)), and find out (p73)
Step 4. Oral Work: Read and say (p74) and Ask and answer (p76).
3. Consolidation
Complete Ben’s letter. Use the information in Ben’s list.
The first period
Look and read (p71)
Pre-task preparation:
1). Learn some new words
China, Chinese, Japan, Japanese, America, American, Australia, Australian, Britain, British,
Canada, Canadian, Thailand, Thai, the Philippines, Filipino…etc.
2). Question:
(1). Where are you from
I am from China.
(2). What’s your nationality
My nationality is Chinese
(3). What language do you speak
I speak Chinese.
2. While-task procedure
1).Listen and read the text and answer some questions:
(1). Which city is an international city in China
Hong Kong is an international city in China.
(2). Why do you think so
Because many people visit Hong Kong every year.
(3). It is a very crowded city in the south of China, isn’t it
Yes, it is.
(4). How many people live in Hong Kong
More than 6 million people live in it.
(5). Most of the people living in Hong Kong are Chinese, aren’t they
Yes, they are.
(6). Who else live in Hong Kong
Many people from other countries also live in Hong Kong.
(7). How many Filipinos live and work in Hong Kong
Over one hundred and twenty thousand Filipinos live and work in Hong Kong.
2). Now let’s look up this chart.
(1).What do we call people from the Philippines
We call them Filipinos
(2). What’s their nationality
Filipino
(3). How many Filipinos live in Hong Kong
Over one hundred and twenty-one thousand Filipinos live in Hong Kong.
Notice: Teach students how to read these numbers aloud, and how to pronounce the countries and nationalities correctly. Remind students that for some nationalities, there is no plural form.
3). More practice ( Read ask and answer p71)
3. Consolidation
1).Read the text and do some practice in pairs
2). Grammar Practice Book 7A page 67
The second period
Read (p72).
1. Pre-task preparation
Ask Ss to read and do more practice on p71 read, ask and answer .
2. While-task procedure
1).Play the recording: Read and make some surveys.
(1). Which countries have you visited or read about
S1. I have visited Thailand and read about Thailand. It is near China.
S2. I have visited America and read about America. It’s far away from China.
(2). What do you call people from Thailand
S1. We call them Thai.
S2. We call them American.
(3). What is their nationality
S1. Their nationality is Thai.
S2. Their nationality is American.
2). Let students make a survey. And find out what languages people speak in their countries. P73
3. Consolidation
1). Read p72 and talk about the countries what you have visited or read about.
2). Grammar Practice Book 7A page 68---69
The third period
Pre-task preparation
1. Let’s talk about the countries that you have visited or read about.
e.g. Which counties have you visited or read about
What do you call people from Canada
What language do they speak
2. Read and say p74
1). Play the recording and let students listen and follow in their books.
2).Questions:
(1). Have you a pen-friend
(2). Where does he live
(3). How old is he now
(4). How tall is he
(5). What does he look like
(6). Where does he study
(7). Which subjects does he like
(8). What is he good at
(9). What is his favourite food
(10 ).Do you often write to each other
3). Here’s a list of pen-friends from many different countries. Please write something about it.
And complete Ben’s letter using the information in Ben’s list. (p75)
Consolidation
1). Grammar Practice Book 7A p70
2). Workbook p39
.The fourth period
More oral practice p76
1. Read and answer the following questions.
1). Where will you take your friends to
2). When will you take thwm there
3). Where is the place
4). How far is it from your home
5). How are you going to get there
6). How long does it take by bus
2. Write and talk
3. Listen and read.p77Module 1: Garden City and its neighbours
Unit 3. The Dragon Boat Festival
1. Teaching aims and demands:
1).Learn vocabulary and phrases:
(1) Vocabulary:
advice, battle, cookie, emperor, poem. poet, celebrate, lunar.
(2). Phrases:
the Dragon Boat Festival, on the fifth day of the fifth lunar month, be good at,
lose a battle, around two thousand years ago, jump into a river, give advice to sb.
take one’s advice.
2). Grammar:
1). but (conj),
2). with, without (prep)
3). Simple past tense.
3). Language points:
(1) Would you like ……. 2). would rather…
2. Teaching procedure:
Step 1. Lead-in
Ask Ss what they like to do and eat to celebrate the Dragon Boat Festival. Encourage students to talk about this festival.
T: “What do you usually do and eat to celebrate the Dragon Boat Festival ”
S1: We usually eat rice dumpling to celebrate the Dragon Boat Festival.
S2: People usually have Dragon Boat races to celebrate the Dragon Boat Festival.
T: What so you like better, a salty rice dumpling or a sweet rice dumpling
S1: I like to eat a salty rice dumpling.
S2: I like to eat a sweet rice dumpling.
T: Why do we celebrate the Dragon Boat Festival
Step 2. Presentation
This section aims at providing Ss with opportunities to practice the language, vocabulary needed or become familiar with the background “About Qu-yuan”
1.Review and introduce new vocabulary items on p10.
2.Ask Ss to listen and follow in their books
3.Point at some pictures and ask some questions.
Step 3. Practice
1).Students work in groups. Distribute a copy of photocopiable page 10 to each ground.
2).Discuss and find out Why we celebrate the Dragon Boat Festival.
3). Talk about a famous poet, Qu-yuan
3. Consolidation
1). Workbook page 7A page 5--6
2). Grammar Practice Book 7A page 9--11
The first period
Look and learn (p10)
1. Pre-task preparation:
Question:
1).Do you know about the Dragon Boat Festival
Yes, I do.
2). What do people usually eat on the day
People usually eat sweet rice dumplings and salty rice dumplings on the day.
3). Do you like eating sweet rice dumplings or salty rice dumplings
I like eating ……..
2. While-task procedure:
1). Play the recording and ask Ss listen and follow in their books..
2). Play the recording again, Ss listen and repeat.
3) According to the listening, answer the following questions.
(1). What day is the Dragon Boat Festival
It is on the fifth day of the fifth lunar month.
(2). What do people usually eat on the day
They usually eat rice dumplings.
(3). Which dumplings do you like better, sweet rice dumplings or salt rice dumplings
I like eating ……
(4) Do you hate the sweet rice dumplings
Yes. (No)
(5).Do you love eating the salt rice dumplings with meat
Yes. (No).
(6). What about you
I like eating the salt rice dumplings with green beans.
(7). Do you love the sweet rice dumplings with red beans
Yes. (No )
(8). By the way, What do people also do to celebrate this festival
They also have Dragon Boat races to celebrate this festival.
(9).Where can you see Dragon Boat races
I can see Dragon Boat races in my hometown.
4). Let students pair up to talk about the rice dumplings they like.
3. Post-task activity
1).Ask individuals to read their reports to the class.
2). Practice some questions
3). Have Ss complete the survey form in Circle and Write by circling and writing down what they have discussed with their partners.
4. consolidation
1. Workbook page 5
2. Grammar Practice Book page 9 and 10
3. Copy some new words.
Second Period
Look and read (p11)
Pre-task preparation:
1). Give Ss some time to practice “ Like or Dislike” according to p10
2). Talk about “Qu-yuan”
2. While-task procedure:
1). Play the recording: Look and read. Ss listen and follow in their books and remind them of the use of the past tense in the story.
2). Go over the verbs in the past tense with Ss. And ask the more able students to speak out and spell if possible, the corresponding verbs in their present tense form.
3).Answer some questions according to the passage.
(1).When was Qu-yuan born
He was born around two thousand years ago.
(2). What was his job
His job was to give advice to the emperor.
(3). Did emeror always take his advice
Yes, he did.
(4). Did the new emperor like listening to Qu-yuan
No, he didn’t.
(5). What about Qu-yuan at last
He finally lost his job.
(6). What was Qu-yuan good at
He was good at writing poems.
(7). What did he become later
He became a famous poet.
(8). How was he
He was always sad.
(9). Why was he sad
Because the new emperor did not take his advice and country lost a battle.
(10).How did he die
He jumped into a river and died.
(11).What day was it that in that year
It was the fifth day of the fifth lunar month in that year.
(12).What do people do to celebrate this festival
Nowadays, people eat rice dumplings and have Dragon Boat races to celebrate this
festival.
4).Phrases:
(1). be good at = be interested in, do well in , like…
e.g. My sister is good at English.
(2). lose a battle
e.g. Finally, the Japanese army lost a battle.
(3). give advice to sb.
e.g. My class teacher often gives advice to me..
(4). take one’s advice.
e.g. I always take our teachers’ advice.
3. Post-task activity:
1). Read the write.
2). Talk about Qu-yuan.
3). Make sentences
be good at, give advice to sb., take one’s advice, too many, too much.
Third Period
Look and say (p12)
1. Pre-task preparation
1). Read the text on page 11 .
2). Talk about Qu-yuan paying attention to the use of different tenses.
3). Ask the more able students to answer the questions orally.
2. While-task procedure;
1).Ask some Ss to write some vocabulary items for food and drinks on
the blackboard:
Food: pizza, pancake, cookies, biscuits, sandwich, hamburger,…
Drink: lemonade, 7-up, water, tea, coffee, milk, fruit juice,….
2).Show the pictures or photos of Chinese pudding, Christmas pudding,
rice dumpling, mooncake.
3). Go over above words and use modals to make an offer.
Would you like….
Yes,please. I really like ….
( No, thanks I don’t like….very much. I’d rather have ….)
Note: (1).The modal ‘would’ is used to make an offer in this context.
(2). Remind Ss that this expression is used to accept offers.
(3). Remind Ss that this expression is used to decline offers politely.
4). In pairs, talk about what you would like to eat.
3. Consolidation:
1). Think and write page 13
Write s letter to your pen-friend about the dragon Boat Festival.
2). Workbook page 6
3). Grammar Practice Book page 11
教后记：