高中教案教案

Unit4HesaidIwashardworking教案。

教案課件是老師需要精心準(zhǔn)備的，到寫教案課件的時(shí)候了。在寫好了教案課件計(jì)劃后，才能夠使以后的工作更有目標(biāo)性！有沒有好的范文是適合教案課件？以下是小編收集整理的“Unit4HesaidIwashardworking教案”，希望能為您提供更多的參考。

Unit4HesaidIwashardworking教案2

Teachinggoals:

1.Vocabulary:hard-working,reportcard,candobetter,speaking,listening,average,surprise.

2.Patterns:Whatdidyourmathteachersay?

Hesaidhecouldspeakthreelanguages.

3.直接引語和間接引語的轉(zhuǎn)換。

4.寫成績報(bào)告單，并能將自己的成績報(bào)告給他人。

Importantanddifficultpoints:

1.新的詞匯和習(xí)語。

2.個(gè)人Reportcard的寫作。

3.直接引語轉(zhuǎn)換間接引語中，注意一些關(guān)鍵動(dòng)詞的變化和人稱代詞的變化。

Teachingaids:teachingcards,picturesandataperecorder.

Period1

Teachingcontents:SectionA1a,1b,1c,2a,2b,2c,Grammarfocus.

Teachingprocedures:

Step1Leadingin

AskseveralSswhattheyaregoingtodoafterschool.WritetheirsentencesontheBb.

Step2Pre-task

Say,TheseSstalkaboutwhattheyaregoingtodoafterschool,ifyouwanttotellafriendwhattheysaid,howwouldyoutellhim?

Writethewords“Hesaid”and“Shesaid”ontheBb.Say,Wecanusethewords“Hesaid”and“Shesaid”totellyourfriendlikethis:He/Shesaidhe/shewasgoingtoplaybasketballafterschool.GettheSstorepeat.

RepeatthisprocesswiththeothersentencesontheBb.

Step3While-task

SBPage26,1a.

1.Askastudenttoreadthefourquestions.

2.pointouttheTVscreensinthepicture.Askonestudenttoreadwhatthepersonsaysinthefirstpicture.Thenaskanotherstudent:Whatdidshe/hesay?Helptoanswer:She/Hesaidshe/hewashavingasurprisepartyforLanaonFridaynight.

3.Repeatwiththeotherpictures.

SBPage26,1c.Pairwork.FirstSsworkinpairs,thenasksomepairstopresenttheirdialoguestotheclass.

SBPage26,1b.Playtherecordingandcorrecttheanswers.

Step4Post-task

SBPage27,2a2b.

1.AskseveralSstoreadthesesentences.

2.Playtherecording.Sscircletheiranswer.

3.Checktheanswers.

Step5GrammarFocus

1.ReviewthegrammarboxbyaskSstosaythestatements.

2.Explain:Ineachcase,thedirectspeechtalksaboutpresentsituationsandthereportedspeechtalksaboutpastsituations.

Step6Homework

用she/hesaid將直接引語改為間接引語。

1.Iamaclevergirl.2.Iamhavinglunchatschool.

3.Icandancewell.4.Iplayfootballeveryday.

5.Idon’tlikemyyoungerbrother.

教學(xué)后記:

Period2

Teachingcontents:SectionA3a,3b,4,SectionB2a,2b,2c.

Teachingprocedures:

Step1Leadingin

Checkthehomework.Askseveralstudentstoreadtheirsentencestotheclass.

Step2Pre-task

SBPage28,3a.

1.Readthearticletotheclass.

2.AskSstofillintheblanksontheirown.

3.Correcttheanswers.

SBPage28,Part4.Ssworkingroupsoffourtocompletetheroleplays.AskafewSstoshowtheirroleplaystotheclass.

Step3While-task

SBPage29,1a.

1.Readthesentencestotheclassandteachnewwords.ThenaskSstocheckthesentencesthataretrueforthemselves.

2.AskonestudenttoreadeachsentencetotheclassandaskSstoraisetheirhandsiftheycheckedthatanswer.

SBPage29,2a2b.

1.ReadtheinstructionstoSs.Makesuretheyknowwhattodo.

2.Playtherecordingtwoorthreetimes.Correcttheanswers.

Step4Post-task

SBPage29,2c.

Pairwork.Inpairs,getSstochooseareportcardfromactivity2btotalkabout.Thenasksomepairstopresenttheirdialogues.

Step5Homework

SBPage28,3b.AskSstowriteanythingtheywant.

教學(xué)后記:

Period3

Teachingcontents:SectionB3a,3b,3c,4,selfcheck.

Teachingprocedures:

Step1Leadingin

Checkthehomework.Askseveralstudentstoreadtheirepisodestotheclass.

Step2Pre-task

SBPage30,3a.

1.ReadtheinstructionsandaskSstoreadtheletterontheirownandwriteAlan’snameonhisreportinactivity2b.

2.Correcttheanswer.

SBPage30,3b.

1.GetSstousetheinformationfromactivity2btowritealettertoarelativeorafriendabouttheirreportcards.

2.Askastudenttoreadhisorhercompletedlettertotheclass.Orallycorrectanymistakes.

Step3While-task

SBPage30,3c.AskSstowritetheirownreportcards.WhileSswork,walkaroundandofferassistanceifnecessary.

SBPage30,Part4.

1.GetSstomakeuptheirteacherscomments.

2.Pairwork.Inpairs,talkabouttheirreportcards.

3.Askseveralpairstosharetheirconversations.

Step4Post-task

SBPage31,Selfcheck,Part1.

1.AskSstofillintheblanksontheirown.

2.Correcttheanswers.

3.HaveSsmakesentenceswiththewords.

SBPage31,Selfcheck,Part2.

1.AskSstoreadthestory.

2.Inpairs,haveSstomakeconversationsaccordingtothestory.

3.AsksomeSstosharetheirconversationswiththeclass.

Step5Homework

Askstudentstowritetheirconversationsontheirexercisebooks.

教學(xué)后記:

Period4

Teachingcontents:Reading:Shesaidhelpingotherschangedherlife.

Teachingprocedures:

Step1Leadingin

AskSstothinkofpeoplewhoneedhelpandwritesomeideas.Thendiscusswiththeirpartner.

Step2Pre-task

SBPage32,Section2.

1.HaveSsreadthepassagefirstformeaning.

2.AskSstoreaditagainandfillintheblanks.

3.Checktheanswers.

Step3While-task

SBPage33,Section3,3a.

1.AskSstoreadthroughagaintofindtherelevantinformationforYangLei’sstudents.

2.AskSstocompletetheinformationunder“you”,sayingwhatistruefortheirownlives.

3.HaveSsdiscusstheiranswerswiththeirpartner.

SBPage33,Section3,3b.Inpairs,askandanswerthequestions.

SBPage33,Section3,3c.HaveSswriteasummaryofthereadingandsharethesummariesingroupsoffive.

Step4Post-task

SBPage33,Section4.

1.Haveaclassdiscussionabouttheworkeachorganizationdoes.

2.AsksomeSstosaywhichorganizationtheywouldliketoworkforandwhy.

Step5Homework

Writethesummaryofthereadingontheirexercisebooks.

教學(xué)后記:

擴(kuò)展閱讀

HesaidIwashardworking教案

八年級（下）英語學(xué)案第24課時(shí)

:Unit4Revision

：littleknowledgeisadangerousthing.一知半解，自欺欺人。

：

（一）知識目標(biāo)：1、Masterwords、phasesandsentences.

2、Whatdidshesay?Shesaidshecouldspeakthreelanguages……

（二）能力目標(biāo)：培養(yǎng)運(yùn)用間接引語來引述別人所講的話的能力。

（三）情感目標(biāo)：

通過本單元學(xué)習(xí)，培養(yǎng)自我評價(jià)意識和能力，改進(jìn)不足，爭取全面進(jìn)步。

】直接引語變間接引語.

:根據(jù)句意及提示寫出各句中所缺單詞的正確形式。

1.Shesaidshewashavingas_________partyforLana.

2.Sallyborrowedmyjacket,butshedidn’tr________ittome.

3.IthinkI’lldob________thanlastyear.

4.Don’tc______others’homework.Youshoulddoityourself.

5.Pleasegiveyourr_______cardtoyourparents.

6.Marciasaidshe__________madatme__________.（不再）

7.We______________________________（應(yīng)該）helpeachother.

8．Ialways____________________（感覺緊張）whenIgettheenvelopefromschool.

9.Whathesaidisn’t__________（真實(shí)的）.

10.IsaidIwas__________（努力的）.

用所給詞的適當(dāng)形式填空。

1.Hesaidhe__________(can)doitbetter.

2.What__________news!Weareall__________tohearit.(disappoint)

3.Wewere__________atthe__________result.(amaze)

4.__________(lucky),hedidn’tcatchtheearlybus.

5.Heissupposed__________(come)backhomeby10:00p.m.

6.Mothertoldmethesun__________(go)downinthewest.

7.Shesaidthey__________(willnot)totherebybus.

8.Whendidyoustart__________(skate)?

9.Wemadeadecision__________(volunteer)inwestChina.

單項(xiàng)選擇

1.I’matMary’shouse________ahomeworkproject.

A.workonB.workingonC.workD.working

2.Ihopeallofyouareingood__________.

A.healthyB.healthierC.healthD.morehealthy

3.Pleasepass__________themessagetoyoursister.

A.atB.forC.inD.on

4.Iwas__________enoughtogethisautograph.

A.luckilyB.luckyC.unluckyD.unluckily

5.Iwon’tworkforhim__________.

A.anymoreB.nomoreC.nolongerD.somemore

6.Youmustn’tforget__________yourhomework.whenyoucomeheretomorrow.

A.bringB.tobringC.takeD.totake

7.Iwon’t__________comeheresoearly.

A.beabletoB.amabletoC.canD.could

8.TVandcomputerscan_________oureyestotheoutsideworld.

A.startwithB.openupC.turnupD.takeup

9.Idontthinkitsgoodtocopyothershomework.Youshould_________it.

A.getoverB.getonC.getupD.getoff

10.Hervillagewas2,000metres__________sealevel.

A.onB.overC.aboveD.under

11.Hervoice__________verysweet.

A.hearsB.listensC.soundsD.feels

用方框中所給詞的正確形式填空：

bemadatbesupposedtoingoodhealthpass...messagedowellingetoversurpriseparty

1.Shesaidshewashavinga____________forMaryonSaturdayevening.

2.Theoldman_________________hisson.

3.Bytheway,______this_____toothers.

4.We________________finishtheworkthismorning.

5.I__________________mathsthanEnglish.

6.Grandpawasill.Wehopeheis_______________.

7.I’msureshewould____________anydifficulty.

滿分10分得分__________

1.MyfriendLiliisb__________atEnglishthanMath.

2.ShetoldAnnashewasgoingtohaveas__________partyforher.

3.Heisnotathome.CanItakeam___________foryou?

4.Thevolunteerwantstogivechildrenagoods_________andagoodi__________in

theirlives.

5.I__________(have)astrange____________(經(jīng)歷)lastweek.

6.Hedidn’tknowwhatwas____________(發(fā)生)outside.

7.Mr.Wang’sstudentsaregoodatEnglishandtheyare_________________(勤勉的).

8.___________(幸運(yùn)地),hepassedthemathexamthistimeandhewasveryhappy.

9.Themanwas__________________(被期望)tolearnharder.

10.Mygrandpalivesina________________(鄉(xiāng)村)

Homework同義句轉(zhuǎn)換：

1.I’mgoodatspeakingJapanese.

Ican__________________speakingJapanese.

2.Heisverywell.Heis___________________.

3.Don’tbeangrywithyourson.Ithinkhecandobetternexttime.

Don’t__________________yourson.Ithinkhecandobetternexttime.

書面表達(dá)（15分）

書面表達(dá)。根據(jù)所提供信息介紹一下Anna，不少于60個(gè)單詞。

Anna是一個(gè)學(xué)習(xí)努力的女孩。她的語文、英語和物理都很好，但數(shù)學(xué)不好。她認(rèn)為數(shù)學(xué)沒意思，但她說她也想學(xué)好數(shù)學(xué)。她說她會(huì)在老師的幫助下更加努力，盡量提高數(shù)學(xué)成績。

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________

HesaidIwashardworking

Unit4HesaidIwashard-working.

1.TeachingAimsandDemands

(1)KnowledgeObject

Inthisunitstudentslearntoreportwhatsomeonesaid.

(2)AbilityObjects

Toimprovestudents’abilitiesoflistening,speaking,readingandwriting.

Toimprovestudents’abilityofcommunication.

Toimprovestudents’abilityofintegratingskills.

(3)SensibilityandValue

Toenabletocooperatewithotherstudents,helpeachothertocompletethetaskstogether.

Tobeabletoexpressone’sfeelinginEnglish.

2.TeachingKeyPoint

Tomasterthekeyvocabularyandthetargetlanguageinthisunit.

3.TeachingDifficulty

Totrainstudentshowtousethetargetlanguagebyreadingandwriting.

4.StudyingWay

Toteachstudentshowtolistenforkeywords.

5.LanguageFunction

Reportwhatsomeonesaid.

6.TargetLanguage

—Whatdidyourmathteachersay?

—HesaidIwashard-working.

—Icanspeakthreelanguages.

—Whatdidshesay?

—Shesaidshecouldspeakthreelanguages.

7.Structures

Reportedspeech.

Simplepasttense.

Canforability.

8.Vocabulary

hard-working;surprise;party;report;card;speaking;listening;average;OK

9.Recycling

soapopera;house;drinks;snacks;lazy;beach;tomorrow;math;Spanish;history;science

Why...Ican...

good;Friday;Saturday

10.LearningStrategies

Listeningforkeywords.

Self-evaluating.

11.TeachingTime

Sevenperiods.

TheFirstPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)Keyvocabulary

report;surprise;party;bemadat

(2)Targetlanguage

—WhatdidMarciasay?

—ShesaidshewashavingasurprisepartyforLanaonFridaynight.

Groupwork

(3)Listeningpractice

(4)Speakingpractice

2.AbilityObjects

Totrainstudents’abilityoflisteningandspeaking.

3.SensibilityandValue

Tohelpstudentsrealizetheimportanceofcooperation.

Toraisestudents’interestinlearningEnglish.

Ⅱ.TeachingKeyPoints

Keyvocabulary.

Targetlanguage.

Ⅲ.TeachingDifficulties

Groupwork.

Speakingpractice.

Ⅳ.TeachingMethods

Listeningandspeakingmethods.

Cooperatingmethod.

Talkingmethods.

Communicativeapproach.

Ⅴ.TeachingAids

Ataperecorder.

Aprojector.

Ⅵ.TeachingProcedures

InstructionalDesign

ModificationandRemarks

StepⅠ

Greettheclassandcheckthehomework.

StepⅡ

Showthenewwordsonthescreenandlearnthenewwords.Firstaskstudentsread.Correctthepronunciation.

Readthenewwordstostudentsandaskthemtorepeatthenewwords.

StepⅢSectionA

Askfourorfivestudentstositinarowinthefrontoftheroom.Askeachofthestudentswhattheyaregoingtodoafterschool.［T=Teacher,S=Student］

T:Whatareyougoingtodoafterschool?

S1:I’mgoinghome.

T:OK.Andwhatareyougoingtodo?

S2:I’mgoingtodomyhomework.

ThenwritethewordsHesaidandShesaidontheboard.

T:Thesestudentstalkedaboutwhattheyaregoingtodoafterschool.Howwouldyoutellafriendinanotherclasswhateachstudentsaid?CanyouusethewordsHesaidorShesaid?WhatdidSarahsay?

S2:Shesaid,“Iamgoinghomeafterschool.”

T:That’scorrect.Thewordsshesaidwere,“Iamgoinghomeafterschool.”Butwhenwetellsomeoneelsethesewordswesometimessayitthisway:Shesaidshewasgoinghomeafterschool.Classrepeat.Shesaidshewasgoinghomeafterschool.

Ss:Shesaidshewasgoinghomeafterschool.

Repeatthisprocesswiththesentencesofseveralotherstudents.Thenwritethesetwosentencesontheboardoneundertheother:Iamgoinghomeafterschool.Shesaidshewasgoinghomeafterschool.Circlethewordsgoinghomeafterschoolinbothsentences.Pointtowhatisleftandsay,Inthisunitwe’regoingtolearntousewordslikethistoreportwhatsomeonesaid.

StepⅣ1aGroupwork

Thisactivityintroducessomekeyvocabularyandprovidesoralpracticeusingthetargetlanguage.

Firstaskastudenttoreadthefourquestionsinthebox.

S:Whatisasoapopera?

Doyoueverwatchsoapoperas?

Whataresomesoapoperasyouknow?

Whataresomethingsthathappenonsoapoperas?

Thenwritethewordssoapoperaontheboard.Explainwhatasoapoperais.

(AsoapoperaisaTVshowthatisoneverydayandthatshowsthegoodthingsandthebadthingsthathappentoagroupoffriendsandfamilymembers.)

Forexample,ILoveMyFamily.

EncouragestudentstosaysomesoapoperasinEnglishorinChinese.

PointtotheTVscreensinthepicture.AskonestudenttoreadwhatMarcia(theblondwomanontheTVscreen)saysinthefirstpicture:I’mhavingasurprisepartyforLanaonFridaynight.ThenaskotherstudentstoreadwhatthegirlswatchingTVsay:WhatdidMarciasay?ShesaidshewashavingasurprisepartyforLanaonFridaynight.

PointtotheotherTVscreensinthepictureandhaveotherstudentsreadthewordsinthoseTVscreens.

S:I’mmadatMarcia.

I’mnotgoingtoherhouseonFridaynight.

Lanathinksshe’scomingtomyhousetostudy.

T:Now,answerthesequestionsandtalkaboutsomesoapoperas.(Pointtothefourquestionsinthebox.)

Helpstudentsformsmallgroups.Studentsbegintotalkaboutthequestions.

Focusontheideasthestudentsaretalkingabout.Whenastudentstartstotellwhatanotherstudentsaid,helpthatstudentmakeasentence,suchas:Annasaidshedidn’twatchsoapoperas.Billsaidpeoplegetmadatsoapoperas.

StepⅤ1b

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

AskstudentstolookatthepicturesinActivity1a.Listenandnumberthestatementsinthepicture.

Thenplaytherecordingforstudentsthefirsttime.Thistimestudentsonlylisten.

Playitasecondtime.Studentswritethenumbers1through4infrontofthepictures.

Correcttheanswers.

Answers

TheTVscreensshouldbenumberedinthisorder:

1342

StepⅥ1c

Activity1cprovidesguidedoralpracticeusingthetargetlanguage.

Firstasktwostudentstoreadtheexampleinthesampledialogue.

Sa:Whatdidshesay?

Sb:ShesaidshewashavingasurprisepartyforLanaonFridaynight.

T:Nowworkwithyourpartner.AskandanswerquestionsabouteachpictureinActivity1a.

Thenaskseveralpairsofstudentstosayaquestionandanswertotheclass.

StepⅦSummary

Thisclasswe’velearnedwhatasoapoperaisandalsowe’velearnedthetargetlanguage.

StepⅧHomework

Pleasewriteashortsoapoperascene.Youcandothehomeworkinagroupoffour.Youcanusethenamesofthecharactersinthebookifyoulike.

NextclassI’llasksomeofyoutosaysomethingaboutyourclasssoapoperaindialogueform.Clear?

OK.Forexample,(Showsomeexamplesonthescreen)

TheSecondPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)Keyvocabulary

tell;told;anymore;wouldn’t

(2)Targetlanguage

BentoldLanathatMarciawasgoingtohaveasurprisepartyforher.

LanasaidshewouldgotoMarcia’shouseonFridaynight.

Lanasaidshewasn’tmadatMarciaanymore.

(3)Listeningpractice

Pairwork

(4)Grammarfocus

2.AbilityObjects

Totrainstudents’listeningandspeakingability.

Totraincommunicativecompetenceofstudents.

3.SensibilityandValue

TobeinterestedincommunicatinginEnglish.

Ⅱ.TeachingKeyPoints

Keyvocabulary.

Targetlanguage.

Listeningpractice.

Ⅲ.TeachingDifficulties

Oralpractice.

Grammarfocus.

Ⅳ.TeachingMethods

Listeningandspeakingmethods.

Oralpracticemethod.

Inductivemethod.

Ⅴ.TeachingAids

Arecorder.

Aprojector.

Ⅵ.TeachingProcedures

InstructionalDesign

ModificationandRemarks

StepⅠ

Greettheclassasusualandcheckthehomework.

Firstaskstudentstoshowtheirshortsoapoperascene.Thenaskthestudentstosaythreeorfourproblemsorotherstatementsindialogueform.

StepⅡ

Showthenewwordsonthescreenandlearnthenewwords.

StepⅢ2a

Thisactivityprovideslisteningpracticeusingthetargetlanguage.

Firstaskfivestudentstoreadthesentencestotheclass.

Sa:BentoldLanathatMarciawasgoingtohaveasurprisepartyforher.

Sb:LanasaidshewasnotmadatMarciaanymore.

Sc:Lanasaidthatshewouldn’tgotoMarcia’shouseonFridaynight.

Sd:Marciacalledeveryoneandtoldthemshewasn’tgoingtohavetheparty.

Se:LanatoldMarciashewouldbringsomebookstoherhouseonFridaynight.

ThentellstudentstheywillhearaconversationbetweentwopeoplewhoaretalkingaboutasoapoperaonTV.Getstudentstocircletrueorfalseaftereachstatement.

Playtherecordingforstudents.Studentscircletheiranswers.

Checktheanswerswiththewholeclass.

Answers

1.true2.true3.false4.true5.false

Tapescript

A:Didyousee“YoungLives”lastnight?

B:No,whathappened?

A:Well,BentoldLanathatMarciawasgoingtohaveasurprisepartyforher.

B:Really?WhatdidLanasay?

A:Well,Lanawasveryexcited.LanatoldBenthatshewasn’tmadatMarciaanymore,andthatshewouldgotoMarcia’shouseonFridaynightafterall.

B:Oh.Thenwhat?

A:Marciacalledeveryoneandtoldthemshewasn’tgoingtohavetheparty.

B:Oh,no!

A:Yeah,thenLanacalledMarciaandtoldherthatshecouldbringsomedrinksandsnackstoherhouseonFridaynight.

B:Ohwow...andwhatdidMarciasay?

A:ShetoldLanashewouldbeglad....

StepⅣ2b

Activity2bprovideslisteningpracticeusingthetargetlanguage.

Firstaskstudentstolookatthespeechbubbleandtellthemtheyaregoingtocircletheactualwordspeopleinthesoapoperasaid.Thesearethewordstheactorinthesoapoperasaid.

Thenplaytherecording.Askstudentstocirclethecorrectwordofthetwochoicesineachspeechbubble.

Correcttheanswers.

Answers

1.is2.am3.will4.am5.will

StepⅤ2c

Activity2cprovidesguidedoralpracticeusingthetargetlanguage.

Inthisactivityaskstudentshaveaconversationaboutlastnight’sepisodeof“YoungLives”.

FirstaskfivestudentstoreadthesentencesinActivity2b.

Thenpointtothesampledialogueandasktwostudentstoreadittotheclass.

Havestudentsworkinpairs.Astheyaskandanswerthequestions,movearoundtheroomcheckingtheirwork.

Attheendchecktheanswersbycallingondifferentpairstodoonequestionandanswereach.

StepⅥGrammarFocus

Showthegrammarboxonthescreen.

Reviewthegrammarboxandaskstudentstosaythestatements.

Askstudentstolookatthegrammarboxonthescreenandaskthemwhatisthesameandwhatisdifferentaboutthewordsusedineachpairofsentences.

T:Whatisthesameaboutamandwas?

S:Theyhavealmostthesamemeaning.TheytalkaboutLana’sfeeling.(Helpstudentstoanswerthequestion.)

T:What’sdifferentaboutamandwas?

S:(Helpstudentsanswer)Amtalksaboutapresentsituationandwastalksaboutapastsituation.

Repeatthediscussionforotherpairsofsentences.Ineachcase,thedirectspeechtalksaboutpresentsituationandthereportedspeechtalksaboutpastsituation.

Askstudentstotellwhatisspecialaboutreportedspeech.Helpstudentsmakeastatementlikethis:Whenyoureportaboutwhatsomeonesaid,youusewordsthattalkaboutthepast.

StepⅦOptionalActivity

Askstudentstoactoutthesituationshowninthepictures.ThreestudentspretendtobeBen,Marcia,andLana.DrawalargeTVscreenontheboardandhavethesethreestudentssitinfrontofit.TwootherstudentspretendtobethetwogirlswatchingthesoapoperaonTV.Theycansitonthefloor.AskthesoapoperacharacterstoreadalinefromActivity2b.Thenhaveoneofthegirlsreportwhatthatactorsaid.RepeatforallfivepicturesinActivity2b.

StepⅧSummary

Thisclasswe’velearnedtoreportwhatsomeonesaid.Ihopeyoucanhavemorepracticeafterclass.

StepⅨHomework

Watchapopularsoapoperaforafewdaysandreporttotheclassonwhathappened.Ifyoucan’twatchityourselves,askyourclassmatestotalktoafriendorfamilymemberwhowatchedit.Youmusttakenoteseachdayaboutthreeorfourimportantthingsthathappened.Youcanwriteyoursentencesliketheseforyourreports:OnMondayKimsaidthat...andonTuesdayMarysaidthat...(Writethesentenceontheboard)AndnextclassorinafewdaysI’llaskyoutoreadyourreportstotheclass.Andotherstudentswhowatcheditcanaddotherthingsusingreportedspeechstatements.

教后記：

TheThirdPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)Keyvocabulary

firstofall;however;passon;message;besupposedto

(2)Targetlanguage

Firstofall,MarciatoldBenshewashavingasurprisepartyforLana.

(3)Writingpractice

Groupwork

2.AbilityObjects

Totrainstudents’abilityofreadingandwriting.

Totrainstudents’abilityofcommunication.

3.SensibilityandValue

Toenabletoaskforhelpwhenhavingdifficultiesinlearning.

TobeinterestedintakingpartinactivitiesinanEnglishclass.

Ⅱ.TeachingKeyPoints

Keyvocabulary.

Targetlanguage.

Ⅲ.TeachingDifficulties

Writingpractice.

Groupwork.

Ⅳ.TeachingMethods

Readingandwritingmethods.

Roleplaymethod.

Ⅴ.TeachingAids

Aprojector.

Roleplaycards.

Ⅵ.TeachingProcedures

InstructionalDesign

ModificationandRemarks

StepⅠ

Greettheclassasusualandcheckthehomework.

Askstudentstoreadtheirreportsatthemomentorafewdayslater.

StepⅡ

Showthenewwordsonthescreen.Readeachnewwordandaskstudentstorepeatit.

StepⅢ3a

Activity3aprovidesreadingandwritingpracticeusingthetargetlanguage.

Inthisactivityfirstreadtheinstructions.Readthenewspaperstoryandfillintheblanks.

Readthearticletotheclass,sayingblankeachtimewhencomingtoablankline.

Thenaskstudentstofillintheblanksontheirown.

Showthenewspaperstorywiththeblanksfilledintocheckstudents’answers.

“YoungLives”thisweek

Itwasanexcitingweekforthepeopleonthesoapopera“YoungLives”.Firstofall,MarciatoldBenshe1washavingasurprisepartyforLana,andthatLana2thoughtshewasgoingtoherhousetostudy.ThenLana3toldBenshe4wasmadatMarcia,andthatshe5wasn’tgoingtoherhouseonFriday.SoBentoldLanathatMarciawas6goingtohaveapartyforher.LanatoldBenthatshe7wasn’tmadatMarciaanymore,andthatshe8wouldgotoMarcia’shouseonFridaynight.However,Marciacalledeveryoneand9toldthemthatshe10wasn’tgoingtohavetheparty.

StepⅣGrammarNote

Studentsmayaskwhentousetoldandwhentousesaid.WritetwosaidsentencesandtwotoldsentencesfromActivity2bontheboard.Circlethenamefollowingthewordtoldineachsentence.BentoldLanaandMarciatoldeveryone.Afterthetoldwesaywhogottheinformation.Afterthewordsaidwedon’ttellwhogottheinformation.

StepⅤ3b

Thisactivityprovideswritingpracticeusingthetargetlanguage.

Inthisactivitystudentscanwriteanythingtheylike.WhatdotheythinkBenandLanaandMaricawilldonext?

Asksomestudentstoreadtheirepisodestotheclass.

StepⅥ4Groupwork

Thisgroupworkletsstudentspracticetheirspeakingandlisteningskillsinroleplays.

Askstudentstoworkingroupsoffour.Ineachgroupgiveeachstudentaroleplaycardandaskthemtohaveaconversation.Thenchangerolesandpracticeagain.

Getstudentstocompletetheroleplaysontheirown.Aftergoingthroughtheroleplayonce,thestudentscanswitchpartsandtryitagain.

Askafewstudentstoshowtheirroleplaystotheclass.Askstudentstovoteonthebestroleplay.Givethemlittlepresentstopraisethemfortheirwork.Encouragemorestudentstoshowtheirroleplaysbeforetheclass.

StepⅦWorkbook

SectionA

1)Unscramblethesewords.

1.illwwill

2.nac__________

3.lucod__________

4.luwod__________

5.guhotth__________

6.dma__________

7.tlod__________

8.disa__________

2)Circlethecorrectwordsinthesesentences.

1.MariosaidtoBill:IplaysoccereverySaturday.

BillsaystoAlex:Hesaidhe(isplaying/)soccereverySaturday.

2.MariosaidtoBill:Iamgoinghomeat5:00.

BillsaystoAlex:Hesaidhe(goes/wasgoing)homeat5:00.

3.MariosaidtoBill:Iamreallyhungry.

BillsaystoAlex:Hesaidhe(willbe/was)reallyhungry.

4.MariosaidtoBill:Iwillbetiredtonight.

BillsaystoAlex:Hesaidhe(is/wouldbe)tiredtonight.

5.MariosaidtoBill:YoucanplaywithusnextSaturday.

BillsaystoAlex:HesaidI(could/would)playwiththemnextSaturday.

6.MariosaidtoBill:Iloveplayingsoccer.

BillsaystoAlex:Hesaidhe(loved/isloving)playingsoccer.

3)Readthecartoon.Thencheck(√)thetruesentences.

√1.HesaidLisaneededtoworkharder.

___2.HesaidLisadidn’tdoallherhomework.

___3.Hesaidshecouldcomeformorehelpafterschool.

___4.Hesaidhewasinschooluntil5:00p.m.everyday.

___5.Hesaidsheshouldcomeat5:00p.m.tomorrow.

___6.Shesaidshewouldseehimtomorrowafternoon.

KeytoWorkbook

SectionA

1)

2.can3.could4.would5.thought6.mad7.told8.said

2)

2.wasgoing3.was4.wouldbe5.could6.loved

3)

Thesesentencesshouldbechecked:

1346

StepⅧSummary

Todaywe’vehadsomereadingandwritingpractice.Andalsowe’vehadroleplays.Alltheactivitiescanstrengthenthetargetlanguagewelearnedintheunit.

StepⅨHomework

Haveyoupreparedforyoursoapoperareports?Ifnot,goonwithyourwork.

TheFourthPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)Keyvocabulary

hard-working;better;dowellin;average

(2)Targetlanguage

—Whatdidyourteachersay?

—HesaidIwashard-working.

(3)Listeningpractice

Pairwork

2.AbilityObjects

Totrainstudents’abilityoflisteningandspeaking.

Totrainstudentstolearnhowtocooperate.

3.SensibilityandValue

Toenabletounderstandthefeelingsofothersincommunication.

Ⅱ.TeachingKeyPoints

Keyvocabulary.

Targetlanguage.

Listeningpractice.

Ⅲ.TeachingDifficulty

Oralpractice.

Ⅳ.TeachingMethods

Listeningandspeakingmethods.

Oralpracticemethod.

Communicativeapproach.

Ⅴ.TeachingAids

Arecorder.

Themulti-media.

Ⅵ.TeachingProcedures

InstructionalDesign

ModificationandRemarks

StepⅠ

Greettheclassasusualandcheckthehomework.

Askafewstudentswhohavealreadyfinishedtheirsoapoperareportstoreadtheirreportstotheclass.Andotherstudentsaddsomeotherthingstheyheardusingreportedspeechstatements.

StepⅡ

Showthenewwordsonthescreenandlearnthem.Askstudentstoreadthenewwordsonebyone.

StepⅢSectionB1a

Thisactivityintroducesnewvocabularyandprovidesreadingpracticeusingthetargetlanguage.

Firstreadthefivesentencestotheclass.Thenaskstudentswhichwordstheydon’tunderstand.Andwritethemontheboard.

Askstudentstodemonstrateorexplainthemeaningofsomeofthewordsontheboardiftheycan.

Thenreadeachsentencetotheclassandaskstudentstoraisetheirhandsiftheycheckedthatanswer.

StepⅣ1b

Activity1bprovidesguidedoralpracticeusingtothetargetlanguage.

Inthisactivityfirstasktwostudentstoreadtheexampleinthesampledialogue.Asstudentstalk,movearoundtheroomcheckingtheirworkandofferinglanguagesupportasneeded.

Attheendaskseveralpairsofstudentstosaytheirconversationstotheclass.Givethemlittlepresentstopraisethemfortheirwork.

StepⅤ2a

Thisactivitygivesstudentspracticeofwritingthetargetlanguageandunderstandingitinspokenconversation.

Firstshowthethreepicturesonthescreen.Askstudentstosaysomethingaboutthepictures.Andgetstudentstoguesswhichsubjecteachteacherteaches.

Helpstudentsunderstandthattheteacherinthefirstpictureisamathteacher,theoneinthesecondpictureisaSpanishteacherandtheoneinthethirdpictureisahistoryteacher.

Playtherecordingthefirsttime.Studentsonlylisten.Andthenplayitasecondtime.Thistimestudentswriteinthespeechbubblewhateachteachersaid.

Answersmathteacher:You’rehard-working.Spanishteacher:Youaregoodatspeaking.Historyteacher:Youcandobetter.

StepⅥ2b

Activity2bgivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Askdifferentstudentstoreadtheinformationonthefourreportcards.

GetstudentstolistentotherecordingagainandaskthemtosaywhichisScott’sreportcard.

Thenplaytherecordingandchecktheanswer.AnswerScott’sreportcardisnumber3.

StepⅦ2cPairwork

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Readtheinstructionsfortheactivity.

Pointtotheexampleinthesampledialogue.Asktwostudentstoreadthequestionsandanswerstotheclass.

Thenhavestudentsworkinpairs.Astheyaskandanswerthequestions,movearoundtheroomcheckingtheirwork.

Callonapairtodotheactivitywhiletheclasslisten.

StepⅧSummary

Thisclasswe’velearnedsomekeyvocabularyandthetargetlanguage.Andwe’vehadrolepalys.

StepⅨHomework

Goonwithyoursoapoperareports.

StepⅩBlackboardDesign

TheFifthPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)Keyvocabulary

grandma;grandpa;ingoodhealth;reportcard;nervous;disappointing;lucky;luckily

(2)Targetlanguage

—Howwasyourreport?

—Well,mymathteachersaidthatIwashard-working.

—Really?You’relucky.MymathteachersaidIwaslazy.

(3)Readingpractice

(4)Writingpractice

Pairwork

2.AbilityObjects

Totrainstudents’abilityofreadingandwriting.

Totrainstudents’abilityofcommunication.

3.SensibilityandValue

Tohelpstudentsknowtheimportanceofcooperation.

Toraisestudents’interestoflearning.

Ⅱ.TeachingKeyPoints

Keyvocabulary.

Targetlanguage.

Readingpractice.

Ⅲ.TeachingDifficulties

Writingpractice.

Oralpractice.

Ⅳ.TeachingMethods

Readingandwritingmethods.

Oralpracticemethods.

Communicativeapproach.

Ⅴ.TeachingAids

Themulti-media.

OHP.

Aprojector.

Ⅵ.TeachingProcedures

InstructionalDesign

ModificationandRemarks

StepⅠ

Greettheclassasusualandcheckthehomework.

Getstudentstogoonwiththeirsoapoperareports.

StepⅡ

Showthenewwordsonthescreen.Learnthenewwords.

StepⅢ3a

Activity3aprovidesreadingpracticeusingthetargetlanguage.

Readtheinstructions.Askstudentstoreadtheletterontheirown.Whenreading,askstudentstopointoutthewordsandthesentencestheydon’tunderstand.Explainthemtostudentsoraskotherstudentstohelpexplaintheseitemsiftheycan.

ThenaskstudentstoreadtheletteragainandfindoutJudy’sreportcardinActivity2b.

Thenchecktheanswerwiththewholeclass.

Answer

Judy’sreportisnumber1.

StepⅣ3b

Thisactivityprovideswritingpracticeusingthetargetlanguage.

Showreportcard3inActivity2bonthescreen.

TellstudentsthisisScott’sreportcard.Usetheinformationonthereportcardtowritetheletter.

Afterstudentsfinishwriting,askastudenttoreadhisorhercompletedlettertotheclass.

StepⅤ3c

Thisactivityprovideswritingpracticeusingthetargetlanguage.

Firstaskstudentstowritetheirownreportcard.Tellstudentstheycanhavefunandneednottotellthetruth.HavestudentsusethecommentsinActivities2band3aforideas.

Thenwritethelettertoarelativeorafriendabouttheirreportcards.

Letstudentscompletetheactivitiyontheirown.

StepⅥ4

Activity4letsstudentspracticetheirwriting,speakingandlisteningskills.

Youdon’thavetotellthetruth.Youcanhavefun.Studentsworkinpairs,makinguptheirdialogue.Thenaskstudentstowritewhattheirteacherswouldsay.Thenstudentstaketurnsinterviewingeachotheraboutthereportcard.

Attheendhaveafewstudentssharetheirconversationswiththeclass.Askstudentstovoteonthebestconversation.Givethemlittlepresentstopraisethem.

StepⅦSummary

Thisclasswe’vehadalotoflistening,speaking,readingandwritingpractice.Ihopeyouarehard-workingandgetanexcellentreportcardfromyourteachers.

StepⅧHomework

Writedownyourreportcarddowninyourexercisebooks.

StepⅨBlackboardDesign

TheSixthPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)Keyvocabulary

(2)Selfcheckexercises

(3)Readingpractice

(4)Writingpractice

2.AbilityObjects

Totrainstudents’abilityofreadingandwriting.

3.SensibilityandValue

Helpclassmatesformagoodhabit.

Ⅱ.TeachingKeyPoints

Keyvocabulary.

Selfcheckexercises.

Readingpractice.

Ⅲ.TeachingDifficulty

Writingpractice.

Ⅳ.TeachingMethods

Readingandwritingmethods.

Self-checkmethod.

Ⅴ.TeachingAid

Aprojector.

Ⅵ.TeachingProcedures

InstructionalDesign

ModificationandRemarks

StepⅠ

Greettheclassandcheckthehomework.

Haveeverystudentshowhis/herwrittenworkinhis/herexercisebook.

StepⅡ

Learnthenewwords.

Showthenewwordsonthescreen.Readthenewwordstotheclassandaskthemtorepeat.Givethemafewminutesandhavethemrememberthenewwords.

StepⅢSelfCheck1

Theseactivityfocusesonvocabularyintroducedintheunit.

Firstaskstudentstofillintheblankswiththewordsgiven.

Thenmakeyourownsentenceswiththewords.

Askstudentstousethewordstomakefivesentences.

Askfivestudentstowritetheirsentencesontheboard.Correctthemistakesifthereareany.

StepⅣ2

Thisactivityfocusesonthegrammaticalstructuresandkeyvocabularyintroducedinthisunit.

Inthisactivityfirstaskstudentstoreadthestoryontheirown.Checkforcomprehension.Explainthedifficultiesstudentshave.

Askoneortwostudentstogivethefirstphraseorthesecondasaconversation.

Thenstudentscompletethetask.

Checkafewstudents’answersandaskthemtosharewiththeclass.

Sampleanswers

A:Who’syourbestfriend?

B:MybestfriendisXiaoLi,butlastweekwehadabigfightandnowsheisn’ttalkingtome.

A:Howdiditstart?

B:...

StepⅤJustforFun!

Thisactivityprovidesreadingpracticewiththetargetlanguage.

Firstasktwostudentstoreadthesentencestotheclass.

Sa:Whatdidyousay?

Sb:IsaidIcouldn’thearyou.

Thenaskastudenttosaywhythecartoonisfunny.(Neitherpersoncanhearwhattheotherpersonissaying.)

Askstudentstoreadthedialogueoncemore.

StepⅥWorkbook

SectionB

1)Crossoutthewordsthatdonotbelong.

1.hard-workinglazybusy

2.saidthoughttoldgoes

3.shoutedtoldsaidopen

4.reportcardsoapoperacomedythriller

5.surprisepartysnackshomeworkdrinks

2)Crossouttheincorrectwords.Thenrewritethesentencescorrectly.

1.Jenny:I’mgoingtobabysitmylittlebrotheronSaturdaynight.

Incorrect:ShesaidshebabysitherlittlebrotheronSaturdaynight.

Correct:ShesaidshewasgoingtobabysitherlittlebrotheronSaturdaynight.

2.Bill:Icansleep14hoursanight!

Incorrect:Hesaidhecansleep14hoursanight.

Correct:

3.Amy:LisaandIarethebestbasketballplayersintheschool.

Incorrect:Shesaidtheyarethebestbasketballplayersintheschool.

Correct:

4.John:Idon’twatchTV.

Incorrect:Hesaidhedoesn’twatchTV.

Correct:

5.Sarah:IamflyingtoNewYorknextweekend.

Incorrect:ShesaidsheisflyingtoNewYorknextweekend.

Correct:

3)Readthistelevisionscript.Thenfillintheblanks.

1.Karensaiditwasherbike.

2.Georgesaidhe__________toborrowit.

3.Karensaidhe__________borrowit.

4.Georgesaidhe__________telltheirmother.

5.Karensaidtheirmother__________home.

4)Thinkofaconversationyouheardthisweek.Tellwhatthepeoplesaid.

Example:IhadatalkwithmybestfriendAnnaaboutthisweek’smovieyesterday.Well,firstAnnasaidshedidn’twanttogo.

WorkbookAnswerKey

SectionB

1)

2.goes3.open4.reportcard5.homework

2)

2.cansleep—Hesaidhecouldsleep14hoursanight.

3.are—Shesaidtheywerethebestbasketballplayersintheschool.

4.desn’t—Hesaidhedidn’twatchTV.

5.isflyingto—ShesaidshewasflyingtoNewYorknextweekend.

3)

2.needed3.couldn’t4.would5.wasn’t

4)

Answerswillvary.

StepⅦSummary

Thisclasswe’vereadastory.Weshouldhelpclassmatesformagoodhabit.Tellthemnottocopyothers’homework.Doityourself(DIY).Thisisaruleandwemustfollow.

StepⅧHomework

Askstudentstotalktoolderbrothersandsistersorolderfriendsatschoolabouttheirreportcards.Havestudentslearnhowthesestudentsexplaintheirreportcardstofamilymembers.AskstudentstowriteoutsomeoftheseexplanationsinEnglishandsaythesestatementstotheclass.Havethestudentsusebilingualdictionariesabouthowtosayeachcommentbeforetheysaythecommentstotheclass.

TheSeventhPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

Reading:Shesaidhelpingotherschangedherlife.

Section1BeforeYouRead

Section2WhileYouRead

Section3AfterYouRead

Section4Goforit!

2.AbilityObjects

Totrainstudentsreadingcomprehensionability.

Totrainstudentswritingability.

3.SensibilityandValue

Helpthosepeoplewhoneedhelp.

Ⅱ.TeachingKeyPoints

Keyvocabulary

Section1

Section2

Ⅲ.TeachingDifficulties

Section3

Section4

Ⅳ.TeachingMethods

Discussingmethod.

Readingmethod.

Writingmethod

Ⅴ.TeachingAids

Ataperecorder.

Aprojector.

Ⅵ.TeachingProcedures

InstructionalDesign

ModificationandRemarks

StepⅠ

Greettheclassasusualandcheckthehomework.

Askstudentstoreadthenewwords.Teachthenewwordsandmakesurestudentscanunderstandthemeanings.

StepⅡ

SectionⅠBeforeYouRead

PairworkThinkofpeoplewhoneedhelp.Writesomeideasanddiscussthemwithyourpartner.

Asksomestudentstowriteabout.Peoplewhoneedhelpandsomethingwecandoforthemontheboard.

Askstudentstoworkinpairsanddiscusstheirideaswiththeirpartners.

StepⅢSectionⅡWhileYouRead

Firstaskstudentstoreadthewordsinthebox.

Thenplaythetapeforstudents.Askstudentstoputthewordsintheboxintothecorrectspaceastheyreadthetext.

Studentsreadthetextanddotheactivity.

Andthenchecktheanswerswiththewholeclass.

Readingstrategy

Firstreadformeaning,notfordetail.Youcantrytoguessthemeaningofawordonlywiththehelpofthecontext.

StepⅣSection3AfterYouRead

3a

Firstshowthechartsonthescreen.ThenaskstudentswhatlifeislikeforthemandYangLei’sstudents.Havestudentscompletethechart.Discussthesimilaritiesanddifferenceswiththeirpartners.

3b

Inthisactivity,firstaskfourstudentstoreadthequestions.

Thenaskstudentstoworkinpairs.Askandanswerthesequestions.

3c

Askstudentstowriteasummaryofthereading,usingnomorethem100words.

StepⅤSection4Goforit!

Manypeopleofallagesdovolunteerwork.Thegroupsinthechartbelowhelppeopleoranimalsallaroundtheworld.

Whichonewouldyouliketoworkfor?Explainyourreasonstotheclass.

Askdifferentstudentstosaytheirideastotheclass.

Iftimepermits,askstudentstoimaginetheyarestartinganewvolunteergroup,whatwouldtheirgroupdo?Howwouldithelp?

StepⅥSummary

Thisclasswe’velearnedareadingpassage.AndweknowaprogrammewasstartedbytheMinistryofEducationandtheChineseYoungPioneers.Everyyeartheysend100volunteerstoteachinChina’sruralareas.

Ihopeeveryoneofuscandosomethingtohelpthechildreninruralareas.Itcanmaketheirlifeeasyandhappy.

Willyoubeavolunteerwhenyougrowup?

OK,verygood.Thankyou.

StepⅦ5Homework

Previewthenextunit.

StepⅧBlackboardDesign

_______

6.AbouthowmuchdidIBMspend?__________

Module4Unit4AvisittotheSpaceMuseum教案

每個(gè)老師為了上好課需要寫教案課件，大家在認(rèn)真寫教案課件了。我們要寫好教案課件計(jì)劃，這對我們接下來發(fā)展有著重要的意義！你們會(huì)寫多少教案課件范文呢？以下是小編收集整理的“Module4Unit4AvisittotheSpaceMuseum教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！

Module4Thenaturalelements
Unit4AvisittotheSpaceMuseum
1
Languagefocus:
Usingnouns/nounphrasetoidentifypeople,animals,events,objectsandactivites.
e.g.planet,Earth.
Usingdefinitearticlestorefertoacosmicobject.
e.g.theSun.
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.
e.g.MissGuoandherstudentsarewatchingaslideshowintheSpaceMuseum.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Useappropriateregisterswhenspeakingtofamiliarinterlocutorssuchasteachersandpeers.
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.
Materials:
Student’sBook7Bpage82
Workbook7Bpage45

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.AskstudentsiftheyhavebeentotheSpaceMuseum.AskthemwhattheysawattheSpaceMuseum.InvitestudentstotelltheclassabouttheirexperiencesattheSpaceMuseum;whattheysaw,whattheydidandwheretheywent,etc.
2.Askstudentswhattheyknowaboutthesolarsystem.Askthemquestionslike:Howmanyplanetsarethereinoursolarsystem?Whataretheirnames?
3.Introducethenamesofthenineplanetstostudents.Makesurestudentscanpronounceandspellthenamescorrectly.
4.Studentsworkinpairstowritethenamesoftheplanetsinthecorrectorder;startingfromtheplanetclosesttotheSuntotheplanetfarthestfromtheSun.Getstudentstodiscussinpairs.
5.Whenstudentshavecompletedthetask,haveafewpairsgivetheiranswerstotheclassandthewholeclasscheckstheanswerstogether.
6.Studentsworkingroups.Inviteeachgrouptochooseaplanetinthesolarsystemtheywouldliketoknowmoreabout.Encouragestudentstogotolibrarytofindoutsomeinformationontheirchosenplanet.Askstudentstosharetheirfindingsinclass.

Consolidation
Workbookpage45

2
Languagefocus:
Usingadjectivetomakecomparisons.
e.g.Jupiteristhelargestplanetinoursolarsystem.
Usingprepositions/prepositionalphrasestoindicateposition/place/direction
e.g.WhichistheclosestplanettotheSun?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.
Listenforspecificinformation.
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Recognizerecurrentpatternsinlanguagestructure.

Materials:
Student’sBook7Bpage83
Cassette7Bandacassetteplayer
Workbook7Bpage46

Preparation:
Cuethecassette.
Pre-taskpreparation
1.Reviewthecomparativeadjective:largest,longestandsmallestwithstudents.Introduceothercomparativeadjectivestostudents,e.g.closest,farthest,hottest,coldest,shortest.Youmayusepicturestoconveythemeaningofthewordstostudents.Makesurestudentknowtheformoftheadjectives,themeaningandthepronunciation.
2.Playtherecording:Read,thinkandwrite.Studentlistenandfollowintheirbooks.

Consolidation
GrammarPracticeBook7Bpage1

3
Languagefocus:
Usingrelativeclausetodescribepeople.
e.g.Ineedsomeonewhocandosomeimportantexperiments.
Usingnouns/nounphrasestoidentifypeople,animals,events,objectsandactivities.
e.g.authors,pilots,nurses,doctors

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduselanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation.
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.

Materials:
Student’sBook7Bpages84and85
Workbook7Bpage47.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewthedifferentoccupationsonpage84oftheStudent’sBookwithstudents.Makesurestudentsarefamiliarwiththemeaningandpronunciationofthewords.
2.HavestudentslookatReadandthink.Studentsaretoworkindividually.Askthemtoplantheirjourneysintospacebyselectingthemostappropriatecrewmembers.Studentshavetodecidehowmanypeopletoallocateforeachtypeofjobandwhotheyaregoingtotakewiththemontheirjourneys.

3.Whenstudentshavefinishedselectingtheircrewmembers,askafewstudentstobrieflyexplaintheirselectiontotheclass.

Consolidation
GrammarPracticeBook7Bpage72
Workbookpage47

4
Languagefocus:
Usingadjectivestodescribepeople,animals,objectsandconditions.
e.g.British,American,Korean,Italian.
Asking‘Wh-’and‘How’questionstofindoutvariouskindsofspecificinformationaboutaperson,objectoranevent.
e.g.Howmanypilotshaveyouchosen?/What’shis/hernationarlity?
Usingconnectivestogivereason.
e.g.…Iprefer…to…because…

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Openaninteractionbyelicitingaresponse.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.

Materials:
Student’sBook7Bpage85
Workbook7Bpage48
PicturesorPhotographsofpeopleofdifferentnationations.

Preparation:
Bringpicturesorphotographsofpeopleofdifferentnationalitiestoclass.

Post-taskactivity
Workbookpage48

Consolidation
GrammarPracticeBook7Bpages73to74

5
Languagefocus:
Usingimperativesanddirections.
e.g.WriteareportaboutyourvisittotheSpaceMuseum.
Usingmodalstomakeanofferorinvitation.
e.g.Wouldyourecommendthisvisittoyourschoolmates?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statement,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.
Writing
Developwrittentextsbyusingbasicnarrativestructurethatcomprisessetting,characters,eventsanddialoguewhenwritingaboutrealandimaginaryexperience.
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.Writeoutopieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary.
Materials:
Student’sBook7Bpage86
Cassette7Bandacassetteplayer.
Photocopiablepage85

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage85foreachstudent.

Consolidation
GrammarPracticeBook7Bpage76
Photocopiablepages77to81.