Type of the lesson: New lesson
Teaching aims : Learn to use functional sentences ,key structures,
and words to introduce one’s friends
by listening ,speaking, reading and writing .
Content of the lesson:
1. Topic: Friends .
2. Functional sentences: likes and dislikes.
3. Grammar: Direct speech and Indirect Speech.
4. Vocabulary:
Teaching focus: Functional sentences and words which are used to describe friends .
Teaching aids: A computer , OHP.
*********************************************************** Period 1 Warming up
一.Teaching aims :
1. To talk about oneself and his/her friends .
二．Teaching Procedure :
Step 1. Self introduction .
A: Self introduction of the teacher .
T: Good morning students! I’d like to introduce myself first .
I’m … .My surname/family name is… .
Now could you describe me ?What am I like ?
Am I tall/short ? Am I thin/fat ? I like … .
I am a warm hearted person . I am always ready to help others .
B: Self introduction of the students themselves.
Step 2:Ask the students to get to know each other .
(Before the students begin to ask for each other’s information ,ask them to read the given words .)
Task 1 : Classify the following words into different groups.
red, pale, sad, weak, healthy, round,
big, beautiful, poor, happy, small , tall,
foolish, short, kind, brave, loyal, funny,
quiet, gentle, wise, honest, smart , pleased.
rich, handsome, bright excited, strong. disappointed, bored, interested, surprised,
Answers:
Appearance(相貌)：
handsome, beautiful, red, pale, weak, healthy, round, big, small , strong, tall, short…
Characteristic(性格,特征 )：
kind, honest, brave, loyal, funny, quiet, gentle
wise, smart, rich, poor, foolish, bright…
Mood(情緒)：
excited, surprised, sad, happy, disappointed, bored, interested, pleased…
Task 2 : Ask the Ss to make a self-introduction by using the following structures in a group of four. Describe the other students in his/her group.
A: Self introduction of the students themselves.
T:Could you tell me something about yourself ?
I’m _________and__________.
I think I’m __________and ________________.
B: A representative is chosen to describe his/her partner in class.
He /She is ________and ___________.
I think he /she is ________and _________.
Guess who he or she is.
Task 3:Ask the Ss to tell each other something about his or her friends in pairs. And then present their speech in class.
I think he /she is my good friend ,because she/he is _______and ______.A good friend should be_______ and ________.
Task4: Ask the Ss to write a paragraph about his/her friends.
參照Wb. P87
______is my good friend .He/She is ____and ______.I think a good friend should be_________ and ___________.
At least ,each one should write down the three sentences, more writing is welcomed)
Task5:Display the structures writing on the wallpaper after class.
四．Homework:
1. On Wb P87 .2
2. On Wb P87. 3
Blackboard Arrangement
Unit One Period 1 Warming up
1.I’m _________and__________.
2.I think I’m __________and ___________
3.He /She is ________and ___________.
4.I think he /she is ________and _________.
5.A good friend should be_______ and ______.
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Period 2 Listening
一.Teaching aims :
To train students’ listening skill.
二Teaching Procedure :
Learn Dialogue 1.
Step 1: Ask the students to listen to the tape and then circle the information they hear.
A. Peter is often late for the football practice.
B. Jim is often late for the football match.
C. Jim wants Peter to be on time in the future .
D. Peter is not happy because Jim is late .
E. Peter doesn’t fell sorry for being late .
Answers :ACE
Step2: Ask the students to listen to the tape again and answer the following questions orally.
1) What’s wrong with Peter ?
He is late for the football practice .
2) What does Jim want Peter to do ?
He wants him to be on time .
3) Does Peter fell sorry for being late ?
No.
4) How do you know that ?
(A group work can be organized to work out the answers.)
Present the questions on the screen or on the blackboard.)
Step 3: Ask the students to listen to the tape for the third time and then fill in the blanks with suitable information. Do it individually first and then check them in pairs.
(目標(biāo)練習(xí) P2)
Step 4:Read the dialogue and check the answers by themselves according to the listening material.
Learn Dialogue 2:
Step 1.Warming up :
What is a calculator ?
Do you know this word ?
upset=unhappy ,disappointed
Step 2: Ask the students to listen to the tape and answer the following questions .
1)Who are talking ?
Ann and Mary
2)What are they talking about ?
Calculator
3)Whose calculator is it ?
Ann’s (the first listening )
4)Who borrowed a calculator ?
Mary
5)Did Ann know Mary borrow her calculator ?
No
Step 3.Ask the students to discuss the questions .
1).How do you know that ?
2).What’s Ann’s problem ?
Step 4: Ask the students to listen to the tape for the third time ,try to fill in the blanks with the suitable words.
(目標(biāo)練習(xí) P2)
Step 5:Check the answers by listening to the tape again.
Step 6. Ask the students to read the dialogue in pairs in order to understand it.
Learn Dialogue 3:
Step1. Ask the students to listen to the tape for twice , tick the information they’ll hear.
( )1.John and Adam are talking .
( )2.Adam borrowed a CD player.
( )3.John has a CD player .
( )4.The CD player works well .
( )5.The CD player is broken .
( )6.Adam broke the CD player .
( )7.Adam will ask his uncle to fix the CD player .
( )8.The CD player hadn’t worked before John lent it to Adam.
Answer:1,2.3.5.6.7
Step 2. Ask the students to listen and write
Step 3.Listen and fill in the blanks individually.
Step 4.listen and check the answers individually.
Step 5. Check the answers in pairs.
Step 6. Check the answer by going over the written material individually.
Step 7. Ask the students to read and act the dialogue.
Homework:
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Period 3 Speaking
一. Teaching Aims :
1.To improve the students’ listening and speaking ability.
2.To talk about likes or dislikes, and to practice giving reasons for their opinions.
二．Teaching Procedure :
Step 1:Warming up :
Do you have a friend ? Why do you like him or her ?
Now read the dialogue and see why these people like or dislike the person.
Step 2 :Read the dialogue and find out the information according to the chart.
1).Do it in a group of five .Each one makes a list of one person and reports it in the group .
2).Choose 2-3 group to present their work in class.(Each student makes a report of one given person.)
3).Ask 1-2 students to present a complete report .
Step 3.Practise the dialogue .
1) listen to the tape and read the dialogue after it .
2) Read the dialogue by themselves .
3) Check the reading in class.
4) Practise reading in a group of 7
5) Check the reading.
Step4. Fulfill the task of deciding who you think could be friends by using the chart and all the given structures .
1) Work in pairs orally to decide who your friend could be and why you think he /she is .
2) Tell your partner your best friend and why you like her/him or the person you don’t like .
Step 5. Write a passage about what you think your best friends should be .
I have a good friend. He/She is always dressed ________, and looks __________. He/She never_______, or he/she always __________. He/She … .
Model: Teachers’ book P4
I have a good friend. He is always dressed neatly and clearly, and looks like Zhou Runfa. He never tells lies ,or he is always ready to help. He is not afraid of danger or difficulty. He always has very clever ideas when others do
not know what to do.
Homework:
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Period 4 Reading
一．Teaching Aims:
1. To train the students’ reading skill.
2. To help the students understand the passage .
二．Teaching procedure :
（一）Pre-reading ：
Step1.Warming up :
Do you know what are they ?(show objects )
Could you name them?
Step2.Complete Pre-reading task on the book.
Ask the Ss to read the instruction and then to tell what are the things they will take with them to survive on a deserted island .(work it out in pairs )
(二)Reading :
Step1.Warming up :
Have you seen the film Cast Away ?
If you haven’t seen it ,read the text and try to get some information of the film .
Step 2. Help the students to understand the text .
1)Read the text and answer the questions.
Who is the character of the film ?
What happens to him ?
Where is he now ?
2) Read the text with the tape on ,underline the words, phrases or sentences you don’t understand .
3) Help the Ss to find out the meaning of the words and phrases .
A: Context meaning
1.crash a. chase and catch and kill
try to find
2.hunt b. have the same felling
use the same feeling
1. land c. have an accident
2. share d.(cause to )arrive at a place
3. sorrow e .something sad
4. care about f. be concerned about ,
5. deserted be worried
6. such as g. survive all alone ,nobody
else to live with
h. for example
(Answers: c, a, d, b, e, f ,g, h )
B. Suffix and prefix
happy---happiness
unusual ---special
C. Show the sentences to the students, sum up the meaning of the underlined words.
I have never done the job, this job offers me a real challenge .
His mother died, could you tell me what kind of feeling he has ?
4) Help the Ss to understand the complex sentences
a. Even though( Although)
b. Attributive clause目標(biāo)練習(xí) P9 (三)
so busy that …
Chuck is too busy to have any time to meet his friends.
5)Read the text again and answer some more questions.
(1)What is Chuck before the flight accident ?
(2)What happens to him after the plane crashes?
(3)What must Chuck learn to do to survive on the island ?
(4)What does Chuck learn about himself when he is alone
on the island ?
(5)What does Chuck think of his friend volleyball ?
(6)What is the meaning of friendship ?
(7)If you were alone on an island ,what would you do ?
in order to survive ?
(8)Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist. There is only one parachute. Decide who should get the parachute and explain why.
(Questions should be on the screen and the activity can be carried out in a group of 4 (Q6) )
6) Write down a short paragraph to describe what you will do if you survive on a deserted island .(3-5sentences .)
Step 3.Homework :
Ask the students to pick out the usage of “l(fā)earn” in the text and sum them up next day. Underline any other words, sentence structures they would like to learn further .
******************************************************
Period 5 Language study
一． Teaching Aims:
Learn to use the following words and expressions.
learn, so…that , think about ,learn about ,make fire,
make friends with, fond,
二.Teaching procedure :
Ⅰ.Learn:
1. Ask the students to pick out the sentences with the word “l(fā)earn” and say the meaning of the word “l(fā)earn”.
2.Ask the student to sum up the structures of “l(fā)earn” .
1) On the island ,Chuck has to learn to survive all alone .( )
2) He has to learn how to collect water.( )
3) Chuck learns a lot about himself when he is alone on the island .( )
4) Chuck learns how to be a good friend to Wilson ( )
5) Chuck learns that we need friends to share happiness and sorrow.
6) He also learns that he should have care more about his friends.
7)The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers .( )
a .learn to do sth
b. learn how to do sth
c. learn a lot about sth
d .learn that (clause)
e. learn from sb
3.Make sentences with the given situation
1)今年冬天我打算學(xué)滑雪。
I am going to ______________this winter.
2）在美術(shù)課上，學(xué)生們學(xué)習(xí)如何畫國畫。
The students __________the Chinese paintings in an art class.
3)我們跟一位美國老師學(xué)的英語。
We ______________an American English.
4)他認(rèn)識到埋怨別人是沒有用的。
He ________ it is no use blaming other people .
(Answers: 1.learn to ski ; 2.learn how to paint;
3.learned English from; 4.learns that .)
Ⅱ.so…that… , so that .
1. Ask the students to match the sentences with the same meaning .
1) I got up early so that I could catch the first bus.
2) I got up so late this morning that I didn’t catch the first bus.
A.I got up too late to catch the first bus .
B.I got up early in order to catch the first bus .
Answers: 1) B, 2) A .
2 .Fill in the blanks with suitable phrases.
so that, so…that, such…that, too…to, in order to
1) The teacher must speak clearly______ his students can understand well.
2) She worked______ hard ______ she could catch up with others.
3) We started _____late______ get there on time .
4) They were _______ pleased to see each other_______ they forgot everything else.
5) __________survive ,Chuck develops a friendship with an unusual friend–a volleyball he calls Wilson.
6) It was ____ cold weather ____ there was nobody on the street .
Answers :1) so that , 2) so…that , 3)too…to, 4) so…that ,
5)In order to ,6) such…that
Ⅲ. care about, think about, learn about
Ask the students to put the underlined phrases into Chinese.
1.He doesn’t care a bit about clothes. ( )
2. I don’t care about what he’ll say. ( )
3. Don’t you ever think about other people ? ( )
4. She is thinking about changing her job. ( )
5.I’m sorry to learn about your illness . ( )
Ⅳ.make fire, make friends with
Step 1.Ask the students to tell the different meaning of
the two phrases.(Show pictures)
Step 2. Ask the students to make a sentences according to the picture .
Answers: 1)Chuck is trying to making fire.
2) Chuck makes friends with a volleyball .
like. be fond of, enjoy
Ⅴ. Fill in the blanks with suitable phrases.
a) Which do you _______ better, coffee or tea ?
b) I went to the Summer Palace last weekend ,
I________ myself there.
c) He listens to the music while he does his homework,
He _______of music very much .
(Answers: like, enjoyed, is fond of)
Ⅵ. Integrating practise
Step1.Complete the passage with the proper words.
Chuck learn a lot about himself when he is a_____ on the island .He realises that he hasn’t been a very good f_____ because he has always been thinking about himself .During his five years on the i_______. Chuck learns how to be a good friend to Wilson. Even though Wilson is just a volleyball. He becomes f______ of him . He t_____ about to him and treats him as a friend. Chuck learns that we need friends to s_____ happiness and s______. And that it is important to have someone to care about. He also learns that he should have c______ more about his friends. When he m_____ friends with Wilson, he understands that friendship is about f______ and that we must give as much as we take.
Step 2. check the answer in class.
(Answers: alone, friend, island, fond, talks ,share, sorrow, care, makes, feelings )
三.Homework:
Write a short passage by using at least words learned today.
*****************************************************
Period 6 Grammar
一. Teaching Aims:
To learn to use the Indirect Speech
二.Teaching procedure:
Step 1.Ask the students to read the models and find out the characteristics of the Indirect Speech.
1) Individual work.
2) Pair work to check each other’s answers.
Step 2 .Complete exercise 1: 1,3,5,7,9. (P5)
1)Present the examples and ask the Ss if they understand how to do the exercise or not .
2) Ask the students to finish 1,3,5,7,9 in 3 minutes by oneself both written and spoken form .Check the answers in class
Step 3 Do exercises
. 1) Wb P87 1
2) Check the answers in pairs .
Step4.Finish the exercise 2 (p5) in a group of 3 (10 minutes )
1)Discuss the exercises in group of 3 .
2) Ask each group to present one answer .
Step5 . Go over the checkpoint 1 (p7)
1) Ask the students to do them first.
2) Read the sentences in pairs.
3) Ask the students to check their written form according to the given answers on the screen.
Step 6.Sum up the characteristic of the Indirect Speech.
(on the screen)
Step 7. Homework
On the Wb. P88: 2
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Period 7 Integrating skills
Step 1.Read the instructions and discuss the following questions
in pairs:
1) What is an e-pal?
2) What is an e-mail?
3) What is the advantage of an e-mail?
4) What does “click it away” mean ?
Step 2.Check the answers.
Step 3 :Read each of the two e-mail messages and find out what you are asked to answer them. First of all, according to the information you’ll get (names , places, ages, professions , hobbies and interests, purpose of the e-mail , look ,character )
name place age profession Hobby
interest Purpose
of the e-mail look character
1 Jane
2 Jack
3 yourself
( check the answer on the screen )
1) Do it individually.
2) Check it in pairs.
3) Present the answers in class.
Step 4 .Ask the students to sum up the sentence structures
used in the message .
Structures:
be, live, like doing , be interested in , love doing ,
make sb do , like to do , like sth
Step5.Ask the students to write down their own information in the form and then exchange the information with their partners orally .
Step 6.Ask the Ss to write a e-mail message to either of the two .
Step 7.Evaluation:
Ask the students to exchange their written e-mail messages and correct them for each other .
Step 8 .Ask some of them to read their message in class or some of their messages will be shown on the screen to be evaluated by the whole class.
Step9.Home work:
Finish the exercise on Page 90.Answer an e-mail message according to the instruction.