高一英语going places教案2
高一英语going places教案
4. Ask the students to fill in thetable individually. 5. Check with the whole class. Step5 Consolidation Tell me about hiking/rafting. Step6 Play the record of thefirst paragraph for each passagefor the students to listen and follow. Ask themto payattentionto the pronunciation andintonation. Step7 Summary 1. Help the students to compare/contrast hiking and rafting to have a clear picture of their similarities and differences. 2. Helpthe students tomake a list of useful words. Expressions andpatternsin the passages. Step8 Assignment Revise thecontents of thepassages. Outline thetwo passages.
Step5 Summary Sum up what has been taught and what they have learned in this part.
Step6 Assignment 1. Revise thecontents of this class 2. Get ready to act out a dialogue about traveling
《Goingplaces》教案（通用3篇）
《Going places》教案（通用3篇）《Going places》篇1the sixth period integrating skillsteaching goals1. target language1. do some reading and learn about eco-travel.2. do some writing and learn to write travel letters.2. abilities:train the students' reading and writing ability.teaching key points: get the students to understand the importance of eco-travel and improve the reading ability.teaching methods:1. fast reading to go through the reading material.2. discussion to finish the writing task.3. individual, pair or group work to make every student work in class.teaching aids: a multi-media roomteaching procedures:stepⅰ. lead-instepⅱ. warming-up (多媒体展示multi-media slides show)stepⅲ. speaking team work /group work.stepⅳ. language points1. eco-travel is a form of travel that combines normal tourism and learning.2. normal travel is simply for pleasure and is often bad for the environment while eco-travel is a way of traveling responsibly to protect the environment and of finding out what can be done to help animals and plants as well as people.step ⅴ. homework / classwork根据以下提示，以travel 为题写一篇80字左右的短文1 当工作累了时，你可以旅游，领略大自然的美丽，呼吸新鲜空气，还可以交友。
高一英语新教材教案Unit 3 Going Places(人教版高一英语上册教案教学设计)
Unit Three Going PlacesTeaching Goals:1. to talk about traveling and means of transportation;2. to grasp the ways of expressing good wishes;3. to review verb tenses;4. to use the Present Continuous Tense for future actions;5. to write travel letters.Teaching Key points:1. to grasp different verb tenses;2. to use the Present Continuous Tense for future actions;3. to do writing about traveling.Teaching difficult points:1. to grasp the Present Continuous Tense for future use;2. to write a travel letter;3. to learn to use the following phrases:1) get away from2) watch out3) protect sb/sth from4) see sb. off5) on the other hand6) as well asTeaching methods: listening, speaking, discussingThe First PeriodTeaching Aims:1. to get some knowledge about traveling;2. to promote the Ss’ abilities of imagination;3. to improve the Ss’ listening abilityTeaching procedures:Step One Warming up1. As the society develops, people can go places in many means of transportation. Ask the Ss to list means of transportation they have known.car, bus , train, plane, spaceship, …….2. Present the four pictures to the Ss and ask them to talk about what is happening in the pictures.1) He is driving too fast.2) He is littering waste things everywhere.3) He is smoking in the park.4) He is parking his car at a non-parking place.The Ss conclude: We must protect our environment while traveling and obey the rules.3. ask the Ss to discuss what they have to consider before they decide which means of transportation they will use.1) distance 2) weather 3) fare 4) whether it is easy to get tickets5) the time the journey will take4. Ask the Ss to discuss how would they like to go to the places and give reasons1) from Shanghai to London 2) from Beijing to Guangzhou3) from Chongqing to Chengdu 4) from Dalian to QingdaoStep Two Listening1. Teach the new words :1) board 2) boarding calls/cards/gate 3) destination2. The Ss listen and fill in the form:1 2 3Flight numberDestinationGate3. Listen and fill in the form:Where (travelers) What did he/she do? How did he/she travel?123454. check the answers with the class.Step Three Speaking1. Introduce the speaking task to the Ss.2. The Ss ask three classmates about the year and the place they want to travel to.Name Which year Where WhyThe Ss use the following patterns:1) Which year would you like to go to?2) Where would you go?3) Why would you go to China in the year ……?3. Ask one or two pairs to act out their dialogues.Step Four Workbook1. do the listening practice on page 97.1) listen to the tape and arrange the pictures in the right order.2) Ask the Ss to repeat the story in their own words.2. Discussion:1) What are the advantages and disadvantages of opening up a local mountain?Advantages: ________________________________Disadvantages: ______________________________2) What are the advantages and disadvantages of developing the lake?Step Five Assignments1. write a passage with the title “My opinion on developing the lake”2. Preview the text of Unit Three.The Second PeriodTeaching Aims:1. to promote the Ss’ ability of reading comprehension;2. to get some common knowledge about travel;3. to learn to use the following expressions:1) experience sth.2) get away from….3) a good way to do sth.4) watch out for..5) protect …from…6) come from..Teaching procedures:Step One Pre-reading1. ask the Ss to discuss:1) Do you like traveling? Why or why not?2) Where would you most like to travel? Why3) What do you think adventure is?2. teach the new words:1) a place you are going to ----- d_____________2) a means or way of carrying passengers or goods ---- t_____________3) any period of holiday ---- v_____________4) having the effect of poison ---- p______________5) being the main or important part of ----- b_________3. ask the Ss to describe what kinds of sport hiking and rafting are.Step Two Fast reading1. ask the Ss to answer the question:What is the passage about?(Adventure travel: hiking and rafting are used as examples)Step Three Careful reading1. ask the Ss to read through the passage again and then choose the correct answers.(page 18)2. ask the Ss to compare hiking and rafting and the fill in the chart:Hiking RaftingSimilaritiesDifferences PlacesEquipmentCostSkills neededPossible dangersStep Four Language points1. experience 1) (n.) They have shared high school experiencesHe has a rich experience of studying.2) (v.) The young people want to experience colorful life.2. get away from… 1) He wants to get away from his fam ily.2) They want to get away from cold weather.3. get close to / take exercise4. watch out (for….) = be careful of……5. protect sb. from(against) +(n.)/doing…1) wear a hat to protect yourself from the sun.2) we should protect the forest from being destroyed.6. as with hiking = as it is with hikingStep Five Discussion1. ask the Ss to read through the passage and then discuss in groups of four.If you go for adventure travel, which do you prefer, hiking or rafting? Why?2. ask the Ss to discuss in groups of four:Do you think of any other adventure travel? What do you need to prepare? Step Six Workbook1. fill in the blanks with the correct word.(page 99)Step Seven Assignments1. Finish off workbook exercises;2. Do additional exercises.The Third PeriodTeaching Aims:1. to learn to use the Present Continuous Tense for future actions;2. to learn to use the patterns of express good wishes.Teaching procedures:Step One Revision1. check the homework with the Ss.2. ask one student to describe his experience of adventure travel.Step Two Dialogue1. read through the dialogue and then answer:What are Jane and Betty going to do?2. language points:1) go on holidays/ go on a journey/ go on a trip2) in a few days’ timeI will come back in two days.I wil l come back after two o’clock.3) be off to …../ go off to4) see sb. off = say goodbye to sb. at the station or airport5) my plane leaves at seven.The train arrives at eight./ The plane takes off at seven.6) I must be off = I must be leaving / I must go.7) Have a good trip = have a good journey/ have a good flight.Step Three Grammar1. ask the Ss to underline the verbs that express future.1) are going 2) leaves 3) will take2. The Present Continuous Tense is often used for plans in the near future:1) Bob is going with me to the airport.2) How are you getting there?3. The Present Continuous Tense --- Present use1) We are doing our exercises now.2) Adventure travel is becoming more and more popular.Step Four Express good wishes1. ask the Ss to find out the patterns about expressing good wishes:1) Have a nice time in …..2) Say hi to Bob from me.3) Have a good trip.4) The same to you.5) Enjoy yourself.6) Take care of yourself.Step Five Practice1. work in pairs:Questions Your answer Your par tner’s answerWhereWhenHowHow longWhenStep Six Discussion1. Ask the Ss to discuss :As times change, how will the way of our life change?action Past Present FutureTravelReadingWritingShoppingWorking2. ask the Ss to say something about the chart above in different tenses.In the past, people used to travel by horse. Today most people travel by car or by plane. In the future, people will perhaps travel by spaceship.Step Seven Workbook1. Do part 1 of grammar (page 99).2. Do part 3 orally.Step Eight Assignments1. Do the translation in their exercise booksThe Fourth PeriodTeaching Aims:1. to get some knowledge about eco-travel =eco-trip (ecological travel)2. to write a letter.Teaching proceduresStep One Revision1. check the answers with the Ss.2. review what we learned in the last period and ask the Ss to give some examples about the Present Continuous Tense.Step Two Reading and talking1. ask the Ss to answer the following:1) what does eco-travel mean?2) Why is eco-travel very popular now?2. language points:1) combine …with….We should combine theory with practice.2) On one hand…; on the other hand….3) as well asHis sisters as well as his brother like playing football.He likes maths as well as English.He plays football as well as basket ball.3. imagine going on an eco-trip and then prepare role cards for the discussion.Red River Village Snow mountainI think we should …..And we can learn about….We can help ….. I think we should …..And we can learn about….We can help …..4. work in groups of four.5. ask some groups to report their opinions.Step Three Writing1. ask the Ss to go through the schedule for Sue’s trip.2. Make the Ss know their tasks.3. give the Ss some tips:1) to think about you what you are going to write;2) to list good ideas and make some notes;3) consider what you are going to tell and what you need to explain.4. ask the Ss to say their letters orally and then point out the Ss should use the correct tenses.5. ask the Ss to write their lettersStep Four Assignments1. write their letters in their exercise books.The Fifth PeriodTeaching Aims:1. to review the words and phrases;2. to review the Present Continuous Tense.Teaching procedures:Step One Revision1. check the homework with the students.2. point out the mistakes the Ss have made in their writing.Step Two Word study1. ask the Ss to fill in the blanks using the new words:1) If you want to know the flight number, you should pay attention to the b____ calls.2) Cars, buses, trains and planes are means of t____________.3) Rafting is a good way to e_________ nature.4) Eco-travel is a form of travel that c_________ normal tourism with learning.5) If you do something wrong, you should be r____________ for it.Step Three Phrases1. ask the Ss to recall useful expressions in this unit:1) experience sth.2) get away from….3) a good way to do sth.4) watch out for..5) protect …from…6) come from..7) combine ….with…8) on the other hand9) as well as2. ask the Ss to make sentences using these phrases above.Step Four Grammatical revision1. ask the Ss to give some examples about the uses of The Present Continuous Tense.1) Present use2) Future use2. ask the Ss to summarize the forms of expressing future actions.1) will(shall) 2) be going to…. 3) be doing…4) leaves(goes)Step Five Reading1. ask the Ss to read through the passage and then do the post-reading exercises.1) answer the questions:2) think of some similarities and differences.Step Six Writing1. ask the Ss to read the notice on page 101.2. the Ss try to write an essay to explain why they want to go.Step Seven Assignment1. write an essay in their exercise books.The Sixth PeriodTeaching Aims:1. to revise the words and phrases2. to revise the grammar item.3. to improve the Ss’ a bility of reading4. to get some feedback from the Ss.Exercises for Unit Three:一、用所给的词或短语填空：fall, prefer, raft, excite, think about, get close to, adventure;poison, separate, safe1. Let's go _________ on the Yellow River at the weekend.2. Before climbing a hill, you must consider your ________ carefully.3. There were so many _______ trees in front of us that we had to turn our car.4. You'd better ________ (not) the dry well. It’s too dangerous.5. Nothing is ________ than jumping off the peak of the Himalayas6. In which year would you _______ going to the moon?7. Even ________ films can kill people with serious heart trouble.8. Before they left home to travel, they _______ everything carefully.9. There are ________ spiders in the mountain, and yo u’ll be killed once bitten.10. We arrived together, but left _________.1. rafting2. safety3. fallen 4 not get close to 5 more adventurous6. prefer 7 exciting 8 (had) thought about 9 poisonous 10 separately二、句型转换：1. Wear sun-glasses to stop the sun from hurting your eyes.Wear sun-glasses to ______ ______ ______ ______ the sun.2. If you can't swim, you should not go rafting._______ you know _____ _____ ______, you should not go rafting.3. My birthday is several days away.My birthday is _____ _______ ______ ______ _______.4. They feel like going for a hike on the top of the mountain.They would like ______ _____ ________ on the top of the mountain.5. You can use a small boat to paddle down the river and stream.You can ____ ______ the river and stream ______ _____ ______ boat.(1. protect your eyes from 2. Unless; how to swim 3. in a few days’ time4. to go hiking5. paddle down; in a small )三、完成句子：1. 他摆脱不了对不幸损失的悲伤。
《Going places》教案
Going places 教案教案概述本教案旨在引导学生了解和探索不同的交通工具，并帮助他们学习如何表达他们想去的地方。
通过视觉材料、听力练习和书写活动，学生将学会使用相关的词汇和句型，以有效地交流他们的旅行意愿。
本教案适用于初级英语学习者，时长为一个小时。
教学目标学生将能够：•识别和命名常见的交通工具•使用正确的词汇表达他们想去的地方•运用句型“我想坐…去…”教学材料•图片或卡片，展示各种交通工具•白板或屏幕，用于展示和记录学生的回答•学生练习册或作业纸教学活动1. 引入•展示一些图片或卡片，包括汽车、自行车、公交车、飞机、火车等各种交通工具。
•鼓励学生讨论每种交通工具的特点以及它们在日常生活中的用途。
2. 讨论•将白板分成两栏，标题分别是“交通工具”和“目的地”。
•请学生依次列举和讨论各种交通工具，并一起写在“交通工具”栏下。
•随着学生的回答，提醒他们提供与每种交通工具相关的目的地。
将这些目的地写在“目的地”栏下。
3. 听力练习•播放一段录音，包含一些关于目的地的句子。
例如：“我想坐飞机去巴黎。
”•要求学生听录音并在白板上匹配正确的句子和目的地。
•回答正确的学生可以获得奖励，如鼓励的掌声或贴纸。
4. 句型练习•将句型“我想坐…去…”写在白板上。
•随机选择几位学生，要求他们使用这个句型表达他们的旅行意愿。
•让其他学生在听到同学的表达后，尝试用同样的句型提问或回答。
5. 书写练习•分发学生练习册或作业纸。
•要求学生写出一些他们想去的地方，并使用句型“我想坐…去…”表达他们的意愿。
•收集学生的作业并进行回顾和反馈。
扩展活动•邀请一位讲英语流利的客人来班级，与学生进行实际对话和交流，以提高学生的口语表达能力。
•安排一个小组活动，让学生设计自己的交通工具和目的地海报，并向班级展示。
教学评估•通过学生在讨论、听力练习和书写练习中的表现，评估他们对于交通工具和相关句型的理解和运用能力。
•观察学生的参与度和合作精神，以评估他们在小组活动中的表现。
《Going places》教案共3篇
《Going places》教案共3篇《Going places》教案1教学目标：1. 理解生活中常见的地方名称和词汇；2. 熟练掌握用英语询问和回答出行方式；3. 培养学生自主交流和查询信息的能力；4. 培养学生的口语表达和听力理解能力。
教学重点：1. 出行方式的询问和回答；2. 怎样用英语表达所要去的具体地点。
教学难点：如何培养学生在沟通中积极主动的交流能力。
教学过程：Step 1 自我介绍T: Hello, everyone! My name is Jason. And what’s your name? S1: My name is Lily.S2: My name is Mike.S3: My name is Jane.Step 2 视听材料欣赏T: OK, let’s watch a video about “Going Places”. When you watch the video, please pay attention to where they are going and how they are going there.(播放视频)T: What places have they gone to?S1: They went to the beach, the park, the zoo, the store and the library.T: How did they go there?S2: They walked, they rode a bike, they took a bus, they drove a car and they took a train.Step 3 课文解析T: Now, let’s look at the sentences in the video.“Where are you going?” 你们去哪里？“I’m going to the beach.” 我去海滩。
《Going places》教案
Going Places：听说读教案简介这是一份以“Going Places”主题为核心的英语听、说、读教案。
教案中包含了多个小课题，包括介绍不同的交通方式、旅游文化、旅游食品和旅游景点等。
在每一个小课题中，我们将通过让学生完成听、说、读的任务，来加强他们的英语能力。
这份教材适用于年龄段在8~13岁的学生，学生们需要已经具备一定的英语基础，包括基本的语法和单词量。
教案中的教学材料包括了多种形式的资料，例如图表、图片和故事。
教案分为六个单元，每个单元包括了多个小课题，详细的教学目标和活动安排述在以下内容中。
单元一：交通方式教学目标•学生可以识别并使用不同的交通方式单词。
•学生可以运用交通方式词汇来描述怎么去不同的地方。
活动安排1.观看与交通方式相关的图片，学生尝试辨认和说出各种交通工具的英文名称，例如car, bus, train, subway, bike, and plane.2.教师为学生呈现一张地图，让学生根据不同的交通方式来选择最快的路径到达目标地点。
3.学生们在小组中，通过互相交换信息的方式，口语介绍如何以最快方式到达目标地点。
单元二：旅行文化教学目标•学生可以介绍不同国家的旅游文化。
•学生可以介绍旅游的好处和坏处。
活动安排1.给学生看一段有关不同国家旅游文化的视频。
然后，通过简单的录音设备，让学生互相描述了解到的有关文化的信息。
2.教师编写一个小活动，让学生通过角色扮演来模拟人群在旅游地点上的各种情景交流。
示例：在一个市集里，一个游客需要找到适合儿童的小玩具，如果不能用母语来获得帮助，该怎么办？3.学生们分组讨论旅游的好处和坏处，并为其他同学讲解自己观点的理由，例如：旅游可以拓宽视野，但是也可能造成过度开发和破坏旅游景点。
单元三：旅游食品教学目标•学生可以识别并使用不同的旅游食品单词。
•学生可以口语描述和写作介绍旅游地点上的美食。
活动安排1.让学生尝试有关旅游食品的数字谜语或单词拼写并记录他们的答案。
Going places教案
Going places教案The Fifth Period GrammarTeaching goals1. Target language⑴. Review the words learnedlast two periods.⑵. Learn and master The Puous TFuture Aunication: Do you know the ways of doing thingast? Can you imagwauture?2. Abilities: Enablunderstand the grammar. Teaching: Learn the Puous Tlaar future. Teaching methods: Discussingative learning. Teaching Aids: a multi-media room Teaching Procedures:StepⅠ. Lead-inStepⅡ. Warming-up (多媒体展示multi-media slides show) StepⅢ. Speaking Team work /group wⅣ. Languagbrother Bob is going wa2. My plane leaves at seven.3. I think we’ll take a taxi.4. I’m goinga filvening. =I’m goinga this evening.5. I was about to go out wau are to gather al gate at 6 o’clw morning. StepⅤ. Homework / Class wanswer 1. There ___________ an English evening nextSaturday. A. will have Bavgoing to do D. is going to be 2. You’d babout doing your homework now, orit___________ too late. A. is B. was C. has been D. will be 3. The boy is ill. He ___________ abl for at least a week. A. has to Bwill have to D. will have to be 4. They won’t buy any new clothesbecau___________buy a big house. A. save B. are savingaving D. were saving 5. How ___________ you ___________ on with your wly? A. do; get B. have; got C. are; getting D. were; getting Suggested answers:1.D 2.D 3.D 4.B 5.C。
Goingplaces教案
Goingplaces教案the fifth period grammarteaching goals1. target language⑴. review the words learned in the last two periods.⑵. learn and master the present continuous tense for future actions communication: do you know the ways of doing things in the past? can you imagine the ways in the future?2. abilities: enable ss to understand the grammar.teaching key points: learn the present continuous tense for plans in the near future. teaching methods: discussing or cooperative learning. teaching aids: a multi-media room teaching procedures: stepⅰ. lead-instepⅱ. warming-up (多媒体展示multi-media slides show) stepⅲ. speaking team work /group work.stepⅳ. language points 1. my brother bob is going with me to the airport.2. my plane leaves at seven.3. i think we’ll take a taxi. 4. i’m going to see a film this evening. =i’m going to the cinema this evening.5. i was about to go out when he came in.6. you are to gather at the school gate at 6 o’clock tomorrow morning. stepⅴ. homework / class work choose the correct answer1. there ___________ an english evening next saturday. a. will have b. is to have c. is going to 1————来源网络整理，仅供供参考do d. is going to be 2. you’d better set about doing your homework now, or it___________ too late. a. is b. was c. has been d. will be 3. the boy is ill. he ___________ absent from school for at least a week. a. has to b. is to c. will have to d. will have to be 4. they won’t buy any new clothes because they ___________ money to buy a big house. a. save b. are saving c. is saving d. were saving 5. how ___________ you ___________ on with your work recently? a. do; get b. have; got c. are; getting d. were; getting suggested answers:1.d 2.d 3.d 4.b 5.c————来源网络整理，仅供供参考 2。
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Unit3 going places1st periodTeaching aims1.Help the students to learn to talk about traveling.2.Help the students to learn to talk about means of transportation3.Encourage the students to learn how to express good wishes.4.Learn and master the following: consider, means transportation, have a good trip,good luck to youImportant points in teaching1.Listening and speaking practice2.Talk about travel in English3.Learn the expressions of means of transportation4.Learn to express good wishesDifficult points in teachingTalk about travel in EnglishTeaching aidsa slide projector or computera tape recorderTeaching proceduresStep1.greeting and revisionStep2.lead-in1.Ask some students what activities they did during the summer vacation.2.Do ‘warming up’Ask the Ss to look at four pics on page 153.Get the Ss to understand the questions given, Get their opinions about safety, comfort,quickness, convenience, etc.4.Deal with the four situations:Form Shanghai to LondonFrom Chongqing to ChengduFrom Beijing to GuangzhouFrom Dalian to QingdaoAsk the students to give their reasons for choosing their means of transportation.Step 3. Listening1.Pre-listeningNow we know something about different means of transportation, we can travel by ship or by air, imagine now we were in the waiting room at an airport. And we’ll listen to some boarding calls. 2.ListeningAsk the students to concentrate on comprehension of the boarding cal l.Play the tape again. Get the students to focus their attention on the specific information check in pairs. Then discuss the answers with the whole class.Step 4. Speaking1.Lead-inTalk to the students about their travel experiences in the past. Questions:Where did you travel?When did you do that?How did you travel?2.Deal with the tableAsk three or more students about the year and the place they want to travel to ask one to write the information on the form on the blackboard, and the others in the form on page 16.3.Do the exampleDemonstrate the example with a good student.Then ask the students to make a dialogue with their partners on pairs according to the completed form.4.Consolidation practice(1)Ask the students to create their own dialogues according to their own imagination of travelingto the past or the future in different machines.(2)Show the traveling of a spaceship in space and ask the students to make a dialogue aboutit. .Step 5 SummarySum up what has been taught and what they have learned in this part.Step 6 Assignment1.Revise the contents of this class2.Get ready to act out a dialogue about traveling2nd periodTeaching aims1.Words and expressions:Experience, simply, get away from, vacation, nature, basic, equipment, tip cell, phone, watch out, poison, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity. 2.Improve the students’ reading comprehension.Important Points in TeachingTrain the students to improve their reading comprehensionDifficult Points in Teaching1.Question and Answer for inducing2.Fast reading to find out some general information3.Careful reading to find out the details in the passages4.Pair-work/ Group-work activitiesTeaching Aids1.A tape recorder2. A slide projectorMain Procedures in TeachingStep1 Greeting and Revision as usualStep 2 Pre-ReadingLead-inDo you like traveling?Why do you like traveling? And why not?Where would you most like to travel? Why is that?Have you ever tried any adventure travel in your life?Please discuss these questions with your partner.Step 3 While-reading1.Fast readingWhat’s the basic equipment you need for hiking?2.more question sWhere can you go hiking?How can you go hiking?Why is hiking a great way to travel?What do you think of hiking?3.Do the same with RAFTINGWhere can you go rafting?How can you do that?Why is rafting another exciting adventure?What do you think of a normal rafting trip?What’s your opinion about whitewater rafting?Why is rafting a good way to experience nature?What is it like when you go on a normal rafting trip?What is it like when you go on a white-water rafting trip?Can you think of some other words like “whitewater”?Step 4 Post-reading1.Ask the students to choose their answers for the questions according to the passages.2.Ask them to check in pairs.3.Check the answers with the whole class.4.Ask the students to fill in the table individually.5.Check with the whole class.Step 5 ConsolidationTell me about hiking/rafting.Step 6 Play the record of the first paragraph for each passage for the students to listen and follow. Ask them to pay attention to the pronunciation and intonation.Step 7 Summary1.Help the students to compare/contrast hiking and rafting to have a clear picture of theirsimilarities and differences.2.Help the students to make a list of useful words. Expressions and patterns in the passages. Step 8 AssignmentRevise the contents of the passages.Outline the two passages.3rd periodTeaching aims1.Learn to define or paraphrase the given words and phrases.2.Learn and master: separate (v. adj.) benefit3.Lean and master the use of the Present Continuous Tense for future actions.4.Revise the tenses learned before.5.Learn to organize sentences together to form a short passage.Teaching Important PointsThe use of the Present Continuous Tense for future actionsTeaching Difficult Points1.The use of the Present Continuous Tense2.How to organize English sentences to form a proper passageTeaching Methods1.Listening and dictation2.Pair/Group work3.Inductive method and Deductive method4.Sentences making practiceTeaching AidsA slide projector or computerMain projector in TeachingStep 1 Greeting and Revision as usualStep 2 Word studyAsk the students to match the words and phrases to right expressions individually. Check in pairs and then check with the whole class.Step 3 Language focusAsk the students to read the dialogue and underline the verbs that express future.Let the students study the example.Make sure they understand what to do.Ask the students to check in pairs.Check with the whole class.Summary: The Present Continuous Tense may be used for future actions.Ask the students to read aloud the dialogue again in pairs.Ask one or more pairs to act it out.Step 4 PracticeAsk questions about how things were done in the past,how they are done today, and how they will be done in the future, e.g.How did people travel in the past?How do people travel today?How will people travel in the future?Step 5 PracticeStudy the example first.Then ask the students to write a paragraph for each column.Ask four or more students to report their paragraphs.Step 6 ConsolidationAsk the students to talk or make sentences about their future plans using the Present Continuous Tense for future actions.Step 7 SummaryHelp the students to generalize the use of the Present Continuous Tense for future actions.Step 8 Assignment1.Revise the grammar2.Write their passages in the exercise book.4th periodTeaching aims1.Do some reading and talking2.Learn and master: combine task3.Learn to write English lettersImportant Points in Teaching1.Learn about eco-travel2.Learn to express themselves in the group discussion in English3.Revise and learn how to write English letters.Difficult Points in Teaching1.Express themselves in proper English2.Build up the sense of environmental protection3.From the writing habit of English letters.Teaching Methods1.East/careful reading for gist/details2.Discussion in groups and writing practice.Teaching Aids1. A slide projector2.Macromedia equipmentMain Procedures in TeachingStep 1 Greeting and RevisionStep 2 Do Reading and TalkingStep 3 WritingStep 4Assignment1.Revise the contents of the whole unit.2.Finish off the letters and write them in the exercise book.3.Preview the next unit。