“一师”教学设计范本TeachingPlanforUnit8
【公开课教案】英语新目标七年级下Unit8
Teaching Plan for Unit 8Teaching aim:. Ask for and give directions on the street.Grammar: 1. there be sentence pattern2. use the prepositions of place to describe the locationsStructure:1. Is there a bank near here? Yes, there is. It’s on Center Street.2. Are there any restaurants near here? Yes, there’s one in front of the post office.3. Where is the….? It’s ….4. Go along New Street. Turn right at the first crossing and the restaurant is onyour left, across from the pay phone.Vocabulary: refer to the wordlist on P125-P126Phrases: post office, police station, pay phone, across from, in front of, go along, turn right, turn left, spend time, enjoy reading，between…and…, next to, in the neighborhoodWriting: to write about your neighborhoodSentences for writing:1) I live in a/an …neighborhood.2) There is a/an ... (between…and…/ across from.../ next to....).3) I enjoy/like/ love …there. I often .... When I…, ...!4) To get there, I usually ....Use the following words to write a paragraph (at least 80 words): neighborhood, enjoy, between, along, getPassage to recite: P47 2b LisaTeaching procedures:Period One: Places and Positions Section AI. Lead inIntroduce Ss to the unit goal: ask for and give directions on the street. Match the words with the places in the picture.Read the words aloud.Notice: Bridge Street; Center Street; Long StreetII. Listening1b: Listen and circle the places you hear in 1aIII. Pair WorkA: Is there a hospital near here?B: Yes, there is. It’s on Bridge Street/Center Street/Long Street.IV. ListeningBefore listening:2a: have Ss look at the pictures and match the sentences with the pictures.While listening:Listen to 2b and fill in the blanks.After listening:Describe the places in 1a on page 43.The __________ is next to the ____________.The __________ is across from the ____________.The __________ is between the ____________ and the ____________. V. Role play2d: Listen and repeat the conversation. Use the map on page 43.A: You are new in town. You want to know if there is a ... around here. B: You are a local. Offer help and give directions.Make your own conversation and role play it.Language in use: How can I help you?I’m new in town.Is there a/an ... around here?Thanks so much.No problem.V. Homework: 1. Copy new words2. Recite the sentences in 2d.Period Two Give directions on the street Grammar P 45 +Section B P46I. Revision Grammar P 451. Use the map on P43Q: Where’s the hotel?An: It’s behind the police station.2. 3a: Have Ss answer the questions.3. 3b: Write three sentences.II. Street signsMost cities will have street signs to give drivers information, instruction or warnings. 1a: Match the words in the box with the signs.Practice: Go along Bridge Street/ Long Street/ New Street.Turn right/ left at the first crossing.___________ is on your right/ left.III. ListeningBefore listening:Ensure Ss understand where the speakers are located on the map.While listening:Listen to 1b and write the correct place for each letter in the picture.Before 1c, have Ss review the map and their answers from 1b, and then try to fill in the blanks.Listen to 1c and check the answers.After listening:Draw several routes on the map.Practice: Go along _____________.Turn right/ left at the _____________ crossing.____________ is on your right/ left.It’s next to/ across from/ between ... and....IV. Pair workAsk and answer questions about the places.A: A stranger in town.B: Give directions.Remind Ss that when they are given instructions they should repeat or confirm directions.Eg: A: Excuse me, is there a supermarket around here?B: Yes, there is. Go along ______________.Turn right/left at the _____________ crossing.It’s on your right/ left.A: Got it! Go along _____________.Turn right/left at the _____________ crossing.It’s on the right/ left.B: Yes. It’s next to/ across from/ between ... and ....A: Thank you very much.B: You’re welcome.1, post office 2, supermarket 3, pay phone 4, bank 5, libraryV. Homework: 1. Copy new words.2. Write your own conversation.Period Three/Four Write about your neighborhood Section B P47-48I. Lead inUse the map on P46Q: What can you see in the neighborhood?An: There is a/an ____________ in the neighborhood.There is a/an ____________ next to/ across from/ between ... and ...II. Reading2b: match each passage with a map.2c: read the passages again and answer the questions.III. Language points1)like/love to do 喜欢做某事2)spend v. ~ timeEg: I like to ~ time there on weekends/ in the afternoon.I like to ~ time in the library on weekends.3)watch ... doing sth.4)shop v.5)free adj.6)noisy adj. quiet7)enjoy doing sth.IV. SentencesLearn to use the following words and expressions in your writing.1.To get there,To get there, I usually walk out and turn right on Bridge Road.2.ThenThen I walk along Bridge Road.3.becauseI often exercise at the park because I love the clean air and sunshine.4.When I..., ....When I read books, time goes quickly!V. Writing3a: Look at the map of Cindy’s neighborhood and fill in the blanks. 3b: Draw a map of your neighborhood and write about it. Sentences for writing:1) I live in a/an …neighborhood.2) There is a/an ... (between…and…/ across from.../ next to....).3) I like/ love …there. I enjoy ... I often .... When I…, ...!4) To get there, I usually ....VI. Homework1.Writing2.Review Unit 8。
课程教案Teaching Plan-8
Teaching Plan -8:CAD standardLearning OutcomesOn the completion of this unit you will be able to correctly grasp the following knowledge as follows:•The need for CAD data standardization.•The concept of GKS (graphic kernel system) and its extensions for developing the graphic software systems.•The concept of IGES (initial graphics exchange specification) and STEP (standard foe exchange of product model data), and their extensions for exchange of modeling data.•The overview of drafting system and modeling system.AssessmentCompetency will be assessed by grasping the knowledge throughout this section.ResourcesTheory (Period: 2 classes in classroom)《CAD/CAM Principles and Applications》•Chapter 5: CAD standards•Chapter 6: Introduction to a drafting system•Chapter 7: Introduction to a modeling systemKey PointCAD standards, GKS, IGES, STEP, drafting system, modeling systemStandardization in graphicsWith the proliferation of the computers and software in the market, it is necessary to standardize certain elements at each stage, so that the files and the data will not be lost or used with much modification in the newer and different systems. This means there should be compatible between various software elements as also between the hardware and software. This can be achieved by maintaining proper interface standards at various levels.Following are some of the standards: GKS、IGES、DXF、STEP ……GKS (Graphical Kernel System)If a graphical program developed by a special system, it is difficult to use it in another system and the program has to be completely recoded. The same code is rewritten a number of times by different people in different system to achieve the tasks such as creating a line, drawing a circle and so on.It is desirable to code the program interchangeable in different systems. GKS (Graphical Kernel System) became the standard in 1982. The major contributions of GKS for the graphics programming are following:To provide the complete range of graphical facilities in 2D, including the interactive capabilities.To control all types of graphic devices such as plotters and display devices in consistent manner.The GKS has been subsequently enhanced to provide a separate standard for 3D as GKS 3D, which maintains the compatibility with the 2D standard.Exchange of modeling dataSince the CAD/CAM software is available from a number of vendors, it is necessary to communicate with the various systems in the same plant or different plants. This means that the data format used by all the software should be the same. The database formats are identified on the basis of the modeling requirements and it is not possible to have identical format for all the systems. But it is possible to identify a certain format for drawing exchange and make it a standard so that the various systems can convert their internal format to this format.IGES (Initial graphics exchange specification)The IGES is the most comprehensive standard and is designed to transmit the entire product definition including that of manufacturing and any associated information. The IGES file consists of 6 sub-sections:Flag section: indicate the form which the data is specified in.Start section: a man-readable prologueGlobal section: details of the product, person and company who originate it, the system which generate it, drafting standard used, some information required for its post processing.Directory entry section: provide an index for the file an contain attribute information such as colour, line type, transformation matrix, etc.Parameter data section: contain the data associated with the entities.Terminate section: contain the sub-totals of the records present in each of earlier sections.All kinds of modeling (wire modeling, surface modeling, solid modeling) information can be convenient handled in IGES. But some problems should be faced with IGES for translation of geometry between different systems because of the following reasons:1) The different export choice for exporting CAD geometric data through IGEScan make the result better or worse.2) The different system has accuracy or resolution. The IGES files are movedbetween two CAD/CAM products using different tolerance. Solid modelingis more sensitive than surface modeling because of this data problem.3) The translation time is too long.STEP (Standard foe exchange of product model data)It is a series of international standards with the goal of defining data across the full engineering and manufacturing life circle. The broad scope of STEP is as follows:1) The standard method of representing the information necessary forcompletely defining a product throught their entire life from concept designto the end of useful life.2) Standard methods for exchanging the data between two different systems.The STEP file consists of 8 major areas:1) Overview2) Description methods3) Implementation methods4) Conformance and tools5) Integrated-generic resources6) Application information models7) Application protocols8) Application interpreted constructsApplication protocolsThese are the main protocols to be used as subsets of STEP information model for exchange of data between specific application systems (such as between two finite element systems or between a CAD and Process Planning system). These parts describe not only what data is to be used to describe a product, but also how the data is used in the model. The application protocols use the integrated information resources in well defined combinations and configurations to represent a particular data model pf some phase of product life.DXF (Drawing exchange format)It is not a industry standard developed by any standard organization, but Autodesk for use with AutoCAD drawing files. A drawing interchange file is simply an ASCⅡtext file with a file extension of .DXF. the overall organization of a DXF file is as follows:1) Header section2) Classes section3) Tables section4) Blocks section5) Entities section6) Objects sectionDrafting systemAutoCAD is the most popular drafting system, and it is used widely. It can export the drawing file in the format of DWG, DWF, DXF and the other formats file. There are some geometric commands and editing commands in the system to supply the facilities for users.Modeling systemUG NX, Pro/E and CATIA are the major CAD/CAM systems.The modeling methods in UG NX system are: solid modeling, surface modeling, wire frame modeling. It seamlessly integrates constraint-based modeling, feature-based modeling and explicit geometric modeling.。
teaching plan (unit 8)
Teaching PlanCourse: Comprehensive English (VI)Teacher：Liang Haiying Academic Year: 2012-2013 Semester: 2Teaching ProceduresStep One: Greetings (1’)Step Two: Carry out task-cycle activities (44’)Aims: Through three major task cycles consisting of six concrete activities, the students’language knowledge and skills will be developed; at the same time, through these activities the students’critical thinking ability will be improved, and their learning and communicative strategies will be enhanced as well.Concrete task design and steps are as follows:Task One: listening and Speaking (15’)Activity One: Discussion on Fifth Avenue (5’)Aims: help students get familiar with the topic of this unit, and develop students’listening and speaking abilities; simultaneously, students’ communicative strategies can be improved as well.Concrete steps:1). Ask students to look at some pictures on Fifth Avenue with striking differences, leading students to have a more exhaustive image on Fifth Avenue.2). Students are asked to discuss in groups their impression on Fifth Avenue and try to predict the contents of the text.3). Some students are invited to share their opinions with the whole class.Activity Two: Group Discussion on Harlem (10’)Aims: Students can become more interested in the text through group discussion about Harlem by watching a video. This activity can practice students' oral English and cooperative strategies within the group members.Concrete steps:1).Ask the students to watch the video for twice in order to figure out the theme of the video.2). Amnopqrstuvwabcdefghi show their opinions.3). Evaluate students’ performance and summarize the theme by the teacher herself.Task Two: Writing Skill Analysis (13’)Activity One: Brief introduction to the author (3’)Aims: This unit is concerned with racial segregation against black people in America, with a view to thorough understanding of the text, the teacher can help the students to know much more about the background knowledge and writing features of the author by means of brief introduction to the author.Concrete steps:1). Introduce the author’s own life experiences in brief to make students understand why hewrites the works on racial segregation.2). By introducing the author's major works and writing features, the students may have a betterunderstanding of the text.Activity Two: Group discussion on discourse pattern of the text (10’)Aims: By introducing the discourse pattern theory put forward by Hoey, the students’analytical and writing ability will be improved, for it will help them know how to organize their essay in a more systematic way.Concrete steps:1). Introduce the discourse pattern theory put forward by Hoey.2). Organize students into groups to discuss the discourse pattern in the text.3). Invite several students to offer their views and in the end provide proper ones.Task Three: Reading (16’)Activity One: Skimming (8’)Aims: Help students get a general idea about the text through skimmL ÿ=ÿÝ- •L3L ÿÝ •L4ÿÝ P´ € ¤'¤BC^ b2/ Ý • the text to find out the answers to several questions.Ý P´ € ¤'¤BC^ b2/ Ý • the text to find out the answers to several questions.'¤BC^ b2/ Ý • the text to find out the answers to several questions.2). Ask students to offer their answers and give comments on their analysis.Activity Two: Detailed analysis of the first paragraph (8’)Aims: After students get a general idea about the text, detailed analysis of each paragraph will help students understand each sentence thoroughly, especially those difficult and complicated sentences.1). Language points in paragraph one.(1). The projects --- referring to the public housing projects.(2). Why are the projects in Harlem hated as much as the police? What is the ―real attitude of the white world‖ referred to in paragraph 1?They both reveal the attitude of the white world toward Black people at that time, which was one of racial segregation. Some white people looked upon Black people as an inferior race and concluded they must be placed under police surveillance and contained in separate areas rather than mixed with Whites.(3). commission --- a body of persons appointed to perform certain duties2). Language points in the rest of the text ( Note: this part will be included in the second period of the class)(1). hideous --- extremely ugly and unpleasant(2). bleak --- cold, bare, and cheerless(3). invincible --- undefeatable, unchangeable(4). indescribable --- im"‟ëX.â pU&ÔÏIÓ <¤ýLÒ8ÈmÏk ûAª ã**Њextremely good or extremely bad, or because description is too difficult to attempt(5). squalor --- wretchedness, squalidness, degraded condition; misery(6). (un)rehabilitate --- to put back into good conditione.g. a plan to rehabilitate inner-city areas(7). maimed --- injured for lifehooked --- (be) addicted to drugs(8). niched --- placed as in a niche, i.e. a hollow area in a wall(9). Where in paragraph 2 is Baldwin being ironic?In the sentence beginning with ―Even if … .‖ The examples do not really support what has been said about the administration.(10). at one’s discretion --- completely according to one’s own decision(11). Stuyvesant Town --- part of New York City named after Peter Stuyvesant(1610---1672), Dutch colonial official, last Dutch governor of New Netherland (later New York City)(12). What initially gave rise to Harlem’s private project? How did Black people react to it? Why?Blacks were not allowed to live in Stuyvesant Town. 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unit8 教案(英)teaching plan
Unit 8 It’s holiday seaon
Spring Festival
What do people usually do
during the Spring Festival?
People usually ---
Teaching PPT
G1 G2 G3 G4
3）Preview
Sum up the words, phrases and sentences in this lesson with the teacher.
Write down homework
Consolidation
Homework arrangement takes full account of students' needs at different levels.
2) Show the main words and phrases on PPT to educate the students on the manners and etiquette.
3) Read the words and phrases on the PPT.
4）Consolidate exercises in the form of competition.
3.Discussthe followingtopics
1) Do you like celebrating festivals?
Why?
2) What’s your favorite festival?
3) How much do you know about the Spring Festival?
read the words and phrases
The teaching plan of Unit 8
1. 2a:Look at the chart.Ask five students to read the five names of the pets in the first column.
Point out the write-on line in front of each pet.Say,You will listen to the recording and number the pets in the order you hear them.Then write the numbers on the lines in the chart.Play the recording twice and then check the answers.5 2 1 4 3
Emotion goals:培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，善于合作，培养学生团结协作精神。
（重难点）
教材
1.掌握询问对方意见的句型：
2.掌握评价意见的句型：
板书
设计
示意
框图
Unit 8 Why don’t you get her a scarf?
SuggestionsComments
时序
教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）
Step 1: Greeting
Step 2: Revision：words competition (all the class )
Step 3:Lead in grammar in Unit 8
1.At first ask students to review grammar in Unit 7 ( Would you mind doing…. ? or Could you please do …? ) according to some pictures in slides. And review some more drills of suggestions
Teaching Plan for Unit 8 Learning a foreign langua
Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语acquisition, correction, data, patience, stick, acquire, instruct, adopt, face, awful, academic, anxious, appropriate, make sense of,distinguish … from ,be equipped with, adjust itself to, be born wit h, regardless of, consider… put… to use, take risks/a risk, contribute to, take patienceb. 重点句型Learning a language is obviously more than just memorizing words, phrases and structures.If we develop our study skills, … but can in fact be twice as easy an d a lot of fun.2. Learning ability goals 学能目标Help the Ss learn how to talk about the different methods of learning a foreign language and the characteristics of the successful language learners.Teaching important points 教学重点Analyse the organization of the text.The understanding of the reading text about the problems and factors related to learning a foreign language.Teaching methods 教学方法Listening and intensive reading with the aid of the computer courseware.Teaching aids 教具A computer, a projector and Internet.Teaching procedure & ways 教学过程与方法Step1: Lead-in1. What’s our mother tongue?2. What’s our foreign language?3. Which do you think is harder ?Step 2: Skimming1. If we develop our study skills and way of Learning, is learningforeign language twice as hard or as easy?Twice as easy.2. Find out the topic sentence of each paragraph.Main ideaPara. 1 Learning a language is obviously more than just memorizing words, phrases and structures. It is puzzling how we are able to learn or acquire our mother tongue.Para. 2 Language experts have different answers to the question.Para. 3 Learning a foreign language is different from learning one’s mother tonguePara. 4 Successful language learners share a number of characteristicsPara. 5 By planning and evaluating their learning, successful language learners gain confidence which in turn allows them to enjoy the learning process and learn better and faster.Para. 6 If we adopt some of the study skills and characteristics described in the text, we will become more successful.3、What’s the purpose of writing this article?A. Learning a foreign language is twice as hard as learning our mother tongue.B. Learning a foreign language is more important than learning our mother tongue.C. Learning a foreign language is twice as easy if we develop our study skills.D. In fact, the number of people learning a foreign language has increased with years.4、Match the part with the main idea.Part1(Para 1~2) differencesPart2(Para 3) successful language learnersPart3(Para 4~6) learning of the mother tongueStep3: ScanningPart1.1. Answer the questions or do multiple choice.①What is the most puzzling question in learning our mother tongue?How were we able to make sense of what we heard and distinguish the mistakes and errors from "good" language?②How do different people explain our ability to learn our mother tongue?Some experts explain that we are equipped with a special ability to learn language and our brain adjusts itself to the language, Othersthink that we learn language in the same way we learn other things and that what we are born with is a general ability to learn and adapt ,not a language –specific part of the brain.③The sentence “Life is a very successful language school” means .A. we are equipped with a special ability to learn languageB. the key to learning the language well is to communicate with the people around usC. parents can give children language lessonsD. people can learn the language by themselvesLanguage points:1. make sense of 理解 make sense有意义make no sense in a sense在某种意义上Can you __make sense of ___ what I said?Talking after the accident __makes no sense___.what he said is reasonable__in a sense_.2. adjust 调整adjust / adapt… to适应1) You shouldn’t adjust your computer without an y instruction.2) He adjusted his errors and continued his research work.3) When you go to a new country, you must adapt /adjust yourself to new circumstances3. regardless of : 不管，不顾The coal boss risked making money regardless of workers’ safety.They decorated the house regardless of cost.Part2.In fact, we learn English much faster than we may have thought because ________.A. A lot of people are born with a special ability to learn a foreign language.B. English learning always takes place in class.C. Communicating with people often takes too much time.D. We can get a lot of help and the learning is more efficient.Language points:1. in other words 换句话说in a word 总而言之in word 口头上with the words 说完就......have a word with sb. 和某人说句话have words with sb = quarrel with sb 与…争吵keep one’s word = keep one’s promise 遵守诺言Word came that… 有消息传来……1) With the words, he walked away with a smile.2) It’s no use promising in word, but in deed.3) In a word, you are a very good boy.4) She often depends on others. In other wordsshe doesn’t do things by herself.5) I hope you will always keep your word6) Have a word with Rose and see what she thinks.7)Word came that our team had come out first.8)After having words with the boss, he decided to quit the job.Part 3:1. If you want to be a successful language learner, what characteristics must you have?interested in understanding my own thinking;curious about the world;willing to take chances ;confident in my ability;use different ways of learning ;plan my studies in order to deal with academic challenges.2. tick(√)some of the following points that the write thinks are important.（）1. set a clear goal in learning（）2. evaluate our learning（）3. make proper study plans（）4. have good pronunciation and intonation（）5.have interest in learning（）6.understand English grammar（）7.memorize new words（）8. be active and patient（）9. adopt some good study habits（）10. take risks and put ourselves in new learning situations（）11.put what we know to better use.Language points:1. put…to use : make use of / put...into practice1) You should put what you have to better use.= You should make better use of what you have.2) She put her knowledge of German to good use2. take/ run/ risks 冒险at any risk无论如何，无论冒什么危险at risk = in danger处于危险中at the risk of ... 冒着…的危险1) 他冒着生命的危险救了我一命。
Teaching Plan for Unit 8 Sports
陈卫锋Chen Weifeng from Xiting Senior Middle School, JiangsuTeaching aims and demands类别课程标准要求掌握的项目话题 1． Talk about sports2． Talk about interests and hobbies3． Talk about the Olympics4．Write a sports star’s profile功能 Interests and hobbiesWhich do yo u like…or …?What’s your favorite sport?Which sport do you like best?Which do you prefer…or…?What about…?Are you interested in…?词汇 continent well-known athlete gold medal torch badminton tie final dive shootingGreece competitor motto further rank gymnastics prepare preparation effect flamecompete flag weight position superstar point skill weigh title gesture facialstand for because of speed skating track and field take partin preparation for语法 Future Passive VoiceThe people of Beijing will plant more trees and build new roads.(陈述句)More trees will be planted and new roads will be built by the people of Beijing.Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）When will the 29th Olympic Games be held in Beijing.Period Arrangements:warming up reading materialsPeriod 1 listening Period 2,3speaking language focuslistening (WB) complementary listening materialspeakingPeriod 4 speaking Period 5 complementary reading materialwriting(WB)integrating skill(writing) assessmentTeaching Procedures of Period 1:Step1.Warming up (15 mins)Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):Q: What do you know about sports?During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is agood chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.Possible response:school sports meetSports meet the National Gamesthe Asian Gamesthe Olympic Gamesthe World Cupetcball games: volleyball, basket ball, football, table tennis,tennis, ,golfbadminton, bowling, baseball, American football, ice hockey etcEvents of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etcgymnastic: rings, double bars, high and low bars, horse , free exerciseswimming/shooting/skiing/ ice sports/diving/aquatic sports etcSport stars : Beckham, Mike Owen, Michael Jordan etcPurpose: This activity is designed to encourage students to think about sports and activaterelevant vocabulary.Step 2. Speaking(15 mins)Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)Task2(pair work): A survey about physical fitness (See postscript 1)Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.1). Do you think your group is doing well or not? Why ?2). How can you become fitter?Purpose: The students will use the information from the above step totalk about their interests and hobbies and to practise giving reasonsfor their opinions.Step 3. Listening (15 mins)Task 1: Brainstorming(encourage Ss to tell me as many words about thatas possible)Purpose: to work as a guide of listening part.Task 2: Listen to three sports reports and fill in the missing informationPurpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.Step 4. Homework AssignmentTask: Find out some background information about the Olympics. T will offer them some websites as well: // Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.Teaching procedures of period 2Step1. Lead-in(10 mins)Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide.At the same time T will display some relevant pictures.Five rings Aisa Europe Africa America OceaniaIOC International Olympic committeeHeadquater Lausanne SwitzerlandMotto swifter higher strongerPresent President Jac ques RoggeOfficial language English French Spanish Russian GermanHost city of 2000 Olympics Sydney AustraliaHost city of 2004 Olympics Athens GreeceHost city of 2008 Olympics Beijing ChinaHost city of the first Olympics Athens GreeceSort Winter Olympics Summer OlympicsPurpose: to help Ss get as much background knowledge about the Olympics as possibleTask 2.Group work to discuss any of following questions:1).Why do so many athletes want to take part in the Olympic Games?2).Are the Olympic Games important to our society? Why or why not?Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.Step2. Reading(10 mins)Task1.Skimming to find out what is the reading material going to talk about.Possible answer: the OlympicsTask2. Scanning to find the topic wordsPossible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,the modern Olympics, the Olympic motto, the 2008 OlympicsPurpose: to train Ss to glance through the passage quickly to get a general idea.Task3. Careful reading to find out the main idea of each paragraph.Purpose: to train Ss how to find out the main idea of a paragraph.Step3.Consolidation(10 mins)Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.Task2.Match the new words and their meanings(See WB Ex)Task3.Fill in a form about the passageOlympics Year Location China’s gold medals competitorsold Greeceno female competitors1st in modern times23rd20002008 ? ?Purpose: to have a better understanding of the passage and note some useful words and phrases.Step4.Discussion(15 mins)Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.Topic1. What is the spirit of the Olympic Games? What can you learn from it?Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?Topic3.Is it important to win in a sports match? Why or why not?Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.Task2: DebateHosting the Olympic games is a great honour and a great responsibility. Since china has won the biddingof hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.good effects bad effectspromote the economy costing a large amount of moneymake china better known to the world cause disorder to our society… …Purpose: to have a further understanding about the Olympics.Step5.Homework assignmentWrite a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.Purpose: to cultivate them how to write discussed topicsTeaching procedures of period 3Step1. Extensive reading (WB) (15 mins)Task 1. Read the passage and have a discussion about some related questions.1).What are some problems that unknown athletes have to deal with?2).Why are the Olympic Games so important to many athletes?3).Why do stars like Michael Jordan make more money than other athletes?Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?Sports Popular /not very popular ReasonsTennisSoccerTable tennisBadmintonPurpose: to know more about sports and the Olympics.Step2.Speaking(5 mins)Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.Step3. Language focus (25 mins)Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.Structure: Subject+ will be doneTask2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)Task3. Pair work to ask questions about the passage with what , when, where, how etc.Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.Next week we are going to clear the school as follows:Monday--- Classroom Building No.1Tuesday--- Classroom Building No.2Wednesday--- the computer center and language labThursday--- the science labsFriday--- the libraryPurpose: to consolidate their understanding about the Future Passive Voice.Step4.Homework assignmentTask1. Finish some consolidation Ex of the Future Passive VoiceTask2. Find out as much information as possible about their favourite sports starsPurpose: to encourage Ss to do what they are interested inTeaching procedures of period 4Step1.Listening(5 mins)Ss will hear something about some sports stars and make their own decision according to what they have heard.Step2.Speaking (10 mins)Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.Purpose: to work as a preliminary step of writing.Step3.Writing (30 mins)Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.Purpose: This activity is to let Ss find out how to write a profile by themselves.Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.Step4.Homework assigmentSuppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.Teaching procedures of period 5Step1.Listening(10 mins)Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)Purpose: to make Ss get used to listening to English sports news in daily life.Step2.Speaking(10 mins)Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.Example sentences:Eating food I think all food will be turned into juice and chopsticks won’t be used.Drinking waterWearing clothesBuilding housesDriving carsReading books…Purpose: to revise the language focus in this unit.Step3.Reading(10 mins)Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)Purpose: to offer Ss further information about sports so that they will have better understanding.Step4.Writing(15 mins)Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.Sport: SoccerObjective:Shoot the ball into the otherTeam’s goalNumber of players:Two teams of eleven players:ten outfielders and a goalkeepersSports field:Grass playing fieldEquipment:Football,two goalsBasic rules:1. Players are not allowed to use their hands.2. … Sport: Tabl e tennisObjective:Number of players:Sports field:Equipment:Basic rules: Sport:Objective:Number of players:Sports field:Equipment:Basic rules:Sport:Objective:Number of players:Sports field:Equipment:Basic rules:Task 2: Write a short essay in which you compare two sportsStep5.Homework AssignmentTask1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.Purpose: This activity is designed to check what Ss have learned from this unit.Task2: AssessmentPurpose: to help Ss to reflect on how and what they have learned from this unit.Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.Form 1: (total score 5)listening speaking reading writingSelf assessmentPeer assessmentTeacher assessmentForm 2: set improvement goalYour name Datea. What were your goals for this unit?b. Did you reach your goal?c. What different ways of learning did you use?d. Which did you like best?e. What your goals for the next unit?f. How do you plan to reach them?g. Will you ask some of your classmates for ideas and try new ways of learning?The Olympic GamesOur country will。
Teaching Plan for section 1 Unit 8 lp
Teaching Plan for Section 1 Unit 8Knowledge teaching point:words and expressions, the grammar, the text, and workbook exercisesAbility training:Improve the Ss’ ability of listening, speaking and reading. To make sure they can use the knowledge freelyMoral education:Educate the Ss to get a knowledge of celebrity and role models. And the students can know how to become celebrity .Key point and difficulty:1.Read the passage and get a general idea .2.How to become a celebrity and role model.eful expressions in the passage.Teaching method:Listening, speaking reading and practicing Learning, discussing and drills Teaching procedure:Step 1. Words1.I want to be recognized for an important achievement .be recognized for ---- 因为be recognized as ---- 作为相同的用法还有famous, known, well-known他是一个公认的好老师。
He is recognized as a fine teacher .2. It looked lost .lost 迷路常用短语be/get lost(=lose one’s way)在森林里她迷路了。
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5. Fill in the blanks and talk about the dates and activities.
2.Review 12 months of a year.
3.Review ordinal numerals.
4.Talk about birthdays.
5.Talk about holidays and dates.
To activate students’prior knowledge and get them ready for the new topic.
To confirm students’understanding and using of the dates.
3.Do Jigsaw reading in pairs.
To help students have a general idea of the text.
4. Read aloud the notice after the recording.
have a general understanding of the notice(dates and activities).
talk about their favorite school activities.
get more interested in school activities.
To provide students with more opportunities to practice the target language
6. Talk about other activities they like.
To activate students’thinking.
Post - task
While - task
1. Talk about school activities and learn some new words and expressions.
To lead in the new topic and teach the target vocabulary.
2. Listen to the school notice and circle the dates they hear.
Teaching focus:Learni来自g about the dates
Teaching procedures:
procedures
Learning activities
Teaching purposes
Pre- task
1. Enjoy a song - The months.
To arouse Students’interests.
（注意：以下简案仅供参考,内容不要超过2页）
Teaching Plan for Section B Unit 8 (Reading)
Objectives:
At the end of this period, students are expected to
understand the new words and expressions: school trip, art festival, book sake, term, busy, have a good time.
Group work: Complete a notice to a friend.
To create a situation in which students can use what they have learned.
Assignment
1.Read and recite the text.
2.Design a notice for the school activities in one month.
To help students to consolidate what they have learned in class.