8A-Unit3-A-day-out教學(xué)設(shè)計(jì)英文教案

UNITTHREEPARTONE:TEACHINGDESIGN第一部分：教學(xué)設(shè)計(jì)UnitObjectivesTousethevocabularytoidentifyanddescribewell-knownplacesinBeijingandaroundtheworldTolearntomakesuggestionsandarrangementsTolearntotalkaboutdifferentplacesusingfactsandopinionTodeveloptheabilitytoselect,organizeandpresentinformationaboutaplaceLANGUAGEPOINTSANDFOCUSESVOCABULARYOurselves,foreign,city,mom,beginning,coach,traffic,sky,model,metal,inside,whole,interest,real,song,Internet,beauty,sunset,possible,themselves,itself,rock,climber,luckily,lucky,final,cheer,win,ticket,medal,per,winner,receive,badly,airport,remember(四會(huì))greeting,greetings,presidents,block,pyramids,homepage,movement,main,stomach,view,hide-and-seek,wondersupport,fare,supporter,presentation,pack,instead,shuttle(三會(huì))highway,parade,halftime(二會(huì))EXPRESSIONSkeepfit,enjoyoneself,invitesb.todosth.atthebeginning,geton/offacoach,alotoftraffic(不可數(shù)),placesofinterest,allovertheworld,teachoneself,feelthebeautyoftheoldpark,decide/hope/choosetodosth.hurtoneself,keeptheirsecrettothemselves,cheerforourteam,squaremetresinareaUSEFULSENTENCEPATTERNSThetripfromKitty’sschooltookabouttwohoursbycoachHeputhisphotosonitforeveryonetolookatTheywereamazing,weren’ttheyIwonderwhereSimonishiding.Theschoolbustakesoveranhourtogetbacktomyschoolafterlunch.Wewillmakeitareallyfundayforeveryone.Ifyouwanttocome,pleaseletusknowassoonaspossible.PERIOD1:COMICSTRIPES&WELCOMETOTHEUNITTeachingObjectivesTointroducethetopic‘Adayout’TointroducethefamousplacesaroundtheworldandthecountriesstudentsbelongtoTodevelopfluencyintalkingabouttheplacesstudentswouldliketogoTeachingProceduresSTEP1GuessingwhatheisgoingtodoAskthestudents‘Usually,Eddieisaverylazydog.DoyouthinkheisreallygoingtoclimbthehillLet’slistentothetapeandfindouttheanswer.’Listentothetapeandgetthestudenttoanswerthequestion.(Yes,heisgoingtoclimbahill.)Doeshewantstoexercise(Yes,hedoes.)Doeshewantstokeepfit(No,hedoesn’t.)Whydoesn’thewanttokeepfitLet’sopenthebookandfindtheanswer.GetthestudentstolookatPicture4.Isthehillareallyhill(No,itisn’t.it’sahilloffood.)DoesEddiereallywanttoclimbthehillandexercise(No,hejustwanttoeatthefoodhere,sohesaidhedidn’twanttokeepfit.)‘Doyouthinkitisaninterestingstory(Yes.)Let’sreadthedialogueinroles.’Getthestudentstoreadthedialogueandgivethemseveralminutestorememberthedialogueandactitout.STEP2Talkingaboutone’sownexperience‘Haveyoueverclimbedamountainortraveltoaplace’Getthestudentstotalkabouttheirownexperiences.Thenaskthem‘Doyouwanttotraveltoforeigncountries(Yes.)Doyouknowabouttheseplaces’Elicitwhattheyknowaboutthecountriesandtheircapitals.WecanusethepicturesinUnitone,Book7B.(MountFuji,theStatueofLiberty,theEiffelTotalkaboutmorecountries,wecanuseaworldmapandatthesametimewetalkaboutsomefamousplacesinthecountries.Showmorepicturesandteachthefamousplacesthataregoingtoappearinthereadingmaterial.(theHarbourBridge,thePyramids,theGoldenGateBridge,theWhiteHouse(Teachthewordpresident!),theOperaHouse,theEiffelThenaskthestudenttoconnecttheplaceswiththeirCitiesandcountries.TheOperaHouseWashingtonFranceTheEiffelTowerSydneytheUSATheWhiteHouseParisAustraliaSTEP3Readingandunderlin‘AmyandSimongotsomepostcardsfromtheirfriends.Let’sreadandunderlinetheplacestheyhavevisited/aregoingtovisit.Guesswheretheyare.’Postcard1Where:HarbourBridge&theOperaHouse,Sydney,What:tookaboattrip,wentpast,haveagreattimePostcard2Where:theRiverSeine&theEiffelTower,ParisWhat:sitinalittlecoffeeshopbytheRiverSeine,gotothetopof…Postcard3Where:theWhiteHouseWashingtonWhat:thepresidentoftheUSA,abeautifulbuildingwithbiggardensandmanytreesGetthestudentstointroducewhattheycandointhethreeplaces.STEP4ShowingthepicturesShowthepicturesonthepostcardstothestudents.Getthemtogivethenameandtheplacesaswell.Forstrongerclassesitisalsoverynecessarytointroducetheplacesonebyonetothestudents.TheHarborBridge(港灣大橋)istheworld’slargestseabridge.(Howeveritisnotthelongestone.Itcarriestworaillinesandeightcarlanes.Thereisalsoacyclingpathandafootpath.)TheOperaHouse(悉尼歌劇院)isthemostfamousoperahouseintheworldbecauseofitsspecialarchitecturestyle.TheRiverSeine(塞納河)iswell-knownastheriverofParis.Ifyoutravelalongtheriver,youwilleasilyseetheevolutionofParisanditshistory.ThePompidouCenter(蓬皮杜中心)isthenationalcenterofmodernartandcultureinParis.TheNotreDamedeParis(巴黎圣母院)isanarchitecturalmasterpiece.Partsofthecathedraldatefromthe9thandthe13thcenturies.TheEiffelTower(埃菲爾鐵塔)isametaltower.Itismadeupofpiecesofmetal.Itweighsabout7,300tones.Itis324meterhigh,includingtheantenna.Thereare1,665steps.Itwasbuiltbetween1887and1889.ItisnamedafteritsconstructorGustaveEiffel.TheWhiteHouse(白宮)iswherethepresidentsoftheUSAlive.Itwasbuildbetween1792and1800.STEP5Whichforeigncountrydoyouwanttovisit‘Nowyouhavelearnedalotaboutthefamousplacesaroundtheworld.Whichforeigncountrydoyouwanttovisit’Teachthewordforeignandthengetthemtodiscussaboutit.Encouragethestudentstohavemoreideasaboutwhattodothere.Iwanttosee/visit…in….Itis…andIthinkIcan….IwanttovisitthewhitehouseinWashington,American.Itisabeautifulplacewithabiggardenandmanytrees.IthinkIcantakesomebeautifulphotosthere.(AndmaybeIcanseethepresidentsoftheUSA,too.)STEP6MakingupdialoguesGetthestudentstomakeupdialoguesusingSimonandAmy’sasamodel.STEP7Homeworka.Makesomeflashcardstohelpyouremembertheplacesandwhattodothere.b.FinishofftheexercisesintheEvaluationHandbookandLearningEnglish.PERIOD2:READINGITeachingObjectivesToguessthegeneralmeaningofapassageorsentenceswiththehelpofpicturesToinfergeneralmeaningfromthecontextandkeywordsTodeveloptheabilitytowriteaboutadayoutfollowingcertainsequencesTofeelandunderstandthedifferentfeelingofthevisitoratdifferentplacesTeachingProceduresSTEP1RevisionSay‘Itisawonderfulandamazingworld.Therearemanyplacesofinterestintheworld.Let’sseeifyouknowtheirnames.’Teachthewordsandphrases‘wonderfulandamazing’,‘placesofinterest’.Showthepicturesofdifferentplaces.Thengetthestudentstotalkaboutwheretheyareandwhatcantheydothere.STEP2AskingquestionsAskthestudents‘Howlongdoyouthinkitwilltakeyoutotravelaroundtheworld/Howlongwillittakeyoutogotoalltheseplaces’Toarousethestudents’interest,theteachercanmentionthefilmAroundtheWorldinEightyDays(《80天環(huán)游世界》).Askthestudentsiftheythinkitispossible.STEP3ShowingpicturesTellthestudents‘Itnotonlytakesalotoftime,butalsocostsalotofmoney.ButIdohaveawaytoseesomanythingswithinadayandspendlessmoney.That’stogotoaworldpark..’ShowpicturesoftheWorldPark,andthenaskthemtosaywhattheycanerest.)ShowamapofBeijingWorldaboutwhattheycansee.STEP4Discussinghowtogoto…Astheinterestofthestudentsisaroused,showsomepicturesofdifferenttransport,andthengetthestudentstodiscusshowtogotothePark,andatthesametimeteachtheword‘coach’.STEP5ReadingthepassagequicklyGetthestudentstoreadthepassagequicklyandthenanswerthefollowingquestions:1.DidLindameetMrWuandotherstudentsatthebusstopNo,shemetthemattheschoolgate.2.WheredidLindaseealotoftraffic,onthehighwayorthecityroadsOnthecityroads.3.DidLindaseetheGoldenGateBridgeatthegateoftheWorldNo,shesawtheEiffel4.HowmanyplacesofinterestarethereintheparkOver100.STEP6PlayingtherecordingPlaytherecordingandgetthestudentstolistenandfillinthefollowingtable.PlacesWhatLindasawAttheschoolgateKitty,Mr.Wu,thestudents,acoachOnthecoach(Onthecityroad)AlotoftrafficAtthegateoftheworldParkBluesky,theEiffelIntheparkOver100placesofinterestThepyramids,theGoldenGateSTEP7FindingouthowonefeelsGetthestudentstofindouthowtheyfeelwhentheyareatdifferentplaces.1.Atthebeginning/ontheway,1.Atthebeginning/ontheway,2.Whenshearrivedatthepark,3.Whenshewasinsidethepark,A.shecouldn’tbelievehereyes.shewantedtojoininthedancing.B.shedidn’tenjoyit/shefeltsick.C.shebecameexcited.shedidn’tfeelsickanymore.shewantedtoenjoyherself.STEP8ReadingthetextaloudInvitethestudentstoreadthetextaloud,andthengetthestudentstofinishPartC1,onPage43.Whenthestudentsaredoingthispart,askthemtospeakoutthereasons,iftheansweris‘False’.STEP9PlayingthetapePlaythetapeandgetthestudentstolistenandrepeat.TheninvitethemtohelpDanielputthepicturesintherightorder.Forweakerclass,theteachercanpausetohelpthestudentsgettherightorder.STEP10RetellingwhathashappenedOfferthestudentsofsomekeyphrasesandgetthestudentstoretellwhathashappenedandhowtheyfelt.Attheschoolgate,KittyandI(Linda)metMrWu,andotherstudents.Thentheygotonacoach.Onthecityroads,I/wesaw/felt……Onthehighway,thetrafficgot……AtthegateoftheWorldInsidethepark,I/wesaw……Givethestudents1-2minutestoorganizetheirideas.andthengettwostudentstoretellthetext.STEP11TalkingaboutthetripGetthestudentstotalkaboutthetripagainbyshowingtherouteonly.Showtheplacesonebyoneandgetthestudentstotalkaboutit.STEP12ExploringthewonderfulandamazingworldSay‘Ifyouwanttogetmoreknowledge,youshouldreadmorebooks,domorethingsandvisitmoreplaces.’Encouragethestudentstoexplorethewonderfulandamazingworld.STEP13Homeworka.Readthetextfivetimesandthentrytoretellitusingyourownlanguage.b.FinishtheexercisesintheEvaluationHandbookandLearningEnglish.PERIOD3:READINGIITeachingGoalsToreadthepassageagain,focusingonlanguagepointsandsentencepatternsTofiguresoutthewayinwhichthewriterwrotethepassageTolearntowriteaboutatripinaninformalwayTeachingProceduresSTEP1ReadingthetexttogetherGetthestudentstoreadthetexttogether.Andthengivethemaverysimpleoutlineofthepassageandhelpthestudentstoretellthetext.Attheschoolgate,….Ontheway,….AtthegateoftheWorldInsidetheWorldpark,….Thebestpartoftheday,…PhotosofthetripGetthestudenttofinishPartB,Page42.Checktheanswersandreadthedialogue.STEP2ReadingthetextagainGetthestudentstoreadthetextagain.Getthestudentstoworkingroupsoffourandtrytofigureoutwhateachparagraphisabout.Part1Abriefintroductiontothetrip.(Para.1)Part2OnthewaytothePark(Para.2)Part3AtthegateofthePark(Para.3)Part4InsidethePark(Para.4-6)Part5Photosofthetrip(Para.7)STEP3ReadingthepassageparagraphbyparagraphHaveawonderfultimeGetsomeofthestudentstoreadthepassageparagraphbyparagraph,focusingonexplainingthelanguagepoints.HaveawonderfultimeAbriefintroductiontothetripinvitesb.todosth.Abriefintroductiontothetripinvitesb.todosth.(not)enjoyitatthe(not)enjoyitatthebeginningGotonacoach,Gotonacoach,takeabout2hoursOnthecityroads,alottrafficOnthecityroads,alottrafficOnthehighway,getbetterItwasboringOnthehighway,getbetterItwasboringOnthewaytotheparkfeelsickformostofthetripAdayoutfeelsickformostofthetripAdayoutTheskywasblueandeverythingwasbeautifulTheskywasblueandeverythingwasbeautifulSeetheEiffelSeetheEiffelTower,AtthegateoftheParkgooff(not)feelsickgooff(not)feelsickgointotheparkandenjoyourselvesTherearemodelsofTherearemodelsofahundredplacesofinterestfromallovertheworldThePyramids,liketherealThePyramids,liketherealonesInsidetheparkcouldn’tbelieveonecouldn’tbelieveone’seyesGoldenGateteachoneselfhowtomakeahomepagePhotosofthetripteachoneselfhowtomakeahomepagePhotosofthetripGoandseeforyourselfGoandseeforyourself!PuthisphotosonitforeveryonetolookatOnethingtomentionhereisthatIdon’tmeantogivethestudentsuchahugestructuretocopyortoremember.WhatIwanttodohereistohelpthestudentsgettherelationsbetweenparagraphandparagraph,betweensentencesentences.Thiswilldefinitelyhelpthemtoimprovetheirwritingabilityaswellastheabilitytoorganizetheiroralspeeches.STEP4ReadingthesentencesAswearefiguringouttheoutline,readthesentencesandstopwherelanguagepointscanbelocated.Kitty’steacherMr.WuinvitedmetojoinintheirschooltriptotheWorldYesterdaymorningMr.WuandtheotherstudentsmetKittyandmeattheschoolgate.(L.7–8)Thenwegotonacoach.(L.8)Weallgotoffquickly.(L.15)ThetripfromKitty’sschooltookabouttwohours.(L.8–9)IttookabouttwohoursfromKitty’sschooltotheWorldParkinBeijing.Therewasalotoftrafficonthecityroadsbutitgotbetterwhenwewereonthehighway.(L.9–11)Themusicwasgreat.(L.25)Finally,wearrivedattheWorldTheskywasblueandeverythingwasblue.(L.12–13)WebecameveryexcitedwhenwesawtheEiffelIt(Thetrip)wasboring.(L.9)Itwasanamazingday.(L.24)KittyandIdidnotfeelsickanymore.(L.15–16)Wejustwantedtogointotheparkandenjoyourselves.(L.16–17)Goandseeforyourself!(L.29)Thereareoverahundredplacesofinterestfromallovertheworld.(L.19)over=morethanThepyramidslookedjustliketherealonesinEgypt.(L.21) TheGoldenGateBridgelookedjustliketheYoucanseesomephotosofthetripontheInternet.(L.27)Kitty’sclassmateDanieltaughthimselfhowtomakeahomepage.–28)Heputhisphotosonitforeveryonetolookat.(L.29)Well,Idon’tthinkitisagoodway,ifyoujustread,underlineandthentranslate.Whatweshoulddohere,formmypointofview,istogetthestudentstofindmoresentences.Thenusesomeconsolidationexercisestocheck.STEP5Homeworka.Trytorecitethepassagebyfollowingtheoutline.FinishofftheexercisesintheEvaluationHandbookandLearningEnglish.PERIOD4:VOCABULARYTeachingObjectivesTogetsomeideasaboutwheretovisitinBeijing,thecapitalandwhattodothereTodiscussabouthowtogettheplacesTotalkabouttheplacetovisitintheirhometownTeachingProceduresSTEP1Talkingaboutone’shometownfirstTakeNanjingasanexample.WecanbringamapofNanjingintotheclass.(Orwecandividetheclassintogroupsof4-6studentsbeforehandandaskeachgrouptofindamapofNanjingandbringthemtoclassthenextday.)STEP2DiscussingaboutwherewecangoforadayoutSay‘WehavelearnedthepassageAdayout.Andweknowthestudentshadawonderfultimethatday.Todaywearegoingtodiscussaboutwherewecangoforadayoutandwhatwecandothere.First,let’susethemapandfindtheplaceswecangointhecity.’Collecttheplacetheyfindinthemapandwritethenamesoftheplacesontheboard.What’smore,theteachermaypreparesomepictureoftheplacesbeforehand.Showthepicturesandthenmotivatethestudentstothinkaboutwhattheycandothere.Teachtheword‘beauty’andexplain‘Teachtheword‘beauty’andexplain‘feelthebeautyof’Goflyingkiteswalkslowlyaroundthelakeandfeelthebeautyoftheoldpark.PurpleMountaingohiking,EnjoytheamazingviewfromthetopoftheMountainNanjingMuseumlearnmoreaboutthehistoryofNanjingaswellasChinaWritethephrasesontheboardandgetthestudentstoreadthemtogether.ItisimportantforthestudentstoreadthiswellbecausewearegoingtogetthestudentstousethesesentencestotalkingaboutBeijing.STEP3ShowingthepicturesAsk‘BoysandGirls,IhavegotlotsofpicturesofBeijinghere.Let’stakealookandseeifyouknowtheseplaces.’ShowthepicturesofBeijingandencouragethestudentstospeakouttheirnamesandgetthemtodiscussaboutwhattodothere.LaosheTeaHousedrinkspecialBeijingTeaenjoyBeijingOperathethingspeopleusedinthepastthePalacethethingspeopleusedinthepastsomeoldpicturesTakealookatsomeoldpicturestheMonumenttothePeople’theMonumenttothePeople’sHeroestheSummerwalkslowlyaroundthebiglakefeelthebeautyoftheoldparktheGreatWalllookattheamazingviewwtheGreatWalllookattheamazingviewvisitthebigshopsInvitethestudentstocompletePartA.Studentsworkinpairsandchecktheanswers.Checktheanswersinclass.STEP4GivingoutthereasonsAskthestudentshowtheycangototheplaces.Encouragethestudentstogiveoutthereasons.Forstrongerclass,getthestudenttotalkabouttheadvantagesanddisadvantagesofdifferentmeansoftransport.MeansofTransportAdvantagesDisadvantagesbuscheapandconvenientnoisyandcrowdedundergroundfastwithouttrafficjamsnotascheapasbustaxifastanddirectlyseethecitywellexpensivebikegoodforhealthwithoutpollution,convenientandcostnothingtiredplanefastexpensiveandnotverysafeshipromanticslowandnoisytrainfastandcheapSlowerthanaplanemaglevfastwithoutanypollutionSTEP5CompletingPartBthestudentstocompletePartB,Page44.Checktheanswers.STEP6ActivityLet’sdecidewheretogo!Studentsworkingroupsof4-6.Askeachgrouptochooseaplacetogo.Encouragethemtodiscussaboutthereasonsfordoingthisandtrytopersuadetheotherstudentstosupporttheirideas,too.Tellthemthattheyhavetoinvolvethemeansoftransportaswell.STEP7HomeworkWriteabouttheplaceyourwanttogoandfinishtheexercises.PERIOD5:GRAMMARITeachingGoals●Tolearntouse‘a(chǎn)nd’,‘but’and‘or’tojoinideastogetherWeuse‘a(chǎn)nd’tojoinideasthataresimilar.Weuse‘but’tojoinideasthataredifferent.Weuse‘or’tojoinpossibilitiesandoptions.●Totellwhethertwosentencesaresimilarordifferent,ortheyarejustofferingtwopossibilitiesoroptionsTeachingProceduresSTEP1StartingthelessonwitharevisionSincetherearemanysentenceswith‘a(chǎn)nd’‘but’and‘or’inReading,itisveryeasyforustostartthelessonwitharevision.Theskywas(be)blueandeverythingwas(be)beautiful.Itwas(be)agreatdaybutwedidn’tenjoy(notenjoy)itatthebeginning.Linda’smothercanlook(look)atLinda’sphotosonDaniel’shomepageorLindacanshow(show)hermotherherphotoswhenshegoeshome.Tellthestudentsthatthesesentencesaretwosentencesjoinedtogether.Askthestudentstoseparatethetwosentencesandthengetthemtofocusontheverbineachpair.Helpthemunderstandwhataresimilar,differentoroptionalideas.Thengetthemjointhesentencesagain.(Itisnecessarytodothisbecauseintheprocessstudentscanfeelthroughseparatingandunderstandthroughdoing.WhydoweusefamiliarsentenceBecausetheycanhelpthestudentstounderstandbetter.)STEP2KeepingtalkingaboutthetriptotheParkShowthefollowingsentencesandgetthestudentstojointhemtocheckiftheycantellsimilarideasfromdifferentideas.Therewasalotoftrafficonthecityroads.Itgotbetteronthehighway.Therewasalotoftrafficonthecityroadsbutitgotbetteronthehighway.Themusicwasgreat.Kittywantedtojoininthedancing.Themusicwasgreatandkittywantedtojoininthedancing.STEP3Joiningsentencesusing‘a(chǎn)nd’,‘but’and‘’or’(Booksclosed)Showthestudentsthefollowingsentencesandaskthemtojointhemusing‘a(chǎn)nd’,‘but’and‘’or’.WesawtheEiffelTower.WesawtheEiffelTowerThepyramidsweresmall.Thepyramidslookedjustliketherealones.Thepyramidsweresmallbutlookedjustliketherealones.WecanvisittheWorldPark.WecanvisittheWorldParkWhiledoingtheseexercises,thestudentsmayforgettoomitthesubjects.Getthemtofocusonthesubjectsandhelpthemtounderstandthatwedon’tneedtorepeatthesecondsubjectswhenthetwosubjectsarethesame.Showmoresentencesandhelpthestudentstoconsolidate.Simondidnotfeelsick.Simonenjoyedthetripatthebeginning.Simondidnotfeelsickandenjoyedthetripatthebeginning.TheGoldenGateBridgewassmall.TheGoldenGateBridgelookedjustliketherealoneinAmerica.TheGoldenGateBridgewassmallbutlookedjustliketheoneinAmerican.WecangototheEiffelTowerfirst.WecangototheEiffelTowerfirstSTEP4Joiningmoresentences(BooksClosed)Showthefollowingsentencesforthestudentstojoin.Thistimepointoutthatthetwosubjectsandverbsarethesame,wedon’tneedtorepeattheonesinthesecondsentences.TheGoldenGateBridgewasinteresting.TheGoldenGateBridgewaswonderful.TheGoldenGateBridgeTheGoldenGateBridgewassmall.TheGoldenGateBridgewaswonderful.TheGoldenGateBridgeWecangototheWorldParkbycoach.WecangototheWorldWecangototheWorldParkShowmoresentencesforthestudenttopractice.Helpthemtograsptherule.Itwasveryhot.Itwaswasveryhotandboring.Themusicwasgreat.Themusicwastooloud.Themusicwasgreatbuttooloud.LindawantstovisittheWorldParkagainwithherfriends.LindawantstovisittheLindawantstovisittheWorldParkSTEP5MakeageneralsummaryMakeageneralsummarytopointouttherules.Thengetthestudentstotalkabouttheplacetovisit.(Attention:Thispartistightlyconnectedwiththetopic,sodon’tjusttreatthemasexercise.Theyalsogiveussomeverygoodideasaboutdifferentplaces.)Letthestudentscompletetheexercises.Thenchecktheanswers.Helpthestudentstocollectsomeinformationaboutdifferentplaces.Teach‘Inner‘gohorseriding’.STEP6Additionalexercises新課標(biāo)第一網(wǎng)Hangzhouhasmanyplacesofinterest.Manypeopleliketogothereforholidays.Hangzhouhasmanyplacesofinterestandmanypeopleliketogothereforholidays.ItisveryhotinsummerinHainan.Scuba-divingthereisveryexciting.ItisveryhotinsummerinHainanbutscuba-divingthereisveryexciting.YoucanvisittheYellowMountainincanvisittheYellowYoucanvisittheYellowIlikeHunanRoadinNanjing.IlikeHunanRoadonlyforshopping.IlikeHunanRoadinNanjingbutonlyforshopping.TheWestLakeislarge.TheTheWestYoucangotoDalianinsummerholiday.YoucangotoGuilininsummerholiday.YoucangotoDalianorGuilininsummerholiday.Qingdaoisgreatinsummer.Youcangotothebeachandswimeveryday.Qingdaoisgreatinsummerandyoucangotothebeachandswimeveryday.STEP7HomeworkReadthroughthispartandfinishtheexercises.PERIOD6:GRAMMARIITeachingObjectivesTofigureouttheusageof‘to’-infinitivesTolearntousereflexivepronounsTeachingProceduresSTEP1WarmingupRemindthestudentsofthetopic‘Adayout’.Thenleadinthegrammaritemthroughrevising.WhydidLindagototheWorldKitty’steacherMr.WuinvitedLindatojoin(join)intheirschooltriptotheWorldPark.(invitesb.todosth.)Lindawantedtovisit(visit)thepark.(wanttodo)Lindahopedtosee(see)placesofinterestfromallovertheworld.(hopetodo)STEP2Doingthefollowingexercises(BookClosed)Getthestudentstodothefollowingexercises.Helpthestudentstogetmoreideasof‘to’-infinitives.Kittyplanstotake(take)Lindaout.(plantodosth.)Lindawantedtovisit(visit)thepark.(wantedtodosth.)Lindaagreestogo(go)withthem.(agreetodosth.)Milliedecidedtostay(stay)athome.(decidetodosth.)Forweakclass,theteacherneedstoteachthewordslike‘decide’,‘a(chǎn)gree’and‘plan’.Getstudentstoreadthestructuresaloud,tilltheycanspeakitcorrectlyandfluently.Forstrongerclass,helpthestudenttofeelthat‘to’-infinitiveisusuallyusedtotalkaboutthingsthathaven’thappenyet.Helpthestudentstofocusontheverbsthat‘to’-infinitivesusuallygoeswith.STEP3GivingasummaryInfact,studentshavelearnedalotof‘to’-infinitivestructures.Soherecomesthechancetogiveasummarytoit.Acompletioncanbeholdhere.Askeachgrouptonameasmanystructuresastheycan.Thegroupwhonamesthemostwinsthegame.agreetodosth.同意做某事liketodosth.喜歡做某事begintodosth.開(kāi)始做某事lovetodosth.喜愛(ài)做某事.choosetodosth.選擇做某事prefertodosth.偏愛(ài)做某事can’twaittodosth.迫不及待做某事preparetodosth準(zhǔn)備做某事continuetodosth.繼續(xù)做某事plantodosth..計(jì)劃做某事decidetodosth.決定做某事remembertodosth.記住要去做某事failtodosth.失敗做某事starttodosth.開(kāi)始做某事forgettodosth.忘記去做某事stoptodosth.停下來(lái)做某事hatetodosth.痛恨做某事seemtodosth.看起來(lái)要做某事learntodosth學(xué)習(xí)做某事Invitethestudentstowritethewordsintheirbooks.Andthengetthemtoreadthestructuresonebyone.STEP4CompletingthedialogueAskthestudentstocompletethedialogueonPage48.Thendosomeadditionalexercisestohelpcheckiftheyhavegraspitornot.arrive/buy/let/stay/travel/be/go/see/take/visitA:PleasetellJosethatmyparentsagreetolethimstaywithus.Ihopetoseehimattheairport.B:ThankyouforallowingJosetostaywithyourfamily.HeplanstoarriveinBeijingon18thDec.Heseemstobeveryexcitedaboutthetrip.He’dliketovisitmanyplacesbutyoudon’thavetotakehimeverywhere.He’lllearntotravelbyhimself.A.Iwanttogotosomeplaces,too.B.Don’tforgettotakeJosetoW.F.J.Streetthen.HewantsSTEP5Verbsfollowedby‘to’Tellthestudentsthatwedon’tuse‘to’-infinitivesallthetime.Wedon’tuse‘to’aftertheseverbs.Iftimepermitsinvitethestudenttothinkofmoreverbslikethese.:Kittyenjoysdancing.:Theteacherletshimreadloudly.:Youshouldpracticespeakingoften.:Thejokemakesmelaughandlaugh.:Sheoftenhelpsme(to)carrywater.STEP6Showingyousomepictures‘Well!NextIwouldliketoshowyousomepictures’T:AretheyhappyS:Yes.Theyenjoyedthemselves.T:WherecanweseethephotosS:OnDaniel’sho