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Sandy won the match .
What it is!
What girl she is!
How she is! (Students are expected to grasp the new words, “once”, “twice”, “wish” and
Unit 4 My dayIntegrated skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. get useful information about a volleyball match from the listening material;2. complete a notice about the match with the useful information they’ve got;3. talk about their weekend activities. II. Teaching contents1. New words and expressions: once a week, twice a month, visit themuseum, go on picnics2. New structures: That’s great! Wish our team good luck!III. Focus of the lesson and predicted area of difficulty1. Grasp the usage of the useful expressions and sentence structures(especially once/twice/wish); 2. Get useful information from the listening material;3. Use proper expressions and sentence structures to describe their weekendactivities (especially adverbials of frequency).IV. Teaching proceduresA. A volleyball matchStep 1 Presentation 1. Useful expressions and sentence structures.(1) Focus on two of the pictures above and teach the new expressions andsentence structures. T: Well done! Now look at this picture. Try to answer these questions. a. When does Millie’s mother go to Sunshine Middle School? (In Septemberand March.) b. Why does she go there? (To take part in the parents’ meeting.) c. How many times do they have a parents’ meeting every year? (Twice) d. How many times do they have a parents’ meeting every term? (Once) e. How often do they have a parents’ meeting? (Twice a year./Once aterm.) f. How often does Millie practice playing volleyball? (Once a week.) g. What does Millie dream about? (She wants to win the cup in a volleyballmatch.) h. Will her dream come true? Let’s wish her good luck.(2) Exercise. T: How do you say “桑迪两次赢了比赛，真是太幸运了!” in English?
Step 2 DevelopmentA notice to my classmates1. Finish a notice.T: Boys and girls, what would you like to do this weekend? Would you like toinvite your friends to go with you? Why not write a notice as Simon does?(Teacher walks around in class to help the students in need andencourage the students to write as much as they can with the properexpressions and structures they’ve learnt in class.)Welcome to Dear classmates,I like to at weekends. I enjoy it very much and do it .I plan (计划) to at , this .We can go there . Let’s meet .I hope . Thanks! our trip !
(your name) 2. Show time.T: Now, Who would like to read your notice here? Any volunteer? (Teacherinvites at least two students to read their notices.)【设计意图：建议学生为邀请更多伙伴来参加自己的周末活动写一则通知。这一活动整合了本课时所学的所有内容，是对学生综合运用英语能力的检验。学生仿写一则通知并上台播报通知，让学生将书本知识应用到实际生活当中来，让他们感受英语的语用价值和交际功能，使学生在应用中提升英语学习的成就感。】B Speak up: What do you like to do at the weekend? Step 1 Free talkT: Hi, boys and girls! Look at the graph! What does the picture mean? Daniel never plays basketball. He doesn’t like it.)T: What about this one?Millie’s mother seldom goes to her school. She takes part in the parents’meeting in September and March.T: Good! Can you describe the other pictures with proper adverbs of frequencyand proper prepositions? Well, let’s share your ideas!Students are expected to make the following sentences.
“luck”.)2. Listen to the conversation and do some exercises. (1) Finish Part A1 on Page 49. (2) Finish Part A2 on Page 49. (3) Finish Part A4 on Page 50. (4) Read the notice on Page 50 in chorus.【设计意图：先提出问题再播放音频，让学生带着问题在听的过程中去寻找答案，提高听的有效性。要求学生以问答的形式校对答案，以此来训练学生表达完整句子的能力。指导学生抓住有效信息，用关键词作笔记。运用任务型教学模式，即：要求学生在完成通知内容之前先浏览并找出缺失的信息，然后带着问题去听，可提高听力效率。以整句的形式反馈信息，能为短文朗读打下基础。】
Picture 3: Millie sometimes plays volleyball. She practices it on Wednesdayafternoon.Picture 4: Millie often chats with her classmates in the afternoon.Picture 5: Those students usually do morning exercises at 8:00 a.m. Picture 6: Eddie always needs a good rest. He doesn’t know how to have fun.)【设计意图：引导学生根据图表看图说话，意在带领他们回顾本单元话题，复习Grammar中所学的介词及频度副词，并检验其掌握情况。】Step 2 Presentation1. Ask and answer the questions in pairs according to the form.(1) New words and expressions. Explain “visit a museum” and “go on a picnic”.(2) Fill in the form according to the conversation. T: What does Millie like to do at weekends? How often does she do that? Whatabout Tommy? Please listen to their conversation and fill in the form. (Teacherplays the tape twice. If necessary, more times.)a. What does Millie like to do at weekends?b. How often does she do that?c. What does Tommy like to do at weekends?d. How often does he do that?(Teacher asks four pairs to share the answers.)(3) Read the conversation together aloud.T: Good! You’ve got some useful information from Millie and Tommy’sconversation. Now, let’s read it in roles. Boys play the role of Tommy and girlsplay the role of Millie. Ready? Go!2. Speak up: What do you like to do at weekends?T: Boys and girls, Millie and Tommy are talking about the things they like to doat weekends. Why not talk about our own weekend? Let’s try to know moreabout our friends, shall we? Please go and ask anybody you like about thethings they like to do and the frequency. (Teacher walks around the class.Encourage and help students if necessary. )T: OK, time is up! Let’s share our conversations and know more about eachother! Group one, please perform it one by one in a chain. (Teacher asks twogroups of students to perform their conversations, in a chain and at random.)【设计意图：让学生结合自己的周末活动，相互交换信息。以对话接龙和随机问答的形式进行反馈，加大学生的操练范围，促进学生间的沟通合作。通过反复的听与说，提高其沟通能力和语言表达的正确率。】V. Homework1. Practice talking about your weekend activities with your classmates;2. Remember the useful expressions and sentence structures;3. Finish the exercises of this period in the Workbook.
What it is!
What girl she is!
How she is! (Students are expected to grasp the new words, “once”, “twice”, “wish” and
Unit 4 My dayIntegrated skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. get useful information about a volleyball match from the listening material;2. complete a notice about the match with the useful information they’ve got;3. talk about their weekend activities. II. Teaching contents1. New words and expressions: once a week, twice a month, visit themuseum, go on picnics2. New structures: That’s great! Wish our team good luck!III. Focus of the lesson and predicted area of difficulty1. Grasp the usage of the useful expressions and sentence structures(especially once/twice/wish); 2. Get useful information from the listening material;3. Use proper expressions and sentence structures to describe their weekendactivities (especially adverbials of frequency).IV. Teaching proceduresA. A volleyball matchStep 1 Presentation 1. Useful expressions and sentence structures.(1) Focus on two of the pictures above and teach the new expressions andsentence structures. T: Well done! Now look at this picture. Try to answer these questions. a. When does Millie’s mother go to Sunshine Middle School? (In Septemberand March.) b. Why does she go there? (To take part in the parents’ meeting.) c. How many times do they have a parents’ meeting every year? (Twice) d. How many times do they have a parents’ meeting every term? (Once) e. How often do they have a parents’ meeting? (Twice a year./Once aterm.) f. How often does Millie practice playing volleyball? (Once a week.) g. What does Millie dream about? (She wants to win the cup in a volleyballmatch.) h. Will her dream come true? Let’s wish her good luck.(2) Exercise. T: How do you say “桑迪两次赢了比赛，真是太幸运了!” in English?
Step 2 DevelopmentA notice to my classmates1. Finish a notice.T: Boys and girls, what would you like to do this weekend? Would you like toinvite your friends to go with you? Why not write a notice as Simon does?(Teacher walks around in class to help the students in need andencourage the students to write as much as they can with the properexpressions and structures they’ve learnt in class.)Welcome to Dear classmates,I like to at weekends. I enjoy it very much and do it .I plan (计划) to at , this .We can go there . Let’s meet .I hope . Thanks! our trip !
(your name) 2. Show time.T: Now, Who would like to read your notice here? Any volunteer? (Teacherinvites at least two students to read their notices.)【设计意图：建议学生为邀请更多伙伴来参加自己的周末活动写一则通知。这一活动整合了本课时所学的所有内容，是对学生综合运用英语能力的检验。学生仿写一则通知并上台播报通知，让学生将书本知识应用到实际生活当中来，让他们感受英语的语用价值和交际功能，使学生在应用中提升英语学习的成就感。】B Speak up: What do you like to do at the weekend? Step 1 Free talkT: Hi, boys and girls! Look at the graph! What does the picture mean? Daniel never plays basketball. He doesn’t like it.)T: What about this one?Millie’s mother seldom goes to her school. She takes part in the parents’meeting in September and March.T: Good! Can you describe the other pictures with proper adverbs of frequencyand proper prepositions? Well, let’s share your ideas!Students are expected to make the following sentences.
“luck”.)2. Listen to the conversation and do some exercises. (1) Finish Part A1 on Page 49. (2) Finish Part A2 on Page 49. (3) Finish Part A4 on Page 50. (4) Read the notice on Page 50 in chorus.【设计意图：先提出问题再播放音频，让学生带着问题在听的过程中去寻找答案，提高听的有效性。要求学生以问答的形式校对答案，以此来训练学生表达完整句子的能力。指导学生抓住有效信息，用关键词作笔记。运用任务型教学模式，即：要求学生在完成通知内容之前先浏览并找出缺失的信息，然后带着问题去听，可提高听力效率。以整句的形式反馈信息，能为短文朗读打下基础。】
Picture 3: Millie sometimes plays volleyball. She practices it on Wednesdayafternoon.Picture 4: Millie often chats with her classmates in the afternoon.Picture 5: Those students usually do morning exercises at 8:00 a.m. Picture 6: Eddie always needs a good rest. He doesn’t know how to have fun.)【设计意图：引导学生根据图表看图说话，意在带领他们回顾本单元话题，复习Grammar中所学的介词及频度副词，并检验其掌握情况。】Step 2 Presentation1. Ask and answer the questions in pairs according to the form.(1) New words and expressions. Explain “visit a museum” and “go on a picnic”.(2) Fill in the form according to the conversation. T: What does Millie like to do at weekends? How often does she do that? Whatabout Tommy? Please listen to their conversation and fill in the form. (Teacherplays the tape twice. If necessary, more times.)a. What does Millie like to do at weekends?b. How often does she do that?c. What does Tommy like to do at weekends?d. How often does he do that?(Teacher asks four pairs to share the answers.)(3) Read the conversation together aloud.T: Good! You’ve got some useful information from Millie and Tommy’sconversation. Now, let’s read it in roles. Boys play the role of Tommy and girlsplay the role of Millie. Ready? Go!2. Speak up: What do you like to do at weekends?T: Boys and girls, Millie and Tommy are talking about the things they like to doat weekends. Why not talk about our own weekend? Let’s try to know moreabout our friends, shall we? Please go and ask anybody you like about thethings they like to do and the frequency. (Teacher walks around the class.Encourage and help students if necessary. )T: OK, time is up! Let’s share our conversations and know more about eachother! Group one, please perform it one by one in a chain. (Teacher asks twogroups of students to perform their conversations, in a chain and at random.)【设计意图：让学生结合自己的周末活动，相互交换信息。以对话接龙和随机问答的形式进行反馈，加大学生的操练范围，促进学生间的沟通合作。通过反复的听与说，提高其沟通能力和语言表达的正确率。】V. Homework1. Practice talking about your weekend activities with your classmates;2. Remember the useful expressions and sentence structures;3. Finish the exercises of this period in the Workbook.
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