Teaching Plan for Unit 7 Period 1
The topic of this unit is about fruit and food. According to our student’s real abilities, I divide this unit into three periods. This is the first period. It’s from part 1a to part 2c. As you know, Go for it is perfect to show the new principle—“learn by doing, learn through doing.” The topic in this unit is closely relative to the students’ daily life. They are very familiar with it, so they may have big interests in it. They can share their feelings and own experience, and learn the usage of sentence pattern “How do you make a banana milk shake? How many bananas do we need? How much yogurt do we need?”
? Knowledge objectives:
a) Enable the students to get familiar with the new words such as: peel, pour, yogurt, blender… b) Enable the students to master the new sentence patterns:
① How do you make a banana milk shake?
② How many bananas do we need?
③ How much yogurt do we need?
? Ability objectives:
a) To develop the students’ abilities of listening and speaking.
b) To cultivate the students’ abilities of thinking, analyzing and creation.
c) To train the students’ abilities of communicating.
? Emotion objectives:
a) To train the students’ spirit of cooperation during the discussion.
b) To excite their study motivation, and help them learn more in the class.
c) Understand the different cultures between China and western countries.
? Language focuses
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a) Enable the students to get familiar with the new words such as: peel, pour, yogurt, blender… b) Help the students get to know how to use the sentence pattern “How do you make a banana
milk shake?”, and distinguish the differences between “how many” and “how much”.
? Anticipated difficulties
a) To get the students to use the new sentence patterns freely:
①How do you make a banana milk shake?
The feature of the students in Grade 8 is that they are curious but worried and shy. They are interested in English but afraid of making mistakes. So I think it is important to encourage them to think and solve the problems in the right ways. They need perceptions, practice, and participation.
The students in our school have learnt English for several years. They have got basic ability of listening and speaking. They have learnt the numbers from one to ten, and some words of transportations.
According to all above, I mainly used the TBL (Task-based learning) method, communicative method and situation method. In order to help the student finish the tasks effectively, I design activities such as listening, reading, and making a dialogue.
Step1. Leading in
T: Good morning everyone. Today we are going to learn a new lesson. First let’s watch a short video. Then I’ll ask someone to talk about what they have got from the video. Who are in the video? What are they doing? And what kinds of transportation do they use? (Play the video.) T: OK. Who are in the video?
S: Mickey, Mickey’s dog, Donald and Children
T: What are they doing?
S: They are traveling.
T: How do they travel? What kinds of transportation do they use?
S: Train, plane, boat, car, bus, bike. (Explain the meaning of transportation and write it on the blackboard.)
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T: Open your books. Turn to Page 19. Look at the picture and find out the transportations in it. S: (Look at the picture.)
T: What can you find?
S: Bike, bus, train, subway (Explain the meaning of subway and write it on the blackboard.) T: How do you get to school?
T: Oh, you ride the bike. How do you get to school?
T: You walk. How about you?
T: You take the bus.
T: Do you take the plane to get to school?
T: I thought you take the plane.
T: Now let’s see some pictures and see some other ways to get some place. (Show the pictures.) T: What’s this?
S: Walk, bus, bike, car, train, subway, taxi, plane, boat.
T: So how do you get to school?
S: I walk. I take the bus. I ride the bike. I take the car. I take the train. I take the subway. I take the taxi. I take the plane. I take the boat.
T: Look at the picture. How does this boy get to school?
S: He takes the train.
T: How does she get to school?
S: She takes the subway.
T: (Explain the usage of third person singular form.)
T: Now let’s listen to the tape, and finish the task in part 1b. (Play the tape.)
T: How does Mary get to school? / How does Paul get to school?
S She takes the subway. / He walks.
T: That’s right. (Show the key on the screen.) / Is he/she right?
S: Yes. / No.
T: (Show the key.) / How does he get to school?
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T: Now we are going to learn some numbers. Listen to the tape and read after it, (Play the tape.) S: (Read after the tape.)
T: How to spell 32, 40… (Ask some students to answer the questions.)
S: (Read their answers. T-H-I-R-T-Y-T-W-O….)
T: (Correct the students’ answers if they are wrong.)
T: Look at part 2b and finish it. (Check the answers.)
T: Look at the conversation in part 1b, read it by yourselves, and I’ll ask someone to read it later. T: Wang Lei and Zhe Ke, please read the conversation.
Ss: (Read the conversation.)
T: (Correct their pronunciations.)
T: (Explain the meaning of the words—“usually and sometimes”, phrases—“by bus”, and new sentence pattern—“---How long does it take? ---It takes about 25 minutes to walk and 10 minutes by bus.”, give some examples on the screen.)
T: (Ask the students to read the conversation.Group1 and 2 read A, Group 3 and 4 read B.) S: (Read the conversation.)
T: Now make a conversation like this: “---how do you get to …? ---I usually… ---how long does it take? ---It takes 25 minutes to … by…/ It takes 25 minutes to take the…” For example, “…” S: (Discuss and make a conversation.)
T: (Explain the new sentence patterns we leant just now, ask some students the meaning of each sentence.)
S: (Answer the teacher’s questions.)
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