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Teaching Plan: Unit 1 People around us
Theme Unit 1 People around us Type Period 1: reading1
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Read an article about three different kinds of peopleb. Master the expressions and sentences pattern on describing peoplec. Learn how to describing a hero and write an article about it with the help of a mind map
Key points Students can use the expressions to describe people appropriately
Difficult points Students write to describe their heroes
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step1:Lead in Read a picture about “stars” with students. Look at the pictures To draw their attention. 3
Step2: Reading task:Pre-reading Learn the new words to prepare for the reading plete the sentences with the correct words.Skim the titles and pictures and complete the questions.Read for the main idea and match the gist. 1.Learn the new words 2.Complete the sentences .3.Skim the titles and pictures and complete the questions.4.Read for the main idea and match the gist. To clear the listening obstacles for the listening task. 5
Step 3: Reading task: while-reading Learn the key expressions on each article.Scan the text and complete the table. 3.Listen to the recording of each paragraph and finish the exercise. 1.Learn the key expressions on each article.2.Scan the text and complete the table. 3.Listen to the recording of each paragraph and finish the exercise. To develop students’ reading skills 20
Step4: Reading task: post-reading Ask students to summarize three articles by filling the table.Use a mind map to conclude the key information when describing a person.Show students an example--- Someone I admire. summarize three articles by filling the table.to conclude the key information when describing a person.3. learn an example--- Someone I admire. To develop students’ reading skills.2.To develop students’ writing skills. 10
Step5： Homework Assignment Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 1 People around us
Theme Unit 1 People around us Type Period 2: reading2
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. learn the structure of the passage.b. Enable students to master some important language pointsc. Use the sentence pattern to describe a person.
Key points Go deep into and learn the structure of the main reading text.
Difficult points Use the sentence pattern to describe a person.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Warm-upplay a word game.Revision Review the new words and phrases Review the new words together, and fill in the blanks with the words or phrases, check the answers. arouse the interest and review the words and the main idea of the text. 3
Step2: Reading task:Reading comprehension 1.Lead Ss read the text loudly. And let them finish the reading tasks.2.Lead Ss to skim from the text and find the right phrases for the right person .3.Lead Ss to work in groups and complete the table .GrandmaAliceMr Li4. Let Ss retell the text with the help of the mind-map. 1.Read the text.2.Finish reading tasks 3.Review the text and complete the tables with the key words.4.Discuss with classmates. 5.In groups, talk about their ideas freely and give a report in the class.6.Review the the usage of the key points of the text 1.get familiar with the details and improve their ability of reading.2.Train the students speaking ability and cooperation ability. 25
Step3: Reading task: post-reading Discuss: What is your idea about your grandparents What kind of person would you like to make friends with summarize passages togetherUse a mind map to describe a person.Show students an example--- Someone I admire. 1.To improve reading skills.2.To enhance writing skills. 10
Step 4： Homework Assignment Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 1 People around us
Theme Unit 1 People around us Type Period 3:listening
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Master the listening skills: take down key words in shorthand.b. Learn how to make a prediction.c. Think about the people around you who deserve respect and love, and explore their advantages and strengths.
Key points Master the listening skills: take down key words in shorthand.
Difficult points know how to make a prediction
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1.Guessing game: Guess who the lady is.2.Talk about how to describe a person.a. jobb. appearancec. hobbiesd. character3.Learn more expressions about people’s job, appearance, hobbies and character. 1.Play the guessing game.2.Talk about with others about how to describe a person. 1.To arouse the interest of the topic. 3
Step2: listening task:pre-listening 1.Lead Ss to read the title on P6. 2.Teach Ss how to predicate the part of speech and content before listening. 1.Read the title on P6. 2.Learn how to predicate the Wh-questions before listening.3.Discuss and answer the questions with classmates. And share the ideas.4.In groups, talk about their ideas freely and report in the class.5.Review the the usage of the key points of the text Finish the exercise and check the answers. 1.To master how to predicate the contents before listening.2.To train students how to have a deep thought.To Train students’ speaking ability and cooperation ability. 3.To conclude the usage of the key points of the text To arouse the interest of students and lead in the topic. 5
Step3: listening task: while- listening Let Ss listen to conversation twice and then finish the exercise on P6.Check the answers.Practice makes perfect!Give them an example to do the exercise. And check the answers. 1.Listen to conversation twice and then finish the exercise on P6.2.Check the answers.3.Master the listening skills and try another listening exercise. 1.To train the students’ ability of catching the information of the listening materials2.To train the students’ ability of catching information while listening. 20
Step4: listening task: post- listening 1、Let Ss listen to the short conversation again. Then answer the questions.2、Lead students to read the script and learn some key point from it. Listen to the short conversation again. Then answer the questions.2、Read the script and learn some key point from it.Review the usage of the key points of the text Train Ss the ability of retelling. 10
Step5： Homework Assignment Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 1 People around us
Theme Unit 1 People around us Type Period 4:grammar
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Master the structure and usage of the.b. Enable students use the correctly.c. Cultivate students’ analytical ability and divergent thinking ability.
Key points Master the the structure and usage of the
Difficult points Using the with a phrase to describe a particular person or thing.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1.Lead students to talk about the cartoon Tom and Jerry.Who do you like Tom or Jerry Why do you like Tom/Jerry How is Tom/Jerry 2.Introduce students to Tom and Jerry.3.Let students pay more attention to the article words in the passage. 1.Talk about the cartoon Tom and Jerry.Who do you like Tom or Jerry Why do you like Tom/Jerry How is Tom/Jerry 2.Learn more about Tom and Jerry.3.Pay more attention to the article words in the passage. To arouse the interest and lead them to get into the grammar 3
Step2: learning task:A. The definite article the A. The definite article the 1. Show some examples to explain the usage of the definite article the.2. Work out the rules together.3. In pairs, S1 talks about what he or she did in the past few days. S2 asks about it. Follow the example. 1.Read and learn what is the usage of the definite article the. Analyze the structure. 2.In pairs, make a short conversation following the example. 3.Read and learn to use the with the verb play.4.Analyze the structure in groups.5.Finish the exercise and check the answers. 1.To train students’ analytical ability.2.To have a better understanding of how to use “the”.3.To train students’ analytical ability. 11
Step3: learning task:B. Using the with the verb play B. Using the with the verb play1. Show some examples to explain the usage of the with the verb play.2. Let Ss work out the rules together.After the verb play, we put the before the names of musical instruments, but we do not put the before the names of sports.3. Lead Ss finish the exercise and check the answers. Finish the exercise individually. Check the answers with each other and then discuss the mistakes. 1.To have a better understanding of how to use the with play.2.To consolidate what they have learned. 3.To train students’ analytical ability. 11
Step4: learning task: C. Using the with a phrase to describe a particular person or thing. C. Using the with a phrase to describe a particular person or thing.1. Show some examples to explain the usage of the with a phrase to describe a particular person or thing.2. Let Ss work out the rules togetherWe can use the with a short phrase to describe a particular person or thing.3. Let students talk about the people in the pictures. And pay attention to the use of the. 1.Read and learn to use the with a phrase to describe a particular person or thing.2.Analyze the structure in groups.3.Talk about the people in the pictures and pay attention to the use of the.4.Take notes. 1.To have a better understanding of how to use the with a phrase.2.To consolidate what they have learned. 11
Step5: Summary&Homework THE的用法:1. 不定冠词a/an，常泛指某一人、事物，用在第一次出现的单数可数名词前，有不确定的意思2. 表示上文已经提到的人或物3. 形容词最高级、序数词前4. 表特指某人或某物5. 表独一无二的事物6. 用语乐器名词前7. 方位词前8. 姓氏复数前加the,表示一家人或夫妇二人9. the与某些形容词连用，表示一类人10. 一些习惯用语中也含有the 4
Teaching reflection
Teaching Plan: Unit 1 People around us
Theme Unit 1 People around us Type Period 5: writing
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Learn about some frequently used expressions to describe a personb. Master the structure of the article, imitate the structure and create your own.c. Use the knowledge learned in this unit to carry out a relatively complete article to describing a person you love.
Key points How to write an article on a person you love.
Difficult points Distinguish words with the phonetic symbols; Use the right sentence structure.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Lead in Let Ss learn and try tongue twister.Show timePlay a game Learn and try tongue twister.Show in class.Play a game. To arouse students’ interest. 3
Step 2: Writing task:Pre-writing 1. Lead students to review how to describe a person.2. Let students try to introduce three persons on your own. 3. Analyze the structure of the article on describing a person and teach students how to write the article.Step 1: Who are you going to write about Step 2: What do you need to pay attention to before writing 1.Review how to describe a person.2.Try to introduce three persons on your own. 3.Analyze and learn the structure of the article on describing a person and teach students how to write the article. 1.To get ready for the writing and train their ability to cooperate.2.To train their ability to express as well as improve their speaking ability and train their ability to cooperate. 7
Step 3: Writing task:while-writing 1. Lead students to read the sample article again. And complete the table according to their writing plan.2. Let students write something about the person their love following the example. 1.Read the sample article again. And complete the table according to the writing plan.2.Write something about the person their love following the example. Let them get familiar with the correct and useful sentence patterns. 20
Step 4: Writing task:post-writing 1.Check the article and correct the mistakes and teach some useful expressions.2. Let students share their articles with others. Learn some useful sentence patterns to describe a person.Share the articles with others . To extend the knowledge. 6
Step 5： Summary Topic: How to write an article about A person I loveSteps:1: Choose a person2: Keep three things in mind3: Organize the article Para 1: the person; his/her appearance Para 2: his/her job; reasons Para 3: his/her character; your feeling9.Write another article using the words and sentences according to the sample writing. Review and take notes. To train the students’ writing ability. 3
Step 6： Homework Write another article using the words and sentences according to the sample writing. Do the homework Homework 1
Teaching reflection
Teaching Plan: Unit 2 Travelling around the world
Theme Unit 2 Travelling around the world Type Period 1: reading1
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Read the key words in the passage correctly and tell the meanings of these words.b. Enable students have a good understanding of reading skills.c. Cultivate cross-cultural awareness about another country..
Key points Obtain key information according to the title, subtitle and illustrations of the passage
Difficult points Students may have difficulty in retelling the whole article fluently.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step1:Lead in Free talk with students: do you still remember this little princess What did she say at the end of last period of class (listening and speaking)2) Smoothly lead to the country of France and ask students to finish a mini quiz about France. 1) Free talk.2) Answer the questions in the mini quiz. Ss begin to activate their stored knowledge about France. 3
Step2: Reading task:Pre-reading Ask students to watch a video on “France is calling” given by a French friend Steve.2) Guide students to have some basic ideas about the country’s famous places of interest. Watch the video and know some famous places of interest in France. Ss can know more about France with the help of the video. 5
Step 3: reading task: while-reading Guide students to read Para.1 together and know where France is. (Show a map to have a direct undertanding of the location)Suppose we’re having a trip with our little princess to France, we fly to the capital of France, the center of France and the south of France. Find out the different places of interest in different areas of France.4) Ask students to read the invitation paragraph together: France has something for everyone, so why not visit France this year Follow the teacher’s guidance to get familiar with France and know more places of interest in France.Listen to the tape and fill in the blanks about the south of France. 3) Read the invitation paragraph loudly. Ss can know more places of interest in different areas of France.Ss can acquire some knowledge about the famous places of interest of France by reading till the last paragraph. 20
Step4: Reading task: post-reading Prepare a task for students: If you are a tour guide, how will you introduce France to your friends in China Try to retell the article with the given words and to challenge themselves to say it out fluently and confidently. Ss can try to retell the article with the given words and to achieve the learning goal of the whole lesson. 10
Step5： Homework Assignment Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 2 Travelling around the world
Theme Unit 2 Travelling around the world Type Period 2: reading2
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Go deep into and learn the structure of the main reading text.b. Further understand the writing characteristics of the travel guide.c. Think about how to introduce a city or a country.
Key points Go deep into and learn the structure of the main reading text.
Difficult points Think about how to introduce a city or a country.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Warm-upplay a word game.Revision Review the new words and text, and then encourage Ss to answer the questions actively, and check the answers. Review the new words together, and use the words or phrases to fill in the blanks, check the answers. Review the text and answer the questions. To arouse the interest and review the new words and the content of the text. 3
Step2: Reading task:Reading comprehension Reading comprehensionLead Ss read the text loudly. And let them review the structure of the article.Let students read the text carefully and finish the reading tasks.1. Lead Ss read the 1st paragraph and answer the questions.where is it (It’s in Western Europe.)what do people think of France (It’s a country with many beautiful places.)Lead Ss read the 2nd paragraph and finish the table. After finishing the table and make a conversation with the information in pairs.3. Let Ss read the 3rd paragraph and answer the questions.What do French farmers grow in the centre of France (They grow grapes.)What do they use these grapes for (They use these grapes to make excellent wine.)4. Let Ss read the 4th paragraph and fill in the blanks. Read the text loudly. And review the structure of the article.Read the text paragraphs by paragraphs to finish some reading tasks with teacher’s help. To review the text.To make them get familiar with the details of the text and train their ability of reading. 25
Step3: Reading task: post-reading Retell the text with the help of the mind-map.2. Lead Ss to think further:Let Ss work in groups and talk about France.What do you think of France Do you want to visit France And why Talk in groups, and share their ideas in class. Retell the story and show in the class.In groups, talk about their ideas freely and report in the class. Train the students speaking ability and cooperation ability. To train students how to have a deep thought. 10
Step 4： Homework Assignment Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 2 Travelling around the world
Theme Unit 2 Travelling around the world Type Period 3:listening& speaking
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives 1.Students can learn about some activities about travelling from the video.2.Students can know some facts about the Eiffel Tower.3.Students can practise the skill of understanding the passage and recording information while listening.4.Students can talk about travelling according to the three sentence patterns.
Key points Students can understand the text and record information.
Difficult points Students can master three sentence patterns and make a dialogue.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Teacher ask questions about average steps during winter holiday.Teacher raise a question according to two pictures. Students look at the pictures and think about the question. 1. Introduce a topic to arouse students' interest in the topic.2. Start inputting expressions about travel. 3
Step2: listening task:pre-listening 1.Play the video and guide students to preview the questions.2.Guide students to answer the questions after watching the video. 1. Predict the information they will get.2. Watch the video. 1. to predict information.2. Obtain the information related to travel 3. Arouse students' interest in this topic.4. Develop students' listening and watching skills.5. Consolidate the expressions about travel 5
Step3: listening task: while- listening 1. Show the phonetic symbols of new words.2. Guide students to read the passage and predict what we are going to listen to.3. Play the recording and check answers.4.Play the recording again and check answers. Read the new words according to the phonetic symbols. Predict the information Listen to the recording and fill in the blanks. 1. understand the knowledge of the Eiffel Tower in France.2. Exercise students' listening and note-taking skills.3. Cultivate the ability to predict information 20
Step4: Speaking taskpre-speaking 1. Read the dialogue as an example.1. Show a questionnaire about the place you want to go on holiday.3. Introduce three kids and the places they want to go.3. Offer the three sentence patterns and activities about travelling in each place. Read the dialoguePractise the dialogue Read the questionnaire carefully. Show sentences 2.Combine the expressions of travel learned in video and audio with the three sentence patterns 10
Step5: Speaking task:while-speaking Guide students to practice the dialogues in pairs. Practise the dialogues in pairs.Do presentation. Integrate listening, speaking, reading, and reading to achieve the learning ability and training goal of this class.
Step6： Homework Assignment Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 2 Travelling around the world
Theme Unit 2 Travelling around the world Type Period 4:grammar
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives 1. Master the structure and usage of proper nouns and conjunctions: and, but and so.2. Enable students to judge and write proper nouns correctly.3. Distinguish the correct use of conjunctions and, but and so in different contexts.
Key points Master the structure and usage of proper nouns and conjunctions: and, but and so.
Difficult points Distinguish the correct use of conjunctions and, but and so in different contexts.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1. Lead students to classify the nouns.Tell students what a proper noun is.2. Let students review the passage and find out all the proper nouns.Think: what are the differences between the proper nouns they found. Classify the nouns: common nouns and proper nouns.Find out all the proper nouns in the text. To arouse the interest and lead them to get into the grammar 3
Step2: learning task:A. Proper nouns Proper nouns1. Show some examples to explain the usage of proper nouns.2. Work out the rules together.3. Lead students to finish the exercise to further explain the usage of the proper nouns.4. Exercise.5. Summary：the usage of the proper nounsCharacteristics of proper nouns 1.Read and learn proper nouns.2.Analyze the structure. 3.Finish the exercise and learn. Find out the more rules of proper nouns in groups. 4.Finish the exercise and check the answers.5.Review and conclude the usage and characteristics of proper nouns. 1.To let students learn more about proper nouns.2.To train students’ analytical ability.3.To have a better understanding of how to use proper nouns.4.To consolidate what they have learned in this class. 11
Step3: learning task:B. Conjunctions: and, but and so B. Conjunctions: and, but and so1. Lead students to review the text and find the conjunctions in it.2. Show some examples to explain the usage of conjunctions: and, but and so.3. Let Students analyze the structure and work out the rules together.We use and to mean “also”.We use but to show a different idea.We use so to show a result.4. Summary the usage of conjunction: and, but and so5. Finish the exercise. 1.Review the text and find the conjunctions in it.2.Read and learn more about conjunctions in groups. 3.Analyze the structure. 4.Take notes.5.Finish the exercise and check the answers. 1.To make students know what they will learn.2.To make students learn more about conjunctions.3.To train students’ analytical ability.4.To have a better understanding of how to use of conjunctions. 11
Step5: Summary&Homework 专有名词姓氏人名。2. 地名。3. 单位、团体、组织名。4. 时间，包括月份、星期、节日。连词and, but, so连词是连接单词、短语或句子的一种虚词。and、but和so都是连词，都可以将两个句子连在一起构成并列句。其用法如下：1. and表示并列，意为“和；并且”，用于连接形容词、副词、名词、动词或句子。2. but表示转折，意为“但是”，用于连接前后内容不同或意思相反的单词、短语或句子。需注意：but与although或though不能同用。3. so表示结果，意为“所以”，用于连接前后有因果关系的句子。须注意：so与because不能同用. 4
Teaching reflection
Teaching Plan: Unit 2 Travelling around the world
Theme Unit 2 Travelling around the world Type Period 5: writing
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives 1.students are expected to know something about postcard and how to write a travel postcard in English.2.Students can understand the culture of postcards and learn to write a travel postcard in English.
Key points Students can understand the culture of postcards and learn to write a travel postcard in English.
Difficult points Students may have difficulty in writing the address in English correctly.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step1:Lead in 1) Free talk with students: do you still remember this little princess She sent me something from Paris. Can you guess what it is 2)Ask the students：What is a postcard 1) Free talk &make a guessing.2) Talk about what a postcard is. Ss begin to activate their stored knowledge about postcard. 3
Step2: Writing task:Pre-writing1.The culture of postcard.2.Read a postcard & analyze the Structure 3.Tips for writing English address.4.Summarize the Structure and the tips 1) Ask students to read a passage about the origin of postcards.2) Ask students three questions about the passage.3)Arouse students’ interest about postcard and encourage them to surf the internet for more information. Read a passage about the origin of postcards and answer three questions. Ss can know more about postcard and can be motivated to find more information by themselves on the internet. 7
1) Ask students the question: When do people usually send postcards 2) Share different kinds of postcards with the students and help them to know the usage of postcard. Answer the question 2) Enjoy different kinds of postcards and get to know the usage of postcard. Ss can know more about postcard.
Guide students to read a postcard & analyze the Structure of a postcard. 1)Read a postcard & analyze the Structure of a postcard.Focus on the tenses used to write a travel postcard.Finish the exercise. Ss can know clearly about the structure of a postcard.
Guide the students to summarize the tips for writing English address. 1)Read the postcard carefully and try to summarize the tips for writing English address.2) Try to finish the address on the postcard. Ss can get the tips for writing English address .
Ask the students what a postcard includes and help them to summarize the tips for writing each part. Answer the question: What does a postcard include Talk about how to write each part. Ss can get to know how to write a postcard and get ready for writing.
Step 3: Writing task:while-writing Ask the students to write a postcard by themselves. Practise writing a travel postcard . Ss can write a travel postcard in English by themselves 20
Step4: Writing task:post-writing 1.Check the article and correct the mistakes and teach some useful expressions.2. Let students share their articles with others. Learn some useful sentence patterns to describe a person.Share the articles with others . To extend the knowledge. 6
Step5： Homework Write another article using the words and sentences according to the sample writing. Do the homework Homework 1
Teaching reflection
Teaching Plan: Unit 3 Our animal friends
Theme Unit 3 Our animal friends Type Period 1: reading1
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives 1.apply several reading strategies to text (prediction, skimming, scanning)2.recognize the text structure of a story: beginning, middle, and end.3.identify the 4 basic elements of a story. 4W( who )、( when )、( where )( what )4.realize the importance of animals to human
Key points To get a basic understanding of the typical structure and the four basic elements of a story
Difficult points Students may find it hard to precisely explain who saved who in the story
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step1:Lead in 1.Watch a short video2.Ask a few questions about the clip （the lady, the dog, and dogs in general.）Q1.What is wrong with this lady Q2.Is there anything special about the dog Q3.How much do you know about dogs 1.Watch a short video in which a dog saves a blind lady.2.Answer a few questions about the clip （the lady, the dog, and dogs in general.）Q1.What is wrong with this lady Q2.Is there anything special about the dog Q3.How much do you know about dogs Arouse the students’ interest 2.Activate relevant prior knowledge and encourage students to express themselves 3
Step2: Reading task:Pre-reading 1. Ask questions about the story based on the title and the photo.2. Teach new words with the help of matching pictures and finish the corresponding vocabulary exercises 1. Answer questions about the story based on the title and the photo.2. Listen to the story for new words with the help of matching pictures and finish the corresponding vocabulary exercises 1.To develop reading strategy: prediction2. To grasp the news words 5
Step 3: Reading task: while-reading 1. Ask students to read the passage, get a general understanding of it and divide the passage into 3 parts: beginning, middle, and end.2. Ask students to finish some exercises about each part to learn more about details.3. Ask students to to fill in a chart about the content of the story.(time, place, characters, and story） 1. Read the passage, get a general understanding of it and divide the passage into 3 parts: beginning, middle, and end.2. Finish some exercises about each part to learn more about details.3. To fill in a chart about the content of the story.(time, place, characters, and story） 1.To develop reading strategies: skimming and scanning2.To recognize the 4 basic elements of a story(4W: when, where, who, what) 20
Step4: Reading task: post-reading Ask students to discuss and answer questions about the essence of the relationship between the man and the dog. Discuss and answer questions about the essence of the relationship between the man and the dog. To further students’ understanding of the relationship between human and animals 10
Step5： Homework Assignment Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 3 Our animal friends
Theme Unit 3 Our animal friends Type Period 2: reading2
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives 1.Go deep into and learn the structure of the main reading text.2.Enable students to master some important language points . 3. Learn to find information and express it completely with the help of mind-map. 4.Realize the importance of animals to human
Key points Enable students to master some important language points .
Difficult points Learn to find information and express it completely with the help of mind-map.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step1:Lead in Warm-upplay a word game.Revision 1.Review the new words and text, and then encourage Ss to answer the questions actively, and check the answers.2.Listen to the tape and review the text.3.Rearrange the sentences. 1.Review the new words together, and use the words or phrases to fill in the blanks, check the answers. 2.Review the text and listen to the tape. 3.Rearrange the sentences. To arouse the interest and review the new words and the content of the text. 3
Step2: Reading task:Reading comprehension 1. Ask questions about the story based on the title and the photo.2. Teach new words with the help of matching pictures and finish the corresponding vocabulary exercises 1. Answer questions2. Listen to the story for new words 1.To develop reading strategy: prediction2. To grasp the news words 5
Step 3: Reading task: while-reading Lead Ss read the text loudly. And let them finish the reading tasks.1. Read Paragraph 1-3 and answer the questions.Did the receptionist want to allow Charlie to stay in the hotel Why or why not (No. The hotel doesn’t allow pets to stay there.)What is Charlie (Charlie is John’s guide dog/ “eyes”. )What did the receptionist do then (He apologized and led John and Charlie to their room.) 2. Read Paragraph 4-5 and fill in the following table.John was very tired. → He soon fell asleep.Charlie started barking → John woke up and smelt smoke.Smoke started to come in from under the door. → With Charlie’s help, John put some wet towels along the bottom of the door. Then he got down on the floor next to Charlie and waited.The fireman didn’t want to take Charlie. → John would not go without his “eye”.Finally, the fireman got Charlie out of the building too. → They were both safe.3. Let Ss review the text again and finish the table in groups.4. retell the text with the help of the mind-map. To make them get familiar with the details of the text and train their ability of reading. 20
Step4: Reading task: post-reading 1. Brainstorm: Did John save Charlie or did Charlie save John 2. Let Ss talk about the question in groups. Follow the example with the help of mind-map and share their report in class.3. Follow the example and share your ideas with others. Retell the story and show in the class. Train the students speaking ability and cooperation ability. 10
Step5： Homework Assignment Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 3 Our animal friends
Theme Unit 3 Our animal friends Type Period 3:listening
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Master the listening skills: take down key words in shorthand.b. Learn how to make a prediction.c. Understand the mutual assistance and harmony between people and animals.
Key points Master the listening skills: take down key words in shorthand.
Difficult points know how to make a prediction
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Learn some new words with Ss.airport n. 机场appear v. 出现act v.扮 演(戏剧、电影中的角色) Learn some new words To move the obstacles of the listening. 3
Step2: listening task:pre-listening 1.David is interviewing people about their dogs on a radio programme. Look at these three dogs. What do you think their jobs are 2.Lead Ss to look at the pictures and predicate the questions before listening. 1.Learn how to catch the important words, such as names, times and numbers when listening for facts.2.Look at the pictures and predicate the questions before listening. 1.To move the obstacles of the listening.2.To master how to catch the important words, such as names, times and numbers when listening for facts. 5
Step3: listening task: while- listening Let Ss listen to conversation twice and then finish the exercise on P34.Check the answers. 1.Listen to conversation twice and then finish the exercise on P34.2.Check the answers.3.Listen to the short conversation again. Then answer the questions. To master how to catch the important words, such as names, times and numbers when listening for facts. 20
Step4: listening task: post- listening 1. Let Ss listen to the short conversation again. Then answer the questions.2. Discuss: What is special about the three dogs in the radio programme 3.Take notes about the three dogs and exchange your information with the class. Review the text and take notes about the three dogs and exchange your information with the class. 1.To train the students’ ability of catching the information of the listening materials2.To master how take notes. 10
Step5： Homework Assignment Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 3 Our animal friends
Theme Unit 3 Our animal friends Type Period 4:grammar
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Master the composition and usage of reflexive pronouns..b. Learn to use locational prepositions correctly.c. Establish the awareness of protecting the animals.
Key points Master the use of locative prepositions.
Difficult points Master the composition and usage of reflexive pronouns.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1.Ask students look at the pictures and use correct to complete the sentences.Discuss: What are these words 2.Introduce what reflexive pronouns are to students. 1.Look at the pictures and use correct to complete the sentences.2.Learn about what reflexive pronouns are to students. To arouse the interest and lead them to get into the grammar 3
Step2: learning task:A. Reflexive pronouns 1. Show all the reflexive pronouns to students. 2. Show some examples to explain the usage of reflexive pronouns.3. Work out the rules together.Singular reflexive pronouns have the ending -self.Plural reflexive pronouns have the ending -selves.4. Summarize the usage of reflexive pronouns. 5. Finish the exercise. Read and learn.Read and learn how to use reflexive pronouns.Analyze the structure. Find out the rules in groups. Review the usage and take notes.Finish the exercise and check the answers. To train students’ analytical ability.To have a better understanding of how to use reflexive pronouns.To consolidate what they have learned in this class. 16
Step3: learning task:B. Prepositions of position 1. Show some pictures and talk about what prepositions of position are. 2. Use a sentence to describe each picture. 3. Explain the usage and difference of some prepositions of position.4. Finish the exercise. 1.Look at the pictures and learn what prepositions of position are. 2.Make sentences to describe the pictures.3.Read and learn. Find out the rules in groups. 4.Finish the exercise and check the answers. 1.To train students’ analytical ability.2.To have a better understanding of how to use there is/are… 16
Step4: Summary&Homework 反身代词构词法：-self / -selves。第一、二人称由形容词性物主代词加-self / -selves；第三人称由宾格加-self / -selves。第一人称第二人称第三人称单数myselfyourselfhimself,herself,itself复数ourselvesyourselvesthemselves方位介词方位介词就是用来表示方位的介词。中学阶段比较重要的方位介词有：1. in在大地方; at 在小地方。2. in在里面; on相接壤; to 相离。3. in在里面；out(of) 在外面； inside在里面； outside在外面。4. on 在…上面（两者紧贴）; over 在…(正)上方; above 在…上方，高于…。5. over在……上方；under在……下方。under和over互为反义词。如：6. above在…上方，高于…；below在…下方，低于……。below和above互为反义词。7. behind 在…后面；in front of 在…前面。in front of和behind互为反义词。8. next to紧靠着; beside / by / near在旁边，在附近。9. between 在两者之间; among 在……(三者及以上)之间。10. in the tree在树上(外来物); on the tree在树上(原生物)。 5
Teaching reflection
Teaching Plan: Unit 3 Our animal friends
Theme Unit 3 Our animal friends Type Period 5: writing
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Students will know the basic outline of a rescue story.b. Students will have developed written fluency in relation to rescue stories.c. Master the structure of the article, imitate the structure and create your own..
Key points Students will know the basic outline of a rescue story..
Difficult points Students will have developed written fluency in relation to rescue stories.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1. Watch a video. 2. After watching the video, lead students to discuss what else dogs can do to help people. Watch a video.Discuss the question. To arouse students’ interest. 3
Step 2: Writing task:Pre-writing Look at the pictures and answer the questions.What are the two people doing What’s the weather like What can you see in the picture What are the two people doing What will happen Look at the pictures and answers the questions. To get ready for the writing and train their ability to cooperate. 9
Step 3: Writing task:while-writing 1. Lead students to use the key words to complete the rescue story. Check the answers. And pay attention to the key points.2. Ask students to read the complete rescue story and find out the details to finish the table. Check the answers.3. Give some writing tips to students on how to write a story. 1.Try to complete the rescue story with the given words.2.Read the story again and fill in the blanks.Learn some writing tips. 1.To train their writing ability 2.To train students pay more attention to the details. 20
Step 4: Writing task:post-writing 1. Summarize the language points.2. Summarize the writing topic in this unit and analyze the example with students.3. Let students try to write an article using the words and sentences according to the sample writing.4. Let students check out the mistakes and correct. 1.Learn some language points.2.Read the example and take notes.3.Try to write an article using the words and sentences according to the sample writing.4.Check out the mistakes and correct. 1.Let them get familiar with the correct and useful sentence patterns.2.To train the students’ writing ability. 6
Step 5： Homework Write another article using the words and sentences according to the sample writing. Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 4 Save the trees
Theme Unit 4 Save the trees Type Period 1: reading1
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Enable students to acquire the basic usage of some words and phrases. b. Predict the topic of reading text by observing the title and picture. c. Understand the main idea of the passage by skimming and looking for the main passage.
Key points Understand the structure and content of the main reading text, and learn the core words and phrases.
Difficult points Understand the main idea of the passage by skimming and looking for the main passage.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step1:Lead in Let students think about the questions:when the National Tree Planting Day is (It is on March 12.)When was the first National Tree planting Day (In 1979. China observes its 45th National Tree Planting Day.)Why should we plant more trees How much do you know about trees (Finish the exercise on P44) 1.Think about the questions and try to answer them.2.Discuss with others: how much do you know about trees. To arouse the interest and lead them to get into the topic of this unit. 3
Step2: Reading task:Pre-reading 1.Let students look at the pictures and the title of the interview on page 45.2.Lead students to learn the layout of the interview carefully and conclude the main idea of interview.3.Lead the Ss to learn the new words: 1.Look at the pictures and the title of the interview on page 45.2.Learn the layout of the article and conclude the main idea of interview.3.Learn some new words and phrases. 1.To make students use skimming and prediction to get the main idea of the text.2.Help students learn the new words and lead them to understand the main idea of the text. 5
Step 3: Reading task: while-reading Task 1: Read the article and finish the reading comprehensionTask 2: Read the interview again and complete the notes.Task 3: Lead the Ss to learn the language points. 1.Read the text and finish the tasks.2.Read the article again and finish the reading comprehension. Check the answers. 1.To make them get familiar with the details of the text and train their ability of reading.2.To conclude the usage of the key points of the text. 20
Step4: Reading task: post-reading Pairs work. Let students act out the interview. Act out the interview in pairs. Show in class 1.To train the students’ ability of speaking.2.To familiar with the language points. 10
Step5： Summary &Homework Key words: save, pine, discuss, branch, fight, against, example, harmful, gas, produce, major, oxygen, convenient, furniture, imagineKey phrases: take in, come from, for example, in fact, look around, be made of, millions of Review the new words and phrases. To consolidate what are learnt. 2
Teaching reflection
Teaching Plan: Unit 4 Save the trees
Theme Unit 4 Save the trees Type Period 2: reading2
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Go deep into and learn the structure of the main reading text.b. Enable students to master some important language pointsc. Use some phrases and sentence patterns learned in this lesson to describe the importance of trees
Key points Go deep into and learn the structure of the main reading text.
Difficult points Use the sentence pattern to describe the importance of trees.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Warm-upplay a word game.Revision Review the new words and text, and then encourage students to answer the questions actively, and check the answers. 1.Play a word game.2.Review the new words together, and use the words or phrases to fill in the blanks, check the answers. To arouse the interest and review the new words and the content of the text. 3
Step2: Reading task:Reading comprehension Lead Ss read the text loudly. And let them finish the reading tasks.1. Why are trees major fighters against air pollution They keep the air cool and clean.They take in harmful gases from the air.They produce oxygen for us to breathe.2. Why do trees make our lives more convenient Many things in our daily lives such as paper and pencils come from trees.We also get fruit, oil and tea from trees.A lot of furniture is made of wood.3. Tree are in danger.Fact:People cut down millions of trees every year.What to do We must stop cutting down so many trees Read the text loudlyRead the text again to finish the reading tasks. To make them get familiar with the details of the text and train their ability of reading. 25
Step3: Reading task: post-reading 1. Let students retell the text with the help of the mind-map2. Let’s imagine all the trees disappeared overnight, what would happen Watch a video.3. Further thinking: After watching the video, talk about what we can do to save trees Retell the story and show in the class. 1.Train the students speaking ability and cooperation ability. 2.To learn more about the trees. 10
Step 4： Summary&Homework Useful sentences:Rebecca want to know more about trees and how they help us.They keep the air cool and clean.They take in harmful gases from the air and produce oxygen for us to breathe.We should stop doing this if we don’t want a world without trees. Review the usage of the key points of the text Review the usage of the key points of the text To conclude the usage of the key points of the text 2
Teaching reflection
Teaching Plan: Unit 4 Save the trees
Theme Unit 4 Save the trees Type Period 3:listening&speaking
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives 1.listen to specific information about some dogs and what they do to help people2.talk about a helpful animal3.make use of mind maps to brainstorm4.realize the importance of animals to human
Key points Listen and talk about helpful animals
Difficult points Brainstorm ideas and get them across
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Review different type of dogs learned in the previous lesson2.Know the topic of the listening part – top dogs 1.Review different type of dogs learned in the previous lesson2.Know the topic of the listening part – top dogs Activate relevant prior knowledge and focus on the topic – dogs 3
Step2: listening task:pre-listening predict what the interview will be about according to the pictures predict what the interview will be about according to the pictures 1.To develop listening strategy: prediction2. To ease students 5
Step3: listening task: while- listening 1. Listen to the radio programme and fill in the blanks with the names of the speakers from the box2. Listen to the radio programme again and complete the notes. 1. Listen to the radio programme and fill in the blanks with the names of the speakers from the box2. Listen to the radio programme again and complete the notes. 1.To understand the text 20
Step4: listening task: post- listening（speaking） 1. Retell what the three dogs do to help people with the help of mind maps2. Brainstorm how other animals help people using mind maps3. Choose one animal and talk about how it helps people 1. Retell what the three dogs do to help people with the help of mind maps2. Brainstorm how other animals help people using mind maps3. Choose one animal and talk about how it helps people 1. To learn the text by heart 2. To talk about animals3. To use mind maps 10
Step5： Homework Make a phone call to one classmate and make a conversation Make a phone call to one classmate and make a conversation To consolidate the target language 2
Teaching reflection
Teaching Plan: Unit 4 Save the trees
Theme Unit 4 Save the trees Type Period 4:grammar
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Understand the structure and usage of the present continuous tense..b. Be able to use the present continuous tense to describe what is going on or happening.c. Master the change rules of the present participle of verbs and the pragmatic functions of the present continuous tense.
Key points Master the change rules of the present participle of verbs and the pragmatic functions of the present continuous tense.
Difficult points Understand that some verbs that express sensory intuition, state or psychological feeling cannot use the present continuous tense.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Show Ss some pictures and talk about the pictures. Talk about: What are the students doing now And then complete the four sentences with the words. Look at the pictures and talk about: What are the students doing now Complete the four sentences and check the answers. To arouse the interest and lead them to get into the grammar 3
Step2: learning task:The present continuous tense 1. Show some examples to explain the usage of the present continuous tense.2.Work out the rules together.the form of the present continuous tensethe form of Yes/No questions and short answers in the present continuous tense.the form of Wh-questions in the present continuous tense.how to form the -ing form of the verbs.3. Finish the exercise.4. Show some new examples to explain the special usage of the present continuous tense.5. Finish the exercise.6. Summary.7. Present the task, and limit the time for students to finish the exercise. 1.Read and learn what the present continuous tense is.2.Analyze the structure. Watch and learn. Find out the rules in groups. Finish the exercise and check the answers.Read and learn the usage.And take notes.Finish the exercise and check the answers.Review what have been learnt. Take notes.Finish the exercise individually. Check the answers with each other and then discuss the mistakes. 1.To make students be familiar with the present continuous tense is.2.To train students’ analytical ability.To consolidate what they have learned in this class.To train students’ analytical ability.To consolidate what they have learned in this class.To consolidate what they have learned in this class. 16
Step4: Summary&Homework 现在进行时表示现在或现阶段正在进行的动作或存在的状态。句中通常出现 now，at the moment，at this time，these days，this week，while，look，listen等时间状语、连词或标志性动词。肯定句主语+ am / is / are +现在分词+其他成分.否定句主语+ am / is / are + not +现在分词+其他成分.一般疑问句Am / Is / Are +主语+现在分词+其他成分 特殊疑问句疑问词（What / Which / How / Where / Who / ...）+ am /is / are +主+现分+其他成分 【现在分词的构成规则】动词构成规则例词大部分动词在词尾加-ingworking; cooking以辅音加不发音的e结尾的动词先去掉e，再加-ingwrite → writing hope → hoping以ie结尾的动词先将ie变成y，再加-inglie → lying tie → tying以元加辅字母结尾的动词（即以重读闭音节结尾的动词）先双写词尾的辅音字母，再加-ingsit → sittinghit → hitting 5
Teaching reflection
Teaching Plan: Unit 4 Save the trees
Theme Unit 4 Save the trees Type Period 5: writing
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Use pictures and prompts to complete the story.b. Use the present continuous tense to describe the content of the picture by using the method of conjunctions and sentences.c. Master the structure of the article, imitate the structure and create your own..
Key points Use pictures and prompts to complete the story.
Difficult points Perform according to the content of the story.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Let Ss learn and try tongue twister Learn and try tongue twister.Show in class. To arouse students’ interest. 3
Step 2: Writing task:Pre-writing 1. Show some pictures to students and let students describe the pictures . 2. Tell students to be ready for writing a story about the pictures. And give some tips.3. Now make conversations about what is going on in the pictures with the words in brackets. 1.Describe the pictures. And take some notes for writing.2.Learn some writing tips.3.In pairs, make conversations about what is going on in the pictures with the words. To get ready for the writing and train their ability to cooperate. 9
Step 3: Writing task:while-writing 1. Lead students to use the key words to write some sentences about each picture. Pay attention to the present continuous tense.2. Ask students to read the complete story and find out some useful expressions.3. Summarize the writing topic in this unit and analyze the example with students.4. Let students try to write an article using the words and sentences according to the sample writing.5. Let students check out the mistakes and correct. 1.Use the key words to write some sentences about each picture. Pay attention to the present continuous tense.2.Read the complete story again and find out some useful expressions.3.Summarize the writing topic.4.Try to write an article using the words and sentences according to the sample writing.5.Check out the mistakes and correct. 1.To train students pay more attention to the details.2.Let them get familiar with the correct and useful sentence patterns.3.To train the students’ writing ability. 20
Step 4: Writing task:post-writing Finish the mind map 6
Step 5： Homework Write another article using the words and sentences according to the sample writing. Do the homework Homework 2
Teaching reflection
Teaching Plan: Unit 5 Water
Theme Unit 5 Water Type Period 1: Reading 1
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives Students can know how water comes into our house b. Develop the reading ability and speaking skillsc. To train students’ reading skill---skinning and scanningd. To make students be aware of helping those in need2-1-c-n
Key points Read the passage and know how to save water
Difficult points Know how the water comes into our house
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Quiz: How much do you know about water Learn something more about water. To arouse the interest and lead them to get into the topic of this unit. 2
Step2: Pre-reading Let students look at the pictures on p58 and put the following sentences in the correct order.Let students talk about what they think of water.Water is ___________. Look at the pictures on p58 and put the following sentences in the correct order.Learn the layout of the article and conclude the main idea of story. To make students use skimming and prediction to get the main idea of the text. 8
Step 3: While-reading 1.Ask the students to listen to the tape and read after it.2.Lead the students to read the text and finish the tasks.Task 1: Read the story and finish the reading comprehensionTask 2: Work in group. Rearrange the following sentences.Task 3: Read the story again, and answer the following questions.Task 4: Work in group. Fill in the flow chart. 1.Listen to the tape and read after it.2.Read the text and finish the tasks.Read the story again and finish the reading comprehension. Check the answers. 1.Master the correct pronunciation.2. To make them get familiar with the details of the text and train their ability of reading. 15
Step4: Post-Reading Pairs in group. Let students act as a drop of water to tell the journey to others. Act as a drop of water to tell the story of the journey. Show in class. To train the students’ ability of speaking. 10
Step5： Homework Assignment Do the homework Homework 5
Teaching reflection
Teaching Plan: Unit 5 Water
Theme Unit 5 Water Type Period 2: Reading 2
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives 1.①Go deep into and learn the structure of the main reading text. ② Understand the context structure of the listening text by connecting words or phrases.. 2. ①Learn to find clues in the text and understand the text deeply. ②Learn to capture key words and consolidate the basic skills of taking notes during listening. 3. Further understand the factual information about water, understand the scarcity of drinking water, and establish the awareness of water conservation.4. Understand and master the structure of the article.
Key points Go deep into and learn the structure of the main reading text.
Difficult points Learn to find clues in the text and understand the text deeply.
Teaching and learning methods Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Review the new words and text, and then encourage students to answer the questions actively, and check the answers. Review the new words together, and use the words or phrases to fill in the blanks, check the answers. To arouse the interest and review the new words and the content of the text. 3
Step 2: Pre-reading Lead Ss read the text loudly. Read the text loudly 7
Step 3: While-reading Let students finish the reading tasks.The map shows the water’s journey. Read the story on page 59 and write the names of the different places on the map with the words from the box.Talk about water’s journey in your own words.Read the story again and answer the questions below.4. Try to design more questions according to the story. 1.Use the words to fill in the map of the water’s journey. Check the answers.2. Try to describe the journey in their words.3.Read the story again and answer the questions below. Check the answers4.Try to design more questions according to the story. And act out in pairs. To make them get familiar with the details of the text and train their ability of reading. 15
Step4: Post-reading Let students retell the text with the help of the mind-map2. Further thinking: Do you think water is valuable Why Discuss this with your classmates. 1.Retell the story and show in the class.Watch a video.After watching the video, in groups, talk about their ideas freely and report in the class. Write down the promise according to the results.Show in class. Train the students speaking ability and cooperation ability. To learn more about the waterTo train students how to have a deep thought. 10
Step5： Homework Assignment Do the homework Homework 5
Teaching reflection
Teaching Plan: Unit 5 Water
Theme Unit 5 Water Type Period 3: Grammar
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Knowledge objectives: ①talk about the quantities of the countable nouns and the uncountable nouns. ②ask and answer the questions about the quantities.b. Skill objectives: ①review how to identify the countable nouns and the uncountable nouns. ②Master how to talk about quantities correctly.c. Emotional objectives: Be aware of the scarcity and importance of water and save water in daily life.d. Thinking quality objectives: Cultivate students’ analytical ability and divergent thinking ability. Make students use the grammar rules to draw inferences from one instance.
Key points Make a distinction between (not) much & (not) many; too many & too much; a few & a little; too few & too little.
Difficult points Master how to talk about quantities correctly.
Teaching and learning methods Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Show Ss some pictures and let students divide them into two groups: countable nouns and uncountable nouns. And then let students answer the questions. Look at the pictures and divide them into two groups: countable nouns and uncountable nouns. And then answer the questions. To arouse the interest and lead them to get into the grammar 3
Step 2: Grammar task:Pre-learning Talk about the usage of how many and how much. Review the rules together. Talk about the usage of how many and how much. Review the rules together. To clear the listening obstacles for the listening task. 7
Step 3: Grammar task: While-learning Talking about quantities1. Show some examples to explain the usage of a lot of, a little, a few, (not) much, (not) many, and no.2. Work out the rules together.many/a few/ a lot of with countable nounsmuch/a little/ a lot of with uncountable nounsShow some new examples to explain the usage of too much, too many, too little, too few and (not) enough.Work out the rules together. Read and learn how to talk about quantities.Analyze the rules together. Watch and learn. Find out the rules in groups. Finish the exercise and check the answers.Read and learn more about how to talk about quantities.Work out the rules together. To make students be familiar with how to talk about quantities.To train students’ analytical ability.To consolidate what they have learned in this class.To help students master more about the grammar. 15
Step4: Post-listening Using the conversation between Dora and Jane as an example, choose a recipe and make a similar conversation. Using the conversation between Dora and Jane as an example, choose a recipe and make a similar conversation. To develop students’ listening skills. 10
Step8： Homework Assignment Do the homework Homework 5
Teaching reflection
Teaching Plan: Unit 5 Water
Theme Unit 5 Water Type Period 4: Listening& Speaking
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives Understand the context structure of the listening text by connecting words or phrases.Learn to capture key words and consolidate the basic skills of taking notes during listening.Further understand Teaching Plan: Unit 1 Making friends
Theme Unit 1 Making friends Type Period1: Reading 1
Subject English Date 2023.9.1
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Enable students to acquire the basic usage of some words and phrases.b.Learn about the rich community activities through reading.c. Practise speaking skill by given information.c. Predict the topic and general content of the article through pictures and titles. d. Learn about how to make friends.e. Talk about their opinions on making friends
Key points The comprehension of the passage
Difficult points Some difficult words and expressions
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1. Ask students to find out Kitty in the picture and involve students in the topic with two pictures. 1. Find out Kitty in the picture and look at the picture of 6A U6 E-friends to recall related topic. . To arouse students’ interest and activate their background knowledge. 2
Step2: Pre - reading 1.1 Ask a question “Where did Anna put her information ” and show the genre--- blog.1.2 Show the picture of the reading and guide students to know the layout of a blog.2. Show the layout of reading and guide students to use the information to predict the information that they may find in Anna's blog. 1.1 Look at the logos and speak out their names.1.2 Look at the picture of the reading and write down the information of the layout of a blog.2. Predict the information that they may be found in Anna's blog according to the information of the layout. Let students predict what the passage is about and get prepared for the reading. 4
Step 3: While-reading 1.1 Guide students to read Paragraph 1 and match each sentence with the key word. 1.2 Show a mind-map and guide students to summarize information about Anna.2.1 Show the picture of Anna’s family and guide students to introduce Anna in their own ways. 1.1 Read Paragraph 1 and match each sentence with the key word. 1.2 Look at the mind-map and key words to reorganize and summarize Paragraph 1.2.1 Look at the picture of Anna’s family and try to introduce Anna in their own ways. 1.1 To help students summarize the main idea of each sentence and inform them the key information of introducing oneself. 1.2 To help students consolidate and reorganize the structure of what they’ve learned in Paragraph 1.2.1- To help students learn to read pictures and cultivate students’ creative thinking and logical thinking by adding possible information and comparing with the text. 3
Step4: Post-reading 1. Show a mind-map and guide students to choose one or more aspects (方面) to help Anna introduce herself.2. Guide students to make their own information cards and introduce themselves in groups by following Anna's example. 1. Look at the mind-map and choose one or more aspects (方面) to help Anna introduce herself.2. Group work: Make their own information cards and introduce themselves in groups by following Anna's example. .1. To build students’ confidence in expressing themselves. Cultivate students’ abilities of creative and logical thinking by retelling the passage.2. To consolidate key information students have learned in self-introduction.To cultivate students’ abilities of creativity and cooperation. 5
Step5： Homework Assignment Do the homework Homework 10
Teaching reflection
Teaching Plan: Unit 1 Making friends
Theme Unit 1 Making friends Type Period2: Reading 2
Subject English Date 2023.9.4
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. The students can use the expressions and the useful sentence structures freely.b.To master some usages of some useful expressions and develop an ability of how to get a further understanding of the text.
Key points The mastering of the useful sentence structure and useful phrases.What are your hobbies My hobby is playing football, be from etc.
Difficult points Learn the structure “My dream is to be an engineer”
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1. Ask students to introduce Anna with the information card to consolidate the passage Anna’s blog. 1. Look at Anna’s information card and help Anna introduce herself to consolidate the passage Anna’s blog. 1. To consolidate key information of self-introduction and master the structure of self-introduction in the logic order. 2
Step2: Pre - reading 1. Show the poem To Wang Lun translated by Xu Yuanchong. Guide students to read and ask them to think about a question: Why did Li Bai write a poem to Wang Lun 1. Read the poem and answer questions. Get ready for the story. 1. To lead students to get ready for the story by predicting from the poem they have learnt. 4
Step 3: While-reading 1. Show Paragraph 4 and 5 and four pictures.Guide students to read the text, look at the four pictures and think about:Which two pictures would Wang Lun introduce to Li Bai in the letter Why 2.1 Show Paragraph 6 and 7 and the same four pictures.2.2 Lead students to read the text and check answers from previous part by themselves and discuss in pairs about:Was Li Bai still excited, or was he angry with Wang Lun 1. Read the text and help Wang Lun introduce his hometown by predicting from the text and choosing two pictures out of four.2.1 Read the paragraph carefully and finish the task. 2.2 Check answers after reading the text and discuss the question in pairs. 1. To help students read the pictures and predict with logical thinking.2.1-2.2 To help students learn to read between the lines and cultivate their logical thinking by doing pair work. 3
Step4: Post-reading 1. Show the 10 personalities again. Guide students to think about “For Li Bai and Wang Lun, what qualities mostly made them good friends ” 1. Look at the 10 personalities again and think about the questions based on their understanding of the story. Discuss and share your own ideas freely in groups. 1. To cultivate students’ critical thinking and abilities of speaking, as well as develop their awareness of making friends. 5
Step5： Homework Assign homework. 1. Read after the recording To Wang Lun. Then look for information of another good friend of Li Bai. 1. Consolidate the understanding of the passage learnt and realize the value of making good friends. Train their ability to cooperate and develop 2
Teaching reflection
Teaching Plan: Unit 1 Making friends
Theme Unit 1 Making friends Type Period3: Listening and speaking
Subject English Date 2023.9.5
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Enable students to master some important language points.b.take down key words in shorthand.C.enable students to use different sentence patterns to introduce themselves and express their visions for the future .
Key points To catch the missing words when listening
Difficult points Learn to take note quickly when listening
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1.show a PPT and let students to know the wh- questions Look at the pictures and guess what they are about and where they are taken. To move the obstacles of the listening and speaking. 2’
Step 2: Pre- listening play the listening materials , stop when necessary And then check the answers listen and reorder the pictures and listen for the second time to fill in the blank To train the students’ ability of catching the information of the listening materials . 3’
Step 3: While-listening give a sample dialogue to students and ask them to imitate it 3. Talk about e-friends by making a dialogue like this:What is your e-friend’s name Where is she or he from How old is she or he What does she or he look like What is his or her dream 3.To develop the students’ ability of listening and speaking. 20’
Step 4: Post-listening 4.Talk about your family by asking the questions like :Where do you live How many people are there in your family 4. Discuss with your classmates about your family. 4.To provide a chance for the partner to cooperate and create. 11’
Step5： Homework Assign homework. Write down the key words you get in the listening part. 1.Consolidate the listening and speaking skills. 2. Encourage students to study hard 2’
Teaching reflection
Teaching Plan: Unit 1 Making friends
Theme Unit 1 Making friends Type Period4: Grammar
Subject English Date 2023.9.8
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Master the usages of these words: who, what, which, whose, when, where, why, how, how often, how long, how far, how soon, how many, how muchb.Find out the rules after practice.C. Master wh-questions，the usages of the verbs “to be”, “do”and “does”, the usages of “a”and “an”, get the feelings of achievements.
Key points who, what, which, whose, when, where, why, how
Difficult points how often, how long, how far, how soon, how many, how much
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Show a picture of Anna and ask students what Anna has done to make more friends. Then introduce students to two basic ways to make friends. Look at the picture of Anna and answer the teacher’s question. Then know two basic ways to make friends with the guidance of the teacher. To involve students in the topic on how to make friends and lead in grammar. 5’
Step2:Indefinite articles learning Introduce one way to make friends.Present the example of Anna and ask students to pay attention to and conclude the usages of indefinite articles a and an. Present more examples and lead students to work out the rules. Know one way to make friends: Get others to know more about you by making a self-introduction. 1.2 Read the self-introduction of Anna. Pay attention to and conclude the usages of indefinite articles: a and an. 1.3 Work out the rules about the usages of indefinite articles, first by students themselves and then with the guidance of the teacher. To connect what will be learnt with what has been learnt before.To cultivate students’ ability of conclusion through observation, comparison, analysis and comprehensive thinking.To emphasize the importance of international phonetic alphabet and systematic learning of English. 3’
Step 3:Wh-questionslearning Introduce the other way to make friends.Ask some questions about Anna and lead students to pay attention to and think about the usages of Wh-questions. 1.1 Know the other way to make friends: Get to know more about each other by asking and answering questions. 1.2 Answer the questions about Anna. Pay attention to and think about the usages of Wh-questions. To motivate students to learn grammar in a practical way. To train students’ independent, analytic and logic thinking through the learning of how to ask and answer Wh-questions. 20’
Step4:Exercise and consolidation Ask some students who they want to make friends with and guide the students to make more friends.Introduce the sayings by Confucius and inspire students to make friends with people who benefit us. Then ask students to finish the exercise related to this topic. Talk about who they want to make friends with and follow the tips from the teacher to make more friends.Learn about the sayings by Confucius about making friends with people who benefit us. And then finish the exercise. To consolidate the grammatical knowledge about indefinite articles and Wh-questions.To strengthen students’ abilities of solving problems both by themselves and through cooperation. 5’
Step5:Sum up Lead students to summarize what has been learned in class. Summarize the key points in class and take notes. To guide students to review and sum up the key points in class. 2’
Step6： Homework Assign homework. Finish the homework on the worksheet as required. To consolidate what has been learned in class.To further improve students’ comprehensive capacity such as communicative skills and problem-solving competence. 2’
Teaching reflection
Teaching Plan: Unit 1 Making friends
Theme Unit 1 Making friends Type Period5:Writing
Subject English Date 2023.9.12
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a.Able to understand Bobby's email writing format and use mind maps to clarify the context and structure of self introduction.B.Through self-evaluation and peer evaluation of the essay, one can grasp the commonly used sentence patterns based on the text information of the given email, C. try to establish new interpersonal relationships through the Internet, maintain curiosity about the world
Key points How to write an e-mail
Difficult points Using the right sentence structure
Teaching and learning methods Communicative Strategy; Task-based teaching,group work.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Review: Ask students to review the main idea of each paragraph in Anna’s blog with a mind map. Review the structure of Anna’s self-introduction and present the key words of each paragraph. To get well-prepared into the structure of self-introduction and lead in the topic. 5’
Step2:Pre -writing Involve students to scan and finish the following tasks:What is Bobby writing It is From:______To:______What’s the format of an email Guide students to predict the contents that Bobby is writing about through pictures and key sentences in the beginning of each paragraph. Read the writing part and find out what Bobby is writing, whom it will be written to, and the format of an email.Predict the possible contents Bobby will write and know about the structure of self-introduction, the layout of Bobby’s email as well. To facilitate students to get the information with scanning and master the format of an email.To help students get the main structure of the writing contents through prediction. 8’
Step3:While- writing Ask students to finish Paragraph 1 according to the picture, and share more expressions about hair. 1.2 Then ask them to summarize the key information of Paragraph 1: what else can Bobby introduce himself.Lead students to get the clues from the picture and fill in the blanks in Paragraph 2. Read the information from the picture and use the right word to describe Bobby’s hair.1.2 Summarize the key words from each sentence and get familiar with the expressions. In addition, try to brainstorm more information to help Bobby introduce himself.Use the right answers to fill in the blanks according to the clues from the picture. To help students learn to use the sentences correctly and cultivate students’ extended thinking to add more information. To cultivate logical thinking by reading the clues from the picture. To have a deep thinking of family members, especially parents and pets. 20’
Step4:Post- writing Guide students to make self-check and revise their email according to the checklist. Then ask them to exchange the email and have a peer revise, use the evaluation form to choose the best email in your group. 2. Lead students to think about what they can learn from making e-friends. According to the checklist and the evaluation form to evaluate his/her own email and the peer’s email and choose the best email in the group and make a presentation. To learn to appreciate and evaluate the work with the help of the checklist and the evaluation form. 12’
Step5:Sum up Lead students to summarize what has been learned in class. Summarize the key points in class and take notes. To guide students to review and sum up the key points in class. 2’
Step6： Homework Assign homework. Finish the homework on the worksheet as required. To consolidate what has been learned in class.To further improve students’ comprehensive capacity such as communicative skills and problem-solving competence. 2’
Teaching reflection
Teaching Plan: Unit2 Daily life
Theme Unit2 Daily life Type Period1: Reading 1
Subject English Date 2023.9.15
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Enable students to acquire the basic usage of some words and phrases.b.Learn about the rich community activities through readingc. Predict the topic and general content of the article through pictures and titles. d. Learn about how to talk their daily lifee. Talk about their opinions on daily life.
Key points The comprehension of the passage
Difficult points Some difficult words and expressions
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1. Involve students in the topic with a short video on Mason ‘s school day.2. Activate students’ knowledge about school life. Watch a short video about Mason ‘s school day.Finish a quiz about the video. Arouse students’ interest and lead in the topic.Guide students to know some facts about school life. 4’
Step2: Pre - reading Guide students to predict information according to the photo, the title and the first sentence of each paragraph. Look at the photo, the title and the first sentence of each paragraph of the article. Let students get the main idea of the text through prediction. 4’
Step 3: While-reading Cultivate students' reading ability by using stress mark. Present high-level questions and guide students to think and answer. 1. Listen to the tape and read the article by using stress mark.2. Read for details about Sam’s school life.3. Read and think.①Why does Sam always have a good time at school ②Do you always have a good time at school Why or why not ③Tell us your great moment or funny story during your school day. Facilitate students to get more information about Sam’s school life with-scanning and master the structure of the text.Cultivate logical thinking by comparing and inferring. 20’
Step4: Post-reading Initiate students to interview their classmate to write down their information about school life and present a speech on this topic. Take turns to ask and answer questions and complete your classmate’s school life and show your presentation on this topic. Train students’ speaking ability by giving a speech on their friends' school life. 10’
Step5： Homework Assign homework. 1. Make a video within 2 mins to introduce your school day in English to your classmates. 2. Work in groups of 4 to make a poster on “A day at school” in the future. 1. Consolidate the text. 2. Motivate students’ imagination of school day in the future. 2’
Teaching reflection
Teaching Plan: Unit2 Daily life
Theme Unit 2Daily life Type Period2: Reading 2
Subject English Date 2023.9.19
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Go deep into and learn the structure of the main reading text.b.Use frequency adverbs and phrases to describe your campus life.C.enable students to experience the connotation of “I always have a good time”.
Key points Use frequency adverbs and phrases to describe your campus life.
Difficult points Master the usage of frequency adverbs and phrases.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Ask students to introduce Sam’s school life with the information card to consolidate the passage A day at school. Look at Sam’s information card and help Sam introduce his school life to consolidate the passage A day at school. To consolidate key information of introduction and master the structure of introduction card in the logic order. 4’
Step2: Pre - reading Show the passage A day in my life. Guide students to read and ask them to think about questions: How many types of technology are there in the article What are they Read the article and answer questions. Circle the phrases of technology in the passage. Let students get the main idea of the article through skimming. 4’
Step 3: While-reading Guide students to read the text and choose the correct explanation.Read the sentences and circle T of T.Read the article carefully and complete the information card.Read the last sentences and think about the question: Do you agree that modern technology has made Li Shan's life interesting Why 1. Choose the correct explanation.2. Read for details about Li Shan’s life.3. Read and think.Do you agree that modern technology has made Li Shan's life interesting Why Facilitate students to get more information about Li Shan’s life with-scanning and master the structure of the text.Cultivate logical thinking by comparing and inferring. 20’
Step4: Post-reading Initiate students to design their own smart homes. Choose three tasks . Then say why you chose them and compare with their classmates.Guide students to discuss about the question: How do you think modern technology has changed our daily lives 1. Discuss and share your own ideas freely in groups.2. Think about the question based on the lessons we learned today as well as their own understandings. To cultivate students’ critical thinking and abilities of speaking, as well as develop their awareness of modern technology changes our lives. 10’
Step5： Homework Assign homework. 1. Write an passage on “My smart home” to introduce the smart devices in your home. 2. Group work: Look for more information about modern technology, such as high-tech industries, information technology, artificial intelligence and green technology, etc. Introduce one of them to the whole class by making a PPT. 1. Consolidate the text. 2. Motivate students’ interests of modern technology. 2’
Teaching reflection
Teaching Plan: Unit2 Daily life
Theme Unit 2 Daily life Type Period3: Listening and speaking
Subject English Date 2023.9.20
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Enable students to master some important language points.b.take down key words in shorthand.C.enable students to use different sentence patterns to introduce themselves and express their visions for the future .
Key points To catch the missing words when listening
Difficult points Learn to take note quickly when listening
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Free talk: When do you usually get up at the weekend Where do you usually go at the weekend What do you do there Answer the question and share their different ideas. Review the sentences with wh-questions. Arouse the students’ interest of the topic. 3’
Step 2: Pre- listening Show a ppt and let students to know the wh- questions. Ask students to pay attention to the four pictures. 1. Understand the meanings of the following words and phrases (after lunch, between 8 and 9 , later in the afternoon). 2. Predict from the pictures. (Where are they and what they do, then write down the predictions) To move the obstacles before listening the passage. 5’
Step 3: While-listening 1. Play the listening materials, stop when necessary. And then check the answers; pay attention to the questions (when, where, what) and write down the key words when necessary.2. Play the tape one more time. 1. Listen carefully and write down the key words of each picture.2. Listen again and complete the tape script. Facilitate students to practice the skills of grasping key information and taking notes. 15’
Step 4: Post-listening 1. Give a sample dialogue to students and ask them to imitate it. 2. Introduce Jack’s weekend by dictation. Talk about Jack’s weekend and learn to ask the questions. (when do you read books in the morning, where do you go to buy food with your parents Where do you go to read books …2. With the help of the pictures and the key information, introduce Jack’s weekend. To develop the students’ ability of listening and speaking. 15’
Step5： Homework Assign homework. Talk about your friend’s life by asking the questions.(When do you get up What do you do in the morning How do you go to school ...)2. Fill in the blank on page 24 , and talk with your partner about your friends’ life. To provide a chance for the partners to cooperate and create. 2’
Teaching reflection
Teaching Plan: Unit2 Daily life
Theme Unit2 Daily life Type Period4: Grammar
Subject English Date 2023.9.23
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Master the structure and usage of simple present tense and frequency adverbs.b.Enable students to use simple present tense to describe frequent actions or state of beings.C. Enhance the awareness of mutual help in cooperative learning.
Key points The structure and usage of simple present tense.
Difficult points The usage of frequency adverbs.
Teaching and learning methods Communicative Strategy; Task-based teaching; Group work
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1. Ask the students to listen to the music, and fill in the correct words.2. Tell the students to observe the words and find their feature. 1. Listen to the music, and fill in the correct words.2. Observe the words and find their feature. Arouse students’ interest and lead in the topic.Guide students to know some features about the simple present tense. 5’
Step 2: Learn the form Explain the positive and negative forms, and sum up the rules. Read Part A and sum up the rules of simple present forms, know the positive and negative forms of the does, or doesn’t, do or don’t questions. To let students take part in the class actively and have a better understanding of how to use the simple present tense. 10
Step 3: Finish the exercise in Part A1 Show the rules which is summed up. Finish the exercise in Part A1. To have general idea about the simple present tense. 5
Step 4: Pair works Give a sample of the dialogue by showing the ppt. Work in pairs and make a dialogue in Part A2. To practice speaking by using the simple present tense. 5
Step 5: Learn the frequent adverbs Lead students to read the sentences. Read the sentences in the table and sum up the rules of using the frequent adverbs. To raise the students’ ability to sum up some language rules. 10
Step 6: Finish the exercise in P23 Lead students to read the sentences. Finish the exercise in P23 and read the sentence fluently.Then practice the sentences by asking and answering in pairs. To consolidate what they have learned in this class. 5
Step 7：Sum up Show a ppt to guide the students to give sum up of the class. Go over the rules of the simple present tense and the usage of the basic sentence structure and go over the frequent adverbs always, never, often, sometimes etc. To make students have a good habit of taking notes and have a general understanding of this class. 3
Step8:Homework Assign homework. Finish the exercise in the English paper. Strengthen and consolidate. 2’
Teaching reflection
Teaching Plan: Unit2 Daily life
Theme Unit 2 Daily life Type Period5:Writing
Subject English Date 2023.9.24
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Understand the writing ideas in chronological order.b.Master the method of recording events in chronological order.c. Enhance understanding of each others’ daily life.
Key points Master the method of recording events in chronological order.
Difficult points Using the right sentence structure
Teaching and learning methods Distinguish words with the phonetic symbols; Use the right sentence structure
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Review: Ask students to review the main idea of each paragraph in A day at school with a mind map. Review the structure of Sam’s self-introduction and present the key words of each paragraph. To get well-prepared into the structure of self-introduction and lead in the topic. 5’
Step2:Pre -writing 1. Involve students in the topic with a group of questions.2. Test students how much they know about the third person. 1. Self-introduction. students work in pairs to introduce themselves by doing ask and answer.2. Peer-introduction. Introduce partners in the third person. Lead in the topic and let them know more about their partners.Guide students to review the third person, adverbs of frequency, and the phrases about the topic. 8’
Step3:While- writing 1. Guide students to get the key information according to Fang fang’s schedule.2. Present topic-related questions.3. Guide students to think, write, discuss and correct their writings. 1. Read Fang fang’s daily schedule. Take turns to ask and answer.2. Complete the article about Fang fang’s daily life on textbook.3. Check answers in pairs. Let students get the key information from the table or the pictures.Facilitate students to make sentences according to the given phrases.Make students know how to organize a passage in chronological order. Cultivate students’ team-work spirit and self-evaluation. 16’
Step4:Post- writing lead students to make a daily schedule and write a passage about it by using what we have learned before. 1. Make a daily schedule about one of classmates or family members.2. Make a passage according to the daily schedule above. Train students’ applying ability by writing. 15’
Step5： Homework Assign homework. Must do: watch a video about Eileen Gu (谷爱凌). Make a daily schedule about her.2. Might do: Make a passage about Eileen Gu’s daily life according to the daily schedule you made. 1. Consolidate what we have learned. 2. Strengthen students’ awareness of treasure their time. 1’
Teaching reflection
Teaching Plan: Unit3 The Earth
Theme Unit3 The Earth Type Period1: Reading 1
Subject English Date 2023.9.28
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Enable students to acquire the basic usage of some words and phrases.b.Pay attention to the text characteristics of poster style, and master relevant reading skills.c. Establish the awareness of protecting the earth through understanding the current situation of the earth.
Key points Obtain key information according to the title, subtitle and illustrations of the passage
Difficult points Reading strategies for guessing word meaning according to the context
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1.Greetings2.Ask the student to match the words with the pictures 3.Show the video about the Earth ask questions about the Earth 1.Greetings2.Look at the pictures and choose words to match the picture3.Watch the video about the Earth and answer the questions 1.Activate their existing knowledge of the world and the Earth2. To elicit the topic of the lesson 3’
Step2: Pre - reading 1.Show the pictures about posters2.Explain the elements of good posters and ask the question about the poster 1.Look at some posters about the Earth2.Summarize the elements of good posterspredict the main idea of the target poster 1.Raise the awareness of elements of good posters2.Form a basic understanding about the poster 5’
Step 3: While-reading 1.Play the recording of each paragraph2.Show the table and ask the student to complete it3.Ask the questions 1.Read the passage and complete the table2. Think about the questions and check the answers 1.Get the gist of the poster2.Know the basic structure of the poster3.Practise the students’ ability of reading for gist 20’
Step4: Post-reading 1.Show pictures about things on Earth2. Play the video about protecting the Earth3.Ask the student to think what we must do and must stop doing to protect the Earth 1.Watch the video2.Think what we must do and must stop doing to protect the Earthexpress the ideas 1.Build awareness of importance of protecting the Earth2.Know how to protect the Earth 10’
Step5： Homework Assign homework. 1. Read the passage after the video2. Retell the passage.3.Make a poster to call for people to save the Earth 1.Consolidate the text. 2. Strengthen students’ awareness of protecting the Earth in a practical way. 2’
Teaching reflection
Teaching Plan: Unit3 The Earth
Theme Unit 3 The Earth Type Period2: Reading 2
Subject English Date 2023.10.9
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Go deep into and learn the structure of the main reading text.b.Learn to find information and express it completely with the help of mind-map.C.Understand the current situation of pollution and establish the awareness of protecting the earth.
Key points Use There is/are… to describe the current situation of pollution.
Difficult points Master the difference between There is… and There are….
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Warming up Guide students to listen to the passage and summarize it. Listen to the passage carefully and try to summarize it. Then, retell the passage in groups. 1.Arouse students’ interest in this topic.2. Encourage students to gather some information about the topic. 3’
Step2:Revision Ask students to finish textbook exercises about the important words and phrases according to the article. Finish the questions and check the answers. 1. Help students review the detailed information of the article.2. Cultivate students’ ability to conclude the usage of new words. 5’
Step 3: Language points Underline the important sentences on the article and explain the important words and their usage. 1.Read the sentences and underline them.2. Note down the words’ usage and finish the related exercise.3. Check the answer. 1.get the gist of the poster2.know the basic structure of the poster3.practise the students’ ability of reading for gist 20’
Step4: summary Use a mind map to help students review important language points. Students are encouraged to review language points with teachers. Use a mind map to help students review important language points. 10’
Step5： Homework Assign homework. 1. Translate phrases and sentences from Chinese into English2. Read the passage to find out the problems the Earth are facing, and think about how to solve the problems. 1.Consolidate the text. 2. Strengthen students’ awareness of protecting the Earth in a practical way. 2’
Teaching reflection
Teaching Plan: Unit3 The Earth
Theme Unit 3 The Earth Type Period3: Listening and speaking
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Enable students to master some important language points.b.Master the listening skills: take down key words in shorthand.C.Understand the current situation of pollution and establish the awareness of protecting the earth.
Key points Use There is/are… to describe the current situation of pollution.
Difficult points Learn to take note quickly when listening
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Revisit beautiful places on the earth and introduce the topic of the listening material--the sea by showing nice pictures. Look at some pictures of the sea and admire its beauty. Activate students’ background knowledge about the earth;Arouse students’ interest and lead in the topic. 3’
Step 2: Pre- listening Teach the new phrase“be covered by” with pictures and practice;Ask students to predict the questions according to the given pictures and choices;Remind students to keep an eye on number and figures when listening. Grasp the meaning of “be covered by” and learn to use it in real context;Observe the pictures and choices to predict the three questions; get the meaning of “one/three quarter(s)” with the help of the pictures; Pick up the listening tip of paying attention to numbers and figures when listening. Build students’ vocabulary and prevent new vocabulary from hindering their understanding of the material;Develop two key listening skills: prediction and paying attention to numbers and figures while listening. 5’
Step 3: While-listening Play the audio recording and ask students to complete the choice task; Play again for students to extract the three questions from the quiz;Play one more time and ask students to verbally finish a paragraph introducing the facts about the sea. Listen and complete the task; check the answers with the teacher;Listen again and repeat the three questions in the quiz; Listen a third time and finish a paragraph about the sea orally. Design scaffolding tasks to help students fully comprehend the listening material;Develop student’s listening and speaking abilities. 12’
Step 4: Post-listening Play an audio recording about the great benefits of the ocean after showing a table for students to fill in;Show some pictures illustrating the causes and effects of sea pollution and ask students to discuss and talk about them; teach relevant expressions like “plastics”, “plastic waste” and “litter”Guide students to work in pairs and talk about how to prevent ocean pollution. Listen to an audio recording about how the ocean benefits people and complete a table about why the ocean matters;Look at some prompt pictures and talk about the causes and effects of ocean pollution using the given sentence pattern; master new expressions, including “plastics”, “plastic waste” and “litter”;Think, discuss and then talk about how to protect the sea from pollution;Work in groups and then each group selects a representative to talk about ocean pollution and how to prevent it. Expose students to more listening and speaking practice and improve their listening and speaking skills; Continue to expand students’ knowledge of the sea from different dimensions--the importance of the sea, sea pollution and how to deal with it;Develop students’ logical thinking by guiding them to learn how to talk about causes and effects. 18’
Step5： Homework Assign homework. Listen to an audio recording and complete a quiz about more sea facts;Complete a poster about the ocean,which is modeled on the poster in the Reading section of this unit. Do a voice-over for a video, information including the benefits of the ocean (at least 2), the causes and effects of ocean pollution and how to protect the ocean. Further hone students’ listening and speaking skills;Advance students’ knowledge of the ocean and thus heighten their awareness of protecting the ocean; Stimulate students’ interest in studying the ocean outside the classroom. 2’
Teaching reflection
Teaching Plan: Unit3 The Earth
Theme Unit3 The Earth Type Period4: Grammar
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a.Students can differ the countable nouns from the uncountable nouns.b.They should cooperate to summarize the rules.
Key points Some uncountable nouns
Difficult points Using the right forms of the nouns.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1. Involve students in the topic with dialogues in book.2. Test students how much they know about countable and uncountable noun. Read a dialogue about countable and uncountable noun in book.Finish a quiz about the grammar point. Arouse students’ interest and lead in the topic.Guide students to perceive the grammar through context. 3’
Step2:Pre- learning 1.Guide students to read a passage and find nouns as much as they can in groups.2.Ask them to find the ‘there be’ sentences in the passage. Read a passage and find nouns as much as they can in groups.Circle the ‘there be’ sentences 1.To develop their interest and lead them to the world of nouns.2.Observe the ‘there be’ sentence pattern. 5’
Step3:While-learning 1. Show some sentences and introduce the knowledge points.2. Lead them learn to summarize the rules.(Group work) 1. Read the example sentences and learn about the key points.2.Group work to discuss.①Which kind of words are CN (How to use )②Which kind of words are UCN (How to use)③’Be’ should be changed according to the nouns.④ The sentence transformation of there be sentence pattern 1.Let students differ countable and uncountable nouns.2.Let them perceive the variation of the ‘there be’ sentence patterns. 3.Cultivate their ability of cooperating to summarize. 20’
Step4:Post-learning 1.Guide the students to finish the practice.2. Find out the countable and uncountable things in classroom and ask students to describe these things in There be sentences.3.Help them to summarize the uncountable words and there be sentences。 1.Complete the blanks within the correct form.2.Use what we learnt to make sentences to describe things in the classroom.3. Summarize the grammar points with teacher’s help. 1.To consolidate the leaning of today.2.To develop the ability of speaking. 10’
Step5:Homework Assign homework. 1.Your friend and you are in a fast food restaurant now. You are going to order something. Try to fill in the correct form to make orders. (4 mins)2.Jane is asking Danny about what they can do to help protect the plete their conversation with there is (not), is there, there are or are there. (5 mins)3.Work in groups: Discuss in groups and adapt the song with there (be) sentence pattern. Pay attention to the rhyming words. (10 mins) Consolidate the grammar points through practicing. 2’
Teaching reflection
Teaching Plan: Unit3 The Earth
Theme Unit3 The Earth Type Period5:Writing
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a.The students can use different expressions to protect the world.Their ability of speaking and writing as well as cooperating should be trained.b.Through self-evaluation and peer evaluation of the essay, one can grasp the commonly used sentence patterns based on the text information of the given four pictures.
Key points How to write an e-mail
Difficult points Using the right sentence structure
Teaching and learning methods Communicative Strategy; Task-based teaching,group work.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Involve students in the topic with four pictures about environmental problems and ask students some questions. Describe the pictures and figure out the results and corresponding suggestions. Arouse students’ interest and lead in the topic.Guide students to know some facts about pollution and offer some tips to give suggestions on it. 5’
Step2:Pre -writing Present a passage about environment protection and guide students to learn the structure, ways of coherence and expression. Read the passage and learn its structure, ways of coherence and expression. Get students prepared for later writing by analyzing the sample. 8’
Step3:While- writing Show students the writing task, assessment criteria and give 15 minutes for them to write. 1. Read and analyze the writing task and criteria.2. Brainstorm and list key points and then finish the writing. Train students’ ability to write within limited time and under certain requirements. 15’
Step4:Post- writing Provide students with a chance to reflect on their writing and a platform to show, evaluate and polish their works.Point out common mistakes and summarize ways to improve. Reflect on their writing, make necessary adjustments and exchange it with partners for scoring.Share their writing in class for evaluation and progress.Learn and summarize things that should be paid attention to in writing. Enable students to evaluate according to the criteria and learn how to polish their writing. 10’
Step5:Homework Assign homework. 1.Polish their own writing according to assessment in class.2. Make a poster or video to call for people to protect the environment. 1.Enable students to improve their own writing for a better draft. 2. Strengthen students’ awareness of protecting the environment in a creative way. 2’
Teaching reflection
Teaching Plan: Unit4 Seasons
Theme Unit4 Seasons Type Period1: Reading 1
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Enable students to acquire the basic usage of some words and phrases.b.Learn about the rich community activities through readingc. Predict the topic and general content of the article through pictures and titles. d. Learn about how to talk their daily lifee. Talk about their opinions on daily life.
Key points The comprehension of the passage
Difficult points Some difficult words and expressions
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Organize students to take part in the group competition and show some words and phrases related to seasons to students. Brainstorming: Students works in 4 groups and each group is required to come up with as many words and phrases related to one of the 4 seasons given to their group as possible. To let students consolidate some words and phrases of seasons they learned in last vocabulary lesson and develop their spirit of team-work. 3’
Step2: Pre - reading Guide students to describe pictures and share their ideas. Look at the pictures and the sub-headings of the article on page 45. Then answer the questions in part B on page 44 Before you read. To arouse students’ prior knowledge about four seasons and let them have a general idea on what is the passage going to talk about. 2’
Step 3: While-reading Help students to understand the whole passage completely by showing some comprehension tasks designed in three levels for the whole passage and check the answers. Read the whole passage and try to find out the name of the four seasons and climate features and people’s main activities in each season. Complete the form.3.Read the whole passage again and try to find out the changes of everything in different seasons. 4.Fill the blanks. 1.To guide students to learn about the climate feature and people’s main activities of different seasons. 2.To guide students to learn about and feel the changes of different seasons. 3.To guide students to experience the unique beauty of different seasons . 20’
Step4: Post-reading 1.Guide them to finish the summary of the text.2.Show Students a video about teacher’s favourite season. 3.Guide them to present their ideas on their favourite season. Follow the recording to read the passage together. Finish the summary of the text. 3. Group-work: talk about their own favourite season and the reasons. To make students have a review of the whole passage. To provide the chances for students to show themselves and practise speaking. 3.To transfer their knowledge and form their won ideas to solve the problems in new situation creatively. 13’
Step5： Homework Assign homework. 1.Retell the article Unit4 The four seasons after the Recording.2.Make an interview with one of the classmates about his or her favourite season.3.Make a poster to introduce some traditional festivals in different seasons. 1.To review the whole passage and practice their pronunciation.2.To consolidate how to describe a season.3.To learn about traditional festivals in different season and develop their cultural awareness. 2’
Teaching reflection
Teaching Plan: Unit4 Seasons
Theme Unit 4Seasons Type Period2: Reading 2
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Go deep into and learn the structure of the main reading text.b.Use frequency adverbs and phrases to describe their favorite seasons.C.Their ability of speaking and writing as well as cooperating is trained.
Key points Students can use their own words to describe the seasons
Difficult points Master the usage of frequency adverbs and phrases.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1.Go through direction words: north, west, south, east, northwest, southwest, southeast, and northeast.2.Ask student where their hometown is and its location in China. 1.Watch a picture of compass and describe its direction.2.Tell others where his or her hometown is and its location in China with the direction words . 1.Get to know direction words and some geographical knowledge.2.Arouse students’ background knowledge before reading. 6’
Step2: Pre - reading Guide students to predict information according to the title, the beginning of each paragraph and the pictures. Look at the photo, the title and the first sentence of each paragraph and guess what the text is going to talk about. Develop students’ prediction ability and reasoning ability through prediction. 2’
Step 3: While-reading 1.Present the table about the text, guide to fill the table and check the answers.Lead students to draw mind-map and retell the text according to the mind-map. 1. Read for specific information about weather in different regions of China.2. Read for structure and try to draw the mind-map of “The weather in China”.3. Retell the text according to your own mind-map. Facilitate students to get exact information about weather in different regions of China. 2.Master the structure of the text in the logic order with the form of table to set the stage for retelling.3.Comb the thematic meaning by drawing mind-map. 13’
Step4: Post-reading 1.Show an open question for deep thinking and discussion:Why is the weather so different in different regions of China What are the factors Read, think, and analyze.Analyze the reason why the weather is so different in different parts of China. Look up in the articles in Geography if necessary. Transfer students’ knowledge and train their abilities of analyzing and solving problems by interdisciplinary learning. 17’
Step5： Homework Assign homework. Imitate to read the text according to the tape and be evaluated by E-listening.2. Read the article about Chinese solar terms and finish the tasks. 3. Make a video within 2 mins to introduce the location of your hometown, the weather features, the festival in different seasons and the activities of some festivals. 1. Consolidate understanding of the text. 2.Enrich students’ knowledge and broaden their horizons by expanding reading material. 3. Strengthen students’ speaking ability and improve the comprehensive abilities of language application. 2’
Teaching reflection
Teaching Plan: Unit4 Seasons
Theme Unit 4 Seasons Type Period3: Listening and speaking
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Enable students to master some important language points.b.take down key words in shorthand.C.enable students to use different sentence patterns to introduce themselves and express their visions for the future .
Key points To catch the missing words when listening
Difficult points Learn to take note quickly when listening
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1.Show 4 pictures of a tree in different seasons with some relevant natural sounds.And ask question: which season is it 2.Show a picture of the world map. And ask:Where is China Where is Australia What hemisphere do they belong to in Geography Is the weather in Canberra different from ours 1.Watch the pictures and listen to the sound one by one and guess what seasons it is.2.Find China and Australia in the map, answer the questions. 1.Perceive and notice the weather changes and nature features by The sense of looking and listening to activate their background knowledge.2.Get to know that the weather in Australia is different from ours because of geographic position to improve the logical reasoning ability 5’
Step 2: Pre- listening Show pictures of part A. 2.Ask the question: What can you see in the picture What season maybe it 1.Students observe the pictures carefully.2. Tell what we can see in each picture and predict what season it maybe Make some preparations for the coming task（ Season ordering） by prediction with reference to the pictures 5’
Step 3: While-listening Play the recording for the first time, and remind students pay attention to the key word such as seasons and clue words as the the weather.2.Play the recording for the second time. List the key and clue words.3.Watch the table in part two, and ask the questions:In how many ways does Kelly talk about the seasons， What are they？4.Review the expressions of month and weather, Play the recording again, guide students to finish part B. 1. Listen to the recording, catch some adjectives about weather as clue words, And decide the season being talked about and to put the pictures in correct order.Listen to the recording, check the answers together.watch the table，summarize the ways Kenny talks about the seasons.4.Listen to the recording again，use some fast taking-notes skills such as abbreviations, signals or Chinese characters to catch the key words. fill in the blanks in part B. Grasp the main idea according to some key and clue words, improve the accuracy of dealing with information.2.Analyze the structure of the listening passage and find out the ways of introducing seasons with reference to the form of the table. 3.Get some micro-skills of listening by fast taking notes and catching key and clue words. 20’
Step 4: Post-listening 1.summarize the structure of the passage，ask student to recite the passage according to the table and the structure of the passage.2.Present a similar table with some missing information about four seasons in Shenzhen.3. Organize students discuss and present the seasons in Shenzhen, offer some helps if necessary 1. Recite the passage according to the table and the structure of the passage.Work in groups and finish the table about four seasons in Shenzhen.3.Report the four seasons in Shenzhen in the following aspects: weather, Months start and end with, natural changes and people's activities and introduce their favorite season in details. Output the language to solve problems in new situation and express ideas and attitudes to the topic through their internalized knowledge structure 8’
Step5： Homework Assign homework. Find out the key words and clue words in each paragraph of text in reading part and give as many way of taking notes as possible2.Optimize their reports of four seasons in Shenzhen in form of PPT including necessary pictures and key words and clue words 1.Consolidate the skills of taking notes and getting the main idea by key and clue words .Further practise students’ comprehensive language ability. 2’
Teaching reflection
Teaching Plan: Unit4 Seasons
Theme Unit4Seasons Type Period4: Grammar
Subject English Date
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Know how to use adjectives before nouns b.Find out the rules after practice.C. Master the usage of the adjectives in the structure “It is +adj.+to do something ”
Key points Some adjectives before noun, Change the adv. to adj.
Difficult points The structure :It is +adj. +to do something
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1. Share a video 2. Show the sentences from the video. Watch a video about adjectives .Fill in the blanks and think about what adjectives are Arouse students’ interest Lead in adjectives. 3’
Step2:Grammar-Learning 1 Introduce the objects of the classShow the photos and sentences of seasons.Introduce the first rule of adjectives (before nouns). Look at the photos and fill the blanks with proper adjectives.Explore the first rule of adjectives Help students blend in with the topic and lead them pay attention to the target sentence in the familiar topic.Lead students explore the first rule(using adjectives before nouns) through the target sentence, improve their abstract thinking ability . 5’
Step3:Grammar- learning 2 Show two songs of two seasons.Show the passages with blanks.Introduce the second rule of adjectives (after be). 1. Watch the videos of two seasons2. Fill in the blanks with adjectives from the songs3. Explore the second rule of adjectives Help students blend in with the topic (seasons).Lead students explore the second rule (using adjectives after the verb to be) t 8’
Step4:Group work 1 Show adjectives and passages with blanksPlay the whole song of four seasons Choose one season and make lyrics by filling blanks with the adjectives.Sing and dance with the video Help students use what they learned in real situation by describing seasons with adjectives by themselvesConsolidate the usage of adjective by raising the students’ spirits. 7’
Step5:Grammar - learning 3 Show a letter from a student’s penfriend.Ask questions about the feelings of seasons in the letter. Introduce the third rule of adjectives (It is + adj. + to do). Read and listen to the letter.Find the target sentences.Explore the third rule of adjectives Help students blend in with the topic in a different way. Lead students explore the sentence pattern (It is + adj. + to do)to improve their abstract thinking ability 7’
Step6:Group work 2 Show pictures of seasons (two with hints and two without)Share the seasons of the teacher’s hometown. Make sentences with the sentence structure It is +adj. + to do to describe the pictures.Discuss and introduce the seasons of their hometown to the whole class, using the sentence structure It is +adj. + to do Develop students’ ability of using this structure to describe the seasons of their hometown for language output. 10
Step7:Homework Assign homework Finish four compulsory assignments.Change words between nouns and adjectives according to suffixes.Put proper adjectives into noun phrases according to pictures.Fill in the blanks in sentences with correct form of the given words.Connect words to form sentences. Help students consolidate the rules of adjectives.Strengthen students’ awareness of converting part of speech properly.
Teaching reflection
Teaching Plan: Unit4 Seasons
Theme Unit 4Seasons Type Period5:Writing
Subject English Date 2023.
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a.Let students know how to describe the four seasons and know how to write passage about the four seasons B.Through self-evaluation and peer evaluation of the essay, one can grasp the commonly used sentence patterns based on the text information of the given email, C. Practice students ‘ writing ability
Key points Using the right sentence structure
Difficult points Remember the adjectives about seasons
Teaching and learning methods Communicative Strategy; Task-based teaching,group work.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in Ask students to watch a video of the season song and answer two questions:How is the weather and what activities can we do during the four seasons Watch a video of the season song Think about and answer two questions. Arouse students’ interest and lead in the topic.Help students review and get ready for the writing 5’
Step2:Pre -writing Show pictures of some Chinese festivals and ask students to say out the names of them as fast as they can. Ask students to brainstorm the topic:What things do people usually do in these festivals Look at the pictures and say out the names of some Chinese festivals. Brainstorm the topic and answer the question Let students have enough put-in materials to get ready for the writing 5’
Step3:While- writing 1.Teacher shows a writing sample and helps students get the outline of building up the structure of an article by drawing a mind-map2.Shows the writing task and ask students to draw a mind-map3. Ask students to write an original article according to the mind-map3. teacher sets examples to improve the article，such as linking words，highlight words，phrases，sentences. 1. Draw a mind-map for the writing sample.2. Write an original article3. Know about how to improve the article Help students know about how to organize and improve an article 20’
Step4:Post- writing 1.Show 1 student’ s writing and ask students to play a game ”Who has the sharpest eyes ”to find out some mistakes and good sentences from the article and check them with teacher.2.Ask students to finish a self-assessment 1. Play a game to find out some mistakes with the teacher2. Finish a self-assessment Consolidate the process of writing an article and put them into practice. 8’
Step5:Homework Assign plete the second draft to use the good words, phrases and sentence patterns to make it more beautifulWrite a similar article. To arouse the students’ interest in writing and consolidate the writing skills 2’
Teaching reflection
Teaching Plan: Unit5 Visiting the Moon
Theme Unit5Visiting the Moon Type Period1: Reading 1
Subject English Date 2023.
Teacher Author
Teaching time 1 period
Text analysis Teaching objectives a. Enable students to acquire the basic usage of some words and phrases.b.Learn about the rich community activities through readingc.Students can use the simple future tense correctly.d.They should cooperate to summarize the rules.
Key points Obtain key information according to the title, subtitle and illustrations of the passage
Difficult points Retell the text.
Teaching and learning methods Communicative Strategy; Task-based teaching; Individual learning.
Teaching procedure
Stage Teacher’s activities Students’ activities Stage design purposes Time
Step 1:Lead in 1. Involve students in the topic with a video about a boy realizing his dream of travelling into space.2.Lead students to know about something about space by finish A What do you know about...3. Present the learning aims of this lesson. 1.Watch the first part of a video, and think about the questions2. Finish A What do you know about...on Page 583.Get to know the learning aims of his lesson. Arouse students’ interest and lead in the topic.Guide students to think more about the topic and let them get ready for the text. 5’
Step2: Pre - reading Introduce the background of the text. Introduce the form of diary to students. Lead them to notice what is special about a diary.2.Guide students to predict information according to the photo, the title and the first paragraph. Get the background of the Reading. Find out what is special about a diary and get who wrote the diary, when the diary was written.Look at the photo, the title and the first paragraph of the article, finish B Before you read on Page 58. Let students get into the background scene of the text through prediction. 3’
Step 3: While-reading Lead students to get the structure of the text by getting the main idea of each paragraph.Present the mind map, ask students to finish it according to paragraph 1.Lead students to read paragraph 2 together, encourage them to think about what questions may be raised according to the sentences given. 1.Read the text quickly and get the main idea of each paragraph.2.Read Paragraph 1 and finish the mind map.3. Read Paragraph 2 and raise questions based on the sentences in this paragraph. Put the sentences below in correct order, add conjunction when necessary. Get students to notice the form of diary.Facilitate students to master the structure of the text and the main idea of each paragraph.Lead students to read the text paragraph by paragraph to get detailed information. 24’
Step4: Post-reading Encourage students to think deeper into the topic by thinking about some questions.Let students think deeper by introducing the story from the film My Country, my parents and watching a short video from the film. Lead students to go over and summarize the topic and the text. Help students make a plan to achieve the space dream before 2053. 1.Think about the following questions.2. Get the story from the film My country, my parents,and watch a short video from the film.3.Go over and summarize A Trip to Space(Why, What, How) Train students’ deep thinking ability into a topic, cultivate students’ patriotism for our country, and learn the ways to make the dreams come true. 11’
Step5： Homework 1.Go over what we have learned in this lesson.2.Assign homework. Finis

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