设计任务：请阅读下面学生信息和语言素材，设计一个35分钟的语法教学活动 。　　教案没有固定格式，但须包含下列要点：　　●

【参考设计】
Teaching Contents: A paragraph about "My family".
Teaching Objectives:
( 1 ) Knowledge objective
Students could master the new words, such as "grandpa, grandma, father, mother".
(2) Ability objective Students can improve the four skills of English, especially reading ability.
(3) Emotional objective
Students can love not only their family members but also the people around them.
Teaching Key Points:
Master the pronunciations of the new words and the phrases and the usage of the sentence patterns.
Teaching Difficult Points:
How to put the new knowledge into practice and use it to communicate with others correctly and fluently.
Teaching Aids:
Multimedia, word cards, some related pictures
Teaching Procedures:
Step 1 Lead-in and Warming up (3 minutes)
Greet with the students and the teacher will sing a song with them. The song is "Father and Mother".
(Justification: This step can attract students to involve in the lesson.)
Step 2 Pre-reading (3 minutes)
Show the students some pictures, in which are the teacher's family members. Let students guess the people in the pictures and think about their own family members. Then ask some volunteers to share their opinions about their families with the whole class.
(Justification: Pictures can arouse students' interest. The activity can get students involved in the topic of the lesson. )
Step 3 While-reading (25 minutes)
At this step the teacher will ask the students to do two activities.
Activity 1: Fast reading
Students will be given one minute to read the short passage quickly, and then conclude the main idea.
Activity 2: Careful reading
The teacher will give them 5 minutes to read it again. Then let them do two tasks.
Task 1: The teacher will show some questions with the help of the PowerPoint which the teacher prepared before the class in order to help the students grasp the specific information.
Task 2: The teacher will ask the students to underline the difficult words or phrases. In order to practice their ability to think, the teacher will encourage them to analyze the text by themselves first and then to discuss with their group members. At last the teacher will explain them and give some examples and exercises to help them understand.
(Justification: Different ways of exploiting the text can help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability.)
Step 4 Post-reading (6 minutes)
The teacher asks students to discuss the most interesting story happened in their families in group. After the discussion the teacher asks them to recommend the most interesting story in each group, and let one student share the story with the whole class.
(Justification: Help the students have a better understanding of the topic of family.)
Step 5 Summary and Homework (3 minutes)
Summary: Ask students to summarize what they have learned in this class and make a conclusion about this lesson.
Homework: Ask students to write a short passage about their family members, and share it with the other students next class.
(Justification: Summary can help students to consohdate what they have learnt in the class and homework can improve their writing skills.)
Blackboard Design:
My family
Words:
grandpa grandma father mother
Teaching Reflection.

【参考设计】
Class Type: Listening and speaking class
Teaching Contents: A dialogue between the interviewer and Scott about Scott's daily routine.
Teaching Objectives:
Knowledge objectives
(1) Students can master the following words and expressions: radio station, usually, funny, exercise.
(2) Students can use the following sentence patterns:
①What time do you usually ...
② When do you ...
Ability objectives
(1) Students can improve their listening ability by listening to the dialogue.
(2) Students can improve the speaking ability by talking about what they usually do in a day.
Emotional objectives
Through this class, students can know something about radio workers' jobs and respect them.
Teaching Key Point:
How to help students master the new words, expressions and the usage of the sentence patterns.
Teaching Difficult Point:
How to make students master the words and expressions and improve their speaking and listening skills.
Teaching Aid: multi-media
Teaching Procedures:
Step 1 Wanning up and Lead-in (5 minutes)
The teacher greets the students and asks them two questions. The first question is "What are your parents'jobs " and the second is "Do you know something about the job of a radio host " Then the teacher tells the students that Scott has an interesting job and asks them to listen to the text and get to know about Mr. Scott.
(Justification: This step can get students to combine English learning with their daily life. Also, it's easy for them to say something about their life.)
Step 2 Listening (15 minutes)
The teacher asks students to listen to the tape for the first time with the following questions. After that, asks students to try to answer the questions. Then, the teacher asks them to listen to the tape for the second time with the purpose to repeat it.
① Where does Mr. Scott work
②Does he eat breakfast in the morning as common people Why
③ When does he go to work
④Is he usually late for work
(Justification: This step can get students to have a further understanding of the dialogue.)
Step 3 Practice and Consolidation (20 minutes)
(1) Practice the sentence patterns (10 minutes)
The teacher selects an example in the dialogue, points out the sentence patterns and then makes students to make their own sentences according to the example.
Sentence Pattern 1. --What time do you usually ... --I usually ...
Sentence Pattern 2. --When do you ... --I ...
Examples: ① --What time do you usually get up
--I usually get up at 7 am.
② --When do you go to work
--I go to work ...
(Justification: This step can get students to master the sentence patterns.)
(2) Making an interview (10 minutes)
The teacher asks two students in pair. One student acts as an interviewer and the other acts as an interviewee.
The interviewer makes an interview about the interviewee's job. The interviewee should use the above sentence patterns.
(Justification: Students act out the dialogue in their own way, which helps to consolidate what they have learned in this class.)
Step 4 Summary and Homework (5 minutes)
Summary: The teacher asks one student to summarize what he/she has learned in this class.
Homework: The teacher asks students to do exercises of this part on the exercise book.
(Justification: Students can review and consolidate what they havelearned in this class.)
Blackboard Design:
Words and Expressions: radio station, usually, funny, exercise.
Sentence Patterns:
① What time do you usually ...
② When do you ...
Teaching Reflection.

Teaching Contents: Write a personal essay according to the example given. Teaching Objectives:
(1) Knowledge objective
Students will have a clear mind about what a personal essay is and know how to write a personal essay.
(2) Ability objective
Students can develop the ability to analyze the structure of the passage and master the skills of writing a personalessay.
(3) Emotional objective
Students can understand life experience better and can be more confident to talk about their personal things withothers.
Teaching Key and Difficult Points:
(1) Teaching key point
Enable students to write a personal essay.
(2) Teaching difficult point
Let the students know how to write a personal essay.
Major Steps:
Step 1 Warming up and lead-in (3 minutes)
Ask students to tell about something unforgettable about their life experiences, such as a trip, a party, a date, anembarrassing experience.
(Justification: To raise the topic and make them get familiar with what they're going to talk about today.)
Step 2 Brainstorming (3 minutes)
Ask students to list the things that jump into their minds related to their personal experience.
(Justification: It helps students to have many topics to choose in their writing. )
Step 3 Sample reading and discussion (5 minutes)
Give Students the example "My favorite sport" and ask them to read it. Then divide them into groups and makethem have a discussion about the format of the passage. Then make a summary on it.
Para.1 the topic sentence
Para.2 details about the topic
Para.3 feelings about the topic
Para.4 future hopes/conclusion
(Justification: The sample reading can help students have a basic understanding of the contents of a personalessay and enable the Ss to know how to write this kind of essay. Through discussion, students' thoughts can beinspired by each others' sparkling points.)
Step 4 Mapping (5 minutes)
Ask students to select the useful information from the brainstorming and organize these ideas.
(Justification: Mapping is a useful way for students to organize contents in writing, which helps the students towrite their essay more easily.)
Step 5 Outlining (4 minutes)
Ask the students to make an outline of their personal essay and pay attention to the format when writing.
(Justification: The outlining can help students illustrate the main organizing structure and the most importantpoints of the essay and make a preparation for the drafting.)

Teaching Contents: In this class, students could control the structure"I would / I'd do" to talk about the imaginary situations. Teaching Objectives ..
?( 1 ) Knowledge objective
①Key Vocabulary
lottery, million, medical, research
②Target Language
Look!This girl won a million dollars in the lottery.
Wow! What would you do if you won a million dollars?
I'd give it to medical research.
③ Structure
I would / I'd do
?(2) Ability objective
Students' listening ability will be well improved.
(3) Emotional objective
Students can be more interested in English. Students should remember it's really being cool to realize your dream through great efforts.
Teaching Key Points:
(1) Target language
(2) The structure: I would / I'd do
Teaching Difficult Point:
The structure : I would / I' d do
Teaching Aid :
A tape recorder
Teaching Procedures:
Step 1 Revision (3 minutes)
Review the structure "should be allowed to" by asking students to make sentences about school rules.
(Justification: The revision can examine students' learning effect and easily lead in the text.)
Step 2 Presentation (25 minutes)
la
This activity focuses on vocabulary and structures introduced in the unit.
Read the instructions to the class.
Call students' attention to the words in the box. Ask a student to read them to the class.
T: What would you do if you had a lot of money?Add more ideas to the list.
Then share your answers with other students.
Get students to complete the task. First individually, then in groups.
As they work, walk around the room checking progress and offering any help they may need.
Collect answers from students on the blackboard.
Answers will vary but should include a mixture of ideas for helping themselves and others.
1b
The teacher reads the instructions to the class, and reads the question in the speech bubble, then explains the word "lottery" to students.
T: You will hear teenagers talking about what they would do if they won the lottery.
Point to the pictures. Ask students to describe them one by one.
For example, for Picture One, a student might say, "If I won the lottery, I' d buy a big house."
Point out the sample answer.
T: The first picture you will hear about has the number one on it.
Play the recording for the first time. Students only listen.
Play the recording again. This time students listen and number the pictures in the order they hear them.
Check the answers.
?(Justification: This step can arouse students' interests and presents the target language in spoken conversation.)
Step 3 Practice (12 minutes)
Read the instructions to the class in order to call students' attention to the conversation in the box. Then,explain the vocabulary words"million" and"medical research". Finally, invite a pair of students to read it to the class.
?S1 : Look ! This girl won a million dollars in the lottery.
?S2: Wow! What would you do if you won a million dollars?
?S1 : I'd give it to medical research.
?Write it on the blackboard.
?T: Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.
Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.
(Justification: This step can provide an oral practice using the target language for students.)
Step 4 Summary and Homework (5 minutes)
Summary: In this class, we've learned some vocabulary words and the target language"What would you do if you won the lottery?I'd give it to medical research".
Homework: If you had a large amount of money, e.g. $100,000, what would you buy?Please write down each item and its cost to see how you will spend the full amount. And bring your lists to class tomorrow.
(Justification: Homework can help students consolidate what they have learned in this class and improve their writing abilities.)
Blackboard Design :
Unit 4 What would you do?
Section A
The First Period
Target language :
A: Look. This girl won a million dollars in the lottery.
B: Wow! What would you do if you won a million dollars?
A: I'd give it to medical research.

Ⅰ.Class Type: Listening and Speaking Class
Ⅱ.Teaching Contents: The passage is about habitsof Tony and Mary.
Ⅲ.Teaching Objectives:
(1) Knowledge objectives
①Students can master themeaning and usage of frequency words:usually, always and sometimes.
②Students can review the usage of simple presenttense.
(2) Ability objectives
①Students can understandthe main content and grasp detailed information of the listenning material byusing different listening strategies, such as summarizing and selectivelistening..
②Students can use simplepresent tense to talk about their daily activities.
(3) Emotional objective
Students can learn theimportance of good habits and cultivate healthy habits.
Ⅳ.Teaching Key andDifficult Points:
(1) Teaching key points
①Students can get themain topic and specific information of the material.
②Students can use thewords and simple present tense to talk about their daily activities (2)Teaching difficult point
Students can apply listening strategies, such assummarizing and selective listening and listening for specific information inlistening practice.
Ⅴ.Major Steps:
Step 1 Pre-listening(3minutes)
Ask students somequestions as following to share their daily life in group of four, and choosethree representatives to share their ideas.
(1) What time do youusually get up on school days
(2) What time do youhave breakfast
(3) Do you have somehealthy/unhealthy habits
(Justification: Throughgroup discussion, students can get farmiliar with the topic, and strengthentheir cooperative spirit and speaking abilities.)
Step 2 While-listening (8minutes)
1．Extensive listening
Ask students to listen tothe tape for the first time and answer the question: What is the main idea ofthe listening material
2. Listen to the tapeagain and respectively circle the activities Tony and Mary do.
3. Intensive listening
Ask students to 1istento the tape for the second time and fill in the following table.



(Justification: Throughextensive listening, students will grasp the main content of this listeningmaterial and through intensive listening, students will enhance their abilityof grasping specific information.)
Step 3 Post-listening (4minutes)
l. Read the script afterthe tape.
2. Interview : Askstudents to work in a group of 3 and interview their partners about theirhabits. Invite some volunteers to make a report in the front of the class andgive them feedback.



(Justification: Students can realize the importance of cultivatinga good habit, develop their listening and speaking abilities and enhance theirawareness of cooperating with others.)

Teaching Content: Talk about the personality and write a personality survey. Teaching Objectives :
Knowledge objective
(1) Key Vocabulary
pretty, social, bother, slight, in the slightest, fairly, plenty, plenty of, get along with, listener
(2) Reading
(3) Writing
Ability objective
Students should improve their ability of reading comprehension and writing.
Emotional objective
Students can learn that being a good listener is an art.
Teaching Key Points:
Master the key vocabulary and the point of writing and reading
Teaching Difficult Point:
How to write a personality survey
Teaching Methods :
(1) Practice method
(2) Pair work
Teaching Aid: A projector
Teaching Procedures :
Step 1 Leading-in (5 minutes)
The teacher asks "what would you do if ...? "
(1) the teacher asked you to give a speech in front of the whole school
(2) your brother borrowed your clothes without permission
(3) someone asked you to be in a movie
(4) you wanted to be friends with a new student
Encourage students to give different answers to each question. Those who speak out the most answers will get a
reward after class.
(Justification: Set a happy English learning atmosphere for students, and make a preparation for today's class.)
Step 2 Presentation (20 minutes)
3a
Show the vocabulary words on the screen by a projector.
pretty adv．相当；颇；非常social adj．社会的；社交的
bother v．打扰：扰乱slight adj．微不足道的；极不重要的
in the slightest一点儿也；根本fairly adv．相当；完全
plenty adj．很多的：足够的plenty of很多的；足够的
get along with与……相处listener n．听者；收听者
Explain the words one by one and have students repeat them several times.
Call students' attention to the personality survey results in the box. Set a time limit of two or three minutes.
Have students read the three paragraphs silently. Meanwhile, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a.
T: The letter "a" answers all describe one type of person. The letter "b" answers describe another and "c" still another type.
Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.
Get students to complete the activity on their own.
Check the answers.
3b
Read the instructions to the class.
Invite a student to say the example to the class.
If a friend said something bad about you, would you ...
a. talk to the friend right away?
b. say nothing?
c. think about what he or she said?
T: What kind of person is Question A asking about?
Ss : Outgoing.
T: What about b?Ss: Shy.
T: What about c?Ss: Pretty confident.
T: You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.
Give another example on the blackboard. If a friend misunderstood you, would you ...
a. tell him / her it is a misunderstanding at once?
b. want to explain to him / her, but have no courage?
c. invite him / her to dinner and explain?
Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.
As they work, move around the room checking their works and offering language support.
Part 4
Read the instructions to the class.
Point out the sample conversation in the box. Invite a pair of students to read it to the class.
SA: How many people would talk to the friend right away7
SB: Three. And two people would say nothing.
(Justification: The process of this step provides reading and writing practice using the target, arid introduces key vocabulary words and provides reading practice using the target language.)
Step 3 Practice (15 minutes)
Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.
T: Having given your survey, talk aboot what you learned. Use the sample conversation in the box as a model.
As the groups work together, walk around the room offering any help they may need.
Ask several students to read his / her question and tell the class about the results.
(Justification: This activity provides oral practice using the target language. )
Step 4 Summary and Homework (5 minutes)
Summary: In this class, we've learned some new vocabulary words. And we've also done much reading and writing practice using the target language.
Homework: Ask students to reread the three paragraphs under the headline personality survey results for further comprehension, and write a personality survery of ten students.
?(Justification:The summary gives a specific conclusion of this class and the homework helps students consolidate the point of the class and improve their writing abilitiy. )
Blackboard Design :
1. Key vocabulary:
?pretty social
?bother slight
?in the slightest fairly
?plentyplenty of
?get along withlistener
2. If a friend misunderstood you, would you ...
?a. tell him / her it's a misunderstanding at once?
?b. want to explain to him / her, but have no courage?
?c. invite him / her to dinner and explain?

Teaching Content: A listening material about "I remember meeting all of you in Grade 7".
Teaching Objectives:
(1) Knowledge objectives
①Students can consolidate the usage of remember and the sentence pattern "I remember doing sth".
② Students can be more familiar with the topic of memories.
(2) Ability objectives
According to study, students can improve their skills of listening for specific information and can talk about the meaningful and unforgettable memories in English freely.
(3) Emotional objectives
① Students can find out some meaningful memories from the past experience to encourage themselves studying hard.
②Students can understand we should cherish present and do our best to create a bright future.
③ Students can improve the confidence of learning English, and are not afraid of speaking English.
Teaching Key Points:
How to make students improve their skills of listening for specific information.
Teaching Difficult Point:
How to make students use the knowledge they learnt before to talk about the things happened in the past.
Teaching Aids: a tape recorder, multimedia, pictures
Teaching Methods: Communicative Approach, Task-based Teaching Method, Audio-Lingual Approach.
Teaching Procedures:
Step 1 Lead-in (5 minutes)
The teacher shows some photos about students' junior high school and play the music named"Seasons in the Sun" to let students look back on their junior high school memories, and told them today they are going to learn to express their memories in English.
T: (after listening) Now, who can tell me what's the subject of this song
S: About youth.
T: Yes, it's about youth. Very good. This is the last unit of our English book. In this unit, we will mainly talk about our past school lives.
(Justification: This step could attract students' attention and lead in the new lesson easily.)
Step 2 Pre-listening (10 minutes)
Teacher asks students to look at the picture in this unit, and asks students to finish the task in la. Then asks students to check the things they remember doing at junior high school and add more things they remember as much as possible.
T: Now, look at the picture. What kind of party do you think it is Is it a welcome party or graduation party
S: Graduation party.
T: Look at the small pictures. What are the boy and girl talking about Try to guess!
S: (Discussing)
T: OK. Let's look at the small scenes in this big picture. What does the girl remember doing According to the pictures, please have a guess and finish the task in la. Do you understand
S: Yes!
T: And you are supposed to write down some more items about what you remember doing in your past school time. Ok, now, let's do it.
(Justification: This step can attract students' attention and help and encourage them to foucus on the content of what they are about to hear.)
Step 3 While-listening (13 minutes)
(1) Teacher asks students to listen to the tape and match the memory with the person. Then asks them to tell their answers to their partners.
T: Ok, now, let's move on to our listening. Listen to the tape and match the memory with the person. And tell your answer to your partner by using sentences, such as, Peter remembers doing homework carefully to meet the standards of a strict teacher. Are you clear
S: Yes!
T: Now, let's begin!
Students listen to the tape.
T: Ok, now, who can tell us your answers
SI: Sarah remembers losing a schoolbag ...
T: Ok, very good. Sit down, please.
$2: ...
(2) Then the teacher plays the tape again, and asks students to read after the record.
T: Now, I will play the record again and you are supposed to read after the record silently. Any questions
S: No.:
T: Ok, now, please listen to the tape. While listening, please pay more attention to the pronunciation and
intonations.
(Justification:This step make students listen and enjoy what they are listening. The task of matching the memorizing and with the person makes students focus on the listening itself. )
Step 4 Post-listening (12 minutes)
(1) The teacher asks students to make a dialogue with their deskmates by using the list in la.
T: Now, you are supposed to make a dialogue with your deskmate according to the list you wrote in la. Here is a conversation structure, you can make your dialogue according to it.
(Then the teacher writes the example on the blackboard.)
Example:
--What do you remember doing
--I remember doing my homework very late till to 12 o'clock. What do you remember doing
--Well, I remember winning a prize. And my parents took me to the biggest amusement park in our city.
--Wow!It's cool. What else do you remember
--I still remember playing basketball on the playground with you and singing songs with our best friends.
--Yes, wonderful and colorful.
The teacher chooses one student and his/her deskmate to present their dialogue in front of the class and gives
some feedback.
(2) T: Now, look at the chart on PPT, I need you to make an interview. Interview some classmates and record at least three memories of thetn. Then fill the chart and make dialogue with your deskmates. Any questions
S: No.
T: Good. Let's do it. After finished, I will invite three groups to share their dialogues, and the best group will get a reward.
(Justification: This step is easier for students' to have a high motivation to speak. According to their make dialogue with their deskmates can test the students' listening comprehension.)
Step 5 Summary and Homework (5 minutes)
Summary: Ask students to think about the key sentence structures they listened today, and then make a short summary.
Homework: Ask students to look back on their school life, and communicate these colorful feelings with their friends.
Blackboard Design:
Unit 14 I remember meeting all of you in Grade
Pre-listening:
While-listening:
Post-listening:
Example:
--What do you remember doing
--I remember doing my homework very late till to 12 o'clock. What do you remember doing
--Well, I remember winning a prize. And my parents took me to the biggest amusement park in our city.
--Wow!It's cool. What else do you remember
--I still remember playing basketball on the playground with you and singing songs with our best friends.
--Yes, wonderful and colorful.
Teaching reflection.

Teaching Content: Some dialogues about giving advice and making conversations about it. Teaching Objectives :
Knowledge objective
(1) Key Vocabulary
pimple, trouble
(2) Target Language
A: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?
B : If I were you, I' d take a long walk before going to bed.
A: I really want a dog, but my parents won't let me have one.
B : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
A: That's a good idea.
Ability objective
Students can improve their reading and integrating skills.
Emotional objective
Students can know that everyone may have some trouble, and tell them not to worry about that.
Teaching Key Points:
Understand the content of the dialogue and master the vocabulary and target language.
Teaching Difficult Point:
Use the target language properly.
Teaching Aid: The blackboard
Teaching Procedures :
Step 1 Revision (3 minutes)
Check homework. Get students to talk about what they learned last time.
(Justification: The revision will examine students' learning effect and easily lead in the text.)
Step 2 Presentation (25 minutes)
3a (10 minutes)
Point to the problems on the left. Ask different students to read them to the class.
Point out the pieces of advice on the right. Get different students to read the problems and the pieces of advice to the class.
SA: I'm really shy and I just don't enjoy parties. I don't know what to say or do.
Ss : If I were you, I' d like talk to someone who looks friendly. Then you won' t feel so shy.
T: Please match each problem on the left with the correct advice on the right.
Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.
Check the answers.
Answers
1. C 2. a3. b
(Justification: The process of this step provides reading practice using the target language.)
3b (15 minutes)
Read the instructions to the class. Invite a pair of students to read the sample conversation.
SA: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?
SB : If I were you, I' d take a long walk before going to bed. That would help you relax.
T: Please think of different advice for the problems in Activity 3a.
Collect suggestions from students. For example, for the third problem, a student might say, "if I were you, I' d watch TV to relax my mind."
Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs,walk around the room offering language support as needed.
Mter each student has a chance to play both parts, stop the activity. Get several pairs of students to show their
conversations.
(Justification: The process of this step provides oral practice using the target language.)
Step 3 Practice (12 minutes)
Read the instructions to the class. Get a pair Of students to show the sample conversation to the class.
SA: I really want a dog, but my parents won't let me have one.
SB : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
SA: That's a good idea.
Write the conversation on the blackboard.
Point out the sample answers in the chart.
T: What problems do you have at home or at school?Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.
Get students to complete the activity in groups of four. As the groups work together, move around to make sure students discuss the topic in English and know how to fill in the chart.
Check the answers by asking different pairs of students to show their conversations to the class.
Answers will vary.
Optional activity
T: What would you do if there were no classes tomorrow?
Ask students to write as many answers as they can. Then get students to work in pairs.
(Justification: The process of this step provides writing, listening and speaking practice using the target language. )
Step 4 Summary and Homework (5 minutes)
Summary : In this class, we' ve done a lot of reading, speaking and writing practice using the target language.
Homework :
(1) Review the target language by reading the conversations in Activity 3a.
(2) Write a composition entifled"What would you do when you in trouble".
(Justification: The summary gives a specific conclusion of this class and the justification of homework is to cultivate the students' ability of writing down their ideas.)
Blackboard Design :
Unit 4 What would you do?
Section A
The Third Period
Target Language:
A: I can't sleep the night before an exam, Then I'm too tired to do well, What should I do?
B : If I were you, I' d take a long walk before going to bed.
A: I really want a dog, but my parents won't let me have one.
B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
A: That' s a good idea.

Teaching Content: This lesson is about the new sentence pattern"by doing". It can help the students to talk about how they study. Teaching Objectives :
( 1 ) Knowledge objective
Students could master some expressions of English learning methods and sentence patterns like "I study ... by ...".
(2) Ability objective
Students could talk about how to learn English and describe their study in sentence pattern "by doing".
(3) Emotional objective
Students could help others to learn English while communicating. It can strengthen their confidence.
Teaching Key Points:
(1) Master the usage of sentence patterns like "How do you study ... I study ... by ...".
(2) Express their ideas in the "by doing" structure.
Teaching Difficult Points:
Describe English learning methods with abundant vocabulary and use these methods effectively.
Teaching Aids :
Multi-media, some related pictures.
Teaching Procedures :
Step 1 Leading in and Warming up (5 minutes)
The teacher will play a video and lead in the topic"learning to learn". Students will talk about some learning methods they know with the language structure "by doing"
(Justifications: Playing a related video will help students recall their old times of studying and make preparations for the next step.)
Step 2 Presentation (10 minutes)
(1) Students use the pictures on Page 1 to predict phrases about learning methods with the language structure "by doing".
(2) Students will do exercise from la.
(Justifications: Students will understand the usage of"by doing" better through this part. They can also master some phrases related to English learning methods.)
Step 3 Listening (10 minutes)
Students will do some listening exercises from lb, 2a and 2b. They can gain some methods to learn English while listening.
(Justifications: Students will know the usage of"by doing" completely through listening materials. Also, they can imitate pronunciation from listening materials and gain key phrases from listening exercises.)
Step 4 Practice (10 minutes)
Two students work in a group to do a conversation exercise according to the content from 2a and 2b.
(Justifications: Students can practice making conversations according to listening materials and enhance their understanding of the usage of "by doing".)
Step 5 Consolidation (5 minutes)
Two students work in a group to practice the conversation. Then change their roles.
(Justifications : Students will enhance their understanding of English learning and improve the skills of listening and speaking.)
Step 6 Summary and Homework (5 minutes)
Summary: Students will recall what they have learned today. The teacher can repeat them.
Homework: Students will do some exercise on the textbook and make sentences with "by doing".
(Justifications: This will help students recall what they have learned today and check whether they have mastered the knowledge.)
Blackboard Design :
New sentence patterns:
How do you study for a test
I study by working with a group.

Teaching Content: A class about how to writing.
Teaching Objectives:
(1) Knowledge objectives:
① Students will be able to know more Chinese customs, such as table manners, house rules, going out with people.
② Students can give some advice and suggestions about some Chinese customs to foreigners.
(2) Ability objective:
Students will improve their writing skills of giving advice and suggestions and improve the ability of communication.
(3) Emotional objectives:
① Students will have a deep understanding of the customs in our country.
② Students will foster their cross-cultural communication awareness.
Teaching Key Points:
How to give advice and suggestions on the rules of Chinese customs: table manners, house rules, going out with people.
Teaching Difficult Points:
How to master the expressions of Chinese customs and tell them to foreigners by letter.
Teaching Procedures:
Step 1 Pre-writing (10 minutes)
(1) Students are divided into ten groups. The teacher asks them to read 3a and discuss how to complete the chart. Then the students are asked to present their results and the teacher concludes their answers on the blackboard.
(2) Pair work
The teacher asks students to make a dialogue with their deskmates using the expressions:
①--What are the table manners
--It's polite/impolite to ...
②--What are the house rules
--You're supposed/not supposed to ...
③-How about going out with people
--You should ...
After the practice, the teacher invites two pairs to display their dialogue in the front of the class.
(Justification: This step can make students feel interested in the class and have things to write.)
Step 2 While-writing (15 minutes)
(1) Drafting
The teacher asks students to complete the letter of 3b according to the expressions in the chart. Then gives students 7 minuties to write the first draft.
(Justification: At this stage, the development of ideas are more important than getting grammatical structures, punctuation or spelling correct.)
(2) Peer editing
After the drafting, the teacher asks students to check each other's articles. They should read the notice and check the formation and the expressions. Also, they need to check carefully the grammar, spelling and punctuation of their writings. During the editing activity, the teacher offers guidance to students.
(Justification: Peer editing can provide an opportunity for students to share their writings and help them learn from each other. Proper guidance in revising can help students to know how to develop ideas and how to write clearly.)
Step 3 Post-writing (5 minutes)
The teacher invites two students to show their passages to all the students and gives them some evaluations.
Students will be encouraged to give some assessments too. Then the teacher asks students to revise their articles in both organisation and content based on the evaluations.
(Justification: At this stage, students can get some improvements in both organisation and contents. Revising their own articles can make them realize their mistakes more clearly.)