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　　unitthreepartone：teachingdesign第一部分：教学设计unitobjectivestousethevocabularytoidentifyanddescribewellknownplacesinbeijingandaroundtheworldtolearntomakesuggestionsandarrangementstolearntotalkaboutdifferentplacesusingfactsandopiniontodeveloptheabilitytoselect，organizeandpresentinformationaboutaplacelanguagepointsandfocusesvocabularyourselves，foreign，city，mom，beginning，coach，traffic，sky，model，metal，inside，whole，interest，real，song，internet，beauty，sunset，possible，themselves，itself，rock，climber，luckily，lucky，final，cheer，win，ticket，medal，per，winner，receive，badly，airport，remember（四会）greeting，greetings，presidents，block，pyramids，homepage，movement，main，stomach，view，hideandseek，wondersupport，fare，supporter，presentation，pack，instead，shuttle（三会）highway，parade，halftime（二会）expressionskeepfit，enjoyoneself，invitesb。todosth。atthebeginning，getonoffacoach，alotoftraffic（不可数），placesofinterest，allovertheworld，teachoneself，feelthebeautyoftheoldpark，decidehopechoosetodosth。hurtoneself，keeptheirsecrettothemselves，cheerforourteam，squaremetresinareausefulsentencepatterns1。thetripfromkitty’sschooltookabouttwohoursbycoach2。heputhisphotosonitforeveryonetolookat3。theywereamazing，weren’tthey？4。iwonderwheresimonishiding。5。theschoolbustakesoveranhourtogetbacktomyschoolafterlunch。6。wewillmakeitareallyfundayforeveryone。7。ifyouwanttocome，pleaseletusknowassoonaspossible。period1：welcometotheunitteachingobjectivestointroducethetopic‘adayout’tointroducethefamousplacesaroundtheworldandthecountriesstudentsbelongtotodevelopfluencyintalkingabouttheplacesstudentswouldliketogoteachingproceduresstep1guessingwhatheisgoingtodoaskthestudents‘usually，eddieisaverylazydog。doyouthinkheisreallygoingtoclimbthehill？let’slistentothetapeandfindouttheanswer。’listentothetapeandgetthestudenttoanswerthequestion。（yes，heisgoingtoclimbahill。）doeshewantstoexercise？（yes，hedoes。）doeshewantstokeepfit？（no，hedoesn’t。）whydoesn’thewanttokeepfit？let’sopenthebookandfindtheanswer。getthestudentstolookatpicture4。isthehillareallyhill？（no，itisn’t。it’sahilloffood。）doeseddiereallywanttoclimbthehillandexercise？（no，hejustwanttoeatthefoodhere，sohesaidhedidn’twanttokeepfit。）‘doyouthinkitisaninterestingstory？（yes。）let’sreadthedialogueinroles。’getthestudentstoreadthedialogueandgivethemseveralminutestorememberthedialogueandactitout。step2talkingaboutone’sownexperience‘haveyoueverclimbedamountainortraveltoaplace？’getthestudentstotalkabouttheirownexperiences。thenaskthem‘doyouwanttotraveltoforeigncountries？（yes。）doyouknowabouttheseplaces？’elicitwhattheyknowaboutthecountriesandtheircapitals。wecanusethepicturesinunitone，book7b。（mountfuji，thestatueofliberty，theeiffeltower，phrapathomchedi，bigben，saintbasil’scathedral）totalkaboutmorecountries，wecanuseaworldmapandatthesametimewetalkaboutsomefamousplacesinthecountries。showmorepicturesandteachthefamousplacesthataregoingtoappearinthereadingmaterial。（theharbourbridge，thepyramids，thegoldengatebridge，thewhitehouse（teachthewordpresident！），theoperahouse，theeiffeltower）askquestions：‘whichcountryisitin？whichcityisitin。’thenaskthestudenttoconnecttheplaceswiththeircitiesandcountries。theoperahousewashingtonfrancetheeiffeltowersydneytheusathewhitehouseparisaustraliastep3readingandunderliningtheplaces‘amyandsimongotsomepostcardsfromtheirfriends。let’sreadandunderlinetheplacestheyhavevisitedaregoingtovisit。guesswheretheyare。’postcard1where：theoperahouse，sydney，australiawhat：tookaboattrip，wentpast，haveagreattimepostcard2where：theeiffeltower，paris，francewhat：sitinalittlecoffeeshopbytheriverseine，gotothetopofpostcard3where：thewhitehousewashington，americawhat：thepresidentoftheusa，abeautifulbuildingwithbiggardensandmanytreesgetthestudentstointroducewhattheycandointhethreeplaces。step4showingthepicturesshowthepicturesonthepostcardstothestudents。getthemtogivethenameandtheplacesaswell。forstrongerclassesitisalsoverynecessarytointroducetheplacesonebyonetothestudents。theharborbridge（港湾大桥）istheworld’slargestseabridge。（howeveritisnotthelongestone。itcarriestworaillinesandeightcarlanes。thereisalsoacyclingpathandafootpath。）theoperahouse（悉尼歌剧院）isthemostfamousoperahouseintheworldbecauseofitsspecialarchitecturestyle。theriverseine（塞纳河）iswellknownastheriverofparis。ifyoutravelalongtheriver，youwilleasilyseetheevolutionofparisanditshistory。thepompidoucenter（蓬皮杜中心）isthenationalcenterofmodernartandcultureinparis。thenotredamedeparis（巴黎圣母院）isanarchitecturalmasterpiece。partsofthecathedraldatefromthe9thandthe13thcenturies。theeiffeltower（埃菲尔铁塔）isametaltower。itismadeupof18。038piecesofmetal。itweighsabout7，300tones。itis324meterhigh，includingtheantenna。thereare1，665steps。itwasbuiltbetween1887and1889。itisnamedafteritsconstructorgustaveeiffel。thewhitehouse（白宫）iswherethepresidentsoftheusalive。itwasbuildbetween1792and1800。step5whichforeigncountrydoyouwanttovisit？‘nowyouhavelearnedalotaboutthefamousplacesaroundtheworld。whichforeigncountrydoyouwanttovisit？’teachthewordforeignandthengetthemtodiscussaboutit。encouragethestudentstohavemoreideasaboutwhattodothere。iwanttoseevisitin。itisandithinkican。iwanttovisitthewhitehouseinwashington，american。itisabeautifulplacewithabiggardenandmanytrees。ithinkicantakesomebeautifulphotosthere。（andmaybeicanseethepresidentsoftheusa，too。）step6makingupdialoguesgetthestudentstomakeupdialoguesusingsimonandamy’sasamodel。step7homeworka。makesomeflashcardstohelpyouremembertheplacesandwhattodothere。b。finishofftheexercisesintheevaluationhandbookandlearningenglish。period2：readingiteachingobjectivestoguessthegeneralmeaningofapassageorsentenceswiththehelpofpicturestoinfergeneralmeaningfromthecontextandkeywordstodeveloptheabilitytowriteaboutadayoutfollowingcertainsequencestofeelandunderstandthedifferentfeelingofthevisitoratdifferentplacesteachingproceduresstep1revisionsay‘itisawonderfulandamazingworld。therearemanyplacesofinterestintheworld。let’sseeifyouknowtheirnames。’teachthewordsandphrases‘wonderfulandamazing’，‘placesofinterest’。showthepicturesofdifferentplaces。thengetthestudentstotalkaboutwheretheyareandwhatcantheydothere。step2askingquestionsaskthestudents‘howlongdoyouthinkitwilltakeyoutotravelaroundtheworld？howlongwillittakeyoutogotoalltheseplaces？’toarousethestudents’interest，theteachercanmentionthefilmaroundtheworldineightydays（《80天环游世界》）。askthestudentsiftheythinkitispossible。step3showingpicturestellthestudents‘itnotonlytakesalotoftime，butalsocostsalotofmoney。butidohaveawaytoseesomanythingswithinadayandspendlessmoney。that’stogotoaworldpark。。’showpicturesoftheworldpark，andthenaskthemtosaywhattheycansee。（alotofplacesofinterest。）showamapofbeijingworldpark（itiseasytogetontheinternet。）togivesomegeneralideasaboutwhattheycansee。step4discussinghowtogotoastheinterestofthestudentsisaroused，showsomepicturesofdifferenttransport，andthengetthestudentstodiscusshowtogotothepark，andatthesametimeteachtheword‘coach’。step5readingthepassagequicklygetthestudentstoreadthepassagequicklyandthenanswerthefollowingquestions：1。didlindameetmrwuandotherstudentsatthebusstop？no，shemetthemattheschoolgate。2。wheredidlindaseealotoftraffic，onthehighwayorthecityroads？onthecityroads。3。didlindaseethegoldengatebridgeatthegateoftheworldpark？no，shesawtheeiffeltower。4。howmanyplacesofinterestarethereinthepark？over100。step6playingtherecordingplaytherecordingandgetthestudentstolistenandfillinthefollowingtable。placeswhatlindasawattheschoolgatekitty，mr。wu，thestudents，acoachonthecoach（onthecityroad）alotoftrafficatthegateoftheworldparkbluesky，theeiffeltowerintheparkover100placesofinterestthepyramids，thegoldengatebridge，thesonganddanceparadestep7findingouthowonefeelsgetthestudentstofindouthowtheyfeelwhentheyareatdifferentplaces。
　　1。atthebeginningontheway，
　　2。whenshearrivedatthepark，3。whenshewasinsidethepark，
　　a。shecouldn’tbelievehereyes。shewantedtojoininthedancing。b。shedidn’tenjoyitshefeltsick。c。shebecameexcited。shedidn’tfeelsickanymore。shewantedtoenjoyherself。
　　step8readingthetextaloudinvitethestudentstoreadthetextaloud，andthengetthestudentstofinishpartc1，onpage43。whenthestudentsaredoingthispart，askthemtospeakoutthereasons，iftheansweris‘false’。step9playingthetapeplaythetapeandgetthestudentstolistenandrepeat。theninvitethemtohelpdanielputthepicturesintherightorder。forweakerclass，theteachercanpausetohelpthestudentsgettherightorder。step10retellingwhathashappenedofferthestudentsofsomekeyphrasesandgetthestudentstoretellwhathashappenedandhowtheyfelt。attheschoolgate，kittyandi（linda）metmrwu，andotherstudents。thentheygotonacoach。onthecityroads，iwesawfeltonthehighway，thetrafficgotatthegateoftheworldpark，iwesawbecamewantedinsidethepark，iwesawgivethestudents12minutestoorganizetheirideas。andthengettwostudentstoretellthetext。step11talkingaboutthetripgetthestudentstotalkaboutthetripagainbyshowingtherouteonly。showtheplacesonebyoneandgetthestudentstotalkaboutit。step12exploringthewonderfulandamazingworldsay‘ifyouwanttogetmoreknowledge，youshouldreadmorebooks，domorethingsandvisitmoreplaces。’encouragethestudentstoexplorethewonderfulandamazingworld。step13homeworka。readthetextfivetimesandthentrytoretellitusingyourownlanguage。b。finishtheexercisesintheevaluationhandbookandlearningenglish。period3：readingiiteachinggoalstoreadthepassageagain，focusingonlanguagepointsandsentencepatternstofiguresoutthewayinwhichthewriterwrotethepassagetolearntowriteaboutatripinaninformalwayteachingproceduresstep1readingthetexttogethergetthestudentstoreadthetexttogether。andthengivethemaverysimpleoutlineofthepassageandhelpthestudentstoretellthetext。attheschoolgate，。ontheway，。atthegateoftheworldpark，。insidetheworldpark，。thebestpartoftheday，photosofthetripgetthestudenttofinishpartb，page42。checktheanswersandreadthedialogue。step2readingthetextagaingetthestudentstoreadthetextagain。getthestudentstoworkingroupsoffourandtrytofigureoutwhateachparagraphisabout。part1abriefintroductiontothetrip。（para。1）part2onthewaytothepark（para。2）part3atthegateofthepark（para。3）part4insidethepark（para。46）part5photosofthetrip（para。7）step3readingthepassageparagraphbyparagraphhaveawonderfultimegetsomeofthestudentstoreadthepassageparagraphbyparagraph，focusingonexplainingthelanguagepoints。abriefintroductiontothetripinvitesb。todosth。（not）enjoyitatthebeginningonthewaytotheparkgotonacoach，takeabout2hoursitwasboringfeelsickformostofthetriponthecityroads，alottrafficonthehighway，getbetteratthegateoftheparktheskywasblueandeverythingwasbeautifulseetheeiffeltower，becameexcitedgooff（not）feelsickgointotheparkandenjoyourselvesinsidetheparktherearemodelsofahundredplacesofinterestfromallovertheworldthepyramids，liketherealonesgoldengatebridge，liketheonebackhomecouldn’tbelieveone’seyesphotosofthetripteachoneselfhowtomakeahomepageputhisphotosonitforeveryonetolookatgoandseeforyourself！
　　onethingtomentionhereisthatidon’tmeantogivethestudentsuchahugestructuretocopyortoremember。whatiwanttodohereistohelpthestudentsgettherelationsbetweenparagraphandparagraph，betweensentencesentences。thiswilldefinitelyhelpthemtoimprovetheirwritingabilityaswellastheabilitytoorganizetheiroralspeeches。step4readingthesentencesaswearefiguringouttheoutline，readthesentencesandstopwherelanguagepointscanbelocated。1）kitty’steachermr。wuinvitedmetojoinintheirschooltriptotheworldpark。（l。45）yesterdaymorningmr。wuandtheotherstudentsmetkittyandmeattheschoolgate。（l。78）2）thenwegotonacoach。（l。8）weallgotoffquickly。（l。15）3）thetripfromkitty’sschooltookabouttwohours。（l。89）ittookabouttwohoursfromkitty’sschooltotheworldparkinbeijing。4）therewasalotoftrafficonthecityroadsbutitgotbetterwhenwewereonthehighway。（l。911）themusicwasgreat。（l。25）5）finally，wearrivedattheworldpark。（l。12）6）theskywasblueandeverythingwasblue。（l。1213）7）webecameveryexcitedwhenwesawtheeiffeltowerfromthecoach！（l。1314）it（thetrip）wasboring。（l。9）itwasanamazingday。（l。24）8）kittyandididnotfeelsickanymore。（l。1516）9）wejustwantedtogointotheparkandenjoyourselves。（l。1617）goandseeforyourself！（l。29）10）thereareoverahundredplacesofinterestfromallovertheworld。（l。19）overmorethan11）thepyramidslookedjustliketherealonesinegypt。（l。21）thegoldengatebridgelookedjustliketheonebackhometoo。（l。2122）12）youcanseesomephotosofthetripontheinternet。（l。27）13）kitty’sclassmatedanieltaughthimselfhowtomakeahomepage。（l。2728）14）heputhisphotosonitforeveryonetolookat。（l。29）well，idon’tthinkitisagoodway，ifyoujustread，underlineandthentranslate。whatweshoulddohere，formmypointofview，istogetthestudentstofindmoresentences。thenusesomeconsolidationexercisestocheck。step5homeworka。trytorecitethepassagebyfollowingtheoutline。b。finishofftheexercisesintheevaluationhandbookandlearningenglish。period4：vocabularyteachingobjectivestogetsomeideasaboutwheretovisitinbeijing，thecapitalandwhattodotheretodiscussabouthowtogettheplacestotalkabouttheplacetovisitintheirhometownteachingproceduresstep1talkingaboutone’shometownfirsttakenanjingasanexample。wecanbringamapofnanjingintotheclass。（orwecanpidetheclassintogroupsof46studentsbeforehandandaskeachgrouptofindamapofnanjingandbringthemtoclassthenextday。）step2discussingaboutwherewecangoforadayoutsay‘wehavelearnedthepassageadayout。andweknowthestudentshadawonderfultimethatday。todaywearegoingtodiscussaboutwherewecangoforadayoutandwhatwecandothere。first，let’susethemapandfindtheplaceswecangointhecity。’collecttheplacetheyfindinthemapandwritethenamesoftheplacesontheboard。what’smore，theteachermaypreparesomepictureoftheplacesbeforehand。showthepicturesandthenmotivatethestudentstothinkaboutwhattheycandothere。teachtheword‘beauty’andexplain‘feelthebeautyof’xuwulakeparkgoboatinginthelakegoflyingkiteswalkslowlyaroundthelakeandfeelthebeautyoftheoldpark。purplemountaingohiking，stayhealthyandkeepfitenjoytheamazingviewfromthetopofthemountainnanjingmuseumtakealookatthethingspeopleusedinthepastlearnmoreaboutthehistoryofnanjingaswellaschinawritethephrasesontheboardandgetthestudentstoreadthemtogether。itisimportantforthestudentstoreadthiswellbecausewearegoingtogetthestudentstousethesesentencestotalkingaboutbeijing。step3showingthepicturesask‘boysandgirls，ihavegotlotsofpicturesofbeijinghere。let’stakealookandseeifyouknowtheseplaces。’showthepicturesofbeijingandencouragethestudentstospeakouttheirnamesandgetthemtodiscussaboutwhattodothere。laosheteahousedrinkspecialbeijingteaenjoybeijingoperathethingspeopleusedinthepastthepalacemuseum
　　someoldpicturestakealookatthemonumenttothepeople’sheroestian’anmensqarethesummerpalacewalkslowlyaroundthebiglakefeelthebeautyoftheoldparkthegreatwalllookattheamazingviewwangfujingstreetvisitthebigshopsinvitethestudentstocompleteparta。studentsworkinpairsandchecktheanswers。checktheanswersinclass。step4givingoutthereasonsaskthestudentshowtheycangototheplaces。encouragethestudentstogiveoutthereasons。forstrongerclass，getthestudenttotalkabouttheadvantagesanddisadvantagesofdifferentmeansoftransport。meansoftransportadvantagesdisadvantagesbuscheapandconvenientnoisyandcrowdedundergroundfastwithouttrafficjamsnotascheapasbustaxifastanddirectlyseethecitywellexpensivebikegoodforhealthwithoutpollution，convenientandcostnothingtiredplanefastexpensiveandnotverysafeshipromanticslowandnoisytrainfastandcheapslowerthanaplanemaglevfastwithoutanypollutionstep5completingpartbwww。xkb1。comaskthestudentstocompletepartb，page44。checktheanswers。step6activitylet’sdecidewheretogo！studentsworkingroupsof46。askeachgrouptochooseaplacetogo。encouragethemtodiscussaboutthereasonsfordoingthisandtrytopersuadetheotherstudentstosupporttheirideas，too。tellthemthattheyhavetoinvolvethemeansoftransportaswell。step7homeworkwriteabouttheplaceyourwanttogoandfinishtheexercises。period5：grammariteachinggoalstolearntouse‘and’，‘but’and‘or’tojoinideastogetherweuse‘and’tojoinideasthataresimilar。weuse‘but’tojoinideasthataredifferent。weuse‘or’tojoinpossibilitiesandoptions。totellwhethertwosentencesaresimilarordifferent，ortheyarejustofferingtwopossibilitiesoroptionsteachingproceduresstep1startingthelessonwitharevisionsincetherearemanysentenceswith‘and’‘but’and‘or’inreading，itisveryeasyforustostartthelessonwitharevision。theskywas（be）blueandeverythingwas（be）beautiful。itwas（be）agreatdaybutwedidn’tenjoy（notenjoy）itatthebeginning。linda’smothercanlook（look）atlinda’sphotosondaniel’shomepageorlindacanshow（show）hermotherherphotoswhenshegoeshome。tellthestudentsthatthesesentencesaretwosentencesjoinedtogether。askthestudentstoseparatethetwosentencesandthengetthemtofocusontheverbineachpair。helpthemunderstandwhataresimilar，differentoroptionalideas。thengetthemjointhesentencesagain。（itisnecessarytodothisbecauseintheprocessstudentscanfeelthroughseparatingandunderstandthroughdoing。whydoweusefamiliarsentence？becausetheycanhelpthestudentstounderstandbetter。）step2keepingtalkingaboutthetriptotheparkshowthefollowingsentencesandgetthestudentstojointhemtocheckiftheycantellsimilarideasfromdifferentideas。therewasalotoftrafficonthecityroads。itgotbetteronthehighway。therewasalotoftrafficonthecityroadsbutitgotbetteronthehighway。themusicwasgreat。kittywantedtojoininthedancing。themusicwasgreatandkittywantedtojoininthedancing。step3joiningsentencesusing‘and’，‘but’and‘’or’（booksclosed）showthestudentsthefollowingsentencesandaskthemtojointhemusing‘and’，‘but’and‘’or’。wesawtheeiffeltower。welikeditverymuch。wesawtheeiffeltowerandlikeditverymuch。thepyramidsweresmall。thepyramidslookedjustliketherealones。thepyramidsweresmallbutlookedjustliketherealones。wecanvisittheworldpark。wecantravelaroundtheworld。wecanvisittheworldparkortravelaroundtheworld。whiledoingtheseexercises，thestudentsmayforgettoomitthesubjects。getthemtofocusonthesubjectsandhelpthemtounderstandthatwedon’tneedtorepeatthesecondsubjectswhenthetwosubjectsarethesame。showmoresentencesandhelpthestudentstoconsolidate。simondidnotfeelsick。simonenjoyedthetripatthebeginning。simondidnotfeelsickandenjoyedthetripatthebeginning。thegoldengatebridgewassmall。thegoldengatebridgelookedjustliketherealoneinamerica。thegoldengatebridgewassmallbutlookedjustliketheoneinamerican。wecangototheeiffeltowerfirst。wecanvisitthepyramidsfirst。wecangototheeiffeltowerfirstorvisitthepyramidsfirst。step4joiningmoresentences（booksclosed）showthefollowingsentencesforthestudentstojoin。thistimepointoutthatthetwosubjectsandverbsarethesame，wedon’tneedtorepeattheonesinthesecondsentences。thegoldengatebridgewasinteresting。thegoldengatebridgewaswonderful。thegoldengatebridgewasinterestingandwonderful。thegoldengatebridgewassmall。thegoldengatebridgewaswonderful。thegoldengatebridgewassmallbutwonderful。wecangototheworldparkbycoach。wecangototheworldparkbyunderground。wecangototheworldparkbycoachorunderground。showmoresentencesforthestudenttopractice。helpthemtograsptherule。itwasveryhot。itwasboring。itwasveryhotandboring。themusicwasgreat。themusicwastooloud。themusicwasgreatbuttooloud。lindawantstovisittheworldparkagainwithherfriends。lindawantstovisittheworldparkagainwithherparents。lindawantstovisittheworldparkagainwithherfriendsorparents。step5makeageneralsummarymakeageneralsummarytopointouttherules。thengetthestudentstotalkabouttheplacetovisit。（attention：thispartistightlyconnectedwiththetopic，sodon’tjusttreatthemasexercise。theyalsogiveussomeverygoodideasaboutdifferentplaces。）letthestudentscompletetheexercises。thenchecktheanswers。helpthestudentstocollectsomeinformationaboutdifferentplaces。teach‘innermongolia’and‘gohorseriding’。step6additionalexerciseshangzhouhasmanyplacesofinterest。manypeopleliketogothereforholidays。hangzhouhasmanyplacesofinterestandmanypeopleliketogothereforholidays。itisveryhotinsummerinhainan。scubapingthereisveryexciting。itisveryhotinsummerinhainanbutscubapingthereisveryexciting。youcanvisittheyellowmountaininspring。youcanvisittheyellowmountaininautumn。youcanvisittheyellowmountaininspringorautumn。ilikehunanroadinnanjing。ilikehunanroadonlyforshopping。ilikehunanroadinnanjingbutonlyforshopping。thewestlakeislarge。thewestlakeisbeautiful。thewestlakeislargeandbeautiful。youcangotodalianinsummerholiday。youcangotoguilininsummerholiday。youcangotodalianorguilininsummerholiday。qingdaoisgreatinsummer。youcangotothebeachandswimeveryday。qingdaoisgreatinsummerandyoucangotothebeachandswimeveryday。step7homeworkreadthroughthispartandfinishtheexercises。period6：grammariiteachingobjectivestofigureouttheusageof‘to’infinitivestolearntousereflexivepronounsteachingproceduresstep1warmingupremindthestudentsofthetopic‘adayout’。thenleadinthegrammaritemthroughrevising。whydidlindagototheworldpark？kitty’steachermr。wuinvitedlindatojoin（join）intheirschooltriptotheworldpark。（invitesb。todosth。）lindawantedtovisit（visit）thepark。（wanttodo）lindahopedtosee（see）placesofinterestfromallovertheworld。（hopetodo）step2doingthefollowingexercises（bookclosed）getthestudentstodothefollowingexercises。helpthestudentstogetmoreideasof‘to’infinitives。kittyplanstotake（take）lindaout。（plantodosth。）lindawantedtovisit（visit）thepark。（wantedtodosth。）lindaagreestogo（go）withthem。（agreetodosth。）milliedecidedtostay（stay）athome。（decidetodosth。）forweakclass，theteacherneedstoteachthewordslike‘decide’，‘agree’and‘plan’。getstudentstoreadthestructuresaloud，tilltheycanspeakitcorrectlyandfluently。forstrongerclass，helpthestudenttofeelthat‘to’infinitiveisusuallyusedtotalkaboutthingsthathaven’thappenyet。helpthestudentstofocusontheverbsthat‘to’infinitivesusuallygoeswith。step3givingasummaryinfact，studentshavelearnedalotof‘to’infinitivestructures。soherecomesthechancetogiveasummarytoit。acompletioncanbeholdhere。askeachgrouptonameasmanystructuresastheycan。thegroupwhonamesthemostwinsthegame。agreetodosth。同意做某事liketodosth。喜欢做某事begintodosth。开始做某事lovetodosth。喜爱做某事。choosetodosth。选择做某事prefertodosth。偏爱做某事can’twaittodosth。迫不及待做某事preparetodosth准备做某事continuetodosth。继续做某事plantodosth。。计划做某事decidetodosth。决定做某事remembertodosth。记住要去做某事failtodosth。失败做某事starttodosth。开始做某事forgettodosth。忘记去做某事stoptodosth。停下来做某事hatetodosth。痛恨做某事seemtodosth。看起来要做某事learntodosth学习做某事invitethestudentstowritethewordsintheirbooks。andthengetthemtoreadthestructuresonebyone。step4completingthedialogueaskthestudentstocompletethedialogueonpage48。thendosomeadditionalexercisestohelpcheckiftheyhavegraspitornot。arrivebuyletstaytravelbegoseetakevisita：pleasetelljosethatmyparentsagreetolethimstaywithus。ihopetoseehimattheairport。b：thankyouforallowingjosetostaywithyourfamily。heplanstoarriveinbeijingon18thdec。heseemstobeveryexcitedaboutthetrip。he’dliketovisitmanyplacesbutyoudon’thavetotakehimeverywhere。he’lllearntotravelbyhimself。a。iwanttogotosomeplaces，too。b。don’tforgettotakejosetow。f。j。streetthen。hewantstobuysomepresentsforhisfriends。step5verbsfollowedby‘to’tellthestudentsthatwedon’tuse‘to’infinitivesallthetime。wedon’tuse‘to’aftertheseverbs。iftimepermitsinvitethestudenttothinkofmoreverbslikethese。1。enjoy：kittyenjoysdancing。2。let：theteacherletshimreadloudly。3。practise：youshouldpracticespeakingoften。4。make：thejokemakesmelaughandlaugh。5。help：sheoftenhelpsme（to）carrywater。step6showingyousomepictures‘well！nextiwouldliketoshowyousomepictures？’t：aretheyhappy？s：yes。theyenjoyedthemselves。t：wherecanweseethephotos？s：ondaniel’shomepage。t：whotaughtdanieltomakehomepages？s。nobody。hetaughthimself。getthestudentstotalkaboutthepicturesabove。thenelicitthesentences‘theyenjoyedthemselves。’and‘hetaughthimself。’getthestudenttofeelthedifferencesbetweenthefollowingsentences：hetaughthimself。（‘he’and‘himself’isthesameperson。）hetaughthim。（‘he’isoneperson。‘him’isanother。）inthisway，wecanhelpthestudentstounderstandthatweusereflexivepronounswhenthesubjectandtheobjectarethesameperson。step7spellingsofreflexivepronounsforweakclasses，getthestudentstofocusonthespellingofreflexivepronouns。singularpluralthefirstpersonmyselfourselvesthesecondpersonyourselfyourselvesthethirdpersonhimselfthemselvesherselfitselfgetthestudentstocompletetheexercisesonpage49。checktheanswersinpairsandthenchecktheanswerstogether。getthestudentstoreadandactoutthedialogue。step8otherwaystousereflexivepronounswell，ofcourse，therearealsomanyotherwaystousereflexivepronouns。forstrongerclass，itisgoodfortheteachertodosomesummaryhere。作表语maryisnotquiteherselftoday。玛丽今天身体不好。thatbraveboyinthestorywasmyself。故事里那个勇敢的男孩就是我本人。作宾语hecuthimself。他割伤了自己。becareful，oryouwillhurtyourself。小心，否则你会伤着自己。shehastolookafterherself。她不得不自己照顾自己。ilookedatmyselfinthemirror。我照镜子。作同位语kateherselfcookedthemealyesterday。昨天凯特自己烧了饭。theywillcomeherethemselves。他们将亲自到这儿来。youmaygoandasktheteacherhimself。你可以去问老师本人。imyselfdidthework。我亲自做的这件事。习惯用法helpyourself！helpyourselves你随便吃！你们随便吃！step9doingsomeadditionalexercisesdosomeadditionalexercisestocheckhowthestudentsgraspit。1。don’ttellmetheanswer。i’llworkouttheproblemmyself。2。sheistooyoungtolookafterherself。3。helpyourselfyourselvestosomemeat，please。4。leifengwasalwaysreadytohelpothers，heneverthoughtofhimself。5。it’sanewknife。becarefulnottocutyourself。6。it’seasy，soyoushouldlearnhowtoteachyourselfyourselves。7。ididn’tdoitforthem。theydiditthemselves。8。theworkersjustmadethemetaltowerallbythemselves。9。weneedyourhelpbecausewecan’tfinishtheworkontimeourselves。10。canyouworkoutthephysicsproblemsyourselfyourselves？step10homeworka。makesummariesaboutthegrammaritemsinyourownways。b。finishofftheexercisesintheevaluationhandbookandlearningenglish。period7：integratedskillsteachinggoalstoinfergeneralmeaningfromcontextandkeywordstogetthemostimportantinformationwiththehelpof‘wh’words：why，when，where，what，andhowtolistentothearrangementintheorderoftimeandlocatesomedetailedinformationabouttheactivitytolearntoorganizetheinformationobtainedfromreadingandlisten，byrespondingtowrittentexttochecktheaccuracyofwrittentextbyidentifyingtrueandfalsestatementsteachingproceduresstep1wordsandexpressionsonmatchesandcompetitionssincethisisatriptothefinaloftheschoolbasketballteam，therearealotofwordsandexpressionsonmatchesandcompetitions。itisveryimportanttopresentthewordsbeforehand。otherwise，itwillbedifficultforthestudentswhentheyarelisteningtothetape。getthestudentstotalkaboutafootballcompetition。（ifthestudentsareinterestedinbasketball，talkaboutabasketballmatch。）doyoulikefootballbasketball？didyouwatchtheworldcupthisyear？（yes。）whichtwoteamswereinthefinal？（franceanditaly。）whichteamwonthematch？（italy）didyouwatchthepresentationsofcupandmedalsafterthematch？（yes，theitaliansarecrazyoutofjoy。）bytheway，areyouthesupporterofitaly？（yes。no。isupportgermany。）howmanyofyouarethesupportersofitaly？（countandgetthenumber。）（germanyplayedverywell。theywonsomematches。however，theystillcouldn’twinthecompetition。）doyoucheerforyourteam？yes。（smile）how？canyoucheerforthemonceagain？letmeshowyouhowtocheer！（comeon！hip，hip，class1，class1！sunshinesecondary！twofoursixeight，hip，hiphooray！goal！goal！）theteachercheersandgetsthestudentstoimitate。inviteseveralstudentstohaveatry，soastorousetheinterestofthestudents。well！nowifournationalteamgoestothefinal，willyougoandsupport？（yes。）step2designingaposterandthisyeartheschoolbasketballteamofbeijingsunshinesecondaryschoolisinthefinal。theyaregoingtowatchthefinal。lookatpage50。theyhavedesignedapostertoaskpeopletojointhetriptothefinal。readandfindsomeimportantinformationaboutthegame。1。whydotheydesigntheposter？theschoolbasketballteamneedssupport，becauseitisinthefinalofthebasketballcompetition。2。whereisthefinal？atsouthhillschoolinmoonlighttown。3。whenwillthematchtakeplace？onsunday，7thnovember。4。whatdoesitwanttheotherstudentsinsunshinesecondarytodo？tocheerfortheteam。（howtocheerfortheirteam？getthestudentstocheer。）5。howwilltheygothere？howmuchisthebusfareandlunch？bybus。10yuan。getthestudentstoreadouttheposter。step3fillingintheblankswhilereadingthepassagegetthestudentstofillintheblankswhilereadingthepassage。askstudentstolookatkitty’snotesandcompleteasmuchofthescheduleaspossibleontheirown。（askthestudenttofindouttheinformation，underlineitintheposterandthenuseittofillinthenotes。）forweakclasses，theteachercanalsohelpthestudentswithsomequestions。（e。g。at9：00a。m。wherewilltheymeet，doyouknow？ifnot，itdoesntmatter，wewillknowlater。）step4listeningtotheprincipal’sspeechplaythetapeandletthestudentslistentotheprincipal’sspeechtwiceandatthesametimestudentstrytocompletethenotesinparta1，page50。asstudentsarelisteningtothetapeforasecondtime，theteachercanpausetoexplainwherenecessary（e。g。changingroom，gototheseats）askthestudentstochecktheanswersinpairs，andthenchecktheanswersinclass。dochainworkinvitethestudentstoreportinwholesentencesusingthefirstperson。wewillmeetattheschoolgateat9：00a。m。at9：15a。m。thebusleavesforsouthhillschool。at10：00a。m。wewillarriveatsouthhillschool。supporterswillgototheirseats。andsoon。step5readingandrepeatafterthetapeforstrongerclasses，itisnecessaryfortoplaythetapeonceagainandgetthestudentstrytoreadandrepeat。givethestudents12minutestoprepare。thengetthemtoreporttheeventsasnewsreportersfromtheschooltvstation。theymaylookatthenotesinparta1。herecomethegreatnews！ourschoolbasketballteamgoestothefinal！。iamfromtheschooltvstation。step6makingupanewdialoguetocheerforateam，themorepeople，thebetter。sothestudentsinbeijingsunshinesecondaryschoolareallcallingtoinvitetheirfriendstothefinal。askstudentstomakeupanewdialoguetalkingaboutthetriptothefinal，andthenactitoutinfrontoftheclass。a：hello，thisisdaniel。isthatjohnspeaking？b：hey，daniel！thisisjohn。（what’sup？）a：john，ourschoolbasketballteamisinthefinal。step7homeworka。writedownthedialogueyouhavemadeupinclassintoyourexercisebooks。b。finishofftheexercisesintheevaluationhandbookandlearningenglish。period8：studyskillsteachingobjectivestorecognizekeyexpressionsformakingsuggestionsandarrangementstodeveloptheabilitytorespondtosuggestionswithnewinformationaswellastheabilitytostatedisadvantagesandexpressreservationstotellthesentenceshowtostatefactsfromthesentencesthatexpressone’sopinionstointroducetheuseofregistertostudentsteachingproceduresstep1revisitingtheplacesofinterestrevisittheplacesofinterestinbeijingaswellastheplacesinnanjing。showstudentsthepicturesofdifferentplacesandgetthemtotalkaboutcost，distanceandactivitiesthere。itisgoodtointroducetheplacesusingpictures，especialthetwoplaceswehaven’tmentionedbefore：templeofheavenandbeijingamusementpark。beijingamusementparktempleofheavenencouragethestudentstoexpresswhattheythemselvesthinkofaplace。ofcourse，itisnecessaryforthemtogivesomesimplereasons。step2listeningtothetapeandfindingtheanswerstellthestudentsthecontextofthedialogue：danielandkittyareplanningabigdayoutforlinda。getthestudentstolistentothetapeandfindtheanswerstothefollowingquestions：whywon’ttheygotothegreatwall？lindawentthereyesterday。whywon’ttheygotothepalacemuseum？itistooexpensive。wherewilltheygo？xkb1。comtheywillgotothetempleoftheheavenandbeijingamusementpark。whatwilltheydoinbeijingamusementpark？theywillplayhideandseek。step3readingthedialoguegetthestudentstoreadthedialogueandthengivethestudents34minutesforthestudentstopracticeinpairs。encouragestudentstomemorizethedialogueandthenroleplayit。remindthestudentsthattheycanusethequestionstohelpthem。step4underliningthesentencesaskthestudentstounderlinethesentencesthatmakesuggestions。thengiveasummarytothesentencepatternsthatmakesuggestions。1。shallwe？2。let’s（shallwe）？3。whathowaboutdoing。？4。whynotyoudosth。？5。whydon’tyoudosth。？6。you’dbetterdosth。7。it’sbesttodosth。8。youneedtodosth。step5respondingwithreservationsitisalsoimportantforthestudentstolearntorespondwithreservations。therefore，itisveryimportantfortheteacherstogetthestudentsfocusonthefollowingsentences：i’mafraidthat’snotagoodidea。（reasons）that’sagoodidea，but。tellthestudentsthatitisveryimportantforthemtobepoliteandtrytoputhimselfherselfacross。step6makingupone’sowndialoguesinvitethestudentstomakeuptheirowndialogues。forweakstudents，theyareonlyneededtodosomesubstitutework。forablestudents，itisveryimportanttoencouragethemtohaveabrandnewdialogue。theycanusetheirownlanguagetomakesuggestionsandarrangements。step7startingwiththeendofthestudents’dialoguethisstepstartwiththeendofthestudentsdialogue。talkabouttheplacethestudentsplantovisit，andthenelicitthefollowingsentences。xuanwulakeparkisabeautifulparkinnanjing。itisthemostbeautifulparkinchina。getthestudentstodiscusswhichsentenceistrue。theymayfindthefirstsentenceistrue。however，forthesecondsentence，theymayhavedifferentideas。soitcomesthechancefortheteachertoexplainthatthefirstsentencetalksaboutsomethingthatistrue。itisafact。however，thesecondsentenceisonlywhatthewriterthinks（otherpeoplemaynotthinkso。anditmayormaynotbetrue。）it’sanopinion。formorepractice，theteachercanstartadiscussionbyshowingapictureofaplaceinterestandaskthestudentstogivesomefactsaboutitortheiropinionsaboutit。itisalsopossibleforstudentstotalkabouttheirschool。andexpresssomepersonalopinions。step8showingtheexamplesentences（booksclosed）showtheexamplesentencesonpage52tothestudentsonebyone。askthemtojudgewhethertheyarefactsoropinions。step9finishingtheexercisesonpage52studentsfinishtheexercisesonpage52。trytotellthesentencesoffactsfromopinions。getthestudentstochecktheanswersinpairs。getthestudentstoreadthesentencealoud。thesesentencesareveryimportantintheunit。itisnotonlyhelpthelearnfactsoropinions，butalsoofferthestudentsalotmoreinformationabouttheworldpark。therefore，itistightlyconnectedtothetopicoftheunit。therearethreewonderfulsentencesthatithinkstudentscanuseintheirownwriting。itis467，000squaremetersinarea。thegreatwallisthemostwonderfulplacetovisit。itisthemostinterestingplaceintheworld。step10writingdownatleast5sentencesaskthestudentstochooseoneplacetowritedownatleast5sentencestalkingaboutfactsoropinions。thenpidetheclassintotwogroups。onegroupsaysasentence，andtheothergrouptellsitisafactoranopinion。step11homeworkfinishofftheexercisesinthetwobooks。period9：maintaskteachingobjectivestounderstandthestructureofaletterandlearntowritealetterinvitingfriendstogooutforatriptodevelopstudents’abilitytocollectandorganizeinformationtoorganizeone’sowninvitationletterwiththehelpofthequestionsandthesampleletterteachingproceduresstep1warmingupbringinamapofnanjingandsaytomystudents，‘mycousinfrombritainwillcometonanjing。hewillstayinnanjingforonlyoneday。soiamplanningadayoutwithhim。howeveridon’thaveanyideas。youliveinnanjing，soyoumustknowalotinterestingplacesinnanjing。canyouhelpme？first，pleasehelpmetothinkofsomeplacestogo。asthestudentsarenamingtheplaces，theteacherputthesenamesdownontheboard。（bytheway，studentsmaymentionalot（maybetoomany）ofplaces。don’tworry。encouragethemtogivethereasons。andthiswillprovideablestudentswithalotmoreinformation。）invitethestudentstogivesomeideasaboutwhatwecandothere。step2choosingplacessaythat‘wedon’thavetimetovisitsomanyplaces。soyou’dbetterchoosesomeforus。’afterthestudentshelpedmedecidewheretogo，guidestudentstofigureouttherouteandhowtogo。（tellthemwherewewillsetoutbeforehand。）step3makingaplanforadayoutaskstudentstoopenthebooks。andlookatpartb。tellthem，‘thesequestionscanhelpustoplanadayout。let’sseewhatwehavealreadycovered。’givethestudentsalittletimeforthemtofindtheanswers。where：makealistofplacesofinterestforyoutovisit。what：writedowntheactivitiesyoucandoateachplace。how：findouthowtogetandthefare。getthestudentstofocusonhowtomakeaplanforadayout。getthestudentstodiscussthefollowingquestions。invitethemtohelpmemaketheplanandthengetthemtoworkoutthecostofthetripperperson，includingthetickets，transportfareandlunch。whattimedoyouwanttostartyourtrip？howlongisthetrip？howmuchtimedoyouwanttospendateachplace？whenandwherewillyouhavelunch？whattimedoyouwanttoreturnhome？step4organizingtheinformationintosentencessay‘kittyanddanielareplanningabigdayoutforlinda。let’sreadtheirplan。’invitethestudentstoorganizetheinformationintosentencesandthenspeakthemoutonestudentbyanother。theywillmeetat7atsunshineundergroundstationandthenthattheundergroundtothecenterofbeijing。at8，wewilltakeabusinthecenterofbiejingtothepalacemuseum。theywillvisitthemuseumthere。atabout11，theyaregoingtowalkbeihaipark。theywillgobatingthenhavelunchthere。atabout1：00theywilltakeabustotian’anmensquare。theywillarriveattian’anmensquareatabout1：30。theywillseethemonumenttopeople’sheroesandvisitthepeople’sgreathall。itisgreattoseethebiggestcitysquareintheworld。at4：30，theywilltakeabustowangfujingstreet。theywillgoshoppinginwangfujingstreetandthentakethebustobeijingundergroundstation。at6：30，theywilltaketheundergroundandgobacktosunshinetown。step5writinganinvitationlettertellthestudentsthatdanielandkittyalsowanttheirclassmatestogoonthetrip，too。theywroteaninvitationlettertoasktheirfriendstocome。getthestudentstocompletetheletter。forstrongerclasses，letthestudentsdoitallbythemselvesandthenchecktheanswerinpairsandthenchecktheanswersinclass。forweakerclasses，helpthestudentstoidentifythemissinginformationonebyone。thenaskthentofillintheblanksingroupsof34。readtheletterandfindoutwhattheywriteintheletterandhowtheypersuadetheirfriends。directstudents’attentiontothedifferentpartsoftheletter。askstudentstocoverthepromptsontheleft。theteacherwritesdownthelabelofdifferentpartoftheletterontheboardandthengetthestudentstomatchthemwiththerightpartofdanielandkitty’sletter。step6organizingtheinformationintoapassageaswehavetalkedalotaboutplacestovisit，itcomesthetimeforthestudentstoorganizetheinformationintoapassage。pidethestudentsintogroupsof45。askthemtodesignaroutefortheirgroupandthenmakeadetailedplanandwritealetter。encouragethemoreablestudentstomaketheirmorepersuasivebyincludingopinionsaboutwhattheyarelikelytoenjoyandhowmuch。forlessablestudents，itisokforthemonlydosomesubstitutionwork。theyonlyneedtogothroughkittyanddaniel’sarticleandlocatetheinformationthattheycanreplacewiththeirownideas。（beforethestudentsstarttowritetheirownarticletellthemabouttheimportanceofpredatingtheinformationasclearlyandaccurately。theyalsoneedtoorganizetheirarticleinaveryclearandlogicalway。）encouragethestudentstoreadandcheckeachother’sarticleforspellingandgrammaticalmistakes。step7readingthearticletotheclassgetthestudentstoreadtheirarticletotheclassandseehowmanypeoplewouldliketogowiththem。thegroupthatgetsmoresupporterswinsthecompetition。（well，tellthestudentsthattheycansupportmorethanonegroupandtheycanputuptheirhandiftheythinktheplanisattractiveorfun。）afterwehaveworkedouttheplan，westillcancontinuetheactivitybywritingareplytotheinvitationlettertheylikebest。step8homeworkfinishofftheexercisesinthebooks。writeaninvitationletterforyourowntrip。period10checkoutteachinggoalstogothroughthewholeunittocheckiftheyknowthetopicverywelltoknowhowtowritelettersofinvitationtoassessstudents’useofgrammarinthisunit，includingtheuseofjoiningwords‘and’，‘but’and‘or’，reflexivepronounsandverbs‘to’infinitivesteachingproceduresstep1recallingtheplacesthatwehavecoveredintheunitremindofthestudentsofthetopicofthisunit‘adayout’。helpthemtorecalltheplacesthatwehavecoveredintheunit。puttheplacesintotwocolumnsontheboard：placesintheworldplacesinbeijingthewhitehouse（washington，usa）theriverseine（paris，france）theharbourbridge（syd。，aus。）thepalacemuseumthepyramidsthesummerpalacetherearemuchmoreplacetobementioned，buti’dliketofocusontheplacethatwehavecomeacrossrecently。tian’anmensquarewangfujingstreetlaosheteahousebeihaiparkgetthestudentstotalkabouttheseplaces。encouragethemtotalkaboutwhattheycandothere。step2talkingaboutlinda’striptotheworldparkelicittheworldpark，andthengetthemtotalkaboutlinda’striptotheworldpark。getthestudentstoretellthetextbyfollowingtheroute（onthecityroad，onthehighway，atthegateofthepark，insidethepark）。studentsshouldfocusonthefollowingquestions：whatdotheydo？whatdotheysee？howdotheyfeel？step3talkingaboutdanielandkitty’splangetthemtotalkaboutdanielandkitty’splanforadayout。（inthisunit。）step4usingasmanyverbsaspossibleaskthestudentswheretheyplantogothissunday。elicittheuseof‘to’infinitives。encouragethestudentstouseasmanyverbsaspossible。iplantogotozhongshanling。iwanttogoto。idecidetogoto。iwouldliketogoto。iprefertogotoencouragethestudentstogivetheirreasons。encouragethemtouse‘and’，‘but’and‘or’tojoinsentences。step5revisingtheuseofreflexivepronounsremindthestudentsthatiftheygooutforatrip，theyshouldtakegoodcareofthemselves。inthisway，getthestudenttorevisetheuseofreflexivepronouns。weshouldtakegoodcareofourselves。theyshouldbecarefulandwon’thurtthemselves。heisenjoyinghimselfvisitingthepalacemuseum。lindaishidingherselfbehindtherocks。yougoandseeyourself。dosomeadditionalexercises。1。helptosomefish，lilyandlucy。2。thefamilydidn’thurt。thankgoodness。3。openthedoorforthedog。no，itcanopenitby。4。shallihelpyouwiththeheavywork？no，thanks。icandoit。5。didyouenjoyatthepartylastnight？6。thechildisnotoldenoughtodress。7。theproblemiseasy。youcandoitallby。8。whotaughttowrite？helearnedallby。9。whohelpedtoread？nobody。shetaught。10。johnfelloffbike。didhehurtstep6completingtheconversationtellthestudentsthatsimonistalkingtolindaonthephoneaboutthebasketfinal。andthengetthemtocompletetheconversation。letthestudentschecktheanswersinpairs。andthencheckintheclass。getthestudentstoreadthedialoguealoudtogetherorinroles。step7finishingthewordspuzzlepartgetthestudentstofinishthewordspuzzlepart。thencheckitintheclass。forweakerclasses，theteacherbetterreadstheenglishexplanationsonebyoneandhelpsthemtothinkofthewords。forstrongerclasses，justletthestudentsdoitbythemselves。step8homeworkfinishofftheexercisesinthebooksandgetreadyforthetest。a。finishofftheexercisesintheevaluationhandbookandlearningenglish。b。readthroughthewholeunitandgetreadyforthetest。