Unit 4 My day
Integrated skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. get useful information about a volleyball match from the listening material;
2. complete a notice about the match with the useful information they’ve got;
3. talk about their weekend activities.
II. Teaching contents
1. Phrases: once a week, twice a month, visit the museum, go on picnics,
2. Structures: That’s great!
Wish our team good luck!
III. Focus of the lesson and predicted area of difficulty
Grasp the usage of the useful phrases and sentence structures (esp. once\ twice\wish).
Get useful information from the listening material.
Use proper phrases and sentence structures to describe their weekend activities (esp. adverbials of frequency).
IV. Teaching procedures
A A volleyball match
Step 1 Presentation
1. Useful phrases and sentence structures
(1) Focus on two of the pictures above and teach the new phrases and sentence structures.
T: Well done! Now look at this picture. Try to answer these questions.
When does Millie’s mother go to Sunshine Middle School? (In September and March.)
Why does she go there? (To take part in the parents’ meeting.)
How many times do they have a parents’ meeting every year? (Twice)
How many times do they have a parents’ meeting every term? (Once)
How often do they have a parents’ meeting? (Twice a year. / Once a term.)
How often does Millie practice playing volleyball? (Once a week.)
What does Millie dream about? (She wants to win the cup in a volleyball match.)
Will her dream come true? Let’s wish her good luck.
(2) Exercise.
T: How do you say “Sandy两次赢了比赛，真是太幸运了!” in English?
Sandy won the match .
What it is!
What girl she is!
How she is!
(Students are expected to grasp the new words, “once”, “twice”, “wish”
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and “luck”.)
2. Listen to the conversation and do some exercises
(1) Finish Part A1 on P49.
T: Millie wants to win the cup in a volleyball match. Do you want to know more about the match? Now, Millie is talking about it with Simon. Let’s find out which two teams will play in the match, when and where the match is, and what time the match will start.
Open your books to page 49. Listen carefully and tick the correct answer in A1.
(Teacher plays the tape. Play one more time if necessary.) Have you found out the
answers? Can you answer these questions in complete sentences? Please ask and answer
with your partner. (Teacher invites pairs of students to share the answer.)
(2) Finish Part A2 on P49.
T: You’ve got some useful information about the volleyball match. Simon wants to make notes about the match. Would you please help him complete it?
Please complete A2. Attention! We only need to write down the key words.
(Teacher shows one student’s notes on the screen and check with the others’.)
(3) Finish Part A4 on P50.
T: Well, we help Simon complete his notes. You are really helpful. Now, Simon wants to invite more classmates to watch the match. He wants to write a notice to tell them about it. Please read through A3 on Page50 very quickly and check if whether you’ve got enough information from the notes. (Students do fast reading for about 20 seconds.)
T: What else would you like to find out? (How can they go to the sports center?) Good!
Please listen to the conversation again and help him complete the notice in A3. (Teacher plays the tape once again. If necessary, more times.)
T: Let’s check the answers sentence by sentence.(Teacher asks students to read the notice individually.)
(4) Read the notice on P50 in chorus.
【设计意图】先提出问题再播放音频，让学生带着问题在听的过程中去寻找答案，提高听的有效性。要求学生以问答的形式校对答案，以此来训练学生完整句子的表达能力。指导学生抓住有效信息，用关键词作笔记。用任务型教学模式，要求学生在完成通知内容之前先浏览并找出缺失的信息，带着问题去听，提高听的有效性。以整句形式反馈信息，为短文朗读打下基础。
Step 2 Development
A notice to my classmates
1. Finish a notice
T: Boys and girls, what would you like to do this weekend? Would you like to invite your friends to go with you? Why not write a notice as Simon does?
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(Teacher walks around in class to help the students in need and encourage the students to write as much as they can with the proper phrases and structures they’ve learnt in class.)
Welcome to
Dear classmates,
I like to at weekends. I enjoy it very much and do it .
I plan(计划) to at , this .
We can go there . Let’s meet .
I hope . Thanks!
our trip !
(your name)
2. Show time
T: Now, Who would like to read your notice here? Any volunteer? (Teacher invites at least
two students to read their notices.)
【设计意图】 建议学生为邀请更多伙伴参加自己的周末活动写一则通知，这一活动整合了本课时所学内容，是对学生英语综合运用能力的检验。学生仿写一则通知并上台播报通知，让学生将书本知识应用到实际生活当中来，让他们感受英语的语用价值和交际功能，在应用中培养学生英语学习的成就感。
B Speak up: What do you like to do at the weekend?
Step 1 Free talk
T: Hi boys and girls! Look at the graph! What does the picture mean?
(Daniel never plays basketball. He doesn’t like it.)
T: What about this one?
(Millie’s mother seldom goes to her school. She takes part in the parents’ meeting in September and March.)
T: Good! Can you describe the other pictures with proper adverbs of frequency and proper prepositions? Well, let’s share your ideas!
(Students are expected to make the following sentences.
Picture 3: Millie sometimes plays volleyball. She practices it on Wednesday afternoon.
Picture 4: Millie often chats with her classmates in the afternoon.
Picture 5: Those students usually do morning exercises at 8:00am.
Picture 6: Eddie always needs a good rest. He doesn’t know how to have fun.)
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【设计意图】引导学生根据图表看图说话，意在带领他们回顾本单元话题，复习、检验Grammar中所学介词及频度副词的掌握情况。
Step 2 Presentation
1. Ask and answer the questions in pairs according to the form.
(1) New words and expressions.
Explain “visit a museum” and “go on a picnic”.
(2) Fill in the form according to the conversation.
T: What does Millie like to do at weekends? How often does she do that? What about Tommy? Please listen to their conversation and fill in the form.
Teacher plays the tape twice. If necessary, more times.
What does Millie like to do at weekends?
How often does she do that?
What does Tommy like to do at weekends?
How often does he do that?
(Teacher asks four pairs to share the answers.)
(3) Read the conversation together aloud.
T: Good! You’ve got useful information from Millie and Tommy’s conversation. Now, let’s read it in parts. Boys play the role of Tommy and girls play the role of Millie. Ready? Go!
2. Speak up: What do you like to do at weekends?
T: Boys and girls, Millie and Tommy are talking about the things they like to do at weekends.
Why not talk about our own weekend? Let’s try to know more about our friends, shall we?
Please go and ask anybody you like about the things they like to do and the frequency.
(Teacher walks around the class. Encourage and help students if necessary. )
T: Ok, time is up! Let’s share our conversations and know more about each other! Group one，please perform it one by one in a chain. (Teacher asks two groups of students to perform their conversations, in a chain and at random.)
【设计意图】让学生结合自身周末活动的体验，相互交换信息。并以对话接龙和随机问答的形式进行反馈，加大学生的操练范围，促进学生间的沟通合作。通过反复的听与说，提高语言表达的正确率和沟通能力。
V. Homework
1. Practice talking about your weekend activities with your classmates.
2. Remember the useful phrases and sentence structures.
3. Finish the exercises of this period in the workbook.
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