Welcome to the unit
教学目标:
New words: dream, palace, capital
教学方法: task-based approach
教学任务: 1. To talk about cities and countries.
2. Have a discussion in groups, and talk about their dream homes.
3. Write articles about students’ dream homes.
教学过程:
Step 1. Warm-up (presentation)
1. Ask if any students have lived in another country. Elicit from students ideas about an ideal place to live.
2.Do a mini-survey. Ask students which is their favourite place to live.
Step 2. Listening
Listen to the tape, answer my question, Which is Eddie’s favourite place to live? Help the Ss to answer.
Listen again, Ss read after the tape recorder, then act it out.
Language points:
1.I’d like to live next to a restaurant.
① would like sth.= want sth
would like to do sth = want to do sth
e.g. Would you like some water?= Do you want some water?
Would you like to go with us? Yes, I’d love/ like to.=Do you want to go with us? Yes, I do.
② next to =beside
e.g. Tom’s house is next to mine.
Jack wants to sit next to me.
2. Learn about homes in different countries.
① learn about
I want to learn more about the world.
② learn from
We should help each other and learn from each other.
③ different → same
in different classes in the same class
Step 3. Countries and capitals
1.Ask students to study the pictures on page 3.
2.Say: The capital of China is Beijing . The Capital is the most
important city in a country. Ask students to do Part B. Ask them to check with others.
Step 4. Discussion (task)
Have a discussion in groups of four to talk about their dream homes.
Each group will choose a student to tell us about his / her dream home.
Why?
Language points:
The capital of the USA is Washington D.C.
the capital of ……
e.g. Nanjing is the capital of Jiangsu Province.
The capital of China is Beijing.
Step 5.Sum-up
Go through the new words and the language points learnt during this lesson.
Step 6. Homework
1.Review the contents of this lesson.
2. Write articles about students’ dream homes.
Reading
教学目标:
New words: balcony, cushion, beach, sea, bunk beds, town, wooden, over,
climb, ladder , quiet, rain, while, sitting room, street, share, friendly,
above, dining room, grow, most, lie
教学方法: task-based approach
教学任务: 1. To read and learn about different types of homes and lifestyles..
2. To obtain details about homes in different countries.
3. To respond to the text by making statements about the foreign students’ activities.
4.Write an article to introduce their own homes, using the four home pages as a model.
教学步骤:
Step 1. Warm-up
Ask some students to report their homework about dream homes.
Step 2. Presentation
1.Use the pictures to teach the new words.
balcony cushions ladder kitchen bunk beds sitting room
2. Complete the following sentences using the new words.
⑴ Two beds , one above the other, are .
⑵ In most homes, people cook meals in the .
⑶ We usually put the sofa in the .
⑷ is a good place to chat with friends.
⑸ Sitting on the big is very comfortable.
⑹ We can climb the tall tree with a .
Step 3.Listening
Now, let’s listen to the home pages of four foreign students, after you
listen to them, please do some “T” or “F” exercises. Check the answers
with the whole class.
1.Stephen lives near the sea.
2.There are more than ten rooms in Stephen’s house.
3.Maddee lives in a wooden house in the hills.
4.Maddee has a small family.
5.Neil has a TV in the kitchen.
6.Neil’s dog sleeps in the sitting room.
7.Anna’s flat is on a busy street.
8.Anna shares a bedroom with her brother.
9.Stephen’s favourite place is the balcony.
10.Anna lives in a large flat.
Step 4. Reading
Ss read the articles by yourselves. Then check their reading.
Language points:
1.We sit on the big floor cushions and look out at the beach and the sea.
look out (of) …
e.g. Don’t look out of the window in class.
look at / look around / look for / look like / look forward to / look after / look up
2. I live with my family in a wooden house.= I live with my family in a house made of wood.
wooden(adj.) → wood (n.)
e.g. We need some wooden chairs.
This house is made of wood.
3. I climb a ladder to get into my house. =I get into my house with a ladder.
①e.g. I often go to her house to see Uncle Li.
Daniel often goes to the shopping mall to play computer games.
② get into → get out of
get into the car get out of the car
4. I do not have my own bedroom.
own(adj./v.) → owner (n.)
e.g. I see with my own eyes.
Who’s the owner of this pen?= Who owns this pen?
5. My family and I often sit in the kitchen while my mother makes dinner.
e.g. I am reading books while my brother is watching TV.
She called while you were out.
6. I share a bedroom with my sister.
share sth with sb
e.g. The boy shared his toy with other children
share in sth
e.g. We should share in our sorrows as well as joys.
7. Our neighbours are friendly and we are happy here.
e.g. I’m friendly with her.
be friendly to sb
e.g. People are usually friendly to foreign friends.
8.Simon wrote down the meaning of some of the words.
①write + n. +down=write down +n. write it /them down
e.g. Can you write down the words on your book ?
= Can you write the words on your book?
OK, I’ll write them down.
②meaning (n.) → mean(v.)
e.g. What’s the meaning of “quick?= What does “quick” mean?
9.A garden is the best place to grow flowers.
e.g. It’s really a good place to go.
I’m hungry. Do you have anything to eat?
10.Stephen is lying on his bunk beds.
lie → lying tie → tying die → dying tell a lie
e.g. Don’t tell a lie any more . It’s not good for you.
Step 5.Discussion (task)
Divide the class into groups of six. Ask students to draw picture of their homes.
Students look at their pictures and talk about their homes.
Step 6.Sum-up
Go through the new words and the language points learnt during this lesson.
Step 7. Homework
1. Review the contents of this lesson.
2. Write an article to introduce their own homes, using the four home pages as a model.
Vocabulary ﹠ Grammar
教学目标:
New words: cupboard, bookshelf, shower, lamp, wardrobe, sink, bath, basin,
in front of , opposite, chalk, air conditioner, below, printer, shelf,
top, tidy, sixteen, nineteen, seventy, ninety, thousand, million, arrive,
seventh, sixth, come, exam, second, third, fourth, fifth, ninth, eleventh,
twelfth, twentieth, sound
教学难点: prepositions of place
cardinal numbers & ordinal numbers
教学方法: task-based approach
教学任务:
1.To use prepositions of place to identify specific locations of things.
2.To revise and use cardinal numbers in everyday situations , including phone numbers and amounts of money.
3.To understand the purpose of ordinal numbers in terms of ordering things and events.
4.To use ordinal and cardinal numbers to talk about schedules, dates, scores and results.
教学过程:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Step 2. Vocabulary
Ask the students how many words they already know about furniture.
Then teach furniture. Use pictures to teach other words. e.g. chair,
cupboard, lamp, sofa, table, wardrobe…Ask the students to write the names under the pictures(Page 75).
Step 3.Grammar
1.Prepostitions of place
We use prepositions of place to say where things are. Prepositions of place: above, at, behind, below, beside, between, in, in front of , inside, next to, on , opposite, over, under.
e.g. Millie sits in front of me.
Amy sits between Millie and Simon.
Kitty sits next to Sandy.
Sandy sits between Kitty and me.
Simon sits in front of Kitty.
The window is opposite the door.
The chalk is on the teacher’s desk.
Language points:
⑴above, over, on
above →(反) below表示位置高于某物在其上方，并不表示正上方。over
→(反)under表示正方，指垂直上方上。on指两个事物表面接触，一个在另一个上面。
e.g. There’s a bridge over the river.
The plane flew above us.
There’s a book on the teacher’s desk.
⑵between, among
between一般指两者之间，among指三个或三个以上之间。
e.g. I am sitting between my parents.
I saw him among the students.
⑶in front of , in the front of
in front of →(反)behind 表示“在……前面”in the front of →(反) at the back
of表示“在……前部”，指某一结构本体的前部。
e.g. There is a garden in front of the house.
The desk for the teacher is in the front of the classroom.
⑷beside = next to
e.g. David sits next to/beside me.
Finish off the exercise on page 9.
2. Cardinal numbers
We use cardinal numbers almost every day. We use them for lots of
different things.
1.基数词的读法：
⑴“几十几”十位和个位之间用“-”。e.g. 32 thirty-two
⑵101-999 百位和十位间加“and”.e.g. 928 nine hundred and twenty-eight
⑶1000以上的数，从后往前每三位一段，倒数第一个数读thousand，倒数第二个数读million，依次类推。e.g. 8,542,601
eight million, five hundred and forty-three thousand, six hundred and one
2 .基数词的运用：
hundred, thousand, million, billion等一般用单数，但以下情况用复数：
⑴表示不定数目：e.g. hundreds of millions of
⑵表示“几十”的数词，其复数形式可以表示年龄或年代。
e.g. in his twenties in the thirties
0 zero 10 ten 20 twenty 100
1 one 11 eleven 30 thirty one hundred
2 two 12 twelve 40 forty 1,000
3 three 13 thirteen 50 fifty one thousand
4 four 14 fourteen 60 sixty 10,000
5 five 15 fifteen 70 seventy ten thousand
6 six 16 sixteen 80 eighty 100,000
7 seven 17 seventeen 90 ninety one hundred thousand
8 eight 18 eighteen 1,000,000
9 nine 19 nineteen one million
3. Ordinal numbers
We can use ordinal numbers to to order things and events. We use them to talk about dates, floors, results, etc.
e.g. Uncle Jim will arrive on the seventh of June.
The restaurant is on the sixth floor.
Millie came first in the English exam.
Cardinal numbers Cardinal numbers Ordinal numbers Ordinal numbers
1=one 10=ten 1st=first 10th=tenth
2=two 11=eleven 2nd=second 11th=eleventh
3=three 12=twelve 3rd=third 12th=twelfth
4=four 13=thirteen 4th=fourth 13th=thirteen
5=five 20=twenty 5th=fifth 20th=twentieth
6=six 21=twenty-first 6th=sixth 21st=twenty-first
7=seven 22=twenty-second 7th=seventh 22nd=twenty-second
8=eight 23=twenty-three 8th=eighth 23rd=twenty-third
9=nine 30=thirty 9th=ninth 30th=thirtieth
Language points:
1. 序数词的运用：
⑴表示日期：e.g. 6月1日 on the first of June/ on June (the) first
⑵表示编号：e.g. lesson 5 the fifth lesson
⑶起副词作用，前无“the” e.g. Simon came first in the English exam.
⑷序数词前有限定词修饰时，不加“the”. e.g. This is my first lesson.
2 .I’ll arrive in Beijing on Sunday.
arrive (vi.) arrive in(大地点)/at (小地点）= get to = reach
e.g. The train arrived an hour ago.
He arrives at school on time every day.=He gets to school on time every
day.= He reaches school on time every day.
arrive there/ here/home =get there/ here/ home= reach there/ here/ home
3.I can’t wait to see you.
can’t wait to do sth
e.g. The boy can’t wait to turn on T V when he gets home..
4.That sounds great.
sound (taste/ smell/ look/ feel/get/ turn/ become)+ adj.
5.Where else are we going?=What other places are we going?
where/what/who…+else something/anything/nothing/someone…+else
e.g. Do you want anything else?
We must find somebody else to do this job.
Step 4. Discussion (task)
Have a discussion and find out the differences between cardinal
numbers and ordinal numbers.
Step 5.Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Integrated skills and Study skills
教学目标:
New words: bathroom, mirror , afraid , still, message
Key points: be different from May I speak to…, please?
Who’s calling? Can I take a message?
教学方法: task-based approach
教学任务:
1.To recognize words about homes, to identify items related to homes, to
under
-stand the location of rooms and furniture, to identify specific
information about furniture items and to show understanding of relevant
information by completing an e-mail
2.To develop grammar learning strategies and to use a recording system to
help memorize grammatical structures.
教学步骤:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Integrated skills
Step 2.At home in Britain
Ask the Ss to study the pictures in Part 1carefully. Encourage them to ask questions about the pictures. e.g. Where do Neil and his family watch TV? Where do you think the house is? Listen to the tape, and ask the Ss to order the pictures. Check the answers with the whole class.
Listen to the recording again. Do the “T” or “F” exercises.
1. Neil and his family don’t sit in the kitchen.
2. There is a garden behind the kitchen.
3. There is a large table in the dining room.
4. Neil’s family watches TV in the dinging room.
5. The bathroom is new.
6. There is a lamp and some posters in Neil’s bedroom.
Ask students to read the words in the box in Part A2 and use them to label the things in the pictures in Part A1.
In pair, students check their answers. Ask them to label as many of the other things as they can in the pictures.
Ask students to read Amy’s e-mail in PartA3 to obtain general understanding. Check their choice of words. Students take turns to read the completed e-mail to the class.
Step 3. Speak up
Listen to the tape recording and read after it.
Ask the Ss to work in pairs to make up new conversation for leaving a message with Neil’s mother using the conversation in Part B as a model.
Ask a few pairs to present their conversations to the class.
Step 7. Study skills ( Making a grammar pattern book)
Take students through the two patterns at the top of the page.
Ask students toe Part A using the two grammar patterns. Encourage them to
use a different colour for each part of speech .
Ask students to write the two patterns on separate pages in a notebook.
Language points:
1.It’s really different from the flats in Beijing.
be different from
e.g. Your pen is different from mine.
City life is very different from Country life.
different(adj.) → difference(n.)
the difference between…and…
e.g. There are many differences between English and Chinese Names.
2. Who’s calling/speaking/that? （打电话用语）请问你是谁？
我是用This is… e.g. This is Jack speaking.
3. Can I take a message?
take a message (for sb)
4. I’ll ask him to call you back.
Step 8. Sum-up
Go through the new words and the language points learnt during this
lesson.
Step 9. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Main task ＆ Checkout
教学目标:
New words: at least, ground floor, swimming pool, football pitch
教学方法: task-based approach
教学任务:
1.Get the Ss to write an article about their dream home using Simon’s article as model.
2.To use prepositions of place to describe where things are
3. To use cardinal and ordinal numbers to talk about where people live.
教学步骤:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Step 2. Main task
Ask the Ss to read the questionnaires , then complete it with students’ own information.
Listen to Simon’s dream home. Then students read it after the recording.
Ask them some specific questions to check comprehension.
⑴ Would you like a large room?
⑵ How many rooms are there in your dream home?
⑶ Are 25 rooms too many?
⑷ What other things does Simon want to have in his dream home?
⑸ Simon doesn’t want a garden . What about you?
⑹ Simon’s wishes are quite unusual. What does he want instead of a garden?
Give students 5-10minutes to discuss Simon’s dream home in pairs.
Encourage students to say what they like and what they do not like in his
home.
Step 3. Writing (task)
Ask students to write about their own dream home . Ask them to write down everything that they can think of associated with their dream home. Ask some able students to read their drafts in front of the class.
Step 4. Checkout
Get the Ss to do Part A & B on their own. Divide the class into pairs.
Students correct each other’s work and write the score in the “paw.”
Checkout: Helping people in a shopping mall
Language points:
1. There are at least 25 rooms.
at least → at most
e.g. It will cost at least five dollars.
The little girl is two at least.
2.This means that lots of people can stay with me.
e.g. The red lights mean “stop.”
His work means everything to him.
3.There is a swimming pool which is 50 metres long.
4.I have a room with twelve showers and four baths.
with(prep.) → without(prep.)
I have a foreign friend with brown hair.
His father often goes to work without (having ) breakfast.
Step 5. Sum-up
Go through the new words and the language points learnt during this lesson.
Step 6. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.