2. Learn to use the expressions when reaching an agreement in the end based on making the suggestions, the critisims and the response to the illustration to the downside.
Key points and difficulties:
1. Learn how to organize an activity by giving others advice and making an arrangement
3. Learn how to give others advice.
Emotion:
2. Listen for specific information, and extract the related information;
1. Learn how to get useful information from the poster;
2. According the related information, complete the timetable for an activity’.
Abilities:
1. According to the context, understand the main contents of the passage;
2. The useage of the reflexive pronouns in the real situation.
Analysis of students’ learning and teaching ideas：
As we know that we learned about the usage of the infinintives and the conjunctions ‘and’, ‘but’ and ‘or’. As a whole part, the usage of the reflexive pronouns in the this period should be connected to the teaching of the last period. Part C on page 48-49 tells us about an accident which happened during the visit to the South Hill. It’ll help the students pay great attention to the usage of the reflexive pronouns in the real situation. In fact, this is really hard for the students to master.
Teaching preparation：
Multimedia courseware or a project.
Teaching procedures：
1: Warming-up:
A: Fill in the blanks with the correct conjunctions ‘and’, ‘but’ and ‘or’. This mainly helps the students revise the usage of the conjunctions ‘and’, ‘but’ and ‘or’.
B: Fill the blanks with the correct form of the verbs gives. Thia mainly helps the students to revise the usage of the infinitives with.
2: Presentation:
A: I’ll introduce the following passage: Students did not enjoy themselvves at the beginning because there was too much traffic on the city roads, but later they saw many wonderful places of interest from all over the world and had a good time. Daniel taught himself how to make a home page. So after rhe trip, he put some photos on the Internet for everyone to look at. I’ll write the two sentences underlined with the reflxive pronouns on the board.
I’ll help the students to work out the rule: The reflexive pronouns are used while the subject is the same as the object.
B: I’ll continue to present the following on the board, and ask the students to discuss the differences between the reflexive pronouns and the personal pronouns:
1). Daniel taught himself how make a home page.
==Daniel learned to make a home page.
2). Daniel taoght him how to make a home page.
==He learnt how to make a home page from Daniel.
C: Pair work: Work out the rule on page 48.
D. Books open to page 49! First of all, have the students go through the pitucres and the contents, and then complete this exercise. Then read it out in roles.
E: I’ll present the key and useful expressions and sentences on the board (Refer to the above ‘Teaching contents’).
3: Class work design:
A: In order to help the students to master the usage of the conjunctions ‘and’, ‘but’ and ‘or’, the infinintives with and the reflexive pronouns, I ask the students to make up two sentences with each of the above.
B: ‘Addictional Exercise-book’, page 28. part C 2. this ia mainly to consolidate the usage of the reflexive pronouns.
Period seven Integrated skills
Teaching contents:
Words expressions: final; cheer; ticket; per; winner; receive; suppose; fare; supporter; half-time; presentation; cheer for; cost of the trip; over an hour; in the finall of…; take place; receive the cup and medals; at the end of…
Sentences: Where shall we go with Linda? Shall we go to the Great Wall?
I’m afraid that’s not a good idea. Well, we could go to the Palace Museum.
Yes, that’s a good idea. I’d like to go to the Temple of Heaven.
Why don’t we go to Beijing Amusement Park?
What a great idea! Let’s go to the Temple of Heaven.
Three dimenional objectives:
Knowledge:
1. The usage of the infinitives in their oral or written English;
1、 Talk about the changes of the feeling while travelling with the correct reflexive pronouns.