Vocabulary of Unit 4 (period 4 )（精选2篇）

VocabularyofUnit4(period4)篇1

vocabularyofunit4(period4)

teachingcontent:vocabularyofunit4(fwe7a

teachingaims:1.torecognizenamesofdifferentfoods

2.touseadjectivestodescribedifferenttastes

teachingdifficulty:spellingofthenamesofthefoods

teachingimportance:torecognizethenamesofthedifferentfoods

teachingtools:foods,pictures,apieceofcloth,papers

teachingprocedure:

i.greetingsandgivingtheaimsofthislesson.

t:hello,boysandgirls.todaywearegoingtorecognizedifferentfoodandtheirtastes.

ii.pre-taskactivity

1. t:boysandgirls,lookatmydesk.ibringsomekindsoffoodheretoday.let’sseewhohasthebestmemory.i’llgiveyoutwominutestolookthroughthefood.then,i’llcoverthefood.whosaysthemostnamesofthefood,who’llbethewinner.andi’llgivehimorherthefoodasaprize.

(usesomefoodstomakethestudentsinterestedandexcited.)

2. t:now,boysandgirls,lookatthesepictures.therearemanykindsoffoodonthepictures.let’sseewhataretheirnames.now,followme.

(displaythepicturesoffoodwiththewordsunderneaththeminlargeandclearletters.usethemtoteachthenewwords.thismakesthelearninginterestingandeasy.)

iii.taskcycle

task1.rearrangethelettersofsomefood.

boysandgirls,let’scometopartaonp59.pleasehelpmillierearrangetheletterstofindoutthenamesoffood.afteryoufinishtheanswers,pleaseputupyourhand.letmeseewho’llbethefirstfivestudents.

(gettwostudentstowritetheiranswersontheblackboardandchecktheanswerswiththewholeclass.ifyourclassisastrongeroneyoucanchooseotherwordsforfoodandjumblethelettersofeachword.askforvolunteerstowritesomeofthesewordsonblackboard.workouttheanswersasaclassactivity.)

task2.findhowthefoodtastes.

wow,lookatme.it’ssosour/sweet/spicy/salty.

(usesomepicturesofdifferentkindsoffoodwithstrongtastes.mimethewords“sour”and“spicy”.explainthesemeaningsfurtherwithpictures.)

now,boysandgirls,let’scometopartb.howwelldoyouknowthedifferenttastes?lookatthepictures,writethecorrectwordsunderthepictures.

(askstudentstodothistaskontheirown.compareanswerswiththeirpartner.)

task3.listthenamesoffood,thencompletethefigure.

now,lookatthefigure.pleaseworkinpairs,trytowritedownthenamesoffoodandtheirtastes.themore,thebetteriv.posttask

pleasetellmehowmanynamesoffooddoyoulist.themore,thebetter.

(studentsreporttheresultstothewholeclass.)

welldone!now,let’sseewhichgroupfindsthemostfood.that’sthewinnerofthislesson.(givesomefoodasprizes.)

v.homework

makeasurvey.gotothesupermarkettofindmorefoodandtheirtastes.

VocabularyofUnit4(period4)篇2

vocabularyofunit5period3

teachingaims:

inthislesson,trainstudents’capabilityofresearch-orientated

learning,cooperativelearningandindependentlearning.

teachingfocus:

1.asking“how”questionstofindoutthelengthofaperiodoftime

2.asking“how”questionstofindoutprice

3.learninghowtodescribeplaces

4.learninghowtogetinformationandcompareit

teachingmaterials:

1.student’sbook7bunit5

2.acomputer

teachingprocedure:

i.pre-task

1.conductashortplaybetweenmr.liandkitty.thenaskthequestions.

t:“whyhasn’tmr.lidecided?”

s:“maybehewantstoknowthepriceandthelengthoftime.”

(aim:presentthestructures.studentsfindmr.lihasn’tdecidedwhether

togotobeijing.thenaccordingtotheirexperienceoftraveling,they

canusethestructures“howlongdoesittake…”and“howmuchdoesitcost?”

toaskforthelengthofaperiodoftimeandprice.)

2.haveacompetition

theyaskandanswerthequestions.theonegetsthenearestanswer,his

orhergroupwillwin.

(aim:toconsolidatethestructuresbyguessingthepriceandtime.)

3.learnthetext

(1)talkabouthowtogetinformation.

s:“frombooks,magazines,newspapers,otherpeople,computersetc.”

(2)letstudentsreadthefirstpartofthetextafterthetape.

(3)letstudentsmakedialoguestocompletethesecondpartofthetext.

(aim:topractisethecapabilityofcooperation.)

ii.while-task

1.havestudentstalkaboutthescenesinbeijingbyusingthekeywords.

(aim:tolearnhowtodescribeplacesandtopaveforfurtherexercise).

2.havestudentsintroducesomenewtravelroutes.

theyshouldsearchforinformationbeforeclassbythemselves.thenone

actsasanagent,others

askforinformationabouttraveling.

(aim:firstitcanpractisethecapabilityofindependentlearningand

researchorientedlearning.secondbyaskingandanswering,students

consolidatetheirknowledgeandspreadthelimitsofknowledge.italso

trainstheircapabilityofcooperationlearning.)

iii.post-task

1.haveadiscussion.

andtell“wherewouldyouliketovisitandwhy?”

(aim:tocompareinformationandmakeconclusions.)

2.letstudentsdesignholidayplans.

(aim:topractisethecapabilityofwriting.)

aholidayplaniwillgoto______by________.itcostsme_______yuan.

iwillsetoffon_______andcomebackon________.(date)iwillvisit

______,_______,….and________.

3.expresstheirfeelingaftertraveling.

t:“there’remanybeautifulplacesinourcountry.aftertraveling,what

doyouthinkofourmotherland?”

s:“it’sbeautiful/wonderful/great.it’sbecomingmoreandmore

modern/stronger.”

(aim:toarousestudents’feelingoflovingmotherland.)

4.makeaconclusionofthislesson.

functions:howtogetinformation,howtocompareit,howtodescribe

something.

iv.homework

designatouristguideforforeigners.

(aim:touseknowledgecomprehensively.topractisethecapabilityof

independentlearningandresearch-orientallearnin

practiseofunit5period4

maintask

1todescribedifferentmaterialsanditemsofclothing.

2tomakeabrochureaboutclothesandfashion.

3topresentabrochuretotheclass.

backgroundinformation

studentswillhaveopportunitiestodescribeclothesandaccessories.thissectionfocusesonafashionbrochureforgirls,whichmakesitnecessarytobringinmagazinepicturesofboys’fashionsformixedclasses.

bringinauthenticbrochurestoshowstudentsthestyleofthiskindofwriting.talktostudentsaboutthepurposeofwritingabrochure.elicitfromstudentsasmuchinformationaspossible:

1whoarethereaders?

2whatdothereaderswanttoknow?

3howdoyoumakeyourbrochurelookinterestingtothereader?

teachingprocedures

1beforedoingthetask,askstudentswhotheaudienceisandemphasizethecontextinthestudent’sbookofcreatinga‘fashionwall’.

2enablestudentstodescribethemselvesortheirclassmatesbyusingthekeywordsabove.

3askstudentstoreadthemodelarticleonpage102.andtellthemtousethemodelarticleandcompletethesentenceswithwordfrompartaonpage101.

4checktheanswersandencouragestudentstoexpresstheiropinionsaboutthemodelarticle.

5tellstudentstochooseonefashionitemandmakethemawareofwhatkindofthings.theirreadersmightliketoreadabout.andtellstudentstocreatetheirownwordstowritearoughdraftusingthegivenmodel.

6letstudentsread,checkandcorrecttheirpartner’sdraftsinpairsandgivethemsuggestionsabouttheimprovementsintheuseofwords,spellingandstructuresandprovidehelpwhilemonitoring.

7makestudentsrewritetheirarticlesonaseparatesheetofpaperandaddillustrations,particularlypicturesofpopularfashionitems.askthemtosticktheirworkonthenoticeboardandencouragethemtoreadeachother’sposter.

samplewriting

first,idesignedacottont-shirt.itisbrightredandhasav-neck.itgoeswellwithapairofjeans.thejeanshavewidelegs.therearelotsofbigpocketsatthefrontandback.ialsodesignedacottonshirtwithlongsleevesandbuttonsinthefront.

thenidesignedapairoftrainerstogowiththejeansandt-shirt.theyareverycomfortableandmadeofwhiteleather.theydonothavelaces,sotheyareeasytoputon.thejacketidesignedisbluewithwhitesleeves.