Unit 3 A day out一、教学内容分析中心话题：外出一天世界著名 旅游景点的名称及相应的活动.单元各部分具体内容分析1、Welcome to this unit内容：1.Eddie和Hobo的对话.2.国外著名城市和景点.作用：热身练习，铺垫，激发兴趣2、Reading内容：Linda写给妈妈的一篇关于世界公园的游记.作用：单元核心，阅读能力.3. Vocabulary内容: 谈论有关北京的著名旅游景点和交通工具.作用: 了解北京的著名景点名称和所需各种交通工具的名称.4、Grammar内容：Linda旅游途中的感受和Amy发送给Linda的有关她在中国各地的游览情况. 作用：在情境中学习连词but, and,or5、Integrated Skills内容：1.一则学校篮球决赛的广告宣传 .2. 给网友安排一日游提建议.作用：针对性地训练学生的听说读写的能力.6、Study Skills内容：Linda在阅读一则世界公园的广告.作用：培养学生能在生活中区分陈述事实和表达观点.7、Main Task内容：Kitty和Daniel为即将回美国的Linda计划一日游,并邀请全班同学参加.作用：指导学生写作方法,培养学生的写作能力。8、Checkout作用：复习本单元出现的一些主要语法和重要的语言现象。二、单元目标及要求1. 能够掌握北京和国外著名景点的名称.2. 能够正确了解和谈论常见的交通工具.3. 能够把本单元所学的语法知识正确应用于实际的语境中,并能正确使用形容词.4. 能够有序地描述一次旅行的经历,并对自己的感受和观点加以叙说.Teaching suggestions: Aim: (on TB P34) Use vocabulary to identify and describe well-know places in Beijing and around the world, e.g., we are going to the top of the Eiffel Tower. Use nouns/noun phrases to talk about means of transport, e.g., the trip took two hours by coach Use and/but/or to join ideas together, e.g., we saw the Eiffel Tower and liked it very much. Use verbs and to-infinitives together, e.g., Linda wanted to visit the park. Use reflexive pronouns when the subject and the object are the same person, e.g., Daniel taught himself how to make a home page. Use formulaic expressions to make suggestions and arrangements for a trip, e.g., Im afraid thats not a good idea.Difficulties: Use reflexive pronouns correctly and properly. Use correct sentence patterns to talk about means of transportFunction: Learn how to plan a tripCulture: Know more about the world, esp. the main building or places of interest in different countries. Learn to enjoy the traveling. Phrases: some main phrases about countries, buildings, places of interest, and planning a trip. Welcome to the unit: T: “We all know Eddie is a lazy dog. But today he is not lazy. He is going out to exercise. Do you know what he is going to do?” (free talk and discuss, listen to the tape) Elicit what they know about the countries and their capitals, we can use the pictures on P3 in Book 7B. (mount Fuji, the Statue of Liberty, the Eiffel Tower, Big Ben) We can use a world map to talk about these countries and connect some famous places with the countries We can use some postcards to talk about some famous places around the world. T: Amy and Simon also got some post cards from their friends. Do you know where their friends visited? (the White HouseAmerica, The Opera HouseSydney, The Eiffel TowerFrance) In this part, there are not a lot of new words, so we can teach some new words which may appear in the reading material, e.g., the Pyramids, the Golden Gate BridgeReading: We can first use some picture to introduce some places of interest around the world, then use time or places they visited as a clue to help Ss understand the passage. Ask Ss to rewrite the passage, using first, afterwards, then, next, finally or At the school gate, On the city roads, On the highway, At the gate of the World Park, Inside the park Teacher can also ask them some questions. These questions can help them find out the main points in this passage. (what, when, who, where, why, how) For stronger students, we can ask them to ask and answer questions by themselves. We can ask them How did Linda feel at first? How did she feel when they arrived at the World Park? . (didnt enjoy, boring, felt sick; beautiful, excited, didnt feel sick, enjoy ourselves, wonderful; wonderful, amazing, great, wanted to join in the dancing) These questions and answers can help Ss to understand the writers feeling throughout the trip. This is another way to help them to write a passage about a trip much better. If they can use adjectives correctly, their passages can be more attracting. Since the grammar in this unit is and, but, or, and there are a lot of such kinds of words in this passage, we can ask Ss to match some sentences. In this way, they can not only understand the passage better, but also know a little about the usage of and, but, or, so that they wont feel it hard when they are studying it in the grammar part. We can use a map of Nanjing and ask them to introduce some places of interest in their hometown. By using a map, we can also help them understand the means of transport( if needed, we can use a map of China). We can ask Ss to make some dialogues like this Suppose you are Daniel, one of your classmates is not going to the world Park with you, so you are going to introduce it to him/her. Suppose you are Linda. After you go home, your parents ask what you have seen and how do you feel. You need to tell them about your trip. Exx C1 and C2, we can use them during the reading. Vocabulary: Since the places in Beijing are too far away from us, we can ask Ss to talk about the places of interest in Nanjing first. So we can bring a map of nanjing into the class. By