Vocabulary of Unit 4 (period 4 )（精选2篇）
Vocabulary of Unit 4 (period 4 ) 第1篇
vocabulary of unit 4 (period 4 )
teaching content: vocabulary of unit 4 ( f w e 7a
teaching aims: 1. to recognize names of different foods
2. to use adjectives to describe different tastes
teaching difficulty: spelling of the names of the foods
teaching importance: to recognize the names of the different foods
teaching tools: foods, pictures, a piece of cloth, papers
teaching procedure:
i. greetings and giving the aims of this lesson.
t: hello, boys and girls. today we are going to recognize different food and their tastes.
ii. pre-task activity
1.t: boys and girls, look at my desk. i bring some kinds of food here today. let’s see who has the best memory. i’ll give you two minutes to look through the food. then, i’ll cover the food. who says the most names of the food, who’ll be the winner. and i’ll give him or her the food as a prize.
(use some foods to make the students interested and excited.)
2.t: now, boys and girls, look at these pictures. there are many kinds of food on the pictures. let’s see what are their names. now, follow me.
(display the pictures of food with the words underneath them in large and clear letters. use them to teach the new words. this makes the learning interesting and easy.)
iii. task cycle
task1. rearrange the letters of some food.
boys and girls, let’s come to part a on p59. please help millie rearrange the letters to find out the names of food. after you finish the answers, please put up your hand. let me see who’ll be the first five students.
(get two students to write their answers on the blackboard and check the answers with the whole class. if your class is a stronger one you can choose other words for food and jumble the letters of each word. ask for volunteers to write some of these words on blackboard. work out the answers as a class activity.)
task 2. find how the food tastes.
wow, look at me. it’s so sour/sweet/spicy/salty.
(use some pictures of different kinds of food with strong tastes. mime the words “sour” and “spicy”. explain these meanings further with pictures.)
now, boys and girls, let’s come to part b. how well do you know the different tastes? look at the pictures, write the correct words under the pictures.
(ask students to do this task on their own. compare answers with their partner.)
task 3.list the names of food, then complete the figure.
now, look at the figure. please work in pairs, try to write down the names of food and their tastes. the more, the betteriv. post task
please tell me how many names of food do you list. the more, the better.
(students report the results to the whole class.)
well done! now, let’s see which group finds the most food. that’s the winner of this lesson.(give some food as prizes.)
v. homework
make a survey. go to the supermarket to find more food and their tastes.
Vocabulary of Unit 4 (period 4 ) 第2篇
vocabulary of unit 5 period 3
teaching aims:
in this lesson,train students’ capability of research-orientated
learning,cooperative learning and independent learning.
teaching focus:
1. asking “how” questions to find out the length of a period of time
2. asking “how” questions to find out price
3. learning how to describe places
4. learning how to get information and compare it
teaching materials:
1. student’s book 7b unit 5
2. a computer
teaching procedure:
i.pre-task
1.conduct a short play between mr. li and kitty. then ask the questions.
t: “why hasn’t mr. li decided?”
s: “maybe he wants to know the price and the length of time.”
(aim: present the structures.students find mr. li hasn’t decided whether
to go to beijing.then according to their experience of traveling , they
can use the structures “how long does it take…”and“how much does it cost?”
to ask for the length of a period of time and price.)
2. have a competition
they ask and answer the questions . the one gets the nearest answer, his
or her group will win.
(aim: to consolidate the structures by guessing the price and time . )
3. learn the text
(1)talk about how to get information.
s : “from books,magazines,newspapers,other people,computers etc.”
(2) let students read the first part of the text after the tape.
(3) let students make dialogues to complete the second part of the text .
( aim: to practise the capability of cooperation. )
ii. while-task
1. have students talk about the scenes in beijing by using the key words.
( aim: to learn how to describe places and to pave for further exercise) .
2. have students introduce some new travel routes .
they should search for information before class by themselves.then one
acts as an agent, others
ask for information about traveling .
( aim: first it can practise the capability of independent learning and
research oriented learning. second by asking and answering,students
consolidate their knowledge and spread the limits of knowledge. it also
trains their capability of cooperation learning. )
iii. post-task
1. have a discussion.
and tell “ where would you like to visit and why ?”
(aim: to compare information and make conclusions.)
2. let students design holiday plans.
(aim: to practise the capability of writing.)
a holiday plan i will go to ______by ________ . it costs me _______ yuan .
i will set off on _______ and come back on________ .(date) i will visit
______,_______,…. and ________ .
3. express their feeling after traveling.
t: “ there’re many beautiful places in our country. after traveling,what
do you think of our motherland?”
s: “it’s beautiful/wonderful/great.it’s becoming more and more
modern/stronger .”
(aim: to arouse students’ feeling of loving motherland.)
4. make a conclusion of this lesson.
functions: how to get information,how to compare it,how to describe
something.
iv. homework
design a tourist guide for foreigners.
(aim: to use knowledge comprehensively. to practise the capability of
independent learning and research-oriental learnin
practise of unit 5 period 4
main task
1 to describe different materials and items of clothing.
2 to make a brochure about clothes and fashion.
3 to present a brochure to the class.
background information
students will have opportunities to describe clothes and accessories. this section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.
bring in authentic brochures to show students the style of this kind of writing. talk to students about the purpose of writing a brochure. elicit from students as much information as possible :
1 who are the readers?
2 what do the readers want to know?
3 how do you make your brochure look interesting to the reader?
teaching procedures
1 before doing the task, ask students who the audience is and emphasize the context in the student’s book of creating a ‘fashion wall’.
2 enable students to describe themselves or their classmates by using the keywords above.
3 ask students to read the model article on page 102. and tell them to use the model article and complete the sentences with word from part a on page 101.
4 check the answers and encourage students to express their opinions about the model article.
5 tell students to choose one fashion item and make them aware of what kind of things . their readers might like to read about . and tell students to create their own words to write a rough draft using the given model.
6 let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .
7 make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. ask them to stick their work on the noticeboard and encourage them to read each other’s poster.
sample writing
first, i designed a cotton t-shirt. it is bright red and has a v-neck. it goes well with a pair of jeans. the jeans have wide legs. there are lots of big pockets at the front and back. i also designed a cotton shirt with long sleeves and buttons in the front.
then i designed a pair of trainers to go with the jeans and t-shirt. they are very comfortable and made of white leather. they do not have laces, so they are easy to put on. the jacket i designed is blue with white sleeves.
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