Module3PlansUnit2WearegoingtowalkuptheGreatWall.Step1Warmingupandleadin:Studentsactouttheirdialoguesabouttheirplansonthisweekend.设计意图：从学生对对话的表演，锻炼和培养学生说的能力。Step2Newwordsstudy:课型Readingandwriting教学目标Ability:(1).Getinformationaboutone’splansinreading.(2).Improvethestudents’readingabilitytounderstandthepassage.MoralEducation:Weshouldestablishgoodstudyplans.教学重点(1)、通过谈论学习和生活训练学生读、写能力，掌握使用简单的描述计划的句子。(2)、了解一般将来时句子基本成份教学难点(1)、一般将来时句子结构的辨析教学方法PWPCommunicative教学用具Multi-Media(orTaperecorder,OHP)教学过程TopronouncesomenewwordsandexpressionsofUnit21.Studentsreadthewordsafterthetape.2.Studentspracticepronouncingthewordsbythemselves.3.Tohelpsomestudentscorrectthepronunciationsofsomewords.设计意图：通过单词和词组的学习，为下文的短文学习作好铺垫。Step3Pre-reading:1.Studentsreadthepassagesquicklyandmatchthemwiththephotos.(Activity1)ParagraphA:Helen,NewYorkParagraphB:Lucy,NanjingParagraphC:Li,Wuhan2.StudentsmakesentencessayingwhatHelen,Liandarelookingforwardto.(Activity2)ParagraphA:Helenislookingforwardtoseeingherdaughterandgranddaughter.ParagraphB:LucyislookingforwardtogoingtoDisneyland.ParagraphC:LiislookingforwardtotheDragonBoatFestival.3.Conclusion1)WecanoftenfindoutthemainideafromthefirstsentenceofaparagraphinEnglish.2)Languagepoint:lookforwardtosth/doingsth期盼（做）某事e.g.Theyarelookingforwardtoyourcoming.设计意图：通过快速阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。Step4While-readingandpost-reading:1.Readthepassagesandmatchthequestionswiththeanswers.(Activity3)c-e-a-b-f-d2.Use“because”towritefullanswers.(Activity5)1)----WhyisHelengoingtotaketheplanetoBeijing?----HelenisgoingtotaketheplanetoBeijingbecauseherdaughterandgranddaughterlivethere.2)----WhyisLucygoingtolearnEnglish?----LucyisgoingtolearnEnglishbecauseshewantstomakesomeAmericanfriends.3)----WhyareLucyandherparentsgoingtostayinahotelinSanFrancisco?----TheyaregoingtostayinahotelinSanFranciscobecauseLucy’sparentshavesomefriendslivethere.4)----WhyareLiandhiswifegoingtolieonthebeach?----Theyaregoingtolieonthebeachbecausetheirchildrenlikeswimming.3.Languagepoint:because引导时间状语从句；不能与so同时出现在同一个句子中；回答why的提问要用becausee.gHehastostayathomebecauseit’srainingnow.=It’srainingnow,sohehastostayathome.设计意图：第二和三次阅读篇章，旨在使学生掌握篇章是的细节信息，并通过练习来检查学生对篇章的理解程度。Step5Detailexplanation:1.makefriends(withsb)（与某人）交朋友e.g.Theprofessorwantstomakefriendswiththeforeigners.2.cook(n.)厨师(v.)cooksthforsb=cooksbsth3.getto到达e.g.Heoftengetstoschoolat7:00inthemorning.Gethome/there/here4.Whynotdosth？何不干某事？（表建议）e.g.Whynotgoandaskthem?5.beout=benotathome设计意图：通过重点词组和句型的讲解使学生了解篇章内容。Step6Consolidation:Tousethewordsintheboxtoanswerthequestions(Activity4)1.HowdoyougetfromNewYorktoBeijing?Itaketheplane.2.Whatdoyoudoinaforeigncity?Idosomesightseeing.3.Whatdoyoudoonthebeach?Ienjoythesunandthesea.4.Wheredoyoustayinaforeigncity?Istayinahotel.5.Whydoyougosightseeing?BecauseIlikeforeignculture.设计意图：通过对这一活动的练习，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。Homework:Writeashortpassageaboutwhatpeopleinyourfamilyarelookingforwardtodoing?Anywhy?
