典范英语3a Lesson 24 Hiccups教参

《典范英语》（4a-L2）The Wedding一、教学目标1.语言能力目标：学生能够听懂故事录音；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；能够理解故事情节；学会一些亲属关系称谓的英文表达；能根据提示复述主要故事情节。

2.非语言能力目标：了解一些西方的婚礼习俗；体会故事人物对婚礼的不同认识，尤其是Wilf的心理变化。

二、教学用具多媒体设备、CD机、课件（课题组提供）。

三、课堂教学基本步骤1.导入（Lead-in）：讨论故事主题，了解和婚礼相关的背景知识通过展示婚礼图片和讨论相关问题，让学生了解和婚礼相关的背景知识。

（1）教师展示婚礼图片，并与学生互动：Last Sunday, I attended my friend’s wedding. Look at this picture.（展示一张婚礼图片）This is the bride.（指向新娘）This is the groom.（指向新郎）This is the bridesmaid.（指向伴娘）This is the pageboy.（指向伴童）What can you see at the wedding?（请学生看图回答）Have you ever attended a wedding?Do you like weddings? Why or why not?Do you want to be a bridesmaid or a pageboy?（2）学生回答之后，自然进入故事情境：Wilf and Wilma’s aunt Jo was getting married.Wilma was happy to be the bridesmaid. How about Wilf? Did he want to be the pageboy?Let’slearn the storyThe Wedding.2.Pre-reading: Explain some difficult words and phrases.3.听录音模仿（Listening and Imitating）：听懂录音并模仿出标准的语音语调听录音模仿时，录音是什么音什么调，就让学生模仿成什么音什么调，注意模仿出不同的人说话时的不同语气，尤其要注意Wilf的语气变化。

3年级上Unit 7 L24 教学设计指导思想与理论依据《北京版新课改》教材是以学生的发展为宗旨,以提高学生的综合素质为目标,着重培养学生的学习兴趣,学习自信心，良好的学习习惯,有效的学习方法和自主学习能力,并在教学中逐步渗透语音教学，解决学生记、背单词的难题，同时通过听、说、读、写等语言实践活动,帮助学生获得良好的语音基础、初步的语感和用英语进行简单的日常交流的能力。

新课程标准倡导以学生为主体，关注学生的学习过程，倡导学生主动参与、乐于探究、勤于动手，培养分析问题、解决问题、交流与合作的能力；在这样教育理念的指导下，我对本节课的设计思路为：1、构建宽松的学习环境，注重三维目标的交融渗透，通过小组阅读初步培养了学生合作意识和丛文中获得数据的能力。

2、整合教学资源，根据班级中学生的特点及兴趣适当选择、改变、增加教学材料，课程内容贴近生活、贴近社会发展。

3、尊重个体差异，利用小组合作式的学习方式满足不同层次学生的不同需求，设计以学生为中心的教学活动，让不同层次的学生都乐于参与。

4、遵循任务型教学设计理念，我设计了一些贴近三年级学生心理特点的学习活动，使学生在每一个学习环节中，都是在具体的、可以实现的任务驱动下进行，使学生在学习过程中学的有情有趣，在完成任务过程中体验成功。

5、运用过程性评价方式，引导学生在学习中进行自评、互评，正确认识并培养自己的学习能力教学背景分析教学内容：我所选用的教学内容是《北京市义务教育课程改革实验教材》三年级上Unit 7 HolidaysL24一课。

该教材是依照教育部《英语课程标准》的主要精神编写的。

突出“以学生发展为本”，突出交际能力的培养，重视双向文化。

以提高学生的综合素质为目标,着重培养学生的学习兴趣,学习自信心，良好的学习习惯,有效的学习方法和自主学习能力。

本单元Unit 7主要内容是学习节日的一些相关知识，本课Lesson 24主要学习感叹句的用法,通过学习使学生能能听懂, 并模仿通过学习学生能将所学内容与生活联系起来,真正运用到生活中去。

HiccupsGroup/Guided readingIntroducing the storyHelp the children to read the title. Ask them to sound out and blend the word hiccups, h-i-cc-u-p-s in the title. Talk about the grapheme “cc”and say that this grapheme has two letters as code for a single sound. Ask them if they can find any other words in the story that have two of the same letters as code for one sound (Kipper, Lee, Biff, hopping, patting, boo).(Prediction) Ask the children: Who do you think will get hiccups?(Connecting) Talk about times the children have had hiccups.How did they try to get rid of them? Which method workedbest?Pay attention to the tricky words used in the book. Read these words for the children if necessary, to help build familiarity before they read the story independently.the he was you they my said like yourS trategy checkRemind the children to use their knowledge of phonics to sound out and blend new words.Reading the story●Ask the children to read the story aloud and help where= Language comprehension= Word recognitionnecessary. Praise and encourage them as they read.(Clarifying, Connecting) At the end of page 116-③, ask: Why is‘HIC’ in capital letters? Ensure they understand it means thatKipper’s hiccups are loud. Point to the exclamation mark andensure they understand it means that Kipper’s ‘hic’ is a surprise.Encourage the children to think about the last time they hadhiccups – were they loud? Did they take them by surprise?(Prediction) Pause at the end of page 118-⑩ and ask: What do you think Kipper will try next to get rid of his hiccups?After reading page 117-④, point to the word quick. Ask thechildren to point to the grapheme that is code for the /kw/sound “qu”. Next, ask: Which grapheme is code for the /k/sound in the word quick? (“ck”) You may want to talk aboutthe /k/ sound and the different graphemes that are code forthis sound, “c”as in cat, “k”as in key and “ck”as in duck. Observing Can the children get the main idea of the story? Can they use their phonic knowledge to decipher new words?Returning to the story(Clarifying) Re-read pages 116-① and ②, and ask the children:What do you think caused Kipper’s hiccups?(Clarifying) Talk about how Kipper tried to get rid of hishiccups. Ask the children to look back at the different thingsthe children tried (water; drinking bent over; hopping andpatting his stomach; a shock). Ask: Which method got rid ofKipper’s hiccups?(Predicting) Return to the end of the story and ask: Why doyou think Grandpa Chen got the hiccups? What do you thinkwill happen next?Independent readingObjective Explore and experiment with sounds, words and texts. Read asindependently as possible.As they read, encourage the children to sound out and blendnew words, for example w-i-th, h-i-cc-u-p-s, p-a-tt-i-ng.Support children with reading challenge words:water drink try boo Kipper Lee GrandpaIf a word is too difficult, simply read the word for them.● Remind the children that the text in speech marks shows thatcharacters are speaking. Model for the children how to read allthe speech with lots of expression and encourage them to dothe same.Observing Did the children read independently with emotion and confidence?Speaking, listening and drama activities Objectives Organise what they say; use language and actions to convey and explore situations, characters and emotions.● As a class, look at the picture on page 119-⑬. Ask the children:What does Kipper do when he is shocked? Talk about Kipper’sreaction (he jumps) and the expression on his face.● Ask the children to act out being shocked. Ensure they focuson how their facial expression changes and how their bodyresponds to an imaginary shock.● Divide the class into groups of five and tell them to act out theend of the story from page 119-⑪ onwards, when the childrendecide to give Kipper a shock to cure his hiccups. Remind thechildren playing the roles of Kipper and Grandpa Chen thatthey must act as if they have been taken by surprise andpretend to be shocked.● Encourage all the children to focus on using facial expressionsand putting lots of expression in their speech. For example,how quietly can the children say Shhh and still be heard? Howloudly can they say Boo to surprise Kipper and Grandpa Chen?Writing activitiesObjectives To write captions for pictures and drawings; to apply knowledge of letter/sound correspondence in writings;attempt writing for various purposes; using features ofdifferent forms such as instruction.● Provide the children with paper and a variety of pens, crayonsand coloured pencils. Ask the children to draw themselves withhiccups and to add HIC! in the picture.● As a class write a list of ways in which you can try and get rid ofhiccups. Choose one of the methods suggested and ask thechildren to think about what instructions they would need togive to Kipper to help him try to get rid of his hiccups.● Scribe the list of instructions on the board. Where appropriate,encourage the children to use their phonics skills to help youto spell words. Encourage the children to tell you which soundstarts each word.Cross-curricular suggestionScience – Talk about where your tum (stomach) is and why youneed a stomach. Discuss how we need our stomach so that wecan have food and water, and how we need food and water tostay alive.。

Lesson 16 Red Noses ○1Mum has a posh dress on.○2She was going out.Dad has lots of jobs to do.○3Mum went off.○4Chip got the paints out.○5The red paint pot fell over.○6Red paint ran on to Floppy.○7“Floppy has a red nose”,said chip.○8Dad put a dab of red paint on Chip’snose.○9“Kipper has a red nose”said dad.○10Dad went to dab paint on Biff’snose.○11“Oh no! You will not get me”,said Biff.○12Dad ran to get her.Dad ran and ran.○13“Iwill get you”,said dad.○14Oh, no! Splat!○15Mum had a red nose. Dad had a red face.Lesson 17 The Ball Pit○1Kipper and Anna went in the ball pit.○2“Iam a batman,”said Kipper.○3He fell into the ball pit.○4Then Anna fell into the pit.○5But her glasses fell off.○6“Oh, no!,”said Anna,“my glasses!”“I can not find them,”said Kipper.○7Anna was upset.“Get out of the ball pit,”said Kipper.○8They all got out.○9“I can not find them,”said the man.○10“We must get the balls out,”the man said.○11They put the balls in a big net.○12“Hooray! My glasses!”said Anna.“A lot of things in the ball pit”said Kipper.○13“A lot of odd things,”said Anna.Lesson 18 Out!“Chip can go, ”said Wilma.Chip went, but his foot was out.“Chip is out, ”said Biff,＂“H is foot went out.”“It did not,”said Chip.“Yes, it did, ”said Biff.Biff and Chip fell out.Wilf ran to get Mrs. May.“We can not see the grid ”,said Wilma.“I see,”said Mrs. May.Mrs. May painted the grid, “You can paint it, ”she said.Wilf put in the sun. Biff painted a cat. Chip put in a dog. Wilma painted a bug. The grid was painted.Mrs. May had a go.“ Mrs.May’sfoot went out ，said Biff.“ Badluck,”said Wilma.Lesson 21 The New Gingerbread ManLee and Lin made a gingerbread man.“Put him in the oven,”said Lee.Lin got a book. “It is about a gingerbread man,”said Lee.“He is running off,”said Lin,“Run, run, get him.”“Let’scheck the oven,”said Grandpa Chen. He got the gingerbread man.“ Heis hot,”said Grandpa,“Iwill put him on the rack”.“Will he run off?”said Lin.The gingerbread man did not run off. But Button jumped up.Then Button ran off.“ Run, run”said Lee.“ Gethim”said Lin.Lee and Lin made a new gingerbread man.Lesson 22 A Big Bunch of FlowersDad got flowers for mum. He had a big bunch.“Flowers for mum,”he said. He put the flowers on the back.The flowers fell off. Oh, no. Dad was upset. He has lost the flowers. Wilma saw the flowers. “Lost flowers”said her mum.She put them on a bin.Dad was in a rush. He went back to the flower shop.He got a big bunch of flowers.Dad saw his lost flowers.“ Well, well,”he said.“Flowers for mum,”said Dad.“Make them up,”said Chip.“ Thenit will be a big bunch.”“It’s an abnoral bunch,”said mum ,”Thank you!”Lesson 23 Catch it!○1It was fun on the beach.○2Wilma had a ball. Dad put up a net.○3“This is fun”said Chip. Floppy ran to get the ball.○4“No, Floppy,”said mum,“it will pop if you get it.”○5There was a big gust of wind.○6It took the ball off.“Catch it!”said Dad. Dad ran to get it ,but it went into the sea.○7“We can not get it”said Dad.○8 A man on a jet ski got the ball.○9“Can you catch it?”said the man.“Yes, I can catch it,”said Dad,“Thank you!”○10Dad did not get the ball. Oh, no! Floppy did.○11”It is a Floppy’sball”said Wilma.Lesson 24 Hiccups1．Kipper was having fun with Lee.2．They had a drink.3．"HIC!" said Kipper. He had hiccups.4．"Quick! Get a cup of water," said Lee.5．"Did that get rid of the hiccups?" said Lee.6．"HIC!" said Kipper. "HIC!"7．"Drink it like this," said Biff.8．"Did that get rid of them?" said Biff. "HIC!" said Kipper."Try hopping and patting your tum!" said Chip. 9．"Has that got rid of them?" said Chip.10． "HIC!" said Kipper.11．"A shock will get rid of it," said Biff.12． "Shhh..." said Biff. Then...13． "Boom!"14． "You did it!" said Kipper. " You got rid of my hiccups!" 15． "HIC!" said Grandpa Chen."HIC!"Lesson 25 Floppy and the Puppets1.The children had some puppets.2."This puppet is Dad," said Biff."And this puppet is Mum.""This is the dog," said Kipper.3.Floppy was not happy. He did not like the puppets.4.Floppy barked and barked.5."The puppets upset him," said Mum.6.Floppy got into his basket. He fell asleep and had a dream.7.Oh no! Mum and Dad were puppets. So were the children8.The Biff puppet gave Floppy bits of wood to eat.9.Then the children played with the dog puppet.10.F loppy was not happy.11.F loppy sat up. It had been a bad dream.12.Floppy was happy to wake up.Lesson 26 Monkeys on the Cars1.Mum and Dad took the children to the safari park.2.“ Stop in the car,” saidthe man . "Or a lion will get you ," saidDad.3.They saw the zebras. "A zebra crossing ," said Biff.4.They saw the elephants. "Look at the baby elephant," saidKipper.5.They saw the lions. "I can see lion cub," said Chip.6. The monkeys jumped on the car. They pulled at the wipers.7.The monkeys pulled and pulled.8.They pulled the wipers off. "Oh no," said Dad9."You bad monkeys !" said Biff.10."I see you had monkeys on the car," said the man.11. "Yes! And monkeys in the car ," said Dad.Lesson 27 Dragons1.The children went to the woods with Mrs may.2."You can make wigwams," said Mrs May. The children wentto get sticks.3."Look at that!" said Biff. "It;s a dragon!" said Wilf.4."Did you see the green dragon?" said Biff. " Don't besilly!" said Chip.5."Look," said Wilf. "Did you see that?" "It's a red dragon!"said Biff.6."Did you see the dragons?" said Wilf. "Don't be silly!"said Chip7."See!" said Biff. "We did see dragons." "They are in a play. Wecan go and see it ," said Mrs May.8.So the children went to see the play. The dragons sanga song.9.Then the dragons did a jig. "The dragons are fun," saidChip.-----WORD格式 - 专业学习资料 - 可编辑Lesson 28 The Enormous Picture1.The minibus broke down.2."It will cost a lot to fix it," said Mrs May. "We need lotsof money," said Chip.3."We can paint an enormous picture," said Chip."Wecan all paint a bit," he said. "We can," said Mrs May.4.Mrs May made a copy of the picture. She cut itinto squares.5."Paint a big picture of your bit," said Mrs May.6.Biff had to paint yellow petals.7.Chip just had to paint a yellow square.8.Mrs May took all the children's squares.9.She made an enormous picture.10.People came to see the enormous picture. It made a lot ofmoney.11.The minibus was mended. "The enormous picture did agood job," said Mrs May.12. "That is not as good as our enormous picture!" said Chip.WORD格式 - 专业学习资料 - 可编辑Lesson 29 Gran and the Go-kartsGran took the children to a go-kart track."Can I have that go-kart?" said Chip."Yes. Put on this kit, "said a man.Biff, Chip and Wilf began to race. Wilf went fast. Biff and Chip went fast too. But Wilf won the race!"That was such fun!" said the children. "You can go again," said Gran, “And I will race you all.”The children went fast, Gran went fast, tooGran went faster and faster, she went passed Wilf.But Gran went too fast.Oh no!“Bad luck, Gran.”said Biff.“I will win next time”said Gran.-----WORD格式 - 专业学习资料 - 可编辑Lesson 30 Helicopter RescueThe children saw a helicopter . “It ’sa rescue helicopter , “said Chip, “You can go in and look,”said the man.The children went into the helicopter. They saw the cooper pet “W e pull people up with this winch. ,”said the man.Rescue, rescue, rescue. ”It ’sa call out, ”said the man, ”We must rescue a boat. The helicopter took off. “Look, that is the boat,”said mum.The helicopter went to the boat. It had hit a rock.The boy was hurt. They took him up on the winch.“T hat was a real rescue,“said Chip.。

《典范英语》（1a-L24）教学参考What a Mess!教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。

课题组鼓励实验教师结合学生的实际情况合适做出调整，将实验课上出特色。

一、教学目标1.语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能根据图片简单复述故事；灵活运用“…made ...”的表达方式；初步掌握字母组合“ss”的拼读规律。

2.非语言能力目标：让学生感受一家人自己动手制作各种东西的氛围；培养学生主动承担责任和爱纯洁的好习惯。

二、课时安排要求每周不少于两课时，每课时至少完成一个故事。

三、教师要求1.教师课前须熟读故事，了解故事内容。

2.对于较难的单词，教师可板书，并配合动作和表情帮助学生理解。

3.全英文授课。

四、教学用具多媒体设备、CD机、课件（课题组提供）、人物图、图片（dress, jam, scarf, lorry, birthdaycard, mess）、词卡和句卡（见检查理解环节）、字母卡（见拼读环节）。

五、课堂教学基本步骤1.导入（Lead-in）：理解故事标题通过观察图片，理解故事标题，为看图讲故事做好铺垫。

教师通过PPT展示两个房间的图片（整齐的房间和脏乱的房间），与学生互动，然后自然过渡到看图将故事环节：Look at the pictures.Which room do you like? Why/Why not?Is your room a mess?What will you do if your room is a mess?One day, the family made a mess. What did they do? Let’s learn the storyWhat a Mess.2.看图讲故事（Storytelling）：理解故事情节，体会一家人的例外心情教师利用课件逐幅播放故事图片，并用丰盛的表情、生动的英文和合适的肢体语言给学生绘声绘色地讲故事，让学生观察每人亲手做了什么以及最后一幅图的杂乱场面。

教案：Unit 4 Lesson 24 The Differences一、教学目标1. 知识目标：（1）学生能够听懂、会说、会读本课的生词和句子。

（2）学生能够理解并运用所学知识描述事物的差异。

（3）学生能够通过图片和情景，推测对话发生的时间和地点。

2. 能力目标：（1）学生能够熟练运用所学生词和句型进行日常交流。

（2）学生能够在图片和情景的帮助下，正确运用一般现在时进行描述。

3. 情感目标：（1）培养学生对英语学习的兴趣和积极性。

（2）培养学生主动参与课堂活动，勇于表达自己的观点。

二、教学内容1. 单词：dad, mom, brother, sister, cat, dog, fish, bird, tiger, lion2. 句型：What's he/she/it like? He/She/It's like3. 情景：描述家庭成员的外貌和喜好。

三、教学重点与难点1. 重点：单词dad, mom, brother, sister, cat, dog, fish, bird, tiger, lion的认读和运用。

句子结构What's he/she/it like? He/She/It's like的运用。

2. 难点：正确运用一般现在时描述家庭成员的外貌和喜好。

四、教具与学具准备1. 教具：PPT、图片、单词卡片、录音机、磁带2. 学具：课本、练习本、铅笔、橡皮五、教学过程1. 热身（5分钟）（1）和学生打招呼，询问他们昨天做了什么。

（2）引导学生用一般过去时回答问题。

2. 引入（10分钟）（1）通过PPT展示本课的生词和句子。

（2）引导学生预习生词和句子，为新课的学习做准备。

3. 呈现（15分钟）（1）用PPT展示情景，让学生推测对话发生的时间和地点。

（2）播放录音，让学生听懂、会说、会读本课的生词和句子。

4. 练习（15分钟）（1）分组进行角色扮演，让学生运用所学知识进行日常交流。

《典范英语》（3a-L24）教学参考Hiccups教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。

课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。

一、教学目标1. 语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能根据故事主线复述故事；掌握字母组合“qu”和“th”的拼读规律；能简单续写故事。

2. 非语言能力目标：通过让学生观察故事中孩子们如何治好Kipper打嗝的培养学生的观察力；使学生体会Kipper打嗝时的郁闷心情和对治好打嗝的期待；学会制止打嗝的办法。

二、课时安排要求每周不少于两课时，每课时至少完成一个故事。

三、教师要求1. 教师课前须熟读故事，了解故事内容。

2. 对于较难的单词，教师可板书，并配合动作和表情帮助学生理解。

3. 全英文授课。

四、教学用具多媒体设备、CD机、课件（课题组提供）、人物图（Mum, Dad, Lee, Lin, Biff, Chip）、单词卡（drinking water, drinking bent over, hopping and patting the tum, a shock）、字母卡（th, ey, at, em, en, i, s）。

五、课堂教学基本步骤1. 导入（Lead-in）：了解hiccups产生的原因，引入故事情景通过观看视频，帮助学生了解hiccups，为看图讲故事做好铺垫。

（1）教师播放Hiccups的动画视频（见课件），并与学生互动：Who had hiccups?How did he have hiccups?Did Peppa Pig stop George’s hiccups?（2）联系生活实际，与学生互动，并自然进入故事情境：Have you had hiccups?How did you have hiccups?What did you do to stop your hiccups?One day, Kipper had hiccups. What did he do to stop the hiccups? Let’s learn the story Hiccups.2. 看图讲故事（Storytelling）：理解故事情节，观察孩子们如何治好Kipper打嗝教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，让学生观察孩子们采用了哪些办法来制止Kipper打嗝。

《典范英语》（1a-L4）教学参考Floppy Floppy教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。

课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。

一、教学目标1. 语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；初步掌握字母“o”的拼读规律。

2. 非语言能力目标：让学生体会一家人对淘气的Floppy的无奈和喜爱；培养学生观察人物表情从而判断人物情感的能力；培养学生敢读、敢表达的自信和勇气。

二、课时安排要求每周不少于两课时，每课时至少完成一个故事。

三、教师要求1.教师课前须熟读故事，了解故事内容。

2.对于较难的单词，教师可板书，并配合动作和表情帮助学生理解。

3.全英文授课。

四、教学用具多媒体设备、CD机、课件（课题组提供）、故事原图、句子卡（“Oh, Floppy!”2张；“No, Floppy!”2张；“Floppy Floppy!”1张）。

五、课堂教学基本步骤1. 导入（Lead-in）：谈论与小狗相关的话题，引入故事情景通过展示小狗图片和提出相关问题，引起学生的兴趣，为进入故事做好铺垫。

教师通过PPT展示小狗图片（见课件），提问相关问题与学生互动：Do you like dogs?Do you have a dog?What’s your dog’s name?Is your dog good?Do you remember Kipper’s dog? Floppy.Do you like Floppy?Is Floppy good? Let’s learn the new story Floppy Floppy.2. 看图讲故事（Storytelling）：理解故事情节，观察一家人在Floppy淘气时的表情教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，让学生体会淘气的Floppy在家庭聚会上捣乱的情景。

Lesson 24: Unit ReviewTeaching Content:Mastery words and expressions from Lesson17 to Lesson23.Oral words and expressions from Lesson17 to Lesson23.Teaching Aims:1. Know about the differences between Chinese and western customs and culture.2. Cultivate the students’ learning abilities and cooperation spirit.Teaching Important Points:1. Apologies.2. Similarities and differences.3. The past future tense.Teaching Difficult Points:The past future tense.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesTeaching Procedure:Step1. Show some pictures about different table manners to the students. Encourage the students to act out a dialogue to show the differences. Give them five minutes. Let the students act in front of the class.Step2. Ask the students to talk about the different customs and culture between China and western countries. Show some pictures to remind the students. They can show them in all kinds of styles. They can make a dialogue or write a passage.Step3. Finish the exercises in class in oral. Write some problems down on the blackboard. Discuss in the class. Then choose the correct answer.Step4. Come to “Grammar in Use”.Let the students make more sentences with the past future tense. It is often used in the object clause, when the subject is past tense, the object clause is often used the past future tense. Encourage them to give more examples to practice it.Step5. Come to “Speaking the Language”.Ask volunteers to act the dialogue out in front of the class. Encourage the students to make other dialogues and act them out.Step6. Come to “Written work”.Let the students write it as homework if we can’t finish it in class. It’s practice of the main ideas of this unit. It can also build the students’ vocabulary.Step7. Homework1. Finish off the exercises in activity book.2. Go on the next reading in the student book.Summary:The students practice their reading, speaking and written English in this text. It is used to build the students’ vocabulary. The teacher must make full use of this part. At the same time, encourage them to remind the main ideas of this unit. Give them more time to use what we learn in this unit.。