【正文】 geComponents of a lesson planbackground information Students: Lesson duration:Teaching aims 什么是五維教學(xué)目標(biāo)By the end of the lesson, students should be able to :說(shuō)talk about their opinions of feelings about military training to each otherTalk about their future plans areName different sports in englishTell each other what sports they likeAsk and answer questions about one’s jobRole play the dialogue of going shopping 理解understand a conversation about shoppingUnderstand the main idea of an article about safety寫write a list of safety rules for the school 策略u(píng)se interview strategies to find out information and take notes 情感態(tài)度價(jià)值觀present the interview results confidently to other studentsLearn to be a good listener and brave to ask questions in englishLanguage contents and skills: new vocabulary and structuresTeaching aids: blackboards、chalk、PPT、Type of the lesson: vocabulary, speaking...Stages and procedures: PPP(presentation practice production)Reading lesson: Prereading, whilereading,postreadingListening lesson: prelistening, whilelistening, postlisteningAssignmentsTeacher’s afterlesson reflectionUnit 7 grammar Deductive inductive Grammar practice: mechanical practice Communicative practiceUnit 8 teaching vocabulary Connotative: the primary meaning of a Denotative: having the power of implying or suggesting animal loyalty and friendship Collocations: a group of words in a at a picture, see a movie Synonyms: a word or expression is the same as another word or huge Antonyms: a word that expresses an opposite meaning to another word, big small Homonym上下位關(guān)系: words which can be grouped together under the same superordinate apple orange Receptive vocabulary: a word that one is able to prehend in reading and listening, but can not use it in speaking and writing Productive vocabulary: a word that one is able to prehend and use in speaking and writingDeveloping vocabulary learning strategiesReview regularly: in the classroom, students should be given opportunities to pick up new vocabulary on a variety of tasks and they need to be encouraged to revise the newly learnt vocabulary so that they are able to take ‘owership’ of these words and start using them 、Guess meaning form text: if students do not know a new word, there are enough clues in the text for them to guess the 、Organize vocabulary efficiently: if information is organized and stored in special ways, it is more likely to retained and easier to example: related information is stored together and new information is related to previously stored informationuse a dictionary: teacher can ask students to look up an unknown word in a dictionary, this strategies can act as a tool to empower the learners to bee more independent in their 9 listening prelistening: teacher helps students prepare to , setting the scene, listening for the gist, listening for specific information, summary on prelistening activities Whilelistening:let students listen to the text and help them understand and specific responses Postlistening: students integrate what they learned from the text into their existing knowledge to finish listening questionsUnit 10 teaching speaking Speaking is a skill, one can only improve speaking by speaking the teacher’s talk can be good models and useful input, it is best to keep the teacher’s talk at a minimum goal of speaking activities is to maximize students opportunity to activities:Informationgap activities: student’s have different information and they need to obtain information from each example: teacher give different cards to each students, then they are asked to get other student’s card’s information through second language and roleplays: turn the dialogues into roleplays so the students can pretend they are acting as someone using pictures： this task has a clear objective and students are able to produce a good number of sentence activities: this type of activity ask students to solve are many topics that would be interesting and relevant to the student’s the story Human scrabbl