新编实用英语第一册教案

第一部分课程基本信息

第二部分教学设计

一、课程与教材分析

（一）课程分析

《大学英语》是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容；以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系，旨在培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。（二）教材分析（突出针对课程需要，合理选择教材和教参）《新编实用英语》（第五版）系列教材国家“十三五”规划教材，是严格按照国家职业教育目标和要求精心设计的立体化公共外语教材，教材内容贴合日常交际和职场需求，在主题类别、语篇类型、语言知识、文化知识等方面均与《新课标》紧密对应，历经多年教学实践，得到了广大高职高专院校师生的充分认可。

教材立足“立德树人”根本教育任务，探索外语“课程思政”建设，注重中华优秀文化的表达，助力培养德才兼备、德智体美劳全面发展的人；注重培养学生的英语学科核心素养，助力学生形成关键能力和必备品格以及形成正确的世界观、人生观和价值观，努力将大英教材的思想价值渗透作用最大化，以美育人、以德润人，以文化人，潜移默化中引导学生坚定“四个自信”，润物无声中实现“育人育才”。教材聚焦典型生活和职业场景，以富有生活化、职业性和时代性的选材，将英语技能放在职业场景中操练，注重对学生英语基本功和职业技能的全面培养，并创设“线上+ 线下”混合式外语教学生态，资源以立体化、多模态形式呈现，是比较适合我校学生实际的教材。

二、学生情况分析

（一）学生基本情况

本课程是面向我校非英语专业普通专科学生的公共必修课，所教大部分学生有较强的学习积极性、主动性和自觉性，具备比较基本的英语阅读和简单写作的能力，但是听力水平普遍较低，词汇量相对有限，在写作和翻译方面能力较为欠缺。所以在教学过程中，需要注意到学生的认知特点，激发学生的学习兴趣，以便学生更好地学习本课程。

（二）知识水平基础

需要学习本课程的学生是我校非英语专业普通专科大一新生，因刚刚完成高中或职业高中的英语学习，有一定的英语基础，学生具备较好的词汇和语法基础，能够阅读400字左右的文章，撰写80字左右的作文。本课程将采用线上+线下混合式教学模式，将英语学习与学生的日常生活密切结合起来，使学生在生动有趣的学习场景中完成本课程的学习任务，为后续《大学英语II》课程做好充分的学习准备。

（三）已有前导课程基础

在经过高中或职业高中的英语学习后，大部分学生能够掌握2000左右英文词汇，有基本的语法概念，能够进行基本的阅读和写作训练，使得学生学习本门课程有了充分的可能。

（四）学习中可能出现的问题

1. 听力理解在高考中所占分值不高，所以听力教学可能不是高中和职业高中的英语教学的重点，又由于词汇量有限，语法不够扎实，学生写作方面也充满困难。因此，在大学英语普通专科的教学中，听力和写作将会是很大的困难，学生可能不太适应全英文教学，再加上有限的词汇量也会对学生理解听力材料和写作造成很大的障碍。

2. 学生英语基础薄弱导致学习动力不足、学习兴趣缺乏，甚至信心丧失，会有破罐子破摔的消极思想。

以历年的教学经验看，上述两点，都将是本次教学中需要下大力气进行解决的普遍问题。

三、教学策略分析

（一）教学策略选择

本课程将以POA产出导向法为理论指导，在教学的过程中，教学起点就是产出任务，当学生尝试去完成产出任务后，既能意识到产出任务能促进文化素养提高、完成学业和改进未来工作的交际价值，还能认清自己的语言能力不足问题，在学习上能感觉到紧迫感。促进实现教学目标和有效学习的发生是POA体系的目标，同时英语课堂教学流程由三个阶段构成：驱动、促成及评价，在整个过程中，教师起到“中介”的作用。教师在设计课堂教学活动时应该对教学目标、学生的水平以及所期望的教学效果等这些因素进行充分考虑，引导学生主动进行批判性思考，举一反三，激发学生的学习动机，调动学习积极性。教学中，要注意培养学生的自学能力、融会贯通的能力。

（二）整体教学思路

采取线上线下混合的教学环境模式，相关的课程标准、教案库、课件库、习题库、试题库、资料库等课程基本资源发布在学校网络教学平台“英华在线”，引导学生通过SPOC线上学习相关课程内容，实现优质教学资源的校内外共享、充分发挥课程的辐射功能与带动作用。并在线上平台进行问题答疑，重点问题讨论等教学活动，实现了教学的及时辅导，及时反馈。在线下，经过老师的查缺补漏、重点突破之后，通过精心设计的课堂教学活动为载体，组织学生把在线所学到的基础知识进行巩固与灵活应用，实现更加高级的教学目标，让学生有更多的机会在认知层面参与学习。

（三）教学过程设计

按照本课程知识体系的内在逻辑顺序，本着循序渐进的原则，设计采用“线上+线下”的混合式教学模式，具体实施包含课前导学、课中督学及课后拓学三个阶段。混合式教学提供了比单一教学形式参与度更高的学习体验，能够重构教学过程和师生关系。

课前，教师利用英华在线学习平台发布单元学习通知，并推送相关学习资源，让学生预习课件、微课视频等各种资源。学生在学习中遇到的问题可以线上留言发帖，与教师和同学一起进行交流讨论。之后教师需对学生课前学习数据进行统计分析，如视频观看、练习测试等的完成情况，课中面对面教学才能

有的放矢。

课中，采取“作业分析、知识梳理、互动讨论、语言操练、成果展示”五个教学步骤解决重难点，促进学生知识的内化。课堂活动主要包括思维导图、对话创编、故事讲述、小组辩论等，让学生通过不同形式的练习提升语言运用能力、提高思维品质。

课后，学生完成老师布置的单元任务，拓展学生语言知识和技能的学习，加深对知识的整体把握和记忆。

四、教学评价设计

（一）教学评价设计原则

本课程的教学评价设计主要遵循以下几条原则：

1. “主体性”为主，“主导性”为辅；

2. “平等性”、“全体性”、“全程性”参与，“协同性”合作；

3. “个性化”考虑，“差异化”对待，“动态化”处理；

4. “多元化”设计，“多样性”手段；

5. “及时性”、“全面性”评价与反馈

（二）课前诊断性评价

课前通过与所授课班级辅导员交流，了解所授课班级同学的基本情况、学习基础和学习态度，并作为灵活、具体的教学设计的重要依据之一。

（三）课中形成性评价

本课程以学生主动学习为主，注重学生平时表现评定成绩。平时成绩在总成绩中占比15%，包括学生的出勤情况、作业完成情况和课堂回答问题情况考察。在课中，设置三次技能成绩评定，在总成绩中占比35%。三项测试分别为：课文背诵(30%)、批改网写作(40%)和课堂表演(30%)。课中所评价的平时成绩和技能测试成绩在总成绩中占比为50%，很好地体现出本课程注重形成性评价的宗旨。

（四）课后总结性评价（含课程成绩比例分配）

期末本课程将进行闭卷考试，依据学院《大学外语试卷评分标准》评定成绩，判断学生是否达到教学目的和要求，并作为学生确定后续学习活动起

点的参考甚至依据。本课程最终作业成绩评定按五五比例分配，即平时成绩占50% （以平时成绩和技能测试成绩主要依据加以综合评定），期末考试成绩占50%。成绩采用百分制。学生总成绩60（含）分以上，取得该课程的学分。

第三部分教学内容

《新编实用英语》第一册教案

《新编实用英语》第一册教案 Unit One Greeting and Introducing People Teaching Objective In "Talking Face to Face",learn how to greet people and how to make introductions. In "Being All Ears", practice listening comprehension to greet and introduce people with various relationships. In "Maintaining a Sharp Eye",master the key words and structures and learn the way foreign people greet each other, particularly the way Americans meet and greet each other, both in informal and formal situations by reading through passage I; learn and practice how to introduce oneself by reading through passage II. In "Trying Your Hand", become knowledgeable on how to write a business card and fill in a passport with one’s personal information; review the basic sentence structure. Teaching Procedures Section I Talking Face to Face1.Warm- up: Expressions of greetings and responses to greetings： a. Greetings: 1) Hi! How do you do? 2) Hello, you must be Jack from America. 3) How are you? 4) Hello. How are things with you? How are you doing? 5) How is everything? 6) You are doing all right? 7) How it goes? 8) How is life, John? 9) Excuse me. Are you Kitty? b. Responses to Greetings: 1) How do you do? 2) Fine, just fine. 3) Fine, thank you. 4) Quite well. And you? 5) The usual. How about you? 6) So-so. And what about you? 7) Nothing particular. 8) Not too bad. 9) Nice to meet you.

《新编实用英语》教案第一册Unit7

《新编实用英语》教案第一册Unit7 Unit Seven Sports and Hobbies I. Objectives: By the end of this unit, the students should be able to 1) Read and discuss the posters, notices and announcements for some activities in English, 2) Learn some expressions used in making posters and notices and write their own posters and notices. 3) Comprehend the two passages and master the useful expressions in them 4) Finish the exercises by themselves or with some help. II. Introduction Lead-in（导入）: First, the students are asked to discuss the topic―posters and notices. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows: During your studies at university or college you'll often find some posters and notices on walls, posts, or notice-boards telling you about some activities taking place. These activities can be on the subject of sports, parties, seminars or reports with place, time, and other details. In this unit you'll learn some typical notice board events. III. Teaching Procedures: Section I. Talking Face to Face Step 1. Presentation: Read the following two posters and notices. Posters and notices for Sports are commonly seen in newspapers,

新编实用英语第一册教案

第一部分课程基本信息

第二部分教学设计 一、课程与教材分析 （一）课程分析 《大学英语》是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容；以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系，旨在培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。（二）教材分析（突出针对课程需要，合理选择教材和教参）《新编实用英语》（第五版）系列教材国家“十三五”规划教材，是严格按照国家职业教育目标和要求精心设计的立体化公共外语教材，教材内容贴合日常交际和职场需求，在主题类别、语篇类型、语言知识、文化知识等方面均与《新课标》紧密对应，历经多年教学实践，得到了广大高职高专院校师生的充分认可。 教材立足“立德树人”根本教育任务，探索外语“课程思政”建设，注重中华优秀文化的表达，助力培养德才兼备、德智体美劳全面发展的人；注重培养学生的英语学科核心素养，助力学生形成关键能力和必备品格以及形成正确的世界观、人生观和价值观，努力将大英教材的思想价值渗透作用最大化，以美育人、以德润人，以文化人，潜移默化中引导学生坚定“四个自信”，润物无声中实现“育人育才”。教材聚焦典型生活和职业场景，以富有生活化、职业性和时代性的选材，将英语技能放在职业场景中操练，注重对学生英语基本功和职业技能的全面培养，并创设“线上+ 线下”混合式外语教学生态，资源以立体化、多模态形式呈现，是比较适合我校学生实际的教材。 二、学生情况分析 （一）学生基本情况

新编实用英语1教案6单元(zz)

Unit 6 Sport Events and Outdoor Activities The first period Sectio nⅠ&Ⅱ Teaching time 第1次/第13周 1.31日 1、2节/5、6节——浆24班/浆23班 1.1日 1、2节热动班 Teaching aims The students should be able to understand and design a sports event poster, and talk about and commenting on a sports events Teaching important point Improve students’ listening ability Teaching difficult point Make students talk freely with useful words and phrases Teaching methods 1. Introductive method and talking method to give students a clear picture of what they should master 2. Listening and answering activities to improve students’ listening ability 3. Pair-and group work to make every student active in class Teaching aids The radio player and the blackboard Teaching procedures Ⅰ.SectionⅠTalking Face to Face 1. Warm up questions: 1). What kind of sports do you like most, Tennis, table tennis, basketball or football? 2). Have you ever designed an English poster for any of your college sports event? 2. students read and translate the posters in this part under the supervision of the teacher. 3. Read the dialogues about the sample posters. Collect useful expressions about posters and relevent information. 1). beat vt.（接连地）打，敲；打败，击败vi.（心脏等）跳动 e.g. Waves beat the shore. Her heart was beating with joy. I’ll beat you at chess. (= defeat) = I’ll win the chess game. 2). cheer vt. & vi.（使）振奋，（使）高兴；欢呼，喝彩 e.g. We were cheered by the good news. We cheered when we came to the finish line. cheer up 振作起来 e.g. Her words cheered him up. 3). be eager to 渴望，热切于 e.g. He is eager to meet his father again. The boy was eager to join the Army. be eager for(after, about) sth. e.g. They are eager for success. 4). used to （过去）惯常

新编实用英语电子教案Unit 1

Unit One Hello, Hi（注意：标题跟着教程改）

Key and Translation SECTION I Talking Face to Face Imitating Mini-Talks 1Work in pairs. Look at the pictures and practice the following mini-talks for greeting and introducing people. Acting out the Tasks 2Work in pairs and act out the tasks by following the above mini-talks.

Key for reference: 1) Task: Meet Prof. Waters at the airport. A: How do you do, Prof. Waters. I?m your interpreter（翻译）, Li Hong B: How do you do? Li Hong. Nice to meet you. A: Welcome to China. B: Thank you for coming to meet me. 2) Task: Exchange business cards with Mr. Green. A: Pleased to meet you, Mr. Green. Here is my business card. B: Thank you. Ah, so you are Liu Ming. A: Yes, I?ll be your tour guide B: It?s nice to meet you. Here is my card. 3) Task: Introduce a foreign friend to your colleague. A: Hello, Lily. This is Mrs. Smith, our new English teacher. B: How do you do, Mrs. Smith? Welcome to our school. C: Thank you. Oh, the campus is beautiful. B: Yes. May I invite you to have a cup of tea together? 4) Task: Greet your business partner, Mr. Johnson, at a trade fair. A: Hello, Mr. Johnson. Nice to meet you again at the trade fair. B: Hi, Zhang. How are things with you? A: Fine. We have brought a new product to the fair. B: Great! I?m eager to see it. 5) Take leave and say goodbye to your hostess, Mrs. Waters. A: Hello, Mrs. Waters. We?ve got to leave now. B: Why so early? I have got some nice tea for you. A: No, thank you. It?s time we left. B: OK. Then see you tomorrow. Studying Business Cards 3Business cards are very useful for introducing people. Now let’s read them and try to use the information in the cards in introductions. 匹兹堡州立大学 社会语言学系 迈克·布林博士 校长 地址：堪萨斯州匹兹堡市北大街1701号匹兹堡州立大学 邮编：KS 66762 电话：316-231-2750 传真：316-231-2750

第一册Unit 3新编实用英语教程第4版高教社教案

Unit Three Road signs and Commuting Teaching Time: 8 periods Teaching Objectives: Ss Should Learn to Do 1. Ask where a particular place is: in a city within a building 2. Show directions 3. Talk about means of transport to take 4. Understand and write road and office signs Key Points: What You Should Know About 1. Different feelings about traveling 2. Forming of plural nouns Section ⅠTalking Face to Face Imitating Mini-Talks Speak and Recite Acting out the Tasks Speak and Perform Studying Maps Study and Imitate Following Sample Dialogues Imitate and Perform Putting Language to Use Speak and Complete Speak and Communicate SECTION IV Maintaining a Sharp Eye PASSAGE I Information Related to the Reading Passage America is a nation on wheels. Americans use their cars even for very short distances such as going to the neighborhood store to buy some groceries. The average household owns two cars, trucks or sport vehicles and one in four owns three or more. Ninety percent of Americans drive to get where they need to go, reporting an average of 87 minutes a day behind the wheel. For car commuters, it's an average of 100 minutes. Cities like Atlanta, San Bernardino and Riverside, Calif., have difficult commutes as the result of city sprawl. In Atlanta, 12.7% of commuters spend more than an hour getting to work, and in the “Inland Empire”, which includes San Bernardino and Riverside, 15% of commuters take more than an hour to get to the

新编实用英语综合教程第一册讲稿

Unit One A. Objectives Students will be able to: 1.be familiar with the English names for the college facilities and dormitory items. 2.master the techniques to give advice in English. 3.acquaint students with the knowledge of college associations. 4.write a letter of congratulation in simple words. 5.practise the intonation. B. Teaching Procedures ●Step One: Starter— Items in a student dormitory A. Ask students the following questions about the dormitory items: a)Do you live in a dormitory? How many students are there in it? b)What do you think of your dormitory? What do you have in your dormitory? c)Have you ever tried to decorate your dormitory and how? B. Have students finish the exercise: look at the pictures of the dormitory items and match them with the names. C. Check the answers with students. D. If necessary, the teacher can offer more examples of the English names for the dormitory items. ●Step Two: I’m homesick A.Ask students about the meaning of the word “homesick”. B.Have students listen to the tape or CD and fill in the blanks. C.Explain the language points, especially the sentence patterns to ask about others, such as a)How are you getting on with your work? b)How are you doing? D.Have students listen to the dialogue again and check the answers with students. 1. How are you getting on with college life, Lucy? 露西，大学生活过得怎样？ get on (with…) 进展，进行；与……和睦相处 e.g. How are you getting on with your work? 你的工作进展如何？ 2. I frequently feel very lonely. 我经常感到孤独。 *frequently ad. 经常地，频繁地 e.g. I went to visit my grandparents frequently. 以前我经常去看望祖父母。 该词由形容词frequent加副词后缀-ly构成，frequent的意思是“经常的”。 e.g. I am a frequent guest at this business hotel, so I enjoy a discounted room rate. 我是这家商务酒店的常客，所 以能够享受优惠房价。 3. Before I came I was really excited. I dreamed of living on my own. 来这里之前，我确实感到很兴奋，梦想着能 过独立的生活。 on one’s own独自 e.g. He finished the laborious task on his own. 他独自一人完成了这项费时费力的工作。 4. But now that I’m totally on my own, I feel homesick. 但是我现在独自一人，又想家了。 ☆homesick a. 思乡的，想家的 e.g. It makes me homesick to look at it. 瞧着它，我就想家了。

第一册Unit 1新编实用英语教程第4版高教社教案

Unit One Hello, Hi！ Teaching Time: 8 periods Teaching Objectives: Ss Should Learn to Do 1. Greet people and give responses: first meeting and meeting again 2. Exchange personal information: name / address / telephone number / job / study 3. Introduce people to each other 4. Meet people at the airport 5. Say goodbye to others 6. Say hello in different languages 7. Write a business card Key Points: 1. Etiquette of meeting and introducing people 2. Etiquette of exchanging business cards 3. Basic sentence structures Suggested Teaching Procedures and Class Activities SECTION I Talking Face to Face 1 Lead-in activities: Imitating Mini-Talks 1. Warm-up questions: 1) How much do you know about the way American and British people greet each other? What expressions do they often use? 2) How do we Chinese greet others? What expressions do we often use? 2. Class Activities: 1. The students read the Mini-Talks after the teacher, and then try to recite them within five minutes in pairs. 2. Ask the students to recite and perform the mini talks in class. 3. The tudents discuss in groups, summarizing the words, phrases and sentences frequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.

新编实用英语综合教程1(第四版)Unit3教案

江西外语外贸职业学院教案备课纸（2）

江西外语外贸职业学院教案备课纸（3） 主任审阅授课教师 年月日年月日

江西外语外贸职业学院教案备课纸（4） 授课内容 Unit 3 Road signs and commuting Section ⅠTalking Face to Face 1.Warm-up Questions (1)Have you ever seen any bilingual road signs (in English and Chinese)? Do you think they are helpful for foreigners to find directions when traveling in China? (2)Can you list some English words or phrases showing directions and locations? 2.Analyze the structure of the unit. Let the students know how to preview and my teaching process. 3.Explain the structure of the map. And let the students talk face to face with the information from the map. 4.Explain how to express the directions when you traveling the strange country and let the students practice the conversation follow the samples. 5.Explain the short dialogues, and then let the students practices the conversations with their partner. 6.Play the audio and let the students finish the exercises.

新编实用英语综合教程1第五版教案unit7

Unit 7: Living in the Future Part 1: Introduction 1.1 Overview of the Unit In Unit 7, we will explore the theme of "Living in the Future." This unit will focus on discussing various aspects of future life, including technological advancements, environmental issues, and societal changes. We will engage in discussions, debates, and presentations to enhance our English language skills while delving into thought-provoking topics. 1.2 Learning Objectives By the end of this unit, students should be able to: - Discuss the potential impact of technology on future living - Analyze and discuss environmental challenges and solutions - Debate societal changes and their implications - Deliver a presentation on a future-oriented topic Part 2: Vocabulary and Language Functions 2.1 Key Vocabulary This section will introduce new vocabulary related to future living, such as technological terms, environmental terms, and words related to societal changes. Students will practice using

第一册Unit 4新编实用英语教程第4版高教社教案

Unit Four Punctuality and Culture Unit Goals: What You Should Learn to Do 1. Make / keep / postpone an appointment according to a work timetable 2. Make reservations according to the timetables of flights and trains 3. Understand and make up schedules for different purposes 4. Write: a timetable a schedule What You Should Know About 1. Punctuality in social activities 2. Planning a work day / week 3. Use of verb tenses Section ⅠTalking Face to Face ImitatingMini-Talks Acting out the Tasks Studying Timetables and Schedules Following Sample Dialogues Putting Language to Use Imitating Mini-Talks 1 Work in pairs. Practice the following mini-talks about schedules and timetables. 1) Asking for an Appointment with the Manager A: I'd like to make an appointment with your manager. Do you think I could see him sometime this morning" B: Sorry, he's fully booked this morning. A: How about tomorrow morning then" B: Yes, I think tomorrow morning would be fine. 2) Asking to Meet Mr. Peterson A: Mr. Peterson, I wonder if it would be convenient to meet you today. B: Let me see. I'm free this afternoon. Is that all right for you" A: Well, I've got a meeting from 2 to 4. Are you free tomorrow morning" B: No problem. Let's make it at 10 then. 3) Asking to Change the Appointment with Dr. Johnson A: I'd like to change the appointment with Dr. Johnson from Tuesday to Thursday. B: I'm afraid he won't be available on Thursday morning. A: What time would be convenient for him" Will 2 p.m. do" B: Yes, that'll be fine.

《新编实用英语》教案第一册Unit6

Unit Six Study I. Objectives: By the end of this unit, the students should be able to 1) read, discuss and translate diplomas and degrees in English, 2) learn some expressions in talking about courses, diplomas, degrees, and certificates in relation to their education, 3) comprehend the two passages and master the useful expressions in them, and 4) finish the exercises by themselves or with some help. II. Introduction Lead-in（导入）: First, the students are asked to discuss the importance of diploma. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows: The diploma, degree, or other educational certificates are of utmost importance for those who want to seek a good job or receive a promotion. A lot of people have to study for a long time and many courses to get different degrees from the universities or colleges. In this unit you will learn how to converse about what degree you have and inquire about other people’s education. III. Teaching Procedures: Section I. Talking Face to Face Step 1. Presentation:Read the following Samples of a diploma and a degree of bachelor. Sample 1

新编实用英语综合教程1第7单元教案

新编实用英语综合教程1第7单元教案 Unit 7 (1) Celebrating Holidays and Making Friends Teaching purposes: 1. Ss learn to talk about giving and going to parties, get-togethers, reunions, etc. 2. Ss learn and practice how to discuss arrangements and preparations for social activities. 3. Ss learn how to invite and come to see exhibitions and shows. 4. Ss master the use of comparatives of adjectives and adverbs. 5. Ss should know about the way Christmas is celebrated around the world and traditional customs by which the Chinese celebrate holidays. Teaching procedures: I. Talking Face to Face II. Being All Ears III. Grammar Review IV. Assignment I. Talking Face to Face The topic area of Talking Face to Face in this unit is to inform and talk about posts for celebrating holidays. The focus of functions therefore is on the patterns that are appropriate for giving information concerning announcements and posts for different holidays, social activities and recreations. Step 1: listen to the samples on page 86 with reference to the notices on page 85 and pick up some students to act out. Step 2: Ask students to recall some patterns and expressions for talking about recreational activities. And also give them some more as references. Reference: