第一篇：七年級(jí)英語(yǔ)下教案

Unit2 What time do you go to school?

一、授課題目：What time do you go to school?

二、教學(xué)目標(biāo)

1.知識(shí)目標(biāo)

（1）掌握Section A 1a~1c中出現(xiàn)的單詞和短語(yǔ)：what time, usually, get up, go to school, shower, take a shower, run, eat breakfast（2）掌握運(yùn)用重點(diǎn)句型：

What time do you usually get up? I usually get up at six oclock / six thirty.（3）時(shí)間的表達(dá)

6:00 six oclock 6:05 six o five 6:30 six thirty 2.能力目標(biāo)

能運(yùn)用英語(yǔ)正確表達(dá)時(shí)間和談?wù)撊粘Ｗ飨才牛茉?xún)問(wèn)和回答時(shí)間，能筆頭設(shè)計(jì)和表達(dá)科學(xué)合理的作息時(shí)間安排表。3.德育目標(biāo)

通過(guò)學(xué)習(xí)，使學(xué)生充分認(rèn)識(shí)時(shí)間的重要性，讓學(xué)生養(yǎng)成良好的作息習(xí)慣和培養(yǎng)學(xué)生珍惜。

三、教學(xué)重難點(diǎn)

1.詞匯

what time, usually, get up, go to school, shower, take a shower, run, eat breakfast 2.句型

What time do you usually get up? I usually get up at six oclock / six thirty.What time do they get dressed？

They always get dressed at seven twenty.What time does Rick eat breakfast? He eats breakfast at seven o’clock.When does Scott go to work? He always goes to work at seven o’clock.He’s never late.When do your friends exercise? They usually exercise on weekends.四、教具準(zhǔn)備

錄音機(jī)，時(shí)鐘，圖片（洗澡，起床，跑步，吃早餐，上學(xué)等動(dòng)作的圖片并將英語(yǔ)單詞寫(xiě)在圖片的下方）

五、教學(xué)步驟

Step I 導(dǎo)入新課

1.讓學(xué)生聽(tīng)歌曲It’s time to go to school。2.聽(tīng)完這首歌后，教師緊接著說(shuō)：“Oh.It is nine o’clock.（教師抬起手腕，做看表動(dòng)作）What time do you uaually go to school? 設(shè)計(jì)意圖：通過(guò)聽(tīng)音樂(lè)引入，創(chuàng)造輕松學(xué)習(xí)環(huán)境，提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣和熱情。

Step II 新單詞、短語(yǔ)的教授

1.教師出示一張學(xué)生上學(xué)的圖片。

T: The activity is very important for you.Look at the picture.Go to school.（讀該短語(yǔ)時(shí)放慢速度，讓學(xué)生跟教師讀幾遍，然后板書(shū)在黑板上）。

2.用同樣的方法教授其他一些短語(yǔ)（get up, take a shower, run, eat breakfast）。

3.讓學(xué)生跟教師讀短語(yǔ)→學(xué)生齊讀→自由朗讀→抽生朗讀（學(xué)生朗讀時(shí)出現(xiàn)錯(cuò)誤應(yīng)及時(shí)糾正，也可讓學(xué)生看圖片說(shuō)單詞）。

4.單詞配

設(shè)計(jì)意圖：以圖呈現(xiàn)短語(yǔ)，直觀生動(dòng)，對(duì)短語(yǔ)采用各種形式進(jìn)行反復(fù)朗讀?？刹捎脝卧~配對(duì)等活動(dòng)檢測(cè)學(xué)生掌握生詞的情況，為生詞學(xué)習(xí)作鋪墊，達(dá)到學(xué)生都學(xué)會(huì)的目的。

Step III 時(shí)間訓(xùn)練

1.教師出示一個(gè)可以轉(zhuǎn)動(dòng)時(shí)針和分針的表，一邊調(diào)整時(shí)間，一邊說(shuō)：I get up at 6:00． I take a shower at 6:05．并板書(shū)在黑板上。例如：6:00 six o’clock.2.教師領(lǐng)讀，學(xué)生齊讀。

3.T: Can you say another time? Let’s count from 0 to 60.（學(xué)生齊數(shù)數(shù)字）

4.讓學(xué)生看數(shù)字卡片識(shí)讀。

5說(shuō)出時(shí)間，讓學(xué)生用英語(yǔ)說(shuō)出時(shí)間。

6.學(xué)生自己總結(jié)時(shí)間表達(dá)方法，并利用道具說(shuō)出時(shí)間。待學(xué)生正確表達(dá)時(shí)間后，教師讓學(xué)生在練習(xí)本上畫(huà)出自己的時(shí)鐘，并標(biāo)明自己心儀的時(shí)間，然后學(xué)生進(jìn)行時(shí)間競(jìng)猜活動(dòng)。

Step IV 對(duì)話(huà)訓(xùn)練

1.繼續(xù)利用表這個(gè)道具，教師一邊調(diào)整時(shí)間，一邊說(shuō)：I get up at 6:00.等；再詢(xún)問(wèn)學(xué)生：What time do you get up? 等，引導(dǎo)學(xué)生回答，從而引出本部分的重點(diǎn)句型。學(xué)生一邊看道具，一邊認(rèn)真聽(tīng)教師的描述，然后回答教師的問(wèn)題I get up at...，從而學(xué)習(xí)本部分的重點(diǎn)句型。

What time do you usually get up? I usually get up at six o’clock.（板書(shū)）

2.學(xué)生朗讀對(duì)話(huà)。

3.讓學(xué)生根據(jù)黑板上的提示回答作息時(shí)間。

T: What time do you usually run? Ss: I usually run at six thirty.教師與學(xué)生利用黑板上的信息練習(xí)對(duì)話(huà)。

4.提供標(biāo)有活動(dòng)及時(shí)間的卡片，讓學(xué)生進(jìn)行替換操練。

根據(jù)英文寫(xiě)出相應(yīng)的時(shí)間

1．half past six 2．seven thirty 3．a(chǎn) quarter past nine 4．ten to ten 5．eleven fifty 6．ten past twelve 7．half past twelve 8．a(chǎn) quarter to two 9．three o’clock 10．four twenty—five

設(shè)計(jì)意圖：使用“What time do you usually...”句型，詢(xún)問(wèn)對(duì)方的作息時(shí)間，通過(guò)替換操練，讓學(xué)生初步掌握所學(xué)句型，知道如何作答，同時(shí)為培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言能力打下良好的基礎(chǔ)。為下一步的聽(tīng)力練習(xí)與后面學(xué)習(xí)作鋪墊。

Step VII 寫(xiě)一寫(xiě)、說(shuō)一說(shuō)

1.Make a reasonable daily routine for yourself.2.Write them out.I usually get up at six o’clock.I take a shower...3.Read it in class.4.Step VIII總結(jié)

Step IX布置作業(yè)

Remember the new words, new phrases and sentences.八、板書(shū)設(shè)計(jì)

Unit 11 What time do you go to school?

Unit2 What time do you go to school? Section B

一、詞匯：afternoon, evening, homework, letter, around, start, Saturday, exercise

二、句型：When do people usually eat dinner? People usually eat dinner in the evening.When does Rick usually get up? He usually gets up at…

三、語(yǔ)法：復(fù)習(xí)what time 和when 以導(dǎo)的特殊疑問(wèn)句的構(gòu)成。

四、第一教學(xué)環(huán)節(jié)：情景創(chuàng)設(shè)，導(dǎo)入新課 教師活動(dòng) 學(xué)生活動(dòng)

1．復(fù)習(xí)、學(xué)習(xí)一些表示活動(dòng)的動(dòng)詞短語(yǔ)和時(shí)間短語(yǔ)，并引導(dǎo)學(xué)生運(yùn)用所學(xué)目標(biāo)語(yǔ)言When do you usually do homework? I usually do homework in the evening．等來(lái)詢(xún)問(wèn)和談?wù)摃r(shí)間。

2.引導(dǎo)學(xué)生將活動(dòng)與時(shí)間一一配對(duì)，完成1a部分的教學(xué)任務(wù)。復(fù)習(xí)、學(xué)習(xí)一些表示活動(dòng)的動(dòng)詞短語(yǔ)和時(shí)間短語(yǔ)，并運(yùn)用所學(xué)目標(biāo)語(yǔ)言When do you usually do homework? I usually d0 homework in the evening．等來(lái)詢(xún)問(wèn)和談?wù)摃r(shí)間。2.將活動(dòng)與時(shí)間一一配對(duì)，完成1a部分的學(xué)習(xí)任務(wù)。

五、第二教學(xué)環(huán)節(jié)：師生互動(dòng)，學(xué)習(xí)探究 教師活動(dòng) 學(xué)生活動(dòng)

l?引導(dǎo)學(xué)生進(jìn)行Pairwork活動(dòng)，就1a所學(xué)的內(nèi)容進(jìn)行問(wèn)答練習(xí)，運(yùn)用所學(xué)的目標(biāo)句型When do people usually eat dinner? People usually eat dinner in the evening．等，完成1b部分的教學(xué)任務(wù)。

2?進(jìn)行Pairwork活動(dòng)，根據(jù)2b部分的表格內(nèi)容，正確使用所學(xué)的目標(biāo)句型What time does Rick usually get up? He usually gets up at…等就磁ck的活動(dòng)和時(shí)間進(jìn)行對(duì)話(huà)練習(xí)，完成2b的學(xué)習(xí)任務(wù)。

3．閱讀3a部分的短信，根據(jù)短信內(nèi)容寫(xiě)出Jennifer在所給的時(shí)間從事的活動(dòng)，完成3a的學(xué)習(xí)任務(wù)。

4．先閱讀3b部分的短信，然后參看2b部分提供的活動(dòng)信息，選擇適當(dāng)?shù)脑~語(yǔ)填空，完成3b部分的學(xué)習(xí)任務(wù)。六．第三教學(xué)環(huán)節(jié)：合作交流，鞏固提高

感嘆句——感嘆句一般有兩種結(jié)構(gòu)：(1)What+(a／an)+形容詞+名詞(+主語(yǔ)+謂語(yǔ))!如：What a beautiful flower(it is)!(它是)一朵多美麗的花啊!What an interesting movie!多有趣的電影啊!What good musicians!多好的音樂(lè)家啊!(2)How+形容詞／副詞+主語(yǔ)+謂語(yǔ)!如：How beautiful the flower is!花多美啊!How interesting the movie is!電影多有趣啊!How good the musicians are!音樂(lè)家們多好啊!How well Bill plays the guitar!比爾的吉他彈得多好啊!練習(xí)設(shè)計(jì) 隨堂練習(xí)設(shè)計(jì)

連詞成句，注意句后的標(biāo)點(diǎn)符號(hào)

1．home／what／in／does／she／the／morning／leave／time _____________________________________________________ 2．busy，we，morning，the，in，always，are ____________________________________________________ 3.goes，mother，to, usually，at，eleven, bed，my _____________________________________________________ 4.usually／go／he／to／when／work／does _____________________________________________________ 5.practice，after，guitar，I，often，the，supper _____________________________________________________ 6．does，lunch，time，she，what, have _____________________________________________________ 7．do／about／you／to／know／morning／my／want _____________________________________________________ 8.schedule，make，shower，they，a _____________________________________________________

七、課后反思

第二篇：2022春英語(yǔ)七年級(jí)下教案

英語(yǔ)七年級(jí)下·RJ

Unit 1 Can you play the guitar?

單元總覽

單元教材分析

本單元教材以“Can you...?”為中心話(huà)題，圍繞著詢(xún)問(wèn)及描述“個(gè)人能力”進(jìn)行學(xué)習(xí)和運(yùn)用幾個(gè)常見(jiàn)的句型：Can you swim? Yes, I can.No, I can’t./ Can she speak Chinese? Yes, she can.No, she can’t./ What club do you want to join? I want to join the music club./ What can you do? I can dance.等，讓學(xué)生知道怎樣詢(xún)問(wèn)他人的個(gè)人能力及表述自己的個(gè)人能力。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的情感。Section A主要學(xué)習(xí)怎樣表達(dá)自己的特長(zhǎng)及想要加入的俱樂(lè)部。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的感情。其中俱樂(lè)部招聘海報(bào)“Students Wanted for School Show”介紹了招聘的具體要求，增加了學(xué)生的閱讀量。Section B安排了聽(tīng)、說(shuō)、讀、寫(xiě)的任務(wù)，教師在教學(xué)中應(yīng)合理應(yīng)用課本上的知識(shí)進(jìn)行解答。

課時(shí)分解

第一課時(shí) Section A(1a－2d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1.—I want to j______ the art c______.— Can you d______?

2.—I want to j______ the E______ club.— Can you s________________(說(shuō)英語(yǔ))?

3.—Do you want to join the s______ club? — Yes, I do.I ____________(擅長(zhǎng))swimming.4.—Do you want to join the s______ club? — Yes, I can____________(講故事)well.(Keys：1.join;club;draw 2.join;English;speak English 3.swimming;am good at 4.story;tell stories)

?Step 2 Leading in【情景導(dǎo)入】

Ask some students to act their personal abilities or talents included in the above chart.And T: What can he/she do?

Ss: He/She can dance.T: Can you dance?

S1: Yes, I can.S2: No, I can’t.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 1, 1a

1.Look at the picture.2.Read the expressions on the left.3.Write the correct letter [a-g] for people’s activities.Page 1, 1b

1.Ask the students to read the conversations.1.Play the tape and ask the students to listen and number the conversations.Page 1, 1c

Pairwork: According to the above conversations, ask the students to remake similar conversations with the partners.1.A: I want to join the club.B: Can you ?

A: Yes, I can./No，I cant.2.A：What club do you/does she want to join?

B：I want/She wants to join the…

?Step 4 While-task【過(guò)程任務(wù)】

Page 2, 2a

1.Look at the picture and expressions in the box.2.Play the recording for the first time.Ask students to circle the clubs they heard.Page 2, 2b

Play the recording for a second time and say:

There are two conversations.Some students are talking about their abilities, talents and clubs they want to join.Listen and fill in the blanks.?Step 5 Post-task【后續(xù)任務(wù)】

Page 2, 2c

1.Look at 2b and talk about their abilities and what clubs they want to join.T: What club does Lisa want to join?

S1: She wants to join the chess club.T: Can she play chess？

S1: No, she cant.2.The students work in pairs to practice conversations about Lisa, Bob and Mary.3.Ask some pairs to act out their conversations.Page 2, 2d

1.Look at the picture in 2d.2.Ss read the dialogue by themselves and try to find out the answers to these questions.① What club does Bob join?

② What club does Jane join?

3.Then check the answers:

① Bob joins the soccer club.② Jane joins the English and art club.4.Explain something that Ss cant understand.5.Let Ss read after the teacher or play the recording and let Ss read after the recording.6.Ss work in pairs to act out the conversation.7.Ask some pairs to act out the conversation.See which group is the best.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1.Listen to the tape twice.2.Practice the conversation on Page 2, 2d.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．can 情態(tài)動(dòng)詞，在本單元中表示“能，會(huì)”，指本身具備的一種能力，有一定的詞義，但不能單獨(dú)作謂語(yǔ)，必須與其他實(shí)義動(dòng)詞原形一起構(gòu)成謂語(yǔ)。含有情態(tài)動(dòng)詞can的各種句型結(jié)構(gòu)：

a)肯定句：主語(yǔ)＋can＋do＋其他。

如：I can play soccer.b)否定句：主語(yǔ)＋can＋not＋do＋其他。can和 not 可以縮寫(xiě)成 cant 形式。

如：I cant swim.c)一般疑問(wèn)句及回答：Can＋主語(yǔ)＋do＋其他？回答時(shí)要用yes 或no。

如：—Can you play the guitar？ —Yes，I can./No，I cant.d)特殊疑問(wèn)句及回答：特殊疑問(wèn)詞＋can＋主語(yǔ)＋do＋其他？回答要根據(jù)實(shí)際情況進(jìn)行回答。

如：—What can you do？ —I can draw pictures.2．play v.踢，彈，打。該詞與球類(lèi)、棋類(lèi)、游戲類(lèi)名詞連用時(shí)，這些名詞前不加定冠詞the；但是與樂(lè)器類(lèi)名詞連用時(shí)，樂(lè)器名詞前要加定冠詞the。

如：play basketball；play games；play the piano

3．join v．加入，著重指加入某團(tuán)體、組織或者黨派，并成為其中一員。

如：I want to join the music club.

Teaching Reflection【教學(xué)反思】

The topic of this unit is “abilities and clubs”.After learning, the students can talk about personal abilities by using can+ability.This is the first period.The teacher can use some pictures or activities to lead in the topic so that students will become interested in it.And the new words can be taught by using pictures in PPT.While listening, the students should master some strategies such as taking notes.Through practicing the conversations in pairs, their listening and speaking abilities can be improved.Also, we can ask the students to role-play their conversations to enhance their cooperation awareness.It helps them to build confidence and experience success.第二課時(shí) Section A(Grammar Focus－3c)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

Preview the words and expressions(Page 3)and fill in the blanks.根據(jù)句意及漢語(yǔ)提示完成句子。

1．Tom cant _______(寫(xiě))a story, but he can _______(說(shuō))a story.2．They want some students for the school_________(表演)．

3．Can you ________(展示給...看)your new books to us?

4．My parents want to____________(和...交談)my English teacher.5．Bill cant play basketball ______(或者)volleyball.(Keys：1.write;tell 2.show 3.show 4.talk to 5.or)

?Step 2 Leading in【情景導(dǎo)入】

T: Today I have something to tell you.There are many clubs in our school for you to join.So what can you do? Can you...? What club do you want to join？

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 3 Grammar Focus

1.Divide the class into two groups and then ask them to role-play the Grammar Focus.2.Let students try to recite it.3.Fill in the blanks without textbook.用方框中所給詞的適當(dāng)形式填空。

1)I like drawing.So I want to join the ____________．

2)—Can you ____________?

—Yes.But I cant play it very well.3)—What club do you want to______?

—The music club.I like music.4)—Can you sing or ______?

—No.But I can play the guitar.5)—______ can you do?

—I can play computer games.(Keys:1.art club 2.play chess 3.join 4.dance 5.What)

?Step 4 While-task【過(guò)程任務(wù)】

Page 3, 3a

1.Teacher makes the first one as a model:

Can Wu Jun speak English? No, he cant, but he can speak Chinese.2.Students try to make sentences using the phrases in 2~5.They can discuss with their partners.3.Then let some Ss show their answers to the class.4.Check the answers.Page 3, 3b

Tell Ss that your school is going to have a School Show next week.What can you do? You can show your talent in it.In order to let all the students know about it.We have to write a poster.Now, read the poster below and try to complete the poster with the words in the box.?Step 5 Post-task【后續(xù)任務(wù)】

Page 3 3c

Group work: What can your group do in the school show? Make a list, then report to your classmates.1.Work in group to ask and answer about what you can do? e.g.S1: What can you do, S2?

S2: I can do kong fu.S1: Great!What about you S3?

S3: I can sing very well.…

2.Then make a list together.3.Everyone in the group must write a report.Then select one student to report.e.g.In my group, Li Ming can do kong fu.Zhang Li can sing very well.Ma Shuang can dance well…

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 2nd exercise.?Step 7 Homework【家庭作業(yè)】

Recite the Grammar Focus.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．動(dòng)詞tell的用法

【觀察】

(1)I tell him to go shopping with me.(2)Bob tells me about the news.【發(fā)現(xiàn)】tell行為動(dòng)詞，意為“告訴；講述”。

其用法如下：

(1)tell sb.(not)to do sth.“告訴某人(不要)做某事”

(2)tell sb.about sth.“告訴某人某事”

(3)用于某些固定搭配，如：tell stories講故事

2．連詞or的用法

【觀察】

(1)I dont like apples or pears.(2)Which do you want，coffee or tea?

【發(fā)現(xiàn)】or作“也不”講時(shí)，通常用于________中；作“或者”講時(shí)常用于________中。

3．常用短語(yǔ)

talk to/with sb.與某人交談。

如：I am talking to/with my friend.

Teaching Reflection【教學(xué)反思】

In this lesson, the teacher-student question and answer activity is designed first.It not only allows students to review the content of the last lesson, but also guide them to further study the structure of can sentences.At the same time, students can know more about themselves and others by communicating with others.This improves students’ collective sense and helps them build confidence.In this period, the teacher should ask the students to read the content in Grammar Focus first.Then they are asked to understand what they have learned.After that, we can create some proper situations to help them make their own conversations by using the sentences patterns.It’s necessary for the students to act out the conversations.As we all know, reading aloud, understanding, summarizing and practicing are necessary process in grammar class.第三課時(shí) Section B(1a－1f)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Fill in the blanks.完成下列短語(yǔ)并根據(jù)要求改寫(xiě)句子。

1．play ________ guitar

2．________ it in English

3．________ stories(講故事)

4．She can sing and dance.(改為否定句)

She ________ ________ ________ dance.5．Li Lei can play the violin.(改為一般疑問(wèn)句)

________ Li Lei ________ the violin?

(Keys：1.the，2.say，3.tell，4.cant sing or，5.Can，play)

?Step 2 Leading in【情景導(dǎo)入】

Ask students to draw some music instruments, then let other students talk about them and write the words.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 4, 1a&1b

1.Tell the Ss that they will listen to some sounds of the instruments.Listen and number the words [1-4] in the order of the sounds you hear in 1a.2.Play the recording again and check the answers.Page 4, 1c

Pair-work: According to the conversation, ask the students to make similar conversation with the partners.Make them give presentations.S1: Can you..?

S2: Yes, I can./ No, I can’t.?Step 4 While-task【過(guò)程任務(wù)】

Page 4, 1d&1e

1.Look at the picture and expressions in the box.2.Play the recording for the first time.Ask students to circle the words and phrases they hear(1d).3.Check the answers.4.Play the recording for a second time and say:

There are four people in the conversation.The teacher is asking some students about their abilities and clubs they like.Listen and fill in the chart(1e).?Step 5 Post-task【后續(xù)任務(wù)】

Page 4, 1f

Group work:

1.Work in groups.Take turn to talk about what Bill, Cindy and Frank can and cant do.S1: Bill can play the guitar, but he cant sing.S2: Cindy can sing and play the drum, but he cant play the piano.S3: Frank can play the piano, but he cant sing or dance.S4: …

2.Teacher can walk around the classroom, and give some help to the Ss.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Finish the exercise.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

play v.踢，彈，打。該詞與球類(lèi)、棋類(lèi)、游戲類(lèi)名詞連用時(shí)，這些名詞前不加定冠詞the；但是與樂(lè)器類(lèi)名詞連用時(shí)，樂(lè)器名詞前要加定冠詞the。

如：play basketball；play games；play the piano

Teaching Reflection【教學(xué)反思】

Before listening, we can ask the students to learn the new words and phrases by themselves.As for some difficult ones, the teacher can use some pictures or create some situations to help the students master them.While listening, the teacher can get the students to pay more attention to the problems.It helps them to learn listening strategies and develop the sense of language.This is the third period.In class, the teacher should give the students opportunities to role play the conversation using the information in 1d.In this way, they can improve their speaking skills.Meanwhile, students learn how to use can sentences and play by role-playing.It helps them to build confidence and experience success.第四課時(shí) Section B(2a－3b)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1.Our school needs help to ______(教)kids on summer holiday.2.He can speak English and he can ______(也)play basketball.3.Jim can sing well and he wants to be a famous m__________.4.Can you come and join us at the party __________________(在周末)?

5.You can __________________(交許多朋友)if you join the English club.6.We need a pianist for _____________________(學(xué)校音樂(lè)節(jié)).(Keys：1.teach 2.also 3.musician 4.on the weekend 5.make many friends 6.school music festival)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：Ask the students to share the information they got from their friends.Example：I am Lisa.I can sing, but I cant sing well.I cant swim.I think it is hard.I want to join the swimming club.My friend Tom can play the guitar but he cant play it well.And he cant play chess.He wants to join the chess club.He thinks it is interesting.He wants to learn it.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 5, 2a

T: Lets meet three new friends, Peter, Alan and Ma Huan.What can they do？Now read the descriptions and underline what they can do.1.Let some Ss read aloud what Peter can do.2.Let another Ss read aloud what Cindy and Frank can do.3.Let Ss work in pairs to ask and answer about what they can do.S1: What can Peter do?

S2: He can speak English and play soccer.S2: What can Alan do?

S1: He can play ping-pong.…

?Step 4 While-task【過(guò)程任務(wù)】

Page 5, 2b

T: Now well read three ads.Whats the main idea of the each ad? Whats each ads title? Now lets read the three ads and select a title for each ad.1.Ss read carefully and try to select a title for each ad.2.Check the answers with the class.Page 5, 2c

T: Suppose Peter, Alan and Ma Huan want to help to do something after school.Which ad is right him/her? Now read the descriptions in 2a and the ads in 2b again.Select a right ad for each person.1.Ss read the descriptions in 2a and the ads in 2b again.Try to select a right ad for each person.They can talk about the answers in their groups.2.Check the answers with the class.?Step 5 Post-task【后續(xù)任務(wù)】

Page 6, 3a

T: What can you do in our English party? You can do so many different things in the English party.Here is an ad from the school magazine.Who do they want for school music festival?

Students: Musicians.Teacher: Do you know the meaning of musicians?

Ss:...Make students complete the ad with the words in the box.Page 6, 3b

Group work:

T: Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school.Then try to make a poster by yourselves.The events may be the music club, the Sports Day;the art festival and so on

1.Ss work in groups.First think of an event at the school.Then try to make the poster.2.Teacher walks around the classroom.Give any help Ss may need.3.Ask one the students in each group to read aloud their ads to their class.Let other students in other groups give some advice on the ads.4.Decide which ad is the best.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

Writing.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．too和also一般都用于肯定句，too放在句尾且通常用逗號(hào)隔開(kāi)。

2．a(chǎn)lso放在實(shí)義動(dòng)詞前，be動(dòng)詞后。

如：He runs fast，too.＝He also runs fast.Im a student，too.＝Im also a student.3．either主要用于否定句，放在句尾，通常用逗號(hào)隔開(kāi)。

如：I dont know it，either.4．be good with…對(duì)……有辦法

如：The teacher is very good with children.這位老師對(duì)孩子很有一套。

5．make friends 意為“交朋友”，這個(gè)短語(yǔ)還常與介詞with連用，make friends with …表示 “與……交朋友”。

如：I want to make friends with all the new students.6．help with…表示在某方面給予幫助，后接名詞或名詞短語(yǔ)。

如：Can you help me with my English？你能在英語(yǔ)方面幫幫我嗎？

Teaching Reflection【教學(xué)反思】

The teacher can use the question “What can you do and what can your friend do?” to lead in reading.The students may look up the new words in a dictionary and understand the meanings of the sentences in the process of reading the ads.The most important thing in this lesson is to improve their reading skills and master reading strategies.For example, let the students know that circling the key information will help them understand the core meaning of what they are reading.Besides, we need to let students learn more about club culture.In this lesson, the students should use the new items they learned to practice writing.And before writing practice, we can ask the students to finish the tasks in 3a.Then get them to write an ad using the form in 3a.Its necessary for them to present the ads they write.After that, the students will get enough oral practice.第五課時(shí) Self Check

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Get students to turn to Page102 to listen and read.2.Get them to finish the translations.英漢互譯

1．說(shuō)英語(yǔ)____________ 2.學(xué)校音樂(lè)節(jié)____________

3．彈吉他____________ 4.擊鼓____________

5．游泳俱樂(lè)部____________ 6.彈鋼琴____________

7．講故事____________ 8.下國(guó)際象棋____________

9．be good with kids____________ 10．help kids with swimming____________

(Keys：1.speak English，2.School Music Festival，3.play the guitar，4.play the drum，5.swimming club，6.play the piano，7．tell stories，8.play chess，9.對(duì)孩子們有一套，10.幫助孩子們學(xué)游泳)

?Step 2 Leading in【情景導(dǎo)入】

Ask some students to share the information they got from their friends.Example: I am Lisa.I can...I can’t...I want to join the...My friend Tom can...He can’t...He wants to join the...?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 6, Self Check 1

1.Try to add some expressions as many as possible in each box.2.Ask some students to write them down on the blackboard.?Step 4 While-task【過(guò)程任務(wù)】

Page 6, Self Check 2

Tell Ss what they should do.You can add as many words as you can to make phrases.Give Ss an example: play the drum, play the piano, play the violin, play the guitar;play chess, play volleyball…

1.Ss work in groups.Try to make as many phrases as they can.They should write down their phrases on their notebook.2.Let some Ss read their phrases.Let other students add more phrases.?Step 5 Post-task【后續(xù)任務(wù)】

Page 6, Self Check 3

T: Now you can write something you like.E.g.I can speak English.I can play chess.I can play basketball.But I cant play the piano.I cant play the violin.My sister can play the violin.She can play the guitar, too.1.Ss write about something by themselves.2.Let some Ss read their sentences to the class.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the exercise.?Step 7 Homework【家庭作業(yè)】

1.Review this unit.2.Finish the exercises.

Teaching Reflection【教學(xué)反思】

In the last period, the teacher should use the exercises in Self Check to help the students review the target language and at the same time, we must encourage them to use what they’ve learned in this unit.In order to enhance the students’ spirit of cooperation, the teacher must get them to practice conversations in pairs.Also, the teacher can ask the students to practice in groups of four.One plays the teacher and the other three play students.The teacher asks and then the students to talk about their abilities and clubs.Besides, the teacher should ask students to do some exercises to improve their learning skills.

Unit 2 What time do you go to school?

第一課時(shí) Section A(1a－2d)

單元總覽

單元教材分析

本單元教材以“What time do you...?”為中心話(huà)題，圍繞著詢(xún)問(wèn)及描述“日?；顒?dòng)”進(jìn)行學(xué)習(xí)和運(yùn)用幾個(gè)常見(jiàn)的句型：-What time do you usually get up?-I usually get up at six thirty./-What time does Rick east breakfast?-He eats breakfast at seven o’clock./-When does Scott go to work?-He always goes to work at eleven o’clock.讓學(xué)生知道怎樣詢(xún)問(wèn)他人的日?；顒?dòng)及表述自己的日常活動(dòng)。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的情感。Section A主要學(xué)習(xí)怎樣表達(dá)和交流個(gè)人的日常活動(dòng)及頻率。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能幫助學(xué)生了解并培養(yǎng)良好的作息習(xí)慣，同時(shí)也能促進(jìn)師生之間的感情。Section B安排了聽(tīng)、說(shuō)、讀、寫(xiě)的任務(wù)，其中在關(guān)于“different lifestyles”的文中，比較了一些健康和不健康的生活方式，增加了學(xué)生的閱讀量。教師在教學(xué)中應(yīng)合理應(yīng)用課本上的知識(shí)進(jìn)行解答。

課時(shí)分解

第一課時(shí) Section A(1a－2d)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．After I get up at 6：00，I brush my t_______．

2．—When do your family u______ eat dinner?

—My family eat dinner at 6:00 in the evening.3．I am the last one to take a s______．

4．The boy gets d________ by himself(他自己)after he gets up.5．Twenty and twenty is f________．

6．He usually tells us some __________(有趣的)stories.7．He _________(鍛煉)at 6：00 in the morning every day.8．I usually go to school at 7：00 a．m.，so I am _________(從不)late for school.9．She has to get up ______(早地)to take the school bus in the morning.(Keys：1.teeth 2.usually 3.shower 4.dressed 5.forty 6.funny 7.exercises 8.never 8.early)

?Step 2 Leading in【情景導(dǎo)入】

Teacher: As we all know, time is very important.And in English, there is a famous saying “An hour in the morning is worth two in the evening.” So what do you do in the morning?

Student 1: I read books.Student 2: I do morning exercise.Teacher: And what do you do in the afternoon and in the evening?

Student 1: I play basketball in the afternoon.Student 2: I do my homework in the evening.Teacher: Im very glad to hear that, and what else can we do in the day?

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 7, 1a & 1b

1.Look at the picture.Try to match these activities with the pictures.2.Play the tape and ask the students to listen and complete the task in 1b.Page 7, 1c

Pair-work: According to the following conversation, ask the students to remake similar conversation with the partners.A: What time do you usually...?

B: I usually...at...?Step 4 While-task【過(guò)程任務(wù)】

Page 8, 2a&2b

1.Look at the picture and read the article.2.Play the recording for the first time.Ask students to fill in the blanks.3.Check the answers.4.Play the recording for a second time and say:

The following conversation is between the interviewer and Jim.They are talking about Jim’s family’s shower time.Listen and complete the task.?Step 5 Post-task【后續(xù)任務(wù)】

Page 8, 2c

Role-play

1.Ask Ss to read the conversation in 2c.2.Then answer the questions below:

① Where does Scott work?

② What time is his radio show?

③ What time does he usually get up?

④ What time does he eat breakfast?

⑤ What time does he usually go to work?

Page 8,2d

1.Play the recording for the Ss to listen and repeat.2.Ss work in pairs to practice reading the conversation.Then try to act it out.3.Ask some pairs to come to the front and act out the conversation.See which group does best.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1.Listen to the tape twice.2.Practice the conversation on Page 8, 2d.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．時(shí)間的讀法

(1)鐘點(diǎn)的順讀法：

先讀小時(shí)，再讀分鐘。如需區(qū)分上下午，可在時(shí)間后加a.m.或p.m.。

如：4：30 p．m.讀作four thirty p.m.(2)鐘點(diǎn)的倒讀法：

①前半小時(shí)的讀法：分鐘數(shù)＋past＋鐘點(diǎn)數(shù)；30分鐘用half；15分鐘用a quarter。

如：8：14讀作fourteen past eight

8：30讀作half past eight

8：15讀作a quarter past eight

②后半小時(shí)的讀法：分鐘數(shù)＋to＋未來(lái)的鐘點(diǎn)數(shù)；15分鐘用a quarter。

8：46讀作fourteen to nine

8：45讀作a quarter to nine或fifteen to nine

2．never，always，usually的用法

它們通常用于be動(dòng)詞后，實(shí)義動(dòng)詞前。

如：I am never late for work.What time do you usually go to school?

He always gets up at 6:30.

Teaching Reflection【教學(xué)反思】

This unit focuses on “daily routines”.After learning, the students can talk about their daily schedule by using What time...? and Sb.do...at...In the learning process, the communication between students and teacher can improve the relationship between teacher and students.In the first class, the whole class runs through listening, speaking and reading to grasp the key information and improve their listening ability.Students are asked to imitate the listening content to carry out dialogue practice.In this way, students listening and speaking abilities are strengthened.At the same time, the teacher can use pictures to introduce the topics to arouse students’ interest.Through pair practice, students can interact with each other and improve their oral English.第二課時(shí) Section A(Grammar Focus－3c)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

Preview the words and expressions(Page 9).根據(jù)句意及漢語(yǔ)提示完成句子。

1．Jack is my ______(最好的)friend.He often helps me with my study.2．In our ______(小組)，Scott exercises every day.3．My brother usually gets up at 10：00 a．m.____________(在周末)．

4．Tony doesnt____________(吃早餐)every day.It is bad for his health(健康)．

5．My parents often____________(上班)at 8：00 a.m.every day.6．What time do you get up ____________(在上學(xué)的日子)?

(Keys: 1.best 2.group 3.on weekends 4.have/eat breakfast 5.go to work 6.on school days)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：What time do you usually…？

Student 1：I usually…at…

Teacher：What time does he/she usually…？

Student 2：He/She usually…at…

Teacher：What time do they usually…？

Student 3：They usually…at…

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 9, Grammar Focus

1.Divide the class into two groups and then ask them to role-play the Grammar Focus.2.Let students try to recite it.3.Finish the exercises.(1)—What time _____(do)they get up?

—They ___________(get up)at five oclock.(2)—What time ______(do)Tom ______(take)a shower?

—He ______(take)a shower at 7:15.(3)—What time ______(do)he go to school?

—He ______(go)to school at 7 oclock.(Keys: 1.do;get up 2.does;take;takes 3.does;goes)

?Step 4 While-task【過(guò)程任務(wù)】

Page 9, 3a

Tell Ss to write questions or answers with always, usually, or never.Page 9, 3b

T: Write something you always do, something you usually do and something you never do.1.Ss work by themselves.Try to write down their own sentences.2.Let Ss exchange their sentences with their partners.Check each others answers.3.Let some Ss read their sentences aloud to their classmates.?Step 5 Post-task【后續(xù)任務(wù)】

Page 9, 3c

Group-work: Divide the students into several groups.The teacher gives out the following chart to each group and asks them to interview their partners.After that, make them finish the chart and present it to the all(no less than three sentences).

Students’ presentation:

In our group, Li Fei usually gets up late on weekends.She gets up at...Wang Wei always goes to school early.He goes to school at...Liu Yuan sometimes exercises after school.He exercises at......?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of 2nd exercise.?Step 7 Homework【家庭作業(yè)】

Recite the Grammar Focus.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

what time 與when 的區(qū)別

when與what time都可以用來(lái)詢(xún)問(wèn)時(shí)間，相當(dāng)于漢語(yǔ)的“什么時(shí)候”，它們之間的異同點(diǎn)如下：

1．詢(xún)問(wèn)做某事的具體時(shí)間(鐘點(diǎn))時(shí)兩者可以互換。

如：你什么時(shí)候去上學(xué)？

—When/What time do you go to school?

—I go to school at seven oclock.2．詢(xún)問(wèn)鐘表所顯示的時(shí)間時(shí)，只能用what time。

如：—What time is it？(＝Whats the time？)幾點(diǎn)了？

—Its eight thirty.八點(diǎn)半。

3．詢(xún)問(wèn)事件發(fā)生的年份、月份、日期等非鐘點(diǎn)時(shí)間時(shí)，只能用when，而不能用what time。

如：—When is your birthday?

—My birthday is February 6th.—When is Teachers Day?

—Its September 10th.總結(jié)：what time“幾點(diǎn)”，準(zhǔn)確到分；when 的范圍比較大。

Classroom Evaluation Scheme 【課堂評(píng)價(jià)案】

詳見(jiàn)當(dāng)堂訓(xùn)練部分(即學(xué)生用書(shū)同步練習(xí)題)。

Teaching Reflection【教學(xué)反思】

This class starts with the topic of reality to arouse students interest.It adopts role-playing practice to make students take the initiative in learning.In addition, the combination of listening, speaking, reading and writing not only develops the students’ comprehensive ability, but also consolidates the target language.We can ask the students to use what/when questions to make sentences and frequency verbs to give answers.Also, we can get them to use phrasal verbs they learned to make conversations and give presentations.第三課時(shí) Section B(1a－1e)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Fill in the blanks.根據(jù)句意及首字母或漢語(yǔ)提示完成句子。

1.I usually eat dinner at a q______ past six in the evening.2.The room is so d______!Lets clean it now.3.My grandfather often ____________(散步)after dinner.4.My brother usually ______(跑步)in the park every morning.5.Tom, dont watch TV!Its 10:00.Its time to ____________(上床睡覺(jué)).6.They __________________(做家庭作業(yè))in the evening every day.(Keys: 1.quarter 2.dirty 3.takes a walk/goes for a walk 4.runs 5.go to bed 6.do their homework)

?Step 2 Leading in【情景導(dǎo)入】

T: There are some words and phrases on the board.Who can make sentences by using some of them? Have a try.Ask students to make sentences by using the words on the board.The sentence should include the person, activities, frequency verbs or specific time.Besides, the same sentences can’t appear twice during presentation.Examples:

Zhao Li always does her homework at six o’clock./ Zhao Li never does her homework.

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 10, 1a

T: We often do different things in different time.Let’s look at 1a and match them.Make students finish 1a.Page 10, 1b

Pair-work: According to the conversation, ask the students to remake similar conversation with the partners.Ask them to give presentation.S1: When do students usually...?

S2: Students usually...at...?Step 4 While-task【過(guò)程任務(wù)】

Page 10, 1c

1.Ask students to read the expressions in the box.2.Play the recording for the first time.Ask students to circle the activities they hear.3.Check the answers.Page 10, 1d

Play the recording for a second time and say:

The following conversation is between the interviewer and Tom.They are talking about Tom’s activities and time.Listen and complete the task.?Step 5 Post-task【后續(xù)任務(wù)】

Page 10, 1e

According to the conversation they heard in 1d, make students talk about their daily activities and time.And then ask them to give presentations.They can practice like this：

A: What does Tom usually get up?

B: He usually gets up at half past five.A: When does Tom usually...?

B: He usually...at...?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Finish the exercises.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

時(shí)間表達(dá)法：

1．整點(diǎn)時(shí)間表達(dá)法

7：00 seven oclock

12：00 ________

2．非整點(diǎn)時(shí)間表達(dá)法

(1)順讀法：“鐘點(diǎn)數(shù)＋分鐘數(shù)”譯“幾點(diǎn)幾分”。

7：10 seven ten

11：06 ________ 8：20 ________

(2)逆讀法：

a)時(shí)刻不超出三十分鐘：“分鐘數(shù)＋past＋鐘點(diǎn)數(shù)”翻譯為“幾點(diǎn)幾分”。

7：10 ten past seven 9：20 ______________

b)時(shí)刻超出三十分鐘：“分鐘數(shù)＋to＋下一個(gè)鐘點(diǎn)”翻譯為“差……分到幾點(diǎn)”。

7：48 twelve to eight 9：45 _____________

Teaching Reflection【教學(xué)反思】

Before listening, we can ask the students to learn the new words and phrases by themselves.As for some difficult ones, the teacher can use some pictures or create some situations to help the students master them.While listening, get the students to pay more attention to the problems.It helps them to learn listening strategies and develop the sense of language.This is the third period.In this class, students will be guided to practice listening and dialogue between the teacher and students.In this way, students can further use the structures they’ve learned to express activities and specific time.第四課時(shí) Section B(2a－3b)

Target Navigation 【目標(biāo)導(dǎo)航】

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1.Here are your shoes.Go and clean them ____________(快速地)!

2.The food is bad for your health, though it t__________ good.3.I e______ go shopping o______ take a walk with my friends on weekends.4.My grandparents __________________(過(guò)著健康幸福的生活).5.I have no time to __________________(做運(yùn)動(dòng))from Monday to Friday.6.I eat __________________(許多水果和蔬菜)every day.(Keys: 1.quickly 2.tastes 3.either;or 4.have a healthy and happy life 5.play sports 6.lots of fruit and vegetables)

?Step 2 Leading in【情景導(dǎo)入】

T: In our daily life, there are many good or bad activities.Here are some living habits on the board.Please circle the good habits as soon as possible.Besides, try to add more good activities as many as possible.

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 11, 2a

Brainstorm

1.Work in groups.Talk about what activities are healthy.What activities are unhealthy.2.Make a list on a piece of paper.Then report it to the class.3.Check the activities in 2a you think are healthy.?Step 4 While-task【過(guò)程任務(wù)】

Page 11, 2b

1.Present the new words on the screen and teach the new words.2.Skim the passage and circle the healthier activities.3.Teach the key and difficult points in the passage.4.Listen and follow practicing reading the passage.Page 11, 2c

T: Now we have read about two students’ lifestyle.Try to complete the chart.?Post-task【后續(xù)任務(wù)】

Page 12, 3a

1.Tell Ss this is a daily routine of a Jack.He’s a student from Australia.But theyre in wrong numbers.Can you read these sentences and make a story about Jack.2.Check the answers:(2, 3, 5, 4, 6, 7, 1, 8, 9)

Page 12, 3b

T: Now Jack wants to make friends with you.And he wants to know about your daily routine.Please write your own routine and send an email to him.1.Ss make a list first they try to write their own routine.2.Exchange their routines and check each others answers.3.Let some Ss read their routines to the class as a model..?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

Recite the passage.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．“for＋時(shí)間段”表示動(dòng)作或狀態(tài)持續(xù)的時(shí)間段，對(duì)其提問(wèn)用疑問(wèn)詞組“how long”。

如：He often watches TV ________ two hours.造句：______________________________________________________________________

2．either …or…要么……要么……；或者……或者……，在句子中連接兩個(gè)并列的成分。

如：You may ________ stay at home ________ go there with us.你要么待在家里，要么和我 們一道去。

either做形容詞時(shí)，意為“兩個(gè)中任何一個(gè)”，修飾可數(shù)名詞單數(shù)形式，其謂語(yǔ)動(dòng)詞也用單 數(shù)形式。

如：Come on Saturday or Sunday.Either day ________ OK.星期六或者星期天來(lái)吧，這兩天 哪天都行。

拓展：在連接兩個(gè)并列主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞必須在人稱(chēng)和數(shù)上與靠近的主語(yǔ)保持一致。

如：Either you or I ________ right.3．lots of許多，大量，等于a lot of，它既可以修飾可數(shù)名詞的復(fù)數(shù)形式，又可以修飾不 可數(shù)名詞。修飾可數(shù)名詞復(fù)數(shù)時(shí)，相當(dāng)于many；修飾不可數(shù)名詞時(shí)，相當(dāng)于much。

如：We eat lots of bananas.＝We eat ________ bananas.They have lots of ice－cream.＝They have ________ ice－cream.4．taste作連系動(dòng)詞，意為“嘗起來(lái)”。其后常接形容詞作表語(yǔ)，說(shuō)明主語(yǔ)所處的狀態(tài)。

如：How does it ________？它味道如何？

These oranges ________ sweet.這些橘子嘗起來(lái)很甜。

Teaching Reflection 【教學(xué)反思】

This period is a reading and writing class, which is a comprehensive application of language knowledge in this unit.This class mainly completes a series of reading comprehension tasks through students reading activities.And at the same time, they completed a ”daily routine“ writing exercise according to the guide.The key to a good reading and writing class is the good guidance from the teacher.Next, remember to teach step by step according to the requirement of textbook.It is a very good method.For the students, they always follow the instructions in the textbook to complete the task step by step.In this way, students will be able to improve their reading and writing skills little by little, so as to achieve their learning goals.第五課時(shí) Self Check

Target Navigation 【目標(biāo)導(dǎo)航】

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Get students to turn to Page102 to listen and read.2.Get them to finish C-E translations.漢譯英。

1．起床____________ 2.穿衣服____________

3．過(guò)著健康的生活____________ 4.做家庭作業(yè)____________

5．對(duì)……有益____________ 6.散步____________

7．吃早餐____________ 8.上學(xué)____________

9．去睡覺(jué)____________ 10.在周末____________

11．遲到____________ 12.淋浴____________

(Keys：1.get up，2.get dressed，3.have a healthy life，4.do ones homework，5.be good for，6.take a walk，7.have breakfast，8.go to school，9.go to bed，10.on weekends，11.be late for，12.take a shower)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：In our daily life，some of our activities are good for our health.For example，go to bed early and get up early，do sports，go for a walk after dinner and so on.But some of our activities are unhealthy.For example，eat junk food，study late in the evening and so on.Now，lets discuss it..S1: I always do sports after school.I think it’s healthy.S2: I never do sports.I...?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 12, Self Check 1

1.Please look at the words in the box below.First you should make phrases with the words in the boxes.2.Make a model for the Ss first.e.g.taste good 嘗起來(lái)味道很美

3.Ss work in groups and try to make phrases correctly.Write down their phrases on a piece of paper.4.Check the answers with the class.5.Now use the phrases to complete the sentences.6.Check the answers with the class.?Step 4while-task【過(guò)程任務(wù)】

Page 12, Self Check 2

1.Now look at the conversation below.Complete the conversations with questions and answers.Use the words in the brackets to help you.2.Ss work by themselves.Try to make questions and answers with the words in the brackets.3.Let some pairs read their conversation aloud to the class.4.Check the answers together.?Step 5 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the exercise.?Step 6 Homework【家庭作業(yè)】

1.Review this unit.2.Finish the exercises.

Teaching Reflection【教學(xué)反思】

In the last period, the teacher should use the exercises in Self Check to help the students review the target language.Through the review, let the students further master the key words and phrases, use the sentence patterns, understand the phonetic knowledge and learn the expression of time and daily work.During this process, students have learned to summarize points by themselves.

Unit 3 How do you get to school?

單元總覽

單元教材分析

本單元教材以“How do you get to...?”為中心話(huà)題，圍繞著詢(xún)問(wèn)及描述“交通工具”進(jìn)行學(xué)習(xí)和運(yùn)用幾個(gè)常見(jiàn)的句型：等，讓學(xué)生知道怎樣詢(xún)問(wèn)他人乘坐的交通工具及表述自己的出行方式。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的情感。Section A主要學(xué)習(xí)怎樣表達(dá)自己乘坐交通工具及花費(fèi)時(shí)長(zhǎng)。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的感情。Section B安排了聽(tīng)、說(shuō)、讀、寫(xiě)的任務(wù)，其中關(guān)于貧困山區(qū)學(xué)生如何上學(xué)的文章“Crossing g the River to School”介紹了山區(qū)學(xué)子上學(xué)路途的艱辛，增加了學(xué)生的閱讀量。教師在教學(xué)中應(yīng)合理應(yīng)用課本上的知識(shí)進(jìn)行解答。

課時(shí)分解

第一課時(shí) Section A(1a－2e)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1.Tom r______ his bike to school every day.2.In South Korea, most students take the s______ to school.3.It is two k_________ from my home to school

4.There are sixty m______ in an hour.5.There are two h______ desks in the classroom.6.My father gave me 50 yuan, and my mother gave me 40 yuan, so I had n______ yuan.7.How f______ is the post office from the park?

8.Jack goes to school by bike____________(每天).(Keys: 1.rides 2.subway 3.kilometers 4.minutes 5.hundred 6.ninety 7.far 8.every day)

?Step 2 Leading in【情景導(dǎo)入】

Teacher: Hello, everyone!Whats the weather like today? Its a sunny day with gentle breeze.Its comfortable.So this morning I came to school by bike.It took me nearly 50 minutes.You know I live far from school.I often take buses to come here.But it takes me more than an hour.What about you? Today, lets talk about how you go from one place to another.And we will talk about the time it takes to get to places and how far it is between two places.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 13, 1a

1．Match the words with the pictures.2．Talk about the picture with Ss using the target language.T: How does “a” get to school?

Page 13, 1b

1.Listen and write the numbers next to the correct Ss in the picture.2.Look at the picture in 1a.How do the Ss get to school?

3.Make conversations with your partner.A: How does Mary get to school?

B: She takes the subway.Page 13, 1c

Teacher: Please read the dialogue on Page13.And make your own conversations about how the people in the picture get to school with your partner.Then Ill ask some pairs act out their dialogues.Pairwork:

A: How do Bob and Mary get to school?

B: Bob takes the train and Mary takes the subway.A: How does John get to school?

B: He takes the bus.A: How do Paul and Yang Lan get to school?

B: They walk.Look, there they are walking now!

?Step 4 While-task【過(guò)程任務(wù)】

Page 14, 2a

1.Look at the expressions in the box.2.Listen and repeat.Pay attention to the pronunciation.Page 14, 2b&2c

1.Look at the information in the chart.2.Play the recording for the first time and say:

There are two conversations.Some students are talking about transportation.Listen and fill in the blanks.3.Listen again and check the answers.?Step 5 Post-task【后續(xù)任務(wù)】

Page 14, 2d

Pairwork:

Student A is Jane and Student B is Tom.Use the information in 2b tomake conversations.A: How do you get to school? B: I …

A: How long does it take …? B: It takes …

A: How far is it from … to …? B: It’s about …

Page 14, 2e

1.Make the students scan the conversation first.2.Listen to the tape and then make the students role-play the conversation in pairs.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1.Listen to the tape twice.2.Practice the conversation on Page 14, 2e.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

take 和 by 都有“乘、坐”之意。take是一個(gè)動(dòng)詞，后面接具體的交通工具，且在該交通工具前一般應(yīng)有冠詞；而 by 是一個(gè)介詞，它后面所跟的表示交通工具的名詞前一般不用冠詞等修飾語(yǔ)，“by＋交通工具”的短語(yǔ)在句中修飾動(dòng)詞等作狀語(yǔ)。

如：Mr.Green often goes to work by train./Mr.Green often takes a train to work.格林先生常乘火車(chē)去上班。

表示“乘坐交通工具”有以下幾種方法：

①“take＋the/a＋交通工具名稱(chēng)(＋to＋地點(diǎn)名詞)”意為“乘……(去某地)”。

②“動(dòng)詞walk，ride，drive，fly等＋to＋地點(diǎn)名詞”，意為“步行/騎自行車(chē)/開(kāi)車(chē)/坐飛機(jī)去某地”。

③“by＋交通工具名詞”意為“乘……”。

④“on/in＋限定詞＋交通工具名詞(單數(shù)前用a，an，the修飾)”，用以表達(dá)具體的交通方式。

Teaching Reflection【教學(xué)反思】

The topic of this unit is “transportation”.After learning, the students can talk about transportation in their daily life and master how to use and answer how-questions.In the first class, we start with the topic of how to get to… to get close to students life, and then make good use of listening and dialogue exercises to train the students ability to grasp the key information while listening.In this lesson, the teacher should get the students to understand the language points in the dialogue in the context and finally achieve the purpose of role playing the dialogue.第二課時(shí) Section A(Grammar Focus－3c)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

Preview the words and expressions(Page 15)and fill in the blanks.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1.I usually go to school b_______ bus.2.Miss Li, our English teacher, l_____five miles from our school.3.My parents often _____________(開(kāi)車(chē)上班)every day.4.He ______________(騎自行車(chē))to the bus station.5.It takes me about half an hour to ____________(步行去學(xué)校).(Keys: 1.by 2.lives 3.drives to work 4.rides his bike 5.walk to school)

?Step 2 Leading in【情景導(dǎo)入】

Teacher: How do you get to school?

Students: I usually...Teacher: How long does it take you to get from your home to school?

Students: It takes.Teacher: How far is it from your home to school?

Students: Its around...？

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 15 Grammar Focus

1.Divide the class into two groups and then ask them to role-play the Grammar Focus.2.Let students try to recite it.3.Translation

1.距離學(xué)校十公里 2.步行去學(xué)校

3.開(kāi)車(chē)去上班 4.15分鐘左右

5.多長(zhǎng)時(shí)間 6.多遠(yuǎn)

(Keys:1.Its ten kilometers from school.2.walk to school 3.drive onescar to work 4.about 15 minutes 5.how long 6.how far)

?Step 4 While-task【過(guò)程任務(wù)】

Page 15, 3a

1．Match the questions with the answers.2．Check the answers.Then practice them.3．Summarize the difference between how, how far and how long.Page 15, 3b

T: Use these words to make questions.1.Get into pairs and ask and answer the questions.2.Have Ss check their answers in groups and then present their answers to the class.?Step 5 Post-task【后續(xù)任務(wù)】

Page 15 3c

T: Get into groups and ask your classmates questions and write their names in the chart.The first student to fill in all the blanks wins.Make a report about your findings and present them to the class.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 2nd exercise.?Step 7 Homework【家庭作業(yè)】

Recite the Grammar Focus.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

How引導(dǎo)的特殊疑問(wèn)句。

how及how與一些形容詞或副詞組成的疑問(wèn)詞(詞組)，引導(dǎo)特殊疑問(wèn)句，用法十分廣泛，是學(xué)習(xí)的重點(diǎn)。

1．how用以提問(wèn)“程度，方式，狀況”等。

How are you today？意為“________”。

2．How long can you keep(借)the books from the library？how long意為“________”，以此詢(xún)問(wèn)“做某事持續(xù)了多長(zhǎng)時(shí)間”。how long還表示“多長(zhǎng)”，用以詢(xún)問(wèn)“長(zhǎng)度”。

3．how many意為“________”，用以詢(xún)問(wèn)“可數(shù)名詞的數(shù)量”。

4．how much意為“________”，用以詢(xún)問(wèn)“不可數(shù)名詞的數(shù)量”。how much還表示“________”，用以詢(xún)問(wèn)“某物多少錢(qián)”。

5．how old意為“________”，用以詢(xún)問(wèn)“某人的年齡”。

6．how about意為“……怎么樣？”與what about同義，用以詢(xún)問(wèn)對(duì)方的意見(jiàn)，多用于省略句。

7．how soon意為“多久以后”，用以詢(xún)問(wèn)“某事將在多久以后發(fā)生”，只用于將來(lái)時(shí)。

8．how far意為“多遠(yuǎn)”，用以詢(xún)問(wèn)“距離或路程”。

9．how often意為“多久一次”，詢(xún)問(wèn)事情發(fā)生的頻率，通常和“usually，often，never”連用。

Teaching Reflection【教學(xué)反思】

This is the second lesson.After learning, the students can master the key sentences and structures.In this way, they achieve learning objectives of the Section A.At the same time, students’ learning enthusiasm is improved by activities designed, so as to enter into further study step by step.Moreover, real situation cannot be ignored.For example, teachers can discuss how to go to school and how much time to spend in school according to students facts.In addition, teachers can also spend most of class time asking students to make pair-work according to the pictures to further enhance the students self-learning ability..第三課時(shí) Section B(1a－1e)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Fill in the blanks.完成下列短語(yǔ)和句子或根據(jù)要求改寫(xiě)句子。

1.He walks to the subway s_________.Then he takes the subway.2.We had a good ______________(學(xué)校旅行)last weekend.3.It is not far from the school to the bus s________.4.What do you ____________(認(rèn)為)our school?

(Keys: 1.station 2.school trip 3.stop/station 4.think of)

?Step 2 Leading in【情景導(dǎo)入】

Teacher: How does Li Lei get to school? First, he rides his bicycle to the bus station.Then he takes the early bus to school.Do you know the bus station? Its a place where buses stop.Today well study some other “stations”.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 16, 1a

1.Ask Ss to match each phrase with a picture by writing the letter of the picture in the bank in front of the correct word.One has done for students.2.Check the answers.Page 16, 1b

Pair-work:

1.First ask two students to read the dialogue to the class.Sa: How do you get to school?

Sb: Well, I ride my bike to the subway station.Then I take the subway.2.Suppose you use two kinds of transportation to get to school.Tell your partner how you get to school.3.Ss practice the conversations in pairs.4.Let some pairs to act out their conversations.?Step 4 While-task【過(guò)程任務(wù)】

Page 16, 1c

1.Ask different Ss to read each line to the class

2.Play the tape for the Ss to listen and check the things Mary wants to know.3.Get Ss finish the listening task then check the answers.Page 16, 1d

1.Listen again.How does Bob get to his grandparents home? Check 1 or 2.2.Play the tape twice for the Ss to listen and check.3.Check the answers.?Step 5 Post-task【后續(xù)任務(wù)】

Page 16, 1e

1.Let students tell how Bob gets to his grandparents’ home.2.Ask students to use the pictures in 1d.And write these sentences on the blackboard.First, he … Next, he… Then, he… Finally, …

3.Ss work with their partners.Try to say how Bob get to his grandparents home.4.Check the answers.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Finish the exercise.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．get to＋地點(diǎn)；reach及物動(dòng)詞，reach＋地點(diǎn)；arrive不及物動(dòng)詞，后常接介詞in或at，一般in后接大地方，at接小地方。

2．every day和everyday區(qū)別：

everyday作形容詞，意為“每天的；每日的”；every day名詞性短語(yǔ)，在句中做時(shí)間狀語(yǔ)，常用于一般現(xiàn)在時(shí)時(shí)態(tài)中。

3．主從復(fù)合句：

Mary wants to know where Bob lives.Mary想知道Bob住在哪里。

where Bob lives是賓語(yǔ)從句，賓語(yǔ)從句的語(yǔ)序是陳述語(yǔ)序(主＋謂＋……)。

如：Do you know which class he is in?

練習(xí)：

—Please tell me ______for the meeting yesterday.—Sorry.The traffic was bad.A．why you came late

B．why did you come late

C．when you came late

D．when did you come late

Teaching Reflection【教學(xué)反思】

This is the third period.In class, the teacher should give the students opportunities to talk about the way to some place.This kind of discussion not only stimulates students’ interest in learning, but also enhances their oral expression ability, making the class lively and interesting.It makes a good preparation for the listening training of 1c and 1d and the oral training of 1e.第四課時(shí) Section B(2a－3b)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1.He l______ for school at about 6:30 every morning.2.There is a small river b______ my school and my house.3.I am a ______to go out at midnight.4.The students in the village dream to have a b______ over the river.5.These students have to go on a ropeway to ____________(過(guò)河)to school.6.I hope their dream can____________(實(shí)現(xiàn))one day.(Keys：1.leaves 2.between 3.afraid 4.bridge 5.cross the river 6.come true)

?Step 2 Leading in【情景導(dǎo)入】

Teacher: Do you want to know how students in the village get to school? Lets discuss it.Students: On foot, ride a bike, by boat.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 17, 2a

Look at the picture and title below.Guess what the passage is about.T: I think its about how some students get to school.What do you think?

S1: I think its about how some students in the village get to school.S2: I think its about how some students in the mountain get to school.?Step 4 While-task【過(guò)程任務(wù)】

Page 17, 2b

1.Fast reading

Read the passage and find the answer to this question:

1)Whats the students and the villagers dream in this village?

2)Ss read the passage quickly and find the answer to this question:

3)Their dream is to build a bridge.2.Careful reading

Read the passage again and find the answers to the questions below:

1)How do the students in the village go to school?

2)Why do they go to school like this?

3)Does the boy like his school? Why?

4)What is the villagers dream? Do you think their dream can come true?

Page 17, 2c

1.Read the passage again and complete the sentences with the words from the passage..2.Check the answers: difficult, big, quickly, afraid, true

?Step 5 Post-task【后續(xù)任務(wù)】

Page 18, 3a

1.Read the e-mail from your pen pal Tom in the US.Fill in the blanks with the words in the box.2.Check the answers.Page 18, 3b

T: In this task, its our turn to write an e-mail to Tom and tell him how you get to school.1.First, lets look at these questions below:

(Let one student read the questions aloud.Make sure all the students know the meaning of the questions.)

2.Work in pairs ask and answer the questions.And write them down on your workbook.3.Try to write a short e-mail with the help of the sentences you wrote.4.Check the e-mails with your partners.5.Let some Ss read their e-mail to the class as a model.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

Writing.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

選擇疑問(wèn)句的結(jié)構(gòu)：疑問(wèn)句中用or 連接選擇部分構(gòu)成的疑問(wèn)句。

回答時(shí)，主要看選擇部分。

—Is he or his sister good at English?

—His sister(is)．

—Is your father a teacher or a doctor?

—(He is)A teacher.—Does Tom like Chinese or math?

—(He likes)Chinese(Both/Neither)．

回答這類(lèi)問(wèn)題不能用yes或no，而要根據(jù)具體情況選擇其一作答，可用一個(gè)句子回答，也可簡(jiǎn)答。

Teaching Reflection【教學(xué)反思】

First of all, interactions between teachers and students stimulate students interest in discussing the topic of this class.Then, through the reading training of 2b, students reading ability is cultivated.We can ask the students to complete the tasks in 2c in order to develop the students’ ability to grasp key information.This combination of teaching and practicing fully mobilizes the enthusiasm of students to participate in the class, and also helps students master knowledge points firmly.Besides, we can get the students to discuss how they get to some places.Through oral practice, the students can accumulate many useful words and sentences.It helps them to improve their writing skills.第五課時(shí) Self Check

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Get students to turn to Page103 to listen and read.2.Get them to finish the following exercise.英漢互譯

1.到達(dá)

2.多遠(yuǎn)

3.乘地鐵

4.過(guò)河

5.騎自行車(chē)

6.考慮

7.步行

8.實(shí)現(xiàn)

9..........之間

(Keys:1.get to 2.how far;3.by subway 4.cross the river 5.ride a bike 6.think of 7.walk

8.come true 9.between … and...)

?Step 2 Leading in【情景導(dǎo)入】

Ask some students to share the information they got from their friends.Example: I am Lisa.I go to school by bus.My friend Tom goes to school on foot.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 18, Self Check 1

T: Weve learned many ways of transportation.Now lets have a short review.Look at the words in the boxes below to form as many expressions as possible.1.Ss work in groups and try to write as many expressions as possible:

take a bus, by bus, take a train, by train, take a subway, by subway, ride a bike, by bike...2.Let some Ss read their answers.Let other students add more phrases.Note: by + 出行方式（不加the）;take(ride)+ a（the）出行方式

?Step 4 While-task【過(guò)程任務(wù)】

Page 18, Self Check 2

1.Look at the chart below.Write at least five questions.2.Then answer the questions with the information in the chart.Example：

—How does Tony get to school from home?

—He gets to school by bike.3.Check the answers.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the unit exercise.?Step 7 Homework【家庭作業(yè)】

1.Review this unit.2.Finish the exercises.

Teaching Reflection【教學(xué)反思】

In this lesson, the teacher can recall the words about transportation through brainstorming.It can enlarge the students’ vocabulary.Moreover, by completing the task 2 in Self Check, the students can master the structures by writing e-mails on their own.The teacher also can get the students to write a conversation using “how do you get to some places?” so that they can freely incorporate the knowledge they have learned into the use of the target language.Meanwhile, the teacher needs to educate the students to learn to be understanding.

Unit 4 Don’t eat in class.

單元總覽

單元教材分析

本單元教材以“rules ”為中心話(huà)題，圍繞著描述“班規(guī)”進(jìn)行學(xué)習(xí)和運(yùn)用幾個(gè)常見(jiàn)的句型：—Dont run in the hallways./Dont fight.—Sorry，Ms Clark.—Can we bring music players to school?—Yes，we can./No，we cant./We must be on time./We also have to be quiet in the library.等，讓學(xué)生了解身邊的規(guī)則。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的情感。Section A主要學(xué)習(xí)怎樣用英語(yǔ)表達(dá)身邊的規(guī)章及標(biāo)識(shí)。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的感情。Section B安排了聽(tīng)、說(shuō)、讀、寫(xiě)的任務(wù)，其中關(guān)于“unhappy things”的信件介紹了家庭及學(xué)校的一些規(guī)則，增加了學(xué)生的閱讀量。教師在教學(xué)中應(yīng)合理應(yīng)用課本上的知識(shí)進(jìn)行解答。

課時(shí)分解

第一課時(shí) Section A(1a－2d)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．He is(聽(tīng))the news on radio.2．We cant eat in the classroom.We should eat in the(餐廳)．

3．Tom often(和……打架)his twin brother Tim.4．The visitor will(到達(dá))our city next Monday.5．The school u are very nice.Students like to wear them.6．Please w a hat when you ride a motorbike.7．Its boring.Lets go for a walk o ．

8．It is very i for us to learn English well.9．Please be q in the library.(Keys：1.listening to 2.dining hall 3.fights with 4.arrive at 5.uniforms 6.wear 7.outside 8.important 9.quiet)

?Step 2 Leading in【情景導(dǎo)入】

1.Ask students to act some actions according to teacher’s instructions.For example:

Please stand up/ sit down.Close the door, please.Look at me and listen to me.Don’t open your books.Don’t talk.Let’s begin our class.2.The teacher writes these sentences on the board.At the same time, ask students to try to find out the features of these sentences.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 19, 1a

T：What are the students doing in the picture？Is it good to do that? What do you want to say to them?

Ask the students to read the five rules on the left..Page 19, 1b

Play the tape and ask the students to listen and write the numbers after the names.Page 19, 1c

Pair-work: Talk about the rules in 1a.A：What are the rules?

B：Well，we cant arrive late for class.We must be on time.?Step 4 While-task【過(guò)程任務(wù)】

Page 20, 2a

1.Read the sentences in 2a together.T: Now, lets listen to the recording.Check the activities Alan and Cindy talk about.2.Ss listen to the recording and check the activities they hear.3.Play the recording again for the Ss to check the answers.Page 20, 2b

1.Make Sure Ss know what they should do.2.Listen to the recording again.Pay attention to Can Alan and Cindy do these activities? 3.Circle can or cant above.4.Check the answers:

?Step 5 Post-task【后續(xù)任務(wù)】

Page 20, 2c

1.Suppose you are Alan and your partner is Cindy.Talk about the rules in 2a.2.Let some students come to the front and act out the conversations.Page 20, 2d

1．Read the conversation and find some rules in this school.2．Ss read the conversations and find the answers to this question.3．Check the answers:

(Dont be late for school.Dont bring music players to school.You always have to wear the school uniform.You have to be quiet in the library.)

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1．Listen to the tape twice.2．Practice the conversation on Page 20, 2d.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1.arrive late for school/be late for school/come to school late上學(xué)遲到

2．a(chǎn)rrive in/at＋地點(diǎn) get to＋地點(diǎn) reach＋地點(diǎn)

3．in class在課堂上 in the class在班里in the classroom在教室里

4．must“必須”(強(qiáng)調(diào)主觀意志)，沒(méi)有人稱(chēng)和數(shù)的變化，否定：mustnt“不準(zhǔn)”；have to“必須”(強(qiáng)調(diào)客觀因素)，第三人稱(chēng)用has to，否定：dont/doesnt have to。

5．wear“穿著，戴著”(強(qiáng)調(diào)狀態(tài))；put on“穿上”(強(qiáng)調(diào)瞬間動(dòng)作)。

6．listen to“聽(tīng)”(強(qiáng)調(diào)聽(tīng)的動(dòng)作)；hear“聽(tīng)見(jiàn)”(強(qiáng)調(diào)聽(tīng)的結(jié)果)；sound“聽(tīng)起來(lái)”(系動(dòng)詞，后接形容詞構(gòu)成系表結(jié)構(gòu))。

7．a(chǎn) lot of＝lots of/many/much

8．bring sth.to sb.＝bring sb.sth.帶給某人某物

9．祈使句的用法：祈使句是用來(lái)表示請(qǐng)求、命令、叮囑、邀請(qǐng)、勸告等的句子，一般以動(dòng)詞原形開(kāi)頭。

a)V型祈使句(以行為動(dòng)詞開(kāi)頭)

Listen to me，please.請(qǐng)聽(tīng)我說(shuō)。

b)B型祈使句(以Be開(kāi)頭)

Be careful！小心！

c)L型祈使句(以L(fǎng)et開(kāi)頭)

Let me help you.讓我?guī)椭恪?/p>

d)D型祈使句(以Dont＋動(dòng)詞原形開(kāi)頭)

Dont talk in class.不要在課堂上講話(huà)。

Teaching Reflection【教學(xué)反思】

The topic of this unit is talking about rules.Therefore, in the first class, it is necessary for students to brainstorm a lot of words to talk about rules.This is the first lesson of this unit.Through a lot of listening and speaking exercises, students can correctly use imperative sentences to state rules and make polite responses to others’ advice and warnings.In the teaching process, we can adopt the way of group cooperation so as to get the students to actively participate in the class.Also, we can ask the students to role-play their conversations to enhance their cooperation awareness.It helps them to build confidence and experience success.第二課時(shí) Section A(Grammar Focus－3c)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

Preview the words and expressions(Page 21)and fill in the blanks.用方框中所給詞的適當(dāng)形式填空。

1．You should ．The baby is sleeping.2．She likes on school days.3．We cant listen to music ．

4．—Can I finish my homework tomorrow?

—I am afraid not.You hand it in today.5．You cant arrive late for class.You must be ．

(Keys：1.be quiet 2.wearing a uniform 3.in a class 4.have to 5.on time)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：At the beginning of this lesson，lets make our own rules.Please take out a piece of paper and write down some school rules.Then make some new school rules or class rules.Then lets discuss our school rules.Which is good，and which we should change？You can express your feelings freely.?Step 3 Pretask【準(zhǔn)備任務(wù)】

Page 3 Grammar Focus

1．Divide the class into two groups and then ask them to role-play the Grammar Focus.2．Let students recite it.3．Ss finish off the sentences and check the answers by themselves.① 不要在樓道里跑。_______________________

② 不要打架。____________________

③ 有什么規(guī)則？ ___________________

④ 我們必須按時(shí)上課。____________________

⑤ 我們可以在教室里吃東西嗎？____________________

⑥ 不能。但我們可以在餐廳里吃東西。___________________

⑦ 我們可以在教室里帶帽子嗎？____________________

?Step 4 While-task【過(guò)程任務(wù)】

Page 21, 3a&3b

T: Look at 3a.Do you know the meaning of these pictures? Yeah, you see them in the school library.Can you write the rules for the school library?

1.Ss discuss the pictures and make some rules.2.Let some Ss read their rules aloud.3.Check the answers with the class.(Dont listen to music in the library.Dont eat or drink in the library.Dont take photos in the library.)

Page 21, 3b

T: Use the words to make questions about the rules.Then write answers according to your school.For example:

Be quiet?(she/have to/ in the library)

Does she have to be quiet in the library?

Yes, she does.1.Ss work by themselves and try to write the sentences on the workbook.2.Ss work in pairs.Ask and answer the sentences.?Step 5 Post-task【后續(xù)任務(wù)】

Page 21, 3c

T: Everybody has a dream school.Suppose youre the headmaster of the Coolest School.You can make rules for your school.Make up five cool rules for your dream school.1.Ss work in groups and discuss what rules are in their school.2.Write down their rules on the work.3.Let some Ss read their rules aloud.4.See whose school is the coolest?

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 2nd exercise.?Step 7 Homework【家庭作業(yè)】

1.Read the sentences in Grammar Focus.2.Make some rules at home.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

have to“必須、不得不”，它側(cè)重于客觀上的必要和外界的權(quán)威。

(1)結(jié)構(gòu)：主語(yǔ)＋have to＋動(dòng)詞原形＋其他(主語(yǔ)是第三人稱(chēng)單數(shù)時(shí)，用has to；句子是過(guò)去時(shí)，用had to。)

如：We have to wear sports shoes for gym class.在體育課上，我們必須穿運(yùn)動(dòng)鞋。

Tom has to practice the guitar every day.湯姆每天必須練習(xí)彈吉他。

(2)否定形式：主語(yǔ)＋dont have to do sth.＝主語(yǔ)＋needn’t do sth.常翻譯成“……沒(méi)必要做某事，不必……”(單三人稱(chēng)時(shí)，用doesnt have to；句子是過(guò)去時(shí)時(shí)，用didnt have to；neednt適合任何主語(yǔ)。)

如：Nick ________ wear a uniform.尼克不必穿制服。

We ________ do our homework at once.我們不必馬上完成作業(yè)。

I dont have to go to school today.＝I neednt go to school today.(3)疑問(wèn)句：Do(Does或Did)＋主語(yǔ)＋have to＋動(dòng)詞原形＋其他？

如：—________ you ________ stay at home on weekends？周末你必須待在家里嗎？

—Yes，I do./No，I dont.是的。/不，不必如此。.

Teaching Reflection【教學(xué)反思】

The second lesson will continue to learn the key words of and the meaning of some signs in English.In addition, students should learn and master the sentences patterns of have to, can, dont and so on.In class, let the students learn by themselves and summarize some grammar points according to the Grammar Focus.At the same time, through 3A, 3B and 3C activities, students can learn to use the target language to talk about regulations.Through group work, students ability to think is improved.When students use the imperative sentence, they need to pay more attention to the use of dont in the negative sentence and the verb after the modal verb.However, these mistakes can be avoided and overcome after much practice.第三課時(shí) Section B(1a－1d)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Fill in the blanks.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．Come back b ten oclock.Dont arrive late.2．I often help my mother(洗餐具)after dinner.3．Lucy cant(外出)with her friends on school nights．

4．Dave has to(練習(xí)吉他)every day.(Keys: 1.before 2.do the dishes 3.go out 4.practice the guitar)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：Last lesson we learned the school rules.Now work in groups of four.Three students do some activities that cant be done in class.The fourth student acts as a teacher to stop them.Then Ill ask some groups to act out in front of the class.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 22, 1a

Teacher：Look at the pictures in 1a on Page 22.Can you tell what you see in each picture?

Students：The boy is staying out on school nights.The boy is doing his homework after school.The boy is playing the guitar.The boy is watching TV after school.…

Teacher：Then could you please match the pictures with the rules?

?Step 4 While-task【過(guò)程任務(wù)】

Page 22, 1b

1.Tell Ss theyll listen to the recording about Daves house rules.Listen and put an “×” for things Dave cant do and a “√” for things he has to do.2.Play the recording for the Ss to listen and check.3.Play the recording again for the Ss to check the answers.Page 22, 1c

1.Read the phrases aloud together.2.Explain the meaning of the phrases if necessary.3.Play the recording three times for the Ss to listen and write the phrases in the chart in 1b.4.Check the answers:

?Step 5 Post-task【后續(xù)任務(wù)】

Page 22, 1d

Teacher：Now，lets talk about the rules in Daves house.Then tell me which one is the same as or different from your family rules.Group work:

1.Divide the Ss into groups.Each group has eight students.2.T: Now lets talk about Daves home rules.3.Make Students work in groups.Every student can say one rule.Then the teacher can write down what the rules are when other group members say.4.Make a list of Daves house rules.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Finish the exercise.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

practice后接名詞，代詞或V-ing形式。如：

He practices(playing)the piano every day.

Teaching Reflection【教學(xué)反思】

This is the third lesson in this unit.Through lots of listening and speaking practice, the students learned more about the topic of rules.In this lesson, students are required to understand the dialogue about talking about rules and learn to put into use in real life.During the process of teaching, teachers should enhance students learning enthusiasm by using class activities.The key point focuses on listening and speaking.The listening practice in this period is a little more difficult than before.Some of the dialogues are too longer, so the teacher needs to develop the students listening skills and offer some guidance before listening.For example, the teacher can ask some questions before the first listening.In this way, it not only can exercise the students listening and speaking ability, but also help students build confidence.第四課時(shí) Section B(2a－3c)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Teach new words with flashcards.2．Ask students to read the key words and phrases.3．Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1.In our school, we shouldnt be n or eat in class.2.Our English teacher is s with us，so we can learn well.3.We should f the rules in our school.4.I am tired，so I want to stay at home and r myself this weekend.5.You must r(記住)how to do it.6.I feel t(糟糕的)when I come back home from school at night.7.Good l to you!

(Keys：1.noisy 2.strict 3.follow 4.relax 5.remember 6.terrible 7.luck)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：I know many parents are strict with you.Maybe you have something to say to them.Write down what you want to say to them or what you want them to do for you.You can read your diary to your parents when they are free.Try to communicate with them.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 23, 2a

T: Everybody may have something unhappy.When you are unhappy who do you like to talk to?

S1: I like to talk to my aunt.S2: I like to talk to my best friend.S3: I like to talk to …

T: OK.Do you know, when Im unhappy I like to talk to Dr.Know.Shes great and he knows everything.She can give you the best advice.Now, lets work on 2a and lets meet Dr.Know.?Step 4 While-task【過(guò)程任務(wù)】

Page 23, 2b

1.Fast reading

1)T: There are many rules in Mollys home and school.She feels unhappy.Read the letter and find the answer to this question: What does Molly feel about the rules?

2)Ss read the letter and find the answer to this question.(she feels terrible.)

2.Careful reading

1)Read the letter again and underline the rules for Molly.2)Ss read the letter and try to find the rules for Molly and underline them.3)Check the answers with the class.(Let some Ss read their answers aloud.Let other Ss add some rules.)

3.Careful reading

1)Read Dr.Knows letter and answer this question:

What does she think of the school and home rules?

2)Ss read Dr Knows letter and find the answer to this question.3)Let one student read out his/her answer.(She thinks parents and schools are sometimes strict, but they make rules to help us.We have to follow them.)

Page 23, 2c

Teacher：Now，please read the letters again and complete the sentences with have to/must，can or cant.?Step 5 Post-task【后續(xù)任務(wù)】

Page 24, 3a

Teacher：Is she happy？Lets read the letter and find out the answer.After that，complete Zhao Peis letter to Dr.Know using have to/must，can or cant.Then make a list about her rules.(show the photo of Zhao Pei in 3a).Page 24, 3b

Teacher：Do you think you are happy at school or at home？What are the things you have to do or you cant do at school or at home?

Page 24, 3c

Teacher：Now，you can write a letter to Dr.Know.Tell him about all the rules in your family and how you feel about them.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

Writing.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

strict是形容詞，意為“嚴(yán)格的；嚴(yán)厲的”，通常與be動(dòng)詞連用。

be strict with sb.“對(duì)某人嚴(yán)厲”。如：

His father is strict with him.他父親對(duì)他嚴(yán)格要求。

be strict in(doing)sth.“對(duì)(做)某事要求嚴(yán)格”。如：

We should be strict in(doing)our work.對(duì)工作我們應(yīng)該嚴(yán)格要求。

Teaching Reflection【教學(xué)反思】

This lesson is a reading lesson.The key point of this lesson is to enable students to understand the passage about rules and complete the exercises.During the process of learning, students can further master and use the target language.At the same time, students should learn the method of reading-circling the key words, which is the key to cultivating students reading ability.The teacher should design the reading task well before class.Once the task is designed well, students will achieve the learning goal step by step while learning.第五課時(shí) Self Check

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Get students to turn to Page102 to listen and read.2．Get them to finish the translations.英漢互譯

1．keep my hair short____________

2．relax on weekends____________

3．learn to play the piano____________

4．read a book____________

5．have fun____________

6．在家____________

(Keys：1.留短發(fā)；2.在周末放松；3.學(xué)彈鋼琴；4.看書(shū)；5.玩得高興，過(guò)得快活；6.at home)?Step 2 Leading in【情景導(dǎo)入】

Ask some students to share the information they got from their friends.Example: I am Lisa.I can...at school I can’t...My friend Tom can...at home He can’t...at home.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 24, Self Check 1

T: Now you will read an interesting story about Timmy the Mouse.Hes a funny mouse.Do you want to know what rules he has at home? Now read this short passage and fill in the blanks with the words in the box.1.Ss read the short passage and try to fill in the blanks with the words in the box.2.Check the answers.3.Explain some sentences that Ss may have difficulty understanding them.?Step 4 While-task【過(guò)程任務(wù)】

Page 24, Self Check 2

1.Review the use of can/cant;have/must;dont have to。

2.Tell Ss they should use ”can/cant;have/must;dont have to“ to write about the rules at school.Write two sentences for each rule.3.Ss work by themselves and write the rules on the workbook.4.Let some Ss read their answers aloud.Correct any mistakes they have.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the exercise.?Step 7 Homework【家庭作業(yè)】

1．Review this unit.2．Finish the exercises.

Teaching Reflection【教學(xué)反思】

This is the summary of the unit.Imperative sentences are easier for students.In addition, considering that the students have learned the use of modal verbs in Unit 1, the teacher can lead the students to review how to use them according to the key points in this unit.At the same time, students should also master how to make rules and regulations.In the last period, the teacher should use the exercises in Self Check to help the students review the target language and at the same time, we must encourage them to use what they’ve learned in this unit.It’s necessary to assign some homework to the students after class.It helps them consolidate the target language.Unit 5 Why do you like pandas?

第一課時(shí) Section A(1a－2d)

單元總覽

單元教材分析

本單元教材以“Why do you like...?”為中心話(huà)題，圍繞著詢(xún)問(wèn)及描述“animals”進(jìn)行學(xué)習(xí)和運(yùn)用幾個(gè)常見(jiàn)的句型：.—What animals do you like？—I like koalas./—Why do you like koalas？—Because theyre very cute./ —Where are koalas from？—Theyre from Australia.讓學(xué)生知道怎樣詢(xún)問(wèn)他人喜歡的動(dòng)物及原因。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的情感。Section A主要學(xué)習(xí)怎樣表達(dá)和交流個(gè)人喜歡的動(dòng)物及原因。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能幫助學(xué)生了解更多自然科學(xué)知識(shí)，同時(shí)也能促進(jìn)師生之間的感情。Section B安排了聽(tīng)、說(shuō)、讀、寫(xiě)的任務(wù)，其中在關(guān)于“save elephants”的文中，引領(lǐng)學(xué)生了解了大象的生存現(xiàn)狀，增加了學(xué)生的閱讀量。通過(guò)本單元的學(xué)習(xí)，學(xué)生應(yīng)能較流利地運(yùn)用所學(xué)詞匯和句型描述動(dòng)物，表達(dá)個(gè)人喜好。

課時(shí)分解

第一課時(shí) Section A(1a－2d)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．G are interesting.They have long necks.2．—Do you like monkeys?

—Yes，they are so s.3．Bob is l.He never does housework at home.4．Lindas sister is a(可愛(ài)的)girl.5．Koalas are from A.I think theyre kind of interesting.6．Some doctors and nurses work at night and s in the day.7．I like watching(嚇人的)films.Its really exciting.8．The film is(有點(diǎn))boring.I dont like it at all.9．Elephants are from(南非).They have long noses.They eat leaves and grass.(Keys：1.Giraffes 2.smart 3.lazy 4.cute 5.Australia 6.sleep 7.scary 8.kind of 9.South Africa)

?Step 2 Leading in【情景導(dǎo)入】

To create an English environment, the teacher shows the class some pictures of a zoo.And ask some questions about animals:

Do you like to go to the zoo?

Do you like animals?

Then have them to recall the animals they had learned and write them on the blackboard as he/she can.(e.g.animals—sheep, monkey, cat, dog, mouse, cow, duck…)

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 25, 1a

T: Show some pictures on the big screen.Let Ss guess what animal it is.Ss try to guess and remember the names of the animals.Page 25, 1b

1.Tell Ss to listen to the tape and check the animals they hear in 1a.2.Play the recording again and check the answers with the class.Page 25, 1c

Pair work

1.Ask the students to imagine “We are in the zoo, there are many kinds of animals here.”

Then ask a student to do the model with you:

— Let’s see the lions first.—Why?(Why do you /does she /does he like lions?)

—Because they are interesting.2.Ss work with their partners practice the conversation using the animal in 1a.?Step 4 While-task【過(guò)程任務(wù)】

Page 26, 2a

T: Listen to the conversation carefully.Then write the names of the animals you hear on these lines.1.Play the recording the first time.Students only listen.2.Play the recording a second time.This time students write in the names of the animals.3.Check the answers.4.Point out the adjectives and countries listed on the right.Ask a student to say the words.5.Say, Now I will play the recording again.This time draw a line between each animal and the adjective and countries you hear.6.Play the recording and have students match each animal with an adjective and a country.7.Correct the answers.Page 26, 2b

T: Listen again and complete the conversation with the words in 2a.1.Play the recording for the Ss to listen and write the answers.2.Check the answers with the class.?Step 5 Post-task【后續(xù)任務(wù)】

Page 26, 2c

Teacher：Now，you can talk about the other two animals in 2a with a partner.Do John and Julie like them? Do you like them? Why or why not?

Page 26, 2d

1.Ask Ss to look at the picture in 2d.Then Ss read the conversation in 2d and find the answers to the questions:

① Does Peter have a pet?

② What can Dingding do?

③ What pet does Jenny’s mom have?

④ Does Jenny like the cat? Why?

2.Ss read the conversations and try to find the answers to the questions.Check the answers:

Yes, he does.He can walk on two legs.He can dance, too.She has a cat.No, she doesn’t.Because it’s very lazy.3.Ss work in pairs and practice the conversation.4.Let some pairs role-play the conversation.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1.Listen to the tape twice.2.Practice the conversation on Page 26, 2d.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．Lets＋動(dòng)詞原形＋其他(名詞)

★lets是let us的縮略形式，意思是“讓我們”，是提出建議的一種句型。

如：Lets ________ ________．讓我們回家吧。

2．—Why do you want to see the lions?

—Because theyre interesting.★why“為什么”，是疑問(wèn)副詞，用來(lái)詢(xún)問(wèn)原因，英語(yǔ)中用why 提出問(wèn)題，用because回答。

★小試牛刀

I like Tom because he is very friendly．(對(duì)畫(huà)線(xiàn)部分提問(wèn))

________ ________ ________ like Tom?

Teaching Reflection【教學(xué)反思】

This unit focuses on “animals and preferences”.After learning, the students can talk about some animals they like and reasons.In the learning process, the teacher should use listening practice to improve their listening ability.At the same time, the teacher must ask the students to practice the conversations they make to improve their speaking skills.From the simple to complex，the content of this lesson is gradually introduced, which is easy for students to understand.And the teaching effect is good.第二課時(shí) Section A(Grammar Focus－3c)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

Preview the words and expressions(Page 27).根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．My favorite a_______ are dolphins and penguins.2．Lions are _______(來(lái)自)South Africa.They are very dangerous.3．We can learn _______(許多)from the story.4．The dog is very beautiful.It is __________(黑白相間)．

(Keys：1.animals 2.from 3.a lot 4.black and white)

?Step 2 Leading in【情景導(dǎo)入】

The teacher shows some pictures on the screen and asks students to make conversations.A：What animal is it?

B：Its a tiger.A：Where are tigers from?

B：They are from…

A：Do you like tigers?

B：Yes，I do./No，I dont.A：Why？/Why not?

B：Because theyre very/kind of…

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 27, Grammar Focus

1．Divide the class into two groups and then ask them to role-play the Grammar Focus.2．Ss finish off the sentences and check the answers by themselves.3．Give Ss eight more minutes to remember them.① 你為什么喜歡熊貓？ _____________________

② 因?yàn)樗鼈冇腥?。_____________________

③ 約翰為什么喜歡考拉？___________________

④ 因?yàn)樗鼈兒芸蓯?ài)。____________________

⑤ 為什么你不喜歡老虎？_____________________

⑥ 因?yàn)樗鼈冋娴煤車(chē)樔恕__________________

?Step 4 While-task【過(guò)程任務(wù)】

Page 27, 3a

1.Fill in the blanks with the words from the box.2.Check the answers.3.Then practice the conversation..Page 27, 3b

1.Tell Ss to write the names of animals in the blanks to make sentences that are true for you.e.g.I like cats because they are interesting.I like dogs because they are smart.I dont like lions because they are scary.2.Ss work in groups.Discuss and write their sentences.3.Let some Ss report their likes and dislikes.?Step 5 Post-task【后續(xù)任務(wù)】

Page 27, 3c

Guessing game

T: Lets play a game: Ill describe one animal to you.Listen carefully and think about what animal it is.1．Teacher makes a model to the Ss.Ss try to guess what animal it is.2．T: Its your turn now.Please describe one animal to your group members.Let them guess what animal it is.3．Ss work in groups.Describe animals and guess animals.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of 2nd exercise.?Step 7 Homework【家庭作業(yè)】

1.Read the sentences in Grammar Focus.2.Think and describe an animal after class.Then write your sentences on the workbook.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．kind of 意思為“有點(diǎn)”，它等于a little或a bit，用在形容詞前。

如：kind of interesting(＝a little interesting＝a bit interesting)

2．be from＋地點(diǎn)，意思為“來(lái)自……”；be from＝come from。

如：The giraffes are from Africa.＝The giraffes come from Africa.長(zhǎng)頸鹿來(lái)自非洲。

3．Where are the lions from?

where“哪里”，是疑問(wèn)副詞，用來(lái)詢(xún)問(wèn)地點(diǎn)，其結(jié)構(gòu)為：Where is(are)＋人或物？

★小試牛刀

Pandas are from China．(對(duì)畫(huà)線(xiàn)部分提問(wèn))

________ are pandas ________？

Teaching Reflection【教學(xué)反思】

This class starts with the topic of animals to arouse students interest.It adopts role-playing practice to make students take the initiative in learning.In addition, the combination of listening, speaking, reading and writing not only develops the students’ comprehensive language ability, but also helps consolidate the target language.We can ask the students to use what/why/where questions to make sentences and because-clauses to give answers.Also, we can get them to use phrasal verbs they learned to make conversations.第三課時(shí) Section B(1a－1d)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Teach new words with flashcards.2．Ask students to read the key words and phrases.3．Fill in the blanks.根據(jù)句意及首字母完成句子。

1．Chinese people are f to visitors from other countries.2． —Do you like pandas?

—Yes，I do.But sometimes they are a little s ．

(Keys：1.friendly 2.shy)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：Do you like animals？Do you know where they come from？Why do you like them？Please talk about it with your partner.A：What animals do you like best?

B：Lions.A：Where are they from?

B：They are from South Africa.A：Why do you like them?

B：Because they are interesting.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 28, 1a

1.Pay attention to the animals in the picture in 1a and ask a student to say the name of each one.2.Point out the list of eight numbered adjectives below.T: Now please match the adjectives with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.3.As students work, move around the room offering to answer questions as needed.4.Correct the answers.?Step 4 While-task【過(guò)程任務(wù)】

Page 28, 1b

T: Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you hear on the list for la.1.Ss listen and try to circle the adjectives in 1a.2.Play the recording again for the Ss to check the answers.Page 28, 1c

1.Call attention to the three headings.Animal, Marias Words and Tony’s Words, and the write-on lines under each.And say，Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.2.Play the first four lines of recording and stop the tape.Ask, what animal are they talking about? What words does Mary use to describe the elephant?

3.Point out the write-on lines where students can write these words.4.Play the whole recording and have students write the words they hear on the chart.5.Check the answers.?Step 5 Post-task【后續(xù)任務(wù)】

Page 28, 1d

Pair-work

1.Call attention to the dialogue next to the picture.Ask two students to read it to the class.2.Say, Work in pairs.Use sentences like these to say what you think about different animals.3.Ss work in pairs to make their own conversations.As they work, move around the room checking on progress.4.Ask some pairs to present their conversations to the class.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Finish the exercises.

Teaching Reflection【教學(xué)反思】

Before listening, we can ask the students to learn the new words and phrases by themselves.As for some difficult ones, the teacher can use some pictures or create some situations to help the students understand them.While listening, get the students to pay more attention to the problems.It helps them to learn listening strategies and develop the sense of language.This is the third period.In this class, students will be guided to carry out listening training, and dialogue practice between teachers and students.In this way, students can further use the structures they’ve learned to talk about animals.第四課時(shí) Section B(2a－3b)

Target Navigation 【目標(biāo)導(dǎo)航】

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．Some animals are in great d.We should protect(保護(hù))them.2．The students in Thailand want to s the elephants.3．Red is a s of good luck in China.4．Do you like animals in the z ?

5．The lazy boy often f to do his homework.6．People usually k some small animals for their meat.7．Elephants can find(地方)with food and water after walking for a long time.8．People(砍倒)many trees so some animals are losing their homes.(Keys: 1.danger 2.save 3.symbol 4.zoo 5.forgets 6.kill 7.places 8.cut down)

?Step 2 Leading in【情景導(dǎo)入】

T: Now there are many animals are in danger in the world.Why? One reason is that men cuts down too many trees so animal are losing their homes.Look at the chart below.What animals do you think are in great danger? Discuss with your group members and check the animals.Let some Ss read their answers.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 29, 2a

1．Make students finish the task in 2a.2．Ask some students to say their answers.?Step 4 While-task【過(guò)程任務(wù)】

Page 29, 2b

Teacher：The elephant is one of Thailands symbols.But they are in great danger now.People cut down many trees.Elephants have no places to live in.Even some people kill elephants for their ivory.Now, please read this website article carefully and choose the best title for it..Page 29, 2c

T: There are four boxes around the word ”Elephant“.The first box is about the importance of the elephants in Thailand.The second box is about the abilities of the elephants.The third box is about the facts and figures of the elephants.The last box is about how to save the elephants.1.Ss read the article and fill in the blanks in the map.2.Check the answers with the Ss.?Post-task【后續(xù)任務(wù)】

Page 30, 3a

T: Becky is Jills favorite animal.Fill in the blanks with the words in the box.1.Ss read and fill in the blanks.2.Check the answers.3.Explain “Isn’t she beautiful?”

Page 30, 3b

T: Do you know Beibie, Jinging, Huanhuan, Yingying? Yeah, theyre four pandas in China.Now look at a picture of Beibei.Do you like her? Can you write a short article to introduce her? You can use the words and expressions below.(five years old, China, cute, Beijing Zoo)

1．Ss try to write a short article about Beibei.2．Let some Ss read their article to the class.3．Present a possible version on the big screen and let Ss correct their article.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

1.Remember the new words and expressions learned in this period.2.Ask Ss to retell the article according to the map in 2c.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．one of………之一

The elephant is one of Thailands symbols.大象是泰國(guó)的象征之一。

one of后接可數(shù)名詞復(fù)數(shù)，表示什么中的一個(gè)，其作主語(yǔ)時(shí)，動(dòng)詞用第三人稱(chēng)單數(shù)。

“one of the＋最高級(jí)＋名詞復(fù)數(shù)形式”，表示“最……之一”。

one of us我們中的一個(gè)

one of the students那群學(xué)生中的一個(gè)

one of those apples那些蘋(píng)果中的一個(gè)

總結(jié)：one of后跟名詞復(fù)數(shù)，表示……中的一個(gè)。

2．cut down砍伐，砍倒

People cut down many trees so elephants are losing their homes.人們砍伐了很多樹(shù)木，因此大象正在失去它們的家園。

cut down的用法

(1)砍倒

如：They cut down the big tree.他們把這棵大樹(shù)砍倒了。

(2)削減，壓縮

如：Youd better cut the article down to about 2，000 words.你最好將這篇文章壓縮到大約2，000個(gè)字。

名詞做賓語(yǔ)可置于down前或后；而代詞做賓語(yǔ)必須置于down前。

3．否定形式的一般疑問(wèn)句。

Isnt she beautiful？難道她不漂亮嗎？

Dont you know？難道你不知道嗎？

Doesnt he have a sister？難道她沒(méi)有妹妹？

否定形式的一般疑問(wèn)句，含有反詰語(yǔ)氣，常譯為“難道不……？”

否定形式的一般疑問(wèn)句的答語(yǔ)，可以用yes或no回答。事實(shí)是肯定的，用yes；事實(shí)是否定的，用no.

Teaching Reflection 【教學(xué)反思】

This lesson is for reading and writing.Reading and writing should be done together in one class because reading material provides a good example for writing.Besides, it is better for students to finish writing exercises as soon as possible after completing the reading tasks.Therefore，it’s necessary to get students to preview well in advance.Otherwise, the reading task will take longer and the writing task may not be completed.In this way, students will be able to improve their reading and writing skills little by little, so as to achieve their learning goals.第五課時(shí) Self Check

Target Navigation 【目標(biāo)導(dǎo)航】

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Get students to turn to Page105 to listen and read.2.Get them to finish the translations.翻譯下面的句子。

1．Isnt she beautiful?

________________________________________________________________________

2．She is from Africa.________________________________________________________________________

3．I like dogs because they are friendly and smart.________________________________________________________________________

4．He lives in China.________________________________________________________________________

(Keys：1.難道她不美麗嗎？ 2.她來(lái)自非洲。3.我喜歡狗是因?yàn)樗鼈冇押寐斆鳌?.他生活在中國(guó)。)

?Step 2 Leading in【情景導(dǎo)入】

Ask some students to share the information they got from their friends.Example: I am Lisa.I like…because...My friend Tom like… because he thinks...?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page30, Self Check 1

T: We learned many animals and descriptions in this unit.Lets have a review of the animals and descriptions.Now work in groups and write more words in the chart below.1.Ss work in groups and add more words in the chart.2.Let some Ss write the answers on the blackboard.Let other Ss add more words.3.Ok.Now lets make sentences with the animals and descriptions.I like…because…

I dont like… because they are…

I think … are really…

…are very…

4.Ss work in groups try to make five sentences each group.5.Let some groups read out their sentences.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page30, Self Check 2

1.There are some questions and some answers in the chart.Please read the sentences below and match the questions and answers to make a conversation.2.Check the answers with the Ss.3.Ss make conversations with partners.4.Ss act out the conversation.?Step 4 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the exercise.?Step 5 Homework【家庭作業(yè)】

1．Review this unit.2．Finish the exercises.

Teaching Reflection【教學(xué)反思】

This is the last lesson in this unit.Since the writing task was finished in the before class, this class is not difficult.Students need to complete the Self Check to consolidate their knowledge.Therefore, in this class, the teacher can give the students enough time to recite.Then, according to the two activities of Self Check, the teacher can let the students organize the knowledge points of this unit independently.Finally, the teacher can arrange students to complete some exercises to consolidate the content learned in this unit.

Unit 6 I am watching TV.單元總覽

單元教材分析

本單元教材以” I am doing....”為中心話(huà)題，圍繞著詢(xún)問(wèn)及描述“正在發(fā)生的事情”進(jìn)行學(xué)習(xí)和運(yùn)用幾個(gè)常見(jiàn)的句型：—What are you doing？—Im doing my homework.—Whats she doing？—Shes washing her clothes./—Is she reading？—Yes，she is./—What time is it？ —Its eight oclock in the morning.等，讓學(xué)生知道怎樣詢(xún)問(wèn)他人正在做的事情以及表述自己正在做的事情。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的情感。Section A主要學(xué)習(xí)怎樣表達(dá)自己正在做的事情以及詢(xún)問(wèn)他人正在做的事情。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的感情。Section B安排了聽(tīng)、說(shuō)、讀、寫(xiě)的任務(wù)，其中關(guān)于端午節(jié)的文章介紹了中國(guó)傳統(tǒng)節(jié)日-端午節(jié)的習(xí)俗，增加了學(xué)生的閱讀量。教師在教學(xué)中應(yīng)合理應(yīng)用課本上的知識(shí)進(jìn)行解答。

課時(shí)分解

第一課時(shí) Section A(1a－2d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Teach new words with flashcards.2．Ask students to read the key words and phrases.3．Finish the following sentences.根據(jù)句意及漢語(yǔ)提示完成句子。

1.—Where is your grandfather? —He is _______________(看報(bào)紙)in the room.2.—What is Lucy doing? —She is _________________(洗碗)in the kitchen.3.—Is Barry ___________(看電視)now?

—No，he isnt.He is_________________(在電話(huà)中交談)．

4．—The TV show is boring.Do you want to ________________(看電影)?

—That sounds good.5．—Why not __________(出去吃)with us? —OK.Lets go!

(Keys：1.readinganewspaper 2.washingthedishes 3.watching TV;talking on the phone

4.go to the movies 5.eat out)

?Step 2 Leading in【情景導(dǎo)入】

1.Show some pictures on the screen.2.Ask some students to perform the actions.e.g.T: What are you doing?

S: I am doing homework.(Help him/her to answer)

T: What is he /she doing?

Ss: He /she is doing homework.Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 31, 1a

1.Ss read the activities and look at the pictures.2.Then match the activities with pictures.3.Check the answers with the Ss.Page31, 1b

T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the right activities from 1a.1.Play the recording for the Ss twice.2.Ss listen to the recording and write the numbers from 1a.Page31, 1b

Pairwork

1.Ask the Ss to read the conversations in 1c with a partner.Then look at the pictures in 1a.2.Ss make conversations by themselves and practice the conversations.?Step 4 While-task【過(guò)程任務(wù)】

Page 32, 2a

T: Jack and Steve are talking on the phone.What are they doing now? Listen to the conversations and match the answers with the questions.1.Play the recording for the first time, students only listen carefully.2.Then, listen to the recording again, and match the answers with the questions.3.Check the answers.Page 32, 2b

1.Let Ss read the conversation in 2b first.2.Then play the recording for the Ss twice.The first time Ss only listen and write down the words in the blanks.Then play the recording again for the Ss to check the answers.(If necessary, press the Pause button to help.)

?Step 5 Post-task【后續(xù)任務(wù)】

Page 32, 2c

1.Now, role-play the conversation with your partners.2.Let some pairs to act out the conversation in front of the class.Page 32, 2d

1.Ask Ss to read the conversation in 2d and answer the questions below.① Are Jenny and Laura talking on the phone?

(Yes, they are.)

② Whats Laura doing now?

(Shes washing her clothes.)

③ Whats Jenny doing?

(Shes watching TV.)

④ When do they meet at Jennys home?

(At half past six.)

2.Ss read the conversation and answer the questions above.3.Check the answers with the Ss.4.Let Ss work in pairs and role-play the conversation.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1.Review the words and expressions in this period.2.Understand the knowledge about the present progressive tense.3.Make five sentences on what are you doing now..

Knowledge Elicitation【知識(shí)點(diǎn)撥】

現(xiàn)在時(shí)行時(shí)態(tài)

一、用法：1.表示現(xiàn)在（說(shuō)話(huà)瞬間）正在進(jìn)行或發(fā)生的動(dòng)作。例如：

我正在做作業(yè)。

I’m _______ my homework now.他們?cè)诓賵?chǎng)上踢足球。

They’re ________ soccer on the playground.2.也可表示當(dāng)前一段時(shí)間內(nèi)的活動(dòng)或現(xiàn)階段正在進(jìn)行的動(dòng)作。例如：

這些天來(lái)，我們?cè)谧鲆患苣Ｐ惋w機(jī)。

We are ____________________ these days

二．動(dòng)詞的現(xiàn)在分詞構(gòu)成規(guī)律：

1．一般情況下，在動(dòng)詞后加－ing構(gòu)成：

work→working工作 sleep→sleeping睡

wait→waiting等待 study→studying學(xué)習(xí)

read→reading讀 talk→talking談話(huà)

2．以不發(fā)音的－e結(jié)尾動(dòng)詞(以輔音字母＋e結(jié)尾)，去掉e后再加－ing：

smile→smiling微笑 move→moving搬動(dòng)

write→writing寫(xiě) take→taking拿

use→using使用 exercise→exercising鍛煉

但是，若是以發(fā)音的e結(jié)尾，則不能去e：

see→see

lie→lying躺ing看見(jiàn) agree→agreeing同意

3．以重讀閉音節(jié)結(jié)尾且末尾只一個(gè)輔音字母的動(dòng)詞，要雙寫(xiě)末尾的輔音字母再加－ing：

sit→sitting

plan→planning計(jì)劃

prefer→preferring寧愿

4．以字母ie結(jié)尾的動(dòng)詞，通常將ie改為y，再加－ing：

die→dying

Teaching Reflection【教學(xué)反思】

This is the first lesson in Unit 6.This unit mainly discusses what people are doing.Students can learn a new tense: the present continuous tense.Then, the teacher can ask the students to observe the other peoples behavior and try to express it by ”be doing“.In class, we can use various teaching methods.Teachers can make efforts in the following areas.(1)In order to arouse students’ interest in learning, teachers can use familiar characters to introduce.In this way, students’ learning enthusiasm will be aroused.(2)When showing the pictures to the students, the teacher can firstly show the learned expressionsand then add the sentence structure of the continuous tense.For example: What is she doing? She is singing.After comparing with sing, it is easy for students to find the differencebetween the two forms, which lays a good foundation for furtherstudy.第二課時(shí) Section A(Grammar Focus－3c)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

Preview the words and expressions(Page 15)and fill in the blanks.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．—Today is Monday.What day is it t___________?

—It is Tuesday.2．My mother ___________(做晚餐)for us every day.3．Bob helps his mom ___________________(打掃房子)on weekends.4．Look！Mike is ___________(喝茶)with his father.(Keys：1.tomorrow 2.makes dinner 3.to clean the house 4.drinking tea)

?Step 2 Leading in【情景導(dǎo)入】

1．The teacher did some gestures and asked students to make conversations.Example:

—What is the teacher doing? —She is cleaning the classroom.2．Invite some students to do some gestures and ask others to make conversations.—What is he/she doing?

—He/She is playing soccer.—Is he/she playing football?

—Yes，he/she is./No，he/she isnt.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 33 Grammar Focus

1.Divide the class into two groups and then ask them to role-play the Grammar Focus.2.Ss work by themselves and check the answers with each other.3.Finish off the following exercises.4.Give Ss seven more minutes to remember the sentences.① 你在做什么事情？_____________________

② 我在看電視。__________________

③ 她在做什么事情？___________________

④ 她在洗衣服。____________________

⑤ 他們?cè)谧鍪裁?？___________________

⑥ 他們?cè)诼?tīng)CD。___________________

⑦ 你在做作業(yè)嗎？__________________________

⑧ 是的。/ 不是。__________________________

?Step 4 While-task【過(guò)程任務(wù)】

Page 33, 3a

T: Now lets write sentences following the examples.1．Ss write the sentences with the help the words and expressions.2．Check the answers with the Ss.Page 33, 3b

1.Tell Ss to number the sentences in order to make a telephone conversation.Then practice it with a partner.2.Ss read all the sentences and number the conversation.3.Practice the conversation with a partner.?Step 5 Post-task【后續(xù)任務(wù)】

Page 33 3c

T: Now lets play a game.Work in groups.One student makes an activity.The other students in the groups guess what the activity is.Then take turns make activities and guess.1．Ss play the game in a group.2．Teacher can walk around the classroom and give any help students need.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 2nd exercise.?Step 7 Homework【家庭作業(yè)】

1.Read the sentences in Grammar Focus.2.What are your family members doing now? Write five sentences on what theyre doing now.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

現(xiàn)在進(jìn)行時(shí)態(tài)

三、句子結(jié)構(gòu)：

1.陳述句：主語(yǔ)+ be(am, is, are)not + V.–ing +…

我正在洗衣服。

________________________________

2.一般疑問(wèn)句：

Be(Am, Is, Are)+ 主語(yǔ) + V.-ing …

她正在彈鋼琴嗎？

______________________________

四、常用時(shí)間狀語(yǔ)：

now, right now或表示現(xiàn)在情景的Look, listen等。

格林先生現(xiàn)在正在寫(xiě)一個(gè)故事。

五、與一般現(xiàn)在時(shí)態(tài)的區(qū)別

一般現(xiàn)在時(shí)態(tài)表示經(jīng)常性、習(xí)慣性的動(dòng)作；謂語(yǔ)動(dòng)詞為原形或第三人稱(chēng)單數(shù)形式；

時(shí)間狀語(yǔ)常為usually, often, sometimes, on Monday, every day

琳達(dá)通常在早上沖個(gè)澡。___________________________________

Teaching Reflection【教學(xué)反思】

This lecture is a summary of Section A.It is mainly accomplished by students independent learning.Students need to summarize the Grammar points in Section A according to the Grammar Focus.Students can use the present continuous questions to guess what the other person is doing.These are all examples of flexible use of the present continuous tense by simulating real situations.By asking students to look at the picture and answer questions, students can learn to use cognitive strategies.At the same time, by asking students to act out dialogues, students can realize communicative strategies.第三課時(shí) Section B(1a－1e)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Fill in the blanks.完成下列短語(yǔ)和句子或根據(jù)要求改寫(xiě)句子。

1．The boy is swimming in the swimming p_________ now.2．—Who is the m________ under the tree?

—He is my father.3．There is a big s___________ near my home.We often go shopping there.4．—Do you like _________________(打籃球)after school?

—Yes，I play it every day.5．—Do you know where Sam is?

—He is ___________(看書(shū))in the library.(Keys: 1.pool 2.man 3.supermarket 4.playing basketball 5.reading books)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：Welcome back to English class.We have learned how to say something which is happening at the moment.Now lets play a game.Ill ask some students to come to the blackboard and do some actions.The others are supposed to talk about what they are doing.Model：

S1：I guess hes playing basketball.S2：I think shes cooking.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 34, 1a

T: Look at the pictures below.Where are they? What are they doing? Please look at the pictures and fill in the blanks.1.Ss work in groups.Discuss the pictures about the places and the activities they are doing.2.Then fill in the blanks.3.Let some Ss read their answers to the class and check the answers.Page 34, 1b

Pairwork:

1.Look at the pictures and ask and answer questions.Give Ss a model:

A: Is the man swimming in the river?

B: No, he isnt.Hes swimming in a pool.2.Ss work with their partners.Ask and answer about the pictures.(If necessary, give some help to the Ss.)

3.Let some pairs ask and answer about the pictures.?Step 4 While-task【過(guò)程任務(wù)】

Page 34, 1c

T: Now I will play a recording of a conversation.This time write the places you hear in the chart.1.Ss listen and write the places.2.Play the recording again for the Ss to check the answers.Page 34, 1d

T: This time, please listen to the recording and write the activities you hear in the chart.1．Play recording and stop the tape if necessary.2．Play the whole recording and have students write the words they hear in the chart.3．Check the answers.?Step 5 Post-task【后續(xù)任務(wù)】

Page 34, 1e

Pairwork:

T: Now lets make a conversation using the information in the chart.1.Ask some Ss to give a model:

S1: Is Alice playing basketball?

S2: No, she isnt.Shes…

2.Ss work with their partners and make their conversations.3.Let some Ss act out their conversation..?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Finish the exercise.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．肯定式：be(am，is，are)＋現(xiàn)在分詞

如：Im reading.我在看書(shū)。

2．否定式：be(am，is，are)＋not＋現(xiàn)在分詞

如：Im not reading.我沒(méi)在看書(shū)。

3．一般疑問(wèn)句：Am/Is/Are＋主語(yǔ)＋現(xiàn)在分詞？

如：Are you reading？你在看書(shū)嗎？

肯定回答：Yes，I am.否定回答：No，Im not.4．復(fù)習(xí)一般現(xiàn)在時(shí)，區(qū)分一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)。

Teaching Reflection【教學(xué)反思】

This is the third period.In class, the teacher should give the students opportunities to talk about their daily activities.This kind of discussion on life topicsnot only stimulates students interestin learning, but also enhances their oral expression ability, making the class lively and interesting.It is a good preparation for the listening training of 1c and 1d and the oral training of 1e.第四課時(shí) Section B(2a－3b)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Teach new words with flashcards.2．Ask students to read the key words and phrases.3．Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．Li Lei is an exchange student.He is now s________ in London.2．Jenny is from New York.She is an A_________ girl.3．The woman looks very y_______, although(盡管)she is forty years old.4．On the Dragon Boat Festival，people are watching boat r_____ and eating zongzi.5．There are a lot of students on the beach.Some boys are playing beach volleyball，some girls are singing，and o______students are swimming in the sea.6．I w______ to fly to the moon one day.(Keys：1.studying 2.American 3.young 4.races 5.other 6.wish)

?Step 2 Leading in【情景導(dǎo)入】

T：Look at the pictures.Do you know which festival it is，and what they are doing?

Ss：It is the Dragon Boat Festival.They are making/eating zongzi，having the boat races…

T：The Dragon Boat Festival is coming.Do you know when it is this year？What do you want to do on the Dragon Boat Festival?

Ss：…

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 35, 2a

Teacher: We know different places have different time.Look at the clocks and ask your partner about the time in different places.?Step 4 While-task【過(guò)程任務(wù)】

Page 35, 2b

Fast Reading

1)Read the article and answer the two questions.① Why are Zhu Huis family watching boat race and making zongzi?

② Does Zhu Hui like his host family? What about his home in China?

2)Ss read the article quickly and find the answers to the two questions.3)Check the answers with the class.2.Careful Reading

Read the article again.What are these people doing now? Then fill in the chart below.

Ss read the article and fill in the blanks.Then check the answers with the class.Page 35, 2c

1.Look at the chart in 2c.2.Ss match the verbs in column A with the words in column B.3.Then use the phrase to write sentences according to the TV report.?Step 5 Post-task【后續(xù)任務(wù)】

Page 36, 3a

Teacher：Now please read the passage.It is a letter from Jim to his pen pal Bob.It is about the life of Jim and his family.What are they doing? Whats he or she doing? Now please look at the picture in 3a carefully and complete Jims letter.Page 36, 3b

Teacher：Now, please take out some photos of your family.Can you describe the photos and tell us what your family are doing in the pictures?

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

Writing.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．Here is/are…倒裝句。副詞here，there放于句首，句子要倒裝，謂語(yǔ)動(dòng)詞的單復(fù)數(shù)由后面的主語(yǔ)決定，主語(yǔ)是單數(shù)，則謂語(yǔ)動(dòng)詞用單數(shù)；主語(yǔ)是復(fù)數(shù)，謂語(yǔ)動(dòng)詞用復(fù)數(shù)。

如：Here ________(be)some pictures of my school.Here ________(be)your book.2．a(chǎn)t home＝be in at work＝be working

如：My father is at work now.(改為同義句)

My father ________ ________ now.Is your mother at home？(改為同義句)

Is your mother ________？

3．be with sb.和某人在一起

如：(1)我喜歡和父母在一起。

________________________________________________________________________

()(2)—Do you want to go to the movies______us?

—Sure.A．a(chǎn)bout B．with C．on D．for

4．in the first/second photo＝in Picture One/Two

序數(shù)詞前一般加定冠詞，但如果數(shù)詞前已有物主代詞如my，his，her等，則不能再加定冠詞。

如：the first lesson，our first lesson

如：(1)I have to finish my homework ________(one)．

()(2)Saturday is the______day of the week.A．first B．last C．third

(3)在圖片1中，Tom正在游泳。

In ________ ________，Tom ________ ________．

Teaching Reflection【教學(xué)反思】

First of all, the interactions between teachers and students stimulate students interest in discussing the topic.Then, through the reading training of 2b, students reading ability is cultivated.We can ask thestudents to complete the tasks in 2c in order to develop the students’ ability to grasp key information.This combination of teaching and practice fully mobilizes the enthusiasm of students to participate in the class, and also help students master knowledge points.Besides, we can get the students to discuss what they are doing at some time.Through oral practice, the students can accumulate more words and sentences.It helps them to improve their writing skills.第五課時(shí) Self Check

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Get students to turn to Page105 to listen and read.2.Get them to finish the followingexercise.

(1)What are they doing?

(2)Is he playing football?

(3)Where do you think he is?

(4)Is she playing basketball?

(5)Whats the time?

(Keys: 1.They are swimming.2.No, he isnt.3.He is at home.4.Yes, she is.5.Its three oclock.)

?Step 2 Leading in【情景導(dǎo)入】

Ask some students to share the information they got from their family.Example: I am Lisa.It’s ten o’clock.I am taking an English class now.My father is working and my mother is shopping now.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 36, Self Check 1

T：Look at the chart.Please add more words in it.Then write at least five sentences using the words.?Step 4 While-task【過(guò)程任務(wù)】

Page 36, Self Check 2

1.Tell Ss A and B are talking about what they are doing now.Read the conversation and write questions with the help of the words in the bracket.2.Ss read the conversation and try to make questions with the help of the words in the bracket.3.Check the answers with the class.4.Have Ss role-play the conversation..?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the unit exercise.?Step 7 Homework【家庭作業(yè)】

1．Review this unit.2．Finish the exercises.

Teaching Reflection【教學(xué)反思】

This is the last lesson of this unit.This lesson mainly reviews the present continuous tense through Self Check.At the same time, the students practice writing about the activities that people are doing.In the teaching process, we must pay attention to make the students use words and sentences in the oral practice.And lots of memory tasks may make students tired.Therefore, we must try our best to create activities which students can learn from.Unit 7 It’s raining.

單元總覽

單元教材分析

本單元教材以“It is raining.”為中心話(huà)題，圍繞著詢(xún)問(wèn)及描述“weather”進(jìn)行學(xué)習(xí)和運(yùn)用幾個(gè)常見(jiàn)的句型：—Hows the weather？—Its raining./Its sunny./—Hows it going？—Great！/Not bad./Terrible!/—What are they doing？—Theyre playing basketball in the park.讓學(xué)生知道怎樣表達(dá)不同天氣下人們做的事情。Section A主要學(xué)習(xí)怎樣表達(dá)和交流日常的天氣狀況及人們進(jìn)行的不同活動(dòng)。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能幫助學(xué)生了解不同天氣的地道表達(dá)，同時(shí)也能促進(jìn)師生之間的感情。Section B安排了聽(tīng)、說(shuō)、讀、寫(xiě)的任務(wù)，其中在關(guān)于“vacation”的文章中，描述了一些度假期間不同的活動(dòng)，增加了學(xué)生的閱讀量。教師在教學(xué)中應(yīng)合理應(yīng)用課本上的知識(shí)進(jìn)行解答。

課時(shí)分解

第一課時(shí) Section A(1a－2d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Teach new words with flashcards.2．Ask students to read the key words and phrases.3．Finish the following sentences.根據(jù)句意及首字母提示完成句子。

1.When it r，we have our P.E.class inside.2.We make a snowman after it s ．

3.When the wind is blowing，it is w ．

4.When the sun is shinning，it is s ．

5.When there are many clouds，it is c ．

6.—How is the w in Beijing now?

—Its snowy.7.My mother is in the kitchen.Shes c dinner.8.Can I take a m for you?

9.—Could you tell your sister to call me b ?

—Sure，no p ．

10.It s like fun.(Keys：1.rains 2.snows 3.windy 4.sunny 5.cloudy 6.weather 7.cooking 8.message 9.back;problem 10.sounds)

?Step 2 Leading in【情景導(dǎo)入】

(Show some pictures of the weather)

1.Let Ss look at the pictures and ask them how the weather is.2.Ss learn the new words and expressions with the help of the pictures..?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 37, 1a

1.Look at the pictures in 1a.Then read the new words on the right.2.Ask the Ss to match the words with pictures.3.Check the answers.Page 37, 1b

T: Now lets look at the city names in the box in 1b.Please read after me.1.Ss read the cities after the teacher.T: Now, We’ll hear four conversations.Listen carefully, point out each city in the picture as it comes upon the tape.2.Play the recording a second time.Ask Ss to write the name of the city in the picture of its weather.3.Check the answers.Page 37, 1c

Pair work

T: If you are in one of the places in the picture above.Talk about the weather withyour friends in another city on the phone.Make a model with a student like this:

T: Hi!Hows the weather in Beijing?

S1: Its sunny.3.Ss work in pairs.Ask and answer about the weather in the cities.?Step 4 While-task【過(guò)程任務(wù)】

Page 38, 2a

T: Lets see what Joes families are doing.Point to the 4 pictures.1.Ask Ss tell each person is doing in each picture.More attentions should be paid

to the correct use of the Present Progressive Tense.2.Play the recording for the Ss to listen and number the pictures [1-4].3.Play the tape for Ss to check the answers.4.With the whole picture, get some Ss to tell the story of it.Page 38, 2b

Brainstorming

1.Play the tape for another time.Then do a memory test.2.Ask Ss: Whats Uncle Joe/Jeff/Mary/Aunt Sarah doing?

Whatre Scott and Lucy doing?

Is Jeff watching TV? …

3.Let Ss match the names with the activities in 2b.4.Play the recording for the Ss to check the answers.?Step 5 Post-task【后續(xù)任務(wù)】

Page 38, 2c

1.Look at the pictures and talk about the people in 2a with a partner.2.Ask a student the questions as a model:

T: Whats Uncle Joe doing?

S1: Hes playing basketball.3.Ss work in pairs.Ask and answer about the pictures.Page 38, 2d

1.Ask Ss to read the conversation and answer the questions:

① Whats Steve doing?

② Whats Ricks brother doing?

2.Then check the answers together.3.Let Ss role-play the conversation in pairs.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1．Listen to the tape twice.2．Practice the conversation on Page 38, 2d.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．Hows the weather？＝Whats the weather like？都是用來(lái)詢(xún)問(wèn)天氣狀況的句型。

如：Hows the weather in Beijing?

＝Whats the weather like in Beijing?

2．英語(yǔ)中有許多名詞可以加－y這樣的后綴變成形容詞，如：

wind—windy，snow—snowy，sun—sunny

你知道它們?cè)趺醋儐幔?/p>

cloud—________，rain—________

3．rain的用法：

既可作名詞又可作動(dòng)詞。表示“下雨”句型也不同。作名詞時(shí)，“下大雨”可以說(shuō)The rain is heavy.或Its heavy rain.作動(dòng)詞時(shí)，“下大雨”可以說(shuō)It is raining heavily.此外，也可加后綴-y變成形容詞，表達(dá)“下雨”可說(shuō)Its rainy.4．Hows it going？是由疑問(wèn)副詞引導(dǎo)的問(wèn)候句式，意為“一切都好嗎？/情況如何？”。How句型在問(wèn)候語(yǔ)中用來(lái)詢(xún)問(wèn)對(duì)方的情況。

如：—Hows everything？一切都好嗎？—Great！很棒！

注意：如果Hows it going？后面加人時(shí)，要用介詞with。

如：Hows it going with you？你一切都好嗎？

小組合作：請(qǐng)?jiān)囍偨Y(jié)一下how的句型及用法。.

Teaching Reflection【教學(xué)反思】

In this lesson, we will use the target language to describe the weather and what we are doing in such weather.There are two main points in this lecture.The first one is to use the present continuous tense to describe what is happening.The students can describe what they are doing in some place and then draw a picture.By creating a relaxing atmosphere, students can use their mouths, hands and brains to complete the task.The second point is to choose the city that students want to go to most by discussing the weather.All the activities should be organized around this task.During the teaching process, we can use games, role playing, group cooperation and other teaching methods.This process successfully solves the difficult points, so that students can deepen their understanding of the weather and human’s feelings.第二課時(shí) Section A(Grammar Focus－3b)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

Preview the words and expressions(Page 39)and fill in the blanks.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．Is Julie playing computer games in her room a ?

2．My brother is(在電話(huà)中交談)with his friend now.3．My mother is good at(做湯)．It is delicious.4．It is sunny.They are(踢足球)on the playground.5．He is(做家庭作業(yè))in the classroom now.(Keys：1.again 2.talkingonthephone 3.makingsoup 4.playingsoccer 5.doinghishomework)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：We do different activities in different weather.Now，please look at the pictures and answer the questions：

How is the weather there?

What is he/she doing there?

What are they doing there?

How is it going?

Teacher：Now，please talk about the weather and what they are doing in the pictures with your partner.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 39 Grammar Focus

1.Role play the Grammar Focus and recite it.2.Ss fill in the blanks and check the answers themselves.① 天氣怎么樣？ _____________________

天氣多云。/天氣晴朗。/天在下雨。____________________

② 你在做什么？ ___________________

我在做飯。___________________

③ 他們?cè)谧鍪裁矗? ____________________

他們正在公園里打籃球。_____________________

④ 他在做什么？ _________________________________

他在他朋友家里學(xué)習(xí)。_______________________________

⑤ 情況怎么樣？ ___________________

很好！/不錯(cuò)。/ 糟糕！____________________

?Step 4 While-task【過(guò)程任務(wù)】

Page 39, 3a

1.Fill in the blanks with the correct forms of the verbs in the box.2.Then practice the conversations with a partner.3.Ss read the conversations and fill in the blanks.4.Check the answers with the class.5.Ss practice the conversation in pairs.6.Ask some pairs role-play the conversation.?Step 5 Post-task【后續(xù)任務(wù)】

Page 39, 3b

Group work:

T: Yuan Yuan from CCTV is interviewing people in five different places.Fill in the chart below.1.Ss work in groups.Discuss the pictures and talk about the weather and what the people doing.Make a model for the Ss:

—Hows the weather in Picture a?

—Its sunny.—Whats the boy doing?

—Hes playing the guitar.2.Ss ask and answer about the pictures.Then fill in the blanks.3.Check the answers with the class.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 2nd exercise.?Step 7 Homework【家庭作業(yè)】

1.Read the sentences in Grammar Focus.2.Make some conversation about the weather and the activities.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

Hi，Jeff！This is Bob.嗨，杰夫！我是鮑勃。

本句是打電話(huà)用語(yǔ)。外國(guó)人在聽(tīng)到電話(huà)鈴響時(shí)，習(xí)慣拿起話(huà)筒先向?qū)Ψ秸f(shuō)：“Hi！”或者“Hello！”并且在打電話(huà)時(shí)，一般用this表示“我”，that表示“你”，而不用“I”和“you”來(lái)表示。常用的打電話(huà)用語(yǔ)：

This is…(speaking)．我是……。

Whos(that)speaking？你是誰(shuí)？/誰(shuí)在講話(huà)？

May/Could I speak to…？請(qǐng)……接電話(huà)好嗎？

Is that…(speaking)？你是……嗎？

Hold on，please.請(qǐng)稍等。

如：—May I speak to Miss Liu？我可以和劉老師通電話(huà)嗎？

—Speaking.(Miss Liu is here.)我就是。

Teaching Reflection【教學(xué)反思】

This is the second lesson in this unit.In class, the different-level students should be given different tasks.In this way, students at all levels will have the opportunity to give presentations.Therefore students interest in learning English can be improved.During the course of teaching, the teacher can use some photos and medias.At the same time, teachers can help students understand the scenery and customs of other countries to increase students background knowledge and realize interdisciplinary communication.第三課時(shí) Section B(1a－1e)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Teach new words with flashcards.2．Ask students to read the key words and phrases.3．Fill in the blanks.根據(jù)句意及首字母提示完成句子。

1．I dont like summer.Its too h ．

2．Its very c in North China in winter.It often snows.3．Its w in spring.You can wear light clothes.4．I dont like eating bread without(沒(méi)有)water，because it is too d ．

(Keys:1.hot 2.cold 3.warm 4.dry)

?Step 2 Leading in【情景導(dǎo)入】

In section A，we have learned some description words about weather such as snowy，sunny，rainy，cloudy，windy and so on.Today well learn some more description words about weather.Look at the board please and read after me aloud：“warm，cool，hot，cold，humid”．Now please describe the pictures using new description words.

Model：

A：Hows the weather in Picture a?

B：Its hot．

A：Whats the weather like in Picture b?

B：Its humid．

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 40, 1a

1.Read the words in the box in 1a.Then look at the pictures.2.Ss match the words with the picture.3.Check the answers.Page 40, 1b

Pairwork:

T: Look at the pictures in 1a.Ask and answer questions about the weather in the pictures in 1a.e.g.T: Hows the weather in the picture d?

S1: Its dry.1.Students work in pairs.Ask and answer about questions about the weather in the pictures in 1a.2.Ask some pairs to ask and answer about the questions.?Step 4 While-task【過(guò)程任務(wù)】

Page 40, 1c

1.Read the chart in 1c.2.Play the tape for the Ss to listen and write what Mary and Eric answer to “Hows it going?”.3.Play the recording twice.The first time Ss only listen.For the second Ss listen and write down the words in the blanks.Page 40, 1d

1.Listen again.What does Eric answer to “What are you doing?” & “Hows the weather?”

2.Play the recording twice.The first time Ss only listen.For the second Ss listen and write down the words in the blanks.3.Check the answers.?Step 5 Post-task【后續(xù)任務(wù)】

Page 40, 1e

Teacher：Lets work in pairs and play a conversation between Mary and Eric.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Finish the exercise.

Teaching Reflection【教學(xué)反思】

This is the third lesson in this unit.During the process of teaching, teachers can use games, role playing, group cooperation and other flexible teaching methods.This cannot only help complete the tasks of this lesson, but also enable students to deepen the understanding of the weather and human feelings, and thus stimulate the interest of students.While listening, the teacher can teach some listening skills such as taking notes and circling the key information.After listening, students should try to make conversations by themselves to practice in order to master the target language.第四課時(shí) Section B(2a－3c)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及首字母提示完成句子。

1．There are people on v to Lushan Mountain．

2．It is snowing hard outside now.We can go s or make a s after a while(過(guò)一會(huì)兒)．

3．It is so hot in s and so cold in w in China.4．I often v my grandparents on weekends.5．Canada is a beautiful c.It is next to the USA.6．He is studying h , so he often gets good grades(分?jǐn)?shù))．

7．We are having f learning English.(Keys：1.vacation 2.skating;snowman 3.summer;winter 4.visit 5.country 6.hard 7.fun)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：Now，lets talk about the local weather in 4 seasons.Whats the weather like in spring in our city/town?

And what activities do you like to do in spring?

Whats the weather like in summer in our city/town?

And what activities do you like to do in summer?

Whats the weather like in autumn in our city/town?

And what activities do you like to do in autumn?

Whats the weather like in winter in our city/town?

And what activities do you like to do in winter?

…

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 41, 2a

1.Look at the pictures in 2a.Talk about the pictures with a partner.Hows the weather? What are the people doing? Make a model to the Ss.S1: Hows the weather in picture a?

S2: Its sunny and warm.S1: Whats the girl doing?

S2: Shes sitting near the pool and drinking some juice.2.Ss work in pairs and talk about the pictures.3.Let some pairs ask and answer the pictures aloud.?Step 4 While-task【過(guò)程任務(wù)】

Page 41, 2b

Fast Reading

1)Read the postcards in 2b and math each postcard with the correct picture in 2a.2)Ss read the postcards quickly and match the postcard the correct picture.3)Then check the answers.Careful reading:

1)Read the first postcard again and find the answers to these questions.① Where is Su Lin now?

② What is Su Lin studying here?

③ Is she visiting some of his old friends there?

④ What’s she doing right now?

⑤ How’s the weather there?

2)Read the second postcard again and find the answers to these questions.① Where is Dave now?

② What are Dave and his family doing there?

③ Are they having a good time?

④ How’s the weather there?

⑤ How’s the weather in Jane’s country?

3)Ss read the postcards and try to find the answers to the questions.4)Then check the answers with the class.Page 41, 2c

1.Read the postcards again and fill in the chart with the information from the postcards in 2b.2.Check the answers with Ss.?Step 5 Post-task【后續(xù)任務(wù)】

Page 42, 3a

T: Heres another postcard from Kate to Xiao Lu.Look at the pictures on the postcard.Hows the weather there? And what is the girl doing?

1.Let some Ss answer the two questions.2.Let some Ss read the words in the box.Explain the meaning of the words that they dont know.3.Check the answers.Page 42, 3b

T: Imagine you are on vacation.Write notes about your vacation.1．Let some Ss read the questions aloud.2．Make sure Ss know the meaning of the questions.3．Ss think and write down some notes about their vacations.4．Let Ss read out their own vacation notes.Page 42, 3c

1.Write a postcard to a friend.Tell your friend about your vacation and what you are doing.2.Let Ss read their postcard to the class.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

1.Remember the new words and expressions.2.Retell the first postcard in 2b.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．on(a)vacation在度假

辨析：vacation與holiday

vacation，holiday可以通用，都是指工作日以外的休息時(shí)間，但不包括周末或僅僅一天的休息日。holiday多用于英式英語(yǔ)，vacation多用于美式英語(yǔ)。

2．relaxed放松的。以-ed結(jié)尾的形容詞，表示人的感覺(jué)，主語(yǔ)為人。

surprising令人驚奇的，interesting有趣的，relaxing令人放松的。以-ing結(jié)尾的形容詞，主語(yǔ)多為物。如：

It is an interesting book.它是一本有趣的書(shū)。

He is interested in English.他對(duì)英語(yǔ)感興趣。

3．Im having a great time visiting my aunt in Canada.have a great time doing sth.某人做某事很開(kāi)心

Teaching Reflection【教學(xué)反思】

This lesson mainly focuses reading and writing.It not only trains students reading ability, but also helps students master important knowledge points.By retelling the stories they have learned, their oral expression ability and language organization ability are improved.Besides, we must ask the students to find out the text type before reading.It helps them understand what theyll read.Through the exercises in 3a and 3b, we can help the students know how to write a letter to describe their vacations.Also, we need to get them to learn different culture in different countries.It helps them open horizon and cultivate cultural awareness.第五課時(shí) Self Check

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Get students to turn to Page106 to listen and read.2．Get them to finish the followingexercise.1．Russian________

2．snowman________

3．滑冰________

4．冬季________

5．帶回家________

6．拍照________

7．我想你。________

8．還不錯(cuò)。________

(Keys：1.俄羅斯的，俄羅斯人；2.雪人；3.skate；4.winter；5．take home；6.take a photo；7.I miss you.；8.Not bad.)

?Step 2 Leading in【情景導(dǎo)入】

Ask some students to share their hometowns’ weather in different seasons.Example: I am Lisa.My hometown is in Zhengzhou.There are four seasons in a year there.In spring, it is very warm.Sometimes it’s rainy but sometimes it’s windy.In summer, it’s very hot there.We can swim in the lake.In autumn, it’s very cool there.It’s the harvest time for the farmers.We have a lot of sunshine.In winter, it’s very cold.Sometimes it’s snowy.We have to wear warm clothes.I like my hometown’s weather.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 42, Self Check 1

T: Weve learned some words about feelings, weather and activities.Now discuss with your partners.Add more words in the box.1.Ss work in pairs and add more words in the box.2.Let some Ss read their words.Let other Ss add more words.?Step 4 While-task【過(guò)程任務(wù)】

Page 42, Self Check 2

T: Read the sentences below on the left and find the responses on the right.1.Ss read the sentences below and find the responses.2.Check the answers with the class.3.Then let the Ss practice the conversation with a partner.?Step 5Post-task【后續(xù)任務(wù)】

1.Put these sentences in order to make a conversation.Then write your own conversation.2.Practice the conversation with the partner.3.Ask some students to act it out.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the students’ book of the unit exercise.?Step 7 Homework【家庭作業(yè)】

1.Review this unit.2.Finish the exercises.

Teaching Reflection【教學(xué)反思】

In the last period, the purpose is to provide a comprehensive review of the unit.Then by practicing writing, we can help students master the target language and expand their vocabulary.The teacher can get the students to share their conversations in Exercise 2 in Self Check to improve their speaking skills and language ability.In addition, we should cultivate students’ patriotism in cross-cultural education.

Unit 8 Is there a post office near here?

單元總覽

單元教材分析

本單元的教學(xué)主要內(nèi)容是：學(xué)習(xí)“問(wèn)路指路”的常用表達(dá)方式，該話(huà)題與學(xué)生的日常生活緊密聯(lián)系在一起，容易喚起學(xué)生的學(xué)習(xí)興趣，這對(duì)于提高學(xué)生的綜合能力很有幫助，特別是說(shuō)的能力。

本單元仍在繼續(xù)學(xué)習(xí)一般現(xiàn)在時(shí)，這是一個(gè)生活中離不開(kāi)的時(shí)態(tài)，也是最基本的一個(gè)時(shí)態(tài)。新課程標(biāo)準(zhǔn)要求學(xué)生重點(diǎn)掌握一般現(xiàn)在時(shí)，這在英語(yǔ)中使用頻率很高，學(xué)好這一時(shí)態(tài)的用法對(duì)以后其他時(shí)態(tài)的學(xué)習(xí)和交際有很大的幫助。

第一課時(shí) Section A(1a－2d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Ask students to read the key words and phrases.2.Finish the following exercises.漢譯英。

1．郵局________ 2.警察局________

3．餐館________ 4.旅館________

5．街道________ 6.公園________

7．銀行________ 8.醫(yī)院________

9．在這附近________ 10.付費(fèi)電話(huà)________

(Keys：1.post office 2.police station 3.restaurant 4.hotel 5.street 6.park 7.bank 8.hospital 9.near here 10.pay phone)

?Step 2 Leading in【情景導(dǎo)入】

T: Hello, everyone, please think about prepositions for position

S: in, on…

T: Good, today we are going to learn other prepositions for position and several nouns.Please look at the following new words.post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, near, across, across from, front, in front of, behind, town, around

1.Teach new words with flashcards.2.At first, ask a few students to try to read them, then the teacher corrects their pronunciations.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 43, 1a

Look at the picture.Write the correct letter [a-i] for the places.Page 43, 1b

1.Ask the students to read the conversations.2.Play the tape and ask the students to listen and circle the places they hear.Page 43, 1c

1.Focus on the conversation.2.Practice reading.Pairwork: Ask the students to make similar conversations using there be structure.A：Is there a /an...near here?

B：Yes, there is.It’s on.http://47.98.254.255/upwordserver/tmp/phphfRtZK/No, there isn’t.?Step 4 While-task【過(guò)程任務(wù)】

Page 44, 2a

1.Look at the pictures and read the six sentences in the box.2.Ask students circle the prepositions of place.3.Match the sentences with the pictures.Page 44, 2b

1.Focus on the six words and phrases and read after the teacher.2.Play the recording and fill in the blanks.3.Check the answers.?Step 5 Post-task【后續(xù)任務(wù)】

Page 44, 2c

1.Focus on the conversation.2.Practice reading.Pairwork: Ask the students to make similar conversations using the prepositions of places.A：Where is the...?

B：It’s next to/in front of/ between/ behind/across from/on...Page 44, 2d

1.Focus on the conversation in 2d.2.Practice reading.Make the students scan the conversation first.3.Teach the language points and then make the students role-play the conversation in pairs.4.Play the recording and ask the students to listen and repeat.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1.Listen to the tape twice.2.Practice the conversation on Page 44, 2d.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．There be句式的就近一致原則。即be的形式與最靠近的主語(yǔ)在數(shù)上保持一致。

如：There is a pencil and two pens in my pencil box.在我的文具盒里有一支鉛筆和兩支鋼筆。

There are two pencils and a pen in my pencil box.在我的文具盒里有兩支鉛筆和一支鋼筆。

2．There be＋sb.＋doing sth.有某人正在做某事。

如：There are some boys reading books over there.那里有些男孩正在看書(shū)。

Teaching Reflection【教學(xué)反思】

The topic of this unit is asking for and giving directions on the street.It’s very useful in the daily communication.After learning, the students can use some prepositions of place and sentence patterns to ask for and give directions, which can enhance students’ self-confidence in speaking English.This is the first period.The teachers can use some pictures and videos to lead in the topic so that students will become interested in it.While listening, students should master some strategies, such as catching the key words or phrases.Through practicing the conversation in pairs, their listening and speaking abilities can be improved.Also, we can ask students to role-play their conversations to enhance their cooperation awareness.第二課時(shí) Section A(Grammar Focus－3c)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Ask students to read the key words and phrases.2.Finish the following exercises.根據(jù)句意及首字母或漢語(yǔ)提示完成句子。

1．Beijing is in the n of China.2．Is there a hospital n here?

3．The post office is b the library and the park.4．The bank is(鄰近)the post office.5．The police station is(在旅館的后面)．

(Keys: 1.north 2.near 3.between 4.next to 5.behind the hotel)

?Step 2 Leading in【情景導(dǎo)入】

T: Hello, class, last lesson we studied some prepositions about position, such as: around, behind……, this class, we are going to learn other new words about asking the way.Now please look at them.along, go along, turn, right, left, turn, right, crossing, neighborhood

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 45, Grammar Focus

1.Divide the class into two groups and then ask them to role-play the Grammar Focus.2.Let students try to recite it.3.Finish the exercises.按要求完成下列句子，每空一詞。

(1)The new pay phones are on Fifth Avenue．(對(duì)畫(huà)線(xiàn)部分提問(wèn))

_______ ________the new pay phones?

(2)Is there an egg on the table?(作肯定回答)

_______，________．

(3)There are some new clothes stores near Alan’s house.(改為否定句)

_______ ________ _______ new clothes stores near Alans house.(4)Jane lives across from a hotel．(對(duì)畫(huà)線(xiàn)部分提問(wèn))

_______ ________Jane live?

(5)There is a bank on Fifth Avenue.(改為一般疑問(wèn)句，并作肯定回答)

—_______ ________a bank on Fifth Avenue?

—_______，_______ ________．

(Keys: 1.Where are 2.Yes，there is.3.There arent any 4.Where does 5.Is there;Yes，there is.)

?Step 4 While-task【過(guò)程任務(wù)】

Page 45, 3a

1.Look at the map and answer the questions.2.Check Ss’ answers.Page 45, 3b

1.Look at the map in 3a and write three sentences.2.Have Ss check their answers in groups and then repor

t their answers to the class.t their answers to the class.?Step 5 Post-task【后續(xù)任務(wù)】

Page 45, 3c

Guessing game:

1.Ask the students to look at the picture in 1a on page 43.2.Then ask students to name all the buildings in the picture.3.Have the students work in groups.One person chooses a building in the picture of 1a, but doesnt tell anyone which building it is.The others ask questions like those in the activity 3c until they guess which building it is.Several students can take turns to choose the building, the others will guess.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 2nd exercise.?Step 7 Homework【家庭作業(yè)】

Recite the Grammar Focus.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．辨析：There be 與 have/has

There be 表示“某處有某物/某人”，指客觀存在，有“就近一致原則”。

結(jié)構(gòu)：There be＋某物/某人＋某地

have/has表示“某人/物有”

所屬關(guān)系用have或has(取決于句子的主語(yǔ))。

結(jié)構(gòu)：某人/某物＋have/has＋某物/某人。

如：我的文具盒里有一支鉛筆和兩支鋼筆。

________________________________________________________________________

我的文具盒里有兩支鉛筆和一支鋼筆。

________________________________________________________________________

我有一支鉛筆和兩支鋼筆。

________________________________________________________________________

他有兩支鋼筆和一支鉛筆。

________________________________________________________________________

【注意】當(dāng)表示某物的構(gòu)成和組成部分時(shí)，用There be與have/has均可。

如：我們學(xué)校有20個(gè)班級(jí)。

________________________________________________________________________

2．The pay phone is across from the library.本句屬于：“主語(yǔ)＋be＋介詞短語(yǔ)”的主系表結(jié)構(gòu)，用來(lái)表明某地/某人的位置?？梢院?There be 句型轉(zhuǎn)換，說(shuō)明位置關(guān)系。

如：The supermarket is on Zhongshan Street.＝________ ________ a supermarket ________ ________ ________.The bank is between the park and the school.＝________________________________________________________________________

3．far from“離……遠(yuǎn)”，相當(dāng)于far away from，通常不與數(shù)字連用。若出現(xiàn)具體數(shù)字，常用away from。

如：My home is not far(away)from our school.My home is 2 kilometers away from our school.

Teaching Reflection 【教學(xué)反思】

In this period, the teacher should ask the students to read the content in Grammar Focus first.Then they can understand what they have learned.After that, we can create some proper situations to help them make their own conversations by using the sentence patterns.As we all know, reading aloud, understanding, summarizing and practicing are necessary processes in grammar class.第三課時(shí) Section B(1a－1d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Fill in the blanks.根據(jù)首字母或者漢語(yǔ)提示完成下列句子。

1．Go a_______ Bridge Street and t_______ right when you see a bank.2．Turn left at the second c_______，you can see a hospital.3．If you are in China，you should walk________(在右邊)．If you are in England，you should walk ________(在左邊)．

(Keys:1.along;turn 2.crossing 3.on the right;on the left)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：The post office，bank，supermarket，New Park and book shop are in my schools neighborhood.I am at school.I want to go to the bank.How can I get there?

Teach the students to describe directions using the following phrases：go/walk straight，turn left/right，on the left/right，go/walk down the street.Model：Go straight and turn right.Its on Jiefang Street.Its on the left.The bank is next to the supermarket.環(huán)節(jié)說(shuō)明：利用一張學(xué)校所在地的街區(qū)圖，讓學(xué)生描述建筑物的位置關(guān)系，然后導(dǎo)入本課時(shí)的話(huà)題，讓學(xué)生根據(jù)學(xué)校所在地的街區(qū)圖，了解問(wèn)路和指路的一些基本句型。

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 46, 1a

1.Asks the Ss who could put the three phrases into English

2.Let the Ss match the words in the box with the signs.3.See who does the best and most quickly.?Step 4 While-task【過(guò)程任務(wù)】

Page 46, 1b&1c

1.Ask the Ss to listen and write the correct place for each letter in the picture.2.Listen again.Fill in the blanks.Check the answers.?Step 5 Post-task【后續(xù)任務(wù)】

Page 46, 1d

Listen again.Use the pause button to check the answers with the Ss.Group work

1.Work in groups.Discuss what do you do or eat on your birthday?

2.Ss take turns to talk about it.S1: I usually get many nice gifts from my parents.I usually have a nice dinner in a restaurant.S2: My parents usually buy me some nice books and school things on my birthday.S3: ….3.Write down what your group members do on their birthday.And give a report to the class.In my group, S1… S2… S3…

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

1.Review the phrases and sentences.2.Listen to the tapes twice after class.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．turn的用法。

(1)v.翻；轉(zhuǎn)向

如：請(qǐng)翻到第12頁(yè)。

________________________________________________________________

(2)link v．變得

如：她的臉變紅了。

_________________________________________________________________

【詞組積累】

turn to the left/right向左邊/右邊轉(zhuǎn)

on the left/right在左邊/右邊

on ones left/right在某人的左邊/右邊

on the left/right of在……的左邊/右邊

如：在圖書(shū)館的右邊有一個(gè)動(dòng)物園。

________________________________________________________________________

2．crossing n．十字路口

turn right/left at the＋序數(shù)詞＋crossing＝take the＋序數(shù)詞＋crossing on the right/left在第幾個(gè)十字路口向右/左轉(zhuǎn)。

如：在第二個(gè)十字路口向左轉(zhuǎn)。

Turn left ________ the ________ crossing.＝Take the ________ ________ on the left.

Teaching Reflection【教學(xué)反思】

Before listening, we can ask the students to learn the new words and phrases by themselves.As for some difficult ones, the teacher can use some pictures or create some situations to help the students master them.While listening, get the students to pay more attention to the problems.It helps them to learn listening strategies and develop the language sense.第四課時(shí) Section B(2a－3b)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Teach new words with flashcards.2．Ask students to read the key words and phrases.3．Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．There is a small park in our n ．

2．You can e the clean air and sunshine here.3．If you have a map, you can get to the school e ．

4．I s one hour on my homework every day.5．It is dangerous to c the tall tree.6．The zoo in our city is f , so there are a lot of people in it every day.7．My grandparents l in a small town.(Keys: 1.neighborhood 2.enjoy 3.easily 4.spend 5.climb 6.free 7.live)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：Please work in pairs.Tell your partner where you live and the surroundings.Then other students draw a map about your house.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 47, 2a

1.Ask Ss to check the places near your home.Tell your partner where they are.2.Ask Ss to find out difficulties.?Step 4 While-task【過(guò)程任務(wù)】

Page 47, 2b

Fast Reading:

1.Read the passages and match each passage with a map.2.Ss read and match.Then check the answers.Page 47, 2c

Careful Reading

1.The teacher asks the Ss read passages again and answer the questions.2.Ss read the passage and try to answer the questions.3.Check the answers with the class.Choose the best student’s answer, and then read them in class.?Step 5 Post-task【后續(xù)任務(wù)】

Page 48, 3a

1.Ask the Ss to look at the map of Cindy’s neighborhood and fill in the blanks.2.Then check the answers.Page 48, 3b

1.Ask the Ss to draw a map of your neighborhood and write about it with the

help of the following sentences.2.After writing it, correct the answers in groups, choosethe most excellent answers to read in class at last.① Where do you live?

② What is your favorite place in your neighborhood? Why?

③ How do you get there from your home?

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

Writing.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．辨析：spend，take，cost與pay

spend：主語(yǔ)是人，Sb.spend(s)… on sth./Sb.spend(s)…(in)doing sth.某人花費(fèi)時(shí)間(金錢(qián))做某事。

take：it作形式主語(yǔ)，It takes sb.some time to do sth.做某事花費(fèi)某人多長(zhǎng)時(shí)間。

cost：主語(yǔ)是物，Sth.cost(s)sb.some money.某物花費(fèi)某人多少錢(qián)。

pay：主語(yǔ)是人，Sb.pay(s)some money for sth.某人為某物付款。

如：I ________ 5 dollars on the book.It ________ him seven days ________ make the big cake.The book ________ me 5 dollars.I ________ 5 dollars ________ the book.2．look like看起來(lái)像，后可接名詞、代詞作賓語(yǔ)。

如：He ________ ________ his father.他看起來(lái)像他的父親。

【拓展】What does/do＋主語(yǔ)＋look like？用來(lái)詢(xún)問(wèn)某人的外貌特征，意為“……看上去什么樣？”。

如：——你的弟弟看上去什么樣？——他又矮又瘦。

—________ ________ your brother ________ ________？

—He is ________ and ________．

Teaching Reflection 【教學(xué)反思】

The teacher can make students describe the places near their homes to lead in reading.The students can look upthe new words in a dictionary in order to understand the meanings ofthe sentences while reading.The most important thing in this lesson is to improve their reading skills and master reading strategies.For example, let the students know that circling the key parts will help the munderstand the core meaning of what they are reading.Besides, we need to let students learn more about how to describe their neighborhood.In this lesson, the students should use the new items they have learned to practice writing.And before writing practice, we can ask the students to finish the tasks in 3a.Then get them to write a passage using the form in 3a.Its necessary for them to present the passages they write.After that, the students will get enough oral practice.第五課時(shí) Section B(Self Check)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Get students to turn to Page107 to listen and read.2.Get them to finish the translations.英漢互譯

1．辛迪的街區(qū)地圖___________

2．get there________________

3．a(chǎn) noisy neighborhood_____________

4．go down this street________________

(Keys：1.the map of Cindys neighborhood；2.到達(dá)那兒；3.一個(gè)喧鬧的街區(qū)；4.沿著這條街道走)

?Step 2 Leading in【情景導(dǎo)入】

Ask some students to talk about their daily activities on weekends.Example: I am very busy on school days, but I have some free time on weekends....?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 48, Self Check 1

1.Have a competition:

Look at Self Check 1.See who will finish the passage with the words in the box at first.Correct the answers: free, enjoy, climbing, spend.2.Ask the Ss to find out difficulties in the passage, and then the teacher explains them.a)My grandma makes the foods I like.我奶奶做我喜歡吃的食物。本句中的I like 為后置定語(yǔ)從句，修飾先行詞foods, 此句只要求學(xué)生理解即可。

b)We sometimes watch the neighbor’s cats climbing the trees.觀看某人正在做某事，watch somebody doing something

觀看某人做事的全過(guò)程應(yīng)為watch somebody do something

?Step 4 While-task【過(guò)程任務(wù)】

Page 48, Self Check 2

1.Tell the Ss to write five sentences about your school using “there is /are, there are some trees in my school.”

2.Then check and correct them in groups.?Step 5 Post-task【后續(xù)任務(wù)】

Page 48, Self Check 3

T: Imagine you are one of the two people in the picture on page 46.You have to tell others how to get to the supermarket of library, please write a composition.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 5th exercise.?Step 7 Homework【家庭作業(yè)】

1.Review this unit.2.Finish the exercises.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

in life“一生中”，在句子中作定語(yǔ)。介詞短語(yǔ)作定語(yǔ)一般后置。life名詞，“一生；終生”。如：He lived in the country all his life.他終生住在鄉(xiāng)下。

【拓展】life作名詞，還可意為“生活；生命”。

如：They have a ________ ________．他們過(guò)著幸福的生活。

完形填空解題方法。

一、完形填空題要求填入的詞主要有：

1．語(yǔ)法結(jié)構(gòu)所要求的功能詞，如連接詞、連接代詞、連接副詞、關(guān)系代詞、關(guān)系副詞等。

2．具有語(yǔ)法變化的普通詞，如動(dòng)詞的時(shí)態(tài)、語(yǔ)態(tài)、語(yǔ)氣，名詞的數(shù)，代詞的格，形容詞和副詞的比較等級(jí)等。

3．固定搭配短語(yǔ)或詞組中的特定詞。

4．同義詞、近義詞等易混淆詞。

5．根據(jù)上下文意思及結(jié)構(gòu)必須填入的確定詞。

二、完形填空的解題技巧。

前面我們已經(jīng)分析過(guò)，完形填空是在全面理解短文基礎(chǔ)上的選擇填空。因此做完形填空題應(yīng)遵循下列步驟：

1．通讀全文，了解大意。

2．瞻前顧后，逐步填空。

3．認(rèn)真復(fù)查，適當(dāng)調(diào)整。

Teaching Reflection【教學(xué)反思】

In the last period, the teacher should use the exercises in Self Check to help the students review the target language and at the same time, we must encourage them to make full use of what they’ve learned in this unit.In order to enhance the students’ cooperation spirit, the teacher must get them to practice conversations in pairs.Besides, the teacher should ask students to do exercises to improve their learning skills.

Unit 9 What does he look like?

單元總覽

單元教材分析

本單元以描述人的外表為話(huà)題，共設(shè)計(jì)了三個(gè)部分的內(nèi)容。旨在通過(guò)本單元的教學(xué)使學(xué)生學(xué)會(huì)使用“What does he/she look like?”的句型詢(xún)問(wèn)別人的外表；用英語(yǔ)描述別人的發(fā)型，身高，身材以及其它特征。并能學(xué)以致用，用所學(xué)知識(shí)描述自己的朋友，喜歡的老師及演員的等。Section A 如何描述別人的發(fā)型，身高及身材。區(qū)別 “He’s…” 和 “He has…”。Section B 學(xué)會(huì)描述人們的其它體貌特征，如面部特征，著裝特點(diǎn)；學(xué)會(huì)代詞的用法。

第一課時(shí) Section A(1a－2d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Ask students to read the key words and phrases.2.Predict the content of this class according to pictures and the unit title.3.Finish the following exercises.漢譯英。

1．長(zhǎng)發(fā)________ 2.短發(fā)________

3．直發(fā)________ 4.卷發(fā)________

5．高的________ 6.矮的________

7．重的________ 8.瘦的________

9．中等個(gè)子________

(Keys：1.long hair 2.short hair 3.straight hair 4.curly hair 5.tall 6.short 7.heavy 8.thin 9.medium height)

?Step 2 Leading in【情景導(dǎo)入】

1.Present the new words: tall, short, heavy, thin, medium height, medium build.2.Show the pictures of different persons and help Ss to understand the new words.Help them to describe the people in the pictures by using “He/she’s(of)…”.3.Present some pictures of different haircuts.4.Help Ss to understand the new words: long hair, short hair, curly hair, straight hair.Help them to describe persons by using “He/she has …”.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 49, 1a

1．Learn the new words about peoples looks in 1a.2．Finish 1a.Then check the answers.3．Look at the picture in 1a and learn the drills：

—What does he look like?

—Is he short or tall?

—Well，hes really…And he has…

Page 49, 1b

1.Listen and fill in the blanks in the picture, then check the answers.2.Find Amy’s friend.3.Ask some Ss to repeat the conversation and change the words used.T: Let’s play a game.Get into pairs and repeat the conversation in the picture.Then, repeat the conversation but now you are to change the words used.Page 49, 1c

T: One of the people in 1a is your friend.Describe your friend.Your partner will find him/her.Ask some pairs to present their conversations to the class.?Step 4 While-task【過(guò)程任務(wù)】

Page 50, 2a&2b

1.Read the content in 2a.2.Listen carefully and answer the questions.3.Check the answers.4.Look at 2b.Listen again and fill in the chart.5.Make conversations:

T: What does … look like?

S: She’s … and has…

?Step 5 Post-task【后續(xù)任務(wù)】

Page 50, 2c

Pairwork:

1.Have Ss get into pairs.Student A is to look at the chart in 2b.Student B will ask Student A questions about one of the people in the chart and then draw a picture of the person.T: I need two persons to come to the blackboard.Student B will ask Student A questions about oneof the people in the chart and then draw a picture of the person.The rest of the class should draw

the picture in your exercise books.1.Find another pair to do the same thing and compare their drawings.Page 50, 2d

1.Read the conversation to answer the questions：

1)When are they meeting?

2)Where are they meeting?

3)What does David look like?

4)Is he tall or short?

2.Read the conversation.3.Role-play the conversation.4.Explanation:

(1)may be

(2)a little

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1.Read and recite the conversation on Page 50, 2d.2.Describe your friends in the class and draw a picture of them.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．多個(gè)形容詞修飾頭發(fā)的順序

①程度狀語(yǔ)—②描述性—③長(zhǎng)短—④形狀—⑤顏色—⑥頭發(fā)

She has ________ ________ ________ ________hair.她留一頭非常漂亮的黑色的卷曲的長(zhǎng)發(fā)。

2．區(qū)分：

A．What does he look like？問(wèn)外貌；

B．What is he like？問(wèn)人品、性格，偶含外貌；

C．What does he like？問(wèn)喜歡什么。

為下面答語(yǔ)選擇疑問(wèn)句(A、B、C)

()(1)He is very friendly.()(2)He is short with a big nose.()(3)He likes his big nose.

Teaching Reflection【教學(xué)反思】

The topic of this unit is people’s looks.It’s very interesting and useful for students in the daily communication.After learning, the students can use some descriptive adjectives and sentence patterns to talk about physical appearance.This is the first period.The teachers can use some pictures and videos to lead in the topic so that students will become interested in it.While listening, students should master some strategies, such as catching the key words or phrases.Through practicing the conversation in pairs, their listening and speaking abilities can be improved.Also, we can ask students to role-play their conversations to enhance their cooperation awareness.第二課時(shí) Section A(Grammar Focus－3d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Ask students to read the key words and phrases.2.Finish the following exercises.根據(jù)句意及首字母或漢語(yǔ)提示完成句子。

1.—What does your uncle do, Tina?

—Oh, he is a movie a________.2.My brother is really h_______.So many beautiful girls like him very much.3.Most western people were born with __________(卷發(fā)), but most Chinese with the

straight.4.The actress is not tall or short.She is of _________(中等身高).5.My sister is of __________(中等身材)and good-looking.(Keys: 1.actor 2.handsome 3.curly hair 4.medium height 5.medium build)

?Step 2 Leading in【情景導(dǎo)入】

Show the pictures and get to ask and answer in pairs.Teacher：What does he/she look like?

S1：Hes/Shes…/He/She has…

Teacher：What do they look like?

S2：Theyre…/They have…

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 51, Grammar Focus

1.Read through the sentences.2.Ask Ss to focus on the questions and answers.3.Do the following exercises.按要求完成下列句子，每空一詞。

(1)Ann is short.She has short straight hair.(合并為一句)

Ann is short _______short straight hair.(2)Peter is tall and thin．(對(duì)畫(huà)線(xiàn)部分提問(wèn))

______ _______Peter ______ _______?

(3)Tony is of medium height.(改為同義句)

Tony is not _______ or _______.(4)The boy is 1.7 meters tall.(改為同義句)

The boy is 1.7 meters ______ _______.(5)Lucy and Lily look the same.(改為同義句)

Lucy ______ _______ Lily.(Keys: 1.with 2.What does;look like 3.tall;short 4.in height 5.looks like）

?Step 4 While-task【過(guò)程任務(wù)】

Page 51, 3a

1.Write the words in the correct box.2.Check Ss’ answers.3.Make sure Ss understand when to use “is” and when to use “has”.Page 51, 3b

1.Circle the correct words to complete the conversation.2.Have Ss get into groups to check their answers.Then ask some groups to present their

answers to the class.?Step 5 Post-task【后續(xù)任務(wù)】

Page 51, 3c

1.Have Ss read the questions and answer them.2.Ask them to tell their partners about their answers.3.Have some pairs present their answers to the class.Page 51, 3d

Guessinggame:

1.Have a student describe someone in the class.2.Then ask the other Ss to guess who he/she is describing.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 2nd exercise.?Step 7 Homework【家庭作業(yè)】

Recite the Grammar Focus.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．—Are you going to the movie tonight?

—Yes.Were meeting at seven，right?

以上兩個(gè)句子是現(xiàn)在進(jìn)行時(shí)(is/am/are doing結(jié)構(gòu))表示將來(lái)。主要用于表示按計(jì)劃或安排將要發(fā)生的動(dòng)作。這種用法主要用于表示位移的詞，如：come，go，arrive，leave，fly，meet等。

He ________ ________ to Shanghai this weekend.他這個(gè)周末將要去上海。

Where ________ ________ ________ tomorrow?

你們明天要在哪里會(huì)面？

2．學(xué)會(huì)用have/has與系動(dòng)詞be描述外貌。(見(jiàn)Grammar Focus并總結(jié)。習(xí)題見(jiàn)3a，3b部分。)

(1)have/has＋含adj.的身體部位n.(2)be＋adj.(3)be＋所屬身高

3．學(xué)會(huì)用with描述外貌

(1)She is tall with long black hair.她個(gè)子高，留著長(zhǎng)長(zhǎng)的黑發(fā)。

(with短語(yǔ)表示伴隨的狀態(tài)。)

(2)She is a tall girl with long black hair.她是一個(gè)留著長(zhǎng)長(zhǎng)黑發(fā)的高個(gè)女孩。

(with短語(yǔ)可理解為后置定語(yǔ)。)

練習(xí)：He is of medium height.He has two big eyes.(合并成一個(gè)簡(jiǎn)單句)

He is of medium height ________ two big eyes.

Teaching Reflection 【教學(xué)反思】

In this period, the teacher should ask the students to read the content in Grammar Focus first.Then they can understand deeply what they have learned.After that, we can create some proper situations to help them make their own conversations by using the sentence patterns.As we all know, reading aloud, understanding, summarizing and practicing are necessary processes in leaning English.第三課時(shí) Section B(1a－1e)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Fill in the blanks.根據(jù)句意及首字母提示完成句子。

1.Dont talk when there is food in your m______.2.We can see with our e______.3.I can smell with my n_______.4.Jenny can sing well.She wants to be a s______.5.The American girl has b________ hair.(Keys: 1.mouth 2.eyes 3.nose 4.singer 5.blonde)

?Step 2 Leading in【情景導(dǎo)入】

T：This is a picture of a famous person.He is of medium height, and has short black hair.He has a big nose.He sometimes wears glasses.He can do Chinese kung fu.Many people like him very much.Do you know who he is？

Say what your favorite cartoon character looks like, others guess who he/she is.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 46, 1a

1.Have Ss get into pairs and describe the four pictures in 1a.Sample: A: What does the woman in “a” look like?

B: She has curly hair.A: Does she have big eyes or small eyes?

B: She has big eyes.2.Match the words with the pictures.3.Check the answers

Page 46, 1b

1.Read the phrases in the box in 1b and make sentences about famous people with the words.e.g.Pinocchio（匹諾曹）has a long nose.2.Fill in the blanks and check each other.?Step 4 While-task【過(guò)程任務(wù)】

Page 46, 1c&1d

1.Work on 1c.Listen and write Johnny Dean’s and Tina Brown’s jobs in the chart.2.Work on 1d.Listen again.What do Johnny and Tina look like? Complete the chart in 1c.3.Check the answers.4.Ask Ss to get into pairs and role-play the conversation.Have some pairs role-play the conversation in the front of the class.?Step 5 Post-task【后續(xù)任務(wù)】

Page 46, 1e

Pair work

1.Work on 1e.Make a conversation about your favorite singer or athlete, and how he/she

looks like.2.Have some pairs present their conversations to the class.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Write a short passage about what your favorite singer, actor/actress, or athlete looks like.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．glass

(1)“眼鏡”，常用復(fù)數(shù)glasses。

一副眼鏡a pair of glasses

(2)“玻璃”，不可數(shù)名詞。

一片玻璃a piece of glass

(3)“玻璃杯”，可數(shù)名詞。

These ________ are made of ________．這些玻璃杯是玻璃制成的。

2．I like that woman with long blonde hair.with long blonde hair是介詞短語(yǔ)，修飾that woman。

介詞短語(yǔ)作后置定語(yǔ)，放在它所修飾的名詞之后。

The girl ________ red is my sister.穿紅衣服的女孩是我的妹妹。

Do you know the boy ________ the tree？你認(rèn)識(shí)樹(shù)下的那個(gè)男孩嗎？

Teaching Reflection【教學(xué)反思】

Before listening, we can ask the students to learn the new words and phrases by themselves.As for some difficult ones, the teacher can use some pictures or create some situations to help the students master them.While listening, get the students to pay more attention to the problems and key words.It helps them to improve their listening skills.第四課時(shí) Section B(2a－3b)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Ask students to read the key words and phrases.2.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1.My friend can draw well.He wants to be an a.2.Joe drew a picture of the c_______, and the police put it on the public(公共的)wall to find him.3.We can do it in the same w________.4.This shirt is too short.Can you show me a_______ one?

5._______(最后), you can do it by yourself.6.Can you ________(描述)the picture on the wall?

7._________(首先), we should make a plan for vacation.(Keys: 1.artist 2.criminal 3.way 4.another 5.In the end 6.describe 7.First of all)

?Step 2 Leading in【情景導(dǎo)入】

1.Have some Ss describe their favorite singer, actor/actress or athlete to the class.Then get the rest of the class to guess who he/she is.T: Who is your favorite singer, actor/actress or athlete? Can you describe him/her to the class?

S1: He is a singer.He’s of medium height.He has brown hair and small eyes.I like his singing.2.T: Do you know the police artist? What does a police artist do？Do you know how he works？After this lesson，you will know about their work.3.Look at the pictures of 2b and predict what the article is about.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 53, 2a

1.Read the words in the chart and complete the chart.2.Try to think of more words with the opposite meanings.?Step 4 While-task【過(guò)程任務(wù)】

Page 53, 2b

1.Look at the pictures of 2b and say what the three people look like.2.Fast reading:

Read the article and find the real criminal.3.Careful reading:

Read the article again and find the words describing what the three people look like in the article.Let some Ss read out the sentences.4.Read the article again carefully and answer the questions.Q1.What’s Joe Brown’s job?

Q2.What does Joe Brown do?

Q3.Is his job easy?

Q4.Why do people may describe the same person differently?

Page 53, 2c

1.Read the article again and write what the words in bold refer to.2.Explaining the language points:

1)talk to 2)in the end

?Step 5 Post-task【后續(xù)任務(wù)】

Page 54, 3a

1.Look at the picture of 3a to say what Jack looks like.2.Fill in the blanks quickly.3.Check the answers.4.Read the passage and translate into Chinese.5.Explain the Language points

1)first of all

2)be good at

Page 54, 3b

1.Read the questions in the form of 3b.2.Write a passage about your best friend.3.Check the passages each other to correct them in the group.4.Read the best passage for the class.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

1.Recite the text in Section B, 3a.2.Finish your composition.3.Complete Self Check.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．each與every用法辨析

each強(qiáng)調(diào)個(gè)別，代表的數(shù)可以是兩個(gè)或兩個(gè)以上，each可以單獨(dú)使用，后面不跟名詞。

Each student has a dictionary.Each of the students has a dictionary.We each have a dictionary.We have a dictionary each.every強(qiáng)調(diào)整體，所指的數(shù)是三個(gè)或三個(gè)以上。every后接名詞，every one后可以接of結(jié)構(gòu)。

Every student has a dictionary.Every one of the students has a dictionary.They tell him what the criminal looks like.畫(huà)線(xiàn)部分為賓語(yǔ)從句，用______________語(yǔ)序。

I want to know ______________(你住哪)．

Please tell me ______________(你為什么上學(xué))．

2．real與true辨析

real“真正的”指客觀存在的，非想象的。

true“真實(shí)的”指與客觀事實(shí)一致的，非杜撰的、捏造的。

It is a ________ story about a ________ man.3．the police指“警察”時(shí)看作復(fù)數(shù)。

The police ________ coming.

Teaching Reflection 【教學(xué)反思】

The teacher can make different students describe a certain student to lead in reading, which can make students understand everyone has its own way to see things.The students may look upthe new words in a dictionary and understand the meanings of the sentences while reading.The most important thing in this lesson is to improve their reading skills and master reading strategies.For example, let the students know how to skim and scan.In this lesson, the students should use the new items theyhave learned to practice writing.And before writing practice, we can ask the students to finish the tasks in 3a.Then getthem to write a passage usingthe form in 3a.Its necessary for them to present the passages they write.After that, the students will get enough oral practice.第五課時(shí)Section B(Self Check)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Get students to turn to Page107 to listen and read.2.Get them to finish the translations.漢譯英

1．牛仔褲__________

2．(男子)英俊的__________

3．我最好的朋友________________

4．首先__________

5．運(yùn)動(dòng)鞋__________

6．擅長(zhǎng)足球__________

7．其他特征__________

(Keys：1.jeans 2.handsome 3.my best friend 4.first of all 5.sports shoes 6.be good at soccer 7.other features)

?Step 2 Leading in【情景導(dǎo)入】

Ask some students to describe their parents.Example: My dad is tall...?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 54, Self Check 1

1.Who remembers best?

（To test the words and expressions in this unit）

2.Write more words in each box.(To find who writes most right words.)

?Step 4 While-task【過(guò)程任務(wù)】

Page 54, Self Check 2

1.What do you parents look like? Describe them like this:

My dad is tall.He has… He wears…He likes…My mum is …She has… She wears…She likes…

2.Check the passages each other to correct them in the group.3.Read the best passage for the class.?Step 5 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the unit exercise.?Step 6 Homework【家庭作業(yè)】

1．Review this unit.2．Finish the exercises.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

多個(gè)形容詞的排列順序。

英語(yǔ)中，當(dāng)名詞有多個(gè)形容詞作前置定語(yǔ)時(shí)，這些形容詞的排列順序通常要遵循一定的順序，不能隨意調(diào)換位置。

1．基本順序：限定詞(冠詞、指示代詞、物主代詞、數(shù)詞等)＋表示觀點(diǎn)的描述性形容詞＋形狀、大小、長(zhǎng)短、高低＋年齡、新舊＋顏色＋國(guó)籍、地區(qū)＋物質(zhì)材料＋中心詞。

2．口訣1：縣官行令宴國(guó)材(限觀形齡顏國(guó)材)。

3．口訣2：大小、形狀、描述性，年齡、顏色后跟定，產(chǎn)地、材料和用途，先后順序已排清。如：

①一輛昂貴的新型日本跑車(chē)

________________________________________________________________________

②一個(gè)又大又圓的紅蘋(píng)果

________________________________________________________________________

③漂亮的卷曲的金色長(zhǎng)發(fā)

________________________________________________________________________

Teaching Reflection【教學(xué)反思】

In the last period, the teacher shoulduse the exercises in Self Check to help the students review the target language and at the same time, we must encourage them to use what they’ve learned in this unit.In order to enhance the students’ cooperation spirit, the teacher must get them to practice conversations in pairs.Besides, the teacher should ask students to do exercises to improve their learning skills.Unit 10 I’d like some noodles.

單元總覽

單元教材分析

本單元教材以“I’d like...”為中心話(huà)題，圍繞著詢(xún)問(wèn)及描述“食物喜好”進(jìn)行學(xué)習(xí)和運(yùn)用幾個(gè)常見(jiàn)的句型：等，讓學(xué)生知道怎樣詢(xún)問(wèn)他人喜歡的食物及表述自己的個(gè)人喜好。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的情感。Section A主要學(xué)習(xí)關(guān)于事物的新單詞，區(qū)別可數(shù)與不可數(shù)名詞，學(xué)會(huì)點(diǎn)餐的基本句型。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的感情。Section B 繼續(xù)學(xué)習(xí)有關(guān)食物的單詞，使學(xué)生學(xué)會(huì)表達(dá)自己的喜好。學(xué)會(huì)填寫(xiě)訂餐單，了解不同國(guó)家的飲食風(fēng)俗，學(xué)會(huì)為餐館寫(xiě)廣告。在這一部分也安排了聽(tīng)、說(shuō)、讀、寫(xiě)的任務(wù)，教師在教學(xué)中應(yīng)合理應(yīng)用課本上的知識(shí)進(jìn)行解答。

課時(shí)分解

第一課時(shí) Section A(1a－2d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．Todays great s_________ is mapo tofu.Its only 2 yuan.2．Im hungry.Id like a large bowl of n_______．

3．What w________ you like for supper?

4．Which do you like better, _______(羊肉)or_______(牛肉)?

5．What s_______ of shoes would you like, small, medium or l________?

6．May I take your o________ now?

7．I want one large b________ of noodles.8．Id like some _________(豆腐)，please.(Keys：1.special 2.noodles 3.would 4.mutton;beef 5.size;large 6.order 7.bowl 8.tofu)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：Hello, everyone!Welcome back to class.Today we are talking something about food.First please name the drinks, vegetables and fruit you know.Make a list of the nouns and write them on the blackboard according to the countable nouns anduncountable nouns.Such as：

Countable nouns：eggs, apples, pears, bananas, cakes, watermelons…

Uncountable nouns：milk, water, tea, cola, bread…

Countable and uncountable nouns：ice－cream, salad, chicken….?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 55, 1a

1.Look at the three kinds of noodles in the picture in 1a.2.Say out the food in each picture from a to h.3.Match each word on the list with one of the ingredients in noodles.Page 55, 1b

Teacher：Look at the three bowls of noodles.What ingredients are in the noodles？What kind of noodles are they？Yes，Special 1 is beef and tomato noodles.Special 2 is chicken and cabbage noodles.Special 3 is potato and carrot noodles.Now listen to the recording and check the noodles that the person ordered.Page 55, 1c

Pair work

1.Present the conversation in 1b on the big screen and ask Ss to practice it.2.Make their own conversations using the noodles in the picture.3.Let some pairs act out their conversations.?Step 4 While-task【過(guò)程任務(wù)】

Page 56, 2a

1.Play the recording for the first time, students only listen carefully.2.Then, listen to the recording again, and check the names of the foods.3.Check the answers.Page 56, 2b

1.Play the recording twice.The first time Ss just listen.And the second time, Ss listen and write down the words.2.Check the answers.?Step 5 Post-task【后續(xù)任務(wù)】

Page 56, 2c

Pair work

1.Ask and answer questions with your partner.Use the information in 2a.2.Show the conversations of 2a on the big screen to the Ss.3.Make a model for the Ss.T: What kind of noodles would you like?

S1: Id like beef noodles, please.…

3.Ss work in pairs and practice the conversations.Page 56, 2d

Role-play

1.Ask Ss to read the conversation in 2d and find the answer to this question：

What would they like?

(They would like one large bowl of beef soup, one gongbao chicken, and one mapo tofu with rice.)

2.Check the answers with the Ss.3.Ss work with their partners and role-play the conversation.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1.Listen to the tape twice.2.Practice the conversation on Page 56, 2d.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．would like意為“想要，愿意”，相當(dāng)于want，用于提出要求或建議，但語(yǔ)氣比want委婉，一般有以下三種形式：

①would like sth.想要某物

如：I would like some ice cream.我想要些冰淇淋。

②would like to do sth.想要干某事

如：I would like to go with you.我想要和你一起去。

③would like sb.to do sth.想要某人做某事

如：I would like her to meet you.我想要她去接你。

注意：would like中的would在句中經(jīng)常和前面的主語(yǔ)縮寫(xiě)成d，如Id＝I would，Youd＝Y(jié)ou would，Hed＝He would。

注意：與would like有關(guān)的各種句型：

①Would you like something？你想要某東西嗎？

這是日常生活中有禮貌、很客氣，語(yǔ)氣又很委婉地征求對(duì)方要求時(shí)的用語(yǔ)。這個(gè)問(wèn)句的肯定答語(yǔ)是：Yes，please./All right./Yes./OK.等。否定回答是：No，thanks.②Would you like to do something？你愿意干某事嗎？

這是日常生活中用來(lái)向?qū)Ψ接卸Y貌地提出建議或邀請(qǐng)的句型。其肯定回答是：Yes，Id love to.否定回答常常是用Sorry或者Id love to，but…等。

句式一：陳述句變一般疑問(wèn)句，把情態(tài)動(dòng)詞移到句首，I變?yōu)閥ou。

I would like some milk.Would you like some milk?

注意：其中的some沒(méi)有變成any是因?yàn)榫渥颖磉_(dá)的是“要求，請(qǐng)求，提供需要”的意思，在這種情況下，句中的some不需要變成any。

句式二：陳述句變成否定句。

I would like some milk.I would not like any milk.變?yōu)榉穸ň鋾r(shí)，在情態(tài)動(dòng)詞后面加not，將some變any。

句式三：特殊疑問(wèn)句

I would like some milk．(對(duì)畫(huà)線(xiàn)部分提問(wèn))

What would you like?

I would like to have a rest．(對(duì)畫(huà)線(xiàn)部分提問(wèn))

What would you like to do?

練一練

I ________ ________ a pencil.＝I ________ a pencil.我想要一支鉛筆。

I ________ ________ a rest.＝I ________ a rest.我想休息一下。

I ________ ________ you ________ ________ shopping with me.＝I ________ you ________ ________ shopping with me.我想要你和我一起去買(mǎi)東西。

2．What kind of noodles would you like？你要哪種面條？

(1)kind為名詞，意為“種類(lèi)”，a kind of為“一種”，all kinds of為“各種各樣的”，What kind of…？為“哪一種”。

練一練

①熊貓是一種動(dòng)物。

A panda is ________ ________ ________ animals.②這種花很漂亮。

________ ________ ________ flowers are very beautiful.③你喜歡哪種水果？

What ________ ________ fruit do you like?

④市場(chǎng)上有各種各樣的蔬菜。

There are ________ ________ ________ vegetables in the market.(2)kind作形容詞，意為“好心的，友愛(ài)的，和藹的”。

如：My mother is ________ ________ everyone.我母親善待每一個(gè)人。

That’s very ________ ________ you.您真是太好了。

(3)kind of有點(diǎn)，相當(dāng)于__________________________________。

Teaching Reflection【教學(xué)反思】

The topic of this unit is all kinds of food.In class, students can describe their favorite food and ask questions like “What kind of noodles would you like?” to communicate with others.In this way, students can master new vocabulary and sentence patterns through oral practice.During the teaching process, teachers can use task-based teaching method, group cooperative learning method and media-assisted teaching method to stimulate students’ interest in learning.In this way, the study atmosphere is active, the students are active and the learning effect is good.第二課時(shí) Section A(Grammar Focus－3c)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

Preview the words and expressions(Page 57)and fill in the blanks.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．What kind of m_______ do you like better，mutton or beef?

2．Id like ____________(一大碗)noodles.3．—What kind of noodles would you like?

—__________(牛肉面)．

4．Would you like __________(土豆沙拉)or fruit salad?

(Keys：1.meat 2.a large bowl of 3.Beef noodles 4.potato salad)

?Step 2 Leading in【情景導(dǎo)入】

Look at the picture.Please answer the questions below.

(1)Can you see three bowls?

(2)What are in them?

(3)Do you like noodles?

(4)Can you find the differences among the three bowls of noodles?

(5)What size bowl of noodles would you like—small，medium or large?

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 57 Grammar Focus

1．Divide the class into two groups and then ask them to role-play the Grammar Focus.2．Let students try to recite it.3．Fill in the blanks without textbook.按要求將下列句子補(bǔ)充完整。

(1)Hed like a large bowl of porridge.(對(duì)畫(huà)線(xiàn)部分提問(wèn))

______ _______bowl of porridge would he like?

(2)Can I help you？(改為同義句)

______can I ______ ______ you?

(3)Id like a small glass of orange juice.(改為一般疑問(wèn)句)

______you ______ a small glass of orange juice?

(4)kind，what，they，like，of，would，noodles(連詞成句)

_______________________________________?

(5)Nancy wants some salad.(改為同義句)

Nancy ______ ______ some salad.(6)Mary would like to drink something.(改為同義句)

Mary ______ ______ ______drink.(7)He likes fish and meat.(改為否定句)

He ______ ______fish ______ meat.(Keys: 1.What size 2.What;do for 3.Would;like 4.What kind of noodles would they like? 5.would like 6.wants something to 7.doesnt like;or)

?Step 4 While-task【過(guò)程任務(wù)】

Page 57, 3a

1.Tell Ss to complete the conversation with sentences on the right.2.Ss work by themselves and complete the conversation.3.Check the answers with the Ss.4.Let Ss practice the conversations in pairs.Page 57, 3b

1.Tell Ss to write questions and answers using the words in the brackets.2.Give a model to the Ss.What kind of noodles would you like?

3.Practice the conversation with your partners.?Step 5 Post-task【后續(xù)任務(wù)】

Page 57 3c

Teacher：Work in groups，please.Ask your group members what kind of food they would like below and write down their names above their favorite food.Then lets ask some students to make a report about their group members’ food.Model：

I would like hamburger.S1 would like potato salad.S2 would like tomato and egg rice.S3 would like beef and carrot noodles.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 2nd exercise.?Step 7 Homework【家庭作業(yè)】

Recite the Grammar Focus.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．Would you like…？表示委婉地征求對(duì)方的意見(jiàn)或建議，多用于口語(yǔ)中，其肯定回答為Yes，please.否定回答為No，thanks.Would you like to do…？的肯定回答為Yes，Id like/love to.，否定回答為Sorry.或Id love to，but…等。

2．yet的用法

作副詞，用于否定句中，意為“還，尚，迄今，到那時(shí)”，用于疑問(wèn)句意為“已經(jīng)”。yet通常位于句末。

如：I am not ready ________.我還沒(méi)有準(zhǔn)備好。

Is the tea cold ________？茶涼了嗎？

Teaching Reflection【教學(xué)反思】

This lesson is the second period of this unit.Teachers can design some activities, such as memory game, group working and making dialogues, so that students can practice and use the target language in actual situations.In this lesson, the teacher-student question and answer activity are designed first.It not only helps students to review the content of last lesson, but also guide them to further study the usage of would like.At the same time, students can know more about themselves and others by communicating with others.This improves students’ collective sense and helps them build confidence.第三課時(shí) Section B(1a－1d)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Fill in the blanks.根據(jù)首字母或中文提示，完成下列短語(yǔ)和句子。

1．Chinese people usually eat d_______ on the Spring Festival(春節(jié))．

2．Id like a glass of _______(橙汁)．

3．And we dont like _______(洋蔥)or potatoes.4．My parents and I like _______(魚(yú))very much.5．My grandmother eats _______________(一大碗粥)every morning.(Keys：1.dumplings 2.orange juice 3.onions 4.fish 5.a large bowl of porridge)

?Step 2 Leading in【情景導(dǎo)入】

Show some pictures of food.Teacher：I like apples，carrots and beef.I dont like mutton，tomatoes or chicken.Please say the sentences like me.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 58, 1a

1.Read the words in the chart and look at the pictures below.2.Write the letters of the foods or drinks on the line.3.Then check the answers.4.Let Ss try to remember the new words and expressions.Page 58,1b

Pairwork

1.Circle the things you like in 1a.Put an “х” next to the things you don’t like.Then tell your partner what you like and dont like.Sa: I like dumplings, but I dont like noodles.Sb: Well, I like fish but I dont like meat.2.Work in groups.Talk about what you like and what you don’t like.3.Make a list of things every one likes and dislikes in your group.Then give a report to your classmates:

In our group, Sa likes dumplings but she doesnt like noodles.Sb likes fish but she doesnt like meat.…

4.Let some Ss give their report.?Step 4 While-task【過(guò)程任務(wù)】

Page 58, 1c

1.Ask Ss to read the ORDER FORM carefully.2.Play the tape for the Ss to listen and complete the food order form.(Play the recording for the first time, students should listen carefully.3.Then, listen to the recording again, and write down the names of the foods.)

Page 58, 1d

1.Listen again.2.Use the pause button to check the answers with the Ss.?Step 5 Post-task【后續(xù)任務(wù)】

補(bǔ)全對(duì)話(huà)。

A：Can I help you?

B：Yes, please.(1)_______ I want to order a birthday cake for my mother.A：(2)_______

B：A large cake，please.A：What would you like to write on it?

B：(3)_______

A：OK.Whats your phone number?

B：(4)_______

A：Whats your address?

B：(5)_______

(Keys: CABDF)

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Finish the exercise.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．“What＋名詞”共同引導(dǎo)特殊疑問(wèn)句

(1)詢(xún)問(wèn)某人想要什么類(lèi)型的……時(shí)，用句型：What kind of… would you like?

如：你想吃哪種食物？

What ________ of food would you like?

(2)詢(xún)問(wèn)別人想要多大尺寸的東西時(shí)，用句型：What size…would you like?

如：你想要多大尺寸的鞋？

What ________ shoes would you like?

2．fish魚(yú)，魚(yú)肉

(1)意為“魚(yú)”，可數(shù)名詞，單復(fù)數(shù)同形；fish也可加-es指不同種類(lèi)的魚(yú)。

如：我家里有三條魚(yú)。

I have three ________ at home.大海里有各種各樣的魚(yú)。

There are many ________ in the sea.(2)意為“魚(yú)肉”，是不可數(shù)名詞。

Teaching Reflection【教學(xué)反思】

In this lesson, through learning Grammar Focus, students are led to sum up the usage of “would like”, indefinite pronouns such as ”some“, ”any“ and countable and uncountable nouns.Students are asked to use the sentence patterns of “how to order food” in group dialogue.Before listening, we can ask the students to learn the new words and phrases by themselves.As for some difficult ones, the teacher can use some pictures or create some situations to help the students master them.While listening, get the students to pay more attention to the problems.It helps them to learn listening strategies and develop language sense.第四課時(shí) Section B(2a－3c)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Teach new words with flashcards.2．Ask students to read the key words and phrases.3．Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．Lucy is from the USA.Jim is from the UK.They are from d________ countries.2．We often have c________ on our birthday in China.3．The number of c________ is the persons age.4．I________ you have nothing to do this afternoon，lets play basketball.5．He is very l________ to have a special birthday party.6．It is very p________ to wear this kind of skirt this year.7．You should ________(吹滅)all the candles in one go.8．Please ________(切碎)the apples and put them in the bowl.(Keys：1.different 2.cakes 3.candles 4.If 5.lucky 6.popular 7.blow out 8.cut up)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：Now, please work in pairs.One person is the waiter, and the other one is the customer.Lets act out the conversation as following, imagining you are in a restaurant(each student can be both the waiter and the customer)：

A：Can I help you?

B：Yes，please.Id like a bowl of noodles.A：What kind of noodles would you like?

B：Id like beef and tomato noodles，please.A：What size bowl of noodles would you like?

B：Id like a large/medium/small bowl of noodles.A：Wait a minute，please.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 59, 2a

Group work

1.Work in groups.Discuss what do you do or eat on your birthday?

2.Ss take turns to talk about it.S1: I usually get many nice gifts from my parents.I usually have a nice dinner in a restaurant.S2: My parents usually buy me some nice books and school things on my birthday.S3: ….3.Write down what your group members do on their birthday.And give a report to the class.In my group, S1… S2… S3…

?Step 4 While-task【過(guò)程任務(wù)】

Page 59, 2b

T: All of the birthday foods around the world would be different in different countries.In most countries，people have birthday cakes with candles.In China，it is very popular to have cakes on your birthday.Lets read the article about food traditions and complete the chart.Page 59, 2c

Read the article again and answer the questions in 2c.?Step 5 Post-task【后續(xù)任務(wù)】

Page 60, 3a

1.Read the ads in 3a.Fill in the blanks with the words in the box.2.Check the answers.Page 60, 3b

T: Imagine you have a special restaurant, write the foods and prices.1.Ss work by themselves and try to write the foods and prices.e.g.burgers: 3$ soup: 1$

We have nice burgers for three dollars.The soup is only one dollar.2.Let some Ss read out their sentences..Page 60, 3c

T: Write an ad for you restaurant.These sentences structures may help you.1.Let Ss read the sentences first, and try to remember them.2.Let Ss make a list of the food and drinks in your restaurant.3.Use the sentences structures and write the ad.4.Let some Ss read out their ad.Show some good ad on the big screen as a model.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

Writing.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．the number of的用法

the number of意為“……的數(shù)量”，其后一般接可數(shù)名詞的復(fù)數(shù)形式，作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞通常用單數(shù)形式。

如：蘋(píng)果的數(shù)量是40。

________ ________ ________ the apples ________ 40.我們學(xué)校的學(xué)生人數(shù)大約是3500。

________ ________ ________ the students in our school ________ about 3,500.a number of的用法

a number of意為“許多，大量”，常用來(lái)修飾可數(shù)名詞，作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞用復(fù)數(shù)形式。

如：許多學(xué)生在操場(chǎng)上玩。

________________________________________________________________________

2．different意為“不同的”。be different from＝be not the same as。

如：我的鋼筆與你的鋼筆不同。

My pen ________ ________ ________ yours.＝My pen ________ ________ ________ ________ yours.3．if的用法

引導(dǎo)的是條件狀語(yǔ)從句，一般情況下，在if引導(dǎo)的條件狀語(yǔ)從句中，如果主句用一般將來(lái)時(shí)，從句要用一般現(xiàn)在時(shí)表將來(lái)時(shí)。

Teaching Reflection【教學(xué)反思】

In class, we strengthened students’ speaking ability and achieved the goal of proficiency through repeated practice.The teacher needs to guide the students to use the knowledge to complete the reading activity.This lesson is a bit difficult and has a lot of important phrases and sentences.Therefore, the teacher should pay attention to adjust the difficulty.The activities and questions for this lesson need to be designed in advance so that students can follow the teachers thought.During their communication, the teacher should encourage the students to show themselves and let them show the dialogue of ordering food in a restaurant.In this way, they will have more interest and confidence in learning English.第五課時(shí) Self Check

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Get students to turn to Page108 to listen and read.2.Get them to finish the translations.1．Pancake House________________

2．不同種類(lèi)________________

3．美味的________

4．fly(n.&v.)________

5．別擔(dān)心！________

6．put on your glasses________

(Keys：1.煎餅屋；2.different kinds of；3.delicious；4.n.蒼蠅；v.放，飛；5.Dont worry!； 6.戴上你的眼鏡)

?Step 2 Leading in【情景導(dǎo)入】

Ask students to show their ads for their own restaurants.The ad should at least includes special food and prices.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 60, Self Check 1

1.Put the words in different groups.2.Check the answers.?Step 4 While-task【過(guò)程任務(wù)】

Page 60, Self Check 2

1.Tell Ss they’ll read some interesting jokes.Read the jokes below and fill in the blanks with “there be” structure.2.Ss read the jokes and fill in the blanks.3.Check the answers with the Ss.4.Let Ss act out the joke for fun.?Step 5 Post-task【后續(xù)任務(wù)】

Page 60, Self Check 3

T: If you are in a restaurant.What should the waiter say to you？What should you say to the waiter to order? Now look at the clues below and write a conversation.1.Ss read the clues and try to write a conversation.2.Check the answers with the Ss.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the exercise.?Step 7 Homework【家庭作業(yè)】

1．Review this unit.2．Finish the exercises.【知識(shí)點(diǎn)撥】

1．one“一個(gè)”指上文提到過(guò)的同類(lèi)事物中的一個(gè)，但不是上文提到的同一個(gè)事物。如果指同類(lèi)事物中的一些，要用ones。

如：這個(gè)蘋(píng)果小，請(qǐng)給我一個(gè)大的。

This apple is small，please give me a big ________．

2．yuan元，可數(shù)，單復(fù)數(shù)同形。

You give me two twenty ________ notes.3．be short of意為“短缺”。

We ________ ________ ________ food.我們?nèi)狈κ澄铩?/p>

Teaching Reflection【教學(xué)反思】

This lesson is a summary of the unit.But teachers should also make full use of actual situations, so that students can feel that what they’ve learned are practical and useful.In this way, students can understand the meaning of the sentence and use the sentence pattern better.In class, group cooperation and demonstration competition cultivate students sense of cooperation and competition.Students have mastered the key and difficult points during these activities.During the review process, teachers should encourage students to communicate and cooperate with each other.

Unit 11 How was your school trip?

單元總覽

單元教材分析

本單元教材以“How was your school trip?”為中心話(huà)題，圍繞著詢(xún)問(wèn)及描述“過(guò)去發(fā)生的事情”進(jìn)行學(xué)習(xí)和運(yùn)用幾個(gè)常見(jiàn)的句型：—How was your school trip？—It was great!/—Did you go to the zoo？—No，I didnt.I went to a farm./—Were the strawberries good？—Yes，they were./No，they werent.等，讓學(xué)生知道怎樣詢(xún)問(wèn)他人過(guò)去的活動(dòng)以及表述自己過(guò)去做過(guò)的事情。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的情感。Section A主要學(xué)習(xí)怎樣表達(dá)自己做過(guò)的事及評(píng)價(jià)。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的感情。Section B安排了聽(tīng)、說(shuō)、讀、寫(xiě)的任務(wù)，其中在兩名學(xué)生的日記中，兩名學(xué)生介紹了自己學(xué)校旅行中發(fā)生的事，增加了學(xué)生的閱讀量。教師在教學(xué)中應(yīng)合理應(yīng)用課本上的知識(shí)進(jìn)行解答。

課時(shí)分解

第一課時(shí) Section A(1a－2d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．Did you __________(給奶牛擠奶)last week?

2．Did you __________(騎馬)in the zoo or in the park?

3．Can you __________(喂雞)when I go out this afternoon?

4．My grandfather is a __________(農(nóng)民)．

5．Im(相當(dāng))happy about the school trip.6．He is an e________ student in our school.He often gets good grades(分?jǐn)?shù))in the exam.7．The children helped the farmer to p__________up oranges on the farm last weekend.8．The old people like living in the c__________ because it is quiet(安靜的)．

9．I am very tired，so I dont like to do a__________ at all.10．My parents g_________ lots of vegetables in the garden.(Keys：1.milk a cow 2.ride a horse 3.feed chickens 4.farmer 5.quite 6.excellent 7.pick up 8.countryside 9.anything 10.grow)

?Step 2 Leading in【情景導(dǎo)入】

1.First, teacher lists some verbs on the blackboard.go, milk, ride, feed, talk, take, am, are…

2.Then, ask students to change the words into the past forms together.went, milked, rode, fed, talked, took, was, were…

3.Next, ask the students to read the past forms aloud.Teacher：Good morning, everyone!Did you have a good school trip? What did you do on your school trip? You can talk about it with your deskmate.Please pay attention to the forms of verbs.Use past forms to express the actions in the past.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 61, 1a

T: Now please look at the pictures in 1a.Match the phrases with the pictures.Page 61, 1b

T: Here are conversations about school trip.Listen to the tape and circle the three things Carol did on her school trip in 1a.Page 61, 1c

T: Now please work in pairs.Ask and answer questions about Carols school trip.?Step 4 While-task【過(guò)程任務(wù)】

Page 62, 2a

T: Some students went to a farm on their school trip.They are talking about it.Please listen to the tape and check the questions you hear.Page 62, 2b

T: Now, please listen to the tape again.Then tell me the sentences are true or false in 2b.?Step 5 Post-task【后續(xù)任務(wù)】

Page 62, 2c

T: Now please work in pairs.Ask and answer questions about Carol’s visit to the farm.Page62, 2d

1．Read the conversation and answer the questions.1)How was Erics school trip?

2)Who did Eric visit in the countryside?

3)What did Eric do in the countryside?

2．Role play the conversation.Ask some pairs to give presentations.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1.Listen to the tape twice.2.Practice the conversation on Page 62, 2d.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．一般過(guò)去時(shí)表示過(guò)去某個(gè)時(shí)間里發(fā)生的動(dòng)作或存在的狀態(tài)。一般過(guò)去時(shí)的一般疑問(wèn)句基本結(jié)構(gòu)之一：Did＋主語(yǔ)＋動(dòng)詞原形＋其他？

如：—Did you see any cows?

—Yes，I did./No，I didnt.2．milk的用法：milk既可作動(dòng)詞，也可作名詞。作名詞時(shí)，意為“牛奶”；作行為動(dòng)詞時(shí)，意為“擠奶”。

試譯：給奶牛擠奶______________________

3．代詞anything的用法：anything是不定代詞，意為“任何事情；任何東西”，常用于否定句及疑問(wèn)句中，與something同義，但something常用于肯定句中。

用something，anything填空。

(1)Theres ________ wrong with your eyes.(2)Is there ________ important in todays newspaper?

Teaching Reflection【教學(xué)反思】

The topic of this unit is “school trips”.After learning, the students can talk about trips in the past by using did.This is the first period.The teacher can use some pictures or activities to lead in the topic so that students will become interested in it.And the new words can be taught by using pictures in PPT.While listening, the students should master some strategies, such as taking notes.Through practicing the conversationsin pairs, their listening and speaking abilities can be improved.Also, we can ask the students to role-play their conversations to enhance their cooperation awareness.It helps them to build confidence and experience success.第二課時(shí) Section A(Grammar Focus－3b)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

Preview the words and expressions(Page 63)and fill in the blanks.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．Today is Wednesday.It was Tuesday y__________．

2．The old woman grows a lot of f__________ in her garden.3．Dont w__________ about it.Your parents will help you.4．L__________，he found his lost watch on the playground.5．They want to __________(爬山)this weekend.6．The full moon usually __________(出來(lái))on Mid-Autumn.(Keys：1.yesterday 2.flowers 3.worry 4.Luckily 5.climb the mountains 6.comes out)

?Step 2 Leading in【情景導(dǎo)入】

Ask students to take out their photos of school trip, show their photos to the classmates and talk about their own school trip.?Step 3 Pretask【準(zhǔn)備任務(wù)】

Page 63 Grammar Focus

1．Divide the class into two groups and then ask them to role-play the Grammar Focus.2．Let students try to recite it.3．Fill in the blanks without textbook.(1)I was at home last night.(改為一般疑問(wèn)句，并作否定回答)

—_____ _____ at home last night?

—_____，I _____．

(2)I did my homework yesterday.(改為否定句)

I _____ _____my homework yesterday.(3)She went to Wuhan on vacation.(對(duì)畫(huà)線(xiàn)部分提問(wèn))

_____ _____she ______ on vacation?

(4)Vera visited the Great Wall last Sunday.(改為一般疑問(wèn)句)

______ Vera _______ the Great Wall last Sunday?

(5)The boys were at school last Saturday.(改為否定句)

The boys_____ at school last Saturday.(6)He went to the movies last week.(對(duì)畫(huà)線(xiàn)部分提問(wèn))

_____ _____he ______ last week?

(7)Frank played computer games just now.(改為否定句)

Frank _____ _____ computer games just now.(Keys:1.Were you;No, I wasnt.2.didnt do 3.Where did;go 4.Did;visit 5.werent

6.What did;do 7.didnt play)

Verbs chart

Teach variation rules of past tense of verb.Regular verbs：play—played；visit—visited；climb—climbed；study—studied； worry—worried；stop—stopped

Irregular verbs：do—did；is—was；are—were；have—had；eat—ate；buy—bought

?Step 4 While-task【過(guò)程任務(wù)】

Page 63, 3aAsk Ss to read the letters in 3a.Ask Ss to complete Jim’s letter on the left and Bill’s reply on the right.Check the answers.Ask Ss to pay attention to the past tense verbs.Explain the language pointsRead the letters together.?Step 5 Post-task【后續(xù)任務(wù)】

Page 63 3b

Groupwork: Make up a story.Each student adds a sentence.If he or she can’t add a sentence.He or she must sing an English song.E.g.Last week I visited my aunt’s house...?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 2nd exercise.?Step 7 Homework【家庭作業(yè)】

Recite the Grammar Focus.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．一般過(guò)去時(shí)一般疑問(wèn)句基本結(jié)構(gòu)之二：Was/Were＋主語(yǔ)＋其他？如：

—Was your school trip great?

—Yes，it was./No，it wasnt.一般過(guò)去時(shí)特殊疑問(wèn)句基本結(jié)構(gòu)：疑問(wèn)詞＋一般疑問(wèn)句？如：

—What did Carol do?

—She picked some strawberries.2．worry的用法：worry是行為動(dòng)詞時(shí)，意為“擔(dān)心；著急；焦慮”，常與介詞about連用，意為“對(duì)……感到擔(dān)心”，其形容詞為worried(擔(dān)心的，焦急的)，過(guò)去式為worried。

用worry的正確形式填空。

(1)Tom，dont ________ about your pet dog.(2)I ________ about my little daughter very much last night.

Teaching Reflection【教學(xué)反思】

In this lesson, the teacher-student question and answer activity is designed first.It not only allows students to review the content of the last lesson, but also guide them to further study the use of the past tense.At the same time, students can know more about themselves and others by communicating with others.This improves students’ collective sense and helps them build confidence.In this period, the teacher should ask the students to read the content in Grammar Focus first.Then they are asked to understand what they have learned.After that, we can create some proper situations to help them make their own conversations by using the sentence patterns.Its necessary for the students to act out the conversations they make.As we all know, reading aloud, understanding, summarizingand practicing are necessary processes in grammar class.第三課時(shí) Section B(1a－1d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Fill in the blanks.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．We visited a science m_______．There were a lot of old things in it.2．There are a lot of p_______ on show during the Art Festival.3．Why not _______(去釣魚(yú))with your grandfather?

4．The children visited the _______(消防站)this morning.5．The boy likes _______(畫(huà)畫(huà))very much.(Keys: 1.museum 2.paintings 3.go fishing 4.fire station 5.drawing pictures)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：Did you go to the zoo last Sunday?

Student 1：No，I didnt.Teacher：Did you visit the museum in the city?

Student 2：Yes，I did.Teacher：How was your trip?

Student 2：…

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 64, 1a

1.match the activities with the pictures.2.read them together.Pay attention to the forms of verbs.3.Use past forms to express the actions in the past.?Step 4 While-task【過(guò)程任務(wù)】

Page 64, 1b

Teacher: Jane and Tony are talking about their school trip.What did they think of their school trip? Listen to the tape and answer the questions.Page 64,1c

Teacher: Do you want to know what Jane and Tony did on their last school trip? Please listen to the tape again and check them in 1c.?Step 5 Post-task【后續(xù)任務(wù)】

Page 64, 1d

1.Teach Ss to read the following words :

interesting;difficult;lovely;slow;exciting;boring;cool;hot;lucky;large;expensive terrible;delicious;great;cheap;fast

2.Discuss like following conversation.A: I went to a farm on my last school trip.There are many animals on the farm.They are very lovely.B: That sounds great.A: How was your school trip?

B: It was __________

A: How was the food there?

B: It was _____________

A: How was the weather?

B: It was ___________

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Finish the exercise.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

A．動(dòng)詞的過(guò)去式變化規(guī)則：

1．直接加-ed：work—worked，look—looked，play—played。

2．以不發(fā)音的e結(jié)尾的單詞，直接加－d：live—lived，hope—hoped。

3．以輔音字母＋y結(jié)尾的單詞，變y為i加-ed：study—studied，carry—carried，worry—worried。

4．以元音字母＋y結(jié)尾的，直接加－ed：enjoy—enjoyed，play—played。

5．以重讀閉音節(jié)結(jié)尾的，雙寫(xiě)最后的輔音字母加-ed：stop—stopped，plan—planned。

B．不規(guī)則變化的動(dòng)詞過(guò)去式：have—had，are—were，get—got，say—said，feel—felt，do/does—did，is—was。

Teaching Reflection【教學(xué)反思】

This is the third lesson in this unit.During the teaching, the teacher should try to develop the students ability to use the language in a real context.Therefore, questions and activities should be designed well in advance.When designing tasks, teachers should pay attention to innovation.For example, the part of leading-in could use travel photos to increase students’ interest.In addition, teachers should encourage all students to participate in class so that students can learn the language from colorful activities.At the same time, students cooperation sense can be improved and students can experience success in the activities.第四課時(shí) Section B(2a－3c)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Teach new words with flashcards.2．Ask students to read the key words and phrases.3．Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．She is a l_______ girl.Everyone likes playing with her.2．The shirt is too e_______.I cant afford it.3．I am i_______ in playing basketball.4．The book is so c_______.It is only ten yuan.5．Many students made noises in class.I couldnt h_______what the teacher said.6．Jim can run f_______.And he is good at PE.7．The young _______(導(dǎo)游)told us a lot of interesting things there.(Keys：1.lovely 2.expensive 3.interested 4.cheap 5.hear 6.fast 7.guide)

?Step 2 Leading in【情景導(dǎo)入】

Interview：

1.Have students bring their own photos.The photos should be about their last trips.2.Ask the students in Group 1 to exchange the photos with the students in Group 2.So does Group 3 & Group 4.3.Suppose the students in Group 2 and Group 4 are famous persons.4.Give the students in Group 1 and Group 3 three minutes to interview the famous persons according to the photos.5.Call out some students to act it out.See who are the best actor and actress.(Here are some suggestions for the reporters to interview the famous persons.)

S1: I am a reporter from a cartoon programme.Now I am going to interview…

How was your last trip?

Did you go…？/Where did you go?

Were there…？

What did you do there?

Did you see…there?

Did people there ask for your autograph?

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 65, 2a

T：First, lets learn the words.These words are used for describing something.They are used to describe good things or bad things.Can you tell me which of the words in 2a are used to describe good things?

?Step 4 While-task【過(guò)程任務(wù)】

Page 65, 2b

T: Helen and Jim went on a school trip on June 15th.They wrote a diary about it.Please read them and underline the positive adjectives and circle the negative adjectives.Page 65, 2c

T: How do Helen and Jim describe these things？Please read the diaries again and complete the chart.?Step 5 Post-task【后續(xù)任務(wù)】

Page 66, 3a

T: These are the pictures of Bobs school trip.According to the pictures，please help Bob complete his diary entry.Page 66, 3b

T: Linda is Bobs classmate.She went to the zoo with Bob on their school trip.Can you also help her complete her diary entry?

Page 66, 3c

T: Now write a diary entry for your own school trip.You should tell us whether you liked it or not.And why you liked/disliked it?

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

Writing.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．形容詞exciting的用法：exciting為形容詞，意為“令人興奮，激動(dòng)的”。它常用來(lái)形容“某事/物是令人興奮、激動(dòng)的”，其主語(yǔ)是物而不是人。在英語(yǔ)中，以-ing結(jié)尾的形容詞表示“令人……的”，用來(lái)形容物，而以－ed結(jié)尾的形容詞則表示“某人……的”，用來(lái)形容人。

用括號(hào)內(nèi)單詞的正確形式填空。

(1)Children are always ________ in ________(interest)stories.(2)Mr.Zhang is very ________ when he heard the ________(excite)news.2．expensive：expensive意為“昂貴的”，反義詞是cheap，意為“便宜的，廉價(jià)的”。expensive和dear的異同：兩者均可表示“貴”，但前者多指物美價(jià)高，非購(gòu)買(mǎi)者財(cái)力所能及，而后者多指物價(jià)超過(guò)常情。

試譯：她的衣服很貴，但他的衣服很便宜。

Her clothes are ________ but his are ________．

3．動(dòng)詞hear的用法：hear是行為動(dòng)詞，意為“聽(tīng)到，聽(tīng)說(shuō)”，表示“聽(tīng)到”的結(jié)果，后跟名詞或代詞，過(guò)去式為heard。常用短語(yǔ)有hear sb.do sth.(聽(tīng)到某人做某事)，hear sb.doing sth.(聽(tīng)到某人正在做某事)，hear of(聽(tīng)說(shuō))，hear from(收到某人的來(lái)信)等。它與listen同義。但listen注重的僅僅是動(dòng)作，而不是結(jié)果，后跟“聽(tīng)”的對(duì)象時(shí)，需加介詞to。

Teaching Reflection【教學(xué)反思】

In class, the knowledge used by teachers is not limited to the content taught in this section, but also includes the communicative expressions in western culture.This requires the teacher to make full preparations before class.During the teaching, teachers can use various teaching tools to assist.This can not only increase students’ interest, but also help to improve the learning efficiency of students.In addition, the teacher should ask different questions for different levels of students.In general, students are the real masters of the class.第五課時(shí) Self Check

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Get students to turn to Page108 to listen and read.2.Get them to finish the translations.英漢互譯

1.school trip________

2.散步________

3.騎馬________

4.喂雞________

5.milk a cow________

6.照相________

7.與農(nóng)夫交談________

8.quite a lot________

9.種蘋(píng)果________

10.摘草莓________

11.show…around________

12.農(nóng)場(chǎng)主________

13.優(yōu)秀的__________

14.摘草莓__________

15.爬山__________

16.在鄉(xiāng)下__________

17.釣魚(yú)__________

18.看星星__________

19.lucky you__________

20.come out__________

21.diary entry________

22.Really? ________

(Keys：1.郊游；學(xué)校組織的旅行，2.go for a walk，3.ride a horse，4.feed chickens，5.給奶牛擠奶，6.take photos，7.talk with a farmer，8.相當(dāng)多，9.grow apples，10.pick strawberries，11.帶……四處觀看，12.farmer, 13.excellent，14.pick strawberries，15.climb the mountains，16.in the countryside，17.go fishing，18.watch the stars，19.你交了好運(yùn)；你真走運(yùn)，20.出來(lái)，21.日記(條目)；22.真的嗎？)

?Step 2 Leading in【情景導(dǎo)入】

Ask some students to share their trips before.Example: I am Lisa.I want to the beach last week.I swam in the swimming area.I eat out with my family...After the trip, I went home and did my homework.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 66, Self Check 1

T: In this unit, we learned past forms of verbs and used them to describe the past things.Please write more verbs and their past forms in each group.?Step 4 While-task【過(guò)程任務(wù)】

Page 66, Self Check 2

Teacher: Now, please complete the conversations with the correct forms of the verbs in the box.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the exercise.?Step 7 Homework【家庭作業(yè)】

1．Review this unit.2．Finish the exercises.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

feed…to sb.意為“把……喂……吃”。

feed sb.on/with sth.意為“用……喂……”。

feed on意為“以……為食”。

(主要指動(dòng)物，若指人則為口語(yǔ)或詼諧用語(yǔ)。)

用feed及其短語(yǔ)的正確形式填空。

(1)She usually ________ milk ________ the baby.(2)He ________ the horse ________ potatoes.(3)Sheep mostly ________ ________ grass.(4)What do you ________ your dog ________？

Teaching Reflection【教學(xué)反思】

In the last period, the teacher should use the exercises in Self Check to help the students review the target language and at the same time, we must encourage them to use what they’ve learned in this unit.In order to enhance the students’ cooperation spirit, the teacher must get them to practice conversations in pairs.In class, teachers can make full use of the learning resources to attract students attention.While making the class interesting, the teacher should also lead the students to review the main points of the lesson.The review process can be designed as a series of tasks, each linked with activities.In this way, students learning enthusiasm will be fully mobilized and they will be more confident in English learning.Unit 12 what did you do last weekend?

單元總覽

單元教材分析

本單元教材以“what did you do...?”為中心話(huà)題，圍繞著詢(xún)問(wèn)及描述“做過(guò)的事”進(jìn)行學(xué)習(xí)和運(yùn)用幾個(gè)常見(jiàn)的句型：—How was your weekend？ —It was great!/—What did you do last weekend？ —I played badminton on Saturday./—Who did you play with？—I played with my father.等，讓學(xué)生知道怎樣詢(xún)問(wèn)他人的過(guò)去做的事及分享自己的經(jīng)歷。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的情感。Section A 學(xué)習(xí)新短語(yǔ)，復(fù)習(xí)周六周日及早中晚的表達(dá)法。復(fù)習(xí)句型What did you do？How was...？能夠正確使用一般過(guò)去時(shí)態(tài)談?wù)撟约旱闹苣?，并作出評(píng)價(jià)。在學(xué)習(xí)過(guò)程中，學(xué)生與教師的交流能促進(jìn)師生之間的感情。Section B 繼續(xù)談過(guò)過(guò)去發(fā)生的事情，并使用評(píng)價(jià)性語(yǔ)言。能理解一般過(guò)去時(shí)的閱讀文章。能夠用一般過(guò)去時(shí)態(tài)描寫(xiě)自己的上周末。

課時(shí)分解

第一課時(shí) Section A(1a－2d)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．We went to summer c_______ for vacation and had a good time.2．There is a big lake in the park.We can go b_______ in it.3．They enjoyed the sunshine on the b_______．

4．Lin Dan is a great b_______ player.5．My father is fishing by the l_______．

6．—Where did you go last summer vacation?

—Nowhere，just s_______ at home.7．There is a beautiful b_______ flying in the garden.8．A lot of v_______ come to Beijing around the world every year.9．The boy s_______ up late playing computer games last night.10．How many _______(綿羊)are there on the hill?

(Keys：1.camp 2.boating 3.beach 4.badminton 5.lake 6.stayed 7.butterfly 8.visitors 9.stayed 10.sheep)

?Step 2 Leading in【情景導(dǎo)入】

T: Everyone likes weekends.How is your weekend? Maybe someone thinks its great/terrible/good/OK/not bad.What did you do last weekend? How was your last weekend? Now you can talk about your last weekend with your friends.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 67, 1a

1.Focus attention on the picture.Ask students to tell what they see.2.Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.3.Point out the numbered list of activities.Say each one again and ask students to repeat.4.Then ask students to match each activity with one of the pictures.Say, Write the letter of each activity next to the words.Point out the sample answer.5.Check the answers.Page 67, 1b

1.Point to the activities in the picture in activity la.2.Ask students to tell what the person did in each picture.For example, she played badminton, or Lucy went to the cinema.3.Play the recording the first time.Students only listen.4.Play the recording a second time.This time say.Listen to the recording and write the days and times Lucy did each thing under the pictures.Point out the sample answer under the picture of Lucy playing badminton;on Saturday morning.5.Correct the answers.Page 67, 1c

Pair work

1.Ask two students to read the dialogue to the class.Say, now work with a partner.Student A, pretend to be Lucy.Student B, ask questions about what Lucy did on different days and times over the weekend.Talk about the activities in the picture.2.Students work in pairs.As they talk, move around the room monitoring their work.Offer language or pronunciation support as needed，?Step 4 While-task【過(guò)程任務(wù)】

Page 68, 2a

1.Point to the five sentences and ask a student to read these sentences to the class.Say, you will hear recording of a conversation.The people will talk about some of the activities and people, but they will not talk about others.Please underline the words you hear on the recording.2.Play the recording the first time.Students only listen.3.Play the recording a second time.This time, ask students to underline each word that is said on the tape.Point out the sample answer, grandmother.4.Correct the answers.1grandma 2 homework 3 English 4 farm 5 cows

Page 68, 2b

1.Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name.Say, Now I will play the recording again.Listen to the students talking about what they did over the weekend.Write C for Carol, B for B Becky or J for Jack next to each statement in activity 2a.The first one has been done for you.2.Play the recording the first time.Students only listen.3.Point out the sample answer, S, in statement 1.Say, Sonia visited her grandmother.4.Play the recording again.Ask students to write a letter in front of each statement to show what each person did.5.Check the answers.B B C J J

?Step 5 Post-task【后續(xù)任務(wù)】

Page 68, 2c

Pair work

1.Point to the example conversation.Ask two students to read the dialogue to the class.Say, now work with a partner.Student A, ask questions about what, who or where, Student B answers.2.Students work in pairs.Page 68, 2d

Role-play.1.Ask Ss to look at conversation in 2d.Then Ss read the dialogue by themselves and find the answer to these questions:

① What did Lisa do on her weekend?

② What did Paul do on his weekend?

2.Ss work in pairs and role-play the conversations.3.Have several pairs perform their conversations for the rest of the class.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 1st exercise.?Step 7 Homework【家庭作業(yè)】

1．Listen to the tape twice.2．Practice the conversation on Page 68, 2d.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．介詞by的用法：

(1)表示移動(dòng)方向，意為“經(jīng)過(guò)”。

如：My mother goes by the building every day.我媽媽每天從這棟樓旁經(jīng)過(guò)。

(2)表示方式及手段，意為“用，靠，通過(guò)”。

如：I learn it by heart.我把它記在心頭。

他以教書(shū)為生。

He ________ a living ________ teaching.(3)與交通工具名詞連用時(shí)，名詞前不用冠詞，意為“乘，坐，用”。

如：那人是坐公共汽車(chē)來(lái)的。

The man came ________ ________．

(4)相當(dāng)于beside，意為“靠近，在……旁邊”。

如：她站在窗邊。

She stood ________ the window.2．sheep為可數(shù)名詞，意為“羊，綿羊”，其復(fù)數(shù)形式與單數(shù)形式同形。

如：樹(shù)底下有一只羊。

There ________ ________ ________ under the tree.樹(shù)底下有3只羊。

There ________ ________ ________ under the tree.

Teaching Reflection【教學(xué)反思】

This unit continues to talk about past events.The topic of this unit is “what did you do last weekend?” After learning, the students can talk about past evens with others.This is the first period.The teacher can use some pictures or activities to lead in the topic so that students will become interested in it.And the new words can be taught by using pictures in PPT.While listening, the students should master some strategies, such as taking notes and circling the key information.Through practicing the conversations in pairs, their listening and speaking abilities can be improved.Also, we can ask the students to role-play their conversations to enhance their cooperation awareness.It helps them to build confidence and experience success.第二課時(shí) Section A(Grammar Focus－3c)

Key & Difficult Teaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

Preview the words and expressions(Page 9)and fill in the blanks.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．Do you understand body l_______?

2．The lovely b_______ is only half a year old.3．There are many _______(老鼠)near the old house.4．I _______(跑開(kāi))from home when I was sixteen years old.5．You dont need to _______(大聲叫嚷)me.(Keys：1.language 2.baby 3.mice 4.ran away 5.shout at)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：

What did you do last weekend?

Where did you go last weekend?

Who did you go with?

How was the weather there?

How was your last weekend?

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 69 Grammar Focus

1．Divide the class into two groups and then ask them to role-play the Grammar Focus.2．Let students try to recite it.3．Fill in the blanks without textbook.(1)The bus trip started at six in the morning yesterday.(對(duì)畫(huà)線(xiàn)部分提問(wèn))

_______________________________________

(2)The weather was sunny and warm last week.(對(duì)畫(huà)線(xiàn)部分提問(wèn))

_______________________________________

(3)I played the guitar over the weekend.(對(duì)畫(huà)線(xiàn)部分提問(wèn))

__________________________________________

(4)Jims weekend was very great．(對(duì)畫(huà)線(xiàn)部分提問(wèn))

__________________________________________

(5)I had a busy weekend.(改為否定句)

__________________________________________

(6)She cleaned the room last weekend.(改為一般疑問(wèn)句)

___________________________________________

(7)They went to the beach last weekend.(對(duì)畫(huà)線(xiàn)部分提問(wèn))

_________________________________________

(Keys:

1.When did the bus trip start yesterday?

2.How was the weather last week?

3.What did you do over the weekend?

4.How was Jims weekend?

5.I didnt have a busy weekend．

6.Did she clean the room last weekend?

7.Where did they go last weekend?)

?Step 4 While-task【過(guò)程任務(wù)】

Page 69, 3a

1.Tell Ss to fill in the blanks with who, what, where or how.2.Make the students finish the sentences by themselves.3.Check the answers.1.What, Who 2.How, Where 3.What, Who

Pair work

1.Practice in pairs

2.Help students find partners.Then say, first read the dialogue together.Both students read both parts.Page 69, 3b

1.Tell Ss to complete the passage with the correct forms of the words in the box.Pay attention to the right sentence structure.2.Ss work by themselves.3.Check the answers.Answers: saw, was, climbed, ran away, said.4.Ask several students tell the story in front of the class.?Step 5 Post-task【后續(xù)任務(wù)】

Page 69 3c

1.Play a model round of the game.2.Draw simple pictures of two things you did over the weekend.For example, a picture of a TV, and a picture of a tennis racket.Point to the picture of the TV and ask a student to make a sentence about what you did(you watched TV).Do the same with the picture of the tennis racket and another student(you played tennis).Write the two sentences on the board and underline the-ed in watched and played and remind students to use the past tense.3.Now ask students to practice the activity in groups of four.Each student draws two things she or he might have done over the weekend on a piece of paper.The students then take turns to make sentences about each others pictures in past tense.Walk around the class offering assistance where necessary.4.Ask a student to draw two pictures about his or her last weekend on the blackboard.Class members guess the correct past tense sentences.Then write wh-words on the board(who, what, where, when, why, how)and encourage students to ask follow-up questions, for example.Who did you play tennis with?

?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 2nd exercise.?Step 7 Homework【家庭作業(yè)】

Recite the Grammar Focus.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．shout的用法：

shout動(dòng)詞，意為“呼叫，喊叫”，常用詞組shout at sb./to sb.沖某人呼叫、喊叫，前者多指因?yàn)樯鷼舛巧埔獾貙?duì)某人吼叫，后者多指因?yàn)榫嚯x遠(yuǎn)而不得不大聲喊叫。

如：He was so angry that he shouted at everyone present.2．a(chǎn)way的用法：

away作副詞，意為“遠(yuǎn)離, 離開(kāi), 消失”。

常用短語(yǔ)有far away(遠(yuǎn)離)，go away(走開(kāi))，run away(跑開(kāi))，right away(立刻, 馬上)，away from(距……多遠(yuǎn))。

根據(jù)漢語(yǔ)提示填空。

(1)Tom，stay________(遠(yuǎn)離)from here，please.(2)Its only three kilometers ________(距……遠(yuǎn))here.(3)The giraffe ________(跑開(kāi))at once when he saw the tiger.(4)He phoned his mother ________(馬上)．

Teaching Reflection【教學(xué)反思】

This is the second period in this unit, which focuses on special questions with the simple past tense.In this lesson, the teacher-student question and answer activity is designed first.It not only allows students to review the content of last lesson, but also guide them to further study the simple past tense.At the same time, students can know more about themselves and others by communicating with others.This improves students’ collective sense and helps them build confidence.第三課時(shí) Section B(1a－1e)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Fill in the blanks.根據(jù)句意及漢語(yǔ)提示完成下列句子。

1．I(準(zhǔn)備考試)last Sunday，so I stayed at home all day.2．I can sing and you can(彈吉他)well.3．Would you like to(放風(fēng)箏)with me in the park this afternoon?

4．The boy(做家庭作業(yè))last night.(Keys：1.studied for a test 2.play the guitar 3.fly a kite 4.did his homework)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：Good morning，everyone！Did you have a good weekend？What did you do last weekend？Or what did you do yesterday？When you answer the questions，you should use the Simple Past Tense.Please pay attention to the forms of verbs.First you can ask your deskmates.Model：

S1：What did you do yesterday morning/afternoon/evening?

S2：I went to a movie.S3：I visited my friends.S4：I stayed at home and did my homework.Teacher：Please work in small groups.Ask and answer in the same way.Then Ill check some groups in front of the class.?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 70, 1a

1.Call attention to the pictures.2.Ask students to point to and use the past tense to describe as many of the activities as possible.3.Point to and describe any activities they cant describe.For example, I played the guitar.4.Point to the numbered activities described in the list.Name the activities and ask students to repeat each one.5.After that, ask students to match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.6.Check the answers：1d, 2 c, 3 f,4 e, 5 a, 6 b.Page 70, 1b

T: Do you think the activities in 1a are fun? Draw a happy face or an unhappy face under each picture.?Step 4 While-task【過(guò)程任務(wù)】

Page 70, 1c

1.Listen.What did Sally and Jim do last weekend? Complete the chart.2.Role-play.Ask some pairs to perform their conversation to the class.Page 70, 1d

Pair work：

Ss work in pairs and talk about what Sally and Jim did last weekend.For example：

A：What did Jim do?

B：He went to the movie.A：What did Sally do?

B：She cleaned her room.A：What did you do last weekend?

B：I visited my sister.?Step 5 Post-task【后續(xù)任務(wù)】

Page 70, 1e

T: This time you can talk about your own weekend.Every time you make sentences, you should pay attention to the forms of verbs.For example：

A：What did you do on the weekend?

B：I had a party at home.What about you?

A：I studied at home.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 3rd exercise.?Step 7 Homework【家庭作業(yè)】

Finish the exercise.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

anything interesting意為“有趣的事”，形容詞interesting修飾不定代詞anything應(yīng)后置，在句中做后置定語(yǔ)。如：

1．他告訴我們一些有趣的事。

He told us ________ ________．

2．這并不是什么重要的東西。

This isnt ________ ________．

注意：不定代詞something一般用于肯定句；anything一般用于否定句、疑問(wèn)句和條件狀語(yǔ)從句。如：

1．你想要一些吃的東西嗎？

Would you like ________ ________ ________？

2．你如果想要吃任何東西，可以給我打電話(huà)。

If you want ________ ________ ________，call me.

Teaching Reflection【教學(xué)反思】

This is the third period in this unit.In this lesson, students learn some new wordsthrough listening and speaking activities.This unit contains a lot of vocabulary, so the teacher can incorporate vocabulary into the activities and conversations during the teaching process in order to help students understand.During the listening training, it is necessary to guide the students to look through the vocabulary before listening.In class, the teacher should give the students opportunities to role play the conversation using the information in 1d and 1e.In this way, they can improve their speaking skills.第四課時(shí) Section B(2a－3b)

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1．Teach new words with flashcards.2．Ask students to read the key words and phrases.3．Finish the following sentences.根據(jù)句意及漢語(yǔ)或首字母提示完成句子。

1．She lived here two years a_________．

2．They put up their t_________ in the open air and slept in it last night.3．When we saw a big snake sleeping near the river，we got a terrible s_________．

4．We can not hear everything in the nature with our e_________．

5．The alarm clock w_________ me up every morning.6．He was so _________(驚慌的)that he couldnt move.7．The snake moved into the_________(森林)near the lake.(Keys：1.ago 2.tents 3.surprise 4.ears 5.wakes 6.scared 7.forest)

?Step 2 Leading in【情景導(dǎo)入】

Teacher：

Did you have a busy weekend?

What did you do on Saturday morning/afternoon/evening?

What did you do on Sunday morning/afternoon/evening?

What did he/she do on Saturday morning/afternoon/evening?

?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 71, 2a

T: Let’s work on 2a.What kind of animals are people sometimes afraid of? Why? Make a list.Review adjectives like scary and ugly here.?Step 4 While-task【過(guò)程任務(wù)】

Page 71, 2b

1.Fast reading

1）ead the article and find the answer to this question:

What did they see near the fire the next morning?

(They saw a snake sleeping near the fire)

2)Ss read the article quickly and find the answers to this question.3)Then check the answers.2.Careful reading

1）Read the article and find the answers to the questions on 71.2）Ss read the passage and find the answers to the questions.3）Check the answers.Page 71, 2c

T: Read the instructions again, put the phrases in order according to the passage then use then to retell the story.1.Ask the student to read the story in 2b again, put the sentences in order.2.Check the answer.Answer: 6 2 8 4 7 5 1 3

3.Ask the students retell the story using the phrases.?Step 5 Post-task【后續(xù)任務(wù)】

Page 72, 3a

1.Show the picture in 3a, say：what can you see?

2.Ask the students to practice in pairs..Page 72, 3b

Writing.Write about what you did last weekend.On Saturday morning

My last weekend In the afternoon

At night

On Sunday morning

Then in the afternoon

On Sunday night

Useful expressions: I had a … weekend.It was …

Help Ss to finish the compositions.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the 4th exercise.?Step 7 Homework【家庭作業(yè)】

Writing.

Knowledge Elicitation【知識(shí)點(diǎn)撥】

1．so…that…“如此……以至于……”句型中的so是副詞，常常用來(lái)修飾形容詞或副詞，引導(dǎo)結(jié)果狀語(yǔ)從句。

如：他是如此年幼，以至于他不能照顧自己。

He is ________ ________ ________ he cant ________ ________ himself.2．surprise

(1)n.驚奇，驚訝。

如：Bill looked at him in surprise.比爾驚訝地看著他。

(2)v.使……感到吃驚。

如：The news surprised us.這條消息使我們吃驚。

surprised adj.感到驚訝的。

surprising adj.令人驚訝的。

如：我們對(duì)這則驚人的消息感到驚訝。

We are ________ at the ________ news.

Teaching Reflection【教學(xué)反思】

This is a reading and writing class.Students are firstly required to complete group activities in 2a before reading.During the process of reading, teachers can use some task activities in the textbook to train students’ reading skills.Through group discussion, the structure of the article is formed.In this way, students can not only learn knowledge, but also form effective reading strategies.Finally, ask students to retell the content of 2b with the help of the answers.During the course of teaching, teachers should encourage students to discover problems and cooperate with others.第五課時(shí) Self Check

Key & DifficultTeaching Points 【教學(xué)重難點(diǎn)】

Teaching Steps 【教學(xué)過(guò)程】

?Step 1 Preview and perception【預(yù)習(xí)感知】

1.Get students to turn to Pag109 to listen and read.2.Get them to finish the translations.英漢互譯

1．熬夜________

2．沖……大聲叫嚷________

3．跑開(kāi)________

4．mouse(復(fù)數(shù))________

5．living habits________

6．language________

7．彈吉他____________

8．去圖書(shū)館____________

9．放風(fēng)箏____________

10．和朋友共進(jìn)晚餐____________

11．swimming pool____________

12．Not really.____________

13．高中________

14．搭帳篷________

15．生火________

16．each other________

17．so…that…________

18．look out of________

19．上上下下________

20．把……弄醒________

21．對(duì)……喊________

22．learn from________

23．大吃一驚________

24．useful lesson________

25．待在家________

26．cook dinner________

27．脫口秀________

28．firefighter________

(Keys：1.stay up late，2.shout at，3.run away，4.mice，5.生活習(xí)慣，6.語(yǔ)言，7.play the guitar，8.go to the library，9.fly a kite，10.have dinner with friends，11.游泳池，12不完全是；不見(jiàn)得13high school；14.put up ones tent；15.make a fire；16.相互；17.如此……以至于……；18.往……外面望；19.up and down；20．wake…up；21.shout to；22.向……學(xué)習(xí)；23.get a terrible surprise；24.有用的教訓(xùn);25.stay at home；26.做晚餐；27.talk show；28.[美] 消防隊(duì)員)

?Step 2 Leading in【情景導(dǎo)入】

Ask some students to share what they did last weekend.Example: I am Lisa.I did many things last weekend.On Saturday, I got up early and cleaned my room at...?Step 3 Pre-task【準(zhǔn)備任務(wù)】

Page 72, Self Check 1

1.Review the phrases in this unit, complete the phrases in self check 1.Ask students do the exercise by themselves, then check the answer.Answer:

go out with friends fly a kite

go for a walk milk a cow

pick apples camp near the lake

take photos study for a test

2.Use the phrases to make some sentences in recent past events.?Step 4 While-task【過(guò)程任務(wù)】

Page72, Self Check 2

1.Make the students complete the conversation.Move around the room monitoring progress and giving language support as needed.2.Check the answer.Answer: Where did you go?

Who did you go with?

What did you do?

Did you learn anything?

3.Ask two students to perform the dialogue to the class.?Step 6 Consolidation practice【鞏固練習(xí)】

Look at the student’s book of the exercise.?Step 7 Homework【家庭作業(yè)】

1．Review this unit.2．Finish the exercises.

Teaching Reflection【教學(xué)反思】

This is the last periodof this unit.In the process of teaching, it is advisable to guide students to ”practice first and then summarize".Ask the students to review and summarize the knowledge learned in this unit through independent thinking, partner and group cooperation.This can help them develop the good study habit of reviewing and summarizing in time.With the help of writing clues, students can make dialogues about the activities of the past weekend.Besides, the teacher should ask students to do exercises to improve their learning ability.

第三篇：新目標(biāo)英語(yǔ)七年級(jí)下Unit3教案

新目標(biāo)英語(yǔ)七年級(jí)下Unit3教案（第一課時(shí)）

一、教學(xué)目標(biāo)：

1、掌握表示動(dòng)物的名詞和具有動(dòng)物特征的形容詞，例如：koala bear(樹(shù)袋熊)，tiger(老虎)，elephant(大象)，dolphin(海豚)，panda(熊貓)，Lion(獅)，penguin(企鵝)，giraffe(長(zhǎng)頸鹿)；cute(逗人喜愛(ài)的)，smart(聰明的)，exciting(令人激動(dòng)的)，friendly(友好的)，interesting(有趣的)，fun(供人娛樂(lè)的)，scary(可怕的)。

2、用英語(yǔ)談?wù)摗⒚枋鰟?dòng)物(describe animals)并表達(dá)對(duì)動(dòng)物各自的喜愛(ài)(express preferences)，例如： Elephants are friendly.Tigers are kind of scary.Why do you like pandas? Because they’re very cute.Why does he like koala bears? Because they’re kind of interesting.二、教學(xué)活動(dòng)過(guò)程 活動(dòng)目的：學(xué)習(xí)和鞏固表示動(dòng)物和具有動(dòng)物特征的單詞，掌握用英語(yǔ)表達(dá)對(duì)動(dòng)物及其它事物的喜好。教學(xué)過(guò)程和步驟：

1、布置任務(wù)，學(xué)生以4-6人為一個(gè)小組（要求面對(duì)面坐），以小組為單位，運(yùn)用所學(xué)的內(nèi)容進(jìn)行對(duì)話(huà)，并根據(jù)所學(xué)知識(shí)擴(kuò)展話(huà)題編對(duì)話(huà)，談?wù)撟约旱南埠谩?/p>

2、組織教學(xué)，師生互相問(wèn)候。例如：Good morning!Nice to see you!How are you? What’s the weather like today? 等等。

3、出示教學(xué)掛圖和圖片，向?qū)W生呈現(xiàn)表示動(dòng)物的單詞：koala bear, tiger, elephant, dolphin, panda, lion, penguin, giraffe等。要求學(xué)生能看到圖片立即說(shuō)出單詞。

4、①打開(kāi)課本P.14,1a,看圖將單詞和圖畫(huà)配對(duì)。②1b聽(tīng)錄音，檢查在1a中聽(tīng)到的表示動(dòng)物的單詞。

活動(dòng)1 要求全班同學(xué)每人跟自己的同伴結(jié)對(duì)，用所學(xué)的表示動(dòng)物及動(dòng)物特征的單詞編一組對(duì)話(huà)，并談?wù)摳髯詫?duì)動(dòng)物的喜好，然后請(qǐng)部分同學(xué)到黑板前面當(dāng)眾表演。

5、①P.14,2a,聽(tīng)錄音，填上所聽(tīng)到的單詞，并把表示動(dòng)物的單詞和表示動(dòng)物特征的單詞連線(xiàn)。

②2b聽(tīng)錄音，用所給的詞完成對(duì)話(huà)。

very

dolphins

kind of

koalas

②每個(gè)同學(xué)就表格中填寫(xiě)的內(nèi)容跟各自的搭檔進(jìn)行對(duì)話(huà)。例如： A:Let，s see the pandas.B:Why do you like pandas? A: Because they are cute.B: Well,I like elephants.A: Why do you like elephants? B:Because they are kind of interesting.活動(dòng)2 將全班分為5-6組，以小組為單位，每個(gè)小組挑選一個(gè)所學(xué)內(nèi)容的話(huà)題（如animal動(dòng)物、food食物、color顏色、city城市、subject科目、sport運(yùn)動(dòng)項(xiàng)目等）。例如：

What’s your favorite animal? My favorite animal is pandas.Why do you like pandas? Because they’re cute.Why does he like …? Because… 最后，比比看，哪一組說(shuō)得最好？

6、語(yǔ)法項(xiàng)目小結(jié)

Why do you like pandas? Because they’re very cute.Why does he like koala bears? Because they’re kind of interesting.

第四篇：七年級(jí)下英語(yǔ)教學(xué)計(jì)劃

七年級(jí)下英語(yǔ)教學(xué)計(jì)劃

呂海林

一、學(xué)生情況分析

本學(xué)期繼續(xù)擔(dān)任43.46兩個(gè)班的英語(yǔ)教學(xué)工作，43班39人，46班41人，上學(xué)期英語(yǔ)考試成績(jī)不甚理想，其主要原因是：對(duì)新教材還沒(méi)有很好的適應(yīng)，學(xué)生們沒(méi)有培養(yǎng)好英語(yǔ)的學(xué)習(xí)興趣。

二、教材分析

這套教材采用任務(wù)型語(yǔ)言教學(xué)模式，融匯話(huà)題、交際功能和語(yǔ)言結(jié)構(gòu)，形成了一套循序漸進(jìn)的生活化的學(xué)習(xí)程序。與原教材相比還增加了文化背景和學(xué)習(xí)策略等部分，并增加了任務(wù)型學(xué)習(xí)成份和語(yǔ)篇的輸入。本書(shū)每個(gè)單元都列出明確的語(yǔ)言目標(biāo)、主要的功能項(xiàng)目與語(yǔ)法結(jié)構(gòu)、需要掌握的基本詞匯，并分為A和B兩部分。A部分是基本的語(yǔ)言?xún)?nèi)容，B部分是知識(shí)的擴(kuò)展和綜合的語(yǔ)言運(yùn)用。這套教材是基于城市學(xué)生的狀況編寫(xiě)的，對(duì)于我們農(nóng)村學(xué)生來(lái)說(shuō)，由于小學(xué)基礎(chǔ)不好，到初中以后學(xué)起來(lái)的確有些吃力，光是一千多個(gè)單詞就嚇退了不少學(xué)生學(xué)習(xí)英語(yǔ)的興趣。但我們還必須知難而上，為了提高農(nóng)村的英語(yǔ)教學(xué)成績(jī)而努力。

三、教學(xué)目標(biāo)

1、英語(yǔ)三級(jí)綜合語(yǔ)言運(yùn)用能力目標(biāo)

對(duì)英語(yǔ)學(xué)習(xí)表現(xiàn)出積極性和初步的自信心。能聽(tīng)懂有關(guān)熟悉話(huà)題的語(yǔ)段和簡(jiǎn)短的故事。能與教師或同學(xué)就熟悉的話(huà)題（如學(xué)校、家庭生活）交換信息。能讀懂小故事及其他文體的簡(jiǎn)單書(shū)面材料。能參照

范例或借助圖片寫(xiě)出簡(jiǎn)單的句子。能參與簡(jiǎn)單的角色扮演等活動(dòng)。能?chē)L試使用適當(dāng)?shù)膶W(xué)習(xí)方法，克服學(xué)習(xí)中的困難。能意識(shí)到語(yǔ)言交際中存在文化差異。

2、語(yǔ)言技能三級(jí)目標(biāo)

四、教學(xué)方法

這學(xué)期主要通過(guò)任務(wù)型教學(xué)來(lái)訓(xùn)練學(xué)生的語(yǔ)言應(yīng)用能力。任務(wù)型教學(xué)是從活動(dòng)中獲取知識(shí)。任務(wù)完成的過(guò)程，就是一個(gè)知識(shí)轉(zhuǎn)化的過(guò)程；運(yùn)用已有的知識(shí)，通過(guò)小組活動(dòng)，學(xué)到新的知識(shí)。與課外的語(yǔ)言活動(dòng)結(jié)合起來(lái)，改變了過(guò)去老師一言堂的模式，變學(xué)生為主體，課堂主要是提供了一個(gè)學(xué)生獲取知識(shí)的平臺(tái)。學(xué)生在活動(dòng)中主動(dòng)地獲取知識(shí)。

五、主要措施

1、加強(qiáng)詞匯教學(xué)。包括單詞拼寫(xiě)，詞義記憶，語(yǔ)用功能的訓(xùn)練，在平常的教學(xué)中一定要常抓不懈。詞匯是文章、句子的基本單位，詞匯量的大小，將直接關(guān)系到學(xué)生能否流利地運(yùn)用英語(yǔ)進(jìn)行交際；能否熟練地用英語(yǔ)讀和寫(xiě)；能否順利地用英語(yǔ)思考。從上學(xué)期期末考試所反映的問(wèn)題看，在今后的教學(xué)中，在加強(qiáng)拼讀與拼寫(xiě)的同時(shí)，應(yīng)幫助學(xué)生進(jìn)行有意識(shí)記，應(yīng)加強(qiáng)對(duì)詞的用法及內(nèi)在含義的理解，要培養(yǎng)學(xué)生用英語(yǔ)解釋單詞的能力，逐步啟發(fā)引導(dǎo)學(xué)生用英語(yǔ)思考。單詞教學(xué)一定要做到詞不離句，這樣，學(xué)生在學(xué)會(huì)了單詞的同時(shí)，也學(xué)會(huì)了詞的一些基本用法。

2、基本的語(yǔ)法教學(xué)一定要與語(yǔ)境相結(jié)合。進(jìn)行語(yǔ)法操練時(shí)，要堅(jiān)持

“四位一體”，即話(huà)題、語(yǔ)境、結(jié)構(gòu)、功能相結(jié)合。抓住話(huà)題，聯(lián)系語(yǔ)境，確定語(yǔ)法結(jié)構(gòu)，明確語(yǔ)法功能（交際功能）。要重視語(yǔ)法知識(shí)對(duì)于培養(yǎng)語(yǔ)言運(yùn)用功能的基礎(chǔ)作用，又要注重改革教法。課堂上一定要有生動(dòng)活潑的教學(xué)活動(dòng)。

3、加強(qiáng)交際用語(yǔ)教學(xué)。用英語(yǔ)進(jìn)行交際是英語(yǔ)教學(xué)的根本目標(biāo)。在教學(xué)語(yǔ)言功能項(xiàng)目時(shí)，要盡量避免格式化，不能限制學(xué)生的思維能力，要培養(yǎng)學(xué)生靈活運(yùn)用語(yǔ)言的應(yīng)變能力。

4、進(jìn)一步培養(yǎng)閱讀能力。閱讀能力的培養(yǎng)是英語(yǔ)教學(xué)的又一重點(diǎn)。閱讀能力的培養(yǎng)在于平時(shí)。教師在平時(shí)講解閱讀理解題時(shí)，應(yīng)著力幫助學(xué)生分析語(yǔ)言材料，而不是核對(duì)答案。

當(dāng)然這只是計(jì)劃，每天的教學(xué)還要根據(jù)實(shí)際情況靈活掌握，只有付出了，才會(huì)有回報(bào)，才會(huì)取得班集體各方面的長(zhǎng)足發(fā)展。

第五篇：七年級(jí)英語(yǔ)下工作計(jì)劃

一、指導(dǎo)思想及工作目標(biāo)：

根據(jù)學(xué)校工作安排做好一切日常各項(xiàng)工作和各項(xiàng)臨時(shí)工作，具體工作如下：

1、公平、公正地搞好教師教學(xué)考核，做好教學(xué)五認(rèn)真檢查、記載工作，為學(xué)校教師考核準(zhǔn)備好重要材料。

2、做到每月開(kāi)一次的教研組活動(dòng)，認(rèn)真學(xué)習(xí)新課程標(biāo)準(zhǔn)及相關(guān)理論，落實(shí)好本組的教學(xué)公開(kāi)課安排及評(píng)課活動(dòng)。

3、加強(qiáng)備課組活動(dòng)，發(fā)揮集體智慧，教師相互取長(zhǎng)補(bǔ)短，共同提高。

4、以教研組為單位，選拔教師參加教學(xué)比賽，努力培養(yǎng)青年教師。

5、協(xié)助備課組開(kāi)展家長(zhǎng)開(kāi)放日活動(dòng)。

6、切實(shí)搞好“拜師結(jié)對(duì)”工作，加快對(duì)年輕教師的培養(yǎng)。

7、搞好校園網(wǎng)中英語(yǔ)組主頁(yè)的建設(shè)。

二、具體措施：

1、組織好教學(xué)考核人員，根據(jù)既定的安排，做好教學(xué)考核，并根據(jù)

學(xué)校要求做好平時(shí)“教學(xué)五認(rèn)真”的檢查工作。

2、為每月一次的教研組活動(dòng)做好理論學(xué)習(xí)資料的準(zhǔn)備工作。

3、定時(shí)檢查各備課組活動(dòng)情況，使備課組活動(dòng)真正落到實(shí)處，取得良好的實(shí)際效果。

4、根據(jù)學(xué)校安排做好參賽選手的選拔工作，并在平時(shí)加強(qiáng)對(duì)他們的課堂教學(xué)指導(dǎo)，力爭(zhēng)讓他們?cè)诒荣愔腥〉幂^好的成績(jī)……

5、過(guò)“拜師結(jié)對(duì)”和教學(xué)反思，促進(jìn)年青教師迅速成長(zhǎng)，師徒“教學(xué)相長(zhǎng)”。

6、指定專(zhuān)人負(fù)責(zé)校園網(wǎng)中英語(yǔ)組主頁(yè)建設(shè)和組報(bào)的編撰，協(xié)助學(xué)校搞好校園文化建設(shè)。

一、指導(dǎo)思想

全面貫徹黨的教育方針，認(rèn)真學(xué)習(xí)先進(jìn)的教育理論和新的課程標(biāo)準(zhǔn)，積極投身課程改革，堅(jiān)定不移地實(shí)施以培養(yǎng)學(xué)生創(chuàng)新意識(shí)、探索意識(shí)和實(shí)踐能力為重心的素質(zhì)教育，以更新觀念為前提，以育人為歸宿，以提高教師素質(zhì)為核心，以提高課堂教學(xué)效率為重點(diǎn)。轉(zhuǎn)變教研理念，改進(jìn)教研方法，優(yōu)化教研模式，積極探索在新課程改革背景下的教研工作新體系。

二、主要工作與措施

(一)組織業(yè)務(wù)學(xué)習(xí)。

本學(xué)期我組將學(xué)習(xí)《英語(yǔ)課程標(biāo)準(zhǔn)》、學(xué)校有關(guān)規(guī)定、要求，組織全組教師認(rèn)真參與各級(jí)各類(lèi)的培訓(xùn)和講座。進(jìn)一步學(xué)習(xí)課程改革的理念，認(rèn)真向兄弟學(xué)校學(xué)習(xí)，努力對(duì)新教材有一個(gè)認(rèn)識(shí)，切實(shí)轉(zhuǎn)變教學(xué)理念。引導(dǎo)教師確立“終身學(xué)習(xí)”“團(tuán)體學(xué)習(xí)”等觀念，把工作與學(xué)習(xí)結(jié)合起來(lái)，做到“工作學(xué)習(xí)化”“學(xué)習(xí)工作化”。努力營(yíng)造良好的學(xué)習(xí)氛圍;引導(dǎo)教師把學(xué)習(xí)與研究、思考有機(jī)結(jié)合起來(lái)，邊學(xué)習(xí)，邊思考，邊研究，切實(shí)提高業(yè)務(wù)水平，提升教學(xué)理念。

(二).發(fā)揮教研群體作用，積極開(kāi)展學(xué)校教研組活動(dòng)，做到教研活動(dòng)經(jīng)?；?zhuān)題化和系列化。做到教研與科研相結(jié)合，新的理念與課堂教學(xué)相結(jié)合，培訓(xùn)教師與教研活動(dòng)相結(jié)合。

1、教研活動(dòng)經(jīng)?；?。

根據(jù)教研組的具體情況制訂切實(shí)有效的實(shí)施措施，教研活動(dòng)的重點(diǎn)應(yīng)該放在課堂教學(xué)。以有效教學(xué)為教研的核心，嚴(yán)格按照教務(wù)處的規(guī)定，人人參與教研公開(kāi)課活動(dòng)，本學(xué)期計(jì)劃組內(nèi)各任課教師開(kāi)研討課一節(jié)，上崗未滿(mǎn)三年的教師開(kāi)2節(jié)。要求開(kāi)課教師積極準(zhǔn)備，課后聽(tīng)課教師積極參與研討。開(kāi)課教師要上交開(kāi)課教案由教研組存檔。

2、教研活動(dòng)專(zhuān)題化。

針對(duì)教研組的具體問(wèn)題，善于發(fā)現(xiàn)教學(xué)實(shí)際中的薄弱環(huán)節(jié)，研討在實(shí)際教學(xué)中的解決辦法，集思廣益、交流探討，促使廣大參與教師有所收獲。如在教學(xué)過(guò)程中，以有效教學(xué)為中心，積極準(zhǔn)備教學(xué)資料，編制符合學(xué)生實(shí)際的練習(xí)，做到有練必批，有錯(cuò)必改。在復(fù)習(xí)階段，要搞好復(fù)習(xí)計(jì)劃和研討，以提高學(xué)生成績(jī)。

3、教研活動(dòng)系列化。

有系列地開(kāi)展活動(dòng)，如圍繞某個(gè)專(zhuān)題組織理論學(xué)習(xí)，也可以是以年級(jí)為單位進(jìn)行的集體備課，盡管平行班任課老師均只有兩名，但集體備課仍要確保實(shí)效，注意發(fā)揮每個(gè)教師的智慧，也唯有此，才能使更多的教師有參與的機(jī)會(huì)、鍛煉的機(jī)會(huì)，真正把教研活動(dòng)與提高課堂教學(xué)效率結(jié)合起來(lái)，與解決實(shí)際問(wèn)題結(jié)合起來(lái)，與教師成長(zhǎng)結(jié)合起來(lái)。做到定時(shí)，定人，定專(zhuān)題。

(三)加強(qiáng)對(duì)訓(xùn)練、考試及評(píng)價(jià)的研究。

加強(qiáng)對(duì)考試和評(píng)價(jià)的研究，充分發(fā)揮其對(duì)改進(jìn)教學(xué)、提高教學(xué)質(zhì)量的積極作用。要求平行班所有的練習(xí)、測(cè)試試卷統(tǒng)一。要求教師認(rèn)真選編、批改、評(píng)講作業(yè)，研究編制個(gè)性化、層次化作業(yè)和試題，練習(xí)、試卷的編制責(zé)任到人，同年級(jí)的任課教師自己做好試卷的整理與歸檔工作。對(duì)于課后練習(xí)的反饋?zhàn)龅健八挠兴谋亍埃河邪l(fā)必收，有收必改，有練必評(píng)，有錯(cuò)必糾。.(四)加強(qiáng)規(guī)范化管理。

本學(xué)期本組教師將在教務(wù)處的安排和要求下，制定并落實(shí)本學(xué)科備課、上課等五認(rèn)真常規(guī)工作的具體要求，切實(shí)加強(qiáng)對(duì)教學(xué)過(guò)程的常規(guī)管理，及時(shí)發(fā)現(xiàn)和矯正教學(xué)過(guò)程中的不當(dāng)行為。配合教務(wù)處搞好五認(rèn)真檢查工作及期中、期末兩次大規(guī)模檢測(cè)，及時(shí)分析反饋，利用各種數(shù)據(jù)全面分析，肯定成績(jī)指出不足。

(五)認(rèn)真組織好課外活動(dòng)和培優(yōu)補(bǔ)差工作。

本學(xué)期開(kāi)始我們利用單周周末的兩節(jié)課在七、八年級(jí)開(kāi)展《新概念英語(yǔ)》課外興趣小組的活動(dòng)，任務(wù)落實(shí)到人，充分利用一切教學(xué)資源，激發(fā)、培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和特長(zhǎng)，努力創(chuàng)十里坪九年制英語(yǔ)特色。另外，我們打算在期中前在七年級(jí)組織一次書(shū)法比賽，八年級(jí)組織一次有主題的英語(yǔ)小報(bào)比賽;期末前七年級(jí)組織一次單詞競(jìng)賽，八年級(jí)組織一次朗誦比賽。九年級(jí)本學(xué)期重點(diǎn)任務(wù)是趕進(jìn)度，在活動(dòng)方面安排兩項(xiàng)：一、國(guó)慶節(jié)后舉辦一次學(xué)法指導(dǎo)講座。二、在期中考試之后開(kāi)展一次演講比賽。

一、指導(dǎo)思想

在學(xué)校領(lǐng)導(dǎo)和教研室的指導(dǎo)下，認(rèn)真學(xué)習(xí)并全面貫徹新課程標(biāo)準(zhǔn)，堅(jiān)持“以人發(fā)展為本”的教育理念，與時(shí)俱進(jìn)，開(kāi)拓創(chuàng)新，堅(jiān)持深化教育教學(xué)改革，提高教育質(zhì)量和教育管理水平，推動(dòng)本校英語(yǔ)教育教學(xué)高標(biāo)準(zhǔn)、高質(zhì)量，適度性超前發(fā)展。以學(xué)校的教學(xué)工作計(jì)劃為本，根據(jù)高中英語(yǔ)教研組的特點(diǎn)，提高英語(yǔ)課堂教學(xué)效果，加強(qiáng)老師之間的交流，共同培養(yǎng)更多的英語(yǔ)特長(zhǎng)生。

二、中心任務(wù)

1、集體反思英語(yǔ)教研組所存在的問(wèn)題。

2、提高課堂教學(xué)質(zhì)量和加強(qiáng)課后補(bǔ)缺補(bǔ)差工作。

3、加強(qiáng)教師教學(xué)基本功訓(xùn)練，提高師資隊(duì)伍素質(zhì)。

4、加強(qiáng)英語(yǔ)教科研的理論探究，開(kāi)發(fā)英語(yǔ)校本課程。

5、加強(qiáng)教研交流，加強(qiáng)同頭備課，做好資源共享工作。

三、具體工作及措施

１、做好青年教師指導(dǎo)培養(yǎng)工作。

（1）讓特色鮮明業(yè)務(wù)水平高，師德高尚的教師與他們結(jié)對(duì)。

（2）從備課、聽(tīng)課、教學(xué)理念等方面進(jìn)行指導(dǎo)、培養(yǎng)。

（3）創(chuàng)造機(jī)會(huì)讓新教師多聽(tīng)課，多上公開(kāi)課。

（4）開(kāi)展教學(xué)評(píng)比活動(dòng)，提高教學(xué)基本素養(yǎng)和教學(xué)水平。

２、加強(qiáng)理論學(xué)習(xí)，逐步樹(shù)立“以人為本”的思想，轉(zhuǎn)變陳舊落后的教學(xué)觀念。

(1)打開(kāi)學(xué)習(xí)通道，做到走出去，請(qǐng)進(jìn)來(lái)，與友鄰單位加強(qiáng)合作。

(2)重視教法、學(xué)法研究。

(3)積極鼓勵(lì)，并創(chuàng)造機(jī)會(huì)讓教師參加各種教學(xué)活動(dòng)。

３、重視和加強(qiáng)教研組建設(shè)，采取切實(shí)措施。

(1)教研組活動(dòng)定時(shí)、定點(diǎn)、定內(nèi)容。

(2)健全集體備課制度。

（3）配合校教導(dǎo)處做好優(yōu)秀教研組的評(píng)選工作。

（4）鼓勵(lì)教師運(yùn)用現(xiàn)代信息技術(shù)進(jìn)行課堂教學(xué)。

4、培養(yǎng)學(xué)生的學(xué)習(xí)興趣，全面推進(jìn)素質(zhì)教育。

（1）各年級(jí)開(kāi)展一次英語(yǔ)競(jìng)賽，如演講、小品，短劇表演等。

（2）在課堂上，教師運(yùn)用各種激勵(lì)機(jī)制來(lái)活化課堂，如游戲、英語(yǔ)歌曲、小品等。

（3）因人而異，分層施教是全面推進(jìn)素質(zhì)教學(xué)的'關(guān)鍵。

5、定期開(kāi)展“師徒教學(xué)比賽”活動(dòng)，使青年教師迅速成長(zhǎng)。

6、鼓勵(lì)教師樹(shù)立先進(jìn)的理念，建立課題，進(jìn)行教科研的探索。

7、加強(qiáng)教研組活動(dòng)的實(shí)效性，加強(qiáng)同頭備課。

教研組活動(dòng)是難得的一個(gè)老師互相交流的機(jī)會(huì)，充分利用教研組活動(dòng)，安排好理論學(xué)習(xí)、多媒體技術(shù)學(xué)習(xí)和教學(xué)經(jīng)驗(yàn)交流等教研組活動(dòng)內(nèi)容?；顒?dòng)時(shí)，多交流，互相學(xué)習(xí)，年級(jí)與年級(jí)間多互通教學(xué)內(nèi)容，高年級(jí)為低年級(jí)打好基礎(chǔ)做準(zhǔn)備。互通各種教學(xué)信息和資源，做到資源共享。每位老師保留好自己的教學(xué)資料，為建立學(xué)科教學(xué)網(wǎng)頁(yè)和學(xué)科資源庫(kù)做準(zhǔn)備。加強(qiáng)同頭備課，固定時(shí)間，輪流作發(fā)言人，共同設(shè)計(jì)教學(xué)環(huán)節(jié)，體現(xiàn)集體的力量。尤其是面臨市里對(duì)我校申辦示范高中校的驗(yàn)收，我們要發(fā)揮集體的力量，通過(guò)說(shuō)課、聽(tīng)課、評(píng)課，備好每一節(jié)課，保證順利通過(guò)市里的驗(yàn)收。

8、做好資源共享工作。

現(xiàn)在的英語(yǔ)教材更新很快，一套教材也許只有2輪的壽命，因此，我們?cè)絹?lái)越需要進(jìn)行思想方面的轉(zhuǎn)換，既由課程教學(xué)轉(zhuǎn)為話(huà)題教學(xué)，以不變應(yīng)萬(wàn)變。因?yàn)榻滩牡脑?huà)題是相對(duì)固定的，只是文章發(fā)生了變化，詞匯也是根據(jù)大綱制定的，不會(huì)有太大的出入。應(yīng)對(duì)教材更新的方法就是掌握住話(huà)題教學(xué)，把文章內(nèi)容作為話(huà)題教學(xué)的載體。因此，我們需要全組齊心協(xié)力，做好資源的整合工作。

我們想以年級(jí)為單位，每個(gè)年級(jí)先收集各自年級(jí)的資料，高三主要負(fù)責(zé)高考復(fù)習(xí)方面的資料，包括試題，各次大考試卷，語(yǔ)法單項(xiàng)練習(xí)題和綜合練習(xí)題，較好較新的閱讀文章和完形聯(lián)系，書(shū)面考查題等。高二年級(jí)負(fù)責(zé)現(xiàn)在高二教材的備課資料，課件匯總，大考試題試卷，課本所涉及的語(yǔ)法內(nèi)容的講授和練習(xí)材料，和話(huà)題有關(guān)的多媒體資料，包括網(wǎng)址，圖片，影音資料等。高一年級(jí)負(fù)責(zé)現(xiàn)在高一教材的備課資料，課件匯總，大考試題試卷，課本所涉及的語(yǔ)法內(nèi)容的講授和練習(xí)材料，和話(huà)題有關(guān)的多媒體資料，包括網(wǎng)址，圖片，影音資料等。每個(gè)年級(jí)的試題試卷要有電子稿和文字稿，將各項(xiàng)資料分門(mén)別類(lèi)，以文件夾的形式進(jìn)行整理，方便全組交流。另外，最好有一些授課的感受，例如，認(rèn)為相關(guān)的語(yǔ)言點(diǎn)應(yīng)講到什么程度，或是教學(xué)過(guò)程中的一些反思等。

資源共享工作在學(xué)期末進(jìn)行交流，為下個(gè)學(xué)年的教學(xué)工作做好準(zhǔn)備。

四、做好青年教師評(píng)優(yōu)課的準(zhǔn)備和講課工作

3月7日到4月22日，是學(xué)校安排的青年教師評(píng)優(yōu)課時(shí)間。我組除一人外都要參加。我們會(huì)利用教研組活動(dòng)時(shí)間和課余時(shí)間，互相幫助，互相審查教案和課件，做到教案和課件無(wú)錯(cuò)誤，在課堂教學(xué)上，利用新的教學(xué)理念，以提高課堂教學(xué)效率為根本，精心設(shè)計(jì)，讓學(xué)生學(xué)有所得，享受學(xué)習(xí)的樂(lè)趣。

一、指導(dǎo)思想

本學(xué)期要以學(xué)校和教導(dǎo)處工作計(jì)劃為依據(jù)，繼續(xù)以課程改革為中心，認(rèn)真學(xué)習(xí)課改理論,積極參加課改培訓(xùn)，開(kāi)展課題研究等活動(dòng)，更新教學(xué)觀念。轉(zhuǎn)變學(xué)生的學(xué)習(xí)方式，完善和深化英語(yǔ)學(xué)科教學(xué)常規(guī)，為進(jìn)一步提高我校英語(yǔ)教學(xué)質(zhì)量而扎實(shí)開(kāi)展工作。

二、工作思路

1、配合學(xué)校及教導(dǎo)處、教研室組織進(jìn)行校內(nèi)外的教學(xué)研究活動(dòng)，組織老師上觀摩課、示范課，通過(guò)聽(tīng)課、評(píng)課、研討等形式，做好課后反思，使本組教師理論與實(shí)踐水平共同提高。

2、本學(xué)期將加大力度落實(shí)集體備課制度，旨在通過(guò)集體備課，讓教師們更好地掌握課程重點(diǎn)，了解教學(xué)難點(diǎn)，形成較完整的備課教案。同一個(gè)備課組同一層次的班級(jí)要求統(tǒng)一進(jìn)度、統(tǒng)一練習(xí)和單元測(cè)試。各年級(jí)具體目標(biāo)如下：

七年級(jí)：抓好起始年級(jí)的英語(yǔ)學(xué)習(xí)習(xí)慣，平時(shí)注重口語(yǔ)的訓(xùn)練，幫助學(xué)生克服口語(yǔ)困難，在不讓學(xué)生負(fù)擔(dān)太重的前提下讓學(xué)生切切實(shí)實(shí)有所收獲。

八年級(jí)：加強(qiáng)閱讀教學(xué)，適當(dāng)補(bǔ)充閱讀材料，注意讓學(xué)生在閱讀中慢慢體會(huì)到樂(lè)趣，在穩(wěn)固現(xiàn)有成績(jī)的基礎(chǔ)上，強(qiáng)化培優(yōu)補(bǔ)差，力求進(jìn)一步提升質(zhì)量。

九年級(jí)：在總結(jié)反思的基礎(chǔ)上，挖掘潛力，查漏補(bǔ)缺，著力加強(qiáng)學(xué)法指導(dǎo)和能力培養(yǎng)，為實(shí)現(xiàn)20xx年中考的新突破打好基礎(chǔ)。教師在集體備課時(shí)要體現(xiàn)不同層次的不同教案、授課及作業(yè)要求等。

三、具體工作

(一)教師方面：

1、首先，于開(kāi)學(xué)初的教研組活動(dòng)和全組教師認(rèn)真學(xué)習(xí)本校的教學(xué)管理制度及常規(guī)要求，并做好明確上課、備課、編寫(xiě)教案、布置作業(yè)及作業(yè)批閱中的一些具體要求，使教師明確認(rèn)識(shí)，從思想上重視起來(lái)。并且能有章可循，有規(guī)可依。在教學(xué)過(guò)程中，即在備課、上課、作業(yè)的布置和批閱、輔導(dǎo)等各個(gè)環(huán)節(jié)中，以制度為準(zhǔn)則，對(duì)照檢查，嚴(yán)格執(zhí)行。

2、努力促進(jìn)青年教師的成長(zhǎng)。青年教師是英語(yǔ)組的一支生力軍，教研組將繼續(xù)通過(guò)聽(tīng)課、上課、說(shuō)課、抽查等方式促其不斷成長(zhǎng)外，還會(huì)配合教導(dǎo)處對(duì)青年教師的各項(xiàng)考核，加強(qiáng)備課組內(nèi)、間的相互交流，達(dá)到互通有無(wú)，群策群力，發(fā)揮整個(gè)教研組的力量，爭(zhēng)取每個(gè)年級(jí)都能在原有的水平上有一定的提高。

3、配合學(xué)校的主課題，全方位落實(shí)英語(yǔ)組的子課題“提高英語(yǔ)課堂教學(xué)的有效性”的研究和在實(shí)際中的運(yùn)用。組織本教研組教師撰寫(xiě)論文。每位英語(yǔ)老師要通過(guò)理論學(xué)習(xí)，不斷反思、探索，創(chuàng)新，并聯(lián)系實(shí)際積極撰寫(xiě)外語(yǔ)教育教學(xué)論文。

4、加強(qiáng)集體備課，發(fā)揮群體優(yōu)勢(shì)。嚴(yán)格按照學(xué)校統(tǒng)一規(guī)定進(jìn)行集體備課。每周一次，做到定具體時(shí)間，地點(diǎn)，常規(guī)和中心發(fā)言人。做到活動(dòng)有充實(shí)內(nèi)容，每次集體備課都由指定老師作話(huà)題發(fā)言，指出每個(gè)話(huà)題的重點(diǎn)、難點(diǎn)及如何突出、突破的方法，再由備課組全體老師集體討論、改進(jìn)，力求精益求精，最終形成一個(gè)較好的、統(tǒng)一的方案。通過(guò)集體備課、課堂教學(xué)、課外輔導(dǎo)、培優(yōu)補(bǔ)差等多種形式縮小平行班間的差距，爭(zhēng)取整體取得較好的成績(jī)。

5、規(guī)范教學(xué)的每個(gè)環(huán)節(jié)。教研組要在落實(shí)常規(guī)方面發(fā)揮重要作用，要配合教導(dǎo)處和教研室做好常規(guī)落實(shí)的檢查、督促工作;要定期組織教學(xué)研究活動(dòng)，圍繞相應(yīng)的研究專(zhuān)題，組織相應(yīng)的公開(kāi)課、觀摩課、示范課，通過(guò)研討、觀摩、評(píng)議等形式，使教研組全體英語(yǔ)教師能夠共同提高，人人受益。

(二)學(xué)生方面：

1、開(kāi)展課外活動(dòng)，激發(fā)學(xué)習(xí)興趣

課外活動(dòng)是重要的教學(xué)輔助手段，有利于增長(zhǎng)知識(shí)、開(kāi)闊視野。有目的、有組織地開(kāi)展各種適合學(xué)生語(yǔ)言水平和年齡特點(diǎn)的課外活動(dòng)，可使學(xué)生生動(dòng)、活潑、主動(dòng)地學(xué)習(xí)，可以激發(fā)他們的學(xué)習(xí)熱情，培養(yǎng)興趣。我們準(zhǔn)備根據(jù)不同年級(jí)掌握的知識(shí)水平，組織一些豐富多彩的課外活動(dòng)。如：書(shū)法、對(duì)話(huà)表演、英語(yǔ)演講比賽、英語(yǔ)能力競(jìng)賽等，組織評(píng)委認(rèn)真評(píng)定，評(píng)出集體獎(jiǎng)和個(gè)人獎(jiǎng)，給予物質(zhì)和精神獎(jiǎng)勵(lì)。給學(xué)生充分展示自我，認(rèn)識(shí)自我的機(jī)會(huì)。

2、加強(qiáng)初三畢業(yè)班工作的研究，提高畢業(yè)班教學(xué)效率。擬由初三英語(yǔ)教師牽頭，組織全組教師認(rèn)真學(xué)習(xí)《大綱》和《中考說(shuō)明》，扎扎實(shí)實(shí)，加強(qiáng)對(duì)中考動(dòng)向的信息收集和試題研究，在基礎(chǔ)知識(shí)到位的同時(shí)，抓好聽(tīng)、說(shuō)、讀、寫(xiě)綜合運(yùn)用能力的培養(yǎng)，特別要重視學(xué)生閱讀能力和寫(xiě)作能力的訓(xùn)練，結(jié)合學(xué)生的現(xiàn)有實(shí)際情況，對(duì)暫時(shí)落后的學(xué)生進(jìn)行轉(zhuǎn)化輔導(dǎo)。

3、提倡教師利用業(yè)余時(shí)間，加強(qiáng)自修學(xué)習(xí)，完善自我，提高自身素質(zhì)，同時(shí)，積極配合教導(dǎo)處做好英語(yǔ)組其他方面的工作。

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