第一篇：七年級英語上學期Unit12教案2

Unit 12 My favorite subject is science 教學目標

※ 學會描述各個學科

※ 學會表達對不同學科的看法

培養學生分析判斷事物的能力，發表自己的看法和意見。

教學向導

語言目標 1.用what, when, why 引導的一般現在時的特殊疑問句 2.詞匯：各個學科，一周七天的表達方式

語言結構 1.what, why, when 句子的問題及回答 2.加入who的問句及want to 句式 學習策略與

思維技巧 1.個體操練

2.群體思維

3.查找信息解決問題 4.通過字，句，篇結構表述問題 語言功能 1.談論學科，說明理由 2.談論日期，說明理由

跨學科學習調查各學科受喜歡程度，培養學生各學科平衡發展； 培養學生分析事物的能力并知道如何表述自己看法 道德培養 詢問父母最喜歡的事物

主題思維圖及任務型活動

教學過程: Steps Teacher’s activity Students’ activity Lead in: a chant Warm up Lead the Ss to listen to a chant What are they talking about Listen to the chant Ask questions about school: What subjects and what days Answer the questions Task I pair work: my favorite subject Aim: get to know favorite subjects and teachers, and the reasons.1 Give Ss some examples of ‘what’

Why’ and ‘who’ conversations Read the examples

Ask Ss to do the pair work,Favorite subjects, teachers… Make their own conversations 3 Move around and give Support Work in pairs 4 Ask pairs of Ss to show their works And correct their pair works Show the conversations Task II game: my favorite subject Aim: familiar with the target language and tell their favorite subjects 1 Show the words of one week And translate into Chinese Read the words 2 Give the sentences: when do you have…? I have …on… Make the sentences 3 Give the school schedule, and do pair works Make the conversations 4 Show the examples of the game Look and read 5 Play the game: pass the sentences one by one Play the game Task III oral practice Aim: know others’ favorite subjects and make oral practice 1 Play the recorder: two times Listen and finish the chart 2 Ask Ss to read the answers In pairs Check the answers 3 Ask Ss to find our their favorite day And reasons Answer the questions 4 Show the examples and make a report about the chart Practice the report 5 Ask Ss to give the report: Oral practice Read the report Task IV group work: make your favorite day Aim: use target language to design a school schedule 1 Ask questions about school Subjects and date Answer the questions 2 Show the examples Ask Ss to read Look at the PowerPoint 3 Do the group work and choose their favorite day and favorite subjects Group work 4 Move around and give the support Check their words Work in groups 5 Give the report and ask one student to count the numbers Give the reports of groups Homework: Aim: let Ss know more about their parents Ask their parents’ favorite things: food, color, book……

教學點評及反思：

本課是一節任務型教學研究課，著重以不同的方式向學生傳授目標語言。用學生日常熟悉的事物來教授新課：

1．導入：用關于學校科目的chant來引入新課，有利于活躍課堂氣氛，把學生帶入課程的場景當中。

2．把各科教師的照片、學生們喜愛的畫片和目標語言結合起來，能夠加深學生對目標語言的理解。

3．使用Pair work的形式討論學生的課程表使目標語言具有很強的實用性。

4．聽力部分的Report有利于學生掌握英語口試的形式，是一種很好的練習方式。

5．自制課表的任務能夠激發學生們參與教學的積極性，使他們成為學習的主動者。

評價：本課設計合理，層次清晰；形式活潑多樣，課件運用恰當；開始由chant導入新課，最后在歌聲中結束，使整節課首尾呼應、氣氛活躍，達到了學生掌握并靈活運用目標語言的教學目的。不足之處：在任務的設計和銜接上還不夠精煉和流暢，有待在今后的教學中作進一步研究和探討。

教案點評：

本課是一節任務型教學研究課，著重以不同的方式向學生傳授目標語言。用學生日常熟悉的事物來教授新課。本課設計合理，層次清晰；形式活潑多樣，課件運用恰當；開始由chant導入新課，最后在歌聲中結束，使整節課首尾呼應、氣氛活躍，達到了學生掌握并靈活運用目標語言的教學目的。

第二篇：七年級英語下冊Unit12 Don

七年級英語下冊Unit12 Don’t eat in class.泰來二中：劉麗

我講課的內容是人教社出版的七年級英語下冊Unit12 Don’t eat inClass.Section A的部分內容。根據新課程標準強調學生的學習過程，重視語言學習的實踐性和應用性，并以全體學生的全面發展為出發點，我對教材進行從新的分析和整合，下面我就從教材分析、教學方法和手段、教學流程，教學評價等幾方面來談談我本節課的教學思路，并與大家共同探討。并希望得到各位評委的指正。

一、教材分析和處理

1、教材的地位和作用。

根據新課程標準，初一階段要求學生能用了解學校家庭的規章制度，并了解西方國家獨特的規章制度，擴大視野，拓展知識面。而本單元的教學重點是使學生正確理解掌握這些知識并能夠靈活的運用他們。而我所講的這節課在本單元中起著拋磚引玉的作用，所以說這一節課完成的好壞，直接影響到本單元的授課效果。

2、教學目標，重、難點的確立及依據。

英語課堂教學的目標是通過通過英語學習形成初步的綜合的語言運用能力，促進心智發展，提高綜合人文素養。本節課的教學目標通過聽、說、讀、寫四項基本技能的訓練，培養學生初步運用英語進行交際的能力。因此本節課的教學目標包括知識目標，過程與方法及情感態度價值觀三個方面。即通過學生學習掌握祈使句的構成及用法，并通過自主學習，合作學習能夠準確的制定一些規章制度，從而

培養學生良好的行為習慣。

二、教學方法和手段

1、教學方法。

本節課我除了采取以提綱導學為主自主學習的方法外，同時還采取小組合作，競賽等方法，通過多種方法的配合使用，既調動了學生學習的熱情、活躍了課堂氣氛，也使整節課達到了預期的教學效果。

2、教學手段。

本節課我充分利用網絡資源，在課前我下載了大量的課件，并將他們從新整合，以達到我所想要的教學效果。通過課件的展示，讓學生對課內容有個初步認識，再以此為依據順利開展接下來的教學環節。這種先進教學手段的使用，不僅豐富了課堂教學內容，也極大地調動學生學習的興趣，使學生學習起來既積極思維而不緊張，既輕松愉快而不懈怠，達到了教與學的有效對接。

三、教學流程

1、新課導入。

本節課的內容是圍繞談論校規展開的，在上課前幾分鐘內，我讓學生學唱一首根本課內容有關的英文歌曲，在新授課開始前我讓學生進行例行值日生報告，因為是學習新的話題，所以在課前我就為作報告的的同學設置一個有關如何做一個合格的中學生的題目，并對他的報告做出非常肯定的評價并讓其他同學以此為榜樣。這樣做從一開始就吸引住了學生的注意力，也讓我自然而然地導入本節課所要學的內容。

2、實施目標。

本節課的教學目標在前面我已經提到，為了更好的完成教學目標我主要設計了如下幾個小環節;

(1)學習新單詞及短語

記憶新單詞一直是學生比較頭疼的問題，為更好地解決這一問題，在課前我讓學生自己先預習本節課單詞，在課上，我首先利用多媒體課件展示這些新詞，然后在通過競賽方式檢查學生的掌握情況，這樣做可調動學生記憶單詞的熱情，也使枯燥知識也變得直觀，生動和有趣，學生學習起來比較輕松。

（2）分析、講解本節課的重難點內容。

本節課重點知識是講解祈使句，及else的用法。為了便于學生更好地理解和掌握所學知識，我采取了成成深入的辦法。首先出示兩張張圖片，讓學生討論，并對學生進行思想教育，接下來又展示一組不同的圖片讓學生做兩人一組的對話、然后讓學生以搶答的方式復習剛剛學過的內容。通過這樣的反復練習，學生已經初步通過本節課知識點。接下來我讓學生拿出本節課的導學提綱，來檢查學生的自主學習情況，對學生在導學提綱中不完善的地方加以補充和說明。這樣的做法一方面增加了課堂容量，學生活動范圍廣，學習熱情高，也培養了學生自主學習的意識，更便于教師了解掌握學生的學習情況。

3）聽力訓練。

我們知道這套教材非常重視聽力訓練，尤其在每單元開始的部分，這也體現出英語教學的實效性。本節課我把聽訓練放在重要位置。首先，我利用大屏幕展示說要聽的材料內容，然后放錄音，讓學生根據所聽內容完成習題，最后在核對答案。這樣，通過教師的引導，不僅幫助學生掌握正確的聽力方法，而且也培養了學生良好的聽力習慣。

（4）鞏固訓練。

鞏固訓練是對學生所學知識的一種檢查。本節課的鞏固訓練，我主要采用做調查形式。即設計情景，讓學生以小組合作的形式進行，并且要求學生結合本課所學內容，完成調查表，這一活動不僅調動了學生學習的積極性，同時也進一步加深了學生學習的印象，收到了事半功倍的效果。

以上四個小步驟是實施目標階段，在實施目標階段結束后，就進入了教學程序的第四個環節。

4、達標測試。

達標測試是學生在感知和理解的基礎上，進一步鞏固其所學知識，達到熟練運用程度。

5、反饋矯正。

通過提問的方式，對達標測試中出現的問題及時進行矯正，這一環節有助教師了解教學效果和學生的掌握情況，所以是教學環節中不可缺少的必要的組成部分。

6、歸納總結。

這一環節旨在幫助學生復習、鞏固所學英語語言知識和技能。在這一環節中，我主要采用了提問的方式，這樣一方面進一步強化了學生對新學內容的記憶，另一方面也可以發現問題，以便及時采取補救措施。

7、布置作業。

本節課作業要求學生根據所學內容寫一篇有關家規的文章，目的是為檢查本節課的授課效果，拓展所學知識，同時也再一次對學生進教育，培養學生良好的行為習慣，從而達到情感教育的目的，并實現本節課的情感目標

四、教學評價

在整個教學過程中，通過不同環節的設計，不僅拓展了教學內容，也增加了課堂容量。多媒體課件的使用，曾添了趣味性，也符合初一學生的年齡特點。學生通過做游戲、小組合作，自主學習也表現了很高的參與性，但同時也存在著一些缺憾：由于課堂時間有限，調查報告當堂檢驗組數應增加，這也提醒我在以后的教學活動中要更進一步去研究、去完善，力爭做得更好。

第三篇：九年級英語Unit12教案

2014九年級

Unit 12 Life is full of the unexpected.Section A 1(1a-2d)重點短語

by the time? 在??以前 give?a lift 捎??一程 in line with（與??）成一排 show up 出現，露面 by the end of 到??末為止 April Fool’s Day 愚人節 costume party 化裝舞會 sell out 賣光 get dressed 穿好衣服

play tricks on sb.play jokes on sb.和某人開玩笑 lose weight 減肥

end up doing 以做 ??而告終 invite sb onto the show 邀請某人上節目 have a happy ending 有一個快樂的結局 rather than / instead of 而不是 on the radio program 在廣播節目中 on the earth 在地球上，在世界上 thousands of 成千上萬的 run out of 用光 run away from 從??逃跑

重點句子：

Life is full of the unexpected.I was about to go up when I decided to get a coffee first.As I was waiting in line with other office workers, I heard a loud sound.Before I cold join the others outside to see what was going on, the first

2014九年級

plane had already hit my office building.知識點詳解：

1.Life is full of the unexpected.unexpected adj.出乎意料的；始料不及的

e.g.It will not be unexpected if Tom comes late again, because he is always like this.2.By the time I got up, my brother had already gotten in the shower.by the time 在??以前,常引導表示過去的時間狀語從句，主句常用過去完成時，即had+動詞過去分詞

e.g.By the time I got there, he had already left.在我到那兒之前，他已經離開了。

3.So I just quickly put on some clothes and rushed out the door.rush out 沖出去, 沖出??

e.g.Henry rushed out the room and disappeared in the rain.亨利沖出房間, 消失在了雨中。如果湯姆又遲到了，一點也不意外，因為他一向如此。

Julia rushed out and didn’t return.朱麗葉沖了出去, 再沒回來。

4.Luckily, Carl’s dad saw me on the street and gave me a lift in his car.gave ?a lift 捎??一程，讓......搭便車

e.g.Could you give me a lift, please? 請問你能否捎我一程？ Jim gave me a lift on my way home yesterday.吉姆昨天在回家的路上捎了我一程。

Section A 2(3a-3c)

2014九年級

5.I was about to go up when I decided to get a coffee first.be about to 忙于；即將做某事。側重于表示動作馬上就要發生，常與when引導的從句連用，但不與具體的時間狀語連用。

e.g.One of my friends is about to have her second baby.我的一個朋友馬上就要生第二個小孩了。

6.I went to my favorite coffee place even though it was two blocks east from my office.even though 即使，雖然，盡管，用于引導讓步狀語從句。

block n.街區

e.g.He’s the best teacher, even though he has the least experience.他雖然經驗最少，卻是最好的老師。

7.We stared in disbelief at the black smoke rising above the burning building.stare v.盯著看，凝視

表示看得比較仔細，有時候也帶有吃驚的意味去看，常與at, into連用。e.g.Don’t stare at me like that.別那樣盯著我看。in disbelief 不相信，疑惑，懷疑

e.g.Tamara stared at him in disbelief, shaking her head.塔瑪拉一邊狐疑地盯著他看，一邊搖著頭。

She looked at him in disbelief.她全然不信地看著他。above prep.1)（表示位置）在?正上方；高于”（與 below相對）。e.g.That big high-rise above us is where Brian lives.我們上面的那座摩天大樓就是布賴恩住的地方。

He lifted his hands above his head.他將雙手舉過頭頂。

2)表示在地位、級別、能力、資歷、重要性等方面“超過”、“在??之上”、“比??強”。

2014九年級

e.g.He is above the others in ability.他的能力優于其他人。He is above me in every way.他各個方面都比我強。3)adv.在上面

e.g.There are snowy peaks above.上面是白雪皚皚的群峰。See the examples given above.見上述例子。burn v.著火，燃燒

(burnt, burnt / burned, burned)burning adj.著火的；燃燒的

e.g.Ouch!The sand is so hot!I can burn my feet.哎喲！沙子這么燙！會燙傷腳的。He was trapped in a burning house.他被困在正在燃燒的房屋里。

8.I felt lucky to be alive.alive 一般作表語；也可以作后置定語或賓補。“活(著)的；在世的；(繼續)存在的”；反義詞是dead。

e.g.Do you know she’s alive? 你知道她還活著嗎？

People alive should try their best to live better.(后置定語)活下來的人應該盡力生活得更好。Tom was kept alive in the big fire.(賓補)湯姆在這次大火中活下來了。易混辨析 alive, living, lively alive “活著的”，在句中常作表語或定語。作表語時，常可與 living互換；作定語時，常要放在被修飾詞之后。living“活著的”，在句中用作表語或定語。lively“活潑的”，在句中可作表語或定語。

9.But by the time I got to the airport, my plane to New Zealand had already taken off.2014九年級

airport n.機場

take off 脫掉； 起飛

e.g.He took off his hat and bowed as he passed.他經過時脫帽鞠躬。We eventually took off at 11 o’clock and arrived in Venice at 1:30.我們終于在11點起飛，1:30 到達威尼斯。

課堂練習：

1.我在動物園里見過活鱷魚。

I have seen a _____ crocodile in the zoo.2.他是那場火災中唯一活下來的人。

He is the only person ____ in the fire.3.露西是個活潑的孩子，大家都喜歡她。

Lucy is a _____ child and everyone likes her.4.The boy ____________________(正要開始)but someone spoke first.5.Hurry up.The train ______________(馬上就要開了).Keys: living, alive, lively, was just about to begin, is about to start

單元語法：

掌握過去完成時時態，結構及用法。

2.過去完成時用法：

(1)構成：由“助動詞had(用于各種人稱和數)+ 過去分詞”構成否定式：had not + 過去分詞

縮寫形式：hadn’t(2)用法：過去完成時表示在過去某一時間或動作之前已經發生或完成了的動作。

(3)它所表示動作發生的時間是“過去的過去”。

① 表示過去某一時間可用by, before 等構成的短語來表示。

2014九年級

② 也可以用when, before 等引導的時間狀語從句來表示。③ 還可以通過狀語從句或通過上下文暗示。例如：

When I got there, you had already eaten your meal.當我到達那里時，你已經開始吃了。

By the time he got here, the bus had left.在他到達那里之前，汽車已經離開了。

第四篇：七年級英語上一單元【教案】2

Unit 1 My name’s Gina.Period One(SectionA1a--1c)Teaching aims : 1.Knowledge Objective:

Grasp the words and expressions: name,nice,to,meet,too,your,Ms.2.Capability goal:

Use the sentence patterns “What’s your name? My name’s...I’m...Nice to meet you.Nice to meet you,too!” to greet people and introduce yourself.3.Emotion aim: Make new friends.Teaching main and difficult points:

Use the sentence patterns “What’s your name? My name’s...I’m...Nice to meet you.Nice to meet you,too!” to greet people and introduce yourself.Teaching methods: Self studying, cooperative learning.Teaching procedures: Step1 Greetings.Step2 Preparing and Guide.Part 1 Knowledge revision.T: Boys and girls , do you know these things?(Show some things on the desk.)Please say them one by one.(Ask Ss to finish Step1,Part1 in the guidance case, and check their answers.)Ss: window, book, schoolbag, ruler, map, door, cup, baseball...Part 2 New course guide.T: Well, in this class, we’ll learn how to introduce yourself.First, please finish the Step1,Part 2 in the guidance case.Step3 Research Cooperation.Part 1 Interaction research.1.Pair work.T: OK,now,please look at the picture in 1a, there are many things.You can find them out as many as possible.Give you 3 minutes,you can make a match with your partner.(Ss work in pairs)Well, there are some names ,can you see?

Ss: Yes.T: Can you read the names? OK ,let’s listen and find out who they are.2.Listening practice.(Give Ss time to read the conversations before listening, then play the recording for the first time, Ss listen and finish 1b.)

T: OK, you can listen some names first, then put the three conversations in order....Now, please tell me your answers.Ss: 2,1,3

T: OK, good!Now, please listen again and try to follow each sentence.3.Pair work.T: Now, imagine you are the persons in the picture, role-play the conversations in 1b.(2' later)OK, now, you can greet each other with your partner.Eg:

T: Hello!I’m...What’s your name?

S1: Hi!My name’s...Nice to meet you!

T: Nice to meet you , too!(Choose several pairs to show their conversations to the class.)Part 2 Question answer.(Ask Ss to finish this step in the guidance case, they can use different ways to do it: self studying, cooperation.)Step4 Homework.Finish “Training and Feedback” in the guidance case.Period Two(Section A 2a--2d)Teaching aims : 1.Knowledge Objective:

Grasp the words and expressions: his, her, he, she, no, not.2.Capability goal:

Use the sentence patterns “ What’s his name? His name’s Tom” to ask the third one’s name.3.Emotion aim: Make new friends.Teaching main and difficult points: 1.Words and expressions

2.Use the sentence patterns “ What’s his name? His name’s Tom” to ask the third one’s name.Teaching methods:

Self studying, cooperative learning.Teaching procedures: Step1 Greetings.Step2 Preparing and Guide.Part 1 Knowledge revision.(Ask Ss to finish Step1,Part1 in the guidance case, and check their answers.)Part 2 New course guide.(Ask Ss to finish Step1,Part2 in the guidance case, and check their answers.)Step3 Research Cooperation.Part 1 Interaction research.1.Asking and answering.(Choose two pairs to greet each other)

T: OK today, we’ll meet some other people.Please look at the four pictures in 2a.Where are the people and who are they?

S1: In picture1, two boys at a bus stop.S2: In picture2, two Ss are talking about another two Ss at school.S3: In picture3, a boy and a girl in a school.S4: In picture4, a teacher and her Ss in class.2.Listening practice.(Play the recording the first time, Ss only listen.)

T: Well, now, I’ll play the recording the second time.You should listen to some names carefully and then put the four conversations in order.T:...Now please tell me your answers.Ss: 3,2,1,4

T: Great!But how do you know each conversation clearly? What are the key words in each conversation?(Ss can say some names in each picture)

T: Well, then let’s look at some names in 2b.Can you read them?

Ss: Yes, we can.Alice, Eric, Bob, Jack...T: Good!This time, while you’re listening, please circle the names you hear in 2b.(Check the answers and play the recording a third time, let Ss repeat.)3.Pair work.T: OK, now, S1,stand up please.(Choose one student to stand up and make a conversation like this: T: Hello!I’m Miss Li, what’s your name?

S1: My name’s.../ I’m...T: Nice to meet you!

S1: Nice to meet you, too.)

T: Well, boys and girls , tell me what’s her/his name?

Ss: Her/His name’s...T: Good, now , you and your partner, you can ask and answer like that.(Give them 3', then choose two pairs to act.)4.Group work.(Let Ss close the book, listen to the tape.)

T: How many people are there in the conversation? Ss: Two.T: Who are they?

(This question some Ss may can’t answer, ask them to open the book ,look at 2d and answer it.)

T: Now, please listen again and try to repeat.(After that, let Ss role-play the conversation, then give them 4' to recite it.)

T: Now, you work in groups, reorganize the conversation.Part 2

Question answer.(Ask Ss to finish this step in the guidance case, they can use different ways to do it: self studying, cooperation.)Step4 Homework.Finish “Training and Feedback” in the guidance case.Period Three(Section A grammar--3c)Teaching aims :

1.Knowledge Objective:

Grasp the words and expressions: what’s =what is name’s=name is

I’m=I am

he’s=he is

she’s=she is

2.Capability goal:

Use the sentence patterns “What’s your name? I’m Alan./Alan./My name’s Alan.What’s his/her name? He’s/She’s...” to introduce yourself and ask the third one’s name.3.Emotion aim: Make new friends.Teaching main and difficult points:

Use the sentence patterns “What’s your name? I’m Alan./Alan./My name’s Alan.What’s his/her name? He’s/She’s...” to introduce yourself and ask the third one’s name.Teaching methods:

Self studying, cooperative learning.Teaching procedures: Step1 Greetings.Step2 Preparing and Guide.Part 1 Knowledge revision.(Ask Ss to finish Step1,Part1 in the guidance case, and check their answers.)

(Choose several Ss to recite 2d.)Part 2 New course guide.(Ask Ss to finish Step1,Part2 in the guidance case, and check their answers.)Step3 Research Cooperation.Part 1 Interaction research.1.Grammar Focus.(Ask Ss to read the sentences in the grammar box by themselves.Pay attention to the change of “be” , observe the differences between personal pronouns and possessive pronouns.)

T: Look at the two charts, there are many shortening words.Can you see them? OK, please read them one by one.(Ss read them, teacher write some shortening words on the board.Correct some pronunciation.Give them 2' to read them and try to recite.)2.Grammar exercise(3a,3b).(Let Ss attention this task in 3a is to put the words in order not sentence, so they should focus on some key words.eg: Sentence1: your name What’s Cindy I’m → Key words are, name, What’s your, I’m →--What’s your name?--I’m Cindy.)

T: OK, you can follow the example, finish Sentence 2 and Sentence 3.Then practice with your partner.(Choose several pairs to act the conversations, correct some mistakes.)

T: Well, now, please look at 3b, there are some blanks in the conversation, please complete it by yourself.(While they do, teacher move around the class to give some help.2' later, choose two Ss to read their answers.Then give them 2' to practice this conversation with partner.)3.Group work.T: Now, we’ll practice introducing yourself and others in groups.(Say the game rules, give an example to class.)OK, let’s have a look how many names you can remember.(This task need 5 '.)Part 2 Question answer.(Ask Ss to finish this step in the guidance case, they can use different ways to do it: self studying, cooperation.)Step4 Homework.Finish “Training and Feedback” in the guidance case.

第五篇：九年級英語unit12教案范文

教學目標

教學目標與要點

1．掌握本單元的詞匯和部分短語的用法。如：so far，send up，make up，put off，etc.2．能正確表達兩地距離，根據列車里程表進行分析。

3．能熟練談論“購物、選擇電視節目、物品的產地和用途”等話題，掌握相關的日常用語。

4．學習構詞法：n + n → n；n + ing／-en → adj；v + er/ or →n；如：fire + place = fireplace，interestprinter

5．認真學習課文"The Universe and Manmade satellite”.Watch the video about satellite and speak out what a satellite is.After watching, let the students discuss the questions for a while.Get them to give the explanations in English.For instance: A satellite goes round the earth.The moon is a satellite of the earth.There are many man-made satellites in the space too.Then explain that man-made is an adjective meaning made by people.“Man” in this text means “the human race”.IV.Reading

Get the students to look at the questions below:

What do we mean when we talk about the universe?

Why can’t many stars be seen?

How far is the moon away from the earth?

Has the moon been visited by man already?

Have any man-made machines travelled farther than the moon? What are they?

What do you know about the universe?

Why do we say the world itself is becoming smaller and smaller?

Read the passage carefully and discuss the answers in pairs.Finally check the answers with the whole class.Give the students some more background information about spaceships without people: Some spaceships have been sent to visit different planets, such as Mars, Venus and Jupiter.Ask the students to write down the answers in the exercise books.The suggested answer to the last question is: With the help of the man-made satellites, it is easy for different countries to send and receive messages.We can also use satellites to help us make telephone calls to foreign countries.V.Practice

Play Speech Cassette or video for the students to listen or watch.For the second time, let the students repeat after it, at last, the students can read the passage at the same time while playing the sounds.Give the students some free time to practice reading aloud.Then ask some of them to read in class.Check their reading.Explain:

so far: We have learned 2000 words so far.With one’s help: With the teachers help, he caught up with the other students.Knowledge: Our knowledge of the USA is not so good.Thanks to: Thanks to Tom’s help, we finished the work on time.VI.Do Exercise below:

The universe means the earth, the sun, the moon and the stars, and the space ______ them.Many of the stars are so ______ away that we ______ see them.The moon, our ______, travelled ______ the earth.It has been visited _____ man in spaceships.Man-made ______ have been sent up ______ space by many countries.They go ______ the earth.They are used for helping us to learn more ______ the earth, the weather and other things.They are also used for sending and ______ messages.It makes people ______ different countries understand each other better.So people say the world itself is becoming a much ______ place.People call the small place “the global village”.The answers: between, far, can not, satellite, round, by, satellites, into, round, about, receiving, from, smaller VII.Consolidation

Read the passage again, ask the students to find sentences what replace those in text.1)Text —Many of the stars cannot be seen because they are too far away.Exercise —Many of the stars are so far away that we cannot see them.2)Text —The moon travels round the earth.It is our satellite.Exercise —The moon, our satellite, travels round the earth.VIII.Homework

1.Fill in the blanks。

Man-made s ________ have been s ________ up into space by many countries.They can be used for sending and r ________ messages.For example, w ________ their help, China can send its TV and radio p ________ to the other side of the w ________.We can also use them to help us m ________ telephone, calls to f ________ countries.T ________ to them, the world itself is becoming a much s ________ place and people from different countries.Now u ________ each other better.2.Let the students retell the text.3.Make six sentences using the Present Perfect Tense.Lesson 47 Period: The Third Period Content: Lesson 47 Properties: Recorder;Overhead Projector.Teaching Objectives: Revise the distance and dialogues.Language Focus: the modal verbs, numbers.Teaching Procedures:

I.Showing the teaching aims II.Revision

Revise the text and ask some students to read their retellings in class.Then practise the Present-Perfect Tense.III.Leading in

Get the students to look at the Exercise)How many kilometres by train is it from… to…?

2)How far away is…from…?

3)What about …?

Tell the students to read the model question.Let them understand this exercise, then get the students to ask and answer in pairs.Finally check the answers with the whole class.IV.Practice

Part 2.Let the students look at the diagram, It tells us the distance between cities.Let’s look at the model first.A: How many kilometres by train is it from Nanjing to Wuhan?

B: 1229.(One thousand two hundred and twenty nine)

A: How many kilometres is it from Kunming to Shanghai?

B: 2677.How many....?

Ask the whole class some questions about the distance.Make sure the students can say numbers correctly.Then divide them into small groups to make up questions.At last, report their work in class.V.Acting

Let the students read Part 3 silently.Ask them to practise in pairs.Pay attention to the modal verbs.VI.Workbook

For Exercise 1, ask and answer in pairs.For Exercise 3.Get the students to read over the sentences and fill in the blanks.The answers are: was...repaired, began, make, was told, got, decided, received, found, would be repaired Exercises in class

Change the following sentences into Passive Voice

1.Bruce writes a letter to his parents every week.2.Lilei mended the broken kite this morning.3.1 must buy a Christmas present for Mr Green.4.Li Ming can't finish the homework on time.5.We should water the flowers twice a day.VI.Homework

Finish off the exercises in the workbook.Lesson 48

Period: The Fourth Period Content: Lesson 48 Properties: Recorder;Overhead Projector.Teaching Objectives:

1.Learn how to build words.2.Practise listening.Language Focus:

1.Word formation

2.the Passive Voice Teaching Procedures:

I.Showing the teaching aims II.Revision

Go through some pairs to act out their dialogues written in the exercise books.III.Listen

Ask the students to read through the questions of Exercise I in the workbook, ask them to guess the answers before listening.Then listen carefully, check the answers with each other.Listen again and repeat.Answers: 1.B 2.A 3.B 4.C 5.B 6.C 7.C IV.Word building

Explain that in English, we can make new words by combining two words together for example:

Class + room = classroom, home + work = homework, police + man = policeman

Let the students think of other examples they have learnt.Then look at Exercise 2 in the wordbook, read through the list.Make sure the students can understand the meaning of the words.Pay attention, in American English “woolen” and “traveler” are spelt as “woolen” and “traveled”

V.Practice

Part 2.Divide the students into two groups to practise.Point out that “Which do you think is more interesting? = Which programme(of the two)is more interesting?” And the use of shall to express a decision in I think I shall read a book instead.Get the students to practise all the dialogues.Make up as many as they can.Then act it out in class.VI.Acting

Let the students read proverbs Exercise 4.Make the students understand the Chinese meaning.Ask them to practise them after class.VII.Practice

Get the students to look at the Exercise 5 in the workbook and have a discussion.Ask: What activities do you do every day? What activities do you like most? What activities do you like least? Then ask the students to practise in pairs.VIII.Writing

Ask the students to look at the pictures, let them really understand the meaning of each picture.Collect some ideas and information.Share with the students.Then try to make up a short story and write it down.After finishing writing, ask the students to check their partner's work, then ask them to hand in their writings for marking.IX.Workbook

Do Exercise 3, ask the students to find compound words.For Exercise 6, do it with the whole class.The answers are:

1.put up 2.put...away 3.put on 4.put...down

5.Put up 6.Put...on 7.put down Exercises in class Rewrite the following sentences in another way.1.I don't like watching TV, she doesn’t like it, either.________ I ________ she _________ watching TV.2.We should deal with the problem more carefully.The problem ________ ________ ________ with more carefully _______ ________.3.The buses were made in the factory.They ________ the buses in the factory.4.Talking in class is wrong.It _________ right _________ _________in class.Answers: 1.Neither…nor, likes 2.should be dealed, by us 3.made 4.isn’t, to talk X.Homework

1.Prepare for the exam.2.Finish off the exercises in the workbook.