人教新目标初中七年级英语下册全册

人教新目标初中七年级英语下册全册

Unit 1 Where is your pen pal from? ‎ Teaching Goal: 1. General aims: A. Talk about where people are from B. Talk about nationality, nation and language C. Talk about where people live 2. Particular aims: A. Language Focus. (1). Talk about nationality, people and languages (2). Ask and answer where people live. 　B. Language goals 　 (1). Change your own information with your pen pals. 　 (2). Ask some questions using where. 　 (3). Ask words somebody talk about. 　C. Language structures: 　 (1). Where is /are... from? 　 (2). Where do/does ... live? 　 (3). What language do /does...speak? 　D. Useful words and phrases: 　 Words: Canada, France, Japan, the United States, Singapore, Australia, the United ‎ Kingdom, English, French, Japanese 　 Phrases: come from, live in, live on, a little, in school, at school, tell...about, ‎ like going to the movies 　E. Grammar language: 　 (1). Special question with where (2). Noun changes into adjective word, for example country change into nationality and ‎ language and people. F. Teaching difficulties: (1) the names of the countries and the languages. (2) How to use the students learn, especially in writing. G. Learning strategies: 　(1). Using what you know 　(2). Deducing 　(3). Personalizing H. Emotion goals: (1) Students can communicate with their pen pals in English using modern tools(e.g. ‎ e-mail, OICQ, MSN) (2) Students are happy to know the geography and the cultures of different areas in the ‎ world. ‎ ‎3. Teaching design: 　Period 1: Section A (‎1a-2d) Period 2: Section A (‎3a---4) 　Period 3: Section B (1--‎-2c) 　Period 4: Section B (‎3a--‎-3c) 　Period 5: Self-check 93‎ ‎ 　　　　　　　　　　　　　Period One Teaching aims: 1. Learn the countries and cities. 2. Learn to how to ask and answer where the people live. Teaching points: 1. Vocabularies: the words of the countries and the cities, pen pal, live (in) 2. Sentences: Where is your pen pal from? He/She is from.... Where does he /she live? He/She lives in..... Teaching difficulties: 1. Students learn the new words of the countries and the cities and learn how to ask and answer the people where they live. 2. How to use the special questions with where. Teaching steps: Step 1 Warming-up 1. Share an English song. 2. Greetings. 3. T: What did you do during the winter holiday? Collect different answers(e.g. watch TV, go shopping, play with the computer, etc) Step 2 Presentation 1. T: During the winter holiday, I made some pen pals from different countries on internet. Teach "pen pal" on the Bb. Ask Ss "Do you have a pen pal?"(Yes/No.) and show them the map of the world and let the students guess what countries they are from( they can use Chinese if they can't.) Then teach the names of the countries on the map. 2. After learning the names of the countries on the map, show the different flags and let students say the names again. Meanwhile show some stars to present "He/She is from......" Step 3 Pair work Show the people of cartoons from different countries. Students ask and answer in pairs: "Where is......from? He/She is from..." Step 4 Listening Work on ‎1a and 1b. Listen and repeat(‎1a). Listen and circle(1b). Step 5 Guessing game T says some information and ask the students to guess who she is. For example: She is a girl. She is from China. And she plays ping pong very well. Students go on until they guess she is Wang Nan. Then present "She lives in Beijing." And show the pictures. Step 6 Learning 1. Look at the pictures, and learn the names of the cities in different countries. And tell them some cultures in the different countries. 2. Work on ‎2a. Let Ss say like "Sydney is in Australia." 3. Ss ask and answer in pairs. Step 7 Listening 1. Work on 2b. Listen and circle. 2. Listen and complete the chart.(‎2c) Step 8 Homework 1. Copy the new words 5 times. 2. Read the text 3 times.And make questions about Jodie in ‎‎2c 93‎ ‎. 　　　　　　 Period Two Teaching aims: 1. Learn the languages. 2. Talk about nationality, cities people live and languages. Key points: 1. Word: language 2. Sentences: What language do/does...speak? They speak..../He/She speaks........ Teaching difficulties: Ss use the sentences they learned to communicate with their partners about their pen pals. Teaching steps: Step 1 Warming-up and revision 1. Greetings. 2. Revise the new words and the sentences with the Ss. 3. Game: "Where is Sydney? It's in ...." One by one in groups. See which group does best. (4) 4. Pairs ask and answer the picture using "Where is ...from? He/She is from..." "Where does he/she live? He/She lives in ...." Step 2 Presentation T: They are from different countries. And they speak different languages. Do you know what ‎ languages they speak? ‎ Talk about the children on the map. See how many languages the Ss know and teach the new words like "Japanese, French". Step 3 Task One 1. Match the countries and the languages. "What languages do they speak in...? They speak.....in China/Australia/..." 2. Work on ‎3a. Step 4 Pair work 1. Talk about some famous people about their names, nationalities, cities, languages, hobbies, etc. First T practices with Ss, then S1 does it with Ss, finally practice it in pairs. Some pairs make a drill in front of the class. 2. Ss talk about themselves with their partner. Use "Where are you from? Where do you live? What language do you speak? What do you like?" etc. Step 5 Task Two-Choosing a pen pal 1. T: Do you have a pen pal ? (Yes/No.) I have one . Show the picture. Ask Ss to ask me some questions about my pen pal. See who can ask more questions. 2. T: What kind of pen pals do you want? Why? Group work. Get students choose their favorite pen pals from other countries according to the pictures given by teacher. Ss ask each other in their group. 3. Report: Some Ss say their favorite pen pals in front of the class. e.g. My pen pal is... He/She is from... He/She is.. years old. He/She lives in ...He/She speaks..... He/She likes.... Step 6 Homework 1. Practice the dialogues with their partners. 2. Suppose the Ss meet their favorite star in the street, and what questions you can ask the star. ‎ 93‎ ‎ Period Three Teaching aims: Learn to communicate with their partners about their pen pals in English. Ability aims: Through Group work, improve the Ss' ability of cooperation. Teaching difficulty: How to read pen pal's letters in English and share the information in the letters with your partners. ‎ ‎ Teaching steps: Step 1 Warming-up 1. Greetings. 2. Have a chat. Step 2 Revision Check the homework. Ask Ss to act it out when they meet their favorite star in the street. Step 3 Practice 1. Section B , Part 1. Match the countries with their languages. 2. Memory game Let the Ss repeat the following sentences: People in China speak Chinese. People in Japanese speak Japanese. People in the USA, UK, Australia and Canada speak English. People in Singapore speak English and Chinese. People in France speak French. Step 4 Listening 1. Work on ‎2a, listen and number the questions they hear. 2. 2b. Play the tape again and write short answers to the questions in ‎2a. 3. Show a card about Lucy on the slide. Ss complete the chart and let Ss say something about Lucy's pen pal. Ss can share some ides in class. ‎ Step 5 Pair work Practice the conversation of ‎2a in pairs Pay attention to the language points: Does she have any brothers and sisters? (any and) Does she speak English? (Write them on the Bb) The Ss makes up their own dialogue about more information of their pen pals by using the drills in ‎2a. Step 6 Task One Six Ss a group. Give every group a letter in not an order. Ask the Ss to read the letter and put the letter in an order. And T asks the following questions: 1. Where is So-Young from？ 2. What languages does she speak？ 3. What does she want？ 4. Does she have any brothers or sisters？ 5. What does she like？ ‎ 93‎ ‎ 6.What's her favorite subject？ T Gives the Ss several minutes. Some groups answer the questions and report about So-Young. Step 7 Task Two 1.T gives every student an English letter and a chart before the lesson. Ss read their letters and underline the key words. T asks some questions like: 　(1) What's your pen pal's name? (2) Where is he/she from? (3) What language does he/she speak? (4) Where does he/she live? 2.Divide Ss in groups of four. Ss fill in the chart with the information they get from other group members by asking. 3.Tell the Ss to give the whole class a report. Other Ss can take notes (write the Ss'names which their pen pal are from the same country with you.) Step 8 Homework 1. Copy the new words they learned today and the sentences in ‎2a 2. The Ss whose pen pals are from the same country collect some information about the country (如： 风土人情，文化习俗等) ‎ 93‎ ‎ Period Four Teaching aims: 1. Train Ss'ability of reading. 2. Learn to ask the information (e.g. nationality, cities people live, languages and their hobbies etc.) 3. Learn write a reply to their pen pals. Functions: 1. Talk about countries, nationalities, cities and languages; 2. Ask and tell where people live. Learning Strategies 1. Revise the knowledge they learned. 2. Train the students' ability of reading. 3. Use the knowledge they learned in the life.( e-mail, MSN, OICQ) Teaching difficulty: 1.Use the knowledge they learned in their life. 2.How to write an e-mail introducing themselves to their pen pals. ‎ ‎ Teaching steps: Step 1 Warming-up and revision 1. Greetings. 2. Revise the new words and expressions. 3. Revise the conversations they learned the last day. 4. Some Ss report their collection in the homework. ‎ ‎ Step 2: Reading. 1. The students open the books, turn to Page 6 and read the first letter. After that, the students answer three simple questions. 2. The students read after the tape and go on answering some more questions. 3.Design a card about Bob. Ask individual Ss to complete it. 4. Some Ss say something about Bob. ‎ ‎ Step 3 Competition Work on 3b. Divide the Ss into two groups, and complete the pen pal's letter with the information on the slide more quickly. Check the answers with the Ss. Then close the books, See which pairs ask and answer some questions better and more quickly in front of the class. ‎ ‎ Step 4 Pair work 1. The students read the letters that the teacher gives them and then choose one pen pal they like. 2. The partner asks the student some questions about the pen pal's letter and then help the partner to fill in "ID card of my partner's pen pal." 3. Do a report. My partner's name is __________. His new pen pal's name is __________. He is _______ years old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________... ‎ 93‎ ‎ I think he can be my partner's pen pal. Do you think so? ‎ ‎ Step 5 Group work 1. Discussion: In your group, do you like your pen pals? Who likes? Why? ( Tell some reasons ) 2. Report. In our group, ________of us like his pen pal. Because his ideal pen pal ... Step 6 Big Task: Write an e-mail about yourself.. Make an information card. Then write an e-mail to your pen pal. Several minutes later, Share some writing in class. Step 7 homework 1. Read ‎3a again and again, then recite ‎3a. 2. Write a reply to your pen pal about yourselves. 3. Do the exercises in Book1 and Book2. 　　　　　　　　‎ 93‎ Period Five Teaching aims: 1. Revise the whole unit. 2. Learn how to introduce people( e.g. nationality, cities people live, languages, hobbies, etc.) Key points: Words: like, dislike Teaching difficulty: Use the expressions they learned to describe their friends in their life. ‎ ‎ Teaching steps: Step 1 Warming-up 1. Share an English song. 2. Greetings. ‎ Step 2 Revision 1. Revise the words in Part 1. 2. Dictation for the useful expressions. 3. Revise the countries and the cities. 4. Revise the languages the people from different countries speak. Step 3 Words revision Complete the words builder. (2) (Some good students can express their vocabulary about countries and languages) ‎ Step 4 Practice Give the Ss two tables, A and B. Work in pairs. Student A has Table A. Student B has ‎ Table B. Ask and answer to finish their own table. ‎ Step 5 Make an interview Task: Work in groups in fours. Make an interview to Zhou Xingchi. Then ask some ‎ students to act it out in front of the class. ‎ Step 6 Writing Part 3. First discuss and then complete the writing. Get some students to share their ‎ writings with the Ss in class. ‎ Step7 Debate Divide Ss into two groups to have a debate. Topic "Having pen pals is good or not good." ‎ A thinks it's good. B thinks it isn't good. Say the reasons. When the Ss discuss it, the teacher ‎ can give them help when they need. At last, T gives the group says the more reasons a medal. ‎ Step 8 Just for fun! Ss read the humorous story and share their own ideas if they can. ‎ Step 9 Homework ‎ ‎1. Revise the whole unit. ‎ ‎2. Do exercises in Book1 and Book2.‎ 教学后记： 培养学生的自信心和兴趣是很最重要的。我一开始也对于这个结论也不以为然的。这也不是一个什么新的理论，而是是一个老掉牙的论调。但通过实践证明，兴趣是最好的老师，学生有了兴趣，对学习产生了主动性和积极性，再加上他们的自信心，这样就可以达到事半功倍的效果了。‎ 93‎ Unit 2 Where’s the post office?‎ ‎1.Teaching Aims：‎ Functions: Ask for and give directions on the street Structures: There be structure ‎ Where questions Affirmative statements Prepositions of place ‎2.Difficulties and focus:‎ Target language: Is there a bank near here? Yes, there is. It’s on Center Street.‎ ‎ Where’s the supermarket? It’s next to the library. Is there a pay phone in the neighborhood? ‎ Yes, it’s on Bridge Street on the right.‎ Vocabulary: post office, restaurant, bank, supermarket, avenue, pay phone, park, dirty, clean, left, right, next to, across from, near, between, in front of, behind Recycling: hotel, street, new, big, small, busy, Do you want to…?‎ ‎3.Learning Strategies: ‎ Using what you know ‎ Deducing ‎ Personalizing ‎4.Teaching aids:‎ Tape-recorder, epidiascope, computer, map.‎ ‎5.Teaching methods:‎ Individual, pair and group work to make every student work in class. ‎ ‎6.Teaching time: Five periods Period 1: Section A (‎1a—2d)‎ Period 2: Section A (‎3a---4)‎ Period 3: Section B (1--‎-2c)‎ Period 4: Section B (‎3a--‎-3c)‎ Period 5: Self-check 93‎ Period 1‎ Teaching Aims：‎ Is there a bank near here? Yes, there is. It’s on Center Street.‎ Where is the supermarket? ‎ It’s next to the library. /It’s between the restaurant and the supermarket.‎ Vocabulary: post office, park, bank, supermarket, pay phone, street , mail, across from ,between, in front of ,behind, there, avenue, bridge Important point: Is there a supermarket ? Yes, there is ./No, there is not Difficult point: Is there a supermarket ? Yes, there is ./No, there is n’t. ‎ Where is …? It is in front of … Learn to ask for and give directions in conversations.‎ Teaching procedure:‎ Step1 Revision ‎1.Review the preposition that the students have learned ‎2.Show a picture of Lily’s room T: I have a little friend, her name is Lily. She is a nice girl, but she always forgets things. She can’t find her shoes, She can’t find her bag. Can you help her ?‎ S: Yes. T: Where’re her school clothes ?‎ ‎:S: They’re under the bed. T: Where’s her English book? Can you find it on the desk ?‎ S: No, It’s in her school bag. ‎ T: Maybe. Thank you .Lily can find her things now, and she can go to school .‎ Step2 Presentation ‎1.Show a map with many buildings in it T: Look at this picture .What place is it ? S: It is a bank.‎ T: Spell it . Ss: B-A-N-K.‎ ‎2.Repeat with other new words: post office, park, bank, supermarket, pay phone, street Step3 Consolidation and drill Show a map and let them practice in pairs Is there … ？ Yes, there is . / No, there isn’t.‎ Step4 Consolidation ‎1.Tell us the route to Lily’s school T：Where are they ?‎ ‎2. Teach the prepositions ‎（Memory challenge）‎ ‎ What are the differences between the two pictures ？‎ next to, across from, near, between, in front of ,behind Step 5 Task 1‎ Shangtang is developing now, If you are a designer，how to design the town of Shangtang？Please draw a simple sketch map in groups of 4 to 6.‎ Step 6 Pratice Step 7 Homework ‎1.Pair works，two students draw the map, one acts as a policeman, the other acts as a a person who is ask the way.‎ ‎2.Finish ‎2a 2b ‎ ‎3.Draw a sketch map of your home to school or the way to your partner. ‎ 93‎ Period 2‎ Teaching aims ‎1.Vocabulary: dirty, old, market, soda, pine.‎ ‎2. Ability target:‎ Train students’ listening and speaking skills.‎ Train students’ communicative competence.‎ ‎3.Moral Object Everyone in school take the responsibility to keep our environment Clean and tidy.‎ ‎.Key Points ‎1.Key Vocabulary. dirty, old, market, soda, pine.‎ ‎2.Target language :‎ ‎ Is there a bank near here? Yes, there is. It’s on Center Street.‎ ‎ Where’s the supermarket? It’s next to the library. Is there a pay phone in the neighborhood? Yes, it’s on Bridge Street on the right.‎ Teaching difficulties ‎ Practice the adjectives using the target language.‎ Teaching procedure:‎ Step1.Revision ‎1.Ask two rows of three students to stand face –to –face in the front of in the classroom.‎ SA SB SC SD SE SF ‎2.Point to the student in front. Ask and answer questions yourself.‎ T: Where is SA ? She’s next to SB.‎ T: Where is SB? He’s across from SE T: Where is SE ? He’s between SD and SF ‎3.Teach how to give directions with the map turn left on the left turn right on the right go straight go down ‎4.T：Let’s look at the picture.We know Lily’s house is here. How can she get to Yongjia‎ ‎Middle School ?‎ S: Go straight and turn left, it’s next to the bank.‎ Step 2 Consolidation ‎ ‎1.Show a map.Asking the way for directions. Excuse me. Where is the …..?‎ ‎2.Practice the dialogues Get students to read the dialogues between boys and girls or pair work ‎(1)A: Excuse me. Is there a hospital near here?‎ B: Yes, there is. Walk along this road, and take the first turning on the right. It’s about twenty meters along on the left.‎ A: Thank you a lot.‎ B: It’s a pleasure.‎ ‎(2)A: Excuse me. Is there a hotel near here?‎ B: Yes, there is. Walk along this road, and take the second turning on the right. It’s about fifty meters along on the left.‎ A: Thanks a lot.‎ B: That’s all right.‎ 93‎ ‎(3)A: Excuse me. Is there a bookshop near here?‎ B: Yes, there is. Walk along this road, and take the third turning on the left. It’s about ninety meters along on the right.‎ A: Thanks a lot.‎ B: That’s all right.‎ ‎(4)A: Excuse me. Is there a park near here?‎ B: No, there isn’t. The nearest is about six kilometers away. You’d better catch a bus.‎ A: Which bus do I need?‎ B: I think you need a number 38 bus. The bus stop is along that road, on the left.‎ ‎(5)A: Excuse me. Is there a theatre near here?‎ B: No, there isn’t. The nearest is about seven kilometers away.‎ A: Which bus do I need?‎ B: I think you need a number 103 bus. The bus stop is along that road, on the right.‎ ‎(6)A: Excuse me. Is there a museum near here?‎ B: No, there isn’t. The nearest is about eight kilometers away. You’d better catch a bus.‎ A: Which bus do I need?‎ B: I think you need a number 111 bus. The bus stop is along that road, on the left.‎ Step 3.Activity.‎ ‎1.Goal: This activity provides an oral review of where a place is.‎ ‎2.Procedures: Invite a student to come to the front of the classroom. And then describe a place which the student are familiar with. ‎ For example, he or she may say, it is on Center Street. It’s next to the supermarket. While he or she is describing the rest take turn asking .Is it a school ? Is it a pay phone? Etc. ‎ The game goes on until they can guess it. ‎ ‎ ‎ Step 4 Listening Listen and circle the places you hear in ‎1a.‎ Listen again .Draw a map of Machael’s neighborhood.‎ Step 5 Homework ‎1.Finish off the exercises in workbook.‎ ‎2.Have a dictation.‎ ‎3.Practice in pairs ‎ ‎.‎ 93‎ ‎]‎ Period 3‎ Teaching Aims and Demands ‎1.Knowledge objects ‎ Review all the key words presented in this unit.‎ ‎ Read an e-mail and draw a route.‎ ‎2.Ability Object Train Ss’ Reading and writing skill.‎ Teaching Key points: ‎ Review the key words in this unit read an e-mail and draw a route.‎ Teaching difficulties: ‎ Write an e-mail and draw a route.‎ Teaching procedure:‎ Step 1. Presentation--‎3a ‎ ‎1.Read carefully and draw a route according to the material.‎ ‎2.Ss ask and answer the questions by themselves. Like this:‎ Where is the park ? (It’s …..) Is it a new hotel? (No ,it is not)‎ ‎3.Get Ss to read aloud. ‎ Step 2.Writing.‎ ‎1.Finish 3b.Look at the picture and fill in the blanks for this tour guide.‎ ‎2.Write a tour guide .‎ Show some pictures of places, get Ss to choose one ,and write a tour guide.‎ Step 3.Consolidation Asking the way ‎1.Excuse me.Where’s the theatre? 2.Is there a theatre near here?‎ ‎3.Can you tell me the way to the theatre? 4.Which is the way to the theatre?‎ ‎5.How can I get to the theatre? 6.Can you help me fine the theatre?‎ Step 4 Homework Finish off the exercises in workbook.‎ 93‎ Period 4‎ Teaching Aims and Demands ‎1.Review all the key words presented in this unit.‎ ‎2.Train Ss’ Reading and writing skill.‎ Teaching Key points: ‎ Review the key words in this Teaching difficulties: ‎ Write Write a tour guide ‎ Teaching procedure:‎ Step1.revision ‎1.Read the e-mail and the route.‎ ‎2.Ask the way and give directions Step2 Exercises in class ‎ Ⅰ.Fill in the blanks ‎ ‎1. There’s a cinema next ____ the shop. ‎ ‎2. ____ the left side of the room, there’s a desk. ‎ ‎3. Please come to the front and stand ____________ the class. ‎ Ⅱ.Complete the dialogue ‎ A: ________ _______, where is the nearest police station, please? ‎ B: I’m _______, I don’t know. Please ________ that man. ‎ A: Thank you _______ ________ _______. Excuse me, where is the police station, please? ‎ C: _______ over there, next ________ the post office. ‎ A: Thank you ________ _______. ‎ C: Not ________ _______. ‎ Ⅲ.Asking for directions ‎1.请问，去车站怎么走？Excuse me. Could/ Can you tell me the way to the station?  ‎ ‎2.请问，去警察局怎么走？ Excuse me. Which is the way to the police station?‎ ‎3.请问，去动物园我该走哪条路？ Excuse me. Which way shall I take to the zoo? ‎ ‎4.劳驾，最近的邮局在哪儿？ Excuse me, where is the nearest post office?‎ ‎5.请问，你能帮我找到那家水果店吗？‎ Excuse me. Could/Can you help me find the fruit shop? ‎ ‎7.劳驾，附近有医院吗？ Excuse me. Is there a hospital near here ‎8.劳驾，去书店怎么走 Excuse me, how to get to the bookshop?‎ Step 3 Go through self-check Step 4 Homework Finish off the exercises in workbook.‎ 93‎ Period 5‎ Teaching aims:‎ ‎1. Revise the whole unit.‎ ‎2. Learn how to ask the way and give directions Key points: ‎ post office，Is there …?，bank，near，here，center，street，bridge，hotel，video，arcade，supermarket，pay，pay phone，park，across，across from，next to，between，avenue，down，neighborhood，right，left，quiet，big，dirty，busy，false，welcome，garden，district，turn，off，enjoy，walk，take a walk，through，will，see，house，begin，beginning，tour，come，get，money，buy Teaching difficulty: ‎ Use the expressions they learned to describe how to write an e-mail and draw a route.‎ Teaching steps:‎ Step 1 Warming-up ‎1. Share an English song.‎ ‎2. Greetings.‎ Step 2 Revision ‎1. Revise the words in Part 1.‎ ‎2. Dictation for the useful expressions.‎ ‎3. Revise the places.‎ ‎4. Revise the languages how to ask the way and give directions Step 3 Words revision Complete the words builder. (2)‎ Step 4 Practice Pair work to talk about the places. Ask Ss to draw a picture of our school and to introduce it Step 5 Make an interview Task: Work in groups in fours. Then ask some students to act it out in front of the class.‎ Step 6 Writing Part 3. First discuss and then complete the writing. Get some students to share their writings with the Ss in class.‎ Step7 Debate Divide Ss into two groups to have a debate. Draw a picture of your neighborhood and ‎ write a short passage to introduce it .‎ Step 8 Just for fun!‎ Ss read the humorous story and share their own ideas if they can.‎ Step 9 Homework ‎ Revise the whole unit.‎ 教学后记：‎ 93‎ 本单元的主题是方位，所以很多地点的名词是学生单词突破的重点，与学生的生活相结合，要扩充一些词汇，如学校的教学楼、操场，社区里的饭店、医院等，让学生学到的句子能够用的灵活。介词表示的方位应该讲解清楚，这样学生才能更加明确的表述各个建筑所处的位置。这些知识不能死板的传授，一定要在任务中完成，让学生不知不觉地学习目标语言。图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。‎ Unit 3 Why do you like koalas?‎ Teaching aims: ‎ ‎1.animals：tiger elephant koala dolphin panda lion penguin giraffe ‎2.Some adjectives about character：cute smart shy ugly clever beautiful friendly quiet lazy ‎3.Countries：Africa, Japan , Australia ‎4.Others：grass leaf meat sleep relax kind of ‎ Topic: Animals in a zoo Teaching guide:‎ ‎1. Language goals: Talk about animals ‎2. Functions: (1).Describe animals (2).Express preferences ‎3. Target languages:‎ Why do you like koalas?‎ Why does she / he like koalas?‎ Because they are cute.‎ Where is/are …from ?‎ It’s/They’re from…. ‎ What animals do you like ?‎ What other animals do you like ‎ ‎4. Learning strategies: ‎ Active, cooperation, study Using what you know Inferring content ‎5. Recycling:‎ small, quiet, scary, interesting, very, Australia, China, ‎ He is from…‎ She is five years old.‎ ‎6. Emotion: ‎ ‎(1)Train the students to protect animals consciously.‎ ‎(2)Love nature, parents, friends and life more.‎ ‎(3)Help each other actively.‎ ‎7. Difficult point and Important point:: ‎ ‎(1)Master the vocabularies of animals. ‎ ‎(2)Discuss the reason why you like it most ‎ ‎(3)Kind of and very ‎8. Teaching plan: Four periods The 1st period: P.13—P.14‎ The 2nd period: P15‎ The 3rd period: P16—p17‎ 93‎ The 4th period: P18‎ The 5th period: Exercise Period One ‎ Topic: Why do you like …?‎ Structures: Why do you like koalas? Because they are very kind of cute.‎ Task: Talk about your favorite animal.‎ Culture: Know something about the animals in the world.‎ Vocabulary:‎ Animal: koala, elephant, dolphin, lion, tiger, panda, dog, penguin, very, kind of , cute ‎ Grammar:‎ Why do you like koalas? Because they are very/kind of cute.‎ Abilities: Students can ask and talk about the animals they like Emotion: Talk about animals, understand animals, love them and enjoy life Important points: The names of the animals and some adjectives Difficult points: Plurals ‎ Teaching steps:‎ Step 1 Review:‎ Do you like …? and some adjectives:‎ (1) chant: do you like fruit?‎ (2) Talk about the movies.‎ T: I like the comedies. Do you like the comedies? ‎ S: Yes, I do.‎ T: why? ‎ S: Because they’re funny.‎ Step 2 Presentation:‎ Talk about persons and teach friendly, beautiful, cute, clever, shy, smart T: I like Zhao Wei. Do you like her? ‎ S: Yes, I do.‎ T: Why? ‎ S: Because she is beautiful.‎ Talk about the people near us Step 3: Review the animals they have learned Look at the animals. What is this? It is a lion, dog, pig, monkey, chicken, ox, fox, cow, cat, sheep.‎ Do ‎1a, 1b Step 4: Talk about your favorite animals with some adjectives:‎ A: I like lions. Do you like them?‎ B: Yes, I do.‎ A: Why do you like them?‎ B: Because they are cute.‎ Practice in pairs 93‎ Step 5: make a survey How many students like the kind of animal?‎ Step 6: Homework ‎ ‎ Period Two Topic: where are from?‎ Structures:‎ Where are the lions from?‎ They are from…‎ What other animal do you like?‎ Task: Talk about the rare animals.‎ Culture: Know something about your friends/parents Vocabulary: Australia, South Africa, ugly, friendly, shy, clever Grammar:‎ Where are you /they from? Where is he /she/it from?‎ What animal do you like? What other animals do you like Teaching steps:‎ Step 1 Chanting:‎ What fruit do you like ?‎ Do you like apples? Yes, I do . Yes, I do.‎ Do you like bananas? Yes, I do . Yes, I do Do you like bananas? No, I don’t. No, I don’t.‎ Step 2 Presentation ‎1.Practice with these adjectives: ‎ friendly shy ugly cute beautiful smart clever A:I like … ‎ B: Why do you like him / her?‎ A: Because he/ she is very/kind of …‎ Step3 Talk about your family members and classmates.‎ ‎2. A:What animal do you like (best)? B:I like …‎ A:Why do you like… B:‎ Because they’re…‎ Step 3 Listening ‎1.‎1a Match the words with the animals in the picture ‎2.1b Listen and check the animals you hear Step 4 Ask about your partner’s favorite animals.‎ A: Do you want to see lions? B: Yes , I do .‎ A: Why ? B: Because they’re cute.‎ Step 5 Listening ‎1.‎2a Listen . Write the animals you hear.‎ ‎2.Draw a line from the animals to the description words. ‎ ‎3. Listen and complete the conversation with the words in the box ‎ Section B1 Match the description words with the animals.‎ ‎4.Pair work Talk about the animals you know.‎ A：What animals do you like？ B: I like elephants. They are cute.‎ A: What other animals do you like? B: I like dogs, too.‎ A: Why? B: Because they’re friendly and clever ‎4. Section B 2a Listen and circle the description words you here in activiy1.‎ ‎5.Section B 2b Listen again. Fill in the chart.‎ animal Moria’s words Tony’s words elephants panda Listen and complete the conversation with the words in the box ‎ very, dolphins, kind of, koalas.‎ Julia: Let’s see the koalas . Henry: Why do you like ______?‎ Julia: Because they’re ______ cute. Henry: Well, I like _______.‎ 93‎ Julia: Why do you like ______? Henry: Because they’re ______ interesting.‎ Step 6 Homework Period Three Step 1 Chanting My favorite color is My favorite food is My favorite fruit is My favorite player is My favorite singer is My favorite sports is My favorite number is My favorite movie is ‎ My favorite animal is Step 2 Discuss Discuss about the rare animals in the word and where they live.‎ ‎3a‎ Put the animals in the map.‎ Step3Pairwork Use the animals and countries in ‎3a. ‎ ‎ A: Where are lions from? B: Lions are from South Africa.‎ Step4 Survey and report:‎ How well do you know your classmates? ‎ name from Favorite animal why Step5 Group work Say your favorites ‎. ‎ What’s your favorite color/sports/movie/subject/number/ food/fruit/animal?‎ Who is your favorite teacher/ping pong player/basketball player/singer/movie star?‎ Where is she /he /it from?‎ Where are they from?‎ ‎3a‎ Read the descriptions and match them with the animals below.‎ Make an ID card for each animal:‎ Name____________ Age______________‎ From_____________ Feature___________‎ ‎3b Look the lion in ‎3a. Then complete the description with the words in the box.‎ Africa‎ years this eats sleeps lazy This is Larry. He’s from _____. He’s eight _____ old He _____meat. Larry is _____. He usually _____and ‎ Relaxes 20 hours every day !‎ Task : ‎ ‎ Tell us your favourite animal.‎ ‎____________________________________________________________________________________‎ Step5 Group work Exchange the description with other students.‎ 93‎ Step6 Homework Period Four Step1 Revision—Chant:‎ What animals do you like? I like pandas. I like pandas. ‎ Why?Why? They are quiet. They are quiet.‎ What animals do you like? I like koalas. I like koalas. ‎ Why? They are cute. They are cute.‎ What animals do you like? I like dolphins. I like dolphins.‎ ‎ Why? They are clever. They are clever..‎ Step 2.Key word check (1)‎ ‎1.Ask students to check all the words they know. You may wish to have students circle any words that they don’t know.‎ ‎2.Ask students to find out the meanings of any words they don’t know. They can do this by reviewing the unit, asking you, asking their classmates, or using a learner’s dictionary or bilingual dictionary.‎ Step 3.Vocab-Builder (2) ‎ After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.‎ Step 4. Writing about the animals (3, 4) ‎ ‎1.Draw attention to the animals and say something about introducing them, then write down. ‎ ‎2.Have students write about the animals individually.‎ ‎3.Get some Ss to read what they have written down out.‎ ‎4.Get Ss to make two more animals in the frames and write about them.‎ Step 5. Just for Fun! ‎ ‎1.Ask students to read the cartoon to themselves. ‎ ‎2.Ask, What is funny about this cartoon? ‎ Step 6. Homework ‎ ‎1. Ask the students to summarize what they have learned in this unit. ‎ ‎2. Ask the students to prepare for the quiz.‎ 93‎ Period Five ‎1、I want you to come ____our trip____Beijing.‎ A. or , for   B. n,to    C. n,for   D. o,on 2、They arrive in Canada ____February first____the morning.‎ ‎   A. on,on  B.in, in  C. on,in  D. in, on ‎3、--How do you go to Beijing ?--I want to____.‎ A. by bus  B.on tain  C.take train D. take a bus ‎4、He is packing his suitcase____his clothes.‎ ‎   A. with  B.about  C.in   D.for ‎5、The plane arrives in Beijing____5:00 in the afternoon.‎ ‎   A. in   B.for   C. at   D.on ‎6、Alice is ____English girl, Li Ying is ____Chinese girl.‎ A. ,a   B. an,a    C.an, an   D.a, an ‎7、How many ____are there in the room?‎ A.child   B. student   C.women   D.man ‎8、What’s that man?  ____________‎ A. He’s John   B. Yes,it’s a man  C. It’s John D.He’s a worker ‎9、It’s time ____- play  basketball.‎ A. with   B. to   C. for   D.at ‎10、Can you _____it in English? ‎ A. say  B. tell  C. speak    D.says ‎11、There ______milk in the shop.‎ A.isn’t any  B.isn’t some   C.aren’t any  D. aren’t ‎12、He ______his homework ______Sunday.‎ A.don’t do, at  B.doesn’t do ,on C.isn’t do, in  D.does, of ‎13、Whose is that ? It’s ______.‎ A.my  B.my sister   C.of Tom   D.ours ‎14、She often ______to school _____7:30 in the morning.‎ A.go,at   B.goes,at  C.go, to   D.going ,in ‎15、Can you help ______, please ?‎ A. he   B.she    C. her   D.his ‎16、--Who is thirsty ?   --___________.‎ A.I am       B. I’m           C. Tom does     D.Yes , I am.‎ ‎17、--Would you like a cup of tea?       --__________‎ A. No , a little         B. I would      C. No , thanks     D. I am full ‎18、--Where is your orange?       --It’s  ______.‎ A. mine        B. my stomach       C. in my         D. full   ‎ ‎19、--Who is singing ?     --_________‎ A. The man under the tree      B.  The man is the  tree C. The man climb the tree      D. The man is tall ‎20、When will you  arrive _____Japan?‎ A. at     B. to      C. in        D. 不填 93‎ 教学反思：本单元主要学习了描述动物和表达个人喜好的一些描述性形容词的运用，以及句式Why do you like…？Because…。通过本单元的学习，学生应能较流利的运用所学词汇和句型描述动物，表达个人喜好。但总体来看，口头练习较多，书面练习较少，应在以后的学习中加强这方面的练习。‎ Unit 4 I want to be an actor .‎ Period 1‎ Language points and objects:‎ ‎1.Master these words: actor、shop assistant、doctor 、reporter、policeman、policewoman、waiter、bank clerk etc.‎ ‎2. Understand and use the sentence pattern correctly: ‎ What does he/she do? He is an actor/ a reporter. ‎ What do you want to be? I want to be an actor. ‎ What does he/she want to be? She wants to be a policewoman.‎ ‎3. Talk about jobs freely.‎ ‎4.Be able to ask others’parents’jobs.‎ Emotional attitude and learning ways:‎ ‎1. Respect different kinds of jobs.‎ ‎2. Ask and answer with making a chart.‎ Teaching procedure:‎ Step 1 Warming-up Appreciate an English song .‎ Step 2. Presentation ‎1. Lead in: Let a student stand up and ask: Are you a teacher? “No. I am a student”.Am I a student? “No. you are a teacher”. Teacher says:“Yes, you are all students. I am a teacher”.This lesson we learn some new jobs.‎ ‎2. Elicit the new sentence according to the pictures:‎ A: Who is he? B: He is…‎ ‎ A: What does he do? B: He is an actor.‎ Show 8 pictures and learn these words: actor, shop assistant, doctor, report, policeman, policewoman,waiter, bank clerk, student. (这部分增加了音标)Let students answer some questions according to the picture. （通过学生日常学习生活中的职业,自然导出新课.紧接着让学生仔细观察CAI课件展示的不同职业人所处的不同工作环境或衣着,学习8个职业名词）‎ Step 3 Practice ‎1. Guessing game. Show some pictures on the screen and ask students to try to guess what the job is.‎ ‎2.Finish ‎1a:Match the words with the pictures. （通过猜测活动,调动了全班学生的积极性 ,然后做‎1a配对练习,培养了学生的观察,思维能力.学生眼,耳,脑并用,激发了学习潜能。在这一活动中,教师是活动的引导者,学生是活动的主体）.‎ Step 4. Presentation ‎1.Elicit the new sentence :I am a teacher now. But I want to be a docor. ask one by one: ‎ 93‎ A: What do you want to be? B: I want to be ‎2.Show 8 pictures and ask: ‎ A: What does he/she do? B:……‎ A: What does he/she want to be? B: …‎ ‎(通过自己的职业梦想,引入What do you want to be ？I want to be a policewoman.合情合景.引入新语言真实.自然,学生展示了自已的理想,又满足了想学这一语言点的欲望,故在学习此句型时显得轻松自如,随后的2个任务对这一语言点又得到巩固。)‎ Step5. Listening and oral practice.‎ 1. Task 2: Listening Listen and do the exercises in ‎2a and 2b.‎ ‎2.Pairwork:‎ Make a dialogue according to the chart.‎ A: What does Anna’s mother do?‎ B: She is a bank clerk.‎ A: What does she want to be?‎ B: She wants to be a policewoman.‎ ‎3. Task 3 Group work Make a survey and oral practice.‎ Name Want to be I ‎ ‎ a teacher Tom ‎ an actor A: What do you want to be? ‎ B: I want to be…‎ Then report like this: In my group, I want to be…. Tom wants to be…. ‎ Step 6 Draw a conclusion ‎ Teacher says: I’m very glad to know all your dreams. No matter what you want to do in the future, you must do the job you are doing now well. Study hard, then you can make your dreams true.(把所学内容延伸到生活,教育学生实现自己理想,趁现在努力学习,起到了很好的教育作用。)‎ Step 7.Homework ‎1.Recite the new words. ‎ ‎2.Copy the words on P19—20 five times.‎ ‎3. Write a report about the jobs of your family with the sentence pattern.‎ 93‎ Period 2‎ Teaching aims:‎ ‎1.Knowledge aims:‎ a.Remember the new words and expressions by heart: money, give, wear, uniform, police station, work with, talk to etc. ‎ b.Be able to talk about jobs and the workplaces correctly. ‎ ‎2.Ability aims: ‎ a. Learn to know about others’ jobs and workplaces.‎ b. Be able to judge other’s jobs by their workplaces.‎ c. Enlarge the vocabulary about jobs.‎ ‎3.Moral aims: ‎ a.Set up a fine future and study hard for it. ‎ b.Cooperation study.‎ Key points: ‎ a.The verb forms of the third person.‎ b.The usage of some phrases.‎ Difficulties:‎ a.The usage of some phrases.‎ b. Talk about jobs and workplaces.‎ Teaching procedure:‎ Step 1: Warming-up -Chant ‎ Doctor, doctor, I am a doctor.‎ What do you want to be? I want to be a teacher.‎ Bank clerk, bank clerk. He is a bank clerk.‎ What does he want to be? He wants to be a policeman.‎ Waiter, waiter. She is a waiter.‎ What does your mother want to be? She wants to a reporter.‎ ‎ Purpose: Arouse students’interest and enliven the atmosphere.‎ Step 2: Revisin ‎1. Guessing game. Show some pictures on the screen and ask students to try to guess what the job is.‎ ‎2.Show 8 pictures and ask: ‎ A: What does …do? B: He/She is a…‎ ‎ A: What does he/she want to be? B: He/She wants to be a/an …‎ Step 3: Presentation ‎1. Teach new words: nurse hospital money etc.‎ ‎2 .Task1: Riddle: What do people do? What does he do? What does she do?‎ Supplied by the teacher:‎ ‎1). I work late. I’m very busy when people go out to dinners .I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really 93‎ ‎ very busy ‎2) I wear white uniform. I help doctors. Sometimes I work in the day.Sometimes I work at night.I work in the hospital every day. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”‎ ‎3) I work with people and money. People give me their money. People get their money from me.‎ ‎4) My work is interesting. It is kind of dangerous. Thieves don’t like me.‎ ‎5) I like talking to people. I meet interesting people every day. I ask them questions.‎ The teacher: Where does he work?‎ Student A: He works in a police station.‎ The teacher: What does he do?‎ Student A: He is a policeman.‎ The students use imagination to guess what the job is and where the workplace is Purpose: Improve the ability of imagination with the new knowledge.‎ ‎3. Learn the new words Show some pictures about riddles and learn new words such as waiter, give, dangerous, police station, bank, restaurant, hospital etc, and read them several times. ‎ ‎4. Matching a. Finish ‎3a.Ask students to read the name for each place. As they name each place, write the words on the blackboard and ask the class to repeat them.‎ b. Write the number of each job in the square next to each workplace, and check the answers.‎ c. Read the passages several times.‎ Purpose： Improve the ability of reading.‎ Step 4：Consolidation and oral practice ‎1.Task 2:Make a chart.‎ ‎2.‎ Relation Job Place father doctor hospital mother ‎3.Pairwork:According to the chart, two students make a dialog.‎ Student A: Where does your mother work? Student B: She works in a TV station.‎ Student A: What does she do? Student B: She is a reporter.‎ ‎3.Make a report in groups of four:‎ ‎ What do your partners parents do? Where do they work?‎ Purpose: Develop the ability of the students’ writing ability.‎ Step 5: Design and games:‎ Task 3: Guess the job: One student design the future job , others guess the job.‎ Step 6:Homework:‎ ‎1.Recite the new words. ‎ ‎2.Copy the words on P21 five times.‎ 93‎ Period 3‎ Teaching aims:‎ ‎1 knowledge aim (1) Master the new words of these part, such as: newspaper, hard, Know the usage of these words,: hard, as,‎ (2) The words that describe jobs: easy, difficult, hard, dangerous, fun, busy and so on. ‎ (3) The sentences: I want to be…/How is the job?/Why do you like the job?/It is …/‎ ‎2 ability aim:Ss can express their own mind with the sentences: I want to be…because it’s…‎ Key points:The usage of some words and the sentences that show their ideas.‎ Difficult points:I want to be…because it is…‎ Teaching method:T-S communicationary Teaching aid:Tape recorder, computer, pictures, dictionary Teaching procedures.‎ Step 1 Lead-in ‎1.Revise the points of last part.‎ Ask the students some questions such as:‎ ‎ What does your sister do? Where do your parents work?‎ ‎2.First, make an example with one of the student, then have them make similar dialogues with their partners.‎ ‎3.Match the job and the work place.‎ ‎4.Describe the job.‎ Step 2: Presentation & Practice ‎1.Show 6 pictures and ask ：How is the job? I can tell them some other words in ‎1a: exciting, dangerous, busy, fun, difficult, boring.‎ ‎2. After that, have them write the letter of the picture to one of the words by themselves, then check the answers.‎ ‎3 In this part, talk about the jobs in the pictures above. They may have many answers. If it is reasonable, so I think they are right.‎ ‎4. Then use some adj. describe the job.‎ Step 3: Listening ‎2a and 2b ‎1.Listen to the tape and find out the answers of ‎2a and 2b. before listening, have them scramble the questions quickly. Then, for the first time, finish the easy ones, and then, for the second time, finish all the questions. for the last time, check the answers themselves. Then , check the answers in class.‎ ‎2.After checking the answers, have them repeat the tape sentence by sentence. ‎ Step 4: ‎2c Show yourself 1.What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. ‎ ‎2.Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Ask individual students to tell the class about what they want to be and why.‎ Step 5 Homework Finish off the exercises in the workbook.‎ 93‎ Period 4‎ Teaching Aims ‎1.Knowledge objects: language points： work hard, write stories, magazine , summer ,play, news ,young, children, etc.‎ ‎2.Ability objects ‎ a..Talk about jobs b.Improve the ability of writing Teaching key points ‎1. Talk about jobs in English. This is a key topic of the unit .I will adopt guessing game to break through ‎ ‎2. Writing of the advertising words: The writing is the embodiment of an integration capability of English. I will summarize the writing characteristic of the advertising words .Lead students to imitate the writing Teaching method ‎1.Teaching method: Task urge teaching method ‎2.Studying method: Imitation Teaching tool: Computer multimedia Teaching procedures Step 1 Lead-in Play the guessing game .‎ All the students want to guess the jobs .‎ The step can also make them warm up and not be nervous..‎ Step 2 Presentation Use the guessing teach children .Then teach :write story, TV play, magazine, newspaper, as,etc.‎ Step 3 Read ‎3a and fill in the blanks.‎ ‎1.Read the newspaper want ads. Fill in the blanks with the correct jobs.‎ ‎2.Then explain some words and expressions.‎ Step 4 Write words for the pictures. ‎ Write words for the pictures in the newspaper want ad.‎ Step 5 Read and complete the chart ‎ By reading let the students get useful information quickly .Then explain some important language points:‎ ‎1.for children of 5-12. for 适合 5-12 5 to 12‎ ‎2.want a P.E. teacher to teach want sb to do sth teach sth teach sb sth teach sb to do sth ‎ ‎3.writing Step 6 Task Who is the best actor?‎ Imagine you want one of the jobs in the pictures below. What will you say to introduce yourself. Then report: My name is … I am a …I want to be a … I think it is a … job.‎ Step 7 Writing: newspaper want ad Use :Do you want to…? Do you like to….? Can you …? ‎ We have a job for you as a….Call…at Come and work for us as a ….Please call…at….‎ Step 8 Homework ‎1.Copy the words on P23-24 five times.‎ ‎2. Recite 3a and 3b.‎ 93‎ Period 5‎ Ⅰ.根据句意和首字母提示补全单词。‎ ‎1.My brother is a d_______. He works in a hospital. 2.He is a w_______. He works in a restaurant.‎ ‎3.I am a r________. I work in the TV station.‎ ‎4.My aunt is a shop a_______. She sells things in a shop.‎ ‎5.My father is a t________. He teaches English.‎ ‎6.He wants to be a b_______ c_______.‎ ‎7.T_______ don’t like policemen.‎ ‎8.I like t________ to people.‎ ‎9.I w_______ with money and people.‎ ‎10.My uncle works on a farm. He is a f________.‎ Ⅱ.句型转换。‎ ‎1.What is your father?（同义句转换）‎ What ______ your father ______?‎ ‎2.-What does your father want to be?（用reporter作回答）‎ ‎-He wants to _______ _______ ________.‎ ‎3.Mr White is a Chinese teacher.（就画线部分提问）‎ ‎________ _______ Mr White _____?‎ ‎4.I want to be a doctor because it’s an interesting job.（就画线部分提问）‎ ‎_______ _______ you ________ to be a doctor?‎ ‎5.His uncle works in a police station.（就画线部分提问）‎ ‎________ _______ his uncle _______?‎ ‎6.Tom works in a TV station.（改为否定句）‎ Tom _______ _______ in a TV station.‎ 教学反思：‎ 这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高。如果让他们把每单元几句重点句背下来，学习效果是不是更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们那些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。‎ 另外，在本单元的教学中我还补充了相关知识，让学生对各地的名胜古迹、历史风情、地理知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。‎ 让学生死记硬背是不对的，但不让学生背也是不对的。‎ 93‎ Unit 5 I’m watching TV.‎ I. General aims:‎ ‎ In this unit students learn to talk about what people are doing. Teach students how to cooperate and be good at watching something and love our lives. ‎ II. Particular aims:‎ A. Language Focus.‎ ‎1.Talk about what people are doing.‎ ‎2.Train students skills by using the new language.‎ B. Language goals: Talk about what people are doing.‎ C. Language structures:‎ ‎1. Present progressive tense. ‎ ‎2. Yes/No questions and short answers.‎ D. Useful words and phrases:‎ Words: watching, doing, cleaning, playing, swimming, shopping, reading, pool, mall, library. ‎ Phrases: TV show, wait for eating dinner, talking on the phone E. Grammar language: ‎ Present progressive tense and Yes/No questions.‎ F. Teaching difficulties:‎ ‎1.The vocabulary and the sentence structures. ‎ ‎2. Learnthe grammar: Present progressive tense.‎ ‎3. Oral practice using the target language.‎ G. Emotion goals: ‎ Teach students how to cooperate .‎ Be good at watching something and love our lives.‎ Ⅲ. Teaching Methods Listening and practicing methods, pairwork, Task-Based Learning method.‎ Ⅳ. Teaching Aids ‎ A tape recorder,some pictures and cards.‎ Ⅴ. Teaching Time: 5 Periods. ‎ 93‎ ‎　　　　　　　　　　 Period One Step1 Warming up 1.Act out some activities and make statements about yourself. For example, you can pretend to eat a sandwich and say, I'm eating. Or you can ask some students to act out simple actions and ask them the question, What are you doing? 2.Guide them to make appropriate responses: for example, I'm reading a book. ‎ ‎ Step2 Activity la 1.This activity introduces the key vocabulary. Focus attention on the picture. Ask students to name as many of the activities they see in the pictures as they can. Then name all the activities and ask students to repeat. 2.Point to the numbered list of words. Say each one and ask students to repeat. 3.Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each activity in the picture next to the correct word or words on the list. Point out the list. Point out the sample answer. 4.Check the answer. ‎ ‎ Step 3 Listening 1b 1.This activity gives students practice in listening to and writing the target language. 2.Point to the names of the people with a blank after each. Read the names aloud. Say, Now you will hear three conversations. The conversations are about three of the people in this picture. 3.Play the recording the first time. Students only listen. 4.Play the recording a second time. This time ask students to write the number of each activity on the line after that person's name. 5.Correct the answers. ‎ ‎ Step 4 Activity ‎1c 1.This activity provides an oral review of the vocabulary and other target language. Ask a student to do an activity and the rest of the class will guess what the activity is. 2.Point out the conversation in the picture. Ask two students to read it aloud. 3.Demonstrate the activity. Act out an action such as playing the guitar and ask students to guess what you are doing. If they guess wrong, use the wording in the conversation to continue the questioning. ‎ ‎ Step 5 Homework: ‎ Copy and memorize the new words and target language. ‎ ‎ ‎ 93‎ ‎ Period Two Step 1 Listening ‎2a 1.This activity provides focused listening and writing practice using the target language. 2.Point out the two questions and read them to the class. Then ask a student to read them to the class. 3.Play the recording and students only listen. 4.Play the recording a second time. Say, Write the answers on the blank lines next to the questions. 5.Correct the answers. ‎ ‎ Step 2 Listening 2b 1.This activity provides guided reading and listening practice using the target language. 2.Point to the number ‎1 in the box in front of the words, "What are you doing?" Write numbers 2,3and ‎4 in the boxes to complete the message. 3.Play the recording the first time. Students do the activity. 4.Check the answers by replaying the recording. Ask two students to read the completed conversation. ‎ ‎ Step 3 Pair work ‎2c 1.This activity provides guided oral practice using the target language. Ask students to work in pairs. Student A must cover the first line of the picture, and student B cover the second line, then ask and answer questions. 2.Say a dialogue with a student. Point to the third picture and ask, Is Nancy doing homework?-No, she isn't. She's writing a letter. 3.As students work in pairs, move around the room monitoring their work. Offer language support as needed. ‎ ‎ Step 4 Grammar Focus 1.Review the grammar box. Ask students to say the questions and answers. 2.Then pull out the questions that use you and copy these questions on the board. Point out the short form of each word. ‎ ‎ Step 5 Homework: The Workbook ‎ ‎ ‎ 93‎ ‎ Period Three Step 1 Activity ‎3a 1.This activity provides reading practice using the target language. Call attention to the pictures. Ask students What is he/she doing? 2.Point out the conversations, ask some students to read them. 3.Ask students to work alone. Say, Match the picture with each conversation. 4.Check the answers. ‎ ‎ Step 2 Pair work 3b 1.This activity provides guided oral practice using the target language. Point out the pictures in activity ‎3a. Ask students to practice the conversations in ‎3a. Say, Now work with a partner. First practice the conversation in the picture. Then make new conversations. Use activities from activity ‎2c. 2.As students work in pairs, move around the room monitoring their work. Offer language support as needed. ‎ ‎ Step 3 Pair work 4 1.This activity provides listening and speaking practice using the target language. Call attention to the pictures. Ask students to recall the name of the places. 2.Then ask students to try to answer the questions below. Where is he? ---He's in the supermarket. What's he taking? ---He's taking a bottle of milk. What's he waiting for? ---A bus. What's he reading? ---A newspaper. Who are Lisa and Tim talking to? ---A policewoman. What are they talking about? ---The thief (the man on the bus station). Where are they all going? ---The police office. What's the man doing? ---He's crying. 3.Ask students to work in pairs, find out the answers together. 4.After a few minutes, ask some pairs to answer the questions. ‎ ‎ Step 4 Homework: Write down the answer about Pairwork4 on their exercise book. ‎ 93‎ Period Four ‎ Step 1 Activity ‎1a 1.This activity introduces the key vocabulary. Focus attention on the six pictures. Ask, What are they doing? Where are the persons? 2.Point out the chart. Then ask students to fill the places and the activities in the chart. 3.Check the answers. ‎ ‎ Step 2 Pair work 1b 1.This activity provides guided oral practice using the target language. Call attention to the example in this activity and ask two students to read the statement to the class. 2.Then ask students to work in pairs by using the information from ‎1a. As students practice, move around the classroom monitoring their work. ‎ ‎ Step 3 Listening ‎2a 1.This activity provides an opportunity for oral practice. Point to the list of places in the chart in ‎1a. Ask some students to read the places. 2.Say, Now you'll hear three conversations. Write the places you hear on the recording in the chart below. 3.Play the tape the first time, students only listen. 4.Play the tape the second time, ask students to write the places they hear in the chart. ‎ ‎ Step 4 Listening 2b 1.This activity provides listening and writing practice with the target language. Call attention to the two headings and ask a student to read die headings to the class. Point out the blank lines where students will write the activities. 2.Play the recording the first time. Students only listen. Say, Now I will play the tape again. This time write the activities. 3.Check the answer. ‎ ‎ Step 5 Pair work ‎2c 1.This activity provides open-ended oral practice using the target language. Call attention to the complete charts in ‎1a and 2b. Ask students to use the information to have conversations. 2.Point out the speech bubbles in the picture and have two students to read it. Then ask students to work in pairs. 3.Ask some pairs to show the class. ‎ ‎ Step 6 Homework: the Reading book ‎ ‎ ‎ 93‎ Period Five Step 1 Activity ‎3a 1.This activity provides reading practice using the target language. Pay attention to the four pictures in ‎3a, ask students What are they doing? And where are they? 2.Call attention to the letter and read it to the class. Say, you should circle the places and underline the activities. 3.Check the answers. 4.Then, ask them to number these four pictures and check the answer. ‎ Step 2 Activity 3b 1.This activity provides reading and writing practice using the target language. Call attention to the letter and ask a student to read it, saying blank for each blank line. 2.Ask students to fill in the blanks using information from the picture. Say, Look at the picture next to the letter. The picture will help you guess the correct activities. 3.Check the answers.‎ Step 3 Activity ‎3c 1.Ask students to bring in family photos to the class. Or they can draw some pictures. 2.Ask students what you might say about your pictures. e.g. In this photo, you can see my mother and I. We're in the park. 3.Ask students to write some similar sentences about their pictures. ‎ Step 4 Group work 4 1.This activity provides guided oral practice using the target language. Ask two students to read the conversation in the speech bubbles. 2.Then say, Now please work in groups. Ask students to introduce their pictures to the class 3.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions. Also rephrase any inaccurate answers. ‎ Step 5 Activity 1,2 1.This activity provides a comprehension review of all key vocabulary presented in this unit. Ask them to check all the words. 2.This activity help build vocabulary by providing a specific time and place for students to record new words. ‎ Step 6 Activity 3 1.Draw students' attention to the pictures. Say, you should finish the story. Give them several minutes to think it over. 2.Focus on the example, He's looking for... to illustrate use of present continuous tense. 3.Ask students to fill in the table to go on the story. 4.Run through the answers, pay attention to constructions such as taking photos. Step 7 Homework: Write an article about your photo. 教学反思：‎ 93‎ 这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高。如果让他们把每单元几句重点句背下来，学习效果是不是更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们那些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。‎ 另外，在本单元的教学中我还补充了相关知识，让学生对各地的名胜古迹、历史风情、地理知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。‎ 让学生死记硬背是不对的，但不让学生背也是不对的。‎ 93‎ Unit 6 It’s raining!‎ Period One ‎(Section A ‎1a, 1b, ‎1c, 2a, Section B ‎1a, 1b)‎ Teaching aims:‎ ‎1. Knowledge ‎①Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,‎ pretty cool, cold, humid, warm, hot ‎②Sentence structures: How’s it going? How’s the weather? What’s the weather like? ‎ ‎2. Ability: Talk about the weather and greet each other with a new structure.‎ ‎3.Cultural awareness: A new way of greetings and asking about the weather is quite a common greeting in western countries.‎ Important points: ‎ A new way of greetings and the description words about the weather.‎ Difficult points: ‎ How’s the weather? It’s raining/windy/cloudy/sunny/snowing/.‎ How’s it going? Great! /Not bad! /Terrible! /Pretty good!‎ Teaching procedures ‎ Step 1. Warming up ‎1. Ask the Ss randomly: What’s the date today? What day is it today? How are you?‎ ‎2. Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers.‎ Step 2. Presentation ‎1. Show 4 faces on the screen and ask Ss to describe each face using whatever words they can. Help Ss identify each person is feeling.‎ ‎2. Then show 4 words. Say the words and ask Ss to repeat each one. Ask Ss to match each remembered phrase with a face. Encourage them to spell the phrases by How do you spell it?‎ ‎3. Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions.‎ Step 3. Presentation ‎1. Let one student ask me: How’s it going? I may answer like this: Terrible! Because it’s snowing and it’s so cold. Show a picture of snowing day and children are making a snowman and pretend to be very cold. Make Ss guess the words: the weather and snowing. Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy. Go on with other kinds of weather: sunny, rainy, cloudy, windy.‎ ‎2. Point out the numbered list of description words. Say each one and ask Ss to repeat the words again. Then ask Ss to match each word with one of cities in the picture. Check the answers.‎ ‎3. Play the tape and get Ss to write the city names in the boxes. Check the answers. Look at the 5 pictures in ‎1a. Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ‎ 93‎ ‎④Moscow—snowing and cold ⑤Toronto—raining and humid. Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot.‎ ‎4. Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be missed. Note: Talking about the weather is quite common in western countries as a daily greeting.‎ Step 4. Weather report Show a weather map of China. Get Ss to make a weather report as a CCTV anchor. They may begin with asking the weather in each city, then make up a report about it.‎ Step 5. Chant Show an easy chant to reinforce the questions and words about the weather.‎ Step 6. Homework ‎1. Copy the new words 4 times each.‎ ‎2. Summarize the usages of how in questions.‎ ‎3. Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it.‎ 93‎ Period Two ‎(Section A ‎2a, 2b, ‎2c, 3b, Grammar Focus)‎ Teaching aims ‎1.Knowledge ‎①Words: cook, study ‎②Sentence structures: What are you/ they doing? We/ They are… ‎ What is he/she doing? He/ She is … Yes/No questions and short answers.‎ ‎2. Ability: Ask and answer the Present Progressive Tense, and describe the activities people are doing ‎3. Cultural awareness: The inner feelings of the Ss are motivated by understanding and comparing different people’s lives in different areas.‎ Important points: the correct use of the Present Progressive Tense Difficult points: Describe the weather and activities with the Present Progressive Tense Teaching procedures ‎ Step 1. Warming up and revision ‎ ‎1. Daily greetings: How’re you today? How’s it going? How is the weather? Ask these questions randomly to the Ss to revise what they learned yesterday.‎ ‎2. Point out the conversation in the large picture in 3b on P33 and ask two Ss to read it to the class. Practice it in pairs, then change some of the words and make their own conversations.‎ ‎3. If Ss do quite well, show a piece of cartoon of the Snow-white and the seven dwarfs. ‎ Step 2. Presentation ‎1. After showing the cartoon, ask Ss: What are they doing? (They are singing and dancing.) Show more pictures with questions: What’s he/she doing? and What’re they doing? to get Ss to practice the tense which is the core grammar of this period. Get Ss to guess out the word cook by the picture. Choosing the right words and pair work are added as the reinforcements.‎ ‎2．Let’s see what Joe’s families are doing. Point to the 4 pictures (The girl in the second picture is talking on the phone with the first speaker.). Ask Ss tell each person is doing in each picture. More attentions should be paid to the correct use of the Present Progressive Tense. Use every hint to finish 2b. ‎ ‎3. Play the tape for Ss to have a check. One more time listening to finish ‎2a. Teach: What does your father do? He is a cook.. Compare cook with cooker.‎ ‎4. With the whole picture, get some Ss to tell the story of it.‎ ‎ ‎ Step 3. Brainstorming ‎1. Play the tape for another time. Then do a memory test. Ask Ss: What’s Uncle Joe/Jeff/Mary/Aunt Sarah doing? What’re Scott and Lucy doing? Is Jeff watching TV? Etc.‎ ‎2. Guessing game. Guess the activities people are doing.‎ ‎ ‎ Step 4. Game. Find the differences!‎ ‎ 2 Ss in a group. Student A looks at the picture on P84 and Student B looks at the picture on P86. Each picture has the same people in it, but they are doing different things. Take turns talking about what the people doing in the picture. Attention: don’t look at the partner’s ‎ 93‎ picture. And the weather in 2 pictures could be compared too. ‎ weather sunny raining person P84‎ P86‎ Uncle Ed sleeping cooking Aunt Betty playing soccer watching TV Nancy playing soccer reading a book Rick swimming playing computer games Get Ss to describe the 2 pictures orally.‎ ‎ ‎ Step 5. Grammar Focus ‎1. Ask 2 Ss to read the sentences loudly and make interpretations. ‎ ‎2. Some oral exercises about the core materials in Section A.‎ ‎ ‎ Step 6. Homework ‎1. Copy the new words 4 times and the Grammar Focus.‎ ‎2. Write 2 paragraphs about the 2 pictures on P84 and P86.‎ 93‎ Period Three ‎(Section B ‎2a, 2b, 2c)‎ Teaching aims ‎1.Knowledge ‎①Words: hot, cold, cool, warm, humid ‎ ‎②Additional words: spring, summer, autumn ‎③Sentence structures: How’s it going? What are you doing? How’s the weather?‎ ‎2.Ability: Describe the different kinds of weather and different activities in different areas Important points: Revise and use the words, expressions and sentence structures correctly.‎ Difficult points: Describe the weather in 4 seasons and people’s activities Teaching procedures ‎ Step1. Revision ‎1. Show different weather signs to revise the description words in Section A. Draw an arrow to revise the 4 words: cold, cool, warm and hot. But don’t forget humid. ‎ ‎2. Get Ss to look at Picture C .Tell them: It’s Chengdu. How is the weather in it? It’s sunny. Is it cool? No, it’s hot. It’s hot and humid. ‎ ‎3. Make a survey by the whole class. Ask Ss: Who likes the cold weather? Have Ss raise their hands. Check out the most popular and the least popular weather. Get Ss to talk about the local weather in 4 seasons.‎ Step2. Presentation ‎1. After talking about the local weather in 4 seasons, let’s watch different weather in other countries. Tell Ss Maria is in Mexico. Play this phone conversation between Sam and Maria. Listen carefully to their questions and answers. Play the tape the first time, Ss only listen. Play the tape again and have Ss catch the answers Maria and Sam give to the question How’s it going? Listen again and write what they answer to What are you doing? and How’s the weather?‎ ‎2. Further discussion. Show 4 pictures. With the 4 questions ①Where is it? ②How is the weather? ③What season is it? ④What are the people doing? Ss talk about the countries, the weather, the seasons and the activities.‎ country weather season activities Japan cool spring watch the flowers America‎(Hawaii)‎ hot summer swim Canada warm autumn watch the leaves American cold winter do sports Step3. Interview ‎1. After visiting the 4 places, ask some Ss: Where do you want to go? When do you want to go there? How’s the weather? What do you want to do there? Let them describe the places they want to go most. ‎ ‎2. Ss make an interview in the class., and then give a report about.‎ ‎3. Let’s find out. Find out what kinds of activities someone wants to do on certain days.‎ Step4. Homework ‎!. Copy the new words 4 times.‎ ‎2. Interview their family members about the place they want to go most and the situations 93‎ ‎ there, and then write a report about it.‎ Period Four ‎（Section B ‎3a, 3b, ‎3c, 4, Self check）‎ Teaching aims ‎1.Knowledge ‎①Words: vocation, lying, beach, group, beach, volleyball, surprised, heat, relaxed, winter, scarf, everyone, man ‎②Additional words: sandstorm, typhoon, tsunami(海啸)‎ ‎③Sentence structures: How’s the weather? What’s the weather like? ‎ What can we do with this? When is the best time to visit your town/city?‎ ‎2. Ability: Learn about different activities in different weather ‎3. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possible Important points: Use the words, expressions and sentence structures correctly.‎ Difficult points: Describe the weather in 4 seasons and people’s activities Teaching procedures ‎ Step 1. Revision ‎ ‎ Show a weather map of China and get Ss to ask and answer in pairs about the different kinds of weather in some cities.‎ Step 2. Presentation ‎1. Ask Ss: How do you know the weather beforehand? Get answers like: From the radio/121/the TV/the mobile phone/the internet.‎ ‎2. Look at a paragraph, and ask Ss to find out what the show is (CCTV’s Around the World show) and where the reporter is (in Australia) .Ask them to tell what they know about Australia.‎ ‎3. Ask Ss to work alone. Underline the things that people are doing and circle the words that describe the weather. They may follow the 2 examples have done for them. Check the answers.‎ ‎4. Draw attention to the pictures of France and the descriptions below. Ask Ss to work alone .Have Ss fill in the blanks. Check the answers. ‎ Step 3. Group working ‎1. In groups of 2, finish ‎3 in Self check by asking and answering.‎ ‎2. Ss form groups of 4. One of them works for CCTV’s Around the World show. He/She interviews the other 3 Ss what the weather is like in their hometowns and what the people are doing. Then give a report about what he/she has got.‎ ‎3. Make a survey. Find out what activities people will do on certain days.‎ ‎4. Ask all the Ss further: When is the best time to your town/city? Ss may answer like: The best time to visit my town/city is in … because it’s … ‎ Step 4. Extension ‎ Show pictures of the nature disasters: sandstorm, typhoon and tsunami(海啸).Tell Ss: If we have such natural disasters, we could not enjoy the lives any longer. But what can we do with this?‎ Collect any possible answers from Ss.‎ Step 5. Homework ‎ Summarize the key words and expressions in this unit.‎ 93‎ Period Five ‎（Review&Exercises）‎ ‎ 一．重点短语集结号： 1. 感谢你加入环球世界节目。 Thank you for joining Around The World show. 2. 在度假   on vacation 3. 一些…另一些… some…others 4. 照相         take photos 5. 躺在沙滩上 lie on the beach 6. 看这群正在打沙滩排球的人 Look at this group of people playing beach volleyball. 7. 看起来酷 look cool 8. 感到吃惊、放松 be surprised/relaxed 9. 在这么热的天气里玩 play in this heat 10. 穿外套带围巾 wear coats and scarfs/scarves 11. 每个人都正玩得开心。 Everyone is having a good time/having fun/enjoying themselves . 12. 看望她的祖母 visit her grandmother 13. 开晚会    have a party ‎ ‎ 二.重点点拨： 1. 风云变幻说天气 How’s the weather in Shanghai?=_____the weather_____in Shanghai? 描述天气的形容词： 刮风的 ______ 晴朗的______ 下雨的 ______ 下雪的 ______ 多云的______ 炎热的______ 寒冷的______ 凉爽的______ 温暖的______ 干燥的______ 潮湿的，湿的 ____ 回答天气也可以用 it's+v.-ing,表示天气正处于某种状况。 例如：北京天气如何？__________在下雨。__________ It’s ____ ___.(rain) now . It often _______ (rain). It’s often ________ (rain).there is much _____ _ (rainy) here today . 练习The weather here is sunny. （对划线部分提问） ______ ______ the weather here? ______ the weather ______ here?‎ ‎ 2. 最近怎么样？________？好极了______. （1）答句有哪些： （2）go 在句中的意思是“进展”。例如：Everything goes well. 一切进展顺利。‎ ‎ 3. I am surprised they can play in this heat. surprised修饰sb；surprising修饰sth 例如：听到这个消息我们很吃惊。We ______ _______ at the news. 这个消息令人吃惊 The news ______ ________. 同样用法的单词有： “感兴趣的”_________/__________“放松的”____________/__________ “感到无聊的”__________/__________“感到兴奋的”__________/__________ 例如：我对这个有趣的新闻很感兴趣。I’m very ______ in this ________ news. 尝试练习 (1)谢谢参加我们的访谈节目，我很惊讶今天来了这么多人。Thanks ________ _______ our 93‎ ‎ talk show, I______ _______ so many people come here. (2)听到这个令人惊奇的故事我感到很惊讶。I am ______ to hear the ______ story.‎ ‎ 4. Others are lying on the beach. lie (v.)，”躺”。单三：lies，现在分词：lying 例如：他正躺在草地上享受阳光。 He ____ _____ on the _____ to _____the sunshine. 拓展迁移lie  (v.)”撒谎”(n)”谎言” 例如：不要说谎。Don’t tell ______. ‎ ‎ 5. Everyone is having a good time. everyone,anyone,someone不定代词，后用单数 have a good time=______ ______=______ ______ 因此原句还可以这样说：_____________________________________________ 我们家每个人都喜欢看书。Everyone ______ ______ books in o ur family.‎ ‎ 6. there be句型加doing 表示：___________ 例：有一大群人正躺在沙滩上，他们玩的很愉快.There _______  a _______ _______ people ________ on the beach , they’re _______ _______ . ‎ 教学反思：‎ 培养学生的自信心和兴趣是很最重要的。我一开始也对于这个结论也不以为然的。这也不是一个什么新的理论，而是是一个老掉牙的论调。但通过实践证明，兴趣是最好的老师，学生有了兴趣，对学习产生了主动性和积极性，再加上他们的自信心，这样就可以达到事半功倍的效果了。‎ 93‎ Unit 7 What does he look like?‎ Language goal: ‎ In this unit students learn to describe people. ‎ New languages: ‎ What do you look like? ‎ I’m short. And I have curly hair.‎ What do they look like? They’re medium height. ‎ And they have short hair.‎ What does he look like?‎ He’s beauty and he wears glasses.‎ What does she look like?‎ She’s thin and she has long hair.‎ Difficult points: ‎ ‎1. Adjectives of general description. ‎ ‎2. Using of “is” and “has”. ‎ ‎3. How to describe people’s looks. ‎ Teaching aids: ‎ Recorder some famous people’s pictures ‎ Teaching periods: ‎ ‎ Period 1: Section A ‎1a 1b ‎1c ‎ ‎ Period 2: Section A ‎2a 2b 3‎ ‎ Period 3: Section A ‎3a 3b 4‎ ‎ Period 4: Section B ‎1a 1b ‎2a 2b ‎‎2c ‎ Period 5: Section B ‎3a 3b ‎3c 4 Self-check ‎ ‎ 93‎ Period 1‎ Teaching aims: ‎ ‎1. Learn the new vocabulary words: ‎ ‎2. Target language: ‎ What does your friend look like? She is of medium build, and she has long hair.‎ ‎3. Be able to use “is” and “has”. ‎ ‎4. Learn to describe the people’s looks. ‎ Teaching procedures: ‎ Step 1.Warm-up ‎ Talk about your classmates’ builds and heights: ‎ ‎“Is Lucy tall?” “Yes/No …” “Is Jim fat?” “Yes/No …” ‎ ‎“Does he have long hair?” “Yes/No …” ‎ Step 2. Key vocabulary (‎1a)‎ ‎1.Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.‎ ‎2.On the board, make a simple drawing to illustrate each of the words. As you complete each drawing, point to it and ask students what it shows. If they don’t know, say the word and ask students to repeat it. For example, draw a stick figure with very long legs and a long body. When you point to the figure, students say tall.‎ ‎3.Call attention to the picture. Point to the letters next to the people in the picture.‎ T:Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer.‎ ‎4.Check the answers.‎ Step 3. Listening (1b)‎ ‎1.Call attention to the speech bubbles in the picture. Read the dialogue, saying blank when you come to a blank line.‎ T:You will hear a conversation between Amy and her friend. Fill in the blank likes in their conversation. Then look at the picture and find the boy Amy is talking about.‎ ‎2.Play the recording the first time. Students only listen.‎ ‎3.Play the recording a second time. This time, students fill in the blanks in the speech bubbles.‎ T:Who are they talking about?‎ ‎4.Check the answers.‎ Step 4. Pair work (‎1c)‎ ‎1.Call attention to the various people in the picture. T:One of these people is your friend.‎ ‎2.Point out the sample conversation. Ask two students to read it to the class. Then ask the class to point to the girl in the picture who has long hair and is medium build.Say a dialogue with a student. Have the student ask you the question. You then answer it using a description of one of the people in the picture. Ask the student to point out the person you described.‎ T:Now work with a partner. Ask the answer the questions.‎ ‎3.Then have students work in pairs. As they talk, move around the room monitoring their work.‎ Step 5 Homework ‎ ‎1. Ask the students to make conversations according to the model in ‎1c. ‎ ‎2. Ask the students to learn the new words and expressions in this period. ‎ 93‎ Period 2‎ Teaching aims: ‎ ‎1. Learn the vocabulary words and useful expressions. ‎ ‎2. Target languages: What do you look like? I’m short. I’m thin.‎ What do they look like? They’re of medium height.‎ What does he look like? He is of medium build.‎ What does she look like? She is tall. She has curly hair. ‎ ‎3. Enable the students to describe people. ‎ ‎4. Help the student learn how to describe people. ‎ Teaching procedures:‎ Step 1. Revision ‎ Check the homework. Ask some students to work in pairs and make conversations. ‎ Step 2. Listening (‎2a) ‎ ‎1.Point to the list of nine phrases and ask a student to read them to the class.‎ T:Now you will hear three conversations. The people are talking about friends. They are using these words to describe their friends. Some of these words go with “has” and some go with “is”.‎ ‎2.Point to the circle around the word “circle”. T: Circle the correct word, either is or has, when you hear it in the conversation. ‎ ‎3.Play the recording the first time. Students only listen. Point out that there are three different conversations about three different people.‎ ‎4.Play the recording a second time. This time say, Circle “has” or “is”. You may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers.‎ Step 3. Listening (2b) ‎ ‎1.Point at the chart with space for two words used with is and two words used with has after each name.‎ ‎2.Call attention to the sample answers. As you point to the word is, say a sentence using the sample answer tall: He’s tall. Point to the word has and say a sentence using the sample answer curly hair. He has curly hair.‎ ‎3.Play the recording. Ask students to listen to the descriptions and write the words in the correct column after each person’s name.‎ Step 4.Pair work (3) ‎ ‎1.Call attention to the dialogue in the box and the picture. Explain that students have to complete the dialogue with words to describe Nancy’s looks.‎ ‎2.Have students do the activity individually. As they work, move around the classroom offering help as necessary.‎ Step 5.Grammar Focus ‎ ‎1.Review the grammar box. Ask students to read the questions and answers.‎ ‎2.Point out that do goes with the you and they questions and does goes with the he and she questions.‎ ‎3.Point to I’m, they’re, he’s and she’s with descriptions of height and build. You may wish to say, We use the verb to be-am, is, are-to talk about how tall someone is or if they’re heavy or thin.‎ Step 6.Homework :Ask the students to make conversations according to activity 3. ‎ 93‎ Period 3‎ Teaching aims: ‎ ‎1. Teach vocabulary words. ‎ ‎2. Target languages:‎ What does Paul look like?‎ He’s tall and he has brown hair.‎ This person is of medium height. She has short hair.‎ ‎3. Enable the students to talk about what people look like. ‎ ‎4. Help the students learn how to talk about what people look like. ‎ Teaching procedures: ‎ Step 1. Warming up ‎ Check the homework by asking some students to read the conversation in activity 3. ‎ Step 2. Reading and Matching (‎3a) ‎ ‎1.Draw attention to the pictures and the pictures with the correct descriptions.‎ ‎2.Point out the example. Have a student read the first description.‎ ‎3.Students do the activity individually.‎ ‎4.Check the answers.‎ Step 3. Pair work (3b) ‎ ‎1.Call attention to the picture and the names in the box. Say, Student A has to write the names in the box next to the people in the picture. Then student B has to ask questions to find the people. Remind students that they should not look at each other’s textbooks when they do this activity.‎ ‎2.Have two students read out the example dialogue in the speech bubbles. Then ask students to do the activity in pairs. As students talk, walk around the classroom listening and offering assistance as necessary.‎ ‎3.After several minutes, stop the activity and have several pairs present their dialogues to the class.‎ Step 4. Game (4) ‎ ‎1.Give a sample description of someone in the class and ask the class to guess who you are describing. Use only words and sentence patterns from this unit. For example, She’s short and thin. She has curly hair.‎ ‎2.Ask some students to describe a person while their classmates guess who it is.‎ Step 5. Homework ‎ Write s short article to describe your four classmates. ‎ 93‎ Period 4‎ Teaching aims: ‎ ‎1. Teach vocabulary words. ‎ ‎2. Target languages: ‎ My favorite musician is John Jackson.‎ He is tall and thin.‎ He has short curly brown hair.‎ ‎3. Enable the students to talk about their favorite star. ‎ ‎4. Help the students learn how to talk about their favorite star. ‎ Teaching procedures: ‎ Step 1. Warming up ‎ Show some pictures and ask the students to describe the people in these pictures. ‎ Step 2. Match work (‎1a)‎ ‎1.Focus attention on the four pictures. Ask students to tell what they see in each picture. Confirm each correct answer and supply any words students don’t know.‎ ‎2.Point at the numbered list of words. Say each word and ask students to repeat these words.‎ ‎ Then ask students to match each word with one of the pictures. Say, Write the letter next to the picture in front of the words. Point out the sample answer.‎ ‎3.Check the answers.‎ Step 3. Sentences (1b) ‎ ‎1.Point at the incomplete sentences and read the completed sample sentence to the class.‎ ‎2.Ask students to work alone or in pairs. Have students write the name of a famous person in each blank.‎ ‎3.Ask some students to read the sentences they completed. Have other students say whether the sentences are right or wrong.‎ Step 4. Listening (‎2a)‎ 1. Point out the picture of Johnny Dean and Tina.Brown and Maria and Danny.‎ T:You will hear Maria and Danny talking about Tina Brown and Johnny Dean. Your job is to write the job each person does. Point to the heading “Job” on the chart.‎ ‎2.Play the recording the first time. Students only listen.‎ ‎3.Play the recording a second time. This time ask students to fill in the blanks in the chart.‎ ‎4.Correct the answers.‎ Step 4. Listening (2b)‎ ‎1.T:You will hear Maria and Danny talking about Tina Brown and Johnny Dean again. This time your job is to write what each person looks like. ‎ ‎2.Point to the heading “look like”.‎ ‎3.Play the recording. Ask students to fill in the blanks next to the words “Looks like” on the chart.‎ ‎4.Correct the answers.‎ 93‎ Period 5‎ Teaching aims: ‎ ‎1. Teach vocabulary words. ‎ ‎2. Target languages: ‎ He’s of medium height.‎ He has curly black hair.‎ He is thin. ‎ He wears glasses.‎ ‎3. Enable the students to read and write about what people look like. ‎ ‎4. Help the students learn how to read and write about what people look like. ‎ Teaching procedures: ‎ Step 1. Reading (‎3a) ‎ ‎1.Call attention to the two pictures of Johnny Dean.‎ ‎2.Ask students if they are pictures of one person or two different people. Lead students to understand that they are the same person in different time.‎ ‎3.Ask students to read the magazine article individually. Move around the room answering any questions students may have.‎ ‎4.Read the magazine article to the class. Answer any further questions about the words in the story students may have.‎ ‎5.Point out the blanks in the chart. Say, Under “Before” write words that describe Johnny before he changed. Under “ Now” write words that describe Johnny after he changed. Point out the sample answer.As student work, move around the room monitoring progress.‎ Step 2. Writing (3b) ‎ ‎1.Call attention to the passage and the picture below. Explain that the passage describes how Gloria Green’s look has changed. Point out the sample answer, and ask a student to provide the second answer (short hair).‎ ‎2.Point out the numbered blanks in the paragraph. Say, write words describing Gloria’s looks in each blank.‎ ‎3.Ask students to finish the activity on their own.‎ ‎4.Correct the answers.‎ Step 3.Writing (‎3c) ‎ ‎1.Ask each student to choose a family member and write a short description of the person.‎ ‎2.Ask what new words students want to use in their descriptions. When you understand what a student wants to say, write the word on the board, explain it to the class and have the class repeat it. Limit this to two or three new words.As students write, move around the room answering questions and offering language support.‎ ‎3.Read some of the completed descriptions to the class.‎ Step 4.Game (4) ‎ ‎1.Read the instructions. Check to see that students understand how the game is played.‎ ‎2.Ask each student to draw a picture without letting anyone else see it.‎ 93‎ ‎3.Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4.‎ ‎4.Ask the other three students in each group to listen to the description and draw the person. You may wish to have them listen to the description several times.‎ ‎5.Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner.‎ Step 5.Key word check (1)‎ ‎1.Ask students to check all the words they know. You may wish to have students circle any words that they don’t know.‎ ‎2.Ask students to find out the meanings of any words they don’t know. They can do this by reviewing the unit, asking you, asking their classmates, or using a learner’s dictionary or bilingual dictionary.‎ ‎ ‎ Step 6.Vocab-Builder (2) ‎ After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.‎ Step 7. Talking about the picture (3) ‎ ‎1.Draw attention to the picture and the questions in the box. Ask one student to describe what “Old Henry” looks like （He’s short. He is medium build.）‎ ‎2.Have students do the activity individually.‎ ‎3.Check the answers.‎ Step 8. Just for Fun! ‎ ‎1.Ask students to read the cartoon to themselves. ‎ ‎2.Ask, What is funny about this cartoon? Lead students to understand that the idea of what “tall” and good-looking” mean may be different on different planets.‎ Step 9. Homework ‎ ‎1.Ask the students to write another composition about one of their family members.‎ ‎2. Ask the students to summarize what they have learned in this unit. ‎ ‎3. Ask the students to prepare for the next unit.‎ ‎ ‎ 教学反思：‎ 加强对学生学习策略的指导，让他们在学习和适用的过程中逐步学会如何学习。问题情境具有强烈的吸引力，能激发学生对学习的需要，引发学生的创造性思维。“学源于思，思源于疑”，学生探索知识的思维过程总是从问问题开始，又在解决问题中得到发展。教学过程中学生在教师创设的情境下，自己动脑思考，动口表达，在解决问题的过程中，如果学生的情感、动机能够得到充分调动，他们的聪明才智就能充分发挥。只有让学生亲自参与了提出问题和解决问题的过程，他们才能真正成为学习的主人。积极创造条件，让学生参与到阶段性学习。引导学生结合语境，采用推测、查阅和协调的方法进行学习。在学习过程中，进行自我评价，并根据需要调整自己的学习目标和学习策略。 ‎ 93‎ Unit 8 I’d like some noodles.‎ Language goal: ‎ In this unit students learn to order food. Learn to ask for and give personal information. ‎ New languages: ‎ ‎1. Master the new words about food. ‎ ‎2. New target language: ‎ What kind of noodles would you like? ‎ I’d like beef and potato noodles, please. ‎ What size bowl of noodles would he like? ‎ He’d like a large/medium/small bowl of noodles. ‎ What’s your address? My address is… ‎ ‎3. Be able to make the countable and uncountable nouns clear, and use them. ‎ ‎4. Learn to order the food. ‎ Difficult points: ‎ ‎1. Make the countable and uncountable nouns clear, and use them. ‎ ‎2. Use the new language to order your food. ‎ Teaching aids: ‎ recorder some pictures of the food ‎ Teaching periods: ‎ Period 1: Section A‎1a—Grammar focus ‎ Period 2: Section A‎3a—4 ‎ Period 3: Section B ‎1a—‎2c ‎ Period 4: Section B ‎3a—Self-check ‎ 93‎ Period 1‎ Teaching aims: ‎ ‎1. Learn the new vocabulary words: ‎ ‎2. Target language: ‎ What kind of noodles would you like? ‎ I’d like beef and potato noodles, please. ‎ What size bowl of noodles would he like? ‎ He’d like a large/medium/small bowl of noodles. ‎ ‎3. Be able to make the countable and uncountable nouns clear. ‎ ‎4. Learn to order your favorite noodles. ‎ Teaching procedures: ‎ Step 1.Warm-up ‎ Talk about the food. ‎ ‎“Do you like apples?” “Yes, I do.”‎ ‎ “Do you like tomatoes?” “No, I don’t.” ‎ I like… I don’t like… ‎ Step 2. Learn the new vocabulary words ‎ ‎1. Prepare some pictures of“ noodles, beef, cabbage, potatoes, mutton”. Show them to the students. Ask and answer. ‎ Learn the new words “noodles, beef, mutton, cabbage, potatoes, would like, bowl, size, special”. ‎ ‎2. Practice reading the new words: ‎ ‎(A) Get a student to read the new words. ‎ ‎(B) Ask the class to repeat the new words after the teacher. ‎ ‎(C) Then read them together/in parts/one by one. ‎ ‎3. Remember the new words. ‎ ‎4. Explain some opposite words: ‎ Countable nouns: cabbage; potato; special; tomato; apple; egg ‎ Uncountable nouns: beef; mutton; broccoli ‎ Step 3. Presentation ‎ ‎1. Showa picture of noodles. Ask “What kind of noodles would you like? Would you like beef noodles?” Students may answer “I’d like…; Yes, I’d like. / NO, I wouldn’t like.” ‎ ‎2. Ask some students to answer the questions. The teacher writes the answers on the blackboard. ‎ ‎“What kind of noodles would you like? ‎ ‎“I’d like mutton noodles.” ‎ Practice asking and answering the conversation. ‎ ‎3. Make a new conversation with your classmates. ‎ Step 4. ‎1a Look and match ‎ ‎1. The teacher reads the instructions to the students. Look at the pictures first. Then get the students to complete it by themselves. ‎ ‎2. Check up the answers. ‎ Step 5. 1b Listening practice ‎ ‎1. The teacher reads the instructions to the students. ‎ 93‎ ‎2. Get the students to look at three specials in the picture in ‎1a. ‎ ‎3. Play the recording for the first time, students only listen. ‎ ‎4. Play the recording again, try to check by themselves. And check up the answers. ‎ ‎5. Play the recording, let the students repeat after the recording. Then practice reading the conversation. ‎ Step 6. 1cPair work ‎1. The teacher explains the instructions to the students. ‎ ‎2. The students practice reading the conversation below in ‎1c. ‎ ‎3. Make their own conversations. Ask “What kind of noodles would you like? ”Then work it in class. ‎ Step 7. ‎2a Listening practice ‎ ‎1.The teacher explains the instructions to the students. ‎ ‎2. Get students to read the words and look at the pictures in ‎2a. ‎ ‎3. Play the recording for the first time, students only listen. ‎ ‎4. Play the recording again, students listen and try to check the words you hear. ‎ ‎5. Check up the answers. ‎ Step 8. 2b Listening practice ‎ ‎1. Students read the sentences in 2b. ‎ ‎2. Play the recording. Listen and try to fill in the blanks. ‎ ‎3. Check up the answers. ‎ ‎4. Play the recording again. Get the students to repeat after the recording. ‎ Step 9. 2c Pair work ‎ ‎1. The teacher explains the instructions to the students. Then students look at the pictures in ‎2a. Read the example to the students. ‎ ‎2. Try to make the conversation by on their own. ‎ ‎3. Check up the conversations in class. ‎ A: What kind of noodles would you like? ‎ B: I’d like beef and tomato noodles. ‎ Step 10.Grammar focus ‎ The students read the sentences. And find if there are some questions. If have, explain them. Countable nouns; Uncountable nouns; Countable and uncountable nouns ‎ Step 11. Summary ‎ ‎1. The new vocabulary words. ‎ ‎2. The new target language. ‎ Step 12.Homework ‎ ‎1. Revise the vocabulary words. ‎ ‎2. Write a passage about the favorite noodles in your family. ‎ 93‎ Period 2‎ Teaching aims: ‎ ‎1. Learn the useful expressions.‎ ‎2. Learn to order the food in a restaurant. ‎ Teaching procedures: ‎ Step 1. Warm-up ‎ ‎1. Check up the homework. ‎ ‎2. Get some students to read their passages about the favorite noodles. ‎ ‎3.Talk about your favorite noodles. ‎ Step 2. Presentation ‎ ‎1. Show the picture of a restaurant. Ask the students: “How can you order your favorite noodles in a restaurant?” ‎ ‎2. Make a conversation between the teacher and the students. ‎ For example:‎ ‎ T: Can I help you? S: Yes, I’d like some noodles. ‎ T: What kind of noodles would you like? What size bowl of noodles would you like? ‎ S: I’d like … ‎ ‎3. Then practice the conversation. ‎ Step 3. 3aReading practice ‎ ‎1. The teacher reads the instructions to the students. Get the students to read the conversation first. Try to match them. ‎ ‎2. Check up the answers. ‎ ‎3. Play the recording, students repeat after the recording. Then practice reading the conversation. ‎ ‎4. Explain: ‎ Can I help you? ‎ What kind of noodles do you have? ‎ What sizes do you have? ‎ Step 4. 3b Pair work ‎ ‎1. The teacher reads the instructions to the students. ‎ ‎2. Get the students to work it. Make a conversation to order your favorite noodles. Get some help from‎3a above. ‎ ‎3. Get the students to work in class. ‎ Step 5.Group work ‎ ‎1. Teacher reads the instructions to the students. Work in groups to find out who would like the noodles below. ‎ ‎2. Look at the noodles in the picture. Then make conversations in groups of three or four. ‎ Ask your group member what kind of noodles they would like.Write their names above the noodles. ‎ ‎3. After asking the questions in groups. Find out the most popular noodles in each group. And tell it to the class. ‎ Step 6.Summary ‎ ‎ How to order the food in a restaurant Step 7.Homework ‎ Write a conversation to order the food in a restaurant 93‎ Period 3‎ Teaching aims: ‎ ‎1. Learn the new vocabulary words and useful expressions. ‎ ‎2. Learn to order the food. ‎ Teaching procedures: ‎ Step 1. Warm-up ‎ ‎1. Check up the homework. ‎ ‎2. Get some students to role play their conversations. ‎ Step 2. Learn the new vocabulary words ‎ ‎1. Teacher asks one student to read the new words. And see if he or she can read the new words correctly. ‎ ‎2. Practice reading the new words: repeat after the teacher; read together/in parts/one by one. Then read and remember the words. ‎ ‎3. Explain the new words: ‎ Countable nouns: dumplings; onion ‎ Uncountable nouns: porridge; juice; tea; soup; rice ‎ Countable and uncountable nouns: fish ‎ 喝汤：eat soup ‎ Step 3. 1a&1b Match and circle ‎ ‎1. Get the students to look at the pictures and try to match. ‎ ‎2. Look at the pictures and check up the answers. ‎ ‎3. 1b. Teacher explains the instructions to the students. Be sure the students can know what to do. Circle the things you like and make an “X” next to the things you don’t like. ‎ ‎4. Let the students read the example in the box. Then tell it to the class. ‎ I like __________________. I don’t like ____________. ‎ Step 4. 2a&2b Listening and writing practice ‎ ‎2a ‎1. The teacher reads the instructions to the students. Get the students to read the words in activity ‎1a first. ‎ ‎2. Play the recording for the first time, students only listen. ‎ ‎3. Play the recording again, students try to circle the words when you hear. ‎ ‎4. Check up the answers. ‎ ‎2b ‎5.The teacher explains the instructions to the students. Look at the order form on Page 81 first. Try to fill in the address, the telephone number and the things ordered. It’s important to get them. ‎ ‎6. Play the recording and try to fill in the order form. ‎ ‎7. Play the recording again and check up the answers. ‎ ‎8. Play the recording and repeat after the recording. ‎ 93‎ Step 5. 2c Pair work ‎ ‎1.The teacher reads the instructions to the students. ‎ ‎2. Get the students to look at the order form on page 82 first. Have the students work in pairs, A & B. Look at the food and drink in activity ‎1a. Make a conversation to order the things you like and fill in the order form. ‎ ‎3. Get the students to make the conversation one way, then exchange the roles and do it again. ‎ ‎4. Ask some pairs of students to role play the conversations in class. ‎ Step 6.Summary ‎ Summarize the new words and the useful expressions. ‎ Step 7.Homework ‎ ‎1. Remember the words and expressions. ‎ ‎2. Write down the conversation of ordering the food on the exercise book. ‎ 93‎ Period 4‎ Teaching aims: ‎ ‎1. Learn the new vocabulary words and useful expressions. ‎ ‎2. Learn to order the food. ‎ ‎3.Train the reading and writing abilities. ‎ Teaching procedures: ‎ Step 1. Warm-up ‎ ‎1. Check up the homework. ‎ ‎2. Roles play the conversation with your partner. ‎ ‎“How do you order the food?” ‎ Step 2. Learn the new vocabulary words ‎ ‎1. Get all the students to look at the vocabulary words. Try to read the new words by themselves. Then the teacher gets one student to read the new words. ‎ ‎2. Practice reading the new words. ‎ ‎(A) Read the words after the teacher. ‎ ‎(B) Read them together/in parts/one by one. ‎ ‎3. Read the new words and remember them. ‎ ‎4. Explain: ‎ Here is the menu. Tel=telephone; Mon.=Monday; Tues.=Tuesday ‎ Step 3. ‎3a Reading practice ‎ ‎1. The teacher reads the instructions to the students. Get them to read the words in the box first. ‎ ‎2. Ask the students to read the newspaper ad. Try to fill in the blanks individually. ‎ ‎3.The teacher reads the ad to the students and checks up the answers. ‎ ‎4. Students read the ad again and find their questions. Explain to them if they have. ‎ Special 2 is only RMB 8 for 15. Come and get your dumplings today. ‎ Step 4. 3b Writing practice ‎ ‎1. Get the students to read the passage first. And try to fill in the blanks according to the pictures. ‎ ‎2. Get one student to read the passage and check up the answers. ‎ ‎3. Students read the article again and find their questions. Explain to them if they have. ‎ Step 5. 3cWriting practice ‎ ‎1.The teacher explains the instructions to the students. ‎ ‎2. Get the students to write their own ads. Get some help from activity ‎3a. You can change the prices and the kinds of the food. ‎ ‎3. Then correct your ads with your partner. The teacher can help them if they have some questions. Get a few students to read their passage to the class. ‎ Step 6. Pair work Part 4 ‎ ‎1.The teacher explains the instructions to the students. ‎ 93‎ ‎2. Ask one student to read the ad in activity ‎3a. The others notice the food and the prices he or she mentioned in the ad. ‎ ‎3. Practice a conversation with your partner by using the information above. Follow the example in the speech bubbles. ‎ ‎4. Have students to work in pairs and take turns to order food and drink from their partner’s ad. The teacher can give them help if they need. ‎ ‎5. Have some pairs of students present their conversations in class.‎ Step 7. Review the words Self-check 1&2 ‎ ‎1. Students read the words in the box and check all the words they know. They can circle the words they don’t know. Then ask them. ‎ ‎2. Make their Chinese meanings clear. Then ask and answer the Chinese meanings in pairs or in groups. ‎ ‎3. Ask each student to write five new words on their notebooks. Then share them with the others in groups. ‎ Step 8.Self-check 3-Write a menu for the week ‎ ‎1. Teacher asks different students to say what he or she would like to have for breakfast, lunch and dinner for the week. ‎ ‎2. Students write their answers in the chart. ‎ ‎3.After finishing the chart, exchange the chart with their partners.‎ ‎ ‎ Step 9.Summary ‎ Summarize the new words and the useful expressions. ‎ Step 10.Homework ‎ ‎1. Remember the words and expressions. ‎ ‎2. Make a menu for a day then write a passage to tell your partner.‎ 93‎ Period 5‎ Ⅰ、 Vocabulary A）1.想要________　 2. as well as________ 3.多大号________ 4. play with________ 5.电话号码________ 6. from Africa________ 7.订购食品________ 8. cabbage________ 9.列菜单________  10. orange juice________ 11.large(同义词)________ ‎ ‎12.tomato(复数)________  13.medium(同义词)______   ‎ ‎14.He’d(完全形式)_____ 15.potato(复数)________   ‎ ‎16.why(应答词)________    17.he (宾格)________‎ ‎18.have(第三人称单数)______19.Fri.(完全形式)________ ‎ ‎20.large(反义词)______ B) 21. China is a l_______ country with long history. 22. What s______   shoes would you like ? 23. John likes ________ (粥)，pizza(比萨)，salad and ice tea very much. 24. ________（星期四） is the fifth day of a week. 25. We have many great ________ (特色菜) in the restaurant. 26. I would like you ________ (come) to my house. 27. Would you like some juice _____(drink)? 28. There are some ________ (tomato) and ________ (porridge) on the table. 29. There ________ (be) some beef and eggs in the noodles. 30. What about ________ (swim) in the pool?‎ ‎ II、 Complete the sentences as required.‎ ‎ 31. He’d like a large bowl of porridge.(提问) _______ ______ bowl of porridge would he like? 32. Can I help you? (同义句)     ______ can  I ______  ______ you? 33. I’d like a small orange juice.(一般疑问句)  ______  you  ______ a small orange juice? 34. I’d like beef and tomato noodles.    ______ ______  ______ noodles ______ you like? 35. I like rice and fish. (否定句)       I ______  ______ rice ______ fish.‎ 课后教学反思：‎ 评价可以使学生认识自我，树立自信，有助于反思及调整自己的学习过程，评价或采用测验及非测验形式，平时重视形成性评价，对学生回答学习过程中的表现所改进的诚绩，及反映的情感、态度、策略某方面进行及时的评价，如有口头评价、等级评价、学生之间互相评价等方法，充分发觉学生的进步，鼓励学生自我反思，自我提高，测验以学生综合运用能力为目标，侧重于学生理解和获取信息，能力减少客观题，增加主观题，通过评价学生学会分析自己的成绩和不足，明确努力方向。‎ 93‎ Unit 9 How was your weekend?‎ Language goal: ‎ In this unit students learn to talk about recent past events. ‎ New languages: ‎ ‎1. Master the new vocabulary words. ‎ ‎2. Master the past forms of the regular and irregular verbs. ‎ ‎3. New target language: ‎ What did you do last weekend? ‎ On Saturday morning, I cleaned my room. ‎ On Saturday evening, I went to the movies. ‎ What did he/she/they do last weekend? He/she/they played tennis. ‎ How was your weekend? It was great/OK. ‎ ‎4. Be able to talk about the recent past events. ‎ Difficult points: ‎ ‎1. Master the past forms of the regular and irregular verbs. ‎ ‎2. Use the new language to talk about recent past events. ‎ Teaching aids: ‎ recorder some pictures of activities ‎ Teaching periods: ‎ Period 1: Section A ‎1a—Grammar focus ‎ Period 2: Section A‎3a—4 ‎ Period 3: Section B ‎1a—‎2c ‎ Period 4: Section B ‎3a—Self-check ‎ 93‎ Period 1‎ Teaching aims: ‎ ‎1. Learn the new vocabulary words: ‎ ‎2.Target language: ‎ What did you do last weekend? I played soccer/we went to the beach. ‎ What did he do last weekend? He played tennis. ‎ What did they do last weekend? They visited the library. ‎ ‎3. Master the past forms of the regular and irregular verbs. ‎ ‎4. Learn to talk about recent past events. ‎ Teaching procedures: ‎ Step 1. Warm-up ‎ Talk about the activities: ‎ ‎—What’s your favorite sport?—My favorite sport is… ‎ ‎—Do you play soccer/tennis/basketball? Yes/no…‎ ‎—Do you do your homework/clean your room? Yes/no... ‎ Ask and answer more activities. ‎ Step 2. Learn the new vocabulary words ‎ ‎1. Get the students to read the new words in the vocabulary. Try to read them by themselves. ‎ ‎2. Practice reading the new words: ‎ ‎(A) Ask the class to repeat the new words after the teacher.‎ ‎(B) Then read them together/in parts/one by one. ‎ ‎3. Read and remember the new words. ‎ ‎4. Explain some words: ‎ The past forms of some irregular verbs: was; did; went ‎ Useful expressions: have a test; stay at home; what about=how about; practice doing sth. ‎ Step 3. Presentation ‎ ‎1. Teacher asks students: “What did you do last weekend?” Help the students to answer the question with the past tense. For example: I cleaned my room/ washed the clothes/played basketball/went to the movies… Accept one word answers and rephrase the answers in completed sentences. ‎ ‎2. Have the students work in pairs, ask the question. And try to answer with complete sentences. Then practice asking and answering the conversation. ‎ Step 4. ‎1a Look and match ‎ ‎1. The teacher reads the instructions to the students. ‎ ‎2. Have students read the list of the activities first. Read each one and ask students to repeat. ‎ ‎3.Then look at the pictures and try to match the answers. ‎ ‎4. Check up the answers. ‎ Step 5. 1b Listening practice ‎ ‎1. The teacher reads the instructions to the students. ‎ ‎2. Get the students to look at the pictures, and then tell what the person did in each picture inactivity‎1a. ‎ ‎3. Play the recording for the first time, students only listen. ‎ ‎4. Play the recording again. Students listen to the recording, try to fill in the day and “morning, afternoon, evening” by themselves. ‎ 93‎ ‎5. Check up the answers. ‎ ‎6. Play the recording, let the students repeat after the recording. Then practice reading the conversation. ‎ Step 6. 1cPair work ‎ ‎1. The teacher explains the instructions to the students.‎ ‎2.Ask two students to read the example conversation in class. ‎ ‎3. Roles play the conversation about Lucy’s weekend in pairs. ‎ ‎4. Have some pairs of students work to the class. ‎ Step 7. ‎2a Listening practice ‎ ‎1.The teacher explains the instructions to the students. ‎ ‎2. Get students to read the sentences in activity ‎2a. And explain: “You will hear a conversation. The people will talk about some activities and people. Now listen and try to underline the words you hear. ‎ ‎3. Play the recording for the first time, students only listen. ‎ ‎4. Play the recording again, students listen and try to underline the words. ‎ ‎5. Check up the answers. ‎ Step 8. 2b Listening practice ‎ ‎1. The teacher explains the instructions to the students. Look at the picture in activity ‎2a, learn the names of Carol; Ben and Emma. Ask students to identify each person by name. ‎ ‎2. Look through the sentences in activity ‎2a. ‎ ‎3. Play the recording. Listen and try to fill their names in the blanks. ‎ ‎4. Listen again and check up the answers. ‎ ‎5. Play the recording and get students to repeat after the recording. ‎ Step 9. 2cPair work ‎ ‎1. The teacher explains the instructions to the students. Practice the conversation with the words given in the box. ‎ ‎2. Students read the example and the words in the box. Do the activity in pairs and make their conversation. ‎ ‎3.Ask some pairs to present the conversations in class. ‎ Step 10.Grammar focus ‎ Review the grammar box first. Then students read the sentences and find if there are some ‎ questions. If have, explain them: the past forms of the regular verbs and irregular verbs. ‎ Step 11. Summary ‎ ‎1. The new vocabulary words. ‎ ‎2. The new target language. ‎ ‎3. The regular and irregular verbs. ‎ Step 12.Homework ‎ ‎1. Remember the vocabulary words. ‎ ‎2. Write a passage about your last weekend by using the past tense.‎ 93‎ Period 2‎ Teaching aims: ‎ Learn to talk about the past events using the past tense. ‎ Teaching procedures: ‎ Step 1. Warm-up ‎ ‎1. Check up the homework. ‎ ‎2. Get some students to read their passages about the past events. ‎ ‎3. Talk about your last weekend in pairs. ‎ Step 2. Presentation ‎ ‎1. Show the picture of a mountain. Teach the word “mountain”. Have the students read the word. ‎ ‎2. Make a conversation between the teacher and the students. ‎ For example: T: How was your weekend? S: It was great/OK/ not very good. ‎ T: What did you do last weekend? S: I… ‎ ‎3. Then practice the conversation. ‎ Step 3. ‎3a Writing and speaking practice ‎ ‎1. The teacher reads the instructions to the students. Get the students to read three sentences first. ‎ ‎2. Students look at the picture and complete the conversation by themselves. ‎ ‎3. Check up the answers. ‎ ‎4. Practice the conversations in pairs. ‎ Step 4. 3b Pair work ‎ ‎1. The teacher reads the instructions to the students. ‎ ‎2. Get two students to read the conversation in speech bubbles. ‎ ‎3. Practice asking and answering the questions about Ming’s, Tony’s and Sarah’s weekends. Practice in pairs. ‎ A: How was Ming’s weekend? B: It was … ‎ A: What did she do? B: She … ‎ ‎4. Have some pairs work in class. ‎ Step 5.Game-What did you do? ‎ ‎1. Teacher explains the instructions to the students. Be sure the students can know what to do. ‎ ‎2. Do an example for the students.‎ Draw a picture of a TV, students guess “watched TV”. ‎ Draw a picture of a book, students guess “did some reading”. ‎ ‎3. Ask students to work in groups. Each student draws two things. Then take turns to make sentences about each other’s picture with past tense. ‎ ‎4. Get some students to work it to the class. ‎ Step 6.Summary ‎ Talk about the past events. ‎ Step 7.Homework ‎ Interview a friend of yours, ask what he/she did last weekend and write a passage on your ‎ notebook. ‎ 93‎ Period 3‎ Teaching aims: ‎ ‎1. Learn the new vocabulary words and useful expressions. ‎ ‎2. Learn the past forms of some irregular verbs. ‎ ‎3. Learn to talk about the past events. ‎ Teaching procedures: ‎ Step 1.Warm-up ‎ ‎1. Check up the homework. ‎ ‎2. Get some students to read their passages about what your friend did last weekend. ‎ Step 2. ‎1a &1b Match and say ‎ ‎1. Get the students to look at the pictures, read the phrases and try to match. ‎ ‎2. Look at the pictures and check up the answers. ‎ ‎3. 1b. Teacher explains the instructions to the students. Be sure the students can know what to do. Draw a happy face under the picture if you think the activity is fun. Draw an unhappy face if not fun. ‎ ‎4. Let the students say it to the class. ‎ He played the guitar. It was fun. ‎ He did his homework. It wasn’t fun. ‎ Step 3. ‎2a &2b Listening, writing and speaking practice ‎ ‎2a ‎1. The teacher reads the instructions to the students. Tell the students: You will listen to a conversation between Jim and Sally. They are talking about what they did last weekend. Listen and write the activities in the chart.‎ ‎2. Play the recording for the first time, students only listen. Play the recording, ‎ ‎3. Play the recording again, try to fill in the chart when you hear. ‎ ‎4. Check up the answers. ‎ ‎5.Students look at the typescript, and repeat after the recording. ‎ ‎2b ‎6.The teacher explains the instructions to the students. ‎ ‎7. Look at the example in the speech bubbles. Ask two students to read the conversation. ‎ ‎8. Practice talking about what Sally and Jim did last weekend in pairs. ‎ ‎9. Ask some pairs of students to work in class. ‎ Step 4. 2c Pair work ‎ ‎1.The teacher reads the instructions to the students. ‎ ‎2. Get two students to read the conversation in the speech bubbles. ‎ ‎3. Have the students work in pairs. Ask your partner “what did you do last weekend?” and make a conversation. ‎ ‎4.Ask some pairs of students to present the conversation in class. ‎ Step 5.Summary ‎ Summarize the useful expressions and the past forms of the irregular verbs. ‎ Step 6.Homework ‎ ‎1. Remember the useful expressions and the past forms of the irregular verbs. ‎ ‎2. Write down a passage about what your partner did last weekend. ‎ 93‎ Period 4‎ Teaching aims: ‎ ‎1. Learn the new vocabulary words and useful expressions. ‎ ‎2. Learn the past forms of the irregular verbs. ‎ ‎3. Learn to talk about the past events. ‎ ‎4. Train the reading and writing abilities. ‎ Teaching procedures: ‎ Step 1. Warm-up ‎ ‎1. Check up the homework. ‎ ‎2. Get some students to read their passage about what your partner did last weekend. ‎ Step 2. Learn the new vocabulary words ‎ ‎1. Get all the students to look at the vocabulary words. Try to read the new words by themselves. Then the teacher gets one student to read the new words. ‎ ‎2. Practice reading the new words. ‎ ‎(A) Read the words after the teacher. ‎ ‎(B) Read them together/in parts/one by one. ‎ ‎3. Read the new words and remember them. ‎ Step 3. ‎3a Reading practice ‎ ‎1. The teacher reads the instructions to the students. ‎ ‎2. Ask the students to read the article. Circle the activities you like and underline the activities you don’t like. ‎ ‎3. The teacher reads the article to the students and checks up the answers. ‎ ‎4. Students read the article again and find their questions. Explain to them if they have. ‎ Step 4. 3b Writing practice ‎ ‎1. Get the students to look at the pictures first. Then read the passage and try to fill in the blanks according to the pictures. Attentions to use the past tense. ‎ ‎2. Get one student to read the passage and check up the answers. ‎ ‎3. Students read the article again and find their questions. Explain to them if they have. ‎ Step 5. 3cWriting practice ‎ ‎1.The teacher explains the instructions to the students. ‎ ‎2. Get the students to write their own passages. Get help from activity 3b. ‎ ‎3. Then correct your ads with your partner. The teacher can help them if they have some questions. Get a few students to read their passage to the class. ‎ Step 6.GameActivity 4 ‎ ‎1.The teacher explains the instructions to the students. ‎ ‎2. Have students work in groups of four. Ask one student to write the activities he did last weekend. Then talk to the others about his weekend activities. And the others try to guess who he is. ‎ 93‎ ‎3. Have students to work in groups. Take turns to talk about the weekend activities and guess who he/she is. ‎ ‎4. Have some groups of students present their conversations in class. ‎ Step 7. Review the words Self-check 1&2 ‎ ‎1. Students read the words in the box and check all the words they know. They can circle the words they don’t know. Then ask them. ‎ ‎2. Make their Chinese meanings clear. Then ask and answer the Chinese meanings in pairs or in groups. ‎ ‎3.Ask each student to write five new words on their notebooks.Then share them with the others in groups. ‎ Step 8.Self-check 3 Reading and writing practice ‎ ‎1. The teacher explains the instructions to the students. Tell the students what to do. ‎ ‎2. Students read the passage about “Old Henry”. And find his problems. ‎ ‎3. Tell students that they have to image that they went and helped Old Henry last weekend. Think about the activities they could help him. They can get some help from the suggestion box. ‎ ‎4. Students write their own answers. After finishing, ask some students to read their passages to the class. ‎ Step 9.Summary ‎ ‎1. Summarize the new words and the useful expression ‎ ‎2. The past forms of the irregular verbs. ‎ ‎3. Talk about the past events. ‎ Step 10.Homework ‎ ‎1. Remember the words and expressions. ‎ ‎2. Write a passage about the activities your family members 93‎ Period 5‎ I.句型转换。‎ ‎1. He stayed at home yesterday. ‎ ‎_____ he ____ at home yesterday?‎ ‎2. Her mother did some shopping last Sunday.‎ ‎_____ her mother _____ some shopping last Sunday?‎ ‎3. His father read an interesting book last night.（对划线部分提问）‎ ‎_______ _____ his father _____ last night?‎ ‎4. We went to see a film the day before yesterday. （对划线部分提问）‎ ‎______ ____ you ____ to see a film?‎ ‎5. I often go to the park to play soccer. ( 用yesterday改写)‎ I _____ to the park to play soccer _______.‎ ‎6. My holiday was great. （对划线部分提问）‎ ‎_______ ______ your holiday?‎ II.用括号内所给动词的正确形式填空。‎ ‎1.They ________ (go) to the movies last weekend.‎ ‎2.Yesterday afternoon I _______ (do) some sports.‎ ‎3.Last night my sister ______ (stay) at home and _______ (study)for her science test.‎ ‎4. _____ you ______ (have) a party last Sunday?‎ ‎5. Where _____ Tony ______ (swim) last Saturday afternoon?‎ ‎6. He ___________ (not play) chess yesterday evening, he _______ (practice) English at home.‎ ‎7. --What ______ your parents _____ (do) just now? ‎ ‎-- They _______ (clean) the house.‎ III．汉译英 根据汉语完成英语句子，一空一词。‎ ‎1. 他们为我的生日举办了一次晚会。‎ ‎ They _____ _____ ______ for my birthday.‎ ‎2.吃午饭的时间到了。‎ ‎ It’s time _____ ______ lunch. / It’s time _______ lunch.‎ ‎3.上周末我读书了。‎ ‎ I ______ ______ ______ last weekend.‎ ‎4.他没有钱。 He ______ ______ money. / He ______ _______ ______ money.‎ ‎5.昨天我和小狗一起在公园散步。‎ I ______ ______ _______ ______ ______ my dog yesterday.‎ ‎6. 他坐下来看孩子们玩游戏。‎ He ______ ______ and watched the children _______ games,‎ ‎7. 我上周末什么也不想做。‎ I ______ want _____ do _______ last weekend.. /‎ I wanted _____ do ______ last weekend.‎ ‎8. 他在找他的猫。He is _________ ______his cat.‎ ‎9. 上星期天我花了2个小时打扫房间。‎ ‎ I _______ two hours _________ my room last Sunday.‎ 93‎ ‎10. 昨天晚上他哥哥准备英语考试。‎ ‎ His brother ________ ______ the English test last night.‎ 教学反思：‎ 运用直观教具为了进一步激发学生学习兴趣。我充分利用多媒体，图片、图表及实物、录音机等现代化教学手段及教具，生动形象地开展教学和交际活动。利用实物和图片教单词，学生能更好地记住词义，并能反复利用它们复习，其趣味性、直观性较强。例如， 在Unit 3学习颜色一单元，我利用多媒体将多彩的鲜花和颜色相结合，一朵朵漂亮的鲜花怒放，多彩的颜色随着一朵朵鲜花开放在学生的眼前，学生们惊奇得连声欢呼着，雀跃着的同时自己就记住了不同的颜色的单词。同时将颜色和现实生活中的广泛使用的实际例子相结合，例如，说出学生们喜欢的颜色，朋友和父母喜欢的颜色等等。What colour do you like? What colour dose your father /mother /friend ? I like ….the best. He likes …the best. 同时让学生明白颜色构成了五彩缤纷的世界。学习英语的趣味和身边的点点滴滴和英语的紧密相关，让学生们有了学习英语的热情。激发学生珍惜现在的大好时光，要为祖国和自己将来得到更好的发展而勤奋学习。又如教Unit 6 It’s raining.时，我准备了中央电视台7：30新闻后的天气预报实况展示给同学们。优美的音乐，宋英杰那独有的中音，娓娓道来的天气预报的全文，变化的屏幕。学生们兴奋极了。七嘴八牙的纷纷参与，抢着举手说出自己知道的天气预报知识。然后，我又在屏幕上打出一张表格，根据课文将各种不同的人物需要知道天气预报的理由让生们一一列举出来，有能力的同学可以填到表格内，让学生感受到我们今天高科技的发展令人耳目一新。同时对于天气预报的兴趣油然而生。快乐的学习又使我的教学达到了教会知识的目的。一堂课学生们在快乐中学习，又在快乐中结束了。学生们经常会说,怎么时间这么快呀。 ‎ 93‎ Unit 10 Where did you go on vacation?‎ Language goal: ‎ In this unit students learn to talk about recent past events. ‎ New languages: ‎ ‎1. Master the new vocabulary words. ‎ ‎2. Master the past forms of the regular and irregular verbs. ‎ ‎3. New target language: ‎ Where did you go on vacation? ‎ We went to New York City. ‎ Did you go to Central Park? Yes, I did. ‎ How was the weather? It was humid. ‎ ‎4. Be able to talk about the recent past events. ‎ Difficult points: ‎ ‎1. Master the past forms of the regular and irregular verbs. ‎ ‎2. Use the new language to talk about recent past events. ‎ Teaching aids: ‎ Recorder some pictures of activities and places ‎ Teaching periods: ‎ Period 1: Section A ‎1a—Grammar focus ‎ Period 2: Section A ‎3a—4 ‎ Period 3: Section B ‎1a—‎2c ‎ Period 4: Section B ‎3a—Self-check ‎ 93‎ Period 1‎ Teaching aims: ‎ ‎1. Learn the new vocabulary words: ‎ ‎2. Target language: ‎ Where did you go on vacation? We went to summer camp. ‎ Where did he go on vacation? He stayed at home. ‎ Where did they go on vacation? They visited the museum. ‎ Did you/he/she/they go to Central Park? ‎ Yes, I/he/she/they did. No, I/he/she/they didn’t. ‎ ‎3. Master the past forms of the regular and irregular verbs. ‎ ‎4. Learn to talk about recent past events. ‎ Teaching procedures: ‎ Step 1. Warm-up Talk about the past activities: ‎ A: How was your weekend? B: It was great. ‎ A: What did you do last weekend? B: I… ‎ A: How was his/her weekend? B: It was awful. ‎ A: What did he/she do last weekend? B: He/she… ‎ Ask and answer more activities. ‎ Step 2. Learn the new vocabulary words ‎ ‎1. Teacher asks one student to read the new words. And see if he or she can read the new words correctly. ‎ ‎2. Practice reading the new words: repeat after the teacher; read together/in parts/one by one. Then read and remember the words. ‎ ‎3. Explain some words: go to a summer camp; a Central Park; have a math exam ‎ Step 3. Presentation ‎ ‎1. Show a picture of New York City. Ask “Where did you go on vacation last summer?” Present students to say: “I went to New York City.” Then ask more students to answer the question. Their answers may be varied. (summer camp; went to the beach; visited museums.) ‎ ‎2. Ask some students to ask and answer the questions in pairs. ‎ A: Where did you go on vacation? ‎ B: I went to the beach. ‎ Practice asking and answering the conversation. ‎ Step 4. ‎1a Look and match ‎ ‎1. The teacher reads the instructions to the students. ‎ ‎2. Students read the activities in the box first. Teacher can get one student to explain them in Chinese. Then get students to complete by themselves. ‎ ‎3. Check up the answers. ‎ Step 5. 1b Listening practice ‎ ‎1.The teacher reads the instructions to the students. ‎ ‎2. Get the students to read the names in the box after teacher. ‎ ‎3. Tell students to look at the pictures and say what the person did in each picture. ‎ For example: She went to the mountains. ‎ 93‎ ‎4. Tell students they will hear three conversations. People talk about what they did on vacations. Then play the recording. Students listen the first time. Students only listen. ‎ ‎5. Play the recording again and try to fill in the blanks with the numbers. ‎ ‎6. Check up the answers.‎ Play the recording, let the students repeat after the recording. Then practice reading the conversation. ‎ Step 6. 1cPair work ‎ ‎1. The teacher explains the instructions to the students. ‎ ‎2. The students practice reading the conversation below inactivity‎1c. ‎ ‎3. Make their own conversations with the activities in activity ‎1a. Ask “Where did Brad/Sally/Tom go on vacation? ”Then work it in class. ‎ Step 7. ‎2a Listening practice ‎ ‎1. Get students to read the names and the activities in the box. Tell students: they will hear three conversations about three people’s vacations. Match the people with the activities. ‎ ‎2. Play the recording the first time, students only listen. ‎ ‎3. Replay the recording and try to match. ‎ ‎4. Check up the answers. ‎ Step 8. 2b Listening practice ‎ ‎1. Students look at the chart and read the names and the activities. ‎ Say, listen to the conversations and check “Yes, I did.” Or “No, I didn’t.” ‎ ‎2. Play the recording the first time. Students only listen. ‎ ‎3. Play the recording again. Students try to fill the blanks. ‎ ‎4. Check up the answers. ‎ ‎5. Get the students to repeat after the recording. ‎ Step 9. 2cGroup work ‎ ‎1. The teacher explains the instructions to the students. Students read the example in the speech bubbles. ‎ ‎2. Work in groups to role play the conversation. You can talk about the activities from the chart in 2b or other activities. The teacher move around and give help if students need. ‎ ‎3.Ask one or two groups to work in class. ‎ Step 10.Grammar focus ‎ The students read the sentences. And find if there are some questions. If have, explain them. ‎ Step 11. Summary ‎ ‎1. The new vocabulary words. ‎ ‎2. The new target language. ‎ Step 12.Homework ‎ ‎1. Revise the vocabulary words. ‎ ‎2. Make a conversation about your last vacation.‎ 93‎ Period 2‎ Teaching aims: ‎ ‎1. Learn the useful expressions. ‎ ‎2. Be able to use “was” and “were”. ‎ ‎3. Learn to talk about the past events. ‎ Teaching procedures: ‎ Step 1. Warm-up ‎ ‎1. Check up the homework. ‎ ‎2. Get some pairs to work their conversations about last vacation. Then talk about your last vacation. ‎ Step 2. Learn the new vocabulary words ‎ ‎1. Teacher asks one student to read the new words. And see if he or she can read the new words correctly. ‎ ‎2. Practice reading the new words: repeat after the teacher; read together/in parts/one by one. Then read and remember the words. ‎ ‎3. Explain some words: be rainy; “Fantastic” is the opposite to “awful”. be unfriendly to; ‎ ‎“Was” is the past form of “is, am”. ‎ ‎“Were” is the past form of “are”. ‎ Step 3. ‎3a Reading and writing practice ‎ ‎1. The teacher reads the instructions to the students. And explain: “Was, were” are the past forms of “am, is, are”. ‎ ‎2. Get the students to read the conversation and try to fill in the blanks with “was” and “were”‎ ‎3. Check up the answers. ‎ ‎4. Practice reading the conversation in pairs. ‎ Step 4. 3b Pair work ‎ ‎1. The teacher gets students to look at the bus trip picture. And practice a dialogue with a student. For example: T: How was the bus trip? S: It was relaxing. ‎ ‎2. Get the students to make a conversation in pairs. Give some help if they need. ‎ ‎3. Get some pairs to work in class. ‎ Step 5. Part 4 Vacation album ‎ ‎1. Teacher explains the instructions to the students. They are going to make a vacation photo album and talk about it with their classmates. Teacher may provide students with magazines which they can cut up for their photo albums, or ask them to draw the photos or make it at home for homework. ‎ ‎2. Have students interview their classmates about their vacation photo albums. Use the simple past tense. ‎ ‎3. Have some students work to the class. ‎ Step 6.Summary ‎ ‎1. Using of “was” and “were”. ‎ ‎2. How to talk about the past events. ‎ Step 7.Homework ‎ Write a passage to describe your last vacation using the new words and phrases learned in this lesson. ‎ 93‎ Period 3‎ Teaching aims: ‎ ‎1. Learn the new vocabulary words and useful expressions. ‎ ‎2. Learn to talk about the past events. ‎ Teaching procedures: ‎ Step 1. Warm-up ‎ ‎1. Check up the homework. ‎ ‎2. Get some students to read their passages. ‎ Step 2. Learn the new vocabulary words ‎ ‎1. Teacher asks one student to read the new words. And see if he or she can read the new words correctly. ‎ ‎2. Practice reading the new words: repeat after the teacher; read together/in parts/one by one. Then read and remember the words. ‎ ‎3. Explain the new words: “Expensive” and “cheap” are opposite. ‎ Step 3. ‎1a 1b Match and write ‎ ‎1. Have students read the words and make their meanings clear. ‎ ‎2. Get the students to look at the pictures and try to match. ‎ ‎3. Check up the answers. ‎ ‎4. 1b. Teacher explains the instructions to the students. Be sure the students can know what to do. Look through the words in ‎1a. ‎ ‎5. Let the students write the words in the chart. ‎ ‎6. Check up the answers. ‎ Step 4. ‎2a 2b Listening and writing practice ‎ ‎2a ‎1. The teacher reads the instructions to the students. Say: Vera is talking about her vacation. Listen and answer the following two questions. ‎ ‎2. Get students to read two questions first. ‎ ‎3. Play the recording the first time. Students only listen. ‎ ‎4. Play the recording again and try to answer them with the short answers. ‎ ‎5. Check up the answers. ‎ ‎2b ‎6. Students read the chart in 2b first. Say, Listen to the recording again. This time write what Vera thinks about these things in the blanks in the chart. ‎ ‎7. Look at the sample answer. —What does Vera think of her vacation? —It was great. ‎ ‎8. Play the recording and try to fill in the chart. ‎ ‎9. Play the recording again and check up the answers. ‎ ‎10. Play the recording and repeat after the recording. ‎ Step 5. 2cPair work ‎ ‎1. The teacher reads the instructions to the students. Look at the information in activities ‎2a and 2b. Make a conversation to talk about Vera’s vacation. Work in pairs, Vera & Vera’s friend. ‎ ‎2. Have the students work it. Teacher moves around the room and gives some help if they need. ‎ ‎3. Ask some pairs of students to role play the conversations in class. ‎ 93‎ Step 6.Summary ‎ Summarize the new words and the useful expressions. ‎ Step 7.Homework ‎ ‎1. Remember the words and expressions. ‎ ‎2. Write down a passage about Vera’s vacation on the exercise book. ‎ 93‎ Period 4‎ Teaching aims: ‎ ‎1. Learn the new vocabulary words and useful expressions. ‎ ‎2. Learn to talk about the past events. ‎ ‎3.Train the reading and writing abilities. ‎ Teaching procedures: ‎ Step 1. Warm-up ‎ ‎1. Check up the homework. ‎ ‎2. Have some students to read passages about Vera’s vacation. ‎ Step 2. Learn the new vocabulary words ‎1. Get all the students to look at the vocabulary words. Try to read the new words by themselves. Then the teacher gets one student to read the new words. ‎ ‎2. Practice reading the new words. ‎ ‎(A) Read the words after the teacher. ‎ ‎(B) Read them together/in parts/one by one. ‎ ‎3. Read the new words and remember them. ‎ ‎4. Explain: at the corner of; in the corner; make sb do sth; walk back to; decide to do ‎ Step 3. ‎3a Reading practice ‎ ‎1. The teacher reads the instructions to the students. Circle the good things and underline the bad things. ‎ ‎2. Ask the students to read Bob’s travel diary. Try to circle and underline the things individually. ‎ ‎3. The teacher reads the diary to students and checks up the answers. ‎ ‎4. Students read the diary again and find their questions. Explain to them if they have. Some important sentences: ‎ We had great fun playing in the water.‎ It was kind of boring. ‎ I found a small boy crying in the corner. ‎ That made me feel happy. ‎ We decided to play tennis. ‎ Step 4. 3b Writing practice ‎ ‎1. The teacher explains the instructions to the students. Imagine you are an American student on vacation in Beijing. Write a travel diary like the one in ‎3a. ‎ ‎2. Look at four pictures and read the beginning of the diary. Get students to write their own diaries. Get some help from activity ‎3a. Teacher moves around and gives some help if they need. ‎ ‎3. Get a few students to read their diaries to the class. ‎ Step 5.Group work Part 4 ‎ ‎1. The teacher explains the instructions to the students. Talk about an imaginary vacation. Imagine you are a foreigner who came to China on vacation. Think about where you visited. ‎ 93‎ ‎2. Ask students to work in groups of four. One student in each group begins by telling where he or she went. The other students ask questions. ‎ ‎3. Change roles, so each student has a chance to tell the others about his and her vacation. ‎ ‎4. Have some groups of students present their conversations in class.‎ Step 6. Review the words Self-check 1&2 ‎ ‎1. Students read the words in the box and check all the words they know. They can circle the words they don’t know. Then ask them. ‎ ‎2. Make their Chinese meanings clear. Then ask and answer the Chinese meanings in pairs or in groups. ‎ ‎3. Ask each student to write five new words on their notebooks. Then share them with the others in groups. ‎ Step 7.Self-check 3 Make a survey and complete the form ‎ ‎1. Students look at the form and the instructions. Think about how to ask the questions. ‎ ‎2. Ask students to fill in the blanks with the information about their last vacation. ‎ ‎3. Have students get into groups of four. Tell them to ask questions about their last vacation. ‎ ‎4. After finish asking the questions, ask students to discuss the best place for vacation. ‎ ‎5. Ask some students to tell the class which place is the best place for vacation. ‎ Step 8.Summary ‎ Summarize the new words and the useful expressions. ‎ Step 9.Homework ‎ ‎1. Remember the words and expressions. ‎ ‎2.Write a report on students’ vacations.‎ 93‎ Period 5‎ I.‎‎ 根据汉语提示完成下列单词。‎ ‎1. They are my ___________ (同学).‎ ‎2. A boy is ________ (哭泣) in the classroom.‎ ‎3. Did you _________ (决定) to help her?‎ ‎4. They _________ (讨论) the test last night.‎ ‎5. There is a girl in the __________(角落).‎ VI. 根据题后要求完成句子。‎ ‎1. We play basketball every day. (用last Sunday来改写句子)‎ ‎____________________________________.‎ ‎2. I went to school yesterday.(一般疑问句)‎ ‎_______ you ________ to school yesterday?‎ ‎3. I got up at six yesterday.(划线提问)‎ ‎________ ________ you get up yesterday?‎ ‎4. He likes the new teacher. (否定句)‎ He ________ _______ the new teacher.‎ ‎5. The store was crowded. (划线提问)‎ ‎ ________ ________ the store?‎ ‎6. My pen was lost. （同义句）‎ I _______ _______ my pen.‎ ‎7. I didn’t have any money for a taxi. （同义句）‎ ‎ I ______ ______ money for a taxi.‎ ‎8. It was a little boring. （同义句）‎ ‎ It was _______ _______ boring.‎ ‎9. The children had a good time. （同义句）‎ ‎ The children ______ ________.‎ ‎10. What cool weather it was! （同义句）‎ ‎ ______ ______ the weather was!‎ VII. 短文填空。‎ ‎ It was sunny and hot in the morning. We went to a 1 beach. We had great fun 2 ‎ the water. In the afternoon, it rained. 3 we went to a museum. It was boring and crowded. So I 4 back. At night, the 5 was cool, the rain 6 . So we decided to play chess. We played 7 6:30 p.m. to 9:50 p.m. It was 8 fun. And we ate fried chicken 9 French fries. It was 10 .‎ ‎1________ 2________ 3________ 4________ 5________ ‎ ‎6________ 7________ 8_________ 9________ 10________‎ 教学反思： ‎ 注意在课堂上经常复现旧知识，让学生反复操练，由易而顺利地完成一个个学习目标。具体方法是：学习—复习—再复习。复习时做到系统性、针对性、综合性。用以前学过的词语操练新句型或已学过的句式学习新单词。国际音标是初中学生教学的基础知识，学生感到拼读困难，针对这一个问题，我将英语的音标知识动画片每一堂课前都放上几分钟，既有趣又反复的复习了音标，效果很好。‎ 93‎ Unit 11 What do you think of game shows?‎ Language goals: ‎ In this unit students learn to give opinions to different kinds of topics and talk about likes and dislikes. ‎ New languages: ‎ I love it. ‎ I don’t like it. ‎ I don’t mind it. ‎ ‎ I can’t stand it. ‎ ‎ What do you think of the wallet? ‎ ‎ He/She loves it. ‎ He/She doesn’t like it. ‎ ‎ He/She doesn’t it. ‎ ‎ He/She can’t stand it. ‎ ‎ What does he/she think of the belt? ‎ Difficult points: ‎ ‎1. Listen for people’s opinions. ‎ Listen for likes and dislikes. ‎ Read a letter. ‎ Write people’s opinions. ‎ ‎2. Present Simple Tense. ‎ What questions and answers. ‎ Teaching aids: ‎ ‎ a tape recorder some pictures ‎ Teaching periods: ‎ Period 1: Section A‎1a, 1b, ‎1c ‎ Period 2: SectionA‎2a, 2b,‎2c ‎ Period 3: SectionA‎3a, 3b, 4 ‎ Period 4: Section B ‎1a, 1b, ‎2a, 2b, ‎2c ‎ Period 5: Section B ‎3a, 3b, 4，Self-check 93‎ Period 1‎ Teaching aims: ‎ ‎1. Teach vocabulary words. ‎ ‎2. Target Languages: ‎ What do you think of soap operas? ‎ I can’t stand them. ‎ I love them. ‎ ‎3. Enable the students to give opinions and talk about likes and dislikes.‎ ‎4. Help the students learn how to listen to and talk about giving opinions and expressing likes and dislikes. ‎ Teaching procedures: ‎ Step 1. Warming up and lead-in ‎ Prepare some things and make sentences. ‎ T: Hello, boys and girls. Nice to see you here again. Today we’re going to learn Unit 11. We are going to give opinions. This is a watch. What do you think of it? ‎ Ask some students to repeat the two sentences several times. ‎ Step 2.Match work (la) ‎ ‎1.Ask the students to read the words and the pictures, and then match the TV shows with the pictures a-e. ‎ ‎2.Encourage or help the students to say sth. about the pictures and do the match work. Go on with the others in the same way. Then check the answers with the students. ‎ Step 3. Listening (1b) ‎ ‎1.Ask the students to read the verbs in Activity 1b and write the number from ‎1a. Play the recording. Let students just listen. Then point out the blank lines where students will write numbers from ‎1a. ‎ ‎2.Play the recording for a second time. Ask the students to listen to and read after the recording. ‎ Step 4. Pair work (‎1c) ‎ ‎1.Ask the students to practice: What do you think of…? ‎ ‎2.Show the following: ‎ What do you think of sitcoms? ‎ I love them. ‎ I can’t stand them. ‎ I don’t mind them. ‎ I don’t like them. ‎ Step 5. Homework: ‎ ‎1. Ask the students to make conversations according to the model below. ‎ ‎2. Ask the students to learn the new words and expressions in this unit. ‎ 93‎ Period 2‎ Teaching aims: ‎ ‎1. Learn the vocabulary words and useful expressions. ‎ ‎2. Target languages: ‎ Do you like Er Bao? ‎ How about you?‎ ‎3. Enable the students to give opinions and talk about likes and dislikes. ‎ ‎4. Help the students learn how to listen to and talk about giving opinions and expressing likes and dislike. ‎ Teaching procedures: ‎ Step 1.Revision ‎ ‎1.Check the homework. Ask some students to work in pairs and make conversations. ‎ ‎2.Then ask some students to question anything, for example, a coat and the others, give their opinions. Ask a student to point at her shoes. Ask a second student to write her opinion on the blackboard. Do more practice in oral. ‎ Step 2.Listening (‎2a, 2b) ‎ ‎1.Ask the students to read the phrases in Activity ‎2a.Then ask them to listen to the conversation and write the answers on the line. ‎ ‎2.Check the answers in the following way. ‎ Ask the students to listen a second time. Then check the answers and let students read the conversation and pay attention to these verbs that can give opinions. ‎ Step 3.Pair work (‎2c) ‎ ‎1.Read the instructions to the class. ‎ ‎2.Ask the students to read the two sentences in ‎2c.Ask the students to read the conversation in Activity 2b and practice it. ‎ ‎3.Ask the students to practice the conversation using the TV show they know. Say, According to this conversation and using the TV shows you know make up a conversation. I’ll give you five minutes. ‎ ‎4.Ask some pairs to practice. ‎ Step 4.Grammar focus ‎ Ask the students to read the sentences in the grammar box and sum up the sentence structure. ‎ T: Now read aloud the sentences in the grammar box. Then write down the sentence structure in your exercise books. ‎ Ask the student s to pay attention to the bold type words in the above form and learn the following. ‎ Step 5.Homework: ‎ Ask the students to do some exercises. ‎ 93‎ Period 3‎ Teaching aims: ‎ ‎1. Teach vocabulary words.‎ ‎2. Target Languages: ‎ Welcome to 9 O’clock weekend Talk. ‎ Do you like to watch TV? Yes, I o. ‎ How about Chinese cooking? ‎ I do, too! ‎ Thanks for joining us. ‎ ‎3. Enable the students to give opinions and talk about likes and dislikes. ‎ ‎4. Help the student learn how to give opinions and talk about likes and dislikes. ‎ Teaching procedures: ‎ Step 1. Warming up ‎ ‎1.Check the homework by asking some students to read the sentences. ‎ ‎2.Ask the students to read the following passage and underline the sentences using the structure “What do you think of…?” ‎ Step 2.Speaking and writing (‎3a, 3b) ‎ Ask the students to read the two sentences in Activity ‎3a.Then ask the students to learn ‎3a. ‎ T: I would like two students to finish ‎3a.One looks at this page and the other looks these CCTV shows? ‎ Ask the students to look through 3b and finish 3b according to ‎3a. ‎ Check the answers. ‎ Step 3.Survey (4) ‎ ‎1.Ask the students to read the sentences in 4. ‎ ‎2.Then ask the students to write the names of more TV shows. ‎ T:Do you know more TV shows? Fill your opinions and find who agrees with you. ‎ ‎3.Give the students a few minutes to prepare. ‎ ‎4.Encourage the students to speak out their opinions. ‎ Step 4.Homework: ‎ Ask the student to finish the exercises after class. ‎ 93‎ Period 4‎ Teaching aims: ‎ ‎1. Teach vocabulary words. ‎ ‎2. Target languages: ‎ I have a watch, a scarf and sunglasses. ‎ What does your father think of the watch? ‎ He doesn’t mind it. ‎ ‎3. Enable the student to talk about what people think of these decorating things.‎ ‎4. Help the students learn how to talk about what people think of these decorating things. ‎ Teaching procedures: ‎ Step 1. Warming up ‎ ‎1.Check the homework by asking some students to read the completed passage. ‎ ‎2.Then show some TV shows and ask the students to give their opinions using the structure “What do you think of…?” ‎ Step 2.Learn the things that can be decorated (‎1a) ‎ ‎1.Show the new sunglasses, scarf, wallet, belt, watch and key ring. ‎ T:I have some fashionable things .I bought them yesterday. What do you think of my scarf...? ‎ Help them to answer: I don’t like it /me love it/I don’t mind it/I can’t stand it. ‎ ‎2.Point to some things and ask a student:” what do you think of my new wallet? Then ask another student to point at the first one “What does he think of the wallet? ‎ ‎3.Ask the students to read the pictures. Ask the students to do the match work. ‎ ‎4.Check the answers. ‎ Step 3.Speaking 1b ‎ Point to the fashionable things and say: How many of these things do you have? ‎ Ask students to answer. ‎ Step 4.Listening (‎2a and 2b) ‎ ‎1.Ask the students to listen to the conversation. ‎ T: Now let’s listen to the tape. We are going to hear a conversation. And you have to write down the words you hear. ‎ ‎2.Play the recorder. Then ask the students to write down the words to fill in the card. ‎ ‎3.Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well. ‎ ‎4.Then ask students to say the conversation without the help of the recording. ‎ Step 5.Group work (‎2c) ‎ ‎1.Point out the example in ‎2c.Ask two students to read it. ‎ ‎2.Then encourage the students to ask and answer questions about their parents think of the things in ‎1a. ‎ T: I think you may like your new scarf. But I want to know what your parents think of it, please make up a conversation using the things in ‎1a. ‎ Step 6. Homework: ‎ ‎1. Ask students to remember the new words. ‎ ‎2. Practice the structure :what does he/she think of your new key ring…？ ‎ 93‎ Period 5‎ Teaching aims: ‎ ‎1. Teach vocabulary words. ‎ ‎2. Target languages: ‎ Here are their likes and dislikes. ‎ Can you please put my letter in next month’s magazines? ‎ ‎3. Enable the students to read and write about their opinions and their likes and dislikes. ‎ ‎4. Help the students learn how to read and write about their opinions and their likes and dislikes. ‎ Teaching procedures: ‎ Step 1.Revision ‎ Ask the students to pay attention to the pictures on page 68. ‎ T: Look at the pictures in Activity ‎1a. You have to work in pairs. One of you asks the questions and the other answers. ‎ Ask the other students to practice about the other pictures. ‎ Step 2. Reading (‎3a) ‎ ‎1.Ask the students to look through the chart on page 82. ‎ ‎2.Ask the students to read the letter. Answer any questions that students may have about the letter. ‎ ‎3.Then ask the students to pay attention to the letter again. Fill in the blanks on page 82. ‎ ‎4.Check the answers. ‎ ‎5.And then ask the students to listen to the recording and read after the tape. ‎ Step 3.Reading and writing (3b) ‎ ‎1.Review the words in Activity ‎1a on page 68. ‎ ‎2.Ask the students to read the letter. ‎ ‎3.Ask the students to read the letter again and fill in the blanks. ‎ ‎4.Check the answers together. ‎ Step 4.Survey (4) ‎ ‎1.Ask the students to read the conversation in 4. ‎ ‎2.Ask the students to put at least five things. ‎ ‎3.Ask the students to ask and answer questions. ‎ T:: Now there are some things. And you can ask what your classmates think of each thing .I will give you three minutes. ‎ ‎4.Then check the result. ‎ Step 5. Key word check (1) ‎ ‎1.Ask the students to read all the words in this part. ‎ T: Now read and check the words you know in 1 on page 70. Then make a sentence with one of them. ‎ ‎2.Ask the students to check all the words they know. Ask the students to find out the meaning of any words they doesn’t know. ‎ 93‎ T: If there are any words you don’t know, you can look them up in your ‎ dictionary and ask me or ask for help from your classmates. ‎ Step 6.Vocabulary-Builder (2) ‎ ‎1.Ask students to write five new words in their Vocabulary-Builder on page 113. ‎ T: Open your books and turn to Page 113. Please write five new words in you Vocabulary-Builder. You can ask for help from you Chinese—English dictionary. ‎ ‎2.After they are finished, ask two students to write their words down on the ‎ blackboard. ‎ ‎3.And ask them to read the words and the whole class repeat. ‎ Step 7. Reading and writing (3) ‎ ‎1.Ask the students to read the article. ‎ T: There is an article. First read it and then give your opinion. ‎ ‎2.Ask the students to read a second time. ‎ ‎3.Ask the students to give their own opinions to the class. ‎ Step 8.Homework: ‎ ‎1.Ask the students to write a composition about one of the things. ‎ ‎2. Ask the students to summarize what they have learned in this unit. ‎ ‎3. Ask the students to prepare for the next unit.‎ 教学反思：‎ 教学时要处处考虑如何发挥学生的主体作用，要以学生的参与程度和教学评价的得失作为课堂教学成功与否的尺度，所以，在学生经过一段学习活动后，让学生自己进行归纳分析，然后教师以鼓励表扬为主，满腔热情帮助学生，及时处理反馈信息，当堂巩固，如果时间许可的话，还可引导学生对一些易出错的地方，如人称变化，谓语动词的形式变化、某些习惯。 ‎ 93‎ Unit 12 Don’t eat in class!‎ Language goals: ‎ ‎1.In this unit students learn to talk about rules. ‎ ‎2.New languages: ‎ ‎① Don’t eat in class! ‎ ‎② Can you wear hats in school?‎ ‎③ Do you have to wear a uniform at school? ‎ ‎④ What do you have to do …? ‎ ‎⑤ No talking!‎ Difficult points: ‎ ‎⒈Learn to talk about rules What are the rules in your school / class?‎ ‎① Don’t eat in class.‎ ‎② Listen carefully in class.‎ ‎③ We have to wear uniforms in school.‎ ‎④ We can’t run in the hallways.‎ ‎⒉语法项目：祈使句、情态动词can和 have to的用法。‎ Teaching aids: ‎ a tape recorder some pictures ‎ Teaching periods: ‎ Period 1: Section A ‎1a, 1b, ‎1c, ‎2a, 2b Period 2: Section A ‎2c, ‎3a, 3b, 4‎ Period 3: Section B 1, ‎2a, 2b, ‎2c, ‎3a, 3b, 4‎ Period 4: Self check ‎ 93‎ Period 1‎ Step 1 Free talk Have a free talk with the students. Talk about “Can we eat in class?” The talk may be like this:‎ A: Can we eat in class?‎ B: No, we can’t. We can’t eat in class A: Can we run in the hallways? (in the hallways.)‎ B: No, we can’t. We can’t run ‎ A: So, don’t run in the hallways.‎ A: Can we listen to music in the classrooms or the hallways?‎ B: No, we can’t. We can’t listen to music in the classrooms or the hallways.‎ A: So, don’t listen to music in the classrooms or the hallways.‎ Step 2 Presentation Show Ss a picture of a woman teacher and some pictures of Ss who are breaking school rules. Are they good students? What rules are these students breaking?‎ Step 3 Match Finish ‎1a.‎ Step 4 Listening ‎ Finish 1b.‎ First let Ss guess what rule Peter/ Selina/Nick is breaking ?‎ ‎1. Don’t arrive late for class.‎ ‎2. Don’t run in the hallways.‎ ‎3. Don’t eat in the classroom.‎ ‎4. Don’t listen to music in the classrooms or the hallways.‎ ‎5. Don’t fight.‎ What rules are Peter, Nick and Selina breaking?‎ Step 5 Presentation Take out an apple. Have a talk with the students like this:‎ ‎ T: Can I eat an apple in class now?‎ ‎ Ss: No, you can’t.‎ ‎ T: Can you eat apples in class now?‎ ‎ Ss: No, we can’t.‎ Repeat it with a cigarette.‎ Step 6 Practice Show Ss some pictures, then let Ss talk about them with “Can you/ we …?”‎ S1: Can we arrive late for class?‎ S2: No, we can’t. We can’t arrive late for class.‎ Let the students practice in pairs. Try to act it out in front of the class.‎ 93‎ Step 7 Listening Finish ‎2a and 2b. Check the activities Alex and Cindy talk about.Listen again. Can Alex and Cindy do these activities? Circle “can” or “can’t”.‎ Step 8 Competition ‎1．Have a competition between boys and girls, let them say as many school rules as they can. Have a talk like this:‎ T: There are many school rules in our school. What rules are they? Can you name any of them?‎ S1:Don’t eat in class.‎ S2: We can’t fight. …‎ ‎2．Practiced in pairs like this:‎ A: Can you fight?‎ B: No, We can’t. We can’t fight.‎ A: So, don’t fight.‎ ‎3．Teach these important expressions:‎ school rules (keep the rules遵守规则, break the rules违反规则)‎ be late for class = arrive late for class ‎ ‎4．Work in pairs, practice the dialogue like:‎ A: Can we arrive/be late for class?‎ B: No, we can’t. We can’t arrive /be late for class.‎ A: So, don’t arrive /be late for class.‎ T: What are the school rules?‎ S1: We can’t arrive late for class.‎ S2: We can’t run in the hallways. …‎ ‎1. Don’t arrive/be late for class.‎ ‎2. Don’t run in the hallways.‎ ‎3. Don’t eat in the classroom.‎ ‎4. Don’t listen to music in the classrooms or the hallways.‎ ‎5. Don’t fight.‎ Step 9. Homework: Finish off the exercise.‎ 93‎ Period 2‎ Step 1 Warm-up Watch a segment of 《逃学威龙》 and see what rules they are breaking ?‎ Step 2 Presentation ‎1．Show a picture of a girl who wants to have a gym class.‎ T: Can we have a gym class like the girl?‎ Ss: …‎ T: Do we have to wear sports shoes in gym classes?‎ Ss: Yes, we do. We have to wear sports shoes in gym classes.‎ ‎2．Pair work. Practice in pairs like this:‎ ‎“Do we / you have to …?”‎ What else do you have to do at school?‎ We have to wear sports shoes for gym class..‎ What else does he have to do at school?‎ He has to wear uniform.‎ Step 3 Practice ‎1. First finish ‎‎3a ‎2. Show Ss some school rules, then let them practice “Do we / you have to …?”‎ School rules:‎ ‎1. Keep tidy and clean.‎ ‎2. Get to school before 7:20.‎ ‎3. Be polite.‎ ‎4. Respect each other.‎ Pair work. Practice in pairs like this:‎ A：What are the school rules, Alex?‎ B：Well, we can’t eat in the classrooms.‎ A：We can’t eat in the classrooms, too. But we can eat in the dinning room.‎ B：We can’t go into the music room without our teacher.‎ A：We can’t, too. And we can’t go into the classroom without teacher.‎ B：Uh-huh, We can. But we can’t listen to music in class.‎ A：Oh, we can’t wear a hat in class.‎ B：Well, we can’t play football at noon.‎ A: What else do you have to do?‎ B: We have to clean the classroom.‎ Step 4 Survey ‎1. Tick the things they have to do at school first, then make a report.‎ Finish homework on time ( ) Help each other ( )‎ Clean the classroom ( ) Wear a uniform every day ( )‎ Obey all school rules ( ) Study hard ( )‎ Be polite ( ) ……‎ ‎2. Make a report: At school, my friends have to …‎ 93‎ Period 3‎ Step 1 Free talk Talk with Ss about the house rules on weekdays and weekends.‎ T: Can you watch TV on school nights?‎ S1: No, we can’t.‎ T: Do you have to clean your own clothes?‎ S2: Yes, I do.‎ S3: …‎ Step 2 Group work ‎ ‎1．Work in groups, fill in the table.‎ Do you have to get up at 6:00?‎ Can you watch TV on weekdays? ‎ Do you have to wash your clothes?‎ Can you go out on school nights?‎ Do you have to clean your bedroom? ‎ Do you have to be home at 5:00? ‎ Can you play computer games?‎ ‎ ‎ ‎2．Check the answers together. ‎ ‎3．Report: In my group, Jim has to get up at 6:00. …‎ Step 3 Listen and read ‎1．Listen and number [1-4] rules in the order you hear them.Listen again. What rules do Dave and Emily have? Put checks under “Emily” or “Dave”.‎ ‎___ ____ Don’t watch TV after school ‎ ‎___ ___ Don’t go out on school nights ‎___ ____ Do your homework after school.‎ ‎___ ____ Practice your guitar every day.‎ ‎2．Making some rules Zhao Pei’s Rules get up at 6 o’clock can’t meet her friends after school ‎ has to do her home work after school can’t watch TV on school nights has to be in bed by ten o’clock has to clean her room and wash her clothes on weekends has to help her mom make dinner has to learn the piano has to help her mom make dinner Step 4 Read and write ‎1．Finish ‎3a: Write down Zhao Pei’s house rules. Talk about your rules.‎ Amy: Hello, Ian.‎ Ian: Hi, Amy. What are your rules?‎ 93‎ Amy: Well, I can’t watch TV in the evening. And I can’t go out on school nights. Then I have to do my homework every night. What about you?‎ Ian: I can’t play football at noon. I have to have a good rest at noon. And I can’t watch TV in the evening and I have to do my homework every night. Then I have to practice guitar every day. ‎ ‎2．Make a report about their friends.‎ Step 5 Presentation Show Ss a picture of the school library. Let them talk about it.‎ S1: Can we …?‎ S2: Yes, we can. / No, we can’t.‎ The rules for the library:‎ ‎• No food!‎ ‎• No wet umbrellas!‎ ‎• No listening to music!‎ ‎• No talking! or Don’t talk loudly.‎ ‎• No school bags!‎ Step 6 Writing Finish 3b. ‎ ‎1．Ask them to work in groups of four and make rules for the library. Choose the best group.‎ ‎2．Make the rules for the public places ‎ ‎3．Discuss about the rules for the public places and make the rules.‎ Step 7 Exercise ‎1. Let Ss work in pairs, talk about their house rules on weekdays and weekends.‎ ‎2. Get Ss to make a report about their friends.‎ 93‎ Period 4‎ Step 1 : Warm-up Give Ss a chant. Chant with the students together.‎ Can you eat in class? Can you eat in class?‎ No, we can’t. No, we can’t.‎ Can you fight at school? Can you fight at school?‎ No, we can’t. No, we can’t.‎ Step 2 Competition Have a competition between boys and girls, let them ask and answer questions about different rules.‎ Boy 1 : Do we have to wear uniforms at school ?‎ Girl 1 : Yes, we do. Can we run in the classroom?‎ Boy 2 : No, we can’t. …‎ Step 3 : Make a report After competition, get them to choose one of the rules and make a report about it in groups of four.‎ Step 4 Discussion Discuss the following questions in groups:‎ ‎1. Who made so many rules for you?‎ ‎2. Why did they make them?‎ ‎3. What do you think of them?‎ ‎4. Can you make better rules that everybody likes?‎ Discuss the questions with the students, and then check the answers together.‎ Step 5 Group work ‎1．Work in groups of four and give some suggestions to parents or teachers, for example, “No smoking, dad.”‎ Dear parents,‎ It isn’t fair. We have too many rules at home. We want freedom. Freedom! Freedom! Now, here are the rules for you:‎ ‎1. No smoking in the living room.‎ ‎2. ______________________________________________________________‎ ‎3. ______________________________________________________________‎ ‎4. ______________________________________________________________‎ ‎5. ______________________________________________________________‎ ‎ Kids ‎2. Write a letter to them in a good way to make them accept the suggestions.‎ 93‎ Dear parents,‎ We know you love us, though we sometimes have different opinions. You just want us to be good. But now we grow up and hope to do things in our way. We should respect each other. Would you like to have a look at the suggestions?‎ ‎1. Please don’t smoke in the house.‎ ‎2. ______________________________________________________________‎ ‎3. ______________________________________________________________‎ ‎4. ______________________________________________________________‎ ‎5. ______________________________________________________________‎ ‎ Love,‎ ‎ Kids Step 6 Homework ‎1.Help Zhao‎ ‎Pei give some suggestions to her parents. ‎ ‎2. Write 3-5 rules for the library/computer room/your family.‎ 93‎ Period 5‎ 一、根据句意和首字母提示，完成单词。 ‎ ‎1 Don’t break r_______ in the school library.‎ ‎2 Nick is very friendly to everyone. He never f_______.‎ ‎3 it’s time for lunch. Let’s go to the d_______ hall. 4 We have our PE class in the g_______.‎ ‎5 Don’t run in the h_______. It’s a little dangerous.‎ ‎6 There are ________ _______ __________(太多规则) in Zhao Pei’s house.‎ ‎7 Don’t go out _______ ________ _________(有课的晚上).‎ ‎8 I have to __________(打扫) my room and __________(洗) my dirty clothes.‎ ‎9 Emily has to help her parents __________ ________________(做家务活).‎ ‎10 Let’s go to the _________ ___________(少年宫) to practice the guitar.‎ 二、句子翻译。 ‎ ‎1 记住每天练习你的小提琴。_______________________________‎ ‎2 我认为少年宫是一个玩的好地方。________________________________________________‎ ‎3 在学校里，我们必须在十点以前睡觉。____________________________________‎ ‎4 张斌每天要做好多事。他从不玩。________________________________________________‎ ‎5 这个周末我不能见我的朋友，因为我得为我的数学考试而学习。‎ ‎________________________________________________________________________‎ ‎6 你学校的规章制度是什么？ What are the ______ ______your school?‎ ‎7 现在不要练习你的书法。 Please ________ ________your handwriting now.‎ ‎8 在上学的晚上，戴维从不出去。Dave ________ ________ _______ _______school nights.‎ ‎9 你弟弟在哪儿？他还在睡觉。 -Where’s your brother? – He is still _______ ________.‎ ‎10 你叔叔还去过上海什么别的地方？ ______ ________did your uncle go to Shanghai?‎ 教学反思：注意培养自学能力 ‎　　"授人以鱼，不如授人以渔"教是为了学生的"学"，是要让学生"会学"。因此，我重视对学生的课外学习的指导，帮助他们养成良好学习习惯和自学能力。‎ ‎　　⑴早读课，每天两名学生领着同学们坚持听课文录音，加强听力训练，让学生模仿地地道道的英美人语音、语调。 ‎ ‎　　⑵指导学生订出学习英语长期计划和短期安排，每天坚持搞好课前预习，我给每一位学生家长一封信，讲明我的想法和做法，发动家长帮助督促实施。‎ ‎　　⑶搞好课外阅读，对一些有自学能力的学生，给一些课外读物来扩展他们的指示视野。 每周两遍日记，给他们面批一次，持之以恒。　　 ‎ ‎ ⑷强调作业的独立完成，培养学生克服困难的意志。帮助学生认识到，做作业实际上是新旧知识的运用过程，一定要养成自觉独立完成作业的习惯。‎ ‎　　⑸培养学生认真听课，初步运用英语思维和理解。‎ ‎　　⑹从音、形、意几方面培养观察力和记忆力，打好语音基础。‎ ‎　　⑺用联想对比，归纳演绎等记单词和语法知识。‎ 93‎