人教初中英语七年级上册全套

人教初中英语七年级上册全套

人教新目标英语七年级上教学计划 一 学生情况分析（学生62人，其中男生：36人，女生：26 人）‎ ‎ 1．学习水平不均 有的学生对小学英语比较重视，学得很好；但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。有的学生笔试不错，但语音、语调、书写都有待加强。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。‎ ‎2．学习习惯不好 学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。‎ 总之，既要避免好生吃不饱的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。‎ 教学措施和辅助 二 课时总安排 总共100课时：授课 课时 复习 课时 测试 课时 机动 课时 三．教材总体目标、单元要求及重难点 The goal:‎ The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.‎ Go For It! 是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理和取舍灵活开放， 只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。“I sometimes go to the last to do the group work first…It depends on the teachers’ knowledge of the students actual language ability…”(David Nunan)；提倡教师结合学生实际，充分利 用学生、教师本身和环境中一切可以利用的资源，丰富教学内容，创造运用英语的机会，注意多渠道开发教学资源。 “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”(David Nunan)；提倡任务型语言教学，教学进度整体把握，教学形式不拘一格；课堂以学生为主体，以任务为主线，重视体验参与，课后访谈调查，读写扎记，重视语言运用；正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。 ‎ ‎ The key points of each unit: ‎ Topic Functions Structures U 1‎ Making new friends Introduce yourself Greet people Ask for and give telephone numbers Present tense to be What questions Prossessive adjectives:my,your,his,her U2‎ Things in the classroom ‎ ‎ Identify ownerships Demonstratives:this,that What questions and Yes/No questions How do you spell pen?‎ U3‎ The family Introduce people Identify people Demonstratives:these,those Subject pronouns:I,he,she Yes/No questions Plural nouns U4‎ Things around the house Talk about where things are Where questions and Yes/No questions Prepositions: on,in,under Subject pronouns: they U5‎ Spending time with friends Ask and answer questions about ownership Make suggestions Present tense to have Yes/No questions and short answers: let’s Adjectives of quality U6‎ ‎ ‎ Food Talk about likes and dislikes Present tense to like Yes/No questions and short answers Affirmative and negative statements U7‎ ‎ ‎ Shopping Ask about prices Talk about clothing Thank someone Demonstratives:this,that,these,those How much questions U8‎ ‎ ‎ ‎ Dates Talk about dates When questions Prossessive “s” ‎ How old are you?‎ U9‎ ‎ ‎ ‎ Movies Talk about preferences Make plans Present tense to want Yes/No questions and short answers: ‎ Adjectives of quality U10‎ Joining a club Talk about abilities Modal verb can Yes/No questions and short answers:‎ Affirmative and negative statements What questions U11‎ Daily routines Talk about daily routines ‎ Ask about and say times When questions What time is it?‎ Adverbs of frequency U 12‎ School subjects Talk about preferences Give reasons What questions Why questions Who questions Adjectives of quality 四、 教材分析 新目标任务型教学的特色理念：《新目标英语》是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的《义务教育阶段英语课程标准》的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。 ‎ 人教社《新目标英语》教材的几大特色：A. 图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它不仅版面设计充满新意，而且在内容和结构方面更富有创意 更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，迫不及待地翻阅。B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加pair work, group work, games 等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。D.词汇量大。第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个， 第五册约500个，合计2500个。这一点正好达到《英语课程标准》5级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要教师的指导 .。‎ ‎《新目标英语》的教材设计原则 a.言语、情境真实性原则 (The authenticity principle) ‎ 任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。 ‎ b.形式-功能性原则 (The form-function principle) ‎ 任务的设计注重语言形式和语言功能的结合。形式-功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力；每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。 ‎ c.阶梯型任务原则 (The task dependency principle) ‎ 学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。 ‎ d. 在做中学原则 (Learning by doing) ‎ 自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。‎ ‎ 五、教学具体措施及辅助活动 ‎1．利用直观教具和教学辅助媒体，激发兴趣，增加容量，整体优化课堂教学。‎ ‎2．每日进行单词竞赛。‎ ‎3．学唱英文歌。‎ ‎4．坚持值日生报告。‎ ‎5．开展多种游戏和竞赛活动。‎ ‎ 六、教学进度表 ‎ Week 1‎ Starter Unit 1 ‎ ‎5课时 Week 2‎ Starter Unit 2& Starter Unit 3‎ ‎5课时 Week 3‎ Unit 1‎ ‎6课时 Week 4‎ Unit 2‎ ‎6课时 Week 5‎ Unit 3‎ ‎6课时 Week 6‎ Revision ‎6课时 Week 7‎ Unit4‎ ‎6课时 Week8‎ Unit 5‎ ‎6课时 Week 9‎ Unit 6 ‎ ‎6课时 Week 10‎ ‎  Revision ‎ ‎6课时 Week 11‎ ‎  Middle examination ‎6课时 Week 12‎ Unit 7 ‎ ‎6课时 Week 13‎ Unit 8 ‎ ‎6课时 Week 14 ‎ Unit 9 ‎ ‎6课时 Week 15‎ Unit 10 ‎ ‎6课时 Week 16‎ Unit 11 ‎ ‎6课时 Week 17‎ Unit 12 ‎ ‎6课时 Week 18‎ Revision ‎6课时 Week 19‎ ‎ Revision ‎6课时 Week 20‎ ‎ Final examination Starter Unit 1 Period 1‎ ‎[Title] Starter Unit 1 Good morning!‎ ‎[Target language] ‎ ‎1: Words＆phrases ‎ hi，morning，good，hello ‎2: Key sentences 1． Good morning /afternoon /evening!‎ ‎2.．Hello!‎ ‎3．Hi!‎ ‎[Ability goals]‎ Enable students to listen to and talk about letters & greetings．‎ ‎[Learning ability goals]‎ Help students learn how to greet．‎ ‎[Teaching important／difficult points]‎ How to greet and learn some letters.．‎ ‎[Teaching aids]‎ A tape recorder，some cards．‎ ‎[Teaching procedures and ways]‎ Step 1：Introduction ‎ Begin by greeting the class with a smile and good morning!‎ ‎ Now，introduce the words “teacher” and “class”．by using gestures．Repeat this several times and have the class repeat after you．Students Can answer as a whole group．As rows and as individuals．Repeat “I am your teacher and you are the class” several times．‎ ‎ Now，introduce the class to the instructions：Class，please sit down and class，please stand up by using actions and gestures．They can practice this several times．‎ Step 2：Lead—in ‎ You may want to leave the class again to introduce the usual Good morning routine．Say Good morning class．Help students respond with Good morning．Point to yourself and say I’m Miss／，Mr．…Have them repeat．Explain the terms Miss and Mr．in Chinese．‎ ‎ Repeat this a few times with rows and individuals or try a “back-chain” drill：‎ ‎ Miss，Mr．… (Ss repeat)‎ ‎ Morning，Miss／M r．… (Ss repeat)‎ ‎ Good morning，Miss，Mr．… (Ss repeat)‎ ‎ Step 3：Practice ‎ Say：Stand up，please! (Ss stand up)‎ ‎ Leave the classroom，return and say Good morning，class! Help the students respond with Good morning，Miss／，Mr．…Say Sit down，please．Now let’s start the lesson．‎ Step 4：Presentation and activity ‎ Now point to yourself and say My name is Miss／Mr. … I am your teacher．‎ ‎ Find a student you know and say your name is…(Beth)．Then ask What is your name? Help them respond with My name is… . When the student answers, respond with Hello…Nice to meet you! Repeat this activity several times，first with students you know and then with others．Help them to respond with Nice to meet you，too．Explain the Word “too’’ in Chinese．‎ Step 5：Practice ‎ Get the students to practice the following dialogue in pairs．‎ ‎ S1：Good morning．‎ ‎ S2：Good morning．I’m (Ben)．What’s your name?‎ ‎ Sl：My name is (Dale)．Nice to meet you!‎ ‎ S2：Nice to meet you．too．‎ ‎ Call out several pairs of students to give their performance．Praise their efforts as much as possible．Help the slower students with patience．‎ Step 6：Presentation ‎ Do activity ‎1a：Look at the picture．Find the small letters for these big letters．‎ First present letters a-h，and get the students to repeat these letters．Call the students to attention the letter C／si：／not／sei：／．H /eIʧ/ not /eʧ/‎ Step 7：Listening and writing ‎ Get the students to listen to the tape and finish the task list on the book．Make sure all the students know what they should do．‎ ‎ Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercise—books．Let the students know the diffences between the big letters and the small letters．‎ Step 8：Games time ‎ Let the students do some letters games to enjoy your lesson，the following is the instruction．‎ ‎ 抢读字母游戏：教师将全班分成若干小组，然后逐个出示字母卡片，学生们举手抢答。教师让最先举手的学生读出该字母，读对的给该组记10分，得分最多的组为优胜组。‎ Step 9: Homework ‎ Copy the conversation and letters. (Do entering famous school)‎ Starter Unit 1Period 2‎ ‎ [Title] Starter Unit 1 Good morning! ‎ ‎[Target language] ‎ ‎1: Words＆phrases ‎ CD; afternoon; evening ; letters Aa---Hh ‎2: Key sentences 1. Good morning /afternoon /evening!‎ ‎2．Hello!‎ ‎3．Hi!‎ ‎[Ability goals]‎ Enable students to listen to and talk about letters & greetings．‎ ‎[Learning ability goals]‎ Help students learn how to greet．‎ ‎[Teaching important／difficult points]‎ How to greet and learn some letters.．‎ ‎[Teaching aids]‎ A tape recorder，some cards．‎ ‎[Teaching procedures and ways]‎ Step 1：Duty report ‎ Ask one student to be a small teacher day by day. At the same time, give your advice.‎ Step 2 Lead—in Do free talk：Greet students and ask them to greet each other. Play a role game. Ask students to collect information about their idols such as Bill Gates, Thomas Edison, Jacky Cheng and so on and write their names down. Get them act as their idols and introduce themselves to their partners. The following is sample:‎ T: Good morning, My name is Bill Gates.‎ S: Good morning, I’m Jacky Cheng.‎ T: Nice to meet you, Jacky.‎ S: Nice to meet you, too. Bill.‎ Encourage the students to care what kind of English they can find in the street or in the other ways. Show the students some CDs and ask them if they know what it is. Repeat with the other things. And add some more things such as DVD and KFC. Train the students to care the things happening around them, such as: ID means identification card. OK means all right.‎ ‎ Then get them to finish the exercise on the screen. Go on doing the above step to ask them to list more about the abbreviation. (See the powerpoint)‎ Step 3：Pairwork Let students work in pairs to practice the dialogue on ‎3a．Get them to act it out after practicing. Do 3b．Make sure all the students know the answers correctly. Let the students try their best to remember how to pronounce all the names.‎ Let the students try ‎ Step 4：Practice ‎ Play the tape and ask the students to sing after it in chorus and individual. Give them a chance to perform．Praise their efforts as much as possible．Help the slower students with patience.‎ Step 5：Homework Copy the letters and the new words and finish off the workbook. (Do entering famous school)‎ 教学反思：‎ Period 3‎ ‎(By xcy)‎ ‎[Title] Starter Unit 1 Good morning! ‎ ‎[Target language] ‎ ‎1: Words＆phrases ‎ How; are; you; I; am; fine; thanks; OK: I’m=I am ‎2: Key sentences ‎1. How are you ? 2. I’m fine, thanks !‎ ‎3．I’m OK!‎ ‎[Ability goals]‎ Enable students to listen to and talk about letters & greetings．‎ ‎[Learning ability goals]‎ Help students learn how to greet．‎ ‎[Teaching important／difficult points]‎ How to greet and learn some letters.．‎ ‎[Teaching aids]‎ A tape recorder，some cards．‎ ‎[Teaching procedures and ways]‎ Step 1 Duty report ‎ Ask one student to be a small teacher day by day. At the same time, give your advice.‎ Step 2 Lead-in Begin the class with singing the song of “Good morning” together. Free talk. Ask : Hi! Good morning, Tom. Or Morning, Dale. etc. Let the students get used to speaking English in class，even after class, Encourage the students to speak English as much as possible．Say out all the letters in English while you are pointing the letters or things in the classroom．Make sure all the students know what you are saying and what it is in English.‎ ‎ Speech Cassette la of section B．Play the tape and ask the students to listen to it carefully, then act it out, also do the task of lb on the book．Next get the students to write down the small letters for each word (abbr.)．‎ Step 3 Pairwork ‎ Get the students to practise the dialogue by pointing out the things they know how to say in English．Ask the students to exchange the roles．Let them fill in the missing letter of each word in pairs.‎ Step 4 Listen and repeat List out the letter A on the blackboard and encourage the students to say out what other words a1so make the same pronunciation. Give them some tips. Present the other letters the same as the 1etter A．Let the students follow the chant after the tape.‎ Step 5 Homework ‎ Finish off the workbook．(Do entering famous school)‎ Period 4 Assessment ‎(By xcy)‎ 一、写出下列字母左邻右舍 ‎1. _____B______ 2. ______c ______ 3. _____f______ ‎ ‎4. ____E_____ 5. _____g _____‎ 二、写出下列大字字母的小写字母。‎ ‎1. BEE ________ 2. BAG _______ 3. BED _______ 4. HB _______ ‎ ‎5. CD _______ 6. ABC ________ 7. AD _______ 8. CAAC _______ ‎ ‎9. BEC _______ 10. FACE _______‎ 三、比较下列每组字母或单词的读音，相同的用(S)， 不同的用(D)表示。‎ ‎1. b, a ( ) 2. c, e ( ) 3. a, e ( ) 4. b, d ( ) 5. a, c ( ) 6. Dale, Alice ( ) 7. Frank, thanks ( ) 8. evening, Helen ( ) 9. A, H ( ) 10. E, F ( )‎ 四、看图写出下列图所表示内容的缩写字母或单词。‎ ‎1. 2. 3. 4. 5. ________ _________ ____________ ___________ ___________‎ 五、单项选择 ‎( ) 1. ---Good evening, Eric. ---_________, Cindy.‎ ‎ A. Good morning B. Good afternoon C. Good evening ‎( ) 2．一Good morning! ---_________‎ ‎ A．Thank you B．Good morning! C．Hello!‎ ‎( ) 3．一Hello! 一_________‎ ‎ A．Hello! B．Thank you C．I’m fine ‎( ) 4．一Sit down，P1ease． ---_________.‎ ‎ A．I’m fine B．My name is Li Lei C．Thank you ‎( ) 5．一What’s your name? --________.‎ ‎ A．Clark B. I’m OK． C．Thank you 六、从所给选项中选出能回答以下问题的交际用语 ‎1．A：Good morning，class． B: __________________.‎ ‎2．A：Hello，Jim．How are you? B：________．‎ ‎3．A：What’s your name? B：____________ ．‎ ‎4．A：Sit down，please． B：___________．‎ ‎5．A：What’s this? B：__________．‎ ‎ a．It’s “B”． b．Good morning，teacher． c．Fine，thank you．‎ ‎ d．My name is Jim． e．Thank you．‎ 七、连词成句 ‎1．good，you，to，morning _______________________________________.‎ ‎2．you, hi, how, Grace, are _______________________________________?‎ ‎3．name，my，Jim，is _______________________________________.‎ ‎4．sit，Please，down _______________________________________.‎ ‎5．fine，you，thank _______________________________________.‎ 八、选择正确的答案填空 ‎( )1．早上老师进教室时，同学们应对老师说：“____________ ”‎ A．Hello! B. How are you? C．Good morning，Mr／Miss…! D．Good afternoon ‎( )2．假设你叫Lin Lin，当人家问你“Are you Lin Lin?”时，‎ 你应该说： “___________”‎ A．My name is Lin Lin． B．Yes，I am． C．I am not． D．Yes, it is.‎ ‎( )3．当你要向别人打听某事时，你应说：“__________”‎ A．Hello B．Sorry C．Excuse me D．Hi ‎( )4．当你向别人介绍你的朋友Jim时，你应说：“__________”‎ A．This is Jim B．He is Jim C．You are Jim D．I am Jim ‎( )5．当你认错人时，你应说：“___________”．‎ A. Excuse me B. I’m OK C．I’m sorry D．Thank you ‎( )6. _____________? --Fine，thank you．‎ A. How do you do B．How old are you C. Can you spell it D. How are you 九、补全对话 ‎1．A：Hello! B: ________________!‎ A：What’s your name? B: ___________name is Kate Green.‎ A：_______ are you? B: Fine, __________you. How are you?‎ A：I’m fine．What’s this? B: _____________ “Gg”.‎ A：Thank_______ ．‎ 1． T：Good morning，class． S：_____________________, teacher． ‎ ‎ T: How are you? S：______________, thank you, ________you? T: I’m fine, ________. What’s this?‎ S：It’s “Nn"(嗯)． T: No, it’s “Nn” /en/.‎ S： “Nn” /en/ T: Yes, sit _____________, please.‎ Period 5‎ ‎(By xcy)‎ ‎[Title] Starter Unit 2 What’s this in English?‎ ‎[Target language] ‎ ‎1: Words＆phrases ‎ What; is; this; in; English; it; it’s=it is; a/an; map; orange; ‎ jacket; key; quilt; pen; ruler ‎ ‎2: Key sentences ‎1. What’s this in English? 2. It’s a/an ….‎ ‎[Ability goals]‎ Enable students to listen to and identify things．‎ ‎[Learning ability goals]‎ Help students learn how to identify things．‎ ‎[Teaching important／difficult points]‎ How to identify things and learn some letters.．‎ ‎[Teaching aids]‎ A tape recorder，some cards．‎ ‎[Teaching procedures and ways]‎ Step l：Introduction ‎ Review greetings.‎ ‎ Review the letters learn in the last unit． Get the students to introduce themselves in English．‎ Step 2：Lead—in ‎ Have ready a quilt，a map，a jacket，a key，a ruler，a pen，an orange．Hold the key up and say What’s this in English? It’s a key．‎ ‎ Repeat and then get students to repeat．Do the same with a key，a pen，a ruler．If possible，use flashcards to teach the spelling of the words．Put a flashcard beneath a drawing of each object.‎ Step 3：Practice ‎ Listen．Play the tape twice．Have the students circle the things they hear．‎ ‎ Get the students to act out the conversations in the picture of ‎1a． Make sure the students understand what they should do．Students can work in pairs then ask them to act out the conversations they made．‎ ‎ Do ‎2a，2b，‎2c and 2d one after another．2b：after the students do ‎2a, show them how to write the letters on the blackboards，both of “Big” and “small"．Make sure all the students know how to write them． Use the flashcards to practise saying the names of the letters and to learn their order．Before doing ‎2c，ask the students to give the letters containing the／i：／and /e/ sounds．Repeat with the /EJ/ and／aI／sounds．List them out on the blackboard．Then get them to listen to the tape and read the letters and words after the tape．‎ Step4：Games time ‎ Play the letter game with the students like the following instructions．Sometimes the teacher can explain the rules of the game in Chinese．‎ ‎ Who did fastest?‎ ‎ 这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一组学生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的两分，后站起来的得一分，没站起来的得零分，得分多的组获胜。‎ Step 5：Homework ‎ Finish off the workbook (Do entering famous school)‎ Period 6‎ ‎(By xcy)‎ ‎[Title] Starter Unit 2 What’s this in English?‎ ‎[Target language] ‎ ‎1: Words＆phrases ‎ NBA; kg; Letters Ii--Rr ‎2: Key sentences ‎1. What’s this in English? 2. It’s a/an…‎ ‎[Ability goals]‎ Enable students to listen to and talk about letters & things．‎ ‎[Learning ability goals]‎ Help students learn how to identify things．‎ ‎[Teaching important／difficult points]‎ How to identify things and learn some letters.．‎ ‎[Teaching aids]‎ A tape recorder，some cards．‎ ‎[Teaching procedures and ways]‎ Step 1：Lead—in ‎ Write the names in the big letters on the blackboard，teach the students to read the names．Then get them to listen to the tape and number the names．Have the students pay attention to your writing names on the Bb．Make sure everyone knows how to write the names．‎ Step 2：Pairwork ‎ Give each student an English name．Make them remember it and know how to spell it. Write your name，and one or two others on the blackboard． Ask students to look at the words carefully．Explain how capitals are used in English names．‎ Step 3：Pairwork ‎ Ask the students to say out where we can find English words or English names around us and what they are．What’s the meaning of it?‎ ‎ Maybe the students can list a 1ot．If they couldn’t，give them some notes such as WC, NBA，Exit and so on． Let the students try their best to search as many abbreviations as possible．‎ Step 4：Practice And get them to introduce themselves to the others with their new English name．All these must do after the students know how to do it．The teacher can give them an example with the help of one student．The teacher can take the dialogue on the book for an example．Practise：‎ A：Hello!‎ ‎ B：Hello!‎ ‎ A：I’m Paula．P—A—U—L—A，Paula．What’s your name?‎ ‎ B：I’m James．J—A—M—E—S，James．‎ ‎ A：How do you do?‎ ‎ B：How do you do?‎ ‎ A：Nice t0 meet you．‎ ‎ B：Nice to meet you，too．‎ ‎ Have students switch roles and repeat．‎ Step 5：Homework ‎ Copy the new words and Finish off the workbook. (Do entering famous school)‎ ‎ ‎ ‎ Period 7‎ ‎(By xcy)‎ ‎[Title] Starter Unit 2 What’s this in English?‎ ‎[Target language] ‎ ‎1: Words＆phrases ‎ spell; please ‎2: Key sentences ‎1. What’s this in English? 2. It’s a/an…‎ ‎[Ability goals]‎ Enable students to listen to and talk about letters & things．‎ ‎[Learning ability goals]‎ Help students learn how to identify things．‎ ‎[Teaching important／difficult points]‎ How to identify things and learn some letters.．‎ ‎ [Teaching aids]‎ A tape recorder，some cards．‎ ‎[Teaching procedures and ways]‎ Step 1：Lead—in ‎ Have ready a map，an orange，a ruler，a pen，a key, a quilt．Use these to ask students：What’s this in English?‎ ‎ Get them to answer the question one by one．Then ask them to listen and number the words they hear．‎ ‎ After they finish ‎1a，make sure they read the words correctly．And ask students to write the words down in small letters．‎ Step 2：Pairwork ‎ Do the contents list on the book．Then play a guess game．The teacher should get ready a soft bag，and some objects such as a ruler，a pen，a key，an orange and so on．First show all the things to students，then hide all of them in the teacher’s desk，put one into the bag，try not to let students see it．At last get students to guess what’s in your bag．The teacher can ask the student：‎ ‎ T：What’s this in English?‎ ‎ A：Is it a book?‎ ‎ T：N0，it isn’t．‎ ‎ A：Is it a pen?‎ ‎ T：Yes，it is．‎ ‎ If the student Succeed．congratulate to him or her．Then do the same to another one. This game can also be played in small groups if you have enough materials.‎ Step 3：Listen and read ‎ Have the students listen to the tape and repeat．‎ ‎ Get the students to listen to the tape and repeat，ask them to try to find what is the connection between the words．‎ Step 4：Homework ‎ Finish off the workbook．(Do entering famous school)‎ Period 8 Assessment ‎(By xcy)‎ Step 1：Go through all the contents list on this part，make sure all the students understand them．If they don’t，you my use Chinese to explain it．‎ Step 2: Classwork (Do entering famous school)‎ 一、判断下列各组单词中划线部分的读音是否相同。相同打“S”，不同打“D”‎ ‎( )1．name；Grace ( )2．quilt；nice ( ) 3.hello；OK ‎( )4．not；what ( )5．do；too ( )6. nice；fine ‎( )7．my；Cindy ( )8．cap；Kate ( )9. nice；Linda ‎( )10．meet；bee 二、英汉词组互译 ‎ 1．用汉语 2．一床被子 3．一个橙子 ‎ 4．一件上衣 5．一幅地图 6．你的钢笔 ‎ 7．in English 8．that key 9．this ruler 10．thank you 三、从B栏中找出与A栏中相应的答语，将其代号写在括号内 ‎ A B ‎( )1．Good morning，class! a．My name is Jim．‎ ‎( )2．Hello! b．Fine．thank you．‎ ‎( )3．What’s your name? c．Dale is．‎ ‎( )4．How are you，Jim? d．Hello!‎ ‎( )5．What’s this? e．Thank you．‎ ‎( )6．Sit down，please． f．Good morning．‎ ‎ g．It’s “M”．‎ 四、选择填空 ‎( )1．This is ______ nice jacket.‎ ‎ A．an B．a C．one D．／‎ ‎( )2．What’s that _______in Chinese?‎ ‎ A. in B．to C．on D．at ‎( )3．_______ your book?‎ ‎ A．This is B．Is its C．It’s D. Is this ‎( )4．---Colin，what’s this in English? ---__________.‎ ‎ A．This is a pen B．It’s a pen C．It’s pen D. This is pen ‎( )5．Is this ______ English book?‎ ‎ A．a B．an C．one D. /‎ 五、翻译句子 ‎ 1．这是南希。‎ ‎ 2．瞧，这是什么?‎ ‎ 3．这个用英语怎么说?‎ ‎ 4．这是一床漂亮的被子。‎ ‎ 5．请拼写一下。‎ Period 11‎ ‎(xcy)‎ ‎[Title] Starter Unit 3 What color is it?‎ ‎[Target language] ‎ ‎1: Words＆phrases ‎ color; red; yellow; green; blue; black; white; and ‎2: Key sentences ‎1. What color is it? 2. It’s…‎ ‎[Ability goals]‎ Enable students to listen to and talk about letters & identify colors．‎ ‎[Learning ability goals]‎ Help students learn how to identify colors．‎ ‎[Teaching important／difficult points]‎ How to identify colors and learn some letters.．‎ ‎ [Teaching aids]‎ A tape recorder，some cards．‎ ‎[Teaching procedures and ways]‎ Step l：Introduction ‎ (1) Do duty report．Ask students to take turns to do duty report (get students to tell a short story)one by one．‎ ‎ (2) Hang the white paper on the blackboard，write the capital letter “A” with a red pen, then ask the students：‎ ‎ T：What’s this in English? Ss：It’s an A．‎ ‎ T：What color is it?‎ ‎ The teacher answers herself：It’s red．‎ ‎ (3) The teacher teaches the other colors with the color pens，repeat these words until students grasp them．‎ Step 2：Lead—in ‎ Do the same steps of the letters list on l a as the teacher did in the introduction．Make sure students know an these letters and words．‎ Step 3：Practice ‎ Get students to work in pairs，practice the dialogue appear in the picture of ‎1a． Allow students use the other things instead of the letters while they are asking the colors．‎ Step 4：Listening ‎ Do 1b，‎2a，2b and ‎2c in turn． (Do entering famous school)‎ Color words: black; blue; brown ;blond// green; grey; golden // pink; purple;// red// white// yellow //orange ‎ Period 12‎ ‎(By xcy)‎ ‎[Title] Starter Unit 3 What color is it?‎ ‎[Target language] ‎ ‎1: Words＆phrases ‎ color; red; yellow; green; blue; black; white; letters Ss—Zz; the ‎2: Key sentences ‎1. What color is it? 2. It’s…‎ ‎[Ability goals]‎ Enable students to listen to and talk about letters & identify colors．‎ ‎[Learning ability goals]‎ Help students learn how to identify colors．‎ ‎[Teaching important／difficult points]‎ How to identify colors and learn some letters.．‎ ‎ [Teaching aids]‎ A tape recorder，some cards．‎ ‎[Teaching procedures and ways]‎ Step 1：Lead—in ‎ 1. Take turns to do the duty report．‎ ‎ 2. Review the lesson learned by asking the students to say out the twenty—six letters in right orders．Do ‎2a，2b，‎2c and 2d with the whole class．‎ Step 2：Pairwork ‎ Do the guess game．Ask students to work in pairs to practise like the following：‎ ‎ T：Excuse me，what’s this in your bag? S：Is it a pen?‎ ‎ T：Yes，you’re right．What color is it? S：It’s white．‎ ‎ T：No，you’re wrong． S：Is it red?‎ Step 3：Grammar ‎ Go through the grammar focus and make sure all the students know what means．If possible，the teacher can use Chinese to explain them．‎ Step 4：Practice ‎ Do the co1or changes game，use two small cups of water，color each cup of water yellow and blue．Ask：What color is it? It’s yellow．‎ ‎ What color is it? It’s blue．‎ ‎ After asking，pour the cup of yellow water into the other cup，when the water turns green. Ask students：What color is it now?‎ ‎ Do the color changes with the other colors．Yellow + red =orange，yellow + red + black =brown, yellow +red +blue +black，etc．‎ A1so the teacher can let students discuss what color the objects are around us such as the color of the traffic lights，letter—box，bananas and so on…‎ ‎ (Do entering famous school)‎ Period 13‎ ‎(By xcy)‎ ‎[Title] Starter Unit 3 What color is it?‎ ‎[Target language] ‎ ‎1: Words＆phrases ‎ Color words and all the letters.‎ ‎2: Key sentences ‎1. What color is it? 2. It’s…‎ ‎[Ability goals]‎ Enable students to listen to and talk about letters & identify colors．‎ ‎[Learning ability goals]‎ Help students learn how to identify colors．‎ ‎[Teaching important／difficult points]‎ How to identify colors and learn some letters.．‎ ‎ [Teaching aids]‎ A tape recorder，some cards．‎ ‎[Teaching procedures and ways]‎ Step l：Lead—in ‎ Do the duty report in turn．‎ ‎ Practise the dialogue in la of section A ‎ Ask students to finish ‎1a and 1b of section B individual．the teacher walks around the class，give a hand to the students．‎ Step 2：Pairwork ‎ First 1et the students check the answers of la by asking like the following：‎ ‎ A：What’s this? B：Is it a “pen”?‎ ‎ A：Yes。it is．Can you spell it? B：Yes．P-E-N，PEN．‎ ‎ A：You are right．‎ ‎ Then the teacher checks the answers of l a with the whole class．‎ Step 3：Listen and repeat ‎ List out the letter A 0n the blackboard and encourage the students to say out what other words also make the same pronunciation．Present the other letters the same as the letter．‎ Step 4：Groupwork ‎ Get students pay attention to all the abbreviations appear around us，copy them down, try to find what they mean．Then tell your partners．Encourage students t0 search online or finish this homework in other ways．‎ Step 5: Classwork (Do entering famous school)‎ ‎ Practice as possible as they can.‎ Period 14 Assessment Step 1：Go through all the contents list on this part，make sure all the students understand them．If they don’t．you may use Chinese to explain it．‎ Step 2: Classwork (Do entering famous school)‎ 一、将26个字母按发音分类(写出与所给字母含有相同音素的其他字母)‎ Aa ____________________________________________________________________‎ Ee ____________________________________________________________________‎ Ii _____________________________________________________________________‎ Oo ___________________________________________________________________‎ Uu ____________________________________________________________________‎ Ff ____________________________________________________________________‎ Rr ____________________________________________________________________‎ 二、从A、B、C、D中选出含有相同音素的选项号中的要求写出以下单词的适当形式 ‎( )1．A．a f B．b p C．d j D．i r ‎( )2．A．b i B．d r C．g p D．j p ‎( )3．A．h l B．e u C．h m D．n x ‎( )4．A．m w B．s r C．c f D．z l ‎( )5．A．h z B．s v C．v h D．f s 三、按括号内所给要求写出适当形式 ‎1．White ____________ (反义词) 2. color(n.)_________ (动词)‎ ‎3．boy ____________ (反义词) 4．Mr ___________(对应词)‎ ‎5．father __________ (对应词)‎ 四、单项选择 ‎( )1．It’s ___________ black．It’s ________ black ruler．‎ A. /; / B．a；／ C．／；a D．a；a ‎( )2. ---________ is that quilt? —It’s black．‎ ‎ A. Which color B．How color C．What color D．What’s color ‎( )3．一Who is that girl? 一The ______ in the blue jacket?‎ ‎ 一Yes． -- It’s Zhang Lei．‎ ‎ A．one B．an C．a D．／‎ ‎( )4．What’s that _____ English?‎ ‎ A．at B．to C．in D．on ‎( )5．一What color is her jacket? 一It’s _______.‎ ‎ A．an orange B．orange C．the orange D．a orange 五、句子配对 ‎ A B ‎ 1．What’s this in English? A．The one in blue.‎ ‎ 2．Is this a book? B．He’s my father．‎ ‎ 3．Who’s that man? C．It’s orange．‎ ‎ 4．What color is that orange? D．Yes．it is．‎ ‎ 5．How are you? E．It’s a map．‎ ‎ 6．Which boy is your brother? F．No, it’s yellow.‎ ‎ 7．What is this? G．It’s an orange．‎ ‎ 8．Is that jacket black? H．Fine，thank you．‎ 六、改错(下列各句均有一处错误，找出并改正)‎ ‎1．What color is that ruler? It's a red.‎ ‎ A B C D ‎2．This is her blue color bike.‎ ‎ A B C D ‎3．M r. Green is in the China now.‎ ‎ A B C D ‎4．Can you spell a pen, please? ‎ ‎ A B C D ‎5．What’s color is this?‎ ‎ A B C D 七、阅读短文，判断正误：正确的写“T”错误的写“F”‎ ‎ Jane White is an American girl．She is a student．She is fifteen．Her father is Mr．White．Her mother is Mrs．White．Bob is her brother．He is a student．t∞．He is in a black jacket．Jane is in a red jacket．She is a nice girl．‎ ‎( )1．Jane White is English．‎ ‎( )2．She is a student．‎ ‎( )3．Mr. White is her mother．‎ ‎( )4．Jane is fourteen．‎ ‎( )5．Jane is Mrs. White’s daughter．‎ ‎( )6．Bob is Jane’s brother．‎ ‎( )7. Jane is Bob’s brother.‎ ‎( )8. Bob is a teacher.‎ ‎( )9. Jane is in red and Bob is in black.‎ ‎( )10. Jane is a nice girl.‎ 参考答案 一、AHJK EBCDGPVZ IY O UW FLMNSXZ R 二、1-5 BCDDD 三、1. black 2. color 3. girl 4. Mrs 5. mother /mom /mum 四、1-5 CCACB 五、1-8 GDBCHAEF 六、1. D red 2. D 去掉 3. C China 4. C pen 5. A What 七、1-5 FTFFT 6-10 TFFTT Period 15 ‎ ‎（Made by xcy）‎ ‎[Title] Unit 1 My name’s Gina.‎ ‎[Target language] ‎ ‎1: Words＆phrases ‎ my，your，his，her，name，hello，nice，meet，what ‎2: Key sentences ‎ "What’s your name?‎ ‎ Nice to meet you．‎ ‎[Ability goals]‎ Enable students to listen to and talk．about names．‎ ‎[Learning ability goals]‎ Help students learn how to listen to and talk about their names．‎ ‎[Teaching important／difficult points]‎ How to listen to and talk about names．‎ ‎[Teaching aids]‎ A tape recorder，some cards．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and lead-in(Do 1a)‎ Greet students and make a self-introduction．‎ T：Good morning／afternoon，boys and girls! It’s very nice to meet you here．I’m Zhang Lan．You can call me Miss Zhang，Ok? Well，may I know your names?‎ S1：My name is Song Tao．Nice to know you．Miss Zhang．‎ S2：I：m Han Ting．Nice to meet you．‎ S3：And I'm Liu Heng．Glad to meet you.‎ In this procedure， students will learn how to introduce oneself and ask for names．‎ T：Hello! Who can tell me your name in English? S：I can.‎ T：Then what’s your name? S：My name is…‎ T：OK．You can say I am…，too．(Pointing to a girl) Then，what’s your name?‎ s：My name is…‎ T：(Pointing to a boy)What’s your name7 S：I am…‎ T：So in order to introduce yourself，you can use：‎ My name is．．．or I am．．．Do you understand? S：Yes．‎ After doing this，ask two or three pairs of students to ask each other’s names in English．Make sure they can use My name is．．．and I am．．．‎ Give every student a chance to introduce himself or herself．‎ Step II Listening(1b，2a，2b：)‎ First tell students：Ⅵmen the people in western countries meet for the first time，they say Hello! Or Nice to meet you．Then you can ask the next question：When someone says Nice to meet you to you，what should you say to him? Ask students to answer in either English or Chinese．Then you can go on to explain: Nice to meet you to you , you can say : Nice to meet you too. or Me, too. Before this，ask some students to greet each other and ask their names．‎ S1：Hello! S2：Hello!‎ S1: What’s your name? S2：My name is…‎ S1：Nice to meet you． S2：Nice to meet you．too．‎ Then ask students to listen to the recording．‎ T：Next we’ll listen to a recording in lb．In the recording，two people are talking about their names．Listen and number the conversations．‎ Play the recording．Then check the answers．‎ After this，ask students to repeat after the recording．‎ T：Now we’ll listen to the recording in ‎2a．In the recording，two people are also talking about their names．Listen and number the pictures．‎ Play the recording．Then check the answers．‎ T：At last we’ll listen to the recording in 2b．In the recording，you’ll hear some names，circle the names you hear．‎ Play the recording．Then check the answers．‎ Step III Pairwork(1c，2c)‎ Ask students to practice the conversation and make their own conversation．‎ A sample conversation： S1：Hello! S2：Hello!‎ S1：What’s your name？ S2：My name is…‎ S1：Nice to meet you． S2：Me，too．‎ Ask students to read the sentences in the grammar box．Tell students to pay attention to the answers to what questions．Then ask them to notice the contractions in the third column of the box．‎ T：Can we answer“yes”or“no" to what questions? S：No.‎ T：Look at the last column of the box．Cross the letters that is missing in the contractions．In ‎ spoken English，we often use these contractions．‎ But we can’t say“Yes，I’m．”when answering questions 1ike“Are you．．．?”．‎ Then ask students to say the pairs of full forms and contractiOns．‎ At 1ast show the following to students and ask them to fill in the blanks．‎ Fill in the following blanks with his and her．‎ Step IV Homework ‎1．Ask students to work in pairs and practice asking and telling each other names．‎ ‎2．Ask students to finish Exercise ‎1 in the work—book．‎ 教学反思：‎ Period 16‎ ‎（Made by xcy）‎ ‎[Title] Unit 1 My name’s Gina.‎ ‎[Target language] ‎ ‎1.Words＆phrases ‎ first，last，boy，girl ‎2.Key sentences ‎ What’s your first name?‎ ‎ His name is Nick．‎ ‎[Ability goals]‎ Enable students to understand the first name and the last name．‎ ‎[Learning ability goals]‎ Help students learn how to tell names．‎ ‎[Teaching important／difficult points]‎ How to tell names．‎ ‎[Teaching aids]‎ Some cards．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and lead·in Greet your students as usual．Check the homework．Then ask some students What’s your name ? And write their names on the blackboard. ‎ Then，you can ask them，what are the first names and what are the last names? After this，show them some cards with some first names they have learned on them．For example： Jenny Gina Alan Tony And then, show them some cards with some last names(family names)on them．For example： Green Miller Smith Brown After that，ask students to combine the first names and the last names together to make them into full names．For example：‎ ‎ Jenny Green，Gina Miller，Alan Smith，Tony Brown At 1ast．ask students to observe the Chinese names and the English names，try to find the difference between them．‎ They may say：Chinese people put their family names before the first names，but people in western countries put their first names before family names．Then ask different students to find the first and last names．This can help them to understand the difference between the two kinds of names．Then ask students．“Do you want to have an English name? Students may say“yes”．If so，you can ask some students to name him or her again with English names．That may be fun! Your Chinese students have English names now．‎ Step II Learning how to read and write names (‎3a，3b)‎ In this procedure，students will learn how to read and write names．‎ T：Hello! Who can write your names on the blackboard? S：I can．‎ T：What is your name，please? S：My name is…‎ T：Can you write it on the blackboard and read it?‎ S：OK．Let me try．Zhang Hong．(Read it)‎ T：All fight．Who can give me your English name? ‎ S：I can．Mary Brown．(Read it)‎ T：Wonderful! And who can tell us the difference between the Chinese names and the English names?‎ S：Let me try．In western countries。people put first names before family names, and in our country, we put the family names before first names．That’s all．‎ T：You’re right．Thank you．‎ After doing this，ask two or three pairs of students to ask each other’s names in English and ask them to write the names down．‎ Step III Groupwork (4)‎ First，divide the students into several groups；each group has three or four students．And they should ask each other questions like this：‎ SI：What’s your name? S2：My name is…‎ S1：Do you have an English name? S2：Yes．I do．‎ S1：Can you tell us? S2：My English name is… ‘‎ S1：(Points at S3)What’s her(his)name．please? S2：Her(His)name is…‎ SI：Does she(he)have an English name?‎ S2：Yes．she(he)does．And her(his)English name is…‎ Each group should practice this several times and then students may understand the difference between Chinese names and English names．‎ Step IV Homework ‎1、Ask students to learn more about foreign names by surfing the Internet.‎ ‎ will learn how to read and 2．‎ ‎2、Ask students to finish Exercise ‎2 in the workbook．‎ Period 17‎ ‎（Made by xcy）‎ ‎[Title] Unit 1 My name’s Gina.‎ ‎[Target language ]‎ 1. Words＆phrases zero，one，two，three，four，five，six，seven，eight，nine，‎ telephone，number，it 1. Key sentences ‎ What’s your telephone number? It’s 281-9176．‎ ‎[Ability goals]‎ Enable students to listen to and say numbers from zero to nine．‎ ‎[Learning ability goals]‎ Help students learn how to listen to and say numbers．‎ ‎[Teaching important／difficult points]‎ How to listen to and ask numbers．‎ ‎[Teaching aids]‎ A tape recorder，some cards and mobile phones or Little Smart．‎ ‎[Teaching procedures and ways ]‎ Step I Warming up and lead-in ‎1.Greet your students and check the homework．‎ ‎2.Then begin with the following：Can you count numbers in Chinese? The students may count them easily．Then stop them and ask them to count in English． ‎ ‎3.Show some cards with numbers(0-9)on them．Here．you can say：Who can count these numbers in English? Put up your hands please!‎ ‎ If students make mi。stakes in reading，correct them at once．‎ ‎ Play the recording．Ask students to, follow and repeat，it’s several times．‎ ‎ After this，you may choose any card and ask students to read it．Remember not necessarily in order．If students can read them freely，‎ that’s 0k．‎ ‎ Then，take out a mobile phone or a Little Smart and say，“Do you know the number ll0，ll2，ll4，120，122,170?” The students may say yes to you．You can go on to ask them to say them in English and tell them only to read the numbers in order．‎ ‎ At that moment，you may say in Chinese：在过去，人们向往未来的生活，说将来会是楼上楼下、电灯电话。But now，nearly every family has at least a telephone．Who can tell me your home telephone number? Encourage students to say it in English．‎ ‎ Then ask students to read as many numbers as they can from different cards and ask as many students as possible to speak out their numbers in English．‎ Step II Learning how to say numbers(1a：P4)‎ In this procedure，students will learn how to say numbers．‎ Show the cards with numbers from zero to nine．‎ T：Hello! I have some cards with numbers on them．Who can count them in English?‎ S：I can．‎ T：Ⅵmat’s this number in English?‎ S：It is…‎ T：(Taking out another one)mat’s this one in English?‎ S：It is…‎ T：Great!‎ Ask some other students to do the similar practice．After doing this，ask two or three pairs of students to reach out their ringers and ask the questions like this：‎ How many are the fingers? This can heir them to remember the numbers clearly．‎ Step III Listening(1b，‎2a，2b)‎ In this procedure，ask some students to say numbers first．‎ T：Hello! Can you count numbers?‎ S：Yes, I can．‎ T：What’s this one in English?‎ S：It is…‎ Then ask students to listen to the recording．‎ T：Next we’ll listen to a recording in lb．In the recording，two people are talking about telephone numbers．Listen and write the numbers you hear．‎ Play the recording．Then check the answers．‎ After this，ask students to repeat after the recording．‎ T：Now we’ll listen to the recording in ‎2a．In the recording，two people are also talking about telephone numbers too．Listen and match the names and telephone numbers．‎ Play the recording．Then check the answers．‎ ‎ Period 18‎ ‎（Made by xcy）‎ ‎[Title] Unit 1 My name’s Gina.‎ ‎[Target language ]‎ 1. Words＆phrases zero，one，two，three，four，five，six，seven，eight，nine，‎ telephone，number，it 2. Key sentences ‎ What’s your telephone number? It’s 281-9176．‎ ‎[Ability goals]‎ Enable students to listen to and say numbers from zero to nine．‎ ‎[Learning ability goals]‎ Help students learn how to listen to and say numbers．‎ ‎[Teaching important／difficult points]‎ How to listen to and ask numbers．‎ ‎[Teaching aids]‎ A tape recorder，some cards and mobile phones or Little Smart．‎ ‎[Teaching procedures and ways ]‎ Step I Revision ‎ 1. Do duty report.‎ ‎ 2. Review what the Ss learnt yesterday.‎ Step II Sing a song Hello! What’s your /her/his name?‎ Step III Listening ‎ T：At last we’ll listen to the recording in 2b．In the recording，you’ll hear the same dialogue in ‎2a and complete the phone numbers by yourselves．‎ Play the recording．Then check the answers．‎ Step IV Groupwork (‎1c，2c)‎ Ask students to practice the conversation and make their own conversation． ‎ T：Now I’ll ask two students to ask about each other’s telephone numbers．Volunteers?‎ A sample conversation：‎ S1：Hello!‎ S2：Hello!‎ S1：what’s your telephone number?‎ S2：It is 6850-3237．‎ S1：Thank you．‎ S2: You’re welcome．What’s your phone number?‎ S1：It is 593—7825.‎ After doing this，the teacher can ask students to put the names and numbers in a list．‎ Step V Homework ‎1. Ask students to find out what the following numbers stand for．‎ T: Some phone numbers are very important and used widely．For example，When there is a fire，you call ll9．when you find some people making trouble，you call 1 10．Then what do the following numbers stand for?‎ Show the following．‎ ‎120，ll6，184，185，12315，120，ll4，ll7，121，122‎ ‎2．Ask students to do Exercises 3—‎5 in workbook．‎ Period 19‎ ‎（Made by xcy）‎ ‎[Title] Unit 1 My name’s Gina.‎ ‎[Target language]‎ ‎1.Words＆phrases ‎ ‎ family, family name ‎2.Key sentences ‎ What’s her telephone number?‎ ‎ What’s her family name?‎ ‎[Ability goals]‎ Enable students to write names and numbers．‎ ‎[Learning ability goals]‎ Help students learn how to write names telephone numbers．‎ ‎[Teaching important／difficult points]‎ How to write names and numbers．‎ ‎[Teaching aids]‎ Some cards and the teacher’s ID card．‎ ‎[Teaching procedures and ways] ‎ Step I Warming up and lead-in ‎ Check the homework in the following way．‎ T：There some frequently used telephone numbers are some in our country and elsewhere．They have much to do with our daily life．It is better to remember some of the most widely used numbers．For example，When someone is badly ill，you can call 120．When someone is making trouble，you can ll0．Then what do the following phone numbers stand for?‎ ‎120 Emergency call ll6 IDD directory inquiries 185 express mail ‎184 postcode information 120 hospital ll4 DDD directory inquiries l 17 time inquiry 121 weather forecast 122 road accident You may ask some students to answer the following questions．‎ What's your name?‎ What's your English name?‎ What’s your telephone number?‎ Ask them to answer your questions as quickly as possible．And then ask some other students to tell what their first names and family names are．Try to ask as many students as you can．‎ Then take out some ID cards and ask students to tell the names on them and tell what the first names and the last names are.‎ Step II Learn how to write names(3a)‎ In this procedure，students will learn how to write names．‎ T：Most English people have three names：a first name，a middle name and the tally name．There family name comes last．For example， my full name 1s Jim Allan green．Green is my family name．My parents gave me both of my other names．People don’t use their middle names very much．So“John Henry Brown” is usually called“John Brown"．This is different from Chinese names．In China，the first name is the family name，and the last name is the given name．For example，a man called Zhou Jian puts his family name Zhou first．Today we are going to learn something about English names and learn to make your own ID cards．First answer my questions：‎ ‎ Who can tell me your Chinese and English names in English?‎ After students finish writing，go on with the following．‎ T：Then can you tell me what the first name and last name are?‎ S：OK, in my Chinese name, my first name is…and my last name is．．．In my English name，my first name is．．．and my last name is．．．‎ T：So who else can do this kind of exercise?‎ S：Yes, let me try．‎ After this，ask students to do Activity ‎3a：find the last name and write them down．‎ Step III Read and write names and numbers(3b，3c)‎ First，ask all the students to make ID cards of themselves．They should write their Chinese names，English names and their telephone numbers on the cards．The teacher should do an ID card of himself or herself , too．‎ T：Hello，everyone．Let’s make ID cards now．Let’s write our Chinese names，English names and telephone numbers on the cards．OK?‎ Then the teacher can pick up a boy’s and a girl’s ID cards and asks the other students the following questions．‎ T：(To the boy student)mat’s her English name?‎ S：Her name is…and her first name is…and her first name is．．．‎ T：And what’s her telephone number?‎ S：Her telephone number is…‎ T：(To the girl student)What’s his English name?‎ S: His name is…and his．first name is…and his family name is…‎ T：And what’s his telephone number?‎ S：Iris telephone number is…‎ The teacher can ask the students to work in pairs to practice these sentences．‎ Step IV Groupwork(Do 4)‎ Hand out small pieces of paper and have students write down their telephone numbers．After each student has put his／her piece of paper in the bag，offer it to a student and have him or her take out one of the pieces of paper．This student decides who to ask What’s your phone number? The student has only three guesses to identify the person with that phone number．‎ A sample conversation：‎ S：Is this your telephone number?‎ SI：No．it isn’t.‎ S：Is this your telephone number?‎ S2：Yes, it is．‎ S：What’s your telephone number?‎ S2：My phone number is 022—86453290．‎ Step V Homework ‎1．Ask students to ask each other names and telephone numbers according to the ID cards they made in class．‎ ‎2．Ask students to finish Exercises 6‎-7 in the workbook．‎ Period 20‎ ‎（Made by xcy）‎ ‎[Title] Unit 1 My name’s Gina.‎ ‎[Target language]‎ ‎1.Words＆phrases ‎ my，your，her ‎2.Key sentences ‎ His(first)name is．．．‎ ‎ Her telephone number is．．．‎ ‎[Ability goals]‎ Enable students to introduce themselves and others．‎ ‎[Learning ability goals]‎ Help students learn how to introduce themselves and others．‎ ‎[Teaching important／difficult points]‎ Help students learn how to use my, your, his and her．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and lead·-in Greet your students as usual．Check the homework．Then you can ask some students to read all the words and phrases in this unit．If they make mistakes，correct them at once．Make sure students can read the words correctly．After reading the words，you can ask one student to make a conversation with you like this：‎ T：What’s your Chinese name? S：My Chinese name is…‎ T：Do you have an English name? S：Yes, I do．‎ T：What is it? Can you tell me? S：Yes, it is．．．‎ T：What’s your first name and last name?‎ S：In my Chinese name, my first name is…my family name is… In my English name，my first name is．．．my family name is．．．‎ T：What’s your telephone number，please? S：It is…‎ ‎***Then ask students to make their own conversations as above．‎ Step II Check the words(1，2)‎ In this procedure，students will review the words learned in this unit．Ask them to check the words in 1 and then show the words they found．‎ Sample words： ‎ ours，yours，hers，theirs，mine，full name，given name，distant call，surname，middle name ‎ Then ask students to do the following exercises．‎ Show the following．‎ 在划线处填上适当的数词。 1．Six + three=__________‎ ‎2．__________-five：one．3．Three+ two_________：4．Ten—ten=__________‎ ‎5．Two+ =nine． 6．Seven minus one is___________‎ Step III Review how to introduce others(3 )‎ First，ask all the students to get out their ID cards they made last class．‎ T：Now．Who’d like to introduce himself or herself in English to us?‎ S：I can．My name is．．．My English name is．．．My first name is…My last name is…My telephone number is．．．‎ T：Ok! Thanks．‎ Collect two cards in hands．Pick one up and tell students like this：‎ T：Look! This is ID card．Do you want to know who he or she is? Let’s see it together． ‎ S：Good idea．‎ T: His/ Her name is…His/Her English name is…‎ ‎ His/Her first name is…His/Her last name is…‎ ‎ His/Her telephone number is… ，‎ Then pick up another and tell the students again．‎ Then the teacher can ask two students to stand up and introduce each other like the teacher did just now．Or divide the class into several groups to practice this dialogue．‎ Step IV Ask and write names and numbers Ask one student to come to the blackboard．Ask him or her to answer several questions and write the answers on the blackboard．‎ A sample conversation：‎ T：Hello! Who can come to the blackboard? S：Let me try.‎ T：Ok! What’s your Chinese name and what’s your English name?‎ S：My Chinese name is．．．and my English name is．．．‎ T：Please write them on the blackboard．‎ After the student writes down the answer，go on with the following． ‎ T：Then what’s your first and last name? S：My first name is…and my last name is…‎ T：What’s your telephone number? S：My telephone number is…‎ ‎***After the student writes down the number．ask him／her to read it out．‎ Period 21‎ ‎（By xcy）‎ ‎[Title] Unit 1 My name’s Gina.‎ ‎[Teaching limits] Self--check ‎[Preparation]‎ Teacher：some forms for assessments, pictures of famous people and a poster. ‎ Students: business cards ‎[Teaching aims and requirements]‎ ‎ I. to revise the words and expressions of the unit.‎ II. to revise the sentences patterns of the unit. ‎ ‎[Teaching procedures]‎ Step I Make an ID card show.‎ Show the ID cards to the students.‎ Teacher: Yesterday all of you made some beautiful ID cards. Today we’ll make a show here. Let’s enjoy it together and try to choose the best ones.‎ Step II Practice Find the owner of the card.‎ Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me?‎ S1:I can.(Show one of the cards to another students.)‎ S1:Excuse me, are you in ...?‎ S2:Yes, I am.‎ S1:What’s your telephone number?‎ S2:It’s...‎ S1:Are you...?‎ S2:Yes, I am.‎ S1:Here’s your ID card.‎ S2:Thank you.‎ ‎ (Teacher asks more students to find the owners of ID cards).‎ Step III “Face to Face”.‎ Play a guessing game.‎ Teacher: ID cards are useful. But some persons’ names are known to all the people. They are very famous. Now look at the pictures and guess their names.‎ ‎ (The teacher shows some famous person’s pictures and students guess their names and give their answers.)‎ Collect useful information.‎ Teacher: These persons are very famous. But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.‎ Report it to class.‎ Each group can choose a student to give a report about their favorite person. The other students can ask him some questions in class.‎ Example:‎ S1:This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams. ‎ People like to call him “Air Jordan”.‎ S2:Do you like Michael Jordan? Why or Why not?‎ S1:Yes, I like him very much because he’s so ...‎ S2:Do you want to be a basketball player like him?‎ S1:Of course I do. That’s my dream.‎ Step IV Make a poster about yourself.‎ Teacher: Do you want to be famous all over the world?‎ First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself. In your poster you should try to introduce yourself.‎ ‎ (Students can write a passage about themselves. They can give some personal information. They can also design the poster as well as they can.)‎ ‎[Homework]‎ Students are asked to sun up this unit, especially about how to talk with others politely.‎ Period 22‎ ‎（Made by xcy）‎ I.为下列问题找到相应的答语：‎ ‎ ( )1．What’s this in English?‎ ‎ ( )2．Is it a clock?‎ ‎ ( )3．I’m Gina．Nice to meet you．‎ ‎ ( )4．What’s Tom’s last name?‎ ‎ ( )5．Can you spell it?‎ ‎ A．Nice to meet you，too ‎ B．Yes．W—A—T—C—H．‎ ‎ C．Yes．it is．‎ ‎ D．It’s Cooper．‎ ‎ E．It is a card．‎ ‎(1．E 2．C 3．A 4．D 5．B)‎ II. 补全对话。‎ ‎ Tom和他的同学Jack在街上遇见了Tom的邻居女孩Catherine和她的叔叔Uncle Wang。见面后，Tom和Catherine分别把他们身边的人介绍给对方。请完成对话。‎ Tom：Hello，Catherine,_____________‎ Catherine: __________ How are you，Tom?‎ Tom：___________, And you?‎ Catherine：I’m fine，too．Tom，___________name． ‎ Uncle Wang:_______________‎ Tom：Catherine，___________Jack，__________‎ Jack and Catherine: Nice to meet you．‎ ‎(1．Nice to meet you 2．Nice to meet you, too 3．Fine，thank you 4．this is Uncle Wang 5．this is Tom 6．Nice to meet you，too 7．this is my classmate，Jack．8．this is Catherine．)‎ Period 23‎ ‎（By xcy）‎ ‎[Title] Unit 2 Is this your pencil?‎ ‎[Teaching introductions of the unit]‎ The topic of the unit is“Is this your pencil?”, I will train the students’ abilities of listening、speaking、reading and writing according to the topic.，the focus limits is “identify the possessors”。By learning this unit，I can enable the students to identify the possessors of objects, and enable the students to ask the possessors of different objects in different situations in English ，and also they can learn how to write Lost and Found.‎ ‎[Aims and requirements]‎ ‎1)Knowledge goals:：A. study and master the usages of the prons : this、 that；‎ B. learn “What” special questions；‎ C. learn “Yes/No” questions and how to answer them；‎ D. pattern：---How do you spell pen? P-E-N.‎ ‎2)Ability goals：A. enable the students how to identify possessors;‎ B. enable the students ask and answer the possesstionship in different situations;‎ C. enable the students to identify the tunes;‎ D. train the four skills and the abilities of creations ‎3）Moral goals：A. By playing the games of “finding the owners” and “Lost and Found”, I can develop the students to have good moral charactors.‎ ‎ B. By doing activities in groups , I can guide the students to have active teamwork with others ‎ ‎[Teaching Focus] ‎ A. the usages of this、 that；‎ ‎ B. special and simple questions.‎ C. how to write “Lost and Found Period 24 ‎ ‎（By xcy）‎ ‎[Title] Unit 2 Is this your pencil?‎ ‎[Teaching limits]‎ ‎1a---1c Section A ‎[Preparation]‎ Teacher：tape recorder , some real objects: pencil, pen ,book, eraser, ruler ‎ pencil—case, backpack, pencil--sharpener, dictionary.‎ Students: some school things ‎[Teaching aims and requirements]‎ ‎ I. Words and expressions: this, pencil, pen, book, eraser, ruler, case, pencil-case, dictionary, that, yes, no, not, isn’t=is not II. To identify things. ‎ III. patterns: Is this/that your….‎ ‎ Yes, it is ./No ,it isn’t. It’s his/her….‎ ‎[Teaching procedures]‎ Step I Warming up. ‎ Learn the chant.‎ T: Let’s sing the chant together.‎ ‎*** my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所 属有功劳.‎ Step II New words. ‎ Present the new words.‎ T: Boys and girls, look at this, please. What’s this in English?‎ ‎(Teacher holds a pen in the English.)‎ S1: A pen.(Ss may say it in English.)‎ T: Yeah. It’s a pen. And what’s this?‎ ‎(The teacher holds an eraser in the hand.)‎ S2: It’s an eraser.‎ ‎(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)‎ Practice the new words.‎ T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish ‎1a.)‎ Step III Present the drills.‎ Present the drill “Is this…?Yes/No, it is/isn’t.” ‎ ‎(Hold the teacher’s pen.)‎ T: This is my pen. Is this your pen?‎ S1:No,it isn’t. It’s your pen.‎ T:(Hold the student’s pen.) This is your pen. Is this your pen?‎ S1:Yes,it is. It’s my pen.‎ Practice the drill “Is this your…?” in pairs with your own school things. Pay attention to the use of my, your, his or her.‎ ‎ (The teacher asks a few pairs to practice.)‎ Present the drill “Is that …? Yes/ No, it is/isn’t.”‎ T: That is my book. Is that my book?‎ ‎(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)‎ S5:Yes, it is .It’s your book.‎ T: That is his book. Is that your book?‎ ‎(Put a boy’s book on the table and the teacher in the same place.)‎ S5:No, it isn’t. It’s his book.‎ T: That is her book. Is that your book?‎ ‎(Put a girl’s book on the table and the teacher in the same place.)‎ ‎ (The teacher asks some pairs to practice.)‎ Step IV Listening.‎ T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.‎ ‎(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)‎ T: Let’s check the answers, OK?‎ S8:(from left to right)‎ T: Thank you.‎ Practice the drills according to the pictures using “his or her”.‎ ‎(Show students four pictures )‎ Step V Task “Have a contest”.‎ ‎（mix the school things of two students together，ask them to select the things of his or her own, the one who use less time is the winner, they should use the pattern：This is my…That is her/his…）‎ T: I’ll put your things and your friends’ things together. I want to see if you can identify which is yours and which is hers or his.‎ ‎(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)‎ Languages used for the task:‎ This is my…‎ That is her/his…‎ Step 6 Summary.‎ Chant.‎ T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.‎ Is this my book? Yes, it is.‎ Is that your ruler? No,it isn’t.‎ Is this her pencil? Yes, it is.‎ Is that his erase r? No,it isn’t.‎ ‎[Homework]‎ Read the new words and the target languages presented in this class and say the chant to improve your spoken English.‎ Period 25 ‎ ‎（By xcy）‎ ‎[Title] Unit 2 Is this your pencil?‎ ‎[Teaching limits]‎ ‎2a---2c Section A ‎[Preparation]‎ Teacher：tape recorder , pictures, a bag of school things，forms.‎ Students: a piece of hard paper with names and telephone numbers and school things.‎ ‎[Teaching aims and requirements]‎ ‎ I. Words and expressions: excuse, excuse me, thank, OK.‎ II. To identify things. ‎ III. patterns: Is this/that your….‎ ‎ Yes, it is ./No ,it isn’t. It’s his/her….‎ ‎[Teaching procedures]‎ Step I Revision.‎ Review the drills.（use the names and the things to revise the pattern：Is this (that) your (his/her)…? And its simple answer：Yes, it is./No, it isn’t. pay attention to use the gestures.）‎ ‎(Put some paper with the names and telephone numbers on the blackboard.)‎ T: Good. This time, who would like to come to the blackboard and ask questions like me?‎ ‎(Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)‎ Review the vocabulary.(put the pictures of school things on the blackboard to revise the words and structures that have been learnt.)‎ ‎(Put some pictures of things students have learned in class next to the names of the students.)‎ T: Is this your ruler? (Point to Picture 1.)‎ S4: No, it isn’t.‎ T: Is this her ruler? (Point to Jenny Chen.)‎ S4: Yes, it is.‎ T: Is that your pencil case? (Point to Picture 2.)‎ S5: No, it isn’t. ‎ T: Is that his pencil case ? ( Point to Jim Wang.)‎ S5: Yes, it is.‎ ‎(Get the students to ask the questions in turn, make sure they use the items they like.)‎ Step II Listening. ‎ Listening (‎2a). （before the ;listening ，let the students to say the things in the pictures in ‎ English to memorize the words. ）‎ T: Please look at the pictures in ‎2a. Can you say their English name? (Teacher asks the students to name each one individually.)‎ T: Now please take out the objects in ‎2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.‎ ‎( Play the recording for the students to listen.) （Let’s the students to select the things they have heard and put them on their desks.）‎ T: Now let’s check the answers. Please hold the things you hear and say their English names, OK?‎ ‎(Make sure students hold the things to show them to the other students.)‎ Step III Listening (2b). ‎ T: Now please read the words. One holds the things, the others read them aloud one by one.‎ ‎(One student holds the things, and the other students say the words aloud.)‎ T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.‎ ‎(Play the recording. Students listen and complete the conversation.)‎ T: Let’s check the answers. I’d like to ask three students to read the conversation in role.‎ ‎(Three students read the conversation, filling the missing words. The rest of the students check their answers.)‎ Step IV New drills.‎ Present the new drills. ‎ ‎(The teacher shows students a pencil.)‎ T: Is this your pencil. S: Yes, it is .‎ T: How do you spell it ? S: P-E-N-C-I-L.‎ ‎(Change an eraser. Ask and answer in the same way.)‎ Practice the drills. ‎ T: Now please practice the conversation with your partner. Use the words shown in 2b.‎ SA: Is this his/her pen? SB: No, it isn’t. It is my pen.‎ SA: How do you spell it ? SB: R-U-L-E-R.‎ ‎(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)‎ T: I’ll ask some pairs of students to practice the conversations.‎ ‎[Homework] Memorize the new words and listen to the tape.‎ ‎ Period 26 ‎ ‎（By xcy）‎ ‎[Title] Unit 2 Is this your pencil?‎ ‎[Teaching limits]‎ ‎3a---4b Section A ‎[Preparation]‎ Teacher：tape recorder , pictures, a bag of school things，forms.‎ Students: a piece of hard paper with names and telephone numbers and school things.‎ ‎[Teaching aims and requirements]‎ ‎ I. Words and expression: in, English, a, how, do, spell.‎ II. to identify things. ‎ III. patterns: Is this/that your….‎ ‎ Yes, it is ./No ,it isn’t. It’s his/her….‎ ‎[Teaching procedures]‎ Step I Revision.‎ ‎ Ask the students questions： Is this your…?‎ ‎ Is this his…?‎ ‎ Is this her…?‎ ‎ Students answer like this: Yes, it is./ No, it isn’t.‎ Step II Play the game : A spelling game. ‎ ‎（to have a spelling game to help the students to master patterns 。）‎ T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.‎ SA: How do you spell backpack?‎ SB: B-A-C-K-P-A-C-K.‎ T: Group B, one point. It’s your turn to ask, please.‎ Step III Task 2: Find the owner. （the task has the training of the abilities of listening、speaking、and writing。）‎ T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owners ? Let’s see who can find all the owners first and write the owners’ names in the chart.‎ Language used for the task:‎ Is this your math book? Yes, it is. It’s my math book.‎ Is that your ruler? No, it isn’t. It’s her ruler. My ruler is blue.‎ Kim, is this your dictionary? Yes, it is. It’s my dictionary.‎ Step IV Summary and homework.（homework of recording，require the students to read the sentences correctly.）‎ In this class, we’ve learned what, how and yes-no questions mainly. And we also revised the possessive adjectives and key words.‎ After class, please practice what, how and yes-no questions using their own possessions with your partner. When you say the conversation fluently, tape records some of them and then practice them.‎ 教学反思：‎ ‎ Period 27 ‎ ‎（By xcy）‎ ‎[Title] Unit 2 Is this your pencil?‎ ‎[Teaching limits]‎ ‎1a---2c Section B ‎[Preparation]‎ Teacher：tape recorder , some school things.‎ Students: school things.‎ ‎[Teaching aims and requirements]‎ ‎ I. Words and expression: baseball, watch, computer, game, computer game,‎ key, notebook, ring, call, at.‎ II. To identify things. ‎ III. Patterns: What’s this?‎ ‎ It’s….‎ ‎ How do you spell it?‎ ‎ W--A—T—C—H.‎ ‎[Teaching procedures]‎ Step I Revision.‎ ‎ 1. Revise：What’s this?‎ ‎2. T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start.‎ ‎(Select the best two. Award a prize to their work.)‎ Step II New words.‎ Present the new words. ‎ T: Look at the picture.‎ ‎(Show students a picture of a watch.)‎ T: What’s this in English? It’s a watch.‎ ‎(Ask a student) What’s this in English?‎ S1: It’s a watch.‎ T: Good. (Ask another student.) What’s this in English?‎ S2: It’s a watch.‎ T: How do we spell watch? (Show students the spelling.)‎ W-A-T-C-H, watch. Read after me, please.‎ S3: W-A-T-C-H, watch. ‎ ‎(Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.)‎ T: Let’s say the words again. What’s this in English?‎ ‎(Show the words random. Ask questions like this.)‎ S4: It’s a key.‎ T: How do you spell it?‎ S4: K-E-Y.‎ Practice the new words.‎ T: Good. Please look at the pictures in ‎1a. Match the words with the things in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.)‎ T: Well, let’s check the answers. Who can tell us the answers?‎ S5: …‎ T: Now please work with your partner, say the conversation in 1b. Use the pictures in ‎1a.‎ ‎(Students practice the conversation. As students work, the teacher moves around and help them.)‎ Step III Listening.‎ Listening (2a).‎ T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.‎ ‎(Play the recording twice. Students listen and circle the items.)‎ T: Let’s check the answers, OK?‎ S6: …‎ T: Who would like to say the circled words again?‎ S7: …‎ Listening(2b).‎ T: Please look at the two pictures in 2b. One is Kelsey, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Kelsey and Mike are looking for. Then write down the names of the things under each person’s pictures.‎ ‎(Play the recording for the students to write down the words.)‎ T: Well, what is Kelsey looking for?‎ S8: …‎ T: What about Mike? What is he looking for?‎ S9: …‎ Step IV Pair work.‎ T: Now let’s play a game. You are Student A and your partner is Student B. Student A looks at page 81, while Student B looks at page 82. Each student has only part of the information ‎ needed to complete the activity. First Student A asks Student B questions, using the words in the box; Student B answers the questions and writes the words in the chart below.‎ ‎(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering help.)‎ A sample:‎ SA: Is this her pencil case ? SB: No, it isn't. It's his pencil case. SA: Is this his key? SB: Yes, it is. It's his key. SA: Is this his backpack? SB: No, it isn't. It's her backpack. ‎ ‎(Students practice in pairs.)‎ T: This time Student B asks Student A questions, using the words in the box; Student A answers the questions and writes the words in the chart below.‎ ‎(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing help.)‎ SB: Is this her pen? SA: No, it isn't. It's his pen. SB: Is this her book? SA: Yes, it is. It's her book. SB: Is this his computer game? SA: No, it isn't. It's her computer game.‎ T: Let’s check the answers. One from Group A and the other from Group B come to the blackboard to fill in the chart.‎ Step V Summary and homework.‎ ‎ In this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner.‎ ‎Period 28‎ ‎（B y xcy）‎ ‎[Teaching limits]‎ ‎3a---4 ,Self---check ‎[Preparation]‎ Teacher：tape recorder , some school things.‎ Students: school things.‎ ‎[Teaching aims and requirements]‎ ‎ I. words and expressions: in, the, lost found , lost and found, please, school. a set of , ‎ II. to identify things. ‎ III. patterns: Is this/that your…?‎ ‎ Call Alan at 495-3539‎ ‎[Teaching procedures]‎ Step I Revision.‎ ‎ T: First I’ll check your homework. Practice the dialogue you made. And you should use the pictures or the objects that are mentioned in your dialogue. I’ll invite some of you to come to the front to say the dialogue.‎ Step II New words.‎ Present the new words.‎ T: Please look at the pictures and learn the new words.‎ ‎1．at prep. 在（里面或附近）；在（点刻）；‎ ‎2．the art. 表示特指的人、物、事或群体 ‎ ‎3．lost adj. 丢失的；遗失的 ‎4．Found adj. （find的过去式、过去分词）找回的 ‎5．lost and found 失物招领 ‎6．please adv. 请 ‎7．school n. 学校 ‎8．a set of 一套；一副 ‎ (Teach students to read the words.)‎ ‎**Practice the new words. ‎ T: Please listen to a short passage twice then fill the blanks using the words we learned.‎ ‎ (Show students a short passage and play the recording for the students to listen.)‎ There are many things in (1)_____________________in my (2)__________. Look, here’s (3)_________keys. Is this yours? (4)__________call Jim (5)___________753-2289.‎ Step III Reading.‎ Present “Lost and Found”. ‎ T: Have you ever picked up others’ things or lost anything?‎ What are they?‎ S1: I lost a backpack.‎ S2: I picked up a pen.‎ T: Good. What will you do with these things? ‎ How did you return or find them? ‎ Have a discussion with your partner.‎ ‎(Students discuss the problem. Maybe you will get the answer, “we’ll learn how to write a lost and found.”)‎ T: If you lost something, what should you do ? You can answer it in English or Chinese.‎ S1: Call “‎110”‎.‎ S2: Tell the teacher about it.‎ S3: Ask my classmate to help me look for it.‎ S4: Tell my parents.‎ S5: Lost and Found。‎ T: All of you are right. Today we are going to learn how to write “Lost”.Look at “Lost” below and find out the important information about it.‎ Lost:‎ My baseball.‎ Yellow and red.‎ Call Tom at 405-6678‎ Lost:‎ My school ID card.‎ My name is Mike.‎ Please call 843-9096‎ Period 29‎ ‎（B y xcy）‎ ‎[Teaching limits]‎ Self---check ‎[Preparation]‎ Teacher：tape recorder , some school things.‎ Students: school things.‎ ‎[Teaching aims and requirements]‎ ‎ I. words and expressions: in, the, lost found , lost and found, please, school. a set of , ‎ II. to identify things. ‎ III. patterns: Is this/that your…?‎ ‎ Call Alan at 495-3539‎ ‎[Teaching procedures]‎ Step I Revision. Lost and found S6: The lost thing.‎ S7: Name.‎ S8: Color.‎ S9: Telephone number.‎ S10: Picture.‎ T: Yes. You have done very well. If we write “Lost”, we must write the lost thing, the person’s name, telephone number and color, we can also put a picture of the thing on it. ‎ Next, if you pick up something, what should you do? ‎ S11: Give it to our teacher.‎ S12: To the police S13：To find owner。‎ T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?‎ Ss: 失物招领。‎ T: Good. How to write “Found”? Look at “Found” and then tell me the way to write “Found”.‎ Found: Backpack Is this your backpack?‎ Please call Mana.‎ Phone # 556-0203.‎ David,‎ Is that your pencil case in the lost and found case?‎ Alice.‎ S14: The found thing.‎ S15: Telephone number.‎ S16: 联系人。‎ S17: Place.‎ T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.‎ Practice.‎ T: Please look at the notices on the bulletin board in ‎3a. Who would like to read it ?‎ ‎(Ask four students in turn to read the notices.)‎ S: …‎ T: It’s time for you to read the notices yourself and circle the words from Activity ‎1a.‎ ‎(Students finish the work alone.)‎ T: Who would like to give us your answer? Please read the words.‎ S7: …‎ Step II Make a message.‎ ‎(Show students a message.)‎ ‎( ) at 529-6403‎ ‎( ) call David ‎( ) A set of keys. Please ‎( ) Found:‎ T: This is a bulletin board message. But they are in the wrong order. ‎ You should make it clearly by putting them in the right order. ‎ The first one is done for you. (Show students the first part with the word “Found”) This is the first part of the message. Write number 2, 3, and ‎4 in the boxes to complete the message.‎ ‎(Students complete the message and write the numbers in the boxes in 3b.)‎ T: Well, who would like to read the message?‎ S8: …‎ Step III Writing.‎ T: OK. Now let’s try to write it. You may use the one in ‎3a or the one in 3b as a model.‎ ‎(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)‎ T: Let’s read some of your messages.‎ ‎(Ask some students read their message aloud. And others to help correct their work.)‎ Step IV Self-check.‎ Key words.(Dictation)‎ T: Please read the words in the box. If you don’t know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.‎ ‎(Students check all the words they know.)‎ Writing.‎ T: Look at the picture please. What are they talking about in Picture 1? Who would like to read it?‎ Sa: Is that your backpack?‎ Sb: No, it isn’t.‎ T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that…? Yes, it is./ No, it isn’t.‎ ‎(Students fill in the chart.)‎ T: Now please read the conversation with your partner.‎ Sa: Is that your notebook?‎ Sb: Yes, it is.‎ Sa: Is that your key?‎ Sb: No, it isn’t.‎ Period 30 ‎ ‎（By xcy）‎ ‎[Title] Unit 3 This is my sister.‎ ‎[Target language]‎ 1． Words＆phrases ‎ sister，mother，father，parent，brother，friend，grandparent，those，are，these ‎2．Key sentences ‎ Those are my two brothers． And that’s my sister．‎ ‎ Tllis is his sister． These are his brothers．‎ ‎[Ability goals]‎ Enable students to introduce family members to others．‎ ‎[Learning ability goals]‎ Help students learn how to introduce family members and identify people．‎ ‎[Teaching important／difficult points]‎ Learn the differences between this and that，these and those．‎ Learn to introduce family members．‎ ‎[Teaching aids]‎ A picture of family members and a tape recorder．‎ ‎[Teaching procedures and ways]‎ Step I Warming up -‎ 1. Duty report!‎ 2. Learn an English sound: /ai/ ‎ ‎ A rhyme : Apple-pie,apple-pie.‎ ‎ Mike likes apple-pie.‎ ‎ So do I . So do I .‎ 3. Make a greeting with these sentences：Hello, everyone! Nice to meet you! How are you today?‎ Show a picture of the teacher’s family．‎ T：Now please look here．What’s this?‎ S：It’s a picture．‎ T：Good．It’s a picture of my family．They are my family members．Come and meet my family now．Look! This is my father．Stick the word on the blackboard and spell the word FATHER，F—A—T—H—E—R，father．‎ Teach the words mother, brother, sister, parent，grandfather,etc．in the same way．‎ StepⅡTalking about the picture(Do 1a)‎ First ask some students to act out the introduction from Unit 1．‎ T：In the first unit．We learned how to introduce ourselves．(Point to a student)Can you make an introduction of yourself?‎ S：Of course．Hello,everyone! My name is Li Ping．My English name is Peter．My phone number is 010-8543768．‎ T：Good．Today we will 1earn another kind of introduction． We will learn to introduce family ‎ members such as mother or father．Now please open your books and look at the picture in la on page 13．Can you match the words with the pictures?‎ Step III Listening (Do 1b)‎ T：Now，let’s listen to a recording．In the recording a boy is talking about his family．Please listen to the tape and answer who he is talking about．‎ T：Who is he talking about?‎ Step IV Pairwork(Do 1c)‎ Ask students to do pairwork in lc first．‎ T：Good．Now please look at the picture and talk about Dave’s family．‎ Show the sentence patterns．‎ ‎ This is his…These are his…‎ ‎****Ask a few students to practice．‎ Step V Task Ask students to draw their family trees and introduce their family members．‎ Then ask them to introduce their Mends’family to the class．‎ T：Great．You can exchange your pictures and intro duce your friend’s family to us．‎ Sample version：‎ ‎ Hello,everyone! My name is…Look at this picture，please．Thisis a picture of my family．This is my father．His name is．．．This is my mother．…His name is…and this is…Her name is…They are good parents．Thanks．‎ Step VI Homework T：After class，please ‎1．Remember the new words about family members．‎ ‎2．Write a passage about your family．Try to prepare a picture of your family and take to the class next period．‎ Blackboard design:‎ Unit 3 This is my sister.‎ ‎1.Words＆phrases ‎ sister，mother，father，parent，brother，friend，‎ grandparent，those，are，these ‎2．Key sentences ‎ Those are my two brothers． And that’s my sister．‎ ‎ Tllis is his sister． These are his brothers．‎ Period 31 ‎ ‎（By xcy）‎ ‎[Title] Unit 3 This is my sister.‎ ‎[Target language]‎ 1． Words＆phrases ‎ mother，father，sister，brother，grandmother，‎ ‎ grandfather，friend，grandparents 2． Key sentences ‎ Is this Jim?‎ ‎ No，he isn’t．He’s Dave．‎ ‎ Yes，it is．‎ ‎[Ability goals]‎ Enable students to identify people．‎ ‎[Learning ability goals]‎ Help students learn how to identify people．‎ ‎[Teaching important／difficult points]‎ How to identify people．‎ ‎[Teaching aids]‎ A picture of family members and a tape recorder．‎ ‎[Teaching procedures and ways]‎ Step I Revision ‎ 1. Duty report. Ask a student to do a duty report to improve the Ss’ speaking skills.‎ Give more students chance to introduce their 1. A rhyme:‎ ‎/ei/ Day after day. ‎ Day after day. ‎ We study English day after day.‎ Don’t be lazy. That’s the way. ‎ We must study day after day.‎ Day after day.‎ Step II Listening(Do 2a & 2b)‎ In this procedure，students will listen to a conversation first．In the conversation，Dave ‎ introduces his friend Lin Hai to his family members．Ask students to listen to the conversation and do Activities 2a and 2b．‎ T：Now please listen to the tape and circle the family members you hear．‎ Play the tape for the first time and check the answers．Then ask students to 100k at the picture in 2b and listen to the recording again and match the names with the people in the picture．‎ T: This is a picture of Dave’s family．We know a is Dave．But we don’t know who is Mary， who is Jim and who is Lin Hai．Let’s listen to the tape again and find them，please!‎ Play the tape twice and then choose two students to answer．‎ Step III Practice Ask students to work in pairs and talk about Dave’s family. Ask some students to introduce their farnjly members． T：Great!Now let’s talk about Dave’s family members．You can ‎ do it like this：cover the list of names above the picture and ask the other person questions beginning with IS this…?The other answers either Yes，it is． or No， it isn’t.‎ ‎ A sample conversation"‎ Sl：Is this Lin Hai?(Point to b)‎ S2：Yes．it ts．‎ Sl：Is that Mary?(Point to h)‎ S2：No．tt tsn’t．It’s my aunt．‎ Sl：Is that Mary?(Point to g)‎ S2：Yes．tt ts．‎ Sl：Is this Jim?(Point to e)‎ S2：Yes．it ts．‎ ‎2．Help students sum up the usage of this／these and that／those with the pictures．‎ Show the following．‎ Step IV Pairwork(Do 2c&2d)‎ Act out a conversation with a student first. And then ask students to make their own conversations。‎ T：Good!Look at the picture．Point to Lin Hai in the picture．‎ T：Is this Jim?‎ S：No．it isn’t．‎ T：Great．(Point to Jim and ask)Is this Jim?‎ S：Yes．it is．It’s Jim．‎ Write down the dialogue on the blackboard·Let students read it for several times.‎ T：OK．You come to Dave’s home．You see a picture on the wall．There are many people in the picture．You want to know who they are．Please ask and answer in pairs like this：‎ Sample conversations：‎ ‎1)S1：Is this Jim?‎ ‎ S2：No，he isn’t．He is Lin Hai．‎ ‎2)S3：Are these his parents?‎ S4：No，they aren’t．They are his grandparents.‎ Step V Grammar ‎1．Ask students to read the sentences in the grammar box．‎ ‎2.用it，these，those，they填空。‎ Is _____your math book? 那是你的数学书吗?‎ ‎ B：Yes，______ is．是的。‎ ‎(2)A：Are_____ his friends? 那些人是他的朋友吗?‎ ‎ B：Yes，____ are．是的。‎ ‎(3)Do you know______ boy? 你认识那个男孩吗?‎ ‎ (4)I like____book．我喜欢这本书。‎ Step VI Homework Ask students to ‎1．Remember the new words in this unit．‎ ‎2．Show a picture of their family and introduce ‎ their family members．‎ Period 32 ‎ ‎（By xcy）‎ ‎[Title] Unit 3 This is my sister.‎ ‎[Target language]‎ ‎1．Words＆phrases ‎ she，he，aunt，he’s=he is ‎2．Key sentences ‎ Is she your sister?Yes，she is．‎ ‎ Is he your brother?No，he isn’t．‎ ‎[Ability goals]‎ Enable students to identify people．‎ ‎[Learning ability goals]‎ Help students learn how to identify people．‎ ‎[Teaching important／difficult points]‎ How to identify people．‎ ‎[Teaching aids]‎ Some pictures．‎ ‎[Teaching procedures and ways]‎ Step I Revision and lead--in 1. Greet students as usual．‎ 2. Do duty report.‎ 3. An English sound: / i/ Boys, boys!‎ ‎ What a noise!‎ ‎ Get your toys. ‎ Boys, boys!‎ Step II Speaking(Do 3a)‎ In this procedure，students will complete the conversation and practice in pairs．And then they will play a game under guidance．‎ T：OK．Now，please open your books and look at the picture in 3a On page 15．Look．The boy is talking to his Mend，Dave，about Dave’s sister．Please read and fill in the blanks with the words from the box．Give students a few minutes to finish it，and then check the answers．‎ Step III Writing (Do 3b and 3c) ‎ T：Now please work in pairs and practice the conversation with your partners．Then change your partners and practice again．Give them a few minutes to practice，then ask one or two pairs to practice in class．‎ Sample conversation：‎ Sl：Is she your sister?‎ S2：Yes．she is.‎ Sl：Is he your brother?‎ S2：No, he isn’t．He’s my friend．‎ T：I asked you to show a picture of your family and introduce them to us last class．Have you ‎ finished it?‎ Ask one or two students to show their work．‎ Sample version：‎ Hello，everyone! This is a picture of my family．‎ Hold a picture of someone．‎ T：I have a picture here．It’s a member of…’s family．‎ ‎ Do you want to know who she／he is?Have a guess!‎ Sample questions and answers：‎ 一Is he his brother?一No．‎ 一Is he his father?一No．‎ Look?This is my father. He is……This is my mother and this is my sister. Look at the boy. He is myself．This is my brother. Oh，who is the boy near me? He is my friend．And I am here．Look．This is me．We are a big family．I love my family very much．‎ Now，let’s do another game．Please write your mother’s，your father’s or your friend’s name on the blackboard．The other students guess who the person is．You can use the questions First let students read me conversation in 3c．Then practice:‎ S1：Yes．she is．‎ T：Is he your brother?‎ SI：No．he isn’t．He is my friend．‎ ‎1et them do it freely．‎ Sample conversation：‎ 一Is Cui Lan your sister?一No，she isn’t．‎ 一Is she your mother?一No。she isn’t．‎ 一Is she your aunt?一Yes。she is．‎ Step IVGroupwork(Do 4)‎ Ask students to collect some family photos together in a group，and take turns to ask and answer questions about the photos．‎ family Father and mother, I love you..‎ ‎(grandparents)‎ ‎(parents)‎ father mother ‎(sister)‎ Step IV Practice T：Look at the picture and complete ‎ conversation．‎ Show the following．‎ Period 33 ‎ ‎（By xcy）‎ ‎[Title] Unit 3 This is my sister.‎ ‎[Target language[‎ ‎1．Words＆phrases ‎ son，cousin，daughter，uncle，picture ‎2．Key sentences ‎ These are my parents．‎ ‎ This is my grandmother．‎ ‎[Ability goals]‎ Enable the Ss to draw their own family tree and introduce family members．‎ ‎[Learning ability goals]‎ ‎ Help students learn how to introduce familymembers．‎ ‎[Teaching important／difficult points]‎ ‎ How to introduce family members ‎[Teaching aids]‎ ‎ A tape recorder and some pictures．‎ ‎[Teaching procedures and ways]‎ Step I Revision ‎ Draw it on the Bb. Revise the family members.‎ family Father and mother, I love you..‎ ‎(grandparents)‎ ‎(parents)‎ father mother ‎(sister)‎ Step II Do duty repot.‎ Ask one student to do duty report. Introdcue his or her family.‎ Step III Practice (Do 2a)‎ ‎ T：Look at picture 1 in 2b．There are many people in the picture．Can you introduce them to us according to the tape you hear?‎ Filling the brackets：Ask students to read the words cousin and these are his friends in the box and the family tree first，and then write the correct word from the box on each of the blank lines．‎ T：What is a family tree? Do you know? A family tree is a drawing 1ike a tree．It shows the ‎ members of a family with the older people at the top and the younger people at the bottom．‎ ‎ Well，now，please open your books and look at the family tree in l on page 16．In the family ‎ tree，some words are missing．Who can help fill it?Please add the words in the box to the ‎ family tree．‎ Listening：In this procedure，students will listen to a short conversation and first check the words they hear and then find the picture the people in the conversation are talking about．‎ ‎1．Listen and check the words．‎ T：OK．Please look at the words in 2a．We’ll 1isten to a short conversation．In this conversation，Lin Hai and Dave are talking about Dave’s family．Who are they talking about? Please listen to the tape and check(V)the words your hear．‎ Play the tape twice， and then ask two students to say the answers．‎ Step IV Practice (Do 2b)‎ Listen and check the picture．‎ T：Well．Look at 2b．There are two pictures here．Suppose they are Dave’s pictures．What can you see in Picture 1?‎ S：I can see many people．Look．These are his grandparents．This is his sister．This is his．．．‎ T：OK．What can you see in Picture 2?‎ S：l can see four people. Look．I think this is Dave.‎ ‎ This is his mother．This woman…‎ Step VI Pairwork(Do 2c)‎ In this procedure，each student will draw a picture of his|her family and some friends and talk about the picture s they made with their partners． But before that，the teacher had better draw a picture of his|her family and some friends on the board and introduce to the students．‎ T：Great!Please draw a picture of your family and Members．Tell your partner about your picture．You can use these patterns：‎ Show them the following． 。‎ ‎ This is…‎ Step VI Homework T：This period，we learned to introduce family members using patterns This is…，These are…‎ ‎1．Do Ex．3 in the workbook．‎ ‎2．Show your own photo of your family members and introduce to us next period．‎ ‎ ‎ Period 34 ‎ ‎（By xcy）‎ ‎[Title] Unit 3 This is my sister.‎ ‎[Target language]‎ ‎1．Words＆phrases ‎ dear，for，thanks for，photo，here ‎2．Key sentences ‎ Thanks for the photo of your family．‎ ‎ Here is my family photo!‎ ‎[Ability goals]‎ Enable students to write a letter introducing family members．‎ ‎[Learning ability goals]‎ Help students learn how to write a letter introducing family members.‎ ‎[Teaching important I difficult points]‎ How to write a letter to introduce family members·‎ ‎[Teaching aids]‎ Some pictures．‎ ‎[Teaching procedures and ways]‎ Step I Duty report ‎ Ask a student to do a duty report.‎ StepII Revision and lead-·in Greet students as usual and check the homework．‎ T：Good morning，class! Nice to meet you again·‎ ‎ Yesterday I asked you to draw your family photos and introduce your family members to ‎ us．Have you finished? If yes，please show and introduce them to us．‎ Sample version：‎ Good morning，everyone! This is my family. This is my uncle．These are my grandparents．These are my parents．Look at the boy．He is my brother． ‘‎ Take one of the students’picture and ask the following questions．‎ T：Well．Is this his／her brother?‎ S：Yes．／No．‎ T：Is this his／her mother?‎ S：Yes．／No．‎ T：Good．You can introduce your family members to us．If you have a foreign friend，do you want to introduce your family members to him or her?‎ S：Yes．‎ S：Yes，it is．‎ T：Is this your sister?‎ S: Yes，it is．‎ T：Are these your grandparents?‎ S: No，they aren’t．They’re my parents.‎ Show the following．‎ ‎ A 1etter．Now you have a letter from your friend．Please write back to your friend．Tell him or her about your family。Give them a few minutes to finish the letter，and then ask one or two students to read to the class．‎ Sample version：‎ Dear．．．，‎ Thanks for your letter．Here is my family. Look at the old man．He is my grandfather．He is 80 years old．This is my．．．This is．．．‎ ‎ Yours/ Your friend ‎ __________‎ 称呼 正文 落款 Step III Writing(Do 3b)‎ ‎1．Introduction ‎ T：Well．Please look at 3b．Here is another photo．‎ ‎ Suppose you are the boy with glasses in this photo．Write something introducing the people in the photo．You can use the following．‎ Show the patterns． j ‎ This is…That is…These are…‎ Ask one student to write on the blackboard，the others write on their notebooks．Then check the passage on the blackboard．‎ Sample version：‎ ‎ Look at my family photo．These are my grandparents．These are my parents．Look at the man．He is my uncle and she is my aunt．Oh，who is the little boy?He is my cousin．This is my brother and this is me．I have a big family．I love my family very much．‎ ‎2．Writing a letter T：Suppose Emma is your friend．She gives gives her family photo to you and asks you to say ‎ something about your family．Look at your family photo and write a letter to her．‎ Give students a few minutes to write，and then ask one or two to read in class．‎ Sample version：‎ Dear Emma，‎ ‎ Thanks for the photo of your family．Here is my family photo／These are my grandparents．They are old．These are my parents and this is me．‎ Your friend,‎ Step IV Groupwork(Do 4a&4b)‎ Collect students’photos and letters and put them in different places on the board．Ask some of them to read the letters and the others look at the photos and match the letters with the photos．If time permits，ask them to change the roles and practice again．‎ Step V Homework Ask students to do the following ‎1．Do Exercise 6 in the workbook．‎ ‎2．Write a letter according to the following．‎ ‎ 假设你是Helen，这是你家的一张照片，上有你的父母和你8岁的弟弟Tom ‎，请把它以书信的形式介绍给你的朋友Alice。(注意写信的格式) ‎ Period 35‎ ‎（By xcy）‎ ‎[Title] Unit 3 This is my sister.‎ ‎[Target language]‎ ‎1．Words＆phrases ‎ grandparent，uncle，aunt，cousin ‎2．Key sentences ‎ This is my father．‎ ‎ Is he your grandfather?‎ ‎ Yes，he is．|No。he isn!t。‎ ‎[Ability goals]‎ Enable students to introduce and identify people．‎ ‎[Learning ability goals]‎ Help students learn how to introduce and identify people．‎ ‎[Teaching important／difficult points]‎ How to introduce and identify people．‎ ‎[Teaching aids]‎ Some pictures．‎ ‎[Teaching procedures and ways]‎ Step I Revision ‎ After greeting，check the homework．‎ T：I asked you to write a letter．Have you finished?‎ S：Yes．‎ Ask one or two students to read．‎ Sample version：‎ Dear Alice，‎ ‎ This is a photo of my family．You can see four people in it．The man is father．And the wo- man is my mother. The boy is my younger brother．He is eight years old．The girl is me．What a happy family I have!‎ ‎ Yours，‎ Step II Vocabulary(Do 1&2)‎ ‎1．Check the words T：In this unit we learned many new words，especially some about family members．Can you tell me what words you learned?‎ S：Yes．Grandfather．grandmother，grandparent，father,mother,brother，sister,son，daughter…‎ T：Good．Now read and check the words you know in l on page 18．Then choose one word about family member and introduce it to us．‎ Give them a few minutes to check the words they know．and then ask students to introduce．‎ Sample sentences：‎ l ) Hello!This is my brother．He is ten．He is in Class One．Grade Five．He likes red very ‎ much．‎ ‎2) I have a cousin．He is my uncle’s son．His name is Tom．He is eleven．He is a good student in his class．‎ ‎3 ) I have a good grandfather．He is 70 years old，but he looks very young．He likes to play with me．‎ ‎2．Vocabulary builder T：Look at 2．In this Vocab—builder，you should write five new words you don’t know in the ‎ chart．You can use a Chinese—English dictionary to help you．You can also have a discussion. After a few minutes，ask students to share their 1ists with each other．‎ Sample list 1：‎ ‎ husband，wife，granddaughter, grandson，niece，nephew ‎ father—in—law，mother．in．1aw，brother—in—law，‎ sister-in—law, daughter-in—law, son—in--law Step III Practice Ask students to finish the following．‎ Show the following．‎ A．用适当的词完成句子。‎ ‎1．We call mother’s or father’s brother ________‎ ‎2．We call mother’s or father’s sister __________‎ ‎3．Maomao’s mother is my mother，but Maomao isn’t my sister．Maomao is my_____‎ ‎4．Eric is my aunt’s son．I call him_______‎ ‎5．We call father’s or mother’s father and mother______‎ B. Dictation.‎ Step IV Speaking and Writing(Do 3)‎ ‎1．Talk about your family photo．‎ T：Look here．I have a photo of my family．Do you want to know who they are?‎ S：Yes．‎ T：OK．You can ask me some questions．‎ S：IS that your sister?‎ T：No，she isn’t．She is my wife．‎ s：Is this your son?‎ T：Yes，he is．He is young．He’s ten years old．‎ S：Are these your parents?‎ T：Yes，they are．‎ ‎2．Complete the conversation in 3．‎ T：Well．Look at 3 on page 18．Here are Mary’s family photos of Beijing．Please read and ‎ complete the conversation．‎ Give students a few minutes to finish it and check the answers，then let them make a conversation in the front of the class．‎ Step V Just for Fun!‎ Ask the students to read the cartoon and then answer the questions．‎ T：Is the man looking for the boy’s cousin?‎ T：Is the man looking for the boy’s aunt?‎ Step V1 Homework ‎1．Remember all the new words in this unit．‎ ‎2．Write a letter to introduce your family members．‎ ‎3．Choose a family photo of your friend’s，and ask him or her some questions about his or her familyfamily．‎ Period 36‎ ‎（By xcy）‎ ‎[Title] Unit 4 Where’s my backpack ?‎ ‎[Target language]‎ ‎1．Words＆expressions ‎ where，table，bed，chair，plant，under，they，on ‎2．Key sentences ‎ Where’s my backpack?‎ ‎ It’s under the table．‎ ‎[Ability goals]‎ Enable the students to listen to and talk about where things are．‎ ‎[Learning ability goals]‎ ‎ Help the students learn how to listen to and talk about where things are．‎ ‎[Teaching important／difficult points]‎ How to talk about where things are．‎ ‎[Teaching aids]‎ A tape recorder and some pictures．‎ ‎[Teaching procedures and ways]‎ Step I Duty report 1. Ask a student to do a duty report to improve the Ss’ skills.‎ 2. Review Unit 3.‎ Step II Warming up and Lead-in Ask the students to look at three pictures and talk about where things are．‎ T：Good morning／afternoon，boys and girls!‎ ‎ Glad to meet you again．It’s a bad day for me today. I can’t find my book．Where is my ‎ book?‎ S：Well,your book is on the desk．‎ T：Thank you．Where are my glasses?‎ S：They are on your nose.‎ T：Oh，yes．Thanks．‎ ‎*Try to ask more students similar questions·‎ Step III Talking about the picture (Do 1a)‎ Encourage the students to name the things in the picture and match the words on the left with the things．‎ T：Look at the picture．It’s Tommy’s room．He can’t find his things．Today we are going to help him find his things and learn how to talk about where things are．First look at the picture on page 19．What things can you see in the picture?‎ ‎*Hold up the picture and point to an object．‎ T：What’s this in English?‎ S: It’s a bookcase．‎ ‎*Encourage or help the students to read out the word．Write it down on the blackboard．‎ T：What are these?‎ S: They’re books．‎ Write“books”on the blackboard．‎ Show the words on the screen．Ask them to read the words correctly．Then ask them to guess which thing in the picture each word refers to．‎ T：Can you find these things in the picture for Tommy? If you can，match the words with the ‎ objects in the picture by writing the letters of the objects on the 1ines next to the words．‎ Check the answers with the class．‎ Step IV Listening (Do 1b)‎ Ask the students to listen to the conversations and number the things．‎ T：Tommy is a good boy．But he always forgets things．Now he can’t find his books，pencil box and other things．And his father can’t find the keys．Where are these things? Now listen to the conversations between Tommy’s family members and help them find out．For the first time，listen carefully and write down the things you hear．‎ ‎**Play the recording．Then point out the boxes where the students will write a number for the things they hear and play the recording for a second time．‎ T：Look at the boxes beside the things in the picture．You’ll write the number in the box after ‎ listening to the conversation again．‎ Check the answers．Then ask the students to read the conversation after the recording．‎ Step V Practice(Do 1c)‎ Ask the students to work in pairs and make new conversations using the words in the box．‎ T：Now．read the conversation in the box．And then work in pairs and use the words in the box ‎ to make new conversations with your partner．‎ Ask the students to work in pairs and practice asking and answering the questions：‎ Where is／are．．．? It’s／They’re．．．‎ Step VI Homework ‎1．Ask the students to finish the exercises on page 13 in the workbook．‎ ‎2．Learn the words in this unit(on page 108) by heart．‎ ‎ [Blackboard design]‎ Unit 4 Where’s my backpack?‎ Where/e /， table/ /， bed/ /， chair/ /，‎ plant/ /， they/ /， on, under/ /‎ ‎ ‎ Where’s my backpack?‎ ‎ It’s under the table．‎ ‎ It’s in/on/near/behind/beside/next to……‎ 教学反思：‎ Period 37‎ ‎（By xcy）‎ ‎[Title] Unit 4 Where’s my backpack ?‎ ‎【Target language】‎ ‎1．Words＆expressions ‎ baseball， key，pencil case， computer game，backpack ‎2．Key sentences ‎ Is the baseball on the sofa?‎ ‎ No，it isn’t．It’s under the chair．‎ ‎[Ability goals]‎ Enable the students to talk about where things are．‎ ‎[Learning ability goals]‎ Help the students learn how to talk about where things are．‎ ‎[Teaching important／difficult points]‎ How to talk about where things are．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and Lead-in In this procedure，ask the students to ask and answer some questions about where things are．‎ T：Hello，everyone．This class we’11 begin with a game，‘‘chain questions’’．Work in groups．The first student in your group asks a question，the second answers the question and asks the third students another question and so on．If you can’t answer or ask a question about where things are，please sing an English song or read an English text．First I’11 ask a question．‎ T：Where is my book，Wang Lin?‎ Sl：It’s on your desk．Where is your backpack? Mary.‎ S2：It’s under the desk．Where is your pencil? Li Jia ?‎ s3：It’s in my pencil case．Is your book on your desk，Huang Jiang?‎ S4：No．It’s in my backpack．Is your sister at school ?‎ S5：Yes．she is．Is your．．．?‎ Write“on” “under” “in"and“at”on the blackboard．‎ ‎**Try to encourage more students to join in the game．‎ Step II Listening (Do 2a and 2b)‎ Ask the students to listen to a conversation and number the things．‎ T：Tommy has many things in his room．Look at the six things in the picture and say what ‎ Tommy has．‎ S：From Picture 1．I know Tommy has some books．‎ S：From Picture 2．I know he has three keys．‎ S：From Picture 3.I can see he has a computer game．‎ s：From Picture 4.I can see he has a baseball．‎ S：From Picture 5．I know he has n pencil case．‎ S：From Picture 6．I can see he has a backpack．‎ Encourage or help the students to write the words and expressions“book"，“key” “computer game”，“baseball"，“pencil case"，“backpack”on the blackboard．And ask the students to read the words and expressions together．‎ T：Now listen to a conversation．In the conversation，Tommy is askng Sally about where his things are. For the first time, just listen carefully. For the second time，put the numbers l一6 in me boxes in the right order, OK? Now listen．‎ Ask the students to listen to the recording again and try to find where the things they hear are in me picture and number me things in order．‎ T：Look at 2b．This is Tommy’s room．He doesn’t know where his things are，after listening to the conversation again，find where each of his things is and number the things in order．‎ ‎***Play the recording and then check the answers· Ask the students to listen to the conversation again and repeat after the recording．‎ Step III Practice(Do 2c)‎ Ask the students to work in pairs and ask and answer questions about where the things in the picture above are．‎ T：Look at Tommy’s room again．There are many things in it．Can you name the things in the ‎ room?‎ S：Yes．A TV set. a sofa．‎ T：Please work in pairs and ask and answer questions about the things in the picture above·‎ ‎***Then ask some pairs of students to act out their conversations in the front of the class．‎ Step IV Grammar ‎ Ask the students to read the sentences in the grammar box and learn to use the prepositions at, in，on，and under．‎ T：When we talk about where things are，we use at，in，on，and under．Now please read the ‎ sentences in the grammar box．Show me following and ask students to read the expressions or sentences loudly．‎ ‎ On on tlle floor／on the wall／on the blackboard／on the desk The cup is on the table．‎ My books are on the desk．‎ under ‎ under the tree／under the chair／under her bed ‎ My shoes are under the bed·‎ His bike is under that tree．‎ Ask the students to pay attention to the use of it’s and they’re．‎ T：Pay attention to the pronouns‘‘it’’and‘‘they’’in the sentences．We use It’s to talk about ‎ single object and They’re to talk about two or more objects．When we use a pronoun to ‎ replace a singular noun，we usually use“it”，but when we use a pronoun to replace a ‎ plural noun we use they"．Clear? Now please read the following examples．‎ Try to ask the students to make new conversations about where things are using…it s”and“they’re”．‎ Step V Homework ‎1．Ask the students to remember the names of the things on page 20．‎ ‎2．Ask the students to finish the exercises on page 14 in the workbook．‎ Period 38‎ ‎（By xcy）‎ ‎[Title] Unit 4 Where’s my backpack ?‎ ‎[Target language]‎ ‎1．Words＆expressions ‎ don’t，know，bag ‎2．Key sentences ‎ Where are the books ?‎ ‎ I don’t know．‎ ‎[Ability goals]‎ ‎ Enable the students to tell first names from last names in English．‎ ‎[Learning ability goals]‎ Help the students learn how to tell first names from last names in English．‎ ‎[Teaching important／difficult points]‎ How to tell first names from last names in English．‎ ‎[Teaching aids]‎ Pictures of famous people．‎ ‎[Teaching procedures and ways]‎ Step I Revision and Lead-in Greet the students as usual．Then ask them about where things are．‎ T：Very nice to see you again．I forgot my book last period．Is my book on the desk?‎ Ss：No, it isn’t．‎ T：Hmm, where is it?‎ S：In the desk．‎ Take the book out．‎ T：Where’s my book now?‎ s：In your hand．‎ T：Right．Are your books on your desk?‎ S: Yes，they are．‎ Step II Speaking and reading(Do 3a)‎ Encourage the students to name the things in the picture and read the sentences on the right and then put them in order to make a convesation．‎ T：Look at the picture．Tommy is looking for his things．And his sister doesn’t know where they are．Can you help him?‎ Ss：Yes．Tommy’s books are on the sofa.‎ T：Well done．They are on the sofa．Wkre is his bag?‎ Ss：Under the table.‎ ‎***Then ask the students to read the sentences in the box on the right and put these sentences in order to make a conversation．‎ T：Boys and girls．Now please read the sentences in the box on the fight．And then number the ‎ sentences in the box to make a conversation．‎ Step III Pairwork(Do 3b)‎ Check the answers and ask the students to work in pairs to practice the conversation．‎ T：Now please read the conversation in the picture and in a few minutes I will ask some pairs to read the conversation．‎ ‎***Ask some pairs of students to read the conversation．‎ ‎****Ask the students to ask and answer questions about the things in the picture．‎ A sample conversation:‎ Sl：Where are the keys?‎ S2：I don’t know．Are they on the dresser?‎ Sl：Yes, they are．‎ Step IV Game (Do Part 4)‎ Ask the students to play the game “Find the difference"．‎ T：Now it’s time to play a game．Look at the picture on page 19 and the picture on page 21．‎ ‎ Are there any differences between them? Can you find the differences?‎ S：Let me have a try．The backpack is on the table on page 21 but under the table on page 19．‎ T：That’s right．Anything else?‎ S: The books are on the bed on page 21 but on the sofa on page 19．‎ T：Well done．‎ ‎***Then ask the students to make conversations．‎ A Sample conversation：‎ S1：Are the books on the sofa?‎ S2：No,they’re on the bed．‎ Sl：Are the keys on the dresser?‎ S2：No, they aren’t．‎ Step V Homework ‎1．Ask the students to read the conversation in 3a．‎ ‎2．Ask the students to practice talking about where things are．‎ ‎[Blackboard design]‎ ‎ ‎ ‎ Unit 4 Where’s my backpack ?‎ ‎ ‎ ‎ don’t know bag ‎1.- Where are the books ?‎ ‎ -I don’t know．‎ ‎2. -Where are the keys ?‎ ‎ -They are in the drawer.‎ 教学反思：‎ Period 39‎ ‎（By xcy）‎ ‎[Title] Unit 4 Where’s my backpack ?‎ ‎[Target language]‎ ‎1．Words＆expressions ‎ math．alarm，CD，video，tape，vide tape，hat ‎2．Key sentences ‎ Where’s the notebook?‎ ‎ It’s on the bed．‎ ‎[Ability goals]‎ Enable the students to talk about where things are·‎ ‎[Learning ability goals]‎ Help the students learn how to talk about where things are．‎ ‎[Teaching important／difficult points]‎ How to talk about where things are．‎ ‎[Teaching aids]‎ A tape recorder．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and Lead-in Talk with the students freely．‎ T：Boys and girls．I think most of you have your own room．Can you remember where you ‎ put your nice things in your room?‎ S：Yes．I can．‎ T：Where is your basketball?‎ S：Under my bed．‎ T：Where is your computer game?‎ S：On the table．‎ T：You are great．But Tommy is not so good．He put his things everywhere．Now let’s go and ‎ have a look at Tommy’s room．‎ Step II Match work(Do 1a)‎ In this procedure，the students will learn the names of some of Tommy’s things and match the words with the things in the picture．‎ T：There are so many things in Tommy’s room. Can you say their English names?‎ Sl：Yes．A backpack，a computer game and some books．‎ S2：A bed．an alarm clock, pencils and CD．‎ S3：A pencil case, a hat and a chair.‎ T：Thank you．You have done a good job．Please look at the words and then match them with ‎ Tommy’s things in the picture．‎ ‎****Check the answers with the students．Ask the stlldents to ask and answer some questions about where things are．‎ Step III Speaking(Do 1b)‎ Ask the students to look at Tommy’s room , then write down all the things they can remember without looking at the books．‎ T：Now，please look at Tommy's room for three minutes and then close your books and write ‎ down all the things you can remember·‎ Three minutes later．‎ T：What words can you remember，boys and girls?‎ S：Backpack, computer game．‎ ‎****Encourage or help the students to write the words they can remember on the blackboard and then ask them to read the words．‎ Step IV Pairwork(Do 1c)‎ Ask me students to work in pairs and talk about where the things in the picture are·‎ T：Now let’s talk about where Tommy’s things are.‎ ‎ First look at the example on the right．Then work with your partner．One asks questions and ‎ the other answers．‎ A sample conversation：‎ S1：Where are the books?‎ S2：They are on the bookcase and the chair．‎ Sl：Is the baseball in the backpack?‎ S2：No．it isn’t．‎ Step V Listening(Do 2a and 2b)‎ Ask the students to listen and Tommy wants from his room．‎ T：Look at the words in the box．How many things in the box do you have?‎ Circle the things.‎ Sl：I have books．pens．pencils，a ruler，a notebook and a math book．‎ S2：And I have a video tape，some CDs and a computer game·‎ T：Very good．Do you like computer game?‎ ‎：Yes．‎ T：What about CDs ?‎ Ss：I like CDs very much．‎ T：Next we’11 listen to a conversation between Tommy and his mom．Tom wants his mom to ‎ help him bring some things for class．Now listen and circle the things Tommy wants from his room．‎ ‎***Check the answers by asking students to read their conversations.‎ Ask the students to listen to the recording again and write where Tommy’s things are．‎ T：For the 1ast time，please write notes about where Tommy’s things are．‎ Check the answers with the students．‎ Step VI Homework Ask the students to ‎1．Do the exercises on page 15 in the workbook．‎ ‎2．Practice talking about where things are．‎ Unit 4 Where’s my backpack ?‎ 1. The math book is on the dresser. 2. The ruler is under the bed.‎ ‎3. The notebook is on the bed. 4. The CDs are on the bookcase.‎ ‎5. The video tape is on the table. 6. The alarm clock is on the hat.‎ Period 40‎ ‎（By xcy）‎ ‎ [Title] Unit 4 Where’s my backpack ?‎ ‎[Target language]‎ ‎1．Words＆expressions]‎ ‎ take，thing，to，mom，can，bring，some，need，floor，room，TV，desk，Sally ‎2．Key sentences ‎ Here is my room．‎ ‎ My TV is on the desk．‎ ‎[Ability goals]‎ Enable the students to write a note to a friend asking for things from their rooms．‎ ‎[Learning ability goals]‎ Help the students learn how to write a note to a friend asking for things from their rooms．‎ ‎[Teaching important／difficult points]‎ How to write a note to a friend asking for things．‎ ‎[Teaching aids]‎ A computer and a projector．‎ ‎[Teaching[dun ndleaching procedure]‎ Step I Revision and Lead·in In this procedure，the students will learn what a note is．‎ T：If you want to ask a friend to help you find something，what will you do?‎ S：Make a phone call to tell him where my things are.‎ T：A good idea．‎ S：I will write where my things are on a piece of paper． ‎ T：Good．If you write something on the paper to tell someone something or to do something，‎ ‎ we call it a note．It is a kind of short letter．‎ ‎ Now let’s read a note from Feifei’s grandma．‎ Step II Reading and drawing(Do 3a)‎ Ask the students to learn to read a note and try to draw the missing things in the picture on the right．‎ T：Read the note aloud and try to find the things in Feifei’s room．‎ S：I can’t find the things in the picture.‎ T：Good．We can’t find the things in the room．‎ ‎ Can you draw the things for Feifei?‎ S：Yes．‎ Check the answers．At the same time,draw a chart on the Bb and let the Ss fill in the chart. ‎ The hat is on the dresser The watch is under the bed The notebook is on the bed The keys are in the drawer The ID card is on the table Step III Writing(Do 3b，3c)‎ In this procedure，ask the students to finish the note from Chenyang and learn to write their own notes．‎ T：Boys and girls，look at the picture．This is Chenyang’s room．What can you see in the ‎ room?‎ Sl：I can see a hat．an alarrn clock and a notebook．‎ S2：I see a picture, a pen and a cup．‎ T：Very good．Chenyang ants some of his things and he writes a note for Chenguang．Now，‎ ‎ please read the note and help him finish the note．‎ ‎***Check the answers．Write the missing the words on the blackboard and ask the students to remember the words·‎ Ask the students to work in pairs and write a note to their partners asking for four things from their rooms．Say where the things are．‎ ‎ T：Boys and girls．It’s your turn to write a note to your friends．Ask them to bring four things from your room．Do say where the things are．‎ ‎ A Sample note：‎ ‎ Dear Li Lan，‎ ‎ Please take these things to me. My computer game，notebook，baseball and watch．The computer game is on the table．The notebook is on the bed.‎ ‎ The baseball is under the table．The watch is on the dresser．‎ ‎ Thanks，‎ ‎ Wang Li Step IV Groupwork(Do 4)‎ ‎ Ask the students to draw their ideal room and then describe it to their classmates．‎ ‎ T：Boys and girls，you have your own ideal room，don’t you?‎ ‎ S：Yes．‎ ‎ T：Now please draw your own ideal room and then describe your room to your classmates·‎ ‎ ‎ ‎ Unit 4 Where’s my backpack ?‎ A Sample conversation：‎ ‎ Here is my room．My TV is on the table．My computer game is on the table．My books are on the bookcase．My baseball is in my backpack．My shoes are under my bed．My keys are on the dresser．It’s an ideal room，isn’t it?‎ take，thing，to，mom，can，bring，‎ some，need，floor，room，TV，desk Step V Homework ‎ Ask the students to ‎ 1．Write a note to their friends。asking for some things from your room·‎ ‎ 2．Describe their ideal rooms to their parents．‎ Period 41‎ ‎（By xcy）‎ ‎[Title] Unit 4 Where’s my backpack ?‎ ‎[Target language]‎ ‎1．Words＆expressions ‎ table，bed，dresser，bookcase，sofa，chair，backpack，book，key，‎ pencil case，baseball，hat，math book，alarm clock，CD，video tape，computer game ‎2．Key sentences ‎ This is my room．‎ ‎ My hat is on the chair．‎ ‎[Ability goals]‎ Enable the students to talk about where things are·‎ ‎[Learning ability goals]‎ Help the students learn how to talk about where things are．‎ ‎[Teaching important／difficult points]‎ How to talk about where things are．‎ ‎[Teaching aids]‎ Some pictures，and a projector．‎ ‎[Teaching procedures and ways]‎ Step I Revision and Lead-in ‎ Review what the students learned in last period．‎ And ask the students to describe their ideal rooms to their classmates．‎ T：Boys and girls，nice to meet you again．Now，please describe your ideal rooms to your ‎ classmates．‎ Encourage more students to describe their ideal rooms．‎ Step II Vocabulary(1，2)‎ ‎1. Help the students remember the words they learned in this unit．‎ T：When you describe your ideal rooms，you use many words to’talk about where things are．And in this unit，we know many words about the topic．Can you remember the words in the box?‎ ‎ Sl：Yes．‎ ‎ S2：I can remember some of them．‎ ‎ T：OK．Now read and check the words you know.‎ ‎ Ask the students to know more words about where things are．‎ T：When you describe your ideal rooms or write a note, you can use more words．What other ‎ words do you use?‎ Sl：Yes．I want to have a radio a telephone and a TV set in my room．‎ S2：I want to have many nice shirts in my room.‎ S3：I like new trousers in my room．‎ Let the students write the words on the blackboard．‎ T：Now，please add five more new words to your vocab list．And then share with your classmates．‎ 1. Dictate the key words.‎ 2. Help the Ss make storys or conversations according to the key words in Part 1.‎ Step III Reading the note and drawing the room(Do 3)‎ In this procedure，ask the students to learn to read a note and draw a room．‎ T：Tommy wants to have a nice room．Now read the note from Tommy．What does he have in his room?‎ S: A hat，a baseball and some CDs．‎ T：Can you remember where they are?‎ s：Yes．I can．‎ T：OK．So please help Tommy draw his ideal room，please．‎ After a few minutes，ask some students to show their pictures to the class．‎ I．Background reading ‎1．American children’s rooms ‎ In the USA，children usually have their own rooms．And their rooms are usually decorated with beautiful things．There are usually many toys. Generally speaking， American children don’t like cleaning their rooms．So the children’s rooms are usually out of order．They throw their things all around in the room．When you enter an American child’s room，you may find the books and clothes on the floor．Even sometimes there are so many things on the floor that you find it hard to walk in their rooms．When American children are ten years old，in some families，the parents don’t enter their children’s rooms freely． ‘‎ ‎2．Introduction to baseball ‎ Baseball i s the most popular sport in the US．It is played throughout the spring and summer，and profes sional baseball teams play well into the fall．And children play baseball in sports fields or parks．At summer picnic，there is often an informal baseball game．Boys and girls，the young and the old take turns to bat(击球)．Each team has nine players．The baseball season goes from April to September．During this time，baseball matches are shown on TV and members of the important baseball teams become America’s heroes．At the end of the season the two top teams play against each other．Many baseball fans go along to watch the ‎ game．Millions of others listen to the radio and watch television．People seem to talk only about the game．Even long after it is over，they will still talk about the result and players．‎ ‎[教学后记]‎ ‎ 英语国家和欧洲国家非常注重礼仪：和人讲话，要力求和谐，一般不可伤害对方，即使拒绝也要拒绝得彬彬有礼。因此Can you…?Could you…?Would you please…?等句型在日常生活中很常用，它们常用于请求别人做什么的时候。Can you…?显得不太正式，因此一般用于朋友或熟人之间。另外两个句型更为客气一些。如果用Could you…?来表 达婉转的请求，回答时就不需要客气或婉转了，同意的话就用Of course／Yes，I can。而不说Yes，I could；如果不同意，也不要说得太白，要婉转的拒绝，可用I’m sorry，but I can’t．／Sorry，…来找个合适的理由，一般不说No，I can’t.‎ Period 42‎ ‎（Made by xcy）‎ ‎[Title] Unit 5 Do you have a soccer ball ?‎ ‎【Target language】‎ 1． Words and phrases have，soccer，ball，tennis，racket，ping-pong，volleyball，‎ basketball，bat，soccer ball，tennis racket ‎2．Key sentences ‎ Do you have…? Yes，I do．No，I don’t．‎ ‎ Do they have．．．? Yes，they do．No，they don’t．‎ ‎ Does he/she have.．．? Yes，he/she does. No，he／she doesn’t．‎ ‎[Ability goals]‎ Enable students to talk about ownership．‎ ‎[Learning ability goals]‎ Help students learn how to talk about ownership by using the target language．‎ ‎[Teaching important／difficult points]‎ The use of “do” and “does”．‎ ‎[Teaching aids]‎ Sports things that are available among students such as basketball，football，badminton racket，ping-pong ball and so on；Pictures of some well-known sports men like David ‎ Beckham，Wang Liqin，Michael Owen etc．‎ ‎[Teaching procedures and ways]‎ Step I Revision 1. Help the Ss review Unit 4 for about 3 minutes.‎ 2. Duty report. Ask a student to do a duty report.‎ Step II Presentaion T：Nice to see you again，boys and girls．I asked you to bring your sports things to the class·‎ ‎ Now take them out please．After students take the things out，go to a student who is holding a basketball．‎ T：It seems you like doing sports very much．What do we call it in English?‎ S：Basketball．‎ T：Can you write the English name on the blackboard?‎ Then come to another student who is holding a football in his／her hand．‎ T：What’s this in English?Can you write it on the blackboard?‎ Ask a few more students to do this．Then show the English names of these sports things on the Bb．‎ Read the words and ask students to repeat．‎ Show the following on the screen．‎ footbaIl，basketball，ping-pong ball，tennis racket，volleyball．．．‎ T：We all know football well．But do you know that we also have another way of saying it?‎ ‎ Americans call it“Football”．“soccer ball”is British English．They both mean this little round thing．Are you clear?‎ Write“soccer ball”on the blackboard．Then let students do the following match work：‎ Match the people in the picture with the ball games．Teacher can make some cards in advance．‎ Step III Warming-up At the end of last period，students were asked to bring some sports things they have to the class. So，Sample answers：‎ at the beginning of this period，ask students to show the things they have brought．‎ This will help them leam words about sports: A .ping-pong B .tennis．C volleyball D football E basketball ‎ Sample conversation：‎ Step IV Vocabulary study(Do1a&1b) ‎ In this step，students will do some activities to 1earn the words about sports． ‎ A：Do you have a MP3 player? B：Yes，I do．‎ A：Do you have a walkman? B：No，I don’t．‎ T：Just now，we have learned some words about sports．Now，1et’ s do some activities about them．Open your books and turn to page 25．Look at person’s ownership．Go to a student and ask him in the picture．Match the words with the things in about his partner．‎ T：Does she have a tennis racket?‎ S：Yes, she does．‎ T：OK，let’s speak out the answers together．Which is tennis racket?‎ Check the answers．Then play the tape and let students do activity lb．‎ Step V Practice ‎ Help the Ss to practice according to Activity 1c. You had better hold a competition.‎ Step VI Homework ‎ Remember the words.‎ ‎ Prepare for the contents on Page 26& Grammar Focus.‎ ‎[]Blackkboard design]‎ Unit 5 Do you have a soccer ball ?‎ have，soccer，ball，tennis，racket，ping-pong，volleyball，‎ basketball，bat，soccer ball，tennis racket ‎ ‎1. Do you have…? Yes，I do．No，I don’t．‎ ‎ 2. Do they have．．．? Yes，they do．No，they don’t．‎ ‎ 3. Does he/she have.．．? Yes，he/she does. No，he／she doesn’t．‎ ‎ ‎ ‎ Period 43‎ ‎（Made by xcy）‎ ‎[Title] Unit 5 Do you have a soccer ball ?‎ ‎[Target language]‎ ‎1.Words and phrases have，soccer，ball，tennis，racket，ping-pong，‎ volleyball，basketball，bat，soccer ball，tennis racket ‎2．Key sentences ‎ Do you have…? Yes，I do．No，I don’t．‎ ‎ Do they have．．．? Yes，they do．No，they don’t．‎ ‎ Does he/she have.．．? Yes，he/she does. No，he／she doesn’t．‎ ‎[Ability goals]‎ Enable students to talk about ownership．‎ ‎[Learning ability goals]‎ Help students learn how to talk about ownership by using the target language．‎ ‎[Teaching important／difficult points]‎ The use of “do” and “does”．‎ ‎[Teaching aids]‎ Sports things that are available among students such as basketball，football，badminton racket，ping-pong ball and so on；Pictures of some well-known sports men like David ‎ Beckham，Wang Liqin，Michael Owen etc．‎ ‎[Teaching procedures and ways]‎ Step I Revision ‎1.Help the Ss review Page 25 with a picture for about 2 minutes.‎ ‎2. Duty report. Ask a student to do a duty report.‎ Step II Grammar ‎ In this step，students will learn to talk about ownership by using the structure “Do you／they ‎ have．．．? ”and‘‘Does he／she have．．．?’’First, they will practice making conversations following the sample on page 25 in many ways. ‎ T：Now let’s play a game．You will be divided into four groups．And each of you will get a ‎ card with a word on it．What you should do is try to join each other to make complete and ‎ correct sentences．Are you clear?‎ S：Yes．‎ T：OK，here we go．‎ After this activity，students will get to know whether they should use do or does to match different subject pronouns．‎ Step III Listening practice.‎ ‎ Let the Ss listen to the tape. Then they will listen to four conversations and do some activities．Finally，they should be able to ask each other if she or he has the things in the picture．‎ Next，play the tape and let students finish activities 2a and 2b.‎ T：You are going to hear four conversations．Listen and number the pictures in 2a on page 26．Read the pictures first and pay attention to the structure in each picture．‎ After first listening，check the answers．Then play it again and let students match the people with the balls in 2b．‎ Next，students will do pairwork to further practice talking about ownership．‎ T：Look at the picture in 2c on page 26．What can you see in the picture?‎ S: I can see a basketball，a football and a volleyball．‎ T：What about you?‎ S：I can see a CD player．and a tennis ball．‎ S：I can see a tennis racket．‎ T：Good．Now，work in pairs and ask your partner if he or she has these things by using the ‎ structure you just learned．Take turns to ask and answer the questions．Three minutes for you.‎ Step IV Homework T：After class，try to remember the new words you learned in this period，especially the words ‎ about sports．And recite 2a．‎ Unit 5 Do you have a soccer ball ?‎ ‎1. Do you have…? Yes，I do．No，I don’t．‎ ‎ 2. Do they have．．．? Yes，they do．No，they don’t．‎ ‎ 3. Does he/she have.．．? Yes，he/she does. No，he／she doesn’t．‎ Period 44‎ ‎（Made by xcy）‎ ‎[Title] Unit 5 Do you have a soccer ball ?‎ ‎[Target language ]‎ ‎1．Words and phrases ‎ let，us，let’s，play，well，sound，good，sport，we，many，club，more，class ‎2．Key sentences ‎ Let’s／Let us play…‎ ‎[Ability goals]‎ Enable students to make suggestions with the target language．‎ ‎[Learning ability goals]‎ Help students learn how to make suggestions with the target language．‎ ‎[Teaching important I difficult points]‎ The use of the structure“let’s…” in different situations．‎ ‎[Teaching aids]‎ Pictures or cards showing various sports things such as soccer ball，volleyball，ping-pong bat，basketball etc．‎ ‎[Teaching procedures and ways]‎ Step I Revision 1. Duty report .‎ 2. Check the new words.Show the pictures or cards(about different sports things)to students one by one and ask them to write their English names on me blackboard．Then check the spellings with the class．‎ Step II Pairwork(Do 3a)‎ ‎3a are activities that help students 1earn how to make suggestions by using the structure‘‘Let’s play．．．．First introduce the meaning of‘‘let’s’’ and then let them do some practice in pairs．‎ T：Turnto page 27，look at activity 3a．First look at the words in the box．What do they mean?‎ ‎ You don’t know the meaning of“let’s”，right?Let me tell you．Let is used here in the ‎ expression let’s(1et us)to introduce “Let’s” means “let us”．For example, Let’s begin our class．Let’s go．We use it to make suggestions．‎ Tell students that “we" and “us” are both pronouns．“We’’is used as subject while“us”is used as object．Here“us’’is the object of verb“let"．‎ T：Now read the sentences in each picture and fill in the blanks with the words from the box．‎ After students finish it，check the answers．‎ T：Now work with your partner and practice reading the completed sentences in 3a．‎ ‎ Step III Pairwork(Do 3b)‎ ‎ After that，ask students to do the pairwork in 3b to further practice making suggestions．‎ T：OK．Stop here．Let’s move on to next part，3b. First read the dialogue in the box．Then study the three pictures below and make conversations with your partner by following the sample dialogue．‎ Explain the meaning and the usage of“sound”．‎ T：“Sound"means“听起来、感觉怎么样?It is followed by adjectives like good，bad，strange，‎ ‎ exciting，interesting and so on．‎ Write the adjectives and example sentences on the blackboard or show them on the screen．‎ e．g．The story sounds very odd(奇怪)．‎ ‎ His idea sounds really exciting．‎ ‎ That sounds interesting．‎ T：It can also be followed by a noun．For example，‎ ‎ “That sounds a good idea．’’‎ Explain the meaning of“well”．‎ S：Football，basketball．ping-pong and volleyball.‎ T：Some schools have many sports clubs．You can join them and play different kinds of sports．Which sport do you like best? Now，turn to page 27，look at activity 4．Suppose you are going to join your school club.First please complete the form by yourself．‎ After that，ask students to do pairwork according to the form they just completed．‎ T：Now，let’s do a role play．I’d like you to work in pair．One is the coach，and the other the ‎ student．The student should introduce yourself to the coach according to the form．Then change the roles to practice again．‎ T：“Well"here is an interjection.It is used to pause Teacher can also ask every student to introduce or give yourself time to think before saying themselves to the whole class．‎ Sample introductions：‎ e．g．Well，I don’t have any idea．Well，let me think about it．‎ Sample conversation：‎ A：Let’s play basketball．‎ B：I don’t have a basketball．‎ A：Well，let’s play tennis．‎ B：That sounds good．‎ Step VI Pairwork(Do Part 4)‎ In this step，students will talk about school sports club with the target language．‎ T：We learned the word“play”in 3a．It is a verb．‎ ‎ We can play many things such as different sports and instruments(乐器)．Look at the list ‎ on the slide. Show the following list on slide．‎ My name is Liu Qianye．I am from Class four，Grade Seven．I play basketball and ping—pong．‎ I am Wang Qiuyu．I am from Class four，Grade Seven．I play tennis．‎ Step IV Summary and Homework T: It seems you all like sports，right?Well，let’s play sports after‘class，OK? Before we end ‎ Today’s 1esson，I will introduce you an expression：Let’s call it a day(Write it on the ‎ Bb)．In Chinese，it means“今天就到这里吧"．‎ ‎ After class，please finish activities 2 and 3 in the workbook．Bye-bye, everyone!‎ Unit 5 Do you have a soccer ball ?‎ ‎ let， us， let’s， play， well， sound， good，‎ sport， we， many， club， more， class ‎ ‎ ‎**** Let’s／Let us play…‎ Period 45‎ ‎（Made by xcy）‎ ‎[Title] Unit 5 Do you have a soccer ball ?‎ ‎[Target language]‎ ‎1．Words and phrases ‎ interesting，fun，relaxing，boring and difficult，watch，watch TV 1． Key sentences ‎ That sounds interesting．‎ ‎[Ability goals]‎ Learn how to use some adj ectives of quality．‎ ‎[Learning ability goals]‎ Help students learn how to use adjectives of quality．．‎ ‎[Teaching important／difficult points]‎ ‎ The use of“sound"．‎ ‎[Teaching aids]‎ ‎ Dictionaries and tape recorder．‎ ‎[Teaching procedures and ways]‎ Step I Revision and lead-in Make some gestures about different sports and let students guess which sports they show.For ‎ example，act as if you are shooting at the goal.‎ Then students will guess that you mean football．‎ T：I am a sportsman．I can play many sports games. Now 1 will do some gestures and you should tell me which sport I am playing．Understand?‎ S：Yes．‎ This activity will help students review the words they learned in the last period．After this，lead them to a new lesson with a free talk．‎ T：Do you like English?What do you think of it? Can you use some adjectives to describe it?‎ S：I think it is interesting．‎ S：Sometimes I think it is difficult．‎ T：Good．You mentioned interesting and difficult．They are both adjectives，and they tell about the quality(质量、品质)of activities．Next，we are going to learn more of such adjectives．‎ Write interesting and difficult on the blackboard．‎ Step II Vocabulary building(1a，1b)‎ Write the adjectives in la on page 28 on the blackboard．Let students get their meanings by using the dictionaries．Then check whether they know how to pronounce them．‎ Show the following．‎ Unit 5 Do you have a soccer ball ?‎ ‎1．interesting 2．fun 3．relaxing ‎4．boring 5．Difficult 6. easy ‎ ‎7. watch 8.watch TV ‎*****That sounds interesting．‎ T：Look at the words on the blackboard．Do you understand these words?‎ T：You five please come to the blackboard．Each of you should act out a word using your body language．And the rest of you try to guess which word he describes．Are you clear?‎ ‎***Encourage students to use some aids to help them.Students will get the real meanings of these words through this activity．‎ T：Now look at the pictures on page 28．Read a to p carefully and then match the words in la with the pictures．‎ After students finish it．‎ T：I know you are all good painters．Do you want to draw some pictures?‎ S：Yes．‎ T：Each of you should choose one word from the list on the blackboard，and then draw a picture about it．You will have two minutes to do this．‎ Two minutes later．‎ T：Now show your picture to each other and ask your partner to guess what the picture means·‎ After class，ask students to display their pictures on the wall，and let them vote whose is the most interesting one．‎ Step III Listening(Do 2a & 2b)‎ In this step，students will further learn these adjectives through some listening practice·‎ T：Now，take out your pen，focus on la on page 28．Listen and check the words you hear．1 will play it twice．For the first time，just listen．For the second time，put a checkmark to the left of each word．‎ Check the answers．‎ Play the tape again，and let students finish activity know their meanings?Take out your dictionaries and get their meanings．‎ T：Look at 2b．You can see four activities．After about 2 minutes．‎ T：Have you got their meanings?‎ Ss：Yes．‎ Let students play a game to check their answer.‎ Ask a student to read the name of each activity．‎ T：I will play the tape again．Pay attention to what Tony says about each activity．Write a word ‎ from la in each blank．‎ Play the tape twice．For the first time，they just listen．And for the second time，let them write ‎ the words down．After that，check the answers．‎ Step IV Oral practice( Do 2c)‎ Let students do some oral practice according to the listening material in 2a and 2b．Let them make conversations following the sample dialogue in 2c．‎ T：Just now，we heard Tony talk about some activities．He used some adj ectives to describe ‎ them．What does he say about playing computer games?‎ S：Interesting．‎ T：What about playing volleyball?‎ S：Difficult．‎ T：What about watching TV?‎ S：Boring．‎ T：And playing basketball?‎ S：Un．‎ T：Now suppose you are Tony and your partner is Jenny．Work in pairs and talk about these ‎ activities．Use the structures Let’s．．． and That sounds．．．An example is given．‎ Write the structures on the blackboard．‎ ‎ Let's…That sounds…‎ Sample conversations:‎ Jenny：Let’s play volleyball．‎ Tony：That sounds difficult．‎ Jenny：Let’s watch TV．‎ Tony：That sounds boring．‎ Jenny：Let’s play soccer ball．‎ Tony：That sounds fun!‎ Step V Homework ‎ ‎1· Ask students to remember the adjectives of quality and make sentences with them．‎ ‎2· Ask students to finish activities 4 and 5 on page 17 in me workbook．‎ ‎【教学反思】‎ Period 46‎ ‎（Made by xcy）‎ ‎[Title] Unit 5 Do you have a soccer ball ?‎ ‎[Target language]‎ ‎1·Words and phrases ‎ has，great，collection，but，only，them，every，day 1． Key sentences ‎ Ed Smith has a great sports collection．‎ ‎ Sonia Hall has、a sports collection．‎ ‎ She plays sports every day!‎ ‎[Ability goals]‎ Enable students to write about sports things with the target language．‎ ‎[Learning ability goals]‎ Help students learn how to write about sports things and other things they have．‎ ‎[Teaching important／difficult points]‎ Read and write about ownership．‎ ‎[Teaching aids]‎ A projector and a computer．‎ ‎[Teaching procedures and ways]‎ Step I Revision 1. Duty report.‎ 2. Get students to review me adjectives of quality they have learned in the last period．Show some pictures of different activities and let students speak out adjectives fit for them．Check their spellings and pronunciations．‎ StepⅡReading(Do 3a)‎ Ask the students to read the article in 3a on page 29 and find the key words in it．Then they will be required to complete a similar article with the words they learned according to the picture．‎ T：Now we are going to read a short article about Ed Smith．Turn to page 29．Read the article in 3a carefully and circle the sports things Ed Smith has．‎ After students finish reading．‎ T：What does Smith have?Which words have you circled?‎ S：Tennis rackets．Basketballs,baseballs,soccer, balls and volleyballs．‎ T：Excellent．Does he play all these sports games，Liu?‎ S：No，he doesn’t play sports．He only watches them on TV.‎ T：DO you often watch sports games on TV?‎ Then let the Ss listen and repeat.‎ Step III Reading & writing (Do 3b)‎ T：Look at the picture in 3b．Let’s meet Sonia Hall. What can you see in the picture?‎ OK,please look carefully and then fill in the blanks in this part. ‎ ‎ T：From the article，we know Sonia plays sports every day．Do you play sports every day?Tell me what you do every day?‎ S：I play basketball every day.‎ S：I watch TV every day.‎ S：I play the piano every day.‎ Language tip：‎ collection：n．a group of similar things ‎ eg．a stamp collection ‎ my record collection ‎ I have a coin collection．‎ ‎ My friend has a kite collection·‎ Step IV Writing(Do 3c)‎ Deal with activity 3c． ‘‎ T：What sports things do you have?Or what other things do you have at your home?Now write a short aIticle about them．You can refer to the two articles above．‎ Students sure supposed to use the structure“I have．．．．Then check their writing．‎ T：Who is your best friend?What is his／her name? What does he／she have?Now write a short article about sports things and other things your best friend has．Begin like this：“My best friend is…He／She has…"This is your homework.‎ Step V Class survey(Do 4)‎ Let students conduct the survey. They should use the question(Do you have…?)and the ‎ answer(Yes，I do．／No，I don’t．)during the survey．‎ T：Now 1et’s do a survey．First write down three questions with Do you have…?Then walk ‎ around to find people in the class who have these things．You should ask and answer the ‎ questions during your survey．Then write their names below each question．‎ ‎[Blackboard design]‎ Unit 5 Do you have a soccer ball ?‎ ‎1. has，great，collection，but，only，them，every，day ‎ 2. Ed Smith has a great sports collection．‎ ‎ 3. Sonia Hall has、a sports collection．‎ ‎ 4. She plays sports every day!‎ Period 47‎ ‎（Made by xcy）‎ ‎[Title] Unit 5 Do you have a soccer ball ?‎ ‎[Target language]‎ Review the key words and structures of this umt·‎ ‎[Ability goals]‎ Enable students to check what they have learned in this unit．‎ ‎[Learning ability goals]‎ Help students learn how to check their learning of new words and structures·‎ ‎[Teaching important／difficult points]‎ Practice using the key words and structures conversation．‎ ‎[Teaching aids]‎ Projector and slide．‎ ‎[Teaching procedures and ways]‎ Step I Revision 1. Duty report.‎ 2. Check the homework．Ask several students to report what sports things and other things their best friend has．‎ A sample writing~‎ My best friend is Mary．She has many things in her bedroom．She has a big toy dog，many ‎ beautiful pictures，some CDs and a desk. She listens to CD every day! ‎ Step II Vocabulary review( Do 1)‎ ‎1: Help students review the key words they have learned．Show the following on the screen.‎ Complete the words given·‎ ‎1．basketball 2．tennis racket 3.baseball bat 4．volleyball 5．soccer ball 6．interesting ‎ 7．f un 8.difficult 9relaxing 10．boring 11．watch After students have finished it，check the answers.‎ ‎2. Ask the Ss to make conversations or make stories according to the key words.‎ Step III Function review(Do 3)‎ Deal with activity 3．‎ T：Turn to page 30．Look at activity 3．Write numbers in the boxes to make the ‎ conversation．‎ ‎ You can refer to the pictures on the right．After you finish it，practice reading the conversation with your partner．‎ Check the answer．Then let students cover the conversation and practice it orally according to the pictures．‎ Sample conversation：‎ A：Let’s play soccer．‎ B：No，that’s boring．‎ A：Let’s play tennis．‎ B：That sounds good．Do you have a tennis racket?‎ A：Yes，I do．Do you have a ball?‎ B：Yes，I do．I have a basketball．‎ A：Let’s play basketball．‎ Then let students make more similar conversations using the words in activity 1．‎ Step IV Just for Fun T：Let’s have some fun．We 1earned“fun”as adjective，right?The“fun’’you do something for fun，you enjoy it or you like it．and words in Just for Fun．Here is a noun．If you do it because…..‎ ‎ Read the pictures. Then I will ask a pair to act it out．‎ After students finished reading，ask a pair of them to act it out．‎ ‎[Teaching resources]‎ I．重点句子解析 ‎1．Let’s watch TV．我们看电视吧。这是一个以动词1et开头的祈使句，表示建 议。1et后跟名词或宾格代词，再接动词原形，表示“让某人做某事”，即let sb．do sth．祈使句都是以动词开头，省略主语。Let’s是let us的缩写形式，us译为“我们"，放在动词let后作宾语，称作宾格代词。如：‎ ‎ Let him go．让他走吧。‎ ‎ Let’s go to the Zoo．我们去动物园吧。‎ ‎2．He has 70 tennis rackets，39 basketballs，and 79 baseballs．他有70只网球拍，39只篮球及79只棒球。and是连词，意为“和”，用来列举几个人、物或连接相同的句子成分，当所连接的事物为三个或三个以上时，and置于最后两个词中间。如：‎ She has an elder brother，an elder sister and two younger sisters．她有一个哥哥，一个姐姐和两个妹妹。‎ ‎3．Well，let’s play volleyball．那么，我们去打排球吧。‎ ‎ well在这里是感叹词，用在口语中，强调要表达的内容，或表停顿，给自己留下思考的空间。‎ 如：‎ ‎ Well．I have no idea．这个，我是没主意了。‎ ‎ Well，let me see．嗯，让我想想。‎ ‎4．That sounds good．听起来不错.‎ ‎ that用来指代上文中提出的建议，即整个句子。that作主语时，谓语动词用单数。‎ ‎ 句中的sound是系动词，译为“听起来……"，类似的词还有look(看起来)，taste(尝起来)，smell(闻起来)等。这些动词都可以连接名词和形容词．表示情况或状态。如：‎ You look very tired today．‎ 你今天看起来很疲倦。‎ The bread tastes good．这面包口感不错。‎ ‎5．But he doesn’t play sports—he only watches them on TV!但是他不进行体育运动——他 ‎ 只在电视上看体育节目!‎ ‎ but是一个转折连词，后面接一个从句，译为“但是”。短语play sports意为“进行体育活动”，后面的them是第三人称复数宾格代词，用来指代上文sports，作谓语动词watch的宾语。‎ Period 48‎ Made by xcy ‎ Period 49‎ Made by xcy Units1-6必背重点短语及句型 a set of keys 一串钥匙 my two brothers 我的两个哥哥 on the dresser 在梳妆台上 on the chair 在椅子上 play volleyball/tennis/soccer/basketball/ 打排球/网球/踢足球/打蓝球 watch TV 看电视 play computer games 玩电脑游戏 last name/family name 姓 first name 名字 play sports 做运动 every day 每天 ‎1. Good morning to you! 早上好！ 2 .How are you? 你好吗？‎ ‎3.What’s this/that in English?这个/那个用英语怎么说？ 4. What color is it? 它是什么颜色？‎ ‎5. My ruler is yellow. 我的尺子是黄色的。6. What’s your/his/her name? 你/他/她叫什么名字？‎ ‎7. Nice to meet you! 很高兴见到你! 8. What’s your telephone number?你的电话号码是多少？‎ ‎9. What’s her family name?她姓什么？ 10. Is this your/her/his book? Yes, it is/No, it isn’t.‎ 这是你的/她的/他的本书吗？是的，它是/不，不是 ‎11.How do you spell it?你怎样拼写它？ 12.Call Alan at 195-3539.请拨打Alan的电话495-3539‎ ‎13.These are his books.这些是他的书 14.Is she your sister? Yes,she is. /No,she isn’t.‎ 她是你姐姐吗？是的，她是/不，她不是。15.Thanks for the photo of your family.谢谢你的全家福。‎ ‎16.Put them in different places. 把他们放在不同的位置。‎ ‎17.This is my mother/father/grandparent. 这是我母亲/父亲/爷爷（奶奶）‎ ‎18.Where’s my backpack?我的背包在哪？‎ ‎19.Please take these things to your brother. 请把这些东西带给你哥哥。‎ ‎20.The CDs are in the drawer.唱片在抽屉里。‎ ‎21.Can you bring some things to school? 你能带这些物品到学校来吗？‎ ‎22.Do you have a soccer ball ? Yes,I do/No,I don’t. 你有一个足球吗？是的,我有/不，我没有。‎ ‎23.Does he/she have a TV? Yes,he/she does./No,he/she doesn’t.‎ ‎24.Let’s play tennis/basketball/soccer.. 让我们打（踢）羽毛球/篮球/足球吧。‎ ‎25.I don’t have a soccer ball.我没有足球。‎ ‎26.He/She doesn’t have a tennis racket. 他/她没有网球拍。‎ ‎27.That sounds good.听起来是个好主意 28.That sounds interesting/boring.那听起来真有趣/乏味 ‎29.But she doesn’t play sports.但是她不做运动。‎ ‎30.He only watches them on TV. 他仅仅只在电视上观看。‎ ‎31.She plays sports every day.她每天做运动. 32.Does he like strawberries?他喜欢草莓吗？‎ ‎33.She doesn’t like tomatoes.她不喜欢西红柿 ‎34.Running star Sandra eats lots of healthy food. 跑步明星Sandra 吃大量的健康食品。‎ ‎35.She likes eggs for breakfast/lunch/dinner. 她喜欢早餐/午餐/晚餐吃鸡蛋。‎ ‎36.Ton has ice cream for dessert.Tom甜点吃冰淇淋 ‎37.How much is this sweater?这件毛衣多少钱。‎ Period 50‎ Review of Unit 1-3 (Grade 7)‎ ‎●谢 翠 云●‎ ‎[Teaching Aims and Demands]‎ ‎1. Knowledge Objects Key vocabulary that students have learned in Units 1～3.‎ ‎2. Ability Objects Train students’ ability to use the target language they have learned freely and creatively.‎ ‎3. Moral Object Repetition is the mother of learning.‎ ‎[Teaching Key Points]‎ Key vocabulary ‎[Teaching Difficult Points]‎ Train students’ ability to use the target language they have learned freely and creatively.‎ ‎[Teaching Procedures]‎ Key Words：‎ ‎1. school things: :pencil; pen; book; eraser; rule; math book; pencil case; pencil sharpener; backpack; notebook; watch; computer ‎2. family members: :mother; father; parent; sister; brother; grandmother; grandfather; grandparent; uncle; aunt; cousin ‎3. pron.& adj: this; that; these; those ‎ Key Phrases：‎ ‎1.a photo of一张……的照片 2. a set of keys一副钥匙 ‎3. first name姓氏； 4. 1ast name／family name姓氏 ‎5. pencil sharpener铅笔刀 6. telephone number／phone number电话号码 ‎7. lost and found失物招领 8. thanks for为……而感谢 ‎9. call sb (at...)给某人打电话； 10. ID card身份证 Key Sentences：‎ ‎1. What’s your name? 2. I’m Gina. Nice to meet you.‎ ‎3. Hello! 4. Excuse me, Sonia.‎ ‎5. What’s your telephone number? 6. Is this your pencil?‎ ‎7. What’s this in English? 8. How do you spell pencil?‎ ‎9. This is my brother. 10.Those are my two brothers.‎ ‎11.Thanks for the photo of your family. 12.Here is my family photo! ‎ Step Ⅳ[Key Grammar]‎ be动词的一般现在时形式:‎ ‎ be动词的现在式有am，is，are三种形式，原形均为be, 因此称它们为be动词。‎ ‎ be动词在一般现在时的句子当中，通常构成主系表句型, 表示当前所存在的状态, 句型如下：‎ ‎ 肯定句：主语+be动词+其他 e．g．I am a teacher．‎ ‎ 否定句：主语+be动词+not+其他 e．g．He isn’t a student．‎ ‎ 疑问句：Be动词+主语+其他 e．g．Are you a soccer player?‎ ‎ be动词的三种不同的形式分别接在不同的主语后面，第一人称单数I am，第一人称复数we are; 第二人称单复数you are, 第三人称的单数she／he／it is，第三人称复数they are。注意下列缩写形式：‎ ‎ is not=isn’t are not=aren’t I am not=I’m not You are = You’re It is=It’s ‎ Ex: 用am , is 或are填空：‎ ‎ 1. What ________ your name ? ‎ ‎ 2. My name ________ Amy . ‎ ‎ 3. I ______ Amy. ‎ ‎ 4. What ______ your telephone number ? ‎ ‎ 5. It _________ 535-2375. ‎ ‎ 6. _____ my books on the sofa ? ‎ ‎ 7. No. They ________ under the sofa . ‎ ‎ 8. ______ these your erasers ? ‎ ‎ 9. Where _______ my keys ? ‎ Step Ⅴ Homework ‎1. Review the vocabulary and texts in Units 1～3‎ ‎2. Finish the exercises for Units 1～3‎ ‎[Blackboard Design]‎ Review of Units 1～3‎ ‎1. a photo of一张……的照片 2. a set of keys一副钥匙 ‎3. first name姓氏； 4. 1ast name／family name姓氏 ‎5. pencil sharpener铅笔刀 6. telephone number／phone number电话号码 ‎7. lost and found失物招领 8. thanks for为……而感谢 ‎9. call sb (at...)给某人打电话； 10. ID card身份证 Period 51‎ Review of Units 4～6(Grade 7)‎ ‎●谢 翠 云●‎ ‎[Teaching Aims and Demands]‎ ‎1. Knowledge Objects Key vocabulary that students have learned in Units 4～6.‎ ‎2. Ability Objects Train students’ ability to use the target language they have learned freely and creatively.‎ ‎3. Moral Object Repetition is the mother of learning.‎ ‎[Teaching Key Points]‎ Key vocabulary ‎[Teaching Difficult Points]‎ Train students’ ability to use the target language they have learned freely and creatively.‎ ‎[Teaching Methods]‎ Practice method ‎[Teaching Procedures]‎ Step I [Key Words]‎ ‎1. furniture: table; bed; dresser; bookcase; sofa; chair ‎2. sports and entertainment: baseball, basketball, volleyball, soccer, bat, tennis, dance, swimming, paint, play chess, play the guitar ‎3. food: hamburgers, tomatoes, broccoli, oranges, salad, bananas, eggs, carrots, apples, chicken, fruit, vegetable, breakfast, lunch , dinner, French fries, ice cream StepⅡ[Key Phrases]‎ ‎1. sports collection 体育收藏品 2. French fries薯条；‎ ‎3. healthy food 健康食品 4. play sports做运动 ‎5. running star 跑步明星 6. tennis racket网球拍 ‎7. baseball bat 棒球拍 8. video tape录像带 ‎9. a lot of／lots of许多，大量 10. behind the sofa在沙发后面 ‎11. in the drawer在抽屉里 12. on the floor/table/ dresser在地板/桌子/梳妆台上 ‎ ‎13. under the bed在床下 14. watch TV看电视 ‎ ‎15. bring…to…把……带(来)到…… 16. take…to…把……带(去)到…… ‎ ‎17.play baseball／basketball打棒球／篮球； 18. play computer games玩电子游戏 ‎19. sound good听起来很好； 20. watch…on TV在电视上看 StepⅢ[Key Sentences]‎ ‎1. Where’s your backpack?‎ ‎2. It’s under the bed.‎ ‎3. Please take these things to your sister.‎ ‎4. Can you bring some things to school?‎ ‎5. Do you have a basketball? Yes, I do. / No, I don’t.‎ ‎6. How about you?‎ ‎7. Let’s play volleyball.‎ ‎8. That sounds good.‎ ‎9. Do you like salad? Yes, I do. / No, I don’t.‎ ‎10. I like to have bread and milk for breakfast.‎ Step Ⅳ[Key Grammar]‎ do/does引导的一般疑问句、否定句及肯定、否定回答 ‎ be动词(am，is，are)、助动词、情态动词以外的动词称为行为动词。行为动词通常用于主谓宾句型当中作谓语，表示一定的动作。在否定句和疑问句中，要加助动词do／does，这和be动词不同。‎ ‎ 句型如下：‎ ‎ 肯定句：主语+动词(第三人称单数时, 动词-s/ -es)‎ ‎ 否定句：主语+do／does not(don’t／doesn’t)+动词 ‎ 一般疑问句：Do／Does+主语+动词?‎ ‎ e．g．‎ ‎ (1) You go to school every day．‎ ‎ (2) She likes singing very much．‎ ‎ (3) I don’t watch TV at home．‎ ‎ (4) He doesn’t study hard．新-课-标-第-一-网 ‎ (5)一Do you have an examination in English? 一Yes, I do．‎ ‎ (6)一Does she walk to school? 一No, she doesn’t．‎ Step Ⅴ Homework ‎3. Review the vocabulary and texts in Units 4～6‎ ‎4. Finish the exercises for Units 4～6‎ ‎[Blackboard Design]‎ Review of Units 4～6‎ ‎1. sports collection 体育收藏品 2. French fries薯条；‎ ‎3. healthy food 健康食品 4. play sports做运动 ‎5. running star 跑步明星 6. tennis racket网球拍 ‎7. baseball bat 棒球拍 8. video tape录像带 ‎9. a lot of／lots of许多，大量 10. behind the sofa在沙发后面 ‎11. in the drawer在抽屉里 12. on the floor/table/ dresser在地板/桌子/梳妆台上 13. under the bed在床下 14. watch TV看电视 ‎ ‎15. bring…to…把……带(来)到…… 16. take…to…把……带(去)到…… ‎ ‎17.play baseball／basketball打棒球／篮球；18. play computer games玩电子游戏 ‎19. sound good听起来很好； 20. watch…on TV在电视上看 Period 54‎ Made by xcy ‎[Title] Unit 6 Do you like bananas?‎ ‎[Target language]‎ ‎1．Words＆phrases like，banana，hamburger，tomato，broccoli，orange, ice，cream，salad，strawberry，pear，French fries， ice cream ‎2．Key sentences ‎ Do you like bananas?‎ ‎ Yes，I do． 新|课|标|第|一|网 ‎ No，I don’t．‎ ‎[Ability goals]‎ Enable students to listen to and talk about what they1ike and don’t like．‎ ‎[Learning ability goals]‎ Help students learn how to talk about their likes and dislikes．‎ ‎[Teaching important／difficult points]‎ How to listen to and talk about their favorite foods．‎ ‎[Teaching procedures and ways]‎ Step I Revision 1. Duty report.‎ Ask Sa to give the students a report.‎ 2. Learn English sounds./p / & / b /.‎ Peter picked up a piece of paper and put it into the paper basket.‎ A big black bug bit the back of a big black bear.‎ ‎****A song . 《My bonnie》‎ Step II Warming up and Lead-in ‎ In this procedure，ask students to do some exercises about different foods and choose which they like or dislike．Learn the names of different foods and how to ask and talk about likes and dislikes．‎ T：Hello，boys and girls．Nice to see you again．This class we’11 first have a free Talk about food . Every day we have to eat food and we can find a lot of food around us．for example in the fridge，the supermarket，the KFC and McDonald’s，etc．Now，I’d like you to work in groups of four and try to list as many names of foods as possible．‎ T：Next，I’d like each group to choose two names of the food from your list and work together to make some cards．On one side of the card，you may draw the picture of the ‎ specific ‎ food with its Chinese name and on the other side of the card，you should try to write the English name for it，understand? You can use the dictionaries when necessary．‎ Three minutes 1ater．show some of their cards about diflferent foods and ask for the English ‎ names．‎ T：Can you tell me the names for the foods in the picture?‎ Help students learn the names of different foods and encourage them to say as many names as ‎ possible．‎ T：Do you like apples?‎ S：Yes, I do． ‎ T：Do you like bread?‎ S：No，I don’t．‎ T：Excellent．As we know．there are many kinds of food in the world’and people in different countries T：In the picture，we can see many people．They are have different main food and their favorites．But nowadays people in different areas can enjoy various foods from all over ‎ the world．And we know different people have different tastes．Today we will learn to talk about people’s likes and dislikes about food．‎ Step III Match work(Do 1& lb)‎ In this procedure，students will learn the names of some foods and learn to talk about the ‎ foods they know．‎ After three minutes． Ask students to say their names talking about their likes and dislikes about foods．‎ ‎ Now please work in pairs and read the conversations．Then listen to the three short conversations and finish activity lb．‎ Step IV Pairwork(Do 1c) ‎ Ask students to practice the conversations above in pairs and then make their own conversations using the target language．‎ T：We know in the listening material，A and B are talking about some food like bananas， salad and oranges．Now，can you think of the names of some other food and practice talking ‎ about them in pairs?Move around the classroom to help students and then ask a pair of students to say the conversation before the class．‎ Step V Homework ‎1．Ask the students to learn some names of food and fruit in this unit．‎ ‎2．A sk the students to make a conversatjon about likes and dislikes．‎ Period 55‎ Made by xcy ‎[Title] Unit 6 Do you like bananas?‎ ‎[Target language]‎ ‎1．words＆phrases ‎2．Key sentences ‎1. Do you／they like…?‎ ‎2. Does he／she like…? ‎ ‎3. I／Thev like／don’t like…‎ ‎4. She／He likes／doesn’t like…‎ ‎5. Let’s have…‎ ‎[Ability goals]‎ Enable students to talk about likes and dislikes．‎ ‎[Teaching important／difficult points] carefully．‎ How to talk about likes and dislikes．‎ ‎[Teaching aids]‎ A tape recorder．Some objects.‎ ‎[Teaching procedures andl'eaching procedures and ways]‎ Step I Revision and Lead--in T：We can see hamburgers in the picture with the letter d．So what about tomatoes?‎ T：Good．Please write‘‘g’’on the line next to the word“tomatoes”．Clear?‎ Ask students to finish the activity and then read the conversations in the picture and then ask students to read and listen to the conversations．and then number them in order．Point out the boxes where students have，oh，countable noun，uncountable. Play the tape for the second time．Ask the students to listen to the recording again and try to finish the sentences in the picture．‎ T：We can see some pictures and some sentences in2b．In the first picture we can see some hamburgers．Do you know the food in picture 2?Check the students’ homework and ask them to spell some new words and make a dialogue about their food. Get the students to talk about the last two pictures likes and dislikes．‎ ‎****What’s your favourite food?‎ Step II Listening(Do 2a)‎ T：Good．Do you like French fries?‎ S：No, I don’t．But I like ice cream very much．and choose the names for the food from ‎ 2a．Then ask them to listen to the tape again and try to finish the sentences in the pictures．‎ Play the recording again，check the answers．And then ask students to listen again and repeat ‎ after the recording.Write‘‘hamburger’’，‘‘French fries’’and‘‘ice cream’’ ‎ Step III Listening (Do 2b)‎ ‎ Ask the students to read the words in the box and talk about the pictures first，then listen to ‎ the recording and finish activity 2b．‎ Invite one student to practice reading and telling the meanings of the words．And then ask all the students to read after the teacher and finally ask them to Then ask some pairs of students to act out their practice reading by themselves．‎ T：Next we’11 listen to three conversations．In theconversation，a boy and a girl are their likes and dislil∞s about food．‎ Step IV Pairwork(Do 2c)‎ Ask students to work in pairs to practice the above T：Thank you．Next，I’d like some pairs to practice conversations and give answers that are ‎ true to your conversations in the front of the class，any themselves．Volunteers? I’11 give the ‎ best pair a prize as a gift.‎ Sl：Do you like strawberries?‎ S2：Yes, I do．‎ SI：Do you like bananas?‎ S2：No, I don’t．But I like tomatoes．‎ Now I’d like you to write down the names of food you like and don’t like．‎ Step V Grammar Focus Ask students to review the grammar box and make sure they have mastered‘‘do／does’’questions and countable nouns and uncountable nouns. First ask students to talk about the use of the tllird person singular．‎ T：As we can see from these sentences，the t11ird person singular forms all contain an“s”，while the other forms do not．What is the third person singular main verb? What is the third ‎ person singular helping verb?‎ Ask students to read the following phrases．‎ Show the following．‎ a pear；an apple／egg／orange；two tomatoes；three apples many oranges；many eggs；much broccoli；much salad；‎ some broccoli；some apples；a lot of ice cream；‎ a lot of French fries Period 56‎ Made by xcy ‎[Title] Unit 6 Do you like bananas?‎ ‎[Target language]‎ ‎1．Words＆phrases food，Bill ‎2．Key sentences What does Bob／Bill 1ike?‎ What doesn’t Bob／Bill like?‎ ‎ Do you like…‘?I ‎[Ability goals]‎ Enable students to talk about the food that others like and dislike．‎ ‎[Learning ability goals]‎ Help students 1earn how to talk about the food that others like and dislike．‎ ‎[Teaching important／difficult points]‎ How to talk about the food others 1ike and dislike．‎ ‎[Teaching aids]‎ Pictures of some food．‎ ‎[Teaching procedure and ways ]‎ Step I Revision and Lead--in First give the English pronunciations of the names for some food and ask the students to spell them on the blackboard and tell the Chinese meanings of them．Then ask some students to practice some conversations using different persons with the help of the words on the blackboard．Reference words：‎ broccoli，French fries，bananas，pears，ice cream Step III Pairwork(Do 3)‎ Ask students to talk about the pictures，learn the names of the characters，explain the two kinds of faces and write the names of foods on the blackboard so as to help them make new conversations．‎ T：Look at the pictures on the right．What are the names of the two men?‎ S：Bob and Bill.‎ T：Good!Do you know the simple drawings of the two kinds of smileys? Can you tell what they mean?‎ S：Yes．They are happy smileys and sad smileys．A happy smiley means like．A sad smiley means dislike．‎ Step III Food Survey(Do 4)‎ Ask students to work in groups of four．First let them talk about the different foods in the picture and write down the names for each of them．After that they can ask and answer questions about their likes and(1islikes and write down the names of the classmates．Then ask them to pass the charts around tocheck the information by themselves．Finally ask them to write a short passage about the result of the discussion．‎ Encourage students to ask as many questions as possible and help”them with the answers and the list of the names．‎ Sample dialogue：‎ Sl：Do you like bananas, Zhao Ling?‎ S2：No, I don’t．But I like ice cream．‎ S1：What else do you like?‎ S2：I like broccoli．‎ A sample version：‎ Liu Li likes tomatoes．He doesn’t like hamburgers.‎ Zhao Jun doesn’t like tomatoes．He likes bananas．‎ Zhao Li likes French fries and pears．But she doesn’t 1ike salad．‎ T：Quite fight．Now，please talk about the food in the pictures and write down their English names in your notebooks．‎ Step Ⅳ Homework ‎1．Ask students to do activity 5 on page 21 .‎ Show the following words．‎ French fries，strawberries，salad,ice cream Ask students to read the words loudly and repeatedly and then do activity 3．‎ T：Next，please work in pairs．One of you looks at the chart on page 33 and the other looks at the one on page 83．Ask your partners questions and find out what Bob and Bill like and don’t like and draw happy smileys and sad smileys in the chart．‎ ‎****Check the answers．‎ ‎ ‎ Period 57‎ Made by xcy ‎[Title] Unit 6 Do you like bananas?‎ ‎[Target language]‎ ‎1．Words＆phrases 2．Key sentences ‎ egg，apple，carrot，chicken，breakfast，lunch，‎ ‎ dinner，fruit，vegetable，Sandra ‎ 1. Does Tom like carrots?‎ ‎ 2. Yes，he does．‎ ‎ 3. I 1ike carrots!‎ ‎[Ability goals]‎ Enable students to talk about likes and dislikes and the difference between fruits and vegetables．‎ ‎[Learning ability goals]‎ Help students learn how to talk about likes and dislikes．‎ ‎[Teaching important／dimcult points]‎ How to talk about what others like and don’t like．‎ ‎[Teaching procedures and way]‎ Step I Revision and Lead--in Check the homework．Talk with students freely andask them to give some English names for food．And then ask some of them to tell what food others like T：Glad to meet you again，boys and girls．Now you know many names of fruit and food，don’t you?‎ S：Yes, we do．‎ T：Can you tell me some?‎ S：OK．Apples,pears,strawberries．‎ T：Very good．What else?‎ S：Salad,French fries,hamburgers．‎ T：Great!Now，I’d like some of you to tell us what food your classmates like and dislike．Now who’d like to show．‎ ‎*****Cai Jun likes apples．He doesn’t like hamburgers．Chao Jun doesn’t like tomatoes．He likes bananas．Du Lin likes French fries and salad but she doesn’t like fruits．Wu Han and Sun ‎ Bing both like strawberries but they don’t like chicken… ‎ T：Well done! As we know．We have various foods for three meals，ie，breakfast，lunch and dinner．Now，who can tell me the meanings of these words? ‎ S：In the morning, we have breakfast.At noon we have lunch．And in the evening we have dinner.‎ T：Excellent! I see you have known a lot about the eating habits of your classmates．But what about yourself? Can you tell me what you usually have for three meals? You may talk with your partner and prepare for it first．Try to speak in English．‎ S：I usually have eggs,noodles, milk for breakfast, rice，chicken，fish，carrots,potatoes for lunch ,rice chicken , potatoes . ‎ T：Good! Next we will learn more about the food for three meals every day and talk about people’s likes and dislikes．‎ Step II Match work(Do 1a)‎ Ask students to read the words，talk about the picture，and then match the words with the food in the picture．‎ T：First practice reading the words by yourselves and then read after me and correct the pronunciation．After reading．‎ T：Now，please look at the pictures．Do you like the food in the pictures for three meals?‎ S：Yes．／No．‎ ‎****Ask students to work in pairs and talk about the foods in the picture．‎ Check the answers with students．‎ Step III Pairwork and Listening(Do 1b)‎ Ask students to work in pairs，look at the chart(1b)，‎ T：Now，please look at the 1ists in the chart．We can see that apples are fruits while brocco1i is a kind of vegetable，so can you tell me some vegetables?( potatoes．carrots．onions．)‎ T：Good! Look at the pictures in la again and tell me what me vegetables are．‎ Now，can you add some words to the lists on the right?I’11 give you three minutes to work with your partner and list as many fruits and vegetables as you can．‎ Sample list：‎ fruits：pears，strawberries，watermelon，grapes，and bananas．．．‎ vegetables：cabbage，cucumber，eggplants，carrots，broccoli and potatoes．．．‎ Step IV Listening (Do 2a and 2b)‎ ‎ Ask students to read the words in l a again and then listen to a conversation，circle the words from l a and then finish the chart in 2b．‎ Check the answers by asking students to read their T：Here I have a question for you．Can you tell the names of the two students who speak in the conversation? You may look at the chart in 2b for help．‎ S：Sandra and Tom are talking about what food they like and dislike．‎ T：Very good!We know from the chart that Sandra likes salad and Tom 1ikes carrots．But what do they dislike? Next listen to the recording again and finish the chart in 2b．‎ After listening，check the answers by asking some students to read their notes．‎ Step IV Pairwork(2c)‎ Ask students to talk about the likes and dislikes for three meals of Tom and Sandra and then tell which picture shows the food either of them has for the meal．‎ T：Since we have listened to the recording for many times and you have known a lot about the eating habits of Tom and Sandra．Now please work in pairs，ask and answer questions about what Sandra and Tom like and don’t like．You may look at the chart above where necessary．‎ Sample dialogue：‎ Sl：Does Sandra like apples?‎ S2：Yes, she does．‎ Sl：Does she like vegetables?‎ S2：No, she doesn’t.‎ Ask students to look at the breakfast, 1unch，and dinner in activity l a and decide whom each of them belongs to．‎ T：(Point to the completed chart in 2b)Look at the foods each person likes．Look at the foods each person doesn’t like．Now decide who each meal belongs to．‎ Check the answers with students．‎ Step V Homework ‎1．Ask students to do activity 5 on page 21 in the workbook．‎ ‎2．Ask students to practice talking about the food Sandra and Tom like and don’t 1ike．‎ Period 58‎ Made by xcy ‎[Title] Unit 6 Do you like bananas?‎ ‎[Target language]‎ ‎1．Words＆phrases ‎ runner，eat，well，run，star，lot，lots of,healthy， dessert，list，Clark ‎2．Key sentences ‎*I like apples．Do you like appl ‎ *Yes，I do．Do you like oranges?‎ ‎[Ability goals]‎ Enable students to write about the favorite foods for three meals and make a list of food for shopping．‎ ‎[Learning ability goals]‎ Help students make a list of food they would like to have and buy．‎ ‎[Teaching important／difficult points]‎ How to make a list of food they like．‎ ‎[Teaching procedures and ways]‎ Step I English sounds ‎ /t/ /d/‎ ‎***Cat, cat, cat catch the fat rat.‎ ‎*** Dad,dad,dad.‎ The dog is sad.‎ Stop, stop, stop.‎ That’s really bad.‎ Step II Revision and Lead-in ’‎ Ask students to write some words 1earnt in la，and then say something about the food Sandra and Tom like and don’t like．‎ T：Boys and girls，we have learnt many words in la．‎ Now let’s have a dictation． ice cream，banana，carrots，broccoli，salad Next ask students to tell fruits from vegetables from the following．‎ Show the following．‎ ‎ apples，carrots, salad，bananas，oranges，broccoli ‎ Sample answers：Fruits：bananas，apples and oranges．‎ Vegetables：broccoli，salad and carrot．‎ T：Very good．So now you can tell fruits from vegetables． In this period we will learn more about fruits and vegetables and then write about the favorite food for three meals and shopping lists．‎ Step III Reading(Do 3a)‎ Ask students to read the article and underline the fruits and circle the vegetables．‎ T：Look at the picture in 3a，do you know the name of the beautiful gid?Who is she?‎ S：Her name is Sandra Clark and she is a running star．‎ T：Good．She is a sportswoman and she is good at running．Run，do you know?Look at me．(Show the movements of arms and legs) Read“Sandra Clark”and“run／running"after me please．Now．I’11 read something about her and you can tell me what the sentences are about，clear?‎ For the first time，ask the students just to listen and try to understand the article．For the second time，ask them to talk about the main idea of the short passage．‎ T：Can you tell me what the passage is mainly about?‎ S：Yes,I can．The passage is about Sandra Clark．It tells us about what she has for three meals．‎ T：Very good! Now look at the first sentence．‎ T：Right! Read the three words after me．We know she eats a lot of fruits and vegetables．‎ T：Good．Please underline the fruits and circle the vegetables just like what the instruction shows us，understand?‎ Ask the students to mark the words and get them to check the answers in pairs after that．‎ Step IV Writing(Do 3b& 3c)‎ Ask students to look at the pictures in 3b carefully and then write about what Tom likes to eat for breakfast，lunch，and dinner．‎ T：Now，please look at the pictures carefully．Can you name the food Tom eats for lunch and dinner?Finish the passage please．‎ S：For lunch，he eats hamburgers。carrots and oranges．‎ T：Well done．How about dinner?‎ S: For dinner,he eats chicken,broccoli,and salad．‎ T：Good．Please finish the passage．Check the answers．Write the words on the blackboard and ask students to remember the words．‎ T：Now，What do you like for breakfast，lunch and dinner?Talk about the food you 1ike in ‎ pairs and write about what you like for three meals j ust like the passage about Tom in 3b．Fill in the table S：We should try to have a scientific and nutritious diet．‎ T：Maybe some of you should learn something from this lesson and make some changes to your unhealthy eating habits，right?‎ Step V Group work(4a；4b)‎ Ask the students to work in groups and make a list of food to buy and then read it to the class．‎ T：Boys and girls，do you like to have a picnic?‎ S：Yes,It’s nice．‎ T：I agree．If you go for a picnic，you have to buy some food，right?Now，please work in groups of four and make a list of the food to buy．When you decide what to buy，please write them down to make a list for shopping．‎ A sample list：‎ bananas，apples，oranges，bread，hamburgers，hams ‎ Ask students to read their lists to the class and give a report.‎ Period 59‎ Made by xcy ‎[Title] Unit 6 Do you like bananas?‎ ‎[Target language]‎ ‎1．Words＆phrases ‎ apple，ice cream，banana，broccoli，like，oranges， carrot， breakfast， chicken，tomato， 1unch，hamburger，fruit，dinner，French fries，vegetable，pear ‎ ‎2．Key sentences ‎ Do you like broccoli?‎ No，I don’t．‎ Yes，I do．‎ ‎[Ability goals]‎ Enable students to 1earn to talk about their favorite food．‎ ‎[Learning ability goals]‎ Help students learn how to talk about what they like for lunch．‎ ‎[Teaching important and difficult points]‎ How to talk about the food they like and dislike．‎ ‎[Teaching aids]‎ Some pictures and a projector．‎ ‎[Teaching procedures and ways]‎ Step I Word competition and Lead—in Ask students to read their articles about the food they like for three meals and then ask them to have a word competition．‎ T：We have learnt what food Sandra Clark and Tom have for three meals. What about you? Who would like to read your passage for us?‎ Sample passage：‎ For breakfast，I like noodles，eggs and oranges．For lunch I 1ike hamburgers and bananas．And for dinner，I like tomatoes，pork and rice．‎ ‎****Good!Now let’s have a word competition about food．I’d like some of you to come to the front and I’11 give each of you a piece of paper with a Chinese name for the food on ‎ it．Then you can ask the other students to guess the English name of it within one minute， understand? N ow，Li Ping，please come to the front and show us some food．Any one of you can stand up and English names for the food give as many English words as possible within one minute．I will 1ook at my watch and see who will win the competition，ready?Now，begin!‎ Encourage more students to take part in the competition．‎ T：You all have done a good job!I hope some of you will get well prepared and make progress next time．In this class，we’11 first review some words of this unit and talk about the favorite food for lunch．‎ Step II Vocabulary(Do 1)‎ Ask the students to check the words they know and find out the meanings of the words they don’t know．And you can help them to make stories or conversations with the ket words.‎ T：In Unit 6，we have 1earned many words about the food we like and dislike．Now read and check the words in 1 on page 36 and check the and the food they like find out who likes to lunch as you．‎ Step III Homework Ask students to summarize what they have learnt in this unit and prepare for the next unit．‎ And have the same food for words you know and circle the words you don’t know in the table below． ‎ Ask some students to read the words they know in class．‎ T：Now，for the words you don’t know，I’d like you to work with your partner and find out the ‎ meanings of them．Or you can look them up in the dictionary．‎ Ask students to add some new words and share the list with the others．‎ Sample list：‎ noodle,rice,cucumber,potato，watermelon．．．‎ Ask students to talk about their food for 1unch and draw the pictures and write the English name for each of them．‎ Ask students to write the English name and then check the spelling in pairs．‎ Step IV Writing ‎ Ask students to have a talk about the food for lunch in groups of four and write down what they like for lunch．They can make a comparison between them．‎ T：Since you have drawn the pictures of the food, you may know very well what you like to eat for lunch．I'd like to talk to some of you．Han Hui,hat do you like to have for lunch?‎ Help the Ss to practice.‎ Step V Homework Ask students to ‎1．Do activities 6 and 7 on page 22 in the workbook．‎ ‎2．Write about what you like for breakfast，lunch and dinner．‎ ‎【文化知识补充及教学反思】‎ ‎ 在西方，人们有早餐breakfast，午餐lunch，晚餐或正餐dinner，夜点心或睡觉之前吃的简便晚餐supper。早餐和午餐比较简单，时间也不长。正餐较正式，尤其是农村的正餐最丰盛，因为西方人的时间观念比较强，而且工作地点离住的地方比较远，因此晚上才是一家人真正相聚的时候，因此大家都非常珍惜，有时一顿正餐吃几个小时都不稀奇，正餐后还会有甜点dessert。在有些国家，如澳大利亚，有上午茶morning tea，吃些甜点，快餐，咖啡，茶等，时间大概在十点左右。而在英美，有下午茶，大概在14：00左右，吃的东西差不多。西方人的上午茶或下午茶都是非常重要的，对于他们来说一般是雷打不动的。因为工作地点离住的地方比较远，而且中午一般休息的时间很短，一般是半个小时，因此西方人一般都会在离办公室比较近的餐馆吃中餐。即使到餐馆就餐也要讲礼仪：到餐馆就餐，如果与别人同桌，须征得先到客人的同意后方可入座，否则，会被视为粗鲁。在美国的餐馆，若用餐巾擦拭刀叉、盘子，服务员会马上换一套餐具，在服务员看来，顾客擦拭餐具是认为餐具不干净。‎ Ⅱ．补充练习 Match the questions in(I)with the answers in(II)．(将下列左栏中的句子与右栏 ‎ (I) (II)‎ ‎(1)Does he like apples? A．Hamburgers，apples and salad ‎(2)What do you like for lunch? B．She likes ice cream．‎ ‎(3)Do you like to eat hamburgers? C．No．They like hamburgers．‎ ‎(4)Do they like eggs? D．Yes，he does．‎ ‎(5)What does she like? E．No，I don’t ‎ ‎ Period 60‎ Made by xcy ‎[Title] Unit 7 How much are these pants?‎ ‎[Target language]‎ ‎1．Words＆phrases how much，pants，sock，shirt，T—shirt，shorts，sweater，shoe，skirt，sale，dollar 1． Key sentences ‎ How much is this T•-shirt?‎ ‎ It’s seven dollars．‎ ‎ How much are these socks?‎ They’re two dollars．‎ ‎[Ability goals]‎ Enable students to ask about prices．‎ ‎[Learning ability goals]‎ Help students learn how to ask about prices．‎ ‎[Teaching important／difficult points]‎ How to ask about prices．‎ ‎[Teaching procedures and ways]‎ Step I Warming up Talk about clothes．‎ T：Hello，boys and girls．Nice to see you again.‎ T：Can you count from 0 to 9 in English?‎ S：Yes．Zero, one, two，three，four, five, six，seven，eight,nine．‎ Let some students repeat that. Draw some pictures of food on the blackboard and go over some words related to food(eg．ice cream／hamburger／tomato／pear．．．)in Unit 6．Show some pictures of money from different countries，and let students guess the names and teach them：yuan／dollar／pound．‎ Mark the prices of these food(ice cream，1 dollar／hamburger. 2 dollars/tomatoes，4 dollars/pears，5dollars．．．)．Then ask students about the prices．Help them answer．‎ T：How much is the ice cream? ‎ S：It’s a dollar．‎ T：How much is the hamburger?‎ Step II Lead•-in Review the numbers and the food.‎ I like shopping very much．Do you like shopping?‎ ‎ Show students a picture of a clothes shop． T：Do you like the clothes in the shop?Come ‎ with me to the clothes shop．‎ T：Can you name these clothes in English?‎ Show a picture of a coat.‎ T：How much are the pears?‎ S：They’re 5 dollars．‎ Go over the words(hat／bag)in the Unit 4．And teach the words of clothing as follows．‎ socks，T-shirt，shorts，sweater，bag，hat，pants，shoes，skirts T：(Point at a sweater)mat’s this in English?‎ S：It’s a sweater．‎ Write“sweater”on the blackboard．‎ T：(Point at a student’s pants)what are these in English?‎ S：They are pants．‎ Write‘‘pants’’beside‘‘sweater’’．Learn the words related to clothes.‎ Encourage students to repeat the new words on the blackboard．‎ T：Now 1 want all of you to read the new words on the blackboard by yourselves．Then I will ask some of you to read them out to the class．‎ Step III Match work(Do 1a)‎ Ask students to look at the picture on page 4 1 and match the words with the things in the picture．‎ T：Now we have nine words on the left of the picture and niffe things marked with a，b，c，…and i．P1ease match the words with the objects in the picture by writing the letter of the objects on the lines next to the words．The first answer is given．‎ Step IVListening and Pairwork(Do 1b*lc)‎ Ask students to read the items in activity la and then look at the picture．‎ T: Now listen to the tape recorder，and listen carefully．Which articles of clothing do the two people talk about?Circle each article of clothing in the picture that you hear on the tape．OK?Now，listen．Play the tape twice，first listen only，then listen again and circle．‎ Check the answers．And then ask students to work in pairs and read the conversations in la．‎ ‎[Home work ]‎ l. Ask students to do activity 1 on page 26 in the workbook ‎2. Ask students to learn the words in this unit(on page 110)by heart．‎ Period 61‎ Made by xcy ‎[Title] Unit 7 How much are these pants?‎ ‎[Target language]‎ ‎1．Words＆phrases color，black，white，red， small，short，long, green，blue，yellow，big ‎2．Key sentences ‎ How much is the red sweater?‎ ‎ It’s eight dollars．‎ ‎ How much are these black pants?‎ ‎ They’re ten dollars．‎ ‎[Ability goals]‎ Enable students to ask about prices．‎ ‎[Learning ability goals]‎ Help students learn how to ask about prices．‎ ‎[Teaching important／difficult points]‎ How to ask about prices．‎ ‎[Teaching procedures and ways]‎ Step I Free talk and Lead-in(Do 2a)‎ Show students some colors．‎ T：These are different colors．What colors are they?&They are black,white，red,green，blue and yellow．‎ T：(Point at red)What color is this?‎ Help them answer：It’s red．‎ T：My sweater is red．(To a student who is wearing a red sweater)What color is your sweater?‎ S：It’s red．‎ Show some other colors，asking the following questions．‎ T：My pants are blue．What color are your pants?‎ S：My pants are blue．‎ T：Very good．(To another student)It is yellow．‎ Write black，red，yellow，blue，green，white on the left of the blackboard．Read them aloud and ask the students to repeat．Then have some students to read these words individually． ，‎ Hold up a long pencil and a short one，Then ask some pairs of students to say the conversations to the class．‎ Step II Listening and Pairwork(2a & 2b)‎ A sk students to listen to the conversations and circle the things they hear．‎ T：Today is Sunday．Lily is shopping with her mother．T'hey are going to buy some clothes and some other things．Now 1 will play the recording of the conversation．Listen carefully and circle the things you hear．‎ Check the answers．Ask the students to listen again and fill in the price tags．‎ T：Now please listen to the tape again and write down the prices in the price tags．‎ Check the answers．Ask students to listen to and repeat after the recording and then ask and answer questions about the things in 2a in pairs．‎ Sample conversation：‎ S1：How much is the green sweater?‎ S2：It’s seven dollars。‎ Sl：H0w much is the blue hat?‎ S2：It’s five dollars．‎ Step III Grammar A sk students to read the sentences in the grammar box in pairs．And then ask them to make dialogues using gestures to ask about the things in the classroom．For example，a student points at something across the room and asks，How much is that hat?Or How much are those black pants?‎ Show the following．Ask students to make conversations using these words and expressions．‎ ‎ this，that，these，those ‎ black，white，yellow，green，red，blue How much is／are．．．?It’s／They’re．．．‎ Sample conversation：‎ S1：How much are these blue and yellow socks ?‎ S2：They’re two dollars．‎ S1：How much are these red shorts?‎ S2：They’re nine dollars．‎ ‎****Then help students say long and short，and then teach big and small in the same way．‎ Step IV Homework ‎1．Ask students to do activities 2 and 3 on page 27 in the workbook．‎ ‎2．Ask students to go on practicing asking about prices using the things on page 41．‎ Period 62‎ Made by xcy ‎[Title] Unit 7 How much are these pants?‎ ‎[Target language]‎ ‎1．Words＆phrases help，want，welcome，example，Here you are．‎ ‎2．Key sentences Can I help you?‎ Yes，please．‎ How much is it?‎ Nine dollars． ‎ I’11 take it．‎ You’re welcome．‎ ‎[Ability goals]‎ Enable students to ask about prices．‎ ‎[Learning ability goals]‎ Help students learn how to ask about prices．‎ ‎[Teaching important／difficult points]‎ How to do shopping and asK about prices．‎ ‎[Teaching aids]‎ Pictures of clothing．‎ ‎[Teaching procedures and ways]‎ Step I Revision and Lead-in 1. Greet students as usual and then invite a student to do a duty report．‎ 2. A ryham to revise the adjectives, such as “big and small”, “long and short”, “thin and fat”. ‎ I like this one, I like that . This is long . And that is short. I like long things. I like short.‎ I like this one, I like that .(将形容词编成歌谣形式来chant ‎ ‎，并同时配以劈劈拍的游戏。学生既容易记住知识点，又达到了学生相互学习与合作的目的。)‎ ‎3. A song of colors. “Who’s wearing yellow today”(学唱英文颜色歌来识记颜色词，学生容易上口。)‎ ‎4.Prepare some pictures with words related to clothing and prices in them and ask about these pictures．‎ T：Well，look at the pictures about clothing．‎ Show the following． a red hat l 3 dollars; white shoes|7 dollars; blue pants l 8 dollars ‎ a green bag／5 dollars Then ask：1) How much is this red hat?‎ ‎2) What color do you want?‎ Then let students ask and answer in pairs．‎ Step II Reading and speaking(3a&3b on P43)‎ Teach the new words welcome，want,help first．And then present Here you are．and you are welcome．‎ T：(Pick up a pen from a student’s desk and ask)“Is this your pen?’’‎ S：Yes, it is．‎ T：Here you are．‎ S：Thank you．‎ T：You are welcome．‎ Write Here you are and You are welcome on the blackboard．Then repeat the conversations with some other students．Give students two or three minutes to practice in pairs．And then present the conversation about shopping．‎ T：Mary is doing some shopping．What does she like?‎ Read the conversation to find the answer．But some words are missing. Can you help to complete the conversation and find the answer?‎ Ask one student to read all the questions to the class．‎ Then ask another to read all the answers．‎ T：Now please match each question with an answer. The first one is done for you．Check the answers by asking students to read the completed dialogue in pairs．Then ask students to practice 3b．Then let some groups come to the front of the class．‎ Step III Memory game(4：P43)‎ In this procedure，ask students to work in groups to try to remember as many items as possible．‎ T：Next we’11 do a game about prices．This is a memory game．Each person says the name of an item of clothing and a price．You have to remember all the items and a11 the prices you hear．Ask tour students to come to the front of the class and stand in a row．Show the first ‎ picture．Have the first student say a sentence like the one in the book．Then ask the second student to repeat the first sentence and add a sentence about another item of clothing and price．The third student says the first two sentences and then adds another one，and so on．‎ Step Ⅳ Homework ‎ ‎1．Ask students to do activities 4 and 5 on page 28 in the workbook．‎ ‎2．Ask students to preview Section B．‎ Period 63‎ Made by xcy ‎[Title] Unit 7 How much are these pants?‎ ‎[Target language]‎ ‎1．Words＆phrases ten，eleven，twelve，thirteen，fourteen，fifteen， sixteen，seventeen，eighteen，nineteen，twenty，thirty ‎2．Key sentences重点句子 How much are the red socks?‎ They’re eight dollars．‎ Ability goals能力目标 Enable students to read and write the numbers 10—31．‎ Learning ability goals学能目标 Help students learn how to ask about prices．‎ Teaching important／difficult points教学重难点 How to ask about prices and write the numbers 10-31．‎ Teaching aids教具准备 A tape recorder．‎ Teaching procedures and ways教学过程与方式 Step I Revision and Lead-in Ask different students to imitate a shopping scene in a store，talking about clothing and prices．Show the following．‎ sweater($7)，shirt(S8)，pants($6)，bag($3)，shoes ($9)‎ A sample aialogue：‎ Sl：How much is the sweater?‎ S2：It’s seven dollars．How much is the shirt?‎ S1: It’s eight dollars．How much are the pants?‎ ‎**We have learned the numbers 0-9．Today we’ll learn the numbers 10--31 in la．Listen to the Step II Listening and repeating(1a&lb) ‎ Then ask different groups how many sentences they P44)managed t6 remember．Ask students to listen to the recording and learn me numbers．recording and repeat the numbers．Then point to some numbers and ask students to say them out．Ask students to finish matching the numerals and number words individually and listen to a conversation and circle the numbers in la that they hear．Tell them that some of the numbers are in the wrong order．‎ Check the answers．Ask one student to name the various items of clothing shown．Ask another to point at the price tags and read them aloud．‎ Step III Listening and repeating(2a&2b) ‎ ‎ T：Next you will hear a mother and a daughter talking about buying clothes．Listen and check the things Lisa buys．‎ Correct the answers．Then ask students to ask and answer about the prices of the clothing in the picture．‎ T：Now look at the pictures in 2b．Point to the blue sweater and ask and answer like this：How much is the blue sweater?It’s fifteen dollars．‎ Have students repeat again．Remind them to use is／it’s with sweater,skirt,etc，the singular nouns and are／they’re with socks,pants，the plural nouns．‎ Sample dialogue：‎ Sl：How much is the white T—Shin?‎ S2：It’s eleven dollars．‎ Sl：How much are the red socks?‎ S2：They’re eight dollars。‎ Sl：How much are the blue socks?‎ S2：They’re four dollars．‎ Then let students ask and answer the prices of clothing in 2b．‎ Step．IV A number game A number game：‎ T：Count the numbers from one to thirty-one．But when you count to the multiples of‘‘7’’or the numbers which contains“7”，you should not count，instead，say‘‘next’’．E．g．one，two，three，four，five，six，‘‘next’’，eight，nine，ten，．．．thirteen，‘‘next’’，fifteen，‎ ‎ sixteen，‘‘next’’，．．．‎ Step V Homework Ask students to:‎ ‎1．Do activities 4 and 5 on page 28 in the workbook．‎ ‎2．Prepare paper tokens of goods(eg．food／watches／bags／bicycles／…)and 200 yuan play money for the next class．、‎ ‎[教学反思]‎ ‎ 基数词的教法灵活多样。可采取分类识记规律法；游戏法；歌谣法；帮助学生记住了基数词，有利于帮助他们在第八单元学习序数词时降低难度。“授之以鱼，不如授之以渔”，更有利于学生学习。‎ Period 64‎ Made by xcy ‎[Title] Unit 7 How much are these pants?‎ ‎[Target language]‎ 1． Words＆phrases ‎ clothes，store，come，buy'．very，price，each，anybody，afford，our，see，yourself,Mr，sell，from ‎2．Key sentences ‎ Do you like…?‎ ‎[Ability goals]‎ Enable students to write a store ad．‎ ‎[Learning ability goals]‎ Help students learn how to write a store ad．‎ ‎[Teaching important／difficult points]‎ How to write a store ad．‎ ‎[Teaching aids]‎ A computer and a proj ector．‎ ‎[Teaching procedures and wa31 eacning procedures and ways]‎ Step I Revision and lead-in Check the homework．And then tell some students to ask and answer the prices of clothing that they are wearing today．‎ T: We can read some ads in English newspaper．And today we’re going to learn an ad about clothes sale．‎ Step II Reading(3a on P45)‎ Show a picture of a store．‎ T：This is the Huaxing Clothes Store．In this store，there are many beautiful things on sale．You can buy your favorite clothes from the store．And the prices are very low．‎ Write buy，from，price，store，sell on the blackboard．Ask students to read the new words on the blackboard．Ask students to read the ad on page 45．‎ T：Now read the ad for Huaxing Clothes Store and find out what things you want to buy at Huaxing Clothes Store Sale．‎ S：We can buy sweaters, sports bags, T-shirts．socks and．．．‎ T：Good，but how much are these things?Are they at a good price?‎ T：Please tell me the prices of the things in the store．You can buy socks for only~5 each!How much is the sports bag? Come and see for yourself at Huaxing Clothes ‎ Questions：‎ ‎1．What’s the shop’s name? 2．How much is the bag?‎ ‎3．How much is the T．shirt? 4．How much are the sports shoes?‎ ‎5．How much are the socks? 6．Can you buy blue sports shoes for only$20?‎ ‎7．Can you buy red in the shop?Can you buy red socks in the shop?‎ Step IIIWriting(3b on P45)‎ At first，ask students to read the ad and practice writing an ad themselves．‎ T：Mr Cool wants someone to help him to write an ad for his clothes shop because the clothes in his shop don’t sell well．Can you help him?Now write an ad for him．If students need extra help，write a sample ad together in the class．‎ Sample version： Mr Cool’s C10thes Sale Come to Mr Cool’s Clothes Store! We sell pants for only~30．Do you like hats?We have hats at a very good price—only￥3 1 Do you need bags for sports?We have very good bags for only。￥15. For girls，we have skirts in white，red，and black for only￥26. For boys，we have sports shoes in white，black for only~31 each! Come and see for yourself at Mr Cool’ Stores.‎ Ask some students to read their ads to the class．‎ Step IV Groupwork(4 onP45)‎ Now ask them to do a shopping game using the things they prepared．‎ T：We often go to the shops to buy something．Now you have another chance．Work in groups and choose a place as your“store"．You can put your own tokens such as food，watches，bags，bicycles etc .on your stalls to sell and one of you stays at the store and sells goods．Each group has 200 yuan．The rest of your group are buyers．You will go to visit the other stalls to buy the goods．Remember：make a note of what you buy or sell and write them in the chart in 4 on page 45．At the end of the activity，ask each group to calculate the worth of each group by checking how much money they have and estimating the worth of their goods and adding them together．The group with the most value in money and goods is the winner．‎ Step V Homework Ask students to: 1-Do activities 6 and 7 on page 29 in the workbook．‎ 1． Write an ad： ‎ 根据下列内容，写一则销售广告。‎ 新华商店有各色鞋，每双25元。黑色、黄色的 袜子每双2元。白色毛衣每件30元。白色、黄色的 帽子每个4元。白色、蓝色的短裤每条15元。‎ Period 65‎ Made by xcy ‎[Title] Unit 7 How much are these pants?‎ ‎【Target language】‎ ‎1．Words＆phrases ‎ have a look at，on sale，sorry ‎2．Key sentences Have a look at Zig Zad’s Clothes Store．‎ The yellow shorts are also$30 and the green shorts are on sale for$25 1‎ ‎[Ability goals]‎ Enable students to ask about prices．‎ ‎[Learning ability goals]‎ Help students learn how to ask about prices and talk about clothing．‎ ‎[Teaching important & difficult points]‎ Before class，students were asked to prepare some How to ask about prices and talk about clothing．‎ ‎[Teaching procedures and ways]‎ Step I Warming—up and Lead-in(1&2 on P46)‎ Check the homework by asking some students to read their work．‎ A sample version：‎ Xin Hua Clothing Store ‎Sale Xin Hua’s fantastic sale!You name it，we have it at a very good price．We have shoes in all colors at Y 25. We have socks in black and yellow for onlyY2 each. And sweaters in white for Y 30，we have hats in white and yellow for Y 4．And shorts in white and blue for~15．And that’s not a11．Can you believe it?Come down to Xin Hua and see for yourself．‎ Then ask them to answer the following questions orally．‎ Show the following．‎ ‎1．What’s the nalTle of this clothing store?‎ ‎2．Can you buy white shoes in this shop?‎ ‎3．How much are the black socks?‎ ‎4．How much is the white sweater?‎ ‎5．How much is the yellow hat? ．‎ Sample answers：‎ ‎1．Xin Hua． 2．Yes．3．They’re only 2 RMB．in the price tags．4．It’s 30 RMB．5．It’s ‎ ‎4 RMB． Then ask students to check the words in 1．After that，ask them to write 5 new words．‎ Step II Practice 1. Have a dictation about the key words in Unit 7.‎ 2. Ask the students to make stories or conversations according to the key words.‎ After that ask a student to show his answer to the class•Then ask students to change the ad into a conversation about shopping．‎ T=Now look at the picture in the book．Suppose you are Mike，an assistant．Your partner is David，a customer．Now he wants to buy something that he needs．Make your own conversations．‎ Sample conversation：‎ ‎(M—Assistant D—Customer)‎ M：Hello. David／Can I help you?‎ D：Hi,Mike．1 want a sweater．‎ M：What color do you want?‎ D：Red．‎ M：Here you are.‎ D：How much iS n?‎ M：Thirty dollars.‎ D：I。ll take it．Thank you．‎ M：You。re welcome．Anything else?‎ D：Do you have a hat?‎ M：Yes。What color do you want?‎ D：Black．‎ M：Here you are。‎ D：How much is it?‎ M：Fifteen dollars．‎ D：rll take it．Thank you．‎ M：YoH’re welcone．‎ Step III Reading(3 on P45)‎ Ask students to read the ad and fill in the price tags．‎ T：This time 1 want to ask one of you to read the ad to the class．You’ll find the pdces of clothes，and fill Step．IV Homework l. Ask students to go over what they have learned in this unit．‎ ‎2．Ask students to preview the next unit．‎ ‎“酷儿”服装店，魅力无限 岳阳市九中 谢翠云(教学案例)‎ ‎〔活动目的〕‎ ‎1、能快速阅读出基数词1到100；‎ ‎2、了解商品价格的英文表达方式，学会谈论物品的颜色和价格；‎ ‎3、设计一份有吸引力的英文广告，培养学生的社会实践能力。‎ ‎〔教学过程〕‎ ‎1、每小组（四人）派一名学生报出他们所穿衣物鞋帽的价格（每人一件），要两名学生快速写在老师准备的几张大的卡片上。然后要求学生读出价格，同时读到哪个价格，相应的那个学生须英文表达出如My blue pants are￥50.以便颜色词得到重现。‎ ‎2、用投影仪呈现下列数字：‎ ‎2 3 4 5 6 7 8 9 10 12 13 14 15 16 17 18 19 22 33 44 55 66 77 88 99 100‎ 帮助学生进一步掌握认读规则，找出认知规律，达到复习巩固新旧知识的目的。‎ ‎3、接下来由学生自己完成学习任务——每个数字前加上钱币单位￥或＄，并快速阅读出来。‎ ‎4、在教完Huaxing Clothes Store SALE ! 后，教师引出任务：假设你在Huaxing Clothes Store（华兴服装商场）隔壁有一家名为“酷儿”的服装店（也可自己命名），设计一份有说服力和吸引力的热卖广告词，要求胜出华兴商场 。同样是四人一组进行讨论，作好记录，进行小组汇报。在小组汇报时，可邀请几名同学当顾客，待全班汇报完毕，评出最佳广告。‎ ‎5、家庭作业：自己当老板，给自己的商店设计一份精美的广告，要求纸张规格为16K,且图文并茂。可手工制作，亦可电脑制作。‎ ‎〔评述〕 ‎ 这堂课，学生完成了两项生动有趣的任务。其中第一项是教育性任务，教会学生商品出售价格的表达法；第二项是模拟真实社会的任务，让学生将刚刚学会的知识运用到实际生活中可能会遇到的情况中来。学习策略通过重复其他同学的词句来培养快速记忆的能力。活动设计新颖，易于激发学生的兴趣。在教他们语言知识的同时，跨学科学习也得到了充分体现，如画画（艺术）、数字（数学）、学会招揽顾客（社会实践）等。并且学生的合作精神也得到了进一步的加强。‎ ‎_____《七年级新目标英语》（人教版）Unit7‎ Period 66‎ Made by xcy ‎[Title] Unit 7 How much are these pants?‎ A．Reading skill.‎ ‎ It’s Sunday aftemoon．Mary and her mother want to do the shopping．Her mother wants to buy some food for supper．Mary wants to buy a new skirt and some school things．They come to a new shop．“What does your shop sell?”Mary asks．“A lot of things．”The saleswoman in the shop says，“You can buy food，drinks，clothes in our shop and school things，too．Mary and her mother go in．There are many people in the shop．Mary wants a skirt．“What do you want?”asks the girl in the shop．“White．” ‘‘Have a look at this one．It’s nice．’’ “How much is the skirt?” “It’s seven dollars．” “That’s too expensive(昂贵的)．Can I find a cheap one?" “WhaI about the green one?It’s nice．And it’s only four dollars．” “OK，thanks lot．”‎ Y ou are welcome．” After that，Mary buys some school things，too．Her mother buys a lot of food，like bread，cakes，meat and fish．Then they get home very late．‎ 请根据以下提示，写一段英语对话。‎ ‎ Mrs Wang要为她的女儿买一件毛衣。营业员给她拿了一件，但Mrs Wang不喜欢黄色，她说要红色的。营业员又拿了一件红色的毛衣，Mrs Wang嫌颜色太深(dark)，最后买了一件合适的毛衣。(C—Clerk M—Mrs Wang) ’‎ Sample conversation：‎ C：Good aftemoon!Can I help you?‎ M: I want a sweater for my daughter．‎ 乙：There is a nice sweater for girls．‎ M：Yes，it’s nice．But I don’t like the color．It’s yellow．I like red．I want a red one．‎ C：How about this red one?‎ M：It’s a little dark．‎ C：Here is a light red sweater．‎ M：Yes．This one is very nice．I’11 take it．‎ Period 67‎ Made by xcy ‎[Title] Unit 8 When is your birthday ?‎ ‎[Target language]‎ 1． Words＆phrases(Blackboard design) ‎ Unit 8 When is your birthday ?‎ when， birthday， month， January， February，‎ March， April， May， June， July， August，‎ September，October，November，tenth，fourth， fifteenth，‎ Vera，Jeff ‎1. When is your birthday?‎ ‎ 2. My birthday is July 4th．‎ ‎2．Key sentences ‎ When is your birthday?‎ ‎ My birthday is July 4th．‎ ‎[Ability goals]‎ Enable students to learn to talk about dates．‎ ‎[Learning ability goals]‎ Help students learn how to talk about dates．‎ ‎[Teaching important／difficult points]‎ How to talk about dates．‎ ‎[Teaching aids]‎ A tape recorder and a large wall calendar．‎ ‎[Teaching procedures and ways]‎ Step I Warming up ‎ In this procedure，teach students to learn the names of months by showing a calendar．‎ T：Good morning／afternoon，boy s and girls! Nice to see you again．Now I have a riddle for you．“一物生来真稀奇，身穿三百多件衣，每天给它脱一件，年底剩下一张皮。”Do you know what it is in Chinese?‎ S: It’s“日历"．‎ T：How clever you are! Yes，it’s a calendar．Here is calendar．What can you see on it?‎ ‎***Help students answer·‎ S：I can see some months．‎ T：What can you see in each month?‎ S：I can see some dates．‎ T：Good．Today we will learn months and dates．‎ ‎****Let students look at the calendar carefully．‎ T：The first month is January．‎ ‎***Point January on the calendar．Let students repeat it．‎ ‎***Then write first and January down on the blackboard．‎ ‎***Point at the months on the calendar one by one to teach students the new words．‎ Learn second, third．．．and February，March．．．in the same way·‎ Let students look at the calendar and ask：‎ T：What months can you see on the calendar?‎ S：I can see January, February, March, April…‎ ‎***Make sure students can read twelve months correctly．‎ Step II Listening and repeating( Do 1a)‎ In this procedure，students listen to the recording and learn the months of the year．‎ T：Look at the picture in la on page 47．It’s a calendar．There’re twelve months in the calendar．What are they?‎ Hold up the wall calendar prepared before class．‎ Sl：They are January．February．March，April，May, June，July．．．‎ Point out we often use short forms when writing．‎ Write abbreviated versions on the blackboard．‎ Point to random months on the abbreviated list and have students tell the full form．Play the recording the first time．Students only listen as they follow along．‎ T：Please just listen when I play the recording the first time．‎ Play the recording the second time．Ask students to listen and repeat each word．‎ Note：The stress comes on the middle syllable in the words September，October，November and December．‎ Let the students chant these in order，the middle syllable louder than the other two：Sep—tem—ber，Oc—to—ber．No-vem-ber，De-cem-ber．‎ ‎ Step III Listening and Pairwork (Do 1b&lc)‎ ‎ In this procedure，students will learn the ordinal words．‎ First read the instructions，ask students to listen to three conversations and number them in order．‎ T：Look at the box beside the conversation．We’11 listen to the recording twice．For the first time just listen．You’11 write the number in the box when listening to the conversation twice．‎ Check the answers．And then ask them to listen to the recording and repeat the conversations．‎ Sample dialogue 1：‎ S：When is your birthday, Li Lei?‎ S：My birthday is January fifteenth．‎ Sample dialogue 2：‎ S：My birthday is October fourth．What about you, Vera?‎ S：My birthday is July tenth．‎ Step IV Homework ‎1．Ask students to do activity 1 in the workbook．‎ ‎2．Ask students to read and learn the words in this unit ‎ (on page 1 10)by heart．‎ ‎【教学反思】‎ ‎ 学生对识记12个月份的英语单词感觉有一定的难度，把月份词编上乐曲，以歌曲形式来组织教学，学生琅琅上口。将知识融入歌曲中，既降低了教学难度，又提高了学生的英语学习兴趣。‎ Period 68‎ Made by xcy ‎[Title] Unit 8 When is your birthday ?‎ ‎[Target language]‎ 1． Words＆phrases(Blackboard design)‎ ‎ first second third fifth twelfth fourth sixth eleventh seventh eighth ninth thirteenth fourteenth sixteenth fifteenth seventeenth eighteenth nineteenth twentieth thirtieth fortieth fiftieth sixtieth ninetieth eightieth twenty-first twenty-second thirty-third forty-fourth fifty-fifth eighty-eighth ninety-ninth ‎ date，happy，happy birthday，Leila，Robert ‎2．Key sentences ‎ When’s your mother’s birthday?‎ ‎ Her birthday is September fifth．‎ ‎[Ability goals]‎ Enable students to talk about date of birth．‎ ‎[Learning ability goals]‎ Help students learn how to talk about date of birth．‎ ‎[Teaching important／difficult points]‎ How to talk about date of birth．‎ ‎[Teaching procedures and ways]‎ Step I Free talk and Lead-in In this procedure，go over the cardinal numbers and prepare for the new language points．‎ T：What is your number?‎ S：I’m Number 11．‎ T：What is his number?‎ S：His number is 8．‎ Ask the students to write down the cardinal numbers correctly first．Then teach them the ‎ ordinal numbers.‎ ‎***Next students will talk about their birthdays with each other．‎ Step II Listening (Do 2a& 2b)‎ In this procedure，practice ordinal numbers in various ways．‎ Ask six students to stand in a line in front of the class．‎ ‎ The first one is Li Lei．The second one is Zhang Li．The third one is Tina．The fourth one is Xiao Hai．The fifth one is Yang Men．The sixth is…‎ Ask students to listen to the recording and read after it．Make sure they can read the ordinal numbers correctly．Make sure students can understand the meaning of first，second，third．．．‎ Play the recording a second time and ask students to listen and repeat each ordinal number．‎ Ask students to listen to the conversations again and circle the numbers they hear in 2a．‎ T：We’ll listen to conversations about date of birth．‎ ‎ Dates are ordinal numbers. Please 1isten to the conversation and circle the numbers you hear in 2a．‎ Step Ⅲ Listening and matching(Do 2c)‎ Ask students to look at the columns in 2c．Point out the three columns：Name，Month and Date．Ask One student to read each column to the class．‎ ‎**P1ay the recording the first time，students only listen to the conversation and look at the three columns in their books．Play the recording a second time and let students draw lines connecting each person’s name with the month and the date of their birthdays·‎ Play the recording once again and then check the answers in the following way．‎ T：When is Li Lei’s birthday? S：September 17th．‎ T：When is Nick’s birthday? S：Nick’s birthday is July 4th．‎ T：When is Robert’s birthday? S: January 1 7th．And Jane’s birthday is August 22nd．‎ Then ask them to listen to the conversation and repeat after the recording．‎ Step IV Practice(Do 2d)‎ In this procedure，ask students to practice asking about real birthdays by making their own conversations·‎ Make a class birthday calendar with students．Display a large wall calendar and ask students to talk about their birthdays in pairs．‎ T：Now，let’s fill in the class birthday calendar．Lei Lei, when is your birthday?‎ ‎ SI：It’s March 3rd,Miss Xie． T：I know，how about yours，Yu Xiao?‎ ‎ S2：June 4th． T：And Xiao Lei?‎ S3：My birthday is January 1 9th． S4：When is your birthday．Yuan Li?‎ ‎ S5：July 2nd．And Sun Cheng? S6：January 1 5th．‎ ‎ Put their birthday s on a calendar while students are talking．‎ In English-speaking countries，when people talk about the date of birthday，they use ordinal numbers．There’re some rules about ordinal numbers：‎ ‎ ***1，2，3．one—first，2-second，3一third．Eight，take away t then add th，‎ nine, take away e then add th，8-eighth，9-ninth. In five and twelve，change ve into f．5-fifth，12一twelfth．From twenty to ninety，change Y into i then add eth．The following may help you· ‎ ‎ ******识记口诀：基变序，有规律，后面加上th。1、2、3，特殊记，结尾字母t,‎ ‎ d,d。加h 9减e，f要把ve替。 遇到“几十"不要急，变Y为ie，再加th。若是几十几，只变个位就可以。‎ Tell students to pay attention to the answers to when questions．Ask them to use dates correctly．Review the difference between your and her．‎ Step VI Homework ‎1．Ask students to make an English calendar like the one the teacher shows them in class．‎ ‎2．Ask students to do activities 2 and 3 in the workbook．‎ Period 69‎ Made by xcy ‎[Title] Unit 8 When is your birthday ?‎ ‎[Target language ‎]1．Words＆expressions birth，age，old，how old，John，Tina，Johnson 1． Key sentences ‎ How old are you?‎ ‎ Line up from the youngest to the oldest.‎ ‎[Ability goals]‎ Enable students to talk about date of birth and age·‎ ‎[Learning ability goals]‎ Help students talk about date of birth and age.‎ ‎[Teaching important I difficult points]‎ How to talk about date of birth and age．‎ In this procedure，students will learn how to use the ordinal numbers to express dates．‎ Ask students to read the sentences in the grammar box．‎ Step I Revision and Lead-in In this procedure，review the last lesson and introduce new language points．‎ T：Morning，everyone! I'm very happy today．Do you know why?‎ ‎****Encourage students to guess the reason．‎ T：What is the date today?‎ S：November the 15th.‎ T：Yes．Today is my birthday．‎ S：Happy birthday to you．dear teacher!‎ Sing the song“Happy birthday to you”with students．‎ T：You know my birthday．Do you know my age?‎ S：Sorry。We don’t know．‎ Show students the ID card．Point to the age and the number after age on the card．Make sure students can understand the meaning of age．‎ T：WeU．I’m 30．How old are you?‎ Write“How old are you?”on the blackboard．‎ S：I'm 12. (Help students answer)‎ Point at another student．‎ T：How old are you，Lily?‎ S：I’m 1 1．‎ Let students talk about their ages in pairs．‎ Step II Reading and speaking(3a&3b on P49)‎ Point out the conversation in 3a．Ask two students to read the conversation to the class．Then ask pairs of students to practice together．And then ask several pairs to present their conversations to the class．‎ T：Now please have conversations about your own birthdays and ages．‎ Let students use their real names，birthdays and ages to make up conversations with their partners．‎ Sample conversation：‎ S：When is your birthday, Xiang Shu?‎ L：It’s October 27th．‎ S：How old are you?‎ L：I am 12.‎ Ask students to take out their English calendars made before class，then ask pairs to take turns interviewing each other．Talk about their birthdays and ages by using their real names，ages，and dates of birth．‎ Step III Birthday game(4 on P49)‎ In this procedure，go over this lesson through the game．‎ Point to each person in the picture in order in 4(from the boy on the left to the man on the right)，and ask students to answer your questions．‎ Show the three ID cards，ask different students to read each card to the class．And ask students to read the conversation in 3a together．‎ Point to the three ID cards and ask one of the students to choose one card to have a conversation，using the on the ID cards．‎ T：Now you know John’s．William’s and Tina’s birthdays and ages．I want three of you to act them out．The other students ask you questions about your birthdays and ages．Please have a conversation like these ones．‎ Sample conversation：‎ S：when is your birthday,Tina?‎ S：It’s June 3rd．‎ Make sure students can understand the meaning of it.‎ ‎“Line up from the Youngest to the oldest．”‎ Divide the class into groups of four．‎ T：The fourth is 40．They are lined up from the youngest to oldest．‎ T：Now 1et’s play a binhday game．Talk to the students in your group．Ask about their birthdays and ages．‎ ‎ Please take out your calendars．‎ Game Steps：‎ ‎1．Four students in each group．Ask students to talk to the other students in their groups．Ask about their birthdays and ages．‎ ‎2．Other students mark the students’dates of birth on the calendars while one student is reporting·‎ ‎3．Put the information in a large chart and line up from the youngest to the oldest．Let students find out how many students were bom in the same year，month and on the same date．‎ ‎4．Find the best calendars among all the calendars．Put them on the wall．‎ Step IV Homework Ask students to do activity 3 in the workbook．‎ Period 70‎ Made by xcy ‎[Title] Unit 8 When is your birthday ?‎ ‎(人教版小学英语Grade 5 下 Unit3:中小学英语教学衔接教学)‎ Let’s chant.‎ When is your birthday? When is your birthday?‎ Listen and do. Listen and do. ‎ January or February, raise your hand.‎ March or April, up you stand.‎ May or June, touch your nose.‎ July or August, touch your toes.‎ September or October, touch your knees.‎ November or December, clap 1, 2, 3.‎ Match the months and the seasons.‎ Sprin : March , April, May summer: June, July, August Autumn/ fall: September, October, November winter: December, January, February.‎ How many birthdays are there in January?‎ Match ,ask and answer.‎ When is Children’s Day? *******Who has a birthday in October?‎ Tree-planting Day(3.12) New Year’s Day Children’s Day Army Day (8.1) National Day Christmas Day Women’s Day Teachers’ Day My partner’s birthday ‎ My birthday My father’s birthday My mother’s birthday Let’s sing.‎ ‎1=G 3/4‎ My birthday is in January……. When is your birthday? ‎ ‎ ‎ ‎【教学反思】‎ 在教学过程中，为进一步优化课堂教学，有必要加强中小学英语教学的研究，这也是新课改的要求。PEP小学英语五年级下册第三单元的教学内容和人教版新目标七年级第八单元内容紧密相关，只是在难度上稍有提升。由于小学英语教学的多种因素的制约，导致学生的英语学习只是触及表面而已，而其中知识的编排巧妙，可以利用到中学英语教学的课堂。我就是充分利用这个教学资源优势，所以课堂教学过程中，总是那么吸引学生。‎ Period 71‎ Made by xcy ‎[Title] Unit 8 When is your birthday ?‎ ‎[Target language]‎ ‎1．Words＆phrases ‎ speech，contest，party，trip，basketball game ‎2．Key sentences ‎ When is the speech contest?‎ ‎ It’s October fifth．‎ ‎[Ability goals]‎ Enable students to talk about the events at schoo1．‎ ‎[Learning ability goals]‎ Help students learn how to talk about the events schoo1．‎ ‎[Teaching important／difficult points]点 How to talk about the events at sch001．‎ ‎[Teaching aids]‎ A tape recorder，some pictures and a class calendar·‎ ‎[Teaching procedures and ways]‎ Step I Revision and Lead·-in Check the homework by asking students to talk about their classmates’birthdays in class．(Use the class calendar)‎ T：Look at your class calendar，how many students were bom in January 19th／April 6th…?‎ S：5 students were born in the same month．3 students were born on the same day. 2 students were born in the same same month and date．They are just like twins．‎ T：Please write a short passage reporting your results·‎ Sample passage：‎ There are 50 students in our class．Five students were born in October．Three students were born on 2nd．Tina and Betty were born on the same day．They are 12．They are good friends．‎ T：Well done!Now please look at the pictures．‎ Show a picture with some people having a contest·‎ T：These people are talking to the whole schoo1．Other people are waiting to speak．Who is the best speaker?It’s a contest．‎ Teach party，school trip，basketball game，A rt Festival and music in the similar way．‎ Show students a picture with students walking in the open air．‎ T：Look at the picture，some students are weanng sports clothes and shoes．They are going to walk to the countryside．It’s a school trip．‎ Show a picture with students drawing pictures in class·‎ T：What are the children doing? ‘‎ S：They are drawing pictures．‎ T：They are drawing in class．Do you know what class they are having?‎ Help students answer．Teach festival by means of imitating real situations·‎ ‎ T：Do you know when Mother’s Day is?‎ ‎ S：It’s on the second Sunday in May．‎ T：Yes．it’s mother’s festival．(Write school trip，contest,art,festival on the blackboard)‎ ‎ Make sure students can understand the meanings of these new words．Let them repeat the new words several times till they can say the new words freely．‎ Step II Match(1 on P50)‎ Ask students to match the pictures with the events．Write the correct letter next to the word．‎ T：Look at the four pictures in l，what happens in each picture?‎ Let students discuss each picture language support when needed．‎ Sample conversation 1：‎ S：What happens in picture a?‎ Point out the sample answer．‎ T：You will fill in three more events：the basketball game，the school trip，and the speech contest．‎ Check the answers by asking students to answer the questions about the conversation as follows．‎ T：When is the school trip?‎ S: It’s September 26th and 27th．‎ Step IV Pairwork(2c：P50)‎ ‎ In this procedure，ask students to do pairwork to practice when questions and go over 2b at the same time．Let students look at the calendar they completed in 2b and read the conversation in 2c．‎ ‎ T：Please have a conversation like this with the information from the calendar．‎ ‎ Sample conversation 1：‎ T：Nice work!Please look at the four pictures in 1．Write the letter of the pictures on the lines next to the numbers．(Point to the sample answer．)‎ Step Ⅲ Listening and Writing(2a&2b on P50)‎ In this procedure，help students practice listening by answering the teacher’s questions．‎ T：Now we’11 listen to a conversation about the pictures．Listen carefully and make a checkmark to the right of each word that your hear on the recording in the box．I’11 play the ‎ recording twice．‎ After listening，ask students to answer the questions．‎ T：How many events did you hear just now?‎ Point to the pictures in 1．‎ T：We’11 hear the conversation again．This time，please fill in Joe’s calendar in 2b．‎ First let the students look at Joe’s calendar carefully．‎ T：What does the calendar show?‎ S=／t shows the September and October dates．‎ T：When is Sally’s birthday party?‎ Let students listen to the recording carefullv．‎ T：I’11 play the tape．Listen carefully to the recording and then write the name of each event in the proper place on the calendar．‎ S：When is Sally’s birthday party?‎ S：It’s October 5th.‎ Ask some students to present meir conversations to the class．‎ Step V Homework: Describe your birthday in English．‎ Period 72‎ Made by xcy ‎[Title] Unit 8 When is your birthday ?‎ ‎[Target language]‎ ‎1．Words＆phrases]‎ ‎ volleyball game，school day，festival，Cmnese，music，year，year(s)old ‎2．Key sentences ‎ Do you have an Art Festival?‎ ‎[Learning ability goals]‎ Help students learn how to talk about the events at schoo1．‎ ‎[Teaching important／difficult points]‎ How to talk about the events at schoo1．‎ ‎[Teaching aids]‎ Some pictures showing school activities·‎ ‎[Teaching procedures and ways]‎ Step I Revision and Lead--in In this procedure，check the answers to the homeworK，and then ask as many students as possible to speak about their birthdays．‎ T：I think your birthday parties are very wondertul· Do you would like to tell us your birthday party?‎ S：My birthday is January 1 0th．I am 12 years old．On my birthday，my father often buys me a big birthday cake．My mother helps me have a party．My friends come to my birthday party．They give me nice presents．We sing and dance together．‎ Step II Pairwork(3a on P51)‎ Ask students to look at the chart in 3a and the schedule on page 84，work in pairs and finish the schedule·‎ T：Now work in pairs．One person looks at the chart on page 51 and the other looks at the one ‎ on page 84．Each of you has only half of the information．Your job is to get me rest of the information from your partner．‎ Sample conversation：‎ T：When is the basketball game?‎ S：It’s on October 3rd．‎ Step III Pairwork(3b on P51)‎ In this procedure，help students finish the chart．Point to the list of events in the chart in 3b and ask a student to read the list to the class．Point to the chart with the headings yes，no，month and day．‎ Ask students to complete the chart，imagining they are school headmasters．They can choose to have any of the events listed，and can choose whichever dates they prefer for these events．‎ T：Please look at the dialogue below the chart．First I’11 ask one pair to read to the class．After that please take tums asking each other questions about your events at schoo1．Please fill in the form while you are working in pairs．‎ Sample conversation：‎ SI：Hello，headmaster,can you tell us something about your school events?‎ S2：(Act as the headmaster)Of course．‎ S3：Do you have a Chinese contest?‎ S4：When is it?‎ S2: It’s October 5th．‎ Step IV Groupwork(4 on P5 1)‎ In this procedure，help students go over this unit in an interesting way．‎ T：Please write five things about yourself on a piece of paper．If you finish writing I’11 ask another student to read it to the class．At last I’11 make your classmates guess who the student is．You should talk about：1)How old are you?2)When is your birthday?3)What do you like to do?4)What don’t you like to do?You can talk about foods or movies or something else．Work on your own and write down five things you will say to the class．‎ After a few minutes，ask students to exchange their papers．Then do as follows．‎ T：Who’d like to read the paper in your hand?‎ S：I'd tike to read it．‎ After S1 has read the paper．‎ S：Who is it?Please have a guess．‎ S：I think it's…‎ If S2 is right，the person who writes the things says“S2 is right．"‎ Samph version：‎ I’m 12 years old．My birthday is November 12th．I like English and music．My favorite food is French fries．Strawberries are my favorite fruit．I don’t like soccer ball…‎ Step V Homework ‎ Ask students to ‎ 1．Write about their classmates’favorite dates．They should include：1)Which date do you like?2)Why do you like this date?‎ ‎2．Find out their favorite famous person’s birthday on the Intemet or in the library．‎ Period 73‎ Made by xcy ‎[Title] Unit 8 When is your birthday ?‎ ‎[Target language]‎ ‎1．Words＆phrases]‎ ‎ famous，surprise ‎ 2．Key sentences]‎ ‎ Are you having a fun birthday?‎ ‎ Happy birthday!‎ ‎[Ability goals]‎ Enable students to talk about date of birth．‎ ‎[Learning ability goals]‎ Help students learn how to talk about date of birth．‎ ‎[Teaching important／difficult points]‎ How to talk about date of birth．‎ ‎[Teaching aids]‎ Some famous people’s pictures．‎ ‎[Teaching procedures and ways]‎ Step I Revision In this procedure，check the homework to review this unit．‎ Check the homework．‎ A simple version：‎ We each have favorite days．I like March 8th．It’s my birthday．It’s also my mother’s festival．My friend Li Lei likes December 25th because it’s Christmas Day．He can have an English party．‎ Step II Vocab-builder(1&2 on P52)‎ In this procedure，ask the students to read and check the key words．(You can ask the students to make sentences or stories with these key words.)‎ Key：1．playing 2．January 3．fifth 4．September 5．Festival 6．contest 7．present 8．twelfth 9．trip It’s warm in March．We can have a school trip. 10．date Which is your favorite date in July?‎ Then ask students to add new words in their vocab-builder．‎ Sample list：‎ English Comer，Tree Planting Day，go on a field trip，picnic，Middle Autumn Day，Thanksgiving，candle，present，gift，born Step III Talking(3)‎ In this procedure，ask students to find out the famous people’s birthdays．‎ T：I asked you to look for the information about your favorite famous people’s birthdays．Who’d like to tell us?‎ S1：I like Lu Xun．His birthday is November 25,1881．‎ S2：I like music．So l know Nie Er’s birthday。It’s February 14，1 912．‎ T：Good job．Now please look at the photos of famous people in 3．Try to find out their birthdays．You can work in pairs．‎ S3：When is Li Siguang’s birthday?‎ S4：It’s October 26,1889．‎ SS：When is Newton’s birthday?‎ S6：It’s December 25,1 642．‎ T=These people are all very famous．I believe that when you grow up，you will be great people too．‎ Remember：Where there is a will，there is a way．‎ Step V H0mework ‎1．Mal(e a plan for next week in October．‎ T：YOu must write the dates and events in the chart．‎ ‎[Teaching Resources]‎ I．Birthday Traditions in Different Countries ‎ Some traditions are quite similar in many parts of the world：birthday candles which carry wishes up to god，birthday games which gauge how much more a child can do versus last year，and birthday pinches or taps which ensure good luck for the coming year．‎ Some traditions are more specific to certain countries．‎ ‎ 1)China：Noodles for lunch．The birthday child pays respect to his or her parents and receives a gift of money．Friends and relatives are invited to lunch and noodles are served to wish the birthday child a long life．‎ ‎ 2)Germany：Candles left burning for the day．A member of the birthday person’s family wakes up at sunrise and lights the candles on the birthday cake. There are as many candles as the years of age of the birthday person plus one for good luck．The candles are left burning all day long．After dinner that night then everyone sings the birthday song and the birthday ‎ person blows out the candles．If a11 of the candles are blown out in one try then the wish of the birthday person will come true．Presents are opened and thenthe party starts．‎ ‎ 3)New Zealand：Birthday claps．After the birthday candle is lit，the happy birthday song is sung loudly and often out of tune and then the birthday person receives a clap for each year ‎ they have been alive and then one for good luck．‎ ‎ 4)United States：cake，candles and song．A cake is made，and candles are put on top based on how old the person is．Then everyone sings the’’happy birthday¨song，and at the end of the song，the birthday child blows out the candles．If they blow then all out with one blow，their birthday wishes will come true．‎ ‎ 5)Norway：Birthday day．Children stand in front of the class and choose a friend to share a little dance while the rest of the class sing a happy birthday song．‎ ‎ 6)Russia：Birthday Pies．Instead of a birthday cake，many Russian children receive a birthday pie with a birthday greeting carved into the crust．‎ ‎ ‎ Period 74‎ Made by xcy ‎[Title] Unit 9 Do you want to go to a movie ?‎ ‎[Target language]‎ ‎1．Words＆phrases go，movie，go to a movie，action，comedy，documentary，thriller ‎2．Key sentences Do you want to go to a movie?‎ ‎ Yes，I do. I want to see a comedy．‎ ‎[Ability goals]‎ Enable students to ask about other’s plan．‎ ‎[Learning ability goals]‎ Help students learn how to ask about other’s plan．‎ ‎[Teaching important／difficult points]‎ The patterns‘‘Do you want to go to a movie? and“Yes，I do．I want to see…”‎ ‎[Teaching aids]‎ A tape recorder and a poster．‎ ‎[Teaching procedures and ways]‎ Step I Revision 1. Help the Ss to revise Unit 8 .‎ 2. Do a duty report.‎ 1. Learn zbout some famous film stars.‎ Step II Presentation Show the students a picture of Jackie Chen.‎ T：Who knows his English name?‎ S：Jackie Chan．‎ T=Jackie Chan has acted in and directed many movies．This is his new movie The Myth．‎ Write movie on the blackboard． Make sure they understand the meaning．‎ T：(pointing to the picture)This is an action movie. Write action movie on the blackboard．‎ T：Do you know Chen Peisi?‎ S：Yes, we do．‎ T：He is a comedy actor．‎ Write comedy under action movie．‎ Go on with documentary and thriller in the similar way．‎ T：Tomorrow is Saturday．Do you want to go to a movie?‎ SI：Yes, I do．I want to see an action movie．‎ s2：Yes，I do．I want to see a comedy．‎ Step III Match(1a on P53)‎ In this procedure，students will learn the names of some kinds of movies and learn to ask and talk about what kind of movies they want to see．‎ T：How many kinds of movies do you know?What are they?‎ S：We know four kinds of movies．They are action movies,comedies,documentaries and thrillers．‎ T：Look at the words on the left．We have four words about movies．Please read them．And we have four posters marked with a，b，c and d．Try to match the words and pictures．‎ Encourage the students to say something about the posters and do the match work．‎ ‎ T：What kind of movie is it in poster b?‎ ‎***Go on with the others in the same way．Then check the answers with the students．‎ Step IV Listening(1b)‎ First talk about movies with students freely．‎ T：It is fine today．Do you want to go to a movie?‎ S：Yes, I do．‎ T：Do you want to go to a documentary?‎ S：No, I don’t．‎ T：What kind of movies do you want to go to?‎ S：I want to go to a thriller. I like action movies and comedies．‎ Step V Pairwork(1c) ‎ ‎ Ask the students to practice with their partners. Then invite several groups to act out.‎ Step VI Homework ‎1. Ask students to learn the new words and expressions in this umt(on page 111)．‎ ‎2. Ask students to practice the similar conversations in activity l c．‎ ‎[Blackboard design]‎ Unit 9 Do you want to go to a movie ?‎ go，movie，go to a movie，action，‎ comedy，documentary，thriller ‎** romance(s)‎ ‎1. Do you want to go to a movie?‎ ‎2. Yes，I do. I want to see a comedy．‎ Period 75‎ Made by xcy ‎[Title] Unit 9 Do you want to go to a movie ?‎ ‎[Target language]‎ ‎1. Words＆phrases]‎ ‎ kind，singular，plural，Ben ‎2．Key sentences What kind of movies do you like?‎ ‎[Ability goals]‎ Enable students to ask about other’s plan．‎ ‎[Learning ability goals]‎ Help students learn how to ask about other’s plan．‎ ‎[Teaching important／difficult points]‎ The patterns‘‘Do you want to go to a movie? and“Yes，I do．I want to see…”‎ ‎[Teaching aids]‎ A tape recorder and a poster．‎ ‎[Teaching procedures and ways]‎ Step I Revision 1. Duty report.‎ 2. Help the Ss to remember the words they have learnt in period 1.‎ T：(Turning to another student)And do you want to go to a movie? ‎ S：I’d like to，but I have no time to watch movies.‎ S1：(Turning to another student)And what about you?‎ S：I want to see a comedy．‎ ‎ Ask students to practice the conversations in pairs．‎ Step II Listening(2a & 2b on P54)‎ First ask students to pay attention to activitv 2a．‎ T：Now you will hear a conversation．It，s about movies．Please number the movies 1-4 in the order you hear them．Listen，please．Play the recording．Now answer my questions．What kind of movies do they talk about first?‎ S：Action novies.‎ T：What kind of movies do they talk about second?‎ S：Documentaries/ Comedies/ Thrillers．‎ ‎****Ask students to write 1-4 down in the blanks．Then ask students to fill in the chart in activity 2b．‎ Step IV Grammar Focus Ask students to read the first grammar box.‎ T：Look at the first grammar box．It’s about the singular and plural forms of the nouns．First I will read it to you．Just listen．Read them one by one．Then ask students to repeat．‎ T：Now I will read them again．And this time you have to repeat after me．‎ T：Now you will hear the conversation again．Then Read them and students repeat．Then ‎ show the are two people in the conversation，Ben and Sally．Thev are talking about movies．Listen carefully and find out what kinds of movies they like and what kinds of movies they don’t like．And then fill in the following chart．Just listen for the first time．‎ Play the recording for the first time．‎ T：Listen again．And this time you draw a smiley face to show the kinds of movies they like．And the flown face to show the kinds of movies they don’t like．If some movies are not heard in the recording，put a question mark under them．‎ Play the recording for the second time．Ask students to fill in the blanks．Then check the answers．‎ Step III Pairwork(2c on P54)‎ A sk the students to read the conversation in activity 2c．‎ T：Read the conversation in pairs．please．First 1 will ask two students to read the conversation to the class．‎ Ask two students to read．Write the four kinds of movies on the blackboard．‎ First work in pairs．After that，ask the students to do chain drills as follows．‎ Sl：What kind of movies do you tike?‎ S2：I like action movies and comedies．What kind of movies do you like?‎ S3：l like documentaries．Whm kind of movies do you like?‎ S4：I like thrillers．Whm kind of movies do you tike?‎ S 5：I like comedies and thrillers．‎ Then ask them to read the questions and answers in the second grammar box and sum up the sentence structure．‎ T：Now please read the questions and answers in the second grammar box．When you read，you should pay attention how to use‘‘do’’and‘‘does’’．‎ Show the following：‎ Do I／we／you／they want…? Does he／she want to•••‎ Yes，I／we／you／they do． Yes，he／she does．‎ No，I／we／you／they don't． No，he|she doesn’t。‎ Period 76‎ Made by xcy ‎[Title] Unit 9 Do you want to go to a movie ?‎ ‎[Target language]‎ ‎1．Words＆phrases opera，Beijing Opera，find，someone，who，student ‎2．Key sentences I like thrillers and I like action movies．‎ I like thrillers but I don’t like comedies．‎ Maria likes thrillers but she doesn’t like comedies．‎ Guo Peng likes comedies and he likes Beijing Opera．‎ ‎[Ability goals]Enable students to talk about the movies they like and they don’t like．‎ ‎[Learning ability goals]‎ Help students learn how to talk about the movies they like and they don’t like．‎ ‎[Teaching important／difficult points]‎ How to use‘‘and’’and‘‘but’’．‎ ‎[Teaching procedures and ways]‎ Step I Free talk and Lead-in Ask and answer questions about the kinds of movies.‎ T：Do you want to go to a movie?‎ S：Yes．I do．‎ T：What kind of movies do you like?‎ T：(Turn to another student)Do you want to go to a movie?‎ S：Yes, I do．‎ T：What kind of movies do you like ?‎ S：I tike comedies.‎ Ask students to do chain drills like this．‎ Step II Filling in the blanks(3a on P55) ‎ In this procedure，ask students to learn the usage of‘‘and’’and‘‘but’’．‎ Put up the pictures of Cheng Long and Zhou Jielun．‎ T：Do you know who they are?‎ Show the following．‎ T：I like Zhou Jielun，but I don’t like Cheng Long．Do you like Cheng Long?‎ Write the following sentence on the blackboard．‎ He likes Cheng Long and he likes Zhou Jielun．‎ Ask a girl to answer questions．‎ T：Do you like Cheng Long?‎ S：Yes, I do．‎ T：Do you like Zhou Jielun?‎ S：No, I don’t．‎ Write the following sentence on the blackboard．‎ Ask students to read the sentences on the blackboard Teach them how to use“and”and“but”． If both ideas in a sentence are the same．we use ‎“and”．If the two ideas in a sentence are different, we use“but”．‎ Ask students to read the four sentences in activitv 3a and then fill in the blanks．‎ Step III Pairwork(3b on P55)‎ Ask students to practice the conversation and make their own conversations．‎ T：Look at the people in the picture．Of all the movies，which do they 1ike?Which do they not like?Read the conversation in 3b．Now work in pairs and practice asking and answering questions about the other people in the picture．You can make your own conversations．‎ Sample conversation：‎ Sl：What kind ofmovies does Robert like?‎ S2：He likes thrillers and he likes action movies。‎ Step IV Game In thi s procedure，students should be told how to play his game．‎ Ask students to read the sample conversation in the picture．‎ T：OK．Now we will play a game．But first I have to tell you how to play this game．‎ Write“likes comedies and thrillers’’on the blackboard．Find a group to help demonstrate how to play this game.‎ T：Do you like comedies and thrillers?‎ S：No, I don’t.‎ T：Do you 1ike comedies and thrillers?‎ S：Yes, I do． ‎ Write the names of the students who say“yes”in the blank．‎ Step V Homework ‎1．Ask the students to learn the new words and expressions in this unit ．‎ ‎2．Ask students to finish activities 2，3 in the workbook．‎ Period 77‎ Made by xcy ‎[Title] Unit 9 Do you want to go to a movie ?‎ ‎[Target language]‎ ‎1．Words＆phrases ‎ ugly，friendly，shy，clever，beautiful，other ‎2．Key sentences What animals do you like?‎ ‎ I like elephants．‎ ‎[Ability goals]‎ Enable students to talk about why they like some animals．‎ ‎[Learning ability goals]‎ Help students learn how to talk about why they like some animals．‎ ‎[Teaching important／difficult points]‎ Some description words．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and Lead-in In this step help students learn the description words of the movies．Put up the pictures of Ge You and Chen Peisi on the blackboard．‎ T：Do you know them?‎ S：Yes, we do．‎ T：Who are they?‎ T：Do you like them?‎ T：People like them and their movies．They are funny．They can make people laugh．Write“funny"on the blackboard．Help students learn the meaning of“funny”．‎ T：My little daughter has a lovely dog．She loves it very much．But now her dog is dead．It makes her very sad．She doesn’t want to eat and drink．Write“sad” on the blackboard．Make sure that students can understand it. Go on with the others in the same way．Ask students to make sentences with the description words to describe the movies．‎ Sample version：‎ The Myth is an exciting action movie．She is afraid to go out at night．She thinks it is scary．This interesting story can make everybody laugh．Ge You is afunny actor．Tom’s lovely dog is dead．Tom looks sad．‎ Step II Match work(Do1 onP56)‎ Ask students to do the match work．‎ T：Here are five pictures marked with 1-5．They are all movies．What movies are they?‎ T：Write down these words under the pictures．‎ Go on with the other pictures in the same way．‎ T：Of all the movies，which kind of movie is interesting，what kind of movie is funny，exciting，sad and scary．Choose description words from the box to describe the movies.Check the answers．(Any reasonable answers can be accepted．)‎ Step III Listening(2a&2b on P56)‎ Ask students to do activities 2a and 2b．‎ T：Now 1isten to a dialogue between Edward and June.They are talking about movies．Circle the description words in activity 1 that you hear．Play the tape．Check the answers．Then ask students to write down the words Edward and June describe the movies．Then check the answers．‎ Step IV Reading and Writing(2c on P56)‎ Ask students to read about the kinds of movies June likes．‎ Now write about the movies Edward likes．Use the information from the dialogue in 2b．‎ A sample version：‎ Edward really likes movies．He often goes to see movies on weekends．He thinks comedies are funny．He likes thrillers，too．Some people don’t like thrillers，because they think thrillers are scary．But he thinks thrillers are great．He doesn’t like documentaries．He thinks documentaries are boring．He thinks he can learn a lot from the movies．‎ Step V Pairwork(2d：P56)‎ Ask students what they think about different kinds of movies．‎ T：What do you think about comedies?‎ ‎***Ask students to make their own conversations．‎ T：Work in pairs and ask each other what you think about different kinds of movies．‎ Sample conversation：‎ Sl：What do you think about action movies?‎ S2：I think they are exciting．‎ Sl：What do you think about Bejing Opera?‎ S2：I think it’s boring．‎ Step VI Homework Ask students to Think about：Who’s your favorite actor?And what are his／her movies?‎ Period 78‎ Made by xcy ‎[Title] Unit 9 Do you want to go to a movie ?‎ ‎[Target language]‎ ‎1．Words＆phrases 2．Key sentences Unit 9 Do you want to go to a movie ?‎ favorite，actor，new，successful，weekend，‎ too，Rush Hour，Mr Bean，Shaolin Temple ‎1. My favorite actor is Paul Jackson．‎ ‎2. It’s a very successful thriller．but I think it’s boring．‎ ‎3. Mike is English，but he likes Beijing Opera!‎ ‎4. He often goes to see Beijing Opera on weekends．‎ ‎[Ability goals Enable students to read and write about movies and actors． ’‎ ‎[Learning ability goals]‎ Help students learn how to read and write about movies and actors．‎ ‎[Teaching important／difficult points]‎ How to make a poster．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and Lead-in Let students work in groups and talk about 1ikes and dislikes.‎ In this step，students will find others’likes and dislikes．Let students say sentences using the fo1lowing structures．‎ I like…．and he likes．．．I like．．．but he doesn't like．．．‎ Step II Presentation ‎ T：Who are they?‎ Show some pictures of Liu Dehua，Zhou Runfa and Paul Jackson and Rick Smith, Zhao Wei on the blackboard． ‎ T：Do you know who they are?‎ S：Yes, they are Liu Dehua．Zhou nunfa and Zhao Wei T：Do you know what they are?‎ Help them answerhey are actors．‎ Write actor on the blackboard．‎ T：Liu Dehua．Zhou Runfa and Zhao Wei are allsuccessful actors．‎ Write successful on the blackboard．Help the students understand its meaning．‎ Write favorite on the blackboard．Help the students understand its meaning．‎ Go on with other new words in the same way．‎ Step III Reading and Underlining(3a onP57)‎ Let students talk about their favorite movies and actors．‎ T：What is your favorite movie?‎ S：The Myth．‎ Ask students to work in groups of three and fill the chart．‎ My favorite Name Reason Successful movie His favorite Her favorite Then ask students to read the description in 3a and underline the description words．Check the answers．Ask students to answer questions about the description．‎ T：How many movies are there in the description?‎ T：What are they?‎ T：What kind of movies are they?(My Father’s birthday is a comedy and Black September is a thriller．)‎ T：How many actors are there in the description?‎ Step IV Reading and filling in the blanks(3b on P57)‎ In this procedure，students have to read the movie review and then fill in the blank．Show a picture of Jackie Chan and read the movie review．‎ T：Read the completed movie review，please．‎ Show the movie of Rowan Atkinson and complete the movie review．‎ Step V Groupwork(4：P57)‎ First let students know something about Li Lianj ie and his movie．‎ And then ask students to make a poster of their favorite movie．‎ Step VI Homework Ask students to prepare a poster of their favorite movie and actor．‎ Period 79‎ Made by xcy ‎[Title] Unit 9 Do you want to go to a movie ?‎ ‎[Target language]‎ Key sentences: What kind of movie do you t11ink they like?‎ I don’t like movies．X k b 1 . c o m ‎[Ability goals]‎ Enable students to review what they 1earnt in this unit．‎ ‎[Learning ability goals]‎ Help students learn how to express their opinions about the movies．‎ ‎[Teaching important／difficult points]‎ How to express the opinions about the movies．‎ ‎[Teaching procedures and ways]‎ Step I Revision Show the poster of the movie Hero．‎ T：What kind of movie is it?‎ It is an action movie. And it's very excting．‎ T：Do you know who are in the movie?‎ T：Very good．Do you like the movie?‎ T：Why do you like it? (Because it’s exciting)‎ Ask students to take out their posters which are to1d too bring here yesterday．‎ ‎****Ask some students to talk about their posters to the class．‎ Step II Vocabulary(1&2 on P58)‎ Check the words．‎ T：In learning to talk about the movies，you have learned many words on the topic．Now read the words In activity 1 and check the words you know on page 57．‎ Ask students to add five new words to their vocabulary list． ‎ tradegy，cartoon，science fiction，romance，romantic．‎ western，musical，martial art，horror movie，war movie Ask students、to share the words with each other．If they don’t understand some of the words，ask them to look them up in the dictionary．‎ Step III Reading and writing(3 on P58)‎ In this procedure，students will read the pictures and then write a few sentences to describe the two pictures．‎ What call you see in the pictures?From the picture，what kind of movies do you think they like?What are the two characters like? Write a few sentences to describe each picture．‎ Ask some students to read their description to the class．‎ Step IV Homework Ask students to ‎1．Remember the key words．‎ ‎2•Review all the words and language points in this unit．‎ ‎[Teaching resources]‎ To many people，the word Hollywood has two meanings. Hollywood is an area in Los Angeles．Hollywood is also the American movie industry．Hollywood was j ust farmland at the beginning of the 20th century．Early American movies were made in other places；for example，in New York and Chicago．In 1917 a director was making a movie Chicago．Because of cold weather，he couldn't finish the movie．He took a trip to southern Califonia．And there he found j ust the weather and scenery he needed to finish his movie．The director realized that southern Califomia was the perfect place for many movies•The next year his company built a movie studio(摄影棚，摄影场)in Hollywood．Other companles followed．Before long nearly all important American movie studios were in H011ywOod．The next thirty years were Hollywood’s greatest years• Thousands of movies were make.‎ ‎ ‎ ‎【教学反思】任何一堂看似成功的课，都或多或少地存在着一些值得探讨的教学细节。教学反思便是发现和思考这些细节中存在的问题，并对其加以改善，进而提高教学效果 和质量，促进教师的专业发展。如在教完Go for it (7A) Unit9 Do you want to go to a ‎ movie ?第一课时后，我着重对教学目标进行了反思，使我深受启发。‎ ‎****反思教学目标定位的准确性。‎ 教学目标的制定是否准确，直接影响教学环节的设计和实施，制约教学活动的展开，并最终指向教学目标的达成。在制定这课第一课时的语言知识目标时，我是这样罗列的：‎ I. Language Aims:‎ ‎1. Key words and phrases: go to a movie (action, comedy, documentary, ‎ documentary,thriller), kind, ‎ ‎ 2. Key Sentences:‎ ‎①---- Do you want to go to a movie? ---- Yes, I do. I want to see an action movie.‎ ‎②---- What kind of movies do you like? ---- I like the … movies.‎ ‎3. Grammar: The singular and plural forms of nouns.‎ Period 80‎ Review of Units 7～9 (Grade 7)‎ ‎●Made by xcy●‎ ‎[Teaching Aims and Demands]‎ ‎1. Knowledge Objects Key vocabulary that students have learned in Units 7～9.‎ ‎2. Ability Objects Train students’ ability to use the target language they have learned freely and creatively.‎ ‎3. Moral Object Repetition is the mother of learning.‎ ‎[Teaching Key Points]‎ Key vocabulary ‎[Teaching Difficult Points]‎ Train students’ ability to use the target language they have learned freely and creatively.‎ ‎[Teaching Methods]‎ Practice method ‎[Teaching Procedures]‎ Step I [Key Words]‎ ‎1. clothes: hat, socks, pants, shorts, sweater, bag, T-shirt ‎2. number: cardinal/ ordinal one / first, two / second, three / third, four / fourth, five / fifth, six / sixth,seven / seventh, eight / eighth, nine / ninth, ten / tenth, eleven / eleventh,twelve / twelfth, thirteen / thirteenth,‎ ‎ fourteen / fourteenth, fifteen / fifteenth, nineteen / nineteenth, twenty / twentieth, twenty-one/ twenty-first, thirty / thirtieth ‎3. month: January, February, March, April, May, June, July, August, September, October, November, December ‎4. week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday ‎5. movie: action movie, comedy, thriller, documentary ‎6. adjectives: interesting, boring, fun, difficult, relaxing, scary ,funny, exciting, sad, great StepⅡ[Key Phrases]‎ ‎1. action movie动作片 2.Beijing Opera京剧：‎ ‎3. birthday party生日聚会 4. English speech contest英语演讲比赛 ‎5. movie star电影明星; 6. school day学校上课日;‎ ‎7. school trip学校旅行 8. summer camp夏令营;‎ ‎9. year(s)old ……岁(年龄); 10. a lot大量,许多;‎ ‎11. at a very good price以很好的价钱 12 at home在家；‎ ‎13. at school在学校; 14. go to a movie去看电影 ‎15. learn about了解有关…… 16. how much(价钱)多少；‎ ‎17. on sale 廉价出售,出售 18. have a look at… 看一看……‎ StepⅢ[Key Sentences]‎ ‎1. How much is this T- shirt? 2. Can I help you?‎ ‎3. You are welcome. 4. Here you are.‎ ‎5. What color do you want? 6. When is your birthday?‎ ‎7. My birthday is October tenth. 8. How old are you?‎ ‎9. I like thrillers, but I don’t like comedies. ‎ Step Ⅳ[Key Grammar]‎ 人称代词、物主代词用法巧记和提示： ‎ ‎ 主格 宾格 形容词性 名词性 第一人称 单数 I me my mine ‎ 复数 we us our ours 第二人称 单数 you you your yours ‎ 复数 you you your yours 第三人称 单数 he him his his ‎ she her her hers ‎ it it its its ‎ 复数 they them their theirs 作 用 主语 宾语 表语/定语 主语、表语、表语 ‎ 巧学妙记 ‎ 1．人称代词的用法口诀 人称代词分两格, 主格宾格来分说；主格定把主语做，宾格作宾不会错。如: He teaches us English．‎ ‎ 2．物主代词用法口诀 ‎ 物主代词两类型, 形容词性、名词性。形容词性作定语, 后面定把名词用①; 名词性, 独立用，主宾表语它都扮②‎ ‎ ①形容词性物主代词具有形容词的特性，在句中用作定语，后面必须接名词。如：‎ ‎ Our teacher is a young woman．‎ ‎ ②名词性物主代词应独立使用．后面不跟名词。相当于形容词性物主代词+名词。它在句中可作主语、宾语或表语。如： Her English is better than mine．Her作定语，mine=my English。‎ ‎ 提示 ‎ 当几个不同的人称代词作主语时。它们的排列顺序通常是：‎ ‎ ①单数为：you，he／she and I如： You, she and I are good friends．我、你和她都是好朋友。‎ ‎ Mary and I are in Class One．我和玛丽在一班。 ’‎ ‎ ②复数为：we, you and they如：‎ ‎ We, you and they all enjoy music．我们、你们和他们都喜欢音乐。‎ ‎ 但如果是做错了事，当事人应承担责任时，通常把第一人称放在最前面。如：‎ ‎ 一Who broke the window? —I and Mike．‎ ‎ 这正是：单数人称2、3、l，复数人称l、2、3。麻烦事情“我”站前, 其他人称没意见。‎ Step Ⅴ Homework ‎5. Review the vocabulary and texts in Units 7～9‎ ‎6. Finish the exercises for Units 7～9‎ ‎[Blackboard Design]‎ Review of Units 7～9‎ ‎1. action movie动作片 2.Beijing Opera京剧：‎ ‎3. birthday party生日聚会 4. English speech contest英语演讲比赛 ‎5. movie star电影明星; 6. school day学校上课日;‎ ‎7. school trip学校旅行 8. summer camp夏令营;‎ ‎9. year(s)old ……岁(年龄); 10. a lot大量,许多;‎ ‎11. at a very good price以很好的价钱 12 at home在家；‎ ‎13. at school在学校; 14. go to a movie去看电影 ‎15. learn about了解有关…… 16. how much(价钱)多少；‎ ‎17. on sale 廉价出售,出售 18. have a look at… 看一看……‎ P eriod 85‎ ‎(Made by xcy)‎ ‎[Title] Unit 10 Can you play the guitar ?‎ ‎[Target language]‎ ‎1．Words＆phrases dance，swim，sing，play chess，j oin，paint，speak English，play the guitar ‎2．Key sentences Can you play the guitar?‎ Yes，I can．／No，I can’t．‎ I want to join the art club．‎ ‎[Ability goals]‎ Enable students to listen to and talk about abilities．‎ ‎[Learning ability goals]‎ Help students learn how to listen to and talk about abilities．‎ ‎[Teaching important／difficult points]‎ How to listen to and talk about abilities．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and lead-in In this procedure，sing a song for students，and then ask about their abilities．Help them learn to ask and talk about abilities and some clubs．‎ T：Hello，boys and girls．Nice to see you again．(Sing)‎ Good morning to you，good morning to you，good morning，dear students，good morning to ‎ you．Do you like singing?‎ S：Yes, we do．‎ T：Can you dance?‎ S：Yes, we can．‎ T：What else can you do?‎ S：We can swim/play chess/speak English…‎ Step II Match work(Do 1a on P59)‎ In this procedure，students will learn to talk about different kinds of abilities and different kinds of clubs．‎ T：You are great．You can sing，dance，swim and so on．So you can enjoy yourselves with these things．That must be great fun．Now please open your books at Page 59．Look at the words on the left．They are words about abilities．Please read them．And we have seven pictures marked with a，b，c，d，e，f and g．Try to match the words and pictures．‎ Encourage the students to say something about the picture and do the match work．‎ Step III Listening( Do1b on P59)‎ First，ask students about their abilities and the clubs they want to join．‎ T：Can you sing?‎ S：Yes, I can．/No, I can’t．‎ T：I can paint．So I want to join the art club．How about you?‎ S：I can swim．So I want to join the swimming club．‎ S：I want to join the chess club．‎ T：Can you play chess?‎ S：Yes, I can．‎ T：Good，all of you are great．‎ ‎***Then ask students to listen to the recording and do Activity l a．‎ T：Next we’11 listen to a recording．In the recording，people are talking about abilities and ‎ joining clubs．Let’s listen and number the conversations．Play the recorder．Then check the answers．After this，ask students to repeat after the recording．‎ Step IV Pairwork(Do 1c on P59)‎ Ask students to practice the conversation and make their own conversations．‎ T：You can do many things．It’s great．Now please talk to you partners about your abilities and tell them what club you want to join．Work in pairs and practice asking and answering ‎ questions about your abilities．You can make your own conversations．‎ A sample conversation：‎ SI：Can you sing?‎ S2：No, I can’t．What about you?‎ S1：Yes，I can．I want to 70in the music club．‎ S2：I want to join the art club．‎ S1：Can you paint?‎ S2：Yes, I can．‎ Step V Homework ‎1．Ask students to learn the new words and phrases in this unit(on Page 103)．‎ ‎2．Ask students to found clubs of their own．‎ P eriod 86‎ ‎(Made by xcy)‎ ‎[Title] Unit 10 Can you play the guitar ?‎ ‎[Target language]‎ Key sentences:‎ What club do you want to ioin?‎ We want to join the chess club．‎ ‎[Ability goals]‎ Enable students to listen to and talk about what club they want to join．‎ ‎[Learning ability goals]‎ Help students learn how to listen to and talk about what club they want to join．‎ ‎[Teaching important／difficult points]‎ How to listen to and talk about what club they want to join.‎ ‎[Teaching proced procedures and ways]‎ Step I Warming up and lead--in In this procedure，ask students what clubs are there in their class，what club they want to join and about their abilities．‎ T：Good morning，class．Nice to see you again．I can sing．I want to join the music club．Do you have a music club in our class?‎ S：Yes, we have.‎ T：Do you have other clubs?‎ S: Yes,we do．We have English club，swimming club，art club．．．‎ Step II Listening(2a&2b on P60)‎ In this procedure，students will listen to the recording and learn to talk about the clubs they want to join．‎ T: There are so many clubs．Now some students want to join our clubs．Will you welcome them in?‎ S：Yes, we will．‎ T：OK．Let’s listen to the recording and find what clubs they want to join．Open you books and turn to Page 60．Listen and circle the clubs you hear．Play the recorder，and check the answers．Ask students to listen to the recording and learn to talk about joining the club．‎ Some students want to join the club．Look at the conversation in Activity 2b．Fill in the blanks with the words in the box on the left．‎ Then ask them to listen to the recording and check the answers．‎ Step III Groupwork(2c on P60)‎ Ask students to practice the conversation and make their own conversations．‎ T：You let these students join your clubs．Maybe your classmates want to join your club，too．Now work in groups and practice asking and answering questions about the clubs they want to join and their abilities．You can make your own conversations．Also，you can use the pictures in Activity 2c to help you．‎ A sample conversation：‎ S1: What club do you want to join ?‎ S2：We want to join the chess club．‎ Sl：Can you play chess?‎ S2：Yes, I can.‎ S3：No, I can’t.‎ Step ⅣHomework ‎1•Ask students to do Activities 1 and 2 on Page 38 in the workbook．‎ ‎2．Ask students to help their classmates to join the clubs．‎ ‎[教学反思]‎ 活动中的学习与学习中的活动 ‎ ‎ ‎ 新目标英语Go for it ‎ 的教材选材非常贴近学生的生活实际。每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说让学生在学习中活动，在活动中学习。这就是 我们应该遵循的理念。本单元的语言目标是让学生学会谈论能力。按照一般惯例或在过去教学中，我们在讲can这个词时，首先说can是一个情态动词，表示“能，会”。它的陈述形式是can+动词原形，它的否定形式是can +not +动词原性，它的疑问句形式是Can you….? 讲完之后在进行问答式训练。‎ 我的设计：‎ 一、第一步通过图片因出新单词与新句型，同时把他们写在黑板上，让学生同桌操练。‎ 二、小组活动。用I can….He/She can…的句型谈论自己或他人有什么能力。学生们很愿意在别人面前表现自己。这时给学生下达任务：让学生用Can you…的句型去采访在座的任何老师以及同学，可以在教室里任意活动。然后用He/She can…句型作采访报告。‎ 三、前面做了铺垫后，给学生下达另一个任务。第一步展示一张图，上面画有许多俱乐部在招收学员，有艺术俱乐部，运动俱乐部，音乐俱乐部，棋类俱乐部和英语俱乐部。把句型I want to join … club.写在黑板上，学生用这个句型说出自己要参加的俱乐部。教师再用Can you … ? 的句型提问学生有什么特长。通过大量问与答的练习后，学生对这种句型有了感性的理解。再把学生分成六个俱乐部的六组招聘人员和六组面试人员。招聘组讨论自己俱乐部招收人员所应具有的素质。例如，音乐俱乐部的人应该至少会一种乐器或会唱歌跳舞等。面试组的人员也要做好充分的准备。在招聘会上，同学们 使用了以下句型：‎ What club do you want to join? I want to join the …club.What can you do? I can…Can you…? Yes, I can. No, I can’t等等。‎ 通过对话练习学生们能准确地用英文询问或回答自己想做或能做的事。‎ 四、为了使自己的俱乐部能够吸引同学们的关注，就要展示自己的招聘广告。广告中不光要夸自己，还要确定对面试者的要求,人员素质等。学生们在课后仿照P63的3a和3b 部分，写出一则招聘广告，这样把所学的语言落实在笔头了。整个过程完成了听，说，‎ 读，写的语言目标。‎ ‎ ‎ P eriod 87‎ ‎(Made by xcy)‎ ‎[Title] Unit 10 Can you play the guitar ?‎ ‎【Target language】‎ ‎1．Words＆phrases piano , our，play…well，help wim ‎2．Key sentences What can you do?‎ I can play the guitar． ‎ ‎[Ability goals]‎ Enable students to ask about others abilities．‎ ‎[Learning ability goals]‎ Help students ask about others’abilities．‎ ‎[Teaching important／difficult points]‎ How to ask about others’abilities．‎ ‎[Teaching aids]‎ Some books and slides．‎ ‎[Teaching lures andleac procedures ana ways]‎ Step I Warming up and lead-in In this procedure，ask students to show how they can help others join a club．Then let them ‎ ask about others' abilities and tell their classmates．‎ T：Morning，boys and girls．Glad to see you again．Your classmates want to join your clubs．Do you want to help them?‎ S：Yes, we do．‎ T：How do you help them?Who can show us?‎ Two students act it out．‎ Sample conversation：‎ SI：What club do you want to join?‎ S2：I wantjoin the English club.‎ SI：Can you speak English ?‎ S2：Yes, I can．‎ Sl：OK. Welcome to our club．‎ T：Well done．Thank you．‎ Step II Put the conversation in order(3a on P61)‎ In this procedure，students will continue to talk about others’abilities．‎ T：Look，another boy wants to join our club．Let’s help him．Look at the conversation in Activity 3a，please．It isn’t in order．Please read it and put the sentences in order．‎ Check their answers and then ask them to read the conversation．‎ SI：Tina can play the guitar and the piano．‎ Step IV Groupwork(4 on P61)‎ Ask students to interview their classmates for a job．‎ T：In daily life，we should learn to do all kinds of things．Maybe you can find a part—time job to earn some money．Look at the ad，and interview your classmates and find who can do the job．‎ A sample conversation：‎ Sl：Can you play sports?‎ S2：YeS, I can．‎ SI：Can you help kids with sports?‎ S2：Yes,I can．‎ Step V Homework ‎1．Ask students to do Activities 3 and 4 on Page 39 in the Workbook．‎ ‎2．Ask students to learn the names of different musical instruments and try to learn to play some of the instruments．‎ ‎【教学反思】‎ ‎ 利用采访活动来进行小组探究与合作，教学效果好。如“I interview Eva. She can swim, she can sing, and she can dance, but she can’t play the guitar.”此时这个任务把教学推向高潮，学生拿着我为他们准备好了的采访单去采访老师，同学。这让正堂课都活跃起来了。学生在这个活动中不仅练习了句型，也训练了他们的胆量。达到了活动中学习的目的。‎ 这一个步骤是为培养学生善于发现他人特点，以及表演能力和组织能力。鼓励他们参加各种俱乐部。让他们在学习中活动，找到学习的快乐。‎ P eriod 88‎ ‎(Made by xcy)‎ ‎[Title] Unit 10 Can you play the guitar ?‎ ‎[Target language]‎ ‎1．Words＆phrases drum，trumpet，violin，or，play the drums，play the piano，sing or dance ‎2．Key sentences Can Bill play the guitar?‎ Yes，he can，but he can’t sing．‎ ‎[Ability goals]‎ Enable students to listen to and talk about their abilities．‎ ‎[Learning ability goals] ‎ Help students learn how to listen to and talk about their abilities.‎ ‎[Teaching important／difficult points]‎ How to listen to and talk about their and others’abilities ‎[Teaching procedures and ways]‎ Step I Warming up and lead—in In this procedure，ask students to listen to sounds of different musical instruments and tell ‎ what instruments they are．‎ T：Hi，boys and girls．Good morning．In this class，I want you to listen to some sounds．Then please tell me what instruments they come from．‎ Play the recorder of the sounds of drums，violin，guitar，trumpet，piano and ask students to guess the names of the instruments．‎ Step II Make surveys(3b on P61) 、‎ First，ask students to talk about others，abilities and tell the who1e class．‎ S1：Now you can make a survey about your classmates’ abilities．Then make a list about it．‎ Ask them to make conversations and report in class．‎ Sample conversation：‎ Sl：Can you play the guitar7‎ S2：Yes．I can．‎ S1：Can you play the piano ?‎ S2：Yes, I can．‎ Step III Homework ‎1．Ask students to do Activity 5 on Page 40 in the Workbook．‎ ‎2．Ask students to organize an activity for their clubs．‎ P eriod 89‎ ‎(Made by xcy)‎ ‎[Title] Unit 10 Can you play the guitar ?‎ ‎[Target language]‎ ‎1．Words＆phrases Japanese，may，e-mail，address，draw，little，a little，why ‎2．Key sentences Can I help you?‎ Yes，please．1 want to ioin the art club．‎ ‎[Ability goals]‎ Enable students to make an application form．‎ ‎[Learning ability goals]‎ Help students。learn how to make an application form．‎ ‎[Teaching important／difficult points]‎ How to make an application form．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and lead-in In this procedure，ask students to talk about how they interview their new members．‎ T：Hello，boys and girls．You have put up your ads for new members．Is there anyone answering your ads?‎ S：Yes, there is.‎ T：But how can we know the information about them．such as their names，ages，likes and dislikes and difIferent abilities?‎ S：we can ask them to write the personal information down on a piece ofpaper．‎ S：We can ask them questions.‎ T：Good．We can interview them by asking them to answer the questions and write down the information．Today we’11 learn how to make an interview． ‎ Step III Match work and pairwork(2a&2b on P62)‎ In this procedure，students will learn the names of some musical instruments and talk about their abilities about playing the instruments．‎ T：You can tell the sounds of different musical instruments．It’s fantastic．I think you can also tell different musical instruments．Now,please open your books at Page 62．Look at the pictures in Activity la．‎ ‎*Encourage the students to say something about the picture and do the match work．‎ Check their answers．‎ T：Can you play these instruments?‎ S：Yes，we can play some of them．‎ T：Now listen again and fill in the chart in Activity 2b．‎ Play the recording again．‎ T：What can Bill do?‎ S：He can play the guitar．‎ T：Good，fill in the chart．And what can’t he do?‎ S：He can’t sing．‎ T：Right．Fill in the chart under can’t．‎ Encourage them to speak more and help them fill in the chart．Check the answers with the class．‎ Step IV Pairwork(2c on P62)‎ Ask students to practice the conversation and make their own conversations．‎ T：Bill，Jennifer，and Victor all can do something．‎ Talk with your classmates about what they can do and what they can’t do．‎ A sample conversation：‎ S1：Can Bill play the guitar?‎ S2：Yes,he can．but he can’t sing．‎ Sl：Can Jennifer sing?‎ S2：Yes,she can. And she can play the drums,too．‎ S1：Can she play the piano?‎ S2：No．she can’t．But Victor can。‎ Period 90‎ ‎(Made by xcy)‎ ‎[Title] Unit 10 Can you play the guitar ?‎ ‎[Target language]‎ Words＆phrases:‎ check musician，them，be，rock，band，show，Sunday，kung fu，pm ‎ ‎[Ability goals]‎ Enable students to write wanted ads．‎ ‎[Learnling ability goals]‎ Help students learn how to write wanted ads．‎ ‎[Teaclling importaIlt／dimcIllt points]‎ How to write wanted ads．‎ ‎[Teaclling procedures and ways]‎ Step I Warming up and lead-•in In this procedure，ask students to talk about the activities of their clubs．‎ T：Good morning，boys and girls．You have many clubs．Do you have any activities in your clubs?‎ S：Yes, we do．‎ T：Do you want others to join your activities?‎ S：Yes, we do．‎ T：So you can write a wanted ad to tell others how to join your activities．Today we’11 learn how to write a wanted ad．‎ ‎ A sample conversation：‎ S1：Can you play the drums?‎ S2：No, I can’t．How about you?‎ Sl：Yes, I can.‎ S2：I can play the trumpet．‎ Go on with the others in the Same way．Then the answers with the students．‎ Step II Reading(3a on P63)‎ T：Read the ad．Then underline the things they want people to do for the schoo1 music festival．‎ Play the recorder and ask student to listen．After that，ask students to answer the following questions．‎ T：What do they want people to do?‎ S:They want people to sing，dance，and play the piano，the trumpet,the drums and the guitar．‎ T：Well done．If you want to join them，how do you know more about them?‎ s：We can call Zhang Heng at 622-6033．‎ T：Right．‎ Step III Writing(3b & 3c on P63)‎ T：Here is an ad for musicians for a rock band．But they don’t finish their ad．Let’s help them．OK?‎ S：Sure．‎ T：You can use the words in the box on the left to help you．‎ Ask some students to read their answers．Then check their answers．‎ T：Now I think you can write your own ad for your activity of your club．Please write your ad．‎ Sample version：‎ Sports person wanted ‎ ‎ We want to have a sports meeting．Can you run?Can you jump?Can you play basketball?Then you can j oin us in the sports meeting．Please call 6987-2563 for more information．‎ Step IV Groupwork(4 on P63) +‎ Ask students to make a survey about others’abilities for the school show，and then make a list．‎ T：We will have a schoo1 show this Sunday．Please ask your group what they can do in the school show．Then make a list．‎ Step V Homework ‎1．Ask students to do Activities 6 and 7 on Page 41 in the Workbook．‎ ‎2．Ask students to interview the person who answers their ads．‎ Period 91‎ ‎(Made by xcy)‎ ‎[Title] Unit 10 Can you play the guitar ?‎ ‎[Target language]‎ Words＆phrases:‎ check musician，them，be，rock，band，show，Sunday，kung fu，pm ‎ ‎[Ability goals]‎ Enable students to write wanted ads．‎ ‎[Learnling ability goals]‎ Help students learn how to write wanted ads．‎ ‎[Teaclling importaIlt／dimcIllt points]‎ How to write wanted ads．‎ ‎[Teaching procedures and ways]‎ Step I Key words check 1. Dictation. ‎ 2. Make sentences and conversations with the key words.‎ Step II Reading(3：P64)‎ In this procedure，students will learn to interview others．‎ T：When we want to know something about others．we can interview them．Now look at Activity 3．‎ ‎ Let’s read the conversation and find what information we should ask about．‎ Step III Review(1*2：P64)‎ In this procedure，ask students to review the words they learned in this unit．‎ T：Well done．Now you can talk about abilities．And you can choose the club you like．Also，you can interview others．Now 1 want to check if you know all the words we learned in this unit．Let’s read the words together．Please check the words you know．Next add five new words to your Vocab-builder．‎ Step IV Homework ‎1．Ask students to summarize what they have learned in this unit．‎ ‎2．Ask students to prepare for the next unit．‎ 注意：和球类、棋类连用，球类或棋类名词前无定冠词。‎ ‎**play sth. for sb．=play sb．sth.为某八播放……如：‎ ‎ Let me play some music for you．我为你放点音乐吧。‎ ‎**play sth．on+乐器：用某乐器演奏……如：She plays old English songs on the guitar．‎ ‎ 她用吉他弹奏英语老歌。‎ Period 92‎ ‎(Made by xcy)‎ Review of Unit 10 Can you play the guitar?‎ ‎[Important language points]‎ ‎1. English club 英语俱乐部 2. art club艺术俱乐部 3. music club 音乐俱乐部 4. chess club 棋类俱乐部 5. swimming club 游泳俱乐部 ‎ ‎6. volleyball club 排球俱乐部 7. a flower show 花展 8. a monkey show 猴子表演 ‎9. in the music room 在音乐室 10. school show 学校公演 ‎11. play sb sth = play sth for sb 为某人播放… 12. play sth on + 乐器 “用某种乐器演奏”‎ ‎13. join sb in doing wth 和某人一起做某事14. be good with = get on well with与……相处得好 ‎15. help sb with wth = help sb (to )do sth 帮助某人做某事 ‎16. come and join us 快来应聘 17. do Chinese Kungfu 玩中国功夫 ‎18. What club do you want to join? 你想参加什么俱乐部？‎ I want to join the swimming club. 我想参加游泳俱乐部。‎ ‎19. What club does he /she want to join? He(She) wants to join the music club.‎ ‎20. show sb sth = show sth to sb 给某人看某物。‎ ‎[Sentence structures]‎ a little 一点 little 少许，少量＋不可数名词 a few 一些 few 少许，很少，几乎没有＋可数名词 ‎① I have a little bread. I can give you some.‎ ‎② I have little water. Can you give me some?‎ ‎③ He has a few books. We can borrow some from him.‎ ‎④ There are few students in the classroom. Let’s turn off the light.‎ a little 小的，（小而可爱的），一点 I have a little cat. 我有一只小猫。 She is a little girl. 她是一个可爱的小女孩。‎ We are a little busy. 我们有一点忙。‎ ‎[Grammar]‎ ‎1. 情态动词（would / can / may / must）+动词原形（无人称变化）‎ 肯定句： ‎ He can play soccer. ‎ He may play soccer. ‎ He must cleam the classroom.‎ 否定句：‎ He can not (can’t) play soccer. ‎ He may not (mayn’t)play soccer. ‎ He Must not( mustn't)clean the classroom.‎ 疑问句：Can he play soccer? Yes, he can. No, he can’t ‎ ‎ May he play soccer? Yes, he may. No, he mustn’t. ‎ Must he clean the classroom? Yes, he must. No, he needn't.‎ Period 93‎ ‎(Made by xcy)‎ ‎[Title]Unit 11 What time do you go to school?‎ ‎[Structures ]‎ When questions; What time is it? Adverbs of frequency 新 课 标 第 一 网 ‎[Target language]‎ What time do you usually get up? I get up at six o’clock.‎ When does Alicia take a shower? She takes a shower at five o’clock. What time is it? It’s eleven o’clock.‎ ‎[Vocabulary ]‎ get up, run, eat breakfast, go to school, eat dinner, do homework, go to bed, shower, o’clock, morning, afternoon, evening, usually, pen pal ‎[Learning strategies]‎ Role-playing; Reflecting ‎[Teaching Goals]‎ ● To learn about When questions; What time is it? Adverbs of frequency ● To talk about routines ● To ask about times ‎[Teaching Procedures and ways]‎ Step I Warming up by learning to use frequency adverbs When we want to say how often something happens, it is common to use frequency adverbs. It is possible to use them when referring to the past, present or future: ‎ We often went camping when we were children. ‎ I usually go to the gym at lunchtime. ‎ I will always love you. ‎ The following list shows the most common adverbs of frequency, with the one that refers to things that happen most often at the top, and least often at the bottom: ‎ always, usually, frequently, often, sometimes, occasionally, rarely, seldom, hardly ever, never ‎ I always brush my teeth before I go to bed. (=every night) ‎ I usually have toast for breakfast. (=happens most days) I frequently watch the news before dinner. (=it's common) ‎ I often go to the park with my dog. (=many times)‎ I sometimes see him down at the shops. (=at particular occasions but not all the time) ‎ I occasionally visit the capital. (=not happening often or regularly) ‎ I rarely smoke cigars. (=it is not common) ‎ I seldom have a chance to go to the theatre. (=almost never) ‎ I hardly ever travel abroad. (=almost never) ‎ I never work on the weekend. (=not at any time or not on any occasion)‎ Step II Warming up by discussing ‎ Good morning! Today we are going to learn Unit11 What time do you go to school? Please look at the picture and answer my question. Show tem a calendar. ‎ T: What’s this? Wen Li, can you name it?‎ Wen Li: Yes. It’s a calendar.‎ T: Very good. What do you often do every day? Now to learn more about the things you do, please find out more with your partners about the activities.‎ Models:‎ A: What do you do every day? B: I run.‎ Step III Looking and matching ‎ Open your book on page 65.Let’s look at ‎1a. Each thought bubble shows something people do. Now please look at the picture carefully and describe it. ‎ ‎ ‎ ‎ ‎ ‎ ‎ get up eat breakfast go to school take a shower run T: Good. Please look at the picture again and match all the activities. If you finish it first, write the answer on the board.‎ Now let’s check the answers on the blackboard together.‎ Step IV 1b Listening and matching ‎ Look at the picture.‎ T: What’s this?‎ Ss: It’s a clock.‎ T: Yes. Look at these clocks. What time is it?‎ ‎ ‎ ‎8 o’clock 9 o’clock 7 o’clock 6 o’clock 5 o’clock T: Good. What time does Rick usually do these things? get up, eat breakfast, go to school, take a shower, run. Now let’s listen to the conversation. An interviewer is talking about what Rick usually does with Rick. First listen to the tape carefully and find what time he usually does. ‎ Next listen again and draw a line from the clock time to the correct picture. Then listen to the tape the third time and check the answers.‎ Read the tapescript to darken the questions and underline the expressions.‎ Step V Do ‎1c Doing pairwork Listen to the conversation again and read after the tape. You must pay attention to the pronunciation.‎ Now practice this interview in pairs. One student is Rick. The other is the interviewer. Ask and answer questions about Rick’s day.‎ A: What time do you usually get up, Rick?‎ B: I usually get up at five o’clock. ‎ A: What time do you usually go to school, Rick?‎ B: I usually go to school, at nine o’clock.‎ A: What time do you usually run, Rick?‎ B: I usually run at six o’clock.‎ A: What time do you usually eat breakfast, Rick?‎ B: I usually eat breakfast at seven o’clock.‎ A: What time do you usually take a shower, Rick?‎ B: I usually take a shower at eight o’clock.‎ Period 94‎ ‎(Made by xcy)‎ ‎[Title]Unit 11 What time do you go to school? ‎ ‎[Teaching aims]‎ ‎1、Talk about routins.‎ ‎2、Ask and express the time.‎ ‎[Language points ]‎ ‎——What time does sb. verb?‎ ‎——Sb. verbs at …‎ ‎[Important and difficulties of teaching]‎ ‎１、Important Points What time does he/she…？‎ ‎２、Difficult Points ‎ ‎[Teaching procedures and ways]‎ Step I Do ‎2a Listening and writing ‎ Look at the picture. The people lined up. Can you guess what they are going to do and who they are.‎ Yes. They are Rick’s family. They are going to take a shower.‎ But they have a big family. They must line up. Now Rick is talking about it. Let’s listen and fill in the blanks.‎ two one two Rick has___ brothers and ___sisters. Rick’s family has ___shower.‎ Listen carefully and fill in the blanks with the numbers you hear on the tape.‎ Answers:‎ ‎(1)two (2) two (3)one ‎ Read the tapescript to darken the questions and underline the expressions.‎ Step II Do 2b Listening and matching Do you want to know their shower schedule? Let’s look at it together.‎ But they are not completed. Listen again and fill in the time each family member takes a shower.‎ Answers:‎ Time Name ‎5:00‎ Bob ‎6:00‎ Mary ‎7:00‎ Jerry ‎8:00‎ Rick ‎9:00‎ Alicia Step III Do ‎2c Doing pairwork Practice asking and answering questions about the schedule in pairs. You can ask and answer questions like these.‎ A: What time does Alicia take a shower? B: She takes a shower at 9:00.‎ A: What time does Bob take a shower? B: He takes a shower at 5:00.‎ A: What time does Rick take a shower? B: He takes a shower at 8:00.‎ A: What time does Jerry take a shower? B: She takes a shower at 7:00.‎ A: What time does Mary take a shower? B: She takes a shower at 6:00.‎ Step IV Homework ‎ Ask the students to practice their days.‎ Period 95‎ ‎(Made by xcy)‎ ‎[Title]Unit11 What time do you go to school?‎ ‎[Teaching Aims & Demands:]‎ 1. Knowledge object:‎ Vocabulary: afternoon; evening; homework; do homework; get home Target language: ‎ What time do you usually get up?‎ I get up at six o’clock.‎ When do you do homework?‎ I do homework in the afternoon.‎ When does she/ he usually get up?‎ She/ He usually gets up at 6:30.‎ 2. Ability object:‎ Help the students improve their listening and speaking skills.‎ 3. Moral object:‎ Teach the students to cherish the time. At the same time, do what they should do on time.‎ ‎[Important points]‎ 1. The Present Indefinite Tense.‎ 2. Talk about daily routines & ask about and say times.‎ ‎[Difficult points]‎ 1. When questions.‎ 2. Adverbs of frequency.‎ ‎[Teaching contents] ‎ Section B of unit ‎11 in Go for It (‎1A)‎ ‎[Teaching procedures]‎ Step I Warming-up 1. Have a free talk.‎ 2. Talk about their daily life using the structure: I usually …at….‎ Step II Pre-task Show them some pictures and ask them to talk about what they usually do every day.‎ In the morning Get up Run Eat breakfast Go to school In the afternoon Go home Play basketball Do homework In the evening Eat dinner Take a shower Do homework Watch TV Go to bed Step III While- task Match the actions with the time of day. (‎1a, P68)‎ Listen and circle: First listen, then listen and circle. (‎2a, P68)‎ Listen and write (2b P68)‎ Listen and repeat.‎ Step IV Post-work Pair work Ask and answer questions about Rick.‎ Showing the picture of Art of Life ,ask them to make an interview to find out what their classmates do ‎ on weekends.‎ ‎[Homework]‎ Prepare for ‎3a & 3b.‎ Make a survey according to the chart.‎ Weekend Survey What time…‎ Father ‎ Mother ‎ Teacher Get up ‎ Go to work Eat dinner Watch TV Go to bed Period 96‎ ‎(Made by xcy)‎ ‎[Title]Unit11 What time do you go to school?‎ ‎[Structures]‎ When questions; What time is it? Adverbs of frequency ‎[Target language]‎ What time do you usually get up? I get up at six o’clock.‎ When does Alicia take a shower? She takes a shower at five o’clock. What time is it? It’s eleven o’clock.‎ ‎[Vocabulary]‎ get up, run, eat breakfast, go to school, eat dinner, do homework, go to bed, shower, o’clock, morning, afternoon, evening, usually, pen pal ‎[Learning strategies ]‎ Role-playing; Reflecting Step I Revision Talk about their days.‎ Step II Do ‎3a Reading and matching Before reading this passage, and cut/ the sentences into parts. Let’s talk about the difference between am and pm by using 0-24 for times. eg. 21:00 is nine pm. 9:00 is nine am.‎ Now let’s read through the passage and guess what’s the man’s job is. ‎ T: Who can get the answer?‎ S1: He’s a guitarist in a hotel.‎ T: Good. Read the passage again and match the pictures with the correct clocks.‎ Step III Do 3b Doing pairwork Work in pairs to talk about the time in ‎3a.‎ ‎4 Doing a game Let’s ask the classmates when they usually go to bed. Then line up from the earliest to the latest bedtime.‎ A: What time do you usually go to bed?‎ B: I usually go to bed at eight o’clock.‎ C: I usually go to bed at eleven-thirty o’clock.‎ Period 97‎ ‎(Made by xcy)‎ ‎[Title]Unit11 What time do you go to school?‎ ‎[Structures]‎ When questions; What time is it? Adverbs of frequency ‎[Teaching goals]‎ To ask about and say clock times ‎[Target language]‎ What time do you usually get up? I get up at six o’clock.‎ When does Alicia take a shower? She takes a shower at five o’clock. What time is it? It’s eleven o’clock.‎ ‎[Vocabulary]‎ get up, run, eat breakfast, go to school, eat dinner, do homework, go to bed, shower, o’clock, morning, afternoon, evening, usually, pen pal ‎[Learning strategies ]‎ Role-playing; Reflecting ‎[Teaching procedures]‎ Step I Warming - up and revision ‎（1）Student chant:‎ What time do you usually get up?‎ I usually get up at 6:30.‎ What time do you usually go to school?‎ I usually go to school at 7:10.‎ What time do you usually go home?‎ I usually go home at 5:00.‎ What time do you usually go to bed?‎ I usually go to bed at 9:00.‎ ‎（2）Play a game:‎ Step II Warming up by asking and answering ‎ Good morning, class. Look at the picture. Let’s talk about the activity when you do. Please work in pairs.‎ A: What time do you usually get up? B: I usually get up at 6:30.‎ A: What time do you usually run? B: I usually run at 7:00.‎ A: What time do you usually eat breakfast? B: I usually eat breakfast at 7:30.‎ A: What time do you usually take a shower? B: I usually take a shower at 8:00.‎ A: What time do you usually go to school? B: I usually go to school at 8:30.‎ Step III Matching ‎ Turn to page 68. Let’s look at the pictures.‎ in the morning in the afternoon in the evening ‎ do homework eat breakfast eat dinner Now let’s match each time of day with each of the activities. Write the number of each activity after one of the times of day.‎ Step IV Doing pairwork Look at the activities listed in ‎1a. Ask your partner questions about when people do these things. Use questions and answers like this.‎ A: When do people usually eat dinner? B: People usually eat dinner in the evening.‎ After you have practiced for several minutes, please work with another pair of students to check each other’s work. ‎ A: When do people usually eat breakfast? B: People usually eat breakfast in the morning.‎ A: When do people usually go to bed? B: People usually go to bed in the evening.‎ A: When do people usually do homework? B: People usually do homework in the afternoon.‎ Step V Listening and circling ‎ T: Look at the picture. What is happening in it?‎ T: Do you want to know Tom’s activities? Let’s listen to their conversations. First look at the ten activities. Read after me, please. ‎ run, do my homework, get up, take a shower, eat dinner, go to school, eat breakfast, go to bed, eat lunch go home ‎ Step VI Listening and writing Listen to the recording again. This time please write down the time each activity happens. For example, He get up at 5:00. The first answer is 5:00.‎ ‎ First you only listen. Then listen and write in the clock times you hear on the recording.‎ ‎1. get up 5:00 4. go to school 8:00 7. eat dinner 7:152. run 6:00 5. go home 4:15 8. go to bed 9:00 3. eat breakfast 7:00 6. do homework 5:30‎ Period 98‎ ‎(Made by xcy)‎ ‎[Title]Unit11 What time do you go to school?‎ ‎[Teaching aims] ‎ ‎1. When questions ‎2. Frequency adverbs ‎[Language points] ‎ ‎1. —When does sb(第三人称单数) usually verb?‎ ‎—Sb(第三人称单数) verbs prep….‎ ‎2. Key words ‎（1）afternoon evening homework ‎（２）do homework, go home.‎ ‎[Important Points]１.Ｗhen does sb(第三人称单数). usually verb?‎ ‎2.Use usually freely.‎ ‎[Difficult Points ] ‎ The usage of does.‎ Teaching steps Step I Warming - up and revision ‎ ‎（1）Watch a video clip about Mickey Mouse's Day. ‎ ‎（2）Revision T：What time does the mouse get up / have breakfast/…？‎ Step II pairwork Work in pairs to ask and answer questions about Tom.‎ A: When does Tom usually get up? B: He usually gets up at 5:00.‎ A: When does Tom usually run? B: He usually runs up at 6:00.‎ A: When does Tom usually eat breakfast? B: He usually eats breakfast at 7:00.‎ A: When does Tom usually go to school? B: He usually goes to school at8:00.‎ A: When does Tom usually go home? B: He usually goes home at 4:15.‎ A: When does Tom usually do homework? B: He usually does homework at 5:30.‎ A: When does Tom usually eat dinner? B: He usually eats dinner at 7:15.‎ A: When does Tom usually go to bed? B: He usually goes to bed at 9:00.‎ Step III Work on 3a ‎（1）Read through the passage and tell me ‎（2）Read it again and match the pictures.‎ ‎ (3)Answer questions:‎ What does he do after he gets up?‎ Does he go to work after breakfast? What does he do?‎ How does he go to work? By bus or on foot?‎ What does he do before he goes to bed?‎ What does“What a funny time to eat breakfast!”mean?‎ Step IV Follow up ‎ T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel. But he doesn't find him.‎ T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.‎ Step V Work on part4. ‎ T：Now six people make a group, and ask the other students when they usually go to bed. The leader lines up from the earliest to the latest bedtime.‎ T: Let's listen Group1…Group2…‎ Period 99‎ ‎(Made by xcy)‎ ‎[Title]Unit11 What time do you go to school?‎ ‎[Teaching aims ]‎ ‎1、Find out the important information by reading.‎ ‎2、Remember the language points.‎ ‎[Language points ] ‎ A、Key words letter, around, start, write, tell, me, best, wish, soon, Saturday, survey, late B、Review the key words presented in this unit.‎ ‎[Important Points&Difficult Points]　‎ When ,What time questions ‎[Teaching procedures]‎ Step I Revision Help the students talk about their days.‎ Step II ‎3a Reading and writing ‎ Here is a letter from Jane to Mona. Please read it loud and divide/ it into parts.‎ Now please read the letter again. This time wrote down the name of each activity on the blank line after the times listed at the top. You should complete the activity individually.‎ Answers:‎ ‎1.1.6‎‎:15 gets up 2. 7:30 eats breakfast 3. 8:00 goes to school Step III 3b Filling in the blanks ‎ Tom is telling Jiang Min about his morning. Can you help him to finish the letter? First let’s read the unfinished letter. Say blank at each blank line.‎ Now you will fill in the blank lines, using information from activity 2b. You can use Jane’s letter as a model. You should work individually. Then read your letter to the rest of the class.‎ Answers:‎ Step IV Doing pairwork Imagine you are a famous movie star. First fill in the timetable with the things you usually do.‎ Saturday Sunday ‎8:00 am run ‎8:00 eat breakfast ‎9:00 eat breakfast ‎9:30 take a shower ‎10:00 am practice singing ‎12:00 eat lunch ‎18:00 eat dinner ‎16:00 practice singing ‎22:00 go to bed ‎22:00 go to bed Then share the information with your partner.‎ I am a Chinese singer. I usually run at 8:00 am on Saturday. I often eat breakfast at 9:00. Then I practice singing at 10:00 because I love music and my fans love my songs very much. I like eating dinner at 18:00. I usually go to bed at 22:00. I am too busy to visit my family. On Sunday, I eat breakfast at 8:00. At 9:30 I take a shower. I usually eat lunch at 12:00. I often practice singing at 16:00 on Sunday. I go to bed at 22:00.‎ Closing down by asking and answering ‎ A: When does Tom usually get up? B: He usually gets up at 5:00.‎ A: When does Tom usually run? B: He usually runs up at 6:00.‎ A: When does Tom usually eat breakfast? B: He usually eats breakfast at 7:00.‎ A: When does Tom usually go to school? B: He usually goes to school at8:00.‎ A: When does Tom usually go home? B: He usually goes home at 4:15.‎ A: When does Tom usually do homework? B: He usually does homework at 5:30.‎ A: When does Tom usually eat dinner? B: He usually eats dinner at 7:15.‎ A: When does Tom usually go to bed? B: He usually goes to bed at 9:00.‎ Step V Work on part 3 of self –check T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.‎ T: You may begin it like this "Ma Li gets up at …"‎ Step VI Homework Oral work:‎ ‎（1）Read ‎3a and recite it. ‎ ‎（2）Go on making a survey to find out what your classmates do on weekends.‎ Written work:‎ （1） Copy the new words and phrases in ‎3a twice ‎（2）Write down the survey about what your classmates do on weekends in your exercise book. You can do it like the reporters in class.‎ Period 100 Exercise (1)‎ ‎(Made by xcy)‎ ‎[Title]Unit11 What time do you go to school?‎ Ⅰ．根据句意及词首字母写出单词 ‎　　1．What time do you usually get up? I usually get up at five o ________.‎ ‎　　2．Li Lei isn’t at school today. B ________ he is ill.‎ ‎　　3．Which bus do you t ________ to go to work?‎ ‎　　4．What do you know a ________ him?‎ ‎　　5．My son does his h ________ at 6:30.‎ ‎　　6．The children often play football at 4:‎00 in the a ________.‎ ‎　　7．My father goes to work very e ________ in the morning.‎ ‎　　8．What do you often eat for b ________?‎ ‎　　9．The bus usually l ________ at 8:00 and comes back at 12:00.‎ ‎　　10．Are you b ________ today? No. I have nothing to do.‎ Ⅱ．写出下列动词的第三人称单数形式 ‎　　11．have ________ 12．go________ 13．do________ 14．put________‎ ‎　　15．dance ________ 16．talk________ 17．speak________ 18．help________‎ ‎　　19．watch ________ 20．study________ ‎ Ⅲ．单项选择 ‎（ ）21．________ does he go to school on weekdays? ‎ ‎　　A．What B．What time C．Why D．What about ‎（ ）22．We go to work at 8:00 ________ the morning. ‎ ‎　　A．in B．on C．at D．of ‎（ ）23．He was born ________ the morning of December 8th. ‎ ‎　　A．in B．on C．at D．of ‎（ ）24．When do you get ________ Shanghai? ‎ ‎　　A．to B．up C．down D．in ‎（ ）25．________ your coat, please. It’s very cold today. ‎ ‎　　A．Put up B．Put on C．Wear D．Dress ‎（ ） 26．Mike likes playing ________ guitar after ________ breakfast. ‎ ‎　　A．the, the B．a, a C．the, a D．the, ×‎ ‎（ ）27．I like ________ a little longer ________ weekends. ‎ ‎　　A．sleep, on B．to sleep, on C．sleep, in D．to sleep, in ‎（ ）28．Is it ________ boring job? No, it is ________ interesting work. ‎ ‎　　A．a, an B．an, a C．×, a D．a, ×‎ ‎（ ）29．What time ________ the child ________ his homework? ‎ ‎　　A．does, does B．does, do ‎　C．do, does D．do, do ‎（ ）30．I work all the day. I’m very ________.‎ ‎　　A．happy B．sorry C．tired D．sad ‎（ ）31．We ________ a shower schedule and I am the one to ________ a shower. ‎ ‎　　A．take, take B．make, make C．take, make D．make, take ‎（ ）32．Do you often ________ music? ‎ ‎　　A．listen B．listen to C．hear D．watch ‎（ ）33．Do you think the news ________ very interesting? ‎ ‎　　A．are B．is C．sound D．look ‎（ ）34．What time ________ your teacher ________ supper? ‎ ‎　　A．does, has B．does, have C．do, has D．do, have ‎（ ）35．People usually eat dinner ________.‎ ‎　　A．in the morning B．in the afternoon ‎　　C．in the evening D．at the night Ⅳ．选用所给词或词组的正确形式完成句子w w w .x k b 1.c o m ‎　　36．What ________ your brother ________ in the evening? He watches TV at home.‎ ‎　　37．Do you like ________ a little longer in the morning?‎ ‎　　38．Where ________ your uncle ________ ? In Beijing ‎ ‎　　39．He ________ on his jacket and goes to work.‎ ‎　　40．Can you ________ a little Chinese? Yes, I can.‎ ‎　　41．Which bus shall I ________?‎ ‎　　42．What time ________ you ________ lunch?‎ ‎　　43．________ me what his job is.‎ ‎　　44．He ________ to the bus stop very late. The bus leaves.‎ ‎　　45．________ at the clock. It’s time to go home.‎ V．选择句子补全对话，有两项是多余的。‎ ‎　　A: Hello, Jim, where are you going?‎ ‎　　B: 46 .‎ ‎　　A: It’s six o’clock.‎ ‎　　B: 47 .‎ ‎　　A: But where is your watch?‎ ‎　　B: 48 .‎ ‎　　A: Is it in your pocket?‎ ‎　　B: 49 .‎ ‎　　A: How about your bag?‎ ‎　　B: 50 .‎ ‎　　A: That’s all right.‎ VI．完形填空 A ‎　　My name 51 Ted Pike. I am 52 in a big store. I 53 work in the morning. I only work at night. Every morning I come home 54 . I 55 breakfast at seven. After breakfast I 56 . I 57 at about half past two. I have lunch 58 and supper at twenty to eight. Then I 59 at a quarter past eight. I start work at nine. I 60 the store every night. I like my work very much. ‎ ‎（ ）51．A．be B．am C．is ‎ D．are ‎（ ）52．A．a student ‎ B．a teacher C．a nurse D．a worker ‎（ ）53．A．am not B．don’t ‎ C．doesn’t D．aren’t ‎（ ）54．A．at half six ‎ B．at half past six ‎ C．at six half D．at six past half ‎（ ）55．A．have ‎ B．has C．eats D．do ‎（ ）56．A．go bed B．go to the bed C．go to bed D．go to my bed ‎（ ）57．A．get ‎ B．stand up ‎ C．get up D．get down ‎（ ）58．A．at a quarter three ‎ B．at a quarter to three ‎ C．at three quarter D．at three to quarter ‎（ ）59．A．go work ‎ B．go the store C．go to work D．to go work ‎（ ）60．A．look like B．look for ‎ C．look out D．look after VII．根据短文内容判断正（T）误（F）‎ ‎　　Tom is a seaman. He is always drunk（喝醉）. One day Tom goes to a new cit y. He drinks very much in a bar that night. When he goes out of the bar，he sees a man lying in the street. The man is quite drunk When Tom comes nearer，the man points to the sky and asks. “Excuse me，is that the sun or the moon? ”‎ ‎　　Tom looks at the sky for a few minutes and answers，“I’m afraid I can’t help you. I’m a stranger（陌生人）here myself.”‎ ‎　　（ ）61．Tom works on the ship.‎ ‎　　（ ）62．Tom often drinks too much.‎ ‎　　（ ）63．Tom doesn’t know if it is the sun or the moon because he is new there.‎ ‎　　（ ）64．Tom tells the man not to drink any more.‎ ‎　　（ ）65．Tom tells the man the way.‎ VIII．书面表达 ‎　　 写一篇短文，介绍自己：①每天几点钟起床、吃早饭、上学；②下午几点钟放学、回家；③晚上几点钟吃晚餐、看电视、几点睡觉。要求40字左右。‎ 参考答案 ‎　　Ⅰ．1．o’clock 2．Because 3．take 4．about 5．homework 6．afternoon 7．early 8．breakfast 9．leaves 10．busy ‎　　Ⅱ．11．has 12．goes 13．does 14．puts 15．dances 16．talks 17．speaks 18．helps 19．watches 20．studies Ⅲ．21．B　　22．A　　23．B　　24．A　　25．B　26．D　27．B　　28．D　29．B　　30．C　　31．D　32．B　33．B　34．B　35．C ‎　Ⅳ．36．does…do 37．to sleep 38．does…work 39．puts 40．speak 41．take 42．do…have 43．Tell 44．gets 45．Look ‎　　Ⅴ．46．E 47．G 48．C 49．A 50．F ‎　　Ⅵ．51．C（主语是my name）　　52．D（由下文可判断其身份是一名工人）‎ ‎　　53．B（由下一句I only work at night可知）　　54．B（at half past six在六点半钟）‎ ‎　　55．A（have breakfast吃早饭）　　56．C（go to bed去睡觉）　　57．C（get up起床）‎ ‎　　58．B（at a quarter to three三点差一刻）　59．C（go to work去上班）60．D（look after照看）‎ ‎　　Ⅶ．61．T 62．T 63．F 64．F 65．F ‎　　VIII．（One possible version）‎ ‎　　Every morning I get up at six o’clock. I have breakfast at about seven. After that, I go to school. I get to school at about seven fifty. Classes begin at ten past eight. We have four lessons in the morning. I have lunch at school. In the afternoon we have two lessons. I go home at half past four. I have supper at about ‎ six o’clock. After supper, I watch TV. Sometimes I do my homework. At about nine o’clock I go to bed.‎ Period 101‎ ‎(Made by xcy)‎ ‎[Title]Unit11 What time do you go to school?‎ 一. 重点词汇和短语 ‎1. get up 起床 2. do homework 做作业 3. do one’s homework 做作业 ‎4. eat breakfast 吃早饭 5. eat lunch 吃午饭 6. eat dinner 吃晚饭 ‎7. take a shower = have a shower 洗澡 8. get to +地名名词“到达…… ‎ ‎9. get here 到达这儿 10 get there 到达那儿 11. get home 到达家 ‎12. listen to sb 听……讲（说） 13. work long hours 长时间工作 ‎15. brush one’s teeth 刷牙 22.tell sb about sth 把有关…告诉某人 ‎16. by bus = on a (the )bus 乘公共汽车 14. study long hours 长时间学习 ‎17. take a bus to +地点名词 = go to+地点名词by bus乘公共汽车去某地 ‎18. begin to do wth = start to do sth 开始做某事 19. write to sb给某人写信 ‎20. know about 了解有关…… 21. know a lot about 对……了解得多 ‎23. be late for school上学迟到. 25 hope to do sth. 希望做某事 ‎24. be late for class 上课迟到 26. wish sb to do sth. 希望某人做某事 ‎27.What time is it ?= What’s the time? 几点了？‎ ‎28. School starts at nine o’clock. =classes begin at nine o’clock.学校9点开始上课 ‎ ‎29. Best wishes to you 向你致以美好的祝愿 ‎30. Best wishes for Teachers’ Day 祝教师节快乐 二. 语法（一） 时间表达法。‎ ‎1. 整点的表达法：7:00 seven o’clock 2: 00 two o’clock ‎2. 30分钟之内的表达法：‎ ‎2:05 two five five past two 3:10 three ten ten past three ‎6:15 six fifteen a quarter past six 7:25 seven twenty-five twenty-five past seven ‎8:30 eight thirty half past eight ‎ ‎3. 30分钟之后 ‎3：55 three fifty –five five to five ‎ ‎7: 40 seven forty twenty to eight ‎8: 35 eight thirty-five twenty-five to nine ‎9:45 nine forty- five a quarter to ten ‎ ‎(二) 介词 “at in on” 的用法： ‎ at seven o’clock in 2006(年) on Monday ‎ at a quarter past five in December（月） on Sunday afternoon at half past six in winter（季节） on Monday morning in the morning on November 1st in the afternoon on the morning of June 2nd in the evening Period 102 Exercise (2)‎ ‎(Made by xcy)‎ ‎[Title]Unit11 What time do you go to school?‎ I. 英汉互译 (10分)‎ ‎1. 起床 2. 做家庭作业 3. 吃早饭 4. 回家 ‎ ‎5. 在11：30 6. play the guitar_______ 7.go to school_________ ‎ ‎8. in the morning________ 9.tell me about your school_ 10. take a shower ‎ II. 找出下列问题的正确答案 (8分)‎ A. I can swim. B. Under the bed? C. Only one; D. At 8:30. E. Because it's relaxing.‎ F.P.E. G. It's seven o'clock. H. No,I can't. I. Yes, I do ‎（ ）1. What's the time?‎ ‎（ ）2.Why do you like music? ‎ ‎（ ）3.What time do you go to school?‎ ‎（ ）4.Do you have any orange? ‎ ‎（ ）5.How many brothers do you have? ‎ ‎（ ）6. What can you do? ‎ ‎（ ）7.Where is the baseball? ‎ ‎（ ）8.What's your favourite subject?‎ III. 连词成句(12分)‎ ‎1. our 2:00 finish all at classes ‎2. time you do up what get ‎ ‎3. o'clock at she to eight goes school ‎4. usually eat people the in dinner evening ‎ ‎5. yourself please and tell write me about ‎ ‎6. morning want about do to you know my ‎ IV. 完形填空 Zhao Jun is a Chinese 1 . He is not young, but he is not 2 . He is thirty-two. He has a daughter. 3 name is Zhao Qi. She is 4 . Mr. Zhao teaches English. 5 his class, there are forty-two 6 . they are all 7 students. His wife, 8 Zhao, is a nurse. ‎ She is 9 mother.Today is Sunday. 10 is free in Mr. Zhao’s family. ‎ ‎( )1. A. worker B. bird C. tree D. teacher ‎( )2. A. good B. old C. young D. friend ‎( )3. A. He B. His C. He’s D. Her ‎( )4. A. six B. eleven C. twenty D. thirty-two ‎( )5. A. At B. In C. On D. Of ‎( )6. A. boy B. girl C. students D. boy and girl ‎( )7. A. fine B. good C. well D. OK ‎( )8. A. Miss B. Mr. C. Mrs. D. Mis.‎ ‎( )9. A. Mr. Zhao’s B. Zhao Qi’s C. Mr. Zhao D. Mr Zhao’s daughter ‎( )10. A. Every B. Every one C. Everyone D. One V.阅读理解（20分）‎ ‎ On weekdays, David gets up at 6:30. He has breakfast at seven, and then he goes to school by bus. He gets there at 7:15. He doesn't like to be late. Classes begin at 8:00. He has lunch at twelve at school. He goes home at 5:30 in the afternoon. On weekends, he gets up at about ‎ ‎8:00 and makes breakfast for his family. His parents like him very much.‎ ‎( )1 . David gets up at 6:30 ______ .‎ A. every day B. on Sunday C. on weekdays D. on Saturdays ‎ ‎( )2. David goes to school _____ .‎ A. by a bike B. by bus C. by cars D. No.3 bus ‎ ‎( )3.He has ______ at twelve at school.‎ A. breakfast B. lunch C. classes D. supper ‎ ‎( )4. _____ makes breakfast for the family on Sundays.‎ A.David B. Mother C. Father D. I ‎ ‎( )5. Which of the following is right? ‎ A. David wakes up at 6:30 on weekdays. B. David's first class begins at 8:00.‎ C. David is often late for school. D. David always gets home at5:30.‎ VI．任务阅读（20分）‎ Read about Janet JIn's day and fill In the schedule below.Janet Jin’s Day .Hi, everyone. Nice to meet you. I’m Janet Jin from America. Here’s my daily routine. I usually get up at six in the morning. 20 munites later I have my breakfast. At 7:00 I read English aloud for a quarter. I go to school at 7:20. We have lessons at about twenty to eight. We have English class , science class, math class in the morning. In the afternoon, we often have two classes. After that, at 3:40, we begin to play sports in the school. I go home an hour later. I eat dinner at about half past five. I start to do homework at 6:30 and go to bed at nine o’clock. Before that if I have time, I watch TV for a short time.‎ 参考答案：‎ I. 1.get up 2. do one’s homework 3. eat breakfast 4. go home 5. at half past eleven(eleven thirty) 6. 弹吉他 7. 上学 8. 上午 9.谈谈你的学校 10.淋浴 II. 1-8 GEDICABF III. I Finish all our classes at 2:00. 2 What time do you get up?3 She goes to school at eight o’clock. 4. People usually eat dinner in the evening. 5 Please write and tell me about yourself.‎ ‎6 Do you want to know about my morning?‎ IV 1-5 DBDAB 6-10 CBCBC V 1-5 CBBAB Period 103 ‎ ‎(Made by xcy)‎ ‎[Title]Unit 12 My favorite subject is science.‎ ‎[Target language]‎ ‎1．Words＆phrases ‎ subject，science，P．E．(Physical education)‎ ‎2．Key sentences ‎ What’s your favorite subject?‎ My favorite subject is science．‎ ‎[Ability goals]‎ Enable students to li sten to and talk about favorite subjects．‎ ‎[Learning ability goals]‎ Help students learn how to listen to and talk about their favorite subjects．‎ ‎[Teaching important／difficult points]‎ How to li sten to and talk about favorite subj ects．‎ ‎[Teaching procedure and ways]‎ Step I Warming up and lead-in In this procedure, ask students to do some exercises from different subjects and choose their favorite subjects．Learn the names of different subjects．Learn to ask and talk about favorite subj ects．‎ T：Hello，boys and girls．Nice to see you again．This class we’11 begin with an IQ test．Here are some test questions from different subjects．Can you finish them in five minutes?‎ Show the following on the screen．‎ Check the answers with students and then ask students which subjects these test questions are from．Help them learn the names of different subjects．‎ T：These test questions are from seven different subjects．What subjects are they，do you know?‎ S：Math，Chinese, history, biology, geography, chemistry and science．‎ Keep the above words down on the blackboard．‎ T：What other subiects do you know?‎ S：Art,PE,music,drawing,computer．．.‎ T：Do you like English?‎ S：Yes. It’s myfavorite subject．‎ S：No, I don’t.‎ T：What’s your favorite subiect?‎ S：Myfavorite subject is math.‎ Step II Match work(Do 1a)‎ In this procedure，students will learn the names of some subjects and learn to ask and talk about their favorite subiects．‎ T：How many subjects do you have now?What are they?‎ S：We have nine subjects．They are Chinese, math, English，PE, music，art, politics，history，and geography．‎ T：Now please open your books at Page 71．Look at the words on the left．We have six words about subjects．Please read them．And we have six pictures marked with a，b，c，d，e and f. Try to match the words and pictures．‎ Encourage students to say something about the pictures and do the match work．‎ Step III Listening(1b)‎ First，ask students to tell the subj ects they 1ike from their favorite subjects．‎ T：What subjects do you 1ike?‎ S：I like PE and music．‎ S：I like gym．‎ T：Then what’s your favorite subject?‎ S：Myfavorite subject is English．‎ T：Do you like history?‎ S：Yes.‎ T：Good．You like history，but your favorite subject is English．‎ Then ask students to listen to the recording and do Activity 2．‎ T：Next we’11 listen to a recording．In the recording，two people are talking about their favorite subjects．‎ Listen and circle the subjects you hear．‎ Play the recording．Then check the answers．After this，ask students to repeat after the recording．‎ Step IV Pairwork(1c) ‎ Ask students to practice the conversation and make their own conversations• ‎ Step V Homework ‎1．Ask students to learn the new words and expressions in this unit．‎ ‎2．Ask students to make an Engli sh school schedule．‎ Period 104‎ ‎(Made by xcy)‎ ‎[Title]Unit 12 My favorite subject is science.‎ ‎[Target language]‎ ‎1．Words＆phrases ‎ because，fun，interesting，boring，difficult，relaxing ‎2．Key sentences Why do you like science?‎ Because it’s interesting．‎ ‎[Ability goals]‎ Enable students to li sten to and talk about their favorite subj ects and give reasons．‎ ‎[Learning ability goals]‎ Help students 1earn how to listen to and talk about their favorite subjects and give reasons．‎ ‎[Teaching important／difficult points]‎ How to listen to and talk about subj ects and give reasons．‎ ‎[Teaching aids]‎ A tape recorder，a proj ector，books of different subjects and pictures．‎ ‎[Teaching procedures and ways]‎ Step I Revision and lead-in In this procedure，review some words by showing them some books about different subj- ects．‎ S：Yes．They are English, math, Chinese, history, politics,chemistry,physics and music．‎ T：Well done．‎ Write the words English，math，Chinese，history，politics，chemistry，physics and music on the blackboard．Ask students to read and spell them．‎ Show students two pictures with a boy named Sam and a girl named Ann．Then ask them to make a conversation between Sam and Ann．‎ A sample conversation：‎ Sam—P．E(fun，exciting)‎ S：What’s yourfavorite subject,Ann?‎ A: Myfavorite subject is music．‎ S：Why do you like music?‎ A：Because it：s relaxing and interesting．How about you，Sam?‎ S：My favorite subject is P．E. It’s fun and exciting．I don’t like music．It’s boring and difficult．‎ Show the following．‎ fun，interesting，relaxing，exciting，boring，difficult Ask students to read after teacher and try to understand the meaning．Help them make sentences using the above words.‎ Step II Listening and pairwork(2a，2b，2c)‎ In thi s procedure，students will learn to talk about their favourite subjects and explain why they like them．Ask them to listen to the conversation and put the conversation in order．‎ T：Boys and girls，do you like P．E．?‎ S：Yes．I like P.E.very much．‎ T：Is P．E．your favourite subject?‎ S：No．My favourite subject ts music．‎ T：Very good．Look at 2a．You can see a picture on the right．Two classmates are talking about their favourite subjects．Look at the first sentences．What’s next? Can you guess? Now I’11 play a recording．For the first tine，just listen．Then for a second time you can write the correct order．Check the answers．Then ask students to match the subjects with the description words．‎ T：Look at Activity 2b．Can you read the subjects and the description words?We know P．E．is fun．What about other subjects?Let’s listen again and match．Check the answer．Ask two students to read the conversation．Then，ask students to match the other subjects with the descriptions first．‎ Step III Match work(2d)‎ Ask students to read the subj ects and the description words again．Ask them to match the subj ects in the first column with the description words in the second column and make their conversations in pairs．‎ T：What do you ttlink of the subjects?And why do you think so? First match the subjects in the first column with the description words in the second column．And please ask your partner about hi s or her favorite subject and reason．I’11 give you three minutes. Students begin to match and make their conversations．Ask some pairs to present it to the class．‎ Step IV Grammar foucus T：Look at the grammar box．And practice in pairs．One of you says the questions and the other says the answers．‎ Show the following on the screen and ask students to read these sentences repeatedly．‎ What’s your／his／her favorite subject? My／His／Her favorite subject is…?‎ Why do you like…?Why does she／he like…?Because it’s interesting，fun and exciting．‎ Why don’t you like…?Why doesn’t he／she like…?Because it’s boring and difficult．‎ Period 105‎ ‎(Made by xcy)‎ ‎[Title]Unit 12 My favorite subject is science.‎ ‎[Target language]‎ ‎1．Words＆phrases teacher，Mr，Mrs，example，partner，city，mom，dad ‎2．Key sentences Who is your science teacher?‎ My science teacher is Mr Wang．‎ What’s your mother’s favorite color?‎ Her favorite color is blue．‎ ‎[Ability goals]‎ Enable students to talk about preferences．‎ ‎[Learning ability goals]‎ Help students learn how to talk about preferences．‎ ‎[Teaching important／difficult points]‎ Who questions．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and lead-in Ask students some questions about their favourite subjects and their favourite teachers．In this procedure，students will learn to talk about their preferences．‎ T：Hello，everyone!What’s your favorite subject，can you tell me?‎ S：Yes．Myfavourite subject is math．‎ T：Why do you like it?‎ S：It’s very interesting．‎ T：Who teaches you math?‎ S：Mr Wang．‎ T：Is he your favourite teacher?‎ S：I like him very much．But myfavourite teacher is my math teacher.‎ Step II Reading and writing(3a&3b)‎ In this procedure，students will learn to talk about their favorites.‎ A Sample report：‎ My partner is Ann．Her favorite subject is P．E．Our P．E．teacher is Mr Zhang．He often makes us laugh．And we can play basketball in the P．E．class．‎ Step IV Survey( Part 4)‎ Talk about favorite sports with students．‎ T：I like sports．Basketball is my favorite．But my friend Mary doesn’t like sports．She likes eating．Her favorite food is dumplings．What about you? What do you like best?‎ S：Football is my favourite．‎ S：My favourite food is rice．‎ T：Now work in groups and ask your group members about their favorite things．Then fill in the chart．When you ask or answer the questions，you can use the words on the screen．Show the following on the screen．‎ Food：rice，noodles，dumplings，porridge，sandwich，bread．．．‎ Color：red，white，black，blue，green，yellow，purple….‎ Sport：soccer，basketball，tennis，ping—pong，baseball…‎ TV show：comedy，thriller，documentary，action movie favorite teachers by using who questions and their favourite subjects．‎ City：Beijing，Shanghai，Hong Kong，London，NewYork，Sydney…‎ T: Look at the words in the box．Please use the words to fill in the blanks．You will use each word more than once．Then check the answers．Ask students to look at the chart in 3b．Talk about their favorite subjects and teachers．‎ T：All of you have your favourite subjects and teachers．Is it right?‎ S：Yes．‎ T：Here is a chart in 3b．Now let’s ask and answer in pairs．And complete the chart．‎ A sampIe report：‎ My faVorite city is Beijing．I tmnk it’s beautiful．Lily likes sports．Her favorite sport is tennis．Blue is Tom’s favorite color．He likes wearing blue jeans．Lin Mei’s favorite food is rice．She eats it for lunch every day．‎ Step IV Homework ‎1．Ask students to write a report about your family’s favorite． ‎ ‎2．Make a survey about your parents’ favorite things．‎ ‎ ‎ Period 106‎ ‎(Made by xcy)‎ ‎[Title]Unit 12 My favorite subject is science.‎ ‎[Target language]‎ ‎1．W0rds＆phrases ‎ Monday，Tuesday，Wednesday，Thursday，Friday，biology ‎2．Key sentences When do you have math?‎ I have math on Monday，Wednesday，and Friday．‎ What’s Ken’s favorite subiect?‎ Science．‎ Why does he like science?‎ Because it’s interesting． ‎ ‎[Ability goals]‎ Enable students to talk about the subj ects they study at schoo1．‎ ‎[Learning ability goals]‎ Help students learn how to talk about the subj ects they study at schoo1．‎ ‎[Teaching important／difficult points]‎ How to talk about what they study at schoo1．‎ ‎[Teaching procedures and ways]‎ Step I Warming up and lead-in In this procedure，ask students some questions about days and ask them to learn something about days．‎ T：Good morning／afternoon，boys and girls．I’m very glad today because my birthday is coming．What day is today? ’‎ S：Monday．‎ T：What is the date?‎ S：Oct．1．‎ T：Well，it is Monday，October 1 and my birthday is Wednesday，October 3．Boys and girls，I have another question．How many days are there in a week7‎ S：Seven．‎ T：Good．What are they?‎ S：Sunday，Monday,Tuesday,Wednesday, Thursday, Friday and Saturday．‎ T：Very good．Please remember in English，Sunday is the first day of a week．‎ Show the words Sunday, Monday, Tuesday，Wednesday,Thursday，Friday and Saturday on the screen．Ask students to read the words.‎ Check the answers．Then ask students to look at a schedule and help them find what subjects they study．‎ T：What do we have on Monday?‎ S：We have math．Chinese. English,history,geography and math on Monday．‎ T：When do you have math?‎ S：We have math from Monday to Friday．‎ ‎*****Ask students to practice the conversation in pairs．Then ask some pairs to present their conversations．‎ T：Now please look at the box．There are some subjects in it．Please check the subjects you learn at schoo1. Help them check the school subj ects they study at schoo1．Then ask them to work in pairs and talk about the subjects they study at schoo1．‎ T：Good．Please work in pairs．Ask and answer questions about subj ects you study at schoo1．‎ Step II Listening(2a，2b，2c)‎ In this procedure，ask students to listen to a conversation and write some subjects．‎ T：Boys and girls．Can you say the names ofthe subjects you study?‎ S：Yes．English, Chinese, math,history,geography, music,P.E. and biology．‎ T：Very good．Can you write them?‎ S：Of course．‎ T：Now we’ll listen to a conversation．Please write down the school subjects you hear．For the first time，just listen．For the second，write the words．‎ Step III Put into order(1a，1b，1c：P74)Play the recording and check the answers•‎ ‎ Ask students to read the days and put them in the correct order．Help students cornplete the ‎ chart in 2b•‎ T：Here is a chart in Activity 2b．From the chart we can see Ming’s favorite subject is ‎ history．Because it’s fun．She has history on Friday．Now you’ll listen to the conversation again．Tell me Selina’s and Ben’s favorite subjects，why they like them and when they have them．Fill in the blanks after listening．‎ Step IV Homework ‎1•Ask students to do Activity 5 on Page 47 in Workbook．‎ ‎2•Ask students to make a class calendar showing the days of the week，school holidays，‎ ‎ important events，and the birthdays of students in the class．‎ Period 107‎ ‎(Made by xcy)‎ ‎[Title]Unit 12 My favorite subject is science.‎ ‎[Target language]‎ ‎1．Word＆phrases ‎ busy，strict，tired ‎2．Key sentences Scott’s favorite day is Friday because he has art．He likes art．‎ ‎[Ability goals]‎ Enable students to read a letter and learn to write a schedule．‎ ‎[Learning ability goals]‎ Help students learn how to read a letter and learn to write a schedule．‎ ‎[Teaching important／difficult points]‎ How to read a letter and learn to write a schedule．‎ ‎[Teaching procedures and ways]‎ Step I Revision and lead-in Check the homework．Talk about days of a week with students．‎ T：What day is it today? S：It’s Tuesday．‎ T：What class do you have on Tuesday?‎ S：We have Chinese, math, English,P．E. politics and music．‎ T：What’s your favorite subject? S：Myfavorite subject is music.‎ T：Why do you like it?‎ S：Because it’s fun．‎ T：Who’s your music teacher?‎ S：My music teacher is Miss Li.‎ T：What’s your favorite day?And why?‎ S：My favorite day is Friday because we have music class．‎ ‎*****Then ask them to work in pairs to talk about their favorite subjects and days．‎ Step II Reading(3a*3b)‎ In this procedure，students will read the letter and talk about their favourite subj ects and teachers．‎ T：Boys and girls．Do you often write letters or emails to your friends?Today we’11 read a letter from Lin Mei to Jane.I have 3 questions for you．‎ Show the following. Questions：‎ ‎1．Is Lin Mei busy on Tuesday?2．What’s her favorite subiect? 3．Why does she like music?‎ T：Now you’11 have three minutes to read the letter．After reading，try to answer the questions．After that，ask a student to read me letter to the class．‎ The other students underline the things Lin Mei likes and circle the things she doesn’t like．‎ Help students complete Lin Mei’s schedule with the inflomation from 3a．‎ T：Here is a chart in Activity 3b．Read me letter again and complete this chart．A1l the information on the chart . It is in the letter．‎ Ask students to complete the chart on their own．Then check the answers．‎ StepIII Writing(3c)‎ Ask students to write a schedule for their fIavorite school days．‎ T：What’s your favorite school day?‎ T：Next please write a schedule for your favorite school day．‎ Ask two students to write their schedules on the box．A sample schedule：‎ Wednesday Time ‎ Subjects Time Subjects ‎8：00 to 8：45‎ Chinese ‎ ‎12：00 to 12：45‎ lunch ‎9：OO to 9：45‎ English ‎1：00 to 1：45‎ rest ‎10：00 to 10：45‎ history ‎2：00 to 2：45‎ Chinese ‎11：00 to 11：45‎ math ‎ ‎3：00 to 3：45 ‎ art Step IV Pairwork(4)‎ In this procedure，ask students to talk about their favourite days and subj ects．Read the chart and try to learn what other students’ favorite days and why．Then say something about your partner．‎ ‎****Ask students to make their own conversations and ask some pairs to present their conversations to the class．‎ Step V Homework T：After class，please write a letter to your friend．Tell him or her about your favorite school day and why．‎ Period 108‎ ‎(Made by xcy)‎ ‎[Title]Unit 12 My favorite subject is science.‎ ‎[Target language]‎ Key sentences: 1. I don’t like any subject．‎ ‎2. I like to play with my dog，Nick．‎ ‎3. But his“subject"is only running around with me．‎ ‎[Ability goals]‎ Enable students to write a letter about their favorite subjects．‎ ‎[Learning ability goals]‎ Help students learn how to write a letter about their favorite subjects．‎ ‎[Teaching important／difficult points]‎ How to write a letter about their favorite subjects．‎ ‎[Teaching procedures and ways]‎ Step I Revision and lead-in In this procedure，ask students to talk about their favourite subjects and days．‎ ‎1.How many days are there in a week?‎ ‎2. What’s your favorite day?‎ ‎3. Why do you like it?‎ ‎4. When do you have music?‎ ‎****And then check the homework by asking some students to read their work to the class．‎ T：We learned to talk about our favorite days in the last period．And I asked you to write a letter to your friend about your favorite days．Have you finished it?Who’d like to share your work with us?‎ A sample version：‎ Dear Lily，‎ I like Thursday best．On that day，I have English，math，P．E．and music．English and music are my favorite subjects．We love our English teacher very much．P．E．is also my favorite subject．But after class I often feel tired．Math is a little difficult．We have it at 2：30．‎ ‎ Love，‎ ‎ Mary Step II Vocab•Builder(1，2)‎ Ask students to check the words they know and learn to use the words in the box．‎ T：In learning how to talk about preferences and give reasons，you learned many words on the topic．Now read and check the words you know in 1 on Page 76．‎ Ask students to find out the meaning of any word they don’t know．Then ask them to write five new words in their Vocab—Builder on Page 76．‎ Sample list：‎ chemistry，physics，politics，geography，computer，friendly，enjoyable，uninteresting，funny，easygoing. Then ask them to write their words on the blackboard．Ask students to read the words．‎ Step III Reading and writing Ask students to read a notebook and learn to write a letter．‎ T：Boys and girls，we’11 make a friend with a boy named Zhao Jie．He thinks he is not a good student．But why?Please read his notebook about his studies．Ask one of the students to read it to the class．Then ask them to answer the following questions．‎ T：What subject does Zhao Jie like?‎ S：He doesn’t like any subject．‎ T：What does he 1ike?‎ S：His dog, Nick．‎ T：What can we do to help him?Please write a letter to Zhao Jie and tell him what subjects you like． And also tell him how he can be a good student．‎ A sample letter：‎ Dear Zhao Jie，‎ I like schoo1．My favorite subject is P．E．I think it’s relaxing and interesting．We can exercise and play basketball together．I also like English．Because we can learn a lot and play games in the class．Many subjects are interesting．And I’m sure you will like some subjects．‎ ‎ Yours，‎ ‎ Lin Tao Step IV Just for Fun!‎ Ask students to look at the c artoon and 1earn to talk bout their favourite subjects．‎ T：Now let’s look at the cartoon on Page 76．There are three pictures in it．Which person in the picture looks like an athlete?‎ Step V Homework ‎ ‎1．Ask students to summarize what they have learned in this unit and preview the next unit．‎ ‎2．Ask students to do Activities 6 and 7 on Page 48 in Workbook．‎ Period 109‎ ‎(Made by xcy)‎ ‎[Title]Review of Unit 12 My favorite subject is science.‎ ‎【Teaching resources】‎ I．英语中星期的来历及使用 ‎ 一年有365天、12个月、52个星期。一个星期有7天。英语中这七天的名称大部分来自条顿族，是条顿族从罗马人那里借用过来的。星期日表示罗马人尊崇太阳而把这一天定为太阳日，英语中太阳为sun，星期日便称Sunday，这是一周的第一天。星期一是罗马人的月亮日，英语中月亮为moon，星期一便为Monday。从星期二到星期五都是条顿族定名的，依次为Tuesday(战神)、Wednesday(众神之王)、Thursday(雷神)、Friday(爱神)，星期六Saturday则是罗马人为纪念Saturn而确立的名称。按照国际习惯，星期日为一个星期的第一天，星期六为一个星期的最后一天。‎ 表达星期时应注意以下几点：‎ ‎(1)第一个字母要大写，如：Sunday，Monday。‎ ‎(2)星期前面用on，如：on Monday，on Monday ，moming。 ‘‎ ‎(3)星期的缩写Sun．，Mon．，Tues．(Tue．)，Wedn．，Thur．(Thu．，Thurs．)，Fri．，Sat ‎【词组】‎ ‎1. have a class= have classes 上课 2. have English 上英语3. have a math class 上数学课 4. have an English class 上英语课 5. be busy with sth 忙于某事 ‎ ‎6. be busy doing sth 忙于做某事 7. be strict in sth 对某事严格要求 ‎ ‎ 8. be strict with sb 对某人严格要求 9. be busy 忙 10. be tired 累 ‎ ‎ 11. after breakfast 早饭后 12. after lunch 午饭后 13. after dinner 晚饭后 ‎ ‎ 14. after class 课后 15. after school 放学后 16. after work 下班后 ‎【语法及句型】‎ ‎(1) The days of the week： Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday ‎ Sunday is the first day in a week.星期天是一周的第一天。‎ ‎（2）Some adjective words：fun 令人愉快的 difficult 困难的 interesting 有趣的boring 无聊的，令人生厌的 relaxing 轻松的exciting 令人激动的 ‎(3)Subject：English 英语 math 数学 Chinese 中文，汉语，biology 生物 history 历史 geography 地理politics 政治music 音乐art 美术P.E.体育science科学（理科）IT信息 ‎(4) What’s your favorite subject?你最喜欢的科目是什么？‎ My favorite subject is math. 我最喜欢的科目是数学。‎ What’s her favorite subject? 她最喜欢的科目是什么？‎ What’s his favorite subject? 他最喜欢的科目是什么？‎ Period 110‎ Review of Units 10～12 (Grade 7)‎ ‎●谢 翠 云●‎ ‎[Teaching Aims and Demands]‎ ‎1. Knowledge Objects Key vocabulary that students have learned in Units 10～12.‎ ‎2. Ability Objects Train students’ ability to use the target language they have learned freely and creatively.‎ ‎3. Moral Object Repetition is the mother of learning.‎ ‎[Teaching Key Points]‎ Key vocabulary ‎[Teaching Difficult Points]‎ Train students’ ability to use the target language they have learned freely and creatively.‎ ‎[Teaching Methods]‎ Practice method ‎[Teaching Procedures]‎ Step I [Key Words]‎ ‎1. musical instrument: guitar, drum, piano, trumpet, violin ‎2. subject: math, science, history, art, music, Chinese, English, physical education(P.E.)‎ ‎3. daily life: get up, eat / have breakfast /lunch / supper, go to school, do homework / housework, watch TV, go to bed, take a shower StepⅡ[Key Phrases]‎ ‎1. in the morning在上午 2. in the afternoon在下午 ‎3. in the evening在傍晚／晚上 4. on weekends在周未；‎ ‎5. do one’s homework做作业 6.eat／have breakfast／lunch／dinner吃早/午/晚饭；‎ ‎7. get to到达 8. get up起床 ‎ ‎9. go home回家 10. go to bed上床睡觉 ‎11. go to school去上学 12. go to work去上班 ‎13. help with在……(方面)帮助; 14.listen to听……‎ ‎15. play chess 16.play with…和……玩 ‎ ‎17.speak English说英语 18. take a shower淋浴，洗澡 ‎19. take the number 17 bus乘17路公共汽车 20.what time几点，什么时候 ‎21. a little 少量, 一点 22. put on 穿上,戴上 23. after class 下课后 ‎24. play the guitar／trumpet／violin／drum弹吉他／吹喇叭/拉小提琴/敲鼓；‎ StepⅢ[Key Sentences]‎ ‎ 1. Can you swim? Yes, I can. / No, I can’t.‎ ‎ 2. What club do you want to join? I want to join the art club.‎ ‎ 3. What time does he eat breakfast? He eats breakfast at seven o’ clock.‎ ‎ 4. School starts at nine o’clock.‎ ‎ 5. What’s your favorite subject? My favorite subject is science.‎ ‎6. Who is your science teacher? My science teacher is Mr. Wang.‎ Step Ⅳ[Key Grammar]‎ 情态动词梳理归纳 can(could), may(might), must, have to, need, should Can 1．表示主观能力，意为“能；会”。其否定形式为cannot=can’t如：‎ ‎ He can／can’t swim．‎ ‎2．表示请求、许可，常用于“Can I…?”，意为“我可以……吗?”。比较口语化。如：Can I play football after I finish doing my homework?‎ ‎3．表示推测，常用于否定和疑问句中。如：‎ ‎ Look at the name on the bag．It can’t be Lily’s．‎ ‎ Where can it be? ‎ May 1．表示请求、许可，意为“可以”。如：‎ May I have a look at your CD player?‎ ‎2．表示可能性(说话人的猜测)，常用于肯定句中。如：‎ ‎ Your friend may be waiting for you now．‎ ‎ 相关链接：‎ ‎1．may引起的一般疑问句，其肯定回答多用“Yes，please．”或“Of course／Certainly．”；其否定回答多用“Please don’t．”或“No，you mustn’t．”。如：‎ ‎ —May I smoke here?‎ ‎ 一Yes．please．／No．you mustn’t．‎ ‎2．might是may的过去式，可用于间接引语中指过去。如： ，‎ ‎ He told me that it might be true．‎ ‎3．might也可用于指现在，但语气比may较委婉，含义更不确定。如：‎ ‎ That might be quite expensive．‎ Must 1．表示说话人的主观意志，意为“必须”，这种“必须”‎ 多出于义务、责任或强制命令。 如：You must do it yourself．‎ ‎2．表示推测，意为“一定”，语气较肯定，只用于肯定句中。如：‎ ‎ Look at our neighbor’s new car．They must earn a lot of money．‎ 相关链接：‎ ‎1．对must引起的一般疑问句,作肯定回答佣must,但作否定回答要用needn’t。如：‎ ‎-- Must I wash the clothes now?‎ 一Yes，you must. / No, you needn’t．‎ ‎2．must的否定式为must not／mustn’t,意为“不允许；禁止”。如：‎ ‎ The children mustn’t play football in the street．‎ Have to 1．表示客观需要，意为“不得不”。有人称、时态和数的变化。如：‎ He has to wait for Dr Wang in the office．‎ ‎2．have to的否定和疑问形式要借助于助动词do／does／did构成。如：‎ ‎ Why do you have to work so hard?‎ Need 用作情态动词时，意为“需要”，主要用于否定和疑问句中。如：‎ ‎ You needn’t worry about her．‎ ‎ Need you go to school now?‎ 相关链接：‎ ‎1．need引起的一般疑问旬，其肯定回答要用must，而否定回答要用needn’t。如：‎ 一Need I take the camera to your house?‎ 一Yes，you must．／No，you needn’t．‎ ‎2．need还可以作实义动词，除了有人称、时态和数的变化外，其否定和疑问形式要借助于助动词do／does／did构成。如：‎ ‎ He needed to escape．‎ ‎ I don’t need anything special.‎ ‎3．need作实义动词时，后面既可以跟v-ing形式也可以跟动词不定式。‎ Should 表示道义上或责任上的“应该”。可用于各种句式。如：‎ ‎ You should call the police if you see something unusual．‎ ‎ You shouldn’t make such a foolish decision．‎ Step Ⅴ Homework ‎7. Review the vocabulary and texts in Units 10～12‎ ‎8. Finish the exercises for Units 10～12‎ ‎[Blackboard Design]‎ Review of Units 10～12‎ ‎1. in the morning在上午 2. in the afternoon在下午 ‎3. in the evening在傍晚／晚上 4. on weekends在周未；‎ ‎5. do one’s homework做作业 6.eat／have breakfast／lunch／dinner吃早/午/晚饭；‎ ‎7. get to到达 8. get up起床 ‎ ‎9. go home回家 10. go to bed上床睡觉 ‎11. go to school去上学 12. go to work去上班 ‎13. help with在……(方面)帮助; 14.listen to听……‎ ‎15. play chess16. play the guitar／trumpet／violin／drum弹吉他／吹喇叭/拉小提琴/敲鼓；17.play with…和……玩 18.speak English说英语 ‎19. take a shower淋浴，洗澡 20. take the number 17 bus乘17路公共汽车 ‎21.what time几点，什么时候 22. a little 少量, 一点 ‎23. put on 穿上,戴上 24. after class 下课后www.xkb1.com Period 111‎ Review of Units 10～12 (Grade 7)‎ ‎●谢 翠 云●‎ 重点短语及翻译专练 Ⅰ.翻译下列短语 ‎1.从…买… 2.出售…给… ‎ ‎3.下棋 4.弹吉他/钢琴,拉小提琴 ‎ ‎5击鼓 6.少量,稍许 ‎ ‎7.许多,大量 8.到达 9.去上学 ‎ ‎10.去上班 11.起床 12.去看电影 ‎ ‎13.上床睡觉 14.回家 15.到家 ‎ ‎16.吃早饭 17.整夜,通宵 18.洗澡 ‎ ‎19.吃晚饭 20.在早上/下午/晚上 ‎ ‎21.做家庭作业 22.上数学课/历史课 ‎ ‎23.放学后/下课后 24.看一看 ‎ ‎25.在一月 26.在周一 ‎ Ⅱ.补充句子,每空一词.‎ ‎1.这裤子多少钱? these pants?‎ ‎2.-这件红色T恤衫多少钱? the red T-shirt? ‎ ‎3. -我能帮你忙吗? -是的,请! - I you? -Yes , please.‎ ‎4.你要什么颜色？ 　 you want?‎ ‎5.我买了． I’ll it.‎ ‎6.我们有价格很便宜的毛衣．We have sweaters very good price. ‎ ‎7.我们有红色、绿色和白色的Ｔ恤衫,仅售１８元．‎ We have T-shirts red, green and white only ￥１８．‎ ‎8.来华新服装商场自己看看．Come and see yourself Huaxing Clothes Store.‎ ‎9.来Zig Zag服装店看一看． Zig Zag’s Clothes Store.‎ ‎10.绿色裙子减价仅售２５美元.The green skirts are for $25.‎ ‎11.你的生日是什么时候？ your birthday?‎ ‎12.我的生日是六月四号．My birthday is June .‎ ‎13.你多大了？ are you?‎ ‎14.你想去看电影吗？ you want go ?‎ ‎15.我想看动作片．I want action movie.‎ ‎16.你喜欢什么类型的电影？ movies do you like?‎ ‎17.她喜欢恐怖片，但她不喜欢喜剧片．She likes thrillers she doesn’t like .‎ ‎18.她认为她可以了解有关中国的历史．She she can Chinese history.‎ ‎19.周末，她经常和她的父亲去看京剧．‎ She often to see Beijing Opera her father .‎ ‎20.他们会弹吉他吗？ they guitar?‎ ‎21.他想参加艺术俱乐部。He wants the art club.‎ ‎22.你想参加什么俱乐部？ do you want to_____? ‎ ‎23.你会干什么？What you ?‎ ‎24.你的喇叭吹得好吗？Can you _____ the trumpet ?‎ ‎25.我们的摇滚乐队需要两名好的音乐师．‎ We want two good musicians ______ rock band.‎ ‎26.你什么时候去上学？ do you ?‎ ‎27.我通常６点起床．I usually 6 o’clock.‎ ‎28.他什么时候去上班？ does he ?‎ ‎29.Scott工作很长时间．Scott works very .‎ ‎30.吃早餐是一个多么有趣的时刻啊！What funny time to eat .‎ ‎31.公车通常在19:15带他去工作The bus usually takes work 19:15.‎ ‎32.他通晚工作． He works .‎ ‎33.人们喜欢听他唱歌．People love to .‎ ‎34.你通常什么时候上床睡觉？ do you usually ? ‎ ‎35.谢谢你的来信．Thanks _______letter.‎ ‎36.你想知道关于我的上午吗？Do you want to my morning？‎ ‎37.Molly7:30左右吃早餐．Molly breakfast 7:30‎ ‎38.你最爱的科目是什么？ your subject?‎ ‎39.我最喜爱的科目是体育．My subject P.E.‎ ‎40.－你为什么喜欢科学？－因为它很有趣．‎ ‎- you like science? - it’s interesting.‎ ‎41.今天是11月11号，星期二．It’s , 11.‎ ‎42.下课后我上２小时的排球课．I volleyball 2 hours after class.‎ ‎43.我喜欢和我的狗一起玩．I like to my dog.‎ ‎44.我会中国工夫．I ______ Chinese kung fu.‎ ‎45.你可以帮孩子们学游泳吗？Can you help kids ?‎ ‎46.拥有一位中国朋友是一件令人兴奋的事．It’s very a Chinese friend.‎ ‎47.在中国几点上课？_______ _____ does school start ____ China?‎ ‎48.你的爱好是什么？ your ?‎ ‎49.在美国我们有大量的活动．We have a events ‎ ‎50.请写信告诉我关于你在中国的生活．Please and tell ______ _____ your life.‎ Review of Units 7—12参考答案 Ⅰ.1. buy…from… 2.sell…to…3. play chess4. play the guitar / piano /violin 5. play the drums ‎6. a little 7.a lot of 8. get to 9.go to school 10. go to work 11.go to a movie 12. get up 13.go to bed ‎14. go home 15.get home 16. eat/have/breakfast 17. all night 18.take a shower 19. have/eat dinner ‎20. in the morning /afternoon /evening 21. do homework 22. have math/history 23. after school/after class 24. have a look 25.in January 26. on Monday II1.How much are 2.How much is 3.Can help 4.What color do 5. take 6.at a 7.in,for ‎8.for,at 9.Have a look at 10.on sale 11. When is 12.on fourth 13.How old 14.Do to to a movie 15. to see an 16.What kind of movies 17. but, comedies 18.thinks, learn about 19.goes, with,on weekends 20.Can,play the 21. to join 22. What club, join 23. Can, do 24.play ,well ‎ ‎25. for ,our 26.What time, go to school 27. get up at 28.What time, go to work 29. long hours ‎ ‎30. a ,breakfast 31. him, to, at 32.all night 33. listen to him 34.When, go to bed 35.for, your ‎36. know about 37.eats ,at around 38.What’s, favorite 39. favorite ,is 40.Why do, Because 41.Tuesday, November 42.have , for 43.play with 44.can, do 45. with, swimming 46.exciting, to ,have ‎47.What time , in 48.What, are, hobbies 49. lot of, in America 50.write, me, about ‎ Period 112‎ Review of Units 1～12 (英语七年级上册单词大闯关)‎ ‎（Made by xcy）‎ 大约、到处 动作片 演员 地址 在……之后 下午 年龄 闹钟 全部 也、并且 回答、答案 苹果 ‎ 四月 大约、在附近 艺术、艺术品 八月 姨母、婶母 双肩背包 书包、口袋 球 香蕉 乐队 棒球 篮球 篮球赛 球拍 因为 床 京剧 最好的 介于……之间 大的、重大的 生物学 出生 生日 黑色（的）‎ 蓝色（的） 书 书橱 无聊的 早餐 拿来、带来 兄、弟 公共汽车 忙的 但是 购买 打电话 卡片、纸牌 胡萝卜 箱、橱 ‎ 卡式录音带盒 椅子 国际象棋 鸡、鸡肉 中国 中文、中国人 城市 上课、班级 办事员 时钟 衣服 社团、俱乐部 收藏品 颜色 来 喜剧 电脑 电子游戏 竞争、比赛 交谈 堂（表）兄弟姐妹 奶油 跳舞 日期 女儿 十二月 书桌 饭后甜食 字（词）典 困难的 正餐、晚餐 纪录片 （美国）元 ‎ 画 抽屉 梳妆台、碗柜 鼓 每个 吃 八 十八 第十八 第八 十一 第十一 电子邮件 英语、英文 橡皮、黑板擦 傍晚、晚上 比赛项目 每一、每个 例子 令人激动的 家庭 ‎ 姓氏 父亲 最喜爱的（东西）‎ 二月 节、节目 十五 第十五 第五 寻找 第一 名字 五 地板、地面 食物 找回的（过去式）‎ 四 十四 第十四 第四 薯条 星期五 朋友 从……起 水果 ‎（口）有趣的 有趣的、好玩的 运动、游戏 到达 起床 女孩 去 回家 去看电影 上床睡觉 去上学 去上班 良好的 （外）祖父 （外）祖母 ‎（外）祖父（母） 美妙的 绿色的 吉他 汉堡包 有、吃、饮 看一看 健康的 帮助 她的 这里 他的 历史 家 家庭作业 旅馆 小时 怎样、何等 多少（价钱） 几岁 冰 冰淇淋 令人感兴趣的 一月 日本人 工作、职位 参加 七月 六月 钥匙 小孩、年轻人 种类 知道 姓氏 迟的、末期的 学习 让 信 喜欢 清单 听 少许的 长的 看、注视 丢失的 午餐 大量的 三月 数学 五月 可能 遇见 星期一 月份 早上 母亲 电影 音乐 音乐家 需要 好的 夜间 九 十九 第十九 第九 笔记本 十一月 数字 ‎……点种 十月 时常 年老的 一 仅仅 歌剧 橙子 我们的 画画 裤子 父亲或母亲 伙伴 晚会 笔友 卷笔刀 人民 电话 电话号码 照片 钢琴 图画 乒乓球 植物 玩、打球 做运动 价格 问题、疑问 球拍 事实上、真正的 轻松的 环、戒指 摇滚乐 房间 直尺 奔跑 奔跑的人或动物 悲哀的 沙拉 出售 星期六 可怕的 学校 学校上课日 科学 第二 看见 卖、售 九月 七 十七 第十七 第七 她 男衬衣 短的、矮的 鞋 短裤 演出 淋浴 唱歌 姐、妹 六 十六 第十六 第六 英式足球 短袜 沙发 些 某人 儿子 不久 抱歉的 说话 演说、言论 拼写 运动 星星、明星 商店 草莓 听起来 严格的 学生 学科 成功的 星期天 调查 毛衣 游泳 桌子 拿走 洗澡 教师 电话 电话号码 告诉 十 网球 网球拍 第十 感谢 为……而感谢 那个 那时、然后 这些 他（她、它）们 东西 思考 第三 十三 第十三 第三十 三十 那些 三 恐怖电影或小说 星期四 时间 疲惫的 今天 西红柿 旅途 喇叭 T恤衫 星期二 第十二 十二 第二十 二十 二 叔、伯、‎ 在……之下 我们（宾语） 通常 蔬菜 电视播发的 小提琴 排球 排球赛 需要 手表、观看 看电视 星期三 周末 不必表示感谢的 什么 何时 在哪里 白色的 希望 与……在一起 工作 书写 年 黄色的 你的、你们的 你自己 零 ‎ ‎ Units1—6必备短语与句型 谢翠云 my two brothers 我的两个哥哥 on the dresser 在梳妆台上 on the chair 在椅子上 watch TV 看电视 play volleyball/tennis/soccer/basketball/ 打排球/网球/踢足球/打蓝球 play computer games 玩电脑游戏 last name/family name 姓 first name 名字 play sports 做运动 every day 每天 ‎1. Good morning to you! 早上好！‎ ‎2 .How are you? 你好吗？‎ ‎3.What’s this/that in English? 这个/那个用英语怎么说？‎ ‎4. What color is it? 它是什么颜色？‎ ‎5. My ruler is yellow. 我的尺子是黄色的。‎ ‎6. What’s your/his/her name? 你/他/她叫什么名字？‎ ‎7. Nice to meet you! 很高兴见到你!‎ ‎8. What’s your telephone number? 你的电话号码是多少？‎ ‎9. What’s her family name? 她姓什么？‎ ‎10. Is this your/her/his book? Yes, it is/No, it isn’t.‎ 这是你的/她的/他的本书吗？是的，它是/不，不是 ‎11.How do you spell it? 你怎样拼写它？‎ ‎12.Call Alan at 195-3539. 请拨打Alan的电话495-3539‎ ‎13.These are his books. 这些是他的书 ‎14.Is she your sister? Yes, she is. /No, she isn’t.‎ 她是你姐姐吗？是的，她是/不，她不是。‎ ‎15.Thanks for the photo of your family. 谢谢你的全家福。‎ ‎16.Put them in different places. 把他们放在不同的位置。‎ ‎17.This is my mother/father/grandparent. 这是我母亲/父亲/爷爷（奶奶）‎ ‎18.Where’s my backpack? 我的背包在哪？‎ ‎19.Please take these things to your brother. 请把这些东西带给你哥哥。‎ ‎20.The CDs are in the drawer. 唱片在抽屉里。‎ ‎21.Can you bring some things to school? 你能带这些物品到学校来吗？22.Do you have a soccer ball ? Yes, I do/No, I don’t.‎ 你有一个足球吗？是的,我有/不，我没有。‎ ‎23.Does he/she have a TV? Yes, he/she does./No, he/she doesn’t.‎ ‎24.Let’s play tennis/basketball/soccer.. 让我们打（踢）羽毛球/篮球/足球吧。‎ ‎25.I don’t have a soccer ball. 我没有足球。‎ ‎26.He/She doesn’t have a tennis racket. 他/她没有网球拍。‎ ‎27.That sounds good. 听起来是个好主意。‎ ‎28.That sounds interesting/boring. 那听起来真有趣/乏味 ‎29.But she doesn’t play sports. 但是她不做运动。‎ ‎30.He only watches them on TV. 他仅仅只在电视上观看。‎ ‎31.She plays sports every day. 她每天做运动，新课标第一网 ‎32.Does he like strawberries? 他喜欢草莓吗？‎ ‎33.She doesn’t like tomatoes. 她不喜欢西红柿 ‎34.Running star Sandra eats lots of healthy fool. 跑步明星Sandra 吃大量的健康食品。‎ ‎35.She likes eggs for breakfast/lunch/dinner. 她喜欢早餐/午餐/晚餐吃鸡蛋。‎ Review of Units 7-12‎ ‎●谢 翠 云●‎ Ⅰ.翻译下列短语 ‎1.从…买…buy…from… 2.出售…给… sell。。。to ‎ ‎3.下棋 4.弹吉他/钢琴,拉小提琴 ‎ 5击鼓 ‎ ‎6.少量,稍许 7.许多,大量 ‎ ‎8.到达 9.去上学 ‎ ‎10.去上班 11.起床 ‎ ‎12.去看电影 13.上床睡觉 ‎ ‎14.回家 15.到家 ‎ ‎16.吃早饭 17.整夜,通宵 ‎ ‎18.洗澡 19.吃晚饭 ‎ ‎20.在早上/下午/晚上 21.做家庭作业 ‎ ‎22.上数学课/历史课 23.放学后/下课后 ‎ ‎24.看一看 25.在一月 ‎ ‎26.在周一 新|课|标|第|一|网 Ⅱ.补充句子,每空一词.‎ ‎1.这裤子多少钱? these pants?‎ ‎2.-这件红色T恤衫多少钱? the red T-shirt? ‎ ‎3. -我能帮你忙吗? -是的,请! - I you? -Yes , please.‎ ‎4.你要什么颜色？ 　 you want?‎ ‎5.我买了． I’ll it.‎ ‎6.我们有价格很便宜的毛衣． We have sweaters very good price. ‎ ‎7.我们有红色、绿色和白色的Ｔ恤衫,仅售１８元．‎ We have T-shirts red, green and white only ￥１８．‎ ‎8.来华新服装商场自己看看。 Come and see yourself Huaxing Clothes Store.‎ ‎9.来Zig Zag服装店看一看． Zig Zag’s Clothes Store.‎ ‎10.绿色裙子减价仅售２５美元。The green skirts are for $25.‎ ‎11.你的生日是什么时候？ your birthday? ‎ ‎12.我的生日是六月四号． My birthday is June .‎ ‎13.你多大了？ are you?‎ ‎14.你想去看电影吗？ you want go ?‎ ‎15.我想看动作片． I want action movie.‎ ‎16.你喜欢什么类型的电影？ movies do you like?‎ ‎17.她喜欢恐怖片，但她不喜欢喜剧片。She likes thrillers she doesn’t like .‎ ‎18.她认为她可以了解有关中国的历史．She she can Chinese history.‎ ‎19.周末，她经常和她的父亲去看京剧． ‎ She often to see Beijing Opera her father .‎ ‎20.他们会弹吉他吗？ they guitar?‎ ‎21.他想参加艺术俱乐部。 He wants the art club.‎ ‎22.你想参加什么俱乐部？ do you want to_____? ‎ ‎23.你会干什么？ What you ? X|k |b| 1 . c|o |m ‎24.你的喇叭吹得好吗？ Can you _____ the trumpet ?‎ ‎25.我们的摇滚乐队需要两名好的音乐师。We want two good musicians ______rock band.‎ ‎26.你什么时候去上学？ do you ?‎ ‎27.我通常６点起床． I usually 6 o’clock.‎ ‎28.他什么时候去上班？ does he ?‎ ‎29.Scott工作很长时间． Scott works very .‎ ‎30.吃早餐是一个多么有趣的时刻啊！What funny time to eat .！‎ ‎31.公车通常在19:15带他去工作The bus usually takes work 19:15.‎ ‎32.他通晚工作． He works .‎ ‎33.人们喜欢听他唱歌． People love to .‎ ‎34.你通常什么时候上床睡觉？ do you usually ? ‎ ‎35.谢谢你的来信． Thanks _______letter.‎ ‎36.你想知道关于我的上午吗？ Do you want to my morning？‎ ‎37.Molly7:30左右吃早餐． Molly breakfast 7:30‎ ‎38.你最爱的科目是什么？ your subject?‎ ‎39.我最喜爱的科目是体育． My subject P.E.‎ ‎40.－你为什么喜欢科学？ －因为它很有趣．‎ ‎- you like science? - it’s interesting.‎ ‎41.今天是11月11号，星期二． It’s , 11.‎ ‎42.下课后我上２小时的排球课． I volleyball 2 hours after class.‎ ‎43.我喜欢和我的狗一起玩． I like to my dog.‎ ‎44.我会中国工夫． I ______ Chinese kung fu.‎ ‎45.你可以帮孩子们学游泳吗？ Can you help kids ?‎ ‎46.拥有一位中国朋友是一件令人兴奋的事．It’s very a Chinese friend.‎ ‎47.在中国几点上课？ ______ _ _____ does school start ________ China?‎ ‎48.你的爱好是什么？ your ?‎ ‎49.在美国我们有大量的活动． We have a events ‎ ‎50.请写信告诉我关于你在中国的生活． Please and tell ______ _____ your life.‎ ‎ ‎ 参考答案 Ⅰ.‎ ‎1. 2.sell…to… 3. play chess 4. play the guitar / piano /violin ‎ ‎ 5. play the drums 6. a little 7.a lot of 8. get to 9.go to school 10. go to work 11.go to a movie 12. get up 13.go to bed 14. go home 15.get home ‎16. eat/have/breakfast 17. all night 18.take a shower 19. have/eat dinner ‎20. in the morning /afternoon /evening 21. do homework 22. have math/history ‎23. after school/after class 24. have a look 25.in January 26. on Monday Ⅱ.‎ ‎1. How much are How much is Can help ‎2. What color do take 6.at a 7.in,for ‎8.for,at 9.Have a look at 10.o le 11. When is 12.on fourth 13.How old ‎ ‎14.Do to to a movie 15. to see an 16.What kind of movies 17. but, comedies ‎18.thinks, learn about 19.goes, with,on weekends 20.Can,play the 21. to join ‎ ‎22. What club, join 23. Can, do 24.play ,well 25. for ,our 26.What time, go to school ‎27. get up at 28.What time, go to work 29. long hours 30. a ,breakfast ‎31. him, to, at 32.all night 33. listen to him 34.When, go to bed 35.for, your ‎36. know about 37.eats ,at around 38.What’s, favorite ‎39. favorite ,is 40.Why do, Because 41.Tuesday, November ‎42.have , for 43.play with 44.can, do 45. with, swimming ‎46.exciting, to ,have 47.What time , in 48.What, are, hobbies ‎49. lot of, in America 50.write, me, about ‎