新人教版七年级英语下册全册教案+教学计划精品大全

新人教版七年级英语下册全册教案+教学计划精品大全

新人教版七年级英语下册全册教案+教学计划精品大全 新人教版七年级英语下册全册教案 Unit 1 Can you play the guitar? Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club 能掌握以下句型： ① —Can you play the guitar? —Yes, I can./ No, I can't. ② —What can you do? —I can dance. ③ —What club do you want to join? —I want to join the chess club. 2) 能了解以下语法：情态动词 can 的用法 want to do sth.的用法 2. 情感态度价值观目标： 该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或 对方在某一方面的能力，可以培养学生的一种群体意识。 二、教学重难点 1. 教学重点： 1) 学习询问和谈论彼此的能力和特长； 2) 掌握一些弹奏乐器的表达方式。 2. 教学难点： 情态动词 can 的构成和使用。 三、教学过程 Ⅰ. Lead in 1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐 器，一边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引 导学生进行简单的回答。 2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. Then Check the answers with the class together. Ⅱ. Presentation 出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动： He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学 习表达活动的动词短语。 Ⅲ. Game (What can I do?) T: Tell your partners what you can do. For example: I can play the guitar. I can sing and dance. Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening 1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. （播放 lb 部分的录音让学生听，引导学生根据所听到的内容，选出对话的 顺序，完成 1b 部分的教学任务。） 2. Check the answers: (3, 2, 1 ) Ⅴ. Pair work 1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. (引导学生展开 Pairwork 活动，完成 lc 部分口语交际的教学任务，学会运用 can 询问和表达能力。) Ⅵ. Listening 1. Work on 2a; T: Now, look at the pictures on P2, listen to the four conversations. Just listen. (Play the recording for the first time, students only listen carefully.) Then, listen to the recording again, and circle the clubs you hear. Check the answers with the class. 2. Work on 2b; 引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。 让学生进行校对，练习听力和写作能力，完成 2b 部分的教学任务。 Check the answers with the Ss. Ⅶ. Pair work 1. Look at 2b and talk about what the people can do and the clubs they want to join. 老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答， 例如： T: What club does Lisa want to join? S1: She wants to join the chess club. T: Can she play chess？ S1: No, she can't. 2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary. 3. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out the answers to these questions. ① What club does Bob join? ② What club does Jane join? Ss read the conversation by themselves and find the answers to the questions. Then check the answers: ① Bob joins the soccer club. ② Jane joins the English and art club. 2. Explain something that Ss can't understand. 3. Let Ss read after the teacher or play the recording and let Ss read after the recording. 4. Ss work in pairs to act out the conversation. 5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best. Homework: 1. Remember the new words and expressions after class. 2. Recite the conversation after class. 3. Write English names as many as possible in the exercises book. 板书设计： Section A (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 继续练习运用情态动词 can。学会询问和谈论彼此的能力和特长。 能掌握以 下句型： ① —Can you play the guitar? —Yes, I can./ No, I can't. ② —What can you do? —I can dance. Section A (1a-2d) Drills： 1. —Can you sing? —Yes, I can./No, I can't. 2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music 4. ① What club does Bob join? ② What club does Jane join? 5. want to do sth They want to have some rice and vegetables. ③ —What club do you want to join? —I want to join the chess club. 2. 情感态度价值观目标： 该部分学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的 一种群体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。 二、教学重难点 1. 教学重点： 1) 让学生重点总结、发现情态动词 can 的用法。 2) 通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。 2. 教学难点： 1) 情态动词 can 的用法； 2) 在实际交际活动中运用 can 来询问与表达自己或他人的能力。 三、教学过程 Ⅰ. Warming- up and revision 1. Ask some Ss about their abilities. T: Hi, S1! What can you do? S1: I can sing and dance? T: Can you play the guitar? S1: Sorry, I can't. But I can play chess. T: What club do you want to join? S1: I want to join the chess club. 2. Role-play. Let some pairs role play the conversation in 2c. Ⅱ. Grammar Focus. 1. 阅读指导： 2. 学生阅读 Grammar Focus 中的句子，然后做填空练习。 ① 你会游泳吗？ ______ you ______? ② 是的，我会。/ 不，我不会。 Yes, ____ _______. / No, I _______. … (其余试题见课件部分) 3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行 强化记忆。 Ⅲ. Try to Find 老师将情态动词的 can 的用法，以学案的方式呈现在大屏幕上，让学生自主学习， 并发现其用法。 1. 可以看出，在 Can…？句型中，情态动词 can 没有________和_______ 的变化。 2. 用情态动词 can 来询问他人的能力可以归纳为以下句型： Can + _______ + _________ + 其他? 肯定回答：_________________ 否定回答： _________________ What + can + _______ + ________ ? 学生们合作学习讨论上面学案的答案，总结情态动词 can 的用法。 老师找部分学生对上述问题作答，并一起讨论总结情态动词 can 的用法。 Ⅳ. Practice 1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词 can 及所给 的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转 折连词 but 及第二个词组造一个肯定句。 Teacher makes the first one as a model: Can Wu Jun speak English? No, he can't, but he can speak Chinese. Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class. Check the answers with the class. 2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the words in the box. 方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格 前后的词语进行推敲。比如，第三空格后有 guitar 一词，可知些空格应填 play 一词。其他类似。 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的 运用提高自己的阅读能力、分析能力及综合运用能力。 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。 Ⅴ. Group work 1. What can your group do in the school show? Make a list, then report to your classmates. 2. First, work in group ask and answer about what you can do? e.g. S1: What can you do, S2? S2: I can do kong fu. S1: Great! What about you S3? S3: I can sing very well. … 3. Then make a list together. 4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g. In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well… (最后，可以经学生们评议来推举最有能力的小组） Ⅵ. Exercises 1. If time is enough, do some more exercises on big screen. Homework 1. Read the sentences in Grammar Focus. 2. Write a report about what your family members can do. 板书设计 Section B 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician 2) 能掌握以下句型： ① —Can you play the piano? No, I can't. / Yes, I can. ② be good with … ③ help…with… 2. 情感态度价值观目标： 学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的社会 责任意识，为他人做自己力所能及的事，以从小培养学生们互帮互助的意识， 以及社会责任意识。 Section A Grammar Focus-3c 1. Can you do sth.? Yes, I can. No, I can't. 2. Can she/he do sth.? Yes, he/she can. No, she/he can't. 3. What can you/he/she do? I/He/She can do… 3a: 2. Can Mike play basketball? No, he can't. But he can play tennis. 3. Can Jane and Jill dance? No, they can't. But they can sing. 4. Can Grace play soccer? No, she can't. But she can play volleyball. 5. Can Bill write stories? No, he can't. But he can tell stories. 3b: sing, dance; play; tell 二、教学重难点 1. 教学重点： 1) 能过听力训练来提高学生们听说能力。 2) 进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能 力。 2. 教学难点 1. 听力训练 2. 阅读 2b 部分的短文并完成相关要求。 三、教学过程 Ⅰ. Warming- up and revision 1. Daily greeting. 2. Check the homework. Let some Ss report what his/her family members can do. Ⅱ. Presentation 1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I can play the drums, I can play the violin, I can play the violin… Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano, I can play the drums… Ⅲ. Game (Talent show) 1. Act and show your classmates your talent. T: Please stand in front of your classmate. Act and say what you can. e.g. S1: (sing and dance) I can sing and dance. S2: (play the drum) I can play the drum. S3: … 2. Ask as many students as possible to say their abilities. Ⅳ. Listening 1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a. 2. Play the recording again and check the answers. 3. T: Now let's work on 1c. First, let one student read the words and phrases aloud. Then listen to the tape and circle the words and phrase you hear. 4. Ss listen to the tape and circle the words and phrases they hear. 5. Check the answers: 6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the tape again. Then try to fill in the blanks. 听力指导：要抓他们会做的事情，以及不会做的事情这两个重点内容。因此在 听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。 7. Ss listen to the recording carefully and try to fill in the blanks. 8. Check the answers with the class. Ⅴ. Group work 1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do. S1: Bill can play the guitar, but he can't sing. S2: Cindy can sing and play the drum, but he can't play the piano. S3: Frank can play the piano, but he can't sing or dance. S4: … 2. Teacher can walk around the classroom, and give some help to the Ss. Ⅵ. Reading 1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do？ Now read the descriptions and underline what they can do. 2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and Frank can do. 3. Let Ss work in pairs to ask and answer about what they can do. S1: What can Peter do? S2: He can speak English and play soccer. S2: What can Alan do? S1: He can play ping-pong. … Ⅶ. Reading 1. T: Now We'll read three ads. What's the main idea of the each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. 2. 方法指导：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容， 通过读广告来总结出它们的主要内容，并确定一个最为贴切的题目。 综合广 告内容与三个题目，看每个题目与广告的内容是否最为贴切。 3. Ss read carefully and try to select a title for each ad. 4. Check the answers with the class. Ⅷ. Reading 1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person. 2. 方法指导：首先，再次明确每个能做的事情，以及他/她喜欢做的事情；然后， 看每则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情况，做 出一个最佳选择。 3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. 4. Check the answers with the class. Homework 1. Remember the new words and phrase after class. 2. Try to retell what Peter, Alan and Ma Huan can do after class. 板书设计： Section B 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 复习询问或谈论自己或对方在某一方面的能力和特长,讨论参加某一个俱 乐部。 2) 能够综合运用所学的知识，就自己的熟悉的内容来介绍自己或他人所俱有 的能力及特长； 3) 总结回顾一些常见的一些表达人们能力的词汇，并能进行分类记忆。 2. 情感态度价值观目标： 1) 能了解自己的一些特长，并运用自己的一技之长为他人或社会做一些有益的 事情。 2） 不断学习一些新的特长与技能来完善、充实自己。为将来走向社会成为一名 有用的人材打下基础。 二、教学重难点 1. 教学重点： 1) 能运用自己所学的相关语言知识，借助一些提示材料来描述自己所熟悉的人 物的能力。 2）能运用自己所学的相关英语语言知识，模仿所学过的相关材料来制作简单的 广告。 2. 教学难点： Section B 1a-2c 1. play the violin, play the drums, play the piano (提示：在音器前必须加定冠词 the; 而在棋类、球类前则不须加 the；play chess; play basketball, play volleyball) 2. 2b: A; C; B 3. 2c: Peter---2; Alan---1; Ma Huan---3 4. Explanation: help sb. with sth. = help sb. do sth. be good with ... also 与 too also 用于句子中间；而 too 常用于句子末尾 on the weekend = on weekends 能运用自己所学的相关英语语言知识，模仿所学过的相关材料来描述自己所熟 悉的人物的能力或制作简单的广告。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Let some Ss retell what Peter, Alan and Ma Huan can do. 3. Let some Ss to read the three ads again. Ⅱ. Presentation 1. Show some pictures of the famous musician. For example, Liu Huan; Ask Ss questions like this: T: Who's he? Ss: He's Liu Huan. T: What does he do? Ss: (Help Ss to answer) He's a famous musician. Write the words musician on the Bb. music 音乐 → musician 音乐家 拓展： teach 教→teacher 老师 Ⅲ. Practice 1. T: Next week we'll have a music festival. So we need some musicians to help with the music festival. I wrote an ad for help, but some of the words are missed. Please read the ad again and try to fill in the blanks with the words in the box. 2. 阅读指导：首先，应通读全文，理解全文的大意；认真读每一句话，在理解 句子意思的基础上，分析空格所缺词汇的意思；然后分析空格上下文的意思或 上下文的单词来确定空格中的词汇的词性；最后，在综合理解的基础上确定每 个空格处的词汇。 3. Ss read the passage then fill in the blanks with the words in the box. 4. Check the answers. Ⅳ. Writing 1. Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school. Then try to make a poster by yourselves. The events may be the music club, the Sports Day; the art festival and so on 2. Ss work in groups. First think of an event at the school. Then try to make the poster. 3. 写作指导： 首先，应确定与该做事项所须的相关能力；可以用借鉴 2b 或 3a 中的广告的样 子来写。其次，为了使语气显得较为委婉，可以用一些一般疑问句来询问应聘 者的能力，比如：Can you swim? Can you…? 最后，一定记住将本次活动的联 系方式写清楚。 4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in each group to read aloud their ads to their class. Let other students in other groups give some advice on the ads. 5. Decide which ad is the best. Ⅴ. Self Check 1 1. 让学生们在小组内讨论这些分类的能力活动；每个小组成员积极发言，由小 组长负责整理记录。 2. 让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充； 最后，将一份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补 充。 3. Give Ss a few minutes to remember the abilities. Ⅵ. Self Check 2 1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give Ss an example: play the drum, play the piano, play the violin, play the guitar; play chess, play volleyball… 2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook. 3. Let some Ss read their phrases. Let other students add more phrases. Ⅶ. Self check 3 1. Now you can write something you like. e.g. What can you do? What can't you do? What about your family members, your friends, your classmates. You can write at least five sentences. First I'll give a model: I can speak English. I can play chess. I can play basketball. But I can't play the piano. I can't play the violin. My sister can play the violin. She can play the guitar, too. 2. Ss write about something by themselves. 3. Let some Ss read their sentences to the class. Homework 1. Review Section B. 2. Write a short passage about your uncle or your aunt. What he/she can do? What she/he can't do. 板书设计： Unit 1 Can you play the guitar? Section B 3a-Self Check 3a: music, dance, play, guitar, can, call 3b: Events: school music club; school soccer club; school English club, Art Festival; Sports Day Self Check 1: play the guitar; play the piano; play the violin; speak Chinese, speak French, speak Japanese; run, play soccer, play basketball, play volleyball, play tennis…; write stories, help mum cook, wash the clothes… Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club 能掌握以下句型： ① —Can you play the guitar? —Yes, I can./ No, I can't. ② —What can you do? —I can dance. ③ —What club do you want to join? —I want to join the chess club. 2) 能了解以下语法：情态动词 can 的用法 want to do sth.的用法 2. 情感态度价值观目标： 该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或 对方在某一方面的能力，可以培养学生的一种群体意识。 二、教学重难点 1. 教学重点： 1) 学习询问和谈论彼此的能力和特长； 2) 掌握一些弹奏乐器的表达方式。 2. 教学难点： 情态动词 can 的构成和使用。 三、教学过程 Ⅰ. Lead in 1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐 器，一边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引 导学生进行简单的回答。 2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. Then Check the answers with the class together. Ⅱ. Presentation 出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动： He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学 习表达活动的动词短语。 Ⅲ. Game (What can I do?) T: Tell your partners what you can do. For example: I can play the guitar. I can sing and dance. Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening 1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. （播放 lb 部分的录音让学生听，引导学生根据所听到的内容，选出对话的 顺序，完成 1b 部分的教学任务。） 2. Check the answers: (3, 2, 1 ) Ⅴ. Pair work 1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. (引导学生展开 Pairwork 活动，完成 lc 部分口语交际的教学任务，学会运用 can 询问和表达能力。) Ⅵ. Listening 1. Work on 2a; T: Now, look at the pictures on P2, listen to the four conversations. Just listen. (Play the recording for the first time, students only listen carefully.) Then, listen to the recording again, and circle the clubs you hear. Check the answers with the class. 2. Work on 2b; 引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。 让学生进行校对，练习听力和写作能力，完成 2b 部分的教学任务。 Check the answers with the Ss. Ⅶ. Pair work 1. Look at 2b and talk about what the people can do and the clubs they want to join. 老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答， 例如： T: What club does Lisa want to join? S1: She wants to join the chess club. T: Can she play chess？ S1: No, she can't. 2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary. 3. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out the answers to these questions. ① What club does Bob join? ② What club does Jane join? Ss read the conversation by themselves and find the answers to the questions. Then check the answers: ① Bob joins the soccer club. ② Jane joins the English and art club. 2. Explain something that Ss can't understand. 3. Let Ss read after the teacher or play the recording and let Ss read after the recording. 4. Ss work in pairs to act out the conversation. 5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best. Homework: 1. Remember the new words and expressions after class. 2. Recite the conversation after class. 3. Write English names as many as possible in the exercises book. 板书设计： Section A (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 继续练习运用情态动词 can。学会询问和谈论彼此的能力和特长。 能掌握以 下句型： ① —Can you play the guitar? —Yes, I can./ No, I can't. ② —What can you do? —I can dance. ③ —What club do you want to join? —I want to join the chess club. 2. 情感态度价值观目标： 该部分学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的 一种群体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。 二、教学重难点 1. 教学重点： Section A (1a-2d) Drills： 1. —Can you sing? —Yes, I can./No, I can't. 2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music 4. ① What club does Bob join? ② What club does Jane join? 5. want to do sth They want to have some rice and vegetables. 1) 让学生重点总结、发现情态动词 can 的用法。 2) 通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。 2. 教学难点： 1) 情态动词 can 的用法； 2) 在实际交际活动中运用 can 来询问与表达自己或他人的能力。 三、教学过程 Ⅰ. Warming- up and revision 1. Ask some Ss about their abilities. T: Hi, S1! What can you do? S1: I can sing and dance? T: Can you play the guitar? S1: Sorry, I can't. But I can play chess. T: What club do you want to join? S1: I want to join the chess club. 2. Role-play. Let some pairs role play the conversation in 2c. Ⅱ. Grammar Focus. 1. 阅读指导： 2. 学生阅读 Grammar Focus 中的句子，然后做填空练习。 ① 你会游泳吗？ ______ you ______? ② 是的，我会。/ 不，我不会。 Yes, ____ _______. / No, I _______. … (其余试题见课件部分) 3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行 强化记忆。 Ⅲ. Try to Find 老师将情态动词的 can 的用法，以学案的方式呈现在大屏幕上，让学生自主学习， 并发现其用法。 1. 可以看出，在 Can…？句型中，情态动词 can 没有________和_______ 的变化。 2. 用情态动词 can 来询问他人的能力可以归纳为以下句型： Can + _______ + _________ + 其他? 肯定回答：_________________ 否定回答： _________________ What + can + _______ + ________ ? 学生们合作学习讨论上面学案的答案，总结情态动词 can 的用法。 老师找部分学生对上述问题作答，并一起讨论总结情态动词 can 的用法。 Ⅳ. Practice 1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词 can 及所给 的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转 折连词 but 及第二个词组造一个肯定句。 Teacher makes the first one as a model: Can Wu Jun speak English? No, he can't, but he can speak Chinese. Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class. Check the answers with the class. 2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the words in the box. 方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格 前后的词语进行推敲。比如，第三空格后有 guitar 一词，可知些空格应填 play 一词。其他类似。 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的 运用提高自己的阅读能力、分析能力及综合运用能力。 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。 Ⅴ. Group work 1. What can your group do in the school show? Make a list, then report to your classmates. 2. First, work in group ask and answer about what you can do? e.g. S1: What can you do, S2? S2: I can do kong fu. S1: Great! What about you S3? S3: I can sing very well. … 3. Then make a list together. 4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g. In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well… (最后，可以经学生们评议来推举最有能力的小组） Ⅵ. Exercises 1. If time is enough, do some more exercises on big screen. Homework 1. Read the sentences in Grammar Focus. 2. Write a report about what your family members can do. 板书设计 Section B 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician 2) 能掌握以下句型： ① —Can you play the piano? No, I can't. / Yes, I can. ② be good with … ③ help…with… 2. 情感态度价值观目标： 学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的社会 责任意识，为他人做自己力所能及的事，以从小培养学生们互帮互助的意识， 以及社会责任意识。 二、教学重难点 1. 教学重点： 1) 能过听力训练来提高学生们听说能力。 2) 进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能 力。 2. 教学难点 1. 听力训练 2. 阅读 2b 部分的短文并完成相关要求。 Section A Grammar Focus-3c 1. Can you do sth.? Yes, I can. No, I can't. 2. Can she/he do sth.? Yes, he/she can. No, she/he can't. 3. What can you/he/she do? I/He/She can do… 3a: 2. Can Mike play basketball? No, he can't. But he can play tennis. 3. Can Jane and Jill dance? No, they can't. But they can sing. 4. Can Grace play soccer? No, she can't. But she can play volleyball. 5. Can Bill write stories? No, he can't. But he can tell stories. 3b: sing, dance; play; tell 三、教学过程 Ⅰ. Warming- up and revision 1. Daily greeting. 2. Check the homework. Let some Ss report what his/her family members can do. Ⅱ. Presentation 1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I can play the drums, I can play the violin, I can play the violin… Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano, I can play the drums… Ⅲ. Game (Talent show) 1. Act and show your classmates your talent. T: Please stand in front of your classmate. Act and say what you can. e.g. S1: (sing and dance) I can sing and dance. S2: (play the drum) I can play the drum. S3: … 2. Ask as many students as possible to say their abilities. Ⅳ. Listening 1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a. 2. Play the recording again and check the answers. 3. T: Now let's work on 1c. First, let one student read the words and phrases aloud. Then listen to the tape and circle the words and phrase you hear. 4. Ss listen to the tape and circle the words and phrases they hear. 5. Check the answers: 6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the tape again. Then try to fill in the blanks. 听力指导：要抓他们会做的事情，以及不会做的事情这两个重点内容。因此在 听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。 7. Ss listen to the recording carefully and try to fill in the blanks. 8. Check the answers with the class. Ⅴ. Group work 1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do. S1: Bill can play the guitar, but he can't sing. S2: Cindy can sing and play the drum, but he can't play the piano. S3: Frank can play the piano, but he can't sing or dance. S4: … 2. Teacher can walk around the classroom, and give some help to the Ss. Ⅵ. Reading 1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do？ Now read the descriptions and underline what they can do. 2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and Frank can do. 3. Let Ss work in pairs to ask and answer about what they can do. S1: What can Peter do? S2: He can speak English and play soccer. S2: What can Alan do? S1: He can play ping-pong. … Ⅶ. Reading 1. T: Now We'll read three ads. What's the main idea of the each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. 2. 方法指导：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容， 通过读广告来总结出它们的主要内容，并确定一个最为贴切的题目。 综合广 告内容与三个题目，看每个题目与广告的内容是否最为贴切。 3. Ss read carefully and try to select a title for each ad. 4. Check the answers with the class. Ⅷ. Reading 1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person. 2. 方法指导：首先，再次明确每个能做的事情，以及他/她喜欢做的事情；然后， 看每则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情况，做 出一个最佳选择。 3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. 4. Check the answers with the class. Homework 1. Remember the new words and phrase after class. 2. Try to retell what Peter, Alan and Ma Huan can do after class. 板书设计： Section B 1a-2c 1. play the violin, play the drums, play the piano (提示：在音器前必须加定冠词 the; 而在棋类、球类前则不须加 the；play chess; play basketball, play volleyball) 2. 2b: A; C; B 3. 2c: Peter---2; Alan---1; Ma Huan---3 4. Explanation: Section B 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 复习询问或谈论自己或对方在某一方面的能力和特长,讨论参加某一个俱 乐部。 2) 能够综合运用所学的知识，就自己的熟悉的内容来介绍自己或他人所俱有 的能力及特长； 3) 总结回顾一些常见的一些表达人们能力的词汇，并能进行分类记忆。 2. 情感态度价值观目标： 1) 能了解自己的一些特长，并运用自己的一技之长为他人或社会做一些有益的 事情。 2） 不断学习一些新的特长与技能来完善、充实自己。为将来走向社会成为一名 有用的人材打下基础。 二、教学重难点 1. 教学重点： 1) 能运用自己所学的相关语言知识，借助一些提示材料来描述自己所熟悉的人 物的能力。 2）能运用自己所学的相关英语语言知识，模仿所学过的相关材料来制作简单的 广告。 2. 教学难点： 能运用自己所学的相关英语语言知识，模仿所学过的相关材料来描述自己所熟 悉的人物的能力或制作简单的广告。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Let some Ss retell what Peter, Alan and Ma Huan can do. 3. Let some Ss to read the three ads again. Ⅱ. Presentation 1. Show some pictures of the famous musician. For example, Liu Huan; Ask Ss questions like this: T: Who's he? Ss: He's Liu Huan. T: What does he do? Ss: (Help Ss to answer) He's a famous musician. Write the words musician on the Bb. music 音乐 → musician 音乐家 拓展： teach 教→teacher 老师 Ⅲ. Practice 1. T: Next week we'll have a music festival. So we need some musicians to help with the music festival. I wrote an ad for help, but some of the words are missed. Please read the ad again and try to fill in the blanks with the words in the box. 2. 阅读指导：首先，应通读全文，理解全文的大意；认真读每一句话，在理解 句子意思的基础上，分析空格所缺词汇的意思；然后分析空格上下文的意思或 上下文的单词来确定空格中的词汇的词性；最后，在综合理解的基础上确定每 个空格处的词汇。 3. Ss read the passage then fill in the blanks with the words in the box. 4. Check the answers. Ⅳ. Writing 1. Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school. Then try to make a poster by yourselves. The events may be the music club, the Sports Day; the art festival and so on 2. Ss work in groups. First think of an event at the school. Then try to make the poster. 3. 写作指导： 首先，应确定与该做事项所须的相关能力；可以用借鉴 2b 或 3a 中的广告的样 子来写。其次，为了使语气显得较为委婉，可以用一些一般疑问句来询问应聘 者的能力，比如：Can you swim? Can you…? 最后，一定记住将本次活动的联 系方式写清楚。 4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in each group to read aloud their ads to their class. Let other students in other groups give some advice on the ads. 5. Decide which ad is the best. Ⅴ. Self Check 1 1. 让学生们在小组内讨论这些分类的能力活动；每个小组成员积极发言，由小 组长负责整理记录。 2. 让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充； 最后，将一份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补 充。 3. Give Ss a few minutes to remember the abilities. Ⅵ. Self Check 2 1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give Ss an example: play the drum, play the piano, play the violin, play the guitar; play chess, play volleyball… 2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook. 3. Let some Ss read their phrases. Let other students add more phrases. Ⅶ. Self check 3 1. Now you can write something you like. e.g. What can you do? What can't you do? What about your family members, your friends, your classmates. You can write at least five sentences. First I'll give a model: I can speak English. I can play chess. I can play basketball. But I can't play the piano. I can't play the violin. My sister can play the violin. She can play the guitar, too. 2. Ss write about something by themselves. 3. Let some Ss read their sentences to the class. Homework 1. Review Section B. 2. Write a short passage about your uncle or your aunt. What he/she can do? What she/he can't do. 板书设计： Unit 3 How do you get to school? Section A (1a-2d) 一、教学目标： Section B 3a-Self Check 3a: music, dance, play, guitar, can, call 3b: Events: school music club; school soccer club; school English club, Art Festival; Sports Day Self Check 1: play the guitar; play the piano; play the violin; speak Chinese, speak French, speak Japanese; run, play soccer, play basketball, play volleyball, play tennis…; write stories, help mum cook, wash the clothes… 1. 语言知识目标： 1) 能掌握以下单词： train, bus, subway, ride, bike, sixty, seventy, eighty, ninety, hundred, far, minute, kilometer, new, every, every day 2) 能掌握以下句型： ① —How do you get to school? —I ride my bike. ② —How does Mary get to school? —She takes the subway. 2. Talk about how to get to places (谈论出行方式) take the bus /subway /train /taxi , ride a bike /walk . 3. how 引导的特殊疑问句，表示乘坐何种交通工具的方式。how far, how long 引 导的特殊疑问句。 4. 复习基数词及时间的表示方法。 2. 情感态度价值观目标： 让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了 英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通 规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法 规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。 二、教学重难点 1. 教学重点： 1) how /how far /how long 引导的特殊疑问句. 2) 乘坐交通工具的表示方法. 3) It takes / sb some time to do sth . 2. 教学难点： —How do you get to school? —I take the …/ride …/ walk… —How does Mary get to school? —She takes the subway. —How long does it take? —It takes forty minutes. —How far is it from… to… —It's… kilometers. 三、教学过程 Ⅰ. Warming-up and Lead in 学生和老师进行简单的问候 Ss : Good morning , teacher. T: Good morning , class T: Look at the picture. What can you see? Do you like your school? I usually get to school by bike, but sometimes on foot . How do you get to school? Ss 按实际情况作答 S1: I ride my bike. S2: I go by bus. S3: ……… T: Very good. You’re clever. Let’s learn Unit 4 Section A. 之后板书： “Unit 4 How do you get to school?” Ⅱ. Presentation 1. T: If you are here, but your school is in Shanghai. How do you get to school? Ss: I take the bus /plane/ boat / ship / car / taxi I ride a bike / motorbike T: Do you know any other way? 2. Teacher shows pictures on the big screen .归纳出行方式和常用短语. Ask some questions about how you get to…? (让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半 功倍) 3. Show a picture about Part 1, on the screen. Point at girls or boys in the picture. Ask students to answer and write in the blanks. S1 : How does he / she go to school? S2 : He / She … … Ⅲ. 1a T: Look at the picture on your book. Match the words with the picture. (学生们完成 1a 的学习任务，然后校对答案) Ⅳ. Listening 1. Make sure the Ss know what to do. Give them an example orally if possible. 2. Read the names in the box. 3. Play the tape and check the answers. Ⅴ. Pair work Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture. Finally ask some pairs of students to present their conversations to the class. Ⅵ. Listening 1. Revise the numbers, first, zero~nine, next, ten~nineteen, then, twenty, thirty, forty…finally, twenty-one, twenty-two… Teach the new word "hundred". 2. Play the tape for the students to finish 2a. Then play again and check the answers Ⅶ. Presentation Show a picture on the TV and explain these are your home and school. Teach: home----school How long 10 minutes How far two kilometers Then make up a dialogue to practice. A: How do you get to school? B: I usually take the bus. A: How far is it from your home to school? B: It's about two kilometers. A: How long does it take? B: It takes 30 minutes by bus Ⅷ. Listening 1. Tell Ss the following recording is about how Tom and Jane go to school. 2. First, listen to the recording fill in the first column. 3. Then, play the recording for the Ss again. Ss listen and complete the rest of the chart. 4. Check the answers. Ⅸ. Role-play 1. Read the dialogue and find the answer to these questions: ① How does Jane get to school? ② How far is it from home to school? ③ How long does it take to get to school from her home? 2. Ss read the conversations and then find the answers to the questions. 3. Check the answers with the class. 4. Play the recording for the Ss to listen and repeat. 5. Ss read the conversation then role-play the conversation. 6. Let some pairs act out the conversation. Homework 1. Remember the new words and expressions in this period. 2. Role-play the conversation after class. 板书设计： Section A (1a-2d) 1. —How do you get to school? —I ride my bike? —How does Mary get to school? —She takes the subway. 2. 表达“几十” 个位数字+ty twenty, thirty, 表达“几十几” 一定要用连字符 twenty-five, sixty-nine hundred one hundred, two hundred 3. ① How does Jane get to school? ② How far is it from home to school? ③ How long does it take to get to school from her home? Section A (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 继续练习谈论出行方式 take the bus /subway /train /taxi, ride a bike /walk . 2）用不同方式练习 how 引导的特殊疑问句，表示乘坐何种交通工具的方式。how far, how long 引导的特殊疑问句。 3）复习基数词及时间的表示方法。 2. 情感态度价值观目标： 了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安 全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关 系。了解交通的发展，培养创新精神。 二、教学重难点 1. 教学重点： 1) how /how far /how long 引导的特殊疑问句. 2) 乘坐交通工具的表示方法. 3) It takes sb some time to do sth . 2. 教学难点： —How do you get to school? —I take the …/ride …/ walk… —How does Mary get to school? —She takes the subway. —How long does it take? —It takes forty minutes. —How far is it from… to… —It's… kilometers. 三、教学过程 Ⅰ. Warming- up and revision 1. Greet the Ss as usual. Then check the homework. 2. Go over the conversation in 2e. Ⅱ. Grammar Focus. 1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。 ① 你如何到达学校？ _______________________ 我骑自行车。____________________ ② 她如何到达学校？ ___________________ 她乘公共汽车。____________________ ③ 到达学校要花多长时间？____________________ 大约花费 15 分钟。___________________ ④ 从你有到学校有多远？____________________ 仅约两公里。 ____________________ ⑤ 简步行去上学吗？_______________________ 不，她骑自行车。 ____________________ ⑥ 他们乘公共汽车去上学吗？_________________ 不，他们步行。 ____________________ 2. Ss check the answer with their partners. 3. Give Ss six more minutes to try to remember the sentences. Ⅲ. Practice 1. Look at 3a. Tell Ss to match the sentences with the answers. 2. 方法指导： 首先，应重点读左面的五个疑问句，分清它们是特殊疑问句还是 一般疑问句；其次，要明确特殊疑问词的用法：how 是对出行方式提问；how long 是对行程所用的时间提问；how far 是对距离提问。然后，再读答语。依 次给每个问句找到正确的答语。 3. 学生们按教师说的方法，认真阅读找答语，提高阅读理解的能力。 4. Check the answers with the class. Ⅳ. Practice 1. Look at 3b. Tell Ss to use these words below to make questions. Then answer them. 2. 方法指导： 首先，应分清它们是特殊疑问句还是一般疑问句，看所给的词汇， 如果含有特殊疑问词应是特殊疑问句，如果没有则应是一般疑问句；其次， 要明确特殊疑问词的句式结构：特殊疑问词+ 一般疑问句。然后，再根据自 己的实际情况，回答这些问题。最后，再通读一遍自己造的问句与答语，确 保没有语法上的错误。 3. 学生们按教师说的方法，分析每句话中所给的提示词，并造成一个正确的问句， 然后给出一个合理的答语。 4. Check the answers with the partners. For example: How do you get to school? I take a bus to school. Ⅴ. Game (Find someone who…) 1. Now, look at the chart below. Can you tell the meaning of each sentence? 2. Let some Ss say the meaning of the sentences. 3. Make sure Ss know how to do this game. 4. Ss ask and answer these questions with their classmates: S1: How far is it from your home to school, S2? S2: It's about ten kilometers. S1: Oh, no. How far is it from your home to school, S3? S3: It's about five kilometers. S1: Oh, yeah. … 5. 提示：对部分能力的较差的学生，可以给他们下列问题提示： ① How far is it from your home to school? ② How do you get to school? ③ How long does it take you to get to school? 6. 看谁能最先完成调查，并找到与表格中数据相一致的同学。 Ⅵ. Exercises 1. If time is enough, do more exercises on the screen. Homework 1. Read the sentences in Grammar Focus. 2. Make a survey. How does your father get to work? 板书设计 Section B 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： drive, live, stop, think of, cross, river, many, village, villager, between, between…and…, bridge, boat, ropeway, year, afraid, like, dream, come true 2) 表达采用怎样的交通方式去某地： Well, I ride my bike to the subway station. Then I take the subway. 3) 阅读短文，获取相关信息的能力。 2. 情感态度价值观目标： 了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安 全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关 Section A Grammar Focus-3c 一、1. How (出行方式) 2. How long (行程时间) 3. How far (距离) 二、3a: 1. c 2. e 3. d 4. a 5. b 三、 1. How do you get to school? 2. How long does it take to get to school? 3. How far is it from your home to school? 4. Do you walk to school? 5. Do your friends ride their bikes to school? 系。了解交通的发展，培养创新精神。 二、教学重难点 1. 教学重点： 1) 通过进行听、说的训练，来提高学生们综合运用所学知识的能力。 2) 通过读、写的训练，来让学生们能真正在实际活动中运用所学的知识。 2. 教学难点 听力训练与阅读训练 三、教学过程 Ⅰ. Warming- up and revision 1. Greet Ss as usual. 2. Check the homework. Ⅱ. Presentation 1. 我们来认识几个新单词。I'll show you some pictures on the screen. Let's learn some new words. （在屏幕上展示 p16 页的图片） 2. Ss read and try to remember the new words and expressions. Ⅲ. Match T: 1. Let's open our books at page 16, point out the blank line in front of each numbered phrase. Ask Ss to match each phrase with a picture by writing the letter of the picture in the bank in front of the correct word. One has done for students. 2. Check the answers. Ⅳ. Pairwork 1. First ask two students to read the dialogue to the class. Sa: How do you get to school? Sb: Well, I ride my bike to the subway station. Then I take the subway. 2. Suppose you use two kinds of transportation to get to school. Tell your partner how you get ot school. 3. Ss practice the conversations in pairs. 4. Let some pairs to act out their conversations. Ⅴ. Listening 1c: 1. Ask different Ss to read each line to the class 2. Play the tape for the Ss to listen and check the things Mary wants to know. 3. Get Ss finish the listening task then check the answers. 1d: 1. Listen again. How does Bob get to his grandparents' home? Check 1 or 2. 2. Play the tape twice for the Ss to listen and check. 3. Check the answers. Ⅵ. Talking 1. Let students tell how Bob gets to his grandparents' home. Ask students to use the pictures in 1d. And write these sentences on the blackboard. First he … Next he… Then he… Finally… 2. Ss work with their partners. Try to say how Bob get to his grandparent's home. 3. Check the answers: Ⅶ. Guess 1. Look at the picture and title below. Guess what the passage is about. T: I think it's about how some students get to school. What do you think? S1: I think it's about how some students in the village get to school. S2: I think it's about how some students in the mountain get to school. Ⅷ. Reading 1. Fast reading Read the passage and find the answer to this question: What's the students' and the villagers' dream in this village? Ss read the passage quickly and find the answer to this question: Their dream is to build a bridge. 2. Careful reading Read the passage again and find the answers to the questions below: 1. How do the students in the village go to school? 2. Why do they go to school like this? 3. Does the boy like his school? Why? 4. What is the villager's dream? Do you think their dream can come true? 阅读指导： 首先，读这四个问题，记住这四个问题。其次，带着问题去仔细读 短文，并在短文中寻找相关问题的回答依据。然后，根据相关依据，写出问题的 答案。 Ss read the passage again and try to find the answers to the questions. Check the answers with the class. Ⅸ. Reading 1. Let's work on 2c. Let's read the passage again and complete the sentences with the words from the passage. 2. 阅读指导： 1) 首先，阅读这个五个句子，掌握句子的意思，大体确定空格处所缺单词的词 性，是形容词、名词还是动词等。 2）其次，带着这五个句子，在短文去寻找与这五个句子相关的依据。在相关的 句子中寻找空格处所缺的单词。比如：第一句应是在短文中的第五句中“But for the students in a village in Yunnan, it is difficult.”，可知本空格处应为 difficult 一词。其他几个也按这样的方法来做。 3） 最后，再读一遍这些句子，看有不有不恰当的地方。 3. Check the answers: difficult, big, quickly, afraid, true Homework 1. Remember the new words and expressions in this period. 2. Ask Ss try to retell the passage after class. 板书设计： Section B 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 复习及综合运用如何表达出行方式。 2) 能正确运用 take + 出行方式；ride…及 by… 来表达自己的出行方式。 3）能用所学的方式来描述自己或他的出行方式。 2. 情感态度价值观目标： 了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安 全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际 关系。了解交通的发展，培养创新精神。 二、教学重难点 1. 教学重点： 1) 能恰当运用 take + 出行方式；ride…及 by… 来表达出行方式 2）练习运用所学的知识来表达某人的出行方式。 2. 教学难点： 如何运用所学的知识来正确表达某人的出行方式。 三、教学过程 Ⅰ. Warming- up and revision 1. Greet the Ss as usual. 2. Check the homework and have a dictation of the new words and expressions. 3. Let some Ss retell the passage in 2b. Section B 1a-2c 1. bus stop (站点), bus station（综合车站） 2. What's the students' and the villagers' dream? 3. 2b: They go on a ropeway to school. Because there's not a bridge on the river. Yes, he does. Because He loves his teacher and his classmates. It's to have a bridge on the river. Yes, I think so. Let more people know about it. And let more people help them build the bridge. 2c: difficult, big, quickly, afraid, true Ⅱ. Presentation 1. Using some pictures to show some ways of transportation: walk, take the bus/train/subway/plane/boat; ride the bike/horse; go/get to sp by bus/train/subway… 让学生们理解这几个词组的用法。 2. Make some sentences using these phrases. 3. Give some examples of the sentences. Ⅲ. Reading 1. Read the e-mail from your pen pal Tom in the US. Fill in the blanks with the words in the box. 阅读指导：首先，明白方框里单词的意思； 其次，阅读这封 e-mail 了解大意； 然后，认真读每一个句子，根据上下文及空格前后的关键词来确定空 格处的意思。并确定应哪一个单词填空。 最后，再通读一遍短文，看短文是否通顺恰当。 2. 学生们按老师所指导的方法，认真阅读短文，并用正确的单词填空。 3. Check the answers. Ⅳ. Writing In this task, it's our turn to write an e-mail to Tom and tell him how you get to school. 1. First, let's look at these questions below: (Let one student read the questions aloud. Make sure all the students know the meaning of the questions.) 2. Work in pairs ask and answer the questions. And write them down on your workbook. 3. Try to write a short e-mail with the help of the sentences you wrote. 4. Check the e-mails with your partners. 5. Let some Ss read their e-mail to the class as a model. Ⅴ. Self Check 1 1. We've learned many ways of transportations. Now let's have a short review. Look at the words in the boxes below to form as many expressions as possible. 2. Ss work in groups and try to write as many expressions as possible: take a bus, by bus, take a train, by train, take a subway, by subway, ride a bike, by bike…. 3. Let some Ss read their answers. Let other students add more phrases. Note: by + 出行方式（不加 the）; take(ride) + a （the）出行方式 Ⅵ. Self Check 2 1. Look at the chart below. Write at least five questions. Then answer the questions with the information in the chart. 2. 写作提示：根据表格提示，应有三种类型的问题：出行方式（How）; 距离（How far）; 所用的时间 （How long）; 对每个人都问这三个问题一次。然后根据表 格中的提示来回答。 例如：—How does Tony get to school from home? —He gets to school by bike. 3. 同学们根据老师的指导进行问答。将问题与答案写在练习本。然后在小内交 换检查。 Homework 1. Review all the dialogues and passages in Section B. 2. Write a short e-mail to your pen friend to tell your ways to get to school. 板书设计： Section B 3a-Self Check 3a: go, leave, walk, boring 3b: 1. When do you leave home? 2. How do you get to school? 3. How far is it from your home to school? 4. How long does it take you to get to school? 5. Do you like your trip to school? Self Check 1: take a bus, by bus, take train, by train, take a subway, by subway, take plane, by plane; ride a bike, by bike, walk, on food Self Check 2: 1. How does Tony get to school from home? He gets to school by bike. 2. How far is it from her home to school? Unit 4 Don't eat in class. Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry 2) 能掌握以下句型： ① Don't eat in class. ② You must be on time. ③ Eat in the dining hall. 2. 学会用英语表达一些标志的含义。 3. 熟练使用目标语言谈论对某些规章制度（校规、家规等）的看法 3. 情感态度价值观目标： 能用英语表达和制定一些简单的规则，理解没有规矩不成方圆；无论是在学校 时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。 二、教学重难点 1. 教学重点： 1) 肯定祈使句是省略掉主语的原形动词开头； 2) 否定祈使句则是在肯定祈使句前加上“don’t”。 3) 情态动词 must 及 have to 在用法上的区别。 2. 教学难点： 掌握祈使句的用法，并能听懂、会说一些简单的祈使句。 三、教学过程 Ⅰ. Warming-up and revision 教师进教室后，使用祈使句请学生们完成一系列动作： Please stand up/ sit down. Close the door, please. Look at me and listen to me. Don’t open your books. Don’t talk. Let’s begin our class. 学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上 考察祈使句的特点。 Ⅱ. Presentation 教师出示书上 1a 的图片，向学生提问。 指着图上奔跑的男孩提问 T：What’s the boy doing? S: He’s running. T: Where is he running? S: He’s running in the hallways.(板书，教读) T：Can you run in the hallways? S: No, I can’t. T: So please don’t run in the hallways.(板书，教读) （= You can’t run in the hallways.） 学生跟读数遍，明白祈使句和“can”的表达含意。 T：Why is he running in the hallways? S: He’s late. T: Oh, he’s late for class.(板书，教读) You can’t arrive late for class.(板书，教书) = Don’t arrive late for class. … Ⅲ. 1a T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules. Please finish 1a. 学生看图，完成 1a 的内容，检查答案并大声朗读校规。 Ⅳ. Listening 1. T: Now let’s listen! What rules are these students breaking? Write the numbers after names? 2. 学生们听录音，完成 1b，选出四位学生都违反了哪条校规；听之前，学生要 读会英文名。 3. Check the answers: Ⅴ. Pair work 请两位学生朗读 1c 部分的句型；要求学生两人一组对话表演，SA 扮演外校转来 新生，SB 告知本校校规。（学生可经过讨论，多说出他们想到的校规，不必只限 于书上；教师应给予帮助） Ⅵ. Listening 1. Work on 2a: First, let's read the sentences in 2a together. T: Now, let's listen to the recording. Check the activities Alan and Cindy talk about. Ss listen to the recording and check the activities they hear. Play the recording again for the Ss to check the answers. 2. Work on 2b: Make Sure Ss know what they should do. Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above. 3. Check the answers: Ⅶ. Pair work 1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a. 2. Let some students come to the front and act out the conversations. Ⅷ. Role-play 1. Read the conversation and find some rules in this school? 2. Ss read the conversations and find the answers to this question. 3. Check the answers: ( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. ) Homework: 1. Remember the new words and expressions. 2. 完成下列句型转换试题 1）I can play computer games on weekends.（一般疑问句） _________________________________? Yes, ____________. 2） He has to wear uniform.（变否定句） He _____ _____ _____ wear uniform. 3） I have to wear sneakers for gym class.（一般疑问句） _____ you ____ ____ wear sneakers for gym class? Yes, I ____. 4） They have to wash clothes.（提问） ____ do they have ____ ____? 5） You can’t go out on school nights.（换一种表达） _______ go out on school nights. 6） Don’t talk in class.（同上） No _________. 板书设计： Section A (1a-2d) Main sentences: 1. Don't arrive late for school. You must be on time. 2. —What are the rules? —Well, we can't arrive late for class. We must be on time. 3. Listen to music in the music room. 4. We always have to wear the school rules. 5. We have to be quiet in the library. Section A (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 继续练习运用如何做自我介绍及问候他人。学会从对话中获取对方的基本 信息（询问他人姓名）。 能掌握以下句型： ① Don't eat in class. ② You must be on time. ③ Eat in the dining hall. 2. 情感态度价值观目标： 该部分继续学习使用目标语言谈论对某些规章制度（校规、家规等）的看法。 二、教学重难点 1. 教学重点： 1) 继续学习使用目标语言谈论对某些规章制度（校规、家规等）的看法 2) 通过不同方式的练习方式来学会用英语表达一些标志的含义。 3) 运用祈使句来表达一些规章和制度。 2. 教学难点： 1) 总结用祈使句、情态动词 can、must 及 have to 来表达各种规章制度； 2) 能用所学的知识来制定一些简单的规章制度。 三、教学过程 Ⅰ. Warming- up and revision 1. Greet the Ss as usual. 2. Check the homework. Ⅱ. Grammar Focus. 1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。 ① 不要在楼道里跑。_______________________ ② 不要打架。 ____________________ ③ 有什么规则？ ___________________ ④ 我们必须按时上课。 ____________________ ⑤ 我们可以在教室里吃东西吗？____________________ ⑥ 不能。但我们可以在餐厅里吃东西。___________________ ⑦ 我们可以在教室里带帽子吗？____________________ … 2. Ss finish off the sentences and check the answers by themselves. 3. Give eight more minutes for the Ss to remember the sentences. Ⅲ. Writing 1. Look at 3a. Do you know the meaning of these pictures? Yeah, you see them in the school library. Can you write the rules for the school library? 2. Ss discuss the pictures and make some rules. 3. Let some Ss read their rules aloud. 4. Check the answers with the class. (Don't listen to music in the library. Don't eat or drink in the library. Don't take photos in the library. ) Ⅳ. Practice Work on 3b: 1. T: Use the words to make questions about the rules. Then write answers according to your school. For example: Be quiet? (she/have to/ in the library) Does she have to be quiet in the library? Yes, she does. 2. 注意： have to 虽是情态动词，但其在句子中与谓语动词共同构成句子时，其 一般疑问句应用助动词 do 或 does 来帮助构成；而情态动词 can 则直接提前构成 一般疑问句式。 3. Ss work by themselves and try to write the sentences on the workbook. 4. Ss work in pairs. Ask and answer the sentences. Ⅴ. Game 1. Everybody has a dream school. Suppose you're the headmaster of the Coolest School. You can make rules for your school. Make up five cool rules for your dream school. 2. Ss work in groups and discuss what rules are in their school. 3. Write down their rules on the work. 4. Let some Ss read their rules aloud. 5. See whose school is the coolest? Ⅵ. Exercises 1. If time is enough, do some more exercises on the screen. Homework 1. Read the sentences in Grammar Focus. 2. Make some rules at home. 板书设计 Section A Grammar Focus-3c 一、 Sentences: 1. —Can we wear a hat in the classroom? —Yes, we can. / No, we can't. 2. —Does she have to wear a uniform at school? Section B 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：out, go out, dish, do the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck 2) 能掌握以下句型： ① Don't leave the dirty dishes in the kitchen. ② I can't relax either. ③ I must read a book before I can watch TV. ④ I have to help mom make breakfast. 2. 情感态度价值观目标： 能读懂一些英语的规则制度，能用英语表达和制定一些简单的规则，理解没 有规矩不成方圆；无论是在学校时还是在家庭中以及以后走上社会都应当遵守规 则，按规则办事。 二、教学重难点 1. 教学重点： 1) 学习本课时出现的新词汇及表达方式。 2) 通过进行听力训练，让学生们能听懂本节课时所出现的新的表达方式。 3) 通过进行阅读练习来进一步学习运用本课时的新语言知识。 2. 教学难点 1） 阅读训练。 2） 理解 must, have to/ can/can't 的用法 三、教学过程 Ⅰ. Warming- up and revision 1. Greet the Ss. 2. Check the homework. Let some Ss read their home rules. Ⅱ. Presentation 1. Show some pictures on the big screen and let Ss learn the new words and expressions. 2. 学生看着 1a 部分的图片 T: What day is it today? Ss: It’s Tuesday. T: The boy is going out on school nights. （板书，教读） 学生理解“school nights”的含义。 Can you go out on school nights? Ss: No, we can’t. T: Yes, in China, the students can’t go out on school nights. So please don’t go out on school nights. 3. 请学生朗读 1 部分的“rules”，并将图片 a~h 的序号填写在 1b 这些规则前的方 框中。 4. Check the answers with the class. Ⅲ. Listening 1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things Dave can't do and a √for things he has to do. 2. Play the recording for the Ss to listen and check. 3. Play the recording again for the Ss to check the answers. Ⅳ. Listening 1. Now let's work on 1c. Now first, let's read the phrases aloud together. 2. Explain the meaning of the phrases if necessary. 3. Play the recording three times for the Ss to listen and write the phrases in the chart in 1b. (指导：听一遍时应仅听，不写，并听准确与每个活动相关的时间。然后，在 听第二遍时，边听边做记录，可以用速记符号来词；也可用单词开头的字母来作 记录。最后，整理自己的记录，写成正确的词组。最后一遍，听并检查所记录的 词组是否正确。) 4. Check the answers: Ⅴ. Group work 1. Divide the Ss into groups. Each group has eight students. 2. T: Now let's talk about Dave's home rules. 3. Ss work in groups. Every student can say one rule. Then you can write down what the rules are when other group members say. 4. Make a list of Dave's house rules. Ⅵ. Thinking 1. T: Everybody may have something unhappy. When you are unhappy who do you like to talk to? S1: I like to talk to my aunt. S2: I like to talk to my best friend. S3: I like to talk to … T: OK. Do you know, when I'm unhappy I like to talk to Dr. Know. She's great and he knows everything. She can give you the best advice. Now, let's work on 2a and let's meet Dr. Know. Ⅶ. Presentation 1. Show some pictures on the big screen. Teach Ss the new words and expressions. dirty, dishes, kitchen, noisy, relax, terrible, read, feel, strict, be strict with 2. Ss learn the new words and expressions and try to remember them. Ⅷ. Reading 1. Fast reading T: There are many rules in Molly's home and school. She feels unhappy. Read the letter and find the answer to this question: What does Molly feel about the rules? Ss read the letter and find the answer to this question. (she feels terrible.) 2. Careful reading 1) Read the letter again and underline the rules for Molly. 2) Ss read the letter and try to find the rules for Molly and underline them. 3) Check the answers with the class. (Let some Ss read their answers aloud. Let other Ss add some rules. ) 3. Careful reading 1) Read Dr. Know's letter and answer this question: What does she think of the school and home rules? 2) Ss read Dr Know's letter and find the answer to this question. 3) Let one student read out his/her answer. (She thinks parents and schools are sometimes strict, but they make rules to help us. We have to follow them. ) Ⅸ. Reading 1. Read the letter again and complete the sentences with have to/ must, can or can't. 2. 提示： have to 与 must 的用法： 1）must 表示一种主观的需要，而 have to 表示一种客观的需要，意思是“不得不”。 如： I have to attend an important meeting this afternoon. 今天下午我不得不参加一个重要的会议。 Mother is out, so I have to look after the shop. 妈妈不在家，因此我不得不照看商店。 2）have to 的否定形式是 don’t have to, 相当于 needn’t。如： They don’t have to buy a computer at present. 他们目前没有必要买电脑。 3. 阅读指导： 1) 首先，认真阅读 2c 中的这些句子，明白它们所谈论的相关规则。 2）带着相关规则再去读 2a 中的信，在与之相关的内容处认真分析，理解规则的 真正含义，并填上正确的词汇。 3）再次阅读这些句子一遍，看是否通顺。 4. Check the answers. Homework 1. Remember the new words and expressions in this period. 2. Ask Ss write down Molly's rules at home and at school. 板书设计： Section B 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 复习情态动词 can 表示许可的用法； 2) 复习练习运用祈使句以及情态动词 have to 及 must 来表达一些规则。 3）谈论表达自己对规则的想法或看法。 Section B 1a-2c 1. Phrases: go out, do the dishes, clean his room 2. 2b: What does Molly feel about the rules? She feels terrible What does Dr Know think of the rules at home and at school? She thinks parents and schools are sometimes strict, but they make rules to help us. We have to follow them. 3. 2c: 1. can't, can; 2. must 3. can't 4. can't . have to 2. 情感态度价值观目标： 能用英语表达和制定一些简单的规则，理解没有规矩不成方圆；无论是在学校时 还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。 二、教学重难点 1. 教学重点： 1) 根据所提供的文字资料来表达自己对一些规则的看法。 2） 能用所学的语言知识来写出自己在家中或在学校中的一些规则。 2. 教学难点： 写一封信来谈论一下自己应遵守的一些规则，并表达自己对这些规则的看法。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Let Ss read the letters. 3. Check the use of have to and must Ⅱ. Presentation 1. Present some new words on the big screen. hair, learn, keep + 名词 + 形容词 2. Ss learn the new words and expressions. 3. Review the how to use have to and must; can and can't. Ⅲ. Practice 1. T: Zhao Pei has many rules at home and at school. She's unhappy, too. She wants some help from Dr. Know. Read her letter below and fill in the blanks with have to /must, can /can't. 2. 指导：首先，认真阅读整篇短文，理解短文的大意。然后，认真阅读每个句 子，理解作者的对这些规则的看法；同时，推敲每个句子深处的意思，确定是用 have to/must 还是 can/can't。 最后，应再通读一遍短文，看自己所填写的词组是否通顺正确。 3. Check the answers. Ⅳ. Writing 1. Let's work on 3b: We have many rules at home and at our school. Think what things you have to do and what things you can't do. Complete the chart with rules in your home and school. You can discuss with your partners in your group. 2. Ss discuss their rules in groups. Then fill in the blanks. Then check the rules you think are unfair. For example: You must wear a school uniform at school. You must keep your hair short at school. 3. Let some groups say their answers. Write some of the rules on the blackboard. Ⅴ. Writing 1. Now write a letter to Dr Know. Tell her about all the rules and how you feel about them. 2. 写作指导： 首先，可以再次阅读 2b 及 3a 中的短信的内容及格式。其次，模 仿这两封信的格式写好自己信件的格式；然后，根据刚才自己小组讨论的规则整 理成一封文字通顺的信件。并且，表达自己对这些规则的想法或看法。之后，以 礼貌的话语请求 Dr. Know 的帮助。最后，再通读一遍自己的短信看语句是否通顺。 3. Ss write the letter on the workbook. Exchange their workbook with their partner. Check the letters. 4. Let some Ss read their letter to the class. Correct the mistakes in the letter. Ⅵ. Self Check 1 1. Tell Ss they will read an interesting story about Timmy the Mouse. He's an funny mouse. Do you want to know what rules he has at home? Now read this short passage and fill in the blanks with the words in the box. 2. Ss read the short passage and try to fill in the blanks with the words in the box. 3. Check the answers. 4. Explain some sentences that Ss may have difficulty understanding them. Ⅶ. Self Check 2 1. Review the use of can/can't; have/must; don't have to。 2. Tell Ss they should use "can/can't; have/must; don't have to" to write about the rules at school. Write two sentences for each rule. 3. Ss work by themselves and write the rules on the workbook. 提示句子结构： 主语 + 情态动词 + 动词原形 + 其他 4. Let some Ss read their answers aloud. Correct any mistakes they have. Homework 1. Review the passages in Section B. 2. Retell the short passage about Timmy Mouse. 板书设计： Section B 3a-Self Check 3a: can, must, have to, have to, can't, must, can't, must, can 3b: have to do: wear school uniform, keep hair short, eat in the dinning hall, keep quiet in the library… can't do: don't go out on school night, don't listen to music in the classroom, don't be late for class… Self Check 2: Don’t arrive late for class. We can’t arrive late for class. We must/ have to listen to our teachers at school. We can’t be noisy in the library. Don’t be noisy in the library. We must/can speak English in the English class. Unit 5 Why do you like pandas? Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of, Australia, south, Africa, South Africa, pet, leg, cat, sleep 2) 能掌握以下句型： ① What animals do you/does she/ does he like? ② Let’s see the …? ③ Why do you/does she/ does he want to see …? ④ Because they are …. 2. 能力目标： ① To observe and describe animals. ② To talk about their preferences ③ To know the implied meaning of some animals 2. 情感态度价值观目标： 动物和人类都生活在同一地球上，动物是我们的朋友。我们人类应该与动物 和谐相处，共同生存。我们应当学会关爱动物，保护动物。 二、教学重难点 1. 教学重点： 1) 学会描述动物的性格及特点。 2) 学会表达喜欢某类动物及说明喜欢的原因。 2. 教学难点： 名词的复数形式表示一类事物；第三人称单数形式 三、教学过程 Ⅰ. Warming-up and lead in To create an English environment, the teacher shows the class some pictures of a zoo. And ask some questions about animals: Do you like to go to the zoo? Do you like animals? Then have them to recall the animals they had learned and write them on the blackboard as he/she can. ( e.g. animals---sheep, monkey, cat, dog, mouse, cow, duck… ) Ⅱ. Presentation 1. Ask them to talk with their partners about the animals they like using the words they know (Four students a group). —What animals do you like? —Why do you like… —Because they’re… 2. Then show the class some pictures of animals and present other animals. And ask them: What’s this in English? It's a tiger. (Then lion, panda, elephant, koala, giraffe) Ss look at the picture and try to remember the new words of the animals. 3. Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards. Other students turn to page 25 and finish 1a. 4. Check the answers with the class. Ⅲ. Game (Guessing game.) T: Show some pictures on the big screen. Let Ss guess what animal it is. Ss try to guess and remember the names of the animals. Ⅳ. Listening Work on 1b. Tell Ss to listen to the tape and check the animals they hear in 1a. Play the recording again and check the answers with the class. Ⅴ. Pair work 1. Ask the students to imagine “ We are in the zoo, there are many kinds of animals here.” Then ask a student to do the model with you: — Let’s see the lions first. —Why? (why do you /does she /does he like lions?) —Because they are interesting. 2. Ss work with their partners practice the conversation using the animal in 1a. Ⅵ. Listening 1. Work on 2a; T: Listen to the conversation carefully. Then write the names of the animals you hear on these lines. Play the recording the first time. Students only listen. Play the recording a second time. This time students write in the names of the animals. Check the answers. Point out the adjectives and countries listed on the right. Ask a student to say the words. Say, Now I will play the recording again. This time draw a line between each animal and the adjective and countries you hear. Play the recording and have students match each animal with an adjective and a country. Correct the answers. 2. Work on 2b T: Listen again and complete the conversation with the words in 2a. Play the recording for the Ss to listen and write the answers. Check the answers with the class. Ⅶ. Pair work 1. Ask two students to read the conversation in 2b to the class. 2. Ss practice the conversation in pairs. 3. Then show the transcription on the big screen and practice the other two conversations in 2a. 4. Ss practice the conversations in pairs. Ⅷ. Role-play 1. Ask Ss to look at the picture in 2d. Then Ss read the conversation in 2d and find the answers to the questions: ① Does Peter have a pet? ② What can Dingding do? ③ What pet does Jenny’s mom have? ④ Does Jenny like the cat? Why? 2. Ss read the conversations and try to find the answers to the questions. Check the answers: Yes, he does. He can walk on two legs. He can dance, too. She has a cat. No, she doesn’t. Because it’s very lazy. 3. Ss work in pairs and practice the conversation. 4. Let some pairs role-play the conversation. Homework: 1. Remember the new words and expressions in this period. 2. Role-play the conversation after class. 3. Write the animal's names as many as possible in the exercises book. 板书设计： Section A (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 继续练习运用如何做描述动物及表述自己对动物的喜好。 能掌握以下句型： —Why do you like …? —Because they're… 2) 继续学习谈论动物来自哪里，掌握以下句型： —Where are lions from? —They're from South Africa. 2. 情感态度价值观目标： 动物和人类都生活在同一地球上，动物是我们的朋友。我们人类应该与动物和 谐相处，共同生存。我们应当学会关爱动物，保护动物。 二、教学重难点 1. 教学重点： 1) 总结学习描述动物的句型。 2) 总结学习表述喜好及动物来自哪里的句型。 2. 教学难点： 1) 运用所学的目标语言描述相关动物表达自己的喜好； 2) 根据对动物的相关描述能猜出是什么动物。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words learned in Period 1. Section A (1a-2d) Drills： 1. —Let's see the lions. —Why do you want to see them? —Because they're interesting. 2b: elephants, kind of, South Africa 2c: ① Does Peter have a pet? ② What can Dingding do? ③ What pet does Jenny’s mom have? ④ Does Jenny like the cat? Why? 2. Let some pairs role-play the conversation in 2d. Ⅱ. Grammar Focus. 1.学生阅读 Grammar Focus 中的句子，然后做填空练习。 ① 你为什么喜欢熊猫？ _____________________ ② 因为它们有趣。 _____________________ ③ 约翰为什么喜欢考拉？___________________ ④ 因为它们很可爱。 ____________________ ⑤ 为什么你不喜欢老虎？_____________________ ⑥ 因为它们真得很吓人。___________________ … 2. Ss finish off the sentences and check the answers by themselves. 3. Give Ss eight more minutes to remember them. Ⅲ. Practice 1. Look at 3a. Tell Ss to fill in the blanks with the words from the box. Then practice the conversation. 2. 阅读指导： 首先，应通读对话的全文，理解大意。可知此对方是在谈论一些 动物来自哪里；以及双方所喜欢的动物及原因。其次，应重点阅读每个问答句的 意思，根据问句来确定答语中空格的意思或根据答语来确定问句中的意思。再次， 还要分析句子的结构看空格处在句子中是什么成份。比如：第一句是一个问句且 lions 是句子的主语，空格处应是本句的状语，再介词 from，可知空格处应填 where 来对地点提问。 3. 学生们根据上述阅读指导方法，自己认真阅读对话，并将对话内容补全完整。 4. Check the answers. Ⅳ. Practice 1. Work on 3b. Tell Ss to write the names of animals in the blanks to make sentences that are true for you. e.g. I like cats because they are interesting. I like dogs because they are smart. I don't like lions because they are scary. 2. Ss work in groups. Discuss and write their sentences. 3. Let some Ss report their likes and dislikes. Ⅴ. Game (Guessing Game) 1. T: Let's play a game: I'll describe one animal to you. Listen carefully and think about what animal it is. 2. Teacher makes a model to the Ss. Ss try to guess what animal it is. 3. T: It's your turn now. Please describe one animal to your group members. Let them guess what animal it is. 4. Ss work in groups. Describe animals and guess animals. Ⅵ. Exercises 1. If time is enough do some more exercises on the screen. Homework 1. Read the sentences in Grammar Focus. 2. Think and describe an animal after class. Then write your sentences on the workbook. 板书设计 Section B 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：friendly, shy, save, symbol, flag, forget, place, water, danger, cut, down, cut down, tree, kill, ivory, over 2) 能掌握以下句型： ① —What animal do you like? —I like elephants. ② The elephants is one of Thailand's symbols. ③ Let's save the Elephants. 3) 通过听力训练来掌握提高学生们综合听说能力。 4）通过阅读训练来让学生们逐步提高英语阅读能力。 2. 情感态度价值观目标： 动物和人类都生活在同一地球上，动物是我们的朋友。我们人类应该与动物和 谐相处，共同生存。我们应当学会关爱动物，保护动物。 二、教学重难点 1. 教学重点： 1) 让学生们进行听、说的训练来掌握更多动物的名称及描述特性的形容词。 2) 通过阅读短文来了解世界各地一些其他动物的情况，让学生们眼界更宽 阔。 2. 教学难点 Section A Grammar Focus-3c —Why do you like pandas? —Because they're kind of interesting. —Where are lions from? —They're from South Africa. 3a: Where, They're, like, do, Why, because, don't, cool 3b: cats, dogs, lions, 3c: panda 1) 进行听力训练，提高学生们听对话获取相关信息的能力。 2）进行阅读训练，来培养学生们的综合阅读能力。 三、教学过程 Ⅰ. Warming- up and revision 1. Greet the Ss as usual. 2. Check the homework. Let some Ss read out their descriptions and let other Ss guess what animal it is. Ⅱ. Presentation 1. Show some pictures on the big screen and teach Ss the new words. e.g. Show a picture of a shy girl, let Ss know she's shy. 2. Let Ss read aloud the words and expressions. 3. Give Ss some time and read aloud the words. Ⅲ. Learning 1. Pay attention to the animals in the picture in 1a and ask a student to say the name of each one. 2. Point out the list of eight numbered adjectives below. T: Now please match the adjectives with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer. 3. As students work, move around the room offering to answer questions as needed. 4. Correct the answers. Ⅳ. Listening Work on 1b: 1. T: Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la. 2. Ss listen and try to circle the adjectives in 1a. 3. Play the recording again for the Ss to check the answers. Work on 1c: 1. Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each. 2. Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say. 3. Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? What words does Mary use to describe the elephant? Point out the write-on lines where students can write these words. 4. Play the whole recording and have students write the words they hear on the chart. 5. Check the answers. Ⅴ. Pairwork 1. Call attention to the dialogue next to the picture. Ask two students to read it to the class. 2. Say, Work in pairs. Use sentences like these to say what you think about different animals. 3. Ss work in pairs to make their own conversations. As they work, move around the room checking on progress. 4. Ask some pairs to present their conversations to the class. Ⅵ. Thinking 1. T: Now there are many animals are in danger in the world. Why? One reason is that men cuts down too many trees so animal are losing their homes. 2. Look at the chart below. What animals do you think are in great danger? Discuss with your group members and check the animals. 3. Let some Ss read their answers. Ⅶ. Presentation 1. Show some picture on the big screen. Teach Ss some main words and expressions in the passage in 2b. e.g. save, symbol, flag, forget, place, water, be in great danger, cut down, tree, kill, ivory… 2. Ss read and understand the new words and expressions. Ⅷ. Reading 1. Fast reading T: Now, read the passage quickly and find the answer to this question: When is Thai Elephant Day? (March 13th.) Ss read the passage quickly and try to find the answer to this question. Check the answers. 2. Careful reading T: Now read the passage again and find the answers to these questions (on the big screen): ① What do the students from Thailand wan to do? ② What can Elephants do? ③ Why are elephants in great danger? ④ What's the best title for this article? (check) Ss read the questions first. Then read the passage again and find the answers to the questions. Check the answers with the class. Ⅸ. Reading 1. Tell the students to look at the map in 2c. There are four box around the word "Elephant". The first box is about the importance of the elephants in Thailand. The second box is about the abilities of the elephants. The third box is about the facts and figures of the elephants. The last box is about how to save the elephants. Let's read the passage again and fill in the blanks. 2. 阅读指导： 1) 认真看一遍这四个表格，明确每个表格是关于大象的那个方面的情况。 2）然后，再读短文一遍，找到相关的内容的依据。仔细读相关内容，分析空格 处应当填写的单词。比如：第一个方框中讲大象在泰国的重要性，通过读短文可 知依据应是短文的第一段。由最后两句话“我们的第一国旗上面有一只白色的大 象，这是好运的象征。”可知第一个空格处应填写 elephant；第二个空格处应填 luck。其他与此类似。 3）最后，再读自己所填写的空格及依据，看是否有错误。 3. Ss read the article and fill in the blanks in the map. 4. Check the answers with the Ss. Homework 1. Remember the new words and expressions learned in this period. 2. Ask Ss to retell the article according to the map in 2c. 板书设计： Section B 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 复习本单元所学的动物的名称以及描述动物的形容词。 Section B 1a-2c 1. friendly, shy, cute, lazy, small, scary, beautiful, smart 2. —What animal do you like? —I like elephants. They're cute. I like dogs, too. —Why? —Because they're friendly and smart. 3. When is Thai Elephant Day? (March 13th.) 4. ① What do the students from Thailand wan to do? ② What can Elephants do? ③ Why are elephants in great danger? ④ What's the best title for this article? (check) 2) 能正确运用所学的相关知识描述动词，表达自己的喜好。 3）通过不同方式的练习来熟练表达自己的喜好及描述不同的动物。 2. 情感态度价值观目标： 动物和人类都生活在同一地球上，动物是我们的朋友。我们人类应该与动物和 谐相处，共同生存。我们应当学会关爱动物，保护动物。爱护动物，爱护自然， 就是爱护人类自己。这是我们应当得到的教训。 二、教学重难点 1. 教学重点： 1) 能根据相关提示词来描述动物的特性及来自哪里。 2）能运用自己所学的知识来描述一些自己熟悉的动物。 3）通过做不同形式的练习来熟练运用本单元所学的知识。 2. 教学难点： 运用自己所学的相关知识来介绍或描述某个动物。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the words and expressions learned in period 3. 2. Let some Ss retell the article in 2b (according to the map in 2c) Ⅱ. Presentation 1. Show some picture on the big screen. Learn the new sentence structure. (a beautiful butterfly) Isn't it beautiful? (a tall tree) Is it tall? … 2. Ss try to understand the use of the sentence structure. Then try to make their own sentences. Ⅲ. Practice 1. T: Becky is Jill's favorite animal. Fill in the blanks with the words in the box. 2. 阅读指导：首先，通读小短文，看短文中描述或介绍了 Becky 的那些方面； 其次，读方框中的选项，明白每个单词的意思。然后，认真读短文，分析每个空 格所在句子的意思，确定每个空格的意思，然后补全空格。最后，通读一遍短文， 看短文是否通顺，确定所填空的单词是否正确。 3. Ss read and fill in the blanks. 4. Check the answers. 5. Explain "Isn’t she beautiful? " Ⅳ. Writing 1. T: Do you know Beibie, Jinging, Huanhuan, Yingying? Yeah, they're four pandas in China. Now look at a picture of Beibei. Do you like her? Can you write a short article to introduce her? You can use the words and expressions below. (five years old, China, cute, Beijing Zoo) 2. 写作指导： 首先，应介绍它的岁数，来自哪里；然后，可以介绍它的特性比 如 cute, beautiful, shy 等。然后，介绍你为什么喜欢它的原因；最后，可以介绍 一下它现在在北京动物园里。并通读一遍短文，看是否通顺无误。 3. Ss try to write a short article about Beibei. 4. Let some Ss read their article to the class. 5. Present a possible version on the big screen and let Ss correct their article. Ⅴ. Self Check 1 1. We learned many animals and descriptions in this unit. Let's have a review of the animals and descriptions. Now work in groups and write more words in the chart below. 2. Ss work in groups and add more words in the chart. 3. Let some Ss write the answers on the blackboard. Let other Ss add more words. 4. Ok. Now let's make sentences with the animals and descriptions. I like…because… I don't like… because they are… I think … are really… …are very… 5. Ss work in groups try to make five sentences each group. 6. Let some groups read out their sentences. Ⅵ. Self Check 2 1. There are some questions and some answers in the chart. Please read the sentences below and match the questions and answers to make a conversation. 2. Check the answers with the Ss. 3. Now, you can make your own conversations with your partner. 4. Ss make their own conversations and act out the conversation. Homework 1. Review the conversations and passages in Section B. 2. Write a short article about an animal your like. 板书设计： Section B 3a-Self Check 3a: beautiful, Africa, years, like, because, lives 3b: One possible version: Beibei is my favorite animal. She's from China. She's five years old. I like her because she is cute and shy. She lives in Beijing Zoo. … Self Check 1: lion, really scary, kind of boring; elephants, cute, very big; funny…. Self Check 2: What animal do you like? I like lions. Why do you like lions? Because they're big and beautiful Unit 6 I’m watching TV. Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： newspaper, use, soup, wash, movie, just 能掌握以下句型： ① —What are you doing? —I'm watching TV. ② —What's he doing? —He's using the computer. ③ —What are they doing? —They're listening to a CD. ④ —This is Jenny. —It's Laura here. 2) 能掌握语法：现在进行时态的用法。 3) 能运用所学的知识，描述人们正在干的事情。 2. 情感态度价值观目标： 通过对本单元的学习活动，能培养培养学生学习英语的强烈兴趣，善于发现 生活中正在发生的事情，积极思考，乐于助人，乐于参加各种活动的积极情感， 培养学生团结合作的精神。 二、教学重难点 1. 教学重点： 1) 词汇、词组搭配和现在进行时的用法。能用现在进行时的各种形式进行准确 的描述和表达正在发生的动作。 2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner… 等 2. 教学难点： 现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述 或表达正在进行的动作。 三、教学过程 Ⅰ. Warming-up and Lead in 1. Greet the Ss and check the homework. 2. Watch a video program. Ⅱ. Presentation 1. Show some pictures on the big screen. Present the new words and expressions. 2. Ss watch and learn the new words and expressions. 3. Give Ss some time and try to remember the new words and expressions. 4. (Show some pictures on the screen and ask some students to perform the actions.) e.g. T: What are you doing? S: I am doing homework. (Help him/her to answer) T: What is he /she doing? Ss: He /she is doing homework. Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way. 5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures. 6. Check the answers with the Ss. Ⅲ. Game (guess) 1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully. (Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing? 2. Ss watch and guess the actions. 3. Ask and answer about the pictures. —What's he/she doing? —He's/She's … Ⅳ. Listening 1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the right activities from 1a. 2. Play the recording for the Ss twice. 3. Ss listen to the recording and write the numbers from 1a. Ⅴ. Pair work 1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture. 2. Ss make conversations by themselves and practice the conversations. Ⅵ. Listening 1. Work on 2a; T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions. (Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. ) Check the answers. 2. Work on 2b. Let Ss read the conversation in 2b first. Then play the recording for the Ss twice. The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.) Ⅶ. Pair work 1. Now, role-play the conversation with your partners. 2. Let some pairs to act out the conversation in front of the class. Ⅷ. Role-play 1. Ask Ss to read the conversation in 2d and answer the questions below. ① Are Jenny and Laura talking on the phone? (Yes, they are.) ② What's Laura doing now? (She's washing her clothes.) ③ What's Jenny doing? (She's watching TV.) ④ When do they meet at Jenny's home? (At half past six.) 2. Ss read the conversation and answer the questions above. 3. Check the answers with the Ss. 4. Let Ss work in pairs and role-play the conversation. Homework: 1. Review the words and expressions in this period. 2. Understand the knowledge about the present progressive tense. 3. Make five sentences on what are you doing now. 板书设计： Section A 2 (Grammar Focus-3c) Section A1 (1a-2d) Drills： 1. —What are you doing? —I'm watching TV. 2. —What's he doing? —He's using the computer. 3. —What are they doing? —They're listening to a CD. 2b: are, doing; watching TV. listening to a CD, boring, interesting, go 2d. ① Are Jenny and Laura talking on the phone?(Yes, they are.) ② What's Laura doing now? (She's washing her clothes.) ③ What's Jenny doing? (She's watching TV.) ④ When do they meet at Jenny's home? (At half past six.) 一、教学目标： 1. 语言知识目标： 1) 继续练习运用现在进行时态来谈论人们正在做的事情。 2） 掌握现在时行时态的结构及用法。 3）掌握动词的现在分词形式的构成方式。 能掌握以下句型： ①—What’s he/she doing? —She's/He's washing the clothes. ② —What are they doing? —They are listening to a CD. ③—Is he reading a newspaper? —Yes, he is./No, he isn't. ④ —Are they using the computer? —Yes, they are./ No, they aren't. 2. 情感态度价值观目标： 培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判 断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模 仿，敢于开口，积极参与，主动请教。 二、教学重难点 1. 教学重点： 1) 掌握现在进行时态的结构及用法。 2) 通过不同形式的练习来运用现在进行时态。 2. 教学难点： 1) 掌握现在时行时态的结构及用法。 2) 运用现在进行来描述人们正在进行的活动。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Let some pairs role-play the conversation in 2b and 2d. Ⅱ. Grammar Focus. 1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。 ① 你在做什么事情？_____________________ ② 我在看电视。 __________________ ③ 她在做什么事情？___________________ ④ 她在洗衣服。 ____________________ ⑤ 他们在做什么？___________________ ⑥ 他们在听 CD。 ___________________ ⑦ 你在做作业吗？__________________________ ⑧ 是的。/ 不是。 __________________________ … 2. Ss work by themselves and check the answers with each other. 3. Give Ss seven more minutes to remember the sentences. 4. 自主学习有关现在进行时态的语法知识学案 现在时行时态 一、用法：1. 表示现在（说话瞬间）正在进行或发生的动作。例如： 我正在做作业。 I’m _______ my homework now. 他们在操场上踢足球。 They’re ________ soccer on the playground. 2. 也可表示当前一段时间内的活动或现阶段正在进行的动作。例如： 这些天来，我们在做一架模型飞机。 We are ____________________ these days 二、句子结构： 1. 陈述句：主语+ be (am, is, are) not + V. –ing +… 我正在洗衣服。 ________________________________ 2. 一般疑问句： Be(Am, Is, Are) + 主语 + V.-ing … 她正在弹钢琴吗？ ______________________________ 三、常用时间状语： now, right now 或表示现在情景的 Look, listen 等。 格林先生现在正在写一个故事。 四、 与一般现在时态的区别 一般现在时态表示经常性、习惯性的动作；谓语动词为原形或第三人称单 数形式； 时间状语常为 usually, often, sometimes, on Monday, every day 琳达通常在早上冲个澡。 ___________________________________ Ⅲ. Practice 1. Work on 3a. Now let's write sentences following the examples. 指导：这个练习题是帮助同学们理解现在时行时态与一般现在时态的区别用法； 同学们应根据上述语法学习内容来造句子。首先，应明确一般现在时态的句子结 构，和现在进行时态的句子结构。然后，看提示词中的时间状语，确定是用什么 时态。然后，写出正确恰当的句子。 2. Ss write the sentences with the help the words and expressions. 3. Check the answers with the Ss. Ⅳ. Practice 1. Work on 3b. Tell Ss to number the sentences in order to make a telephone conversation. Then practice it with a partner. 2. 阅读指导： 首先，应明确这是一个电话会谈，因此应先通读所有的句子。然 后，理解大意的基础上，找出首句。然后，顺藤摸瓜，依次找出下面的对话内容。 最后，全面的读一遍对话，看是否通顺合理。 通过读对话，可知 What are you doing? 应是第一句话；这样，I'm reading a book. 就是第二句话…… 3. Ss read all the sentences and number the conversation. 4. Practice the conversation with a partner. Ⅴ. Game 1. Now let's play a game. Work in groups. One student makes an activity. The other students in the groups guess what the activity is. Then take turns make activities and guess. 2. Ss play the game in a group. 3. Teacher can walk around the classroom and give any help students need. Ⅵ. Exercises 1. If time is enough, do more exercises on the big screen. Homework 1. Read the sentences in Grammar Focus. 2. What are your family members doing now? Write five sentences on what they're doing now. 板书设计 Section B 1 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能 掌 握 以 下 单 词 ： pool, shop, supermarket, man, host, study, state, the United States, American, dragon, young, race, say, other, children, miss, wish, delicious, living room 2) 能掌握以下句型： ① —What time is it in Beijing? Section A 2Grammar Focus-3c 一、现在时行时态： 1. 表示现在（说话瞬间）正在进行或发生的动作。 2. 也可表示当前一段时间内的活动或现阶段正在进行的动作。 二、句子结构： 1. 陈述句：主语+ be (am, is, are) not + V. –ing +… 2. 一般疑问句： Be(Am, Is, Are) + 主语 + V.-ing … 三、常用时间状语： now, right now 或表示现在情景的 Look, listen 等。 四、 与一般现在时态的区别 一般现在时态表示经常性、习惯性的动作；谓语动词为原形或第三人称单 数形式； 时间状语常为 usually, often, sometimes, on Monday, every day —It's eight o'clock in the morning. ② —It's 9:00 a.m. and Zhu Hui's family are at home. ③ —Zhu Hui misses his family and wishes to have his mom's delicious zongzi. 2. 情感态度价值观目标： 培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判 断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模 仿，敢于开口，积极参与，主动请教。了解中西方文化的不同，具有世界观念， 了解其他的国家的文化。 二、教学重难点 1. 教学重点： 1) 掌握本课出现生的词及表达方式。 2) 进一步练习运用现在进行时态的句子来描述他人在做的事情。 3) 通过听、说、读的练习，提高学生们的综合运用能力。 2. 教学难点 阅读短文，获得相关信息，完成相关任务。 三、教学过程 Ⅰ. Warming- up and revision 1. Review the knowledge on the present progressive tense. 2. Check the homework and let some Ss read their sentences. Ⅱ. Presentation 1. T: Show some pictures on the big screen. Present some new words and expressions. (pool, shop, supermarket, …) 2. Give Ss some time to remember the new words and expressions. Ⅲ. Writing 1. T: Look at the pictures below. Where are they? What are they doing? Please look at the pictures and fill in the blanks. 2. Ss work in groups. Discuss the pictures about the places and the activities they are doing. Then fill in the blanks. 3. Let some Ss read their answers to the class and check the answers. Ⅳ. Pair work 1. Look at the pictures and ask and answer questions. Give Ss a model: A: Is the man swimming in the river? B: No, he isn't. He's swimming in a pool. 2. Ss work with their partners. Ask and answer about the pictures. (If necessary, give some help to the Ss.) 3. Let some pairs ask and answer about the pictures. Ⅴ. Listening Work on 1c: 1. T: Now I will play a recording of a conversation. This time write the places you hear in the chart. 2. Ss listen and write the places. 3. Play the recording again for the Ss to check the answers. Ⅵ. Listening Work on 1d: 1. This time, please listen to the recording and write the activities you hear in the chart. 2. Play recording and stop the tape if necessary. 3. Play the whole recording and have students write the words they hear in the chart. 4. Check the answers. Ⅶ. Pairwork 1. Now let's make a conversation using the information in the chart. Ask some Ss to give a model: S1: Is Alice playing basketball? S2: No, she isn't. She's… 2. Ss work with their partners and make their conversations. 3. Let some Ss act out their conversation. Ⅷ. Presentation 1. Show some photos about Dragon Boat Day and zongzi. Let some Ss tell something they know about the customs of this festival. 2. Present some new words and expressions in the article. Ⅸ. Reading 1. Fast Reading Read the article and answer the two questions. ① Why are Zhu Hui's family watching boat race and making zongzi? ② Does Zhu Hui like his host family? What about his home in China? Ss read the article quickly and find the answers to the two questions. Check the answers with the class. 2. Careful Reading Read the article again. What are these people doing now? Then fill in the chart below. Places Shenzhen Time his dad and uncle his mom and aunt Places New York Time the mother the father Zhuhui Ss read the article and fill in the blanks. Then check the answers with the class. 3. Work on 2c Now let's look at the chart in 2c. You should match the verbs in column A with the words in column B. Then use the phrase to write sentences according to the TV report. Make sure Ss know what to do. 阅读指导： 1) 读表格中的词汇，根据短文内容，将左右两栏的内容连在一起。 2）可以先将记得清楚的词汇连在一起，最后连较较为模糊一点的词组。 3）带着这些词组再去读短文，找到相关词组的地方，然后明确所连的词组是否 正确。 4）比照课本上的句子，再用这些词组造句子。 学生们按老师指导的思路进行学习活动，最后，将所造的句子写在练习本上，并 将相互检查所造句子的正确与否。 Homework 1. Ask Ss retell the article after class. 2. Use the following words to make sentences 1. in the United States 2. live with 3. any other 4. talk on the phone 5. miss 6. wish to do sth. 板书设计： Section B 1 1a-2c 1a: 1. library; 2. swimming 3. supermarket, shopping, 4. playground, playing basketball 2b: ① Why are Zhu Hui's family watching boat race and making zongzi? ② Does Zhu Hui like his host family? What about his home in China? Shenzhen New York time the mother the father Zhuhui Section B2 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 复习巩固掌握本课出现的生词及表达方式。 2) 进一步练习运用现在进行时态的句子来描述他人在做的事情。 3) 通过不同形式的练习，提高学生们综合运用所学知识的能力。 2. 情感态度价值观目标： 培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判 断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模 仿，敢于开口，积极参与，主动请教。了解中西方文化的不同，具有世界观念， 了解其他的国家的文化。 二、教学重难点 1. 教学重点： 1) 能根据相关提示词来描述他人正在做的事情。 2）能运用自己所学的知识来描述一些正在发生的事情。 3）通过做不同形式的练习来熟练运用本单元所学的知识。 2. 教学难点： 运用自己所学的相关知识来描述正在发生的事情。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Check the homework let some Ss retell the article in the 2b. Ⅱ. Presentation 1. Show a photo of the teacher's family. T: Look! This is a photo of my family. What are my family doing? 2. Ask some Ss ask and answer about the photo. S1: What's our teacher doing? S2: She's reading a book. S1: What's his daughter doing? S2: She's playing with her friends. S1: What's Mrs. Li doing? S2: She's using the computer. Ⅲ. Practice 1. T: OK. Yesterday, I asked you to take a photo of your family to school? Have you got it? (Ss take out their photos.) 2. Now work with your partners. Ask and answer about the pictures. 3. Ss work in pairs. Ask and answer about the pictures as S1 and S2 did. 4. Let some pairs ask and answer their photos. Ⅳ. Writing 1. Let's look at Jim's family photo and read his letter to Bob. Try to fill in the blanks. 2. 写作指导：首先，应阅读信的内容。认真读每一个句子，找出句子的主语， 明 确本句话所说的人物；然后，看图画中该人物正在做的事情。用正确的时态写出 此人物正在做的事情。 3. 学生们按老师的指导意见，阅读、看图画并补全信件的内容。 4. 相互交换信件，并检测有没有错误。让几名同学读自己的短文，给同学们做 一个例子。 Ⅴ. Self Check 1 1. 让学生们看表格，讲一讲每一列所代表的意思。 2. 学生明白本表是讲动词的现在分词的构成方式后，让学生们自己从课本找学 过的单词写在表格里。 3. 在大屏幕上呈献更多的单词，让学生们做参考。 Ⅵ. Self Check 2 1. Tell Ss A and B are talking about what they are doing now. Read the conversation and write questions with the help of the words in the bracket. 2. Ss read the conversation and try to make questions with the help of the words in the bracket. 3. Check the answers with the class. 4. Have Ss role-play the conversation. Homework 总结动词现在分词的变化规则，并整理在笔记，做强化记忆。 板书设计： Section B 3a-Self Check 3a: are watching TV; is reading a newspaper, is doing his homework 3b: One possible version: My family are all at home today. My father is cleaning his car outside. My mother is cooking in the kitchen. My sister is playing computer games. My grandparents are watching TV in the living room. Self Check 1: read-reading; draw-drawing; live-living, have-having, save-saving; sit-sitting, shop-shopping, put-putting Self Check 2: What are you doing? Let's play soccer. What is Tony doing? Is Steve studying, too? Unit 7 It’s raining. Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： rain, windy, cloudy, sunny, snow, weather, cook, bad, park, message, take a message, could, back, problem 能掌握以下句型： ① —How's the weather in Beijing? —It's sunny. ② —Can I take a message for him? —Yes. Could you just tell him to call me back? —Sure, no problem. 2) 能用所学的知识描述天气情况。 3）描述正在发生的动作。 2. 情感态度价值观目标： 教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况， 增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学 好科学知识，为长大后探索神奇的大自然，打好基础。 二、教学重难点 1. 教学重点： 1) The vocabulary and useful expressions. 2) —How’s the weather? —It's raining/ windy. 3) —What are you doing? —I'm playing basketball. 2. 教学难点： 运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。 三、教学过程 Ⅰ. Warming-up and Lead in 1. Greet the Ss and check the homework. 2. Watch a video program about the weather. Ⅱ. Presentation 1. (Show some pictures of the weather) Let Ss look at the pictures and ask them how the weather is. Ss learn the new words and expressions with the help of the pictures. 2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss to match the words with pictures. 3. Check the answers. Ⅲ. Game (How's the weather?) 1. (Showing some pictures on the big screen.) Ask Ss "How's the weather?" 2. Ss guess and answer the question. Ⅳ. Listening 1. Now let's look at the city names in the box in 1b. Please read after me. Ss read the cities after the teacher. 2. Now, We’ll hear four conversations. Listen carefully, point out each city in the picture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather. 3. Check the answers. Ⅴ. Pair work 1. Tell the Ss: If you are in one of the places in the picture above. Talk about the weather with your friends in another city on the phone. 2. Make a model with a student like this: T: Hi! How's the weather in Beijing? S1: It's sunny. 3. Ss work in pairs. Ask and answer about the weather in the cities. Ⅵ. Listening 1. Work on 2a. Let's see what Joe's families are doing. Point to the 4 pictures. 2. Ask Ss tell each person is doing in each picture. More attentions should be paid to the correct use of the Present Progressive Tense. 3. Play the recording for the Ss to listen and number the pictures [1-4]. 4. Play the tape for Ss to check the answers. 5. With the whole picture, get some Ss to tell the story of it. 6. Brainstorming Play the tape for another time. Then do a memory test. Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing? What're Scott and Lucy doing? Is Jeff watching TV? etc. 7. Let Ss match the names with the activities in 2b. Play the recording for the Ss to check the answers. Ⅶ. Pair work 1. Look at the pictures and talk about the people in 2a with a partner. 2. Ask a student the questions as a model: T: What's Uncle Joe doing? S1: He's playing basketball. 3. Ss work in pairs. Ask and answer about the pictures. Ⅷ. Role-play 1. Ask Ss to read the conversation and answer the questions: ① What's Steve doing? ② What's Rick's brother doing? Ss read the conversations and answer the questions. Then check the answers together. 2. Let Ss role-play the conversation in pairs. IX. Language points. X. Exercises Homework: 一、总结有关天气的词汇。 二、编写三个有关天气问答的对话。 1. windy 2. raining 3. snowy 板书设计： Section A (Grammar Focus-3b) 一、教学目标： 1. 语言知识目标： 1) 继续练习运用描述天气情况、描述正在发生的动作。 2) 通过多种形式的练习方式来让学生们熟练掌握描述天气情况及描述正发 生的事情。 2. 情感态度价值观目标： 教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况， 增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立 志学好科学知识，为长大后探索神奇的大自然，打好基础。 二、教学重难点 1. 教学重点： 1) 总结掌握询问及描述天气所用的语言及句子结构。 Section A (1a-2d) Drills： 1. —How's the weather in Beijing? —It's sunny. 2. —What's Uncle Joe doing? —He is playing basketball. 2c: —What's Uncle Joe doing? —He's playing basketball. —What's Aunt Sally doing? —She's cooking. —What's Mary doing? —She's watching TV. 2) 会运用所学的知识在实际对话中描述天气及他人正做的事情。 2. 教学难点： 能根据情境提示来描述天气或他人正在做的事情。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expressions in period 1. 2. Ask some pairs to role-play the conversation in 2d. Ⅱ. Grammar Focus. 1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。 ① 天气怎么样？ _____________________ 天气多云。/天气晴朗。/天在下雨。 ____________________ ② 你在做什么？ ___________________ 我在做饭。 ___________________ ③ 他们在做什么？ ____________________ 他们正在公园里打篮球。 _____________________ ④ 他在做什么？ _________________________________ 他在他朋友家里学习。 _______________________________ ⑤ 情况怎么样？ ___________________ 很好！/不错。/ 糟糕！ ____________________ 2. Ss fill in the blanks and check the answers themselves. 3. 探究乐园 ① 疑问副词 how 用来询问天气。 今天天气怎么样？ _______ the weather today? 【拓展】询问天气还可以说：_______ the weather _______ ? ② how 用于问候，打招呼 你好吗？_________________________ 你那里情况如何？ _____________________ ③ how 用来询问方式或手段。 你怎样去上学？ _______do you go to school? ④ how 用来询问年龄 你弟弟多大年龄？ _______ _______ is your brother? ⑤ how 用于询问价格 那件紫色的毛衣多少钱？ _____________ are the purple sweater? 4. Ss read the sentences and learn by themselves. Ⅲ. Practice 1. Work on 3a. Fill in the blanks with the correct forms of the verbs in the box. Then practice the conversations with a partner. 2.指导： 根据上下文的问句和答语来确定空格处的意思, 特别是每个空格后面的 词汇。 根据上下文的时态及时间状语来确定句子的时态。如: right now 为现在进 行时态的时间状语。而 usually，every Saturday 及 every day 是一般现在 时态的时间状语。 现在进行时态的句子结构：be (am, is, are) + 动词的 ing 形式; 一般现在时 态的句子用动词的原形或第三人称单数形式。如: 第一题由问句可知答句 为现在进行时。后一句为一般现在时。 3. Ss read the conversations and fill in the blanks. 4. Check the answers with the class. 5. Ss practice the conversation in pairs. 6. Ask some pairs role-play the conversation. Ⅳ. Practice 1. Work on 3b. Yuan Yuan from CCTV is interviewing people in five different places. Fill in the chart below. 2. Ss work in groups. Discuss the pictures and talk about the weather and what the people doing. Make a model for the Ss: —How's the weather in Picture a? —It's sunny. —What's the boy doing? —He's playing the guitar. 3. Ss ask and answer about the pictures. Then fill in the blanks. 4. Check the answers with the class. Ⅴ. Practice 1. Every student draws a picture. On your pictures sb. is doing something in some kind of weather. 2. Ask and answer about the picture. —How's the weather? —What's he/she doing? Ⅵ. Exercises Homework 1. Read the sentences in Grammar Focus. 2. Make some conversation about the weather and the activities. 板书设计 Section A Grammar Focus-3c 1. —How's it going? —Great! / Not bad./ Terrible. —What are they doing? —They're playing basketball in the park. 3a: 1. am doing; do; 2. is playing, plays; 3. Is, studying; is studying 4. are making, make; 5. Is, talking; talks Section B 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：dry, cold, hot, warm, visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country 2) 能掌握以下句型： ① —How's it going? —Not too bad. ② Are you studying hard or having fun? ③ I'm having a great time in Europe. 2. 情感态度价值观目标： 教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况， 增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立 志学好科学知识，为长大后探索神奇的大自然，打好基础。 二、教学重难点 1. 教学重点： 1) 继续学习有关天气的词汇，运用所学的词汇来描述天气。 2) 描述在不同的天气情况中人们正在做的事情。 3) 阅读短文，提高获取相关信息的能力。 2. 教学难点 1) 进行听力训练，培养学生们的听说能力。 2) 阅读短文，提高学生们的阅读能力。 三、教学过程 Ⅰ. Warming- up and revision 1. Ask and answer about the weather. 2. Ask and answer what sb. is doing. Ⅱ. Presentation 1. Show some pictures on the big screen. Present the new words. dry, cold, hot, warm … 2. Ss learn the new words and expressions and try to understand the expressions. 3. Give Ss some time and try to remember the new words and expressions. Ⅲ. Matching 1. Read the words in the box in 1a. Then look at the pictures. Match the words with the pictures. Ss match the words with the picture. 2. Check the answers. Ⅳ. Pairwork 1. Look at the pictures in 1a. Ask and answer questions about the weather in the pictures in 1a. Give an example to the Ss. T: How's the weather in the picture d? S1: It's dry. 2. Now work in pairs. Ask and answer about questions about the weather in the pictures in 1a. 3. Ask some pairs to ask and answer about the questions. Ⅴ. Listening work on 1c: 1. Read the chart in 1c. 2. Play the tape for the Ss to listen and write what Mary and Eric answer to "How's it going?". 3. Play the recording twice. The first time Ss only listen. For the second Ss listen and write down the words in the blanks. Ⅵ. Listening Work on 1d: 1. Listen again. What does Eric answer to "What are you doing?" & "How's the weather?" 2. Play the recording twice. The first time Ss only listen. For the second Ss listen and write down the words in the blanks. 3. Check the answers. Ⅶ. Talking 1. Look at the pictures in 2a. Talk about the pictures with a partner. How's the weather? What are the people doing? Make a model to the Ss. S1: How's the weather in picture a? S2: It's sunny and warm. S1: What's the girl doing? S2: She's sitting near the pool and drinking some juice. 2. Ss work in pairs and talk about the pictures. 3. Let some pairs ask and answer the pictures aloud. Ⅷ. Presentation 1. Show some pictures on the big screen to present some of the new words in the postcards in 2b. 2. Teach Ss the new words. Then let Ss read the new words after the teacher. Ⅸ. Reading 1. Fast Reading Read the postcards in 2b and math each postcard with the correct picture in 2a. Ss read the postcards quickly and match the postcard the correct picture. Then check the answers. 2. Careful reading: Read the first postcard again and find the answers to these questions. ① Where is Su Lin now? ② What is Su Lin studying here? ③ Is she visiting some of his old friends there? ④ What’s she doing right now? ⑤ How’s the weather there? Read the second postcard again and find the answers to these questions. ① Where is Dave now? ② What are Dave and his family doing there? ③ Are they having a good time? ④ How’s the weather there? ⑤ How’s the weather in Jane’s country? Ss read the postcards and try to find the answers to the questions. Then check the answers with the class. Ⅹ. After Reading 1. Read the postcards again and fill in the chart with the information from the postcards in 2b. 2. 阅读指导： 1) 先看表格，可知本题要求我们读明信片，完成 Sun Lin 和 Wen Wei 现在 在哪里在、那里的天气如何以及他们正在做的事情这三项内容。 2) 带着三个问题，分别去在 Sun Lin 和 Wen Wei 所写的明信片中去寻找相 关内容。 3) 找到相关依据后，再认真分析这三个问题的正确答案，然后填写在空格 处。 3. Check the answers with Ss. XI. Language points XII. Exercise Homework 1. Remember the new words and expressions learned in this period. 2. Retell the first postcard in 2b. 板书设计： Section B 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 复习与运用所学的有关天气的相关知识来描述天气。 2) 能正确地描述他人正在进行的活动。 3）能根据所提供的相关材料描写某地的天气情况及某人正在进行的活动。 2. 情感态度价值观目标： 教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况， 增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立 志学好科学知识，为长大后探索神奇的大自然，打好基础。 二、教学重难点 Section B 1a-2c 1a：1. d; 2. e; 3. a; 4. b; 5. c 1b: —How's the weather in picture d? —It's warm. —How's the weather in picture a? —It's cold —How's the weather in picture b? —It's cool. —How's the weather in picture c? —It's hot. —How's the weather in picture d? —It's dry. 2b: ① Where is Su Lin's uncle work? ② What is Su Lin doing in Canada? ③ Are Wen Wei and family having a great time? ④ Why can't Wen Wei call Jane? 1. 教学重点： 1) 综合运用所学的知识，完成短文，描述某地的天气及某些人物正在进行 的活动。 2) 能运用所学的知识，来描述某地的天气及某人正在进行的活动。 2. 教学难点： 能运用所学的知识，来描述某地的天气及某人正在进行的活动。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expression learned in Section B. 2. Let some Ss read the postcards in 2b. 3. Watch a video program about the weather forecast. Ⅱ. Presentation 1.Show some pictures on the big screen and present some new words and expressions in this period. (skate, snowy, winter, Russian, snowman) 2. Ss read the new words and try to remember them. Ⅲ. Free talk Finish some exercises. Ⅳ. Writing 1. T: Here's another postcard from Kate to Xiao Lu. Look at the pictures on the postcard. How's the weather there? And what is the girl doing? Let some Ss answer the two questions. 2. Let some Ss read the words in the box. Explain the meaning of the words that they don't know. 3. 思路指导： 首先, 应读方框里的单词, 掌握每个单 词的意思。 其次, 通读一遍短文, 理解短文大意。 然后, 认真读每个句子, 分析每个空格处前后上下文的意思，确定空格 处所缺单词的意思。如：第一、二两空格前有 weather 一词，可知空格 处只应填 snowy 和 windy 一词。第三空格后面有“俄罗斯面包”一词可推 知，空格处应为 buying 一词。第四空格由空格后面的 on a river 可知应 是“skate”一词。最后一空格是 take a photo of …，应用现在进行时态， 故填 taking。 4. 学生们在老师的指导方法下，读信的内容，然后补全短文内容。 5. Check the answers. V. Writing 1. Imagine you are on vacation. Write notes about your vacation. 2. Let some Ss read the questions aloud. 3. Make sure Ss know the meaning of the questions. 4. Ss think and write down some notes about their vacations. 5. Let Ss read out their own vacation notes. VI. Writing 1. Write a postcard to a friend. Tell your friend about your vacation and what you are doing. 2. 写作指导： 回想一下给你印象最深的一次度假活动。 可以将在 3b 中问题的答语, 做为写作的内容。 假想你现在正在度假。将回答问题的几个句子连起来，形成一个语句连 贯的短文。 注意，应用现在进行时态来表述现在正在发生的事情。 3. 学生们根据老师的指导方法，大胆地进行写作，发挥自己的想像力，写 出好的内容。 4. Let Ss read their postcard to the class. VII. Self Check 1 1. Tell Ss we've learned some words about feelings, weather and activities. Now discuss with your partners. Add more words in the box. 2. Ss work in pairs and add more words in the box. 3. Let some Ss read their words. Let other Ss add more words. VIII. Self Check 2 1.Read the sentences below on the left and find the responses on the right. 2.思路指导： 首先，应通读所有选项，掌握对话的大意。可知本对话是一个打电话的情 景，由打电话的常识可知左栏第一句话为首句，句意为“你好，我是詹妮” 可知答语应是右栏中的第二句话。 由左栏第二句末的“我可以给她带个话吗？”一句可以确定其答语为右栏中 的第三句话，“好的。你可以让她打电话 876-54321 吗？”。 当 A 方回答“没问题”后，B 方应当表示感谢。 3. Ss read the sentences below and find the responses. 4. Check the answers with the class. Then let the Ss practice the conversation with a partner. IX. Self Check 3 1. Put these sentences in order to make a conversation. Then write your own conversation. 2. 思路指导： 本题要求将一对话排列正确的说话顺序。 首先，通读所有的句子，理解对话的大意。 其次，在通读对话的基础上确定对话的首句应是打招呼的“Hi, Jill”一句。 接下来，就可以确定“Not too bad.”是第二句。 比较询问天气的问句和询问在下雨天里在做什么事情，可知应先问天气情 况。 最后，通读一遍对话，看是否通顺。 3. 学生们按指导方法，将对话的顺序排好。然后和伙伴练习这个对话。 4. 与伙伴共同编造一个与之相仿的对话。并向本小组的其他同学表演一下。 Homework 找一张你度假时照的照片，写一篇小短文向你的同学们介绍一下当时你度假 的情况。包括以下内容如下：  在何地度假  天气情况  你们正在进行的活动  你对假期的感受 板书设计： Unit 8 Is there a post office near here? Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能 掌 握 以 下 单 词 ： post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, near, across, across from, front, in front of, behind, town, around 能掌握以下句型： 1. ① —Is there a hospital near here? Section B 3a-Self Check 3a: snowy, windy; buying, playing, skating, talking Self Check 2: A：Hello? Jenny speaking. B: Hi, Jenny. It's Steve here. May I speak to Lucy, please? A：Sorry, she's not at home. Can I take a message? B: Yes. Could you ask her to call me at 8765-4321? A: Sure. No problem. B: Thank you. Bye. —Yes, there is. ② The pay phone is across from the library. ③ The pay phone is between the post office and the library. 2) 能了解以下语法： —— Where 引导的特殊疑问句及其答语。 ——学会 There is / are…。Is/are there..的句型及用法。 2. 情感态度价值观目标： ① 通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精 神。 ② 通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用 英语进行交际. 二、教学重难点 1. 教学重点： ①Where 引导的特殊疑问句。 ②there be 句型的肯定式、一般疑问句及其回答方式。 ③方位介词的用法。 2. 教学难点： 方位介词的用法。 三、教学过程 Ⅰ. Lead-in: T: Hello, everyone, please think about prepositions for position S: in, on…… T: Good, today we are going to learn other prepositions for position and several nouns. Please look at the following new words. post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, near, across, across from, front, in front of, behind, town, around At first, ask a few students to try to read them, then the teacher corrects their pronunciations. Ⅱ. Presentation: 1. T: Hello, class, how to ay about a general question and negative of “there be” S: When it is a general question, “be” should be put in the first word of a sentence. When it is negative, it should add “not” behind “be”. T: T: Excellent, then please think about What a positive answer and a negative answer are? S: A positive answer is “Yes, there is “or “Yes, there are.” A negative answer is “No, there isn’t “, or “No, there aren’t.” T: Good. Now please finish the following exercises: 1) There ______ (be) a lot of books on the desk. 2) There ______ (be) a bank and two ________ (library) on the street. 3) ______ ________ (有) a post office near here? Ⅲ. Listening: T: Now let’s listen to the tape, and circle the places you hear in 1a. (听力指导：做好听力题的两个关键：一是听前看图片或者文字材料；二是 听时抓住关键词。) Listen again: finish the following dialogues: Conversation 1: A: Is there a restaurant _______ on Bridge Street? B: Yes, _________ ________. Conversation 2: A: _______ there a post office ________ here? B: Um, Yes, there ______. ___________ one on Long Street. Conversation 3: A: Is there a ______________ on Center Street? B: No, __________ _______. IV. Listening: 1. Work on 2a; T: Now, look at 2b, listen and fill in the blanks with the words in the box. The students check the answers. 2. Check the answers: Ⅶ. Pair work 1. Ask the Ss to ask and answer questions about the places in 1a on page 43. Ⅷ. Role-play 1. Ask Ss to look at the conversations in 2d. Then Ss read the conversations by themselves and try to find out difficulties and suspicious. 2. T: 1. across from 意为“在……对面” e.g. The bank is across from our school. 银行就在我们学校对面。 【拓展】 across 作介词，意为“从一边到另一边；横过”。 e.g. Can you swim across the river? 你能游过这条河吗？ 2. in front of 意为“在……前面”（在某范 围之外） e.g. There is a car in front of the house. 在房子前一辆小汽车。 【辨析】in the front of “在……前面”（在 某范围之内） e.g. There is a table in the front of the classroom. 在教室的前面有一张桌子。 3. next to 意为“紧靠着；紧挨着；贴近” e.g. The little boy is next to his mother. 小男孩紧挨着他的母亲。 【辨析】next to 与 near 的区别 从空间讲 near 只表示“在……附近”；而 next to 有“紧挨着”之意；next to 比 near 靠的更近。 如：Peter sits next to Mike. 彼特紧挨着迈克坐。 Peter sits near Tom. 彼特坐在汤姆附近。 4. How can I help you? 需要我帮忙吗？ 表示向他人伸出援手，主动提出帮助的意思，此句还可说成：How can I help you?或 How may I help you? 类似的句子还有： May I help you? Do you need any help? Is there anything I can help (you) with? What can I do for you? Homework: 1. Write down the new words in this class. 2. 用今天所的学介词（near, next to, in front of, behind, between…and） 来写五个句子，描述一下你生活中常见的单位的位置。 板书设计： Section A (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：north 2) 继续练习 there be 句型的一般疑问句及其肯定与否定回答，学习以 where 引导的特殊疑问句的构成，能掌握以下句型： Section A (1a-2d) Sentences： 1. —Is there a hospital near here? —Yes, there is . 2. The pay phone is across from the library. 3. The pay phone is between the post office and the library. 4. It’s not too far from here. 5. I can walk with you. With ----preposition ①Is there a bank near here? Yes, there is. It’s on Center Street. ②Are there any restaurants near here? Yes, there’s one in front of the post office. ③Where’s the hotel? It’s behind the police station. ④ Where’s the bank? It’s next to the post office. ⑤ Where’s the park? It’s across from the bank, behind the hotel. ⑥Where are the pay phones? They’re between the post office and the library. 2. 情感态度价值观目标： By asking for and giving directions on the street to enhance our logical expression and interpersonal skills. 二、教学重难点 1. 教学重点： there be 句型的一般疑问句及其肯定与否定回答，以 where 引导的特殊疑问句的 构成。 2. 教学难点： Ask for and give directions on the street. 三、教学过程 Ⅰ. Lead-in: T: Hello, class, last lesson we studied some prepositions about position, such As: around, behind……, this class, we are going to learn other new words about asking the way. Now please look at them. along, go along, turn, right, left, turn, right, crossing, neighborhood Ⅱ.Grammar focus and revision 1. Review the grammar box. Ask students to say the questions and answers. Ask students to circle these words in the grammar focus section of their books: such as: on, across from, next to, between…..and. 2. 学生阅读 Grammar Focus 中的句子，然后做填空练习。 ① 附近有银行吗？_____________________ 是的。它在中心街上。 _________________________________ ② 附近有餐馆吗？ _________________________________ 有，在邮局前面有一家。 ________________________________ ③ 旅馆在哪里? ___________________ 它在公安局后面。______________________ 3. Ss check the answer with their partners. 4. Give Ss six more minutes to try to remember the sentences. T: Wonderful, now please look at 3a. 3. 探究学习 there be 句型 ⑴ There be ...句型表示的是“某处有(存在) 某人或某物”，其句式结构： 1. There be (is，are) +名词+地点状语 否定句：There isn’t / aren’t… 一般疑问句：Is/ Are + 主语 +…? 肯定回答：Yes, there is/are. 否定回答：No, there isn’t/aren’t. ⑵ There be 句型中的主谓一致原则 There be 句型中 be 动词的形式要和其后面的主语在人称和数上保持一致。 如果句子的主语是单数的可数名词，或是不可数名词，be 动词用“is”。 如果句子的主语是复数名词，be 动词就用“are”。 如果有两个或两个以上的名词作主语，be 动词要和最靠近它的那个主语 在数上保持一致，也就是我们常说的“就近原则”。 Ⅲ. Practice: Look at 3a, pay attention to the questions in the box. Ask students to read it out loud. Look at the map and answer the questions. 1. Where is the bank? _____________________________________ 2. Is there a restaurant on North Street? _____________________________________ 3. Where’s the pay phone? _____________________________________ 4. Where’s the post office? _____________________________________ 5. Is there a hospital near the pay phone? ______________________________________ Learn by heart the following phrases, write them down on the book. 1）in the neighborhood 在附近地区 2）go straight 直走 3）turn left 向左转 4）turn right 向右转 5）on the left 在左边 6）on the right 在右边 Ⅳ．Practice: Look at 3b. Ask the students to pay attention to the picture of 3a and write three sentences. Ⅴ. Guessing game: Ask the students to the picture in 1a on page 43. Then ask students to name all the buildings in the picture. Have the students work in groups. One person chooses a building in the picture of 1a, but doesn't tell anyone which building it is. The others ask questions like those in the activity 3c until they guess which building it is. Several students can take turns to choose the building, the others will guess. VI.Exercise: 完成下列句子。 1. 火车站在公园对面。 __________________________________ 2. 餐馆紧挨着邮局。 __________________________________ 3. 在银行前有一个投币电话。 ______________________________________ 4. 在医院后面有一个公园。 _________________________________ 5. 在公安局附近有一个超市吗？ ______________________________________ Homework: 1. Remember the sentences in the Grammar Focus. 2. 用所学的介词描述在你所在地周围这些场所的位置。 post office, police station, school, bus station 板书设计 Section B 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：spend, spend time, climb, road, often, air, sunshine, free, enjoy, enjoy reading, easily, money 2) 能掌握以下句型： ① I like to spend time there on weekends. ② I love to watch the monkeys climbing around. ③ It is very quiet and I enjoy reading there. ④ You can get to the library easily. ⑤ The best things do not need money. 2. 情感态度价值观目标： ① 通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精 神。 Section A Grammar Focus-3c ①Is there a bank near here? Yes, there is. It’s on Center Street. ②Are there any restaurants near here? Yes, there’s one in front of the post office. ③Where’s the hotel? It’s behind the police station. ④ Where are the pay phones? They’re between the post office and the library. ② 通过三个同学对自己住处的描述，培养学生爱自己家乡爱祖国的情感。 二、教学重难点 1. 教学重点： 1) Words and expressions. 2) Important sentences in 2b. 2. 教学难点 表示方位介词的理解与正确运用及指路的表达方式。 三、教学过程 Ⅰ. Warming- up and revision 1. Make a dictation of the new words and phrases of Section A. 2. Look at the picture of 3a. Get the students to be different pairs to ask and answer ways Ⅱ. Learn the new words T: Please look at the new words; let’s find out whose pronunciation is the best in my class. Ask the students to try to pronounce one by one, then the teacher correct it. Ⅲ. Practice Look at 1a. The teacher asks the Ss who could put the three phrases into English, then let the Ss match the words in the box with the signs, and see who does the best and most quickly. Ⅳ. Listening Look at 1a and 1b. 1. T asks the Ss to listen and write the correct place for each letter in the picture. 2. Listen again. Fill in the blanks. Check the answers. Ⅴ. Group work Look at the picture of 1b. 1. Divide the Ss into groups. Each group has two students. 2. T: Now please imagine you and your partner are the two people in the picture in 1b. Ask and answer questions about the places. Ⅵ. Explanation: Look at 2a and 2b. 1. The teacher asks the Ss to check the places near your home. Tell your partner where they are. 2. The teacher asks the Ss to find out difficulties. 3. Explanation: a). in my neighborhood 在我家附近 b). I like to spend time there on weekends. 我喜欢周末在那里度过时光。（提 示：spend 后跟动词的 ing 形式） c) I love to watch the monkeys climbing around. 我喜欢观看猴子们在周围爬树。 观看某人正在做某事 watch somebody doing d) To get there, I usually walk out and turn right on Bridge Road. 为了到达那里，我 通常走出去在 Bridge Road 向右拐。 To get there 在本句中为目的状语。 f) You can get to the library easily. 你可以容易地到达图书馆。 Easily 是副词，在这里修饰动词 get. 4. Ask the Ss to read aloud the passage, and learn the important sentences by heart. Ⅶ.Reading 1. Fast Reading: Read the passages and match each passage with a map. Ss read and match. Then check the answers. 2. Careful Reading Work on 2c: The teacher asks the Ss read passages again and answer the questions. Ss read the passage and try to answer the questions. Check the answers with the class. Choose the best student’s answer, and then read them in class. Homework 1. Write down the new words and sentences. 2. Write a composition about your family address and buildings around 板书设计： Section B 1a-2c a). in my neighborhood 在我家附近 b). I like to spend time there on weekends. 我喜欢周末在那里度过时光。 （提示：spend 后跟动词的 ing 形式） c) I love to watch the monkeys climbing around. 我喜欢观看猴子们在周 围爬树。 观看某人正在做某事 watch somebody doing d) To get there, I usually walk out and turn right on Bridge Road. 为了到达 那里，我通常走出去在 Bridge Road 向右拐。 To get there 在本句中为目的状语。 f) You can get to the library easily. 你可以容易地到达图书馆。 Easily 是副词，在这里修饰动词 get. Section B 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 复习方位词及词组的表达方式。 2) 熟练掌握如下特殊疑问句： ① Where do you live? ② What is your favorite place in your neighborhood? Why? ③ How do you get there from your home? 2. 情感态度价值观目标： 1)学会提供帮助的一些日常用语。 2)学会关注他人，关注社会，多做有益于他人和社会的好事情。 二、教学重难点 1. 教学重点： 1).there be 句型的一般疑问句及其肯定与否定回答，以 where, what, how 引导的 特殊疑问句的构成. 2). 掌握如下句型： ① I enjoy playing Chinese chess with my grandpa. ② We sometimes watch the neighbor’s cats climbing the trees. 2. 教学难点： 1) 学会阐述某一场所各个建筑物之间的位置关系，并能利用地图向他人介绍自 己所居住的社区。 2) My grandma makes the foods I like. 三、教学过程 Ⅰ. Warming- up and revision T: Hello, class, so far we have learnt the new words and sentences in Unit 8, now let’s have a dictation about the words and sentences. Ⅱ. Presentation Look at 3a. Ask the Ss look at the map of Cindy’s neighborhood and fill in the blanks. Then check the answers. Ⅲ. Writing Look at 3b, ask the Ss to draw a map of your neighborhood and write about it with the help of the following sentences. After writing it, correct the answers in groups, choose the most excellent answers to read in class at last. ① Where do you live? ② What is your favorite place in your neighborhood? Why? ③ How do you get there from your home? Ⅳ. Self Check 1 1. Have a competition: Look at Self Check 1. See who will finish the passage with the words in the box at first. Correct the answers: free, enjoy, climbing, spend. 2. Ask the Ss to find out difficulties in the passage, and then the teacher explains them. a) My grandma makes the foods I like. 我奶奶做我喜欢吃的食物。本句中的 I like 为后置定语从句，修饰先行词 foods, 此句只要求学生理解即可。 b) We sometimes watch the neighbor’s cats climbing the trees. 观看某人正在做某事，watch somebody doing something 观看某人做事的全过 程应为 watch somebody do something Ⅴ. Self Check 2 Tell the Ss to write five sentences about your school using “there is /are, there are some trees in my school.” Then check and correct them in groups. Ⅵ. Writing: Imagine you are one of the two people in the picture on page 46. You have to tell others how to get to the supermarket of library, please write a composition. Homework 1. Review the new words and sentences of this unit. 2. Make a conversation to introduce your favorite places. 板书设计： Section B (2 课时) 南黄初中 主备人：林鹏举 参与人：李志红 初一英语（下）Unit7 Where’s the post office? Unit 9 What does he look like？ Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： curly, straight, tall, medium, thin, heavy, build, tonight, Section B 3a-Self Check ① Where do you live? ② What is your favorite place in your neighborhood? Why? ③ How do you get there from your home? ④My grandma makes the foods I like. 我奶奶做我喜欢吃的食物。本句 中的 I like 为后置定语从句，修饰先行词 foods, 此句只要求学生理解即 可。 ⑤We sometimes watch the neighbor’s cats climbing the trees. 观看某人正在做某事，watch somebody doing something 观看某人做事 的全过程应为 watch somebody do something little, cinema, glasses, later 能掌握以下句型： —What does he look like? —He’s of medium/build. —What does he look like? —She has long straight hair. —Is he tall or short？ 2. 情感态度价值观目标： 让学生学会友好、客观地描述人的形象。 二、教学重难点 1. 教学重点： 掌握单词，熟练掌握描述人的形象的句型。 2. 教学难点： 掌握描述人的形象的句型。 三、教学过程 Ⅰ. Warming-up and revision 找出三名外貌差异较大的学生来做比较，一个胖而高大的男生（a fat and tall boy），一个瘦而较矮的男生（a thin and short boy），一个中等身材（of medium height）。 目的：引起学生的学习兴趣，了解人物的外貌特征，（即不管外貌如何在不 同的游戏中都能获胜）的对比培养学生的情感和态度：不要以貌取人（Don’t judge by appearance）。 然后用这两名学生为例教heavy, tall, thin, short引出句型： 1. What do you look like? He’s really tall. He has long straight hair. 2. What does she look like? She’s of medium/build. … Ⅱ. Presentation (Section A 1a) 1. Match the words with the people in the picture. (1a) 学习课本的第一部分P49,1a先看图片，然后搭配图片和相关的外貌特征的词。 Now please look at P49, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e) 留 2-3 分钟读写 1a 中的单词、短语。 2. 引导学生熟悉有关描述人的外貌特征的词 (1). 用漫画画人物教有关 height，curly 等单词。然后操练“What does he look like? He is really tall.” 注意 be 动词的用法。 (2). 一个 cartoon girl 教身体的各部位（ear, face, hair, eye, nose, mouth）。然 后操练“What does he look like? He has long straight hair.” 注意 has 的用法。 (3). pictures 来教有关头发的词汇, 注意 has 的用法。接着教 a beard, a moustache, glasses。 Ⅲ. Practice (Section A 1c) 1. Read the conversation and recite it. 2. Practice like the conversation according to some pictures. Ⅳ. Listening (1b, 2a & 2b) 1. Look at the picture of 1a, listen and fill the blanks in the picture. (1b) Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．And say the look of Amy’s friend．( He's really tall．And he has curly hair.) 2. Listen and answer the questions. (2a) 3. Listen again and fill in the chart. (2b) David Sally Peter is has 4. Listen a third time to understand the key words. Ⅴ. Practice (2c) 1. Student A looks at the chart in 2b. Student B asks Student A questions about one of the people and then draws a picture of the person quickly. 2. Act the dialogue. Ⅵ. Role-play the conversation. (2d) 1. Read the conversation to answer the questions： （1）When are they meeting? （2）Where are they meeting? （3）What does David look like? (4) Is he tall or short? 2. Read the conversation. 3. Role-play the conversation. 4. Explanation: (1) may be (2) a little Ⅶ. Guessing game (李咏 潘长江) 全班同学分为两组，每组选出一名同学作为组代表到黑板前面来，这两位同 学面向其他同学，背向黑板，不许回头。老师将两幅名人图片粘到黑板上或打在 屏幕上等，然后分别请这两组同学向本组的组代表描述本组图片上人的外貌、工 作（第四单元知识点）或其他相关情况，让本组的组代表最快猜到本组图片上名 人是谁的小组获得胜利。在游戏过程中注意：描述的同学每人只能描述一次，并 且只能描述一句，并尽可能多的描述人物外貌，在很难猜出时，可以描述工作或 其他相关情况。 Ⅷ. Homework 1. 熟记本节课所学单词，预习 P51& P52。 2．Describe your friends in the class and draw a picture of them. 板书设计： Section A (Grammar Focus-1d) 一、教学目标： 1. 语言知识目标： 1) 单词：handsome, actor, actress, person, nose 2）能掌握以下句型： ① He’s of medium/build. ② What does he look like? He’s really tall. ③ What does he look like? She has long straight hair. ④ Is he tall or short？ 2. 情感态度价值观目标： 学习让学生学会友好、客观地描述人的形象。 二、教学重难点 1. 教学重点： 学习单词、句型。 2. 教学难点： 让学生学会友好、客观地描述人的形象。 三、教学过程 Ⅰ. Warming- up and revision 1. Say what your friends in the class look like and show the pictures of them. 2. Work in pair. One student describe one of his friends in class, the other student guess who he/she is. Section A (1a-2d) Words & expressions Drills： curly, straight, tall, medium, What does he look like? He’s really tall. thin, heavy, build, tonight, She has long straight hair. little, cinema, glasses, later He’s of medium/build. 3. Write these words in the correct box. is has Read and write these words about 2 minutes. Ⅱ. Grammar Focus 1. 学生阅读 Grammar Focus 中的句子，并完成下列句子填空练习。 2. 指导。注意提醒、区分单复数，is 与 has。 ① 他长的什么样子？_____________________ 他个子很高。 _______________________ ② 她长的什么样子？ ___________________ 她长着长的直发。 ____________________ ③ 他们长的什么样子？___________________ 他们中等身材。 ___________________ ④ 他们长着直发还是卷发？__________________ 他们长着卷发。______________________ ⑤ 他个头是高还是矮？ ____________________ 他不高也不矮。他是中等身高。 _____________________________ Ss finish off the sentences and check the answers. 3. 自主探究 一、描述人物外貌的问句。 1. 她/他长得什么样子？ What does he/she ____ _______? 2. 他们长得什么样子？ What _____ they _____ ________? 3. 她个子是高还是矮？ ______ she tall ______ _______? 4. 他长着长发还是短发? _____ he have ______ hair _____ short hair? 二、描述人物形象的表达方式。 1. 描述身高、体重等整体特征时用 be 动词。如： 他很高/矮/中等身高。 He _____ tall/ _____/ ____ _______ height. 她长得很瘦/胖/中等身材。 She ____ thin/ _____/ of _______ ______. 2. 表示留着何种发型等用 have/has。 她留着长的直发。 She ______ _________ long hair. 3. 表示穿着、戴着眼镜（帽子）用 wear。 他戴着一幅眼镜。 He _____ a pair of _______. Ⅲ. Reading (Work on 3b) Read the sentences and circle the correct words to complete the conversation. 1. 阅读指导：首先，应读每个句子，理解句子的意思；然后，应根据主语的 单复数形式来确定谓语动词或助动词的单复数形式。之后，还要看动词后面是形 容词还是名词，这样来确定是用 is 还是 has/have; 最后，通读一遍本句子，看是 否通顺。 2. Ss read the sentences and chose the correct words quickly. 3. Check the answers. Ⅳ. Writing 1. Show some photos of the famous singer or actor (actress) Ask Ss: Who is your favorite singer/actor/actress? Ss think and answer this question. 2. Then ask them these two questions: What does your favorite actor or actress look like? 3. Ss think and answer: 4. Now write down your answers on the line. 5. Work in groups. Talk about your favorite teacher/friend … What does she/he look like? Think and write down your sentences. Ⅳ. Practice 学生分小组谈论自己感兴趣的名人长相，后填写下表 name is has likes Pan Changjiang short round face telling jokes 帮助学生具体问答，板书 thin，blonde, good-looking，basketball team，straight hair． Ⅷ. Homework 1. 熟记本节课所学单词，预习 P53。 2．Describe your family members and draw a picture of them. 板书设计： Words & expressions Drills： is: What does your friend Mark look like? heavy, thin Well, he is thin, and he has black hair of medium build Really? Is he tall or short? tall, short He isn't tall or short. He is of medium build. of medium height Does he has curly or straight hair? has: He has straight hair. And he is really handsome. Section B 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌 握以 下单 词： blonde, mouth, round, face, eye, singer, artist, crime, criminal, put, each, way, describe, differently, another, end, real 2) 能掌握描述人物相貌的句型。 2. 情感态度价值观目标： 帮助学生正确表述人物的相貌，并设计自己的样子。 二、教学重难点 正确、熟练地描述人物相貌。 三、教学过程 Ⅰ. Warming- up and revision 1. Who does best？ Say what your family members look like and show the picture of them to the class. 2. Say what your favorite singer or athlete looks like, others guess who he/she is. Ⅱ. Presentation 1. Write the words describing the people as many as possible, e.g. tall, thin, … black hair, round face … (Show some pictures on the big screen, and present the new words and expressions in this period) (blonde, mouth, round, face, eye, singer, artist, crime, criminal …) 2. Work on 1a: Match the words with the pictures. 3. Read and write these words about 2 minutes. Ⅲ. Writing 1. Read the phrases in the box in 1b and make sentences about famous people with the words. e.g. Zhao Benshan has a long face. 2. Fill in the blanks and check each other. Ⅳ. Listening Work on 1c: You will hear Maria and Danny talking about Tina Brown and Johnny Dean. 1. Your job is to write the job each person does. Point to the heading "Job" on the chart. Listen again and check the answers. 2. This time your job is to write what each person looks like. Point to the heading "looks like". Check the answers. Johnny Dean Tina Brown Job singer actress Looks like really tall and thin has curly hair funny glasses medium height has long blonde hair beautiful 3. Listen a third time to understand the key words. Ⅴ. Practice 1. Complete the chart with the words of the opposite meaning. young thin tall long curly 2. Ss discuss with their partners, then check the answers. Ⅵ. Thinking about what you will look like in 20 years. 1. Write what you look like now. I’m … I have … 2. 设计一下自己的新形象。 I’m … I have … Ⅶ. Reading & writing（2b & 2c） 1. Look at the pictures of 2b and say what the three people look like. 2. Fast reading: Read the article and find the real criminal. 3. Careful reading: Read the article again and find the words describing what the three people look like in the article. Let some Ss read out the sentences. Work on 2c: 1. Read the article again and write what the words in bold refer to. 1）He = 2）it = 3）him = 2. 阅读指导：（见课件） 3. Read the article to find the language points and try to translate into Chinese. 4. Explaining the language points: 1) talk to 2) in the end Homework 1. Read the article of 2b. 2. Write your new look and draw on a piece of paper. 板书设计： Section B 3a-Self -Check 一、教学目标： 1. 语言知识目标： 1. 知识目标： 1) 单词：复习整个单元。 2) 句型：复习整个单元。 2. 能力目标： 1) 能熟练的用英语进行对人外表特点的描述，并根据描述画出人像。 2) 能掌握本单元出现的表示人外观的词组及句型，并能结合实际生活进行灵活 运用这些词组及句型描述别人的外表, 提高写作水平。 2. 情感态度价值观目标： 情感态度目标：能在小组活动中积极与他人合作，相互帮助，共同完成学习 任务, 尽情享受学习的乐趣。 二、教学重难点 1. 教学重点：掌握本单元单词、短语，描述人物外貌特征。 2. 教学难点：准确、熟练地描述人物外貌特征 三、教学过程 Ⅰ. Warming- up and revision Show the picture of your new look and tell it to the class to find who does best. Ⅱ. Presentation 1. Who remembers best? （检测本单元单词） 2. Write more words in each box. (Self Check 1). Words & expressions Drills： rocker singer; tall, thin, long curly hair, glasses movie actor; medium height, long blonde hair 2a: old, heavy/fat; short, short; straight 2c: Joe Brown; a picture of the criminal; the criminal draw a good picture of each criminal; many people To find who writes most right words. 3. Read and write these words about 3 minutes. Ⅲ. Fill the blanks with the words in the box. (3a) 1. Look at the picture of 3a to say what Jack looks like. 2. Fill in the blanks quickly. 3. Check the answers. 4. Read the passage and translate into Chinese. 5. Language points 1) first of all 2) be good at Ⅳ. Writing (3b) 1. Read the questions in the form of 3b. 2. 写作指导：（见课件） 3. Write a passage about your best friend. 4. Check the passages each other to correct them in the group. 4. Read the best passage for the class. Ⅴ. Self Check 2 1. What do you parents look like? Describe them like this: My dad is tall. He has … He wears … He likes … My mum is … She has … She wears … She likes … 2. Check the passages each other to correct them in the group. 3. Read the best passage for the class. Ⅴ. Game 任务：车站接人 目的：模拟交际，巩固用英语描述人物外形特征的词汇，强化“辨别人物”的语言 功能。 材料：卡片数张 语言技能：Listening, reading, speaking and writing 语言知识： What does he/she look like? He is tall and thin/medium height/medium build. His hair is straight/curly/black/brown/blonde/short/long. He has big eyes/a round face … He is wearing … 活动形式：Whole-class activity （1）教师布置任务：接人者在车站并根据卡片上的描述找到所要找的客人。提 出具体要求，并对教室进行适当的布置，创设一个模拟车站的情景。 （2）教师发给每位同学一张卡片，让其在卡片的正面用英语描述自己的外貌特 征，在反面做记号，完成后，教师把卡片收回。 （3）教师选出十名学生去车站接人，每人从收集的卡片中抽取一张，并根据卡 片的描述找到所要找的“客人”；（若时间允许可进行第二、三轮。） （4）学生评委和老师根据找出所接客人的时间和准确性，选出“火眼金睛”数名。 这些活动使学生置身于自然、真实的语言环境中，进行大胆、合理的想象， 创造性地使用课文中学到的有关人物外貌特征的知识，这样，不仅巩固了所学内 容，训练了语言组织能力，而且还联系与接触社会实际，拉进了学生与社会、与 生活的距离，拓宽了学习内容。 Ⅵ. Homework 1. To master the words and expressions of this unit. 2. To master the sentences of Grammar Focus. 板书设计： Unit 10 I’d like some noodles. Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： noodles, mutton, beef, cabbage, potato, special, would, would like, order, bowl, size, tofu 能掌握以下句型： ① —What would you like? ② —I'm not sure yet. Are there any vegetables in the beef noodles? ③ May I take your order? ④ —Can we have two bowls of beef soup then? —Sure. What size would you like? —Medium, please. 2) 能了解以下语法：情态动词 would 的用法； Section B 3a-Self Check 3a: looks; thin, straight, glasses, shoes 3b: His name is Li Fan. She likes to wear jeans and white T-shirt. She has long hair big nose. Because she is funny and interesting. Self check 1: tall, short, of medium height; thin, heavy, of medium build; curly, short, long, black, blonde; glasses, T-shirt, sports shoes, jeans. 3）能掌握订餐或叫外卖等的用语。 2. 情感态度价值观目标： 体会学习英语的乐趣，做到“在用中学”“在学中用”。养成一个良好的饮食 习惯。 二、教学重难点 1. 教学重点： 1) 学习掌握本课时的重点词组及表达方式。 2) 引导学生们做听、说的训练。 2. 教学难点： 通过 role-play 的方式掌握如何订餐等用语。 三、教学过程 Ⅰ. Warming-up and lead in 1. Watch a video program about food and vegetables. 2. Ask and answer: What's your favorite food/drink/vegetables? Ⅱ. Presentation 1. (show some pictures of food on the big screen) Present some new words and expressions to the Ss. 2. Ss learn the new words and expressions by themselves and try to remember them. 3. Work on 1a: Read the words on the left and look at the pictures on the right. Write the letters of the food on the line. Then check the answers. Ⅲ. Game (Guess the food.) (Show some pictures of food on the big screen) Let Ss guess what food it is. Ss try to guess the food and learn the words. Ⅳ. Listening T: In the following conversation, one man is ordering some food. Now, let’s listen to the tape, find out the right noodles the person orders. Play the recording for the Ss to listen and check the answers. Ⅴ. Pair work 1. Present the conversation in 1b on the big screen and ask Ss to practice it. 2. Make their own conversations using the noodles in the picture. 3. Let some pairs act out their conversations. Ⅵ. Listening 1. Work on 2a; T: Now, look at the pictures on the right, listen to the conversations and check the names of the foods you hear. (Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and check the names of the foods. Check the answers. ) 2. Work on 2b: (Play the recording for the Ss to listen and complete the sentences.) Play the recording twice. The first time Ss just listen. And the second time, Ss listen and write down the words. (If necessary, use the pause button to help Ss) 3. Check the answers. Ⅶ. Pair work 1. Ask and answer questions with your partner. Use the information in 2a. 2. Show the conversations of 2a on the big screen to the Ss. 3. Make a model for the Ss. T: What kind of noodles would you like? S1: I'd like beef noodles, please. … 3. Ss work in pairs and practice the conversations. Ⅷ. Role-play 1. Ask Ss to read the conversation in 2d and find the answer to this question： What would they like? (They would like one large bowl of beef soup, one gongbao chicken, and one mapo tofu with rice.) 2. Check the answers with the Ss. 3. Ss work with their partners and role-play the conversation. VIII. Language points IX. Exercises Homework 1. Review the words and expressions in this period. 2. Role-play the conversation in 2d. 3. Write a short conversation to order some noodles you like in a restaurant. 板书设计： Section A (1a-2d) Drills： ① —What would you like? ② — I'm not sure yet. Are there any vegetables in the beef noodles? ③ May I take your order? ④ —Can we have two bowls of beef soup then? —Sure. What size would you like? —Medium, please. Section A (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 继续练习运用如何订餐或叫外卖等的用语。 2) 根据所提供的材料能运用所学的知识来补全对话。 3) 总结复习订餐时所用句型结构。 2. 情感态度价值观目标： 体会学习英语的乐趣，做到“在用中学”“，在学中用”。养成一个良好的饮 食习惯。 二、教学重难点 1. 教学重点： 1) 总结订餐所用语言及句子结构。 2) 学习理解情态动词 would 的用法。 3) 通用所学的知识在实际情境中订餐。 2. 教学难点： 1) 在较为真实的订餐语境中会运用学过的语言知识来补全对话。 2) 能掌握订餐的用法，并在实际情境中运用。 三、教学过程 Ⅰ. Grammar Focus. 1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。 ① 你想要什么面条？ ______________________________________ 请给我来牛肉面。________________________ ② 你想要什么碗的？_______________________ 请给我来中碗的。 ________________________________ ③ 你想来一个大碗吗? ____________________________________ 好的。______________________ ④ 在西红柿鸡蛋汤里有肉吗? _______________________________ 不，没有。_______________________ ⑥ I’d = ____________ ⑦ She’d = _________ ⑧ 不可数名词有：bread, milk, water, _____________________________ ⑨ 既 是 可 数 又 是 不 可 数 的 名 词 ： salad, chicken, ice cream, ______________ 2. Ss finish off the sentences and check the answers by themselves. 3. 自主探究 II. 探究乐园 一、would like 意为 “想要某物”，常用句式结构： 1. 你想要点什么？ What ______ you ______? 我想要一杯茶。 ____ _____ a cup of tea. 你想要什么面条？ What ____ of noodles _____ you like? 你想要多大号的毛衣？ What ____ of sweater ______ you like? （以上句型为有礼貌、委婉地表达征求对方的要求） 2. Would you like …? 你想要……吗？这也是用来向对方有礼貌地语气委婉 地 征求对方要求的句型。其答语为： Yes, please. /OK. /No, thanks. 你想要一些牛奶吗？ ______ you _____ some milk? 是的，谢谢。/ 不，谢谢。 Yes, _______. / No, _______. 【拓展】Would you like to do sth.? 你愿意做某事吗？ 用来有礼貌地向对方提出建议或邀请的句型。答语常为“Yes, I’d like to.” “Sorry, …” 二、可数名词与不可数名词 1. 可数名词：可数名词有单数、复数之分。其复数形式一般要加-s 或-es。 如： potato—_______; tomato—__________ 2. 不可数名词没有复数形式，只有单数形式。如： some ______ (米饭)；a lot of _____ (牛肉) (1) 不可数名词表示数量的多少时，必须与表示数量的名词连用，即“数词+ 表示数量的名词（可数名词）+ of + 不可数名词”，如： 两玻璃杯果汁 三碗米饭 _____ ______ of juice _____ ______ of rice (2) 不可数名词做主语时，谓语动词只能用单数形式。例如： 在碗里有一些羊肉汤。 There _____ _____ mutton soup in the bowl. 【拓展】如果不可数名词前有复数名词短语修饰时，谓语动词须用复数形式。 如： 房间里有两袋子大米。 ______ ______two bags of rice in the room. Ⅲ. Practice 1. Work on 3a. Tell Ss to complete the conversation with sentences on the right. 2. Ss work by themselves and complete the conversation. 3. Check the answers with the Ss. 4. Let Ss practice the conversations in pairs. Ⅳ. Practice 1. Work on 3b. Tell Ss to write questions and answers using the words in the brackets. Give a model to the Ss. What kind of noodles would you like? 2. 指导：看提示词，确定句子是对什么事情提问，检查句子的语序是否正确。 最后，再根据自己的实际情况回答些问题。 3. Practice the conversation with your partners. Ⅴ. Survey 1. Look at the pictures. There are four kinds of special foods. Who would like them, please make survey of you classmates. 2. Give Ss a model: S1: Anna, What would you like? S2: I'd like beef noodles with cabbage. 3. Write the result on a piece of paper and write a report. 4. Read your report in your group. Ⅵ. Exercise Homework 1. Remember the sentences in Grammar Focus. 2. Make some conversations to ask your friends what food they would like. Write a short conversation. 板书设计 Section A Grammar Focus-3c 缩写: I'd = I would she'd = she would 不可数名词：肉类，饮料类 可数又不可数名词： chicken, salad, ice-cream, cabbage （探究它们 做可数名词时及不可数名词时的意思） 3a: 1. D 2. A 3. F 4. C 5. E 6. B 3c: S1: Anna. What would you like to eat? S2: I'd like beef noodles with cabbage. Section B 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：world, answer, different, cake, candle, age, blow, blow out, if, will, UK, candy, lucky, popular, cut up idea 2) 能掌握以下句型： ① The answer would be different in different countries. ② The number of candles is the person's age. ③ In China, it's getting popular 2. 情感态度价值观目标： 体会学习英语的乐趣，做到“在用中学”“在学中用”。了解世界各地的饮食 文化，生日文化等事情，使学生们具有初步的世界文化观念。 二、教学重难点 1. 教学重点： 1) 通过进行听、说的训练，来提高学生们综合运用所学知识的能力。 2) 通过读、写的训练，来让学生们能真正在实际活动中运用所学的知识。 2. 教学难点 听力训练与阅读训练 三、教学过程 Ⅰ. Warming- up Let’s watch a video and learn. Ⅱ. Presentation 1. (show some pictures of food on the big screen) Present some new words and expressions to the Ss. 2. Ss learn the new words and expressions by themselves and try to remember them. 3. Work on 1a: Read the words in the chart and look at the pictures below. Write the letters of the foods or drinks on the line. Then check the answers. 4. Let Ss try to remember the new words and expressions. Ⅲ. Pairwork 1. Circle the things you like in 1a. Put an х next to the things you don’t like Then tell you partner what you like and don't like. Sa: I like dumplings, but I don't like noodles. Sb: Well, I like fish but I don't like meat. 2. Work in groups. Talk about what you like and what you don’t like. 3. Make a list of things every one likes and dislikes in your group. Then give a report to your classmates: In our group, Sa likes dumplings but she doesn't like noodles. Sb likes fish but she doesn't like meat. … 4. Let some Ss give their report. Ⅳ. Listening Work on 1c: 1. Ask Ss to read the ORDER FORM carefully. 2. Play the tape for the Ss to listen and complete the food order form. (Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and write down the names of the foods. ) Work on 1d: Listen again. Use the pause button to check the answers with the Ss. Ⅴ. Group work 1. Work in groups. Discuss what do you do or eat on your birthday? 2. Ss take turns to talk about it. S1: I usually get many nice gifts from my parents. I usually have a nice dinner in a restaurant. S2: My parents usually buy me some nice books and school things on my birthday. S3: …. 3. Write down what your group members do on their birthday. And give a report to the class. In my group, S1… S2… S3… Ⅵ. Presentation 1. (show some pictures of the new words in the passage on the big screen) Present some new words and expressions to the Ss. 2. Ss learn the new words and expressions by themselves and try to remember them. Ⅶ. Reading 1. Fast reading True or False 2. Careful reading Read the passage complete the chart below. 阅读指导： 首先，读表格，记住这四空格，分别是在美国及中国人们在过生日时所吃 的食物及他们的特殊含义。其次，带着问题去仔细读短文，并在短文中寻 找相关问题的回答依据。然后，根据相关依据，将答案写在空格处。 3. Read the messages again. Find the answers to the questions in 2c. 阅读指导：首先，读这四个问题，记住这四个问题。其次，带着问题去仔 细读短文，并在短文中寻找相关问题的回答依据。然后，根据相关依据， 写出问题的答案。 Check the answers with the Ss. VIII. Language points IX. Exercise Homework 1. Remember the new words and expressions in this period. 2. 用下列词汇造句： 1) around the world 2) in different countries 3) the number of 4) blow out 5) in one go 6) come true 7) get popular 8) cut up 板书设计： Section B 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 继续练习运用如何订餐或叫外卖等的用语。 2) 根据所提供的材料能运用所学的知识来补全对话。 3) 总结复习订餐时所用句型结构。 2. 情感态度价值观目标： 体会学习英语的乐趣，做到“在用中学”“在学中用”。了解世界各地的饮食 文化，生日文化等事情，使学生们具有初步的世界文化观念。 二、教学重难点 1. 教学重点： 1) 通过进行听、说的训练，来提高学生们综合运用所学知识的能力。 Section B 1a-2c 1a: 1.b 2. a 3, e 4. h 5. c 6. e 7. b 8. d 9. f 1b: I like dumplings, fish and orange juice. I don't like onions, green tea or porridge. 2b: birthday cake, the wish will come true long noodles, eggs, a symbol of long life; symbol of life and good luck 2) 通过读、写的训练，来让学生们能真正在实际活动中运用所学的知识。 2. 教学难点 阅读训练与写作训练 三、教学过程 Ⅰ. Warming- up and revision 1. Check the homework and have a dictation of the new words and expressions. 2. Let some Ss retell the passage in 2b. Ⅱ. Writing 1. Read the ads in 3a. Fill in the blanks with the words in the box. 阅读指导：首先，明白方框里单词的意思； 其次，阅读这个小广告，了解其大意； 然后，认真读每一个句子，根据上下文及空格前后的关键词来确定空 格处的意思。并确定应用哪个单词填空。 最后，再通读一遍广告内容，看短文是否通顺恰当。 2. 学生们按老师所指导的方法，认真阅读短文，并用正确的单词填空。 3. Check the answers. III. Writing 1. Make sure the Ss know what to do. (Imagine you have a special restaurant, write the foods and prices.) 2. Ss work by themselves and try to write the foods and prices. 3. 指导：可先列出食物名称，然后，再写出价格。最后，再用英语写出来。 e.g. burgers: 3$ soup: 1$ We have nice burgers for three dollars. The soup is only one dollar. 4. Let some Ss read out their sentences. IV. Writing 1. Write an ad for you restaurant. These sentences structures may help you. 2. Let Ss read the sentences first, and try to remember them. 3. Let Ss make a list of the food and drinks in your restaurant. 4. Use the sentences structures and write the ad. 5. Let some Ss read out their ad. Show some good ad on the big screen as a model. V. Self Check 1 1. Make sure Ss know what to do. Put the words you learned in different groups. 2. Check the answers. VI. Self Check 2 1. Tell Ss they'll read some interesting jokes. Read the jokes below and fill in the blanks with "there be" structure. 2. 指导：这里是考查 there be 句型中的主谓一致原则及近主语原则的知识。 3. Ss read the jokes and fill in the blanks. 4. Check the answers with the Ss. 5. Let Ss act out the joke for fun. Ⅷ. Making a conversation 1. If you are in a restaurant. What should the waiter say to you？What should you say to the waiter to order? Now look at the clues below and write a conversation. 2. Ss read the clues and try to write a conversation. 3. Check the answers with the Ss. VIII.Practice Homework 1. Review the new words and phrases of this unit. 2. Write a short ad for your uncle's noodle restaurant. 板书设计 Unit 11 How was your school trip ? 一、教学目标： 1. 语言知识目标 基 本 词 汇 ： milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, coutryside, yesterday, flower, worry, luckily, sun, museum, fire, painting, exciting, lovely, expensive, cheap, slow, fast, robot, guide, gift, everything, interested, dark, hear 基 本 词 组 ： milk a cow, ride a horse, feed chickens, quite a lot (of…), in the Section B 3a-Self Check 3a: specials, kinds, strawberry, bowl, order 3b: e.g. burgers: 3$ soup: 1$ We have nice burgers for three dollars. The soup is only one dollar. Self Check 2: 1. There is 2. There are 3. There isn't Making a conversation: May I take your order? Yes, please. Are there any vegetables in the soup? Yes, there are some carrots. What size of bowl would you like? I'd like the small one. Thank you. countryside, fire station, all in all, be interested in 基本句型：How was your school trip ? It was great ! Did you go to the zoo ? No, I didn’t. I went to a farm. Did you see any cows ? Yes, I did. I saw quite a lot. Did Carol ride a horse ? No, she didn’t. But she milked a cow. Were the strawberries good ? Yes, they were . No, they weren’t. 2. 技能目标: 能运用一般过去时描写过去的事情 3. 情感目标: 学会客观地表达对事物的看法，培养乐观向上的性格 二、 教学重难点： 1. 教学重点：一般过去时的判断及选用 2. 教学难点：正确运用一般过去时 三、教学步骤: Period 1 Section A (1a-2d) Step 1 : Warming –up 1 Greeting Who is on duty today ? Who was on duty yesterday ? What is the weather like today ? What was the weather like yesterday ? 2 Song : Play the song “ Old MacDonald had a farm” and have Ss find out the animals in the song Get Ss answer like this : On the farm ,there are some ducks, cats,chickens, cows pigs,dogs and horses . They are animals. Step 2 : Presentation 1 Show a picture and tell Ss: This is also a farm. Last week Carol and his classmates had a school trip. They went to the farm. What did they do on the farm? How was their school trip? 2 Show some pictures again and try to get the past tense verbs expressions according to the pictures. (1) Show the picture and the question (2) Ask one student to answer the question. (3) All students read it toghter. Q:Did he ride a horse? A:Yes, he did. He rode a horse. Q:Did he milk a cow? A:Yes, he did. He milked a cow. Q:Did he ride a horse? A :No, he didn’t . Did he feed chickens? Yes, he did. He fed chickens. Did you go to the zoo? No, I didn’t. I went to a farm. Did you see any cows ? Yes, I did. I saw quite a lot. Did they pick any strawberries on the farm ? Yes, they did . How were the strawberries? They were delicious. Were the strawberries good? Yes, they were. No, they weren’t. How was your school trip ? It was great. Were the strawberries good ? Yes ,they were. No, they weren’t. Step 3 Exercises Step 4 : Practice (Listening and speaking) 1a Match the phrses with the pictures. 1b Listen and circle the three things Carol did on her school trip in 1a. 1c Ask and answer questions about Carol’s school trip. 2a Listen and check the questions you hear. 2b Listen again.Circle T for true or F for false 2c Ask and answer questions about Carol’s visit to the farm. Step 5 :Tasks: 1 Look at the pictures and practice the dialogue A:How was your school trip? B: It was …(boring/interesting/good/great…) A:What did you do on the school trip ? B:I went for a walk with my classmates. 2 2d Role-play the conversation 3.Groupwork: Make a survey. Ask your partners what they did last week. Then give a reporter. Step 6 : Grammar Focus ( Get Ss read aloud ) How was your school trip ? It was great ! Did you go to the zoo ? No, I didn’t. I went to a farm. Did you see any cows ? Yes, I did. I saw quite a lot. Did Carol ride a horse ? No, she didn’t. But she milked a cow. Were the strawberries good ? Yes, they were . No, they weren’t. Step 6 Summary and Language points Step 7 Exercises : Period 2 Section A (Grammar Focus-3b) Step 1：1 Greeting How are you today ? How were you yesteday ? How was your last school trip ? 2 Free talk : T : Do you want to know something about your classmates’ school trip ? Now Ask your partner :What did you do on your school trip ? Then fill in the following chart. Step 2 ：Pre-task : 1.Look at the pictures and fill in the blanks. 2.Write the past forms of the following verbs. 3. Check the past forms .Then ask Ss to summerize the rules of past forms of the regular verbs. Then explain the rules of past forms of the regular verbs Step 3 While-task 3a 1 Ask Ss to read the letters in 3a . 2 Ask Ss to complete Jim’s letter on the left and Bill’s reply on the right. 3 Check the answers .Ask Ss to pay attention to the past tenst verbs. 4 Explain the language points 5 Read the letters together. Step 4: Post-task 1. Challenge: Ask Ss to fill in the blanks according to the pictures. 2 Check the answers. Ask Ss to read the answers one by one. 3 Have a student read the letter out aloud. 4 Ask Ss to read the letter several times. Try to recite it. 5 Groupwork: Make up a story. Each student adds a sentence.If he or she can’t add a sentenec .He or she must sing an English song. You can begin like this: Last week I visited my aunt’s house. _______________________________ _______________________________ _______________________________ _______________________________ Step 5 Language points and Exercises Period 3 Section B (1a-2c) Step 1：1 Greeting What did you do yesterday ? How were you yesterday ? 2 Review: Games Use your imagation and make up a story. Each student adds a sentence.If he or she can’t add a sentence,he or she must sing an English song. Step 2 ：Preparation 1a 1 Match the activities with the pictures. 2 Check the answers Step 2 ：Listening 1b 1c 1 Listen and answer the questions. 1 How was Jane’s trip ? 2 How was Tony’s trip ? 2 Check the answers. 3 Listen again. What did Jane and Tony do on their last school trip ? Check Tony or Jane. Step 3：Speaking 1d 1 What was your last school trip like ? Discuss it with your partner with the following words. 2 Teach Ss to read the following words : interesting difficult lovely slowexciting boring cool hot lucky large expensive terrible decilious great cheap fast 3 Discuss like following conversation. A: I went to a farm on my last school trip.There are many animals on the farm.They are very lovely. B: That sounds great. A: How was your school trip ? B: It was __________ A: How was the food there ? B: It was _____________ A: How was the weather ? B: It was ___________ Step 4: Prepatation 2a Do the following words describe good things or bad things ? Put a √for good and an ×for bad . Leave a blank if they can mean both. Step 5 : Reading 2b,2c 1 Read Helen’s and Jim’s diary entries and answer the questions in 2b 2 Read the diaries again and complete the chart in 2c How do Helen and Jim describe these things ? 3 Check the answers .Ask Ss to pay attention to the past tenst verbs. 4 Explain the language points 5 Read the passages aloud Step 6 : Language points and exercises. Period 4 Section B (3a-Self check ) Step 1：1 Greeting How are you feeling today? What did you do last night? How was your homework yesterday? 2 Review : Games Use your imagnation and make up a story. Each student adds a sentence.If he or she can’t add a sentence,he or she must sing an English song. Step 2 : Preparation 1.3a Look at the pictures of Bob’s school trip.Complete his diary entry. 2. 3b Linda is Bob’s classmate. Complete her diary entry. Step 2 : Writing 3c Now write a diary entry for your own school trip. Explain if you liked it or didn’t like it and why. Step 3 : Self-check 1 Write more verbs and their past forms in each group. 2 Complete the conversations with the correct forms of the verbs in the box. 3 Check the answers 4 Grammar: The Simple Past Tense Unit 12 What did you do last weekend? Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1)掌握以下单词： camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late. 能掌握以下句型： ①—Where did you do last weekend, Lucy? —I went to summer camp. ② —How was your weekend? —Pretty good, thanks ③ —I worked as a guide at the Natural History Museum. ④ —How interesting! 2) 能了解以下语法：learn to talk about recent past events. 2. 情感态度价值观目标 1.帮助学生树立合作学习观点。 2.讲述美好的周末，树立学生享受生活，热爱美好的大自然情感。 二、教学重难点 1. 教学重点： 1) Key vocabulary. 2) Talk about recent past events 2. 教学难点： 1) Talk about recent past events 2) Practice students’ listening, speaking, reading and writing skills. 三、教学过程 Ⅰ. Warming-up and revision Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity, Ⅱ. 1 a This activity introduces the key vocabulary. Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton. Point out the numbered list of activities. Say each one again and ask students to repeat. Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer. Check the answers. Ⅲ. Listening Work on 1b This activity gives students practice in understanding the target language in spoken conversation. Point to the activities in the picture in activity la. Ask students to tell what the person did in each picture. For example, She played badminton, or Lucy went to the cinema. Play the recording the first time. Students only listen. Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing badminton; on Saturday morning. Correct the answers. Ⅳ. Pairwork Work on 1c This activity provides guided oral practice using the target language. Point to the example conversation. Ask two students to read the dialogue to the class. Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend. Talk about the activities in the picture. Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed, Ⅴ. Listening Work on 2a: This activity gives students practice in understanding the key vocabulary in spoken conversation. Point to the five sentences and ask a student to read these sentences to the class. Say, You will hear recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording. Play the recording the first time. Students only listen. Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother. Correct the answers.1grandma 2 homework 3 English 4 farm 5 cows Ⅵ. Listening Work on 2b: This activity provides listening practice using the target language. Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name. Say, Now I will play the recording again. Listen to the students talking about what they did over the weekend. Write C for Carol, B for B Becky or J for Jack next to each statement in activity 2a. The first one has been done for you. Play the recording the first time. Students only listen. Point out the sample answer, S, in statement 1. Say, Sonia visited her grandmother. Play the recording again. Ask students to write a letter in front of each statement to show what each person did. Check the answers. B B C J J Ⅶ. Pair work Ask and answer in pairs. Point to the example conversation. Ask two students to read the dialogue to the class. Say, Now work with a partner. Student A, ask questions about what, who or where , Student B answers. Students work in pairs. Ⅷ. Role-play the conversation. 1. Ask Ss to look at conversation in 2d. Then Ss read the dialogue by themselves and find the answer to these questions: ① What did Lisa do on her weekend? ② What did Paul do on his weekend? 2. Ss work in pairs and role-play the conversations. 3. Have several pairs perform their conversations for the rest of the class. Homework: 1. Copy new words twice. 2. Write about what you did last weekend. 板书设计： Section A (1a-2d) —Where did you do last weekend, Lucy? —I went to summer camp. —How was your weekend? Section A (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 掌握以下单词：away, mouse, baby, shout ,shout at, woof, language. 2) 继续练习一般过去时态 能掌握以下句型： —What did you do last weekend? —I did my homework. —Who visited her grandma? —Becky did. —Where did she go last weekend? —She went to a farm. —Who did she go with? —She went with her classmates. 2. 情感态度价值观目标： 1. 提高学生独立学习能力。 2. 培养学生动手能力与想像能力。 二、教学重难点 1. 教学重点： 1) Key vocabulary, 特殊疑问句练习。 2) Talk about recent past events 2. 教学难点： Talk about recent past events Practice students’ listening, speaking, reading and writing skills. 三、教学过程 Ⅰ. Warming- up and revision 1. Greet students. 2. Check the homework Ⅱ. Grammar Focus. 1. 学生阅读 Grammar Focus 中的句子并完成下列填空题。 ① 上个周末你做了的什么事情？_____________________ ② 我做了我的家庭作业。___________________ 我们去划船了。___________________ ③ 谁去探望了她的奶奶？ ____________________ 是蓓基？___________________ ④上个周末她却了哪里?。 ___________________ 她去了农场。 _______________________ ⑤ 她和谁一起去的？ ____________________ 她和她的同学们一起去的。 _____________________________ 2. 学生们根据记忆完成句子，并自己校对答案。 3. Give Ss seven more time to remember the sentences. 4. 探究乐园： 一、一般过去时态的特殊疑问句 1. 特殊疑问词 + was/were + 主语+ 其他？ 上个周末你过得怎么样？ _______ _______ your last weekend? 2. 特殊疑问词+ did + 动词原形+ 主语+其他？ 昨天他做了什么事情？ _____ ____ he do yesterday? 练一练： 对下列句子中的划线部分提问。 1. I got up at nine yesterday morning. _____ ______ you get up yesterday morning? 2. We did our homework last night. ______ ______ you _______ last night? 3. They were in the supermarket last Sunday. ______ _______ they last Sunday? 4. My last weekend was kind of boring. ______ _____ your last weekend? 5. Linda took a walk with her parents after dinner. _____ ____ Linda take a walk with after dinner? Do the exercise with the Ss. Check the answer together. Ⅲ. Practice 1. Look at 3a. Tell Ss to fill in the blanks with who, what, where or how. Make the students finish the sentences by themselves. 2. Check the answers. 1 What , Who, 2 How, Where 3. What, Who. 3. Say, Now practice asking and answering questions like this about what the people did over the weekend. Practice in pairs Help students find partners. Then say, First read the dialogue together. Both students read both parts. Ⅳ. Practice 1. Look at 3b. Tell Ss to complete the passage with the correct forms of the words in the box. Pay attention to the right sentence structure. Ss work by themselves. 2. Check the answers. Answers: saw, was, climbed , ran away, said. 3. Ask several students tell the story in front of the class. Ⅴ. 3c This activity provides oral practice using target language. Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, and a picture of a tennis racket. Point to the picture of the TV and ask a student to make a sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the -ed in watched and played and remind students to use the past tense. Now ask students to practice the activity in groups of four. Each students draws two things she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each other's pictures in past tense. Walk around the class offering assistance where necessary. Ask a student to draw two pictures about his or her last weekend on the blackboard. Class members guess the correct past tense sentences. Then write wh- words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. Who did you play tennis with Homework 1. Read the sentences in Grammar Focus. 2. Make some conversations by yourself. 板书设计 Section B 1a-2c 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： fly, kite, fly a kite. 2) 能掌握以下句型： —Did you go anything interesting last weekend? —Not really, but I visited my sister. —My sister finished high school two weeks ago. 2. 情感态度价值观目标： 帮助学生对动物惧怕心理，鼓励学生学习自然知识。 教育学生合理安排作息时间，健康生活。 二、教学重难点 1) Key vocabulary, 一般过去时态一般疑问句练习。 2) Talk about recent past events 2. 教学难点： Talk about recent past events Practice students’ listening, speaking, reading and writing skills. 三、教学过程 Ⅰ. Warming- up and revision 1. Greet students 2. Show students new words in page 70, write on the blackboard. Make the students read. Ⅱ. Presentation Work on 1a. Section A Grammar Focus-3c What did you do last weekend? I did my homework. Who visited her grandma? Becky did. Where did she go last weekend? She went to a farm. Who did she go with? She went with her classmates. Call attention to the pictures. Ask students to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they can't describe. For example, I played the guitar. Point to the numbered activities described in the list. Name the activities and ask students to repeat each one, After that, ask students to match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct phrase. As students work, move around the room answering questions as needed. Check the answers：1d ,2 c ,3 f ,4 e ,5a ,6 b. Ⅲ. Thinking Work on 1b: This activity provides reading practice using the target language. Draw pictures of the happy face and unhappy face on the board. Write the words fun under the happy face and the words not fun under the unhappy face. Ask students to name some activities they think are fun and some that are not fun. For example, a student might say studying for a test is not fun. Point out the happy face under the pictures in la. Say, He sang and played the guitar. It was fun. The happy face shows it was fun. Say, draw a happy face or an unhappy face for letters a, c, and a, Review the answers. Students may have different answers for some items- For example, went to the library may be fan for some students and not fun for others. Ⅳ. Listening 1c This activity provides listening and writing practice using the target language. Call attention to the names Jim and Sally and the write-on lines under each name. Say, Now you are going to hear a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write what each person did. Play the recording the first time. Students only listen. Point out the sample answer, did her homework. Play the recording again. Ss listen and check their answers. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish. Ⅴ. Pairwork Work on 1d: This activity provides guided oral practice using the target language. Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class. Say, Now practice talking about what Jim and Sally did over the weekend. Practice in pairs- Use the dialogue as an example. Help students find partners. Then say. First read the dialogue together. Read both parts. Then make your own dialogues like that one. Tell what Sally and Jim did over the weekend. As students practice, move around the room monitoring progress. Ask pairs of students to present their dialogues to the class. Ⅵ. Pairwork Work on 1e: This activity provides open-ended oral practice using the target language. Point out the example in speech bubbles. Ask two students to read the dialogue to the class. With a student, say a conversation about what you did over the weekend. You may wish to write two or three activities on the board for students to use in their conversations. Help students find partners. As they practice their conversations, move around the room monitoring progress and giving language support as needed. Ask some pairs to present their real-life conversations to the class. Ⅶ. Thinking Work on 2a: This activity provides writing and oral practice using the target language. Show some photos of animals on the screen. Ask the class to answer the questions 1. what kind of animal are you afraid of ? 2. Why? 3. Make a list. Ask students to say the words by themselves. Ⅷ. Reading Work on 2b: This activity provides reading practice using the target language. 1. Fast reading Read the article and find the answer to this question: What did they see near the fire the next morning? (They saw a snake sleeping near the fire) Ss read the article quickly and find the answers to this question. Then check the answers with the class. 2. Careful reading Read the article and find the answers to the questions on 71. Ss read the passage and find the answers to the questions. Check the answers. Ⅸ. Reading Work on 2c Read the instructions again, put the phrases in order according to the passage then use then to retell the story. 1. Ask the student to read the story in 2b again, put the sentences in order. 2. 阅读指导：（见课件部分） 3. Check the answer. Answer: 6 2 8 4 7 5 1 3 3. Ask the students retell the story using the phrases. Homework 1. Review the article in 2b. 2. Ask Ss. Write down your own last weekend. 板书设计： Section B 3a-Self Check 一、教学目标： 1. 语言知识目标： 1）复习一般过去时态的用法及动词的过去式。能正确叙述过去发生的事情。 2）通过不同形式的练习题来练习谈论过去发生的事件。 3）学会谈论自己节假日的活动。 2. 情感态度价值观目标： 1) 能积极主动学习，合作学习。 2）温故知新,养成复习总结习惯。 二、教学重难点 1. 教学重点：1）复习一般过去时态的用法及动词的过去式。 2）通过不同形式的练习来熟练运用所学的知识。 2. 教学难点： 正确判断时态，能对一般过去时态熟练运用，描述过去的事件。 三、教学过程 Ⅰ. Warming- up and revision 1. Daily greeting. Section B 1a-2c sing-sang study –studied have –had go-went fly- flew swim-swam Did you go anything interesting last weekend? Not really, but I visited my sister. My sister finished high school two weeks ago. 2. Retell the article in 2b. 3. Review the vocabulary in this unit. Ⅱ. Presentation Show the picture in 3a, what can you see ? Ask the students to practice in pairs. Ⅲ. Practice This activity provides reading and writing practice using the target language. Point out the pictures and ask students to describe what they see. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning. Answer: did my homework, helped my mother, went to the library, played soccer, watched TV. Ⅳ. Self Check1 1. Review the phrases in this unit, complete the phrases in self check 1.Ask students do the exercise by themselves, then check the answer. Answer: go out with friends fly a kite go for a walk milk a cow pick apples camp near the lake take photos study for a test 2. Use the phrases to make some sentences in recent past events. Ⅴ. Self Check 2 This activity provides reading and writing practice using the target language. 1. Make the students complete the conversation. Move around the room monitoring progress and giving language support as needed. 2. Check the answer. Answer : Where did you go? Who did you go with? What did you do? Did you learn anything? 2. Ask two students to perform the dialogue to the class. Homework 1. Review Section B. 2. Now write a travel diary .Imagine you are an American student on vacation in Beijing. Have students do the activity individually. Write on pieces of paper. Set it as written homework to be collected and marked. 板书设计： Section B 3a-Self Check go out with friends fly a kite go for a walk milk a cow pick apples camp near the lake take photos study for a test 七年级下册英语教学计划 一、教学目的 培养学生对英语的学习兴趣，形成有效的学习策略，有效提 高学习效率，发展双基能力，培养听、说、读、写的能力，使学 生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。 二、教材分析 《Go for it》七年级下册共 12 个单元，加上复习单元 2 个， 文化背景知识和学习策略等部分补充材料。全书采取任务型语言 教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐 进的生活化的学习程序。每个单元都列出明确的语言目标，主要 的功能项目与语法结构，需要掌握的基本词汇，并分为 A、B 两 部分。A 部分是基本的语言内容，B 部分是知识的扩展和综合的 语言运用。每个单元还有 self check 部分，供学生自我检测本 单元所学的语言知识之用。它采用“语言的输入——学生的消化 吸收——学生的语言输出”为主线编排的。通过确定 language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习 得者的学习效率，有利于习得者的语言产出，体现了以学生为主 体的思想。 三、教学重难点 1.Where questions with from; Where questions with live ;what questions 2.Where questions; Affirmative statements; prepositions of place 3.adjectives of quality 4.present progressive tense; Yes/No questions and short answers 5.Present tense to wear; adjectives of general description 6.Simple past of regular and irregular verbs; How was your weekend? 7.Past tense of regular and irregular verbs ; was/were; 四、学情分析 经过一学期的学习，从上期期末成绩来看，学生学习目的明 确，态度端正，掌握了英语学习的一些基本方法，能够积极主动 认真地学习，大部分学生学习成绩优秀，但还有极少部分学生没 有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相 应的学习习惯也差。主要原因是没有激发学生学习英语的兴趣， 学生的听力也还有待提高，在这方面失分也较多。主要是听的时 间太少，接触英语的时间不多。针对种种问题，在本期的英语教 学中，教师一方面应加强基础知识的讲解和基本技能的训练，让 学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本 技能，为进一步学习英语打下坚实的基础；另一方面，又要采取 多种措施，注意培养学生对英语的兴趣；让学生掌握记忆单词、 听音、写作等英语学习技艺，培养良好的学习习惯和自主探索， 合作探究能力。充分调动学生的学习积极性和主动性。教学上采 取任务型教学，运用灵活多变的方法，实现学生语言运用能力的 迁移和拓展。还要注意培养良好的师生关系，尊重理解学生，与 学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得 很大成绩，有所进步。 五、教学措施和方法 措施： 1.培养学习兴趣，引导学生掌握正确的学习方法和策略，提 高学习效率 2.发挥学生主体和教师主导作用 3.用良好的师生关系，协调课堂气氛，培养学生开口说英语 的勇气和信心 4.引导学生实现语言的迁移，加强日常生活中英语口语的运 用 5.鼓励学生自主探索，合用探究，共同提高 6.加强听力训练 方法： 任务型教学：教师 提出指令，学生规范操作。听说领先，读写跟上。综合训练，扎 实双基。 六、教改打算 用新课标理念，结合新课标精神，进行课堂改革，实行教与 学的互动。采用任务型语言教学模式，努力用一套行之有效的课 堂教学模式，提高教学效率。 七、课外活动 开展英语书写比赛，单词记忆比赛，看教学光碟，进行英语 课外阅读活动。 八、课外活动 开展英语书写比赛，单词记忆比赛，看教学光碟，进行英语 课外阅读活动。 九、教学计划安排。 本期每周 6 课时，预计十六个教学周。安排如下： 第 1——3 周： Unit 1——Unit 2 第 4 周：Unit 3 Why do you like koalas? 第 5 周：Unit 4 I want to be an actor 第 6 周：Unit 5 I’m watching TV 第 7 周：Unit 6 It’s raining! 第 8 周：复习 Unit 1——Unit 6 第 9 周：Unit 7 What does he look like? 第 10 周：Unit 8 I’d like some noodles 第 11 周：迎接半期考试 第 12 周：Unit 9 How was your weekend? 第 13 周：Unit 10 Where did you go on vacation? 第 14 周：Unit 11 What do you think of game shows 第 15 周：Unit 12 Don’t eat in class 第 16——18 周：复习迎接期末考试 七年级英语下册(新人教版)教学计划 一、指导思想：教师是学生学习的促进者，学习能力的 培养者，更是学生人生的引路人。教师的任务是教书育人， 因此教师要充分了解每个学生各个时期的心理状态并进行 及时适度的处理，让他们的综合素质得到全面发展。 二、教材分析 新课标七年级下册共 12 个单元。全书采取任务型语言 教学模式，融汇话题、交际功能和语言结构，形成了一套循 序渐进的生活化的学习程序。每个单元都列出明确的语言目 标，主要的功能项目与语法结构，需要掌握的基本词汇，并 分为 A、B 两部分。A 部分是基本的语言内容，B 部分是知识 的扩展和综合的语言运用。每个单元还有 self check 部分， 供学生自我检测本单元所学的语言知识之用。它采用“语言 的输入——学生的消化吸收——学生的语言输出”为主线编 排的。 四、教学目的 培养学生对英语的学习兴趣，形成有效的学习策略，有 效提高学习效率，发展双基能力，培养听、说、读、写的能 力，使学生初步获得运用英语的能力，达到语言运用能力的 迁移和拓展。 五、教学措施和方法措施： 1.每天背诵课文中的对话。 2.每天记 5 个生词，2 个常用句子或习语。 3.培养学习兴趣，引导学生掌握正确的学习方法和策略，提 高学习效率； 4.发挥学生主体和教师主导作用； 5.用良好的师生关系，协调课堂气氛，培养学生开口说英语 的勇气和信心； 6.鼓励学生自主探索，合用探究，共同提高； 7.加强听力训练 。 8.关注学生的情感，营造宽松、民主、和谐的教学氛围。 七年级英语下册教学工作计划 一、指导思想 根据 7 年级学生的生理和心理以及发展需求，英语课程的目的 是：激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他 们建立学习英语的自信心；培养学生的语感和良好的语音、语调基础， 使他们形成初步运用英语进行日常交流的能力，为进一步学习打下基 础。同时用新课标理念，结合新课标精神，进行课堂改革，实行教与 学的互动。采用任务型语言教学模式，努力用一套行之有效的课堂教 学模式，提高教学效率。 二、基本情况 经过上学期的学习，大部分学生学习目的明确，态度端正，掌握 了英语学习的一些基本方法，能够积极主动认真地学习，学习成绩较 好。但还有少部分学生没有明确的学习目的，缺少学习的热情和主动 性，自觉性较差，相应的学习习惯也差。主要原因是没有激发学生学 习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。一 部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导 致看不懂，听不懂，学不懂。学生的听力也还有待提高，在这方面失 分也较多。主要是听的时间太少，接触英语的时间不多。针对种种问 题，在本学期的英语教学中，教师一方面应加强基础知识的讲解和基 本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、 读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面， 又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆单 词、听力、写作等英语学习技艺，培养良好的学习习惯和自主探索， 合作探究能力。 三、教学内容和教学要求 7 年级下册共 12 个单元。全书采取任务型语言教学模式，融汇 话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程 序。每个单元都列出明确的语言目标，主要的功能项目与语法结构， 需要掌握的基本词汇，并分为 A、B 两部分。A 部分是基本的语言内 容，B 部分是知识的扩展和综合的语言运用。每个单元还有 self check 部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的 输入——学生的消化吸收——学生的语言输出”为主线编排的。通过 确定 language Goal,采用听、说、读、写，自我检测等手段，有效 提高学习效率，体现了以学生为主体的思想。 本学期主要是继续培养学生对英语的学习兴趣，形成有效的学习 策略，同时要求学生懂得课堂上的用语和一些基本的对话、短文，能 够看图说话，以提高学生的听、说、读、写的能力，使学生初步获得 运用英语的能力，达到语言运用能力的迁移和拓展。 四、教学措施和方法 措施：1.培养学习兴趣，引导学生掌握正确的学习方法和策略， 提高学习效率；2.发挥学生主体和教师主导作用；3.用良好的师生关 系，协调课堂气氛，培养学生开口说英语的勇气和信心；4.引导学生 实现语言的迁移，加强日常生活中英语口语的运用；5.鼓励学生自主 探索，合作探究，共同提高。6.加强听力训练,拟每天晚上课进行 20 分钟听力训练。 方法：合作探究教学：教师设计好导学案，学生自学讨论。听说 领先，读写跟上。综合训练，扎实双基。抓好英语的常规教学，确保 基础知识过关 1、单词过关 利用自习时间、早读时间，由科代表主持听写、默书。 2、词组过关 把学过的词组归纳，方便学生记忆。用词组造句和中译 英训练。在各个教学班内进行竞赛。 3、句型过关 组织学生结对子，一有空就你问我答，营造学习氛围， 同时加强笔头的练习，使学生能熟能生巧。 4、课文过关 把课文分段，按学习组为单位，进行朗读比赛，对学过 的课文尽量做到人人会背，有些课文还要求学生会默写。 五、教学进度安排 第一周：复习上期内容 第二周：Unit 1 Can you play the guitar ? 第三周：Unit 2 What time do you go to school ? 第四周：复习 Unit 1 Unit 2 第五周：Unit 3 How do you go to school ? 第六周：Unit 4 Don’t eat in class ? 第七周：Unit 5 Why do you like pandas ? 第八周：复习 Unit 3 Unit 4 Unit 5 第九周：Unit 6 I’m watching TV. 第十周：五一放假 Unit 7 It’s raining ! 第十一周：Unit 7 It’s raining ! 复习 Unit 6、Unit 7 第十二周：Unit 8 Is there a post office near here ? 第十三周：Unit 9 what does he look like ? 第十四周：复习 Unit 8、Unit 9 第十五周：Unit 10 I’d like some noodles . 第十六周：Unit 11 How was your school trip ? 第十七周：Unit 12 What did you do last weekend ? 第十八周：复习 Unit 10、Unit 11、Unit 12 第十九周：期末考试复习 第二十周：期末考试复习 七年级英语下册教学进度表 周次 日期 单元名称 主要内容 一 3.2--3.8 Unit1 Can you play the guitar? 二 3.9--3.15 Unit2 What time do you go to school? 三 3.16--3.22 Unit3 How do you get to school? 四 3.23--3.29 Unit4 Don’t eat in class. 五 3.30--4.5 Unit5 Why do you like pandas? 六 4.6--4.12 Unit6 I’m watching TV. 七 4.13--4.19 Unit7 It’s raining! 八 4.20--4.26 期中复习 九 4.27--5.3 Mid--Exam 及试卷的讲解分析 十 5.4--5.10 Unit8 Is there a post office near here? 十一 5.11--5.17 Unit9 What does he look like? 十二 5.18--5.24 Unit10 I’d like some noodles. 十三 5.25--5.31 Unit11 How was your school trip? 十四 6.1--6.7 Unit12 What did you do last weekend? 十五 6.8--6.14 Unit1-4 复习 十六 6.15--6.21 Unit5-8 复习 十七 6.22--6.28 Unit9-12 复习 十八 6.29--7.5 Final--Exam 十九 7.6--7.12 开始放暑假 备注：总体上来讲，基本上是每周一个单元，当然如果遇到放假或是其它特殊原因，课程有 可能延后，遇到较难的单元，花的时间可能会多一两天，但总体上不会影响大的考试及进度。 总而言之，以上是个总的计划，其它小方面具体问题具体分析。 七年级英语下册教学工作计划 一、教学基本情况简析 1、教材简析 七年级下册共 12 个单元，全书采取任务型语言教学模式，融汇 话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程 序。每个单元都列出明确的语言目标，主要的功能项目与语法结构， 需要掌握的基本词汇。每个单元都分为 A、B 两部分。A 部分是基本 的语言内容，B 部分是知识的扩展和综合的语言运用。每个单元还有 self check 部分，供学生自我检测本单元所学的语言知识之用。它采 用“语言的输入——学生的消化吸收——学生的语言输出”为主线编 排的。通过确定教学目标，采用听、说、读、写，自我检测等手段， 有效提高学习效率，体现了以学生为主体的思想。不过这套教材是基 于城市学生的状况编写的，对于我们农村学生来说，由于小学不学习 英语，到初中以后学起来的确有些吃力，光是一千多个单词就吓退了 不少学生学习英语的兴趣。但我们还必须知难而上，为了提高农村的 英语教学成绩而努力。 2、学情简析 经过一学期的学习，从上期期末成绩来看，我所担任 7（1）班 学生总体上对英语基础基础知识掌握较差。只有少数学生习目的明 确，掌握了英语学习的一些基本方法，能够积极主动认真地学习，学 习成绩优秀。而大部分学生对英语感到困难，没有明确的学习目的， 缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。主要 原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负 担，而不是一种乐趣。一部分学生没有掌握记忆单词的方法，连基本 的单词听写也不过关，导致看不懂，听不懂，学不懂。学生的听力也 还有待提高，在这方面失分也较多。主要是听的时间太少，接触英语 的时间不多。还有极少部分学生已经放弃学习英语。 二、指导思想 根据七年级学生的生理及心理特点和本学期的英语教学目标，我 确定了如下的教学指导思想：激发学生学习英语的兴趣，培养他们学 习英语的积极态度，使他们建立学习英语的自信心；培养学生的语感 和良好的语音、语调基础，使他们形成初步运用英语进行日常交流的 能力，为进一步学习打下基础。同时用新课标理念，结合新课标精神， 进行课堂改革，实行教与学的互动。采用任务型语言教学模式，努力 用一套行之有效的课堂教学模式，提高教学效率。 三、教学措施 (一)确保基础知识过关，具体方法如下： 1、单词过关：每天记 5-8 个生词，利用课外时间，由科代表主 持，各学习小组长听写、改正。 2、词组过关：把学过的词组归纳，方便学生记忆。用词组造句 和中译英训练。在各个组内进行竞赛。 3、句型过关：组织学生结对子，一有空就你问我答，营造学习 氛围，同时加强笔头的练习，使学生能熟能生巧。 4、课文过关：把课文分段，按学习组为单位，进行朗读比赛， 对学过的课文尽量做到人人会背，有些课文还要求学生会默写。 （二）采取科学教学法 1、Daily report：值日生介绍自己、家庭成员或朋友的情况，其 它学生可互相提问题，询问个人职业； 2、建立良好的师生关系，协调课堂气氛，培养学生开口说英语 的勇气和信心； 3、教师设计好导学案，学生自学讨论。听说领先，读写跟上。 抓好英语的常规教学，鼓励学生自主探索，合作探究，共同提高。 4、引导学生实现语言的迁移，加强日常生活中英语口语的运用； 5、对后进生进行专门辅导，布置单独的作业，让他们在小进步、 小转变中体验学习的快乐，树立学习的自信，尽快成长起来。 四、教学进度安排 第一周：复习上期内容 第二周：Unit 1 Can you play the guitar ? 第三周：Unit 2 What time do you go to school ? 第四周：复习 Unit 1 Unit 2 第五周：Unit 3 How do you go to school ? 第六周：Unit 4 Don’t eat in class ? 第七周：Unit 5 Why do you like pandas ? 第八周：复习 Unit 3 Unit 4 Unit 5 第九周：Unit 6 I’m watching TV. 第十周：五一放假 Unit 7 It’s raining ! 第十一周：Unit 7 It’s raining ! 复习 Unit 6、Unit 7 第十二周：Unit 8 Is there a post office near here ? 第十三周：Unit 9 what does he look like ? 第十四周：复习 Unit 8、Unit 9 第十五周：Unit 10 I’d like some noodles . 第十六周：Unit 11 How was your school trip ? 第十七周：Unit 12 What did you do last weekend ? 第十八周：复习 Unit 10、Unit 11、Unit 12 第十九周：期末考试复习 第二十周：期末考试复习 初一下册英语授课计划 授课内容 课时 授课重点 作业 备注 1。第一节课，复习上 学期的语法点(接轨中 考的考点） 2 1.上学期的语法点复 习 2.新学期第一次见 面 3.课堂纪律和必备 物品 1.写下新学期的目标 2.准备新学期的物品 3.预习第一课课文 2.Unit1 单词和课文 2 情态动词 can 的用法 1.情态动词 can 的用 法 2.冠词的用法和练 习 3.五三 U1A,B 完成 3.Unit2 单词和课文 2 1.What time 和 when 引导的特殊疑问句 2.特殊疑问句的结构 1.句型转换的练习题 2.五三 U2 A,B 做完 3.U2 单词背诵 4.Unit3 单词和课文 2 How 相关短语的问句 以及答句的判断 1.作文 my weekday 2.五三 U3 A,B 做完 3. U3 单词背会 5.Unit4 单词和课文 2 6 种祈使句的用法 1.祈使句的用法背会 2.五三 UA, B 做完 3.Unit4 单词背会 6.Unit5 单词和课文 2 1.Why 引导的疑问句 2.形容词的比较级的 用法 1.作文 Mybest friend 2.五三 Unit5A,B 做完 3.Unit4 单词背会 7.Unit6 单词和课文 2 1.现在进行时：动词的 时态变化， 2.时态的基本结构 1.五三 UA，B 写完 2.Unit6 单词背会 8.复习 U1-U6 的单词 和易错点分析 2 1.特殊疑问句的形式 2.现在进行时的时态 3.情态动词的用法 1.期中测试题完成 2.易错点分析背会 9.Unit7 单词和课文 2 1.现在进行时的用法 2.天气的问法和用法 1.五三 Unit7A，B 做 完 2.Unit7 单词背会 3.现在进行时习题 10.unit8 单词和课文 2 1.There be 的用法 2.就近原则 1.Unit8 单词背会 2.五三 UA、B 做完 11.Unit9 单词和课文 2 1.形容词的词义辨析 和用法 2.描述长相的句子 1.Unit9 单词背会 2.五三 U9 习题 3.作文：My mother 12.Unit10 单词和课 文 2 1.would like 的用法 2.if 条件状语从句 1.作文（My dream） 2.Unit10 单词背会 3.五三 U10 A,B 完成 13.Unit11 单词和课 文 2 1.一般过去式的理解 2.动词的规则变化 3.过去式不规则变化 1.不规则变化的背诵 2.Unit11 单词背会 3.五三 U11 A，B 完成 14.Unit12 单词和课 文 2 1。一般过去时的构成 2.一般过去式的灵活 运用 1.Unit12 单词背会 2.五三 U12 A,B 完成 3.作文：A Happy Day 15.7-12 单元的复习 2 1.一般过去式 2.would like 的用法 3.特殊疑问句的用法 4.there be 句型考点 1.语法卷子的背诵 2.7-12 单词的听写 16.期末易错点分析 2 针对 1-12 课常考语法 点的复习 1.期末测试冲刺 2.易错点的复习 七年级英语下册教学计划 一、教学目标 培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发 展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达 到语言运用能力的迁移和拓展。 二、教材分析 《Go for it》七年级下册共 12 个单元，文化背景知识和学习策略等部分补充 材料。全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了 一套循序渐进的生活化的学习程序。每个单元都列出明确的语言目标，主要的功 能项目与语法结构，需要掌握的基本词汇，并分为 A、B 两部分。A 部分是基本 的语言内容，B 部分是知识的扩展和综合的语言运用。每个单元还有 self check 部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的输入——学 生的消化吸收——学生的语言输出”为主线编排的。通过确定 language Goal,采 用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于 习得者的语言产出，体现了以学生为主体的思想。 三、教学重难点 1.Where /what /How/Why/Who questions. 2.Affirmative statements; prepositions of place. 3.Modal verb can ; Adjectives of quality; Would like ...? 4.present progressive tense; Yes/No questions and short answers. 5.Present tense to wear; adjectives of general description. 6.Simple past of regular and irregular verbs; How was your school trip? 7.Past tense of regular and irregular verbs ; was/were; 四、学情分析 经过一学期的学习，从上期期末成绩来看，学生学习目的明确，态度端正， 掌握了英语学习的一些基本方法，能够积极主动认真地学习，大部分学生学习成 绩优秀，但还有极少部分学生没有明确的学习目的，缺少学习的热情和主动性， 自觉性较差，相应的学习习惯也差。主要原因是没有激发学生学习英语的兴趣， 学生觉得英语学习是一种负担，而不是一种乐趣。一部分学生没有掌握记忆单词 的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。学生的听 力也还有待提高，在这方面失分也较多。主要是听的时间太少，接触英语的时间 不多。针对种种问题，在本期的英语教学中，教师一方面应加强基础知识的讲解 和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写 等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施， 注意培养学生对英语的兴趣；让学生掌握记忆单词、听音、写作等英语学习技艺， 培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和 主动性。教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力 的迁移和拓展。还要注意培养良好的师生关系，尊重理解学生，与学生一起分享 学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。 五、教学措施和方法 措施： 1.培养学习兴趣，引导其掌握正确的学习方法和策略，提高学习效率。 2.发挥学生主体和教师主导作用。 3.用良好的师生关系，协调课堂气氛，培养其开口说英语的勇气和信心。 4.引导学生实现语言的迁移，加强日常生活中英语口语的运用。 5.鼓励学生自主探索，合用探究，共同提高。 6.加强听力训练。 方法：任务型教学：教师提出指令，学生规范操作。听说领先，读写跟上。综 合训练，扎实双基。 六、教学计划安排（以实际教学周为准） 七年级英语第二学期计划表 年级 七（1） 学科 英语 任课教 师 制定日期 学生基本情况 现状分析（学 生基础知识、 学习态度、学 生差异）。 1. 大多数学生来自农村小学，学生基础参差不齐，口语和书写普 遍较差，个别同学甚至 26 个字母都不能规范书写。 2. 绝大多数学生学习态度端正，但学习习惯较差，没有良好的读 书和书写习惯。 提高教学质量 的措施 1. 多读多写，讲解规范书写的重要性。 2. 夯实基础，精讲多练。 3. 通过周考和二次考试以及加卷面分的方式不断提高学生良好 的做题习惯。 年级 七（2） 学科 英语 任课教 师 制定日期 学生基本情况 现状分析（学 生基础知识、 学习态度、学 生差异）。 绝大部分学生是这个学期从各个学校招生而来，可以说学生英语基础良 莠不齐，一些学生几乎是没有基础，其他学生基础也很差，学生对英语学 习的积极性不高，两级分化严重，英语教学进行起来比较困难。 提高教学质量 的措施 1. 夯实基础，定时检查。 2. 提高学生能力，实行帮扶计划。 3. 多练，多读，多默。 年级 七（3） （4） 学科 英语 任课教 师 制定日期 学生基本情况 现状分析（学 生基础知识、 学习态度、学 生差异）。 1. 部分学生学习态度较好，少数学生底子太差，跟课有些困难， 基础参差不齐，给教学带来很大的困难。 2. 个别差异很大，有的学生不知做笔记、不会听课，有走神现象。 提高教学质量 的措施 1. 多读多练，夯实基础。 2. 多考多练，提高学生考试能力。 3. 个别谈话，因材施教。 周次（起止日 期） 教学内容 重难点 教学准备 实际 完成 进度 1--2 Unit 1 1 学习各种课外活动的说法 2.情态动词 can 的用法 3. 句型 can 的询问及用法 录音机 电 脑 课件 3-4 Unit 2 1． 时间的表达方法 2． 频率副词的用法 3． 询问时间句型 what time when 引导的疑问句 录音机 课 件 4-5 Unit3 1. how do you 句型 2. 学会讨论交通工具和距 离 3. 掌握有关交通方式的词 汇 课件 多媒 体 6 月考一 7--8 Unit 4 1 祈使句的用法及回答 2 制定规章制度 3 掌握情态动词 have to can 课件 多媒 体 8-9 Unit 5 1 学习各种描述性形容词 2 谈论原因的句型 why do you like 3 用 because 回答喜欢动物 的原因 课件 录音 机 多媒体 9-10 Unit6 1 掌握一些人物活动的动词 及短语 2 现在进行时时态用法 3 现在分词的变化规则 课件 多媒 体 11 期中复习 Unit 1-6 12--13 Unit7-8 1. 掌握每个单元的四会单 词和短语。 2. 正确使用每个单元的功 能句。 3. 掌 握 How questions, What questions 4. 熟练运用 There be 句 型和 Where questions. 多媒体 录音机 13--15 Unit9-10 1. 掌握每个单元的四会单 词和短语。 2. 正确使用每个单元的功 能句。 3. 熟 练 运 用 What questions, 4. 学习选择疑问句的问和 答。 多媒体 录音机 1 5--17 Unit11-12 1. 掌握每个单元的四会单 词和短语。 2.正确使用每个单元的功能 句。 3. 学习一般过去时的一般 疑问句和回答。 4. 学习一般过去时的特殊 疑问句（What 和 Who 引导） 和正确答语。 多媒体 录音机 18-19 期末复习 Unit1-12