外研新初一英语下全册

外研新初一英语下全册

第一模块: （5课时） ‎ ‎ ‎ ‎ Module 1 Lost and found ‎ Unit 1 Whose bag is this?‎ I. 课时 1课时 II. Type of lesson: Listening and speaking III. Teaching aims: ‎ i. Knowledge aim: 学习和掌握名词性物主代词 ii. Ability aim: 能听懂有关失物招领的对话并表演在失物招领处发生的事情 iii. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students understand and use the dialogue ii. Teaching difficult points: Make sure the students can use the dialogue ‎ V. Teaching Aids: Multi-Media Tape , recorder VI. Teaching Procedure Step 1 Lead-in ‎ Use a pen that was lost last term and ask whose pen is this?‎ Purpose: Make the students interested in the topic Step 2 Learning the dialogue i. Learn the new words Activity1 Match the words from the box with the pictures 同步练习：‎ Step 3 Pronunciation ‎ Step 4 Sum up and exercise Step 5: Homework VII. Blackboard writing VIII. 反思 ‎ Unit 2 Are they yours?‎ I. 课时 2课时 （课文讲解&练习） II. Type of lesson: Reading and writing III. Teaching aims: ‎ iv. Knowledge aim: 学习和掌握新单词 ‎ v. Ability aim: 能读懂有关失物招领的短文，能写出一则招领启事 vi. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students understand the passage ii. Teaching difficult points: Make sure the students can find some useful information from the passage and write a lost and found note.‎ V. Teaching Aids: Multi-Media Tape , recorder VI. Teaching Procedure Step 1 Pre-reading Learn the new words and show the students a lost and found note, lead in the passage.‎ Step 2 While-reading Activity 1: Listen and read the passage.‎ Activity 2: Read the passage and answer the questions.‎ Activity3: Translate and explain the language points Activity 4: Complete the passage with the correct form of the words and expressions from the box. (Activity3 on P5)‎ Step 3 Post-reading Writing (Activity 4 on P5)‎ Step 4 Sum up and exercise Step 5: Homework VII. Blackboard writing VIII. 反思 Unit 3 Language in use I. 课时 2课时 （课本练习&练习册） II. Type of lesson: Grammar III. Teaching aims: ‎ i. Knowledge aim: 名词性物主代词和形容词性物主代词的用法 ii. Ability aim: 能利用名词性物主代词和形容词性物主代词解决一些问题 iii. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students solve some questions ‎ ii. Teaching difficult points: Make sure the students do the exercises V. Teaching Aids: Multi-Media Tape , recorder VI. Teaching Procedure Step 1: Activity 1: Work in pairs. Ask and answer questions.‎ The teacher prepare some school things, ask every pair to choose a school thing, show the students a model, like this:‎ ‎--Whose bag is this? Is it yours?‎ ‎--No, it’s not mine. It’s his.‎ Give the students two minutes to make the dialogue, then present in the class.‎ Activity 2: Complete the sentences with the correct form of the words from the box.‎ Give the students three minutes to finish it themselves, then check the answers together.‎ Step 3: Match the words from Box A with the words from Box B.‎ This activity is very easy, so the students can do it together.‎ Step 4: Around the world---The Internet lost and found Ask the students read by themselves, then translate one by one, the teacher explain the language points.‎ Step 5: Activity 4: Work in pairs.‎ The teacher prepares some things such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on.‎ Student A: Think of three or four things he/she has lost or he/she can choose from the box. Describe them.‎ Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them.‎ Then ask and answer questions.‎ Student A: Ask Student B if they’ve got the things you have lost. Answer questions about details.‎ Student B: Answer questions about the things Student A has lost. Ask questions about details.‎ Give the students five minutes to prepare, then act out in the class.‎ Step 6: Homework VII. Blackboard writing Unit 3 Language in use VIII. 反思 第二模块（5课时）‎ Module 2 What can you do?‎ Teaching aims:‎ ‎1. Knowledge aim: 学习和掌握情态动词“can”.‎ ‎2. Ability aim: 能正确使用情态动词“can”表示能力的肯定、否定与疑问形式。‎ ‎3. Emotion aim: 帮助学生认识并肯定自己的能力，增强自信心，培养竞争意识和为班级体服务的意识。‎ Unit 1 I can play the piano.‎ Ⅰ.Type of lesson: Listening and speaking ‎ Ⅱ.Teaching aims: ‎ ‎1.To understand conversations about joining school clubs 2.To talk about one's abilities ‎ Ⅲ.Teaching aids: Tape recorder，videos，OHP ‎ Ⅳ. 课时安排：1 课时 Ⅴ. Teaching procedure Step 1. Lead-in In pairs，students say what they like doing and their partners say what they can do. ‎ Step 2 Learning the dialogue ‎1.Use pictures to show new vocabulary ‎ ‎2.Ask students to repeat new words and expressions chorally paying attention to pronunciation. ‎ ‎3.Tell students to look at the pictures and match them with the words and expressions from the box on their own，then check in pairs. ‎ Step3.Listen and check (√) the things in Activity I which Tony's dad can do.‎ ‎1.Tell students to look at the pictures again and talk about them in pairs. ‎ ‎2.Ask them to listen and check the things Tony's dad can do. ‎ ‎3. Play the recording through while they listen and then answer the question. ‎ ‎4. Play it again for them to check and then check their answer in pairs. ‎ Step 4. Listen and read.‎ ‎1. Put Darning，Betty，Lingling and Tony's name on the board. ‎ ‎2. Ask students to look at the pictures in Activity 1 and talk about what they think the four ‎ ‎ characters can do in pairs. ‎ ‎3. Play the recording and ask students to listen and read. ‎ ‎4. Ask students to cover the conversation in their books and listen only to what Darning，Betty，Tony and Lingling can do and check the clubs they want to join. ‎ ‎5 Play the recording again. Then tell students to check in pairs. ‎ Answers ‎ Music ‎ Club ‎ Dance ‎ Club ‎ Table Tennis ‎ Club ‎ Food and ‎ Drink Club ‎ Darning ‎ ‎√ ‎ Betty ‎ ‎√‎ Lingling ‎ ‎√‎ Tony ‎ ‎ √‎ Step 5. Complete the passage with the correct form of the words from the box. ‎ ‎1. Ask students to read the words in the box aloud. ‎ ‎2. Tell them to complete the passage individually，then check with their partners. ‎ ‎3. Check answers with the whole class. ‎ Step 6. Work in pairs. Look at the information. Ask and answer. ‎ ‎1. Look at the information in the table. Elicit what Darning can and can't do. Then elicit a question about Darning and have another student answer it. ‎ ‎2. Ask other students to make questions about Betty， Lingling and Tony and have others answer them. ‎ ‎3. Ask students to ask and answer in pairs as in the examples.‎ Step 7. Homework ‎ 1. Remember the new words and expressions in Unit 1.‎ ‎ 2 .Practice acting out the dialogue with partner VI.Blackboard showing VII Self-reflection Unit 2 I can run really fast.‎ Ⅰ.Type of lesson: reading and writing ‎ Ⅱ.Teaching aims: ‎ ‎1.To understand the reading material about running for class monitors 2.To learn to write a speech about running for a class monitor ‎ Ⅲ.Teaching aids: Tape recorder，videos，OHP ‎ Ⅳ. 课时安排：2 课时 Ⅴ. Teaching procedure Step 1. Lead-in ‎1.Ask students what they can do very well and say， "He/She is good at..." ‎ ‎2.Ask the students to model the question "What are you good at?" Ask them to interview their partners and make notes. ‎ Step 2 . Work in pairs. Ask and answer the questions. ‎ ‎1. Write the three monitor titles on the board. Ask the class what they are. ‎ ‎2. Put students in pairs to ask each other both questions. Tell them to make a list of what they think each monitor does ‎3. Ask three students to come up to the board and write one thing under one of the titles. Then give the chalks or ‎ ‎ pens to someone else. ‎ Step 3 .Read the passage and check ( √ ) the true sentences. ‎ ‎1.Tell students that Lingling, Darning and Tony want to be monitors. Ask students to read quickly to find which monitors they want to be. ‎ ‎2. Ask students to read again. This time they can use their fingers to skim through and underline the things Lingling，Darning and Tony are good at. ‎ ‎3. Ask students to check in pairs and elicit answers from the whole class. ‎ ‎4. Ask students to read the sentences on page 11， and talk about them in pairs and guess the answers. ‎ ‎5. Ask students to read the passage again and decide if the sentences are true or false. If false，then say why. ‎ ‎6. Ask students to check with their partners.If their answers are different，tell them to go back to the text，read again and check. ‎ ‎7.Ask students to read out the sentences and say if they are true or not. If not ，ask them to say why. ‎ Step 4 Underline the correct words. ‎ ‎ 1. Ask students to work in pairs. Tell them to read through the passage and choose the correct words. ‎ ‎ 2. Check answers by reading the passage aloud and pausing to allow the whole class to complete it with the correct words. ‎ Step 5 Complete the sentences with the correct form of the expressions from the box. ‎ ‎ 1. Ask students to look at the expressions in the box.‎ ‎ 2. Ask students complete the sentences on their own and be careful with the language forms.‎ ‎ 3. Check in pairs. Elicit answers from the whole class in full sentences. ‎ Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1. ‎ Say: who they are and what job they can do and why they can do it ‎ ‎1. Write titles of the three monitors across the board. ‎ ‎2. Ask the class for two volunteers for each monitor. Write their names underneath. ‎ ‎3. Put volunteers in pairs to talk about what they are good at， can do well and how they can help. ‎ ‎4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers. Put it on the board. ‎ Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6‎ Good at? ‎ Can do? ‎ Can help? ‎ ‎5.Tell students to talk in groups about their notes，and decide who should be their monitors and say why. ‎ Step 7 Homework ‎1. Remember the new words and expressions in Unit 2.‎ ‎2 . Write a passage about one of the monitors in Activity 5.‎ Ⅵ Blackboard showing Ⅶ Self-reflection.‎ Unit 3 Language in use Ⅰ.Type of lesson: revision and application Ⅱ.Teaching aims: ‎ ‎1.To summarise and consolidate the usage of can 2.To revise new words and phrases Ⅲ.Teaching aids: Tape recorder，videos，OHP ‎ Ⅳ. 课时安排：2 课时 Ⅴ. Teaching procedure Step 1 Lead-in ‎1.Look at the language in the practice box with the students. ‎ ‎2.Ask for some volunteers to come to the front one at a time.Whisper an activity in their ear and ask them to act it out. The class guess what the volunteer can/can't do ‎ Step 2 Work in pairs. Add two or three more activities to the list. ‎ ‎1.Ask students to read the list of activities.‎ Tell students to talk about other activities in pairs and add them to their lists. ‎ ‎2. Ask students to practise in pairs by asking about the activities on their lists.‎ ‎3. Tell students to look at the question in the language box and to make a similar question from the list. ‎ ‎4 .Tell students to write one question for each activity on. the list. ‎ ‎5.Ask students to practise in pairs by asking about the activities on their lists. ‎ Step 3. Complete the sentences with can or can't. ‎ ‎1. Tell students to read the sentences and think carefully about whether to use "can" or "can't". ‎ ‎2. Ask students to complete the sentences on their own and then check in pairs. ‎ ‎3. Ask pairs of students to read the dialogues aloud. ‎ Step 4. Complete the passage with the correct form of the words from the box. ‎ ‎1. Tell students to read the passage and decide if the student is tidy or untidy. Elicit the answer "Tidy." ‎ ‎2. Then tell them to read again and try to guess the missing word. Then complete the passage with the words in the box individually. ‎ ‎3. Check their answers in pairs. ‎ ‎4. Ask students to read out each sentence. ‎ Step 4 Around the world: Languages ‎ ‎1 Look at the different scripts. Ask students， "How many languages are there? What are they?" ‎ ‎2 Answer any questions students may have.‎ Step 5. Work in groups of three or four. Talk about a new school club. ‎ ‎1 Tell students they are going to set up a new school club. Ask them to look at the advert for the Music Club as an example. ‎ ‎2 Elicit what information is given. Ask how the club is advertised ‎ ‎3. Put students in groups of 3-4. Tell them to choose the type of club they are going to set up， and where and when it is going to be held. They need to think of ideas to ‎ make the club interesting. ‎ ‎4 Go around and help with ideas if necessary. ‎ Step 6. Homework Make a poster for a club .‎ Ⅵ Blackboard showing Ⅶ Self-reflection.‎ 第三模块：5课时 Module 3 Making Plans I.Teaching aims and requirements:‎ ‎1.Grasping the following new words and expressions:‎ buy, enjoy, revise, take, lie, stay, picnic, email, test, party, because, look forward to, do some sightseeing, like foreign culture.‎ ‎2.Mastering the Grammar:‎ The use of “be going to do”.‎ ‎3.Learning the following sunds:‎ ‎/bl/ table tennis, /kl/ clothes, /pl/ plans, play.‎ II. Teaching main points and difficult points:‎ ‎1.To understand conversations about weekend plans.‎ ‎2.To process information of weekend plans in the listening material.‎ ‎3.To talk about weekend plans with given information.‎ ‎4.To get information from the reading material about personal information.‎ ‎5.To summarise and consolidate “be going to” and the new vocabulary.‎ III.Teaching with tools.‎ Tape recorder, Teaching pictures and cards, Video, OHP and so on.‎ IV.Time allocation: six classes.‎ V.Teaching steps:‎ ‎ Unit 1 What are you going to do at the weekend?‎ Listening and vocabulary ‎1.Listen and match the words in Box 1 with the words in Box 2.‎ ‎*Read through the words in both boxes while the Ss follow them;then read them through again and have the Ss repeat them.‎ ‎*Check the word stress in the multi-syllable words (revise,piano,lesson,party, picnic,homework, email).‎ ‎*Ask the Ss to cover the dialogue below, and,in pairs,to decide which verbs in Box 1 go with which nouns in Box 2.They can check their answers with another pair.‎ ‎*With the dialogue still covered,play the recording through and ask them to just listen and focus on the words in the boxes.‎ ‎*Then play it again and ask them to check their suggested matching.‎ ‎*Collect answers as phrases.‎ ‎*List the phrases on the board as you are given them.‎ Check my email, have a piano lesson, have a picnic, get up early, go to a party, revise for my test, stay in bed, do my homework, buy some clothes.‎ ‎2.Write the phrases in Activity 1 under the pictures.‎ ‎*Ask the Ss to look at the pictures and write the correct phrases under them individually.‎ ‎*Then they can check with a partner.‎ ‎*Collect the answers from the class.‎ ‎3.Listen and read.‎ ‎*Ask the Ss to listen to the text while they follow it in their books.‎ ‎4.Choose the correct answers.‎ ‎*Ask the Ss to do this activity individually,then check with a partner.‎ ‎*Collect the answers as a complete question and answer pair from two Ss.‎ ‎*Have the Ss practise asking and answering the questions in pairs.‎ Pronunciation and speaking ‎5.Listen and repeat.‎ ‎*Play through the recording while the Ss follow.‎ ‎*Play the recording again, pausing for them to repeat.They should do this chorally as a whole class,in groups and individually.‎ ‎*Put them in pairs to practise. Encourage them to be critical and help each other get the pronunciation right.‎ ‎*Circulate and monitor their production.‎ ‎6.Listen and repeat. Pay attention to the pronunciation of /l/.‎ ‎*Play through the recording while the Ss follow.‎ ‎*Play the recording again, pausing for them to repeat.They should do this chorally as a whole class, in groups and individually.‎ ‎*Put them in pairs to practise.‎ ‎7.Work in pairs. Ask and answer to complete the diary.‎ ‎*Read through the examples so that the Ss know what to do.‎ ‎*Pair them to ask and answer,taking it in turns.‎ ‎*Collect the answers from the pairs,having them ask and answer.‎ ‎*Complete the chart on the board if you feel it will help.‎ ‎8.Homework.‎ ‎1.Do exercises in Workbook, from 1 to 2.‎ ‎2.Do exercises in Exercise Book Unit one.‎ ‎3.Get ready for the test of Module two.‎ ‎ Unit 2 We’re going to walk up the Great Wall Reading and vocabulary ‎1.Read the passages and match them with the photos.‎ ‎*Ask the Ss to look at the three photos first,and ask them what they can see.‎ ‎*Make sure they understand the meaning of the verb “to look forward to sth.”‎ ‎*Before they read, ask the Ss to follow the Learning to learn box while you read it out. Ask them to apply this principle to their reading.‎ ‎*Ask them to read the three passages individually and decide which photo goes with which passage.‎ ‎*They can check with a partner.‎ ‎*Collect the answers from the class as full sentences.‎ ‎2.Say what Helen, Li and Lucy are looking forward to.‎ ‎*Ask the Ss to answer these with a short sentence.‎ ‎*They should do it individually, then check with a partner.‎ ‎*Check the answers in a whole-class setting.‎ ‎3.Match the questions with the answers.‎ ‎*Ask the Ss to match the questions and answers individually, then check with a partner.‎ ‎*Collect the answers from the class, with one student asking the question and another answering.‎ ‎4.Answer the questions. Use the words in the box.‎ ‎*Ask the Ss to do this exercise individually, then check with a partner.‎ ‎*Collect the answers from the class with one student asking and another answering.‎ Writing ‎5.Write full answers. Use because.‎ ‎*Ask the Ss to do this exercise individually, then check with a partner.‎ Collect the answers from the class with one student asking and another answering.‎ ‎6.Work in pairs and answer the questions.‎ ‎*Ask the Ss to decide on an event in the future that will be enjoyable.‎ ‎*You might want them to make some notes in answer to the three questions.‎ ‎*Pair them to ask and answer the questions.‎ ‎7.Write your partner’s answers to Activity 6.‎ ‎*The Ss write this individually.‎ ‎*They should then exchange writing with their partner and peer correct for factual and language accuracy..‎ ‎8.Homework.‎ ‎1.Do exercises in Workbook, from 3 to 5.‎ ‎2.Do exercises in Exercise Book Unit two.‎ ‎3.Get ready for the next lesson.‎ ‎ Unit 3 Language in use Language practice ‎*Go through the grammar table with the Ss.‎ ‎*Make sure that they understand that we use “be going to” future to talk about plans for the future which are already definite(E.g. I already have the ticket, so I know that I’m going to fly to London next Monday.) or which are what you want/except to do in a future situation.‎ ‎1.Ask and answer questions about Saturday and Sunday.‎ ‎*Read the example and ensure that the Ss know what to do.‎ ‎*Ask them to do the exercise in pairs.‎ ‎*Collect answers from the class.‎ ‎2.Complete the sentences with the words in the box.‎ ‎*Read through the verbs in the box,and have the Ss say them after you.‎ ‎*Ensure that the two two-syllable verbs(enjoy/revise) are stressed correctly,both with the stress on the second syllable.‎ ‎*Ask them to complete the sentences individually, then check with a partner.‎ ‎*Collect the answers from the class as complete sentences.‎ Around the world: What are they going to do?‎ ‎*Ask the Ss to look at the picture and tell you what they can see.‎ ‎*Read the text and answer any questions the Ss have.‎ Module task: Saying what you’re going to do at the weekend.‎ ‎3.Work in groups of three. Each chooses one of the roles below. Discuss what you’d like to do at the weekend and make plans to do things together.‎ ‎*Read through the three pieces of role information with the class, and ensure they understand them.‎ ‎*Put the Ss into threes to take one role each,then ask and answer questions about ‎ themselves in that role.‎ ‎*Circulate and monitor production for later remedail work, as necessary.‎ ‎4.Complete your diary for next weekend.‎ ‎*Ask the Ss to complete the diary with what they are really going to do next weekend. If they don’t have any plans, they can add things that they would like to and realistically could do. They should only write ‎ notes ,not full sentences.‎ ‎*The Ss can work in pairs and ask and answer to find out what their partner is going to do.‎ ‎5.Homework.‎ ‎1.Do the exercises in Workbook, from 6 to 8.‎ ‎2.Do the exercises in Exercises Book Unit three.‎ ‎3.Get ready for the next lesson.‎ ‎ ‎ 第四模块： 5课时 Module 4 Life In the Future 一. 教材分析 ‎1.本模块以未来的教室及学习为切入点，谈论将来我们生活的各个方面,学生较为有兴趣,便于展开活动。在这个过程中学习和掌握一般将来时WILL+动词原形的表达方法及注意点。‎ ‎2.《新标准》英语采用归纳式语法学习法:呈现---提问---发现---总结, 培养学生自主学习的能力。一般将来时作个本学期一个重要的时态在上一个单元中就已涉及Be going to +动词原形,学生已有一定的概念,这只需要老师很好地设计课堂教学活动作一定的延伸就可以了。 ‎ 二 .学情分析 学生在前一模块中已学习了一般将来时的肯定、否定与一般疑问的表达方式,也掌握了如何表达自己将要做什么,没做什么,也学会了如何问别人将来是否要做某事。本单元则是在前面的基础上引入到谈论将来生活这个话题上，这是学生很熟悉也是较感兴趣的话题。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的.‎ 三. 教学目标 ‎1.语言知识目标 语音 ‎ 朗读单词中注意重读音节 词汇 基础核心词汇：life future chalk paper ruler no one farm holiday rain weather wind so cheap expensive short get warm spring autumn heavy rain strong comfortable machine job free technology interesting difficult weak dream 掌握：cable calculator cell satellite fuel rough heat dull climate transport smooth uncomfortable ‎ 语法 ‎ ‎  一般将来时的肯定,否定及疑问句结构 和形容词的用法.‎ 话题 ‎ 以谈论将来的生活为中心，说一说将来生活的各个方面.‎ ‎2.语言技能目标 听：能听懂用一般将来时表述的意义。‎ ‎ 说：能运用一般将来时描述将来的生活。‎ ‎ 读：能读懂阅读文章，理解语篇主题和细节。‎ ‎ 写：能用一般将来时写将来生活等有关的短文。‎ ‎3．学习策略目标 认知 联系，归纳，推测等技能。‎ 调控 从同伴处得到反馈，对自己在叙述中或书写中的错误进行修改。‎ 交际 学习运用恰当词语与语法介绍和询问。‎ 资源 通过其他学科或网络获取更多未来生活的信息。‎ 自学策略 能借助词汇图掌握单词，形成话题联想的习惯。‎ 情感策略 能在小组活动中积极与他人合作，互相帮助，共同完成学习任务。‎ ‎4．文化意识目标：‎ 了解将来生活会带给我们的变化，让学生有一种危机感.增加学生的背景知识，增强学科间的交流,培养学生具有一定的探索未来的科学思想,培养高尚的情操。‎ ‎ 5．情感态度目标:‎ ‎1）通过课文教学引导学生关心国家大事，了解将来生活的巨大变化,因此要刻苦学习，长大为祖国繁荣富强做贡献。‎ ‎2）能在小组活动中积极与他人合作，互相帮助，共同完成学习任务。‎ 四．重点难点 ‎1. 教学重点 ‎[1]以谈论将来生活为中心，介绍并询问有关将来生活的信息.‎ ‎[2]能运用用一般将来时及形容词。‎ ‎2. 教学难点 ‎[1] 描述将来生活涉及的一些词汇及它们在句中的正确运用。‎ ‎[2] 能运用一般将来时进行描述与提问。‎ 五.突破途径 ‎1. 利用多媒体, 让学生在歌声中感受语言，在轻松愉快的video欣赏中 输入语言。在合作学习、游戏、竞赛等活动中巩固语言。‎ ‎2.整合教材, 对教材的内容进行适当的补充、删减、调序。以话题为核心,设计多种任务活动，把知识点化难为易。将知识不断滚动、内化和外延。‎ 六.课时安排 Period 1 Unit1 Listening and Vocabulary Period 2 Unit 2 Reading and Vocabulary Period 3 Unit 3 Listening & Reading Period 4 Unit 3 Grammar & Module Task Period 1 Unit1 Listening and Vocabulary Step1.Warm-up T: What are you going to do at this weekend?‎ S: I am going to do my homework at this weekend..‎ T: Are you going to play the piano this afternoon?‎ S: Yes, I am/No, I am not.‎ ‎………‎ Like this, ask the students to work in pairs to review the future tense.‎ Step2. Presentation T: What will you do at this weekend?‎ Help the students answer: I will do my homework at this weekend.‎ ‎（用be going to+do的操练引出will+do，旨在以旧带新，使同学们在很自然的复习语境中导入到新课的学习。呈现出will+do这个时态，让学生有一个初步的概念。）‎ Ask the students to work in pairs to practice will+do.‎ Step3.New words ‎ (1) Presentation of the vocabulary with sentences：life future in the future cable TV calculator cell phone chalk paper ruler satellite TV no one ‎ (2) Read through the new words and have the students follow and then repeat chorally and individually.‎ ‎(3) Pair work: What do you use to learn math and science and what do I use to teach English?‎ ‎（使用语境教单词法，这样不仅让学生掌握了单词的读音，还可以让学生知道怎样去使用。可能比纯粹教单词要来得更有效些，接着再用一个pairwork来巩固这些单词，避免了重复朗读的单调，并且这是一个开放性的对话，也活跃了同学的思路和课堂气氛。）‎ Step4.Listening comprehension ‎(1)Listen to the tape and check the true sentences for Daming and Betty.‎ ‎(2)Try to read after the tape.‎ Step5.Reading ‎(1).Listen to the tape and answer the question: Will there be schools in the future?‎ ‎(2). Read the dialogue and choose the best answers to the questions.‎ ‎(3).Read the dialogue in roles and ask them try to act it out.‎ Step6.Group work Talk about the classroom ten years later compared to the classroom now in groups and then each group gives a report.‎ Step7.Homework ‎1、自默本单元单词及重点词组。‎ ‎2、制作一张十年后你的教室，学校或家的海报。‎ Period 2 Unit 2 Reading and Vocabulary Step1.Work-Show Show their homework. A poster about their classroom, home or school。Share their success with all the students.‎ ‎(分享他们的海报，既练习了学生的听力，也练习了学生的口语。让学生体验到了他们自身的价值，提高了参与的积极性。)‎ Step2. New words ‎(1) Presentation of some of the new words with sentences ‎(2) Read through the new words and have the students follow and then repeat chorally and individually.‎ ‎(3) Pair work: What can you see in the pictures?‎ Step3.Reading (1) Read quickly and match the pictures and headings.‎ (2) Read carefully and find the adjectives and its opposite meanings.‎ (3) Read one by one paragraph to finish the relative exercises.‎ ‎（在处理阅读课的时候，先使用略读，再使用跳读，再使用精读，培养了学生阅读的技巧。）‎ Step4. Group work Talk about the questions: Will we have an easy or a difficulty life in the future? why?‎ 在大量输入的基础上，现在让学生输出就容易多了，我想学生应该是有话可说的，而且也能够说得起来。有时间的话让他们写一个小报告，笔头也得到了落实，没有时间的话这个就作为回家作业。）‎ Step.Homework ‎1、自默本单元单词及重点词组。‎ ‎2、把group work写成一个小报告。‎ Period 3 Listening and Reading Step1.Presentation Show a flashcard about robots. Teach the words and let the students talk about What the robots can do for us?‎ Step2.Around the world (1) Learn the material together (2) With the help of robots ,what will your life be like in the future?‎ Step3.Listening Listen and check the true sentences.(wb.9)‎ Step4.Reading Work in pairs. Read the passage and correct the mistakes.(wb.10)‎ Step5.Survey Survey some of the partners and give a report.‎ ‎1 Will you have an interesting/happy life ? Why ?‎ ‎2 Will you have a small and nice car ? ‎ ‎3 What will your home be like?‎ ‎4 Will you do many things on the Internet? What will you do on the Internet?‎ ‎5 Will you have lots of free time? What will you do in your free time?‎ ‎6 Will you take a plane to travel around the word ?Where will you go ‎ Step6.Homework 1、 自默本单元单词及重点词组。‎ 2、 把第五小题的报告定成一篇小文章。‎ Period 4 Unit 3 Grammar & Module Task Step1.Grammar ‎ 1. explain the future tense in details.‎ 2. Exercises about the future tense.(Unit3 Activity 1&wb.1)‎ Step2.Grammar ‎ 1. revise the adjectives 2. Exercises about the adjectives.(Unit3 Activity 3&wb.4)‎ Step3.Grammar ‎ 1. teach the students how to use the conjunction so 2. Exercise about the conjunction.(Unit2 writing and wb.11)‎ Step4.Module task Design your dream school(Unit 3 Activity 5,6&7)‎ Step5.Homework ‎1．自默本模块单词及重点词组。‎ ‎2．完成第三单元及WB中剩下的练习。‎ 教学反思：‎ 第五模块： 5课时 Module 5 Shopping 一、学习目标:‎ A.单词和短语：‎ market, supermarket, biscuit, lemon, strawberry, Mother’s Day, size, take, may, try, try on, certainly, wait a minute, sale, price, look, fresh, advantage, anyone, anything, anywhere, compare, pay, post, product, receive, safe, several, online, shopping, way, one of… almost, open, later, out, go out, over, one day, one B.交际用语：‎ ‎1. Can I help you? / What can I do for you?‎ ‎2. I’d like to buy a T-shirt for my mum.‎ ‎3. — What colour does she like? — Purple.‎ ‎4. — What size does she take? — Small.‎ ‎5. — May I try it on? — Certainly.‎ ‎6. There’s a sale on today. Everything is half price.‎ ‎7. OK! I’ll take it.‎ ‎8. Wait a minute!‎ ‎9. How many / much would you like?‎ C. 教学目标 ‎1. Function: Talking about going shopping.‎ ‎2. Structure: Questions: What…? How many / much…?‎ ‎3. Skills: 1) Listening and understanding description..‎ ‎ 2) Performing a role-play..‎ ‎ 3) Reading and predicting.‎ ‎4) Transferring information from a table to a passage..‎ ‎4. Around the world: Catalogue shopping.‎ ‎5. Task: Writing a shopping list for a school picnic.‎ 二、重点及难点: ‎ Questions: What…? How many / much…? ‎ 三、教学设计:‎ Unit 1 What can I do for you?‎ ⅠTeaching model Listening and speaking ‎ ⅡTeaching method ‎ Bottom-up approach to listening ⅢTeaching aims ‎1. To understand conversations.‎ ‎2. Talking about going shopping.‎ ‎3. Questions: What…? How many / much…?‎ ⅣTeaching Objectives ‎ ‎1. Key vocabulary: market, supermarket, biscuit, lemon, strawberry, Mother’s Day, size, take, may, try, try on, certainly, wait a minute, sale, price, look, fresh, advantage ‎ ‎2. Key structures: 1) Can I help you? / What can I do for you?‎ ‎2) I’d like to buy….‎ ‎3) — What colour does she like? — Purple.‎ ‎4) — What size does she take? — Small.‎ ‎5) — May I try it on? — Certainly.‎ ‎6) There’s a sale on today. Everything is half price.‎ ‎7) OK ! I’ll take it.‎ ‎8) Wait a minute!‎ ‎9) How many / much would you like?‎ ⅤTeaching aids Tape recorder, OHP, video ⅥTeaching Steps Step 1 Warming up ‎1. Show some pictures of school things. Say what they are.‎ ‎2. Read the words after the teacher.‎ ‎3. Introduce the new words.‎ Step 2 Work in pairs.‎ ‎1. Ask the students to read the words in Activity 1.‎ clothes shop market supermarket ‎2. Look at the pictures carefully in Activity 1.‎ ‎3. Match the words and expression from the box with the pictures.‎ ‎4. Check their answer with a partner.‎ ‎5. Call back the answer from the whole class and check the answer.‎ ‎6. Ask the students to read the words.‎ biscuit lemon sausage strawberry T-shirt ‎7. Say where you can buy these things.‎ Step 3 Listen and answer the questions.‎ ‎1. Ask the students to read the questions in Activity 2.‎ ‎1) What is Lingling going to buy for her mother on Mother’s Day?‎ ‎2) What is Betty going to make for her mother？‎ ‎3) What does Betty want to buy?‎ ‎4) When are they going to the shops?‎ ‎2. Play the recording and ask the students to listen to the recording carefully.‎ ‎3. Listen and answer the questions.‎ ‎4. Play the recording again, then they can check their answer with a partner.‎ ‎5. Call back the answer from the whole class and check the answer.‎ Step 4 Listen and read.‎ ‎1. Ask the students to read the conversation silently.‎ ‎2. Play the recording and ask the students to listen and read the conversation.‎ ‎3. Read the conversation.‎ ‎4. Act it out.‎ ‎5. Learn “Everyday English”‎ Certainly.‎ Wait a minute!‎ Can I help you?‎ ‎6. Learn to learn You don’t have to understand every word when you listen. Try to listen for the important information.‎ Step 5 Complete the table. ‎ ‎1. Read the conversation again.‎ ‎2. Now complete the table. 3. Ask the students to check with a partner.‎ ‎4. Play the recording again .Check the answers: ‎ Step 6 Complete the conversation.‎ ‎1. Ask the students to read the words in the box in Activity 4.‎ certainly everything fresh half price size ‎2. Read through the conversation. ‎ ‎3. Complete the sentences with the correct form of the words from the box.‎ ‎4. Ask the students to check with a partner.‎ ‎5. Check the answers: ‎ Keys: 1. fresh, price, Everything 2. size, Certainly, half ‎6. Read the conversation loudly. ‎ Step 7 Listen and repeat.‎ ‎1. Play the recording once without stopping.‎ ‎2. Play the recording again and stop at the end of each line. Ask the whole class to repeat.‎ ‎3. Play the recording again and stop at the end of each line. Ask individual students to repeat.‎ ‎4. Ask the students to practice the sounds in pairs.‎ Step 8 Guessing game.‎ ‎1. Show some pictures. ‎ ‎2. Ask and answer:‎ ‎1) What colour is it?‎ ‎2) What size do you take?‎ ‎3) How much is it?‎ ‎3. Show some pictures..‎ ‎4. According to the information given and ask the students to guess what it is.‎ ‎5. Show the pictures to check the answers.‎ Step 9 Work in pairs.‎ Student A: You’re a customer. Buy a present for a family member or a friend. Use the sentences in Everyday English and Activity 3 to help you.‎ Student B: You’re a shop worker. Help Student A buy a present for his / her family ‎ member or friend.‎ Step 10 Summary :‎ 表示购物的习惯用语：‎ May / Can I help you?‎ How many / much would you like?‎ What colour / size would you like?‎ I want / I'd like…‎ How much is it / are they?‎ That's too expensive, I'm afraid.‎ Do you have any other colours / sizes / kinds?‎ That's fine. I'll take it.‎ Step 11 Do exercises:‎ Step 12 Homework Remember the words of Unit 1 and prepare the text of Unit 2.‎ 反思：‎ Unit 2 You can buy everything on the Internet.‎ ⅠTeaching model Reading and writing. ‎ ⅡTeaching method ‎ Top-down approach ‎ ⅢTeaching aims ‎1. Listening and understanding description.‎ ‎2. Performing a role-play.‎ ‎3. Reading and predicting.‎ ‎4. Transferring information from a table to a passage.‎ ⅣTeaching Objectives ‎ Key vocabulary: anyone, anything, anywhere, compare, pay, post, product, receive, safe, several, online, shopping, way, one of… almost, open, later, out, go out, over, one day, one Key sentence: 1.You can buy almost everything on the Internet, and it’s very easy. ‎ ‎2. Then you receive it a few days by post.‎ ‎3. Online shopping has several advantages. ‎ ‎4. You can also compare the prices of the same product.‎ ‎5. They can’t see the product or try the clothes on. ‎ ‎6. Also paying over the Internet isn’t always safe.‎ ‎7. Online shopping is changing our way of life. ‎ ‎8. You’ll be able to buy anything on the Internet.‎ ⅤTeaching aids Recorder, OHP, video ⅥTeaching Steps Step 1 Warming-up ‎1. Guessing game.‎ ‎1) Show some pictures.‎ ‎2) According to the information given and ask the students to guess:‎ What colour is it?‎ What size do you take?‎ How much is it?‎ ‎3) Show the pictures to check the answers.‎ ‎2. Review the text of Unit 1. ‎ ‎3. Read the words after the teacher.‎ Step 2 Learn new words. ‎ ‎1. Show some pictures.‎ ‎2. Talk something about the pictures.‎ ‎3. Introduce the new words.‎ ‎4. Read the words after the teacher.‎ Step 3 Work in pairs.‎ ‎1. Ask the students to read the words in Activity 1.‎ advantage anyone anything anywhere compare ‎2. Look at the title of the passage.‎ ‎3. Think about the questions about online shopping.‎ ‎1) What can you buy?‎ ‎2) How do you pay for it? ‎ ‎3) How is it changing our lives?‎ ‎4) Is it good or bad?‎ ‎4. Check their answer with a partner.‎ ‎5. Call back the answer from the whole class and check the answer.‎ Step 4 Reading.‎ ‎1. Play the recording and listen to the tape carefully.‎ ‎2. Ask the students to read through the passage.‎ ‎3. Read the passage and check (√ ) the true sentences.‎ ‎6. Read the text together.‎ Step 5 Complete the passage.‎ ‎1. Ask the students to the words in the box in Activity 3.‎ later out pay receive ‎2. Ask the students to read through the passage in Activity 3.‎ Internet shopping is easy. You buy something online, you (1) __________for it, then a few days (2)_________ you (3) ___________ it by post. But going (4) __________ and shopping with friends is much more fun !‎ ‎3. Complete the passage with the words from the box.‎ ‎4. Check with a partner.‎ ‎5. Call back the answers from the whole class.‎ Keys: 1. pay 2. later 3. receive 4. out ‎6. Read the passage together.‎ Step 6 Work in pairs. ‎ ‎1. Ask the students to complete the table in Activity 4.‎ ‎2. Check with a partner.‎ ‎3. Call back the answers from the whole class.‎ Step 7 Writing.‎ ‎1. Ask the students to write sentences describing the advantages with first and second.‎ First, you can shop at any time…Second,…‎ ‎2. Check with a partner.‎ ‎3. Call back the answers from the whole class.‎ ‎4. Now write sentences describing the disadvantages. Introduce the first disadvantages with but.‎ But many people like going out…‎ ‎5. Check with a partner.‎ ‎6. Call back the answers from the whole class.‎ Step 8 Do exercises: ‎ Step 9 Homework Writing a paragraph about shopping at a supermarket.‎ Begin like this: Supermarket shopping is not difficult. First, you choose the things on your shopping list…‎ List the advantages.‎ List the disadvantages.‎ Finish like this: Shopping at a supermarket is fun.‎ 反思：‎ Unit 3 Language in use ⅠTeaching model Revision and application ‎ ⅡTeaching method ‎ Formal and interactive practice ‎ ⅢTeaching aims ‎1. Function: Talking about going shopping.‎ ‎2. Structure: Questions: What…? How many / much…?‎ ‎3. Around the world: Catalogue shopping.‎ ‎4. Task: Writing a shopping list for a school picnic.‎ ⅣTeaching Objectives ‎ Key structures: 1) Can I help you? ‎ ‎2) How much are they? ‎ ‎3) What size do you take? ‎ ‎ 4) How many / much … would you like? ‎ ‎5) Can I try it on? ‎ ‎6) How much is …? ‎ ‎7) What colour would you like? ‎ ‎8) What about this one? ‎ ⅤTeaching aids Tape recorder, OHP, handouts ⅥTeaching Steps Step 1 Revision Show some pictures to review the text of Unit 1 and Unit 2 ‎ Step 2 Language practice ‎1. Read through the example sentences in the box with the whole class.‎ ‎2. Ask the students to repeat the sentences in the box.‎ Step 3 Work in pairs ‎1. Show some pictures. ‎ ‎2. Ask the students to look at the pictures carefully.‎ ‎3. Ask and answer like this:‎ what / size / take?‎ ‎— What size do you take?‎ ‎— Size S ‎4. Ask the students to look through the questions in Activity 1. ‎ ‎1) What / size / take?‎ ‎2) how much / eggs?‎ ‎3 ) how much / beef?‎ ‎4 ) what / colour / like?‎ ‎5. Pair them to ask and answer.‎ ‎6. Circulate and monitor their production.‎ Step 4 Complete the sentences ‎1. Ask the students to read the sentences in Column A & B.‎ ‎2. Complete the sentences.‎ Step 5 Grammar 语法点拨——特殊疑问句：‎ 一、定义：以疑问词开头，对句中某一成分提问的句子叫特殊疑问句。‎ 二、常用的疑问词有：what（什么）， who（谁）， whose（谁的）， which（哪个）， when（何时）， where（哪里）， how（怎样）， why（为何）等。‎ 三、特殊疑问句的语序：‎ ‎1．疑问词（+主语）+谓语动词+其他成分？‎ Who is singing in the room?‎ ‎2．疑问词+一般疑问句语序？　如：‎ How much are these sausages? ‎ What size does his mother take? ‎ How much meat do you want? ‎ What colour would you like? ‎ What time does he get up every morning﹖‎ When are you going to have a picnic?‎ Why do they like shopping on the Internet? ‎ 四、注意事项：‎ ‎1．回答特殊疑问句时，不能用yes / no，即问什么答什么，尤其是简略回答。括号内是完整回答所需部分。如：‎ ‎1. — What colour does he like?‎ ‎— He likes white.‎ ‎2. — What size do you like?‎ ‎— Small.‎ ‎3.— How much beef would you like?‎ ‎— Half a kilo.‎ ‎4. — How much are they?‎ ‎—Thirty-eight yuan kilo.‎ ‎5. —Why do they like shopping on the Internet?‎ ‎—Because they can buy almost everything on the Internet, and it’s very easy.‎ ‎2．特殊疑问句一般读降调(↓)。‎ Step 6 Complete the table.‎ ‎1. Ask the students to write down as many words as you can in each column.‎ How many How much eggs, ‎ milk, coffee, orange, tea, beef, chicken…‎ ‎2. Ask the students to check with a partner.‎ ‎3. Check the answers:‎ Step 7 Complete the sentences.‎ ‎1. Ask the students to read through the sentences in Activity 4. ‎ ‎2. Complete the sentences with how much or how many.‎ ‎3. Ask the students to check with a partner.‎ ‎4. Check the answers: ‎ Step 8 Grammar how many与how much的用法：‎ ‎1. how many接可数名词的复数，表示“多少”。‎ How many books are there on the desk?‎ How many days are there in a week?‎ ‎2 how much的用法 ‎1)用来询问事物的数量，后接不可数名词。例如： ‎ How much milk is there in the glass? ‎ ‎2)用来询问事物的重量。例如：‎ ‎—How much does the pig weigh? ‎ ‎—Eighty kilos.‎ ‎3)how much 意为“多少钱”时，可单独使用，也可构成词组how much money，但英语中常省略money，用来询问某物的价钱、价格。‎ ‎（注意：how much询问价格时，它的回答若是中国的货币单位应采用汉语拼音yuan来表示，字母用小写，且不用复数。例如：—How much is the eraser?‎ ‎—Two Yuan. 两元。‎ ‎4)用来询问数字计算的结果，相当于what。例如： ‎ ‎—How much is three plus one? ‎ ‎—It's four.‎ Step 9 Around the world: Catalogue shopping ‎ ‎1. Ask the students to look at the picture and discuss what they can see.‎ ‎2. Read through the information with the whole class.‎ ‎3. 根据“Around the world”中的信息，补全下列句子：‎ ‎4. Ask the students to check with a partner.‎ ‎5. Check the answers: ‎ Step 10 Module task: Writing a shopping list for a school picnic.‎ ‎1. Work in pairs. Write a shopping list for a school picnic.‎ What food do you need?‎ What drinks do you need?‎ How much / many do you need?‎ ‎2. Complete your list with your classmates’ list.‎ Find out about your classmates’ lists.‎ Add more things to your list.‎ ‎3. Present your shopping list to the class. Choose the best list.‎ Step 11 Homework 书面表达： ‎ 周六，你和同班同学打算去野炊，你们带了很多食物（如：面包、饼干、肉、鸡蛋和蔬菜等）、水果（如：苹果、桔子和草莓等）和饮料（如牛奶、果汁和水）。你们打算唱歌、跳舞和放风筝，你们将玩得很开心。以“A school picnic”为题，写篇80字左右的短文。‎ 反思：‎ 第六模块 ：5课时 Module 6 Around town ‎【教学内容分析】‎ 本模块以出行旅游为话题。Unit 1 中的对话是通过读地图来呈现指路及表明具体位置的语言表达方式。通过本单元的听说活动，给学生提供充足的体验和运用语言的机会。‎ ‎【学情分析】‎ 学生具有一定的英语基础，学习热情高，表现欲强，能积极参与到课堂中。而且相互之间能够很好地利用小组进行合作交流。但是书上内容对大多数人来说较为简单，因此很有必要补充一些相关知识。‎ Unit 1 Could you tell me how to get to the National Stadium?‎ ‎【教学目标】‎ Knowledge objective To master some words and expressions about places, positions and giving directions. ‎ Ability objective ‎1. To ask the way and give directions.‎ ‎2. To understand a conversation of giving directions.‎ Moral objective ‎1. To be polite to others.‎ ‎2. To be ready to help others. ‎ ‎3. To know more about Beijing and love Beijing. ‎ ‎【教学重点】‎ ‎1.To learn and review some words and expressions about places：‎ ‎ Bank, museum, along, across, cross, opposite, tourist, excuse, excuse me, street ,turn, third, guidebook, bookshop, right, why not …?could, underground ‎2. To learn and review some words about positions: near, opposite, along, on the left/right, across ‎3. To learn some expressions about asking ways and giving directions: ‎ ‎【教学难点】‎ ‎1. To get information from the conversation.‎ ‎2. To ask the way and give directions.‎ ‎【教学方法】‎ PWP method, task-based method and interactive approach ‎ ‎【教学手段】‎ A tape recorder, multimedia and some pictures ‎【教学过程】‎ Teaching Procedures:‎ Step 1 Leading in ‎ ‎ Ss look the pictures and answer the questions, lead-in Unit 1.‎ Step 2 Consolidate new words ‎ 1. Look and say. The teachers shows the pictures of new words and let the students to say as quickly as possible.‎ ‎　2. Find and say. The teacher shows pictures of direction prepositions, and the students find the right words.‎ Step 3 Match the words from the box with the pictures ‎ Look at the pictures and match the words.‎ Step 4 Work in pairs. Say which places in Activity 1 you can find in your hometown and where they are. ‎ Along across cross opposite Step 5 Listen and read ‎ ‎1. Listen and answer the question.‎ Can the tourist go to the Wangfujing Dajie?‎ ‎2. Read the dialogue and answer the questions.‎ ‎(1) How will the tourist get to Wangfujing Dajie from Tian’anmen Square?‎ ‎(2) Where is the bookshop?‎ ‎(3) Who does the tourist ask for the way to the National Stadium?‎ ‎3. Point out the main points in the dialogue.‎ Step 6 Complete the questions with the correct form of the words from the box. Then ask and answer the questions in pairs. ‎ Step 7 Listen and repeat ‎1. Can you tell me the way to Wangfujing Dajie?‎ ‎2. Go across Dong Chang’an Jie, go along the street and turn left.‎ ‎3. Is there a bookshop near here?‎ ‎4. Could you tell me how to get to the National Museum?‎ ‎5. Go along the street and you’ll see an underground station.‎ Step 8 Read the conversation in Activity 3 again and complete the table.‎ Ask ‎ Answer ‎ Can you tell me the way to …?‎ Go across …‎ Make the conversation as much as possible in pairs.‎ Step 9 Work in pairs. Draw a map of where you live. Show places.‎ ‎ Now ask for and give directions to places on map.‎ ‎-Where’s the market?‎ ‎-It’s on …‎ ‎-How do I get there?‎ ‎-Go along …‎ Step 10 Grammar 问路的句型和指路的句型 Step 11 Summary 方位介词的用法。‎ 问路和指路的句子。‎ Step 12 Exercises Step 13 Homework 编写一个对话，介绍从学校去你的家的路线图。‎ ‎【学习效果评价】‎ 自我评价表(1- Worst; 5 - Best) ‎ ‎ Questions ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ ‎1. I know many words of places in a city.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎2. I can say where places are.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎3. I know how to ask others the way.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎4. I can also tell people how to get to a place.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎【课后反思】‎ Unit 2 The London Eye is on your right.‎ ‎【教学目标】‎ Knowledge objective To master some words and expressions about places, positions and giving directions.‎ Take,tour,square,famous,painting,from,metre,above,river,clear,bridge,railway,past,church,finish,high Ability objective Enable students to read about some famous places in London and learn to give directions. ‎ Moral objective ‎1. To be glad to take part in the group work.‎ ‎2. To know more about London and love to know more about the foreign culture. ‎ ‎【教学重点】‎ ‎1. To tell the difference among the words: near, opposite, along, on the left/right, across ‎2. To learn some expressions about asking ways and giving directions.‎ ‎3. To learn the reading method.‎ ‎【教学难点】‎ ‎1. To get information from the article.‎ ‎2. To write a composition about asking the way and giving directions.‎ ‎【教学方法】‎ PWP method, task-based method ‎ ‎【教学手段】‎ A tape recorder, multimedia and some pictures ‎【教学过程】‎ Teaching Procedures:‎ Step 1 Revision and lead-in ‎ 1. Revise the dialogue about asking and giving directions.‎ ‎ 2. Guess which city is it according to the pictures, and point out the place on the map.‎ Step 2 Consolidate new words ‎ Look and say. The teachers shows the pictures of new words and let the students to say as quickly as possible.‎ Step 3 Match the places with the pictures ‎ Look at the pictures and match the places.‎ Step 4 Read the passage and follow the tour on the map.‎ Read the passage carefully and know about the tour of London.‎ Step 5 Learning to learn ‎ Learn how to deal with the new words or phrases.‎ Step 6 Label the places in Activity 1 on the map Let Ss fill in the blanks on the map according to Activity 1.And then check them in group.‎ Step 7 Complete the sentences with the correct form of the words from the box.‎ First read the words in the box. Then fill in the blanks with the correct form of the words. At last, check in groups.‎ Step 8 Grammar Point out the difficult points in the passage. If possible, let Ss say out by themselves.‎ Step 9 Practice ‎1. Draw a map of your journey from your school to your home. Draw the streets and buildings on each side of the street. Don’t mark the position of your home.‎ ‎2. Practice the sentences of asking the way and pointing out the way.‎ ‎3. Let one student read the directions and the other mark the student’s home on the map.‎ Step 10 Summary Let Ss talk about what they have learnt in class.‎ Step 11 Exercises Step 12 Homework Describe the tour that impressed you most.‎ ‎【学习效果评价】‎ 自我评价表(1- Worst; 5 - Best) ‎ ‎ Questions ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ ‎1.I know many words of places in a city.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎2. I can say where places are.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎3. I know how to ask others the way.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎4. I can also tell people how to get to a place.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎【课后反思】‎ Unit 3 Language in use ‎【教学目标】‎ Knowledge objective To practice the use of direction preps and sentences of giving directions.‎ Ability objective Enable students to mark the places on the map and describe your hometown in your email.‎ Moral objective ‎1. To be glad to take part in the group work.‎ ‎2. To know about how to review the knowledge.‎ ‎【教学重点】‎ ‎1. To use the direction preps: near, opposite, along, on the left/right, across ‎2. To use the expressions about asking ways and giving directions.‎ ‎【教学难点】‎ To write a composition about your tour.‎ ‎【教学方法】‎ PWP method, task-based method ‎ ‎【教学手段】‎ A tape recorder, multimedia and some pictures ‎【教学过程】‎ Teaching Procedures:‎ Step 1 Revision and lead-in ‎ Revise the sentences about asking and giving directions by filling the blanks.‎ Step 2 New words ‎1. Draw a map of your journey from your school to your home. Draw the streets and buildings on each side of the street. Don’t mark the position of your home.‎ ‎2. Practice the sentences of asking the way and pointing out the way.‎ ‎3. Let one student read the directions and the other mark the student’s home on the map.‎ Step 3 Work in pairs and look at the map ‎ 1. Look at the map, Student A choose a starting place on the map, and give directions from here. Student B listen and follow the directions.‎ ‎ 2. Choose another starting places on the map. Student B give directions.‎ Step 4 Read and label the places ‎1. Read the dialogue and answer the questions.‎ ‎2. Read the dialogue and label the places on the map that the article has mentioned in the dialogue.‎ ‎3. Retell the dialogue in pairs.‎ Step 5 Look at the map and complete the passage ‎ First, look at the map and read the words in the box. Then read the passage and fill in the blanks using the words from the box.‎ Step 6 Around the world ‎ Learn about a famous place: The Winter Palace ‎ Step 7 Write about your hometown Let Ss write a composition about your hometown. The following three points should be included in your writing.‎ Step 8 Write an email ‎ If you have a one-day tour of your hometown, write an email to a friend and say what to do. You may use the three points from Activity 4.‎ Step 9 Draw a map ‎ Draw a map of your hometown and mark out the important places.‎ Step 10 Exercises Step 11 Summary 方位介词。‎ 问路、指路。‎ Step 12 Homework Write an email to your classmate and say how to get to your home from his home.‎ ‎【学习效果评价】‎ 自我评价表(1- Worst; 5 - Best) ‎ ‎ Questions ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ ‎1.I know many words of places in a city.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎2. I can say where places are.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎3. I know how to ask others the way.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎4. I can also tell people how to get to a place.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎【课后反思】‎ 第七模块： 5课时 Module 7 My past life ‎ 一、教学背景：‎ 二、（布置）学生课前准备：‎ ‎1. 预习词汇：born, strict, primary, primacy school, town, friendly, US, hey, village, nice, good, difficult, bathroom, bedroom, garden, living room, coast, east, ago, store, movie theater / theatre, bored, president, lake, last和comfortable。‎ ‎2. Class report ‎ 教学课题: Module 7 My past life 三、学习目标 ‎1. 语言知识目标：掌握下列单词: born, strict, primary, primacy school, town, friendly, US, hey, village, nice, good, difficult, bathroom, bedroom, garden, living room, coast, east, ago, store, movie theater / theatre, bored, president, lake, last and comfortable。‎ ‎2. 语言技能目标：‎ ‎1）能听懂包含动词be的过去式 （was / were）的对话。‎ ‎2）能用动词be的过去式 （was / were）表述自己过去的经历，并能用它询问对方过去的生活。‎ ‎3）能够读懂描述过去生活和经历的短文，并能就短文作答。而且，掌握短文通篇大意，学习使用上下文猜测词义的学习方法。‎ ‎4）能用动词be的过去式 （was / were）描述自己和别人的过去生活和经历。‎ ‎3. 情感目标：通过对过去童年或家乡的描述，产生对家乡和美好生活的热爱。‎ 四、教材分析 外研版7年级英语下册Module 7 My past life units 1~3，本模块以过去生活为题材，要求学生掌握含有动词be的过去式 （was / were）的一般过去时的句子，而且能用此谈论自己和别人的过去生活和经历。‎ 本模块的主要语法是含有动词be的过去式 （was / were）的一般过去时，教学重点是通过对过去生活和经历的描述，重点学习本模块中出现的重点词汇、短语、固定搭配和句型。‎ 课前准备一些与本模块话题相关的图片和资料，让学生在warming-up时讨论和观看。围绕本模块话题展开听说读写的全面训练，使学生熟悉含有动词be的过去式 （was / were）的一般过去时。‎ 五、教学方法 ‎ 以说为主要教学方式，以讨论为主要方法，通过同桌讨论和小组以及全班讨论，让每个学生充分练习口语和说的能力，并将听说读写有机地贯穿一体。设立一些语言环境，结合自己或他人的过去生活和经历，最后一起学习本模块的重、难点，为突破重、难点再做一些课堂和课后的练习。‎ 六、教学过程 Unit 1 I was born in a small village.‎ Step1： Study the following new words.‎ born, strict, primary, primacy school, town, friendly, US, hey, village, nice, good, difficult ‎ Step2：Warming up ‎ To give some pictures and videos about me and my past life to students. Let them watch. And then, talk about my son. At last, let students talk about themselves.‎ Step3：Work in pairs. Listen and number the questions as you hear them. ‎ • a. Who was your first teacher? ‎ • b. What was your first school like?‎ • c. Where were you born?‎ • d. Was she strict?‎ Keys: 3 2 1 4 ‎ And then, answer the questions. Use the words and expressions from the box.‎ be born friendly nice primary school strict town US ‎ Step4：Listen again and check (√) the true sentences.‎ Step5：Listen and read the Activity 3. And choose the correct answer.‎ Step6：To study Everyday English.‎ ‎¤ What were they like?‎ ‎¤ I was very good! ‎ Step7：Complete the table. ‎ Step8：Listen and notice the stressed. And listen and repeat.‎ ‎1. —I was born there.‎ ‎ —No, you weren’t.‎ Step9：Work in pairs. Ask and answer the questions about your past life. ‎ ‎1. Where were you born? ‎ ‎2. What was the name of your primary school?‎ ‎3. Who was your first teacher?‎ ‎4. What was he/she like?‎ ‎5. Who were your first friends? ‎ ‎6. What were they like?‎ ‎7. What was your favourite subject?‎ ‎8. How many students were there in your class?‎ Now tell your classmates about your past life.‎ And then give some exercises to students about the new words.‎ Step11：Explain and study the important and difficult points.‎ ‎1. good ~~ difficult ‎2. be born ‎ e.g. I was born in Zibo. ‎ ‎3. the name of ‎ e.g. The name of his school is Foreign Language School.‎ ‎4. be strict with 对某人严格 ‎ e.g. Our teacher is very strict with us.‎ ‎ 老师对我们要求很严格。‎ ‎5. primary school 小学 ‎ e.g. The children like their primary school very much. ‎ ‎ 孩子们非常喜欢他们的小学。‎ And then give some exercises to students about the new words.‎ I. Filling the blanks using the new words.‎ II. Sentence Transformation:‎ Put the following sentences into negative sentence, general questions, and make a positive and negative answer.‎ Step12：Study Grammar ——The simple past tense (the past tense of verb “be”)‎ 原 形 ‎ am ‎ is ‎ are ‎ 否定缩略式 ‎ am not ‎ isn’t ‎ aren’t ‎ 过去式 ‎ was ‎ was ‎ were ‎ 否定缩略式 wasn’t ‎ wasn’t ‎ weren’t ‎ Step13：Homework ‎ Review and recite the important points of Unit 1. ‎ Unit 2 I was born in Quincy.‎ Step1： Show the new words and expressions of Unit 2 Module 7.‎ bathroom, bedroom, garden, living room, coast, east, ago, store, movie theater / theatre, bored, president, lake, last, comfortable And then give students some exercises about the new words. ‎ Complete the sentences according to Chinese and pictures.‎ bathroom n.浴室 living room 起居室 ‎ garden n. 花园 ‎ kitchen n.厨房 bedroom n.卧室 ‎ Step2：Warming-up and Lead in To give some pictures and videos about Quincy to students. Let them watch and describe them. ‎ ‎ Step3：Work in pairs. Label the picture with the words from the box.‎ bathroom bedroom garden kitchen living room ‎ Step4：Read the passage of Activity 2 and choose the correct answer. ‎ Step5：Answer these questions. ‎ ‎1. Were there a lot of things to do?‎ ‎2. Was anyone famous born there?‎ ‎3. Who were they?‎ ‎4. What was Betty’s house like?‎ ‎5. How many rooms were there?‎ ‎6. What was Betty’s bedroom like?‎ ‎7. Was there a garden?‎ ‎8. Were there lots of children? ‎ ‎ ‎ Step6：Study some different usages of British English and American English.‎ 单词不同 ‎ 拼写不同 ‎ 美式英语 ‎ movie theater ‎ store ‎ favorite ‎ neighbor ‎ 英式英语 ‎ cinema ‎ shop ‎ favourite ‎ neighbour ‎ Step7：Complete the passage of Activity 4 with the correct form of the words from the box.‎ ago bored coast comfortable east president store Step8：Look at these sentences. ‎ There were lots of things to do in Quincy. ‎ ‎ There were many stores…→‎ There were lots of things to do in Quincy, with many stores...‎ And then join the sentences with “with”.‎ Look at the passage in Activity 2 again and check.‎ Step9：Answer the questions. ‎ When and where were you born?‎ Were you happy there?‎ What was your house like?‎ What was your bedroom like? ‎ Were there lots of things to do?‎ Step10：Describe your past life with the answers from Activity 6.‎ ‎ I was born in ...‎ Step11：Explain and study the important and difficult points.‎ the usage of expression “ with ……. “.‎ ‎1. China is a country with a population of 1.3 billion. ‎ ‎2. I have a house with a swimming pool. ‎ ‎3. Our teachers is a woman with brown eyes.‎ Step12：Homework ‎ Review and recite the important points of Unit 2. ‎ Unit 3 Language in use.‎ Step1: Revision and leading in Useful phrases be born… the name of…. be strict with … primary school Give some pictures and sentences to practice in group.‎ Step2: Language practice I was born in Quincy.‎ My first teacher was Mrs Lane.‎ I wasn’t bored in Quincy.‎ Were you difficult in class too?‎ No, I wasn’t.‎ Where were you born?‎ Step3：Work in pairs. Read about Liu Yun. Ask and answer the questions. ‎ Where / born?‎ ‎—Where was she born?‎ ‎—She was born in Tianjin.‎ ‎1. what / primary school?‎ ‎2. who / first teacher?‎ ‎3. who / first friends?‎ Step4：Study Grammar ——The simple past tense ‎ 一般过去时（1）‎ 一般过去时表示过去某个时间里发生的动作或状态；过去习惯性、经常性的动作、行为；动词 be 的过去时的基本结构：肯定：主语 + was/were + 其他；否定：主语 + was/were + not + 其他; 一般疑问：were/was + 主语 + 其他。‎ be 动词的过去式:‎ 原 形 ‎ am ‎ is ‎ are ‎ 否定缩略式 ‎ am not ‎ isn’t ‎ aren’t ‎ 过去式 ‎ was ‎ was ‎ were ‎ 否定缩略式 wasn’t ‎ wasn’t ‎ weren’t ‎ 学习动词 be 的一般过去时，下面有一口诀，它可以帮大家更好地掌握动词 be 的一般过去时。动词 be 的过去时有四巧：‎ 一是时间状语巧，表示过去的短语要记牢；二是形式巧，单数 was，复数 were；否定句结构是三巧，not 紧跟was／were；四是疑问句式巧， was／were 向前跑(提前)。 ‎ ‎【一巧】 时间状语巧。一般过去时表示过去发生的动作或存在的状态，恰巧与表示过去的一些时间状语连用。例如：yesterday, last night／week／month／year, last Saturday, the day before yesterday, in 1998, five years ago 等。‎ ‎【二巧】 形式巧。它与一般现在时一样，形式多样：当主语是第一人称单数或第三人称单数时，谓语动词用 was；主语是第二人称或其他人称复数时，谓语动词用 were。例如：I was in the classroom yesterday morning． 昨天早上我在教室里。 They were at school last Tuesday． 上周二他们在学校。‎ ‎【三巧】 否定句结构巧。与动词 be的一般现在时一样，它在动词后面加 not 即可变成否定句，并且 was, were 与 not 可以缩写成 wasn’t, weren’t。即：主语 ＋ wasn’t／ weren’t ＋ 表语 ＋ 其他。例如： I was not (＝wasn’t) here yesterday． 昨天我不在这儿。 ‎ ‎【四巧】 疑问句式巧。把 was, were 提到句首，句末用问号即可变为一般疑问句。即：Was (Were) + 主语 + 表语 ＋ 其他？这恰巧与动词 be 的一般现在时的疑问句式相似。‎ 例如： Were you at home the day before yesterday? 前天你在家吗？ Was she late this morning？ 今天早上她迟到了吗？‎ 更巧的是疑问句的答语也相似，肯定回答用“Yes, 主语 + was／were．”；否定回答用“No, 主语 + wasn’t／weren’t．”。 ‎ Step5：Complete the sentences with the correct form of “be”.‎ Step6：Work in pairs. Complete the sentences with the correct form of the word and expressions from the box.‎ be bored be born lots of on the east coast of primary school town ‎ Step7：Around the world—— To know Hero of South Africa: Nelson Mandela Nelson Mandela was born in a small village in the Transkei region of South Africa. He was born on 18th July, 1918. He was President of South Africa from 1994 to 1999.‎ Step8：Module task——Writing about your classmate’s past life Work in pairs. Talk about your past life with your classmate.‎ ‎ —When were you born? ‎ ‎ — I was born...‎ ‎ —Where were you born? ‎ ‎ — I was born...‎ Write about your classmate’s past life.‎ ‎ He/ She was born... ‎ Step9：Homework ‎1. Review and recite the important points of Module 7. ‎ ‎2. Revise the grammar of Module 7. ‎ 反思：‎ 第八模块： 5课时 Module 8 Story time ‎ 一、教学背景：‎ 二、（布置）学生课前准备：‎ ‎1. 预习词汇：hair, gold, basket, go for a walk, forest, once, upon, once upon a time, decide, notice, all alone, dark, pick, pick up, around, little, knock, door, soon, lost, towards, answer, right, push, finish, enter, bowl, hungry, asleep, piece, return, cry, point, point to, jump, shout, middle, either, in piece, at first和without。‎ ‎2. Class report ‎ 教学课题: Module 8 Story time 三、学习目标 ‎1. 语言知识目标：掌握下列单词: hair, gold, basket, go for a walk, forest, once, upon, once upon a time, decide, notice, all alone, dark, pick, pick up, around, little, knock, door, soon, lost, towards, answer, right, push, finish, enter, bowl, hungry, asleep, piece, return, cry, point, point to, jump, shout, middle, either, in piece, at first和without。‎ ‎2. 语言技能目标：‎ ‎1）能听懂简单故事中的主要人物和事件。‎ ‎2）能用一些规则动词的过去式 描述过去的事情或讲一个故事。‎ ‎3）能够读懂简单的故事，明白其中的人物关系，并能就故事作答。而且，掌握短文通篇大意，学习使用上下文猜测词义的学习方法。‎ ‎4）能用规则动词的过去式叙述简单的事情或故事。‎ ‎3. 情感目标：通过阅读通话故事，提高学习英语的兴趣，感受学习英语的乐趣。‎ 四、教材分析 外研版7年级英语下册Module 8 Story time units 1~3，本模块以童话故事为题材，用故事贯穿模块，要求学生读懂故事，并能用一般过去时讲一个完整的故事。‎ 本模块的主要语法是规则动词的过去式，教学重点是在童话故事中学习规则动词的过去式，以及本模块中出现的重点词汇、短语、固定搭配和句型。‎ 课前准备一些与本模块话题童话故事《金凤花姑娘和三只熊》相关的图片和资料，让学生在warming-up时观看并讨论。围绕本模块话题展开听说读写的全面训练，使学生熟悉规则动词的过去式。‎ 五、教学方法 ‎ ‎ 以说为主要教学方式，以讨论为主要方法，通过同桌讨论和小组以及全班讨论，让每个学生充分练习口语和说的能力，并将听说读写有机地贯穿一体。设立一些语言环境，结合童话故事《金凤花姑娘和三只熊》，最后一起学习本模块的重、难点，为突破重、难点再做一些课堂和课后的练习。‎ 六、教学过程 Unit 1 Once upon a time…‎ Step1：Show the new words by pictures. Warming-up and Lead in hair, gold, forest, go for a walk, basket, notice, dark, lost, little, towards, door, bowl To watch the video of Goldilocks and the Three Bears about me and my past life to students. Let students talk about the story. ‎ Step2：Work in pairs. Listen and check (√) the true sentences. ‎ ‎( ) 1. The story is Goldilocks and the Three Bears.‎ ‎( ) 2. The story begins: Once upon a time ...‎ ‎( ) 3. Goldilocks was a girl with hair of gold.‎ ‎( ) 4. Goldilocks lived in the forest.‎ ‎( ) 5. She decided to go for a walk in the park with her basket. ‎ keys: √ √ × √ ×‎ Step3：Look at the pictures and answer the questions. Pay attention to the words of the box.‎ basket decide forest gold hair story ‎ ‎1. Who was Goldilocks? ‎ ‎2. Where was she?‎ ‎3. What did Goldilocks notice?‎ keys: 1. Goldilocks was a little girl with gold hair.‎ ‎2. She was in the forest.‎ ‎3. I think she noticed a house.‎ Step4：Listen and read the Activity 3. And number the pictures in Activity 2 in the correct order.‎ keys: 8 7 4 5 2 6 3 1‎ Step5：To study Everyday English.‎ ‎¤ Finally, ... ‎ ‎¤ Wait a moment! ‎ ‎¤... just right. ‎ Step6：Answer the questions. ‎ ‎1. Did she pick any flowers in the forest? Yes, she did.‎ ‎2. Did she notice a big tree in the forest? No, she didn’t. She noticed a little house.‎ ‎3. Was the door open? Yes, it was.‎ ‎4. Was there food in the bowls? Yes, there was.‎ ‎5. Did she want to eat the food? Yes, she did.‎ ‎6. Did she like the big bowl? No, she didn’t. She liked the small bowl.‎ Step7：Complete the passage of Activity 5 with the correct form of the words from the box.‎ around bowl dark enter knock nobody pick push towards Step8：Listen and notice the different ways the speaker says the words. And listen again and repeat.‎ finished knocked liked noticed ‎ picked pushed stopped ‎ answered entered hurried lived decided ‎ Step9：Listen and repeat. ‎ ‎1. Goldilocks walked into the forest.‎ ‎2. She noticed a little house.‎ ‎3. She knocked on the door.‎ ‎4. She liked the food. ‎ Step10：Work in pairs. Tell the story.‎ ‎—How does the story begin?‎ ‎—Once upon a time, there was a little girl called Goldilocks. She lived near a big forest. She had hair of gold ... ‎ Step11： Study the following new words.‎ hair, gold, basket, go for a walk, forest, once, upon, once upon a time, decide, notice, all alone, dark, pick, pick up, around, little, knock, door, soon, lost, towards, answer, right, push, finish, enter, bowl, hungry Step12：Language points push v. 推 e.g. They pushed him into the car.‎ enter v. 进入 e.g. Can I enter the museum?‎ knock v. 敲 e.g. We knock on people’s doors to ask for candies.‎ once upon a time 从前 Once upon a time there was a king. 从前有一位国王。‎ go for a walk 散步 Why don’t you go for a walk? 你怎么不出去散散步？‎ all alone 独自一人的 He lives all alone, but never feels lonely. 他虽然独自生活，却并不感到寂寞。‎ pick up 拿起；举起 Pick up the bag on the floor. 把地板上的包拿起来。‎ answer v. 应门；回答 He is answering questions.他正在回答问题。‎ Step13：Classroom Practice Complete the sentences filling the blanks with correct forms of the given verbs.‎ ‎1. Jack often _____ (go) to school by bike, but today he _____ (walk) to school. ‎ ‎2. I _____ (live) in Beijing now, but I _____ (live) in Shanghai three years ago. ‎ Step15：Homework Review and recite the important points of Unit 1. ‎ Unit 2 Goldilocks hurried out of the house ‎ Step1：Warming-up and Lead in ‎ To watch the pictures of Goldilocks and the Three Bears. Let students talk about the story and learn the new words.‎ ‎ Step2：Work in pairs. Say what happened next in Goldilocks and the Three Bears.‎ ‎1. I think Goldilocks decided to go home.‎ ‎2. Maybe she stayed in the house.‎ Step3：Read the next part of the story of Activity 2 and number the pictures in the correct order. ‎ keys: 2 4 5 1 3‎ Step4：Match the sentences with the pictures in Activity 2. ‎ ‎1. Goldilocks opened her eyes, jumped out of bed and hurried out of the house. ‎ ‎2. She tried the small chair. ‎ ‎3. The Three Bears returned to their house. ‎ ‎4. Baby Bear cried because there was nothing in his bowl and his chair was in pieces. ‎ ‎5. Baby Bear pointed at Goldilocks. She was asleep in his bed. ‎ keys: 1. (c) 2. (d) 3. (a) 4. (e) 5. (b) ‎ Step5：Check () the true sentences.‎ Step6：Complete the passage of Activity 5 with the correct form of the words from the box.‎ asleep either piece point return shout without Step7：Look at these sentences. ‎ ‎1. First, she tried the big chair.‎ ‎2. Then she tried the middle chair. ‎ ‎3. Finally, she tried the small chair.‎ And then write some new sentences with “first, next / then” and “finally”.‎ pick up/very big bowl/didn’t like/too hot ‎→First, she picked up the very big bowl but she didn’t like it — it was too hot.‎ pick up/big bowl/didn’t like/too cold ‎→Next/Then, she picked up the big bowl but she didn’t like it — it was too cold.‎ pick up/small bowl/like/good ‎→Finally, she picked up the small bowl and she like it — it was good.‎ Step8：Read the story in Activity 2 again. Imagine what will happen next. Write at least three sentences. ‎ Step9：Explain and study the important and difficult points.‎ 1. the usage of the word “ middle “‎ 2. the usage of the word “ either “‎ e.g. —I can’t swim. —I can’t swim either.‎ 3. the usage of the word “ asleep “‎ Step10：Exercises Step11：Homework ‎ Review and recite the important points of Unit 2. ‎ Unit 3 Language in use Step1：Show new word part :‎ e.g. Part of the building was destroyed in the fire. 大楼的一部份毁于火灾。‎ This is one of the nicest parts of San Francisco. 这是旧金山最好的地方之一。 ‎ Step2：Work in pairs. Language practice ‎ ‎1. Finally, she pushed the door.‎ ‎2. She didn’t like the middle bed or the big bed. ‎ ‎3. Did she pick any flowers in the forest?‎ Step3：Complete the sentences with the correct form of the words from the box.‎ answer enter hurry jump like notice point return try walk ‎ ‎1. Baby Bear ______ at the girl in his bed. ‎ ‎2. She _______ the house. ‎ ‎3. Goldilocks _______ out of bed. ‎ ‎4. She _______ to the little house. ‎ ‎5. The Three Bears didn’t _____ the door because they were out in the forest. ‎ ‎6. The Three Bears didn’t __________ Goldilocks in bed at first.‎ ‎7. Goldilocks didn’t _____ to that part of the forest again. ‎ ‎8. —Did she _____ the small chair first? ‎ ‎ —No, she didn’t. She tried the big chair first.‎ ‎9. —Did she _____ the small bed?‎ ‎ —Yes, she did. ‎ Step4：Complete the passage of Activity 2 with the correct form of the words from the box.‎ answer ask be enter knock look notice pick walk want Now work in pairs. Ask and answer the questions. ‎ Step5：Around the world—— To know Fairy tales Step6：Module task——Telling a story Work in pairs. Look at the pictures of Activity 3 and make sentences. Use the words given. ‎ Step7：Put the sentences together to make a story. Remember to use words like “and”, “so”, “but”, “because”, “first”, “next”, “and then” and “finally”.‎ Once upon a time there was a little girl called Nüwa. Her father was Emperor Yan and he loved ……‎ Step8：Read your story to another pair and listen to theirs. ‎ Step9: Language points ‎1. dark ~~ bright e.g. 1) This room is dark but that one is bright. ‎ ‎2) The day is bright and the night is dark.‎ ‎2. little ~~ big / large e.g. 1) My schoolbag is little but his is big. ‎ ‎2 ) My cup is little but my father’s is big. ‎ ‎3) The hill is little but the mountain is large.‎ ‎3. the usage of the word “right”‎ ‎4. hungry ~~ thirsty e.g. 1) The little boy is hungry and he wants to eat. ‎ ‎2) She is thirsty and she wants to drink. ‎ Step10：Study Grammar ——The simple past tense 上个模块中，我们学习了 be 动词的过去式，那么一般动词的过去式是如何构成呢？请同学们观察下面的例句：‎ Jack often goes to school by bike, but today he walked to school.‎ 杰克经常骑自行车去学校，但是今天他是走路去的学校。‎ I live in Beijing now, but I lived in Shanghai three years ago.‎ 我现在住在北京，但是三年前我住在上海。‎ 变化规则 原 形 过去式 一般动词结尾加-ed walk, listen, look, finish walked, listened, looked, finished 以“不发音的字母e结尾”的动词后加-d live, notice, decide lived, noticed, decided 以“辅音字母+y结尾”的动词，y变为i，再加ed ‎ hurry, marry ‎ hurried, married ‎ 以“元音字母+一个辅音字母结尾”的重读闭音节动词，先双写辅音字母，再加ed ‎ stop, step ‎ stopped, stepped ‎ Step11: Practice Step12：Homework Review and recite the important points of Unit 3. ‎ 反思：‎ 第9模块： 5课时 Module 9 Life history 一、教学背景：‎ 二、（布置）学生课前准备：‎ ‎1. 预习词汇：March, April, June, July, August, September, October, November, December, Women’s Day, National Day, Children’s Day, writer, newspaper, date, in the 1860s,find out, real, at the age of, exact, become(became),play, poem, marry, work, on, build, fire, die, language, rich, successful和around the world。‎ ‎2. Class report ‎ 教学课题: Module 9 Life history 三、学习目标 ‎1. 语言知识目标：掌握下列单词与短语play, poem, marry, work, on, build, fire, die, language, rich, successful和around the world ‎ ‎2. 语言技能目标：‎ ‎1）能听懂谈论过去经历的简短对话，获取事情发生的准确时间。‎ ‎2）能用一般过去时询问和回答过去的经历和事情。‎ ‎3）能够读懂简单的人物传纪，掌握短文大意。‎ ‎4）能用一般过去时描述别人和自己过去的经历。‎ ‎3. 情感目标：通过本模块的学习和对莎士比亚的了解，培养对文学的兴趣和对文学家的崇敬之情。‎ 四、教材分析 外研版7年级英语下册Module 9 Life history units 1~3，本模块阅读课文是传记文体，本模块以生活经历为话题，主要以英国著名剧作家莎士比亚的生活经历为题材，通过学习，使学生了解这位一代文学巨匠。‎ 本模块的主要语法是一般过去时，教学重点是通过对个人或他人过去经历的描述，重点学习本模块中出现的重点词汇、短语、固定搭配和句型。‎ 课前准备一些节日和马克•吐温以及莎士比亚的的图片和资料，让学生在warming-up时讨论和观看。‎ 五、教学方法 ‎ 以说为主要教学方式，以讨论为主要方法，通过同桌讨论和小组以及全班讨论，让每个学生充分练习口语和说的能力，并将听说读写有机地贯穿一体。设立一些语言环境，结合故事和人物经历，最后一起学习重难点，为突破重难点做一些课堂和课后的练习。‎ 六、教学过程 Unit 1 He left school and began work at the age of 12.‎ ‎ Step1：Study the new words and expressions.‎ March, April, June, July, August, September, October, November, December, Women’s Day, National Day, Children’s Day, writer, newspaper, date, in the 1860s,find out, real, at the age of, exact, become(became)‎ Step2：Warming-up and Lead in To give some pictures and videos of festivals to students. Let them watch. Make them know Chinese and national festivals. I can ask my students: What are the festivals in English? ‎ Step3：Match the festivals with the months. And then talk about when the festivals are. Such as, Spring Festival is in January of February.‎ January Teachers’ Day July February Women’s Day August ‎ Christmas March National Day September April Children’s Day October ‎ New Year’s Day May Labour Day November June Spring Festival December Step4：Listen and choose the correct answer.‎ ‎1. Betty’s grandfather’s life was / wasn’t different from Betty’s.‎ ‎2. Betty’s grandfather was born in April 1935 / 1955.‎ ‎3. Betty’s grandfather went to America / England in October / November 1941.‎ Keys: was 1935 America October Step5：Listen and read the dialogue of Activity 3. And then complete this table about Mark Twain.‎ Time Facts In 1835‎ born in Missouri At the age of 12‎ left school and began work In the 1860s took the name Mark Twain and became famous Step6：Find the past form of the verbs in the conversation.‎ be ‎ was/were ‎ know ‎ left ‎ become ‎ bought ‎ leave ‎ ‎ met ‎ begin ‎ came ‎ read ‎ read ‎ do ‎ did ‎ take ‎ saw ‎ get ‎ got ‎ write ‎ sent ‎ go ‎ went ‎ Step7：Complete the sentences with the correct form of the words from the box.‎ age become Europe newspaper real writer Step8：Pronunciation and speaking Listen and repeat the Activity 6. ‎ Step9：Work in pairs. Ask and answer the questions about Mark Twain.‎ ‎ — Did Mark Twain stay in Missouri? ‎ ‎— No, he didn’t. ‎ ‎1. Was Mark Twain his real name? ‎ ‎2. Did Betty read Tom Sawyer？ ‎ ‎3. Did Mark Twain leave school at 16？ ‎ ‎4. Did Mark Twain become a newspaper writer? ‎ ‎5. Did Mark Twain come to China? ‎ Step10：Explain and study the important and difficult points.‎ ‎1. Usage of “by”‎ ‎2. Possessive of Noun ‎3. find ~ find out ‎ Step12：Homework ‎ Review and recite the important points of Unit 1. ‎ ‎. ‎ Unit 2 He decided to be actor.‎ Step1：Study the new words and expressions.‎ play, poem, marry, work, on, build, fire, die, language, rich, successful and around the world.‎ Step2：Warming-up and Lead in Just look at the picture, then talk about him like that:‎ Who is he?‎ He is William Shakespeare.‎ Was he a writer?‎ Yes, he was. He was a famous English writer of plays and poems.‎ Step3：Work in pairs. Read the passage and decide what William Shakespeare wrote.‎ ‎1. Who is he?‎ ‎2. Where was he from?‎ ‎3. What did he do?‎ Step4：Put the sentences in the correct order.‎ a) Shakespeare went to London.‎ b) Shakespeare’s company built the Globe Theatre. ‎ c) Shakespeare married. ‎ d) Shakespeare likes plays at school. ‎ e) Shakespeare died at the age of 52. ‎ f) Shakespeare decided to be an actor. ‎ Keys: a. 4 b. 5 c. 3 d. 1 e. 6 f.2‎ Step5：Complete the timeline for Shakespeare with the correct form of the words and expressions from the box.‎ ‎ be born build die finish school go to London marry ‎1564—— was born ‎ ‎1578—— finished school ‎1582—— married ‎1592—— went to London ‎1599—— built the Globe Theatre ‎1616—— died Step6：Work in pairs. Ask and answer questions about Shakespeare. Use the information in Activity 3 to help you.‎ — Was Shakespeare born in 1564?‎ — Yes, he was.‎ — Did he leave school in 1582?‎ — No, he didn’t. He finished school in 1578.‎ Step7：Complete the passage with the correct form of the words the box.‎ Step8： Writing —— writing sentences about events in your life.‎ Look at the sentences.‎ At the age of three, he went to Shenzhen with his parents.‎ At the age of six, he started school.‎ Step9：Explain and study the important and difficult points.‎ ‎1. successful ~ success ~ succeed ‎2. marry sb.‎ ‎3. work n. (UN)‎ ‎4. die ~ death ~ dead ~ dying ~ died ‎5. rich ~ poor Step10：Homework ‎ Review and recite the important points of Unit 2. ‎ Unit 3 Language in use.‎ Step1：Revision Main words: ‎ ‎1. successful She is a successful writer.‎ ‎2. marry Please marry me.‎ ‎3. become Mark Twain became very famous writer in the 1860s.‎ ‎4. find out Please find out the answer to the question. ‎ ‎5. die death dead dying Step2：Language practice He left school and began work at the age of 12. ‎ But he took the name Mark Twain and became very famous in the 1860s. ‎ He wrote 38 plays.‎ In 1599 the company built the Globe Theatre. ‎ Step3：Complete the sentences about Betty’s life.‎ Step4：Complete the passage of Activity2 with the correct form of the words. ‎ Step5：Complete the conversation of Activity3 with the correct form of the words from the box. We can use some words twice.‎ begin do get leave ‎ Step6：Complete the passage of Activity4 with the correct form of the words from the box. The passage is about Deng Yaping.‎ become go join leave start work ‎ Step7：Around the world—— Stratford-upon-Avon This place is the birthplace of William Shakespeare.‎ Step8：Module task——Writing about people in the past.‎ Find about your parents’ or grandparents’ lives when they were young. ‎ Ask and answer, then write a timeline and write notes on the timeline.‎ ‎1. Where did you live?‎ ‎2. When did you often watch?‎ ‎3. What games did you play?‎ ‎4. When did you get married?‎ ‎5. How did you travel?‎ Step9：Write a paragraph about their lives. And then show your paragraph to the whole class.‎ Write the paragraph and do some drawings.‎ Step10：Review the new words and expressions of Module 9.‎ Step11：Review the important and difficult points of Module 9.‎ Step12：Review Grammar —— Simple Past Tense.‎ We left at nine o’clock in the morning.‎ They swam in the swimming pool. We had a good time.‎ He wrote some postcards and sent some emails.‎ We didn’t leave at nine o’clock in the morning. ‎ They didn’t swim in the swimming pool. They didn’t have a good time. ‎ He didn’t write any postcards and didn’t send any emails.‎ Did you leave at nine o’clock in the morning?‎ Yes, we did. / No, we didn’t. ‎ Did they swim in the swimming pool? ‎ Yes, we did. / No, we didn’t. ‎ Did he have a good time? ‎ Yes, he did. / No, he didn’t. ‎ Did he write any postcards and send any emails?‎ Yes, he did. / No, he didn’t. ‎ be was/were leave left buy bought meet met come came read read do did see saw get got send sent go went spend spent have had swim swam write wrote take took Step13：Homework ‎ Review and recite the important points of Module 9. ‎ 反思：‎ 第十模块：5课时 Module 10 A holiday journey 一、学习目标:‎ A.单词和短语：‎ Pacific, so, guess, excited, wow, arrive, relax, world-famous, French , sell , top, till, light, on, wonderful, palace B.交际用语：‎ ‎1 When did Betty go to Los Angeles?‎ ‎2 How long did it take her to get there?‎ ‎3 Where did she go?‎ ‎4 Who met her at the airport?‎ ‎5 What did she see there?‎ ‎6. Who was with you?‎ ‎7. What did you do?‎ ‎8. Guess what?‎ ‎9. Wow!‎ ‎10. It was great!‎ C. 教学目标 ‎1. Function: Talking about a holiday journey in the past.‎ ‎2. Structure: Past simple wh-questions.‎ ‎3. Skills: 1) Listening and understand familiar topics ( a holiday journey ).‎ ‎2) Talking about personal experiences.‎ ‎3) Reading and finding specific information: completing a diary.‎ ‎4) Describing serial pictures and composing simple stories.‎ ‎4. Around the world: An interesting holiday ‎5. Task: Writing an email to a friend about your holiday.‎ 二、重点及难点: ‎ ‎1. Past simple wh-questions. ‎ ‎2. take与spend的区别；‎ ‎3. so与 such的区别。‎ 三、教学设计:‎ Unit 1 What did you do?‎ ⅠTeaching model Listening and speaking ‎ ⅡTeaching method ‎ Bottom-up approach to listening ⅢTeaching aims ‎1 To understand conversations about holiday journeys ‎2 To process main information of holiday experience ‎3 To talk about holiday journeys ‎4. Past simple wh-questions. ‎ ⅣTeaching Objectives ‎ ‎1. Key vocabulary: pacific, so, guess, excited, wow ‎2. Key structures: 1) When did Betty go to Los Angeles?‎ ‎2) How long did it take her to get there?‎ ‎3) Where did she go?‎ ‎4) Who met her at the airport?‎ ‎5) What did she see there?‎ ‎6) Who was with you?‎ ‎7) What did you do?‎ ‎8) Guess what?‎ ‎9) Wow!‎ ‎10) It was great!‎ ⅤTeaching aids Tape recorder, OHP, video ⅥTeaching Steps Step 1 Warming-up ‎1. Show some pictures of school things. Say what they are.‎ ‎2. Read the words after the teacher.‎ ‎3. Introduce the new words.‎ Step 2 Work in pairs.‎ ‎1. Ask the students to read the places in Activity 1.‎ a ) California b) Hollywood c) Los Angeles d) Pacific Ocean e) Santa Monica f) Disneyland ‎ ‎2. Look at the map carefully in Activity 1.‎ ‎3. Ask the students to find the places on the map.‎ ‎4. Play the recording and ask the students to listen to the recording carefully.‎ ‎5. Listen and number the places as you hear them. ‎ keys: a 1 b 4 c 2 d 6 e 5 f 3‎ ‎6. Check their answer with a partner.‎ ‎7. Call back the answer from the whole class and check the answer.‎ Step 3 Listen and read.‎ ‎1. Ask the students to read the conversation silently.‎ ‎2. Play the recording and ask the students to listen and read the conversation.‎ ‎3. Read the conversation.‎ ‎4. Act it out.‎ ‎5. Ask the students to remember the past tense verbs form in the conversation. ‎ go — went enjoy — enjoyed do — did take — took ‎ get — got fly — flew meet — met drive — drove ‎ is — was stay — stayed see — saw swim — swam ‎ ‎6. Learn “Everyday English”‎ Guess what?‎ Wow!‎ It was great!‎ Step 4 Answer the questions. ‎ ‎1. Read the conversation again.‎ ‎2. Now answer the questions.‎ ‎1) How did Betty get to Los Angeles?‎ ‎2) How did Betty get to her friends’ home?‎ ‎3) Why was Betty excited at Disneyland?‎ ‎4) How long did she stay in Disneyland?‎ ‎5) Where did she go swimming?‎ ‎3. Ask the students to check with a partner.‎ ‎4. Play the recording again .Check the answers: ‎ ‎5. Learning to learn When you read a passage describing a series of activities, try to make notes of: ‎ Who What Where How When Step 5 Complete the sentences.‎ ‎1. Ask the students to read the words in the box in Activity3.‎ have a good time on holiday see take two years ago ‎2. Read through the sentences. ‎ ‎3. Complete the sentences with the correct form of the words and expressions from the box.‎ ‎4. Ask the students to check with a partner.‎ ‎5. Check the answers: ‎ Keys: 1. took 2. had a good time 3. on holiday 4. Two years ago, saw ‎6. Read the sentences loudly. ‎ Step 6 Listen and repeat.‎ ‎1. Play the recording once without stopping.‎ ‎2. Play the recording again and stop at the end of each line. Ask the whole class to repeat.‎ ‎3. Play the recording again and stop at the end of each line. Ask individual students to repeat.‎ ‎4 Listen and notice the underlined stressed words.‎ ‎1) When did Betty go to Los Angeles?‎ ‎2) How long did it take her to get there?‎ ‎3) Where did she go?‎ ‎4) Who met her at the airport?‎ ‎5) What did she see there?‎ ‎5. Now say the sentences aloud.‎ Step 7 Work in pairs.‎ Talk about a special holiday.‎ ‎1 Where did you go?‎ ‎2 When did you go?‎ ‎3 How did you get there?‎ ‎4 How long did you spend there?‎ ‎5 What did you do or see?‎ ‎6 What was it like?‎ Step 8 Language points ‎1. so 用法：‎ ‎1) 副词, 意为“那么(尤指用于引出新话题)；这么，那么(用于强调质量、感觉或数量)”。‎ ‎2) 连词，意为“所以，因此”如：‎ ‎ I like trip, so I like holidays. ‎ ‎ 我喜欢旅游，所以我就喜欢假期。‎ ‎3) 介词，意为“如此，这样”。如: I think so. 我认为如此。‎ ‎2. excite，excited和exciting辨析：‎ ‎ excite 动词，意为“使……激动”，‎ ‎ excited形容词，意为“激动的，兴奋的”。修饰人。如：‎ The woman is so excited when she sees her lost boy. ‎ 当她看到她丢失的孩子时, 那个女人是如此激动。‎ exciting形容词，意为“令人激动的，兴奋的”。修饰物。如：‎ The news is exciting. 那个消息是令人激动的。‎ Step 9 Homework Remember the words of Unit 1 and prepare the text of Unit 2.‎ 反思：‎ Unit 2 This morning we took a walk.‎ ⅠTeaching model Reading and writing. ‎ ⅡTeaching method ‎ Top-down approach ‎ ⅢTeaching aims ‎1. Listening and understand familiar topics ( a holiday journey ).‎ ‎2. Talking about personal experiences.‎ ‎3. Reading and finding specific information: completing a diary.‎ ‎4. Describing serial pictures and composing simple stories.‎ ⅣTeaching Objectives ‎ Key vocabulary: arrive, relax, world-famous, French, sell, top, till, light, on, wonderful, palace Key sentence: 1. I arrived in Paris by plane the day before yesterday. ‎ ‎2. Aunt Joan and Uncle Peter met us at the airport. ‎ ‎3. Yesterday we went to Louvre Museum. ‎ ‎4. It has many world-famous works of art, such as the Mona Lisa. ‎ ‎5. In the evening we had dinner in a French restaurant. ‎ ‎6. This morning we took a walk. ‎ ‎7. They sell such good fruit and vegetables. ‎ ‎8. We waited till all the lights went on. ‎ ⅤTeaching aids Recorder, OHP, video ⅥTeaching Steps Step 1 Warming-up ‎1. Show some pictures.‎ ‎2. Review the text of Unit 1. ‎ ‎3. Read the sentences after the teacher.‎ Step 2 Learn new words. ‎ ‎1. Show some pictures.‎ ‎2. Talk something about the pictures.‎ ‎3. Introduce the new words.‎ ‎4. Read the words after the teacher.‎ Step 3 Reading.‎ ‎1. Play the recording and listen to the tape carefully.‎ ‎2. Ask the students to read through the passage.‎ ‎3. Read the email and check ( √) the true sentences.‎ ‎1) Betty arrived in Paris two days ago.‎ ‎2) She took a tour in the city the day before yesterday. ‎ ‎3) They took the Paris underground today. ‎ ‎4) They waited for three hours to go to the top of the Eiffel Tower. ‎ ‎5) Tomorrow they are going to take a boat tour on the River Seine. ‎ ‎4. Check with a partner.‎ ‎5. Call back the answers from the whole class.‎ Keys: 1. √ 2. × 3. √ 4. × 5. √‎ ‎6. Read the text together.‎ ‎7. Learn how to write an email.‎ Step 4 Complete the diary.‎ ‎1. Read through the text again.‎ ‎2. Work in pairs and complete the diary in Activity 2. 3. Check with a partner.‎ ‎4. Call back the answers from the whole class.‎ Keys: 1) •went to the Louvre Museum • had dinner in a French restaurant ‎ 2) • took a walk •did some shopping • bought a present ‎3) • went to the Eiffel Tower Step 5 Answer the questions. ‎ ‎1. Answer the questions in Activity 3.‎ ‎1) Who met Betty at the airport?‎ ‎2) What did she see in the Louvre Museum?‎ ‎3) Where did she go this morning?‎ ‎4) When did they go to the Eiffel Tower?‎ ‎5) How did they get to Eiffel Tower?‎ ‎3. Ask the students to check with a partner.‎ ‎4. Call back the answers from the whole class.‎ Keys:‎ ‎1. Her aunt and uncle met her at the airport.‎ ‎2. She saw the Mona Lisa.‎ ‎3. She went to shops and street markets. ‎ ‎4. They went to the Eiffel Tower at about three o’clock.‎ ‎5. They went there by underground.‎ Step 6 Complete the passage.‎ ‎1. Ask the students to read the words in the box in Activity 4.‎ arrive date French relax till top ‎2. Ask the students to read through the passage in Activity 4.‎ ‎3. Complete the passage with the correct form of the words from the box.‎ ‎4. Check with a partner.‎ ‎5. Call back the answers from the whole class.‎ Keys: 1. date 2.arrived 3. French 4. till 5. relaxed 6. top ‎6. Read the passage together.‎ Step 7 Grammar so与such的区别。 ‎ such 是形容词，修饰名词或名词词组。‎ so是副词，只能修饰形容词或副词。‎ so 还可与表示数量的形容词many，few，much， little连用，形成固定搭配。‎ 专项练习：‎ Step 8 Homework Look at the pictures. Write sentences about Daming and Lingling’s holiday.‎ ‎ ‎ 反思：‎ Unit 3 Language in use ⅠTeaching model Revision and application ‎ ⅡTeaching method ‎ Formal and interactive practice ‎ ⅢTeaching aims ‎1. Function: Talking about a holiday journey in the past.‎ ‎2. Structure: Past simple wh-questions.‎ ‎3. Around the world: An interesting holiday ‎4. Task: Writing an email to a friend about your holiday.‎ ⅣTeaching Objectives ‎ Key structures: 1 When did Betty go to Los Angeles?‎ ‎2 How long did it take her to get there?‎ ‎3 Where did she go?‎ ‎4 Who met her at the airport?‎ ‎5 What did she see there?‎ ‎6. Who was with you?‎ ‎7. What did you do?‎ ⅤTeaching aids Tape recorder, OHP, handouts ⅥTeaching Steps Step 1 Revision Show some pictures to review the text of Unit 1 and Unit 2 ‎ Step 2 Language practice ‎1. Read through the example sentences in the box with the whole class.‎ ‎2. Ask the students to repeat the sentences in the box.‎ Step 3 Work in pairs ‎1. Ask the students to read the expressions in the box in Activity 1.‎ by plane / train do shopping meet…at the airport / station spend all day ‎ ‎2. Read through the example questions with the whole class.‎ where / go？‎ ‎—Where did you go on holiday?‎ ‎—I went to Hainan / Beijing/ Shanghai…‎ ‎3. Ask the students to look through the questions in Activity 1. ‎ ‎1) who / go with? ‎ ‎2) when / go? ‎ ‎3) how / go? ‎ ‎4) who / meet?‎ ‎5) what / do?‎ ‎6) how long?‎ ‎4. Work in pairs. Ask and answer questions about your holidays. Use the expressions from the box to help you.‎ ‎5. Pair them to ask and answer.‎ ‎6. Circulate and monitor their production.‎ Step 4 Writing Ask the students to write the questions and your partner’s answers like this.‎ ‎—Where did you go on holiday ?‎ ‎—I went to Hainan.‎ Step 5 Ask and answer ‎1. Work with a new partner. ‎ ‎2. Ask and answer questions about your first partner like this:‎ ‎—Where did he / she go on holiday ? ‎ ‎—He / She went to Hainan.‎ Step 6 Complete the postcard ‎1. Ask the students to read the words in the box in Activity4.‎ go have swim take visit write ‎2. Ask the students to read through the passage in Activity 4.‎ Hi Mum,‎ I’m (1) ___________ a really good time. I’m (2) __________ this postcard at the airport.‎ We were at the hotel for four days. We (3) ____________ in the sea, (4) ___________ some museums and (5) ____________ lots of photos. We also (6) ____________ shopping.‎ See you soon.‎ Lots of love,‎ Betty ‎3. Complete the postcard with the correct form of the words from the box.‎ ‎4. Check with a partner.‎ ‎5. Call back the answers from the whole class.‎ Keys: 1. having 2. writing 3. swam 4. visited 5. took 6. went ‎6. Read the passage together.‎ ‎7. Learn how to write a postcard.‎ Step 7 Choose the correct answer.‎ ‎1. Ask the students to read through the sentences in Activity 5.‎ ‎1) Today is Wednesday, so yesterday / tomorrow was Tuesday.‎ ‎2) I was there last / next week.‎ ‎3) I’m going to travel around the world many years ago / in the future.‎ ‎4) They’re eating at a great restaurant right now / soon.‎ ‎5) The palace was not open in 1995 / 2103.‎ ‎2. Choose the correct answer.‎ ‎3. Ask the students to check with a partner.‎ ‎4. Check the answers:‎ Keys: 1. yesterday 2. last 3. in the future 4. right now 5. 1995‎ Step 8 Writing.‎ Write six things you did on your last holiday.‎ On my last holiday. I bought some presents for my friends.‎ ‎1 ___________________________________ ‎ ‎2 ___________________________________‎ ‎3 ___________________________________ ‎ ‎4 ___________________________________‎ ‎5 ___________________________________ ‎ ‎6 ___________________________________‎ Step 9 Around the world: An interesting holiday ‎1. Ask the students to look at the picture and discuss what they can see.‎ ‎2. Read through the information with the whole class.‎ ‎3. Talk something about an interesting holiday.‎ ‎4. Read the passage together.‎ Step 10 Module task: Writing an email to a friend about your holiday ‎1. Work in pairs. Ask and answer questions about your last holiday.‎ ‎—Where did you go ?‎ ‎—To…‎ ‎—Who did you go with ?‎ ‎— My family.‎ ‎1) How long did you stay ? 2) How did you get there ? ‎ ‎3) Where did you stay? 4) What did you do ?‎ ‎2. Write your answers to the questions in Activity 7.‎ I went to…I went with…‎ Step 11 Grammar 语法点拨——一般过去时之特殊疑问句：‎ 在一般过去时中，以疑问词开头，对句中某一成分提问的句子。常用的疑问词有：what（什么）， who（谁）， whose（谁的）， which（哪个）， when（何时）， where（哪里）， how（怎样）， why（为何）等。‎ ‎1. How long did you stay in Beijing? ‎ I stayed there for a week. ‎ ‎2. How did you get there ? ‎ I got there by plane ‎ ‎3. Where did you stay ? ‎ I stayed in a hotel.‎ ‎4. What did you do there ? ‎ I visited the Great Wall.‎ ‎5. Who did you go with? ‎ I went with my parents.‎ Step 12 Homework Write an email to your friend about your holiday.‎ Dear…‎ On my last holiday, I …‎ ‎__________________________________________________________________________________‎ 反思：‎ 第十一模块：5课时 Module 11 Body language ‎【教学内容分析】‎ 本模块以肢体语言为话题。比较详细的介绍了各国的肢体语言，利用对话等相关内容展示了各国应该遵守的肢体语言规则。内容充实，且功能性强，学生在语言学习和语言训练的同时可以了解更多的外国文化。‎ 本模块的语法内容是祈使句。掌握祈使句的定义及特点。会运用祈使句表达自己的情感、命令和要求。教师在教学的过程中要运用归纳法来帮助学生形成一个整体的概念。‎ ‎【学情分析】‎ 学生对本模块的中心话题会很感兴趣，握手等身体语言为学生所熟悉，所以便于开展听、说、读、写活动，激发学生的学习热情，积极参加小组活动。‎ Unit 1 They touch noses!‎ ‎【教学目标】‎ Knowledge objective ‎1. To master some words and expressions: bow, kiss, shake hands, smile, British, German, Japanese, Russian, visitor, Russia, what, nod, head, hug, each, each other, India, together, Maori, touch, nose ‎2. To master the imperative sentence.‎ Ability objective ‎1. To understand a conversation about body language.‎ ‎2. To make a new dialogue about body language.‎ Moral objective To be glad to know about other kinds of culture, and respect the foreign culture.‎ ‎【教学重点】‎ To learn about the different body languages in different countries.‎ ‎【教学难点】‎ To make a new dialogue in pairs.‎ ‎【教学方法】‎ PWP method, task-based method and interactive approach ‎ ‎【教学手段】‎ A tape recorder, multimedia and some pictures ‎【教学过程】‎ Teaching Procedures:‎ Step 1 Leading-in ‎ ‎ Ss look the pictures and say what body language they can see.‎ Step 2 Consolidate new words ‎ Look and say. The teachers shows the pictures of new words and let the students to say as quickly as possible.‎ ‎　Step 3 Listen and match the pictures with the nationality ‎ ‎1. Look at the pictures and choose the right pictures.‎ ‎2. Work in pairs and check the right answers each other.‎ Step 4 Listen and answer ‎ Listen and answer the question.‎ Who will come to Linging’s school?‎ What will Maori people do when they meet?‎ Answers: Some Russian teachers. ‎ They will touch noses. ‎ Step 5 Listen and read ‎ ‎1. Complete the table with the correct form of the words from the box.‎ ‎2. Point out the everyday English.‎ ‎3. Point out the language points of the dialogue in Activity 3.‎ Step 6 Learning to learn Let Ss know to understand and respect the body language in other countries.‎ Step 7 Listen and repeat Step 8 Group work Make a conversation to talk about what you do and say when you meet.‎ ‎- What do you do and say when you meet your teacher in the morning?‎ ‎- I smile and say good morning.‎ Step 11 Summary 短语。‎ shake hands/each other/put…together 句型。‎ That’s because…‎ Step 12 Exercises Step 13 Homework Make a dialogue in pairs when you meet a foreigner.‎ Unit 2 Here are some ways to welcome them.‎ ‎【教学目标】‎ Knowledge objective To master some words and expressions about welcoming:‎ Finger, foot, knee, leg, mouth, body, foreign, North American, personal, arm, arm in arm, South American, hold, move, Britain, not at all, polite, somewhere, wave, fact, in fact, rude Ability objective Enable students to read an article about body language around the world Moral objective ‎1. To be polite to other body language around the world.‎ ‎2. To be active in knowing about other culture.‎ ‎【教学重点】‎ ‎1. To learn the reading method.‎ ‎2. To master the imperative sentence.‎ ‎【教学难点】‎ To master the imperative sentence.‎ ‎【教学方法】‎ PWP method, task-based method ‎ ‎【教学手段】‎ A tape recorder, multimedia and some pictures ‎【教学过程】‎ Teaching Procedures:‎ Step 1 Revision and lead-in ‎ 1. Revise some words about body language.‎ ‎ 2. Please tell which one is often used by Chinese.‎ Step 2 Consolidate new words ‎ Look and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.‎ Step 3 Match the words with the parts of the body Look at the pictures and match the parts of the body.‎ Step 4 Listen the passage and answer Listen to the tape carefully and answer the two questions.‎ 1. Can we stand close to people in Middle East?‎ 2. Is it polite to wave to say goodbye in Greece?‎ Answers: 1. Yes, we can. 2. No, it isn’t.‎ Step 5 Read the passage and answer the five questions ‎ Read the passage carefully and answer the questions, then check in groups.‎ Step 6 Check(√) the body language you can use in different countries and places Let Ss check(√) in the blanks on the table according to Activity 2. And then check the right answers in group.‎ Step 7 Complete the passage with the words from the box Read the short passage, then fill in the blanks with the words from the box. And then the Ss check the answers.‎ Step 8 Language points Point out the difficult points in the passage. If possible, let Ss say out by themselves.‎ Step 9 Talk about your class rules Work in groups. First, learn about your class rules, then talk about them in pairs.‎ Step 10 Make a list of class rules for new student in your class If a new student come to your class this term, please make a list of class rules for him in your class.‎ Step 11 Summary 祈使句：‎ ‎1.定义：用于表达命令、请求、劝告、警告、禁止等的句子叫做祈使句 。‎ ‎2.特点：‎ ‎(1)祈使句某有主语，也可看做省略的主语you。‎ ‎(2)祈使句以动词原形开头。‎ ‎(3)祈使句的否定句是在句首加Don’t.‎ ‎(4)Please可以加在祈使句的句首,也可以加在句尾 Step 12 Conclusion 重点短语和祈使句。‎ Step 13 Exercises Step 14 Homework Make a survey. Show which class rule is the most popular.‎ Unit 3 Language in use ‎【教学目标】‎ Knowledge objective ‎1. To learn the new word: bring(brought)‎ ‎2. To practice the use of the imperative sentence.‎ Ability objective ‎1. To enable students to how to use the imperative to make a dialogue.‎ ‎2. To enable students to make a poster about body language.‎ Moral objective ‎1. To continue to learn about the body language in foreign countries.‎ ‎2. To be glad to find the difference between China and western countries.‎ ‎【教学重点】‎ To use the imperative sentence.‎ ‎【教学难点】‎ To use the imperative sentence to talk about the culture differences.‎ ‎【教学方法】‎ PWP method, task-based method ‎ ‎【教学手段】‎ A tape recorder, multimedia and some pictures ‎【教学过程】‎ Teaching Procedures:‎ Step 1 Revision and lead-in ‎ Revise the sentences about body language. Ss should pay attention to the imperative sentence features.‎ Step 2 New words Bring的原形和过去式brought.‎ Step 3 Talk about do’s and don’ts in a foreign country ‎ Look at the table and talk about what we can do and what we can’t do in Britain in pairs.‎ ‎ ‎ Do’s Don’ts Britain Stand in line.‎ Shake hands.‎ Say “please” and “thank you”.‎ Open doors for others.‎ Look at people when you talk.‎ Be on time.‎ Touch people.‎ Ask a woman’s age.‎ Stand too close.‎ Say anything too personal.‎ Step 4 Make a list of do’s and don’ts to help visitors to Britain List several rules visitors should obey in Britain according to what you have learned.‎ Step 5 Rewrite the sentence First, let Ss look at the example. Then let Ss follow the example to finish the following five sentences. The main purpose is to master the imperative sentence.‎ Step 6 Answer the questions ‎ Read the words in the box, then answer the questions using the words and expressions.‎ Step 7 Around the world Let Ss learn about the Japanese bow.‎ Step 8 Talk about different ways of saying hello and body language in China ‎ Work in pairs. As a Chinese, we have our own ways of saying hello and body language in China. Please talk about them in pairs.‎ Step 9 Write the information on your poster ‎ After talking about the ways, you can write the information on your poster.‎ Step 10 Find or draw some pictures to add to your poster ‎ Collect some pictures from the newspaper and magazines and add them to the poster.‎ Step 11 Show your poster to the whole class ‎ Show your poster among groups.‎ Step 12 Language points Step 13 Summary Let Ss talk about the use of the imperative sentence.‎ Step 14 Exercises Step 15 Homework Make a poster about body language in America.‎ 反思：‎ 第十二模块：5课时 Module 12 Western music 一、教学背景：‎ 二、（布置）学生课前准备：‎ ‎1. 预习词汇：noisy, rock, sound, violin, through, both, voice, drum, lively, modern, pop (=popular), Western, hmm, by, opera, believe, musician, centre (=center), century, European, composer, elder, waltz, poor, perfect, piece, classical, another, dance music和sad。‎ ‎2. Class report ‎ 教学课题: Module 12 Western music 三、学习目标 ‎1. 语言知识目标：掌握下列单词: noisy, rock, sound, violin, through, both, voice, drum, lively, modern, pop (=popular), Western, hmm, by, opera, believe, musician, centre (=center), century, European, composer, elder, waltz, poor, perfect, piece, classical, another, dance music和sad。‎ ‎2. 语言技能目标：‎ ‎1）能听懂谈论音乐的简单对话，能判断描述的事实。‎ ‎2）能用感叹句表达自己的感受。‎ ‎3）能够读懂简单的描写音乐的短文，掌握短文通篇大意，并学习使用上下文猜测词义的学习方法。‎ ‎4）能用感叹句表达自己感受。‎ ‎3. 情感目标：通过对西方音乐的了解，培养热爱生活、热爱音乐、积极乐观的精神。‎ 四、教材分析 外研版7年级英语下册Module 12 Western music units 1~3，本模块以西方音乐为题材，要求学生通过对西方音乐的了解，学习和掌握感叹句。‎ 本模块的主要语法是what句式的感叹句，教学重点是通过对西方音乐的描述，重点学习本模块中出现的重点词汇、短语、固定搭配和句型。‎ 课前准备一些西方音乐的图片和资料，让学生在warming-up时讨论和观看。围绕西方音乐这一话题展开听说读写的全面训练，使学生熟悉what句式的感叹句并会使用。‎ 五、教学方法 ‎ 以说为主要教学方式，以讨论为主要方法，通过同桌讨论和小组以及全班讨论，让每个学生充分练习口语和说的能力，并将听说读写有机地贯穿一体。设立一些语言环境，结合自己或他人的旅游经历以及旅游景点，最后一起学习重难点，为突破重难点做一些课堂和课后的练习。‎ 六、教学过程 Unit 1 It’s so beautiful!‎ ‎ Step1：Warming-up and Lead in To give some pictures about Western singer to students. Such as Michael Jackson and the Musikverein in Vienna. Let them watch and talk about them. ‎ Step2：Work in pairs. Listen and number the words as you hear them.‎ ‎( ) lively ( ) modern ( ) music ‎( ) noisy ( ) pop ( ) rock ‎( ) sound ( ) violin ( ) Western ‎ Keys: lively – 7 modern – 5 music – 1 noisy - 9 pop – 8 rock – 6 sound – 3 violin – 4 Western - 2‎ ‎ Step3：Work in pairs. Answer the questions about the conversation in Activity 1. And then listen again and check.‎ 1. Which modern music does Tony like?‎ ‎2. What does Tony’s mum think about rock music?‎ ‎3. Why doesn’t Tony like traditional Western music?‎ ‎4. Which music does Tony’s dad think is too noisy?‎ Keys: ‎ ‎1. He likes pop and rock music.‎ ‎2. It’s lively.‎ ‎3. It’s too slow.‎ ‎4. He thinks pop music is too noisy.‎ Step4：Listen and read the Activity 3. And then check (√) the true sentences.‎ ‎( ) 1. They’re listening to Western music. ‎ ‎( ) 2. Tony knows little about Strauss. ‎ ‎( ) 3. Strauss was born in the capital of Australia.‎ ‎( ) 4. The Blue Danube is pop music.‎ ‎( ) 5. Lingling enjoys Beijing opera very much.‎ Keys: 1. √ 2. √ 3. × 4. × 5. √‎ Step5：To study Everyday English.‎ ‎¤ What a beautiful city! ‎ ‎¤ I’m a fan of rock music. ‎ ‎¤ Give us a break! ‎ ‎¤ I don’t believe it!‎ Step6：Check the types of music the students like (√) and don’t like (ｘ).‎ Step7：Complete the sentences with the correct form of the words from the box. ‎ believe both drum German noisy voice ‎ Keys: 1. German 2. drums; noisy 3. believe 4. both 5. voice Step8：Complete the sentences about yourself.‎ ‎1. My favourite music is … ‎ ‎2. I like it because ...‎ ‎3. My parents like ... ‎ Step9：Listen and read. ‎ ‎1. What a beautiful city! ‎ ‎2. It’s so beautiful! ‎ ‎3. I love his music!‎ ‎4. Listen to this! ‎ ‎ Step10：Work in pairs. Ask and answer the questions about the music you like or don’t like. ‎ ‎— What music do you like?‎ ‎— I like pop. It’s lively and good to dance to, but I don’t like rock. It’s too noisy. What about you? ‎ Step11：Study the following new words.‎ noisy, rock, sound, violin, through, both, voice, drum, lively, modern, pop (=popular), Western, hmm, by, opera, believe Step12：Explain and study the important and difficult points of Unit 1 Module 12.‎ ‎1. noisy — quiet e.g. This city is not quiet, it’s noisy. ‎ ‎2. Difference between “sound” and “voice”.‎ e.g. At night she heard a strange sound． The girl has a sweet voice．‎ ‎3. The usage of word “by”.‎ e.g. You can get there by bus． ‎ The piece is written by Mozart.‎ ‎4. Give us a break! ‎ Step13：Homework ‎ Review and recite the important points of Unit 1. ‎ Unit 2 Vienna is the centre of European classical music. ‎ ‎ Step1：Warming-up and Lead in To give some pictures and videos about Strauss Waltz to students. Let them watch and then talk about Western music. ‎ ‎ Step2：Work in pairs. Look at the pictures of Activity 1 and describe it. Use the words from the box to help my students. ‎ concert musician piano violin Step3：Read the passage of Activity 2 and check (√) the true sentences. ‎ 1. Many musicians came to study and work in Vienna. ‎ 2. Strauss the younger played the piano, the violin and the drums at the age of six. ‎ 3. Mozart’s family took him around Europe.‎ 4. The father, Johann Strauss, died in 1791.‎ 5. Mozart wrote The Blue Danube. ‎ Step4：Answer the following questions. ‎ ‎1. Where is Vienna? ‎ ‎2. What music did Johann Strauss the elder write?‎ ‎3. How many waltzes did Johann Strauss the younger write? ‎ ‎4. When was Mozart born?‎ ‎5. How old was Mozart when he died?‎ Step5：Complete the passage of Activity 4 with the correct form of the words from the box.‎ another elder European perfect poor popular ‎ Keys: 1. elder 2. popular 3. Another 4. poor 5. perfect 6. European Step6：Use the note to write a passage about the Chinese composer Xian Xinghai. ‎ ‎¤ Xian Xinghai ‎ ‎¤ famous for the song The Yellow River ‎¤ wrote it in 1939 in only six days ‎¤ one of the great composers of classical ‎ ‎ and traditional music ‎¤ born in Macao, China, 1905‎ ‎¤ died young, 1945‎ ‎¤ called the “People’s Musician”‎ ‎¤ used traditional Chinese music ‎¤ studied in Paris ‎¤ songs are still popular today They can write like this, ‎ Xian Xinghai is one of the great composers of classical and traditional music. He was born in ...‎ Step7： Study the new words and expressions of Unit 2 Module 12.‎ musician, centre (=center), European, composer, century, elder, waltz, poor, perfect, piece, classical, another, dance music ‎ Step8：Explain and study the important and difficult points of Unit 2.‎ ‎1. musician~ music ‎ ‎2. European~ Europe ‎3. poor ~ rich e.g.: This girl is poor, she’s not rich at all. ‎ ‎4. the usage of word “piece “.‎ ‎5. the usage of expression “on the river... “.‎ e.g.: His hometown is a small city on the Changjiang River.‎ ‎6. the usage of word “century “.‎ ‎7. the usage of expression “not only...but also... “.‎ ‎8. the usage of word “like “.‎ e.g.: He moves and talks just like his father. ‎ I’d love to be able to sing like Sarah Brightman.‎ Step9：Homework ‎ Review and recite the important points of Unit 2. ‎ Unit 3 Language in use.‎ Step1：Warming-up and Lead in To give some pictures and videos about Western music to students. Such as Michael Jackson. Let them watch and talk about it and Western music. ‎ Step2：Language practice What a beautiful city! ‎ Do you like traditional Western music or pop music?‎ Step3：Write questions.‎ you / like / pop / traditional music? → ‎ Do you like pop or traditional music?‎ ‎1. (be) / Strauss / German / Austrian?‎ ‎______________________________?‎ ‎2. (be) / this / pop / rock?‎ ‎ ______________________? ‎ ‎3. (they) / they / traditional music / modern music?‎ ‎ ____________________________________?‎ ‎4. she / play / piano / violin?‎ ‎ ____________________________?‎ ‎5. where / (can) we / hear / rock music ‎ ‎ / in / New York / London?‎ ‎___________________________________?‎ Keys:‎ Step4：Write exclamations with “What (a) … !”‎ This is beautiful music. →‎ What beautiful music this is! ‎ ‎1. Vienna is a beautiful old city.‎ ‎ _________________________!‎ ‎2.It is a successful concert.‎ ‎ ______________________! ‎ ‎3. They are playing noisy drums.‎ ‎ ___________________________!‎ ‎4. It was a wonderful party.‎ ‎ ______________________!‎ ‎5. Mozart is a famous composer.‎ ‎__________________________!‎ Keys:‎ 1. What a beautiful old city Vienna is !‎ 2. What a successful concert it is!‎ 3. What noisy drums they are playing!‎ 4. What a wonderful party it was!‎ 5. What a famous composer Mozart is!‎ ‎ Step5：Put the words into the correct column. ‎ drum fan musician piano pop rock traditional violin Types of music ‎ Instruments ‎ People ‎ pop ‎ rock ‎ traditional music drum piano violin fan musician ‎ ‎ ‎ Step6：Complete the conversation of Activity 4 with the correct from of the words from the box.‎ come give hear learn love write Lingling: This is beautiful music. Who wrote it, Betty?‎ Betty: Beethoven wrote it. He was a great musician. I (1) ______ his music.‎ Lingling: Me too. Did he live at the same time as Mozart?　‎ Betty: Yes, he was born in 1770 and began to (2) ______ music at an early ‎ age. He (3) ______ his first piano concert when he was only seven.‎ Lingling: When did he start to (4) _____ music?‎ Betty: Very early. His first work (5) ______ out before the age of thirteen.‎ Lingling: Was Beethoven famous at that time?‎ Betty: Yes. But he began to lose his hearing. In the last ten years of ‎ Beethoven’s life, he (6) ______ nothing.Lingling: That’s sad!‎ Betty: Yes, but he still played the piano. He died when he was fifty-six.‎ Keys: 1. love 2. learn 3. gave 4. write 5. came 6. heard Step7：Around the world. ‎ This passage talks about Vienna New Year’s Concert ‎ Step8：Module task——Talking about Chinese music ‎ Think about life in the future. Write down your ideas. ‎ These words can help you: beautiful fast lively modern sad slow ‎ ‎◎ Choose one or two types of Chinese music and describe them. Use the words from the box.‎ ‎◎ Say which types of music you like. Give your reasons.‎ Now, let’s talk about Chinese music in front of the class.‎ Step9：Study Grammar ——Exclamatory sentence / Alternative questions I. Exclamatory sentence:‎ It’s so beautiful! 真美啊！ ‎ I love his music! 我喜欢他的音乐！ ‎ What + ( a/an) +感叹部分(+主语和谓语) !‎ What a beautiful city! 多漂亮的城市啊!‎ What a lovely day! 多好的天气啊!‎ What a horrible thing to do! 这事多让人害怕啊!‎ What a beautiful flower (it is)! 多么美的花啊!‎ What nice people (they are)! 他们是多么好的人啊!‎ What nice weather (we’re having)!多好的天气啊!‎ II. Alternative questions ‎—Is this by Strauss or Mozart? —It’s by Strauss.‎ ‎—Do you like traditional Western music or pop music? —Well, I like both.‎ Is it by the father or the son?‎ Would you like coffee, tea or soda? ‎ Did you come here by bus or by car?‎ Which does Lingling like, traditional music or pop music?‎ Who wrote The Blue Danube, Mozart or Strauss?‎ Step12：Homework ‎ Review and recite the important points of Module 12. ‎ 反思：‎