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Reading
Teaching aims:
Ⅰ. Knowledge:
1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.
2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack
3. Some grammar points. Word formation: re-; Present perfect passive voice.
Ⅱ. Feelings and attitudes:
1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.
2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.
3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.
Ⅲ. Ability:
1. Enable the students to get key information after reading.
2. Develop students’ cooperation spirit.
3. Improve their reading and analyzing abilities.
Difficulties:
1. The understanding of the whole text
2. How to get the right answers in skimming.
Teaching procedures:
Step1 Greeting
Step2 Pre-reading. (7 minutes)
Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic
Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?
2. What’s your favorite city? Why?
3. What cultural relics are there in your hometown? How important are they?
Choose 3 or 4 students to answer each question. (4 minutes)
Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.
2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.
3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.
Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.
Step3 Skimming (5 minutes)
Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.
1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）
2. In 1941, who tried to destroy the city? ( Germans.)
3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)
4.How can we describe the people of St Petersburg do? (Strong, proud and united.)
Then do the Exercise Two in post reading: True or False questions.
Goals: Train students’ reading speed and develop their ability of getting key information.
Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.
These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.
Step4 Scanning (19 minutes)
Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)
Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack.
Sentences: where is a river, there is a city. It is true that…. Do everything we can to do something, be located in, be an important part of one’s history.
Grammar: the present perfect passive voice.
Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.
ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.
Questions:
1. Why do people think St Petersburg is a great city?
2. Why was it so difficult for people to rebuild the old palaces?
3. What did people use to help them rebuild the city?
4． Why are the people of St Petersburg heroes?
Choose several students to answer. (6 minutes)
Possible answers:
1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.
2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.
3. The Russian artists used old paintings and photographs to rebuild St Petersburg.
4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.
Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims
Step 5 free asking (3 minutes)
Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.
Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.
Step6 Consolidation(3 minutes)
Fill in the blanks.
300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.
Goals: Help students review the content of the text as well as some important words and expression.
Step7 Further discussion. (7 minutes)
Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).
Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.
Step 8 Conclusion. (2 minutes)
Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.
Goals: Get the students to understand what our duties are. Achieve the ethic aims.
Step9 homework (1 minute)
1. Do exercise 2 and 4 in scanning part on the exercise book.
2. Say something about St Petersburg using your own words.
Goals: Consolidate the knowledge they’ve learned. Check their efficiency in class. Develop their ability of organization of sentences.
let’s learn
language focus:
using nouns to identify clothing: e.g. hats, gloves
using adjective to express how you feel: e.g. cold
using nouns to identify season and weather: e.g. winter wind snow
language skills:
listening:
locate specific information un response to simple instructions.
speaking:
pronounce words properly
learn the names and sounds of the letter: : l, l
materials:
students book, cassette and a cassette player, a puppet, workbook
pre-task preparation:
1 hold up a puppet and say you r cold. you must wear a hat. put a hat on the puppet. it says “thank you.” continue putting toy clothing on the puppet until it has a hat, a pair of gloves and a scarf on.
2 point to the hat , the gloves and the scarf on the puppet and say the words. repeat for students to follow.
while-task procedure:
1 put the vocabulary picture cards on your desk. say the words and invite individual students top come up and pick out the right card.
2 put up the picture card for “hats” on the board, and put the word card next to it. read the word several tines and ask the students to repeat. do the same with the other 6 new words.
3 open the student’s book. play the cassette tape. ask the students to point to the relevant pictures and repeat the words.
4 put up the picture and word cards on the board in the random order. ask individual students to come up and rearrange them by putting the word cards below their corresponding picture cards, as shown in their student’s book.
5 show students the picture card for “light” and say light begins with the sound “i”. show the word card for “light” and say “l” ”light ”. repeat. show alphabet cards “l’ and “l”. have students compare the capital letter “l” with the small letter “l”. play the tape for the students to follow in their books
post-task activity
draw the outline of sam on the board. put the pictures for the clothing vocabulary items on the table. have individual students come up and put the clothing items ob sam with magnets. then stick the corresponding words next to the picture cards.
Period 1
Step 1 1. Questions:
Warming-up 1) What are cultural relics?
The Great Wall in China; The Pyramids in Egypt; Stonehenge in England
2) What do they have in common?
They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.
3) What does the phrase Cultural relics mean?
relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.
4) Do you know any other cultural relics in China or in the world?
2. Some information about:
1) The Pyramids in Egypt
2) The Great Wall in Chins
3) Stonehenge in England
When they were built
What they were built for
Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.
Step 2 1. Listen to the description of the three cultural
Listening sites and fill in the table.
2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.
Step 3 1. Go over listening exercise on Page 121.
Homework 2. Go over Speaking on Page 44 and fill in the
table.
3. Think about cultural sites in Nanjing and what
should be done to protect them.
Period 2
Step 1 1. Check the Listening exercise on Page 121.
Listening 2. Go over Part 2 by discussing in groups. Then check the answers with the whole class.
Step 2 1. Work in Groups to discuss what to be put in the
Speaking culture capsule. And give the reasons why these thing should be put in it.
Things that can be put in the culture capsule:
A Chinese painting, doll, the globe, a tool, a CD/DVD, a letter
2. Report to the whole class.
Step 3 1. Go over Talking on Pages 121 ~ 122.
Talking 2. Check the answer with the whole class.
Step 4 1. Go over the Pre-reading questions on Page 45
Homework and answer them.
2. Read the text and finish Ex 2 in Post-reading on
Page 46.
Period 3
Step 1 1. Discuss the questions in pairs.
Pre-reading 2. Check the answers to the questions with the
whole class.
1) A great city has a long history;
usually the capital of a country;
has a large population;
something important once took place here;
some great people once lived here or are living here
2) the food, the people, the weather;
modern and beautiful;
the place where I was born and grew up
3) They tell us who our ancestors were and what their life was like;
They show the development of human civilization;
They help us better understand who we are and where we are from
3. More questions:
1) Do you know what cultural relics in our city
are under the protection of the country? How
are they protected?
2) How many cultural sites in China have been
listed in the world Heritage List by
UNESCO?
3) If you were a UNESCO official and wanted
to add some cultural sites in China onto the
world Heritage List, which relics would you
suggest? Why?
Step 2 1. Explain the title of the text:
Reading What can we know from the title of the text
A CITY OF HEROES?
What is the text mainly about when we read
the title of it? About a city or about the
heroes of the city?
1) What is the name of the city? (St Petersburg)
2) Who are the heroes of the city? (Both Peter the Great and the people of St Petersburg.)
3) What is the difference between A City of
Heroes and Heroes of a City? ( A City of Heroes focuses on a city, where there are many heroes; while Heroes of a City focuses on heroes. Who live in a city. So the text mainly tells about the city of St Petersburg.)
2. Read the text and go over Part 2 in Post-
reading. Ask the Ss to correct the false
sentences.
3. Listen to the tape of the text and go over Part
1 in Post-reading.
Step 3 1. Read the text and find out useful phrases and
Homework sentence patterns in it.
2. Read the text and find out the topic sentence
in each paragraph.
3. Finish Part 1 and Part 2 in Vocabulary on
Pages 122~123.
Period 4
Step 1 Ask the Ss to read the text paragraph by para-
Revision graph and point out the topic sentence in each
paragraph.
Step 2 Paraphrase some phrases and sentences in the
Reading text.
1. Where there is a river, there is a city.
Where here is used to introduce an adverbial clause of place (= in / at / to + the place + where-clause)
Where there is a will, there is a way.
Where there is smoke, there is fire.
Where bees are, there is honey.
I like to live where the climate is warm.
I found your jacket where you had put it.
They marked the spot where the treasure was buried.
2. It was under attack for 900 days, but the people of the city never give in.
Be under + n.
The road is under repair and is closed to motor traffic.
The woman injured in the car crash is still under treatment in hospital.
As the matter is under discussion, I can’t give you a definite answer now.
The police are under fire from all sides for failing to deal with the problem.
3. Restoring the city and its cultural relics seems impossible, but the people of this great city would not give up.
Seem + adj. / n. / to be / to do / …
It seems that / as if + clause.
He seems quite pleased with your work.
It seems that he is quite pleased with your work.
They seem to have a high opinion of you.
It seems that they have a high opinion of you.
Tom came to see you this morning. He seemed (to be) tired. / It seemed that he was tired.
He seems to have been here before.
It seems that he has been here before.
Yesterday I met a man who seemed (to be) a famous director. / to be a director.
She doesn’t seem / seems not to be at home.
4. “We will not let our history and culture be destroyed, and we will do everything we can to save out city.”
5. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.
6. It was difficult to save the palaces without destroying their old beauty.
7. Old painting, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.
8. Today Peter the Great on his bronze horse can once again look out over the city he built.
9. Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.
Step 3 1. Read the text again and again.
Homework 2. Go over Language Study on Pages 46~47.
Period 5
Step 1 1. Go over Part 1 in Word Study.
Word Study More words that begin with re-:
replace, redo, recover, redouble, remarry,
rejoin
2. Go over Part 2 in Word Study.
3. Go over Part 1 and Part 2 on Pages 122~123.
Step 2 1. Go over Part 1 in Grammar on Page 123.
Grammar 2. Go over the Passive Voice on Page 47.
3. Go over Part 2 and art 3 in Grammar on
Pages 123 ~ 124.
Step 3 Preview the text on Pages 124 ~ 125 and
Homework finish the exercises about the text.
Period 6
Step 1
人教新目标七下教案Unit7单元总结初中英语教案
语言结构Yes/No问句及简短回答
wear的一般现在时用法
用于宽泛描述的形容词
重点词汇short,curly,long,tall,straighthair,amediumbuild,height,thin,heavy,bald,brown,blonde,glasses,hair,beard,mustache,looklike,alittlebit,good-looking
重点句型Whatdoeshelooklike？
He’stall.
He’sshortandhehasstraighthair.
DoyouknowDavid?
Idon’tthinkheissogreat.
Helikesreadingandplayingchess.
知识点拨
1.Whatdoyoulooklike?
I’mshort.
Whatdoeshelooklike？
He’sheavy.
Whatdo/does…looklike?当询问某人长什么样子时，常用此句型。第三人称单数或单数名词作主语时，应用助动词does；其它人称或复数名词作主语时，常用助动词do。回答时常用“be＋形容词”或“have/has＋名词”。例如：
Whatdotheylooklike?
他们长得什么样？
Theyhavecurlyhair.
他们梳着卷发。
2.Sheneverstopstalking.
Stopdoingsth.的意思是“停止做某事”。例如：
Timeisup.let’sstopwriting.
时间到了，请不要写了。
相关资料
美国人谈话的内容涉级面很广,玩笑幽默的话语和正经事经常是同时出现。但他们有三大忌：一是忌问年龄，二是忌问买东西的价钱，三是忌在见面时说：“你长胖了！”因为年龄和买东西的价钱都属于个人的私事，他们不喜欢别人过问和干涉。
第七单元测试题(100分)
笔试部分
一、词汇（10分）
A）用划线词的反义词填空。
1.Turnleft,don’tturn_____.Youwillfindtheresoon.
2.Idon’tlikecurlyhair.Ilike_____hair.
3._____peopleshouldlovetheoldpeople.
4.Thisboyisvery_____,buthisbrotheridveryshort.
5.Thisstoryistoo_____.Pleasetellmeashortone.
B）用所给词的`适当形式填空。
6.Look!Jane_____(wear)abeautifulredskirt.
7.HecansingEnglishsongsvery_____(good).
8.Theshopsells_____(woman)handbags.
9.Whoisthe_____(win)ofthegame?
10._____(nottalk),pleaselistentome.
二、单项选择（20分）
1.―_____doesMary’ssisterdo?
―sheisanurse.
A.WhatB.WhenC.WhereD.Why
()2.Let’s_____atalkaboutlearningChinese.
A.hadB.havingC.tohaveD.have
()3.It’sveryhothere.You’dbetter_____yourcoat.
A.putonB.getonC.cakeD.putin
()4.Iwanttobeadoctor_____Igrowup.
A.whatB.whenC.becauseD.where
()5.―_____doesyourfriendlooklike?
―She_____amediumbuildwithblondehair.
A.What…hasB.What…isC.When…isD.Where…has
()6.Thelittleboycan_____chess.
A.playB.playsC.toplayD.playing
()7.Thelittlegirlis_____shy.
A.alotB.alotofC.alittlebitD.abitlittle
()8.She_____comestoschoollate.
A.don’tB.doesn’tC.notD.never
()9.Thebeautifulgirl_____abeautifuldress.
A.wearB.wearingC.beinD.iswearing
()10.Hehasshort,curly,brownhair_____glasses.
A.haveB.hasC.andD.with
三、补全对话（20分）
从方框中选择适当的句子完成对话
A.Butit’shardtogetaticket,Ithink.
B.WhataboutAllan?
C.Whynotgoandbuysomeearlier?
D.Whataboutyou?
E.Badluck!
A:Whatareyougoingtodotonight?
B:Tonight?I’llbefree.Ithink.(1)
A:TheSwedishrockbandwillgiveaconcertinourtown.
B:Yes?Where?
A:Atthetheatreinthecenterofthetown.
B:Doyouwanttogothere?
A:Yes.(2)
B:(3)
A:Iwenttherethedaybeforeyesterday,butIcouldn’tgetany.
B:(4)
A:Yoursisterworksinthetheatre.I’msureshecanhelpme.
B:ButshewenttoLiverpoolonbusiness.
A:(5)He’sherbestfriend,youknow.
B:Well.I’llcallhim.Maybehecanhelpus.
A:Us?Willyougototheconcertwithme?
B:Yes.Ialsolikemusic,youknow.
四、完型填空（20分）
TomandFredaretalkingabouttheyear2050.
“Whatwill1belikeintheyear2050?”asksTom.
“Idon’tknow,”saysFred,“whatdoyouthink?”
“Well,nooneknows.Butit’s2toguess,”saysTom,“intheyear2050,everybodywill3apocket(袖珍)computer.Thecomputerwillgivepeoplethe4toalltheirproblems.Weshallallhavetelephonesinourpockets,5.Andwe’llbeabletotalktoourfriendsallovertheworld.Perhapswe’llbeableto6thematthesametime.Machineswilldo7ofthework,andpeoplewillhavemore8.Perhapsthey’llworkonlytwoandthreedaysaweek.They’llbeabletoflytothemoonbyspacehipandspendtheirholidaysthere.”
“I’mvery9tohearthat.Ihopetoflytothemoon.AndIalsohopeI’llbeabletolive10,”saysFred,“Won’tthatbeinteresting?Justlikeafish.”
()1.A.ourhomeB.thetrafficC.afactoryD.theworld
()2.A.pleasedB.nouseC.interestingD.unusual
()3.A.carryB.bringC.giveD.send
()4.A.newsB.waysC.thingsD.answers
()5.A.eitherB.againC.tooD.also
()6.A.callB.seeC.lookD.listen
()7.A.mostB.manyC.lotD.every
()8.A.workB.dutyC.holidaysD.times
()9.A.sorryB.gladC.sureD.afraid
()10.A.intheseaB.onthelandC.onthemountainD.undertheground
五、阅读理解（20分）
Abagisusefulandtheword“bag”isusefultoo.Itgivesussomeinterestingphrases(短语).Oneis“toletthecatoutofthebag”.Itisthesameas“totellasecret”.Thereisanoldinterestingstoryaboutit.
Longlongago,whenpeoplesoldthingsinbigcloth(布)bags,awomanaskedamanforapig.Themanhelduphisclothbag.Thereseemedtobealittlepiginit.Thewomanaskedtoseeit.Whenthemanopenedtheclothbag,abigblackcatranout.Notapig!Theman’ssecretwasoutandeveryoneknewit.
Nowwhensomeoneletsout(泄露)asecret,he“letsthecatoutofthebag”.Andthatisthestoryofwheretheinterestingphrasecamefrom.
()1.Thephrase“toletthecatoutofthebag”camefrom_____.
A.awomanandapigB.amanandcat
A.apigandacatD.anoldinterestingstory
()2.Thewomanwantedtobuy_____.
A.aclothbagB.alittlepigC.ablackcatD.abagandapig
()3.Themanknewtherewas_____inhisclothbag.
A.abagB.apigC.acatD.nothing
()4.Attheendofthesecondparagraph“everyoneknewit”,“it”refers(指的是)to_____.
A.therewasapigintheman’sbagB.thewomanboughtacat
C.theclothbagD.theman’ssecret
()5.John“letsthecatoutofthebag”meanhe_____.
A.makeseveryoneknowasecretB.putsthecatawayfromthebag
C.buysacatinthebagD.sellsthecatinthebag
六、书面表达（计10分）
写一篇短文，描述你最熟悉的一位老师，包括他（她）的国籍、性别、年龄、外貌和个人爱好。
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
答案
一、词汇
A）1.riht2.straight3.tall4.tall5.long
B)6.iswearing7.well8.women’s9.winner10.don’ttalk
二、1.A2.D3.C4.B5.A6.A7.C8.D9.D10.D
三、1.D2.A3.C4.E5.B
四、1.D2.C3.A4.D5.C6.B7.A8.C9.B10.A
五、1.D2.B3.C4.D5.A
六、略
Teaching Aims:
1. Master the following words and expressions:
restore, replace, recreate, in ruins, under attack, give in ,in pieces, bring…back to life, come true
2. Improve the Ss’ reading ability.
3. Enable the Ss to be aware of the significance of protecting cultural relics.
Teaching key points:
How to improve the Ss’ reading ability.
Teaching difficult points:
1. How to grasp the main idea of a paragraph.
2. How to guess the meaning of new word in the context.
3. How to help the Ss understand the passage deeply.
Teaching aids:
1.a tape recorder
2.a laptop and OHP(overhead projector)
Teaching procedures:
Step 1 Revision and discussion
1.T shows some pictures of cultural relics in Jingmen and get them to talk about these cultural relics.
2.T shows more pictures of cultural relics in other cities such as New York, London, Beijing and help the students discuss the Qs in pre-reading.
Qs: What is your favorite city?/What are your favorite cities? Why?
Some cities are called great cities, what makes them great?
How important are the cultural relics?
Step 2 Lead-in
T shows pictures of St Petersburg and say Let’s look at some cultural relics in Russia. What can you see in the picture? (statue, a man on his horse)Do you know who may it be on the horse? (Maybe a very important person such as a king or hero) Tell Ss they are going to learn a passage called ‘a city of heroes.
Step 3 Reading
1. Fast-reading. Let Ss listen to the tape and try to find out the answers to the two Qs:
What does the city in the title refer to?
Who is the man riding the horse?
Teach the pronunciation of St Petersburg and the Russian Czar Peter the Great if necessary.
2. Intensive reading.
T shows pictures of St Petersburg in different times and get the Ss to give a title for them. In this way, Ss will know the structure of the passage .(4 parts including built, destroyed, rebuilt, today)
Para 1 The city was built
Qs: When and where was St. Petersburg built?
What kind of person was Peter the Great?
What did the palaces built look like?
Para 2 The city was destroyed
Qs: Who came to the city in 1941?
What did they do to the city?
What was the result?
What did people of the city determine to do at that time?
Para 3 The city was rebuilt
Qs: When did people begin to rebuild the city?
What did people use to help them rebuild the city?
What was difficult for the people to rebuild the city?
Is the city as beautiful as before after it was rebuilt?
Para 4 The city today
Qs: Who was the hero on his bronze horse?
Who are the modern heroes of Russia today?
3. In paragraph 4, T helps Ss have a deeper understanding of the title by comparing ‘ hero’ to ‘heroes’ ,’St Petersburg’ to ‘Peoplesburg’. If possible, ask them why St Petersburg is called ‘a city of heroes’ in order to make Ss understand the spirit of the people in St Petersburg----patience, devotion and love for cultural relics
Step 4 Practice
T ask the Ss to finish T or F exercise on their books.
T or F:
1. ( F ) The city of St Petersburg was rebuilt by Peter the Great.
2. ( F )The Germans attacked St Petersburg a hundred years ago.
3. ( T )A portait of Peter the Great was destroyed by the Germans.
4. ( T )It was difficult for people to rebuild the old palaces.
5. (T )Workers and painters used old photographs to help them rebuild the city.
6. ( F )St Petersburg will never be as beautiful as it was before.
Step 5 Interview
T gives Ss two situations and ask them to choose one of it to prepare an interview in pairs.
Situation 1: Suppose you are a foreign reporter and your partner is a citizen of St Petersburg. Prepare an interview talking about the city’s history.
Situation 2: Suppose you are Peter the Great. You come back to St Petersburg by time machine and want to know the changes of this city from your partner who is a citizen. Prepare an interview talking about the city’s development.
Step 6 Homework
T shows pictures of cultural relics in danger and ask Ss to write a passage about how to save or protect them.
Leaning Tower of Pisa( in Italy) Abu Simbel (in Egypt)
The Sphinx (in Egypt) Yuanmingyuan
一、编写儿歌
本单元我利用网络资源，结合本文教学内容改编了一首儿歌，用在课前的“warm up”部分，希望能够在带动学生学习积极性的同时，加深学生对单词的记忆。rhyme：
clap, clap, clap your hands.
shake, shake, shake your hands.
roll, roll, roll your hands.
wingle, wingle, wingle your hands.
hands up.
hands down.
follow me.
turn around.
二、肢体语言辅助
通过tpr的一系列动作使学生加深对单词的理解：
touch your mouth. （手指嘴巴）
touch your nose. （手指鼻子）
touch your ear. （手指耳朵）
touch your eye （手指眼睛）
touch your ……
tpr的操作方法一般如下：
1．教师说指令并做示范动作，学生跟着边做边说。
2．教师说指令，请学生边说指令边做动作。
3．教师示范动作，要求学生完成相应的动作。
4．请一位学生说出指令，其他学生完成相应的动作。
5．请一位学生做动作，其他学生说出指令。
……
三、利用简笔画
教学过程中，我先利用简笔画在黑板上画上脸的轮廓，吸引学生的注意，而后突出五官，单个教授单词。
其次，组织学生进行“贴五官”等游戏，既激发了学生兴趣、活跃了课堂气氛，同时也带领同学复习了五官单词。
aims and demand ;
this is my ......
h ave you got ......?
no , i have got a ......
teaching process;
step1;1， sing a song < read read ......>
2， freetalk 3---4组同学上来用我们学过的知识做个小对话，表演的好的奖励贴画。
3，t; classs begin
s; stand up ,please ,good morning miss liu
t; goodmorning everyone , how are you ?
s;fine ,thank you ,and you ?
t ; i'm fine too .sit down please .
step2; review some words about “ father ,mother , brother , sister ”
1,t ; look at this picture [在黑板上挂一副家庭成员图]问学生
''who is he ?''
s ;father [让一个学生站起来回答]
t; ok , very good ,follow him her three times 开火车让1---3 行学生读最后一一起读。
2，t; 指妈妈问''who is she ?''
s; mother ,together read it ,在让个别不不太熟的学生站起来读。
3，用同样的方法引出单词，让男女生比赛读，
4， 四个小组一个一个读'sister'
最后拿出所有单词卡变换让他们认读数遍。
step3;review this is ...老师指着自己的胳膊，脸 ，手，眼，书等等东西引导学生练习句型''this is ......''
并引出''this is my father mother sister brother ''1.老师指图片大家说句子，在叫几个学生上来指图片，其他人说句子，2.英----汉互译看谁反应快''
step4 ; t ; 指着brother 让学生读句子this is my brother 这时老师指着一个反应较快的学生说；have you got a brother ?并把此句型写在黑板上
s; yes ,i have got a brother 老师引导着问几个程度好的同学，然后开火车练习句型"have you got a father mother brother sister ?''把回答的两种情况都写在黑板上''yes or no ''
practice;1,开火车
2，同桌之间做小对话
3,小组之间创编小情景剧
最后一个一个演出来。 板书
this is my ...... 1 2 3 4
have you got a ......?
yes , i have got a......
no , i have got a......
(Warming-up, Listening and Speaking)
Teaching aims:
1. To bring the Ss into the general topic of this unit “ Cultural relics” and let them get to know some cultural relics all around world, esp in China.
2. To enable the Ss to learn to use the ways of giving advice or making suggestions while fulfilling some tasks.
3. To arouse the Ss’ awareness of protecting the precious cultural relics.
Difficulty:
To finish all of these three parts within 45 minutes seems rather impossible. Therefore, some exercises of
the listing part have to be omitted, which, to some extent, are not closely connected with the central topic of this period.
Teaching Methods:
task-oriented teaching method ; communicative teaching method
Teaching Procedures:
Step 1 Greeting and Leading
(Having a chat with the students in English)
Hello, class. Nice to meet you here. Do you know me? Can you guess where I come from?
(After receiving some guesses, the teacher points out the place “Mazhan”)
Do you know there is a famous place in Mazhan which many people like to visit, esp in summer?
(Yuliao Seashore)
Step 2 Brainstorming
1.Besides Yuliao, can you try to name some other famous places in Cangnan County?
(Yucang Mt. Haikou Seashore, …..)
2. Actually, there are tens of thousands of wonderful places worth visiting all over the world. Some of
them are closely connected with local culture and history, so people call them “Cultural Relics”, such
as the Palace Museum in Beijing .and Mount. Tai)
Put the phrase underlined on the Bb and explain it indirectly by raising examples)
3. Now I’d like to show you three famous cultural relics in the world. Now please open your books to
Page 43 and tell each other:
Q1. What are they?
Q2. Where are they?
Q3. What one would you like to visit first? Why?
What do you want to know about it?
4. ( Some students may say they want to visit the Great Wall most, because it is in China and it is
much easier to visit it Therefore, the teacher can continue this topic)
Well, class. There are also a great many cultural relics in China. Can you tell us some you know?
Step 3: Listening
1. All right, you do know many, but there are still some you may not know, but they are of the same importance to Chinese people. Now I’d like to show you some.
2. Encourage the Ss to listen to the tape and take notes, finishing the following form:
Name of the site Why is it important?
1 The Winter Palace Tell how people live in the past
2 The Sunshine Temple 1. an important part of our history
2. Many important things happened there
3. Many important people have written about it
3 Mt. Lushan 1. an important part of China’s history
2. Many people have been here.
(Play each listening script twice. The first time is for the Ss to catch the name and try to understand the material. The second time is for them take notes to show “Why is it important?”)
Step 4: Speaking
1. As you can see, China is really well-known to the whole world, with so many great cultural relics. But how can we make other people in the outer-space get to know China and hard-working Chinese people. …Why not make a large box (about 2X2 metres)with your partner, with things inside that can show Chinese culture ,together with a two-sentence message in English ,and send it into the space.
But what things can be small enough and show Chinese culture at the same time?
(Draw a large box on the Bb and collect as many things from the Ss as possible, such as, silk clothes,
writing brush, tea, a dragon model, chopsticks, Chinese facial arts…)
2. Wow, there are so many things, but we can only put five of them into the large box. What would you like to choose for your own box? Why? Well, have a talk with your desk-mate. Here are some expressions which may be helpful to you in your discussion.
Asking for suggestions Making suggestions
*What shall we put in your opinion?
*Can’t we put in…?
*Should we put in…?
*Which do you think is the more suitable thing to
put in?
*… *Let’s put in…
*Maybe we could put in…
*I think we’d better put in…
*I’d like to choose…
*What/How about…?
*Why don’t you/ not put in…?
(Shown on the slide)
3. Divide the class into pairs, letting them discuss and collect the information, and write down the five things they decide to put in as well as the reasons, including what to write.
things you want to put in reasons
Message:
4. Call some pairs to show the class their work.
Step 5. Further-discussion
You see, class. Our country is really great with so many wonderful places (pointing to the example
places on the Bb), so if we have time, we should have a good look. But the problem is how we can be a
polite visitor while visiting a scenic spot.
What should we do? / What shouldn’t we do?
(Encourage the Ss to offer suggestions actively and put some typical ones on the Bb serving as a
summary.)
Step 6. Homework
1. Write a report about how to be a polite tourist.
2. Make a dialogue with the desk-mate, using ways of making suggestions.
3. Preview “Reading”
Self-comments on teaching
1. The arrangement of the procedures was reasonable, in my point of view, and the transition from one step to another was smooth. What I thought better of are the Warming-up and Speaking parts.
2. The co-operation between the Ss and the teacher is fairly good. However, due to their poor oral ability, the Ss feel too nervously to understand what the teacher said or to air their views, which forced the teacher to “waste” some time to explain the tasks or encourage them to take it easy. As a result, the teacher had to finish Step 5 in a hurry.
3. On the whole, if the teacher had explained less and given the Ss more time to think by themselves or exchange their opinions with their partners, this class would have been made better.
Teaching plan
Senior English for China Student’s Book 1A Unit 7 Reading
Teaching aims:
Ⅰ. Knowledge:
1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.
2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack
3. Some grammar points. Word formation: re-; Present perfect passive voice.
Ⅱ. Feelings and attitudes:
1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.
2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.
3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.
Ⅲ. Ability:
1. Enable the students to get key information after reading.
2. Develop students’ cooperation spirit.
3. Improve their reading and analyzing abilities.
Difficulties:
1. The understanding of the whole text
2. How to get the right answers in skimming.
Teaching procedures:
Step1 Greeting
Step2 Pre-reading. (7 minutes)
Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic
Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?
2. What’s your favorite city? Why?
3. What cultural relics are there in your hometown? How important are they?
Choose 3 or 4 students to answer each question. (4 minutes)
Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.
2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.
3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.
Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.
Step3 Skimming (5 minutes)
Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.
1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）
2. In 1941, who tried to destroy the city? ( Germans.)
3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)
4.How can we describe the people of St Petersburg do? (Strong, proud and united.)
Then do the Exercise Two in post reading: True or False questions.
Goals: Train students’ reading speed and develop their ability of getting key information.
Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.
These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.
Step4 Scanning (19 minutes)
Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)
Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack.
Sentences: where is a river, there is a city. It is true that…. Do everything we can to do something, be located in, be an important part of one’s history.
Grammar: the present perfect passive voice.
Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.
ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.
Questions:
1. Why do people think St Petersburg is a great city?
2. Why was it so difficult for people to rebuild the old palaces?
3. What did people use to help them rebuild the city?
4． Why are the people of St Petersburg heroes?
Choose several students to answer. (6 minutes)
Possible answers:
1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.
2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.
3. The Russian artists used old paintings and photographs to rebuild St Petersburg.
4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.
Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims
Step 5 free asking (3 minutes)
Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.
Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.
Step6 Consolidation(3 minutes)
Fill in the blanks.
300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.
Goals: Help students review the content of the text as well as some important words and expression.
Step7 Further discussion. (7 minutes)
Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).
Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.
Step 8 Conclusion. (2 minutes)
Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.
Goals: Get the students to understand what our duties are. Achieve the ethic aims.
Step9 homework (1 minute)
1. Do exercise 2 and 4 in scanning part on the exercise book.
2. Say something about St Petersburg using your own words.
Goals: Consolidate the knowledge they’ve learned. Check their efficiency in class. Develop their ability of organization of sentences.
Teaching Aims:
1. Learn and master the following words and phrases: defenseless, illness, treatment, liquid, unprotected, sex, lack, proper, discourage, cheer, cheer up, network, specialist
2. Train the students’ reading ability.
3. Practise talking about imaginary situation.
Teaching Important Points:
1. Master the following words and phrases: a lack of, cheer up, deal with, wish, as if
2. Understand the text exactly.
Teaching Difficult Points:
How to help the students understand the text exactly, especially some sentences with special verb-forms used in the Subjunctive Mood.
Teaching Methods:
1. Pre-reading activity to predict what the text tells about.
2. Fast-reading to get a general idea and careful reading to further understand the text.
3. Post reading to check the students’ understanding of the text.
4. Explaining to help the students understand the text better.
Teaching Aids:
1. a tape recorder
2. a projector
3. the blackboard
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision and Lead-in
T: Yesterday we had an AIDS quiz, by which we’ve known more about AIDS. Can you tell me
if AIDS is curable?
Ss: No, it’s incurable, but it can be treated.
T: Do people with HIV look different from anyone else?
Ss: No.
T: Can only bad people get AIDS?
Ss: No.
T: Is it safe to be friends with people who are living with AIDS?
Ss: Yes.
T: Very good. Today we are going to read a text about a person living with AIDS. First, let’s
learn the new words in this period. Look at the screen.
( Teacher shows the screen and deals with them briefly. )
Step 3 Reading
T: Well, so much for the new words. Before reading the text, please write down four questions
you think will be answered in the text. I give you two minutes to prepare. Then I’ll collect
your questions.
Predicated questions:
1. What kind of person is he/she?
2. How did he/she get AIDS?
3. Can people contact him/her?
4. Does he/she feel discouraged?
( After that )
T: Ok. Now read the text at Page 51 quickly and find the answers to the questions you listed
just now. If there are any questions that the text did not answer, try to think why those
questions were not answered . Are you clear?
Ss: Yes.
T: You can begin now.
( After a while, teacher asks some students to answer their predicated questions. )
Suggested answers:
1. She is 15-year-old teenager.
2. She got AIDS through birth.
3. Yes, they can.
4. No, she doesn’t.
T: Well done. Now, please read it carefully again and add more questions to your list so that
you have at least one question for each of the main points in the text. Then work in pairs to
ask your partner to answer your questions.
You can begin now.
( Teacher may check their work a few minutes later.)
Suggested questions and answers:
1. Q: What kind of disease in AIDS?
A: AIDS is a disease that breaks down the body’s immune system and leaves a person
defenseless against infections and illness.
2. Q: Where is the disease spreading faster? And why?
A: In Africa and parts of Asia. Mainly because of a lack of proper health care, prevention
and education.
3. Q: Which kind of people suffers the most?
A: The young.
4. Q: What did Xiao Hua decide to do after she knew she got AIDS?
A: She decided to use the limited time she has left to do something to help others.
5. Q: Is the disease the only thing that AIDS patients have to suffer from?
A: No. They also have to deal with people’s fear of the disease.
6. Q: What is the best way to show that you care about AIDS patients?
A: Giving an AIDS patient a hug.
T: Well, now please scan the reading passage and find out the difference between AIDS and
HIV and the ways of AIDS spreading.
( Teacher allows the students to read for a while, and then check the answers. )
T: Are you ready?
Ss: Yes.
T: Who’d like to tell the difference between AIDS and HIV?
S1: Let me have a try. HIV is the virus that caused AIDS. AIDS is a kind of incurable disease. people get AIDS after having been infected with HIV virus.
T: Thank you. Sit down. In what way does AIDS spread? Any volunteer?
S2: AIDS spreads through blood and other body liquids. People transmit HIV by having unprotected sex, by receiving infected blood transfusions or through birth.
T: Well done. Now let’s learn some useful phrases in the text. Look at the screen.
( Teacher shows the screen and gives brief explanations. )
1. break down: cause sth. To collapse; destroy sth.
e.g. How can we break down the barriers of fear and hostility which divide the two communities?
2. a lack of: absence or shortage ( of sth. that is needed )
e.g. The poor girl felt lonely because of a lack of care.
The project had to be abandoned for lack of funds.
3. cheer(…) up: ( cause sb. to become happier or more cheerful
e.g. Try and cheer up a bit; life isn’t that bad!
You look as though you need cheering up (= to be cheered up ).
4. suffer from: feel pain, discomfort, great sorrow, etc.
e.g. Do you suffer from headaches?
5. deal with: attend to ( a problem , task , etc )
e.g. You dealt with an awkward situation very tactfully.
( Bb: break down, a lack of, cheer (…) up, suffer from, deal with)
( After explaining the phrases, teacher says the following.)
T: So much for the phrases. If you still have any difficulty in understanding the text, you can ask
me.
S: Why in some sentences “were” is used after “ I wish” , “as if ”, “if” ?
T: Oh, you are careful. I’ll explain to you. Here “were” is used as the subjunctive form to talk about events and situations which are not certain to happen---which we hope will happen, or imagine might happen or want to happen. For example, the sentences “I wish I could remember more about my mum.” means “It is a great pity that I don’t remember much about my mum.” The sentences “If I were to become a doctor, helping these AIDS patients, but I can’t, because I won’t live long enough to have a job.” The sentence “… not act as if I were a bad or dangerous person.” means “ I hope people don’t treat me as a bad or dangerous person.” Is that clear?
Ss: Yes.
T: Well, now please listen the tape and try to understand it further. Then read it aloud for a while and talks about these two questions on the screen in groups of four.
( Teacher shows the questions on the screen. )
1. How do you think you would react it you were Xiao Hua?
2. How should we act towards people who have AIDS? What can we do to help them?
( After the students listen to the tape and talk about the question for a few minutes, teacher asks some students to give their opinions. )
T: Well, stop. Who’d like to give us your opinion about the first question? Volunteers?
S1: If I were Xiao Hua, I might be discouraged, but after I read the story about her, I think I should try to live like her and do some meaningful things for the AIDS patients and their society.
S2: If I were Xiao Hua. I think I would appreciate every minutes of each day before my death and leave my smiles to my friends and patients.
S3: …
T: What about the second question?
S4: We should not have the wrong attitude towards people who have AIDS. Don’t consider them as bad and dangerous persons and look down upon them. On the contrary, we should try our best to help them and care about them. We can help to spread the knowledge about AIDS, such as the major ways for HIV to spread and prevention and treatment treasure. This way, AIDS patients would feel less lonely and more people can be prevented from being infected.
S5: …
…
T: You all did very well. Thank you. Sit down, please.
Step 5 Summary and Homework
T: In the class, we’ve not only learned more about AIDS, but also learnt how to act towards people who have AIDS. We should call on all the people to fight against AIDS. Besides, we’ve learned some useful words and phrases as well as some useful structures with the Subjunctive Mood used in it. After class, please read the text more times to make sure you’ve really understood it and master the useful language points.
Step 5 The Design of the Writing on the Blackboard
the Blackboard
Unit 7 Living with disease
1. Useful expressions:
beak down, a lack of, cheer (…) up, deal with, suffer from
2. Sentence structures:
I wish/as if …were
If I were… , …
单元目标
1．复习现在时：一般现在时，现在进行时，现在完成时，现在完成进行时．
①一般现在时
（A）表示经常性或习惯性的动作．
eg：We always care for each other and help each other．
我们总是相互关心相互帮助．
（B）表示现在的状态和特征．
eg：Matter exists in three states．物质有三态．
（C）表示客观存在的现象或普遍真理．
eg：The sun rises in the east and sets in the west．
太阳从东边升起，从西边落下．
（D）在时间和条件状语从句中，用一般现在时代替将来时．
eg：We’ll start as soon as the rain stops．雨一停，我们就出发o
（E）下列情况也用一般现在时：电影说明，新闻标题，影视解说，图片说明等．
②现在进行时
（A）表示说话时正在进行的动作．
eg：-What are you doing?-I’m reading a book．
一你在干什么?一我在看书．
（B）表示现阶段正在做的事．
eg：My daughter is working hard this term．我女儿这学期一直努力学习．
（C）进行时和always，often，frequently，all the time等副词连用，带有情感色彩．
（如：赞叹，厌烦等）
eg：He is always coming late．他老是迟到．（表示不满）
eg：He is always thinking of helping others．他总是想着帮助别人．（表示赞许）
③现在完成时
（A）表示一个动作发生在过去，其后果或影响延续到现在．
eg：You have seen the film．Can you tell me something about it?
你已看过这部电影．你能给我讲讲这部电影吗?
（B）表示某动作从过去某一时刻起，一直继续到现在．常和某些时间状语连用．
eg：Great changes have taken place in my hometown since 1980．
从1980年以来，我的家乡发生了很大的变化．
（C）在时间和条件状语中，现在完成时代替将来完成时．
eg：We’ll start at 5 A．m．if it has stopped raining by then．
如果5点钟时雨停，我们就出发．
④现在完成进行时
现在完成时和现在完成进行时在意义上没有明显的区别．后者更强调动
作在说话时仍在继续进行，并有可能再继续下去．
eg：All these years he has been writing articles for our magazine．
这些年来，他一直为我们的杂志写稿．
2．用下列词和词组复述课文
1980，fall to pieces，today，15 Indian experts，the Cambodian women，devote．．．to，in buckets，watch over，three Indian chemists，protect．．．from，at 7A．m．，at midday，few skilled stone workers left，in search of，leave sb．to do．．．，the best time，spread，take on a golden color
讨论难点
1．现在时被动语态
在被动结构的句子中，动作执行者可以由介词by引起的短语表示．若没有必要或不可能指出动作的执行者时，by引起的短语可省去．被动语态的谓语，一般是及物动词．被动语态没有完成进行时态和将来进行时态．
①现在时被动语态的构成（以write为例）
②用法
（A）行为的执行者不明确或由于种种原因不必说出来．
eg：Work is done when an object is moved．
移动物体就作了功．
（B）句子强调的中心是动作的对象，而不是动作的执行者．
eg：A modern teaching building has been set up in our schoo1．
我们学校已盖了一栋现代化的教学大楼．
（C）为了句子结构的合理安排．
eg：He appeared on the platform and was given a warm welcome by the audience．
他出现在讲台上，观众给予热烈的欢迎．
2．注意下列动词和on搭配时的用法
live on；carry on；keep on；call on；move on；take on；depend on；have．．．on；feed on；put on；get on；look on；work on；insist on；pass on；hand on；hold on；turn on；switch on；drop in on
核心知识
1．掌握并能正确运用如下交际用语
We’ll have to do．．．；We should /ought to do．．．；
I think we should do．．．；We must do．．．until．．．；
Can you do．．．；It’s necessary to do
2．本单元中的单词、词组和句型的用法
①as long as：长达……
eg：The battle lasted as long as ten hours．
那场战斗长达10个小时．
It takes us as long as one and a half hours from Hangzhou to Beijing by air．
从杭州到北京坐飞机要花长达一个半小时的时间．
as long as：on condition that．．．；providing （that）．．．如果，只要
eg：You may borrow the book as long as you keep it clean．
只要你保持书的清洁，你可以借书．
②masses of：可以后加可数名词或不可数名词，译为：大量、许多
eg：Look! There are masses of dark clouds in the sky．It’s going to rain．
看!天上乌云滚滚．要下雨了．
The ship cut its way slowly through masses of ice．
船破冰缓缓而前．
③as it is：当其置于句首时，译为：事实上，就实际情况而论．
置于句尾时，译为：照现状，顺其自然．
eg：We hoped things would get better，but as it is they are getting worse．
当时我们希望形势会变好，但事实上，情况越来越糟．
eg：They agreed to buy the house as it is．
他们同意按现状买下这幢房子．
④smooth v．
eg：make the surface smooth使表面光滑
smooth away：get rid of排除
eg：I think we’ll be able to smooth away these little difficulties．
我想我们将能够排除这些小麻烦．
⑤devote．．to：give up （ oneself，one’s time．．．）to
该词组中的to为介词
eg：Lei Feng devoted himself to our motherland．
雷锋把自己的一切献给了我们的祖国．
⑥take on：（A）put on呈现
eg：take on a new look呈现新面貌
take on a different look呈现不同面貌
take on flesh and blood显得有血有肉
（B）engage雇佣
eg：His firm has been built up，so he has to take on another twenty workers．
他的公司有了发展，所以他得再雇佣20名工人．
⑦protect．．．from．．．：keep．．．safe （from danger，enemies；against attack）保护……免受……
eg：protect your eyes from the direct sun保护眼睛免遭阳光直射
⑧in a poor state：in poor condition
in A．．．state in a state of．．．处于……状态中
eg：At that time，the whole country was in a state of war．
那时，整个国家处在战争状态中．
She is in a poor state of health．= She is in poor health．
⑨up until：up to直到……为止
eg：Up until now，they have met only once．
到现在为止，他们只见过一次．
3．单词辨析
①outdoor adj．只作定语
outdoors adv．可作状语，表语
eg：outdoor life户外生活
outdoor dress clothes户外服装
eg：In hot weather，it’s possible to sleep outdoors．在炎热的气候里可以睡在户外．
②scene表示“景色”“风景”时，指所见之物，亦可表示动态或静止的室内或室外的场景．常被当作一个整体而看的景色．
scenery不可数名词．指天然景色、景致、景物．
view可数名词．译为：景色、风景，风景照、风景画．
sight指某一地区值得观看游览的，具有特色的建筑物、风景、名胜．
eg：a happy scene of children playing in the garden
孩子们在花园里玩的欢快场景．
a snow scene雪景
a particularly beautiful scene of the sunrise特别美丽的日出景色
eg：After the heavy snow，the fields were a vast expanse of whiteness．What
magnificent northern scenery!
一场大雪后，田野上白茫茫一片．好一派北国风光!
The autumn scenery of Bejing is charming．北京的秋色怡人．
eg：apartments with views of sea and mountains面海临山风景优美的公寓
As we climbed higher，a wonderful view opened out before us．
当我们爬到高处，一片美妙的景色展现在我们眼前．
eg：historic sights历史景点
The Great Wall is one of the most breathtaking sights in the world．
长城是世上惊人的景观之一．
典型例题
1 MET 1992
- Do you know our town at all?
- No，this is the first time I _____________ here．
A．was B．have been C．came D．am coming
--你了解我们镇吗?--不了解．这是我第一次来这儿．
答案：B．在表示“第几次做某事”的句型中，前面的be动词是现在时时，从句得用现在完成时；是过去时时，从句得用过去完成时．
2 MET 1992
If city noise ______ from increasing，people shout to be heard even at the dinner table 20 years from now．
A．are not kept；will have to B．are not kept；have to
C．do not keep；will have to D．do not keep；have
如果不能解决城市噪音日益严重的问题，那么，后为了听见彼此之间的讲话人们甚至在饭桌上也得大声嚷嚷．
答案：A．在条件状语从句中，一般现在时代替一般将来时，主句要用一般将来时．因为条件句中的主语是“城市噪音”，因此谓语动词需用被动．
3 MET
Shirley ________ a book about China last year，but I don’t know whether she has finished it．
A．has written B．wrote C．had written D．was writing
去年，Shirey在写一本有关中国的书，但我不知道她现在是否已完成．
答案：D．这是由but引导的并列复合句．从句和主句时态不一致．第一分句用过去进行时来表示Shirley去年一段时间持续进行的动作，第二分句表示说话人目前对Shirley的写作情况并不清楚，所以用一般现在时．
4 MET 1998
- Hi，Tracy，you look tired．
- I am tired．I _______ the living room all day．
A．painted B．had painted C．have been painting D．have painted
-你好，Tracy．你看上去很疲劳．
-是很疲劳．我一整天都在油漆这起居室．
答案：C．这是一段对话．从语景上明显看出：说话时动作在进行，而且还要继续下去．
【关于“Unit7 Angkor Wat”的常见问题】
常见问题1: 高三英语 Unit7 Angkor Wat
问题：
- Nancy is not coming tonight．
- But she________!
A．promises B．promised
C．will promise D．had promised
解答:
-南希今晚不来了．
-但她许诺过的!
答案：B．
常见问题2: 高三英语 Unit7 Angkor Wat
问题：
- Hey，look where are you going!
- Oh，I’m terribly sorry．_________
A．I’m not noticing B．I wasn’t noticing
C．I haven’t noticed D．I don’t notice
解答:
-嘿，瞧你踩在哪儿了!
-哦，真是对不起．我刚才没注意．
答案：B．
英语教案
初三英语：Lesson 23教学设计方案 Period: The third Period Content: Lesson 23 Properties: Recorder Teaching Objectives: Students should master the dialogues, useful expressions about the present perfect tense and the object clause. Language Focus: 1. How long have you lived in…? I ve live here since… 2. How long have you been doing sth.? I ve been doing sth. for… 3. What s the longest time you ve been down? I ve been down as long as… 4. … says (that)… Teaching Procedures: Ⅰ. Organizing the class Greetings and a duty report. Ⅱ. Revision To dictate the words last time. Check homework Ⅲ. Presentation Present the sentence: How long have you learned English? Ask some students to answer. Then go on: Do you like learning English? Have the students practice this dialogue in Pairs, in groups. At last, act out the dialogue Ⅳ. Read and say Play the tape for the students to listen and repeat Then ask: How long has Lin Yang lived in Honolulu? How long has Lin Yang been surfing? Have the students ask the questions, check with the whole class. Ⅴ. Practice Practice the dialogue in Pairs, then in groups. Then act out the dialogue. Ⅵ. Ask and answer Talk about the dialogue of Part 2 in Pairs. Finish the sentences in Pairs. Ⅶ. Practice Talk in groups of three. The first student says something, the second student may ask: What does he / she say? The third student repeats using the Object Clause: He / She says that… Ⅷ. Homework Finish off the exercises in the workbook. Ⅸ. Summary Exercise in class: Rewrite the following sentences with the Object clause. 1. Physics isn t easy to learn He says… 2. Who does live in the room? Do you know… 3. You have passed the exam. I m glad… 4. He ll be back in a month. I hear… 5. Whose dictionary is this? Tom asked… Answers: 1. He says (that) physics isn t easy to learn. 2. Do you know who lives in the room? 3. I m glad that you have passed the exam. 4. I hear he ll be back in a month. 5. Tom asked whose dictionary this was.
Good morning, teachers! My name is Hanchunhui, Iam 23 years old and Ill graduate from zhoukou normal university inthis June. Today my topic is Festivals andcelebrations. Festival is familiar to us, forexample: Spring Festival in ChIna. This text is mainly from four aspects to introducethe festivals around the world. First, Festivals of the Dead, such as Japanese festivalObon, the Western holiday Halloween. Second, Festivals to honourpeople, such as The Dragon Boat Festival in China, Columbus Day inthe USA. Third, Harvest Festivals,such as Thanksgiving Day inEuropean, Mid-autumn Day in China and Japan. Fourth,Spring Festivals, such as Spring Festival inChina, Easter in the Western, Japanese Cherry BlossomFestival. Festival is the worlds people to meet the needsof production and living together to create a folk culture, is animportant part of folk culture. Understand the origins of festivalsand the methods to celebrate help students better understand theworld culture and expand theirknowledge.Teachingaims :
1、Let the students learn the useful new words andexpressions in this part；
2、Let the students learn about history and basicknowledge of festivals both in and out ofChina;
3、Develop students’reading ability and let themlearn different reading skills
;Teaching importantpoints:
1、Let students learn moreabout history and knowledge offestivals.
2、Get students to learndifferent reading skills.
Teaching difficultpoints:
1、Develop students’ readingability.
2、Enable students to talkabout festivals and celebrations.Teachingaids:Multimedia,a recorder and other normal teaching tools willbe used.Teaching methods:
1、task―basedteaching.（任务教学）
2、cooperativelearning.（合作学习）
3、discussion.（讨论）
Ask them thefollowing questions:
1)Do you have a good time in your winterholiday?
2)Whendid you feel most happy andexcited?Why?
Step 2 : Warmingup
1)Letstudents brainstorm the other Chinese festivals.(LanternFestival,Pure Brightness Festival,Dragon Boat Festival,Mid-AutumnDay,New Year’s Day,Chung YeungFestival……)
2)Talkabout some foreign festivals with students.(Christmas,AprilFools’Day,Easter,Halloween,Valentine’s Day,ThanksgivingDay……)
词汇、语法课教案格式
School_____Junior or Senior Section______
Class ________ Grade ________
Size _________ Time________ Date ______
Materials ________Type of lesson______
Contents: 1. Vocabulary
2. Structure/grammar/phonetics
3. Dialogue/Reading/Writing
Objectives:
1. Instructional objectives (language knowledge and
language skills)
1)
2) …
2. Educational objectives (affect, learning strategy and
cultural awareness)
1)
2)…
3. Personal objectives
Focal points:
Difficult points:
Aids:…
Procedures and Time Allotment
1. Getting ready for learning
2. Revision ( … minutes)
3. Presentation (… minutes) 语法课和词汇课
4. Drills (… minutes)
Types of drill: There are several types of
drill you can use
1) Choral repetition ( whole class together )
2) Groups A and B ( dividing the class in half )
3) Rows or lines
4) Teams
5)Boys or girls
6)Ripple drill: A---A+B---A+B+C--- A+B+C+D
7) Back-chaining
8) Chain drills
5. Practice(… minutes)
6. Production/Consolidation (… minutes)
1) Oral work 2) Written work
7. Assigning homework
1) Conclusion2) Homework
Self- evaluation
对话课、阅读课、写作课教案格式
School_____Junior or Senior Section______
Class ________ Grade ________
Size _________ Time________ Date ______
Materials ________Type of lesson______
Contents: 1. Vocabulary
2. Structure/grammar/phonetics
3. Dialogue/Reading/Writing
Objectives:
1. Instructional objectives (language knowledge and
language skills)
1)
2) …
2. Educational objectives (affect, learning strategy and
cultural awareness)
1)
2)…
3. Personal objectives
Focal points:
Difficult points:
Aids:…
Procedures and Time Allotment
1. Getting students ready for learning( … mins)
1) Greetings
2) Routine task
2. Revision ( … mins)
3. Pre-reading (… mins)
此步骤包括词汇、语法教学等
4. While-reading
5. Post-reading (… mins)
1) Oral work 2) Written work
6. Assigning homework
1) Conclusion 2) Homework
Self-evaluation
供参考的范例
Module 1 Unit 2 Heroes Lesson 1 Modern Heroes
说课教案
（一） 教学内容
1． 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero， History makers，Sports stars 和 Superhero。这几篇文章的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。
2． 本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇；后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。
3． 本课文出现了较多的定语从句，还有生词较多（有些单词表没有而初中又没有学过），在这样的困难前提下，我引导学生通过 culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感。
（二） 学生分析
1． 组成情况
职业高中高一学生年龄都在14－16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。
2． 学生的知识与技能水平
职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。
3． 学生已掌握的学习策略
尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。
（三） 教学目标
1． 通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题与所给的headings联系起来。
2． 通过仔细阅读，学生能够回答关于文章的.细节问题。
3． 通过进一步阅读，学生能够学生能用英语对采访自己心目中的民族英雄。并尝试复述课文。
（四） 教学策略
教学方法：使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。
（五） 教学过程
第一步 导入
T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰)？Do you know one of his famous movie called HERO? What does ?hero? mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?
第二步介绍文章人物
T: Open your books, and turn to page 100 and 101. Let?s read two passages about Shenzhou V and Yang Liwei.
Shenzhou V is China?s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.
Yang Liwei is China?s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in . During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully. 介绍文章时，展示文章中的生词，让学生猜测词意，带读并加以巩固。
第三步阅读文章
（1） Fast Reading
呈现六个headings，让学生快速阅读，要求归纳每段的主题。
a. Astronaut lands safely
b. Welcome home
c. International good wished
d. An exciting lift-off
e. Introdution
f. During the flight
学生单个回答并集体讨论改正错误。
(2) Careful Reading
学生通过fast reading,完成了headings后，基本对课文有一定的了解，然后呈现出五道问题，要求学生再进行第二次阅读，对课文进行更深入的了解。
1. How did Yang Liwei feel duing the flight? How did he feel afterwards?
2. What did Yang Liwei do during the Shenzhou V?s seventh circle of the earth?
3. How many circles did the spaceship complete while Yang Liwei was sleeping?
4. What were helicopters doing as Yang Liwei returned to the earth?s atmosphere?
5. What did Yang Liwei do when he came out of the spaceship?
第四步 巩固练习
通过两次阅读让学生对课文熟悉，训练学生的阅读速度和解题技巧，最后通过ask and answer in pairs，培养学生的口语能力，并强迫他们记住文章的主要内容，为下一步语言运用打下基础。
第五步 语言运用
为提高学生对生活中的热点问题发表自己观点的能力，让学生运用自己学过的语言知识，对自己心目中的民族英雄进行模拟采访。把全班同学分成若干个小组，每个小组有一名同学扮演“杨利伟”，其他同学为全国各地新闻媒体记者，他们自由设计问题，对“杨利伟”进行采访。
教师巡视课堂，发现表现出色的小组，让他们到台前表演。
教师总结评价。
第六步 布置作业
让学生准备复述杨利伟的故事，要求说出自己的民族自豪感。
A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals
HUANG SHUI PING
General objectives:
1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.
2.To help them learn some phrasal verbs and functional items about the topic and try to use them. Language aim:
1.Phrases:
Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together
2.important sentences:
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
Ability aim:
1).Improving the ability of getting the general information and specific information from reading a text.
2). Using own words to describe some important Chinese festivals.
Emotion aim:
To promote students? qualities of a patriotism(爱国主义精神，爱国心) by learning the main Chinese festivals and learn their history origin and their meanings。
Teaching important points and difficult points:
1).To get information from reading
2).To talk about festivals freely in English.
Teaching methods:
Brainstorming, task-based teaching method , heuristic teaching method , group work.
Teaching aids:
a recorder, a computer, and blackboard
Teaching procedures:
Step1. Greeting and reviewing.
Greet the class as usual.
Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg, Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival
Step2. Leading-in.
Show students many pictures of different seasons on the screen , asking: What?s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen during your favourite seasons? Show more pictures about different festivals on the screen to help them to answer.
Students can work together to answer this question. Eg,
T:What is your favorite season? What festivals happen during your favorite season? ( have a discussion) (S1: I liker summer. There are Children?s Day, Dragon-boat Festival and Mother?s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day. S3: ……
T：Well done. Thank you.
Explain the differences between Day and Festival.
Step3.While-reading
Activity1.Fast-reading
Get students to read the text quickly, match the pictures with the festivals.
Activity2. Guessing.
Show some describing sentences on the screen to let students read and guess the names of the three festivals .
Activity3. Careful-reading
?教学内容分析（Analysisoftheteachingcontents）：?学生分析（Analysisofthestudents）：
?教学目标(Objectives)
1．语言知识目标(Languageknowledge)：
2．语言技能目标(Languageskills)：
3．情感态度目标(sentiment)：
4．学习策略目标(Learningstrategy)：
5．文化意识目标(Culturalconsciousness)：（不一定每课写）?教具(TeachingAims)：
?教学过程(可按实际情况写，每步骤后写目的)：一、热身准备（WarmingCup）:
二、呈现与操练（Presentationandpractice）：
三、巩固(Consolidation)
四、发展(Development)
五、作业(Homework)：
?板书设计：
?附上练习：
范例一：Unit3Let’stalk第一课时小学三年级
教学重点：Howareyou?Fine,thankyou.等问候语的学习。教学难点:1、Howareyou?的得体运用。
2、Fine,thankyou.中fine一词字母i的发音不容易到位。教具准备：1、本课Let’stalk/A部分的教学课件。
2、教师为学生准备3―4个扩音器。
3、本课时教学配套的录音带，以及歌曲“Hello”
“Head,shoulders,kneesandtoes”的录音带。
4、Mr.Black,MissWhite,MissGreen的头饰
教学过程：
1、热身、复习(Warming-up/Revision)
（1）师生共同唱歌曲SinganEnglishtogether.“Head,shoulders,kneesandtoes”，复习人体部位的单词，并集中学生注意力，调动学生学习兴趣。
（2）游戏Doagame.“SIMONSAYS”指令可以是一二单元Let’sdo(A/B)的内容。
（3）师生同唱歌曲“Hello”。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。
（4）教师用头饰介绍人物。例如：教师举起Mr.Black的头饰说：ThisisMr.Black.然后戴上Mr.Black的头饰说：Goodmorning,boysandgirls.I’mMr.Black.Nicetomeetyou.让学生回答：Nicetomeetyou,too.
用同样的方法介绍MissWhite,MissGreen，并要求学生和这些人物打招呼。
（5）请三个学生扮演Mr.Black,MissWhite,MissGreen，用唱歌的形式互相问候:“Hello”。
2、呈现新课(Presentation)
（1）师生观看教学课件。课件内容为Let’stalk/A的内容。教师利用与教材内容相同的教学课件，使学生一目了然，既了解了句型的含义，又了解句型运用的情景。
（2）再次观看课件，教师提问：T:Whataretheydoing?他们在干什么？S:在打招呼。
（3）教师演示Let’stalk/A的内容，使学生进一步理解对话。方法为：教师左手举起MissWhite的头饰，右手举起MissGreen的头饰时，用不同声调引出对话内容。在此次演示活动中，教师强调Nicetomeetyou.Nicetomeetyou,too.两句话。
（4）教师提问：Mr.Black和MissGreen是怎样用英语打招呼的'。能力强的学生或学过英语的学生尝试性的说Howareyou?Fine,thankyou.
（5）听本课时Let’stalk/A教学配套的录音带，学生跟读并模仿发音。教师注意带读不易掌握的读音，如：Fine,thankyou.一句中fine中的元音字“i”的读音是[ai]，提示学生口型要略大些。而thank一词中的th在发音时，要让舍尖处于上下齿之间，教师可以夸大口型，让学生了解发音方法。教师要适当纠正，切不可一味的纠正发音，打击孩子学习的积极性。
（6）第三次观看Let’stalk/A部分的教学课件。使学生进一步了解对话内容和含义。在此基础上告诉学生，Howareyou?与以前所学Hello./Hi.等问候语不同点在于：Howareyou?是用于熟人之间有一段时间未见面，或是对
方身体欠佳，或是较正式的向别人打招呼等场合。因此，同学们不必每次见面都问Howareyou?，每天见面时，只要说Hello.和Hi.就可以了。
（7）趣味操练游戏----传口令
教师分别在每组第一个学生的耳边轻轻的说：Howareyou?Fine,thankyou.学生依次传递。以传递准确，速度又快的为胜。
（8）为学生准备3―4个扩音器/麦克风和头饰，让学生做“今天我配音”的活动。学生给课件中的人物配音，再次巩固练习新句型。学生在学、练的同时，掌握并理解教学的重、难点。
3、趣味操练(Practice)
（1）游戏：开火车六至七人一组，做开火车的游戏。教师在每组选出一名“质量监督员”，监督每个同学提问的完整性和正确率。从第一个学生开始
Hi/Hello/Goodmorning,A.Howareyou?第二个学生回答I’mfine./Fine,thankyou.并提问Howareyou?以此类推。（A代表学生姓名）。
（2）演一演：学生戴上Mr.Black,MissWhite,MissGreen的头饰，分角色练习、表演对话。
（3）游戏：击掌问候
做Let’splay部分的活动，教师让学生按教材的方法两人一小组的活动，两人相互击掌问好，如：
S1:Hi/Hello/Goodmorning,Peter.Howareyou?
Peter:I’mfine./Fine,thankyou.。
在同桌练习之后，在进行前、后两人一组练习。目的是再次强调练习Let’stalk部分的内容。练习时训练学生彼此倾听发音，纠正发音，从而感悟英语的语音、语调的知识。
4、课堂评价(Assessment)
（1）教师让学生根据自己两个单元的获奖情况，制定本单元获奖目标。
（2）做活动手册第三单元第1部分的练习。
5、扩展性活动(Add-activities)
可将趣味操练中的游戏2扩展为“找朋友”的游戏。
让学生在教室自由走动，击掌向她想打招呼的同学问好，教师可放音乐来规定时间，音乐停的时候，击掌最多的学生为胜利者。教师可给前五名发小奖
教学内容：牛津小学英语3AUnit5A(12)B(Threewords)
一、教学目标：
1、能学会使用问候语“Howareyou?”及其回答：Fine,thankyou.Andyou?I’mfine,too.
2、能会说以下三个学习用品单词：pencil---pencils、book---books、
rubber---rubbers初步了解单词的复数的读音。
3、通过唱歌、游戏、表演问候语等形式，激发小学生学习英语的兴趣。
二、教学重、难点：
目标1、2
三、教学用具：
实物、图片、头饰、录像，投影、布偶等。
四、教学过程：
Step1Singasong:Hello!
Step2Revision
1、Freetalk.
2、Actoutsomedialogues.
Theway:A:T----Ss;B:T---S;:S----S;
Step3Presentationanddrill
一、Teachthedialogues:
1、Askandanswer
(1).Teach:Howareyou?Fine,thankyou.(出示布偶)
T(布偶1):Hi，MrMonkey.Nicetomeetyou.
T(布偶2):Hello,MissDuck.Nicetomeetyou,too.
T1:Howareyou?
T2:Fine,thankyou.(重复几次，注意语气)
（板书呈现）a.Readaftertheteacher.
b.Drillthedialogue.(T---Ss;Ss---Ss)
(2).Teach:Andyou?I’mfine,too(布偶对话)inthesameway.
2、WatchTV
3、Readafterthetape.(板书呈现)
4、Readaftertheteacher.（打开书本）
5、Readinsomeways.(T---Ss;Ss---Ss;?
二、Teachthreewords:(由Askandanswer引入)
(1)Teach“pencil---pencils”(头饰)
Theway:A:Askandanswer:(Lookandlisten)
T:Hello,What’syourname?
S:I’m××.What’syourname?
T:I’mMrPencil.(出示图片，单词)
B:Readaftertheteacher.
C:Showme./Touch./Putit/themon/in?
(2)Teach“book---books”、“rubber---rubbers”inthesameway.
(3)Playagame“Touchandguess”
Step5Consolidation
Makedialogues:
(1)Makeamodel.
(2)Actthedialogues.(出示情景)
(3)Singasong:《Hello,howareyou》
小学英语教案格式
一、要求
1、教案请按下面所列格式编写，页面设置为上下左右2厘米；
2、三年级每单元3课时，四-六年级每单元4-5课时；
3、第一、第二课时教案请从实际需要出发编写，不要简单地把以前的教案调换次序，；
4、教案完成后，请教研组长把关；
5、文件名为：游小吴蓉4AU1.doc，??（署编写者姓名）。
6、文件请通过白下教育网文件交换系统上传，上传码为xxyy。
7、四-六年级教案于7月1日前完成上传，三年级教案于8月20日前完成。）
二、模板
Unit 6 At a PE lesson (Comic Sans MS，加粗三号)
一、教学要求（黑体，加粗四号）
1、 能听得懂，会说，会读和会拼写单词time, left, right, touch, an arm, a hand, a leg, a foot. （宋体，小四）
二、单元教材分析（黑体，加粗四号）
本单元通过一堂体育课引出“按指令做动作”这一语言项目（中文：宋体，小四；英文：Comic Sans MS，小四）
Unit 6 （第一课时）(Comic Sans MS，三号)
一、教学内容（黑体，加粗四号）A Read and say
二、教学目标（黑体，加粗四号）
1．会听、说、读日常交际用语： Stand in a line. Let’s do some exercise.
（中文：宋体，小四；英文：Comic Sans MS，小四）
三、教学重点（黑体，加粗四号）
1．会听、说、读、写单词：time, left, right, stop, touch.
（中文：宋体，小四；英文：Comic Sans MS，小四）
四、教学难点（黑体，加粗四号）
1．单词time, back, right, with意思和句子Touch ? with ?的意义。
五、教学准备（黑体，加粗四号）
1．教具准备：录音机、磁带、人体各个部位的图片、单词卡片和投影片。 （中文：宋体，小四；英文：Comic Sans MS，小四）
六、教学过程（黑体，加粗四号）
Step 1．Free talk (Comic Sans MS，加粗四号)
1. T: Good morning, boys and girls.
（Comic Sans MS，小四）
七、作业设计（黑体，加粗四号）
1． Read the text three times after the tape.
（Comic Sans MS，小四）
八、板书设计（黑体，加粗四号）
Unit 6 At a PE lesson（A）
（Comic Sans MS，小四）
课 时 教 案
课题
Unit 1 My friends (1)
教 学目 的
1. To learn the adjectives
2. Use adjectives to describe people
教材分析
重点
Vocabulary
难点
The spelling and pronunciation of the new words
课前准备
教具
Flash cards, wall picture, projector, blackboard
学具
Pencils, books
课件
教学过程
Ⅰ Greetings
Ⅱ Warming up questions
Ⅲ Presentation
1. lead-in
Look at Miss Zhu. I am (strong). Can you give me some other adjectives?
Things People
Long, short fat, thin, tall, short, beautiful,
Big, small handsome, strong, good, clever, foolish
2. Teach the adjectives using the wall picture and the flash cards. T may describe a situation first, encourage the students to say out the adjective, e.g. John always helps his mother feed the dog. He is a good boy. He is (helpful).
3. Ask Ss to match the flash cards with the right child in the wall picture. Ask them to make sentences like that:
Charlie is naughty. Or I can see Charlie. He is naughty.
Ⅳ Summary
板书设计
Unit 1 My friends
Things People
Long, short fat, thin, tall, short, beautiful,
Big, small handsome, strong, good, clever, foolish
作业设计
Following the models, write eight sentences according to the pictures in copybook①
单元教学反思
英语教案－ My friends
英语教案范例
教学主题：
一到三单元知识回顾
教学重难点：
重点单词及句型
教学过程：
1.导入
课文的流利朗读
2.呈现
can you play…with me ?
What are you going to do ?
Do you have ….?
play baseball,
play ping-pong,
go ice-skating.
fly a kite, plant trees,
make a cake,make a card,
see the monkeys at the zoo,
make a card
go for an outing
plant a tree
flag,yellow,watch,from,square,black,shape,round,circle,now,try,ship.
Sentences:How many stars are there?
Look at our national flag.
There are ….
What’s….like?
I see…in the …flag.
Phrases:small,shaor,big,old,young,red,green,pink,black.
What are you going to do ?
Do you have ….?
play baseball,
play ping-pong,
go ice-skating.
fly a kite, plant trees,
make a cake,make a card,
see the monkeys at the zoo,
make a card
go for an outing
plant a tree
2.呈现
Words:flag,yellow,watch,from,square,black,shape,round,circle,now,try,ship. Sentences:How many stars are there?
Look at our national flag.
There are ….
What’s….like?
I see…in the …flag.
Phrases:small,shaor,big,old,young,red,green,pink,black
3.练习与检测
4.小结
Words:watch,from,square,black,shape,round.
I have a new watch.
What ‘s it like?
It’s square,and it’s black.
It’s my favourite colour.
I see …in the …flag.
flag,yellow,watch,from,square,black,shape,round,circle,now,try,ship.
Sentences:How many stars are there?
Look at our national flag.
There are ….
What’s….like?
I see…in the …flag.
Phrases:small,shaor,big,old,young,red,green,pink,black.
What are you going to do ?
5.作业
完成练习册第二单元检测题
★ 8年级英语教案
★ 英语教案反思
