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Unit 10 Can you play the guitar?
一、单元总揽
（一）单元教学内容
话题： Can you play the guitar?
功能：（1）谈论能力
（2）辨别乐器
语言结构：
1、句型：Can you dance? Yes, I can. No, I can’t. What club do you want to join? I want to join the music club. What can you do? I can play the piano.
2、复习已学词汇：basketball volleyball
复习已学句型：Do you like…? I like…. I don’t like….
Let’s ….
3、新词汇：Verbs of activity such as dance, swim, sing
Names of musical instruments such as guitar, drums, piano, drums, trumpet,
4、Grammar focus: Can you dance? Yes, I can. / No, I can’t.
Can he paint? Yes, he can. /No, he can’t.
Can she speak English? Yes, she can. / No, she can’t.
Can you speak English? Yes, we can. / No, we can’t.
What club do you want to join? We want to join the chess club.
I want to join the basketball club.
（二）单元教学目标：
1、能力目标：（1）学会询问别人所拥有的技能
（2）根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部
（3）能够表达自己参加俱乐部的意愿和理由
2、知识目标：（1）能听说读写课文中出现大纲要求掌握的单词
（2）要知道play +球、棋、牌
play ＋the +乐器
（3）要学会情态动词can的用法及其一般疑问句型的肯定和否定回答
（4）掌握询问别人所掌握的能力的方法
3、情感策略、文化等有关目标：
（1）通过对人物个性化的了解，认识对方
（2）跨学科学习：语言艺术、审美教育
（3）了解自己的能力，培养情操
4、教学方法：直观教学法、情景教学、任务型教学法
5、教学用具：录音机、电脑、卡通图片
（三）单元重难点
本单元重点学习询问别人的能力
2、情态动词can及动词play教学是本单元的难点
（四）单元教学课时安排建议（4课时）
第一课时 Section A
第二课时 Section A
第三课时 Section B
第四课时 Self-check及处理一些练习册
二、Teaching Procedures
Period 1:Section A1a –1c
Additional materials to bring to class
Harmonica and guitar or other two musical instruments to use in the language goal section
PowerPoint with pictures of basketball, volleyball and some music instruments.
Step 1 Revision and lead in
The teacher says I like basketball. Then asks: Do you like basketball/ volleyball? Do you want to join a basketball club?
Step 2 Presentation
Ask the students to look at the pictures of Page 59 , there are some clubs in it. Let’s look at the clubs. What are they? They are art club, English club, chess club, swimming club and music club. What club do you want to join? Help the students to answer I want to join the art club and so on.
If the school has clubs, the teacher can ask the students: What clubs do we have in our school?
The teacher writes What club do you want to join? I want to join… on the blackboard. Ask the students to practice it.
Then introduces the key vocabularies and the words can and can’t.
The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can. No, I can’t. Then repeat with other actions or pictures, such as play volleyball.
Show the students the activities the people in each club can do with the same step.
Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action. Or we can use the PowerPoint to help us to show the students what we can do. The teacher can ask the students to practice the following dialogues with can.
Can you dance? Yes, I can. / No, I can’t.
Can he paint? Yes, he can. /No, he can’t.
Can she speak English? Yes, she can. / No, she can’t.
Can you speak English? Yes, we can. / No, we can’t.
Can you play it well? Yes, I can. / No, I can’t.
Do the action and read the new words and phrases.
Ask the students to practice can and can’t. Ask the students to practice can you play it well?
At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard. Ask the students to read after the teacher.
Step 3 A game
To be more familiar with the words and phrases, the teacher can organize a game like this:
Write the words and phrases on pieces of paper. Ask one of the students come to the front and choose one of the paper, then do the action. Ask other students to guess what he or she can do. Then exchange.
Step 4 Exercise
Task 1:
Look at the pictures on Page 59.1a. Points to the activities the people in each club are doing. Say something about each club’s activity clearly. For example, This is a chess club. See the chess? They are playing chess.
Ask the students to match each club activity in the picture with a word from the list. For example: A can dance, so we can write “a” beside dance.
The answers are: 1.dance a 2. swim e 3. sing f 4. play chess b 5. paint d 6. speak English c 7.play the guitar g
Task 2.
Say each conversation with a student in Part 1a. After doing this, play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear. Point out the sample answer. The answers are 2, 3, 1.
Task 3
1c.Say the sample conversations. Have students repeat. Then ask students to practice the conversations in pairs. Ask them to use the vocabulary from 1a. As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed.
After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations.
Step 5 Homework
Task1: workbook Page 38 Part 1, 2,
Task 2.: fill in the form. Write down three things you can do and three things you can not do.
I can I can’t
The second period: 2c-4
Step1 Revision
Task 1:Ask the students to revise the names of the clubs they have learnt. Do the actions and ask the students what the thing is.
Task2: Ask the students: what can you do? What can’t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do.
Step 2 Presentation:
Task1: （Listening practice）
2a. Ask the students to read the context in 2a on Page 60. Ask one student to read the clubs in the box. And ask another two students to read the dialogue. Ask all of them to listen to the recording carefully, circle the clubs they hear. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to circle the club they hear from the recording. The answers are: English club, music club and chess club. And then ask the students to repeat the dialogue.
Task 2（Listening practice）
2b. Ask the students to look at the dialogues of 2b on the right. Ask them if they can fill in the blanks directly. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to fill in the blanks with the words they hear from the recording. The answers are: do , to , want, club, play, can’t. Then ask the students to listen and repeat the dialogue.
Task 3
3a. Ask the students to put the conversation in order. The first one is given. The right order is 2,3, 1, 4.
Step3 Survey
After finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers. Some of the students may say I don’t know.
3b.Page 61 the left part and 2c on Page 60
The teacher asks the students make a survey, and fill in the blanks.
Name Can Play well or not Can’t club why
I
Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc. the teacher goes round the classroom , gives help if necessary.
Ask some groups of students to act out their dialogue.
Step4 Oral practice
3b. Page 61.the right part
Ask the students to share the information they got from their friends. Help the students with he or she wants to join the music club.
Example: I am Lisa, I can sing, but I cannot sing well. I can swim. I think it is hard. I want to join the swimming club. My friend Tom can play the guitar but he can’t play it well. And he can’t play chess. He wants to join the chess club. He thinks it is interesting. He wants to learn it. If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge.
Step 4: Homework:
Task 1:
4 group work:
Suppose you are a boss, you want to get some good workers. How to write an advertisement.
Focus students on the advertisement. Elicit the kind of personal qualities that would be good for the job, eg. A good teacher, a good swimmer, and write them on the board. Then elicit questions from the qualities on the board. eg. Can you teach children? Can you help kids with swimming?
Divide the class into small groups and have them take turns interviewing each other for the job.
Walk round the class offering language support as needed.
Practice Can you help kids with…? Pay more attention to the things after “with”. Eg
Can you help kids with swimming/ chess/ playing chess/ singing?
For feedback, ask students if they have found someone for the job. Why? What can they do? Why not? What can’t they do?
Homework: Workbook Page 39. Part 3, 4.
The third period: Section B 1a-3b.
Step 1 Revision
Task 1.Ask some questions about can you …? What club do you want to join?
Task 2: ask the students to give the ad. Four students a group. Ask one of them to be the boss. And others are the interviewees. Guide them to use kids, can you help the kids with …?
Step 2 Presentation
1a Ask the students to guess the music instrument by listening the music one by one.（PowerPoint Can you play the guitar B. Page 2.）
The music instruments are guitar, trumpet, drums, violin and piano.
Ask the students to read after the teacher when they are looking at the pictures on PowerPoint.
Ask the students to match the words with the pictures on Page 62 of the book.
The right answers are 3, 1, 4, 5, 2
Step 3 Practice
1b. ask the students to ask and answer questions about the instruments with the help of the PowerPoint. （PowerPoint Can you play the guitar B. Page 5.）
They can ask and answer the questions like this. The teacher goes round the class and gives help if necessary.
Can you play the guitar? Yes, I can.
Can you play it well? No, I can’t.
Can he play the violin? Sorry, I don’t know.
Can she play the drums? Yes, she can . She can play it well.
After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue.
Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. （PowerPoint Can you play the guitar B. Page 6.）
Then ask more pairs to act the dialogues out in front of the class.
Step 3 Listening Practice
2a and 2b. Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano.（PowerPoint Can you play the guitar B. Page7、8.）
With the same step, ask the students to do the exercise of 2b. Fill in the chart with the words in the box. Before doing this, tell the students to write down what can Bill do , what can’t Bill do and so on.
person can Can’t
Bill Play the guitar sing
Jennifer Sing, play the drums Play the piano
Victor Play the piano Sing, dance
Step 4 Pair work
2c. Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can’t do.
They can practice it like this:
A: Can Bill play chess?
B: No, he can’t. But he can play the guitar. And he can play it well.
A: Can Bill dance?
B: No, he can’t. But he can sing. And he can sing very well.
Ask the students to work in groups. Ask and answer like this:
-What can you do?
-I can…,but I can’t…
（I can…and…, but I can’t…or…）（PowerPoint Can you play the guitar B. Page 9.）
Then act it out in front. If you can ,you must show（展示）it for your classmates.
3a. Ask the students to read the ad from the school magazine. The teacher can teach the students how to read the first part: musicians wanted for school music festival.（PowerPoint Can you play the guitar B. Page 10.）Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician.
3b. ask the students to complete the following poster with the words in the box. They can use 3a for help.（PowerPoint Can you play the guitar B. Page 11.）
The answers are: play, guitar, Can, sing, Can, play, drums.
Homework:
Task 1:
3c. Ask the students to write their own poster for a sports day. The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on. New and more information can be given to the students and they can also look up in the dictionary. They can also demonstrate their poster.
Task 2:
workbook Page 40-41 Part 5, 6
The four period：Self –Check
Step1 Revision
Ask several students to read the poster out. Let’s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster.
Ask the students to say something about their friends. Let’s see what their friends can do for the school show.
Step2 Words check
1 and 2
Ask the students to see if they know the words on Page 64 Part 1.
Ask students to check all the words they know. You may wish to have them circle any words that they don’t know.
Ask students to find out the meaning of any words they don’t know. They can do this by reviewing the lesson, asking you, asking classmates or using a learner’s dictionary or bilingual dictionary.
They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica
Step 3 Writing
3. Ask the students to read the conversation. Ask them who is asking the conversation（a student and the teacher on charge of the art club）
Ask the students to fill in the card individually.
The answers are: Cindy Jones, 12, cindyj@pep.com.cn I can draw a little. I want to learn about art.
Step 4 Check the homework.
Just for fun!
Ask a student to read what the man is asking the drummer. Ask students: can they play the drums? Guide them to answer: No, he can’t. Then ask, can he play the guitar? Allow the students to guess. Yes, he can. / No, he can’t.
Step 5 Group work（Page 63）
4. There is a school show in the music room on Sunday. The time is 6:00. What can you do? What can your friends do? Ask one of the students to read the chart. Ask another students to read the example in the speech bubbles. Explain that students must fine people for the school show and write their name s in the chart.
Name What can you do ?
Li Xin Chinese Kung Fu
Then ask the students to give us a report like this. I can do Chinese kung fu for the music show. My friend Wang Ming can….
Culture note
Kung Fu . The term Kung Fu can be used for the many martial arts native to China. More than 300 styles are registered with the Chinese government. Different spellings are Gung Fu and Gong Fu. In everyday language, gong fu is excellence achieved through long practice in any endeavor. A more correct word for describing Chinese martial arts is Wushu. Using Kung Fu to describe Chinese martial arts is more common outside China. Chinese martial arts have spawned popularized genre of action movie. The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan have appeared in many western films. Their movies are often called Kung Fu movies.
Homework
Task 1:Workbook Page 41 Part 7 Writing
Task2: make an interview. What can your father do? What can your mother do? What can’t your mother do ? What can’t your father do? Make a list and prepare a report for the next class.
新目标七年级英语下期Unit10教案
Unit10 Where did you go on vacation ?
The first lesson of unit 10
Step1,Language goal :Talk about past events
Step2,learn some new words
Vacation, mountain, museum, summer camp, exam
Step3,Match the activities with the pictures .
1,e 2,b 3,d 4,c 5,a 6,f 7,g
step4,Listen .Number the people in the picture[1-5]
1, Tina 2,Brad 3,Sally 4,Xiang Hua 5,Tom
step5,Pairwork
Where did the people in activity 1a go on vacation ?Make conversations
A: Where did Tina go on vacation ?
B: She went to the mountains.
The teacher ask students to make some conversation. let them speak this conversation loudly .
Step6,Listen .Where did Nancy, Kevin, and Julie go on vacation ?Match the person with the place.
Answers:1,c 2, a 3,b
Revise these phrases: go on the beach, stay at home , go on
Step7,Listen again. For each question check(√)
Did you …
Yes ,I did
No ,I didn’t
go to
Central park
√
Kevin
Play volleyball?
Swim?
Julie
Go to the movies?
Study for exams?
Step8,Groupwork
Role play conversations between
A:
B:I went to
A: Oh ,really ?Did you go to
Central Park ?
B: Yes ,I did.
Homework
Revision some words and phrases.
Revision some sentences.
The second lesson of Unit 10
Step1,Revision
1,revise some words
Vacation, mountain, museum, summer camp, exam
2,revise some phrases
go on vacation , go to
Central Park, go to the beach ,play volleyball, go to the movies, study for exam
3,revise some sentences
Where did you go on vacation ?
I went to
Step2,Fill in the blanks in the conversation. Use “was”or “were”.
Answers:1,was 2, was 3, were 4, were 5,was 6,was 7,were 8,were
Step3,Pairwork
What did these people think of their vacations ? Make conversations like the one above.
Step4, vacation album
Make a photo album of vacations you enjoyed .show the album to your classmates and talk about your vacations.
Where did you go ? I went to …
Step5,ask and answer
Ask some questions in some sentences of this unit ,and let the students answer your questions .In order to master these sentences.
Homework
Revise some sentences of this Unit.
The third lesson
Step1, revision
1, Translate these sentences in English
1，你去哪里度假了？ 我到东京去了。
2，你的叔叔去哪里度假了？他到海边去了。
3，他们到哪里度假了？他们和同学去了夏令营。
2，Revise these phrases
go to Central Park , go to the summer camp, go to the beacher, play volleyball, go to the movies , study for exams ,go on vacation, stay at home ,
step2,learn some new words
delicious , expensive , not crowded, inexpensive, awful , crowded
step3,Match the words with the pictures.
1, f 2,a 3,d 4,e 5,b 6,c
step4,Write smile words on the left. Write angry words on the right.
Smile words: delicious, inexpensive, not crowded
Angry words: awful, expensive, crowed
Step5,Listen to Vera talking about her vacation .Answer these questions.
1, where did Vera go on vacation ? She went to
2,Did Vera like her vacation? Yes , she did.
Step6,Listen again and fill in the chart.
What does Vera think about:
Her vacation great the people friendly
The museums interesting ,crowed the food delicious
The stores expensive
Step7, PAIRWORK
Role play. Student A,you are Vera’s friend .Student B, you are Vera. Talk about Vera’s vacation .Use the information in the chart above .Student A, begin your questions with these words:
Where did …? What did..? Did you …? How was …? How were …?
Homework
Revise this passage on page 64.
The fourth lesson
Step1, Revision
1,revise these words
Vacation, mountain, museum, summer camp, exam, stay at home ,visited, delicious ,awful , expensive ,inexpensive , crowded
2,Make some sentences
1, 你在哪里度假？ 我去了夏令营。
2，他们在哪里度假？ 他们去山上。
3，她在哪里度假？ 她在家里。
Step2,Read Kim’s travel diary . Circle the good things about his vacation ,Underline the bad things.
Answers:
good things: the weather , the beach ,playing in the water, helping the little boy find his father ,playing tennis ,eating
bad things: shops were too crowded ,museum, no money for taxi/walking back to hotel.
Step3, Imagine you are an American student on vacation in Beijing
Step4,GROUPWORK
Imagine you are all foreigners on vacation in China
Step5,Key words.
Step6, Write five new words in your Vocab-Builder.
Step7, Complete a questionnaire and make a survey.
Homework
Do some exercises.
新目标七年级上教案
Unit 1 My name’s Gina Period One 课前准备 教师：准备游戏时所用的图片（食物、蔬菜、动物）。 学生：准备表演时所需道具（服装、假发）。 教学设计 Step One :Present the sentence patterns. 1. Play a game “How many words do you know?”(利用小游戏调 动学生的积极性，同时通过对冠军的介绍引出本课。) Teacher:After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’ s play a game to see who knows the most. (Divide all the students into several groups and show a pictur（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group.They can write 11 words.) 2. Introduce the champion group to the class.（引课方式贴近生活，学生易于接受） Teacher:Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introdrce yourselves to us? S1& S2:Yes. S1:Hello.My name is Li Lei.Nice to meet you. Ss:Hello, Li Lei. Nice to meet you ,too. Ss:Hello!What’s your name? S2:I’m Sun Ping.How do you do? Ss:How do you do ? Step Two:Drills. 1. Make introductions.（通过句型的.操练使学生更加熟练掌握所学 的句式。） Teacher:The new term begins.Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example: Sa:Hello! I’m Li Lei. What’s your name? Sb:My name’s Zhang Feng.Nice to meet you. Sa:Nice to meet you,too.And what’s your name,please? Sc:Lin Li. How do you do? Sa：How do you do? 2. Listen and number the conversations. Teacher: Today I have good news for you. Three new students will come to our class.They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A. (Students listen to the tape and give the right answers.) Step Three:Make friends. 1. Make new friends.（用谈话的方式完成任务，生动活泼，同时更 容易向学生进行美德教育。） Teacher:Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others,OK? Ss:OK. Example: Sa:This is my new friend. His name is Sun Nan. Sb: Hello, Sun Nan. Nice to meet you. Sc:Nice to meet you, too.Look! This is my new friend. Her name is He Lu. Ss:How do you do? Sd:How do you do? (Students can stand up and introuduce their friends to others freely.They can greet each other warmly.Everyone in the class can have more friends.They can also know something else about them.) 2. The New comers.（以表演的形式完成，使课堂气氛达到高潮。） Teacher:Just now I said three new students from other countries would come to our class.Now,look!They are here.Let’s give them a warm welcome. (Three “foreign” students come in and all the students clap warmly.) Teacher:It’s their first time to come to China.Would you like to listen to their introductions? Ss:Yes. (Three students can make introductions and act out the dialogue vividly.) Step Three: Sum up. Some students are asked to sum up this lesson. It is how to make new friends and how to greet them.It is very important in the daily life. Homework “How do you meet new visitions at home? Period Two 课前准备 教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。 学生：需要向父母了解自已名字的含义。 教学设计 Step One:Revise the sentence patterns. 1. Sing an English song.（用唱歌的方式既带动了气氛，又复习了 所学内容。） Teacher:Yesterday we’ve known each other already.Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”. Hello! Hello! What’s your name? My name’s Gina. Hello! Hello! What’s his name? His name’s Peter. Hello! Hello! What’s her name? Her name’s Anna. 2. Listen to the conversations and finish the exercises. Teacher:Yesterday I made a new friend.Her name is Jenny.She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information. (Students listen to the tape and give the right answers.) 3. Act out the dialogues.（在特定的情景下表演对话更符合实际， 更贴近生活。） Teacher:Now you’ve known something about introductions and greetings.But if you are in other places,how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends? (Students can choose any picture they like and act out the dialogues.) Example: (At a party) Sa:Hello! I’m Lucy Green. What’s your name? Sb:My name is Kate Brown, Jim’s classmate.Nice to meet you. Sa:Nice to meet you,too. I’m Jim’s sister.Welcome to Jim’s birthday party. Make yourself at home. Sb:Thanks, I will. Step Two:Choose English names. 1. Play a name game.（有效引出“英文名字”这一主题。） Teacher：As we know, everyone has a name.Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game.The winners of the game will get English names. Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates names. Example: S1: My name’s Tony. S2: His name’s Tony. My name’s Linda. S3: His name’s Tony. Her name’s Linda. My name’s Nick. S4: His name’s Tony. Her name’s Linda. His names Nick. My names Kim. S5:……. 2. Choose English names. 1).Find out first names and last names.（用小组的方式完成名字的识别。） Teacher:Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts:first name and last name. Look at the box, can you classify them according to the demands? Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack Smith Brown Linda Nick Kim Hand Period Three 课前准备 教师：准备所需的歌曲磁带、名片样本及各项表格。 学生：制作名片所需的纸张、画笔等。 教学设计 Step One: Present the English numbers. 1. Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。） Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do? S1: A telephone call. T: But you don’t have their telephone numbers. S1: Ask for their telephone numbers. T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”. Words One little, two little, three little Indisns, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys. (After singing the song, tell the students not to forget “zero”.) T: Count the number together from zero to nine. S2: Zero… 2. Listen to the conversation and write the telephone number.（通过听力复习单词。） Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down? (Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills. 1. Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学句式。） Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number? S2: My telephone number is … S1: Oh, thank you. What about yours, Lin Fang? S3: It’s… S1: … And may I know your phone number, Yin Kailin? S4: … S1: Thank you very much. Oh, I nearly forgot. My telephone number is… 2. Report it to the class. (After the survey, every group can choose a student to report the survey新目标英语七年级下Unit10教案及讲解
Unit 10 Where did you go on vacation? 一、教学目标 1． 知识目标 1). 词汇 were, stayed, visited, felt, expensive, inexpensive, crowded, delicious 2). 句型 Where did you go on vacation? We went to New York. Did you go to Central Park? Yes, I did. How was the weather? It was humid. 2． 能力目标 1） 学习谈论过去发生的事件 2） 学会谈论节假日的.活动 3） 学会以日记的形式记录一天的活动并表达感想 3． 策略目标 1） 利用情景对话 2） 角色扮演 4． 情感目标 学会合作 二、重、难点 1． 重点 1） 词汇 stayed, visited, went, did, were, was mountains, summer camp, museum, expensive, inexpensive, crowed, delicious, not bad, pretty good, terrible, great, fun, beautiful, unfriendly, interesting 2) 句型: Where 引导的特殊疑问句 惯用语 How were the beaches? They were fantastic. 3) 语法: be 动词一般过去时 2． 难点 all morning, pretty good, be lost, decide to do sth. We had great fun doing sth. I found a small boy crying in the corner. That made me feel very happy. I didn’t have any money for a taxi. We had Sichuan food for dinner. The best place for a vacation A report on students’ vacation 三、难点注释 1)all morning整个上午 all 着重“整体”，指各个个体或各个部分组成的“全部的、所有的整体”。可 修饰可数名词复数形式和不可数名词。位于定冠词、指示代词、物主代词、 基数词的前面。 常用短语有： all day, all night, all day long, all the morning. all his friends, all the five girls, all the work 英国人在all day, all night 中常不用the。在其他情况下，美国人常用the。 2)be lost迷路，丢失 lost 为动词lose的过去分词，在此作形容词“丢了的，迷路的”。 3)decide to do决定做…… 4)pretty good 相当好 5)have great fun doing sth.做某事很有乐趣 此处的fun 为不可数名词“乐趣”。great 可以换成其他的词，如：have much /some fun doing sth. 6)find sb. doing sth. 发现某人在做某事 I. A C D C B II. 1. got/lost 2.study/for 3.Did/have 4.did/go 5.was 更多精彩；英语教师网 英语教师网论坛Go for it!
What time do you go to school?
一、本单元设计意图
《英语（新目标）》是以任务型语言教学为基础的英语教材，它体现“以学生为中心”的教学思想。在教学实际当中，我们应该坚持“以学生为主体，以任务教学为主线，以教学为主导，以学生的能力培养为重点，逐步培养学生自主学习的能力”的教学策略。教材中每个单元都是一个独立的话题，但它在学生的实际生活中连成了一个整体。本单元的教学设计本着新目标的理念，针对学生的实际及教学实际来实施的。
一）教材分析
1．教学内容分析
本单元是教材的十一单元，它以学生最为熟悉的日常作息习惯为谈论话题，通过对句型：
--What time is it?
--It is six.
--What time do you usually get up?
--I usually get up at six a.m.
练习时间的表达和询问方式，同时逐步的培养学生合理安排时间的能力。整个单元以谈论日常作息时间安排为主线，将日常生活中所涉及到的语言、词汇和时间的表达法融入一系列的小任务中，初一的学生通过完成一个个的任务达到交际的目的，从而能够合理的安排自己的作息时间；且初步了解时差。
2．教学对象分析
学生通过前段时间的学习，对一般现在时态的用法已经有了一定的语感和模仿运用的能力，也能够用简单的英语表达个人意见。通过本单元学习能基本掌握时间的表达法并能用英语谈论作息时间安排。
3．教学目标
通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈；
通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；
通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。
4．教学难点
时间的表达法 5:15 five-fifteen （a quarter past five） 11:50 eleven-fifty（ten to eleven）
6:30 six thirty （half past six）
第三人称单数谓语动词的运用
本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。
5．教学策略
交际教学法，通过组织活动进行教学，体现Learning by doing, doing is learning;
任务型活动设计教学策略；
兴趣教学策略
合作学习
启发式教学和讨论法
6．课时安排:本单元分为四个课时，
Period 1（1a-2c）
从简单的时间表达法入手，通过对时间的了解，引入到学生平时熟悉的生活习惯，从而引出本单元的重要句型：What time do you get up?
Teaching aim:
To help them to say the times.
To know the actions of Rick’s day.
To say the drill:
What time do you get up?
I get up at six a.m.
Teaching focus:
Actions: get up, run, brush the teeth, wash the face, eat breakfast, do the homework, go to school take a shower, go to bed,
in the morning /afternoon/evening…
Period 2（3a, 3b, Section B 2a-2c）
学生在上一节了解本单元的主要句型的基础上，机械的把人物一天的主要活动描述出来，这里给了学生一个充分的能力释放的空间，激发他们的自主学习兴趣；在本节中学生们主要是掌握如何更好的表达一天的活动；
Teaching aim:
To help them know more actions that people usually do.
To ensure they can communicate by using the drills:
-What time do you usually get up?
-I usually get up at 6:00 a.m.
To help them to express their days.
Teaching focus:
Useful expressions: do homework, brush teeth, wash face, go to work, in the morning /afternoon/evening, love to do, listen to him, What a funny time to eat breakfast!
Period 3（section A part4, section B 1a,1b, 3a-part4）
通过前2节的学习，学生对描述人物一天的活动有了全面的了解，本节课主要是让学生们对人们平常的活动从上午，下午，晚上三个时间段做出归类，（当然这并不是精确的,只是大概的）目的是为了让他们能够；了解并合理的安排时间
Teaching aim:
To ensure they can read the massage quickly and get the useful information;
To ensure they can communicate about their days
To know something about the morning schedule themselves and arrange their morning reasonablely;
To ensure they can write the composition about correctly.
Teaching focus: say and write your morning and arrange their morning reasonablely
Period 4（self check）
通过听说读写各个方面来检测学生是否已经基本掌握本单元的知识点，同时引导学生对自己的假日及学习时间做出比较合理的安排；同时了解时差；
Teaching aim:
To communicate about their days
To ensure they can know more words;
To ensure they can arrange their days reasonable;
To know the culture of time;
Teaching focus: words and useful expressions
Teaching procedure:
Period 1（1a-2c）
Step 1 Say the time
1. Show the clocks and ask them: -What’s this in English?
-What time is it?
2. Show the way how to express the time.
Step 2 Presentation
Show a clock, ask them to say the time
Show the picture and let them to say
What does he do?
If they cannot say, let them say in Chinese.
Show the English of the action: get up,
Ask him: What time do you usually get up?
To the class: What time does he get up?
To show the sentences and read.
Do the others one by one in the same way.
Teach ‘take a shower’ and lead them to guess the time that Rick takes a shower
Step 3 Listen and say
Listen to the tape and fill in the blanks in page66 2a, and choose one to say.
Listen and complete the tablet.
Ask them to talk about the shower schedule for Rick’s family.
Choose some pairs to say.
Step 4 Look, listen and match
Page 65 let them look and match the picture.
Listen and match the time.
Show the pictures and let them to say again.
Step 5 Interview
Let them to say the actions they do everyday.
Show some pictures they may do, and let them try to say English.
Show the tablet and let them discuss in groups of 4.
Report what they get.
Step 6 Homework
Write a short passage about the tablet they interviewed
Period Two（3a, 3b, Section B 2a-2c）
Step 1 Warming up
Check their homework and ask some questions from their report:
What time does he usually get up?
Show the time and ask them to say in different ways.
Show the actions they learnt and ask them to say, then to make a sentence.
Show 6:30 8:10 11:20 4:15 and ask them to say.
Step 2 Presentation
Show the new pictures of actions and let them try to say: brush teeth, do homework, go to bed, wash face，play computer game.
2. Ask them to ask and answer in pairs by using the drills in this unit;
Choose some pairs to say.
Step 3 Listen and circle
Play the tape and let them to listen to 2a.
Check and let them spell the words.
Listen again and write the times 2b.
Check and let them ask and answer in pairs, and help them to use ‘when’.
Step 4 Read and say
Ask them to read page 67 3a and match the pictures.
Check and let them to say the words again.
Ask and answer questions about the time in pairs.
Choose some pairs to say.
Read the massage and fill the blanks.
Scott I
Study very long hours
Gets up at 17:00
Go to school by bike
Works all
七年级英语新目标上Unit9教案
Unit9 Do you want to go to a movie? Period 1 Teaching aims and demands Words:go to a movie,action movie,comedy,documentary,thriller Do you want to go to a movie?Yes,I do.I want to see a comedy. Teaching Key points go to a movie,action movie,comedy,documentary,thriller Teaching Difficult Points Do you want to go to a movie?Yes,I do.I want to see a comedy. Teaching Methods: listening and speaking methods pairwork Teaching Aids:A tape recorder.A picture. Teaching Procedures Step 1 1a Teach the new words T says the names of film stars.For action movie,say ChengLong,Li Xiaolong or Li Lianjie.For comedy,says Zhou Xingchi,students can guess the meaning.Also I can act.For example,for thriller,I’ll pretend to be very scary.For comedy,I’ll pretend to laugh.And I’ll pretend to sleep that documentary is boring. Match the kinds of movies with the posters on page53 Answers: a c d b Step 2 1b Ask students to listen to the conversation and circle the kinds of movies they hear. Answers: action movie,comedy Step 3 1c pairwork Ask students to practice the conversation Like this: Do you want to go to a movie? Yes,I do.I want to see. Step 4 2a Teach some new words kind, what kind,singular,plural listen:What kind of movies do the two people talk about first?second?Look at the box.Then check them 1-4 Play the recording Answers: 3 1 2 4 Step 5 2b Now,you will listen again.In the chart,draw smileunder the kinds of movies Ben and Sally like,draw sad under the kinds of movies they don’t like,and mark for don’t know Check the answers on the blackboard. Step 6 homework 教学反思与随笔: Period 2 Teaching aims and demands What kind,singular,plural Do you want to go to a movie?Yes,I do./No,I don’t. Does he want to go to a movie?Yes,he does./No,he doesn’t. What kind of movies do you like?I like action movies and comedies. Beijing Opera I like thrillers and I like action movies I like thrillers but I don’t like comedies. Maria likes thrillers but she doesn’t like comedies. Guopeng likes comedies and he likes Beijing Opera. Teaching Key points Do you want to go to a movie?Yes,I do./No,I don’t. Does he want to go to a movie?Yes,he does./No,he doesn’t. I like thrillers and I like action movies I like thrillers but I don’t like comedies. Teaching Difficult Points singular,plural,comedy,comedies,thriller,thrillers,action movie,action movies, documentary, documentaries Maria likes thrillers but she doesn’t like comedies. Guopeng likes comedies and he likes Beijing Opera Teaching Methods: listening and reading methods Pairwork communicative approach Teaching Aids:A tape recorder. Teaching Procedures Step 1 warming-up Ask some students : Do you want to go to a movie? What kind of movies do you like? Step 2 2c pairwork Ask and answer questions about the kinds of movies you like. Step 3 grammar Teach the singular and plural.teach some regulars. Language:difference between first person and third person.some regulars Step 4 3a Show two sentences on the blackboard. I like thrillers I like action movies I like thrillers I don’t like documentaries Ask students which word may fill in the blank Show the answer:and but Explain the reason:and but are conjunction We use “and”when both ideas in the sentence are the same.We use “but”when the two ideas in the sentence are different. Do 3a:use and but to connect the sentences. Answers: and but Step 5 pairwork Take turns to talk about the people in the picture above. Then ask students to practice it. Step 6 game Find someone who likes Find classmates who like the kinds of movies on the chart below.Then write their names on the chart. Step 7 homework 教学反思与随笔: Period 3 Teaching aims and demands Scary,funny,sad,exciting,interesting,stay at home,look at Comedies are funny Documentaries are boring Thrillers are scary Action movies are exciting Beijing Opera is very interesting. Teaching Key points Scary,funny,sad,exciting,interesting boring Teaching Difficult Points Comedies are funny Documentaries are boring Thrillers are scary Action movies are exciting Beijing Opera is very interesting. Teaching Methods: wrting and reading methods Teaching Aids:A tape recorder. Teaching Procedures Step 1 1 T:what kind of movies do you like? S:I like ……. T:Why do you like……? S:…… T:Because it is …… Lead on the description words Scary,funny,sad,exciting,interesting boring Turn to page 56 Choose words from the box and write them under the picture. Answers: 2:comedies funny 3:action movie exciting 4:documentary boring 5:Beijing Opera interesting Step 2 2a 2b Listen and circle the description words in activity 1 that you hear Play the recording Answers: Scary,funny,sad,exciting 2b listen again,write down the words Edward and June use to describe the movies.write E or J next to the words play the recording answers: 1.thriller scary great J 2. comedies funny E 3:action movie exciting J 4:documentary boring E J 5:Beijing Opera interesting J Step 3 2c Read about the kinds of movies June likes.Then write about the movies Edward likes.Use the imformation from 2b Lead out the new words Really often think learn about history with Then write the article on right in the blank. Step 4 pairwork Tell your partner what you think of different kinds of movies. Step 5 homework 教学反思与随笔: Period 4 Teaching aims and demands Favorite,movie star,actor,description,successful,in fact The movie is exciting. Teaching Key points Favorite,great new,successful,exciting,boring,interesting,fun. Teaching Difficult Points Use a star of movie,a name of movie,kind of movie and description words to write a movie ad. Teaching Methods: wrting and reading methods Teaching Aids:a projector Teaching Procedures Step 1 warming-up Ask some students about the topic what kind of movies do you like?and why? Step 2 3a Now open your books.Look at Activity 3a.Read the article and then find the description words.And underline them.For example,favorite is a description word.At last,go over the answer. Explain the article to students,then point to the new words favorite,actor,new,successful,weekend,too answers: favorite,new,funny,successful,boring,interesting ask a student to read this article. Step 3 3b Let students look at Activity 3b.First tell students the four words.Rowan Atkinson is an actor’s name.Mr Ban is a movie’s name.Action movie is a kind of movie and “exciting”is a description word Ask students to choose words from the left anf fill in blanks.Then let them read it aloud. Answers:1.actor 2.comedy 3.funny Step 4 groupwork Make a poster of your favorite movie.Describe the movie to your group. Step 5 self check 3 Look at Tom and Mike’s desks.What kind of things do they like?Tell students to write sentences with and+but. Ask students to work individually to write their opinions about Tom and Mike. Step homework 教学反思与随笔: Period 5 review words test and do the exercise books 更多精彩；英语教师网 英语教师网论坛Unit 2
I. Teaching Goals:
1. Identify ownership.
2. Learn to write Lost & Found and Lost.
3. Sentence Patterns: Is this/that your/his/her/my key?
Yes, it is./No, it isn’t.
What’s this/that in English?
It’s a pen.
How do you spell it?
P-E-N.
4. Words and phrases: pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring, a set of keys, lost and found, call Alan at…
5. 情感体验：通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。
通过询问、辨认物主，倡导学生保管好自己的学习用品。
通过Just for fun中的内容，使学生体会到英文中的幽默之处。
II. Teaching Time: Four periods.
III. Learning Strategies: 1. Using context 2. Guessing
The First Period
Content: Section A 1a, 1b, 1c, 2a, 2b, 2c
Teaching Aims:
1. How to identify ownership.
2. Learn and master the following:
Words: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack
Sentence patterns: Is this your pencil?
Yes, it is. /No, it isn’t.
3. Students can communicate others using the words and sentence patterns learned in this class.
4. Train the students’ listening ability.
5. Moral object: You must take good care of your personal possessions.
Teaching Important Points;
1. Train the students’ speaking ability.
2. Master the new words and sentence patterns.
Teaching difficult Points:
How to finish the task of speaking.
Teaching Aids:
a tape recorder, a computer, some objects
Teaching Procedures:
Step 1 Greetings and revision.
Revise the dialogues in Unit 1.
eg. What’s your (his /her) name?
I’m Gina. Nice to meet you!
What’s your (his/her) phone number?
It’s 284-2942.
What’s her family name?
What’s her first name?
Step 2 Warming-up
Today we are going to learn Unit2 “ Is this your pencil?” First let’s learn some new words.
1. Show some pictures on the screen and write the new words on the blackboard: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack.
2. Read the new words after the teacher and learn them by heart.
3. Practice:
1) Match the words with the things in the picture. (1a)
2) Listen and check the things you hear. (2a)
3) Listen and number the pictures.
a._____ b._____ c._____ d._____ e._____
f.______ g.______ h______ i.________
Step 3 Presentation
Ask some students one by one about his/her/objects like this:
1. T: Is this your pencil?
S: Yes, it is. It’s my pencil.
2. T: Is that your backpack?
S: No, it isn’t. It’s his/her backpack.
Step 4 Practice
1. Listen and number the conversations. (1b)
2. Work in pairs. Ask and answer like the ones in step3. They can use their other school things we have learned in this lesson.
3. Listen and complete the conversation with the words in the box. (2b)
4. Pair work: Ask about the things in the picture (2c), then their own passions.
eg. Is this your backpack?
No, it isn’t.
5. Grammar Focus. Ask one or two pairs to say the questions and answers. Then work in pairs.
Step 5 Acting
Identify ownership. Call out four students, each with four different objects. Collect the objects from them and have similar dialogues in step3. The teacher begins to say: Excuse me, is this your eraser? No, it isn’t.… Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.
Step 6 Exercises in class
Fill in blanks with these words:
1. ---Linda, Is this ________ ruler?
---Yes, it is. Thank you.
2. This is my sister. _______ name is Kate.
3. I’m looking ________ pencil case. Can you help me?
4. Look at the cat. It’s white. But ______ tail (尾巴) is black.
5. Tim is worried (着急). _______ ID card is lost
Step 7 Homework
1. Do some exercises in your exercise books.
2. Read the words and sentence patterns presented in this class to improve your spoken English.
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
pencil Is this your pencil?
pen Yes, it is. It’s my pencil.
book Is that your backpack?
eraser No, it isn’t. It’s his/her backpack.
ruler
pencil case, backpack
pencil sharpener, dictionary
The Second Period
Content: Section A 3, 4a, 4b,Section B 1a~2c
Teaching Aims:
1. Learn and master the following:
Words: baseball, watch, key, computer game, notebook, ring
Sentence patterns: What’s this/that in English?
It’s a pen (an eraser/an English book/ an ID card).
How do you spell it?
P-E-N.
2. Improve the students’ speaking and listening ability.
3. Identify ownership.
Teaching Important Points;
1. Train the students’ speaking and writing ability.
2. Master the new words and sentence patterns.
Teaching difficult Points:
Game: Find the owner.
Teaching Aids:
a tape recorder, a computer, some objects
Teaching Procedures:
Step 1 Greetings and revision.
1. Greeting the whole class as usual.
eg. What’s your name?
What’s your phone number?
Nice to meet you. etc.
2. Revision
1). Ask and answer like this:
Is this/ that your pencil?
Yes, it is. It’s my pencil.
No, it isn’t. It’s his/ her pencil.
2). Section A 4a, 4b
Game: Find the owner.
Put some things into the teacher’s box. Then take something out of the box and find the owner. Using: Is this your eraser? Yes, it is. / No. it isn’t.
Step 2 Presentation
Section A 3. Make conversations about the things in the pictures in pairs.
eg. A: What’s this in English?
B: It’s a pen (an eraser).
A: How do you spell it?
B: P-E-N.
Step 3 Pratice
1. Show some pictures and teach some new words: baseball, watch, key, computer game, notebook, ring
2. Section B 1a Match he words with the things in the picture.
3. Section B 1b Pair work. Show some pictures on the screen. Talk about the things in the picture in pairs like this:
A: What’s this?
B: It’s a watch (an eraser/an English book/ an ID card/…).
A: How do you spell it?
B: W-A-T-C-H.
Pictures:
Step 4 Listening
Section B 2a 2b
Look at the words in activity 1a. Listen and circle the things you hear.
Listen again. This time, you will pay attention to who is looking for what. Then write down the names of things that Kelsey and Mike are looking for under each person’s picture. Play the recording for students to write the things in the chart.
Kelsey Mike
watch
ID card pen
baseball
Step 5 Pair work.
Section B 2c Divide the class into pairs. Now ask about other students’ things. Student A, look at page86. Student B, look at page 82. Ask your partner about these things. Write the words in the chart on page 82.
Step 6 Exercises in class
Complete the conversation.
1. Teacher: Lucy, What’s this _____ English?
Lucy: Is it a pen?
Teacher: No, it ______. It’s a pencil.
Teacher: Tim. ________ that in English?
Tim: Is it _______ eraser?
Teacher: _______, it is. And what’s this, Nancy?
Nancy: Is it a _________?
Teacher: No, it’s not a book. It’s a __________. Is it your dictionary?
Nancy: Oh, yes. It’s _____ dictionary.
Teacher: Here you are.
Nancy: _______ ________.
2. A: Excuse me. ______________________?
B: It’s _________ watch. It’s _________ English watch.
A: __________________, too?
B: ________, ____________. It’s _______ eraser.
Step 7 Homework
1. Pair work. Make a dialogue with your partner, using some objects. You may do it like this:
A: Hello, Mary. Is this your “尺”?
B: Yes, it is.
A: Here you are.
B: Thank you.
A: By the way, what’s it in English?
B: It’s a ruler.
A: How do spell it?
B: R-U-L-E-R.
2. Activity. Draw three pictures about your classroom objects. Then ask your partner at least three questions.
eg. Is this a/an…?
What’s this in English?
Is this your…?
Can you spell…?
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
baseball What’s this in English?
watch It’s a pen (an eraser/an English book/ an ID card).
key How do you spell it?
computer game P-E-N.
notebook
ring
The Third Period
Content: Section B 3a, 3b, 3c, 4/Self Check1, 2, 3
Teaching Aims:
1. How to write your own bulletin board messages.
2. Learn and master the following: numbers 0-9, call phone, lost and found.
3. Moral objects: If you find something that doesn’t belong to you, you take it to a Lost and Found Office. People can go to this office to get their lost things.
4. Work out problems using context.
Teaching Important Points;
1. Improve the students’ writing ability.
2. Get the students to know about the bulletin notices.
Teaching difficult Points:
Learn to write Lost & Found and Lost.
Teaching Aids:
a tape recorder, a computer
Teaching Procedures:
Step 1 Greetings and revision.
1. Greeting the whole class as usual.
2. Revision
Ask : What’s this/that in English?
How do you spell baseball?
Is this/that your pen? etc.
Step 2 Leading-in
Looking for a book.
T: Is this my book?
S: No, it isn’t.
T: Where’s my book? I like my book. But I can’t find it. What can I do?
Lost (write the word on the blackboard)
Then ask: Have ever picked anything? What do you do?
Found (write the word on the blackboard)
通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。
Step 3 reading
1. Section B3a. Read the bulletin board notices and circle the words from activity 1a. Check the answers (computer game, notebook, ID card, watch).
Learn the words and phrases: lost, found, call, call Mary at…, in the lost and found case, lost and found, a set of keys
Read the bulletin board notices again.
2. Section B 3b
Now let’s look at 3b. Put the pieces together to make a message. Then ask a student to copy the message on the blackboard. The rest copy it in their exercise books.
Answers:
Found. A set of keys. Please call David at 529-6403.
Step 4 Writing
Section B 3c
1. Ask the students to write their own bulletin board messages.
2. Ask four students to read them in front of the class. Then ask two students to write their messages on the blackboard. The rest exchange their messages with a deskmate to correct each other’s work. Then correct mistakes on the blackboard if there are any.
Step 5 Groupwork.
We’ll play a game. Demonstrate how to play the game. Draw a small part of an item they’ve studied in class.
T: What’s this?
S: Is it a baseball?
T: No, it isn’t.
Draw a more part of the item.
S1: Is it a key?
T: Yes, it is.
Ask students to take turns of the vocabulary presented in this unit on the blackboard and ask: What’s this?
Students make a guess. See who can guess it within less guesses.
Divide the class into several groups. This way, several games can go on at the same time. They may draw pictures in their exercise books instead of on the blackboard.
Step 6 Just for Fun
Ask all the students to read the conversation. Ask: Why is the cartoon story funny? Guide the students to say: When the first man asks, how do you spell that? He really means “ How do you spell watch?” But the second man spells out the word T-H-A-T instead. Invite several pairs to act out the conversation in front of the classroom.
Step 7 Homework
1. Do Self check1-3.
2. Write your own bulletin board message.
如果你拾到了一块手表，你该如何写一张失物招领的启事呢？如果你想找到你丢失的自行车，又该如何写一张寻物启事呢？
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
call, phone, lost, found,
in the lost and found case, lost and found, a set of keys
Found:
A set of keys. Is it your key? Please call John at 345-9812.
Lost:
My pencil case. It’s yellow. It’s new. Please call 668-7249.
The Fourth Period
Check the homework.
Do some more exercises.
一、 教材分析
1、教学内容
1)、 词汇：post office, hotel, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, across from, in front of, near, between
2)、 语言结构：A、Where questions
B、Affirmative statements
C、Prepositions of place
D、There be structure
2、教材的地位及其作用
本单元的教学主要内容是：学习“问路指路”的常用表达方式 ，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
二、学生分析
学生现有的能力与已掌握的知识：
学生在上学期已经学过词汇：big, small, old, new,
句型： Where is…? It’s in / on / under/…
指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。
三、 教学目标
1、语言知识
词汇：A、重点掌握表示建筑物种类的名词, 如post office, hotel, bank, supermarket, street, pay phone, avenue,
B、掌握如下描绘性形容词及方位副词，如clean, quiet, dirty, busy, right, left, down, along,
C、方位介词,如next to, across from, in front of, near, between, behind
D、短语，如 turn right, turn left, go down, go straight on, walk along, go along,
重点句型：Is there a bank near here?
Yes, there is a bank on Center Street.
Where’s the supermarket?
It’s next to the library.
Is there a pay phone in the neighborhood?
Yes, it’s on Bridge Street on the right.
2、 语言技能
1）、能看着图片说话出建筑物的名称；
2）、能运用一般现在时询问街道上某一场所的位置；
3）、能够运用所学语言为他人指明 某一场所的路线；
4）、能够描述某一场所各建筑物之间的位置关系；
5）、能够利用地图向他人介绍自己所居住的社区；
3、学习策略
1）、利用老师所提供的图片做出简单的判断，学习相关方位介词以及描绘性形容词。
2）、通过与同学交流，学会使用问路指路，对地点特征做出简单描述的句型。
4、情感态度
1）通过各小组的对话练习培养学生的合作精神；
2）通过学习本单元，教会学生礼貌待人，建立和睦的邻里关系；
五、 重点难点
1、want的一般现在时的用法;
2、want的一般现在时的疑问句，及其肯定，否定回答;
3、第三人称后动词的变化
五、教学手段1、导入课堂教学时用VCD或投影仪来吸引学生的课堂注意力，使学生在VCD的电影片段中学习电影类型的单词，并对本单元的内容有了初步的意识。
2、多方位使用VCD画面和电脑多媒体的动态效果帮助学生学习归纳不同类型的电影的特征，以及对电影的简单谈论。
3、利用学生对自己的喜好的表述进行一般现在时的教学，以及不同人称时动词的变化。
六、理念与思路1、教法
1）采用多媒体进行直观教学，在不同类型的电影片段的展示中进行名词与形容词 的教学。
2）通过问卷调查，让学生在采访的过程中练习本单元的主要句型。
3）让学生在转述的过程中学习第三人称下动词的变化，以及连词的用法。
4）学生在课堂教学过程中口头训练应成为本单元教学的重要内容。
5）新知识的练习在本单元的学习最终以笔头练习加以巩固。2、学法指导在已经学过的like句型表示喜好的情况下，学习want的一般现在时，仍要注意两个问题。一是动词第三人称单数的问题，二是行为动词疑问句和否定句中助动词的使用。
电影是学生很熟悉的话题之一，学生在平时的生活中应加以注意，看看电影广告的写法。同时，多看有意义的影片，增强自己的对不同文化的了解并适当地做出评论。
七、教学流程 （分五大块）1、对不同电影类型的认识（单词的学习）
2、个人的喜好（句型的练习）
3、不同电影的特征（形容词的学习与电影的简单描述以及个人的理由）4、对自己喜爱的一部影片进行简单的介绍并为其制作广告 5、制定个人周末计划
第一块的教学步骤：导入：首先利用老师的上周末的活动-看电影来引出本单元的话题 （导入本单元的话题）
2、 展示：利用多媒体呈现不同类型的影片片段，先让学生说出这些影片的名字，在归纳这些影片分别属于哪种类型的电影，逐个呈现新单词的中英文形式（学习新单词）
3、听录音：放一段录音（旁白，对白，音乐），让学生判断该影片的类别（反复练习和巩固新单词）4、练习对话：Do you want to go to a movie?
Yes, I do. I want to go to …5、课本中的听力练习
第二块的教学步骤：
1、教师介绍自己对电影类型的喜好（呈现出在这一课时中主要学习的句型what kind of movies do you like? I like …）
2、教师与个别学生的对话（进一步加强该句型对学生的耳濡目染，即输入）
3、问卷调查：以小组的形式表述个人的喜好和询问他人的喜好（句型的练习）4、报告调查结果：
1）、不同类型影片和京剧的总体喜爱情况（名词复数的变化和应用）2）、具体个别学生对影片的喜爱情况（第三人称单数动词的变化和应用）
1、呈现第一部分中的影片片段，在此基础上增加影片的数量，让学生归纳出不同类别影片的特点（学习本单元中的重要的形容词）,然后指出其中用于描绘的形容词
2、分组（喜爱同一类型影片的学生为一小组）讨论，归纳出喜欢该类型影片的理由并以小组为单位给出所有的理由（in English briefly）（为下一步做铺垫）
3、阅读理解（2C与3A），教师设置问题，学生通过回答问题，理解两篇短文，并划出短文中的形容词（做铺垫）学生模仿2C的格式，写自己的情况，尽可能使用学过的和课本中的短文里头的形容词
第四块的教学步骤：
1、教师呈现并简单介绍自己喜欢的一部影片，包括影片的名称、类型、主要演员以及喜欢的理由（给下一步学生介绍自己喜欢的一部影片提供模式）
2、教师与个别学生对话，通过问答的形式，提示学生在介绍时应该涉及的内容（做铺垫）
3、教师将问题呈现在黑板上，学生根据自己的实际情况回答问题，最后将自己的回答组成短文的形式（让学生更清楚该怎么做，降低难度）4、学生精简自己的短文，将其短文变成广告的形式，注意文中的形容词的运用（尝试，初步了解，为下一步做铺垫）
5、小组制作出一张该组最喜爱的一部影片的广告,然后将其展示
1、教师将本单元前几课时中呈现的影片进行回放，让学生欣赏（同时复习所学过的名词和形容词）
2、教师引出本单元开始的主要句型：Since all of you like movies and different students like different kinds of movies, if you were free,do you want to go to a movie? What kind of movie do you want to go to? And when?
3、教师引导学生制定出自己近期的计划---Go to a movie(包含有时间，地点，电影名称，主要演员)小结设计1、以多媒体展示的方式：A、再现关于电影类型的名词； B、复习关于不同类型影片的特点的形容词
2、通过图片上人物的动作来复习主要句型I/ She/ He like/ likes …, and I/she/he like/ likes…与I/She/ He like/ likes…, but I don’t/doesn‘t like …，以及连词的用法
3、利用学生制作的广告来复习电影广告中的主要要素
八、评价形成性评价与终结性评价相结合：
形成性评价：1、学生的课堂回答
2、问卷的调查统计和汇报
3、学生写的小短文和广告
终结性评价：学生日常生活中的实际运用和笔头测试
Interview （调查问卷的表格）
Y for like; N for don’t like
Questions: （短文的问题设置）2C:
1、What does June really like? Why?
2、How does June like documentary and thriller?why?
3、What about Beijing Opera? Why?
3A:
1、Who is my favorite actor and his movie?
2、What kind of movie is it?
3、What about Mike? The actor and the movie?
4、What is the interesting thing?
About your favorite movie!
A. What kind of movies do you like?
B. Can you tell me the name of the movie?
C. Who is the main actor in the movie?
D. How do you like the movie?
E. Why do you like it so much?
(The 1st period Section A 1a-1c)
Teaching aims（教学目标）
1．学会谈论过去发生的事件（继续学习一般过去时）
2．学会谈论已经历的节假日活动
Language points（语言点）
1．要求掌握以下句式：（1）- Where did sb. go (on vacation)?
- Sb. went to … (on vacation).
（2）- What did sb. do (on vacation)?
- Sb. verb + ed … (on vacation).
2．要求掌握以下词汇：（1）动词及它的过去式：stay(ed), visit(ed), go(went), do(did), is/am(was)
（2）名词：summer camp
（3）形容词：not bad, pretty good, awful, relaxing (relax, relaxed), fantastic
（上述形容词本应在第二课时中出现，但可以在warming-up中第一次非正式出现。这些形容词也可在老师的评价语中适时出现，以加深学生对词汇的印象。）
Difficulties（难点）：本课难点是动词过去式要加“ed”，而学生在描述过去时时容易遗忘动词的“ed”，在运用不规则动词过去式时容易直接加“ed”.
Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
（1）Daily greetings to the students（日常问候）
T: How are you today? 1
S: I am (fine / great / OK / very good). How about you?
T: I am (not bad / pretty good / awful / terrible).
T: How is the weather today? 1
S: It is (nice / great / fine / good / beautiful / not bad / pretty good / fantastic/ bad / terrible / awful / hot / cool / cold/ windy / rainy …).
T: How was the weather yesterday?
S: It WAS2 … yesterday.
（2）Revision（复习）
T: How was your weekend?3
S: It was …
T: What did you / your father / your mother / your best friend do last weekend? 4
S: I / My father / My mother / My best friend …
T: That WAS fun / great / fantastic / relaxing / not bad / pretty good / terrible / awful… (老师根据学生回答给出多种评价。)
教学设计说明
1．这两问题是为了操练形容词。建议让多个Ss作答。鼓励他们用不同的形容词。若回答雷同，T可在S反问“how about you?”时，刻意给出不同回答，在合适的情景下带出将要学习的词汇，如：not bad, pretty good, fantastic, terrible, awful。T课前板书这些词。
2．此问重点操练was。建议T用夸张语调重读was，并用彩色粉笔板书。）
3．该问题除了继续操练已有形容词回答问题外，T鼓励但不必强求学生试用上面第一次出现的新词，因为这不是本课要求掌握的。
4．该问题是为了复习第九单元的动词词组。
2. Presentation（呈现新知识）
T: (从复习中引出) Where did you go last weekend?5
S: I went to …
T: Where did you go on vacation last summer? Do you remember?
S: I went to … (on vacation last summer)6.
T: Do you like to leave home and do something fun with lots of friends for a few days on vacation?7
S: Yes, I do.
T: Then you can go to the summer camp8.
3. Work on 1a（完成P59 1a）
T: Now look at the pictures on P59. Please match the activities with the pictures.
（使用教材第59页上图片的挂图，给学生一分钟时间独立或和同桌讨论来完成此项任务。在此基础上组织下面操练）9
Eg: T: (教师诱发S1说出“I’m the boy in the purple pants.”，然后问) Where did you go?
S1: I went to the beach.
T: (诱发S2) Where did you go?
S2: I visited my uncle.
Drill: S1: I am the girl/boy in the …
S2: Where did you go?
S1: I went to New York City.
…
4．Work on 1b（完成P59－1b）
T: Now let’s listen to the tape, find out the names of the people, and number the people 1-5 in the picture.10
Eg: T: Now let’s check the answers. The boy in the blue pants is Brad.
S: The boy in the shorts is Xiang Hua. / The boy in the brown pants is Tom. / The girl in the yellow pants is Sally.
5．Work on 1c（完成P59－1c）
T: The girl in the purple pants is Tina. Where did Tina go on vacation? 11
S: She went to the mountains.
T: Now can you talk about the other children’s vacation? Please use “Where did … go on vacation?”.
6．Listen and repeat（听音跟读）
T: Now let’s listen to the tape and repeat. Please try to read like the tape.12 (文字材料见P98)
5．如果Ss对课本中出现“I visited my friend”这个回答有异议，T可补充说明在交际语言中，这也可以回答Where did sb. go?
6．对有能力的Ss，要求加上括号里的部分完整回答，T板书go-went
7．此句较长，要求T放慢语速，并重复此问题。
8．T板书summer camp，可给中文帮助Ss理解该单词。）
9．T简笔画出1a图中所有人物，复制若干，分发给Ss，先由持图S说明I am the boy/girl in the …（为完成 1b作好铺垫），再由其他S问：Where did you go? 持图S再回答：I went to…。这种活动可使Ss操练：Where…?句型，并检验1a完成情况。活动前先由T和Ss做示范对话，再由S和S对话。对正确地使用了过去式回答的同学进行表扬。板书动词原形及过去式。
10．播放磁带。如有需要，T可播放磁带两遍。如有必要，也可以让S以四人小组为单位，讨论答案。检验答案时，先由T给例句，再由S模仿回答。
11．T板书呈现“Where did … go on vacation?”；并可以根据班级具体情况，可以不给S准备时间，直接叫同桌起来提问回答。）
12．Ss应听一句跟读一句。T特别强调语音语调的模仿。建议T把听力内容打印好发给S，以便他们在听音模仿时可以标上语调。可以先全班跟读，再让S个体跟读。T可以根据实际情况来决定跟读的时间。
7．Follow up（进一步扩展）
T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and ask each other questions about where you and your friend went on vacation last summer.13
Eg：A: Hi / Hey, … Where did you go on vacation?
B: I went to …
A: Cool / Fantastic / … And where did …?
B: He / She went to …）
8．Homework
Oral work:
(1) Listen to 1b, read and recite it. (听读背诵1b中的对话)
(2) Go on making up your dialogues with your group members and polish it. (继续和小组成员编对话。并完善对话。)
Written work:
(1) Copy the phrases in 1a twice in its original form. (用原形抄1a词组两遍)
(2) Write about the pictures on P59 like the sentences in 1c. (模仿1c中的句子，用Brad, Sally, Xiang Hua, Tom替换Tina，并作出不同的回答。)
13．T根据Ss的实际水平，可以让Ss自由发挥编对话，也可以板书对话框架，以降低难度。根据课堂时间安排，检查对话若干。要求S在听时，记录对话中出现的动词过去式及原形。对话结束后，让同学朗读记录下来的动词过去式，以此强化学生对动词过去形式的意识。
Unit 10 WHERE DID YOU GO ON VACATION
(The 2nd period Section A 2a-2c)
Teaching aims（教学目标）
1．继续谈论过去发生的事件（继续学习一般过去时的用法）
2．继续谈论已经历的节假日活动。.
Language points（语言点）
1．要求掌握以下句式：（1）- Did you / he / she / they do sth.?
- Yes, I / we / he / she / they did.
- No, I / we / he / she / they didn’t.
（2）Sth. was nice / …
2．需要了解的景点：Central Park-Central Park is the biggest park in New York City. High buildings are all around the park. It’s a place where New Yorkers like to bike, jog, picnic, walk, and boat.（建议老师找几张中央公园的图片。）
Difficulties:(难点):1. Did …do sth? 中的动词要用原形，学生容易使用过去式。
Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
（1）Daily greetings to the students（日常问候）
T: Good morning / afternoon.
What day is it today? --- What day was it yesterday?
What’s the date today? -- What was the date yesterday?
Is everybody here today? - Was everybody here yesterday?
How is sb. today? - How was he/she yesterday?1
（2）Revision（复习）
T: What do we usually do in the English class?2
S: We learn some new words / listen to the tape / answer questions / make up dialogues / …
T: What did we do in the English class yesterday?3
S: We learned some new words / listened to the tape / answered questions / made up dialogues / …
T: Now, are you ready for your dialogues? Who would like to act out your dialogue first?
（检查两到三组的对话。老师应对学生的对话给予尽可能积极的评价。例如：
Your dialogue is interesting / pretty good / fantastic / …
You did a great job! Your pronunciation is beautiful.
Your acting is fantastic / … /
Your dialogue is interesting, but can you make your pronunciation / acting better next time?）
教学设计说明
1．这些问题的设计是让Ss比较be动词的一般现在时和一般过去时。
2．此问句是为了与3的问句作比较。若S回答有困难，T可以用：“Do we learn any new words / …?”这样的一般疑问句形式帮助他们回答，或扩充回答内容。
3．若S回答有困难，T可用：“Did we learn any new words / …?”这样的一般疑问句形式帮助他们回答，或扩充回答内容。由于这是第一次出现一般过去式的一般疑问句形式，S可以只给出“Yes, (we did).”“No, (we didn’t).”的回答。括号里的内容，由T帮助S初步了解完整回答的形式。这是为正式引出Did…?作铺垫。
2. Presentation（呈现新知识）
（根据学生对话内容提问）4
T: Where did Tom (假设你学生名字是Tom) go on vacation? I forgot. Did he go to …?
S: Yes, he did. / No, he didn’t. (He went to… on vacation.)
(鼓励学生回答括号里面内容)
T: (ask Tom) Tom, do you often go to … on vacation?
S (Tom): Yes, I do.（S可能性回答1）
T: Really? And you went to … on vacation last summer too.
S (Tom): No, I don’t. （S可能性回答2）
T: Really? But you went to … on vacation last summer.
T: Yesterday, we also talked about this picture on p.59. They went to different places on vacation.
T: Where did you go on vacation? Did you go5 to the beach?
S: Yes, I did. / No, I didn’t. (I went to…)
T: Do you often go to… on vacation?
S: Yes, I do.
T: Really? And you went to … on vacation last summer too.
S: No, I don’t.
T: Really? But you went to … on vacation last summer.6
3. Play a game and practice more on the pattern “Did you…?”
T: Now, let’s play a guessing game. I would like A to have a look at this note, but A can’t tell you what it says. A will ask you where … and You can only ask “Did you go to …? / Did you do … there”, to find out the answers.7
A: Where did I go on vacation?
S1: Did you…?
A: No, I didn’t. / Yes, I did.
A: What did I do there?
S2: Did you… there?
A: No, I didn’t. / Yes, I did.
…
4．Work on 2a（完成P60－2a）
T: Now, we are going to meet some new friends, they are Nancy, Kevin and Julie（有必要让学生跟读这些英文名字。）. Listen to the tape, and find out where Nancy, Kevin and Julie went on their vacation. Where did Nancy / Kevin / Julie go on vacation?8
S: Nancy went to New York City. / Kevin went to the beach. / Julie stayed at home.
4．T可用男生和女生，或谁和谁来作为问题的对象，让Ss练到he / she / they各种人称，T用“Really? And … / But …”等话语进行补充陈述，是为了让Ss对一般现在时和一般过去时有所比较。如果由于种种原因，T没法以前天的对话作业为此话题提供情景，可以直接对Ss实际情况发问，可对四个左右Ss发问，让Ss对一般现在时和一般过去时有所比较。
5．建议T用夸张的语调重读did和go，并板书该句式，用彩笔写did和go。
6．通过比较Do …? 和Did …?，使S更清楚Did …?的用法，并了解这两个问句中动词都用原形。
7．游戏目的是为了操练Did …?句型。在反复提问中充分练习了问句中的动词原形。
具体操作：给A看事先准备好的小纸条，上面写I went to the park. I played volleyball there.由A发问：Where did I go? 由其他S用Did you go to…?的句型猜测，A应对每个猜测给出No, I didn’t. 或Yes, I did.的回答。猜出去哪儿后，A再发问What did I do there? 由其他S用Did you…there ?的句型猜测，A应对每个猜测给出No, I didn’t. 或Yes, I did.回答。直到猜对答案为止。
8．录音播放两遍，根据S程度，可每放一个小对话就停几秒，再继续放。以下提问为了检查学生答案。
5．Work on 2b（完成P60－2b）
T: Did Nancy go to Central Park in New York City? Did Kevin swim on the beach? Did Julie study for exams at home? Now listen again and do the exercise 2b.on p.60.
例：S (A): Did Nancy go to Central Park?/Did Kevin play volleyball? S (B): Yes, she did./ No, he didn’t. 9
T: How was Central Park?10
S: It was nice.
6. Listen and repeat（听音跟读）(文字材料见P98)
T: Now let’s listen to the tape and repeat. Mark the tone at the same time. Please try to read like the tape.11
7. Work on 2c（完成P60-2c）
T: You are Nancy, Kevin or Julie’s friend。 Now you are talking about your vacation. You tell each other where you went, what you did and so on. Make up a dialogue in pairs. Please use “where did you …? and Did you …?”12
Dialogue example:
- Hi, Nancy, how are you? - Fine /….
- Where…? - I went to…
- Did you…? - Yes, I did./no, I didn’t.
You can make up your dialogue like 2c on p.60.
8. Grammar focus（老师用中文总结这两天所学的语法点）
T: 这两天我们学习了一般过去时。在英语中，当时态是一般过去时时，动词要变成一般过去式。大部分的动词是规则动词，直接加ed就可以了。比如：play / stay / visit / clean13
S: played / stayed / visited / cleaned
T: 英语中还有一部分动词是不规则动词，它们的过去式有特殊的形式。比如：do / go / is14
S: did / went / was
T: 我们还学了以Where did … go?以及Did … go to … / do sth?这两个句式以及它们的回答。Now let’s read the sentences in Grammar Focus on P60.15
9．Homework
Oral work: (1) Listen to 2b, read and recite it.
(2) Read the sentences in Grammar Focus.
(3) Go on making up your dialogues with your partner and polish it.
Written work: (1) Finish workbook P.37+P.38.
(2) Bring some of your vacation photos to school.
(带几张度假时拍的照片到学校) 16
9．以同桌的问答来检查答案。
10．此问是为了引入central park的背景知识介绍。T可适当介绍Central Park 的相关信息，或展示图片。
11．S应听一句跟读一句。T特别强调语音语调的模仿。可以先全班跟读，再让S个体跟读。T可以根据实际情况来决定跟读的时间。T要求S在听音时标调。
12．T可根据班级的实际情况，先由T-S做示范，或板书出现示范对话，或让S脱离示范对话，自由发挥。希望T当堂检查两到三组对话。其他的S可以课后到T那里表演。
13．T给出原形动词，要求S讲出规则动词的过去式。
14．T给出原形动词，要求S讲出不规则动词的过去式。
15．要求以Chant形式朗读。一半Ss读问句，另一半读回答。
16．若部分Ss无法办到，T最好多准备一些度假的照片，或让Ss画几张度假的图片，能会意就行，为下节课做好充分准备。
Unit 10 WHERE DID YOU GO ON VACATION
(The 3rd period Section A 3a-4)
Teaching aims（教学目标）
1．was和were的用法。
2．如何以一般过去时来评价已经历的活动和事物。
Language points（语言点）
1．要求掌握以下句式：How was/ were…? It was/ they were….
2．要求掌握以下词汇：fantastic，pretty good，unfriendly，relaxing（relax, relaxed），awful
Difficulties: (难点): was/were的运用。由于学生对主语单复数不敏感，容易错误使用was/were
Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
（1）Daily greetings to the students（日常问候）
T: Good morning/afternoon. What is the weather like today? How was the weather yesterday? How was the weather last weekend?1
Is A here today? Was A here yesterday?
*How is A today? *How was A yesterday?
Are A and B here today? Were A and B here yesterday?
*How are A and B today? *How were A and B yesterday?
Are you here today? Were you here yesterday?
*How are you today? *How were you yesterday?2
（2）Revision（复习）
T: Now, we are going to do a little quiz, please fill in the blanks with the right form of the words.3
e. ─ Where _________ you _________ (go) on vacation last summer?
─ _______ _______ (go) to the mountains.
b. ─ Where ________ Ben and Mary __________ (go) on vacation last winter?
─ ________ _______ (visit) the museums.
c. ─ _________ Nancy ________ (go) to Central Park last vacation?
─ Yes, _______ _______ (do).
─ _______ Kevin _______ (go) there too?
─ No, _______ _______ (do; not)
d. ─ _______ Mike and his brother _______ (have) a party
教学设计说明
1．这几个问句可以让S顺便复习一下形容天气的词汇。
2．这些问候是为了T能分辨was和were 的用法。板书写出打星号的句子，把划线部分留空，让S回答后再填写。用彩笔写and和you，让S注意were用于复数的主语。在问how…时，提醒S尽量使用fantastic, pretty good, not bad, awful…。第一节课出现过的这些新词。
3．此练习T可以事先写在小黑板上，或以幻灯展示，或打印分发给S。这个练习是为了检测他们对上一课语法的掌握，要求S迅速完成，也可以口头完成以节省时间。
参考答案：
e. did, go, I, went;
b. did, go, They, visited;
c. Did, go, she, did, Did, go, he, didn’t;
d. Did, have,
last Saturday night?
─ No, _______ _______ (do; not).
e. ─ ________ you and your friend _________ (practice) English?
─ Yes, _________ __________ (do).4
2. Presentation（呈现新知识）
T: How is the exercise to you? (Is it easy or hard?)5
S: It is easy.
T: How is the English class today? (Is it easy or hard?)
S: It is …
T: How was the English class yesterday? (Was it easy or hard)
S: It was …
T: How are you6 in the English class today? (Are you hardworking today?)
S: I’m / We’re …
T: How were you in the English class yesterday? (Were you hardworking yesterday?)
S: I was/We were … yesterday.
T: How are the classrooms today?
S: They are clean today.
T: How were the classrooms yesterday?
S: They were clean yesterday.7
3. Work on 3a on P.61.（完成P.61―3a）
T: Now let’s do 3a on P61, and see if you can do the exercise correctly.8
T: Now please read the sentences with your deskmate.
4. Presentation（呈现新知识）
T: You all did a fantastic job. I think maybe this exercise was hard for you yesterday, but it is not hard today. I am so glad you were all very hard working yesterday and you are still very hard-working today.9
T: What do you think of doing exercise? (Is it boring or interesting to do exercise?)10
S: It is boring. (学生可能给出的答案)
T: What do you think of studying? Is it boring?
S: Yes. / No.
T: (I don’t think studying is boring,)11 but it can make us tired. After studying for a long time, what should we do?
S: We should …(学生可以说We should play games / listen to the
they, didn’t;
e. Did, practice, we, do
4．在T校对S答案时，对于S的正确回答尽量给与fantastic, pretty good, excellent job等等的评价语，这些词汇的反复重复能让S印象更深，不由自主地就能学会使用了。
5．如果S不能回答第一个问题，括号中的问句可以帮助S回答。
6．T用夸张的语调重读黑体字部分。下同。
7．T也可根据实际情况设置其他情景，能够鲜明地比较is/was/ are/were。
8．给S一分钟完成此任务。如果S独立完成有困难，可以让同桌一起讨论完成此任务。在学生完成后，T可以让同桌读出对话的形式，来检测S完成此任务的情况。
9．要求T说这句话时特别重读was, is，were, are，给予强调。
10．如果Ss感到困难，T可以使用括号中的问句提问。
11．如果Ss回答Yes，T可以使用括号里的话语。
music/ have a rest等等)
T: Yes, we should relax. I also think it is relaxing10 to play games, it is relaxing to listen to the music…
T: What else is it relaxing to do?
S: It is relaxing to…11
T：Is it relaxing to eat a lot of good food? S: Yes, it is relaxing to eat a lot of good food.
T: But how do you feel if you eat some bad food or food you don’t like at all?
S: I feel bad/terrible …
T: And you feel awful12 because the food is awful!
T: What food do you think is awful? I don’t like carrots at all. I think carrots are awful. (老师可以先给学生一个类似例句)
S: I think … is/are awful.13
T: One day, I was in a restaurant, the food was great, but I felt awful. Do you know why?
S: …14
T: The waitress was not friendly. She was unfriendly15.
T: Is it friendly or unfriendly to call your teacher’s name?
S: It’s unfriendly.
T: Is it friendly or unfriendly to fight with your classmates?
S: It’s unfriendly.
T: Is it friendly or unfriendly to push people when you are getting on the bus?
S: It’s unfriendly.
T: I hope no one in our class is unfriendly. Everyone is friendly.16
5. Work on 3b on P61（完成P.61―3b）17
T: And I hope everyone I meet on my vacation is friendly too. Now, look at a picture of a girl on vacation. How was the girl?
S: She was happy / great / relaxed / …
T: How was the bus?
S: It was big / clean / nice /…
T: How was the weather that day?
S: It was fantastic / fine / great / pretty good / …
T: How was the book?
S: It was interesting / funny / …
T: How was the drink on the table?
S: It was cool / not bad / …
T: How was the bus trip?
10．T板书呈现斜体新单词：relaxing adj. relax v. 和It is relaxing to …，并要求Ss跟读新单词3-4遍。
11．Ss通过这个句式再一次操练relaxing。
12．T板书呈现awful adj., 并在说awful时有夸张的脸部表情让Ss领会该词意思。
13．让Ss谈论他们不喜欢的事物来操练awful。
14．可能有一些猜测，T可以马上给出回答
15．T板书friendly和unfriendly并重读划线部分，让S领会unfriendly 的意思。
16．通过这些情景，让学生操练了unfriendly这个词，又对学生进行了德育教育。
17．T可以用第一幅图片，与S做示范对话。然后T把图片分配给不同的四人小组，让他们合作完成此任务。要求他们仔细观察图片，问尽可能多的how问句。T也可以让小组竞赛。问出最多how句式的小组获胜。
S: It was relaxing.
T: Now please work with your group members and talk about one picture in 3b. Please ask as many “how” questions as possible.
…
T: How were Group 1 students?
How were the students in Group 2?18
…
S: They were ... (great / fantastic / …)
6. Work on 4 on P61.
Task one19:
T: Now, please take out your vacation pictures and work in groups of four. Take turns asking each other questions about the weather, the food, the people there and what he/she likes about the place and what he/she doesn’t like about the place.
Sample questions:
Where did you go? Did you go to…?
How was the food/weather/the trip…?
How were the people there?
Task two20:
T: Now, after talking about all the places you and your classmates went, which place do you think is the best for vacation? Why? Please discuss it with your group members first and choose one student to report it .you can use the following pattern to talk about the place.
Sample:
I think … is the best place for a vacation because the food is … there. The weather is always… and the people are … there. Visitors can …and… there. It is really…!21
7. Homework:
Oral work:
(1) Finish task two left at class.
Written work: (1) Copy the new words three times: unfriendly / fantastic/ relaxing/awful
(2) Choose one picture from the pic. a to pic. g on P 59. Write at least three “How was/were …?” questions and answers.
18．活动结束后，老师用how问句提问，让同学们互相评价。
19．任务一：可以让学生拿出度假照片互相提问来获取尽可能多的信息，学生准备一定时间后，老师可以请一两组同学做示范。如果学生能力较强，在问彼此问题时可以增加其他各种特殊问句如What…? When…? Why…? Who…?
22．任务二：在提问完后，Ss先小组讨论哪个是度假最佳的地点，然后选出一个代表做总结发言。Ss可以在T给的语言框架帮助下完成此任务。如果课堂时间不够，可留作口头作业。
21．板书呈现这部分语言。
Unit 10 WHERE DID YOU GO ON VACATION
(The 4th period Section B 1a-2c)
Teaching aims（教学目标）
1．较熟练运用一般过去时
2．灵活使用一般过去时的特殊疑问句和一般疑问句
Language points（语言点）
1．要求运用以下句式：
（1）― Where did sb. go (on vacation)? ― Sb. went to … ( on vacation).
（2）― What did sb. do (on vacation)? ― Sb. verb.+ed … ( on vacation).
（3）― Did sb. go to … / do sth.? ― Yes, sb. did. / No, sb. didn’t.
（4）― How was / were …?
2．要求掌握以下词汇：
delicious；crowded；expensive；cheap
Difficulties（难点）：学生能综合灵活地运用Where did…? What did…? How ..? Did…?句式。
Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
T: Good morning / afternoon!
How are you today? How were you yesterday?
How is the weather today? How was the weather yesterday?
Where did you go yesterday after school? Did you go home / go to the movies / play …?
What did you do at home? Did you watch TV / do your homework / …?
How was the TV show / your homework / …?
Did you do anything relaxing? What did you do?1
Did you finish your oral homework yesterday? Are you ready to show your oral work now?2
2. Presentation（呈现新知识）
T: When we are traveling on vacation, we would like to try the food there. Why are there always a lot of people at 全聚德 in Beijing?
S: Because people want to eat the duck there.
T: Yes. Beijing Duck is really delicious3. What food do you think is delicious?
S: … is / are delicious.
T: So it’s very hard to find a seat and table at 全聚德. It’s full of people there. It’s always crowded. During May Day Holiday, which places are crowded?
教学设计说明
1．这些问题的目的是为了综合复习前几天学的句式。）
2．T检查昨天的任务二口语作业。检查三组左右。在检查口语作业前，建议T把昨天的句子框架再次板书I think … is the best place for a vacation because the food is … there. The weather is always… and the people are … there. Visitors can…and…there. It is really…! S完成任务后，T给予鼓励性评价。)
3．T板书斜体词（下同），并一边做出生动的面部表情，帮助Ss理解，一边要求Ss跟读3～4遍。
S: The trains / buses / streets / stores / parks / … are crowded4.
T: A lot of people go out to travel during May Day Holiday. A plane ticket from Hangzhou to Beijing is almost 1,000 yuan. But a train ticket from Hangzhou to Beijing is about 300 yuan. Which one would you like to buy?
S: A train ticket.
T: It’s cheap. It is inexpensive. But a plane ticket is expensive. What do you think it’s expensive / cheap/inexpensive to buy?5
S: It’s expensive / cheap/inexpensive to buy …
3. Work on 1a on P62（完成P62―1a）
T: Now please finish exercise 1a on P62. After you finish it, you have to talk about the things in the pictures. You should ask and answer “how was/were …?” with your deskmate.
Eg. (Pic. A)
T: How was the ring?
S: It was very expensive.6
4. Work on 1b on P62（完成P62―1b）
A face showing game7:
T: Is delicious for a good thing or a bad thing?
S: It’s for a good thing.
T: Let’s play a fun game called “Showing face”. When you hear a word for a good thing, show me a happy face. When you hear a word a bad thing, show me a sad face. Then repeat the word.
（开始游戏）
T: Now it’s your turn to think of words for good things or bad things. If you have a word, stand up and speak it out quickly. The other students should show the different faces and repeat the word.
Eg: happy; sad; rainy; sunny; interesting; boring; relaxing; busy; …
T: Please finish exercise one and two on p.64 self check.（完成 p.64的self check 练习1和2。）8
T: Now, please read loud the words you know. And read the five new words on exercise 2.
5. Work on 2a on P62. (完成P62 2a)
（播放2a录音，但只放前四句，让学生完成2a中的两个问题）9
T: (继续刚才的游戏) Working S:
T: Vacation S:
T: Vera’s face was like , because she had a vacation. Now listen to the tape and find out the answers to the two questions in 2a.
4．引导Ss使用crowded，有意操练这个单词。
5．此问是为了能让S充分操练cheap, expensive, inexpensive。
6．T先给Ss一点时间对立完成此项任务，然后以同桌问答的形式来检验他们的答案。可以先以T-S形式做示范对话。
7．脸部表情游戏：Ss根据T所给的1a中单词的感情色彩作出相应的面部表情-高兴或不高兴，然后重复T所说的词。具体操作：T说完1a的单词后，由Ss来说带有感情色彩的词。想到的Ss马上站起来说出该词，其他Ss作出相应的面部表情-高兴或不高兴，然后重复S所说的词。此游戏是为了更有意义地完成1b任务。
8．此时，用较短时间完成self check的1、2练习来巩固所学词汇。另要求S朗读exe.1,2的单词，检验是否朗读正确。
9．继续前面的游戏，老师说working，Ss自然作出的表情,而对vacation作出表情。
（听音一、两遍后对答案）
6. Work on 2b on P62（完成P62 2b）
T: Do you want to know more about Vera’s vacation in Tokyo? Listen to the rest of the dialogue and try to find out the words for the good things, and words for the bad things in the dialogue. Group A, find out the words for . Group B, find out the words for .10
T: For your wonderful job, I will show you a face like this .
（老师作一个微笑的表情，表示对学生鼓励）11
T: But what was interesting / expensive / crowded? Now let’s listen to the tape again and finish 2b. (完整地播放2a录音。)
T: Now let’s check the answers.
(学生用完整的句子表述答案。例如：Her vacation was great. The Japanese people were friendly. …)
7. Work on 2c on P62（完成P62―2c）
T: Vera is your friend. She just came back from Tokyo. And you also came back from your vacation. You went to Beijing or … Now please make up a dialogue with your deskmate. You two talk about your vacations. Try to use the following patterns12:
(1) Where did …? (2) What did …? (3) Did you …?
(4) How was …? (5) How were …?
8. Homework
Oral work:
(1) Listen to, read an recite 2a dialogue.
(2) Go on making up your dialogues with your partner and polish it.
Written work:
(1) Workbook P39.
(2) Copy the new words three times: delicious / crowded / expensive / cheap / awful
(3) Preview p.63―3a, read after the tape and try to understand the diary.
10．T在黑板上画一个和一个，在下先写上great。把全班Ss分成两大组。播放剩下的录音。A组负责找出与有关的形容词，B组负责找出与有关的形容词。播放两遍后，每组派1-2位Ss把听到的词归到和下。结果应如下：
great / interesting / friendly / delicious
crowded / expensive
11．T给予两组Ss都给予鼓励性评价。
12．T要求同桌编对话，谈论他们的假期。一个是Vera，另一个是Vera的朋友)
Unit 10 WHERE DID YOU GO ON VACATION
(The 5th period Section B 3a-4)
Teaching aims（教学目标）
1．通过阅读找出重要文中信息
2．初步了解英文日记的写法，进行仿写。
Language points（语言点）
1．要求掌握下列词汇：
feel , corner, walk , the Great wall, Tian’an Men Square, the Palace Museum, Hutong
2．要求掌握下列短语：
have great fun doing sth.；make sb feel (happy)
Difficulties（难点）：学生能完整叙述过去发生的事情。
Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
A game: quick responses1
T: Let’s play a game. Please give me the last word of each sentence and spell it. The first one who finishes the sentence will get a star. (Divide the students into several groups and draw stars on the blackboard to encourage the students.)
① John is a good chef. People think his food is ____________.
② Peter goes home by bus. He thinks the bus is awful, because it is _____________
③ Yesterday, Tom went shopping. He saw a nice bike, but he didn’t buy it because the bike was ____________
④ Kevin didn’t enjoy the trip to the museum. It was ___________
⑤ Many people like to go to Haikou for their vacations because there are many beautiful ___________
⑥Julie enjoyed her bus trip so much. The trip was ______________
⑦ The holiday is coming but the students are still working hard. They are studying for _______
⑧ Lin was on vacation last week. He went to the beaches. The beaches were __________
2. Presentation（新知识呈现）
T: Did the game make you feel happy?
S: Yes, the game made us / me feel happy.2
T: Your good job made me feel happy too.
教学设计说明
1．做一个游戏，让S口头拼出每个句子的最后一个单词，把Ss分成几个小组，在黑板上给拼对的小组红星来鼓励Ss。通过这个游戏使Ss进入上课状态，与此同时复习前几课学过的单词。
参考答案：
delicious，crowed，expensive，boring，beaches，relaxing，exams，fantastic
注意第8题除fantastic答案外，其他合理答案都接受。
另外，T对游戏结果简要评价。
2．要求学生用完整句回答，然后板书The game made sb. feel happy.)
T: We have great fun playing3 the game.
T: Do you still remember your last vacation? Do you still remember your last vacation? Did you have great fun doing something? Tell us in this way:
In my last vacation, I had great fun (playing volleyball). That made me happy.4
T: Well, people usually want to remember something important / nice / happy / unhappy. How to keep those nice memories for a long time?
S: We can write diaries.
T: Yes, we can write them down. We can write diaries5. What do you write at the first line of your diary?
S: The day, the date, the weather.
T: Yes, the day and the date. Don’t forget the weather. Well, if we keep diaries in English, we write the day, the date but we don’t have to write weather in the first line. Let’s read Bob’s travel diary. Circle the good things about his vacation and underline the bad things.
3. Work on 3a（完成3a）6
Day Date Weather Good things Bad things
Mon. July 15th Sunny
Hot beautiful beach, play in water went shopping,
too crowded
Tues. July 16th Rainy went to the museum and helped a boy find his father went to a museum, boring, no money for a taxi, walk, tired
Wed. July 17th Cool Play tennis, have Sichuan food for dinner, delicious
第一步：老师提问
1. How long was Bob’s vacation? What were the dates?
2. What was the weather like on the first / second / third day?
On the first day what made Kim feel happy? Did he enjoy the afternoon? Why?
3. On the second day, who did Bob find? Where did Bob find him?
4. One the second day, what made Bob feel happy? What made him feel tired?
5. On the third day, what did he do all morning? What did he have for dinner?
3．把这句话写在黑板上，再在边上写have great fun doing sth.)
4．这些提示语是非常有用的句型，在此是为了帮助学生操练“have fun doing sth. /make sb adj.”这两个词组。
5．如果Ss不能用英语说此词，T就在黑板上板书write diaries / a diary，并要求Ss跟读几遍，建议T拿出一本日记本，以便S理解。
6．学生在阅读的过程中，老师可以在黑板上画一张表格，或事先画好。以填写整理日记里面的重要信息。在学生读完后，通过问下列几个问题，把关键词填入表格内，以便Ss复述和仿写。另外把阅读材料中的词组in the corner板书在黑板上，并指一下教室的角落，帮助Ss明白其意。
第二步：复述（根据表格里的关键词，要求学生能简单复述出Bob的假期生活）
T: Can you tell me something about Bob’s vacation according to the form on the blackboard?7
4. Work on 3b（完成3b）
Brainstorm one:
T: Well, if you have an American friend, he is in Beijing for vacation. Where can he visit in Beijing?
S: He can visit …
T: He can visit the Great Wall, the Palace Museum, Tian’an Men Square, a Beijing Hutong.8
Brainstorm two：
T: He visited those four places and then he wants to keep a travel diary. What can he write in the diaries?（鼓励学生参考3a内容，尽可能多说）9
Where did he go?
How was the weather?
What did he do there?
How was the place?
Where did he have lunch?
How was the food?
What made him happy or unhappy?
（在此基础上，教师把学生分四大组，每大组负责写一个地方。具体以四人小组学生进行活动）10
5. Work on 4（完成4）
（利用上述活动的内容，并加以扩展、发挥）
Group work: Talk about what you did on your vacation11
T: If you are a foreigner in China. Your vacation is over. You must go back to your own country. You meet some other foreigners at the airport. Talk about what you did on your vacation. You can begin like this:
T: Hi , I am … I am from. Nice to meet you.
S: Glad to see you. I am … I am from…
T: Are you on vacation?
S: … …
6．Work on Ex. 3 on P64（完成64页Ex. 3）
T: Well, I think foreigners can really enjoy their travel in China. Now a travel agency12 wants to do a better job next time. So they want to know something about travelers. They made a questionnaire.
Look at the questionnaire13
7．给Ss几分钟时间准备复述。根据Ss的水平，可以让几个Ss合作复述一天。也可让能力强的S一人叙述一天的内容。根据Ss的回答情况可以给以不同话语的鼓励，如：not bad, good job, fantastic, etc。
8．T把四个地名写在黑板上，并让S进行必要的跟读。有条件可以展示一下挂图，或补充另外一些北京著名的景点。
9．帮助Ss整理日记框架。如有可能把有关问题打在幻灯片上，或写在黑板上。如果Ss力较好，可以由T提供几个例子，然后由Ss提出更多的问句。
10．这个活动要根据时间是否充裕来定。在完成后，T可以选几个小组朗读。并要求Ss课后每人独立继续完成。
11．Ss可以充分利用上述活动的内容，编一个比较完整的对话。情景是在机场里，外国游客准备回家，大家碰到一起谈在中国旅游的事情。可以从相互认识开始编起，要求符合逻辑，有创意，能灵活运用所学句型，并有一个合理的结尾，T可使用适当的中文讲解要求。在小组活动后，T检查几组对话。S在编对话时，T可以提供必要的词汇和语音上的帮助。
12．板书travel agency,注出中文意思，并让学生跟读。
13．把questionnaire写在黑板上，并让学生跟读。
First, discuss how to ask questions about the topics in the form.
Then, You can put more topics to the form. Make your own questionnaire. Please make your questionnaire creative. You can put new ideas in it.
Let’s see which group can make the best questionnaire for the travel agency.
Let’s see which questionnaire tells more about how the travelers feel about the travel.14
T: 旅游公司对游客做一个调查，在64页上已经有了部分，请同学们做两件事情，
第一，设计每一个项目所涉及的问题。
第二，在这基础上自己设计一张调查表，可以提供更多你认为值得的项目和它们相关的问题。
比如：place 这一项，相关问题是Where did you go for your vacation?
四个同学共同讨论。我们来比哪一张调查表更能反映出游客的旅游过程和感受。
(Possible questions:有可能提到的一些问题)
Where did you go for your vacation?
What did you do there?
What did you eat there?
How was the weather?
What souvenirs did you buy?
What made you feel happy about the trip?
What made you feel unhappy about the trip?
…
T: Please tell us your questions about for the questionnaire.
(在每组汇报各自的调查表后，给予简单的评价)
7．Homework
Oral homework:
(1) Recite the diaries. 背诵P63的日记
(2) Polish the dialogue. 再改进课堂上编的对话。
Written homework:
(3) Write down the travel diary of 3b. 写一篇旅行日记
(4) Finish your questionnaire with your group members.
与同组成员完成调查表。
14．以上指令根据S的实际水平可以使用中文帮助。
Additional
Evaluation form:
（课堂表现自我评价表）
all the time most of the time a little none
1. I understood my teacher □ □ □ □
2. I spoke English □ □ □ □
3. I worked with my group/deskmate □ □ □ □
4. I was interested in the class □ □ □ □
（知识掌握自我评价表）
I can Yes Need more practice Need more help
1. use adjectives to talk about things. □ □ □
2. read and spell the words:
relaxing, awful, unfriendly, fantastic
delicious, crowded, expensive, cheap,
inexpensive □ □ □
3. write the past tense of these words:
go, stay, do, is/am, are, visit, □ □ □
4. ask and answer “Did …?” □ □ □
5. ask and answer:
“Where/What/How/When did …?”` □ □ □
6. talk about past vacations. □ □ □
7. write a travel diary. □ □ □
以上评价表可以课后发给学生填写。目的是为了让学生自我检测课堂表现，也帮助老师了解学生对所教知识的掌握程度，以便老师教学时查漏补缺。建议老师根据课堂教学及学生的具体情况，添加或删改评价表的内容。要求内容越具体越好，能充分反馈出学生该单元的学习情况。
Language goal
In this unit students learn to talk about past events.
New language
Where did you go on vacation? I went to the mountains.
Where did they go on vacation? They went to New York.
Where did he go on vacation? He stayed at home.
Where did she go on vacation? She visited her uncle.
Did you go to the beach? Yes, I did. /No, I didn't.
Section A
Ask questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend last
Saturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this“sentence on the board. Underline the word visited.
Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.
Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.
1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.
Point out the numbered list of activities. Say each one again and ask students to repeat.
Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.
Play the recording the first time. Students only listen.
Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.
Correct the answers.
1 C This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Make your own conversations about the pictures.
Say the dialogue in the picture with a student. Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work.
Offer language or pronunciation support as needed.
2a This activity gives students practice in understanding the key vocabulary in spoken conversation.
Point to the three people's names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.
Say, This is a recording about three people's vacations. Please match the people with the places they went to on vacation.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.
Correct the answers.
2b This activity provides more listening practice using the target language.
Call attention to the chart. Ask a student to read through the names and activities listed.
Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the ”Yes, I did.“ or ”No, I didn't.“ blank after each activity. |Play the recording the first time. Students only listen.
Point out the sample answer under Yes, I did in the first blank after the words ”Nancy... go to Central Park?“ Say, Did Nancy go to Central Park? Yes, she did.
Play the recording again. Ask students to put checkmarifl in the correct blanks.
2c This activity provides guided oral practice using the target language.
Say, Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.
As students talk, move around the room, monitoring the conversations and offering support as needed.
You may want to have a group of students present their conversation to the class.
3a This activity provides reading and writing practice using the target language.
Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)
After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.
Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?
Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.
Say,Now work with a partner. Make your own conversations about the pictures.
Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
4. This activity provides speaking practice using the target
language.
Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.
Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,
what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.
Have students interview their classmates about their vacation photo albums.
When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.
Have several pairs explain their choices of vacation destination to the rest of the class.
Section B
New language
delicious, awful
expensive, inexpensive
crowded, uncrowded
1 a This activity introduces more key vocabulary.
Point out the six words. Say each word and ask students to repeat it.
Call attention to the first picture. Say, This is a ring.The price is one hundred million dollars. It's expensive!Do the same thing for all six pictures'.
Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.
Point out the sample answer. As students work, move around the room answering questions as needed.
1 b This activity provides writing practice using the target
language.
Point out the smiley face and the frowny face. Say,The smiley face is for good things. The frowny face is for bad things.
Call attention to the six words in activity la. Say,Now write each word under the smiley face or under the frowny face.
Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.
Ask students to finish the activity individually.
Check the answers.
2a This activity gives students practice in understanding the target language in spoken conversation.
Say, Now listen to this conversation. Vera is talking about her vacation.
Point out the two questions. Say, After you hear the conversation, please answer these questions. Read the questions to the class.
Play the recording the first time. Students only listen.
Play the recording a second time. This time say, Listen to the recording and write the answer to each question.
Correct the answers.
2b This activity provides further listening practice using the target language.
Call attention to the chart. Read the words in the charher vacation, the museums, the stores, the people, thefoa
Say, Listen to the recording again. This time, write what Vera thinks about these things in the blanks ii the chart.
Point out the sample answer. Say, What does Vera thil of her vacation? It was great.
Play the recording. Students fill in the chart.
Play the recording a second time. Ask students to finish filling in their answers and to check their answers.
Correct the answers.
2c This activity provides guided oral practice using tbtarget language.
Call attention to the question words. Have a student read them to the class.
Say, Please work with a partner. Student A, you are Vera's friend. Student B, you are Vera. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 2a and 2b to answer.
Help with the first question. Point to activity 2a. Ask Where did you go on vacation?
Say, Please work in pairs. As students talk, move arom the room, offering pronunciation and language support as needed.
3a This activity provides reading practice using the target language.
Call attention to Kirn's diary. Ask a different student to read each entry in the diary. Answer any questions students have about the new words.
Explain the instructions to the activity. Point out the sample answer ”weather“. Say, The weather was a good thing. It was ”great“.
Say, Now read the diary and circle all the good things about Kirn's holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is ”good“ or ”bad“ (e.g. ”great“,”beautiful“, ”fun“ = good;”not much fun“, ”boring“,”crowded“ = bad). You may want to ask a student to tell
you what the first ”bad thing" was (i.e. Kirn's kite breaking).
Ask students to finish the activity individually.
Check the answers.
3b This activity provides guided writing practice using the target language.
Say, Now write a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.
Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.
Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.)
4. This activity gives students listening and speaking practice using the target language.
Say, Now you can talk about an imaginary vacation.Pretend you are a foreigner who came to China on vacation. Think about what nationality you are and the places in China you visited.
Ask students to get into groups of four. Tell them to pretend that they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went.The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.
As students talk, move around the room, offering vocabulary and pronunciation support as needed.
新目标英语（Go for it）七年级上Unit 1教案
新目标英语（Go for it）七年级上Unit 1教案 Unit 1 My name’s Gina Period One 课前准备 教师：准备游戏时所用的图片（食物、蔬菜、动物）。 学生：准备表演时所需道具（服装、假发）。 教学设计 Step One :Present the sentence patterns. 1. Play a game “How many words do you know?”(利用小游戏调 动学生的积极性，同时通过对冠军的介绍引出本课。) Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most. (Divide all the students into several groups and show a picture（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group. They can write 11 words.) 2. Introduce the champion group to the class.（引课方式贴近生活，学生易于接受） Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us? S1& S2:Yes. S1:Hello.My name is Li Lei. Nice to meet you. Ss: Hello, Li Lei. Nice to meet you ,too. Ss: Hello! What’s your name? S2:I’m Sun Ping. How do you do? Ss: How do you do ? Step Two: Drills. 1. Make introductions.（通过句型的操练使学生更加熟练掌握所学 的句式。） Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example: Sa: Hello! I’m Li Lei. What’s your name? Sb: My name’s Zhang Feng. Nice to meet you. Sa: Nice to meet you, too. And what’s your name, please? Sc: Lin Li. How do you do? Sa：How do you do? 2. Listen and number the conversations. Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A. (Students listen to the tape and give the right answers.) Step Three: Make friends. 1. Make new friends.（用谈话的方式完成任务，生动活泼，同时更 容易向学生进行美德教育。） Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK? Ss: OK. Example: Sa: This is my new friend. His name is Sun Nan. Sb: Hello, Sun Nan. Nice to meet you. Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu. Ss: How do you do? Sd: How do you do? (Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.) 2. The New comers.（以表演的'形式完成，使课堂气氛达到高潮。） Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome. (Three “foreign” students come in and all the students clap warmly.) Teacher: It’s their first time to come to China. Would you like to listen to their introductions? Ss: Yes. (Three students can make introductions and act out the dialogue vividly.) Step Three: Sum up. Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life. Homework “How do you meet new visitors at home? Period Two 课前准备 教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。 学生：需要向父母了解自已名字的含义。 教学设计 Step One: Revise the sentence patterns. 1. Sing an English song.（用唱歌的方式既带动了气氛，又复习了 所学内容。） Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”. Hello! Hello! What’s your name? My name’s Gina. Hello! Hello! What’s his name? His name’s Peter. Hello! Hello! What’s her name? Her name’s Anna. 2. Listen to the conversations and finish the exercises. Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information. (Students listen to the tape and give the right answers.) 3. Act out the dialogues.（在特定的情景下表演对话更符合实际， 更贴近生活。） Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends? (Students can choose any picture they like and act out the dialogues.) Example: (At a party) Sa: Hello! I’m Lucy Green. What’s your name? Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you. Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home. Sb: Thanks, I will. Step Two: Choose English names. 1. Play a name game.（有效引出“英文名字”这一主题。） Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names. Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates names. Example: S1: My name’s Tony. S2: His name’s Tony. My name’s Linda. S3: His name’s Tony. Her name’s Linda. My name’s Nick. S4: His name’s Tony. Her name’s Linda. His names Nick. My names Kim. S5:……. 2. Choose English names. 1).Find out first names and last names.（用小组的方式完成名字的识别。） Teacher: Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands? _______________________________________________________________ Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack Smith Brown Linda Nick Kim Hand ________________________________________________________________ Period Three 课前准备 教师：准备所需的歌曲磁带、名片样本及各项表格。 学生：制作名片所需的纸张、画笔等。 教学设计 Step One: Present the English numbers. 1. Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。） Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do? S1: A telephone call. T: But you don’t have their telephone numbers. S1: Ask for their telephone numbers. T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”. Words One little, two little, three little Indisns, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys. (After singing the song, tell the students not to forget “zero”.) T: Count the number together from zero to nine. S2: Zero… 2. Listen to the conversation and write the telephone number.（通过听力复习单词。） Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down? (Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills. 1. Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学句式。） Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number? S2: My telephone number is … S1: Oh, thank you. What about yours, Lin Fang? S3: It’s… S1:七年级英语新目标上Unit1第一课时教案
七年级英语新目标上Unit1教案 第一课时内容: Go for it Unit1 My name’s Gina.（第一课时SectionA1a-1c）(P1)
学习目标：
1．掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。2．了解英语国家文化、生活等方面的知识，提高英语语言修养。
3．热爱班集体，团结同学。
自学质疑
1、通过预习，我们能又快有准确翻译下列单词和短语吗？
我的_________ 名字_________ 时钟_________
令人愉快的_________ 遇见_________ 你；你们_________
你的；你们的_________name is(缩写)_________ what is(缩写)_________
2、预习过SectionA1a-1c之后，请快速翻译下列句子。
你叫什么名字？______________________________________?
我的名字叫Jenny。_______________________________.
我是Gina。见到你很高兴。_________________________________？
喂，Mary!我是Jim。_________________________________.
3、看1a中的图片，写出图中物品的英语单词。你能写出几个？尽可能的'多写几个。
―――― ―――― ―――― ―――― ――――
―――― ―――― ―――― ―――― ――――
4、请同学们看课本上的三个小对话，了解大意。（时间：二分钟）
5、请我们认真听录音，给下列对话编号（对话听两遍）。
6、请再一次听录音核对我们的答案。
7、Pairwork.请同桌根据1b内容，进行句型练习对话（时间：二分钟）。
8、同桌上台表演对话。
9、我们一定很有成就感。如果我们还有疑问，请把他们记下来。
10、（1）― your name, please？
― My name is .
A. What’s, Jim Green B. Who’s, Jim Green
C. What’s, Green Jim D. Who’s, Green Jim
（2）―Hello!
― !
A. Yes B. Hello C. Good D. Good morning
点拨解疑：
1． “What’s your name?” “你叫什么名字？”
“My name is Gina.” “我叫吉娜。”
两人初次见面互相询问姓名时可用这个句型。如想反问时可说：And you?或者And what’s your name?如：
A：Hello. What’s your name？
B：My name is Ann Read. And you?/And what’s your name?
A：I’m Han Mei.
2．Hello!你好！
Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”；此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：
A：Hello/Hi，Jane！你好，简！
B：Hello/Hi，Jim！你好，吉姆！
3．区别hello与hi
(1) hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi！就可以了。用hello时，不能“Hello, hello, hello”这样反复使用。
（2）要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。
当堂作业：
1 、完成下列对话，每空一词。
―Hello. your name？
― name’s Jenny.
― I’m Tony.
― Nice to meet ，Tony.
2、改错。
(1). What’s you name?
(2). I name is Gina.
(3). I’s Gina.
3、完成下列句子。
(1) 我叫詹妮，你叫什么名字？
（2）见到你很高兴。
（3） I'm Jenny. (改为同义句)
____________ ____________ is Jenny.
4、根据句子意思，每空填一个英语单词。
（1）. What’s your n______? My name is Mary.
（2）. I’m Gina. Nice t______ meet you.
（3）. I a______ Bruce
（4）. Hello, I a_______ Jenny.
5、将26个字母按音素归类，大小写都要写，注意书写规范。
A /ei/ _____ _____ _____ _____
E /i:/ Bb _____ _____ _____ _____ _____ _____ _____ _____
/e/ _____ _____ _____ ______ _____ _____
I /ai/ _____ _____
O / / _____
U /ju:/ _____ _____ _____
/ :/ Rr
教（学）后记：
Unit 10 Can you play the guitar?
一．教学目标：
1． 教会学生表达做某事的能力。
2． 谈论自己的爱好和意愿。
3． 学会表达自己对于各种协会的选择。
4． 会写简单的招聘广告，会使用简单的求职对话。
二．语言目标：
1． 会使用can.表示能力。
2． 会谈论喜好和意愿。
三．学习策略：
角色扮演。通过谈论彼此的特长与爱好培养一种群体意识。
四．跨学科学习：
音乐：熟悉各种乐器。
社会实践：参加各种团体活动。
五．课时安排：五课时
1．P59-p60.2b
2．P60.2c-p61
3．P62-63
4．P64
5. 测试
六．教学步骤：
Period 1
1. T: We can do lots of things. I can sing. I can dance. What can you do? Can you sing /dance /swim /paint /speak English/play chess…?
S: Yes, I can. /No, I can’t.
Teach the words: sing, dance, swim, paint, speak, chess, guitar.
S1: I can sing. Can you sing?
S2: Yes, I can. Can you dance? (to S3)
S3: No, I can’t. Can you …? (to S4)
…
2. Teach: club. Yao Xia is in Guo An Football Club. Football players are always in football clubs. They can join a football club they like. We can join a club we like. We have many clubs.
I like singings. So I want to join the music club. What club do you want to join?
S: I want to join the … club.
T: Can you …?
S: Yes, I can. /No, I can’t.
3. Do 1a.
4. Do 1b. Listen and number the conversations
5. Pairwork: Let them pratice the conversations: I want to join … Can you…?
6. Do 2a.
7. Do 2b.
Task 1: I want to know what your favorite clubs are. Groupwork.
Name Clubs want to join can
Eli Music club Play the guitar
Homework:
Recite the new words.
Write a small composition about what they like and they can.
Period 2
1.Revision. Do you like…? Does she like…? Can you…? Can he…? What club do you want to join?
2. Talk about their homework. Let them read their composition.
3. Review the grammar box. Ask students to say the questions, answers and statements. Let them observe: can’t = cannot.
4. Do 3a. Read the four lines to students. Then put this conversation in order.
5. Do 3b. You will talk to three students. Ask each what he or she can do. Write it on a piece of paper. Later you will tell the class about these three students.
Ask what can you do?
6. Task: Build their clubs and write the ad in the poster.
Period 3.
1.T:What can you do?
S: I can…
T: Can you play chess?
S: Yes…
Teach the new words of music instruments.
2. Section B. Do 1a.
3. Task 1: Talent show. Let them play the different music instruments or do other things.
name act
4. Listen and do 2a and 2b.
5. 2c. Ask two students to read the conversation to the class.
Students pairs do.
6. 3a. Ask a student to read it to the class. Underline the things.
7. 3b. Complete the poster with the words.
8. Task 2: Write your own poster for a sports day. Ask some students to read their ads to the class.
Period 4
1.Task 1: Ask a student to draw an music instrument, then let other students to talk about them and write down the words.
2. Task 2Write five things about yourself on a piece of paper. Another student will read to the class. The other students will guess who you are.
3. Self check. Do 1 and 2.
4.Task 3. You are in charge of a music club. The others want to join it. Please prepare the interviewing questions and act.
5. Task 4. I can do!
Encourage the students to say their hobbies and what they can do. Let them write it down.
Period 5
Do Weekly paper or Nan’an paper
★ Go for it! BookI Unit10 教案(新目标版七年级英语下册教案教学设计)
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