下面是小编为大家准备的人教版新目标七年级下Unit5单元教案（共含18篇），欢迎阅读借鉴。同时，但愿您也能像本文投稿人“我的眼你是”一样，积极向本站投稿分享好文章。
教案示例
UNIT 5 How Was Your Weekend?
清华附中 周喆
● W5C1
● 1. Vocabulary (Past Simple Tense)
A). Ask Ss to write down all the phases in P25 (picture 1A) under the time axis.
B). Ask Ss to write down the past tense of the verbal phrases.
C). After a small discussion, Ss find out the rules by themselves.
D). Teach them the rules of verbs in past simple tense.
1). regular verbs: + ed. /id/. y i +ed
2). Irregular verbs:
is / was are / were do / did go / went buy / bought
3). 过去时无人称和数的变化。
2. P25 Section A 1A; P28 Section B 1A Read the new phrases and practice.
3. Listening. P26 Section A 2A, 2B.
A). “Above are all the things about weekend activities. What would you say if you want to ask others about their weekend?” elicit the main sentences:
e.g.: How was your / his / her weekend?
It was great / boring / pretty good / …
What did you / he / she do over the weekend?
How about you?
B). “First, let’s listen to other people’s weekend. They are Anita, Ben and Sonia. Let’s see how did they spend their weekend.” Listen to the tape twice. 2a; 2b.
(Then do P29 Section B 3a.)
C). “Now, please work in pairs and tell your partner what did you do over the weekend and how did you feel.”
Interview your partner and take notes.
Name Feeling What you did Time
You
D). Change your partner and take notes.
(Work in groups of four.)
E). Ask four people (a group) come up to the front and do the memorizing activity. Other people take notes. Then let two Ss ask questions about what the people do in the front over the weekend.
4. Homework.
Copy the new phrases. (4 times)
Workbook. 1,2,5.
Make at least ten pieces of weekend activity phrases (include the 7 new ones in the book). Cut them into small pieces.
● W5C2
1. Revision. (P27 Section A 3a)
2. Listening (P25 Section A 1b)
A). “Today, let’s listen to a girl’s weekend activities. Her name is Lucy. What you should do is to tell me what do you think about her weekend. Do you like it?”
Before listening, Ss first guess what did Lucy do over the weekend. (Pair work)
Prediction (Guess) Reality (Tape)
Feeling
Saturday Morning
Afternoon
Evening
Sunday Morning
Afternoon
Evening
B). Listen to the tape twice. And fill in the chart.
C). Stick the little pieces in the chart and check the answers with the partner.
D). Check the answer together. Ask someone to give a report
e.g.: On Saturday morning, Lucy played tennis. And she did her homework…
E). “Do you like her weekend or not? Why?”
3. Task: “The Best Weekend Plan”
A). “Please work in pairs and find out who has got the best weekend plan. Who both did their work and had fun.” Ask your partner about their weekend plan and take notes. Draw or in the chart.
You P1 P2 P3
Feeling
Saturday Morning
Afternoon
Evening
Sunday Morning
Afternoon
Evening
B). Change your partner and take notes.
C). Work in groups of four and find out whose weekend plan is the best. The group leader should give us a report. We need reasons.
e.g.: Jim helped her mother clean the house on Saturday morning. (We think) It was good! Because he can help others…He both had fun and did his homework. That’s pretty good.
D). Design a best weekend plan
(groups of four).
4. Homework
Workbook: 3, 4
Design a best weekend plan and write the reasons.
Each group leader prepares 12 pieces of paper. Write 6 groups of regular and irregular verbs on them.
● W5C3
1. Revision (Porker Game)
Give each group (groups of four) 12 blank cards and some markers. Help students write out pairs of cards with a present tense of a certain verb on one and the past tense of the same verb on the other. The students mix up the cards and give each student three cards. Players choose a card from the student on the right. The object of the game is to find the other (past or present tense) verb cards that match the ones you are holding and place the cards face up on the table. The first student to match up all their cards is the winner.
2. Section B 1b, 2a, 2b.
3. Role-play.
Work in pairs. Student A is a famous person in the world, (e.g.: Jackie Chen). Student B is a TV reporter. Student B should interview A about how he or she spent his or her weekend.
4. Homework
Survey: Interview at least ten people in our class and write a report about how many people did the same thing at the same time over the weekend.
Workbook: 6.
● W5C4
1. Reading 3a, 3b
2. Self-check
3. Class presentation
4. Supplementary Reading
5. Quiz 5
6. Homework
Workbook: 7.
Challenging Activity: Interview your grandparents and your parents about what they did over the weekend when they are at your age. And then write down what you did over the weekend and please predict what the children will do over the weekend in year 2050. This is a letter for them to read and to find out the great changes during these 100 years.
Students’Handout
UNIT 5 How Was Your Weekend?
Task 1 (调查汇报上个周末做了什么)
Interview your partner and take notes.
Name Feeling What you did Time
You
Task 2
Prediction (Guess) Reality (Tape)
Feeling
Saturday Morning
Afternoon
Evening
Sunday Morning
Afternoon
Evening
Task 3
Ask your partner about their weekend plan and take notes. Draw or in the chart. Design a best weekend plan
Feeling Saturday Sunday
Morning Afternoon Evening Morning Afternoon Evening
You
P1
P2
P3
The Best
教案点评：
此案例包括本单元四课时的教学设计，结合任务型的教学模式，在每课时都适当设计了学生的调查活动。本单元学习一个重点语法现象：一般过去时，本设计先展示各种活动，让学生感知这种语法现象，然后在情景交际中反复运用，并通过学生的相互调查活动反复操练，最终通过写报告，落实到笔头训练，使学生掌握本单元目标语言点的运用。
Unit 4 I want to be an actor.
复习教案
ⅠTeaching Aims and Demands
1. Knowledge Objects
In this unit students will review some names of jobs and some description words and the target language used to talk about jobs.
2. Ability Object
Train students’ listening, speaking, reading and writing skills.
Train students’ communicative competence.
3. Moral Object
No matter what you want to do in the future, you must do the job you are doing now well.
Ⅱ. Teaching Key Points
Key words
The target language
Review how to talk about and describe jobs.
Review the present tense.
Review What and Where questions.
Ⅲ. Teaching Difficulties
Train students’ listening, speaking, reading and writing skills..
Review how to read and write a newspaper want ad.
Review how to write a letter applying for a job.
Ⅳ. Teaching Methods
Pairwork
Practicing methods
Ⅴ. Teaching Aids
A computer
Cards
Ⅵ. Teaching Procedures
StepⅠ ad
1. In this activity you’re to write your own newspaper want ad.
First you should decide what kind of job you can offer to people.
Then consider what you are going to write about.
2. Set a time limit of two or three minutes for students to prepare before writing the ad.
3. Have students start to write their own newspaper want ads.
4. Ask a student to write his or her ad on the blackboard. Correct any language and spelling errors along with the rest students.
StepⅡ Pair work-talk about jobs
Use these target language to make a conversation with your partner.
What does he do?
He’s a waiter.
What do you want to be?
I want to be an actor.
Where does she work?
She works in a bank.
What does he do?
He’s a student. He wants to be a doctor.
StepⅢ Review the structures
1. Review the where and what questions. Write sentences on your exercise book. Write as many as you can.
2. Ask several students to read their sentences.
StepⅣ Review the key vocabulary
1. Give students several minutes to memorize the key vocabulary.
Doctor, actor, reporter, police officer, waiter, band, clerk, sales assistant, student, dangerous, fun, exciting, difficult, boring, interesting
2. Have a dictation.
StepⅤ Summary
In this class we’ve reviewed all the key words in this unit .
We also reviewed to write a newspaper want ad.
StepⅥ Homework
Review all the key words and language points learned in this unit.
Blackboard Design
Unit 4 I want to be an actor.
What does he do?
He’s a waiter.
What do you want to be?
I want to be an actor.
Where does she work?
She works in a bank.
教学反思：
新目标英语七年级下册第十二单元教案
新目标英语七年级下册第十二单元教案作者：思全英语辅导新目标英语七年级下册第十二单元教案教学目标：
1.谈论规则
2.祈使语气
3.表示允许
4.能够用口头或书面描述规则
教学重点和难点：
重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。
教学设计：
学习内容
学生活动
教师活动
1.表示规则的句型：
*---Don't run in the hallways.
---Sorry,Ms Mendoza.
*Don't watch TV after school.
*Don't go out on school nights.
1.思考、谈论规则。
*Don't talk loudly.
*Do your homework after school！
*Practice your guitar every day.
引导、启发、教授需学内容。
2.Can for permission,such as：We can do….
We can't do….
Can we do…?
*---What are the rules?
---Well,we can't arrive late for class.
*---Can we listen to music,Alex?
---We can't listen to music in the hallways,
but we can listen to it outside.
2.听录音，回答问题。
*---Can we eat in the classroom?
---No,we can't.
*---Can students wear hats in school?
---Yes,they can.
放录音；启发、提示问题及答语。
3.阅读→迁移(读、写、文化差异)。
阅读/认图标；阅读信件→根据其信息找出规则→写出规则。
3.引导、提示图标含义；提示文化差异。
4.用口头或书面形式描述规则。
4.利用本单元所学祈使语气的用法，包括表示允许的'Can及其当情态动词用的have to do，根据常识或观察,为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。
4.检查学生讨论制定规章制度或使用规则情况--句型、短语、动词形式是否正确；指导并落实学生写作情况。
教学过程设计：
Task One：
Talk about school rules to“feel”Imperatives Goal：Get to know about the structure to express rules Step 1：Talk about the school rules they know/remember Step 2：Look at the picture and read the rules in Section AC 1a,telling the difference between yours Step 3：Add more rules to your school,which you think necessary Task Two：
Listen and find out what Ss can do and what they cannot Goal：Try to understand the rules by listening Step 1：Listen to conversations about the activities and find out what students can do and what they cannot do Step 2：Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A(2a/b)
Step 3：Listen to conversations about the activities and find out what rules students break
→Section A(1b)
Step 4：Listen to the different rules that different people have to follow→Section B(2a/b)
Task Three：
Learn to read the signs for rules Goal：Learn about the rules by reading the signs Step 1：Learn about the rules by reading the pictures→Section B1 Step 2：Learn about the rules by reading the signs→Section B(3 b)
Step 3：Talk about the similarities or the differences about the signs between China and abroad Task Four：
Write rules for libraries,labs,computer-rooms,and swimming pools etc.
Goal：Learn to take care of public things Step 1：
Read the letter→Section B(3 a)
Find the rules in the letter Write them down Step 2：
Talk in pairs about the rules for public places,such as libraries,labs,computer-rooms,swimming pools,etc.
Discuss in groups about the rules for these public places Write down what have been talked about/discussed
教学点评与反思：
设计思路：
任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听(通过听那些能做、哪些不能做的事儿，体会情态动词can和can't的用法)、认(通过认图标，说出规则，并把说出的规则写下来)，最后根据常识或观察,为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度,培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。
二、课后反思：
不足之处：图标展示得不够；还可通过图标渗透中外文化差异。
可取之处：全方位的训练了学生的听、说、读、写的能力。
教案点评：
本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can't的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。
MSN（中国大学网）
人教版新目标七年级下册英语第九单元教案
Unit 9 How was your weekend? No. 110 Middle School of Chongqing By Cao Yi Teaching Goal: 1. General aims: Talk about recent past events 2. Particular aims: A. Language Focus. Talk about recent past events and think of the past events. B. Language goals How was….? It was … What did …do over the weekend? C. Language structures: (1). How was your weekend? I was great. Pay attention to no form. (2). What did you do over the weekend? I played soccer. We went to the beach. D. Useful words and phrases: Words: was, did, went, beach, over, project, test, wasn’t, false, number, geography, spend, week, most, mixture, their, had, little, cook, read, saw, change, everyone, sit, sat, no, anything Phrases: did one’s homework, played soccer, cleaned my room, went to the beach, played tennis, went to the movies, on Saturday morning, over the weekend, cook … for, what about, do some reading, have a party, talk show, go shopping E. Grammar language: Present simple past tense Regular and irregular verbs F. Learning strategies: Tour and holidays G. Interdiscipinary: H. Emotion and manner: Teaching time: 5 periods Teaching procedures: Period One (pp31-32) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Free talk 3’ Ask some questions like: Who’s on duty today? What’s the weather like? Answer and talk about something. 让同学们回答下列问题 1. Do you like weekend? (Let some students answer) It takes them three minutes to talk about the question. 2. Why do you like weekend? (let the students answer) Most of the students like the weekend 此时教师用汉语问： “在周末期间问你干了什么？ 这句话用英语这么回答？ Let the students guess. At last the teacher give them right answer 3. What did you do over the weekend？（板书、学习） 4. What did you do over the weekend? (Let sb. answer the question) I-played basketball. 5. 出示三张照片（有各种活动） 6. Match the words with the picture 7. Let the students listen and write carefully. First listen, then listen and write the words like “morning afternoon” or “night”等 Find some students to answer. The students talk about it in pairs. Students think of the sentences. Students study and read the sentences First the students read after the teacher, the practice in pairs. 学生看图，互相问答：What did you do? The students look at the picture on page 29 and do it. Listen and write carefully. 媒体展示问题 多媒体放映图一、图二、图三（关于周末的.活动） Step 3 Practice(5’) Pairwork Role play students A ask and student B answer Then let them do it in pairs A: What did you do over the weekend, Lucy? B: I played tennis. Students do it in pairs. Step listen to 2a and 2b (5’) Listen and underline the words you hear, then listen again and write. Listen and underline Listen and write A \ B \ S carefully Step 5 Summary (2’) 1. Words and phrases of the class. 2. What did you do over the weekend? I played ―. Look and listen carefully Step 6 Test (5’) Selfcheck 1 and 2c Students do it 放映多媒体 Step 7 Consolidation Make a dialogue use “What did ―？”at least five questions. Divide the students into 7 groups. Step 8 拓展练习(3’) 1. What did you do over the Weekend? 2. What did you do over the weekday? Students answer did things in different times. 多媒体展示、总结 Step 9 Homework (1’). 1. Practise the dialogue. 2. Grasp the grammar Focus. 多媒体放映 Period Two (p33) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Free talk (2’) Ask a student “Do you like weekend”? Do you like weekday? The students answer and talk. Step2 Presention (10’) (用班里学生为例作下列练习) 1. What did you do over the weekend? 2. First let the students draw a picture of weekend然后让他们利用实物投影向我们说明 3. 用 “What did you do over the weekend?” 询问几个学生后，这着一个学生问“你的周末怎么样？” 4. Let the students change it into English. 板书 “How was your weekend?” Then let the students practice in pairs. 5. Write number (1-3) in the blanks. 1. Draw a picture of weekend 2. Tell the class about your weekend like” I played basketball in the morning. 3. The student answers. (have a try) Guess: How was your weekend? Read and study Then do it in pairs. Ex: How was your weekend? It’s great. I played basketball. Look at the picture in 3a. and write unmbers. 实物投影 媒体展示 媒体展示答案 Step 3 Game 6’ Let Ss write 3 things they did over the weekend. One is false, the others are true. 然后把学生的描述利用实物投影机投到大屏幕上。 Write 3 sentences ion their paper. Look at the screen. Let the other Ss guess which one is true/false. 实物投影 Step 4 Summary 3’ 1. words 2. Grammar: How was your weekend? I was great. / I did … Read and remember 媒体显示 Step 5 Consolidation 10’ Divide the Ss into several groups. Every group must make up a dialogue. Use “What did you do on the weekend?”/How was your weekend? And so on. Make up a dialogue in groups and act it. Step 6 拓展练习5’ 1. 让学生回忆一般过去时态。 2. 对照一般现在时和一般过去时，找出差异。 3. 总结 “be”动词的变化。 1. 回忆 2. 讨论 3. 总结 媒体显示 Step 7 Homework Practise the dialogue And answer some questions about the lesson. Period Three (pp34-35) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Free talk (2’) 1. Ask the Ss some question. 2. check some questions. Put up hands and answer. Step 2 Presention (10’) (问班里的学生) 1. what did you do over the weekend? 2. 昨天你做了什么？↓引出 What did you do yesterday? ---A played….(板书/学习) 3. Let the Ss look at the screen. There are four pictures on the screen. These things that Sally and Jim did yesterday, then match. 4. Give the right answers. 1b, 2b, 3a, 4c 5. look at the 1b, let the Ss draw happy faces or unhappy faces. 6. listen to the taps twice, first listen carefully, then let the Ss to listen carefully and write the right answers. Answer one by one Translate it into English Look at the screen carefully and match the words with the pictures. Listen to the tape carefully. Write the right answers. 媒体显示4幅画 媒体显示 Step 3 Practice(5’) 1. Have a conversation to tell what Sally and Jim do? 2. What did Jim do? Jim went to the movies. 3. Let the Ss ask freely 4. Ask: What did the Ss do over the weekend? ex: practice The students practice in pairs Act out in pairs or groups. Answer the teacher’s questions Ask some pairs to the front to act out. Step 4 Summary 3’ Phrases: played the guitar. Did my homework. Studied geography. Went to the library. What did Jim do yesterday? Read and remember. Step 5 Test 1 见题后组1 D o some exercises. 多媒体展示 Step 6 consolidation Divide the students into several groups And let them make dialogues using these sentences: What did you do yesterday? How was your weekend? What did you do over the weekend? Write the dialogues and practice in groups. Step 7 拓展显示 根据下列句子： 1. What did you do over the weekend? 2. How was your weekend? 考虑“昨天或周末你去了哪里？”用英语怎样表达？ 1. look at some sentences and think it over. 2. 讨论/交流 3．总结 媒体展示 Step 8 Homework Grasp the new words and expression sentences.新目标英语七年级下册11-12单元教案
新目标英语七年级下册Unit 11: What do you think of game shows? Language goals to this unit students learn to state their opinions and talk about likes and dislikes. New language What do you think of soap operas? I dont like soap operas. What does he think of sports shows? He loves sports shows. What does she think of Maria? She likes Maria. What do they think of Tommy? They cant stand Tommy. Section A Additional materials to bring to class: a local television listing list the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms. Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I dont like pizza, Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I dont like.... Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student to answer. Repeat the activity several times, giving several students chances to ask and answer the question. 1 a This activity introduces the key vocabulary. Focus attention on the five TVs. Say, Each TV shows different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show. Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows. Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh. Point out the numbered list of shows. Say each one again and ask students to repeat it. Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer. 1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you dont mind something, you dont either like it or dislike it. If you cant stand something, you dislike it very strongly. Your least favorite food is something you cant stand. If you love something, you like it very, very much. Your favorite food is something you love. Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses. Play the recording the first time. Students only listen. Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer. Correct the answers. 1 c This activity provides guided oral practice using the target language. Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show. Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom. Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer. Say, Now work with a partner. Ask and answer the qstions. Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed. 2a This activity provides listening practice using the target language. Call attention to the list of five words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class. Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording. Play the recording the first time. Students only listen. Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/love is number 1. Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases. Check the answers. 2b This activity provides more listening practice using the target language. Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank. Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a. Play the recording. Students write words in the blanks. Check the answers. 2c This activity provides guided oral practice using the target language. Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner. \ Help students find partners. Have the students practice the dialogue several times. Then say, Now talk about a TV show you both know.Tell what you like and dont like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed. Ask some pairs of students to present their dialogue!to the class. 3a This activity provides pral and writing practice using the target language. Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows. Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners pages. Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of Sports News? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves Sports News. Show students that you are writing in the word loves after Stuarts name on the chart on page 67. Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of Sports News? You answer, Stuart likes Sports News. Have the student write the word likes after Stuarts name on the chart on page 86. Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs. Go over the answers. 3b This activity provides guided reading practice using the target language. Read the dialogue with a student. Every time one of you conies to a blank, say blank. Call attention to the chart students completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b. 4 This activity provides listening, speaking, and writing practice using the target language. Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they dont like. Point out the dialogue in the speech bubbles. Have two students read it to the class. Then point out the sample answer in the chart. Say,This TV show is called Tell it like it is! I love it, and Lin Peng does, too. I write I love it under What I think and I write Lin Peng under Student who agrees with me. Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you. After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I dont like The Crime Files. Carlos doesnt like The Crime Files, too. Alternative: If you do not want st新目标英语七年级下册1-2单元教案
Unit 1 Wheres the post office? Language goal This unit students leam to ask for and give directions(方向) on the street. New language Is there a bank near here? Yes, theres a bank on Center Street, Wheres the supermarket? Its next to the library.Is there a pay phone in the neighbhood?Yes, its on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next to,Between Recycled language What are you doing? Do you want to ...? Section A Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers. Example 1 Teacher: WheresYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng. Example 2 Teacher: Wheres Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3 Teacher: Wheres Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai. la This activity introduces the key vocabulary. Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat. Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers. 1 b This activity gives students practice listening to and understanding the target language. Point out the buildings and other locations in the picture. Say the name of each one to the class. Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape.. Play the recording the first time. Students only listen. Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture. Correct the answers. These items should be circle:video arcade, post office, supermarket. Tapescript(录音稿) Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is. Conversation 2 A: Is there a post office near here? B: Yes, there is. Theres one on Bridge Street. Conversation 3 A: Is there a supermarket on Center Street? B: No, there isnt. 1 C This activity provides guided oral practice using the target language. Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat. Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,theres a post office on Bridge Street. As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary. Ask several students to say some of their questions and answers for the class. 教学后记： 教学方法有问题？ 教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。 与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？ 吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的'话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。 让学生死记硬背是不对的，但不让学生背也是不对的。 2a This activity introduces the terms across from, next to, between, and on. Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat. Point out the four sentences. Say each one and ask students to rcpeat. Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1. Check ihc answers. 2b This activity gives students practice listening to and understanding the target language. Point out the buildings and street names in la.Say each one and ask students to repeat. Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line. Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer. Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape. Correct the answers. Tapescript(录音稿) Conwaraation 1 A: Excuse me. Is there a library around here? B: Yes. Its between the video arcade and the supermarket. Conversation 2 A: Wheres the park? B: The park? Oh, its across from the bank. Conversation 3 A: Excuse me. Is there a supermarket around here? B; Yes, itson Fifth Avenue. Conversation 4 A: Wheres the pay phone? B: Its next to the post office. 2c This activity provides guided oral practice using the target language. Point to the list of buildings in la. Ask a student to read the list aloud. Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a. Demonstrate（示范） the activity. Point to the map and ask,Wheres the park? Then choose a student to answer.Guide the student to say, Its across from the bank. As students work, move around the room and check progress.（进度） Ask several students to say some of their questions and answers for the class. Grammar focus Review the grammar box. Ask students to say the questions and answers. Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone! (on) Culture note Many visitors to the United States believe that Americans dont like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特别） in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and arent used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need. 3a This重庆市110中学 曹 毅
单元整体说明
单元教材分析
本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册中第七单元，本单元的核心话题是谈论人的外表形象（image），因此‘talking about sb’s image’是教学重点。通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型。
单元知识结构
1. 词汇：
名词：hair, height，build，captain，team，bit，joke，person，heard，grasses，mustache，image，winner etc．
形容词：short，curly，straight，high，thin, heavy，etc
2．短语：look like, good一looking，a little bit，etc
3. 句型：What does he/she look like? --He/She is tall．
What do you look like? --I’m thin．
4. 语法：What does he/she look like? --He/She is tall．
What do you look like? --I’m thin．
单元总体目标
1. Master the vocabulary．
2. Master and use：---What does he/she look like?
---He/She is tall．
---What do you look like?
-I’m thin.
单元教学重难点一览
重点 难点
1. The vocabulary．
2. --What does he/she look like?
He/She is tall．
--What do you look like?
--I’m thin． Use the language to talk about sb’s image.
单元学情分析
学生在七年级上册已经学过关于“What does he like?”这一特殊疑问句式，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。谈论人的外表形象是人们日常生活中遇到的话题。故学生喜于用英语表达此类知识。
单元教学建议
听说读写等技能是相辅相成的，而听读是说和写的基础，因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础上创设语言情景，加强说写能力的训练。此外，还要充分借用课本描图来丰富学生的写作知识，以提高其写作水平。
单元课时分配
本单元共4课时：
Section A（一）1课时
Section A（二）1课时
Section B（一）1课时
Section B (二) 1课时
Section A（一）
教学内容
Section A 中1a. 1b. 1c. 2a. 2b. 3 Grammar focus
教学目标
知识与能力
1. Match the vocabulary：like，look like，short，hair, curly，straight, height，thin，heavy，build
2. Master and use：-- What does he/she look like?
--He/She is tall．
--What do you look like?
-I’m thin．
过程与方法：
学生在以前已学过What引导的特殊疑问句式，已具备了学习本课的初步知识，能自然的与本课知识相衔接。通过例子“I am thin; What do you look like“引人创设情景，让学生有如身临其境，采用学生提出问题，学生回答问题，借助媒体来提高学生的主动性。
情感态度价值观
让学生学会赞美别人。
教学重、难点及教学突破
重点
1. The vocabulary．
2、language：What do you look like/ What does he/she look like?
难点
Use the language to talk about others image．
教学突破
对于本课的单词短语通过卡片或图画来引出学习
language: 以相互描述自己的长相特征，借助于课件及图画来引出What does he/she look like?.
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization 2' Now boys and girls，let’s sing the colors song Singing together 多媒体
Step 2
Free talk 4’ Ask the students to describe his/her own hair Talking in groups
Step 3
Presentation
15’ （用班里的学生为例做下面的练习）
1．what do you look like?
（point to Lili standing now)
Lili：I’m tall and good-looking．
（板书good-looking,师师读两遍）
2．What does Tom look like?（Point to two Ss)
3．Point to other students in pictures （short hair/curly hair/long hair/ straight hair /tall /short /medium height/thin/heavy/a medium build)
4.用卡片出示不同形象的人物图片与学生进行两两问答（仿照lc)
What does your friend look like?
She/He has/is…
5．出示一张与课本相同的图画，学生完成1 a Match the words with the pictures．
This activity introduce the vocabulary)．
（帮助学生做出正确答案．） 学生模仿练习（in Pairs）并表演
What do you look like …？
模仿练（in pairs）并写在练习本上
模仿练习（in Pairs）
What does he look like ...？
He is/has …
（学生看图互问） 课本图p45
图片
录音机
6．Listen 1b．Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just lister．
The second time，listen and fill in the blanks．And say Amy’s friend’s unage．
He's really tall．And he has curly hair.
7．Listen 2a and 26 And find the difference between is and has． 看图模仿并表演
Look at their books
Listen and fill careful-
1y.
Step 4
Practice 6’ Pairwork
Practice the conversation below．Then ask and introduce other person in the pictures. Ss practice the dialogue in pairs （lc/3) 多媒体
放映
Step 5
Summary 2’ Words and phrases of this class
Language: What does he...look like?
He. .. is/has... Grammar Focus. SB
Step 6 test 4’ Self check As above
Step 7
Consolidation
(4’） If you have～good foreign friends，but your friends don’t know them.
You want to intn3uce them to your friends as their pen friends．
Then ask some of them to act out their dialogues．
Step 8
Homework Describe your good friend to your partener and make two dialogues． WB
练习设计
翻译下列句子：
I．你的朋友Tom长得什么样子？2．她中等身材，长长的头发。
3．他长得很高，卷头发。
4．玛丽长得高还是矮？
板书设计
Unit7．What does he look like?
1, What do you/they look like?
I’m short/thin/…
2,What does he/she look like?
He/She is tall/thin/…
Section A（二）
教学内容
Section A中3a.3b．4
教学目标
知识与能力
1 ,Vocabulary：captain．team．popular，blonde．good一looking．a little bit．joke．never. etc．
2、Master and use：How to describe a person，。appearance by using the words and phrases above．
过程与方法
To show several pictures with different persons in them and ask a student to describe one’s appearance of them．
教学重、难点及教学突破
重点
The vocabulary and how to use it to describe a person
难点
Use the language to talk about Sb' s imagine．
教学突破
1．对于本课的单词短语仍可通过卡片或图画来学习掌握。
2．利用同一个人的以前的相片与他现在的形象做比较，进行描述。
教学准备
教师准备
课件及学生每人的一张相片．
学生准备
预习生词和3a部分
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
organization 1’ organize Ss by showing a picture of mine taken ten years ago． Let the students guess who was it in the picture．
Step 2
Free talk (2’） Ask the students to describe my photo． The students talk about some changes
Step 3
Presentation
5’ 1 ．Now boys and gins，please take out your pictures（教师从中找几张让其他同学来描述其外观形象）
2.（用课件展示3a部分中的Picture 1）
Introduction：This is my good
friend，Liu Peng．Please describe
him with your partener.
（板书tall, curly, brown hair，a medium build) 学生模仿练习（in
pain;）并表演
看图谈论（in pairs)
并表演 多媒体
放映
图一
3（课件出示3a中的Picture2）给
学生下列提示（板书）然后进行
描述
Name：Xu Qian
Likes：telling jokes
Appearance: short，a little heavy，
beautiful，
long and black hair
4.出示课本图画a, b两部分让他
们读后讨论回答：
1) What does Ma Yan look like?
2)What about Wang Lin's appearance?
（帮助学生具体问答，板书thin，
blonde, good-looking，basketball
team，straight hair．）
5 ．listen and match the descriptions
you hear in 3a 看图描述（in pairs)
并表演
学生自读后展开讨
论回答问题 多媒体
放映
图二
录音机
Step 4
practice
6' pairwork
3b Practice the descriptions of people's
appearance．Then ask and answer
questions about them Ss practice the dialogue in pairs
What does Paul look
like? 多媒体
放映
Step 5
Summary 2' Words and phrases of this class
Language：He/She is short
Step 6 test 4’ 1. Self check 多媒体
放映
Step 7
Consolidation
4’ If you want to introduce your classmate to another one, you’d better de scribe him or her clearly，so you must learn how to describe a person．
step 8
Homework Practice to describe sb’s appearance in English．
本课小结
本节课学习了captain, team, popular, blonde, good-looking, a little bit, joke及brown生词与短语，和描述人外表特点的She/He is very tall-等句式的练习运用。通过本节课的学习，学生能熟练地用英语进行对人外貌的描述。
练习设计
Complete the following sentences：
1，Deng Feiisa ____ （高的）boy．He is the_______the basketball______（篮球队长）
2．Ma Yan is_______and_______（中等个子）. She is________（好看）．
3．She __________（看起来像)his mother.
板书设计
Unit7 What does she look like?
basketball team stop talking
good-looking --What does she look like?
little bit --She is tall
a medium build
Section B（一）
教学内容
Section s中的la.16.2a.2b．2c
教学目标
知识与能力
1. Vocabulary：bald，beard，glasses，mustache，black hair, blonde hair. etc．
2. Master and use：the words and phrases；to describe a person’s appearance actors and ask by using the words and phrases above．
过程与方法
To collect several pictures of famous musicians or students to describe．One’s appearance of them.
教学重、难点及教学突破
重点
The vocabulary and how to use it to describe a person
难点
Use the language to talk about Sb' s imagine
教学突破
1. 对于本课的单词短语用图画或肢体语言来学习掌握．
2. 利用名人图片对他的形象进行描述．
教学准备
教师准备
课件图片B部分中的a至b
学生准备
预习生词、搜集名演员或音乐家的图片
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization 1, Organize Ss by introducting themselves
Step 2
Free talk 2’ Ask a student to describe his or her classmate． The other students listen to him or her carefully and guess who it is
Step 3
Presentation 1.(以班上的同学为例来描述其外观形象)
Zhang Lin is short, but he is very heavy, He has handsome black hair.
2.（用课件展示36部分中的Picture 1）
Now boys and girls，watch the screen, please．
（板书1．bald；2．beard；3．glasses；4．black hair;5．blonde hair 6．mustache)
3．领读以上单词
4 ．to show some pictures of famous
musicians or actors
1)Xian Xing 一 hai has black hair.
2)Beethoven has a mustache
3）…..
5.学生拿出自己搜集的图片让学生利用下列词语，板书：beard, glasses, blonde hair, bald对著名音乐家或演员进行形象描述。 学生模仿练习（认Pam）并表演。
看图谈论（in pairs)对应连线。
跟读两边后拼读。看图描述（in pairs)并表演。
学生看图，小组讨论，进行描述。
Carl Nielsen Has a beard． 多媒体
放映
图一
多媒体
放映
图二
展示图
片
Step 4
Practice
6’ pairwork
Let the students practise the descriptions of his or her favourite musician，actor and athlete． Ss describe with each
other in their groups
Step 5
Summary
2’ Words and phrases of this class
Language：Jackie Chen has black hair.
Step 6
'rest … Watch the screen and doing 多媒体
展示
Step 7
Consolidation
(4'） Most of us know some famous musicians or actors，we can describe them using the knowledge we learned in this period．
Step 8
Homework Pratice to describe one of the famous musicians or actors you know in English and write it out．
本课小结
本节课主要学习了bald, beard, glasses, mustache,短语，然后重点是运用以上所学内容描述著名音乐家及演员的外表特征。通过本节课的学习，学生能熟练的用英语进行对人外表特点的描述。
练习设计
用每一句中的形容词的反义词填空：
1．My brother David isn’t tall．He is _______．
2，Jonny has curly hair. But his mother has _______hair.
3．Sam is a heavy man. Tom is a ______ man.
板书设计
Unit7．What does she look like?
1．Mozart has a mustache 2．Peisi Chen is bald
3．Novaes wears glasses 4．Strass has a beard
5．Dean has long curly hair 6. Melissa Barnes has long blonde hair
Section B(二)
教学内容
第四课时 Section B中3a. 3b. 3c. 4以及SelfCheck 3
教学目标
知识与能力
1、Match the vocabulary: image，remember，new Seattle，winner，award，etc．
2、Master and use：Using the following to describe other’s image．
--What does he/she look like?
-- He/She is tall．
-- What do you look like?
--I’m thin.
过程与方法
学生在前三个课时当中已熟练掌握了描述某人外表的句型，通过回答的形式引入创设情景，让学生自由回答，大面积操练，并借用媒体来提高学生的学习主动性，以切人交际为主的读写课，会收到令人满意的效果。
情感态度价值观
教育学生要多发现别人的优点，学会友好地描述别人的形象。
教学重、难点及教学突破
重点
1 , the vocabulary
2、Read 3a and 36，then fill in the blanks．
难点
Use the language to write your favourite actor or musician．
教学突破
1. 对于本课的单词、短语通过前几课时学过的单词来引出；
2. 阅读由老师做个别指导与解释，为写作做准备。
教学准备
教师准备
录音机、磁带、课件．
学生准备
1．预习生词和课文，并填空；
2．准备几张美术纸和绘画铅笔。
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
2’ Organize Ss by describing other’s image. Ask and answer. 多媒体
Step 2
Free talk 4’ Ask the student who is on duty? Say out to class．
Step 3
15’
Presentation 1. Organize Ss by describing other’s image.
What does 1i Ping look like?
He's.../He has...
2. Ask students to read the magazine article individually.（Move around the room）
answering any questions students may have．）
3. Read the magazing article to the class．And find the difference between the two pictures of Johnny Dean．
4. Point to the blanks in the chart．Describe Johnny before and now. point out the simple answer.
5. 'Ibis article provides guided writing practice using the target language, point out the numbered blanks in the paragraph． Doing this exercises by pointing Ss in the class． 3a
本课小结
本节课学习了5个生词，并运用句型描写人物相貌特征。
练习设计
随堂练习设计
用学过的词汇造句描述人的外表。
个性练习设计
写作Describe your favorite actor or musician.
板书设计
Unit 7. What does he look like?
Pictures Describe sb’s image．
教学探讨与反思
本单元的核心话题是谈论人的外表形象（image），‘talking about sb’s image’是教学重点，同时也是教学难点。通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型，并能运用这些词组及句型描述别人的外表，进而描述自己喜欢的美术家和音乐家（Use the language to write your favourite actor or musician）。
谈论人的外观形象是人们日常生活中时常遇到的话题，故学生会热衷于用英语表达此类知识。因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础上创设语言情景，加强说写能力的训练。此外，还要充分借用课本插图来扩大学生的写作面，以提高其写作水平。
学生在学习过程当中已熟练掌握了描述某人外表的句型，通过各种形式创设情景，让学生自由演习，并借用媒体来提高学生的学习兴趣。
同时对学生进行情感教育，要求他们多发现别人的优点，学会友好地描述别人的形象。
重庆市110中学 曹毅
单元整体说明
单元教材分析
本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册第10单元
本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?” " Did you go to the beach? Yes，I did．No，I didn’t．”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。
单元知识结构
词汇：
New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc
句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes，she did．No, she didn’t
语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。
单元总体目标
1．Master the vocabulary
2．Master and use:
Where did you go on vacation? I went to summer camp
Did she go to Central Park？Yes，she did．No, she didn’t
单元教学重难点一览
重点 难点
1．Vocabulary and Expressions
2. Grammar Focus：Where did you go on
vacation？I went to summer camp. Did she go on Central Park？Yes, she did．
No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences：
Where did you go on vacation?
Did you go to…？Yes. … /No，…
单元学情分析
学生在第五单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。假期活动Such as; go abroad, go hiking, go hiking, summer camps, and so on接近学生的生活，They are all interested in talking about it.
单元教学建议
首先进行集中识字，为本单元的学习作好铺垫。其次，充分利用听力材料和阅读材料，训练和提高学生的听力和阅读水平。在听读的基础上创设语言情景，加强读写训练。培养学生的听、说、读、写综合能力。
单元课时分配
本单元共4课时：
Section A（一）1课时
Section A〔二）1课时
Section B（一）1课时
Section B（二）1课时
Section A (一)
教学内容
Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus
教学目标
知识与能力
1. Match the vocabulary：New York City，Central Park，exam．
2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．
Did you go to the beach？ Yes，I did．No, I didn’t．
过程与方法
通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助媒体来提高学生的主动性。
情感态度价值观
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
教学重、难点及教学突破
重点
l. The vocabulary：New York City, Central Pads，exam．
2. Language：Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer camp
Did you go to the beach? Yes，I did. No, I didn’t.
难点
Use the language to talk about past events．
教学突破
对于本课的单词短语通过卡片或图画来引出学习。
Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文。
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
step 1
Organization
（1’、Organize Ss by saying hello to each other. Greeting to teacher.
Step 2
Free talk
(2’） Ask the question:
Who is on duty?
Is everyone here today? The Students talk
about
Step 3
Section A
Presentation
la 1．（Ask questions about what students
did last Saturday）
（1）Who went to the movies last Saturday?
（Point to one 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．）
(2) Ask：Who visited a friend last Saturday？
（Point to one student who raises his or her hand．）
Carlos visited a friend last Saturday．
（Repeat．Write this sentence on the board. Underline the word visited．）
2．（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.
（Write these pairs of words on the board：go--went, visit --visited）
Ask: Can you point out the words that talk about the past?
This activity introduces the key vocabulary． Students raise their hands．
And give the right answer: I did.
Students raise their hands to answer.
Read．
强化记忆
Point to went and visited．
Step 4
Practise
la
3’ 1．Focus attention on the picture．Ask:
What at can you 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，visited museums.
2．Point to the numbered list of activities．Say each one again and ask the students to repeat．
3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．Point to the sample answer.
4．Check the answers.
Answers：
1．e 2．B 3．D 4. c 5．a 6．F 7. g Read after the teacher aloud to learn the new phrases．
Read after the teacher。
Do it and then discuss
the keys in pairs．
step 5
Listening
（lb)
(6’）
Presentation This activity gives students practice in understanding the target language in spoken conversation．
1．Point to the picture.
on the screen
say, look at Picture A，Where did Tia go on vacation? Yes，she went to the mountains．
Ask，What did the person do in each scene?
2．Play the recording the first time.
3．Play the recording a second 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 right boxes in the picture.
Please write only 5 numbers. Point out the
sample answer next to the picture showing went to the mountain.
4．Correct the answers．
ANSWERS：
（1) went to the mountains
(2)visited my uncle
(3）stayed at home
(4) went to New York City
(5)went to summer camp Practice the dialogue in pairs．Eg.
---Where did the boy go on vacation?
---He went to New York City．
only listen.
Listen and number the pictures(1-5)．And then discuss in pairs.
At last raise their hands to tell the result
Read it loudly. 多媒体放映
录音机
录音机
多媒体
放映
Tape script：
Conversation 1
Xiang Hun: Hey, Tina. Where did you go on vacation?
Tina: I went to the mountains．
Xiang Hua: Cool．
Tina: Where did you go, Xiang Hua?
Xiang Hua：I went to New York City．
Conversation 2
Girl: Where did you go on vacation, Sally?
Sally：No where. I stayed at home.
Girl: And where did you go, Brad?
Brad: I visited my uncle.
Conversation 3
Boy 1：Where did you go on vacation, Tom?
Tom: I went to summer camp. It was great.
Pronunciation note
Write to play---played, visit ---visited on the board．Say，We studied the pronunciation of these --- ed endings in Unit 5.
They are both spelled --- ed，but we pronounce one /d/ and the other /Id/．Ask students to repeat these pairs：play－played，visit一visited． Listen carefully and learn the pronunciation of-ed.
多媒体
放映
Step 6
Pair work 1 c
（task 1）
3’ This activity provides guided oral practice using the target language.
1. Point out the example conversation.
Ask two students to read the dialogue to the class.
2. Say，Now work with a partner. You’re your own conversation about the pictures．
3. Say the dialogue in the picture with a student，Do a second example to the class.
4. Have students work in pairs.
As they talk，move around the room monitoring their work．
Offer language or pronunciation support as needed． Read it to the class.
Make a conversation in pairs.
Practice with the teacher,
Work in pairs．
Step 7
Consolidation
(4’） This activity provides guided oral practice using the target language. Talk in groups of three.
2c, group work
(Task2) 1．Say, Get into getups of three. One of you will he Nancy，One will be Marco, and one will be Julie. Ask each other about the vacations. You can talk about the activities from the chart in 2b or about any other activities you like．
2.As Ss talk, move around the room, monitoring the conversations and offering support as needed.
3. Have a group of Ss present their conversation to the class. Work in group of three.
some groups
Would like to act it out，
Step 8Test 4' Loot at test
Step 9
Summary
Grammar Focus
4’ 1. Review the grammar box. Ask Ss to say the questions and answers.
2. Review the difference between regular –ed past tense verbs (stay –stayed, visited). Then say the past form sentences with the form below.
I go to the summer camp
They go to New York City
He stay at home
She visit her uncle
Go to Central Park
I √
He √
She ×
They ×
Read the questions and answers.
Work in pairs
Saying out the sentences: Eg. –where did you go on vacation?
---I went to summer camp.
Eg. Did you go to Central Park?
---Yes, I did.
Step 10
Homework Practice the dialogue according to the picture on Page 1
本课小结
本课学习了1个生词、两个地点短语和英语句式的练习运用。通过本节课的学习，学生能熟练地用一般过去时询问和回答有关过去的事情。
练习设计
随堂练习设计按要求完成句子。
a）I went to the mountains．（改成一般疑问句）
b） Tina went to New York City.（就划线部分提问）
c）Did you go to the beach？（作出肯定回答）
d）Did they go to summer camp？（作出否定回答）
个性练习设计
翻译短语：
（l）呆在家里 ______ （2）去纽约城_____
（3）参加夏令营______（4）去爬山 _____
（5）去海滩______ （6）参观博物馆_____
板书设计
Unit 10
go - went Sara went to the movies last Saturday
visit – visited Carlos visited a friend last Saturday.
play- played
Section A（二）
教学内容
Section A中3a．3b．4
教学目标
知识与能力
1. Match the vocabulary：were rainy
Master and use：How was your vacation？how were the beaches？where did you go?
过程与方法
学生通过上一节课的学习，对where引导的过去时态的特殊疑问句，已经掌握。
能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助媒体来提高学生的主动性。
情感态度价值观
教育学生渗透合作精神和社会公德意识。
教学重、难点及教学突破
重点
1. The vocabulary：were rainy fish
2. Language: Where did you go on vacation? I went to the mountains/ New York City /beach /summer camp…
How was your vacation？how were the beaches？
难点
Use the language to talk about past events．
教学突破
对于本课的单词短语通过卡片或图画来引出学习。
Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。
教学准备
教师准备
录音机、磁带、课件、单词卡片、彩笔
学生准备
预习生词和对话。
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Free talk
(2’） Ask the question：Where did you go last Sunday? Students talk about events in the past．
Step 2
Presentation
（16’）
（3a) （用班里的学生为例做练习）
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．） Describe what they
see in picture 1 and
picture 2
Fill in the blanks in
the conversation
Step 3
Practice(36)
(6'） （In picture 2 there is a beautiful beach．There is a man．He looks unhappy．）
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．
Point to picture 3 and ask students to say what they see．
Then read the words under the picture．Pronounce any new words and explain what they mean，if necessary Say：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?
H students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half一closing your eyes.
Say a dialogue with a student．point to （学生看3a部分）
practice and act．
Listen．
（学生看图互问）
Work with the teacher.
Work with a partner
and act out．
Read and learn．
Make their own conversation 多媒体
放映
图一
图二
the food picture. Ask，How was the food? Do a send example，if you wish．
Move around the room monitoring their work．Offer language or pronunciation support as needed．
Have two students perform the example conversation，or perform it yourself with one student（you ask the questions)．
Point out that the conversations starts off with the sentences in the speech bubbles．
For example，
A：where did you go?
B: I went to…
A: What was the weather like?
B: It was hot and humid． Practice in pairs．
The student replies，it was awful．
work in pairs
Look at picture6，
Practice the conversation below．
Ask and answer questions． 多媒体
放映
Step 4
Practice
（10'） Say：First fill in the chart with the information about your last vacation，Say where you went，what the weather was like, what you ate，and what else you did．As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。 Something in the pictures．
Act it out
Fill in the chart with
Their own information
Then ask and answer 多媒体
放映
本课小结
本节课学习了3个生词，和句式的练习运用。通过本节课的学习，学生能熟练地运用句型where did you go? I went … .
练习设计
1、动词的适当形式填空：
A: Where _____ you ______ on your vacation?（go）
B：I _______ to the stores．(go) what about you?
A: I ______ at home (stay)
B: What ______you _______？（do)
A：Nothing much.
B: Why ______ you _______at home?（stay）
A：I just _______ to go out．（not want）
2. Make a conversation and act．
板书设计
Unit 10
1. were rainy
2. Where did you go on vacation? I went to...
Section B（一）
教学内容
Section B中la. 1b．lc．2a．2b．2c
教学目标
知识与能力
1．Match the vocabulary：
delicious, awful expensive, inexpensive, crowded
2. Master and use：Where did Vera go on vacation?
Did Vera like the vacation?
How were the stores? They were very expensive.
过程与方法
通过例子The ring is one hundred million dollars．It’s expensive.引人本课，设置会话情景来激发学生兴趣，调动其学习主动性。利用多媒体图片大量练习句型，提出问题，解决问题，体现师生互动。
情感态度价值观
教育学生热爱生活，积极参与班级集体活动。
教学重、难点及教学突破
重点
1. The vocabulary：delicious, awful, expensive，inexpensive，crowded
2. language：Where did you \ they\ he\ she go on vacation?
I＼They \ He＼She went to Japan．
How were the museums/ people /stores? They were crowded expensive /friendly．
难点Use the language to talk about past events．
教学突破
对于本课的单词短语通过多媒体图画和设置的情境来引出学习。
Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文。
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
（1’） Organize Ss by greeting each other.
Step 2
Presentation (1 a)
（11’） Ask：What do you think of this book?
Is it interesting?（通过对话弓l出本
课要学习的新形容词expensive 等）Point to the picture, This is a ring. The price is one hundred million
dollars． Answer the questions
together
Say：It’s expensive． 多媒体
体图片
Step 3
1b writing
(5’） This activity introduces more key vocabularies．
Point out the six words delicious，awful，expensive，inexpensive, crowded
1．Say each word and ask students to repeat them，
2．Call attention to the fourth picture saying: This is a cake．
It’s delicious！Then do the same thing for all six pictures．
crowded delicious
3．Then point out the blank line in front of each numbered word．
4．Point out the sample answer. As students work，move around the room answering questions as needed．
Answers
1．f2．a3.d 4.e 5 6.c
This activity provides writing practice using the target language．
Simple draw：the smiley face and the frowny face．Say，the smiley face is for good things. The frowny face is for bad things.
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， Repeat loudly
Practice in pairs then
act it out
Match each word
with a picture by writing the letter of each picture in the blank in front of the correct word.
Discuss in groups
（act the faces out) 多媒体
放映
图片
1. delicious, inexpensive, crowded
2. awful, expensive, crowded City some examples to learn these adjectives.
This activity gives students practice in understanding the target language in spoken conversation.
Step 4
Listening
(2a)
(8'） 1．Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the class.
2. Play the recording the first time.
Students only listen.
This time say, listen to the recording and write the answer to each question.
3. listen to the recording the second time.
correct the answers. Cite some examples to learn these adjectives
Listening.
2b(4'） 1．She went to Tokyo.
2. Yes, she did.
Tapescript
Girl: Hi, Vera , How was your vacation?
Vera: It was great！
Girl: Where did you go?
Vera: I went to Tokyo with my family.
Girl]: Really? Wow！What did you do there?
Vera：Well, we went to a lot of museums.
Girl: Oh, how were they？
Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese people? Listen.
Then answer．
Listen and write.
Then discuss the keys in pairs
Read and practice in pairs. Recorder
Vera: Yeah，the people were really friendly．My parents have some Japanese friends，and we had dinner at their house．
Girl：How was the food?
Vera：It was delicious．I love Japanese food．
This activity provides further
listening practice using the target language
Call attention to the chart. Read the words in the chart：
Her vacation, the museum the stores，the people，the food．
Point out the sample answer. Say，What does Vera think of her vacation? It was great.
Play the recording. Play the recording a second time．Ask students to finish filling in their answers and to check their answers．
Correct the answers．
Answers．
vacation-great
people -- friendly
museums一interesting, crowded
food-- delicious
store一expensive
delicious relaxing Read aloud.
then discuss the keys．
Listen and fill in the
chart．Then discuss
the keys． 多媒体
多媒体
Step 5
Pair work
(2c Task)
(5’） This activity provides guided oral practice using the target language．
Call attention to the question words．
Have a student read them to the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room
offering pronunciation and language support as needed． Read out．
（Role play) 多媒体
放映
本课小结
本节课总共学习了6个形容词以及where和how句式的练习运用。通过本节课的学习，学生能熟练地用英语表达自己的感受，培养了他们热爱集体活动的情感。
练习设计
随堂练习
词类转换
1) expensive(反义词）______ 2)crowd(反义词)________ 3 ) awful（反义词）________
4)friend(形容词)________ 5)go(过去式) _______ 6) do(过去式)_________
个性练习设计
翻译下列句子
1)你是去哪儿度的假？
2)我们去了许多博物馆。
3) -----那儿的商店怎么样？一 都很贵。
4) 日本朋友们对我们很友好。
板书设计
Unit 10
1．delicious，awful, expensive, inexpensive
2．Where did Vela go on vacation?
How were the stores?
Section B (二)
教学内容
Section B3a.3b．3c．4以及Self Check 3
教学目标
知识与能力
1. New words and expressions：flew kite later felt little corner discuss difficulty
过程与方法
通过复习一般过去时引出本课的重点------日记。
情感态度价值观
学会日记的写法。
教学重、难点及教学突破
重点
The vocabulary: flew kite later felt little comer till fry question discuss difficulty
难点
日记的格式。
教学突破
对于本课的单词短语通过卡片或图画来引出学习。
Language: 通过询问过去的事情引出日记。
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文。
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
（1’） Organize Ss by greeting each other.
Step 2
Free talk
(2’） Ask the questions：
What day is it today?
What day was it yesterday? Answer: It is Friday．It was Thursday．
Step 3
Presentation
Section B 3a
（17’） 1．Let the students read Kim’s travel diary and find the new words．
2．Teach the new words:
later, felt，little, corner
Explain the meaning and the usage of the new words．
Let the students write the new words．
3．Say，Now read the diary and circle
all the good things about Kim’s holiday．Underline all the bad things. Ask them to notice the description words that tell them whether something is“good”or “bad，” You may want to ask a student to tell you what the first“bad thing” was.
4．Check the answers．
Answers
Good things：
The weather(great） Read Kim's travel diary and find out the new words．
Read the new words after then write them in the notebooks．
Read again and finish the activity individually.
Then discuss in pain:
Read aloud，Then read the diary，try to learn the key words by hearts. 多媒体
The beach(beautiful)
Playing in the waves(fun)
Finding the little boy/returning him to his father(happy)
Playing tennis (really fun)
Eating fried fish and garlic vegetables (delicious)
Bad things：
Kim’s kite breaking（not much fun) Museum (boring and crowded)
No money for taxi/walking back to
hotel（tired)
5．The teacher tell the students the methods of writing the diary.
Step 4
Practice writing
（Section B 36)
（10’） Thus activity provides guided writing
practice using the target language．
1．Say，Now write a travel diary like the one in 3a.
2．Have the students do the activity individually. You may want to have them write on pieces of paper, since space in the textbook is limited. As they work，move around he classroom offering assistance as necessary. Look at the pictures and write a diary.
3．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. Do a Survey
Ask students to interview friends and family members and write down where they went on vacation. Ask the students to list at least one activity or place they visited in that city and whether it was good or bad Ask students to share this information with the rest of the class. The students read their own diary
The students write their vacation and tell each other. 多媒体
放映
Step 5
Groupwork
(task)
Section B 4
(7’） This activity gives students listening and speaking practice using the target language.
1 Say, Now you can talk about a real vacation or an imaginary one. The other students can ask you questions. You can use the diary you wrote for activity 3b if you want.
2. Ask students to get into groups of four. 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.
3. Move around the room, offering vocabulary and pronunciation support as needed. Talk about it in
groups
The students talk
about their real vacation．
Be divided into groups of four and ask questions each other.
Talk aloud.
Step 6
Homework 1．Master the new words.
2．Write a diary
本课小结
本节课学习了19个生词，和日记的写法。通过本节课的学习，学生能掌握日记的格式。
练习设计
1. Write a diary．
2. Make a survey about the circumstance．
教学探讨与反思
能设置一种情景，让学生在假期中“真正”去过某些地方，然后再进行问答，相信会更好。
尽可能多地创设英语氛围，以提高学生的语言综合运用能力。任务型教学能调动学生的积极性，激起学生的好奇心，使学生产生成就感，进一步激起他们对英语的兴趣。学生学习语言是在理解的基础上运用语言，在用中学。为学生提供了使用英语的语境。着重培养学生的创新精神和独立思维能力，并在学习的基础上了解文化差异，培养合作精神和社会公德意识。
如果把课堂教学内容扩展到课外活动中去。形成课内外互相补充、互相促进的学习方式会更好
板书设计
Unit 10
How to write a diary?
重庆市110中学 曹毅
单元整体说明
单元教材分析
本单元的核心话题是用英语询问人的长相、性格，因此 ‘talk about what people are like’是教学重点。通过对本单元的学习，学生能掌握本单元出现的表示性格的一些形容词。
单元知识结构
词汇：serious，unfriendly，outgoing, generous, moody，be like, look like，come from，a little, such as，ect．
句型: --What’s Billy like? He’s shy，-What’s that？-That’s Mike．
---Who’s that? ---That’s Mike.
单元总体目标
1．Master the vocabulary.
2．Master and use: -What’s Billy like? –He’s shy．
--Who's that? That’s Mike
单元教学重难点一览
重点 难点
1．The vocabulary．
2．What’s... like?
3．Who’s that? talk about what people are like
单元学情分析
学生前面已经学过关于“”引导的特殊疑问句，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。
单元教学建议
听说读写等技能相辅相成的，而听读是说和写的基础，因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础上创设语言情景，加强说写能力的训练。
单元课时分配
本单元共4课时：
Section A（一）1课时
Section A（二）1课时
Section B（一）1课时
Section B（二）1课时
Section A（一）
教学内容
Section A中la. 1b．lc．2a．2b．2c Grammar focus
教学目标
知识与能力
1、Match the vocabulary: serious，unfriendly, relationship, personality.
2、Master and use：--What’s Billy like? --He's shy．
--Who's that? --That’s Mike．
过程与方法
学生在前面已经学过了询问外貌特征的特殊疑问句，已具备了学习本课的初步知识。通过例子What is the weather like？引入创设情景，让学生身临其境，学习描述人性格特征的句子。
情感态度价值观
懂得人有不同性格特点，学会取长补短，与人友好相处。
教学重、难点及教学突破
重点
1. The vocabulary
2. language：What's Billy like? He's shy.
难点
talk about what people are like
教学突破
对于本课的单词短语通过卡片或图画来引出学习
Language：What，s Billy like?，通过复习What is the weather like？What's your favorite subject?句式，自然引人新课。
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
1’ Organize Ss by greeting each other
Step 2 Free talk 2' The Ss talk about
something
Step 3
Presentation
10' Ask the Ss to answer the following
questions:
1．What’s your favorite subject?
My favorite subject is English．
2．What’s the weather like today？
It’s sunny.
3．What's your name？
My name is Zhang Hong，
Now today we’re going to talk about what people are like．First let’s learn some new words． 学生模仿练习
（in pails)
4.用课件出示图片
Look at this picture．Say, He is Peter．What’s he like?
（板书What’s he like?)
Help the Ss to answer: He’s very serious.
（板书He is serious）
5．Match the words with the people in the picture．
6. 出示与课本相同的图片
Ask: What’s Billy like?
He’s tall and serious.
What’s Jane like?
she's friendly.
Some more asks and answers．
7．Listen and circle the words you hear in 2a.
Listen carefully and draw lines to match the words in 2a．We’ll listen twice．The fast time，the Ss on1y listen.
The second time，listen and write. 学生跟读和拼读单词
学生模仿练习看图互问
学生看图互相问答look at their books．
Listen and draw lines
carefully． 卡片展
示生词
多媒体
放映
录音机
本课小结
本节课学习了4个生词和What's he like? He is …句式的运用。通过本节课的学习，学生学会了用英语描述一个人的性格特征。
练习设计
随堂练习设计
1、完成下列单词：
s____r_____ous unfr_____ndly rel____tionsh__p pers___al___ty
个性练习设计
2、翻译下列句子：
(1). 你认识琼吗？
她是个长着长头发的高个字女孩，她很麻利。
(2）比利很严肃。
板书设计
Unit8 What's John like?
1 serious 1 What's Sally like?
2 unfriendly He is serious
3 relationship 2 The tall kid with short hair
4 personality
Section A（二）
教学内容 Section A中3a 3b 4
教学目标
知识与能力
1．Match the vocabulary：sunglasses hobby
2．Master and use：who，s the tall thin boy with curly hair？
What are you like？I'm friendly．
过程与方法
上节课学习了关于人的特征、个性的问答，What's he like？He is serious.通过问答这个句式，很自然地导人新课。
情感态度价值观
熟练掌握关于人的外貌和个性的描述词汇和句型。
教学重、难点及教学突破
重点
1 The vocabulary．
2 Language：Who’s the tall thin boy with curly hair?
What are you like？I’m friendly．
难点
Use the language to ask what people are like.
教学突破
本课单词通过图片或实物来展示学习
Language的学习，通过复习上节的What's he like？，自然引出本课的语言点。
教学准备
教师准备
图片、实物、课件
学生准备
预习生词和课文
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
1 Organize Ss by greeting each other
Step 2
Free talk 2 Ask Ss what’s he like The students talk
about something
Step 3
Presention
5 1．What's b Ping like?
He is funny.
2. What’s Li Hong like?
She’s friendly．
3，Do you know Wang Dong? Oh，he’s over there．He’s a tall thin boy．
Now this class we are going to continue to talk about what people are like.
学生互相问答练习
4.出示课件
Look，who’s the tall thin boy?
Help the Ss to answer：That’s Jack. He’s cool．Who’s the tall thin boy with curly hair?
（板书）
That，s Billy．He’s cool. He likes to wear black shirts and sunglasses。
（板书He likes to wear black shirts and sunglasses．）
5. Look at the book 3a:
Ask Ss to number the four sentences．Then check the answers．
Now Practise the conversation in pairs 学生模仿练习多媒体
放映
Step 4
Practise 6’ Now let’s see some thing about your friends…
Give the students the example：
Ann is smart and interesting．
She likes moveis and Kung Fu． 学生写出表格中三
栏内容，模仿例子把
自己的朋友介绍给
全班同学
Step 5
Summary
(2） 1. Words and phrases of this class．
2. Language points：
Who's the tall thin boy with...…？
That，s Jack，He’s cool！He likes
What are you like?
本课小结
本节课我们学习了两个生词。学习了What are you like?
Who's the tall thin boy with curly hair? He’s cool! He likes ….句式的运用，学生初步学会了怎样描述衣着打扮。
练习设计
完成对话：
A: Who’s_________________（长着长发的高个子的女孩）
B：That’s Lucy．She's Smart．She likes ___________（戴太阳镜和穿游泳衣）
A: Why _________you like her?
B：________________________________.
板书设计
Unit 8 What's John like
words＆phrases： Sentences：
1. Sunglasses 1. Who's the tall thin boy with…
2. Hobby 2. He’s cool. He likes to wear…
3. The tall thin boy with curly hair
4．Look so serious
5．Wear black shirts and glasses
Section B（一）
教学内容
Section B中的1a 1b lc 1d. 2a 2b教学目标
知识与能力
1. Match the vocabulary：
easygoing outgoing generous moody appearance
2. Master and use：
1. What does he look like?
2. Who’s that? He’s Emil．
3. What’s he like? He’s funny and outgoing.
过程与方法
上节课学习了What are you like? Who's the tall thin boy?句式，本节知识是上节知识的扩展和巩固，通过对话，自然引入。
情感态度价值观
懂得如何客观地描述并欣赏别人。
教学重、难点及教学突破
重点
The vocabulary
Language:
What’s he like? He’s funny and outgoing.
Who’s that?
难点
Use the language to introduce person．
教学突破
本课单词以卡片和图片呈现学习，在language问答中加以巩固。Language的学习通过复习What’s he like?的句式进行。
教学准备
教师准备
图片，录音机，磁带
学生准备
预习生词和课文
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
1’ Organize Ss by greeting each other.
Step 2
Free talk 2' Ask the students what are you like The students talk about something
Step 3
Presentation
8’ 1．What’s your brother like?
He is friendly．He likes to wear shirts and sunglasses.
2. Who’s that tall thin boy?
That's Li Ping.
What’s he like?
He's smart．He likes to draw pictures and see movies．
3. Look. This is Emil．What’s she like?
Help Ss to answer: She is outgoing.
Ask Ss to guess the meaning of` “outgoing” according to the picture．
4．卡片展现生词
5. Act the words with the people in the four pictures．
6．Ask and answer questions about the four pictures．
What’s Emil like? He’s funny and outgoing.
7．Listen and fill in the words．
Now Mary is talking with her friend in Australia．Listen carefully and fill in the chart．
Play the recording the first time，only listen．
Play the recording the second time fill in the words． 学生模仿练习
模仿练习
Read and learn
Practice in pairs 多媒体
放映
图片
录音机
本课小结
本节课学习了5个描述人个性的生词，继续学习What’s he like？Who is that？句式的运用。通过本节课的学习，学生能熟练地询问一个人的品性和外貌。
练习设计
根据句意和首字母完成单词：
1 What’s Lucy like？She’s ______．
2 What are you like？I’m ________．
3 What’s the tall boy like？He isn’t________．
4 What’s your mother like？She is e__________．
5 What’s your brother like？He is funny and s_______.
翻译下列句子：
你的姐姐是个啥样的人？她好交际并很慷慨。
板书设计
Unit 8 What’s John like
1 easy 1 What's he like?
2 outgoing He’s funny and outgoing.
3 generous 2 What does she look like?
4 moody
5 appearance
Section B（二）
教学内容
Section s中3a 3b 3c 4以及SelfCheck 3
教学目标
知识与能力
1 Match the vocabulary：
exchange student the U.S. application form Canadian America over fifty cartoon blackboard such as
2 Master and use: Write a letter to introduce a person．
过程与方法
通过提问上节学习的句式自然引人课文的学习。
情感态度价值观
熟练掌握描述人的个性的句式。
教学重、难点及教学突破
重点
1 The vocabulary
2 Language
难点
Use the language to describe people’s personalities．
教学突破
本单元前三课已对描述人的句式进行了反复的练习，学生已能熟练的运用所学句式，通过提问What's your friend like？What are you like?句式，自然引人课文的学习。
教学准备
教师准备
卡片
学生准备
预习生词和课文
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization 1’ Greeting. Greeting．
Step 2
Free talk 2’ Ask the student what are you like， The students talk about something.
Step 3
Presentation
5’ 以本班学生为例
1．What are you like?
I'm friendly
2．What does he like?
He likes to wear shirts and sunglasses.
3．What’s your mother like?
Help the students to answer：
she is generous
4.呈现卡片：
Learn more words．
5．Read the letter and fill in the application form.
First read the text then answer the following questions:
(1) What’s the girl’s name？
(2) Where does she want to go?
3）What’s she?
(4) How old is she?
(5)What does she like?
Ask Ss to learn the text by heart． 学生模仿练习。
Read and learn．
回答问题。 多媒体
放映
6．Self Check 3a
Ask the students to read the information and the fill in the table．
7．First read the information form．Ask Ss to write a letter about Kim. Ask some Ss to read
the letter to the class
本课小结
本节课学习了11个单词，4个短语，对怎样描述一个人的特征和个性进行了巩固。
练习设计
随堂练习设计
背诵描述个人特点的句型
个性练习设计
A翻译下列句子：
1我想成为一名交换生。
2李萍十六岁了。
3 Amy喜欢读书和听音乐。
4他的姐姐温和而大方。
B写一篇关于你最好朋友的短文。
教学探讨与反思
在教学中要引导学生注意描述个人外貌和性格特点的区别。
板书设计
Unit 8 What’s John like
1 an exchange student 1 name
2the U.S. 2 age
3 like reading and listening to music
4 a short man with long hair 3 hobby
5 over fifty years 4. personality
No. 110 Middle School of Chongqing By Cao Yi
Teaching Goal:
1. General aims:
Talk about jobs.
2. Particular aims:
A. Language Focus.
Talk about jobs and the place where people work.
B. Language goals
(1). What do you do? I’m a reporter.
(2). What does she want to be? She wants to be a sales assistant.
C. Language structures:
(1). What do you do? I am a teacher.
(2). What does he want to do? He wants to be an officer.
(3). Does your father work? Yes, he does.
(4). What does your mother do?
D. Useful words and phrases:
Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, late
Phrases: get … from, work for, work hard, call at, school play, evening newspaper, be afraid of
E. Grammar language:
Special questions
F. Learning strategies:
Learn other’s job
G. Interdiscipinary:
Social and communication.
H. Emotion and manner:
Teaching time: 6 periods
Teaching procedures:
Period One (pp19-20)
知识与能力
1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student
2. Master and use: What do you do? What does he do? Does he work in hospital?
教学重、难点及教学突破
重点
1. The vocabulary
2. language: What does she do? She is a doctor.
难点Use the language to ask for the jobs
教学步骤、时间 教师活动 学生活动 媒体运用
Step 1
Organization 1’ Organize students to prepare for the class
Step2
Ree talk 2’ Talk about the weather and weeks. The student talk about something.
Step 3
Presentation
15’ 1. Ask students to look at the picture and remember what they can see
2. Find four groups to say the words that they remember. (教师板书，学生说出)
3. Talk about the picture then make a dialogue.
Such as: What is this? It’s a store. What can you see? I can see a sweater. What color is t? It’s green. How much is it? It’s 50 dollars
4. Ask students: What is your father? He is a worker. (Tell them another way of saying:
What does your father do?板书）出示一张人物以及职业的图片，问学生：
Is he a worker? No, he isn’t. What is he? He is a doctor. 或问：What does he do?
然后以同桌之间一问一答的形式来练习：
Such as: A: What does he do?
B: He is a reporter.
5. Listen to the tape: 1b. 2a. ab.
Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.
Ask ss to close their books and write down the words about the things.
Ask ss to act out in pairs or groups.
Call more students to practice more.
Ask ss about jobs in pairs or groups.
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图一
图二
录音机
Step 4
Practice 6’ Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
I am a student.
What does your father do?
He is a farmer. 给学生们一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。
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Step 5
Summary 2’ Words and phrases of this class.
Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。
Step 6 text 4’ 1、Self check 让学生作后再讲解答案。 多媒体放映
Step 7 Consolidation 4’ In this class, we have learned the sentence:
What do you do? What does he do?
What does he want to be?
Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕显示
Step 8
Homework(1’) Practice The dialogue according to the picture on Page 1. 让学生写出五个询问对方职业的句子。
Period Two (p21)
教学步骤、时间 教师活动 学生活动 媒体运用
Step 1
Organization Organize students to prepare for the class
Step 2
Free talk 2’ Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital The student talk freely
Step 3
Presentation 3’
1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer.
2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk.
3. Let the students practice more and more.
4. They make a conversation to proc-tise the drills.
For example: What do you do?
I help doctors and patients. Some people call us “angels in white”, Can you guess what I do?
5. Pairwork: Practise the conversation on the right. Use the jobs and places in activity 3a.
Where does your sister work? She works at a hospital.
What does your sister work? She works at a hospital.
What does she do? She’s a doctor.
6. Game: Guess the game!
Draw a picture of someone at work.
Can your classmates guess the job?
Just like: Is he a police officer?
No, he isn’t? Is he a waiter?
Yes, he is 1. 叫学生口头造句，用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。
2. 教师边让学生读句子边解释这些句子的意思。
3. 教师边让学生读句子，做到熟练掌握。
4. 采用游戏的形式，让尽可能多同学参与。
5．继续练习这个句式。能让学生自己造句。
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图一
图二
出示单词卡片
录音机
Step 4
Practice(6’) Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is.
No, he isn’t 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演 多媒体放映
Step 5
Summary 2’ Words and phrases of this class
Language: What does he do? What does he want to be? He is a worker.
He wants to be a sales assistant.
Where does he work?
He words in a hospital.
Is she a nurse? Yes, she is. 以提问的形式来进行总结，在让学生有一个巩固的机会
Step 6
Test 4’ 1、Self check(见后面) 让学生作后在讲解答案 多媒体放映
Step 7
Consolidation 4’ In this class, we have learned the sentence:
Where does he work? He works in a factory.
A bank clerk: I see a lot of money every day. But it’s not mine. I count it for other people.
Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕显示
Step 8
Homework Pratice the dialogue according to the picture on Page 25. 让学生写出五个句子，分别询问职业和工作地点
Period Three (pp22-23)
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Oranization1’ Organize students to prepare for the class
Step 2
Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely
Step 3
Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?
2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.
A police officer has an exciting job.
3. Let students practice. Such as: He is a police officer. It’s an exciting job.
4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.
5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.
6. Listen to the tape: Listen and number the picture(1-3) below.
Then practise the dialogue.
7. Grammar focus: 1．叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。
2. 教师边让学生读句子边解释这些句子的意思。
3. 叫学生口头练习一些有关这方面的句子。
4. 听录音，让学生填写表格，然后再纠正答案。
5. 分组练习，让学生大面积的练习。
6. 让学生朗读Gammar Focus 多媒体放映
图一
图二
出示单词卡片
录音机
Step 4
Practice 6’ 7. Read the newspaper want ads. And fill in the blanks with the correct jobs.
One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a …… 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。
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Step 5
Summary 2’ Words and phrases of this class Language:
本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以及地点的表达法。 以提问的形式来进行复习总结，在让学生有一个巩固的机会。
Step 6 test 4’ 1、Self check(见后面) 让学生做后再讲解答案 多媒体放映
Step 7 Consolidation 4’ 在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达到会听、会说然后在自己编对话来练习。 大屏幕显示
Step 8
Homework Read the newspaper more and more. 让学生朗读3A部分的内容。
Period Four (P24)
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization 1’ Organize students to prepare for the class
Step 2
Free talk 2’ Oral composition: My parents.
Such as: I have a very happy family.
My father is a worker. He works in a factory. My mother is a nurse. She works in a hospital. 学生口头作文，让他们把学到的知识系统地用到自己的作文中来。练习关于职业以及工作地点的表达。
Step 3
Presentation
1. Let the students hurry to read the words they can’t remember.
2. Then the teacher guid the students to go over the words. See how the students have grasped.
3. Ask students to write five new words in their Vocab-builder.
4. Practise: I magine you want one of the jobs at BFS. Write and explain why your are good person for the job.
They don’t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs. Remind them that they have to show why they are good for the job.
5. Go over the whole unit, first the words and useful expressions.
Then go over the frills: What do you do? What does he do?
Where does he work? He works in a factory. 1. 学生自测，看看他们急得如何。
2. 在让学生写五个生词填在单词表上。
3. 找工作：以小组为单位讨论。个人介绍推销自己。
4．总复习时，领着学生复习全部单词，争取让每一个学生都能来掌握。 多媒体放映
图一
图二
出示单词卡片
录音机
Step 4
Practice 6’ Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is.
No, he isn’t
给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。 多媒体放映
Step 5
Summary 2’ Game: How to find a good job? Discuss and make a dialogue. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。
Step 6 test 4’ 1. Self check(见后面)
In this class, we have learned self- 多媒体放映
Step 7
Consolidation
(4’) Check, then go over the whole unit. I think most of the students have grasped them very well. 让学生写一篇作文。 大屏幕显示
Step 8
Homework 1’ Especially the jobs and the places.
Compostion: How to find a good job?
Period Five
Testing (Weekly paper and Nan’an paper)
Note:
新目标英语七年级下册第十一单元 教案示例
新目标英语七年级下册第十一单元 教案示例 一、教学目标 谈论自己对人、事的态度和看法 倾听并转述他人对人、事的态度和看法 能运用已有的语言知识简单阐明理由 二、教学向导 语言目标 学习策略与思维技巧 重点词汇 What do you think of …..?句式在不同人称中的.使用及其几种不同的答语方式 掌握表示装饰的词汇 掌握运用love, like, dont mind, cant stand, dont like恰当表达对有关事物的观点和态度。 ・小组学习：群体 思维、互换信息 ・自主学习・参照图表 ・wallet, hair clip, belt, sunglasses key ring, scarf, ・love, dont mind, cant stand 语言结构 语言功能 跨文化学习・以What do you think of ….?为主的询问他人对人或物的态度的问句及其答语, 并能简单陈述理由。 ・谈论自己对人或物的看法和态度 ・转述他人对人或事物的态度及看法 ・直接与委婉：中西文化中在表达自己的观点时存在很大差异--我们比较委婉，而西方人则更直接一些。 三、主题思维图及任务型活动 教案示例 TITLE=新目标英语七年级下册第十一单元 四、课前准备 将学生分成七组，每组选定本组的话题，可以从以下话题选择，也可自拟话题：Movie, Music, Food, Sports, Clothes, TV show etc. 2、准备本组话题的相关图片或其它资料。 3、自学以下单词： hair clip, belt, key ring, sunglasses, scarf, wallet, watch 并设计表格了解家人对以上物品的态度。运用句型：What do you think of the watch? Do you like ……? How about….?并将调查结果填入下表中。 loves, likes doesnt like doesnt mind cant stand Thing hair clip wallet scarf belt Mother Father Grandma Grandpa 五、教学过程 Steps Teachers Activity Students Activity Preparation Warming up Tell them the news: Well have a Free Talk Show in class.告诉学生班内将要举办“自由论坛”活动。大家可以就自己喜欢的话题畅所欲言。在论坛过程中我们将用到哪些句型呢？ 提示：Whats your favorite color/food/…..? Do you like….? My favorite movies are …… What/How about you? Listen and think about the task Arouse their interests Reflect what have learned Lead in the new words I have some fashionable things. What do you think of my scarf?…… Help them to answer: I dont like it./I love it./I dont mind it/I cant stand it. Group work: Ask and answer questions about what your parents think of the things. Look and learn Try to answer the questions and try to understand the meanings of the new words Group work: What does your father think of the watch? He doesn’t mind it. Real Objects Task 1 Make a conversation Aim Get to know how to interview other people and how to make a conversation. 1 Give Ss an example of how to interview other people. Play the recorder and check the answers Ss listen and learn from the example. Listen and finish 2a, 2b. Give the answers of 2a, 2b. Tape recorder P68 2a, 2b 2 Ask Ss to interview 3 classmates, give reasons if possible 提示：What do you think of….? Why do you think so? (Why?) Ss get to know their classmates answers Handout (Chart 1) 3 Move around the room and give support as needed Finish the table alone and work in pairs PowerPoint 4 Ask pairs of students to show their works Pairs of students show their works OHP 5 Ask several pairs of students to give reports Ss give their reports Task 2 A survey: What do you think of ….? Aim Get to know each others attitude to different objects 1 Show Ss how to interview their classmates in groups. For Example: Movie Group What do you think of thrillers/comedies/…? How about you? Listen and understand Get ready to interview Handout (阅读提示) 2 Move around the room and give support as needed Finish the table alone and then work in groups PowerPoint 3 Move around the room and give support as needed Change their groups and work in new groups(学生可以选择采访自己感兴趣的话题小组) Handout (根据Model 完成Chart 2） 4 Check the answers and get to know their answers Give answers Task 3 A report ---Whats/Whos cool? Aim Get to know how to write a report 1 Give Ss an example of how to write a report--Read the passage P77 3a Read and finish the table alone Handout (Chart 3) 2 Check the answers Give answers 3 Ask Ss to finish the Ex on P77 3b Check the answers Finish and give answers P77 3b 4 Move around the room and give support as needed Discuss in groups and try to finish the report（根据附表Chart 2 完成报告） Handout (Write a report) Home- work Finish your group report and write it down Do Ex P78 3 附表 Students Handout Chart 1 Make a conversation Thing Classmate 1 Classmate 2 Classmate 3 hairclip loves, beautiful cant stand belt key ring sunglasses wallet scarf A survey (提示) What do you think of the……? Topics You may ask: (Key words) Movies Kinds of movies, actor, actress….. why Music Kinds of music, singer, group, CD, music piece…..why Food Kinds of food, fruit, vegetable, drinks,…..why Sports Kinds of sports, football player, basketball player…..why Clothes Kinds of clothes, color, size….why? TV show Kinds of TV programs….why A survey (Model) What do you think of the……? Things yourself Classmate1 Classmate2 thrillers love doesnt like cant stand comedies romance basketball pop music pizza Chart 2 A survey What do you think of the……? Things yourself Classmate1 Classmate2 Task 3 A report: Whats cool?/Whos cool? Things Loves Likes Doesnt mind Doesnt like Cant stand 1. hair clip 2. watch 3. key ring 4. sunglasses 5. scarf 6. wallet 7. belt Write a report 教案示例 TITLE=新目标英语七年级下册第十一单元 Model: I like thrillers. I dont like romance. And I cant stand documentaries because theyre very boring. Tony doesnt like pizza. He loves Chinese food very much. He cant stand rock music……Unit 9 Do you want to go to a movie?
Teaching Goal:
1. General aims:
A. Talk about preferences
B. make plans
C. types of movies and description words
D. conjunction
2. Particular aims:
A. Language Focus.
(1) ordinary questions Do you ….?
Does she/he…?
What kind ….?
(2) conjunction: and and but
B. Language goals
(1). Do you want to go to a movie?
Yes, I do./No, I don’t.
(2) Does she/he want to go to a movie?
Yes, she/he does. /No, she/he doesn’t.
(3). I want to go to an action movie.
(4). What kind of movies do you like?
(5). I like thrillers and I like action movies.
(6). I like comedies but I don’t like documentaries.
C. Language structures:
(1). Do you want to v…?
(2). What kind of … do you like?
(3). … and …/….but…not
D. Useful words and phrases:
Words: comedy, thriller, documentary, tragedy, romance, action movie, funny, interesting, scary, exciting, sad, romantic, fun, but, stay, favorite, think, also
Phrases: stay at home, on weekends, in a word, learn a lot about, in fact,
E. Grammar language:
singular and plural
irrigate sentences
present tense to want
and/but
F. Learning strategies:
(1). Inducing
(2). Reinforcing
(3). classifying
G. Interdiscipinary:
(1). Art
(2). Music
(3). show
H. Emotion and manner:
Teaching time: 5 periods
Teaching procedures:
Period One (pp53-54)
Step I. Section A Use vocabulary from earlier lessons to introduce the idea of using want to express preferences and make plans.
1a This activity introduces some key vocabulary words.
ask, what movies have you seen lately?
Call attention to the conversation in the speech bubbles.
Explain the meaning of the four words using simple explanations and gestures.
Step II. 1b This activity gives students practice in recognizing the target language in spoken conversation.
Listen to the tape carefully.
Play the recording a second time.
Step III. 1c This activity provides guided oral practice using the target language.
Call attention to the conversation.
Ask two students to demonstrate a conversation using one of the words from 1a.
Step IV. 2a This activity gives students practice in recognizing the target language in spoken conversation.
You will hear a recording of a conversation.
Play the recording the first time. Students only listen.
Play the recording the second time.
Step V. 2b This activity provides listening practice using the target language.
Point to the headings on the chart and ask a student to read them to the class.
Point to the names at the left and read them aloud.
Play the first two lines of the conversation.
Play the whole recording and ask students to complete the task individually.
Step VI. Grammar focus
Point out the question, what kind of movies do you like? Ask students to think of other what kind of …questions they might be able to ask.
Period Two (pp55-56)
Step I. 3a This activity provides guided reading and oral practice using the words and and but.
Call attention to the two conversations: Brad and Maria’s and Hidecki and Michele’s.
Write the sentences from this conversation on the board.
Point to the and and say, we use “and” when both ideas in the sentence are the same. We use “but” when the two ideas in the sentences are different.
Call attention to the second conversation.
Step II. 3b This activity provides guided oral practice using the target language.
Point out the sample conversation and ask two students to read it.
Ask several students to say sentences to the class.
Step III. 4 This activity provides guided reading and oral practice using the target language.
Call attention to the chart and the list of movie types students are going to ask about.
Ask the students to get into groups of four. Tell them to ask each other questions about the types of movies listed in the chart.
Step IV. Section B
1a This activity introduces key vocabulary words used to describe movies.
Point out the four illustrations with description words.
Ask students to complete the chart individually.
Step V. 2a This activity gives students practice in recognizing the target language in spoken conversation.
Listen to the tape the first time. Students only listen.
Play the recording the second time.
Step VI. 2b This activity provides listening and writing practice using the target language.
Play the recording.
Period Three (pp56-57)
Step I. 2c This activity provides guided oral practice using the target language.
Listen to the tape and repeat the passage.
Ask students to translate them into Chinese.
Ask students to talk about it like that.
Step II. 3a This activity provides reading practice using the target language.
Call attention to the two pictures of Charlie Wayne
Ask students to read the review to themselves.
Ask students to repeat the review.
Step III. 3b This activity provides guided reading and writing practice with the target language.
Call attention to the four words in the box.
Read the completed review aloud or ask a student to do this.
Ask students to read again.
Step IV. 3c This activity provides open-ended writing practice using the target language.
Read the two reviews to the class.
Ask several students to read their review to the class.
Step V. 4 This activity provides guided oral practice using the target language.
Ask students to work in groups
Period Four (pp58)
Step I. 1 This activity provides a comprehensive review of all key vocabulary presented in this unit.
Ask students to read the words.
Speak Chinese about words
Step II. 3 This activity provides written practice with the target language.
Ask students to fill in the blanks individually.
Step III. Just for fun This activity provides guided reading practice with the target language.
Ask students to read the conversation.
Ask students if they know anyone who doesn’t like movies.
Period Five
Testing (Weekly paper and Nan’an paper)
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
Unit 11 What time do you go to school?
No. 110 Middle School of Chongqing By Cao Yi
Teaching Goal:
1. General aims:
A. Talk about routines
B. Ask times
2. Particular aims:
A. Language Focus.
○1 Talk about daily routines
○2 ask and express clock times
B. Language goals
○1 study different time expression
○2 use what time and when questions
C. Language structures:
○1 When do/does sb v sth? (special sentence)
○2 What time do/does sb v sth?
○3 What time is it? What’s the time?
○4 adverbs of frequency: sometimes, never
D. Useful words and phrases:
Words: run, eat, breakfast, dinner, go, school, bed, o’clock, shower, morning, afternoon, evening, homework
Phrases: get up, go to bed, go to school, take a shower, eat breakfast, do one’s homework, go home, go home, best wishes, tell…about
E. Grammar language:
○1 Use of time prepositions: at, on, in
○2 The simple present tense
○3 The comparative and superlative degrees of adjectives and adverbs
F. Learning strategies:
○1 Role playing
○2 Reflecting
G. Interdiscipinary:
○1 politics: train the students to form good habits
○2 geography: study the daytime and nighttime
H. Emotion and manner:
Teaching time: 6 periods Period One pp65-66 Period Two p67 Period Three p68 Period Four p69 Period Five p70 Period Six test
Teaching procedures:
Period One (pp65-66)
Step 1 Activity 1a match the words and the pictures
Draw simple pictures of your morning routine on the board and describe what is happening in each picture.
Task 1: Form sentence: morning plan every day, according to the phrase (daily routine) and some clock times and add a subject before them.
Step 2 Activity 1b listen and match the times and actions.
Draw lines from the clocks to the pictures.
Step 3 Activity 1c Pairwork
Task 2 Survey: use the sentence “what time do you …?” to ask your classmates about his/her daily life.
Step 4 Activity 2a Listen to the conversation. Complete the following sentences with words from the box.
Step 5 Activity 2b Listen again and complete this shower schedule for Rick’s family. Then read after the tape.
Make a shower, take a shower, a little longer
Task 3 Survey: Make a shower/work schedule a week/day alone and change each other’s.
Step 6 Pairwork
According to task 3, talk about changer’s shower/work schedule.
Step 7 Translation
Translate some times the teacher or students show on the screen.
Step 8 Classwork
Make your own working schedule a day
Period Two (p67)
Step 1 Review the last lesson about clock time expression
Ask students’ routine to talk about time: direction and indirection time (preposition)
7:21 seven twenty-one twenty-one minutes past seven, twenty-one minutes after seven (if time can’t be divided by five, we must use “minute”)
8:30 eight thirty thirty past eight, half past eight, two quarters after eight
9:15 nine fifteen fifteen past nine, a quarter after nine
10:48 ten forty-eight twelve minutes to eleven, twelve minutes of/to/till eleven
Note: If 24 hours is used, you must express plural of hour. For example: 19:00 hours means 7 o’clock. But you use 12 hours with singular. If time isn’t full clock, you can use the word “o’clock.”
Step 2 Activity 3a Read the passage. Then match the pictures with the correct clocks.
Read after the tape and talk about your own daily life. Then write them down on your exercise book and read to your classmates.
Task 4 Survey: Ask your friends about their family. Then make a routine schedule.
Step 3 Pairwork
Talk about times in 3a.
Step 4 Activity 4 Game
Ask the students about when they usually go to bed or get up and so on. Then complete the schedule.
Step 5 Classwork
Written According to your daily life, write down a passage about 50 words.
Do Ex.
Period Three (p68)
Step 1 Read your own composition to others. Then make marks.
Step 2 Activity 1a Match the actions and the time of day. Pay attention to the preposition.
in the morning/afternoon/evening (note: Don’t use preposition before a.m. and p.m.)
have /eat breakfast /lunch /dinner
Step 3 Activity 1b Pairwork
When or what time do you usually eat three meals in pairs?
Step 4 Activity 2a Listen and circle the activities you hear?
After listening and check your answers.
Step 5 Written
Write a passage with the words in the box of 2a.
Step 6 Activity 2b Listen again and write the times next to the actions.
After listening and check your answers.
Step 7 Activity 2c Pairwork
Ask and answer each other in a day about the routine.
Step 8 Classwork
Write an e-mail to your friend to tell him /her about three meals what and when you have for.
Do ex. In workbook
Period Four (p69)
Step 1 Read your e-mail to your classmates and make him mark.
Step 2 Activity 3a Read the passage and fill the line.
Step 3 Read the passage aloud in 3a.
Thanks for sth/ v-ing sth. Means Thank you for…
know (more/ a lot) about
at around/about 6:15
do (one’s) homework
tell sb about sth
Step 4 Activity 3b Complete the letter according to the letter in 3a.
best wishes to sb best wishes for festival, with one’s best wishes, give sb one’s best wishes (note: wish must be used plural)
Step 5 Activity 4 Pairwork
Imagine you are a famous movie or singer star. Talk about your things you usually do a week.
Step 6 Classwork
Write them down on your book above activity 4.
Do ex. In workbook
Period Five (p70)
Step 1 Activity 1 read the words and say their meanings.
Step 2 Activity 3 Talk about the pictures and write a passage.
Step 3 Read the passage after finishing the passage in 3
Step 4 Classwork
Do Tests and games package
Period Six
Testing (Weekly paper and Nan’an paper)
Note:
Unit 12 My favorite subject is science.
No. 110 Middle School of Chongqing By Cao Yi
Teaching Goal:
1. General aims:
A. Talk about preferences
B. Give reasons
2. Particular aims:
A. Language Focus.
Talk about your own favorite subjects and give reasons.
B. Language goals
(1). Master the weekdays and weekends with days.
(2). School subjects: math, science, history, geography, P.E. music, biology, art, computer
(3). Why….? Because …
C. Language structures:
(1). Special sentences: who, why, what, when
(2). I have ….
(3). I like …best means My favorite is …
D. Useful words and phrases:
Words: math, science, history, physical education (P.E), favorite, teacher, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Phrases: be strict with sb, be strict in sth, make sb adj. finish v-ing, play with, come /be from
E. Grammar language:
(1). Numbers 1-12
(2). Adjectives of quality such as interesting, relaxing
(3). Reasons of the adverbial clause
F. Learning strategies:
(1). Repeating
(2). Practicing
(3). Sequencing
G. Interdiscipinary:
(1). Thought the students must be good at all the subjects. They shouldn’t do well in some subject.
(2). Culture: My hobby …
H. Emotion and manner:
Teaching time: 6 periods Period One pp 71-72 Period Two p73 Period Three p74 Period Four p75 Period Five p76 Period Six test
Teaching procedures:
Period One (pp71-72)
Step 1 Read the words together.
Step 2 activity 1a Match the words with the pictures. Talk about some subjects you know.
Step 3 activity 1b Listen and circle the subjects.
Step 4 activity 1c Pairwork
Practice the conversation with What’s your favorite subject? My favorite subject is ….
Step 5 activity 2a Listen and put the conversation in order. Then read it together.
First ask the students to order the conversation and then listen to the tape and check their answer.
Step 6 activity 2b Listen again to the complete conversation. Match the subjects and the description words.
Step 7activity 2c What do you think? Match the subjects in the first column with the words in the second column.
Step 8 activity 2d Pairwork
Use the information in 2c to make a conversation.
Step 9 Favorite Talk about your hobbits and why. Then write them down according to the information in 2c.
Step 10. Read the passage you wrote just now to your classmates.
Step 11 Read the Grammar focus together.
Period Two (p73)
Step 1 Review the words about subjects according to the subjects about today’s timetable.
Step 2 activity 3a Complete the conversation with the words in the box.
Step 3 reading Read the conversation you completed just now.
Step 4 activity 3b Pairwork
Ask your partner about his or her favorite subject and the teacher. Complete the chart.
Task 1 Survey Ask the students why they like subjects and their subject teachers and then write down the words they talked about.
Step 5 report Report to the classmates the passage you talked about.
Step 6 activity 4 Survey
How well do you know your parents? Complete the chart with your parents’ favorite things. Then talk about your parents with your classmates.
Step 7 Classwork
Do ex. in workbook
Period Three (p74)
Step 1 review the months of year and write them down on the blackboard.
Step 2 Learning the words of week. Pay attention to the order of every day of the week.
Step 3 activity 1a Put these days into the correct order.
Step 4 activity 1b Talk about what subjects you study at school and circle the words in the box.
Step 5 activity 1c Pairwork
Ask and answer questions about the subjects you study at school. Use the correct time preposition.
Step 6 activity 2a Listen write down the school subjects you hear.
Step 7 activity 2b Listen again and complete the chart.
Step 8 activity 2c Pairwork
Make conversations using the information in the chart and write them down on the exercise book. Use the sentence structures with What’s ….? Why do …? Because …
Step 9 classwork
Do Ex. in workbook
Period Four (p75)
Step 1 Check the conversation of the last lesson and read it to classmates.
Step 2 activity 3a Read the following letter. Underline the things Lin Mei likes. Circle the things she dislikes.
Step 3 Teach and read after the tape and explain the passage.
be strict with sb or in sth
make sb or sth adj.
Step 4 Read the letter together.
Step 5 activity 3b Complete Lin Mei’s schedule with the information from 3a.
Step 6 activity 3c Write your schedule for that day in 3b.
Step 7 activity 4 Ask some students in your class about their favorite days. Then write a composition according the chart.
Step 8 classwork
Do Ex. in workbook
Step 9 homework
Make your schedule about some day of the weekdays.
Period Five (p76)
Step 1 Check the students’ schedule.
Step 2 activity 1 Read the words together and talk about their meaning.
Step 3 activity 3 Ask the students to correct the passage.
Step 4 written Write to Zhao Jie and point out his mistakes in the notebook.
Step 5 Classwork
Do Tests and games package
Period Six
Testing (Weekly paper and Nan’an paper)
Note:
Unit 4 Where’s my backpack?
Language Goals:
Talk about where things are.
Structures:
1. Where questions.
2. Yes/No questions and short answers.
3. Prepositions on, in and under.
Target Language:
Where’s my backpack? It’s under the bed.
Are my books on the chair? No, they aren’t.
Vocabulary:
table, bed, dresser, bookcase, sofa, chair, drawer, backpack, CD, plant, alarm clock, math book, video cassette, hat
Learning Strategies:
Listening for key words; Inferring vocabulary.
Period 1
Aims: Learn the new words on P.19; learn the use of the prepositions: on, in, under, behind, next to; Where is/are the …?questions.
Steps:
I. Revision.
Review Yes/No questions by asking individual students Is this your ruler? Are these her books? etc.
II. Match the words with the pictures.
Pairwork. Students work in pairs to find the words for the things in the picture, and check their answers with their partners. Then help them read the words
III. Presentation.
Place some common things in various positions around the classroom. Describe the location of these items, using on, in, under, next to, behind.
IV. Listening.
1b Play the recording the first time. Students only listen. Play it a second time. This time get the students to number the things. Check the answers.
V. Practice.
1c 1. Students read the conversation in pairs, and try to recite the conversation.
2. Students work in pairs, making their own conversations.
VI. Homework.
Copy and learn the new words by heart.
Period 2
Aims: Where’s/Where are questions and location of things.
Steps:
I. Revision
1. Dictate the new words learnt in the last period.
2. Get pairs of students to act out their conversations.
II. Listening
2a & 2b 1. Let students know what they should do. Play the recording twice. The first time, the students listen and do 2a; the second time they listen and do 2b.
III. Practice
1. Pairwork. Listen to the recording for 2a again. This time students listen and repeat. See which pair can act out the conversation.
2. Groupwork. Students work in-group. Each student writes 5 sentences about the location of the classroom objects. Some of the sentences are true, while some are false. Students read their sentences in their groups, and let the other students judge whether they are true or false.
IV. Grammar Focus
See Grammar Focus on P.20. Explain the sentence structure to the students.
V. Homework
Copy and learn the sentences in Grammar Focus.
Period 3
Aims: Find the difference.
Steps:
I. Revision
1. Dictation: Dictate some sentences in the Grammar Focus.
2. Get some students to ask and answer questions about the location of some classroom objects.
II. Pairwork
1. 3a Read the conversation in the picture first, then follow the instruction of 3a and make a conversation.
2. Practice the conversation in pairs.(3b)
3. 3c Look at the pictures and talk about the location of the items.
III. Game: Find the difference.
Show the students two similar pictures, get them to work in groups to find out the differences. e.g. In Picture 1, the bag is on the desk; in Picture 2, the bag is on the chair. Then get the students to write down the sentences.
IV. Homework
Learn the new words in this unit by heart.
Period 4
Aims: Section B.
Steps:
I. Revision
1. Dictate the new words in this unit.
2. Ask questions about some classroom objects, using Where’s the/Where are the …?
II. Pairwork
1. Match the words with the things in the picture. (1a)
2. Write down the things in the picture. Check the answers with the partners. (1b)
3. Ask and answer. (1c)
III. Listening
2a & 2b Guide the students how to take notes while listening. Check the answers as a whole class.
IV. Reading
3a Follow the instruction and fulfill the task.
V. Writing
3b Look at the picture and fill in the blanks.
VI. Homework
Draw your ideal room.
Period 5
Aims: Self Check
Steps:
I. Revision
Group work. Students work in groups to show their pictures to their partners and describe their rooms. Each group chooses one student to describe his or her ideal room to the class.
II. Key word check
1. Students work in pairs to review the key words. Make sure all the students can remember the key words.
2. Get the students to write at least 5 new words in their vocab-builder.
III. Reading
Read the note and draw the room.
IV. Writing
Write a passage about your own room. Then work in groups, and read your passage to your partners.
Unit 1 Will people have robots ?
Teaching goals:
1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答.
3. There be 句型的一般将来时.
4. more , less , fewer 的用法.
5. 学习一般将来时态的相关知识，学会对未来进行预测.
6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.
7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.
Important and difficult points :
1. will构成一般将来时态的句式。
2. There be 句型的一般将来时态。
3. more , fewer , less 的用法。
4. How to make predictions .
Period 1
Teaching procedures:
Step 1 Leading in
1. Greetings: Welcome to school .
What’s the date today ? Who’s on duty today ?
Do you enjoy your winter holiday ?
Do you finish your homework ?
Do you want to live on the moon ?
Can you guess what will happen in ten years ?
Collect the Ss’ answers and say something about their predictions .
Step 2 Pre-task
SB Page 2 ,1a .
1. Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years .
2. Read each predictions to the class .Explain the new vocabulary .
3. Read the instructions .Make sure Ss know what they should do .
4. Do it by themselves .
5. Talk about the answers with the class .
Explain :一般将来时态
构成: will / be going to +动词原形
Step 3 While-task
SB Page 2 ,1b .
1. Practise reading the six predictions .
2. Read the instructions to Ss .Circle the things you hear on the recording .
3. Play the tape twice .
4. Play the tape a third time .At the same time ,check the answers .
SB Page 2 , 1c .
1. Pay attention to the dialogues .
2. Read the dialogues fluently .
3. Pairwork .Work in pairs to make predictions according to the sample .
4. Ask several pairs to share their conversations to the class .
SB Page 3 , 2a & 2b .
1. Read the predictions .
2. Read the instructions and point out the sample answer .
3. Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .
4. Check the answers .
学生探究: less , fewer 的区别。
Step 4 Post-task
1. Point to the example in the sample dialogue .Practice reading .
2. Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .
Grammar Focus:
1. Review the grammar box .Ss say the statements and responses .
2. Make summaries about “will” ,“fewer” and “less” .
Homework:
1. Make predictions about yourself in 10 years .Write down 5 sentences .
2. Go over the new words .
教学后记:
Period 2
Teaching procedures :
Step 1 Leading in
1. Greetings and free talk .
2. Check their homework :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价)
Step 2 Pre-task
1. Go over what we learnt yesterday .
2. 通过三种时间的对比简略复习一般过去时与一般现在时。
Step 3 While-task
SB Page 4 , 3a .
1. Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future .
2. Read the instructions .
3. Complete filling in the blanks individually .
4. Check the answers .
5. Practise reading .Then ask some Ss read them out .
SB Page 4 , 3b .
1. Look at activity 3a .Make predictions about Sally .
2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class .
3. Practise reading .
4. Pairwork .Make their predictions about Sally .
Step 4 Post-task
1. Write about yourself .
With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years .
2. Complete the work individually .
3. Review the task .Ask a few more Ss for answers .
Homework :
Draw a picture of the city in 20 years .Describe it to the class .
教学后记:
Period 3
Teaching procedures :
Step 1 Leading in
1. Greetings .
2. Say yourselves :five years ago , today and in five years .
3. Check the homework.
Step 2 Pre-task
SB Page 5 , 1a .
1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .
2. Read the list of seven words .Explain the new words .
3. Write each word in the correct column .Check the answers.
SB Page 5 , 1b .
1. Read the words already written on the chart .
2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class into groups of four ,let them have a competition .
Step 3 While-task
SB Page 5 , 2a .
1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them .
2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 .
3. Play the tape twice .Check the answers .
SB Page 5 , 2b .
This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in 10 years .
1. Read the instructions .
2. Pay attention to the sentences and the verbs in the box .
3. Play the tape and correct the answers .
Step 4 Post-task
1. Read the instructions .
2. Pairwork. One is Alexis, one is Joe .
3. Point out the example in the sample dialogue .Read it to the Ss .
4. Talk about Joe’s life now , ten years ago and in ten years .
5. Ask some pairs of Ss to say their dialogues .
Homework:
1. Go over the words .
2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。
教学后记:
Period 4
Teaching procedures:
Step 1 Leading in
1. Greetings .
2. Ask two Ss to say sth about Joe .
3. Check their homework .
Step 2 While-task
SB Page 6 , 3a .
1. Read the instructions .
2. Give Ss 3 minutes to read the passage , tick out the new words.
3. Explain the new words and practice reading .
4. Point out the chart .Read the column headings to the class .
5. Read the passage again .Write words from her answers in the correct columns below .
6. Check the answers .
7. Practise reading .
SB Page 6 , 3b .Playing a game :Who write it ?
1. Ss write about their life in ten years on a piece of paper but don’t write names on the paper .
2. Put all the Ss’ papers together .
3. Take turns reading the paper .The other Ss guess who wrote it .
Step 3 Post-task
SB Page 6 , Part 4 .
1. Read the questions below .
2. Ask two Ss to read the dialogue .
3. Answer the questions .
4. Pairwork. Get your partner’s answers .
5. Share a few Ss’ conversations .
Homework:
1. Finish selfcheck as their homework .
2. Go over the words in this unit .
教学后记:
Period 5
Teaching contents:
Reading :Do you think you will have your own robot ?
Teaching procedures :
Step 1 Leading in
1. Greetings and free talk .
2. If possible,draw a robot on the Bb or put up a picture of a robot.
Tell :What does it look like ? What can it do ?
3. Tell your partner what you know about robots .
Step 2 Pre-task
SB Page 8 , 1b .
1. Read the title of the passage .
2. Look at the picture together .Ask a few Ss to describe What they see .
3. Read the words and phrases in the box .Practice reading the words .
4. Circle the words you think you will read in the passage .
Step 3 While-task
SB Page 8 .
1. First let Ss scan the passage for the main idea .
2. Explain something .
help sb with sth /do sth
do the same as …
make sb do sth
It takes /took /will take …
3. Ask a few comprehension questions around the class .
4. Read the passage by the Ss .
Step 4 Post-task
1. Go through the reading again .
How many words in 1b did you correctly predict ?
2. Go over the structures in SB Page 9 , 3b .
Make their own sentences .
Homework:
1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the class ,let Ss translate the passage into Chinese .
2. Go over this unit .
3. Make their own sentences .
4. What ways do you think a robot will help you and your family in the future .Write your ideas .
教学后记:
Unit 2 What should I do ?
Teaching goals :
1. Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2. 情态动词could /should 的用法。
3. Why don’t you … ?结构表建议的运用。
4. 如何谈论问题及提出建议。
5. 在处理问题中学会自省与人际交往。
Important and difficult points :
1. should /could 情态动词的用法。
2. 如何提出建议。
Teaching aids : a tape recorder5 , cards .
Period 1
Teaching procedures :
Step 1 Leading in
1. Greetings and free talk .
2. Check the homework .
Step 2 Pre-task
T: I want to buy a new guitar but I don’t have enough money .What should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one .
2. Buy a second-hand guitar .
3. Get a part-time job .
4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task
SB Page 10 , 1a .
1. Read the instructions to the Ss .
2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4. Explain .
5. Talk about the answers with the class .Practice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .
Step 4 Post-task
SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task
SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .
Step 7 Post-task
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .
Homework:
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
教学后记:
Period 2
Teaching procedures :
Step 1 Leading in
1. Greeting and free talk .
2. Check the homework .Collect the students’ advice .Write it down on the Bb .
Step 2 Pre-task
1. Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task
SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task
SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
4. Pairwork .
5. Act out the conversations to the class .
Step 5 While-task
SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do .
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .
Homework :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
教学后记:
Period 3
Teaching procedures:
Step 1 Leading in
1. Greetings and free talk .
2. Check the homework .
Step 2 Pre-task
SB Page 13 , 1a .
1. Read the instructions to the students .
2. Read the sentences and ask a student to read the sentences to the class .
3. Write NI , I , VI for each statement .
4. “What is important to you when you choose clothes ?”Write one or more of their statements to the class .
Talk about the answers with the class .
Step 3 While-task
SB Page 13 , 2a .
1. Read the instructions .Make sure the Ss understand what they should do .
2. Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .
3. Play the tape twice .Ss check the problem they hear .
4. Play the tape again ,Ss correct the answers .
SB Page 13 , 2b .
1. Read the instructions .Make sure Ss understand what they should pay attention to .
2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .
3. Play the recording again .Ss write their answers .
4. Play the recording again ,one sentence by one sentence .Check the answers .
Step 4 Post-task
SB Page 13 , 2c .
1. Point out the example in the sample dialogue .Ss practice reading .
2. Pairwork: What do you think Erin should do ?
3. Share their conversations with whole class .
Homework :
You left your homework at home ,what should you do ? Please give your advice .
教学后记:
Period 4
Teaching procedures :
Step 1 Leading in
1. Greetings & free talk .
2. Check the homework :I left my homework at home ,what should I do ? Share some students’ advice .
Step 2 While-task
SB Page 14 , 3a .
1. Scan this letter ,underline the problem .
2. Read the letter again , tick out the new words .
3. Explain something :
except=but 除…之外（不包括在内）
besides 除…之外（包括在内）
All the students went to the park except him .
Lucy and Lily will come to the party besides me .
find out = learned 了解到 find 找到
I just find out there is a dance tomorrow .
4. Listen to the recording .Ss practice reading .
SB Page 14 , 3b .
1. Pairwork: Give some advice to the lonely kid in 3a .
2. Suppose you’re Mary .Write the letters on your own .
3. Read the letters to the class .
SB Page 14 , Part 4 .
1. Read the problem in the box .
2. Two students read the dialogue .
3. Pairwork : Think them over and give your advice .
4. Groupwork: See which classmate has the best advice .
Step 3 Post-task
SB Page 15 , Selfcheck .
1. Fill in the blanks with the words given .Try to make your own sentences with the words .
2. Read the letter to Aunt Chen’s advice column and then write some advice .
Homework :
What’s your problem ? Please write your own letter to an advice column .
教学后记:
Period 5
Teaching procedures :
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework :Read the letter out in the class ,the other Ss give their advice .
Step 2 Pre-task
1. What after-school activities can you think of .Write what you do and what you don’t do .
2. SB Page 16 , 1b .Read the words and guess the meaning .if there are some new words in the box , look up in the dictionary .
Step 3 While-task
SB Page 16 .
1. Read the passage quickly and get the main idea .
2. Listen to the recording .Circle the words in the box in 1b .
3. Explain something :
busy enough
It’s time for sth .
the + 姓s : 夫妇/一家
SB Page 17 , 3a .
1. Read these statements .
2. Pairwork: Number each pair 1-5 around the class .Ask each pair to discuss only the question with their number .
3. After a while .All pairs with the same number from a group and compare ideas .
4. After five minutes .Each group report their ideas to the class .
Homework :
1. Write four sentences using one of the words from 1b in each sentence .
2. Are you or your friends under pressure ? Do a survey to find out .
教学后记:
Unit 3 What were you doing when the UFO arrived ?
Teaching goals :
1. Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .
2. when , while 引导的时间状语从句。
3. 学习过去进行时态。
4. 利用知识谈论过去发生的事情。
5. 复习过去式，学会讲故事。
6. 了解一些自然科学知识和社会科学知识。
Important and difficult points:
1. when , while 引导的时间状语从句。
2. 学习过去进行时态。
Teaching aids : a tape-recorder , cards .
Period 1
Teaching procedures :
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework .
3. Dictate the words in Unit 2 .
Step 2 Pre-task
SB Page 18 , 1a .
1. Point to the sentences .Read the sentences .Explain what each one means .
2. Look at the picture .Point out the six people .Match the statements with the people in the picture .
3. Check the answers .
4. Practice reading .
Step 3 While-task
SB Page 18 , 1b .
1. Read the instructions .Make sure the Ss understand what they should do .
2. Look at the dialogue in the picture .
Explain :
过去进行时态的构成: was / were + doing .
用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。
I was standing in front of the library when the UFO arrived .
3. Play the tape twice . Circle the correct responses .
4. Check the answers .
Step 4 Post-task
Talk about what people were doing when the UFO arrived .
Step 5 While-task
SB Page 19 , 2a .
1. Read the sentences .Make sure the Ss understand what they mean .
2. Play the tape twice .Order these statements .
3. Play the tape again ,correct the answers .
SB Page 19 , 2b .
1. Read the instructions .
2. Play the recording .Write “when” or “while” on each line .
3. Play the recording again ,correct their answers .
Notice: when / while
※ When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time .
Step 6 Post-task
SB Page 19 , 2c .
1. Point ort the picture .Ask what each person is doing .
2. Groupwork : Ask “What was …doing when the UFO arrived ?”
3. Ask a group to say its conversation to the class .
Step 7 Grammar Focus
Review the grammar box by asking some students to read the sentences .
Homework :
1. Go over the words in this unit
2. 用介词或介词短语填空。
① They were talking the phone .
② I was the barber’s chair .
③ The boy was walking the street when a UFO landed .
④ I had a very unusual experience Sunday .
⑤ The alien visited the Museum Flight .
教学后记:
Period 2
Teaching procedures :
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework .
Step 2 While-task
SB Page 20 , 3a .
1. Read the instructions .
2. Read the e-mail by the Ss first .Number the pictures in the correct order .
3. Explain something .
4. Practice reading and listen to the tape .
SB Page 20 , 3b .
Cover the story .Look at the pictures and take turns to tell the story . I think this activity is hard to most of the students .
If necessary , do it as homework .
SB Page 20 , Part 4 .
What were you doing at these times last Sunday ?
1. Read the sample dialogue in the box .
2. Look at the table .Read the times for the Ss .
3. Pairwork : Talk about what they were doing at different times .
4. Write down your answers .
5. Practice reading .
Step 3 Post-task
Make an interview .
Interview two classmates in your class and write down their answers .Begin like this :What were you doing at … ?
I was … .
Homework :
Cover the story in 3a .Try to retell the story .
教学后记:
Period 3
Teaching procedures :
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework .
Step 2 Pre-task
SB Page 21 , 1c .
1. Look at the pictures .Please say something about the picture .
2. Read the sentences and explain the new words .
3. Match the sentences with the pictures .
4. Check the answers .
Step 3 While-task
SB Page 21 , 2a & 2b .
1. Read the things in the chart below .They will help Ss to guess what you will heard .Hear six things in the chart .
2. Play the recording the first time .Ss only listen .
3. Play the recording a second time .Check the phrases they hear on the recording .
4. Listen again .Pay attention to the persons who did each thing in the chart above .Match the phrases with the persons .
5. Play the tape again and correct the answers .
Step 4 Post-task
SB Page 21 , 2c .
Pairwork : Read the sample dialogue in the box .Talk about the people in activity 2a .S1 begins a sentence with the word “while” ,S2 complete the sentence .
① While John was walking to school , he saw a cat in a tree .
② While John was climbing the tree , a man saw him .
③ While the man was calling the police , a woman called the newspaper .
④ While the newspaper reporter was taking photos ,the cat went up the tree again .
Ss can say them out by themselves .
Homework :
SB Page 23 , Selfcheck , Parts 1and 2 .
教学后记:
Period 4
Teaching procedures:
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework : Correct the answers .
Step 2 Pre-task
SB Page 22 , Part 3 .
1. Read the instructions ,pointing to the article and the list of questions .
2. Scan the passage for the main idea .
T: Who found Linda’s dog ? (the police officer’s dog )
3. Read the questions by the Ss .Make sure they understand them .
4. Play the recording .Ss listen carefully .
5. Write answers to the questions .
6. Practice reading .
7. Correct the answers .
Step 3 While-task
SB Page 22 , 4a .
1. Read the instructions .
2. Look at the pictures .Discuss in groups .
3. Ask students to explain what is happening in each picture .
4. Complete the work on their own .Remind them to use times in their stories .
5. Share their stories .(If someone can’t finish it in class ,do it as homework .)
Step 5 Post-task
SB Page 22 , 4b .
1. Read the instructions .
2. Read the times .
3. Pairwork : One is the police officer ,the other is the bicycle thief .Begin like this :
A: Where were you at … ?
B: I was in the park .
A: What were you doing there ?
B : … .
4. Show the role-plays to the class .
Homework :
1. Finish Selfcheck , Part 3 .
2. 运用过去进行时态when / while 来描述上个星期日两人不同的动作，写出五个正确的句子 。
Time Action
Linda Me
8:00 am read English play football
12:00 am have lunch read newspaper
2:00 pm have a rest play computer games
4:00 pm play basketball sleep
6:00 pm do homework watch TV
教学后记:
Period 5
Teaching procedures:
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework .
Step 2 Pre-task
SB Page 24 , Groupwork .
1. Arrange the Ss in small groups .Ask them to look at the pictures and talk about the events .Encourage students to say how historical events affected their lives .
2. Tell the Ss to help each other with vocabulary they might need and don’t know .
Step 3 While-task
1. Reading strategy :The title can be helpful for you to understand a text .It is also a good idea to read the first sentence of each paragraph before reading .
2. Read the title ,which gives an indication of the content of the reading .Think of one question they think might be answered in the reading .
3. Play the recording , Ss listen .
4. Ask Ss to read the story out to the class .
5. Ask Ss to comment on whether their questions in the previewing stage were answered .
Step 4 Post-task
SB Page 25 , 3a .
Read the four events and match them to the correct dates .When finished ,ask Ss to swap their book with a partner for correction .
Homework :
Write about an event that you remember well .Give dates and say why you remember it ,and what you were doing at the time when you heard the news .
教学后记:
Unit 4 He said I was hard-working .
Teaching goals:
1. Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .
2. Patterns: What did your math teacher say ?
He said he could speak three languages .
3. 直接引语和间接引语的转换。
4. 写成绩报告单，并能将自己的成绩报告给他人。
Important and difficult points :
1. 新的词汇和习语。
2. 个人Report card 的写作。
3. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。
Teaching aids : teaching cards , pictures and a tape recorder .
Period 1
Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,Grammar focus .
Teaching procedures :
Step 1 Leading in
Ask several Ss what they are going to do after school .Write their sentences on the Bb .
Step 2 Pre-task
Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?
Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .
Repeat this process with the other sentences on the Bb .
Step 3 While-task
SB Page 26 , 1a .
1. Ask a student to read the four questions .
2. point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .
3. Repeat with the other pictures .
SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .
SB Page 26 , 1b .Play the recording and correct the answers .
Step 4 Post-task
SB Page 27 , 2a & 2b .
1. Ask several Ss to read these sentences .
2. Play the recording .Ss circle their answer .
3. Check the answers .
Step 5 Grammar Focus
1. Review the grammar box by ask Ss to say the statements .
2. Explain: In each case ,the direct speech talks about present situations and the reported speech talks about past situations .
Step 6 Homework
用she/he said 将直接引语改为间接引语。
1. I am a clever girl . 2. I am having lunch at school .
3. I can dance well . 4. I play football every day .
5. I don’t like my younger brother .
教学后记:
Period 2
Teaching contents :SectionA 3a ,3b ,4 ,SectionB 2a ,2b ,2c .
Teaching procedures :
Step 1 Leading in
Check the homework .Ask several students to read their sentences to the class .
Step 2 Pre-task
SB Page 28 , 3a .
1. Read the article to the class .
2. Ask Ss to fill in the blanks on their own .
3. Correct the answers .
SB Page 28 , Part 4 .Ss work in groups of four to complete the role plays .Ask a few Ss to show their role plays to the class .
Step 3 While-task
SB Page 29 , 1a .
1. Read the sentences to the class and teach new words .Then ask Ss to check the sentences that are true for themselves .
2. Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that answer .
SB Page 29 , 2a & 2b .
1. Read the instructions to Ss .Make sure they know what to do .
2. Play the recording two or three times .Correct the answers .
Step 4 Post-task
SB Page 29 , 2c .
Pairwork . In pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some pairs to present their dialogues .
Step 5 Homework
SB Page 28 , 3b .Ask Ss to write anything they want .
教学后记:
Period 3
Teaching contents: SectionB 3a , 3b , 3c , 4 , selfcheck .
Teaching procedures :
Step 1 Leading in
Check the homework .Ask several students to read their episodes to the class .
Step 2 Pre-task
SB Page 30 , 3a .
1. Read the instructions and ask Ss to read the letter on their own and write Alan’s name on his report in activity 2b .
2. Correct the answer .
SB Page 30 , 3b .
1. Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .
2. Ask a student to read his or her completed letter to the class .Orally correct any mistakes .
Step 3 While-task
SB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary .
SB Page 30 , Part 4 .
1. Get Ss to make up their teachers comments .
2. Pairwork. In pairs ,talk about their report cards .
3. Ask several pairs to share their conversations .
Step 4 Post-task
SB Page 31 ,Selfcheck ,Part 1.
1. Ask Ss to fill in the blanks on their own .
2. Correct the answers.
3. Have Ss make sentences with the words .
SB Page 31 , Selfcheck , Part 2 .
1. Ask Ss to read the story .
2. In pairs ,have Ss to make conversations according to the story .
3. Ask some Ss to share their conversations with the class .
Step 5 Homework
Ask students to write their conversations on their exercise books .
教学后记:
Period 4
Teaching contents: Reading :She said helping others changed her life .
Teaching procedures :
Step 1 Leading in
Ask Ss to think of people who need help and write some ideas .Then discuss with their partner .
Step 2 Pre-task
SB Page 32 , Section 2 .
1. Have Ss read the passage first for meaning .
2. Ask Ss to read it again and fill in the blanks .
3. Check the answers .
Step 3 While-task
SB Page 33 , Section 3 , 3a .
1. Ask Ss to read through again to find the relevant information for Yang Lei’s students .
2. Ask Ss to complete the information under “you” , saying what is true for their own lives .
3. Have Ss discuss their answers with their partner .
SB Page 33 , Section 3 , 3b . In pairs ,ask and answer the questions .
SB Page 33 , Section 3 , 3c .Have Ss write a summary of the reading and share the summaries in groups of five .
Step 4 Post-task
SB Page 33 , Section 4 .
1. Have a class discussion about the work each organization does .
2. Ask some Ss to say which organization they would like to work for and why .
Step 5 Homework
Write the summary of the reading on their exercise books .
教学后记:
Unit 5 If you go to the party , you’ll have a great time !
Teaching goals:
1. Words and expressions in this unit .
2. Target language :
Are you going to the party ?
Yes , I am . I’m going to wear my jeans .
If you do , you’ll have a great time .
You should wear your cool pants .
3. 掌握现在进行时态表示将来(Present progressive as future ).
4. 学习条件状语从句: if + will .
5. 进一步了解情态动词should的用法.
6. 学习谈论因果关系.
7. 做出决定是否做某事.
Important and difficult points :
1. 学习运用be going to 和will构成的一般将来时。
2. if 引导的条件状语从句。
Teaching aids : teaching cards , a tape recorder .
Period 1
Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,grammar focus .
Teaching procedures :
Step 1 Leading in
Draw two pictures on the Bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus .Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus .”Read the sentences ,Ss repeat .
Repeat with other sets of pictures .
Step 2 Pre-task
SB Page 34 , 1a .
1. Point out the pictures and ask Ss to tell what they see .
2. Ask some students to read the statements and responses .
3. Have Ss match the statements and responses on their own .
Step 3 While-task
SB Page 34 , 1b .
1. Play the tape and get Ss to check their answers to activity 1a .
2. Talk about the answers together .
SB Page 34 , 1c .
1. Ask two Ss to read the example in the sample in activity 1c.
2. In pairs , get Ss to talk about what happened in the pictures .
3. Ask some pairs to present their conversations to the class .
SB Page 35 , 2a & 2b .
1. Read the instructions .Make sure the students know what to do .
2. Play the recording .Ss listen and write down their answers .
3. Correct the answers .
Step 4 Post-task
SB Page 35 , 2c .
1. Ask two students to read the sample dialogue .
2. In pairs ,get the students to role play the conversation between Andrea and her friend .
3. Ask a few pairs of students to practice their conversations for the class .
Step 5 Grammar Focus
SB Page 35 , Grammar Focus .
1. Review the grammar focus .Ask Ss to say the statements and responses .
2. Ask Ss to work in small groups .Ask each group to write down as many sentences like those in the grammar focus as they can.
3. Ask some groups to share their sentences with the class .
Homework :
Have Ss write their sentences on their exercise books.
教学后记:
Period 2
Teaching contents: SectionA 3a,3b,4,SectionB 1,2a,2b,2c.
Teaching procedures:
Step 1 Leading in
Ask some students to make sentences with if .
Step 2 Pre-task
SB Page 36 , 3a .
1. First ,let Ss read the notice from the principal .
2. Read the dialogue to the class saying bland when come to a blank line .
3. Get Ss read the notice again and fill in the blanks .
4. Correct the answers .
Step 3 While-task
SB Page 36 , 3b .
1. Ask some students to read out the sample dialogue and the words in the box .
2. In pairs , let Ss have a conversation about the rules .
3. Get some pairs to say their conversations to the class .
SB Page 36 , Part 4 .
1. Read the instructions and ask Ss to complete the work in pairs .
2. Ask a few students to share their conversations .
Step 4 Post-task
SB Page 37 , Part 1 .
Ask students to complete the work on their own .Then do a quick check to see which things are most important to students in the class .
SB Page 37 , 2a & 2b .
1. Read the instructions and play the recording .
2. Ss listen and write down their answers .
3. Correct the answers .
SB Page 37 , 2c .
In pairs , get Ss to role play a conversation according to the information in activity 2b .
Homework:
Have Ss write their conversations on their exercise books.
教学后记:
Period 3
Teaching contents :SectionB 3a , 3b , 3c , 4 , selfcheck .
Teaching procedures :
Step 1 Leading in
Check the homework .Ask a few students to present their dialogue to the class .
Step 2 Pre-task
SB Page 38 , 3a .
1. Read the instruction and ask students to read the article first for the meaning .
2. Let Ss read the article again and complete the chart .
3. Check the answers .
Step 3 While-task
SB Page 38 , 3b .
1. Read the instructions .Ask Ss to look back at activity 2a and 2b to get ideas for the letter .
2. Ask Ss to complete the letter on their own .
3. Ask some students to read their completed letters to the class .
SB Page 38 , 3c .
1. Ask two different students to read the two sets of sentences in the examples .
2. Have Ss write about their own plans .
3. Ask several students to read their sentences to the class .
Step 4 Post-task
SB Page 38 , Part 4.
1. Read the instructions and then have a student read the example .
2. Ask the whole class to practice doing the exercise together .
3. Ask Ss to work in groups of four or five .Then let several groups to say their stories to the class .
Step 5 Selfcheck
SB Page 39 , Selfcheck Part 1 .
1. Ask Ss to fill in the blanks on their own .
2. Check the answers .
3. Ask Ss to make their own sentences with the words given .
SB Page 39 , Selfcheck Part 2. Have Ss fill in the blanks on their own .Correct the answers .
Step 6 Homework
Have students write the sentences in Part 2 on their exercise books .
教学后记:
Review of units 1-5
Teaching contents: Review of units 1-5(SB Page 40-43) .
Teaching procedures:
Step 1 Leading in
SB Page 40 , 1a .Ask Ss to do the crossword individually .Correct the answers .
SB Page 40 , 1b .
1. Have Ss understand what they need to do by explaining the example .
2. Ask Ss to do the activity in pairs .
3. Ask several pairs to share their clues with the class .Let the other students guess the answer .
Step 2 Pre-task
SB Page 41 , 2a & 2b .
1. Read the instructions and let Ss know what to do .
2. Play the recordings of conversations 1-4 .
3. Correct the answers .
SB Page 41 , 2c .
1. Replay the second dialogue about the school fire .
2. Ask two pairs of students to practice the sample dialogue for the class .
3. Ss complete the task .
Step 3 While-task
SB Page 42 , Part 3 .
1. Remind Ss to write in sentences .
2. Ask some Ss for their suggestions .
SB Page 42 , Part 4 .
1. Ask a few Ss about things they like to do ,tell Ss to write five things they do .
2. Ask Ss to share their activities with their partner .
3. Ask Ss to share the answers with their partner .
Step 4 Post-task
SB Page 42 , Part 5 .
1. Ask Ss to rank the signs in order of importance .
2. Ask Ss for their answers .
SB Page 43 , Part 6 .
1. Explain to Ss that aliens landed at your school the week before .Ask Ss to interview several people and write down what the people said .
2. Instruct Ss to turn the quotes they have into reported speech in their magazine article .Let Ss do activity on their own .Monitor and provide support as required .
Step 5 Homework
SB Page 43 , Part 7 .Have Ss complete the questionnaire .
教学后记:
Unit 6 How long have you been collecting shell ?
Teaching goals:
1. Words and expressions in this unit .
2. 现在完成进行时的用法。
3. Patterns: How long have you been doing sth ?
I have been doing sth since … .
I have been doing sth for … (period of time) .
4. 谈论人们做某事持续多长时间。
5. 谈论人们的业余爱好。
Important and difficult points:
1. Words and expression in this unit .
2. 现在完成进行时的用法以及与现在进行时和过去进行时的区别。
Teaching aids: teaching cards , pictures , a tape recorder .
Period 1
Teaching procedures :
Step 1 Leading in
Ask one of the students the question: Liu Ziyang, when did you study English ?Help the student answer: I studied English in .Say,in this unit we’re going to talk about how long we’ve been doing things .Then ask :Liu Ziyang, how long have you been studying English ?Help him to answer : I have been studying English since 2003./I have been studying English for two years .Get Ss to repeat .
Repeat the activity with other students .
Step 2 Pre-task
SB Page 44 , 1a .
1. Ask a student to read the three questions ,and answer the questions as example like this: I started class at 9:00 .I slept for ten hours . I have been skating for five hours/ I have been skating since five years ago .
2. Have Ss work in groups of four .
3. Ask the class each question and call on several different students to answer .
Step 3 While-task
SB Page 44 , 1b .
1. Play the recording and get Ss to fill in the chart .
2. Correct the answers .
SB Page 44 , 1c .In pairs ,get the students to ask and answer .Then ask some pairs to say their conversations to the class.
SB Page 45 , 2a & 2b .
1. Read the instructions and have Ss know what to do .
2. Play the recording .Ss write down their answers .
3. Correct the answers .
Step 4 Post-task
SB Page 45 , 2c .
1. Read the example in sample dialogue in activity 2c .
2. In pairs,role play the interview between Alison and the reporter .
3. Ask two pairs to say their conversations to the class .
Step 5 Grammar Focus
SB Page 45 , grammar focus .
1. Review the grammar box .
2. Explain that in these sentences “since” comes before a date and “for” before a period of time .
3. Ask What is the difference between “How long did you skate ?”and “How long have you been skating?” .Explain that “did” question means that the person has stopped doing the action .The “have you been” question shows that the person is continuing to do the action at the present moment .
Step 6 Homework
Review the present perfect progressive .
教学后记:
Period 2
Teaching contents: SectionA 3a,3b,4,SectionB 1a,1b,2a,2b,2c.
Teaching procedures:
Step 1 Leading in
Ask some students the questions: How long did you skate ?How long have you been studying English ?
Step 2 Pre-task
SB Page 46 , 3a .
1. Ask Ss to read the passage and fill in the table .
2. Check the answers .
SB Page 46 , 3b .Read the instructions and ask Ss to complete the task .Correct the answers .
Step 3 While-task
SB Page 47 , 1a & 1b .
1. Ask different students to say the items they see in the picture .
2. Ask students to write the names of things they collect and things they would like to correct in the chart .
3. Ask some students to read their lists to the class .
4. In pairs ,let students tell their partner what they collect and what they would like to collect .Say why .
5. Ask several pairs to say their conversations to the class .
SB Page 47 , 2a & 2b .
1. Read the instructions and let the students know what to do .
2. Play the recording and get students to fill in the chart .
3. Correct the answers .
Step 4 Post-task
SB Page 47 , 2c .
1. Ask two students to read the example in the sample dialogue .
2. Have students practice conversations in pairs .
3. Ask two pairs to say their conversations to the class .
Step 5 Homework
SB Page 46 , Part 4 .
1. Read the instructions and ask two students to read the dialogue .
2. Make sure students understand what they need to do .
3. Have students complete the work in groups of four after class .
教学后记:
Period 3
Teaching contents: Section A 3a,3b,4a,4b,selfcheck.
Teaching procedures:
Step 1 Leading in
Check the homework .Ask on group of students to share their conversations with the class .
Step 2 Pre-task
SB Page 48 , 3a .
1. Ask some different students to tell what they see in the picture .
2. Read the instructions and make sure students know what to do .
3. Ask students to read the e-mail on their own and then draw lines matching each snow globe with its description.
4. Correct the answers .
Step 3 While-task
SB Page 48 , 3b .
1. Read the instruction to make sure students know what to do .
2. Ask students to complete the message ,writing about Bob ,Marcia or Liam in activity 2a .
3. Ask some students to read their messages to the class .
SB Page 48 , 4a .
1. Ask two students to read the dialogue.
2. Ask a student the same questions but let him answer with his own hobbies .
3. In groups of four ,have students complete the work .
4. Ask two groups of students to share their conversations .
SB Page 48 , 4b .
1. Point to the questions and ask a student to read them to the class .
2. In groups of four ,get students discuss each question .
3. Read the four questions one by one and ask each group to say their answers to the class .
Step 4 Post-task
SB Page 49 , Selfcheck , Part 1.
1. Ask students to fill in the blanks on their own .
2. Ask one student to write the answers on the Bb .
3. Correct the answers .
4. Ask some different students to make sentences with the words given .
SB Page 49 , Selfcheck , Part 2 . Ask students to complete the letter on their own .Then ask on student to read his letter to the class .
Step 5 Homework
Have students write their letters on their exercise books .
教学后记:
Period 4
Teaching contents: Reading:I’ve been studying history in China .
Teaching procedures :
Step 1 Before reading
SB Page 50 , Section 1 .
1. In groups of four ,get students to discuss the three questions .
2. Ask a speaker from one group to tell the class what the group knows .Help to complete any missing dynasties and famous characters the class should know .
Step 2 While reading
SB Page 50 , Section 2 .
1. Ask students to read the passage silently once for general meaning .Ask students if there is anything they don’t understand .
2. Let students read the passage again for detail .
Step 3 After reading
SB Page 51 , Section 3 , 3a .Ask students to scan the text for information to complete the sentences .
SB Page 51 , Section 3 , 3b & 3c .
1. In groups of three ,let students practice the sample conversations first ,then make their own conversations .
2. Ask two groups of students to present their own conversations in front of the class .
Step 4 Go for it
1. Direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss .
2. Ask students to share their ideas .
3. In the same way ,do with the right part of the chart .
Step 5 Homework
1. Remember the words and expressions in this unit .
2. Review the present perfect progressive .
教学后记:
Unit 7 Would you mind turning down the music ?
Analysis of Unit 7
Teaching goals:
1. 学习Would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。
2. 本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。
Important points :
A: Would you mind doing sth ?
B: I’m sorry .I’ll do it right away .
A: Would you mind not doing sth ?
B: Sorry. We’ll go and play in the park .
Difficult points :
比较: Would you mind (not) doing sth ?
Could you please do sth ?
Please do sth .
You have to do sth .
Structures:
Would you mind cleaning your room ?
I’m sorry .I’ll do it right away .
Would you mind moving your bike ?
No, not at all .I’ll do it right away .
Period 1
Teaching procedures:
Step 1 Assign the task
Write the following requests on the Bb :
Can you give me the book ?
Please give me the book .
Would you mind giving me your book .
Explain that the last example is a very polite way of making a request .
Step 2 Warm up Section A(1a-1c)
SB Page 52 ,1a .
1. Point to the four requests in the box .Say each phrase to the class and ask the Ss to repeat it .
2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture .
3. Correct the answers .
SB Page 52 ,1b .
1. Point to the list of requests in activity 1a.Play the recording the first time .Ss only listen .
2. Play the recording a second time .Correct the answers .
SB Page 52 ,1c.
1. Ask two students to read the words in the sample dialogue in activity 1c. Say, You’ll work with your partner .Make requests .
2. Ask two pairs to say their conversations to the class .
Step 3 Pre-task Section A (2a-2c)
SB Page 53 ,2a .
1. Read the instructions with the students .Play the recording the first time .Ss only listen .
2. Play the recording a second time .Ask Ss to write the number of each conversation .
3. Correct the answers.
SB Page 53 , 2b .
1. Point out the five responses in activity 2b .Ask different Ss to read each one to the class .
2. Play the recording .this time ask Ss to fill in the letters of the pictures in front of the responses .
3. Correct the answers .
SB Page 53 , 2c .
Ask two Ss to read the words in the sample dialogue .Say, Make conversations like this about the information above .
Step 4 Grammar Focus
1. Review the grammar box .Ask students to say the statements and responses .
2. Ask students to talk about the differences among the different sentences .
Exercise: 汉译英:
a) 你介意把门关上吗？好的，我马上就办。
b) 你介意把收音机关小点儿声吗？不，一点也不。
c) 请不要在教室里大声说话好吗？对不起。
教学后记:
Period 2
Teaching procedures :
Step 1 Pre-task
SB Page 54 , 3a .
1. Read the instructions .Point to the pictures .Ask Ss to explain what is happening in each picture .
2. Point to the note .Ask Ss to read the note and fill in answers .
3. Check the answers .
SB Page 54 , 3b .
1. Read the instructions .Point out the list of requests and commands in the box .
2. Ask Ss to make conversation like the sample dialogue .
3. Ask several pairs to say one of their conversations to the class .
SB Page 54 , Part 4.
1. Ask Ss to complete the work in groups .
2. Ask a few students to share the sample conversation .
Homework : 完成对话
A: mind up ? You to help me in the kitchen .
B: OK .I’ll get up right . Do I have to the dishes .
A: Yes , and you have to help me dinner .
B: OK . When I finish , you help me my homework ?
A: Sure .
教学后记:
Period 3
Teaching procedures :
Step 1 Assign task
Teach the new words .
SB Page 55 , 1a .
1. Read the instruction and ask Ss to read each situation and think about the two questions .
2. Ask some students to share their answers with the class .Ask other students whether they agree with the opinions or not .
SB Page 55 , 1b .
1. Help the students understand that something that is unpleasant or something that bothers you is annoying .
2. Then ask the students to number the ideas from most annoying to least annoying .
3. Ask the class to vote on the most annoying item on the list .
SB Page 55 , 2a .
1. Read the instructions .Play the r4ecording .This time Ss only listen .Answer any questions they have about the recording .
2. Play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures .
3. Correct the answers .
SB Page 55 , 2b .
1. Say , Listen to the three conversations again .This time write the situations ,problems and solutions in the chart .
2. Point out the sample answers .Play the recording again .Ask Ss to fill in the answers on their own .You may need to pause the tape from time to time to allow students to write answers in their books.
3. Check the answers .
SB Page 55 , 2c .
1. Read the instructions .Point out the problems in activity 2b .
2. Ask one or two students to say the conversations to the class .
Step 2 While-task
SB Page 56 , 3a.
1. Read the article to the class .Ask Ss which words they don’t understand. Write these words on the board .
2. Ask students to underline the things that are annoying .Then have the students circle what people do when something annoying happen.
3. Correct the answers with the class .
SB Page 56 , 3b .
1. Look at each picture with the class .Ask different students to tell what is happening in each picture .
2. Read the instructions and ask students to complete the activity on their own .
3. Check the answers .
SB Page 56 , Part 4 .
1. This activity provides speaking ,listening and writing practice using the target language .
2. Ask students to complete the work in groups .
教学后记:
Period 4
Teaching procedures:
Step 1 Self Check
SB Page 57, Part 1 .
1. Ask Ss to fill in the blanks on their own .Check the answers.
2. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful .
SB Page 57, Part 2 .
1. Ask the students what might be annoying in the picture .
2. Ask the students to write the letter on their own .
3. Ask a few students to share their letters .
Step 2 While-reading
SB Page 58 , Section 1 .
1. Read the title .Ask the students to predict what they think the article is about based on the article .
2. Look at the picture .Ask students to describe what is happening in the picture .
SB Page 58 , Section 2 .
1. Encourage Ss to use the reading strategy of scanning for specific information .
2. Ask Ss to read the article carefully once time .Then ask Ss to raise their hands and say which words and sentences they don’t understand .Encourage Ss to read in contest ,guessing the meaning of words and phrases from the other words around them.
3. Ask the Ss to read the article again for comprehension .
SB Page 58 , Section 3 .
1. complete the task .Ss can work individually or in pairs .
2. Check the answers .
3. Practice students’ speaking and listening skills .
Homework: 词组翻译
1. 控制你的声音 2. 熄灭 3. 例如
4. 在公共场所 5. 捡起垃圾 6. 实际上
7. 排队 8. 变得气恼
教学后记:
Unit 8 Why don’t you get her a scarf ?
Analysis of Unit 8
Teaching goals :
1. 掌握如何表达应该给别人买什么礼物，掌握如何建议别人买礼物的表达法，掌握如何比较物品的品质。
2. 通过学习如何赠送礼物，对比中西方文化的不同。
Important points :
1. What should I get sb ?
2. Why don’t you get/buy sb sth ?
3. What about /How about sth ?
4. It’s/They are too + adj .
5. Present perfect tense .
Difficult points :
1. too + adj : 太…
2. adj + enough :足够
Sructures:
1. What should I get my sister ?
2. Why don’t you get a camera ? hat’s too expensive .
3. How about some tennis balls ? hey are too cheap .
4. What about a watch ? That’s too personal .
5. What’s the best present you have ever received ? A bike .
Period 1
Teaching of new lesson
Step 1 Assign the task
In this unit students learn to compare qualities .
SB Page 60 , 1a .
1. Ask Ss to read the list of gifts and any words they don’t understand .Use simple drawings or use the words in other sentences to explain their meaning .
2. Point to the column heads and ask Ss to write the name of each gift under one or more other gifts you can think of ? Add them to the chart .
3. Discuss the answers .
SB Page 60 , 1b .
1. Point out the picture and the gifts in the second boy’s thought bubbles .Ask Ss to say the name of each gift .
2. Then ask a pair of students to read the conversation .
3. Play the recording the first time .Ss only listen .
4. Then play the recording a second time .Number the sentences from 1 to 4 .
5. Check the answers .
SB Page 60 , 1c .
1. Read the instructions and then have Ss work in pairs .
2. Check the answers by calling on several different pair of students to say their conversations to the class .
Step 2 Warm up
SB Page 61 , 2a .
1. Point out the chart and read the instructions .Say , You will hear three conversations .After each conversation , put a check after the name of the person who is going to receive the gift .
2. Play the recording and ask Ss to make checkmarks in the chart .
3. Check the answer .
SB Page 61 , 2b .
1. Point out the suggestions and Comments .Review the meaning of any terms students are not sure of .
2. Point out the sample answers .
3. Play the recording several times .Fill in the suggestions and comments on this chart .
4. Correct the answers .
SB Page 61 , 2c .
1. Ask two students to read the example in the sample dialogue in activity 2c .Say , Please work with your partner .
2. Ask one or tow pairs of students to say their answers to the class .
Step 3 Grammar Focus
Review the grammar box .Ask students to say the statements and responses .
Exercise –designing for Period 1: 汉译英
1. 我该给爸爸什么样生日礼物？照相机怎么样？那太贵了！
2. 为什么你不给妈妈买一条围巾呢？那不够有趣。
教学后记
Period 2
Teaching of new lesson
Step 1 Pre-task
SB Page 62 , 3a .
1. Point out the chart in activity 3a .Review the meaning of any words Ss don’t understand .
2. Ask Ss to work in pairs .
3. Point out the example in the sample dialogue .Then complete the first question and answer exchange with a student .
4. Ask the pairs to continue on their own .Move around the room checking the progress of the pairs .
5. Correct the answers .
SB Page 62 , 3b .
1. Read the instruction .Say ,This activity is just like activity 3qa .But this time you are going to talk about real gifts that you have received .
2. Ask a pair of students to read the example in speech bubbles to the class .Ask several other students to do this .
3. Then ask Ss to work in pairs .As they talk , move around the room checking progress and offering language support as needed .
Step 2 While-task
SB Page 62 , Part 2 .
1. Read the instructions .Ss can practice several times .
2. Ask two students to read the dialogue .
3. Ask Ss to complete the work in pairs .
4. Ask a few students to share the sample conversation .
Exercise designing for Period 2: 完成对话
A: What’s the best Vera has ever ?
B: A bracelet .
A: When Vera it ?
B: his tenth birthday .
A: Who it to him ?
B: His grandma .
A: a lucky guy !
教学后记:
Period 3
Teaching of new lesson
Step 1 Assign task
SB Page 63 , 1a .
1. This activity reviews earlier vocabulary and introduces some new words .
2. Point out the pet shop in the picture .Ask different students to point to and say the names of the animals they see there .
3. Read the instructions .Ask Ss to write the names of the animals in the picture in the correct parts of the diagram .
4. Discuss the answers .
SB Page 63 , 1b .
1. Ask a student to read the example in the sample dialogue .
2. Ask Ss to do the activity in small groups .
3. Ask different students of each group to tell the class what is the most unusual pet and most popular pet .
SB Page 63 , 2a & 2b .
1. Point out the write-on lines on front of each pet .Say , You will listen to the recording and write your answers on these lines .
2. Read the instructions and answer any questions students may have.
3. Play te recording .
4. Correct the answers .
SB Page 63 , 2c .
1. Read the instructions for the activity
2. Point to the example .Ask two students to read the questions and answers to the class .
3. Then have Ss work in pairs .
4. Check the answers by calling on different pairs to do one question and answer each .
Step 2 While-task
SB Page 64 , 3a .
1. Read the story to the class .After you finish ,ask if Ss have any questions about the words or phrases on the article .
2. Say ,Now read the story again .Write the answers to the two questions .
3. Check the answers .
SB Page 64 , 3b .
1. Point to the picture and read the instructions .
2. Point out the list of good and bad things about hamster .
3. Ask Ss to finish the writing on their own .Ask Ss work , move around the classroom checking the work .
4. Ask a student to read his or her completed article to the class .
SB Page 64 , 3c .
1. Read the instructions .
2. Remind Ss not to say the name of the animal they are writing about on their articles .
3. Ask Ss to write their articles on their own .
SB Page 64 , Part 4 .
1. Read the instructions .Ask if any students have pets .If so ,ask about the advantages and disadvantages of such pets .
2. Ask a few groups to share their lists .
教学后记:
Period 4
Teaching of new lesson
Step 1 Self Check
SB Page 65 , Part 1 .
1. Ask Ss to fill in the blanks on their own .
2. Check the answers .
3. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful .
SB Page 65 , Part 2 .
1. Read the instructions .
2. Ask Ss to read the passage on their own .
3. Ask Ss to work on their own .
4. Ask a few groups to share their lists .
Step 2 While-reading
1. Ask Ss what English songs they like best .Then look at the picture .Ask Ss to describe what is happening in the picture .
2. Read the reading strategy with the students. Encourage Ss to use it to read the story .
3. Ask Ss to read the article once .Ask Ss to raise their hands and say which words and sentences they don’t understand .
4. Ask Ss to read the article again for comprehension .
SB Page 67 , 3a .
1. Ss complete the task .Remind them to look at the story again for extra help .
2. Check the answers .
SB Page 67 , 3b & 3c .
1. Read the instructions with the students .
2. Ss complete the task .
3. Check the answers .
Exercise designing for Period 4 : 按要求写出下列单词
1. cheap(反义词) 2. interesting(反义词)
3. person(形容词) 4. lucky(名词)
5. friend(形容词) 6. agree(反义词)
7. good(最高级) 8. usual(反义词)
9. care(副词) 10. spend(过去式)
教学后记:
Unit 9 Have you ever been to an amusement park ?
Teaching goals :
1. 掌握如何表达现在完成时。
2. 对比现在完成时，一般过去时和现在进行时表将来的用法。
3. 描述某人曾经去过哪些有趣的地方。
Important and difficult points :
1. 现在完成时态。
2. so 和neither 的区别。
3. have been to sw 与have gone to sw 的区别。
Structures :
Have you ever been to an aquarium ?
Yes , I’ve been to an aquarium .
No ,I haven’t .
No ,I’ve never been to an aquarium .
I’ve never been to a water park . Neither have I .
Functions : Talk about past experiences .
Period 1
Teaching of new lesson :
Step 1 Assign the task
New language
Have you ever been to Europe ?
Yes ,I have . / No , I’ve never been to Europe .
In this unit ,students learn to talk about past experiences in the other way .
Step 2 Warm up Section A (1a-1c)
SB Page 68 , 1a .
1. Read each of the words and phrases at the top of the page to the class .
2. Read the instructions .
3. Do a quick check to see where Ss would like most to visit .
SB Page 68 , 1b .
1. Read the instructions .
2. Point out the sample answer .
3. Play the recording .Ask Ss to check off their answers .
SB Page 68 , 1c .
1. Read the instructions for the activity .
2. Point to the example in the sample dialogue .Ask two students to read the dialogue to the class .
3. Then have Ss work in pairs .
4. Check the answers by calling on several different pairs of students to say their conversations to the class .
Step 3 Pre-task
SB Page 69 , 2a .
1. Read the instructions .
2. Point to the map ,play the recording and ask Ss to circle pla
新目标英语七年级下UNIT11教案
福州市课改课堂教学示教活动
长乐市英语学科专场
示教课教案
Go For It---Unit 11 What do you think of game shows?
Period 4---Section B (3a---4)
任教学校：长乐文岭中学
任教教师：林浦
任教班级：长乐二中初一（ 5 ）班
授课时间：2004.5.21上午第三节
一、教材：新目标英语Go for it!(七年级下) Unit 11
二、教具：单词卡片、录音机、实物、小黑板
三、教学方法：以任务型教学法为教学的主要途径，辅以“张法”中的两两对话，竞争机制。
四、教学目标：
根据本课功能项目，设想学生情况，我确定以下的三维目标。
1、认知目标：
a. 掌握表达自己个人对事物或人看法的动词和词组。
b. 谈论自己的喜好与憎恶。
c. 询问及回答对事物或人的看法。
如：What do you think of XX?
I love it /them.
I do,too.
What do you think of XX?
I can’t stand it/them.
I don’t ,either.
2、能力目标：
本单元的话题是谈论所喜爱的文化，通过学习让学生们发表对电视节目中的游戏以及不同方面的'观点，以此培养学生实际运用目标语言的能力。
3、情感目标：
通过学习谈论对某些事物的喜欢与不喜欢，以此来培养学生学会自我评价，成为一个有个性的人。五、教学重点： 1、掌握陈述自己观点的动词及动词短语(the key vocabulary) love, like, don’t/doesn’t mind, don’t/doesn’t like, can’t stand 2、学会表达喜憎，以及怎样赞成别人的观点。六、教学难点： (1) can’t stand 不能忍受/ don’t mind 不介意 (2) like 喜欢 / love 热爱 (3) What do you think of …?=How about …你认为…...怎么样？
五、教学步骤： Step1: Organization Step2: Assign the task Step3: Warm-up Step4: Leading in Step5: Pre-task Step6: While-task Step7: Practice Step8:Summary Step9: homework 八、教学过程： Step1 Organization Greeting with the Ss. Step2 Assign the task Boys and girls.in this period,we are going to learn to express our opinions and make a survey report.Before we start the task.Let’s do some warm-up training. Step3 Warm-up
1) One-minute dialogue:
2) Word competition:
Step4 Leading in
Write some words or phrases on the Bb. Such as love , like , don’t/doesn’t mind , don’t/doesn’t like, can’t stand .Use the faces to help Ss understand the meaning of the words and the phrases.Ask some Ss to come to the Blackboard and draw the faces next to the words or phrases like this:
Love JJ
Like J
Don’t mind
Don’t like L
Can’t stand LL
Next ask the Ss how to ask sb’s opinions.They can answer “What do you think of …?”And then use the question to make conversations with the Ss. first make conversations with the Ss,then ask them to work in pairs and make conversations with their partners.They can begin like this:
S1:Hello,XX,what do you think of XX?
S2:I love it /them./I don’t like it/them.
S1:I do,too./I don’t ,either.(Attention to the plural forms of the countable nouns.)
Step5 Pre-task
Ask Ss to open their books and look at 3a on page 69.First give them some time to read the passage.Then let them fill in the chart on the Bb and make a survey report with them .If they finish the chart ,ask some of them to read the results of the survey.And then ask them to come to the Bb and fill in the chart.(Use the cards with the persons’ names to stick on the chart)Then teach the Ss how to make a survey report.
Task 1:(reading)
Addition:Everyone loves the belt.(Below is the chart)
Things
Loves
Likes
Doesn’t
mind
Doesn’t
like
Can’t
stand
1、hair clip
Ann Rice
2、watch
Gina Taylor
Ann Rice
3、key ring
Jodie Smith
4、sunglasses
Jerry Green
5、scarf
Jordin
6、wallet
William Jones
7、belt
Everyone
Questions:
1、What does Jodie Smith think of the key ring? (likes)
2、What does Jordan think of the scarf?(can’t stand)
3、What does William Jones think of the wallet?(loves)
4、What does Gina Taylor think of the watch?(loves)
5、What does Ann Rice think of the hair clip and the watch?(likes,doesn’t mind)
6、What does Jerry Green think of the sunglasses?(likes)
7、Which thing does everyone love?( the belt)
Step6 While-task
Task 2:
Assign the task. And then ask the Ss to survey themselves.To show their opinions about these things below.
For example,I am Mr Lin.I don’t mind the hair clip ,so I can fill in my name below doesn’t mind.
Things
Loves
Likes
Doesn’t
mind
Doesn’t
like
Can’t
stand
1、hair clip
Mr Lin
2、watch
3、key ring
4、sunglasses
5、scarf
6、wallet
7、belt
On page 69,3b.Ask Ss to read the passage and fill the blank using their own real situation.And let some Ss to fill the chart on page 88.
Step 7 Practice(task 3)
Task 3: make a survey in small group ,and let some of the Ss make a report about the results of the survey in front of the class.
Step 8 Summary
In this period ,we learnt to show our opinions and survey other persons’ opinions .Then report the results of the survey.
Step 9 Homework
Recite 3a on page 69.
Make a survey in your family and make a chart.
Ready for the test of this unit.
