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2013年八年级上英语教案

发布时间:2013-09-23 15:57:33  

Unit 1 Where did you go on vacation?

New York City; Central Park,exam,were,rainy, delicious,expensive,inexpensive.crowded.flew,

kite,later,felt,little, corner, discuss,etc Where did you go on vacation? I went to the mountains.

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。

根据初中英语新课程标准和本科教材内容,我确定了以下目标:

1. Master the vocabulary

2. Master the key patterns:

Where did you go on vacation? I went to the mountains ?

Did she go to Central Park?Yes,she did.No, she didn’t

单元教学重难点

1.Vocabulary and Expressions

2. Grammar Focus:Where did you go on

vacation?I went to the mountains. 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,?

Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的生活,

They are all interested in talking about it.

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。 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 Cit

y/ 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.

Language: Where did you go on vacation?及答语的学习

step 1 Greetings

Good morning/afternoon, Everybody

Step 2 Free talk

Ask the Students to talk

about what they did last weekends

Step 3 Presentation

1 Finish 1a.

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 Practice 1a

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.

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 Listening1b

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.

Play the tape.

Write 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.

Step6 Summary

1. Ask the ss to summarize all the key words and sentences in this period

2. Get the ss to ask any questions they feel puzzled

Step7 Homework

1. Learn the target languages by heart

2. Preview section B

教后反思

Unit 2How often do you exercise?

I. Teaching article: Unit One

II. Teaching aims and demands(教学目的和要求):

What do you usually do on weekends?

I sometimes go to the beach.

How often do you eat vegetables?

Every day.

Most of the students do homework every day.

III. Teaching importance and diffcult(教学重难点):

Talk about how often you do things.

The first period

I. Teaching Aims and Demands

1. Knowledge objects

Name of activities.

Aderbs of frequency.

What do you usually do on weekends?

I often go to the movies.

2. Ability objects

Writing skill.

Listening skill.

Communicative competence

3. Moral object

Keep a diary every day in English.

II. Teaching Key Points

Watching TV, reading, shoping

Skateboarding, exercising

III. Teaching Difficulties

Always, usually, often, sometimes Hardly, ever, never

What does she do on weekends? She often goes to the movies.

IV. Teaching Methods

Discover method. Listening and writing methods;Pairwork.

V. Teaching Aids

A tape recorder. Large monthly calendar showing the days of the week.

A projector

VI. Teaching Procedures

Step 1 Greet the class

T: I’ll introduce myself first. I’ll be your English teacher this term. Do you like English? I hope we’ll get along very well. I’m not only your teacher, but can be your friends. We’ll be happy together. Now let’s begin. This class we’ll learn Unit1. How often do you exercise? Please open books at page1.

Step 2 Section A 1a

First look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.

Then mae each activity. Ask students to repeat each one.

One girl is shopping.

Another girl is reading.

This boy is watching TV.

These girls are skateboarding.

Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don’t know to write the activities, use bilingual dictionaries.

Then ask the students who finishes first to write the answers on the board.

Check the answers on the board and ask students to correct their own activities.

Step 3

Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.

Then show three new words.

How often 多久一次 Hardly adv. 几乎不;几乎没有 Ever adv 曾;曾经

Step 4 1c Pairwork

First ask two students to read the sample in speech bubbles.

What do you usually do on weekends?

I often go to the movies.

Now work with a partner. Make your own conversations about the people in the picture. For example. Step 5 Summary

This class we’ve learnt some names of activities: watching TV, reading, skateboarding, exercising, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.

Step 6 Homework

Now homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.

Step 7 Blackboard Design

Unit 1 How often do you exercise?

Watching TV reading Skateboarding exercising Shopping

What does she usually do on weekends?

She often goes shopping.

The second period

I. Teaching Aims and Demands

1. Knowledge Objects

Adverbs of frequency.

Name of activities.

Wh-question and answers.

2. Ability Objects

Listening skill. Reading skill. Writing skill. Communcative competence.

3. Moral objects

Do more exercise and keep healthy.

II. Teaching Key Points

Evey day , once a week, twice a week, three times a week,once a month, twice a month

Watch TV, surf the Internet, read English books, go to the movies

III. Teaching Difficulties

How often do you watch TV? ----Twice a week.

What does he do on weekends? ----He sometimes watched TV.

How often does Chung watch TV? ----He watches TV twice a week.

IV. Teaching Methods

Discover method Listening and reading methods. Communicative qpproach.

V. Teaching Aids

A tape recorder. Some color paper for an activity.

VI. Teaching Procedures

Step 1 Greet the class.

Step 2 Learn some new words

Step 3 2a

Now please look at the list of activities and read after me.

Wacth TV

Exercise -------Read

Step 4 2b

Now please look at the heading. How often? In the chart in Activity 2a.

Ever day Once a week Twice a week Three times a week

Once a month Twice a month

Step 5 2c Pairwork

First ask a student to read the list of activities to the class.

Watch TV Surf the Internet Read English books Go to the movies

Exercise

Now tell me how often do these activities. You can write your answers under the list of How often.

Step 6 An activity: How often

Give students some color paper and ask them to write five statements about how often they do different activities. For example, I play soccer three times a week. I visit the doctor twice a year.

Step 7 Grammar Focus

Step 8 Summary and Homework

This class we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a month. And we leant to talk about how often people do things. And also we has a game.

Step 9 Blackboard Design

Unit 1 How often do you exercise?

Twice twice a week Once once a month three times a week

Time

Surf the Internet

The third period

I. Teaching Aims and Demands

1. Knowledge Objects

New words.

A magazine article.

How often do you read English books?

I like reading. I read English books about twice a week.

2. Ability Objects

Reading and writing skills. Communicative competence.

3. Moral Object

Study hard and to be a good student.

II. Teaching Key points

1. New words

2. How often do you read English books? I read English books about twice a week.

III. Teaching Difficulty

A magazine article.

IV. Teaching Methods

Reading method. Writing method Groupwork. Commnicative approach.

V. Teaching Aid

A projector.

VI. Teaching Procedures

Step 1 Greet the class and check the homework.

Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat.

Step 3

Now please open your books at page 3. Look at 3 first. I’ll read each line of the survey to you.

Step 4 Group work

What can you do improve your English?

Collect the answers on the blackboard. For example

Read English books Sing English songs See English movies

How often do you do the things?

Step 5 An activity

Ask students to talk about how often their family members do things. For example,

My mother cooks dinner every day. We eat in a restaurant once a week.

My father goes to the United States once a year.

Step 6 Summary

This class we’ve read a magazine article and done an exercise. I hope you can study hard and to be good students. Your parents and teachers are proud of you.

Step 7 Homework

If time isn’t enough, leave the exercises of workbook as homework.

Step 8 Blackboard Design

Unit2 How often do you exercise?

How often do you …?

Read English books Sing English songs. See English movies

Once a week twice a week once a month

Students’ names Who’s the best English student?

The fourth period

I. Teaching Aims and Demands

1. Knowledge objects

New words. Ask and answer questions.

2. Ability objects

Listening skill. Reading skill. Writing skill. Communicative competence.

3. Moral object Exercise every day and keep healthy.

II. Teaching Key Points

Junk, food, milk, fruit, vegetables, sleep, intervier, healthy

III. Teaching Difficulties

How often do you drink milk? ----I drink milk every day.

How often do you exercise? ----I exercise every day.

How many hours do you sleep every night? ----Nine.

IV. Teaching methods

Listening and speaking methods. Listening and writing methods. Pairwork.

V. Teaching Aids

A tape recorder. A projector.

VI. Teaching Procedures.

Step 1 Greet the class and check the homework.

Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.

Step 3 Section B 1a

Now open your books at page 4. Look at Activity 1a. First I’ll read each word. Junk food Milk Fruit Vegetables Sleep

There are vegetables on the plate.

Step 4 1b Pairwork

Ask some pairs to present some questions and answer to the class.

Step 5 2a

Now you’ll hear a reporter interview two people. Katraina and Bill.

Play the recording the first time. Students only listen. Then play it again. This time ask students to circle Yes, No or I don’t know.

Step 6 2b

First read the questions in the chart to the class.

How often do you exercise? How often do you eat vegetables?

How often do you eat fruit? How many hours do you sleep every night?

How often do you drink? How often do you eat junk food?

Step 7 2c Pairwork

Read the sample in speech bubbles to the class first.

Inteviewer: How often do you exercise?

Katrina: I exercise every day.

Interviewer: And How often do you …?

Step 8 Summary and Homework

Thisclasswe’ve leant some words and leant to interview somebody with the sentence, how often…?After class please give more practice.

Step 9 Blackboard Design

Unit2 How often do you exercise?

How often…?

Healthy Unhealthy

The fifth period

I. Teaching Aims and Demands

1. Knowledge objects

New words

Read a letter from Katrina.

Fill in the blanks in Paul’s letter.

Write about your own habits.

2. Ability Objects

Reading skill. Writing skill. Survey skill.

3. Mora Object

Form a good eating habit.

II. Teaching Key Points

Eating habit, of couse, look after Make a different, healthy, unhealthy Although

Read a letter Fill in a letter

III. Teaching Methods

Reading and writing methods. Survey methods.

IV. Teaching Aid A projector.

V. Teaching Procedures

Step 1 Greet the class and check the homework.

Step 2 Show the new words on the screen and teach them. Read the new words to students and ask them to repeat.

Step 3 3a

Open your books at page 5. Look at Activities 3a. This is the part of Katrina’s letter to a pen pal. I’ll read it to you first.

Step 4 3b

This is Bill’s letter. I’ll read the letter to you. (say blank each time when coming to a blank line.)

Ask students to work individually.

Step 5 3c

Ask students to finish the writing individually. Then ask some students to read their paragraphs to the class. Or ask students to say some sample sentences first.

Step 6 Survey Who is the healthiest?

Now please turn to page 90.

There are three questions.

1. How often do you exercise?

2. What sports do you play?

3. How often do you eat vegetables?

Step 7 Summary and Howmwork

This class we’ve read two letters. We know what healthy things are and unhealthy things are.

Don’t forget to keep your diaries. Next class I’ll ask you to read your diaries.

The sixth period

I. Teaching Aims and Demands1. Knowledge objects

Vocabulary in this unit. Writing practice Just for fun.

2. Ability Objects Reading skill. Writing skill. Drawing skill. Communicative competence.

3. Moral Object To be a successful person.

II. Teaching Key Point Vocabulary in this unit.

III. Teaching Difficulty Writing practice using the target language in this unit.

IV. Teaching Methods Writing method. Reading method. Practice method Communicative Approach. V. Teaching Aid A picture of a famous people.

V. Teaching Procedures Step 1 Greet the class and check the homework.

Step 2 Shelf Check 1 There are five sentence in the box.

1. Mum me to get up at 6:00 and run with her.

2. Grandpa is pretty healthy because he every day.

3. A lot of vegetables you to keep in good health.

4. You must to eat less meat.

5. Does it a big difference if you eat fruit every day?

Step 3 2

Show the picture of a famous people.Write the name of the famous personality on the board. Ask students to imagine what he or she does every day and write a few examples on the board.

Often every day Usually three times a week Sometimes once a week

Always once a month Hardly ever never

Step 4 Just for fun! Ask students to read the cartoon to themselves. Then expain it.

This activity provides reading practice with the target language.

Step 5 Workbook Section B Unscramble these questions. Then answer them. Use the words in parenthese.

Step 6 SummaryThis class we’ve reviewed vocabulary and abverbs of requency in unit 1. And we’ve reviewed the target language in this unit and done some exercises.

Step 7 Homework If time doesn’t permit, leave some exercises of workbook as homework.

Unit 3 I’m more outgoing than my sister

I. Teaching article(课题): Unit 6

II. Teaching aims and demands(教学目的和要求):Talk about personal traits.

Compare people.Is that Sam?No, that’s Tom. He has shorter hair than Sam.

He’s calmer than Sam.

III. Teaching importance and diffculty(教学重难点) Comparative with –er, -ier. More and both.

The first periodI. Teaching Aims and Demands

1. Knowledge Objects Key vocabulary. Target language. Oral Practice.

2. Ability Objects Learning skill. Speaking skill. Communicative competence.

3. Moral Object Learn to play a musical instrument..

II. Teaching Importance and Difficulty Is that Sam?

No, that’s Tom. He has shorter hair than Sam.

And He’s calmer than Sam. Is that Tina?

No, it isn’t. It’s Tina. Tara’s shorter than Tina.

III. Teaching MethodsListening and speaking methods. Communicative approach.

V. Teaching Procudrues Step I Greet the class as usual and check the homework.

Step II Make a simple drawing of a boy and a girl on the blackboard.

Judy is tall. Judy is taller than Bobby.

Then bring out two rules of different length. Say:

This is ruler. It’s Bobby’s ruler.(longer)

This is Judy’s ruler.(long)

Bobby’s ruler is longer than Judy’s.

Step III Show some new words on the blackboard.

Read the new words to students and ask them to repeat.

Step IV 1a Ask students to do this activity individually. Then check and answers.

Tall—short long hair—short hair thin—heavy calm—wild

Step V 1b First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.

Step VI 1c PairworkAsk two students to read the sample conversation to the class.

A: Is that Tara? B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..

Then have students work with a partner.

Make conversation work with a partner.

Step VII Pronunciation Note

Write one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.

Step VIII Summary and Homework

Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!

Step IX Blackboard Design

Unit 3 I’m more outgoing than my sister

Draw two people on the blackboard. One is Judy. The other is Bobby.

Judy is taller than Bobby. Bobby is shorter than Judy.

The second period

I. Teaching Aims and Demands1. Knowledge Objects

Key vocabulary. Target language. Oral Practice. Grammar Focus.

2. Ability ObjectsLearning skill. Writing skill. Communicative competence.

3. Moral ObjectHandsome is that handsome does.

II. Teaching Importance and Difficulty Oral practice. Grammar Focus.

III. Teaching Methods Listening and writing methods. Communicative approach. Pairwork.

V. Teaching Procudrues Step I Greet the class as usual and check the homework.

Step II 2a Read the words in the box to students.

Funny 有趣的 serious 严肃的Outgoing (性格)外向的 quiet 安静的

Tell students smart and athletic are new words. Explain the new words and tell students what they mean. Step III 2b

Ask students to look at the boxes with the headings. Tina is …, Tara is …

Listen to the recording again. This time write how Tina and Tara are different.Please write words in the boxes. Step IV 2c Pairwork

Let students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom.

Have students know they will talk about Sam and Tom in this activity.

Student A: Is Tom more intellectual than Sam?

Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?

Step VI Grammar Focus

Review the grammar box. Ask a student to read the sentences to the class.

Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier.

Step VII Show some dialogue on the blackboard

Conversation 1:A: Is that Mary?B: No, it isn’t. It’s Peter. Peter is more carful than Mary.

A: Yes, Mary is more careless than Peter.

Conversation 2:A: Is it Zoe?B: No, it Wendy. Wendy is shorter than Zoe.

Conversation 3:A: Is it Vera?B: No, it’s not. It’s Mary. Mary is thinner than Vera.

Step VIII Summary and Homework

Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart. Step IX Blackboard Design

Unit 3 I’m more outgoing than my sister

Funny, funnier More athletic than

More intellectual than More serious than

The third period

I. Teaching Aims and Demands1. Knowledge Objects

Reading material. Target language. Listening, speaking and writing pratice.

2. Ability ObjectsLearning and speaking skills. Reading and writing skills.Communicative competence.

3. Moral ObjectTo be a brave and hardworking man.

II. Teaching Importance and Difficulty Listening, speaking and writing pratice.

My friend is the same as me. We are both quiet. Do you look the same? No, I’m a little taller than her. III. Teaching Methods Listening, speaking and writing pratice. Reading and writing methods.

Communicative approach.

IV. Teaching Procudrues Step I Greet the class as usual and check the homework.

Step II 3a There’s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard.

1. Liu Li has more than one sister.2. There are some similarities between Liu Li and Liu Ying.

3. Liu Ying is not as good at sport as her sister.4. Liu Ying talks more than Liu Li.

5. Both girls go to lots of parties.

Step III Grammar Note We are both tall.

They are both boys. We both have short hair. They both go to this school.

Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are? Step IV 3b Pairwork First ask two students to read the sample conversation in the speech bubble.

Then tell students to work with a partner. Talk about how you are different from a friend of family member. Step VI The Same and Different T: Do you find your partner?

T: OK. Now I’ll tell you how to do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner.

Step VII An Optional Activity

Students can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities.

Step VIII Summary and Homework

Today we’ve read and article and known the same and difference between the twins—Liu Ying and Liu Li. And we’ve done a game. We’ve learnt to say the same and difference between you and your partner.

homework:

(1) Read the letter again. (2) Finish off the exercises of workbook.

Step IX Blackboard Design

Unit3 I’m more outgoing than my sister

We are both tall. They are both boys. We both have short hair.

They both go to the school.

The fourth period

I. Teaching Aims and Demands 1. Knowledge Objects

Key vocabulary. Target language. Oral pratice. Listening and writing pratice.

2. Ability Objects Learning skill. Writing skill. Communicative competence.

3. Moral Object A friend in need is a friend indeed. Wish you to find your real friends.

II. Teaching Importance and Difficulty Oral pratice. Listening and writing pratice.

III. Teaching Methods Listening and writing methods. Communicative approach. Groupwork. Pairwork. IV. Teaching Procudrues Step I Greet the class as usual and check the homework.

Step II Show the new words on the blackboard. Read the new words to students and ask them to repeat. Step III Section B 1a

T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends?

Sa: He is quieter than me. Sb: We are both tall. Sc: Her hair is longer than mine.

T: Great! And what do you think the most important things are to be your friend? Now, please look at the blackboard. I’ll show descriptions on the blackboard.

Step IV 16 Groupwork statements about friends using the phrases 1a.

Step V An activity Who is it?

Ask students to work in small groups. Each and writes down as many sentences as they can to describle him or her.

Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe.

Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.

Step VII 2b

Let students look at the rest of the chart. Read the heading at the top of each column.

The same as best friend. Different from best friend.

Tell students we’ll listen again. Ask students to fill in the chart. How are Holly and Maria the same as and different from their best friends?

Step VIII Homework and Summary

Today we’ve recycled some key vocabulary and learnt some new words. And we’ve learnt to talk about our best friends.

After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we’ll do a game.

Step IX Blackboard Design

Unit 3 I’m more outgoing than my sister

A good friend … Has cool clothes Is popular in school

Likes to do the same things as me Is good at sport

Is good at school work Makes me laugh

The fifth period

I. Teaching Aims and Demands 1. Knowledge Objects

Key vocabulary. Reading passage. Oral pratice. Reading and writing practice.

2. Ability Objects Reading skill. Writing skill. Communicative competence.

3. Moral Object Take an activity part in all kinds of social activities.

Get a chance to train your intergrating skills.

II. Teaching Importance and Difficulty Oral pratice. Writing and speaking pratice

III. Teaching Methods Listening and writing methods. Reading and writing methods.

Communicative approach. Pairwork.

IV. Teaching Procudrues Step I Greet the class as usual and check the homework.

Step II Show the new words on the blackboard.

Read the new words to students and ask them to repeat.

Step III 3a In this activity first read the article to students. Then answer any questions students any ask. For example,

S: What’s view? T: It’s what you think about something. It’s how you feel about something.

Step IV 3b First let students look at the chart in Activity 2a on page 38. Then ask students to write their own sentences about Holly’s friend and some sentences about Maria’s friend.

Step V 3c In this activity first ask students to say some of the words and phrases from this unit they can use. For example,Tall, short, thin, heavy Athletic, intellectual, shy Outgoing, serious

Step VI 2a In this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.

Step VII Pairwork Find Someone for the Job!

Focus students on the job ad. Ask students if they know the word—abacus. If they don’t know, explain it to them.Abacus—a frame with balls that was used to do arithmetic, long before calculators.

Step VIII Homework and Summary

Today we’ve reviewed the key vocabulary in this unit by reading pratice.. And we’ve learnt to write about our best friends.Now homework, write down the words you underlined in Activity 3a in your exercise book. Step IX Blackboard Design

Unit 3 I’m more outgoing than my sister

Sentences students write: The name of a student who should get the job

The sixth period

I. Teaching Aims and Demands

1. Knowledge Objects Reviewing the key vocabulary in this unit. Writing pratice. Just for fun.

2. Ability Objects Self check skill. Writing skill.

3. Moral ObjectStudy hard and make great progress.

II. Teaching Importance and Difficulty

Writing pratice. Reviewing the key vocabulary Quiet, funny, outgoing Kind, athletic

III. Teaching Methods Self check method. Writing method. Communicative method.

IV. Teaching Procudrues Step I Greet the class as usual and check the homework.

Step II Self Check 1

After students finish writing their sentences, write a number of student’s answers on the blackboard.

(1) My friend likes sports. She’s very athletic.

(2) Paul is never quiet! He can’t stop talking.

(3) Mr. Wang is a kind man. He always helps others.

(4) Mary is a funny girl. She always makes me laugh.

(5) Jane isn’t very outgoing. She likes to stay at home and rest.

Step III 2First ask different students to read the questions on the left. Students read.

Are you taller now? Are you more intellectual? Are you more popular?

Are you a better student?

Then ask students to think of themselves two years ago. How are they different now?

Step IV Just for Fun!

Ask two students to read the dialogue to the class. Two students read.

A: I think I see the twins. Is that Juva?

B: No, that’s Jala. Jala has curlier hair than Juva.

A: And Juva is taller than Java.

Write the words curly—curlier on the blackboard. Explain the words curly to students or draw a simple picture what curlier hair means.

Step V Workbook

Read this article about Ali and Ahmet. Then answer the questions

Step VI Summary

This class we’ve reviewed the key vocabulary of the unit. And we’ve learnt how to compare ourthemselves between now and two years ago. I hope you can make great progress.

Step VIII Homework

Finish off the exercises of the Workbook

Step IX Blackboard Design

Unit 3 I’m more outgoing than my sister

Curly Curlier Curly hair

Unit 4 What’s the best movie theater?

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:theater, comfortable, seat, screen, close, ticket, worst, cheaply, song, DJ, choose, carefully, reporter, so far, fresh, comfortably, No problem

能掌握以下句型:

① It has the biggest screens.

② It’s the most popular.

③ Which is the best clothes store?

④ You can buy clothes the most cheaply there.

⑤ They play the most boring songs.

2) 能了解以下语法:

掌握形容词及副词的最高级形式;用最高级形式来描述人或物的特殊。

二、教学重难点

1. 教学重点:

1) 形容词及副词最高级形式的构成。

2) 用形容词或副词的最高级形式来描述人或事物。

2. 教学难点:

用形容词或副词的最高级形式来描述人或事物。

三、教学过程

Ⅰ. Lead-in

1. 向学生们介绍一座大家都很熟悉的电影院,谈论自己对这座建筑物的感受。从而引出本课时中的一些

重要单词:comfortable seats, big screens, best sound, cheap, new movies, close to home, buy tickets quickly, popular…

2. 学生们听老师的介绍,并学习这些新生词。

3. 学生们看幻灯片,并学习记忆这些生词。

Ⅱ. Presentation

Learn the new words.

Ⅲ. Discussion

1. How do you choose which movie theater to go to? Write the things in the box under ―Important‖ or ―Unimportant‖.

2. Ss discuss with their partners and write the words in the box in the chart.

Ⅳ. Listening

1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences.

2. Play the recording for the Ss to listen and match the statement with the right movie theaters.

3. Play the recording again. Check the answers with the Ss.

Ⅴ. Pair work

1. Let Ss read the model with a partner.

2. Use the information in the chart of 1b. Ask and answer with a partner.

3. Let some pairs ask and answer about the chart.

Ⅵ. Listening

Work on 2a:

1. Read the questions and answers in 2a. Tell Ss to remember the information.

2. Play the recording for the Ss to listen and circle the boy’s answers.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.

2. Play the recording for the Ss to write the correct store or radio station next to each statement.

3. Play the recording again to check the answers.

Ⅶ. Pair work

1. Tell Ss Student A is the reporter. Student B is the boy. Role-play the conversation.

2. Let Ss read conversation after the teacher.

3. Explain some main points for the Ss.

4. Ss act the conversation in pairs. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Read the conversations and answer the two questions:

① What is the newest cinema? __________________________________

② How does Helen like it? ____________________________________

2. Explain some new words and main points in the conversation.

Homework: 写六个句子来说一下你们班的―最In my class, Lin Tao is the tallest. 1. In my class, … 板书设计:

Section A 2 (Grammar focus-3c)

一、教学目标:

1. 语言知识目标:

1) 学习掌握下列词汇:worse, service, pretty, menu, act

2)进行一步复习巩固学习Section A 部分所学的生词和词组。

3)对形容词及副词的最高级形式的构成进行总结,掌握其构成规则。

4) 总结用形容词及形容词的最高级形式来描述人物或事物的句型结构。

二、教学重难点

1. 教学重点:

1) 复习巩固Section A 部分所学的生词和词组,达到熟练运用的目标。

2) 掌握和运用形容词和副词的最高级形式来描述人物或事物。

2. 教学难点:

1) 掌握一些特殊形容词或副词的最高级形式。

2) 运用形容词和副词的最高级形式来描述人物或事物。

三、教学过程

Ⅰ. Lead-in

回答下列问题:

In our class, who is the funniest student?In our class, who is the most serious student?

In our class, who is the tallest student?In all the subjects, which is the most interesting subject? In all the subjects, which is the most difficult subject?

1. Who’s the tallest in your class? 2. Which is the worst clothes store?

3. Which is the best clothes store? 4. Which radio station plays the most boring songs?

5. Which radio station plays the best songs? 6. Which cinema has the most comfortable seats? Ⅱ. Grammar Focus

1. 学生阅读Grammar Focus中的句子,然后做填空练习。

① 哪是可以去的最好的电影院? What is the ____ ______ _____ to go to?

② 城镇剧院,它离家最近。 Town Cinema. It’s the ______ ___ home.

③ 并且你能在那里最快地买到票。 And you can buy ______ the _______ ________ there. ④ 哪家是镇上最差的服装店? _______ is the ______ clothes store in town?

⑤ 梦想服装店。它比蓝月亮差一些。 Dream Clothes. It’s ______ ____ Blue Moon。 ⑥ 它的服务最差。 It has ______ _______ _________.

⑦ 你认为970 AM怎么样? What do you _______ _____ 970 AM?

⑧ 我认为970AM十分差,它放最差的音乐。

I think 970 AM is _______ _______. It has the ______ ________.

2. 学生们根据记忆,看大屏幕来完成填空练习。

3. 学生们完成填空试题后,可以打开课本检查答案,对错误的句子,单独进行强化记忆。 Ⅲ. Try to Find 一、形容词和副词的最高级形式的构成:

二、用最高级来描述人物或事物的句型小结:

1. A + be + the 形容词最高级 + 表示范围的介词词组

2. A + 动词+ (the) 副词最高级 +(表示范围的介词词组)

例句:Dream Clothes is the worst in town.The DJs choose songs the most carefully.

Ⅳ. Practice Work on 3a:

1. Tell Ss to read the sentences in 3a and try to fill in the blanks with correct forms of the words in brackets. Ⅴ. Group work

Ⅵ. Exercises If time is enough, do some more exercises on big screen.

用所给单词的适当形式填空:

1. Lily is ______ (early) than Lucy. 2. Who goes __________ (slowly), Tom or Jim?

3. This book is _______________ (interesting) than that one.4. She is ____________ (careful) in her school.

5. Who is _________ (late) Jim, Tom or Jack?6. I think beef noodles is ________________ (delicious) of all. Homework 谈论一下自己班级的―班级之最‖ Who’s the tallest? (the smartest, the tallest, the heaviest, the

I think … is the tallest. 板书设计

一、教学目标:

1. 语言知识目标:1) 能掌握以下单词:creative, performer, talent, common, all kinds of, beautifully, role, winner, prize, everybody, make up, example, for example, poor, seriously, give

2) 能掌握以下句型:

① Who was the best performer? ② All these shoes have one thing in common.

③ That’s up to you to decide. ④ But if you don’t take these shows too seriously, …

⑤ They usually play a role in deciding the winner.

二、教学重难点1. 教学重点:1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练,提高综合听说能力。

2. 教学难点1). 听力训练 2). 阅读2b部分的短文并完成相关要求。

三、教学过程Ⅰ. Warming- up and revision

1. Daily greeting. 2. 复习形容词和副词最高级形式的构成规则,并完成相关任务。

3. Check the homework. Let some Ss report ―Who’s the … in class?‖

Ⅱ. Presentation1. T: Show some movie theater or restaurant in the neighborhood on the big screen. Tell Ss your thoughts about them.

2. Talk about the clothes stores or food stores in your neighborhood. e.g.

Blue Moons has the worst clothes. New Fashion has the best quality. Young House has the cheapest clothes. Jenny’s has the best service.

Ⅲ. Game 1. Work with your partners. You say an adjective and your partner say its opposites in the chart.

2. Ss work in pairs and see who can do better.

3. Work on 1a and write these words and phrases next to their opposites in the chart.

4. Check the answers with the Ss.

Ⅳ. Listening Work on 1c:

1. Tell Ss to look at the pictures and the names in 1c. Tell Ss this school had a talent show last weekend. Some Ss and some teachers took part in the talent show. Now listen to the conversation and math the pictures with the performers.

2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and match the pictures with the performers.

3. Check the answers: 1. T: Now please look at the chart in 1e. What do the people say about the performers? You'll listen to the tape again. Then try to fill in the blanks.

2. Ss listen to the recording carefully and try to fill in the blanks.

3. Play the recording again and check the answers with the class.

Ⅴ. Group work 1. Work in groups. Look at the information in 1d and make a conversation with your partner.

2. Make a model for the Ss.

3. Tell Ss to make a conversation about all the performers.

4. Teacher can walk around the classroom, and give some help to the Ss.

Ⅵ. Reading 1. T: Do you often watch TV? Do you like China’s Got Talent? Today we’ll learn a passage about talent shows.

2. Let Ss read the passage quickly and find out ―Which three talent shows are mentioned? ‖

3. Ss read the passage quickly and find the answers to the questions.

Ⅶ. Reading 1. T: Now let’s work on 2c. First, let’s read the questions and make sure we know the meanings of all the questions. Then read the passage again and find the answers to the questions.

3. Ss read carefully and try to find the answers to the questions.

4. Check the answers with the class.

Ⅷ. Reading 1. T: Read the passage again. This time you should underline all the superlatives in the passage, then write sentences using at least four of them.

Homework 1. 2. 完成2e板书设计:

一、教学目标: 1. 语言知识目标: 1) 2)

3) 通过描述周围的地点及事物来综合运用所学的形容词及副词的比较的用法。

二、教学重难点

1. 教学重点:1) 能运用所学的形容词或副词的最高级的用法,根据提示来完成选词填空的任务。

2)能运用所学的形容词或副词的最高级的用法来描写自己周围的一些地点和事物等。

2. 教学难点:能运用所学的形容词或副词的最高级的用法来描写自己周围的一些地点和事物等。

三、教学过程Ⅰ. Warming- up and revision

1. Have a dictation of the new words and expressions.

2. Who’s got the talent in your class? Let some Ss give their report. e.g.

1) Li Fei is the best chess player. 2) Xu Li is the most talented dancer.

3) Wu Fan is the most interesting writer. 4) Sun Nan is the faster runner.

5) … is the best basketball player. 6) … is the best English speaker.

7) … is the funniest actor.

3. Review the phrases. And make a sentence with the phrases.

1) 有相同特征 _________________2) 各种各样的 _________________

3) 由……决定 _________________4) 发挥作用 ___________________

5) 编造 ________________6) 例如 ________________

7) 认真对待_____________8) 给某人某物 ___________

Ⅱ. Lead-in 1. Let Ss talk about ―What’s your favorite place to go on weekends? Why is it?‖e.g.

1) The Children’s Center is the best place to go on weekends. Because I can play

tennis and play ping-pong. I can speak English with friends.

2) The best place to go is Center Park. Because I can swim and climb the hill. I can

fly kites and take a walk in the woods.

Ⅲ. Reading 1. Read the article about Greenwood Park. Fill in the blanks with the correct superlative forms of the adjectives and adverbs in the box.

3. Ss try to read the article and try to fill in the blanks.

4. Check the answers with the Ss.

Ⅳ. Writing 1. Think about some of the best places/things in your town. Why are they the best?

2. Give some examples to the Ss. best middle school: No. 1 Middle School;

Why: Because it is the most beautiful school in my town.

Best super-market: New Century Supermarket

Why: the best quality and the best service

…3. Ss try to think it and think about the reasons.

4. Try to fill in the blanks. 1. Write about your town and the best places/things there.

2. 写作指导:

?

? 因此,时态应用一般现在时态;

? 应先描述最……的是某个地方,然后说明这个地方最好的原因。

? 应注意正确运用形容词或副词的最高级形式来表达。

3. 学生们根据写作提示,及上面表格中的提示来写作这篇文章。

4. Let some Ss read their passage to the class.

Ⅴ. Discussion

1. Discuss the towns/cities in China with a partner. Tell the class which town/city you think is the best.

2. Give Ss some examples:

I think Hangzhou is the best city in China. Because it’s the most beautiful. West Lake is the most famous place.

And it’s the most popular city. Quite a lot of visitors come to Hangzhou every year.

3. Ss discuss with their partners and try to give their own idea.

4. Try to write about their ideas on a piece of paper.

Ⅵ. Self check Work on Self check 1:

1. Fill in the blanks with the superlative forms of the words in the box.

2. 方法指导:首先,阅读句子理解大意。确定空格是修饰名词还是修饰动词,从而确定空白处是形容词还是副词。最后填上其恰当的最高级形式。

3. 指导: 1. the cheapest 空格后有名词restaurant; 关键句―你可以花仅五元就能买到一大盘饺子。‖ … 4. 学生做每个试题,并校对答案。

Work on Self check 2 1. Tell Ss to read the information then correct the mistakes.

2. Ss work by themselves.

说明原因:在短文第一段中列举了这三家影剧院的票价:Town Cinema 12美元;Screen City10.50美元;Movie World 10美元。

3.

Homework 1. Review Section B. 板书设计:

Unit 5 Do you want to watch a game show?

Section A 1 (1a-2d)

一、教学目标:

1. 语言知识目标:1) 能掌握以下单词:sitcom, news, soap, educational, plan, hope, find out, discussion, stand, happen, may, expect

能掌握以下句型:① What do you want to watch? ② What do you think of talk shows?

③ I can’t stand them. ④ I don’t mind them.

二、教学重难点

1. 教学重点:1) 学习掌握各类电视和电视节目的名称。

2) 掌握动词不定式结构做动词的宾语;了解后面接动词不定式做宾语的动词。

2. 教学难点:掌握动词不定式结构做动词的宾语;了解后面接动词不定式做宾语的动词。

三、教学过程Ⅰ. Lead-in 学生们根据图片提示学习各类电视节目并且练习运用What do you think of…?

Ⅱ. New words Learn the names of the TV shows.

Ⅲ. Game 1. 引导学生们看1a中的图片,根据提示依次说出每一部TV Show的名称。

2. 让学生们看图片及1a中的词汇,将图片与正确的词汇相连。

3. Check the answers with the Ss.

Ⅳ. Listening 1. T: Tell Ss to read the shows in the box. Make sure they know the meaning of the shows.

2. Play the recording for the Ss to listen and number the shows1-4.

3. Play the recording again. Check the answers with the Ss.

Ⅴ. Pair work 1. Let Ss look at the pictures in the box. Then explain the meaning of each expression to the Ss.

2. Let Ss read the conversation after the teacher. Then let Ss make their own conversation using the shows and

expressions in the box.

3. Let some pairs ask and answer about the shows.

Ⅵ. Listening 1. Read the shows in the box of 2a. Tell Ss to remember the information.

2. Play the recording for the Ss to listen and number the TV shows [1-5].

3. Play the recording again to check the answers.

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.

2. Play the recording for the Ss to write the correct words in the blanks.

3. Play the recording again to check the answers.

Ⅶ. Pair work 1. Tell Ss ask and answer questions about the TV shows in 2a. They can use the information that is true for them.

2. Let Ss read conversation after the teacher. 3. Explain some main points for the Ss.

4. Ss act the conversation in pairs. Ask some pairs to act out their conversations.

Ⅷ. Role-play 1. Read the conversations and match the name with the right shows.

① Grace a. game shows and sports shows

② Sarah b. soap operas

③ Grace’s classmates c. news and talk shows

2. Explain some new words and main points in the conversation. 3. Read the conversation after the teacher.

4. Practice the conversation with their partner. Then let some pairs to act out the conversation.

IX. Homework: 用下列词组来造句:

(1) plan to … (2) hope to… (3) find out… (4) can’t stand…

(5) sth. happen

板书设计:

一、教学目标:

1. 语言知识目标:1) 23

4) 掌握动词不定式结构做动词的宾语这一语法知识;掌握后面接动词不定式做宾语的动词。

二、教学重难点

1. 教学重点:1) 进一步学习运用所学的知识来陈述自己的看法;学会谈论自己的喜好。

2) 掌握动词不定式结构做动词的宾语这一语法知识;掌握后面接动词不定式做宾语的动词。

2. 教学难点:掌握动词不定式结构做动词的宾语这一语法知识;掌握后面接动词不定式做宾语的动词。

三、教学过程Ⅰ. Revision

1. Have a dictation of the new words learned in the last class.

2. Ask and answer questions about the different shows.

What do you think of news? I can’t stand it. / I like it. / I don’t mind it. I…

Ⅱ. Grammar focus1. 学生阅读Grammar Focus中的句子,然后做填空练习。

① 你想看新闻吗? Do you want to ____ ______ _____?

② 你觉得谈话节目怎么样? What do you ______ ___ _____ shows?

③ 我不介意看。/我不能忍受。/ 我喜欢看。

I don’t ______ them. I ____ ______ them. I ____ ________ them.

④ 你计划今晚上看什么节目? I ______ ____ watch Days of Our Past.

⑥ 你期望从情景喜剧中学到什么? What can you ______ ___ ____ from sitcoms?

⑦ 你能学到一些很好的笑话。 You can _______ some great _____.

⑧ 你为什么喜欢看新闻呢? Why do you like _________ ___ ______?

⑨ 因为我希望查明在世界各地发了什么事情?

Because I ______ ____ _____ ___ what’s going ________ the world.

Ⅲ. Grammar动词不定式做宾语的用法: 动词不定式的形式:to + 动词原形

Jack wants to buy some flowers for Mr. Wu.杰克想给吴老师买些花。

常见的跟动词不定式做宾语的动词:

想要 want, 期望 expect, 希望hope, 计划plan, 决定decide ,开始begin,开始start

二、省略to 的不定式 有些动词后面跟动词不定式时应将不定式符号to省去。常见的动词有let, make, feel, help, watch, hear等。例句:让我来帮助你。你能帮助我打扫房间吗? Can you help me clean the house?

Ⅳ. 及时练用所给单词的适当形式填空:

1. She expects _________ (arrive) tomorrow.2. Let’s _______ (watch) talk shows tonight.

3. They hope _________ (visit) the Great Wall next year. 4. Do you plan _______ (find) a part-time job?

Ⅴ. New wordsⅥ. Practice

一、教学目标: 1. :meaningless,

2) 能掌握以下句型:

① I like to watch action movies because they’re exciting.

② John wants to watch talk shows because they’re enjoyable.

③ One of the main reasons is that Mickey was like a common man.

④ However, he was always ready to try his best.

⑤ People today expect to see more than just a little mouse fighting bad guys.

二、教学重难点

1. 教学重点:1) 掌握本课时出现的生词及表达方式。2) 进行听力训练,提高综合听说能力。

3)阅读短文,获得相关信息,提高学生们的综合阅读能力。

2. 教学难点1. 听力训练2. 阅读2b部分的短文并完成相关要求。

三、教学过程Ⅰ. Revision看图画让学生们根据图片提示来完成句子,注意动词不定式的用法。 Ⅱ. Lead-in T: Show some movies or shows on the big screen.

Let Ss discuss about them. Ask and answer what they think of them.

Ⅲ. New wordsresent some new words on the big screen.

Ⅳ.Work on 1a 1. Work with your partners. Ask and answer about the movies or shows.

2. Let Ss talk about the movies or shows with the words in 1a.

3. Let some pairs ask and answer in front of the class.

Ⅴ. Listening 1. Tell Ss to listen and circle the description words you hear in the box in 1a.

2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and circle the words.

3. Play the recording and check the answers with the Ss.

1. T: Now please look at the chart in 1c. What do John and Mary think of the movies or shows? You'll listen to the tape again. Then try to fill in the blanks.

2. Ss listen to the recording carefully and try to fill in the blanks.

3. Play the recording again and check the answers with the class.

Ⅵ. Discussion 1. Work in groups. Look at the questions in 2a.

2. Ask one student the questions as a model. 3. Tell Ss to discuss the questions in the group.

Ⅶ. Reading 1. Introduce something about Disney.

2. New words.

T: Do you like to watch cartoons? Do you know Mickey Mouse? Today we’ll learn a passage about Mickey Mouse.

Let Ss read the passage quickly and complete the time line on next page.

Ss read the passage quickly and complete the time line on next page.

Check the answers with the Ss.

First, let’s read the questions in the chart. Make sure all the students know the meaning of the questions. Then

VIII. Explanation IX. Homework

1. Finish 2e on P38. 板书设计:

Section B 2 (3a-Self Check)

一、教学目标: 1. 语言知识目标:1) 掌握下列生词: dress up; take sb.’s place, army, do a good job

2) 复习to不定式做宾语的用法。掌握后面跟不定式结构做宾语的动词。

3) 能够综合运用所掌握的知识来描述自己所喜欢的一些动画片或影视剧。

3) 通过自己所喜欢的一些动画片或影视剧来达到熟练运用所学知识的目的。

二、教学重难点1. 教学重点:1) 能运用所学的知识及提示来阅读相关影视片的简介,并能完成相关任务。

2)能运用所学的知识与句型表达方式来简介一下自己所看过的影视片。

2. 教学难点:能运用所学的知识与句型表达方式来简介一下自己所看过的影视片。

三、教学过程Ⅰ. RevisionReview the main phrases learned yesterday.

(1) 想起 __________ (2) 例如________(3) 发行;出版 ___ 4) 在二十世纪三十年代 ______________(5) 主要原因之一 (6) 努力做某事 ________________(7) 愿意迅速做某事_______________

(8) 尽最大努力_____________(9) 不仅仅;不只___________

Ⅱ. Lead-in Ask some questions about Mulan. Let the Ss think and answer the questions:

―Do you like cartoons? Do you know Mulan? Can you say anything about it?‖

Ss discuss the questions and answer the questions. e.g.

S1: Yes, I do. Mulan didn’t have any brothers. She took his father’s place to fight in the army.

S2: Mulan dressed up like a boy. Nobody knew she was a girl in the army.

Ⅲ. New words Ⅳ. Reading

1. Read the article about Mulan. Fill in the blanks in the movie review. Use the words in the box to help you.

2. 写作指导:首先,阅读短文,整体把握短文大意。

其次,分析有空格的每个句子,看空格处的意思,联系所给单词的意思,确定空格处应填的单词。 最后,再通读一遍短文,看是否通顺合理。

3. Ss try to read the article and try to fill in the blanks.

4. Check the answers with the Ss.

Ⅴ.Writing 1. Think about your favorite movies. Write notes for your own movie review.

2. Give some examples to the Ss.

The kind of the movie:

What the movie is about?

What you think of the movie/star?

3. Ss try to think about their favorite movies. Write notes for their own movie review.

4. Try to fill in the blanks.

1. Write about your movie review using the notes in 3b.

2. 写作指导:

?

? 因此,时态应用一般现在时态与一般过去时态;

? 首先,可介绍影片的类型,及主人公等。

? 然后,介绍故事的梗概。

3. 学生们根据写作提示,及上面表格中的提示来写作这篇文章。

4. Let some Ss read their passage to the class.

Ⅵ. Discussion

1. Read the kinds of shows or movies in the chart in 4. Ask and answer about them with a partner. Write the answers in the chart.

2. Give Ss some examples:

S1: What do you think of soap operas?

S2: I think they’re boring. What about you?

S1: Well, I don’t like them, either.

3. Ss ask and answer with their partners and try to fill in the chart.

4. At last, write a short report about your ideas and your partner’s.

VII. Self check Work on Self check 1:

1. Fill in the blanks with the superlative forms of the words in the box.

2. 本题是根据提示词来进行问答。问句和答语中没有对人称的提示,因此应自主确定人称。可以用you来询问,则回答应用I;如果是用第三人称来询问,则回答也相应的用第三人称来答,如果是第三人称单数形式还应注意动词用恰当的第三人称单数形式。

具体分析:

如:1) ─What do you think of soap operas? ─I can’t mind them.

…4. Check (×说明原因: 3. VIII. Homework

板书设计:

一、教学目标: 1. 1)

scientist, be sure about, make sure

能掌握以下句型:

① ─What do you want to be when you grow up?

─I want to be a basketball player.

② ─How are you going to do that?

─I’m going to practice basketball every day.

③ Where are you going to work?

④ When are you going to start?

⑤ I’m not sure about that.

2) 能了解以下语法:掌握一般将来时态的构成形式; 3) 用一般将来时态表达将要做的事情。

二、教学重难点

1. 教学重点:1) 学习一般将来时态的构成方式。 2) 学习本课时出现的重点句型,通过在不同情景下运用来熟练运用一般将来时态。

2. 教学难点:用一般将来时态表达自己未来的打算。

三、教学过程

Ⅰ. Lead-in 1. 介绍自己小时候想要从事的职业,由此归纳出以前所学过的一些职业的英语表达方式: teacher, nurse, doctor, basketball player, runner, actor, actress…

2. 询问学生们想要从事的职业,从而引出句型:

─ What do you want to be when you grow up?

─ I want to be a basketball player.

3. 学生们看幻灯片,引导学生们进行问答自己将来所喜欢的职业。

Ⅱ. Presentation

1. computer programmer, cook, engineer, violinist, pianist, pilot, scientist,…

2. 让学生们看大屏幕来学习记忆这些生词。

3. Tell Ss to rank them [1-12]. 1 is most interesting, 12 is least interesting.

2. Try to remember the new words.

Ⅲ. Game

1. Show some pictures in the big screen.

2. Let Ss guess what he/she does.

3. Let Ss try their best to guess the job. See which group is the best.

Ⅳ. Listening

1. T: Tell Ss to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences.

2. Play the recording for the Ss to listen and fill in the blanks.

3. Play the recording again. Check the answers with the Ss.

4. Play the recording again. Ss listen and match the jobs with activities.

5. Show the answers on the big screen.

Ⅴ. Pair work 1. Let Ss read the model with a partner.

2. Use the information in the chart of 1b. Ask and answer with a partner.

3. Let some pairs ask and answer about the chart.

Ⅵ. Listening Work on 2a:

1. Let Ss look at the pictures below. Explain the activities in the pictures if necessary.

2. Play the recording for the Ss to listen and check (√) the correct boxes in the picture.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the chart below. Tell Ss that they’ll listen to Cheng Han’s plan for the future. They should answer the questions:

―What‖ means ―What is Cheng Han want to be?‖

―Where‖ means ―where is Cheng Han going to work?‖

―How‖ means ―How is he going to do it? ‖

―When‖ means ―when is he going to start?‖

2. Play the recording for the Ss to write the correct answers in the chart.

3. Play the recording again to check the answers.

Ⅶ. Pair work

1. Tell Ss to ask and answer about Cheng Han’s plans using the information in 2b.

2. Give a model to the Ss.

3. Ss work in pairs. Try to ask and answer about Cheng Han’s plans.

4. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Read the conversations and answer the two questions:

① What does Ken want to be? __________________________________

② How is he going to do that? __________________________________

③ What does Andy want to be? ____________________________________

2. Explain main points in the conversation.

? The Old Man and the Sea by Hemingway. 海明威的《老人与海》。 此处介词by为―由……所著‖

之意。再如:a short story by Lu Xun (鲁迅的一部短篇小说),the music by Mozart(莫扎特写的音乐),paintings by Van Gogh(梵高的绘画)等。

? Then you can be anything you want! 那么你就能当上你想做的人了。

饰anything。 2. ----I’m going to… 板书设计:

一、教学目标:

1. 1)

2)进行下一步复习巩固学习Section A 部分所学的生词和词组。

3)总结一般将来时态的句子结构,并掌握其在不同句式中的句子结构。

4) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。

二、教学重难点1. 教学重点:

1) 复习巩固Section A 部分所学的生词和词组,达到熟练运用的目标。

2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。

2. 教学难点:

1) 掌握一般将来时态的句子结构,并掌握其在不同句式中的句子结构。

2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。

三、教学过程Ⅰ. Warming- up and revision

1. Have a dictation of the new words learned in the last class.

2. Game: Give some riddles on jobs to the Ss. Ss try to guess the job.

3. Ask and answer what they want to be and how they’re going to do that.

4. Role-play the conversation in 2d.

Ⅱ. Grammar Focus. 1. 学生阅读Grammar Focus中的句子,然后做填空练习。 ① 当你长大后,你想做什么?

What do you want ____ ___ When you _____ _____?

② 我想成为一名工程师。

I want to ______ ___ _________.

③ 你打算如何做?

How ______ you _____ to ____that?

④ 我打算努力地学习数学。

I’m _______ _____ ______ _____ really hard.

⑤ 想去哪里工作?

______ _______ you going to work?

⑥ 我打算搬往上海。

I’m ______ _____ ________ to Shanghai.

⑦你打算从什么时候开始?

When ______you _______ to _____?

⑧ 我打算完成中学和大学时开始。

I’m going to _____ _______I _____ high school and _________.

2. 学生们根据记忆,看大屏幕来完成填空练习。

3. 学生们完成填空试题后,可以打开课本检查答案,对错误的句子,单独进行强化记忆。 Ⅲ. Try to Find 一、一般将来时态:

1. 表示即将发生的事或最近 ____________ 的动作。表示说话者的______________ 例句:我打算下个月去北京参观。

I’m going to visit Beijing next year.

她打算长大后,搬往上海。

She’s going to move to Shanghai when I grow up.

练一练:

① 玛丽要卖她的汽车。 Mary is going to sell her car.

② 今天早上我将不吃早餐。 I'm not going to have breakfast this morning.

③ 你打算邀请约翰参加你的聚会吗? Are you going to invite John to your party? ④ 你打算买什么? What are you going to buy?

want to be的用法Ⅳ. Practice Work on 3a:

1. Tell Ss to read the sentences in 3a and match what these people want to do with what they are going to do. Ⅴ. Group work

Ⅵ. Exercises If time is enough, do some more exercises on big screen.

重排下列句子,成为一段完整的对话。

A. Are you going to move to Hollywood? B. Well, I’m going to take acting lessons.

C. What are you going to be when you grow up? D. I’m going to finish high school and college first. E. When are you going to start? F. I’m going to be an actor.

G. And how are you going to become an actor? H. No, I’m going to move to New York.

___, ___, ____, ____, ___, ___, ___, ____

Homework 1. 复习Grammar focus 中的内容。

2. 用正确的形式填空。

1) We are ____________________ (play) basketball tomorrow.

2)They __________________ (visit) their aunt next week.

3)_____Lucy______________(watch)movie with Lily tomorrow? No, _____ ______.

4)There ___________________________ (be) a football match tomorrow.

5)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up, hobby, weekly, schoolwork

2) 能掌握以下句式结构:

① ─What are you going to do next year?

─I’m going to take guitar lessons.

② Many resolutions have to do with self-improvement.

③ They’re going to take up a hobby like painting.

④ Sometimes the resolutions may be too difficult to keep.

二、教学重难点

1. 教学重点:1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练,提高综合听说能力。

3) 阅读短文,获得相关信息,提高学生们的综合阅读能力。

2. 教学难点1. 听力训练

2. 阅读2b部分的短文并完成相关要求。

三、教学过程Ⅰ. Warming- up and revision

1. Daily greeting. Check the homework.

2.说出表示的职业名词

teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist…

3. 说理想,谈打算。

I want to be an engineer. I’m going to study math.

Ⅱ. Presentation1. T: Do you have any New Year’s Resolutions?

Let some Ss answer your questions.

2. Present some other New Year’s Resolutions on the big screen.

e.g. learn to play the piano; make the soccer team; get good grades; eat healthier food; get lots of exercise

3. Let Ss try remember these resolutions and think of other resolutions.

Ⅲ. Talking 1. Tell your partners your New Year’s Resolutions.

2. S1: I’m going to get lots of exercise. I’m going to make a basketball team.

S2: I’m going to learn another foreign language. I’m going to learn French.

S3: … 3. Let Ss say as many resolutions as they can.

Ⅳ. Listening Work on 1c:

1. Tell Ss to read the resolutions in 1a. Tell Ss to listen and circle the resolutions they hear.

3. Play the recording for the Ss to listen and circle.

4. Check the answers:

Work on 1d:

1. T: Now please look at the chart in 1d. Tell Ss Lucy, Kim and Mike are talking about their New Year’s Resolutions. How are they going to do it? Listen and try to fill in the blanks.

2. Ss listen to the recording carefully and try to fill in the blanks.

3. Play the recording again and check the answers with the class.

Ⅴ. Group work

1. Work in groups. Make a list of resolutions and how you are going to make them work. Then discuss with your group.

2. Ask some pairs to act out the conversations.

3. Ask Ss the two questions:

Did you make any resolutions last year?

Were you able to keep them? Why or why not?

Ⅵ. Reading

1. T: This passage is about resolutions. Now read the passage quickly and match each paragraph with its main purpose.

2. Let Ss read the sentences in the box first. Let some Ss say the meanings.

3. Ss read the passage quickly and match each paragraph with its main purpose.

4. Let Ss underline the words and phrases that helped them decide.

Ⅶ. Reading

1. T: Now let’s work on 2c. First, let’s read the sentences and make sure we know the meanings of all the sentences. Then read the passage again and chose which paragraph in the passage each sentence goes in. Ⅷ. Reading

1. T: Read the passage again. Then answer the questions with short sentences.

Explanation 1. Some resolutions have to do with better planning, … 有些决定与合理的时间规划相关,……

1) 此句中的planning为名词,表示―计划;规划‖等意思,如:city planning(城市规划)等。英语中better planning类似汉语中的―合理规划‖,指通过制定计划来更加充分的利用时间、空间、精力等。

2) have to do with这个结构表示―与……相关;与……有关联或有关系‖。例如:What does this problem have to do with what we’re learning today?

这道题跟我们今天所学的内容有什么关系?

2. Sometimes the resolutions may be too difficult to keep.

有时这些决定可能会太难而无法实现。

此处情态动词may表示推测,相当于汉语的―可能;或许;大概‖之意。又如:You may be right this time, but I’m not sure. 这一次你或许是对的,但我无法确定。

2) 英语中too…to…是一种固定结构,表示―太……而不能够……‖。又如:

The kid is too young to play this game.

这孩子太小,不能玩这个游戏。

3) 本句中的动词keep意为―履行(诺言等);遵守(惯例等)‖,这是keep的常见用法之一。类似的句子还有:

People hardly ever keep them!

人们很少履行它们(指计划)。

在这一语义下,常见的表示还有keep a promise(信守诺言),keep one’s word(遵守承诺;说话算数)等。如: We always keep our word.

我们说话是算数的。

Homework 1.

板书设计:

一、教学目标: 1. 语言知识目标:

1) 复习一般将来时态的构成。掌握生词own, personal, relationship

2) 能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。

3) 能够综合运用所学的知识来学习写作自己的新年决心。

4)通过完成Self check的中练习题来全面复习一般将来时态的用法。

二、教学重难点

1. 教学重点:

1) 能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。

2)能够综合运用所学的知识来学习写作自己的新年决心。

2. 教学难点:能够综合运用所学的知识来学习写作自己的新年决心。

三、教学过程

Ⅰ. Warming- up and revision

1. Have a dictation of the new words and expressions.

2. Fill in the blanks of the main idea of the passage in 2b: (On the big screen)

1. A resolution is a kind of p ________. We usually make resolutions at the b_______ of the year. We hope to i_______ our lives.

2. Some resolutions are about p_______ health. Many resolutions have to do with self-improvement. Some resolutions have to do with better planning, like making a w_______ plan for s___________.

3. Review the phrases. And make a sentence with it.

1) 在……的开端_________________2) 写下;记录下 _________________

3) 关于;与有关系 _________________4) 学着做;开始 ___________________

5) 有相同之处 ________________6) 太……而不能 ________________

7) 向某人许诺 _____________8) 提高某人的生活___________

Ⅱ. Lead-in 1. Ask Ss about their New Year’s Resolutions: e.g.

T: What’s your New Year’s Resolutions, Mary?

Mary: I want to take up volleyball next term.

T: Great! What about you, Jack?

Jack:I’m going to make a soccer team. And we’re going to practice soccer every weekend.

…2. Present some new words on the big screen. Explain them to the Ss. Ss try to remember them. own, personal, relationship

Ⅲ. Reading

1. Tell Ss to work on 3b. Complete the first two paragraphs about resolutions with the words in the box. Ⅳ. Writing

Work on 3b:

1. Read the headings below. Think about your own resolutions.

2. Write your own resolutions under the following heading.

(If you don’t have any ideas, you may go through the passage in 2b. )

3. Ss try to think about their own resolutions and try to write them down.

4. Check the answers with your partners.

Work on 3c:

1. Tell Ss to use the notes in 3b and write three more paragraphs about their resolutions.

In each paragraph, write what they are going to do and why.

Ⅴ. Discussing

1. Discuss the environment in your city. Are the street and the park clean? Is the air clean? Is it quiet or noisy?

2. Tell Ss: It’s everyone’s duty to keep our city clean and tidy. Can you think of a plan to make it cleaner and greener?

3. Give Ss some examples:

? We’re going to make the subway better. Then people don’t have to drive to work.

? We’re going to plant more trees and flowers in the park and street.

? …

4. Ss try to write about their own plans on a piece of paper.

5. Let some Ss read out their plans. See who has a best one.

Ⅵ. Self check

Work on Self check 1:

1. Match the jobs with the school subjects.

2. Check the answers. Then let some Ss make some sentences with them. e.g.

I want to be a computer programmer. I’m going to study computer science.

Work on Self check 2

1. Tell Ss to read the conversation and fill in the blanks with the right words.

2. Ss work by themselves.

3. Check the answers and explain some main points. e.g.

第三行:How; going; 分析句子结构,主、谓、宾语都有,可知应缺少状语成分;句意:你打算如何做?

3. 学生们分角色表演这个对话。

Work on Self check 3

1. Tell Ss to make their own plans using the phrases below.

2. Ss work with their partners. Write down their own plans.

3. Let some Ss read their plans. Correct any mistakes.

Homework

1. Review Section B.

2. Interview five of your friends. Ask them what they’re going to do next weekend. Then write a report.

Unit 6 I’m more outgoing than my sister

I. Teaching article(课题): Unit 6

II. Teaching aims and demands(教学目的和要求):

Talk about personal traits.Compare people. Is that Sam?

No, that’s Tom. He has shorter hair than Sam.He’s calmer than Sam.

III. Teaching importance and diffculty(教学重难点):Comparative with –er, -ier.More and both.

IV. Teaching procedure(教学过程):

The first period

I. Teaching Aims and Demands

1. Knowledge ObjectsKey vocabulary. Target language. Oral Practice.

2. Ability ObjectsLearning skill. Speaking skill. Communicative competence.

3. Moral ObjectLearn to play a musical instrument..

II. Teaching Importance and Difficulty Is that Sam?No, that’s Tom. He has shorter hair than Sam.

And He’s calmer than Sam.

Is that Tina?No, it isn’t. It’s Tina. Tara’s shorter than Tina.

III. Teaching MethodsListening and speaking methods. Communicative approach.

IV. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II Make a simple drawing of a boy and a girl on the blackboard.

Judy is tall. Judy is taller than Bobby.

Then bring out two rules of different length. Say:

This is ruler. It’s Bobby’s ruler.(longer)

This is Judy’s ruler.(long)

Bobby’s ruler is longer than Judy’s.

Step III Show some new words on the blackboard.

Read the new words to students and ask them to repeat.

Step IV 1a

Ask students to do this activity individually. Then check and answers.

Tall—short long hair—short hair thin—heavy calm—wild

Step V 1b

First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.

Step VI 1c Pairwork

Ask two students to read the sample conversation to the class.

A: Is that Tara?

B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..

Then have students work with a partner.

Make conversation work with a partner.

Step VII Pronunciation Note

Write one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.

Step VIII Summary and Homework

Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!

Step IX Blackboard Design

Unit 6 I’m more outgoing than my sister

Draw two people on the blackboard. One is Judy. The other is Bobby.

Judy is taller than Bobby. Bobby is shorter than Judy.

The second period

I. Teaching Aims and Demands

1. Knowledge Objects Key vocabulary. Target language. Oral Practice. Grammar Focus.

2. Ability Objects Learning skill. Writing skill. Communicative competence.

3. Moral Object Handsome is that handsome does.

II. Teaching Importance and DifficultyOral practice. Grammar Focus.

III. Teaching MethodsListening and writing methods. Communicative approach. Pairwork.

IV. TTeaching Procudrues

Step I Greet the class as usual and check the homework.

Step II 2aRead the words in the box to students.

Funny 有趣的 serious 严肃的Outgoing (性格)外向的 quiet 安静的

Tell students smart and athletic are new words. Explain the new words and tell students what they mean. Step III 2b

Ask students to look at the boxes with the headings. Tina is …, Tara is …

Listen to the recording again. This time write how Tina and Tara are different.Please write words in the boxes. Step IV 2c Pairwork

Let students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom.

Have students know they will talk about Sam and Tom in this activity.

Student A: Is Tom more intellectual than Sam?

Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?

Step VI Grammar Focus

Review the grammar box. Ask a student to read the sentences to the class.

Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier.

Step VII Show some dialogue on the blackboard

Conversation 1:

A: Is that Mary?

B: No, it isn’t. It’s Peter. Peter is more carful than Mary.

A: Yes, Mary is more careless than Peter.

Conversation 2:

A: Is it Zoe?

B: No, it Wendy. Wendy is shorter than Zoe.

Conversation 3:

A: Is it Vera?

B: No, it’s not. It’s Mary. Mary is thinner than Vera.

Step VIII Summary and Homework

Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart. Step IX Blackboard Design

Unit 6 I’m more outgoing than my sister

Funny, funnier More athletic than

More intellectual than More serious than

The third period

I. Teaching Aims and Demands1. Knowledge Objects

Reading material. Target language. Listening, speaking and writing pratice.

2. Ability Objects Learning and speaking skills. Reading and writing skills.

Communicative competence.

3. Moral Object To be a brave and hardworking man.

II. Teaching Importance and Difficulty Listening, speaking and writing pratice.

My friend is the same as me. We are both quiet.Do you look the same? No, I’m a little taller than her. III. Teaching MethodsListening, speaking and writing pratice. Reading and writing methods.

IV. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II 3a There’s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard.

1. Liu Li has more than one sister.2. There are some similarities between Liu Li and Liu Ying.

3. Liu Ying is not as good at sport as her sister.4. Liu Ying talks more than Liu Li.

5. Both girls go to lots of parties.

Step III Grammar Note We are both tall.

They are both boys. We both have short hair. They both go to this school.

Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are? Step IV 3b Pairwork First ask two students to read the sample conversation in the speech bubble.

Then tell students to work with a partner. Talk about how you are different from a friend of family member. Step VI The Same and Different

T: Do you find your partner?

T: OK. Now I’ll tell you how to do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner.

Step VII An Optional Activity

Students can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities.

Step VIII Summary and Homework

Today we’ve read and article and known the same and difference between the twins—Liu Ying and Liu Li. And we’ve done a game. We’ve learnt to say the same and difference between you and your partner.

homework:(1) Read the letter again. (2) Finish off the exercises of workbook.

Step IX Blackboard Design

Unit 6 I’m more outgoing than my sister

We are both tall. They are both boys. We both have short hair.

They both go to the school.

The fourth period

I. Teaching Aims and Demands

1. Knowledge Objects Key vocabulary. Target language. Oral pratice. Listening and writing pratice.

2. Ability Objects Learning skill. Writing skill. Communicative competence.

3. Moral Object A friend in need is a friend indeed. Wish you to find your real friends.

II. Teaching Importance and Difficulty Oral pratice. Listening and writing pratice.

III. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II Show the new words on the blackboard.

Read the new words to students and ask them to repeat.

Step III Section B 1a

T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends?

Sa: He is quieter than me.Sb: We are both tall.

Sc: Her hair is longer than mine.

T: Great! And what do you think the most important things are to be your friend? Now, please look at the blackboard. I’ll show descriptions on the blackboard.

Step IV 16 Groupwork

statements about friends using the phrases 1a.

Step V An activity Who is it?

Ask students to work in small groups. Each and writes down as many sentences as they can to describle him or

her.

Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe.

Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.

Step VII 2b

Let students look at the rest of the chart. Read the heading at the top of each column.

The same as best friend. Different from best friend.

Tell students we’ll listen again. Ask students to fill in the chart. How are Holly and Maria the same as and different from their best friends?

Step VIII Homework and Summary

Today we’ve recycled some key vocabulary and learnt some new words. And we’ve learnt to talk about our best friends.

After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we’ll do a game.

Step IX Blackboard Design

Unit 6 I’m more outgoing than my sister

A good friend … Has cool clothes Is popular in school

Likes to do the same things as me Is good at sport

Is good at school work Makes me laugh

The fifth period

I. Teaching Aims and Demands

1. Knowledge Objects Key vocabulary. Reading passage. Oral pratice. Reading and writing practice.

2. Ability Objects Reading skill. Writing skill. Communicative competence.

3. Moral Object Take an activity part in all kinds of social activities.

Get a chance to train your intergrating skills.

II. Teaching Importance and DifficultyOral pratice. Writing and speaking pratice

III. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II Show the new words on the blackboard.

Read the new words to students and ask them to repeat.

Step III 3a

In this activity first read the article to students. Then answer any questions students any ask. For example, S: What’s view?

T: It’s what you think about something. It’s how you feel about something.

Step IV 3b

First let students look at the chart in Activity 2a on page 38. Then ask students to write their own sentences about Holly’s friend and some sentences about Maria’s friend.

Step V 3c

In this activity first ask students to say some of the words and phrases from this unit they can use. For example, Tall, short, thin, heavy Athletic, intellectual, shy Outgoing, serious

Step VI 2a

In this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.

Step VII Pairwork Find Someone for the Job!

Focus students on the job ad. Ask students if they know the word—abacus. If they don’t know, explain it to them.Abacus—a frame with balls that was used to do arithmetic, long before calculators.

Step VIII Homework and Summary

Today we’ve reviewed the key vocabulary in this unit by reading pratice.. And we’ve learnt to write about our best friends.Now homework, write down the words you underlined in Activity 3a in your exercise book. Step IX Blackboard Design

Unit 6 I’m more outgoing than my sister

Sentences students write: The name of a student who should get the job

The sixth period

I. Teaching Aims and Demands

1. Knowledge Objects Reviewing the key vocabulary in this unit. Writing pratice. Just for fun.

2. Ability Objects Self check skill. Writing skill.

II. Teaching Importance and Difficulty

Writing pratice. Reviewing the key vocabulary Quiet, funny, outgoing Kind, athletic

III. Teaching Methods

Self check method. Writing method. Communicative method.

IV. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II Self Check 1

After students finish writing their sentences, write a number of student’s answers on the blackboard.

(1) My friend likes sports. She’s very athletic.

(2) Paul is never quiet! He can’t stop talking.

(3) Mr. Wang is a kind man. He always helps others.

(4) Mary is a funny girl. She always makes me laugh.

(5) Jane isn’t very outgoing. She likes to stay at home and rest.

Step III 2First ask different students to read the questions on the left. Students read.

Are you taller now? Are you more intellectual? Are you more popular?

Are you a better student?

Then ask students to think of themselves two years ago. How are they different now?

Step IV Just for Fun!

Ask two students to read the dialogue to the class. Two students read.

A: I think I see the twins. Is that Juva?

B: No, that’s Jala. Jala has curlier hair than Juva.

A: And Juva is taller than Java.

Write the words curly—curlier on the blackboard. Explain the words curly to students or draw a simple picture what curlier hair means.

Step V Workbook

Read this article about Ali and Ahmet. Then answer the questions

Step VI Summary

This class we’ve reviewed the key vocabulary of the unit. And we’ve learnt how to compare ourthemselves between now and two years ago. I hope you can make great progress.

Step VIII Homework

Finish off the exercises of the Workbook

Step IX Blackboard Design

Unit 6 I’m more outgoing than my sister

Curly Curlier Curly hair

Unit 7 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 .

第一课时学案

学习目标:学会用将来时态预言

一、课前准备:要求学生复习be going to 结构表将来的计划和打算。

翻译下列句子。

1、我打算下周举办生日聚会。

2、他的弟弟计划明天去北京。

3、当我长大了,我打算当一名运动员。

二、新课预习检测: (小组合作完成)

1、Complete the following words we’ve learned in this unit. 根据本单元所学单词,补全下列单词。

r_bo_ p_p_r m_n_y p_ll_tion

2.Look at the following pictures and complete the dialogue. 看图,完成下列对话。

1.A: Will people have ________ in their homes?

B: Yes, ________ ________. I think every home will have one.

三、教师导学

Explain :一般将来时态

构成: will / be going to +动词原形

1.用be going to do表示将来:主要意义,一是表示“意图”,即打算在最近的将来或将来进行某事。

Are you going to post that letter?

How long is he going to stay here?

I am going to book a ticket.

另一意义是表示“预见”,即现在已有迹象表明将要发生或即将发生某种情况。

It’s going to rain.

2、用will/ shall do表示将来:

You will feel better after taking this medicine

I will not lend the book to you.

She will come to have class tomorrow.

Will she come to have class tomorrow?

Yes,she will/ No.she won’t

She won’t come to have class tomorrow.

提醒学生注意划线部分的特点。由此总结出一般将来时的结构为:

1、助动词will+动词原形 ,

2、变一般疑问句,直接把will提到句首。

3、变否定句直接在will后加not

四、练习巩固:

Form sentences. 组句(请注意大小写和标点符号)。

1.on paper, books, on computers, not, be, only, will

________________________________________________________________

2.will, 200 years old, to be, live, will, people

_______________________________________________________________

3.in 100 years, won’t, any, be, paper money, there

________________________________________________________________

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 .

1、学习句型的将来时结构

2、通过三种时间的对比,简略复习一般过去时和一般现在时。

3、可数名词和不可数名词的用法;more, less, few的用法。

能够通过练习对未来做出预测,以及发表个人看法。

一、课前复习:

1.People will live to be 200 years old.(改为否定句)People to be 200 years old.

2.They will study at home on computers this Saturday.(改为一般疑问句) they at home on computers this Saturday?

3、There is a snow tomorrow.(用一般将来时改写)There a snow tomorrow.

二、教师导学一、There be结构表示: (某处有某物或某人.可用于各种时态)

1. there be 结构中的be是可以运用各种时态的。

There is going to be a meeting tonight. 今晚有个会议。

There was a knock at the door. 有人敲门。

There has been a girl waiting for you. 有个女孩一直在等你。

There will be rainy soon. 不久天就要下雨了。

2. 动词be单复数形式要跟there be之后的真正的主语一致。并且要根据就近一致原则来变换be

的单复数形式。

如There is a book on the desk. 课桌上有一本书。

There is a pen and two books on the desk. (课桌上有一个钢笔和两本书)。

There are two books and a pen on the desk. (课桌上有两本书和一个钢笔)。

There are some students and a teacher in the classroom.(教室里有一些学生和一位老师)。

There is a teacher and some students in the classroom. (教室里有一位老师和一些学生)。

3、there be 将来时结构

There will be 34 students in our class. There will be more people in the future. 要求学生认真观察红色字体,总结出there be的将来结构: there will be+其它

二、more ,less,fewer用法

many/much 许多 比较级more ,后跟可数名词复数,或者不可数名词

little 几乎没有,比较级,less, 后跟不可数名词

few 几乎没有,比较级fewer 后跟可数名词。

三、练习巩固

1. —Will people live to be 300 years old? —_________.

A. No, they aren't B. No, they won't C. No, they don't D. No, they can't

2. There will be _________ pollution this year than last year.

A. fewer B. much C. less D. many

Ⅱ.Change the following sentences. 句子转换(根据后面的要求改写句子)。

1.I think there will be robots in their homes. (改为一般疑问句,并作肯定回答)

2.Kids will go to school in 100 years. (改为否定句)

________________________________________________________________

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。

astronaut, apartment, rocket,space station。

一 、自主学习1a 填出合适的词汇 1,A place to live in space. 2,Something kids will use to study at home. 3,These will be in every home. 4,Yang Liwei is a famous Chinese.

二、教师导学2b听力1、 通过三种时间的对比,简略复习一般过去时和一般现在时。

I live in an apartment I work near here. I am a compurter programmer.

We lived in a house. I took the train to school.

I’ll be an astronaut. I’ll fly rockets to the moon.

三、小组合作,完成练习Choose the right answer.

1.I ________ rockets to the moon when I grow up.

A. will put B. will fly C. will take

2.If there are ________ trees, the air in our city will be ________ cleaner.

A. less; more B. more; more C. more; much

3.I predict he will be an engineer ________ ten years because he is so interested in making things.

A. in B. after C. later

4.There were many famous predictions that never ________ .

A. come true B. came real C. came true

5.“The work of Picasso will never be ________ anything, ”someone said.

A. cost B. worth C. spend

四、学习巩固。Choose the right answers. 单项选择填空。

1.The next time you see Nikos, he ________ sixteen years old.

A. will be B. is C. was D. will

2.Margot ________ computer science last year.

A. studies B. studied C. will study D. is studying

3.In ten years, John ________ an astronaut.

A. is B. will be C. was D. will

4.How many people ________ there fifty years ago.

A. will B. were C. are D. will be

5.There is ________ meat but ________ cakes on the plate. Please have one.

A. a little; a few B. a few; a little C. few; little D. little; a few

6.There is very ________ on this street.

A. few traffics B. little traffics C. few traffic D. little traffic

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 .

1、把下列英语翻译为汉语。 1.live in 2.fall in love with 3.go skating 4.be able to 5.the World Cup

2、请画出3a中用将来时的句子。

二、教师导学

阅读文章回答下列问题①What is the article mainly about? ②What does she think of Shanghai?

③ What does she think of her job?

④ What will Ming be in ten years?

⑤ Why will she live in Shanghai?

⑥ Why will she be a reporter?

⑦ Why will she live in an apartment with friends?

⑧ Why can’t she have any pets now?

三、练习巩固

1.There won’t be any ______ ______ (钞票). Everybody will have a ______ ______ (信用卡).

2.The students hope teachers will give them ________ (少) homework than last term.

3.That house is very expensive, but I think it’s ________ (值)the money.

4.Mr Brown came to China last year and he soon ____ _____ _____ _____ (喜欢上)this great country.

5.We have successfully sent many ________ (火箭)into space.

Fill in the blanks. Choose from the words below. 选词填空。

1.There ________ be any paper money. Everyone will have a ________ _ _______.

2.I think there will be ________ trees.

3.There were many famous ________ that never came ________.

4.Kids ________ go to school. They’ll ________ at home on computers.

四、学后体会

五、延伸扩展 小作文用50左右的词汇,描述一下自己五年后的学习和生活情况。

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 . 1. I want to for myself when I’m older . 2.My friends a pet pig in their house . 3.I need to smart for my job interview.

1. science fiction movie 科幻电影 2. in the future将来 3. help with帮助 4. hundreds of成百上千5. the same as 与。。。相似 6.look like 看上午像 7. wake up 醒来

8.over and over 反复9. look for 寻找

Unit 7 How do you make a banana milk shake?

Teaching Aims and Demands

1. Knowledge Objects: a. Key vocabulary:

Turn on , cut up, peel, pour, put, drink, blender

b. Target language How do you make a banana milk shake?

First, peel the bananas and cut it up.Then put the milk into the blender?

2. Ability Objects: cooperating skill.

Teaching Key Points

a. Key vocabulary: Turn on , cut up, peel, pour, put, drink, blender

b. Target language How do you make a banana milk shake?

First, peel the bananas and cut it up.Then put the milk into the blender?

Unit 9 Can you come to my party?

The first period

I. Teaching Aims and Demands1. Knowledge Objects Key vocabulary. Target language. Groupwork.

2. Ability Objects Learning skill. Communicative competence.

3. Moral Object Learn some foreign culture.

II. Teaching Importance and Difficulty Can you come to my party on weekend? --Sure, I’d love to.

Sorry, I can’t. I have a piano lesson. I’m sorry, too. I have to go to the doctor.

III. Teaching Methods Listening method. Learning approach.

IV. Teaching ProcudruesStep I Greet the class as usual and check the homework.

Step II Section A T: Can you come to my party?

Show these expressionon the blackboard by a projector. Read the expression to the class and ask the students to repeat each one.S: I’d love to … I’m sorry , I have to …

Step III 1aHelping his parents studying for a test

Going to the doctor babysitting Having a piano lesson

Then ask students to write the letter of the correct picture in the blank next to each of the pharses.

Step IV 1b Let the students to complete the activity individually.

Listen carefully.

Ask students to complete the activity individually. Then correct the answers.

Step V 1c Groupwork First let four students read the example in the speech bubbles to the class.

A: Can you come to my party on Wednesday?B: Sure, I’d love to.

C: Sorry, I can’t. I have a piano lesson.D: I’m sorry, too. I have to go to the doctor.

Then help students form groups of four.

Step VI An Optional Activity

Ask students to practice some invitation and refusals.Play the recordings for the class and have a student ask about any words or sentences they can’t understand.

Step VIII Culture Note

In some cultures, it is not considered polite to accept an invitation the first time it is offered. In such places people usually thank the people but do not give a definite answer at that time.

Step IX Summary and Homework

This class we’ve learnt some key vocabulary and the target language. After class ask write the phrases in 1a down in your exercise books.

Step X Blackboard Design

Unit 9 Can you come to my party?

How about… Polite…

What about… Impolite…

The second period

I. Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary. Target language. Grammar focus.

2. Ability Objects

Learning skill. Communicative competence.

3. Moral Object

It’s polite to refuse one’s invitation if you can’t go.

II. Teaching Importance and Difficulty

Target language.

Can you come to my party on weekend?

Sure, I’d love to.

Sorry, I can’t. I have a piano lesson.

I’m sorry, too. I have to go to the doctor.

III. Teaching Methods

Grammar Focus. Pairwork.

IV. Teaching Aids

A tape recorder. Cards with ―Yes‖ and ―No‖ for Follow-up Activity 1.

V. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II 2a

Now tell students we’ll have five conversations.

Conversation 1:

Anna: Hi, Jeff. Can you come to my party on Saturday?

Jeff: I’m sorry, I can’t. I have to visit my aunt on Saturday.

Conversation 2:

Anna: Hello, Marry. Can you come to my party on Saturday?

Marry: I’d love to.

Conversation 3:

Anna: May Lee, can you come to my party tomorrow?

May Lee: I’m sorry. I have to help my mom.

Conversation 4:

Anna: Claudia, Can you come to my party on Saturday?

Claudia: I’m sorry. I’m going to the movies.

Conversation 5:

Anna: Say, Paul. Can you come to my party on Saturday?

Paul: I’d love to.

Step III An Activity Pick a Card

Prepare fifteen cards to give students. Five of the cards have the word Yes on them. Ten of the cards have the word along with the name of an activity.

Step IV 2b

Ask a student to read the five sentences in Activity 2b. Tell students these are the reasons why people can’t go to

the party. Now listening to the recording again.

Step V 2c Pairwork

Now let students look at the sample conversation in the book. Ask a pair of students to read it to the class. A: Hey, Dave, can you come to my party on Saturday?

B: I’m Sorry, I can’t. I have too much homework.

A: That’s too bad. Maybe another time.

B: Sure, Joe. Thanks for asking.

Step VI Grammar Focus

Review the grammar box. Ask students to say the questions and answers.

Talk about the two ways people give reasons for saying no to an invitation.

Step VII Summary and Homework

This class we’ve learnt how to say ―no‖ to someone’s invitation and give a reson. After class copy the grammar box in your exercise books..

Step VIII Blackboard Design

Unit9 Can you come to my party?

Has to have to

She play basketball.

He study.

They go to a party.

I to study for a test.

The third period

I. Teaching Aims and Demands

1. Knowledge Objects

Review vocabulary items. Oral practice.

2. Ability Objects

Reading skill. Writing skill. Communicative competence.

3. Moral Object

Use computers to help with your study.

II. Teaching Importance and Difficulty

Review vocabulary items. Oral practice using target language.

III. Teaching Methods

Grammar Focus. Pairwork.

IV. Teaching Aids

A picture of computer. A tape recorder.

V. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II 3a

Show an invitation in the blackboard.

Lisa: Hi, Simon. Can you come to my party?

Simon: When is it?

Lisa: It’s on Friday June 30 at four-thirty.

Simon: I’d love to.

Step III 3b pairwork

Practice the conversation in 3a. Then fill in the card with details of a event.Then call your classmates to invite him or her to the event.

Step IV 4 Invite a Friend

Tell the class how to do the activity. For example:

Li Hua, you are Lu Eliza. Look at the this page.

Fang Fang you are Lu Qing. Look at the page 87.

Look at your calendar for this week.Then make a dialogue.

Step V

Show the piucture on the blackboard.

Tell students Evite is the web’s leading in line invitation service. It’s easy to get people together and best of all, it’s FREE!

Step VI Summary

Today we’ve learnt how to write an invitation and done a lot of pratice.

Step VII Homework

If you have a computer, you may send the invitation each other.

Step VIII Blackboard Design

Unit 9 Can you come to my party?

Lu Qing Eliza Wednesday afternoon Friday afternoon

Saturday Sunday

The fourth period

I. Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary. Target language. Oral practice.

2. Ability Objects

Listening skill. Speaking skill. Communicative competence.

3. Moral Object

Prepare for the next class game.

II. Teaching Importance and Difficulty

What’s today? --It’s Monday the 14th.

Can you play tennis with me?

When? --Today. --Sorry, I can’t.

III. Teaching Methods

Listening and speaking methods. Communicative approach. Pairwork.

IV. Teaching Aids

A current wall calendar. A tape recorder.

V. Teaching Procudrues

Step I Greet the class as usual and check the homework. Ask students if they send invitation by computer each other.

Step II Section B 1a

First let students look at the days of the week at the top of calendar in the book. Read the words and ask them to repeat.

Then display a current calendar and ask a student to copy them numbers into the calendar in their books. Step III 1b

Show the words on the blackboard:

Yesterday: 昨天Today: 今天Tomorrow : 明天;明日

The day after tomorrow: 后天

Now ask students to write the words below the correct dates on the calendar in 1a.

Step IV 1c Pairwork

Ask the students to read the dialogue in the speech bubble.

A: What’s today? --B: It’s Moday the 14th.

Then have students work in pairs. One student point to a date and asks, what’s today? The other student answers, It’s .

Step V 2a

First let students look at the picture.

Ask students to tell what the boy is doing.(He’s talking on the phone.

Play the recording for the first time. Students only listen. Then play it again. This time ask students to circle yes or no.

Step VI 2b

Now look at the list of five activities. Ask a student to read it to the class.

Call attention to the three lettered words: a. today b. tomorrow c. the day after tomorrow.

Step VII Summary and Homework

Today we’ve reviewed the days of the week. And we’ve leant some key vocabulary and the target language. We have leant how to ask the date, how to invite some body and how to refuse and give a reason. Next class we’ll do a game: Name That Day.

Step VIII Blackboard Design

Unit 9 Can you come to my party?

Sun Mon Tue Wed Thu Fri Sat

The fifth period

I. Teaching Aims and Demands

1. Knowledge Objects

E-mail message. Writing practice. Reading practice.

2. Ability Objects

Reading and writing skills. Communicative competence.

3. Moral Object

Ask your friends and classmates to your birthday party and have a good time.

II. Teaching Importance and Difficulty

Reading passage. I’m + verb + ing. I have to + verb.

Reading and writing practice.

III. Teaching Methods

Reading and writing methods. Communicative approach. Groupwork.

IV. Teaching Aids

A picuture of a computer. A wall calendar.

V. Teaching Procudrues

Step I Greet the class as usual.

Step II Play a Game: Name That Day

Play a game of speed with the class. Display the wall calendar. Say a student’s name, point to a date on the

calendar and say either yesterday, today or tomorrow. Give the winners little presents.

Step III 3a

Now open your books at page 29. First I’ll read the e-mail message to you. Have you any questions about this e-mail message.

Tell the students to read the e-mail message again and complete Sonia’s answers.

Step IV 3b

Point out the sample answer and ask students to use their imagination to complete the e-mail.

Tell students to use ―I’m + verb + ing.‖or ―I have to + verb.‖

Ask the students to complete the activity on their own.

Step V 3c

Ask students to give some sample answers. Write them on the blackboard. For example,

I can’t visit you next week. I have to go to school on Moday.

I’m playing soccer on Tuesday.

On Wednesday, I’m going on vacation.

Step VI 4 Groupwork Plan a Party!

First ask two students to read the conversation in the speech bubble.

A: Can you come to my party?

B: When is it?

A: Next week. ON Thursday night.

B: I’m sorry. I have to study for a math test.

Then ask students to turn to page 88.

Step VII Topic for Discussion

Have you had your birthday party? Did you have a good time? Have you invited your friends and classmates? Now let students have practice.

Step VIII Summary and Homework

We’ve leant how to write an e-mail and had a discussion.

Now homework. Read the e-mail message again.

Step VIII Blackboard Design

Unit 9 Can you come to my party?

I can’t visit you next week. I have to go to school on Monday.

I’m playing on Tuesday. On Wednesday, I’m going on vacation.

The sixth period

I. Teaching Aims and Demands

1. Knowledge Objects

Review key words and target language of the unit.

Reading and writing practice.

2. Ability Objects

Reading and writing skills.

3. Moral Object

Beethoven, a famous musician.

II. Teaching Importance and Difficulty

Reading and writing practice.

Review key vocabulary and the target language.

III. Teaching Methods

Reading and writing methods.

IV. Teaching Aids

A projector.

V. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II Show some new words on the blackboard.

Read the words to the class and ask students to repeat. Make sure everyone understands its meaning.

Step III Self check 1

Ask students to fill in the blanks on their own.Check the answers:

1. My American friend is going to visit me next vacation.

2. Are you playing football this weekend?

3. Please keep quiet! I’m trying to study.

4. I can’t join you because I have to help my mom.

5. Do you want to come to my birthday party?

Step IV 2

Ask students to read the invitation.

Imagine you are Marie. Look at your schedule. Write replies to the invitations.

Tell Rose, Julie, walk around the class offering language support where necessary.

Step V Just for Fun!

Ask students to read the cartoon to themselves.

Then have two students read the words to the class.

Help students understand that it’s the famous musician, Beethoven, who has to practice the piano.

Step VI Read about Meimei and Judy

Judy is coming to the party. She wants to help Meimei on Saturday, but she can’t. She has a soccer game in the morning. And in the afternoon, she’s going to her uncle’s house. She’s coming to the party at 8:00.

Step VII Summary

Today we’ve reviewed the key vocabulary and the target of the unit by reading and writing.

Step VIII Homework

Finish off the exercise of workbook.

Step VIII Blackboard Design

Unit 9 Can you come to my party?

Bethoven A famous musician Practice the piano

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