haihongyuan.com
海量文库 文档专家
全站搜索:
您现在的位置:首页 > 初中教育 > 初中英语初中英语

新八上教案

发布时间:2014-01-29 16:56:45  

新目标英语八上

教案

201 ------- 201 学年度第-----学期

Unit 1 Where did you go on vacation? - 1 -

Period 1 Section A (1a-2d)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself

能掌握以下句型:

① —Where did you go on vacation? —I went to the mountains.

② —Where did Tina to on vacation? —She went to the beach.

③ —Did you go with anyone?

2) 能了解以下语法:

—复合不定代词someone, anyone, something, anything等 的用法。

—yourself, myself等反身代词的用法。

3) 一般过去时态的特殊疑问句,一般疑问句及其肯定、否定回答。

2. 情感态度价值观目标:

学会用一般过去时进行信息交流,培养学生的环保意识,热爱大自然。

二、教学重难点

1. 教学重点:

1) 用所学的功能语言交流假期去了什么旅行。

2) 掌握本课时出现的新词汇。

2. 教学难点:

1) 复合不定代词someone, anyone, something, anything等 的用法。

2) yourself, myself等反身代词的用法。

三、教学过程

Ⅰ. Lead-in

1. 看动画片来进入本课时的主题谈论上周末做了些什么事情,谈论过去发生的事情。 Ⅱ. Presentation

1. Show some pictures on the big screen. Let Ss read the expressions.

2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: —Yes, I did./No, I didn’t. - 2 -

Stayed at home, Went to mountains, went to New York City 6. Went to the beach,

visited my uncle, visited museums, went to summer camp

3. Now, please match each phrase with one of the pictures next to the name of the

activity,point to the sample answer.

4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d

III. Listening

1. Point to the picture on the screen.

Say: Look at the picture A. Where did Tina go on vacation? She went to mountains.

Ask: What did the person do in each picture?

2. Play the recording the first time.

3. Play the recording a second time.

Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.

4. Check the answers.

IV.Pair work

1. Point out the sample conversation. Ask two Ss to read the conversation to the class.

2. Now work with a partner. Make your own conversation about the people in the picture.

3. Ss work in pairs. As they talk, move around the classroom and give any help they need.

4. Let some pairs act out their conversations.

V. Listening

1. Tell Ss they will hear a conversation about three students’ conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No.

2. Let Ss read the phrases in the chart of 2b.

3. Play the recording the first time. Ss listen and fill in the chart.

4. Play the recording a second time for the Ss to check ―Yes, I did.‖ or ―No, I didn’t. ‖

5. Check the answers with the Ss.

VI. Pair work

1. Let two Ss read the conversation between Grace, Kevin and Julie.

2. Let Ss work in pairs and try to role-play the conversation.

3. Ask some pairs to act out their conversations.

- 3 -

VII. Role-play

1. First let Ss read the conversation and match the people and places they went.

2. Let Ss act out the conversations in pairs.

3. Some explanations in 2d.

Homework:

用英语询问你的一位好朋友,她(他)假期去了哪里?看到了什么?并将此对话写在作业上。 A: Where did you go…?

B: I went to…

A: Did you see…

B: Yes, I did. / No, I didn’t.

板书设计:

Period 2 Section A (Grammar focus-3c)

一、教学目标:

1. 语言知识目标:

1) 复习所学的重难点句型及句式结构。

2)总结学习anyone, someone, everyone, something, anything, nothing等不定代词的用法。

3)练习运用所学的句型及句式结构。

2. 情感态度价值观目标:

学会用一般过去时进行信息交流,培养学生的环保意识,热爱大自然。

二、教学重难点

1. 教学重点:

- 4 -

1) 用所学的功能语言交流假期去了什么旅行。

2) 复习运用本课时出现的新词汇。

2. 教学难点:

1) 复合不定代词someone, anyone, something, anything等 的用法。

2) 阅读填空能力的提高。

三、教学过程

Ⅰ. Warming- up and revision

1. Free talk: Ask Ss the questions: Where did you go on vacation?

Ss try to answer the questions.

2. Review the usage of “复合不定代词”

Ⅱ. Grammar focus.

1. 学生阅读Grammar Focus中的句子,然后做填空练习。

1. 你去了什么地方去度假?

______ ______ you go on ___________?

2. 我去了纽约市。

I _______ _______ New York City.

3. 你和什么人别一起去的吗?

______ ______ go out with ________?

4. 不,没有别人在这儿。每个人都在度假。

No. ____ ______ was here.

________ was on _________.

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、复合不定代词总结:

1. some, any, no, every与-one, -thing可以组成八个不定代词,他们分别是:

someone, ________ _______ ________ __________ __________ ______________。

2. 带some的复合不定代词常用于肯定句中;带 any的复合不定代词常用于否定句或一般疑问句中。例如:

我想吃点东西。 I’d like _____________ to eat.

今天有人给我打电话吗?

- 5 -

Did ________ call me today?

3. 当形容词修饰不定代词时,应放在其后面。例如:这本书里有什么新东西吗? Is there __________ _______ in this book?

今天没有什么特别的事。

There’s ___________ ________ today.

4. 由some, any, no, every构成的复合不定代词作主语时,都作单数看待,其谓语动词用单数第三人称形式。例如:

Something is wrong with my watch.

Well, everyone wants to win.

Nobody knows what the future will be like.

There is something for everyone at Greenwood Park.

5. 除no one以外,其他复合不定代词都写成一个词。

二、学生们读上面的探究试题,并合作探究完成。

三、看大屏幕,校对答案。

Ⅳ. Practice

Work on 3a:

1. Let Ss look at the conversation in 3a. First let one student read the words in the box.

2. Tell Ss to read the conversation and fill in the blanks.

3. 方法指导:

首先,应通读对话,掌握短文大意;其次,回顾一下刚才学习的有关复合不定代词的用法。

然后,仔细阅读每个句子,根据空格前后的词语进行推敲。比如,第一句话是一个一般疑问句,空格前有do一词,可知空格处应填anything一词,意为“做什么事情”。其他类似。 学生们,按老师指导的方法进行阅读,并逐句推敲每空应填什么词,在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

Explanation : 反身代词

Work on 3b:

1. Tell Ss to fill in the blanks in the e-mail message with the words in the box.

2. 方法指导:

- 6 -

首先,应通读全文,掌握短文大意;其次,回顾一下刚才学习的有关复合不定代词的用法。

然后,仔细阅读每个句子,根据空格前后的词语进行推敲。比如,第一句话是一个一般疑问句,空格前有do一词,可知空格处应填anything一词,意为“做什么事情”。其他类似。 学生们,按老师指导的方法进行阅读,并逐句推敲每空应填什么词,在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

Ⅴ. Group work

1. Work on 3c: Ask your group questions about their vacation. Then tell the class your results.

2. Fill in the blanks according to the answers.

3. Try to make a report in each group. Then let one student read the report to the class.

(最后,可以经学生们评议来推举最有能力的小组)

Ⅵ. Exercises

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

用恰当的不定代词填空。

1. _________ found Mr. Li’s keys and gave them back to him yesterday.

2. ─Did you see ___________ in the big box?

─ No, I didn’t. There’s ___________ in it.

3. _________ helped the little boy. He did it himself.

4. My watch doesn’t work. ___________ is wrong with it.

5. ─Hello, ___________!

─Hello, Mr. Smith!

6. ─How’s it going, Jack?

─Great! ____________ is going well.

7. ─Did you go to the beach with

___________?

─Yes. I went there with my cousin.

Homework

1. 背诵Grammar focus 部分。

2. 复习复合不定代词及反身代词的用法。

- 7 -

板书设计

Period 3 Section B ( 1a-2e )

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry

2) 能掌握以下句型:

① Where did…?

② What did…?

③ How was…? / How were…?

④ Did she/he…?

2. 情感态度价值观目标:

学生了解我国不同地方的人们上学的方式,了解还有一些贫困地区的孩子们需要我们去帮助他们。

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

- 8 -

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. Check the homework. Let some Ss report where did they go on vacation.

3. Review the ―复合不定代词‖

4. Review the ―反身代词‖

5. Show a movie of paragliding.

Ⅱ. Writing

Work on 1a:

1. Point to the six words. delicious, expensive, exciting, cheap, terrible, boring

2. Read the words and let Ss read after the teacher.

3. Point to the last picture and say: This is a cake. It’s delicious. Then do the same thing for all six pictures.

4. Let Ss match each word with a picture. Then check the answers with the students.

Work on 1b:

1. Explain the meaning of ― ? words‖ and ― ? words.‖

2. Let Ss discuss the words they know and write them down on the line.

3. Let some Ss read out their words to the class. (Or let some Ss write their words on the blackboards.)

Ⅲ. Listening

Work on 1c:

1. T: Now let's work on 1c. First, let one student read the questions aloud. Make sure all the Ss know the meanings of the questions.

2. Play the recording for the first time. Ss only listen.

3. Then play the recording for the second time. Ss listen and answer the questions.

4. Then play the recording for the third time for the Ss to check the answers.

5. Ss listen to the tape and circle the words and phrases they hear.

- 9 -

6. Check the answers: (Look at the big screen.)

Work on 1d:

1. Tell Ss this time they have to write down what Lisa said about her vacation, the people, the fun park, the food and the store.

2. Then play the recording for the second time. Ss listen and write down the words.

3. Then play the recording for the third time for the Ss to check the answers.

听力指导:在听时要抓重点内容。第一次听要求我们回答问题,因此在听的时候,应重点将与这些问题相关的内容方面的听清,其他作为非重点内容。另外,要注意要速记下重点内容。 在完成1d部分时要注意听的重点是放在Lisa对这五个方面的事情所做评价,因此应听清楚那些形容词。

Ⅳ. Pair work

1. Tell Ss to ask and answer about Lisa’s vacation. Begin your questions with the following sentences. For example:

Where did you go on vacation?

I went to New York City.

Did you go with anyone?

Yes, I did.

2. Ss work in pairs and ask and answer about Lisa’s vacations.

3. Let some pairs come to the front and ask and answer in pairs.

Ⅴ. Discussion

1. Tell Ss to work in groups. Discuss the questions together.

What do people usually do on vacation?

What activities do you find enjoyable?

2. Give Ss some possible answers:

People usually go to some places of interest for vacation.

I find fishing enjoyable.

3. Ss discuss the two questions. Write down their answers. Let some group report their answers. VI. Reading

Work on 2b:

1. T: Now we’ll read Jane’s diary entries about her vacation and answer the questions.

- 10 -

Did Jane have a good time on Monday?

What about on Tuesday?

2. Ss read the diary quickly and find the answers to the questions.

3. Check the answers with the Ss.

Work on 2c:

1. Let some Ss read Jane’s diary entries again. Fill in the chart.

2. Let Ss look at the chart first. Then let them read and fill in the chart.

3. Check the answers. (Look at the big screen.)

Work on 2d:

1. Tell Ss they should read the conversation about Jane’s trip to Penang again and use the information in the diary entries.

2. Ss read the conversation about Jane’s trip to Penang first then try to fill in the blanks.

3. 方法指导:首先,应读通读整个对话一遍,理解对话的大意;然后,认真阅读有空格的上下句的内容,结合日记的内容,确定空格处的内容。 最后,再通读一遍对话,综合日记的内容看每个空格处是否贴切。

3. Ss read carefully and try to write down the words in the blanks.

4. Check the answers with the class.

Work on 2e:

1. 告诉学生们这篇日记是Jane在七月十八日又一次参观了Penang Hill 后,所写的。读日记,并用括号中单词的正确形式填空。

2. 方法指导:首先,再次明确这是一篇日记,因此应用一般过去时态;然后,通读一遍日记的内容,了解大体内容;最后,综合每句的内容,用括号中动词的正确的形式填空。

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

4. Check the answers. (Look at the big screen)

5. 对动词一般过去时的规则形式与不规则形式,再复习一遍。

Homework

用所给动词的适当形式填空。

1. My mother ______ (buy) a new schoolbag for me yesterday.

2. When _____ you _____ (start) to learn English?

3. My aunt ______ (take) us to dinner at a restaurant but the food _______ (is) not good at all. - 11 -

4. When I _______ (am) in America, I _______ (make) a lot of new friends.

5. They _______ (have) a great sale last weekend.

板书设计:

Period 4 Section B (3a-Self check)

一、教学目标:

1. 语言知识目标:

1) 复习询问或谈论假期去某地旅行的经历。

2) 能够综合运动词的一般过去时形式,并能正确填空。

3) 总结回顾动词过去式的规则变化不规则变化。

2. 情感态度价值观目标:

1) 学生了解我国不同地方的人们上学的方式,了解还有一些贫困地区的孩子们需要我们去帮助他们。

2)通过谈论假期旅行的经历,明白在旅行时应注意保护环境。

二、教学重难点

1. 教学重点:

1) 能综合运用所的重难点词汇来完成相关任务。

2)能运用英语根据相关提示来记自己某次旅行的经历。

2. 教学难点:

能运用英语根据相关提示来记自己某次旅行的经历。

三、教学过程

Ⅰ. Warming- up and revision

- 12 -

1. Let Ss read the passage about Jane’s vacation to Malaysia. Then fill in the blanks.

2. Check the answers.

Ⅱ. Discussion

1. Show some pictures of the some places of interest. Tell Ss the name of them.

e.g. the Great Wall, Summer Palace, Tian’anmen Square, a Beijing hutong…

2. Let Ss discuss what they can do, eat, buy… in those places.

Ⅲ. Writing

1. Tell Ss they went to one of these places of interest last summer vacation. With the help of the words in the box, try to fill in the blanks of the diary.

2. Let some Ss read the words in the box.

3. Ss read the diary and try to fill in the blanks with the words in the box.

2. 阅读指导:

首先,应阅读日记一遍,了解日记的大意。然后,细读每一句,根据上下文文意来确定每个空格处应填的词汇。比如:读第一行可知此处是填空记日记时的时间,空格后面有日期,因此空格处应填月份August。读第二句话,可知空格处应填写天气的词汇,故应选hot and sunny。其他类似。

3. Ss read the passage then fill in the blanks with the words in the box. 4. Check the answers. Ⅳ. Practice

Work on 3b:

1. Let some Ss read the questions aloud to the Ss. Make sure they know the meaning of the questions.

2. Let Ss work in pairs to ask and answer the questions. Write their answers on a piece of paper.

3. Get some pairs read out their answers.

4. Check the verbs forms.

Work on 3c:

1. Tell Ss to write a travel diary like Jane’s on Page 5. Use your notes in 3b.

2. 写作指导:

1.

2. 回顾一下在3b中所回答的问题的情况,然后将这些句子按恰当的逻辑顺序排列在一

起,形成条理清晰的一段文字。

- 13 -

3. 可以根据旅行的经历再添加一些恰当的想象的句子。

4. 再次,阅读一遍短文,看有没有错误的句子。

3. Ss write their diary by themselves. Give any help they need.

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

Ⅴ. Self check 1

1. 让学生们看自己的笔记,复习相关复合不定代词的用法。

2. Let Ss read the small conversation and choose the correct words in the box to fill in the blanks.

3. Check the answers with the Ss.

4. Explain any problem that Ss can’t understand.

Ⅵ. Self check 2

1. 让学生们看自己的笔记,复习相关动词过去式的规则变化及不规则变化。

2. Ss read the passage and fill in the blanks. 3. Let some Ss write their answers on the blackboard.

4. Check answers with the Ss. 5. Explain any problem that Ss can’t understand.

Ⅶ. Group work

1. Tell Ss what they should in this activity. Imagine you are all foreigners on vacation in China. You meet each other at the airport on your way home. Talk about what you did on your vacation.

2. Ss work in groups of four and ask and answer about their vacations in China.

3. Let some pairs act out their conversations in front of the class.

Homework

1. Review Section B.

2. 阅读Self check 2 的短文,并强化记忆所列举动词的一般过去式形式。

3. 总结全单元出现的不规则变化的动词的一般过去式,并努力记住他们。

- 14 -

教学反思:

Unit 2 How often do you do exercise

Teaching aims of this unit:

Language goals :

1.Vocabulary: always usually often sometimes hardly ever never ,once a day ,twice a week ,three times a month, my eating habits ,healthy /unhealthy lifestyle , keep in good health, junk food ,eat less meat, the same as, be different from ,the difference between…and…, of course ,look after, be good /bad for, sleep nine hours every night all /most /some /no students ,maybe, although exercise =do/play sports

2.Ask and answer : What do you usually do on weekends?

I often watch TV on weekends.

How often do you watch TV?

I watch TV twice a week..

How long do you sleep every night?

I sleep nine hours every night.

What are the differences?

3. Topic :My lifestyle or habits

Aims of abilities: Talk about how often you do things

Aims of emotion: Get the messages from the others successfully.

4.Language functions: Wh-questions, What do …?, How often …?,Adverbs of frequency, All/most/some/none

课时安排5课时

- 15 -

Period One: Section A (1a—2c)

Period Two: Section A (3—4)

Period Three: Section B (1a—2c)

Period Four:Section B (3a—4)

Period Five: Self check and Revision (A-self check)

Period One

Teaching Aims:

1. Learn to talk about how often do you do things

2. To learn the words of the adverbs of frequency.

Teaching Difficulties:

1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.

2.phrases: how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes .

3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week ··· .

Teaching Aids: Tape recorder; Multi-Media.

Teaching Procedures:

Step 1 :Greeting.

1.Welcome back: Talk about their holidays.

2.Encourage Ss to share their holidays with the whole class.

Step 2 :Leading – in

1. Do you like watching TV? Yes ,I do.

Do you watch TV every day? Yes, I do.

How often do you watch TV?

I watch TV every day. I watch TV twice a week.

2.Introduce the key vocabulary.

Ask the students to say what they see in the thought bubbles.

- 16 -

Check the answers on the board.2.

3. Name each activity.

Repeat reading the following: watch TV, read, shop, go skateboarding, exercise, draw

4. Look at each picture in 1c.Tell what the person does on weekends.

Check the Ss orally.

1) Make sure what they will hear and do .

2) Read these adverbs and explain.

5.Play the tape twice .Write the letters on the line.

Ask Ss: Well, do you still remember your last vacation?

How did you spend it?

Was it the same as this summer vacation?

So what do you often do in your summer vacation?

Then show some phrases for Ss to practice.

Then present as following:

always>usually>often>sometimes>hardly ever(几乎没有) >never

and let them understand their differences at the first time.

Step 3 :Guessing Presentation and Practice.

always, usually, often, sometimes, hardly ever(几乎没有) or never.

And during this part, present surf the net exercise and go skateboarding.

Step4 :.Do a survey:

Ask and answer: How often do you take a shower?

How often does he take a shower?

Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever(几乎没有) or never.

- 17 -

Step 5: Homework

1.Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.

2.Remember what we learn today.

Period Two

Teaching Aims:

1. Students can learn to talk about activities and how often to each other

2. Students can listen, talk ,read and write these words correctly

Teaching Difficulties:

1. Words: high school, most, no, result, active, for as, for about

2. Phrases: for as, for about

3.Sentence patterns: How often do you shop? I shop once a month.

How often does Cheng watch TV? He watches TV..

Teaching Aids: Tape recorder; Multi-Media.

Teaching Procedures:

Step One :Greeting.

Step Two :Leading – in

Drills:

T: What do you usually do on weekends ?

- 18 -

S1: I usually play soccer .

T: How often do you play soccer ?

S1: I play soccer twice a week .

T: How often does he play soccer ?

The other Ss: He plays soccer twice a week .

Repeat for three times .

Step Three :Pre-task

Review the grammar box .

Step Four :While-task

1. Call attention to the survey .

2. Make sure the Ss understand the chart .

T: What activity do ninety-five percent of Green High students do every day ?

3. Ss answer .If necessary , give them help .

4. Review the information in the green box with Ss .

5. Read the article first by the Ss .

6. Check the answers .

7. Practise reading .

Step Five :Post-task

1.T: What can you do to improve your English ?(e.g. read English books, practice reading and speaking ) How often do you ··· ?

2.Think of more things you can do to improve your English and write them here .

3.Ask several Ss each question .

4.See: Who is the best English students in the class

Step Six: Homework:

1.Revise the new words .

2. Preview the next section

板书设计:

- 19 -

Period Three

Teaching Aims:

Learn to talk about how often they do things to keep healthy.

Teaching Difficulties:

1.Words:

junk food, milk, coffee, chips, cola, chocolate, drink, health, how many, interviewer.

2.Phrases: how many, be good for, be bad for, every day.

3.Sentence patterns: How often do you drink milk, Liu Feng?

How many hours do you sleep every night?

She says it’s good for my health.

Teaching Aids: Tape recorder; Multi-Media.

Teaching Procedures:

Step 1 :Greeting.

Step 2 :Warm-up

1.Enjoy an English song.

2.Free talk. Talk with Ss about the following questions:

Do you like fruit vegetables?

Yes, I do.I love it/ them. It’s/They’re delicious. And it’s /they’re healthy food. It’s/They’re good for our health. Or No, I don’t. It’s awful. I can’t stand it.

Ask Ss: How often do you eat fruit vegetables?

- 20 -

Step 3: Presentation

1.Teach milk. Do you like milk? Do you drink milk every day? Why /Why not?

2.Then teach chip /cola/chocolate/coffee in the same way. Don’t forget to ask them Are they/Is it healthy food /drink? They’re /It’s healthy/unhealthy/ junk food. Don’t eat /drink them /it too often. Step 4: Pair work

Ss make a similar conversation by themselves.

A: How often do you{ eat…? drink…?

B : I eat/drink… every day/….

A: Do you like it ?

B: Yes, I do. It’s good for my health.

/No, I don’t. But my mother wants me to eat/drink it.

Step5 : Presentation

The teacher asks Ss other questions:

How often do you exercise/watch TV/read English/play computer games?

How many hours do you exercise/watch TV/read English/sleep/play computer games?

Step 6: Pair work

Get Ss to make a long conversation by themselves.

Step 7: Listen (work on 2a)

Get the Ss to listen and circle the answers to each question .Later check the answers.

Step 8: Work on 2b

Listen again and fill in the blanks in the survey. Then check the answers.

Step 9 .Group work

Role play. Student A is the interview. Student B is Katrina. Student C is Bill. Try to act the conversation out .They can use their own words.

Step 10.Task Get the Ss to ask their classmates as many questions as they can about their lives. The questions above (2b) can help them. After that they can give a report in front of the class. Step 11. Homework :

1. Finish the exercise in this period.

2. Write the report in the exercise book.

- 21 -

Period Four:

Teaching Aims:

1. Learn following expressions:

2. Learn to write one’s own habits.

Teaching Difficulties:

1.Words: habit, try, lifestyle, grade, better, same, as, different, difference, maybe, although, for, keep, must.

2.Phrases: eating habits, look after, healthy lifestyle, unhealthy lifestyle, good grades.

3. Main task: How to write a composition of one’s habits.

Teaching Aids: Tape recorder; Multi-Media.

Teaching Procedures:

Step1: Revision

1. Free talk:

2.Ask and answer

How often do you exercise? How often do you eat vegetables/fruit/junk food?

How often do you drink milk/coffee/tea? How many hours do you sleep every day? Use he/she/they ask and answer these questions.

Group works

Step 2.Presentation and Practice

1. Free talk.

What is a healthy lifestyle.

After that, T can show a picture with healthy lifestyle and unhealthy one:

eat fruit never eat vegetables/fruit

vegetables drink coffee/wine too much

drink milk never drink milk

sleep 9 hours sleep 5 hours

do exercise never do exercise

healthy lifestyle unhealthy lifestyle

- 22 -

T: And you know: Healthy lifestyle can help us get good grades. Good food and exercise help us to study better. My student Katrina has a good lifestyle. Let’s see it.

Step 3.Read 3a.

Compare the passage with yourselves.

Explain:

of course , pretty healthy/good ,unhealthy ,a healthy lifestyle, try to do sth..,

look after, help sb. to do sth., study better, the same as, be different from

Give more examples.

Step 4. Finish 3b.

Sep 5.Homework:

Read the text for many many times. And correct your composition referring to it.

Period Five: Self check and Revision

Step1 Greetings & free talk .

Step2 Discussion

Work in groups, discuss which kind of life is healthy.

Do a report according the discussion.

We think we should eat fruit and vegetables…

Step3 Self check

- 23 -

Fill in each blank with the correct word given. Then make your own sentence with each word.

1. wants 2.exercises 3.help 4.try 5.have Step3 Key vocabulary

1.ever adv. 曾经

2. once adv. 一次

3. twice adv. 两次

4.internet n. 互联网

5. program n. 节目单, (电脑)程序

6. hilltop n. 山顶

7. result n. 结果, 成果

8. key n. 提醒,提示, 线索, 答案

9. translate v. 翻译

10. song n. 歌曲

11.junk n. 垃圾, 破烂物,废弃的旧物

12. milk n. 牛奶

13. interviewer n. 采访者

14.habit n. 习惯,习性

15.difference n. 不同,差异,区别

16.grade n. 分数,成绩,年级

17. although conj. 虽然,即使,纵然

18. unhealthy adj. 不健康的, 不益健康的

19.skateboarding n. 溜滑板运动

Step4 Key phrases:

1. how often 多久一次

2. as for 至于,关于

3. junk food 垃圾食品

4.eating habit 饮食习惯

5.of course 当然

6.look after 照顾, 照看

- 24 -

7. start with 以……开始

8. make a difference 使得结果不同,有重要性

9. go shopping 去购物

10.have a party 聚会

11. go to the movie 去看电影

12. once a week 每周一次

13. hardly ever 很少

14. twice a week 每周两次

15. three times a week 每周三次

16. watch TV 看电视

17.on weekend 在周末

18. do homework 做作业

19. a lot of 许多

20. try to do 试图(努力)做某事

21. help sb (to) do sth. 帮助某人做某事

22. the same as 和……相同

23.keep in good health 保持身体健康

Step 5 Grammar

1.掌握句型:

1)What do you usually do on weekends? I often go to the movies.

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

What do you usually do on weekends? I often go to the movies.

(watch TV、read books 、exercise 、clean、skateboard、 play basketball、wash clothes、go shopping、 go to movies)

How often do you exercise/… ?

Task one ―Find my group members.‖

2)在规定 时间内填完活动表格,再向周围同学开始询问,找出与自己课外活动大致相同的同学请他或她在每项活动后面签名。

- 25 -

3) Do a survey ―What does she /he do on weekends ?‖

2. Presentation and drill

(1)教师指着屏幕说:― Now let’s see my activities on weekends. How often…?屏幕上出现各项活动的图片并介绍。 I always read books at 6:00 in the morning. Then I usually run at 6:30. I clean my house in the afternoon. , but I go to the movies.

(2)点击鼠标屏幕上出现频率副词及相关的百分比。

always(100%) usually(80%) often (30-50%)

sometimes(20%) hardly ever(5%) never(0%)

领读频率副词,让学生快速认读。

(3)分别点击活动图片,每个图片正面出现一个频率副词。

教师依次提问: What do you do on weekends?

引导学生用图片中的活动及副词回答,如:I usually run.

(4)Task: Making cards

每个学生把自己的课外活动做成卡片,再把频率副词做成卡片,然后一个学生问What do you do on weekends? 另一个学生分别拿一张活动卡片和频率卡片并用其进行回答。

(5)常见的频度副词有never(从不), sometimes(有时),often(经常),usually (通常), always(总是). 从0%(never)到100%(always)可以这样排序:

0%……………………………………100%

never sometimes often usually always

(6) 注意频率副词在句中有不同的位置.

在 be 动词之后:

- 26 -

I’m usually ill on planes.

Are you usually at home on Monday?

He isn’t usually ill on planes.

在实意动词之前:

I usually work on Friday.

I sometimes go to London.

3. all, most , some和none的用法。

(1)all (所有的,全部的人或物),any (任何一个), none (都不)。 以上词使用范围为三者以上。

All the flowers are gone. 所有的花都谢了。

I don't like any of the flowers. 这些花我都不喜欢。

I like none of the flowers. 这些花我都不喜欢。

注意:all与none用法一样。跟单数名词,用单数动词;跟复数名词,用复数动词。 All of the students are there. 所有的学生都在那。

All (of) the milk is there. 所有的牛奶都在那。

(2). some 一些

1) 可与复数名词及不可数名词连用。

2) 当做"某一"解时,也可与单数名词连用。(= a certain)

You will be sorry for this some day.

总有一天,你会后悔这件事的。

A certain (some) person has seen you break the rule.

某些人不同意你的看法。

(3)most意为―最大多数‖、―最大量‖。后可直接跟名词(可数或不可数),同时,也可接有形容词修饰的名词。注意:跟可数名词时,谓语动词要用复数形式。如:

Most boys like playing football.大部分男孩都喜欢踢足球。

I always spend most time learning English.大部分时间我总是花在学习英语上。 Step6. Exercises.

( ) 1.A: How often ______ she exercise? B: Twice a week.

A. do B. does C. doing D. did

( ) 2. I ______ like to drink milk.

- 27 -

A. not B. doesn’t C. don’t D. no

( ) 3. Good food and exercise ______ me to study better.

A. help B. helps C. helping D. to help

( ) 4. Is her lifestyle the same ______ yours or different?

A. as B. in C. at D. to

( ) 5. I like ____ for breakfast.

A. a book B. a ruler C. an egg D. a sofa

( ) 6. The ____are $21.

A. glasses B. shoe C. table D. bike

( ) 7. Tennis ____ my favourite sport.

A. are B. is C. am D. be

( ) 8. I have a tennis and my friend Jim ____ two tennis rackets.

A. have B. play C. plays D. has

( ) 9. ―Let’s play computer games.‖ ―That ____ interesting.‖

A. looks B. sounds C. listens D. reads

( )10. My father likes football. But he ____ it.

He only ____ football matches on TV!

A. plays, watches B. play, watch

C. doesn’t play, watches D. plays, doesn’t watch

【参考答案】

1. B 2. C 3. A 4. A 5. C 6. A 7. B 8. D 9. B - 28 - 10. C

Unit 3 I’m more outgoing than my sister.

I. Teaching content: Unit 3

II. Teaching aims and demands

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 difficulty

Comparative with –er, -ier.

More and both.

IV. Teaching ways

Revision, Learning, Practice and Reading.

V. Teaching tools

Tape-recorder and Lantern.

V. Teaching times

Six periods

Period 1

- 29 -

- 30 -

- 31 -

Period 2

- 32 -

Period 3

- 33 -

- 34 -

Period 4

- 35 -

- 36 -

Period 5

- 37 -

- 38 -

Period 6

- 39 -

教学反思:

- 40 -

nit 4 What’s the best movie theater?

Period 1 Section A (1a-2d)

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。

2. 情感态度价值观目标:

了解我们周围中有那些最出色的人或物,知道生活中有很多值得我们去学习的人。周围环境中有很多值得我们去珍惜的事物。

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。

- 41 -

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.

- 42 -

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.

3. Read the conversation after the teacher.

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

- 43 -

Period 2 Section A (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。

2. 情感态度价值观目标:

了解我们周围中有那些最出色的人或物,知道生活中有很多值得我们去学习的人。周围环境中有很多值得我们去珍惜的事物。

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?

- 44 -

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:

1. 学生们观察例词,发现他们的规则,与同学们讨论,并记下来。

2. 最后,由各小组长来说一说他们小组所做的总结。

3. 大屏幕出示形容词和副词的最高级形式的规则,学生们记忆或记在笔记本上。

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)

- 45 -

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.

2. 方法指导:应通读全句,掌握短文大意;然后,根据句意及句子中有没有表示范围的词组,来确定空格处的形容词或副词是用何级别形式。比如,在第一题中,句末有表示范围的词组in town,可知空格处应填bad的最高级形式,故应填worst。其他类似。

3. 学生们,按老师指导的方法进行阅读,并逐句推敲每空应填什么词,在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

4. 最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

Work on 3b:

1. 让学生们阅读表格中词语,并记忆这些词语的形式。

2. 让学生们思考一下他们居住地周围的一些商店的情况,并填写在表格中。

3. 让学生们就表格中所填写的内容,来发表自己谈论自己居住地周围的情况,并写在表格中。 相互检查一下自己所写的句子,发现并改正错误。

4. 让部分学生读一下自己的句子。大家一起改正句子中的错误。

Ⅴ. Group work

1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。

2. 学生们与自己的小组成员一起来讨论自己居住地周围的饭店的情况,并将名字及情况填写在表格中。

3. 讨论并比较这些饭店的情况,每个成员发表自己的意见,讨论自己认为是最好的饭店。

4. 选举一名学生来向同学们汇报自己小组的讨论情况。

(最后,可以经学生们评议来推举最有能力的小组)

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.

- 46 -

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 friendliest, the thinnest, the most beautiful, the busiest, the funniest, the most popular…) I think … is the tallest.

板书设计

- 47 -

Period 3 Section B (1a-2e )

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.

2. 情感态度价值观目标:

了解一些选秀节目的实质及目的,正确对待生活中的一些歌星及影星,不要盲目地追风,做追星族。

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.

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. Presentation

1. T: Show some movie theater or restaurant in the neighborhood on the big screen. Tell Ss your - 48 -

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: Work on 1d:

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.

听力指导:要抓别人对他们每个人的评价所说的词汇,也就是那些表示评价的形容词或副词的最高级形式。因此在听的时候,应重点放在对人物的表演进行评价的最高级形式上。

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 - 49 -

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.

2. 方法指导:首先,应读懂五个题目的意思;然后,带着这五个问题再次认真阅读短文的内容,并在短文中找出相关问题的回答依据。 综合短文内容与题目内容,确定最为贴切的答案。

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.

2. 方法指导:首先,在短文中划出形容词或副词的最高级形式;然后,结合自己生活或班级中的人或事物来用这个词语来造一个自己的句子;最后,与同位交换自己的句子,互相检查一下。

3. Ss find the superlatives in the passage. Try to write their sentences.

Homework

1. 课后阅读短文,试着复述课文,总结课文出现的重难点词组及表达方式。

2. 完成2e中的调查,并写出一个调查报告。

板书设计:

- 50 -

Period 4 Section B (3a-Self check )

一、教学目标:

1. 语言知识目标:

1) 复习形容词及副词的比较的构成规则。掌握生词crowded。

2) 能够综合运用所掌握的知识来描述周围的地点及事物的特点。

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。

2. 情感态度价值观目标:

1) 每个人都有自身的特长、优点和特点,古人云:三人行必有我师焉。每个人都可以从他人那儿学习到你所需要的可贵的品质和精神。

2)文中的选材贴近学生日常生活,易激发学生的学习兴趣。

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.

- 51 -

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.

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,看空格处应是形容词还是副词,根据句意确定单词。 最后,将单词的最高级形式填到空白处。副词前可以不加the。

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

4. Check the answers with the Ss.

Ⅳ. Writing

Work on 3b:

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.

- 52 -

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.

Work on 3c:

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。‖

- 53 -

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. 学生们完成试题并说明原因。

Homework

1. Review Section B.

2. Imagine you going to a talent show of famous people. Write an article about the talent show.

板书设计:

教学反思:

- 54 -

Unit 5 Do you want to watch a game show?

Period 1 Section A (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.

⑤ I like/love them. / I don’t like them.

2) 能了解以下语法:

动词不定式结构做动词的宾语;后面接动词不定式做宾语的动词。

3)学会陈述自己的看法;学会谈论自己的喜好。

2. 情感态度价值观目标:

学会谈论流行文化,了解各类电视和电视节目的名称和自己的喜欢。 注意引导学生们形成正确的文化观念,大力培养学生们的跨文化意义,形成自己独立的个性。

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.

- 55 -

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

Work on 2a:

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.

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 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

- 56 -

1. Read the conversations and match the name with the right shows.

① Grace

② Sarah

a. game shows and sports shows b. soap operas c. news and talk shows ③ Grace’s classmates

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 (6) expect to …

板书设计:

Period 2 Section A (Grammar Focus-3c)

一、教学目标:

1. 语言知识目标:

1) 学习掌握下列词汇:joke, comedy

2)进行一步复习巩固运用Section A 部分所学的生词和词组。

3)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。

- 57 -

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。

2. 情感态度价值观目标:

学会谈论流行文化,了解各类电视和电视节目的名称和自己的喜欢。 注意引导学生们形成正确的文化观念,大力培养学生们的跨文化意义,形成自己独立的个性。

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…

3. 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 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?

_______ do you______ _____watch tonight?

⑤ 我计划看《我们过去的时代》。

I ______ ____ watch Days of Our Past.

- 58 -

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.

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. 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 期望 希望计划决定开始开始

2. 最后,由各小组长来说一说他们小组所做的总结。

3. 大屏幕出示常见的跟动词不定式做宾语的动词和同学们一起对答案。

二、【拓展】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。 Let me help you.

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?

- 59 -

5. When do you want _____ (go) swimming?

6. My uncle often helps me ________ (learn) math and English.

Ⅴ. New words

joke comedy

Ⅵ. Practice

Work on 3a:

1. Tell Ss to read the conversation in 3a and try to fill in the blanks with right words.

2. 方法指导:应通读整个对话,掌握对话大意;

然后,根据问句所问的内容及自己的实际情况来回答问题。

注意,第二个问是一个选择疑问句,意为―你想看……还是看……呢?‖

3. 学生们,按老师指导的方法进行阅读,并逐句推敲每空应填什么词语,在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

4. 最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

5. 学生们两结对操练对话,最后找几名学生来表演一下对话。

Work on 3b:

1. 让学生们阅读表格中的问题,明白每个问题的意思。

2. 让学生们思考一下他们自己的实际情况,并做出正确的回答。

3. 让学生们互相检查自己所写的句子,发现并改正错误。

4. 让部分学生就这些问题进行问答,说出自己所写的句子。大家一起改正句子中的错误。 Word on 3c:

1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。

2. 先由一名学生们对自己的小组成员进行提问,询问每一名成员希望看的内容。然后,在表格中的适当位置记下他们的名字。

3. 由其余的同生们根据表格中的情况来写一个小组成员情况的报告。大家互相讨论一下这些报告,最后,确定出一个最完整且没有错误的报告。

4. 由这名学生来向同学生汇报自己小级的情况。

(最后,可以经学生们评议来推举最有能力的小组)

VII. Exercises

VIII. Writing task

写一个报告,陈述一下你的爸爸、妈妈及祖父母亲分别喜欢看什么类型 节目,并简要说明原 - 60 -

因。

My mother likes sitcom. She thinks they’re interesting. …

板书设计

Period 3 Section B 1a-2e

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:meaningless, action, action movie, cartoon, culture, famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to, character, guy

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.

2. 情感态度价值观目标:

了解他人对不同的电影或电视剧的看法,明白不同的人有不同的喜好,从而明确人们喜好的差异性;了解世界其他国家的文化,形成跨文化的意思。

- 61 -

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 words

Present 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

Work on 1b:

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.

Work on 1c:

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.

听力指导:要抓别人对他们两个人的看法所说的词汇,也就是那些表示看法的形容词。因 - 62 -

此在听的时候,应重点放在对剧目进行评价的形容词上。

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.

3. Work on 2b.

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.

4. Work on 2c.

First, let’s read the questions in the chart. Make sure all the students know the meaning of the questions. Then read the passage again and find the answers to the questions.

方法指导:首先,应读懂五个题目的意思;然后,带着这五个问题再次认真阅读短文的内容,并在短文中找出相关问题的回答依据。 综合短文内容与题目内容,确定最为贴切的答案。 Ss read carefully and try to find the answers to the questions.

Check the answers with the class.

5. Work on 2d

T: Read the passage again. This time you should discuss the questions with a partner.

方法指导:首先,在短文中找到相关问题的回答依据;然后,与伙伴来讨论一下这个问题,结合自己生活经历回答出这个问题;

Let some Ss talk about their answers.

VIII. Explanation

IX. Homework

- 63 -

1. Finish 2e on P38.

2. Remember the words and phrases in the lesson.

板书设计:

Period 4 Section B (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。

2. 情感态度价值观目标:

1) 每个人都有自己的爱好,要了解个体的差异性,了解自己的爱好,尊重别人的爱好。

2) 了解一些影视片的内容,通过观看不同形式的影视片来了解社会,丰富自己的文化知识。

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. Revision

Review the main phrases learned yesterday.

- 64 -

(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

Work on 3b:

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

2. Give some examples to the Ss.

- 65 -

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.

Work on 3c:

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。

? 最后,表达你对该影片的总体看法。

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:

- 66 -

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.

─What does your father think of soap operas? ─He can’t mind them.

4. 学生做每个试题,并校对答案。

Work on Self check 2

1. Tell Ss to read the statements below. Then think about them. Which of the statements they agree. Check (√). Check (×) if they disagree. Give at least one reason.

2. Ss work and by themselves.

说明原因: Give some examples: e.g. I think we can learn some interesting things.

3. 学生们完成试题并说明原因。

VIII. Homework

Write your movie review using the notes in 3b.

板书设计:

教学反思:

Unit 6 I’m going to study computer science.

Period 1 Section A (1a-2d)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, 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。

2. 情感态度价值观目标:

每个人都有自己的梦想和对未来的打算,对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想,因此,应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣,使他们更加有理想,并为实现自己的理想而不断努力。

二、教学重难点

- 68 -

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. 播放幻灯片,展示一些职业的图片,来引导学生们学习一些新的职业名词:

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.

- 69 -

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 - 70 -

―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。

此句的基本意思是you can be anything,不定代词anything指代未来所从事的某一职业,you want用来修饰anything。

3. Let Ss read the conversation after the teacher.

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

1. Recite the conversation in 2d after school.

2. 根据图片提示或自己的实际想法编写一个对话。

--What are you going to be when you grow up?

--I’m going to be a/an…

--How are you going to do that?

--I’m going to…

板书设计:

- 71 -

Period 2 Section A (Grammar focus-3c)

一、教学目标:

1. 语言知识目标:

1) 学习掌握下列词汇:college, education, medicine, university, London, article, send

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。

2. 情感态度价值观目标:

每个人都有自己的梦想和对未来的打算,对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想,因此,应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣,使他们更加有理想,并为实现自己的理想而不断努力。

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。

- 72 -

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。

② 今天早上我将不吃早餐。

③ 你打算邀请约翰参加你的聚会吗?

- 73 -

④ 你打算买什么?

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.

2. 方法指导:指导:先读懂这些句子的意思。根据生活常识来进行推测,将职业与相关的活动相连。

比如,在第一题中,―我朋友相成为一名工程师。‖ 由常识可知答语应是学习数学;因此应选e句―她打算学习数学。‖其他类似。

3.学生们,按老师指导的方法进行阅读,并根据常识来推测应采取什么样的活动。

4. 最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

Work on 3b:

1. 让学生们阅读对话,整体把握对话的意思。

2. 然后仔细读对话,根据上下文意及时态来确定空格处所应填的词。

3. 和学生们一起校对答案。

4. 让学生们朗读并表演这个对话。

Ⅴ. Group work

1. 让学生们看表格中的四个特殊疑问词,告诉他们,在这个活动中要求学生们在表格中填写出自己的理想、实现理想的做法,工作的地点及开始的时间等问题。

2. 学生们与自己的小组成员一起来讨论自己理想、实现理想的做法,工作的地点及开始的时间等问题,同学们根据自己的实际情况,在表格先填写出自己打算成为什么职业的人;打算在哪里工作;打算如何做;打算什么时候开始。

3. 就上述问题,根据表格的提示,用英语进行讨论。

4. 让几个小组的同学来用英语问题上述四个问题。

(最后,可以经学生们评议来推举最有能力的小组)

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。

- 74 -

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)They ___________________ (not practice guitar) next week.

板书设计

- 75 -

Period 3 Section B 1a-2e

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.

2. 情感态度价值观目标:

每个人都有自己的梦想和对未来的打算,对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想,因此,应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣,使他们更加有理想,并为实现自己的理想而不断努力。

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. 头脑风暴: 说出表示的职业名词

teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer - 76 -

programmer, pianist, scientist, violinist…

学生们可以小组为单位进行比赛,看谁写出来的最多。(在五分钟内)

3. 说理想,谈打算。

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

让学生们依次说出他们的理想及打算如何去做。(可以用大屏幕提示职业或用学生们自己刚才写的职业)

Ⅱ. Presentation

1. 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.

听力指导:本题要求同学们听清他们打算如何做来实现他们各的理想;因此,同学们在听的时候应将注意力放在―如何做‖上;第一遍仅听,努力记住要做的事情;第二遍的时候再写出来。

- 77 -

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.

2. 方法指导:首先,应读懂五个句子的意思;然后,带着这五个句子再次认真阅读短文的内容,特别是认真阅读空格前后句子的意思,以便根据上下文意及整个段落的意思来确定空格处应填的句子。 综合段落的主旨大意及空格上下文的意思,确定最贴切的答案。

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. Then answer the questions with short sentences.

2. 方法指导:首先,读懂这五个问题的意思;然后,带着问题再次阅读短文,为相关问题找 - 78 -

到恰当的答语;如果没有直接的答案,还应根据自己对课文的理解并结合自己的生活经验来给出一个恰当的答案。如:第4和第5小题都应是回答自己的想法。

3. Ss try to answer the questions. Then discuss the answers with your partners.

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. 课后阅读短文,试着复述课文,总结课文出现的重难点词组及表达方式。

2. 完成2e的任务;用这些词组来造句。

- 79 -

板书设计:

Period 4 Section B 3a-Self check

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。

2. 情感态度价值观目标:

每个人都有自己的梦想和对未来的打算,对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想,因此,应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣,使他们更加有理想,并为实现自己的理想而不断努力。

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:

- 80 -

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 做___________________

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

- 81 -

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

2. 写作指导:

首先,阅读方框中的词汇,掌握其意思,然后阅读短文,整体把握短文大意。

其次,分析有空格的每个句子,根据上下文意及句子结构确定空格处应填哪一个词。 最后,将单词填在空格上,并完整的读一遍短文,看是否通顺。

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

4. Check the answers with the Ss.

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.

2. 写作指导:

?

? 因此,时态应用一般将来时态;

? 应先根据3b的想法,说明自己的决心;然后,具体说一下自己打算怎样去实现这个

理由;最后,再简单地说一些做此事的原因。

? 应注意一般将来时态的结构(be going to),不要丢掉be 动词am。这是同学们最易

出现的错误。

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. Discussing

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

- 82 -

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.

3. 指导: 复习运用句型结构:I want to be…, I’m going to …

4. 学生自主写句子,然后相互检查答案。

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.

- 83 -

板书设计:

教学反思:

Unit 7 Will people have robots?

Period 1 Section A (1a-2d)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词: paper, pollution, prediction, future, pollute, environment, planet, earth, plant, part, play a part

2) 能掌握以下句型:

① What will the future be like?

Cities will be more polluted. And there will be fewer trees.

② Will people use money in 100 years?

③ Will there be world peace?

- 84 -

④ Kids will study at home on computers.

⑤ They won’t go to school.

2) 能了解以下语法:

will + 动词原形 来表达一般将来时态。

3) 学会表达自己对未来的看法;学会谈论自己未来的打算。

2. 情感态度价值观目标:

通过引导学生展望未来,及对未来生活的设计,来达到前景教育的目的,同时也通过对前景的设想,让学生在潜移默化中反省自己的现状,使之对目前的学习、生活习惯作适当的调整,并不断的改善自己的现状,使学生的理想观和价值观更为科学,更具发展价值。

二、教学重难点

1. 教学重点:

1) 学习掌握一般将来时态的意义和结构。

2) 掌握There be句型的一般将来时态的结构。

2. 教学难点:

掌握more/fewer;more/less的用法。

情态动词will + 动词原形来表达一般将来时态。

三、教学过程

Ⅰ. Lead-in

1. 在大屏幕上向学生展示一些机器人的图片,让学生们说出谈论自己的未来的工作,对工作的打算等:What do you want to be when you grow up?

Ss: I want to be a scientist.

T: How are you going to do that?

Ss: I’m going to study science hard.

….

2. 学生们根据图片来引导出机器人这一话题。

Ⅱ. Presentation

1. 引导学生们看大屏幕上的图片,根据图示来理解will来表达一般将来时态。

用一句话来让学生们明白一般将来时态:

I’m thirteen years old now. And I will be fifteen years old in two years.

现在我十三岁,两年后我将是十五岁。

- 85 -

2. 让学生们看大屏幕上图片,并让学生学习will + 动词原形及won’t + 动词原形的用法。通过例句让学生们理解。

Ⅲ. Game

1. How will your future be like in 100 years? Can you see anything about it?

2. Ss discuss and think about their future. Then say some sentences.

e.g. People will have robots at their home.

There will be only one country.

People won’t use money in the future.

(同学们如果自己想象不出来,可以根据大屏幕的图片提示来说句子。)

4. How will the world be different 100 years from now? Read the predictions in 1a. Check A for agree or D for disagree.

Ss read the sentences discuss them and check A or D .

Ⅳ. Listening

1. T: Now listen to the recording and circle the predictions you hear in 1a.

2. Play the recording for the Ss to listen and circle the predictions.

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

Ⅴ. Pair work

1. Let Ss read the first conversation in 1c after the teacher.

2. Then let Ss ask and answer questions about the predictions in 1a. Then make their own conversation.

注意:如果将陈述句变为一般疑问句,应将情态动词will 提前到主语前便可。

3. Let some pairs ask and answer about their conversations.

Ⅵ. Listening

Work on 2a:

1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words in the bracket.

2. Play the recording for the Ss to listen and circle the words.

3. Play the recording again to check the answers.

Work on 2b:

- 86 -

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 check the predictions they hear.

3. Play the recording again to check the answers.

Ⅶ. Pair work

1. Tell Ss ask and answer questions about the predictions in 2a and 2b.

2. Let Ss read conversation in 2c first after the teacher.

3. Ss talk about the predictions with the information in 2a and 2b.

4. Ask some pairs to act their conversations.

Ⅷ. Role-play

1. Read the conversations and answer the questions:

1) What will the future be like in the book?

2) What can people do?

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

be in great danger, move to other planets; play a part;

3. Read the conversation after the teacher.

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

1. Recite the conversation in 2d after school.

2. 用下列词组来造句: (1) be more crowded and polluted (2) be fewer trees

(3) be in great danger (4) on the earth (5) less water (6) playa part

板书设计:

- 87 -

Period 2 Section A (Grammar Focus-3c)

一、教学目标:

1. 语言知识目标:

1) 学习掌握下列词汇:peace, sea, sky

2) 进行一步复习巩固运用Section A 部分所学的生词和词组。

3) 进一步学习运用所学的知识来陈述自己对将来的看法;学会谈论自己的对将来的预言。

4) 掌握情态动词will来表达一般将来时态这一语法知识;

2. 情感态度价值观目标:

通过引导学生展望未来,及对未来生活的设计,来达到前景教育的目的,同时也通过对前景的设想,让学生在潜移默化中反省自己的现状,使之对目前的学习、生活习惯作适当的调整,并不断的改善自己的现状,使学生的理想观和价值观更为科学,更具发展价值。

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对将来的看法;学会谈论自己的对将来的预言。

2) 掌握情态动词will来表达一般将来时态这一语法知识;并运用所学的知识来表达将来的活动。

2. 教学难点:

掌握情态动词will来表达一般将来时态这一语法知识;

三、教学过程

Ⅰ. Warming- up and revision

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

2. Ask some Ss to give some predictions.

T: What’s your prediction about the future?

S1: There will be less free time.

S2:There will be more pollution.

3. 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。

- 88 -

① 将来会是什么样子?

② What ______the ____ be _____?

城市污染将会更多。且树木将会更少。

Cities ____ ___ _____ polluted. And there ____ _____ _______.

③ 一百年后,人们会使用钱币吗?

____ people ____ money ___ 100 years?

④ 不会的。一切东西将会免费。

No, they ______. Everything ____ ___ _____.

⑤ 世界将会有和平吗?

______ ____ _____ world peace?

⑥ 是的,我希望如此。

Yes, I ______ _____.

⑦ 孩子们将会在家中在电脑上学习。

Kids _____ ______ at home _____ _______.

⑧ 他们将不会去上学?

They ______ _______ to school.

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

肯定式:主语+ will + 动词原形

Kids will study at home on computers.

孩子们将会在家里的电脑上学习。

否定式:主语 + won’t + 动词原形

People won’t use money in 100 years.

一百年后人们将不再使用钱币。

一般疑问句式:

肯定回答:Yes , 主语 + will.

否定回答: No, 主语 + won’t.

- 89 -

人们将会有更多的空闲时间吗?

是的,会。/ 不,不会。

Will people have more free time?

Yes, they will. /No, they won’t.

二、There be 句型:

1. there be 句型表示客观存在的“有”(所有者不明确)。例如:

有湖边有很多树。

_____ _______ many trees near the lake.

be 动词有 ______ _______ 两种形式。

2. be 动词形式的确定要根据其后面的名词 单复数形式来确定。

_____ _____ an apple tree in the park.

_____ ______ many people in the park today.

3. There be 句型的一般将来时结构:

肯定式:There + ________ + 其他

否定式: There + ___________ + 其他

一般疑问句:____________ + be + 其他?

答语: Yes, there will. / No, there won’t.

三、

可数名词 1. more +

不可数名词

2. less + 不可数名词

3. fewer + 可数名词Ⅳ. Practice

Work on 3a:

1. Tell Ss to read the conversation in 3a and try to fill in the blanks with more/ less or fewer.

2. 方法指导:应通读整个对话,掌握对话大意;

然后,根据空格后的名词是可数名词还是不可数名词来确定是用more, less 还是fewer。 注意,有些名词前有形容词来修饰。

3. 最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

- 90 -

4. 学生们阅读这些句子并试着记住这些句子。

Work on 3b:

1. 让学生们阅读句子的开头,明白每个句子的意思。

2. 让学生们思考一下针对这一情况,在将来会发生什么样的情况。

3. 让学生们互相检查自己所写的句子,发现并改正错误。

4. 让部分学生说一说自己所写的句子。大家一起改正句子中的错误。

Ⅴ. Group work

1. 小组中的同学们对未来的城市进行讨论。

2. 每个成员发表自己的想法,小组长进行记录,并进行汇总。

3. 最后,同学们根据小组 成员的想法,然后,展开想象,试着每名同学们画一幅未来城市的画。

4. 最后,比较一下每个小组的画,看哪个小组画得较好。

5. 试着对自己小组里的情况用英语做成一个报告。

Ⅵ. Exercises

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

根据下列表格的内容完成后面的句子:

根据上面的表

fewer填空。

There will be

house

There will be __________ pollution

格用more, less, __________ - 91 -

There will be __________ schools

There will be _________ people

There will be ___________ snow

There will be ________ movie theaters

Homework

1. 复习Grammar Focus 中的内容。

展开你想象的翅膀,想一下50年后,你的生活将会怎么样?并写六个句子来描述一下。 In fifty years, …

板书设计

Period 3 Section B 1a-2e

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:apartment, rocket, space, space station, even, human, servant, dangerous, already, factory, simple, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible

2) 能掌握以下句型:

① —Where do you live? —I live in an apartment.

② There are already robots working in factories.

③ It’s easy for children to wake up and know where they are.

- 92 -

④ That may not seem possible now, but computers and rockets seemed impossible 100 years ago.

3) 能综合运用will表达一般将来时态。

2. 情感态度价值观目标:

通过引导学生展望未来,及对未来生活的设计,来达到前景教育的目的,同时也通过对前景的设想,让学生在潜移默化中反省自己的现状,使之对目前的学习、生活习惯作适当的调整,并不断的改善自己的现状,使学生的理想观和价值观更为科学,更具发展价值。

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.

2. 复习情态动词will 构成的一般将来时态的构成。

3. 复习more, fewer, less 后面所跟名词的情况。

4. 让学生们谈谈自己所画的未来城市的前景情况。

Ⅱ. Lead in

1. Ask Ss some questions:

T: What will do in the future?

T: Where will you live?

T: How will you go to work?

Get some Ss think and answer the questions.

2. Present some new words on the big screen. e.g.

apartment, rocket, space, space station, human, servant, factory…

3. Explain some main words to the Ss . Give some examples on the big screen.

simple, over and over again, believe, hundreds of, disagree, shape, fall, fall down, look for, - 93 -

possible, impossible even, dangerous, already

4. Work on 1a. Write each word in the correct column below.

Ⅲ. Discussion

1. Work with your partners. Think of other words and write them in the chart in 1a.

2. Let Ss discuss the words and write them in the chart.

3. Let some Ss read the words.

Ⅳ. Listening

Work on 1c:

1. Tell Ss to listen to Alexis and Joe’s conversation. and Number the pictures 1-3.

2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures.

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

Work on 1d:

1. T: Now please read the sentences in 1d. Tell Ss they'll listen to the tape again. Then try to fill in the blanks with the words in the chart.

听力指导: 通过事物读句子及空格中的单词,可以看出,本听力重点要求我们听清句子的时态,因此我们在听时应重点听句子的谓语动词,并明确其时态。如果不能快速写下来,可以先做标记,在听完后再写完整。

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.

4. Tell Ss one is Alexis and the other is Joe. Talk about Joe’s life now, 10 years ago and 10 years from now.

Ⅴ. Discussion

1. Work in groups. Tell your partner what you know about robots. What do they look like and what can they do?

2. Ask some Ss describe the robots they know.

Ⅵ. Reading

1. T: Are you interested in robots? Do you want to have a robot?

2. Let Ss read the passage quickly and complete sentences below about what robots can do now.

3. Ss read the passage quickly and complete the three sentences.

- 94 -

4. Check the answers with the Ss.

Ⅶ. Reading

1. T: Now let’s work on 2c. This time you should read the passage a little more carefully. Then write three sentences about what robots will be able to do in the future.

2. 方法指导:明确我们这次阅读的任务,然后,带着这个任务再次认真阅读短文的内容,并在相关段落中认真查找未来机器人所能做的事情。 并写出正确的答案。

3. Ss read carefully and try to write the three sentences.

4. Check the answers with the class.

Ⅷ. Reading

1. T: Read the passage again. This time you should read the passage and fill in the blanks in this paragraph with words in the article.

2. 方法指导:首先,阅读这个小短文,了解其大意;然后,在理解小短文意思的基础上,重点阅读有空格的句子,并在原文中找与之相关的段落或句子,并填写出正确的答案。

3. Let some Ss talk about their answers.

Homework

1. 课后阅读短文,试着复述课文,总结课文出现的重难点词组及表达方式。

2. 完成2e中的任务,并将句子写在作业本。

板书设计:

- 95 -

Period 4 Section B 3a-Self check

一、教学目标:

1. 语言知识目标:

1) 掌握下列生词: probably, during, holiday, word

2) 复习用will表达一般将来时态的用法。结合机器人这一话题表达自己的想法。

3) 能够综合运用所掌握的知识来描述自己未来生活的情况。

3) 通过自己描述自己未来生活的情况来达到熟练运用所学知识的目的。

2. 情感态度价值观目标:

通过引导学生展望未来,及对未来生活的设计,来达到前景教育的目的,同时也通过对前景的设想,让学生在潜移默化中反省自己的现状,使之对目前的学习、生活习惯作适当的调整,并不断的改善自己的现状,使学生的理想观和价值观更为科学,更具发展价值。

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个人未来生活预测,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描绘一下自己未来的生活。

3) 复习要单元所学的重点知识点,并完成相关复习任务。

2. 教学难点:

能运用所学的知识与句型表达方式来描绘一下自己未来的生活。

三、教学过程

Ⅰ. Warming- up and revision

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

2. Review the main phrases learned yesterday.

(1) 在工厂 __________ (2) 帮助做某事________

(3) 感到乏味 _________________

(4) 在将来 ______________

(5) 试着做某事___________________

(6) 能够 ________________

(7) 倒塌 _______________

- 96 -

(8) 似乎可能/不可能 _____________

(9) 许多;大量__________

3. Talking about the robots:

(1) What can a robot do now?

(2) What will the robots do in the future?

Ⅱ. Lead in

1. Ask some Ss what their life will be in the future.

T: What will you life be in the future?

S1: First, I will go to college. I will study computer science. Then I’ll work in Beijing. I will be a computer programmer in a famous company. Next, I will make a lot of money. I will have my own company like Bill Gates. I will buy a big house and live with my family in Beijing.

S2: I will be an artist. First, I will study art at an art school. Then, I will move to Paris. I will find a part-time job there and save some money. At the same time, I will study French. Next, I will hold art exhibitions. I will become famous. Then I’ll have a lot of money. I will tour around the world then.

Ⅲ. Reading

1. Read the article about Jill’s life in the future. Fill in the blanks with the words in the box.

2. 阅读指导:

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,进行综合分析,确定空格处应填的单词。例如:第一空,由下文“在那座城市里有更多的工作”,可知本空填live“居住”一词。

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.

Ⅳ. Writing

Work on 3b:

1. Think about your life 20 years from now. Write down some notes in the chart below. You can add more items.

2. Give some examples to the Ss.

- 97 -

3. Ss try to think about their lives 20 years from now. Write notes for their own reviews.

4. Try to fill in the blanks.

Work on 3c

1. Write about your life 20 years from now using the notes in 3b.

2. 写作指导:

?

? 因此,时态应用一般将来时态(will + 动词原形);

? 首先,可根据在3b中的提示,介绍一下自己打算的工作、及生活的地点、自己的业

余活动等情况。

? 然后再展开自己想象的翅膀,对自己的生活环境及其他方面大胆想象,并写出来。 ? 最后,通读一遍短文,重点检查一下各句子的时态及语句是否通顺。

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 how a robot will help students with schoolwork in the future. Write down your group’s ideas and draw a picture of your robot.

2. Give Ss an example:

I think students won’t need write words on the paper because robots will write down everything you think.

3. Ss discuss with their partners and try to draw the robots they think about.

4. At last, let some Ss talk about their robots and pictures of the robots.

Ⅵ. Self check

Work on Self check 1:

1. Put the words in the correct columns in the chart.

2. Make sure Ss know what they should.

3. 引导学生们复习more/fewer/less 的用法:

more后面可跟可数名词或不可数名词;

fewer后面跟可数名词;

less 后面跟不可数名词;

4. 学生将以上单词分类,并校对答案。

- 98 -

5. 学生们可以试着多增加一些单词,并将它们填写在方框中。

Work on Self check 2

1. Tell Ss to read the conversation below. Then Fill in the blanks in the conversation.

2. Do the first one for the Ss as a model:

(1. be; like在本句中是介词,意为“像”,因此本句中缺少be动词,句中有情态动词will,故应用be动词的原形。)

3. Ss try to fill in the blanks with the right words.

4. Check the answers with the class.

Homework

1. Review Section B.

2. 根据第4 部分中同学们对学习机器人的想象,来写一篇60字左右的小短文来描述一下你所想象的机器人的形状、大小及他在学习方面提供哪些帮助。

板书设计:

教学反思:

- 99 -

Unit 8 How do you make a banana milk shake?

The First Period Section A ( 1a–1c & 3b, 3c)

Teaching aims(教学目标)

1. 掌握和食物有关的可数名词和不可数名词以及how much/many用法。

2. 学会使用祈使句并正确使用first, then, next, finally等连接词。

3. 能够描述制作一种家庭食品的过程。

Language points(语言点)

1.要求掌握以下词汇:

1) 名词 n. shake, blender, yogurt, pot, spoon, salt, popcorn, corn

2) 动词 v. drink, peel, pour, put, add, boil

3) 副词 adv. finally

4) 词组 turn on, cut up, add to, put into, pour into

(本节课的生词较少,而且单词的拼写比较简单,所以学生学起来不会感到困难,如果班级学生的水平较高,可以鼓励学生当堂掌握。)

2. 要求掌握以下句式: How do you make a banana milk shake?

How much ... do you need?

First,... Then,... Next,... Finally,...

Difficulties(难点):掌握可数和不可数的食物名词

熟练使用first ,then, next, finally等连接词描述某种过程

Teaching steps(教学步骤)

1. Warm-up and revision(课堂热身和复习)

T: What do you like to eat? Let's go to the kitchen to get something delicious!

Guess: What’s in the fridge?

(通过问题,让学生进行头脑风暴,复习学习过的食物的相关表达并为下面的环节进行铺垫。)

2. Presentation(呈现知识重点可数名词和不可数名词)

T: Now, let's help the foods find homes.

(教师通过让学生选择帮助不同的食物“回家”,提高学生兴趣与积极性,并对可数和不可数名词的分类有清楚的认识。)

S:…

T: Pay attention! When do we use ―how many‖ and ―how much‖?

Let’s read aloud together. Can you discover the rules?

(教师把时间留给学生,让学生自己总结可数名词的单复数变化规律)

For uncountable nouns, you may need: a bottle, a tin/can of …

(教师适当拓展了常见的一些量词词组,以完善学生对于不可数名词的表达,为后面的教学做了铺垫,在此,教师可根据情况采用不同形式完成,如个别回答,集体回答,或者小组竞赛)

T: What can we make with these foods?

How can we make it?

What else do we need?

(教师循序渐进引导学生关注本课时要学习的香蕉奶昔的制作)

- 100

-

3. Work on 1a.

T: Write these words in the blanks in the picture above.

(教师可以四处走动,以帮助学生将动词正确搭配在相关词组中,也可以让学生发挥peer assessment的作用)

4. Work on 1b.

T: Listen and put the instructions in order.

(教师放录音,因为对话简单教师可以在放完一遍录音以后就订正答案)

T: Listen again and put the correct word before each sentence.

(教师可以把first , then, next, now, finally写在黑板上,以达到降低难度和强化重点的作用)

T: Can you repeat them in the correct order?

5. Work on 1c.

T: Cover the instructions above. Tell your partner how to make a banana milk shake.

(给学生pair work练习的时间)

T: Read in pairs and remember.

(充分利用听力材料的文本,标识关键词,强化输入。)

T: Try to complete the missing parts. Say them loudly.

A: I’m hungry! Let’s ….

B: How do ... ?

A: Well, first peel ….

B: Three bananas?

A: Yes. Then cut ….

B: OK, I’m finished.

A: Now put ... blender. Then pour ….

B: Is this enough milk?

A: I guess so. Next, turn …. Finally, pour … and ….

(教师也可以根据学情,删减或者强化此部分内容)

6. Dr. Know time!

(turn up等词组的使用是个难点,此处适当进行解释和强化)

7. Work on 3b.

T: Now let’s make popcorn.

We need …

How do you make popcorn? Look at 3b. Complete the questions and answers. Then match them.

(为了强化,正确使用first ,then, next, now, finally表述食物制作过程,把3b部分调整到此处。) T: Work in pairs and talk about the process of making popcorn.

A: How do you make popcorn? B: First …

T: Let’s try together. (此处是对3b的复现,同时进一步拓展和完善表述)

8. Game

Guessing game: This is a kind of food. They are very long. People often eat them for breakfast. What are they? (通过游戏方式,引发学生积极性,同时也是结合了3c 的部分内容,为后面要求学生描述牛肉面的制作过程进行铺垫。)

Group work: Can you make noodles with beef and tomatoes?

- 101

-

9.Homework

Oral:

Read aloud and remember the process of making the banana milk shake .

Written:

Choose one of the following items, write down the process for doing it, and communicate this with partners: Plant a tree, wash clothes, take out a book from the library.

(根据学生程度进行口语和书面作业的布置,同时结合了3c 的内容,并拓展了学生描述某事物进行过程的能力)

Unit 8 How do you make a banana milk shake?

The Second Period Section A ( 2a–3a)

Teaching aims(教学目标)

1. 进一步掌握可数名词和不可数名词和How much/ How many引导的特殊疑问句。 2. 听懂制作一种食品的对话材料,并条理性掌握对于制作过程的描述。 3. 能够描述出一种食物的食谱。

Language points(语言点)

1.要求掌握以下词汇:

1) 名词n. yogurt, watermelon, honey, spoon, ingredient, pot, salt, sugar, cheese

2) 动词v. drink, peel, pour, put, add, need, cook

3) 副词 adv. finally

4) 词组 turn on, cut up, add to, put into, pour into, forget to, cook ... for ... , one more thing

(本节课的生词较少,除了ingredient拼写比较简单,所以学生学起来不会感到困难,如果班级学生的水平较高,可以鼓励学生当堂掌握。)

2. 要求掌握以下句式: I want to make ... for...

How many ... do we need?

How much ... do we need?

First, ... Then, ... Next, ... After that Finally, don’t forget to … .don't

forget to ...

Difficulties(难点):分辨可数和不可数名词,正确使用how many/how much

表述一种家庭食物的食谱和其制作过程

Teaching steps(教学步骤)

1. Warm-up and revision(课堂热身和复习)

(1)Fill in the blanks(复习牛肉面制作过程回顾关键词并引入新词ingredient)

T: Do you remember? How do you make beef noodles?

First, _____ _____the tomatoes and beef.

Next, ____ the noodles. Then, _____the ingredients together in the pot. Finally, _____salt to the noodles. Now you are ready to eat the noodles!

(2)Group competition: Recipe game

T: In groups of four, write a food recipe ( do not use the words like first, next, etc.).

- 102

-

Exchange recipes with another group and try to put their recipe in order.

Report back to the class using first, then, next, and finally.

(通过游戏,帮助学生巩固"first, then ,next, finally"的用法,并为下面的环节进行铺垫。)

2. Presentation(呈现知识重点可数名词和不可数名词与how many/much的关系)

T: Now, we have so many things to eat, let’s go for a picnic. I would like to make fruit salad for our picnic. Can you make fruit salad? What do we need to make fruit salad?

(教师通过学生喜欢的picnic话题自然引入salad,为ingredient的和相关可数和不可数名词的出现做了自然的铺垫)

T:How many ________s do we need?

S:We need three/some/many/a lot of bananas .

T:How much _______ do we need?

S:We need a _______of _______/some ________/a little ________/much _________ .

(半开放式的问答,帮助学生逐步深入how many/much的正确使用。)

T: Look at the ingredients of the salad again, can you tell when to use ―how many/how much‖?

(教师把salad 有层次地划分其ingredient并呈现给学生,让学生自己总结how many/how much‖规律)

3. Practice and work on 3a

T: Fill in the blanks with ―how many‖ or ―how much‖.

Now, let’s finish 3a

4. Work on 2a

T: Listen and fill in the dialogue. Then complete the chart.

S: How many bananas do we need? We need three bananas.

5. Work on 2b &2c

T:Listen again. Write the ingredients under the correct amount in the chart

(教师放录音,在2a的基础上,此任务简单,教师可以在放完一遍录音以后就订正答案)

T: Ask and answer questions about how to make fruit salad.

A: Let’s make fruit salad.

B: OK, good idea. How much ? do we need?

A: One cup of…/one teaspoon of…

B: And how many ? do we need?

A: Let me think… We need …

B: OK, and how much…

(教师呈现2b内容,帮助学生以pairs形式完成半开放式的对话联系,以达到降低难度和强化重点的作用) - 103

-

T: Read the dialogue, and fill in the blanks.

A: Let’s make fruit salad.

B: OK. Do you have bananas?

A: Yes I do. ___________________ do we need?

B: We need three bananas.

A: That sounds about right. What else?

B: Watermelon.

A: ______________________?

B: Oh, only one watermelon. And we need some honey.

A: ______________honey do we need?

B: Let’s see. Two teaspoons.

A: Right._______________?

B: Apples.

A:____________________ do we need?

B: Two should be enough. And yogurt.

A: __________________do we need?

B: A cup. Now what else do we need? Oh, do you have any oranges?

A: I think so. __________________ do we need?

B: Only one. This is going to taste great!

(充分利用听力材料的文本,强化how many/much的使用,同时锻炼了学生从上下文中找信息的能力。)

6. Further practice

T: How do you make fruit salad?

(教师给出关键的图片,帮助学生从机械操练实现到意义操练的过渡)

T: Dr. Know time!

Do you know other words to show sequences (顺序)?

S: (1). 首先: first, at first, first of all, firstly

(2). 然后: next, after that, then, afterwards

(3). 最后: finally, at last, in the end

T: How do you cook noodles?

A: How do you cook noodles?

B: First heat up the water for the noodles.

A: Do we need anything else?

B: Yes, we need some meat and vegetables.

A: When do you cook the meat and vegetables?

B: When the water is boiling, we put in the noodles. Then put in the meat and vegetables. Cook For another three minutes. Then the noodles are ready.

A: Oh, how wonderful! I want to try them.

S: Heat up the water. Put in the noodles. Put in the meat and vegetables. Cook for another three minutes. T: Now, Try again with ―first of all, …‖

(教师通过引入新的食物内容,增加学习的趣味性,并不断强化了重点知识的应用)

7. Work on 2d

T:Let's help Anna! Read the dialogue in 2d and answer the questions:

- 104

-

What does Anna want to make? Why does she want to make it?

What does Anna need?

How long does it take Anna to cook the soup?

(让学生带着问题阅读,有利于培养学生skim的能力,同时学生回答教师的问题也需要综合理解和整合阅读内容的能力。)

T: Read and fill in the chart.

Recipe for _______________

Ingredients:

Vegetables:_________________________________

Meat:_________

And: ________ ________

Cooking steps:

First,_________________________________________.

Then,_________________________________________.

Next,_________________________________________.

After tha,:_____________________________________.

Then,________________________________________.

Finally,_______________________________________.

(此部分,教师对于阅读材料从三个角度进行了划分,帮助学生从另外一个角度理解,同时有利于开拓学生的阅读理解思维)

T: Role-play time. Please act out the dialogue

Anna: Sam, I want to ... . Can you tell me how?

Sam: Sure. First, ... . Then, ... .

Anna: What's next?

Sam: Next, ... . After that ,... . Then, ... .

Anna: OK, that's it?

Sam: No, one more thing. Finally, ... .

T: This time Anna wants to make something else!

(教师给了学生展示的平台,同时分两个层次,关注了机械操练到意义操练的必要性)

8. Grammar focus

T: Is there anything important or difficult for you in this lesson?

(给学生机会,自主总结知识重难点)

T: Now, let’s do some exercises.

9.Homework

Oral: 朗读并熟记第58页制作Russian soup的过程。

Written: 根据下面的问题,写一篇80词作文。

Have you ever cooked some food by yourself?

What did you cook?

And how did you make it?

- 105

-

Do you think it is necessary to cook some food for yourself and your family?

Plant a tree, wash clothes, take out a book from the library.

(根据学生程度进行口语和书面作业的布置,同时结合了课堂内容,并拓展深化了主题。)

Unit 8 How do you make a banana milk shake?

The Third Period Section B( 1a–1e)

Teaching aims(教学目标)

1. 熟练掌握可数名词和不可数名词和How much/ How many引导的特殊疑问句。

2. 熟练使用“First, Then, Next, After that, Finally”学会表述三明治的过程并表达自己对食物的喜好。

3. 激发学生对于食物制作的兴趣并开发他们的创意。

4. 引导学生关心了解身边人的饮食喜好,促进交流与合作意识。

Language points(语言点)

1.要求掌握以下词汇:

1) 名词n. cheese,butter, tomato, turkey, onion, slice, condiments, piece

2) 代词adv. another

3) 副词 adv. finally

4) 词组 cut up, add to, on top, put on, a piece of, what about

(本节课的生词较前面两个课时多,所以在呈现的时候采用了直接导入的方式强化学生对于关键词的掌握,并适当拓展了部分相关生词)

2. 要求掌握以下句式: How do you make a cheese sandwich?

Do you like lettuce in a sandwich?

How much butter?

First, ... Then, ... Next, ... After that Finally, ...

What else?.

Difficulties(难点):够选择恰当的动词描述制作一种家庭食品的过程并做进行连续

性的描述。

根据自己的喜好,充分发挥想象,有序的制作特有的sandwiches,

提高自己的交际能力。

Teaching steps(教学步骤)

1. Warm-up and revision(课堂热身和复习)

How do you make a pizza?

T: Do you like to eat pizza? What do you need if you want to make it? And how do you make it? Work in groups - 106

-

and show us what you know.

S: First, mix up flour (面粉), butter and milk to make a crust (面包皮).

Next, put pizza sauce (调味汁) on the crust.

Next, cut up peppers (辣椒), sausage (香肠) and mushrooms, and put them on the pizza.

Then, add some cheese to the pizza.

Finally, put the pizza in the oven (烤箱).

(通过食物的导入,直接提高了学生的兴趣,同学培养了学生小组合作的团队意识。)

2. Presentation(呈现和sandwich 有关的新词的图片和单词)

T: Now, let’s look at some pictures. Can you tell me what it is/they are?

(单刀直入让学生根据图片说单词,既节约了导入的时间,又给了学生更多巩固掌握词语的练习机会) T:What can we make with these?

(教师把出现过的图片和词进行复现,自然引出本课时的关键词sandwich)

3. Work on 1a

T: I am going to make my favorite sandwich. What’s in it?

S:…

T: How about your favorite sandwich? What's in it? Finish 1a in your book.

(教师引导学生从说过渡到写,同时又为后面的语言交流做好准备)

4. Work on 1b

T: Ask and answer questions with a partner. Find out what he/she likes in a sandwich.

S: A: Do you like lettuce in a sandwich?

B: Yes, I do.

A: Do you like tomatoes?

B: No, I don't.

S: In our group, _______ likes/dislikes____ in a sandwich.

_____ and ______ both like/dislike___ in sandwiches.

And we all like/dislike_______ in sandwiches.

(从对话到小组调查到报告,教师铺设了平台给学生大量操练的机会,让学生在做中学,同时自然地引导学生关心身边人,并有意识地把获得的信息进行整合,提高了学生的表达能力的锻炼。

5. Work on 1c

T:Look at the picture in 1a. Listen and circle the words you hear.

(教师放录音,在2a的基础上,此任务简单,教师可以在放完一遍录音以后就订正答案)

6. Work on 1d

T: Listen again. Write the ingredients in the order you hear them.

- 107

-

T: Read the dialogue and finish the recipe.

S: Girl: How do you make a cheese sandwich? Boy: Well, first put some butter on a piece of bread.

Girl: How much butter? Boy: Oh ,about one spoon.

Girl: OK, what else? Boy: Next, cut up some tomatoes.

sandwich. Next, cut up an onion.

Girl: Sounds good. What about the cheese? Boy: Next, put some cheese on the sandich.

Girl: How much cheese? Boy: Not too much, but you can put more if you like.

Girl: OK. Is that all? Boy: Not quite. Then, put some lettuce on the cheese.

Girl: Sounds delicious! Boy: Finally, put another piece of bread on top.

Girl: Great! Girl: How many tomatoes? Boy: Well, maybe one is enough. Put the tomato on the

(课文文本信息的有效使用,有利于学生提高阅读和理解能力,所以听力材料的整编很有必要) T: Finish the chart.

Ingredients:

(教师对文本信息的合理处理,可以有效帮助学生改变机械地从文本中寻找答案的习惯,而慢慢养成思考着阅读文本并形成相应输出能力的习惯。)

T: Now, let’s try to fill in the blanks, please.

Let's make acheese sandwich

We need ______________ of bread. As for vegetables, we need an_____, one_______ and

some ________. Of course, _____________ butter is necessary. Oh, don't forget the

__________, you can put more if you like.

Let's make it now!

First, ____ the butter ______a piece of bread. Next, _______ the tomato and the onion. ______, put them on the sandwich. After _____ , ____some cheese _____ the sandwich._______, put some lettuce on the cheese and put _______ piece of bread________.

Now, it's time to _______ it!

(此处,对于听力文本的再次整编,既是前面的自然产出,更有利于学生完整掌握关键的语言信息,并为学生下个环节的语言输出做了良好的铺垫)

7. Work on 1e

T:Tell your partner how to make your favorite sandwich.

S: A: First, put some butter on a piece of bread. B: How much butter? A: About one spoon. ...

8. Further practice

- 108

-

T: The Super Chicken Sandwich in KFC is delicious. How to make it? Try to describe the instructions.

(给学生机会,实现从机械操练到意义操练)

S: …

T: Crazy sandwich wanted! Sandwiches are very popular food. So we want to design (设计) a new kind of crazy sandwich. The person who has the greatest originality (创意) can enjoy sandwiches fee for a year!

- The Crazy Restarant

Discuss in groups how to design a Crazy Sandwich

Here are some useful expressions:

How much butter/salt/pepper/etc.? How many tomatoes? About a teaspoon … What else? Sounds delicious! How do you make a … sandwich? First, Next, Then, After that, Finally, … Now, it is time for pairwork.

One student describes the sandwich, the other student draws the sandwich on the blackboard. (此处知识的延伸得到发展,学生加强了小组合作,也给了学生机会发挥他们的创意。)

9.Homework

Oral: 回家向家人描述你所喜欢的三明治并说明其是如何制作出来的。 Written: 了解一款hamburger的ingredients以及其制作过程并写下来。

(根据学生程度进行口语和书面作业的布置,同时促使学生进一步地交流并能理论联系实际。)

Unit 8 How do you make a banana milk shake?

The Fourth Period Section B ( 2b–2d)

Teaching aims(教学目标)

1. 了解美国感恩节的由来。

2. 学习表述感恩节大餐火鸡的制作并掌握相关词汇。

3. 能以书面形式流畅写出火鸡的制作流程。

Language points(语言点)

1.要求掌握以下词汇:

1) 名词 n. turkey, traveler, Thanksgiving, autumn, pepper, oven, plate, gravy, temperature

2) 动词 v. mix, celebrate, fill, cover, serve

3) 形容词 adj. special, traditional ,main

4) 词组 give thanks for, mix together, put in, cover with cut into ,eat with, serve to , main dish, at a very high temperature.

(本节课的生词较多,教师要注意带读并通过各种形式让学生多操练。)

2. 要求掌握以下句式: In most countries, people usually eat traditional food on special holidays. … and is a time to give thanks for food in the autumn.

... celebrate this idea of giving thanks by having a big meal …

Here is one way to make turkey for a Thanksgiving dinner.

Serve it to your friends with some vegetables.

Difficulties(难点):以书面形式流畅写出火鸡的制作流程

- 109

-

Teaching steps(教学步骤)

1. Warm-up and revision(课堂热身和复习)

T: What ingredients are there in this sandwich?

How do you make a turkey sandwich?

(先通过单词,再通过分解,然后整体流程,最后小组形式回顾,有效地帮助学生复习了前 面的学习内容,同时为引出后面的教学环节做了铺垫)

2. A Short Story(通过三明治的故事激发学生的兴趣同时培养了学生上下文阅读的能力)

T: Sandwiches are popular around the world, but do you know where they came from?

Sandwich was an English p_____. He lived in England about two hundred years a___. Sandwich had a lot of m_____. He was very rich. But the man liked p_____ cards.He often played all day and all night and had no time to e____dinner. One day he played for 24 hours and felt very h_____. He asked his servant to b___ him some meat and bread. He didn’t stop playing w___ he ate. So he put the meat b_______ two pieces of bread . In this way ,he could k____ playing cards. People liked his idea and called the food “sandwich”. (教师通过有效设计,让学生自己探索,发现信息,激发了学习兴趣。)

3. Before reading

T: Do you like turkey sandwiches?

Do you like to eat turkey ?

In America, people sometimes eat turkey. When do they eat it?

S: On Thanksgiving Day. It is a special day!

(让学生带着问题去skim能够培养学生在阅读过程中抓关键信息的能力。)

4. While reading

(1) More skimming

T: Read and find more information about Thanksgiving

- 110

-

(以图表的形式,清晰地帮助学生抓住what, which, when, why, how的角度去理解文章内容,是种阅读策略的渗透)

(2)scanning

T: Work on 2c. Read the article again and write down the answers to each question.

Where do people celebrate Thanksgiving?

When do people celebrate it?

Why do people celebrate it?

How do people celebrate it now?

What is the main dish of the Thanksgiving meal?

(3) Read and match

T: Work on 2b. Read the article and number the pictures [1-5].

Here is one way to make turkey for Thanksgiving dinner.

First, mix together some bread pieces, onions, salt and pepper.

Next, fill the turkey with this bread mix.

Then, put the turkey in a hot oven and cook it for a few hours.

When it is ready, place the turkey on a large plate and cover it with gravy.

Finally, cut the turkey into thin pieces and eat the meat with vegetables like carrots and

potatoes.

(通过图片的提示,帮助学生获取和巩固关键信息,降低学习难度,帮助学生建立学习信心)。

(4)Pairwork

A: How do you make a turkey dinner?

B: First …

Next …

Then …

And …

After that …

Finally (At last)…

(教师给出cut into,mix, fill, put…int…cook, place cover, eat with关键性引领词,帮助学生重组语言信息,强化了学生的训练得到巩固效果。)

- 111

-

(5)Fill in the blanks

First, ___ together some_____ ______, _______, _______ and ________.

Next, ____ the turkey____ this bread_____.

Then, ____ the turkey____ a hot oven and cook it for _ ___ hours.

____ it is ready, _____the turkey on a large______ and ____ it with ______.

____, cut the _____ into thin _______ and eat the _____ with vegetables _____ carrots and _________. (通过以上教学活动分解了阅读难度,突出了重点词汇,同时给学生操练和展示的平台

5. Post reading

(1)Work on 2d. Here are the instructions for making a turkey dinner written in a different way.

Put them in order. Write First, Next, Then and Finally.

(以另一种角度帮助学生灵活运用语言,活化了知识。)

(2) Find the different one

T:

(教师通过此环节的设计,意在帮助学生开拓思维,同时也可以适当带读,帮助学生巩固重点和难点单词)

(3) Difficulties

(此处略)

(4) Exercise

T: Retell the article with the help of these phrases

(先通过小组合作方式梳理重点语言点,然后根据整理的信息进行文本信息的还原,体现了语言巩固的科学性,并为后面的写作输出做了准备和铺垫。)

(5) Writing

T:Rewrite the article in your own words.

Title: __________________

Beginning: Do you know about Thanksgiving?

The first part: about Thanksgiving

- 112

-

Thanksgiving is a special day in the United States.

When: ________________________________________________

Why: _________________________________________________

How: _________________________________________________

The second part: about making a turkey dinner

Making a turkey dinner is a must on Thanksgiving.

Ingredients:_________________________________________________

Steps:_____________________________________________________

Ending: Make a final statement about Thanksgiving and the turkey dinner. Do you have anything else to say? (活动的设计最后是为了写作输出服务,通过之前充分的练习,为学生的输出提供了可能,同时又对学生有了新的要求。活动设计源于阅读,同时又高于阅读)

6. Homework

Oral: 大声朗读Thanksgiving in the United States这篇文章。

Written: 查找中国的特殊节日的传统食物并。 写下其配方和做法。

(根据学生程度进行口语和书面作业的布置,同时结合了课堂内容,并拓展深化了主题并为下堂课的内容做了铺垫。)

Unit 8 How do you make a banana milk shake?

The Fifth Period Section B ( 2a, 2e–Self Check)

Teaching aims(教学目标)

1. 了解并掌握常见的中西方食物。

2. 了解代表性中华传统美食的制作方法。

3. 能够关注并了解食物背后的文化并热爱中华美食。

Language points(语言点)

1.要求掌握以下词汇:

1)名词 n. zongzi, dumpling, mooncake, reason, dishes, pot

2) 动词 v. remember, celebrate

3) 形容词 adj. special, traditional

4) 词组 the Dragon Boat Festival, the Mid-autumn Festival, Tomb-Sweeping Day , sweet green rice ball, the Spring Festival, give thanks for, make dishes

(本节课的生词较多,尤其是关于节日和食物的单词,教师要注意带读和引导,如果班级学生的水平较高,可以鼓励学生当堂掌握。)

2. 要求掌握以下句式:First, ... Then, ... Next, ... After that, ... Finally, ...

What are the reasons for this special day?

To make this special food, ...

Now, it is time to ...

Difficulties(难点):用英语讨论中国最重要的节日——春节的相关要素,并比

较熟练地表达具有代表性的中华美食的制作方法。

Teaching steps(教学步骤)

1. Warm-up and revision(课堂热身和复习)

(1) Discuss traditional western foods.

- 113

-

T: What are these? (罗列系列传统西方食物图片)

S:It’s ...

T: They are traditional western foods. When do Western people eat them?

S:…

T: Let’s look at some traditional Chinese foods, can you name them? (罗列传统东方食物图片)

(2) Brainstorm

T:What kind of traditional foods do people eat on special holidays in China?

(先让学生头脑风暴,然后教师简单带过几个典型代表)

(通过复习和讨论,引入食物与special holidays的关联概念,既复习了前面的内容,有为后

面环节进行了有机铺垫,另外,小组合作的讨论和PK模式有利于提高学生的学习兴趣并增

强学生的合作精神。鉴于有一定难度,可以允许学生有中文的表述。)

2. Presentation(呈现Spring Festival相关内容并着眼到食物文化上)

(1) Talk in groups.

T: What do you think is the most special day in China?

S: The Spring Festival.

T: Look at 2e. Discuss in groups.

(2) Ask and answer.

T: When is the Spring Festival?

S:The Spring Festival is during the lunar New Year.春节即农历新年。

It is in January or February

年三十/除夕:the last day of the lunar year/lunar New Year’s Eve

正月初一:the first day of the lunar year

正月十五:the fifteenth day of the first month of the lunar year

(教师通过几个关键词的渗透农历新年的表达,降低学习难度,并让学生明确春节一般到正月十五闹元宵以后就结束了)

(3)Story-telling

T: Let’s learn more about the Spring Festival.

Long ago,There was a horrible monster that came out on the same day each year to eat people. This monster was named Nian,

People were scared because every time it came out, whole villages would be destroyed at a time. So, every time the monster came, people would huddle together in their homes and stay up all night, wanting not to be eaten. This happened for many years until a wise man thought up a plan. They lit bamboo. The bamboo cracked and made a lot of noise. The monster was scared and ran back to its cave without eating any people. The next morning, people congratulated each other. So, from then on, people stayed up late, lit firecrackers and congratulated each other when the new year came.

(教师简单引导学生说出Spring cleaning,Staying up late,Firecrackers,Lunar new year visits,Red packet,Dragon dance and lion dance,Spring couplets,Paper cutting,Yuan Xiao Festival等年俗相关信息,并最后着眼与食物上,为后面的环节进行铺垫。)

T: Can you remember anything about the Spring Festival? Write on your paper.

(此处的停顿和回顾能帮助学生巩固春节的相关要素,另外,根据学生的程度和实际的教学需要,也可以只利用这张PPT围绕春节展示学生的讨论结果,而不需要展示前面的每张PPT)

(4) Reunion dinner.

T: Is that all for the Spring Festival?

S: Of course not. Don’t forget the reunion dinner. It s the most important thing during the Spring Festival. - 114

-

(食物背后的文化寓意能引发学生的共鸣,所以教师要引导学生表达,哪怕是中文形式)

T: Well, can you tell me how to make dumplings?

Read the find out the steps.

T:How do you make dumplings?

Ingredients:flour and water ( to make dumpling wraps),meat (pork , beef or mutton),salt, soy sauce 酱油,MSG 味精,sesame oil麻油

S:First, mix flour with water. Then, make fillings for dumplings, chop up meat and vegetables, and mix them all up. After that, add some salt, soy sauce, MSG and seasame oil to this. Next, roll out dumpling wraps, and knead (揉;捏) the dumplings. Finally, put them into boiling water.

(教师要适当带读ingredients中的生词,然后让学生以小组合作模式从去掉标点和大小写的文章中,读出正确的句子来找出制作饺子的步骤——可以每个小组顺接着分别读一个句子,能增强学生的合作精神和学习兴趣)

3. Work on 3a

(1) Discuss

T: We eat special foods on special holidays. What's more, some places in China are famous for

some special foods. What do you know about them? Discuss in groups.

(2) Fill in the blanks

T: Now, let’s go to Yunnan.

Read the recipe below and fill in the blanks with the words in the box.

(3) Role-play

A: I want to ... . Can you tell me how?

B: Sure. To make this special food, you need to ...

A: I see. And?

B: First, ... . Next, ... . After that, ... . Then, ... .

A: OK, that's it?

B: No, one more thing. Finally, ... .

A: Great! It is time to enjoy it now.

(这个部分是学生语言输出和展示的很好平台,实现了机械操练到意义操练的过程)

4. Work on 3b

T: Think of a favorite food in your hometown. Make a list of ingredients.

(这个部分符合学生的学习兴趣,使语言的输出更生活化,但是学生的语言表达会有一定难度,需要教师的指导和帮助。)

5. Work on 3c

T:Write a recipe for your favorite food. Use 3a and 3b to help you.

(前面语言的运用给学生大量信息,此处就是学生把信息进行整理后消化并输出的过程。)

6. Work on 4

T: Make up a crazy recipe with your partner. Then tell another pair of students how to make this crazy food. The other pair will draw it.

(教师给了学生展示的平台,关注了机械操练到意义操练的必要性)

7. Homework

Oral: 回顾关于年的故事以及春节相关的习俗和传统食物。

Written: 完成Self Check部分内容并小组交流校对

在作业本上写下the Spring Festival相关的英文表达,如 ―年三十‖。

- 115

-

教学反思:

Unit 9 Can you come to my party?

Period 1 Section A (1a-2d)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch

2) 能掌握以下句型:

① — Can you come to my party on Saturday afternoon?

— Sure, I’d love to.

② — Can you go to the movies on Saturday?

— I’m sorry, I’m not available. I have too much homework this weekend.

③ That’s too bad. Maybe another time.

④ Sure. Thanks for asking.

⑤ Sam isn’t leaving until next Wednesday.

2) 能了解以下语法:

用情态动词can来表达邀请。

3)学会表达邀请,学会对邀请进行恰当的答复或拒绝。

2. 情感态度价值观目标:

学会人际交往的基本常识,学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义,学会承担自己应尽的义务,能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情,学会珍惜朋友之间、师生之间的友情。

二、教学重难点

1. 教学重点:

1) 运用所学提出邀请,接受邀请和拒绝邀请。

2) 正确使用can, might, must 等情态动词。

- 116

-

2. 教学难点:

1) 扎实掌握重点词汇和表示邀请的句型并能灵活运用。

2) 通过听力练习和小组合作,理解并能提出邀请并作肯定回答。

三、教学过程

Ⅰ. Lead-in

1. 在大屏幕上向学生展示一张邀请函。

T: Hello, everyone! Yesterday I received an invitation letter from my dear friend; she invited me to go to her Halloween party. But I have something important to do. I’m studying for a test. I don’t know what to do. What should I say? Can you help me? …

2. Ss try to answer the questions.

Ⅱ. Presentation

1. 引导学生们看大屏幕上邀请及两个答语。

Look at the expressions on the screen: ―Sure, I’d love to.‖ ―I’m sorry, I have to…‖. Read the expressions to the class and the students repeat each one.

Say, can you come to my party? Have the S1 give ―yes answers‖ and S2 give ―no answers‖ then plus a reason. Ask students to give their own reasons. If necessary, I can give a reason and have the students repeat it.

2. 用汉语向学生说明回答别人邀请时,所作的两种类型的答复。

Ⅲ. Game

1. 学生看大屏幕上的转盘,根据转盘所停止位置的词组来做邀请与应答的游戏。

2. Make a model to the Ss:

e.g. S1: Can you go shopping with me?

S2: Sorry, I can’t. I have to prepare for the math exam.

3. Ss work in pairs and answer the questions.

Ⅳ. Listening

1. T: Now listen to the recording and write the names next to the correct students in the picture.

2. Play the recording for the first time. Students only listen. Play the recording a second time. Write the name of each person next to his or her picture.

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

- 117

-

Ⅴ. Group work

1. Help students form groups of four. Say, one of you is student A. Student A invites the other three students to your party. The other students say ―yes‖ or ―no‖. Remember to give a reason.

2. Have the students work in groups.

3. Let some groups ask and answer about their conversations.

Ⅵ. Listening

Work on 2a:

1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words ―can‖ or ―can’t‖ in the bracket.

2. Play the recording for the Ss to listen and circle the words.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the chart below. Tell Ss, this time they must write the reasons in the chart. Make sure they know what to do.

2. Play the recording for the Ss to write the reasons in the chart.

3. Play the recording again to check the answers.

Ⅶ. Pair work

1. Tell Ss to look at the reasons in the chart in 2b. Then write some more.

2. Let Ss read conversations in 2c.

3. Ss practice the conversations using the reasons in the chart on the right.

4. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Read the conversations and answer the questions:

1) What did they do last fall? _____________________________________

2) What does Nick have to do on Saturday? _____________________________

3) When will they hang out? _____________________________

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

until, not…until, hang out, catch

3. Read the conversation after the teacher.

4. Practice the conversation with their partner. Then let some pairs act out the conversation. - 118

-

Homework:

1. Recite the conversation in 2d after school.

2. 假设你将于这个周末过生日,并开一个生日聚会,你约请朋友们参加你的聚会,但有几名同学因故不能来,请你将与他们的对话用英语编写出来。

板书设计:

Period 2 Section A (Grammar Focus-3c)

一、教学目标:

1. 语言知识目标:

1) 学习掌握下列词汇:invite, accept, refuse

2)进行一步复习巩固运用Section A 部分所学的生词和词组。

3)进一步学习运用所学的知识来表达邀请;学会如何回答别人对自己的邀请,以及学会如何有礼貌地拒绝他人的邀请,并陈述理由。

4) 掌握情态动词can, must, have to, might的用法。

2. 情感态度价值观目标:

学会人际交往的基本常识,学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义

务”涵义,学会承担自己应尽的义务,能够在班级以及社会生活中担当一定的责任。理解人 - 119

-

与人之间的真情,学会珍惜朋友之间、师生之间的友情。

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表达邀请;学会有礼貌地答复他人对自己的邀请。

2) 掌握情态动词can来表达邀请;运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。

2. 教学难点:

1) 能熟练进行邀请及应答。

2) 运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。

三、教学过程

Ⅰ. Warming- up and revision

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

2. Ask some Ss to invite some Ss to his/her party. The partners give some answers. S1: Can you come to my party?

S2:Sure. I’d love to.

S3: Sorry, I can’t. I have to look after my sister at home.

S4: …

3. 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 ─星期六你能来我的聚会吗?

─____ you _____ to my party on Saturday?

─当然,我乐意来。Sure. ____ _____ _____.

─对不起,我必须为数学考试而学习。

Sorry, I _____ _____ _____ a math test.

② ─ 明天晚上你能去看影剧院吗?

─ _____ you ____ to the movie ___________ night?

─当然可以,听起来很棒。

─ ______, that _______ ________.

─ 恐怕不行,我得了流感。

- 120

-

─ I’m ______ not. I have the ______.

③ ─ 他能去聚会吗?

─ _____ he ______ to the party?

─ 不能。他必须帮助他的父母亲。

─ No, he ____. He _____ to help his parents.

④ ─ 她能参加棒球比赛吗?

─ ____ she go to the baseball _______?

─ 不,她没有空。她必须去看医生。

─ No, she’s _______ ________. She ______ to ____ to the ______.

⑤ ─ 他们能去看电影吗?

─ _____ they____ to the _______?

─ 不,他们没有空。他们可能必须去见朋友。

─ No, they’re not __________. They _____ ______ ____ meet their ________.

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

如何表达邀请与答复别人的邀请:

1. can 用于表示 ―____________‖,如:

汤姆会骑马。 ___________________

2. ―Can you…?‖表达 ―______________‖,

答语:同意用____________________.

不同意用__________________________.

如:恐怕不行,我要去探望我的姑姑。

____________________________________

Ⅳ. Practice

Work on 3a:

1. Tell Ss to read the conversation in 3a and try to complete the answers with might and one of the phrases in the box.

2. 方法指导:

首先,应明确练习的要求。本题要求同学们用情态动词might来委婉地表达自己在将来 - 121

-

的某个时间可以有做的事情。

然后,读空格中所给的词组,明确它们的意思。读每个小对话,根据上文语境结合所给的词组,选择一个恰当的事情来回答。

注意,一定要用上情态动词might。 结构:might + 动词词组

3. 最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

4. 学生们阅读这些对话,并与伙伴一起练习这组小对话。

Work on 3b:

1. 告诉学生们本题的要求:根据括号中所给的提示词来补全问句,并做出恰当地答复。

2. 让学生们重点看答复提示中所要求是“接受”的还是“拒绝”的,并做答复。如果是拒绝,还应根据括号中的提示词给出一个恰当的理由。

3. 让学生们互相检查自己所写的小对话,发现并改正错误。

4. 让部分学生与自己的伙伴说一说自己所写的小对话。大家一起改正句子中的错误。 Ⅴ. Group work

1. 小组中的同学们每个人都填写一张表格(见3c中表格)来明确自己近期要做的事情,选择一个恰当的时间来开一个聚会。

2. 先由小组长根据自己的安排,邀请你小组里的成员去参加你的聚会,每个小组成员,根据自己表格上的安排来确定是否参加这个聚会。

3. 然后,其他同学轮流根据自己的安排,邀请你的组里的成员去参加你的聚会,其他成员根据自己表格上的安排来确定是否参加这个聚会。

4. 最后,看你们小组哪位同学能邀请到最多的同学参加自己的聚会。

Ⅵ. Exercise

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

选择恰当的答案完成对话:

A: Hey, Bob. 1. ___________

B: I’m sorry, I can’t. I have to help my parents.

A: 2. ________. How about you, Ling Ling? Can you come to my party?

L: 3. _________

A: On Saturday afternoon.

L: Oh, no, I can’t. 4. ____________

A: That’s too bad. 5. _____________.

- 122

-

L: Sure. Thanks for asking.

1. ____ 2. ____ 3. ____ 4. _____ 5. _____

Homework

1. 复习Grammar Focus 中的内容。

2. 你的朋友邀请你去看电影,请根据在3c中所填写的信息编写一个与你朋友的对话。 A: Can you go to the movie on Saturday evening?

B: Sorry, I can’t. I have to…

板书设计

Period 3 Section B 1a-2e

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:the day before yesterday, the day after tomorrow, weekday, look after, invitation, reply, forward, delete, print, sad, goodbye, take a trip, glad, preparation, glue, without, - 123

-

surprised, look forward to

2) 能掌握以下句型:

① — What’s today? — It’s Monday.

② — Can you play tennis with me? — Sorry, I can’t. I …

③ I look forward to hearing from you all.

④ Bring Ms. Steen to the party without telling her so that she can be surprised.

3) 能综合运用can来表达邀请。

4)通过阅读邀请函来掌握必要的信息。

2. 情感态度价值观目标:

学会人际交往的基本常识,学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义,学会承担自己应尽的义务,能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情,学会珍惜朋友之间、师生之间的友情。

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.

2. 复习表达请求与应答请求。

3. 复习一些常用的委婉地表达拒绝的方式。

4. 让学生们谈谈自己未来两天(tomorrow及the day after tomorrow )的活动打算。 Ⅱ. Lead-in

1. Ask Ss some questions:

T: What day is today/tomorrow/the day after tomorrow?

S: It’s Tuesday/Wednesday/Thursday.

- 124

-

2. Then sing a song like the song of ABC.

Sunday/Monday /Tuesday/Wednesday/Thursday/Friday/Saturday/

3. T: What was/is the date yesterday/the day before yesterday/ today/tomorrow/the day after tomorrow?

S: 13th/14th/15th…. Let the students ask these questions one by one.

Explain the new sentence:

―What’s today/ tomorrow/the day after tomorrow?‖

―It’s Monday./Tuesday./Wednesday.‖

4. Show the days of the week in a large monthly calendar.

Point out the days of the week at the top of the calendar and ask a student to read these words aloud.

Ask a student to point out today’s date, tomorrow’s date, the day after tomorrow’s date and yesterday’s date. Complete activity 1a, check the answers.

Ask students to write the words today, tomorrow, yesterday and the day after tomorrow in the correct spaces on the calendars in their books.

Ⅲ. Discussion

1. Work with your partners. Look at the chart in 1a. Then ask and answer with a partner.

S1: What’s today?

S2: It’s Monday, the 14th.

Ⅳ. Listening

Work on 1c:

1. Tell Ss to listen to Vince and Andy’s conversation. Then circle Yes or No.

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

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

Work on 1d:

1. T: Now please read Vince’s activities in 1d. Tell Ss they'll listen to the tape again. Then try to match Vince’s activities with the days in 1d.

听力指导: 通过事先读表格中的内容,可以看出,本听力重点要求我们听清每个活动的时间安排,因此我们在听时应重点听句子中的活动及其时间。并将时间与活动内容相连。

2. Ss listen to the recording carefully and try to match Vince’s activities with the days.

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

- 125

-

Ⅴ. Pair work

Work on 2a:

1. Work in pairs. One is Andy and the other is Vince. Andy, invite Vince to play tennis.

2. Ask some pairs to read the conversation first.

3. Ask Ss to practice the conversations in pairs.

4. Ask some pairs act out their conversation.

Work on 2b:

Make a list of kinds of parties people have.

Ss discuss the parties they know. And write them down on their books.

Ⅵ. Reading

1. T: Did you have a surprise party for sb.? Who is it? Why do you have a party for him/her?

2. Let Ss read the passage quickly. Why did the people write them? Match the reason with each message below.

3. Ss read the passage quickly and match the reasons with each message.

4. Check the answers with the Ss.

Ⅶ. Reading

1. T: Now let’s work on 2c. This time you should read the passage a little more carefully. Then answer the questions.

2. 方法指导:首先,阅读试题的内容,明确问题的意思,然后,带着这五个问题再次认真阅读短文的内容,并在相关段落中认真查找相关问题的答案。根据相关提示完成问题。

3. Ss read carefully and try to answer the questions.

4. Check the answers with the class.

Ⅷ. Reading

Work on 2d.

1. T: Now let’s work on 2d. Nowadays, it’s very popular to have a house warming party when someone moves into his/her new house. The passage below is a invitation of a housewarming party. Read the invitation and complete the blanks with the words and phrases from the message on Page 69.

2. 方法指导:

首先,通读全文可知,短文是邀请朋友来参加聚会。 通读本段文字,掌握大意。重点把 - 126

-

握有空格句子的意思,分析空格处的意思。

然后,根据记忆用2b短文中的词汇来填空,补全这篇短文。

最后,再阅读一遍短文,并检查所填内容的正确性。

3. Let some Ss write their answers on the blackboard.

4. Check the answers with the Ss.

Work on 2e:

1. T: Imagine one of your favorite teachers is leaving. Plan a party for him/her. Answer the questions with a partner.

2. Ss discuss the questions with a partner. Then answer the questions.

3. Let some pairs answer the questions.

4. Correct the mistakes they made.

Homework

1. 课后阅读短文,试着复述课文,总结课文出现的重难点词组及表达方式。

2. 完成2e中的任务,并将问答句写在作业本上。

Period 4 Section B 3a-Self Check

一、教学目标:

1. 语言知识目标:

1) 掌握下列生词: daytime, concert, headmaster, event, guest, calendar

2) 复习邀请信的表达方式,阅读相关邀请信并能获得相关信息,回答相关问题。 - 127

-

3)能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信的任务。

4) 通过写一个邀请信及答复伙伴的邀请信,达到综合运用所学知识的目的。

5)复习本单元所学的重难点内容,及时巩固提高。

2. 情感态度价值观目标:

学会人际交往的基本常识,学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义,学会承担自己应尽的义务,能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情,学会珍惜朋友之间、师生之间的友情。

二、教学重难点

1. 教学重点:

1) 复习邀请信的表达方式,阅读相关邀请信并能获得相关信息,回答相关问题。

2)能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信的任务。

3)复习本单元所学的重点知识点,并完成相关复习任务。

2. 教学难点:

通过写一个邀请信及答复伙伴的邀请信,达到综合运用所学知识的目的。

三、教学过程

Ⅰ. Warming- up and revision

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

2. Review the main phrases learned yesterday.

(1) 将??带到?? (2) 去旅行 (3) 想起 (4)(在不做某事(的情况下)

(5) 以便于;以至于 (6) 期望;盼望 (7) 一个令人吃惊的聚会 (8) 收到某人的信

3. Talk about David’s party and complete the blanks in the big screen. (短文内容见大屏幕) Ⅱ. Lead-in

1. Ask Ss what an opening party is. And ask them if they have come to an opening party.

S1: I know. When a building is put into use, people often have a ceremony to celebrate it. It’s an opening. Last year, our new school is put into use. We had a great opening.

Ⅲ. Reading

1. T: Now let’s work on 3a:

A new school library is put into use. They’ll have a great opening. The headmaster writes many invitations to the parents of their school. Now read the invitations below and answer the questions.

2. 阅读指导:

- 128

-

首先,快速阅读短文,整体把握短文大意。

其次,阅读后面的七个问题,明确问题的意思。带着这七个问题再去仔细阅读邀请信,在短文的相关位置找到这些问题的答案依据,并写出正确的答案。

最后,再通读一遍短文,结合短文内容看所回答的问题有无错误或不周全的地方。

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

4. Check the answers with the Ss.

Ⅳ. Writing

Work on 3b:

1. Think about a party or any other event you know. Write an invitation to your friends to come to your party or event.

2. Let some Ss read the information in the chart.

3. Ss try to think about their parities or events. Write an invitation using the information in the chart.

4. Read their invitations and check if there are mistakes.

5. Exchange your invitations with a partner. Then write a reply to his or her invitation.

If you can’t come to his/her invitation, you should write some proper reasons.

6. Ss try to write down their invitations.

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

Ⅴ. Pair work

1. Read the calendar in 4. Make sure Ss know the activities in each day.

2. Tell Ss how to do it. Sa, look at your calendar on the right. Sb, look at yours on Page 81. Find a time you can both go shopping.

3. Make a model to the Ss:

Sa: Can you go shopping with me next week?

Sb: Sure. I’d love to. When?

Sa: Well, what are you going to do on Monday evening?

Sb: I must study for the English test. What about Tuesday evening.

4. Ss ask and answer the activities they will in each day. Then make a decision when to go shopping together.

5. At last, let some Ss ask and answer questions.

Ⅵ. Self Check

- 129

-

Work on Self Check 1:

1. Fill in the blanks in the conversation.

2. Let Ss read the conversation first and try fill in the blanks.

3. 引导学生们复习如何写邀请信及如何答复邀请。

4. Check the answers with the Ss.

5. Explain how to do it.

e.g. 1. Can; 2. on; 句意“你好,彼特。你在周末能来参加我的聚会吗?” 第一空用情态动词can表达请求;第二空后有时间the weekend,故用介词on来表示这一具体时间。

其他类似。

Work on Self check 2

1. Tell Ss how to do this task.

T: You get these invitations but you can’t go. Write a refusal and a reason.

2. Do the first one for the Ss as a model: (1. I’m afraid I can’t. I have to prepare for the math exam.)

3. Ss try to complete the conversations. 4. Check the answers with the class.

Homework

1. Review Section B.

2.根据第4 部分中表格中的内容,编写一个邀请你的朋友参加你的一个聚会的对话。 板书设计:

- 130

-

教学反思:

Unit 10 If you go to the party, you’ll have a great time!

Period 1 Section A (1a-2d)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词: meeting, video, organize, potato chips, chocolate, upset, taxi, advice 能掌握以下句型:

① ─I think I’ll go to the party with Karen and Anna.

─If you go to the party, you’ll have a great time!

② ─What will happen if they have the party today?

─Half the class won’t come.

2) 能了解以下语法:

掌握含if条件状语从句的主从复合句的用法。

3) 能用if 引导的条件状语从句作出假设,用will谈论结果。

2. 情感态度价值观目标:

学习因果关系的表达和做出合理的建议。谈论自己的感受,同时使学生在英语交流中注意并观察他人的情感。由于本单元话题贴近学生生活,符合他们热爱休闲的心理,可以提高他们学习英语的兴趣,积极参与英语实践活动。

二、教学重难点

1. 教学重点、难点:

(1)重点句型:—I think I’m going to go to the party with Karen and Ann.

—If you do, you’ll have a great time.

(2)正确使用if 引导的条件状语从句

三、教学过程

Ⅰ. Lead-in

- 131

-

Ask some questions.

T: If you are happy, what will you do?

S: If I am happy, I will smile.

T: If you become sad, what will you do?

S: If I become sad, I will cry.

T: What will happen if you are going to do too much work?

S: If I am going to do too much work, I will get tired.

Ⅱ. Presentation

1.Show some pictures to present new structure:

If it is sunny this Sunday, I’ll go fishing.

Ask several students:

What will you do if it is sunny this Sunday?

If I have much money, I will buy a big house.

What will you do if you have much money?

Practice with the students:

2.Show some pictures to present the following:

(1) I think I’m going to stay at home.

If you do, you’ll be bored.

(2) I think I’m going to work until night.

If you do, you’ll be tired.

(3) I think I’m going to exercise.

If you do, you’ll be healthy.

(4) If you go to the party, you’ll have a great time.

(5) If you watch TV every night, your parents will be mad at you.

3. Work on 1a, match the statements with the pictures [a-d].

Ⅲ. Game

1. Show some pictures in the big screen. Let Ss ask and answer like this: A: What are you going to do …?

B: I think I’m going to….

A: If you do, you’ll be …

- 132

-

Ⅳ. Listening

Work on 1c:

1. Point out the statements and the responses in activity 1a. Tell Ss to listen to the recordings and complete the responses.

2. Play the recording for the first time, Ss only listen.

3. Play the recording again the try to complete the responses.

4. Check the answers.

Ⅴ. Pair work

1. Let Ss read the model with a partner.

2. Look at the pictures above. Use the information in 1b. Ask and answer with a partner.

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

Ⅵ. Listening

Work on 2a:

1. Let Ss read the two sentences below. Make sure they know what to do.

2. Play the recording for the Ss to listen and circle the right answers.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the phrases and questions below. Tell Ss that they should answer the questions with the proper phrases.

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

3. Play the recording again to check the answers.

Ⅶ. Pair work

1. Tell Ss role-play a conversation between Nelly and Mark.

2. Give a model to the Ss.

3. Ss work in pairs and practice the conversation.

4. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Read the conversations and answer the questions below.

(1) What will happen if we ask people to bring food?

___________________________________

- 133

-

(2) What will happen if we give people some small gifts if they win?

____________________________________

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

3. Let Ss read the conversation after the teacher.

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

1. Recite the conversation in 2d after school.

2. 用括号里所给词的适当形式补全句子。

(1) If she stops smoking, _______________. (be more healthy)

(2) If it rains, ____________. (stay at home)

(3) If I go on a diet, ___________. (lose weight)

(4) If we get up early, ________________. (go out for the day)

(5) If he gets a job, _____________. (earn lots of money)

板书设计:

Period 2 Section A (Grammar Focus-3c)

一、教学目标:

1. 语言知识目标:

1) 学习掌握下列词汇:upset, taxi, advice

2)进行一步复习巩固学习Section A 部分所学的生词和词组。

3)掌握正确用含if条件状语从句的主从句。

4) 能够熟练运用所学的知识,用if来表达条件,用will来表达结果。

2. 情感态度价值观目标:

学习因果关系的表达和做出合理的建议。谈论自己的感受,同时使学生在英语交流中注 - 134

-

意并观察他人的情感。由于本单元话题贴近学生生活,符合他们热爱休闲的心理,可以提高他们学习英语的兴趣,积极参与英语实践活动。

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) 能够熟练运用所学的知识,用if来表达条件,用will来表达结果。

2. 教学难点:

1) 掌握正确用含if条件状语从句的主从句。

2) 能够熟练运用所学的知识,用if来表达条件,用will来表达结果。

三、教学过程

Ⅰ. Warming- up and revision

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

2. Talking:

Let’s look at the pictures in 1a and let Ss make sentences with ―if…will‖ .

e.g. If you go to the party with Karen and Anna, you’ll have a good time.

One by one, let some Ss make a sentences by themselves.

3. Game:

Tell Ss ―If you have a lot of money, what will do?‖

Ss think and tell the class what they will do.

Judge who is the best.

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 我想我将会乘公交车去参加聚会。

I _____ I’ll take the bus to the ______.

② 如果你那样做,你将会迟到。

If you ______ ,_____ be late.

③ 我想我将待在家里。

I _____ _______ stay at home.

④ 如果你那样做,你将会很伤感。

- 135

-

If you ____, ______ ____ sorry.

⑤ 如果他们今天开聚会,将会发生什么事?

____, ____ _______ if they _____ the party today?

⑥ 如果他们今天开,班里一半的学生将不会去。

If they ______ it today, ______ the class _______ come.

⑦ 我们应当要求人们带食物来吗?

Should we ______ people to ______ food?

⑧ 如果我们要求人们带食物来时,他们将会仅带薯条和巧克力。

______we ______ people to bring food, ________ just ______ potato chips and chocolate.

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、含if条件状语从句的主从复合句

1. If条件状语从句中,主句用一般将来时,从句用__________表示将来。________原则 例如:We will go to the park if it _______ ______ (rain) tomorrow.

2. if条件状语从句中,如果主句有must,can,may等情态动词,从句用__________。 You must stop if the traffic light ____(be) red.

3. If条件状语从句中,主句是祈使句,从句用____________表示将来。________原则 例如:Don’ t wait for me if I_____(be) late.

练一练:

① Put up your hands if you _____ (have) any questions.

② If it____ (be) cold tomorrow, I will wear my sweater.

③ He can go home if he ______ (finish) his homework.

二、 Game:

Boys and girls have a competition:

在大屏幕上给出条件与结果,让男生、女生进行比赛,来比赛。

先给出一个例子,然后进行六个小题的比赛,看哪一方能得胜。

Ⅳ. Practice

Work on 3a:

1. Ss skim the passage first. Try to know the meaning of the passage.

- 136

-

Then Ss read the passage carefully again and try to fill in the blanks with the correct forms of the verbs in the brackets.

2. 方法指导:

① know; do 句意―我不知道明晚参加迈克的生日聚会的事怎么做?‖don’t 后跟动词原形;what to + 动词形式,复合不定式结构。

② think; 本句表达一客观事实,主语parents是复数形式,故一般现在时态。句意―我父母认为我应当为下周的英语考试而学习‖

③ go; will be; 本句是含if条件状语从句的主从复合句;应遵循主将从现原则。句意―如果我去参加聚会,他们会很失望。‖

④ tells; have; 本句为but连接的一并列句,后半句为一般现在时,故前半句也应是一般现在时,主语Mike是第三人称单数形式,故填tells;don’t后跟动词原形。

⑤ wear; will look; 本句为含if条件状语从句的主从复合句,应循主将从现原则。句意―如果我穿牛仔,我会看起来很糟糕。‖

⑥ go; how to + 动词原形 表示―如何做某事‖,是复合不定式结构。

walk; will take; 本句为含if条件状语从句的主从复合句,应循主将从现原则。句意―如果我步行去,将会花费我很多时间。‖

⑦ take; will be;本句为含if条件状语从句的主从复合句,应循主将从现原则。句意―如果我乘出租车去,又将会很贵。‖ 。

3. 最后,学生们再次阅读短文一遍,进行深入理解。

Work on 3b:

1. 让学生们阅读所给的条件或结果,整体把握对话的意思。

2. 然后根据自己的生活经验,想一个结果或条件。表达结果时用will + 动词原形;表达条件时用if条件句,注意谓语动词用一般现在时态。

3. 让学生们相互问答这些问题。 并查对他们句子中的错误。

Ⅴ. Group work

1. Make a story in group.

2. Write a story with your group on a piece of paper. The first person begins with story with ―I think I will….‖ The others add sentences with ―if‖, Pass the paper around twice. Then read the story.

3. Make sure Ss know what to do.

4. 学生们合作每个同学用 ―I think I will… If I…, I will…‖ 来写一个句子。然后,小组同学 - 137

-

们将他们所写的句子放在一起,构成一个句子。

(最后,可以经学生们评议来推举那个小组的故事是最好的。)

Ⅵ. Exercises

用动词的适当形式填空。

1.If she ______ (finish ) work early, she ______(go) home.

2.If the weather _____(be) fine,we _____ (go)for a walk .

3. If I_____(have) time tonight, I _____ (finish) the book I’m reading.

4. If it_____ (rain) next weekend, we_____ (not be able to ) plant the vegetable .

5. If it_____(rain), we______(stay)at home

6. If she______(arrive), she _____(phone) me .

Homework

1. 复习Grammar Focus 中的内容。

2. 将3c的短文,再完整地写一遍。

板书设计:

Period 3 Section B (1a-2e)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:travel, agent, expert, keep…to oneself, themselves, teenager, normal, unless, certainly, wallet, worried, mile, angry, in the end, understanding, careless, mistake, himself, careful, advise, solve, step, trust, experience, in half, halfway

2) 能掌握以下句式结构:

① ─What do you think I should do? Can you give some advice?

─I think I should go to college.

- 138

-

② But If I go to college, I’ll never become a great soccer player.

2. 情感态度价值观目标:

学习因果关系的表达和做出合理的建议。谈论自己的感受,同时使学生在英语交流中注意并观察他人的情感。由于本单元话题贴近学生生活,符合他们热爱休闲的心理,可以提高他们学习英语的兴趣,积极参与英语实践活动。

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. 头脑风暴:

Show a picture of ―a lot of money‖.

Ask Ss ―What will you do if you have a lot of money?‖, Let Ss think and give their answers one by one.

S1: If I have a lot of money, I’ll buy a big house for my parents.

S2: If I have a lot of money, I’ll build a new road for my village.

S3: If I have a lot of money, I’ll build a new school for our town.

学生们进行评比,看谁的想法最好。

3. 选词填空。

1) If you walk there, you’ll be late for the _______.

2)If they watch a _______ at the party, some students will be bored.

- 139

-

3) I don’t know what to do, can you give me some ________?

4)What will happen if she _______ a soccer game on Saturday?

5) If she doesn’t come home on time, her parents will be ________.

6) If it rains tomorrow, we’ll take a _______ there.

7) If he eats too much ________, he’ll be very heavy.

Ⅱ. Presentation

1. Say, Money is very important! But money is not everything.

be happy; travel around the world; go to college; be famous, get an education…

Ⅲ. Talking

1. What is the most important thing to you?

be happy

go to college

Be famous

Travel around the world

Make a lot of money

Get an education

3. Let Ss ask and answer in pairs.

Ⅳ. Listening

Work on 1b:

1. Tell Ss to listen and look at the list in 1a. Put an ―A‖ before each thing the soccer agent talks about and a ―P‖ before each thing Michael’s parents talk about.

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

4. Check the answers:

Work on 1c:

1. T: Now please read the sentences in 1c. Try to understand the ―if‖ clause or the ―will‖ sentences.

听力指导:

本题要求是补全if条件句后面的will主句,因此应将重点放在听含―will‖的主句上。 特别是要听清句子的前两个单词。

2. Ss listen to the recording carefully and try to choose the right answers.

- 140

-

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

4. Show the tape scripts to the Ss on the big screen.

Ⅴ. Pair work

Work on 1c:

1. Work in pairs. Student A is Michael, Student B is his friend. Student B gives student A advice.

2. Ask two students to read the conversations to the class.

3. Ss work in pairs. Ask and answer the questions in pairs.

Work on 2a.

1. T: What kinds of things do you worry about? Who do you usually go to for help? Now ask and answer the questions with a partner.

2. Let some pairs ask and answer their questions. See what kind of worries they have.

Ⅵ. Reading

1. T: Read the three statements below and then skim the passage. Which statement expresses the main idea of the passage?

2. Let Ss read the passage quickly and try to find the right statement.

指导:

先分析句意:a. 如果人们有问题,他们应当向专家求建议。

b. 如果人们有问题,他们应当努力保守秘密。

c. 如果人们有问题,他们应当向别人诉说。

3. Check the answers with the Ss.

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 try to answer the questions.

2. 方法指导:首先,应读懂五个问题的意思;然后,带着这五个问题再次认真阅读短文的内容,特别是认真阅读短文中与某问题相关的部分,以便根据上下文意及整个段落的意思来确定如何回答这个问题。 综合上下文的意思,确定最贴切的答案。

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

4. Check the answers with the class.

Ⅷ. Reading

- 141

-

1. T: Now let’s read the short passage and the phrases in 2d. Fill in the blanks with the phrases in the box. If you don’t sure about what to fill. You can go through the passage in 2d.

2. 方法指导:首先,通读这六个词组的意思;然后,再读这篇小短文的意思,根据自己的印象,用方框时里的单词填空;认真理解每个空格处的意思,填上正确的答案。

3. Ss try to fill in the blanks with the right forms. Check the answers.

Ⅸ. Discussion

1. T: Now read the questions below. Make sure you know the meaning of the questions.

2. Ask three students the following questions. Take notes of their answers.

3. Make a list of questions in your group.

Homework

1. 课后阅读短文,试着复述课文,总结课文出现的重难点词组及表达方式。

2. 课下再根据2e部分的内容;写一个调查报告,表述自己小组同学的困难及他们经常处理困难的方式。

Period 4 Section B (3a-Self Check)

一、教学目标:

1. 语言知识目标:

1) 复习讨论自己及伙伴们所有的问题,并能通过讨论来找到解决问题的办法。

2) 能够综合运用所学的知识以及根据所给的提示词来完成描述他人的问题及解决办法 的小短文。

3) 能够综合运用所学的知识来描述他人的问题及解决办法 的小短文。

4)通过完成Self check的中练习题来全面复习本单元的重难点知识点。

2. 情感态度价值观目标:

学习因果关系的表达和做出合理的建议。谈论自己的感受,同时使学生在英语交流中注意并观察他人的情感。由于本单元话题贴近学生生活,符合他们热爱休闲的心理,可以提高他们学习英语的兴趣,积极参与英语实践活动。

二、教学重难点

1)能够综合运用所学的知识来描述他人的问题及解决办法 的小短文。

2)通过完成Self check的中练习题来全面复习本单元的重难点知识点。

三、教学过程

- 142

-

Ⅰ. Warming up and revision

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

2. 将下列词组翻译成英语

1) 有许多担忧 ________________________

2) 与某人交谈 ________________________

3) 害怕做某事 _____________________

4) 最终 ____________

5) 生气 ___________

6) 犯一些粗心的错误 _____________

7) 分享我的问题 _____________________

8) 逃避问题 ___________________

9) 将……分成两半 _______________

10) 有时候他们在学业上出现问题。_________________________________

11) 在生活中,有困难和担忧是正常的事。 _____________________________

12) 如果不向别人谈一谈,我们肯定会觉得更糟。 ___________________________

13) 罗伯特就一些寻常的问题向学生们提了建议。_______________________________

3. Check the answers with the Ss.

4. Let some Ss to read their report of their students’ problems.

Ⅱ. Lead-in

1. T: (Tell Ss one of your problems) e.g.

I don’t have many friends? What do you think I should do? Can you give me some advice? Let some Ss give you some advice.

2. Show some pictures of different kind of ―problem‖.

Ⅲ. Discussing

Let Ss discuss what kind of problem they usually have in their group. Make a list of them. Then think of the possible solutions. Make a list of them, too.

1. Each student chooses his or her three biggest worries (they think). Write them down on a piece of paper.

2. Let some Ss read their worries.

Ⅳ. Writing

- 143

-

1. Tell Ss to work on 3b. First, read the structures below to plan your writing.

2. 写作指导:

首先,阅读所给的提示,掌握其大意,从整体上把握短文大意。

其次,从上面所记的三个担忧中选择一个,运用所掌握的句子结构来完成。

最后,将你朋友的名字及问题填写上,并进一步说明问题的解决办法,最后,完整地读一遍短文,看是否通顺。

3. Let some Ss read their passages and try to find if there are any mistakes?

Give Ss one possible version:

? My friend Jenny has a problem. She is too heavy. I think she should eat less junk food and eat

more vegetables and fruit. I think she also should get more exercise. If she eats more

vegetables and fruit she will eat less junk food. If she gets more exercise, she’ll be much thinner soon.

Work on 3c:

1. Tell Ss to write about the other two worries. Use the structures in 3b to write a short passage.

2. Ss work by themselves and try to write a short article.

3. Ss try to write a short article with the worries in3a and the structures in 3b.

写作指导:

?

? 因此,时态应用一般现在时态,恰当用情态动词及含if条件状语从句的主从复合句

来表达条件及结果。

? 可根据3b中的句式结构来,将3a中提到的其他两个担忧写出来。

? 最后,阅读一遍自己所写的短文,并与同位或小组其他成员交换检查自己短文中出

现的错误。

4. Let some Ss read their passage to the class. Give any help if necessary.

Ⅴ. Group work

1. Talk about the Project in your school ―We Can Help!‖

2. Make sure Ss know what they should do.

(Our school is taking part in the project ―We Can Help!‖. Add more items to the poster. Then talk about what you will do if you take part in the project. )

3. Give Ss an example:

- 144

-

? Old people’s home visit.

A: What will you do if you visit an old people’s home?

B: If I help with that, I’ll bring the old people some flowers.

4. Let some other Ss give their advice.

e.g.

S1: If I help with that, I’ll sing and dance for them to make them happy.

S2: If I help with that, I’ll…

Ⅵ. Self check

Work on Self check 1

1. Tell Ss to fill in the blanks with the words in the box.

提示: 正确理解句子上下文的语境,根据语境来填上一个正确的地点或活动。

2. Ss work by themselves the try to fill in the blanks.

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

理解句意:

? 如果我的家庭迁入一个新居所,我会邀请你们都来参加聚会。

? 如果我买到票,你会和我一起去看电影吗?

? 如果学校举办音乐会,我将会弹奏吉它。

? 如果我被邀请,我将去参加艾米的聚会。

Work on Self check 2

1. Tell Ss to fill in the blanks with the words in the blanks.

2. Give Ss some directions:

? 通读对话一遍,理解对话的大意,明确空格中词汇的意思。

? 认真阅读每一句话,分析空格处的意思,根据上下文语境确定空格处应填的词汇。

3. Let Ss try to complete the conversation with the words in the box.

4. Check the answers.

Work on Self check 3

1. Tell Ss what they should do.

2. Ss work with their partners complete the sentences in the blanks.

3. Give Ss an example:

What will you do if it rains all weekend?

- 145

-

I will chat with my friends on line and play computer games at home.

4. Let some Ss read their sentences.

Homework

1. Review Section B.

2. Write a letter to me. If you go to the party, what will happen? If you don’t go to the party, what will happen?

板书设计:

教学反思:

- 146

-

网站首页网站地图 站长统计
All rights reserved Powered by 海文库
copyright ©right 2010-2011。
文档资料库内容来自网络,如有侵犯请联系客服。zhit326@126.com