2016年春七年级英语下册
Unit1-10全册教案
Unit 1 Can you play the guitar? 2
Unit 2 What time do you go to school? 3
Unit3 How do you get to school ? 3
Unit4 Don’t eat in class. 3
Unit5 Why do you like pandas? 3
Unit 6 I’m watching TV. 3
Unit 7 It’s raining! 3
Unit 8 Is there a post office near here? 3
Unit 9 What does he look like? 3
Unit 10 I’d like some noodles 3
Unit 11 How was your school trip? 3
Unit 12 What did you do last weekend? 3
2016年春七年级英语下册教案
Unit 1 Can you play the guitar?
一. Knowledge and abilities goals:
1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar
2. How to use Model verb” can”.
3. Listening and speaking skills and communicative competence.
二. Teaching method: Listening and speaking methods. Pair works.
三. Moral goals: Encourage students to express their abilities.
Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?
四. Importance and difficulty: can
Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.
五. Teaching Time: 4 periods
Period 1 (Section A: 1a-2d)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
1.Knowledge Objects: Learn to talk about abilities.
Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk.
2.Teaching key point: can
3. Teaching Difficult point: can
4.Teaching Procedures:
Step 1. Lead-in
Enjoy a song I’m a musician
T: Do you want to be a musician? S:
T: Can you play the piano? S…
T: What can you do? S: I can…
T: What about you? S:
T: OK, now please show your talent and tell us what you can do.
Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.
Step 2. Presentation
T: Look at the pictures. What are they doing? S:
Step 3 Pair work
Look at the pictures. Ask and answer like this:
A: Can you play basketball?
B: Yes, I can. / No, I can’t. Can you…?
Step 4 Presentation
Show some pictures of famous stars. Practice the third person “he, she, they”
T: Where can you play chess? S:
T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S…
T: Sounds great. Can you…?
S: Yes, I can/ No, I can’t
If the answer is negative, guide students to say:
S: No, I can’t. But I can learn it from others.
Step5 Pair work
A: What club do you want to join?
B: I want to join the…
A: Can you …?
B: Yes, I can . No, I can’t. But I can learn it from others.
Step 6 Listening
Listen to 1b
Listen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.
Step 7 Pair work
Look at 2b and talk about what the people can do the clubs they want to join.
Step 7 Role-play the conversation 2d
T: If you like telling stories. What club can you join?
S: Story telling club.
T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation.
Step 8 Explain some language points.
Step 9 Homework
Reflection after class：
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 2 (Section A: 3a-3c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
1. Knowledge Objects: go on learning to talk about abilities.
—Can you play the guitar? —Yes, I can./ No, I can't.
—What can you do? —I can dance.
—What club do you want to join? —I want to join the chess club.
2. Teaching key points: Conclude the usage of ‘can’; put all new language into practice through different activities.
3. Teaching Difficult points: Distinguish “say, speak, tell, talk”
4.Teaching Procedures:
Step1:Greeting, Warming up and duty report.
Watch a flash about the content of the Just for fun.
Talk something about the flash: Why is the other boy unhappy?
Introduce because of the difference of time zones, the time in different places are different.
Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?
It’s……
Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).
Step2:Review the words learnt in the last period and add more.
(1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower…
get up take a shower eat breakfast go to school eat lunch run go home
do homework eat dinner go to bed
(2)ask students to make a survey
Ask your friend 5 questions about his /her day. Then make a report.
A: What time do you usually…?
B: I usually…at…
Step3:presentation.
(1)Ben’s day. Introduce something about Ben.
Using the sentence pattern: What time does he usually get up/go to school/…
Pay attention to the verb form of the third person.
Discuss Do you like ben’;s routines.
(2)Show the picture of Scott. He usually gets up at 5 pm.
Ask students to predict what his job is?
(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.
(4)read it again and fill in the chart.
(5)answer the following questions
1.Where does he work?
2.How does he go to work?
Step4:Work on 3a.
（1）Read through the passage and tell me what his job is.
（2）Read it again and match the pictures.
(3)Answer questions:
What does he do after he get up?
Does he go to work after breakfast? What does he do?
How does he go to work? By bus or on foot?
What does he do before he goes to bed?
What does“What a funny time to eat breakfast!”mean?
Step5:Follow up.
T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.
T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.
Step6:Work on part4.
T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.
T: Let's listen Group1…Group2…
Step7:Work on part 3 of self –check.
T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.
T: You may begin it like this "Ma Li gets up at …"
Step8:Homework.
Oral work:
（1）Read 3a and recite it.
（2）Go on making a survey to find out what your classmates do on weekends.
Reflection after class：
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 3 (Section B: 1a-1f)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin
2. Teaching key points: Improve listening and speaking
3. Teaching Difficult points: Improve listening and speaking
4. Teaching Procedures:
Step 1 Warming- up and revision
Daily greeting.
Check the homework. Let some Ss report what his/her family members can do.
Step 2 Presentation
Play the sound of different kinds of instruments. Let Ss guess what it is.
Act and show your classmates your talent.
T: Please stand in front of your classmates. Act and say what you can.
S1: (sing and dance) I can sing and dance.
S2: (play the drum) I can play the drum..
Step 3 Listening
Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.
Play the recording again and check the answers.
T: Now let's work on 1c. First, let one student read the words and phrases aloud.
Then listen to the 1d and circle the words and phrase you hear.
Check the answers:
T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks.
Step 4 Group work
Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.
S1: Bill can play the guitar, but he can't sing.
S2: Cindy can sing and play the drum, but he can't play the piano.
Teacher can walk around the classroom, and give some help to the Ss.
Step 5 Homework
Make up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club.
Reflection after class：
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 4 (Section B: 2a-self check)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician
2. Teaching key points: Also, too; be good with, help with
3. Teaching Difficult points: Describe one’s ability
4. Teaching Procedures:
Step 1 Warming-up
Check the homework
Ask some pairs to show their conversations
Step 2 Reading
First, show some pictures of the boys and girls and some key words in 2a.
T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?
S1: Guide Ss to use “also, too”, and distinguish how to use these two words.
Give comments on Ss’ descriptions.
T: Now we’ll read three ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.
Step 3 Review the usage of “tell”,
Review and distinguish the usage and function of “help”
T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.
Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.
Check the answers with the class.
Step 4 Homework
1. Recite 2a and 2b
2. Finish the exercise on p6
Reflection after class：
____________________________________________________________________
Unit 2 What time do you go to school?
1. Teaching Aims:
1) Aims of Basic Knowledge:
① Vocabulary: time, shower, usually, O’clock, what time, go to school, take a shower.
② Grammar: What time do you…? What time does he / she…?
③ Function: Use the simple tense to talk about the daily life.
2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill.
3) Aims of Emotion: Love life.
2. Analysis of the Material:
1) Brief Introduction of the teaching material:
What time / When do you…?” “ What time / When does he…?”
2) Teaching Focus: What time do you…? What time does he/ she…?
3) Teaching Difficulties: Present tense.
3. Learning Methods: Make a plan. Culture.
4. Teaching Methods: Student- centered. Task-based Teaching.
5. Teaching Time: 4 periods
Period 1(Section A: 1a-2a)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step One: Warming-up
Greeting
T: Good afternoon, everyone.
Ss: Good afternoon, Miss Yang.
Step Two: Presentation
1. Adjust the time, and ask students questions.
T: What time is it? Ss: It’s 12 o’clock. ( Write on Bb )
( Help Ss to say )
T: What time is it? Ss: It’s 10:15. ( Help Ss to say )
2. Ask one student to come to the front, adjust the time and ask the other students.
S1: What time is it? Ss: It’s 9 o’clock.
1. Teach the new words & phrases.
Show some pictures of different clocks and the activities.
T: I’m very busy these days. Can you guess what time I get up / eat breakfast / go to school / run / take a shower? ( Write on Bb)
T: I usually get up at 6:35. ( Teach Ss the new word “ usually” )
S1: You usually eat breakfast at …
S2: You usually run at…
S3: You usually take a shower at …
2. Ask Ss to do the exercise of 1a, and then check the answers.
Step Three: Listening
1. Show Ss the timetable of Rick’s ( write on small Bb )
Rick’s timetable
Gets up
Eats breakfast
Runs
Goes to school
Takes a shower
Ask Ss listen to the recorder and fill in the chart.
Then check the answers.
2. Ask and answer.
T: What time does Rick get up / eat breakfast / run / go to school / take a shower ?
Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at…
( Ask Ss pay attention to the underlined phrases.)
Step Four: Consolidation
1. Ask Ss to look at the pictures and tell their days.
Example: I usually get up at …. I eat breakfast at …. I go to school at …. At …, I take a shower.
Step Six: Homework
1. Try to remember all the words & phrases.
2. Survey: Ask your classmates their routines, and give your report.
3. Plan: January 1st is coming. Please plan it, and make your day wonderful.
Step Seven Blackboard Design
Unit 2 What time do you go to school?
What time do you go to school? I usually go to school at six thirty.
go to school get dressed get up brush teeth
eat breakfast take a shower what time
Reflection after class：
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 2 (Section A: 2b-Grammar Focus)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
1. Aims and demands :
1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.
2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendar
Sentences: How do you get to school ? / How long does it take ? / How far is it ?
3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.
2. Analysis of the material:
Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need to learn “How long and How far” and they can use them freely.
3. Teaching methods:
pairwork , groupwork ,listening and speaking, practicing
4, learning strategies:
Personalizing Inferring vocabulary
5.Teaching aids:
Tape recorder, a projector or a computer
6.Teaching period:
Four periods.
Period 3 (Section B: 3a-3c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
1. Aims and Demands: Key vocabulary, How do you get to school ? How does he get to school ?
2. Teaching methods : Listening Writing Pairwork
3. Teaching Aids : A tape recorder.
Step I Leading in
T: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”
S:--------
T: So we will talk about how to get to places in this unit.
Step II
Now I will show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a.
Step III
1. There are five names in 1b.Now they are in the picture. We should find them.
2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .
Step IV
Point to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .
Teacher choose some pairs to act their conversations.
Step V
Practicing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a.
Step VI
1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs. 3. Act it in front of the students.
Step VII
Summary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.
Step VIII Blackboard Design
Unit 4 How do you get to school ?
How do you get to school ?
How long does it take ?It takes about 10 minutes .
Reflection after class：
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 4
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
课 题
Unit 2 What time do you go to school？（第4课时）
教学批注
教 学 设 计
一、教学三维目标
1.知识与技能：
(1) 通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈；
(2) 通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；
(3) 通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。
2.过程与方法：启发式教学和讨论法
3.情感态度与价值观：
让学生能合理安排作息时间
二、教学重点、难点
教学重点
（1）时间的表达法
（2）第三人称单数谓语动词的运用
（3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。
教学难点
Ss write an essay about their daily abilities.
三、教学准备
录音机、磁带、实物、图片等
四、教学课时 5课时
五、教学过程
Step 1 Check their homework
Choose some students to tell us the Sunday schedule and collect it
Step 2 Self check
1. Page 70 part 1,
Let them to finish it.
2. Have a dictation.
Step 3 Design a survey
1. According to the knowledge, let them to design a survey.
2. Write down on page 70.
3. Ask some students to do it orally.
Step 4 Game
1. Divide them into three groups, and write the name, time and actions on the paper.
2. Collect them into three boxes, and ask students to choose, then make a sentence.
3. If he is right, his group will get one flag.
Step 5 Culture notes
1. Read through ‘just for fun’.
2. Discuss in groups.
3. Tell us what happened.
Step 5 Homework
Arrange your class in a week
Monday.
Tuesday
Wednesday
Thursday
Friday
7:30-8:10
Break time
板书设计
教 学 反 思
Unit3 How do you get to school ?
Period 1 (Section A: 1a-1C)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
【学习目标】
1. 掌握本节课的5个单词：train bus subway ride bike
和5个短语: take the train take the bus take the subway ;
ride the bike walk to
2.熟练运用问方式的句型。----How do you get to school ?
---- I ride my bike .
3. 掌握句型：I take the bus to (get to) school . I get to school by bus .
4.能听懂有关谈论行为方式的对话并进行自由交际。
【预习指导】自我预习：
一、扫清障碍
根据音标读出1a---1c的单词,并记住。
二、课本预习：
熟读1a 的词组并翻译成汉语。
熟读1a并根据图中的信息填空
翻译1c对话。
(二)预习效果检查。
1，写出并读出下列单词和短语：
火车 公共汽车 地铁 自行车
乘火车/地铁/----- 骑自行车
2，翻译下列句子
1） ，你怎么上学/回家/去威远？
我步行上学。我骑自行车回家。我乘公共汽车去威远。
2），她乘地铁上学。Mike乘火车回家。
【 课内学习】
一、教材处理：
1.检查1a 的预习效果（熟练掌握1a中的词组）。
2.放录音让学生完成1b, 跟读，朗读听力材料。
3.检查答案。
4.检查3c对话情况。
学生背诵此对话，然后结合1a图画两人一组自编对话。
5，展示成果，小组对话表演。
二、 组内探讨：
1,How are you?怎样用英语回答。
2, How do you get to -----?怎样用英语回答。
How does he get to ------?怎样用英语回答。
3, How do/does sb do ---?句型扩展
How do you come to school ?
How do they go home ?
How does he play baseball ?
How does Mike help his mother ?
三,要点总结
1, 问交通方式的句型 How do/does -------get to ---?
回答时可用动词短语（谓语）take the bus /train /subway /plane /ship to
ride my bike /the horse to
drive sb to walk to
还可以用介词短语（状语） by bus /train /subway /plane /bike
o n foot /on the bus /on the train /on her bike
in his car
2, 交通工具大会餐：(take ,ride , drive ,walk)(by)
car, truck, tricycle, motorbike, bike/ bicycle, subway, taxi, cab, train, bus, plane, school-bus, ship, boat.
Period 2 (Section A: 3a-3c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
1. Aims and demons: Key vocabulary : minute hour second take some body some time to do sth.Kilometer
2. Teaching Methods : Reading and writing Pairwork
3.Teaching Aids : Recorder A projector
Step I Reading
1. Pay attention to these questions.
2. Read this text by yourself and try to answer the questions
3. Explain the text and check the answers.
Step II Pairwork
1. Pay attention to the conversation on the right.2. Read this text in different roles. 3. Look at the picture and time on the left.4. Make the other conversations in pairs.(Give them five minutes)
Step III ( Into group race)
Three students a group. A ,look at page 21.B, look at page 85.C, look at page 86.If they want to get the answers in the chart ,they should ask the others questions.eg:
1. How often does John go to school?
2.How long does it take Maria to get to school?
Get the answers from the conversations .At the same time ,they can practise the basic sentences in this unit.
Step V Workbook
Complete these questions and answers.
1. Q: How does she get to school? A: She takes the bus.
2. Q; How do ____get to school? A:I _____my bike.
3. Q:______ does he get to school? A: He ____ the subway.
Step VI Summary
This class we’ve had reading and writing practice. And we’ve done a game.
Step VII Homework
Finish off the workbook exercise.
Step VIII Blackboard Design
Unit 4 How do you get to school?
How; How long; How far
Reflection after class：
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 3 (Section B: 1a-2b)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
1. Aims and Demands: Key vocabulary: bus stop, bus station, train station, subway station.
2. Teaching Methods: Listening methods. Reading methods. Pairwork.
Groupwork. Practice.
3. Teaching Aids: A tape recorder, a projector.
Step I
Section B 1a , Ss match the words with the pictures .Ask them to recognize the different stations.
Check the answers together .
Step II
Practicing listening : Play the tape twice , the first time please give out the general meaning . the second time check the things that Tomas wants to know. The third time how does Nina get to school?
Step III
Practicing reading :T: class , Do you want to know the students around world how to get to school ? ok, please read silently the article. (1 minute later ) T: Who can tell me the main idea of the article .? Good ,look at the five sentences, write T or F. Ss check the answer each other.
Step IV 2b
Students look at the chart first. Make sure they know what to do. Ask them to finish the activity individually according to the chart. Then check the answers.
Step V Summary
Today we have learnt some more key words and done some reading and writing practice.
Step VI Home work
Preview the 2b and finish the self check.
Step VII Blackboard Design
Unit 4How do you get to school?
First…… Next…… Then……
Most, many, some, other, a small number
Reflection after class：
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 4 (Section B: 2c-Self check)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
1. Aims and Demands: Writing practice ,make a survey, exercises over the workbook.
2. Teaching Methods: Writing method, speaking method, self check method.
3. Teaching Aids: A projector.
Step 1 2c
Just now you filled in an article about how students get to Hillsville High School. How do students get to your school?
As a students say, list them on the board. Tell students to use the words on the board to write about how students at your school get to school.
Ask students to write individually.
Choose some students to read their work to the class.
Give them little present s if they do well.
Step II 4 Survey Find someone who…
Tell students we’ll do a survey. Please turn to page 92.First look at the chart. You want to know how far people live from school, how they get to school, and how long it takes them to get to school. Let me tell you how to do the survey. Go around the class and ask questions like this:
How far do you live from school?
How do you get to school?
How long does it take to get to school?
And find out these answers and write them names in the chart. The students with the most names in his or her chart wins the game.
Step III Self check
Tell them to use the words in the box to fill in the blanks. Ask them to do this exercise individually. After finishing, write some on the board .Underline any mistakes and ask students to tell how to correct each of them.
Step IV 2
Show the picture on the screen. Tell them imagine you meet an American who needs help. His friend is ill in hospital .He has got a map .But it’s a Chinese map. He
doesn’t know Chinese. Can you tell him how to get to the hospital?
Students work in pairs to present their conversations to the class.
Step V Summary
Today we’ve reviewed key vocabulary in the unit and done writing and oral practice.
Step VI Homework
Finish off the exercise of the workbook and preview the next unit.
Reflection after class：
____________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________
Unit4 Don’t eat in class.
Ⅰ. Analysis of the Teaching Material
1.Status and Function
In this unit students learn to talk about school and family rules.Such a topic is so familiar to students that they must be active in all the activities in class.It is helpful to raise learning interest and useful to improve students’ listening,speaking,reading and writing skills.
(1)The first period introduces some negative imperatives first.Then students are provided with much listening and oral practice using the target language “What are the rules?”
(2)In the second period students do much listening and oral practice using the words “can” and “can’t”.After this class,students know more about what they can or can’t do at school.
(3)The third period provides students with much oral practice using the phrase “have to”.And the game in the last part is useful to raise learning interest.It is useful to improve spoken English.
(4)In the fourth period students learn to talk about what they do or don’t have to do at home.
(5)In the fifth period students learn to write a letter to talk about their family rules.And they also learn to talk about some common signs.All the activities are designed to improve students’ reading and writing skills.
(6)The self check in the last period is designed to give students more reinforced practice,especially writing practice.In this way,students better understand how to apply what they have learned in their daily life.
2.Teaching Aims and Demands
(1)Knowledge Objects
In this unit students learn to talk about rules.
Make students learn and grasp imperatives and the usage of the words “can” and “have to”.
(2)Ability Objects
Train students’ listening,speaking,reading and writing skills.Train students’ integrating skills.
(3)Moral Object
As students,we must obey school rules.
3.Teaching Key Points
Learn the key vocabulary and the target language. Learn the imperatives and the words “can” and “have to”.
4.Teaching Difficulties
Train students’ listening,speaking,reading and writing skills. Learn to write a letter.
5.Studying Ways
Teach students how to talk about rules in daily life.
Ⅱ.Teaching Guidance
1.Language Function: Talk about rules.
2.Target Languages:Don’t eat in class! Can we wear hats? No,we can’t. We don’t have to wear a school uniform.
3.Structures
Imperatives. Can for permission. Modal have to.
4.Key Vocabulary
in class, classroom, hallway, gym, arrive,hate,go out, practice, inside, outside, uniform, sports shoes,fight,can,can’t,have to
5.Learning Strategies: Scanning. Deducing.
Ⅲ. Periods: Six periods.
Period 1 (Section A: 1a-2d)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Revision Review some key words and language points learned in Unit 11 briefly.
Point to the pictures one by one and teach students to say,
Don’t arrive late for class.Don’t run in the hallways.Don’t eat in the classrooms.Don’t listen to music in the classrooms.Don’t fight.
Write the rules on the blackboard.Read and have students repeat several times.
Students open their books. Point out the list of school rules.Invite a different student to read each rule to the class.
Step 2 Call students’ attention to the picture.
Say, Each of these students is breaking one of these rules.Write the number of the rule each student is breaking in the box next to him or her.Point out the sample answer.
Students do the activity individually.
Check the answers.
Answers 1.boy looking at his watch2.boy running in the hallway3.girl eating an apple4.boy with headphones5.boys sitting at desks,fighting
Step 3 1b
Ask students to read the five rules in activity 1a once more.
Point to the three names.Say,You are to listen to a conversation.Three students are breaking the rules.Listen and write the number of the rules next to the name of the
student who is breaking the rules.
Play the recording for the first time.Students only listen.
Play the recording again.This students listen and fill in the number of the rule after each name.
Correct the answers.
Answers Peter:2 Nicki:3 Joseph:4
Step 4 1c
Invite a pair of students to read the sample conversation to the class.
Write it on the blackboard.
Put students into pairs.Say,Student A is an exchange student.He or she doesn’t know the rules in the school.Student B tells him or her about the rules in 1a.
Get students to work in pairs.As they are working,move around the room offering help as needed.
Get some pairs of students to present their conversation to the class.
(This activity provides oral practice using the target language.)
Step 5 Summary
In this class we’ve mainly learned to talk about school rules. As students, we must obey school rules.
Step Ⅵ Homework
Write down the rules in activity 1a without looking at books.
Step 6 Blackboard Design
Unit 4 Don’t eat in class.
Don’t arrive late for class. Don’t run in the hallways.
Don’t eat in the classrooms. Don’t listen to music in the classrooms.
Don’t fight.
Reflection after class：
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 2 (section A: 3a,3b,3c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step1 Revision
T: Hello. What day is it today? What’s the weather like today?
T: It is a good day today. Can we play pingpong outside?
Can we run outside/in the hallways? Can we fight in the classrooms?
Can we eat an apple in a dining hall? Do you like movies？Do you want to go to a movie?
Today we are going to watch a short play about rules. It is made by our classmates.
When you are watching the play, you should to remember what rules they are breaking. Use the sentence like : Don’t …
S1: Don’t arrive late for school. S2: Don’t talk in class. S3: Don’t listen to music in class.
Step 2 Presentation
T: Excuse me. What time does the school begin in the morning?
S: It begins at …
T: Yeh, so I have to arrive at school at ….What about you?
What time do you have to arrive at school in the morning?
S: I have to arrive at school at…
T: As students, what do you have to do in the school?
S: We can’t listen to … eat in class. fight. …
T: What can you do at home?
S: I can play computer/watch TV/sleep/talk/…at home.
Step 3 Task 1: tell the reason
T: Where do you like to stay, at home or at school? Now I’ll give you 2 minutes to
prepare for it.
S: At school, I can….. I don’t have to ….
At home, I can’t …. I have to…
Step4 Ask and answer
Do you have to get up at 6:oo?
Can you watch TV on weekdays?
Do you have to wash your clothes?
Can you go out at night?
T: Now , look at the list. These are family rules. Please ask and answer with your partner and fill in the list. Then I will ask some of you to report this list.
Step 5 3a
T: As you know, we have seven classes in a day. What can you do in an English class?
S: We can speak English/learn English songs/…
T: What can you do in the painting class?
S: We can draw some pictures..
T: What do you have to bring for the painting class?
S: We have to bring our color pencils.
T: What can you do in the PE class? Or we can say, what can you do in gym class?
Step6 Task2: Design your ideal school
T: As you are students, you have to obey the rules. Now if you have the chance to be a headmaster, what kind of school do you want to make? Please tell us the rules of your ideal school.
You can work with your group, ask and answer like:
A: Can the students….?
B: Yes, they can. / No, they can’t.
Report: In our school, the students can … They can’t …. They have to …. They don’t have to…. Do you like our school?
Step 7 Homework:
1) Copy new words. 2) Design your ideal school and write down the rules
Step 8 Bb design
Unit 12 Don’t eat in class.
What do you have to do in the school/at home?
don’t you have to … I have to … don’t have to..
What can you do in the school/at home? I can…. I can’t …
Reflection after class：
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 3 (section B: 1a-2c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
Sing some English songs. Greet the class as usual.
T: Good morning/afternoon! How are you? What’s the date today?
What day is it today? What’s the weather like today? Are you happy?
Learn the song “If you’re happy.”
T: I’m very happy today, do you know? Please guess!
Step 2 Reading
Present the photos of Emily and Dave on Page 74(They are laughing) and ask:
T: Are you happy? Why?
Revise Part 1 in Section B. Then show the photo of Zhao Pei in3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules .
T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.)
Step 3 Class Survey
1. Make a list of the rules at your houses.
T: OK! There are so many rules in your houses! Now make a list of the rules at your
houses. You can use Zhao Pei's list of rules as a model.
Give the Ss some minutes to write. And then have some students read their lists to the class. Make language corrections as needed.
2. Make a survey
First, point out the sample question and answer in the picture in the book. Ask two students to read it to the class.
Step 4 Task2 Make the rules for school library
T: As you are Ss, you have to obey many rules. Now if your headmaster asks you to help him make a rule for your school library, can you help him? What kind of rules do you want to make? Please tell us the rules. Work in groups. Then make a report.
T: You are all good Ss. I hope you can be Ss both at home and at school. Be a good student.
Step 6 Homework
Do the exercises in the exercise books.
教学反思：
Period 4 (Section B: 3a-self check)
授课人:______ 授课班级: ____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
1. Greetings.
2. Enjoy English songs.
3. T: Are you happy? Ask some Ss to say the rules in their house.
Step 2 Look and practice
T: Most of us have many rules in our house. What about the Jones family? Are there too many rules in his house? Look at the pictures and ask and answer in pairs like this:
S1: Do you have to….?
S2: Yes, I do./ No, I don’t.
Ss practice in pairs and act out. Then show a list and let Ss make the list.
Step 3 Write
T: Jones is very unhappy. H e wants to write a letter to Dr Know about the rules in his house. Imagine you are Jones, do it!
Ss do this job. Then show some and enjoy their ideas.
Step 4 Explanation
Revise the whole unit, and explain some important phases in class. And solve the problems the Ss have.
Step 5 Exercises
Do some exercises in class and check the answers.
Step 6 Home work
1. Finish the exercises in Book 1-2.
2. Write a letter to your pen pal and tell her /him the rules of your school or your family.
教学反思：
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Unit5 Why do you like pandas?
一、教学目标
1、知识目标：学习本单元的词汇和句型结构
1） 词汇：
zoo, animal, tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe, smart, cute, fun, ugly, intelligent, friendly, shy, kind of, Africa
2） 句型结构：
why, what, where 引导的特殊疑问句；用because表示原因；表示性质、品质的形容词的使用及程度的表达。
Why do you want to see the lions? / Why do you like lions?/Because they’re cute/interesting…
What animals do you like?/Where are lions from? / Where do lions come from?
They are very dangerous. They are kind of intelligent.
2、能力目标：
描述动物，并能表达对某种动物的好恶。
二、教学重、难点
1、重点：学习本单元的词汇，用what、why、where引导的特殊疑问句，用because表示原因以及形容词的使用。
2、难点：准确使用形容词对自己感兴趣的事物进行描述。
三、课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
四、教学建议：
课时及内容：本单元建议用5个课时完成
第一课时完成section A 1a-1c 第二课时完成section A 2a-2c（grammar focus）
第三课时完成section A 3a-4 第四课时完成section B 1-3
第五课时完成section B 3a-4
Period 1（Section A 1a-1c）
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
1.Greetings. 2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation
1、请同学用英语说出自己知道的动物名称并板书。出示课前准备好的各种动物图片，向学生展示各种动物的英语表达方法。（tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe, etc.）
2、发音练习， 注意元音字母及组合的发音规则。
3、 将图片按1a中的样子贴在黑板上，仿照动物园的导游图布置，要求学生将单词卡贴在相应的动物图片下。教材中对应配对练习（1a）。(答案: b, h, d, a, e, f, g, c)
Step3活动：
（1）用黑板上所贴的图片学习对某种动物的喜爱及原因
（2）完成任务需要的词汇及句型结构：
词汇：cute, interesting, fun, smart, beautiful等形容词，
句型结构：I like lions. Let’s see the lions first.
Why?(Why is that?) Because they are cute.
Step 4 听力训练：
听录音（1b）。在1a中勾出所听到的 动物。（panda, giraffe, penguin）
Step 5小组活动：讨论在动物园中最先参观的动物，并给出理由。
Step 6 对话表演
（1）让小学生进行表演1c部分的知识点，进行对话训练。
（2）让几组学生在班上进行对话练习。
Step 7 Pair work
Ask the students to read the conversation in 3b first. And then ask them to make conversations. Now practice asking and answering questions about what the people in the pictures did last weekend. Practice in pairs. Use the dialogue as an example. Give the students two minutes to read and make the conversations.
Step 8 Copy the words and phrases.
教学反思：
Period 2（Section A: 2a- grammar focus）
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
1.师生问候。
2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation
1、使用各种动物图片，复习动物名称，谈论喜好及程度。
（1）What animal is it? It’s a tiger.
（2）Do you like tigers? Yes, I do. / No, I don’t.
（3）Why? / Why not? Because they’re very (kind of)…
讲解very, kind of的用法，可将Section B第一部分中的ugly, scary等词提前教学。
2、学生练习对所看到的动物的喜好（程度）及原因，并表演对话。
Step 3 听力训练：
（1） 听录音，完成练习（2a）。
（2）步骤4 听录音，完成练习（2b）。
Step 4小组活动：为自己的同学选择生日礼物。调查同伴最喜爱和不喜爱的小动物及原因，然后为他/她准备一份动物玩具作为生日礼物。使用下列表格：
Names
Animals he/she likes
Reasons
Animals he/she dislikes
Reasons
Step 5 互组活动：（让学生在对话的语境中练习自己的交际能力，巩固本课的句型）
汇报为同学选取生日礼物的情况，可采用情景复现的方式（小组对话），也可以采用汇报结果的方式。
Step 6 Reading
Present the photos of Emily and Dave (They are laughing) and ask:
T: Are you happy? Why?
Revise. Then show the photo of Zhao Pei Ask: Is she happy? Let Ss read the
letter and find out the answers. After that, ask Ss make a list about her rules .
T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.)
Step7 Grammar focus
让学生反复读，然后把这些句子翻译成英语。
Step8 Homework
Copy the words and phrases.
反思教学：
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 3（Section A: 3a-4）
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
1.师生问候。
2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation
出示动物玩具或图片：a panda，a lion，a koala bear，请学生表达对这些动物的好恶。复习并介绍国名China, Australia, South Africa。句型结构Where are pandas from? Pandas are from China.（注意另一种表达，Where do pandas come from? Pandas come from China.）可以对这些动物的习性等做简单介绍，将Section B中的部分词汇和表达在此处介绍，如：eat grass, sleep during the day, at night, eat leaves，lazy, meat等。（3a）
Step 2 ：
学生练习谈论对上述三种动物的喜好，产地及简单习性。(3b)
What animals do you like? I like pandas.
Where are pandas from? They are from China.
They are lazy. They like eating bamboos.
Step3：
出示另外几种动物，如：an elephant, a giraffe, a kangaroo等，要求学生对这几种动物开展谈论，包括喜好、产地、习性等信息。
Step 4 对话表演：（让学生与自己的伙伴交流，锻炼他们的口头表达能力）
Step5 Bingo。
要求学生从所给的词语中随机选择九个填入旁边的格子中。放录音，让学生听到自己所选的词时，在该词上划叉，最先连成三个一排者为胜者。（Part4）
Step 6 Writing
Look back at the ad in 3a.Now please write your own ad. You can use some of the sentences from activity 3a. But please use your own types of dumplings and choose different drinks. You can also change the prices. Read your ad for the class.
Step 7 Pair work
Ask the students to read the conversation in 3b first. And then ask them to make conversations. Now practice asking and answering questions about what the people in the pictures did last weekend. Practice in pairs. Use the dialogue as an example. Give
the students two minutes to read and make the conversations.
Step 8 Homework
Review the key sentences.
教学后记： __
_
Period 4（Section B: 1-3）
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
1.师生问候。
2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation
1、出示图片或玩具模型，对所出示图片中的动物进行描述，要求学生用别的形容词对所见到的动物进行描述，接受学生所给出的各种不同答案。共出示八幅图片。介绍形容词：ugly, friendly, small, shy, intelligent ,beautiful, cut, scary等。
2、要用到的句型：What do you think of the tiger? It’s scary. Etc. （1）
Step 2
让学生用1b句型及1a中的形容词进行对话练习。 活动：对步骤1中的图片进行谈论。完成任务所需要的句型结构：
What animals do you like? I like elephants.
Why do you like elephants? Because they are cute.
What other animals do you like? I like …, too.
Why? Because … .
Step 3
教师先让学生自己和同伴进行练习，然后抽几组学生进行对话表演。
Step 4 Listening Test
听录音（3遍），完成练习（2a，2b）。
Step 5
（1）要求学生采访她或他的伙伴，他/她的父母/老师喜欢什么动物。句型如下：
---- What animals does your father/mother like? -----He/She likes …
-----Why does he/she like …? -----Because they are ….
（2）选择部分同学在全班汇报采访结果。
Step 6 Pair work
This activity provides guided oral practice using the target language．Call attention to the question words．Have a student read them to the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room offering pronunciation and language support as needed．Read aloud. then discuss the keys．Listen and fill in the chart．Then discuss the keys．
Step 7 Homework
Review the key words and phrases.
教学后记： ___
Period 5（Section B: 3a-self check）
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
1.师生问候。
2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation
教师展示四幅教学挂图，就图片提出问题，要求学生进行回答。教师可采用先通过提问进行引导的方式，过度到让学生自由谈论。
What animal is this?
Where is it from?
What is the …eating/doing?
Do you like it?
How much do you know about it?
在此步骤中,将3a、3b语篇中的词汇进行教学。 教学grass, sleep, during, at night, leaf, meat, relax, lazy等词汇。
Step 3 Reading
（1）引导学生读短文，回答下列问题：
Who is Molly?
Who is Ling Ling?
Who is Bill?
（2）学生阅读语篇，并将图片与相应的语篇匹配。（3a）
How old is Molly? Where is she from? What does she like to do?
How old is Ling Ling? Where is she from? What does she look like?
How old is Bill? Where does he come from?
When does he sleep and when does he eat his meals?
（3）在订正答案时，讲解涉及到的语言知识。
Step 4 观察图片a, 完成3b。订正答案。
Step 5 小组活动（表演）：动物的自述。要求学生从教材中的四种动物中选择一种进行扮演，以独白的方式向其他同学介绍自己。
Step 6 写作练习（3c）, 描写自己家养的宠物或想要养的宠物。
学生先在小组中进行讨论如何写作，然后进行书面表达。
Step 7
猜猜我的宠物是什么。让部分学生描述自己养的宠物或理想中的宠物，其他同学边听边找线索并进行猜测。要求描述出产地、颜色、习性等基本特点。
Step 6 Homework
Review the key words and phrases.
教学后记：
Unit 6 I’m watching TV.
一、Teaching Goal：
In this unit students learn to talk about what people are doing. Teach students how to cooperate and be good at watching something and love our lives.
二、Teaching difficulties
1. The vocabulary and the sentence structures.
2. Learn the grammar: Present progressive tense.
3. Oral practice using the target language.
三、Teaching Methods
Listening and practicing methods, pair work, Task-Based Learning method.
四、Teaching Aids
A tape recorder, some pictures and cards.
五、Teaching Time: 5 periods
Period 1 (Section A:1a—2b)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching Procedures
Step 1.Revision
1. Greetings. 2. Revise the words and expressions in Unit 4.
Step 2.Presatation: Lead in
1. Do “Ask and answer” practice with the Ss.
2. The teacher asks the students to give more verbs phrases and write them down on the blackboard.(show many pictures to help the Ss.)Teach the new words and expressions.
3. Teach the Present Progressive.
1）Introduction: Talk about the title of this unit. Show some pictures to introduce the Present Progressive tense.
T: What’s she/he doing?
Ss: She/He is v-ing (Help the Ss to answer the questions and show the sentences)
2) Let the Ss to say what the Present Progressive is.
(现在进行时表示现在正在进行或发生的动作, 它的表现形式为:Be Verbs + V-ing ….)
3). Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat . Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then ask the Ss to read them again and do more exercises.
Step3.Activity 1a:Match
1. Help the Ss talk about the pictures. The Ss read these V-ing words
after the teacher. Match the words and the activities. Check the answers.
2. Help the Ss do “Ask and answer” practice in pairs.
3. Ask some Ss to do actions and let the class guess what he/she is doing.
Step4.Activity 1b & 1c: Listening and pair work.
1. Play the recording for the Ss to listen. Play again. Ss listen and write the number of the activity each person is doing. Check the answers.
2. Pairwork: Ask the Ss to do “Ask and answer” practice about the picture in pairs. Some pairs present their dialogues to the class.
Step 5.Activity 2a & 2b: Listening and Practice
1.Activity 2a:Talk about the picture in 2b.Ask the Ss to read the questions in 2a. Then listen to the tape and and write the answers. Check the answers.
2.Activity 2b:Play the recording again. Help the Ss put these questions and answers in order to make a conversation. Go through the answers with the Ss.
Step 6 Pairwork: Activity 2c
1.Talk about the pictures in 2c. Ask Ss to read the sample conversation. Let Ss look at the first group of pictures, and ask them to guess what the people are doing.
2. Then imitate the sample conversation, work in pairs. Some pairs present their dialogues to the class.
3. A guessing game: Guess the activities according to the Ss’ actions.
Step 7 Grammar focus
Go through the sentences with the Ss. Deal with some language points.
Step 8 Homework: 1.Copy the new words and recite.2.Make up their own dialogues.
教学后记：
Period 2 (Section A:2c—4)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims
Go on learning to talk about what people are doing.
Language points
1.To learn the following sentences.
⑴—Is Nancy doing homework ?
—Yes, she is ./No, she isn’t .She is writing a letter.
⑵—Do you want to go to the movies? —Yes ,I do .
⑶—When do you want to go? —Let’s go at six o’clock.
2.To learn the following words and phrases:
⑴adjective: sure
⑵verb phrases: wait for , talk about , talk to sb.
Teaching difficulties
present participle: run-running , write-writing Present progressive tense: Subject +be+doing +…
Teaching steps
1. Warming-up and revision
⑴Watch VCD which is connected with the present progressive tense.
⑵Revision
The teacher asks Ss to do some actions, ask and answer one by one (chain work)
T: What are you doing? S1: I am reading an English book. What are you doing ?
S2: I am writing .What are you doing ? S3: I am playing the guitar. What are you doing?
Show some pictures, point to them and ask.（运用图画）
T: Look at picture 1! What is he /she doing ? S1: He/She is talking on the phone.
T: Look at picture 2! What are they doing? S2: They are singing and dancing.
T: Look at picture3. What is he doing? S3: He is swimming.
2. Presentation
The teacher asks one student to come to the blackboard and do an action.
T: Are you playing soccer? S: No, I’m not.
T: Are you playing basketball? S : Yes, I am.
Ask more students like this.
3. Practice
Have students make a similar dialogue like this
S1: Are you reading a book? S2: No, I am not.
S1: Are you reading a newspaper ? S2: Yes ,I am.
4. Guessing games
The teacher uses pictures to ask the students. Cover one part of the picture and then uncover it little by little.
T: What is he doing ? S1: Is he playing the computer?
T: No, he isn’t . S2: Is he playing the guitar? (show another picture)
What are they doing? Teacher continues to ask students and shows them more pictures.
5. Pair work (work on 2c)
T: let’s look at the pictures and guess what the people are doing. Please practise in pairs.
A: Is Nancy writing a letter? B: No, she isn’t. She is writing a letter. Then check the answers.
6. Work on 3a
T: Look at the pictures and make conversations. Please write the correct number of the pictures next to the conversations below. Then check the answer. [Conversation A=3 Conversation B=2 ]
The teacher reads the conversation before the class, and the Ss repeat the sentences. Ss practice the conversation in pairs and act out the conversation.
7. Pair work（work on 4）
（1）Show a picture and teach the new phase“wait for a bus”.
（2）Look at the pictures and answer the questions below. Ask Ss ask and answer like this.
S1: Where is he? S2: He is in the store/ the supermarket.
S1: What is he taking? S2: He is taking a bottle of juice.
S1: What is he waiting for? S2: He is waiting for a bus.
（3）T: Please look at the pictures again and talk about the four pictures.
8. Grammar Focus
T: 这两天我们学习了现在进行时，当我们询问某人正在干某事时，我们应该说What are you doing? What is he/she doing?
回答时应说 I am watching TV. He is doing homework.
一般疑问句：Is he/she doing? Yes, he/she is./No, he/she isn’t/
Are they doing? Yes, they are./ No, they aren’t.
T: 请大家注意现在进行时态的构成.
主语＋be＋现在分词
T： 现在分词在动词下面加“ing”, 如play→playing, wait→waiting
9. Homework
Read and recite 3a.Write the story about the four pictures.
教学后记：
Period 3 (Section B:1a-2c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims
1. 询问别人正在哪里干某事.
2. 继续学习某人正在干某事.
Teaching points
1. To learn the following sentences.
—Where do people play basketball? —At school.
—Where is he swimming? —He is swimming at the pool.
1. To learn the following vocabularies: toy, shopping, mall, pool.
Teaching steps
1. Warming-up. chant and revision
1) Chant
What are you doing? I’m reading books.
What is he doing? He is watching TV.
What is she doing? She is doing homework.
What are they doing? They are eating dinner.
2) Revision Ask a student to do an action and ask
T: Are you eating breakfast? S1: No, I’m not .
T: Are you singing? S2: Yes, I am .
T: Is he writing a letter? S3: No, he isn’t .
T: What is she doing? S4: She is singing .
T: Are you reading a newspaper? (To another student)
S5: No, I’m not .
T: What are you doing? S6: I am reading an English book .
T: Is he reading a Chinese book? S7: No, he isn’t .
T: Is she reading an English book? S8:Yes, she is .
2. Presentation
Show some pictures and present the new vocabularies .
T: What is he doing?
S1: He is swimming .
T: Where is he swimming?
S2: He is swimming in the river .
T: No, he isn’t swimming in the river. He is swimming at the pool .
T：Look! What are these? They are toys . What are the girl and her mother doing? They are shopping .
T: Where are they shopping?
S1: They are shopping in the store .
S2: They are shopping in the supermarket .
T: Maybe, look, they are shopping at the mall .
1. Practice
Show some pictures and phrases, let Ss practice in pairs like this .
A: What is he doing?
B: He is boating .
A: Where is he boating?
B: He is boating on the river .
2. Complete the chart . (work on 1a)
T: Look at the pictures and complete the chart .
Then check the answer .
1). library reading books
2). school playing basketball
3). pool swimming
4). mall shopping
3. Pairwork
Let Ss look at the chart , ask and answer in pairs .
A: Where do people play basketball?
B: At school .
A: Where do people swim?
B: At the pool .
4. Listening comprehension
1) 2a. T: You will hear three short conversations. Please listen carefully and write down the places you hear in the chart below .
Then check the answers: mall, school , library .
2) 2b. T: Now look at 2b on page 28. Please listen to the tape again and fill in the chart . Let’s write down what they are doing.Ss listen to the tape twice and write down the answer on their charts.
7. Pairwork (work on 2c) .
T: Now look at the chart and use the information in the chart to make a conversation like this .
A: Hello! Is Tina there?
B: No, she isn’t . She is at the mall .
A: Oh, is he shopping at the mall ? / What is she doing ?
B: No, she isn’t ./ She is eating lunch with a friend .
8. Groupwork (Make a survey )
1). T: Let’s make a survey, please ask Ss in your classroom where their parents are and what their parents doing now . Please ask and answer in threes, then fill in the chart .
People
Place
Activities
Jim’s father
Jim’s mother
Susan’ father
Susan’ mother
2.) After the Ss finish the survey .Let them give a report .
9.Homework:
1). Listen to the tape and repeat the conversation on Section B.2b.
try to imitate the pronunciation and intonation.
2). Collect some pictures and bring them to the classroom.
3). Write the report down in the exercise book .
教学后记：
Period 4 (Section B:3a—4)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims:
1. Ss can use the present progressive tense to describe the pictures.
2. Ss can ask and answer questions about the picture fluently.
Language points
1. To use the following sentences:
Here is a photo / picture of my family.
I’m with my sister Gina.
Thank you for your letter and the photos
2. To learn the following phrases
Thank you for sth. / doing sth. be with
Teaching difficulties
How to write the sentences about the present progressive tense correctly.
Teaching steps
1.warming-up and revision
(1)The teacher asks Ss some questions.
T: Hello, how are you? S1: I’m great. Thank you.
T: How is your father? S1: He is very well.
T: Where is your father? S1: He is at the mall.
T: What is he doing? S1: He is shopping.
T: Is your father shopping now? S2: No, he isn’t. He is watching TV.
T: Where is he watching TV? S2: He is watching TV at home.
(2) Show some pictures, let Ss ask and answer the questions in pairs.
S1: Look! What is she doing? S2: She is reading a book.
S1: Where is she reading a book? S2: She is reading a book under a tree.
2. Work on 3a.
(1)Show the pictures of 3a and let Ss say it one by one.
S1: He is playing basketball.
S2: The girl is doing homework.
S3: The boy is watching TV.
S4: He is swimming.
S5: They are eating and talking.
(2) T: Here is a letter from Mike to his pen pal, Linda. Please read the letter and underline the activities and circle the places.
Check the answers: playing basketball School swimming pool eating dinner home doing homework watching TV
(3) T: Now read the letter again and number the photos, using 1,2,3,4.
Check the answers: 1, 4, 2, 3
(4) Let Ss work in pairs, ask and answer about the photos like this.
A: What is Mike doing in Photo 1?
B: He is playing basketball.
A: Is he playing basketball at school?
B: Yes, he is.
3.Writing
Show the pictures to the Ss and let Ss finish the sentences, then check the answers.
They are dancing. He is running.
Yao Ming is playing basketball.
The teacher is writing. Xie Tingfeng is singing.
4.Group work
T: Now take out your photos or pictures, please work in fours and tell your partners about your pictures or photos. I’ll give you two minutes to practice it.
T: At this time I’ll ask several students to say something about your photos.
5. Practice
T: Take out the pictures or photos of your own and write one or two sentences about them.
Ss write the sentences in their exercise books, the teacher walks around the class and see if the Ss can write the sentences correctly. Give Ss some help if necessary.
The teacher collects some pictures and sentences, shows them to the Ss and checks the answers.
6. Fill in the blanks. ( finish 3b)
(1) T: Here is another photo, look at the photo and the letter next to it. Please take out your pens and fill in the blanks.
Check the answers: watching TV reading the newspaper talking eating
(2)Show the picture of 3b, let Ss say the picture like this:
7. Homework.
Write a short composition about your own photos or pictures.
Period 5 (Self-check)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims:
1. Revise the contents of Unit 5.
2. Ss can use the present progressive tense correctly.
Language points
1. Revise the key words, phrases and sentences in this unit.
2. To learn two new words: camera, bird
Key points and teaching difficulties.
Consolidate the present progressive tense.
Teaching steps:
Step 1 Warming-up and revision
Let one student take out a photo or a picture of his / her own and show it to the whole class, then he / she will ask some questions about the photo or the picture.
S1: Where is my father?
S2: He is…..
S1: What is he doing?
S3: He is…
S1: Is my mother doing…?
S4: No, she isn’t. She is …
Ask more Ss to come to the blackboard to do it.
Step 2 Presentation
Use two pictures and present the new words: camera, bird
T: What is this?
S1: Sorry, I don’t know.
T: It’s a camera. We can use a camera to take a photo.
T: Look! What is it?
S2: It’s a bird.
T: That’s right. What is the bird doing?
S3: I think it is singing.
S4: I think it is flying.
Step 3 Complete the story
T: Look at the pictures on Page 30, Part 3. please complete the story and write the sentences in the blanks.
Check the answers:
What is he doing? He is looking at the birds.
What are they doing? They are talking.
What is the boy doing? He is running.
What is the boy carry? He is carrying a bag.
What is in the bag? It’s a camera.
What is the boy doing? He is taking a photo.
Step 4 Enjoy “ Just for fun!” on Page30.
Divide the Ss into two parts and read the dialogue. Let Ss act out the dialogue.
Step 5 Key words check
(1).现在进行时态的基本结构
主语 + be动词 + 动词的现在分词
/ | \
(is am are)
(2)动词现在分词的构成： 动词原形 + ing ：
read-reading，play–playing， eat–eating, walk - walking，
以“e” 结尾，去“e”加 ing ：write–writing，make–making，take-taking.
重读闭音节要双写结尾的辅音字母加ing ：run – running, swim – swimming
Step 6 Homework
Review the key words and phrases.
教学后记：
Unit 7 It’s raining!
单元分析
本单元的中心话题是谈论天气. 整个单元的内容围绕天气展开听、说、读、写的活动。通过本单元的学习使学生掌握描述天气的基本词汇及对天气的提问，学会准确地表达自己对某种天气的喜好并说明原因，学会做天气预报，学生叙述在不同的天气背景下做什么。通过以上活动，使学生能够在实践中体会到学习英语的乐趣，更积极地运用目标语言，培养学生在实际生活中综合运用所学语言能力。
教学目标
1、作学习重点词汇： raining, sunny, cloudy, snowing , windy, hot ,cool, warm, humid,和部分现在分词。
2、 掌握描绘天气状态的形容词及现在分词，并学会其特殊疑问句、一般疑问句的用法及回答。
教学重点
A 学习并掌握记汇： raining, sunny, cloudy, snowing , windy, hot ,cool, warm, humid
B 熟练掌握现在进行时的用法； 学会表达对不同天气的不同态度及原因。
教学难点
学会描述人们在不同的天气里所做的各种活动。
教具：教学挂图、录音机
课时安排
第一课时 Section A 1a- 2c 第二课时 Section A 3a-4
第三课时 Section B 1a-2c 第四课时 Section B 3a-4
Period 1(Section A 1a, 1b, 1c, Section B 1a, 1b)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims
1、Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty,
cool, cold, humid, warm, hot
2、Sentence structures: How’s it going? How’s the weather? What’s the weather
like? Important points
A new way of greetings and the description words about the weather.
Difficult points
How’s the weather? It’s raining/windy/cloudy/sunny/snowing/.
How’s it going? Great! /Not bad! /Terrible! /Pretty good!
Teaching procedures
Step1. Warming up
1. Ask the Ss randomly: What’s the date today? What day is it today? How are you?
2. Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers.
Step2. Presentation
1. Show 4 faces on the screen and ask Ss to describe each face using whatever words they can. Help Ss identify each person is feeling.
2. Then show 4 words. Say the words and ask Ss to repeat each one. Ask Ss to match each remembered phrase with a face. Encourage them to spell the phrases by How do you spell it?
3. Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions.
Step3. Practice and listening test
1. Let one student ask me: How’s it going? I may answer like this: Terrible! Because it’s snowing and it’s so cold. Show a picture of snowing day and children are making a snowman and pretend to be very cold. Make Ss guess the words: the weather and snowing. Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy. Go on with other kinds of weather: sunny, rainy, cloudy, windy.
2. Play the tape and get Ss to write the city names in the boxes. Check the answers. Look at the 5 pictures in 1a. Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid. Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot.
4. Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be missed. Note: Talking
about the weather is quite common in western countries as a daily greeting.
Step4. Weather report
Show a weather map of China. Get Ss to make a weather report as a CCTV anchor. They may begin with asking the weather in each city, then make up a report about it.
Step5. Chant
Show an easy chant to reinforce the questions and words about the weather.
Step6. Homework
1. Copy the new words 4 times each.
2. Summarize the usages of how in questions.
3. Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it.
教学后记：
Period 2 (Section A 2a, 2b, 2c, 4 and Grammar Focus)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims
1. Knowledge
①Words: cook, study
②Sentence structures: What are you/ they doing? We/ They are… What is he/she doing? He/ She is … Yes/No questions and short answers.
2. Ability: Ask and answer the Present Progressive Tense, and describe the activities people are doing
3. Cultural awareness: The inner feelings of the Ss are motivated by understanding and comparing different people’s lives in different areas.
Important points: the correct use of the Present Progressive Tense
Difficult points: Describe the weather and activities with the Present Progressive Tense
Teaching procedures
Step1. Warming up and revision
1. Daily greetings: How’re you today? How’s it going? How is the weather? Ask these questions randomly to the Ss to revise what they learned yesterday.
2. Point out the conversation in the large picture in 3b on P33 and ask two Ss to read it to the class. Practice it in pairs, then change some of the words and make their own conversations.
3. If Ss do quite well, show a piece of cartoon of the Snow-white and the seven dwarfs.
Step2. Presentation and listening test
1. After showing the cartoon, ask Ss: What are they doing? (They are singing and dancing.) Show more pictures with questions: What’s he/she doing? and What’re they doing? to get Ss to practice the tense which is the core grammar of this period. Get Ss to guess out the word cook by the picture. Choosing the right words and pair work are added as the reinforcements.
2．Let’s see what Joe’s families are doing. Point to the 4 pictures (The girl in the second picture is talking on the phone with the first speaker.). Ask Ss tell each person is doing in each picture. More attentions should be paid to the correct use of the Present Progressive Tense. Use every hint to finish 2b.
3. Play the tape for Ss to have a check. One more time listening to finish 2a. Teach: What does your father do? He is a cook.. Compare cook with cooker.
4. With the whole picture, get some Ss to tell the story of it.
Step3. Brainstorming
1. Play the tape for another time. Then do a memory test. Ask Ss: What’s Uncle Joe/Jeff/Mary/Aunt Sarah doing? What’re Scott and Lucy doing? Is Jeff watching TV? Etc.
2. Guessing game. Guess the activities people are doing.
Step4. Game. Find the differences!
2 Ss in a group. Student A looks at the picture on P84 and Student B looks at the picture on P86. Each picture has the same people in it, but they are doing different things. Take turns talking about what the people doing in the picture. Attention: don’t look at the partner’s picture. And the weather in 2 pictures could be compared too.
weather
sunny
raining
person
P81
P82
Uncle Ed
sleeping
cooking
Aunt Betty
playing soccer
watching TV
Nancy
playing soccer
reading a book
Rick
swimming
playing computer games
Get Ss to describe the 2 pictures orally.
Step5. Grammar Focus
1. Ask 2 Ss to read the sentences loudly and make interpretations.
2. Some oral exercises about the core materials in Section A.
Step6. Homework
1. Copy the new words 4 times and the Grammar Focus.
2. Write 2 paragraphs about the 2 pictures on P84 and P86.
教学后记：
Period 3 (Section A 3a,3b Section B 2a, 2b, 2c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims
1.Knowledge
①Words :bad, terrible, pretty good, hot, cold, cool, warm, humid
②Additional words: spring, summer, autumn
③Sentence structures: How’s it going? What are you doing? How’s the weather?
2. Ability: Describe the different kinds of weather and different activities in different areas
Important points
Revise and use the words, expressions and sentence structures correctly.
Difficult points
Describe the weather in 4 seasons and people’s activities
Teaching procedures
Step1. Revision
1. Show different weather signs to revise the description words in Section A. Draw an arrow to revise the 4 words: cold, cool, warm and hot. But don’t forget humid.
2. Get Ss to look at Picture C .Tell them: It’s Chengdu. How is the weather in it? It’s sunny. Is it cool? No, it’s hot. It’s hot and humid.
Step2 Make a survey
Make a survey by the whole class. Ask Ss: Who likes the cold weather? Have Ss raise their hands. Use the way and talk about the different weather, draw faces to teach the different expressions “ not bad, great, terrible, pretty good ” Check out the most popular and the least popular weather. Get Ss to talk about the local weather in 4 seasons.
Step3 Work on 3a and 3b
Step4. Presentation
1. After talking about the local weather in 4 seasons, let’s watch different weather in other countries. Tell Ss Maria is in Mexico. Play this phone conversation between Sam and Maria. Listen carefully to their questions and answers. Play the tape the first time, Ss only listen. Play the tape again and have Ss catch the answers Maria and Sam give to the question How’s it going? Listen again and write what they answer to What are you doing? and How’s the weather?
2. Further discussion. Show 4 pictures. With the 4 questions ①Where is it? ②How is the weather? ③What season is it? ④What are the people doing? Ss talk about the countries, the weather, the seasons and the activities.
country
weather
season
activities
Japan
cool
spring
watch the flowers
America(Hawaii)
hot
summer
swim
Canada
warm
autumn
watch the leaves
American
cold
winter
do sports
Step5. Interview
1. After visiting the 4 places, ask some Ss: Where do you want to go? When do you want to go there? How’s the weather? What do you want to do there? Let them describe the places they want to go most.
2. Ss make an interview in the class., and then give a report about.
3. Let’s find out. Find out what kinds of activities someone wants to do on certain days.
Step6. Homework
!. Copy the new words 4 times.
2. Interview their family members about the place they want to go most and the situations there, and then write a report about it.
教学后记：
Period 4 (Section B 3a, 3b, 3c, 4)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims
1. Knowledge
①Words: vocation, lying, beach, group, beach, volleyball, surprised, heat, relaxed, winter, scarf, everyone, man
②Additional words: sandstorm, typhoon, tsunami(海啸)
③Sentence structures: How’s the weather? What’s the weather like? What can we do with this? When is the best time to visit your town/city?
2. Ability: Learn about different activities in different weather
3. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possible
Important points: Use the words, expressions and sentence structures correctly.
Difficult points: Describe the weather in 4 seasons and people’s activities
Teaching procedures
Step1. Revision
Show a weather map of China and get Ss to ask and answer in pairs about the different kinds of weather in some cities.
Step2. Reading
1. Ask Ss: How do you know the weather beforehand? Get answers like: From the radio/121/the TV/the mobile phone/the internet.
2. 3a. Look at a paragraph, and ask Ss to find out what the show is (CCTV’s Around the World show) and where the reporter is (in Australia) .Ask them to tell what they know about Australia.
3. Ask Ss to work alone. Underline the things that people are doing and circle the words that describe the weather. They may follow the 2 examples have done for them. Check the answers.
4. 3b. Draw attention to the pictures of France and the descriptions below. Ask Ss to work alone .Have Ss fill in the blanks. Check the answers.
Step3 Chant
Learn a chant with the students to relax.
Step4 Make an interview
Ss form groups of 4. One of them works for CCTV’s Around the World show. He/She
interviews the other 3 Ss what the weather is like in their hometowns and what the people are doing. Then give a report about what he/she has got.
Step5 Make a survey
Find out what activities people will do on certain days. And ask some to report their results in class.
Step6 Homework
1. Summarize the key words and expressions in this unit.
2. Write a composition .
教学后记：
Period 5 (Self-check)
Teaching aims
1. Knowledge: Revise the words and the sentences in the unit.
2. Ability: Learn about different activities in different weather
3. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possible
Important points
Use the words, expressions and sentence structures correctly.
Difficult points
Use the expressions they learned to describe the weather in 4 seasons and people’s activities
Teaching procedures
Step1 Warming-up
1. Greetings.
2. Have a chant.
Step2 Dictation
Revise the words and have a dictation for the words in the unit.
Step3 Revision
1. Show a weather map of China and get Ss to ask and answer in pairs about the different kinds of weather in some cities.
1. Show some pictures to revise “What are you /they doing? We /They are……
What is he/she doing? He/She is… How is it going?” etc.
Step3. Pair work
In groups of 2, finish 3 in Self check by asking and answering
Step4 Task
1. In groups of 4. Ask all the Ss further: When is the best time to your town/city? Ss may answer like: The best time to visit my town/city is in … because it’s …
2. Ask some groups to report and share their results.
Step5 Extension
Show pictures of the nature disasters: sandstorm, typhoon and tsunami(海啸).Tell Ss: If we have such natural disasters, we could not enjoy the lives any longer. But what can we do with this?
Collect any possible answers from Ss.
Step6 Just for fun
Read the story to relax.
Step7 Reinforcement
1. 北京天气如何？阳光灿烂又暖和！
2. Sarah阿姨是个厨师。她正在烹饪食物。
3. 他们正在干什么？他们正在学习。
4. 情况怎么样？糟糕透了！
5. 欢迎收看中央台环球节目。
6. 许多人在那里度假。
7. 看那一群正在打沙滩排球的人。
8. 对于他们能在这么高的气温下打球我感到很惊讶。
Step 8 Homework
Summarize the key words and expressions in this unit.
教学后记：
Unit 8 Is there a post office near here?
一、教学目标
（1）掌握本单元的重要词汇及句型。
（2）通过本单元的学习，掌握问路与指路的基本语句，并能运用于现实生活中。
二、重点词汇
（1）post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue
new, clean, quiet, big, small, dirty, old, busyleft, right, next to, across from, near, between
（2）表示方位的介词
三、重点句型：
Is there a bank near here ? Yes, there’s a bank on Center Street.
Where’s the supermarket ? It’s next to the library.
Is there a pay phone in the neighborhood ? Yes, it’s on Bridge Street on the right.
Where 引导的特殊疑问句
四、教学重、难点
1．重点：
1）．表方位的介词：near、across from、next to、between、on
2）．问路与指路的基本语句
2．难点：
本单元词汇量较大（ 生词表中列出44个单词，9条短语；课文中还有一些短语）。
五、难点注释：
（1）Is there a big supermarket near where you live ?在你住处附近有一家大超市吗？
（2）Turn left off the busy First Avenue and enjoy the city’s quiet streets and small parks.
向左转走出/驶离繁华的第一大道，即可享受到城区里安静的街道和小公园。
(3) ┉ there is a small house with an interesting garden. 有一座带着有趣花园的小屋。
(4) Bridge Street is a good place to have fun. 大桥街是个能愉悦享乐的好地方。
六、教具：教学挂图、城市或乡镇街道的图片、录音机、磁带
七、课时安排：
第1课时：Section A: 1a ~ Grammar Focus 第2课时：Grammar Focus - 4
第3课时：Section B: 1a ~ 2c 3a ~ 4 第4课时： Self check
Period1 （Section A ：1a ~ Grammar Focus）
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
1.Greetings.
2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation
方法一：教师课前准备1a中出现的标有各建筑或设施的单个图片。将其逐个呈现，同时与学生进行对话：
（1）T: What can you see? Ss: I can see a library.
（2）T: What’s in the picture? Ss: There is a bank. T: Is there a bank? Ss: Yes.
教师一边出示图片，一边教读单词，并将图片贴在黑板上，让学生读出单词，猜想汉语意思。在学生能力较高的班上，教师可提前加入后面的avenue, garden等名词。生词呈现完后，再集中教读。此时教师应注意学生的发音，尤其是arcade的重音。必要时可抽部分学生朗读。
方法二：为呈现supermarket, bank, video arcade等词，可有如下对话：
（1）T: Where can we buy food and drink? Ss: In a supermarket.
（2）T: Where do people keep their money? Ss: In a bank.
（3）T: Where can you play video games? Ss: In a video arcade.
其余类似。教师将通过对话引出的单词板书在黑板上并教读。
方法三： （1）引出单词 street:
T: Our school is on Zhong Shan Street. Ss: Yes.
（2）T: On the street we can see our school. We can see a shop, too. Ss: Yes.
（3）T: What other things can we see on the street? Ss：I can see a...
（4）T: What can you see on other streets? S1: I can see a ... S2: I can see a ...
（为了让学生能够表达其意，教师可将学生可能会涉及到的以及已经表达的单词写在黑板上。在学生学习能力较强的班上，教师可将学生使用到而教材中未出现的单词写在黑板上并教读。）
Step 2．检验学生是否正确理解词意。
T: What’s in a supermarket? Ss: Food and drink.
T: What’s in a library? Ss: Books.
T: What can you do in a video arcade? Ss: I can play games.
教师可板书以下句型：
(1) What’s in a library? (2)What can you do in a video arcade?
让学生自己选择用什么样的问句进行问答练习。
Step 3．听力训练：熟悉单词。教师放1b部分的录音两遍，要求学生圈出所听到的词。师生一道讨论所听到的内容。
Step 4．呈现主要对话。
（1）T: Look at the map. Can you find Center Street?（板书: Center ST） Ss: Yes.
教师用以上同样的句型引导学生对图中其他地点进行问答。
（2）T: There is a bank near here on Center Street. Is there a bank near here? Ss: Yes, there is.
教师板书句型：
---Is there a bank near here? ---Yes, there is a bank on Center Street.
（3）若学生接受能力较强，教师可加入3a中出现的in the neighborhood.
T: The bank is in near here. The bank is in the neighborhood.
教师重复并教读in the neighborhood.
T: Is there a park in the neighborhood? Ss: Yes, there is a park on ...Street.
Step 5．操练对话。
教师让学生看1a中的画面，模仿图中对话谈论其他地点,进行pairwork。
Step 6．检查。
（1）教师抽数对学生在全班进行对话表演。
（2）教师仔细听，然后尽量给予鼓励、表扬。但若有关键词句的错误，则应指出并纠正。
Step 7、作业布置：
（1）生词记忆，准备听写。
（2）抄写Grammar Fucous的句子，并且翻译在家庭作业本上。
教学后记：
Period 2 (Grammar Focus ~ 4)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
1.Greetings. 2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation呈现2a中的方位介词。
方法一：教师走到学生中，站在两名同学之间，告诉学生：
T: I am between…and… （然后变换方位，告诉学生， ）
T: I am next to…
方法二：教师可仿照2a在黑板上画出简图，配合手势告诉学生：
T: The pay phone is across from the library. The pay phone is on Center Street.
单词出现的同时教师板书并教读： next to, between, across from…
Step 3
（1）T: Who is between ... and ...? Ss: ... is between them.
（2）T: Who is next to you/...? ... is next to me/him. ... is next to me/her.
（3）学生看2a中的图画，根据各句子的意思将句子番号填在相应图中，然后师生一起 讨论答案。
Step 4以新知识练习1c的对话
（1）教师让一名学生同自己配合，示范对话：
T: Is there a pay phone near here? S: Yes, there is a pay phone across from the library.
（2）教师指着2a中的图，让学生相互问答。
Step 5 用2c中的句型，练习对话
（1）教师让学生看1a，一边与学生对话，一边板书对话内容：
A: Is there a pay phone in the neighborhood? B: Yes.
A: Where is it? B: It’s on the Fifth Avenue./It’s between ... and ...
（2）教师让学生齐读对话。
（3）教师让学生仿照例子自由表达，练习对话。教师走到学生中聆听。
（4）检查。 （5）读2c中的内容。
Step 6 Listening Test（完成2b听力练习）
（1）教师放录音两遍。 （2）核对答案。
Step 7 呈现3a中的新句子。
（1）教师仿照3a大图上部的小图在黑板上画一幅简笔画。同时一边陈述：
Go straight and turn left/right.一边以箭头在图上示意，并将该表达写在图中相应位置。
（2）教师教读。
Step 8 Games（游戏，让学生在游戏中巩固和得到练习）
（1）T: Put up your left hand, and show me your right hand.
（2）T: Who is on your left/right? : ... is on my left. : ... is on my right.
（3）教师可叫某个学生离开座位，告诉他：Please go straight and turn left/right.
Step 9 Homework
Review the key words and phrases.
教学后记：
Period 3 (Section B: 1a ~ 2c 3a ~ 4)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
1.Greetings.
2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation
（1）教师课前尽可能多地准备能表现small, big, new, old, dirty, clean等特点的盒子、衣物等。
呈现clean，教师可做出擦黑板、打扫讲台的动作，同时说：
T: Look! The blackboard is very clean now, and the teacher’s desk is clean, too. 或指着某
位衣着整洁的同学说：
T: Her clothes are very clean. 或出示自己的双手，说：
T: Look! My hands are clean. 然后将粉笔末涂在手上，说：
T: Are they clean now? No, they aren’t. They are dirty.
板书clean, dirty
（2）呈现其他形容词，教师可使用所带辅助教具，以类似方法进行。对于学习能力较强的学生，教师还可加入narrow, wide等词。
（3）教师在引出新单词的同时将其板书在黑板上，再集中教读。建议教师板书时将单词按正反意义分组排列，让学生直观地了解哪些词互为反义词。
Step 3
（1）教师说出汉语短语，让学生翻译成英语，如：
T: 一条忙碌拥挤的街道 Ss: a busy street
T: 一个… Ss: a...
（2）教师让学生模仿上面的练习方式，用黑板上的以及自己知道的形容词表达短语， 相互考查。教师走到学生中聆听。
（3）让学生看1a，将画面的字母代号填在相应的短语前。然后师生一起讨论答案。
（4）学生读3a短文，按要求圈出描述性的单词，然后师生讨论答案。
（5）教师让学生开展讨论，总结自己对所圈单词用法、功能的理解，并给予评价或加以补充。
Step 4
（1）为了让学生理解1b部分的where you live，教师可对学生说：
T: There is a big supermarket near my house. There is a big supermarket near where I live.
教师板书：my house/where I live
教师提问： Is there a new park near your house/where you live?
What is near where you live?
（2）学生仿照上面的表达相互问答，然后在全班表演。
Step 5
教师放2a录音两遍，让学生将所听到的地点在1a中圈出来，然后师生讨论答案。
（1）教师可请两名学生同时到黑板前，按所听到的内容将简图画在黑板上，其他同学在书上空白处画。教师放录音两遍。
（2）讨论答案。
方法一：教师先让坐在下面的其他学生对黑板上的图进行评价或修改，再给予确认。
方法二：按2c中的对话方式，让学生两人一组对黑板上的和自己的图进行相互陈述和纠正，得出正确答案。
Step 6
学生填完后，老师请一名学生读出短文。
23．做第4部分练习。
24．3c部分是一项对学生要求较高的练习。教师可让学生仿照3a短文，综合运用所学的知识进行表达。可让学生在课堂上先口头练习，两人一组向对方表达，再将所述内容写下来。也可作为家庭作业布置下去。
Step 7 Homework
Review the key words and phrases.
教学后记：
Period 4 (Self Check)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Warming-up and revision
1.Greetings. 2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 1、2部分为词汇自测。
（1）教师要求学生除掌握第1部分所列单词外，还应尽量多地记住所用到的其他单词， 并将它们写出来。
（2）教师可要求学生将1、2部分单词按名词、形容词、方位介词进行归类，并多角度地总结它们的特点。
(3 )学生完成第3部分练习进行自我检测
步骤：
步骤1：让学生读Self check 里的单词, 随后听写这些基本词汇以及由它们构成的词组、短语.
步骤2：检查学生的听写情况( 全班齐读听写内容、组与组之间相互检查、教师抽查个别同学 ).
步骤3：画一张街区简图,告诉学生从A点到B点、A点到C点、B点到C点的几种走法,要使用以下词组: turn left / right、 go down --- street、
go through、 on one’left / right ；同时引出、使用并教学生词与短语： taxi、 take a taxi、 arrive、 arrive in / at、 airport .
步骤4：展示Self check第3部分的挂图，进行教学。
步骤5：任务性活动：以写信、或发e--mail 的方式邀请朋友、笔友、网友来你家乡作客，告之详细的走法，然后互相交流。
Step 3 文化知识背景：
avenue 名 （复 ~ s ）
1．（城市的）大街, 街道；---街 美国的大都市尤其是纽约，东西通行的为Street, 南北通行的为Avenue，缩写为ave．，Ave． Fifth Avenue（纽约市的）第五
2．林荫大道；英（尤指乡村的大住宅，自大门到宅邸之间的）林荫道
3．（到达目的的）途径，手段，方法 an avenue to success 成功之路
video 名 （复 ~ s ）
1．U（口语）录像机〔带〕 2．U 电视机的画面 3．电视
arcade 名 1．有拱廊的街道 （两边都有店铺）
2．〖建筑〗拱廊 （拱廊相连而成的通道；在建筑物侧面，面向中庭）。
3．（内设电子游戏机等的）电子游戏中心
district 名 （复 ~ s ）
1.地区，管区 （以行政、司法、教育等为目的而划分的；略为dist.）
2.地带，地域，地方
down 在或向低处；沿着；顺着
从城市向乡村方向走、由北往南去，通常称为down ，反之则称为up
Step 4 同步训练：
1．Where is the post o______ ? It’s ____ Center Street.
2. The _________ (超市) is ________ the park ______ the hotel.
3. Is there a _______ _______ (电子游乐中心) near here ? Yes, there is.
4. Is there a ______ (小图书馆) in the ____________ (附近) ？ No, there ______.
5．The school is _____ _____（在┅对面）my house .
6. I sit _____ _____ (在┅旁边) Li Hua.
7. Guang Ming Street is not _______ (脏的)，it’s _______（干净的）.
8． _______ _______ (向右转), enjoy the city’s interesting ________ (花园) .
9. The _______（安静的）room is over there, on ______ _______（你左边）.
Step 5 Homework
Review the key words and phrases.
教学后记：
Unit 9 What does he look like?
一、教学目标
1.识记描述人物外貌特征的词汇
Short, long, curly, straight, blonde, brown, hair, bald, tall, height, thin, heavy, a medium build, glasses, beard mustache
2.学会使用询问、描述人物外貌特征的句型。
a. What do you look like? I’m short I have curly hair
b. What do they look like? They’re medium height
c. What does he/she look like?
He/She is tall/medium height/short//thin/heavy//bald.
He/She has a medium build//a beard//a mustache
He/she has long/short//blonde/brown/black…/straight/curly hair
He/She wears glasses//a white T-shirt
3.学会询问他人外表；学会谈论，描述身高，体重，发型，面部特征及着装等外貌特征。并根据描述画出人像。
二． 教学重点
1) What引导的询问外貌的特殊疑问句。
2) be, have, wear的一般现在时用法。
3) 描述外貌的形容词。
三．教学难点
1) 注意比较动词“has”和“is”在对人物进行描述时的用法及汉语意思的差别。
2) 注意当句子主语是第三人称单数时，在句型What does he/she/your friend/A’my look like?中助动词用does，后面用动词原形look。
四、课前准备
教师：录音机，教学挂图；物品实物、照片。学生：实物(学习用品)、照片。
五、教学时间及安排：
第1课时：Section A 1a—2b 第2课时：Section A 3---Section A 4
第3课时：Section B la—Section B 2C 第4课时：Section B 3a—Section B 3C
第5课时：Section B 4—Self check
Period 1 (Section A: 1a—2b)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aim
Learn the words about describing persons’ appearance. Learn how to describe people’s looks.
Language points
A: What do you look like? B: I am…, and I have….
A: What does he/she look like? B: He/She is…, and He/She has….
Teaching difficulties
How to make students describe people’s looks correctly.
Teaching procedures:
Step 1 Leading-in
T: How many people are there in your family? S1: There are…They are my…
T: Can you say something about them? S1:…
(Then the teacher asks another three students to answer the questions like this.)
T: I think you all have a happy family. Me, too. I also have a happy family. Do you want to know them? Ss: Yes.
T: Do you know what they look like? Ss: No.
T: Look, this is my family photo. Let’s meet them one by one. (Show a photo of my family.)
Step 2 New words
1. Present new words.
T: Look, who’s this woman? Can you guess? (Show my picture to the students.)
Ss: Is this your mother?
T: Yes, she has long hair. Read after me, long hair, H-A-I-R, hair. Ss: H-A-I-R, hair.
(Then look at the pictures of my father and my sisiter and teach the other new words in the same way such as “short hair, curly hair and straight hair.”)
T:I have long, straight hair. What about you? (The teacher points at a student.)
S1: I have short, straight hair.
(The teacher asks some moer students to practice. Then show a photo to the students.)
T: Look at this man. He is my father. He is very tall. Read after me, tall, T-A-L-L, tall.
Ss: T-A-L-L, tall.
(Teach the other new words in the same way such as “short, medium height, thin, heavy, medium build”.)
2. Practice the new words.
T: Look at 1a. Match the new words with the pictures as quirkily as you can.
(Then check the answer.)
Step 3 listening.
T: I have a good friend. Her name is Amy. Look, this is Amy. Now she comes to the station to meet her friend. But there are so many people. She can’t find her friend. Can you help her?
Ss: Yes.
T: Listen to the tape. Work on 1b. Help Amy find her friend, Ok? Ss: OK.
(The teacher plays the recording. Then check the answers.)
Step 4 New drills
1. Present the drills
T: I have long, sraight hair. I’m medium height and I’m medium build. What do you look like?
S:I have …And I’m…. (Ask three more students to practice.)
2.Practice the drills
A: What do you look like? B: I am…, and I have….
A: What does he/she look like? B: He/She is…, and He/She has….
Step5 Homework
Copy each word in 1a one line.
教学后记：
Period 2 （Section A: 3---Section A 4）
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims
1.To enable students to describe people’s looks correctly.
2.To improve students listening skill.
Language points
A: What do you look like?
B: I am…, and I have….
A: What does he/she look like?
B: He/She is…, and He/She has….
Teaching difficulties
How to improve students listening skill.
How to make students describe people’s looks correctly.
Teaching procedures
Step 1 Greetings
Greet students as usual.
Step 2 Review the drills
T: What do you look like? S1: I am…, and I have….
T: What does he/she look like?
S1: He/She is…, and He/She has…. (Ask more students to answer.)
Step 3 Listening practice (2a,ab)
T: I have three good friends. They are David, Sally and Pete. Do you know what they look like?
Ss: No.
T: Do you want to know them? Ss: Yes.
T:Look at 2a. Listen and cirle “is” or”has”below.
(Play the tape and then check the answers. If necessary, sum up how to use“is” and ”has” )
T: Listen again. Fill in the chart in 2b.(Play the tape again and check the answers.)
T: What does David look like? S1: He is tall and heavy. He has curly hair.
Step 4 Practice
T: Work in pairs. Ask and answer according to 2b.
(The students practice the dialogue and then the teacher asks some pairs to practice.)
Step 5 Pairwork
(Show a picture of Lily’s new friend.) T: Look at the picture. Do you know her? Ss:No.
She’s Lily’s new friend. Lily will introduce her to you. Look at 3 and help Lily describe her new friend. (Ask students to fill in the blanks.) Ask several minutes and then act the dialogue out.
Step6 Grammar Focus
Explain the important language points.
Step7 Homework
Recite the dialogue in P42.
教学后记:
Period 3 (Section B la—Section B 2C)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims
1. Learn to describe people’s looks in different ways.
2. Learn the useful words and expressions about describing persons’ appearance.
Language points
A: What do you look like?
B: I am…, and I have….
A: What does he/she look like?
B: He/She is…, and He/She has….
Teaching difficulties
How to make students to describe people’s looks in different ways.
Teaching procedures
Step1 Greetings Greet students as usual.
Step2 Present the new words
T: I like making friends. I have many pen pals. Two of them are from America. Look at the two pictures.
(Show two pictures to the students.)
T: Look at this boy. His name is Jack. He likes soccer very much. He is the capitain of the team. He is very popular in his class. He has brown hair.
(Then explain”capitain, team and brown” to the students. Teach them how to read the new words.)
T: Look at this girl. She is Tina. She is very funny. She likes telling jokes very much. She is a bit thin. She has beautiful blonde hair. She never stops talking.
(Explain “tell jokes, a bit, blonde and stop tallking” to the students and teach them how to read the new words.)
(Show four pictures of four students.)
T: They are in the same class. Read the descriptions of the four classmates. Match them with the picures in 3a.
Step3 Practice
Ask students to match the pictures and check the answers.
After explaining some useful words and expressions, ask students to read after the tape.
Step 4Pairwork
There are some other classmates here. Can you describe them? Let’s work in pairs. Student A writes the names in the box next to the people in the picture. Student B asks questions to find the people. (The students work in pairs.)
Step5 Game
Descibe someone in the class. Ask your classmates to guess who you’re describing.
T:This person is medium height. She has short hair… Ss:…
(First teacher gives an example, then ask a student to come to the blackboard and describe one person. Ask other students to guess who he/she’s describing. )
Step6 Task”Design your new teacher’s look”
T: What do your teachers look like?
S1: My math teacher is…and she has…
T: Work in group of four. Talk abour your teachers’ look. Then help them design the new look. Fill in the chart and report it to the class.
What does our…teacher look like?
Subject
Old look
New look
(The students work in groups of four. Then fill in the chart.)
Step7 Homework
Design your parents’ new look.
教学后记：
Period 4 (Section B 3a—Section B 3C)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims:
1.To enable students to learn other descriptions of persons’ appearance.
2.To improve students listening skill.
Language points
My favorite…is…. He is….and….He has….
Teaching difficulties
How to improve students listening skill.
How to make students report people’s looks correctly.
Teaching procedures
Step 1 Greetings
Greet students as usual.
Step 2 New words
1. Leading-in
T: I have many good friends. Today a new friend of mine comes to our classroom. Would you like to know him?
Ss: Yes. (A person with a beard and glasses comes into the classroom.)
T: Who is he? Can you guess? Is he…?
S1: No, he isn’t. S2: Is he…?
T: Let’s see who he is. Please take off your glasses. (The person takes off his glasses. He is…)
Ss: Oh, it’s…
T: Yes, you’re right. Look, he is wearing a pair of glasses and he has a beard today. These are the two words we will learn today.
2. Learn the new words
(The teacher shows a false beard to the students.)
T: Look, this is a beard. Read after me, beard, B-E-A-R-D, beard. Ss:…
T: Boys, do you like a beard? S1:….
(The teacher puts the beard on one boy’s face.)
T: Now he has a beard. Is he cool? Ss:….
(Teach other new words in the way above. “glasses, black hair, blonde hair”)
3. Work on 1a Work on 1a and then the teacher checks the answers.
Step 3 Practice the new words
(Show a picture of a famous musician with black hair and a beard.)
T: Who’s he? Do you know? S1: He’s…
T: What does he look like? S1: He has black hair and he has a beard.
T: Do you know other musicians, actors or famous people? Look at 1b and fill in the blanks. Let’s see who knows the most.
(The students fill in the blanks. Then the teacher asks the students to tell the answers.)
Step 4: Listening practice
T: Danny and Maria are also talking about two famous men, Johnny and Tina. What do they do? Look at 2a, listen and write their jobs in the chart. (Play the tape and check the answers.)
T: Now listen again, what do they look? Fill in the chart. (Check the answers.)
Step 5 Task Make a survey and give a report.
T: Danny and Maria talked about their favorite singer and actor. Who are your favorite musician, actor and athlete? What do they look like? Now work in pairs and fill in the chart. I will ask some students to report it to the class.
My partner’s favorite person
Job
Name
What does he/she look like?
musician
actor
athlete
S1: My partner’s favorite musician is… He is… He has… He is very handsome. I like him very much. And his favorite actor is….
Step6 Homework
1.作业本（2）P20
2. Copy each word one line on P110 (From ”always” to “glasses”)
教学后记：
Period 5 (Section B 4—Self check)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims
Learn how to make a new look.
Learn some useful words and expressions about describing persons’ appearance.
Language points
…has a new look…...He/She has…. He/She doesn’t have….
Teaching difficulties
How to make a new look.
Teaching procedures
Step 1 Greetings
Greet students as usual.
Step 2 Leading-in
(Show a picture of Liu Huan.)
T: Look at the picture. What’s his name? Ss: Liu Huan.
T: What does he do? Ss: A famous popular singer.
T: Yes, he is a pop singer. Read after me, pop singer, P-O-P S-I-N-G-E-R, pop singer.
Ss: P-O-P S-I-N-G-E-R, pop singer.
T: What does he look like? S1: He has long black hair.
S2: He has a big nose and a big mouth.
(Then the teacher shows another photo of Liu Huan.)
T: Now look at this photo. What does he look like? S1: He has short black hair.
T: Who is he? S1: Is he…?
Step 3 Reading(3a) T: Do you know his old look? Ss: Yes.
T: Read the magazine article about Johnny Dean and fill in the blanks in the chart.
After checking the answers, teacher could explain some useful words and expressions for students.
Step 4 Work on 3b
(Show a picture of a beautiful woman to the students.)
T: You know she is Gloria Green, a pop singer. Now she is not happy. Ss: Why?
T: Because she likes shopping. But when she goes shopping, many fans follow her. So she wants to design a new look. Look at the two pictures of Gloria Green. Then fill in the blanks in the article Step 5 Design your favorite famous star’s new look
Name
What does he/she look like?
What’s his/ her new look?
Work in group of four and then the teacher asks groups to have a report.
Step 6 Homework
Design your family member’s new look.
教学后记：
Unit 10 I’d like some noodles
一、教学目标
1.学习would like的用法
2.学会使用询问和表达面条的种类以及各种尺寸的大小。
二． 教学重点
1)would like的用法。 2)句型的操练。
3) 名词的可数与不可数。
三．教学难点
1) would like的用法。 2) 如何灵活的运用本单元的重点句型以及名词。
四、教学时间及安排：
第1课时：Section A 1a-2b 第2课时：Section A 3-Section A 4
第3课时：Section B la-Section B 2C 第4课时：Section B 3a--Self check
Period 1 (Section A 1a—2b)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Language goal
To order food. To ask for and give personal information.
To write their own ad for foods.
Teaching procedures
Step 1 Presentation
1、Look at the picture . Please answer the questions below
1）Can you see three bowls? 2）What are in them?
3）Do you like noodles? 4）Can you find the differences among the three bowls of noodles?
5） What size bowl of noodles would you like -----small, medium, or large?
6）Look at the sign ____Special 1,Special2,Special3.And understand their meanings.
2、Look at the numbered list of ingredients .Read and repeat.
3、Ask students to match each word with the foods.
4、Check the answers.
Step 2 Listening
1、Look at the three bowls of noodles. Ask: What ingredients are in these noodles?
2、Play the recording the first time .Students only listen.
3、Play the recording a second time.
4、Correct the answers.
Step3 Practice
1、Read the conversation in the picture in 1a.
2、Ask students to work in pairs. One person is the waiter, the other one is the customer.
3、Perform the conversation in front of the classroom.
Step4 Listening
1、Look at the food in the picture in 2a and name each one.
2、Read the numbered list of words.
3、Say, you will hear a conversation. The people will talk about some of the foods, but they will not talk about others. Please check the names of the food you hear below.
4、Play the recording a second time.
5、Correct the answers.
Step5 Listening
1、Read the conversation in 2b. Point to the blank lines .Say ,listen again and fill in the blanks now.
2、Check the answers.
Step6 Practice
1、Read the conversation in 2c yourselves.
2、Work in pairs. Each student can be both the waiter and the customer. Say what you really like with your noodles.
Step7 Homework
Copy the new words. Do Exercises 1 and 2.
教学后记：
Period 2 (Section A 3-Section A 4)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
aims
To order food. To ask for and give personal information.To write their own ad for foods.
Language goal
I’d like some noodles.
What kind of noodles would you/he/she/they like?
I’d/He’d/She’d/They’d like beef noodles.
What size bowl of noodles would you/he/she/they like?
Teaching procedures
Step One: Revision
1 Revise the food words.
2 Revise: What kind of noodles would you like? I’d like …
What size bowl of noodles would you like? I’d like…
Step Two: Practice
1 Look at the picture .What’re they doing in 3a?
2 Read all the questions yourselves and all the answers yourselves.
3 Now please match each question with an answer. The first one is done as a sample.
4 Check the answers.
Step Three: Practice
1 Read the conversation again in 3a.
2 Now make your own conversation. Student A asks the questions from activity 3a. Student B gives true answers.
3 Perform their dialogue for the class.
Step Four: Game
1 Look at the four different bowl of noodles on the table. Ask: What ingredients are in it ?
2 Divide the students into groups of four. Ask and answer.
3 Find out the most popular noodles in each group and report.
Step5 Homework
Review the phrases.
教学后记：
Period 3 (Section B: la-Section B: 2C)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Revision
1. Revise the food words.
2. Revise: What kind of noodles would you like? I’d like…
Step 2 Presentation
1. Look at the food on the table. Can you name them?
2. Read the numbered list of words in 1a and repeat.
3. Ask students to match each word with a picture. Write the letter of each food picture in the blank in front of the correct word.
4 Check the answers.
Step 3 Circling
1 Read again the food on the table in 1a.
2 Please circle the things you like and put an X in front of the things you don’t like.
3 Read the dialogue on the right in 1b.
4 Work in pairs . Tell each other what you like and don’t like.
Step 4 Listening
1 Read the eight words again in 1a.
2 Say, you will hear a conversation. A boy is ordering food from a restaurant. As you listen, please circle each of the words in 1a that you hear.
3 Play the recording the first time, students only listen.
4 Play the recording a second time. 5 Correct the answers.
Step 5 Listening
1 Look at the order from on Page 82. What information does it ask for ?
2 Listen again . Please write down the information on the order form.
3 Correct the answers.
Step 6 Practice
1 Look at the order form on Page 83.
2 Work in pairs. Student A, you work in the House of Dumplings. Ask student B questions and fill out the order form.
Step 7 Completing
1 Read the list of words in 3a.
2 Read the newspaper ad, and fill in the blank lines.
3 Check the answers.
Step 8 Practice
1 Read the ad. Say, write a word in each blank. 2 Check the answers.
Step 9 Writing
1 Look back at the ad .
2 Now please write your own ad. You can use some of the sentences from activity 3a. But please use your own types of dumplings and choose different drinks. You can also change the prices.
3 Read your ad for the class.
Step 10 Practice
1 Read your partner’s ad. Notice the kinds of food and prices. Then order food from your partner.
2 Work in pairs and take turns ordering food and drink from their partner’s ad.
Step 11 Homework
Copy the words and phrases. Do exercises 3 in the Exercise Book.
教学反思；
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 4 (Section B: 3a--Self check)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Teaching aims:
Ss can use the present progressive tense to describe the pictures.
Ss can ask and answer questions about the picture fluently.
Language points
To use the following sentences: Here is a photo / picture of my family. I’m with my sister Gina.
Thank you for your letter and the photos. To learn the following phrases.Thank you for sth. / doing sth. be with
Teaching difficulties
How to write the sentences about the present progressive tense correctly.
Teaching steps
1.warming-up and revision
(1)The teacher asks Ss some questions.
T: Hello, how are you? S1: I’m great. Thank you.
T: How is your father? S1: He is very well.
T: Where is your father? S1: He is at the mall.
T: What is he doing? S1: He is shopping.
T: Is your father shopping now? S2: No, he isn’t. He is watching TV.
T: Where is he watching TV? S2: He is watching TV at home.
(2) Show some pictures, let Ss ask and answer the questions in pairs.
S1: Look! What is she doing? S2: She is reading a book.
S1: Where is she reading a book? S2: She is reading a book under a tree.
2. Work on 3a.
Show the pictures of 3a and let Ss say it one by one.
S1: He is playing basketball.
S2: The girl is doing homework.
Let Ss work in pairs, ask and answer about the photos like this.
A: What is Mike doing in Photo 1? B: He is playing basketball.
A: Is he playing basketball at school? B: Yes, he is.
3.Writing
Show the pictures to the Ss and let Ss finish the sentences, then check the answers.
4.Group work
T: Now take out your photos or pictures, please work in fours and tell your partners about your pictures or photos. I’ll give you two minutes to practice it.
T: At this time I’ll ask several students to say something about your photos.
5. Practice
Ss write the sentences in their exercise books, the teacher walks around the class and see if the Ss can write the sentences correctly. Give Ss some help if necessary.
The teacher collects some pictures and sentences, shows them to the Ss and checks the answers.
6. Fill in the blanks.
Show the picture of 3b, let Ss say the picture like this:
7. Homework.
Review the words and phrases.
教学后记：
Unit 11 How was your school trip?
1. Target language
—How was your school trip? — It was great.
—Did you go to the zoo? —Yes , Yes, I did. /No, I didn't.
—Were the strawberries? —Yes, they were.
words , phrases & sentences. regular verb, irregular verb
2. Key sentences
—How was your school trip? — It was great.
—Did you go to the zoo? —Yes, Yes, I did. /No, I didn't.
3. Teaching important / difficult points
How to listen to and talk about recent past events.
4. Structures
Simple past tense; How questions; Yes/No questions and short answers; Adjectives of description.
5. Difficulties Simple past tense.
6. Importance How to listen to and talk about recent past events
7.Teaching aids A tape recorder. Some picture. CAI.
8. Periods Four periods.
Period 1 (Section A: 1a-1c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step I Warming up and lead-in
Greet the students and talk about weekend activities with them.
T: Hello! Everyone. Today we’ll learn to talk about recent past events. Now first
please tell me what you often do on weekends.
S1: I often play basketball on weekends.
S2: I often watch TV.
T: (Point to the word “weekend”) What does this word mean?
S: Saturday and Sunday are the weekend.
S1: I played basketball last weekend.
S2: I cleaned my room last weekend.
Step II Talking about the picture (1a)
1. Ask the students to match the words with the pictures.
Check the answers.
T: Look at the picture. What did each person in the picture do?
S1: She played tennis.
S2: She did homework.
2. Ask the students to talk about the picture in 1a
T: Now please look at the picture on page 53. Suppose you are Lucy in the picture. What did you do last weekend in Picture a?
S1: I went to the movies.
T: What did you do last weekend in Picture b?
S2: I played soccer / football.
T: Please ask and answer in pairs
Step III Listening and speaking (1b, 1c)
1. Ask the students to listen to the conversation and fill in the blanks in the picture.
Check the answers.
2. Ask the students to read the conversation in 1c and then make conversations in pairs.
Sample conversations:
S1: What did you do last weekend, Lucy?
S2: On Sunday morning, I played tennis.
Ask the students to make their own conversations. Show the following.
—What did you / he / she / they do last weekend / last Sunday morning / last Monday / yesterday?
—I / We / He / she / They went to the beach / played computer games / did my homework / cleaned my room / went to the movies.
Step Ⅳ Homework
1. Ask the students to do Exercises 1 & 2 in the workbook.
2. Ask the students to learn the new words and expression.
教学反思：
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 2 (Section A: 2a-2d)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step I Revision and lead-in
Check the homework.
T: Today we’ll go on talking about the recent past events. We know when we talk about the things we did in the past, we must use the past forms of the verbs. For example: clean→cleaned; visit→visited; look→looked; study→studied; do→did; have→had; go→went. Now read after me these words.
Then ask the students what they did last weekend.
T: What did you do last weekend?
S1: I played football last weekend.
S2: I did my homework last weekend.
S3: I cleaned my room last weekend.
T: Well! What did your brother do last weekend?
S4: He watched TV last weekend.
S5: He went to the movies last weekend.
Step II Listening (2a, 2b)
1. Listen to the recording and underline the words.
T: OK. Do you know what Carol, Ben and Emma did last weekend? Now let’s listen to a conversation between a teacher and three students. They will talk abot some of the activities and people, but they will not talk about others. Please under-line the
words you hear on the recording.
Then check the answers.
2. Ask the students to listen and write.
Check the answers.
3. Ask the students to listen to and repeat the conversation after the recording.
Step III Pairwork (2c)
1. Ask the students to practice the conversation.
Ask the students to read the words repeatedly.
Ask the students to ask and answer in pairs.
Sample conversations:
1) S1: What did you do last weekend?
S2: I visited my grandmother.
S1: What about your friend, Carol?
S2: She went to a bookshop. What did you do?
S1: I stayed at home and did some reading.
2. Ask the students to make conversations.
Step IV Grammar
Ask the students to read the sentences in the Grammar Focus and underline the verbs in them.
Show the following.
What did you do last weekend?I played soccer. We went to the beach. She did her homework. He went to the movie. They played tennis.
T: The underlined parts in these sentences are called past form. And in English they formed the simple past tense. The simple past tense is one of the most common tenses in English. We use the simple past to refer to an action in the past that is finished.
Step V Homework
1. Ask the students to learn more past forms of irregular verbs in the dictionary.
2. Ask the students to read a short story and pay attention to the verb forms in the story.
教学反思：
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 3 ( Section A: 3a-3c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step I Revision
Ask the students to complete the part of the story from Cinderella.
Check the answers by asking some students to read the part of the story. The students may meet some new words during the reading, ask them to try to guess the meaning.
T: As we can see, nearly all the verbs are in past forms in the story. In fact, when we keep diary, we always use the simple past.
Step II Lead-in
Talk about recent past events with the students.
T: Good! Now answer my question: What did you do last weekend?
S1: I watched TV at home last weekend.
S2: I stayed at home last weekend.
S3: I played basketball last weekend.
T: Well done, everyone. You did many interesting things. But I stayed at home last weekend. I did much housework. I cleaned my room. I washed my clothes. It was not very good, because I was very tired. Now answer: How was your weekend?
Help them answer.
Ss: It was great / good / OK...
Write down and get the students to read the dialogue:
—How was your weekend? —It was great.
Step III Reading and speaking (3a)
1. Ask the students to describe what each person in each scene did.
T: Look at the picture in 3a. Tell me what the person in each scene did.
S1: In Picture 1: She went to the beach.
S2: In Picture 2: He did his homework and watched TV.
S3: In Picture 3: She cleaned her room and studied for the math test.
2. Ask the students to read the expressions and the conversations.
T: Now please read the expressions above the picture and the conversations in the picture. The second part of each conversation is incomplete. They are listed above the picture. Read them and write the correct number on the blank lines in the speech
bubbles to complete the conversations.
Then check the answers by asking some students to read the completed conversations.
Step IV Pairwork (3b)
1. Ask the students to read the conversation in 3b first. And then ask them to make conversations.
T: Now practice asking and answering questions about what the people in the pictures did last weekend. Practice in pairs. Use the dialogue as an example. Give the students two minutes to read and make the conversations.
A: How was Sarah’s weekend?
B: It wasn’t very good. She cleaned her room and studied for the math test.
Sample conversations:
1) S1: How was Tony’s weekend?
S2: It was OK. He did his homework and watched TV.
2) S3: How was Sarah’s weekend?
S4: It wasn’t very good. She cleaned her room and studied for the math test.
Step Ⅴ Homework
Ask the students to finish the exercises.
教学反思：
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 4 ( Section B: 1a-2c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step I Revision and lead-in
Check the homework.
T: Hi, class! Nice to see you again in a new day. Did you finish your homework yesterday?
S: Yes, we did.
T: Good. Who’d like to show us your answers?
Ask some students to read the answers and the story. Key to the homework in Period
3:
I. 1. got, yesterday morning 2. didn’t do
3. What did, do 4. How was 5. was
II. went, sat, was, was, opened, was, said, said, said, put on, looked, went, was, was, asked, danced, said, was, forgot, rang, said, ran, lost, was, was, didn’t know, lived, went, said, went, opened, said, said, was, were
Then ask the students the following questions.
T: What did your parents do yesterday?
S1: My mother did some reading and my father watched TV.
S2: My father played computer games and my mother helped me with my English.
S3: My parents went to visit one of their old friends.
T: OK! Look at the pictures. Could you tell me what Lucy did yesterday?
S1: She watched TV yesterday.
S2: She cooked at home yesterday.
S3: She cleaned the car with her friends yesterday.
S4: She studied geography yesterday.
Help to answer and read the new word geography.
Step II Reading and writing (1a, 1b)
1. Ask the students to match the words with the pictures in 1a.
T: Jim studied geography yesterday, too. He also did other things. Now open your books and turn to page 56. Look at the pictures in 1a. Read the words and then write the letter of each picture in the blank in front of the correct phrase.
Check the answers.
T: Right. Now ask and answer in pairs, using the question: What did Jim / Sally do yesterday?
Sample conversations:
1) S1: What did Jim do yesterday?
S2: He did his homework.
2) S3: What did Sally do yesterday?
S4: She played the guitar.
2. Ask the students to draw a happy face or an unhappy face under each picture.
Help to answer.
S: No. I think doing homework is an unhappy thing.
T: What about playing the guitar?
S: It’s a happy thing.
T: In Picture b, the boy played the guitar. It was fun. The happy face shows it was fun. Now please draw a happy face or an unhappy face under each picture a, c and d.
Check the answers.
Step III Listening (2a)
1. Ask the students to listen to the conversation Sally and Jim and write the answers in the chart.
Check the answers.
Play the recording and ask the following questions.
T: First, what did Sally do last weekend?
S1: She stayed at home and did lots of things. She cleaned her room and did her homework. And on Sunday, she went to the library.
T: Good. What about Jim? What did Jim do last weekend?
S2: He played soccer on Saturday morning. On Sunday afternoon, he went to a movie. On Sunday night, he visited his friend’s house.
2. Ask the students to repeat after the recording line by line and try to write them down.
T: I will play the recording twice again. First repeat after the recording and then try to write the conversations down.
Step IV Pairwork (2b, 2c)
1. Ask the students to read the dialogue first. And then make a conversation.
2. Ask the students to talk about what they did last weekend.
3. Then ask the students to write down what they did last weekend.
T: OK. You did very well. Now please write down what you did last weekend.
Give the students two or three minutes to write.
Step V Homework
1. Ask the students to do Exercise 6 in the workbook.
2. Ask the students to write something about what they did last week.
教学反思：
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 5 Section B: 3a-3c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step I Revision and lead-in
T: Today we will go on talking about the past events. We’ll learn an article about how
kids spent the weekend. Now can you tell me what you did last weekend?
Sample answers:
S: Last Saturday I went to my aunt’s house. There I played computer games with
T: Well done. Now look at the pictures and say what they did yesterday morning?
S1: Lucy listened to the radio. Tom did some reading. Bill and Bob played soccer, and Jim went to school by bike.
T: Oh! Which school did Jim go to?
S2: He went to No. 4 Middle School.
Write down the new words: No.=number, middle, middle school. Teach to read the new words.
T: Which school are you in?
S3: We’re in No. 3 Middle School.
Step II Reading (3a)
1. Ask the students to read the article, and then answer the following questions.
1) How many students did their homework or studied?
2) Did two kids visit friends?
2. Read the article again and circle the activities you like. Underline the activities you don’t like.
3. Explain the key and difficult points in the passage.
1) spend 花费，度过
（1）spend money on sth 花钱买某物（在……上花钱）。
（2）spend time / money (in) doing sth. 花费多少时间或金钱做某事。
（3）“度过”。
2) on Saturday morning
Practice: Ask the students to read the following words and phrases and then make some sentences with them.
S1: I spent two hours doing my homework yesterday afternoon.
S2: Last week, I played tennis ball with my friends.
Step III Reading and writing (3b)
1. Ask the students to say something about the pictures in 3b.
2. Ask the students to look at the pictures and fill in the blanks.
Step IV Writing (3c)
T: Great! We read the article about No. 3 Middle School. Now please write what you
did with your parents last weekend.
Show the above pictures.
T: Now look at these pictures. Suppose you are the person in the picture. Last weekend you and your parents went to your grandmother’s birthday. Write a short passage telling what you and your parents did. You can use the following phrases:
Step VI Homework
1. Ask the students to do Ex 7 in the workbook.
2. Ask the students to write a passage about what they did last weekend.
教学反思：
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 6 (Self check)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step I Revision
T: Hello, everyone! I’m happy to see you again. This class we’ll revise what we have learnt in this unit. First I’ll check your homework. Have you finished your homework? Now please read your writing.
Last week I was very busy. On Saturday morning, I got up early. I went to the farm to help my parents. In the afternoon, I did my homework at home. In the evening, I watched TV and read English. On Sunday morning I did some washing. In the afternoon, I played computer games with my brother. Then I took a bus to school.
T: Good! If you want to describe what you did last weekend, you must use the past form of verbs. Can you write some verbs and their past forms?
Step II Vocabulary (1, 2)
1. Check the words
T: OK. You did well. In this lesson we are going to learn more past forms. Now open your books and turn to page 58, read and check the words you know in 1.
2. Vocab-Builder
T: Next, please add five more new words to your Vocab-Builder. Then share with your classmates.
A sample list:
mended, had, helped, sent, gave, looked, took, geography, English, Chinese, art, music
3. Ask the students to make sentences with some of the words.
Sample answers:
S1: I mended my bike last Sunday morning.S2: We had a football match last Saturday afternoon.
S3: I helped Li Lei with his English. S4: Mr Yang sent me a present for my birthday.
Step III Speaking and writing (3)
1. Ask the students to read the story and answer the following questions.
T: Right. We know Jim had a busy weekend. I think he was very happy that day. But does Old Henry enjoy his weekends? Why not? What happened to him? Do you think he needs friends? Now read the passage in 3. Then answer the questions:
1) What did Old Henry do last month? 2) Why is Old Henry sad now?
Sample answers: 1) He went for a walk with Wang Wang. 2) Because he has no dog
and no family.
Step V Homework ：1. Ask the students to summarize what they have learned in this unit.
2. Ask the students to write a short passage according to the following.
Unit 12 What did you do last weekend?
1. Vocabulary
Words , phrases & sentences in Unit 12.
2. Target language
----What did you do last weekend? ----I played soccer.
----Who did you play with? ----I played with my friend.
----How was your weekend? ----It was great.
----Did you/he/she/they go to the Central Park? ----Yes, I/he/she/they did.
3. Functions
Simple past tence; What questions; Who questions.
4.Teaching important / difficult points
How to listen to and talk about recent past events.
5. Difficulties Simple past tense.
6. Importance How to listen to and talk about recent past events
7.Teaching aids A tape recorder. Some pictures.
8. Period Four periods.
Period 1 (Section A : 1a -- Grammar Focus)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Lead in: Listen to the tape of Section A 1a.
Before listening, two questions are given:
What did they talk about?
What did they do on vacation?
Step 2 Task one: show one’s own vacation activities.
Ask some Ss to use the pictures they prepared before class and describe their vacation tour.
Teacher try to catch the verbs they use and write them down on the blackboard, point out the past form of these verbs.
Step 3 Pair work and presentation.
Brain storm: let students know by using the past form of the verbs.
Step 4 Task two: My classmates’ vacation. Listen to the tape of Section B2a,ab.
Step 5 Class work: ask classmates about their vacation and fill a chart.
Name
Place
Weather
Activities
Food
Stores
People
Level
Step 6 Task three: decide on next vacation destination.
Compare the information you got from the classmates, decide where you want to go and state why.
Name
Place
Weather
Activities
Food
Stores
People
Level
Mary
Hong Kong
sunny, warm and humid
went to the beaches,
delicious
expensive
Not very friendly,
☆☆☆
Step 7 Report
I decided to go to …
Mary went there last summer vacation. The weather there was …the food …
I think it was …
So I want to go there next vacation.
Step 8 Homework:
Write down your final choice and state why.
教学后记：
Period 2 (Section A: 3a -- 3c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Free talk
Ask the question：Where did you go last Sunday? Students talk about events in the past．
Step 2 Presentation
Point out the pictures in the photo album. Ask students to describe what they see．（In Picture 1 there is a man with a bowl of soup．There is also a waiter. He looks angry．）Describe what theysee in picture 1 and picture 2 Fill in the blanks in
the conversation. Does it mean you are excited or quiet? How do you look when you relax?
Students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half一closing your eyes.
Say a dialogue with a student．
Step 3 Practice
Read the first two lines of the dialogue to the class．Point out the answer was in the first line. Then point out the blanks in the rest of the lines of the dialogue．Read the conversation to the class saying the word blank for each blank line: How blank the beaches?
Then say，Write the word was or were in each blank. Ask students to complete the activity on their own．Have two students perform the example conversation，or perform it yourself with one student（you ask the questions)．
Point out that the conversations starts off with the sentences in the speech bubbles．
For example，
A：where did you go?
B: I went to…
A: What was the weather like?
B: It was hot and humid．
How was the food? Do a send example，if you wish．
Move around the room monitoring their work．Offer language or pronunciation support as needed．
Work with the teacher. Work with a partner and act out．Read and learn．Make their own conversation
Step 4 Practice
Say：First fill in the chart with the information about your last vacation，Say where
you went，what the weather was like, what you ate，and what else you did．As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。
Something in the pictures．Act it out Fill in the chart with their own information Then ask and answer.
（In picture 2 there is a beautiful beach．There is a man．He looks unhappy．）
Then read the words under the picture．Pronounce any new words and explain what they mean，if necessary Say：In this picture a girl is on a bus．The girl is taking a bus trip．Ask，What does relaxing mean？
Practice in pairs．The student replies，it was awful．work in pairsLook at picture6，Practice the conversation below．Ask and answer questions．
教学后记：
Period 3 (Section B: la -- 2c)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Organization
Ask：What do you think of this book? Is it interesting?（通过对话弓l出本课要学习的新形容词expensive 等）
Step 2Presentation
Point to the picture, This is a ring. The price is one hundred milliondollars．Answer the questions together Say：It’s expensive．
Step 3 writing
This activity introduces more key vocabularies．
Point out the six words delicious，awful，expensive，inexpensive, crowded
1．Say each word and ask students to repeat them，
2．Call attention to the fourth picture saying: This is a cake．
It’s delicious！Then do the same thing for all six pictures．crowded delicious
3．Then point out the blank line in front of each numbered word．
4．Point out the sample answer. As students work，move around the room answering questions as needed．Answers.
Repeat loudly Practice in pairs then act it out. Match each word with a picture by writing the letter of each picture in the blank in front of the correct word.Discuss in groups
（act the faces out)
Step 4 Listening
1．Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the class.
2. Play the recording the first time. Students only listen.
This time say, listen to the recording and write the answer to each question. listen to the recording the second time. correct the answers. Cite some examples to learn these adjectives.
1．She went to Tokyo.
2. Yes, she did.
Tapescript
Girl: Hi, Vera , How was your vacation? xK b1 .Co m
Vera: It was great！
Girl: Where did you go?
Vera: I went to Tokyo with my family.
Girl]: Really? Wow！What did you do there?
Vera：Well, we went to a lot of museums.
Girl: Oh, how were they？
Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese people?
Step 5 Pair work
This activity provides guided oral practice using the target language．
Call attention to the question words．
Have a student read them to the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room offering pronunciation and language support as needed．Read aloud. then discuss the keys．Listen and fill in the chart．Then discuss the keys．
教学反思：
Period 4 (Section B: 3a -- self check)
授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节
Step 1 Organization
Organize Ss by greeting each other.
Step 2 Free talk
Ask the questions：What day is it today? What day was it yesterday? Answer: It is Friday．It was Thursday．
Step 3 Group work
This activity gives students listening and speaking practice using the target language.
1 Say, Now you can talk about a real vacation or an imaginary one. The other students can ask you questions. You can use the diary you wrote for activity 3b if you want.
2. Ask students to get into groups of four. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.
3. Move around the room, offering vocabulary and pronunciation support as needed.
The students talk about vacation．Be divided into groups of four and ask questions each other.
Step 4 Reading
Present the photos of Emily and Dave on Page 74(They are laughing) and ask:
Revise Part 1 in Section B. Then show the photo of Zhao Pei in3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules .
Step 5 Survey
Tell students we’ll do a survey. Please turn to page 92.First look at the chart. You want to know how far people live from school, how they get to school, and how long it takes them to get to school. Let me tell you how to do the survey. Go around the class and ask questions like this:
How far do you live from school? How do you get to school?How long does it take to get to school? And find out these answers and write them names in the chart. The students with the most names in his or her chart wins the game.
Step 6 Pair work
Ask the students to read the conversation in 3b first. And then ask them to make conversations. Now practice asking and answering questions about what the people in the pictures did last weekend. Practice in pairs. Use the dialogue as an example. Give
the students two minutes to read and make the conversations.
Step 7 Homework
1．Master the new words. 2．Write a diary.
教学反思：
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
微信/支付宝扫码支付