Mainly revision
教学目标
1.知识目标
（1）New words and phrase: lift, up and down, busy, team, center, popular, quite, month, village, strong, soccer, Gum Tree, Ashland, Richmond
（2）语法知识:现在进行时,一般现在时, be going to 结构表示将来要发生的动作,形容词和副词的比较级和最高级,提建议的表达方法,表示需要, 询问方向, 指点方向.
（3）语音知识: /iз/ea, ear, /εз/ air ,ear,ere
2.能力目标
（1）使学生能够熟练掌握1-7单元的语法项目并能灵活运用.
（2）使学生能够听懂与课文难度相当的听力材料,并能根据上下文判断生词的含义.
（3）使学生能够熟练运用于1-7单元交际用语并根据不同情景进行对话.
3.德育目标
培养学生良好的学习习惯和学习兴趣.
通过教学，教育学生热爱运动，积极参与，德智体全面发展。
通常学习，让学生感受到体育运动给大家带来的欢乐和愉悦。
教学建议
教材分析
本单元是复习单元，它综合了从第一单元到第六单元的所有语法知识和相关交际项目。Lesson 25主要是复习现在进行时和be going to 结构要求学生能区分两种结构在意义上和形式上的区别，并能根据情景熟练进行交际运用。Lesson 26是一篇阅读材料，在提高阅读能力的同时，重点复习了一般现在时的句子结构。Lesson 27主要是复习提建议、邀请和介绍事物的相关交际用语，Lesson 28主要是复习有关问路和指路的交际用语。教师在教学过程中除了对具体的语言项目进行复习以外应注重提高学生综合运用语言的能力。
复习引导
本单元的教学内容是复习1—7 单元的所有语法项目和交际用语。教师应对一至六单元的教学内容进行归纳和总结，使教学内容条理化，系统化。在教学过程中还应多设计一些综合性的练习以提高学生综合运用语言的能力。可采用比较法，归纳法。要求学生们巩固已学的时态，及如何提建议回答的各种句型。
口语教学建议
本单元的口语主要安排在第25课和第28课中，但其它课文中也有体现，教师应深入挖掘教材，多给学生创造口语练习机会，提高学生口语的能力。
（1）在Lesson 25的教学中，教师应注意练习的设计应体现阶段性和层次性， Part one 教师可先准备四种单词卡，不同种单词卡上分别写上人称，（如I, you, they, he, she, we, Tom, Peter and Mary. e.g.），动词的现在分词形式（如swimming, flying ,listening, e.g.），地点（如onthehill,intheswimmingpool,inthesky）。在教学时先将学生分组，要求小组成员到讲台前选取单词卡片并组成句子，最后，教师对组句多的小组进行奖励。此练习主要是练习学生对现在进行时句子结构的掌握情况。待学生句子结构熟练掌握之后，再出示书中的图片，按照教科书进行看图说话练习。最后，教师可以对be going to 结构和现在进行时进行比较.找出异同进行比较。
（2）在Lesson 26的教学过程中，教师可以在学生读完文章之后就课后的问题进行讨论，以锻炼学生的口语表达能力。教师可以组织学生把课文改编成一个小型的对话，运用一般现在时简单讲述Paul的一天，如下：
A: Hello！
B: Hello！How are you?
A: Fine, thank you. And you?
B:I am fine, too.
A: Do you know Paul?
B: Only a little. He is a Canadian.
A: Yes, he lives in the city of Toronto. His flat is on the 15th floor.
B: Does he have to use the lift to go up and down?
A: Yes, Paul is a busy man. He has to get up early everyday. The bus stop is in front of a cinema. It is about two hundred meters away from his home.
B: How does he go to work?
A: He usually catches the No.11bus to work, but sometime he goes by train.
B: When does he start and finish his work?
A: He starts to work at half past eight and finishes at a quarter to five.
B: What does Paul like?
A: He likes doing sports after work. He is also on the city basketball team.
B: Is he good at the basketball?
A: Certainly. He is the shortest man on the team, but he is the fastest.
B: When does he come back?
A: He comes back at a quarter past five. He gets into the lift and goes up to the twelfth floor. Then he gets out of the lift and walks up to the fifteenth floor.
B: Why does he not use the lift for the last three floors?
A: Because he is the shortest. He is not taller enough to touch the lift button of the eighteenth floor.
（3）在第28 课的教学过程中，在完成文中对话后教师可以组织学生以两人为一组分别向对方介绍如何去自己家。
Lesson28的地图可扫描成图片，让学生进行对话，现给出一些对话如下：
—Now, you know Ashland is about 8 miles from Richmond. Then, look at the map. How far is it from Gum Tree?
—Perhaps about 3 miles.
—Which town do you think is also about 8 miles away from Richmond?
—I think both Hanover and Old Church are.
—Which road would you take if you travel from Old Church to Richmond: No.360 or No.156?
—I think I would take No.360.
—Why?
—It’s wider and so it’s faster.
听力训练建议
（1）在本单元的听力教学中，教师可以拓展学生听力范围，除了已有的两个听力材料需要精听外，在讲阅读文章时也可以先听一遍文章，设计两个问题让学生回答。也可以把英文歌曲也当成听力材料来讲。精听和泛听要结合。
（2）听，说也要结合。教师可以在讲完文中的对话后，播放录音的问句，让学生说答句，也可说答句让学生就答句提问。
课文提示
Lesson 26课文最后一句：Why doesn’t he use the lift for the last three floors?可以给学生下面几种情况作为答案。
Because he wants to take more exercise by walking up the last three floors. Or because the lift is designed or made to go as up as the 12th floor. He has to walk up the rest of the three floors.
同时让学生自己来猜测一下还有别的原因，发挥学生的丰富想象，以激发学生的兴趣。
We live in a place called Gum three.我们住在一个叫做桉树村的地方。
a place called …一个叫做……的地方。Called Gum Tree 在句中是过去分词短语做定语，修饰a place。例如：
I have a friend called Jack.我有一个朋友叫杰克。
When I was young, I lived in a city called Gui yang.
例I know a woman ____ “Big Sister”.
A. call B. calls C. called D. to call
思路分析
英语中常用过去分词短语作后置定语来修饰前面的名词。We have three students named Yang in our class. (我们班上有三个姓杨的同学。)
答案：C
Aren’t all balls round? 难道所有的球不都是圆形的吗？
（1）该句属于否定疑问句，表示说话人的惊喜、指责、惊讶等语气，通常译作“难道不……吗？” 又如：Don’t you know me? 难道你不认识我吗？
（2）not与all, every等含全体概念的词连用时，表示部分否定。例如：
Not every student wants to go to the park. 并不是每个学生都想到公园去。
Every girl doesn’t like wearing skirts.并非所有女孩都喜欢穿裙子。
（=Not every girl likes wearing skirts）
（3）若要表示全否定，即要说“都不……”，则应用一些本身便表示全否定的词，如： nobody, nothing, none等。如：
Nothing is wrong with your eyes.你的眼睛没问题。
Nobody is at home today.今天没有一个人在家。
辨析also与 too
also和too都可表示“也”，一般用于肯定句和疑问句中，不用于否定句。在否定句中，表示“也”用either. also常放在句中，其位置在行为动词之前，系动词be之后。句中如有助动词或情态动词时，一般放在助动词或情态动词之后。too常放在句末，它前面可用逗号，也可不用。若置于句中，其前后均有逗号。如：
Her sister is also a student. 她姐姐也是一个学生。
He can also speak Japanese. 他也能说日语。
Would you like to go there, too?你也想去那儿吗？
He, too, likes playing football.他也喜欢踢足球。
辨析city与 town
city一般指“城市、都市”，而town指“城镇”，比city小，又作countryside （乡下）的相对语。如：
the city of Shanghai 上海市，the city of Jinan. 济南市。
town(镇)比village(村)大，在英国town比city用得广。如：
go to town(从乡下)到镇上去；（从郊处）到市区去。
Be in town进城了 Be out of town离城了
Go town to do some shopping 到闹市去买东西
教学目标
1.知识目标
（1）New words and phrase: lift, up and down, busy, team, center, popular, quite, month, village, strong, soccer, Gum Tree, Ashland, Richmond
（2）语法知识:现在进行时,一般现在时, be going to 结构表示将来要发生的动作,形容词和副词的比较级和最高级,提建议的表达方法,表示需要, 询问方向, 指点方向.
（3）语音知识: /iз/ea, ear, /εз/ air ,ear,ere
2.能力目标
（1）使学生能够熟练掌握1-7单元的语法项目并能灵活运用.
（2）使学生能够听懂与课文难度相当的听力材料,并能根据上下文判断生词的含义.
（3）使学生能够熟练运用于1-7单元交际用语并根据不同情景进行对话.
3.德育目标
培养学生良好的学习习惯和学习兴趣.
通过教学，教育学生热爱运动，积极参与，德智体全面发展。
通常学习，让学生感受到体育运动给大家带来的欢乐和愉悦。
教学建议
教材分析
本单元是复习单元，它综合了从第一单元到第六单元的所有语法知识和相关交际项目。Lesson 25主要是复习现在进行时和be going to 结构要求学生能区分两种结构在意义上和形式上的区别，并能根据情景熟练进行交际运用。Lesson 26是一篇阅读材料，在提高阅读能力的同时，重点复习了一般现在时的句子结构。Lesson 27主要是复习提建议、邀请和介绍事物的相关交际用语，Lesson 28主要是复习有关问路和指路的交际用语。教师在教学过程中除了对具体的语言项目进行复习以外应注重提高学生综合运用语言的能力。
复习引导
本单元的教学内容是复习1—7 单元的所有语法项目和交际用语。教师应对一至六单元的教学内容进行归纳和总结，使教学内容条理化，系统化。在教学过程中还应多设计一些综合性的练习以提高学生综合运用语言的能力。可采用比较法，归纳法。要求学生们巩固已学的时态，及如何提建议回答的各种句型。
口语教学建议
本单元的口语主要安排在第25课和第28课中，但其它课文中也有体现，教师应深入挖掘教材，多给学生创造口语练习机会，提高学生口语的能力。
（1）在Lesson 25的教学中，教师应注意练习的设计应体现阶段性和层次性， Part one 教师可先准备四种单词卡，不同种单词卡上分别写上人称，（如I, you, they, he, she, we, Tom, Peter and Mary. e.g.），动词的现在分词形式（如swimming, flying ,listening, e.g.），地点（如onthehill,intheswimmingpool,inthesky）。在教学时先将学生分组，要求小组成员到讲台前选取单词卡片并组成句子，最后，教师对组句多的小组进行奖励。此练习主要是练习学生对现在进行时句子结构的掌握情况。待学生句子结构熟练掌握之后，再出示书中的图片，按照教科书进行看图说话练习。最后，教师可以对be going to 结构和现在进行时进行比较.找出异同进行比较。
（2）在Lesson 26的教学过程中，教师可以在学生读完文章之后就课后的问题进行讨论，以锻炼学生的口语表达能力。教师可以组织学生把课文改编成一个小型的对话，运用一般现在时简单讲述Paul的一天，如下：
A: Hello！
B: Hello！How are you?
A: Fine, thank you. And you?
B:I am fine, too.
A: Do you know Paul?
B: Only a little. He is a Canadian.
A: Yes, he lives in the city of Toronto. His flat is on the 15th floor.
B: Does he have to use the lift to go up and down?
A: Yes, Paul is a busy man. He has to get up early everyday. The bus stop is in front of a cinema. It is about two hundred meters away from his home.
B: How does he go to work?
A: He usually catches the No.11bus to work, but sometime he goes by train.
B: When does he start and finish his work?
A: He starts to work at half past eight and finishes at a quarter to five.
B: What does Paul like?
A: He likes doing sports after work. He is also on the city basketball team.
B: Is he good at the basketball?
A: Certainly. He is the shortest man on the team, but he is the fastest.
B: When does he come back?
A: He comes back at a quarter past five. He gets into the lift and goes up to the twelfth floor. Then he gets out of the lift and walks up to the fifteenth floor.
B: Why does he not use the lift for the last three floors?
A: Because he is the shortest. He is not taller enough to touch the lift button of the eighteenth floor.
（3）在第28 课的教学过程中，在完成文中对话后教师可以组织学生以两人为一组分别向对方介绍如何去自己家。
Lesson28的地图可扫描成图片，让学生进行对话，现给出一些对话如下：
—Now, you know Ashland is about 8 miles from Richmond. Then, look at the map. How far is it from Gum Tree?
—Perhaps about 3 miles.
—Which town do you think is also about 8 miles away from Richmond?
—I think both Hanover and Old Church are.
—Which road would you take if you travel from Old Church to Richmond: No.360 or No.156?
—I think I would take No.360.
—Why?
—It’s wider and so it’s faster.
听力训练建议
（1）在本单元的听力教学中，教师可以拓展学生听力范围，除了已有的两个听力材料需要精听外，在讲阅读文章时也可以先听一遍文章，设计两个问题让学生回答。也可以把英文歌曲也当成听力材料来讲。精听和泛听要结合。
（2）听，说也要结合。教师可以在讲完文中的对话后，播放录音的问句，让学生说答句，也可说答句让学生就答句提问。
课文提示
Lesson 26课文最后一句：Why doesn’t he use the lift for the last three floors?可以给学生下面几种情况作为答案。
Because he wants to take more exercise by walking up the last three floors. Or because the lift is designed or made to go as up as the 12th floor. He has to walk up the rest of the three floors.
同时让学生自己来猜测一下还有别的原因，发挥学生的丰富想象，以激发学生的兴趣。
We live in a place called Gum three.我们住在一个叫做桉树村的地方。
a place called …一个叫做……的地方。Called Gum Tree 在句中是过去分词短语做定语，修饰a place。例如：
I have a friend called Jack.我有一个朋友叫杰克。
When I was young, I lived in a city called Gui yang.
例I know a woman ____ “Big Sister”.
A. call B. calls C. called D. to call
思路分析
英语中常用过去分词短语作后置定语来修饰前面的名词。We have three students named Yang in our class. (我们班上有三个姓杨的同学。)
答案：C
Aren’t all balls round? 难道所有的球不都是圆形的吗？
（1）该句属于否定疑问句，表示说话人的惊喜、指责、惊讶等语气，通常译作“难道不……吗？” 又如：Don’t you know me? 难道你不认识我吗？
（2）not与all, every等含全体概念的词连用时，表示部分否定。例如：
Not every student wants to go to the park. 并不是每个学生都想到公园去。
Every girl doesn’t like wearing skirts.并非所有女孩都喜欢穿裙子。
（=Not every girl likes wearing skirts）
（3）若要表示全否定，即要说“都不……”，则应用一些本身便表示全否定的词，如： nobody, nothing, none等。如：
Nothing is wrong with your eyes.你的眼睛没问题。
Nobody is at home today.今天没有一个人在家。
辨析also与 too
also和too都可表示“也”，一般用于肯定句和疑问句中，不用于否定句。在否定句中，表示“也”用either. also常放在句中，其位置在行为动词之前，系动词be之后。句中如有助动词或情态动词时，一般放在助动词或情态动词之后。too常放在句末，它前面可用逗号，也可不用。若置于句中，其前后均有逗号。如：
Her sister is also a student. 她姐姐也是一个学生。
He can also speak Japanese. 他也能说日语。
Would you like to go there, too?你也想去那儿吗？
He, too, likes playing football.他也喜欢踢足球。
辨析city与 town
city一般指“城市、都市”，而town指“城镇”，比city小，又作countryside （乡下）的相对语。如：
the city of Shanghai 上海市，the city of Jinan. 济南市。
town(镇)比village(村)大，在英国town比city用得广。如：
go to town(从乡下)到镇上去；（从郊处）到市区去。
Be in town进城了 Be out of town离城了
Go town to do some shopping 到闹市去买东西
教学设计示例
Lesson 25教学设计方案
Teaching Objectives:
Talk about a picture, using present progressive tense, grasp the usage of present progressive and simple future tenses
Properties: Overhead Projector, Pictures
Language Focus: be doing be going to do
Teaching Procedures:
I. Revision
Ask sb to say out the dialogue between Mr. Yang and the policeman they prepared after class.
II. Leading - in
Lead to the usage of present progressive and simple future tenses by asking students:
What are you doing now? ——We re having English class.
What are you going to do at weekend? ——I’m going to ….
III. Practice
I. Look at the picture in Ex. 1 in the book and ask sb to work in pairs and talk about the picture, using present progressive tense.
2. Ask sb to say out their dialogues.
3. Illustration: Call 3 - 5 students to the front of the class and make same actions, then ask a question “What am I doing?”
The other students answer, for example “You’re
dancing/singing/reading/playing basketball /sweeping, etc.”
4. Talk about the four pictures in Ex. 2. Using present progressive and simple future tenses.
5. Ask sb to talk about their plans in the near future.
IV. Consolidation
Help the students to summarize the usage of present progressive and simple future tense. And show some pictures to ask the students to talk about, using the two tenses that have just been learnt.
be (am, is, are)+doing
be (am, is, are) + going to do(plan to do sth. )
eg. I’m writing. Mary is sleeping. I’m going to have a holiday.
They re having an exam.
They’re going to Sichuan.
He’s going to give a report.
V. Exercises in class
1. —Where is Mary?
—Look! She ____ (sit) behind Jack.
2. —____ they ____ ( dig) holes now?
—No, they ____. They ____ (carry) water.
3. —Listen! Who____(cry) in the next room?
4. We __________________(have) an English evening class next Sunday.
5. She ________________(not buy) the film ticket because her friend has promised to buy for her.
Keys:
1.is sitting. 2.Are, digging/aren’t, are carrying
3.is crying 4.are going to have
5.isn’t going to buy
Complete the dialogue
A: ______ are you going next week?
B: I’m going to the factory.
A: ______ are you going to do there?
B: I’m going to see some machines. Would you like to go?
A: Yes. I’d like to. It’s much better ______ having classes. ______ are we going to leave?
B: We are going to leave at about seven next Saturday morning.
A: ______ are we going to meet?
B: Outside the school gate.
A: ______ are we going there?
B: We are going there ______ bus.
Answers: Where, What, than. When, Where, How, by
VI Homework
Ask each student to find a picture with many people doing something, describe the picture, using present progressive tense and trying to use simple future tense.
VII. he design of the blackboard
教学设计示例
Lesson 26
Teaching Objectives: Understand the reading passage and practise listening.
Property: Tape recorder
Language Focus:
Canada——Canadian lift = elevator do sports = take exercise on the basketball team
Teaching Procedures:
I. Revision
Revise the two kinds of tense learnt in the last lesson.
The teacher does some actions and asks: What am I doing? The Ss answer with present progressive tense.
The teacher asks questions: What are you going to do this afternoon/evening/tomorrow/this weekend/…? The Ss answer with simple future tense.
II. Leading - in
Today, we re going to know a Canadian man. He lives in a tall building in Toronto. What will we know about him?
III. Presentation
Look at the picture in the book and describe it
Where is Paul?
What is he doing?
What does he look like?
What impressions does he give you?
IV. Read and find out
1. Read the passage in a silent way and try to answer the question: Why doesn’t Paul use the lift for the last three floors?
2. Do Ex. 1 on Page 108.
3. Go over the passage.
(1) Canada—Canadian Germany—German China—Chinese Greece—Greek
Japan—Japanese Egypt—Egyptian Korea—Korean India—Indian
America—American Ireland—Irish Australia—Australian Italy—Italian
Brazil—Brazilian Mexico—Mexican Britain—British Russia—Russian
France—French Spain—Spanish
(2) lift = elevator
(3) do sports = take exercise
eg. Youngsters should take regular exercise/do sports regularly. eg. Jacky is on our school football team.
(4) on the city basketball team
4. Listen and read after the tape.
5. Chain reading: Ask Ss to read the passage in Chains.
6. Discussion: Can a short person be a basketball player?
V. Listening
1. Pre－listening: Tell the Ss what we’re going to listen.
2. While—listening: Listen for the 1st time and catch the main idea
3. Listen for the 2nd time: answer the questions on Page 108
4. Check the answers
5. Listen again and check the answers again
VI. Exercises in class
Fill in the blanks with proper words and formations、
Mr. Paul is a ____ who lives in Toronto. He likes ____ sports after work and he is on the city basketball team. He is the ____ in the team, but at the same time, he’s the ____, His ____ time is weekends and he usually gets home a little ____ than usual. Mr. Paul’s home is in a tall building with eighteen floors. He lives on the ____(fifteen) floor, but he always gets out of the lift on the (twelve) floor and walk up 3 floors. Is it funny?
Key: Canadian, doing, shortest, fastest, busiest, later, fifteenth, twelfth.
Rewrite the sentence without changing its meaning.
1. There are eighteen floors in the building.
The building ______ eighteen floors.
2. He uses a lift to go up and down.
The lift _____ _____ up and down.
He _____ up and down _____ lift.
3. He starts work at half past eight.
_____ work _____ at eight _____.
4. Every day he does the same thing.
Every day he doesn’t ______ ______ ______.
5. Why doesn’t he use the lift for the last three floors?
Why doesn’t he use the lift _____ up the last three floors?
6. He lives in Toronto.
He lives in ______ ______ ______ Toronto.
7. Paul is very busy every day.
Paul ______ ______ very ______ every day.
8. He is on the city basketball team.
He _____ _____ the city basketball team.
Answers! 1.has 2.takes him, goes, by 3.His starts, thirty 4.do different things 5.to 6.the city of 7.is not, free 8.plays for
VII. Homework
1. Write a short passage: Mr. Paul.
2. Retell the passage.
VIII. The design of the blackboard
教学设计示例
Lesson 27教学设计方案
教学重点和难点：重点复习提建议的表答方式和有关介绍不同事物的相关用语
教具：Pictures and recorder
教学过程：
Step 1 Revision
1．教师将学生分成两组，在黑板上画一个动物园然后提问What are in the zoo？让学生进行三分钟抢答。每答对一种动物该组加一分，能拼写上一个种动物加二分.同时教师在黑板上写下这些动物。并进行提问Which one is the biggest animal in the world? Which one do you like best? Which one is the smallest in the zoo? Which one is the most dangerous in the zoo? 学生每回答上一个问题每组加三分，最后分多的组获胜。
2．教师可以通过提问的方式向学生介绍的日常生活，如：When do you get up? What do you eat in the morning? Do you use the lift to go up and down your building? How do you go to school? 通过上述提问可以复习上节课所学内容。
Step 2 Puzzle dialogues
1．给学生三分钟时间完成课本的第一部分。
2．教师让学生总结表达建议的相关句型：Shall we, why not, what about, let’s
教师在黑板上出示一组动词词组让学生套用句型：go to school, go to the zoo, have a rest , have dinner together.
Step 3 Read and act
1. Before—reading
What’s the most popular sport in China? Do you like it? Why?
What’s the most popular sport at/in our school?
Do you know the most popular sport in U.S.A.?
2. While—reading
Step 4 Exercises in class
1. May I come in, please? A. Of course, you can. Here you are.
2. May I turn down the radio? B. That’s OK.
3. We should have a rest, shouldn’t we?
C. No, please don’t. The wind is blowing hard outside.
4. Can I open the door? D. Yes, we should.
5. Shall we go to the park? E. Yes, please.
6. Could I use your dictionary? F. Sorry, he isn’t in.
7. Can I keep the book longer? G. That’s a good idea.
8. Could I speak to Jim, please? H. Yes, you may keep it for two weeks.
Key: 1.E 2.B 3.D 4.C 5.G 6.A 7.H 8.F
Complete the dialogue.
A: What are you ______ ______ ______ tomorrow?
B: Nothing_______, why?
A: Tomorrow is Sunday. There is going to ______ a football game ______ the team ______ No.2 Middle School ______ the team from our school. ______ you ______ to go and ______ the game?
B: I’d ______ ______. What time ______it______?
A: ______ three o’clock.
B: ______ ______ go a little earlier? ______ ______ half past two?
A: That’s______ ______.
B: ______ shall we meet?
A: ______ meet outside the school gate.
B: ______. See you then.
A: ___________.
Answers: going to do; much; be, between, from, and, Would, like watch; love to, will, begin; At; Shall we, What/How about; all right; Where; Let’s; OK; See you
Step 5 Homework
1.Copy the text and the words
2. Role play the dialogue
3.让学生编写关于提建议一个小型的对话
The design of the blackboard
教学设计示例
Lesson 28教学设计方案
Teaching Objectives: Develop the four skills of listening, speaking, reading and writing. Go over the language points of this unit.
Properties: Tape recorder, map
Language Focus:
/ia/ ea ear er (e) air are ear ere
be better than sb. at. sth./doing
Teaching Procedures:
I.Word Puzzle: A “Word Ladder”
Complete the word puzzle ladder in the book.
II. Listening
1. Give two words and , ask Ss to give letter combinations that make the two sounds.
2. Summarize the pronunciation rules of and .
3. Read after the tape, imitate the pronunciation.
4. Ex. 3. Listening practice.
(1) 1st time: Listen and get the main idea
(2) 2nd time: answer questions on Page 110
(3) Check answers
(4) 3rd time: Listen and Check again
III. Speaking
1. Ex. 4. Ask and answer
(1) (Books closed, only look at the map) listen and prepare to talk about the living place of Bill.
(2) (With the help of the map) Say out the living place of Bill.
(3) (Books open) Listen and repeat
(4) Pair work: Ask friends “Where do you live?”
(5) Act out the dialogue (Students should draw a brief map)
(6) Report: the living place of my friend.
2. Finish Ex.5 and read out, teach “be better than sb. at sth./doing”
eg. Dim is better than Irene at spoken English.
Rosy is better than Ariel at playing computer games.
Class 3 is better than class 4 at English.
IV. Writing
Writing about Anne’s best friend or favorite sports/singing star.
V. Revision
Go over the language points of this unit.
VI. Relaxation
Learn a song “The More We Get Together”
VII. Exercises in class
Find out one word with a different pronunciation.
1. A. hear B. near C. pear D. year
2. A. where B. hare C .here D .hair
3. A. fore B. bear C. rare D .dare
4. A. here B .dear C .fear D .fare
5. A. early B. learn C. earth D .dear
Key: C C A D D
Choose the right answer.
1. How many floors ______ the building have?
A. do B. does C. are D. is
2. There are sixty ______ in an hour.
A. months B. minutes C. days D. weeks
3. A city is ______ than a village.
A. smaller B. more bigger C. bigger D. much smaller
4. Do you know a boy ______ Jill?
A. call B. name C. calls D. called
5. Jim is ______ than Lily at fishing.
A. good B. well C. better D. best
6. ______ you study,______ you'll learn.
A. Harder, more B. The harder, more
C. Harder, the more D. The harder, the more
7. Let me show the place ______ you ______ the map.
A. to, in B. to, on C. for, on D. of, in
8. Which floor do you live ______?
A. on B. at C. in D. for
Answers: l. B 2. B 3. C 4. D 5. C 6. D 7. C 8. A
VIII. Homework
1. Writing task: My Best Friend or My Favourite Sports/Singing Star.
2. Revise the whole unit.
XI. The design of the blackboard
探究活动
写作：Mary’s day
教师可以组织学生写一篇Mary’s day 的作文。在写作之前，教师可先出示一些Mary 的照片，第一副是Mary 早起的照片。第二副是 Mary骑车上学的照片。第三副是Mary上课的照片。第四副是Mary回家的照片。第五副是Mary吃晚饭的照片。第六副是Mary看电视的照片。第七副是Mary睡觉的照片。先让学生就这些照片进行讨论，下列问题以帮助学生开拓思路：
What time does Mary get up?
What does Mary do in the morning?
How does Mary go to school? Is her home far from her school?
What subject does Mary like best? Does Mary like this subject?
When does Mary go home?
What does Mary have for the supper?
What time does Mary go to bed?
讨论后，同学们根据讨论情况按照自己的对画面的想象和理解，写出这篇文章。
建通讯录
要求每个学生建立一个通讯录，上面收集的其他同学一些基本情况。
格式如：Name_____ sex_____ Age ____ Hobby ____ Home _____ Telephone number____ How to get there____ By bus or on foot ______
上面可以有自画像或照片，在地址一栏要有地图和简单的介绍。完成后，可以向其他同学介绍自己的通讯录，并且互换自己的通讯地址。教师对做通讯录比较好的同学进行展览，并加以表扬。
学唱课本中的英文歌曲
教师在教歌的时候。可以先让学生听一遍，然后再教学生熟读歌词，同时讲解歌词的连读和重音，最后组织学生演唱。
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