人教版七年级英语下册全套教案 151页

1 Unit 1 Where’s your pen pal from? 一、单元教材分析 本单元的中心话题是 pen pals。主要语言功能项目是 talk about countries, cities and languages。语法结构为 Where…from; Where…live and what language…speak。先以 Activity1 复习语言与国家的配对练习入手，Activity2a, 2b 一个综合的听力训练来展示学生的 听力能力，并以听力内容为基础，通过 Activity2c 中假设的两人对话操练来培养学生的交流 能力，同时也引导学生多沟通与多交流。Activity3a 是一篇 email 形式的阅读文章，并有相关 问题由学生在阅读后进行回答 Activity3b 是根据提供的信息进行填空的写作练习，Activity3c 是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的 email。我在各课时教学中设 计各种各样的小活动，通过 Discussion，Classifying，Guessing 等不同方式让学生掌握本单 元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。 二、教学目标分析 1、语言目标 a. 重点词汇： Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, Paris. Cities: Sydney, New York, Toronto, Toyo, London Languages: English, French, Japanese, Chinese. b. 重点句型： －Where…from? －She’s/He’s from… －Where does…live? －She/He lives in … －What language does she /he speak? －She/He speaks …. 2 2、能力目标 a. 培养学生在文段中寻找信息的能力； b. 学会用英文给笔友写回信，简单介绍个人情况； c. 通过有效地小组合作，培养学生合作能力及团队精神。 d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生 能熟练运用新句型来谈论年龄和日期。 3、交际目标 通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。 4、德育目标 了解世界，了解不同地区的人文风俗；学会理解和尊重异国文化。 三、单元重难点分析 重点： 1. 谈论国籍、民族及其语言。 2. 询问并回答人们的住处。 难点： 1. 含 from 的 where 引导的特殊疑问句及其回答 2. 含live的where引导的特殊疑问句及其回答 四、课时结构 为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元 授课时定为四课时。 Period 1 Section A 1a—2d Period 2 Section A 3a—Section B2c 3 Period 3 Section B 3a---3c Period 4 Summing up Section A and B and the grammar. 五、教学过程设计 The First Period Teaching aims: 1．Learn to express the main countries and cities. 2．Know something about the countries. 3．Master where- sentence structure. Key points: 1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo world 2.Sentences: -Where is your pen pal from? -He’s from Australia. -Where does he live? - He lives in Paris -Where is John’s pen pal from ? Teaching aids: Some cards with cities and countries. Teaching procedures: Step 1.Lead—in (1a&2a) First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on 4 page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图， 让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任 务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习 兴趣。 Step2.Practice(1c&2d) ①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with “Where is she/he from?” and “Where does she/he live? Ask some students to stand up and practice with teacher. ②With these sentence structures, ask students to practice them in pairs. ③Make a Survey to understand your classmates better. Name Country City 上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错 误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市， 同时让学生认识和了解一些国家和城市相关地理文化知识，拓展学生的视野, 激发他们的兴 趣。在完成任务的过程中运用 where…from 和 where…live 引导的特殊疑问句, 综合运用目 标语言, 询问并回答人们的国籍和住处。 Step3.Listening comprehension(1b,2b&2c) 5 After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头 练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加 他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学 生的层次，起到了很好的巩固作用。 Step4.Homework Revise Section A1a—2d Make a similar dialogue about pen pals The Second Period Teaching aims: 1. Go on to learn the countries and cities. 2. Master where- sentence structure. 3. Learn the new sentence structure: -What language does she/he speak ? - He/She speaks… Key points: 1. Words: language, Japanese, French, in English. 2. Sentences: -What language do they speak? -What language does she /he speak ? -She/He speaks …… Teaching aids: Some cards with cities and countries. Teaching procedures: 6 Step1.Revision (Brain Storm) Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用这样一个小小的游戏，既复习了上一课时的单词又活跃了课堂的气 氛，也为这一节课新知识的教授作好了衔接。使新课的导入自然又轻松。 Step2.Lead—in (3a&SectionB1) The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let’s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通过一系列的活 动，让学生知道那个国家讲什么语言，学会说这些语言的单词，为下面的任务做准备。 Step3.Listening comprehension (SectionB2a&2b) Do some listening exercise to review what we learned before.通过这个听力练习，巩固前 面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。 Step4. Practice(3b&SectionB2c) Choose your favorite pen pal and say something about him or her. Classroom activities： 1． Teacher shows the power point to students and introduces the new structures. Name: Maria Gender/Sex: Female Be from: Canada Born: On 29th July, 1990 Live: Toronto Language: English and French Like: Dancing, basketball, English, thrillers, Family: No brothers or sisters 7 My pen pal is Maria. She is from Canada. She is Canadian. She lives in Toronto. She speaks English and French. She likes dancing, basketball, English and thrillers. She has no brothers and sisters. 2．Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals. The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes…. 3．Discuss with your deskmate. 4．Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages, likes and dislikes. Step5.Homework 1. Revise Section A3a—SectionB2c 2. Write a short passage about your friend’s pen pal according to the survey. The Third Period Teaching aims: 1. Listen 2a , 2b 2. learn a letter and write answers to the question 3. Make an information card. 4. Write an email to your pen pal. Key points: 1. Words: any, dislike, dislike 2. Sentences: -Does she have any brothers and sisters ? -Where is she from? 8 -Is that from your new pen pal? -I like going to the movies and playing sports. -Can you write to me soon? Teaching aids: Some cards with cities and countries. Teaching procedures: Step1.Revision Revise the names of the countries, cities and languages by fill in a form.通过这个复习目的 在于让学生牢牢掌握，因为这些词汇很难，要不停反复地记。 Step2. Reading (3a) 1. The students open the books, turn to Page 5 and read the first letter. After that, the students answer six simple questions. 2. The students read after the tape and go on asking and answering some more questions in pairs. 通过这一步的练习，作好热身运动，为下面更多内容的阅读作好准备。 Step3. Pairwork (3b) 1. The students read the letters that the teacher gives them and then choose one pen pal they like. 2.The partner asks the student some questions about the pen pal’s letter and then help the partner to fill in “ID card of my partner’s pen pal.” ID card of my partner’s pen pal Name: __________ _ Age: ____________ From: __________ _ Languages: _______________________ ____ Like: _______________________________ _ Favorite: __________________________ ___ 9 3. Do a report. My partner’s name is __________. His new pen pal’s name is __________. He is _______ years old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________… I think he can be my partner’s pen pal. Do you think so? 4. Finish 3b in page 5. Step 4.Big Task (3c) School new term just begins, would you like to write an e-mail to your pen pal? Write about yourself and something about your school. 这一步是全单元的重心所在，全面所有的工作都是为了现在所作的努力，学生掌握的如何也 可以从这里看出，所以我们可以给予学生充足的时间，让他们在课堂上慢慢写，这样如果在 写作过程中出现错误，我们也可以及时给于他们纠正。 Dear friend, I have received your e-mail, and I want to be your pen pal. I I think I can be your good friend. I hope to get your letter soon. Yours, Step5 Homework 1. Write to your pen pal to talk about yourself. 2. Try your best to send it. The Fourth Period Teaching aims: 1. Review the all words. 2. Describe classmates. 10 Key points: 1. Key word check Imagine and describe the new students 2. Just for Fun! Teaching aids: Some pictures. Teaching procedures: Step1.Revision 1. Free talk with the learnt sentences. 2. Check homework Step2. Presentation 1. Learn all the sentences in this unit. -Where are you from? -where is your pen pal from? 2. Review all the main structures and countries, cities and languages by pictures. Step3. Practice 1. Practice all the main sentences in this unit in class. 2. Ask Ss to act out their own dialogues. 3. Correct the mistakes. Step4. Consolidation 1. Make some exercises. 2. Give more words in Just For Fun! Mars –火星 Martian---火星人，语言类 Step5.Homework: 1. Review the whole unit. 2. Preview next unit. 11 Unit 2 Where’s the post office? 一、 单元教材分析： 本单元的中心话题是通过运用一些方位介词来询问某一场所的位置.其主要内容都是围 绕问路、指路的一些语言项目展开的，例如：Where 引导的特殊疑问句和 Is there…?句型等。 通过本单元的学习，学生不仅要进一步掌握方位介词的用法和一些建筑物的名称，并用要学 会阐述某一场所中各个建筑物之间的位置关系；同时能够利用地图向他人介绍自己所居住的 社区，并能够识别简单的路线图。并培养学生在实际生活中辨别方向的能力，养成热心助人 的确品质。 二、教学目标分析 1、认知目标 1）．重点词汇 * post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue * new, clean, quiet, big, small, dirty, old, busy * left, right, next to, across from, near, between 2). 语言目标 * 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 * 肯定陈述 * 表示方位的介词 3）．语言功能 在街道上问路与指路 2、能力目标 1． 能够为他人指明去某一场所的路线，学会画路线图。 2． 培养学生在生活中辨别方向的能力以及向他人介绍处所的能力。 12 3． 能够设计自己理想的居住环境。 3、德育目标 通过学习本单元的内容，使学生在实际生活中能够识别方向，差养成乐于助人的好习惯。 三、学生学情分析 学生现有的能力与已掌握的知识： 学生在上学期已经学过词汇：big, small, old, new, 句型： Where is…? It’s in / on / under/… 指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生 已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。 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： 1）．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）。 2）．个别句子有一定难度，如： Is there a big supermarket near where you live? Turn left off the busy First Avenue and enjoy the city’s quiet streets and small parks. There is a small house with an interesting garden. Bridge Street is a good place to have fun. 五、课时安排： 五个课时. 六、教学过程设计: The First Period Step 1: Warming up 1. Greeting First wish the class have a happy, healthy new year. 13 2. Warming up What do you do during the Spring Festival? Step 2 Presentation 1. Leading-in For example: (say to myself) I go to Nanping Park. I go down the Shanhu Avenue, There is a hotel, a bank, two pay phones and so. Turn left and go straight to the Jiefang Street. It’s on my right. Draw a picture and write down some places on the blackboard as I am talking. 2. Teaching the new words. Post office, video arcade, pay phone, bank, supermarket, hotel, library, street, straight, turn, left, right Step 3: Practice 1. Ask students to act out about turn left/right. (each team every time, at last only one who wins gets a award.) 2. Section A 1a reading Ask Ss to read the places and match the words with the pictures. 3. Guess the place where I am. For example: I am standing here. (point to the picture) Go down Bridge Street and turn left at the first crossing. Go along Fifth Avenue. It’s on my right. It’s next to library. Where am I going? Show them in the screen. 4. Ask Ss to follow the conversation above and complete the conversation. 14 5. Have the line in the classroom as the street and desks as the buildings and practice the conversation above. (1). Teacher tells four students each time to act out, others judge if they walk in the street correctly. (2) Ask Ss to judge “wrong” or “right”. 6. Section A 1b listening Play the recorder, ask Ss to circle the place they hear on the picture in 1a. 7. Pairwork: Have Ss ask and answer the question following 1c about other places in picture. Step 4: Homework 1. Copy the words in 1a. 2. According to the map，make a conversation like 1c. Step 5: Classwork: Translation: 1. 图书馆在超市的对面。 2. 公园在银行的旁边。 3. 超市在第五大街上。 4. 投币电话在电子游戏中心和超市之间。 ShangHu Street A Hotel Post office Video arcade bank New park librarysupermarket School pay phone J i e f a n g t r e e t 15 The Second Period Step 1: Revision Revise the words of 1a using the following pictures. Sixth Avenue Step 2: Presentation 1. Teach these words using the pictures: across from， next to， between…and， on 2. Help them make sentences with these words. The hotel is across from the bank. The cinema is between the hotel and the library. Video arcade is next to the supermarket. Step 3: Practice 1. Section 2a reading Get the students to read the sentences in the box first. Then match each sentence with one of the pictures. 2. Section A 2b listening and understanding First read the words in the box together. Video arcade supermarket bank hotel cinema library between and across from next to 16 Play the recording twice for the students to write down the words they hear. Play again, let the class know these conversations: ---Where is …? --- It is … ---Is there a …? ---Yes, … 3. Section A 2c oral practice Let the students look at the picture of Page 1. Ask and answer in pairs (or in a T-S way) Then ask several students to repeat some of their conversations for the class. Step 4 Homework 1. Copy and master the sentences in 2b. 2. Finish sentences in 2b Step 5 Classwork 1. Choose the best answer: (1). My best friend sits next _____ me. A. to B. on C. in D. beside (2). Is _____ a bank near the library? A. have B. There C. has D. there (3). ---Is there a bike in the supermarket? ---_______. A. Yes, it is B. No, it isn’t C. Yes, there isn’t D. Yes, there is 2. Translation: (1). 附近有一个公园吗？是的，在旅馆和邮局之间有一个。 (2). 公用电话在哪里？在学校的对边。 17 The Third Period Step 1: Revision 1. Using a map of our school to revise the words of 2b. 2. Revise the conversation: ---Where is the …? ---It is …. Step 2 Presentation 1. Say: The post office, bank, supermarket are in my school’s neighborhood. I am at school. I want to go to the bank. How can I get there? Teach the students to describe directions using the following: go/ walk straight, turn left /right, on the left /right, go /walk down the street Fore example: Go straight and turn right. It’s on the Jiefang street. It’s on the left. The bank is next to the supermarket. 2. Practice: Ask the students to practice more description of directions. Make sure they learn it well. New Park post office my school book shop bank supermarket East Street J i e f a n g S t r e e t 18 Step 3 Practice 1. Section A 3a reading Have the students read the conversation together. Ask one of the students to put the conversation into Chinese. Remind the students of the expressions in the table. Draw the route pointed by Nancy and find out the position where Nancy and Paul are standing. 2. Section A 3b writing Tell the class these three pairs are in the picture above and find them in it. The first pair is on the corner of the New Street. The second pair is across from the first. The third pair is on the corner of the Bride Street. Ask the students to have a discussion first and then make sentences after the model of 3a. Step 4 Game Practice using the target language: ---Is it + position + place? ---Yes, it is. / No, it isn’t. Let students look at the picture of P1 Ask and give directions in groups of four. Step 5 Homework 1. Stabilities of the words. 2. Make the sentences according the picture in 1a. Step 6 Classwork 1. Complete the conversation A: Excuse me, Is there a bank ____(1) the neighborhood? B: Yes. Just _____(2) straight and ______(3) left. It’s down the Second Avenue _____(4) the right. It’s next _____ (5) a post office. 19 A: ____(6) there a supermarket near it? B: Yes. It’s _____(7)from the bank. A: Thank you very much. B: You’re ______(8) 2. Make a sentence. (1). the, neighborhood, is, a, post, office, in, there __________________________________________________? (2). next, the, to, it, is, library ____________________________________________? (3). bank, is, a, pay, there, the, park, between, phone, and, the ________________________________________________________ The Fourth Period Step 1: Revision 1. Revise the conversation of Section A 3a 2. Make sure they can use these phrase correctly. go/walk straight, turn left /right, on the right /left Step 2 Presentation 1. Teach the following description words by the picture of Section B 1a. big /small, clean /dirty, busy /quiet/ noisy, new /old 2. Section B 1a Read the words aloud. Say each word’s meaning. Then ask students to match each word or phrase on the list with one of the pictures. 20 Step 3 Practice Section B 1b First, read the dialogue together. Second, work in pairs according to the model. Ask some students to present their dialogues for the class. Step 4 Listening 1. Play the recording the first time, ask students to circle the places they hear in 1a. Check answer. (shorten) 2. Play it again. This time draw a map of Micheal’s neighborhood in the box. Step 5 Pairwork 1. Let students show the maps of their family houses. Then tell their partners where they live. 2. Ask one or two students to talk about their family locations in class, the other students draw maps of their families. 3. Check if the maps are correct. Step 6. Reading 1. Reading the passage by themselves and find out the new words or the points they can’t understand. The new words: garden district， take a walk， through， pass， beginning tour. 2. Read the passage together. Ask them to circle the description words. 3. Read after the tape and then read it together. 21 Step 7. Homework 1. Use the old words to describe your own house 2. complete the passage in 3b Step 8. Classwork 1. Write the following forms (1). dirty(opposite) (2). beginning (v) (3). tour(job) (4). pass (past form) (5). old(opposite) (6). visit (gernous) 2. Change into English 1.玩得高兴 2. 在长椅上 3. 一家古老的旅馆 4. 在你住的附近 5. 一条繁忙的街道 6. 散步 3. Written Describe your neighborhood and draw a map of it The Fifth Period Step 1:Check Check the students’ dialogues and maps. Step 2 Reading and writing 1. Students look at the picture of 3b. Ask them to describe the picture. 2. Let students read the passage of 3b and fill in the blanks. Show the correct answers (shorten) 3. If necessary, explain some difficult points: have fun =have a good time busy be busy v-ing sth or with sth enjoy sth, enjoy v-ing sth, enjoy oneself if 22 Step 3 Revision Shelf check 1 1. Read aloud together Then talk about their meaning one by one Find out their opposite of the words in 1 2. Reading and drawing Have the students read the e-mail by themselves. Find out the new words in the passage. Words: airport, pass, arrive, yours taxi Phrase: take a taxi, turn left, on your right, go through Try to understand the meaning of the e-mail Get the students to draw the route from the airport to Mike’s house. Check answers. Ask the students to read e-mail together. Step 4 Just for fun Read the dialogue in two halves. Question: who breaks the mobile phone? Step 5 Homework Do the study guide in Yunnan 23 Unit 3 Why do you like koalas? 一、教学内容分析 本单元是 Go for it 七年级上册中第八单元“When is your birthday?”。单元的核心话题是 谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期 的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格 ( ‘s 所有格 ) 的构 成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许 多听、说、读、 写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将 其中的一些活动进行变化或整合。 二、教学目标分析 本单元总体目标 : 通过本单元的学习让学生掌握所学目标语言；学会日期 ( 年、月、日 ) 的表达法；在 互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安 排作息时间。 根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目 标、能力目标、德育目标三方面将本单元的教学目标细化： 1、认知目标 1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。 2.词汇: 掌握 1----12 月份的表达, 序数词 1----31 的表达, speech contest, party, school trip, School Day, are festival, music,etc. 3. 日常交际用语: - When is your birthday? - My birthday is… - How old are you? - I’m … 4.话题: Talk about date. 2、能力目标 24 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生 能熟练运用新句型来谈论年龄和日期。 3、德育目标 热爱生命，孝敬父母的思想教育。 三、学生学情分析 本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日 期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要 先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一 定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对 比强化记忆。 引导学生采用 Role-playing & Comparing 的学习策略，学习一些新的词汇，掌握一些重 点句型，在师-生，生-生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活 经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让 学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可 以根据情况设计一些实际操作演示的活动， 教唱生日歌，月份歌，让学生自己带日历，问 同学生日，提高学生的参与兴趣。 四、教学策略 《新目标英语》中的具体语言目标是通过各种各样的 Tasks 来实现的；整个教学过程中， 各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了 以下教学法： 1 、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学， 检查和巩固新旧知识。 2 、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。 教学模式和教师特色 针对本课的内容，我采用了五步教学法：第一步：热身 -- 激活旧知识，创设轻松活跃 的课堂气氛。第二步：呈现 -- 呈现新内容，感知旧内容；第三步：操练 -- 用多种方式操 练新知识；第四步：巩固 -- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。 25 第五步：应用 -- 布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教 师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作 为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融 合直观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英 语思维能力和动手能力。 五、教学重难点 根据对教材和学生的学情分析，本课时确定的重难点如下： 重点：When 引导的特殊疑问句的构成和使用。 难点：学习序数词的构成和日期的表达法。 五、课时安排： 四个课时. 六、教学过程设计: The First Period Teaching aims: 1. Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart. 2. Listen and check(√) the animals. 3. Practice the conversation: describe animals Teaching methods: listen and say, read and write 26 Teaching procedures: Step 1 Presentation (1a) 1. We are going to learn the names of some more animals. 2. Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words (read and write) Step 2 Listening practice (1b) 1. Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√) the names of animals Step 3 Pair work (1c) Practice the conversations using the description words. A: Let’s see the lions. B: Why do you want to see the lions? A: Because they’re cute. Step 4 Consolidation Free talk Ask students to present their conversations to the class. Step 5 Summary Words and conversations Step 6 Homework Remember the words and conversations. 教后一得： 在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组 为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促 进学科之间的渗透和交融。 27 The Second Period Teaching aims: 1. Listening practice: Write the names of the animals. 2. Oral practice: Ask and answer questions about animals. Grammar focus: Teaching difficulty: difference between the words very and kind of. Teaching methods: listen and say Teaching procedures: Step 1 Revision Can you say the names of the animals? Ask some students to say and two students to write on the blackboard. Step 2 Free talk Make a conversation in pairs, talking about animals. Step 3 Presentation (2a) 1. Do you want to go to the zoo? Julia and Henry are talking about the animals in the zoo. 2. Let’s listen together. 3. Play the recording twice →students write in the names of the animals →draw a line between animals and adjectives Step 4 Listening practice (2b) Hear the recording again →complete the conversations with the words given →tell the 28 words: very & kind of ( They always come just before the adjectives in the sentences. Look at the cartoons under 2b. We can make sure. Another example: if we are familiar with percentages, we might use the following scale to help explain their meaning: 0% 50% 95% not kind of very) Step 5 Pair work(2c) 1. Practice the target language. 2. Ask and answer questions with the given words. Step 6 Consolidation Ask some pairs to act out the conversations. Step 7 Summary Grammar Focus Step 8 homework: Practice the target languages. 教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和 合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独 立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。 29 The Third Period Teaching aims: 1. Say the names of the countries on the maps. 2. Talk about where the animals come from. Game: Bingo. Key points: Countries: China, Australia, South Africa, Japan, Brazil. Animals: lions, pandas, koala bears, dolphins, elephants, giraffes. Teaching methods: Use the geography knowledge to match the countries and animals; play the game—bingo. Teaching aids: Tape, recorder, maps, use coins, paper chips or scraps of paper as markers. Teaching procedure: Step 1 Revision: free talk Work in pairs, describing the animals. Step 2 Presentation 1. We have known many more animals. Do you want to know where the animals are from? 2. Let’s look at the maps and say the names of the countries (show the maps). 3. Point to the maps and ask students to say the names → point to the animals in 3a and ask 30 students to name them →ask: Where are the animals from? → Let the students draw a line between each animal and the country. Step 3 Pair work (3b) Practice the conversation: Where are lions from? They’re from Africa. (Use the animals and countries in activity 3a.) Step 4 Game: Bingo (4) 1. Read the countries and the animals in the box→ write nine words from the box on the bingo board→ listen to the tape→ cross out(X)the words you hear(You can place a marker on each word. →say “bingo” when you get arrow of Xs or cover three boxes in a row. 2. According to the game, we can consolidate the animals and countries. Step 5 Summary We have practices where the animals are from. Remember the countries and their animals. Step 6 Homework Ask and answer questions. 教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和 合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独 立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。 31 The Fourth Period Teaching aims: 1. Remember the description words: ugly, intelligent, friendly, cute, shy. 2. Listening practice 3. Oral practice: talk about animals. Key points: Intelligent, friendly, cute, shy. Teaching procedure: Step 1 Revision -Why do you want to see lions? -Because they’re cute. Step 2 Presentation 1. We have learned some description words such as scary, interesting, small, cute, exciting. 2. We’ll learn four description words this class: ugly, intelligent, friendly, shy. 3. Teach the new words. Step 3 Exercise 1. Match the words and the animals 2. Look the pictures in 1 →ask a student to say the names of animals →read the eight adjectives →match the adjectives with the animals in the picture →write the letter of the animals on the line (Perhaps students have different opinions.) Step 4 Listening practice 1 (2a) 32 1. Tony and Maria want to the zoo. What animals do they like and why? Let’s listen to the tape. 2. Play the recording twice →students circle the description words in 1 →correct the answers Step 5 Listening practice 2 (2b) Play the recording again →write the animals each person talks about and the words they say →check the answers Step 6 Pair work (3) Work in pairs →ask some pairs to act Step 7 Summary We’ve know more description words. Step 8 Homework Remember the adjectives. 教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和 合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独 立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。 33 The Fifth Period Teaching aims: 1. Remember the words and expressions: grass, sleep, during, at night, leaf, him, give, guess, meat, relax, lazy. 2. Be able to read and write about animals. 3. Theme task and teaching difficulty: write a description. Teaching procedures: Step 1 Revision Ask some questions: Where are the lions from? Where are the pandas from? Where are the koala bears from? Where are the elephants from? Step 2 Presentation 1. Can you describe the animals? Look at 3a. 2. Ask students to read the descriptions →match them with the animals →check the answers. Step 3 Exercise Learn new words: grass, leaves, meat, sleep, relax, lazy →look at the animal lion in 3a →fill in the blanks →check the answers. Step 4 Writing and reading practice (3c) Write a description like the one in3b →do a sample(Choose an animal’s name and write on the blackboard.): Koala bears →write about any animal →ask students to read in pairs. Step 5 Group work: Guess Ask students to get into groups of four →take turns reading from 3c →other students 34 guess what animals. Step 6 Summary We’ve practiced reading and writing about animals. Step 7 Homework: Recite some passages about animals. 教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和 合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独 立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。 The Sixth Period Teaching aims: Have a revision about Unit 2, including words and target languages. Teaching procedure: Step 1 Key word check (1) Read the words →check all the words Step 2 Build vocabulary (2) Ask students to enter five words in their vocab-builder on p108 →practice the words in pairs Step 3 Writing practice (3) Look at the example →let students read →write a similar description of the animal—koala 35 bear, doing it individually →read it in groups. Step 4 writing practice (4) Tell students to draw two animals →write a description Step 5 Just for fun 1. Practice the target language. 2. Ask two students to read the conversations →ask: Do you think the baby chimp is cute? Step 6 Practice Practice the target language. Step 7 Summary Step 8 Homework 教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和 合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独 立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。 36 Unit 4 I want to be an actor. 一、教材分析 本单元的中心话题是“jobs”，谈论自己或他人的职业，谈论自己或他人将来想从事的 职业，并陈述原因。通过“What do you do?”，“what do you want to be?”，“Where do you work?”分步教学，以任务型教学为主线，着重培养学生获得英语基础知识和运用语言进行 交际的能力。从教材编排看，Section A 为目标句型提供分步示例和指导性练习。 通过生 动的图画呈现真实的语言场景，帮助学生掌握基础的语言项目；Section B 主要通过听力、 阅读及写作练习，使学生能对已学过的目标句型运用自如，创造性的活用所学语言进行课堂 活动。 二、教学目标 1.语言目标 词汇：doctor, actor, reporter, police office, waiter, band clerk, sales assistant, student, dangerous, boring, interesting, difficult, exciting, busy, fun 句式：What does he do? He’s a waiter. What do you want to be? I want to be an actor. Where does she work? She works at a bank. 2.技能目标 1. 能够谈论工作种类及地点 2. 能够介绍他人及自己目前的工作 3. 能够表达自己将来想从事的职业并陈述原因 3. 情感目标 通过本节课的学习，使学生能树立远大的理想和生活目标，并为实现自己的人生价 值而努力学习，引导他们在互助合作的氛围中理解、合作、宽容和尊重别人；通过了解 各种职业的特点，使学生更加懂得学习文化科学知识的重要性和必要性，从而增强他们 37 的学习自觉性。 三、重点难点 重点: 通过语言目标的学习掌握有关职业和工作地点的提问及回答。以对话和综合训练的方 式，巩固知识点的学习。 难点: 本节课的教学难点是对各种职业的自我描述和概括，阅读及独立完成一份招聘广告。 四、课时安排 课时 范围 目标 任务 课型 1 Section A 1a-Grammer Focus 基本语言项目的 介绍及简单操练 Know the names of the different jobs 听说课 2 Section A 3a-4 巩固基本词汇及 语法练习，笔头落 实基本内容 Riddles: Guess the job. 读写课 3 Section B 1a-2c 扩展新的语言点， 深化任务教学 Class Top 10 Occupation List. 听说课 4 Section B 3a-4 深化理解目标语 言，综合运用 Write your own newspaper want ad. 阅 读 写 作课 5 Selfcheck 总结和完善任务， 增强综合运用能 力 Can you get the job? 综 合 活 动课 五、课前准备 老师准备 教师需要准备关于各种职业及工作场合的图片或幻灯片；准备各种职业的简单描述；准 备职业调查表。 38 Jobs Doctor Actor Reporter …… 学生准备 搜集并自学与职业、工作场合有关的单词；搜集各类招聘广告。 六、程序设计 The First Period Module 1 Step 1 Brainstorming 1. 课前已经要求同学们搜集并学习与职业有关的词 汇。现在 要求以小组的形式呈现这些单词，比比看哪一组 能 在 最 短的时间内写出最多的单词。 2. 教师可以在班级范围内走动指导，从中选出较好的两份在班上进行展示，并由 组长带领大家学习这些单词。 Step 2 Free Talk 教师带领学生逐个朗读单词，纠正发音，并要求学生用自己的话解释说明这些 单词，教师加以补充。此活动达到学生间相互学习的目的，锻炼了口语表达 能力，加深对单词的理解和记忆，为下一步学习做好准备工作。 Module 2 Step 1 Lead-in 利用教材第一页的图画，组织学生讨论图中人物所从事的职业，完成 1a 部分练 习。指导学生运用 She/He is a/an …句型进行表达。 Step 2. Listening 1. Pre-listening 39 向学生指出图中三个不同职业的人物，提出问题: What does he/she do? 帮助学生回答: He/She is a/an …… 2. While-listening 播放第一遍录音时，要求学生边看图边听；在播放第二遍时，需要学生做出 1b 部分听力题。 3. Post-listening 给出听力的正确答案。教师将完整的听力材料呈现给学生，学生朗读。 Step 3. Practice 两人一组练习朗读 1c，并根据图画,使用听力中的句子做出自己的对话。 Step 4 Listening 1. Pre-listening 通过 2a 部分三副图，提出问题要求学生分别做出回答。 What is he/she doing? What does he/she do? / What’s his/her job? 2. While-listening 播放第一遍录音时，学生只需用心听；播放第二遍时将三副图画排序。 3. Post-listening 给出听力的正确答案。教师将完整的听力材料呈现给学生，学生朗读。 Step 5 Listening 1. Pre-listening 通过上一步呈现的听力材料，向学生解释“wants to be”，进一步熟练掌握对话内 容。 40 2. While-listening 有了先前的准备工作，确信学生们可以很容易地做出 2b 部分的听力填空，因此 无需浪费过多时间。 3. 确定正确答案。 Step 6 Practice 1. 带领学生朗读 2c 部分对话，直至能熟练掌握下来。 2. 根据 2b 部分表格，两人一组进行问答。 Module 3 Step 1 Grammar Focus 通过该部分呈现的语法点，进一步对所学内容进行重点练习。 Step 2 Exercise 设计简单的练习题对本节课的内容进行回顾和巩固。例如: 1. A: What do you do? B: ____________________. (我是一名记者。) 2. A: _____________________? B: I want to be an actor. 3. A: What does he do? B: ______________________. (他是一个学生。) 4. A: ______________________? B: He wants to be a bank clerk. Step 3. Check 订正答案进行讲解。 Step 4 Homework 41 1. 了解家人的职业及工作地点，完成下列表格。 Relation job place Wants to be mother nurse hospital reporter 2. 依据所填表格，准备在班级范围内作出报告。 The Second Period Module 1 Step 1 Revision 1. 复习 Grammar Focus 部分句型，检查掌握情况。 2. 查看作业中表格的完成情况，两人一组进行问答对话，教师从中发现存在的问 题并加以讲解。 3. 依据表格中 place 一栏，进一步提出问题: Where does he/she work? 在学生的回答过程中出示所准备的有关工作场合的图片，从而教学新的地点名 词。 Step 2 Practice 引领学生大面积的进行随意性的对话问答 A: What do you do? B: I’m a student. What does your father do? C: He is a bank clerk. Where does your mother work? D: She works in a hospital. What does your sister want to be? E: …… 42 Module 2 Step 1 Lead-in 1. 以图片或幻灯形式出现 3a 部分的五个人物和五个地点，确认学生已经熟练掌握 所指代的职业名称和工作场合。 2. 以小组为单位描述五种职业的特点，并在班上做出简短的 report，教师给予补充 说明。 Step 2 Guess the jobs 1. 教师向每小组发放一份关于职业特征的描述，竞赛看哪个小组最先猜出职业名 称，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引 到课堂上来，并对同学们的谜语加以思考，有助于学生对单词句型的熟练掌握。 2. 教师通过幻灯或卡片形式呈现出 3a 部分五种职业描述，带领学生逐个诵读，直 至达到熟练掌握的程度。 Step 3 Match 在理解的基础上完成 3a 部分练习，确定正确答案。教师可以鼓励学生以自己的 话描述出各个职业的特点。 Step 4 Ask and answer 仿照 3b 部分使用 3a 中的材料进行两人一组的口语问答。 Step 5 Game 1. 学生可以画出一个正在工作的人物简笔画，其他学生进行各种猜测，看谁能尽 快猜出所画人的职业。 2. 该活动也可以是通过动作进行暗示，其他学生做出猜测。 可以用到的句型: Do you work in a hospital? Does she work late? 具体操作可参考课本 4 部分。 43 Module 3 Step 1 Writing 仿照 3a，在小卡片上写出自己的职业描述，在班上进行展示，看谁写得既快又 准确，教师将卡片收集整理。 Step 2 Homework 列举几种自己喜欢或不喜欢的职业，并试着说明理由，填入下表。 Want to be Don’t want to be Reason The Third Period Module 1 Step 1 Review 1. 通过图片或幻灯复习有关职业名称和工作地点的单词。 2. 使用上节课教师收集的职业描述小卡片进行竞猜比赛，由一位学生 朗读卡片内容，其他学生竞猜。此活动可以锻炼学生的口语听力能力。 Step 2 Practice 1. 教师出示 Section B 中 1a 部分职业图片，学生依次写出相对应的单词，并写出 相应的工作场合。 2. 依据 Section A 中所学内容，独立编写一段对话. 单词的检测可以体现出学生基础知识的掌握情况，对话的编写可以让教师了解 44 学生学习中的难点和不足之处，以便加以强调讲解。 Module 2 Step 1 Lead in 1. Free talk 学生出示课后作业中完成的表格，先以小组为单位进行个人 report show，然后选 择几组在班上展示，可以用到句型: I want to be a/an …… Because it’s a/an …… job. I don’t want to be a/an ….. Because it’s a/an ……job. 2. 在学生表达过程中，教师可以把 report 中呈现的形容词写到黑板上。 3. 由学生教授自己 report 中出现的形容词，教师可以帮助学生用各种表情或动作 解释单词含义。 4. 最后可以由教师带领朗读单词，进一步对新词汇解释说明。 Step 2 Practice 1. 要求学生完成 Section B 中 1a 部分习题。 2. 确定正确答案。 3. 朗读 1b 部分句子，参考 1a 图画自己编写句子，教师检查。 Step 3 Listening 1. Pre-listening 指导学生注意 2a 部分题目要求并认读三个英文名字。 2. While-listening 播放第一遍录音，引导学生全面了解这篇对话的内容。 播放第二遍录音，学生可以完成 2a 部分题目要求。 3. Post-listening 确定正确答案。 2b 部分可以以相同的方式进行。在两部分练习完成后，将完整的听力材料呈现 45 给学生反复朗读，并可以进行三人一组分角色对话。在熟练掌握材料的基础上， 可以鼓励学生就听力材料互相提出问题，回答问题，充分利用该项练习。 Step 4 Class Top 10 Occupation List 1. 以小组为单位讨论各自理想的职业并说明理由，由组长记录，从中选出一个理 由最充分的 top occupation。 2. 各组组长在班上做出 report，陈述本组意见，全班同学集体做出记录。此活动最 大面积的对所学知识进行了笔头及口头练习。 3. 由教师宣布结果，评出 “Class top 10 occupation list”。 Module 3 Step 1 Selfcheck 参照教师宣布的结果，独立检查做出的记录是否准确，主要体现在单词拼写和 句子结构上。 Step 2 Homework 根据评选结果，要求学生写一篇短文，表达自己对这十种职业的意见。具体可参 考 2c 部分句子。 The Fourth Period Module 1 Step 1 Free Talk 在男生、女生之间进行依次口语大比赛。例如当一位男生说: I want to be a reporter. Because it’s an interesting job. 女生必须说出相反意见: I don’t want to be a reporter. Because it’s a busy job. 在限定时间内不能做出回答者失败。 46 Step 2 Show time 1. 从自身能力或好恶出发，说明自己为什么喜欢或不喜欢某种职业。教师可以 给出例句: I want to work with children. I like speaking English. I like to work at school. So I’m an English teacher. 2. 学生仿照例句在小组内展开讨论。教师给予必要的指导。 3. 鼓励学生争取自己的 show time，向大家展示出色的英语风采。 Module 2 Step 1 Reading 1. Pre-reading 在阅读 3a 部分前，提示学生思考招聘广告的书写包括哪几个部分，三篇 广告分别代表什么职业。 2. While-reading 在阅读过程中，要求学生标识出文中的难点，并完成填空练习。 3. Post-reading 给出正确答案，由学生提问学生回答的方式解决文中难点部分，教师加以补充。 小组讨论招聘广告的书写结构，教师总结，并带领学生朗读短文。 Step 2 Practice 1. 提示学生参考题中图片，完成 3b 部分练习 2. 确定正确答案 3. 学生朗读短文内容。 Step 3 Writing your own want ad 1. 要求学生仿照 3a 和 3b 部分写出一篇自己的招聘广告。 2. 以小组为单位讨论各自的写作成果，互相检查错误。 3. 在组内选出较好的一份在班级展示，可以张贴在教室英语角上。 47 Step 4 Guessing Game 1. 此项活动在各排学生之间展开。每排选出一名学生，同时对某一名学生进行提 问，目的是猜出该生书写的是何种职业的招聘广告。 2. 学生可以仿照课本 4 部分对话进行提问，看哪位同学最先猜出答案，为胜者， 教师对该排提出鼓励表扬。 Module 3 Step 1 Summary 本课节出现句子较多，教师可以带领学生进一步温习一遍各个段落，对招聘广 告的书写重点强调。 Step 2 Homework 1. 写一篇命题招聘广告，教师指定内容。 2. 搜集报纸、杂志上的招聘广告，中英文均可。 The Fifth Period Module 1 Step 1 Review . 四人一小组教学 selfcheck 中 1 部分的单词，相互纠正发音，检查单词的拼写。 Step2 Free talk 利用第一部分中的单词，在班上快速轮流做句子，要求不能重复运用同一个句 式。 Module 2 Step 1 Vocab-builder 1. 本单元在学习过程中，学生不可避免的运用到许多课本不曾出现的新单词，要 48 求同学们将自己所掌握的新单词写出来。 2. 以组为单位相互教学单词，组长汇总。 3. 各组汇总结果在班上展示，由组长带领大家一起学习，这也是英语课外知识拓 展的一个重要表现。 Step 2 Reading 1. Pre-reading 阅读 3a 部分前，向学生提出几个问题: What is an “international school”? What language should the teachers speak? Why? 2. While-reading 阅读过程中要求学生将难点划出来，并试着填写表格。 3. Post-reading 学生提问难点，其他学生给予解答，教师补充。给出问题正确答案并核对表格答 案。教师带领朗读短文，鼓励学生就短文内容提出问题，其他学生做出回答，锻 炼学生口语表达能力。 Step 3 Writing 1. 指导学生阅读 3b 部分题目要求。 2. 学生独立完成该部分的写作。写一封应聘信, 要求在国际儿童学校工作, 在信中 充分发掘自己的长处。 3. 在小组内互相进行纠错改正，教师选出例文在班上展示。 Step 4 Can you get the job? 在班上举办一次职业招聘会，学生将自己收集的招聘广告张贴出来，由几名同 学担任招聘人，其他学生为应聘者，充分发挥自己优秀的口语表达能力，看谁 找到的工作最多，招聘的人数最多，最后选出最佳招聘者和最佳应聘者，由教 师给予鼓励表扬。 Step 5 Homework 1.要求每位学生将招聘会中自认为最精彩的一段以书面形式整理出来，可以是 对话，也可以是短文形式出现。 2. 完成本课节所对应的练习。 49 Unit 5 I’m watching TV. 一、教学内容分析 本单元以“What are you doing?”引出话题：谈论人们正在做什么？使学生们学会如何 了解或表述目前的一种状态，这即是现在进行时，它表示说话时正在进行的动作或发生情况， 而一般现在时表示经常性的状况或事情。 Section A：听说为主，感受语言，运用基础语言( 通过听、看图确定或描述人物的动作 ） 重点掌握和运用 What are you doing? What’s he/she doing? 和 Is Nancy doing homework?及其 答语等句型。 Section B: 强调知识拓展，重视读写，设置了要求运用所学语言完成的各种任务，使 学生能够对上述已学的目标句型运用自如，培养学生综合运用语言知识的能力。 Self-check：是词汇知识的评价，语言运用能力的评价。包括四个部分，对本单元所学 词汇的检测、添加生词、看图描述，最后在 Just for Fun 小幽默中轻松愉快地结束本单元。 二、教学目标分析 根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目 标、能力目标、德育目标三方面将本单元的教学目标细化： 1． 语言知识目标： 语法：了解并掌握现在进行时的用法 词汇： 交际用语：① What are you / they doing ? I'm / We're/ They're watching TV. ② What’s he /she doing ? He / She is doing homework. ③ Is he/ she watching TV? Yes, he/ she is. No, he/ she isn't. 50 2． 语言技能目标： ① 能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。 ② 通过情景中的操练，培养学生的发散思维能力，激发学生的想象力，培养学生 的语言交际能力。 ③ 能够用自己在本单元中所学的语言内容与笔友进行对话与通信。 3． 情感态度目标 ① 有明确的学习目的，能认识到学习英语的目的在于交流，敢于用英语进行表达。 ② 通过小组竞赛激发学生的学习兴趣，提高学生的参与意识，竞争意识与合作意 识，使学生获得成功的喜悦。 4． 学习策略目标： ①使学生明确自己学习的需要，并能根据需要进行预习，在学习中善于记要点，把握 学习的主要内容，积极参与课内外的英语学习活动。 ②在学习过程中要求学生形成合作学习和探究学习的学习方式，引导学生积极思考， 善于抓住英语交流的机会。 ③能够在学习之后进行有效得复习，善于整理与归纳，找寻记忆的规律。 5．文化意识目标：①了解西方人是如何表达或描述正在进行的动作。 ② 巩固书信的表达方式。 三、学生学情分析 1．学生特点分析 中学生心理学研究指出，初中阶段是智力发展的关键年龄，学生的观察能力， 记忆能力和想象能力迅速发展，从年龄特点来看，初中学生好动、好奇、好表现， 从生理特点来看，学生好动，注意力易分散，爱发表见解，希望得到老师的表扬， 所以要抓住这些特点：一方面要运用直观生动的形象，形式多样的教学方法和学 生能广泛的、积极主动参与的学习方式，定能激发学生兴趣，有效地培养学生能 力，促进学生的个性发展；另一方面要创造条件和机会，让学生发表见解，发挥 学生学习的主动性。 51 2．知识结构 通过前几个单元的学习，学生已具有一定的听、说、读、写能力，但其他能力还 有待发展。 根据本节课的教材、学生实际和学法情况，我以任务型教学法为主。以开放性 教学、情景法、交际功能法、提问引入法为辅组织教学，并用多媒体课件等教学手 段辅助教学，充分发挥教师的主导作用和学生的主体作用。通过任务型教学途径， 让学生带着任务学习，在完成任务的过程中逐渐生成知识、形成技能、达到课堂活 动目的，让学生有充分展示自己才能的空间，使他们在集体讨论、分组讨论、同伴 讨论得到锻炼和培养，提高听、说、读、写等方面的能力。开放性教学法开放性地 处理教材，结合教材插入学生感兴趣的图片、电影片段等，丰富学生知识，拓宽他 们视野，实现知识的整合。 四、教学策略 《新目标英语》中的具体语言目标是通过各种各样的 Tasks 来实现的；整个教学过程中， 各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了 以下教学法： 1 、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学， 检查和巩固新旧知识。 2 、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。 教学模式和教师特色 针对本课的内容，我采用了五步教学法：第一步：热身 -- 激活旧知识，创设轻松活跃 的课堂气氛。第二步：呈现 -- 呈现新内容，感知旧内容；第三步：操练 -- 用多种方式操 练新知识；第四步：巩固 -- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。 第五步：应用 -- 布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教 师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作 为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融 合直观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英 语思维能力和动手能力。 52 五、教学重难点 教学重点、难点 根据新课标要求和本课在教材中所处的地位与作来确定本课的重点为： 重点： ① 掌握好重点句型： What are you doing ? What’s he / she doing ? Is Nancy doing homework ? ② 现在进行时的用法 根据学生实际，确定本课的难点是： 难点： ① 现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行 时来描述或表达正在进行的动作。 ② 如何用所学句型进行综合运用，尤其在写作中，要注意写作内容的丰富 性和句型的多样性。 五、课时安排： 三个课时. 六、教学过程设计: The First Period Step 1. Flash and presentation: Ss watch a flash “Are you eating”. Then they sing with it. T: Yes. They’re eating. And are you eating? Ss: No, we aren’t. T: What are you doing, then? Ss: We’re having an English class. (Flash 5-1) T: Are they having an English class, too? 53 Ss: No, they aren’t. They’re cleaning. T: What’s he doing? S1: He’s reading a book. T: And is this boy reading, too? S2: No, he isn’t. He’s doing homework. T: What’s this man doing? S3: He’s talking on the phone. T: What about the boy? S4: He’s watching TV. T: Yes, he’s watching a TV show. T: Are they watching TV, too? S5: No. They’re eating dinner. T: What’s the woman doing? S6: She’s shopping. T: What are they doing? S7: They’re swimming. T: What’s the girl doing? S8: She’s taking photos. T: So what’s in her hand? Ss: It’s a camera. Step 2. Chant: What are you doing? I’m learning, you are teaching. What are you doing? I’m listening, you are speaking. What are you doing? I’m writing, you are drawing. What are you doing? I’m singing, you are dancing. Step 3. Challenge: T: Choose and ask and answer about the pictures. 54 (Ss choose one of their favorite animals and there will be a picture, then they ask and answer in pairs. Using: what’s he/she doing? He’s/She’s …) Step 4. Tasks: (Flash 5-1): 1a: Match the words with the activities. Then Ss ask and answer in pairs. 1b: Listen and tell what different people are doing. Write numbers from 1a. Show them the conversations and read them. 1c: Pair work. Ask and answer questions according to the pictures in 1a. Step 5. Game: 1. Show an action, ask: What am I doing? 2. Get the student who gives the right answer to show an action, too and ask the others: What am I doing. Step 6. Exercises: (Flash 5-1) Finish the exercises and check them in class. Step 7. Homework: Recite the new words and finish off exercise books. The Second Period Step 1 Game and revision: T: What’s the boy doing in this picture? Ss: He’s watching TV. T: Is this girl watching TV, too? Ss: No. She’s dancing. T: Well, she’s my cousin. She’s lovely. She’s doing many things. And I’ll show 55 you the pictures very quickly and try to guess what she’s doing. Work in pairs, ask: Is she…? Yes, she is. /No, she isn’t. She’s… Step 2. Game and practice: Flash 5-2: T: Look at this girl, her name is Mary. Can you guess what she’s doing? S1: Is she doing homework? (Show the whole picture) S2: No, she isn’t. She’s playing with a bird. Get Ss to ask and answer in pairs about other pictures. Step 3. Tasks: 1. T: What’s Steve doing, do you know? Ss: … T: Listen and tell me what he’s doing. (Ss listen and answer the two questions in 2a.) 2b: Put the questions and answers in order to make a conversation. Then Ss read the conversation together. 3a: Write the correct numbers of the pictures next to the conversations. Ss read the conversations and make their own conversations. 4: Pairwork: Look at the pictures and answer the questions. Then cover the questions and say what’s happening in the pictures. Then show the correct answers and Ss read and retell the whole story. Step 4. Homework: Ss finish off their exercise book as the homework. 56 The Third Period Step 1. Free talk and revision: T: What are we doing? Ss: We’re having an English class. T: What do you want to do? S1: I want to … S2: But I want to… T: What’s your deskmate want to do? S3: I think he wants to … T: But work must come first, right. We must have the class carefully. By the way, where are we having the class? Ss: We are having the class in the classroom. T: Look at this picture. Where are they eating dinner? Ss: They’re eating dinner in the restaurant. T: Look at this picture. Who can ask a question? S4: Where is he taking the money? S5: He’s taking the money from Bank of China. Look at this picture. Where are they living? S6: They are living in the apartments. Look! Where are they shopping? S7: They’re shopping at the mall. Where are they reading? S8: They’re reading in the library. Where are they playing basketball? S9: They’re playing basketball at school. Where is she swimming? S10: She’s swimming at the pool. Step 2. Tasks: Section B: 1a: Look at the pictures and complete the chart. 1b: Pairwork: Look at the chart in 1a. then ask and answer questions. 57 2a: Listen and write the places in the chart. 2b: Listen again and write the activities in the chart. Step 3 Chant: School, school, at school, we’re learning English. Home, home, at home, you’re watching TV. Library, library, in the library, they’re reading books. Mall, mall, at the mall, you and she are shopping. Pool, pool, in the pool, you and I are swimming. Hotel, hotel, in the hotel, you, he and I are eating. Park, park, in the park, they’re playing games. School, school, at school, we’re having a good time. Step 4. Tasks: Flash 5-4: 3a: Read the letter from Mike to his pen pal. Underline the activities and circle the places. Then read the letter again and number the photos 1-4. 3b: Fill in the blanks, then read it. Then Ss cover the passage and talk about the picture. Step 5 Watch and retell: Watch a video. Ss try to remember everything in the video and then retell: … is/are… at the party. Step 6. Exercises: Flash 5-4: Ss finish off the exercises in class and check the answers. Step 7. Homework: 1. Learn the dialogues and useful expression by heart. 2. Write a passage “Ann’s Birthday Party” 58 Unit 6 It’s raining 教材分析： 本单元的中心话题诗谈论天气。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，学会准确的表达自己 对某中天气的喜好并说明原因，学会坐天气预报，学会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的能力。 教学目标： 知识目标 A 学习重点词汇：raining, sunny, cloudy, snowing, windy, hot, cool, warm, humid 和部分 现在分词。 B 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。 C 学会描述人们在各种天气里的感受。 能力目标 A 学会谈论自己对不同天气的喜好及原因 B 学会叙述在不同天气里所做的事情。 C 学会通过询问天气展开话题，提高与人的交流的能力。 情感目标 通过实践让学生体验在生活中运用英语的乐趣，并通过小组活动谈论彼此的观点。 通过展示个人的特长，培养学生互相合作、互相学习的团队精神。 教学重点、难点： 重点 A 学习并掌握词汇：raining, sunny, cloudy, snowing, windy, hot, cool, warm, humid. 59 B 熟练掌握现在进行时的用法。 C 学会表达对不同天气的不同态度及原因。 难点 学会描述人们在不同天气里所做的各种活动。 课时安排： 第一课时 Section A 1a—1c 第二课时 Section A 2a—1c 第三课时 Section B 1a—2c 第四课时 Section B 3a—4 第五课时 Self check The First Period 课前准备： 教师：准备世界地图、表格及天气预报录音带 学生：了解一些天气知识 教学设计： Step 1. New words. 1. Present the new words. T: Let’s look at the pictures. ( show students the blackboard drawing of a sunny day) T: what’s this? S: It’s the sun. T: We can say, “ It’s sunny today.” Read after me, “ sunny, s-u-n-n-y, sunny.” Ss: s-u-n-n-y sunny. (Show students the blackboard drawing of a rainy day.) T: What’s this? 60 S: It’s rain. T: We can say “ It’s rainy today.” Read after me, “ rainy, r-a-i-n-y rainy” Ss: r-a-i-n-y rainy (Teach the other words, such as “ snowy, windy, cloudy” in the same way.) T: Let’s look at all the pictures. ( Show students all the blackboard drawings.) T: These words are about weather, Read after me, “weather, w-e-a-t-h-e-r weather”. Ss: w-e-a-t-h-e-r weather. 2. Practice the new words. 利用图画和游戏练习单词。 T: let’s play a game. Guess the weather. (Ask two students to come to the front. One points at the picture on the blackboard, the other faces the students and guesses the weather with the drill “ Is it….?” Sa: Is it sunny? Ss: No. Sa: Is it snowy? Ss: Yes, it’s snowy. (Ask more students to practice.) Step 2. New drills. 1. Present the new drills “ How is the weather? It’s…”. T: Look at the pictures and answer my questions. ( Show students the picture of a sunny day.) T: How is the weather: S1: Sunny. T: Yes, it’s sunny. How is the weather? 61 S2: It’s snowy. T: “ How is the weather?” in another way we can say, “ What’s the weather like?” 利用简笔画创设情景，导入新课，并在情境中学习新单词。 (Ask another four students to practice, and then write down the drills “How is the weather?”, What’s the weather like?” on the blackboard） 2. Practice the drills. T: Let’s do chain drill like this. Sa: How is the weather? ( The teacher points at the “ rainy” picture.) Sb: It’s rainy. How is the weather?” ( The teache points at the “snowy” picture.) Sc: It’s snowy. ( Then ask some more students to practice.) 3. Do 1a. T: Let’s look at 1a, match the words with the pictures. ( Ask students to match the words with the pictures.) T: Check the answer. Step 3. Listening. 1. Present the new drill “ How is the weather in…?” (Show students a picture of New York. The weather is sunny.) T: Can you tell the name of the city? S1: Yes. It’s New York. T: How’s the weather in New York? S2: It’s sunny. (Show students the pictures of the other cities like “ Tokyo, Paris, London”, and then practice the drill “ How is the weather in …?/What’s the weather like in …?”.) 62 S1: What’s the weather like in London? S2: It’s… ( Ask some pairs to practice like this.) 2. Do 1b. (Show students the pictures of these cities, “ Beijing, Moscow, Toronto, Boston, Shanghai”.) T: Please look at these pictures. Can you tell me the names of then? Ss: They are Beijing, Shanghai… T: This is Moscow. Read after me, “Mosow” Ss: Moscow. ( Teach the other words, “ Toronto, Boston” in the same way.) T: Now let’s look at 1b, listen and write these city names in the boxed above. ( Play the recording and then check the answers by asking students to make conversations.) S1: What’s the weather like in Beijing? S2: It’s sunny. S1: How’s the weather in Toronto? S2: … T: Work in pairs. 3. Practice the drill. Ask and answer like the model. Model: A: How’s the weather in Moscow? B: It’s… How’s the weather in Toronto? A: It’s… ( Ask two more pairs to practice.) T: Now work in pairs and fill in the chart. 63 ( One student has Chart A and the other has Chart B.) Chart A How’s the weather in …? City New York London Weather wind cloudy sunny Chart B How’s the weather in …? City Tokyo Paris Weather snowy cloudy rainy windy 4. Listening practice. T: Now let’s look at 1b, listen and write these city names in the boxes above. (Play the recording and then check the answers.) Step 4. Task T: Now work in groups of six. Let’s listen to the weather report, try to write down the different weather in six cities. At last, have the weather report. (The teacher plays the recording for students.) 1. Students listen to the weather report and write the different weather in six cities. 2. Some students draw the weather signs on the map and one student has a weather report.. 3. Ask students to have the weather report and choose which group is the best and who is the best weather reporter. T: Read the model below and report like this. 64 Good morning, ladies and gentlemen. Here is the weather report. Today is Thursday! Beijing is sunny. Shanghai is cloudy and windy. Guangzhou is rainy. This is today’s weather report. Thank you for listening to our weather report. Step 5. Homework. 1) Make a survey about the weather you, your father and mother like. Sunny Cloudy Windy Rainy Snowy Yourself Father Mother 2) Each student listens to the weather report tomorrow and then writes down more than four cities’s weather. City Weather The Second Period 课题准备： 教师： 准备表格及与天气有关的图画，照片 学生： 查找自己所喜欢城市的天气，调查不同天气里人们喜欢做的活动，准备一张自己 最好的朋友的照片。 教学设计： Step 1. Revision. 65 1. Review the drills. T: Please take out your homework. Ask and answer according to your survey using the drill “ How’s the weather in …?” City Weather (Each student has the chart in his or her hand. The four students take turns to ask each other and fill in the chart. Then each group can choose one to report it.) T: Who can give us a report? S1: I can. Beijing is cloudy. Shanghai is sunny. (Ask three or four students to report.) Step 2. New lesson 1. Presentation. ( Show students a picture in which there is a boy swimming and the weather is sunny.) T: Please look at the picture. How is the weather? S1: It’s sunny. T: Look! What’s the boy doing? S1: He is swimming. （Show students some other pictures like this, and then ask students to practice asking and answering questions.） S1: How’s the weather? S2: It’s… S1: What’s she doing? S2: She is … 2. Have a listening practice. 66 T: Scott and Lucy are good friends. Now Scott is calling Lucy. Do you know what Lucy’s family members are doing? S: No. T: OK, let’s look at 2a. Listen and try to number the pictures as you hear them. ( Play the recording and then check their answers.) T: Let’s listen again. Match the names with the activities. ( Play the recording again, check their answers by asking and answering.) T: Answer my questions. What’s Uncle Joe doing? S1: He is playing basketball. T: What’s Jeff doing? S2: He is… ( Ask students to practice, and then make conversations one by one.) Sa: What’s Mary doing? Sb: She is watching TV. Sa: What’s … 3. Practice these drills. T: Please look at me carefully and try to answer my questions. ( Do an action that the teacher feels very hot.) T: How’s the weather? Ss: It’s sunny. (Do the action of running.) T: What am I doing? Ss: Running. T: You are great. Let’s work in groups of four. Try to think up some activities about weather and actions. Then let the other classmates guess by asking questions. (Do an action that the teacher feels very hot.) T: How’s the weather? Ss: It’s sunny. 67 T: What am I doing? (Do the action of running) Ss: Running. T: You are great. Let’s work in groups of four. Try to think up some activities about weather and actions. Then let the other classmates guess by asking questions. ( Ask students to prepare and then choose some students to do it.) Model: Sb: How is the weather? Sc: It’s rainy. Sb: what’s she doing? Sc: She is playing with the water. Step 3. New Drill. 1. Present the new drill “ How is it going?” T: Now you have known your classmates’ ideas. Do you want to know something about the people around me? Ss: Yes. ( Show students the picture where there is a boy playing and the weather is sunny.) T: This is my friend Jeff. How is the weather? S1: It’s sunny. T: What’s he doing? S1: He’s playing football. T: How is it going with him? Look at this sign . I think it is pretty good. Read after me, “ pretty good”, Ss: pretty good. ( Teach students the other words, such as “ great, terrible, not bad” in the same way.) 1. Practice the new drill and words. T: Look at 3a, and try to match the words with the faces in the boxes. 68 ( Ask students to prepare it and then check the answers.) T: Work in pairs. Practice the drill “ How is it going?” according to my pictures. ( First, the teacher gives the students an example.) T: Look at Picture 2. How is it going? S3: Not bad. T: How is the weather? S3: It’s windy. T: What’s he doing? S3: He is playing computer games. ( Ask more pairs of students to practice one by one according to the pictures that the teacher points at.) T: Look at 3b. Let’s work in pairs to make your own conversations. (Ask students to prepare and then ask students to make the conversations.) 2. Play the games. T: Now let’s play a game in Part Four. You look at the picture on page 81 and your partner looks at the pictures on page 82. Find the differences between the drills we learnt. Step 4. Task. ( Show students the photo of a sunny day. There is a boy swimming in it. He is very happy.) T: Look! The boy is my younger brother. He is in Beijing. It’s pretty good and the weather is sunny. He’s swimming in the pool with his friends. He’s very happy. This is my favorite picture. Do you have your favorite pictures? Ss: Yes. T: Please take out your pictures. Work in groups of four. Practice asking and answering with the structures “ How is it going ? How’s the weather? Where are you? What are you doing?” and then act it out. 69 Step 5. Homework: Make a survey about the weather your father and mother like and the reason. Favorite weather Reason Yourself Father Mother The Third Period 课题准备： 教师：为学生准备表格及与天气有关的图片。 学生：准备好作业。 教学设计： Step 1. New Words. 1. Learn the new words. T: Look at the picture. (Show students the picture of a sunny day.) T: How is the weather? S1: It’s sunny. T: Yes. It’s sunny. It’s hot. Read after me, “ hot”, H-O-T, hot. Ss: H-O-T, hot. ( Show students another picture.) T: How’s the weather? S2: It’s snowy. T: Yes. It’s snowy. It’s cold. Read after me, “cold”, C-O-L-D, cold. Ss: C-O-L-D, cold. ( Teach students the other words “ cool, warm, humid” in the same way.) T: Read after me one by one, “ hot, cold, warm, humid”. 70 Ss: “ hot, cold, cool, warm, humid”. 2. Practice the new words. T: Please open your books and do 1a as quickly as you can. ( The students do 1a and the teacher checks the answers.) T: How is the weather in Picture a? S1: It’s cold. T: How is the weather in Picture c? S2: It’s humid. ( Ask two more students to practice.) T: Let’s work in pairs, ask and answer like this. Step 2. Listening practice T: Maria and Sam are friends. They are calling each other. Let’s listen to the tape and fill in the first column in 2a. Write the answers Maria and Sam give to the question “ How is it going?” ( Play the recording for students, and then check the answers.) T: Now listen again and find out what they are doing and how the weather is. ( Play the recording again and ask students to fill in the last two columns.) T: How’s it going with Maria? S1: … T: What’s she doing? S1: She is … T: How’s the weather? S1: It’s … ( Ask two more students to practice.) T: Let’s work in pairs. Ask an answer according to the chart like this. ( Ask students to practice and then do it one by one.) 71 Step3. New drills. 1. Present the new drills “ What kind of weather do you like?” Why do you like …? T: Look at the chart again. Does Sam like cold and rainy days? S1: No. T: So do I. But I like sunny and warm days, because the weather is warm and I can go swimming with my friends. What kind of weather do you like? S1: I like windy days. T: Why do you like windy days? S1: Because it’s cool and I can fly kites. ( Ask two more students to practice and then write down the drills “ What kind of weather do you like?” and “ why do you like …?” on the blackboard.) 2. Practice the drills. T: Work in pairs, ask and answer the questions and then fill in the Chart A Chart A Name The weather you like Reason Model: A: What kind of weather do you like? B: I like rainy days. A: Why do you like rainy days? B: Because it’s cold and I like to walk in rainy days. ( The students ask and answer like this. While asking, they fill in the chart. Then practice one by one.) 3. Present the new drill “ What kind of weather does he/she like?” T: Who can you tell me what kind of weather your partner likes and why? 72 S3: I can. Jack likes sunny days, because the weather is hot and he can eat a lot of ice cream. ( Ask three or four students to report to the class.) T: Grace, what kind of weather does your partner, Tom, like? S4: He likes snowy days. T: Why does he like snowy days? S4: Because the weather is cold, he can see snow and make snowmen. ( Ask two more students to practice.) T: Now change your partner and work in pairs using the drills “ What kind of weather does he/she like? Why does he/she like…?”, and then fill in the Chart B. ( Each students has a different Chart A in their hands and they ask each other about the student in Chart A, then fill in Chart B.) Chart A Name The weather you like Reason Tom Snowy days Cold, can see the snow and make the snowmen Chart B Name The weather you like Reason Model: A: What kind of weather does Tom like? B: He likes snowy days. A: Why does he like snowy days? B: Because it’s cold, he can … ( Ask students to work in pairs like this and fill in their chart.) 73 T: Who can report to us? S: I can. Tom likes … Because he … Step 4. Task. T: Please take out your homework. Work in groups of four to make a survey. Find out what kind of weather most of your partners’ father and mother like and the reason. Name Parents The weather he/she like Reason Father Mother … … … … 1. The leader makes a survey and fills in the chart. 2. The leader has the report like this, “ Bob’s mother likes … because she can … 3. Find out what kind of weather is the most favorite. Step 5. Homework: Make a survey about the weather you, your father and mother don’t like. The weather … don’t like Reason Yourself Father Mother The Fourth Period 课题准备： 教师： 准备与天气有关的图画。 学生：收集自己喜爱的城市的信息（季节、天气、适合的活动）。 74 教学设计： Step1. New Drills. 1. Present the new drills. T: Look! How’s the weather? ( Show students a picture of a rainy day.) S1: It’s rainy. T: Do you like rainy days? Ss: Yes. /No. T: Oh, I also don’t like rainy days, because the weather is humid and I can’t do anything. What kind of weather don’t you like S1: I don’t like sunny days. T: Why don’t you like sunny days? S1: Because the weather is too hot, I have to drink more water. ( Ask two more students to practice.) 2. Practice the drills. T: Work in pairs. Ask and answer the questions according to your homework. Name The weather … don’t like Reason Scott Yourself Sunny days hot, have to drink water Father Snowy days cold, have to wear more clothes Mother Windy days Cool, can’t do anything (Each students has their own homework in their hands, ask and answer like the model according to the chart.) Model: A: Scott, what kinds of weather don’t you like? 75 B: I don’t like sunny days. A: Why don’t you like sunny days? B: I like sports but I can’t do any sports. What about you? A: … T: Who can tell me what kind of weather your partner doesn’t like? S1: I can. Scott doesn’t like sunny days, because he thinks it’s … ( Ask two or three students to report to the class.) T: Do you want to know your partner’s father’s and mother’s idea? Ss: Yes. T: Let’s work in pairs. Ask and answer according to your homework, and then have a report. ( Ask students to have a report like this.) Scott’s father doesn’t like … days. He thinks the weather is … and he has to … ( Ask more students to have a report.) Step2. New lesson. 1. Learn the new words. T: Look at the picture. ( Show students the picture of a snowy day.) T: How’s the weather? S1: It’s snowy. T: What season is it? S1: Winter. T: Yes. It’s winter. Read after me, “ winter”, W-I-N-T-E-R, winter. Ss: W-I-N-T-E-R, winter. ( Teach the other seasons “ spring, summer, autumn” in the same way.) T: In summer, the weather is hot and sunny, we can swim. Who can describe the other seasons like this? S1: I can. In autumn, the weather is cold and windy, we can fly kites. ( Ask more students to practice like this.) 76 2. Learn new lessons. T: I have a friend, Yuan Yuan. She is a reporter. Now she is reporting for CCTV’s Aroud The World show. Let’s look at her report together and underline the things that people are doing and circle the words that describe the weather. ( Ask students to read the report and finish 3a, then check the answers.) T: Look at the report carefully, who can tell me how to have a report on TV? ( Students can also say it in Chinese.) T: We must say the TV station that we are working for, and then we should say the place, season and weather. At last, we must say what people are doing. ( If necessary, the teacher can explain it in Chinese.) T: Yuan Yuan is doing another report. Look at 3b, let’s help her to finish the report according to the picture in 3b. ( Ask students to do 3b and check the answer.) Step 3. Task. T: Now tell you a piece of good news. There is a chance for you to be a reporter. Have a report about the city, weather and season you like and what people are doing like 3a. Step 4. Homework: Pretend you are the reporter from CCTV Around The World show. You are interviewing people in five different places. Fill in the chart in Self check 3, and then write a report. 77 Unit 7 What does he look like？ 一、 教材分析 本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册中第七单元，本 单元的核心话题是谈论人的外表形象（image），因此“talking about sb’s imag”是教学重点。 通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型。talking about sb’s image是教学重点，同时也是教学难点。通过对本单元的学习，学生能掌握本单元出现的表 示人外观的词组及句型，并能运用这些词组及句型描述别人的外表，进而描述自己喜欢的 人物，比如美术家和音乐家（Use the language to write your favorite actor or musician）。谈论 人的外观形象是人们日常生活中时常遇到的话题，故学生会热衷于用英语表达此类知识。 因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础 上创设语言情景，加强说写能力的训练。此外，还要充分借用课本插图来扩大学生的写作 面，以提高其写作水平。 学生在学习过程当中已熟练掌握了描述某人外表的句型，通过各种形式创设情景，让 学生自由演习，并借用媒体来提高学生的学习兴趣。 同时对学生进行情感教育，要求他们多发现别人的优点，学会友好地描述别人的形象。 二、单元知识结构 1. 词汇： 名词：hair, height，build，captain，team，joke，person，heard，mustache， image，winner etc． 形容词：short，curly，straight，high，thin, heavy，etc 2．短语：look like, good一looking，a little bit，etc 3. 句型：What does he/she look like? --He/She is tall． What do you look like? --I’m thin． 4. 语法：What does he/she look like? --He/She is tall． What do you look like? --I’m thin． 78 三、教学目标分析 1、知识目标： 描述人的外貌，运用下列简单句型进行交际交流： What does he /she look like? He’s/ She’s tall./short… He / She has straight hair/ medium build… 2、能力目标： （1）、能抓 住人物的主要特征来描述人物的外貌，并根据描述画出人像。 （2）、能概括人物的外貌特征并根据人物特征推理出某一人物。 3、情感目标： 通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交 往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。 四、教学重点及难点 1、掌握并运用描述人物特征的词汇： 1） tall, short, medium height----身高特征 2）thin, heavy, a medium build-----体重特征 3）short hair, curly hair, long hair, straight hair, black hair, blonde hair, brown hair---发型特征 2、掌握并运用简单的英语交际句型： -Is that your friend? -No, it isn’t. - What does he/ she look like? 79 -He / She is….. /has… -Do you know ….? -No, what does he / she look like? 五、单元学情分析 学生在七年级上册已经学过关于“What does he like?”这一特殊疑问句式，具有了学习 本单元知识的认知前提，能自然地与本单元话题进行衔接。谈论人的外表形象是人们日常生 活中遇到的话题。故学生喜于用英语表达此类知识。 七、单元课时分配 本单元共4课时 Section A 教学内容 Section A 中1a. 1b. 1c. 2a. 2b. 3 Grammar focus 教学目标 知识与能力 1. Match the vocabulary：like，look like，short，hair, curly，straight, height，thin， heavy，build 2. Master and use： -- What does he/she look like? --He/She is tall． 80 --What do you look like? —I’m thin． 过程与方法： 学生在以前已学过What引导的特殊疑问句式，已具备了学习本课的初步知识， 能自然的与本课知识相衔接。通过例子“I am thin; What do you look like"引人创设 情景，让学生有如身临其境，采用学生提出问题，学生回答问题，借助媒体来提 高学生的主动性。 情感态度价值观：让学生学会赞美别人。 教学重、难点及教学突破： 重点： 1. The vocabulary． 2、language：What do you look like/ What does he/she look like? 难点： Use the language to talk about others image． 教学准备： 教师准备 ： 录音机、磁带、课件 学生准备： 预习生词和课文 教学步骤： 教学步骤、时间教师活动 学生活动 媒体应用 Step 1 Now boys and girls，let’s sing the colorsSinging together 多媒体 81 Organization 2' song Step 2 Free talk 4’ Ask the students to describe his/her own appearance. Talking in groups Step 3 Presentation 15’ （用班里的学生为例做下面的练习） 1．what do you look like? （point to S standing now） He is tall, and he has short hair． （板书tall, short hair.带读两遍） 2．What does Tom look like?（Point to two Ss) 3．Point to other students in pictures （short hair/curly hair/long hair/ straight hair /tall /short /medium height/thin/heavy/a medium build) 4.用卡片出示不同形象的人物图片与 学生进行两两问答（仿照lc) What does your friend look like? She/He has/is… 5．出示一张与课本相同的图画，学生 完成1 a Match the words with the pictures． This activity introduce the vocabulary)． （帮助学生做出正确答案．） 学生模仿练习（in Pairs）并表演 What do you look like …？ 模仿练（in pairs）并 写在练习本上 模仿练习（in Pairs） What does he look like ...？ He is/has … （学生看图互问） 课本图p45 图片 录音机 6．Listen 1b．Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just lister． The second time，listen and fill in the 看图模仿并表演 Look at their books Listen and fill careful- 1y. 82 blanks．And say Amy’s friend’s unage． He's really tall．And he has curly hair. 7．Listen 2a and 26 And find the difference between is and has． Step 4 Practice 6’ Pairwork Practice the conversation below．Then ask and introduce other person in the pictures. Ss practice the dialogue in pairs （lc/3) 多媒体 放映 Step 5 Summary 2’ Words and phrases of this class Language: What does he...look like? He. .. is/has... Grammar Focus. SB Step 6 test 4’ Self check As above Step 7 Consolidation (4’） If you have～good friends，but your friends don’t know them. A:What does your friend look like ? B:He She is medium build , and she has long hair .Ask some pairs to act out their conversations. (培养学生的口语 表达能力) Step 8 Homework Describe your good friend to your partener and make two dialogues． WB 练习设计： 翻译下列句子： I．你的朋友Tom长得什么样子？2．她中等身材，长长的头发。 3．他长得很高，卷头发。 4．玛丽长得高还是矮？ 83 Section A（二） 教学内容： Section A中3a.3b．4 教学目标： 知识与能力 1. Vocabulary：captain．team．popular，blonde．good一looking．a little bit．joke．never. etc． 2. Master and use：How to describe a person，。appearance by using the words and phrases above． 过程与方法 To show several pictures with different persons in them and ask a student to describe one’s appearance of them． 教学重、难点及教学突破: 重点: The vocabulary and how to use it to describe a person 难点: Use the language to talk about Sb' s imagine． 教学突破: 1．对于本课的单词短语仍可通过卡片或图画来学习掌握。 2．利用同一个人的以前的相片与他现在的形象做比较，进行描述。 教学准备: 84 教师准备: 课件及学生每人的一张相片． 学生准备: 预习生词和 3a 部分 教学步骤: 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 organization 1’ organize Ss by showing a picture of mine taken ten years ago． Let the students guess who was it in the picture． Step 2 Free talk (2’） Ask the students to describe my photo． The students talk about some changes Step 3 Presentation 5’ 1 ．Now boys and gins，please take out your pictures（教师从中找几张让其他同 学来描述其外观形象） 2.（用课件展示 1a 部分的 Picture 1） Introduction：This is my good friend，Liu Peng．Please describe him with your partener. （板书 tall, curly, brown hair，a medium build) 学生模仿练习（in pain;）并表演 看图谈论（in pairs) 并表演 多媒体 放映 图一 3（课件出示 3a 中的 Picture2）给 学生下列提示（板书）然后进行 描述 Name：Xu Qian Likes：telling jokes Appearance: short，a little heavy， 看图描述（in pairs) 并表演 学生自读后展开讨 论回答问题 多媒体 放映 图二 录音机 85 beautiful， long and black hair 4.出示课本图画 a, b 两部分让他 们读后讨论回答： 1) What does Ma Yan look like? 2)What about Wang Lin's appearance? （帮助学生具体问答，板书 thin， blonde, good-looking，basketball team，straight hair．） 5 ．listen and match the descriptions you hear in 3a Step 4 practice 6' pairwork 3b Practice the descriptions of people's appearance．Then ask and answer questions about them Ss practice the dialogue in pairs What does Paul look like? 多媒体 放映 Step 5 Summary 2' Words and phrases of this class Language：He/She is short Step 6 test 4’ 1. Self check 多媒体 放映 Step 7 Consolidation 4’ If you want to introduce your classmate to another one, you’d better de scribe him or her clearly，so you must learn how to describe a person． step 8 Homework Practice to describe sb’s appearance in English． 86 本课小结: 本节课学习了captain, team, popular, blonde, good-looking, a little bit, joke及brown生词与 短语，和描述人外表特点的She/He is very tall-等句式的练习运用。通过本节课的学习，学生 能熟练地用英语进行对人外貌的描述。 练习设计: Complete the following sentences： 1，Deng Feiisa ____ （高的）boy．He is the_______the basketball______（篮球队长） 2．Ma Yan is_______and_______（中等个子）. She is________（好看）． 3．She __________（看起来像)his mother. Section B 教学内容: Section s中的la.16.2a.2b．2c 教学目标: 知识与能力: 1. Vocabulary：bald，beard，glasses，mustache，black hair, blonde hair. etc． 2. Master and use：the words and phrases；to describe a person’s appearance actors and ask by using the words and phrases above． 过程与方法: To collect several pictures of famous musicians or students to describe．One’s appearance of them. 87 教学重、难点及教学突破: 重点: The vocabulary and how to use it to describe a person 难点: Use the language to talk about Sb' s imagine 教学突破: 1. 对于本课的单词短语用图画或肢体语言来学习掌握． 2. 利用名人图片对他的形象进行描述． 教学准备: 教师准备: 课件图片 B 部分中的 a 至 b 学生准备: 预习生词、搜集名演员或音乐家的图片 教学步骤: 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Organization 1, Organize Ss by introducting themselves Step 2 Free talk 2’ Ask a student to describe his or her classmate． The other students listen to him or her carefully and guess who it is Step 3 Presentation 1.(以班上的同学为例来描述其外 观形象) Zhang Lin is short, but he is very heavy, He has handsome black hair. 88 2.（用课件展示Picture 1） Now boys and girls，watch the screen, please． （板书1．bald；2．beard；3．glasses； 4 ． black hair;5 ． blonde hair 6．mustache) 3．领读以上单词 4 ．to show some pictures of famous musicians or actors 1)Xian Xing 一 hai has black hair. 2)Beethoven has a mustache 3）….. 5.学生拿出自己搜集的图片让学生 利用下列词语，板书：beard, glasses, blonde hair, bald对著名音乐家或演 员进行形象描述。 学生模仿练习（认Pam）并 表演。 看图谈论（in pairs)对应连 线。 跟读两边后拼读。看图描述 （in pairs)并表演。 学生看图，小组讨论，进行 描述。 Carl Nielsen Has a beard． 多媒体 放映 图一 多媒体 放映 图二 展示图 片 Step 4 Practice 6’ pairwork Let the students practise the descriptions of his or her favourite musician，actor and athlete． Ss describe with each other in their groups Step 5 Summary 2’ Words and phrases of this class Language：Jackie Chen has black hair. Step 6 'rest … Watch the screen and doing 多媒体 展示 Step 7 Consolidation (4'） Most of us know some famous musicians or actors，we can describe them using the knowledge we learned 89 in this period． Step 8 Homework Pratice to describe one of the famous musicians or actors you know in English and write it out． 本课小结: 本节课主要学习了bald, beard, glasses, mustache,短语，然后重点是运用以上所学内容描述 著名音乐家及演员的外表特征。通过本节课的学习，学生能熟练的用英语进行对人外表特 点的描述。 练习设计: 用每一句中的形容词的反义词填空： 1．My brother David isn’t tall．He is _______． 2，Jonny has curly hair. But his mother has _______hair. 3．Sam is a heavy man. Tom is a ______ man. Section B 教学内容: 第四课时 Section B中3a. 3b. 3c. 4以及SelfCheck 3 教学目标: 知识与能力: 1、Match the vocabulary: image，remember，new Seattle，winner，award，etc． 2、Master and use：Using the following to describe other’s image． --What does he/she look like? -- He/She is tall． -- What do you look like? 90 --I’m thin. 过程与方法: 学生在前三个课时当中已熟练掌握了描述某人外表的句型，通过回答的形式引入创设 情景，让学生自由回答，大面积操练，并借用媒体来提高学生的学习主动性，以切人交 际为主的读写课，会收到令人满意的效果。 情感态度价值观: 教育学生要多发现别人的优点，学会友好地描述别人的形象。 教学重、难点及教学突破: 重点: 1、The vocabulary 2、Read 3a and 36，then fill in the blanks． 难点： Use the language to write your favourite actor or musician． 教学突破： 1. 对于本课的单词、短语通过前几课时学过的单词来引出； 2. 阅读由老师做个别指导与解释，为写作做准备。 教学准备： 教师准备：录音机、磁带、课件． 学生准备： 1．预习生词和课文，并填空； 2．准备几张美术纸和绘画铅笔。 91 教学步骤： 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Organization 2’ Organize Ss by describing other’s image. Ask and answer. 多媒体 Step 2 Free talk 4’ Ask the student who is on duty? Say out to class． Step 3 15’ Presentation 1. Organize Ss by describing other’s image. What does 1i Ping look like? He's.../He has... 2. Ask students to read the magazine article individually.（Move around the room） answering any questions students may have．） 3. Read the magazing article to the class．And find the difference between the two pictures of Johnny Dean． 4. Point to the blanks in the chart．Describe Johnny before and now. point out the simple answer. 5. 'Ibis article provides guided writing practice using the target language, point out the numbered blanks in the paragraph． Doing this exercises by pointing Ss in the class． 3a 本课小结： 本节课学习了5个生词，并运用句型描写人物相貌特征。 练习设计： 随堂练习设计 用学过的词汇造句描述人的外表。 个性练习设计 写作Describe your favorite actor or musician. 92 Unit 8 I’d like some noodles 一、教材分析： 世界各地的人对于食品的口味与习惯都各不相同，本单元围绕 food 介绍了中国食品的 特色及相关知识。围绕 What would you like?等问题，学习“想要什么”的表达。 二、学生主体性的分析： 学生这节课的自主性学习较强，因为食品是生活必需品，他们对食品和中西方文化差异 很有兴趣，有较强的求知欲和表现欲。 三、设计理念： 1．学生是学习活动的主体，教师是学生活动的组织者和引导者。在英语教学中，把英 语课程生活化，把一个个教学目标活动化，在活动中掌握学习方式，充分发挥师生双方在教 学中的主动性和创造性。 2．本课采用任务型的教学模式，把语言应用的基本词汇和表达法转为具有实践意义的 课程任务，学生在完成任务的过程中，通过感知、体验、实践、参与创作等方式，完成任务 目标，感受成功。 3．小组合作学习是学生学习的主要形式，让学生在自主创作的过程中，自主地表达， 自主地学习，实现对知识的融合，信息的交流，资源的共享，为学生搭建展示自我的平台。 教师在学生展示过程中适时给予肯定和赞扬，有利于增进师生感情，建立民主平等和谐的师 生关系。 四、教学目标： 知识目标：1）学习并掌握 would, I’d, noodle, beef, mutton, cabbage, potato, special, juice, dumpling, porridge, tea, green tea, rice, soup, onion, fish 等单词。 2）能听懂会说 What would you like? What kind of noodles would you like? 并 能在实际情景中运用。 93 能力目标：能用本单元的句型创造性的自编对话，培养学生自学能力、阅读能力，提高学 生听的能力，锻炼学生交际能力以及与他人合作的能力 情感目标： 培养学生英语学习的乐趣和热情，做到在“在用中学，在学中用”。 学习策略目标：改变传统的死记硬背，倡导自主合作学习。 五、教学重难点： 重点：1.掌握有关食品的词汇。 2 掌握句型 What kind of noodles would you like? I’d like---noodles. 难点：如何引导学生将所学知识应用于实际。 六、教具准备： 食物图片：hamburger, French fries, tomato, broccoli, chicken 等，多媒体课件一套。 七、教学过程： The first period 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. 94 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. 95 The second period Step 1: 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 2: Practice 1 Look at the picture .What’re they doing in 3a? 2 Read all the questions yourselves. 3 Read all the answers yourselves. 4 Now please match each question with an answer. The first one is done as a sample. 5 Check the answers. Step 3: 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. Step4: Game 1 Look at the four different bowls 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. The third period Step 1： Revision 1 Revise the food words. 2 Revise: -What kind of noodles would you like? - I’d like… 96 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. Step4: 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. Step5: 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. 97 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. Step8: 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 in 3a. 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. 98 Unit9 How was your weekend? 教材分析: 本单元的语言训练重点是互相询问如何度过周末，并对已过上一周的周末进行评论。 Section A 主要是听读说和基础语言运用，为目标句型提供分步示例和指导性练习；Section B 知识扩展；新旧知识的运用；循序渐进的写作练习；运用所学的语言完成各种任务使学生能 够对已经学过的目标句型运用自如；Self Check 自我评价，词汇知识的评价，语言应用能力 的评价. 教学目标: １.认知目标: 1. 能熟知课文主要内容，掌握相应的语言知识。 （单词、习惯用语、语法和功能用语）。 2. 能结合所给任务，综合运用新、旧知识完成任务。 2.技能目标: 1. 能培养良好的听、说、读、写的能力，能正确使用动词过去式进行准确的描述。 2. 通过观察、想象、模仿和表演等熟练、生动、有创造性地从图片或文字材料中获取有 效信息，拓宽视野，围绕“上一周周末活动”进行交际。 3. 能在日常生活中恰当理解这单元话题范围内的单词和习惯用语，在真实的语言环境中 体会语言，运用语言，感受语言的真实价值，品味语言的实际意义，从而获得运用语 言的实际能力，运用所学知识进行创造性地发挥应用和积极主动地用英语进行交流。 3.情感目标 1. 合理安排自己周末的学习、运动、休息、娱乐等活动形式，过有益义的周末。保持愉 快的心情，以积极的姿态，精神饱满地面对生活与学习。 2. 保护和引导学生对英语的好奇与探求心理。克服学习过程中的畏难情绪，勇于追求对 学习的自我完善和自我奖赏。 99 3. 激发成就感，强化竞争意识。 4. 献爱心，见行动。加入 the Heartwarming Project，服务社会，关注社会。树立正确的 人生观和价值观。 教学策略: 1. 巧引妙导，挖掘教学内容和教学方法的新颖性和艺术性，激发学生学习英语的兴趣。 采用互动的课堂模式，提倡开放式教学。 2. 倡导“任务型”教学途径，让学生“做中学”或“用语言做事”。“学”是前提，“做”是目的； “学”是为了“做”，“做”又促进“学”，两者缺一不可。 3. 面向全体，因人因材施教。 4. 建构民主氛围，营造宽松和谐的课堂教学气氛，合理利用评价方式，捕捉学生亮点。 5. 正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评 价方式激励进步。 学习策略: 1. 树立正确的“以人为本”的学习观，倡导自主学习、合作学习与探究式学习，发展主 体性，培养独立学习意识，养成良好的学习习惯。 2. 明确“熟能生巧”的原理，积极参与课堂活动。在学习活动中讨论 weekend activies 或 参加课堂上的才艺表演（Talent show），创设语境，猜测周末活动，乐于探究，勤于 动脑动口。 3. 课后访谈调查，读写摘记，重视语言运用。 4. 掌握科学的学习方法，通过不同的活动形式（小组活动、配对活动、班级活动等） 共享资源，互助学习,在合作中取长补短。 文化意识: Self check 阅读部分中讲到 old Henry 因失去 his cute dog 而悲伤不己，写到 He has no dog and no family。借此向学生渗透在西方，狗备受宠爱和青睐的文化。有关狗的词汇不 像在汉语中，如：“狐朋狗友”“看家狗”“痛打落水狗”等都含有贬义。拓展一些词汇，如： lucky dog（幸运的人），big dog(大亨)，clever dog 聪明的小孩，伶俐的小孩子）。Every dog 100 has his day（人人皆有得意时）。 教学重点和难点: 单词： beach, pool, visit, stay, cute, test, cook, spend, mountain, practice 以及不规则变化行 为动词 is, do, go, have, read, see, writ，sit 的过去式形式 was, did, went, had, read, saw, wrote, sat. 短语： go to(a place), go shopping, go for a walk with……,visit (a person)，watch sb do sth， It is time to do sth，read a book about(history),see an interesting talk show，study for the(math)test。 语音： 掌握动词过去式规则变化中动词词尾所加的-ed 的三种不同的读音规则 (| t | | d | | id | ) 。 语法：掌握一般过去时表示过去发生的动作或存在的状态。通常由动词过去式表示，与表 示过去的时间状语连用。 日常交际用语: ⑴ What did you /your friend/he/she/they do last weekend? (2) How was your weekend? (3) It was great!/It was OK./It wasn’t very good. （单词的词义/词的搭配和它们在一般过去时中的用法是难点） The First Period Step1. Warming-up Ask some questions to have a short review. What do you do? What’s your favorite subject? Step2. Presentation 1. Ask: Do you like weekends? And what do you usually do on weekends? Students: I usually watch TV.(give some pictures to help them) 101 2. Show some pictures, and the students ask and answer in pairs. What do you usually do on weekends? 3. Last weekends, I cleaned my room. Explain “last weekends” is a past time, so you must use past tense. So I add ‘ed’ . What about you? What did you do last weekend?(write on the blackboard) did----do 4. Show pictures and the verbs are past tense. First only say the phrases. Like ‘did the homework’, and pay attention to the past tense. Step3 Practice What did you do last weekends? I did … . 1. Do 1a on P53. Match the words with the pictures. Then read together twice. 2. Do 1 on P53. listen and write the day and “morning”, “afternoon”, “night” below each picture. Then practice according to the picture: On Saturday morning/ Saturday afternoon/Sunday night/Sunday morning, I did … . Step4 Expansion 1. Show a boy, ask “What did he do last weekend?” S: “He talked on the phone.” Another two, and ask the same, 2. Show a girl, ask: What did she do last weekend? She played the guitar.(Another two) 3. Show two people, ask: What did they do last weekend? They had a party. 4. Students practice in pairs: What did he/she/they do last weekend? He/She/They did … . (According to the pictures) 102 Step5 Listening practice 1. Listen to 2a on P54, and underline the words you hear. 2. Listen again and write “C” for Carol, “B” for Ben or “E” for Emma next to the statements above. Step6 Pairwork 1. Practice the conversation on P54. You can use the information in the box. 2. Make a conversation by yourself. Step7 Survey 1. Work in groups and ask other three students: What did you do last weekend and fill in the chart. 2. Then give a report: Last weekend, LiMing went to the beach. Xiao Hua wrote a letter. … … Step8 Conclusion 1. Read sentences in the Grammar Focus together once. 2. Conclude the changes of the verbs. Step9 Homework 1. Copy the words of P53P54 five times. 2. Write a short passage about your last weekends. 3. Workbook (1) P33. The Second Period Step1. Revision 1. Ask: Where did you do last weekend? /yesterday evening? 2. Check the past forms of some words and phrases. 103 3. Please give a report about your last weekend.(It’s yesterday’s homework) Step2. Presentation 1. First review “How’s it going?” and the four kinds of answers. “Not bad” “Great” “Terrible” “Pretty good”. 2. Then ask: What did you do last weekend? How was your weekend? 3. First the students will answer using only those phrases. So can you answer my question using a sentence.: “It was … .” Step3. Practice 1. Show pictures and ask about it. T: How was your weekend? S: It was … . I … (activity) 2. Then ask the students to make a dialogue. Ask about each other’s weekend. Step4.Exercises 1. Do 3a. Use the given sentences to complete the conversation. 2. Then ask students to read it and check the answers. Step5.Expansion 1. Ask: Who is the girl in Picture1. How was Ming’s weekend? What did Ming do last weekend? S: It was great! He went to the beach. 2. Then what about Tony’s and Sarah’s weekend? Ask and answer with your partner. A: How was Ming’s weekend? B: It was great. She/He went to the bea ch. Step6. Report 1. Tell us your happy things and unhappy things last weekend: It was OK, I…(activity) It wasn’t very good ,I…(activity) 104 Step7 Survey 1. Work in group, and ask your friends what did they do last weekend? And How was/were the things about the weekend. 2. Then give a report like this: Mary went to the beach, the weather was sunny; the beach was beautiful; and the people are friendly. … Step8. Interview 1. Suppose one is a famous people you like, and he/she came to Yunnan last weekend, and another one is a reporter. 2. Make an interview, and ask the famous person questions about his weekend in Yunnan. Step9. Homework 1. Copy Grammar Focus once。 2. Do workbook (1) P34, (2)25 The Third Period Step1. Revision 1. Check the past tense of some words. 2. Practice “How was your weekend?” Step2. Exercise 1. Ask: What did you do yesterday? 2. Let’s see what Sally and Jim did yesterday. Do 1a on P56. Do you like the things they did? Ask: Do you like to play the guitar? … . 3. Listen and write down what Sally and Jim did last weekend and complete the chart. Step3. Survey 1. Interview your partners about their parents: What did your mother /father do last 105 weekend? 2. Then give us a report: My friend **’s father/mother … last weekend. Step4. Reading 1. Read 3a by yourself, and circle the activities you like. Underline the activities you don’t like. 2. Then let the students give their answers. 3. Explain: For most kids. 4. Then ask some students to read the passage. Step5. Survey What did most of you do last weekend? Ask about your friends in your group and give a report: Last weekend, most of us … . Step6. Exercise 1. Do 3b. First ask questions about the pictures? What is he/she doing? 2. Then fill in the blanks according to the pictures. Step7. Oral Writing Can you introduce your last weekend like 3b? Step8. Homework: 1. Write about what you did last weekend. 2.Do workbook(1) P35 (2)26 The Fourth Period Step1. Revision Ask students to introduce his/her last weekend. 106 Step2. Guessing Game A student talk about a famous person’s weekend, and the others guess who he/she is. Step3. Reading 1. Do you like your weekends? Are you all happy on your weekend? Old Henry is not happy. Do you know why? Read it and find the answer. 2. Explain: Old Henry does not; went for a walk; it was time to; 3. Listen to the tape and read after it. Step4. Groupwork 1. First ask: If you are Old Henry’s friend, how can you help him? 2. Then work in groups and talk about what you can do. Suppose you went to visit him last weekend. What did you do? Step5. Conclusion 1. Ask students to conclude what we learned in this unit. 2. List the main words; main phrases; main sentence pattern; … … Step6. Solve the problems 1. Do you have any problems in this unit? 2. Explain some exercises in the workbook that they have made great mistakes. Step7. Homework: 1. Write a passage about what you did last weekend to help Old Henry. 2. Do workbook (2)27. 107 Unit 10 Where did you go on vacation? 单元整体说明 单元教材分析： 本单元是围绕“与朋友共同回忆假期”为话题，开展教学活动，学习动词的一般过去时表 达法，是继上一单元学习一般过去时的特殊疑问句和一般疑问句的用法。并且本单元在已学 习 how was your weekend?谈论周末的基础上，进一步对假期的去向和评价进行问答，而本 课是该单元的第一课时，应先做好语言的输入，再进行语言的输出。所以该课时主要以语言 材料的输入为主。本课课堂活动设计以谈论假期的安排为主线，将 Where did you go …?句 型结合日常生活中所涉及的语言、词汇等融入一系列小任务中，完成任务最终达到交际目的。 单元知识结构： 词汇：New York City; Central Park，exam，were，rainy， delicious，expensive， inexpensive．crowded．flew，kite，later，felt，little, corner, discuss， etc 句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes，she did．No, she didn’t 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。 教学目标： 1. 掌握一些关于活动的词组如 go to the beach, go to Summer camp, visit museum, go to New York City, go to mountains, stay at home 等; 2. 掌 握 一 些 规 则 和 不 规 则 的 动 词 过 去 式 ： stay(ed), visit(ed), go(went), do(did), is/am(was)。能听懂关于过去活动的特殊疑问句和一般疑问句以及简单描述语言的对 话。 108 3. 询问去过何地以及感受 Where did you go? I went to the beaches. How was it? It was awful /not bad, pretty good./ fantastic。并能熟练运用所学知识就过去活动进行描述。 4. 谈论与朋友的度假方式，培养同学间团结、友善的精神，以及增进学生对国内外风 景名胜的认识，热爱大自然，形成积极向上的生活观。 教学重、难点分析: 重点: 1. 理解一般过去时态与现在时态在含义上的区别; 2. 落实 be 动词和一些基本的规则和不规则的实义动词在一般过去时里的用 法; 3. 熟练会话 Where did you go? I went to summer camp..等; 4. 学会用 beautiful, pretty good , fantastic, 等描述过去的事物。 难点: 1. 动词过去式要加“ed”，而学生在描述过去时时容易遗忘动词的“ed”，在运 用不规则动词过去式时容易直接加“ed”。 2. be 动词和实义动词的过去式的运用 单元学情分析: 学生在第五单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与 本单元话题进行衔接。假期活动 Such as; go abroad, go hiking, go hiking, summer camps, and so on 接近学生的生活，They are all interested in talking about it. 单元教学建议: 首先进行集中识字，为本单元的学习作好铺垫。其次，充分利用听力材料和阅读材料， 训练和提高学生的听力和阅读水平。在听读的基础上创设语言情景，加强读写训练。培养学 生的听、说、读、写综合能力。 单元课时分配: 本单元共 4 课时： 109 Section A（一）1 课时 Section A〔二）1 课时 Section B（一）1 课时 Section B（二）1 课时 The First Period 教学内容 Section A 中 1a. 1b. 1c. 2a. 2b. 2c. Grammar focus 教学目标 知识与能力 1. Match the vocabulary：New York City，Central Park，exam． 2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp． Did you go to the beach？ Yes，I did．No, I didn’t． 过程与方法 通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出 一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助媒体来提高学 生的主动性。 情感态度价值观 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 教学重、难点及教学突破 重点: l. The vocabulary：New York City, Central Pads，exam． 2. Language ： Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer camp Did you go to the beach? Yes，I did. No, I didn’t. 110 难点 Use the language to talk about past events． 教学突破: 对于本课的单词短语通过卡片或图画来引出学习。 Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来 引出。 教学步骤: Step 1 Free talk 1. Organize Ss by saying hello to each other. 2 Ask the question: Who is on duty? Is everyone here today? Step 2 Presentation 1．（Ask questions about what students did last Saturday） （1）Who went to the movies last Saturday? （Point to one student who raises his or her hand.） Sara went to the movies last Saturday. （Repeat．Write this sentence on the board. Underline the word went．） (2) Ask：Who visited a friend last Saturday？ （Point to one student who raises his or her hand．） Carlos visited a friend last Saturday． （Repeat．Write this sentence on the board. Underline the word visited．） 2．（Point to the words went and visited in the sentences on the board．） Say，We use these words to talk about things that happened in the past. （Write these pairs of words on the board：go--went, visit --visited） 111 Ask: Can you point out the words that talk about the past? This activity introduces the key vocabulary． Step 3 Practice 1．Focus attention on the picture．Ask: what at can you see？ Say, Each picture shows something a person did in the past．Name each activity and ask students to repeat；Went to the mountains，went to New York City, went to summer camp， visited my uncle，stayed at home，went to the beach，visited museums. 2．Point to the numbered list of activities．Say each one again and ask the students to repeat． 3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．Point to the sample answer. 4．Check the answers. Step 4 Listening & Presentation This activity gives students practice in understanding the target language in spoken conversation． 1．Point to the picture on the screen say, look at Picture A，Where did Tia go on vacation? Yes， she went to the mountains．Ask，What did the person do in each scene? 2．Play the recording the first time. 3．Play the recording a second time and say，There are three conversations. The people talk about what they did on vacation．Listen to the recording and write numbers of the names in the right boxes in the picture. Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain. 4．Correct the answers． 112 Step 5 Pair work This activity provides guided oral practice using the target language. 1. Point out the example conversation and ask two students to read the dialogue to the class. 2. Say，Now work with a partner. You’re your own conversation about the pictures． 3. Say the dialogue in the picture with a student，Do a second example to the class. 4. Have students work in pairs. As they talk，move around the room monitoring their work．Offer language or pronunciation support as needed. Step6 Consolidation This activity provides guided oral practice using the target language. 1．Say, Get into getups of three. One of you will he Nancy，One will be Marco, and one will be Julie. Ask each other about the vacations. You can talk about the activities from the chart in 2b or about any other activities you like． 2. As Ss talk, move around the room, monitoring the conversations and offering support as needed. 3. Have a group of Ss present their conversation to the class. Step 7 Summary 1. Review the grammar box. Ask Ss to say the questions and answers. 2. Review the difference between regular –ed past tense verbs (stay –stayed, visited). Then say the past form sentences with the form below. I go to the summer camp They go to New York City He stay at home She visit her uncle 113 Go to Central Park I √ He √ She × They × Step 8 Homework Practice the dialogue according to the picture on Page 1. Step 9 Exercise 1. 随堂练习设计按要求完成句子。 a）I went to the mountains．（改成一般疑问句）b） Tina went to New York City.（就划线部分 提问） c）Did you go to the beach？（作出肯定回答）d）Did they go to summer camp？（作出否定 回答） 2. 翻译短语： （l）呆在家里 ______ （2）去纽约城_____（3）参加夏令营______（4）去爬山 _____ （5）去海滩______ （6）参观博物馆_____ The First Period 教学内容 Section A 中 1a. 1b. 1c. 2a. 2b. 2c. Grammar focus 教学目标 知识与能力 1. Match the vocabulary：New York City，Central Park，exam． 2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp． 114 Did you go to the beach？ Yes，I did．No, I didn’t． 过程与方法 通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出 一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助媒体来提高学 生的主动性。 情感态度价值观 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 教学重、难点及教学突破 重点: l. The vocabulary：New York City, Central Pads，exam． 2. Language ： Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer camp Did you go to the beach? Yes，I did. No, I didn’t. 难点 Use the language to talk about past events． 教学突破: 对于本课的单词短语通过卡片或图画来引出学习。 Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来 引出。 教学步骤: Step 1 Free talk 2. Organize Ss by saying hello to each other. 2 Ask the question: Who is on duty? 115 Is everyone here today? Step 2 Presentation 1．（Ask questions about what students did last Saturday） （1）Who went to the movies last Saturday? （Point to one student who raises his or her hand.） Sara went to the movies last Saturday. （Repeat．Write this sentence on the board. Underline the word went．） (2) Ask：Who visited a friend last Saturday？ （Point to one student who raises his or her hand．） Carlos visited a friend last Saturday． （Repeat．Write this sentence on the board. Underline the word visited．） 2．（Point to the words went and visited in the sentences on the board．） Say，We use these words to talk about things that happened in the past. （Write these pairs of words on the board：go--went, visit --visited） Ask: Can you point out the words that talk about the past? This activity introduces the key vocabulary． Step 3 Practice 1．Focus attention on the picture．Ask: what at can you see？ Say, Each picture shows something a person did in the past．Name each activity and ask students to repeat；Went to the mountains，went to New York City, went to summer camp， visited my uncle，stayed at home，went to the beach，visited museums. 2．Point to the numbered list of activities．Say each one again and ask the students to repeat． 3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．Point to the sample answer. 4．Check the answers. 116 Step 4 Listening & Presentation This activity gives students practice in understanding the target language in spoken conversation． 1．Point to the picture on the screen say, look at Picture A，Where did Tia go on vacation? Yes， she went to the mountains．Ask，What did the person do in each scene? 2．Play the recording the first time. 3．Play the recording a second time and say，There are three conversations. The people talk about what they did on vacation．Listen to the recording and write numbers of the names in the right boxes in the picture. Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain. 4．Correct the answers． Step 5 Pair work This activity provides guided oral practice using the target language. 1. Point out the example conversation and ask two students to read the dialogue to the class. 2. Say，Now work with a partner. You’re your own conversation about the pictures． 3. Say the dialogue in the picture with a student，Do a second example to the class. 4. Have students work in pairs. As they talk，move around the room monitoring their work．Offer language or pronunciation support as needed. Step6 Consolidation This activity provides guided oral practice using the target language. 1．Say, Get into getups of three. One of you will he Nancy，One will be Marco, and one will be Julie. Ask each other about the vacations. You can talk about 117 the activities from the chart in 2b or about any other activities you like． 2. As Ss talk, move around the room, monitoring the conversations and offering support as needed. 3. Have a group of Ss present their conversation to the class. Step 7 Summary 1. Review the grammar box. Ask Ss to say the questions and answers. 2. Review the difference between regular –ed past tense verbs (stay –stayed, visited). Then say the past form sentences with the form below. I go to the summer camp They go to New York City He stay at home She visit her uncle Go to Central Park I √ He √ She × They × Step 8 Homework Practice the dialogue according to the picture on Page 1. Step 9 Exercise 1. 随堂练习设计按要求完成句子。 a）I went to the mountains．（改成一般疑问句）b） Tina went to New York City.（就划线部分 118 提问） c）Did you go to the beach？（作出肯定回答）d）Did they go to summer camp？（作出否定 回答） 2. 翻译短语： （l）呆在家里 ______ （2）去纽约城_____（3）参加夏令营______（4）去爬山 _____ （5）去海滩______ （6）参观博物馆_____ The second Period 教学内容 Section A 中 3a．3b．4 教学目标 知识与能力 1. Match the vocabulary：were, rainy. 2. Master and use：How was your vacation？how were the beaches？where did you go? 过程与方法 学生通过上一节课的学习，对 where 引导的过去时态的特殊疑问句，已经掌握。 能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型， 并且进行大量练习。采用学生提出问题，学生解决问题，借助媒体来提高学生的主动性。 情感态度价值观 教育学生渗透合作精神和社会公德意识。 教学重、难点及教学突破 重点: 119 l. The vocabulary：were, rainy, fish ． 2. Language：Where did you go on vacation? I went to the mountains/ New York City /beach /summer camp… How was your vacation？how were the beaches？ 难点 Use the language to talk about past events． 教学突破: 对于本课的单词短语通过卡片或图画来引出学习。 Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来 引出。 教学步骤: Step 1 Free talk 1. Ask the question：Where did you go last Sunday? 2. Ask Ss to answer. Step 2 Presentation 1．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． 2. Point to one student who raises his or her hand． Carlos visited a friend last Saturday． 3. Repeat．Write this sentence on the board. Underline the word visited． Step 3 Practice (In picture 2 there is a beautiful beach．There is a man．He looks unhappy．） 1. Read the first two lines of the dialogue to the class．Point out the answer was in the first line. 2. 2. Then point out the blanks in the rest of the lines of the dialogue． 120 3. 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． 4. Point to picture 3 and ask students to say what they see． 5. Then read the words under the picture． 6. Pronounce any new words and explain what they mean，if necessary Say：In this picture a girl is on a bus．The girl is taking a bus trip．Ask，What does relaxing mean？ Does it mean you are excited or quiet? How do you look when you relax? 7. If students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half 一 closing your eyes. 8. Say a dialogue with a student．point tothe food picture. Ask，How was the food? Do a send example，if you wish． 9. Move around the room monitoring their work．Offer language or pronunciation support as needed． 10.Have two students perform the example conversation，or perform it yourself with one student（you ask the questions)． 11. 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． Step 4 Practice(2) 1. Say：First fill in the chart with the information about your last vacation， 2. Say where you went，what the weather was like, what you ate，and what else you did． 3. As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。 121 Step 5 Exercise 1、动词的适当形式填空： A: Where _____ you ______ on your vacation?（go） B：I _______ to the stores．(go) what about you? A: I ______ at home (stay) B: What ______you _______？（do) A：Nothing much. B: Why ______ you _______at home?（stay） A：I just _______ to go out．（not want） 3. Make a conversation and act． The Third Period 教学内容 Section B 中 la. 1b．lc．2a．2b．2c 教学目标 知识与能力 1. Match the vocabulary：delicious, awful expensive, inexpensive, crowded. 2. Master and use：Where did Vera go on vacation? Did Vera like the vacation? How were the stores? They were very expensive. 过程与方法 通过例子 The ring is one hundred million dollars．It’s expensive.引人本课，设置会话 情景来激发学生兴趣，调动其学习主动性。利用多媒体图片大量练习句型，提出问题， 解决问题，体现师生互动。 122 情感态度价值观 教育学生热爱生活，积极参与班级集体活动。 教学重、难点及教学突破 重点: l. The vocabulary：delicious, awful, expensive，inexpensive，crowded． 2. Language：Where did you they he she go on vacation? I＼They He＼She went to Japan． How were the museums/ people /stores? They were crowded expensive /friendly． 难点 Use the language to talk about past events． 教学突破: 对于本课的单词短语通过卡片或图画来引出学习。 Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来 引出。 教学步骤: Step 1 Free talk Organize Ss by greeting each other. Step 2 Presentation 1． Ask：What do you think of this book? Is it interesting?（通过对话引出本课要学习的 新形容词 expensive 等）。 2． Point to the picture, This is a ring. The price is one hundred million dollars． 123 Step 3 Writing This activity introduces more key vocabularies． 1. Point out the six words delicious，awful，expensive，inexpensive, crowded 2. Say each word and ask students to repeat them， 3. 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 4. Then point out the blank line in front of each numbered word． 5. Point out the sample answer. As students work ， move around the room answering questions as needed． This activity provides writing practice using the target language． 6. Simple draw：the smiley face and the frowny face．Say，the smiley face is for good things. The frowny face is for bad things. 7. Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word. 8. Ask students to finish the activity individually. delicious, inexpensive, crowded, awful, expensive, crowded 9. Set some examples to learn these adjectives. 10. This activity gives students practice in understanding the target language in spoken conversation. Step 4 Listening 1．Point out the two questions. After you hear the conversation, please answer these questions, then read the questions to the class. 2. Play the recording the first time. Students only listen. 3. listen to the recording the second time. This time say, listen to the recording and write the answer to each question. 4. correct the answers. 124 Step 5 Pairwork This activity provides guided oral practice using the target language． 1. Call attention to the question words． 2. Have a student read them to the class. Ask where did you go on vacation? Say，please work in pairs． 3. As students talk，move around the room offering pronunciation and language support as needed． Step 5 Exercise 1、词类转换 1) expensive(反义词）______ 2)crowd(反义词)________ 3 ) awful（反义词）________ 4)friend(形容词)________ 5)go(过去式) _______ 6) do(过去式)_________ 2. 翻译下列句子 1)你是去哪儿度的假？ 2)我们去了许多博物馆。 3) -----那儿的商店怎么样？一 都很贵。 4) 日本朋友们对我们很友好。 The Fourth Period 教学内容 Section B3a.3b．3c．4 以及 Self Check 3 教学目标 知识与能力 New words and expressions：flew, kite, later, felt, little, corner, discuss ,difficulty. 过程与方法 125 通过复习一般过去时引出本课的重点------日记。 情感态度价值观 学会日记的写法。 教学重、难点及教学突破 重点: The vocabulary: flew kite later felt little comer till fry question discuss difficulty 难点 日记的格式。 教学突破: 对于本课的单词短语通过卡片或图画来引出学习。 Language: 通过询问过去的事情引出日记。 教学步骤: Step 1 Free talk Ask the questions： What day is it today? What day was it yesterday? Step 2 Presentation 1．Let the students read Kim’s travel diary and find the new words． 2．Teach the new words: later, felt，little, corner 3. Explain the meaning and the usage of the new words． 4. Let the students write the new words． 5．Say，Now read the diary and circle all the good things about Kim’s holiday．Underline all the bad things. Ask them to notice the description words that tell them whether something is“good”or “bad，” You may want to ask 126 a student to tell you what the first“bad thing” was. 6．Check the answers. 7. The teacher tells the students the methods of writing the diary. Step 3 Writing Thus activity provides guided writing practice using the target language． 1．Say，Now write a travel diary like the one in 3a. 2．Have the students do the activity individually. You may want to have them write on pieces of paper, since space in the textbook is limited. As they work，move around he classroom offering assistance as necessary. 3．Have several students read out their diaries to the class（You might want to make this activity more substantial, and set it as written homework to be collected and marked.） 4. Do a Survey Ask students to interview friends and family members and write down where they went on vacation. Ask the students to list at least one activity or place they visited in that city and whether it was good or bad Ask students to share this information with the rest of the class. Step 4 Groupwork 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. Step 5 Homework 1．Master the new words. 2．Write a diary 127 Unit 11 What do you think of game shows？ 一、 教材分析： 本单元谈论的话题是流行文化，其主要内容都是围绕发表意见、谈论喜好的语言项目 展开的。通过谈论各类电视节目及一些日常生活用品，使学生学会陈述自己的看法和意见 以及学会谈论自己的喜好程度，同时也学会询问他人对某事物的看法、意见及喜好程度， 在交流的过程中增进与家人、朋友、同学之间的相互了解。 二、 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： think of, soap, soap opera, situation, sitcom, nothing, ha, listing, mind, How about…?, super, host, agree, clip, hair clip, key ring, belt, wallet, fashion, opinion, idea, colorful 2） 句型结构： What do you think of soap operas? I can’t stand them. I don’t, either. I love “Tell it like it is!” I do ,too. 2、能力目标： 1) 学会陈述自己的看法和意见。 2) 学会谈论自己的喜好。 3) 谈论流行文化，了解各类电影和电视节目的名称。 4) 了解一些日常生活用品，描述对其喜好程度。 3、策略目标： 利用不同媒体获取相关的学习资源，通过合作、探究的方式学习；学会正确评价自己 的学习行为和学习效果。 4、情感目标： 学会客观地评价事物；正确表达自己的意见；正确认识流行文化。 128 三、 教学重、难点 1、重点： 学习及掌握陈述自己的看法、意见及喜好的词汇和基本句型。 2、难点： 正确运用 What do you think of …? 及 I like/love/don’t like/can’t stand…等句型结构来 表达对客观事物的评价。 四、 教学策略 ◆ 发散性思维训练策略，启发式教学法和讨论法。 ◆ 任务型活动设计教学策略 ◆ 兴趣教学策略，其中包括游戏、表演、对话和歌曲。 ◆ 交际教学法。 ◆ 情景教学法。 ◆ 合作学习策略。 五、 教学建议 （课时及内容建议） 本单元建议用四课时来完成。 Period One : Section A: 1a~1c Period Two : Section A: 2a~ 4 Period Three : Section B: 1a~ 2c Period Four : Section B: 3a~4, Self check The First Period Step1. Warming-up 学生观看 Movie。(观看 Movie，引起学生的兴趣，促使学生尽快进入英语状态，同时 也作为一个 lead in 的活动。) 129 Step2. Presentation(1) 1. 由 Magic English 的观看，提出“Do you like Pluto’s music?”及” What do you think of Pluto’s music?”引出话题。 2.. 在多媒体上呈现电影“Harry Potter”等学生们熟悉的电影 Posters，谈论对这些影 片的喜好，句型结构如下： What do you think of …？ I don’t mind it. I don’t like it. I can’t stand it. 3. 借助 2 中的 Posters，运用 what kind of movies do you like?及 What do you think of…？练习复数状态下的结构。 Step3 Practice 在多媒体上呈现一些现象，如随地吐痰、打架、乱扔废纸、排队候车等等，进行巩固 练习。 Step4 Presentation（2） 1. 由社会现象进入周末活动的谈论，what do you usually do on weekends?当有学生谈 到 watch TV 时，开始介绍电视节目的种类，播放电视节目的片断或图片。表达对各种电 视节目的看法，可供选择的电视节目有： Talk shows, game shows, sports shows, soap opera, sitcom 2. Do 1a and 1b Step5 Pairwork 就电视节目谈论彼此的观点，做 pair work 前，老师要先给学生一两个 model，然后学 生有准备过程，再进行 pair work show。 130 Step6 Guessing game 老师陈述 TV shows 的情景，如： 1．A man is playing basketball.(sports show) 2 ． A funny show. The people on TV do or say things that make TV watchers laugh.(sitcom) Step7 TV shows survey 学生可以在四人小组内，也可以离开座位询问其他同学，完成表格，再进行 report。 CCTV News Weather report Tell it like it is Soap Opera Football Night Lucky 52 Report: My friend…likes…. He/She also likes…. But he can’t stand… Step8 Homework 1. Copy the new words and new sentences. 2. Make your report better. 3. Survey what your family think of different TV shows, and make a new dialogue about that with your partner. Names 131 The Second Period Step1. Warming up : Chant What do you think of talk shows? I don’t mind them. What about game shows? I love them. Do you like sitcoms? Yes, I do. Step2. Revision: Dialogue show time 1. Dialogue show 后要鼓励学生给予 comments。可以引导学生在以下几方面评价： What do you think of their dialogue? Body language pronunciation intonation 2. 如有许多 Pairs 想上来 show，可以用一个 chant 确定： 1,2,3,4 Mary is at the kitchen door. 5,6,7,8 Mary is at the garden. Step3. Presentation 1. Listen and do 2a, 2b. 借助 Dialogue show 及过渡句“Have you seen the sitcom Dumpling King 引出听力. 2. 做完 2a,2b 后，问： What does he think of Dumpling King? What does he think of Er Bao Xiao Bao ? Sitcoms 3. 呈现新的句型。 132 Step4. Information exchange Student A looks at one paper, student B looks at the other paper.(Don’t look at his/her partner’s paper) 运用句型结构：What does Alan/Yang Lin think of these TV shows?交流信息。 表格如下： Student A English Today Sports News Healthy living Chinese cooking Animal world Yang Lin Likes Don’t mind Alan Loves doesn’t like can’t stand Student B English Today Sports News Healthy living Chinese cooking Animal world Yang Lin Loves doesn’t like can’t stand Alan Likes don’t mind Step5. Task（1）：Weekend Talk show 学生三人一组，分别扮演角色 host/hostress 和 guests，电视访谈节目的演示，谈论对 不同 TV shows 的看法，但老师先要给予 Talk show 的 model。 A: Welcome to 9 o’clock weekend Talk show. 133 We’re talking to….Welcome to the show… B: Thank you. A: Do you like to watch TV? B: A: What do you think of sports shows? B: A: How about…? B: A: OK! Thanks for joining us. Next, we’re talking to… Step6. Task （2）：Survey time 列举常见 TV Shows 的名称，调查并统计班内同学对各种节目的观点。四人小组以统 计图表的形式（学生可以 creative 一些，设计各种统计图表）呈现结果，再给 TV station 写一封调查报告，并提些建议。 统计时，增加句型：I do, too. I don’t, either. 附表如下： Love Like don’t mind don’t like can’t stand CCTV News Weather report Tell it like it is Soap Opera Lucky 52 Cartoon show Sitcoms Healthy living Animal world ideas number TV shows 134 Step7 Homework 1. Finish your diagram and stick on the board. 2. Finish writing the letter to the TV station. The Third Period Step1. Warming up Enjoy an English song. Step2. Revision 1 ． T shows some pictures of singers and asks: “What do you think of him/her/his songs/her movies…?” Get the students to answer : “I love/like/don’t like/don’t mind/can’t stand ...” 2 ． Get the students to work in pairs, ask and answer like this: “What does your father/mother/sister/…think of …?” “He/She loves/likes/doesn’t like/doesn’t mind/can’t stand …” Step3. Presentation and practice 1. 课件展示：sunglasses, belt, wallet, key ring, watch, scarf… T: What’s this in English? / What are these? What do you think of …? Ss: I love/like/don’t like/don’t mind/can’t stand ...” 2. Let the Ss finish 1a. 课件展示，Check the answers. 3. Class work: How many of these things do you have? Get some Ss to tell the class. 4. Listen to the tape and finish 2a, 2b. Then get some Ss to say sth. about Carol and Paul like this: “Carol loves …. Paul doesn’t mind ….” 135 5. 实物展示: Pair work: What do you think of the belt/sunglasses/…? What does your father/mother/… think of your scarf/belt…? Step4. Group work 1. Teacher shows some different kinds of school uniforms and asks : “ What do you think of your school uniforms? If you have a chance to choose your school uniforms, what kind would you like to choose?” 2. Discuss in groups. 3. Get some Ss to report in class. Step5. Survey Time 1.T: Do you know your classmates well? What are his/her likes/dislikes? Get the Ss to make a survey in class. 2. Get some Ss to report in class. Step6. Homework: Ask your friends about what they think of different subjects and write them down. The Fourth Period Step1. Warming up 观看动画： Just for Fun! Step2. Revision 1. T： What do you think of the cartoon ? (T~ S) 136 2. 课件展示：不同的事物。 Pair work: What do you think of the scarf/belt/…? I love/like/don’t like/don’t mind/can’t stand ...” Step3. Presentation: Reading(3a) 1．先让学生听录音，回答问题： ① Who wrote this article? ② What was the Coolest thing? 2．学生细读文章，回答问题： ① What did Maria ask the students about? ② How many things did she show to the students? ③ What does Jack Smith think of the key ring? ④ Who likes the sunglasses? ⑤ Did all the students agree with each other? ⑥ Why did Maria think the coolest thing was the best? 由问题引出新单词： fashion 、article等 3 . Listen to the tape and repeat. Step4. Task (1): Writing 1、运用自己的观点Complete a letter to Maria. (完成3b) Fill in the blanks. 2、Ask some Ss to report in class. Step5. Task (2): Listening, reading and writing 1、Get the Ss to listen to the tape. (Self check—3) 2、Questions：Do you agree with Rose Smith? Why ? 3、Write your opinion… 137 Step6. Task (3): Making a survey. “我做小记者”活动 1. T: Make a list of five more things. Ask your classmates what they think of each thing. 提示： “ What do you think of the …?” Topics You may ask: ( key words) Movies Kinds of movies, actors, actresses, …, why? Music Kinds of music, singers, groups, CDs, …, why? Food Kinds of food, fruit, vegetables, drinks, …, why? Sports Kinds of sports, volleyball players, basketball players, …, why? Clothes Kinds of clothes, color, size, …, why? TV show Kinds of TV programs, …, why? … … 3. Ask some Ss to report in class. Step7. Homework: 写一则调查报告： 在同学中展开流行文化的调查，如调查同学对某部放映的电 影，某位明星，某项活动或某种流行服饰的看法，并将调查 结果写成报道在教室里张贴或在学校报刊上发表。 138 Unit12 Don’t eat in class. 一、教材分析 本单元是人教版《新目标》的第十二单元。这本教材的词汇量很大，内容新颖，尤其是 生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其中还囊括了很丰富 多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。本单元的话题 Talk about rules.与日常生活密切相关。作为一名中学生，遵守学校班级、家庭和社会公共场所的 规章制度是必须的。在谈论规则时，一般运用祈使句、情态动词 can 和 have to 等。这是英 语新课程标准中规定所必须掌握的内容，是交际英语中必不可少的项目。因此，本单元对于 提升学生的学习兴趣而提高学生的听、说、读、写能力有很大的帮助。并通过 self check 检 测，积极地、及时地寻找各自的不足，以便学生树立良好的内在动机，不断获得成就感。 二、教学目标 1、知识目标 这一单元主要话题是“Talk about rules 谈论规则”，其中主要涉及内容如下： A、Functions 功能：谈论规则，并制定规则。 B、Structures 语法结构：祈使句和情态动词 Can 和 have to 的用法。 C、Target Language 日常交际用语： Don’t eat in class！ Can we wear hats？No，we can’t. We don’t have to wear a school uniform 等。 D、Vocabulary 词汇：rule、classroom、hallway、fight、have to 等。 2、能力目标 培养学生运用所学句型谈论规则的能力，并培养学生遵守规则的习惯。 3、情感目标 A、谈论规则有利于学生守秩序，遵纪守法，使学生感受到自觉遵守各项规章制度的好处。 B、有些规则是必要的，但规则太多却使人感厌烦！学生在遵守规则的过程中会体验到不同 的情感。 139 三、教学重点、难点 重点：学习并运用谈论规则的日常交际用语及词汇。 难点：祈使句否定形式以及 have to 的用法。 四、教学准备 教具准备：把学校的一些规则制成卡片，投影仪、录音机、图片等。 课时安排：根据学生的实际情况，将用 4 个课完成教学任务。 五、学情分析 我所任教的班级为我校七年级的学生。我校位于郊区，,因此绝大部分的学生来自周边 的农村，再加上周围方言的影响，更是对英语学习造成很大的困难，而学生英语基础更是参 差不齐。课堂上相当一部分学生由于基础或是个性差异原因对学习英语缺乏自信。能够很投 入，很积极学习的常常只是很少部分人。学生优差的两极分化非常严重，男女生的差异也很 大，通过上个学期的学习，女生在英语学习的信心上明显劣于男生。因此，教师应采取积极 措施及时帮助那些“弱势群体”，帮助他们树立自信心，激发他们学习的兴趣，让他们体会 到英语学习的乐趣。 六、教学程序 The First Period Teaching aims: Knowledge aims: To master the following new words and sentences in class: rule, hallway, classroom, Mrs., fight School Rule Don’t arrive late for class. Don’t fight. Don’t run in the hallway. Don’t eat in the classrooms. Don’t listen to music in the classrooms. What are the rules? Well, we can't arrive late for class. 140 Ability aims: Train students' listening and speaking skills. Emotion aims: As students, we must obey school rules. Key points: The school rules and the target language. Difficult points: Learn to talk about the school rules. Train students' listening and speaking skills. Teaching tools: Pictures. A projector. A tape recorder. Teaching steps: Step1、Revision T: Hello! How are you? What day is it today? What’s the weather like today? What do you want to do? Do you have a pen pal? Where is your pen pal from? What animals do you like? What do you like for breakfast? What is he doing now? Do you like talking with others? Can you talk in class? Can you talk at home? Can you talk in the hallways? Step2: Presentation T: What’s your favorite subject? Do you like music? Now I’d like to enjoy a song with you. (play the tape) Do you like the song? What do you think of the song? Who is your favorite singer? Can you listen to music in the classroom? Can she/he listen to music in the hallways? Why can’t we listen to music in the classroom? 141 S: It is our class rule. (T helps them to say it.) T: So please don’t listen to music in the classroom. (Write the sentence on the blackboard.) Read after me please. Then get Ss to read it one by one. So can we listen to music at home? S: Yes, we can. We can listen to music at home. T: Excuse me. What’s your favorite sport? S: My favorite sport is basketball/… T: Where do you usually play basketball/…? S: I usually play it on the playground/outside. T: Can you play basketball in the classroom/hallways? S: No, we can’t. We can’t play …in the classroom/hallways. T: So don’t play … in the classroom. Can we run in the classroom? T: Don’t run in the classroom (Write it on the blackboard.) T: Excuse me. What time do you usually come to school? What time does the class begin in the morning? T: So you are early for class. You are a good student. If you get to school at 8:10, you are 10 minutes late for school. That is a bad one. So don’t arrive late for class. T: Look at this boy. Is he good or bad? What is he doing? Do you know? Can we fight with others? Can we fight in the classroom/hallways? T: It is impolite to fight. So don’t fight. We should be good friends. T: These are all class rules. What else can’t we do in our classrooms? Please say the sentence like this: Don’t …. S1: Don’t eat in the classroom. S2: Don’t sleep in class S3: Don’ wear hats in class. S4: Don’t talk in class. S5:… 142 Step 3Task1 Now please use these phrases to make up a dialogue. You can work in group of three or two. Suppose one of you is a teacher, and the others are breaking the rules. Model: A: Hi, Peter. What are you doing? B: Hi, Ms/Mr Green. I’m eating.( Student should use their gestures.) A: Can we eat in the classrooms? B: No, we can’t. We can’t … A: Don’t eat in the classroom. B: Oh, I’m sorry. Step4、1a,1b 1、 If you want to be good students, don’t break the school rules. The rules are good for your study. But now here are some bad students. Look! Each of these students is breaking one of these rules. Write the number of the rules next to the student. 2、Check the answer. 3、Listening. Now there are three students Peter, Selina and Nick. What rules are these students breaking? Please listen to the tape and write the numbers after the names. Peter__________ Selina_________ Nick__________ Step5、Section A 2a,2b 1) T: Now please open your books to 72. Look! What can you see in the picture? S: … T: Yeh, the boy is Alex, and the girl is Cindy. T: What are they doing? S: They are talking. T: What are they talking about? S: … 143 T: Now let’s listen to the tape and check the activities Alex and Cindy talk about. 2) Listen again. Can Alex and Cindy do these activities? Circle “can ” or “can’t ” above. 3) Listen and repeat. 4) Check the answer then report the list. Report: These are their rules. They can…, but they can’t… So please don’t … Step6、drill T: You know, some students are not bad students. But they also break the rules. Because they are new students. They don’t know much about the rules. So can you help them out. Now please tell them the rules of your school. You can work with your partners. Suppose one of your partner is a new student. A: What are the rules at your school? B: Well, don’t arrive late for school. A: Can we listen to music, Alex? B: No, we can’t listen to music in the classrooms, but we can listen to it outside. Step7: Homework 1) To sum up your school rules, use “can, can’t and don’t” 2) To copy the new words The Second Period Ⅰ.Teaching Aims and Demands 1.Knowledge aims: To master the words: gym class, uniform, have to , To master the sentences: John, you have to wear sports shoes for gym class. At school, we have to clean the classroom. 144 2. Ability objects Train students' ability to use words in contest. Train students' speaking skill. 3. Emotional aims: It's a little difficult to learn to use the words "have to" and "can". You need much practice. Ⅱ.Teaching Key points The usage of the words “have to” and “can”. Ⅲ.Teaching Difficulties The usage of the words “have to” and “can”. Ⅳ.Teaching Methods Teaching by pictures. Oral practicing method. Ⅴ.Teaching Aids Pictures. A projector. Ⅵ.Teaching Procedures 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? 145 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. S4:… 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? wear uniforms. S: We have to do our homework study hard. … T: What can you do at school? run on the playground. S: I can play basketball/… outside. Talk in the hallways after class. … T: What can’t you do at school ? arrive late for class. run in the classrooms or hallways. S: We can’t listen to … eat in class. fight. … 146 T: What can you do at home? S: I can play computer/watch TV/sleep/talk/…at home. T: What can’t you do at home? T: What you don’t have to do at home? S: I don’t have to wash…/have classes/… 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. S1: At school, I can….. I don’t have to …. At home, I can’t …. I have to… So I like to stay at school. S2: At home, I can… I don’t have to… At school, I can’t… I have to … So I like to stay at home. Step4、Ask and answer Items Yes No 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? Do you have to clean your bedroom? Do you have to be at home at 5:00? Can you play computer games? 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. 147 Report: I have to get up at… but I don’t have to … I can ….. but I can’t…… 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? S: We can play …/run outside. T: What do you have to wear for gym class? S: We have to wear sports shoes for gym class. T: Do you have to wear a uniform for gym class? (T points at their uniforms to make sure they can understand the meaning of uniform.) S: Yes, we do. T: Do you have to wear a uniform at home? S: … T: Now, please open your books to 73. Fill in the blanks with the correct words in the box as soon as possible. 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? 148 Step7、Homework: 1) Copy new words. 2) Design your ideal school and write down the rules The Third Period Teaching Aims： 1. Learn to talk about the rules at school, in someone’s house and other places the Ss are familiar with. 2. Learn to use “I have to …”, “I can / can’t …” to describe the rules of each place. 3. Learn to be a polite student anywhere. 4. Important Points and Difficult Points： 1. Master the sentence structure “ I have to…” , “ I can /can’t…” 2. 祈使句肯定形式与否定形式的运用。 3. Describe the rules of the places correctly and fluently. Teaching Procedures： 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? Today I bring some exciting and interesting vedioes to you! Before enjoying them, I will give you some questions: 149 (1).What are the people in the vedioes doing? (2).Are they good students? (3).What rules do they break? Try to find the answers to these questions when you watch the vedioes. (Play the three short vedioes for the students.) T: Now can you tell me the answers to these questions? (Ask some students to answer these questions.) T: Well done! You all know the rules of the school very well! So you are all good students! But can you tell me the other rules of the school? (Ask some students to talk about the other rules of the school.) Step 2 Presentation T: OK! Just now we talk about the rules of the school. Do youknow the rules of other places ?. In which places we have to obey the rules? (libraries, dining rooms, dormitaries, our houses,etc.) T: Yes. In our houses , we also have rules . So everyone in your house have to obey the rules of your house. Now, open your books! There are some house rules . First, look at the pictures, tell me what you see in each picture, using whatever words you can.( If necessary, supply the words or sentences and ask the class to repeat. Say a sentence or two about each picture. What's he doing? He's doing homework. Repeat. He's doing homework. The class repeats.) T: Now look at the rules under the pictures. Read after me! (Point out the list of rules.Read each rule and ask students to repeat. ) T: OK! Now match each rule with one of the pictures. Write the letter of each picture on the blank line in front of one of the rules. For example, Picture a matches with the second rule.(Point out the sample answer.) Do as the sample do. ( Give the Ss 1 minute to prepare) Check the answers. 150 Step 3 Listening Practice 1. Work on 2a（完成 P74 - 2a） T: Great! I have two friends. Their names are Emily and Dave. First, let’s know them. Look at the two photoes. The girl is called Emily and the boy is called Dave. They are talking about the rules of the house. Listen to a conversation between them. I will play the tape for two times. For the first time, only listen carefully to their questions and answers. For the second time, number the rules in the order Dave and Emily talk about them. The first rule Emily talks about is Don't go out on school nights. The number 1 has already been in the blank in front of that rule. Write in the numbers 1-4 as Dave and Emily talk about each rule while you are listening. (Play the tape two times for the Ss. Then check the answer.) 2. Work on 2b（完成 P74- 2b） T: This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house and each rule that Emily has at her house. (Point out the sample answer). Play the tape again and have students make checkmarks(√). You may wish to play the tape more than once at this point. Correct the answers. Step 4 Talk. 1. T: Good job! Just now we have known the rules of my two friends Emily and Dave. Now who would like to talk about the rules of their houses? ( Give the Ss some sentence structures to help them. Like “ In Emily/Dave’s house, we have to…/ we can’t…) Give them 1 minute to prepare. Then ask some Ss to talk. 2. Pairwork T: Excellent! We have talked about the rules of Emily’s and Dave’s houses. Now I want to know about the rules in your house. What can and can't you do in your house? What do you have to do? Work with your partner. Using A: Do you have family rules? 151 B: Yes , I do. A: What do you have to do ? B: I have to… (Give them 3 minutes to prepare) As the students talk, move around the room, monitoring conversations and offering language support as needed. Have some pairs of students present their conversations to the class. Step 5 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 Pel'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. Ask students to move around the classroom and ask each other questions. Their job is to find other students who have the same rules. When student A finds another student with the same rule, student A writes the other student's name next to that rule on his or her list. Then do a quick check to see which rules are most common. (Alternative: If you would prefer not to have your students move around the room, you can ask them to do this activity in groups of four. They survey the other members of their group to find who has the same rules as they do.) Step 6 Homework 1. Do the exercises in the exercise books. 2. Write a short composition which is about the rules at their houses.