人教新目标英语七年级下全册 103页

课题：Unit 1 Where’s your pen pal from? 第1课时 共4课时 教学目标：1．学会世界上主要国家和城市的表达方式。‎ ‎2．了解世界上主要国家一些情况，如国旗，地图形状及地理位置。‎ ‎3．学会使用where 句型。‎ 重点：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 ?‎ 难点：学生对各地的名胜古迹、历史风情、地理知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。‎ 教具准备：Some cards with cities and countries 施教日期：2006年2月13日 教学过程：‎ 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 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 went 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)‎ 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 板书设计：‎ Country City Australia‎ ‎Sydney The United States ‎New York France‎ ‎Paris Canada‎ ‎Toronto Japan‎ ‎Tokyo ‎—Where is your pen pal from?She/He is from … ‎ ‎—Where does she/he live? She /He lives in… ‎ 教学反思：‎ 课题：Unit 1 Where’s your pen pal from? 第2课时 共4课时 教学目标：1.继续巩固国家名称，及where引导的疑问句。‎ ‎2.新句型What language does she/He speak ? ‎ 重点：1.Words: language in English ‎ ‎2.Sentences:What language do they speak?‎ What language does she /he speak ? ‎ She/He speaks ……‎ 难点：介绍笔友 教具准备：Some cards with cities and countries 施教日期：2006年2月14日 教学过程：Step1.Revision (Brain Storm)‎ Use flash 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)‎ 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 .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，为下面的任务作准备。‎ Step 3.Present the structure “What language does she speak?”‎ T:In China,we speak Chinese.People in different countries speak different languages.What language do Americans speak?‎ S1:English.‎ T:My pen pal is from France.What language does she speak?‎ S2:She speaks French…‎ Step 4 Fill in the diagram.‎ T:Let’s do 3a.Fill in the diagram.‎ T:Let’a check the answers.‎ S1:In China,people speak Chinese .‎ S2:In Singapore,people speak Chinese and English.‎ ‎…‎ Step 5 Do 3b.Practice the drill “What language does he /she speak?”‎ T:I have a new pen pal.She’s from Australia.What language does she speak?‎ S1:She speaks English.‎ T:Work in pairs.Make a similar conversation like this.‎ Step six Ten-question quiz T:I’ll divide you into four groups.Each group can make up a ten-question quiz about cities and countries.In each group,there are some pairs.One student from a pair will ask a question.One student from the other pair will try to answer.‎ S1:Where is Sydney?‎ S2:In Australia.‎ S1:What language do Australians speak?‎ S2:English.‎ ‎…‎ Step 7.Homework Revise Section A3a.‎ 板书设计：‎ Language ‎ in English ‎—What language do people speak in …?‎ ‎—People speak …in … ‎ ‎—What language does she /he speak ? ‎ ‎—She/He speaks ……‎ 教学反思：‎ 课题：Unit 1 Where’s your pen pal from? 第3课时 共4课时 教学目标：学会谈论人们的国籍、居住城市及所说语言 重点：1.Words: Japanese world French Maria ‎2.Sentences: Does she have any brothers and sisters ?‎ Where is she from ?‎ Is that your new pen pal ?‎ 难点：学会使用目标语调查同桌的笔友情况 教具准备：‎ 师：表格 生： 笔友的资料 施教日期：2006年2月15日 教学过程：‎ Step1.Revision Revise the names of the countries, cities and languages by fill in a form.‎ Step2. Practice the new words (Section B 1)‎ T:Here are some books.Please read the names.‎ S:Japanese for Kids. Chinese Is Fun!…‎ T:Here are some countries.Please read them.‎ S:French China Japan The United States…‎ T:Now let’s match the language teaching books with the countries.‎ Step3. Listening practice T:Sophie has a pen pal.Her mother wants to know something about her pen pal.What’s her name?Where is she from?Where does she live?Please listen to the recording of 2a and number the questions you hear.(Check the answer)‎ T:This time listen again.Please answer the questions.‎ T:What’s her name.‎ Ss: (write the answers in 2b)‎ ‎…‎ Step 4 New drills Present the new drills.‎ T:I have a pen pal.You can ask me any questions about her.‎ S:Where is she from?‎ T:She is from the United Kingdom.‎ ‎…‎ Step 5 Practise the new drills.‎ T:Practice in pairs.You’re Lucy.Your partner is Lucy’s mom.Ask and answer questions about Lucy’s pen pal like this:‎ S1:Is that your new pen pal?‎ S2:Yes,it is.‎ S1:What’s her name?‎ S2:…‎ Step 6 Make a survey T:My nationality is Chinese.What’s Maria’s nationality?‎ S:Canadian.‎ ‎(Present French,Japanese American Australian Singaporean English Chinese in the same way)‎ T:Do you want to know more about your classmates’ pen pals?Work in groups of four.Ask your group members and fill in the chart.‎ Group member Pen pal’s name Country Nationality Language city Step 5 Homework Write a short passage about your friend’s pen pal according to the survey.‎ 板书设计：‎ Country Nationality Canada‎ Canadian France‎ French Japan‎ Japanese The United States American Australia‎ Australian Singapore‎ Singaporean The United Kingdom English China‎ Chinese Does she have any brothers and sisters ?‎ Where is she from ?‎ Is that your new pen pal ?‎ 教学反思：‎ 课题：Unit 1 Where’s your pen pal from? 第4课时 共4课时 教学目标：‎ ‎1 .Learn a letter and write answers to the question ‎2.Make an information card .‎ ‎3.Write an email to your pen pal.‎ 重点：1.Words: any dislike ‎2.Sentences: I like going to the movies and playing sports .‎ Can you write to me soon ?‎ 难点：学会介绍自己和征笔友 ‎ 教具准备：图片 表格 施教日期：2006年2月16日 教学过程：‎ Step 1 Read ‎1.T:Do you want a pen pal?Bob is a foreign student.He wants a pen pal.Where is Bob from?What language does he speak?What does he like?Please read this letter and find the answer.‎ 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。 ‎ Step 2 Fill in the chart.‎ T:Bob wants to make an information card .Please help him.Read the letter again and fill in the blanks in the card.‎ Name: _________‎ Age:________________ Nationality:_________________‎ Birthday:_______Language:______________‎ Family:_______ Hobby:_______________________‎ Favorite Subject:___________‎ Step 2 Drills 1. Practice in pairs.‎ T:Tom King wants a pen pal.Student A,close your books and ask some questions about Tom.‎ Student B,open your books and answer the questions according to the information card.‎ 2. Complete the letter in 3b.‎ Step 3.Writing 1. Make an information card for yourself.‎ T:The world is becoming smaller and smaller.We want pen pals from different countries.First we must let the others know us.Now please make an information card for yourself like the card in 3b.‎ 2. Write an e-mail ‎ Ss write an e-mail to your pen pal according to the information card.‎ Ss read their e-mails to each other.‎ Ask a few Ss to read their e-mails.‎ Step 4 Make a survey T:Some exchange students are looking for host families.What kind of children would you like to have in your family?Let’s do a survey and fill in this chart.‎ Country City Language Hobby Age ‎ gendre T:Tell me sth about your exchange student.‎ S1:The exchange student is from …She speaks…She likes…‎ Step 5 Imagine the new student in our class.‎ T:Next week,a new student will ;join us.Please imagine some information about him.‎ Step 6 Self-check Step7 Homework Write a passage about the pen pal you want..‎ 板书设计：‎ Like dislike Julie I like going to the movies and playing sports.‎ ‎(like doing sth ).‎ Can you write to me soon ?‎ 教学反思：‎ 课题:Unit 2 Where’s the post office? 第1课时 共4课时 教学目标：1.学会建筑物的名称及表方位的介词词汇 2.there be句型 重点：1.Words: office, restaurant, library, supermarket, bank, park, pay, street, center, mail, near, bridge, across, between, front, behind, there, avenue ,across from,next to,between …and…,in front of,behind ‎2.Sentences: -Is there a bank near here? –Yes,there is.It’s on Center Street.‎ 难点：能看着图片说话出建筑物的名称 教具准备：T:PPT document, Ss:cards for new words 施教日期：2006年2月17日 教学过程：‎ Step 1 Lead-in ‎1. Do you often go to the city library on weekends? Do you know where our city library is? It is on Haima Street.Is there a bookstore near here?Yes,there is.It’s on Haichang Street.‎ ‎2. Use some pictures to present the new words.‎ post office, pay phone, bank, supermarket, hotel, library, street, restaurant, park Step 2: Section A 1a. ‎ Match the words with the places in the picture. Read the words several times after the recording.‎ Step 3. Play a guessing game.‎ ‎ Let the Ss use their cards to play the game.One of the Ss takes out a card with a name of a place on it. Let the partner guess what place it is. ‎ Step 4.Practice.‎ ‎1.Present Is there a … near here? Yes, there is. It’s on …Street(st)/Avenue(ave). / No, there isn’t.‎ Is there a supermarket near here? Yes,there is .It’s on Fifth Avenue.‎ ‎2. Section A 1b Listening Play the recorder, ask Ss to circle the places they hear on the picture in 1a.‎ 1. Pairwork: Section A. 1c. Have Ss ask and answer questions about the other places in the picture.‎ Step5 Present the prepositions ‎1.T:Look at the picture.Where’s the red car? ‎ S1:It’s behind the supermarket.‎ T:Where’s the white truck?‎ Ss:It’s in front of the post office.‎ T:What does in front of mean?‎ T:The library is next to the supermarket.What does next to mean.‎ T:Is the bank next to the supermarket?‎ Ss:No,It’s near it.‎ T:So near means not far away from and not next to.‎ Present between and across from in the same way.‎ ‎2.Look at the map below. Say: The post office is between the hotel and the supermarket. The park is next to the library.‎ Teach: between…and, next to, across from, in front of, behind.‎ Jiefang street ‎ ‎ShangHu Street ‎ ‎ library supermarket hotel post office park pay phone bookshop school bank Help them make sentences with these words. Let the students practice in pairs.‎ ‎ Eg. The hotel is across from the school.‎ The library is on Jiefang Street. ‎ Step 6 Section A. 2a ‎ Get the students to read the sentences in the box first. Then match each sentence with one of the pictures.‎ Step 7 Make a survey Is there a…near your house? ‎ Step 8: Homework ‎1.Copy the words in 1a.‎ ‎2.Make a conversation like 1c.‎ ‎3. 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。‎ 1. Write a short passage about the places around your house.‎ ‎4.Make vocabulary card of Unit 2.‎ 板书设计：‎ post office, restaurant, library, supermarket, bank,‎ ‎ park, pay, street, center, mail, near, bridge, ‎ across, between, front, behind, there, ‎ avenue cross from,next to,between …and…,‎ in front of,behind ‎-Is there a … near here? ‎ ‎-Yes, there is. It’s on …Street/Avenue. ‎ ‎-No, there isn’t.‎ 教学反思：‎ 课题:Unit 2 Where’s the post office? 第2课时 共4课时 教学目标：学会指路、问路 重点：1.Words: neighborhood, straight, turn, left, right, down,just,‎ 1. Sentences: -Is there a bank near here? –Yes,there is.Just go straight and turn left.It’s ‎ down New Street on the right. ‎ 难点：能够运用所学语言为他人指明某一场所的路线 教具准备：PPT document,‎ 施教日期：2006年2月20日 教学过程：‎ Step 1 Revision ‎1. T:Is there a supermarket near your house?‎ ‎ S1:Yes,there is.It’s on …Street.‎ ‎ T:Is there a pay phone near our school?‎ ‎ S2:Yes,there is.It’s on Yucai Streeet.‎ ‎2.Ask some Ss tell the class the places around their houses.‎ Eg:There is a…near my house.It’s on …Street.There isn’t a … near my house.‎ 1. Revise the prepositions like this:‎ Is there a …near your house?Where’s it? It’s next to/behind/in front of/near…‎ Step 2. Listening . Section A 2b ‎ First read the words in the box together.‎ ‎ Play the recorder twice for the students to write down the words they hear.‎ Step 3 Present some new phrases T:This is my left hand and this is my right hand..Which is your right hand/left hand.‎ ‎(The teacher stands between two Ss)‎ T:Look!S1 is on my left.Where is S2?‎ Ss:On the right.‎ T:Listen to me and do it,please.Turn right,please.Then turn left,please.‎ T:Now I’m walking straight to the door.Straight means go down and not turn left or not turn right.‎ Step 4. Presentation and practice.‎ book shop Jiefang Street bank my school supermarket East Street post office New Park Say: Look at this map. 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, It’s down …street For example: Go straight and turn right. It’s on the Jiefang street. It’s on the left. The bank is next to the supermarket.‎ Step 5. Section A 3a. Reading.‎ Read the conversation 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.‎ Step 5. 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.‎ 板书设计：‎ Where’s the hotel?‎ ‎-It’s between …‎ ‎-Excuse me.Is there a …in the neighbour?/near here? ‎ ‎-Yes,there is.Just go/ walk straight … , turn left/right, on the left /right, It’s down …street 教学反思：‎ 课题:Unit 2 Where’s the post office? 第3课时 共4课时 教学目标：能够为他人指明去某一场所的路线 重点：1.Words: open, clean, quiet, dirty, market, house, airport, pass, arrive, yours, taxi 1. Sentences: Is there a big supermarket near your house?-Yes,there is.‎ ‎ I hope you have a good trip 难点：学会画路线图 教具准备：PPT document 施教日期：2006年2月21日 教学过程：‎ Step 1 Revision ‎ Revise the conversation of Section A 3a. Make sure they can use these phrase correctly.‎ go/walk straight, turn left /right, on the right /left Step 2 Present the new words and drills ‎1. Teach the following description words using some pictures.‎ ‎ big /small, clean /dirty, busy /quiet/, new /old ‎2. Section B 1a Read the words aloud. Then ask students to match each word or phrase on the list with one of the pictures.‎ T:Is there a new hotel near your house?‎ S1:Yes,there is./No,there isn’t.‎ Is there a busy street near your house?‎ ‎ S2:Yes,there is./there isn’t.‎ ‎ Work in pairs.Use the phrases in 1a.And fill in the chart.‎ Places New hotel Dirty market Old house Clean park Quiet street Name Yes/no Step 3 Listening practice ‎1.T:John and Michael are good friends.Michael wants to ask John to come to his house to watch a video.but John doesn’t know Micheal’s house.Micheal will tell him about it.Please listen to the tape and circle the places you hear in 1a.‎ ‎(Ss listen and circle the words.Then check the answers.)‎ T:Now listen again.And look at the map in 2b.This time ,you can draw a map of Michael’s neighborhood in the box.‎ ‎ 2.Pair work T:Please look at the map we drew just now.Student A says a true or false thing about the map.Student B says Yes or No.‎ Eg:S1:There is an old hotel on the corner.‎ ‎ S2:No,there is a new one.‎ ‎ S1:There is a quiet park in it.‎ S2:No,there is a busy one.‎ Step 4.Reading and drawing,.(Self check 3).‎ T:Look at Self Check 3.You are going to your friend’s house to have a party.But you don’ know the way to his house.Read the e-mail and draw the route from the airport to Mike’s house. ‎ ‎(After some minutes.ask some students to show their pictures to the class.)‎ ‎ 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. ‎ Ask the students to read e-mail together.‎ Step 5 Homework ‎1.Write an invitation to your good friend.Invite him/her to come to your house.Tell him/her about the route to your house and the places in your neighborhood and draw a map as well..‎ ‎.板书设计：‎ big /small, ‎ clean /dirty, ‎ busy /quiet/, ‎ new /old pass, arrive, yours, taxi Unit 2 Where’s the post office ‎-Is there a …near your house?‎ ‎-Yes,there is.‎ ‎-No,there isn’t.‎ take a taxi, turn left, on your right, go through 课题:Unit 2 Where’s the post office? 第4课时 共4课时 教学目标：1.能够描述某一场所各建筑物之间的位置关系；‎ ‎2.能够利用地图向他人介绍自己所居住的社区； ‎ 重点：‎ ‎1.Words: garden, district, enjoy, walk, through, beginning, tour, visit, place, if, hungry,‎ Sentences:Take a walk through the park a small house with a garden ‎ If you are hungry,you can buy some food…‎ 难点：画出自己所居住小区附近的地图并写一个tour guide 教具准备：PPT document 施教日期：2006年2月22日 教学过程：‎ Step 1 Revision Let one or two students talk about their family locations in class, the other students draw maps of their families. Check if the maps are correct.‎ Step 2 Leading-in ‎ T:Look at the picture.It is a district.I live in this district.Is it very quiet and clean?‎ T:Is there a garden in it?‎ T:Is there a supermarket in it?‎ T:Where is the restaurant?…‎ Step 2 Present the new words T:I enjoy my district.It means I like it.‎ T:If you want to go to the restaurant.please walk through the park.‎ T:Now I am hungry.I want to go to the restaurant to eat some food.Do you know the meaning of hungry?‎ T:Every time I go to the supermarket,I have fun because I can buy lots of delicious food.What does have fun mean?I hope you have fun every day.‎ Step 3. Reading ( Section B 3a )‎ ‎1. Reading the passage by themselves and find out the new words or the points they can’t understand. ( 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.‎ Step 4 Reading and writing ( Section B 3b )‎ ‎1.T:Look at the picture.This is Bridge Street.It is a good place to have fun.It is busy and there are many places there,everyone wants to go there.Let’s have a look.Fill in the blanks for this tour guide.‎ ‎2. If necessary, explain some difficult points:‎ have fun =have a good time enjoy sth, enjoy v-ing sth, enjoy oneself ‎ ‎ if ( Try to make sentences using “if” )‎ ‎3.Ask some Ss to introduce Bridge Street .‎ Step 5 Task T:I guess some of you live in big houses,some live in quiet streets and some live in nice districts.(Ask different Ss questions like:Do you live in a busy street?Do you live in a big district?Is there a park near your district?)‎ T: Can you write the tour guide like the ones on Page 11.‎ T:Now who can read it for us?‎ Eg:I live in …Street.It is a good place to have fun.There is a park near my house.It is very quiet.You can do sports there.Walk through the park .You can see a bank.If you’re hungry,you can have dinner in the restaurant.It’s next to the bank.‎ T:Good.Now,please read the tour guide to your partner.While one is reading,the other is drawing a picture about it quickly.Can you do this?‎ ‎(After some minutes,show some pictures they drew to the class.)‎ Step 6 Shelf check 1‎ Read aloud together, then talk about their meaning one by one. Find out the opposite words of the adjectives.‎ Step 7 Just for fun ‎ Read the dialogue in two halves.‎ ‎ Question: Who breaks the mobile phone?‎ Step 8 Homework Revise the words and passages in this unit.‎ Write a tour guide for your ideal house or district and introduce it to your pen pal..‎ 板书设计：‎ a house with a garden take a walk go through the …Avenue I hope you have a good trip the way to my house Unit 2 Where’s the post office open, clean, quiet, dirty, market, house, airport, ‎ pass, arrive, yours, taxi 教学反思：‎ 课题: Unit 3: Why do you like koala bears? 第1课时 共4课时 教学目标：Describe animals and express preferences and give reasons.‎ 重点: 1. vocabulary: koala，tiger，elephant，dolphin，panda，lion, penguin，giraffe, zoo, map, cute, smart ‎2.Sentences:Let’s see the lions.Why do you want to see the lions?Because they are cute.‎ 难点：Use the language to express preferences and give reasons.‎ 教具准备：PPT document 施教日期：2006年2月24日 教学过程：‎ Step 1 Lead-in ‎ Have the Ss list the animals they know or show the pictures of animals they prepared before class and try to describe them.Show part of the animals and let students guess the animals.Teach the new words of different animals.‎ Step 2 Match ‎ Get the Ss to match the words with the animals in the picture on p13. Check the answers.‎ Step 3 Listening ‎ ‎1Get the Ss to listen and check(√) the animals they hear in 1a. Check the answers.2. imitate the conversations and ask some pairs to have a show.‎ Step 4 Pairwork ‎ Get the Ss to work in pairs and practice the conversations in 1c ,then make conversations about the other animals in the picture by using the words below. Ask some pairs to act out . ‎ Step 5 Task Have the Ss work in groups of four and ask their group members what animals they want to see and why. Fill in the chart. After that ,have some Ss report what they got .‎ ‎ Step 6 Homework ‎ 1. Copy the new words. ‎ 2. Read and recite the conversations in 1‎ ‎3. Make a survey about one’s parents’ favorite animals and the reasons. ‎ 板书设计：‎ koala,tiger,elephant,dolphin,panda,lion,penguin,giraffe,zoo,map,cute,smart Unit 3 Why do you like koalas?‎ Let’s see the lions.‎ Why do you want to see the lions. ‎ Because they’re cute.‎ 教学反思：‎ 课题: Unit 3: Why do you like koala bears? 第2课时 共4课时 教学目标：熟悉动物的名称（单复数形式和读音）；熟悉动物的特性（cute,smart,etc）以及代表的国家 重点: ‎ ‎1. vocabulary: animal, box, very, kind of ‎2.Sentences:Where are lions from?Lions are from South Africa. Why do you like…?‎ ‎ does he/she like…?‎ ‎ Because they are….‎ 难点：谈论自己喜欢的动物并陈述理由；问他人对动物的喜好以及理由；‎ 教具准备：PPT document 施教日期：2006年2月 日 教学过程：‎ Step1.Lead-in T:Hello , boys and girls. I like animals very much. Do you like them? Ok, today I’ll take you to the zoo .Now , let’s go.‎ There are many animals in the zoo. Listen, what are they?‎ 从学生对动物的喜好入手，拉进彼此的距离，同时为下一步复习动物的名称做好铺垫。通过动物的声音让学生辨认动物种类，同时教师板书，加强视觉上的印象。‎ Step2. Brainstorming ‎1.What other animals do you know? (have a competition between boys and girls. Ask them to list the animals on the blackboard.)‎ ‎2.Do you like…? ‎ ‎3.Why do you like…?/why not?(accept any possible answers to revise the description words)‎ 通过头脑风暴的游戏让学生回忆有关动物的单词，并通过男女生竞赛的方式培养学生的合作意识，同时也达到了单词复习的目的。‎ 在谈论动物的喜好时需要陈述理由,教师接受一切可能的理由,目的是尽可能多的复习形容词.‎ Step3.Listen and write Section A 2a.‎ Julia and Henry like animals, too. Now they are in the zoo. Listen to their conversation and write the animals you hear. Then match the animals with the description words.‎ Check the answers. Explain the words “very” and “kind of”.‎ 通过对动物名称和形容词的复习,紧接着进行2a部分的练习,让学生对自己所复习的知识进行一次考核.同时意会very和kind of的差别.‎ Step4.Listen and write ‎1.SectionA 2b. Let students try to complete the conversation first.‎ ‎2.share their ideas in groups ‎3.listen and check the answers. Ask some groups to practice the conversation.‎ 在完成2a的基础上,让学生先试着自己完成2b部分的对话,并通过小组交流会发现不同的答案,在此基础上再听录音校对答案.发挥学生学习的主动性和积极性.‎ Step5.Pairwork ‎1.Julia likes koalas. Where are koalas from? ‎ ‎2.Describe a kind of animal and let students guess my favorite animal .(He is from South Africa. He likes meat a lot and he is very dangerous. He is the king of the animals)‎ ‎3.Students ask their classmates about their favorite animals and the reasons. They can use the words from the boxes. Then make a report to talk about the animals their friends like.‎ 教师通过对一种动物特征的描述,让学生猜测自己喜欢的动物,在次基础上让学生自由谈论自己对动物的喜好,并要求描述动物的特性和喜好的理由.通过这一活动,复习的本课的重点也为下节课谈论动物的特征打下的基础.‎ Step6.Chant ‎1.Read a chant with the teacher.‎ ‎2.Find the friends who likes the same animals and talk about the reasons. Then make a new chant with your friends.‎ 教师自编一首chant,将本课的知识点归纳中,学生在练习达到中可以再次达到复习巩固的目的。‎ 教师要求学生找到和自己喜好相同的伙伴共同编一首chant. 在简单的游戏中达到巩固知识点的目的. Step7.Homework Search the pictures of the animals you like and describe it.‎ 板书设计：‎ Unit3 Why do you like koalas?‎ animal----what animals are in the zoo?‎ What other animals do you know?‎ Do you like …?‎ Why do you like…?‎ Because they’re …‎ 教学反思：通过多媒体课件的使用，增大了课堂练习的密度，便学生很好地掌握了所学生词和句式。由整体到分组进行练习，降低了练习的难度，使学生敢于参与，敢于开口，有利于学生信心的提高。‎ Learning plan for Period Two Why do you like koalas?‎ class:_________________ name:________________________‎ 小帮手:‎ ‎1.Africa(非洲);2.Asia(亚洲);3.Europe(欧洲);‎ ‎4.Oceania(大洋州);5.North America(北美洲); ‎ ‎6.South America (南美洲);7.Arctic (北极);8.India (印度)‎ ‎1.meat (肉);2.bamboo (竹子);3.grass (草);4.leaves (叶子);5.fruit (水果);‎ Talk about the animals your friend like:‎ Box4‎ China Australia South Africa‎ ‎ ‎…‎ Box3‎ cute interesting smart ‎…‎ Box2‎ kind of very Box1‎ dolphins penguins ‎ giraffes ‎…‎ name Favorite animals reasons My friend …’s favorite animals are…/ My friend …likes…best.‎ Because they’re…‎ They’re from…and their favorite food is… /they like to eat…‎ 课题: Unit 3: Why do you like koala bears? 第3课时 共4课时 Teaching content:‎ Section B: 1 2a 2b, 2c,3‎ 教学目标：谈论自己喜欢的动物并陈述理由；问他人对动物的喜好以及理由；‎ 重点: 1. vocabulary: ugly, clever, friendly shy, dog ‎2. Sentences: What (other) animals do you like?‎ ‎ I like elephants. Because they are friendly.‎ 难点：1.The new description words．‎ ‎2.Use the language to describe the animals freely．‎ Teaching aids:‎ 录音机，磁带，教学图片．‎ 施教日期：2006年 月 日 教学过程：‎ Step 1Free talk Greeting the students．Talk about the animals learnt before.‎ 复习巩固上一课所学的动物词汇 Step 2 Revision Revise the words by asking: What’s this?‎ Where is it from? Do you like …? Why ‎ do you like …? ect.‎ 复习上一课所学的基本句型，引出新课内容（描述动物的形容词及国家名称）‎ Step 3 Presentation ‎1. Teach the new words by pictures. Write the new words on the black board Do SB P10, Part 1 in pairs,‎ Check the answers．‎ ‎3. Listen to the tape and circle the description words in part 1．‎ Listen again check the answers 学生学习新的词汇，并直接进行运用，便于掌握。‎ Step 4 Listening Listen to the tape twice and fill in the chart．Listen again, check the answers.‎ Step 5 Pair work SB,P10, Part3‎ Get the students to read the dialogue. ‎ Read in pairs.‎ Talk about some other animals the student know．‎ 在范文的基础上学生创造新的对话，围绕重点进行训练。‎ Step 6 Summary Summarize the important words and language points with the class.‎ 本节学习了4个形容词和两个句型，学生通过本节课的学习基本能用所学知识描述和表达个人喜欢的动物。‎ Step 7 Homework ‎ ‎1.Learn the new words by heart．‎ ‎2.Make up a dialogue with the word learnt in this lesson.‎ Exercise:‎ 选择适当的词填空：why, other, friendly, animals, clever, shy What ______ do you like?‎ I like pandas.‎ ‎______ do you like them?‎ Because they are ______ and cute.‎ What animals do you like?‎ I like dolphins, too. Because they are_______ and ______ to people.‎ Blackboard writing design:‎ Unit 3 Why do you like koalas?‎ ugly dog What (other)animals do you like?‎ clever I like dolphins.‎ friendly Why do you like them?‎ shy Because they’re cute.‎ 教学反思：‎ 课题: Unit 3: Why do you like koala bears? 第4课时 共4课时 Teaching content:‎ Section B中的3a,3b,3c,4,self check。‎ 教学目标：掌握写作技巧：从年龄、姓名、饮食、国籍、特点等方面描述动物。‎ 重点: 1. vocabulary: grass, sleep, during, at night, leaf, him, give, guess, meat, relax, lazy ‎2. Master and use: Where are _______ from? They are from________.‎ 难点：1.The new description words．‎ ‎2.Describe the animals freely．‎ Teaching aids:‎ 录音机，磁带，教学图片．‎ 施教日期：2006年 月 日 教学过程：‎ Steps Time ‎ Ts ‎ Ss ‎ Re ‎ Step 1‎ Revision ‎ ‎4’‎ Revise the names of the animals and the phrases learnt before．‎ Answer the teacher’s questions.‎ 复习词汇（动物名称及形容词）‎ Step 2‎ Presentation ‎5’‎ ‎1. Ask several students：where are you from?‎ What do you like to do?‎ Get the Ss to answer. Then get the Ss to ask and answer in pairs. Ask where are pandas from? What do pandas like to do?‎ ‎2. Guessing game，Guess the animals.‎ Ask and answer in pairs Guessing.‎ 通过游戏提高学生学习的兴趣，同时再一次巩固本单元重点 ‎2. look at Part3a ,Read and match the descriptions and animals in pairs quickly.‎ Step 3‎ Practice ‎10’‎ ‎1. See P17, 3b, Get the Ss to fill in the blanks in pairs. Then check the answers. ‎ ‎2. SB P17，3c, Write a description of another animal like cat, dog, etc. Get several students to read their descriptions for the class．‎ Write ‎ 通过修改使文章更完善 Step 4‎ Group work ‎3’‎ Get the Ss to exchange their descriptions.‎ Guess the animals they write about Step 5‎ Summary ‎4’‎ ‎1. Words and phrases ‎2. Where are…from?‎ They are from…．‎ Step 6‎ Homework Practise describing animals．‎ Sum up：‎ 本课学习了11个生词和Where are ...from? They are from ….句式。通过学习，学生能运用所学词汇较好的描述各种动物。‎ Exercise:‎ 随堂练习设计 ‎1．______ are pandas from? They are from ________.‎ ‎2._______ koala bears from Africa? ______, they are from_______.‎ 个性练习设计 用所给词完成句子。‎ leaves, interesting, during Koala bears are from Australia, They are very ________ and cute. They sleep ______ the day, but at night they come out and eat _________. Do you like them?‎ Blackboard writing design:‎ Unit 3 Why do you like koalas?‎ Where are _______ from?‎ They’re from________.‎ 教学反思：‎ 课题: Unit 4 I want to be an actor 第1课时 共4课时 Period 1: Section A 1a, 1b, 1c, 4.‎ 教学目标：谈论自己或他人的职业 重点:‎ Vocabulary: ‎ shopssistant,doctor,,reporter,policeman/policewoman,nurse,waiter/waitress,‎ bank clerk,hospital,now,star Sentences:‎ What does he do? He is a waiter. Where does he work? He works in the hospital.‎ 难点：学生能够自如的谈论各种不同的工作,并简单的介绍自己父母的工作, 和自己将来想从事的工作。‎ Teaching aids:PPT document 施教日期：2006年 月 日 ‎ 教学过程：‎ Step 1: Game Show some pictures to the students. Let them guess what they are.‎ Ask what are they? Where are they from? Do you like them? Why?‎ Step 2: Presentation The new words: actor, doctor, shop assistant, reporter....‎ Teach the sentences: What does he/ she do? What do they do?‎ Step 3: Task ‎ Section A 1a: Match the words with the pictures.‎ Step 4: Pairwork Ask and answer questions about the jobs.‎ Let some pairs to act it out.‎ Step 5: Task ‎ Section A 1b: Listen and numbers the people 1-3 in the pictures above.‎ Step 6: Guessing games ‎ Show some pictures to the students. Let them guess what the jobs are.‎ Ask what does he/ she do? Where does he/ she work?‎ Step 7: Make a survey Let the students ask their partners like these: what do you do? Where do you work?‎ Give a report.‎ Homework Make a survey.‎ This evening you can ask three of your frends using the questions What does your father /mother do? And fill in the chart.‎ Name Mother’s job Father’s job Blackboard writing design:‎ What does he do? ‎ He is a waiter. ‎ Where does he work? ‎ He works in the hospital.‎ shopssistant,doctor,,reporter,‎ policeman/policewoman,nurse,‎ waiter/waitress,‎ bank clerk,hospital,now,star 教学反思：‎ 课题: Unit 4 I want to be an actor 第2课时 共4课时 Period 2: Section A 3a, 3b 教学目标：谈论各种职业的具体任务。‎ 重点:‎ Vocabulary: ‎ money,give,get,wear,uniform,sometimes,in,dangerous,thief,late,out,talk, TV station,police station Sentences:‎ Iwork with people and money. ‎ I wear a white uniform.‎ Sometimes I work in the day and sometimes at night.‎ My work is interesting but kind of dangerous.‎ I’m very busy when people go out to dinners.‎ 难点：Describe different jobs in your own words.‎ Teaching aids:PPT document 施教日期：2006年 月 日 ‎ 教学过程：‎ Step 1: Guessing games Show some pictures to the students. Let them guess what the jobs are.‎ Ask what does he/ she do? Where does he/ she work?‎ Step 2: Chant Step 3: Presentation ‎ The new words: singer, dancer, runner, cleaner....‎ The new words: factory, fire station, post office....‎ Talk about the jobs with the sentences we have learned.‎ Step 4: Make a survey Let the students ask their partners’ parents’ jobs.‎ Give a report.‎ Step 5: Guess my job ‎ Look at the pictures and guess the jobs.‎ Ask where does he/ she work?‎ Step 6: Describe the jobs Look at the pictures and talk about the jobs.‎ Step 7: Goupwork Make some riddles about the jobs.‎ Homework Write a passage about your favourit job like the ones on Page21.‎ Blackboard writing design:‎ Iwork with people and money. ‎ I wear a white uniform.‎ Sometimes I work in the day and sometimes at night.‎ My work is interesting but kind of dangerous.‎ I’m very busy when people go out to dinners.‎ money,give,get,wear,uniform,‎ sometimes,in,dangerous,‎ thief,late,out,talk, ‎ TV station,police station 教学反思：‎ 课题: Unit 4 I want to be an actor 第3课时 共4课时 Period 3: Section A 2a, 2b, 2c,Section B 1a, 1b, 1c, 2a, 2b, 2c. ‎ 教学目标：谈论自己或他人将来想从事的职业，并陈述理由；‎ 重点:‎ Vocabulary: Revese the description words to talk about jobs.‎ newspaper,‎ Sentences:What does Ann’s mother want to be?‎ She wants to be a policewoman.‎ Why?‎ Because it’s an exciting job I want to be a newspaper reporter because it’s an interesting job.‎ 难点：PPT document Teaching aids:PPT document 施教日期：2006年 月 日 ‎ 教学过程：‎ Step 1: Game Who am I?‎ Step 2: Presentation Look at the pictures and talk about the jobs.‎ Describe the jobs with dangerous, exciting....‎ Step 2 Practice.‎ Say the man is a bank clerk. He thinks it’s a boring job. He wants to be a policeman. Because it’s an exciting job.‎ Step 3: Pairwork ‎ Ask and answer some questions about the pictures with the sentences what does he/ she do? What does he/ she want to be? Why?‎ Let some pairs to act it out.‎ Step 4: Task ‎ Listening: Section A 2a: Listen and number the pictures 1-3 below.‎ ‎ Section A 2b: Listen again and fill in the chart.‎ ‎ Section B 2a: Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Write the jobs below.‎ ‎ Section B 2b: Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.‎ Step 5: Make a survey Let the students ask their partners what jobs they want to be and why.‎ Give a report.‎ Homework Write a passage about your survey using What do you want to be?‎ Blackboard writing design:‎ What does Ann’s mother want to be?‎ She wants to be a policewoman.‎ Why?‎ Because it’s an exciting job I want to be a newspaper reporter because it’s an interesting job.‎ 教学反思：‎ 课题: Unit 4 I want to be an actor 第4课时 共4课时 Period 4: Section B 3a, 3b, 3c, 4, Self-check.‎ 教学目标：写一份简单的个人简历去应聘工作 重点：‎ Vacabulary:hard,as,at,summer,story,magazine,young,play,news,children,international,teach,‎ skill,sir,madam,‎ Sentences: Do you like to work late?/Do you want to work with young people?‎ ‎ We have a job for you as a waiter.‎ 难点：‎ Teaching aids:PPT document 施教日期：2006年 月 日 ‎ 教学过程：‎ Step 1: Chant Step 2: Game Step 3: Free talk ‎ ‎1. Do you like to talk to people and help people? If you do, what job do you want to be? ‎ ‎2. Do you like to work late and work hard? Do you like to meet people? If your answer is “Yes”, then you can have a job as a _______. ‎ Step 4: Task ‎ Section B 3a: Read the newspaper want ads. Fill in the blanks with correct jobs.‎ Section B 3b: Write words for the pictures in the newspaper want ad.‎ Step 5: Groupwork ‎1. Make the posters.‎ ‎ 2. Choose one job you like best, write and explain why you are a good person for the job.‎ ‎ 3. Act out the conversations. ‎ Homework Suppose you are the haeadmaster of No.Six Middle School.You want an English teacher.Please write a newspaper want ad.‎ Blackboard writing design:‎ Do you like to work late?/Do you want to work with young people?‎ ‎ We have a job for you as a waiter.‎ hard,as,at,summer,story,magazine,young,‎ play,news,children,international,teach,‎ skill,sir,madam,‎ 教学反思：‎ 课题: Unit 5 I’m watching TV. 第1课时 共4课时 教学目标:‎ ‎（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）能掌握现在进行时态及一些表示具体动作的词组搭配，如：watch TV, read books, play soccer, talk with/ to , be boring, go to the movies, want to do sth.等。‎ ‎（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。‎ ‎ (4) 通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。‎ 重点:Words: phone, mall, movies, sound, show, boring, library, soccer. watch TV, do homework, eating dinner, talking on the phone)‎ Sentences: What are you / they doing ?I'm / We're/ They're watching TV.‎ Is he/ she watching TV? Yes, he/ she is. / No, he/ she isn't.‎ ‎ 难点: 为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。‎ 教具准备:与日常活动有关的图片，表格，录音机和磁带。‎ 施教日期:2006年3月14日 ‎ 教学过程:‎ The First Period ‎ Step 1 Warming up ‎ ‎ T：We are having an English class now. What are we doing now?‎ ‎ (Help the students to answer: We're having an English class now.)要求几个学生做一些动作，让其他学生用英语来猜测。（目的是为本节课的现在进行时作好铺垫）‎ ‎ (Section A 1a. 1b ,1c,2c)‎ Step 2 Presentation ‎(1)叫一位学生按照老师图片上的提示做动作，教师接着说：‎ ‎ T: He/ She is singing now. ‎ ‎ They are playing football now.‎ ‎ T: What is he/ she doing ? ‎ ‎ He/ She's playing football now ‎2）然后叫一个学生做动作，另一个学生问，进行问答练习。‎ S1: What are you doing now? ‎ S2: I'm watching TV. (ect.)‎ sing----singing / watch----watching / play---playing /ect.‎ 这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。‎ Step 3 Practice ‎1. Show some pictures and let the students ask and answer in pairs.‎ ‎ e.g What are you doing ? I am eating.‎ ‎ What is he doing ? He is eating.‎ ‎ What are they doing? They're eating..‎ ‎2. Practice Section A (1a)‎ ‎3. 然后叫学生归纳出现在进行时的结构句型。‎ ‎ 主语 + am/ is / are+ 动词的现在分词 ‎（培养学生归纳能力，找出记忆的规律。）‎ Step 4 Listening ‎ 接下来的任务型听力要求学生对动作作出反应，引导学生根据所学语言完成以下任务：‎ ‎1.What are the people doing?‎ ‎2.Write numbers from 1a below.‎ ‎3.Check the answers in pairs like this:‎ A: What is Jenny doing? B: He is watching TV.‎ A: What are Dave and Mary doing? B: They are eating dinner.‎ A: What is John doing? ‎ B: He is doing homework.‎ ‎(通过听力训练，现在进行时的结构得以很好的落实 Step 5 Group work ‎ ‎ 三个学生为一小组， 进行问答练习。‎ 如：What are you doing ? I am talking.‎ ‎ What is he/ she doing ?He/ She's talking. ‎ ‎ Is he/ she talking?‎ ‎ Yes, he/ she is. / No, he/ she isn't.‎ ‎(‎ 这样的活动既可以培养学生的合作意识，又能在情景中用现在进行时交际，巩固了本节课的重点，从而突破了难点，促使学生在学习过程中学会细心观察。)‎ Homework:‎ ‎1.熟记本课的单词、词组和句型。‎ ‎2.完成Shelf Check 3.‎ ‎3.观察今晚自己一家人做的事。‎ ‎ 板书设计 doing homework A What’s he doing ?‎ watching TV B He’s reading .‎ cleaning ‎ Eating dinner ‎ reading ‎ Talking on the phone ‎ 教学反思：‎ 课题: Unit 5 I’m watching TV. 第2课时 共4课时 ‎( Section A / 2a , 2b , 3a, 3b)‎ 教学目标：1.How to learn to do some action ‎ 2. students’listening ,speaking ,reading and writing skills .‎ ‎3.Train students’communicatve competence 重点：New Sentences:‎ Is Nancy doing homework ?‎ No,she isn’t .She’s writing a letter.‎ 难点：现在进行时的一般疑问句极其回答。‎ 教具准备:录音机和磁带，图片。‎ 施教日期:2006年3月15日 教学过程:‎ Step 1 Warming up ‎1. 教师做几个动作，要求学生进行问答练习：‎ ‎ What is the teacher doing? ‎ ‎ She is cleaning the classroom ect.‎ ‎ 2、然后三人活动，一人做动作，另两人进行问答练习。‎ ‎ What is he / she doing? ‎ ‎ He/ She is playing soccer. ‎ ‎ Is he/ She playing football? ‎ ‎ Yes, he/ she is. / No, he/ she isn't.‎ ‎（通过复习，使学生巩固上一节课的主要内容，为本节课进一步学习现在进行时打下基础。）‎ Step 2 Presentation ‎ 教师要求一位学生做打电话样子，‎ 然后问：‎ What is he/ she doing? ‎ I am talking on the phone.T: Do you want to go to the movies?S: Sure./ That's sounds good.‎ Step 3 Practice ‎ ‎1.Ask some students to make a conversation. ‎ ‎ What are you doing? Do you want to go to the movies?‎ ‎2. Turn to page 26, Section 2b. Put these questions and answers in order to make a conversation. Then listen to the tape carefully. Check the answers.‎ ‎(目的是让学生进一步巩固现在进行时的用法。)‎ Step 3 Listening (2a)‎ ‎ 要求学生听一段对话，然后回答一些问题。‎ ‎ 检查学生的听力情况。‎ Step 4 Practice ‎1. Show some pictures and ask the students to make a conversation about them( Role play) ‎ ‎ What are you doing? I am reading.‎ ‎ Do you want to go to the movies? Sure.‎ ‎ When do you want to go? Let's go at 7:00.‎ ‎2. Turn to books at page 27(3a) . Ask the students to write the number of the picture next to the correct conversation.‎ ‎(利用模拟情景，可以培养学生初步综合运用语言的能力，同时巩固本节课的重点句型，达到学以致用的目的。）‎ Homework:‎ ‎1.熟记本课的单词和重点句型。‎ ‎2、根据今天所学过的重点句型，编一则对话。‎ 六 板书设计 ‎ doing homework A:What’s he doing ?‎ watching TV B:He’s reading .‎ cleaning C Is he reading ?‎ Eating dinner D No,he isn’t .He is doing his homework .‎ reading ‎ Talking on the phone ‎ 教学反思:‎ 课题: Unit 5 I’m watching TV. 第3课时 共4课时 ‎ ( Section A 4 --Section B/ 1a--2c)‎ 教学目标: Train Students’ reading 重点:‎ New Sentences:‎ Who are Lisa and Tim talking to ?‎ What are they talking about ?‎ 难点:‎ 现在进行时的特殊疑问句的用法 教具准备:多煤体课件（图片），照片，录音机和磁带。‎ 施教日期:2006年3月16日 教学过程:‎ Step 1. Warming up ‎ 教师出示几幅图片，要求学生进行问答练习。‎ 如：What's he/ she doing? ‎ ‎ He/ She is playing basketball.‎ ‎ What are they doing ?‎ ‎ They are playing football.‎ ‎ Is he/ she swimming ? ‎ ‎ Yes, he/she is. / No, he/ she isn't.‎ Step 2 Presentation 接着教师以前面复习的这几幅画，引入本课的现在进行时的各种特殊疑问句，如：‎ Where are they playing football? Who is he/ she talking to? ect.‎ Step 3 Practice ‎ 教师在引入新课的前提下，接下来提供以下任务，要求学生去完成。‎ ‎（1）教师出示Section B/ 1a 中的六幅图片，要求学生用现在进行时的各种疑问句进行问答。‎ ‎ （2）要求学生在问答的基础上，完成Section B/ 1a中的表格。‎ ‎（本环节通过各种活动，目的是强化训练，加深印象， 为运用将打下最坚实的基础。）‎ Step 4 Listening ‎ 在上面环节的基础上，教师要求学生做以下的听力练习，根据听到的内容，完成下面的表格。（Section B/ 2b）‎ ‎（通过本次的听力练习， 强化学生现在进行时的运用）‎ Step 5 Pairwork ‎ 承接上部分听力内容，要求学生在模拟情景中进行交际:‎ 如:‎ A: Hello, is Tina there ？ ‎ B: No, she isn’t.‎ A: Where is she ？ ‎ B: She is at home.‎ A: What ‘s she doing now？‎ B:She is watching TV.‎ A:Does she want to go to the movies? ‎ B:Sure. Let's go there at 7:00.‎ ‎(通过学生在模拟情景中交际,目的是培养学生综合运用语言的能力,能在做中学,在学中用.)‎ Homework:‎ ‎1.熟记本节课的重点句型.‎ ‎2.画一张或带一张家庭活动的照片.‎ 六 板书设计 ‎ Who are Lisa and Tim talking to ?‎ What are they talking about ?‎ Where are they playing football? ‎ ‎ Who is he/ she talking to?‎ 教学反思:‎ 课题: Unit 5 I’m watching TV. 第4课时 共4课时 ‎( Section B / 3a------4)‎ 教学目标：‎ 帮助学生完成单元简测，培养观察。分析和归纳的能力，在学习中调动学生的参与热情。‎ 重点: New words:‎ shopping mall ,pool, camera bird ,toy ,wait ,sure, apartment 难点: New phrases at school ,at the pool ,at home ,eat dinner, in the photo ‎ New sentences :‎ Thanks for sth./ doing sth.‎ Here is a photo of my family 教具准备:图片，多煤体课件。‎ 施教日期:2006年3月17日 教学过程:‎ Step 1 Warming up ‎1. 教师出示几张图片,要求学生就图片中的内容进行问答.‎ ‎ What is he/ she doing ? ‎ ‎ Where is he / she playing football?‎ ‎ Who is he/ she playing with?‎ ‎2.然后要求学生就图片中的内容,用完整的句子进行介绍.(目的是培养学生观察能力及用英语表达的能力.)‎ Step 2 Reading ‎ ‎1.教师把刚才出示的图片顺序打乱,要求学生根据老师提供的具体内容,一个学生陈述,另一个学生重新排列图片的顺序.‎ ‎2.要求学生读Mike 写给他笔友的信,然后重新排列图片的顺序.(Section B / 3a）‎ ‎（在第一步的基础上，学生会比较容易读懂这封信，对第二步的任务也比较容易完成）‎ Step 3 Group work 要求学生出示带来的照片,进行问答练习(Tell the group about your photos.)‎ ‎(这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言.)‎ Step 4 Speaking and writing ‎1. 在上述小组活动的基础上,再要求学生介绍自己照片的内容,目的是为下面的写作作好准备.‎ ‎2.要求学生完成一篇书信(Section B/ 3b)‎ ‎(这是一篇同步完成的书信材料,在以上的学习过程中,学生以具备了阅读和处理相关信息的能力,因此这部分任务交给学生自己完成,以此提供学生运用语言,解决问题的空间.)‎ ‎3.同步写作:写一篇自己家照片的内容的书信体.‎ ‎(写作是学生综合运用语言能力的体现,通过写作能强化语言的运用,‎ 同时加深对所学知识的理解,将学与用融合在一起.)‎ Homework:‎ ‎1.熟记本单元的单词,词组和重点句型.‎ ‎2.注意观察同学在课间的活动,用现在进行时写一篇报道.‎ ‎ 板书设计 camera In the first photo,I’m playing basketball at school.In the second photo…‎ bird pool 教学反思:‎ 课题：Unit 6 It’s raining! 第1课时 共4课时 教学目标：Talk about the weather and greet each other with a new structure.‎ ‎ A new way of greetings and asking about the weather is quite a common greeting ‎ western countries.‎ ‎ 重点：①Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,‎ bad,terrinle,pretty, cool, cold, humid, warm, hot ‎②Sentence structures: How’s it going? How’s the weather? What’s the weather like？‎ 难点: A new way of greetings and the description words about the weather.‎ ‎ How’s the weather? It’s raining/windy/cloudy/sunny/snowing/.‎ ‎ How’s it going? Great! /Not bad! /Terrible! /Pretty good!‎ 教具准备：准备世界地图,表格及天气预报录音带。‎ 施教日期：2006年3月 日 教学过程：‎ Step1. Warming up ‎1. Ask the Ss randomly: What’s the date today? What day is it today? How are you?‎ ‎2. Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers.‎ Step2. Presentation ‎1. Show 4 faces on the screen and ask Ss to describe each face using whatever words they can. Help Ss identify each person is feeling.‎ ‎2. Then show 4 words. Say the words and ask Ss to ‎ repeat each one. Ask Ss to match each remembered phrase with a face. Encourage them to spell the phrases by How do you spell it?‎ ‎3. Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions.‎ Step3. Presentation ‎1. Let one student ask me: How’s it going? I may answer like this: Terrible! Because it’s snowing and it’s so cold. Show a picture of snowing day and children are making a snowman and pretend to be very cold. Make Ss guess the words: the weather and snowing. Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy. Go on with other kinds of weather: sunny, rainy, cloudy, windy.‎ ‎2. Point out the numbered list of description words. Say each one and ask Ss to repeat the words again. Then ask Ss to match each word with one of cities in the picture. Check the answers.‎ ‎3. Play the tape and get Ss to write the city names in the boxes. Check the answers. Look at the 5 pictures in 1a. Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid. Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot.‎ ‎4. Practice with the structures: How’s the weather?‎ ‎ and What’s the weather like? with the 5 pictures The exact weather on that day should not be missed. Note: Talking about the weather is quite common in western countries as a daily greeting.‎ Step4. Weather report Show a weather map of China. Get Ss to make a weather report as a CCTV anchor. They may begin with asking the weather in each city, then make up a report about it.‎ Step5. Chant Show an easy chant to reinforce the questions and words about the weather.‎ Step6. Homework ‎1. Copy the new words 4 times each.‎ ‎2. Summarize the usages of how in questions.‎ ‎3. Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it. ‎ 板书设计：‎ How’s the weather in Moscow? It’s raining.‎ What’s the weather like in Shanghai? It’s sunny.‎ What are you/they doing? We/They are watching TV.‎ What is he/she doing? He/she is cooking.‎ How’s it going? Great!‎ 教学发思：‎ ‎ ‎ 课题: Unit 6 It’s raining! 第2课时 共4课时 教学目标：Ask and answer the Present Progressive Tense, and describe the activities people are doing ‎ The inner feelings of the Ss are motivated by understanding and comparing different people’s lives in different areas.‎ 重点：①Words: cook, study ‎②Sentence structures: What are you/ they doing? We/ They are… What is he/she doing? He/ She is … Yes/No questions and short answers.‎ 难点： the correct use of the Present Progressive Tense ‎ Describe the weather and activities with the Present Progressive Tense 教具准备：准备表格及天气有关的图画,照片。‎ 施教日期：2006年3年 日 教学过程：‎ Step1. Warming up and revision ‎ ‎1. Daily greetings: How’re you today? How’s it going? How is the weather? Ask these questions randomly to the Ss to revise what they learned yesterday.‎ ‎2. Point out the conversation in the large picture in 3b on P33 and ask two Ss to read it to the class. Practice it in pairs, then change some of the words and make their own conversations.‎ ‎3. If Ss do quite well, show a piece of cartoon of the Snow-white and the seven dwarfs. ‎ Step2. Presentation ‎1. After showing the cartoon, ask Ss: What are they doing? (They are singing and dancing.) Show more pictures with questions: What’s he/she doing? and What’re they doing? to get Ss to practice the tense which is the core grammar of this period. Get Ss to guess out the word cook by the picture. Choosing the right words and pair work are added as the reinforcements.‎ ‎2．Let’s see what Joe’s families are doing. Point to the 4 pictures (The girl in the second picture is talking on the phone with the first speaker.). Ask Ss tell each person is doing in each picture. More attentions should be paid to the correct use of the Present Progressive Tense. Use every hint to finish 2b. ‎ ‎3. Play the tape for Ss to have a check. One more time listening to finish 2a. Teach: What does your father do? He is a cook.. Compare cook with cooker.‎ ‎4. With the whole picture, get some Ss to tell the story of it.‎ Step3. Brainstorming ‎1.Play the tape for another time. Then do a memory test. Ask Ss: What’s Uncle Joe/Jeff/Mary/Aunt Sarah doing? What’re Scott and Lucy doing? Is Jeff watching TV? Etc.‎ ‎2. Guessing game. Guess the activities people are doing.‎ Step4. Game. Find the differences!‎ ‎1 Ss in a group. Student A looks at the picture on P84 and Student B looks at the picture on P86. Each picture has the same people in it, but they are doing different things. Take turns talking about what the people doing in the picture. Attention: don’t look at the partner’s picture. And the weather in 2 pictures could be compared too. ‎ weather sunny raining person P84 P86‎ Uncle Ed sleeping cooking Aunt Betty playing soccer watching TV Nancy‎ playing soccer reading a book Rick swimming playing computer games Get Ss to describe the 2 pictures orally.‎ Step5. Grammar Focus ‎1. Ask 2 Ss to read the sentences loudly and make interpretations. ‎ ‎2. Some oral exercises about the core materials in Section A.‎ Step6. Homework ‎1. Copy the new words 4 times and the Grammar Focus.‎ ‎2. Write 2 paragraphs about the 2 pictures on P84 and P86.‎ 板书设计:‎ ‎ ‎ ‎—What are you doing? ‎ ‎—What is the weather like?=How is the weather? ‎ ‎—It is sunny/cloudy/raining/windy/snowing ‎—How is it going? —Great/Not bad/Terrible/Pretty good.‎ Moscow‎ Toronto ‎Boston 教学反思: ‎ 课题：Unit 6 It’s raining! 第3课时 共4课时 教学目标：Describe the different kinds of weather and different activities in different area 重点：①Words: hot, cold, cool, warm, humid ‎ ‎②Additional words: spring, summer, autumn ‎③Sentence structures: How’s it going? What are you doing? How’s the weather?‎ 难点: Revise and use the words, expressions and sentence structures correctly.‎ ‎ Describe the weather in 4 seasons and people’s activities 教具准备:为学生准备表格及与天气有关的图片。‎ 施教日期:2006年3月 日 教学过程:‎ Step1. Revision ‎1. Show different weather signs to revise the description words in Section A. Draw an arrow to revise the 4 words: cold, cool, warm and hot. But don’t forget humid. ‎ ‎2. Get Ss to look at Picture C .Tell them: It’s Chengdu. How is the weather in it? It’s sunny. Is it cool? No, it’s hot. It’s hot and humid. ‎ ‎3. Make a survey by the whole class. Ask Ss: Who likes the cold weather? Have Ss raise their hands. Check out the most popular and the least popular weather. Get Ss to talk about the local weather in 4 seasons.‎ Step2. Presentation ‎1. After talking about the local weather in 4 seasons, let’s watch different weather in other countries. Tell Ss Maria is in Mexico. Play this phone conversation between Sam and Maria. Listen carefully to their questions and answers. Play the tape the first time, Ss only listen. Play the tape again and have Ss catch the answers Maria and Sam give to the question How’s it going? Listen again and write what they answer to What are you doing? and How’s the weather?‎ ‎2. Further discussion. Show 4 pictures. With the 4 questions ①Where is it? ②How is the weather? ③What season is it? ④What are the people doing? Ss talk about the countries, the weather, the seasons and the activities.‎ country weather season activities Japan cool spring watch the flowers America‎(Hawaii) hot summer swim Canada‎ warm autumn watch the leaves American cold winter do sports Step3. Interview ‎1. After visiting the 4 places, ask some Ss: Where do you want to go? When do you want to go there? How’s the weather? What do you want to do there? Let them describe the places they want to go most. ‎ ‎2. Ss make an interview in the class., and then give a report about.‎ ‎3. Let’s find out. Find out what kinds of activities someone wants to do on certain days.‎ Step4. Homework ‎!. Copy the new words 4 times.‎ ‎2.Interview their family members about the place they want to go most and the situations there, and then write a report about it.‎ 板书设计：‎ ‎①Where is it? ②How is the weather? ③What season is it? ④What are the people doing?‎ Country weather season activities Japan cool spring watch the flowers America‎(Hawaii) hot summer swim Canada‎ warm autumn watch the leaves America‎ cold winter do sports 教学反思：‎ 课题：Unit 6 It’s raining! 第4课时 共4课时 教学目标：Learn about different activities in different weather Learn to love our nature and protect the environment. Make a donation if possible 重点：① Words: vocation, lying, beach, group, beach, volleyball, surprised, heat, relaxed, winter, scarf, everyone, man ‎②Sentence structures: How’s the weather? What’s the weather like? What can we do with this? When is the best time to visit your town/city?‎ 难点: ①Use the words, expressions and sentence structures correctly. ‎ ‎②Describe the weather in 4 seasons and people’s activities 教具准备：准备与天气有关的图画。‎ 施教日期：2006年3月 日 教学过程：‎ Step1. Revision ‎ Show a weather map of China and get Ss to ask and answer in pairs about the different kinds of weather in some cities.‎ Step2. Presentation ‎1. Ask Ss: How do you know the weather beforehand? Get answers like: From the radio/121/the TV/the mobile phone/the internet.‎ ‎2. Look at a paragraph, and ask Ss to find out what the show is (CCTV’s Around the World show) and where the reporter is (in Australia) .Ask them to tell what they know about Australia.‎ ‎3. Ask Ss to work alone. Underline the things that people are doing and circle the words that describe the weather. They may follow the 2 examples have done for them. Check the answers.‎ ‎4. Draw attention to the pictures of France and the descriptions below. Ask Ss to work alone .Have Ss fill in the blanks. Check the answers. ‎ Step3. Group work ‎1. In groups of 2, finish 3 in Self check by asking and answering.‎ ‎2. Ss form groups of 4. One of them works for CCTV’s Around the World show. He/She interviews the other 3 Ss what the weather is like in their hometowns and what the people are doing. Then give a report about what he/she has got.‎ ‎3. Make a survey. Find out what activities people will do on certain days.‎ ‎4. Ask all the Ss further: When is the best time to your town/city? Ss may answer like: The best time to visit my town/city is in … because it’s … ‎ Step4. Extension Show pictures of the nature disasters: sandstorm, typhoon and tsunami(海啸).Tell Ss: If we have such natural disasters, we could not enjoy the lives any longer. But what can we do with this?‎ Collect any possible answers from Ss.‎ Step5. Reinforcement ‎ ‎1.北京天气如何？阳光灿烂又暖和！‎ ‎2.Sarah阿姨是个厨师。她正在烹饪食物。‎ ‎3.他们正在干什么？他们正在学习。‎ ‎4.情况怎么样？糟糕透了！‎ ‎5.欢迎收看中央台环球节目。‎ ‎6.许多人在那里度假。‎ ‎7.看那一群正在打沙滩排球的人。‎ ‎8.对于他们能在这么高的气温下打球我感到很惊讶。‎ Step6. Homework Summarize the key words and expressions in this unit.‎ 板书设计：‎ cool ‎ warm What are you doing when it is raining?‎ hot —Taking photos.‎ cold —Lying on the beach.‎ humid. — Playing beach volleyball.‎ 教学反思：‎ Unit 7 What does he look like Period One ‎ I.教学目标:‎ ‎ 1.知识目标: 1).单词: hair, curly,straight, height, tall, medium, thin,heavy,build ,beard,glasses, blonde, brown 2).句型: -- What does he/she look like --He/She is tall and has long hair. --What do you look like --I'm thin. He/She wears glasses/… 2.能力目标:1)学完本课,学会描述人物外貌. 2)能积极思维,运用所学单词,短语及句型,结合实际生活进行灵活运用. 3.情感态度目标:让学生学会友好地描述别人的形象. II.教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌. III.教学难点:掌握描述人物外貌的方法. IV. 教学设计: Step 1 1.what do you look like 2.What does Tom/he look like Step 2: Practice (B1a, A1a) 1.Finish P44, B1a. 2.Now please look at P41, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e) Step4: Listen 1b. (Look at their books Listen and fill careful1y). Listen carefully and fill in the blanks and find Amy's friend We will listen twice.The first time, just listen.The second time,listen and fill in the blanks.And say Amy's friend's look.( He's really tall.And he has curly hair.) Step5: Practice (1c and 3b ) 1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build. 2. Make a dialogue with a student. And ask the student to point out the person you described. Then Ss practice the dialogue in pairs. 3.(3b) 1). 2). Act the dialogue. 3). Finish the form. Step 6 make sentences (Section B 1b) Step 7 describe(shelfcheck3) Step 8 a guessing game (SectionB2c) Step9 homework Describe your family member and draw a picture of him/her. ‎ Period Two ‎ I.教学目标: 1.知识目标: 1).单词:always, captain, popular,team, good-looking, a little bit, joke, never,‎ ‎ stop, teeny, huge, dreamer, wise 2).句型:如同第一课时. Do you know David No/Yes. 2.能力目标:1). 提高听读能力.2).能抓住人物的主要特征来描述人物的外貌.3).能概括人物的外貌特征并根据人物特征推理出某一人物.4).能和合作伙伴互相交流,充分交换信息,进行合作学习. 3.情感态度目标:1).教育学生要多发现别人的优点,学会赞美别人.2).懂得心灵美比外表美更重要. II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法. III.教学难点:熟练掌握描述人物外貌的方法并成功的根据人物特征推理出某一人物. IV. 教学设计: Step 1 According to the picture to describe your family member. Step 2 listening (Section A 2a/ 2b) Listen 2a and 2b And find the difference between is and has. Step3 Pairwork (Section A 3) 1).Have students do the activity individually. 2).Practice the conversation. 3).Describe Nancy to your partner. Step 4 Presentation 1.listen and match the descriptions you hear in 3a. 2.Introduction:This is my good friend,Liu Peng.Please describe him with your partner. 3.1) What does Ma Yan look like 2)What about Wang Lin's appearance 4. Fill the form Step5 What does your best friend look like 1.survey 2. report her /him to the class Step6 homework 1.(SectionB3c) According to the picture you draw to write about him or her down. 2.Design yourself a new look that you are twenties later.‎ ‎ Period Three ‎ I.教学目标: 1.知识目标: 1).单词:look, remember, nobody, singer, pop singer, now, say 2).句型:复习前面句型 2.能力目标:1).继续提高听读能力.2).能概括人物的外貌特征并区别人物和推理出 某一人物.3). 能替自己和别人进行新形象设计,能和合作伙伴互相交流,充分交换信息. 3.情感态度目标: 1)通过描述同学,教师或自己的偶像的外貌,简单地表达自己的观点或好恶,学会交换不同的看法,使学生在人际交往中学会尊重和理解别人.2).培养正确的审美观. II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法并能灵活运用于生活中. III.教学难点:熟练掌握描述人物外貌的方法和画疑犯图.‎ ‎ IV. 教学设计: Step1 organization 1' organize Ss by showing a picture taken about ten years ago. (Let the students guess who was me in the picture.) Step2 a song Why do most people can find themselves in a picture first Please enjoy the song and answer my question. Step3 Free talk 1.Ask the students to describe my old photo. 2.Let the students talk about some changes. Step4 My new look Step5 Listen (Section B 2a and 2b) You will hear Maria and Danny talking about Tina Brown and Johnny Dean. 1.Your job is to write the job each person does. Point to the heading "Job" on the chart. 2times. Check the answers. 2.This time your job is to write what each person looks like. Point to the heading "looks like". Check the answers. Step6 Section B 3a 1.Read the magazine article to the class.And find the difference between the two pictures of Johnny Dean. 2.Point to the blanks in the chart.Describe Johnny before and now. Point out the simple answer. Step7 Section B 3b 3b is an article provides guided writing practice using the target language, point out the numbered blanks in the paragraph.‎ ‎ Period Four ‎ I.教学目标: 1.知识目标: 1).单词:复习整个单元. 2).句型:复习整个单元. 2.能力目标:1).能熟练的用英语进行对人外表特点的描述,并根据描述画出人像.2). 能掌握本单元出现的表示人外观的词组及句型,并能结合实际生活进行灵活运用这些词组及句型描述别人的外表,提高写作水平. 2.情感态度目标:能在小组活动中积极与他人合作,相互帮助,共同完成学习任务, 尽情享受学习的乐趣. II.教学重点: 描述人物外貌特征和写作. III.教学难点:听文画图,看图写文. IV. 教学设计: Step1. Who remembers best words Selfcheck 1 Step 2.Who describes best (SectionA/4) In groups, ask a student to describe his or her classmate.Use only words and sentence ‎ patterns from this unit. For example, She's short and thin. She has curly hair. (The other students listen to him or her carefully and guess who it is.) Give a sample description of someone in the class and ask the class to guess who you are describing. Ask some students to describe a person while their classmates guess who it is. Step3 Who draws best (Section B/ 4) This activity provides listening and speaking practice using the target language. 1. Ask each student to draw a picture without letting ,anyone else see it. 2. Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4. 3. Ask the other three students in each group to listen to the description and draw the person. You may wish to have them listen to the description several times. 4. Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner. Step4 Who writes best Choose a picture you draw and write the description on the exercise books. Step5 homework 1. Revise the useful expressions in this unit. 2. Look for some more beautiful passages to read. 3. Write down a notice for looking for the lost people Unit 8 I’d like some noodles.‎ 教材分析：‎ 本单元是七年级英语Go for it ( 下 ) Unit8。主要围绕“Order food”这一主题展开各种教学活动，并以这一主题引出at引导的特殊疑问句和情态动词would的用法。本单元创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。‎ 单元知识系统: ‎ ‎1). --- What kind of noodles would you like?‎ ‎---I’d like beef noodles, please.‎ ‎2) ---- What size bowl of noodles would you like? ‎ ‎---- I’d like a large / medium / small bowl of noodles.‎ ‎3) ---- What kind of noodles would you like?‎ ‎----I’d like mutton and potato noodles, please.‎ 单元学情分析:‎ ‎ “Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和 Self Check　三大版快组成，同时每个版快又由a, b , c 三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的Ｃ部分又是pair work,培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。Section B　中的‎３a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运用，又能在此体现出来。Section B中的‎3c是任务性教学，体现了语言的交际性和实用性。‎ 单元教学建议 采用Repeating和Cooperation的学习策略，充分利用多媒体教学来展开课堂Pair work问答式的口语交际活动，谈论现在正在发生的事情。‎ 本单元的教学法建议：‎ 语音教学：模仿操练；‎ 词汇教学：演示讲解、情景操练、反复使用；‎ 口语教学: 互相操练、对话练习、交际活动；‎ 阅读教学：补充对话；‎ 听力教学：图文配对和听写；‎ 写作教学：听写词句、模仿写作；‎ 语法教学：总结规律、模仿操练。‎ 单元教学目标 a) 能力目标.‎ 学生学会订购食物。‎ b) 策略目标 i. 分角色表演对话。‎ ii. 通过听短文中的关键词来听懂整个文段。‎ c) 情感目标 关爱父母和他人,帮助他们做一些力所能及的家务事。‎ 词汇： large, medium, noodle, beef, green tea, cabbage, onions, juice, potato, special, size, dumpling, porridge, rice, soup, fish, drink, reason, menu, would like 目标语言：‎ What kind of noodles would you like?‎ I’d like beef noodles, please.‎ What size bowl of noodles would you like? ‎ I’d like a large / medium / small bowl of noodles.‎ What kind of noodles would you like?‎ I’d like mutton and potato noodles, please.‎ ‎ 学习策略：‎ 通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，或在观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。 ‎ ‎ 单元要点诠释 1. ‎1.I’d like some noodles. 我想要面条。 ★ I’d like = I would like    would like 意思为“相邀，愿意”，相当于want, 但比want 语气委婉。一般有以下三种结构形式：would like something 想要某物   would like to do something 想要做某事  would like sib. To do sty.    想要某人干某事 e.g. I would like some ice cream.   我想要些冰激凌。     I would like to go with you.    我想要（原意）和你一起去。     I would like here to meet you.  我想要她去接你。 * would like 中的would 在句中常和前面的主语进行缩写为 ’d 。 如 I’d = I would, you’d = you would, He’d = He would, They’d = They would, We’d = We would.     E.g. we’d like to stay here for a few days. 我们想要在这儿呆几天。     They’d like some hamburgers.  他们想要些汉堡包。 →相关句型 1)What would you like? = What do you want?  你想要什么？ 其回答是：I’d like …   如：             -- What would you like?  你想要什么？             -- I’d like a large pizza.   我想要一个大的比萨饼。             -- What would she like you to do? 她想要你干什么？             -- She’d like me to help her.  她想要我帮帮她。‎ ‎             -- What would they like to do? 他们想要干什么？             -- They’d like to play games. 他们想要做游戏。 2) Would you like something? 你想要某东西吗？ 这是日常生活中有礼貌的、客气而语气有很委婉的征求对方要求时的用语。其肯定回答是：Yes, please./All right./Yes./OK. 等。其否定回答是：No, thanks.             -- Would you like some more food? 你想再要些食物吗？             -- No, thanks. 不要了。谢谢！             -- Would you like some bananas? 你想要些香蕉吗？             -- Yes, please. (All right. /OK) 3) would you like to do sty. 你愿意干某事吗(=Would you love to do sty.)         这是日常生活中用来向对方有礼貌的提出建议或邀请的句型。其肯定回答是：Yes, I’d like to. , 否定回答常常用sorry. 。         --Would you like to go swimming with us?         -- Yes, I’d like to.         -- Would you like to play football with us?         -- Sorry, I haven’t finished my homework yet.‎ 1. What kind of noodles would you like? 你想要哪种面条？ ★ What kind of noodles pizza 中的 kind 意思是“种，种类”。 A kind of… 一种… …,  what kind of … 那一种… … , all kinds of… 各种各样的。如： What kind of food do you like?          你喜欢哪种食品？ There is a kind of sheep in the zoo.      动物园里有一种绵羊。 There are all kinds of food in the fridge. 冰箱里有各种各样的食品。‎ ‎ →a) kind 用作形容词，以为“仁慈的，友爱的”。如：      He is kind to everyone.     他与人为善。   b) That’s very kind of you.    作为对别人提供帮助的感谢语，“你太好了”。   c) kind of 还有“有点儿，稍微”的意思。如：      The elephant is kind of cute.  那头大象有点逗人喜爱。‎ 1. What size bowl of noodles would you like? 你想要多大碗的面条？ ★size 是名词，意思是“尺寸、大小”。既可以表示物体的大小，又用来表示服装、鞋帽等的尺码、号码。如：  Do you know the size of the room? 你知道这个房间的大小吗？ What size shoes do you wear?     你穿多大的鞋？ I wear size 6.                   我穿6号的鞋。‎ 单元课时分配 第一课时 Section A ‎1a, 1b, ‎1c, ‎‎3a 第二课时 Section A 2a, 2b, 2c, 3b, and 4---What kind of pizza would you like? Grammar Focus ‎ 第三课时 Section B ‎1a, 1b, ‎2a, 2b, ‎‎2c 第四课时 Section B 3a, 3b, 3c, 4--- pair work,‎ 第五课时 Self Check 一、教学过程设计 The first period Section a ‎1a, 1b, ‎1c, ‎‎3a Teaching aids: 各种有关食物、蔬菜、点心的图片 Teaching steps:‎ Step 1. Greeting and revision ‎1. Greet students and have a chant together.‎ ‎2. Have a revision about animal names.‎ Step 2. Presentation ‎ ‎1. Show them some pictures of food. Teach some new words, hamburgers, noodles, rice. And ask them, what kind of food would you like? Help them to answer I would like….‎ ‎ Then give them 2 minutes to practice with their partners.‎ ‎2. Show students some pictures of vegetables. And teach them these new words, potatoes, tomatoes, cabbage, Carrots. Ask them what kind of vegetables would you like? Help them to answer I would like….. Then give them 2 minutes to practice with their partners.‎ ‎3. Give students some pictures of meat. Teach them new words beef, mutton, chicken, fish. And ask them what kind of meat would you like? Help them answer I would like….And give them 2minutes to practice the dialogue with their partners.‎ Step 3 Practice Look at the pictures and learn words .say each words and ask students to repeat. Then ask students to match each word with one of the ingredients in noodles.‎ Step 4 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.‎ Step5 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.‎ Step 6: Practice ‎1 Look at the picture .What is 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. ‎ ‎6 Read the conversation again in ‎3a.‎ ‎7 Now make your own conversation. Student A asks the questions from activity ‎3a. Student B gives true answers.‎ ‎8 Perform their dialogue for the class.‎ Homework:‎ 熟记本课的单词和重点句型。‎ The second period Section a ‎2a, 2b, ‎2c, 3b, and 4---What kind of pizza would you like? Grammar Focus Step One: Revision ‎1 Revise the food words. ‎ ‎2 Revise: What kind of noodles would you like?‎ ‎ I’d like …‎ ‎ What size bowl of noodles would you like?‎ ‎ I’d like…‎ Step2 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.‎ Step3 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.‎ Step4 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.‎ Step 5. Game.‎ ‎ Describe noodles (kind, size). I have four sentences about noodles. I need four students to stand in front of the classroom one by one, and let him or her to guess what kind of noodles and size bowl of noodles it is. Continue our competition.‎ Step 6. Role play Student A works in a noodle house. Take an order for noodles. Student B is the customer. Decide the size of bowl and the ingredients for the noodles.‎ ‎ ‎ ‎ The Third period 第三课时 Section B ‎1a, 1b, ‎2a, 2b, ‎‎2c Step One: Revision ‎1 Revise the food words. ‎ ‎2 Revise: What kind of noodles would you like?‎ ‎ I’d like …‎ ‎ What size bowl of noodles would you like?‎ ‎ I’d like…‎ Step 2: Presentation Show them some pictures of food. Ask them to say the new words then repeat .After ‎ that ask students to look at ‎1a and match the words with the pictures.‎ Step 3: Practice Students do 1b .teacher says : Please circle the things you like and put an x in front of the things you don’t like .When students finished this part , ask students to practice the dialogue in pairs .‎ Step4 Listening ‎1. Point to ‎2a, say, for this activity, mark your answers in activity ‎1a .You will hear a conversation.‎ Play the recording for the first time. Students only listen. Then play the scone time, ask students to circle each of the foods in activity ‎1a that is mentioned in the dialogue on the tape. Then check the answers. ‎ ‎2. Listen again; fill in the order form on page 81.‎ Step 5 Role play Student A works at a dumping house. Look at page 82. Ask questions and fill in the order form. Student B orders food form from Student A. Order dumplings and drinks from activity ‎1a ask some pairs of students to present their conversations to the class.‎ Step 6 Homework ‎ ‎ The fourth period 第四课时 Section B 3a, 3b, 3c, 4--- pair work,‎ Step 1: warming-up ‎ Sing a song---------“food and drink” ‎ Step 2: Revision ‎1 Dictation ‎2 Revise: What kind of noodles would you like?‎ ‎ I’d like …‎ ‎ What size bowl of noodles would you like?‎ ‎ I’d like…‎ Step 3: Presentation ‎1 show pictures of food, ask students say the words.‎ ‎2 Students read the newspaper ad in ‎3a. Fill in blanks with words in the box. Then read the ad together, the teacher explains some difficult language points.‎ ‎3 Check the answers ‎ Step 4 Practice Ask students to finish 3b in the same way according to ‎3a. Students read the short passage and fill in the blanks .At last, check the answers.‎ Step 5 production Ask students to write their own ad for dumplings, noodles, drinks, and other foods they know. Then ask students to read their partner’s ad. Then order food and drink from their partner.‎ Step 6 Home work Group work – make an ad about “food and drink” ‎ ‎ ‎ The fifth period--Self Check Self Check Self Check ‎1、第一教学环节：情景创设，导入新课 ‎ 教师活动 ‎ 学生活动 播放课件或出示单词图片，引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学内容。‎ 观看课件或单词图片，进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习要求。‎ ‎2、第二教学环节：师生互动，学习探究 教师活动 学生活动 ‎1引导学生在筑词表上进行筑词活动，引导学生采用分类、总结等各种有效途径记忆单词，完成第2部分的教学任务。‎ ‎2为学校食堂制作一份食谱. 无食堂的学校让学生为面馆或饺子馆制定食谱。阐述这份食谱的优点. ‎ ‎1．在筑词表上进行筑词活动，学会采用分类、总结等有效途径记忆单词，完成第2部分的学习任务。‎ ‎2为学校食堂制作一份食谱. 无食堂的学校让学生为面馆或饺子馆制定食谱。阐述这份食谱的优点. ‎ ‎3、第三教学环节：合作交流，巩固提高 ‎ 教师活动 ‎ 学生活动 引导学生进行Just for fun!游戏活动，复习、巩固所学的句型和语法知识。‎ 进行Just for fun!游戏活动，复习、巩固所学的句型和语法知识。‎ 本单元教学设计理念：‎ ‎1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。‎ ‎2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）。‎ ‎3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。‎ Unit 9 How was your weekend?‎ Part 1: Teaching Design (第一部分：教学设计)‎ Unit goals ● Learn more activity phrases ● Learn the past tense of some verbs ● Learn to talk about recent past events Words did, went, stay, practice, was, spend, had, saw, wrote, change, sat, text, mountain, geography, week, anything ‎ ‎ Expressions How was your weekend?‎ It was great.‎ What did you do last weekend?‎ I studied for my math test.‎ I watched TV. I saw an interesting talk show.‎ What about...?‎ It’s time to go to school.‎ What about? regular verb, irregular verb, talk show What did you do last week?‎ Sreuctures I played soccer. We went to the beach.‎ What did he /she do last weekend?‎ He /She did his / her homework.‎ What did they do last weekend?‎ They played tennis.‎ Regular verbs: play...played, clean...cleaned Irregular verbs: do...did, go...went Section A Teaching goas:‎ ● Master the new words: did, went, stay, practice, was, mountain, geography, regular verb, irregular verb, test, what about ● Learn to ask and answer:‎ How was your weekend?‎ It was great.‎ What did you / she /he do last weekend?‎ I / He / She went to the beach.‎ Teaching procedures Step 1: Warming up ‎ Ask students about what they do on weekends.‎ ‎ Model: T: How is your weekend?‎ ‎ S: It’s great/ terrible, good, OK. / Not bad. ‎ T: What do you usually do on weekends?‎ ‎ S: I usually play soccer / do my homework / clean my room ...‎ ‎ T: How about your friend?‎ ‎ S: She / He usually stays at home and watch TV.‎ Step 2: Presenting 1. Make a list of the verb phrases students said just now on the blackboard.‎ For example: play soccer, do my homework, clean my room, stay at home , watch TV ...‎ 2. Go on asking students: What did you do last weekend?‎ ‎ How was your last weekend?‎ ‎ Help students answer, using the past tense of the verbs.‎ ‎ Pay attention to the change of verbs’ form ‎ watch TV ... watched TV, play soccer ... played soccer ‎ do homework... did homework, go to the beach ... went to the beach ‎ am / is / ... was, are ... were ‎ Model: T: What did you do last weekend?‎ ‎ S: I played soccer and did homework.‎ Step 3: Practicing ‎ Activity 1‎ 1. Students ask and answer in pairs about their last weekend in the same way.‎ 2. Check some pairs.‎ ‎ Activity 2‎ 1. Point to the pictures in ‎1a and ask students to tell what they see. Name each activity and repeat in the past tense.‎ went to the movies, played soccer, went to the beach, did homework, played tennis, cleaned my room 2. Ask students to match each activity with one of the pictures.‎ 3. Check the answers.‎ ‎ 1.d 2.b 3.f 4.c 5.e 6.a 4. Students read the phrases aloud.‎ ‎ Activity 3 ‎ a) Students work in pairs to ask and answer about what the girl in ‎1a did on different days.‎ Model: A: What did she do in Picture a?‎ ‎ B: She went to the movie.‎ ‎ A: What did she do on Saturday morning?‎ ‎ B: She played tennis.‎ b) Check some pairs.‎ Step 4: Listening. (1b)‎ 1. Point to the activities in the picture in ‎1a. Ask students to listen carefully.‎ 2. Play the recording the first time, students only listen.‎ Tapescript Boy: Hey, Lucy.‎ Girl: Hi, Bob.‎ Boy: How was your weekend?‎ Girl: It was great.‎ Boy: So, what did you do?‎ Girl: Well, on Saturday morning I played tennis, on Saturday afternoon I went to the beach, and on Saturday night I went to the movies.‎ Boy: Cool.‎ Girl: Then, on Sunday morning, I cleaned my room. On Sunday afternoon, I played soccer, and on Sunday night, I did my homework.‎ ‎3. Play the recording the second time. Students listen and write the day and morning, afternoon, night below each picture.‎ ‎4. Check the answers. Picture a: Saturday night ‎ Picture b: Sunday afternoon ‎ Picture c: Saturday afternoon ‎ Picture d: Sunday night ‎ Picture e: Saturday morning ‎ Picture f: Sunday morning ‎5. Students listen again and repeat.‎ Step 5: Listening (‎2a,2b)‎ 1. Point to the 5 sentences and ask students to read them aloud.‎ 2. Play the recording the first time, students only listen.‎ Tapescript Teacher: So, did everyone have a good weekend?‎ Student chorus: Uh-huh. Yeah! Sure, Ms Clark.‎ Teacher: Good. What did you do last weekend, Emma?‎ Emma: I visited my grandmother, and I did my homework.‎ Teacher: Great. And how about you, Ben? What did you do?‎ Ben: I studied for the math test.‎ Teacher: Uh-huh. Carol, how about you? What did you do?‎ Carol: I went to the beach, and I played tennis.‎ Teacher: Sounds like you had fun.‎ 1. Check the answers. These items should be underlined: grandmother, homework, math, beach, tennis 2. Play the recording the second time, students listen and underline the words they hear in ‎2a.‎ 3. Students listen to the tape once more and write “C” for Carol, “B” for Ben, “E” for Emma next to the statements in ‎2a.‎ 4. Check the answers. 1.E 2.E 3. B 4.C 5.C Step 6: Practicing ( Pairwork)‎ ‎ Activity 1 ‎‎2c 1. Students read the phrases in the box in ‎2c.‎ 2. Students work in pairs to fill in the blanks in ‎2c, using the information in ‎2c.‎ 3. Students practice their conversations with deskmates.‎ 4. Check some pairs.‎ ‎ Activity 2 ‎3a.‎ 1. Students read the phrases 1...3 in ‎3a and know the meanings of them.‎ 2. Ask students to complete the conversations in the picture in ‎3a and write numbers 1...3 in the blanks.‎ 3. Check the answers. The conversations should be numbered as follows: 3 2 1‎ 4. Students practice the 3 conversations in pairs.‎ ‎ Activity 3 (3b)‎ Students ask and answer questions in pairs about Ming’s, Tony’s and Sarah’s weekends.‎ Model: A: How was Sarah’s weekend?‎ ‎ B: It wasn’t very good.‎ ‎ A: What did she do last weekend?‎ ‎ B: She cleaned her room and studied for the math test.‎ ‎ Activity 4 Game. What did you do?‎ 1. Play a model round of the game.‎ For example: Teacher draws simple pictures of 2 things teacher did over the weekend. Let students guess what teacher did according to the pictures.‎ 2. Now ask students to practice the activity in groups of four.‎ Each student draws two things she / he did over the weekend on a piece of paper. Let others guess what she / he did.‎ 3. Ask some individual students to show their pictures of two things to the class. Let classmates guess what they did last weekend.‎ Section B Teaching goals ● Master the new words: geography, spend, week, had, saw, wrote, sat, talk show, middle school, change, cat, anything, it’s time to ...‎ ● Learn to use new sentences:‎ I wrote a new song. ‎ I practiced my guitar.‎ I had a busy weekend. ‎ I read a book about history on Sunday morning.‎ Do you think everyone enjoys their weekends?‎ He sat down and watched Wangwang play with a friendly black cat.‎ It was time to go home.‎ He has no dog and no family.‎ Teaching procedures Step 1: Making a revision 1. Ask students what they did yesterday and last weekend. Let them answer with the verbs in recent past tense.‎ Model: T: What did you do yesterday morning / afternoon / evening?‎ S1: I went to a movie.‎ S2: I visited my friends.‎ S3: I stayed at home and did my homework.‎ 2. Students work in pairs or small groups. Ask and answer in the same way.‎ 3. Check some pairs or groups.‎ Step 2: Presenting 1. Ask students: Did you have a good / busy weekend?‎ ‎ Where did you spend your weekend?‎ ‎ What did you see last weekend?‎ ‎ What did you write?‎ Help students answer the questions with the verbs underlined in past tense. (had, spent, saw, wrote)‎ 2. Ask students to make up sentences with the verbs above.‎ For example: I had a party last week.‎ ‎ My friend spent her weekend with her parents.‎ ‎ I saw many people in the shop yesterday.‎ ‎ My uncle wrote a letter to me last Sunday.‎ Step 3: Practicing Activity 1 ‎ 1. Point to the 4 pictures in ‎1a. Say, here are some things that Sally and Jim did. Ask students:‎ What did he / she do?‎ 2. Let students read the 4 phrases aloud.‎ 3. Ask students to match the words with the pictures.‎ 4. Check the answers. 1.b 2.d 3.a 4.c ‎ Activity 2‎ ‎ 1. Draw pictures of a happy face and an unhappy face on the blackboard. Write the word “fun” under the happy face and the word “not fun” under the unhappy face. ‎ ‎ 2. Ask students to name some activities they think are fun and some that are not fun.‎ For example: fun ...- played the guitar ‎ went to the movie ‎ not fun... did homework ‎ cleaned my room ‎ 3. Ask students to draw a happy face or an unhappy face for pictures a c and d ‎ 4. Check the answers.‎ Step 4: Listening (‎2a, 2b)‎ 1. Call attention to the names Sally and Jim and the write-on lines under each name.‎ 2. Let students listen carefully. Pay attention to what they did last weekend.‎ 3. Play the recording the first time. Students only listen.‎ Tapescript Jim: Hey, Sally! I didn’t see you last weekend.‎ Sally: No, I stayed at home.‎ Jim: Why?‎ Sally: Well, I had lots of things to do.‎ Jim: Like what?‎ Sally: Well, I cleaned my room. And I did my homework.‎ Jim: You did? Not much fun, huh?‎ Sally: Well, it wasn’t too bad. On Sunday I went to the library. How about you? What did you do?‎ Jim: Well, I played soccer on Saturday morning. On Sunday afternoon, I went to a movie. And on Sunday night, I visited my friend’s house.‎ Sally: Wow! You had fun. ‎ Jim: Yeah, I had fun. But I didn’t do my homework, so school this morning wasn’t fun.‎ 4. Play the recording the second time. Students listen and write down what Sally did in the chart.‎ 5. Students listen to the tape once more and write down what Sally did last weekend.‎ 6. Check the answers. ‎ Sally Jim cleaned her room played soccer did her homework went to a movie went to the library visited his friend’s house 7. Have students work in pairs. First talk about what Sally and Jim did last weekend. Then talk about their own weekend. ‎ Model: A: What did Jim do?‎ ‎ B: Jim went to the movie.‎ ‎ A: What did Sally do?‎ ‎ B: She cleaned her room.‎ ‎ A: What did you do last weekend?‎ ‎ B: I visited my sister.‎ 1. Check some pairs.‎ Step 5: ‎Reading 1. Read the article to the class. Let students pay attention to the verbs in the past. List them on the blackboard.‎ Asked, did, was, went, played, watched, stayed, visited, cleaned 2. Students read the article alone. Circle the activities they like. Underline the activities they don’t like.‎ 3. Ask some to students say their ideas . Answers will vary.‎ 4. Help students understand some problems they may have.‎ Step 6: Writing ‎ Activity 1 ‎ 1. Call students attention to the six pictures in 3b. Say, here are some things that the boy did .‎ Ask students: What did he do last weekend?‎ 2. Students work alone and fill in the blanks.‎ 3. Check out their answers. ‎ ‎1) cleaned my room 2) did my homework ‎3) visited my aunt 4) went to the library ‎5) played soccer 6) watched TV ‎ Activity 2 ‎ 1. Ask students to take out a piece of paper. And write about what they did last weekend.‎ 2. Let some individual students read their own articles to the class.‎ ‎ Activity 3 ‎ Game. “Who am I?”‎ 1. Work in pairs . Suppose Student A is a famous person and write what he / she did last weekend. Then talk to his / her partner about his / her weekend activities. The partner tries to guess who he / she is.‎ For example: S1: What did you do last weekend?‎ ‎ S2: I wrote a new song. I practiced my guitar.‎ ‎ S1: I guess you are ....‎ Self-check Teaching goals ● Help students to review all the key vocabulary presented in this unit.‎ ● Help students practice writing a survey using the past tense.‎ ● Give students an opportunity to use the target language in conversation.‎ Teaching procedures Step 1: Learning words 1. Ask students to read words in Part 1 aloud and know the meaning of them.‎ 2. Have students divide the words into 2 groups.‎ 1) Verbs in past tense: watched, visited, studied, played, was, went,‎ 2) Nouns: weekend, geography, homework, guitar Call students’ attention to the changing forms of verbs in past tense.‎ 1) regular verbs: watched, cleaned, visited, studied, played 1) irregular verbs: was, did, went 1. Ask students to write five or more new words of this unit in their vocab-builder.‎ Step 2: Learning a story 1. Give students some questions. Let students read the article about Old Henry alone and try to answer these questions.‎ For example: 1.Does Old Henry enjoy his weekend?‎ ‎ 2. What did he do last month?‎ ‎ 3. What happened to his dog?‎ ‎ 4. How is Old Henry now?‎ ‎ 2. Check the answers.‎ ‎ Answer1: No, he doesn’t.‎ ‎ Answer2: He went for a walk with Wang Wang, his cute dog.‎ ‎ Answer3: His dog was lost.‎ ‎ Answer4: He’s very sad.‎ ‎3.Students read the article alone again and write a report about now they helped Old Henry last weekend, using the suggestions given in the box.‎ ‎ Suggestions ‎ clean the house, play chess, watch a movie, play the guitar, cook dinner.‎ 2. Ask some individual students to read their report to the class.‎ Part 2: Teaching Resources（第二部分：教学资源）‎ 一、知识图解 锻炼 / 累 上课 / 有趣 玩电游 / 有趣 exercise / tired have a class/ interesting play computer games/ funny 去海滩 / 兴奋 读书 / 忙 购物 / 放松 游泳 / 有趣 go to the beach/exciting read / busy shop / relaxing swim / interesting 打蓝球 / 兴奋 聚会 / 高兴 看电视 / 令人烦 play basketball / exciting have a party / happy watch TV / boring 去游泳 / 凉爽 在电脑上工作 / 忙 打扫房间 / 累 go swimming / cool work on the computer / busy clean the room / tired ‎ 去度假 go on vacation 去爬山go to the mountains 打网球 play tennis ‎ 放松relaxing 兴奋exciting 好极了 wonderful 看望祖父母 visit grandparents 去网吧to the video arcade 洗澡 take a shower 高兴 happy 有趣interesting 舒服 comfortable 二、背景阅读Background readings ‎1. How are the chickens ‎ Lots of fowl (飞禽） especially the chickens and ducks in Asia have died of a kind of disease since December, 2003. It is named bird flu（禽流感）. Even some people in Vietnam and Thailand were infected. Many people stop eating chicken, duck ‎ and eggs to keep them away from the bird flu.（以免被感染上禽流感）‎ ‎ The United Nations is calling for money and technical help for countries in Asia to stop the spread of the bird flu.‎ ‎2. American students do part -time jobs ‎ In America, many parents want their children to be independent. They are happy when their children get a part-time job. American students like to make money by working.‎ ‎ Middle school boys may deliver newspapers or wash cars. Girls babysit or sell things door-to-door. In high school, boys mow lawns（修理草坪） for people, work in supermarkets or gas stations, or wash dishes in restaurants. Girls may work as waitresses. They don't make much money per hour, but Americans give tips. These girls can get a lot of money from tips.‎ ‎ With a job, American students can make some money. They can use the money to buy books, CDs, and other things. With a job, they can learn many things. They do not learn these things in school. With a job, they feel good about themselves. This is good for growing up.‎ ‎3. My free time My free time is interesting. From Monday to Friday, when I have some free time, I usually watch TV, listen to music or read. If my friend Tom is free, too, we will meet and play computer games at home or play football in the park near his house. On Saturday mornings, I usually clean my room and go shopping with my mother. Saturday evening is my favorite time of the week. I like meeting my friends and going to a fast-food restaurant. There we eat and talk. After that we go to the movies. On Sundays, I often have a good time with my family. We often go on a trip to the countryside. We have lunch at different restaurants there. I like my free time.‎ ‎4. Allen's weekend Allen is a student in New York City. This weekend he needs to study for an exam. He doesn't want to study. He just wants to have a good time.‎ On Friday night, he sings. On Saturday morning, he plays football with his friends. On Saturday afternoon, his friends call him, and they have a party in the park. On Sunday morning, he goes to watch a movie. On Sunday afternoon, he has a good rest. On Sunday night, Allen studies for the exam. He studies from six in the evening to two in the morning. On Monday morning, Allen goes to school and writes the exam. He is tired and now he is sorry he didn't study hard.‎ English Proverbs 1. Everyone's business is nobody's business. 三个和尚没水喝。‎ 2. Hunger makes hard beans sweet. 人饿了什么都好吃。‎ 3. The rotten apple injures its neighbors. 一粒老鼠屎坏了一锅粥。‎ 4. You can't sell the cow and drink the milk. 两者不可兼得。‎ 5. While the grass grows the horse starves. 远水解不了近渴。‎ 三、难点透析 1. on Saturday. 在星期六。表示在具体某一天用 “on”. 如在星期几前加this, that, next, last等词，就不能在用介词on. For example:‎ I had a good time on my birthday.‎ We had two English classes on Tuesday.‎ We had two English classes last Tuesday.‎ ‎2. How was your weekend?‎ ‎ How is ...? ......怎么样？ For example:‎ ‎ How is your life?‎ ‎ How is it (everything) going?‎ ‎ How is your father?‎ ‎ 回答时常用：It’s great. It’s OK. It’s pretty good. Not bad.‎ ‎3. play the guitar ‎ play +the + 乐器， play the piano, play the violin, ‎ ‎4. It was time to go home.‎ ‎ It’s time to do sth = It’s time for sth 该干......了？‎ ‎ It’s time to go to bed.= It’s time for bed.‎ ‎ It’s time to have lunch. = It’s time for lunch.‎ ‎ It’s time for sb to do sth. 对某人来说该干......了。‎ ‎ It’s time for us to go to bed.‎ 四、练习Exercises 单项选择 ‎ 1．Where ____ you last night?‎ ‎ A. was B. are C. were D. is ‎ 2. He _____ here yesterday.‎ ‎ A. didn’t came B. comes C. come D. didn’t come ‎ 3. Lucy and Lily _____ their homework ____ Saturday morning.‎ ‎ A. did, on B. do, on C. does, at D. did, in ‎ 4. Now it’s seven o’clock. It’s time ____ us ____ go to bed.‎ ‎ A.for, for B. to, for C. to, to D. for , to ‎ ‎ 5.After Mary had ___ supper, she went to play ___ piano.‎ ‎ A. the, a B. a, the C. X, the D. the, X Unit 10 Where did you go on vacation?‎ 单元整体说明 ‎ 单元教材分析 ‎ 本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册第10单元 本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?" " Did you go to the beach? Yes，I did．No，I didn’t．”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。‎ ‎ 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。‎ ‎ 单元总体目标 ‎ 1．Master the vocabulary ‎ 2．Master and use:‎ ‎ Where did you go on vacation? I went to summer camp·‎ Did she go to Central Park？Yes，she did．No, she didn’t 单元教学重难点一览 重点 难点 ‎1．Vocabulary and Expressions ‎2. Grammar Focus：Where did you go on vacation？I went to summer camp. Did she go on Central Park？Yes, she did．‎ No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences：‎ Where did you go on vacation?‎ Did you go to…？Yes. … /No，…‎ 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：‎ Section A（一）1课时 Section A〔二）1课时 Section B（一）1课时 Section B（二）1课时 Section A (一)‎ 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.‎ 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 Organization ‎（‎1’‎、‎ Organize Ss by saying hello to each other.‎ Greeting to teacher.‎ Step 2‎ Free talk ‎(‎2’‎）‎ Ask the question:‎ Who is on duty?‎ Is everyone here today?‎ The Students talk about Step 3‎ Section A Presentation la ‎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．‎ Students raise their hands．‎ And give the right answer: I did.‎ Students raise their hands to answer.‎ Read．‎ 强化记忆 Point to went and visited．‎ Step 4‎ Practise la ‎3’‎ ‎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.‎ Answers：‎ Read after the teacher aloud to learn the new phrases．‎ Read after the teacher。‎ Do it and then discuss the keys in pairs．‎ ‎1．e 2．B 3．D 4. c 5．a 6．F 7. g step 5‎ Listening ‎（lb)‎ ‎(‎6’‎）‎ 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.‎ say，There are three conversations.‎ The people talk about what they did on vacation．listen to the recording and write numbers of the names in the right boxes in the picture.‎ Please write only 5 numbers. Point out the ‎ sample answer next to the picture showing went to the mountain.‎ ‎4．Correct the answers．‎ ANSWERS：‎ ‎（1) went to the mountains ‎(2)visited my uncle ‎(3）stayed at home ‎(4) went to ‎New York City ‎(5)went to summer camp Practice the dialogue in pairs．Eg.‎ ‎---Where did the boy go on vacation? ‎ ‎---He went to New York City．‎ only listen.‎ Listen and number the pictures(1-5)．And then discuss in pairs.‎ At last raise their hands to tell the result Read it loudly.‎ 多媒体放映 录音机 录音机 多媒体 放映 Tape script：‎ Conversation 1‎ Xiang Hun: Hey, Tina. Where did you go on vacation?‎ Tina: I went to the mountains．‎ Xiang Hua: Cool．‎ Tina: Where did you go, Xiang Hua?‎ Xiang Hua：I went to New York City．‎ Conversation 2‎ Girl: Where did you go on vacation, Sally?‎ Sally：No where. I stayed at home.‎ Girl: And where did you go, Brad?‎ Brad: I visited my uncle.‎ Conversation 3‎ Boy 1：Where did you go on vacation, Tom?‎ Tom: I went to summer camp. It was great.‎ Pronunciation note Write to play---played, visit ---visited on the board．Say，We studied the pronunciation of these --- ed endings in Unit 5.‎ They are both spelled --- ed，but we pronounce one /d/ and the other /Id/．Ask students to repeat these pairs：play－played，visit一visited．‎ Listen carefully and learn the pronunciation of-ed.‎ 多媒体 放映 Step 6‎ Pair work ‎‎1 c ‎（task 1）‎ ‎3’‎ This activity provides guided oral practice using the target language.‎ ‎1. Point out the example conversation.‎ 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．‎ Read it to the class.‎ Make a conversation in pairs.‎ Practice with the teacher,‎ Work in pairs．‎ Step 7‎ Consolidation ‎(‎4’‎）‎ This activity provides guided oral practice using the target language.‎ Talk in groups of three.‎ ‎2c‎, group work ‎(Task2)‎ ‎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.‎ Work in group of three.‎ some groups Would like to act it out，‎ Step 8Test 4'‎ Loot at test Step 9‎ Summary Grammar Focus ‎4’‎ ‎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 ‎×‎ ‎×‎ Read the questions and answers.‎ Work in pairs Saying out the sentences: Eg. –where did you go on vacation?‎ ‎---I went to summer camp.‎ Eg. Did you go to Central Park?‎ ‎---Yes, I did.‎ They Step 10‎ Homework Practice the dialogue according to the picture on Page 1‎ 本课小结 本课学习了1个生词、两个地点短语和英语句式的练习运用。通过本节课的学习，学生能熟练地用一般过去时询问和回答有关过去的事情。‎ 练习设计 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）‎ 个性练习设计 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_____‎ 板书设计 Unit 10‎ go - went Sara went to the movies last Saturday visit – visited Carlos visited a friend last Saturday.‎ play- played Section A（二）‎ 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 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 ‎1. 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。‎ 教学准备 教师准备 录音机、磁带、课件、单词卡片、彩笔 学生准备 预习生词和对话。‎ 教学步骤 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1‎ Free talk ‎(‎2’‎）‎ Ask the question：Where did you go　last Sunday?‎ Students talk about　events in the past．‎ Step 2‎ Presentation ‎（‎16’‎）‎ ‎（‎3a)‎ ‎（用班里的学生为例做练习）‎ Point out the pictures in the photo album. Ask students to describe what they see．（In Picture 1 there is a man with a bowl of soup．There is also a waiter. He looks angry．）‎ Describe what they see in picture 1 and picture 2‎ Fill in the blanks in the conversation Step 3‎ Practice(36)‎ ‎(6'）‎ ‎（In picture 2 there is a beautiful beach．There is a man．He looks unhappy．）‎ Read the first two lines of the dialogue to the class．Point out the answer was in the first line. Then point out the blanks in the rest of the lines of the dialogue．Read the conversation to the class saying the word blank for each blank line: How blank the beaches?‎ Then say，Write the word was or were in each blank. Ask students to complete the activity on their own．‎ Point to picture 3 and ask students to say what they see．‎ Then read the words under the picture．Pronounce any new words and explain what they mean，if necessary Say：In this picture a girl is on a bus．The girl is taking a bus trip．Ask，What does relaxing mean？‎ Does it mean you are excited or quiet?‎ How do you look when you relax?‎ H students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half一closing your eyes.‎ ‎（学生看‎3a部分）‎ practice and act．‎ Listen．‎ ‎（学生看图互问）‎ Work with the teacher.‎ Work with a partner and act out．‎ Read and learn．‎ Make their own conversation 多媒体 放映 图一 图二 Say a dialogue with a student．point to the food picture. Ask，How was the food? Do a send example，if you wish．‎ Move around the room monitoring their work．Offer language or pronunciation support as needed．‎ Have two students perform the example conversation，or perform it yourself with one student（you ask the questions)．‎ Point out that the conversations starts off with the sentences in the speech bubbles．‎ For example，‎ A：where did you go?‎ B: I went to…‎ A: What was the weather like? ‎ B: It was hot and humid．‎ Practice in pairs．‎ The student replies，it was awful．‎ work in pairs Look at picture6，‎ Practice the conversation below．‎ Ask and answer questions．‎ 多媒体 放映 Step 4‎ Practice ‎（10'）‎ Say：First fill in the chart with the information about your last vacation，Say where you went，what the weather was like, what you ate，and what else you did．As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。‎ Something in the pictures．‎ Act it out Fill in the chart with Their own information Then ask and answer 多媒体 放映 本课小结 本节课学习了3个生词，和句式的练习运用。通过本节课的学习，学生能熟练地运用句型where did you go? I went … .‎ 练习设计 ‎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）‎ ‎2. Make a conversation and act．‎ 板书设计 Unit 10‎ ‎1. were rainy ‎ ‎2. Where did you go on vacation? I went to...‎ Section B（一）‎ 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。‎ 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 ‎1. 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多媒体图画和设置的情境来引出学习。‎ 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 Organization ‎（‎1’‎）‎ Organize Ss by greeting each other.‎ Step 2‎ Presentation (‎1 a)‎ ‎（‎11’‎）‎ Ask：What do you think of this book?‎ Is it interesting?（通过对话弓l出本 课要学习的新形容词expensive 等）Point to the picture, This is a ring. The price is one hundred million dollars．‎ Answer the questions together Say：It’s expensive．‎ 多媒体 体图片 Step 3‎ ‎1b writing ‎(‎5’‎）‎ This activity introduces more key vocabularies．‎ Point out the six words delicious，awful，expensive，inexpensive, crowded ‎1．Say each word and ask students to repeat them，‎ ‎2．Call attention to the fourth picture saying: This is a cake．‎ It’s delicious！Then do the same thing for all six pictures．‎ crowded delicious ‎3．Then point out the blank line in front of each numbered word．‎ ‎4．Point out the sample answer. As students work，move around the room answering questions as needed．‎ Answers ‎1．f2．a3.d 4.e 5 6.c This activity provides writing practice using the target language．‎ Simple draw：the smiley face and the frowny face．Say，the smiley face is for good things. The frowny face is for bad things.‎ Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.‎ Ask students to finish the activity individually，‎ Repeat loudly Practice in pairs then act it out Match each word with a picture by writing the letter of each picture in the blank in front of the correct word.‎ Discuss in groups ‎（act the faces out)‎ 多媒体 放映 图片 ‎1. delicious, inexpensive, crowded ‎2. awful, expensive, crowded City some examples to learn these adjectives.‎ This activity gives students practice in understanding the target language in spoken conversation.‎ Step 4‎ Listening ‎(‎2a)‎ ‎(8'）‎ ‎1．Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the class.‎ Cite some examples to learn these adjectives ‎2. Play the recording the first time.‎ Students only listen.‎ This time say, listen to the recording and write the answer to each question.‎ ‎3. listen to the recording the second time.‎ correct the answers.‎ Listening.‎ ‎2b(4'）‎ ‎1．She went to Tokyo.‎ ‎2. Yes, she did.‎ Tapescript Girl: Hi, Vera , How was your vacation?‎ Vera: It was great！‎ Girl: Where did you go?‎ Vera: I went to Tokyo with my family.‎ Girl]: Really? Wow！What did you do there?‎ Vera：Well, we went to a lot of museums.‎ Girl: Oh, how were they？‎ Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese people?‎ Listen.‎ Then answer．‎ Listen and write.‎ Then discuss the keys in pairs Read and practice in pairs.‎ Recorder Vera: Yeah，the people were really friendly．My parents have some Japanese friends，and we had dinner at their house．‎ Girl：How was the food?‎ Vera：It was delicious．I love Japanese food．‎ This activity provides further listening practice using the target language Call attention to the chart. Read the words in the chart：‎ Her vacation, the museum the stores，the people，the food．‎ Point out the sample answer. Say，What does Vera think of her vacation? It was great.‎ Play the recording. Play the recording a second time．Ask students to finish filling in their answers and to check their answers．‎ Correct the answers．‎ Answers．‎ vacation-great people -- friendly Read aloud. ‎ then discuss the keys．‎ Listen and fill in the chart．Then discuss the keys．‎ 多媒体 多媒体 museums一interesting, crowded food-- delicious store一expensive delicious relaxing Step 5‎ Pair work ‎(‎2c Task)‎ ‎(‎5’‎）‎ This activity provides guided oral practice using the target language．‎ Call attention to the question words．‎ Have a student read them to the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room offering pronunciation and language support as needed．‎ Read out．‎ ‎（Role play)‎ 多媒体 放映 本课小结 本节课总共学习了6个形容词以及where和how句式的练习运用。通过本节课的学习，学生能熟练地用英语表达自己的感受，培养了他们热爱集体活动的情感。‎ 练习设计 随堂练习 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)_________‎ 个性练习设计 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。‎ 板书设计 Unit 10‎ ‎1．delicious，awful, expensive, inexpensive ‎2．Where did Vela go on vacation?‎ ‎ How were the stores?‎ Section B (二)‎ 教学内容 Section B‎3a.3b．‎3c．4以及Self Check 3‎ 教学目标 知识与能力 ‎1. New words and expressions：flew kite later felt little corner discuss difficulty 过程与方法 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 Organization ‎（‎1’‎）‎ Organize Ss by greeting each other.‎ Step 2‎ Free talk ‎(‎2’‎）‎ Ask the questions：‎ What day is it today?‎ What day was it yesterday?‎ Answer: It is Friday．It was Thursday．‎ Step 3‎ Presentation Section B ‎‎3a ‎（‎17’‎）‎ ‎1．Let the students read Kim’s travel diary and find the new words．‎ ‎2．Teach the new words: ‎ later, felt，little, corner Explain the meaning and the usage of the new words．‎ Let the students write the new words．‎ ‎3．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 a student to tell you what the first“bad thing” was.‎ ‎4．Check the answers．‎ Answers Good things：‎ The weather(great）‎ Read Kim's travel diary and find out the new words．‎ Read the new words after then write them in the notebooks．‎ Read again and finish the activity individually.‎ Then discuss in pain:‎ Read aloud，Then read the diary，try to learn the key words by hearts.‎ 多媒体 The beach(beautiful)‎ Playing in the waves(fun)‎ Finding the little boy/returning him to his father(happy)‎ Playing tennis (really fun)‎ Eating fried fish and garlic vegetables (delicious)‎ Bad things：‎ Kim’s kite breaking（not much fun) Museum (boring and crowded)‎ No money for taxi/walking back to hotel（tired)‎ ‎5．The teacher tell the students the methods of writing the diary.‎ Step 4‎ Practice writing ‎（Section B 36)‎ ‎（‎10’‎）‎ 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.‎ Look at the pictures and write a diary.‎ ‎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.‎ The students read their own diary The students write their vacation and tell each other.‎ 多媒体 放映 Step 5‎ Groupwork ‎(task)‎ Section B 4‎ ‎(‎7’‎）‎ 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 Talk about it in groups The students talk about their real vacation．‎ Be divided into groups of four and ask questions each other.‎ Talk aloud.‎ ‎ 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 6‎ Homework ‎1．Master the new words.‎ ‎2．Write a diary 本课小结 本节课学习了19个生词，和日记的写法。通过本节课的学习，学生能掌握日记的格式。‎ 练习设计 ‎1. Write a diary．‎ ‎2. Make a survey about the circumstance．‎ 教学探讨与反思 能设置一种情景，让学生在假期中“真正”去过某些地方，然后再进行问答，相信会更好。‎ 尽可能多地创设英语氛围，以提高学生的语言综合运用能力。任务型教学能调动学生的积极性，激起学生的好奇心，使学生产生成就感，进一步激起他们对英语的兴趣。学生学习语言是在理解的基础上运用语言，在用中学。为学生提供了使用英语的语境。着重培养学生的创新精神和独立思维能力，并在学习的基础上了解文化差异，培养合作精神和社会公德意识。‎ 如果把课堂教学内容扩展到课外活动中去。形成课内外互相补充、互相促进的学习方式会更好 板书设计 Unit 10‎ How to write a diary?‎ Unit 11 What do you think of game shows?‎ Part 1: Teaching Design (第一部分：教学设计)‎ Teaching Aims ● Learn some names about different kinds of shows ● Learn to talk about likes and dislikes Vocabulary Words soap, sitcom, stand, mind, agree, king, nothing, host, culture, sunglasses, belt, wallet, key ring, fashion, said, article, put , cap, idea, colorful, word Phrases talk show, sports show, game show, soap opera, think of, in fact, animal world, Chinese cooking, key ring, ask about Expressions what do you think of sitcoms?‎ I love them.‎ What does he think of game shows?‎ He doesn’t mind them. In fact he can’t stand them.‎ How about --?‎ I enjoyed reading your “What’s cool?” article in the school magazine.‎ I can’t stand that idea that old people can’t be beautiful.‎ Structures What do you think of soap operas / sports shows?‎ I can’t stand them. We don’t mind them.‎ What does he / she think of Pumpling king?‎ She doesn’t like it. ‎ What do they think of Anna?‎ They love her.‎ Section A Teaching goals ● Master the new words: nothing, soap opera, sitcom, situation, stand, mind, king, host, culture, agree ● Learn to ask and answer: What do you think of ...?‎ ‎ I like / love ...‎ ‎ I can’t stand ....‎ ‎ I don’t love / like / mind ...‎ Teaching procedures Step 1: Warming up 1. Show students some pictures about fruits and ask students:‎ Do you like apples / bananas?‎ What fruit do you like?‎ What abut your parents / friends?‎ Help students answer using the following sentences.‎ I like / love them very much/ a little.‎ ‎ I don’t like / love them.‎ ‎ 2. Ask students their feelings about different kinds of shows.‎ ‎ For example: Do you like comedies or action movies?‎ ‎ ‎ Step 2: Presenting 1. ask students to say out different shows they know.‎ talk show, soap opera, sports news, sports show, sitcom, game show, culture-China, animal world. around the world, thriller, Legal Report, action movie ...‎ 2. Ask students: What do you think of ...?‎ Do you like / love ...?‎ ‎ Help them answer using the words: love, like, don’t mind, can’t stand, don’t love / like 3. Let students read the drills aloud.‎ Step 3: Practicing ‎ Activity 1‎ 1. Point to the five pictures in 1a. Let students guess what shows they are.‎ For example: T: There is a man playing baseball in Picture a. I think it’s a sports show.‎ Let students talk about the other shows in Picture b—e in the same way.‎ 1. Point to the 5 phrases in 1a. Let students read them aloud.‎ 2. Ask students to match the TV shows with the pictures.‎ 3. Check the answers. 1.e 2.d 3.a 4.c 5.b ‎ ‎ Activity 2‎ 1. Students work in pairs, ask and answer about the shows in 1a.‎ Model: A: What do you think of sitcoms?‎ B: I love them. What about you?‎ A: I don’t mind them.‎ Step 4: Listening (1b)‎ 1. Read the instructions to class. Let students listen carefully. Pay attention to what Mary says about TV shows.‎ 2. Play the recording the first time, students only listen.‎ ‎ ‎ Tapescript ‎ Jack: What do you think of soap opera, Mark?‎ ‎ Mark: I don’t like them.‎ ‎ Jack: What do you think of game shows?‎ ‎ Mark: I love them.‎ ‎ Jack: What do you think of sitcoms?‎ ‎ Mark: Sitcoms? Mmm. I don’t mind them.‎ ‎ Jack: What do you think of sports shows?‎ ‎ Mark: I like them.‎ ‎ Jack: What do you think of talk shows?‎ ‎ Mark: Talk shows?!! I can’t stand them.‎ ‎ ‎ 3. Play the recording the second time, students listen and write a letter a—e from activity 1a.‎ 4. Check the answers: 1.b 2. a 3.c 4.d 5.e Step 6: Listening (2a, 2b)‎ 1. Call students’ attention to the five phrases in 2a and read them.‎ 2. Draw students’ attention to the picture and understand the 2 girls are talking about the TV show.‎ 3. Play the recording the first time, students listen and number the expressions 1—5 as they hear them.‎ ‎ ‎ Tapescript ‎ A: What do you think of Dumpling King?‎ ‎ B: I love it.‎ ‎ A: Do you like ErBao?‎ ‎ B: No. I can’t stand him. But I don’t mind his brother, Xiao Bao. How about you?‎ ‎ A: I don’t like him. In fact, I don’t like sitcoms.‎ ‎ ‎ ‎ 4. Check the answers: 1 2 4 5 3‎ ‎5.Play the recording the second time, students listen and fill in the chart. Before listening,‎ ‎ draw their attention to the dialogue in 2b.‎ ‎6.Check the answers: 1)love 2)like 3)can’t stand 4)don’t mind 5)don’t like ‎7.Students practice the conversation in 2b in pairs and make their own conversations about TV shows they know.‎ Model: A: What do you think of the Pink Lady?‎ B: I love it very much. How about you?‎ A:I don’t mind it. What do you think of Xiaoping?‎ B: I like her a lot. What about you?‎ A: I can’t stand her.‎ ‎ Check some pairs.‎ Step 5: Practicing (3a)‎ ‎ Activity 1 ‎ 1. Call students’ attention to the list of TV shows and ask a student to read the names to the class.‎ 2. Ask students to work in pairs: What do you think of English Today / Sports News ...?‎ 3. Ask students to work in pairs. Student A looks at this page. Student B looks at Page 85. Ask and answer questions:‎ What do Yang Lin and Alan think of these CCTV show? Then fill in the blanks.‎ 4. Check the answers: Yang Lin: loves, likes, doesn’t like, likes, can’t stand, doesn’t like ‎ Alan: loves, likes, doesn’t like, ‎ likes, can’t stand, doesn’t mind ‎ Activity 2‎ 1. Call students attention to the conversation in 3b. Teacher reads it to the class. Ask students to pay attention to the blanks.‎ 2. Work alone. Ask students to use the information in Activity 3a. Fill in the blanks.‎ 3. Check the answers.‎ 1) Yes, I do. 2) I like it. 3) I don’t like it. 4) English Today 5) I like it.‎ 4. Ask students to practice the conversation in pairs in 3b. Then make their own conversations.‎ ‎ Activity 3‎ 1. Students work in groups. Take out a piece of paper and list TV shows as many as possible.‎ 2. Students write down what they think of the TV shows on the paper.‎ 3. Ask one of students to do a report for their group. Listen and check.‎ Section B Teaching goals ● Master the new words: belt, wallet, key, ring, by, fashion, show, said, article, put, cap, idea, colorful, word ● Learn some new phrases: show sb sth, enjoy doing sth, ‎ This is what I think. ‎ Can you please put my opinions in the next month's magazine?‎ Here are their likes and dislikes.‎ Teaching procedures ‎ Step 1: Making a revision 1. Show some real object used in daily life and ask them "What do you think of ...?" "Do you like ...?" " What about ...?‎ 2. Show students some school things and let students talk about their likes and dislikes. for example:‎ I like color pencils. I don't like .... I can't stand ....‎ ‎ Step 2: Presenting 1. Call students attention to the six pictures in 1a. Teach them the new words and let them repeat.‎ 2. Show students some real objects used in daily life and let students shout out their names as quickly as possible.‎ 3. Ask students: What do you think of ...?‎ students use the verbs they learned to answer.‎ ‎ Step 3: Practicing Activity 1 ‎ 1. Call students attention to the six words in 1a. Let students read them loud together.‎ 2. Students look at the pictures; match the words with the pictures. ‎ 3. Check the answers. 1.b 2.a 3.e 4.c 5.f 6.d Activity 2‎ 1. Ask students to work in pairs. Ask and answer about the six pictures. For example:‎ A: What do you think of the belt?‎ B: I don’t' mind it. Do you like the sunglasses?‎ A: Yes, I like them.‎ B: What does your father think of the watch?‎ A: He can't stand it.‎ Activity 3‎ ‎ Read the instructions to the class. Let students tell the class what they have. For example:‎ ‎ I have a watch, a scarf and sunglasses.‎ Step 4: Listening. (2a,2b)‎ 1. Point to the chart in 2a. Call students attention to the things that Maria, Carol and Paul talk about.‎ 2. Play the tape the first time, fill what they hear in the chart.‎ ‎ ‎ Tapescript ‎ Maria: Hey, guys.‎ ‎ Carol: Hello, Maria.‎ ‎ Paul: Hi. What’s up?‎ ‎ Maria: I’m writing the “What’s Cool?” article for the school magazine, and I want to ask you some questions. Ok?‎ ‎ Carol: Sure.‎ ‎ Paul: Uh-huh.‎ ‎ Maria: Well, look at these things. What do you think of them?‎ ‎ Carol: OK. Um, well ... Hmm. I love the watch.‎ ‎ Paul: Oh, I don’t mind the watch. My sister has one of those.‎ ‎ Maria: What do you think of the sunglasses?‎ ‎ Carol: I like them.‎ ‎ Paul: Hmm .... I do, too ...Yeah, I like them.‎ ‎ Maria: And how about the scarf?‎ ‎ Paul: Oh, I don’t like the scarf.‎ ‎ Carol: I don’t, either. I can’t stand those scarves. My mom wears scarves like that.‎ ‎ Maria: What do you think of the wallet?‎ ‎ Paul: I like the wallet. It’s really cool.‎ ‎ Carol: I love it.‎ ‎ ‎ ‎ 3. Check the answers. watch, sunglasses, scarf, wallet ‎4. Play the tape again. This time students write down what Carol and Paul think about each thing. Fill in the chart in 2a with the following words: loves, likes, doesn't mind, doesn't like, can't stand.‎ ‎5. Check the answers: Carol: loves, likes, can’t stand, loves, ‎ ‎ Paul: doesn’t mind, likes, doesn’t like, likes Step 5: ‎Reading 1. Ask students to read the article in 3a individually. At the same time, students get ready to answer the following questions: What did Maria Lee do this week?‎ Who likes the key ring / the sunglasses?‎ Who loves the wallet / the watch?‎ Who can't stand the scarf?‎ 2. Ask several students to give their answers.‎ 3. Students read Maria's article again. Fill in names of the students in the chart on Page 87.‎ 4. Check the answers. ‎ ‎ (watch)Gina Taylor loves. Ann Rice doesn’t mind.‎ ‎ (key ring) Jack Smith likes ‎ (sunglasses) Ann Rice likes, Jerry Green likes ‎ (scarf) Jordan can’t stand ‎ (wallet)William Jones loves ‎ (belt) everyone loves Step 6: Writing 1. Teacher reads the letter to class and call their attention to the blanks.‎ 2. Students look at the pictures in activity 1a on Page 68. Complete the letter with their own opinions. Use the words like, love, don't mind, don't like, can't stand, ‎ 3. Students read the letter aloud again and pay attention to the following words and expressions:‎ enjoy doing sth, ‎ This is what I think.‎ Self-check Teaching goals ● Help students to review all the key vocabulary presented in this unit.‎ ● Help students practice writing about others.‎ ● Give students an opportunity to use the target language in conversation.‎ Teaching Procedures Step 1: Learning words 1. Ask students to read the words in Part 1 aloud and know the meanings of them.‎ 2. Ask students to divide the words into 3 different groups.‎ 1) shows: talk show, soap opera, sports show, sitcom, game show.‎ 2) daily things: sunglasses, watch, scarf, wallet 3) words about likes and dislikes: don't mind, don't like, can't stand 3. Ask students to write 5 or more new words in their vocab-builder Step 2: Reading and writing 1. Point to the picture in Part 3. Ask students to talk about what they see in the picture.‎ 2. Ask a student to read what Rose Smith says to the class. Then ask students: Do you agree with her?‎ 3. Let students talk about their own opinions in pairs about the idea that old people can't be beautiful. Use the words given below: can't stand, don’t' mind, don't like, love, like 4. Ask students to take out a piece of paper and write their opinions on the paper.‎ 5. Ask some individual students to read their opinions to the class.‎ Part 2 Teaching Resources（第二部分：教学资源）‎ 一、知识图解 访谈节目talk show 新闻news 中国文化Culture China 体育节目 sports show 实话实说节目 今日英语 动物世界 中国烹饪 Tell it like it is English Today Animals’ World Chinese Cooking 肥皂剧 soap opera 广告 ad 喜剧 comedy 悲剧 tragedy 情景剧 sitcom 恐怖片thriller 记录片documentary 篮球赛 basketball game 足球赛 football match 音乐会concert 电视剧 TV play 今日说法Legal Report 二、背景阅读Background readings ‎1.Skin-diving 潜游 Skin-diving is a new sport today. This sport takes you into a wonderful new world. It is like a visit to the moon. When you are under the water. It is easy for you to climb big rocks, because you are no longer heavy.‎ Here, under the water, everything is blue and green. During the day, there is enough light. When fishes swim nearby, you can catch them with your hands. When you have tanks of air on your back, you can stay in deep water for a long time. But you must be careful when you dive in deep water. To catch fish is one of the most interesting parts of the sport.‎ Besides, there are more uses for skin-diving. You can clean ships without taking them out of the water. You can get many things from the deep water. Now you see the skin-diving is useful and interesting.‎ ‎2.Pastime :娱乐 在美国若要过得愉快,休闲活动是生活重点之一.美国人说 “All work and no play makes ‎ Jack a dull boy” (只工作不娱乐,会使杰克成为傻瓜), 即要人们好好地学，好好地玩，一般美国人的娱乐分为电视、球赛、电影、和旅游等。‎ 看电视大概是消费最低的娱乐。如Soap opera (肥皂剧）为一通俗化的爱情故事，一般放映时间在中午，许多家庭主妇闲来无事就一集接一集地看，类似台湾晚间八点档连续剧。另有Sitcom (家庭喜剧）多在晚间八点至九点放映，它是由（situation comedy) 的缩写而来。另有sci-fi (science fiction) 科幻小说改变的故事。‎ ‎ 如果想看电影名片的话，可将频道转至cable TV, 但须有特别的设备，才能收看此类收费型频道。这些节目一般都是纯娱乐性的，而且在cable channel 里播出，设有商业性广告穿其中。‎ 美国电视有一种叫game show 的智力竞赛式节目，参赛优胜可获高额奖金，或一部冷气或国外旅游机票，有时奖额高达10万美圆，不要以为这些资金由电视台出，其实都由广告商出。‎ 近年来，美国也广泛推出了电视购物的花样，电台与一个称为家庭购物俱乐部（Home Shopping Club） 的组织合作，每天24小时在电视屏幕上展示上百种商品，由电视节目主持人一一介绍它们的性能，用途和价格。由于展销商品大多由家庭购物俱乐部从经营不善或已倒闭的企业中购得，因此价格比同类商品低30%。这使得那些爱逛街购物的美国人省掉出去的时间，可以一边看电视一边情不自禁地拨打电视售物频道的电话，买下许多他们或许用不着的物品。‎ 美国三大电视网：ABC （美国广播公司）、NBC (全国广播公司和CBS (哥伦比亚广播公司)，其中CBS 收视率最高。电视节目良莠不齐。有些相当受欢迎的反映文学、历史、科技、艺术等题材的片子，也有宣扬酗酒、凶杀、色情等所谓“刺激性”节目。笔者认为最值得一提的是讨论五花八门社会现象的“talk show"，即 “脱口秀”，可从中了解美国文化，甚至还有些讨论同性恋等的敏感话题。另有新闻性颇高的节目，如60 minutes, 20-20 (新闻眼)， nightline (夜线新闻)，都有资深的新闻工作者，针对事实深入调查，具有导向政府的舆论功能，这能使缺少逻辑判断的中国学生，训练出客观判断的能力。在美国想愉快地学好英语，电视还真是不可缺少的。‎ ‎3.电影相关用语表达 1. How often do you go to the movies? ‎ 你多久看一次电影？‎ 2. What kinds of movies are you interested in?‎ 你对哪一类型的电影感兴趣？‎ 3. What kinds of movies don’t you like? Why?‎ 哪种类型的电影你不喜欢？ 为什么？‎ 4. Do you have a favorite actor?‎ 你有没有最喜欢的男演员？‎ 5. Who’s your favorite actress?‎ 谁是你最喜欢的女演员？‎ 6. What’s one of the best movies you have ever seen?‎ 你所看过的最好的电影是哪部？‎ 7. What did you like about it?‎ 你为什么喜欢它？‎ 8. What are your three favorite movies in English?‎ 你最喜欢的三部英文片是什么？‎ 9. Are there any interesting movies on now?‎ 现在有什么好的电影吗？‎ ‎4. 小常识 （美式足球、棒球）‎ 美国是个运动盛行的国家，其中最受欢迎的是football, basketball, baseball. 美式足球通常在秋、冬季节开始进入比赛。不论大学、高中、甚至中学生都以进入足球队为傲。美国人对足球的热忠程度，可由他们开车几小时甚至一、两天去为自己所钟爱的球队加油。在球场上各个队球迷组成Cheer-team (拉拉队)。在球场上，可用这样的句子来问：“Which team are you going for?”(你为哪一个队加油？)‎ 棒球在美国受欢迎的的程度，可与足球相提并论。洛山矶职业棒球与足球相提并论。Los Angeles Dodgers所属的棒球场Dodger stadium 是个可容纳五万六千人的大球场，足以与大同盟队的球技相辉映，当地居民常会热烈地为主队加油：Come on! (加油)，Strike him out! （把他三振），Hit it! Go! (挥棒！跑！)。 而非主队的选手们不论是否得到home ground advantage (当地的支持)，也都会拿出最好的表现给观众观赏。‎ ‎5．Expressions of dance Dance 舞蹈 Ballet 芭蕾舞 Folk dance 民间舞 Solo dance 独舞 Pas de deux 双人舞 Group dance 集体舞 Social dance 交际舞 Waltz 华尔兹舞 Fox trot 狐步舞 Tango 探戈舞 Rumba 伦巴舞 Samba 三巴舞 Bingo 苹果舞 Hula 草裙舞 Tap-dance 踢踏舞 Twist dance 扭摆舞 Rock and roll 摇摆舞 Strip-tease 脱衣舞 Disco 迪斯科舞 Ball 舞会 Fancy dress ball 化装舞会 Masquerade 假面具舞会 Partner 舞伴 Ballet dancer 芭蕾舞演员 Step 舞步 Quick step 快步 Slow step 慢步 ‎6.English Proverbs ● Better be the head of a dog than the tail of a lion. 宁为鸡头不做凤尾。‎ ● Better late than never. 亡羊补牢，犹未晚矣。‎ ● All good things come to an end. 天下没有不散的宴席。‎ ● All work and no play make Jack a dull boy. 只学习，不玩耍，聪明孩子也变傻。‎ ● Constant dripping wears away the stone. 滴水穿石。‎ 三、难点透析Explanations of main points ‎1.doesn’t mind, 不介意 ‎ mind, 介意， 反对，常用于疑问句，否定句，条件句中，作及物动词时其后可跟名词，代词，动名词等。‎ ‎ For example: I don’t mind the cold food.‎ ‎ Do you mind my smoking?‎ ‎ Would you mind opening the window?‎ ‎ Never mind.‎ ‎2. stand, 忍受，忍耐。常用于否定句，疑问句，后接名词，代词，动名词。‎ ‎ For example: I can’t stand the hot weather.‎ ‎ I can’t stand them.‎ ‎3. What do you think of sitcoms?‎ ‎ What do you think of ... = What do you think about ...? = How do you like ...? 意思是 “你认为......怎样?”‎ ‎ For example: What do you think of my new coat? It’s very cool.‎ ‎ How do you like Tom? He is very funny.‎ ‎ think of ..., 想起, For example: When I saw the picture, I thought of my mother.‎ ‎ think about ..., 考虑, For example: The students are thinking about the difficult problem.‎ ‎4. How about ...? = What about ...? ......怎么样? about 是介词后面加名词, 代词,动名词. 用来询问,打听情况或提出要求,建议,征求意见等,意为 “......怎么样? ......如何?‎ ‎ For example: I’m very tired. What about you?‎ ‎ How about taking a walk?‎ ‎ What about a cup of tea?‎ ‎5. thirteen-year-old : 复合形容词, 作定语修饰boy . 注意复合形容词中的名词只用单数形式 ‎ For example: eight-meter-long, ten-meter-tall, end-of-term, ...‎ ‎6. too, also, either: 意思是 “也”. too常用于肯定句, 疑问句, 一般用于句尾. also 常用于肯定句, 一般用于句中 ( be动词, 情态动词, 助动词之后, 实意动词之前). either 用于否定句句尾.‎ ‎ For example: We are doing the same things, too.‎ ‎ Do you study English, too?‎ ‎ He can also speak English.‎ ‎ I don’t like watching TV, either.‎ ‎7. thanks for ..., “为......而感谢你”, 后接名词, 代词, 动名词. ‎ ‎ For example: Thanks for your help.‎ ‎ Thanks for helping me.‎ ‎ Thanks for coming to my party.‎ ‎8. agree with sb. / sth. For example: I agreed with your parents.‎ ‎ She agreed with my plan.‎ ‎9. ask sb. about sth. 问某人关于某事 ‎ ask sb. to do sth 问请某人去做某事 ‎ ask sb for sth. 向某人要某物 ‎ for example: He asked me about my father’s health in his letter.‎ ‎ He asked me to help him with his English.‎ ‎ He asked his parents for some money.‎ ‎10. each, every ‎ Each 可用于两者或两者以上,可作形容词,副词和代词, 强调个体, every用于三者或三者以上, 只用作形容词, 强调全体. For example:‎ ‎ Each boy has a basketball.‎ ‎ The boys have a basketball each.‎ The boys each have a basketball.‎ She knows every student in his class.‎ ‎ 11. This is what I think.‎ 这句是表语从句. 表语从句, 宾语从句若为宾语从句时,需用陈述语序.‎ For example: I don’t know how old he is.‎ ‎ I don’t know where he comes from.‎ Unit 12 Don't eat in class.‎ 单元目标： 1. 学会用英文表达一些标志的含义。 2. 能熟练使用目标语言谈论对某些规章制度（校规、家规等）的看法。 3. 祈使句 单词： in class 在课上；上课时rule n. 规章；规定hallway n. 门厅；走廊classroom n. 教室 Ms n. （用于姓氏前）女士fight v. 打架；打仗outside adv. 在外面；向外面cafeteria n. 自助食堂have to 不得不；必须sneakers n. （pl.）胶底运动鞋gym abbr. （gymnasium）体育馆；（gymnastics）体育；体操Dr abbr. （doctor, 用于姓氏前）博士；医生by prep. （表时间）在......以前；不晚于wash v. 洗；洗涤；清洗No talking! 禁止谈话！ 重点短语： 1. in class    在课上2. on school nights 在上学的晚上3. school rules    校规 4. no talking    禁止交谈5. listen to music     听音乐6. have to     不得不 7. take my dog for a walk    带狗去散步8. eat outside     在外面吃饭9. in the hallway    在走廊上10. wear a uniform    穿制服11. arrive late for class    上学迟到 12. after school    放学后13. practice the guitar    练习弹吉它14. in the cafeteria     在自助食堂里15. meet my friends   和我朋友见面16. by ten o'clock.十点之前17. be in bed    在床上18. the Children's Palace    少年宫19. help my mom make dinner    帮助我妈做饭 ‎ ‎ 重点句子： 1. What are the rules at your school? 你们学校有什么规定？ Don't run in the hallways and don't arrive late for class. 不要在走廊上跑，不要迟到。 2. Can we eat in school? 我们能在学校吃东西吗？‎ We can eat in the cafeteria, but we can't eat in the classroom. 我们可以在自助餐厅吃东西，但是我们不能在教室吃东西。 3. Can you wear hats in school? 你们在学校可以戴帽子吗？Yes, we can. / No, we can't. 是的，我们可以。/不，我们不可以。 4. Do you have to wear a uniform at school? 你们在学校不得不穿校服吗？Yes, we do. / No, we don't. 是的，我们要穿。/不，我们不穿。 5. What else do you have to do? 你还有别的不得不做吗？We have to clean the classrooms.  我们不得不打扫教室。  重、难点解析： 1. 情态动词have to 的用法，意思是"必须、不得不"，它侧重于客观上的必要和外界的权威。（1）结构：主语＋have to＋动词原形＋其他 （一般现在时，主语是第三人称单数时，用has to；句子是过去时，用had to.）如：‎ We have to wear sneakers for gym class. 在体育课上，我们必须穿运动鞋。‎ Tom has to practice the guitar every day. 汤姆每天必须练习弹吉它。‎ I had to get up at 5:00 am last Monday. 上周一，我不得不早上5点起床。 （2）否定形式：主语＋don't have to＋动词原形＋其他 （一般现在时，主语是第三人称单数时，用doesn't have to. 句子是过去时，用didn't have to） 如：Nick doesn't have to wear a uniform. 尼克不必穿制服。‎ We didn't have to do our homework at once. 我们不必马上完成作业。 （3）疑问句：Do （Does或Did）＋主语＋have to ＋动词原形＋其他 如：Do you have to stay at home on weekends? 周末你必须呆在家里吗？Yes, I do. / No, I don't.  是的，我必须。不，我不必。Did he have to go to bed by 11:00 last night? 昨晚，他不得不11点前上床睡觉吗？  ‎ ‎2. 情态动词can的用法 （1）表示能力，"会""能"（在第一册中已经学习这种用法） Can you play the guitar? 你会弹吉它吗？Judy can speak a little Chinese. 朱蒂会说一点中文。I can dance and sing. 我能唱歌又能跳舞。 （2）表示允许、许可，"可以"、"能"（在这一课中新学的词义）‎ ‎ Can the students run in the hallways? 学生们可以在走廊上跑吗？We can eat outside. 我们可以在外面吃东西。Can I come in? 我能进来吗？ 注意 同样是情态动词，can 和have to 的用法是有区别的，和大部分情态动词一样，can在否定句中，直接在can后加上not，在疑问句中，把can放到主语前面，并且没有人称和数的变化。‎ ‎  3. hear，listen和sound都有"听"的意思，但三者是有区别的。 （1）hear"听说"，侧重于"听"的内容 I'm sorry to hear that you are ill. 听说你生病了，我很难过。 I never heard such an interesting story. 我从来没听过这么有趣的一个故事。 （2）listen"听"侧重于"听"这一动作。Listen to me carefully. 认真听我说。 The children like to listen to music. 孩子们喜欢听音乐。 （3）sound"听起来"，它是系动词，后面接形容词等。That sounds great. 那听起来真不错。 It sounds like fun. 听起来挺有趣。 ４. be in bed "在床上、卧床"in 和bed之间不能用冠词，bed也不用复数。 He is in bed for 10 years. 他卧床10年了。Dave has to be in bed early every night.大卫每晚必须很早睡觉。 ５. arrive late for 与be late for 意思相近，"迟到"Don't arrive （be）late for school. 上学别迟到。I arrived （was）late for the meeting yesterday. 我昨天开会迟到了。 ６. No talking ! "禁止交谈！"no后面加上名词或动名词（doing）也表示不要做某事。与don't +do的用法相似。No wet umbrellas! / Don't put wet umbrellas here! 禁止放湿雨伞！ No food! Don't eat food here! 禁止吃食物！No smoking! Don't smoke here! 禁止吸烟！ 语法（祈使句） 祈使句是用来表示请求、命令、叮嘱、号召或者劝告等的句子，这类句子的主语常是第二人称you，也就是听话者，因而you常省去了。祈使句的开头是动词原形。 如：Look out! 小心！Wait here for me! 在这等我！ Be sure to come here on time! 务必准时来到这里！ 祈使句的否定形式多以do not（常缩写成don't）开头，再加上动词原形。 Don't arrive late for school. 上学别迟到。 Don't fight! 别打架！ Don't look out of the window. 不要向窗外看。‎ Unit 12 Don’t eat in class.‎ ‎( The 1st period section A: ‎1a, 1b, ‎1c, ‎2a, 2b, ‎‎2c 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.‎ 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?‎ 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.‎ 经常复习学生学过的知识，增加复现率，让他们学会在不断积累中，掌握英语，学习英语。同时对一些基础不是很好的同学也一个自信。‎ 从can’t 中引出don’t，学习一些学习规则的表达方法。‎ 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:…‎ 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 给学生一个发挥的空间，运用刚学的祈使句，把以前学过的知识运用出来。‎ 这部分主要是让学生运用Can 和don’t编一个小对话。而且同时还复习了学过的进行时态。‎ 感觉这里连接不是很好。‎ ‎ 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: …‎ 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 ‎ 设计也有点死板。‎ 这一步是让学生学会如何处理表格，对表格进行汇报，这样也就讲出了听力的主要内容。‎ Bb design Unit 12 Don’t eat in class!‎ Don’t (school rules)‎ listen to music in the classroom in the classrooms ‎ run in the classroom in the hallways arrive late for class on the playground fight at school eat at home ‎ … in class ‎ Can we listen to music in the …?‎ Yes, we can. We can ….‎ No, we can’t. We can’t …‎ Unit 12 Don’t eat in class.‎ ‎( The 2nd period section A: ‎3a,3b,4)‎ ‎ 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. ‎ ‎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?‎ 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.‎ 让学生课前去准备一个校园小短剧，不能出现声音，只能运用一些手势，动作。然后让学生用祈使句说出那些rules. 可采用小组比赛的形式。‎ 该部分主要是让学生发挥想象，充分运用自己所学的知识。同时也是在区分can和have to的用法。‎ fight.‎ ‎…‎ 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 ‎ Can, can’t, have to, don’t have to 的综合运用.同时也是发表学生自己的看法.‎ list. ‎ 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?‎ 让学生说出自己理想的学校规则,然后叫一些同学来投票,看谁心目中的学校最能吸引其它的同学.‎ Homework:‎ 1) Copy new words.‎ 2) Design your ideal school and write down the rules Bb design ‎ Unit 12 Don’t eat in class.‎ Arrive late for school.‎ Eat Talk Play basketball Wear uniform Listen to music.‎ ‎…‎ What do you have to do in the school/at home? ‎ ‎ don’t you have to …‎ I have to … ‎ don’t have to..‎ What can you do in the school/at home?‎ ‎ can’t you do… ‎ I can…. ‎ can’t … ‎ Unit 12 Don't eat in class ‎ (The 3rd period Section B 1– ‎2c, )‎ 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.‎ 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。‎ 1. Describe the rules of the places correctly and fluently.‎ 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 videos to you!‎ Before enjoying them, I will give you some questions:‎ ‎(1).What are the people in the videos doing? ‎ ‎(2).Are they good students? ‎ ‎(3).What rules do they break? ‎ Try to find the answers to these questions when you watch the videos.‎ ‎(Play the three short videos 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 you know 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. ‎ 课前听一些简单的英文歌曲使学生快速地进入英语课堂。‎ 通过观看学生平时比较感兴趣的电影片段来复习上几节课学过的内容，使学生对已学过的知识加深印象。‎ 从谈论学校的规则中引入到其他地方的规则，激发学生了解这些地方规则的兴趣，从而使他们在各个地方都是一个遵守纪律的好学生。‎ 在做练习之前先让学生发挥想象，用自己已经学过的知识去描绘一下几幅图片，不仅复习了先前学过的知识，锻炼了口头表达能力，还对课文的内容加深了印象与理解。‎ 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.‎ ‎ 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 photos. 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. Pair work ‎ T: Excellent! We have talked about the rules of Emily’s and Dave’s houses. Now I want to know 跟读是考虑到一些基础差的学生，帮助他们加深对题目的理解。‎ 在做听力之前先帮学生理解好题目要求。让学生在听第一遍的时候先了解一下全文的意思，培养学生良好的做题习惯。‎ 有些学生在做这题时可能有一些困难，根据具体情况可增加放录音的遍数。‎ 在完成听力题目之后，再利用课本中的内容来进行口头练习,同时也对前面学过的句型进行了复习。‎ ‎ 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?‎ 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 6 Homework 1. Do the exercises in the exercise books.‎ 2. Write a short composition which is about the rules at their houses.‎ 由课本内容直接引入到学生自己身上，提供一些句子框架，要求学生通过对话的形式来完成对自己家中规则的描述。（这里如果用单人描述可能有一点难度，因而通过提供一些框架通过一问一答的方式来完成。）‎ Unit 12 Don't eat in class ‎ (The 4th period Section B ‎3a- 4)‎ 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 …” , “ Don’t…” to describe the rules of each place.‎ 3. Learn to be a polite student anywhere.‎ Important Points and Difficult Points：‎ 1. Master the sentence structure “ I have to…” , “ I can /can’t…” “Don’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 Steps：‎ 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? ‎ 课前听一些简单的英文歌曲使学生快速地进入英语课堂。‎ Learn the song “If you’re happy.”‎ T: I’m very happy today, do you know? Please guess!‎ Step 2 ‎Reading Present the photos of Emily and Dave on Page 74(They are laughing) and ask: ‎ T: Are you happy? Why?‎ Revise Part ‎1 in Section B. Then show the photo of Zhao‎ ‎Pei in‎3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules .‎ T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.)‎ Step 3 Class Survey ‎1. Make a list of the rules at your houses.‎ T: OK! There are so many rules in your houses! Now make a list of the rules at your houses. You can use Zhao‎ ‎Pei's list of rules as a model. ‎ ‎ Give the Ss some minutes to write. And then have some students read their lists to the class. Make language corrections as needed.‎ ‎2. Make a survey ‎ First, point out the sample question and answer in the picture in the book. Ask two students to read it to the class. ‎ 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 4 Task2 Make the rules for school library T: As you are Ss, you have to obey many rules. Now if your headmaster asks you to help him make a rule for your school library, can you help him? What kind of rules do you want to make? Please tell us the rules. Work in groups. Then make a report.‎ ‎ T: You are all good Ss. I hope you can be Ss both at home and at school. Be a good student.‎ Step 6 Homework 由课本内容直接引入到学生自己身上，提供一些句子框架，要求学生通过对话的形式来完成对自己家中规则的描述。（这里如果用单人描述可能有一点难度，因而通过提供一些框架通过一问一答的方式来完成。）‎ 让学生列出自己家中的规则清单，从而对祈使句的肯定形式与否定形式进行了巩固，同时也对列清单这一技能进行了操练。‎ 班级调查活动是对本课所学知识的综合运用和巩固。让学生在教室里自由活动进行调查，对自由交流的能力进行了锻炼与提升。但可能课堂调控有点困难，场面会有点混乱。也可换成四人一组的小组活动，但调查的结果还是前者比较真实一点。‎ 1. Do the exercises in the exercise books.‎ 2. Write a short composition which is about the rules at their houses.‎ Unit 12 Don't eat in class ‎ (The 5th period Self-check )‎ Teaching Aims：‎ 1. Revise the vocabularies and the phases in the whole unit.‎ 2. Learn to talk about the rules at school, in someone’s house and other places the Ss are familiar with.‎ 3. Learn to use “I have to …”, “I can / can’t …” , “ Don’t…” to describe the rules of each place.‎ 4. Learn to be a polite student anywhere.‎ Important Points and Difficult Points：‎ 1. 祈使句肯定形式与否定形式的运用。‎ 2. Describe the rules of the places correctly and fluently.‎ Teaching Steps：‎ Step 1 Warming-up and revision 1. Greetings.‎ 2. Enjoy English songs.‎ 3. T: Are you happy? Ask some Ss to say the rules in their house. ‎ Step 2 Look and practice Part3. T: Most of us have many rules in our house. What about the Jones family? Are there too many rules in his house? Look at the pictures and ask and answer in pairs like this:‎ S1: Do you have to….?‎ S2: Yes, I do./ No, I don’t.‎ Ss practice in pairs and act out. Then show a list and let Ss make the list. ‎ Step 3 Write T: Jones is very unhappy. H e wants to write a letter to Dr Know about the rules in his house. Imagine you are Jones, do it!‎ Ss do this job. Then show some and enjoy their ideas.‎ Step 4 Just for fun Read the story, and just for fun.‎ Step 5 Explanation ‎ Revise the whole unit, and explain some important phases in class. And solve the ‎ problems the Ss have.‎ Step 6 Exercises Do some exercises in class and check the answers.‎ Step 7 Home work 1. Finish the exercises in Book 1-2.‎ 2. Write a letter to your pen pal and tell her /him the rules of your school or your family.‎ Unit 12 Don't eat in class.‎ ‎ (The 6th period Test )‎ Teaching Aims：‎ 1. Revise the vocabularies and the phases in the whole unit.‎ 2. Learn to talk about the rules at school, in someone’s house and other places the Ss are familiar with.‎ 3. Learn to use “I have to …”, “I can / can’t …” , “ Don’t…” to describe the rules of each place.‎ 4. Learn to be a polite student anywhere.‎ Important Points and Difficult Points：‎ 1. 祈使句肯定形式与否定形式的运用。‎ 2. Describe the rules of the places correctly and fluently.‎ Teaching Steps：‎ Step 1 Warming-up and revision 1. Greetings.‎ 2. Enjoy English songs.‎ 3. T: Are you happy? Ask some Ss to say the rules in their house. ‎ Step 2 Exercises 一．单项选择.‎ ‎1．____ late. It’s your first day to work. ‎ ‎ A. Don’t to be B. Don’t be C. Don’t D. No ‎2．－______sing! －All right. ‎ ‎ A. Let B. Let’s C. We let ‎3．When will the train ______? ‎ ‎ A. arrive B. arrive at C. reach D. arrive in ‎ ‎4．I ______ but I _______ nothing. ‎ A. listened; heard B. listened; heard ‎ C. heard; heard D. heard; listened ‎5．The girl ______ the red dress is Jill Green. ‎ ‎ A. with B. wear C. put on D. in ‎6．－Do you have an eraser? ‎ ‎－______. I have _______ eraser. ‎ ‎ A. No; not B. Not; no C. No; no D. Not; not ‎7. Mary usually _____ her dog at weekend. ‎ ‎ A. walk B. takes C. go with D. walks ‎8. Don’t ______ bed by 9 o’clock. ‎ ‎ A. go B. in C. be in D. go in ‎ ‎9. We can’t go out _______ school nights. ‎ ‎ A. at B. in C. on D. by ‎10. He can’t meet his friends tonight because he _______ do homework. ‎ ‎ A. has to B. need C. have to D. don’t have to ‎ ‎11. It’s very warm. You ______ to wear the coat. ‎ ‎ A. must B. don’t have to C. have to D. mustn’t ‎12. Don’t go into the classroom _______ the teacher. ‎ ‎ A. with B. together C. without D. with not ‎ ‎13. He can’t _______, but he often _______ to the beach and play. ‎ ‎ A. swimming, go B. swim, goes C. swims, goes D. swim, go ‎ ‎14. Does she always wear _______? ‎ ‎ A. uniform B. sneaker C. a uniform D. a sneaker ‎15. There are ________ rules in our class. ‎ ‎ A. many too B. too much C. much too D. too many ‎ ‎16. Tom never ________ fun at home. ‎ ‎ A. have much B. has any C. have any D. has many 二．句型转换。 ‎1. We can wear hats in school. （改否定句和一般疑问句并进行肯定和否定回答）‎ ‎2. No foods in class. （变同义句）‎ ‎ _____ _____ ______ in class. ‎ ‎3. Tina is able to speak Chinese. （同义句）‎ ‎ Tina ______ _______ Chinese. ‎ ‎4. We can wear hats in school.(变成否定句) ‎ ‎ ‎5. We can eat in the cafeteria. We can't eat in the classroom. (用but 将两句话连接起来) ‎ ‎ ‎6. You have to wear sneakers for gym class.(变成一般疑问句，并作肯定回答) ‎ ‎ ‎7. I have to do my homework after school.　(对划线部分提问) ‎ ‎ ‎8. I have to be in bed by ten o'clock.(对划线部分提问) ‎ ‎ 三. 选用方框中所给词填空。‎ outside, food, for, like, no, want, How’s, wear, rules, T-shirts, eat, study, classes, awful Jerry: Hey, Ben! 1 your new school? ‎ Ben: It’s 2 . I don’t like their rules? ‎ Jerry: Yeah? What 3 ? Do you have to ‎4 a uniform? ‎ Ben: No, we don’t. We can’t wear 5 . ‎ Jerry: Oh, How is the 6 ? ‎ Ben: Awful! And we have to ‎7 in the cafeteria. ‎ Jerry: Can you go home 8 lunch? ‎ Ben: No, we can’t, and we can’t eat 9 . ‎ Jerry: Whoa. What do you have to 10 ? ‎ Ben: Maths, science, history, geography, computer science …And we have to study English. It’s OK, but I 11 to study French and Spanish, too. ‎ Jerry: And you can’t? ‎ Ben: 12 , I can’t. ‎ Jerry: Do you have to go to physical education 13 ? ‎ Ben: Yes, I do, but I 14 physical education. ‎ 四． 完形填空。‎ A hobby （爱好） 1 be almost anything a person likes to do in his spare time. People who take 2 hobbies are hobbyists. They paint pictures, sing pop songs, 3 music instruments （乐器）and 4 stamps or other things. They grow flowers, go fishing and hunting. They climb 5 , swim, skate and play games. ‎ ‎ People today have 6 time than ever for hobbies. In early times, people were 7 busy making a living to have hobbies. Nowadays machines have taken the 8 of many workers. More people retire （退休）at an earlier age. They have hobbies 9 these activities offer them enjoyment, 10 , knowledge, and relaxation （放松）. ‎ ‎（ ）1. A. can B. must C. has to D. /‎ ‎（ ）2. A. on B. up C. in D. off ‎（ ）3. A. play B. take C. grow D. smell ‎（ ）4. A. buy B. sell C. collect D. use ‎（ ）5. A. trees B. mountains C. the wall D. down ‎（ ）6. A. much B. more C. less D. little ‎（ ）7. A. very B. so C. too D. such ‎（ ）8. A. place B. job C. time D. room ‎（ ）9. A. so B. because C. with D. if ‎（ ）10. A. friendship（友谊） B. money ‎ C. books D. feeling 五. 阅读理解。‎ ‎ Jacks is the name of a game that is quite popular with children. To play jacks you will need a small rubber ball and ten small metal objects （物体）called jacks. ‎ ‎ The rules for this game are not complicated （复杂）. To begin, you put the ten jacks on the floor or ground in front of you. Throw the ball up but not too high, pick up one jack, and then catch the ball. Keep the jack in your hand and then go on picking up the other jacks one at a time. You lose your turn if you do not catch the ball, you do not pick up a jack or you drop any jacks from your hand. ‎ ‎ When you finish all ten jacks, you now try to do the same thing again but with two jacks at one time. This is more difficult, of course. You lose your turn if your make any of the other three mistakes or if you do not pick up exactly （准确地）two jacks each time! ‎ Choose the best answer. （选择正确答案。）‎ ‎（ ）1. The jacks are made of ________. ‎ ‎ A. paper B. rubber C. metal D. glass ‎（ ）2. A player picked up all ten jacks one at a time. Then he followed the rules and finished the second part. The total number （总数）of times that he picked up jacks is ______. ‎ ‎ A. ten B. fifteen C. twenty D. twenty-five ‎（ ）3. After you pick up the first ten jacks, the game becomes more difficult because you may make one of _______. ‎ ‎ A. two mistakes B. three mistakes C. four mistakes D. ten mistakes ‎（ ）4. A good title for this passage is ______. ‎ ‎ A. An Easy Game B. Throwing A Ball ‎ C. Two Jacks D. A Ball And Ten Jacks Step 3 Homework