初一英语全部课 时 教 案 96页

课 时 教 案 课题： Unit1 Can you play the guitar? 第 1 课时 总序第 1 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.  熟练读出，拼写本节课的表示爱好的单词．  ‎ ‎               2．熟练的谈论表示能力的话题，以及自己的意愿 ‎3.通过小组一起谈论彼此的特长和爱好，培养一种群体意识 批注 教学重点：学会谈论自己或别人的能力. 能表达自己在某一方面所具备的才能及喜好与意愿。‎ 教学难点：新单词，新语法以及can的用法.‎ 教学用具：录音机，磁带，多媒体，ppt 教学方法：多媒体辅助法 教学过程： Section A (1a～1c)‎ 一、自主学习（教师寄语：Many hands make light work. ） ‎ 学习任务一:认读并拼写本课单词。学生自学新单词（P.1—2） ‎ ‎     1.个人自读，记忆单词． ‎ ‎     2.小组互相检查读、写情况．      3 .写出下列单词并展示． ‎ ‎       吉他_________ 跳舞__________ 游泳__________ 唱歌___________        国际象棋_____________ 画画___________说话,说_________      4.在小组内核对答案. ‎ ‎     5.完成1a 将单词与图画匹配. ‎ 学习任务二: 学会谈论自己的能力并询问他人的能力 .      1.听录音完成1a,排序  ‎ ‎     2. 让学生理解并复述1b听力对话. 并和你的同学编新对话.       3. 练习下面的对话:  ‎ ‎           Can you ----?    Yes,I can.  No, I can't. .        4. 听录音.圈出你听到的俱乐部 ‎ ‎        English club  art club  music club  chess club swimming club       5.两人一组,利用上面的俱乐部来练习下面的对话. ‎ ‎        A:  What club do you want to join?   B:  I want to join ----‎ 学习任务三: 通过学习1c的对话,学生可以就询问能力方面展开交际       1. 朗读1c中的对话 ‎ ‎      2. 两人一组,交流答案,相互翻译       3. 两人交流展示.  二、合作共建 ‎ ‎      讨论如何询问第三人称能力的句型 ‎ ‎        Can he sing ?  Yes, he can .  No, he can't. ‎ ‎        Can Tom speak English?   Yes,he can. No, he can't.  ‎ ‎        What club does he want to join?   He wants to join the chess club.‎ 作业布置：写一篇英文的自我介绍，记单词，预习.‎ 教学（后记）后思： ‎ 课 时 教 案 课题： Unit1 Can you play the guitar? 第 1 课时 总序第 2 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.  熟练读出，拼写本节课的表示爱好的单词．  ‎ ‎               2．熟练的谈论表示能力的话题，以及自己的意愿 ‎3.通过小组一起谈论彼此的特长和爱好，培养一种群体意识 批注 教学重点：学会谈论自己或别人的能力. 能表达自己在某一方面所具备的才能及喜好与意愿。‎ 教学难点：新单词，新语法以及can的用法.‎ 教学用具：录音机，磁带，多媒体，ppt 教学方法：多媒体辅助法 教学过程： Section A (2a～2d)‎ 学习任务一:  熟练掌握各种俱乐部名称。 ‎ ‎     1.听录音，在2a中圈出你所听到的俱乐部。 ‎ ‎     2.再听一遍录音,自己核实答案。 ‎ ‎     3.小组相互核对答案，检查所听结果。学生质疑，师生共同解惑。 ‎ ‎     4.小组为单位，谈论自己的喜好和意愿。 ‎ ‎       eg.  A:What club do you want to join? ‎ ‎            B:I want to join the chess club. ‎ ‎     5.小组展示。 ‎ ‎     6.写出以下俱乐部名称，看谁写的即快又正确。 ‎ 英语俱乐部_________________ 艺术俱乐部________________________ ‎ 音乐俱乐部________________  象棋俱乐部________________________ ‎ 游泳俱乐部________________  足球俱乐部________________________ ‎ 学习任务二：听2b录音,运用情态动词can谈论自己在某方面所具备的才能。 ‎ ‎      1.听录音，用方框中的词完成2b对话。 ‎ ‎      2.再听一遍录音,自己核实答案。 ‎ ‎      3.小组相互核对答案，检查所听结果。学生质疑，师生共同解惑。 ‎ ‎      4.自读并背诵，然后展示。（个人展示与小组展示相结合）  ‎ 学习任务三：完成2c部分。通过小组一起谈论彼此的特长和爱好，培养一种群体意识 ‎ ‎      1.以小组为单位,根据2b对话,用2c中所给图画编新对话. ‎ ‎      2.小组竞赛,展示新对话。 ‎ ‎               完成2d部分 ‎ ‎      1.让学生根据2d中的对话内容，根据自己的实际情况编写并表演对话。       2.学生以小组形式自己归纳对话中的语言点。 ‎ 二、合作共建（教师寄语：学会合作，乐于合作，提高自我. ） ‎ ‎     试翻译以下短语，并讨论有什么不同？ ‎ ‎     弹吉他__________________  踢足球___________________ ‎ 三、系统总结（教师寄语：只有不断的总结和归纳，知识才会更系统.)  ‎ ‎ 试总结:情态动词有人称和数的变化吗?也就是说动词需要进行变化吗?‎ 作业布置：写一篇英文的自我介绍，记单词，预习.‎ 教学（后记）后思：‎ 课 时 教 案 课题：Unit1 Can you play the guitar? 第 2 课时 总序第 3 个教案 课型：新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.掌握并运用情态动词can的一般疑问句、特殊疑问句和否定句。‎ ‎              2.学会谈论自己的喜好和意愿及表达自己在某一方面所具备的才能.‎ ‎              3.通过小组一起谈论彼此的特长和爱好，培养一种群体意识。‎ 批注 教学重点：理解并背诵Grammar Focus中的内容。‎ 教学难点：用can造句，交流. 学会谈论自己或别人的能力.‎ 教学用具：录音机，磁带，多媒体，PPT 教学方法：多媒体辅助法 教学过程：Section A Grammar Focus~3c 一、自主学习（教师寄语：从自主中培养能力，在学习中获得乐趣. ） 学习任务一：学生自学新单词（P.3），看谁记得又快又准。 写作______________演出_______________或者___________ ‎ 说话_____________（中国）功夫_________跟……说_____________ 学习任务二：学习Grammar Focus ‎ ‎1. 各小组自己朗读Grammar Focus中的内容。相互帮助理解。 2. 小组竞争：看哪个小组最快最好地翻译所有句子。 学习任务三：完成3a~3b的任务。 ‎ ‎1.让学生运用题目所提示的单词和短语，并根据第一小题3.模式，完成3a的任务。 ‎ ‎2.让学生分角色朗读3a中所提问题与回答，巩固本单元的基础语法知识。 3.让学生从方框中选择恰当的词，完成3b的任务。 ‎ 二、合作共建（教师寄语：学会合作，乐于合作，提高自我. ） ‎ Teacher:We want to have an English party. What can you do in the party? Please discuss in groups of four, then make a list. ‎ 作业布置：self check 1‎ 教学（后记）后思： ‎ 课 时 教 案 课题：Unit1 Can you play the guitar? 第 2 课时 总序第 4 个教案 课型：新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.掌握并运用情态动词can的一般疑问句、特殊疑问句和否定句。‎ ‎              2.学会谈论自己的喜好和意愿及表达自己在某一方面所具备的才能.‎ ‎              3.通过小组一起谈论彼此的特长和爱好，培养一种群体意识。‎ 批注 教学重点：理解并背诵Grammar Focus中的内容。‎ 教学难点：用can造句，交流. 学会谈论自己或别人的能力.‎ 教学用具：录音机，磁带，多媒体，PPT 教学方法：多媒体辅助法 教学过程： Section B 1a~1f 学习任务一:认读并书写本课单词 (P.4) 看谁记得又快又准！   1.个人自读，记忆单词．      2.小组互相检查读、写情况．      3 .写出下列单词并展示．        鼓__________ 钢琴__________ 喇叭___________        小提琴_____________弹钢琴___________拉小提琴_____________    ‎ ‎4.在小组内核对答案.      5.完成1a 将单词与图画匹配. ‎ 学习任务二: 学会询问他人的能力句型.           ---- Can you play the guitar?                    ---- Yes,I can. But I can't play the piano.       1.两人一组，练习对话      2.利用1a中的乐器，做替换练习      3.小组竞争，展示成果  学习任务三: 学习1b~1f部分      1. 听录音，写出你听到的单词的顺序。      2. 核对答案，完成1b.      3. 再听一遍录音，圈出1d中所听到的词和短语。      4.核对答案，完成1d.      5. 再听一遍录音，完成1e的任务。      6. 核对答案，并让学生根据表格内容向全班同学作一个汇报。   二、合作共建       1.以小组形式归纳听力材料中的重点词组，并对重点句子进行讲解。       2.全班分角色朗读并熟读听力材料。       3.谈论Bill,Cindy and Frank 三个人分别会做什么？不会做什么？完成1f的任务。   三、系统总结（教师寄语：No man can do two things at once.)          总结一下你所学的乐器的名称          总结一下询问某人能力的句型 作业布置：self check 1‎ 教学（后记）后思： ‎ ‎ ‎ 课 时 教 案 课题：Unit1 Can you play the guitar? 第 3 课时 总序第 5 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 熟练读出，并能写出本节课的单词。               2.理解2a 、2b短文，并能学会写海报。3、复习掌握本单元的单词及短语。              4、熟练运用本单元句型。 5学会书写应聘广告 批注 教学重点：学会书写应聘广告。‎ 教学难点：句型转换，翻译 教学用具：多媒体，堂堂网 教学方法：多媒体辅助教学法 教学过程：Section B 2a~2c 一、自主学习 ‎ 学习任务一:  熟练掌握本课的单词。(P.5-6)      1.个人自读，记忆本课单词。      2.小组互相检查单词读写情况。      3.根据汉语写出下列英语单词或短语并展示．        也，而且__________ 人们________家____ _                  使成为___________ 今天____________  中心；中央____________        周末_____________讲授________ 音乐家___________        善于_______________结交朋友__________________ 在某方面帮助某人 _______________   在周末____________    学习任务二:学习2a短文      1.自读短文,理解意思。      2.小组讨论短文意思。      3.小组展示,对抗组质疑纠正。      4.小组内复述、背诵短文。 学习任务三:学习2b广告      1.自读短文,匹配标题与海报。      2.小组合作,翻译短文。      3.学生大声朗读阅读材料，并注意英语招聘广告的书写格式及常用短语与句子。      3.尝试复述短文。 学习任务三:完成2c任务，并说明做题依据。      1.小组活动,询问小组成员都会做些什么?      2.根据表格,两人一组练习对话.  ‎ 环节说明         通过谈论朋友或同学加入俱乐部的情况，导入本单元的话题，激发学生的学习兴趣，调动学生的学习积极性与主动性。 ‎ 作业布置：背单词，预习课文 教学（后记）后思： ‎ 课 时 教 案 课题：Unit1 Can you play the guitar? 第 3 课时 总序第 6 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 熟练读出，并能写出本节课的单词。               2.理解2a 、2b短文，并能学会写海报。3、复习掌握本单元的单词及短语。              4、熟练运用本单元句型。 5学会书写应聘广告 批注 教学重点：学会书写应聘广告。‎ 教学难点：句型转换，翻译 教学用具：多媒体，堂堂网 教学方法：多媒体辅助教学法 教学过程： Section B 3a~3b&Self–check 一、 自主学习（教师寄语：Knowledge is power.）    ‎ ‎  学习任务一:  熟悉掌握本单元单词和短语。       1、自读并记忆单词5分钟。       2、组内练习，相互提问。       3、展示交流，小组竞赛(以听写形式进行展示)。  跳舞____________________游泳_______________唱歌_______________  画画___________________说话________________吉他_______________  国际象棋______________ 鼓__________________钢琴________________  喇叭__________________ 小提琴______________音乐家_______________  那时，然后_____________摇滚乐_____________ 乐队_______________  演出,表演_______________星期日_____________下午________________  中国功夫_______________可能________________少量_______________  ‎ 电子邮件__________    通讯处________________为什么_______________       4、相互检查。 学习任务二:  阅读3a部分内容补全卡上信息。        1. 自读3a部分对话完成右边卡片。       2. 跟读对话,纠正发音。       3. 小组讨论,理解对话并找出重难点。       4. 教师点拨。        5. 复述对话。     学习任务三：参考3a部分信息写一个人物将她介绍给艺术俱乐部.       Cindy . 女, 12岁, 能画画, 会弹钢琴, 会跳舞, 英语好.她想加入艺术俱乐部. 请打电话: 0535-4563321和她联系.   二、合作共建      小组讨论may 和can 的用法.       may 和can 都是 ________动词. 意思是___________,后面加________       如:can 是一种能力。   他能说英语和汉语He _________ speak__________and _______________.       may 是允许， 可以。   我能知道你的名字吗？   ___________ I __________your name ?      他不会弹吉他。_____________________________________.    我可以加入音乐俱乐部吗？ ______________________________________?   三、系统总结    Self Check      1.运用本单元所学的语言基础知识，完成第一题。      2.小组讨论，完成第二题。      3.根据自己的实际情况，完成第三题。      4.小结训练。      The teacher asks the students to make a survey,and fill in the blanks.‎ 作业布置：课后第3题 教学（后记）后思：‎ 课 时 教 案 课题： Unit1 Can you play the guitar? 第 4 课时 总序第 7 个教案 课型：复习课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1通过各种题型的练习加强对新知识的巩固与拓展2对本单元所学的单词、词组与句子进行归纳、总结,3通过做题，提高兴趣，完善不足之处 批注 教学重点：口语，翻译 教学难点：词汇 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：一，练习音标，并观看国际发音视频 二，做题目并讲解 三，听写单词 作业布置：改正错题，并理解 教学（后记）后思： ‎ 课 时 教 案 课题： what time do you go to school 第 1 课时 总序第 8 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标： 知识目标：通过本单元的学习，使学生掌握相关的时间表达方法及相关的词汇，能够就生活中的时间安排及日常活动来交谈； 通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识过程与方法：启发式教学和讨论法情感目标：能熟练运用本课知识进行交际让学生能合理安排作息时间，。‎ 批注 教学重点：（1）时间的表达法 ‎（2）第三人称单数谓语动词的运用 ‎（3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。.‎ 教学难点： write an essay about their daily abilities 教学用具：多媒体，录音机、磁带、实物、图片等 教学方法：多媒体辅助法 教学过程Step 1 Say the time ‎1. Show the clocks and ask them: -What’s this in English?‎ ‎-What time is it?‎ ‎2. Show the way how to express the time.‎ Step 2 Presentation 1. Show a clock, ask them to say the time 2. Show the picture and let them to say ‎ What does he do?‎ If they cannot say, let them say in Chinese. Show the English of the action: get up,‎ 3. Ask him: What time do you usually get up?‎ To the class: What time does he get up?[来源:学_科_网]‎ ‎ To show the sentences and read.‎ 4. Do the others one by one in the same way.‎ 5. Teach ‘take a shower’ and lead them to guess the time that Rick takes a shower ‎ Step 3 Listen and say ‎ 1． Listen to the tape and fill in the blanks in page66 2a, and choose one to say. ‎ 2． Listen and complete the tablet. ‎ 3． Ask them to talk about the shower schedule for Rick’s family.‎ 4． Choose some pairs to say. ‎ 作业布置：熟读课文和单词并预习下一节课 教学（后记）后思： ‎ 课 时 教 案 课题： what time do you go to school 第 1 课时 总序第 9 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标： 知识目标：通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识过程与方法：启发式教学和讨论法情感目标：能熟练运用本课知识进行交际让学生能合理安排作息时间，。‎ 批注 教学重点：（1）时间的表达法 ‎（2）第三人称单数谓语动词的运用 ‎（3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。.‎ 教学难点： write an essay about their daily abilities 教学用具：多媒体，录音机、磁带、实物、图片等 教学方法：多媒体辅助法 教学过程 ‎ Step 4 Look, listen and match 1. Page 65 let them look and match the picture.‎ 2. Listen and match the time.‎ 3. Show the pictures and let them to say again.‎ Step 5 Interview 1. Let them to say the actions they do everyday.[来源:学.科.网Z.X.X.K]‎ 2. Show some pictures they may do, and let them try to say English.‎ 3. Show the tablet and let them discuss in groups of 4.‎ 4. Report what they get.‎ Step 6 Homework ‎ Write a short passage about the tablet they interviewed 作业布置：熟读课文和单词并预习下一节课 教学（后记）后思： ‎ 课 时 教 案 课题：Unit 2 What time do you go to school？ 第 2 课时 总序第 10个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.知识与技能：通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈； 2.过程与方法：启发式教学和讨论法3.情感态度与价值观：让学生能合理安排作息时间 批注 教学重点：（1）时间的表达法 ‎（2）第三人称单数谓语动词的运用 ‎（3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。‎ 教学难点：write an essay about their daily abilities.‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Step 1 Warming up ‎ 1. Check their homework and ask some questions from their report:‎ ‎ What time does he usually get up?‎ 2. Show the time and ask them to say in different ways.‎ 3. Show the actions they learnt and ask them to say, then to make a sentence. ‎ 4. Show 6:30 8:10 11:20 4:15 and ask them to say. ‎ Step 2 Presentation (1) Show the new pictures of actions and let them try to say: brush teeth, do homework, go to bed, wash face，play computer game.‎ ‎2. Ask them to ask and answer in pairs by using the drills in this unit;‎ ‎ Choose some pairs to say. ‎ Step 3 Listen and circle 1. Play the tape and let them to listen to 2a. [来源:学科网]‎ 2. Check and let them spell the words.‎ 3. Listen again and write the times 2b. ‎ 4. Check and let them ask and answer in pairs, and help them to use ‘when’.‎ Step 4 Read and say ‎ 1. Ask them to read page 67 3a and match the pictures.‎ 2. Check and let them to say the words again.‎ 3. Ask and answer questions about the time in pairs.‎ Choose some pairs to say. ‎ 4. Read the massage and fill the blanks.‎ ‎ Scott ‎ I Study very long hours Gets up at 17:00‎ Go to school by bike Works all night ‎ Get home at 17:30‎ Go to bed at 8:30‎ 5. Ask them to exchange the message and say something to the partner. ‎ Step 5 Homework Read section 3a and write a similar passage.‎ 作业布置：写一篇英文的日常工作作文 教学（后记）后思： ‎ 课 时 教 案 课题： Unit 2 What time do you go to school？ 第 3 课时 总序第 11 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.知识与技能：通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈； 2.过程与方法：通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。能正确运用现在进行时和正确使用就餐用语写出50字左右的短文。3.情感态度与价值观：让学生能合理安排作息时间 批注 教学重点：（1）时间的表达法（2）第三人称单数谓语动词的运用（3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。‎ 教学难点：write an essay about their daily abilities.‎ 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：Step 1 Say the time ‎1. Show the clocks and ask them: -What’s this in English?‎ ‎-What time is it?‎ ‎2. Show the way how to express the time.‎ Step 2 Presentation 1. Show a clock, ask them to say the time 2. Show the picture and let them to say ‎ What does he do?‎ If they cannot say, let them say in Chinese. Show the English of the action: get up,‎ 3. Ask him: What time do you usually get up?‎ To the class: What time does he get up?[来源:学_科_网]‎ ‎ To show the sentences and read.‎ 4. Do the others one by one in the same way.‎ 5. Teach ‘take a shower’ and lead them to guess the time that Rick takes a shower ‎ Step 3 Listen and say ‎ 1． Listen to the tape and fill in the blanks in page66 2a, and choose one to say. ‎ 2． Listen and complete the tablet. ‎ 3． Ask them to talk about the shower schedule for Rick’s family.‎ 4． Choose some pairs to say. ‎ 作业布置：预习课文 教学（后记）后思： ‎ 课 时 教 案 课题： Unit 2 What time do you go to school？ 第 3 课时 总序第 12 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.知识与技能：通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；2.过程与方法：能正确运用现在进行时和正确使用就餐用语写出50字左右的短文。能熟练运用本课知识进行交际。3.情感态度与价值观：让学生能合理安排作息时间 批注 教学重点：（1）时间的表达法（2）第三人称单数谓语动词的运用（3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。‎ 教学难点：write an essay about their daily abilities.‎ 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程： ‎ Step 4 Look, listen and match 1. Page 65 let them look and match the picture.‎ 2. Listen and match the time.‎ 3. Show the pictures and let them to say again.‎ Step 5 Interview 1. Let them to say the actions they do everyday.[来源:学.科.网Z.X.X.K]‎ 2. Show some pictures they may do, and let them try to say English.‎ 3. Show the tablet and let them discuss in groups of 4.‎ 4. Report what they get.‎ Step 6 Homework ‎ Write a short passage about the tablet they interviewed 作业布置：抄写第二单元的语法 教学（后记）后思： ‎ 课 时 教 案 课题：Unit 2 What time do you go to school？ 第 4课时 总序第 13 个教案 课型：复习课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.知识与技能：通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈； 2.过程与方法：启发式教学和讨论法3.情感态度与价值观：让学生能合理安排学习时间 批注 教学重点：（1）时间的表达法（2）第三人称单数谓语动词的运用（3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。‎ 教学难点：听写单词，语法学习 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：Step 1 Check their homework ‎ Choose some students to tell us the Sunday schedule and collect it ‎ Step 2 Self check 1. Page 70 part 1,‎ Let them to finish it.‎ 2. Have a dictation.‎ Step 3 Design a survey ‎ ‎1. According to the knowledge, let them to design a survey.‎ ‎2. Write down on page 70.‎ ‎3. Ask some students to do it orally.‎ 作业布置： ‎ 教学（后记）后思：‎ ‎ ‎ 课 时 教 案 课题：Unit 2 What time do you go to school？ 第 4课时 总序第 14 个教案 课型：复习课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.知识与技能：通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。2.过程与方法：启发式教学和讨论法3.情感态度与价值观：让学生能合理安排学习时间 批注 教学重点：（1）时间的表达法（2）第三人称单数谓语动词的运用（3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。‎ 教学难点：听写单词，语法学习 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：‎ Step 4 Game (1) Divide them into three groups, and write the name, time and actions on the paper.‎ (2) Collect them into three boxes, and ask students to choose, then make a sentence. ‎ (3) If he is right, his group will get one flag.‎ Step 5 Culture notes 1. Read through ‘just for fun’.‎ 2. Discuss in groups.‎ 3. Tell us what happened.‎ Step 5 Homework Arrange your class in a week Monday.‎ Tuesday Wednesday ‎ Thursday Friday ‎7:30-8:10‎ ‎ Break time 作业布置： ‎ 教学（后记）后思：‎ ‎ ‎ 课 时 教 案 课题： Unit 3 How do you get to school? 第 1 课时 总序第 15个教案 课型：新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.To help the students know how to tell the ways to school or to work:‎ ‎2.To learn the important language points: How do you get to school?‎ ‎ I take the bus. How long does it take? It takes 20 minutes.‎ 批注 教学重点：Talk about how to get to places.‎ 教学难点：Talk about how to get to places.‎ 教学用具：Tape-recorder and slide 教学方法：Revision, listening, writing, and pair work 教学过程： 1. Knowledge object ‎ Key vocabulary Oral practice ‎2.      Ability objects Listening skill Speaking skill Ⅱ.Teaching key points Key vocabulary: take, subway, walk, train, transportation, by, by bus.‎ Ⅲ.Teaching Difficulties take/ride the/a ...to+地点=go to +地点+by....‎ walk to+地点=go to +on foot Ⅳ.Teaching Methods ‎ Listening method Pair work Group work Summary Discuss Ⅴ.Teaching Aids A tape recorder, a projector Ⅵ.Teaching procedures :‎ Step Ⅰ Warming-up and Revision ‎1. Enjoy the English song "Over the mountains (driving)"‎ ‎2. Greetings and free talk. ‎ Step Ⅱ Lead in ‎1. Listen and guess what it is. ‎ ‎ 2. Guessing game ‎ The teacher say a sentence ask the students to guess what kind of transportation it is.‎ ‎3. There are so many transportations around the world. What kind of transportation do you like to choose ?‎ Step Ⅳ Presentation ‎ 1. Enjoy a good flash named "How does Emilio get to ‎ school?"‎ ‎ 2. First ask two students to ask and answer in pair.‎ ‎ Then ask the other students “how does he/she get to school?”‎ 作业布置：‎ 教学（后记）后思：‎ ‎ ‎ 课 时 教 案 课题： Unit 3 How do you get to school? 第 1 课时 总序第 16个教案 课型：新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.To help the students know how to tell the ways to school or to work:‎ ‎2.To learn the important language points: How do you get to school?‎ ‎ I take the bus. How long does it take? It takes 20 minutes.‎ 批注 教学重点：Talk about how to get to places.‎ 教学难点：Talk about how to get to places.‎ 教学用具：Tape-recorder and slide 教学方法：Revision, listening, writing, and pair work 教学过程： ‎ Step Ⅴ Group work ‎ Ask the students to do group work.‎ ‎ ‎ Step Ⅵ Work on 1a and 1b.‎ ‎ 1. To do Section A 1a look at the picture and write down the way of transportation. ‎ ‎ 2. To listen to the tape and finish 1b . . Step Ⅶ Presentation ‎ ‎ Ask “how does Bob get to school?’‎ ‎ Help them answer he takes the train.‎ ‎ Then ask “how does Paul get to school?”‎ ‎ ‎ Step Ⅷ To work in pairs, ask and answer Show some pictures to the students then ask then to work in pairs.‎ ‎ A: How do you get to......?‎ ‎ B: I take/ride/walk......‎ ‎ I get to school...by.../on...‎ Step Ⅸ Summary ‎ Take/ride the/a ...to+地点=go to +地点+by....‎ Walk to+地点=go to +on foot e.g. He often takes the subway to work.‎ ‎ =He often goes to work by subway.‎ 注意：当home, here, there 作地点时 to 不要。‎ Step Ⅹ Discuss What should I take if I go to Xianmen for vacation? Why?‎ Which is the fastest way and which is the cheapest way?‎ Step Ⅺ Homework ‎ 1. Copy the new words.‎ ‎ 2. Make a survey: How do your relations go to school/work?‎ ‎ 3. Make a report according to your survey.‎ 作业布置：‎ 教学（后记）后思：‎ ‎ ‎ 课 时 教 案 课题：Unit 3 How do you get to school? 第 2课时 总序第 17 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.知识目标：掌握有关交通的词汇，如take the subway/train, ride t he bicycle, by bus/boat, transportation, bus stop, train station，kilometer, mile, river以及其他一些词汇。2.技能目标：听 说，学会谈论交通工具和距离；‎ 学会合理安排行程，并合理选用交通工具。3.情感态度目标：不同的出行目的可以选择不同的交通工具.不同交通工具带来不同的心灵感受 批注 教学重点：掌握有关交通方面的词汇,如take the subway,by bus等. How long does it take? How far is it from…to …?‎ 教学难点：如何区别和准确运用How long 和第一单元出现的How often引导的特殊疑问句.‎ 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：Step Ⅰ Revision ‎ 1. Greeting ‎ What day is it today?‎ What’s the weather like today?‎ How do you get to school?‎ How does he/she get to school?‎ How do your parents get to work?‎ ‎2. Show some pictures ask some students ask and answer in pairs ‎3. Show a picture then say how does he/she get to work?‎ ‎ Help them answer: ‎ Step Ⅱ lead-in Step Ⅲ Play the tape for the students to finish 2a&2b.‎ ‎ Then play again and check the answers.‎ Step Ⅳ Presentation ‎1. Show the students a picture of a clock.‎ ‎ It takes her about 15 minutes to go to school by car.‎ ‎2. Show some pictures.‎ 作业布置：预习课文，准备听写单词 学（后记）后思： ‎ 课 时 教 案 课题：Unit 3 How do you get to school? 第 2课时 总序第 18个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.知识目标：掌握有关交通的词汇，如take the subway/train, ride t he bicycle, by bus/boat, transportation, bus stop, train station，kilometer, mile, river以及其他一些词汇。2.技能目标：听 说，学会谈论交通工具和距离；‎ 学会合理安排行程，并合理选用交通工具。3.情感态度目标：不同的出行目的可以选择不同的交通工具.不同交通工具带来不同的心灵感受 批注 教学重点：掌握有关交通方面的词汇,如take the subway,by bus等. How long does it take? How far is it from…to …?‎ 教学难点：如何区别和准确运用How long 和第一单元出现的How often引导的特殊疑问句.‎ 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：Step Ⅴ Section A 2c Listen and check( √ )the kinds of transportation that you hear.‎ Listen again. Match the times with the kinds of transportation.‎ Step Ⅵ Pair work ( 2c and Grammar Focus)‎ Make a conversation about how you get to school.‎ Step Ⅶ Do some exercise 句型转换 Step Ⅷ Presentation T: How far is it from your home to school?‎ S: It’s about 10 kilometers.‎ T: How far is it from your home to school?‎ S: It’s about …kilometers/meters/miles. ( If need, offer them help)‎ ‎ 1kilometer=1000meters 1mile=1609meters Step Ⅸ Pair work Look at the picture. Ask and answer questions.‎ Step Ⅹ Puzzles Step Ⅺ Homework ‎1. Remember the numbers from 30-100.‎ ‎2. Recite 3b.‎ ‎3. Ask your classmates. Fill in the blanks.‎ Who How ‎ How far ‎ How long Mary walk ‎ 1 mile ‎ 10 minutes ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 作业布置：做学法大视野 学（后记）后思： ‎ 课 时 教 案 课题：Unit 3 How do you get to school? 第 3 课时 总序第 19 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.知识目标：掌握由How引导的特殊疑问句及其答句2.技能目标：读 写，学会设计实践调查报告中的问题，并提出解决问题的简单方案.3.情感态度目标：让学生懂得从环保这一角度出发,了解交通工具给环境带来的影响.‎ 批注 教学重点：掌握相应的句型,如How do you get to school? How long does it take? How far is it from …to…?等.‎ 教学难点：Oral practice using the target language:‎ ‎ How do you get to school?‎ ‎ Well, I ride my bike to the subway station.‎ ‎ Next,I take the subway.‎ ‎ Then ....‎ ‎ Finally,..‎ 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：StepⅠ Warming-up and revision ‎ 1.Greet the class and enjoy the English song "Row your boat"‎ ‎ 2.Check the homework.‎ ‎10 minutes by bus and 5 minutes by the subway.‎ ‎ Step II Reading: Work on 3a ‎ Step III Pairwork ‎ Step Ⅳ Info gap race ‎ ‎ StepⅤ Make a survey ‎ ‎ 1. Interview (采访)your other classmates or our teachers here. ‎ ‎2. Report: ‎ ‎ Peter's home is about … kilometers far from school. He walks to school. It takes him about ten minutes….‎ 作业布置：写一篇邮件给汤姆，告诉他你是怎么上学的 教学（后记）后思： ‎ 课 时 教 案 课题：Unit 3 How do you get to school? 第 3 课时 总序第 20 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.知识目标：掌握由How引导的特殊疑问句及其答句2.技能目标：读 写，学会设计实践调查报告中的问题，并提出解决问题的简单方案.3.情感态度目标：让学生懂得从环保这一角度出发,了解交通工具给环境带来的影响.‎ 批注 教学重点：掌握相应的句型,如How do you get to school? How long does it take? How far is it from …to…?等.‎ 教学难点：Oral practice using the target language:‎ ‎ How do you get to school?‎ ‎ Well, I ride my bike to the subway station.‎ ‎ Next,I take the subway.‎ ‎ Then ....‎ ‎ Finally,..‎ 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程： Step VI Presentation (Section B 1a)‎ ‎ 1. Show some pictures on the screen. Teach students some key words. ‎ ‎ Say something about the pictures one by one. ‎ ‎ Now let students open their books at page 26. Point out the blank line in front of each numbered phrase. Ask students to match each phrase with a picture by writing the letter of the picture in the blank in front of the correct word. One has done for students.‎ ‎ Then check the answers.‎ ‎ （Answers: 1．b 2．a 3．c 4．d)‎ ‎ (This activity introduces more key vocabulary.) ‎ ‎ Step Ⅶ Role play ( Work on 1b)‎ ‎ Step Ⅷ Listening ‎ 1. Work on 2a ‎ 2. Work on 2b ‎ Step Ⅸ Groupwork ( Work on 2c)‎ ‎ Step Ⅹ Optional Activity ‎ Step Ⅺ Summary and Homework Step Ⅻ Blackboard Design 作业布置：预习课文 教学（后记）后思： ‎ 课 时 教 案 课题： Unit3 How do you get to school? 第 4 课时 总序第 21个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1．Knowledge Objects：Key vocabulary.Reading passage.‎ Reading and writing practice.2．Ability Objects：Reading skill.Writing skill.Survey.Speakingskill.3．Moral Objects：Tell students a moved story.‎ 批注 教学重点：1．Key vocabulary：North America, school bus, depend, by boat, must, car2．Target language：Most students ride their bikes to school. Many students walk.Some students drive.Other students take the bus.A small number of students take the subway.How far do you live from school?I live 10 miles from school.‎ 教学难点：Reading and writing practice.Survey.‎ 教学用具：多媒体 教学方法：Reading and writing methods.Survey method.‎ 教学过程：Step Ⅰ Warming-up and revision ‎ ‎ 1. Greet the class as usual and enjoy an English song.‎ ‎ 2. Check the homework.‎ ‎ Ask some students to report how their parents get to their offices. If they use these words “first, next, then” , give them presents and praise them.‎ ‎ Step Ⅱ Presentation. ‎ ‎ Show some new words on the screen. Then teach the new words and ask students to repeat.‎ north n. 北部；北方 east n. 东方；东部 south n. 南方；南部 west n. 西方；西部 North America 北美洲 school bus 校车 although pron. 虽然，即使，尽管 depend v. 依赖；依靠 depend on ‎ by boat 乘坐小船 must aux. v. 必须；一定要 river n. 河流 ‎ lake n. 湖泊 than 与，比 ‎ Step Ⅲ Reading ( Work on 3a )‎ 作业布置：Finish off the exercises.‎ 教学（后记）后思： ‎ 课 时 教 案 课题： Unit3 How do you get to school? 第 4 课时 总序第 22个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1．Knowledge Objects：Key vocabulary.Reading passage.‎ Reading and writing practice.2．Ability Objects：Reading skill.Writing skill.Survey.Speakingskill.3．Moral Objects：Tell students a moved story.‎ 批注 教学重点：1．Key vocabulary：North America, school bus, depend, by boat, must, car2．Target language：Most students ride their bikes to school. Many students walk.Some students drive.Other students take the bus.A small number of students take the subway.How far do you live from school?I live 10 miles from school.‎ 教学难点：Reading and writing practice.Survey.‎ 教学用具：多媒体 教学方法：Reading and writing methods.Survey method.‎ 教学过程： Step Ⅳ 3b ‎ 1. First let students look at the chart.‎ ‎ 2. Ask them to finish the activity individual-ly according to the chart.‎ ‎ 3. Then check the answers. ‎ ‎ Step Ⅴ Task ‎ 1. Task one : Make a survey ( Work on 3c )‎ ‎2. Task two: Survey Find someone who … ‎ ‎3. Task three: Tomorrow is National Day . ‎ ‎ Step Ⅵ Game " What other transportations do you know? "‎ ‎ Step Ⅶ Self Check 1 ‎ ‎ Step Ⅷ Pairwork : Self-check 2 ‎ ‎ Step Ⅸ Just for Fun!‎ ‎ cater pillar 毛毛虫 butterfly 蝴蝶 ‎ (This activity provides reading practice with the target language.)‎ ‎ Step Ⅹ Summary Today we've learnt some key vocabulary and done some reading and writing practice. And then pay more attetion to the usage of " take " ‎ 作业布置：Finish off the exercises.‎ 教学（后记）后思： ‎ 课 时 教 案 课题： Unit4 Don't eat in class 第 1 课时 总序第 23 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识与技能 ‎ ‎1. Words: rule, arrive, hall, listen, sorry, outside, fight, talk, draw 2. Sentences:  Don‟t run in the hallway.   / We can‟t run in the hallway.     Don‟t eat in the classroom.  /We can‟t eat in the classroom.     Don‟t listen to music in class. / We can‟t listen to music in class.‎ ‎ 二、过程与方法：Listening and speaking writing methods.      Pair work ‎ 批注 三、情感态度与价值观:. ‎ Abide by the rules is everybody„s business . ‎ 教学重点：1、重点词汇：in class, classroom, hallway, arrive late,  outside, fight, can, can't, have to ‎ ‎2 、重点句型：Don't eat in class!/We can‟t wear hats./We have to arrive at school on time . ‎ ‎3、语言结构：① 祈使句 ② 情态动词 can 表示请求的用法。‎ 教学难点：1、can 表示请求的用法。 2、must 表示命令或建议的用法。‎ 教学用具：多媒体 教学方法：Listening and speaking writing methods. Pair work 教学过程：‎ Step1.Show the studying aims ‎ Step2. Free Talk. ‎ ‎ Have a free talk with the students. Talk about “Can we eat in class?” ‎ Show some new words. First let the Ss learn them in a groups, then ask some Ss to read them. If the Ss can‟t read the word ,the teacther will teach. At last let the Ss do some exercise.   New words: rule, arrive, hall, listen, sorry, outside, fight, talk, draw ‎ 根据句意和所给首字母完成单词1、 There are many school r______ in our school. 2、 Don‟t run in the h_______ . 3、 Don‟t a________ late for school. 4、 It‟s cold o_______ Put on your coat 5、 There are eleven p________ in the football team. 6、 Don‟t eat _________(上课时). 7、 Don‟t _______ (打架) at school.   Task 1 Take out an apple. Have a talk with the students like this:      T: Can I eat an apple in class now?      Ss: No, you can‟t. ‎ ‎     T: Can you eat apples in class now?      Ss: No, we can‟t. Repeat it with a cigarette. ‎ Task 2 Show Ss some pictures, then let Ss talk about them with “We can‟t…../Don‟t……/We can……?” S1: We can‟t arrive late for class. /Don‟t arrive late for class. S2: We can‟t run in the hallways. /Don‟t run in the hallways. ‎ Let the students practice in pairs. Try to act it out in front of the class. Step5. Consoladation.‎ Play the tape for the students and have the Ss finish 1a and1b Section A. Step6. Language points：‎ 作业布置：  (1) Do the workbook    (2) Recite the new words ‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit4 Don't eat in class 第 2 课时 总序第 24 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识与技能 ‎ ‎ 1. Words: wear, important, bring, player, uniform, quiet 2. Sentences: ‎ Don‟t talk./  Don‟t eat food./ Don‟t listen to music ./  Don‟t take photos.‎ ‎ 二、过程与方法：Listening and speaking writing methods.      Pair work ‎ 三、情感态度与价值观:. No rules no beautiful school!‎ 批注 教学重点：1、重点词汇：wear, important, bring, player, uniform, quiet ‎ ‎2 、重点句型：Don't eat in class! Can we wear hats? We don't have to wear a school uniform. ‎ ‎3、语言结构：‎ ‎① 情态动词must 与 have to 的用法 ② 情态动词 can 表示许可的用法 教学难点：1、用英语制定有关规定 ‎ ‎          2、情态动词must 与 have to 的用法 教学用具：多媒体 教学方法：Listening and speaking writing methods. Pair work 教学过程：‎ Step1.Show the studying aims Step2.Free Talk. ‎ ‎ Watch a segment of 《逃学威龙》 and see what rules they are breaking ? S1: ‎ Don‟t arrive late for class.  S2:Don‟t run in the hallways.  S3:Don‟t eat in the classrooms. ‎ ‎ S4:Don‟t listen to music in the classrooms.   S5:Don‟t fight. Step3. Learn the new words ‎ Show some new words. First let the Ss learn them in a groups, then ask some Ss to read them. If the Ss can‟t read the word ,the teacther will teach. At last let the Ss do some exercise. ‎ ‎  New words: in class, in the class, go out, practice, inside, uniform, can, can't, have to 根据句意和所给首字母完成单词 用所给单词适当形式填空 ‎ ‎1.Don’t _________(打架）with others. 2.What ________（其它）do you want to say? ‎ ‎3. We should wear our ________  ________（运动鞋）for gym class . 4.Can we eat __________(外面)？ ‎ ‎5.W e can __________ (穿、戴)hats in school.. 6.Don‟t _________(带来)_________(运动员) to school. Step4. Presentation  ‎ Task  1 通过师生问答的方式复习祈使句，引出情态动词，呈现本课的教学难点。 T: Let‟s say the school rules using can ,can‟t, must, have to . S1: We can‟t arrive late for class. /Don‟t arrive late for class. S2: We can‟t run in the hallways. /Don‟t run in the hallways. Task  2 操练句型直至学生熟练的掌握 Step5.Consoladation.  ‎ Role-play the conversation in 2d of Section A. Step6. Language points： ‎ 作业布置： (1) Do the workbook    (2) Recite the new words ‎ 教学（后记）后思：‎ 课 时 教 案 课题：Unit4 Don't eat in class 第 3 课时 总序第 25 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识与技能 ‎ ‎ 1. Words: out, go out, dish, do the dishes, night, before 2. Sentences: ‎ ‎    ①  Don't leave the dirty dishes in the kitchen.  ②  I can't relax either.  ‎ ‎③  I must read a book before I can watch TV.  ④  I have to help mom make breakfast. ‎ 二、过程与方法：Listening and speaking writing methods.      Pair work ‎ 三、情感态度与价值观:If we keep the rules , we will live in a peaceful world. ‎ 批注 教学重点：1、重点词汇：in class, classroom, hallway, arrive late,  outside, fight, can, can't, have to ‎ ‎2 、重点句型：He can‟t go out on school night. ‎ ‎                   see friends/ do his homework/ practice the guitar/ watch TV/ do the dishes ‎ ‎3、语言结构：① 祈使句 ② 情态动词 can 表示许可的用法。‎ 教学难点：1、用英语讨论有关规定 ‎ ‎           2、情态动词must和have to 的用法。‎ 教学用具：多媒体 教学方法：Listening and speaking writing methods. Pair work 教学过程：Step1.Show the studying aims Step2. Free Talk.  A: What are the rules?  S1: Don‟t eat in the class.  S2: We can‟t run in the hallways. Step3. Learn the new words ‎ Show some new words. First let the Ss learn them in a groups, then ask some Ss to read them. If the Ss can‟t read the word ,the teacther will teach. At last let the Ss do some exercise. ‎ ‎  New words and phrases: out, go out, dish, do the dishes, night, before, see friends/ do his homework/ practice the guitar/ watch TV/ do the dishes 英汉互译 ‎ ‎1.练习吉他   2.洗碗      3.外出4. see friends        5. in the hallways          6. on school days ‎ ‎ Step4. Presentation  Task  1 Show Ss some pictures, then let Ss talk about them with “What can‟t he do?, S1: He can‟t go out on school night.  S2: He can‟t see friends after school. ‎ Let the students practice in pairs. Try to act it out in front of the class. Task  2 Practice the conversation use “must / have to /” Step5.Consoladation. Play the tape for the students and have the Ss finish 1b and1c Section B, Then check their answers. Step6. Language points 作业布置：(1) Do the workbook    (2) Recite the new words 教学（后记）后思：‎ 课 时 教 案 课题： Unit4 Don't eat in class 第 4 课时 总序第 26 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识与技能 ‎ ‎ 1.Words: dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, remember, follow, luck, keep, hair, learn 2.Sentences:  There are too many rules! ‎ ‎    Don‟t leave the dirty dishes in the kitchen!     But I have to go to bed before 10:00. ‎ 批注 二、过程与方法：Listening and speaking writing methods.      Pair work ‎ 三、情感态度与价值观:No rules no anything! ‎ 教学重点：1、重点词汇：dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, remember, follow, luck, keep, hair ‎2 、重点句型：There are too many rules!    Don‟t leave the dirty dishes in the kitchen!              But I have to go to bed before 10:00. ‎ ‎3、语言结构：① 祈使句 ② 情态动词 can 表示许可的用法。‎ 教学难点：1、can, can‟t, must, have to 等的用法。‎ 教学用具：多媒体 教学方法：多媒体辅助法 教学过程：Step1.Show the studying aims Step2.Free Talk. A: What can‟t he do?, S1: He can‟t go out on school night.  S2: He can‟t see friends after school. Step3. Learn the new words ‎ ‎1. Show some pictures on the big screen. Teach Ss the new words and expressions.   ‎ ‎   dirty, dishes, kitchen, noisy, relax, terrible, read, feel, strict, be strict with  2. Ss learn the new words and expressions and try to remember them. Step4. Presentation 1. Fast reading ‎ T: There are many rules in Molly's home and school. She feels unhappy. Read the letter and find the answer to this question: What does Molly feel about the rules? Ss read the letter and find the answer to this question. (She feels terrible.)  2. Careful reading ‎ ‎ 1) Read the letter again and underline the rules for Molly.  ‎ ‎ 2) Ss read the letter and try to find the rules for Molly and underline them. ‎ ‎ 3) Check the answers with the class.  (Let some Ss read their answers aloud. Let other Ss add some rules. )  3. Careful reading 1) Read Dr. Know's letter and answer this question: What does she think of the school and home rules?   2) Ss read Dr Know's letter and find the answer to this question.  3) Let one student read out his/her answer.   (She thinks parents and schools are sometimes strict, but they make rules to help us. We have to follow them. ) ‎ Step5. Consoladation. ‎ Do the exercise in 3a and 3b. complete Zhao Pei‟s letter to Dr. Known using have to / must/ can/ can‟t. Step6. Language points 作业布置： (1) Do the workbook    (2) Recite the new words ‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit4 Don't eat in class 第 5 课时 总序第 27 个教案 课型： 复习课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识与技能 ‎ ‎ 1.words:  rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry, out, go out, dish the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck   2.Conversation: Don't eat in class! Can we wear hats? No, we can't. We don't have to wear a school uniform. ‎ 二、过程与方法：Listening and speaking writing methods.      ‎ 三、情感态度与价值观: Abide by the rules is everybody„s business . ‎ 批注 教学重点：① 祈使句 ② 情态动词 can 表示许可的用法。‎ 教学难点：have to 的使用 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：一．短语． ‎ ‎1. in class    在课上 2. on school nights 在上学的晚上   3. school rules   ‎ ‎ 二重点句子： ‎ ‎1. 肯定祈使句：(1) 实义动词原形+其他；      否定的祈使句：(1) Don‟t+实义动词+原形； ‎ ‎(2) be动词原形+形容词+其他；               (2) Don‟t be+形容词+其他； (3) Let sb do sth.                             (3) Don‟t let sb do sth ‎ ‎(4) No+Ving. ‎ ‎2. 不要迟到：Don‟t arrive late. = Don‟t be late.  ‎ ‎ 3. 主语省略（无主语）：Don‟t arrive late for class. ‎ ‎4.句型：不得不/必须做某事：have to do sth   否定：不必做某事：don‟t have to do sth 穿校服：单数：wear a uniform    复数：wear uniforms ‎ ‎5. 在我家里有太多的规矩：I have too many rules in my house. ‎ 词组：太多…：too many… ‎ ‎6. 我从来没有任何快乐：I never have any fun. ‎ ‎7. 他擅长于唱歌：He is good at singing. ‎ 句型：擅长于做某事：be good at doing sth ‎ ‎8. 表示“地点”的词组： ‎ ‎(1) 在教室里：in the classroom     在课堂上：in class ‎ ‎(2) 在走廊上：in the hallways      在学校里：at school = in school 10. 表示“时间”的词组： ‎ ‎(1) 下课后：after class    放学后：after school ‎ ‎(2) 在上学的白天/晚上：on school days/nights    比较：at night (3) 到晚上10点钟之前：by 10 o‟clock p.m. ‎ 作业布置： (1) Do the workbook    (2) Recite the new words ‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit4 Don't eat in class 第 6 课时 总序第 28 个教案 课型： 复习课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：教学目标：一、知识与技能 ‎ ‎ 1.words:  rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry, out, go out, dish the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck   2.Conversation: Don't eat in class! Can we wear hats? No, we can't. We don't have to wear a school uniform. ‎ 二、过程与方法：Listening and speaking writing methods.      ‎ 三、情感态度与价值观: Abide by the rules is everybody„s business .‎ 批注 教学重点：① 祈使句 ② 情态动词 can 表示许可的用法。‎ 教学难点：have to 的使用 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：11. (1) with  和；  如：He lives in Beijing with my parents.   (不能用and) (2) with  戴着；  如：Do you know the fat man with a hat?   (不能用wears) ‎ ‎(3) with  有着；  如：It‟s an old house with a beautiful garden.  (不能用has) 三． 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？ ‎ 作业布置：记单词 教学（后记）后思：‎ 课 时 教 案 课题： Unit4 Don't eat in class 第 6 课时 总序第 29 个教案 课型： 复习课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：教学目标：一、知识与技能 ‎ ‎ 1.words:  rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry, out, go out, dish the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck   2.Conversation: Don't eat in class! Can we wear hats? No, we can't. We don't have to wear a school uniform. ‎ 二、过程与方法：Listening and speaking writing methods.      ‎ 三、情感态度与价值观: Abide by the rules is everybody„s business .‎ 批注 教学重点：① 祈使句 ② 情态动词 can 表示许可的用法。‎ 教学难点：have to 的使用 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：‎ ‎  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. 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。 ‎ ‎5. 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！ 6．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。‎ 作业布置：试卷 教学（后记）后思：‎ 课 时 教 案 课题： Unit4 Don't eat in class 第 7 课时 总序第 30 个教案 课型： 测试讲评课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识与技能 ‎ ‎ 1.words： rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry, out, go out, dish，night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck   2.Conversation: Don't eat in class! Can we wear hats? No, we can't. We don't have to wear a school uniform.   ‎ 二、过程与方法：Listening and speaking writing methods.      ‎ 三、情感态度与价值观: Abide by the rules is everybody„s business . ‎ 批注 教学重点：① 祈使句 ② 情态动词 can 表示许可的用法 教学难点：学会使用祈使句 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：1.根据句意和首字母提示，完成单词 ‎2．翻译短语 ‎3.单项填空 ‎4.句型转换 ‎5.完形填空 ‎6.阅读理解 ‎7.根据汉语完成句子 ‎8.根据上下文，用适当的动词填空 ‎9.情景作文 作业布置：看做错的题目 教学（后记）后思：‎ 课 时 教 案 课题： Unit5 Why do you like pandas? 第 1 课时 总序第 31 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识目标：‎ ‎1. 掌握本课单词:panda, zoo, tiger, elephant, koala, lion, giraffe, animal, cute, lazy, ‎ ‎2. 重点短语：kind of, South Africa, be from/ come from, walk on two legs, sleep all day. ‎ ‎3. 重点句型：——Why do you like pandas?‎ ‎ —— Because they are kind of cute.‎ 二. 能力目标：用目标句型的新单词谈论动物及其产地。 ‎ 三. 情感目标：培养学生对动物的喜爱之情。‎ 批注 教学重点：重点单词，短语。‎ 教学难点：重点句型及听力口语训练。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：【自主探究】‎ 一. 预习检测 （写出下列动物的名称）‎ ‎1、tiger_______ elephant_______ koala_______ dolphin_______‎ panda_______ lion_______ penguin_______ giraffe______‎ ‎2. 写出英语意思 吓人的；恐怖的__________ 种类_________ 稍微；有点儿___________‎ 南;南方;南方的;____________ 非洲____________ 南非____________ ‎ 澳大利亚___________ 宠物_______ 腿________ 猫_______ 睡觉____________‎ ‎3 英汉互译 ‎. 1）有点儿无聊________________ 2）.南非___________________‎ ‎ 3）. 非常喜欢________________ 4）.整天_____________ ‎ ‎ 5）.聪明的动物们_______________ 6）. 黑白相间_____________‎ ‎ 7）. Let me see_______________ 8）. very interesting__________ ‎ ‎ 9）.be from_______________ 10）. really scary______________ ‎ 作业布置：预习下一课，及单词 教学（后记）后思：‎ 课 时 教 案 课题： Unit5 Why do you like pandas? 第 2 课时 总序第 32 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识目标：‎ ‎1. 掌握本课单词: smart, beautiful, scary, kind, Australia, south, Africa, pet, leg, cat ‎2. 重点短语：kind of, South Africa, be from/ come from, walk on two legs, sleep all day. ‎ ‎3. 重点句型：—— Where are they from?‎ ‎ —— They are from China.‎ 二. 能力目标：用目标句型的新单词谈论动物及其产地。 ‎ 三. 情感目标：培养学生对动物的喜爱之情。‎ 批注 教学重点：重点单词，短语。‎ 教学难点：重点句型及听力口语训练。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程： 【学习过程】‎ Step1. 1a, 1b, 1c, 讲解 welcome to 补充词汇： clever, lovely, large, heavy, scary.‎ Step2. 2a, 2b, 2c, 讲解kind of, a little, so, really; be from/ come from; South Africa Step3. 2d. 带着以下问题听对话：1）Does Peter have a pet? What’s the name? What can he do?‎ ‎ 2) Does Jenny’s mother have a pet? What’s the name? What can she do?‎ 默读对话，完成下列表格 Animal Name Description Can do Peter’s pet Jenny’s mom’s pet 跟读对话注意语音语调，重读，语气 作业布置：预习下一课，及单词 教学（后记）后思：‎ 课 时 教 案 课题： Unit5 Why do you like pandas? 第 3 课时 总序第 33 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识目标：‎ ‎1.重点语法：复习巩固why和where引导的特殊疑问句；because引导的句子表原因。‎ ‎——Why do you like pandas? —— Because they’re kind of interesting.‎ ‎—— Why does John like koalas? —— Because they’re very cute ‎2. 重点单词和短语：friendly, shy, a lot, other, else 二. 能力目标：观察能力，综合分析归纳演绎的能力，听具体信息的能力，‎ 三. 情感目标： 培养学生表达自己看法意见的勇气。了解动物特点及习性 批注 教学重点：why 和 because 引导的句子。‎ 教学难点：利用所学句型和单词短语编对话。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Step1. 朗读Grammer focus 中的句子，思考：特殊疑问句结构：＿＿＋＿＿＋＿＿＋‎ ‎1）. 询问来自哪里用________; 询问为什么用___________; 回答原因用___________‎ ‎2.） 完成句子 ‎ 我不喜欢狮子因为它们懒。I ______ like ___________ they’re lazy.‎ ‎ 你为什么喜欢老虎？__________ do you like ________?‎ 连词成句：‎ ‎1）. lions, the, let, first, see, us ‎__________________________________________________________.‎ ‎2）. pandas, why, want, see, to, do, the, you ‎________________________________________________________?‎ ‎3）. they, are, ugly, because ‎________________________________________________________.‎ ‎4）. South Africa, lions, from, are, those ‎_________________________________________________________.‎ 作业布置：记单词，预习下一课，做学法大视野 教学（后记）后思：‎ 课 时 教 案 课题： Unit5 Why do you like pandas? 第 4 课时 总序第 34 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识目标：‎ ‎1.重点语法：‎ ‎—— Why don’t you like tigers? —— Because they’re really scary.‎ ‎—— Where are lions from? —— They’re from South Africa.‎ ‎2. 重点单词和短语：friendly, shy, a lot, other, else 二. 能力目标：观察能力，综合分析归纳演绎的能力，听具体信息的能力，‎ 三. 情感目标： 培养学生表达自己看法意见的勇气。了解动物特点及习性 批注 教学重点：why 和 because 引导的句子。‎ 教学难点：利用所学句型和单词短语编对话。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：完成下列句子：‎ ‎(1) The child likes dolphins (改一般疑问句)‎ ‎ ___________the child_ _________ dolphins?‎ ‎(2) we like penguins because they’re cute (划线提问)‎ ‎ ______ _______ you like penguins?‎ ‎(3) Pandas are from China. (同上)‎ ‎_________are pandas _________?‎ ‎(4) Koalas like to eat meat (改否定句)‎ ‎ Koalas________ ________to eat meat ‎ ‎( 6) Giraffe are from Africa(改为同义句)‎ ‎ Giraffe ________ ________ from Africa。‎ ‎( 7) The story is very interesting.(一般疑问句)‎ ‎ __________the story interesting?‎ Step3. 1a, 1b, 1c Step 4 Bingo game:在规定时间内看谁能写出最多的内容请从上表格中的三个主题中自由选取单词填入下表的九宫格中， 老师朗读句子，学生在听到的单词上划×，从横竖斜任意一个方向获得一排×，学生就说:Bingo.‎ Animals Description Country panda cute China 作业布置：记单词，预习下一课，做学法大视野 教学（后记）后思：‎ 课 时 教 案 课题： Unit5 Why do you like pandas? 第 5 课时 总序第 35 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：. 一、知识目标：‎ ‎1. 掌握本课单词: save, flag, forget, place, water, danger, cut, down, tree, kill, over,‎ ‎2. 重点短语：get lost, be in (great)danger, cut down, (be) made of, one of, ‎ 二. 能力目标：1.快速阅读和归纳语篇信息的能力2. 构建思维导图的阅读策略。‎ 三. 情感目标：1. 了解大象在泰国的相关文化和大象的现实处境，唤起学生珍惜并保护濒危动物的意识。‎ 批注 教学重点：重点词汇：save, forget ‎ 重点短语：get lost, be in (great)danger, cut down, (be) made of, one of,‎ 教学难点：重点语法知识点。‎ 浏览，跳读，信息归纳和建构思维导图的阅读技能。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：【知识点点拨】‎ ‎1. save 是一个动词，意为_______、_______，‎ ‎ 例句：我们必须救它们。We must ______ ________. 另外，做动词时还有“贮存，储蓄、节省、保存等意思。节约水__________ 贮存食物___________‎ ‎2. “one of.......”意为.......之一.....,后接可数名词复数名词形式。one of.......结构做主语时，谓语动词用单数形式。例句：我的一个同学来自云南。______ _____my classmates _____ from Yunnan.‎ ‎3. symbol是一个名词，意为_________.常用短语a/the symbol of......表示_______________. 例句：白鸽是和平的象征。The dove is ____ _____ ______ the peace(和平)。‎ ‎4. danger 是一个名词，意为“_________-”,常用短语 be in danger意为_____________.‎ ‎ danger前可用great修饰，表示“巨大的”.be in great danger 意为_________________ 例句：那个男孩会面临巨大的危险。The boy can ____ _____ ______ _________.‎ 作业布置：准备听写单词，做学法大视野 教学（后记）后思：‎ 课 时 教 案 课题： Unit5 Why do you like pandas? 第 6 课时 总序第 36 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：. 一、知识目标：‎ ‎1. 掌握本课单词: save, flag, forget, place, water, danger, cut, down, tree, kill, over,‎ ‎2. 重点短语：get lost, be in (great)danger, cut down, (be) made of, one of, ‎ 二. 能力目标：1.快速阅读和归纳语篇信息的能力2. 构建思维导图的阅读策略。‎ 三. 情感目标：1. 了解大象在泰国的相关文化和大象的现实处境，唤起学生珍惜并保护濒危动物的意识。‎ 批注 教学重点：重点词汇：save, forget ‎ 重点短语：get lost, be in (great)danger, cut down, (be) made of, one of,‎ 教学难点：重点语法知识点。‎ 浏览，跳读，信息归纳和建构思维导图的阅读技能。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：5. with. 是一个介词 prep.意为“.与...一起,偕同,和...”‎ 例句：她和她姐妹一起看电视。She ________ ______ with her sister. With做介词还有“带有...;有...的”之意，其后面接一个名词构成介词短语修饰前面的名词。例句：那个长头发的女孩是我同学。The girl ____ ____ ____ is my classmate 翻译：有水和食物的地方 _______ _______ ________ ________‎ 1. forget （v.）意为__________/_____________常用短语：forget to do sth _________________ (言下之意，事情还没做)；forget doing sth ‎ ______________(事情已做，但是忘了。)‎ ‎【学习过程】‎ Pre-reading Step1 自主学习，边学边导 ‎1.学习新单词,写出下列单词的中文意思；‎ save symbol flag forget get lost place ‎ water danger be in (great) danger cut down cut down tree kill ivory over （be）made of ‎ step2. 背景文化介绍：象与泰国 作业布置：准备听写单词，做学法大视野 教学（后记）后思：‎ 课 时 教 案 课题： Unit 5 Why do you like pandas? 第 7 课时 总序第 37 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识目标：‎ ‎1. 复习本单元重点词汇，短语。‎ ‎2. 复习本单元重点语法，知识点。‎ ‎3. 写一篇作文介绍自己喜欢的动物。‎ 二. 能力目标：1.整理笔记，使知识，结构化条理化。‎ ‎2.培养归纳演绎能力和发散思维训练。‎ ‎3. 培养模仿写作能力 三. 情感目标：1. 培养学生对动物的喜爱之情，珍惜珍贵濒危动物。‎ 批注 教学重点：重点语法知识点。‎ 教学难点：作文。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：【知识点点拨】‎ 一. 词汇短语检测：‎ ‎1、tiger_______ elephant_______ koala_______ dolphin_______‎ panda_______ lion_______ penguin_______ giraffe______‎ ‎2. 写出英语意思 吓人的；恐怖的__________ 种类_________ 稍微；有点儿___________‎ 南;南方;南方的;____________ 非洲____________ 南非____________ ‎ 澳大利亚___________ 宠物_______ 腿________ 猫_______ 睡觉____________‎ ‎3 英汉互译 ‎. 1）有点儿无聊________________ 2）.南非___________________‎ ‎ 3）. 非常喜欢________________ 4）.整天_____________ ‎ ‎ 5）.聪明的动物们_______________ 6）. 黑白相间_____________‎ ‎ 7）. Let me see_______________ 8）. very interesting__________ ‎ ‎ 9）.be from_______________ 10）. really scary______________ ‎ 作业布置：写一篇与动物有关的作文 教学（后记）后思：‎ 课 时 教 案 课题： Unit 5 Why do you like pandas? 第 8 课时 总序第 38 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：一、知识目标：‎ ‎1. 复习本单元重点词汇，短语。‎ ‎2. 复习本单元重点语法，知识点。‎ ‎3. 写一篇作文介绍自己喜欢的动物。‎ 二. 能力目标：1.整理笔记，使知识，结构化条理化。‎ ‎2.培养归纳演绎能力和发散思维训练。‎ ‎3. 培养模仿写作能力 三. 情感目标：1. 培养学生对动物的喜爱之情，珍惜珍贵濒危动物。‎ 批注 教学重点：重点语法知识点。‎ 教学难点：作文。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程： 二. 重点句子复习：‎ ‎1. 让我们先看熊猫吧。___________________________________________________‎ ‎2. 你最喜欢什么动物？____________________________________________________‎ ‎3. 你还喜欢其他什么动物？ ________________________________________________‎ ‎4. 你为什么喜欢熊猫？_______________________________________________________‎ ‎5. 因为它很可爱并还有点有趣 _________________________________________________‎ ‎6. 熊猫黑白相间，憨态可掬，整日睡觉，喜欢吃竹子，有时它还能直立走路。‎ ‎________________________________________________________________________‎ ‎7. 熊猫不是很聪明，容易忘记事情，但是它对人们很友好。‎ ‎_______________________________________________________________________‎ ‎8. 熊猫来自中国，是中国的象征，但现在正濒临灭绝。‎ ‎__________________________________________________________________________‎ ‎9. 人们砍伐树木，为了毛皮猎杀动物，许多动物失去了家园和食物。‎ ‎__________________________________________________________________________‎ ‎10. 我们必须停止伐木和杀戮，让我们行动起来，拯救那些濒危的动物 ‎【学习过程】‎ Pre-writing 完成3a, 然后朗读。文章中都讲了Bechy 的那些内容 作业布置：写一篇与动物有关的作文 教学（后记）后思：‎ 课 时 教 案 课题：  Unit6 I am watching TV 第 1 课时 总序第 39 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：Language Goal:Talk about what people are doing.‎ Teaching Aims:The present Progressive  (结构式:  Be + V-ing )‎ ‎ Emotion aim：Learn to read and write 批注 教学重点：现在进行时的用法和动词V-ing 形式的构成。‎ 教学难点：现在进行时的用法和动词V-ing 形式的构成。‎ 教学用具：多媒体 教学方法：多媒体辅助教学法，由浅入深,设置场景、对话以及表演来教授新句型 教学过程：Step 1  Revision What do you(does he/she)do?What do you(does he/she) want to be? Why?(通过复习一般现在时句型结构为下面的现在进行时的学习起一个比较的作用。）‎ Step2 Presentation ‎ 1.Listen to a song（听一首活泼愉快的歌曲，既能激发学生的学习兴趣，又能顺利地过渡到现在进行时的学习）‎ ‎2.Leading  out the new phrases and target languages.( Show some pictures on the screen and ask some students to perform the actions.)‎ eg. T: What are you doing ?‎ S: I am doing homework.（Help him/her to answer）‎ T：What is he /she doing ?‎ Ss: He /she is doing homework. ‎ Teach : watching TV, cleaning ， reading a book, eating dinner, talking on the phone...as the same way.（ 通过多媒体课件显示和学生的亲自表演，目的是让学生在真实情景中学习短语和感受出现在进行时的结构和用法。）‎ 作业布置：用现在进行时翻译句子 教学（后记）后思：‎ 课 时 教 案 课题：  Unit6 I am watching TV 第 2 课时 总序第 40 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：Language Goal:Talk about what people are doing.‎ Teaching Aims:The present Progressive  (结构式:  Be + V-ing )‎ ‎ Emotion aim：Learn to read and write 批注 教学重点：---Is he reading  ?---Yes, he is. /No, he isn’t.‎ 教学难点：现在进行时的用法和动词V-ing 形式的构成。‎ 教学用具：多媒体 教学方法：多媒体辅助教学法，由浅入深,设置场景、对话以及表演来教授新句型 教学过程：Step 1  Practice ‎ ‎1. Ask and answer in pairs: What is he/ she doing? He/She’s...‎ ‎2. Groupwork A: What are you doing ? B: I am doing homework.‎ A: What is he/ she doing ? C: He/ She's doing homework.‎ ‎3．The structure of present progressive tense and the present participle.‎ Step 2  Practice 1a and 1c ‎1. Match the words with the people in the pictures in Section A( 1a)‎ ‎2.Pairwork, ask and answer questions about the pictures. Ask some pairs to act out ‎ their conversations.(1c Step 3 Listening 1b ‎  接下来的任务型听力要求学生对动作做出反应，教师可承接刚开始的话题，引导学生根据任务：‎ ‎1. What are the people doing?‎ ‎2. Write numbers from 1a below.‎ Step 4  Guessing  game ‎ 作业布置：记单词，语法，学法大视野 教学（后记）后思：‎ 课 时 教 案 课题：  Unit6 I am watching TV 第 3 课时 总序第 41 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：知识目标：Remember the words and grammar 能力目标：Go on learning to talk about what people are doing.‎ 情感目标：Learn to communication with the ongoing tense 批注 教学重点： To learn the following sentences.‎ ‎—Is Nancy doing homework ?‎ ‎ —Yes, she is ./No, she isn’t .She is writing a letter.‎ 教学难点：present participle: run-running , write-writing 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：1.    Revision：The teacher asks Ss to do some actions, ask and answer one by one (chain work)‎ ‎ 2. Presentation：The teacher asks one student to come to the blackboard and do an action. ‎ ‎3. Practice：Have students make a similar dialogue like this ‎ ‎4. Guessing：gamesThe teacher uses pictures to ask the students. Cover one part of the picture and then uncover it little by little.‎ ‎6. Pairwork(work on 2c)‎ ‎7. work on 3a ‎8. Pairwork（work on 4）‎ ‎（1）Show a picture and teach the new phase“wait for a bus”.‎ ‎（2）Look at the pictures and answer the questions below. （3）T: Please look at the pictures again and talk about the four pictures.‎ ‎9. Grammar Focus.‎ T:‎ ‎ 这两天我们学习了现在进行时，当我们询问某人正在干某事时，我们应该说 What are you doing? What is he/she doing?‎ 回答时应说  I am watching TV.  He is doing homework.‎ 一般疑问句：‎ Is he/she doing? Yes, he/she is./No, he/she isn’t/‎ Are they doing? Yes, they are./ No, they aren’t.‎ T: 请大家注意现在进行时态的构成.   ‎ 主语＋be＋现在分词 T： 现在分词在动词下面加“ing”, 如play→playing 作业布置：（1）Read and recite 3a.‎ ‎（2）Write the story about the four pictures on page 27. Part 4.‎ 教学（后记）后思：‎ 课 时 教 案 课题：  Unit6 I am watching TV 第 4 课时 总序第 42 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：知识目标：继续学习某人正在干某事 能力目标：询问别人正在哪里干某事.‎ 情感目标：会用现在进行时进行交际 批注 教学重点：  To learn the following sentences.‎ ‎—Where do people play basketball? —At school.‎ ‎—Where is he swimming? —He is swimming at the pool.‎ 教学难点： To learn the following vocabularies: toy, shopping, mall, pool.‎ 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：1.    Revision ‎ Ask a student to do an action and ask ‎ ‎2.   Practice ‎ Show some pictures and phrases, let Ss practice in pairs like this .‎ A: What is he doing?‎ B: He is boating .‎ ‎4.   Complete the chart . (work on 1a)‎ ‎ Let Ss look at the chart , ask and answer in pairs .‎ ‎5.   Listening comprehension (finish 2a—2b on page 28 ) .‎ ‎1)    2a.  Please listen carefully and write down the places you hear in the chart below .‎ Then check the answers: mall, school , library .‎ ‎2)    2b. Please listen to the tape again and fill in the chart . ‎ Ss listen to the tape twice and write down the answer on their charts.‎ Check the answer . ‎ ‎3). Let Ss listen to the tape and repeat the conversations .‎ ‎6.  Pairwork (work on 2c) .‎ ‎  A: Hello! Is Tina there?‎ ‎  B: No, she isn’t . She is at the mall .‎ ‎ 7. Groupwork  (Make a survey )and fill in the chart . ‎ 作业布置：1). Listen to the tape and repeat the conversation on Section B.2b.try to imitate the pronunciation and intonation.‎ ‎2). Collect some pictures and bring them to the classroom. ‎ ‎3). Write the report down in the exercise book .‎ 教学（后记）后思：‎ 课 时 教 案 课题：  Unit6 I am watching TV 第 5 课时 总序第 43 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.   知识目标： Ss can use the present progressive tense to describe the pictures.2.   能力目标： Ss can ask and answer questions about the picture fluently.3.情感目标：Understand foreign habits of 批注 ‎ thinking 教学重点：1.    To use the following sentences:‎ Here is a photo / picture of my family. I’m with my sister Gina.‎ Thank you for your letter and the photos ‎2.    To learn the following phrases Thank you for sth. / doing sth.       be  with 教学难点： How to write the sentences about the present progressive tense correctly.‎ 教学用具：多媒体 教学方法：多媒体辅助教学法 教学过程：Show some pictures, let Ss ask and answer the questions in pairs.‎ ‎2. Work on 3a.‎ ‎3.Writing ‎ ‎ Show the pictures to the Ss and let Ss finish the sentences, then check the answers.‎ ‎  They are dancing.         He is running.     ‎ Yao Ming is playing basketball.‎ ‎  The teacher is writing.     Xie Tingfeng is singing.‎ ‎5. Practice write the sentences in their exercise books, the teacher walks around the class and see if the Ss can write the sentences correctly. Give Ss some help if necessary.‎ ‎ The teacher collects some pictures and sentences, shows them to the Ss and checks the answers.‎ ‎6. Fill in the blanks. ( finish 3b)‎ ‎(1) T: Here is another photo, look at the photo and the letter next to it. Please take out your pens and fill in the blanks.‎ Check the answers:   watching TV    reading the newspaper    talking    eating ‎(2)Show the picture of 3b, let Ss say the picture like this:‎ S1: Hello, everyone! I’m Bob’s grandfather. Here is a picture of my ‎ family. In this photo, I’m reading the newspaper, my son is watching TV…..‎ S2: Hello, everyone! I’m Bob’s mother…‎ S3: Hello, everyone! I’m Bob’s sister…‎ 作业布置：(1)Read and recite 3a.Write a short composition about your own photos or pictures.‎ 教学（后记）后思：‎ 课 时 教 案 课题：unit7 It is raining 第 1 课时 总序第 44 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标： 1. Knowledge ‎①Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty,‎ cool, cold, humid, warm, hot②Sentence structures: How’s it going? How’s the weather? What’s the weather like? ‎ ‎2. Ability: Talk about the weather and greet each other with a new structure.‎ ‎3. Cultural awareness: A new way of greetings and asking about the weather is quite a common greeting in western countries.‎ 批注 教学重点：A new way of greetings and the description words about the weather.‎ 教学难点：How’s the weather? It’s raining/windy/cloudy/sunny/snowing/.‎ ‎ How’s it going? Great! /Not bad! /Terrible! /Pretty good!‎ 教学用具：多媒体 教学方法：多媒体辅助教学法 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.‎ 作业布置：‎ 教学（后记）后思：‎ 课 时 教 案 课题： unit7 It is raining 第 2 课时 总序第 45 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：①Words: cook, study ‎②Sentence structures: What are you/ they doing? We/ They are… What is he/she doing? He/ She is … Yes/No questions and short answers.‎ ‎2. Ability: Ask and answer the Present Progressive Tense, and describe the activities people are doing ‎3. Cultural awareness: The inner feelings of the Ss are motivated by understanding and comparing different people’s lives in different areas.‎ 批注 教学重点：the correct use of the Present Progressive Tense 教学难点：Describe the weather and activities with the Present Progressive Tense 教学用具：班班通 教学方法：多媒体辅助教学法 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!‎ ‎ 2 Ss in a group. Student A looks at the picture on P84 and Student B looks at the picture on P86. Each picture has the same people in it, but they are doing different things. Take turns talking about what the people doing in the picture. Attention: don’t look at the partner’s picture. And the weather in 2 pictures could be compared too. ‎ weather sunny raining person 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.‎ ‎ ‎ 作业布置：1. Copy the new words 4 times and the Grammar Focus.‎ ‎ 2. Write 2 paragraphs about the 2 pictures on P84 and P86.‎ 教学（后记）后思：‎ 课 时 教 案 课题： unit7 it is raining 第 3 课时 总序第 46 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.Knowledge ‎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?‎ ‎2. Ability: Describe the different kinds of weather and different activities in different areas 批注 教学重点：Revise and use the words, expressions and sentence structures correctly.‎ 教学难点：Describe the weather in 4 seasons and people’s activities 教学用具：班班通 教学方法：多媒体辅助教学法 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.‎ 作业布置：‎ 教学（后记）后思：‎ 课 时 教 案 课题： unit7 it is raining 第 4 课时 总序第 47 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 1. 教学目标：1.Knowledge ‎①Words: vocation, lying, beach, group, beach, volleyball, surprised, heat, relaxed, winter, scarf, everyone, man ‎②Additional words: sandstorm, typhoon, tsunami(海啸)‎ ‎③Sentence structures: How’s the weather? What’s the weather like? What can we do with this? When is the best time to visit your town/city?‎ ‎2. Ability: Learn about different activities in different weather ‎3. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possible 批注 教学重点：Use the words, expressions and sentence structures correctly.‎ 教学难点：Describe the weather in 4 seasons and people’s activities 教学用具：班班通 教学方法：多媒体辅助教学法 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 working ‎ 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 ‎ 作业布置：‎ 教学（后记）后思：‎ 课 时 教 案 课题：Unit 8 Is there a post office near here? 第 1 课时 总序第 48 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标： 能掌握以下单词：post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, near, across, across from, front, in front of, behind, town, around ‎ ‎2.态度与过程： ‎ ‎—— Where 引导的特殊疑问句及其答语。‎ ‎——学会There is / are…。Is/are there..的句型及用法。‎ ‎3. 情感态度价值观目标：‎ ‎① 通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。② 通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进行交际.‎ 批注 教学重点：①Where 引导的特殊疑问句。②there be 句型的肯定式、一般疑问句及其回答方式。③方位介词的用法。‎ 教学难点：方位介词的用法。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程： Ⅰ. Lead-in:‎ ‎ T: Hello, everyone, please think about prepositions for position ‎ S: in, on……‎ ‎ T: Good, today we are going to learn other prepositions for position and several nouns. Please look at the following new words.‎ post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, near, across, across from, front, in front of, behind, town, around At first, ask a few students to try to read them, then the teacher corrects their pronunciations.‎ Ⅱ. Presentation:‎ ‎1. T: Hello, class, how to ay about a general question and negative of “there be”‎ ‎ S: When it is a general question, “be” should be put in the first word of a sentence.‎ When it is negative, it should add “not” behind “be”. ‎ T: T: Excellent, then please think about What a positive answer and a negative answer are?‎ S: A positive answer is “Yes, there is “or “Yes, there are.” A negative answer is “No, there isn’t “, or “No, there aren’t.”‎ T: Good. Now please finish the following exercises:‎ ‎1) There ______ (be) a lot of books on the desk.‎ ‎2) There ______ (be) a bank and two ________ (library) on the street.‎ ‎3) ______ ________ (有) a post office near here?‎ Ⅲ. Listening:‎ T: Now let’s listen to the tape, and circle the places you hear in ‎1a. ‎ ‎(听力指导：做好听力题的两个关键：一是听前看图片或者文字材料；二是听时抓住关键词。)‎ Listen again: finish the following dialogues:‎ IV. Listening: ‎ ‎1. Work on ‎2a; ‎ T: Now, look at 2b, listen and fill in the blanks with the words in the box.‎ The students check the answers. ‎ ‎2. Check the answers: ‎ Ⅶ. Pair work ‎ ‎1. Ask the Ss to ask and answer questions about the places in ‎1a on page 43.‎ Ⅷ. Role-play ‎ ‎ 1. Ask Ss to look at the conversations in 2d. Then Ss read the conversations by themselves and try to find out difficulties and suspicious. ‎ ‎2. T: ‎ ‎1. across from 意为“在……对面” ‎ e.g. The bank is across from our school. ‎ ‎ 银行就在我们学校对面.‎ 作业布置：1. Write down the new words in this class.‎ ‎2. 用今天所的学介词（near, next to, in front of, behind, between…and）来写五个句子 教学（后记）后思：‎ 课 时 教 案 课题：Unit 8 Is there a post office near here? 第 2 课时 总序第 49 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：能掌握以下单词：north ‎ 2.方法与过程： 继续练习there be 句型的一般疑问句及其肯定与否定回答，学习以where 引导的特殊疑问句的构成，能掌握以下句型：‎ ‎　①Is there a bank near here? Yes, there is. It’s on Center Street.‎ ②Are there any restaurants near here? Yes, there’s one in front of the post office.‎ ③Where’s the hotel? It’s behind the police station.‎ ‎④ Where’s the bank? It’s next to the post office.‎ ‎⑤ Where’s the park? It’s across from the bank, behind the hotel.‎ ‎⑥Where are the pay phones? They’re between the post office and the library.‎ ‎3. 情感态度价值观目标：‎ By asking for and giving directions on the street to enhance our logical expression and interpersonal skills.‎ 批注 教学重点：①Where 引导的特殊疑问句。②there be 句型的肯定式、一般疑问句及其回答方式。③方位介词的用法。‎ 教学难点：方位介词的用法。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Lead-in:‎ T: Hello, class, last lesson we studied some prepositions about position, such As: around, behind……, this class, we are going to learn other new words about asking the way. Now please look at them. ‎ along, go along, turn, right, left, turn, right, crossing, neighborhood Ⅱ.Grammar focus and revision ‎1. Review the grammar box. Ask students to say the questions and answers.‎ Ask students to circle these words in the grammar focus section of their books: such as: on, across from, next to, between…..and. ‎ ‎2. 学生阅读Grammar Focus中的句子，然后做填空练习。‎ ‎3. Ss check the answer with their partners.‎ ‎4. Give Ss six more minutes to try to remember the sentences.‎ T: Wonderful, now please look at ‎3a.‎ ‎3. 探究学习there be句型 ‎⑴ There be ...句型表示的是“某处有(存在) 某人或某物”，其句式结构：‎ ‎1. There be (is，are) +名词+地点状语 否定句：There isn’t / aren’t… ‎ 一般疑问句：Is/ Are + 主语 +…?‎ ‎ 肯定回答：Yes, there is/are.‎ ‎ 否定回答：No, there isn’t/aren’t. ‎ ‎⑵ There be 句型中的主谓一致原则 There be句型中be动词的形式要和其后面的主语在人称和数上保持一致。‎ 如果句子的主语是单数的可数名词，或是不可数名词，be动词用“is”。‎ 如果句子的主语是复数名词，be动词就用“are”。 ‎ 如果有两个或两个以上的名词作主语，be动词要和最靠近它的那个主语 在数上保持一致，也就是我们常说的“就近原则”。‎ Ⅲ. Practice:‎ Look at ‎3a, pay attention to the questions in the box. Ask students to read it out loud.‎ ‎ Look at the map and answer the questions. ‎ Learn by heart the following phrases, write them down on the book.‎ ‎1）in the neighborhood在附近地区 2）go straight 直走 ‎3）turn left 向左转 4）turn right 向右转 ‎5）on the left 在左边 6）on the right在右边 Ⅳ．Practice:‎ ‎ Look at 3b. Ask the students to pay attention to the picture of ‎3a and write ‎ ‎ three sentences.‎ Ⅴ. Guessing game:‎ ‎   Ask the students to the picture in ‎1a on page 43. Then ask students to name all the buildings in the picture. Have the students work in groups. One person chooses a building in the picture of ‎1a, but doesn't tell anyone which building it is. The others ask questions like those in the activity ‎3c until they guess which building it is. Several students can take turns to choose the building, the others will guess.‎ 作业布置：‎ 1. Remember the sentences in the Grammar Focus.‎ ‎2. 用所学的介词描述在你所在地周围这些场所的位置。‎ ‎ post office, police station, school, bus station 教学（后记）后思：‎ 课 时 教 案 课题： Unit 8 Is there a post office near here? 第 3 课时 总序第 50 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：能掌握以下单词：spend, spend time, climb, road, often, air, sunshine, free, enjoy, enjoy reading, easily, money ‎2.方法与过程 能掌握以下句型：① I like to spend time there on weekends.② I love to watch the monkeys climbing around.③ It is very quiet and I enjoy reading there.④ You can get to the library easily.⑤ The best things do not need money. ‎ ‎3. 情感态度价值观目标：① 通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。② 通过三个同学对自己住处的描述，培养学生爱自己家乡爱祖国的情感。‎ 批注 教学重点： 1) Words and expressions.2) Important sentences in 2b.‎ 教学难点：表示方位介词的理解与正确运用及指路的表达方式。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Warming- up and revision ‎1. Make a dictation of the new words and phrases of Section A.‎ ‎2. Look at the picture of ‎3a. Get the students to be different pairs to ask and answer ways Ⅱ. Learn the new words T: Please look at the new words; let’s find out whose pronunciation is the best in my class. ‎ ‎ Ask the students to try to pronounce one by one, then the teacher correct it.‎ Ⅲ. Practice Look at ‎1a. The teacher asks the Ss who could put the three phrases into English, then let the Ss match the words in the box with the signs, and see who does the best and most quickly.‎ Ⅳ. Listening ‎ Look at ‎1a and 1b.‎ ‎1. T asks the Ss to listen and write the correct place for each letter in the picture.‎ ‎2. Listen again. Fill in the blanks. Check the answers.‎ Ⅴ. Group work ‎ Look at the picture of 1b. ‎ ‎1. Divide the Ss into groups. Each group has two students. ‎ ‎2. T: Now please imagine you and your partner are the two people in the picture in 1b. Ask and answer questions about the places.‎ Ⅵ. Explanation:‎ Look at ‎2a and 2b.‎ ‎ 1. The teacher asks the Ss to check the places near your home. Tell your partner where they are.‎ ‎ 2. The teacher asks the Ss to find out difficulties.‎ ‎3. Explanation:‎ a). in my neighborhood 在我家附近　‎ b). I like to spend time there on weekends. 我喜欢周末在那里度过时光。（提示：spend 后跟动词的ing形式）‎ c) I love to watch the monkeys climbing around. 我喜欢观看猴子们在周围爬树。‎ 观看某人正在做某事　watch somebody doing ‎ d) To get there, I usually walk out and turn right on Bridge Road. 为了到达那里，我通常走出去在Bridge Road向右拐。‎ To get there 在本句中为目的状语。‎ f) You can get to the library easily. 你可以容易地到达图书馆。‎ Easily 是副词，在这里修饰动词get.‎ ‎4. Ask the Ss to read aloud the passage, and learn the important sentences by heart.‎ Ⅶ.Reading ‎1. Fast Reading:‎ ‎ Read the passages and match each passage with a map.‎ ‎ Ss read and match. Then check the answers.‎ ‎2. Careful Reading ‎ Work on ‎2c: ‎ The teacher asks the Ss read passages again and answer the questions.‎ Ss read the passage and try to answer the questions.‎ Check the answers with the class. Choose the best student’s answer, and then read them in class. ‎ 作业布置： 1. Write down the new words and sentences.‎ ‎2. Write a composition about your family address and buildings around 教学（后记）后思：‎ 课 时 教 案 课题： Unit 8 Is there a post office near here? 第 4 课时 总序第 51 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：复习方位词及词组的表达方式。‎ ‎2.方法与过程 熟练掌握如下特殊疑问句：① Where do you live?② What is your favorite place in your neighborhood? Why?③ How do you get there from your home?2. 情感态度价值观目标：1)学会提供帮助的一些日常用语。‎ ‎2)学会关注他人，关注社会，多做有益于他人和社会的好事情 批注 教学重点：1).there be 句型的一般疑问句及其肯定与否定回答，以where, what, how引导的特殊疑问句的构成.‎ ‎2). 掌握如下句型：① I enjoy playing Chinese chess with my grandpa. ‎ ② We sometimes watch the neighbor’s cats climbing the trees.‎ 教学难点：1) 学会阐述某一场所各个建筑物之间的位置关系，并能利用地图向他人介绍自己所居住的社区。‎ ‎2) My grandma makes the foods I like.‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Warming- up and revision T: Hello, class, so far we have learnt the new words and sentences in Unit 8, now let’s have a dictation about the words and sentences.‎ Ⅱ. Presentation Look at ‎3a. Ask the Ss look at the map of Cindy’s neighborhood and fill in the blanks. Then check the answers.‎ Ⅲ. Writing ‎ Look at 3b, ask the Ss to draw a map of your neighborhood and write about it with the help of the following sentences. After writing it, correct the answers in groups, choose the most excellent answers to read in class at last.‎ ① Where do you live?‎ ② What is your favorite place in your neighborhood? Why?‎ ③ How do you get there from your home?‎ Ⅳ. Self Check 1 ‎ ‎1. Have a competition:‎ Look at Self Check 1. See who will finish the passage with the words in the box at first.‎ Correct the answers: free, enjoy, climbing, spend.‎ ‎2. Ask the Ss to find out difficulties in the passage, and then the teacher explains them.‎ a) My grandma makes the foods I like. 我奶奶做我喜欢吃的食物。本句中的I like 为后置定语从句，修饰先行词foods, 此句只要求学生理解即可。 ‎ b) We sometimes watch the neighbor’s cats climbing the trees.‎ 观看某人正在做某事，watch somebody doing something 观看某人做事的全过程应为watch somebody do something Ⅴ. Self Check 2 ‎ Tell the Ss to write five sentences about your school using “there is ‎ /are, there are some trees in my school.” Then check and correct them in groups.‎ Ⅵ. Writing:‎ Imagine you are one of the two people in the picture on page 46. You have to tell others how to get to the supermarket of library, please write a composition.‎ 作业布置：1. Review the new words and sentences of this unit.‎ ‎2. Make a conversation to introduce your favorite places.‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit 9 What does he look like？ 第 1 课时 总序第 52 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：能掌握以下单词： curly, straight, tall, medium, thin, heavy, build, tonight, little, cinema, glasses, later ‎ ‎2.方法与过程.能掌握以下句型： —What does he look like? ‎ ‎ —He’s of medium/build. —What does he look like? ‎ ‎—She has long straight hair. —Is he tall or short？‎ ‎3. 情感态度价值观目标：让学生学会友好、客观地描述人的形象。‎ 批注 教学重点：掌握单词，熟练掌握描述人的形象的句型。‎ 教学难点：掌握描述人的形象的句型。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Warming-up and revision ‎ 找出三名外貌差异较大的学生来做比较，一个胖而高大的男生（a fat and tall boy），一个瘦而较矮的男生（a thin and short boy ‎），一个中等身材（of medium height）。‎ 目的：引起学生的学习兴趣，了解人物的外貌特征，（即不管外貌如何在不同的游戏中都能获胜）的对比培养学生的情感和态度：不要以貌取人（Don’t judge by appearance）。‎ 然后用这两名学生为例教heavy, tall, thin, short引出句型：‎ ‎1. What do you look like? He’s really tall. He has long straight hair.‎ ‎ 2. What does she look like? She’s of medium/build.‎ ‎…‎ Ⅱ. Presentation (Section A 1a)‎ ‎1. Match the words with the people in the picture. (1a)‎ 学习课本的第一部分P49,‎1a先看图片，然后搭配图片和相关的外貌特征的词。‎ Now please look at P49, 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) ‎ 留2-3分钟读写1a中的单词、短语。‎ ‎2. 引导学生熟悉有关描述人的外貌特征的词 ‎(1). 用漫画画人物教有关height，curly等单词。然后操练“What does he look like? He is really tall.” 注意be 动词的用法。‎ ‎(2). 一个cartoon girl 教身体的各部位（ear, face, hair, eye, nose, mouth）。然后操练“What does he look like? He has long straight hair.” 注意has的用法。‎ ‎(3). pictures 来教有关头发的词汇, 注意has的用法。接着教a beard, a moustache, glasses。‎ Ⅲ. Practice (Section A ‎1c)‎ ‎ 1. Read the conversation and recite it.‎ ‎ 2. Practice like the conversation according to some pictures.‎ 作业布置：1. 熟记本节课所学单词 ‎2．Describe your friends in the class and draw a picture of them. ‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit 9 What does he look like？ 第 1 课时 总序第 53个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：能掌握以下单词： curly, straight, tall, medium, thin, heavy, build, tonight, little, cinema, glasses, later ‎ ‎2.方法与过程.能掌握以下句型： —What does he look like? ‎ ‎ —He’s of medium/build. —What does he look like? ‎ ‎—She has long straight hair. —Is he tall or short？‎ ‎3. 情感态度价值观目标：让学生学会友好、客观地描述人的形象。‎ 批注 教学重点：掌握单词，熟练掌握描述人的形象的句型。‎ 教学难点：掌握描述人的形象的句型。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅳ. Listening (1b, ‎2a & 2b)‎ ‎1. Look at the picture of ‎1a, listen and fill the blanks in the picture. (1b)‎ 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 the look of Amy’s friend．( He's really tall．And he has curly hair.) ‎ ‎ 2. Listen and answer the questions. (‎2a)‎ ‎3. Listen again and fill in the chart. (2b)‎ David Sally Peter is has ‎4. Listen a third time to understand the key words.‎ Ⅴ. Practice (2c)‎ ‎1. Student A looks at the chart in 2b. Student B asks Student A questions about one of the people and then draws a picture of the person quickly.‎ ‎2. Act the dialogue.‎ Ⅵ. Role-play the conversation. (2d)‎ ‎ 1. Read the conversation to answer the questions：‎ ‎ （1）When are they meeting?‎ ‎（2）Where are they meeting?‎ ‎（3）What does David look like?‎ ‎(4) Is he tall or short?‎ ‎2. Read the conversation.‎ ‎3. Role-play the conversation.‎ ‎4. Explanation:‎ ‎(1) may be ‎(2) a little Ⅶ. Guessing game (李咏 潘长江)‎ 全班同学分为两组，每组选出一名同学作为组代表到黑板前面来，这两位同学面向其他同学，背向黑板，不许回头。老师将两幅名人图片粘到黑板上或打在屏幕上等，然后分别请这两组同学向本组的组代表描述本组图片上人的外貌、工作（第四单元知识点）或其他相关情况，让本组的组代表最快猜到本组图片上名人是谁的小组获得胜利。在游戏过程中注意：描述的同学每人只能描述一次，并且只能描述一句，并尽可能多的描述人物外貌，在很难猜出时，可以描述工作或其他相关情况。‎ 作业布置：1. 熟记本节课所学单词 ‎2．Describe your friends in the class and draw a picture of them. ‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit 9 What does he look like？ 第 3 课时 总序第 54 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：单词：handsome, actor, actress, person, nose ‎3.方法与过程：能掌握以下句型：① He’s of medium/build.‎ ‎ ② What does he look like? He’s really tall.③ What does he look like? She has long straight hair.④ Is he tall or short？‎ ‎2. 情感态度价值观目标：学习让学生学会友好、客观地描述人的形象。‎ 批注 教学重点：学习单词、句型。‎ 教学难点：让学生学会友好、客观地描述人的形象。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Warming- up and revision ‎1. Say what your friends in the class look like and show the pictures of them.‎ ‎2. Work in pair. One student describe one of his friends in class, the other student guess who he/she is.‎ ‎ 3. Write these words in the correct box. ‎ is has ‎ Read and write these words about 2 minutes.‎ Ⅱ. Grammar Focus ‎1. 学生阅读Grammar Focus中的句子，并完成下列句子填空练习。‎ ‎2. 指导。注意提醒、区分单复数，is 与has。‎ Ss finish off the sentences and check the answers. ‎ ‎3. 自主探究 ‎ 一、描述人物外貌的问句。‎ 二、描述人物形象的表达方式。‎ ‎ 1. 描述身高、体重等整体特征时用be动词。‎ ‎ 2. 表示留着何种发型等用have/has。 ‎ ‎ 3. 表示穿着、戴着眼镜（帽子）用wear。‎ Ⅲ. Reading ‎ ‎(Work on 3b) Read the sentences and circle the correct words to complete the conversation. ‎ ‎ 1. 阅读指导：首先，应读每个句子，理解句子的意思；然后，应根据主语的单复数形式来确定谓语动词或助动词的单复数形式。之后，还要看动词后面是形容词还是名词，这样来确定是用is还是has/have; 最后，通读一遍本句子，看是否通顺。‎ ‎2. Ss read the sentences and chose the correct words quickly. ‎ ‎ 3. Check the answers.‎ Ⅳ. Writing ‎ Ⅳ. Practice 学生分小组谈论自己感兴趣的名人长相，后填写下表 name is has likes Pan Changjiang short round face telling jokes 帮助学生具体问答，板书thin，blonde, good-looking，basketball team，straight hair 作业布置：1. 熟记本节课所学单词 ‎2．Describe your family members and draw a picture of them.‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit 9 What does he look like？ 第 4 课时 总序第 55 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：能掌握以下单词：blonde, mouth, round, face, eye, singer, artist, crime, criminal, put, each, way, describe, differently, another, end, real ‎ ‎2.方法与过程：能掌握描述人物相貌的句型。‎ ‎3. 情感态度价值观目标：‎ 帮助学生正确表述人物的相貌，并设计自己的样子。‎ 批注 教学重点：正确、熟练地描述人物相貌。‎ 教学难点：正确、熟练地描述人物相貌。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Warming- up and revision 1. Who does best？‎ ‎ Say what your family members look like and show the picture of them to the class. ‎ 1. Say what your favorite singer or athlete looks like, others guess who he/she is.‎ Ⅱ. Presentation ‎ ‎1. Write the words describing the people as many as possible, e.g. tall, thin, … black hair, round face …‎ ‎(Show some pictures on the big screen, and present the new words and expressions in this period)‎ ‎(blonde, mouth, round, face, eye, singer, artist, crime, criminal …) ‎ ‎2. Work on ‎1a: Match the words with the pictures.‎ ‎3. Read and write these words about 2 minutes. ‎ Ⅲ. Writing ‎ ‎1. Read the phrases in the box in 1b and make sentences about famous people with the words.‎ ‎ e.g. Zhao Benshan has a long face.‎ ‎2. Fill in the blanks and check each other.‎ Ⅳ. Listening Work on ‎1c: ‎ 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. Listen again and 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.‎ Johnny Dean Tina Brown Job singer actress Looks like really tall and thin has curly hair ‎ funny glasses medium height has long blonde hair ‎ beautiful ‎3. Listen a third time to understand the key words.‎ Ⅴ. Practice ‎1. Complete the chart with the words of the opposite meaning.‎ young thin tall long curly ‎2. Ss discuss with their partners, then check the answers. ‎ Ⅵ. Thinking about what you will look like in 20 years.‎ ‎1. Write what you look like now.‎ ‎ I’m … I have … ‎ ‎2. 设计一下自己的新形象。‎ I’m … I have …‎ Ⅶ. Reading & writing（2b & ‎2c）‎ ‎1. Look at the pictures of 2b and say what the three people look like.‎ ‎2. Fast reading: ‎ Read the article and find the real criminal.‎ ‎3. Careful reading: ‎ Read the article again and find the words describing what the three people look like in the article.‎ Let some Ss read out the sentences. ‎ Work on ‎2c: ‎ ‎1. Read the article again and write what the words in bold refer to.‎ ‎1）He =‎ ‎2）it =‎ ‎3）him =‎ ‎…‎ ‎2. 阅读指导：（见课件）‎ ‎3. Read the article to find the language points and try to translate into Chinese.‎ ‎4. Explaining the language points:‎ ‎1) talk to ‎2) in the end 作业布置：1. Read the article of 2b.‎ ‎2. Write your new look and draw on a piece of paper.‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit 9 What does he look like？ 第 5 课时 总序第 56 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 知识与能力：单词：复习整个单元。句型：复习整个单元。‎ ‎2.方法与过程：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。‎ ‎3. 情感态度价值观：‎ 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。‎ 批注 教学重点：掌握本单元单词、短语，描述人物外貌特征。‎ 教学难点：准确、熟练地描述人物外貌特征 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Warming- up and revision Show the picture of your new look and tell it to the class to find who does best.‎ Ⅱ. Presentation ‎1. Who remembers best?‎ ‎（检测本单元单词）‎ ‎2. Write more words in each box. (Self Check 1). ‎ ‎ To find who writes most right words.‎ ‎3. Read and write these words about 3 minutes. ‎ Ⅲ. Fill the blanks with the words in the box. (‎3a)‎ ‎1. Look at the picture of ‎3a to say what Jack looks like.‎ ‎2. Fill in the blanks quickly. ‎ ‎3. Check the answers. ‎ ‎4. Read the passage and translate into Chinese.‎ ‎5. Language points ‎1) first of all ‎2) be good at Ⅳ. Writing (3b)‎ ‎1. Read the questions in the form of 3b.‎ ‎2. 写作指导：（见课件）‎ ‎3. Write a passage about your best friend.‎ ‎4. Check the passages each other to correct them in the group.‎ ‎4. Read the best passage for the class.‎ Ⅴ. Self Check 2‎ ‎1. What do you parents look like? Describe them like this:‎ ‎ My dad is tall. He has … He wears … He likes … My mum is … She has … She wears … She likes …‎ ‎2. Check the passages each other to correct them in the group.‎ ‎3. Read the best passage for the class.‎ 作业布置：‎ ‎1. To master the words and expressions of this unit.‎ ‎2. To master the sentences of Grammar Focus.‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit 10 I’d like some noodles 第 1 课时 总序第 57 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.Knowledge objects ‎ To master how to order food or take-away; ‎ To master the modal verb “would” and “what” questions.‎ To master the usage of countable nouns and uncountable nouns.‎ ‎2.Ability objects ‎ ‎ To use “would like” to talk about the need for food.‎ To improve students’ ability of communication and social practice.‎ ‎3.Sensibility objects:‎ ‎ Let the students experience the happiness of learning English, cultivate their ability to do things and foster the spirit of cooperation in group activities.‎ 批注 教学重点：（1）Key words and target language and structures;‎ ‎（2）To master the usage of countable nouns and uncountable nouns;‎ 教学难点：To use “would like” to express their need for food and learn how to order food.‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Step 1 Presentation Show a picture and let the students answer the questions below:‎ 1) Can you see three bowls? 2) What are in them? 3) Do you like noodles?‎ ‎4）Can you find the differences among the three bowls of noodles?‎ ‎5）Show the sign ___Special 1, Special2, Special3 to understand their meanings.‎ Step2. Presentation ‎ 1. Teach the new words of food used in noodles.‎ ‎2. Look at the numbered list of ingredients. Read and repeat.‎ ‎3. Ask students to match each word with the foods in 1a.‎ Step3. Grammar 1. Present the countable and uncountable nouns.‎ 2. List many words, and let the students discuss in groups and tell us what kinds of nouns these words are.‎ 3. Step4. Presentation ‎ ‎ Present the target language as following:‎ A: What kind of noodles would you like?‎ ‎ B: I’d like beef and tomato noodles, please.‎ Step5. Practice the drill ‎1、Read the conversation above.‎ ‎2、Ask students to work in pairs. One person is the waiter, the other one is the customer. Then let them perform the conversation in front of the classroom.‎ Step6. Listening ‎1、Show three bowls of noodles in picture. Ask: What ingredients are in these noodles?‎ ‎2、Play the recording the first time .Students only listen.‎ ‎3、Play the recording a second time and correct the answers.‎ 作业布置：‎ Review the knowledge learned in this period.‎ Copy the new words.‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit 10 I’d like some noodles 第 2 课时 总序第 58 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.Knowledge objects a) To review how to order food;‎ b) Key structures: A: What size bowl of noodles would you like?‎ ‎ B: I’d like a large / medium / small bowl of noodles.‎ c) Listening and speaking practice ‎2. Ability objects To train students’ ability of listening and communication.‎ ‎3.Sensibility objects:‎ ‎ Let the students experience the happiness of learning English, cultivate their ability to do things and foster the spirit of cooperation in group activities.‎ 批注 教学重点：1. To review how to order food;‎ ‎2. To learn the key structures in this period;‎ 教学难点：To do listening practice.‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Step1. Revision ‎ Review the new words and conversations learned in last period.‎ Step2. Presentation ‎ Present the target language as following:‎ ‎ A: What size bowl of noodles would you like?‎ ‎ B: I’d like a large / medium / small bowl of noodles.‎ Step3. Role play Let the students perform the conversation as following, imagining they are in a restaurant (Each student can be both the waiter and the customer):‎ A: What kind of noodles would you like?‎ B: I’d like beef and tomato noodles, please.‎ A: What size bowl of noodles would you like?‎ B: I’d like a large / medium / small bowl of noodles.‎ Step4. Listening ‎1、Listen and check the names of the foods they hear in 2a.‎ ‎2、Listen and fill in the blanks in 2b.Play the recording a second time.‎ Step5. Activity Let the students draw different pictures of food and bowls in different sizes. Let the students make the noodles their partners or classmates want to eat. One student says the ingredients and sizes he/she wants, others stick the pictures to make a bowl of noodles.‎ 作业布置：造句：‎ What kind of noodles would you like? I’d like …‎ What size bowl of noodles would you like? I’d like…‎ 教学（后记）后思：‎ 课 时 教 案 课题： Unit 10 I’d like some noodles 第 3 课时 总序第 59 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.Knowledge objects ‎ To master how to order food or take-away; ‎ To master the modal verb “would” and “what” questions.‎ To master the usage of countable nouns and uncountable nouns.‎ ‎2.Ability objects ‎ ‎ To use “would like” to talk about the need for food.‎ To improve students’ ability of communication and social practice.‎ ‎3.Sensibility objects:‎ ‎ Let the students experience the happiness of learning English, cultivate their ability to do things and foster the spirit of cooperation in group activities.‎ 批注 教学重点：1. To review how to order food;‎ 教学难点：2. To learn the key structures in this period;‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：‎ Step1. Practice ‎1. Look at the picture and discuss what the people are doing in 3a.‎ ‎2. Read all the questions and the answers by themselves.‎ ‎3. Match each question with an answer. The first one is done as a sample.‎ Step3. Show Time Imagine the students are in a noodles’ restaurant in China. There is a menu. Order noodles they like. Make up a new dialogue with their partners. They should use their target language in this part.‎ Step4. Practice ‎1. Read the conversation again in 3a. And let the students make their own conversations. Student A asks the questions. Student B gives true answers.‎ ‎2. Perform their dialogue for the class.‎ Step5. Game and report Find out the most popular noodles in each group and let the students make a report.‎ 作业布置：预习下一节 教学（后记）后思：‎ 课 时 教 案 课题： Unit 10 I’d like some noodles 第 4 课时 总序第 60 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1.Knowledge objects ‎(1) To learn how to express their likes and dislikes;‎ ‎(2) To learn how to ask others’ information and provide their information;‎ ‎(3) Listening, speaking and reading practice.‎ ‎2. Ability objects To train students’ ability of listening and reading.‎ ‎3.Sensibility objects:‎ ‎ Let the students experience the happiness of learning English, cultivate their ability to do things and foster the spirit of cooperation in group activities.‎ 批注 教学重点：To learn how to express their likes and dislikes;‎ 教学难点：To do some reading practice.‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Step1. Revision Revise the food words and target languages in this unit.‎ Step2. Game.‎ Describe noodles (kind, size) in four sentences. Ask 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 the competition.‎ Step3. Presentation 1. Read the numbered list of words in 1a and repeat.‎ 2. Ask students to match each word with a picture. Write the letter of each food picture in the blank in front of the correct word. Check the answers.‎ Step4. Practice ‎1. Circle the things they like and put an X in front of the things they don’t like.‎ ‎2. Learn to express their likes and dislikes as 1b. (I like… I don’t like….)‎ ‎3. Work in pairs. Tell each other what they like and don’t like.‎ Step5. Listening ‎1. 2a: Let the students circle each of the words in 1a that they hear.‎ ‎2. 2b: Let the students write down the information on the order form. ‎ Step6. Practice Work in pairs. Student A works in the House of Dumplings. Look at the order form. Ask student B questions and fill in the order form.‎ Step7. Reading and writing Let the students read the words in 3a and the newspaper ad, then fill in the blanks.‎ 作业布置：记单词 教学（后记）后思：‎ 课 时 教 案 课题： Unit 10 I’d like some noodles 第 5 课时 总序第 61 个教案 课型： 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：Knowledge objects ‎ (1) To learn how to write an ad for a noodle or dumpling restaurant. ‎ ‎(2) To do some reading and writing practice;‎ ‎(3) Self-check 批注 教学重点：To learn how to write an ad for a noodles or dumplings restaurant 教学难点：To learn how to write an ad for a noodles or dumplings restaurant 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Step1. Revision Revise the food words learned in last period.‎ Step2. Survey: ‎ Let the students ask their partners and classmates: What food do you like?‎ Step3. Practice Read the ad in 3b. Write a word in each blank. Check the answers. ‎ Step4. Writing Look back at the ad in 3a.2. Let the students write their own ad. They can use some of the sentences from activity 3a. But please use their own types of dumplings and choose different drinks. They can also change the prices.‎ Step5. Practice ‎1. Let the students read their partner’s ad. Notice the kinds of food and prices. Then order food from their partners.‎ ‎2. Work in pairs and take turns ordering food and drink from their partner’s ad.‎ Step6. Self-check Review all the knowledge learned in this unit through doing the exercises in ‎ self-check.‎ 作业布置：Finish off the workbook and review.‎ 教学（后记）后思：‎ 课 时 教 案 课题： unit11 how was your school trip? 第 1 课时 总序第 62 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标 基本词汇：milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, coutryside, yesterday, flower, worry, luckily, sun, museum, fire, painting, exciting, lovely, expensive, cheap, slow, fast, robot, guide, gift, everything, interested, dark, hear ‎2. 技能目标: 能运用一般过去时描写过去的事情 ‎3. 情感目标: 学会客观地表达对事物的看法，培养乐观向上的性格 批注 教学重点：学习一般过去时； ‎ 教学难点：学会谈论过去事件。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Step 1 : Warming –up ‎ ‎ 1 Greeting ‎ ‎ Who is on duty today ?‎ ‎ What is the weather like today ?‎ ‎ What was the weather like yesterday ?‎ ‎ 2 Song : Play the song “ Old MacDonald had a farm” and have Ss find out the animals in the song ‎ ‎ Get Ss answer like this : On the farm ,there are some ducks, cats,chickens, cows pigs,dogs and horses . They are animals.‎ Step 2 : Presentation ‎1 Show a picture and tell Ss: This is also a farm. Last week Carol and his classmates had a school trip. They went to the farm. What did they do on the farm? How was their school trip? ‎ ‎ 2 Show some pictures again and try to get the past tense verbs expressions according to the pictures.‎ Step 3 Exercises ‎ Step 4 : Practice (Listening and speaking)‎ ‎1a‎ Match the phrses with the pictures. ‎ ‎ 1b Listen and circle the three things Carol did on her school trip in ‎1a.‎ ‎1c‎ Ask and answer questions about Carol’s school trip.‎ ‎2a‎ Listen and check the questions you hear.‎ ‎2b Listen again.Circle T for true or F for false ‎2c‎ Ask and answer questions about Carol’s visit to the farm.‎ Step 5 :Tasks: ‎ ‎1 Look at the pictures and practice the dialogue ‎ ‎ A:How was your school trip?‎ B: It was …(boring/interesting/good/great…)‎ A:What did you do on the school trip ?‎ B:I went for a walk with my classmates.‎ ‎2 2d Role-play the conversation ‎3.Groupwork: Make a survey. Ask your partners what they did ‎ last week. Then give a reporter.‎ Step 6 : Grammar Focus ( Get Ss read aloud )‎ ‎ How was your school trip ? It was great !‎ ‎ Did you go to the zoo ? No, I didn’t. I went to a farm.‎ ‎ Did you see any cows ? Yes, I did. I saw quite a lot.‎ ‎ Did Carol ride a horse ? No, she didn’t. But she milked a cow. ‎ Were the strawberries good ? Yes, they were . No, they weren’t. ‎ Step 6 Summary and Language points 作业布置：预习课文，记单词 教学（后记）后思：‎ 课 时 教 案 课题： unit11 how was your school trip? 第 2 课时 总序第 63 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标基本词组：milk a cow, ride a horse, feed chickens, quite a lot (of…), in the countryside, fire station, all in all, be interested in ‎ ‎2. 技能目标: 能运用一般过去时描写过去的事情 ‎3. 情感目标: 学会客观地表达对事物的看法，培养乐观向上的性格 批注 教学重点：一般过去时的判断及选用 教学难点：正确运用一般过去时 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Step 1：1 Greeting ‎ ‎ How are you today ? ‎ ‎ How were you yesteday ? ‎ ‎ How was your last school trip ?‎ ‎2 Free talk : ‎ T : Do you want to know something about your classmates’ school trip ? Now Ask your partner :What did you do on your school trip ? Then fill in the following chart.‎ Step 2 ：Pre-task :‎ ‎ 1.Look at the pictures and fill in the blanks.‎ ‎2.Write the past forms of the following verbs.‎ ‎ 3. Check the past forms .Then ask Ss to summerize the rules of past forms of the regular verbs.‎ ‎ Then explain the rules of past forms of the regular verbs Step 3 While-task ‎‎3a ‎ 1 Ask Ss to read the letters in ‎3a .‎ ‎ 2 Ask Ss to complete Jim’s letter on the left and Bill’s reply on the right.‎ ‎3 Check the answers .Ask Ss to pay attention to the past tenst verbs.‎ ‎4 Explain the language points ‎ ‎5 Read the letters together.‎ Step 4: Post-task ‎ ‎ 1. Challenge: ‎ ‎ Ask Ss to fill in the blanks according to the pictures. ‎ ‎ 2 Check the answers. Ask Ss to read the answers one by one.‎ ‎ 3 Have a student read the letter out aloud. ‎ ‎ 4 Ask Ss to read the letter several times. Try to recite it.‎ ‎ 5 Groupwork: Make up a story. Each student adds a sentence.If he or she can’t add a sentenec .He or she must sing an English song.‎ You can begin like this:‎ Last week I visited my aunt’s house.‎ ‎_______________________________ _______________________________ Step 5 Language points and Exercises 作业布置：‎ 教学（后记）后思：‎ 课 时 教 案 课题： unit11 how was your school trip? 第 3 课时 总序第 64 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标 基本句型：How was your school trip ? It was great !‎ ‎ Did you go to the zoo ? No, I didn’t. I went to a farm.‎ ‎ Did you see any cows ? Yes, I did. I saw quite a lot.‎ ‎ Did Carol ride a horse ? No, she didn’t. But she milked a cow. Were the strawberries good ? Yes, they were . No, they weren’t. ‎ ‎2. 技能目标: 能运用一般过去时描写过去的事情 ‎3. 情感目标: 学会客观地表达对事物的看法，培养乐观向上的性格 批注 教学重点：熟练拼写museum, fire, painting等词和运用基本句型I went to … That sounds …‎ 教学难点：掌握一般过去时并在实际情景中自如运用。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Step 1：1 Greeting ‎ ‎ What did you do yesterday ?‎ ‎ How were you yesterday ?‎ ‎ 2 Review: Games ‎ ‎ Use your imagation and make up a story. Each student adds a sentence.If he or she can’t add a sentence,he or she must sing an English song.‎ Step 2 ：Preparation ‎‎1a ‎1 Match the activities with the pictures.‎ ‎ 2 Check the answers Step 2 ：Listening 1b ‎‎1c ‎ 1 Listen and answer the questions.‎ ‎ 1 How was Jane’s trip ? 2 How was Tony’s trip ?‎ ‎ 2 Check the answers.‎ ‎ 3 Listen again. What did Jane and Tony do on their last school trip ? Check Tony or Jane.‎ Step 3：Speaking 1d ‎ 1 What was your last school trip like ?‎ ‎ Discuss it with your partner with the following words.‎ ‎ 2 Teach Ss to read the following words : ‎ interesting difficult lovely slowexciting boring cool hot lucky large expensive terrible decilious great cheap fast ‎ 3 Discuss like following conversation.‎ ‎ A: I went to a farm on my last school trip.There are many animals on the farm.They are very lovely.‎ B: That sounds great.‎ Step 4: Prepatation ‎ ‎2a Do the following words describe good things or bad things ? Put a √for good and an ×for bad . Leave a blank if they can mean both.‎ Step 5 : Reading 2b,‎‎2c ‎ 1 Read Helen’s and Jim’s diary entries and answer the questions in 2b ‎ 2 Read the diaries again and complete the chart in ‎‎2c ‎ How do Helen and Jim describe these things ? ‎ ‎3 Check the answers .Ask Ss to pay attention to the past tenst verbs.‎ ‎4 Explain the language points ‎ ‎5 Read the passages aloud Step 6 : Language points and exercises.‎ 作业布置：‎ 教学（后记）后思：‎ 课 时 教 案 课题： unit11 how was your school trip? 第 4 课时 总序第 65 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标 1. ‎ 熟练运用问方式的句型 ‎ What did Carol do? She picked some strawberries.‎ ‎ --How was your school trip? -- It was excellent/great/….‎ ‎-Did you see any cow? ---Yes, I did. /No, I didn’t.‎ ‎ 2. 技能目标: 能运用一般过去时描写过去的事情 ‎3. 情感目标: 学会客观地表达对事物的看法，培养乐观向上的性格 批注 教学重点：掌握词汇 anything ,grow,farm,farming,flower,worry, luckly, ‎ ‎ 熟练运用问方式的句型 ‎ What did Carol do? She picked some strawberries.‎ ‎ --How was your school trip? -- It was excellent/great/….‎ ‎-Did you see any cow? ---Yes, I did. /No, I didn’t.‎ 教学难点：根据文章找寻关键信息，提高阅读能力。‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Step 1：1 Greeting ‎ ‎ How are you feeling today?‎ ‎ What did you do last night?‎ ‎ How was your homework yesterday?‎ ‎ 2 Review : Games ‎ ‎ Use your imagnation and make up a story. Each student adds a sentence.If he or she can’t add a sentence,he or she must sing an English song.‎ Step 2 : Preparation ‎ ‎1.3a Look at the pictures of Bob’s school trip.Complete his diary entry.‎ ‎ 2. 3b Linda is Bob’s classmate. Complete her diary entry.‎ Step 2 : Writing ‎ ‎ ‎3c Now write a diary entry for your own school trip.‎ ‎ Explain if you liked it or didn’t like it and why. ‎ Step 3 : Self-check ‎ ‎ 1 Write more verbs and their past forms in each group.‎ ‎ 2 Complete the conversations with the correct forms of the verbs in the box.‎ ‎ 3 Check the answers ‎ ‎ 4 Grammar: The Simple Past Tense 作业布置：‎ 教学（后记）后思：‎ 课 时 教 案 课题： unit12 what did you do last weekend 第 1 课时 总序第 66 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：‎ 掌握以下单词： ‎ ‎ camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late.‎ 1. 方法与过程 ：‎ 能掌握以下句型：‎ ‎①—Where did you do last weekend, Lucy?—I went to summer camp.‎ ‎② —How was your weekend? —Pretty good, thanks ‎ ‎③ —I worked as a guide at the Natural History Museum. ‎ ‎④ —How interesting!以下语法：learn to talk about recent past events.‎ ‎3. 情感态度价值观目标 ‎1.帮助学生树立合作学习观点。‎ ‎2.讲述美好的周末，树立学生享受生活，热爱美好的大自然情感。‎ 批注 教学重点：1) Key vocabulary.‎ ‎2) Talk about recent past events 教学难点：1) Talk about recent past events ‎2) Practice students’ listening, speaking, reading and writing skills.‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Warming-up and revision ‎ ‎ Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. ‎ Ⅱ. 1 a This activity introduces the key vocabulary.‎ Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.‎ Ⅲ. Listening Work on 1b ‎ This activity gives students practice in understanding the target language in spoken conversation.‎ Ⅳ. Pairwork Work on 1c ‎ This activity provides guided oral practice using the target language.‎ Point to the example conversation. Ask two students to read the dialogue to the class.‎ Ⅴ. Listening ‎ Work on 2a: ‎ This activity gives students practice in understanding the key vocabulary in spoken conversation.‎ Point to the five sentences and ask a student to read these sentences to the class.‎ Correct the answers.1grandma 2 homework 3 English 4 farm 5 cows Ⅵ. Listening ‎ Work on 2b: ‎ This activity provides listening practice using the target language.‎ Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name.‎ Play the recording again. Ask students to write a letter in front of each statement to show what each person did.‎ Check the answers. B B C J J Ⅶ. Pair work ‎ ‎ Ask and answer in pairs.‎ Point to the example conversation. Ask two students to read the dialogue to the class. ‎ Say, Now work with a partner. Student A, ask questions about what, who or where , Student B answers. Students work in pairs.‎ Ⅷ. Role-play the conversation.‎ ‎ 1. Ask Ss to look at conversation in 2d. Then Ss read the dialogue by themselves and find the answer to these questions:‎ 作业布置：1. Copy new words twice.‎ ‎2. Write about what you did last weekend 教学（后记）后思：‎ 课 时 教 案 课题： unit12 what did you do last weekend 第 2 课时 总序第 67 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：‎ ‎ 掌握以下单词：away, mouse, baby, shout ,shout at, woof, language.‎ ‎2.方法与技能： 继续练习一般过去时态 能掌握以下句型：‎ ‎—What did you do last weekend?‎ ‎—I did my homework.‎ ‎—Who visited her grandma?‎ ‎—Becky did.‎ ‎—Where did she go last weekend?‎ ‎—She went to a farm.‎ ‎—Who did she go with? ‎ ‎—She went with her classmates.‎ ‎2. 情感态度价值观目标：‎ ‎1. 提高学生独立学习能力。‎ ‎2. 培养学生动手能力与想像能力。‎ 批注 教学重点：1) Key vocabulary, 特殊疑问句练习。‎ ‎2) Talk about recent past events 教学难点：Talk about recent past events Practice students’ listening, speaking, reading and writing skills.‎ 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Warming- up and revision ‎1. Greet students.‎ ‎2. Check the homework Ⅱ. Grammar Focus. ‎ ‎1. 学生阅读Grammar Focus中的句子并完成填空题。‎ ‎2. 学生们根据记忆完成句子，并自己校对答案。‎ ‎3. Give Ss seven more time to remember the sentences. ‎ ‎4. 探究乐园：‎ 一、一般过去时态的特殊疑问句 ‎ 1. 特殊疑问词 + was/were + 主语+ 其他？‎ ‎ 上个周末你过得怎么样？‎ ‎ _______ _______ your last weekend? ‎ ‎2. 特殊疑问词+ did + 动词原形+ 主语+其他？‎ ‎ 昨天他做了什么事情？‎ ‎ _____ ____ he do yesterday? ‎ 练一练： 对下列句子中的划线部分提问。‎ 1. I got up at nine yesterday morning. ‎ ‎ _____ ______ you get up yesterday morning?‎ ‎2. We did our homework last night. ‎ ‎ ______ ______ you _______ last night?‎ Ⅲ. Practice ‎ ‎1. Look at 3a. Tell Ss to fill in the blanks with who, what, where or how. Make the students finish the sentences by themselves.‎ ‎2. Check the answers.‎ ‎1 What , Who, 2 How, Where 3. What, Who.‎ ‎3. Say, Now practice asking and answering questions like this about what the people did over the weekend. Practice in pairs Ⅳ. Practice ‎ ‎1. Look at 3b. Tell Ss to complete the passage with the correct forms of the words in the box. Pay attention to the right sentence structure. Ss work by themselves.‎ ‎2. Check the answers.‎ Answers: saw, was, climbed , ran away, said.‎ ‎3. Ask several students tell the story in front of the class.‎ Ⅴ. 3c This activity provides oral practice using target language.‎ Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, and a picture of a tennis racket. Point to the picture of the TV and ask a student to make a sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the -ed in watched and played and remind students to use the past tense.‎ 作业布置：1. Read the sentences in Grammar Focus. ‎ ‎2. Make some conversations by yourself.‎ 教学（后记）后思：‎ 课 时 教 案 课题：unit12 what did you do last weekend 第 3 课时 总序第 68 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：‎ ‎ 能掌握以下单词： fly, kite, fly a kite. ‎ ‎2.方法与过程：能掌握以下句型：‎ ‎—Did you go anything interesting last weekend?‎ ‎ —Not really, but I visited my sister.‎ ‎ —My sister finished high school two weeks ago.‎ ‎3. 情感态度价值观目标：‎ 帮助学生对动物惧怕心理，鼓励学生学习自然知识。‎ 教育学生合理安排作息时间，健康生活。‎ 批注 教学重点：1) Key vocabulary, 一般过去时态一般疑问句练习。‎ ‎2) Talk about recent past events 教学难点：Talk about recent past events Practice students’ listening, speaking, reading and writing skills 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Warming- up and revision ‎1. Greet students ‎2. Show students new words in page 70, write on the blackboard. Make the students read.‎ Ⅱ. Presentation Work on 1a. ‎ Call attention to the pictures. Ask students to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they can't describe. For example, I played the guitar.‎ Ⅲ. Thinking ‎ Work on 1b: ‎ This activity provides reading practice using the target language.‎ Draw pictures of the happy face and unhappy face on the board. Write the words fun under the happy face and the words not fun under the unhappy face.‎ Ⅳ. Listening 1c ‎ This activity provides listening and writing practice using the target language.‎ Call attention to the names Jim and Sally and the write-on lines under each name.‎ Ⅴ. Pairwork ‎ Work on 1d: ‎ This activity provides guided oral practice using the target language.‎ Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class.‎ Ⅵ. Pairwork ‎ Work on 1e: ‎ This activity provides open-ended oral practice using the target language.‎ Point out the example in speech bubbles. Ask two students to read the dialogue to the class.‎ Ⅶ. Thinking ‎ Work on 2a: ‎ This activity provides writing and oral practice using the target language. Show some photos of animals on the screen. Ask the class to answer the questions Ⅷ. Reading ‎ Work on 2b:　‎ This activity provides reading practice using the target language.‎ ‎1. Fast reading ‎ Read the article and find the answer to this question:‎ ‎ What did they see near the fire the next morning?‎ ‎2. Careful reading ‎ Ⅸ. Reading Work on 2c ‎ Read the instructions again, put the phrases in order according to the passage then use then to retell the story.‎ 作业布置：1. Review the article in 2b. ‎ ‎2. Ask Ss. Write down your own last weekend.‎ 教学（后记）后思：‎ 课 时 教 案 课题：unit12 what did you do last weekend 第 4 课时 总序第 69 个教案 课型： 新授课 编写时间： 年 月 日 执行时间： 年 月 日 教学目标：1. 语言知识目标：‎ 复习一般过去时态的用法及动词的过去式。能正确叙述过去发生的事情。‎ ‎ 2.方法与过程：通过不同形式的练习题来练习谈论过去发生的事件。‎ ‎ 学会谈论自己节假日的活动。‎ ‎3. 情感态度价值观目标：‎ ‎1) 能积极主动学习，合作学习。‎ ‎2）温故知新,养成复习总结习惯。‎ 批注 教学重点：1）复习一般过去时态的用法及动词的过去式。‎ ‎ 2）通过不同形式的练习来熟练运用所学的知识。‎ 教学难点：‎ 正确判断时态，能对一般过去时态熟练运用，描述过去的事件 教学用具：班班通 教学方法：多媒体辅助教学法 教学过程：Ⅰ. Warming- up and revision ‎1. Daily greeting.‎ ‎2. Retell the article in 2b. ‎ ‎3. Review the vocabulary in this unit.‎ Ⅱ. Presentation Show the picture in 3a, what can you see ? Ask the students to practice in pairs.‎ Ⅲ. Practice ‎ This activity provides reading and writing practice using the target language.‎ Point out the pictures and ask students to describe what they see.‎ Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning.‎ Answer: did my homework, helped my mother, went to the library, played soccer, watched TV.‎ Ⅳ. Self Check1‎ ‎1. Review the phrases in this unit, complete the phrases in self check 1.Ask students do the exercise by themselves, then check the answer.‎ Answer: ‎ go out with friends fly a kite ‎ go for a walk milk a cow ‎ pick apples camp near the lake ‎ take photos study for a test ‎2. Use the phrases to make some sentences in recent past events.‎ Ⅴ. Self Check 2 ‎ This activity provides reading and writing practice using the target language.‎ ‎1. Make the students complete the conversation. Move around the room monitoring progress and giving language support as needed.‎ ‎2. Check the answer.‎ Answer : Where did you go?‎ Who did you go with?‎ What did you do?‎ Did you learn anything? ‎ 1. Ask two students to perform the dialogue to the class.‎ 作业布置：1. Review Section B. ‎ ‎2. Now write a travel diary .Imagine you are an American student on vacation in Beijing. Have students do the activity individually. Write on pieces of paper. Set it as written homework to be collected and marked.‎ 教学（后记）后思：‎