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人教版新目标英语
八年级上全册教案+教学工作计划大全
全册教学设计
Unit 1 Where did you go on vacation?
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something,
nothing, everyone, of course, myself, yourself
能掌握以下句型：
① —Where did you go on vacation? —I went to the mountains.
② —Where did Tina to on vacation? —She went to the beach.
③ —Did you go with anyone? —Yes, I did./No, I didn’t.
2) 能了解以下语法：
—复合不定代词 someone, anyone, something, anything 等 的用法。
—yourself, myself 等反身代词的用法。
3） 一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。
2. 情感态度价值观目标：
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点
1. 教学重点：
1) 用所学的功能语言交流假期去了什么旅行。
2) 掌握本课时出现的新词汇。
2. 教学难点：
1) 复合不定代词 someone, anyone, something, anything 等 的用法。
2) yourself, myself 等反身代词的用法。
三、教学过程
Ⅰ. Lead-in
1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的
事情。
Ⅱ. Presentation
1. Show some pictures on the big screen. Let Ss read the expressions.
2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows
something a person did in the past. Name each activity and ask students to repeat:
Stayed at home, Went to mountains, went to New York City 6. Went to the beach,
visited my uncle, visited museums, went to summer camp
3. Now, please match each phrase with one of the pictures next to the name of the
activity，point to the sample answer.
4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d
III. Listening
1. Point to the picture on the screen.
Say: Look at the picture A. Where did Tina go on vacation? She went to mountains.
Ask: What did the person do in each picture?
2. Play the recording the first time.
3. Play the recording a second time.
Say: There are three conversations. The people talk about what did on vacation.
Listen to the recording and write numbers of the names in the right boxes of the
picture.
4. Check the answers.
IV．Pair work
1. Point out the sample conversation. Ask two Ss to read the conversation to the
class.
2. Now work with a partner. Make your own conversation about the people in the
picture.
3. Ss work in pairs. As they talk, move around the classroom and give any help they
need.
4. Let some pairs act out their conversations.
V. Listening
1. Tell Ss they will hear a conversation about three students’ conversations. Listen
for the first time and fill in the chart. Then listen again and check Yes, or No.
2. Let Ss read the phrases in the chart of 2b.
3. Play the recording the first time. Ss listen and fill in the chart.
4. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ”
5. Check the answers with the Ss.
VI. Pair work
1. Let two Ss read the conversation between Grace, Kevin and Julie.
2. Let Ss work in pairs and try to role-play the conversation.
3. Ask some pairs to act out their conversations.
VII. Role-play
1. First let Ss read the conversation and match the people and places they went.
2. Let Ss act out the conversations in pairs.
3. Some explanations in 2d.
Homework:
用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话
写在作业上。
A: Where did you go…？
B: I went to…
A: Did you see…
B: Yes, I did. / No, I didn’t.
板书设计：
Section A 1 (1a-2d)
anyone, someone, everyone, something, anything, everything
yourself, myself
Where did you go on vacation? Did you do anything special?
I went to New York City. Did you go anywhere interesting?
Where did she go on vacation？ most of the time
She went to the mountains.
教学反思：
Section A 2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 复习所学的重难点句型及句式结构。
2）总结学习 anyone, someone, everyone, something, anything, nothing 等不定
代词的用法。
3）练习运用所学的句型及句式结构。
2. 情感态度价值观目标：
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点
1. 教学重点：
1) 用所学的功能语言交流假期去了什么旅行。
2) 复习运用本课时出现的新词汇。
2. 教学难点：
1) 复合不定代词 someone, anyone, something, anything 等 的用法。
2) 阅读填空能力的提高。
三、教学过程
Ⅰ. Warming- up and revision
1. Free talk: Ask Ss the questions: Where did you go on vacation?
Ss try to answer the questions.
2. Review the usage of “复合不定代词”
Ⅱ. Grammar focus.
1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。
1. 你去了什么地方去度假？
______ ______ you go on ___________?
2. 我去了纽约市。
I _______ _______ New York City.
3. 你和什么人别一起去的吗？
______ ______ go out with ________？
4. 不，没有别人在这儿。每个人都在度假。
No. ____ ______ was here.
________ was on _________.
… (其余试题见课件部分)
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行
强化记忆。
Ⅲ. Try to Find
一、复合不定代词总结：
1. some, any, no, every 与-one, -thing 可以组成八个不定代词，他们分别是：
someone, ________ _______ ________ __________ __________ ______________。
2. 带 some 的复合不定代词常用于肯定句中；带 any 的复合不定代词常用于否
定句或一般疑问句中。例如：
我想吃点东西。 I’d like _____________ to eat.
今天有人给我打电话吗？
Did ________ call me today?
3. 当形容词修饰不定代词时，应放在其后面。例如：这本书里有什么新东西吗？
Is there __________ _______ in this book?
今天没有什么特别的事。
There’s ___________ ________ today.
4. 由 some, any, no, every 构成的复合不定代词作主语时，都作单数看待，其谓
语动词用单数第三人称形式。例如：
Something is wrong with my watch.
Well, everyone wants to win.
Nobody knows what the future will be like.
There is something for everyone at Greenwood Park.
5. 除 no one 以外，其他复合不定代词都写成一个词。
二、学生们读上面的探究试题，并合作探究完成。
三、看大屏幕，校对答案。
Ⅳ. Practice
Work on 3a:
1. Let Ss look at the conversation in 3a. First let one student read the words in the
box.
2. Tell Ss to read the conversation and fill in the blanks.
3. 方法指导：
首先，应通读对话，掌握短文大意；其次，回顾一下刚才学习的有关复合不
定代词的用法。
然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，第一句话
是一个一般疑问句，空格前有 do 一词，可知空格处应填 anything 一词，意为“做
什么事情”。其他类似。
学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际
的运用提高自己的阅读能力、分析能力及综合运用能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Explanation : 反身代词
Work on 3b:
1. Tell Ss to fill in the blanks in the e-mail message with the words in the box.
2. 方法指导：
首先，应通读全文，掌握短文大意；其次，回顾一下刚才学习的有关复合不
定代词的用法。
然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，第一句话
是一个一般疑问句，空格前有 do 一词，可知空格处应填 anything 一词，意为“做
什么事情”。其他类似。
学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际
的运用提高自己的阅读能力、分析能力及综合运用能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Ⅴ. Group work
1. Work on 3c: Ask your group questions about their vacation. Then tell the class
your results.
2. Fill in the blanks according to the answers.
3. Try to make a report in each group. Then let one student read the report to the
class.
(最后，可以经学生们评议来推举最有能力的小组）
Ⅵ. Exercises
1. If time is enough, do some more exercises on big screen.
用恰当的不定代词填空。
1. _________ found Mr. Li’s keys and gave them back to him yesterday.
2. ─Did you see ___________ in the big box?
─ No, I didn’t. There’s ___________ in it.
3. _________ helped the little boy. He did it himself.
4. My watch doesn’t work. ___________ is wrong with it.
5. ─Hello, ___________!
─Hello, Mr. Smith!
6. ─How’s it going, Jack?
─Great! ____________ is going well.
7. ─Did you go to the beach with
___________?
─Yes. I went there with my cousin.
Homework
1. 背诵 Grammar focus 部分。
2. 复习复合不定代词及反身代词的用法。
板书设计
Section A 2 Grammar focus-3c
anyone, someone, everyone, something, anything, nothing
Did you go out with anyone?
No. No one was here. Everyone was on vacation.
Did you buy anything special?
Yes, I bought something for my father.
No, I bought nothing.
How was the food? Everything tastes good.
教学反思：
Section B 1 1a-2e
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：decide, try, paragliding, feel like, bird, bicycle, building,
trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough,
hungry
2) 能掌握以下句型：
① Where did…?
② What did…?
③ How was…？ / How were…?
④ Did she/he…?
2. 情感态度价值观目标：
学生了解我国不同地方的人们上学的方式，了解还有一些贫困地区的孩子们
需要我们去帮助他们。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读 2b 部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report where did they go on vacation.
3. Review the “复合不定代词”
4. Review the “反身代词”
5. Show a movie of paragliding.
Ⅱ. Writing
Work on 1a:
1. Point to the six words. delicious, expensive, exciting, cheap, terrible, boring
2. Read the words and let Ss read after the teacher.
3. Point to the last picture and say: This is a cake. It’s delicious. Then do the same
thing for all six pictures.
4. Let Ss match each word with a picture. Then check the answers with the students.
…
Work on 1b:
1. Explain the meaning of “ words” and “ words.”
2. Let Ss discuss the words they know and write them down on the line.
3. Let some Ss read out their words to the class. (Or let some Ss write their words
on the blackboards.)
Ⅲ. Listening
Work on 1c:
1. T: Now let's work on 1c. First, let one student read the questions aloud. Make sure
all the Ss know the meanings of the questions.
2. Play the recording for the first time. Ss only listen.
3. Then play the recording for the second time. Ss listen and answer the questions.
4. Then play the recording for the third time for the Ss to check the answers.
5. Ss listen to the tape and circle the words and phrases they hear.
6. Check the answers: (Look at the big screen.)
Work on 1d:
1. Tell Ss this time they have to write down what Lisa said about her vacation, the
people, the fun park, the food and the store.
2. Then play the recording for the second time. Ss listen and write down the words.
3. Then play the recording for the third time for the Ss to check the answers.
听力指导：在听时要抓重点内容。第一次听要求我们回答问题，因此在听的时候，
应重点将与这些问题相关的内容方面的听清，其他作为非重点内容。另外，要注
意要速记下重点内容。
在完成 1d 部分时要注意听的重点是放在 Lisa 对这五个方面的事情所做评价，因
此应听清楚那些形容词。
Ⅳ. Pair work
1. Tell Ss to ask and answer about Lisa’s vacation. Begin your questions with the
following sentences. For example:
Where did you go on vacation?
I went to New York City.
Did you go with anyone?
Yes, I did.
2. Ss work in pairs and ask and answer about Lisa’s vacations.
3. Let some pairs come to the front and ask and answer in pairs.
Ⅴ. Discussion
1. Tell Ss to work in groups. Discuss the questions together.
What do people usually do on vacation?
What activities do you find enjoyable?
2. Give Ss some possible answers:
People usually go to some places of interest for vacation.
I find fishing enjoyable.
3. Ss discuss the two questions. Write down their answers. Let some group report
their answers.
VI. Reading
Work on 2b:
1. T: Now we’ll read Jane’s diary entries about her vacation and answer the
questions.
Did Jane have a good time on Monday?
What about on Tuesday?
2. Ss read the diary quickly and find the answers to the questions.
3. Check the answers with the Ss.
Work on 2c:
1. Let some Ss read Jane’s diary entries again. Fill in the chart.
2. Let Ss look at the chart first. Then let them read and fill in the chart.
3. Check the answers. (Look at the big screen.)
Work on 2d:
1. Tell Ss they should read the conversation about Jane’s trip to Penang again and
use the information in the diary entries.
2. Ss read the conversation about Jane’s trip to Penang first then try to fill in the
blanks.
3. 方法指导：首先，应读通读整个对话一遍，理解对话的大意；然后，认真阅
读有空格的上下句的内容，结合日记的内容，确定空格处的内容。 最后，再通
读一遍对话，综合日记的内容看每个空格处是否贴切。
3. Ss read carefully and try to write down the words in the blanks.
4. Check the answers with the class.
Work on 2e:
1. 告诉学生们这篇日记是 Jane 在七月十八日又一次参观了 Penang Hill 后，所写
的。读日记，并用括号中单词的正确形式填空。
2. 方法指导：首先，再次明确这是一篇日记，因此应用一般过去时态；然后，
通读一遍日记的内容，了解大体内容；最后，综合每句的内容，用括号中动词的
正确的形式填空。
3. Ss read the diary and try to fill in the blanks.
4. Check the answers. (Look at the big screen)
5. 对动词一般过去时的规则形式与不规则形式，再复习一遍。
Homework
用所给动词的适当形式填空。
1. My mother ______ (buy) a new schoolbag for me yesterday.
2. When _____ you _____ (start) to learn English?
3. My aunt ______ (take) us to dinner at a restaurant but the food _______ (is)
not good at all.
4. When I _______ (am) in America, I _______ (make) a lot of new friends.
5. They _______ (have) a great sale last weekend.
板书设计：
Section B 2 3a-Self check
教学反思：
Section B1 1a-2e
Words: decide, try, paragliding, feel like, bird, bicycle, building, trader,
wonder, difference, top, wait, umbrella, wet, because of, below, enough,
hungry
① Where did…?
② What did…?
③ How was…？ / How were…?
④ Did she/he…?
Did Jane have a good time on Monday?
What about on Tuesday?
Section B 2 3a-Self check
一、教学目标：
1. 语言知识目标：
1) 复习询问或谈论假期去某地旅行的经历。
2) 能够综合运动词的一般过去时形式，并能正确填空。
3) 总结回顾动词过去式的规则变化不规则变化。
2. 情感态度价值观目标：
1) 学生了解我国不同地方的人们上学的方式，了解还有一些贫困地区的孩子们
需要我们去帮助他们。
2）通过谈论假期旅行的经历，明白在旅行时应注意保护环境。
二、教学重难点
1. 教学重点：
1) 能综合运用所的重难点词汇来完成相关任务。
2）能运用英语根据相关提示来记自己某次旅行的经历。
2. 教学难点：
能运用英语根据相关提示来记自己某次旅行的经历。
三、教学过程
Ⅰ. Warming- up and revision
1. Let Ss read the passage about Jane’s vacation to Malaysia. Then fill in the blanks.
2. Check the answers.
Ⅱ. Discussion
1. Show some pictures of the some places of interest. Tell Ss the name of them.
e.g. the Great Wall, Summer Palace, Tian’anmen Square, a Beijing hutong…
2. Let Ss discuss what they can do, eat, buy… in those places.
Ⅲ. Writing
1. Tell Ss they went to one of these places of interest last summer vacation. With the
help of the words in the box, try to fill in the blanks of the diary.
2. Let some Ss read the words in the box.
3. Ss read the diary and try to fill in the blanks with the words in the box.
2. 阅读指导:
首先，应阅读日记一遍，了解日记的大意。然后，细读每一句，根据上下文文意
来确定每个空格处应填的词汇。比如：读第一行可知此处是填空记日记时的时间，
空格后面有日期，因此空格处应填月份 August。读第二句话，可知空格处应填写
天气的词汇，故应选 hot and sunny。其他类似。
3. Ss read the passage then fill in the blanks with the words in the box.
4. Check the answers.
Ⅳ. Practice
Work on 3b:
1. Let some Ss read the questions aloud to the Ss. Make sure they know the meaning
of the questions.
2. Let Ss work in pairs to ask and answer the questions. Write their answers on a
piece of paper.
3. Get some pairs read out their answers.
4. Check the verbs forms.
Work on 3c:
1. Tell Ss to write a travel diary like Jane’s on Page 5. Use your notes in 3b.
2. 写作指导：
1. 本文为写日记， 因此应用一般过去时态。应注意动词的过去式形式。
2. 回顾一下在 3b 中所回答的问题的情况，然后将这些句子按恰当的逻辑顺
序排列在一起，形成条理清晰的一段文字。
3. 可以根据旅行的经历再添加一些恰当的想象的句子。
4. 再次，阅读一遍短文，看有没有错误的句子。
3. Ss write their diary by themselves. Give any help they need.
4. Let some Ss read their diary to the class.
Ⅴ. Self check 1
1. 让学生们看自己的笔记，复习相关复合不定代词的用法。
2. Let Ss read the small conversation and choose the correct words in the box to fill
in the blanks.
3. Check the answers with the Ss.
4. Explain any problem that Ss can’t understand.
Ⅵ. Self check 2
1. 让学生们看自己的笔记，复习相关动词过去式的规则变化及不规则变化。
2. Ss read the passage and fill in the blanks.
3. Let some Ss write their answers on the blackboard.
4. Check answers with the Ss.
5. Explain any problem that Ss can’t understand.
Ⅶ. Group work
1. Tell Ss what they should in this activity. Imagine you are all foreigners on vacation
in China. You meet each other at the airport on your way home. Talk about what you
did on your vacation.
2. Ss work in groups of four and ask and answer about their vacations in China.
3. Let some pairs act out their conversations in front of the class.
Homework
1. Review Section B.
2. 阅读 Self check 2 的短文，并强化记忆所列举动词的一般过去式形式。
3. 总结全单元出现的不规则变化的动词的一般过去式，并努力记住他们。
板书设计：
Section B 2 3a-Self check
3a: August, hot and sunny, a Beijing hutong, beautiful, bought something
special, it was interesting, Beijing duck, delicious, tired
3b: Where did you go? What food did you eat?
Did you go with anyone? What did you like best?
How was the weather? Did you dislike anything?
What did you do every day? How did you feel about the trip?
Unit 2 How often do you do exercise
Teaching aims of this unit:
Language goals :
1.Vocabulary: always usually often sometimes hardly ever never ,once a day ,twice a
week ,three times a month, my eating habits ,healthy /unhealthy lifestyle , keep in
good health, junk food ,eat less meat, the same as, be different from ,the difference
between…and…, of course ,look after, be good /bad for, sleep nine hours every night
all /most /some /no students ,maybe, although exercise =do/play sports
2.Ask and answer : What do you usually do on weekends?
I often watch TV on weekends.
How often do you watch TV?
I watch TV twice a week..
How long do you sleep every night?
I sleep nine hours every night.
What are the differences?
3. Topic :My lifestyle or habits
Aims of abilities: Talk about how often you do things
Aims of emotion: Get the messages from the others successfully.
4.Language functions: Wh-questions, What do …?, How often …?,Adverbs of
frequency, All/most/some/none
课时安排 5 课时
Period One: Section A (1a—2c)
Period Two: Section A (3—4)
Period Three: Section B (1a—2c)
Period Four：Section B (3a—4)
Period Five: Self check and Revision (A-self check)
Period One
Teaching Aims:
1. Learn to talk about how often do you do things
2. To learn the words of the adverbs of frequency.
Teaching Difficulties:
1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet,
program.
2.phrases: how often, on weekends, go to the movies, exercise, go skateboarding,
always , usually , often , never , hardly ever , sometimes .
3.Sentence patterns: What does she /he do on weekends ? She often goes to the
movies .How often do you shop ? Once a week / Twice a week ··· .
Teaching Aids: Tape recorder; Multi-Media.
Teaching Procedures:
Step 1 ：Greeting.
1.Welcome back: Talk about their holidays.
2.Encourage Ss to share their holidays with the whole class.
Step 2 ：Leading – in
1. Do you like watching TV? Yes ,I do.
Do you watch TV every day? Yes, I do.
How often do you watch TV?
I watch TV every day. I watch TV twice a week.
2.Introduce the key vocabulary.
Ask the students to say what they see in the thought bubbles.
Check the answers on the board.2.
3. Name each activity.
Repeat reading the following: watch TV, read, shop, go skateboarding, exercise, draw
4. Look at each picture in 1c.Tell what the person does on weekends.
Check the Ss orally.
1) Make sure what they will hear and do .
2) Read these adverbs and explain.
5.Play the tape twice .Write the letters on the line.
Ask Ss: Well, do you still remember your last vacation?
How did you spend it?
Was it the same as this summer vacation?
So what do you often do in your summer vacation?
Then show some phrases for Ss to practice.
Then present as following:
always>usually>often>sometimes>hardly ever(几乎没有) >never
and let them understand their differences at the first time.
Step 3 ：Guessing Presentation and Practice.
always, usually, often, sometimes, hardly ever(几乎没有) or never.
And during this part, present surf the net exercise and go skateboarding.
Step4 ：.Do a survey:
Activities How often
Take a shower
Wash your hair
exercise
Clean your room
Ask and answer: How often do you take a shower?
How often does he take a shower?
Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly
ever(几乎没有) or never.
Step 5: Homework
1.Do exercises on pages 1-2 of the workbook to practice the language presented in
this unit.
2.Remember what we learn today.
ON BLACKBOARD
Unit 1
I always get up early.
I am never late for class.
I sleep nine hours every night.
always usually often hardly ever never
of course , pretty healthy/good ,unhealthy ,a healthy lifestyle, try to do sth..,
look after, help sb. to do sth., study better, the same as, be different from
教学反思：
Period Two
Teaching Aims:
1. Students can learn to talk about activities and how often to each other
2. Students can listen, talk ,read and write these words correctly
Teaching Difficulties:
1. Words: high school, most, no, result, active, for as, for about
2. Phrases: for as, for about
3.Sentence patterns: How often do you shop? I shop once a month.
How often does Cheng watch TV? He watches TV..
Teaching Aids: Tape recorder; Multi-Media.
Teaching Procedures:
Step One ：Greeting.
Step Two ：Leading – in
Drills:
T: What do you usually do on weekends ?
S1: I usually play soccer .
T: How often do you play soccer ?
S1: I play soccer twice a week .
T: How often does he play soccer ?
The other Ss: He plays soccer twice a week .
Repeat for three times .
Step Three ：Pre-task
Review the grammar box .
Step Four ：While-task
1. Call attention to the survey .
2. Make sure the Ss understand the chart .
T: What activity do ninety-five percent of Green High students do every day ?
3. Ss answer .If necessary , give them help .
4. Review the information in the green box with Ss .
5. Read the article first by the Ss .
6. Check the answers .
7. Practise reading .
Step Five ：Post-task
1.T: What can you do to improve your English ?(e.g. read English books, practice
reading and speaking ) How often do you ··· ?
2.Think of more things you can do to improve your English and write them here .
3.Ask several Ss each question .
4.See: Who is the best English students in the class
Step Six: Homework:
1.Revise the new words .
2. Preview the next section
ON BLACKBOARD
Unit 1
How often do you watch TV?
I watch TV twice a week.
once a month
three times a year
all /most/ some /no students
100%=one hundred per cent
教学反思：
Period Three
Teaching Aims:
Learn to talk about how often they do things to keep healthy.
Teaching Difficulties:
1.Words:
junk food, milk, coffee, chips, cola, chocolate, drink, health, how many, interviewer.
2.Phrases: how many, be good for, be bad for, every day.
3.Sentence patterns: How often do you drink milk, Liu Feng?
How many hours do you sleep every night?
She says it’s good for my health.
Teaching Aids: Tape recorder; Multi-Media.
Teaching Procedures:
Step 1 ：Greeting.
Step 2 ：Warm-up
1.Enjoy an English song.
2.Free talk. Talk with Ss about the following questions:
Do you like fruit vegetables?
Yes, I do.I love it/ them. It’s/They’re delicious. And it’s /they’re healthy food.
It’s/They’re good for our health. Or No, I don’t. It’s awful. I can’t stand it.
Ask Ss: How often do you eat fruit vegetables?
Step 3: Presentation
1.Teach milk. Do you like milk? Do you drink milk every day? Why /Why not?
2.Then teach chip /cola/chocolate/coffee in the same way. Don’t forget to ask them
Are they/Is it healthy food /drink? They’re /It’s healthy/unhealthy/ junk food. Don’t
eat /drink them /it too often.
Step 4: Pair work
Ss make a similar conversation by themselves.
A: How often do you{ eat…? drink…?
B : I eat/drink… every day/….
A: Do you like it ?
B: Yes, I do. It’s good for my health.
/No, I don’t. But my mother wants me to eat/drink it.
Step5 : Presentation
The teacher asks Ss other questions:
How often do you exercise/watch TV/read English/play computer games?
How many hours do you exercise/watch TV/read English/sleep/play computer
games?
Step 6: Pair work
Get Ss to make a long conversation by themselves.
Step 7: Listen (work on 2a)
Get the Ss to listen and circle the answers to each question .Later check the answers.
Step 8: Work on 2b
Listen again and fill in the blanks in the survey. Then check the answers.
Step 9 .Group work
Role play. Student A is the interview. Student B is Katrina. Student C is Bill. Try to act
the conversation out .They can use their own words.
Step 10.Task Get the Ss to ask their classmates as many questions as they can about
their lives. The questions above (2b) can help them. After that they can give a report
in front of the class.
Step 11. Homework :
1. Finish the exercise in this period.
2. Write the report in the exercise book.
教学反思：
Period Four:
Teaching Aims:
1. Learn following expressions:
2. Learn to write one’s own habits.
Teaching Difficulties:
1.Words: habit, try, lifestyle, grade, better, same, as, different, difference, maybe,
although, for, keep, must.
2.Phrases: eating habits, look after, healthy lifestyle, unhealthy lifestyle, good
grades.
3. Main task: How to write a composition of one’s habits.
Teaching Aids: Tape recorder; Multi-Media.
Teaching Procedures:
Step1: Revision
1. Free talk:
2.Ask and answer
How often do you exercise? How often do you eat vegetables/fruit/junk food?
How often do you drink milk/coffee/tea? How many hours do you sleep every day?
Use he/she/they ask and answer these questions.
Group works
Step 2.Presentation and Practice
1. Free talk.
What is a healthy lifestyle.
After that, T can show a picture with healthy lifestyle and unhealthy one:
eat fruit never eat vegetables/fruit
vegetables drink coffee/wine too much
drink milk never drink milk
sleep 9 hours sleep 5 hours
do exercise never do exercise
healthy lifestyle unhealthy lifestyle
T: And you know: Healthy lifestyle can help us get good grades. Good food and
exercise help us to study better. My student Katrina has a good lifestyle. Let’s see it.
Step 3.Read 3a.
Compare the passage with yourselves.
Explain:
of course , pretty healthy/good ,unhealthy ,a healthy lifestyle, try to do sth..,
look after, help sb. to do sth., study better, the same as, be different from
Give more examples.
Step 4. Finish 3b.
Sep 5.Homework:
Read the text for many many times. And correct your composition referring to it.
ON BLACKBOARD
Unit 1
I always get up early.
I am never late for class.
I sleep nine hours every night.
always usually often hardly ever never
of course , pretty healthy/good ,unhealthy ,a healthy lifestyle, try to do sth..,
look after, help sb. to do sth., study better, the same as, be different from
教学反思：
Period Five: Self check and Revision
Step1 Greetings & free talk .
Step2 Discussion
Work in groups, discuss which kind of life is healthy.
Do a report according the discussion.
We think we should eat fruit and vegetables…
Step3 Self check
Fill in each blank with the correct word given.
Then make your own sentence with each word.
1. wants 2.exercises 3.help 4.try 5.have
Step3 Key vocabulary
1.ever adv. 曾经
2. once adv. 一次
3. twice adv. 两次
4.internet n. 互联网
5. program n. 节目单， （电脑）程序
6. hilltop n. 山顶
7. result n. 结果， 成果
8. key n. 提醒，提示， 线索， 答案
9. translate v. 翻译
10. song n. 歌曲
11.junk n. 垃圾， 破烂物，废弃的旧物
12. milk n. 牛奶
13. interviewer n. 采访者
14.habit n. 习惯，习性
15.difference n. 不同，差异，区别
16.grade n. 分数，成绩，年级
17. although conj. 虽然，即使，纵然
18. unhealthy adj. 不健康的， 不益健康的
19.skateboarding n. 溜滑板运动
Step4 Key phrases:
1. how often 多久一次
2. as for 至于，关于
3. junk food 垃圾食品
4.eating habit 饮食习惯
5.of course 当然
6.look after 照顾， 照看
7. start with 以……开始
8. make a difference 使得结果不同，有重要性
9. go shopping 去购物
10.have a party 聚会
11. go to the movie 去看电影
12. once a week 每周一次
13. hardly ever 很少
14. twice a week 每周两次
15. three times a week 每周三次
16. watch TV 看电视
17.on weekend 在周末
18. do homework 做作业
19. a lot of 许多
20. try to do 试图（努力）做某事
21. help sb (to) do sth. 帮助某人做某事
22. the same as 和……相同
23.keep in good health 保持身体健康
Step 5 Grammar
1.掌握句型：
1)What do you usually do on weekends? I often go to the movies.
What does she do on weekends ？ She often goes to the movies.
What do you usually do on weekends? I often go to the movies.
(watch TV、read books 、exercise 、clean、skateboard、 play basketball、wash
clothes、go shopping、 go to movies)
How often do you exercise/… ?
Task one “Find my group members.”
2)在规定 时间内填完活动表格，再向周围同学开始询问，找出与自己课外活动
大致相同的同学请他或她在每项活动后面签名。
Activity Name
3) Do a survey “What does she /he do on weekends ?”
Name Activity How often
2. Presentation and drill
（1）教师指着屏幕说：“ Now let’s see my activities on weekends. How often…?屏
幕上出现各项活动的图片并介绍。 I always read books at 6:00 in the morning. Then
I usually run at 6:30. I often clean my house in the afternoon. Sometimes I watch TV,
but I never watch TV too much. I hardly ever go to the movies.
（2）点击鼠标屏幕上出现频率副词及相关的百分比。
always(100%) usually(80%) often (30-50%)
sometimes(20%) hardly ever(5%) never(0%)
领读频率副词，让学生快速认读。
（3）分别点击活动图片，每个图片正面出现一个频率副词。
教师依次提问： What do you do on weekends?
引导学生用图片中的活动及副词回答，如：I usually run.
（4）Task: Making cards
每个学生把自己的课外活动做成卡片，再把频率副词做成卡片，然后一个学生问
What do you do on weekends? 另一个学生分别拿一张活动卡片和频率卡片并用
其进行回答。
(5)常见的频度副词有 never(从不), sometimes(有时),often(经常),usually (通常),
always(总是).
从 0%(never)到 100%(always)可以这样排序:
0%……………………………………100%
never sometimes often usually always
(6) 注意频率副词在句中有不同的位置.
在 be 动词之后:
I’m usually ill on planes.
Are you usually at home on Monday?
He isn’t usually ill on planes.
在实意动词之前:
I usually work on Friday.
I sometimes go to London.
3. all, most , some 和 none 的用法。
（1）all (所有的，全部的人或物)，any (任何一个)， none (都不)。 以上词使用范
围为三者以上。
All the flowers are gone. 所有的花都谢了。
I don't like any of the flowers. 这些花我都不喜欢。
I like none of the flowers. 这些花我都不喜欢。
注意：all 与 none 用法一样。跟单数名词，用单数动词；跟复数名词，用复
数动词。
All of the students are there. 所有的学生都在那。
All (of) the milk is there. 所有的牛奶都在那。
（2）. some 一些
1) 可与复数名词及不可数名词连用。
2) 当做"某一"解时，也可与单数名词连用。（= a certain）
You will be sorry for this some day.
总有一天，你会后悔这件事的。
A certain (some) person has seen you break the rule.
某些人不同意你的看法。
（3）most 意为“最大多数”、“最大量”。后可直接跟名词(可数或不可数)，同时，
也可接有形容词修饰的名词。注意：跟可数名词时，谓语动词要用复数形式。如：
Most boys like playing football.大部分男孩都喜欢踢足球。
I always spend most time learning English.大部分时间我总是花在学习
英语上。
Step6. Exercises.
( ) 1.A: How often ______ she exercise? B: Twice a week.
A. do B. does C. doing D. did
( ) 2. I ______ like to drink milk.
A. not B. doesn’t C. don’t D. no
( ) 3. Good food and exercise ______ me to study better.
A. help B. helps C. helping D. to help
( ) 4. Is her lifestyle the same ______ yours or different?
A. as B. in C. at D. to
( ) 5. I like ____ for breakfast.
A. a book B. a ruler C. an egg D. a sofa
( ) 6. The ____are $21.
A. glasses B. shoe C. table D. bike
( ) 7. Tennis ____ my favourite sport.
A. are B. is C. am D. be
( ) 8. I have a tennis and my friend Jim ____ two tennis rackets.
A. have B. play C. plays D. has
( ) 9. “Let’s play computer games.” “That ____ interesting.”
A. looks B. sounds C. listens D. reads
( )10. My father likes football. But he ____ it.
He only ____ football matches on TV!
A. plays, watches B. play, watch
C. doesn’t play, watches D. plays, doesn’t watch
【参考答案】
1. B 2. C 3. A 4. A 5. C 6. A 7. B 8. D 9. B 10. C
Unit 3 I’m more outgoing than my sister.
I. Teaching article: Unit 6
II. Teaching aims and demands
Talk about personal traits.
Compare people.
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
He’s calmer than Sam.
III. Teaching importance and difficulty
Comparative with –er, -ier.
More and both.
IV. Teaching ways
Revision, Learning, Practice and Reading.
V. Teaching tools
Tape-recorder and Lantern.
V. Teaching times
Six periods
Period 1
Teaching article Unit 6 Section A Teaching type Speaking
Knowledge
object Key vocabulary. Target language. Oral Practice.
Ability
oblect
Learning skill. Speaking skill. Communicative competence
Teaching aims
Moral Learn to play a musical instrument.
object
T e a c h i n g k e y p o i n t s
a n d d i f f i c u l t p o i n t s
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
And He’s calmer than Sam.
Is that Tina?
No, it isn’t. It’s Tina. Tara’s shorter than Tina.
Teaching aids A tape recorder. A projector. Some objects.
Teaching methods Listening and speaking methods. Communicative approach.
Teaching procedures
Step I Greet the class as usual and check the homework.
Step II Make a simple drawing of a boy and a girl on the
blackboard.
Judy is tall. Judy is taller than Bobby.
Then bring out two rules of different length. Say:
This is ruler. It’s Bobby’s ruler.(longer)
This is Judy’s ruler.(long)
Bobby’s ruler is longer than Judy’s.
Step III Show some new words on the blackboard.
Read the new words to students and ask them to repeat.
Step IV 1a
Ask students to do this activity individually. Then check and
answers.
Tall—short long hair—short hair thin—heavy calm—wild
Step V 1b
First tell students what the twins are. Twins are children born at
the same time to the same parents, but not always.
Step VI 1c Pairwork
Ask two students to read the sample conversation to the class.
A: Is that Tara?
B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..
Then have students work with a partner.
Make conversation work with a partner.
Step VII Pronunciation Note
Write one of the example sentences from the picture on the
board circle the word than say. When we say the word than, we
say it quickly. You don’t hear very much of the sound.
Step VIII Summary and Homework
Today we’ve leant the twins are having a concert. We’ve leant
how to compare people. After class, give more practice,
comparing your school things. Next class I’ll ask some of you to
say your conversations OK? Now, class is over? See you!
Blackboard design
Unit 6 I’m more outgoing than my sister
Draw two people on the blackboard. One is Judy. The other is
Bobby.
Judy is taller than Bobby. Bobby is shorter than Judy.
Homework
Today we’ve leant the twins are having a concert. We’ve leant
how to compare people. After class, give more practice,
comparing your school things. Next class I’ll ask some of you to
say your conversations OK? Now, class is over? See you!
教学反思：
Period 2
Teaching article Unit 6 Section A 2a-2c Teachingtype Speaking and listening
Knowledge
object Key vocabulary. Target language. Oral Practice. Grammar Focus.
Ability oblect Learning skill. Writing skill. Communicative competenceTeaching
aims
Moral object Handsome is that handsome does.
Oral practice..T e a c h i n g k e y p o i n t s
a n d d i f f i c u l t p o i n t s Grammar Focus
Teaching aids A tape recorder. A projector.
Teaching methods Listening and writing methods. Communicative approach. Pair work
Teaching procedures
Step I Greet the class as usual and check the homework.
Step II 2a
Read the words in the box to students.
Funny 有趣的 serious 严肃的 Outgoing （性格）外向的 quiet 安静的
Tell students smart and athletic are new words. Explain the new words and tell
students what they mean.
Step III 2b
Ask students to look at the boxes with the headings. Tina is …, Tara is …
Listen to the recording again. This time write how Tina and Tara are different.
Please write words in the boxes.
Step IV 2c Pair work
Let students look at the chart in Activity 2c. Ask two students to read it. Tell
students ***means Sam is taller than Tom.
Have students know they will talk about Sam and Tom in this activity.
Student A: Is Tom more intellectual than Sam?
Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?
Step VI Grammar Focus
Review the grammar box. Ask a student to read the sentences to the class.
Write the word funny on the board. Circle the letter y and say, when a word
ends y, the y changes to an I when you add –er. For example, funny – funnier.
Step VII Show some dialogue on the blackboard
Conversation 1:
A: Is that Mary?
B: No, it isn’t. It’s Peter. Peter is more carful than Mary.
A: Yes, Mary is more careless than Peter.
Conversation 2:
A: Is it Zoe?
B: No, it Wendy. Wendy is shorter than Zoe.
Conversation 3:
A: Is it Vera?
B: No, it’s not. It’s Mary. Mary is thinner than Vera.
Step VIII Summary and Homework
Today we’ve leant some words and learnt how to compare people. I hope you
can study harder than ever. You can learn more knowledge and make more
progress. After class, read the key vocabulary and learn them by heart.
Blackboard design
Unit 6 I’m more outgoing than my sister
Funny, funnier More athletic than
More intellectual than More serious than
Homework
Today we’ve leant some words and learnt how to compare people. I hope you
can study harder than ever. You can learn more knowledge and make more
progress. After class, read the key vocabulary and learn them by heart.
Period 3
Teaching article Unit 6 Section A 3a-4
Teaching
type
Reading
Knowledge Reading material. Target language. Listening, speaking and writing practice.
object
Ability oblect
Learning and speaking skills. Reading and writing skills. Communicative
competence
Teaching
aims
Moral object To be a brave and hardworking man
T e a c h i n g k e y p o i n t s
a n d d i f f i c u l t p o i n t s
Listening, speaking and writing practice.
My friend is the same as me. We are both quiet.
Do you look the same? No, I’m a little taller than her
Teaching aids A projector. Some piece of paper. A paper bag
Teaching methods
Listening, speaking and writing practice.
Reading and writing methods.
Communicative approach.
Teaching procedures
Step I Greet the class as usual and check the homework.
Step II 3a
There’s a letter in this activity. Read this letter to students. Answer any
questions students nay ask. Then show the five sentences on the blackboard.
1. Liu Li has more than one sister.
2. There are some similarities between Liu Li and Liu Ying.
3. Liu Ying is not as good at sport as her sister.
4. Liu Ying talks more than Liu Li.
5. Both girls go to lots of parties.
Step III Grammar Note
We are both tall.
They are both boys. We both have short hair. They both go to this school.
Circle the word both in the four sentences. Ask students: Does the word both
come before or after the word are?
Step IV 3b Pair work
First ask two students to read the sample conversation in the speech bubble.
Then tell students to work with a partner. Talk about how you are different
from a friend of family member.
Step VI The Same and Different
T: Do you find your partner?
T: OK. Now I’ll tell you how to do the game. You can ask and answer the same
questions as in Activity 3b. Please remember you have three minutes to write
down the things that are the different and same between your partner.
Step VII An Optional Activity
Students can do a similar activity using information about family members.
They can list the ways they are the same as and different from various members
of their families. Then they can tell the class about these differences and
similarities.
Step VIII Summary and Homework
Today we’ve read and article and known the same and difference between the
twins—Liu Ying and Liu Li. And we’ve done a game. We’ve learnt to say the
same and difference between you and your partner.
homework:
(1) Read the letter again. (2) Finish off the exercises of workbook.
Blackboard design
Unit 6 I’m more outgoing than my sister
We are both tall. They are both boys. We both have short hair.
They both go to the school.
Homework (1) Read the letter again. (2) Finish off the exercises of workbook.
教学反思：
Period 4
Teaching article Unit 6 Section B 1a-2c
Teaching
type
Speaking and listening
Knowledge Key vocabulary. Target language. Oral practice. Listening and writing practice.
object
Ability oblect Learning skill. Writing skill. Communicative competence.Teaching
aims
Moral object A friend in need is a friend indeed. Wish you to find your real friends
Oral practice.T e a c h i n g k e y p o i n t s
a n d d i f f i c u l t p o i n t s Listening and writing practice.
Teaching aids A projector. A tape recorder.
Teaching methods
Listening and writing methods. Communicative approach. Group work. Pair
work.
Teaching procedures
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step III Section B 1a
T: All of you have good friends, right? Well, can you tell me the same and
difference between you and your friends?
Sa: He is quieter than me.
Sb: We are both tall.
Sc: Her hair is longer than mine.
T: Great! And what do you think the most important things are to be your
friend? Now, please look at the blackboard. I’ll show descriptions on the
blackboard.
Step IV 16 Group work
Statements about friends using the phrases 1a.
Step V An activity Who is it?
Ask students to work in small groups. Each and writes down as many sentences
as they can to describe him or her.
Step VI 2aIn this activity first ask students to look at the names and the first
column of the talbe.
Tell students they will hear an interviewer talking to Holly and Maria. They are
talking about what they like about their best friends.
Step VII 2b
Let students look at the rest of the chart. Read the heading at the top of each
column.
The same as best friend. Different from best friend.
Tell students we’ll listen again. Ask students to fill in the chart. How are Holly
and Maria the same as and different from their best friends?
Step VIII Homework and Summary
Today we’ve recycled some key vocabulary and learnt some new words. And
we’ve learnt to talk about our best friends.
After class write down five statements about what is important in a best friend.
Please remember you can write a false statement among the five statements.
Next class we’ll do a game.
Blackboard design
Unit 6 I’m more outgoing than my sister
A good friend … Has cool clothes Is popular in school
Likes to do the same things as me Is good at sport
Is good at school work Makes me laugh
Homework
After class write down five statements about what is important in a best friend.
Please remember you can write a false statement among the five statements.
Next class we’ll do a game.
教学反思：
Period 5
Teaching article Unit 6 Section B 3a-4
Teaching
type
Reading and writing
Knowledge
object Key vocabulary. Reading passage. Oral practice. Reading and writing practice.
Ability oblect Reading skill. Writing skill. Communicative competenceTeaching
aims
Moral object Take an activity part in all kinds of social activities.
Get a chance to train your integrating skills.
Oral practice. T e a c h i n g k e y p o i n t s
a n d d i f f i c u l t p o i n t s Writing and speaking practice
Teaching aids A projector. Pieces of paper on which students write the five statements
Teaching methods
Listening and writing methods.
Reading and writing methods
Communicative approach.
Pair work.
Teaching procedures
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step III 3a
In this activity first read the article to students. Then answer any questions
students any ask. For example,
S: What’s view?
T: It’s what you think about something. It’s how you feel about something.
Step IV 3b
First let students look at the chart in Activity 2a on page 38. Then ask students
to write their own sentences about Holly’s friend and some sentences about
Maria’s friend.
Step V 3c
In this activity first ask students to say some of the words and phrases from this
unit they can use. For example,
Tall, short, thin, heavy Athletic, intellectual, shy Outgoing, serious
Step VI 2a
In this activity first ask students to look at the names and the first column of the
table. Tell students they will hear an interviewer talking to Holly and Maria.
They are talking about what they like about their best friends.
Step VII Pair work
Find Someone for the Job!
Focus students on the job ad. Ask students if they know the word—abacus. If
they don’t know, explain it to them. Abacus—a frame with balls that was used
to do arithmetic, long before calculators.
Step VIII Homework and Summary
Today we’ve reviewed the key vocabulary in this unit by reading practice.. And
we’ve learnt to write about our best friends. Now homework, write down the
words you underlined in Activity 3a in your exercise book.
Blackboard design
Unit 6 I’m more outgoing than my sister
Sentences students write: The name of a student who should get the job
Homework
Today we’ve reviewed the key vocabulary in this unit by reading practice.. And
we’ve learnt to write about our best friends. Now homework, write down the
words you underlined in Activity 3a in your exercise book.
教学反思：
Period 6
Teaching article Unit 6 Self check
Teaching
type
Revision
Knowledge
object Reviewing the key vocabulary in this unit. Writing practice. Just for fun.
Ability oblect Self check skill. Writing skill.Teaching
aims
Moral object Study hard and make great progress
Writing practice. T e a c h i n g k e y p o i n t s
a n d d i f f i c u l t p o i n t s Reviewing the key vocabulary Quiet, funny, outgoing Kind, athletic
Teaching aids A projector. A tape recorder
Teaching methods Self check method. Writing method. Communicative method
Teaching procedures
Step I Greet the class as usual and check the homework.
Step II Self Check 1
After students finish writing their sentences, write a number of student’s
answers on the blackboard.
(1) My friend likes sports. She’s very athletic.
(2) Paul is never quiet! He can’t stop talking.
(3) Mr. Wang is a kind man. He always helps others.
(4) Mary is a funny girl. She always makes me laugh.
(5) Jane isn’t very outgoing. She likes to stay at home and rest.
Step III 2First ask different students to read the questions on the left. Students
read.
Are you taller now? Are you more intellectual? Are you more popular?
Are you a better student?
Then ask students to think of themselves two years ago. How are they different
now?
Step IV Just for Fun!
Ask two students to read the dialogue to the class. Two students read.
A: I think I see the twins. Is that Java?
B: No, that’s Jalap. Jalap has curlier hair than Java.
A: And Java is taller than Java.
Write the words curly—curlier on the blackboard. Explain the words curly to
students or draw a simple picture what curlier hair means.
Step V Workbook
Read this article about Ali and Armlet. Then answer the questions
Step VI Summary
This class we’ve reviewed the key vocabulary of the unit. And we’ve learnt how
to compare our themselves between now and two years ago. I hope you can
make great progress.
Step VIII Homework
Finish off the exercises of the Workbook
Blackboard design
Unit 6 I’m more outgoing than my sister
Curly Curlier Curly hair
Homework Finish off the exercises of the Workbook
教学反思：
nit 4 What’s the best movie theater?
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：theater, comfortable, seat, screen, close, ticket, worst,
cheaply, song, DJ, choose, carefully, reporter, so far, fresh, comfortably, No problem
能掌握以下句型：
① It has the biggest screens.
② It’s the most popular.
③ Which is the best clothes store?
④ You can buy clothes the most cheaply there.
⑤ They play the most boring songs.
2) 能了解以下语法：
掌握形容词及副词的最高级形式；用最高级形式来描述人或物的特殊。
2. 情感态度价值观目标：
了解我们周围中有那些最出色的人或物，知道生活中有很多值得我们去学习
的人。周围环境中有很多值得我们去珍惜的事物。
二、教学重难点
1. 教学重点：
1) 形容词及副词最高级形式的构成。
2) 用形容词或副词的最高级形式来描述人或事物。
2. 教学难点：
用形容词或副词的最高级形式来描述人或事物。
三、教学过程
Ⅰ. Lead-in
1. 向学生们介绍一座大家都很熟悉的电影院，谈论自己对这座建筑物的感受。
从而引出本课时中的一些重要单词：comfortable seats, big screens, best sound,
cheap, new movies, close to home, buy tickets quickly, popular…
2. 学生们听老师的介绍，并学习这些新生词。
3. 学生们看幻灯片，并学习记忆这些生词。
Ⅱ. Presentation
Learn the new words.
Ⅲ. Discussion
1. How do you choose which movie theater to go to? Write the things in the box
under “Important” or “Unimportant”.
2. Ss discuss with their partners and write the words in the box in the chart.
Ⅳ. Listening
1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of
the sentences.
2. Play the recording for the Ss to listen and match the statement with the right
movie theaters.
3. Play the recording again. Check the answers with the Ss.
Ⅴ. Pair work
1. Let Ss read the model with a partner.
2. Use the information in the chart of 1b. Ask and answer with a partner.
3. Let some pairs ask and answer about the chart.
Ⅵ. Listening
Work on 2a:
1. Read the questions and answers in 2a. Tell Ss to remember the information.
2. Play the recording for the Ss to listen and circle the boy’s answers.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make
sure they know what to do.
2. Play the recording for the Ss to write the correct store or radio station next to
each statement.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss Student A is the reporter. Student B is the boy. Role-play the conversation.
2. Let Ss read conversation after the teacher.
3. Explain some main points for the Ss.
4. Ss act the conversation in pairs. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and answer the two questions:
① What is the newest cinema? __________________________________
② How does Helen like it? ____________________________________
2. Explain some new words and main points in the conversation.
3. Read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the
conversation.
Homework:
写六个句子来说一下你们班的“最……”。
In my class, Lin Tao is the tallest.
1. In my class, …
板书设计：
教 学 反 思 ：
Section A 1 (1a-2d)
theater, comfortable, seat, screen, close, ticket, worst, cheaply,
song, DJ, choose, carefully, reporter, so far, fresh, comfortably, No
problem
Sentences Structures：
① It has the biggest screens.
② It’s the most popular.
③ Which is the best clothes store?
④ You can buy clothes the most cheaply there.
⑤ They play the most boring songs.
Section A 2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：worse, service, pretty, menu, act
2）进行一步复习巩固学习 Section A 部分所学的生词和词组。
3）对形容词及副词的最高级形式的构成进行总结，掌握其构成规则。
4) 总结用形容词及形容词的最高级形式来描述人物或事物的句型结构。
2. 情感态度价值观目标：
了解我们周围中有那些最出色的人或物，知道生活中有很多值得我们去学
习的人。周围环境中有很多值得我们去珍惜的事物。
二、教学重难点
1. 教学重点：
1) 复习巩固 Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 掌握和运用形容词和副词的最高级形式来描述人物或事物。
2. 教学难点：
1) 掌握一些特殊形容词或副词的最高级形式。
2) 运用形容词和副词的最高级形式来描述人物或事物。
三、教学过程
Ⅰ. Lead-in
回答下列问题：
In our class, who is the funniest student?
In our class, who is the most serious student?
In our class, who is the tallest student?
In all the subjects, which is the most interesting subject?
In all the subjects, which is the most difficult subject?
1. Who’s the tallest in your class?
2. Which is the worst clothes store?
3. Which is the best clothes store?
4. Which radio station plays the most boring songs?
5. Which radio station plays the best songs?
6. Which cinema has the most comfortable seats?
Ⅱ. Grammar Focus
1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。
① 哪是可以去的最好的电影院？
What is the ____ ______ _____ to go to?
② 城镇剧院，它离家最近。
Town Cinema. It’s the ______ ___ home.
③ 并且你能在那里最快地买到票。
And you can buy ______ the _______ ________ there.
④ 哪家是镇上最差的服装店？
_______ is the ______ clothes store in town?
⑤ 梦想服装店。它比蓝月亮差一些。
Dream Clothes. It’s ______ ____ Blue Moon。
⑥ 它的服务最差。
It has ______ _______ _________.
⑦ 你认为 970 AM 怎么样？
What do you _______ _____ 970 AM?
⑧ 我认为 970AM 十分差，它放最差的音乐。
I think 970 AM is _______ _______. It has the ______ ________.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行
强化记忆。
Ⅲ. Try to Find
一、形容词和副词的最高级形式的构成：
1. 学生们观察例词，发现他们的规则，与同学们讨论，并记下来。
2. 最后，由各小组长来说一说他们小组所做的总结。
3. 大屏幕出示形容词和副词的最高级形式的规则，学生们记忆或记在笔记本上。
二、用最高级来描述人物或事物的句型小结：
1. A + be + the 形容词最高级 + 表示范围的介词词组
2. A + 动词+ (the) 副词最高级 +（表示范围的介词词组）
例句：
Dream Clothes is the worst in town.
The DJs choose songs the most carefully.
Ⅳ. Practice
Work on 3a:
1. Tell Ss to read the sentences in 3a and try to fill in the blanks with correct forms of
the words in brackets.
2. 方法指导：应通读全句，掌握短文大意；然后，根据句意及句子中有没有表
示范围的词组，来确定空格处的形容词或副词是用何级别形式。比如，在第一题
中，句末有表示范围的词组 in town，可知空格处应填 bad 的最高级形式，故应
填 worst。其他类似。
3. 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际
的运用提高自己的阅读能力、分析能力及综合运用能力。
4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Work on 3b:
1. 让学生们阅读表格中词语，并记忆这些词语的形式。
2. 让学生们思考一下他们居住地周围的一些商店的情况，并填写在表格中。
3. 让学生们就表格中所填写的内容，来发表自己谈论自己居住地周围的情况，
并写在表格中。 相互检查一下自己所写的句子，发现并改正错误。
4. 让部分学生读一下自己的句子。大家一起改正句子中的错误。
Ⅴ. Group work
1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。
2. 学生们与自己的小组成员一起来讨论自己居住地周围的饭店的情况，并将名
字及情况填写在表格中。
3. 讨论并比较这些饭店的情况，每个成员发表自己的意见，讨论自己认为是最
好的饭店。
4. 选举一名学生来向同学们汇报自己小组的讨论情况。
(最后，可以经学生们评议来推举最有能力的小组）
Ⅵ. Exercises
If time is enough, do some more exercises on big screen.
用所给单词的适当形式填空：
1. Lily is ______ (early) than Lucy.
2. Who goes __________ (slowly), Tom or Jim?
3. This book is _______________ (interesting) than that one.
4. She is ____________ (careful) in her school.
5. Who is _________ (late) Jim, Tom or Jack?
6. I think beef noodles is ________________ (delicious) of all.
Homework
谈论一下自己班级的“班级之最” Who’s the tallest? (the smartest, the tallest, the
heaviest, the friendliest, the thinnest, the most beautiful, the busiest, the funniest,
the most popular…)
I think … is the tallest.
板书设计
教学反思：
Section A 2 Grammar focus-3c
3a: worse, the worst; better, the best; more expensive, the most
expensive; most comfortably; the most interesting
3b: New World has the best service in town.
Big Mouth has best food.
Red Tea House has the best service.
3c: Danny’s is the best one because it’s the closest to my home.
Blue Moon is the best one because it has the most delicious food.
Section B 1 1a-2e
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：creative, performer, talent, common, all kinds of, beautifully,
role, winner, prize, everybody, make up, example, for example, poor, seriously, give
2) 能掌握以下句型：
① Who was the best performer？
② All these shoes have one thing in common.
③ That’s up to you to decide.
④ But if you don’t take these shows too seriously, …
⑤ They usually play a role in deciding the winner.
2. 情感态度价值观目标：
了解一些选秀节目的实质及目的，正确对待生活中的一些歌星及影星，不要盲目
地追风，做追星族。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1). 听力训练
2). 阅读 2b 部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. 复习形容词和副词最高级形式的构成规则，并完成相关任务。
3. Check the homework. Let some Ss report “Who’s the … in class?”
Ⅱ. Presentation
1. T: Show some movie theater or restaurant in the neighborhood on the big screen.
Tell Ss your thoughts about them.
2. Talk about the clothes stores or food stores in your neighborhood.
e.g.
Blue Moons has the worst clothes. New Fashion has the best quality. Young House
has the cheapest clothes. Jenny’s has the best service.
Ⅲ. Game
1. Work with your partners. You say an adjective and your partner say its opposites
in the chart.
2. Ss work in pairs and see who can do better.
3. Work on 1a and write these words and phrases next to their opposites in the
chart.
4. Check the answers with the Ss.
Ⅳ. Listening
Work on 1c:
1. Tell Ss to look at the pictures and the names in 1c. Tell Ss this school had a talent
show last weekend. Some Ss and some teachers took part in the talent show. Now
listen to the conversation and math the pictures with the performers.
2. Play the recording for the Ss. Ss just listen for the first time. Play the recording
again and match the pictures with the performers.
3. Check the answers:
Work on 1d:
1. T: Now please look at the chart in 1e. What do the people say about the
performers? You'll listen to the tape again. Then try to fill in the blanks.
听力指导：要抓别人对他们每个人的评价所说的词汇，也就是那些表示评价的形
容词或副词的最高级形式。因此在听的时候，应重点放在对人物的表演进行评价
的最高级形式上。
2. Ss listen to the recording carefully and try to fill in the blanks.
3. Play the recording again and check the answers with the class.
Ⅴ. Group work
1. Work in groups. Look at the information in 1d and make a conversation with your
partner.
2. Make a model for the Ss.
3. Tell Ss to make a conversation about all the performers.
4. Teacher can walk around the classroom, and give some help to the Ss.
Ⅵ. Reading
1. T: Do you often watch TV? Do you like China’s Got Talent? Today we’ll learn a
passage about talent shows.
2. Let Ss read the passage quickly and find out “Which three talent shows are
mentioned? ”
3. Ss read the passage quickly and find the answers to the questions.
Ⅶ. Reading
1. T: Now let’s work on 2c. First, let’s read the questions and make sure we know the
meanings of all the questions. Then read the passage again and find the answers to
the questions.
2. 方法指导：首先，应读懂五个题目的意思；然后，带着这五个问题再次认真
阅读短文的内容，并在短文中找出相关问题的回答依据。 综合短文内容与题目
内容，确定最为贴切的答案。
3. Ss read carefully and try to find the answers to the questions.
4. Check the answers with the class.
Ⅷ. Reading
1. T: Read the passage again. This time you should underline all the superlatives in
the passage, then write sentences using at least four of them.
2. 方法指导：首先，在短文中划出形容词或副词的最高级形式；然后，结合自
己生活或班级中的人或事物来用这个词语来造一个自己的句子；最后，与同位交
换自己的句子，互相检查一下。
3. Ss find the superlatives in the passage. Try to write their sentences.
Homework
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 完成 2e 中的调查，并写出一个调查报告。
板书设计：
教学反思：
Section B 2 3a-Self check
一、教学目标：
1. 语言知识目标：
1) 复习形容词及副词的比较的构成规则。掌握生词 crowded。
2) 能够综合运用所掌握的知识来描述周围的地点及事物的特点。
3) 通过描述周围的地点及事物来综合运用所学的形容词及副词的比较的用法。
2. 情感态度价值观目标：
1) 每个人都有自身的特长、优点和特点，古人云：三人行必有我师焉。每个人
都可以从他人那儿学习到你所需要的可贵的品质和精神。
Section B 1 1a-2e
New words: creative, performer, talent, common, all kinds of, beautifully, role,
winner, prize, everybody, make up, example, for example, poor, seriously, give
Sentence Structures:
① Who was the best performer？
② All these shoes have one thing in common.
③ That’s up to you to decide.
④ But if your don’t take these shows too seriously, …
⑤ They usually play a role in deciding the winner.
2）文中的选材贴近学生日常生活，易激发学生的学习兴趣。
二、教学重难点
1. 教学重点：
1) 能运用所学的形容词或副词的最高级的用法，根据提示来完成选词填空的任
务。
2）能运用所学的形容词或副词的最高级的用法来描写自己周围的一些地点和事
物等。
2. 教学难点：
能运用所学的形容词或副词的最高级的用法来描写自己周围的一些地点和事物
等。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Who’s got the talent in your class? Let some Ss give their report.
e.g.
1) Li Fei is the best chess player.
2) Xu Li is the most talented dancer.
3) Wu Fan is the most interesting writer.
4) Sun Nan is the faster runner.
5) … is the best basketball player.
6) … is the best English speaker.
7) … is the funniest actor.
3. Review the phrases. And make a sentence with the phrases.
1) 有相同特征 _________________
2) 各种各样的 _________________
3) 由……决定 _________________
4) 发挥作用 ___________________
5) 编造 ________________
6) 例如 ________________
7) 认真对待_____________
8) 给某人某物 ___________
Ⅱ. Lead-in
1. Let Ss talk about “What’s your favorite place to go on weekends? Why is it?”
e.g.
1) The Children’s Center is the best place to go on weekends. Because I can play
tennis and play ping-pong. I can speak English with friends.
2) The best place to go is Center Park. Because I can swim and climb the hill. I can
fly kites and take a walk in the woods.
Ⅲ. Reading
1. Read the article about Greenwood Park. Fill in the blanks with the correct
superlative forms of the adjectives and adverbs in the box.
2. 写作指导：
首先，阅读短文，整体把握短文大意。
其次，分析有空格的每个句子，看空格处应是形容词还是副词，根据句意确定单
词。
最后，将单词的最高级形式填到空白处。副词前可以不加 the。
3. Ss try to read the article and try to fill in the blanks.
4. Check the answers with the Ss.
Ⅳ. Writing
Work on 3b:
1. Think about some of the best places/things in your town. Why are they the best?
2. Give some examples to the Ss.
best middle school: No. 1 Middle School;
Why: Because it is the most beautiful school in my town.
Best super-market: New Century Supermarket
Why: the best quality and the best service
…
3. Ss try to think it and think about the reasons.
4. Try to fill in the blanks.
Work on 3c:
1. Write about your town and the best places/things there.
2. 写作指导：
本文为写自己所居住的城镇上最好的地方或事物，并说明原因。
因此，时态应用一般现在时态；
应先描述最……的是某个地方，然后说明这个地方最好的原因。
应注意正确运用形容词或副词的最高级形式来表达。
3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。
4. Let some Ss read their passage to the class.
Ⅴ. Discussion
1. Discuss the towns/cities in China with a partner. Tell the class which town/city you
think is the best.
2. Give Ss some examples:
I think Hangzhou is the best city in China. Because it’s the most beautiful. West
Lake is the most famous place. And it’s the most popular city. Quite a lot of visitors
come to Hangzhou every year.
3. Ss discuss with their partners and try to give their own idea.
4. Try to write about their ideas on a piece of paper.
Ⅵ. Self check
Work on Self check 1:
1. Fill in the blanks with the superlative forms of the words in the box.
2. 方法指导：首先，阅读句子理解大意。确定空格是修饰名词还是修饰动词，
从而确定空白处是形容词还是副词。最后填上其恰当的最高级形式。
3. 指导： 1. the cheapest 空格后有名词 restaurant; 关键句“你可以花仅五元就
能买到一大盘饺子。”
…
4. 学生做每个试题，并校对答案。
Work on Self check 2
1. Tell Ss to read the information then correct the mistakes.
2. Ss work by themselves.
说明原因：在短文第一段中列举了这三家影剧院的票价：Town Cinema 12 美元；
Screen City10.50 美元；Movie World 10 美元。
3. 学生们完成试题并说明原因。
Homework
1. Review Section B.
2. Imagine you going to a talent show of famous people. Write an article about the
talent show.
板书设计：
教学反思：
Section B 2 3a-Self Check
3a：the best; the fastest; the most crowded; the most creative
3c: one possible version:
The best school is No. 1 Middle School because it is the most beautiful. The
best supermarket is New Century Supermarket because it has the best quality
things and the best service. The best restaurant is Rui Jia Restaurant because it
has the most delicious food and it is the cleanest restaurant. The best clothes
store is Fashion Kids because it has the best quality clothes and it plays the
nicest music. The best theater is Hanhai 3D Theater because it has the biggest
screen and it has the most comfortable seats.
Unit 5 Do you want to watch a game show?
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能 掌 握 以 下 单 词 ： sitcom, news, soap, educational, plan, hope, find out,
discussion, stand, happen, may, expect
能掌握以下句型：
① What do you want to watch?
② What do you think of talk shows?
③ I can’t stand them.
④ I don’t mind them.
⑤ I like/love them. / I don’t like them.
2) 能了解以下语法：
动词不定式结构做动词的宾语；后面接动词不定式做宾语的动词。
3）学会陈述自己的看法；学会谈论自己的喜好。
2. 情感态度价值观目标：
学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。 注意
引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立
的个性。
二、教学重难点
1. 教学重点：
1) 学习掌握各类电视和电视节目的名称。
2) 掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动
词。
2. 教学难点：
掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。
三、教学过程
Ⅰ. Lead-in
学生们根据图片提示学习各类电视节目并且练习运用 What do you think of…?
Ⅱ. New words
Learn the names of the TV shows.
Ⅲ. Game
1. 引导学生们看 1a 中的图片，根据提示依次说出每一部 TV Show 的名称。
2. 让学生们看图片及 1a 中的词汇，将图片与正确的词汇相连。
3. Check the answers with the Ss.
Ⅳ. Listening
1. T: Tell Ss to read the shows in the box. Make sure they know the meaning of the
shows.
2. Play the recording for the Ss to listen and number the shows1-4.
3. Play the recording again. Check the answers with the Ss.
Ⅴ. Pair work
1. Let Ss look at the pictures in the box. Then explain the meaning of each expression
to the Ss.
2. Let Ss read the conversation after the teacher. Then let Ss make their own
conversation using the shows and expressions in the box.
3. Let some pairs ask and answer about the shows.
Ⅵ. Listening
Work on 2a:
1. Read the shows in the box of 2a. Tell Ss to remember the information.
2. Play the recording for the Ss to listen and number the TV shows [1-5].
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make
sure they know what to do.
2. Play the recording for the Ss to write the correct words in the blanks.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss ask and answer questions about the TV shows in 2a. They can use the
information that is true for them.
2. Let Ss read conversation after the teacher.
3. Explain some main points for the Ss.
4. Ss act the conversation in pairs. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and match the name with the right shows.
① Grace a. game shows and sports shows
② Sarah b. soap operas
③ Grace’s classmates c. news and talk shows
2. Explain some new words and main points in the conversation.
3. Read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the
conversation.
IX. Homework:
用下列词组来造句：
(1) plan to … (2) hope to…
(3) find out… (4) can’t stand…
(5) sth. happen (6) expect to …
板书设计：
教学反思：
Section A 1 1a-2d
sitcom, news, soap, educational, plan, hope, find out, discussion,
stand, happen, may, expect
Sentences Structures：
① What do you want to watch?
② What do you think of talk shows?
③ I can’t stand them.
④ I don’t mind them.
⑤ I like/love them. / I don’t like them.
Section A 2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：joke, comedy
2）进行一步复习巩固运用 Section A 部分所学的生词和词组。
3）进一步学习运用所学的知识来陈述自己的看法；学会谈论自己的喜好。
4) 掌握动词不定式结构做动词的宾语这一语法知识；掌握后面接动词不定式做
宾语的动词。
2. 情感态度价值观目标：
学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。 注意
引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立
的个性。
二、教学重难点
1. 教学重点：
1) 进一步学习运用所学的知识来陈述自己的看法；学会谈论自己的喜好。
2) 掌握动词不定式结构做动词的宾语这一语法知识；掌握后面接动词不定
式做宾语的动词。
2. 教学难点：
掌握动词不定式结构做动词的宾语这一语法知识；掌握后面接动词不定式做
宾语的动词。
三、教学过程
Ⅰ. Revision
1. Have a dictation of the new words learned in the last class.
2. Ask and answer questions about the different shows.
What do you think of news?
I can’t stand it. / I like it. / I don’t mind it. I…
3. Role-play the conversation in 2d.
Ⅱ. Grammar focus
1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。
① 你想看新闻吗？
Do you want to ____ ______ _____?
② 你觉得谈话节目怎么样？
What do you ______ ___ _____ shows?
③ 我不介意看。/我不能忍受。/ 我喜欢看。
I don’t ______ them. I ____ ______ them. I ____ ________ them.
④ 你计划今晚上看什么节目？
_______ do you______ _____watch tonight?
⑤ 我计划看《我们过去的时代》。
I ______ ____ watch Days of Our Past.
⑥ 你期望从情景喜剧中学到什么？
What can you ______ ___ ____ from sitcoms?
⑦ 你能学到一些很好的笑话。
You can _______ some great _____.
⑧ 你为什么喜欢看新闻呢？
Why do you like _________ ___ ______?
⑨ 因为我希望查明在世界各地发了什么事情？
Because I ______ ____ _____ ___ what’s going ________ the world.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行
强化记忆。
Ⅲ. Grammar
动词不定式做宾语的用法：
动词不定式的形式：to + 动词原形
Jack wants to buy some flowers for Mr. Wu.
杰克想给吴老师买些花。
常见的跟动词不定式做宾语的动词:
想要 want, 期望 expect, 希望 hope, 计划 plan, 决定 decide ,开始 begin,开始 start
2. 最后，由各小组长来说一说他们小组所做的总结。
3. 大屏幕出示常见的跟动词不定式做宾语的动词和同学们一起对答案。
二、【拓展】省略 to 的不定式
有些动词后面跟动词不定式时应将不定式符号 to 省去。常见的动词有 let, make,
feel, help, watch, hear 等。例句：
让我来帮助你。 Let me help you.
你能帮助我打扫房间吗？ Can you help me clean the house?
Ⅳ. 及时练
用所给单词的适当形式填空：
1. She expects _________ (arrive) tomorrow.
2. Let’s _______ (watch) talk shows tonight.
3. They hope _________ (visit) the Great Wall next year.
4. Do you plan _______ (find) a part-time job?
5. When do you want _____ (go) swimming?
6. My uncle often helps me ________ (learn) math and English.
Ⅴ. New words
joke comedy
Ⅵ. Practice
Work on 3a:
1. Tell Ss to read the conversation in 3a and try to fill in the blanks with right words.
2. 方法指导：应通读整个对话，掌握对话大意；
然后，根据问句所问的内容及自己的实际情况来回答问题。
注意，第二个问是一个选择疑问句，意为“你想看……还是看……呢？”
3. 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词语，在实
际的运用提高自己的阅读能力、分析能力及综合运用能力。
4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
5. 学生们两结对操练对话，最后找几名学生来表演一下对话。
Work on 3b:
1. 让学生们阅读表格中的问题，明白每个问题的意思。
2. 让学生们思考一下他们自己的实际情况，并做出正确的回答。
3. 让学生们互相检查自己所写的句子，发现并改正错误。
4. 让部分学生就这些问题进行问答，说出自己所写的句子。大家一起改正句子
中的错误。
Word on 3c:
1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。
2. 先由一名学生们对自己的小组成员进行提问，询问每一名成员希望看的内容。
然后，在表格中的适当位置记下他们的名字。
3. 由其余的同生们根据表格中的情况来写一个小组成员情况的报告。大家互相
讨论一下这些报告，最后，确定出一个最完整且没有错误的报告。
4. 由这名学生来向同学生汇报自己小级的情况。
(最后，可以经学生们评议来推举最有能力的小组）
VII. Exercises
VIII. Writing task
写一个报告，陈述一下你的爸爸、妈妈及祖父母亲分别喜欢看什么类型 节目，
并简要说明原因。
My mother likes sitcom. She thinks they’re interesting. …
板书设计
Section A 2 Grammar Focus-3c
3a: to watch an action movie; the sports shows; want to watch; a sitcom;
watch the news.
3b: 1. I don’t mind them. 2. I like to watch The Winner.
3. No, I don’t. I think it’s boring.
4. I expect to find what’s going on around the world.
3c: One possible version:
In my group, S1 wants to watch a movie. S2 hopes to watch a sitcom. S3 expects
to watch the news. S4 plans to watch a sports show. S4 never wants to watch a game
show.
教学反思：
Section B 1 1a-2e
一、教学目标：
1. 语言知识目标：
1) 能 掌 握 以 下 单 词 ： meaningless, action, action movie, cartoon, culture,
famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose,
ready, be ready to, character, guy
2) 能掌握以下句型：
① I like to watch action movies because they’re exciting.
② John wants to watch talk shows because they’re enjoyable.
③ One of the main reasons is that Mickey was like a common man.
④ However, he was always ready to try his best.
⑤ People today expect to see more than just a little mouse fighting bad guys.
2. 情感态度价值观目标：
了解他人对不同的电影或电视剧的看法，明白不同的人有不同的喜好，从而
明确人们喜好的差异性；了解世界其他国家的文化，形成跨文化的意思。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读 2b 部分的短文并完成相关要求。
三、教学过程
Ⅰ. Revision
看图画让学生们根据图片提示来完成句子，注意动词不定式的用法。
Ⅱ. Lead-in
T: Show some movies or shows on the big screen.
Let Ss discuss about them. Ask and answer what they think of them.
Ⅲ. New words
Present some new words on the big screen.
Ⅳ.Work on 1a
1. Work with your partners. Ask and answer about the movies or shows.
2. Let Ss talk about the movies or shows with the words in 1a.
3. Let some pairs ask and answer in front of the class.
Ⅴ. Listening
Work on 1b:
1. Tell Ss to listen and circle the description words you hear in the box in 1a.
2. Play the recording for the Ss. Ss just listen for the first time. Play the recording
again and circle the words.
3. Play the recording and check the answers with the Ss.
Work on 1c:
1. T: Now please look at the chart in 1c. What do John and Mary think of the movies
or shows? You'll listen to the tape again. Then try to fill in the blanks.
听力指导：要抓别人对他们两个人的看法所说的词汇，也就是那些表示看法的
形容词。因此在听的时候，应重点放在对剧目进行评价的形容词上。
2. Ss listen to the recording carefully and try to fill in the blanks.
3. Play the recording again and check the answers with the class.
Ⅵ. Discussion
1. Work in groups. Look at the questions in 2a.
2. Ask one student the questions as a model.
3. Tell Ss to discuss the questions in the group.
Ⅶ. Reading
1. Introduce something about Disney.
2. New words.
3. Work on 2b.
T: Do you like to watch cartoons? Do you know Mickey Mouse? Today we’ll
learn a passage about Mickey Mouse.
Let Ss read the passage quickly and complete the time line on next page.
Ss read the passage quickly and complete the time line on next page.
Check the answers with the Ss.
4. Work on 2c.
First, let’s read the questions in the chart. Make sure all the students know the
meaning of the questions. Then read the passage again and find the answers to the
questions.
方法指导：首先，应读懂五个题目的意思；然后，带着这五个问题再次认真阅读
短文的内容，并在短文中找出相关问题的回答依据。 综合短文内容与题目内容，
确定最为贴切的答案。
Ss read carefully and try to find the answers to the questions.
Check the answers with the class.
5. Work on 2d
T: Read the passage again. This time you should discuss the questions with a partner.
方法指导：首先，在短文中找到相关问题的回答依据；然后，与伙伴来讨论一下
这个问题，结合自己生活经历回答出这个问题；
Let some Ss talk about their answers.
VIII. Explanation
IX. Homework
1. Finish 2e on P38.
2. Remember the words and phrases in the lesson.
板书设计：
Section B 1 1a-2e
New words and expressions:
meaningless, action, action movie, cartoon, culture, famous, appear, become,
rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to,
character, guy
Sentence Structures:
① I like to watch action movies because they’re exciting.
② John wants to watch talk shows because they’re enjoyable.
③ One of the main reasons is that Mickey was like a common man.
④ However, he was always ready to try his best.
⑤ People today expect to see more than just a little mouse fighting bad guys.
Section B 2 (3a-Self Check)
一、教学目标：
1. 语言知识目标：
1) 掌握下列生词: dress up; take sb.’s place, army, do a good job
2) 复习 to 不定式做宾语的用法。掌握后面跟不定式结构做宾语的动词。
3) 能够综合运用所掌握的知识来描述自己所喜欢的一些动画片或影视剧。
3) 通过自己所喜欢的一些动画片或影视剧来达到熟练运用所学知识的目的。
2. 情感态度价值观目标：
1) 每个人都有自己的爱好，要了解个体的差异性，了解自己的爱好，尊重别
人的爱好。
2) 了解一些影视片的内容，通过观看不同形式的影视片来了解社会，丰富自
己的文化知识。
二、教学重难点
1. 教学重点：
1) 能运用所学的知识及提示来阅读相关影视片的简介，并能完成相关任务。
2）能运用所学的知识与句型表达方式来简介一下自己所看过的影视片。
2. 教学难点：
能运用所学的知识与句型表达方式来简介一下自己所看过的影视片。
三、教学过程
Ⅰ. Revision
Review the main phrases learned yesterday.
(1) 想起 __________
(2) 例如________
(3) 发行；出版 _________________
(4) 在二十世纪三十年代 ______________
(5) 主要原因之一___________________
(6) 努力做某事 ________________
(7) 愿意迅速做某事_______________
(8) 尽最大努力_____________
(9) 不仅仅；不只___________
Ⅱ. Lead-in
Ask some questions about Mulan. Let the Ss think and answer the questions:
“Do you like cartoons? Do you know Mulan? Can you say anything about it?”
Ss discuss the questions and answer the questions. e.g.
S1: Yes, I do. Mulan didn’t have any brothers. She took his father’s place to fight
in the army.
S2: Mulan dressed up like a boy. Nobody knew she was a girl in the army.
Ⅲ. New words
Ⅳ. Reading
1. Read the article about Mulan. Fill in the blanks in the movie review. Use the words
in the box to help you.
2. 写作指导：
首先，阅读短文，整体把握短文大意。
其次，分析有空格的每个句子，看空格处的意思，联系所给单词的意思，确定空
格处应填的单词。
最后，再通读一遍短文，看是否通顺合理。
3. Ss try to read the article and try to fill in the blanks.
4. Check the answers with the Ss.
Ⅴ.Writing
Work on 3b:
1. Think about your favorite movies. Write notes for your own movie review.
2. Give some examples to the Ss.
The name of the movie: The Lion King
The kind of the movie: cartoon
What the movie is about?
Simba’s father was the king. But his uncle, Scar killed his father. When Simba grew
up, he came back to the forest and became the true King.
What you think of the movie/star?
It was fantastic.
3. Ss try to think about their favorite movies. Write notes for their own movie
review.
4. Try to fill in the blanks.
Work on 3c:
1. Write about your movie review using the notes in 3b.
2. 写作指导：
本文为写自己所喜欢的电影的剧情回顾，
因此，时态应用一般现在时态与一般过去时态；
首先，可介绍影片的类型，及主人公等。
然后，介绍故事的梗概。
最后，表达你对该影片的总体看法。
3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。
4. Let some Ss read their passage to the class.
Ⅵ. Discussion
1. Read the kinds of shows or movies in the chart in 4. Ask and answer about them
with a partner. Write the answers in the chart.
2. Give Ss some examples:
S1: What do you think of soap operas?
S2: I think they’re boring. What about you?
S1: Well, I don’t like them, either.
3. Ss ask and answer with their partners and try to fill in the chart.
4. At last, write a short report about your ideas and your partner’s.
VII. Self check
Work on Self check 1:
1. Fill in the blanks with the superlative forms of the words in the box.
2. 本题是根据提示词来进行问答。问句和答语中没有对人称的提示，因此应自
主确定人称。可以用 you 来询问，则回答应用 I；如果是用第三人称来询问，
则回答也相应的用第三人称来答，如果是第三人称单数形式还应注意动词用恰
当的第三人称单数形式。
具体分析：
如：1） ─What do you think of soap operas? ─I can’t mind them.
─What does your father think of soap operas? ─He can’t mind them.
…
4. 学生做每个试题，并校对答案。
Work on Self check 2
1. Tell Ss to read the statements below. Then think about them. Which of the
statements they agree. Check (√). Check (×) if they disagree. Give at least one reason.
2. Ss work and by themselves.
说明原因： Give some examples: e.g. I think we can learn some interesting
things.
3. 学生们完成试题并说明原因。
VIII. Homework
Write your movie review using the notes in 3b.
板书设计：
Section B 2 3a-Self Check
3a： exciting action; comes from; about; played; like; shows; plan to; want
3b: example: The Lion King cartoon
Simba’s father was the king. But his uncle, Scar killed his father. When
Simba grew up, he came back to the forest and became the true King.
It was fantastic.
3c: one possible version:
The Lion King is a cartoon movie. It’s the most popular English movie in the
world. The movie is about a young lion, Simba. He was the prince of the forest.
But his uncle Scar wanted to be the king. So he killed Simba’s father. When
Simba grew up, he came back to the forest and had a big fight with his uncle.
At last, Simba won and became the true king.
教学反思：
Unit 6 I’m going to study computer science.
Section A1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：grow up, computer programmer, cook, doctor, engineer,
violinist, driver, pilot, pianist, scientist, be sure about, make sure
能掌握以下句型：
① ─What do you want to be when you grow up?
─I want to be a basketball player.
② ─How are you going to do that?
─I’m going to practice basketball every day.
③ Where are you going to work?
④ When are you going to start?
⑤ I’m not sure about that.
2) 能了解以下语法：
掌握一般将来时态的构成形式；
3) 用一般将来时态表达将要做的事情。
2. 情感态度价值观目标：
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了
憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生
们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努
力。
二、教学重难点
1. 教学重点：
1) 学习一般将来时态的构成方式。
2) 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将
来时态。
2. 教学难点：
用一般将来时态表达自己未来的打算。
三、教学过程
Ⅰ. Lead-in
1. 介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语
表达方式：
teacher, nurse, doctor, basketball player, runner, actor, actress…
2. 询问学生们想要从事的职业，从而引出句型：
─ What do you want to be when you grow up?
─ I want to be a basketball player.
3. 学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。
Ⅱ. Presentation
1. 播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词：
computer programmer, cook, engineer, violinist, pianist, pilot, scientist,…
2. 让学生们看大屏幕来学习记忆这些生词。
3. Tell Ss to rank them [1-12]. 1 is most interesting, 12 is least interesting.
2. Try to remember the new words.
Ⅲ. Game
1. Show some pictures in the big screen.
2. Let Ss guess what he/she does.
3. Let Ss try their best to guess the job. See which group is the best.
Ⅳ. Listening
1. T: Tell Ss to read the words of jobs in the chart. Make sure they know the meaning
of the words and sentences.
2. Play the recording for the Ss to listen and fill in the blanks.
3. Play the recording again. Check the answers with the Ss.
4. Play the recording again. Ss listen and match the jobs with activities.
5. Show the answers on the big screen.
Ⅴ. Pair work
1. Let Ss read the model with a partner.
2. Use the information in the chart of 1b. Ask and answer with a partner.
3. Let some pairs ask and answer about the chart.
Ⅵ. Listening
Work on 2a:
1. Let Ss look at the pictures below. Explain the activities in the pictures if
necessary.
2. Play the recording for the Ss to listen and check (√) the correct boxes in the
picture.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Tell Ss that they’ll listen to Cheng Han’s plan for the
future. They should answer the questions:
“What” means “What is Cheng Han want to be?”
“Where” means “where is Cheng Han going to work?”
“How” means “How is he going to do it? ”
“When” means “when is he going to start?”
2. Play the recording for the Ss to write the correct answers in the chart.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss to ask and answer about Cheng Han’s plans using the information in 2b.
2. Give a model to the Ss.
3. Ss work in pairs. Try to ask and answer about Cheng Han’s plans.
4. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and answer the two questions:
① What does Ken want to be? __________________________________
② How is he going to do that? __________________________________
③ What does Andy want to be? ____________________________________
2. Explain main points in the conversation.
The Old Man and the Sea by Hemingway. 海明威的《老人与海》。 此处介
词 by 为“由……所著”之意。再如：a short story by Lu Xun (鲁迅的一部短篇
小说)，the music by Mozart(莫扎特写的音乐)，paintings by Van Gogh(梵高
的绘画)等。
Then you can be anything you want! 那么你就能当上你想做的人了。
此句的基本意思是 you can be anything，不定代词 anything 指代未来所从
事的某一职业，you want 用来修饰 anything。
3. Let Ss read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the
conversation.
Homework:
1. Recite the conversation in 2d after school.
2. 根据图片提示或自己的实际想法编写一个对话。
--What are you going to be when you grow up?
--I’m going to be a/an…
--How are you going to do that?
--I’m going to…
板书设计：
Section A1 (1a-2d)
Words:
grow up, computer programmer, cook, doctor, engineer, violinist,
driver, pilot, pianist, scientist, be sure about, make sure
Sentence structures:
① ─What do you want to be when you grow up?
─I want to be a basketball player.
② ─How are you going to do that?
─I’m going to practice basketball every day.
③ Where are you going to work?
④ When are you going to start?
⑤ I’m not sure about that.
教学反思：
Section A2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：college, education, medicine, university, London, article,
send
2）进行下一步复习巩固学习 Section A 部分所学的生词和词组。
3）总结一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
4) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
2. 情感态度价值观目标：
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧
憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们
的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
二、教学重难点
1. 教学重点：
1) 复习巩固 Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
2. 教学难点：
1) 掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words learned in the last class.
2. Game: Give some riddles on jobs to the Ss. Ss try to guess the job.
3. Ask and answer what they want to be and how they’re going to do that.
4. Role-play the conversation in 2d.
Ⅱ. Grammar Focus.
1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。
① 当你长大后，你想做什么？
What do you want ____ ___ When you _____ _____?
② 我想成为一名工程师。
I want to ______ ___ _________.
③ 你打算如何做？
How ______ you _____ to ____that?
④ 我打算努力地学习数学。
I’m _______ _____ ______ _____ really hard.
⑤ 想去哪里工作？
______ _______ you going to work?
⑥ 我打算搬往上海。
I’m ______ _____ ________ to Shanghai.
⑦你打算从什么时候开始？
When ______you _______ to _____?
⑧ 我打算完成中学和大学时开始。
I’m going to _____ _______I _____ high school and _________.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行
强化记忆。
Ⅲ. Try to Find
一、一般将来时态：
1. 表示即将发生的事或最近 ____________ 的动作。表示说话者的
______________
例句：
我打算下个月去北京参观。
I’m going to visit Beijing next year.
她打算长大后，搬往上海。
She’s going to move to Shanghai when I grow up.
练一练：
① 玛丽要卖她的汽车。
Mary is going to sell her car.
② 今天早上我将不吃早餐。
I'm not going to have breakfast this morning.
③ 你打算邀请约翰参加你的聚会吗？
Are you going to invite John to your party?
④ 你打算买什么？
What are you going to buy?
want to be 的用法
Ⅳ. Practice
Work on 3a:
1. Tell Ss to read the sentences in 3a and match what these people want to do with
what they are going to do.
2. 方法指导：指导：先读懂这些句子的意思。根据生活常识来进行推测，将职
业与相关的活动相连。
比如，在第一题中，“我朋友相成为一名工程师。” 由常识可知答语应是学习数
学；因此应选 e 句“她打算学习数学。”其他类似。
3.学生们，按老师指导的方法进行阅读，并根据常识来推测应采取什么样的活动。
4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Work on 3b:
1. 让学生们阅读对话，整体把握对话的意思。
2. 然后仔细读对话，根据上下文意及时态来确定空格处所应填的词。
3. 和学生们一起校对答案。
4. 让学生们朗读并表演这个对话。
Ⅴ. Group work
1. 让学生们看表格中的四个特殊疑问词，告诉他们，在这个活动中要求学生们
在表格中填写出自己的理想、实现理想的做法，工作的地点及开始的时间等问题。
2. 学生们与自己的小组成员一起来讨论自己理想、实现理想的做法，工作的地
点及开始的时间等问题，同学们根据自己的实际情况，在表格先填写出自己打算
成为什么职业的人；打算在哪里工作；打算如何做；打算什么时候开始。
3. 就上述问题，根据表格的提示，用英语进行讨论。
4. 让几个小组的同学来用英语问题上述四个问题。
(最后，可以经学生们评议来推举最有能力的小组）
Ⅵ. Exercises
If time is enough, do some more exercises on big screen.
重排下列句子，成为一段完整的对话。
A. Are you going to move to Hollywood?
B. Well, I’m going to take acting lessons.
C. What are you going to be when you grow up?
D. I’m going to finish high school and college first.
E. When are you going to start?
F. I’m going to be an actor.
G. And how are you going to become an actor?
H. No, I’m going to move to New York.
___, ___, ____, ____, ___, ___, ___, ____
Homework
1. 复习 Grammar focus 中的内容。
2. 用正确的形式填空。
1） We are ____________________ (play) basketball tomorrow.
2）They __________________ (visit) their aunt next week.
3）_____Lucy______________(watch)movie with Lily tomorrow? No, _____
______.
4）There ___________________________ (be) a football match tomorrow.
5）They ___________________ (not practice guitar) next week.
板书设计
教学反思：
Section B1 1a-2e
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：resolution, team, foreign, able, be able to, question,
meaning, discuss, promise, beginning, write down, physical, themselves, have to do
with; self-improvement, take up, hobby, weekly, schoolwork
2) 能掌握以下句式结构：
① ─What are you going to do next year?
─I’m going to take guitar lessons.
② Many resolutions have to do with self-improvement.
③ They’re going to take up a hobby like painting.
④ Sometimes the resolutions may be too difficult to keep.
2. 情感态度价值观目标：
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了
憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生
Section A2 Grammar focus-3c
3a: e; h; f; d; a; c; g; b
3b: when; am going; Where; going; What, going; study; When;
start
3c: A: What do you want to be when you grow up?
B: I want to be a basketball player.
A: How are you going to do that?
B: I’m going to take basketball lessons.
们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努
力。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读 2b 部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting. Check the homework.
2. 头脑风暴： 说出表示的职业名词
teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter,
computer programmer, pianist, scientist, violinist…
学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）
3. 说理想，谈打算。
I want to be an engineer. I’m going to study math.
让学生们依次说出他们的理想及打算如何去做。（可以用大屏幕提示职业或用
学生们自己刚才写的职业）
Ⅱ. Presentation
1. T: Do you have any New Year’s Resolutions?
Let some Ss answer your questions.
2. Present some other New Year’s Resolutions on the big screen.
e.g. learn to play the piano; make the soccer team; get good grades; eat healthier
food; get lots of exercise
3. Let Ss try remember these resolutions and think of other resolutions.
Ⅲ. Talking
1. Tell your partners your New Year’s Resolutions.
2. S1: I’m going to get lots of exercise. I’m going to make a basketball team.
S2: I’m going to learn another foreign language. I’m going to learn French.
S3: …
3. Let Ss say as many resolutions as they can.
Ⅳ. Listening
Work on 1c:
1. Tell Ss to read the resolutions in 1a. Tell Ss to listen and circle the resolutions they
hear.
3. Play the recording for the Ss to listen and circle.
4. Check the answers:
Work on 1d:
1. T: Now please look at the chart in 1d. Tell Ss Lucy, Kim and Mike are talking
about their New Year’s Resolutions. How are they going to do it? Listen and try to fill
in the blanks.
听力指导：本题要求同学们听清他们打算如何做来实现他们各的理想；因此，
同学们在听的时候应将注意力放在“如何做”上；第一遍仅听，努力记住要做的事
情；第二遍的时候再写出来。
2. Ss listen to the recording carefully and try to fill in the blanks.
3. Play the recording again and check the answers with the class.
Ⅴ. Group work
1. Work in groups. Make a list of resolutions and how you are going to make them
work. Then discuss with your group.
2. Ask some pairs to act out the conversations.
3. Ask Ss the two questions:
Did you make any resolutions last year?
Were you able to keep them? Why or why not?
Ⅵ. Reading
1. T: This passage is about resolutions. Now read the passage quickly and match
each paragraph with its main purpose.
2. Let Ss read the sentences in the box first. Let some Ss say the meanings.
3. Ss read the passage quickly and match each paragraph with its main purpose.
4. Let Ss underline the words and phrases that helped them decide.
Ⅶ. Reading
1. T: Now let’s work on 2c. First, let’s read the sentences and make sure we know the
meanings of all the sentences. Then read the passage again and chose which
paragraph in the passage each sentence goes in.
2. 方法指导：首先，应读懂五个句子的意思；然后，带着这五个句子再次认真
阅读短文的内容，特别是认真阅读空格前后句子的意思，以便根据上下文意及整
个段落的意思来确定空格处应填的句子。 综合段落的主旨大意及空格上下文的
意思，确定最贴切的答案。
3. Ss read carefully and try to find the answers to the questions.
4. Check the answers with the class.
Ⅷ. Reading
1. T: Read the passage again. Then answer the questions with short sentences.
2. 方法指导：首先，读懂这五个问题的意思；然后，带着问题再次阅读短文，
为相关问题找到恰当的答语；如果没有直接的答案，还应根据自己对课文的理解
并结合自己的生活经验来给出一个恰当的答案。如：第 4 和第 5 小题都应是回答
自己的想法。
3. Ss try to answer the questions. Then discuss the answers with your partners.
Explanation
1. Some resolutions have to do with better planning, … 有些决定与合理的时间规划
相关，……
1) 此句中的 planning 为名词，表示“计划；规划”等意思，如：city planning（城
市规划）等。英语中 better planning 类似汉语中的“合理规划”，指通过制定计划
来更加充分的利用时间、空间、精力等。
2) have to do with 这个结构表示“与……相关；与……有关联或有关系”。例如：What
does this problem have to do with what we’re learning today?
这道题跟我们今天所学的内容有什么关系？
2. Sometimes the resolutions may be too difficult to keep.
有时这些决定可能会太难而无法实现。
此处情态动词 may 表示推测，相当于汉语的“可能；或许；大概”之意。又如：You
may be right this time, but I’m not sure. 这一次你或许是对的，但我无法确定。
2) 英语中 too…to…是一种固定结构，表示“太……而不能够……”。又如：
The kid is too young to play this game.
这孩子太小，不能玩这个游戏。
3) 本句中的动词 keep 意为“履行（诺言等）；遵守（惯例等）”，这是 keep 的常
见用法之一。类似的句子还有：
People hardly ever keep them!
人们很少履行它们（指计划）。
在这一语义下，常见的表示还有 keep a promise(信守诺言)，keep one’s word(遵
守承诺；说话算数)等。如：
We always keep our word.
我们说话是算数的。
Homework
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 完成 2e 的任务；用这些词组来造句。
板书设计：
Section B1 1a-2e
New words: resolution, team, foreign, question, meaning, discuss,
promise, beginning, write down, physical, have to do with; self-improvement,
take up, hobby, weekly, schoolwork
Sentence Structures:
① ─What are you going to do next year?
─I’m going to take guitar lessons.
② Many resolutions have to do with self-improvement.
③ They’re going to take up a hobby like painting.
④ Sometimes the resolutions may be too difficult to keep.
教学反思：
Section B2 3a-Self check
一、教学目标：
1. 语言知识目标：
1) 复习一般将来时态的构成。掌握生词 own, personal, relationship
2) 能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。
3) 能够综合运用所学的知识来学习写作自己的新年决心。
4）通过完成 Self check 的中练习题来全面复习一般将来时态的用法。
2. 情感态度价值观目标：
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。
人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习
主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
二、教学重难点
1. 教学重点：
1) 能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。
2）能够综合运用所学的知识来学习写作自己的新年决心。
2. 教学难点：
能够综合运用所学的知识来学习写作自己的新年决心。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Fill in the blanks of the main idea of the passage in 2b: (On the big screen)
1. A resolution is a kind of p ________. We usually make resolutions at the
b_______ of the year. We hope to i_______ our lives.
2. Some resolutions are about p_______ health. Many resolutions have to do with
self-improvement. Some resolutions have to do with better planning, like making a
w_______ plan for s___________.
3. Review the phrases. And make a sentence with it.
1) 在……的开端_________________
2) 写下；记录下 _________________
3) 关于；与有关系 _________________
4) 学着做；开始 做___________________
5) 有相同之处 ________________
6) 太……而不能 ________________
7) 向某人许诺 _____________
8) 提高某人的生活___________
Ⅱ. Lead-in
1. Ask Ss about their New Year’s Resolutions:
e.g.
T: What’s your New Year’s Resolutions, Mary?
Mary: I want to take up volleyball next term.
T: Great! What about you, Jack?
Jack：I’m going to make a soccer team. And we’re going to practice soccer every
weekend.
…
2. Present some new words on the big screen. Explain them to the Ss. Ss try to
remember them.
own, personal, relationship
Ⅲ. Reading
1. Tell Ss to work on 3b. Complete the first two paragraphs about resolutions with
the words in the box.
2. 写作指导：
首先，阅读方框中的词汇，掌握其意思，然后阅读短文，整体把握短文大意。
其次，分析有空格的每个句子，根据上下文意及句子结构确定空格处应填哪一个
词。
最后，将单词填在空格上，并完整的读一遍短文，看是否通顺。
3. Ss try to read the article and try to fill in the blanks.
4. Check the answers with the Ss.
Ⅳ. Writing
Work on 3b:
1. Read the headings below. Think about your own resolutions.
2. Write your own resolutions under the following heading.
(If you don’t have any ideas, you may go through the passage in 2b. )
3. Ss try to think about their own resolutions and try to write them down.
4. Check the answers with your partners.
Work on 3c:
1. Tell Ss to use the notes in 3b and write three more paragraphs about their
resolutions.
In each paragraph, write what they are going to do and why.
2. 写作指导：
本文为写自己决心、及做法，并说明原因。
因此，时态应用一般将来时态；
应先根据 3b 的想法，说明自己的决心；然后，具体说一下自己打算怎
样去实现这个理由；最后，再简单地说一些做此事的原因。
应注意一般将来时态的结构（be going to），不要丢掉 be 动词 am。这
是同学们最易出现的错误。
3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。
4. Let some Ss read their passage to the class.
Ⅴ. Discussing
1. Discuss the environment in your city. Are the street and the park clean? Is the air
clean? Is it quiet or noisy?
2. Tell Ss: It’s everyone’s duty to keep our city clean and tidy. Can you think of a plan
to make it cleaner and greener?
3. Give Ss some examples:
We’re going to make the subway better. Then people don’t have to drive to
work.
We’re going to plant more trees and flowers in the park and street.
…
4. Ss try to write about their own plans on a piece of paper.
5. Let some Ss read out their plans. See who has a best one.
Ⅵ. Self check
Work on Self check 1:
1. Match the jobs with the school subjects.
2. Check the answers. Then let some Ss make some sentences with them. e.g.
I want to be a computer programmer. I’m going to study computer science.
3. 指导： 复习运用句型结构：I want to be…, I’m going to …
4. 学生自主写句子，然后相互检查答案。
Work on Self check 2
1. Tell Ss to read the conversation and fill in the blanks with the right words.
2. Ss work by themselves.
3. Check the answers and explain some main points. e.g.
第三行：How; going; 分析句子结构，主、谓、宾语都有，可知应缺少状语成分；
句意：你打算如何做？
3. 学生们分角色表演这个对话。
Work on Self check 3
1. Tell Ss to make their own plans using the phrases below.
2. Ss work with their partners. Write down their own plans.
3. Let some Ss read their plans. Correct any mistakes.
Homework
1. Review Section B.
2. Interview five of your friends. Ask them what they’re going to do next weekend.
Then write a report.
板书设计：
教学反思：
Section B2 3a-Self check
3a： are; help; make; take; is; learn; listen
3c: one possible version:
The second resolution is about improving my physical health. I’m going to
get more exercise and eat more vegetables. (Because my parents say I’m kind
of thin.) The third resolution is about improving my relationships with my
family and friends. I’m going to help mom cook meal and do the dishes. I’m
going to play games with my friends. (Because we can understand each other
well through games. )
Self check 2: want; to be; How, going; going; Where; going; going; to be; going
Unit 7 Will people have robots?
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： paper, pollution, prediction, future, pollute, environment,
planet, earth, plant, part, play a part
2) 能掌握以下句型：
① What will the future be like?
Cities will be more polluted. And there will be fewer trees.
② Will people use money in 100 years?
③ Will there be world peace?
④ Kids will study at home on computers.
⑤ They won’t go to school.
2) 能了解以下语法：
will + 动词原形 来表达一般将来时态。
3） 学会表达自己对未来的看法；学会谈论自己未来的打算。
2. 情感态度价值观目标：
通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同
时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学
习、生活习惯作适当的调整，并不断的改善自己的现状，使学生的理想观和价值
观更为科学，更具发展价值。
二、教学重难点
1. 教学重点：
1) 学习掌握一般将来时态的意义和结构。
2) 掌握 There be 句型的一般将来时态的结构。
2. 教学难点：
掌握 more/fewer；more/less 的用法。
情态动词 will + 动词原形来表达一般将来时态。
三、教学过程
Ⅰ. Lead-in
1. 在大屏幕上向学生展示一些机器人的图片，让学生们说出谈论自己的未来的
工作，对工作的打算等：What do you want to be when you grow up?
Ss: I want to be a scientist.
T: How are you going to do that?
Ss: I’m going to study science hard.
….
2. 学生们根据图片来引导出机器人这一话题。
Ⅱ. Presentation
1. 引导学生们看大屏幕上的图片，根据图示来理解 will 来表达一般将来时态。
用一句话来让学生们明白一般将来时态：
I’m thirteen years old now. And I will be fifteen years old in two years.
现在我十三岁，两年后我将是十五岁。
2. 让学生们看大屏幕上图片，并让学生学习 will + 动词原形及 won’t + 动词原
形的用法。通过例句让学生们理解。
Ⅲ. Game
1. How will your future be like in 100 years? Can you see anything about it?
2. Ss discuss and think about their future. Then say some sentences.
e.g. People will have robots at their home.
There will be only one country.
People won’t use money in the future.
…
(同学们如果自己想象不出来，可以根据大屏幕的图片提示来说句子。)
4. How will the world be different 100 years from now? Read the predictions in 1a.
Check A for agree or D for disagree.
Ss read the sentences discuss them and check A or D .
Ⅳ. Listening
1. T: Now listen to the recording and circle the predictions you hear in 1a.
2. Play the recording for the Ss to listen and circle the predictions.
3. Play the recording again. Check the answers with the Ss.
Ⅴ. Pair work
1. Let Ss read the first conversation in 1c after the teacher.
2. Then let Ss ask and answer questions about the predictions in 1a. Then make their
own conversation.
注意：如果将陈述句变为一般疑问句，应将情态动词 will 提前到主语前便可。
3. Let some pairs ask and answer about their conversations.
Ⅵ. Listening
Work on 2a:
1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should
listen and circle the words in the bracket.
2. Play the recording for the Ss to listen and circle the words.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make
sure they know what to do.
2. Play the recording for the Ss to check the predictions they hear.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss ask and answer questions about the predictions in 2a and 2b.
2. Let Ss read conversation in 2c first after the teacher.
3. Ss talk about the predictions with the information in 2a and 2b.
4. Ask some pairs to act their conversations.
Ⅷ. Role-play
1. Read the conversations and answer the questions:
1) What will the future be like in the book?
2) What can people do?
2. Explain some new words and main points in the conversation.
be in great danger, move to other planets; play a part;
3. Read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the
conversation.
Homework:
1. Recite the conversation in 2d after school.
2. 用下列词组来造句：
(1) be more crowded and polluted (2) be fewer trees
(3) be in great danger (4) on the earth
(5) less water (6) playa part
板书设计：
教学反思：
Section A2 (Grammar Focus-3c)
一、教学目标：
Section A1 (1a-2d)
单词： paper, pollution, prediction, future, pollute, environment, planet, earth,
plant, part, play a part
句型：
① What will the future be like? Cities will be more polluted. And there will be
fewer trees.
② Will people use money in 100 years?
③ Will there be world peace?
④ Kids will study at home on computers.
⑤ They won’t go to school.
1. 语言知识目标：
1) 学习掌握下列词汇：peace, sea, sky
2) 进行一步复习巩固运用 Section A 部分所学的生词和词组。
3) 进一步学习运用所学的知识来陈述自己对将来的看法；学会谈论自己的对将
来的预言。
4) 掌握情态动词 will 来表达一般将来时态这一语法知识；
2. 情感态度价值观目标：
通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同
时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学
习、生活习惯作适当的调整，并不断的改善自己的现状，使学生的理想观和价值
观更为科学，更具发展价值。
二、教学重难点
1. 教学重点：
1) 进一步学习运用所学的知识来陈述自己对将来的看法；学会谈论自己的
对将来的预言。
2) 掌握情态动词 will 来表达一般将来时态这一语法知识；并运用所学的知
识来表达将来的活动。
2. 教学难点：
掌握情态动词 will 来表达一般将来时态这一语法知识；
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words learned in the last class.
2. Ask some Ss to give some predictions.
T: What’s your prediction about the future?
S1: There will be less free time.
S2：There will be more pollution.
3. Role-play the conversation in 2d.
Ⅱ. Grammar Focus.
1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。
① 将来会是什么样子？
② What ______the ____ be _____?
城市污染将会更多。且树木将会更少。
Cities ____ ___ _____ polluted. And there ____ _____ _______.
③ 一百年后，人们会使用钱币吗？
____ people ____ money ___ 100 years?
④ 不会的。一切东西将会免费。
No, they ______. Everything ____ ___ _____.
⑤ 世界将会有和平吗？
______ ____ _____ world peace?
⑥ 是的，我希望如此。
Yes, I ______ _____.
⑦ 孩子们将会在家中在电脑上学习。
Kids _____ ______ at home _____ _______.
⑧ 他们将不会去上学？
They ______ _______ to school.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行
强化记忆。
Ⅲ. Try to Find
一、一般将来时态
肯定式：主语+ will + 动词原形
Kids will study at home on computers.
孩子们将会在家里的电脑上学习。
否定式：主语 + won’t + 动词原形
People won’t use money in 100 years.
一百年后人们将不再使用钱币。
一般疑问句式：
Will + 主语 + 其他？
肯定回答：Yes , 主语 + will.
否定回答： No, 主语 + won’t.
人们将会有更多的空闲时间吗？
是的，会。/ 不，不会。
Will people have more free time?
Yes, they will. /No, they won’t.
二、There be 句型：
1. there be 句型表示客观存在的“有”（所有者不明确）。例如：
有湖边有很多树。
_____ _______ many trees near the lake.
be 动词有 ______ _______ 两种形式。
2. be 动词形式的确定要根据其后面的名词 单复数形式来确定。
_____ _____ an apple tree in the park.
_____ ______ many people in the park today.
3. There be 句型的一般将来时结构：
肯定式：There + ________ + 其他
否定式： There + ___________ + 其他
一般疑问句：____________ + be + 其他?
答语： Yes, there will. / No, there won’t.
三、
可数名词
1. more +
不可数名词
2. less + 不可数名词
3. fewer + 可数名词
Ⅳ. Practice
Work on 3a:
1. Tell Ss to read the conversation in 3a and try to fill in the blanks with more/ less or
fewer.
2. 方法指导：应通读整个对话，掌握对话大意；
然后，根据空格后的名词是可数名词还是不可数名词来确定是用 more, less 还是
fewer。
注意，有些名词前有形容词来修饰。
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
4. 学生们阅读这些句子并试着记住这些句子。
Work on 3b:
1. 让学生们阅读句子的开头，明白每个句子的意思。
2. 让学生们思考一下针对这一情况，在将来会发生什么样的情况。
3. 让学生们互相检查自己所写的句子，发现并改正错误。
4. 让部分学生说一说自己所写的句子。大家一起改正句子中的错误。
Ⅴ. Group work
1. 小组中的同学们对未来的城市进行讨论。
2. 每个成员发表自己的想法，小组长进行记录，并进行汇总。
3. 最后，同学们根据小组 成员的想法，然后，展开想象，试着每名同学们画一
幅未来城市的画。
4. 最后，比较一下每个小组的画，看哪个小组画得较好。
5. 试着对自己小组里的情况用英语做成一个报告。
Ⅵ. Exercises
If time is enough, do some more exercises on big screen.
根据下列表格的内容完成后面的句子：
Garden City
now In 100 years
600 houses 1000 houses
A lot of pollution Almost no pollution
Seven schools Two schools
根据上面的表格用 more, less, fewer 填空。
There will be __________ house
There will be __________ pollution
There will be __________ schools
There will be _________ people
There will be ___________ snow
There will be ________ movie theaters
Homework
1. 复习 Grammar Focus 中的内容。
展开你想象的翅膀，想一下 50 年后，你的生活将会怎么样？并写六个句子来描
述一下。
In fifty years, …
板书设计
2400 people 3500 people
A lot of snow A little snow
Six movie
theaters
Two movie theaters
Section A2 Grammar Focus-3c
3a: 1. less; more 2. more; more 3. less; fewer 4. more, more 5.
more, fewer
3b: 1. I will almost see the blue skies every day.
2. people will live to be 200 years old.
3. families will spend time together every day.
3c: Report:
There will be more people in the future. Because people will live to be
200 years old. There will be more high buildings. The cities will be more
crowed but less polluted. Because there will be less cars and there will be
more buses and e-bikes. People will mostly work on the internet. There
will be more robots working in the factory.
教学反思：
Section B1 1a-2e
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：apartment, rocket, space, space station, even, human,
servant, dangerous, already, factory, simple, over and over again, believe, hundreds
of, inside, disagree, shape, fall, fall down, look for, possible, impossible
2) 能掌握以下句型：
① —Where do you live？ —I live in an apartment.
② There are already robots working in factories.
③ It’s easy for children to wake up and know where they are.
④ That may not seem possible now, but computers and rockets seemed impossible
100 years ago.
3) 能综合运用 will 表达一般将来时态。
2. 情感态度价值观目标：
通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同
时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学
习、生活习惯作适当的调整，并不断的改善自己的现状，使学生的理想观和价值
观更为科学，更具发展价值。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读 2b 部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. 复习情态动词 will 构成的一般将来时态的构成。
3. 复习 more, fewer, less 后面所跟名词的情况。
4. 让学生们谈谈自己所画的未来城市的前景情况。
Ⅱ. Lead in
1. Ask Ss some questions:
T: What will do in the future?
T: Where will you live?
T: How will you go to work?
Get some Ss think and answer the questions.
2. Present some new words on the big screen. e.g.
apartment, rocket, space, space station, human, servant, factory…
3. Explain some main words to the Ss . Give some examples on the big screen.
simple, over and over again, believe, hundreds of, disagree, shape, fall, fall down,
look for, possible, impossible even, dangerous, already
4. Work on 1a. Write each word in the correct column below.
Ⅲ. Discussion
1. Work with your partners. Think of other words and write them in the chart in 1a.
2. Let Ss discuss the words and write them in the chart.
3. Let some Ss read the words.
Ⅳ. Listening
Work on 1c:
1. Tell Ss to listen to Alexis and Joe’s conversation. and Number the pictures 1-3.
2. Play the recording for the Ss. Ss just listen for the first time. Play the recording
again and number the pictures.
3. Play the recording and check the answers with the Ss.
Work on 1d:
1. T: Now please read the sentences in 1d. Tell Ss they'll listen to the tape again.
Then try to fill in the blanks with the words in the chart.
听力指导： 通过事物读句子及空格中的单词，可以看出，本听力重点要求我
们听清句子的时态，因此我们在听时应重点听句子的谓语动词，并明确其时态。
如果不能快速写下来，可以先做标记，在听完后再写完整。
2. Ss listen to the recording carefully and try to fill in the blanks.
3. Play the recording again and check the answers with the class.
4. Tell Ss one is Alexis and the other is Joe. Talk about Joe’s life now, 10 years ago
and 10 years from now.
Ⅴ. Discussion
1. Work in groups. Tell your partner what you know about robots. What do they look
like and what can they do?
2. Ask some Ss describe the robots they know.
Ⅵ. Reading
1. T: Are you interested in robots? Do you want to have a robot?
2. Let Ss read the passage quickly and complete sentences below about what robots
can do now.
3. Ss read the passage quickly and complete the three sentences.
4. Check the answers with the Ss.
Ⅶ. Reading
1. T: Now let’s work on 2c. This time you should read the passage a little more
carefully. Then write three sentences about what robots will be able to do in the
future.
2. 方法指导：明确我们这次阅读的任务，然后，带着这个任务再次认真阅读短
文的内容，并在相关段落中认真查找未来机器人所能做的事情。 并写出正确的
答案。
3. Ss read carefully and try to write the three sentences.
4. Check the answers with the class.
Ⅷ. Reading
1. T: Read the passage again. This time you should read the passage and fill in the
blanks in this paragraph with words in the article.
2. 方法指导：首先，阅读这个小短文，了解其大意；然后，在理解小短文意思
的基础上，重点阅读有空格的句子，并在原文中找与之相关的段落或句子，并填
写出正确的答案。
3. Let some Ss talk about their answers.
Homework
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 完成 2e 中的任务，并将句子写在作业本。
板书设计：
教学反思：
Section B1 1a-2e
单 词 ： apartment, rocket, space, space station, even, human, servant, dangerous,
already, factory, over and over again, believe, hundreds of, inside, disagree, shape, fall,
fall down, look for, possible, impossible
句型：
① —Where do you live？ —I live in an apartment.
② There are already robots working in factories.
③ It’s easy for children to wake up and know where they are.
④ That may not seem possible now, but computers and rockets seemed impossible 100
years ago.
Section B2 3a-Self check
一、教学目标：
1. 语言知识目标：
1) 掌握下列生词: probably, during, holiday, word
2) 复习用 will 表达一般将来时态的用法。结合机器人这一话题表达自己的想
法。
3） 能够综合运用所掌握的知识来描述自己未来生活的情况。
3) 通过自己描述自己未来生活的情况来达到熟练运用所学知识的目的。
2. 情感态度价值观目标：
通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同时也
通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学习、
生活习惯作适当的调整，并不断的改善自己的现状，使学生的理想观和价值观更
为科学，更具发展价值。
二、教学重难点
1. 教学重点：
1) 能运用所学的知识及提示来阅读相关个人未来生活预测，并能完成相关任务。
2）能运用所学的知识与句型表达方式来描绘一下自己未来的生活。
3） 复习要单元所学的重点知识点，并完成相关复习任务。
2. 教学难点：
能运用所学的知识与句型表达方式来描绘一下自己未来的生活。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Review the main phrases learned yesterday.
(1) 在工厂 __________ (2) 帮助做某事________
(3) 感到乏味 _________________
(4) 在将来 ______________
(5) 试着做某事___________________
(6) 能够 ________________
(7) 倒塌 _______________
(8) 似乎可能/不可能 _____________
(9) 许多；大量__________
3. Talking about the robots:
(1) What can a robot do now?
(2) What will the robots do in the future?
Ⅱ. Lead in
1. Ask some Ss what their life will be in the future.
T: What will you life be in the future?
S1: First, I will go to college. I will study computer science. Then I’ll work in Beijing.
I will be a computer programmer in a famous company. Next, I will make a lot of
money. I will have my own company like Bill Gates. I will buy a big house and live
with my family in Beijing.
S2: I will be an artist. First, I will study art at an art school. Then, I will move to Paris. I
will find a part-time job there and save some money. At the same time, I will study
French. Next, I will hold art exhibitions. I will become famous. Then I’ll have a lot of
money. I will tour around the world then.
Ⅲ. Reading
1. Read the article about Jill’s life in the future. Fill in the blanks with the words in
the box.
2. 阅读指导：
首先，阅读短文，整体把握短文大意。
其次，分析有空格的每个句子，看空格处的意思，联系所给单词的意思，进行综
合分析，确定空格处应填的单词。例如：第一空，由下文“在那座城市里有更多
的工作”，可知本空填 live“居住”一词。
最后，再通读一遍短文，看是否通顺合理。
3. Ss try to read the article and try to fill in the blanks.
4. Check the answers with the Ss.
Ⅳ. Writing
Work on 3b:
1. Think about your life 20 years from now. Write down some notes in the chart
below.
You can add more items.
2. Give some examples to the Ss.
3. Ss try to think about their lives 20 years from now. Write notes for their own
reviews.
4. Try to fill in the blanks.
Work on 3c
1. Write about your life 20 years from now using the notes in 3b.
2. 写作指导：
本文为写自己未来 20 年后的生活情况。
因此，时态应用一般将来时态（will + 动词原形）；
首先，可根据在 3b 中的提示，介绍一下自己打算的工作、及生活的地点、
自己的业余活动等情况。
然后再展开自己想象的翅膀，对自己的生活环境及其他方面大胆想象，并
写出来。
最后，通读一遍短文，重点检查一下各句子的时态及语句是否通顺。
3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。
4. Let some Ss read their passage to the class.
Ⅴ. Discussion
1. Discuss how a robot will help students with schoolwork in the future. Write down
your group’s ideas and draw a picture of your robot.
2. Give Ss an example:
I think students won’t need write words on the paper because robots will write
down everything you think.
3. Ss discuss with their partners and try to draw the robots they think about.
4. At last, let some Ss talk about their robots and pictures of the robots.
Ⅵ. Self check
Work on Self check 1:
1. Put the words in the correct columns in the chart.
2. Make sure Ss know what they should.
3. 引导学生们复习 more/fewer/less 的用法：
more 后面可跟可数名词或不可数名词；
fewer 后面跟可数名词；
less 后面跟不可数名词；
4. 学生将以上单词分类，并校对答案。
5. 学生们可以试着多增加一些单词，并将它们填写在方框中。
Work on Self check 2
1. Tell Ss to read the conversation below. Then Fill in the blanks in the conversation.
2. Do the first one for the Ss as a model:
(1. be; like 在本句中是介词，意为“像”，因此本句中缺少 be 动词，句中有
情态动词 will，故应用 be 动词的原形。)
3. Ss try to fill in the blanks with the right words.
4. Check the answers with the class.
Homework
1. Review Section B.
2. 根据第 4 部分中同学们对学习机器人的想象，来写一篇 60 字左右的小短文来
描述一下你所想象的机器人的形状、大小及他在学习方面提供哪些帮助。
板书设计：
Section B2 3a-Self check
3a： live; more; fewer; less; keep; wear; look; work, take
3c: one possible version:
In 20 years, I think I’ll be a pilot. I’ll work in Beijing, because my parents
work in Beijing. I want to live with them. I’ll live in a large apartment. As a
pilot, I can have a few days off very month. I think I’ll keep some plants in my
apartment. There’ll be a park near my home. I’ll take a walk after supper. I like
chess, so I can also play chess with my friends in the park.
Self check 1: more/fewer: job, people, robot， planet, car, city, building,
tree
more/less: pollution, fresh water, paper, clean air, free time,
money
Self check 2: 1. be; 2. like 3. will, will 4. will 5. there, be 6. will
教学反思：
Unit 8 How do you make a banana milk shake?
主要教学思路：
一、教材分析(Analyse the teaching material)
本节课以制作香蕉奶昔为话题，主要谈论一些常见的家庭饮食方面的制作方
法，通过丰富多彩的口语练习，掌握制作方法的同时，又在语言情境中，对一些
动作加以区分和应用，熟练掌握这些动词 turn on , cut up , pour , peel ,
put into , drink,的表达方式和口语中的提问方式，同时还要学习掌握一些新名
词，如：bowl， shake , blender , yogurt , ingredient , teaspoon, a cup
of , honey ,
二、 学生分析
1) 知识基础：在七年级中已经有两个单元介绍了大量的食品单词，但本单元
对部分的词汇以及制作过程的学习存在一定难度。
2) 思维能力：学生有较强的记忆力和模仿能力，但还有待培养知识的扩展运
用能力。
make banana milk shake
some vegetables , meat , fruits and drinks.
food---making activities
make other foods
1.)turn on , cut up , pour , peel , put...
in/into , drink,
2.)bowl, shake , blender , yogurt , honey
, ingredient , teaspoon, a cup of ,
3) 认知心理：学生有较强的求知欲和表现欲，但对于还存在自信不足或羞于
表现的学生还要多加激励。
三、 教学目标分析
1）语言目标：掌握制作香蕉奶昔的过程
2) 能力目标：
听：能听懂制作香蕉奶昔的对话材料。
说：能够描述制作香蕉奶昔的过程。
读：能读懂介绍关于制作食谱的文章。
写：能写出 Section A Part 1a-1c 中的重点单词和重点句型，并能够为自
己最喜欢的食物写食谱。
3） 情感文化目标
（1）培养学生与人交往中具有的积极态度，（2）了解更多的关于制作香
蕉奶昔的过程及配料。询问或描写一种食物的制作过程。（3）培养学生的
概括与推理能力。（4）培养学生的跨学科学习能力。（5）培养学生的逻辑
排序能力。
四、 学习策略与思维技巧
（1）作猜测；（2）按次序排列信息；（3）进行连续性的描述。（4）小组讨
论。
五、 课前准备
阅读资料或社会调查，了解水果沙拉、奶昔、爆米花、三明治、北京烤鸭等食
品的制作过程，准备一台果汁机和录音机。
六、教学设计
Period One
Ⅰ. Teaching contents
Section A 1a ，1b ，1c
Ⅱ. Teaching aims and demands
Learn to describe a process of making a banana shake and follow
the instructions.
Ⅲ. Teaching keys and difficult points.
1. Vocabulary: turn on, cut up, drink , peel , pour , put , blender
, shake.
2. Target sentences: How do you make a banana milk shake?
Peel the bananas; Cut up the bananas; Put the bananas and the ice-cream
in the blender; Pour the milk into the blender; Turn on the blender；
Drink the banana milk shake.
Ⅳ. Teaching methods
Watching, listening, writing methods; teamwork
Ⅴ. Teaching aids
a tape recorder; a projector
Ⅵ. Teaching Procedures
Step 1 Warming up / Revision
Task 1 . Play a piece of music 《Food and drink》for students to listen
and relax.
(This activity make students be interested in this English lesson)
Task 2. Revise the names of some vegetables , meat , fruits and
drinks.
Teacher: Do you like bananas?
What kind of fruit do you like ?
What’s your favorite food?/ vegetable?/ meat?/ fruit?
vegetables …
fruits …
meat …
drinks …
Step 2. The key vocabulary
Task 1. Discuss where people usually have meals and where the foods
are from .
Teacher: 1) What do you have for your three meals?
2) Where are the foods you have from?
(Lead to the key words and learn: home-cooking , take-away food )
Task 2. Discuss what food people make. ( T:Some people like to cool
body by making food at home, especially in summer. The weather is too
hot. So people make some food to cool body.)
Teacher: What do people like cooking in hot summer?
Students: banana milk shake , fruit salad , popcorn ,
sandwiches , pancake...
Task 3: Learn how to make a banana milk shake.
·Look at 1 a ,teach the names of all items. Point to the pictures of
the items and ask students to repeat.
· Focus on the pictures . Ask the students to tell what they see in each
picture. Describe each action and ask students to repeat the process of
making.
Task 4. Ask students to write the names of the actions on
the black lines. Then check the answers.
1. Peel the bananas.
2. Cut up the bananas,
3. Put the bananas and ice-cream into the blender.
4. Pour the milk into the blender.
5. Turn on the blender.
6. Drink the shake.
. Step 3. Listening
Task 1. Point to the actions in the picture according to what the teacher
read about the list of actions in 1b. Ask different students to look
at the picture and tell what is happening.
Task 2. Play the recorder for the first time. The students only listen.
Then listen again, number the instructions in the right order.
3. Put the bananas and ice-cream into the blender.
1. Peel the bananas.
2. Cut up the bananas,
4. Pour the milk into the blender.
6. Drink the shake.
5. Turn on the blender.
(These activities let students know how to make a banana milk shake.)
Step 4. Practice using the target language
Task 1. Teamwork . Ask six students to start their conversations like
the sample conversation in 1b. Each student try to describe a
process
Task 2. Try to talk about how to make an apple milk shake in group.
Task 3. Each student try to tell how to make an apple milk shake in a
group.
(Let the students have spoken English and listening practice)
Step 5 Related exercises in class
I. Read and circle the corret words or phrases
1. First (peel/ pour) three bananas.
2. Then (turn on / cup up) the apples.
3. (Drink/ Put) the bananas in the blender.
4. (Put/ Turn on ) the blender.
5. (Pour / Peel/ drink) the milk shake.
II. 单项选择
6. Some factories pour the dirty water the river.
A. into B. in C. to
7. It’s dark in the classroom. the lights, Li Lei.
A. Turn on B. Turn off C. Open
8. Here are some apples and bananas, please .
A. give to Peter them
B. give them to Peter
C. give Peter to them
9. Mary is tea for her guests at home.
A. cooking B. making C. doing
10. — Can I help you, sir? — Yes, I’d like five and some
peas.
A. potatoes B. meats C. bananas
Step 6.Summary:What have we learned today?
Task 1: Let some students think and tell the teaching keys
and the target language
Task 2: Show the teaching keys and the target language
on the blackboard.
(These activities teach to grasp the key vocabulary and learn the target
language)
Step 7. Homework
Task 1. Review the words.
Task 2. Try to make a banana mile shake or an apple milk shake for parents
at home.
Step 8. Blackboard Design
Unit 7 How do you make a banana milk shake?
the key vocabulary:
1) You need to do these: peel,cut
up,put...in/into ,pour...in/into,
turn on,drink
2) You need: yogurt,blender,shake
the target language
1. Peel the bananas.
2. Cut up the bananas,
3. Put the bananas and yogurt in/into the blender.
4. Pour the milk in/into the blender.
5. Turn on the blender.
6. Drink the shake.
教学反思 ：
Unit 9 Can you come to my party?
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：prepare, prepare for, exam, flu, available, another time, until,
hang, hang out, catch
2) 能掌握以下句型：
① — Can you come to my party on Saturday afternoon?
— Sure, I’d love to.
② — Can you go to the movies on Saturday?
— I’m sorry, I’m not available. I have too much homework this weekend.
③ That’s too bad. Maybe another time.
④ Sure. Thanks for asking.
⑤ Sam isn’t leaving until next Wednesday.
2) 能了解以下语法：
用情态动词 can 来表达邀请。
3）学会表达邀请，学会对邀请进行恰当的答复或拒绝。
2. 情感态度价值观目标：
学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方
式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中
担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。
二、教学重难点
1. 教学重点：
1) 运用所学提出邀请，接受邀请和拒绝邀请。
2) 正确使用 can, might, must 等情态动词。
2. 教学难点：
1) 扎实掌握重点词汇和表示邀请的句型并能灵活运用。
2) 通过听力练习和小组合作，理解并能提出邀请并作肯定回答。
三、教学过程
Ⅰ. Lead-in
1. 在大屏幕上向学生展示一张邀请函。
T: Hello, everyone! Yesterday I received an invitation letter from my dear friend; she
invited me to go to her Halloween party. But I have something important to do. I’m
studying for a test. I don’t know what to do. What should I say? Can you help me? …
2. Ss try to answer the questions.
Ⅱ. Presentation
1. 引导学生们看大屏幕上邀请及两个答语。
Look at the expressions on the screen: “Sure, I’d love to.” “I’m sorry, I have to…”.
Read the expressions to the class and the students repeat each one.
Say, can you come to my party? Have the S1 give “yes answers” and S2 give “no
answers” then plus a reason. Ask students to give their own reasons. If necessary, I
can give a reason and have the students repeat it.
2. 用汉语向学生说明回答别人邀请时，所作的两种类型的答复。
Ⅲ. Game
1. 学生看大屏幕上的转盘，根据转盘所停止位置的词组来做邀请与应答的游戏。
2. Make a model to the Ss:
e.g. S1: Can you go shopping with me?
S2: Sorry, I can’t. I have to prepare for the math exam.
…
3. Ss work in pairs and answer the questions.
Ⅳ. Listening
1. T: Now listen to the recording and write the names next to the correct students in
the picture.
2. Play the recording for the first time. Students only listen. Play the recording a
second time. Write the name of each person next to his or her picture.
3. Play the recording again. Check the answers with the Ss.
Ⅴ. Group work
1. Help students form groups of four. Say, one of you is student A. Student A invites
the other three students to your party. The other students say “yes” or “no”.
Remember to give a reason.
2. Have the students work in groups.
3. Let some groups ask and answer about their conversations.
Ⅵ. Listening
Work on 2a:
1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should
listen and circle the words “can” or “can’t” in the bracket.
2. Play the recording for the Ss to listen and circle the words.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Tell Ss, this time they must write the reasons in the
chart. Make sure they know what to do.
2. Play the recording for the Ss to write the reasons in the chart.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss to look at the reasons in the chart in 2b. Then write some more.
2. Let Ss read conversations in 2c.
3. Ss practice the conversations using the reasons in the chart on the right.
4. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and answer the questions:
1) What did they do last fall? _____________________________________
2) What does Nick have to do on Saturday? _____________________________
3) When will they hang out? _____________________________
2. Explain some new words and main points in the conversation.
until, not…until, hang out, catch
3. Read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs act out the
conversation.
Homework:
1. Recite the conversation in 2d after school.
2. 假设你将于这个周末过生日，并开一个生日聚会，你约请朋友们参加你的聚
会，但有几名同学因故不能来，请你将与他们的对话用英语编写出来。
板书设计：
教学反思：
Section A 2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
Section A 1(1a-2d)
单词：prepare, prepare for, exam, flu, available, another time, until,
hang, hang out, catch
句型：
① — Can you come to my party on Saturday afternoon?
— Sure, I’d love to.
② — Can you go to the movies on Saturday?
— I’m sorry, I’m not available. I have too much homework this
weekend.
③ That’s too bad. Maybe another time.
④ Sure. Thanks for asking.
⑤ Sam isn’t leaving until next Wednesday.
1) 学习掌握下列词汇：invite, accept, refuse
2）进行一步复习巩固运用 Section A 部分所学的生词和词组。
3）进一步学习运用所学的知识来表达邀请；学会如何回答别人对自己的邀请，
以及学会如何有礼貌地拒绝他人的邀请，并陈述理由。
4) 掌握情态动词 can, must, have to, might 的用法。
2. 情感态度价值观目标：
学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方
式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中
担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。
二、教学重难点
1. 教学重点：
1) 进一步学习运用所学的知识来表达邀请；学会有礼貌地答复他人对自己
的邀请。
2) 掌握情态动词 can 来表达邀请；运用情态动词 have to, must, might 等有
礼貌地说明拒绝他人邀请的理由。
2. 教学难点：
1) 能熟练进行邀请及应答。
2) 运用情态动词 have to, must, might 等有礼貌地说明拒绝他人邀请的理由。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words learned in the last class.
2. Ask some Ss to invite some Ss to his/her party. The partners give some answers.
S1: Can you come to my party?
S2：Sure. I’d love to.
S3: Sorry, I can’t. I have to look after my sister at home.
S4: …
3. Role-play the conversation in 2d.
Ⅱ. Grammar Focus.
1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。
① ─星期六你能来我的聚会吗？
─____ you _____ to my party on Saturday?
─当然，我乐意来。Sure. ____ _____ _____.
─对不起，我必须为数学考试而学习。
Sorry, I _____ _____ _____ a math test.
② ─ 明天晚上你能去看影剧院吗？
─ _____ you ____ to the movie ___________ night?
─当然可以，听起来很棒。
─ ______, that _______ ________.
─ 恐怕不行，我得了流感。
─ I’m ______ not. I have the ______.
③ ─ 他能去聚会吗？
─ _____ he ______ to the party？
─ 不能。他必须帮助他的父母亲。
─ No, he ____. He _____ to help his parents.
④ ─ 她能参加棒球比赛吗？
─ ____ she go to the baseball _______?
─ 不，她没有空。她必须去看医生。
─ No, she’s _______ ________. She ______ to ____ to the ______.
⑤ ─ 他们能去看电影吗？
─ _____ they____ to the _______？
─ 不，他们没有空。他们可能必须去见朋友。
─ No, they’re not __________. They _____ ______ ____ meet their ________.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行
强化记忆。
Ⅲ. Try to Find
如何表达邀请与答复别人的邀请：
1. can 用于表示 “____________”，如：
汤姆会骑马。 ___________________
2. “Can you…?”表达 “______________”，
答语：同意用____________________.
不同意用__________________________.
如：恐怕不行，我要去探望我的姑姑。
____________________________________
Ⅳ. Practice
Work on 3a:
1. Tell Ss to read the conversation in 3a and try to complete the answers with might
and one of the phrases in the box.
2. 方法指导：
首先，应明确练习的要求。本题要求同学们用情态动词 might 来委婉地表达
自己在将来的某个时间可以有做的事情。
然后，读空格中所给的词组，明确它们的意思。读每个小对话，根据上文语
境结合所给的词组，选择一个恰当的事情来回答。
注意，一定要用上情态动词 might。 结构：might + 动词词组
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
4. 学生们阅读这些对话，并与伙伴一起练习这组小对话。
Work on 3b:
1. 告诉学生们本题的要求：根据括号中所给的提示词来补全问句，并做出恰当
地答复。
2. 让学生们重点看答复提示中所要求是“接受”的还是“拒绝”的，并做答复。
如果是拒绝，还应根据括号中的提示词给出一个恰当的理由。
3. 让学生们互相检查自己所写的小对话，发现并改正错误。
4. 让部分学生与自己的伙伴说一说自己所写的小对话。大家一起改正句子中的
错误。
Ⅴ. Group work
1. 小组中的同学们每个人都填写一张表格（见 3c 中表格）来明确自己近期要做
的事情，选择一个恰当的时间来开一个聚会。
2. 先由小组长根据自己的安排，邀请你小组里的成员去参加你的聚会，每个小
组成员，根据自己表格上的安排来确定是否参加这个聚会。
3. 然后，其他同学轮流根据自己的安排，邀请你的组里的成员去参加你的聚会，
其他成员根据自己表格上的安排来确定是否参加这个聚会。
4. 最后，看你们小组哪位同学能邀请到最多的同学参加自己的聚会。
Ⅵ. Exercise
If time is enough, do some more exercises on big screen.
选择恰当的答案完成对话：
A: Hey, Bob. 1. ___________
B: I’m sorry, I can’t. I have to help my parents.
A: 2. ________. How about you, Ling Ling? Can you come to my party?
L: 3. _________
A: On Saturday afternoon.
L: Oh, no, I can’t. 4. ____________
A: That’s too bad. 5. _____________.
L: Sure. Thanks for asking.
1. ____ 2. ____ 3. ____ 4. _____ 5. _____
Homework
1. 复习 Grammar Focus 中的内容。
2. 你的朋友邀请你去看电影，请根据在 3c 中所填写的信息编写一个与你朋友的
对话。
A: Can you go to the movie on Saturday evening?
B: Sorry, I can’t. I have to…
A. That’s too bad. B. Can you come to my party?
C. Are you going shopping with me?
D. Maybe another time. E. I have to study for a test.
F. When is it? G. I’d love to.
板书设计
教学反思：
Section B 1 1a-2e
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：the day before yesterday, the day after tomorrow, weekday,
look after, invitation, reply, forward, delete, print, sad, goodbye, take a trip, glad,
preparation, glue, without, surprised, look forward to
2) 能掌握以下句型：
① — What’s today？ — It’s Monday.
② — Can you play tennis with me? — Sorry, I can’t. I …
③ I look forward to hearing from you all.
④ Bring Ms. Steen to the party without telling her so that she can be surprised.
3) 能综合运用 can 来表达邀请。
4）通过阅读邀请函来掌握必要的信息。
2. 情感态度价值观目标：
学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方
Section A 2Grammar Focus-3c
3a: 1. watch TV; 2. I might practice the violin. 3. I might finish it on the
weekend. 4. I might go with my cousin. 5. I’m afraid not. I might visit my
grandparents.
3b: 1. Can you play tennis with us? Sure. I’d love to.
2. Would you like to go to the movies?
I’m afraid I can’t. I might have to prepare for the math exam.
3. Can you hang out with us tonight? Sorry. I can’t. I must help my mom at
home.
4. Would you like to come to my birthday party? Sure. I’d love to.
式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中
担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读 2b 部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. 复习表达请求与应答请求。
3. 复习一些常用的委婉地表达拒绝的方式。
4. 让学生们谈谈自己未来两天（tomorrow 及 the day after tomorrow ）的活动打
算。
Ⅱ. Lead-in
1. Ask Ss some questions:
T: What day is today/tomorrow/the day after tomorrow?
S: It’s Tuesday/Wednesday/Thursday.
2. Then sing a song like the song of ABC.
Sunday/Monday /Tuesday/Wednesday/Thursday/Friday/Saturday/
3. T: What was/is the date yesterday/the day before yesterday/
today/tomorrow/the day after tomorrow?
S: 13th/14th/15th…. Let the students ask these questions one by one.
Explain the new sentence:
“What’s today/ tomorrow/the day after tomorrow?”
“It’s Monday./Tuesday./Wednesday.”
4. Show the days of the week in a large monthly calendar.
Point out the days of the week at the top of the calendar and ask a student to read
these words aloud.
Ask a student to point out today’s date, tomorrow’s date, the day after
tomorrow’s date and yesterday’s date. Complete activity 1a, check the answers.
Ask students to write the words today, tomorrow, yesterday and the day after
tomorrow in the correct spaces on the calendars in their books.
Ⅲ. Discussion
1. Work with your partners. Look at the chart in 1a. Then ask and answer with a
partner.
S1: What’s today?
S2: It’s Monday, the 14th.
Ⅳ. Listening
Work on 1c:
1. Tell Ss to listen to Vince and Andy’s conversation. Then circle Yes or No.
2. Play the recording for the Ss. Ss just listen for the first time. Play the recording
again and circle.
3. Play the recording and check the answers with the Ss.
Work on 1d:
1. T: Now please read Vince’s activities in 1d. Tell Ss they'll listen to the tape again.
Then try to match Vince’s activities with the days in 1d.
听力指导： 通过事先读表格中的内容，可以看出，本听力重点要求我们听
清每个活动的时间安排，因此我们在听时应重点听句子中的活动及其时间。并将
时间与活动内容相连。
2. Ss listen to the recording carefully and try to match Vince’s activities with the
days.
3. Play the recording again and check the answers with the class.
Ⅴ. Pair work
Work on 2a:
1. Work in pairs. One is Andy and the other is Vince. Andy, invite Vince to play tennis.
2. Ask some pairs to read the conversation first.
3. Ask Ss to practice the conversations in pairs.
4. Ask some pairs act out their conversation.
Work on 2b:
Make a list of kinds of parties people have.
Ss discuss the parties they know. And write them down on their books.
Ⅵ. Reading
1. T: Did you have a surprise party for sb.? Who is it? Why do you have a party for
him/her?
2. Let Ss read the passage quickly. Why did the people write them? Match the reason
with each message below.
3. Ss read the passage quickly and match the reasons with each message.
4. Check the answers with the Ss.
Ⅶ. Reading
1. T: Now let’s work on 2c. This time you should read the passage a little more
carefully. Then answer the questions.
2. 方法指导：首先，阅读试题的内容，明确问题的意思，然后，带着这五个问
题再次认真阅读短文的内容，并在相关段落中认真查找相关问题的答案。根据相
关提示完成问题。
3. Ss read carefully and try to answer the questions.
4. Check the answers with the class.
Ⅷ. Reading
Work on 2d.
1. T: Now let’s work on 2d. Nowadays, it’s very popular to have a house warming
party when someone moves into his/her new house. The passage below is a
invitation of a housewarming party. Read the invitation and complete the blanks
with the words and phrases from the message on Page 69.
2. 方法指导：
首先，通读全文可知，短文是邀请朋友来参加聚会。 通读本段文字，掌握大
意。重点把握有空格句子的意思，分析空格处的意思。
然后，根据记忆用 2b 短文中的词汇来填空，补全这篇短文。
最后，再阅读一遍短文，并检查所填内容的正确性。
3. Let some Ss write their answers on the blackboard.
4. Check the answers with the Ss.
Work on 2e:
1. T: Imagine one of your favorite teachers is leaving. Plan a party for him/her.
Answer the questions with a partner.
2. Ss discuss the questions with a partner. Then answer the questions.
3. Let some pairs answer the questions.
4. Correct the mistakes they made.
Homework
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 完成 2e 中的任务，并将问答句写在作业本上。
板书设计：
教学反思：
Section B 2 3a-Self Check
Section B 1 1a-2e
单词：the day before yesterday, the day after tomorrow, weekday, look
after, invitation, reply, forward, delete, print, sad, goodbye, take a trip, glad,
preparation, glad, without, surprised, look forward to
句型：
① —What’s today？ —It’s Monday the 14th.
② —Can you play tennis with me? —Sorry, I can’t. I …
③ I look forward to hearing from you all.
④ Bring Ms. Steen to the party without telling her so that she can be
surprised.
一、教学目标：
1. 语言知识目标：
1) 掌握下列生词: daytime, concert, headmaster, event, guest, calendar
2) 复习邀请信的表达方式，阅读相关邀请信并能获得相关信息，回答相关问
题。
3）能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信
的任务。
4) 通过写一个邀请信及答复伙伴的邀请信，达到综合运用所学知识的目的。
5）复习本单元所学的重难点内容，及时巩固提高。
2. 情感态度价值观目标：
学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方
式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中
担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。
二、教学重难点
1. 教学重点：
1) 复习邀请信的表达方式，阅读相关邀请信并能获得相关信息，回答相关问题。
2）能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信的任
务。
3）复习本单元所学的重点知识点，并完成相关复习任务。
2. 教学难点：
通过写一个邀请信及答复伙伴的邀请信，达到综合运用所学知识的目的。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Review the main phrases learned yesterday.
(1) 将……带到……
(2) 去旅行
(3) 想起
(4)（在）不做某事（的情况下）
(5) 以便于；以至于
(6) 期望；盼望
(7) 一个令人吃惊的聚会
(8) 收到某人的信
3. Talk about David’s party and complete the blanks in the big screen.
(短文内容见大屏幕)
Ⅱ. Lead-in
1. Ask Ss what an opening party is. And ask them if they have come to an opening
party.
S1: I know. When a building is put into use, people often have a ceremony to
celebrate it. It’s an opening. Last year, our new school is put into use. We had a great
opening.
Ⅲ. Reading
1. T: Now let’s work on 3a:
A new school library is put into use. They’ll have a great opening. The headmaster
writes many invitations to the parents of their school. Now read the invitations
below and answer the questions.
2. 阅读指导：
首先，快速阅读短文，整体把握短文大意。
其次，阅读后面的七个问题，明确问题的意思。带着这七个问题再去仔细阅读邀
请信，在短文的相关位置找到这些问题的答案依据，并写出正确的答案。
最后，再通读一遍短文，结合短文内容看所回答的问题有无错误或不周全的地方。
3. Ss try to read the article and try to fill in the blanks.
4. Check the answers with the Ss.
Ⅳ. Writing
Work on 3b:
1. Think about a party or any other event you know. Write an invitation to your
friends to come to your party or event.
2. Let some Ss read the information in the chart.
3. Ss try to think about their parities or events. Write an invitation using the
information in the chart.
4. Read their invitations and check if there are mistakes.
5. Exchange your invitations with a partner. Then write a reply to his or her
invitation.
If you can’t come to his/her invitation, you should write some proper reasons.
6. Ss try to write down their invitations.
7. Let some Ss read their passage to the class.
Ⅴ. Pair work
1. Read the calendar in 4. Make sure Ss know the activities in each day.
2. Tell Ss how to do it. Sa, look at your calendar on the right. Sb, look at yours on
Page 81. Find a time you can both go shopping.
3. Make a model to the Ss:
Sa: Can you go shopping with me next week?
Sb: Sure. I’d love to. When?
Sa: Well, what are you going to do on Monday evening?
Sb: I must study for the English test. What about Tuesday evening.
4. Ss ask and answer the activities they will in each day. Then make a decision when
to go shopping together.
5. At last, let some Ss ask and answer questions.
Ⅵ. Self Check
Work on Self Check 1:
1. Fill in the blanks in the conversation.
2. Let Ss read the conversation first and try fill in the blanks.
3. 引导学生们复习如何写邀请信及如何答复邀请。
4. Check the answers with the Ss.
5. Explain how to do it.
e.g. 1. Can; 2. on; 句意“你好，彼特。你在周末能来参加我的聚会吗？” 第一空
用情态动词 can 表达请求；第二空后有时间 the weekend,故用介词 on 来表示这
一具体时间。
其他类似。
Work on Self check 2
1. Tell Ss how to do this task.
T: You get these invitations but you can’t go. Write a refusal and a reason.
2. Do the first one for the Ss as a model:
(1. I’m afraid I can’t. I have to prepare for the math exam.)
3. Ss try to complete the conversations.
4. Check the answers with the class.
Homework
1. Review Section B.
2.根据第 4 部分中表格中的内容，编写一个邀请你的朋友参加你的一个聚会的对
话。
板书设计：
Section B 2 3a-Self Check
3a：
1. Larry Smith.
2. It’s for the opening of the new library at No. 9 High School.
3. It will be on the morning of Wednesday, January 8th at 9:00.
4. They can enjoy the school concert.
5. They should dress neatly.
6. Yes. They should bring one book as a gift for the new library.
7. They should write to this invitation by Friday.
3c: one possible version: （见大屏幕）
Self check 1: Can; on; I’d; you; can’t; have; Can; might; I’ll
Self check 2:
1) I’m afraid I can’t. I have to prepare for the math exam.
2) Sorry, I can’t. I have to look after my sister at home.
3) I’d love to. But I’m not available. I’ll visit my grandparents with my family.
4) I’m afraid not. I have to go to the dentist.
教学反思：
Unit 10 If you go to the party, you’ll have a great time!
Section A1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： meeting, video, organize, potato chips, chocolate, upset,
taxi, advice
能掌握以下句型：
① ─I think I’ll go to the party with Karen and Anna.
─If you go to the party, you’ll have a great time!
② ─What will happen if they have the party today?
─Half the class won’t come.
2) 能了解以下语法：
掌握含 if 条件状语从句的主从复合句的用法。
3) 能用 if 引导的条件状语从句作出假设，用 will 谈论结果。
2. 情感态度价值观目标：
学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英
语交流中注意并观察他人的情感。由于本单元话题贴近学生生活，符合他们热爱
休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。
二、教学重难点
1. 教学重点、难点：
（1）重点句型：—I think I’m going to go to the party with Karen and Ann.
—If you do, you’ll have a great time.
（2）正确使用 if 引导的条件状语从句
三、教学过程
Ⅰ. Lead-in
Ask some questions.
T: If you are happy, what will you do?
S: If I am happy, I will smile.
T: If you become sad, what will you do?
S: If I become sad, I will cry.
T: What will happen if you are going to do too much work?
S: If I am going to do too much work, I will get tired.
Ⅱ. Presentation
1．Show some pictures to present new structure:
If it is sunny this Sunday, I’ll go fishing.
Ask several students:
What will you do if it is sunny this Sunday?
If I have much money, I will buy a big house.
What will you do if you have much money?
Practice with the students:
2．Show some pictures to present the following:
(1) I think I’m going to stay at home.
If you do, you’ll be bored.
(2) I think I’m going to work until night.
If you do, you’ll be tired.
(3) I think I’m going to exercise.
If you do, you’ll be healthy.
(4) If you go to the party, you’ll have a great time.
(5) If you watch TV every night, your parents will be mad at you.
3. Work on 1a, match the statements with the pictures [a-d].
Ⅲ. Game
1. Show some pictures in the big screen. Let Ss ask and answer like this:
A: What are you going to do …?
B: I think I’m going to….
A: If you do, you’ll be …
Ⅳ. Listening
Work on 1c:
1. Point out the statements and the responses in activity 1a. Tell Ss to listen to the
recordings and complete the responses.
2. Play the recording for the first time, Ss only listen.
3. Play the recording again the try to complete the responses.
4. Check the answers.
Ⅴ. Pair work
1. Let Ss read the model with a partner.
2. Look at the pictures above. Use the information in 1b. Ask and answer with a
partner.
3. Let some pairs ask and answer about the pictures.
Ⅵ. Listening
Work on 2a:
1. Let Ss read the two sentences below. Make sure they know what to do.
2. Play the recording for the Ss to listen and circle the right answers.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the phrases and questions below. Tell Ss that they should answer the
questions with the proper phrases.
2. Play the recording for the Ss to write the correct answers.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss role-play a conversation between Nelly and Mark.
2. Give a model to the Ss.
3. Ss work in pairs and practice the conversation.
4. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and answer the questions below.
(1) What will happen if we ask people to bring food?
___________________________________
(2) What will happen if we give people some small gifts if they win?
____________________________________
2. Explain some new words and main points in the conversation.
3. Let Ss read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the
conversation.
Homework:
1. Recite the conversation in 2d after school.
2. 用括号里所给词的适当形式补全句子。
(1) If she stops smoking, _______________. (be more healthy)
(2) If it rains, ____________. (stay at home)
(3) If I go on a diet, ___________. (lose weight)
(4) If we get up early, ________________. (go out for the day)
(5) If he gets a job, _____________. (earn lots of money)
板书设计：
教学反思：
Section A (1a-2d)
New Words:
meeting, video, organize, potato chips, chocolate, upset, taxi, advice
能掌握以下句型：
① ─I think I’ll go to the party with Karen and Anna.
─If you go to the party, you’ll have a great time!
② ─What will happen if they have the party today?
─Half the class won’t come.
Section A2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：upset, taxi, advice
2）进行一步复习巩固学习 Section A 部分所学的生词和词组。
3）掌握正确用含 if 条件状语从句的主从句。
4) 能够熟练运用所学的知识，用 if 来表达条件，用 will 来表达结果。
2. 情感态度价值观目标：
学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英
语交流中注意并观察他人的情感。由于本单元话题贴近学生生活，符合他们热爱
休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。
二、教学重难点
1. 教学重点：
1) 复习巩固 Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 能够熟练运用所学的知识，用 if 来表达条件，用 will 来表达结果。
2. 教学难点：
1) 掌握正确用含 if 条件状语从句的主从句。
2) 能够熟练运用所学的知识，用 if 来表达条件，用 will 来表达结果。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words learned in the last class.
2. Talking:
Let’s look at the pictures in 1a and let Ss make sentences with “if…will” .
e.g. If you go to the party with Karen and Anna, you’ll have a good time.
One by one, let some Ss make a sentences by themselves.
3. Game:
Tell Ss “If you have a lot of money, what will do?”
Ss think and tell the class what they will do.
Judge who is the best.
4. Role-play the conversation in 2d.
Ⅱ. Grammar Focus
1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。
① 我想我将会乘公交车去参加聚会。
I _____ I’ll take the bus to the ______.
② 如果你那样做，你将会迟到。
If you ______ ，_____ be late.
③ 我想我将待在家里。
I _____ _______ stay at home.
④ 如果你那样做，你将会很伤感。
If you ____, ______ ____ sorry.
⑤ 如果他们今天开聚会，将会发生什么事？
____, ____ _______ if they _____ the party today?
⑥ 如果他们今天开，班里一半的学生将不会去。
If they ______ it today, ______ the class _______ come.
⑦ 我们应当要求人们带食物来吗？
Should we ______ people to ______ food?
⑧ 如果我们要求人们带食物来时，他们将会仅带薯条和巧克力。
______we ______ people to bring food, ________ just ______ potato chips and
chocolate.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行
强化记忆。
Ⅲ. Try to Find
一、含 if 条件状语从句的主从复合句
1. If 条件状语从句中，主句用一般将来时，从句用__________表示将来。________
原则
例如：We will go to the park if it _______ ______ (rain) tomorrow.
2. if 条件状语从句中，如果主句有 must，can，may 等情态动词，从句用__________。
You must stop if the traffic light ____(be) red.
3. If 条件状语从句中，主句是祈使句，从句用____________表示将来。________
原则
例如：Don’ t wait for me if I_____(be) late.
练一练：
① Put up your hands if you _____ (have) any questions.
② If it____ (be) cold tomorrow, I will wear my sweater.
③ He can go home if he ______ (finish) his homework.
二、 Game:
Boys and girls have a competition:
在大屏幕上给出条件与结果，让男生、女生进行比赛，来比赛。
先给出一个例子，然后进行六个小题的比赛，看哪一方能得胜。
Ⅳ. Practice
Work on 3a:
1. Ss skim the passage first. Try to know the meaning of the passage.
Then Ss read the passage carefully again and try to fill in the blanks with the correct
forms of the verbs in the brackets.
2. 方法指导：
① know; do 句意“我不知道明晚参加迈克的生日聚会的事怎么做？”don’t 后
跟动词原形；what to + 动词形式，复合不定式结构。
② think; 本句表达一客观事实，主语 parents 是复数形式，故一般现在时态。句
意“我父母认为我应当为下周的英语考试而学习”
③ go; will be; 本句是含 if 条件状语从句的主从复合句；应遵循主将从现原则。
句意“如果我去参加聚会，他们会很失望。”
④ tells; have; 本句为 but 连接的一并列句，后半句为一般现在时，故前半句也
应是一般现在时，主语 Mike 是第三人称单数形式，故填 tells；don’t 后跟动词原
形。
⑤ wear; will look; 本句为含 if 条件状语从句的主从复合句，应循主将从现原则。
句意“如果我穿牛仔，我会看起来很糟糕。”
⑥ go; how to + 动词原形 表示“如何做某事”，是复合不定式结构。
walk; will take; 本句为含 if 条件状语从句的主从复合句，应循主将从现原则。句
意“如果我步行去，将会花费我很多时间。”
⑦ take; will be;本句为含 if 条件状语从句的主从复合句，应循主将从现原则。句
意“如果我乘出租车去，又将会很贵。” 。
3. 最后，学生们再次阅读短文一遍，进行深入理解。
Work on 3b:
1. 让学生们阅读所给的条件或结果，整体把握对话的意思。
2. 然后根据自己的生活经验，想一个结果或条件。表达结果时用 will + 动词原
形；表达条件时用 if 条件句，注意谓语动词用一般现在时态。
3. 让学生们相互问答这些问题。 并查对他们句子中的错误。
Ⅴ. Group work
1. Make a story in group.
2. Write a story with your group on a piece of paper. The first person begins with
story with “I think I will….” The others add sentences with “if”, Pass the paper
around twice. Then read the story.
3. Make sure Ss know what to do.
4. 学生们合作每个同学用 “I think I will… If I…, I will…” 来写一个句子。然后，小
组同学们将他们所写的句子放在一起，构成一个句子。
(最后，可以经学生们评议来推举那个小组的故事是最好的。）
Ⅵ. Exercises
用动词的适当形式填空。
1．If she ______ (finish ) work early, she ______(go) home.
2．If the weather _____(be) fine，we _____ (go)for a walk .
3. If I_____(have) time tonight, I _____ (finish) the book I’m reading.
4. If it_____ (rain) next weekend, we_____ (not be able to ) plant the vegetable .
5. If it_____(rain), we______(stay)at home
6. If she______(arrive), she _____(phone) me .
Homework
1. 复习 Grammar Focus 中的内容。
2. 将 3c 的短文，再完整地写一遍。
板书设计
教学反思：
Section B1 1a-2e
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：travel, agent, expert, keep…to oneself, themselves,
teenager, normal, unless, certainly, wallet, worried, mile, angry, in the end,
understanding, careless, mistake, himself, careful, advise, solve, step, trust,
experience, in half, halfway
2) 能掌握以下句式结构：
① ─What do you think I should do? Can you give some advice?
─I think I should go to college.
② But If I go to college, I’ll never become a great soccer player.
Section A Grammar Focus-3c
3a: 1. know, do, think, go, will be, tells, have, wear, will look, go, walk,
will take, take, will be
3b: 1. I’ll be late for school.
2. My parents will be upset.
3. I’ll become very heavy.
4. I play chess after school every day.
5. I don’t go to my friends’ parties.
2. 情感态度价值观目标：
学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英
语交流中注意并观察他人的情感。由于本单元话题贴近学生生活，符合他们热爱
休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读 2b 部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting. Check the homework.
2. 头脑风暴：
Show a picture of “a lot of money”.
Ask Ss “What will you do if you have a lot of money?”, Let Ss think and give their
answers one by one.
S1: If I have a lot of money, I’ll buy a big house for my parents.
S2: If I have a lot of money, I’ll build a new road for my village.
S3: If I have a lot of money, I’ll build a new school for our town.
…
学生们进行评比，看谁的想法最好。
3. 选词填空。
1） If you walk there, you’ll be late for the _______.
meeting, video, chocolate, taxi,
upset, advice, organize
2）If they watch a _______ at the party, some students will be bored.
3） I don’t know what to do, can you give me some ________?
4）What will happen if she _______ a soccer game on Saturday?
5） If she doesn’t come home on time, her parents will be ________.
6） If it rains tomorrow, we’ll take a _______ there.
7） If he eats too much ________, he’ll be very heavy.
Ⅱ. Presentation
1. Say, Money is very important! But money is not everything.
be happy; travel around the world; go to college; be famous, get an education…
Ⅲ. Talking
1. What is the most important thing to you?
be happy
go to college
Be famous
Travel around the world
Make a lot of money
Get an education
3. Let Ss ask and answer in pairs.
Ⅳ. Listening
Work on 1b:
1. Tell Ss to listen and look at the list in 1a. Put an “A” before each thing the soccer
agent talks about and a “P” before each thing Michael’s parents talk about.
3. Play the recording for the Ss to listen and write.
4. Check the answers:
Work on 1c:
1. T: Now please read the sentences in 1c. Try to understand the “if” clause or the
“will” sentences.
听力指导：
本题要求是补全 if 条件句后面的 will 主句，因此应将重点放在听含“will”的主句
上。
特别是要听清句子的前两个单词。
2. Ss listen to the recording carefully and try to choose the right answers.
3. Play the recording again and check the answers with the class.
4. Show the tape scripts to the Ss on the big screen.
Ⅴ. Pair work
Work on 1c:
1. Work in pairs. Student A is Michael, Student B is his friend. Student B gives student
A advice.
2. Ask two students to read the conversations to the class.
3. Ss work in pairs. Ask and answer the questions in pairs.
Work on 2a.
1. T: What kinds of things do you worry about? Who do you usually go to for help?
Now ask and answer the questions with a partner.
2. Let some pairs ask and answer their questions. See what kind of worries they
have.
Ⅵ. Reading
1. T: Read the three statements below and then skim the passage. Which
statement expresses the main idea of the passage?
2. Let Ss read the passage quickly and try to find the right statement.
指导：
先分析句意：a. 如果人们有问题，他们应当向专家求建议。
b. 如果人们有问题，他们应当努力保守秘密。
c. 如果人们有问题，他们应当向别人诉说。
3. Check the answers with the Ss.
Ⅶ. Reading
1. T: Now let’s work on 2c.
First, let’s read the questions and make sure we know the meanings of all the
questions. Then read the passage again and try to answer the questions.
2. 方法指导：首先，应读懂五个问题的意思；然后，带着这五个问题再次认真
阅读短文的内容，特别是认真阅读短文中与某问题相关的部分，以便根据上下文
意及整个段落的意思来确定如何回答这个问题。 综合上下文的意思，确定最贴
切的答案。
3. Ss read carefully and try to find the answers to the questions.
4. Check the answers with the class.
Ⅷ. Reading
1. T: Now let’s read the short passage and the phrases in 2d. Fill in the blanks with
the phrases in the box. If you don’t sure about what to fill. You can go through the
passage in 2d.
2. 方法指导：首先，通读这六个词组的意思；然后，再读这篇小短文的意思，
根据自己的印象，用方框时里的单词填空；认真理解每个空格处的意思，填上正
确的答案。
3. Ss try to fill in the blanks with the right forms. Check the answers.
Ⅸ. Discussion
1. T: Now read the questions below. Make sure you know the meaning of the
questions.
2. Ask three students the following questions. Take notes of their answers.
3. Make a list of questions in your group.
Homework
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 课下再根据 2e 部分的内容；写一个调查报告，表述自己小组同学的困难及他
们经常处理困难的方式。
教学反思：
Section B2 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习讨论自己及伙伴们所有的问题，并能通过讨论来找到解决问题的办法。
2) 能够综合运用所学的知识以及根据所给的提示词来完成描述他人的问题及
解决办法 的小短文。
3) 能够综合运用所学的知识来描述他人的问题及解决办法 的小短文。
4）通过完成 Self check 的中练习题来全面复习本单元的重难点知识点。
2. 情感态度价值观目标：
学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英
语交流中注意并观察他人的情感。由于本单元话题贴近学生生活，符合他们热爱
休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。
二、教学重难点
1）能够综合运用所学的知识来描述他人的问题及解决办法 的小短文。
2）通过完成 Self check 的中练习题来全面复习本单元的重难点知识点。
三、教学过程
Ⅰ. Warming up and revision
1. Have a dictation of the new words and expressions.
2. 将下列词组翻译成英语
1) 有许多担忧 ________________________
2) 与某人交谈 ________________________
3) 害怕做某事 _____________________
4) 最终 ____________
5) 生气 ___________
6) 犯一些粗心的错误 _____________
7) 分享我的问题 _____________________
8) 逃避问题 ___________________
9) 将……分成两半 _______________
10) 有时候他们在学业上出现问题。_________________________________
11) 在生活中，有困难和担忧是正常的事。 _____________________________
12) 如果不向别人谈一谈，我们肯定会觉得更糟。
___________________________
13) 罗伯特就一些寻常的问题向学生们提了建议。
_______________________________
3. Check the answers with the Ss.
4. Let some Ss to read their report of their students’ problems.
Ⅱ. Lead-in
1. T: (Tell Ss one of your problems) e.g.
I don’t have many friends? What do you think I should do? Can you give me some
advice?
Let some Ss give you some advice.
2. Show some pictures of different kind of “problem”.
Ⅲ. Discussing
Let Ss discuss what kind of problem they usually have in their group. Make a list of
them. Then think of the possible solutions. Make a list of them, too.
1. Each student chooses his or her three biggest worries (they think). Write them
down on a piece of paper.
2. Let some Ss read their worries.
Ⅳ. Writing
1. Tell Ss to work on 3b. First, read the structures below to plan your writing.
2. 写作指导：
首先，阅读所给的提示，掌握其大意，从整体上把握短文大意。
其次，从上面所记的三个担忧中选择一个，运用所掌握的句子结构来完成。
最后，将你朋友的名字及问题填写上，并进一步说明问题的解决办法，最后，完
整地读一遍短文，看是否通顺。
3. Let some Ss read their passages and try to find if there are any mistakes?
Give Ss one possible version:
My friend Jenny has a problem. She is too heavy. I think she should eat less junk
food and eat more vegetables and fruit. I think she also should get more
exercise. If she eats more vegetables and fruit she will eat less junk food. If she
gets more exercise, she’ll be much thinner soon.
Work on 3c:
1. Tell Ss to write about the other two worries. Use the structures in 3b to write a
short passage.
2. Ss work by themselves and try to write a short article.
3. Ss try to write a short article with the worries in3a and the structures in 3b.
写作指导：
本文为写某位朋友的问题及解决办法。
因此，时态应用一般现在时态，恰当用情态动词及含 if 条件状语从句的
主从复合句来表达条件及结果。
可根据 3b 中的句式结构来，将 3a 中提到的其他两个担忧写出来。
最后，阅读一遍自己所写的短文，并与同位或小组其他成员交换检查自
己短文中出现的错误。
4. Let some Ss read their passage to the class. Give any help if necessary.
Ⅴ. Group work
1. Talk about the Project in your school “We Can Help!”
2. Make sure Ss know what they should do.
(Our school is taking part in the project “We Can Help!”. Add more items to the
poster. Then talk about what you will do if you take part in the project. )
3. Give Ss an example:
Old people’s home visit.
A: What will you do if you visit an old people’s home?
B: If I help with that, I’ll bring the old people some flowers.
4. Let some other Ss give their advice.
e.g.
S1: If I help with that, I’ll sing and dance for them to make them happy.
S2: If I help with that, I’ll…
Ⅵ. Self check
Work on Self check 1
1. Tell Ss to fill in the blanks with the words in the box.
提示： 正确理解句子上下文的语境，根据语境来填上一个正确的地点或活动。
2. Ss work by themselves the try to fill in the blanks.
3. Check the answers and explain some main points. e.g.
理解句意：
如果我的家庭迁入一个新居所，我会邀请你们都来参加聚会。
如果我买到票，你会和我一起去看电影吗？
如果学校举办音乐会，我将会弹奏吉它。
如果我被邀请，我将去参加艾米的聚会。
Work on Self check 2
1. Tell Ss to fill in the blanks with the words in the blanks.
2. Give Ss some directions:
通读对话一遍，理解对话的大意，明确空格中词汇的意思。
认真阅读每一句话，分析空格处的意思，根据上下文语境确定空格处应填
的词汇。
3. Let Ss try to complete the conversation with the words in the box.
4. Check the answers.
Work on Self check 3
1. Tell Ss what they should do.
2. Ss work with their partners complete the sentences in the blanks.
3. Give Ss an example:
What will you do if it rains all weekend?
I will chat with my friends on line and play computer games at home.
4. Let some Ss read their sentences.
Homework
1. Review Section B.
2. Write a letter to me. If you go to the party, what will happen? If you don’t go to
the party, what will happen?
板书设计：
Section B 3a-Self check
3 b: one possible version:
My friend Jenny has a problem. She is too heavy. I think she should eat less junk food
and eat more vegetables and fruit. I think she also should get more exercise. If she eats
more vegetables and fruit she will eat less junk food. If she gets more exercise, she’ll be
much thinner soon.
self check 1: 1. apartment; 2. movie; 3. school; 4. party
self check 2: Are, going; want; if, will; fight; sorry; will
self check 3: e.g. I will chat with my friends on line and play computer games at home.
人教版八年级英语上册教学工作计划
一、本学期的指导思想与教材编排特点：
在本学期的英语教学中，坚持以下理念的应用：
1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮
助他们建立学习的成就感和自信心,培养创新精神；
2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感
态度，学习策略和文化意识的发展为基础；
3、突出学生主体，尊重个体差异；
4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老
师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受
成功；
5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能
力发展的评价体系。
总之，让学生在使用英语中学习英语，让学生成为 Good User 而不仅仅是
Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和
学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
二、所教班级学生基本情况分析：
今年八年级学生学生来自于上年的 2 个班，英语基础方面还很薄弱，经过上
学期我们几位英语老师的不懈努力，学生的基础知识得到了加强，学习态度也有
所好转。但是学生整体的惰性还是很强，自觉性很差。另外，学生在情感态度,
学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习
英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏
小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复
习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固
和积累。
三、教学目标与个人奋斗目标：
让学生掌握一般将来时与一般过去时，复习现在进行时；掌握形容词与副词
的比较等级；学习宾语从句；掌握简单句的五种句型。钻研新课标，提高教学水
平，真正做到教学相长。
四、具体措施：
1.每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。
2.每天记 5 个生词，2 个常用句子或习语。实施：利用“互测及教师抽查”
及时检查，保证效果并坚持下去。
3.认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。
4.坚持日测、周测、月测的形成性评价制度：对英语学习实行量化制度，每
日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就
感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养
学生健康向上的人格和竞争意识。
5.对优生进行专门辅导，布置单独的作业，对后进生让他们在小进步、小转
变中体味学习的快乐，树立学习的自信，尽快成长起来。
6.关注学生的情感，营造宽松、民主、和谐的教学氛围。
7.实施"任务型"的教学途径，培养学生综合语言运用能力
8.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活
动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，
学习和使用英语，完成学习任务。
9.加强对学生学习策略的指导，为他们终身学习奠定基础。
10.要充分利用现代教育技术，利用计算机和多媒体教学软件，探索新的教学
模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效
果。
五、课程安排及教学进度：
周次 教学进度与安排 说明
预备周 Teaching preparation ；
Setting up teaching plan .
第一周 Unit1 Where did you go on vacation?
第二周 Unit1 Where did you go on vacation? Mid-autumn Festival
第三周 Unit2 How often do you exercise?
第四周 Unit2 How often do you exercise?
第五周 Unit3 I’m more outgoing than my sister. National Day holiday
第六周 Unit3 I’m more outgoing than my sister.
第七周 Unit4 What’s the best movie theater?
第八周 Unit4 What’s the best movie theater?
第九周 Unit5 Do you want to watch a game show?
第十周 Unit5 Do you want to watch a game show?
Revision
第十一周 Revision and Mid-term exam
第十二周 Unit 6 I’m going to study computer science?
第十三周 Unit 6 I’m going to study computer science?
第十四周 Unit 7 Will people have robots?
第十五周 Unit 7 Will people have robots?
第十六周 Unit 8 How do you make a banana milk shake?
第十七周 Unit 8 How do you make a banana milk shake?
第十八周 Unit 9 Can you come to my party? New Year’s Day
第十九周 Unit 9 Can you come to my party?
第二十周 Unit 10 If you go to the party, you’ll have
a great time.
第二十一周 Unit 10 If you go to the party, you’ll have
a great time.
第二十二周 Revision and the final exam
新目标英语八年级上册教学计划
一、 指导思想
以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体
学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英
语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态
度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发
展奠定基础。
二、学生基本情况分析：
大多数学生已能听懂有关熟悉话题的语段和简短的故事。能与教
师或同学就熟悉的话题交换信息。能读懂短篇故事，能写便条和简单
的书信。但由于各种因素的影响，学生发展参差不齐。有少数学生因
为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这
给教学带来不少困难。十来个学生根本没有学习目标，完全放弃学习，
但学生的纪律总体还是不错，这样为学生的学习打下良好的基础。另
外，学生在情感态度学习策略方面还存在诸多需要进一步解决的问题。
例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语
的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学
没有养成良好的学习习惯，不能做好课前预习、课后复习，学习没有
计划性和策略性；不善于发现和总结语言规律，不留意知识的巩固和
积累。
三、教材分析
人教版《新目标英语》八年级（上册），本套八年级教材共分十
个单元，每单元分 Section A 和 Section B 以及 Self-check 三部分。
Section A : 1a 呈现本单元的重点单词，语法结构与功能；1b 呈现任务
型听力练习；1c 结对练习核心对话；2a,2b 是多种听力练习；2c 呈现
不同的任务。Grammar Focus 呈现语法功能重点；3a-3c 提供多种课
堂活动。 Section B: 1a 词会扩展；1b 新旧知识综合运用，同时在
原有基础上有所扩展；2a,2b 为听力练习；3a-4 提供各类练习形式，
随着所学内容的加深，逐步扩展成阅读和写作练习。4 为创造性活用
所学知识提供各类课堂活动。 初二全科目课件教案习题汇总语文数
学英语物理历史 Self-check:使学生对自己的英语水平有明确的认识。
自我评价，包括词汇知识的评价，语言应用能力的评价和幽默卡通。
本学期的重点是继续学习词汇和习惯用语，语法知识点：不定代
词、频率副词、询问情况、方式状语、提出邀请、形容词比较级、最
高级等。其中状语从句和形容词是本册的难点、重点。
四、教学目标
1. 总体目标：激发学生学习英语的兴趣，树立自信心。在整个
教学过程中，让学生有丰富的生活常识、多文化背景的积累，并形成
正确人生观、价值观，有积极的情感态度和跨文化的交际能力。同时
培养自主学习能力，积累学习方法。
2. 具体目标：结合学生英语基础较差的实际，在教学刚开始的
阶段，注意和初一知识的衔接，例如复习积累基础词汇、词语搭配、
句型，熟悉不同单元呈现的语法规则，掌握实际用法。希望第一学期
后，学生能培养学习的兴趣，养成较好的学习习惯，对基础知识有一
定的掌握。
五、具体措施
1、对新版教材认真研究，充分运用多媒体课件等充分展示数码
技术在英语教学中的作用，引起学生兴趣，让学生充分思考、讨论，
注重能力的培养。
2、认真贯彻晨读制度，规定晨读内容，加强监督，保证晨读效
果。①每天记 5 个生词，2 个常用句子或习语。利用“互测及教师抽
查”及时检查，保证效果并坚持下去。②背诵课文中的对话或课文。
目的：要求学生背诵并默写，培养语感。
3、对学困生进行专门辅导，布置单独的作业，让他们在小进步、
小转变中体味学习的快乐，树立学习的自信，尽快成长起来。
4、经常进行教学反思，适时调整教学方法，符合学生的真实情
况，利于学生的有效性学习。
5、在具体的英语课堂教学中，根据目标并结合教学具体内容，
为学生积极创设情景，尽量让学生在较为逼真的情景中渗透文化，了
解文化，设置任务，学生通过思考、调查、讨论、交流和合作等方式，
学习和使用英语，完成学习任务。
6、关注学生的情感，营造宽松、民主、和谐的教学氛围。
7、加强对学生学习策略的指导，为他们终身学习奠定基础。
8、认真专研教材和课标，既备学生又备教材，认真上好每一堂
课。
六、教研专题
《探析初中英语教学中如何实施情境式课堂教学》
七、课程安排及教学进度
周次 教学进度与安排 说明
第一周 教学预备工作
第二周 Unit1 Where did you go on vacation?
第三周 Unit1 Where did you go on vacation?
Unit2 How often do you exercise?
第四周 Unit2 How often do you exercise?
Unit3 I’m more outgoing than my sister.
第五周 国庆假
第六周 Unit3 I’m more outgoing than my sister.
Unit4 What’s the best movie theater?
第七周 Unit4 What’s the best movie theater?
第八周 Unit5 Do you want to watch a game show?
第九周 Unit5 Do you want to watch a game show?
复习
第十周 复习迎接期中考试复习
第十一周 Mid-exam
第十二周 Unit 6 I’m going to study computer science?
第十三周 Unit 6 I’m going to study computer science?
Unit 7 Will people have robots?
第十四周 Unit 7 Will people have robots?
第十五周 Unit 8 How do you make a banana milk shake?
第十六周 Unit 8 How do you make a banana milk shake?
Unit 9 Can you come to my party?
第十七周 Unit 9 Can you come to my party?
第十八周 Unit 10 If you go to the party, you’ll have
a great time.
第十九周
Unit 10 If you go to the party, you’ll have
a great time.
复习
第二十周 复习迎接期末考试复习
第二十一周 期末考试
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