- 446.75 KB
- 2021-10-12 发布
- 1、本文档由用户上传，淘文库整理发布，可阅读全部内容。
- 2、本文档内容版权归属内容提供方，所产生的收益全部归内容提供方所有。如果您对本文有版权争议，请立即联系网站客服。
- 3、本文档由用户上传，本站不保证质量和数量令人满意，可能有诸多瑕疵，付费之前，请仔细阅读内容确认后进行付费下载。
- 网站客服QQ：403074932
1
Unit 1 Where did you go on vacation?
Period one Section A 1a-1c
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 ⋯
2）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.
3) 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。
4）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
2
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 works
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. ”
3
5. Check the answers with the Ss.
VI. Pair works
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.
四、 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.
五、板书设计
Period Two Section A 2a-4b
一、教学目标
1. 语言知识目标：
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.
4
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⋯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 _________.
2. 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。
5
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做主语时， 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
6
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。
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）
四、 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。
五、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.
7
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.
8
Ⅱ. Writing
Work on 1a:
1. Point to the six words: delicious, expensive, exciting, cheap, terrible and 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。
9
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.)
10
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.
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。
四、 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.
五、板书设计
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 ⋯?
11
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
12
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.
4. 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。
5. Ss read the passage then fill in the blanks with the words in the box.
6. 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。
13
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.
四、 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。
五、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?
14
Unit 2 How often do you exercise?
Section A教案
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： housework, hardly, ever, hardly ever, once, twice, Internet, program,
full, swing, swing dance, maybe, least, at least ⋯
2) 能掌握以下句型：
① —What does he do on weekends? —He usually watches TV.
② —How often do you watch TV? —I watch TV every day.
③ —Does he go shopping? —No, he never go shopping.
3) 能了解以下语法：
频度副词及一般现在时简单谈论周末活动情况。
2. 情感态度价值观目标
通过本单元的学习， 养成健康的饮食习惯， 保证充足的睡眠时间， 进行合理的运动锻炼，
以保持健康的体魄。培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，
增进友谊，加强人际交往，以形成良好的人际关系。
二、教学重难点
1. 教学重点：
1) 对 6 个频度副词细微差异的理解及使用。
2) 弄清一般现在时在不同人称下动词形式及提问的变化。
2. 教学难点：
1) 第三人称单数谓语动词在此核心句型中的运用。
2) 谈论课余时间的各项活动，以及初步认识和使用频率副词。
三、教学过程
15
Ⅰ. Lead in
Talk about your last weekend ’s activities.
Ⅱ. Presentation
1.教师问： “ What do you usually do on weekends? ” (并且板书 )让学生根据自己的实际回答 I
usually ⋯⋯ on weekends.
2.教师出示动词卡片 watch TV, read books, exercise, swim, play football, go shopping, go to
movies 让学生回答。
3.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。
Ⅲ. Writing
1. Look at the picture. Discuss with your partners. Make a list of the weekend activities.
2. Let some Ss read out their activities. Let other Ss add more activities.
Ⅳ. Listening
1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words.
2. Tell Ss to listen and write the letters from the picture above on the line below.
3. Play the tape for the first time. Ss listen and fill in the blanks.
4. Play the tape for the second time for the Ss to check the answers.
Ⅴ. Pair work
1. Act out the conversation with a student.
2. Let Ss talk about the pictures in 1a in pairs.
3. Let some Ss act out their conversations.
Ⅵ. Listening
Work on 2a:
1. Let Ss read the phrases in the chart.
2. Tell Ss that Cheng Tao is taking about how often he does these activities. Play the recording
for the first time. Ss listen and number the activities [1-5].
3. Play the recording for the second time for the Ss to check the answers.
Work on 2b:
16
1. Tell Ss they will hear the recording again. This time, listen and match the activities in 2a with
how often Cheng Tao does them.
2. Ss listen and math the activities with the phrases.
3. Check the answers.
Ⅶ. Pair work
1. Ask one student how often he/she watch TV as a model.
T: Hi, S1. How often do you watch TV?
S1: I watch TV every day.
T: What ’ s your favorite program?
S1: Animal world.
T: How often do you watch it?
S1: Twice a week.
2. Let one student read the activities in the chart. Tell them these new words:
favorite website ( 最喜欢的网站 )；favorite sport ( 最喜欢的运动 )
3. Ss work with their partners. Then ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversation by themselves, then match the activity with the right time.
Dance lesson Tuesday
Piano lesson Wednesday and Friday
Playing tennis Monday
2. Let the Ss read the conversation after you.
3. Ss work with a partner and act out the conversation. Then let some pairs to act out the
conversation in front of the class.
四、 Homework
1. Act out the conversation after class.
2. 翻译句子
周末你通常做什么事情？我通常踢足球。
____________________________________
周末他们做什么事情？他们经常去看电影。
17
___________________________________
五、板书设计
Section A 2 (Grammar Focus-3c)
一、教学目标
1. 语言知识目标
1) 复习运用频率词汇及询问活动频率。
2) 一般现在时态的熟练运用。
2. 情感态度价值观目标
通过本单元的学习， 养成健康的饮食习惯， 保证充足的睡眠时间， 进行合理的运动锻炼，
以保持健康的体魄。培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，
增进友谊，加强人际交往，以形成良好的人际关系。
二、教学重难点
1. 教学重点：
1) — How often do you /does he(she) ⋯ .? — He usually ⋯
2) 频度副词的用法 : always, usually, often , sometimes, hardly ever, never.
2. 教学难点：
1) 第三人称单数谓语动词在此核心句型中的运用。
2) 能够谈论课余时间的各项活动，以及初步认识和使用频率副词。
三、教学过程
Ⅰ. Warming- up and revision
1. Ask and answer some oral questions on how often exercise.
2. Check the homework and have a dictation of some new words.
Ⅱ. Grammar Focus
Section A 1(1a-2d)
—What does he do on weekends?
—He usually watches TV.
—How often do you watch TV?
—I watch TV every day.
—Does he go shopping?
—No, he never go shopping.
18
1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。
1) 你通常在周末做什么？
______ ____ you _______ do on weekends?
2) 我总是去运动。 I _______ _______.
3) 他们总是在周末做什么事情？
______ _____ they ________ on weekends ？
4) 他们经常帮助做家务。
They ________ _______ with housework.
5) 她在周末做什么？
What ______ she _______ on weekends?
2. 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
1. Tell Ss try to find the answers.
A: how often 意为 “ __________ ”，是用于提问表示 __________的特殊疑问词组。其答语
应为表示 ________ 的副词或副词词组。句子的时态一般是 _____________，也可以是一
般过去时。翻译：
你多久去游泳一次？一个星期三次。 __________________________________.
_________________________________
B: 一般现在时态
在一般现在时的一般疑问句中，当主语为第三人称复数或单数时，需要句子前加助
动词 Do 或 Does 。
他们通常在周末锻炼吗？
___ they often ________ on weekends?
她一周上网二次吗？
_____ she _____ the Internet twice a week?
Ⅳ. Practice
1. Tell Ss to make questions.
2. Then try to ask and answer questions about the questions.
3. Ask some Ss to ask and answer with their partners in front of the class.
方法指导：应通读所有词汇，掌握句子大意；然后，找出句子中的特殊疑问词。最后，
19
按 “特殊疑问词 + 一般疑问句？ ” 的结构来构成句子。其他类似。
学生们， 按老师指导的方法进行阅读， 并逐句推敲组成正确的特殊疑问句， 并理解掌握
特殊疑问句的句式结构，在实际的运用中提高自己的阅读能力、分析能力及综合运用能力。
Ⅴ. Group work
1. Let Ss work in groups of six or eight.
2. Tell Ss discuss what activities they do to improve their English. Then write the activities in the
chart.
3. Ask their group mates the questions and fill in the chart.
4. Try to make a report about their partners.
(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.
1）I usually go shopping on weekends. ( 变为一般疑问句 )
______ you usually _____ shopping on weekends?
2） She often helps with housework at home. ( 同上 )
_____ she often ______ with housework?
3） They visit their grandparents once a month. (提问 )
______ ______ ____ they visit their grandparents?
4） She always watch TV after dinner. (提问 )
_____ _____ _____ she ______ TV after dinner?
5） Maybe your mother is in the kitchen. ( 改为同义句 )
Your mother _______ ______ in the kitchen.
四、 Homework
Do a survey:
What does he/she do on weekends?
五、板书设计
Section A 2 Grammar Focus-3c
—How often do you /does he(she) ⋯.?—He usually⋯
频度副词的用法 :
Always, usually, often, sometimes, hardly ever, never
how often 意为 “ __________ ”，是用于提问表示 __________的特殊疑问词组。其答
20
Unit 2 How often do you exercise?
Section B 教案
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： percent，online, television ，although, body, such as, mind, together, die,
writer ⋯
2) 能掌握以下句型：
① not ⋯at all
② The best way to ⋯ is ⋯.
③ such as ⋯
2. 情感态度价值观目标
了解其他学生们的日常生活情况， 让学生们知道应如何安排自己的日常生活， 向其他有
良好生活习惯的人们学习，做一个有良好习惯的人。
21
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 what he/she does on weekends.
Ⅱ. Presentation
1. T: Show some pictures of food or drink on the big screen. Ss read the words then discuss they
are healthy or unhealthy.
2. Work on 1a. Read the words with the pictures then match the words with the pictures.
Ⅲ. Find
1. Show a list of words of food and drinks on the big screen. Then list the m into “ healthy ” or
“ unhealthy ”.
2. Check the answer with the Ss.
3. Ask and answer questions about the pictures on 1a. Make a model to the Ss:
T: How often do you drink milk, S1?
S1: I drink milk every day.
T: Do you like it?
S1: No, but my mother wants me to drink it. She says it ’ s good for my health.
Ⅳ. Listening
Work on 1c :
1. Tell Ss that a reporter is interviewing Bill and Tina what their eating habits are. Listen to the
recording and find the answer to these two questions: Is Bill healthy? Is Tina healthy? Listen and
22
find the answers to the questions.
2. T: Now let's work on 1d. First, let one student read the sentences and try to know the meaning
of the sentences.
3. Play the first time, Ss just listen. Play the tape for the second time for the Ss to listen and find
the answers.
4. Check the answers.
5. 听力指导：学生先要抓住这六个问题的意思。带着这六个问题去对话。在听的时候，应
重点将与这六个问题相关的回答听清，其他作为非重点内容。
Ⅴ. Pair work
1. Work in pairs. Ask and answer questions. SA is the reporter. SB is Tina or Bill. Ask and
answer questions. Then change roles.
e.g. ─ How often do you exercise?
─ I exercise every day?
─ And how often do you ⋯ ?
─ I exercise ⋯
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Let Ss discuss the activities with their classmates and rank these activities according to how
often you think your classmates do them.
2. Let some Ss tell their answers.
Ⅵ. Reading
1. T: Here are the results of what the students in No. 5 High School do in their free time. Read
the passage quickly and find the answers to the two questions:
1) How many kinds of free time activities are mentioned in the passage?
_______________________________
2) What is the best way to relax? _________________________________
2. Read the passage carefully and complete the pie chart below.
Ss read the passage and try to fill in the pie chart. Then check the answers together.
Ⅶ. Reading
1. T: Now let ’ s read through the five questions. Make sure the Ss know the meaning of the
23
questions. Then let Ss read the passage again and try to 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，认真带着问题去阅读短文。在短文中
找到相关问题的回答依据，并回答上每个问题。最后，检查一下自己的回答是否正确。
3. Ss read carefully and try to find the answers to the questions.
4. Check the answers with the class.
Ⅷ. Practice
Work on 2d:
1. T: Now let ’ s make some sentences with the percentages using always, usually or sometimes.
2. 方法指导：首先，明确 always, usually 及 sometimes 所代表的百分比数值；然后，看再
看每个百分比数在短文中相关的活动；最后，造出恰当的句子。
3. Ss read the passage again and try to make some new sentences. Check the answers with each
others.
Work on 2e:
1. Let Ss read through the activities in the chart first. Select one activity from them. Then ask
their classmates how often they do this activity and make a pie chart.
2. Ss work in groups. Ask and answer questions then fill in the chart.
3. Make a pie chart like those in 2b.
4. Then try to make a short report like the report in 2b.
四、 Homework
1. 读 2b 中的短文。
2. 根据 2e 的调查结果写一个报告。
五、板书设计
Section B 1 1a-2c
percent，online, television ，although, body ，such as, mind，together, die, writer
percent 名词，意为 “百分之 ⋯⋯”，
【注意】 percent 做主语时，谓语动词的数要根据其后面的名词来确定。如：
Fifty percent of the apples are bad.
50%的苹果们都坏了
2. not ⋯ at all 意为 “一点也不 ”， not 应和 be 动词、助动词或情态连用。例如：
那个故事一点也没有趣。
The story isn ’ t interesting at all.
3. although 连词， “尽管， 虽然； 即使 ” 注意： although 引导的从句不能与 but 连用。
尽管他离家很早，但是他还是迟到了。
Although he left home early, he was late. ( √ )
24
Section B 2 3a-Self Check
一、教学目标
1. 语言知识目标：
1) 复习询问或谈论别人饮食、锻炼的频率、休息的时间及选择不同频率的理由 。
2) 能够运用所给的提示，完成对某人饮食习惯的描写。
3) 总结回顾所有的频率词，并学会运用所学的频率词来谈论某人的生活习惯。
2. 情感态度价值观目标：
1) 通过小组活动对话、讨论、调查等活动。培养学生们的合作意识和团队精神。
2) 谈论日常生活行为习惯，提倡合理安排自己的生活，养成良好的生活习惯，享受丰富
多彩的校园生活。
二、教学重难点
1. 教学重点：
1) 能运所给的提示词来描写个人的饮食起居等方面的习惯。
2）能运用一些相关资料对他人进行好习惯与坏习惯的调查。
2. 教学难点：
能运所给的提示词来描写个人的饮食起居等方面的习惯。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Let some Ss read the passage in 2b.
3. Check the homework.
Ⅱ. Presentation
1. Show some pictures of your daily activities. Tell Ss your good activities and bad activities.
2. Let some Ss tell about how often they do some activities and judge they are good habits and
25
bad habits.
Ⅲ. Practice
1. Look at the information in the chart and complete the report.
2. 阅读指导 :
首先，通读短文，了解短文的大体意思。读表格中活动及后面的做此活动所用的时间，
并确定做此事的频率， 可以在每个活动后面写出相应的频率词。 如：Exercise 应用 always/every
day；read books 也是 always/every day；drink juice 应为 usually; ⋯
3. Ss read the passage then fill in the blanks with the words in the box.
4. Check the answers.
Ⅳ. Writing
Work on 3b:
1. Complete the chart with your own information. Then in the last column, use expressions like
always, every day, twice a week and never.
2. Then let some Ss show their chart to the class.
Work on 3c:
1. Let Ss write a report about their good habits and bad habits. Say how often they do things
using the report in 3a as an example.
2. 写作指导：
首先， 根据自己所填写的表格， 写出相关的自己的好习惯及坏习惯的句子。然后， 按先
叙述好习惯，再叙述坏习惯。将这些句子排列在一起。注意，连接词的运用，如： however,
also 等。让句子更加简洁和流畅。
3. Check the compositions and let some Ss read their compositions.
Ⅴ. Quiz
1. Tell Ss to take the health quiz. Compare your results with your partner ’ s. Who ’ s healthier?
2. Read the quiz and the chart first and make sure all the students know how to take the health
quiz.
3. Work in groups and take the quiz in your group. See who is healthier?
Ⅵ. Practice
Self Check 1 and 2
1. 让学生相互讨论并在表格中填写出自己及自己的父母亲所做的活动。
26
2. Let some Ss read aloud their chart. Then try to write five sentences using the information
above.
3. Make sure they use the correct forms of the verbs.
Self check 3
1. Tell Ss that they should read the conversation and then fill in the blanks with the right forms.
2. Ss read the conversations and try to fill in the blanks.
3. Check the answers:
How often, usually, hardly, How often, once a ⋯; never
4. Let Ss practice the conversation with their partner.
四、 Homework
1. Review Section B.
2. Write a short passage your father or mother ’ s good habits or bad habits.
五、板书设计
Unit 3 I’m more outgoing than my sister
Section A 教案
Section A 1 (1a-2d)
Section B 2 3a-Self Check
3a: every day; usually, hardly ever, always, sometimes, hardly ever, never
3b: exercise often, read books every day, drink juice usually, never stay up late
Eat hamburgers sometimes, always watch TV for two hours, hardly ever help with housework
3c: One possible version:
I have lots of good habits. I exercise every day. I always read books. I eat fruit every day. I
drink milk twice a week. I never stay up late. But I have some bad habits, too. I always watch TV for
two hours a day. I use the Internet twice a week. I hardly ever help with housework. I never go to the
dentist.
Self check 3:
usually, how often, hardly, how often, twice a; never
27
一、教学目标
1. 语言知识目标
1) 能掌握以下单词：
outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win ⋯
2) 能掌握以下句型：
① Tina is taller than Tara.
② Sam has longer hair than Tom.
③ She also sings more loudly than Tara.
3) 能掌握以下语法：
① 形容词或副词比较级形式的构成。
② 表示两者进行比较的句式结构。
2. 情感态度价值观目标
能对人物的外表进行描绘，个性进行比较。
二、教学重难点
1. 教学重点
1) 形容词或副词比较级形式的构成。
2) 表示两者进行比较的句式结构。
2. 教学难点
He has shorter hair than Sam.
Is Tom smarter than Tim?
She also sings more loudly than Tara.
三、教学过程
Ⅰ. Lead-in
1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we
can group them into some pairs, like: [Section A 1a]
tall --- short, thin --- heavy, long hair --- short hair, calm --- wild ⋯
Give Ss an example by comparing Old Henry and Santa Claus.
E.g. Santa Claus is older than Henry. Henry is taller than Santa Claus.
Henry is younger than Santa Claus. Santa Claus is younger than Henry.
28
Ⅱ. Presentation
Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their
things with each other.
E.g. This apples are bigger than the pears.
The pears are more delicious than the apples.
Summarize the Comparatives. Group competition.
A + be(V) + 比较级 + than + B.
Ⅲ. Game (I and my desk mate)
Ask Ss to compare with their partners and find out the differences.
E.g. She is heavier than me. I am more outgoing than her.
She gets up earlier than me. I run faster than her.
Ⅳ. Listening
Then listen to the recording. Ask Ss to number the twins.
Check the answers.
Ⅴ. Pair work
Point out the sample conversation in activity 1c.
Say, now work with a partner. Make your own conversation about the twins.
Ask several pairs to say one or more of their conversations.
Ⅵ. Listening
1. Work on 2a:
Point out the two columns and read the headings: -er, -ier and more. Then point out the
words in the box. Read them.
Say, now listen and write the –er and –ier words in the first column and the words that use
more in the second column.
Play the recording and check the answers.
2. Work on 2b:
Point out the picture and the two boxes with the headings Tina is and Tara is.
Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.
Play the recording and check the answers.
Ⅶ. Pair work
29
1. Point out the chart in activity 2c. Say, Make your own conversations according to the
information. Ask pairs to continue on their own.
2. Ss practice their conversations.
3. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversation first and try to match the people with the right things.
a. sang better
b. with shorter hair
c. practice more and really wanted to win
d. sang more clearly
e. danced better
2. Let Ss read the conversations after the teacher.
3. Let Ss practice the conversation.
4. Then let some pairs act out their conversations in front of the class.
四、 Homework
Write six sentences:
Write about the things that are the same and different between you and your best friend.
五、板书设计
Section A 2 (Grammar focus-3c)
Section A (1a-2d)
outgoing, better, loudly, quietly, hard-working,
competition, fantastic, which, clearly, win
句型：
① Tina is taller than Tara.
② Sam has longer hair than Tom.
③ She also sings more loudly than Tara.
Nelly
Lisa
30
一、教学目标
1. 语言知识目标：
1) 复习巩固形容词的比较形式及对两者进行对比。
2) 进一步总结所学的对两者进行比较的句式结构。
3) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
2. 情感态度价值观目标 :
学会与朋友友好相处，培养乐观，积极向上的性格。
二、教学重难点
1. 教学重点：
1) 总结形容词及副词比较级的构成方式。
2) 进一步总结对两者进行比较的句式结构。
2. 教学难点：
1) 总结形容词及副词比较级的构成方式。
2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
三、教学过程
Ⅰ. Warming- up and revision
1. Ask some Ss compare he/she with his/her desk mates.
I’m taller than my desk mate. But she runs faster than me.
⋯
2. Show some pictures on the big screen. Let some Ss compare the things.
3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.
Ⅱ. Grammar Focus
1. 学生阅读 Grammar Focus 中的句子，然后做填空练习。
(1) 汤姆比萨姆更聪明吗？
Is Tom _______ _____ Sam?
(2) 不是。萨姆比汤姆更聪明。
No, he isn ’ t. Sam is ______ _____ Tom.
(3) 塔拉比蒂娜更外向吗？
Is Tara ____ ________ ______ Tina？
31
(4) 不是。蒂娜比塔拉更外向。
No, she isn ’ t. Tina is ______ ________ ___ Tara.
(5) 你和你姐姐一样友善吗？
_____ you _____ friendly _____ your sister?
(6) 不是。我更友善一些。
No, I ’ m not. I ’ m ___________.
(7) 塔拉与蒂娜工作一样努力吗 ?
Does Tara work _____ ______ _____ Tina?
(8) 谁在学校里更努力一些？
Who’ s ______ _____________ at school?
(9) 蒂娜认为她学习比我更努力。
Tina thinks she ______ _______ than me.
2. 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
总结：
两者进行比较 , 表示“一方比另一方更⋯⋯”的句型：
1. A + be + 形容词比较级 + than + B.
2. A + 实义动词 + 副词比较级 + than + B.
两者进行比较 , 表示“一方与另一方一样⋯⋯”的句型：
1. A + be + as 形容词原形 + as + B.
2. A + 实义动词 + as 副词原形 + as + B.
Ⅳ. Practice
Work on 3a:
1. 读下列句子，根据提示词完成一般疑问句，并做回答。
2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。
方法指导：应通读所给的提示词，掌握句子大意；然后，确定进行对比的双方及所给的
形容词，根据上一环节中所总结的句式结构来组成正确的一般疑问句。最后，再根据回答，
来确定答语中空格中单词的意思，并用正确的比较级形式。
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。
32
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. Ask Ss to think of himself/herself two years ago. Write about how they are different now.
2. Give an example:
T: S1, Are you taller now?
S1: Yes, I am. I’m taller than I was two years ago.
T: Pay attention to the tense. “I was two years ago.”
3. Ss work by themselves. Read the sentences in 3b and write the other four sentences.
4. Check the answers with the class.
Ⅴ. Group work
1. Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the
chart.
2. Ask one student the question:
T: Who is smarter, your mother or your father ？
S1: I think my mother is smarter than my father.
3. Ss read the chart and check √ in the chart.
4. Work in groups. Ask and answer the questions with their partners.
5. Try to make a report.
(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.
用所给单元的正确形式填空。
1. My hair is _____ (long) than my sister ’ s.
2. I am ______(tall) than you.
3. She is _____ ______(outgoing) than me.
4. Lily is _____ (heavy) than Lucy. And Lucy is _____ (thin) than Lily.
5. I have _____ (short) hair than Tina.
6. Tom is ______ ___________ (hard-working) than Tim.
四、 Homework
33
1. Review the grammar focus after class.
2. Write down the same and different between you and a friend.
五、板书设计
Unit 3 I ’m more outgoing than my sister
Section B 教案
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：
talented, truly, care, care about, serious, mirror, kid, as long as, necessary, be different from,
both, though, bring out, grade, should, the same as, saying, reach, hand, touch, heart, fact ⋯
2) 能掌握以下句型：
① I think a good friend makes me laugh.
② For me, a good friend likes to do the same things as me.
③ And a good friend is talented in music.
Section A Grammar Focus-3c
2. Does Jack run faster than Sam?
No, he doesn’t. He runs slower than Sam.
3. Is your cousin more outgoing than you?
No, she isn’t. She’s less outgoing than me.
4. Is Paul funnier than Carol?
No, he isn’t. He’s quieter than Carol.
Who’s smarter, your father or your mother?
I think my mother is smarter than my father.
34
④ You don’t need a lot of them as they are good.
⑤ Larry is quite different from me.
3) 阅读短文获得正确的信息的能力。
4）阅读短文并能完成相关任务。
2. 情感态度价值观目标：
了解人与人之间的差异性，了解自己对朋友的看法，明确自己需要什么样的朋友。
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 what his/her father and mother are like.
Ⅱ. Presentation
1. Show a maxim to Ss: A friend indeed is a friend in need.
Ask, what kind of things are important in a friend?
Ⅲ. Reading and writing
Work on 1a:
1. Read each description to the class and ask the Ss to repeat. What kind of things is important in
a friend? Rank the things below 1-6 (1 is most important) Ask different Ss to copy the six phrases
on the Bb. Then read the phrases together.
2. Read each description loudly. In your opinion, which one is the most important? Please rank
the things (1-6). You put a 1 after the thing that is most important to you, and put a 2 after the
second most important thing and so forth. Now let ’ s check which things are most important to
35
you.
Work on 1b:
1. Well, every one of you has his own idea. Now please talk about what you think a good friend
should be like in groups of four. First read the example dialogue, and then make your dialogue
about friends using the phrases in activity 1a.
2. Ss try to write their own sentences.
Ⅳ. Listening
1. Next you will hear an interviewer talking to Molly and Mary. What are they talking about?
When I play the recording for the first time, you just listen carefully and give me the answer. Have
you got it? Yes, they are talking about their best friends. Now look at the chart, and write the
things that Molly and Mary like about their best friends. You can write only words and phrases.
Let ’ s check your answers.
2. T: Now let's work on 1c. Let ’ s listen to the tape again and fill in the rest of the chart in 1c.
3. Ss listen to the tape and fill in the chart.
4. Check the answers.
听力指导： 要抓他们之间的相似之处与不同之处， 这两个重点内容。因此在听的时候， 应
重点将人物及动作这两个方面的听清，其他作为非重点内容。
Ⅴ. Group work
Work on 1e:
1. Work in groups. Say, now work with your partner. Make a conversation using information in
the chart. Ask several pairs to say their conversations to the class.
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Say: Write the comparative forms of the following adjectives. Then use them to write five
sentences about you and your friends.
2. Ss work in a group. Check each other ’ s answers.
3. Let some Ss read their sentences.
Ⅵ. Reading
Quickly reading
1. T: Let's meet three new friends, Jeff Green, Huang Lei and Mary Smith. What are they like?
36
What do they think of their friends? Now read the passages underline the differences between the
friends and circle the similarities.
2. Let some Ss read the passage quickly and underline the differences and circle the similarities.
Then let another Ss read aloud these sentences.
3. Check the answers with the Ss.
Careful reading
1. Let Ss read the sentences in 2c. Make sure they know the meaning of these sentences.
2. Let Ss read the passages again and judge these sentences are True or False.
3. Ss read and find the answers to the questions.
4. Check the answers.
⋯
Ⅶ. Writing
1. T: Now let ’ s think of you and your friends. How do you and your friends compare with the
people in the article? Write five sentences.
2. 方法指导：首先，应思考一下自己及自己朋友的特点；然后，认真与短文所提及的人物
进行对比。写出明确的比较句。注意运用正确的比较句：
句型指导：
A + be different from B because + 两者比较句
A + be similar to B because + 两者比较句
3. Ss try to write their sentences.
4. Let some Ss read aloud their sentences to the class.
Ⅷ. Talking
1. T: Read these saying about friends. Can you translate them into Chinese?
2. Let some Ss translate the sentences into Chinese.
3. Tell Ss: Which saying is their favorite? Which friend do you think about when you read this
saying? Why? Tell your partner about it.
4. Give the Ss an example. Ss think about it and try to tell something to their partner.
5. Let some Ss talk about it.
四、 Homework
37
1、 Read the passages after class.
2、 Make sentences with the phrase below:
as long as ; be different from; bring out
be similar to; in fact; make sb. Do ⋯
It ’ s (not) necessary to do ⋯
五、板书设计
Section B 2 3a-Self check
Section B 2 (Grammar focus-3c)
一、教学目标
1. 语言知识目标
1) 掌握下列词汇： primary, primary school, information ⋯
2) 复习如何对两者进行比较。能够综合运用所学的知识来对两个事物或人物进行对比。
3) 总结回顾形容词或副词的比较级形式， 并通过不同形式的训练来熟练掌握所学的知识。
2. 情感态度价值观目标
1) 能了解人与人之间的差异性，能做到相互理解相互学习。
2) 能正确看待自己和他人的优缺点，学人之长，补己之短。
二、教学重难点
Section B 1a-2e
Sentence structure:
① I think a good friend makes me laugh.
② For me, a good friend likes to do the same things as me.
③ And a good friend is talented in music.
④ You don ’ t need a lot of them as they are good.
⑤ Larry is quite different from me.
Main phrase:
as long as ; be different from; bring out
be similar to; in fact; make sb. do ⋯
be good at; be talented in; care about ⋯
38
1. 教学重点
1) 能运用所学的知识对事物或人物进行对比。
2) 能正确运用形容词或副词的比较级形式。
2. 教学难点
1) 能根据提示信息，对两个人物或事物进行对比。
2) 复习运用形容词或副词的比较级形式。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Let some Ss read their passages to the class.
3. Ask some Ss to compare themselves and their friends.
Ⅱ. Presentation
1. Show some pictures of the students of your class. Describe the Ss.
She is tall/short. She is popular/serious/hardworking. → be + 形容词
She has long straight hair/ short straig ht hair. → have/has ⋯ hair
She likes reading/sports ⋯→ likes ⋯
2. Let some Ss describe the student in the big screen.
Ⅲ. Writing
1. T: Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them.
2. 写作指导：
阅读表格中的描述； 分析描述词的特点； 是用形容词还是用动词进行描述； 根据在导入总结
的句式结构来对学生们进行描述。相似的地方，可以用 both 来共同表达出来；不同的地方，
可以用比较的句式表达出来。
3. Ss try to write these sentences.
4. Check the answers.
Ⅳ. Writing
Work on 3b:
1. Think of your friends. Make notes about two of your friends. One friend should be similar to
you. The other friend should be different.
39
2. Give some examples: popular, outgoing, serious, hard-working, tall, thin ⋯ likes
reading/sports, art, music ⋯ has long/short straight hair ⋯
3. Check the answers with each other.
Work on 3c:
Write two paragraphs describing your friends.
写作指导：
首先， 找出和你的朋友相似的方面。 对这些方面进行描述； 可以用 be both ⋯ 或 likes ⋯
句式结构来描述。
其次， 对不同之处进行描述。 根据在 3b 中所做的记录， 用形容词或副词的比较级形式，
用正确的句式进行两人之间的对比。如：
A is more outgoing than B. B works harder than A. ⋯
4. Show some Ss ’ compositions on the big screen. Correct the mistakes in the composition.
Ⅴ. Practice
1. Ask the questions about the ad.
① What do the English Study Center need?
② Should the student be outgoing?
2. Let Ss read the ad and answer the questions.
3. Let Ss think about what the student like?
Give Ss some examples:
He/She should be outgoing. He/She should be good with children. He/She should be good at
English ⋯
4. Tell Ss to compare two of their classmates. They can use the real names.
5. Ss talk with their partners and compare two of their classmates.
Ⅵ. Self Check
Work on Self Check 1
1. Look at the chart. Let one student read the words in the box first.
2. Tell Ss to put the words in the correct columns in the chart. Make they know they should put
some adjectives in the first column. In the second col umn, they should put some “ verbs + 副词 ”。
3. Ss work by themselves and then check the answers with the Ss.
Work on Self check 2
40
1. Tell Ss to fill in the blanks using the correct forms of the words in the brackets.
2. 提示：注意看句子的意思及有无表示比较的介词 than 来确定是否是用比较级的形式。
3. Ss work by themselves and fill in the blanks.
4. Check the answers with the Ss.
Work on Self check 3
1. Have a writing test. Ss think of their best friend. Write down two ways in which they are
similar, and two ways in which they are different. Make sure to use comparatives.
2. Ss write the sentences quickly and see who writes best.
3. Encourage some Ss to work harder.
四、 Homework
1. Review Section B.
2. Write about six sentences about their parents. Compare them.
Unit 4 What’s the best movie theater?
Section A 教案
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
2) 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.
41
⑤ They play the most boring songs.
3) 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.
42
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.
四、 Homework
写六个句子来说一下你们班的 “最⋯⋯”。
43
In my class, Lin Tao is the tallest.
五、板书设计
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。
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.
44
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 ______ _______ _________.
45
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。
46
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 are ________________ (delicious) of all.
四、 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.
五、板书设计
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.
47
Unit 4 What ’ s the best movie theater?
Section B 教案
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.
48
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 have 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
49
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,
and 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.
四、 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。
Section B 2 3a-Self check
一、教学目标
50
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。
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 _________________
51
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
52
⋯
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。
53
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。
四、 Homework
1. Review Section B.
2. Imagine you going to a talent show of famous people. Write an article about the talent show.
五、板书设计
Unit 5 Do you want to watch a game show?
Section A 教案
Section A 1 (1a-2d)
一、教学目标
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.
54
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⋯
2）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.
3) 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。
4）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。
55
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
56
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.
四、 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 ⋯
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。
57
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 _________ ___ ______?
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
1.动词不定式做宾语的用法：
58
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。
【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. 即时练习
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。
59
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）
Unit 5 Do you want to watch a game show?
Section B 教案
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：
I like to watch action movies because they ’ re exciting.
60
John wants to watch talk shows because they ’ re enjoyable.
One of the main reasons is that Mickey was like a common man.
However, he was always ready to try his best.
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:
61
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。
62
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.
四、 Homework
1. Finish 2e on P38.
2. Remember the words and phrases in the lesson.
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。
63
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.
64
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.
65
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.
⋯
3. 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。
四、 Homework
Write your movie review using the notes in 3b.
Unit 6 I ’ m going to study computer science.
Section A 教案
Section A 1 (1a-2d)
一、教学目标
1. 语言知识目标
66
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?
67
─ 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.
4. 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.
68
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.
四、 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。
69
--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 ⋯
五、板书设计
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： 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：
Section A 1 (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.
70
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。
71
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?
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。
72
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.
___, ___, ____, ____, ___, ___, ___, ____
73
四、 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.
五、板书设计
Unit 6 I ’ m going to study computer science
Section B 教案
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： resolution, team, foreign, able, be able to, question, meaning, discuss,
promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up,
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.
74
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：说出表示职业的名词。
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
75
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.
2. Play the recording for the Ss to listen and circle.
3. 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.
76
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 resolution s 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。
77
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。
1) 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。
四、 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。
Section B 2 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。
78
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
79
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。
80
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.
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
81
打算如何做？
4. 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.
四、 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.
Unit 7 Will people have robots?
Section A 教案
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.
82
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。
83
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。 )
3. 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:
84
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.
四、 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) play a part
五、板书设计
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.
85
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： 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.
86
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。
87
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、 more, fewer, less
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.
88
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。
四、 Homework
1. 复习 Grammar Focus 中的内容。
2. 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。
五、板书设计
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.
89
Unit 7 Will people have robots?
Section B 教案
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： 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 ⋯
2) 能掌握以下句型：
—Where do you live ？ —I live in an apartment.
There are already robots working in factories.
It ’ s easy for children to wake up and know where they are.
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
90
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.
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.
91
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.
92
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.
四、 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。
五、板书设计
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 : 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。
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.
93
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
94
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。
95
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.
四、 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
96
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。
Unit 8 How do you make a banana milk shake?
Section A教案
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： shake, milk shake, blender, turn on, peel, pour, yogurt, honey,
watermelon, spoon, pot, add, finally, salt ⋯
能掌握以下句型：
① ─How do you make a banana milk shake?
─ First, peel the bananas ⋯
② ─How many bananas do we need?
─ We need three bananas.
③ ─How much yogurt does we need?
─ We need one cup of yogurt.
2) 能了解以下语法：
掌握用 how much 和 how many 对事物的数量提问。
3) 学会描述做一些常见食物的过程，并能正确地运用表示顺序的词汇。
2. 情感态度价值观目标
1) 通过制作食物的介绍 , 培养学生的实际生活能力 , 了解生活知识 , 增长生活阅历 , 培养
实践操作能力和动手能力。
2) 通过食物制作过程的介绍 , 让学生认识到劳动成果的来之不易 , 使之懂得不能浪费食物 ,
珍惜他人的劳动成果。
二、教学重难点
97
1. 教学重点
1) 用 how much 与 how many 来对数量提问。
2) 动词词组；描述过程的顺序词。
2. 教学难点
能恰当地使用祈使句表达食物的制作过程。
三、教学过程
I. Warming up
1. T: What ’ s your favorite fruit?
S: apple, orange, strawberry, banana, pear, watermelon.
2. T：What’ s your favorite drink?
S: Cola/ milk/ juice/ tea/milk shake ⋯
II. Lead-in
1. T: Great, those taste nice. Today we are going to learn how to make a banana milk shake. How
many bananas do we need? How much milk do we need?
S: ⋯.
Teacher shows the pictures to students, and makes students know the process of making milk
shake. Then write down the key words on the blackboard.
2. Do 1a. Ask Ss to write the names of the actions. Choose the correct words. Ask Ss to fill in the
blanks on their own. Then check the answers.
3. 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 the picture. Describe each action
and ask students to repeat the following:
Peel the bananas, cut up the bananas, put the bananas and the, milk in the blender, pour the
milk in the blender, Turn on the blender; drink the milk shake.
How much How many wash first
One box of 2 bananas peel then
cut up next
put ⋯ into blender after that
turn on ⋯ last
98
4. Point out the actions in the picture and the list of actions in activity 1b.
Play the recording and check the answers. Ask students to recite the conversation at once.
Ⅲ. Listening
1b Listen and put the instructions in order.
Ⅳ. Game
1. Show some pictures in the big screen.
2. Let Ss tell what they can see.
3. Let Ss try their best to say how to make a banana milk shake.
Ⅴ. Pair work
Work on 1c:
1. Let Ss read the model with a partner.
2. Use the information in 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. Let one student read the words in the pictures if necessary.
2. Play the recording for the Ss to listen and complete the chart.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Tell Ss that they should write the ingredient under the correct
amount in the chart.
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 questions about how to make fruit salad.
2. Give a model to the Ss.
3. Ss work in pairs. Try to ask and answer about how to make fruit salad.
4. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and fill in the chart below.
99
one cabbage
one
three
four
five
some
2. Explain some new words and main points in the conversation.
①one more thing 另外一件事情
another ten minutes 再多十分钟
“数字 + more + 物品 ” 指 “另外的 ⋯⋯”
“ another + 数字 + 物品 ” 指 “另外的 ⋯⋯”
当数字为 one 时，常与 more 连用或只用 another。
Give me two more hamburgers, please. 请再给我两个汉堡。
The boys rode another two hours.
那些男孩子们又骑了两个小时。
Do you want one more cup of tea?
Do you want another cup of tea?
你想再来杯茶吗？
② forget to do sth. 忘记（去）做某事
Don’ t forget to close the windows.
不要忘记关上窗户。
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.
四、 Homework
1.做自己喜欢的水果奶昔，并简要说明过程。
2.可以用下列表示过程的词汇来让你描述更加清晰明了。
first, next, then, ⋯ finally ⋯
100
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： sugar, cheese, popcorn , corn, machine, dig, hole⋯
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 how much 和 how many 对事物的数量进行提问。
4) 能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。
2.情感态度价值观目标
1) 通过制作食物的介绍 , 培养学生的实际生活能力 , 了解生活知识 , 增长生活阅历 , 培养
实践操作能力和动手能力。
2) 通过食物制作过程的介绍 , 让学生认识到劳动成果的来之不易 , 使之懂得不能浪费食
物 , 珍惜他人的劳动成果。
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) 掌握正确用 how much 和 how many 对事物的数量进行提问。
2. 教学难点
1) 能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。
2) 能够分清可数名词与不可数名词，会用数量词来计量一些不可数名词。
三、教学过程
Ⅰ. Warming- up and revision
1. Game: How do you make a banana milk shake?
Let some Ss describe how to make a banana milk shake.
Attention to use “ first, next, then, finally ” correctly.
2. How do you make a Russian soup?
Attention to use “ first, next, then, finally ” correctly.
Ⅱ. Grammar focus
1. 学生阅读 Grammar focus 中的句子，然后做填空练习。
101
① 你怎样做香蕉奶昔？
_____ do you _____ banana milk shake?
② 首先，将香蕉剥皮。
______，_____ the bananas.
③ 接下来，将香蕉放入果汁机中。
____, _____ the bananas in the blender.
④ 然后，将牛奶倒进果汁机中。
_____, _____ the milk ____ the blender
⑤ 最后，打开果汁机。
______, _______ ___ the blender.
⑥ 我们需要多少香蕉？
______ _______ bananas do we need?
⑦ 我们需要三只香蕉。
We ______ three _________.
⑧ 我们需要多少酸奶？
_____ _______ yogurt do we need?
⑨ 我们需要一茶杯。
We need ___ _____ ____ yogurt.
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、如何问答名词的数量。
1. 询问不可数名词的数量：
_________ + 不可数名词 ⋯⋯ ？
2. 回答不可数名词的数量：
___________ + 不可数名词
一杯 ________; 一碗 ________
3. 询问可数名词的数量：
__________ + 可数名词 ⋯⋯ ？
Ⅳ. Practice
102
Work on 3a:
1. Circle the correct word in each question:
① How (much/many) bananas do we need?
② How (much/many) sugar do we need?
③ How (much/many) bread do we need?
④ How (much/many) tomatoes do we need?
⑤ How (much/many) cheese do we need?
2. 方法指导：指导：应根据括号后面的名词是可数名词还是不可数名词来确定。
比如，第一句中 bananas是可数名词的复数形式，故用 how many 。其他类似。
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。
V. Work on 3b:
1. 让学生们阅读对话，整体把握对话的意思。
2. 然后仔细读制作爆米花的过程，根据图片及上下文意及时态来确定空格处所应填的词。
第一句话中句子的主语、谓语、宾语都有，故应用副词 how 来构成疑问句。
在第二句话中，空格后有名词 corn，故前面应用 how much 来对其数量提问。
第三句中的主语、谓语有，但没有宾语，故应用 what 来对接下来做 “什么事情 ”进行询问。
在第四句中，空格后有名词 salt，故前面应用 how much 来提问数量。
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。
Group work
1. 让学生们看表格中的四个活动项目， 让学生们根据自己的生活阅历来选择一个较为熟悉
的话题，并与自己的小组成员进行讨论如何做此事。
2. 将做这个事情的过程例一个较为清晰的单子，并用英语描述一下。
3. 与一位同学一起用英语讨论一下，如何做这个活动。
4. 听一听其他同学们擅长的项目，并表达自己的想法或问题。
(最后，可以经学生们评议来推举谁是最会做事情的同学）
四、 Homework
1. 复习 Grammar Focus 中的内容。
2. 从 3c 中选择一个活动项目，用英语将其过程描写出来。注意正确运用表示顺序
103
的词汇： fist, next, then, after that, finally 。
nit 8 How do you make a banana milk shake?
Section B 教案
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： sandwich, butter, turkey, lettuce, piece, Thanksgiving, traditional,
autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve,
tempe rature ⋯
2) 能掌握以下句式结构 :
─Do you like lettuce in a sandwich?
─Yes, I do./ No, I don ’ t.
It ’ s a time to give thanks for food in the autumn.
Cut the turkey into thin pieces.
2. 情感态度价值观目标
1）在活动中渗透中西方餐饮文化， 了解西餐的制作方法在语言的运用中感受中西方饮食
文化的不同。
2）通过食物制作过程的介绍 , 让学生认识到劳动成果的来之不易 , 使之懂得不能浪费食
物 , 珍惜他人的劳动成果。
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
104
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： 将下列名词分为可数名词与不可数名词。
1） milk 2） tomato 3）teaspoon
4） popcorn 5） yogurt 6）salt
7） apple 8） onion 9）dumpling
10） shake 11） juice 12）meat
13） cup 14）porridge 15）watermelon 16）mutton
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. 让学们复述如何做爆米花。
S1：First, put half a cup of corn into the popcorn machine.
S2：Next, turn on the machine ．
S3: Then, pour the popcorn into a bowl.
S4: Finally, put some salt. You can eat it.
４. 让部分学生复述如何植树或其他项目。
Ss try to retell how to plant a tree or other things they can do.
Ⅱ. Presentation
1. Ask Ss that what ingredients they need. Ask two students to say and write the ingredients on
the Bb.
Ⅲ. Talking
1. Talk about the ingredients them like in the sandwich.
2. S1: Do you like lettuce in a sandwich?
S2: Yes, I do.
S1: Do you like tomatoes?
S2: No, I don ’ t. What about you?
S1: ⋯
105
3. Let Ss ask and answer in pairs.
Ⅳ. Listening
Work on 1c:
1. Tell Ss to listen and circle the words they hear in 1a.
2. Play the recording for the Ss to listen and circle.
3. Check the answers:
Work on 1d:
1. T: Now please look at the chart in 1d. Tell Ss to listen again and write the ingredients in the
order they hear them.
听力指导： 本题要求同学们听清在做三明治时，每个步骤中所需要的原料； 因此， 同学们
在听的时候应将注意力放在 “每个步骤中的原料 ”上；第一遍仅听，努力记住这些原料；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. Discuss the traditional food people eat on special holidays in China. Then
make a list.
2. Ask some Ss to read their lists to the class.
3. Ask some other Ss add more.
Ⅵ. Reading
1. T: Look at the article and the pictures. Can you guess what the passage is mainly about?
Let some Ss try to guess the meaning of the passage.
(It ’ s about the turkey dishes in Thanksgiving in the United States.)
2. Let Ss read the passage quickly and number the pictures [1-5].
3. Ss read the passage quickly and number the pictures [1-5].
4. Check the answers with the Ss.
5. Show the new words on the big screen and teach Ss the new words in the passage.
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 try to answer the questions.
106
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 in 2d. It ’ s the instructions for making a turkey dinner
written in different way. Put them in order. Write First, Next, Then and finally in the blanks.
Read the passage again. Then answer the questions with short sentences.
2.方法指导：首先，通读这五个句子的意思；然后，根据上次读短文时的印象，将制作火
鸡宴的过程排为正确的顺序；如果没有记住制作火鸡宴的过程，还应再去 2b 的短文中有关
制件火鸡的部分去读一下。并最终排成正确的顺序。
3. Ss try to answer put the sentences in order. Check the answers.
Ⅸ.Discussion
1. T: Show some special days in China on the big screen. Ask: What do you think is the most
special day in China? Then Let Ss say the special food in the special days.
2. Ask the questions in 2e. Ss think and answer the questions.
3. Let some Ss say their answers.
四、 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；选择自己认为重要的节日，并写出你较为熟悉的食物的制
作过程。
五、板书设计
Section B 1 1a-2e
New words:
sandwich, butter, turkey, lettuce, piece, Thanksgiving, traditional, autumn, traveler,
England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature
Sentence Structures:
① ─Do you like lettuce in a sandwich?
─Yes, I do./ No, I don’t.
② It ’s a time to give thanks for food in the autumn.
107
Section B 2 3a-Self check
一、教学目标
1. 语言知识目标
1) 复习如何制作火鸡宴，以及其他学生们熟悉的传统食物的制作过程。
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所熟悉的食物的制作过程以及所需的原料。
4）通过完成 Self check 的中练习题来全面复习 how much 和 how many 的用法。
2. 情感态度价值观目标
1) 通过制作食物的介绍 , 培养学生的实际生活能力 , 了解生活知识 , 增长生活阅历 , 培
养实践操作能力和动手能力。
2) 通过食物制作过程的介绍 , 让学生认识到劳动成果的来之不易 , 使之懂得不能浪费食
物 , 珍惜他人的劳动成果。
二、教学重难点
1. 教学重点：
1) 能够综合运用所学的知识以及根据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较为熟悉的食物的制作过程。
2. 教学难点：
能够综合运用所学的知识来学习写作自己较为熟悉的食物的制作过程。
三、教学过程
Ⅰ. Warming- up and revision
1. Fill in the blanks of the main idea of the passage in 2b: (On the big screen)
Thanksgiving is a s_______ holiday in the U.S.A. It always on the f______ Thursday in
108
November. There are many r______ for this special day. For some people, it is a time to give
thanks for food in the a______. At this time people also remember the first t_______ from
E______ about 500 years ago. These days most Americans still have a big meal at home to
c________ it. The main dish of this meal is almost always t________.
How to make a turkey dinner?
First, m____ together some bread pieces, onions, salt and pepper. F___ the turkey with this
bread mix.
Next, put the turkey in a hot oven and c____ it for a few hours. Then, place the turkey on a
large plate and c_______ it with gravy.
F_____, serve it to your friends with some other food.
2. Check the answers with the Ss.
3. Ask your partner his/her most special day in China.
Ⅱ. Lead-in
1. Ask Ss about what special food in the town (city) they live?
E.g. Mapo toufu, Gongbaojiding, dumplings ⋯
T: Well, my favourite food is Yunnan Rice Noodles.
Do you know how to make it?
Now, let ’ s read the passage in 3a and find how to make it.
2. Show some pictures of Yunnan Rice Noodles on the big screen.
Let Ss discuss the ingredients in this special food.
Ⅲ. Reading
1. Tell Ss to work on 3a. First, read the words in the box. Try to make sure the meaning of each
word.
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.
① have; 由括号中的句子 “Of course, you can also have other things ⋯ 当然你可也可以准
109
备其他的东西 ⋯⋯”，可知空格处应为 have 一词。
② First; 通过读下文及关键词 then，可知下面是在 叙述制作云南米线的过程。 这是第一步。
③ wash；句意 “将生菜洗净并切碎。 ”
④ Next；读短文可知，在第一步完成后，这是接一下的一个步骤，故空格处用 next。
⑤ cut; 句意 “将鸡肉切成碎片。 ”
⑥ put; 由后面的介词 in，可知这是 put ⋯in词组。句意 “将鸡蛋、肉及生菜等逐个放入热汤
中 ”。
⑦ Finally；读短文可知这是制作的最后一个步骤，故应填 finally 一词。句意 “最后，将米线
放入汤中 ”
⑧ enjoy；句意 “现在是该享受米线的时候了。 ”
Ⅳ. Writing
Work on 3b:
1. Read the headings below. Think about your own favorite food in your hometown.
2. Then make a list of the ingredients of the food.
(If you don ’ t have any ideas, you may look at the food in P62.)
3. Ss try to think about the ingredients of the food 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 a recipe for your favorite food.
(Write about the ingredients you need and how to make it).
2. 写作指导：
本文为写自己所喜欢的食物的食谱。
因此，时态应用一般现在时态。
应先根据 3b 中的所列的原料清单，说明做此食物所需的原料。
然后， 描述一下制作此食物的过程。 同学应注意使用 first, next, then, finally 等表示
做事情的次序的副词来使你的描述更加清晰与明确。
3. 学生们根据写作提示，及指导的内容来试着写自己的食谱。
4. Let some Ss read their passage to the class. Give any help if necessary.
Ⅴ. Group work
1. Make up a crazy recipe with your partner.
110
(You may first make a list of the ingredients and the produce.)
2. Tell another pair of students how to make this crazy food. The other pair will have to draw it.
3. Give Ss some examples:
First, put some yogurt on a piece of bread. Then, cut up one apple, and an onion and put
them on the yogurt ⋯
4. Ss try to write about their own crazy recipe in pairs. Then tell another group.
5. See which recipe is the craziest and which group draws the best.
Ⅵ. Self check
Work on Self check 1
1. Tell Ss the sentences below is about how to make tomato and egg soup.
They are not in the right order. Please read the sentences and put them in the right order first.
Then complete the instructions with the words in the box.
2. Ss work by themselves the try to number the instructions first.
3. Then put the words first, next, then, finally in the blanks.
4. Check the answers and explain some main points.
理解句意：
将所有的东西搅合在一起然后可以吃了。
煮五分钟后放入两个鸡蛋。
将三个西红柿切碎，并将其放入锅内。
加入一些水、糖和盐。
5. 学生们试着复述制作西红柿鸡蛋汤的过程。
Work on Self check 2
1. Tell Ss to write questions and answers using the words in brackets below.
2. Give Ss some directions:
根据要求可知第一句为疑问句，特殊疑问句的结构为 “特殊疑问词 + 一般疑问句？ ”
故应先看其有没特殊疑问词。
如没有特殊疑问词，则为一般疑问句，则应根据句子的谓语动词来确定将 be 动词
还是助动词放在句首。
3. Let some Ss try to make their own sentences and check the answers.
111
四、 Homework
想一想，你在家里最喜欢吃的一道菜。了解一下它的做法，用英语将做这个菜所需的材
料以及简单的过程用英语描述出来。
五、板书设计
Unit 9 Can you come to my party?
Section A 教案
Section A (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 ⋯
能掌握以下句型：
① —Can you come to my party on Saturday afternoon?
— Sure, I ’ d love to. Sorry, I can ’ t. I have to ...I ’ m sorry, too. I must ⋯
② —That’s too bad.
Section B 2 3a-Self check
3a： have, First, wash, Next, cut, put, Finally, enjoy
3c: one possible version:
We need some pieces of Beijing Duck, sauce and green onion, some lettuce
and some pancake.
First, put the green onion and some sauce on the pancake.
Next, put some pieces of duck on it.
Then role the pancake and eat it.
112
③ —Maybe another time.
__ Thanks for asking.
2) 能了解以下语法：情态动词 can 的用法。
2. 情感态度价值观目标
该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在
某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点
1. 教学重点
情态动词 can 引导的一般疑问句表达邀请之意时的礼貌作答。
2. 教学难点
情态动词 can 的构成和使用。
三、教学过程
Step 1 Leading in
Play the song: Happy birthday.
Say, today is Meimei ’ s birthday. She wants to invite you to he birthday party. Can you tell me
what she should say?
Ask students to say.
Step 2 Pre-task
1. Ask, Can you come to my party?
Ask some students to answer. Ask the students who can ’ t come to tell the reasons.
2. Call attention to the words in activity 1a. Read together.
Say, Look at the pictures and ask students to tell what they see in each sence.
3. Match the words with the pictures and check the answers.
Say, now listen to the recording. Write the name of each person next to his or her picture.
4. Play the recording. Ask students to complete the activity individually.
Step 3 While-task
Point the example in the box. Ask students to do a practice with partners.
1. Ask some groups to act.
2. Game: One student invites some students to his her party. The other students answer.
113
3. Point to five sentences. Say, Listen to each conversation and then circle the word that makes
the sentences correct.
4. Play the recording.
5. Check the answers.
Page 66, 2b
1. Call attention to the five sentences in activity 2a, asks a student to read the sentences to the
class saying the correct word “ can ”” can ’ t ”.
2. Say, now listen to the recording again. Write the names that can ’ t go to the party and the
reasons.
3. Play the recording. Write down these answers.
4. Check the answers.
Step 4 Post-task
Page 66, 2c.
1. Call attention to the points listed in activity 2b.
2. Ask students to make their own conversation like the example. As students work, move around
the room and monitor.
3. Ask students to present their conversations.
Page 66, 2d.
1. Have students scan the conversation in 2d.
2. Lead students to practice reading the conversation.
3. Make students role-play the conversation. In this part, student A will be Jeff. Student B will be
Nick. As they work, move round to monitor their work.
4. Ask a pair of students to present the conversation to the class.
四、 Homework
1. Practice: Invite your friends to come to your home for dinner. Write down their answers.
2. Do the exercises on Page 60 in Students ’ book.
Section A (Grammar Focus-3c)
114
一、教学目标
1. 语言知识目标
1) 能掌握以下单词：
invite, accept, refuse, study for a math test, watch TV, on the weekend, and practice the
violin ⋯
能掌握以下句型：
A． —Can you come to my party on Saturday afternoon?
— Sure, I ’ d love to. Sorry, I can ’ t. I have to ...I ’ m sorry, too. I must ⋯
B．— Can she go to the ball game?
—No, she is not available. She must go to the doctor.
C．— Can they go to the movies?
—No, they ’re not free. They might have to meet their friends.
2. 情感态度价值观目标
该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在
某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点
1. 教学重点
Can you come to my party? When is it? Next week, on Thursday night. I have to study
for a math test.
2. 教学难点
Learn to make, accept and decline invitations politely.
三、教学过程
Step 1 Leading in
Ask: How many students did you invite yesterday? What did they say?
Ask one student to show his or her answers.
Step 2 Pre-task
Page67, Grammar Focus
a) Review the grammar box. Ask students to say the questions and answers.
b) Talk about the two ways people give reasons for saying no to a invitation.
115
c) Call attention to “ must ” and “ have to ”.
Step 3 While-task
Page 67,3a
1. Call attention to 3a,. Read the instructions to the class.
2. Ask students to read the phrases in the box and the five conversations quickly.
3. Ask students to complete the answers following the instructions.
Page 67, 3b
1. Call attention to3b.
2. Students complete the sentences with the words in brackets on their own.
3. Ask some pairs of students to present the conversations to the class.
Step 4 Post-task
Page 67, 3c.
1. Read the instructions for this activity to the class.
2. Ask students to read the sample conversation.
3. Students complete the chart on the right.
4. Then invite classmates to your party. Make conversations following the sample in the box.
四、 Homework
1. Review the grammar box.
2.Do the exercises on Page 61 in Students ’ book.
Unit 9 Can you come to my party？
Section B 教案
Section B (1a-1f)
一、教学目标
1. 语言知识目标
能掌握以下单词：
weekday, weekend, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday,
116
Saturday , the day before yesterday, the day after tomorrow, play soccer, play tennis,
study for a test, have a piano lesson, look after ⋯
能掌握以下句型：
What’ s today? It ’ s Monday the 14th
.
Can you play tennis with me?
2. 情感态度价值观目标
该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在
某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点
1. 教学重点
What’ s today? It ’ s Monday the 14th.
Can you play tennis with me?
2. 教学难点
Train students ’ communicative skills of making, accepting and declining invitations.
三、教学过程
Step 1 Leading in
Ask the student who is on duty to say something to the class.
Step 2 Pre-task
Page 68,1a &1b
1. Show the days of the week in a large monthly calendar.
2. Point out the days of the week at the top of the calendar and ask a student to read these
words aloud.
3.Ask a student to point out today ’ s date, tomorrow ’ s date, the day after tomorrow ’ s date and
the day before yesterday ’ s date.
4. Complete Activity 1a, the check the answers.
5. Ask students to write the words today, tomorrow, yesterday and the day after tomorrow in
the correct space on the calendars in their books.
Step 3 While-task
Page 68, 1c
117
1. Call attention to the example in the box. Ask two students to read it to the class.
2. Ask students to work in pairs.
Ask: What do you want to do on Monday, Tuesday ⋯?
Write down your answers.
3. Make some conversations with your partner.
4. Ask some students to present their conversations.
Page 68, 1d&1e
Point to the picture.
1. Listen to the conversation .Can Vince play tennis with Andy? Circle “ yes ” or “ no”.
2. Play the recording. Ask, what can Vince do today? Pay attention to the list of five activities,
and the three lettered words.
3. Point out the sample answer, say, Number1 is b, which means Vince is playing soccer
tomorrow.
4. Play the recording.
5. Check the answers.
Step 4 Post-task
Page 68,1f.
1. Help students find partners. Say, one student is Andy, the other is Vince.
2. Ask the pairs to practice for a few minutes like the sample.
3. Ask students to present their conversations.
四、 Homework
1. Make a calendar next week.
2. Do the exercise on Page 62 in Students ’ book.
Section B (2a-2e)
一、教学目标
1. 语言知识目标
能掌握以下单词：
invitation, reply, forward, delete, print, sad, goodbye, glad, preparation, glue,
without, surprised, housewarming ⋯
118
turn down, take a trip, at the end of, have a surprise party for sb, think of, look
forward to, accept an invitation, make an invitation, turn down an invitation.
能掌握以下句型：
I ’ m sad to see her go, and this party is the best way to say “ Thank you and goodbye.
To show how much we ’ re going to miss her, let ’ s have a surprise party for her next Friday
the 28 th.
Can you come to the party? If so, can you help with any of these things?
2. 情感态度价值观目标
该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方
在某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点
1. 教学重点
Can you come to the party? If so, can you help with any of these things?
turn down, take a trip, at the end of, have a surprise party for sb, think of, look forward to,
accept an invitation, make an invitation, turn down an invitation ⋯
2. 教学难点
Learn to make, accept and turn down an invitation.
三、教学过程
Step 1. Leading in
Greetings.
1. Check the homework.
2. There are all kinds of parties, formal or informal. For formal ones, invitations are usually sent
to those who are invited from hosts. The mainly tell the receivers the kind of the party, when and
where it will be.
Step 2 Pre-task
Page 69,2a
1. Call attention to 2a.
2. Ask students to write as many kinds of parties as possible.
119
3. Ask students to show his or her list to the class. Then the others add more items on the basis
of the list presented.
4. Write down all the parties. Students think of on the board.
Page 69,2b
1. Project some cards in and out of our country. Talk about them with students.
2. Project these new words on the screen or write them on the board to teach the new words.
Ask the students to repeat them over and over again. Make sure everyone knows their meanings.
3. Read the instructions to the class. Give students 5minutes to read the messages. Ask students
to put a mark in the contents that are unfamiliar to them. 5minutes later, ask a student to answer
the question: Why did people write them? Then lead students to read the message. Explain the
new words during the procedure. Pay attention to the key words and phrases.
1) Students match the reason with the message.
2) Check the answers.
3) Practice reading.
Step 3 While-task
Page 70 2c&2d
1. Make students read the messages again quickly. Before that, students scan the five questions
in 2c and the invitation in 2d.
2. Students complete the tasks in 2c and 2d on their own.
3. Ask 3 or 4 students to present their answers.
4. Check the answers.
5. Further activity: Focus on Activity 2d. Ask the students the following questions:
(1)What kind of party is it?
(2)When and where will the party be?
(3)Can guests bring their friends or family members to the party?
(4)Should guests reply to the invitation, and when?
Step 4 Post-task
Page 70, 2e
1. Read the instructions to the class. Make sure students know the task in Activity 2e.
120
2. Students read the 9 questions quickly.
3. Pairwork. Ask and answer the questions with your partner. As students work, move around
the room monitoring their work.
4. Ask a pair of students to present the conversation to the class.
四、 Homework
1. Review the messages on Page 69 to see how to make, accept and turn down an invitation in a
polite way.
2. Do the exercises on Page 63 in Students ’ book.
Unit 10 If you go to the party,you ’ll have a great
time!SectionA 教案
一、设计理念
二、1、在教学过程中始终体现学生的主体地位，发挥教师的指导作
用。以学生的活动为主线，激励学生主动参与，主动实践，主动
思考，主动探究，发现规律。
三、 2、为营造宽松和谐的学习氛围，让学生合作探究，培养合作学
习能力， 以鼓励为主，鼓励学生参与课堂教学，让每个学生都获
得成就感。
四、 二、教材分析
五、 本 课的教学 内容是 go for it 八年 级下册 unit5 section
a1a---1c. section a 的话题是 talk about consequences , 其
教学内容都是围绕假设情境， 激发学生的学习兴趣， 点出本节课
的学习目标。
121
六、三 、学情分析
七、初 中生对英语普遍感兴趣，但有很大不稳定性，好奇心强，在教
学过程中， 注重启发引导， 通过任务型教学法， 让他们展开想象，
乐于接受， 易于接受， 掌握 if 引导的条件状语从句 “主将从现” 。
八、四 、教学重点难点
九、教学重点： i think i am going to ⋯
十、教学难点： master the key structure :if you do, you’ ll ⋯
十一、 五、教学目标
十二、
1、知识目标 :
(1) key vocabulary: have a great times, wear jeans, let sb
in
(2) talk about consequences
(3) target language:
i think i am going to ⋯
if you do, you ’ll ⋯
2、能力目标：
listening and speaking skills.
3、情感目标 :
be able to give help when someone needs.
六、教学方法
新课程标准倡导任务型教学，培养学生的综合运用语言能力，所
122
以我采用多媒体教学、情景教学、直观教学的教学方法。通过让学
生看情景，听录音，角色表演，师生、生生互动，使他们对学习内
容感到亲切，乐于接受。
七、教学策略
本节课将在课堂活动以小组活动为主，在活动中相互交流，相互
合作， 从而获得知识、 技能和情感体验， 创建开放式、 探究式课堂。
让学生观察课件画面，回答问题，让学生学会使用认知策略；让学
生表演对话，引导学生交际。充分利用多媒体、录音等资源策略。
八、教学手段
用多媒体、录音和文字，把抽象语言直观化，为学生运用英语进
行交际创设情境。
九、教学过程
step1 warm-up
sing an english song ”if you are happy ”
step2 review 伴随视频欣赏，再用英语亲切的相互问候，创设
和谐的课堂气氛，让学生愉快自然融入课堂的学习。
greetings and revision
greet the class as usual and go over the words and phrases.
t : hello, everyone .
ss :hello, teacher . （show words and phrases to the class: ）
t : have a great time(have a good time),if ,let sb in ,it
means (let sb come in),wear jeans
123
step3 lead in 自然地过渡，提示学生，下面就是本课重点
t:today is jenny ’s birthday,she want to organize a birthday
party.turn to page 34.today we ’ll learn unit 5 板书课题
step4 presentation
t :look at “language goal ；talk about consequences.
t: what will happen if you go to jenny ’s party?
1、if i do,she will be happy.if i do,i will have a great
time.
2、show some pictures to talk about them （通过假设情境，
激发学生的学习兴趣，点出本节课的学习目标
t: what will happen if you get up at 8:00 this morning?
s: if i get up at 8:00,i will be late.
if i do,i will be late.
t: what will happen if you are late?
s: if i am late,my teacher will be angry with me.
if i am late,my teacher will be mad at me.
if i do,my teacher will be angry with me.
t: if you have much money,what will you do?
s1: if i have much money,i will buy a big house.
s2: if i have much money,i will travel all over the world.
s3: if i have much money,i will buy lots of delicious food.
step 5 pairwork
124
t: 教师巡视，个别辅导
step 6 summary再次播放上面的几个假设画面引导学生探究，发
现规律 . 老师让学生齐读 grammer focus 达到了归纳新课程语言的
效果。
t: 再次播放上面的几个假设画面引导学生探究，发现规律
主句 从句
what will you do if you are happy
i will sing a song if i am happy
主将 if 从现
t:turn to page 35,look at grammar focus, read together.
step7 consolidation 学生能在较真实的语境中锻炼听、说能力，
激发学习兴趣，培养学生合作精神。整个任务中，教师是引导者参
与者和指导者，充分体现学生的主体性原则。
t:show pictures and sentences
1、ask students to practice in pairs.
p1:i think i ’m going to stay at home.(be sorry)
p2:i think i ’m going to work until night.(be tired)
p3:i think i ’m going to the party.(be happy)
p4:i think i ’m going to exercise every day.(be healthy)
p5:i think i ’m going to watch the football match(be happy)
2、look for the friend.show exercises on the screen.ask the
class to answer them.
125
3、let ’s have a try. show exercises on the screen.ask the
class to answer them.
a:if i study hard, b:i will get good grades ！
a:if i get good grades, b:i will go to a good college ！
a:if i go to a good college, b:i will have a good job!
a:if i have a good job, b:i will have a lot of money ！
a:if i have a lot of money, b:i will help others ！
a:if i help others, b:i will be happy ！
i think i am going to study hard ！！！
以朗朗上口的 chant 回顾总结整个课的重点，再次巩固了条件状
语从句主将从现的要求
step8 task ：通过这个假设让学生再次达到学以致用的目的
if i have five dollars ,i will ⋯
step9 homework结合课内所学内容，使课堂内外任务相随，能有
效培养学生的语言实际运用能力。
complete the sentences using your own ideas. p39-2
t :class is over goodbye .
s :thank you .goodbye
blackboard design
unit 5 if you go to the party, you ’ll have a great time!
have a good time
wear jeans
126
let sb in
you’ll have a great time if you go to the party
Unit 10 If you go to the party, you ’ ll have a great time!
Section B 教案
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.
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
127
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 _______.
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
meeting, video, chocolate, taxi,
upset, advice, organize
128
go to college
be famous
travel around the world
make a lot of money
get an education
2. 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.
2. Play the recording for the Ss to listen and write.
3. 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 an 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.
129
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.
130
四、 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。
Section B 2 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 _____________________
131
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。
132
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.
133
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.
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.
四、 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,
134
what will happen?
微信/支付宝扫码支付下载