牛津初中英语7A 63页

牛津初中英语7AUnit1.Thisisme!The1stperiodWelcometotheunitTeachingaims：1.Touseappropriategreetings.2.Tointroduceoneself.Keypoints:Togreetnewfriendsproperly.DifficultPoints:DifferentwaysofexpressingtimeProcedures:Step1:Self-introductionTheteacherintroduceshimselforherselftotheclass,includingChinesenameandEnglishname.ThenaskseveralstudentstotellthemChineseandEnglishnames.T:DoyouhaveanEnglishname?Howoldareyou?Whereareyoufrom?S:Mynameis……MyEnglishnameisJack.I’m13yearsold.I’mfromNo.2middleschool.Step2:Presentation1.Ask“What’sthetime,please?”,andencouragestudentstoanswerit.2.Presentaclock,adjustittoacertainplace,andaskthestudentstoanswerwhatthetimeis,andhowtogreetatthistime.3.AGame:Dividethestudentsinto4groupstodotheaboveactivity.Lookwhichteamwinsit.Step3:PracticeRoleplay:4studentsagroup,makeasmalldialogueabouthowtogreetatacertaintime.Step4:Readandlearn1.Booksopentopage32.PartA,readthedialogueandletthestudentsfollowed.3.PartB,letthestudentsdoB1individuallyandthenchecktogether.Step5:Presentation1.Askthestudentsabouttheirhobbies(dogs).Letthemtalkabouttheirdogs’appearanceandnames.Teachthemthenewword“master”.2.TakeoutapictureofEddieandHobo,teachthenewwords“e-dog,lookafter”,andreview“lookup,looklike,lookat”.3.Letthestudentsreadthedialogueonpage2aftertheteacher,thenaskseveralstudentstoreaditfortheclass.Step6:PracticeTeacher:Doyouthinkit’sinthemorning?Why?Sl:Yes,theysay“GoodMorning.”T:Whatwillyousaytoyourfriendatthistime?8:30A.M,2:30P.M9:00P.M10:00A.M4:15P.M11:45A.MHomework:1.Makeadialogueinpairswiththeknowledgelearnttoday.2.Copythenewwordsthreetimes.3.Recitethedialogueonpage2.The2ndperiodVocabularyTeachingaims：1.Verbsandnounsaboutsports.2.Describedifferentkindsofsports.Keypoints:\nDescribedifferentkindsofsports.DifficultPoints:1.Whatdotheylike?2.Whataretheylike?Procedures:Step1:CheckhomeworkAskseveralpairstocometoactouttheirdialogues.Step2:RevisionSay“Wemet6newfriendsyesterday,doyouremembertheirnames?”Letthestudentsanswerit.Step3:Listenandanswer1.Letthestudentslistentothetapewiththesequestions:WhataretheirChinesenames?Whatdotheylike?2.Letthemwritetheanswersonapieceofpaper.3.Listentothetapeagaintochecktheanswersandanswer:Whataretheylike?Aretheyshortortall?Aretheyslimorfat?Aretheirhairsshortorlong?Dotheywearglasses?WritetheunderlinedwordsontheBbandexplainthem.Step4:ReadandlearnOpenthebooksandturntopage4,readafterthetape,check“Whataretheylike?”Whilerepeatingexplainthelanguagepointsgrammaticalpoints.Step5:ConsolidationDrawthistableontheboard.Addmorecolumns,onecolumnforonesport.SportSwimmingWhereSwimmingpoolSpecialclothesSwimsuitEquipmentGogglesTeamsportNAsksstocopythetableintotheirbooks.Thinkthreemoresportstoaddtothetable.Homework:1.Copynewwords.2.Writeaprofileofyourselflikewhatwelearnttoday.\nThe3rdperiodTeachingaims：1.Torecognizetheuseoflanguageingivingpersonalinformation.2.Tousepersonalpronounscorrectly.Keypoints:Theuseofpersonalpronouns.DifficultPoints:Theuseofpersonalpronouns.Procedures:Step1.RevisionT:Let’smakefriends.Hello!Mynameis…What’syourname?S1:Hello!Mynameis…T:Howdoyoudo!S1:Howdoyoudo!T:Hello!Mynameis…What’syourmane?S2:Hello!Mynameis…T:Nicetomeetyou!S2:Nicetomeetyou,too.(Asksomeotherstudentstodothispractice.)T:Now,makefriendswithyourclassmates.Workingroupsof4.Step2.ListeningandpracticeT:Doyourememberthesixnewfriendsinthebook?S:Yes.T:Whataretheirnames?Doyouremember?T&Ss:Millie,Simon,Sandy,Kitty,Amy,andDaniel.T:Yes,verygood.Butdoyouknowmoreaboutthem?Whatdotheylike?Howoldarethey?Whatdotheylooklike?(Studentsshaketheirheads.)T:Well,weonlyknowtheirnames,butwedon’tknowmoreaboutthem.Let’slistentothetape,andfindouttheanswers.(Playthetaperecorderonce.)T:Dotheytellyouhowoldtheyare?Ss:Yes.T:Dotheytellyouwhattheylikedoing?Ss:Yes.T:Anddotheytellyouwhattheylooklike?Aretheytall?Aretheyslim?Dotheyhaveshorthairorlonghair?Ss:Yes.T:OK!Nowanswermyquestions,please.1.HowoldisMillie?(Sheis12yearsold.)2.Wheredoesshelivenow?(ShelivesinBeijing.)3.Whatdoesshelikedoing?(Shelikesreadingbooks.)4.WhatisSimon’sChinesename?(HisChinesenameisLuoSang.)5.Whatdoeshelike?(Helikesplayingfootball.)6.WhatdoesSandylike?(Shelikeslisteningtomusic.)7.DoesKittylikeswimming?(No,shedoesn’t.Shelikesdancing.)8.Wholikesswimming?(Amydoes.)9.DoesDaniellikeplayingcomputergames?(Yes,hedoes.)T:Verygood!Now,openyourbooks,andturntopage6.LookatPartD1.Finishthisexercisequickly.T:OK,let’scheckouttheanswers.WhatdoesMillielike?S1.Shelikesreadingbooks.T:Yes,youareright.WhataboutSimon?S2:Helikesplayingfootball.\nT:ThenwhataboutKitty?…(Writethenewwordsontheblackboard.)(Newwords:music)T:Welldone!Readthewholepassagealltogether.Workingroups,trytofinishthetableontheblackboard.MillieSimonKittyAmySandyDanielHair(short/long)ShortShortLongShortLong(ponytail)ShortGlassesNoNoNoYesYesYesTall/short/slim//SmallNotverytallQuitetallandslim/HobbiesReadingbookPlayingfootballDancingSwimmingListeningtomusicPlayingcomputergameT:WhichgroupwantstotalkaboutMillie?OK,Group1,please.(Checkouttheanswers.Writedownthenewwordsontheboard:short,ponytail,glasses,wear,slim,quite,flat,hard)T:ListenPartAagain.Readafterthetapesentencebysentence.(Playthetaperecorderagain.)T:Nowsay‘Trueorfalse’.Closeyourbooks,please.1.Millieis11yearsold.F2.SimonwasborninShanghai.T3.Sandydoesn’tlikelisteningtomusic.F4.Kittylovesdancing.T5.Amyhasblackhairinaponytail.F6.Danielwearsglasses.T7.MillielivesinaflatinShanghai.F8.Andyisgoodatmaths.T9.Simon’scousin’snameisAnnie.T10.Sandyisshort.FStep3.HomeworkCopythenewwords,readthetextbookcarefully,andwriteasimpleprofileofyourself.The4thperiodTeachingaims：1.Torecognizetheuseoflanguageingivingpersonalinformation.2.Tousepersonalpronounscorrectly.Keypoints:1.heuseoflanguageingivingpersonalinformation.2.Theusepersonalpronouns.DifficultPoints:1.heuseoflanguageingivingpersonalinformation.2.Theusepersonalpronouns.Procedures:Step1.Revision.T:First,let’shaveadictation.Openyourdictationbooks.Writedownthedate,please:music,ponytail,wear,slim,quite,glasses,flat,short,\nhard,bebornT:Now,listentothetapeandreadafteritsentencebysentence.Payattentiontothedetails.Thenanswermyquestions.(Playthetaperecorder.)T:Answermyquestions,please.1.Whohasaponytail?(Sandy)2.Whohasshorthair?(Millie)3.Whohasacousin?(Millie/Simon)4.Whohasadog?Whatisthenameofthedog?(Millie,Eddie)5.Whowearsglasses?(SandyandDaniel)6.Wholikesfootball/basketball/dancing/swimming?(Simon/Andy/Kitty/Amy)Step2.Doingexercises.1.Openyourbooksandturntopage5.LookatPartB.HelpMillietocompletethenotefrommemory.You’dbetternotlookatPartA.I’llgiveyou3minutes.(Thestudentscompletethenotes.)2.Now,compareyouranswerswithyourpartner.3:Readthepassageonpage4quicklyandcheckyouranswers.Youshouldnotreadeverywordbutjustfindouttheinformationonly.I’llgiveyou2minutes.4.Whocangiveushis/heranswers?Pleaseputupyourhands.Good,Tom,youplease.(Asksomeotherstudentstoreadtheiranswersandchecktheanswersalltogether.)5.Thistime,readthenotesalltogether.Payattentiontothepersonalpronouns:she,he.(Allthestudentsreadthenotes.)6.We’vereadtheprofilesofthesixnewfriendsinthisbook.Canyoutalkaboutyourselves?YoumayusethesentencepatternsinPartA.(Asksomestudentstogiveinformationaboutthemselves.)7.Now,takeoutapieceofpaper,andwriteapersonalprofileofaclassmate,theclassteacher,oranyoneelsewhomweknowverywell.8.Whocanreadhis/herpassage?Jim,youplease.(Thestudentreadshispassage.)(Askmorestudentstoreadtheirpassagesandletothersguess.)Step3.Homework1.Listentothetapeforthreetimes;completetheprofileofyourselvesinPartD2;tellyourclassmatesaboutthesixstudents;anddotheworkbook.\nThe5thperiodTeachingaims：thesimplePresentTenseKeypoints:TheSimplePresentTense(Verbformchangesforthesimplepresenttenseinthethirdpersonsingular.)DifficultPoints:DifferentsentenceswiththethirdpersonsingularProcedures:Step1.RevisionRevisesomeactionorsomeverbphrases.Whatdoyoulikedoing?Revisetheseverbphrases:swim,read,sing,playfootball,playgamesandsoon.Step2.PresentationTask:Whatdoyouliketodoafterschool?Doyouoftengofishinginyoursummerholiday?Doyoulikefish?Whoelselikesfishtoo?1.Catseatfish.(thingsthatarealwaystrue)2.T:Wheredoyoulive?ShelivesinBeijing.(Thingsthataretruenow)T:Whatdoyouoftendoafterschool;SsanswerWhatdoesSimonoftendoafterschool?Heplaysfootballafterschool(thingsthatwedoregularly)Conclusion:TheSimplePresentTenseisusedwhenwetalkabout:thingthatarealwaystrue,thingsthataretruenowandthingsthatpeopledoregularly.Step3.DrillsGluethemsomeverbphrases—letthemaskandanswerwiththesephraseseg:dohouseworkDoyoudosomehouseworkathome?Whodoessomehouseworkathome?Doesyourfather/motherdosomehouseworkathome?Askseveralpairstoacttheirdialogue.Step4.Practice(partA)LetSscompletethesentenceswiththewordsinthebox.thenchecktheiranswers.Step5.PresentationHowtomakepositiveandnegativesentencesinthesimplepresenttense?WecanuseonesentenceinPartAasamodel:eg.IliveinaflatinBeijing.Idon’tliveinaflatinBeijing.DoyouliveinaflatinBeijing.Yes,Ido.No,Idon’t.Heplaysfootballafterschool.Hedoesn’tplayfootballafterschool.Doesheplayfootballafterschool/Conclude:weadd“s”totheverbafter“he”,“she”or“it”.However,therearesomeexceptions.page9.Thetable.Step6.DrillsAskSspracticewithdifferentpronunciationsorally.Eg.Helikesreading.Hedoesn’tlikereading.Dohelikereading.Step7.Practise(PartB)1.AskSstocompletethedialogue.2.Checktheiranswers3.Ssreadthedialogue\nStep8.Workouttherule:1.LetSswritetherulebythemselves2.letSsrecitetheruleHomework:1.Recitethenewwords2.Recitetherule3.WriteasimilardialogueasPartB4.Prepareforthenextlesson(Newwordsandexercisesonpage10-11)\nThe6thperiodTeachingaims：Revisehowtouse“tobe”intheSimplePresentTenseandthepositiveandnegativesentencesintheSimplePresentTense.Keypoints:Touse“tobe”intheSimplePresentTense.DifficultPoints:Howtouse“tobe”intheSimplePresentTense.Procedures:Step1RevisionRevisepositiveandnegativesentencesintheSimplePresentTensewithdifferentsubjects;Reviselikethisorally:SA:Idomyhouseworkintheevening.Idon’twatchTVintheevening.SB:Shedoesherhomeworkintheevening.Shedoesn’twatchTV.Step2.Practise(PartC)Millie’spenfriend.1.Doyouhaveapenfriend?Millie’spenfriende-mailedhersomepicturesofhisfamily.Doyouknowwhothepenfriendis?2LetSsreadthelettertotrytofindtheanswer.(Raymond).3.LetSscompletethesentenceswiththecorrectformsoftheverbs.Step3.SimplePresentTenseoftheverb“tobe”.1.Positiveandnegativesentenceswith“tobe”intheSimplePresentTense.AskSsmakesentencesorallylikethis:T:Iamateacher.S1:Iamastudent.Iamnotateacher.S2:S1isastudent.Heisn’tateacher.S3:S1andS2arestudents.Wearestudents.Wearen’tteachers.2.Letthemseethetable.Step4:DrillsA:letSsfinishthedialogueonPage10B:AskSstopractisethesimilardialoguesinpairsStep5:Presentation1:“Tobe“isusedintheSimplePresentTenseinaskingandansweringquestions.Eg:AmI……?Areyou……?Yes/no.Isshe……?Ssaskandanswerinpairs.2:Lookatthetableonpage11.Step6.Drills1.LetSscompletetheconversations.2.Checktheanswers3.ReadthedialogueStep7.Practise(PartF)1:LetSscompletetheletter,thenchecktheiranswers.2:PayattentiontothepatternoftheEnglishletter.3:Somenewwordsandphrasesa:amemberofb.attheweekendc:ranforhalfanhourd:begoodat;dowelline:havedinnerf:restaurantg:sometimesFirstletthemguesstheirmeaningsThenintroducethemtothestudentsinEnglish.Eg:Areyouamemberoftheschoolfootballteam?Step8:Homework1.Recitethenewwordsandphrases\n1.RecitethetwotablesonPage10andPage11.2.Prepareforthenextlesson(NewwordsandfinishtheexercisesonPage12andPage13)\nThe7thperiodTeachingaims：1.TotraintheSstoreadanEnglisharticle.2.Totrainthelisteningskill.3.TotraintheSstoreadthearticle.Keypoints:listen,read,sayandwriteDifficultPoints:Thenewwords:player,sports,score,kick,goal,join,wonderful,Basketball,football,match,theWorldCupProcedures:Step1.Presentation5Showapicturewithafootballplayerkickingagoal.Talkingaboutitwiththestudents.Usingthesentencesbelow,trytohelptheSslearnthenewwords.(1)Doyoulikesports?(2)Whatsportdoyoulike,football,orbasketball?(3)Whatisyourfavoritefootballplayer?Whichfootballplayerdoyoulikebest?(4)Lookatthepicturewhat’sthemandoing?(Heiskickingtheball.Heiskickingagoal.Canhescoreagoal?(Kicktheballintothegoal).(5)Twoteamsplaytogetherthatisa---match.(6)Whatisthebiggestfootballmatch?TheWorldCup.Step2.ReadingReadPartA1,trytofinishthenotes.Explainthenewwords.Age:HowoldAppearance:Whatdoeshelooklike?Birthplace:Wherewasheborn?Step3.ListeningListentothetape,trytofindmoreinformationaboutLiGuanhua.Thenfinishthenotes.Step4.ReadingHelptheSsreadthenotes.Step5.WriteReadPartA1again,thenfinishthearticle.Step6:WritingOffersomeinformationtotheSs.Askthemtohelpeachother,writeanarticle.(1)姓名：郝海东(2)年龄：33(3)外貌；身材高大，体格健壮(4)出生：大连(5)职业：足球运动员，效力于大连实德足球俱乐部（club）(6)许多人喜欢看他的球赛Step6.ReadingAsksomeSsfromdifferentgroupstoreadtheirarticles.Assignment:(1)WriteanarticleaboutHaoHaidong(2)copysomephrases.Homework:ReadpartA1fluently.\nThe8thperiodTeachingaims：1.Toestablishandmaintainrelationshipandroutinesinschool2.Touseeverydayexpressionstogiveinstructions,makerequests,andgiveresponsesProcedures:Step1.RevisionTellthestudentsthattheyneedtospeakinEnglishinyourclass,soitisimportanttoleansomecommonexpressions.Tellthemtowritedownfrequentlyusedwordsandphasesinadedicatedbookwhichtheyshouldalwaysbringtoclass.Step2.PracticeAlternatively,youcouldcreateacardsystemwithyourstudents.1.Theywritephrasesonsmallpiecesofcards,onephrasepercard.2.Studentsdrawsymbols/picturesnexttoeachphraseorinstructiontohelpthemmemorizethephrases.3.Studentsshowtheirsymbols/picturestoapartnerwhohastoguesswhatthephraseis.Step3.PresentationIntroducetheword‘borrow’.Askstudentstoworkinpairstoexchangerequestsandresponsesaspresentedonpage14.Askstudentstomemorizethewholesentencesandlookattheirpartnerwhentheyspeak.Step4.PracticeWalkaroundtheclassandcheckforunderstanding.Encouragestudentstorepeatwholesentencesfrommemory.Homework:1.Makeadialogue.2.Copythenewwordsandphrases.\nThe9thperiodTeachingaims：WritingaboutyourselfKeypoints:HowtowriteDifficultPoints:HowtowriteProcedures:Step1：Presentation1.Theteachertellseachstudentthattheywillhaveaparentsmeeting,andtheymustlettheparentsknowthemwell.ask：Howshouldtheydo?Getthestudentstoanswer.Helpthemifpossible.2.Ask:“Howtowriteaprofile？”　Step2:Reading1.GetthestudentstoreadMillie’sandDaniel’sprofilebythemselvesfirst.2.Asksomequestionsaboutthe“name,age,birthplace,birthday,hobby,appearanceandsoon.”Analyzethenewwordsandexpressions:Step3:Presentationandpractice1.Askthestudentshowtheycanwriteaprofileagain.Seeifstudentcantellyou.Helpthemtosay:＂Agebirthplacebirthday…＂andsoon.2.Practicewritingtheprofileonpage16.Givethemaboutsevenminutestofinishit.Tellthemtoattendtosomething.3.Checktheanswers.Firstinpairs,thentogether,sharesomegoodones.Step4:HomeworkAskthestudentstofinishofftheirprofiles.Sticktheirbestphotosonit,bringittoschooltomorrow.\nThe10thperiodTeachingaims：CheckoutProcedures:Step1:Revision1.Askthestudentstohandintheirhomework.Showthepicturestothemandletthemguesswhohe/sheis.2.Getoneortwostudentstoreadtheprofiles.Step2:Presentation&practice1.Showthemthepicturesofthesixstudentsinthisunit.Asksomethingaboutthem:＂name,age,birthday,hobby＂andetc.Iftheycan’tanswerthequestions,askthemtoopentheirbooks.2.Reviewthevocabularyaboutsportsandequipment.3.Reviewsomethingaboutintegratedskills.4.Askthestudentstogroupthewordsonpage17PartB.Checktheanswersandaskthemtowritedowntheirscoresonthepaws.Addsomewordsandremindthemhowtolearnandrememberthenewwordsfromnowon.Step3:GrammarAskthemtotellsomethingaboutthesimplepresenttense,writedowntobe/todoontheblackboard.Analysishowtouse＂tobe＂and＂todo＂.Step4:PracticePractisepage17,PartAStep5:WorkbookUnit2MydayPeriod(1)一教学内容：Comicstrip+Welcometotheunit二教学目标1能听、说、读、写单词fun,sleep,a.m,p.m,homework。能听懂、会读单词wake,just,activety并理解单词assembly,after-school；2能用所学英语谈论一天的活动安排；3培养学生在日常生活中运用语言进行实践的能力，从而激发学生学习英语的积极性。三教学重点1生词和日常交际用语；2描述一天活动安排的动词词组。四教学难点1一般现在时的助动词do/does的用法；2能比较各自的活动时间表或日程纪录并互相问答。五教学用具1投影仪2、图片(第18页)四张3、白纸若干(依照第19页事先划好表格)六教学步骤1简单回顾第一单元所学。让一两名学生到前面进行该单元重点内容“介绍”的表演：Introduceoneself,表演完后，教师问：Doyouthinktheydothemverywell?(Yes),然后说:IthinkallofyoudoverywellinlearningUnit1.Congratulations!(带领全班同学一场鼓掌)。接着，问学生：DoyourememberEddieandHobo?(Yes)Pleaselookatthetime-tableofEdie.在黑板上画出一张简单的表格，分别写出时间和活动名称。Say:ThistablecantellusEddie’sdailyactivities.(教生词activities)Let’shaveashorttalkaboutit.WhattimedoesEddiegetup?WhattimedoesEddiehavebreakfast?2出示第18页图片，为学生朗读对话，并借助于图片、动作教单词wake,just,sleep,fun及短语wakeup,然后问学生：WhatisEddiegoingtodoafterbreakfast/lunch?\n打开书本，带领学生朗读数遍后，需求学生分组对话，最后选出几组到前面，他们用动作、表情来进行表演。然后问学生：DoyouwanttobelikeEddie?(No)Then,What’syourdailyactivities?点出本单元所学重点：Todaywe’regoingtolearnUnit2.Inthisunit,we’lllearnhowtotalkaboutourdailyactivities.3让学生分成3人一组，就日常生活和活动进行集体自由讨论并已划好表格的白纸上记下各自的时间及活动名称，要求学生进行这样的提问：Whendoyougetup/havebreakfast?etc.4书本第19页，与学生们一道先浏览Millie’sday,让学生猜出a.m.,p.m.的中文意思，教单词assembly.5让学生装把自己讨论的日程活动安排草表，对照A部分Millie’sday的内容，加上a.m.,p.m.,填入“Myday”的表格中。然后让几位学生到前面向全班同学描述自己的一天，最后分组进行组内发言。6游戏：将A部分表示活动名称的动词词组写在黑板上，领读数遍后分成休闲——运动——用餐——上学四种类别，分四个大组，让学生分类别写在白纸上，并可适当增加一些。然后合上书本，进行组与组之间的词组竞赛，看哪一组的词汇再现量居多，评出优胜组。7家庭作业：《全程训练与测评》第二单元第一课时练习。Period(2)一教学内容：Reading(A)Schoollife二教学目标：1能听、说、读、写单词beause,buy,whole,day,other,spend,Tuesday,Friday,also,volleyball,swimmer,e-mail及短语more,than;能听懂、会读单词snack,hall,practice;能理解单词tuck,principal;2能通过图片与关键词来推测单词的大意，并通过阅读对语篇内容的正确理解；准确地获取对北京阳光中学的具体信息。三教学重点1对语篇内容的正确理解；2生词和习惯用语。四教学难点1阅读技巧的培养；2通过比较能模仿范文，用英语简单描述出学校的大致情况。五教学用具：1、投影仪2、录音机3、图片若干六教学步骤1复习上一课时中的日常生活问题：Whendoyougetupeverymorning?Whendoyouhavebreakfast?etc.让一两个学生到讲台前根据自己的日程纪录，用英语简单描述一天的活动时间安排，可作为一个freetalk.教师这样说：Now,pleasetakeoutyourdiaryandtrytotalkaboutyourdailyactivitiesbriefly.2问学生：Doyougetupearlyeverymorning?(Yes)Doyoulikeyourschool?Why?Isyourschoolbigorsmall?Arethereanytreesinyourschool?Whatclassareyouin?Whatdoyouoftendoatschool?(有些问题可以让学生自由讨论片刻，再回答)然后说：Hereisane-mailfromMillietohernewe-friendTommy.Listenfirst,andtrytoanswerthequestion:Whatareherfavouritelessons?让学生猜出e-friend的意思：再放一遍录音或为学生朗读一遍课文，帮助学生找出问题答案。3打开书本，让学生快速浏览第20页上的文章，并帮助他们划出生词。将学生分为三人一组利用图片及上下文意思猜出生词含义，必要时可用学生装所学过的英语给予适当的解释。最后翻到“单词表”，核对全心全意的猜测，对猜对率高的一组进行表扬，鼓励并告诉学生：这是一种良好的有效的快速阅读技巧，希望他们以后多加重视、尝试。4放录音或读米莉的电子邮件，学生跟读。教师提醒学生注意生词的正确语音及语句的正确语调。5设计一些理解性问题并出示在投影仪上，帮助学生检查对课文信息的正确识别和捕捉。1)IsBeijingSunshineSecondarySchoolabigschool?2)Howmanystudentsarethereinit?3)WhatclassisMilliein?4)Whydoesshelikeherclassroom?5)What’sintheplayground?6)WhoisMillie’sbestfriend?etc然后鼓励学生针对课文其余部分，互相提出问题，并分小组进行问答活动。\n6让学生把自己的学校与北京阳光中学作比较，依照课文，写一段话，简单地描述。教师可在班上巡视，给予必要指导。最后选出一两篇完成较快的作为范文，在全班朗读让其他同学进行创造性补充或点评。7家庭作业①以Myschool为题，写一篇描述自己学校的e-mail.②《全程训练与测评》第二课时练习。Period(3)一教学内容：Reading(B)(C)(D)二教学目标1能听、说、读、写单词something,other,kind,head,并听懂会说单词meal,improve,skill,use及短语twiceaweek；2能识别有关学校生活和各种活动的具体信息；3能选择一些想法并用完整的句子表达出来。三教学重点1在不同的情景和语境下运用英语；2能获取有关学校的准确信息并进行问答。四教学难点1运用动词和名词谈论课外活动；2培养学生用英语思维的能力。五教学步骤1复习第19页Myday内容，让学生到讲台前做freetalk.根据自己的日程安排表简单描述自己一天的主要活动。复习第20页课文内容，用上一课时中设计的理解性问题问学生，以帮助学生巩固对e-mail信息的识别。然后做书本第22页上的判断正误练习。可先告诉学生该项的语境：汤米阅读了e-mail后，向他的朋友介绍米莉。教生词twice,week并解释,再要求学生把错误的表达改正过来。2复习第20页课文中的词汇，可借助《全程训练》中相关内容，也可自行设计相关练习，出示在投影上，然后做书本第21页B2的练习，(事先应通过上面的英文提示提醒学生本练习的语言背景)要求学生学会用所的词解释生词，从而鼓励学生积极用英语思维（可借助于学过的词教右边短语中的生词）。3出示第21页的四张图片，利用图片帮助学生回忆第20页所学单词。问：Wherearethestudents?待同学们正确识别并回答出以后，告诉他们：这此词汇可以帮助学生了解学校里的不同场所。然后做书上第21页B1，在不同的图景下填上相应的词（组）。4　看书本第22页D:Millie’sDay.根据第19页上米莉的日程纪录，用方框中所提供的时间先让学生回答出以下问题：WhatdoesMilliedoat6:30am?WhatdoesMilliedoat7:00am?etc.然后在白纸上按图片顺序写出答案：Picture1:Milliedoesafter-schoolactivitiesat3:30p.mm-4:30p.m.。等选出部分学生朗读他们的句子予以适当的点评后，让所有学生在图片下面的横线上写出相应的时间。最后利用时间和图片分组问答：WhatdoesMilliedoat…？5归纳整个Reading部分材料中的usefulexpressions.写在黑板上，领读数遍后。圈出其中的动词或名词短语，让学生分组进行相关的信息交流：Whendoyoudoafter-schoolactivities?Whatkindofafter-schoolactivitiesdoyoulike?Doyoulikeplayingtennis?WhereistheAssemblyHallisyourschool?教师可在班上巡视，并给予适当指导。6家庭作业①用第一人称及第22页D中的时间造一些有关生活或活动安排的句子；②《全程训练》第3课时练习。Period(4)\n一教学内容：Vacabluary二教学目标1能听、说、读、写单词newspaper,film,mum,school,right及短语makemodelplanes2能用所学英语谈论日常生活或活动的喜恶。3能学会用合适的语调朗读一般疑问句。4培养学生练习改正对方错误的良好的学习方法。三教学重点1生词和日常交际用语；2使用动词和名词谈论课外活动。四教学难点1一般现在时：使用动词todo提问；2选择并使用合适的动词描述特定的活动。五教学用具：1、投影仪2、图片3、白纸六教学步骤1复习学过的活动名称，让学生将其分成不同的类别：休闲——运动——用餐——上学分成不同的类别的词汇，进行单词竞赛。统计各组结果，评出优胜，给予鼓励。然后问学生：Whatactivitiesdoyoulike?(doeshe/shelike?)Doyouliketolistentotheradio?WhendoyouwatchTV?Canyouwriteane-mail?Etc出示第23页A中图片，利用与学生交流的机会，用上面类似的问题，教生词make,model,mewspaper及动词短语：makemodelplanes,readmewspapers.2　打开书本，翻到第23页，看A部分，告诉学生此项的背景：HerearewhatactivitiesTommylikestodo.先让学生在图下横线上填上适当动词，然后进行分组对话：A：WhatdoesTommyliketodo?B:Helikestoplaybadminton/…etc.再让学生互相交流各自的信息：Whatdoyouliketodo?Iliketo…选出几组在全班同学面前表演后，再问：Whatdoeshe/sheliketodo?然后让学生根据听到的信息，分组询问，以加深其他同学的进一步了解，也可收到听力训练的效果。3　教师说：I’msuremostofyoucantalkaboutyourdailyactivitiesatschoolorafterschool.ButIwanttotellyouthatyoushouldputyourstudyfirst.AmIright?然后教学生：ShirleyisAmy’scousin.ShewantstoknowwhatAmyandherfriendsdoafterschool.Now,pleasereadtheirconversation.与学生一道看23页B部分，先让学生独立完成此练习，检查答案并让学生自己改正错误，必要时做些讲解。4　领读数遍后将学生分成两人一组，朗读这段对话，让学生注意一般疑问句的语调以及对话中友好、委婉的语气，互换角色再表演一次对话。最后进行学生互评的游戏，一组听另一组对话，让同学们自己评出表达最流利、语调最正确的学生。5　让学生在白纸上画出表格，根据B部分对话获取的信息，填出Mmy,Millie,Sandy,Simon,Daniel等喜欢和不喜欢的课外活动，然后再依照此表，进行一次小范围的调查，设计出可以反映自己同学或朋友的喜恶的活动内容的表格，教师在班上巡视，给予适当的指导与交流。6家庭作业：《全程训练》第四课时练习。Period(5)一教学内容：GrammarA:Personalpronouns(Subjectform)二教学目标\n1能听、说、读、写单词walk,interesting,yesterdat,better,both,Thursday,Monday,Wednesday,busy,chat和短语allthetime,meetup;能听懂、会读单词cartoon\win\prize\pleased,理解comic.2　能使用人称代词的主格来避免名词重复并学会抓住信息的要点。三教学重点1生词和日常交际用语；2主格人称代词单复数变化的基本用法；四教学难点1如何在语言交际中避免名词的重复；2综合运用语法项目解决语言实践问题。五教学用具：1、投影仪式2、图片3、练习纸六教学步骤1复习上一课时“谈论课处活动”喜恶的内容，让学生根据自己所了解的同班同学的信息进行以下问答：DoesAliketoplaybadminton?Yes,he/shedoes./No,he/shedoesn’t.Doyouliketolistentomusic?Yes,Ido./No,Idon’t.看学生是否能准确地使用主格人称代名词来避免名词的重复，若有错误，要及时纠正，并说：Whenweusethesamepeopleorthingsagain,wecanusepersonalpronounstoreplacenouns,suchasit,he,sheandsoon.然后板书主格人称代词，点出本课时中心学习内容：Thislessonwe’dpracticeusingthepersonalpronouns.2书本第24页，领读A部分表格中的词和句子，教单词walk/interesting,再让学生自己朗读，然后让他们画箭头将代词与其指代的让学生画箭头将代词与其指代的名词连接起来，待学生基本弄清主格人称代词的含义后，出示第24页A1图片，分别问：who’sthis?和what’sthis?检查学生是否能准确使用he’s/she’s及it’s来回答。再让学生独立完成书上A1部分的填空，提醒学生需要同时参考说话人和图片提示来完成练习，特别是作为说话人之一的Simon,应用I来表示。核对答案，让学生自我纠错，用英语解释或借助于手势、动作教单词yesterday,better等，最后分组朗读或表演该对话。3与学生开展一个shortfreetalk.What’syourname?Howoldareyou?Howareyou?Whatclassareyouin?WhoisyourEnglishteacher?Areyoureadingbooks?etc。让学生看A2部分的图及句子，指出每句话中都缺少代词。学生独立完成填空练习，全班集体核对答案，找出普遍存在问题，再让学生反复练习纠正用错了的代词，然后领读数遍，再让学生分组朗读。4Say:Weallknowthattheresevendaysinaweek.通过手势复习Tuesday和Friday，并问：WhatdaycomesafterTuesday?(Wednesday)WhatdaycomesafterWednesday?教单词busy.然后让学生阅读第25页A3的文章。告诉学生其背景（文章上面的句子）。对部分生词及短语稍作处理后，帮助学生了解大意，让学生独立完成此项练习，选六、七个同学分别朗读文章中的句子，以核对答案。领读一两遍后，针对学生出现的问题加以解释、纠正。5　游戏：分成若干小组，让每位学生说几个含有主格代词的句子，其他同学猜出其名字或名称。如：Heisaboy.Heisverytall.He’smyfriend.…Whoishe?Canyouguess?Itisananimal.Itcanfly.What’sit?…6家庭作业①在第20页阅读材料上划出所有的主格代词。②依照25页A3埃米的文章，写一封有关自己学校的电子邮件发给网友。③《全程训练》第二单元第五课时练习\nPeriod(6)一教学内容：Grammar(B)Askingquestionswith“todo”二教学目标1能听、说、读、定单词ask,question,send和短语wouldlike；2能熟练运用动词todo提问和造句。三教学重点1生词和日常交际用语；2一般现在时的疑问句式及回答。四　教学难点1助动词do和does的准确使用；2在语言交际实践中使用todo进行交流。五教学用具：1、投影仪2、图片3、练习六教学步骤1复习第23页B部分的对话，让学生互相询问对方或其他同学的喜恶。Doyouliketolistentomusic?Doesheliketoreadnewspapers?etc.诊断出学生对一般现在时“todo“在疑问句式中使用的情况。然后在黑板上归纳出Do/Does…?以及回答方式Yes/No等。告诉学生：Whenthemainverbofthesentenceisnottheverb“tobe”,weshoulduse“do/does”toformquestions.Eg:Sheisastudent→Issheastudent?Shelikestoplay.→Doessheliketoplay?2　让学生自己看书本26页B中的表格，自由讨论，并提出问题。若学生理解较快、较好，则分组操练表格中的对话，然后设计一些补充练习，帮助学生对语法现象的认识加以巩固。3　出示第26页B1中的图片。先与学生一道浏览图下面的英文名称及人名，然后与一两个学生示范对话：T：DoesAmylikeswimming?S:Yes,shedoes.T:DoDanielandKittylikewalking?S:No,theydon’t.如遇到主格人称代词或动词错误，应及时指出并纠正，以巩固上一课时所学语法项目。待学生理解对话方式后，组织学生分组互相看图问答，操练“todo”的疑问及回答句式。4　把学生分成两人一组，逐项完成B1答案。然后对照该页A部分中的表格检查自己所做的问句中动词todo的用法是否正确。让学生自己打分，并找出存在问题，帮助学生再理解一次表格中的语法规则，以确信所有学生能基本掌握Do和Does的用法区别，最后让学生分角色表演提问和回答，提醒他们表达要流利，并对说得流畅，语调正确的学生给予表扬。5　教师说：OK，nowweknowwhatthestudentsliketodo.ButTommywantstoknowmoreaboutMillie’slife,soTommywritesbacktoMillieandaskshersomequestions.PleaselookatPartB2onPage27.CanyouhelpMilliontoanswerTommy?要求学生先不看26页B1的内容，两人一组凭记忆讨论完成B2中的4个问题，然后再参照B1核对答案，并自我纠错。相信学生不难理解短语wouldlike(anotherwayofsaying“want”)6　与学生一道浏览B3的背景提示，让他们看图片，并依照第一幅图中的例句，独立完成其他三幅图的“问句”。先与同伴互对答案，然后全班集体对答案。7　依据26页B1图表中的信息，让学生分成若干小组，设计出更多的问题，进行交流，最后互相提问对方的喜恶情况：Doyoulikewalking?Doyouplaytennis?Doessheplaytennis?等。以引发学生对身边同学们的兴趣，从而意识到如何用学到语言为自己服务。（这样就在一种热烈的气氛中，完成了教学任务，也把上一课时“主格人称代词”及本课时“todo”疑问句式揉合在一起，得到了综合运用的锻炼）。8家庭作业：《全程训练与测评》第二单元第六课时\nPeriod(7)一教学内容：Integratedskills(A):Aschooltrip二教学目标1能听、说、读、写单词information,space,museum,trip,closed,cannot,out并了解其含义；能听懂、会说单词science,technology,location,district,price,adult,plae,except,organize及短语lookforward(to)；2能听出有关景点开放时间的具体信息，并介绍其价格、天数和地点；3能用英语表达举办活动的愿望和请求。三教学重点1生词和日常交际用语；2通过听一段关于景点介绍的广播节日，把握大意。四教学难点1听力技巧的培养；2根据相关信息来做决定和安排。五教学用具：1、投影仪2、图片3、录音机4、海报若干张六教学步骤1师生对话开展FreetalkWhatcanwegetfromlisteningandreading?Wecangetsomeinformation.(学习单词information—somethingabout…)Whatplacedowecallaroundus?(It’sspace)学习单词space.Wherecanweseeoldthings?(Inthemuseum).学习单词museum.Ifwegotosomeplaces,wecansay:Wehaveatrip.学习并操练单词trip.Theshopisn’topennow.Thatmeanstheshopisclosed.学习并操练单词closed.2　问学生：Wheredoyouoftengoattheweekends?HaveyoueverbeentoShanghai/Guilin…?与学生讨论一些旅游地点或用事先准备好的海报，帮助学生了解一些著名的景点，然后组织学生看书本第28页A1中的三张海报，鼓励学生猜测海报上涉及到的生词，如：science,technology等。3　和学生一道浏览A1短信上方的背景提示，告诉学生：MrWuwilltaketheClass1studentstohaveaschooltrip.Doyouknowwheretheyaregoing?让学生边阅读短信边看海报，找出短语中的三个景点并写在正确的海报下。领读短信数遍后，让学生根据自己从海报上获取的信息，分组讨论并完成A2部分表格中的前4栏。教师与学生一起核对答案，并参照A1中的三张海报，帮助他们解决信息理解和捕捉中的一些困难、错误或障碍。4　告诉学生：Milliegetstheinformationaboutplace、location、priceandopeningdays,butshedoesn’tknowtheinformationaboutopeninghoursandtrytofillthelastcolumnofthetable.放录音后，让学生听出景点开放时间，把表格填完整。如学生有困难，可先后放两遍录音，以便学生理解更清楚一些。最后放第三遍，学生两人一组讨论、检查答案，再全班集体核对。5　Say:Mow,Millieandherclassmatesknowalltheinformationandwheretheywanttogo.ShewritesanotebacktoMrWu.AndtheClass1studentswantstotellMrWuwhattheyhopetogo.让学生先阅读note,帮助他们理解、猜测其中的生词或短语，然后根据现实生活情境或A2中的信息，完成空白处，允许学生有自己的见解和想法，鼓励学生大胆创新，积极运用英语表达自己的意愿。核对答案后，教师领读一两遍，最后让学生朗读。6　若时间允许，可出示一些其他景点的海报，让学生模仿28页A2的表格形式，直出相应的信息，以使学生在真实生活情境中运用英语，从而体现学习英语的最终目的。7家庭作业：①模仿A4的Note,写一封表达自己组办一次旅行的信给老师。②完成《全程训练与测评》中第二单元第七课时的练习。\nPeriod(8)一教学内容：Speakup:using“can”and“many”/Pronunciation二教学目标1能听、说、读、写单词forget,bring,tomorrow,hot并了解其含义；2能正确运用请求许可和帮助的交际用语；3能运用提问做请求并正确应答4掌握一般疑问句的正确语调。三教学重点1运用may和can作请求许可和和帮助。2使学生意识到语调使交流更加有效并有助于听者更好地理解我们要表达的信息。四教学难点1may和can的区别；2一般疑问的升调如何处理。五教学用具：1、投影仪2、录音机3、白纸4图片六教学步骤1设计一些简单的语境，让学生初步体会can和may的基本含义。Ican’tfindmypen.IfIwanttoborrowonefromastudent.Iwillsay:CanIborrowyours,please?ButifIwanttoborrowonefromanotherteacher,Icansay:MayIborrowyours,please?然后让学生分别扮演不同的角色（朋友、学生、老师呀父母等）。练习can和may.Dialogue1(studentandfather)S:Dad,mayIgooutnow?F:No,youmaynot.Youmustdoyourhomeworkfirst.Dialogue2(studentandfriend)S:Mybikeisbroken,canIuseyours?F:Yes,youcan.Hereitis.2　教师说：Whenwemeetsomeproblemsindoingsomething,suchaslearning,usingthings,weshouldaskothersforhelp.Butweoftenuse“can”and“may”indifferentways.让学生看第29页底端的提示框，帮助学生弄清“can”和”may”的区别。然后表演1中的三个小对话，学生两人一组练习对话并交换角色练习。鼓励学生尽可能多地脱离课本进行实践操练，力求情景的真实性。3　要求学生仿照书本范例，设计不同的语境，编写自己的对话，然后分组进行表演。教师在班级里巡视，提醒学生特别注意一般疑问句的语音、语调。可让学习能力一般的学生先写下对话，再读出来，而对能力较强的学生则鼓励他们扩展更多的话题来练习may和can的运用，教师可给予适当帮助。4　出示第30页的三张图片，询问学生在这些场景里何处用may,何处用can.然后让他们根据图示，编出对话。鼓励学生通过观察、想象，去大胆表达自己的观点。再翻开书，让学生完成B2空白部分。最后分组进行表演。当学生能熟练地操练对话后，可告诉他们：三种场合从语法意义上说，都可用may和can.但can在前信息幅图中更适合，may则更适合第三幅图。5　先让学生把B2中的问句再朗读一遍，告诉学生：Whenaquestioncanbeanswered“Yes”or“No”,weshouldmakeourvoiceriseattheendofthequestion.然后让学生边看书本30页A部分的句子，边听录音，注意每一句的升调符号及出现的位置，再让学生分组朗读，互相检查，设计更多的一般疑问句，或让学生自己造一些疑问句，写在黑板上。练习用can,may,动词todo和动词tobe正确提问，也可让学生到黑板上用前头标出升调所在的位置。6家庭作业：完成《全程训练与测评》第二单元第八课时练习。\nPeriod(9)一教学内容：Maintask二教学目标1能听、说、读、写单词food,enough,fun,part并了解其含义；能听懂、会说单词dislike,reason,reach,basket,difficult.2能在写作前组织思想，编写计划；3能在写作前表达自己的喜恶及原因；4能理解表达感觉和喜恶的单词。三教学重点：1生词和日常交际用语；2培养学生笔头表达思想的能力。四教学难点1能通过阅读了解有关喜恶的信息并讨论原因；2能模仿所学短文写表达自己喜恶性循环的情况。五教学用具：1、投影仪2、白纸六教学步骤1复习第19页Millie’sday表格中表示活动的动词词组，问学生：DoyoulikewatchingTV?Doyoulikelisteningtomusic?等。让学生分组问答、交流并在全班面前汇总各人了解到的信息：Whatarehis/herfavouriteactivities?2　向学生解释ahappinesschart,并介绍第31页A部分中的背景，说：thestudentsintheclubwanttoknowwhatotherslikeanddislike.让学生看米莉的调查表，在他们能准确理解love,like和dislike三种不同的喜恶程度后，再阅读下面的表格，帮助学生理解喜恶的原因，同时处理一些生词，领读几遍Reason栏中的句子后，用以下句型让学生分组讨论：WhydoesshelikeAssembly?Whydoesshelovelunchtime?等，提醒学生注意主格人称代词的变化，教师在班上巡视，可参与学生的交流，也可给予适当的指导、帮助和纠正。3　要黑板上列一个各种活动的清单，包括卡拉OK、购物、聊天、游泳、打球、阅读、看电视等，让学生分成休闲、运动、用餐、上学四种类别，并鼓励学生想出尽可能多的活动。可进行一个“词汇”竞赛（在前面的课时中提到过）。然后分组讨论、调查，并帮助学生完成B部分中自己的兴趣调查表，仿照A部分中Millie’shappinesschart的图示，画出不同的脸部表情来表示喜恶的程度，以加深自己的理解。4　让学生根据B部分的信息来完成第32页部分的图表，并多加4项在一般的学校上课日里进行的活动，鼓励学生仿照米莉的句子，写出自己喜恶的原因。教师可提供词汇、拼写及构句方面的帮助。然后两人一组讨论他们为什么喜欢和不喜欢某些活动，要求学生尽可能有简练的句子，以便自己的表达更明确。5　与学生一道阅读C部分中的电子邮件，利用表格里的信息将它补充完整，事学生朗读数遍，再让部分学生在全班面前朗读邮件，向别人介绍自己的喜恶及原因，可先在白纸上写一个草稿，再两人一组，阅读并检查、批发同伴的草稿。教师在班上巡视，指导学生如何提高选词、造句和单词拼写能力。注意避免过细地纠正学生作文里每一个错误以免他们对写作失信心。6　游戏：如果时间允许，让学生不要把他们的名字写在初稿上，将学生的初稿收上来，打乱后再发给生班同学，每个学生阅读一份电子邮件，并试图猜出作者，然后将电子邮件还给作者。7　家庭作业：将草稿上修改后的作文抄写到作业本上；完成《全程训练与测评》第二单元第九课时练习。\nPeriod(10)一教学内容：Checkout二教学目标1能听、说、读、写单词answer,library,并了解其含义；2能熟练掌握和理解本单元所学的单词、短语以及语法项目；3能熟练地在不同的情景中运用本单元所学单词、短语以及语法项目；4能就本单元的内容进行自我检测，体验进步和成功。三教学重点1能复习巩固所学的语言知识并用于谈论日常安排和活动；2能综合运用主格人称代词及相应的动词todo提问、应答、谈论喜恶习及原因；3能正确使用may和can请求许可和帮助及做请求。四教学难点1能准确运用动词+名词的搭配形式谈论活动；2掌握一定的听力、阅读和写作技能。五教学步骤1教师介绍本课内容：Todaywewilldosomeexercisestocheckifyoucanusethewordsandgrammartomakesentencesoraskquestions.2设计一些问题帮助学生复习本单元所学单词、句型和语法。①WhendoyouwatchTV/readnewspapers/havebreakfast/haveassembly/doafter-schoolactivities?②Whatdoyoudoat8:00a.m./5:30p.m./?③Doesyourbrothermakemodelplanes?④Doyourparentsandyouplaybadminton?⑤CanIaskyouaquestion?Canyouanswerit?(学习单词difficult,answer)⑥MayIborrowabookfromthelibrary?(学习单词library)⑦Doyoulikelisteningtomusic?⑧Whydon’tyouliketodoyourhomework?3　出示第33页A部分图片，开展freetalkWhoarethesetwogirls?Whataretheydoing?Aretheystudyinghard?Isitadifficultquestion?IsDanielclever?WhereisDaniel?Etc.告诉学生：AmyandSandyhavesometroublewiththeirEnglishhomework.Canyouhelpthem?Now,pleaselookatPage33PartA.Whataretheysaying?Choosetherightanswertofillintheblankssothatyoucanmakethesentences.然后让学生做A部分练习，给出时间限制。完成后，可让学生互相批改，也可全班核对答案，最后将得分写在右下方的“爪子”上（以9分为满分，对一题得1分）。4　告诉学生：Whenwetalkaboutourdailyactivities,weshouldusedifferentverbstomakethemright.画出第33页图片，让学生说出每一幅图的动作名称。要求用动词+名词的搭配形式，也可用一些自制的图片来帮助学生巩固此类词汇。然后设定一个时间限制，让学生独立完成B部分练习。两人一组核对答案后，选出几组在全班面前朗读他们的句子，学生互相评分（以8分为满分，对一题得1分），得分写在“爪子”上，并祝贺得高分的同学。最后让学生把这些句子改成一般疑问句，并分别作出肯定和否定回答。5　设计一些其它练习，如兴趣调查表，含“can与may”的对话及one’sday日程纪录表，让学生根据所获取信息分组讨论、交流，若时间允许，可模仿第\n20页，第32页的范文进行简单的写作，也可留在课处完成，要求学生在写作之前要有自己的写作计划，安排及组织先写草稿，再抄到作业本上。6　家庭作业：完成《全程训练》第二单元的自测练习。Unit3Let’scelebrate!Period（1）Comicstrip+Welcometotheunit一教学目标1能听、说、读、写单词holiday,as,monkey,why,mooncake,并了解其含义。能听懂、会说单词celebrate,ghost,king,festival,Christmas,Easter,短语dressup,theMid-AutumnFestival,能理解单词dragon,Halloween,短语theDragonBoatFestival。2能了解中外一些重要的节假日及主要庆祝方式，从而激发对本单元的学习兴趣，并初步培养自己的世界文化意识。3能就有关“个人对节日的喜好”情况相互进行简单询问及回答。4能在教师的指导下，参与简单的角色扮演活动。二教学重点1日常交际用语和生词的正确读音；2能模仿第35页PartB的对话，简单谈论个人对节假日的喜好情况。三教学难点1能根据相关情景，正确地理解，区分相应的节假日名称；2能初步在情景中运用本课所学的互相询问节假日的交际用语。四课前准备1教具准备：实物投影仪幕布、四幅卡通漫画图片(第3页)、六幅图片(第35页PartA)、一张人物图片(《西游记》中孙悟空的形象)。2教学准备：请学生准备一张白纸并两人一组讨论写出他们所知道的节日名称(中文)。3板书准备：黑板上预先写好课题Unit3Let’scelebrate!五教学步骤(第34页Comicstrip)1教师用实物投影出示第34页卡通图片，指着图片说Look!WecanseeEddieandHoboagain.(图片1)问：Whataretheydoing?Canyouguess?帮助学生回答：Ithinkthey’recelebratingtheir\nholiday.学习并操练单词：celebrate,holiday。Holiday—thedayyoudon’thavetogotoschool.Celebrate—dosomethingfortheday.(图片3)问：WhatisEddiedoing?(He’sdressingupasaghost)用手势或其它动作、表情教学生短语dressupas……和单词ghost。然后问：Doyoulikedressingupasaghost?(No,wedon’t).Eddiedoesn’tlike,either.(图片4)问：What’sHobodressingupasnow?(HeisdressingupasMonkeyKing).学习单词monkey和king.教师出示孙悟空图片，Doyouknowhim?WeoftencallhimMonkeyKing.(可以让喜欢孙悟空的学生模仿其造型)WhocandressupasMonkeyKing?(5分钟)2让学生分角色朗读。(2分钟)3学生两人一组练习对话，并轮流扮作Eddie和Hobo,几分钟后，让一些小组到前面表演，鼓励学生自由发挥，尽量用自己的造型。(5分钟)六教学步骤(第35页Welcometotheunit)1老师让学生展示事先准备好的节日清单并称赞：Verygood!介绍课本内容：Inthisunit,IwillhelpyoutolearnmoreabouttheFestivalsinEnglish.学习单词festival(s),并写在黑板上。用实物投影出示第35页PartA图片(按以下顺序介绍)图片2—→图片4—→图片6—→图片5—→图片3—→图片1中国节日：直接用英语教短语Mid-AutumnFestival,ChineseNewYear,DragonBoatFestival,并写在黑板上。西方节日：允许学生先用中文猜测，然后告诉他们：InEnglish,wecallitChristmas/Easter/Halloween,并逐词写在黑板上。(5分钟)2领读数遍单词、短语后，再用实物投影出示第35页PartA图片，询问学生：What’sthenameofthefestival?然后学生两人一组活动，互相问答。(5分钟)3告诉学生：MyfavouritefestivalisMid-AutumnFestival.Doyouknowwhy?BecauseIliketoeatmooncakes.学习单词mooncake,可用简笔画来表示，相信学生能猜出其含义。板书：Myfavouritefestivalis……BecauseIliketo……要求学生仿照黑板上的例句介绍自己的喜好情况，展开小组交流活动。老师可巡视，进行必要帮助。(5分钟)4打开书，带领学生富有感情地朗读PartB,采用男女生分组分角色方式朗读。(2分钟)5学生两人一组练习对话，再进行表演。(4分钟)6让学生用自己的信息替换划线部分，鼓励他们用真实情况来表演对话，可四人一组活动。为方便学生自如地表达，老师可提供以下词汇并板书：eatchocolate/makepumpkinLanterns.eatricedumplings/getChristmaspresents/（此举也为以后的阅读教学带来方便。）(5分钟)7选出几组同学到前面表演，可让他们看黑板上的选用词汇。鼓励他们增加动作，提高表演欲望。在表演以后，领着其他同学给予掌声鼓励。Don’tyouthinkthey’reverygood?(Yes)Let’sgivethemabighand.(3分钟)七家庭作业熟读第34页、35页对话。抄写本课所学节日名称。鼓励有条件、特长的学生课外制作南瓜灯剪纸、手提灯笼及面具等，或画出相应的图片也可。(2分钟)\nPeriod（2）Reading:AGettingreadyforHalloween一教学目标1听、说、读、写单词USA，special,shout,if,face,own,cut,sharp(adj),tooth,chocolate,winter,drink,短语cutout并了解其含义。能听懂、会说单词trick,treat,knock,candy,mask,paint,lantern,sharp(n)短语trickortreat，playatrick。能理解单词costume,pumpkin。2能正确理解本课课文，就获取的信息进行相互询问及回答。3能通过本课学习，对英语国家的文化习俗产生兴趣。二教学重点1生词和短语的正确读音。2能通过阅读准确获取信息并能基本正确地朗读课文。三教学难点1能在教师的指导下，简单地复述故事。2能通过对西方节日及庆祝方式的进一步了解和中外文化对比，加深对中国文化的理解。四课前准备1教具准备：磁带、录音机、实物投影仪幕布、三幅图片（第35页PartA中的图1、2、3）。2教学准备：请学生准备事先制作好的道具或图片。3板书准备：黑板上预先写好课题Unit3Let’scelebrate!五教学步骤（第36—37页）1教师用实物投影展示第35页PartA图2，问：What’sthenameofthefestival?(It’sMid-AutumnFestival)指着图中男孩提着的灯笼，教单词Lantern:ThisisalanterninEnglish.教师说：Showmeyourlanterns,please!让学生出示他们制作的实物或图片。接着，展示图片1：What’sthenameofthefestival?(It’sHalloween).告诉学生：Thisisapumpkinlantern.把lantern写在黑板上。最后展示图片3。让一学生用第35页PartB的对话发问：Whichisyourfavouritefestival?(Easter)Whydoyoulikeit?(BecauseIliketoeatchocolateeggs.(用手指着图片中的chocolateeggs),再板书chocolate。(5分钟)2介绍课本内容：Todaywe’regoingtolearnsomethingaboutHalloween.InChina,wedonotcelebrateHalloween.ButintheUSA,peoplecelebrateit.Theyhaveaspecialpartyonthatday.Andtheyplayagamecalled“trickortreat”,Theyalsoweardifferentcostumeswithmasks.Theyevenpainttheirfaces.Peopledonotknoweachother.Theymakepumpkinlanterns,eatalotofchocolatesandcandies.Don’tyouthinkhowinterestingitis?(Yes).教师伴着手势、表情，借助于学生手中的实物或图片，给学生简单描述，并将上文的划线部分写在黑板上，然后让学生分组展开讨论：WhatdopeopleintheUSAdoforHalloween?组织学生收集信息，并互相交流。（7分钟）3放课文录音，听一遍。Now,pleaselistentothetape.ThisisaletterfromWendytoMillie.Trytoanswer:WhenisHalloween?并把答案（OnOctober31st）写在黑板上。（3分钟）4打开书本，让学生细读一遍课文，然后就课文内容提一些问题Paragraph1:What’sWendy’sfavouritefestival?Paragraph2:Howdoyouplaythegamecalled“trickortreat”?Paragraph3:HowdotheydressupatHalloween?Paragraph4:Howdoyoumakeyourownpumpkinlantern?Paragraph5:Whatdotheyeatonthatday?学生分组讨论及交流问题答案。教师在班上巡视，参与学生的讨论并给予适当的帮助。让他们通过手势、表情等动作或上下文猜出shout,if,own,cut,sharp,tooth,winter等生词的含义，如有必要，可给予适当的汉语提示。（8分钟）5再放一遍录音，让学生跟着录音，模仿语音、语调进行朗读训练，提醒学生注意黑板上生词的正确读音。\n（5分钟）6学生两人一组，就第5步中所提问题进行相互问答。（5分钟）7教师用实物投影展示课文复述提纲CelebratingHalloweenplayagame→dressup→makeownpumpkinlanterns→haveaspecialparty先给学生示范一次，再要求学生看书复述，最后选一部分同学到前面复述。（8分钟）六家庭作业抄写本课生词。完成第38—39页练习。鼓励有能力的学生模仿本课文，以Middlie口气，写一封信，告诉Wendy有关Mid-AutumnFestival的庆祝方式。(1分钟)后记：Period（3）Reading:B&C一教学目标1能熟练掌握和理解上一课所学的语言知识并进行交际运用。2能进一步熟悉和了解西方节日及主要庆祝方式，逐步增强自己的世界文化意识。3能正确理解与上一课内容相当的课外短文并准确搜集信息。二教学重点1复习巩固上一课所学单词、短语。2能流利地运用所学语言表达不同的情景。三教学难点1能通过阅读获取简单的信息。2能在交流中用英语介绍祖国文化。四课前准备1教具准备：实物投影仪幕布、四幅图片（第38页PartB）2教学准备：请学生准备一些自制实物或图片。3板书准备：黑板上预先写好课题Unit3Let’scelebrate!五教学步骤1教师用实物投影展示上一课的复述提纲，鼓励更多的同学到前面复述celebratingHalloween.也可采用小组集体复述形式。即该小组每位同学各复述到一两句。还可让其他小组进行补充。（10分钟）2教师说：I’mgladtoseethatmostofyouknowhowtocelebrateHalloween.AndifyouareMillie,yourfriendswantstohaveaHalloweenpartywithyou.Whatdoyouhavetodo?PleaselookatthepicturesonPage39.让学生看第39页C2的图片，分组说出相应的短语：buysomechocolates,wantspecialcostumes,makeapumpkinlantern,dressupasatiger,然后指导学生按要求完成书中任务。（4分钟）3实物投影展示第39页C1，指着headings告诉同学们：MiddliewantstotellherclassmatesaboutHalloween.Shemakesaposterandusestheseheadings.Canyouhelpherfindwhichparagraphstheyarein?Youcansayoutthecorrectnumbersforeachheading.让学生快速浏览第36—37页课文，两人一组，寻找答案并互相核对，然后写在书上。（4分钟）4用实物投影展示第38页PartB图片，并在黑板上给出party,pumpkinlantern,specialcostume,trickortreat等关联词或短语，说，OK！Thenletmecheckifyouknownamesonebyone.学生两人一组讨论答案，然后选出一些小组与全班同学核对，并把答案写在书上。（6分钟）4游戏把学生分成若干小组，每组由同学们选出一位代表，扮演Millie,到前面向全班同学介绍有关Halloween的信息。该代表若有困难，可以有三次机会向本组同学“求助”，以说出句子数多者为优胜，相同成绩则以“求助”次数少的为优胜。最后带领全班同学为获胜者所在小组鼓掌并赠送同学们的自制实物或图片，以示鼓励。（10分钟）6打开书本，学生两人一组完成第38页PartB2，全班核对答案。（2分钟）\n7选用一位同学写好的有关Mid-AutumnFestival的信，用实物投影展示。(如没有同学完成，则采用自己事先准备好的范文)。学生两人一组互相询问以下问题并回答。WhenistheMid-AutumnFestival?Whatdoweeatonthatday?Whydowecallitmooncake?Wheredowecelebrateit?收集信息，全班共同核对，让大家分享合作学习的快乐。(5分钟)六家庭作业复习上一课所学单词。根据所了解的信息，运用上一课学过的语言，仿照第39页C1中的Headings,制作一张有关Halloween的poster。(1分钟)Period（4）Vocabulary一教学目标1能听、说、读、写单词May,national,card,rice,短语MayDay,NationalDay并了解其含义。能听懂、会说单词dumpling,短语ricedumplings。2能掌握一年中几个重要节日的名称并了解其日期。3能就所了解的节日信息进行相互交流。二教学重点1生词和短语的正确读音。2能较熟练地运用所学交际用语询问及回答。三教学难点1能就所了解的节日信息进行相互交流。2能针对不同的交际情景作出正确判断和应答。四课前准备1教具准备：实物投影仪幕布、活页式台历或日历、贺卡若干张、四幅图片(第40页PartB)。2教学准备：请学生准备台历(日历)、贺卡等本课所需实物或图片。3板书准备：黑板上预先写好课题Unit3Let’scelebrate.五教学步骤1教师问：Whichspecialdaysoftheyeardoyouknow?把daysoftheyear写在黑板上，学生两人一组进行讨论，然后将搜集到的信息，如：Mid-AutumnFestival,ChineseNewYear,Christmas，DragonBoatFestival,Easter,Halloween等写在daysoftheyear下面(如学生答出Children’sDay,Teacher’sDay,Women’sDay,Fool’sDay等给予鼓励)，然后在节日名称右边用阿拉伯数字表达法写出一些日期(顺序打乱)，让学生上黑板用线连出相应的节日名称。接着，添上10.1、5.1、1.1三个日期，学习短语NationalDay,MayDay,NewYear’sDay,并板书在其它节日一边，让学生猜出其含义。(6分钟)2用实物投影展示活页式台历，指着某一周，与学生开展freetalk,说，Let’slookatthedaysoftheweek.Whatdayisit?(It’sMonday)DowehavetogotoschoolonMonday/Tuesday?(Yes)Dowehavetogotoschoolattheweekend?(No)让学生用自备的台历(日历)就上述问题进行两人或三人小组问答。(5分钟)3介绍课本内容：MillieandSimonwanttoknowwhichdaystheydonothavetogotoschool.Now,pleasehelpthem.Iftheyhaveto,write“Yes”.Iftheydonothaveto,write“No”.学生打开书本，完成第40页PartA。(3分钟)\n1让学生看黑板上的节日名称，问：WhosefavouritefestivalisMid-AutumnFestival?Whydoyoulikeit?(BecauseIliketoeatchocolateeggs.)然后出示贺卡，学习单词card并板书。 Look!Herearedifferentkindsofcards.TheseareChristmascards.IlikeChristmasbecauseIcangetthecards.Now,pleaseshowmeyourcards.(学生出示自己的贺卡并用英文说出Christmascard和NewYear’sCard)。接着用实物或图片教短语ricedumplings。并让两个学生用theDragonBoatFestival大家互相表演对话：WhydoyouliketheDragonBoatFestival?(BecauseIliketoeatricedumplings)（12分钟）2学生两人一组，仿照上面的对话进行表演。教师为提高兴趣，可增加一些内容，如：WhydoyoulikeChineseNewYear?BecauseIcanwearnewclothesandgetmoney.(5分钟)3打开书本，要求学生完成PartB的笔头填空，全班核对答案并分组朗读四个句子，提醒学生注意介词at的用法。(5分钟)4游戏合上书，教师说：AtChristmas,让学生分组或全班集体答出Wegetcardsandpresents。然后选出若干同学，到前面代替教师,依次说出AtEaster,AttheDragonBoatFestival,AtMid-AutumnFestival.其它同学分组或集体答出书上的下一句。可多给一些学生机会，反复操练数遍或打乱顺序随意说出一个介词短语。(6分钟)六家庭作业抄写第40页PartA中的节日短语。仿照PartB用At…编写若干句子。(1分钟)后记： Period（5）Grammar:（A）Prepositionsoftime一教学目标1能听、说、读、写单词date,season,spring,summer,autumn,January,February,March,April,June,July,August,September,November,December,Sunday,Saturday并了解其含义。能听懂、会说单词during。2能初步掌握介词at,on,in表达时间的用法及在不同交际情景中的运用功能。3能体会出中英语言交际中存在的文化差异。二教学重点1生词的正确读音。2能熟练运用介词谈论时刻、月份、年份、季节，相互进行信息交流。三教学难点1单词学习的记忆效果或掌握程度。2能正确理解图表所提供的信息。四课前准备1教具准备：实物投影仪幕布、生词卡片、活页式台历。2教学准备：请学生事先准备台历或日历。3板书准备：黑板上预先写好课题Unit3Let’scelebrate!五教学步骤1教师用实物投影展示活页台历。先指着某一周，复习已学过的名词WhatdaycomesafterThursday?（It’sFriday.）WhatdaycomesafterFriday?（It’sSaturday.）WhatdaycomesafterSaturday?（It’sSunday.）学习单词Saturday,Sunday,并写在黑板上。DowehavetogotoschoolonFriday?(Yes).DowehavetogotoschoolonSaturday?(No)WhataboutonSunday?(No)带领学生操练单词：SaturdaycomesafterFriday.SundaycomesafterSaturday.再指着十月，复习October.。问：WhatmonthcomesafterOctober?(It’sDecember.)WhatmonthcomesafterDecember.(It’sNovember.)依次学习其他十一个月的单词名称，并一一写在黑板上。带领学生操练单词：Whichisthefirst/second/tenth/eleven…monthoftheyear?It’sJanuary/February/October/December…问学生：WhenisChristmas?It’sinDecember.Whichseasonisitin?It’sinwinter.\n复习已学过的winter,学习单词season并写在黑板上。告诉学生：Therearefourseasonsinayear.Winterisoneofthem.Wehavetheotherthreeseasons.They’respring,summerandautumn.带领学生操练单词：NewYear’sDayisinspring.Children’sDayisinsummer.Mid-AutumnFestivalisinautumn.(12分钟)1帮助学生回忆刚使用过的介词，并将on、in分别写在黑板上相应的单词前。复习第40页PartB中的句型：WhatdoweeatatChristmas?WhatdoweeatatMid–AutumnFestival?板书atChristmas,atMid-AutumnFestival。让学生两人或三人一组讨论介词at,on,in在时间表达方式中的基本用法，再搜集信息，进行适当矫正和归纳。(5分钟)2实物投影展示第41页PartA中的表格，带领学生浏览，并正确理解其中的“Whatfor”和“Example”。让学生仿照例句，用Example中的短语atsixo’clock,onMonday,intheevening等造句，再迁移拓展为ateighto’clock,onSaturdayinthemorning等其它相似短语造句，可进行“造句竞赛”，将学生分成若干小组，先分组限时(1—2分钟)做Pairwork,再集中统计，评出优胜。(5分钟)3打开书本，学生完成第41页A1中的介词填空，做完后两人一组纠正错误，让学生集体朗读句子，并作小结。(3分钟)4实物投影展示三类生词卡片，分别用以下类型两人一组进行信息交流，以加强理解、加深记忆。Seasons:Whatseasoncomesafterspring/summer/…？Months:WhatmonthcomesafterJanuary/February/…/?Daysoftheweek：WhatdaycomesafterMonday/Tuesday/…/?教师在班上巡视，在读音、拼读规则等方面适当给予学生帮助、点拨。(8分钟)5游戏：让学生三人一组，用事先准备好的台历或日历，一人指着某一周或某一月，一人尝试说出英文名称，另一人进行统计。轮流操练，比一比规定时间内谁说出的多，评出每组冠军。(4分钟)6告诉学生，MilliewritesalettertoWendyaboutherweek.ButsheisnotgoodatthePrepositions.Canyouhelpher?(Yes!)OK,turntoPage42.Use“at,in,on”tofillintheblanks.要求学生单独完成，选出一些同学逐句读出答案，最后让学生分组朗读全文。(5分钟)六家庭作业抄写单词。复习第41页A中表格。读第42页课文。(1分钟)后记：Period（6）Grammar(B)Asking‘wh–’questions一教学目标1能听、说、读、写单词cook,fishing,by,短语bybus并了解其含义。能听懂、会说单词skateboard。2能熟练地运用‘wh–’questions互相交流有关人或事物的信息。3能结合本单元中心话题，用所学语言知识进行交际。4能培养自己乐于用英语主动提问的学习态度。二教学重点1能理解what,which,who,whose,when,where,why,how等疑问词的不同含义，掌握其基本用法。2能灵活应用本课所学语法项目谈论Festivals。三教学难点1能理解第43页PartB中的图表，获取准确的信息。2能根据不同的情景，正确地使用‘wh–’questions。四课前准备1教具准备：实物投影仪幕布、一幅图片(第44页PartB2)。2教学准备：请学生准备一些物品，如书包、钢笔、尺子等。\n1板书准备：黑板上预先写好课题Unit3Let’scelebrate!五教学步骤1师生对话开展Freetalk:Whatisyourname?Howoldareyou?Whenisyourbirthday?Wheredoyoulive?Whichisyourfavouritesport?Whoisyourfavouritestar?WhatdoyoudoonSunday?WhydoyoulikeMid–AutumnFestival?板书What,How,When,Where,Which,Who,Why.然后拿起一些学生的物品，问：Whosebag/pen/ruleristhis?再板书Whose。(5分钟)2学生两人一组，仿照以上问题，谈论身边的物品，或询问对方的基本信息，进行语言交际训练。(5分钟)3用实物投影展示第43页PartB中‘wh–’question图表，帮助学生对语法项目进行归纳小结。用简笔画表达短语bybus并教单词by。把它写在黑板上，问：Whogoestoschoolbybustoday?Handsup!Whodoesn’tgotoschoolbybus?Handsup.操练短语bybus，然后让学生用表中的Questions,Answer,分组回答。(7分钟)4教师告诉学生：Millieisagoodgirl.Shelovestoaskquestions.Doyoulovetoaskquestions?(Yes)Good!IthinkeveryoneshouldlovetoaskquestionsinEnglish,thenyou’llbebetteratyourEnglish!打开书本，完成第43页PartB1。检查学生能否通过看图观察、联想，正确地填出who,what,why等疑问词。借助于图片学习单词look,fishing。接着鼓励学生作出应答。允许有不同的答案，以开拓学生的思维及培养他们积极用英语来进行交际表达的学习态度。(7分钟)2用实物投影展示出第44页PartB2图片。先帮助学生回忆图中物品所代表的节日名称：theDragonBoatFestival,Christmas,Mid–AutumnFestival,ChineseNewYear.通过图片教单词skateboard。并问：Doyouwantaskateboard?(Yes)MaybeIcangiveyouoneasapresentforChristmas.然后设计以下‘wh–’questions,让学生看图分组问答：WhydoyouliketheDragonBoatFestival?HowdoyoucelebrateChristmas?Bygivingpresents。（把该短语写在黑板上以给学生提示。）WhenisChineseNewYearthisyear?再鼓励学生用自己设计的‘wh–’questions来交流。(10分钟)3打开书本，学生完成第44页B2填空练习。两人一组核对并纠正错误，再相互询问、应答。(5分钟)六家庭作业复习第43页图表。熟读第44页交际句型。以第36—37页Wendy’sletter为范文，设计出若干‘wh–’questions,写在作业本上。(1分钟)Period（7）Grammar(C)‘some’/‘any’+Integratedskills(A)一教学目标1能听、说、读、写单词food,lion,midnight,happen并了解其含义。能听懂,会说单词packettraditional,excited.能理解单词Chinatown.2能听懂与本单元中心话题有关的语段，利用所给提示，获取简单的信息。3能通过阅读短文或海报，了解海外中国传统节日的庆祝方式，提高对中外文化异同的鉴别能力，增强自己对民族文化的自豪感。4能理解和掌握some与any的基本用法。二教学重点1生词的正确读音。2通过对话题HowtocelebrateChineseNewYear的听、说、读、写综合训练，培养学生综合运用语言的能力。3能正确区分some与any在不同句式中的使用。三教学难点\n1掌握一定的听力技能。2能使用简单的海报传达信息。3能基本理解“some”在疑问句中的特殊含义。四课前准备1教具准备：磁带、录音机、实物投影仪幕布、三幅图片(第45页)。2教学准备：请学生自制新年“压岁钱”红包。3板书准备：黑板预先写好课题Unit3Let’scelebrate!五教学步骤(第45页Using‘some’/‘any’)1用实物投影出示第45页图片、指着图片说Look!Whatfestivalaretheygettingreadyfor?(Christmas)Whatdoesthegirlwanttobuy?(SomeChristmaspresents)Doesshehaveanymoney?(No,shedoesn’thaveanymoney)把some和any写在黑板上，朗读图片上方的对话，然后学生两人一组，用其他物品替换，进行表演。A:IwanttoborrowsomeJapanesebooks/Christmascards/…Doyouhaveany?B:No,Idon’thaveany.(4分钟)2打开书本，和学生一道浏览图片下方的表格，帮助学生小结some和any的基本用法，使学生能正确理解它们在三种不同句式中的运用。Doyouunderstandthethreedifferentkindsofsentences?I’msurethey’renottoohardforyou.Butdon’tforgettoreadthewordsintherightbox.Sometimes,whenwewanttogettheanswer“yes”,wecanuse“some”inquestionforms.领着学生边读边理解。例句：Wouldyoulikesometea?(Ihopeyouwantsometea)CanIhavesomestamps?(IhopeIcangetsomestamps)(4分钟)3教师与学生这样交谈DoyoulikeChineseNewYear?(Yes)Whydoyoulikeit?(BecauseIcangetsomemoneyfrommyparents)Wheredotheyalwaysputit?学习单词packet及短语aredpacket.帮助学生回答：Theyalwaysputsomemoneyintheredpackets.教师说Showmeyourredpackets,please!OK!Doyouhaveanymoneyinit?(3分钟)4问学生:DoyouknowICQ?DoyouliketochatonICQ?WendylikestochatwithMillieonICQ.Look,they’rechattingagain.让学生用some和any完成第45页对话填空。两人一组，先讨论并写下答案，相邻两组一齐核对、矫正，再交叉更换伙伴表演对话，鼓励学生尽量伴以动作、表情，加强对话的逼真度。(5分钟)六教学步骤(第46页ChineseNewYearcelebrations)1合上书本，问学生：DoyouknowwhyWendyandMillietalkedaboutChineseNewYear?Pleaselookattheposter.Maybeyoucanfindtheanswer.用实物投影出示第46页A海报。让学生快读一遍找到答案：BecausepeoplewillcelebrateChineseNewYearinNewYork.WendywantstolearnsomethingaboutChineseNewYearcelebrationsinBeijing.(5分钟)2教师说：TherearelotsofChinesepeopleinNewYork.TheyoftenliveinaplacecalledChinatown.(相信学生可以猜出其含义)TheymustcelebrateChineseNewYear.Doyouknowwhy?(Becausethey’reChinese,too)学习单词traditional,food(somethingtoeat)短语traditionalfood—suchasdumplings,Sichuanhotfood,Guangdongseafood..ChineseNewYear,Mid–AutumnFestival.,theDragonBoatFestivalarealltraditionalfestivalsinChina.用简笔画或动作教单词Lion及短语liondance。DoyouknowamancalledHuangFeihong?Heisverygoodatliondance.学习单词Midnight—inthemiddleofnightor12p.m.(4分钟)3打开书本，让学生再读一遍海报，并根据A1的要求，两人一组讨论，完成下面图表中的部分空格。(2分钟)4用英文解释海报左下方。Ifyouwanttoknowmoreinformationandcompletetheleftpart,pleaselistentotheradioprogram.让学生听一遍录音，只听不写，看他们是否能整体理解大意。然后再放一遍录音，要求他们努力捕捉关键词及相关信息,单独把答案写在A1的table内。第三遍则用来帮助学生核对、纠正错误。(7分钟)5告诉学生：WendywantstotellMillieaboutthecelebrationsinNewYork.Sheiswritingapostcard.Pleasehelpherfinishtheblanks.学生分成若干小组，分别讨论答案，最后汇集信息，全班一起核对，共同提高，让同学们体验到合作学习的快乐。(5分钟)6学生大声朗读短文数遍，再把答案写在书上。(4分钟)七家庭作业\n抄写生词。熟读度45页第2部分对话。鼓励有能力的学生以Millie的口气，仿照书上的范文，回复一张明信片给Wendy,告诉她北京庆祝新年的情况。(1分钟)后记：Period（8）Speakup:Whichisyourfavouriteday?+Studyskills一教学目标1能相互交流有关“个人对节日的喜好”信息。2能熟练运用‘wh–’questions进行详细询问和应答。3能尝试使用适当的学习方法，克服学习中的困难。二教学重点1日常交际用语的正确读音。2能模仿第47页PartB的对话，谈论个人所喜爱的节日。三教学难点1能熟练地在情景中运用本课所学的交际用语，互相询问对方所喜爱的节日情况。2能正确理解简短的书面指令(instructions)并根据要求进行学习活动。四课前准备1教具准备：磁带、录音机、实物投影仪幕布，事先制作好的学习卡片若干张。2教学准备：请学生准备一张较大的卡片,一张白纸，一把剪刀及钢笔、彩笔等物品。3板书准备：黑板上预先写好课题Unit3Let’scelebrate!五教学步骤(第47页Speakup)1教师用实物投影展示第35页PartA,问学生：Whichisyourfavouritefestival?(TheMid–AutumnFestival)Whydoyoulikeit?(BecauseIliketoeatmooncakes).让学生两人一组，用其他节日名称替换，进行对话表演。（相关材料：Halloween→dressupEaster→liketoeatchocolateeggs.ChineseNewYear→getaredpacketwithmoneyinit.Christmas→getpresentsDragonBoatFestival→liketoeatricedumplings）(5分钟)2教师说：DoyouknowwhichisMillie’sfavouriteday?Listen,andtrytofindtheanswer.播放一次录音，让学生静听，找出答案后，举手回答：Herbirthday。然后播放第二次录音，学生逐句跟读、模仿，并注意带着感情色彩来读。(5分钟)3打开书，分角色朗读。(3分钟)4学生两人一组练习对话，轮流替换角色，练习几分钟后，让一些小组到前面表演。(5分钟)5用实物投影出示第40页PartA的节日名称。两人一组，扩展对话，可先与一学生作以下示范：T:Whichisyourfavouritedayintheyear?S:Children’sDayismyfavouriteday.T:When’sChildren’sDay?S:It’son1stJune.T:Whydoyoulikeitsomuch?S:IdonothavetogotoschoolandIcanplaywithmyfriends.T:Wheredoyouplay?S:Inthepark../Athome/….鼓励学生尽量运用更多的‘wh–’questions互相询问。(5分钟)6在黑板上写出学生已学过的节日名称，让学生用自己真实的情况来表演对话，以便他们能在真实的情景中合理、自如地运用句子。(5分钟)六教学步骤(第48页Studyskills)1游戏拿出事先制作好的学习卡片，放在讲台上，让有图画的一面朝上，说：Let’splayagametorememberthings.先作示范：喊一个学生站到讲台边，任意抽出一张，把图对着教师，教师立刻根据图示说出：Iliketoeatmooncakes.再让该学生看有英文句子的一面，问他：AmIright?(Yes,youareright).然后让学生两人一组，依次选出三、四组学生到前面，仿照示范进行“看图记句游戏”。可事先让猜的学生浏览卡片上的英文短语，进行强记准备，再看图联想，说出英语。若有困难，可鼓励该学生主动向其他同学求助：Couldyouhelpme,\nplease?(5分钟)1问学生：DoyouthinkthecardscanhelpyourememberEnglishwords?(Yes)告诉学生：ThisisagoodwayoflearningEnglish.Ifyouhavethecardsandstudythemfor10minuteseveryday,you’lllearnEnglishbetter.(1分钟)2用实物投影出示第48页PartA。Doyouwanttomaketheflashcards?Now,lookatthepicturesandreadtheinstructionsfirst.Trytounderstandthem.让学生看图并默读英文数遍，弄懂需哪些物品，该如何制作等。(3分钟)3问：Ifyouwanttomakesomeflashcards,whatdoyouneed?学生出示准备好的物品。Weneedthese.教师说：OK,Let’smakeflashcards.Areyouready?(Yes).学生先按照所理解的信息，用一张白纸制作“模拟卡片”。，再打开书本，二人一组互相检查对方的“卡片”是否符合要求。最后，学生动手制作真正的学习卡片，并事先分组讨论，设计好该写在卡片上的英文词、句、短语，鼓励他们最好采用本单元的语言。(5分钟)七家庭作业听磁带，跟录音读第47页PartB对话。使用本课所制卡片学习10分钟，开始尝试帮助记忆英语词汇或句子。按照课堂上所学，在课外尝试制作更多的学习卡片。模仿第47页PartB的对话，根据实际情景自编对话，鼓励有能力的学生运用更多的交际用语扩展对话。(1分钟)后记：Period（9）Maintask一教学目标1能听、说、读、写单词west,way,usually,through,短语inthewest,inmanyways,并了解其含义。能听懂、会说单词neighbour,shine。2能在写作前组织思想。3能写有关节日及庆祝方式的段落。4.能使用海报形式介绍或传达某一节日的信息。二教学重点1生词和短语的正确读音。2.培养学生笔头表达思想的能力。三教学难点1能通过阅读某人关于节日海报内容的写作提纲，了解海报的写作方式。2能模仿所学短文，运用新单词或短语进行局面书面表达。四课前准备1教具准备：实物投影仪幕布。2教学准备：请学生准备几张A4的白纸。3板书准备：黑板上预先写好课题Unit3Let’scelebrate!五教学步骤\n1教师问学生Whichisyourfavouritefestival?(Halloween…)把学生的答案(节日名称)写在黑板上，师生对话开展Freetalk。WhenisHalloween?(It’son31stOctober)Whichpeoplecelebrateit?(Peopleinthewest)学习单词west,可用手势比划方位来表示。IstheUSAinthewestoftheworld?(Yes).操练短语inthewest.HowdopeoplecelebrateHalloween?(Peoplecelebrateitbydressingup,playing‘trickortreat’,makingpumpkinlanterns,havingHalloweenpartiesandeatinglotsofspecialchocolatesandsweets).Oh,theyhavemanywaystocelebrateHalloween.学习单词way,用手扳着指头数一数主要的庆祝方式，让学生领会way的含义。告诉学生：WealsocelebrateourChineseNewYearinmanyways.操练短语inmanyways.Howdopeopleplay‘trickortreat’?(Theyusuallyknockontheirneighbours’doorsandtrytogeta‘treat’,ortheyplayatrickontheneighbour)学习单词usually,neighbour.Howdopeoplemakepumpkinlanterns?(Theycutouteyes,thenoseandsharpteeth,thenputcandlesinthem).Doyouknowwhytheyputcandlesinthem?(Becausethelightcanshinethroughthem)学习单词shine,through,可用动作、表情来表示。(7分钟)2教师介绍说WewillmakeadisplayaboutFestivalaroundtheworld!Whatdoyouhavetodoforit?(Wehavetomakepostersshowingourfavouritefestivals).Doyouknowhowtomakeaposter?First,youcanlearntomakeawritingplan.(2分钟)1实物投影展示第49页，让学生浏览数遍。HereisMillie’swritingplan.Shewantstomakeapostershowingherfavouritefestival—Halloweenforschooldisplay.Readthemsilentlyandtrytounderstandthemandfindthewayofshowingyourfavouritefestival.(3分钟)2让学生读49页的提纲，并把自己获取的有关信息写在第50页PartB的空白格内，两人一组核对答案，纠正错误，然后朗读数遍。(4分钟)3根据第49页Millie’swritingplan,教师与学生一道展开讨论，帮助他们组织他们自己的写作思路。可让学生各自先拟定一个节日名称，再将写作提纲设计在草稿纸上。（5分钟）4让学生根据自己的提纲，模仿第50页PartB范文，尝试写出自己的poster。教师巡视课堂，及时纠正错误或给予提示。(6分钟)5游戏学生做完后不写名字在草稿上，组织学生八人一组交流，把八份草稿混在一起发给组内不同的学生，每位学生在小组宣读。读完后猜一猜它的作者，并把poster还给作者。此活动可以让学生分享他人的写作思想，体验合作学习的快乐。(6分钟)6两人一组互相交流poster,在教师的指导下检查所写语句，纠正错误并进行比较。(5分钟)7找四、五个学生把他们的短文大声读给全班听。(4分钟)六家庭作业抄写本课生词。让学生在一张单独的纸上改写、补充内容，并画上相应的图片，制成真正的poster。(1分钟)后记：Period（10）Checkout一教学目标1能听、说、读、写、单词warm并了解其含义。2能熟练掌握和理解本单元所学的单词、短语以及语法项目。3能熟练地在不同的交际情景中运用本单元所学的单词、短语以及语法项目。4能就本单元的内容进行自我检测、评价，体验进步与成功。二教学重点1能复习巩固所学的语言知识。2能综合运用本单元所学的单词、短语以及语法项目。三教学难点1复习时间介词at/on/in、‘wh–’questions,’some’/’any’的含义及功能。2掌握一定的书写技能。\n四课前准备1教具准备：实物投影仪幕布、自制flashcards若干、活页台历一个。2教学准备：请学生准备一本测验本和几张白纸。1板书准备：黑板上预先写好课题Unit3Let’scelebrate!五教学步骤1教师介绍本课内容Todaywewilldosomeexercisestocheckifyoucanusethewordsandgrammarwhichyouhavelearnedearlierintheunittomakesentences.(1分钟)2教师提出问题帮助学生复习本单元所学单词、句型和语法。i)HowmuchcanyourememberaboutHalloweencelebrations?用自制的含有与Halloween相关的词或短语的flashcards，与学生一道做“看图记句”游戏，以巩固学生对语言项目的理解和记忆。ii)WhatseasonisitintheUSAwhenHalloweencomes?(winter)Whatdoweusuallywearinwinter?(warmcoat)学习单词warm.Whydowehavetowearwarmcoat?(It’scold)把warm与cold写在黑板上以加深学生的印象。(7分钟)1教师组织学生以“小记者采访”的类型，复习节日类等单词和语法规则。i)Whichisyourfavouritefestival/day/month/season?Whydoyoulikeit?ii)WhatdoyouusuallydoonSunday/intheevening/at8o’clock?WhatdoyouliketoeatatMid–AutumnFestival/Easter/theDragonBoatFestival?iii)Doyouhaveanyflashcards?Doyouwearanywarmcoatinsummer?(No,Idon’twearany.)鼓励学生尽可能多地给出信息，教师应及时纠正学生的语法和语音错误。(6分钟)4在以上两个游戏活动中，学生已经复习了PartB的所有词汇：Halloween,ChineseNewYear,Mid–AutumnFestival,theDragonBoatFestival,Christmas,Easter,让学生先把答案写在书上，然后做以下“Dreamingabout”的游戏叫一个学生假装趴在座位上睡着了。教师说：He/Sheisdreamingaboutthedifferentdaysoftheweek.Whatishe/shedreamingabout?其它学生举手猜答，依次说出Ithinkhe/sheisdreamingaboutMonday,Tuesday…然后用months、seasons替换，方法同上。(6分钟)5用实物投影分别出示第41页、第43页和第45页的表格，复习三种不同语法项目的含义和用法，帮助学生加强理解，加深记忆。(3分钟)6让学生完成PartA语法填空练习，做完后两个一组纠正错误，把得分写在电子Hobo的手掌上。让学生集体朗读句子，并作小结。(6分钟)7附加练习a)用第41页的词汇栏给学生进行听写小测验，学生写在测验本上。(6分钟)b)写作训练拟定标题Mybirthday,让学生先安排自己的写作思路，立出提纲，然后仿照第16页范例制作一张poster来介绍自己生日晚会的信息。先写在稿纸上，教师当堂帮助学生检查、纠正或点评。(5分钟)六家庭作业复习本单元所学内容。制作生日晚会“海报”。对有能力的学生，鼓励他们仿照第36—37页书信，写一封信介绍某一节日的庆祝情况，尽可能多地用本单元的语句表达思想。(2分钟)后记：\nUnit4Food单元要点分析:Expresslikesanddislikes（表达个人喜恶），如：Ilikerice.Idislikehamburgers.2.Useadverbsoffrequency(使用频率词),如:Iusuallyhavefishandvegetables.3.Differentiatebetweencountableanduncountablenouns(区别可数名词和不可数名词)如：somerice,twoapplesUnderstandandusetheindefinitearticle(理解并使用不定冠词)如：Iwanttobuyabook.Iwanttobuyane-dog.教学目标本单元的重点在介绍年轻人的生活方式。围绕食物,谈论如何拥有一些平衡的饮食结构以保持身体匀称,健康。通过语言技能的训练以达到本单元的教学目标:Listening:GuessthemeaningsofnewwordsbylookingataquestionnaireDevelopeffectivelisteningskillstoextractspecificinformationSpeaking:FormulatequestionsaboutdietsandrespondappropriatelyAskWH---questionswiththerightintonationReadanarticletoaclassmateandcheckformistakesReading:Guessgeneralmeaningsofwordsfromthecontext.IdentifyspecificmeaningsPractiseintensivereachingWriting:ExpressfactualinformationboutdietsandlifestylesbasedonthemodelarticleSelectappropriatevocabularyandsentenceconstructionstowritaboutpersonldetails.教材分析:Topics:FoodFunction:TalkabouthealthyfoodandlifestylesTargetlanguage:Itislunchtime,Hobo.Letishaveahamburger.Youarealwayshungry,Eddie.Ineedalotofenergy.Why?Youneverexercise.Yes,Ido.Iwalktomybowlmanytimesaday.Vocabulary:hungry,need,never,exercise,hate,,vegetable,dancer,tired,ten,important,healthy,change,before,seldom,\nfruit,sweet,often,bread,meat,top,juice,person,water,dry,ice,cream,story,glass,tea,of,course,favourite,kilo,salt,tomato,soup,lessthan,not…atall,try,feel,luck,carry,supermarket,large,takein,mean,fat,stay,tasteTasks:Healthyeating.Task1:WritinganarticleonyourdietTask2;Readingyourarticletoapartnertocheckformistakes.教学建议让学生查字典或上网查询有关食物的词汇，并能进行归类和区分可数名词和不可数名词。让同学为自己配制健康食谱，并在生活中使用。让学生为自己选择适当的运动，以拥有健康的体魄去从事自己想要做的事情。Period1Welcometotheunit一,教学目标1.Toreviseoldvocabularyandlearnnewwordsaboutfood2.Totalkaboutlikesanddislikeswithregardtofood3.Torecognizenamesofdifferentfood4.Touseadjectivestodescribedifferenttastes二,教学目标1.语言功能:Talkaboutdifferentfoods2.语言目标:Whatfooddoyoulike?Ilikehamburgers.Whatfooddoeshe/shelike?He/shelikeshamburgers.Howdoesittaste?Itissweet/sour/salty/spicy.3.重点词汇:rice,hamburgers,chicken,fish,apples,oranges,vegetables,cakes,chocolates,tea,mooncake,lemon,vinegar,hotpot,sugar,sandwich,sweet,sour,salty,spicy.4.教学策略:培养学生对同一事物要有不同的看法.培养学生对所学的知识进行分类的能力.三,教学过程:1.Presentthenewwords:Hungry:Whattimeisit?Oh,itiseleven.Itistimeforlunch.Idonothavealotforbreakfast.Iamhungrynow.Lookatthepicture2andsay“Youarealwayshungry,Eddie?”Hamburger:Oh,kookatthis(showapictureofhamburger)Letmehaveit.Doyoulikeeatinghamburger?Bowlandrice:Ialsolikehavingrice.TodayIwillhaveabigbowlofrice.BecauseIamhunger.Exercise:Whatdoyoudoafterlunch?Doyourun?Doyouexercise?LetuslookatEddie.2.TalkaboutthepicturesonP541).IsEddiealwayshungry?2).WhatdoesEddieneed?3).DoesEddieexercise?3.PartB1.Getsstoworkingroupstomakeatableandtickonatablebyasking:Whatfooddoyoulike/dislike?Whatfooddoeshe/shelike?2.asksstoreporttheirresults.3.Ifthereistime,asksstotalkabouttheirfamilyaswell.4.homework:1.Ididnothavebreakfastthismorning.Iamh______now.2.Heeatsab____friceeachmeal.3.Shee_____inthegardenforhalfanhoureveryday.4.Letushaveah______.5.Itisgoodforyourhealthtoeatsomefruitandv_______.6.Eddiewalkstohisbowlmanyt______aday.7.Hedoesnotlikefish,buthel_____chicken.8.Areyoulateforschool?N______.\nPeriod2:Reading(1)一,教学过程:1,Toreviseandexpandwordsaboutfoodandlifestyles.2.Tolearnabouttherelationshipbetweendietandoverallhealth.3.Topracticethetechnigueofskimmingforoverallcomprehensionandscanningfordetail.二,教学向导:1.主题:Foodandlifestyles2.语言目标:Before,Iseldomatefruitandvegetables.Now,Ialwayseatanapplesforbreakfast,andIoftendrinksomemilk.Iswimtwiceaweek.Idonoteatfastfoodanymore.Iusuallyhavefishandvegetables.3.重点词汇:Before,diet,energy,exercise,fast,food,healthy,important,lifestyle,seldom,tired,top,dancer,change,fruit,sweet,often,bread,meet,juice,person4.学习策略:快速阅读技巧.5.多元智能:配制健康食物,适时运动三,教学过程:1.Discussioninpairs:1).Whatfooddoyouusuallyeat?2).Whatactivitiesdoyouusuallydo?2.Newwordspresentation:1).Guessthemeaningofthenewwordsaccordingtothepictureandsentences.2).Teachthem3.Skimming:ListeningtotapeonceandfindouttheanswerstotheQs:1).WhatdoesKittywanttodo?2).WhatdoesDaniellikedoing?4.Scanning:Readthetextbythemselves.ThendoaTorF.(课练P34)5.Reading:Listentothetapeandreadafterthetape.6.homework:A词型转换:1).Thegirlwantstobea_______(dance).2)Weshouldstudywellandkeep_____(health)3)Thestudentsdomorning_____(exercise)everymoring.4)Beforeheseldom____(eat)fruitandvegetables.5)Shelikes_____(play)computergamesand_____(chat)withherfriendsontheinternet.B.书面表达1.GoodforourhealthNotgoodforourhealthPeriod3:Reading(2)1.revise:1)Revisethewordsbyadictation2)Revisethetextbyreadingthetext2.partB1).Findtheleftwordsinthetext,thenmatchwiththemeaninginthe\nright.2).Checktheiranswerswiththewholeclass.3).Scanthetextagain,thenfinishb2.3.partC1).AsksomeQs:Howdoyougotoschool?Whatdoyouhaveforbreakfast?Howoftendoyouplaybasketball/football/volleyball?2).FinishC4.Discussion:Letthessdiscuss“Whatfoodshouldweeat“?And“Whatactivitiesshouldwedo”?5.Homework:1.她长大后想成为一名舞蹈家2.对于人们来说健康是很重要的.3.我晚饭常常吃柔和菜.4.你知道吗,甜的零食对我们没有好处.5.Daniel也喜欢玩电脑游戏和朋友在网上聊天.6.我爸爸每天锻炼三十分钟.Period4Vocabulary1,Revise1).Revisethewordsbyadictation2).Showsomepicturesoffoodandrevisethem.2,PartA1).Getsstoshowtheirfoodwordsontheboard.2).P59,PartA,thisisafunactivitytolearnandrevisewordsandspelling.AskSstodothetask.thenchecktheanswerswiththewholeclass.3).Askforvolunteerstomixturetheletterorderofsomewords.ThenaskotherSstoworkouttheanswers.3,PartB1}.Trytobringsomepicturesofdifferentoffoodwithstrongtastes.GetSstoknowthemeaningsofsweet,sour,spicy.2).AskSstodothetaskontheirownandthenchecktheanswerswiththewholeclass.3).AskSstothinkofotherfoodsthataresalty,sour,spicy,orsweet,e.g.soysauce,grapefruit,chili,andcakes.4,Homework:A,根据句意,填如所缺的词:1.IdonotlikeSichuan_____.Itistoo______.(hotpot,spicy)2.Ioftenuse_____tomakesalad.itis_____.(vinegar,sour)3.AttheMid-AutumnFestival,weeat_____.Theyare______.(mooncakes,sweet)4.Heoftenuses_____tocookfish,itis______.(salty,soysauce)5.Howdoeschocolate______?Itis______.(sweet,taste)B,用所给单词的适当形式填空:1.Idonotlikethemeatbecauseitis_______(salt).2.Threearemanydifferentkindsof______(dish)inNanjing.3.Whenwecookfish,weoftenmakeit______(spicy).4.Itisnotgoodforourteethtoeattoomany_____(sweet).5.How_____(good)doyouknowthedifferenttastes?6.Youcanbuy_______(dry)breadinthesupermarket.Period5Grammar(1)一,教学目标:1.Torecognizeanduseadverbsoffrequency>2.Torecognizeandusecountableanduncountable\nnouns.3.Torecognizeandusetheindefinitearticlestotalkaboutthingsthatarecountables.二,教学向导1.语法项目:频率副词:never,seldom,sometimes,often,usually,always,2.可数名词:atable/anappleTwotables/twostories/twowatches/photos/tomatoes/knives3.不可数名词:bread,water,hair,air,money,rain,tea,chicken,rice,fruit,cheese,milk,salt,sugar,vinegar,soup4.不定冠词:a/an5.句子结构:Howoftendothey/youexercise?Howoftendoeshe/sheexercise?Simonnever/seldom/sometimes/often/usually/alwaysplaysfootball.Whatdoweneedtobuy?Weneedsomechickenandsomepotatoes.Iwanttobuyanegg/abook.6.重点单词:icecream,story,glass,tea,ofcourse,favorite,kilo,salt,tomato,soup,roller,skating,noodle,carrot,potato,pot,shelf,wish,piano,knife,pancake.7.学习策略:观察,发现,归纳语法的能力.综合运用的能力8.课前准备:1).预习语法项目,查阅资料,提出问题2).收集语法项目的具体的例句三,教学过程:1.AskSshowoftentheyplayfootball,badminton,goswimming,dancing,roller-skating.2.Revisekeywords3.Talkabouthowoftenyoudocertainthing,e.g.IalwayswalktoschoolIneverdrive.Iofteneatfruitandsaladarestaurant.4.Explainthemeaningofdifferentadverbsoffrequency,MakesurethatSsunderstandthedifferencebetweenusuallyandsometimes,Usethetableonpagetoillustratethedifference.Inaddition,youcoudexplainthedifferenceintermsofhowoftentheydothingseverydayoreveryweek.5.AskSstocompletePartA1individually.Thencheckforthecorrectuseofadverbsoffrequency.6.GothroughthecontextofPartA2.GetSstotalkaboutit,usingadverbsoffrequency.7.AskSstocompletePartA3andthencheckanswersasaclassactivity.四,Homework:1.首字母填空:1).EverydayImakeap______ofrice.2).Sheusuallyneedsatomatoandaneggforthes_______.3).Mangoesareherf________.4).Grandmatellsthechildrenas_______everyday.2.用所给单词的适当形式填空:1).Theysometimesgoroller________(skate).2).Chineselikeeating_______(noodle)ontheirbirthdays.3).Arethereany________(knife)intheshop.4).Wewillbuysome______(potato)and_______(tomato).5).Itwilltakeyouabouthalfanhour________(cook)themeal.Period6:Grammar(2)一,\n教学过程:1.Explainthedifferencebetweencountableanduncountablenounsbyusingthepicturesonpage62.BringinsomepicturestoprovidemoreexamplestohelpSsunderstandthisconcept.GothroughthetableonP62.2.AskSstoreadtheconversationinPB2inpair.Sschangerolesandreadtheconversationasecondtime.3.AskSstowritethenounsinthecorrectcolumnofthetableandaddtwomoreitemstoeachlist.4.Notethatsomewordscangoineitherlistdependingonthecontent.e.g.Wouldyoulikesomecake?Ihaveacakeandaglassofmilkforbreakfast.Ioftenhavesomechickeninarestaurant.Therearesomechickensintheard.Ilikefruit,soIoftenbuyallkindsoffruit.Let’sbuysomecarrots.Iliketoeatcarrot.Shehasblackhair.Thereisahairinmysoup.注意:当我们在餐馆点餐时,我们常说:Oneorangejuice=oneglassoforangejuiceTwocoffees=twocupsofcoffee5.AskSstogooverPartBagain.Makesuretheyknowhowtofromthepluralformofcountablenouns.Tellthemtopayspecialattentiontothedifferentwaysofchangingthesingularformtothepluralform.6.ExplainthetableinPartCandthedifferencebetweenaandan.7.AskSstodotheexerciseinPartCandthencheckanswersasaclassactivity.Readthesentencesaloud,payingspecialattentiontotheinitialsoundofeachnounandtheelisionwhenthenounstartswithavowelsoundandisprecededbyan,anegg.8.Workinpairstoreadouttheconversationandthengetsomepairstoactouttheconversationortheirown.二,Homework:A.汉译英:1.我经常放学后去图书馆.2.他很少去看电影.3.李蕾总是七点半做作业.4.我们有时玩电脑游戏.5.我妈妈通常星期天去购物.6.我爸爸从来不煮饭.B.用a/an填空:1.Thereis_______‘h‘and‘s‘inthework‘fish‘.2.Doyouhave______pen?3.Iwanttoeat_______orange.4.Thereare60minutesin_______hour.5.Doesyourfatherworkin______university?Period7:Integratedskills(1)一,教学目标:1.Tolistenforspecificdetails.2.Toobtainspecialinformationaboutaperson`slifestyle.3.ToselectinformationfromaquestionnaireandlisteninordertocompleteareportonanotherSs`lifestyle.4.Totalkaboutfoodanddiet.5.Tointroduceandconsolidatecommonintonationpatternwithwh---Qs.6.ToaskWh----Qsaboutfooditems.二,教学向导:1.语言技能:Reading:看懂调查问卷Writing:写调查报告Listening:\n听懂别人的提问和对话Speaking:谈论正确的生活方式Pronunciation:注意降调2.重点词汇:lessthan,notatall,try,feel,luck,supermarket,carry,biscuit,total,point,questionnaire,congratulations,partner,overall.3.学习策略:通过调查问卷,确立正确的生活方式.4.多元智能:制作调查问卷,了解健康和体育相关的知识.三,课前准备:1.复习已学过的食物的词汇,WH----句型和各种活动词组.2.制作一份调查问卷。四，教学过程：1.ArouseSs’interestindifferentlifestyles,foodandhealthissues.Talkabouttheimportanceofdoingexercise,sleepingandeatingfruitandvegetables.ElicitinformationaboutyourSs’lifestyles.e.gHowmuchTVdotheywatch?Howmuchtimedotheyspendplayingcomputergames?Howmanysnacksdotheyeateveryday?2.GetSstodothequestionnaireinPartsA1andA2.Ssstudythequestionnaireindividually.Checkforgeneralunderstandingandconfirmthemeaningsofadverbsoffrequency,individuallyandinpairs.3.Playtherecording.AskSstolistenforspecificinformationaboutHuWen’slifestyleandtickthecorrectboxes.Thencheckanswersasaclassactivity.4.AsSstoenterHuWen’sscoreandtheirownscoreinthetableinPartA3SsanalyzethehealthscoresforHuWenandthemselves.Readoutthethreecategories.AskSstoputuptheirhandsforeachcategory.CountthenumberofSsineachcategorytoseehowhealthyorunhealthytheclassin.5.AskSstoworkandunderstandtheQsinPA4beforetheyinterviewtheirpartners.Payattentionstointonation.6.AskSstocompletethereportinPA5.UsetheinformationobtainedfromtheQsinPa4.AskSstoputuptheirreports,togetherwiththeclassprofile,forclassroomdisplay.五,Homework:一,根据句子的意思和所给的单词的首字母填空:1.Aq______isalistofquestionsforfindingoutinformation.2.DoyouknowanythingabouttheGetF_____Club.3.Dogslikeeatingb_______.4.Hisfatherisl_____thanfiftyyearsold.5.Workinpairsandaskyourp______thefollowingquestions.二,按照要求改写句子:1.HowmuchTVdoyouwatcheveryday?(改为同义句)___________doyouwatchTVeveryday?2.Hedoesn’tsleepmorethantenhourseverynight?(改为同义句)Hesleeps____________tenhourseverynight?3.Theyalwayseatfruitandvegetables.(提问)________________theyeatfruitandvegetables?4.Iamlisteningtoaninterviewwithoneoftheclubmembers.(改复数句)__________listeningtoaninterviewwithoneoftheclubmembers.5.Sheexercisesthreetosixtimesaweek.(改疑问句)_____she_____threetosixtimesaweek?Period8:Integratedskills(2)一,教学过程:1.AskSstoworkinpairspracticesayingMeilingandRicky’sconversation.RememberthatSsshouldbeabletorole----playthisconversationwithfluency,eyecontractandappropriateintonation.Tellthempayattentiontothelinkingofwordswhenspeaking.2.AskSstoworkinpairsandtalkabouttheirown\ndiet.3.Asksomepairstopresenttheirconversationtotheclass.4.AskSstolistentotheQsonthetapeandfindouttheintonationfromWh---Qs.ThenexplainthatwedropourvoiceattheendofaWh---Qstoindicatethatwehavefinishedspeaking.5.WriteordictatethefollowingStsontheBb.letSstopractice:Howmanyapplesdoyoueateveryday?Howoftendoyougoswimming?Howoftendoyougotorestaurants?WhendoyouchatonICQ?Whatisyourfavoritefood?Whatareyougoingtoeat?Whydoyoueathamburgerseveryday?Whydoyoueatsomanysnacks?Whoeatsfruiteveryday?Whoeatsvegetables?6.AskSstoplacethedownwardarrowonthelastwordofeachQs.SsthenreadouttheQsloudtopracticeintonation.Asksomepairstocometothefrontoftheclassroomandpresenttheconversation.二,Homework:完成课课练及练习册上的内容.Period9:Studyskillsandmaintask一,教学目标:1.Toexpressfactualinformationaboutdietsandlifestylesinwriting.2.Towriteanarticleforawebsitebasedonpersonalinformation.3.Torevisetheuseofadverbsoffrequencyandthenamesofcommonfooditemswiththehelpofpictures.4.Toreadanarticletoaclassmateandcheckformistakes.5.Torevisekeyvocabularyusingacrosswordpuzzle.6.Toreviewthesimplepresenttense.二,教学向导:1.主题:Healthyeating2.语言目标:Iamfitandhealthy.IthinkIneed….Ialways/usually/…have…forbreakfast/lunch/supper/dinner.Thisgivessb…caloriestodosth/forsthIlike…becausethey’re/it’sgoodfor…Itakein…./Ineedvitaminsto…..It’simportanttodosth….3.重点词汇:large,takein,mean,fat,stay,taste,healthy,always,usually,often,sometimes,seldom,never,hamburger,rice,applelemon,water,fish,orange,juice,coke,pork,greentea,…..4.学习策略:复习巩固,综合应用,自我评述.三,教学过程:1.AskSswhytheyeattypesoffoodandwhytheyshouldorshouldnotchangetheirdiets.TellSstolookatthecaloriesandvitaminschartinPAonP67.2.SsreadMillie’sarticleonP8683.AskSstouseMillie’sarticleandsubstitutetheunderlinedphraseswiththeirowninformation.EncourageSstoincludeadditionalinformationorchangthemodelSsiftheycanmaketheirown.4.GetSstopresenttheirartiues.5.ItisimportanttodevelopSs’selfstudyinthissection.6.AskSstocompleptPaontheirown.Ssthencorrecttheirownworkandrecordtheirinpairs.7.TellSsaboutcrossedpuzzles.AskSstodothecrosswordpuzzleusingdifferentfooditems.四,Homework:以MyFoodandLifestyle为题,写一篇短文,介绍whatyoueatandhowyoulive.\nUnit5GoingShoppingPeriod:OneContent:Comicstrip&Welcometotheunit.Analysisoflearning:Thissectionintroducestheideaofshoppingforaparticular.purpose:buyingabirthdaypresent.Ssareencouragedtousevocabularytotalkaboutpopularpresents.Objectives:1.Congnitionobjecttive.a:Tointroducevocabularyaboutcommonpresentsforteenagersb:Toactivateexistingvocabularyandlearnnewwordsrelatedtotheunit’stheme.2.Skillobjective.a:Toguessmeaningfrompicturesb:Tosortvocabulary3.SituationobjectiveToarouseSs‘interestandtrainSs’communicativeabilityEmphasisanddifficulty:Somenewwordsandphrases.Method:TaskTeachingMethodProcedures:TeachingActivitiesLearningActivitesStage1.WarmupⅠ.GreetingsⅡ.EverydayEnglish1.TodayisMonday.Whatdayistomorrow?2.Howoldareyou?3.Whenisyourbirthday?4.(Objectives:topractiseoralEnglishandtoarouseSsinterest).Ⅲ.RevisionⅠ.GreetingⅡ.EverydayEnglishⅢ.RevisionStage2:Learnthepartonpage70.Task1:Totalkaboutthepicturesonpage70.1.Showthepictures2.Asksomequestionstochecktheunderstanding1.Readthepicturesquickly.2.Answerquestionsa:WhatdoesSpottywanttodo?3.Readagainandanswerquestions.a:Whowanttobuythings?b:Doeshehaveanymoney?c:Whogiveshimthemoney?d:Whowillcarryallthebags?4.ActouttheconversationActivity2:HelpSpottydecidewhichtobuy1.MakesureSsunderstandthepurposeoftheactivity.e·g:WeknowSpottywantstobuyalotofthings.Let’sguesswhatitwillbuy?2.Gothroughtheanswerswiththeclass,identifythewordswhichstudentsdonotknowandpresentthem.1.Volunteerssayoutsomewordsrelatedtothetheme.2.Readthenewwords3.Lookatthepictures4.Guessgeneralmeaningsofnewwordsbylookingatpicturesandkeywords5.Practicethenewwords6.Sortthevocabularye·g:food:book:toy:decoration:Task2.TotalkaboutthepresentsActivity1.TodiscusswhatpresentsSimonandSandylike1.MakesurethatSsunderstandthepurposeoftheactivity.2.DivideSsintopairs3.WalkaroundandgiveSshelpif\nnecessary4.EncourageSstodoasmuchofthetaskastheycanontheirown.1.Lookatthepicturesinpart1onpage71.FindwhichitemstheycanrecognizeandwhethertheyknowthewordsinEnglish2.Exchagetheiranswers3.Parcticethewordswiththehelpoftheteacher.4.Lookatthepicturesagainandreportwhichpresentsaresuitableforboysandwhichpresentsaresuitableforgirls.5.WritedownthesuitablepresentsforSimonandSandyinPart2andgivereasonsfortheiranswers6.Pointoutthepresentsthataresuitbableforboth.7.Checktheirlistsinpairs8.PresenttheresultActivity2:TodiscussthepresentsSslike1.MakesurethatSsunderstandthepurposeoftheactivity.2.Presentsomenewwordsontheblackboard.(Theyareaboutthenameoftheshops)1.Readthenewwordsontheblackboard2.Thinkaboutthepresentstheylike3.Talkaboutthepresentstheylikeandexchangetheiropinions4.Giveoutreasonsforthechoices.5.Dicusswheretheycanbuythepresent6.PracticethenewwordsStage3:Homework:AnoralreportRequsts:1Todoasurvery.Youshouldgointosomedifferentshopsyourself.andlookcarefullytofindsomegoodsintheshop.Thepriceisalsoveryimportant2.Dotherepontasthemodel:Youcanbuy…in…Andthepriceis…Period:TwoContent:PartAofReadingAnalysisofLearning:Sshaveknownsomethngaboutshopping.Soduringthiscourse.IjustlettheSsunderstandhowtogoshoppinginEnglish.Objectve:1.Cognitionobjective:a.TogetSstoconsolidatethepatterns：“thereis/are…”b.TogerSstolearnsomeexpressionsofshopping2.Shiuobjective:TogetSstograspthelanguagesofshoppingskillfullyduningthecreativesituation3.Situationobjective:ToarouseSsinterestandtrainSsabilityofreadingEmphasisanddifficulty:someusagesoftheexpressionssuchas:CanIhelpyou?“Howmuchislare…?”doesIdo…cost?Aids:Picturesrecorder,slidesMethod:SituationTeachingMethodProcedures:TeachingActiuitiesLearningActiuitiesStage1:warm-upⅠ.GereetingsⅡ.EverydayEnglish1.Doyoulikeplayingfootball?2.Isthereafootballintheclassroom?3.Doyouhaveanymoney?4.Let’sgoshoppingshallwe?(objectives:topractiseoralEnglishandtoreviewpreviousLesson)Ⅲ.Revision1.Playagame(Findingtheobjects)apentooapplesarulerthereoranges2.GiveanexampleandasktheSstomakeadialoguepresentabasketball.A:Ilikebasketball.Doyoulikeit?B:Yes.Thisbasketballisnew.Wheredoyoubuyit?A:Intheshop.B:Iwanttobuyit,Iwantyoutogoshoppingwithme.A:Allright.Let’sgoshoppingtogether(objectives:toreviewthepatterns.“Thereis/are…”toanimatetheclassatmosphereandarousetheSs’interest)Ⅰ.GreetingsⅡ.EvendayEnglishⅢ.Revision1.Playthegames2.SA:ThereisapenintheboxSB:Therearetwoapplesinthebag.Ifsomeonefindstheobjects,Iwillgiveittohimorher.3.Actoutthedialogiue.PractiseaccordingtotheexampleandkeywordsgivenbyT(shownonslides)AdresslikeWantto…goshoppingLet’s…Step2.LeadintoreadingⅠ.Presentsomelanguagesaboutshoppinga.showatableonslidesb.AccordingtothetablegettheSstoanswersomequestions?e.g:Howmuchisit?Howmuchdoesitcost?Whatsizethedress?Couldyoutryiton?Whatcolourisit?Ⅱ.Presenttwowatches.Letthestudenthaveafreetalk.Ⅲ.Presentthetwoconversations.1.Practise:AskSstosaysomethingaboutthetable(seeappendix1)e.g:Understandthesentencesandtryfogivecorrectanswerstothequestions,givenbyT.2.PractiseinpairsusingthehingsgivenbyT.a:AsktheSstoactthedialogueout.b:Accordingtothetalk,letSsdrawatable.3.Reading.Groupdiscussion:a:TalkaboutthepicturewiththefollowingquestionsandthenaskoneSofeachgrouptoreporttheirresult.Questions:WhereisAmy?Whatisshedoing?Whydoesshegoshopping?Whowillbe15yearsold?b:Fillintheblanks.,listentothetape,dosomecomprehensionexercisesandfindtheanswers\nSswritedownalltheitemsAmylookedatandlisttheircost.Stage3:Practice4.Practicea:Listentothetapeagain.b:Pickouttheshopkeer’sandbuyer’slanguagesandwritethemontheblackboard.c:Haveadialogueinpairsaccordingtothewordsontheblackboard.Stage4:Production5.ProductionⅠ.PresentsomeobjectsandaskSstotalkaboutthemincludingthestructureslearnedthisclass.Ⅱ.Playagame.Ⅲ.Exercitationa:Goupdiscussionsaboutsomeobjects.b:Whispertheprice.Dividetheclassintorrows.Giveclearinstructionaboutthesequenceofhowthemessageshouldbepassedonfromthefirsttothelast.c:Arragetherightorderofthedialoguecseeappendix37Step5:Extensionactivity.Givesthesituation.WhenSandyreceivestheclips,shewantstoexchangeit.Whatwillshesaystotheshopkeeper.Whatwilltheshopkeepsaytohermakeadialogveinpairs.Homework1.PractisethetwoconversationinPairs.2.DothesurveyAppendix1:adresssizecolourpricediscouat6red￥5010%Appendix3:a:Lt’sfortydouarsb:Lt’stooprettyc:Howabouttheblueone?d:CanIhelpyou?e:I’dlikeaskirtrormydaughterf:Shewearssize8g:OK,i’ltakeith:Watcouourdoesshelikebest?I:Howmuchdoesitcost?J:Whatsizedoesshewear?K:Shelikesbluebest.Appendix2:ThingsAmylookedatcostabcdPeriod:ThreeContent:Reading:PartB(2)andPartCAnalysicsoflesrning:Sshavekmownthetwoconversaionsaboutshoppingandsomeawarenessofdifferentregisters.Soduringthisperiod,Sswillpaymoreattentiontolearnhowtosolveproblemonshopping.Objectives:1、Congnitionobjective:a:TogetSstograspsomewordsandphrasesb:TogetSstoconsolidate“Therebe”structure2Skilllobjecta:TogetSstolearnhowtolocatespacificinformarionbyreadingb:TogetSstolearntosolvesomeproblemsaboutshopping.3、Situafionobjecfive.ToarouseSsinterestandtrainSsreadingability.Emphasisanddifficulty:Somephra??Shopping.Aids:Pictures,sliders.Method:TaskTeachingMethod.Procedures:TeachingActivitiesLearningActivitiesStagel:WarmupⅠ:GreetingsⅡ:EverydayEnglishⅢ:RevisionⅠ:GreetingsⅡ:EverydayEnglishⅢ:RevisionStage2:LearnPartBandPartCofReadingTask1:Todoawh-surveyActivify1:Todiscussthetableonpage721、MakesurethatSsunderstandthepurposeoftheactivity2、ShowSsthetableandtheexplainit3、AskSssomequestionstocheckforunderstandinge·ga:Howmanyglrlswouldlikethehairclipsasapresent?b:Whatisthemostpopularpresentsforboys?1、Readthetableonpage722、Answerthekuestions3、Discusstheresultsinpairs.e·gS1.Doboyslikehairclips?S2.No,theydon’t.S1.Wholikehairclips?S2.Somegirls.S1.Howmanygirlslikehairclips?S2.There’refour.Activity2:Todiscusswhatyourclassmatelike1.Writesomenamesofgoodsontheblackbard.2.MakesurethatSsunderstandthepurposeoftheactivity.e·g:NowLetmeknowwhatyourclassmatelike?3.Writethemodelontheblackboard.4.EncourageSstobevolunteers.1.Readthe\nnamesintheblackboard.2.Volunteersaskquestionsaboutalltheteamsontheboardandmarkdownthenumberofthestudentswhoputtheirhandsforeachitem.3.Displaytheresultsontheblackboard.e·g:There’retwentygirlswholikeCDs.There’re31boyswholikefootball.4.Presentthesurveyinabarchart.Usetheircreativitytomakethebarchartlookinterestingbyaddingcoloursandillustrations.Activity3:Todiscusstheprice1.MakesurethatSsunderstandthepurposeofactivity.e·g:Nowlet’ssupposeonepricetoeachitem.2.DivideSsintopairs.3.givesomeexamplestoSs.e·g:IfIhave￥20,Icanbuy20cardsor5cardsandaCD.Pleaseworkoutthethingsyoucanbuywith30yuan?1.Discussthepricesinpairsandgiveoutarationalone.Writeitdownontheboard.e·g:ACDcosts￥15,andacardcosts￥1,andsoon.2.Workoutthepriceofallthethingstheirclassmateslike.e·g:Ahairclipcosts￥2.There’refourgirlswholikehairclips.Theycost￥8alltogether.3.Workoutthethingstheycanbuywithsomecertainmoney.4.Exchangetheanswersinclass.Task2TolearntosolveproblemsaboutshoppingActivity1:Tohelpkittydecidewhichtobuy1.MakesurethatSsunderstandthepurposeoftheactivity.e·g:KittyalsowantstobuySimonandSandysomepresents.Shehas25yuan.ShedoesnotwanttobuythesamethingsasAmydid.Canyouhelpher?2.Walkaroundtheclassandprovidehelpintermsofvocabulary.3.Gothroughtheanswerwiththewholeclass.IftherearedifferentinterpretationsaskSstochecktheconversationsagain.1.ReadthetwoconversationscarefullyandtrytofindoutwhatpresentsAmyhasboughtforSimonandSandy.Finishthetablebelow.PresentsAmyhasboughtforSimonforSandypresents2.Readtheconversationsagaintofindoutthepriceofthegoods.Finishthetablebelow.Goodfootballcardslastyear’sfootballcardHairclipsCDPrice3.AnswerTrueorFalsequestionstounderstandtheconversations.4.Finishtheexercisesonpage72.5.Discusstheanswers.Activity2:Tomakeupaconversationinashop.1.MakesurethatSsunderstandthepurposeoftheactivity.e·g:SupposeyouareKitty.NowyouareinashopandyouwanttobuyafootballcardandaCDforyourfriendSimonandSandy.Pleasemakeupaconversationbetweentheshopassistantandyou.2.Walkaroundandgivethemhelpifnecessary.1.Chooseroles2.Preparetheconversationonseat.3.Practicetheconversation.4.Actouttheconversation.e·g:S1:Goodmorning,sir.CanIhelpyou?S2:Yes,I’dlikesomethingformyfriendSiman.S1:Wehavesomebeautifulfootballcardstoday.S2:Verygood.Simonlikesfootballverymuch.Howmuchisit?S1:It’s￥10.S2:It’snotexpensive.I’lltakeit.Activity3:Writtenwork.Tofinishaconversationaboutshopping.1.ShowSstheexerciseandmakesure.Ssunderstandthepurposeoftheactivity.2.Checktheanswersandcorrectmistakesifnecessary.1.Readtheexercise2.Discusstheanswersinpairs.3.Readtheconversationtogether.4.Actouttheconversation.Stage3:Homework.Writeaconversationinashop.Signpost:TomorrowisyourfriendSimon’sbirthday.Youwanttobuyhimsomethinghelikesasabirthdaypresentandyouonlyhave￥20.PeriodThreeContent:Reading:PartB(2)andPartCAnalysisoflearning:Sshaveknownthetwoconversationsaboutshoppingandsomeawarenessofdifferentregisters.Soduringthisperiod,Sswillpaymoreattentiontolearnhowtosolveproblemonshopping.Objectives:1、Congnitionobjective:a:TogetSstograspsomewordsandphrasesb:TogetSstoconsolidate“Therebe”structure2Skilllobjecta:TogetSstolearnhowtolocatespecificinformationbyreadingb:TogetSstolearntosolvesomeproblemsaboutshopping.\n3、Situationobjective.ToarouseSsinterestandtrainSsreadingability.Emphasisanddifficulty:SomewordsandphrasesAids:Pictures,sliders.Method:TaskTeachingMethod.Procedures:TeachingActivitiesLearningActivitiesStagel:WarmupⅠ:GreetingsⅡ:EverydayEnglishⅢ:RevisionⅠ:GreetingsⅡ:EverydayEnglishⅢ:RevisionStage2:LearnPartBandPartCofReadingTask1:Todoawh-surveyActivify1:Todiscussthetableonpage721、MakesurethatSsunderstandthepurposeoftheactivity2、ShowSsthetableandthenexplainit3、AskSssomequestionstocheckforunderstandinge·ga:Howmanygirlswouldlikethehairclipsasapresent?b:Whatisthemostpopularpresentsforboys?1、Readthetableonpage722、Answerthequestions3、Discusstheresultsinpairs.e·gS1.Doboyslikehairclips?S2.No,theydon’t.S1.Wholikehairclips?S2.Somegirls.S1.Howmanygirlslikehairclips?S2.There’refour.Activity2:Todiscusswhatyourclassmatelike1.Writesomenamesofgoodsontheblackboard.2.MakesurethatSsunderstandthepurposeoftheactivity.eg:NowLetmeknowwhatyourclassmateslike?3.Writethemodelontheblackboard.4.EncourageSstobevolunteers.1.Readthenamesontheblackboard.2.Voluteersaskquestionsaboutallthetermsontheboardandmarkdownthenumberofthestudentswhoputtheirhandsforeachitem.2.Displaytheresultsontheblackboard.eg:There’retwentygirlswholikeCDs.There’re31boyswholikefootball.4.Presentthesurveyinabarchart.Usetheircreativitytomakethebarchartlookinterestingbyaddingcolorsandillustrations.Activity3:Todiscusstheprice1.MakesurethatSsunderstandthepurposeofactivity.eg:Nowlet’ssupposeonepricetoeachitem.2.DivideSsintopairs.3.givesomeexamplestoSs.eg:IfIhave￥20,Icanbuy20cardsor5cardsandaCD.Pleaseworkoutthethingsyoucanbuywith30yuan.1.Discussthepricesinpairsandgiveoutarationalone.Writeitdownontheboard.eg:ACDcosts￥15,andacardcosts￥1,andsoon.2.Workoutthepriceofallthethingstheirclassmateslike.eg:Ahairclipcosts￥2.There’refourgirlswholikehairclips.Theycost￥8alltogether.3.Workoutthethingstheycanbuywithsomecertainmoney.4.Exchangetheanswersinclass.Task2TolearntosolveproblemsaboutshoppingActivity1:TohelpKittydecidewhichtobuy1.MakesurethatSsunderstandthepurposeoftheactivity.e·g:KittyalsowantstobuySimonandSandysomepresents.Shehas25yuan.ShedoesnotwanttobuythesamethingsasAmydid.Canyouhelpher?2.Walkaroundtheclassandprovidehelpintermsofvocabulary.3.Gothroughtheanswerwiththewholeclass.Iftherearedifferentinterpretations,askSstochecktheconversationsagain.1.ListentothetwoconversationscarefullyandtrytofindoutwhatpresentsAmyhasboughtforSimonandSandy.Finishthetablebelow.PresentsAmyhasboughtforSimonforSandypresents2.Listentotheconversationsagaintofindoutthepriceofthegoods.Finishthetablebelow.Goodfootballcardslastyear’sfootballcardHairclipsCDSPrice3AnswerTrueorFalsequestionstocheckunderstanding.4.Finishtheexercisesonpage72.5.Dicusstheanswers.Activity2:Tomakeupaconversationinashop.1.MakesurethatSsunderstandthepurposeoftheactivity.eg:SupposeyouareKitty.NowyouareinashopandyouwanttobuyafootballcardandaCDforyourfriendSimonandSandy.Pleasemakeupaconversationbetweentheshopassistantandyou.2.Walkaroundandgivethemhelpifnecessary.1.Chooseroles2.Preparetheconversationonseat.3.Practicetheconversation.4.Actouttheconversation.e·g:S1:Goodmorning,sir.CanIhelpyou?S2:Yes,I’dlikesomethingformyfriendSimon.S1:Wehavesomebeautifulfootballcardstoday.S2:Verygood.Simonlikesfootballverymuch.Howmuchisit?S1:It’s￥10.S2:It’snotexpensive.I’lltakeit.Activity3:Writtenwork.Tofinishaconversationaboutshopping.1.ShowSstheexerciseandmakesure.Ssunderstandthepurposeoftheactivity.2.Checktheanswersandcorrectmistakesifnecessary.1.Readtheexercise2.Discusstheanswersinpairs.3.Readtheconversationtogether.4.Actoutthe\nconversation.Stage3:Homework.Writeaconversationinashop.Signpost:TomorrowisyourfriendSimon’sbirthday.Youwanttobuyhimsomethinghelikesasabirthdaypresentandyouonlyhave￥20.PeriodFourContent:VocabularyAnalysisoflearning:LetSslearnmorewordsandphrasesaboutshoppingObjectives:1、Targetlanguagevegetables,comicbook,Walkman,shoes,tennisracket,T-shirt,bookshop,clothesshop,shoeshop,electricalshop,sportsshop,supermarket.2、LanguageskillsToguessthemeaningofwordsbyrecognizingshoppingitemsandrelatingthemtotypicalshops.3、Self–learningabilityHowtousethesewordsinrealsituations.Emphasisanddifficulty:SomenewwordsandphrasesTeachingmethod:Task-basedLearningMethodProcedures:TeachingActivitiesLearningActivitiesStage1:WarmupⅠ:GreetingsⅡ:EverydayEnglishⅢ:RevisionⅠ:GreetingsⅡ:EverydayEnglishⅢ:Revision1、RetellReading2、MakeupadialogueinashopStage2:LearnVocabularyTask1:TotalkaboutthepicturesonPage75.1、AskSswhatshopstheyknow.2、ShowthepicturesonP75.3、TellSstochecktheiranswersinpairs.4、AskSstoreadthenamesoftheshopstogether.1、Listasmanyshopsastheycan.e.g.bookshop,shoeshop,toyshop,sportsshop,clothesshop,flowershop,supermarket2、Writethenamesoftheshops.Underneaththepicturesontheirown.3、Checkinpairs.4、Readtogether.Task2:1、MakesureSsunderstandthepurposeoftheactivity.e.g.Kittyboughtalotofthing.Writetheirnamesunderthepictures.Wheredidkittybuythesethings?WritethenumbersoftheshopsinPartAintheboxes.1、Lookatthepicturesonpage75.Volunteerstodescribetheobjects.2、SsmatchtheseitemswiththeshopsinPartAbywritingthecorrectnumberineachofboxes.3、Practicesaying.e.g.Kittyboughtvegetablesinthesupermarket.4、Saytogether.Extensionactivities1、Writethenamesofsomeshopsontheboard.1、Ssidentifyarangeofdifferentitemstheycanbuyintheseshops.e.g.Chemist:shampoo,toothpaste,medicine,Butcher:chicken,pork,beef,eggs.Activity2:1、Toaskstudentstodrawshopsfromthenearestshoppingmall.2、Askthemtowritetheitemssoldineachshopunderthepicture.1、Writethenamesoftheshopsinlargelettersabovetheshops.2、Writeandcheck.3、Todescribe.Stage3:Homework1、Tocopythesewordsphrases2、Towritemorenamesandphrasesoftheshopsandthenamesofthegoodsinthem.PeriodFiveContents:Grammar:PartA、PartB1Analysisoflearning:ThissectionhelpstheSssummarize①Theusageofthestructure“therebe”\n②Thepresentcontinuoustensea.Whataretheydoing?b.Askingquestionsaboutwhatpeoplearedoing.Objectives:1、Languageskillsa:Touse“thereis”and“thereare”tointroducenewthings.b:Touse“thereis”beforeasingularnoun.c:Touse“thereare”beforeapluralnoun.d:Usethepresentcontinuoustensetotalkaboutthingsthatarehappeningnow.2、Self-learningabilityTrytogettherulesbythemselves.3、Emphasisanddifficulty:HelptheSsusethemprobablyandcorrectly.Procedures:TeachingActivitiesLearningActivitiesStage1:WarmupⅠ:GreetingsⅡ:EverydayEnglishⅢ:RevisionⅠ:GreetingsⅡ:EverydayEnglishⅢ:RevisionStage2:LearnPartAandPartBofGrammarTask1:Using“thereis”/“thereare”Activity1:ToPresent“therebe”1、Weuse“thereis”beforeasingularnoun.Weuse“thereare”beforeapluralnoun.amansomebreadsixpeoplelotsofbogsIsthere……？Arethere……？2、Showsomemorepictures.1、Ssshouldusethisstructuretodescribeotherplaces.e.g.amodernbuilding.anicebedroom.aschoollibraryabigfarm2、AnswerQuestionse.g.a.Aretheremanysheepinthefarm?(Yes,thereare./No,therearen’t.)b.Istherealovelytoyinthebedroom?(Yes,thereis./No,thereisn’t.)Activity2:Sendane-mail1、MakesureSsunderstandthepurpose.2、TellSstousethismodele-mailtotalkaboutotherthings.eg.ayouthclub,acinema,arestaurant.1、LookatP76.2、Completethesentenceswith“thereis”and“thereare”3、Checkandreadittoeachotherinpairs.4、Writeane-maildescribingtheirschoolbasedonthemodel.5、Doextensionactivity.Task2:Usingthepresentcontinuoustensetotalkaboutthingsthatarehappeningnow.Activity1:Whataretheydoing?1、MakesureSsunderstandthepurpose.2、Asksomequestionswithmimeandgesturesforemphasis.3、Tmakesstatementsaboutyourselfe.g.Iamenjoyingmyself.Iamhavingagreattime.Iamtalkingtoallofyou.4、AskSswhatkindofstatementsandquestionsThasformulated.5、AskSstostudythetableonP77.6、ExplaintoSshowweformthe‘—ing’formofaverbwiththereferencetothetableonPage78.7、RemindSsthattheverb‘tobe’goesatthebeginningofthequestion.Questions:1、Whatareyoudoing?Areyouwritingalettertome?Areyousinging……？Areyouplayingthepianorightnow?Areyouswimmingnow?etc……2、Elicittheideasaboutthingsgoingonnow,atpresent,atthemoment,rightnow.3、Gothroughthetable.Pointoutthatwecanmakenegativesentencesbyadding‘not’aftertheverb‘tobe’.4、Describewhatthesentencesbelowthepictures.Sscompletethesentencesindividually.5、Checkinpairs.6、Workouttherules.7、Answerquestionsaccordingtothepictures.a:WhatisSimondoing?b:AreKittyandSandyeatingicecream?c:ThisisMillie.Whatisshedoing?d:IsDanieldoinghishomework?(No,heisplayingcomputergames.)Areyouplayingcomputergamestoo?(No,we’rehavinganEnglishclass.)Stage3:HomeworkWorkbookP69A&P70B1B2B3PeriodSixContents:Grammar:PartB2PartCAnalysisoflearning:①PartB2askSstotalkandusethingsthatarehappeningnowfreelyandcorrectly.②PartCletSsusepersonalpronounstoreplacenounsforpeople/thingswhenitisclearwhoorwhatwearereferringto.Objectives:1、Targetlanguagea.Theusageofthepresentcontinuoustense.b.Personalpronouns(objectform)\n2、Languageskillsa.Tousethepresentcontinuoustenseb.Tointroducepersonaltorefertosomeone/something.3、Self—learningabilityTogettotherulesbypractising.Procedures:TeachingActivitiesLearningActivitiesStage1:WarmupⅠ:GreetingsⅡ:EverydayEnglishⅢ:RevisionⅠ:GreetingsⅡ:EverydayEnglishⅢ:ShowsomeoftheSse-mailstotheirfriends.Stage2:LearnP78B2Task1:Totalkaboutandcompletetheconversation.Activity1:Talkingonthepicture.1、AskSstolookatthepicture.TellthemthatSandyandAmyaretalkingonthephone.2、Askquestions.1、Checktheiranswerswithapartnerbyrole-playingtheconversation.2、Answersomequestionsaccordingtotheconversation.a.IsAmystudyingatthemoment?b.Whoisvisitingher?c.Whatishercousindoingnow?d.WhatisAmydoingnow?3、Actouttheconversation.4、Talkingonthephone.e.g.S1:Hello,whereareyou?S2:Iamwalkinginthestreet.S1:Whatareyoudoingnow?S2:I’mbuyingsomethingtoeat.S1:Areyoubuyingforme?S2:Yes.I’mhavingitnow.Stage3:LearnP79CTask1:Usepersonalpronounstoreplacenounsforpeople/thingsActivity1:DiscussthetableonP791、WorkthroughthesamplesentencesonP79.2、Writesomemoresamplesentencesontheblackboardtopractice.3、Explainthedifferencebetweenthesubjectformandobjectform.1、Makesuretounderstandhoweachpronounsisrelatedtothesubjectinthefirstsentence.2、Workonmoresamplesentences.a.Myshoesaretoobigfor.b.Doyourshoesfit?Yes,do.c.Mymumlikestheseapples.Icangetfor.Activity2:Tallkingtosb.1、ExplaintoSsthatDanielistalkingtohisfatheronthephone.2、Completethesentenceswithpersonalpronouns(objectform).1、Readtheconversationinpairs.2、Completethesentences3、Fillintheblankswiththecorrectpersonalpronouns.■Lookatyourshoes.Theyareverydirty.Youshouldclean.■ThatisSally’sbook.Iwillgiveitbacktotomorrow.■Ineedaschoolbag.Mymotherisgoingtobuyone.■TheprincipalaskedmyclasstomeethimattenO’clock.HeistakingtotheScienceMuseum.■IleftmyfootballatTom’shouse.Iwillgetlater.■Mybrotherlikeseatingapplepies.Iamgoingtobuyone.Stage4:HomeworkDoworkbook:P75PeriodNineContext:Checkout(P85)Analysisoflearning:Thissectiondividesintotwoparts.PartAcheckstheusageof"therebe"andthepresentcontinuoustense.PartBchecksthevocabulary.objectives:1.tochecktheusageof"thereis/thereare",thepresentcontinuoustenseandpersonalpronouns.2.torevisevocabularyrelatedtoshopping.3.toencouragestudentstohelpothers.Emphasisanddifficulty:"therebe"&presentcontinuoustense.Teachingaids:computerandover-headprojector.Method:TaskTeachingMethodBackground:Thissectionencouragesstudentstofindouthowmuchtheyhavelearnedandhowwelltheirlearningstrategiesareworking.PartAoftheCheckoutsectionsissetinthecontextofhelpingpeople.StepI:Revisethegrammar:"therebe"&presentcontinuoustense.A.Fillintheblankswiththecorrectformof"therebe".1._________abookontheteachers'desk.2._________somebreadinthefridge.3._________fivehairclipsinthebox.4._________sometoysintheshoppingmall.\nB.Askthestudentstochangetheupperformsintonegativeformsandinterrogativeforms,payattentionto"some"and"any".1.Thereisabookontheteachers'desk.Thereisnotabookontheteachers'desk.Isthereabookontheteachers'desk?4.Therearesometoysintheshoppingmall.Therearenotanytoysintheshoppingmall.Arethereanytoysintheshoppingmall?C.Fillintheblankswiththecorrectformsofthegivenverbs.1.Theboy(run)ontheplaygroundnow.2.Don't(close)thewindow,please.3.Whereismum?She(cook)inthekitchen.4.Look,thechildren(laugh)happily.II.PartAofcheckout.A.TellstudentsthatpartAgivesthemanopportunitytocheckhowwelltheycanuse"thereis/thereare"constructions,thepresentcontinuoustenseandtheobjectformsofpersonaltocompletethetext.B.Studentsfillintheblanksontheirown.Forlessablestudentstheymaydothisexerciseinpairs.Askstudentstochecktheiranswerswiththeirpartners.Askforvolunteerstoreadoutthedescriptionforeachpicture.Ifstudentshavemadeanerror,askthemtoreferbacktotherelevantsectiontofindoutwheretheyhavegonewrong.III.PartBofcheckout.A.TellstudentstolookatthewordsearchpuzzleinpartB.Hiddeninsideareeightwordsfromthisunit.Onehasbeenfoundalready.Askstudentstolookfortheothersevenwordsontheirown.B.Studentschecktheiranswerswithapartner.Tellthemtowriteanyproblemwordsontheirflashcardswhichtheyhavelearnedhowtomakeinunit3.IV.Production.A.Askstudentstotellastorybasedonthefourpictures,using"therebe"andpresentcontinuoustense.eg.HelpingpeopleinashoppingmallI'mgoingshoppingonSaturday.Therearemanypeople.Theyarecarryingbigshoppingbags.I'mstandingoutsideatoyhop.Thereisawomaninsidetheshop….C.Askstudentstomaketheirownwordsearchpuzzleswiththerwordstheyhavelearnedintheunit.PeriodTenContent:RevisionAnalysisoflearning:Unitfiveintroducestheideaofshoppingforaparticularpurpose:buyingabirthdaypresent.studentsareencouragedtousevocabularytotalkaboutpopularpresents.objectives:1.tograsptheconstructionof"therebe"andthepresentcontinuoustense.2.toreviewthewordsandphrases.Emphasisanddifficulty:grammarandphrases.Teachingaids:computerandover-headprojector.RevisionofLanguagepoints:I.ImportantexpressionsanewshoppingmallcalledSunnysideShoppingMallthesamethingsasshowsb.aroundsp.onthetop(ground,first,second,third…)flooracomputergamescentrewritetomewriteane-mailtohisfriendover/onthephonewaitforone'sturnI'mwaitingformyturntoaskthequestion.\nhelpthechildrenfrompoorareasdonatesomemoney/raisesomemoneyforsb.calluson55513871apairoffootballbootstryit/themontrythecoaton=tryonthecoatfivemorenewwordsoutsideatoyshopcall110forhelphaveastomachacheplaywithsb./sth.Don'tplaywiththefire.It'sdangerous.Doyoulikeplayingwithyoursister?buyhimaMP3player=buyaMP3playerforhimgetonline=visittheInternet=surftheInternetwriteathank-youlettertosb.II.Usefulsentencestructures1.Iwantyoutogoshoppingwithmetoday.Ineedyoutocarryallthebags.want/needsb.todosth.2.Allright,here'smypurse.Herecomesthebus.Here'sanappleforyou.3.AmywantstobuysomepresentsforSimonandSandy.4.CanIhelpyou?Whatareyoulookingfor?5.Howmuchdothecardscost?=Howmucharethecards?=What'sthepriceofthesecards?=Howmuchdoyoupayforthesecards?=Howmuchdoyouspendonthesecards?=Howmuchdoyouspend(in)buyingthesecards?6.There'sadiscountonlastyear'scards.IsthereadiscountifIbuythewholeset?7.Iprefertobuynewcards.(prefertodosth.)preferAtoBIpreferapplestopears.IpreferwatchingTVtoplayingfootball.8.Thesehairclipsarebeautiful,andtheymatchherfavoriteT-shirt.(=gowith)Wemustfindatietomatchyoursuit.Herclothesdon'tmatchherage.9.Idon'thaveenoughmoneytobuyheraCD.Iamnottallenoughtoreachthebasket.10.Thereisabignewshoppingmallnearmyschool.ItiscalledSunnyside.11.Themallopensfrom9a.m.to10p.m..12.Millieispayingforhernewshoes.HowmuchshouldIpayforthecomputer?13.Ican'thearyouwell.Canyousayitagain?14.Whatsizeareyourfeet?Whatsizedoyouwear?15.Itisveryeasytofind.16.Ilikewatchingafilmbeforegoingshopping.17.WhenIamplayingagame,therearealwayslotsofpeoplewaitingformetofinish.18.hemallisareallyfunplacetogo.Itisagoodplacetomeetfriends.19.Sheiscryingwithherhandonherstomach.\n20.Wehelpeachother.IhelpherwithChinese.ShehelpsmewithEnglish.III.Improveyourself1．我想你为我买一条红蓝相间的丝绸领带。2．这儿有你的两封来自美国的信件。3．你想买点什么？我想为我女儿买一条黑白相间的裙子。4．你的MP3播放机多少钱？5．去年的运动鞋打折吗？6．比起玩具熊，我更喜欢连环画。7．你应该找到磁带（tape）与你的英语书相配。8．Daniel没有足够的钱为他的新裤子和新帽子付钱。9．我们的学校叫做金湖县外国语中学。10．我们学校的图书馆每天7:00到5:00开放。11．你穿多大的衬衫？12．睡觉前我喜欢喝一杯温牛奶。这有助于睡眠。13．电影院门口有许多人在等着买票。14．学校是个交朋友的好地方。15．周末你经常帮助你妈做家务活吗？Unit6FashionTheFirstperiodTeachingcontent：ComicstripandwelcometotheunitTeachingaims：1.复习掌握已学过的衣服的名称。2.复习掌握已学过的颜色单词。3.掌握并会使用服装的制作材料。4.掌握并灵活运用课文中的对话。5.教育学生养成乐于助人的品质。Teachingfocus：1.衣服的名称及其制作材料。2.会描述人物的穿着打扮。Teachingaids：教学挂图，多媒体。Teachingprocedure：Warmingup:Letthestudentsseesomepicturesofthefashionshowonthescreen.Pre-task:1.Usethepicturestoreviewthenamesoftheclothes.2.Reviewthecolours.AsktheSstosaythecoloursoftheclothes.3.Describeyourselfwhatyouarewearingtoday.Thenasksomestudentstodescribewhattheyarewearing.While-task:1.Eddieisgoingtoafashionshow.Willyoupleasehelphimtodressup?2.Seesomepicturesofdifferentkindsofdogsinclothesonthescreen.3.Usethepicturesonthescreentopresentsomenewwords:thematerialoftheclothes.(silk,cotton,leather,wool,)eg.Lookatthislovelydog.Itsscarfiswhite,anditsmadeofsilk.4.PractiseNowEddieisonthefashionshow.Helookssmart.Heisdoingagoodjob.HeraisesalotofmoneyforProjectHope.UsethefollowingwordstodescribewhatEddieiswearing.namesshoeshatscarfcoatcoloursblackredwhiteYellowmaterialsleatherwoolsilkcotton\n5．Learn"comicstrip".A.Presentthecomicstrip.HelptheSsunderstandthemeaning.eg.Eddieisgoingtoafashionshow.Buthedoesn'tknowwhattowear.SoheasksHobo.Hobotellshimnottowearanyclothesbecausedogsdon'twearclothes.B.RepeatthedialogueC.Readthedialogueaftertheteacher.D.Asksomestudentstoactitout.Post-task:1.WelcometotheunitA.Lookinggoodandraisingmoney.ThestudentsaregivingafashionshowtoraisemoneyforProjectHope.Lookatthetwostudentsbelowandputthefollowingwordsinthecorrectboxes.B.ClothesandmaterialsMilliewantstojointhefashionshow.Shewantstoknowthenamesofthenamesofthedifferentmaterials.Helpherwritethecorrectwordsunderthepictures.2.GiveafashionshowAskseveralstudentstogiveafashionshow.TheSecondTeachingPlanTeachingAims:(1)认知目标：学习本课阅读内容。Tolearnthemaindieaofthereading.(2)技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。Teachingcontents:Tolearnthereadingpartofthisunit,tograspthemainideaofthisunitTeachingLanguagePoints:raisemoney;ProjectHope,in/from1980s;lookcolorful,/smart/modern/cool;apairofbluejeans,fashionshow.Teachingprocedures:1.Lead-in(1)SelectsomeSs,Saysomethingabouttheirclothes.Payattentiontosize,colour,anduessomesuitableadjectivewords.Suchas:smart,modern,cool,…eg:1.Whatcolourishiscoat?2.Whatsizeisit?3.Doeshelookcool?…(2)AskthesomeSstodescribemyclothes.(toexpressone’sfashionwiththewordsappearedinthereading.)2.Warmingupexercises:Presentthenewmaterialsbypicture.(1)Todistinguishthefashionsindifferenttimes.(throughpicturesprepared.)(2)Sumup.Todescribeapersoninashortpassage.(accordingtothepictures.)Justlike:“Deniellookedsmartandmodern.Heworeblueandyellowsportsclothes.Healsoworeapairofcolourfultrainers.”3.Presentthenewmaterials;(1)Listeningtothetaperecorderandtrytofinishtheformbelow.SimonClothes(1980s)LookedcolourfulTrouserswere_____.Hisshirtwas______Histiewas_______Daniel------Looked____&____.Hewore________.Healso______trainersMillieGiveatalkon“_______”Youngpeople______in1990s.Thetrainersare_______.\nAmyYoungpeopleliketowear___________Lookedcool.Sheworeayellow‘silkblousewith______andapairofbluejeans_____.Sandy(I)Clothes(1990s)Iwore___,____and______.Ialsoworemyhair_____.(2)AsktheSstosumuptheimpressiononeachstudent.(axxordingtotheformabove)(3)Trytoretellthemainideasofthestory.4.AskSstodrawsomepicturesaboutSimon,Daniel,Millie,AmyandI.Thiscourseisforthepurposeofmaintask5.Ss’activities.SaysomethingaboutthepicturesdrawnontheBb.6.Listenandreadafterthetape.(Payattentiontotheintonationandpronunciation.)andtrytotranslatesomeimportantsentencesintoChinese.7.Homeworkfortoday.DrawapictureofoneselfinfashionfortheFashionWall.TheThirdPeriodTeachingContents:ReadingABTeachingTopic:TheFashionShowTeachingAims:1、进一步理解课文的主题2、学习有关服装的名称、面料、色彩的运用3、能够描述某个人的着装特色，增强个人的审美意识TeachingLanguagePoints:用新闻报道的形式写关于时装秀的一篇短文Ⅰ.GreetingⅡ.Warmingup1.ReadthenamesofclotheswiththepictureonP87(A)T:He/Shelooksbeautiful(smartmoderncool)Whatisit?S:Jackettieshirt/blouseskirtT:Whatarethey?S:Shoestrousers/boots2.Askthestudentsabouthis(her)reallife.T:Whatareyouwearing?S:Ashirt.T:What’sitmadeof?S:It’smadeofsilk(woolleathercotton).T:Whatcolourisit?S:It’sred.(yellowblackwhitebluegreenpurple)Ⅲ.Reading(1)1.Readthenewwords.T:LastFriday,Sandy’sclassgaveafashionshow.Canyoureadthenewwords.afashionshowProjectHopestylescarftimetimestrainertrainerscenturysmartmoderncolorfulcomfortablecool2.Readthetext3.QsandAsT:(1)Whoworewhiteshoes?(2)WhatdidSimonwear?(3)Whoworeablouse?(4)WhatdidAmywear?(5)Whoworesportclothes?\n(6)Whoworeablackskirt?(7)WasAmy’sblousesilk?WasAmy’sscarfwool?4.Fillintheblanks.NameClothesSimonDanielSandyAmyⅣ.Reading(2)T:Nowlet’slookatP90(B)“Styleandfashion”FinishKitty’snotes.1.Simonworeapairofwhite_____________2.Millietalkedaboutsportsshoescalled_____________3.Youngpeopleliketoweartrainersbecausetheyare____________4.Sandyworeared____________5.Simon’s_________wasyellowandred.6.Amyworeayellow__________blouseandapairofbluejeans.Ⅴ.Post—taskactivity(1)T:Now,I’llaskyoutosaysomethingaboutyourfriend’sfashionableclothes.Andlet’sguesswhoheis/sheis.S:He/Sheiswearing….(2)T:OK.Pleasecometothefrontandsaysomethingaboutyourself.S:I’mwearing…Ⅵ.Reading(3)Thestudentsreadthetextagain.Ⅶ.Homework.T:Pleasewriteanarticleaboutyourfriend’sfashionableclothes.(aboutthefashionshow)TheFourthPeriodTopic:ReadingC,DAims:1.Identifyclothesandlearnthenamesappearedinthereadingpart.2.Arousestudents’enthusiasmforcontactingothersbyinterviewing.3.DevelopingtheabilityofuseingI.GreetingsT:Hello,everyboy.Nicetoseeyouagain.Oh,StudentA,yourshirtisverybeautiful,whoboughtitforyou?A:Myfatherdid.T:Oh,Isee.StudentB,youlookcolourful.Ithinkyoucangiveafashionshow.B:Thankyou.T:Doyoustillrememberthefashionshow?Ss:Yes,wedo.II.FashionableClothes(C1)1.T:Ok,let’slookatthepictures.Pleasetelluswhattheseare.(Teachershowthemthepicturesontheblackboard,askstudentstotellthenames.)PictureOneC:scarfT:Yes,scarf,abluesilkscarf.Readafterme,please.(Studentsreadafterteacher.Repeatthestepstogoovertheleftpictures.Shirt,ablackshirt;\nboot,apairoflongredboots;tie,ayelllowandredtie;trousers,apairofwhitetrousers;trainers,apairofcolourfultrainers.)T:Good.Whoworethesecolthesatthefashionshow?Whocananswerthisquestion?Pleasereadthepassage‘Thefashionshow’’,thenanswerthequestion.(Studentsreaditquickly.)T:Whoworethescarf?StudentE,please.E:Amyworethebluesilkscarfatthefashionshow.(Askstudentsdotherestquestions,writethenamesonthelines.)2.Askstudentstodotheexercisesinpairslikethis:A:Whatisthis?B:It’sa…..A:Whoworeit/thematthefashionshow?B:…..did.III.FashionableClothes(C2)T:Let’scometothenextpart.Kittywantstocheckhernotesbeforeshewritesthearticle.Helpherreadhernotesbelow.WriteaTifthesentenceistrue.WriteanFifitisfalse.Goahead.(Studentsreadandcheck.Askthemtogivetheanswers.Ifthesentenceisfalse,askthemwhy,thencorrectit.Studentsreadthetruesentences.)IV.Atelevisioninterview1.T:KittyinterviewedSimonandSandyafterthefashionshow.Herearesixsentencessaidbythem.Readthesentences,thenlisterntothetape,trytofindoutwhosaidwhatthenwritethecorrectnumbersintheblanks.(Afterthestudentsfinishreadingthesentences,playthetapeforthemtolistentothenaskthemtowritethenumbers.)2.T:KittyinterviewedSimonandSandyafterthefashionshow.DoyouknowhowKittyinterviewedthem?Nextpleaseworkinpairsorgroupstoactouttheinterview.Pleaseusethesentencesgiveninourtextbook.(Studentprepairandactouttheinterview.)V.Homework.Suggestsomeofourclassmatesjustcamefromafashionshow.Doyouwanttoknowsomethingaboutthefashionshow?Doyouwanttoknowsomethingabouthim?TheFifthPeriodTeachingContents:VocabularyTeachingTopics:FashionClothesTeachingAims:①Torecognizeadjectivesthatdescribeclothing②TouseadjectivestoexpressopininonsabouthowthingslookⅠ:WarmingupT:GoodmorningS:GoodmorningT:Whatareyouwearing?S:AsilkshirtT:VerybeautifulS:ThankyouⅡ:Part(A)1,ShowthesixpicturesandletthestudentsguesswhotheyareS:Picture1:Sandy2:Amy3;sandy4:simon5:Daniel6:Daniel2,Askstrongerclassestodescribewhattheirclassmatesarewearing.Theycanalsodescribetheirfavouriteclothestheywearatweekends.e.g..AmyiswearingayellowsilkblouseSandyiswearingapairoflongredboots\n3,ReadthenewwordsbootsblouseskirttietrainersT-shirtⅢ:Part(B)1:helpstudentsdescribetheappearanceofclotheswithawiderrangeofadjectives.Introducetheideaofopposites.Brainstormsomecommonwords:big—smallold—newshort—longslim—fatyoung—old2:AskstudentstodoPartBontheirown.Forweakerclasses,youmayneedtopre-teachorcheckthemeaningofsomewords.3:Havestudentscompareanswerswithapartner’s.YoucouldaskS1tosaythenumberedwords,oneatatime,andS2tosaythewordwiththeoppositemeaning.Ⅳ:Doagamestudentsworkinpairstodescribeaboy’s(girl’s)appearanceandclothes,guesswhohe(she)is.Game:Heiswearingayellowblouseandhisclothesisheavy.Q:Whoishe?ExtensionactivityDoasurvey.Writethetablebelowontheboard.Dividetheclassintogroupsoffour.Havestudentsintervieweachotherusingthesequestions.Whatisyourfavouriteclothingitem?Whatmateralisitmadefrom?Whatcolourisit?NameofclassmateFavouriteclothesMaterialColour1234Askstudentstopresenttheirfingings.Writesomemodelsentencesontheboardtohelpstudentstalkabouttheirfindings.`theyalllike…’‘Onestudentlike…andtwostudentslike…’Ⅴ.Homework1:Readthetextafterclass2:PreviewgrammarThe6thand7thPeriodGrammarASimplepasttenseTask-basedTeachingAims:1.CognitiveDevelopmentMakesurestudentscanrecognizethetensefreely.2.ProficiencyLevelTodeveloptheirintegratedskillsthroughlistening,reading,speakingandwriting.Theycanusethetensetomakeupsentencesanddialoguesfreelyafterlearning.Theycanalsorecognizeanduseadverbstoorderevents.3.AffectiveLearningTodeveloptheirenjoymentsoflifeandthingsaroundthem,especiallythesuccessoflearning,throughinteractiveteachingandstudent-orientedteaching.4.CulturalUnderstanding\nMakethemfeeltheculturaldifferencesbetweenEasternandWesternCountries.Step1Revisethepurposeanduseofthesimplepasttensebyusingatimeline.DrawatimelineontheboardtoshowhowthesimplepasttenseisexpressedinEnglish.Givestudentssomecommontimeexpressions:yesterday,lastnight,amonthago,yesterdayafternoon,lastweek,tenyearsagoandmakesuretheycanusethesimplepasttensetotalkaboutthingsinthepast.e.g.1.EddiemetMillie3yearsago.2.Eddiewasillyesterday.Step2Teachthemhowtoformthesimplepasttensebeforepracticingthem.Weformthesimplepasttensebyadding‘-ed’toregularverbs.Mostverbs+edwalk→consonantwalkedVerbsendingine+dlive→livedVerbsendinginaconsonant+y-y+iedtry→triedShortverbsendingindoubletheavowel+aconsonantconsonant+edstop→stoppedWeformthesimplepasttenseofirregularverbsdifferently.Wedonotadd‘–ed’.Nochangecost→costChangethevowelcome→cameChangetheconsonantmake→madeChangethevowel(s)andtheconsonant(s)buy→boughtWritingaboutthepastA1.Writeaboutthesimplepasttenseformsoftheverbsbelow.1.start→started2.dress→dressed3.play→played4.help→helped5.use→used6.like→liked7.look→looked8.study→studied9.plan→plannedStep3Talktostudentsaboutwhatyoudidlastweekendandasksomequestionsasyougoalong,e.g.Ihadareallygoodweekend.Didyouhaveagoodweekend?Iplayedtennisfortwohours.Whatdidyoudo?IwatchedafilmonSaturdayevening.Itfinishedat11p.m.WhatdidyoudolastSaturday?OnSunday,ItookabusfromWangfujing.Therewerealotofpeople.WhatdidyoudoonSunday?Step4Teachthemhowtousethesimplepasttensetomakepositiveandnegativesentences,askandanswerquestions.Havethemcompletetheconversation.Checkanswersandclarifyanymisunderstandings.MrsWang:DidMillieaskGrandmaaboutthedressonMonday?Andy:No,shedidn’t.ShewenttotheReadingClub.DidshehelpyouwiththeshoppingonTuesday?MrsWang:Yes,shedid.DidsheplayvolleyballonWednesday?Andy:Yes,shedid.Butshecleanedherbedroom.MrsWang:Iknow!DidshedoherMathsproject?Andy:No,shedidn’t.Butshedidsomeworkforthefashionshow.Step5Teachthemhowtousethesimplepasttensetoformpositiveandnegativesentences,askandanswerquestionswiththeverb‘tobe’.Havethemcompletetheconversation.Checkanswersandclarifyanymisunderstandings.Millie:WereyouathomeonSaturdaymorning?\nSandy:Yes,Iwas.Millie:Wasyourcousinatthefootballmatch?Sandy:No,hewasn’t.HewasattheshoppingmallwithMum.Millie:WereyouandyourparentsatthecinemaonSaturdayevening?Sandy:Yes,wewere.Millie:WereyourgrandparentsatthefashionshowonFriday?Sandy:No,theyweren’t.Millie:WereweatschoollastMonday?Sandy:No,weweren’t.LastMondaywasaholiday.BSequencingeventsStep1Torecognizeanduseadverbstoorderevents.Tellthemtopayattentiontothesimplepasttense.Weusetheseadverbstoshowtheorderinwhichthingshappen.Weputtheadverbsatthebeginningofasentenceastheyconnectthesentences.Weoftenusethemtoclarifyaprocessoraparticularsequenceofevents.(first,then,next,afterward,finally)Step2Askstudentstodoapresentationabouttheirowndayusingtheadverbstheyhavelearned.Encouragethemtoincludemoreinformation.Helpthemchooseatitle.Remindthemtousethesimplepasttense.B1Brieflyreviewtheadverbs,usingthepicturesforsupport.AskstudentstowritethelettersintheboxesinPpartB1individually.Studentscheckeachother’ssequenceofsentences.Monitortheclassasyouwalkaround.B2SetthecontextbyremindingstudentsaboutthefashionshowdescribedearlierintheunitbeforeaskingstudentstodoB2.LinkSimon’sexperiencetoanyothereventsyourstudentsmayhavebeeninvolvedin.introducetheideaofworitingapicturestoryasanarrativeusingadverbsandthesimplepasttensetoorderevents.Step3Reviewkeyvocabualryandexplainunfamiliarwords:‘catwalk.’Askquestionsabouteachpicture.1)WhatdidSimondofirst?2)WhatdidSimonwear?3)Whatdidhedonext?4)WhodidSimontalkto?5)Wheredidhegoafterwards?AskstudentstowritesentencesaboutSimon’sdayusingthesimplepasttense.Checktheanswersasaclassactivity.TheEighthPeriodofUnit6Fashion(Part7)IntegratedSkillsTask-basedTeachingAims:(1)CognitiveDevelopment:Throughreadingandlisteningto“Thelifeofatrainer”,theSscanlearnanduserelevantexpressionsfreely.(2)ProficiencyLevel:TodeveloptheSs’integratedskillsthroughlistening,speaking,readingandwriting.\n(3)AffectiveLearning:TodeveloptheSs’enjoymentsoflifeandthingsaroundthem,especiallythesuccessoflearning,throughinteractiveteachingandstudent-orientedteaching.(4)CulturalUnderstanding:MaketheSsfeeltheculturaldifferencesbetweenEasternandWesternCountries.Procedures:StepOne:Presentatrainerandteachthedifferentpartsofit.ThenlistenanddopartA1.T:Isitatrainer?S:…T:Doyoulikewearingtrainers?S:…T:Doyouknowwhatthenamesofthesepartsare?S:…T:OK.Wecallit“shoelace/sole/stripe/tongue”.StepTwo:Presenttheproceduresofmakingatrainer.ThenguidetheSsthroughthenewwordsandletthemspeakoutinEnglish.T:Now,boysandgirls,Iknowthatmostofyoulikewearingtrainers.Doyouknowhowtomakeone?S:…T:OK.Firstlet’shavealookonthescreen.Thenpleasetellmeaboutit.S:…T:OK.Iknowit’sverydifficultforyoutosay.Butitdoesn’tmatter.Nowpleasediscussinyourgroupsandlaterwe’llshareyourideastogether.S:…(Discussingroups)T:(AfterlisteningtotheSs’description,theteacherdescribesthegeneralcontentsinPartA2.ThenlettheSssayaftermetwice.Finallylistenandputthesentencesinthecorrectorder.)StepThree:PresentPartTwoofthestory.ThenlettheSsgetthegeneralideaofitandpaymuchattentiontotheverbspasttenseforms.T:Now,weknowhowtomakeatrainer.Doyouwanttoknowhowthetrainerisgettingalong?OK.Let’slistencarefullyandcompletethesentencesinPartA4.S:…T:(Afterlisteningforthreetimes,askastudenttopresentheranswer,thencheckit.TeachthestudentstoreadtheverbsandcompletePartA3.)T:ThenguidetheSstosumupthepronunciationprinciplesofverbspasttenseformsbyreadingthemselves,suchas:清后[t],元浊[d],[t][d]之后读[id].eg:/t//d//id/dancedplayedactedhelpedlivedneededtalkedansweredvisitedshoppedcarriedshoutedStepFour:Presentafashionshowandpractisethesentences“Whatis/are…madeof?It’s/They’remadeof…”.T:(FirstmakeaconversationwithastudentasamodelinPartB.ThenlettheSsworkingroupsofthreetotalkaboutthematerialsoftheirownclothes.Fiveorsixminuteslater,letthemactoutinthefrontandgivethebestawarmapplause.)StepFive:WrittenworkT:Now,we’velearnedthedifferentpartsofatrainerandhowtomakeone.Andwealsoseeafashionshowandhavelearneddifferentmaterialsformakingclothes.Andwouldyoupleasedesignsomeclothesandmakeapostertogiveinformationaboutthestyles,coloursandmaterialsoftheclothes?Youcandoitlikethis:MyFashionShowIntroductionClothesApersonwearingtheclothesIntroduction\nT:OK.That’sallfortoday’sclass.Thankyou.TheNinthPeriodofUnit6FashionMaintaskObjectives1Todescribedifferentmaterialsanditemsofclothing.2Tomakeabrochureaboutclothesandfashion.3Topresentabrochuretotheclass.BackgroundinformationStudentswillhaveopportunitiestodescribeclothesandaccessories.Thissectionfocusesonafashionbrochureforgirls,whichmakesitnecessarytobringinmagazinepicturesofboys’fashionsformixedclasses.Bringinauthenticbrochurestoshowstudentsthestyleofthiskindofwriting.Talktostudentsaboutthepurposeofwritingabrochure.Elicitfromstudentsasmuchinformationaspossibleabout1Whoarethereaders?2Whatdothereaderswanttoknow?3Howdoyoumakeyourbrochurelookinterestingtothereader?Teachingprocedures1Beforedoingthetask,askstudentswhotheaudienceisandemphasizethecontextintheStudent’sBookofcreatinga‘FashionWall’.2Tellstudentstoreadkeywordsbelow.Studentsidentifyanywordstheydon’tknow.Checkandclarifythemeaningofthosewordswiththeclass.AdjectivesClothingitemsMaterialsCheckedhatsilkSleevelessskirtcottonPatternedshirtdenimLooseblouseleatherSpottedsweatshirtpolyesterStripedjacketviscoseFloweredsweaterfurTightsockslinenComfortabletieLongshoesUncomfortablebeltShortbootsBrightsuitFashionabledressModernCasualPolo-neckFormal3Enablestudentstodescribethemselvesortheirclassmatesbyusingthekeywordsabove.4Askstudentstoreadthemodelarticleonpage102.AndtellthemtousethemodelarticleandcompletethesentenceswithwordfromPartAonpage101.5Checktheanswersandencouragestudentstoexpresstheiropinionsaboutthemodelarticle.6Tellstudentstochooseonefashionitemandmakethemawareofwhatkindofthings.Theirreadersmightliketoreadabout.Andtellstudentstocreatetheirownwordstowritearoughdraftusingthegivenmodel.7Letstudentsread,checkandcorrecttheirpartner’sdraftsinpairsandgivethemsuggestionsabouttheimprovementsintheuseofwords,spellingandstructuresandprovidehelpwhilemonitoring.8Makestudentsrewritetheirarticlesonaseparatesheetofpaperandaddillustrations,particularlypicturesofpopularfashionitems.Askthemtosticktheirworkonthenoticeboardandencouragethemtoreadeachother’sposter.SamplewritingTeenagerslikeclothesthatarefashionableandlookgood.Mybrochureisaboutcasual,comfortablestyle.First,IdesignedacottonT-shirt.ItisbrightredandhasaV-neck.Itgoeswellwithapairofjeans.Thejeanshavewidelegs.Therearelotsofbigpocketsatthefrontandback.Ialsodesignedacottonshirtwithlongsleevesandbuttonsinthefront.ThenIdesignedapairoftrainerstogowiththejeansandT-shirt.Theyareverycomfortableandmadeofwhiteleather.Theydonothavelaces,sotheyareeasytoputon.ThejacketIdesignedisbluewithwhitesleeves.Alltheclothesarecomfortabletowearatweekends.