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标题: 人教版新目标七年级上册英语全册教案集 [打印本页]

作者: admin 时间: 2010-7-24 11:16
标题: 人教版新目标七年级上册英语全册教案集

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新目标英语（Go for it）七年级上全册教案
Unit 1-6

Unit 1 My name’s Gina
Period One
课前准备
教师：准备游戏时所用的图片（食物、蔬菜、动物）。
学生：准备表演时所需道具（服装、假发）。
教学设计
Step One

resent the sentence patterns.
1. Play a game “How many words do you know?”(利用小游戏调
动学生的积极性，同时通过对冠军的介绍引出本课。)
Teacher: After the study of the first three starters, I think
most of the students must have known a lot of words. How many
words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
(Divide all the students into several groups and show a picture（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group. They can write 11 words.)
2. Introduce the champion group to the class.（引课方式贴近
生活，学生易于接受）
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?
S1& S2:Yes.
S1:Hello.My name is Li Lei. Nice to meet you.
Ss: Hello, Li Lei. Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun Ping. How do you do?
Ss: How do you do ?
Step Two: Drills.
1. Make introductions.（通过句型的操练使学生更加熟练掌握所学
的句式。）
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei. What’s your name?
Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please?
Sc: Lin Li. How do you do?
Sa：How do you do?
2. Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
Step Three: Make friends.
1. Make new friends.（用谈话的方式完成任务，生动活泼，同时更
容易向学生进行美德教育。）
Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.
Example:
Sa: This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.
Ss: How do you do?
Sd: How do you do?
(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2. The New comers.（以表演的形式完成，使课堂气氛达到高潮。）
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
(Three “foreign” students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions?
Ss: Yes.
(Three students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.
Homework
“How do you meet new visitors at home?
Period Two
课前准备
教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。
学生：需要向父母了解自已名字的含义。
教学设计
Step One: Revise the sentence patterns.
1. Sing an English song.（用唱歌的方式既带动了气氛，又复习了
所学内容。）
Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”.
Hello! Hello! What’s your name? My name’s

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Gina.
Hello! Hello! What’s his name?  His name’s Peter.
Hello! Hello! What’s her name? Her name’s Anna.
2. Listen to the conversations and finish the exercises.
Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of  hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.
(Students listen to the tape and give the right answers.)
3. Act out the dialogues.（在特定的情景下表演对话更符合实际，
更贴近生活。）
Teacher: Now you’ve known something about introductions and greetings. But if  you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
Example:
(At a party)
Sa: Hello! I’m Lucy Green. What’s your name?
Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.
Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.
Sb: Thanks, I will.
Step Two: Choose English names.
1. Play a name game.（有效引出“英文名字”这一主题。）
Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.
Example:
S1: My name’s Tony.
S2: His name’s Tony. My name’s Linda.
S3: His name’s Tony. Her name’s Linda. My name’s  Nick.
S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.
S5:…….
2. Choose English names.
1).Find out first names and last names.（用小组的方式完成名字的识别。）
Teacher: Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?

Jenny  Gina Alan  Mary Jim Tony  Tom Bob    Mike       Green  Miller  Jack  Smith Brown  Linda  Nick Kim Hand
Period Three
课前准备
教师：准备所需的歌曲磁带、名片样本及各项表格。
学生：制作名片所需的纸张、画笔等。
教学设计
Step One: Present the English numbers.
1. Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。）
Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?
S1: A telephone call.
T: But you don’t have their telephone numbers.
S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.
Words
One little, two little, three little Indisns,
Four little, five little, six little Indians,
Seven little, eight little, nine little Indians,
Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.
S2: Zero…
2. Listen to the conversation and write the telephone number.（通过听力复习单词。）
Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.)
Step Two: Drills.
1. Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学句式。）
Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
Name Telephone numbers
Li Lei
Liu Yu
Lin Fang
Yin Kailin
S1: Hello, Liu Yu. What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you. What about yours, Lin Fang?
S3: It’s…
S1: … And may I know your phone number, Yin Kailin?
S4: …
S1: Thank you very much. Oh, I nearly forgot. My telephone number is…
2. Report it to the class.

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(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin  Kailin’ s  phone number is…
3. Listen and match the names and telephone numbers.（制作电话号码簿这一任务能够大面积调动学生装的参与意识。）
Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.
  (Students listen to the tape .)
T: Next, I’ll play the recording again. This time, fill in the missing numbers.
(Students listen to the tape again .)
T: Can you find out whose telephone numbers they are ?
S:…
4. Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”
Step Three: Make an ID card.
1. Show some different ID cards to the class and try to enjoy them.（向学生展示不同种类的名片，一方面开阔学生眼界，一方面便于学生找出名片所含内容。）（引导学生有效搜集名片上的信息，提高学生的阅读能力。）
Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show  the owners’ special personalities. Look at the ID cards below and try to enjoy them.

Teacher: From the cards above, what can you find out ?
S1: It must have a person’s name…
S2: Sometimes it has a motto.
T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.
2. Read the ID card and answer the questions.（提供参考信息，但允许学生创新。）
Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her.
FIRST NAME:
Jenny
LAST NAME:
Brown
TELEPHONE NUMBER:
535-2375
1. What’s her telephone number?
2. What’s her family name?
3. What’s her first name?
Homework
1. Students are asked to make ID Cards of their own.
Demands: A. Useful information must be included.
      B. It can be designed as beautifully as possible.
      C. Students may show their own personalities if possible.
Personal Information
First name:________________          Last name:_________________
English name:______________          School:_____________________
Class:____________________          Phone number:______________
Home address:____________________________________________________
E-mail:__________________________________________________________
Motto:___________________________________________________________

2. Find out the information about the famous person.
Period Four
课前准备
教师:准备评价表、名人图片和一张个人海报。
学生：准备好完成的名片参加展览。
教学设计
Step One: Make an ID card show.
1. Show the ID cards to the students.
Teacher: Yesterday all of you made some beautiful ID cards.Today we’ll make a show here. Let’s enjoy it together and try to choose the best ones.
2. Find the owner of the card.
Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me?
S1:I can.(Show one of the cards to another students.)
S1:Excuse me, are you in ...?
S2:Yes, I am.
S1:What’s your telephone number?
S2:It’s...
S1:Are you...?
S2:Yes, I am.
S1:Here’s your ID card.
S2:Thank you.
(Teacher asks more students to find the owners of ID cards).
Step Two: “Face to Face”.
1. Play a guessing game.
Teacher: ID cards are useful. But some persons’names are known to all the people.They are very famous. Now look at the pictures and guess

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their names.
(The teacher shows some famous person’s pictures and students guess their names and give their answers.)
2. Collect useful information.
Teacher: These persons are very famous. But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.

3. Report it to class.
Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class.
Example:
S1:This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams.
People like to call him “Air Jordan”.
S2

o you like Michael Jordan? Why or Why not?
S1:Yes, I like him very much because he’s so ...
S2

o you want to be a basketball player like him?
S1:Of course I do. That’s my dream.
Step Three: Make a poster about yourself.
Teacher: Do you want to be famous all over the world?
First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself. In your poster you should try to introduce yourself.
(Students can write a passage about themselves. They can give some personal information. They can alse design the poster as well as they can.)
Homework
Students are asked to sun up this unit, especially about how to talk with others politely.
Unit 2 Is this your pencil?
教学内容
本单元围绕着“Is this your pencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础.
教学目标
1）知识目标：A.学习并掌握指示代词: this、 that；
B.学习What引导的特殊疑问句；
C.学会Yes/No问句及其简单回答；
D.学会句型：---How do you spell pen?  P-E-N.
2)能力目标：A.能辨认物品的所有者;
B.根据不同场景,能用英语对物品的所属进行提问和回答;
C.能识别不同句式的语调(陈述句,疑问句);
D.培养学生听、说、读、写的能力及创新思维能力.
3）情感目标：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;
         B.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务.
教学重点、难点
重点：A.掌握批示代词this、 that用法；
   B.掌握特殊疑问句和Yes/No问句及其简单回答.
难点：学会写寻物启事和失物招领.
课时安排
第一课时 Section A 1a-1c
第二课时 Section A 2a-4b
第三课时 Section B 1a-2c
第四课时 Section B 3a-4 Self-check 1-3
                        Period One
课前准备
教师：录音机，图片，物品实物.
学生:实物(学习用品).
教学设计
Step One: Warming up.（通过复习形容词性物主代词，把学生引入学习英语的
情境中。）
Learn the chant.
T

et’s sing the chant together.
my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所
属有功劳.
Step Two: New words.（利用实物教学，使得教学过程自然、形象。）
1. Present the new words.
T: Boys and girls, look at this please. What’s this in English?
(Teacher holds a pen in the English.)
S1:A pen.(Ss may say it in English.)
T: Yeah. It’s a pen. And what’s this?
(The teacher holds an eraser in the hand.)
S2:It’s an eraser.
(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)
2. Practice the new words.
T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)
T: OK,let’s check the answers. Who can tell us the answers?
S2:…
Step Three: Present the drills.
1. Present the drill “Is this…?Yes/ No,it is/isn’t.”（利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。）
(Hold the teacher’s pen.)
T:This is my pen.Is this your pen?
S1:No,it isn’t.It’s your pen.
T

Hold the student’s pen.) This is your pen. Is this your pen?
S1:Yes,it is. It’s my pen.
T

Hold a girl’s pen.) This is her pen. Is this your pen?
S1:No,it isn’t. It’s her

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pen.
T

Hold a boy’s pen.) This is his pen. Is this your pen?
S1:No,it isn’t. It’s his pen.
T: Thank you.
2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your, his or her.（利用学习用品操练句型，并加深对物主代词的理解。）
S3:Is this your…?
S4:…It’s my…
S3:Is this…?
S4:…It’s his/her…
(The teacher asks a few pairs to practice.)
3. Present the drill “Is that …? Yes/ No, it is/isn’t.”（利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。）
T:That is my book. Is that my book?
(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)
S5:Yes, it is .It’s your book.
T:That is his book.Is that your book?
(Put a boy’s book on the table and the teacher in the same place.)
S5:No, it isn’t.It’s his book.
T:That is her book.Is that your book?
(Put a girl’s book on the table and the teacher in the same place.)
S5:No,it isn’t.It’s her book.
(Teach and practice the drill “Is that …?” and its answer.)
4. Practice the drill “Is that your…?” in pairs with your own school things.（通过练习，区别两个批示代词的用法。）
S6:Is that your…?
S7:… It’s my ….
S6:Is that your…?
S7: …It’s his/her…
(The teacher asks some pairs to practice.)
5. Listening.（进行听力练习，巩固所学的句型。）
T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)
T: Let’s check the answers, OK?
S8

from left to right)
T: Thank you.

6. Practice the drills according to the pictures using“his or her”.（设置情景，使学生在情景中准确运用物主代词his或her。）
(Show students four pictures like the followings.见课件。)
Step Four: Task “Have a contest”.（把两个学生的文具混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：This is my…That is her/his…）
T:I’ll put your things and your friends’ things together. I want to see if you can identify which is yours and which is hers or his.
(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)
Languages used for the task:
1. This is my…
2. That is her/his…
Step Five: Summary.（编一个Chant ，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant 的节奏和一般疑问句的语调。）
Chant.
T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.
Is this my book? Yes, it is.
Is that your ruler? No,it isn’t.
Is this her pencil? Yes, it is.
Is that his erase r? No,it isn’t.
Homework.
Read the new words and the target languages presented in this class and say the chant to improve your spoken English.

Period Two
课前准备
教师：录音机，所学物品的图片，一个书包（里面装着事先收集的学习文具），表格若干张。
学生：一张硬纸写上自己的姓名和电话号码，学习的物品。
教学设计
Step One: Revision.
1. Review the drills.（用学生的姓名和电话号码来复习句型：Is this (that) your (his/her)…?及简短回答：Yes, it is./No, it isn’t.注意教师提问的同时，用手势来帮助学生给出你预想的答案。）
(Put some paper with the names and telephone numbers on the blackboard.)
T: Please look at the blackboard. And answer my questions , please . Is this your first name?
S1: No , it isn’t.
T: Is that her last name?
S2: Yes, it is.
T: Is this his telephone number?
S3: Yes, it is.
T: Good. This time, who would like to come to the blackboard and ask questions like me?
(Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)
2. Review the vocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。)
(Put some

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pictures of things students have learned in class next to the names of the students.)
T: Is this your ruler? (Point to Picture 1.)
S4: No,it isn’t.
T: Is this her ruler?  (Point to Jenny Chen.)
S4: Yes, it is.
T: Is that your pencil case?  (Point to Picture 2.)
S5: No, it isn’t.
T: Is that his pencil case ? ( Point to Jim Wang.)
S5: Yes, it is.
(Get the students to ask the questions in turn, make sure they use the items they like.)
Step Two: Listining.
1. Listening (2a). （练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。）
T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)
S6: This is…
S7: This is …
……
T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.
( Play the recording for the students to listen.)  （让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）
T: Now let’s check the answers. Please hold the things you hear and say their English names,OK?
(Make sure students hold the things to show them to the other students.)
S8: Pencil.
S9: ……
2. Listening  (2b). （进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。）
T: Now please read the words. One holds the things, the others read  them aloud one by one.
(One student holds the things, and the other students say the words aloud.)
T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.
(Play the recording. Students listen and complete the conversation.)
T: Let’s check the answers. I’d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words. The rest of the students check their answers.)
Step Three: New drills.
1. Present the new drills. （用实物引入新句型，帮助学生用正确的句子来回答。）
(The teacher shows students a pencil.)
T: What’s this in English?
S: It’s a pencil.
T: How do you spell it ?
S: P-E-N-C-I-L.
(Change an eraser. Ask and answer in the same way.)
2. Practice the drills. （学生分组练习新句型。）
T: Now please practice the conversation with your partner. Use the words shown in 3a.
SA: What’s this in English?
SB: It’s a ruler.
SA: How do you spell it ?
SB: R-U-L-E-R.
(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)
T: I’ll ask some pairs of students to practice the conversations.
SA: …
SB: …

3. Play the game : A spelling game. （进行一个拼写游戏比赛，进一步操练新句型。）
T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.
SA: How do you spell backpack?
SB: B-A-C-K-P-A-C-K.
T: Group B, one point. It’s your turn to ask, please.
Step Four: Task 2: Find the owner. （此任务主要进行了听、说、写的训练，并复习了一般疑问句及其简短的回答，以及物主代词的用法。）
T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owers ? Let’s see who can find all the owners first and write the owners’ names in the chart.
Language used for the task:
1. Is this your math book?
Yes, it is. It’s my math book.
2. Is that your ruler?
No, it isn’t. It’s her ruler. My ruler is blue.
3. Kim, is this your dictionary?
Yes, it is. It’s my dictionary.
Here you are.
Thank you.
Step Five: Summary and homework.（录音作业，要求学生使用准确的语调来读一般疑问句和特殊疑问句。）
In this class, we’ve learned what, how and yes-no questions mainly. And we also revised the possessive adjectives and key words.
After class, please practice what, how and yes-no questions using their own possessions with your partner. When you say the conversation fluently, tape  records some of them and then play.
2)Discuss about the differences between English names and Chinese

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names.（通过小组讨论、总结的方式进行，使学生掌握中英文名字的异同。）
Teacher: Thank you for your job. I think they are all good English names. For example,“Susan” is a first name. “Brown” is a last name. “Susan Brown” is a beautiful girl’s name.Who wants to have this name?
A: I do.
T:OK. Now you have an English name Susan Brown. And your Chinese name is Sun Ping.Can you find the differences between them? Let’s look at the next two pictures and have a discussion about the differences between Chinese names and English names.
A boy: I'm a Chinese boy. My name is Zhang Nan. Zhang is my first name. It's also my family name. Nan is my last name. It's also my given name.
A girl: I'm Mary Brown. I'm English. Mary is my first name.
Brown is last name. Parents usually call me Mary Brown.  But
I like to be called Miss Brown.

3)Exchange the information.（需要在课前有所准备的情况下进行。）
Teacher: Now everyone can choose an English name. But you must
pay attention to its meaning. For example, Susan means Molihua
in Chinese. Do you know The meanings of your names? If you do,
please exchange the information in your group.

4)Report the result to the class.
(Some students are asked to give a report to the class.)
Example:
Sa: I'm Rose White. Rose is my first name. White is my last name.
Rose is a kind of beautiful flower. In Chinese it means Meigui.
I like my name because I like roses very much. And maybe parents
call me Rose because they want me to be beautiful.
Homework.
Ask the students to sum up the meanings of  English names after
class. They can read books or search the internet.
Period Three
课前准备
教师：录音机，图片，实物。
学生：实物。
教学设计
Step One: Revision.(让学生放录音作业，选择两个最好的，给予奖励，从而帮助学生树立学习的信心。)
T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start.
(Select the best two. Award a prize to their work.)
Step Two: New words.
1. Present the new words. （运用多媒体或图片，教新的重点词汇，同时复习了本单元重点句型；在教学新单词的同时，注意复习刚学过的单词。）
T: Look at the picture.
(Show students a picture of a watch.)
T: What’s this in English? It’s a watch.
(Ask a student) What’s this in English?
S1: It’s a watch.
T: Good. (Ask another student.) What’s this in English?
S2: It’s a watch.
T: How do we spell watch? (Show students the spelling.)
W-A-T-C-H, watch. Read after me, please.
S3: W-A-T-C-H, watch.
(Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.)
T: Let’s say the words again. What’s this in English?
(Show the words random. Ask questions like this.)
S4: It’s a key.
T: How do you spell it?
S4: K-E-Y.
2. Practice the new words.（此活动练习了学生们的口语，同时又进一步巩固了新单词和已学句型。）
T: Good. Please look at the pictures in 1a. Match the words with the things in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.)
T: Well, let’s check the answers. Who can tell us the answers?
S5: …
T: Now please work with your partner, say the conversation in 1b. Use the pictures in 1a.
(Students practice the conversation. As students work, the teacher moves around and help them.)
Step Three: Listening.
1. Listening (2a).（通过听力练习，加深对所学单词的记忆。）
T: Listen to the conversation. Pay special attention to the names of objects.  You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.
(Play the recording twice. Students listen and circle the items.)
T: Let’s check the answers, OK?
S6: …
T: Who would like to say the circled words again?
S7: …
2. Listening(2b).（通过听力练习，强化学生对单词和句型的理解，同时训练学生写的技能。）
T: Please look at the two pictures in 2b. One is Kelsey, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Kelsey and Mike are looking for. Then write down the names of the things under each person’s pictures.
(Play the recording for the students to write down the words.)
T: Well,

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what is Kelsey looking for?
S8: …
T: What about Mike? What is he looking for?
S9: …
Step Four: Pair work.（这个活动运用信息差，训练了学生用重点词汇和句型进行听、说、写的练习。）
T: Now let’s play a game. You are Student A and your partner is Student B. Student A looks at page 81, while Student B looks at page 82. Each student has only part of the information needed to complete the activity. First Student A asks Student B questions, using the words in the box; Student B answers the questions and writes the words in the chart below.
(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering help.)
A sample:
SA: Is this her pencil case ? SB: No, it isn't. It's his pencil case. SA: Is this his key? SB: Yes, it is. It's his key. SA: Is this his backpack? SB: No, it isn't. It's her backpack.
(Students practice in pairs.)
T: This time Student B asks Student A questions, using the words in the box; Student A answers the questions and writes the words in the chart below.
(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing help.)
SB: Is this her pen? SA: No, it isn't. It's his pen. SB: Is this her book? SA: Yes, it is. It's her book. SB: Is this his computer game? SA: No, it isn't. It's her computer game.
T: Let’s check the answers. One from Group A and the other from Group B come to the blackboard to fill in the chart.
Step Five: Summary and homework.
In this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner.
Period Four
课前准备
教师：录音机，图片，录好的磁带，教学课件。
学生：收集一些英文的失物招领。
教学设计
Step One: Revision.(检查学生的作业，找几组学生表演，训练学生的口语表达能力。)
T: First I’ll check your homework. Practice the dialogue you made. And you should use the pictures or the objects that are mentioned in your dialogue. I’ll invite some of you to come to the front to say the dialogue.
Dialogue One:
Sa: What’s this in English?
Sb: It’s a …
Sa: How do you spell it?
Sb: …
Dialogue Two:
Sa: Is this your…?
Sb: No,it isn’t. It’s not my …
Sa: Is this her…?
Sb: Yes, it is. It’s her…
Step Two: New words.
1. Present the new words.
T: Please look at the pictures and learn the new words.（用多媒体展示新单词效果较好。）
1．at       prep.    在（里面或附近）；在（点刻）；
2．the       art.    表示特指的人、物、事或群体
3．lost    adj.       丢失的；遗失的
4．Found    adj.    （find的过去式、过去分词）找回的
5．lost and found       失物招领
6．please    adv.       请
7．school    n.       学校
8．a set of             一套；一副
(Teach students to read the words.)
2. Practice the new words. （事先录制一段短的听力，让学生通过听的训练来强化所学的新单词，并为学习写寻物启示和失物招领作好准备。）
T: Please listen to a short passage twice then fill the blanks using the words we learned.
(Show students a short passage and play the recording for the students to listen.)
There are many things in (1)_____________________in my (2)__________. Look, here’s (3)_________keys. Is this yours? (4)__________call Jim (5)___________753-2289.
Typescript:
There are many things in the Lost and Found in my school. Look, here’s a set of  keys. Is this yours? Please call Jim at 753-2289.
T: Well, who would like to tell us the answers?
S: …
T: Good. Let’s read the passage together.
(Students read the passage and the teacher pays more attention to their pronunciation.)
Step Three: Reading.
1. Present “Lost and Found”. （设置情景，激发学生的思维。从学生生活中常发生丢失物品的现象出发，引导学生学会处理这种问题方法。）
T: Have you ever picked up others’ things or lost anything?
What are they?
S1: I lost a backpack.
S2: I picked up a pen.
T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.
(Students discuss the problem. Maybe you will get the

作者: admin 时间: 2010-7-24 11:17

answer, “we’ll learn how to write a lost and found.”)
T: If you lost something, what should you do ? You can answer it in English or Chinese.
S1: Call “110”.
S2: Tell the teacher about it.
S3: Ask my classmate to help me look for it.
S4: Tell my parents.
S5: 寻物启事。
T: All of you are right. Today we are going to learn how to write “Lost”. Look at “Lost” below and find out the important information about it.（让学生通过教师展示的失物启示，发现写失物启示的要点。）
Lost:
My baseball.
Yellow and red.
Call Tom at 405-6678

Lost:
My school ID card.
My name is Mike.
Please call 843-9096
S6: The lost thing.
S7: Name.
S8: Color.
S9: Telephone number.
S10: Picture.
T: Yes. You have done very well. If we write “Lost”, we must write the lost thing, the person’s name, telephone number and color, we can also put a picture of the thing on it. Next, if you pick up something, what should you do? （通过和学生的交流，探讨拾到物品时，应如何处理。）
S11: Give it to our teacher.
S12: 交给警察。
S13：找到失主。
T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?
Ss: 失物招领。
T: Good. How to write “Found”? Look at “Found” and then tell me the way to write “Found”.（让学生通过教师展示的失物招领，发现写失物招领的要点。）
Found: Backpack
Is this your backpack?
Please call Mana.
Phone # 556-0203.

David,
Is that your pencil case in the lost and found case?
Alice.
S14: The found thing.
S15: Telephone number.
S16: 联系人。
S17: Place.
T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.
2. Practice. （这个活动目的在于训练学生的阅读能力。）
T: Please look at the notices on the bulletin board in 3a. Who would like to read it ?
(Ask four students in turn to read the notices.)
S: …
T: It’s time for you to read the notices yourself and circle the words from Activity 1a.
(Students finish the work alone.)
T: Who would like to give us your answer? Please read the words.
S7: …
Step Four: Make a message.
(Show students a message.)
( )  at 529-6403

( )  call David

( )  A set of  keys. Please

( )  Found:
T: This is a bulletin board message. But they are in the wrong order. You should make it clearly by putting them in the right order. The first one is done for you. (Show students the first part with the word “Found”) This is the first part of the message. Write number 2, 3, and 4 in the boxes to complete the message.
(Students complete the message and write the numbers in the boxes in 3b.)
T: Well, who would like to read the message?
S8: …
Step Five: Writing.（用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示，便于修改和提供写作案例。）
T: OK.Now let’s try to write it. You may use the one in 3a or the one in 3b as a model.
(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)
T: Let’s read some of your messages.
(Ask some students read their message aloud. And others to help correct their work.)
Stepp Six: Self-check.
1. Key words.（此活动帮助学生复习本单元所学过的重点词汇。）
T: Please read the words in the box. If you don’t know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.
(Students check all the words they know.)
2. Writing.（训练学生用目标语言写和说的能力。）
T: Look at the picture please. What are they talking about in Picture 1? Who would like to read it?
Sa: Is that your backpack?
Sb: No, it isn’t.
T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that…? Yes, it is./ No, it isn’t.
(Students fill in the chart.)
T: Now please read the conversation with your partner.
Sa: Is that your notebook?
Sb: Yes, it is.
Sa: Is that your key?
Sb: No, it isn’t.
Unit 3 This is my sister.
教学内容：

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本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。
教学目标：
1、知识目标：
A、掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:
B、学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及Yes/No问句及其简单回答；
C、运用名词的复数形式。
2、能力目标：
A、运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；
B、通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际能力。
3、学习策略：通过对人物个性化的描述，识别图片。
4、情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。

教学难点、重点：
重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；
B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。
难点：能够用写信的形式向朋友介绍自己的家庭。
课时安排：
第一课时 Section A 1a-1c
第二课时 Section A 2a-4
第三课时 Section B 1-2c
第四课时 Section B 3a-Self-check
Period One
教师：照片，图片，表格。Step One: New words.

①Present the new words.
T: Hello , everyone ! Look ! What’s this ?
Ss: It’s a picture .
T: Right . Who is the man in the picture ?
Ss: It’s you.
T: Yes, it’s me . You know me . Please look at this . Do you know them ?
Ss: No , we don’t .
T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?
Ss: Yes .
T: OK . Please look at this man ? Is he old ?
Ss: Yes .
T: He is my “grandfather”. Please read after me , GRANDFATHER  G-R-A-N-D-F-A-T-H-E-R ,grandfather .
Ss: G-R-A-N-D-F-A-T-H-E-R , grandfather .
T: This is my grandfather .
(Teach the word “grandmother” in the same way .)
T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me , grandparents.
Ss: Grandparents.
  (Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)
T: I have two brothers, two sisters, I have many friends.
  (Teach brothers, sisters, and friends.)
T: Read these new words together.
Ss: …

②Practice the new words.
T: Who can match the words with the pictures on the blackboard?
Ss: I can. (Textbook P13 1a)
  (Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)
T: Check the answers.
Ss: …
T: Is he right?
用教师家人的照片呈现新课内容。
教师边介绍，边领读单词。
用匹配的方式巩固单词。
Ss: Yes.
  (One more student gives the answers.)
Step Two: Drill
①Listen and circle.
T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.
Ss: OK.
  (Play the recording of 1b twice. Students work.)
T: What’s the answer?
S: Two brothers and sister.
②Pairwork. Talk about Dave’s family.
T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.
  (Students practice. Teacher walks around the room to help them.)
T: Now check your peactice.
S1: Who is this?
S2: This is his …
S1: Who are these?
S2: These are his …
  (Ask a few pairs to practice.)
Step Three: Task
①Talk about the family tree.
T: Look at the family tree.
  (Stick a family tree on the blackboard.)
T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.
  (Students work. Teach moves around the classroom to help the students.)
T: Check your task.
S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.
用听力训练再次强化学生对新单词的记忆。
让学生通过介绍Dave的家庭加强句型的操练。
让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。
T: Very good. Next make a dialogue in pairs about your

作者: admin 时间: 2010-7-24 11:17

family. First, you must greet each other, then introduce your family.
  (Two students come to the front.)
SA: Hello.
SB: Hello. How are you ?
SA: Fine, thank you. And you?
SB: I’m fine, too.
SA: Excuse me! What’s this?
SB: It’s my family tree.
SA: Who’s this?
SB: This is my grandfather.
SA: Who’s this?
SB: This is my grandmother.
SA: Is this your father?
SB: Yes, he is.
SA: The women is your mother?
SB: Yes, she is.
SA: Who’s the boy?
SB: He is my brother.
  (A few pairs do this.)
T: You did well.

②Make a survey.
T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.
Family Family members

(Students work. Teacher moves around the classroom to help the students.)(Students report to the class.)

Step Four: Homework
Write a passage about your family.
让学生在语言实践中学会礼貌待人。
小组成员之间沟通有关家庭成员的信息，增进友谊。
Period Two
课前准备
教师：图片，录音磁带。
学生：自己家人的照片，也可以是自己画的家谱。

教学设计
教学步骤
Step One: Review the drill.
T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?
  (Students use their photos or the pictures they drew.)
SS: Yes.
T: Who wants to be the first, please?
SA: Let me try.
T: OK, please.
SA: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny? I love my family.
T: Very good.
  (Another two students introduce their family.)

Step Two: Listening.
①Listen and circle the words you hear.
T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave’s family members. Please listen to the recording of 2a in Section A and circle the family members you hear.

SS: OK.
  (Play the recording of 2a twice. Students work.)
T: Check the answer.
  (Ask two students to say the answers.)
②Listen and match.
T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s

根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。

通过听力练习，使学生巩固对家庭成员的记忆。
通过听力引出Is this . . . ?的句型
listen and find them.
  (Play the recording of 2b. Students work.)
T: Who find them?
  (Many students may say they do. Choose two of them to answer.)
S1: Dave is …Lin Hai is …

③Pairwork. Talk about Dave’s family.
T: You come to Dave’s home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this…” to find them, please. When you finish, change roles to do it. Now begin.
  (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)
T: Let’s check your work, please.
SS: OK.
  (Ask one pair to do it.)
S1: Is this Jim?
S2: No, he isn’t.
S1: Is this Jim?
S2:Yes, he is.
  (Ask two more pairs to do it.)

④Practice.
T: I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.
isn’t brother is sister
  (Students work. Teacher walks around the classroom and helps the students who need.)
T: Check your work, please.
  (Ask one pair to do it.)
S3: That’s … and that’s … Is she your…?
S4: Yes, she is.
S3: And is the your …?
S4: No, he isn’t. He’s my …
  (Change roles to do it and ask one more pair to do it.)

Step Three: Task.
①Play a guessing game.
通过谈论Dave的家庭成员，练习句型Is this . . . ?

用学生的句型引出Is she/he your . . .?的句型，让学生在对话中理解人称代词的用法。
T: I have a picture here. Do you want to know who she is?
  (Show the picture to the students.)
SS: Yes.
  (Students guess the picture.)
②Group work.
T: Put your photos together on your desk. Work in groups of four. You can use “ Is she …?” or “ Is he …?” to take turns asking and answer questions about the photos. Then report it to

作者: admin 时间: 2010-7-24 11:17

the class.
  (Students work.)
T: Check your work.

Homework.
Draw your family tree.
用游戏的方式巩固人称代词的知识。
Period Three
课前准备
教师：图片。
学生：照片。

教学设计
教学步骤
Step One: New words.
①Present the new words.
T: Do you like games?
S: Yes.
T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?
S1: It is your “表哥”.
T: No, it isn’t.
S2: It is your “堂兄” or “堂弟”.
T: Yes, it is. Let’s see how to say it in English.
  (Put the card “cousin” on the blackboard.)
T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.
SS: C-O-U-S-I-N, cousin.
T: Spell it, please.
SS: C-O-U-S-I-N, cousin.
…
T: This time you must say it in English. She is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?
S: It’s my cousin.
T: Your father’s brother is your …?
S3: “大爷，大伯”.
S4: “叔叔”.
T: You are right. Let’s see how to say it in English.
  (Put the word card “uncle” on the blackboard.)
T: Read after me, please, U-N-C-L-E, uncle.
SS: U-N-C-L-E, uncle.
…
T: Your uncle’s wife is your…?
S5: “伯母，婶婶”.
用游戏的方式引人新课。

T: Right.
  (Put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)
T: Read the words on the card together.
SS: …

②Practice the new words.
T: Look at the family tree. Some words are missing. Who can help me fill it, please?
  (Ask one student to the front to do it on the blackboard. The others finish it on their book.)
T: Check your work.

Step Two: Drill.
①Listen and check the words you hear.
T: Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you hear.
  (Play the recording of 2a once.)
  (Ask two more students to say the answers.)

②Listen and check the picture.
T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.
  (Play the recording twice again.)
  (Check the answer.)

③Pairwork. Draw your own picture and talk about it.
T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family?
SS: …
T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class.
  (Students work.)
  (Check students’ work. Ask two or three students to report.)

Step Three: Task.
Talk about the family tree.
T: Look at the family tree. I think it’s a big family. You can do it
in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class.
  (Students work. Teacher walks around in the classroom and helps the students.)
T: Stop here. Let’s check it out.
  (Choose students to do it.)
S1: Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my. My parents have two children. This is…This is my …My uncle and my aunt have a son. He is my …
  (Ask two more students to do it.)

Homework.
Write a passage about your family.
Period Four
课前准备
教师：家庭成员的照片。
学生：学生自己画的家庭照片。

教学设计
教学步骤
Step One: New words.
①Present the new words.
T: Hello, everyone. My name is “Emma”. Today I want to introduce my brother to you.
  (Put the picture of his sister on the blackboard.)
T: This is my sister, Mona. Read after me, MONA, M-O-N-A, Mona.
SS: M-O-N-A, Mona.
T: These are my parents. They are “great” parents.
  (Put the picture of his family on the blackboard.)
T: Read after me, GREAT, G-R-E-A-T, great.
SS: G-R-E-A-T, great.
…
T: They are my “dear” parents, too.
  (Teach dear, photo, thanks for…)

②Practice the new words and drill.
T: I have a letter from my pen friend. Now I want you to read it for me. Then draw the photo of Emma’s family.
SS: OK.
  (Students read the letter and draw the photo on their books.)

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(Show some photos that students draw to the class. Students say which one is good or which one is better.)

Step Three: Task.
①Write a letter to your friend.
T: Your have a letter form your friend. Now write back to your friend . Tell him or her about your family , And report your letter .
SS: OK .
(Students work . Teacher moves around the room and helps the students who letter . )
T: Now check your work .
S1: Dear . . .
Thanks for the photo your family . Here is my family photo . This is my . . . This is my . . . This is . . . I have a . . .
Your friend , . . .
(Another two more students do it . )

①Write a letter .
T: Take out the photo of your family to school and write a letter about it . When you finish , I’ll put your photos and letters on the blackboard . You match the photos and the letters .
SS: All right .
(Students write their letters . Teacher moves around the room and helps the students who need . )
T: Check your work now .
S: . . .
(Teacher puts some photos and letters on the board . Ask students to come to the front to read the letter and match it with the photo . )
Homework .
Finish self-check .
Unit 4 Where’s my backpack ?
教学内容：
本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词 on , in , under ,behind 等的用法；学习并掌握where句型的运用，使学生养成干净、整洁、合理摆放物品的好习惯。
教学目标：
5、知识目标：
A、学会一些表示家具的名词以及学习用品的单词；
B、方位介词，如：in , on , under , behind的用法；
C、学会运用方位介词和where句型表述物品所在的位置。
6、能力目标：
A、学会正确描述物品作在的位置；
B、学会询问自己或他人物品的具体位置；
C、能够合理地描述和设计房间。
7、情感目标：培养学生整齐地摆放自己物品的生活习惯。

教学难点、重点：
重点：A、方位介词 in , on , under , behind的用法。
B、Where的特殊疑问句和Is this a/an . . . ?一般疑问句的肯定和否定回答。
C、学习名词 bed , dresser , bookcase ,backpack . . .
难点：A、能够正确运用方位介词描述物品作在的位置；
B、能够运用Where的问句找到物品位置。
课时安排：
第一课时 Section A 1a-1c
第二课时 Section A 2a-4
第三课时 Section B 1-2b
第四课时 Section B 3a-4 Self-check
Period One
教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。
学生：彩笔
学生用品、大白纸、课本所涉及的单词的实物。
学步骤
Step One: Present the New words.

①Warming up.
(Prepare some school things for the students as presents .)
T: What’s this ? (There is a pencil in the teacher’s hand .)
S1: Yes you a right . Here you are .
(give it to the student as a present .)
T: Is this a ruler ? (hold up a ruler .)
S2: Yes it is.
T: How to spell ruler ?
S2: R-U-L-E-R , ruler .
T: Good , here you are.
(Hold up a pen , an eraser , a notebook and so on . Ask the questions in the same way . And give the presents to the students .)
T: What’s this ?
S3: It’s a backpack .
T: I have a backpack for you as a present ,(Looking for it in the desk , under the chair . . . ) but I can’t find it . Where’s it ? Do you know ?
S3: I don’t know .
S4: I think it’s in your desk..
T: (Look into the desk.) No ,it isn’t .Now , let’s look for the backpack together , OK ? (Write down the title on the blackboard .)
②Learn the New words.
T: Look at the big picture on the screen .This is a big nice room .I want to own such a room . Because there is some nice furniture in it . Do you know the names of the furniture ?
(Show a picture of a bed and a dresser .)
T: What’s this ? It’s a bed . “BED” . Read after me .B-E-D , bed.
Ss: B-E-D , bed.
T: What’s this ? It’s a dresser . D-R-E-S-S-R , dresser.
Ss: D-R-E-S-S-R , dresser.
(Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .)
通过师生互动，激发学生思维，并用学过的句子导入新课。
利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。
T: Read the words aloud .

③Present the words in , on , under , behind using the objects .
T: Where is my book ? It’s on the desk . (Put a book on the desk .)
T: Where is my bag ? (Put a bag on the desk and ask

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this question .)
S1: It’s on the desk .
T: Where is my bag ? (To all the students)
Ss: It’s on the desk .
T: Where is my pen ? It’s in the pencil case . (Put a pen in the pencil case and ask .)
T: Where is my ruler ? (Put a ruler in the pencil case , too .)
S1: It’s in the pencil case , too .
T: Where is the ruler ?
Ss: It’s in the pencil case .
(Then learn the other two prepositions “under”, “behind” in the same way . )

④Present the words .

T: Now , please look at the screen , where is the ball in Picture 1 ?
S1: I think it’s in the box .
T: Where is the ball in Picture 2 ?
S2: It’s on the box .
T: Where is the ball in Picture 3 ?
S3: It’s behind the box .
T: Where is the ball in Picture 4 ?
S4: It’s under the box .
T: There are some pictures on the screen , please match the sentences and the pictures .
1: The cat is under the chair .
2: The cat is on the bed .
3: The cat is behind the door .
4: The cat is in the box .
5: The cat is next to the plant .
通过实物所在的位置直观地呈现乏味介词。
利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的情景中理解和掌握方位介词。
让学生把句子和图画匹配起来，巩固方位介词的用法。
6: The cat is on the chair .
T：Please open your books and do 1a quickly as you can.
(After doing 1a,check the answer.)
Step Two :drills .
①Practice the drills .
T: This time , use the school things around you to practice the conversation .
T:Where’s the watch? (Hold up a watch in the hand.)
S1: It’s in your hand.
T: Where’s the bag? (Put a bag on the chair.)
S2: It’s on the chair.
(Ask the students to practice the dialogue like this. Then get some pairs to act it out.)
②Introduce a room and listen to the tape.
T: This is Tommy’s room, but he can’t find his books, his pencil case, his baseball, his computer game and his keys, please help him find the things. Listen and number [1-5] the things in the picture.
(Play the recording and then check the answer.)
Step Three: Play a game.
T: Now, we will play a game , I have a new ruler, all the students close your eyes, and I hide it in our classroom. Please guess, Where is it ? If your answer is right, it is yours. Please ask like this Is it on the desk? Is it on the floor? Are you ready?
S1: Is it in the ...?
T: No,it isn’t.
S2: Is it under the…?
T: No, it isn’t.
S3: Is it behind the…?
T: Yes, it is. Please find it out .Here you are.(Give the ruler to him.)
(Ask three or four students to come to the front to hide three or four new school things, others look for them.)
T:Who can come here to hide my new pen?
Ss: I can.
(After playing the game, some students who can find the school things will have them.)
Step Four: Task.
T: Look at the picture on the screen. This is Mary’s room. In groups of four , describe where the things are in the room.(Prepare
让学生用身边的学习用品操练句型，达到熟练运用where提问。
用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。
利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。
For five minutes.)
S1: Is the book on the desk?
S2: Yes, it is. Is the backpack under the chair?
S3: No, it isn’t. It’s… Where are the keys?
S4: They are…
Homework: Make a play.
There is a man. His name is “forgetful”. He always forgets somethings, and he always asks Where is / are my …?
Please make a short play and next class we will act it out.
Period Two
课前准备
教师:准备表格、一些学习用品和多媒体教学课件。
学生：表演短剧的道具、表格。
教学设计
Step One: Check the homework.（运用所学句型表演短剧。）
(The students practice the short play “forgetful” for three minutes so that they can act it out well.)
T:Which group can act the play out?
Ss:We can.(Come to the front.)
S1:My name is “forgetful”, I want to work , but ,but … Where are my …?
S2: (Come to him ) Are they on the…?
S1: No, it isn’t.
S3: Are they in your…?
S1: Oh, yes, it is. But where is my ID card?...
(Some groups act it out.)
Step Two: Review the words.（利用多媒体教学课件复习学过的单词，为下面的听力训练做铺垫。）
1. Ask the students to spell the words in the picture in 2a.
T: First, look at the pictures on the screen.

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What are these ?
S1: They are books.
T:What’s this?
S2: It’s a baseball.
T:What’s this?
S3: It’s a computer game.
T:Is this a backpack?
S4:Yes,it is.
T: Can you spell it?
S4: Yes, B-A-C-K-P-A-C-K,backpack.
(Review the other words in the same way.)
T:Now, listen to the recording and look at 2a. Number the things from 1-6.
T:Check the answer.(Students give the answer.)
T:Now, listen again. Let’s do 2b. Find out Where are the things from 2a? Number the things in the pictures [1-6].（通过听力训练检测学生对所学知识掌握的情况，培养学生听的能力。）
(Play the tape again and check the answer.)
T:Who can answer?
S1:The computer game is on the backpack.
S2:The books are …
S3:The pencil case is …
S4: The backpack is…
S5: The baseball is…
S6: The keys are …
Step Three: Practice the drills.（根据听力材料中的句型，利用图片再次进行巩固练习。）
T: Look at the picture. Is the baseball on the chair?
Ss:No, it isn’t. It’s under the chair.
T: Are the books under the table.
S:No,they aren’t. They’re on the chair.
…
(write the four sentences on the blackboard. Let the students ask and answer using their own thigns.)
S1: Is your ruler on your pencil case?
S2: No, it isn’t. It’s in my…
S3: Are your keys in your pocket?
S4:No, they aren’t. They are in my…
(Let them ask and answer in pairs as many as they can to improve their oral ability.)
Step Four: Present the grammar and practice.（利用实物呈现语法。）
1. Grammar focus.
(The teacher collects some school things on her desk, them hides them to ask some questions.)
T:Where is the baseball? (Put a baseball in the desk)
S: It’s in …
T: Where is the dictionary?
Ss: It’s on/ under/ behind…
T: Where’re the books/ your keys?
S:They’re on the chair./ in your pocket…
(Then the teacher writes the sentences on the blackboard.)
T: Please pay attention to the sentences. We use “It’s” to talk about single objects and “They’re” to talk about two or more objects.
“Where’s, It’s and They’re” are contractions.
Make a survey.（运用调查表来巩固句型。）
T: Make a survey about your classmates’ things using Where is/are…? And then fill in the chart.
Name Things Ruler Pencil case Dictionary Keys
Lucy
Tom
Tommy
Lily
2. Make a conversation.（看图操练句型。）
T: Who can put these sentences in order to make a conversation in 3a.
S1:We can.Where’s the bag?
S2: I don’t know.Is it on the dresser?
S1: No, it isn’t.
T

repare a new dialogue for three minutes just like this. You can use your own things.
(Later, ask more pairs to practice their conversations as quickly as they can.)
Step Five: Practice the drill “Where is / are…?”
(Make a conversation with a student.)
T

ook at the picture in 3c. Where are the books?
S1: I don’t know.
T: Where are the keys?
S2: They are on the dresser.
T: Work in pairs. Make a similar conversation like this.
S1:Where is the baseball?
S2: It’s…
S3:Where is the…?
S4: I don’t know.
S5: Where are the…?
S6: …
S7: Where is the pencil case?
S8: It’s…
(Let the students ask and answer according to the picture in 3c or using their own things.)
Step Six: Task.（设置任务，通过对比的方式让学生理解方位介词。）
T:Student A looks at Picture 1 (Textbook P21,4) student B looks at Picture2 (Textbook P19,1a)Ask and answer in pairs.
Sample:
1. Sa: Where is the backpack? Is it under the table?
Sb: No, it isn’t. It’s on the table.
2. Sa: Where are the books? Are they on the sofa?
Sb: No, they aren’t. They are on the bed.
…...
T: Let’s find out the differences between the pictures.Where is the backpack? Is it on the table? (Look at Picture 1)
Ss: No, it isn’t. It’s under the table. (Look at Picture 2)
T: Where are the books?Are they behind the sofa? (Look at Picture1)
Ss: No, they are on the sofa. (Look at Picture 2)
(Ask some pairs to make the dialogue and find out some differences.)
T:Fill in the chart according to the pictures.（利用表格直观体现出两幅图的不同点。）
Things Picture1 Pictuer2
Pencil case in the backpack on the table
Books
Backpack
…
T:Who wants to report it?
S1: I want to . In Picture 1, the pencil case is… In

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Picture2, the pencil case is…
S2: In Picture 1, the books are… In Picture2, the books are…
(Ask other students to report it.)
Homework.
T: Make a survey after class. Ask some of your classmates “Where is…? Where are…?” Fill in the chart.
Name Things Bed Clock Computer game Ball
Jim
Amy

Period Three
课前准备
教师：搜集学习用品、日常用品的图片及单词卡片。
学生：准备学习用品、日常用品。
教学设计
Step One

resent the new words.
T: I have some things on my desk, I think you can tell me how to say them.
T: What’s this? (Hold up a book in the hand)
Ss: It’s a book.
T: Yes, it’s a math book. Read after me. M-A-T-H-B-O-O-K, math book.
Ss: M-A-T-H-B-O-O-K, math book.
T: Do you have a watch?
Ss: Yes, I do./ No, I don’t.
T: Is it a watch?
Ss: No, it isn’t. It’s a clock.
T: Good. It’s an alarm clock. Read after me. A-L-A-R-M-C-L-O-C-K,alarm clock.
(Then hold up CD, video tape, hat, notebook, teach them in the same way. Check the words using the cards.)
T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.(Then check the answers.)
Step Two: Present the drills.
1. Review the words.
T: Now do 1b in Section B, look at Tommy’s room for three minutes. Please try your best to remember all the things in the room. Begin!
(Three minutes later,ask them to close their books. Give them another three minutes to write down the things they remembered.)
T:Who can write them down on the blackboard?
S1:I can.(After writing them,students open the books to check the answer.)
T:How many words did you write?
Ss:Fifteen/Twenty/Twenty-two …
T:What are in the picture?
S:A backpack, a quilt, a computer game, some books…
2. Present the drill.
T: Look at the picture 1a in Section B and answer my questions Where is the math book?
S1: It is…
T: Where are the pictures?
S2: They are…
T: Where are the books?
S3: They are…
T: Ask and answer according to the picture then fill in the chart.
Things backpack books ID card ruler cap
Places
Step Three: Listen and practice the drill.
1. Listen to the tape.
T: Tommy wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 2a and help his mother find the things.
(Play the tape for the first time. The students circle the word they hear. Then check the answer.)
T:Now listen again, and fill in the chart.
Things ruler notebook Math book CDs
Places
2. Practice the dialogue.
T: Where’s the ruler?
S1: It’s…
T: Where’s the notebook?
S2: It’s…
T: Where’re CDs?
S3: They’re…
T: Work in pairs according to the chart.
Step Four: Task.
T: Please look at Tommy’s room. Do you think it’s tidy?
Ss: No, I don’t think so.
T: Four students in a group. Draw a picture about Tommy’s room, help him clean the room to put the things in the correct places.
(Choose some groups to show the room.)
Homework.
1. Draw a picture about your room.
2. Describe your new room.
Period Four
课前准备
教师: 搜集单词卡片、背景资料。
学生：彩笔、大白纸、相关新单词。
教学设计
Step One: Learn the new words.
1. Present the new words.
(Show some pictures and words on the screen to teach the students the new words.)
T: What’s this?
S1: It’s a room.
T: Do you have a room like this?
S2: Yes, I do./ No, I don’t.
T: Read after me. R-O-O-M, room.
Ss: R-O-O-M, room.
(Teach the other words “TV, desk, picture” in the same way.)
T: There are some words here. Read the words after me and spell them.
(Learn the other words without pictures on the cards.)
T: This is a word. Can you spell this word?
(Point to a word in the card.)
S1: Yes, I can. / No, I can’t.
(Let them know the meaning of “can”.)
T: I can spell your name. Can you spell my name?
S1: Yes, I can.
T: Can you write your name?
S: Sorry, I can’t. I have no pen.
T: You need a pen.( Give him a pen.)
( Let the students understand the word “need”.)
T: I bring a football to school every day. Now it is on the floor. After class I take it to my home.
(Teach “bring” and “take”. Put a football on the floor and point to the floor to

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teach the word “floor”.)
2. Practice the words.
(Give the cxamples to the students and get the students to understand the new words.)
Step Two: Listen and practice.
T: Books closed. Here is a note. Please listen carefully and then answer the questions How many things are there in the note?
Ss: There are five things in the note.
T: What are these?
Ss: They are notebook…
T: Open your books, who can read it for us?
Ss: I can.
(One student reads it , others listen carefully.)
T: This is a note from Mom to Sally. Please look at the picture, draw the missing things in the picture.
T: Who can tell me where the missing things are?
S1: The baseball is…
S2: The CDs are…
The other students will answer other questions.
Step Three: Play a game.
T: I divide the class into two groups, one group chooses several students to come to the front to draw some big pictures on the blackboard. The other group chooses someone to draw something on the big things.
(after drawing them.)
T: Who can say the sentences according to the pictures?
S1: I can. The dog is under the chair.
S2: The cups are…
S3: The quilt are…
S4: The books are …
Step Four: Practice and fill in the blanks.
1. Fill in the blank.
(First, let the students describe the picture.)
T: Look at the picture in 3b Where is the hat?
S1: It’s…
T: Where is the clock?
S2: It is…
T: Where is the ID card?
S3: It is …
T: Where is the notebook?
S4: It is…
(Ask the same questions in the same way.)
T: Who can fill in the blank?
S1: I can.
(Then ask one or two students to read it aloud. Check the answer according to the picture.)
2. Practice.
T: You want four things in your room now. But you have no time to go home to get them. Write a note to a friend, let him go to your home to get them. Tell him where the things are.
(Students write a note.)
Step Five: Task.
T: Now draw your ideal rooms in groups of six, Please use your color pencils to draw them, everyone can join this task, and then show the room to us.
(Ten minutes later, ask the students hand up their drawing, every group chooses one to describe the room. Choose the best one and give them some candies or school things encourage them.)
Step Six: Do Self-check.
1. Review the words.
T: Look at self Check, let’s do exercise 1. Look at the cards in my hand , and spell the words as quickly as you can.
(Hold up some cards with Chinese words on them such as“ 桌子”.)
T: Who can spell this word?
S: I can. “TABLE”.
(Hold up the other cards to let the students spell them quickly in order to master the key words in this unit.)
2. Write some new words about this unit.
T: Now, please think it over. Do you know the other words about school things and furniture? Who can write them down on the blackboard?
S: We can.
(Some students will come to the front to write them down on the blackboard and others write them down in the notebook.)
T: Look at the blackboard. They are: ball, pen, ink, cupboard, living room, bedroom, kitchen, fridge, and washing machine…
T

lease remember them.
Step Seven: Homework.
T: Look at 3, read the note, and draw a room according to it on a picece of paper after class.
Unit 5 Do you have a soccer ball ?
教学内容
在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。本单元大量引入有关运动的名词，要求学生彼此询问有无此类物品，并做出相应的回答。同时学习表示建议的句型Let’s运动的形容词。
本单元所选用的话题来自学生所喜欢的生活片段，在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解，成功的教学还会让部分学生养成良好的运动习惯和收藏习惯。
教学目标
1）语言知识：A.在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句;
B. 学会使用描述性的形容词来评价事物;
C. 学会在对话中使用名词复数;
D. 学会用祈使句来向对方提出建议.
2) 语言技能:A. 学会用祈使句询问某人是否有某物;
B. 学会向他人提出建议的句子.
3) 学习策略:A.通过与同学讨论,做出猜测;
B.对所学的知识进行分类.
4) 情感态度:A. 在本单元中,通过阅读有关运动的文章和对话,使学生更加热爱体育活动并培养一种适合自己的体育爱好;
B.在小组活动中,培养学生团结协作精神.
教学重点、难点
重点:A.学会就有关人与物之间所属关系进行问答的句子;

作者: admin 时间: 2010-7-24 11:18

B.学习并掌握Let’s…句型.
难点:A.学会使用描述性形容词对事物做出评价,如difficult/relaxing/collection/television 等;
B.学会使用第三人称单数的一般疑问句及回答做对话.
课时安排
第一课时 Section  A 1a-1c
第二课时 Section  A 2a-4
第三课时 Section  B 1a-2c
第四课时 Section  B 3a-4
Period One
课前准备
教师:准备表格、铅笔、格尺或橡皮。
学生：调查。
教学设计
Step One

earn the new words.
1. Present the key vocabulary.
(Show a basketball to the class.)
T: What’s this in English?
S1: It’s a basketball.
T: Yes,you are right. Read after me. B-A-S-K-E-T-A-B-L-L,basketball.
Ss: B-A-S-K-E-T-A-B-L-L,basketball.
(Show the students other objects. Teach the new words “tennis racket,ping-pong ball,volleyball,basketball” in the same way. And then show students the picture of television and teach it.)
T: Read the words together twice.
Ss: …
T: Ask and answer in pairs with these things. Use the drill “What’s this in English?” and “Where is the..?”
2. Look at the words in 1a and match the words with the things in the picture.
T: Number 1 is (c ) ,tennis racket. What’s Number 2 Match them.
3. Ask one student to show the answers and check them.
Step Two: Present the structures.
1. Present these questions and answers.
(Point to a student who has a pen or a pencil case.)
T: Do you have a pencil case?
S1:Yes, I do. (Nod your head yes)
T: Do you have a computer game?
S1: No, I don’t. (Shake your head no)
2. Practice the drill “Do you have a …?” in pairs. You can use your school things and these balls.Look at the model, then practice like this.
Model:
Sa: Do you have a backpack?
Sb: Yes, I do. Do you have a soccer ball?
Sa: No, I don’t. I have a volleyball.
(Students work in pairs.)
Step Three: Listening practice.
T: Look at the four items of 1b in the pictures. Listen to the conversation.
(Play the recording of 1b the first time.Students only listen.)
T: Listen to the conversation and circle the words you hear.
(Play the recording again.)
T: Check their answers.
S:…
Step Four: Practice the conversations.
1. Read the conversations in 1c.
(Ask students to repeat.)
2. Look at the picture in 1a and practice the conversation with each other in pairs.
S1

o you have…?
S2:Yes, I do.
S1

o you have a …?
S2:No, I don’t.
3. Work in groups of four and use the picture to practice the similar conversations with the new words.(television,basketball, baseball bat, soccer ball, volleyball,television)
T:Ask and answer the questions as many as you can.
S1:Do you have a … ?
S2: …
S1: …
S2: …
Step Five: Task.
T: Make a survey about “ What kind of balls do the students have?” We want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he/ she has. Then write down the information in the chart.
1.Fill in the chart using the structure and models on the screen.
Names Do you have…? Balls you have
1
2
3
4
5
Structures:Do you have a …? Yes, I do./ No, I don’t.
What balls do you have?
I have a …
Example:
S1: Do you have a tennis racket, Tom?
S2: No, I don’t.
S1: What balls do you have?
S2: I have basketball and football.
S1: What about you?
S3: …
2.Choose one student from each group to report about his or her group.
Report like this:She or he likes… One of them has a … But two of them have…
Step Six: Homework.
Make a survey about your parents’ collection.
Name collection
Mother
father

Unit 5 Do you have a soccer ball ?
Period Two
课前准备
教师:设计表格，准备录音机及多媒体课件。
学生：准备卧室照片。
教学设计
Step One:Warming up.
1. Present the new structures.
T: Do you have a tennis racket?
S1:Yes, I do.
T: Do you have a baseball bat?
S2:No, I don’t.
T: Does she have a tennis racket?
(Point to the first student)
S3:Yes, she does.
T:Does he have a baseball bat?
(Pint to the second student)
S4:No,he doesn’t.
2. Practice the drill.
T

ractice in groups of four. The first two students must use the drill “Do you have a …?” The other two students ask and answer according to their conversation and use the drill “Does he/ she have a …?”

作者: admin 时间: 2010-7-24 11:18

S1

o you have a …?
S2:Yes, I do. Do you have a …?
S1:No, I don’t.
S3

oes she have a …?
S4:Yes, she does. Does he have a …?
S3:No, he doesn’t.
Step Two: Listening.
T

ook at the pictures in 2b and name them. What are these?
(Point at the baseball, basketball,volleyball,football.)
Ss:They are…
T:There are four children in the conversations. Who are they? Please listen and find the answer.
(Play the recorder for the first time.)
S:…
T:I’ll play the recorder for the second time. Listen and number the pictures(1-4).
(Students listen for the second time.)
T

isten to the conversation in 2b. Match the people with the balls.
(Students listen and match. Teacher checks their answer.)
Step Three: Practice the structure: Do you have a …? Yes, I do. / No, I don’t.
T:Now, Please look at the picture in 2c in your book. Suppose this is your partner’s room. Ask your partner “ Do you have a …?”
(Show a photo of the teacher.)
Sa:Do you have a …?
Sb:Yes, I do./ No, I don’t.
T: This is my room.Ask your partner some questions about it . Make the same conversation like this.
Model:
T:Let’s look at the teacher’s room. Does she/ he have a football?
S1:Yes, she/he does.Does she/ he have a ping-pong?
T:No,she/he doesn’t.
(Ask more students to make a conversation.)
T:Make a long conversation with things in the picture.
S:…
T:Take out your pictures and change each other.Please talk about it.
S:…
Step Four: Learn how to make suggestions.
1. Present the new word:Let’s …
(Show a football to class.)
T:Let’s play football after class,OK?
S1:OK.
T:Let’s play ping-pong.
S2:OK.
T:We often use the drill “Let’s…” to make a suggestion.If you want to do it,you may say “OK./ That sounds good./ All right …” If you don’t want to do it, you may say “No, I don’t have a …”
(The teacher writes the drill on the backboard.)
A:Let’s play…
B:No, I don’t have a …
A:Well, let’s play baseball.
B:That sounds good.
T:“That sounds good”means “That is a good idea or That would be fun”.
2. Do 3a.
(The teacher reads the cartoon story in 3a for students,saying blank each time you come to an empty write-online.
T:I’ll ask a student to read the four words to the class.
S:…
T:Fill in the blanks with the words from the box.
(Students work alone as they write the four words from the box in the correct banks.)
T:Check the answers.
S:..
Step Five: Practice the structure: Let’s…
1. Explaining.
T:Look at the three pictures in 3b and name the things in it.
S:…
T:What does the mark on the basketball in Picture One mean?
  The mark means “don’t” or “no” and means “do it”.
T:Who read the conversation in pairs?
S:…
2. Pairwork.
T:Make conversations with your partner according to the picture.
Sa:Let’s play baseball.
Sb:I don’t have a …
Sa:Well,let’s play…
Sb:…
Step Six:Task.
Join the School Sport Center.
T:Look at the ad. On the screen. What sports do you like to play? Who are your favorite sportsmen and sports women? What sports do you play at the school? Our school has a Sports Center with all the sports that you would like to play.
Welcome to our Sports Center.
Do you like sports? We have many
Clubs: volleyball, basketball, ping-pongand more. Join us.
1. Read the ad.and fill in the chart.
2. Read the ad.for students and ask them to repeat the new words.
3. Ask students to choose one club and fill in the form.
4. Make a conversation with one student using the form.
Structures:
What’s your first name?
What’s your last name?
What sports do you like?
Do you like…?
What class are you in ?
How old are you ?
      Application(申请)
First name
Last name
Age
Sex
Class
Club
For example:
S1:What’s your first name?
S2:My name is…
S1:What’s your last name?
S2:My last name is…
S1:What sports do you like?
S2:I like basketball.
S1:Who is the sport star you like?
S2:Yao Ming.
S1:Do you like baseball?
S2:No,I don’t.
S1:OK, you can join our basket club. Welcome you.
5. Change the partner and make another conversation.
Structures:
         What sports does he like?
         Does he / she like…?
Unit 5 Do you have a soccer

作者: admin 时间: 2010-7-24 11:18

ball ?
Period Three
课前准备
教师:准备表格，录音机。
学生:准备调查。
教学设计
Step One: Warming up.
1. Present the structure of last lesson.
(show a volleyball to a student)
T

et’s make a conversation about your sport you like. Do you like volleyball?
S1:Yes, I like it very much.
(Show a baseball to him or her.)
T:What about baseball?
S1:No, I don’t. I don’t like it .
T:OK.Let’s play volleyball after class.
S1:Great.
2. Work in pairs and make a similar conversation like this.
Step Two: Learn the new words.
1. Read the words in 1a.
(Point to the five words in 1a and ask students to repeat each one.)
Ss:interesting, fun, relaxing, boring, difficult.
2. Explain the Chinese meaning of them.
3. Then match each picture with one of the words.
(Point to the five pictures and ask students to match them.)
4. Correct the answer.
Step Three: Practice the new words.
1. Ask and answer using the description words like this.
(Write the list of the subjects today on the blackboard.Teacher points to the subjects. Students say the description words.)
T:Is math relaxing?
Ss:No, it’s boring.
T:Now work in pairs.
2. Practice using your pictures.
T: Please draw pictures that show something interesting,boring,fun,difficult or relaxing.Then make conversations. Do it like this.
(Draw the pictures of a TV and a football on the blackboard.)
T

o you watch TV?
S1:Yes. I like it.
T:Is it interesting?
S1:Yes,it’s very interesting.
T

o you have a football?
S1:Yes, I do.
T:Is it fun?
S1:Yes, it’s fun.And I like it ,too.
(Ask a few students to draw and answer it.)
3. Change pictures and work in pairs.
T:Now please change your partner and work in pairs.Try to guess which of the five words the picture shows.
S:…
Step Four: Listening(2a).
1. One student read the five words in 1a above to the class.
T:Next we’ll listen to a conversation. Here are two boys in the conversation. What do they want to do ? Listen.
2. Students only listen.
(Play the recording the first time.)
3. Listen again and check the words you hear in 1a.
(Play the recording again.)
4. Check the answers.
Step Five: Listening(2b).
T

ractice in recognizing specific vocabulary words in conversation and in writing them.First, listen to the recording in 2b. What does Tony say about the activities?
(Point to the blanks where the students write their answers.)
(Play the recording the first time. Students only listen.)
T

isten to the conversation and write a word from 1a in each bland.(Play the recording again.)
T:Check thd answers.
S:…
Step Six: Role play.
T:Act out the conversation in 2a in pairs.
S1:Let’s play computer games.
S2:That sounds interesting but…
S1:…
S2:…
Step Seven: Activity.
T:Let’s draw the pictures of other activities whose names you know on the board.For example, one student might draw a picture of a bicycle for “ride a bicycle.” Another might make a drawing of a chess board for “play chess.”Let’s make a conversation like this:
S1:Let’s ride our bicycles.
S2:That sounds fun.
S1:…
S2:…
Step Eight: Survey.
T: I know what balls you have now, but I don’t know what kind of sports do you like or dislike and why. Discuss these questions in your group and fill in the chart. Then each group gives your chart to me. One student of each group must report it.
Ball Game
Name I like I don’t like Why

Structures:
1.I like…
2.I don’t like…
3.My favorite ball is…
4.It’s exciting/ boring…
5….likes but he / she doesn’t like…
6….and…like…but…
Unit 5 Do you have a soccer ball ?
Period Four
课前准备
教师:准备表格。
学生:网球拍，排球，篮球。
教学设计
Step One: Present the plural forms of nouns.
(Show the balls to students.)
Teacher: I have two tennis rackets, three basketballs and four footballs.This is my sports collection.(Repeat the collection several times and teach the new word.)
T:What about you?
(Ask some students to say something about their own collections.)
S:I have three…
Step Two: Read the magazine article.
(Ask students to look at the picture in 3a.)
T:This is Ed Smith. He has a great sports collection.What’s the man’s sports

作者: admin 时间: 2010-7-24 11:18

collection? Can you tell me? (Cover the passage.)
S1:He has…
T:How many balls does he have? Listen to the recording twice.
T:Check their answers.
S:He has…
T:Read the article and circle the sports things in this magazine article.
(Students read it and work alone.)
T:Check their answers.
S:The sports things:…
Step Three: Writing.
T

ook at the things in the picture of 3b and name the things in it.
S:Five baseballs…
T

ook at the picture and write the missing words on the blsnk lines.
(Students work alone.)
T:Check their answers.
S:Eight…
Step Four: Draw a picture and practice writing.
(Ask every student to draw a picture.)
Teacher:Ed Smith has his sports collection. Sonia Hall has her sports colletion. What sports do you play? What sports things do you have? What other things do you do? Please draw a picture about your collections like the picture in 3a.
(Students draw pictures.)
T:Change the pictures with each other.Then introduce the pictures.
S1:…
S2:…
T:Write an article about the partner’s pictures. You can use the structures on the blackboard.
(Write these sentence starters on the board: He plays…/ He has…)
T:Check their articles about their partners’ pictures. Read the better ones for the other students.
S:…
Step Five: Write a diary about the collections of your group.
T:Make a survey about the collections in your group.
(Give students the form.)
Name Collection How much Descriptions

T:You can use the structures on the blackboard.
Structures: Do you have a computer game?
      Yes, I do / No, I don’t.
      She plays computer games every day.
      She has a small sports collection.
      She plays sports every day.
T:Check their diaries and read the best one for the others.
Unit 6 Do you like bananas?
教学内容
本单元的核心项目是“喜欢和不喜欢（like and dislike）”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学业会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定了坚实的基础。
教学目标
⑴知识目标：A、学会询问对方喜欢与不喜欢的食物；
         B、学习并激情些食物的词汇；
         C、学会谈论自己与他人早、中、晚餐喜爱吃的食物；
         D、学会营养配。
⑵能力目标：A、能准备表达喜欢和不喜欢的食物；
B、能根据具体情景对话，与他人沟通信息，合作完成任务；
C、通过听、说、读、写四项技能的训练，促进学生语言运用能力的提高。⑶情感目标：A、通过学习西文食品文化，促使学生了解西方生活方式与文化，培养跨
文化交际的意识；
B、通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；
            C、通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐。
教学重点、难点
重点：A动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；
B关于各种食物的词汇；
C名词复数的使用。
难点：一般现在时中单数第三人称的变化形式。
课时安排
第一课时Section A la –lc
第二课时 Section A 2a –4
第三课时Section B la –2c
第四课时 Section B3a –4 Self-check

                        Period One

课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
教学设计
Step One: New words.
① Present the new words.
T:Let’s play a aguessing game. Is it an apple in my bag?Touch and tell me the answer.
S1: (Touch and say)Yes, it’s an orange.
T:I like oranges. Like means”喜欢”. Read after me .L-I-K-E,like.
Ss: L-I-K-E,like.
T

o you like oranges?
S2:Yes,I do.
T: Do you like oranges?
S3:No, I don’t.
(Teacher writes the title on the blackboard.)
T: Now today I have a lot of delicious food. First let’t look at some fruit. Look!(Show a picture of a banana.)
T:What’s this in English?It’s a banana. Read after me,B-A-N-A-N-A,banana.
Ss:B-A-N-A-N-A,banana.
T:Whtat color is it?
Ss:It’s yellow.
(Then look at some pictures and teach the other fruit words in the same way such as strawberry,apple.)
(Next go on learning the vegetables and the other food in the sme way with the pictures.)
T:Look at the pictures and fill in the chat according to the category.

作者: admin 时间: 2010-7-24 11:19

Fruit Food Vegetable

Step Two:Grammar.
① Present the countable nouns and the uncountable nouns.
T

ook!What are these? (Show a picture.)
S1:They are oranges.
T:How many oranges are there?Let’s count. One,two.
S1:Two.
T:And what are these? (Show another picture.)
S2:They are apples.
T:How many apples are there? Let’s count them. One,two,three.
S2:Three.
T:What’s this?
S3:It’s broccoli.
T:Can we count it”Can we say a broccoli?
S3:Sorry, I don’t know.
T:We can’t say a broccoli because it is the uncountable noun. Nouns contain the countable nouns and the uncountable nouns. Countable nouns can be counted with number ,and we add –s or –es to make the blural. For example,we can say an apple, two apples,three eggs. Uncountable nouns can’t be counted with number,and they don’t have plurals. For example, we can say salad, broccoli,but we can’t say salads,broccolis.
T

ook at the pictures. Fill in the chart.(Show some pictures of fruits and vegetables.)
Countble nouns Uncountable nouns

T:Check the answers.
② Present the rules of noun plural forms.
T:look at the pictures,can you say them?
S:Yes,three tomatoes,two oranges, three strawberries.
T:Look at the three rules of plural forms. Are they the same?
S:Of course not.
Step Three: Drills.
① Present the new drills “Do you like…? Yes, I do/ No, I don’t.”
T:Oh,we have lots of delicious fruit. I like apples best.
(Holding apples)
Do you like them?
S1:Yes, I do.
S2:No, I don’t. I like salad.
T

o you like salad?
S3:Yes, I do./No, I don’t.
(Ask some more students to practice like this.)
② Practice the drill.
T:Work in pairs.Ask and answer with your pictures.
(Before class the students have drawn some pictures of the food.)
Sa

o you like…?
Sb: …
(Then ask more pairs to practice.)
T:Let’s open your books and do 1b.Listen and number1-3.
(The students listen and then check the answers.)
Step Four: Task.
T:Let’s make a survey.You can ask eight friends what they like and dislike. Then fill in the chart.
Tom Kate Li Lei …
Apples
Bananas
…

(Then ask some students to report.)
S1:Five of the students like…, two of them like…
S2:…
Step Five :Summary.
In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes. Please remember the rules of noun plurals.
Homework.
Make a survey about your parent’s likes and dislikes using Do you like…?

Unit 6 Do you like bananas?
Period Two

课前准备
教师：搜集关于食物的图片，制作表格（见教学步骤）。
学生：准备上一节课的调查表格，作好对话和调查的准备。
教学设计
Step One: Review the drill.
② Review the drill “Do you like…”?
③ The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly as you can.
Ss:…
Step Two: New drills.
① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.
T:Kate, do you like tomatoes?
S1:Yes, I do.
T:Do you like ice cream?
S1:No, I don’t.
(The teacher points at Kate and asks the class.)
T:Does Kate like tomatoes?
Ss:Yes, she does.
T:Does Kate like ice cream?
Ss:No,she doesn’t.
(The teacher goes on asking Kate using the chart.)
T:Does your best friend Sue like tomatoes?
S1:Yes, she does.(Kate looks at her chart in her hand.)
T:Who is your best friend?
(The teacher points at Jane.)
S1:Sally is.
T:Does she like tomatoes?
S1:Sally is.
(The teacher points at Tony and Maria.)
T:Do your best friends like tomatoes?
S1:Yes, they do./No, they don’t.
(The teacher asks two more students to answer his/ her questions according to the chart in their hands. Then the teacher writes down the drills “Does she/he like… ?Do they like…?” on the blackboard.)
T:Work in pairs and practice the drill “Does he/she…? Do they…?”according to the chart.
(Then the teacher asks some pairs of the students to practice one by one.)
② Practice the drills.
T:Let’s work in pairs .
(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)
Sa:Does

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Bill like French fries?
Sb: … Does Bob like French fries?
Sa: …
Step Three: Task.
T

o you love your parents?
S:Yes.
T:How do you show your love to them?
S1:I’ll do as they say.
S2:I’ll buy something for them when their birthday is coming.
S3:I’ll study better and better.
S4:I’ll make a big meal for them.
T:Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.
(The teacher have asked the students to have a survey last class.)
Parents like dislike
Mother
Father
(Give a sample to the students)
T

oes your father like chicken?(Point to a student)
S1: No, he doesn’t.
T:Does your mother like eggs?
S1:Yes, she does.
T:Do they like bananas?
S1: Yes, they do.
T:Now work in groups and make a food survey.
Parents like dislike
Jim’s father
Jim’s mother
Kate’s father
Kate’s mother
(The students work in groups.)
S2:Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…
(Then ask more students to report.)
Step Four:Summary.
In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.
Homework.
Rewrite your conversation in the form of a passage.
Unit 6 Do you like bananas?
Period Three

课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
学生：准备上一节课的家庭作业。
教学设计
Step One: Check the homework.
T:Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)
Step Twp: Review the words.
T:You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.
(The teacher will give the students a minute to prepare it.Then ask someone to say.)
S: Salad, apples, bananas, ice cream…
(Choose the three students who said the most and give some food as presents.)
Step Three: New words.
① Present the new words.
T:How many meals do you have every day?
Ss:Three.
T:What are they?(The students can answer them in Chinese.)
Ss:They are “早餐、中餐和晚餐 ”.
T:Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T,breakfast.
Ss: B-R-E-A-K-F-A-S-T,breakfast.
T:Do you have your breakfast every day?
S1:No, sometimes I get up late, I have no time to eat.
T:I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
② Practice the words.
T:Which meal do you like best?(Point to a student.)
S:I like breakfast best.
T:Why?
S:Because I like drinking milk.
T:Who also likes breakfast in our class? Please put up your hands.
T:Oh, so many students.You can sit in this team.
(Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)
T:We have divided all the class into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?
(Show a picture of three dinners.)
T:I have three meal plates. What do you want to put on it?
Let’s talk about it. Try to find the food what your group like most and tell us the reason.
(When each group is talking about it, the teacher goes around among the students and helps them if they need. Then ask each group to report.)
S:In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.
(When the student is saying, the teacher puts the food onto the plate for breakfast.)
(Do it for lunch and dinner in the same way.)
T

ook at 1a, and write the number in the box next to the correct food.
(Then the students finish off 1a.)
T:How many other food words can you add to the chart?
Try to write them down in the chart.
Fruits:

Vegetables:

(The students write them down as soon as possible and then read them. See who will add most.)
Step Four: Practice the listening.
T: Look! There are so many foods.

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Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)
S1: …
T: How about chicken? Do you like it ?
S1: …
T: Can you guess what food I like?
S1: Do you like…?
T: No, I don’t.
S2: Do you like…?
S3: Do you like…?
T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.
(Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
T: Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
T: Does Sandra like salad?
S: Yes, she does.
T: Work in pairs about the chart.
Step Five: Task.
Go on a picnic with a group of friends and make a list of food to buy.
① Divide the students into six groups.
② Talk about what the students in your group like and dislike and make a list.
③ The leader in each group reports to the class.
Step Six: Summary and homework.
Make a survey about “What do your parents like for three meals?” after class.

Unit 6 Do you like bananas?
Period Four

课前准备
教师：搜集关于食物和人物图片，制作表格（见教学步骤）。
学生：准备表格。
教学设计
Step One: New words.
T: Do you like sports?
S: Yes, I do. / Of course.
T: What sport do you like best?
S1:I like playing football/ baskball /table tennis …
S2:I like 跑步.
T: Oh, Look! What is he doing?
(Show the students a picture of Liu Xiang.)
Ss: He is 跑步.
T: Yes, he is running. Now, read after me, run.
S: Run.
T: R-U-N, run.
S: R-U-N, run.
T: Do you know him?
S: Yes, he is Liu Xiang.
T: You are very clever. He is Liu Xiang. He’s a runner.
R-U-N-N-E-R,runner.
S: R-U-N-N-E-R,runner.
T: Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.
S: S-T-A-R,star.
T: Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means “健康的”. Can you guess the meaning of unhealthy?
Ss: “不健康的”.
T: Yes, you are clever. Read after me, healthy, unhealthy.
Ss: Healthy, unhealthy.
T: Look at these pictures. (Show these pictures of dessert.)
They are all dessert. In Chinese it means “甜食”.We often eat it after the important dishes.
T: Read after me, dessert, D-E-S-S-E-R-T, dessert.
Ss: D-E-S-S-E-R-T, dessert.
Step Two: Task.
T: Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy? Discuss in four people and fill in the chart. (Each group will have a chart)
Healthy food Unhealthy food

(Ask some groups to report.)
S: … are healthy food, … are unhealthy food.
T: So we eat more healthy food and less unhealthy food. Healthy food is good for our health, but unhealthy food is bad for our health.
Step Three: Learn to write about what somebody likes for three meals.
① Read the passage.
T: Look at Liu Xiang ! Do you know why he is very healthy?
S1: Maybe he runs every day.
S2: He takes good care of his health.
S3: Maybe he eats very well.
T: Yes, he really eats very well. Every player just eats healthy food. Three is another running star. Her name is Sandra Dlark. Let’s see what she likes eating for three meals. Open your books and read 3a in Section B. First try to fill in the chart.
breakfast lunch dinner
Fruit
Vegetables
Dessert
(The students read the passage and fill in the chart, then check the answers.)
S: Fruits…
T: Sandra Clark has a brother, Tom. He is very clever, but a little naughty. Look at 3b and find out what Tom likes for breakfast, lunch and dinner. Complete the following passage.
(The students do 3b and check the answers.)
S: Four lunch …
② Practice.
T: I like eggs and milk for breakfast. What do you like eating for breakfast?(Point to a student.)
S: I like apples and bread.
T: What about

作者: admin 时间: 2010-7-24 11:19

you? (Point to another student.)
S: I like hamburgers and bananas.( Ask two more students to answer his/her questions for lunch and dinner.)
T: Who can ask and answer like this?
Sa: What do you like to eat for lunch?
Sb: I like …
Sa: What do you like to eat for dinner?
Sb: I like …
(Then ask the students to work in pairs one by one.)
Step Four: Task.
① Write a passage about you like for three meals.
T: Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you. (The students write about themselves as quickly as they can. When they are ready, ask them to introduce.)
② Make a survey about your classmates for three meals.
T: Do you have any friends? (Ask a student.)
S: Yes, I do./ Of course.
T: Do you know what they like eating for each meal?
S: No/ Sorry, I don’t know.
T: OK. Let’s ask our friends and try to know what they like. Then fill in the chart.
Name breakfast lunch dinner
food
drind
dessert
(Then ask some students to report to the class.)
Homework.
Write a passage about your best friend for three meals.
Unit 7 How much are these pants?

单元整体说明
  单元教材分析
本单元主要学习使用How much引导的问句以及回答；学习一些表示颜色、形状、大小的形容词；学习数词10-3l；复习名词单、复数的使用和指示代词this, that，these，those的用法。本单元以谈论服装为主题，设计了三个活动：一是通过介绍服装，学习一些常用的服装名词；二是通过介绍服装，学习“询问价格和颜色”的句型：How much is this T-shirt? It’s seven dollar．How much are these socks? They are two dollars．What color is it? It is red．What color are they? They are green．三是作价格报告。
单元知识系统(树)
How much is this T-shirt?  It’s seven dollars．
How much are these socks? They are two dollars．
   单元总体目标
   本单元通过学习使用How much引导的问句以及回答，让学生学会谈论物品的颜色和价格、对服装的喜好和购物时使用的礼貌用语等。
  单元重难点一览
重点难点
1.复习词汇：bag, hat
2.词汇：pant, sock, T-shirt, sweater, shoes, color, black, white, red, green, blue, big, short, long, Number 10-31
3. 句型: How much is this T-shirt?  It’s seven dollars.
      How much are these socks? They are two dollars. 语法重点：使用how much引导的问句及回答。

单元学情分析
  本单元的主题是谈论服装，通过学习how much和what color等引导的问句以及回答，教授学生如何询问价格和颜色；学会谈论对服装的喜好和如何购物等。同时引导学生采用Repeating和Cooperating的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，培养他们团队合作精神并学会感谢人。
单元教学建议
   采用Repeating和Cooperation的学习策略，利用教学图片和制作多媒体课件来展开课堂Pairwork问答式的口语交际活动，谈论服装的价格和各自对服装的喜好。本单元的教学法建议：
语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；
口语教学: 互相操练、对话练习、交际活动；阅读教学：补充对话和填写价格标签；
听力教学：图文配对和听写；写作教学：听写词句、模仿写作；
语法教学：总结规律、模仿操练。
单元课时分配
  本单元用3课时教学
Section A部分用l课时
Section B部分用l课时
Self Check用1课时

Section A
教学内容
  Section A(教材P37～39)
教学目标
知识与能力
Section A主要是通过介绍服装，学习谈论服装的价格和颜色；学会谈论对服装的喜好和购物时使用的礼貌用语。
过程与方法：
采用Repeating和Cooperation的学习策略，利用课件或教学图片来展开课堂Pair－work问答式的口语交际活动，谈论服装并学习询问服装的价格与颜色；同时进行听力训练。
情感态度价值观
该部分学习内容涉及学生的穿着，是爱美的中学生们最为关心的话题，比较贴近学生的生活，极易于激发学生的主动性和学习兴趣；同时通过购物的对话练习教学生学会如何感谢人。
教学重、难点及教学突破
重点
学习运用重点句型和语法点：How much is this T-shirt? It’s seven dollars．How much are these socks? They are two dollars．。
   教学突破
   Section A重在培养学生口语交际能力，谈论如何询问服装的价格和颜色，并学会如何购物。让学生进行情景操练，重复使用是一个可行的方法。
教学准备
   教师准备
   设计课文中所涉及的服装图片或教学幻灯片或实物；设计课后巩固练习的幻灯片；制作la、3a部分的插图和人物对话的课件，将听力部分的内容插入，谈论服装的价格和如何购物。
   学生准备

作者: admin 时间: 2010-7-24 11:19

收集一些常见的服装名词，并经过调查，弄清常见服装的价格。

教学步骤
(1课时)
一、第一教学环节：情景创设。导入新课
教师活动学生活动
Section A主要是通过介绍服装，学习谈论服装的价格和颜色。可采取情境导入法：
1. 先教学一些服装名词，教师拿出一个书包或放映幻灯片或出示图片(帖有价格标签)进行演示：I have a bag. I like it very much. (指着标签)自己回答：It’s ten dollars.教师再使用其它服装或图片、幻灯片进行类似的演示(从学过的单词到生词)；然后询问：What’s this? What are these?再问学生：How much is/are…?
2. 引导学生进行pairwork对话练习，运用所学知识进行互相交流。

1.仔细观察老师的演示和描述，注意跟读和模仿，并回答老师的提问：It’s a/an … They’re …; 回答老师的提问：It’s/They’re ….

2. 进行pairwork对话练习，运用所学知识进行互相交流。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
1．播放1b部分的录音让学生听，引导学生在图画中圈出所听到的服装，完成1b部分的教学任务。
2．引导学生展开Pairwork活动，完成1c部分口语交际的教学任务，运用how much进行询问价格与应答，可采用师生互动带动生生互动的交流方式： How much is／are…? It’s／They’re…; 再让学生自编对话进行操练，巩固所学词汇和句型。
3．播放2a部分的录音让学生听，引导学生圈出他们所听到的服装图画教学一些表示颜色、长短和大小的形容词，完成2a部分的教学任务。
4．重新播放2a部分的录音，要求学生根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握how much问句的构成和应答。
5．引导学生展开Pairwork活动，完成2c 部分口语交际的教学任务。让学生就1a部分中的服装进行对话练习，巩固how much问句的构成和应答。可采用师生互动带动生生互动的交流方式：How much is／are…? It’s／Ihey’re…(学生根据自己所调查的实际情况作出回答)。

6．引导学生进行对话填空的练习，完成3a部分书面表达的教学任务。可先播放该部分的课件(购物场面)让学生一边看一边听，然后再填空，既练习了听力，又锻炼了写作能力。
7．引导学生操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物；再让学生就3b部分的图画内容进行对话练习，运用所学的目标句型。 1．听lb部分的录音，在图画中圈出所听到的服装，完成lb部分的学习任务。
2．Pairwork活动，完成1c部分口语交际的学习任务，学会运用how much进行询问价格与应答，自编对话进行操练，巩固所学词汇和句型。

3．听2a部分的录音，圈出所听到的服装图画并学习一些表示颜色、长短和大小的形容词，完成2a部分的学习任务。
4．重听2a部分的录音，根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握how much问句的构成和应答。
5．Pairwork活动，完成2c部分口语交际的学习任务。就1a部分中的服装进行对话练习，巩固how much问句的构成和应答。可采用师生互动带动生生互动的交流方式：How much is／am…?It’s／They’re…(可根据自己调查的实际情况作出回答)。
6．对话填空的练习，完成3a部分书面表达的学习任务。先观看该部分的课件(购物场面)，一边看一边听，然后再填空。
7．操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物；再就3b部分的图画内容进行对话练习，运用所学的目标句型。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生展开The Memory Game游戏活动，完成第4部分口语交际和听力训练的教学任务。要求学生通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼学生的听力和记忆力。 The Memory Game游戏活动，完成第4部分口语交际和听力训练的教学任务。通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼听力和记忆力。

本课总结
本课采用Repeating和Cooperation的学习策略，利用课件或教学图片、幻灯片来展开课堂Pairwork问答式或对话式的口语交际活动，谈论服装并学习询问服装的价格与颜色，学会如何购物，本课重在对学生进行听力和口语交际能力的训练。

板书设计
Unit 7 How much are these pants?
Section A
Words: pant, sock, T-shirt, sweater, shoes, color, black, white, red, green, blue, big, short, long
Sentences: How much is the red sweater? How much are these black pants?
      It’s eight dollars.          They’re ten dollars.
Grammars: How much引导的特殊疑问句的构成以及回答

问题探究与拓展活动
How much和how many的用法区别：how much与how many的意思基本相同，但前者用来修饰不可数名词，也可单独使-用，意思是“多少钱”；后者用来修饰可数名词复数。如：How much ale the pants??这裤子多少钱?How much bread d0 you want??你要多少面包?How many apples d0 you want??你要多少苹果?

练习设计
随堂练习设计
用how much和how many完成下列表格。
Ask       Answer
l. _______  __________ is the red sweater? It’s $30．
2.

作者: admin 时间: 2010-7-24 11:19

________  _________ are the pants? They’re $50．
3. _________  _________is the T-shirt? _______ $30．
4. How much_______ the green shoes? _______ $60．
5. _________  __________ hats are black?? Two hats．
6. _________  _________ meat do you want?    A kilo．
KEY：1．How much 2．How much 3．How much  It’s  4．are；They’re  5．How    many  6．How much

  个性练习设计
去商店买一些学习用品：去商店给自己买一些学习用品，是学生经常做的事情。在商店里选好东西后，必须要询问价格，常用的句型是：How much is it? How much are they? It’s…They’re…，这也是本单元的重点句型。让学生表演商店里购物的情景, 可以帮助学生更好地掌握所学知识，又能增加实践经验。
Section B
教学内容
Section B(教材P40—41)
教学目标
知识与能力
Section B主要内容是学习数字10-3l，练习“询问价格”，并学会如何作价格报告。
过程与方法
  用Repeating和Cooperation的学习策略，利用课件或教学图片来展开课堂Pairwork问答式的口语交际活动和小组调查活动，谈论服装并学习询问服装的价格与颜色；同时进行听力训练。
情感态度价值观
该部分学习内容主要是谈论对服装的喜好，涉及学生的穿着，极易于激发学生的主动性和学习兴趣；同时通过购物的对话练习教学生学会购物时使用的礼貌用语和如何感谢人。
教学重、难点及教学突破
重点
学习一些膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable；复习行为动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答；复习名词的复数形式。
  语法难点
行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三单形式的变化。
教学突破
  Section B的主要内容是复习并总结所学内容，通过总结、归类复习词汇；通过pairwork活动进行口语练习；通过调查、填表和阅读进行笔头练习，强化所学知识的灵活运用能力。
教学准备
教师准备
准备本课所要教授的食物或制作本课所要教授的食物图片或幻灯片；设计课后巩固练习的幻灯片。
学生准备
复习总结所学的食物名词并进行归类，看看哪些食物分别适合于早餐、午餐或晚餐，并通过询问老师、同学或上网查询的方式了解各种食物的营养成分和营养价值。

教学步骤
(1课时)
一、第一教学环节：情景创设，导入新课
教师活动学生活动
1.在黑板上写出几个电话号码进行询问，引导学生回答：What’s this telephone number?复习数字0-9。
2. 在黑板上写出数字10-31或出示数字图片，引导学生朗读，再带读，学习数字10-31。 1.看黑板上写出的电话号码，回答老师的提问：It’s…复习数字0-9。
2. 根据黑板上写出的数字10-31或数字图片，读出该数字，再跟老师模仿，学习数字10-31。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
1．播放la部分的录音，引导学生一边听录音,一边重复所听到的单词(数字10-31)，完成1a部分的教学任务。
2．引导学生给1b部分的英语单词写出对应的数字，并找出位置错误的两行，完成lb部分的教学任务。
3．播放2a部分的录音，引导学生根据所听到的内容在la的方框中圈出数字，完成2a部分的教学任务。
4．再播放2a部分的录音，引导学生在图画中圈出Lisa和her mom谈论的服装，并勾出Lisa买的东西，完成2b部分的教学任务。
5．引导学生展开Pairwork活动，就图画中的服装进行问答练习：How much is／are…? It’s／They’re…，完成2c部分的教学任务。
6．引导学生阅读3a部分的广告，并填写价格标签，理解广告内容，完成3a部分的教学任务。
7．引导学生根据提供的图画，给一家服装店写一则广告，要求学生了解广告的作用和基本写法，注意模仿3a部分的广告内容，完成3b部分教学任务。 1．听la部分的录音，一边听录音，一边重复所听到的单词(数字10-31)．完成la部分的学习任务。
2．给1b部分的英语单词写出对应的数字，并找出位置错误的两行，完成1b部分的学习任务。
3．听2a部分的录音，根据所听到的内容在1a的方框中圈出数字，完成2部分的学习任务。
4．再听2a部分的录音，在图画中圈出Lisa和her mom谈论的服装，并勾出Lisa买的东西，完成2b部分的学习任务。
5．Pairwork活动，就图域中的服装进行问答练习：How much is／are…?It’s／They’re…，完成2c部分的学习任务。
6．阅读3a部分的广告，并填写价格标签，理解广告内容，完成3a部分的学习任务。
7．根据提供的图画，给一家服装店写一则广告，要了解广告的作用和基本写法，注意模仿3a部分的广告内容，完成3b部分学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行Groupwork活动，要求学生分小组表演购物活动，填写买卖清单和价格报告，完成第4部分的教学要求。先引导各个小组写出各自的货物，再把各个小组分成买者和卖者进行购物活动并填写价格报告，最后根据货物价格询问、计算快速准确决定胜者；要求学生运用：How much is／are…?It’s／They’re…等目标句型。

作者: admin 时间: 2010-7-24 11:19

Gmupwork活动，分小组表演购物活动并填写买卖清单和价格报告，完成第4部分的教学要求。各个小组先写出各自的货物，再把各个小组分成买者和卖者进行购物活动并填写价格报告，最后据货物价格询问、计算快速准确决定胜者；要运用：How much is／are…? It’ s／They’re…等目标句型。

本课总结
本课采用了Repeating和Cooperation的学习策略，利用课件或教学图片来展开课堂Pairwork问答式的口语交际活动和小组调查活动，谈论服装并学习询问服装的价格与颜色；同时进行听力训练；通过购物的对话练习教学生学会购物时使用的礼貌用语和如何感谢人。
板书设计
Unit 7 How much are these pants?
Section B
Words: Numbers 10-31, clothing, store, sale, time, year, again, fantastic, price, cheap, all, each, or, just, believe, come down, yourself, cool, goods, buy, from, sell, buy…from, sell…to
Sentences: How much is the red sweater?  How much are these black pants?
      It’s eight dollars.          They’re ten dollars.
Ad: Do you like/need …? We have … in (color) at (price) for boys/girls.
Come down to….

问题探究与拓展活动
   袜子、裤子和鞋子的表达方式：在英语中，袜子、裤子和鞋子都用复数形式来表示，但是在表达一双袜子、鞋子或一条裤子时，可运用a pair 0f(一双；一件；一条)词组，当这个短语做主语时，谓语动词用单数形式。如：
The white socks／shoes／pants are$50．那袜子／鞋子／裤子是50美元。
I want a pair of socks／shoes／pants．我想要一双袜子／鞋子(一件裤子)。
The pair of socks／shoes／pants is very cheap．那双袜子／鞋子(那件裤子)很便宜。

练习设计
随堂练习设计
请根据所提供的信息，给一家商店写好广告词。
1．shoes  2．T-shirts 3．pants 4．socks 5．Nice　　6. just 7. like
Liangli Clothing Store
Come to Liangli… _______________________________________________________________
______________________________________________________________________________

KEY：Come to Liangli Clothing Store．These T-shirts are only$25．For boys，the pants in    blue，black，white are only$30．Do you like the shoes? They’re only$45．For girls，these socks are very nice．They are just$10．Come down to the store and see for yourself!
个性练习设计
阅读广告：在日常生活中，人们去买东西之前，一般要阅读广告，从广告中获取该商品的一些有用信息，包括价格、性能等。所以给学生提供有些商品的广告或让学生去商店去阅读一些商品的广告，从中获取商品的价格，即可以锻炼学生的阅读能力，又能提高实践能力。

Self Check
教学内容
Self Check(教材P42)
教学目标
知识与能力
复习词汇pant，sock，T-shirt，sweater，shoes，color，black，white，red，green，blue，big，short，long，数字10--31；
学习词汇Zig Zag，clothes，shop，yellow，ask，which；学会谈论服装的价格、颜色、大小和长短；学会填写价格标签。
过程与方法
运用Summarizing和Classifying的学习策略。在复习教学中，运用听写、绘画、互相询问调查与检测等手段，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
情感态度价值观
该部分学习内容主要是复习谈论服装的价格和颜色以及对服装的喜好，能引起学生的共鸣；通过购物的对话练习教学生学会购物时使用的礼貌用语和如何感谢人。

教学重、难点及教学突破
重点
复习词汇pant，sock，T-shirt，sweater，shoes，color，black，white，red，green，
blue，big，short，long，数字10---31；
学习词汇Zig Zag，clothes，shop，yellow，ask，which；复习How much引导的特殊疑问句的使用和回答。
   教学突破
   通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。
教学准备
教师准备
制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片。
学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类；准备几张绘画纸和彩色画笔。

教学步骤
一、第一教学环节：情景创设，导入新课
教师活动       学生活动
播放课件或出示单词图片，引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学内容。观看课件或单词图片，进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习要求。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
1．引导学生在筑词表上进行筑词活动，引导学生采用分类、总结等各种有效途径记忆单词，完成第2部分的教学任务。
2．引导学生阅读第3部分中的短文，根据短文内容填写价格标签，完成第3部分的教学任务。 1．在筑词表上进行筑词活动，学会采用分类、总结等有效途径记忆单词，完成第2部分的学习任务。

作者: admin 时间: 2010-7-24 11:19

2．阅读第3部分中的短文，根据短文内容填写价格标签，完成第3部分的学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动       学生活动
引导学生进行Just for fun!游戏活动，复习、巩固所学的How much is／are…? It’s／They’re…等句型和语法知识。进行Just for fun!游戏活动，复习、巩固所学的How much is／are…?It’s /They’re…等句型和语法知识。

本课小结
通过单词检测、绘画、调查和游戏等一系列复习手段对所学知识进行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是培养灵活运用的能力；同时教授学生一些记忆单词的有效方法。
板书设计
Unit 7 How much are these pants?
Self check
Words: pant, sock, T-shirt, sweater, shoes, color, black, white, red, green, blue, big, short, long, numbers 10-31
Sentences: How much is/are…? It’s /They’re ….
      Which shoes?

问题探究与拓展活动
each与every的异同：each与every都可以作形容词用，意思是“每个的；每一的”，一般可以互换，后跟单数可数名词；但each还可以用作代词，单独使用或跟of短语，而every则没有这种用法。如：Each／Every student has a hat．每一名学生都有一顶帽子。We have a hat each．我们每一个人都有一顶帽子。Each of them has a hat．他们每一个人都有一顶帽子。
buy与sell的异同：buy的意思是“买”，常用于buy something from…(从……买某物)；sell意思是“卖”，常用于sell something to…(把某物卖给……)。如：I buy a basketball from the store．我从商店里买了一个篮球。He sells the tennis racket to me．他把那只网球拍卖给了我。

练习设计
随堂练习设计
根据汉语提示完成下列句子。
1．________ you ________ (喜欢)the red hat?
2. Eight，ten，_______，________，sixteen，________…(按规律写出数字)
3. You call come down to Liangli Clothing Store and see _________ (你自己)．
4. We call ________ a good computer _________ (卖给)you．
5．We have sweaters _________  ________  ________ (所有颜色)at￥50 _______(每件)．
6．These socks are ___________ (便宜的)．
7．________  ________ (多少钱)are the pants?
8. He can buy this T-shirt _________  ________  ________  ________ (以一个好价钱)．
9．________  ________ (哪双鞋)do you want?
10. I want ________ (买)the white and black T-shirt．
KEY：1．Do；like  2．twelve；fourteen；eighteen  3．for yourself  4．sell；t0  5．in all    colors；each  6．cheap  7．How much  8．at a good price  9．Which shoes  10．to buy
个性练习设计
写广告：通过阅读商品的广告，了解商品广告的写法，再为自己的商品写一个广告。
教学探讨与反思
本单元主要是学习“询问和谈论价格”等目标语言，而这个知识与实际生活联系密切。我们每个人都买过东西，在买东西的过程中一定要进行比较与选择，比较与选择的过程就是询问与讨论价格、颜色、大小与款式的过程，就会运用到本单元所学习的知识。所以，要想让学生真正掌握本单元的目标语言，就要给学生提供这些实际的交际活动，通过这些活动运用所学的知识。例如：教师可设计一个模拟购物场景，让学生用100元钱去购买三、五样学习用品或服装。在这个任务型活动中，学生一定会使用一些购物的常用语、询问价格与颜色的目标句型；在计算价格时又会运用到数词并用数词进行加法与减法的运算。如果学生能顺利地完成任务就说明他们已掌握所学知识了。

Unit 8 When is your birthday?

单元整体说明
本单元主要学习序数词的构成以及运用序数词表示日期的方法；学会运用when引导的特殊疑问句询问日期；学习名词所有格(‘s所有格)的构成和使用。本单元围绕“谈论日期”这一话题，设计了三个任务型活动：任务一是：数字游戏，学习序数词的使用；任务二是：建立班级生日册，学习日期的表示方法；任务三是：制作个人日历，巩固日期的表达和序数词的使用。通过这三个任务型的活动使学生掌握日期询问和回答
单元知识系统(树)
When is your birthday? 一 My birthday is October tenth．
What year were you born? I was born in 1992．
When is Leila’s birthday? 一 Her birthday is September 5th．
本单元总体目标
通过本单元的学习让学生掌握所学目标语言；学会日期(年、月、日)的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。
单元重难点一览
重点       难点
1．复习词汇：基数词 l一31
2．词汇：12 months，1st一31st，birthday，speech，contest，trip，
party
3．句型When is your birthday?  My birthday is October tenth．
What year were you born? I was born in 1992．
When is Leila’s birthday? Her birthday is September 5th．
How old

作者: admin 时间: 2010-7-24 11:20

are you?       I’m fifteen．语法重点：使用when引导的特殊疑问句询问日期；序数词的
构成；名词所有格的构成和使用。

单元学情分析
本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。
  单元教学建议
  采用Classifying，Contrasting和Role—playing的学习策略，利用教学图片、幻灯片、实物(大挂历、日历)或制作课件(反映月份特征，课内外活动)等来展开课堂教学、Pairwork问答式的口语交际活动或游戏等小组活动，进行“询问和谈论日期”的课堂教学和练习。本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义．并学会运用；口语教学——采取pairwork问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和对话选择的方式；写作教学——以填表、造句为主；语法教学——总结规律、抓住特征、模仿操练。
  单元课时分配
  本单元用3课时教学
section A部分用1课时
Section B 部分用1课时
Self Check 用1课时

Section A
教学内容
Section A(教材P47～49)
教学目标
知识与能力
Section A的主要内容是学习日期的询问与表达；通过谈论自己、同学以及父母家人的生日，理解生日更多的含义。
过程与方法
采用Classifying，Contrasting和Role—playing的学习策略，利用教学图片、幻灯片、实物(大挂历)或制作课件(反映月份特征)等来展开课堂教学、Pairwork问答式的口
语交际活动或游戏，进行“询问和谈论日期”的课堂教学和练习。
情感态度价值观
  Section A的学习内容贴近学生的生活，谈论的话题是生日。通过互相询问生日的日期，可以增进同学之间的了解和友情并学会在英语交流中注意他人的情感。
教学重、难点及教学突破
   重点
   学习序数词的构成和日期的表达法。
   语法难点
   when引导的特殊疑问句的构成和使用。
   教学突破
   Section A重在通过使用when引导的特殊疑问句对生日的询问和应答来学习日期的表达法，而表达日期的重点是掌握序数词的构成和使用。
教学准备
教师准备
制作一个能反映一年十二个月份的大挂历或幻灯片；制作序数词和基数词的教学图片或幻灯片；设计课后巩固练习的幻灯片；制作1a部分的插图或反映各个月份特征的课件，将听力部分的内容插入，通过介绍月份来引入新课。
   学生准备
   复习基数词的构成；调查了解同学、朋友或家人的生日。

教学步骤

一、第一教学环节：情景创设，导入新课
  Section A的主要内容是学习日期的询问与应答，在导入新课时，可采用视听法和归纳总结法。
1.教师可在黑板上挂一幅自制的能反映出各个月份的大挂历，一边指着每个月份一边介绍或播放课件，让学生边看边听介绍：This is January．This is February.…，带领学生多读几遍；然后播放1a部分的录音,让学生进行模仿。
2．(学生基本掌握月份单词的读音后)教师可以指着挂历说：My birthday is on May 4．When is your birthday? 从而引出本单元的重点目标语言“日期的询问和表达”。

1. 一边仔细观看黑板上能反映出各个月份的大挂历，一边听老师的介绍或一边观看课件，一边听介绍：This is January．This is February．…，跟着老师读几遍；然后听1a部分的录音，进行模仿。
2．一边观看挂历，一边认真听老师的陈述，然后回答：My birthday is…，开始学习目标语言“日期的询问和表达”。

二、第二教学环节：师生互动。学习探究
教师活动       学生活动
1．播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成lb部分的教学任务。
2．再播放lb部分的录音让学生听，引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用when引导的特殊疑问句询问日期和谈论日期。
3．出示单词图片或幻灯片，并播放2a部分的录音让学生听，引导学生跟读、模仿，完成2a部分的教学任务。
4．播放2b部分的录音，引导学生圈出所听到的数字，完成2b部分中的听力训练任务。
5．再播放2b部分的录音，引导学生填写表格，将姓名、月份和日期对应起来，完成2c部分的教学任务。
6．引导学生展开Pairwork活动，完成2d部分口语交际的教学任务。让学生先阅读对话，再进行问答练习，运用When is your／his／her birthday? My／His／Her birthday is…What year were you 1．听1b部分的录音，根据所听到的内容，选出对话的顺序，完成1b部分的学习任务。
2．再听lb部分的录音，展开Pairwork活动，完成1c部分口语交际的学习任务，学会运用when引导的特殊疑问句询问日期和谈论日期。

3．一边观看单词图片或幻灯片，一边听2a部分的录音并跟读、模仿，完成2a部分的学习任务。

作者: admin 时间: 2010-7-24 11:20

4．听2b部分的录音，根据所听到的内容圈出所听到的数字，完成2b部分中的听力训练任务。
5．再听2b部分的录音，根据所听内容填写表格，将姓名、月份和日期对应起来，完成2c部分的学习任务。

6．展开Pairwork活动，完成2d部分口语交际的教学任务。先阅读对话，再进行问答练习，运用When is your／ his／her birthday? My／His／Her birthday is…What year were you

born? 1 was born in…等目标语言，完成2d部分的教学任务。
7．引导学生展开Pairwork活动，完成3a部分口语交际的教学任务。让学生任选一个身份证进行对话练习，运用 When is your birthday? My birthday is
  …How old are you? I’m fifteen．等目标语言，完成3a部分的教学任务。
8．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生用自己的姓名、年龄和出生日期进行对话练习，学会运用所学目标句型，完成3b部分的教学任务。 born? I Was born in…等目标语言，完成2d部分的学习任务。
7．展开Pairwork活动，完成3a部分口语交际的教学任务。任选一个身份证进行对话练习，运用When is your birthday? My birthday is…How old are you? I’m fifteen．等目标语言，完成3a 部分的学习任务。
8．展开Pairwork活动，完成3b部分口语交际的教学任务。用自己的姓名、年龄和出生日期进行对话练习，学会运用所学目标句型，完成3b部分的学习任务。

三、第三教学环节：合作交流，巩固提高
   教师活动          学生活动
引导学生进行Brithday Game 游戏活动，让学生互相询问生日，然后按照年龄的大小排列顺序。通过这种方式，练习运用所学目标语言，完成第4部分的教学任务。 Birthday Game游戏活动，互相询问生日，然后按照年龄的大小排列顺序。通过这种方式，练习运用所学目标语言，完成第4部分的教学任务。

本课总结
本课采用了Classifying，Contrasting和Role—playing的学习策略，利用教学图片、幻灯片、实物(大挂历)或制作课件(反映月份特征)等来展开课堂教学、Pairwork问答式的口语交际活动或游戏活动，学习日期的询问与表达，并通过询问和谈论自己、同学以及父母家人的生日理解生日更多的含义、增进同学之间的了解和友情。

板书设计
Unit 8 When is your birthday?
Section A
生词：January，February，March，April，May，June，July，August，September，October，November，November，December，birth，age，old
基数词序数词序数词缩写    基数词    序数词序数词缩写
one    first       1st       nine       ninth       9th
  № second       2nd    twelve    twelfth       12th
  three    third       3rd    twenty    twentieth       20th
  five    fifth       5th       thirty    thirtieth       30th
  eight    eighth       8th    Thirty-one    Thirty-first       31st

重点句型：When is your birthday?  My birthday is October tenth．
      When is Leila’s birthday? Her birthday is September 5th．
语法重点：When is your birthday? What year were you born? How old are you?

问题探究与拓展活动．
月份的缩写：一般的情况下，月份的名称可以用前三个字母来缩写，但May，Jut和July没有缩写形式：January—Jan．February—Feb．March—Mar．April—Apt．August—Aug．
September-Sep．October-0ct．November--Nov．December-Dec．
练习设计
随堂练习设计
请写出下列序数词，注意它们的构成规律
1．第一 _______ 第二 _______ 第二 ________
第五 ______ 第八 _______ 第九 ________
2．第十 ______ 第十二 ______ 第十八 ________
3．第二十 ______  第三十 _______  第四十________
第五十 ______ 第八十 _______  第九十 _______
KEY：1．first；second；third；fifth；eighth；ninth  2．eleventh；twelfth；thirteenth；eighteenth 3．twentieth；thirtieth；fortieth；fiftieth；eightieth；ninetieth
个性练习设计
l、数字游戏：在学习了基数词和序数词之后，学生基本上掌握了其结构，但要做到灵活运用，还需要不断地操练。教师可以让学生在课下准备一些数字卡片，分别写上基数词和序数词(从l到31)，在活动时，将这些数字卡片放在桌子上，把学生分成两组，让其中的一组同学从中选出5个数字，并且读出来，另一组同学根据所听到的内容提示，在10秒钟之内找出与之对应的基数词或序数词。这种活动可以训练学生对数词的听音、辨音能力和反应能力。

Section B
教学内容
Section B(教材P50--51)
教学目标
   知识与能力
Section B的主要内容是复习、巩固“日期的询问和应答”；学会谈论自己、同学以及父母家人的生日；并学会自己安排作息时间。
过程与方法
采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(课内外活动、日程行事历)或制作课件(反映课内外活动)等来展开课堂教学、Pairwork问答式的口语交际活动或游戏等小组活动，复习、巩固“询问和谈论日期”的目标语言。
   情感态度价值观
   Section

作者: admin 时间: 2010-7-24 11:20

B的学习内容安排课内外的一些活动，非常贴近学生的学习生活。通过互相询问课内外活动的安排日程，不仅可以增进同学之间的了解和友情，而且还能学会合理地安排自己的作息时间，养成有规律地生活、学习的好习惯。

教学重、难点及教学突破
重点
  复习日期的询问和表达。
  语法难点
  when，what引导的特殊疑问句的使用。
  教学突破
  Section B主要是通过谈论一些课内外活动的日期安排来复习“日期的询问和表达，这一目标语言，也就是将这一知识灵活运用到日常的交际活动中，因此进行Pairwork． Groupwork等口语交际活动显得很重要。
教学准备
教师准备
制作一个能反映一些课内外活动的图片、幻灯片或课件；制作一个反映日程行事历的图片或幻灯片；设计课后巩固练习的幻灯片。
  学生准备
  复习序数词的构成和日期的表达法；调查了解同学、朋友或家人的生日；为自己安排一个行事历；整理一下学校所开展的活动。

教学步骤
(1课时)
一、第一教学环节：情景创设，导入新课
教师活动学生活动
1．出示实物或图片或放映幻灯片(日历)，引导学生进行pairwork活动，复习“日期的询问和表达”等目标句型。
2．播放教学课件或出示图片、幻灯片(能反映一些课内外活动)，一边让学生观看，一边描述：This is a basketball game／speech contest／school trip／party．，并重复让学生跟读，理解其语义。 1．根据实物或图片或幻灯片(日历)，进行pairwork活动，复习“日期的询问和表达”等目标句型。
2．观看教学课件或图片、幻灯片(能反映一些课内外活动)，一边观看，一边听老师描述：This is a basketball game／speech contest／school trip／party．。并重复、跟读，理解其语义。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
1．引导学生阅读第1部分内容，将活动与图画一一对应，完成1部分的教学任务。
2．播放2a部分的录音，引导学生一边听录音，一边勾出所听到的活动图画，完成2a部分的教学任务。
3．再播放2a部分的录音，引导学生根据所听到的内容填写行事历，安排活动，完成2b部分的教学任务。
4．引导学生进行Pairwork活动，根据行事历和示例谈论活动的日期安排，正确使用所学的目标句型，完成2c的教学任务。
5．引导学生进行Pairwork活动，根据行事历互相询问和谈论活动的日期安排，正确使用所学的目标句型，完成3a的教学任务。
6．引导学生先阅读3b部分的对话，然后填写表格，再想出其它的一些活动加以补充，完成3b部分的教学任务。 1．阅读第1部分内容，将活动与图画一一对应，完成第l部分中的学习任务。
2．听2a部分的录音，一边听录音，一边勾出所听到的活动图画，完成2a部分的学习任务。
3．再听2a部分的录音，根据所听到的内容填写行事历，安排活动，完成2b部分的学习任务。
4．进行Pairwork活动，根据行事历和示例谈论活动的日期安排，正确使用所学的目标句型，完成2c的学习任务。
5．进行Pairwork活动，根据行事历互相询问和谈论活动的日期安排，正确使用所学的目标句型，完成3a的学习任务。
6．先阅读3b部分的对话，然后填写表格，再想出其它的一些活动加以补充，完成3b部分的学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行Groupwork活动，完成4部分的教学任务。通过这种活动，不但可以让学生很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊。进行Groupwork活动，完成4部分的教学任务。通过这种活动，不但可以很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊。
本课总结
本课采用了Classifying和Role—playing的学习策略，利用教学图片、幻灯片、食物(课内外活动、日程行事历)或制作课件(反映课内外活动)等来展开课堂教学、Pairwork问答式的口语交际活动或游戏等小组活动，复习、巩固“询问和谈论日期”的E语言；学会自己安排作息时间，并且通过互相询问课内外活动的安排日程，增进同学之间的了解和友情。

板书设计
                        Unit 8 When is your birthday
Section B
词汇：speech, contest, trip, party, event, art, festival, pop, concert, chorus, lecture, music
句型：When is Sally’s birthday party? It’s October fifth.
   What events do you have at your school?
   When is it?
语法：when, what引导的特殊疑问句

问题探究与拓展活动
序数词：序数词的构成有一定的规律性，应把序数词和基数词进行对比后，总结出其内在的规律，再进行记忆是非常有效的。一般的情况下，序数词是在基数的词尾加-th，但有的发生了一点变化，请参考下表：
  基数词    序数词序数词缩写    基数词    序数词序数词缩写
one       first       lst Twenty-three    Twenty-third       23rd
two       second       2nd       Thirty       thirtieth       30th
three       third       3rd       Forty       fortieth       40th
five       fifth       5th       Fifty       fiftieth       50th
eight       eighth       8th

作者: admin 时间: 2010-7-24 11:20

Sixty       Sixtieth       60th
nine       ninth       9th       seventy    seventieth       70th
twelve       twelfth       12th       eight)r    eightieth    80th
  twenty    twentieth    20th    ninety    ninetieth    90th
twenty-one    Twenty-first       21st       hundred    hundredth    lOOth
twenty-two twenty-second       22nd

练习设计
随堂练习设计
请将月份与相关的中西方节日配对
1．January A．New Year’s Day
2．February B．Tree Planting Day
3．March    C．Fool’s Day
4．April    D．National Day
5．May       E．Teachers’ Day
6．June       F．Spring Festival
7．July       G．Christmas Day
8．August    H．Thanksgiving Day
9．September I．Founding of CPC(中国共产党)
10．October J．Mother’s Day
11．November K．Army’s Day
12．December L．Father’s Day
KEY：A  F  B  C  J L  I  K  E D H  G
个性练习设计
   自制英文日历：每个家庭都有日历，但这些日历都是汉语写的，如果让学生制作一个英文日历，不仅可以让学生学会用英语表达日期，并总结、记忆从第一到第三十一的序数词的英文表达。为了减小学会的工作量，可以让学生制作自己生日所在月份或家人所在月份的日历，并且要标出自己的生日及家人的生日。
教学探讨与反思
本单元主要学习名词所有格(’s所有格)的构成和使用。在初次接触“名词所有格”时，学生较难理解的可能是“所有格”这个名称，对于它的构成，学生也许会觉得较容易。教师可通俗地告诉学生“所有格”的意思是表示“……的”，这样学生反而容易接受。在使用“名词所有格”形式时，学生容易犯错误或混淆的主要是：将这种一’s构成形式与is的缩写形式混淆，如：My father’s name’s Jin Zhi．，可以这样告诉学生：名词所有格的后面一般应接名词；勿将这种一’s结构盲目套用与人称代词上，代替物主代词使用，如He’s father’s name is Li Cheng。在教学初期，可不讲授名词所有格的其它形式，待时机成熟，再向学生介绍复数名词所有格形式的结构一’，如：the students’ bikes。
Self Check
教学内容
Self Check(教材P52)
教学目标
   知识与能力
复习词汇birthday，date，month，January，February，March，April，May，June，July，August，September，October，November，December，date，birth，age，old，speech．contest．trip，party，event，an，festival，pop，concert，chorus，lecture，music；引导学生复习、巩固“询问和谈论日期”的目标语言并运用所学知识安排活动。
过程与方法
   运用Summarizing和Classifying的学习策略。在复习教学中，运用听写、提问、对话演练与检测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
情感态度价值观
  本部分主要是复习、巩固“询问和谈论日期”的目标语言。通过互相询问课内外活动的安排日程，可以使学生学会合理地安排自己的作息时问，并增进同学之间的了解和友情。
教学重难点及教学突破
重点
复习词汇birthday，date，month，January，February，March，April，May，June，July，August。September，October，November，December，speech ,contest, trip，party，event, an，festival，pop，concert，chores，lecture，music；
复习“询问和谈论日期”的目标语言。
教学突破
通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。

教学准备
教师准备
制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片。
学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类；上网查询书中名人的出生年月。

教学步骤
(1课时)
一、第一教学环节：情景创设，导入新课
教师活动学生活动
引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的教学任务。进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的学习任务。

二、第二教学环节：师生互动。学习探究
教师活动学生活动
1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，完成第2部分的教学任务。
2．引导学生根据上网查询的结果写出某些名人的出生年月，对学生不太了解的人物，教师可做说明，完成第3部分的教学任务。 1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，完成第2部分的学习任务。
2．根据上网查询的结果写出某些名人，的出生年月，对不太了解的人物，可向老师询问，完成第3部分的学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行Just for fun!游戏活动，复习、巩固所学的When is your birthday? My birthday is…等句型和语法知识。进行Just for fun!游戏活动，复习、巩固所学的When is your birthday? My birth．day is…等句型和语法知识。

本课总结

作者: admin 时间: 2010-7-24 11:20

通过单词检测、讨论填空和游戏等一系列复习手段，对所学知识进行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是灵活运用的能力；同时教授学生了解一些有效的学习策略。
板书设计
                  Unit 8 When is your birthday?
                           Self check
单词: birthday, date, month, January, February, March, April, May, June, July, August, September, October, November, December, speech, contest, trip, party, event, art, festival, pop, concert, chorus, lecture, music
句型：When is your birthday? My birthday is …

练习设计
随堂练习设计
写作。这是莉莉三、四月份的部分学校日历，请根据下列信息介绍一下她当时的学校活动。至少6句话。
March
27th       28th       29th       30th       31st
  Art festival       /    School trip       /    School meeting
Art festival
lst       2nd       3rd       4th       5th
Basketball game    Tom’s birthday       /       / English speech contest

  KEY：Lily has an art festival on March 27th．She goes on a school trip 0n March 29th．She has a school meeting on March 31st．On April 1st she has a basketball game．It’s Tom’s birthday on April 2nd．She goes t0 his birthday party．On April 5th she has an English speech contest．
个性练习设计
调查学生共同喜欢的日子：每个人都有自己所喜欢的日子和理由，但理由也许各不相同。将学生分成几个小组，以小组为单位先制作一个小英文日历，标出各个月份的名称，然后进行调查，标出本组成员喜欢的日子并简单谈论理由；接着以小组为单位向全班进行汇报；最后根据各小组汇报的情况，寻找出同学们共同喜欢的日子。此项活动可以让学生将所学的知识在实际交流中熟练运用。
Unit 9 Do you Want to go to movie?

单元整体说明
   单元教材分析
  本单元主要学习使用want来谈论和表达自己的喜好；学习运用表示品质的形容词来表达自己喜好的理由；学习连词and和but的用法；巩固行为动词一般现在时的结构和名词单、复数的构成。本单元通过“介绍电影，谈论喜好”和“制定计划”这两个话题，设计了三个任务型活动：任务一是：根据自己的喜好，搜集奥斯卡电影资料，进行介绍；任务二是：我不确定，学习“表达计划安排”的有关知识；任务三是：学写小作文，让学生掌握“陈述理由”的方法和正确使用表示品质的形容词。
单元知识系统(树)
Do you want to go to a movie?  Yes, I do. No, I don’t.
Does he /she want to go to a movie?  Yes, he /she does. No, he /she doesn’t.
What kind of movies do you want?  I like action movies and documentaries.
单元总体目标
通过本单元的学习让学生掌握所学目标语言；学会询问他人的喜好和谈论自己的喜好，并能够表达自己喜好某一类电影的理由；能根据自己的爱好制订出周末或节假日的行动计划。
单元重难点一览
重点       难点
1．复习词汇：want，like，and，but，interesting，boring
2．词汇：go，movie，action，comedy，documentary，thriller，Beijing
  Opera，scary，funny，sad，exciting，kind
3．句型：Do you want to go to a movie?  Yes，I do．／No，I don’t．
Does he／she want to go to a movie?
Yes．he／she does．／No．he／she doesn’t．
What kind of movies do you want?
I like action movies and documentaries．语法重点：行为动词一般现在时的结构；名词单、复数的构成
和使用。

每单元学情分析
本单元的主题是谈论喜好和制订计划，围绕这两个主题进行一系列的交际活动，使学生正确使用want来谈论和表达自己的喜好并学会制订计划；同时复习了行为动词一般现在时的结构和名词单、复数的构成。对于行为动词一般现在时的构成，我们已经在第五、六单元学习过，教师一定要根据学生的实际掌握情况进行引导，尤其是“三单”形式的变化；对于名词的复数，教师要进行总结以掌握其变化规律，但重要的是让学生正确运用。
  单元教学建议
  采用Discussing和Concluding的学习策略，利用教学图片、幻灯片、实物(电影广告、海报等)或制作课件(各种电影的精彩片段)等来展开课堂教学、Pairwork问答式的口语交际活动和小组活动，进行“询问和谈论喜好”和“制订计划”的课堂教学和练习。本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义并学会运用；口语教学——采取pairwork问答式的口语交际活动和小组活动互相操练；听力教学——采取图文配对和填写表格的方式；阅读教学：采取比较差别和寻找关键词的练习；写作教学——以模仿、填词为主；语法教学——总结规律、在运用中掌握。
单元课时分配
本单元用3课时教学
Section A用1课时
Section B部分用l课时
Self Check用l课时。
Section A
教学内容
Section A(教材P53～55)

作者: admin 时间: 2010-7-24 11:20

教学目标
知识与能力
Section A的主要内容是运用want制订计划和打算，并谈论喜好和偏爱及其理由；学会运用连词and和but谈论喜好。
过程与方法
采用Discussing和Concluding的学习策略，利用教学图片、幻灯片、实物(电影广告、海报等)或制作课件(各种电影的精彩片段)等来展开课堂教学、Pairwork问答的口语交际活动和小组活动，进行“询问和谈论偏爱”和“制订计划”的课堂教学和练习。
情感态度价值观
Section A是通过“介绍电影”来学习“谈论喜好”和“制定计划”这两个话题，学内容是学生非常感兴趣的话题，贴近学生的生活。通过互相介绍自己的喜好和偏爱，可以增进同学之间的了解和友情，并帮助学生找到彼此的共同点，加深沟通。
教学重、难点及教学突破
重点
通过“介绍电影”，运用动词want谈论喜好和制订计划；学会运用连词and和谈论喜好。
语法难点
行为动词一般现在时的构成和应用；名词复数的构成；连词and和but的用法教学突破
Section A重在通过使用动词want来谈论喜好、偏爱和制订计划，而进行交流载体是已经学过的行为动词一般现在时的结构，因此在教学中教师只要善于引导学生很容易接受教学内容。
教学准备
   教师准备
   搜集一些有关各种电影介绍的广告或海报；制作能反映各种类型电影特征图片、幻灯片或有关各种电影精彩片段的课件；设计课后巩固练习的幻灯片。
   学生准备
   复习行为动词一般现在时的结构和名词复数的构成；讨论、收集一些著名明星的资料。

教学步骤
l (1课时)
一、第一教学环节：情景创设。导入新课
教师活动       学生活动
Section A的主要内容是制订计划和打算；谈论喜好和偏爱。在导入新课时可采用视听导入法。
1．教师出示电影广告或海报(最好是全面反映电影种类的)，向学生进行介绍或播放课件：These are movies．This is an action movie．…，同时教学生词。
2．教师可继续谈论I like movies．I like  action movies．…，然后问学生：Do you like movies／action movies／… 引导学生回答。
3．教师继续谈论1 want to go to a movie．1
  want to see an action movie．，然后问学
  生： Do you want to go to a movie? Do you
  want to see an action movie?引导学生
  回答，从而引出本部分的教学内容。
4．引导学生观察la部分的海报，并把海报和电影种类名词一一配对，完成 la部分的教学任务。

1．认真观看电影广告或海报或课件，仔细听老师的介绍：These are movies． his is an action movie．…，跟随老师学习有关电影类型的名词。

2．继续听老师的介绍I like movies．I like action movies．…，然后回答老师的问题：Yes，I do．／No，I don’t．I like…。
3．继续听老师的介绍1 want to go to a  movie．1 want to see an action movie．然后回答老师的问题：Yes，I do．／  No，I don’t．1 want to…。

4．观察la部分的海报，并把海报和电影种类名词一一配对，完成la部分的学习任务。

二、第二教学环节：师生互动。学习探究
教师活动       学生活动
1．播放lb部分的录音让学生听，引导学生根据所听到的内容，圈出电影的种类名词，完成lb部分的教学任务
2．引导学生展开Pairwork活动，完成 1c 部分口语交际的教学任务。让学生先操练所提供的对话，再进行改编交流，学会运用Do you want to…?Yes。 I do．／No，I don’t．1 want to…等目标语言。．
3．播放2a部分的录音让学生听，引导学生根据所听到的内容将电影类型按顺序进行编号，完成2a部分的教学任务。
4．再播放2a部分的录音，引导学生根据所听到的内容填写表格，标出Ben和Sally喜欢或不喜欢或不知道的电影类型，完成2b部分的听力训练任务。 1．听1b部分的录音，根据所听到的内容，圈出电影的种类名词，完成1b部分的学习任务

2．展开Pairwork活动，完成1c部分口语交际的学习任务。先操练所提供自对话，再进行改编交流，学会运用Do you want to…?Yes，I do．／No, don’t．1 want to…等目标语言。
3．听2a部分的录音，并根据所听内容将电影类型按顺序进行编号，完成2a部分的学习任务。

4．再听2a部分的录音，根据所听到的内容填写表格，标出Ben和蹦Sally喜欢或不喜欢或不知道的电影类型，完成2b部分的听力训练任务。

5．引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生先模仿，然后根据自己的实际情况询问、谈论对电影的喜好，学习What kind of movies d0 you like? I like…等目标句型。
6．引导学生阅读3a部分的句子，然后选择适当的连词and或but填空，练习I like…and I like…She likes…but she doesn’t like…等谈论喜好的目标句型，完成3a部分的教学任务。
7．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。让学生根据3a部分的图画和文字说明，依次谈论人物的喜好，复习、巩固所学  的I like…and I like…She likes…but she doesn’t like…等目标语言。

作者: admin 时间: 2010-7-24 11:20

5．展开Pairwork活动，完成2c部分口语交际的学习任务。先模仿，然后根据自己的实际情况询问、谈论对电影的喜好，学习What kind of movies do you like?  like…等目标句型。
6．阅读3a部分的句子，然后选择适当的连词and或but填空，练习I like．… and I like…She likes…but she doesn’t like…等谈论喜好的目标句型，完成3a部分的学习任务。
7．展开Pairwork活动，完成3b部分口语交际的学习任务。根据3a部分的图画和文字说明依次谈论人物的喜好，复习、巩固所学的I like…and  like…She likes…but she doesn’t like …等目标语言。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行Find Someone Who Likes…游戏活动，让学生互相询问和谈论喜好。通过这种方式，练习运用所学目标语言What kind of movies do you like? I like…Do you like…? Yes，I do．／No．I don’t．，完成第4部分的教学任务。 Find Someone Who Likes…游戏活动，互相询问和谈论喜好。通过这种方式，练习运用所学目标语言What kind of movies do you like? I like…Do you like…? Yes，I do．／№，I don’t．，完成第4部分的学习任务。

本课总结
本课采用了Discussing和Concluding的学习策略，利用教学图片、幻灯片、实物(电影广告、海报等)或课件(各种电影的精彩片段)等来展开课堂教学、Pairwoork问答式的口语交际活动和小组活动，运用want，like和连词and，but等进行“询问和谈论偏爱”及“制订计划”的课堂教学和练习。通过互相介绍自己的喜好和偏爱，可以增进同学之间的了解和友情，并帮助学生找到彼此的共同点，加深沟通。
板书设计
         Unit 9 Do you want to go to a movie?
                  Section A
生词：go, movie, action, comedy, documentary, thriller, opera.
重点句型：Do you want to go to a movie? Yes, I do./No, I don’t.
         Does he/she want to go to a movie?  Yes, he/she does./No, he/she don’t.
      What kind of movies do you want? I like action movies and documentaries.
      Do you like Beijing Opera?       Yes, I do. No, I don’t.
语法重点：行为动词一般现在时的结构；名词复数的结构；
         连词and 和but 的用法

问题探究与拓展活动
I think…句中的否定的前移：在使用I think的时候，通常是前面肯定，后面也肯定；前面否定，后面还是肯定，也就是说I think后面的句子只用肯定的形式。如：I think Beijing Opera is very interesting．我认为京剧非常有趣。I don’t think it’s great．我认为它不怎么样。(一般不说：I think it isn’t great．)。

练习设计
随堂练习设计
将所给字母重新排列，使其成为一个有意义的单词
1.                                     2.

3.                                     4.

5.                                     6.

7.                                     8.

KEY：1．find 2．comedy 3．student 4．thriller 5．someone 6．action 7．opera 8．
ticket
个性练习设计
l、听音乐说影视；2、放录音说影视；3、放录像说影视。
一般来说，学生们喜欢某一种类型的影视作品，跟这种作品的内容符合他们的欣赏水平、欣赏口味和欣赏习惯有很大关系，同时作品中的主题音乐、主题歌曲、精彩的对白和演员的知名度也会对学生产生影响。如果让学生听一段某影视作品的主题歌曲、主题音乐或其中的精彩对白，再让他们猜出该影视作品的类型、影视的名称、其中的主要演员和主要内容，这是学生们非常乐意做的事情，教师再引导他们用学过的句型进行表达，又可以复习、巩固所学的知识，可谓一举两得。
教学探讨与反思
学生在使用名词单、复数时出现的错误一般有这几种形式：一是运用名词的场合一律用名词的单数，如：I like banana．，I have pen．等；二是分辨不清可数与不可数名词，出现一刀切现象，如：Do you like salads?，She likes to eat an ice cream．；三是掌握才住名词复数形式的变化，出现一律加“’s”现象，如：I live documentaries．，I don’t like comedies．等。培养学生正确使用名词单、复数的习惯和意识，要让学生从理论上掌握，但更重要的是要在平时的操练和口语活动中有耐心地进行引导与点拨。

Section B
教学内容
  Section B(教材P56～57)
教学目标
  知识与能力
  Section B的主要内容是学习运用表示品质的描述性形容词谈论自己对电影喜好
的原因和评论电影；复习所学的制订计划，并谈论表达喜好和偏爱的目标语言。
  过程与方法
  采用Discussing和Concluding的学习策略，利用教学图片、幻灯片等来展开课堂
教学、Pairwork问答式的口语交际活动和小组活动，进行“谈论偏爱”和“评论电影”的
课堂教学和练习。
  情感态度价值观
  Section

作者: admin 时间: 2010-7-24 11:20

B是通过“介绍电影”来学习或复习有关“谈论喜好并给出理由”的目标语言，学习内容是青年学生非常感兴趣的话题，贴近学生的生活。通过互相介绍自己的喜好和偏爱，可以增进同学之间的了解和友情并帮助学生找到彼此的共同点，加深沟通。
教学重、难点及教学突破
重点
学习运用表示品质的描述性形容词谈论自己对电影喜好的原因和评论电影；
语法难点
行为动词一般现在时的构成和运用；名词复数的构成和应用。
教学突破
Section B主要是通过学习一些表示品质的描述性形容词并运用它们谈论电影，复习所学的目标语言，也就是将这些形容词用于说明自己某个喜好的理由，从而完善了目标话题的内容。因此，掌握这些描述性形容词的使用是关键。
教学准备
教师准备
制作一些反映各种类型电影品质的图片、幻灯片；设计课后巩固练习的幻灯。
学生准备
复习行为动词一般现在时的结构和名词复数的构成；讨论、收集一些有关电影的相关资料，包括电影名称、导演及主要演员等。
教学步骤
一、第一教学环节：情景创设，导入新课
教师活动学生活动
1．出示图片或放映幻灯片(反映电影种类)，引导学生进行pairwork活动，复习“询问和谈论喜好”等目标句型。
2．出示图片、幻灯片(能反映电影品质)，一边让学生观看，一边描述： This is a thriller／comedy／…It’s very scary／funny／…，并重复让学生跟读，理解其语义。 1．根据图片或幻灯片(反映电影种类进行pairwork活动，复习“询问和论喜好”等目标句型。
2．观看图片、幻灯片(能反映电影品质)，一边观看，一边听老师的描述： This is a thriller／comedy／…It’s very scary／funny／…，并重复让学生跟读，理解其语义。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
1．引导学生阅读第l部分内容，将电影种类名词、描述性形容词与图画一一对应，完成第1部分中的教学任务。
2．播放2a部分的录音，引导学生一边听录音，一边在la部分的单词表中圈出所听到的描述性形容词，完成2a部分的教学任务。
3．再播放2a部分的录音，引导学生根据所听到的内容写出Edward和June用来描述电影的形容词，完成2b部分的教学任务。
4．引导学生阅读2c部分的短文，比较Edward和June之间的区别(对电影的喜好及理由)并写下，完成2c中的教学任务。
5．引导学生进行Pairwork活动，模仿2c部分的内容谈论自己对电影和京剧的喜好并给出理由，正确使用所学的目标句型，完成2d中的教学任务。
6．引导学生先阅读3a部分的短文，然后在文中描述性形容词下面划线，掌握描述性形容词的正确使用并复习“谈论电影”的话题，完成3。部分中的教学任务。
7．引导学生选用方框里的词语完成3b部分的电影评论，正确使用所学目标语言并进行写作练习，完成3b部分的教学任务。 1．阅读第l部分内容，将电影种类词、描述性形容词与图画一一对应完成l部分中的学习任务。
2．听2a部分的录音，一边听录音，一边在la部分的单词表中圈出所听到描述性形容词，完成2a部分中的学习任务。
3．再听2a部分的录音，根据所听到的内容写出Edward和June用来描述电影的形容词，完成2b部分中的学习任务。
4．阅读2e部分的短文，比较Edward和June之间的区别(对电影的喜好及理由)并写下，完成2c中的学习任务。
5．进行Pairwork活动，模仿2c部分的内容，谈论自己对电影和京剧的喜好并给出理由，正确使用所学的目标句型，完成2d中的学习任务。
6．先阅读3a部分的短文，然后在文中描述性形容词下面划线，掌握描述性形容词的正确使用并复习“谈论电影”的话题，完成3a部分中的学习任务。
7．选用方框里的词语完成3b部分的电影评论，正确使用所学目标语言并进行写作练习，完成3b部分的学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行Groupwork活动(猜电影名)，完成第4部分中的教学任务。通过这种活动，不但可以让学生很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以拓展课外知识。进行Groupwork活动，完成第4部分中的学习任务。通过这种活动，不但可以很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以拓展课外知识。

本课总结
本课采用了Discussing和Concluding的学习策略，利用教学图片、幻灯片等来开展课堂教学、Pairwork问答式的口语交际活动和小组活动，运用表示品质的描述性形容词，谈论自己对电影喜好的原因和评论电影；复习所学的制订计划和打算，并谈论喜好和偏爱的目标语言。通过互相介绍自己的喜好和偏爱，既可以拓展一些课外知识，又可以增进同学之间的了解和友情并帮助学生找到彼此的共同点，加深沟通。
板书设计
Unit 9 Do you want to go to a movie?
Section B

作者: admin 时间: 2010-7-24 11:21

词汇：scary，funny，sad，exciting，think，often，young，people，usually，weekend，stay，home，learn，about，Chinese，history，read，story，same，reason，word，China，different，description，favorite，actor，new，speed，successful，best，famous，sleepless，night，fact，tell，me，really，even，be，artist
句型：…is a great actor．His／Her new movie is…It’s a／an…The movie is…
语法：行为动词一般现在时的结构。

教学探讨与反思
also与too：also和too都是“也”的意思，但用法不同。also一般用于肯定句和疑问句，且位置靠近动词，一般是在be动词、情态动词之后，行为动词之前；too用于肯定句和疑问句，一般放在句尾。如：Maria likes documentaries and also likes Beijing. 玛利亚喜欢记录片，她也喜欢京剧。My father likes it‰．我爸爸也喜欢它。I’m also student．(=I’m a student，too．)我也是一名学生。

练习设计
随堂练习设计
阅读理解
这是Maria要举办生日舞会的请帖，读后请回答下列问题：

生词：special adj．特殊的 wish n．愿望；祝愿
1． Do you want to join the party?
____________________________________________.
2． What food can you have?
______________________________________________.
3．Can you take pictures with Maria?
_______________________________________________.
4．What good wishes do you want to give Maria?
  _________________________________________________.
5．How do you give your wishes to Mafia?
___________________________________________________.
KEY：1．Yes，l do．  2．I can have cakes．  3．Yes，I can．  4．I give her a birthday card    and a flower．  5．1 write down my best wishes on the card．
个性练习设计
讨论喜欢的影视类型及理由：在看过一部影视作品后，大家总是喜欢在一起谈论影视的主要内容、主要情节、主要演员主题歌曲、主题音乐等，互相介绍自己对该影视的看法。教师可以组织一次活动，分组讨论学生喜欢看什么类型的电影，并说明喜欢的理由。运用I like…I don’t like…Because it is…等语言结构；然后每个组选派一名代表向全班学生阐述本组组员喜欢观看的电影类型；最后汇总，总结出全班同学最喜欢观看哪一种类型的电影。如果有可能，根据学生的选择放一部(一段)这种类型的影视节目。通过学生的讨论、调查，使他们在完成任务的过程中学会询问和陈述自己或别人在影视方面的喜好及理由，更好地巩固所学内容。

Self Check
教学内容
Self Check(教材P58)
教学目标
   知识与能力
   复习词汇go，movie，action，comedy，documentary，thriller，and，but，scary，funny, sad，exciting；引导学生复习、巩固“制订计划和打算并谈论喜好和偏爱”的目标语言。
过程与方法
运用Summarizing、Classifying和Practicing的学习策略。在复习教学中，运用听写
对话演练与检测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
情感态度价值观
   本部分主要是复习有关“谈论喜好并给出理由”的目标语言，学习内容是学生：
常感兴趣的话题。通过互相介绍自己的喜好和偏爱，可以增进同学之间的了解和j
情，并帮助学生找到彼此的共同点，加深沟通。
教学重、难点及教学突破
   重点
   复习词汇go，movie，action，comedy，documentary，thriller，and，but，scary，funny, sad，exciting；复习、巩固“制订计划和打算，谈论喜好和偏爱”的目标语言。
   教学突破
   通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动和写作练习。
教学准备
教师准备
制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片。
学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类。
教学步骤
(1课时)
一、第一教学环节：情景创设。导入新课
教师活动学生活动
引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成l部分的教学任务。进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成1部分的学习任务。

二、第二教学环节：师生互动，学习探究
教师活动       学生活动
1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，完成第2部分的教学任务。
2．播放课件或出示图画，引导学生运用所学的“谈论喜好和偏爱”的目标语言进行写作练习，写出Tom和Mike喜欢的东西和打算做的事，完成第3部分的教学任务。 1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，完成第2部分的学习任务。
2．观看课件或图画，运用所学的“谈论喜好和偏爱”的目标语言进行写作练习，写出Tom和Mike喜欢的东西和打算做的事，完成第3部分的学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行Just for fun!游戏活动，复习、巩固所学的Do you want to go to a movie? Yes,

作者: admin 时间: 2010-7-24 11:21

I do. / No, I don’t. What kind of movies do you want? I like…等句型和语法知识。进行Just for fun!游戏活动，复习、巩固所学的Do you want to go to a movie? Yes, I do. / No, I don’t. What kind of movies do you want? I like…等句型和语法知识。

本课总结
通过单词检测、写作练习和游戏等一系列复习手段对所学知识进行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是培养灵活运用的能力；同时教授学生了解一些有效的学习策略。
板书设计
Unit 9 Do you want to go to a movie?
Self Check
Words: go, movie, action, comedy, documentary, thriller, and, but, scary, funny, sad, exciting
Sentences: Do you want to go to a movie? Yes, I do. / No, I don’t.
         What kind of movies do you want? I like…

问题探究与拓展活动
几种构词法：(1)形容词后缀：-ful，-less。如：successful成功的；careless粗心的 (2)名词后缀：-er，-or。如：teacher教师；singer歌手；actor演员  (3)副词后缀：-ly。如：usually常常地；really真地。
练习设计
随堂练习设计
单词拼写
1．一Do you want to go to a m_________? 一Yes，1 want to see a comedy
2．一What k_______ of movies do you like? 一I like action movies．
3．Brad likes comedies and he a_________ likes Beijing Opera．
4．I often go to the park with my parents 0n w_________．
5．0n Sundays l usually s_________ at home and do my homework．
6．My mother tells me an interesting s _________ each evening．
7．My f_________ movie star is Gongli and I like her movies best．
8．I don’t like thrillers because they’re very s_________ ．
9．Guo Peng likes comedies and he thinks they’re f________ ．
10. Yao Ming is a very f__________ basketball player in NBA.
Keys: 1. movie 2. kind 3. also 4. weekends  5. stay 6. story 7. favorite  8. scary 9. funny 10. famous
Unit 10 Can you play the guitar？

单元整体说明
单元教材分析
本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what弓！导的特殊疑问句。本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动：任务一是：自己的才艺表演，学习情态动词can的用法；任务二是：自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿；任务三是：我能成功，主要是复习巩固谈论各自的爱好和特长的方法。
单元知识系统（树）
Can you/he/she/you dance? 一Yes，I/he/she/we can．／No，I/he/she/we can’t．
Can Bill play the guitar? 一Yes，he can，but he can’t sing．
单元总体目标
通过学习情态动词can的用法，使学生能够表达自己在某一方面所具备的才能；能够谈论自己的喜好与意愿；能够为自己成立的各种俱乐部制作海报；会写招聘广告。
单元重难点一览
重点难点
I．复习词汇：can，play，want
2.词汇：guitar, dance, swim，sing, chess, speak, drum，trumpet，violin，play the guitar
3．句型：Can you/he/she/you dance?
Yes，I/he/she/we can．／No，I/he/she/we can’t．
Can Bill play the guitar?
Yes，he can，but he can’t sing．语法重点：情态动词can的肯定句、否定句、一般疑问句及肯定与否定回答、特殊疑问句的构成

单元学情分析
   本单元的主题是运用情态动词Can谈论能力，通过对目标语言的学习使学生能够表达自己在某一方面所具备的才能；通过谈论彼此的特长与爱好培养一种群体意识。在以前的学习中，学生已经学习了一些行为动作的表达法，而教学“谈论能力”只是将情态动词can用于这些表达中；情态动词can在肯定旬、否定句和疑问句中的构成，和学生已经学过的be动词的结构有相同的地方，教师在教学中要善于引导学生比较这两种结构的异同以加强记忆。
单元教学建议
采用Classifying，Role—playing，Comprehending in context和Skimming的学习策略，利用教学图片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动、小组活动和写作练习，谈论各自的能力。本单元的教学法建议：语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；口语教学：互相操练、对话练习、交际活动；阅读教学：选词填空练习；听力教学：图文配对和对话选择；写作教学：填空造句、模仿写作；语法教学：总结规律、模仿操练。
  单元课时分配
  本单元用3课时教学
Section A部分用l课时
Section B部分用1课时
Self Check及阅读部分用l课时。

Section A
教学内容
Section A(教材P59～61)
教学目标
知识与能力
Section A的主要内容是运用情态动词can “询问和谈论能力”；通过谈论自己在某一方面所具备的才能，学习情态动词Can的基本用法。
过程与方法

作者: admin 时间: 2010-7-24 11:21

采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习、

情感态度价值观
Section A的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
教学重、难点及教学突破
重点
学习询问和谈论彼此的能力和特长；
语法难点
情态动词can的构成和使用。
教学突破
Section A重在通过使用情态动词can来询问和谈论能力，因此如何使用情态动词can就成了关键。教师可通过模仿、操练使学生掌握can的肯定句、否定句和疑问句的构成，再进行谈论能力的训练就容易多了。
教学准备
   教师准备
   准备一些乐器实物或制作能反映各种乐器的图片或幻灯片；制作能反映各种活动的图片、幻灯片或课件；制作演奏各种乐器的课件；设计课后巩固练习的幻灯片。
   学生准备
   携带自己拥有的乐器。
教学步骤
一、第一教学环节：情景创设，导入新课
教师活动       学生活动
Section A的主要内容是运用情态动词Can“询问和谈论能力”。在导入新课时，可采取演绎导人法和视听导入法。
1．出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：  He／She can dance／swim／sing／"??But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
2.教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说．I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。
3.出示1a部分的图片或幻灯片或播放该内容的课件，引导学生将活动与人物进行搭配，完成la部分的教学任务。

1．观看教师出示的反映各种活动的图片、幻灯片或课件，谈论其所反映的活动：He／She can dance／swim／sing／…But I can’t dance／swim／sing／．．．等，学习表达活动的动词短语。
2．观看教师的演示和谈论，仔细听讲，理解情态动词can的基本用法，回答教师的提问：Yes，I can．／No, I can’t.

3.观看1a部分的图片或幻灯片或该内容的课件，将活动与人物进行搭配．完成la部分的学习任务。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
1．播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成1b部分的教学任务。
2．引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。
3．播放2a部分的录音让学生听，引导学生圈出俱乐部的名称，完成2。部分的教学任务。
4.引导学生根据对话内容选择合适的单词填空，补全对话，再播放2。部分的第一个对话录音让学生进行校对。练习听力和写作能力，完成2b部分的教学任务。
5. 引导学生展开Groupwork活动，完成2c部分口语交际的教学任务。让学生先练习2b部分的对话，再根据图示改编对话并进行操练，运用What club do you want to join?  I want to join…club．等目标语言。
6．引导学生将3a部分的对话整理成序，运用What can you do? I can…等目标语言，完成3a部分口语交际的教学任务。
7．引导学生展开调查活动，互相询问彼此的能力和特长并进行回答，然后向全班进行汇报，要求学生学会运用所学目标句型，完成3b部分的教学任务。 1.听1b部分的录音，根据所听到的内容，选出对话的顺序，完成1b部分的学习任务。

2.展开Pairwork活动，完成1c部分口语交际的学习任务，学会运用can询问和表达能力。
3.听2a部分的录音，然后根据录音内容圈出俱乐部的名称，完成2a部分的学习任务。
4.根据对话内容选择合适的单词填空，补全对话，再听2a部分的第一个对话录音进行校对，练习听力和写作能力，完成2b部分的学习任务。
5．展开Groupwork活动，完成2c部分口语交际的学习任务。先练习2b部分的对话，再根据图示改编对话并进行操练，运用What club do you want  join? I want to join…club．等目标语言。
6．将3a部分的对话整理成序，运用What can you do? I can…等目标语言，完成3a部分口语交际的学习任务。
7．展开调查活动，互相询问彼此的能力和特长并进行回答，然后向全班进行汇报，要学会运用所学目标句型，完成3b部分的学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动       学生活动
引导学生进行Job Interview小组活动，让学生在阅读广告之后向全班同学进行调查，询问谁能胜任所招聘的工作，练习运用所学目标语言，完成第4部分
的教学任务。进行Job interview小组活动，在阅读告之后向全班同学进行调查，询问谁胜任所招聘的工作，练习运用所学目语言，完成第4部分的学习任务。

本课总结

作者: admin 时间: 2010-7-24 11:21

本课采用了classifying和Role—plying的学习策略，利用教学图片、幻灯片、(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习；通过谈论自己某一方面所具备的才能，学习情态动词can的基本用法；通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

板书设计
               Unit 10 Can you play the guitar?
                              Section A
生词：guitar, dance, swim, sing, chess, speak, can’t, job, children, kid, summer, camp
重点句型：Can you swim/paint/sing? Yes, I can./No, I can’t.
      Can you/he/she/you dance?/ Yes, I /he/she/we can. No, I/he/she/we can’t.
      What club do you want to join? I want to join…club.
语法重点：情态动词can的肯定句、否定句和疑问句的构成。

问题探究与拓展活动
情态动词call的用法：情态动词can不能单独使用(简单回答除外)，后须接动词原形才能表达完整含义。在变成疑问句时，要将其移至句首，在变成否定句时，只需在其后面加not。Can一般有两种含义：(1)表示能力，意思是“能；会”，如：I Can swim.我会游泳。I call play the guitar．我能弹吉他。(2)用在主语是第一人称的疑问句中，表示征求意见，意思是“可以”，同may的用法，如：Can I help you? 我能帮助你吗? Can／May I know your name?我可以知道你的名字吗?

练习设计
随堂练习设计
学校的各个特长俱乐部要招生。今天，有两个好朋友Mario和Lisa一起去参加面试，请完成下面主考老师与他们之间的对话
Teacher：(1) _________________________
Mario、Lisa：We want to join the music club．
Teacher：(2) __________________________
Mario：I can sing．
Teacher：(3)____________________________
Lisa：Yes，I Can also play the piano，but I can’t play it very well．
Teacher：(4) ____________________________，Mario?
Mario：Yes，l can also play the guitar．
Teacher：(5)___________________________
Mario：Sorry，I can’t play it very well．
KEY：1．What club d0 you want t0 join 2．What can you d0 3．Can you sing 4．Can you play the piano  5．Can you play it well
个性练习设计
自己建立俱乐部：学校或班级都要建立一些课外的兴趣活动小组，这有利于主生综合素质的全面提高，如果将这些课外的兴趣活动小组制度化、章程化，就是俱乐部。教师可组织学生根据个人喜好自建俱乐部，使用所学的知识自定章程，并向全班作简单介绍。这种活动不仅复习、巩固所学的知识，而且还可发挥学生的主观能动性和想像能力。

Section B
教学内容
Section B(教材P62～63)
教学目标
   知识与能力
   Section B的主要内容：复习情态动词can用于“询问和谈论能力”的目标语言，掌握情态动词can的基本用法；能够运用所学目标语言表达自己在某一方面所具有的才能；能够为自己成立的各种俱乐部制作海报或招聘广告。
   过程与方法
   采用Classifying，Role—playing，Comprehending in context和Skimming的学习策略利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，复习“询问和谈论能力”的目标语言并能灵活运用。
情感态度价值观
Section B的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

教学重、难点及教学突破
重点
学会运用情态动词can来询问和谈论自己的能力；
语法难点
情态动词can的构成和使用。
教学突破
Section B重在通过复习所学的“询问和谈论能力”的目标语言，学会谈论和表达自己或他人在某一方面所具备的能力和才艺，因此给学生提供一些施展才艺的舞台和机会，让他们在做中说、在说中做，既能培养他们的自信又能学会灵活运用所学内容。
教学准备
教师准备
准备一些乐器实物或制作能反映各种乐器的图片或幻灯片；制作能反映各种活动的图片、幻灯片或课件；制作演奏各种乐器的课件；设计课后巩固练习的幻灯片。
学生准备
携带自己拥有的乐器或自己能用来做一些事情的工具。
教学步骤
(1课时)
一、第一教学环节：情景创设，导入新课
教师活动学生活动
1．出示实物或图片或放映幻灯片(反映各种乐器)，学习一些乐器名词，并引导学生运用所学目标语言谈论自己的能力I Can play drums．I can’t play the guitar．等。
2．引导学生将乐器名词和图画一一配对，完成la部分的教学任务。 1．观看实物或图片或幻灯片(反映各种乐器)，学习一些乐器名词，并运用所学目标语言谈论自己的能力I can’t pay drums．I can’t play the guitar．等。
2．引导学生将乐器名词和图画一一配对，完成1a部分的教学任务。

二、第二教学环节：师生互动，学习探究
教师活动学生活动

作者: admin 时间: 2010-7-24 11:21

1．引导学生进行Pairwork活动，就所学学生活动的乐器名词互相询问和谈论能力，复习和巩固所学的知识，完成1b部分中的教学任务。
2．播放2a部分的录音，引导学生一边听录音，一边圈出所听到的表示活动或乐器的词汇，完成2a部分中的教学任务。
3．再播放2a部分的录音，引导学生根据所听到的内容填写表格，说出Bill、Jennifer和Victor能做和不能做的事情，完成2b部分中的教学任务。
4．引导学生进行Pairwork活动，根据2b部分的表格内容，正确使用所学的目标句型，互相询问和谈论Bill、Jennifer和Victor能做和不能做的事情，完成 2c中的教学任务。
5．引导学生阅读3a部分的广告，根据广告内容在他们需要别人做的事情下划线并初步了解广告的写法，完成3a中的教学任务。
6．引导学生先阅读3b部分的海报，然后选择适当的词语填空，完成3b部分中的教学任务。
7．引导学生模仿3a和3b两部分的广告和海报，运用情态动词can的基本句型写一个运动日的海报，完成3c部分的教学任务。 1．进行Pairwork活动，就所学的乐器名词互相询问和谈论能力，复习和巩固所学的知识，完成lb部分中的学习任务。
2．听2。部分的录音，一边听录音，一边圈出所听到的表示活动或乐器的词汇，完成2a部分中的学习任务。
3．再听2a部分的录音，根据所听到的内容填写表格，说出Bill、Jennifer和Victor能做和不能做的事情，完成2b部分中的学习任务。
4．进行Pairwork活动，根据2b部分的表格内容，正确使用所学的目标句型，互相询问和谈论Bill、Jennifer和Victor能做和不能做的事情，完成2c中的学习任务。
5．阅读3a部分的广告，根据广告内容在需要别人做的事情下划线并初步了解广告的写法，完成3a中的学习任务。
6．先阅读3b部分的海报，然后选择适当的词语填空，完成3b部分的学习任务。
7．模仿3a和3b两部分的广告和海报运用情态动词Can的基本句型写一个运动日的海报，完成3c部分的等学习任务。

三、第三教学环节：合作交流。巩固提高
教师活动       学生活动
引导学生进行Groupwork活动，完成第4部分中口语交际的教学任务。通过这种活动，不但可以让学生很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊并能培养一种群体意识。进行Groupwork活动，完成第4部分中口语交际的教学任务。

本课总结
本课采用了Classifying，Role-playing，Comprehending in context和Skimming的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，复习“询问和谈论能力”的目标语言并能灵活运用；通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

板书设计
                     Unit 10 Can you play the guitar?
                              Section B
词汇：drum, trumpet, violin, musician, then, maybe, talk, information, talent, show, act, Sunday, auditorium, Kung Fu,
句型：Can you play the piano? No, I can’t.
   Can Bill play the guitar? Yes, he can, but he can’t sing.
   What can you do? I can do Chinese Kung Fu.
语法：情态动词can 的肯定句、否定句和疑问句的构成

问题探究与拓展活动
乐器名词与the：乐器名词一般要和定冠词the连用，如：play the guitar弹吉他，play the piano弹钢琴，play the trumpet吹喇叭，play the drums击鼓，play the violin拉小提琴等。
仿写招聘广告：通过仿写，进一步巩固目标语言。让学生根据课堂上小组活的招聘广告和教材中的内容，学写一则招聘广告，包括：对面试者的要求，联系人联系方式等等，所用目标语言有Can you sing? Maybe you Can be in our…club．Please talk to…Please call…at 881—5575．；小组进行交流互对招聘广告作出评判。然后全班进行推荐。
练习设计
随堂练习设计
根据提示，完成这份广告(首字母已经给出)
Welcome to our sports Center
Do you like s________? We have many c_________. For example: v_________ club, b________ club, p____________ club, t____________ club, f_________ club, s_________ club and more. Come and join us soon!

KEY：sports；clubs；volleyball；basketball；ping-pong；tennis；football；swimming
个性练习设计
调查学生想建立什么样的俱乐部：此活动为小组活动，通过这个任务的实现，可引导学生复习、巩固所学的目标句型并做到熟练运用。教师可提供一份调查的样表(如下表)并做一个示范。将学生分成若干组，每组选出一名组长，指导组长调查本组同学希望成立什么样的课外俱乐部，使用Can you play…?Can you play it well? What club do you want to join?等目标语言。各组组长向全班汇报调查结果，可派一名同学进行统计，看哪一种俱乐部学生最想成立，然后向班主任老师或年级组或学校提建议。
肯定句       否定句       一般疑问句       回答
1.She______
She _________．

_________ She ________?
Yes, she________.

作者: admin 时间: 2010-7-24 11:21

No, she_________.
2. I _______
I __________．

________you_________?
Yes, I__________．

No, I__________．
3.She ________ You ________________. ________you ________? Yes, I________.

No, I _________.
4. We ________ We __________________. _______you/we________? Yes, we ________.

No, we _________.
5.They ______ They ________________. _______they __________? Yes, they _______.

No, they _______.
6.He _______ He __________________. ______he ___________? Yes, he ________.

No, he ________.
7. It ______ It _________________. ______it _________? Yes, it _______.

No, it ________.

Name       Favorite club Ability
Wang Jun       music club       play the guitar

Self Check
教学内容
Self Check (教材P64)
教学目标
知识与能力
复习词汇guitar，dance，swim，sing，chess，speak，play，paint，join，music，art，club，piano，drum，trumpet，violin，can，can’t；复习“询问和谈论能力”的目标语言。
过程与方法
运用Summarizing和Classifying的学习策略。在复习教学中，运用听写、提问、对话演练与检测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
情感态度价值观
本部分主要是复习“询问和谈论能力”的目标语言，通过互相询问或谈论自己或对方在某一方面的能力，培养学生的一种群体意识。

教学重、难点及教学突破
重点
复习词汇guitar，dance，swim，sing，chess，speak，play，paint，join，music，an，club，piano，drum，trumpet，violin，can，can’t；复习“询问和谈论能力”的目标语言。
教学突破
通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。
教学准备
教师准备
制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片。
学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类。

教学步骤
(1课时)
一、第一教学环节：情景创设。导入新课
教师活动       学生活动
引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的教学任务。进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的学习任务。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，完成第2部分的教学任务。
2．引导学生进行阅读和写作训练，让学生先阅读对话，然后根据对话内容填写卡片，完成第3部分的教学任务。 1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，完成第2部分的学习任务。
2．进行阅读和写作训练，先阅读对话，然后根据对话内容填写卡片，完成第3部分的学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行Just for fun游戏活动，复习、巩固所学的Can you play the guitar? Yes, I can./No, I can’t.等句型和语法知识。进行Just for fun游戏活动，复习、巩固所学的Can you play the guitar? Yes, I can./No, I can’t.等句型和语法知识。

本课总结
通过单词检测、填写卡片和游戏等一系列复习手段，对所学知识进行系统而全
面的复习和巩固，不仅使学生掌握所学知识，更重要的是灵活运用的能力；同时教授
学生了解一些有效的学习策略。

板书设计
Unit 10 Can you play the guitar?
Self check
Words: guitar, dance, swim, sing, chess, speak, play, paint, join, music, art, club, piano, drum, trumpet, violin, can, can’t
Sentences: Can you play the guitar? Yes, I can./No, I can’t.

问题探究与拓展活动
maybe与may be：maybe是副词，意思是“可能；也许”，不能作谓语；may be为情态动词may加be动词结构，可作谓语动词，意思是“也许是”。如：Maybe you can be in our school concert．也许你可以参加我们学校音乐会。He may be your teacher．他也许是你的老师。

练习设计
随堂练习设计
写作。学校将举行“迎五?四青年节”音乐会，你班要组建一支乐队。请介绍一下你班乐队的号手、鼓手、小提琴手、钢琴手、吉他手和小歌手们的情况。文章的开头已经给出。(不少于60词)
This is our class rock band．Wu Gang Call play the trumpet very well．He is…_________
_________________________________________________________________________
__________________________________________________________________________
KEY：This is our class rock band．Wu Gang Can play the trumpet very well．He is twelve    years old．Zhang Heng can play the drums and he is twelve years old，too．Lin Jun can play the violin and he is thirteen years old．Xiong Ying Call play the piano and she plays it very well．She is thirteen，too. Su Shanshan can

作者: admin 时间: 2010-7-24 11:21

play the guitar and she is fourteen years old．The singers are Li Na and Li Dan．They are twins．
个性练习设计
准备成立自己的俱乐部：目的在于培养学生的合作意识和团队精神，激发学生主动探究知识的欲望，培养学生动手能力，展示学生的个性。将全班同学分成八组，其中四组是面试人员，其他四组为招聘组，每组负责一个俱乐部的招聘工作，准备提案，包括：宣传词，招聘海报，问题，表格等。
Unit 11 What time do you go to school?

单元整体说明
单元教材分析
  本单元主要学习用when和what time引导的特殊疑问句询问时间的标准用法和不同时间段的表达法；学习表示频率的副词。本单元通过“谈论日常作息时间”这一话题，设计了三个任务型活动：任务一是：谈论自己的作息习惯，学习不同时间段的表达法；任务二是：我该怎么办?学习运用when和what time询问和表达时间的方法；任务三是：搜集社会上有关时间安排的情况；复习巩固所学的知识和能力。

单元知识系统(树)
What time do you get up?  I get up at six o’clock．
What time does he／she eat breakfast?  He／She eats breakfast at seven o’clock．
When do people usually eat dinner?  People usually eat dinner in the evening．
When does Rick usually get up?  He usually gets up at…

单元总体目标
通过本单元的学习让学生学会不同时间段的表达法；学会用频率副词谈论自己日常生活及日常作息习惯；学会更合理地安排自己的学习和课外活动时间；能够运用所学知识对某一活动进行合理安排，并培养学生良好的作息习惯和守时习惯。

单元重难点一览
重点       难点
1．复习词汇：run，eat breakfast，go to bed，go home
  2．词汇：go to school，get up，take a shower，always，busy，morning，so，make，schedule，why，because，oldest，longer，afternoon，evening，homework
  3．句型：
What time do you get up? I get up at six o’clock．
What time does he /she eat breakfast?
He／She eats breakfast at seven o’clock.
When do people usually eat diner?
People usually eat dinner in the evening．
When does Rick usually get up?  He usually gets up at… 语法重点：when和what time引导的特殊疑问句；表示频率的副词。

单元学情分析
本单元的主题是运用when和what time引导的特殊疑问句询问时间、运用数词表达不同的时间，通过对目标语言的学习使学生学会更合理地安排自己的学习和课活动时间。对于when引导的特殊疑问句用来询问时间我们已经在第八单元学过，师要引导学生比较这两种特殊疑问句用来询问时间时的异同，从而正确使用它们；在表达不同时间段时要运用数词，这也是已经学过的内容，在教学时要及时地进复习和回顾，学生才能对新的目标语言运用得心应手。

单元教学建议
   采用Concluding，Accumulating，Role—playing和Comparing的学习策略，利用实(钟表)、教学图片、幻灯片或制作多媒体课件，来展开课堂Pairwork问答式的口语交际活动和游戏活动，询问和谈论时间。本单元的教学法建议：语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；口语教学：互相操练、对话练习、交际活动；阅读教学：寻找关键语句、写出事务过程；听力教学：图文配对、完成句子和计戈写出事务和时间；写作教学：填空造句、制订计划、模仿写作；语法教学：总结规律、比较异同、模仿操练。

单元课时分配
本单元用3课时教学
Section A部分用1课时
Section B部分用1课时
Self Check部分用1课时。

Section A
教学内容
Section A(教材P65—67)

教学目标
知识与能力
Section A的主要内容是学习用when和what time引导的特殊疑问句询问时间和时间的表达法；账用所学的目标语言对生活和学习活动做计划，学会合理地安排作息时间。
  过程与方法
  采用Summarizing，Accumulating，Role—playing和Comparing的学习策略，利用实物(钟表)、教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动和游戏活动，询问和谈论时间。
  情感态度价值观
  Section A谈论的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。

教学重、难点与教学突破
重点
学习询问和谈论时间和制订作息时间表。
语法难点
when和what time引导的特殊疑问句和时间的表达法。
教学突破
Section A重在通过使用when和what time引导的特殊疑问句、数词来询问和谈论时间，而这些知识学生已经学过，因此如何总结已学的知识、如何比较相似句型的异同就成了关键。教师可通过回顾、总结和比较的方法让学生了解所学知识的内在规律，掌握就显得很容易了。
教学准鱼

教师准备
准备一个可转动时针、分针的实物钟；制作能反映各种日常活动的图片或幻灯片或课件；设计课后巩固练习的幻灯片。

作者: admin 时间: 2010-7-24 11:22

学生准备
复习第八单元的知识；复习、回顾数词的构成和使用。

教学步骤
(1课时)
一、第一教学环节：情景创设。导入新课
教师活动学生活动
Section A的主要内容是学习用when和what time引导的特殊疑问句询问时间和时间的表达法。在导入新课时，可采取视听导人法和认知导入法。
1．出示几幅反映日常事务(如：起床、上学、跑步等)的图画、幻灯片或播放课件，引导学生谈论这些日常事务go to school，get up，run，take a shower，eat breakfast等，学习有关的动词短语。
2．出示la部分的图片或幻灯片或播放该内容的课件，引导学生将词语与图画进行搭配，完成la部分的教学任务。
3．出示一个可以转动时／分针的大钟，一边调整时间，一边说：I get up at 6：00．I go to school at 6：45．等；再询问学生：What time do you get up? 等，引导学生回答，从而引出本部分的重点目标句型。

1．观看教师出示的反映日常事务(如：起床、上学、跑步等)的图画、幻灯片或课件，谈论这些日常事务go to school，get up，run，take a shower，eat  breakfast等，学习有关的动词短语。
2．观看1a部分的图片或幻灯片或该内容的课件，将词语与图画进行搭配，完成la部分的学习

3．一边观看大钟，一边认真听老师的描述，然后回答老师的问题I get up at…，从而学习本部分的重点目标句型。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
1. 播放1b部分的录音让学生听，引导学生根据所听到的内容，将时间与活动进行搭配，完成1b部分的教学任务。
2. 引导学生展开Pairwork活动，完成1c部分口语交际的教学任务，学会运用what time引导的疑问句，用数词来询问和表达时间。
3．播放2a部分的录音让学生听，引导学生根据对话内容进行选词填空，完成2a部分的教学任务。
4．再播放2a部分的对话录音让学生听，引导学生写出Rick一家人的淋浴计划，完成2b部分的教学任务。
5．引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生根据2b部分的淋浴计划进行问答练习，运用What time does…take a shower? He／She takes a shower at…等目标语言。
6．引导学生阅读3a部分的短文，理解大意，然后根据短文内容将图画(表示活动)与正确的时钟(表示时间)进行搭配，完成3a部分的阅读教学任务。
7．引导学生展开Pairwork活动，根据3a部分的时钟进行问答时间的练习，要求学生运用所学目标句型What time is it? It’s…，完成3b部分的教学任务。 1. 听1b部分的录音，根据所听到的内容，将使监狱活动进行搭配，完成1b部分的学习任务。

2. 展开活动，完成1c部分口语交际的学习任务，学会运用what time引导的疑问句，用数词来询问和表达时间。
3．听2a部分的录音，然后根据对话内容进行选词填空，完成2a部分的学习任务。
4．再听2a部分的对话录音，写出Rick一家人的淋浴计划，完成2b部分的学习任务。
5．展开Pairwork活动，完成2c部分口语交际的学习任务。根据2b部分的淋浴计划进行问答练习，运用What time does…take a shower? He／
  She takes a shower at…等目标语言。
6．阅读3a部分的短文，理解大意，然后根据短文内容将图画(表示活动)与正确的时钟(表示时间)进行搭配，完成3a部分的阅读学习任务。
7．展开Pairwork活动，根据3a部分的时钟进行问答时间的练习，运用所学目标句型What time is it? It’s…，完成3b部分的学习任务。

三、第三教学环节：合作交流。巩固提高
教师活动学生活动
引导学生进行The Bedtime Game游戏活动，先让学生就某一活动(如go to bed)进行调查，练习运用所学目标语言询问时间What time／When do you go to bed? I go to bed at…，然后按时间先后排序，完成第4部分的教学任务。进行The Bedtime Game游戏活动，先就某一活动(如go to bed)进行调查，练习运用所学目标语言询问时间What time／When do you go to bed? I go to bed at…，然后按时间先后排序，完成第4部分的学习任务。

本课总结
  本课采用了Summarizing，Accumulating，Role—playing和Comparing的学习策略，利用实物(钟表)、教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动和游戏活动，询问和谈论时间；通过互相询问或谈论自己或对方的作息时间安排和活动计划让学生学会合理地安排作息时间，培养学生良好的作息习惯和守时习惯。

板书设计
Unit 11 What time do you go to school?
Section A
生词：go to school，get up，be a shower，always，busy，morning，so，make，schedule，why，because，oldest，longer，wok，hour，after，practice，put，jacket，bus，hotel，leave，listen，early，news，tired，happy man
重点句型：What time do you usually get up，Rick?
I usually get up at five o’clock．
When does Alice take a shower?
She takes a shower at 5：00．
What time does he／she eat breakfast?
He／She eats breakfast at seven o’clock．
What time is it? It’s eight-thirty．
语法重点：what

作者: admin 时间: 2010-7-24 11:22

time和when引导的特殊疑问句；时间的表达法

问题探究与拓展活动
   关于时间的表达法——英语中表达钟点的方法一般有两种：(1)数字表达法：按照时间的顺序，用数词先说“时”，再说“分”。如：six thirty 六点半；seven fifteen七点十五分；nine fifty-five 九点五十五分。(2)文字表达法：先说“分”，再说“时”，中间加介词past(半点或半点以内，表示“超过”)、to(半点以上，表示“差”)。如：ten past five五点十分；。quarter past seven 七点一刻；half past nine 九点半；a quarter to twelve十二点差一刻，即十一点四十五分。
练习设计
随堂练习设计
根据英文写出相应的时间
1．half past six          2．seven thirty
3．a quarter past nine    4．ten to ten
5．eleven fifty          6．ten past twelve
7．half past twelve       8．a quarter to two
9．three o’clock          10．four twenty—five
KEY：l. 6：30 2．7：30  3．9：15 4．9：50 5．11：50 6．12：10  7．12：30  8．1：45 9．3：00 10．4：25

Section B
教学内容
Section B(教材P68~69)
教学目标
知识与能力
Section B的主要内容是复习“时间的询问和表达法”；运用所学知识对某一活动进行合理安排；学会更合理地安排自己的学习和课外活动。
过程与方法
   采用Summarizing，Accumulating，Role-playing和Comparing的学习策略，利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动和阅读、写作训练，复习“询问和谈论时间”的目标语言。
情感态度价值观
   Section B的主要内容是复习“日常作息时间”的询问和表达，学习内容贴近学生的生活。通过互相询问和谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。
教学重、难点及教学突破
重点
复习“时间的询问和表达法”以及它在具体事务中的运用。
语法难点
复习运用what time和when引导的疑问句询问时间；运用数词表达时间。
教学突破
Section B重在通过复习所学的“询问和谈论时间”的目标语言，学会谈论自己的日常生活及作息习惯；学会更合理地安排自己的学习和课外活动时间，并能够运用所学知识对某一活动进行合理安排。因此，给学生提供一些实际活动的训练。可以有效地帮助学生更好地学会制订作息计划。
教学准备
教师准备
制作能反映各种活动和时间的图片或幻灯片或课件；设计课后巩固练习的幻灯片。
学生准备
总结自己的作息习惯和活动，设计一个较为合理的计划。

教学步骤
(1课时)
一、第一教学环节：情景创设，导入新课
教师活动学生活动
1．出示图片或放映幻灯片(反映各种活动和时间)，复习、学习一些表示活动的动词短语和时间短语，并引导学生运用所学目标语言When do you usually do homework? I usually do homework in the evening．等来询问和谈论时间。
2. 引导学生将活动与时间一一配对，完成1a部分的教学任务。 1．观看图片或放映幻灯片(反映各种活动和时间)，复习、学习一些表示活动的动词短语和时间短语，并运用所学目标语言When do you usually do homework? I usually d0 homework in the evening．等来询问和谈论时间。
2. 将活动与时间一一配对，完成1a部分的学习任务。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
l?引导学生进行Pairwork活动，就1a所学的内容进行问答练习，运用所学的目标句型When do people usually eat dinner? People usually eat dinner in the evening．等，完成1b部分的教学任务。
2?播放2a部分的录音，引导学生一边听录音，一边圈出所听到的表示活动的词汇，完成2a部分的教学任务。
3．再播放2a部分的录音，引导学生根据所听到的内容写出活动所发生的时间，完成2b部分的教学任务。
4．引导学生进行Pairwork活动，根据2b部分的表格内容，正确使用所学的目标句型what time does Rick usually getup? He usually gets up at…等就Rick
的活动和时间进行对话练习，完成2c中的教学任务。
5．引导学生阅读3a部分的短信，根据短信内容写出Jennifer在所给的时间从事的活动，完成3a的教学任务。
6．引导学生先阅读3b部分的短信，然后参看2b部分提供的活动信息，选择适当的词语填空，完成3b部分的教学任务。 l?进行Pairwork活动，就1a所学的内容进行问答练习，运用所学的目标句型When do people usually eat dinner ? People usually eat dinner in the evening．等，完成1b部分中的学习任务。
2?听2a部分的录音，一边听录音，一边圈出所听到的表示活动的词汇，完成2a部分中的学习任务。
3?再听2a部分的录音，根据所听到的内容写出活动所发生的时间，完成2b部分中的学习任务。
4?进行Pairwork活动，根据2b部分的表格内容，正确使用所学的目标句型What time does Rick usually  get up? He usually gets up at…等就磁ck的活动和时间进行对话练习，完成2b的学习任务。

作者: admin 时间: 2010-7-24 11:22

5．阅读3a部分的短信，根据短信内容写出Jennifer在所给的时间从事的活动，完成3a的学习任务。
6．先阅读3b部分的短信，然后参看2b部分提供的活动信息，选择适当的词语填空，完成3b部分的学习任务。

三．第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行Pairwork活动，完成第4部分中口语交际的教学任务。让学生先设计好自己的活动安排，再向同伴介绍。通过这种活动，不但可以让学生很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以学会更合理地安排自己的学习和课外活动时间并能够运用所学知识对某一活动进行学生活动。进行Pairwork活动，完成第4部分中口语交际的教学任务。先设计好自己的活动安排，再向同伴介绍。

本课总结
本课采用Summarizing，Accumulating，Role—playing和Comparing的学习策略，利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动和阅读、写作训练，复习“询问和谈论时间”的目标语言；运用所学知识对某一活动进行合理安排；学会更合理地安排自己的学习和课外活动并养成良好的作息习惯和守时习惯。
  板书设计
                  Unit 11 What time do you go to school?
                           Section B
词汇：afternoon, evening, homework, letter, around, start, Saturday, exercise
句型：When do people usually eat dinner? People usually eat dinner in the evening.
   When does Rick usually get up? He usually gets up at…
语法：复习what time 和when 以导的特殊疑问句的构成。

问题探究与拓展活动
感叹句——感叹句一般有两种结构：(1)What+(a／an)+形容词+名词(+主语+谓语)!如：What a beautiful flower(it is)!(它是)一朵多美丽的花啊!What an interesting movie!多有趣的电影啊!What good musicians!多好的音乐家啊!(2) How+形容词／副词+主语+谓语!如：How beautiful the flower is!花多美啊! How interesting the movie is! 电影多有趣啊!How good the musicians are!音乐家们多好啊!How well Bill plays the guitar! 比尔的吉他弹得多好啊!

练习设计
随堂练习设计
连词成句，注意句后的标点符号
1．home／what／in／does／she／the／morning／leave／time
_____________________________________________________
2．busy，we ，morning，the，in，always，are
____________________________________________________
3. goes，mother，to, usually，at，eleven, bed，my
_____________________________________________________
4. usually／go／he／to／when／work／does
_____________________________________________________
5. practice，after，guitar，I，often，the，supper
_____________________________________________________
6．does，lunch，time，she，what, have
_____________________________________________________
7．do／about／you／to／know／morning／my／want
_____________________________________________________
8. schedule，make，shower，they，a
_____________________________________________________
KEY：1．What time does she leave home in the morning?
2．We ale always busy in the morning．
3．My mother usually goes to bed at eleven．
4．When does he usually go to work?
5．I often practice the guitar after supper．
6．What time does she have lunch?
7. Do you want to know about my morning?
8．They make a shower schedule．
   个性练习设计
   做调查：朋友的日常时间安排：通过对朋友日常时间安排的调查，加强彼此之间的相互了解，增进彼此之间的友谊，还可以通过调查，互相取长补短，以使自己的安排更加合理化，同时也训练了询问时间的目标句型What time do you get up in the morning? What time does he／she have breakfast?等；在调查完之后再向全班同学进行汇报。为保证调查活动的顺利进行，教师可适当补充一些行为动作方面的短语，最好能提供一份调查表。

教学探讨与反思
学会猜测词义
平时阅读时，我们不可避免地会遇到一些生词，如果对这些生词理解不准确，影响了对文章的理解，就会降低答题的正确率。所以掌握一定的猜测词义的技巧是非常重要的。
  一、根据上下文语境猜测词义：任何一个单词，只有在上下文中，即在具体语言环境当中，才能表示出一个确切、具体的词义。所以我们可以通过联系上下文，在具体的语言环境中猜测它们的含义。

作者: admin 时间: 2010-7-24 11:22

二、根据构词法猜测词义：l、分解合成词，合成词就是把两个或几个各自独立的单词合并在一起构成一个新的单词。合成词的含义大都可以从其构成上判断出来，如：bask~(篮子)+ball(球)=basketball(篮球)；2、分析派生词，派生词就是由一个词干加上前缀或后缀构成一个新词。不同的前、后缀决定单词在词性和意义上的变化，如：work(工作)一worker(工人)等；3、利用常识猜测词义，有时一句话虽有生词，但我们可以根据某些基本常识来判断生词的真正含义。

Self Cheek
教学内容
Self Check(教材P70)
教学目标
知识与能力
复习词汇time，morning，breakfast，get up，g0 t0 bed，homework，clock，afternoon，lunch，run，watch TV，evening，dinner，eat，usually，o’clock，thirty，fifteen，take a shower，go t0 school等；
引导学生复习、巩固“询问和谈论时间”的目标语言并运用所学知识安排自己的学习和课外活动。
过程与方法
运用Summarizing，Classifying和Comparing的学习策略。在复习教学中，运用听写、提问、对话演练与调查活动，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
情感态度价值观
   本部分的主要内容是复习“日常作息时间”的询问和表达。通过互相询问或谈论自己或对方的作息时间安排和活动计划，培养学生良好的作息习惯和守时习惯。
教学重、难点及教学突破
重点
复习词汇time，morning，breakfast，get up，g0 to bed，homework，clock，afternoon，lunch，run，watch TV，evening，dinner，eat，usually，o’clock，thirty，fifteen，take a shower，go to school等；引导学生复习、巩固“询问和谈论时间”的目标语言。
教学突破
通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。

教学准备
教师准备
制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片。学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类；为自己的周末活动制订一个计划。

教学步骤
(1课时)
一、第一教学环节：情景创设。导入新课
教师活动学生活动
引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学任务。进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习任务。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，完成第2部分的教学任务。
2．引导学生设计一个调查活动，找出同学在周末所从事的活动，可参考图画内容准备好问题并填写表格，完成第3部分的教学任务。
3．引导学生进行调查活动，通过向同学提问，找出同学在周末所从事的活动并填写表格，再向全班作介绍，完成第4部分的教学任务。 1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，完成第2部分的学习任务。
2．设计一个调查活动，找出同学在周末所从事的活动，参考图画内容准备好问题并填写表格，完成第3部分的学习任务。
3．进行调查活动，通过向同学提问，找出同学在周末所从事的活动并填写表格，再向全班作介绍，完成第4部分的学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行Just for fun! 游戏活动，复习、巩固所学的What time is it? What time do you usually get up? l usually get up at…in the morning．等句型和语法知识。进行Just for fun!游戏活动，复习、巩固所学的What time is it? What time d0 you usually get up? I usually get up at…in the morning．等句型和语法知识。

本课总结
通过单词检测、填写筑词表、调查活动和游戏等一系列复习手段对所学知识进行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是培养灵活运用的能力；同时教授学生了解一些有效的学习策略。
板书设计
                  Unit 11 What time do you go to school?
                           Self check
单词：time, clock, o’clock, morning, afternoon, evening, breakfast, lunch, sinner, usually, thirty, fifteen, take a shower, go to school, get up, go to bed, homework, run, watch TV, eat
句型：What time is it there? Five o’clock in the morning.
   What time do you usually get up?

问题探究与拓展活动
Thanks for…：Thank someone for something／doing something为一句型，意思是“为某事而感谢某人”；Thanks for…．一般理解为“为……而谢谢你。”如：Thank for your help．谢谢你的帮助。Thank you for helping me with my English．谢谢你帮助我学习英语。
busy，practice的用法：busy为形容词，一般用于：be busy with something或be busy doing something结构，意思是“忙于某事；忙着做某事"；practice为动词，后跟动词-ing形式。如：I’m busy with my lessons．我忙于功课。I，m busy doing my homework now．我现在正忙着做作业。He

作者: admin 时间: 2010-7-24 11:22

practices playing the guitar every day．他每天都练习弹吉他。
“因为……所以……”的表示方法：在汉语中，“因为……所以……”一般要同时使用，但在英语中，这两者只用其中一个"Because…，…”，“…，so…”。如：Because I am the oldest，I am the last one．因为我最大，所以我排在最后。It’s always busy in the morning，so we make a shower schedule．因为上午很忙，所以我们作了一个淋浴计划。
练习设计
随堂练习设计
   I．翻译填空
   l．He is always_______  _____ (忙着做)his homework every evening．
   2?1 work very long hours in the evening，so I like to sleep ______  ______  ______ (长一点时间)in the morning．
   3．Tom________  __________ (练习弹)the guitar after breakfast every morning．
   4．Do you want to _________  _________(了解)my morning?
   5．I usually go to work__________  _________ (大约在)7：00．
KEY：1．busy doing 2．a little longer 3．practices playing 4．know about 5．at about
   Ⅱ．写作：在大力提倡素质教育的今天，学生们不再整天埋头于作业中，家长不用再苦于坐旁辅导，人们都更注重孩子们综合素质的提高。请你以一名记者的身份采访你的一位同学，再以"Weekend"为题，写一篇50词左右的短文，介绍他／她的周末生活。

KEY：Lin Jie has a good weekend．On Saturday morning she does her homework．After
lunch she goes shopping with her parents．At about 5：00 she goes to play ping-pong with her classmates．On Sunday，she goes to the park with her friends or her parents．In the afternoon；she watches a football game on TV at home．In the evening she does his lessons and then goes to bed at about 9：30．

个性练习设计
自己的作息习惯：经过一系列的调查、讨论之后，学生们对自己以前的作息时间安排都有了一个清楚的认识。教师再组织学生对自己的作息时间作一个调整，以求更加合理、更加实用。教师可要求学生制订一周的作息时间表，特别是周日和周末的安排。教师可提供给学生一些帮助，教他们先了解表示“从星期一到星期日”的单词以及“在周末”等表达。这种活动可以帮助学生全方位地考虑自己的作息计划，而且还可以训练他们“谈论日常事务”的口语表达能力，为以后的写作打下基础。
Unit 12 My favorite subject is science．

单元整体说明
  单元教材分析
  本单元主要学习一周中星期一到星期天的表达方式；掌握学科的表达；学习用because和表示品质的形容词表示理由；学习what，why，who引导的特殊疑问句。本单元围绕“谈论自己所喜欢的学科”这一话题，设计了三个任务型活动：任务一是：谈论自己所喜欢的学科，学习what引导的特殊疑问句和学科的表达；任务二是：一分钟演讲，让学生介绍自己喜欢某一学科的理由，学习why等特殊疑问句；任务三是：写信，巩固和延伸所学知识，掌握星期的表达方式。
  单元知识系统(树)
What’s your／his／her favorite subject? My／His／Her favorite subject is English.
Why do you like math． Because it’s interesting．
Why does he／she like art? Because it’s fun．
When do you have math? I have math 0n Monday，Wednesday and Friday．
What’s Ken’s favorite subject? Science．
单元总体目标
通过本单元的学习使学生学会谈论自己喜好的学科或自己喜好的其它事情并给出理由；学会说出一周的七天；学会合理地安排自己的作息时间。
  单元重难点一览
重点难点
1．复习词汇：an，music，math，Chinese，English
2．词汇：subject，science，physical，education，P．E．，Monday， Tuesday，Wednesday，Thursday，Friday，Saturday，Sunday
3．句型：What’s your／his／her favorite subject?  My／His／Her favorite subject is English．
Why do you like math． Because it’s interesting．
Why does he／she like art? Because it’s fun．
Who is your science teacher? When do you have math?
I have math on Monday, Wednesday and Friday.
What’s Ken’s favorite subject? Science? 语法难点：
what，why，who引导的特殊疑问句；表示品质的形容词的用法。

单元学情分析
本单元的主题是“谈论自己所喜欢的学科”，主要是学习学科的表达、表示品质的形容词、一周中星期一到星期天的表达方式；学习用because表示理由。在询问“对方所喜欢的学科和人物”、“星期几”时，要使用以前所学过的What、Who疑问句，再学习“询问理由”所用的Why疑问句。教师可引导学生通过比较、对照的方法掌握所学疑问句的结构和使用以及回答。
   单元教学建议
   采用Imitating and repeating，Practicing，Comparing和Role

作者: admin 时间: 2010-7-24 11:22

playing的学习策略，利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动或调查活动，谈论各自所喜欢的学科或其它的事情并给出理由。本单元的教学法建议：语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；口语教学：互相操练、对话练习、交际活动；阅读教学：回答问题和填空练习；听力教学：听音选词、写词和整理、完成对话；写作教学：听写词句、补全对话、模仿写作；语法教学：总结规律、比较异同、模仿操练。
  单元课时分配
  本单元用3课时教学
Section A部分用l课时
Section B部分用1课时
Self Check部分用l课时

Section A
教学内容
Section A(教材P71～73)
教学目标
知识与能力
Section A的主要内容是学习“询问和谈论别人或自己喜好的学科并给出理由”；学会合理地安排自己的作息时间。
过程与方法
采用Imitating and repeating，Practicing，Comparing和Role playing的学习策略，利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动或调查活动，谈论各自所喜欢的学科或其它的事情并给出理由。
情感态度价值观
Section A的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科。通过互相询问和谈论彼此所喜欢的学科，可以增进同学之间的了解和友情并培养学生热爱学习、热爱科学的思想和良好的学习、生活习惯。
教学重、难点及教学突破
重点
学习“询问和谈论别人或自己喜好的学科并给出理由”。
语法难点
What，Who和Why引导的特殊疑问句的构成和使用。
教学突破
   Section A重在通过使用what和why引导的特殊疑问句，对彼此所喜欢的学科进行询问和谈论以及对理由进行询问和谈论。对于what引导的疑问句学生已经学习过，基本掌握其结构，通过比较异同，学生可容易接受why引导的疑问句结构和用法。
教学准备
教师准备
准备各学科的教科书或图片或幻灯片；设计课后巩固练习的幻灯片；制作反映各门学科特征的课件，将听力部分的内容插入，通过介绍学科来引入新课。
学生准备
准备一份班级的课程表；制作一份英语课程表。

教学步骤
(1课时)
一、第一教学环节：情景创设。导入新课
教师活动学生活动
Section A的主要内容是学习“询问和谈论所喜欢的学科”和“询问并给出理由”的语言结构。在导人新课时，可采取视听导入法和提问式导人法。
1．出示各门学科的教科书或封面图画或幻灯片或播放课件，教学或回顾一些学科名词：What subject is it? It’s English／…。

2．出示各门学科的教科书或封面图画或幻灯片，然后说：My favorite subject is English．，再询问学生：What’s your favorite subject?，引导学生作出回答，从而引出本部分的重点目标语言结构。
3．引导学生将1a部分的学科名词与图画中的活动场景进行搭配，完成1a部分的教学任务。

1．一边仔细观看各门学科的教科书或封面图画或幻灯片，一边听老师的介绍，或一边观看课件，一边听介绍，回答老师的问题，跟着老师读，学习一些学科名词。
2．一边观看各门学科的教科书或封面图画或幻灯片，一边认真听老师的陈述，然后回答：My favorite subject is …，开始学习目标语言。

3．将la部分的学科名词与图画中的活动场景进行搭配，完成la部分的学习任务。

二、第二教学环节：师生互动，学习探究
教师活动学生活动
1．播放lb部分的录音让学生听，引导学生根据所听到的内容，圈出所听到的学科名词，完成1b部分的教学任务。
2．引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用What引导的特殊疑问句询问和谈论喜欢的学科。
3．播放2a部分的录音，引导学生根据所听到的内容整理对话，完成2a部分的教学任务。
4．播放2b部分的录音，引导学生完成对话，将学科名词与描述性形容词进行搭配，完成2b部分中的听力训练任务。
5．引导学生根据自己的看法将表格中的学科名词与描述性形容词进行搭配，完成2c部分的教学任务。
6．引导学生展开Pairwork活动，完成2d部分口语交际的教学任务。让学生先阅读对话，再进行问答练习，运用What’s your favorite subject? Why do you like…? Because it’s…等目标语言，完成2d部分的教学任务。
7．引导学生阅读对话，根据提示从方框内选择适当的词语完成对话，学习Who is your science teacher?等目标句型，完成3a部分的教学任务。

8．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生先通过调查，询问同伴最喜欢的学科和教师，然后填写表格，复习运用所学的目标语言。 1．听lb部分的录音，根据所听到的内容，圈出所听到的学科名词，完成lb部分的学习任务。
2．展开Pairwork活动，完成1c部分口语交际的学习任务，学会运用What引导的特殊疑问句询问和谈论喜欢的学科。
3．听2a部分的录音，根据所听到的内容整理对话，完成2a部分的学习任务。
4．听2b部分的录音，根据所听到的内容完成对话，将学科名词与描述性形容词进行搭配，完成2b部分中的听力训练任务。
5．根据自己的看法将表格中的学科名词与描述性形容词进行搭配，完成2c部分的学习任务。

作者: admin 时间: 2010-7-24 11:22

6．展开Pmrwo~活动，完成2d部分口语交际的教学任务。先阅读对话，再进行问答练习，运用What’s your favorite subject? Why do you like…? Because it’s…等目标语言，完成2d部分的学习任务。
7．阅读对话，根据提示从方框内选择适当的词语完成对话，学习Who is your science teacher?等目标句型，完成3a部分的学习任务。
8．展开Pairwork活动，完成3b部分口  语交际的学习任务。先通过调查，询问同伴最喜欢的学科和教师，然后填写表格，复习运用所学的目标语言。

三、第三教学环节：合作交流。巩固提高
教师活动学生活动
引导学生进行调查活动，让学生调查父母最喜欢的一些事情，然后填写表格；再向全班同学介绍或互相谈论。通过这种方式，练习运用所学目标语言，完成4部分的教学任务。进行调查活动，调查父母最喜欢的一些事情，然后填写表格；再向全班同学介绍或互相谈论。通过这种方式，练习运用所学目标语言，完成4部分的学习任务。

本课总结
本课采用Imitating and repeating、Practicing、Comparing和Role playing的学习策, 利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交两动或调查活动，谈论各自所喜欢的学科或其它的事情并给出理由。通过互相询问、谈论彼此所喜欢的学科，可以增进同学之间的了解和友情并培养学生热爱学习爱科学的思想和良好的学习、生活习惯。

板书设计
Unit 12 My favorite subject is science．
Section A
生词：subject，science，physical，education，P．E．，teacher，Mr．，Mrs．．example，partner，mom，dad，city
重点句型：What’s your／his／her favorite subject?
My／His／Her favorite subject is English．
Why d0 you like math? Because it’s interesting．
Why does he／she like art? Because it’s fun．
Who is your science teacher?
语法重点：What，Who和Why引导的特殊疑问句的构成

问题探究与拓展活动
   make的用法：(1)作行为动词，意思是“制作”。如：I can make cakes．我能做蛋糕。My father makes me a model ear．我爸爸给我做了一个汽车模型。(2)作使役动词，意思是“使……(怎么样)；让……做某事”，后跟形容词、动词(原形)或名词等。如：Our math teacher makes us very tired．我们的数学老师使我们非常疲劳。My mother makes me do a lot of homework every evening．我妈妈每天晚上让我做许多作业。The students make Kate their monitor．学生们选凯特作他们的班长。

练习设计
随堂练习设计
I．从B栏中选出A栏中各句的答语。
                  A
1．What’s your favorite food?
2．What time d0 you get up in the morning?
3．Who is your an teacher?
4．Why d0 they like P.E.?
5．Doe she like math?
            B
A．Sorry，I don’t know．
B．Rice．
C．Because it’s exciting．
D．At around 6：30．
E．Mr．Zhang is．
KEY：  B  D  E  C  A
Section B
教学内容
Section B(教材P74～75)
教学目标
知识与能力
Section B的主要内容是：学习表示星期的名词；复习“谈论偏爱”和“询问喜欢的学科并给出理由”的语言结构；学会合理地安排自己的作息时间。
过程与方法
采用Imitating and repeating，Practicing，Comparing和Role playing的学习策略，利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动和阅读、写作训练，复习、巩固和运用“谈论各自所喜欢的学科或其它的事情并给出理由”的目标语言。
情感态度价值观
   Section B的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科和一周的课程安排。通过互相询问和谈论彼此所喜欢的学科以及彼此理想的课程安排，可以增进同学之间的了解和友情，培养学生热爱学习和良好的学习、生活习惯。
教学重、难点与教学突破
重点
学习一周七天的表示方法；复习‘‘询问喜欢的学科并给出理由”的语言结构；学会安排自己的作息时间。
   语法难点
   what，who和why引导的特殊疑问句的使用。
   教学突破
   Section B主要是通过谈论课程表的安排和制订作息时间来复习“询问喜欢的学科并给出理由”这一目标语言．。本部分的重点目标是让学生学会合理地安排自己能学习和生活计划，养成良好的学习和生活习惯，并能够运用所学的目标语言进行谈论。
教学准备
教师准备
准备一个标有星期的日历或制作一个能反映一周七天的日历图片、幻灯片或课件；制作一个反映日程行事历的表格图片或幻灯片；设计课后巩固练习的幻灯片。
   学生准备
   复习、总结学科名词；调查了解同学最喜欢的课程安排；为自己安排一个理想的课程表；整理一下学校所开展的活动。

教学步骤
一、第一教学环节：情景创设，导入新课
教师活动学生活动
1．出示实物(一个标有星期的日历)或图片或放映幻灯片(能反映一周七天的日历)，引导学生学习星期的表达，一边介绍，一边询问：Today is

作者: admin 时间: 2010-7-24 11:22

Monday／Tuesday／Wednesday／Thursday／Friday／Saturday／Sunday．We have math at 8：05 on Monday．We have English at 10：00on Tuesday．…What day is it today? 引导学生回答：It’s Monday／…，然后重复、带读，让学生了解顺序。
2．引导学生将1a部分的星期日期按顺序整理，完成la部分的教学任务。 1．根据实物(一个标有星期的日历)或图片或幻灯片(能反映一周七天的日历)，学习星期的表达，一边听老师的介绍，一边回答老师的询问：Today is Monday／Tuesday／Wednesday／Thursday／Friday／Saturday／Sunday．What day is it Today? "It’s Monday／…，然后跟读，并了解顺序。

2．将1a部分的星期日期按顺序整理，完成la部分的学习任务。

二、第二教学环节：师生互动，学习探究

教师活动       学生活动
1．引导学生阅读1b部分表格内容，将自己学习的学科一一勾出，复习学科名词，完成1h部分中的教学任务。
2．引导学生进行Pairwork活动，要求学生就自己在学校里学习的学科进行问答练习，学习When do you have math? I have math on Monday．Wednesday and Friday．等目标语言，完成1c部分的口语交际的教学任务。
3．播放2a部分的录音，引导学生一边听录音，一边写下学科名词，完成2a部分中的教学任务。
4．再播放2a部分的录音，引导学生根据所听到的内容填写表格，完成2b部分中的听力教学任务。
5．引导学生进行Pairwork活动，要求学生根据2b部分的表格内容编写对话，正确使用所学的What’s his／her favorite subject? Science. Why does he／she like it? Because it’s…等目标句  型，完成2c部分的口语交际的教学任务。
6．引导学生进行阅读训练，在Lin Me／喜欢的事情下划线，在她不喜欢的事情上打圈，完成3a部分的阅读教学任务。
7．引导学生再阅读3a部分的短文，然后根据短文内容完成Lin Mei的作息计划，完成3b部分中的教学任务。
8．引导学生进行写作训练，要求学生运
  用所学的目标语言写出自己最喜欢
  的学校一天的作息安排，完成3c部
  分的写作教学任务。 1．阅读1b部分表格内容，将自己学习的学科一一勾出，复习学科名词，完成1部分中的学习任务。
2．进行Pairwork活动，就自己在学校里学习的学科进行问答练习，学习When d0 you have math? I have math on Monday，Wednesday and Friday．等目标语言，完成lc部分的口语交际的学习任务。
3．听2a部分的录音，根据所听到的内容写下学科名词，完成2b部分中的学习任务。
4．再听2a部分的录音，根据所听到的内容填写表格，完成2b部分中的听力学习任务。
5．进行Pairwork活动，根据2b部分的表格内容编写对话，正确使用所学的What’s his／her favorite subject? Science．Why does he／she like it? Because it’s…等目标句型，完成2c部分的口
  语交际的学习任务。
6．阅读3a部分的短文，然后在Lin Me／喜欢的事情下划线，在她不喜欢的事情上打圈，完成3a部分的阅读学习任务。
7．再阅读3a部分的短文，然后根据短文内容完成Lin Mei的作息计划，完成3b部分中的学习任务。
8．进行写作训练，运用所学的目标语言写出自己最喜欢的学校一天的作息安排，完成3c部分的写作学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行调查、汇报活动，完成第4部分中的教学任务。要求学生先调查同学最喜欢的一天和理由，然后运用所学的知识向全班进行汇报。通过这种活动，不但可以让学生很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊。进行调查、汇报活动，完成第4部分中的教学任务。先调查同学最喜欢的一天和理由，然后运用所学的知识向全班进行汇报。

本课总结
   本课采用Imitating and repeating，Practicing，Comparing和Role playing的学习策略利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动和阅读、写作训练，复习、巩固和运用“谈论各自所喜欢的学科或其它的事情并说出理由”的目标语言并运用该知识合理地安排自己的作息时间，并培养学生良好的学习、生活习惯。

板书设计
Unit 12 My favorite subject is science.
Section B
Words: Monday, Tuesday, Wednesday, Thursday, Friday, biology, math, strict
Sentences: When do you have math? I have math on Monday, Wednesday and Friday.
         What’s Ken’s favorite subject? Science.
      Why does he like science? Because it’s interesting.
Grammar: when, what和why引导的特殊疑问句。

问题探究与拓展活动
   strict的用法：strict常用于be strict with someone和be strict in something这两种结构，意思是“对某人要求严厉”、“对某事要求严格”。如：Our teachers are very strict with us．我们老师对我们要求非常严厉。作要求很严格。My father is very strict in his work．我爸爸对他的工作要求严格。
finish的用法：finish作及物动词时，后跟动词的-ing形式。如：I finish reading the
book．我看完了这本书。Mary finishes

作者: admin 时间: 2010-7-24 11:23

doing her homework．玛利做完了家庭作业。

练习设计
随堂练习设计
连词成句，注意句后的标点符号
1．what／fruit／favorite／is／your
2．art／do／why／like／you
3．teacher／is／your／who／science
4．Tom’s／subject／brother’s／favorite／what’s
5．color／her／is／white／favorite
6．what／get／does／he／up／usually／time
KEY：1. What is your favorite fruit?
  2．Why do you like art?
  3．Who is your science teacher?
4．What’s Tom’s brother’s favorite subject?
5．White is her favorite color．
6．What time does he get up?
个性练习设计
给自己做一个英文的课程表：每所学校、每个班级、每个学生都有课程表，但学生的课程表基本上是用汉语写的。在学习了表示学科的名词之后，教师可组织学生给自己和班上制作一个英文课程表，一来是丰富学习生活，美化教室环境，二来也可巩固所学的词汇。

Self Check
教学内容
Self Check(教材P76)
教学目标
知识与能力
复习词汇subject，science，physical，education，P．E．，biology，math，gymnastic
Monday，Tuesday，Wednesday，Thursday，Friday，Saturday，Sunday，why，because；引导学生复习、巩固“询问喜欢的学科并给出理由”的目标语言并运用所学知识安排活动。
过程与方法
   采用Practicing，Summarizing，Classifying和Comparing的学习策略，利用教学图片、幻灯片来展开课堂Pairwork问答式的口语交际活动和阅读、写作训练，复习、巩固，运用“谈论各自所喜欢的学科或其它的事情并给出理由”的目标语言。
情感态度价值观
  学习内容贴近学生的学习生活，谈论的话题是喜欢的学科和一周的课程安排，通过互相询问和谈论彼此所喜欢的学科以及理想的课程安排，可以增进同学之间的了解和友情并培养学生热爱学习和良好的学习、生活习惯。
教学重、难点及教学突破
重点
复习词汇subject，science，physical，education，P．E．，biology，math，gymnastic, Monday，Tuesday，Wednesday，Thursday，Friday，Saturday，Sunday，why，because；引导学生复习、巩固“询问喜欢的学科并给出理由”的目标语言并运用所学知识安排活动。
教学突破
   通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。
教学准备
   教师准备
   制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片。
   学生准备
   复习所学词汇、句型和语法内容，并进行适当的总结、归类。
教学步骤
(1课时)
一、第一教学环节：情景创设，导入新课
教师活动学生活动
引导学生进行关健词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学任务。进行关健词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学任务。

二、第二教学环节：师生互动。学习探究
教师活动学生活动
1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，完成第2部分的教学任务。
2．引导学生阅读短文，理解Zhao Jie的学习安排和计划，然后给Zhao Jie写一封回信，告诉他应如何安排学习计划。完成第3部分的阅读和写作教学
任务。 1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，完成第2部分的学习任务。
2．阅读短文，理解Zhao Jie的学习安排和计划，然后给Zhao Jie写一封回信，告诉他应如何安排学习计划，完成第3部分的阅读和写作学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动学生活动
引导学生进行Just for fun!游戏活动，复习、巩固所学的What’s your favorite subject?等句型和语法知识。进行Just for fun!游戏活动，复习、巩固所学的What’s your favorite subject?等句型和语法知识。

本课总结
通过单词检测、阅读和写作训练以及游戏等一系列复习手段对所学知识进行豸
统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是培养灵活运用的刨
力；同时教授学生了解一些有效的学习策略。

板书设计
Unit 12 My favorite subject is science.
Self Check
Words: subject, science, P.E. biology, math, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, why, because
Sentences: What’s your favorite subject? P.E.

问题探究与拓展活动
some与any：some和any的意思相同，都是“一些”之意，但some一般只用于肯定句中，而any则用于否定句或疑问句中。如：I have some books．我有一些书。I don’t
have any books．我没有一些书。Do you have any books．你有一些书吗?

作者: admin 时间: 2010-7-24 11:23

学写信件：给远方的朋友写一封信，介绍自己的学习生活等。通过此项活动让学生学会合作学习，互相取长补短，使学习效果更好，同时有效地复习、巩固了所学的知识。请学生首先回忆写信的格式，包括抬头、称呼、结束语等；教给学生一些写作技巧，如：逻辑性、层次性等，也可让学生互相谈论后总结。根据学生的实际情况将学生两两分组；互相提示，共同回忆写信的格式；根据老师的提示或互相讨论写作的方式及内容，并列出提纲；让学生根据自己撰写的提纲互相写信，运用My favorite subject is …. Because it’s …. I don’t like …. Because it’s …. On Monday …. On Tuesday …等目标语言；写好后互相修改。使彼此的作文更加完善，然后向全班宣读；教师和学生一起评选出作文写得最好的一对朋友。

练习设计
随堂练习设计
I．选词填空
When．Where，Why，What time，Who，What
1．_______ is your favorite teacher?
2．______ is it? It’s eight o’clock．
3．______ does he usually watch TV? On Saturday and Sunday.
4．_____ is his favorite subject? It’s P.E..
5．______ are your classmates? They are in the classroom.
6．______ do you like math? Because it’s difficult but interesting.
KEY：1．Who 2．What time 3．When 4．What 5．Where 6. Why

作者: admin 时间: 2010-7-24 11:33
人教版新目标七年级上册英语全册教案集DOC版下载地址：http://www.lspjy.com/showtopic-77249.aspx

作者: Cindyluan 时间: 2012-9-26 17:10
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作者: 憧憬着的未来 时间: 2012-12-7 11:19
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作者: shamrock 时间: 2013-8-30 16:04

作者: 2548386826 时间: 2015-9-6 15:57

作者: 百合747 时间: 2015-11-3 20:15

作者: 108高地 时间: 2017-3-6 22:20
教案很好，想下载

作者: 李致远 时间: 2017-9-4 21:41
谢谢了

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