Unit 1 Can you play the guitar？
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
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
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。
板书设计
Unit 1 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
教学反思：
Section B
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。 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
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。
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 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 教学反思：
Self Check
教学内容
Self Check (教材P) 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。 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 play the guitar and she is fourteen years old．The singers are Li Na and Li Dan．They are twins． 教学反思：
Unit2 What time do you go to school?
教 学 目
标 知识目标 1.谈论日常作息时间。 2.询问、表达时间。 能力目标 助动词do在一般现在时的特殊疑问句中的用法。 情感目标 通过阅读找出重要文中信息；懂得向他人询问时间和做礼貌回答。 教学重点 掌握以下句式： （1）-What time is it? -It's…
（2）-What time do you usually…? -I/we usually…
教学难点 学会用频度副词usually和谈论日常作息时间。 主要教法 Leading and Guided method 教学媒体 Tape
教 学 过 程
Teaching content: Section A 1a-2c
Step 1:Greeting, Warming up and duty report. Step2:Presentation (1)Guess:
It’s round. It has no legs and no arms. It can make “Di—Dar”. ======(Clock)
(2 ) Show clock ,and teach Ss to read the correct time. ===== o’clock, a quarter, half . Step3:Talk
T: What time do you usually get up? S1: I usually get up at…
T: What time do you usually eat breakfast? Step4:Presentation
(1)Show some pictures of Bill,lead Ss to talk about his daily routine. get up, run, eat breakfast, go to school, take a shower, go to bed A: What time does he go to school?
B: He goes to school at 7 o’clock. Step5:Listening and practice
(1) Show a picture of Rick’s family, get Ss to say something about it. 2a & 2b
(2) pair—work
A: What time does Bill usually…..? B: He usually ….at…… Step6:Make a survey
“What time do you usually….?” Activities Name Time Get up Liu fang 6:00 Make a report:
In the morning,…..usually get(s) up at….And he/she……. I usually get up at…. Step7:Homework
1、要求掌握以下词汇： （1）名词：time, shower
（2）动词短语：go to school, get up, take a shower （3）副词：usually o'clock （4）疑问代词：what time 2、要求掌握以下句式： （1）-What time is it? -It's…
（2）-What time do you usually…? -I/we usually… 课 后 反 思
Unit2 What time do you go to school? (第 2 课时)
教 学 目 标 知识目标 助动词do在一般现在时的特殊疑问句中的用法。 能力目标 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。 情感目标 通过阅读找出重要文中信息；懂得向他人询问时间和做礼貌回答。
教学重点 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。 教学难点 学会用频度副词usually和谈论日常作息时间。 主要教法 Leading and Guided method 教学媒体 Tape
教 学 过 程
Teaching content: SectionA3a--Part4
Step1:Greeting, Warming up and duty report. Watch a flash about the content of the Just for fun.
Talk something about the flash: Why is the other boy unhappy?
Introduce because of the difference of time zones, the time in different places are different.
Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it? It’s……
Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).
Step2:Review the words learnt in the last period and add more.
(1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower… get up take a shower eat breakfast go to school eat lunch run go home do homework eat dinner go to bed (2)ask students to make a survey
Ask your friend 5 questions about his /her day. Then make a report. A: What time do you usually…? B: I usually…at…
Step3:presentation.
(1)Ben’s day. Introduce something about Ben.
Using the sentence pattern: What time does he usually get up/go to school/… Pay attention to the verb form of the third person. Discuss Do you like ben’;s routines.
(2)Show the picture of Scott. He usually gets up at 5 pm. Ask students to predict what his job is?
(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times. (4)read it again and fill in the chart. (5)answer the following questions 1.Where does he work? 2.How does he go to work? Step4:Work on 3a.
（1）Read through the passage and tell me what his job is. （2）Read it again and match the pictures. (3)Answer questions:
What does he do after he get up?
Does he go to work after breakfast? What does he do? How does he go to work? By bus or on foot? What does he do before he goes to bed?
What does“What a funny time to eat breakfast!”mean? Step5:Follow up.
T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.
T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott. Step6:Work on part4.
T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.
T:（活动以后）Let's listen Group1…Group2… Step7:Work on part 3 of self –check.
T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.
T: You may begin it like this \"Ma Li gets up at …\" Step8:Homework. Oral work:
（1）Read 3a and recite it.
（2）Go on making a survey to find out what your classmates do on week 课 后 反 思
Unit2 What time do you go to school? (第 3 课时)
知识目标 1.名词：work，hour，hotel，bus，night，morning，job，home, afternoon, evening, homework 2.动词及动词短语：listen，go to work，get to，go to bed, do homework, go home 3.其它：after，am。 能力目标 助动词do在一般现在时的特殊疑问句中的用法。 情感目标 通过阅读找出重要文中信息；懂得向他人询问时间和做礼貌回答。 教学重点 1.一般现在时的特殊疑问句即掌握When do you usually …? Ｗhen does sb.(第三人称单数). usually verb? 2.频度副词usually 的熟练运用。
教学难点 1.学会用频度副词usually和谈论日常作息时间。 2.助动词do ,does 在一般现在时的特殊疑问句中的用法。 主要教法 Leading and Guided method 教学媒体 Tape
教 学 过 程
Teaching content: Section B and self-check
Step1:Greeting, Warming up and duty report.
Put two boxes on the teacher’s desk, one has the cards with different activity phrases,and the other cards with different time phrases.Ask Ss to draw one piece of paper from each box.Then make a sentence with the phrase ,for example: get up at 11:00 pm.
S1:I get up at 11:00 pm.
S2: She /He gets up at 11:00 pm.
If the time is not ture ,the first student will correct it and say like this : S1:No,I get up at 6:00 am
Then ask another student to draw the cards and go on the game . Step2:Presentation.
T：She goes to school at 7:00 am. She goes to school in the morning . Teach the phrase “ in the morning ”（板书）.
Teach “in the afternoon ” and “in the evening ” in the same way. Write the sentences on the Bb.Get Ss to practice. Show more pictures and get Ss to practice.
T: (Talk about the last picture .) He eats dinner in the evening. When does he eat dinner?
Write the question on the Bb. Help Ss to answer: He eats dinner in the evening. Get Ss to practice like this in pairs. Step3:Listening.
Ask Ss to listen and circle the activities they hear . Then check the answer.(Section B 2a)
Ask Ss to listen again and write down the time. Then check the answer in class.(Section B 2b) Get Ss to listen and imitate. Step4:Pairwork.
Ask and answer questions about Tom. Step5:Reading and writing.
a. We know Tom’s daily life .Do you have a pen pal ? Do you know him well ? Jane has a pen pal—Mona. Read the letter and complete Section B 3a. Check the answer.
Get some Ss to say Jane’s morning.
b.T: Please help Tom to finish the letter.(Setion B 3b) Then check the answer.
c. Ask Ss to write a letter to their teacher in the primary school, talking about their daily life.
Dear Mr/Mrs_________,
___________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Love,
__________ Step6:Homework.
1. Revise the words and patterns in this unit. 2. Write a report on Weekend survey. 课 后 反 思
Unit 3 How do you go to school?
Ⅰ.语言知识目标
掌握有关交通的词汇，如take the subway/train, ride the bicycle, by bus/boat, transportation, bus stop, train station， kilometer, mile, river以及其他一些词汇。 掌握由How引导的特殊疑问句及其答句： How do you get to school? I ride my bike. How long does it take? It takes about … minutes.
How far is it from your home to school? It’s … miles. The first period
ⅠTeaching aims and Demands 1. Knowledge object
Key vocabulary Oral practice 2. Ability objects
Listening skill Speaking skill Ⅱ.Teaching key points
Key vocabulary: take, subway, walk, train, transportation, by, by bus. Ⅲ.Teaching Difficulties
take/ride the/a ...to+地点=go to +地点+by.... walk to+地点=go to +on foot Ⅳ.Teaching Methods
Listening method Pair work Group work Summary Discuss Ⅴ.Teaching Aids
A tape recorder, a projector Ⅵ.Teaching procedures :
Step Ⅰ Warming-up and Revision
1. Enjoy the English song \"Over the mountains (driving)\" 2. Greetings and free talk. Step Ⅱ Lead in
1. Listen and guess what it is.
Listen and guess what it is. Revise the old words and teach the new words. 2. Guessing game
The teacher say a sentence ask the students to guess what kind of transportation it is. a. ---It is like a bike but goes much faster. ---A motorbike. b. ---It is like a train but goes under the ground. ---A subway.
c. ---It goes in the water. ---A ship or a boat. d. ---It takes you about three hours to go to Beijing from Shenzhen by it. ---A plane.
e. ---It can take people to the moon. ---A spaceship.
f. ---It is very useful, you may ride it to school. ---A bike/ bicycle.
3. There are so many transportations around the world. What kind of transportation do you like to choose ? Ask how do you get to school/Shanghai/ Hangzhou/ Luqiao/Paris….?
Help the students answer: I take the subway./take the bus take a minibus /take a taxi take the train / take the plane take the ship/take the car
ride my/a bike
ride a motorbike/walk Step Ⅲ To work in pairs, ask and answer Ask the students to work in pairs. A: How do you get to school? B: I walk to school.
I ride a bike to school. I take a bus to school. I take a car to school.
I take the subway to school. I take the train to school. Step Ⅳ Presentation
1. Enjoy a good flash named \"How does Emilio get to school?\" 2. First ask two students to ask and answer in pair.
Then ask the other students “how does he/she get to school?” He/She takes the subway. /…… rides his/her bike…… walks.
Step Ⅴ Group work
Ask the students to do group work. A: How do you get to school? B: I take the bus. /…
ride my bike/ bicycle. walk.
C: How does he /she get to school? He/She takes the bus/… rides his/her bike/bicycle. walks.
Step Ⅵ Work on 1a and 1b.
1. To do Section A 1a look at the picture and write down the way of transportation. 2. To listen to the tape and finish 1b . Step Ⅶ Presentation
Ask “how does Bob get to school?’ Help them answer he takes the train. Then ask “how does Paul get to school?” \"He walks.\"
Say Paul usually walks to school. He goes to school on foot.
Show some pictures to students. Ask them to say like this. 1.My father rides a bike to work every day.
.
=My father goes to work by bike every day. 2.Mr Li often takes a bus to work. =Mr Li often goes to work by bus. 3. I’m taking the train to Shanghai. =I’m going to Shanghai by train.
4. Mary usually takes the subway to work. =She usually goes to work by subway.
5. We usually take the ship to Dachen Island. =We usually go to Dachen Island by ship. 6.Sometimes she takes a boat to school. =Sometimes she goes to school by boat. 7. I have to take the plane to Hongkong. =I have to go to Hongkong by plane. I have to fly to Hongkong.
8. In the evening Mr Smith takes a car home. =In the evening Mr Smith goes home by car. =In the evening Mr Smith drives home. Step Ⅷ To work in pairs, ask and answer
Show some pictures to the students then ask then to work in pairs. A: How do you get to......? B: I take/ride/walk......
I get to school...by.../on... Step Ⅸ Summary
Take/ride the/a ...to+地点=go to +地点+by.... Walk to+地点=go to +on foot
e.g. He often takes the subway to work. =He often goes to work by subway.
注意：当home, here, there 作地点时 to 不要。 Step Ⅹ Discuss
What should I take if I go to Xianmen for vacation? Why? Which is the fastest way and which is the cheapest way? Step Ⅺ Homework
1. Copy the new words.
2. Make a survey: How do your relations go to school/work? 3. Make a report according to your survey. 教学反思：
The Second Period
Ⅰ.Teaching Aims and Demands. 1. Knowledge objects.
Key vocabulary Oral practice 2. Ability objects
Listening Skill Reading Skill 3. Moral object
Learn different culture between China and western country. Ⅱ. Teaching key points.
Key vocabulary: forty fifty sixty, seventy, eighty, ninety, hundred, minute, take, how far, kilometer, mile. Ⅲ. Teaching Difficulties. How long does it take? How far is it from…to …? Ⅳ. Teaching Methods.
Listening method pair work puzzle Ⅴ.Teaching Aids
A tape recorder A projector Ⅵ. Teaching Procedures Step Ⅰ Revision 1. Greeting
What day is it today?
What’s the weather like today? How do you get to school? How does he/she get to school? How do your parents get to work?
2. Show some pictures ask some students ask and answer in pairs A: How do you get to school? B: I take the bus…
A: How does he/she get to work? B: He/She takes the bus….
3. Show a picture then say how does he/she get to work? Help them answer:
a. She rides her bike to school. =She goes to school by bike. =She goes to school on her bike. b. He walks to school.
=He goes to school on foot. c. He takes the bus to school. =He goes to school by bus. =He goes to school on a bus. d. She takes a taxi to go home. =She goes home by taxi. =She goes home in a taxi. Step Ⅱ lead-in
1.Sing a number song
2. Revise the numbers from 1 to 20.
3. Learn and tell the differences and the same. 4. Say these numbers. 5. Have a competition.
Step Ⅲ Play the tape for the students to finish 2a&2b. Then play again and check the answers. Step Ⅳ Presentation
1. Show the students a picture of a clock. Say an hour=60 minutes 2:10____2:50/40 minutes
It takes her about 40 minutes to go to school by bike. 2:10____2:25/15 minutes
It takes her about 15 minutes to go to school by car. 2. Show some pictures.
T: How does he get to school?
S: He walks. / He gets to school on foot. T: How long does it take?
S: It takes twenty-five minutes.
T: How long does it take you to get from home to school? S: It takes me 20 minutes to go to school by bike.
T: How long does it take you to get to from home to school? S: It takes me 10 minutes to go to school by bus. Step Ⅴ Section A 2c
Listen and check( √ )the kinds of transportation that you hear. Listen again. Match the times with the kinds of transportation. Step Ⅵ Pair work ( 2c and Grammar Focus) Make a conversation about how you get to school. Step Ⅶ Do some exercise
A: How do you ____ _____school?
B: I ______ ride my bike, but sometimes I ____ the train. A: ____ _____ does it take?
B: It _____ about forty-five minutes to ride the bike and fifteen minutes by train. 句型转换
1. They ride their bikes to school. (就画线部分提问） _____ _____ _____ get to school?
2. It takes 50 minutes to get here. (就画线部分提问） _____ ______ _____ it take to get here?
3. It takes only 10 minutes to take the bus. (改为同义句 It takes only _____ minutes _____ ____.
4. It takes about 40 minutes on foot. (改为同义句) It takes about ______ minutes ______ _____. Step Ⅷ Presentation
T: How far is it from your home to school? S: It’s about 10 kilometers.
T: How far is it from your home to school?
S: It’s about …kilometers/meters/miles. ( If need, offer them help) 1kilometer=1000meters 1mile=1609meters Step Ⅸ Pair work
Look at the picture. Ask and answer questions. A: How do you get to school? B: I take the subway.
A: How far is it from your home to school? B: It’s three miles.
A: How long does it take you to get from home to school? B: It takes 25 minutes. Step Ⅹ Puzzles
1. How far is it from Luqiao to Xialiang? About 20 kilometers.
2. How long does it take from Luqiao to Beijing by plane? 2 hours and 10 minutes.
3.How long is the Changjiang River? More than 6,300 kilometers
4. How high is Mount Qomolangma? More than 8,844 meters
5.How deep is the Baikal Lake（贝加尔湖）? 1,620 meters.
6. How long is the Great wall ? More than 6,000 kilometers.
7. How far is it from the earth to the moon? 380,000 kilometers.
8. What’s the population (人口）in the world? More than 6,000,000,000
9. How much is the Rolls Royce? $ 253,590
Step Ⅺ Homework
1. Remember the numbers from 30-100. 2. Recite 3b. 教学反思：
The Third Period
Ⅰ．Teaching Aims and Demands 1．Knowledge Objects
Key vocabulary. Oral practice. 2．Ability Objects
Listening skill. Reading skill. 3．Moral Object
Know about some signs of traffic. Ⅱ . Teaching Key points
Key vocabulary: bus stop, bus station, train station, subway station Ⅲ．Teaching Difficulties
Oral practice using the target language: How do you get to school?
Well, I ride my bike to the subway station. Next,I take the subway. Then .... Finally,.. Ⅳ．Teaching Methods Practice.
Listening method. Reading method. Survey and report. Pairwork. Groupwork. Ⅴ．Teaching Aids
A tape recorder, a projector and survey paper. Ⅵ．Teaching Procedures
StepⅠ Warming-up and revision
1.Greet the class and enjoy the English song \"Row your boat\" 2.Check the homework. Example:
A: How do you get to school?
B: Well, I usually take a bus but sometimes I take the subway. A: How far is it from your home to school? B: About 10 kilometers. A: How long does it take?
B: It takes 10 minutes by bus and 5 minutes by the subway. Step II Reading: Work on 3a
1. Read after the tape and pay attention to these questions above it. 2. Read this text again by yourself and try to answer the questions 3. Explain the text and check the answers.
( Answers: by bike and by bus, 35 minutes.) Step III Pairwork
1. Pay attention to the conversation on the top.
2. Suppose one student was Lin Fei and his/her partner ask him some questions. Make the other conversations in pairs.(Give them five minutes)
3.. Ask some pairs to act the conversations. Step Ⅳ Info gap race
1. First help students form groups of three. Because three students work together in this activity.
2. Assign each student a letter A, B or C. Ask student A in each group to look at the chart on page 25. Ask student B to look at the chart on page 86 and C to look at the chart on page 93. Tell students not to look at others' pages. 3. Show the students how to do in this activity:
If they want to get the answers in the chart ,they should ask the others questions. eg: 1. How often does John go to school?
2.How long does it take Maria to get to school? 3.How far is it from John’s home to school?
Then fill in the blanks. Tell students the first group to fill in all the blanks wins. They will get little presents. Ask the groups to continue on their own.
( Move around the room monitoring the progress of the pairs.) 4. Then go over the answers. Answers:
Maria: bus; twenty minutes, five miles John: bike; ten minutes; six miles
Liu Pei: Subway; fifteen minutes; eight miles
( This activity provides oral and written practice using the target language.) StepⅤ Make a survey
1. Interview (采访)your other classmates or our teachers here. By using the following questions: How do you get to school?
How far is it from your home to school? How long does it take 2. Report:
Peter's home is about … kilometers far from school. He walks to school. It takes him about ten minutes…. Step VI Presentation (Section B 1a)
1. Show some pictures on the screen. Teach students some key words. Say something about the pictures one by one. For example：
This is a train station. Trains stop here. This is a bus stop. Buses stop here. This is a subway station. This is a bus station.
(Ask students to repeat these words.)
Now let students open their books at page 26. Point out the blank line in front of each numbered phrase. Ask students to match each phrase with a picture by writing the letter of the picture in the blank in front of the correct word. One has done for students.
Then check the answers.
（Answers: 1．b 2．a 3．c 4．d) (This activity introduces more key vocabulary.)
Step Ⅶ Role play ( Work on 1b)
1. First ask two students to read the dialogue to the class. Sa: How do you get to school?
Sb: Well, I ride my bike to the subway station. Then I take the subway. 2. Now work with a partner.
Suppose you use two kinds of transportation to get to school \\Hangzhou\\Beijing... (bus, train, subway, walking, bike, etc.) Tell how you get there. You may use the phrases in 1a.
3. Then ask different pairs of students to present their conversations to the class. (This activity provides guided oral practice using the target language.) Step Ⅷ Listening 1. Work on 2a
(1) First ask students to read the list of information that Thomas wants to know. …where Nina lives.
…how far from school she lives. …how long it takes to get to school. …how she gets to school.
…what she thinks of the transportation.
(2) Tell students what transportation and bus stop mean.
bus stop 汽车站 transportation n. 运送；运输
Then tell students we'll hear a recording. Please put a checkmark in front of each thing that Thomas wants to know. (3) Now play the recording for students.
( Have students pay attention to the sample answer.) (4) Then correct the answers.
（ Answers: The first and fourth items should be checked.） Tapescript:
Thomas: Where do you live, Nina? Nina: New Street.
Thomas: So, how do you get to school? Nina: Well ,first I walk to the bus stop. Thomas : Uh-huh.
Nina: I take a bus to the subway station. Then I take the subway. Thomas; Yeah…
Nina: Next I take a bus to the bus stop on 26th Street. Finally I walk.
(This activity gives students practice in understanding the target language in spoken conversation.) 2. Work on 2b
Show two sets of pictures on the screen.
Thomas wants to know where Nina lives and how she gets to school. One of these sets of pictures shows the way Nina gets to school.
First ask a different student to say what kinds of transportation each picture shows. Then tell students picture 1 shows riding a bike to the subway, taking the subway to the bus and walking from the bus stop to the school.
Picture 2 shows walking to the bus, taking the bus to the subway, taking another bus after the subway and walking from the bus stop to the school.
Now listen to the recording again. Look at the pictures. Put a checkmark next to the picture that shows how Nina gets to school.
Play the recording for students. Check the answers. ( Answers: Picture 2 should be checked. )
(This activity gives students practice in understanding the target language in spoken conversation.) Step Ⅸ Groupwork ( Work on 2c)
In this activity let students tell how Nina gets to school. Ask students to use the pictures in 2b. And write these sentences on the board.
First she …. Next she …. Then she ….
Help students form groups. First one student asks about Nina. Then the other students answer. Please use the words first, next and then.
Ask some students to say their descriptions to the class.
(This activity provides guided oral practice using the target language.) Step Ⅹ Optional Activity
Expand the practice of the sentence starters First she …, Next, she …, Then, she … by writing the sentences on the board and asking students to describe another set of actions they are familiar with from earlier lessons. For example: First I get up. Next I take a shower. Then I have breakfast. Ask several different students to describe different activities. Step Ⅺ Summary and Homework
This class we've learnt some key vocabulary and had oral practice. After class ask your parents how they get to offices. Next class I'll ask some of you to report to the class. Step Ⅻ Blackboard Design
Unit 4 How do you get to school? How How long How far _______ ________ _______ _______ ________ _______ First…… leave for
Next…… ride one's bicycle Then…… take...to... Finally
教学反思：
The Fourth Period
Ⅰ．Teaching Aims and Demands 1．Knowledge Objects Key vocabulary. Reading passage.
Reading and writing practice. 2．Ability Objects Reading skill. Writing skill. Survey.
Speakingskill. 3．Moral Objects
Tell students a moved story. This is a true story. There was something wrong with one boy's leg. He can't get to school. When his classmate (Sorry. I don't remember his name.) heard this, he came and carried the boy on his back. They went to school in this way for three years. No matter the weather was good or bad, the boy came every day. Though we don't remember his name, he is good and great. We must learn from him. Help each other and make progress together. Ⅱ．Teaching Key Points 1．Key vocabulary
North America, school bus, depend, by boat, must, car 2．Target language
Most students ride their bikes to school. Many students walk. Some students drive.
Other students take the bus.
A small number of students take the subway. How far do you live from school? I live 10 miles from school. Ⅲ．Teaching Difficulties
Reading and writing practice. Survey.
Ⅳ．Teaching Methods
Reading and writing methods. Survey method. Ⅴ．Teaching Aid A projector.
Ⅵ. Teaching Procedures
Step Ⅰ Warming-up and revision
1. Greet the class as usual and enjoy an English song. 2. Check the homework.
Ask some students to report how their parents get to their offices. If they use these words “first, next, then” , give them presents and praise them. Step Ⅱ Presentation.
Show some new words on the screen. Then teach the new words and ask students to repeat. Step Ⅲ Reading ( Work on 3a )
1. First play the recording of the article to students.
How do students around the world get to school?
In North America, most students go to school on the school bus. Some students also walk or ride bikes to school. In other parts of the world, things are different. In Japan, most students take trains to school, although others also walk or ride their bikes. In China, it depends on where you are. In big cities, students usually ride bikes to school or take buses. And in places where there are rivers and lakes, like Hongshanhu and Kaishandao, students usually go to school by boat. That must be a lot more fun than taking a bus!
2. Now let students read the article again. Then have them look at the five sentences on the screen.
1．In North America, not all students take the bus to school. 2．Other parts of world are different from the United States.
3．In Japan, the three most popular ways of getting to school are bus, train and bike. 4．In China, bikes and buses are the most popular means of transportation.
5．Students in Hongshanhu and Kaishandao have to take a boat to get to school.
Ask students if these sentences are true or false. If the sentences are true. Write “T”. If the sentences are false, write “F” in front of number of each sentence on their books.
(Tell students what “T” and “F” mean. T (for true) means in accordance or agreement with fact. F (for false) means wrong, incorrect.)
Ask students to do the activity individually.
Then check the answers. Elicit why the false sentences are false. 3. Answers: (1)．T (2)．T
(3)．F (students take trains, or walk, or ride bikes) (4)．F(it depends on where you are) (5)．T
(This activity provides reading practice using the target language.) 4. Read again the passage carefully and answer these questions: (1)How do most students go to school in North America? (2). How do most students go to school in Japan?
(3). How do students usually go to school in big cities in China? Step Ⅳ 3b
1. First let students look at the chart.
This chart shows how students get to Garden High School.There are 175 students riding their bikes to school. The number 175 means most. ( That is the sample answer. ) At Garden High School most students ride their bikes to school. ( Make sure students know what to do. )
2. Ask them to finish the activity individual-ly according to the chart. 3. Then check the answers. Answers:
At Garden High School most students ride their bikes to school. Many students walk. Some students drive. Other students take the bus. A small number of students take the subway.
(This activity provides reading and writing practice using the target language.) Step Ⅴ Task
1. Task one : Make a survey ( Work on 3c )
Just now you filled in an article about how students get to Garden High School. How do students get to your school? ( As students say, list them on the board. )
Tell students to use the words on the board to write about how students at your school get to school. Ask students to write individually.
Choose some students to read their work to the class. Give them little presents if they do well. (This activity provides writing practice using the target language.) 2. Task two: Survey Find someone who …
Tell students we'll do a survey. Please turn to page 92. First look at the chart. You want to know how far people live from school, how they get to school, and how long it takes them to get to school. Let me tell you how to do the survey. Go around the class and ask questions like this: How far do you live from school? How do you get to school?
How long does it take to get to school?
And find out these answers and write their names in the chart. The students with the most names in his or her chart wins the game.
(This activity provides reading and writing practice using the target language.) 3. Task three: Tomorrow is National Day .
Tomorrow is National Day . Where are you going? How are you going? Step Ⅵ Game \" What other transportations do you know? \" Well, let's make a competition.
Show some pictures of other trasportations. Let's who know more than others.
( Maybe students can exert their imagination. ) Step Ⅶ Self Check 1
First tell students to use these words:“ride, take, live, think of and get to” to fill in the blanks. Ask them to do this exercise individually.
Then check the answers. Answers:
1．How do you get to school in the morning?
2．What do you think of the transportation in your town? 3．When it rains I take a taxi.
4．How far do you live from the bus station? 5．I like to ride my bike on the weekend.
Then ask students to make their own sentences with the words. For example,
I ride my bike to school every day. He takes the subway to school. He lives 10 miles from school. What do you think of this book? How does your mother get to work?
After students finish their sentences, write some on the board. Underline any mistakes and ask students to tell how to correct each of them.
(This activity focuses on vocabulary is introduced in the unit.) Step Ⅷ Pairwork : Self-check 2
First let students look at the picture. Imagine you meet an American who needs help. His friend is ill in hospital. He has got a map. But it's a Chinese map. He doesn't know Chinese. Can you tell him how to get to the hospital? Ask students to work in pairs to write out the conversation.
Walk around the class offering language support where necessary. Then ask some pairs to present their conversations to the class. Praise them when they do their work well.
(This activity provides writing and oral practice using the target language of the unit.) Step Ⅸ Just for Fun!
cater pillar 毛毛虫 butterfly 蝴蝶
Ask students to read the cartoon to themselves. How do they get to school? The cater pillar walks. The butterfly flies.
(This activity provides reading practice with the target language.) Step Ⅹ Summary
Today we've learnt some key vocabulary and done some reading and writing practice. And then pay more attetion to the usage of \" take \" Step Ⅺ Homework
Write 3c down in your exercise book Finish off the exercises. Step Ⅻ Blackboard Design
Unit 4How do you get to school?
175 most by boat 100 many depend on
50 some more + (adj)+ than 40 other a part of →parts of 30 a small number not all
教学反思：
Unit 4 Don’t eat in class!
Language goals: In this unit students learn to talk about rules. New languages: Don’t eat in class! Can you wear hats in school? Do you have to wear a uniform at school? What do you have to do …? No talking! Difficult points: Learn to talk about rules What are the rules in your school / class? Don’t eat in class. Listen carefully in class. We have to wear uniforms in school. We can’t run in the hallways. 语法项目：祈使句、情态动词can和 have to的用法。 Teaching aids: a tape recorder some pictures Teaching periods:
Period 1: Section A 1a, 1b, 1c, 2a, 2b
Period 2: Section A 2c, 3a, 3b, 4
Period 3: Section B 1, 2a, 2b, 2c, 3a, 3b, 4 Period 4: Self check Period 1
Step 1 Free talk
Have a free talk with the students. Talk about “Can we eat in class?” The talk may be like this: A: Can we eat in class?
B: No, we can’t. We can’t eat in class
A: Can we run in the hallways? (in the hallways.) B: No, we can’t. We can’t run A: So, don’t run in the hallways.
A: Can we listen to music in the classrooms or the hallways?
B: No, we can’t. We can’t listen to music in the classrooms or the hallways. A: So, don’t listen to music in the classrooms or the hallways. Step 2 Presentation
Show Ss a picture of a woman teacher and some pictures of Ss who are breaking school rules. Are they good students? What rules are these students breaking? Step 3 Match Finish 1a.
Step 4 Listening Finish 1b.
First let Ss guess what rule Peter/ Selina/Nick is breaking ? 1. Don’t arrive late for class. 2. Don’t run in the hallways. 3. Don’t eat in the classroom.
4. Don’t listen to music in the classrooms or the hallways. 5. Don’t fight.
What rules are Peter, Nick and Selina breaking? Step 5 Presentation
Take out an apple. Have a talk with the students like this: T: Can I eat an apple in class now? Ss: No, you can’t.
T: Can you eat apples in class now? Ss: No, we can’t. Repeat it with a cigarette. Step 6 Practice
Show Ss some pictures, then let Ss talk about them with “Can you/ we …?” S1: Can we arrive late for class?
S2: No, we can’t. We can’t arrive late for class.
Let the students practice in pairs. Try to act it out in front of the class. Step 7 Listening
Finish 2a and 2b. Check the activities Alex and Cindy talk about.
Listen again. Can Alex and Cindy do these activities? Circle “can” or “can’t”. Step 8 Competition
Have a competition between boys and girls, let them say as many school rules as they can. Have a talk like this: T: There are many school rules in our school. What rules are they? Can you name any of them? S1:Don’t eat in class. S2: We can’t fight. … Practiced in pairs like this: A: Can you fight?
B: No, We can’t. We can’t fight. A: So, don’t fight.
Teach these important expressions:
school rules (keep the rules遵守规则, break the rules违反规则) be late for class = arrive late for class Work in pairs, practice the dialogue like: A: Can we arrive/be late for class?
B: No, we can’t. We can’t arrive /be late for class. A: So, don’t arrive /be late for class. T: What are the school rules? S1: We can’t arrive late for class. S2: We can’t run in the hallways. … 1. Don’t arrive/be late for class. 2. Don’t run in the hallways. 3. Don’t eat in the classroom.
4. Don’t listen to music in the classrooms or the hallways. 5. Don’t fight.
Step 9. Homework: Finish off the exercise. Period 2
Step 1 Warm-up
Watch a segment of 《逃学威龙》 and see what rules they are breaking ? Step 2 Presentation
Show a picture of a girl who wants to have a gym class. T: Can we have a gym class like the girl? Ss: …
T: Do we have to wear sports shoes in gym classes?
Ss: Yes, we do. We have to wear sports shoes in gym classes. Pair work. Practice in pairs like this: “Do we / you have to …?”
What else do you have to do at school?
We have to wear sports shoes for gym class.. What else does he have to do at school? He has to wear uniform. Step 3 Practice 1. First finish 3a
2. Show Ss some school rules, then let them practice “Do we / you have to …?” School rules:
1. Keep tidy and clean.
2. Get to school before 7:20. 3. Be polite.
4. Respect each other.
Pair work. Practice in pairs like this: A：What are the school rules, Alex?
B：Well, we can’t eat in the classrooms.
A：We can’t eat in the classrooms, too. But we can eat in the dinning room. B：We can’t go into the music room without our teacher.
A：We can’t, too. And we can’t go into the classroom without teacher. B：Uh-huh, We can. But we can’t listen to music in class. A：Oh, we can’t wear a hat in class. B：Well, we can’t play football at noon. A: What else do you have to do? B: We have to clean the classroom. Step 4 Survey
1. Tick the things they have to do at school first, then make a report.
Finish homework on time ( ) Help each other ( )
Clean the classroom ( ) Wear a uniform every day ( ) Obey all school rules ( ) Study hard ( ) Be polite ( ) …… 2. Make a report: At school, my friends have to …
Period 3
Step 1 Free talk
Talk with Ss about the house rules on weekdays and weekends. T: Can you watch TV on school nights? S1: No, we can’t.
T: Do you have to clean your own clothes? S2: Yes, I do. S3: …
Step 2 Group work
Work in groups, fill in the table. Do you have to get up at 6:00? Can you watch TV on weekdays? Do you have to wash your clothes? Can you go out on school nights? Do you have to clean your bedroom? Do you have to be home at 5:00? Can you play computer games? Check the answers together.
Report: In my group, Jim has to get up at 6:00. … Step 3 Listen and read
Listen and number [1-4] rules in the order you hear them. Listen again.
What rules do Dave and Emily have? Put checks under “Emily” or “Dave”. ___ ____ Don’t watch TV after school ___ ___ Don’t go out on school nights ___ ____ Do your homework after school. ___ ____ Practice your guitar every day. Making some rules Zhao Pei’s Rules get up at 6 o’clock
can’t meet her friends after school has to do her home work after school can’t watch TV on school nights has to be in bed by ten o’clock
has to clean her room and wash her clothes on weekends has to help her mom make dinner has to learn the piano has to help her mom make dinner Step 4 Read and write
Finish 3a: Write down Zhao Pei’s house rules. Talk about your rules. Amy: Hello, Ian.
Ian: Hi, Amy. What are your rules?
Amy: Well, I can’t watch TV in the evening. And I can’t go out on school nights. Then I have to do my homework every night. What about you?
Ian: I can’t play football at noon. I have to have a good rest at noon. And I can’t watch TV in the evening and I have to do
my homework every night. Then I have to practice guitar every day. Make a report about their friends. Step 5 Presentation
Show Ss a picture of the school library. Let them talk about it. S1: Can we …?
S2: Yes, we can. / No, we can’t. The rules for the library: • No food!
• No wet umbrellas! • No listening to music!
• No talking! or Don’t talk loudly. • No school bags! Step 6 Writing Finish 3b.
Ask them to work in groups of four and make rules for the library. Choose the best group. Make the rules for the public places
Discuss about the rules for the public places and make the rules. Step 7 Exercise
1. Let Ss work in pairs, talk about their house rules on weekdays and weekends. 2. Get Ss to make a report about their friends. Period 4
Step 1 : Warm-up
Give Ss a chant. Chant with the students together. Can you eat in class? Can you eat in class? No, we can’t. No, we can’t.
Can you fight at school? Can you fight at school? No, we can’t. No, we can’t. Step 2 Competition
Have a competition between boys and girls, let them ask and answer questions about different rules. Boy 1 : Do we have to wear uniforms at school ? Girl 1 : Yes, we do. Can we run in the classroom? Boy 2 : No, we can’t. … Step 3 : Make a report
After competition, get them to choose one of the rules and make a report about it in groups of four. Step 4 Discussion
Discuss the following questions in groups: 1. Who made so many rules for you? 2. Why did they make them? 3. What do you think of them?
4. Can you make better rules that everybody likes?
Discuss the questions with the students, and then check the answers together. Step 5 Group work
1. Work in groups of four and give some suggestions to parents or teachers, for example, “No smoking, dad.” Dear parents,
It isn’t fair. We have too many rules at home. We want freedom. Freedom! Freedom! Now, here are the rules for you: 1. No smoking in the living room.
2. ______________________________________________________________ 3. ______________________________________________________________ 4. ______________________________________________________________ 5. ______________________________________________________________ Kids 2. Write a letter to them in a good way to make them accept the suggestions. Dear parents,
We know you love us, though we sometimes have different opinions. You just want us to be good. But now we grow up and hope to do things in our way. We should respect each other. Would you like to have a look at the suggestions? 1. Please don’t smoke in the house.
2. ______________________________________________________________ 3. ______________________________________________________________ 4. ______________________________________________________________ kids
Step 6 Homework
1. Help Zhao Pei give some suggestions to her parents. 2. Write 3-5 rules for the library/computer room/your family. 课后教学反思：
Unit 5 Why do you like pandas?
一． Teaching aims:
animals：tiger elephant koala dolphin panda lion penguin giraffe
Some adjectives about character：cute smart shy ugly clever beautiful friendly quiet lazy countries：Africa Japan Australia
others：grass leaf meat sleep relax kind of 二．Topic: Animals in a zoo 三、Teaching guide:
1.language goals: Talk about animals
2.Functions: 1.Describe animals 2.Express preferences 3.Target languages:
Why do you like koalas?
Why does she / he like koalas? Because they are cute. Where is/are …from ? It’s/They’re from….
What animals do you like ?
What other animals do you like
4.Learning strategies: active, cooperation, study Using what you know Inferring content 5.Recycling:
small, quiet, scary, interesting, very, Australia, China, He is from…
She is five years old. 6.Emotion:
1.Train the students to protect animals consciously. 2.Love nature, parents, friends and life more。
3.Help each other actively。四．Difficult point and Important point:: 1. Master the vocabularies of animals.
2. Discuss the reason why you like it most kind of and very Period One
Topic: Why do you like …?
Structures: Why do you like koalas? Because they are very kind of cute. Task: Talk about your favorite animal.
Culture: Know something about the animals in the world. Vocabulary:
Animal: koala, elephant, dolphin, lion, tiger, panda, dog, penguin, very, kind of , cute Grammar:
Why do you like koalas? Because they are very/kind of cute. Abilities: Students can ask and talk about the animals they like
Emotion: Talk about animals, understand animals, love them and enjoy life Important points: The names of the animals and some adjectives
Difficult points: Plurals Teaching steps: Step 1 Review:
Do you like …? and some adjectives: (1) chant: do you like fruit? (2) Talk about the movies.
T: I like the comedies. Do you like the comedies? S: Yes, I do. T: why?
S: Because they’re funny. Step 2:presentation
Talk about persons and teach friendly, beautiful, cute, clever, shy, smart T: I like Zhao Wei . Do you like her? S: Yes, I do. T: Why?
S: Because she is beautiful. Talk about the people near us
Step 3: Review the animals they have learned
Look at the animals . what is this? It is a lion. dog, pig, monkey, chicken, ox, fox, cow , cat, sheep Do 1a, 1b
Step 4 Talk about your favorite animals with some adjectives: I like lions. Do you like them? Yes, I do.
Why do you like them? Because they are cute. Practice in pairs Step5 make a survey
How many students like the kind of animal? Step6 Homework Period Two
Task: Talk about the rare animals.
Culture: Know something about your friends/parents
Vocabulary: Australia South Africa ugly friendly shy clever grammarWhere are you /they from? Where is he /she/it from? What animal do you like?
What other animals do you likeStep1 Let’s chantWhat fruit do you like ? What fruit do you like ? Do you like apples? Yes, I do . Yes, I do. Do you like bananas? Yes, I do . Yes, I do Do you like bananas? No, I don’t. No, I don’t.
I like …B: Why do you like him / her?
A: Because he/ she is very/kind of …
Practice with these adjectivesFriendly shy ugly cute beautiful smart clever Talk about your family members and classmates. What animal do you like (best)?
I like …Why do you like…Because they’re 1a Match the words with the animals in the picture1b Listen and check the animals you hear
step4 Ask about your partner’s favorite animals. A: Do you want to see lions? B: Yes , I do . A: Why ?
B: Because they’re cute.
2a Listen . Write the animals you hear. Draw a line from the animals to the description words.
Section B1Match the description words with the animals. Talk about the animals you know. A：What animals do you like？ B: I like elephants. They are cute. A: What other animals do you like? B: I like dogs,too. A: Why?
B: Because they’re friendly and cleverSection B
2a Listen and circle the description words you here in activiy1. 2b Listen again. Fill in the chart.
Listen and complete the conversation with the words in the box very dolphins kind of koalas Julia: Let’s see the koalas .
Henry : Why do you like ______? Julia: Because they’re ______ cute. Henry : Well, I like _______. Julia: Why do you like ______?
Henry: Because they’re ______ interesting. Homework Period Three
Step 1 RevisionMy favorite color is My favorite food is My favorite fruit is My favorite player is My favorite singer is My favorite sports is My favorite number is My favorite movie is My favorite animal is
Discuss about the rare animals in the word and where they live.3a Put the animals in the map. Use the animals and countries in 3a.
Where are lions from ?
Lions are from South Africa.
Period Four Step1 Revision
Chant:What animals do you like? I like pandas. I like pandas. They are quiet. They are quiet. What animals do you like? I like koalas. I like koalas. Why?
They are cute. They are cute. What animals do you like? I like dolphins. I like dolphins. Why?
They are clever. They are clever.. Talk about movies/subjects/sports/ players/actors/days/months. What …do you like?
What other … do you like? Why?
Unit6 I’m watching TV.
【教学目标】 1）、知识目标：
①、掌握一些描述人物活动的动词和动词短语。
②、学会询问对方或他人正在做什么并熟练描述自己或他人正在做什么。 ③、掌握现在进行时的构成和现在分词的变化规则。 2）、能力目标：
①、学会运用现在进行时谈论自己和他人正在做什么。
②、通过学生听、说、读、写、做、唱综合训练，使他们能够在生活当中使用目标词汇和语言进行交流。 3）、情感和态度目标：
①、通过各种形式的任务活动，引导学生在体验、参与、合作与交流中增加了解、增进友谊。 ②、在课堂活动中乐于模仿，勇于开口，积极参与，激发学生学习英语的兴趣和热情。 【教学重点、难点】 1）、教学重点： ①、掌握一些描述人物活动的动词和动词短语，新单词（clean, read, on, apartment ),短语(watching TV, doing homework, eating dinner, talking on the phone)。 ②、掌握并运用简单的英语交际句型： —What are you doing? —I’m ...
—What is he/she doing? —He/She is ... —What are they doing? —They’re ... 2）教学难点：
①、现在进行时不同人称的运用。 ②、现在分词的变化规则。 【教学方法】悟学式教学法
【课前准备】畅言智能语音教具系统、课件、动态图片等。
【教学过程】根据对课标、教材、学情的分析，我是这样设计我的教学过程的： Step1：Warm-up
1、Play the video of a song “what’re you doing”?
设计理念：播放歌曲活跃课堂，让学生感知这节课所学的内容。 2、出示本节课的学习目标。（屏幕显示，学生朗读） Step2：Revision
A: Say “Hello ” to the Ss. B: Ask and answer
What time do you go to school?
When does your mother get up every morning? Do you do your homework in the evening? What time does your class begin? Can you sing?
Step3：Presentation
Introduction of the Present Progressive Tense.介绍现在进行时态。 T sing a song.说：“I can sing. Now I’m singing. ” 然后，做一些动作说：“I am walking. I am playing basketball. I am talking on the phone. ”让学生跟着老师做这些动作。
问：What are you doing?
教学生回答： I am walking. I am playing basketball.. I am talking on the phone. 让学生与同桌进行问答练习。
先由教师示范动作，引起学生的注意，并展示句子：I am walking. I am ...继而过渡到学生跟着一起做动作，教师导出句子“What are you doing?”学生在做动作的同时，learn to say：“We are singing/running/swimming.”“ I am watching TV/singing.”接着让学生用What are you doing?来询问他周围的同学，之后教师通过Pairwork检测学生对该句型的掌握情况。 Ask and answer
叫一个学生看书，问：What is he/she doing? 答：He/She is reading.
然后，出示一些动画，问： — What is he/she doing? —He/She is … — What is he doing? — He is …
playing basketball play playing playing soccer playing the guitar
singing sing singing What is she doing? — She is ….
cleaning clean cleaning drawing draw drawing reading read reading What are they doing?
They are…
eating dinner eat eating watching TV watch watching Find out the rules 读下列单词，并找出规律:
go going watch watching read reading do doing clean cleaning 一般在动词原形末尾加-ing。 — What is she doing? — She is … dancing dance dancing 读下列单词，并找出规律:
Write writing take taking Have having arrive arriving 以不发音字母e结尾的动词，先去掉e，在加-ing — What is he doing? — He is …
running run running swimming swim swimming 读下列单词，并找出规律:
run running get getting swim swimming begin beginning
以重读闭音节结尾的动词，如果末尾只有一个辅音字母，应双写这一字母，再加-ing。 写出下列动词的现在分词。
sit sitting get getting ask asking sleep sleeping look looking come coming
speak speaking listen listening talk talking dance dancing teach teaching paint painting give giving show showing Step4：Group work A: What’re you doing?
B: I’m … What is he /she doing? C: He/She is …What’re they doing? D: They’re …
What are people doing?
1C Look at the picture . Ask and answer. 设
Step6：利用畅言智能语音系统播放书本1b的听力材料两次，完成1b.检查答案。 Step7：Quicker eyes.(任务二) What is he doing ? He is……
Frank Bob Jim Sam What’s she doing? She is ……
Lily Helen Lucy Step8：Exercises —— 感悟 用所给词的正确形式填空: 1.—What is Li Lei doing?
— He is (read). 2. —What is his mother doing?
—She is . (write) 3. —What are they doing?
—They are (play) soccer. 4. —What’re David and Mary doing?
—They are (eat) dinner. 5. —What’s Jim doing?
—He is . (run) Step9：Summary:
—What are you doing?
—I’m watching TV/ reading/V-ing … —What’s he/she doing?
—He’s/She’s cleaning/V-ing… — What are they doing?
— They’re talking on the phone/V-ing... 现在进行时构成：
be (am, is are) + V-ing V-ing的变化规则: 1、一般在动词原形末加-ing
2、以不发音字母e结尾的动词先去掉e，在加-ing。
3、以重读闭音节结尾的动词，如果末尾只有一个辅音字母，应双写这个字母，再加-ing .
Step10: Homework
1. 记第五单元的单词。
2. 想像熟悉同学,他和他的家人中午12点钟正在做什么，用现在进行时写3个句子。 板书设计：
Unit 5 I’m watching TV.
—What are you doing? talking on the phone —I’m watching TV. cleaning
reading
—What’s he/she doing? apartment公寓，住宅 — He’s/She’s cleaning.
— What are they doing? — They’re talking on the phone. — 课后反思：
Unit7 It’s raining!
Period One
Section A 1a, 1b, 1c, 2a+ Section B 1a, 1b Ⅰ. Teaching aims 1. Knowledge
①Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,prettycool, cold, humid, warm, hot ②Sentence structures: How’s it going? How’s the weather? What’s the weather like? 2. Ability: Talk about the weather and greet each other with a new structure.
3. Cultural awareness: A new way of greetings and asking about the weather is quite a common greeting in western countries.
ⅡImportant points: A new way of greetings and the description words about the weather. Ⅲ.Difficult points: How’s the weather? It’s raining/windy/cloudy/sunny/snowing/. How’s it going? Great! /Not bad! /Terrible! /Pretty good! ⅥTeaching procedures Step1. Warming up
1. Ask the Ss randomly: What’s the date today? What day is it today? How are you?
2. Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers.
Step2. Presentation
1. Show 4 faces on the screen and ask Ss to describe each face using whatever words they can. Help Ss identify each person is feeling.
2. Then show 4 words. Say the words and ask Ss to repeat each one. Ask Ss to match each remembered phrase with a face. Encourage them to spell the phrases by How do you spell it?
3. Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions. Step3. Presentation
1. Let one student ask me: How’s it going? I may answer like this: Terrible! Because it’s snowing and it’s so cold. Show a picture of snowing day and children are making a snowman and pretend to be very cold. Make Ss guess the words: the weather and snowing. Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy. Go on with other kinds of weather: sunny, rainy, cloudy, windy.
2. Point out the numbered list of description words. Say each one and ask Ss to repeat the words again. Then ask Ss to match each word with one of cities in the picture. Check the answers.
3. Play the tape and get Ss to write the city names in the boxes. Check the answers. Look at the 5 pictures in 1a. Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid. Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot.
4. Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be missed. Note: Talking about the weather is quite common in western countries as a daily greeting. Step4. Weather report
Show a weather map of China. Get Ss to make a weather report as a CCTV anchor. They may begin with asking the weather in each city, then make up a report about it. Step5. Chant
Show an easy chant to reinforce the questions and words about the weather.
Step6. Homework
1. Copy the new words 4 times each.
2. Summarize the usages of how in questions.
3. Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it. Period Two
Section A 2a, 2b, 2c, 3b+ Grammar Focus Ⅰ. Teaching aims 1. Knowledge
①Words: cook, study
②Sentence structures: What are you/ they doing? We/ They are… What is he/she doing? He/ She is … Yes/No questions and short answers.
2. Ability: Ask and answer the Present Progressive Tense, and describe the activities people are doing
3. Cultural awareness: The inner feelings of the Ss are motivated by understanding and comparing different people’s lives in different areas.
ⅡImportant points: the correct use of the Present Progressive Tense
Ⅲ.Difficult points: Describe the weather and activities with the Present Progressive Tense ⅥTeaching procedures
Step1. Warming up and revision
1. Daily greetings: How’re you today? How’s it going? How is the weather? Ask these questions randomly to the Ss to revise what they learned yesterday.
2. Point out the conversation in the large picture in 3b on P33 and ask two Ss to read it to the class. Practice it in pairs, then change some of the words and make their own conversations.
3. If Ss do quite well, show a piece of cartoon of the Snow-white and the seven dwarfs. Step2. Presentation
1. After showing the cartoon, ask Ss: What are they doing? (They are singing and dancing.) Show more pictures with questions: What’s he/she doing? and What’re they doing? to get Ss to practice the tense which is the core grammar of this period. Get Ss to guess out the word cook by the picture. Choosing the right words and pair work are added as the reinforcements. 2．Let’s see what Joe’s families are doing. Point to the 4 pictures (The girl in the second picture is talking on the phone with the first speaker.). Ask Ss tell each person is doing in each picture. More attentions should be paid to the correct use of the Present Progressive Tense. Use every hint to finish 2b.
3. Play the tape for Ss to have a check. One more time listening to finish 2a. Teach: What does your father do? He is a cook.. Compare cook with cooker.
4. With the whole picture, get some Ss to tell the story of it. Step3. Brainstorming
1. Play the tape for another time. Then do a memory test. Ask Ss: What’s Uncle Joe/Jeff/Mary/Aunt Sarah doing? What’re Scott and Lucy doing? Is Jeff watching TV? Etc. 2. Guessing game. Guess the activities people are doing. Step4. Game. Find the differences!
2 Ss in a group. Student A looks at the picture on P84 and Student B looks at the picture on P86. Each picture has the same people in it, but they are doing different things. Take turns talking about what the people doing in the picture. Attention: don’t look at the partner’s picture. And the weather in 2 pictures could be compared too.
weather sunny raining person P84 P86
Uncle Ed sleeping cooking
Aunt Betty playing soccer watching TV Nancy playing soccer reading a book Rick swimming playing computer games Get Ss to describe the 2 pictures orally. Step5. Grammar Focus
1. Ask 2 Ss to read the sentences loudly and make interpretations. 2. Some oral exercises about the core materials in Section A. Step6. Homework
1. Copy the new words 4 times and the Grammar Focus. 2. Write 2 paragraphs about the 2 pictures on P84 and P86. Period Three
Section B 2a, 2b, 2c Ⅰ. Teaching aims 1. Knowledge
①Words: hot, cold, cool, warm, humid
②Additional words: spring, summer, autumn
③Sentence structures: How’s it going? What are you doing? How’s the weather?
2. Ability: Describe the different kinds of weather and different activities in different areas ⅡImportant points: Revise and use the words, expressions and sentence structures correctly. Ⅲ.Difficult points: Describe the weather in 4 seasons and people’s activities ⅥTeaching procedures Step1. Revision
1. Show different weather signs to revise the description words in Section A. Draw an arrow to revise the 4 words: cold, cool, warm and hot. But don’t forget humid.
2. Get Ss to look at Picture C .Tell them: It’s Chengdu. How is the weather in it? It’s sunny. Is it cool? No, it’s hot. It’s hot and humid.
3. Make a survey by the whole class. Ask Ss: Who likes the cold weather? Have Ss raise their hands. Check out the most popular and the least popular weather. Get Ss to talk about the local weather in 4 seasons. Step2. Presentation
1. After talking about the local weather in 4 seasons, let’s watch different weather in other countries. Tell Ss Maria is in Mexico. Play this phone conversation between Sam and Maria. Listen carefully to their questions and answers. Play the tape the first time, Ss only listen. Play the tape again and have Ss catch the answers Maria and Sam give to the question How’s it going? Listen again and write what they answer to What are you doing? and How’s the weather?
2. Further discussion. Show 4 pictures. With the 4 questions ①Where is it? ②How is the weather? ③What season is it? ④What are the people doing? Ss talk about the countries, the weather, the seasons and the activities. Step3. Interview
1. After visiting the 4 places, ask some Ss: Where do you want to go? When do you want to go there? How’s the weather? What do you want to do there? Let them describe the places they want to go most. 2. Ss make an interview in the class., and then give a report about.
3. Let’s find out. Find out what kinds of activities someone wants to do on certain days. Step4. Homework
!. Copy the new words 4 times.
2. Interview their family members about the place they want to go most and the situations there, and then write a report about it. Period Four
Section B 3a, 3b, 3c, 4 +self check Ⅰ. Teaching aims 1. Knowledge
①Words: vocation, lying, beach, group, beach, volleyball, surprised, heat, relaxed, winter, scarf, everyone, man ②Additional words: sandstorm, typhoon, tsunami(海啸)
③Sentence structures: How’s the weather? What’s the weather like? What can we do with this? When is the best time to visit your town/city?
2. Ability: Learn about different activities in different weather
3. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possible ⅡImportant points: Use the words, expressions and sentence structures correctly. Ⅲ.Difficult points: Describe the weather in 4 seasons and people’s activities ⅥTeaching procedures Step1. Revision
Show a weather map of China and get Ss to ask and answer in pairs about the different kinds of weather in some cities. Step2. Presentation
1. Ask Ss: How do you know the weather beforehand? Get answers like: From the radio/121/the TV/the mobile phone/the internet.
2. Look at a paragraph, and ask Ss to find out what the show is (CCTV’s Around the World show) and where the reporter is (in Australia) .Ask them to tell what they know about Australia.
3. Ask Ss to work alone. Underline the things that people are doing and circle the words that describe the weather. They may follow the 2 examples have done for them. Check the answers.
4. Draw attention to the pictures of France and the descriptions below. Ask Ss to work alone .Have Ss fill in the blanks. Check the answers. Step3. Group working
1. In groups of 2, finish 3 in Self check by asking and answering.
2. Ss form groups of 4. One of them works for CCTV’s Around the World show. He/She interviews the other 3 Ss what the weather is like in their hometowns and what the people are doing. Then give a report about what he/she has got. 3. Make a survey. Find out what activities people will do on certain days.
4. Ask all the Ss further: When is the best time to your town/city? Ss may answer like: The best time to visit my town/city is in … because it’s … Step4. Extension
Show pictures of the nature disasters: sandstorm, typhoon and tsunami(海啸).Tell Ss: If we have such natural disasters, we could not enjoy the lives any longer. But what can we do with this? Collect any possible answers from Ss. Step5. Homework
Summarize the key words and expressions in this unit. 教学反思：
Unit8 Is there post office near here?
Teaching Goal: 1. General aims:
A. Ask for directions on the street B. Give directions on the street 2. Particular aims: A. Language Focus.
(1). Ask the way on the avenue.
(2). Show the directions on the street. B. Language goals
(1). Is there a bank near here?
Yes, there’s a bank on Center Street. (2). Where’s the supermarket? It’s next to the library.
(3). Is there a pay phone in the neighborhood? Yes, it’s on Bridge Street on the right. (4). Go down off the Fifth Avenue. (5) . Take a walk straight. C. Language structures:
(1). Special question with where
(2). There be …. (pay attention to be singular or plural) (3). Preposition with position (4). Sentence with yes.
D. Useful words and phrases:
Words: hotel, bank, park, supermarket, street, avenue, new, clean, quiet, big, small, dirty, old, busy, left, right, near, pay Phrases: post office, video arcade, next to, pay phone, across from, between…and, turn left /right, go straight, take a walk, excuse me, go through, take a taxi, arrive at/in E. Grammar language: (1). There be …
(2). Where is the place? (3). Position preposition F. Learning strategies:
(1). Using what you know (2). Inferring content G. Interdiscipinary: (1). Geography (2). Art (3). Society
H. Emotion and manner: (1). Expression (2). Help others
Teaching time: 6 periods Teaching procedures:
Period One (p7) Step 1: Warming up 1. Greeting
First wish the class have a happy, healthy new year. 2. Warming up
What do you do during the Spring Festival? Step 2 Presentation 1. Leading-in
For example: (say to myself)
I go to Nanping Park. I go down the Shanhu Avenue, There is a hotel, a bank, two pay phones and so. Turn left and go straight to the Jiefang Street. It’s on my right.
Draw a picture and write down some places on the blackboard as I am talking. 2. Teaching the new words.
Post office, video arcade, pay phone, bank, supermarket, hotel, library, street, straight, turn, left, right Step 3: Practice
1. Ask students to act out about turn left/right. (each team every time, at last only one who wins gets a award.) 2. Section A 1a reading
Ask Ss to read the places and match the words with the pictures. 3. Guess the place where I am. For example:
I am standing here. (point to the picture) Go down Bridge Street and turn left at the first crossing. Go along Fifth Avenue. It’s on my right. It’s next to library. Where am I going? Show them in the screen.
4. Ask Ss to follow the conversation above and complete the conversation.
5. Have the line in the classroom as the street and desks as the buildings and practice the conversation above. (1). Teacher tells four students each time to act out, others judge if they walk in the street correctly. (2) Ask Ss to judge “wrong” or “right”. 6. Section A 1b listening
Play the recorder, ask Ss to circle the place they hear on the picture in 1a.
7. Pairwork: Have Ss ask and answer the question following 1c about other places in picture. Step 4: Homework
1. Copy the words in 1a.
2. Make a conversation like 1c. Step 5: Classwork: Translation:
1. 图书馆在超市的对面。 2. 公园在银行的旁边。 3. 超市在第五大街上。
4. 投币电话在电子游戏中心和超市之间。 Design Blackboard:
Unit 1. Where’s the post office?
1. Is there a …near here? between … and… 2. Where’s the …? next to
It’s on /across from … on the left /right Teaching note after class:
Period Two (P8) Step 1: Revision
Revise the words of 1a using the following pictures. Sixth Avenue Step 2: Presentation
1. Teach these words using the pictures:
across from next to between…and on 2. Help them make sentences with these words. The hotel is across from the bank.
The cinema is between the hotel and the library. Video arcade is next to the supermarket. Step 3: Practice
1. Section 2a reading
Get the students to read the sentences in the box first. Then match each sentence with one of the pictures. 2. Section A 2b listening and understanding First read the words in the box together.
Play the recording twice for the students to write down the words they hear. Play again, let the class know these conversations: ---Where is …? --- It is …
---Is there a …? ---Yes, …
3. Section A 2c oral practice
Let the students look at the picture of Page 1. Ask and answer in pairs (or in a T-S way)
Then ask several students to repeat some of their conversations for the class. Step 4 Homework
1. Copy and master the sentences in 2b. 2. Finish sentences in 2b Step 5 Classwork
1. Choose the best answer:
(1). My best friend sits next _____ me.
A. to B. on C. in D. beside (2). Is _____ a bank near the library?
A. have B. There C. has D. there (3). ---Is there a bike in the supermarket? ---_______.
A. Yes, it is B. No, it isn’t C. Yes, there isn’t D. Yes, there is 2. Translation:
(1). 附近有一个公园吗？是的，在旅馆和邮局之间有一个。 (2). 公用电话在哪里？在学校的对边。 Teaching note after class:
Period Three (p9) Step 1 Revision
1. Using a map of our school to revise the words of 2b. 2. Revise the conversation: ---Where is the …? ---It is ….
Step 2 Presentation
1. Say: The post office, bank, supermarket are in my school’s neighborhood. I am at school. I want to go to the bank. How can I get there?
Teach the students to describe directions using the following: go/ walk straight, turn left /right, on the left /right, go /walk down the street
Fore example: Go straight and turn right. It’s on the Jiefang street. It’s on the left. The bank is next to the supermarket. 2. Practice:
Ask the students to practice more description of directions. Make sure they learn it well. Step 3 Practice
1. Section A 3a reading
Have the students read the conversation together.
Ask one of the students to put the conversation into Chinese. Remind the students of the expressions in the table.
Draw the route pointed by Nancy and find out the position where Nancy and Paul are standing. 2. Section A 3b writing
Tell the class these three pairs are in the picture above and find them in it. The first pair is on the corner of the New Street. The second pair is across from the first. The third pair is on the corner of the Bride Street. Ask the students to have a discussion first and then make sentences after the model of 3a. Step 4 Game
Practice using the target language: ---Is it + position + place? ---Yes, it is. / No, it isn’t.
Let students look at the picture of P1 Ask and give directions in groups of four. Step 5 Homework
1. stabilities of the words.
2. make the sentences according the picture in 1a. Step 6 Classwork
1. Complete the conversation
A: Excuse me, Is there a bank ____(1) the neighborhood?
B: Yes. Just _____(2) straight and ______(3) left. It’s down the Second Avenue _____(4) the right. It’s next _____ (5) a post office.
A: ____(6) there a supermarket near it? B: Yes. It’s _____(7)from the bank. A: Thank you very much. B: You’re ______(8) 2. Make a sentence.
(1). the, neighborhood, is, a, post, office, in, there
__________________________________________________? (2). next, the, to, it, is, library
____________________________________________?
(3). bank, is, a, pay, there, the, park, between, phone, and, the
________________________________________________________? Teaching note after class:
Period Four (pp10-11)
Step 1 Revision
1. Revise the conversation of Section A 3a
2. Make sure they can use these phrase correctly. go/walk straight, turn left /right, on the right /left Step 2 Presentation
1. Teach the following description words by the picture of Section B 1a. big /small, clean /dirty, busy /quiet/ noisy, new /old 2. Section B 1a
Read the words aloud. Say each word’s meaning.
Then ask students to match each word or phrase on the list with one of the pictures. Step 3 Practice Section B 1b
First, read the dialogue together.
Second, work in pairs according to the model.
Ask some students to present their dialogues for the class. Step 4 Listening
1. Play the recording the first time, ask students to circle the places they hear in 1a. Check answer. (shorten)
2. Play it again. This time draw a map of Micheal’s neighborhood in the box. Step 5 Pairwork
1. Let students show the maps of their family houses. Then tell their partners where they live.
2. Ask one or two students to talk about their family locations in class, the other students draw maps of their families. 3. Check if the maps are correct. Step 6. Reading
1. Reading the passage by themselves and find out the new words or the points they can’t understand. The new words: garden district take a walk through pass beginning tour 2. Read the passage together. Ask them to circle the description words. 3. Read after the tape and then read it together. Step 7. Homework
1. Use the old words to describe your own house 2. complete the passage in 3b Step 8. Classwork
1. Write the following forms
(1). dirty(opposite) (2). beginning (v) (3). tour(job)
(4). pass (past form) (5). old(opposite) (6). visit (gernous) 2. Change into English
1.玩得高兴 2. 在长椅上 3. 一家古老的旅馆 4. 在你住的附近 5. 一条繁忙的街道 6. 散步 3. Written
Describe your neighborhood and draw a map of it Teaching note after class:
Period Five (pp11-12)
Step 1 Check
Check the students’ dialogues and maps. Step 2 Reading and writing
1. Students look at the picture of 3b. Ask them to describe the picture. 2. Let students read the passage of 3b and fill in the blanks. Show the correct answers (shorten)
3. If necessary, explain some difficult points:
have fun =have a good time busy be busy v-ing sth or with sth enjoy sth, enjoy v-ing sth, enjoy oneself Step 3 Revision Shelf check 1
1. Read aloud together
Then talk about their meaning one by one Find out their opposite of the words in 1 2. Reading and drawing
Have the students read the e-mail by themselves. Find out the new words in the passage. Words: airport, pass, arrive, yours taxi
Phrase: take a taxi, turn left, on your right, go through Try to understand the meaning of the e-mail
Get the students to draw the route from the airport to Mike’s house. Check answers.
Ask the students to read e-mail together. Step 4 Just for fun
Read the dialogue in two halves.
Question: who breaks the mobile phone? Step 5 Homework
Do the study guide in Chongqing Teaching note after class: 教学反思：
if Unit9 What does he look like?
1. 词汇：
名词：hair, height，build，captain，team，joke，person，heard，mustache，image，winner etc． 形容词：short，curly，straight，high，thin, heavy，etc 2．短语：look like, good一looking，a little bit，etc 3. 句型：What does he/she look like? --He/She is tall． What do you look like? --I’m thin．
4. 语法：What does he/she look like? --He/She is tall． What do you look like? --I’m thin． 单元总体目标
1. Master the vocabulary．
2. Master and use：---What does he/she look like? ---He/She is tall． ---What do you look like? —I’m thin. 单元教学重难点一览 重点 难点
1. The vocabulary．
2. --What does he/she look like? He/She is tall．
--What do you look like?
--I’m thin． Use the language to talk about sb’s image. Section A（一） 教学内容
Section A 中1a. 1b. 1c. 2a. 2b. 3 Grammar focus 教学目标 知识与能力
1. Match the vocabulary：like，look like，short，hair, curly，straight, height，thin，heavy，build 2. Master and use：-- What does he/she look like? --He/She is tall． --What do you look like? —I’m thin．
教学重、难点及教学突破 重点
1. The vocabulary．
2、language：What do you look like/ What does he/she look like? 难点
Use the language to talk about others image． 教学突破
对于本课的单词短语通过卡片或图画来引出学习
language: 以相互描述自己的长相特征，借助于课件及图画来引出What does he/she look like?. 教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用 Step 1
Organization 2' Now boys and girls，let’s sing the colors song Singing together 多媒体
Step 2
Free talk 4’ Ask the students to describe his/her own appearance. Talking in groups Step 3
Presentation
15’ （用班里的学生为例做下面的练习） 1．what do you look like? （point to S standing now） He is tall, and he has short hair． （板书tall, short hair.带读两遍）
2．What does Tom look like?（Point to two Ss)
3．Point to other students in pictures （short hair/curly hair/long hair/ straight hair /tall /short /medium height/thin/heavy/a medium build)
4.用卡片出示不同形象的人物图片与学生进行两两问答（仿照lc) What does your friend look like? She/He has/is…
5．出示一张与课本相同的图画，学生完成1 a Match the words with the pictures． This activity introduce the vocabulary)． （帮助学生做出正确答案．） 学生模仿练习（in Pairs）并表演 What do you look like …？
模仿练（in pairs）并写在练习本上 模仿练习（in Pairs）
What does he look like ...？ He is/has …
（学生看图互问） 课本图p45 图片 录音机
6．Listen 1b．Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just lister．
The second time，listen and fill in the blanks．And say Amy’s friend’s unage． He's really tall．And he has curly hair.
7．Listen 2a and 26 And find the difference between is and has． 看图模仿并表演 Look at their books Listen and fill careful- 1y. Step 4
Practice 6’ Pairwork
Practice the conversation below．Then ask and introduce other person in the pictures. Ss practice the dialogue in pairs （lc/3) 多媒体 放映 Step 5
Summary 2’ Words and phrases of this class Language: What does he...look like? He. .. is/has... Grammar Focus. SB Step 6 test 4’ Self check As above
Step 7
Consolidation (4’） If you have～good friends，but your friends don’t know them.
A:What does your friend look like ? B:He \\She is medium build , and she has long hair .Ask some pairs to act out their conversations. (培养学生的口语表达能力) Step 8
Homework Describe your good friend to your partener and make two dialogues． WB
练习设计
翻译下列句子：
I．你的朋友Tom长得什么样子？2．她中等身材，长长的头发。 3．他长得很高，卷头发。 4．玛丽长得高还是矮？ 板书设计
Unit7．What does he look like? 1, What do you/they look like? I’m short/thin/…
2,What does he/she look like? He/She is tall/thin/… 教学反思
Section A（二）
教学目标 知识与能力
1 ,Vocabulary：captain．team．popular，blonde．good一looking．a little bit．joke．never. etc． 2、Master and use：How to describe a person，。appearance by using the words and phrases above． 过程与方法
To show several pictures with different persons in them and ask a student to describe one’s appearance of them． 教学重、难点及教学突破 重点
The vocabulary and how to use it to describe a person 难点
Use the language to talk about Sb' s imagine． 教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用 Step 1
organization 1’ organize Ss by showing a picture of mine taken ten years ago． Let the students guess who was it in the picture．
Step 2
Free talk (2’） Ask the students to describe my photo． The students talk about some changes Step 3
Presentation
1 ．Now boys and gins，please take out your pictures（教师从中找几张让其他同学来描述其外观形象） 2.（用课件展示1a部分的Picture 1） Introduction：This is my good friend，Liu Peng．Please describe him with your partener.
（板书tall, curly, brown hair，a medium build) 3.出示课本图画a, b两部分让他 们读后讨论回答：
1) What does Ma Yan look like?
2)What about Wang Lin's appearance? （帮助学生具体问答，板书thin， blonde, good-looking，basketball team，straight hair．）
6．listen and match the descriptions you hear in 3a Step 4 practice 6' pairwork
3b Practice the descriptions of people's appearance．Then ask and answer
questions about them Ss practice the dialogue in pairs What does Paul look like? Step 5
Summary 2' Words and phrases of this class Language：He/She is short Step 6 test 4’ 1. Self check Step 7
Consolidation
If you want to introduce your classmate to another one, you’d better de scribe him or her clearly，so you must learn how to describe a person． step 8
Homework Practice to describe sb’s appearance in English． 练习设计
Complete the following sentences：
1，Deng Feiisa ____ （高的）boy．He is the_______the basketball______（篮球队长） 2．Ma Yan is_______and_______（中等个子）. She is________（好看）． 3．She __________（看起来像)his mother.
板书设计
Unit7 What does she look like? basketball team stop talking
good-looking --What does she look like?
little bit --She is tall
a medium build
教学反思
Section B（一）
教学目标 知识与能力
1. Vocabulary：bald，beard，glasses，mustache，black hair, blonde hair. etc． 2. Master and use：the words and phrases；to describe a person’s appearance actors and ask by using the words and phrases above． 过程与方法
To collect several pictures of famous musicians or students to describe．One’s appearance of them. 教学重、难点及教学突破 重点
The vocabulary and how to use it to describe a person 难点
Use the language to talk about Sb' s imagine 教学步骤 Step 1
Organization 1, Organize Ss by introducting themselves Step 2
Free talk 2’ Ask a student to describe his or her classmate． The other students listen to him or her carefully and guess who it is Step 3
Presentation 1.(以班上的同学为例来描述其外观形象)
Zhang Lin is short, but he is very heavy, He has handsome black hair. 2.（用课件展示Picture 1）
Now boys and girls，watch the screen, please．
（板书1．bald；2．beard；3．glasses；4．black hair;5．blonde hair 6．mustache) 3．领读以上单词
4 ．to show some pictures of famous musicians or actors
1)Xian Xing 一 hai has black hair. 2)Beethoven has a mustache 3）….. Step 4 Practice 6’ pairwork
Let the students practise the descriptions of his or her favourite musician，actor and athlete． Ss describe with each
other in their groups Step 5 Summary
2’ Words and phrases of this class
Language：Jackie Chen has black hair. Step 6
'rest … Watch the screen and doing 多媒体 展示 Step 7
Consolidation
(4'） Most of us know some famous musicians or actors，we can describe them using the knowledge we learned in this period． Step 8
Homework Pratice to describe one of the famous musicians or actors you know in English and write it out． 本课小结
本节课主要学习了bald, beard, glasses, mustache,短语，然后重点是运用以上所学内容描述著名音乐家及演员的外表特征。通过本节课的学习，学生能熟练的用英语进行对人外表特点的描述。 练习设计
用每一句中的形容词的反义词填空：
1．My brother David isn’t tall．He is _______．
2，Jonny has curly hair. But his mother has _______hair. 3．Sam is a heavy man. Tom is a ______ man. 板书设计
Unit7．What does she look like?
1．ZhaoBenshan has a mustache 2．Peisi Chen is bald 3．HanHong wears glasses 4．GeYou has a beard
5．Dean has long curly hair 6. Melissa Barnes has long blonde hair 教学反思
Section B(二)
教学目标 知识与能力
1、Match the vocabulary: image，remember，new Seattle，winner，award，etc． 2、Master and use：Using the following to describe other’s image． --What does he/she look like? -- He/She is tall．
-- What do you look like? --I’m thin.
情感态度价值观
教育学生要多发现别人的优点，学会友好地描述别人的形象。 教学重、难点及教学突破
重点
1 , the vocabulary
2、Read 3a and 36，then fill in the blanks． 难点
Use the language to write your favourite actor or musician． 教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用 Step 1
Organization
2’ Organize Ss by describing other’s image. Ask and answer. 多媒体 Step 2
Free talk 4’ Ask the student who is on duty? Say out to class． Step 3 15’
Presentation 1. Organize Ss by describing other’s image. What does 1i Ping look like? He's.../He has...
2. Ask students to read the magazine article individually.（Move around the room） answering any questions students may have．）
3. Read the magazing article to the class．And find the difference between the two pictures of Johnny Dean． 4. Point to the blanks in the chart．Describe Johnny before and now. point out the simple answer.
5. 'Ibis article provides guided writing practice using the target language, point out the numbered blanks in the paragraph． Doing this exercises by pointing Ss in the class． 3a 本课小结
本节课学习了5个生词，并运用句型描写人物相貌特征。 练习设计 随堂练习设计
用学过的词汇造句描述人的外表。 个性练习设计
写作Describe your favorite actor or musician. 教学反思
Unit 10 I’d like some noodles
.
目标语言：
1. What kind of noodles would you like？ I’d like beef noodles. 2. What size bowl of noodles would he like?
He’d like a small/ medium/ large bowl of noodles. 重点单词和词组： 1. fish n. 鱼
表示条数或数量时，单复数同形。
There are three fish in the bowl. 鱼缸里有三条鱼。 表示不同种类的鱼时，加es
There are three fishes in the bowl. 鱼缸里有三种鱼 表示鱼肉时，是不可数名词 I like fish. 我喜欢鱼肉。 v 钓鱼
Would you like go fishing with me? 你想和我去钓鱼吗？ 练一练：（1）池塘里有许多种鱼。There are many ______ in the pool. （2）池塘里有许多鱼。 There are many ______ in the pool. （3）我喜欢吃鱼肉。 I like eating _____. 2. iced water 冰水
3. drink n 饮料 have a drink
喝，饮 He doesn’t smoke or drink. 他不抽烟也不喝酒。
4. large adj. 大的，宽大的，侧重面积体积之大 large=big → small China is a large country. 中国是个大国。（强调面积） big 侧重体积之大 还表示人的高大和长大 → little China is a big country. 中国是个大国。（强调实力） great 伟大的 可指抽象的程度。
China is a great country. 中国是个大国。（抽象意义上的伟大） 5. potato 土豆 （复）potatoes
6. order n 订单 May I take your order now? 你们可以点菜了吗? v 命令order sb. to do sth
The doctor ordered you to be quiet. 医生嘱咐你要保持平静。 order sb. sth. = order sth. for sb.
My father ordered a new desk for me. 父亲为我订做了一个新写字台。 take an order 接受…… 的订购 7. meat 食用肉类
cow牛 beef 牛肉 / chicken 鸡chicken 鸡肉 / goat山羊sheep绵羊 mutton 羊肉 / pig猪 pork猪肉 8. dumpling饺子 porridge 粥 noodle 面条 soup汤，羹 rice 米饭 9. as well as 还， 而且
We are learning English as well as Japanese. 我们在学英语，也在学日语。
10. a bowl of 一碗 a（large, medium, small）bowl of noodles 一碗（大、中、小）面 a bowl of rice 一碗米饭 two bowls of dumplings 两碗饺子
11. special n特价品（美式口语）, 特别之物，特别节目
In our shop, hamburgers are on special today. 今天我们商店的汉堡包特价。 We have a few specials on the menu this evening. 今晚我们有几个特色菜。 special adj. 特殊的 特别的
She works in a special hospital. 她在一个专科医院工作。
12. beef and carrot noodles 胡萝卜牛肉面 the noodles with beef and carrot
五. 重点句型和表达法：
1. I’d like some noodles 我想要一些面条。 would like 想要 = want 用法：（1）would like something I’d like some dumplings.
（2）would like to do something They’d like to play football after school. （3）would like somebody to do something She’d like me to go shopping with her.
Would you like …? 用于委婉的提出建议，或征求对方意见。 肯定答语：Yes, please. Yes, I’d like/love to 否定答语：No, thanks.
--Would you like some tea? --Yes, please. /No, thanks. --Would you like to go swimming with us? Yes, I’d love to 练一练（1）I’d like them _____（stay）for dinner with us. （2）She likes _____（watch）TV at night.
（3）What kind of fruit ______（will）you like to buy? （4）– Would you like a cup of tea? - _______. A. I’d like milk B. Yes, I would C. You’re welcome D. Yes, please
（5）They want some green tea. （同义句） They _____ ______ _____ green tea.
（6）She’d like some rice. （改为一般疑问句） ______ she _____ _____ rice?
2. What kind of … would you like? 常用来询问某人想要什么类型的…… What kind of movies would you like to see？ What kind of birthday present would you like?
练一练（1）We would like tomato and egg noodles. （对划线部分提问） ____ _____ ____ noodles ______ they like?
（2）Lucy likes noodles with beef and onions. （对划线部分提问） ______ ______ ______ noodles _____ Lucy like?
3. What size… would you like? 常用来询问某人想要物体的尺寸大小。 What size cake would you like?
What size shoes does your brother wear?
练一练 She’d like a large bowl of noodles. （对划线部分提问） _____ _____ bowl of noodles _____ she like ?
4. be＋动词＋钱数＋for ＋ 商品数量 表示商品价格 These CDs are RMB 10 for 3. The apples are RMB3 for 5.
练一练（1）–How much is this kind of dumplings? –It’s 10 RMB_____ 20. A. of B. for C. at D. in
（2）-Would you like _____ orange juice? -Yes, please. A. some B. any C. an D. / 【模拟试题】（答题时间：70分钟） 一. 词汇
（A）根据句意及汉语提示完成句子
1. I’d like some beef and____（西红柿）noodles. 2. How many______（土豆）would you like?
3. He’d like a_____ ______（小碗）of dumplings. 4. A_____（大号）bowl of rice, please. 5. We have some______（特色菜）today.
（B）用所给词的适当形式填空
1. I’d like some____（noodle）for lunch. 2. Would you like some mutton_____（eat）?
3. She______（have）an egg and some milk every day. 4. What would she like_____（drink）?
5. There______（be）some beef in the large bowl.
二. 单项选择
1. -What____ of dumplings do you want? -Carrot and beef dumplings, please. A. size B. kind C. bowl D. \\
2. -We have small, medium and large bowls of noodles. What _____do you want? -A medium bowl, please. A. about B. big C. size D. large 3. We like coffee_____ milk and sugar in it. A. has B. with C. of D. for 4. -Would you like some bread? -________.
A. No, I wouldn’t B. That’s all right C. Yes, please D. Yes, I would *5. My brother would like______ a friend of ______.
A. to see, him B. seeing, him C. to see, his D. seeing, his 6. Welcome to our restaurant. We have_____.
A. special something B. something special C. anything special D. special anything 7. Would you like______?
A. some juice B. any juice C. some juices D. any juices 8. -Can I help you? -______.
A. That’s good B. OK, I’ll take it. C. Yes, I’d like a sweater D. It’s too dark. 9. -What would Mary like? -She’d like_____. A. tea B. a tea C. a cup tea D. teas
10. He has a nice house ______ an expensive car. A. too B. also C. either D. as well as 11. Today’s special is just_____15 dollars. A. of B. on C. for D. at 12. Would you like____ fish_____ dinner?
A. one, to B. some, of C. some, for D. a, for 13. Would you like to come to my birthday party?______. A. Yes, I would B. Yes, I’d love to C. No, I wouldn’t D. No, I wouldn’t to *14. －Do you have cabbage dumplings?
－Sorry! I’m afraid we have______ cabbage dumplings. A. not B. no C. some D. any 15. We ____have some dessert.
A. too B. also C. either D. as well as
三. 按要求改写句子。
1. He’d like dumplings with tomatoes. （同义句） He’d like_______ _____.
2. Mary would like to drink something（同义句） Mary______ ____ _____ drink.
3. He doesn’t like fish or meat. （改为肯定句） He_____ fish_____ meat.
4. They’d like noodles with beef in them. （对划线部分提问） ____ ____ ____ noodles____ they like?
5. The orange juice is only 2 RMB. （对划线部分提问） ______ ______ _____the orange juice? 6. -____ ______shoes does Tom want? -Size 40. （根据答语写出问句）
四. 改错：
1. Tom would likes a bowl of noodles. 2. Would you like watching TV？ 3. How many mutton would you like? 4. There is an orange juice in the bottle.
*5. A large bowl of noodles are enough for me.
五. 完形填空：
Do you want to stay healthy? Let me tell you 1 have a healthy diet（饮食）.
In the morning, you can eat some bread, cakes and eggs. You should drink a glass of milk. It’s very important for you because it can 2 you much energy（能量）. It 3 good for you to go to school or work without（没有）breakfast. You must feel very 4 at lunchtime. So you have something good 5 lunch . You can have some fish or chicken. 6 ,such as carrots and tomatoes, are also very important because they can keep you healthy.
In the evening, you must be tired. You should eat things 7 noodles or others with some vegetables. But remember 8 eat too much because you can’t do much exercise in the evening. Before going to bed, you can have a glass of milk. It can
9 you sleep well.
At last, you should eat more 10 . Here’s a proverb（谚语）： An apple a day keeps the doctor away.
1. A. how B. how to C. what D. what to 2. A. get B. spend C. give D. take 3. A. does B. doesn’t C. is D. isn’t 4. A. happy B. sad C. hungry D. busy 5. A. to B. for C. of D. with 6. A. Vegetables B. Meat C. Fruit D. Snacks 7. A. are like B. like C. look like D. likes 8. A. don’t B. to C. not to D. 不填 9. A. turn B. start C. improve D. help 10. A. apples B. oranges C. bananas D. pears
六 阅读理解
On New Year’s Day, many people eat special food for good luck. In Spain and some Latin American countries（拉丁美洲国家），people eat twelve grapes at midnight on New Year’s Eve—One grape for good luck in each month of the new year.
Chinese people eat dumplings. Some are made with a coin inside. Everyone tries to find the coin for good luck and money in the new year. Of course they don’t eat the coin.
Japanese people eat noodles on New Year’s Eve and on their birthdays. It may bring them good luck and long life. 根据短文内容，判断正（T）误（F）.
1. In Spain, people eat a bag of grapes for good luck in the new year. 2. Chinese people like to eat roast duck on New Year’s Eve. 3. Everyone in China tries to eat the coins in the dumplings. 4. Japanese people eat noodles on New Year’s Eve.
5. People in different countries eat different foods for good luck.
【试题答案】
一. （A）1. tomato 2. potatoes 3. small bowl 4. large 5. specials （B）1. noodles 2. to eat 3. has 4. to drink 5. is
二. 1~5 BCBCC 6~10 BACAD 11~15 CCBBB
三. 1. tomato dumplings 2. wants something to 3. likes, and 4. What kind of, would 5. How much is 6. What size
四. 1. likes→like 2. watching→to watch 3. many →much 4. an 去掉 5. are→is
五. 1~5 BCDCB 6~10 ABCDA 六. 1~5 FFFTT
Unit 11 How was your school trip ? I． Teaching objectives
1． Learn the new words and useful expression 2． Past with did/were Did you go to the zoo? Yes, I did. / No, I didn’t. Were there any sharks? Yes, there were some. No, there weren’t any.
3. Regular and irregular verbs of the past tense clean-cleaned work-worked go-went have-had
Affirmative and negative statements in the past tense Her friend Grace bought a souvenir. I didn’t have a very fun day. 4. Talk about past events How was your school trip? Did Tina buy a souvenir? Did you go to the zoo? Were there any sharks?
No, there weren’t any sharks.
There were some really clever seals. What did you do on your school trip? Where did you go? How was the weather?
Period 1 Section A： 1a, 1b, 1c Step I Lead-in
Revise past forms of some verbs. Enable students to use them to make a list of their last school trip activities. T: Do you still remember your last school trip? When was it? Where did you go? Ss: ...
T: What did you do on the trip? Now make a list of the things you did on the trip. Remember, use the simple past tense of verbs because we are talking about the past event. Is that clear?
Help students to review the simple past of some verbs they have learned before. Show the following chart. Let students write down the simple past of the verbs.
Ask a student to write the answers on the board. Then check the answer with the whole class.
Then let them make their own lists. Ask some students to share their lists with the class and make sure they use the correct simple past tense of the verbs.
The following chart shows the simple past of some irregular verbs. Students may find some useful while they are making the list.
Step II Listening and Oral practice (Section A 1b)
T: Now Tina is talking about her school trip. Do you want to know what she did? Before we listen to the tape, go through the expressions in activity 1b first.
Go through the expressions with students and make sure students understand their meanings. Then get them listen and circle the expressions in the box.
Play the recording. Students only listen and get a general idea of the conversation. Play the tape a second time. Students listen and circle the activities. Play the tape a third time, students listen and read after the tape. Correct their pronunciation and intonation mistakes.
Step III Pairwork (Section A 1c)
Point to the speech bubble in the picture of activity 1b. Let students practice the conversation between Tina and Kevin in pairs.
Call attention to the questions: Did you ...? Were there ...? And their answers: Yes, I did. No, I didn’t.
Yes, there were. No. there weren’t.
Then call attention to the picture at the top of the page. Ask: T: Did Tina buy a souvenir?
S: No, she didn’t. Her friend Grace bought a souvenir. T: Did Laura buy a souvenir?
S: No, she didn’t. She ate some ice cream.
Have students work in pairs and make more conversations about Joe, Toby and Grace.
Then divide the class into two groups (Group A and Group B), do some practice with the simple past tense.
A student from group A gives a sentence in present simple, and a student from group B change it into simple past. For example:
A: We go to the zoo every week. B: We went to the zoo yesterday.
Step IV Summary and Homework
T: This class we have learnt how to talk about school trips with “Did you...” and “Were there ...”. We also learned the simple past form of some verbs. After class, please review the chart about the verbs. Did you have a good time in this period? I hope you did. Don’t forget to preview the next part of Section A (2a, 2b, 2c, Grammar focus).
Period 2 Section A： 2a, 2b, 2c, Grammar focus
Step I Revision and Lead-in
Greet the class as usual. Get students review what they have learned in the last period by asking some questions about their last summer vacation.
T: Where did you go on your last summer vacation, Xiao Bin? S: I went to Qingdao with my parents.
T: Wow, a cool place. What did you do there?
S: We climbed Laoshan Mountain, swam in the sea and ate sea food. T: Did you visit an aquarium?
S: Yes, we did. We took photos with dolphins and seals.
T: Did you have a good time there?
S: Yeah. We went to the beach and ate lots of seafood. I want to go there next vacation again. Make similar conversations with two more students.
T: Yesterday, Tina talked about her school trip with Kevin. But their conversation is not over. Today we’ll continue listening to the conversation. We’ll learn more about her school trip. Step II Listening (Section A 2a, 2b)
Ask a few questions about Tina’s school trip. T: Where did Tina go?
S: She went to the aquarium. T: What did she do there?
S: She hung out with her friends and took lots of photos.
T: What else did she do there? Now let’s listen. First, open your books at page 48. Read the questions in activity 2a please. Point to the list of questions and have one student read the questions to the class. Explain some new words and stress the verb phrases.
Play the tape. Students listen and check the questions they hear.
T: Look at activity 2b. Read the sentences and get the meaning of each sentence. Then listen to the recording again and circle “T” or “F”.
Play the recording again, students listen and circle the answers.
Then play the recording again, pause where the right answers are. Check the answers with the whole class. Step III Pairwork (Section A 2c)
In this step, students will practice talking about Tina’s school trip according to the information in activity 2b. This will help them to practice the use of “Did you ...” question and the affirmative and negative statements. Sample conversation:
Sa: Did Tina meet a famous actor? Sb: Yes, she did. She met Jake Dean. Sa: Did Tina get Dean’s autograph? Sb: No, she didn’t. She got his photo. Sa: Who got his autograph? Sb: Laura.
Sa: Did Tina win that hat?
Sb: No, she didn’t. She bought it. Step IV Grammar
Revise the grammar box.
Let students do some drill practice with the grammar items. Drill 1:
—Did you (A) go to the zoo (B)?
Replace A with: he, she, they, Mary, Liu Li, Wang Fei, etc.
Replace B with: take photos, hang out with friends, see some dolphins, go to the movies, buy a souvenir, have some ice cream
—Yes, I (A) did.
—No, I (A) didn’t. I (A) went to the aquarium (B). Replace A with: he, she, they and we.
Replace B with: took photos, hung out with friends, saw some dolphins, went to the movies, bought a souvenir, had some ice cream, etc.
Drill 2:
—Were there any sharks?
—Yes, there were some sharks. —No, there weren’t any sharks. Replace the underlined part with:
seals, children, ships, buses, subways, lakes, fish, tourists, foods, horses, mountains Step V Homework
1. Listen to the whole conversation between Tina and Kevin. Retell what Tina did on her school trip in your own words. 2. Make a list of verb phrases you have learned so far in this unit and try to remember them. Period 3 Section A： 3a, 3b, 4) Reading and Speaking Step I Revision and Lead-in
Greet the class as usual and check the homework.
Ask several students to retell what Tina did on her last school trip.
S: I’m going to tell you something about Tina. On her last school trip, Tina first went to the aquarium and saw some seals there. After lunch she hung out with her best friends and took lots of photos. Then they met a famous movie star - Jake Dean. They took his photos. Then Tina bought a hat in the gift shop.
T: Good job! Class 9 also had a school trip. But they didn’t go to the aquarium. Where did they go? Let’s find it out. Turn to page 49 please.
Step II Reading (Section A 3a)
T: Read the article and find answers to the following questions. 1. Did class 9 have a good time on the school trip? 2. Where did they go for the day? 3. What did they do after lunch? 3. How did they get back to school? 4. Who cleaned the bus after the trip?
After they have finished, check the answers.
T: Now underline the places visited and things done in sequence in the article. Ask two students to the front and write the phrases on the blackboard. This will help them understand the article better.
Then ask the students to look at the chart above and the following pictures to retell the trip with their own words. T: Now listen to the tape and repeat after it. Pay attention to your pronunciation and intonation. Then get students correct the five statements below the article. Step III Pairwork (Section A 3b)
Ask students to write down a list of places they visited (as column A), and things they did there (as column B). Column A Column B Tianlong Mountain ride horse Beidaihe go swimming Hongkong go shopping ... ...
Ask a pair of students to read the sample conversation. Explain that:
T: “That sounds interesting” is B’s opinion on the things A did. We can also say: That sounds cool/fun/boring/exiting etc. Now work in pairs and make your own conversations. Give opinions on the things your partner did. Sample conversation:
A: Where were you last Sunday?
B: My family went to Tianlong Mountain.
A: That sounds exciting. Did you climb the mountain? B: Yes, we did. We also had a picnic.
Ask some pairs to act their conversations out for the class.
Step IV Groupwork (Section A 4)
Get students sit in a circle and make up a story.
T: Let’s play a game. Students in Group one, three, five, seven sit in the front. Students in Group two, four, six, eight sit in the back. Sit in a circle quickly. We are going to make up a story. Choose a member in your group to start the story. Then each of you add a sentence to keep the story going. Remember, the story happened in the past, so you should use the simple past tense. Let’s see which group’s story is more interesting. Step V Homework
1. Write a short story about your school trip. 2. Prepare for Section B.
Period 4 (Section B： 1a, 1b, 2a, 2b, 2c) Listening and Speaking
Step I Revision and Lead-in
Greet the class as usual and check the homework.
Ask two students to read their school trip experiences.
T: Tomorrow is Saturday. We won’t go to school. That is to say, we have a day off (on the Bb). What do you most want to do on your day off? S: I will take some exercise.
S: I am going to take piano lessons. S: I’m going boating.
Ask more students to say what they want to do most on their day off. Then help them review the verb phrases they have learnt so far.
T: You have so many things to do on your day off. But is there anything you don’t want to do in your day off? What are they?
Step II Vocabulary (Section B 1a, 1b)
Call attention to the pictures in activity 1a. Help students understand the meanings of the five phrases. T: Which of these activities do you not want to do on your next day off? Rank them 1-5. Make a survey and find out:
How many make “watch TV with friends” number 1. How many students make “help dad and mum” number 1.
... Then ask two students to read the sample conversation in activity 1b. Then get them work in pairs and discuss their answers in the same way.
Ask some pairs of students to say their conversations to the class. Language points: ★day off
a day when you do not go to work, school etc. because you have a holiday or because you are sick. e.g.What are you going to do on your next day off? ★go for a drive 开车兜风
e.g. The Greens often go for a drive on Sundays.
Step III Listening (Section B 2a, 2b)
T: Well, most of us have a busy weekend. We always do a lot of things during the weekends. Do you often feel tired after hard work? What do you most want to do? S: Sleep the whole day. S: Have delicious food. S: Play computer games. S: Listen to light music.
T: How were Tina’s and Tony’s days off? Did they do the same things as you do? Now let’s listen to the recording. Look at the chart in activity 2a. Listen and check Tony or Tina.
Play the recording twice. First students just listen for main idea.
Play it again. Students listen carefully and check what Tony and Tina did on their day off. Then check the answers with the whole class.
T: Look at activity 2b. You will find four sentences. They are the opinions of the speakers. Who said these things about their day off? Listen and write Tony or Tina.
Play the tape again. Students write Tony or Tina. Check the answers with the whole class.
Then let them pick out other expressions in the conversation that show opinions or feelings. Opinions and feelings: It was really boring.
The weather was terrible. Sounds like a busy day off! Can you believe it? It was awful! That’s too bad. Sounds terrible. It was terrible.
Step IV Pairwork (Section B 2c)
T: From the conversation, we know Tina and Tony both had a terrible day off. What was your last day off like? Was it a good day off or a terrible day off? Now work in pairs and talk about your last day off. Ask students to use the expressions above.
Let some pairs present their conversations in front of the class using the target language. Step V Homework
1. Write a short passage about what your father or mother did on his/her last day off. 2. Prepare for Section A 3a.
Period 5 Period 5 (Section B： 3a, 3b, 3c, 4, Self check) Reading and Writing
Step I Revision and Lead-in
Greet the class as usual and check the homework.
T: Do you remember what Class 9 did on their school trip? Who can retell the story to us? Ladies, first! Show the pictures on the screen again. These will help the students to remember the main events. Sample version:
On the last school trip the students from Class 9 had a wonderful time. They went to Blue Water Aquarium. They visited the Visitors’ Center and watched a movie about sharks. Then they watched a dolphin show. It was very interesting. Next they went to the Outdoor Pool and saw a big octopus. After lunch they went to the Gift Shop and bought lots of souvenirs. Finally they went back to school by bus. The class monitor cleaned the bus after the trip. The driver and the teacher were very happy.
T: Yesterday, we learned about what Tina and Tony did on their last day off. What was their last day off like? Was it a good day off?
Ss: No, it was awful. (It was terrible.)
T: Today, we will learn something about Nick and Tim’s day off. Did they have a good day off or a terrible day off? Make a guess. Ss: ...
Step II Reading (Section B 3a)
T: Turn to page 51, activity 3a. Read the letter. Make a list of the things Nick and his uncle did that day. Nick
1. visited his cousin
2. stayed in the house 3. watched DVDs 4. played computer games 5. read
Uncle Martin
1. put some of his old things out 2. had a yard sale
T: So did Nick have a good day off? What is your opinion about his day? Write it down. Ask some students to read their opinions.
Then play the tape and let students read after it. Check their pronunciation and intonation. Language points:
★have fun + doing 意为“做某事很快乐” e.g. We are having fun playing on the playground. ★put ... out“把……拿出来”
e.g. Please put your English books out on the desk. ★all day“一整天”
It snowed all day. The field was all white.
Step III Writing practice (Section B 3b, 3c)
T: This is a letter from Tom to Nick. Tom told Nick about his day off. Read this letter and fill in the blanks. Use the words or phrases you have learned in this unit.
Then let students read the letter to their partners and check the answers with each other. Any answer that makes sense is right.
Ask a boy or a girl to the front and write down his/her answers on the blackboard. Dear Nick,
Thanks for your letter. I’m sorry you didn’t have fun on your day off. My day off was fun. I went to Jinci Park, and visited an aquarium. It was very beautiful. We saw many sharks and seals. I bought a small toy shark. It was a really great day. See you soon.
Yours, Tom
Read and check the letter with the whole class. Then deal with activity 3c.
T: Now write a letter and tell us what you did on your last day off. First make a list of ideas before you begin to write the letter. In your letter you must include Activities, Places, Description words. Make a list of at least three things under each heading. You’d better write at least six or seven sentences.
After they have finished, ask some students to read their letters to the class.
Step IV Pairwork (Section B 4)
In this step, students will work in pairs and ask and answer questions about each other’s last vacation.
T: Work in pairs. Students A, look at this page. Student B, look at page 85. Try to find out about each other’s vacation. You can use the questions above the pictures to ask your partner for information. And answer your partner’s questions according to the pictures given. Clear?
Ask some pairs to act it out in class.
Step V Homework
1. Make a list of the verb phrases you have learned in this period and remember them.
have fun + doing, visit sb, stay in the house, watch DVD, play computer games, put sth out, yard sale, get wet 2. Finish the exercises in Self check. I. 语法解析 一般过去时
表示过去的动作和存在的状态，这个动作可能只限一次，也可能是经常性的。 He went to see the doctor yesterday. （一次） 他昨天看病去了。
When I was young, I often took a cold bath。（经常） 我年轻时，常洗冷水浴。
一般过去时，动词be 第一，三人称单数为 was。其它人称动词用 were, 动词 have 一律用 had, 行为动词一律用过去式，没有人称和数的变化，助动词did构成行为动词的否定和疑问句。
一般过去时常用的状语有如：yesterday, in 1980, three years ago, last week等，如： He fell ill yesterday. 他昨天病了。
We had a good time last Sunday. 上个星期天我们过得很快乐。
She got up early when she was young. 她年轻时起的很早。
I was a worker before liberation. 前我是个工人。
I often called on him, when I was there. 当我在那儿时，常去拜访他。
—Did you go to the station to see him off? —Yes, I did.
—你去车站为他送行了吗？ —是的。
He didn’t know it at all at that time. 那时他一点也不知道此事。 动词 肯定 否定 动词 I was… You were… He was… She was… It was… We were… You were…
They were… I was not… You were not… He was not … She was not… It was not… We were not… You were not… They were not… 动词have I had… You had… She had… He had… It had… We had… You had…
They had… I had not … You had not… She had not… He had not… It had not… We had not… You had not… They had not…
行为动词study I studied. You studied. She studied. He studied. It studied. We studied. You studied.
They studied. I did not study You did not study She did not study He did not study
It did not study. We did not study. You did not study. They did not study. 一般疑问 简略回答 动词be Were you…? Was he …?
Were they…? Yes, I was. No, I was not. Yes, he is . No, he is not. Yes, they were. No, they were not.
动词have Had you …? Had he …? Had they…? Yes, I had. No, I had not. Yes, he had. No, he had not. Yes, they had. No, they had not.
行为动词study Did you study…? Did he study…?
Did they study…? Yes, I did. No, I did not. Yes, he did. No, he did not. Yes, they did. No, they did not.
规则动词过去式的构成： 1. 直接在动词后面加-ed。
work→worked clean→cleaned 2. 以-e结尾的直接加-d。如： dance→danced close→closed practice →practiced
3. 元音字母加-y结尾时，直接加-ed。 如： stay→stayed play→played
4. 辅音字母加y结尾时，变y为i再加-ed。如： study→studied carry→carried copy→copied
5. 重读闭音节结尾的单词，双写末尾的辅音字母，再加-ed。stop→stopped shop→shopped
II. 语言点
1. take photos “拍照；照相”，有以下表达方式：
如： “由某人照的像”是sb takes a picture/photo e.g. He took these photos last month. 他上个月照的这些照片。
“为某人拍照”sb takes a picture/photo of sb
e.g. That famous photographer is taking pictures of Zhang Ziyi. 那个著名的摄影师正在为章子怡拍照。 2. else 和other的用法
else 可以用作形容词或副词，作形容词时，主要用在who, whose, what等疑问代词或nobody, nothing, somebody, something, nobody, anything等不定代词之后作定语；作副词用，用在where, when等后面做状语。如： Who else is going to the party tonight? 今晚还有别的谁去晚会？ What else are you going to buy? 你还打算买别的什么吗？
other是形容词，修饰名词时，须放在名词之前。如： What other animals can you see in the zoo? 你在动物园还能看到别的什么吗？
Where are the other students working these days? 这些天来别的学生在哪里劳动？ 3. there be 与have的用法
英语中“There + be + sb / sth + 地点”结构表示“在某地有某人或某物”。
there是引导词，本身没有意思，be 是谓语动词，be 后面是主语，be 必须和主语的数保持一致。如： There are some books on the teacher’s desk. 讲桌上有些书。
There is an orange on the plate. 盘子里有颗桔子。
如果主语部分是两个或两个以上的并列主语时，be和邻近的主语的数保持一致。如： There is a pen, three knives and two MP3s in the desk. 课桌里有一支钢笔，三把刀子，和两个MP3. There are some apples and an egg in the bowl. 碗里有些苹果和一颗鸡蛋。 have表所属关系，“有, 属于” 如： I have two big eyes and a small nose. 当表示整体与局部的“含有”时，或是难以判断“有”是所属关系还是存在关系时，there be 和have 均可使用。 如： There are twelve months in a year. A year has twelve months. 教学反思
Unit12 What did you do last weekend?
一、教学内容：Let’s read Let’s sing story time 二、教学目标与要求
1．能综合运用动词的过去时。
2. 阅读理解故事 三、教学重点
1 动词过去时的读音及不规则动词的变化 2 阅读部分的理解和有限度地再现 四、教学难点
1 动词过去时的读音及不规则动词的变化 2 阅读部分的理解和有限度地再现 五、课前准备
1、教师准备一幅本课时的教学挂图。 2、教师准备一台录音机和相关录音带。 3、学生准备本课时的单词卡片。 六、教学过程 1、Warm-up
Sing the song: at the zoo 2、Presentation
A: Activity 1 Memory testing What did you do last weekend? I went shopping.
I went shopping and visited grandparents
I went shopping and visited grandparents……… B: Activity 2 比一比，谁说得最快。（见表格1）
请两个学生上来，背向黑板，教师说出表格中任意一个词组，学生就说出与之对应的词组，败者换其他人，再与胜者比赛，看看全班谁说得最快。 C: Text A. 看图跟读课文。 B. 教师提示总结：
was / walked / studied / read /went /saw / jumped / swam / returned D: Activity 3 无字的故事书 E: Exercises
(1)Finish the sentences (2)Number the sentences Comprehensive activity story time
1. Two students a group and discuss the story. 2. Ask the questions:
(1)What did Zoom do on Saturday? (2) What did Zoom do on Sunday? 3. Listen and read the story
4、 Consolidation and extension Mini role-play
Prepare and act out their stories in roles.
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