单元课题 Unit 1 Period 1 Section A (1a-2c) 课时安排 1 教学札记 教学目标 Vacabulary: (be ) on vacation New York City anyone anything waterfall Sentences: Where did you go on vacation? Did you go with anyone? Did you buy anything special? Talk about the past activities indefinite pronoun task/situation-based teaching 教学辅助 PPT 本节课是以讨论假期活动为主线，紧紧围绕学生熟悉的一系列动词短语；通过任务设置，在语言操练及完成任务的过程中，渗透形容词修饰不定代词的用法。 教 学 过 程 重点 难点 教法 课前思考 Step1. Warming-up and Lead in 1. watch a video-Driving home 2. Guess: Get Ss to guess what the teacher did on vacation. Where did I go on vacation? What did I do on vacation? 3.Free talk: Guide Ss to talk about their own vacation. How was your summer vacation? Where did you go on vacation? Did you do anything special/great? Did you go anywhere interesting /beautiful…? Did you meet anyone interesting? Step2. Presentation Present new phrases: went to New York City went to summer camp went to mountains. Went to the beach visited museums T: Where did she go on vacation? S: She went to New York City. T: Where did they go on vacation? S:
单元课题 Unit 1 Period 1 Section A (1a-2c) 续 课时安排 1 教学札记 教学目标 重点 难点 教法 课前思考 Vacabulary: (be ) on vacation New York City anyone anything waterfall Sentences: Where did you go on vacation? Did you go with anyone? Did you buy anything special? Talk about the past activities indefinite pronoun task/situation-based teaching 教学辅助 PPT 本节课是以讨论假期活动为主线，紧紧围绕学生熟悉的一系列动词短语；通过任务设置，在语言操练及完成任务的过程中，渗透形容词修饰不定代词的用法。 教 学 过 程 1a. Match the activities with the pictures. Step3 listening Before listening, a question is given: Now some students are talking about their vacations. Where did they go on vacation? Listen carefully and fill in the blanks. Step 4. Pairwork 1c A: Where did Tina go on vacation? B: She went to the mountains. Step 5. Listening 2a/2b Listen and fill in the blanks Step 6 Role-play conversations between Grace, Kevin and Julie. Step 7. Survey and report Talk about group members’ summer vacation. Interview your group members about their vacation. The questions in 2b and the chart below may be used while interviewing. Name Somewhere interesting… Something special Someone interesting Something else After interview, each group recommend a member to give a report like this: Hello,everyone. Let me tell you something about my group members’ summer vacation…. As we can see, everyone had a good time. Step 8 Homework Finish the exercise 3a-3c and Ex Book Section
单元课题 Unit 2 How often do you exercise ? 教学设计 Teaching goals: 1. Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc . 2. Learn to talk about how often do you do things . 3. 一些表示频率的副词: always , usually , often , never , hardly ever , sometimes . 4. 句子结构: What do you usually do on weekends ? How often ··· ?及回答. Important and difficult points : What does she /he do on weekends ? She often goes to the movies . How often do you shop ? Once a week / Twice a week ··· . Teaching aids : cards , pictures and a tape recorder . Period 1 Teaching procedures : Step 1 Leading-in 1. Greetings:Talk about something the students did on summer vacation . Step 2 Pre-task SB Page 1 , 1a . 1. Look at the picture (学生识图). 2. Name each activity . T: What are they doing ? They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer ) 3. Write the activities on the line . 4. Check the answers on the Bb .Correct their own activities . 5. Practise reading . SB Page 1 , 1c . 1. Focus on the conversation in the box . 2. Practise reading . 3. Pairwork : What do you do on weedends ? I ··· . 4. Groupwork :Divide the class into groups of four or five .Make conversations .First S1 to S2: 2. S1:What do you do on weekends ? S2:I ··· . S1:What does she /he do on weekends ? S2:She /He ··· . 5. Act out their own dialogues . Step 3 While-task SB Page 1 , 1b . 1. Look at each picture in 1c.Tell what the person does on weekends .Check the Ss orally. 2. Make sure what they will hear and do . 3. Read these adverbs and explain. 4. Play the tape twice .Write the letters on the line. 教学札记
单元课题 教学设计 SB Page 2 , 2a & 2b . Unit 2 How often do you exercise ? 教学札记 1. read the activities and the answers of “how often” first . 2. Practise reading . 3. In 2a we should know the activities you hear .In 2b we should know the answers of how often he does the activities. 4. Play the tape for a first time .Ss only listen . Play the tape a second time .Ss do 2a . 5. Play the tape a third time .Check the answers . 6. Play the tape .Ss do 2b . 7. Check the answers . In this part ,we should pay attention to how often引起的特殊疑问句及回答. Step 4 Post-task SB Page 2 , 2c . 1. Focus on the conversation . 2. Practice reading . 3. Read the activities in the left box . 4. Fill in the chart . Pairwork: Make conversations . Period 2 Teaching procedures : Step 1 Leading-in 1. Greetings 2. Drills: T: What do you usually do on weekends ? S1: I usually play soccer . T: How often do you play soccer ? S1: I play soccer twice a week . T: How often does he play soccer ? The other Ss: He plays soccer twice a week . Repeat for three times . Step 2 Pre-task SB Page 2 ,Grammar Focus . 1. Review the grammar box .Ss say the questions and answers . 2. Practise reading . Step 3 While-task 1. SB Page 3 , Part 3 . Call attention to the survey .Make sure the Ss understand the chart . T: What activity do ninety-five percent of Green High students do every day ? Ss answer .If necessary , give them help . Review the information in the green box with Ss . Read the article first by the Ss . Read it to the class . Look at the survey and fill in the blanks in the article . Finish the activity individually . Check the answers . Practise reading . 2. 3. 4. 5. 6. 7. 8. 单元课题 Unit 2 How often do you exercise ?
教学设计 Step 4 Post-task SB Page 3,Part 4 . 1. T: What can you do to improve your English ?(e.g. read English books, practice reading and speaking ) How often do you ··· ? 2. Think of more things you can do to improve your English and write them here . 3. Ask several Ss each question . 4. See: Who is the best English students in the class Homework: Revise the new words . Period 3 Teaching procedures : Step 1 Leading in 1. Greetings & free talk . 2. Practise reading the article in Page 3. 3. Check the homework. Step 2 Pre-task SB Page4 , 1a . 1. Point out the five phrases . 2. Ss read after the teacher . 3. Make sure the Ss understand what do they mean . 4. Call attention to the pictures .Say something about the pictures . 5. Match the words with the pictures . 6. Check the answers . Practice reading . Step 3 While-task SB Page 4 , 1b . 教学札记 1.pay attention to the conversation in the box on the right .Read it to the class . 2. Explain : “be good for” means :有益于…，对…有好处. 3. Pairwork. Choose a new partner .Use the words in Activity 1a to make conversations . 4. Share the students’ conversations. SB Page 4 ,2a&2b . 1. 2. 3. 4. 5. 6. T : Now you will hear a reporter interview two people ,Katrina & Bill .Read the two names for the Ss. In 2a ,we’ll know who is healthy , Bill or Katrina ? Read the questions in 2a . Listen to the tape carefully twice .Circle “yes” , “no” or “I don’t know” in the chart . Before we check the answers in 2a,we’ll read through the questions in 2b .Pay attention to Katrina’s and Bill’s answers . Play the tape again .This time ,if we have heard one questions and we have a pause .Make sure Katrina’s and Bill’s answer. From the answers in 2b ,we can tell who is healthy Bill or Katrina ? Step 4 Post-task Role-play . Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill . S1: How often do you exercise ? S2: I exercise every day . S3: … . With the help of 2b . Homework 请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较. 单元课题 Unit 3 I’m more outgoing than my sister
一、教学目标： 1. 语言知识目标： 1)单词：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win 句型：① Tina is taller than Tara. ② Sam has longer hair than Tom. ③ She also sings more loudly than Tara. 2) 能掌握以下语法： ① 形容词或副词比较级形式的构成。 ② 表示两者进行比较的句式结构。 2. 情感态度价值观目标： 能对人物的外表进行描绘，个性进行比较。 二、重难点 重点：1) 形容词或副词比较级形式的构成。 2) 表示两者进行比较的句式结构。 难点： He has shorter hair than Sam. Is Tom smarter than Tim? She also sings more loudly than Tara. 三、教学过程 Ⅰ. Lead-in 1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a] tall --- short; thin --- heavy, long hair --- short hair, calm --- wild … Give Ss an example by comparing Old Henry and Santa Claus. e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus. Henry is younger than Santa Claus. Santa Claus is younger than Henry. Ⅱ. Presentation Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other. e.g. The apples are bigger than the pears. The pears are more delicious than the apples. Summarize the Comparatives. Group competition. A + be(V) + 比较级 + than + B. Ⅲ. Game (I and my desk mate) Ask Ss to compare with their partners and find out the differences. e.g. She is heavier than me. I am more outgoing than her. She gets up earlier than me. I run faster than her. Ⅳ. Listening Then listen to the recording. Ask Ss to number the twins. Check the answers. Ⅴ. Pair work Point out the sample conversation in activity 1c. Say, now work with a partner. Make your own conversation about the twins. Ask several pairs to say one or more of their conversations. Ⅵ. Listening 1. Work on 2a: Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them. Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column. Play the recording and check the answers. 2. Work on 2b. Point out the picture and the two boxes with the headings Tina is and Tara is. Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a. Play the recording and check the answers. Ⅶ. Pair work 1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own. 2. Ss practice their conversations. 3. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversation first and try to match the people with the right things. a. sang better b. with shorter hair Nelly c. practice more and really wanted to win d. sang more clearly Lisa e. danced better 2. Let Ss read the conversations after the teacher. 3. Let Ss practice the conversation. 4. Then let some pairs act out their conversations in front of the class. Homework: Write six sentences: Write about the things that are the same and different between you and your best friend. 教学设计 Section A 1 (1a-2d) 单元课题 Unit 3 I’m more outgoing than my sister
教学设计 Section A 2 (Grammar focus-3c) Ⅰ. Warming- up and revision 1. Ask some Ss compare he/she with his/her desk mates. I’m taller than my desk mate. But she runs faster than me. … 2. Show some pictures on the big screen. Let some Ss compare the things. 3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them. Ⅱ. Grammar Focus 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 (1) 汤姆比萨姆更聪明吗？ Is Tom _______ _____ Sam? (2) 不是。萨姆比汤姆更聪明。 No, he isn’t. Sam is ______ _____ Tom. (3) 塔拉比蒂娜更外向吗？ Is Tara ____ ________ ______ Tina？ (4) 不是。蒂娜比塔拉更外向。 No, she isn’t. Tina is ______ ________ ___ Tara. (5) 你和你姐姐一样友善吗？ _____ you _____ friendly _____ your sister? (6) 不是。我更友善一些。 No, I’m not. I’m ___________. (7) 塔拉与蒂娜工作一样努力吗? Does Tara work _____ ______ _____ Tina? (8) 谁在学校里更努力一些？ Who’s ______ _____________ at school? (9) 蒂娜认为她学习比我更努力。 Tina thinks she ______ _______ than me. 3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Ⅲ. Try to Find 总结：两者进行比较, 表示“一方比另一方更……”的句型： 1. A + be + 形容词比较级 + than + B 2. A + 实义动词 + 副词比较级 + than + B 两者进行比较, 表示“一方与另一方一样……”的句型： 1. A + be + as 形容词原形 + as + B 2. A + 实义动词 + as 副词原形 + as + B Ⅳ. Practice Work on 3a: 1. 读下列句子，根据提示词完成一般疑问句，并做回答。 2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。 方法指导：应通读所给的提示词，掌握句子大意；然后，确定进行对比的双方及所给的形容词，根据上一环节中所总结的句式结构来组成正确的一般疑问句。最后，再根据回答，来确定答语中空格中单词的意思，并用正确的比较级形式。 3. 学生们按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。 4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。 Work on 3b: 1. Ask Ss to think of himself/herself two years ago. Write about how they are different now. 2. Give an example: T: S1, Are you taller now? S1: Yes, I am. I’m taller than I was two years ago. T: Pay attention to the tense. “I was two years ago.” 3. Ss work by themselves. Read the sentences in 3b and write the other four sentences. 4. Check the answers with the class. Ⅴ. Group work 1. Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the chart. 2. Ask one student the question: T: Who is smarter, your mother or your father？ S1: I think my mother is smarter than my father. 3. Ss read the chart and check √ in the chart. 4. Work in groups. Ask and answer the questions with their partners. 5. Try to make a report. (最后，可以经学生们评议来推举最有能力的小组） Ⅵ. Exercises If time is enough, do some more exercises on big screen. 用所给单元的正确形式填空。 1. My hair is _____ (long) than my sister’s. 2. I am ______(tall) than you. 3. She is _____ ______(outgoing) than me. 4. Lily is _____ (heavy) than Lucy. And Lucy is _____ (thin) than Lily. 5. I have _____ (short) hair than Tina. 6. Tom is ______ ___________ (hard-working) than Tim. Homework 1. Review the grammar focus after class. 2. Write down the same and different between you and a friend.
单元课题 Unit 3 I’m more outgoing than my sister 教学设计 Section B 1 1a-2e 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：talented, truly, care, care about, serious, mirror, kid, as long as, necessary, be different from, both, though, bring out, grade, should, the same as, saying, reach, hand, touch, heart, fact, in fact 2) 能掌握以下句型： ① I think a good friend makes me laugh. ② For me, a good friend likes to do the same things as me. ③ And a good friend is talented in music. ④ You don’t need a lot of them as they are good. ⑤ Larry is quite different from me. 3) 阅读短文获得正确的信息的能力。 4）阅读短文并能完成相关任务。 2. 情感态度价值观目标： 了解人与人之间的差异性，了解自己对朋友的看法，明确自己需要什么样的朋友。 二、教学重难点 1. 教学重点： 1) 掌握本课时出现的生词及表达方式。 2) 进行听力训练，提高综合听说能力。 3) 阅读短文，获得相关信息，提高学生们的综合阅读能力。 2. 教学难点 1. 听力训练 2. 阅读2b部分的短文并完成相关要求。 三、教学过程 Ⅰ. Warming- up and revision 1. Daily greeting. 2. Check the homework. Let some Ss report what his/her father and mother are like. Ⅱ. Presentation 1. Show a maxim to Ss: A friend indeed is a friend in need. Ask, what kind of things are important in a friend? Ⅲ. Reading and writing Work on 1a: 1. Read each description to the class and ask the Ss to repeat. What kind of things is important in a friend? Rank the things below 1-6 (1 is most important) Ask different Ss to copy the six phrases on the Bb. Then read the phrases together. 2. Read each description loudly. In your opinion, which one is the most important? Please rank the things (1-6). You put a 1 after the thing that is most important to you, and put a 2 after the second most important thing and so forth. Now let’s check which things are most important to you. Work on 1b: 1. Well, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four. First read the example dialogue, and then make your dialogue about friends using the phrases in activity 1a. 2. Ss try to write their own sentences. Ⅳ. Listening 1. Next you will hear an interviewer talking to Molly and Mary. What are they talking about? When I play the recording for the first time, you just listen carefully and give me the answer. Have you got it? Yes, they are talking about their best friends. Now look at the chart, and write the things that Molly and Mary like about their best friends. You can write only words and phrases. Let’s check your answers. 3. T: Now let's work on 1c. Let’s listen to the tape again and fill in the rest of the chart in 1c. 4. Ss listen to the tape and fill in the chart. 5. Check the answers: 听力指导：要抓他们之间的相似之处与不同之处，这两个重点内容。因此在听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。
单元课题 Unit 3 I’m more outgoing than my sister 教学设计（续） Ⅴ. Group work Work on 1e: 1. Work in groups. Say, now work with your partner. Make a conversation using information in the chart. Ask several pairs to say their conversations to the class. 2. Teacher can walk around the classroom, and give some help to the Ss. Work on 2a: 1. Say: Write the comparative forms of the following adjectives. Then use them to write five sentences about you and your friends. 2. Ss work in a group. Check each other’s answers. 3. Let some Ss read their sentences. Ⅵ. Reading Quickly reading 1. T: Let's meet three new friends, Jeff Green, Huang Lei and Mary Smith. What are they like? What do they think of their friends? Now read the passages Underline the differences between the friends and circle the similarities. 2. Let some Ss read the passage quickly and underline the differences and circle the similarities. Then let another Ss read aloud these sentences. 3. Check the answers with the Ss. Careful reading 1. Let Ss read the sentences in 2c. Make sure they know the meaning of these sentences. 2. Let Ss read the passages again and judge these sentences are True or False. 3. Ss read and find the answers to the questions. 4. Check the answers. … Ⅶ. Writing 1. T: Now let’s think of you and your friends. How do you and your friends compare with the people in the article? Write five sentences. 2. 方法指导：首先，应思考一下自己及自己朋友的特点；然后，认真与短文所提及的人物进行对比。写出明确的比较句。注意运用正确的比较句： 句型指导： A + be different from B because + 两者比较句 A + be similar to B because + 两者比较句 3. Ss try to write their sentences. 4. Let some Ss read aloud their sentences to the class. Ⅷ. Talking 1. T: Read these saying about friends. Can you translate them into Chinese. 2. Let some Ss translate the sentences into Chinese. 3. Tell Ss: Which saying is their favorite? Which friend do you think about when you read this saying? Why? Tell your partner about it. 4. Give the Ss an example. Ss think about it and try to tell something to their partner. 5. Let some Ss talk about it. Homework 1、Read the passages after class. 2、Make sentences with the phrase below: as long as ; be different from; bring out be similar to; in fact; make sb. Do … It’s (not) necessary to do … 单元课题 Unit 3 I’m more outgoing than my sister
教学设计 Section B 2 3a-Self check 教学札记 一、教学目标： 1. 语言知识目标： 1) 掌握下列词汇：primary, primary school, information 2) 复习如何对两者进行比较。能够综合运用所学的知识来对两个事物或人物进行对比。 3) 总结回顾形容词或副词的比较级形式，并通过不同形式的训练来熟练掌握所学的知识。 2. 情感态度价值观目标： 1) 能了解人与人之间的差异性，能做到相互理解相互学习。 2) 能正确看待自己和他人的优缺点，学人之长，补己之短。 二、教学重难点 1. 教学重点： 1) 能运用所学的知识对事物或人物进行对比。 2) 能正确运用形容词或副词的比较级形式。 2. 教学难点： 能根据提示信息，对两个人物或事物进行对比。 复习运用形容词或副词的比较级形式。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Let some Ss read their passages to the class. 3. Ask some Ss to compare themselves and their friends. Ⅱ. Presentation 1. Show some pictures of the students of your class. Describe the Ss. She is tall/short. She is popular/serious/hardworking. → be + 形容词 She has long straight hair/ short straight hair. → have/has …hair She likes reading/sports…→likes… 2. Let some Ss describe the student in the big screen. Ⅲ. Writing 1. T: Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them. 2. 写作指导： 阅读表格中的描述；分析描述词的特点；是用形容词还是用动词进行描述；根据在导入总结的句式结构来对学生们进行描述。相似的地方，可以用both来共同表达出来；不同的地方，可以用比较的句式表达出来。 3. Ss try to write these sentences. 4. Check the answers. Ⅳ. Writing Work on 3b: 1. Think of your friends. Make notes about two of your friends. One friend should be similar to you. The other friend should be different. 2. Give some examples: popular, outgoing, serious, hard-working, tall, thin … likes reading/sports, art, music… has long/short straight hair … 3. Check the answers with each other. Work on 3c: Write two paragraphs describing your friends. 写作指导： 首先，找出和你的朋友相似的方面。对这些方面进行描述；可以用be both… 或 likes…句式结构来描述。 其次，对不同之处进行描述。根据在3b中所做的记录，用形容词或副词的比较级形式，用正确的句式进行两人之间的对比。如： A is more outgoing than B. B works harder than A. … 4. Show some Ss’ compositions on the big screen. Correct the mistakes in the composition.
单元课题 Ⅴ. Practice 1. Ask the questions about the ad. Unit 3 I’m more outgoing than my sister 教学设计 ① What do the English Study Center need? ② Should the student be outgoing? 2. Let Ss read the ad and answer the questions. 3. Let Ss think about what the student like? Give Ss some examples: He/She should be outgoing. He/She should be good with children. He/She should be good at English … 4. Tell Ss to compare two of their classmates. They can use the real names. 5. Ss talk with their partners and compare two of their classmates. Ⅵ. Self Check Work on Self Check 1 1. Look at the chart. Let one student read the words in the box first. 2. Tell Ss to put the words in the correct columns in the chart. Make they know they should put some adjectives in the first column. In the second column, they should put some “verbs + 副词”。 3. Ss work by themselves and then check the answers with the Ss. Work on Self check 2 1. Tell Ss to fill in the blanks using the correct forms of the words in the brackets. 2. 提示： 注意看句子的意思及有无表示比较的介词than来确定是否是用比较级的形式。 3. Ss work by themselves and fill in the blanks. 4. Check the answers with the Ss. Work on Self check 2 1. Have a writing test. Ss think of their best friend. Write down two ways in which they are similar, and two ways in which they are different. Make sure to use comparatives. 2. Ss write the sentences quickly and see who writes best. 3. Encourage some Ss to work harder. Homework 1. Review Section B. 2. Write about six sentences about their parents. Compare them. Unit 3 I’m more outgoing than my sister教学札记
单元课题 句型转换 Unit 4 What’s the best movie theatre? 知识梳理 Section A 比较级 more cheaply 比较级 more comfortable 1.cheaply 2.comfortable 最高级 most cheaply 最高级 most comfortable 3.close比较级 closer 最高级 closest 4.sit (n.) seat 5.choose (pt.) chose 比较级 more carefully 6.carefully 最高级 more carefully 比较级 最高级 7.bad/badly worse worst 比较级 最高级 8. fresh fresher freshest 9.comfortable (adv.) comfortably 10.act (n.表人）actor（演员) Section B 1.talent (adj.) talented 2.beautiful (adv.) beautifully 比较级 more beautifully 3. beautifully 最高级 most beautifully 4.win (n.表人）winner（获胜者） 5.performer （v.) perform 6.serious (adv.)seriously (最高级）most seriously 7.give （pt.) gave 8.crowd (adj.) crowded 短语归纳 Section A 1.the biggest screens最大的荧幕 14. be the closest to home 离家最近 3.the shortest waiting time 最短的等候时间 4.have the most comfortable seats 有最舒服的座位 5.the best sound 最好的声音 6.buy clothes the most cheaply 买最便宜的衣服 7.play the most boring songs播放最乏味的歌曲 8.the worst music 最差的音乐 9.the freshest food最新鲜的食物 10.sit the most comfortably 坐得最舒服 11.so far 到目前为止
单元课题 Unit 4 What’s the best movie theatre? 教学设计 Section B 1.the best performer 最好的演员 2.the most talented person 最有天赋的人 3.more and more popular 越来越受欢迎 4.have...in common 有相同特征 5.the funniest actors 最风趣的演员 6.all kinds of 各种各样的 7.play the piano the best 钢琴弹得最好 8.sing the most beautifully 唱得最美妙 9.be up to 是……的职责；由……决定 10.play a role 发挥作用；有影响 11.make up 编造（故事流言等） 12.for example例如 13.take ...seriously认真对待 重点句子 （1）It has the most comfortable seats. 它有最舒服的座位。 （2）The DJs choose songs the most carefully. 那些音乐节目主持人们选择歌曲最细致。 （1）How do you like it so far? 到目前为止你认为它怎么样？ （2）Thanks for telling me. 谢谢告诉我。新 课 标 第 一 网 （3）Which is the worst clothes store in town? 城镇里最差的服装店是哪一家？ （4）Everyone is good at something. 每个人都各有所长。 （5）It’s always interesting to watch other people show their talents. 观看别人展示他们的天赋总是很有趣。 （6） All these shows have one thing in common. 所有这些节目有一个共同之处。 （7） That’s up to you to decide. 这由你来决定。 （8） However, and everybody enjoys watching these shows. 然而，并不是所有的人都喜欢看这些节目。
单元课题 Unit 4 What’s the best movie theatre? 合作探究 难点讲练 讲一讲 1 What’s the best clothes store in town? 城里最好的的服装店是哪家？ I think Miller’s is the best. 我觉得米勒的服装店是最好的。 （4）此句中best 是good 的最高级形式，其前应加定冠词the。 （5）in town 在城镇，town前加不加任何冠词或修饰成分。in the city 在城市， in the country在乡村；在农村。City/country 前加定冠词the。例如： Do you like living in town or in the city? 你喜欢住在城镇还是住在城市里？ (3)此句中 Miller’s 是名词所有格的形式，表示场所、店铺等意义。例如： the barber’s 理发店 the doctor’s 诊所 my uncle’s 我叔叔家 （4）clothes 本身是复数形式，后面动词应用复数。Clothing 是复合名词，衣服的总称，没有复数形式，后面动词应用单数。例如： The clothes in that shop are expensive. 那家店的衣服贵。 All the clothing in the shop is very cheap. 这家店里的衣服很便宜。 练一练1 用括号内所给词的正确形式填空。 1. What’s _______ (good) clothing store in town? 2. Who is _______ (short),Ann, Sally _______ or Mary? 3. Among the three boys he works the _______ . A. hard B.harder C.hardest D.most hard （1）Michael is taller than any other student in his class.(同义句转换） Michael is _______ _______ _______ in his class. 4.你认为谁是最佳表演者？ Who do you think is _______ _______ _______ ? 讲一讲2 It has the most comfortable seats. 它有最舒适的座位。 You can sit the most comfortably because they have the biggest seats. 因为它们有最大的座位所以你可以坐得最舒服。 14. comfortable 为形容词，意为“舒适的”，用来修饰seats。most comfortable 是它的最高级形式，在句中使用时，要在其最高级前加the. 15. Comfortably 为comfortable的副词，意为“舒服地；舒适地”，用来修饰它前面的sit,即副词修饰动词之后，most comfortable 是它的最高级形式。在句中使用时，其最高级前可以加the也可以不加。 [拓展]类似的词在本单元还有许多。例如：X k B 1 . c o m beautiful－beautifully，cheap－cheaply，careful－carefully等 练一练 2 用所给词的正确形式填空。 6. －There are ___________seats in Town Cinema. －Yes, you can sit there ____________ .(comfortable) 7. －Can you buy clothes the most ? －Yes, I can buy the _______ clothes.(cheap) 8. He is a _______ man, he does everything __________ . (careful) 9. Tom sings _________in his class. He can sing many________ songs .(beautiful) 10. －Did your father have a __________ breakfast this morning? －Yes, he had breakfast__________. (quick)
单元课题 Unit 4 What’s the best movie theatre? 教学设计 讲一讲 3 It’s the closest to home. 它离家最近。 （1）close 在此句中为形容词，意为“近的，接近的”，既可指时间，也可以指空间上的。closest 为形容词 close的最高级形式。其反义词为far, 近义词为near。在表达“离……近”时用（be）close to 结构。例如： The post office is close to the park. 邮局离公园近。 He sat close to us. 他挨着我们坐。 [拓展] ① close与near都意为“近的”，但close比near表达的距离更近，相当于very near，可以近至几乎相接触，而near意为“附近的；邻近的。” 例如： My home is near our school.我家离我们学校很近。 ② close还是一个动词，意为“关；关闭”。其反义词为open。例如： Please close the windows before leaving. 离开前请将窗户关上。 Don’t close your eyes, please. 请不要闭上眼睛。 （2）home 在这里为名词，意为“家”，包含“爱；温暖；舒适；安全”等意义，通常不用冠词修饰。例如： Home is where the heart is.心在哪里，哪里就是家。 练一练3 11. The store is the __________my home. I often do shopping in it. A. Near B.closest C.farthest D.closes 12. －David ,where do you live? －—s__________ Taishan. A. Close from B.closing to C.close to D.far to 13.home is __________our school, so I have to take the bus. A. Far from B.closed to C. Far to D.near. 讲一讲 4 It’s always interesting to watch other people show their talents. 观看别人展示他们的天赋总是很有趣。 1.It’s interesting to do sth. 意思是 “做某事有趣”， 它是It’s +adj+to do sth.句型的一种形式，it 作形式主语，to do sth.是真正的主语。例如： It’s very interesting to play computer games. 玩电脑游戏很有趣。 6. watch 在句中是感官动词。Watch sb.do sth. 意为“观看某人做了某事或经常观看某人做某事”，强调“观看动作的全过程”。例如： I watched them play football the whole afternoon. 整个下午我在看他们踢足球。 [拓展] ①watch sb.doing sth. 则表示“观看某人正在做某事”强调“动作正在进行”。例如： I’m watching them playing football. 新|课 |标|第 |一| 网 我正在观看他们踢足球。 ②hear，see, feel, notice 等感官动词的用法与watch一致。例如： I saw him get on the bus. 我看见他上了公共汽车。（动作已完成） I saw him getting on the bus. 我看见他正在上公共汽车。（动作正在进行) 练一练 4 15. I saw my father__________ . It made me __________better. A.smiling; to feel B.smile; feeling C.smile ; feel D.smile; to feel 15. The young woman watched her daughter_________ a yo-yo yesterday afternoon. A.to play B.to play with C.playing with D.played 16. I often hear her__________ in the room. A.sing B.sang C.singing D.to sing 17.It’s nice of you __________me with my math. A.help B.helping C.to help D.helped 单元课题 Unit 4 What’s the best movie theatre?
语法归纳
形容词的比较级和最高级（二）
1. 形容词的比较级和最高级的用法
（1）形容词比较级用于两者（人或物）之间的比较，表示一方比另一方“更……”或“较……”，后面通常用比较连词than连接另一方所比较的人或物。than引导的是比较状语从句，但为了避免重复，从句中有些与主句相同的部分常常省略，而把相比较的部分省略出来。另外，在上下文明确时，形容词比较级也可以单独使用。例如：
This room is smaller than that one (is). 这个房间比那个房间小。 He is younger than I(am). 他年纪比我小。
His English is better than his brother 's (is). 他的英语比他哥哥的好。
1. 形容词最高级用于三者或三者以上的人或事物之间的比较，表示其中一方在三者以上的人或事物中“最……”。最高级前通常用定冠词the, 并用of或in短语来说明比较的范围。Of后面一般接表示同类的名词，in接表示范围的名词。例如：
He is the tallest of all. 他是所有人中最高的。
Li Hua is the best student in his class. 李华是他班上最好的学生。 2.比较级与最高级的区别与联系
（1）比较级是用来把彼此独立的适合人进行比较；最高级是把一个群体中的一员与整体进行比较，这个群体必须包括这个成员，请看下面例句： （A）Mary is taller than her two sisters. 玛丽比她的两个姐姐高。 (B)Mary is the tallest of the girls. 玛丽是这些女孩中最高的。
【注意】句（A）中玛丽是在另外两个姐妹之外，是玛丽一个人同另外两姐妹（作为一方）来比较，所以用比较级。句(B)中玛丽是这些女孩之一，所以用最高级。 （2）比较级可以用来表示最高级的含义。例如：
Jack is taller than any other student/the other students in his class.(=Jack is the tallest in his class.)
杰克比他班里的任何一个/其余的学生都高。（杰克是他班上最高的学生。） any other表示“任何一个”，所以其后用单数名词，the other表示“其余的”，所以其后用名词复数。 3.比较连词than的用法
比较状语从句中的than是连词，连接的是一个句子作比较状语从句。than虽然后面常常接的是一个词，而不是句子，它仍然是连词，那是因为从句省略了系动词。
She is younger than I (am) / me. 她年纪比我小。
【注意】than后接I是省略系动词am,尤其than后面用me，这时常会使我们误认为than是介词。than后用me（宾格形式）只用于非正式文体中，表示委婉、客气的语气，比I更有礼貌，而不要把than误认为是介词。正式文体中应用（Iam).
Unit 4教学札记
单元课题 Unit 5 Do you want to watch a game show? 教学设计 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：sitcom, news, soap, educational, plan, hope, find out, discussion, stand, happen, may, expect 能掌握以下句型： ① What do you want to watch? ② What do you think of talk shows? ③ I can’t stand them. ④ I don’t mind them. ⑤ I like/love them. / I don’t like them. 2) 能了解以下语法： 动词不定式结构做动词的宾语；后面接动词不定式做宾语的动词。 3）学会陈述自己的看法；学会谈论自己的喜好。 2. 情感态度价值观目标： 学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。 注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。 二、教学重难点 1. 教学重点： 1) 学习掌握各类电视和电视节目的名称。 2) 掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。 2. 教学难点：掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。 三、教学过程 Ⅰ. Lead-in 学生们根据图片提示学习各类电视节目并且练习运用What do you think of…? Ⅱ. New words Learn the names of the TV shows. Ⅲ. Game 1. 引导学生们看1a中的图片，根据提示依次说出每一部TV Show的名称。 2. 让学生们看图片及1a中的词汇，将图片与正确的词汇相连。 3. Check the answers with the Ss. Ⅳ. Listening 1. T: Tell Ss to read the shows in the box. Make sure they know the meaning of the shows. 2. Play the recording for the Ss to listen and number the shows1-4. 3. Play the recording again. Check the answers with the Ss. Ⅴ. Pair work 1. Let Ss look at the pictures in the box. Then explain the meaning of each expression to the Ss. 2. Let Ss read the conversation after the teacher. Then let Ss make their own conversation using the shows and expressions in the box. 3. Let some pairs ask and answer about the shows. Ⅵ. Listening Work on 2a: 1. Read the shows in the box of 2a. Tell Ss to remember the information. 2. Play the recording for the Ss to listen and number the TV shows [1-5]. 3. Play the recording again to check the answers. Work on 2b: 1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do. 2. Play the recording for the Ss to write the correct words in the blanks. 3. Play the recording again to check the answers. Ⅶ. Pair work 1. Tell Ss ask and answer questions about the TV shows in 2a. They can use the information that is true for them. 2. Let Ss read conversation after the teacher. 3. Explain some main points for the Ss. 4. Ss act the conversation in pairs. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversations and match the name with the right shows. ① Grace a. game shows and sports shows ② Sarah b. soap operas ③ Grace’s classmates c. news and talk shows 2. Explain some new words and main points in the conversation. 3. Read the conversation after the teacher. 4. Practice the conversation with their partner. Then let some pairs to act out the conversation. IX. Homework: 用下列词组来造句：(1) plan to … (2) hope to… (3) find out… (4) can’t stand… (5) sth. happen (6) expect to …
单元课题 Unit 5 Do you want to watch a game show? 教学设计 Section A 2 (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 学习掌握下列词汇：joke, comedy 2）进行一步复习巩固运用Section A 部分所学的生词和词组。 3）进一步学习运用所学的知识来陈述自己的看法；学会谈论自己的喜好。 4) 掌握动词不定式结构做动词的宾语这一语法知识；掌握后面接动词不定式做宾语的动词。 2. 情感态度价值观目标： 学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。 注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。 二、教学重难点 1. 教学重点： 1) 进一步学习运用所学的知识来陈述自己的看法；学会谈论自己的喜好。 2) 掌握动词不定式结构做动词的宾语这一语法知识；掌握后面接动词不定式做宾语的动词。 2. 教学难点： 掌握动词不定式结构做动词的宾语这一语法知识；掌握后面接动词不定式做宾语的动词。 三、教学过程 Ⅰ. Revision 1. Have a dictation of the new words learned in the last class. 2. Ask and answer questions about the different shows. What do you think of news? I can’t stand it. / I like it. / I don’t mind it. I… 3. Role-play the conversation in 2d. Ⅱ. Grammar focus 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ① 你想看新闻吗？ Do you want to ____ ______ _____? ② 你觉得谈话节目怎么样？ What do you ______ ___ _____ shows? ③ 我不介意看。/我不能忍受。/ 我喜欢看。 I don’t ______ them. I ____ ______ them. I ____ ________ them. ④ 你计划今晚上看什么节目？ _______ do you______ _____watch tonight? ⑤ 我计划看《我们过去的时代》。 I ______ ____ watch Days of Our Past. ⑥ 你期望从情景喜剧中学到什么？ What can you ______ ___ ____ from sitcoms? ⑦ 你能学到一些很好的笑话。 You can _______ some great _____. ⑧ 你为什么喜欢看新闻呢？ Why do you like _________ ___ ______? ⑨ 因为我希望查明在世界各地发了什么事情？ Because I ______ ____ _____ ___ what’s going ________ the world. 2. 学生们根据记忆，看大屏幕来完成填空练习。 3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Ⅲ. Grammar 动词不定式做宾语的用法： 动词不定式的形式：to + 动词原形 Jack wants to buy some flowers for Mr. Wu. 杰克想给吴老师买些花。 常见的跟动词不定式做宾语的动词: 想要 want, 期望 expect, 希望hope, 计划plan, 决定decide ,开始begin,开始start 2. 最后，由各小组长来说一说他们小组所做的总结。 3. 大屏幕出示常见的跟动词不定式做宾语的动词和同学们一起对答案。
单元课题 二、【拓展】省略to 的不定式 Unit 5 Do you want to watch a game show? 教学设计 有些动词后面跟动词不定式时应将不定式符号to省去。常见的动词有let, make, feel, help, watch, hear等。例句： 让我来帮助你。 Let me help you. 你能帮助我打扫房间吗？ Can you help me clean the house? Ⅳ. 及时练 用所给单词的适当形式填空： 1. She expects _________ (arrive) tomorrow. 2. Let’s _______ (watch) talk shows tonight. 3. They hope _________ (visit) the Great Wall next year. 4. Do you plan _______ (find) a part-time job? 5. When do you want _____ (go) swimming? 6. My uncle often helps me ________ (learn) math and English. Ⅴ. New words joke comedy Ⅵ. Practice Work on 3a: 1. Tell Ss to read the conversation in 3a and try to fill in the blanks with right words. 2. 方法指导：应通读整个对话，掌握对话大意； 然后，根据问句所问的内容及自己的实际情况来回答问题。 注意，第二个问是一个选择疑问句，意为“你想看……还是看……呢？” 3. 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词语，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。 4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。 5. 学生们两结对操练对话，最后找几名学生来表演一下对话。 Work on 3b: 1. 让学生们阅读表格中的问题，明白每个问题的意思。 2. 让学生们思考一下他们自己的实际情况，并做出正确的回答。 3. 让学生们互相检查自己所写的句子，发现并改正错误。 4. 让部分学生就这些问题进行问答，说出自己所写的句子。大家一起改正句子中的错误。 Word on 3c: 1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。 2. 先由一名学生们对自己的小组成员进行提问，询问每一名成员希望看的内容。然后，在表格中的适当位置记下他们的名字。 3. 由其余的同生们根据表格中的情况来写一个小组成员情况的报告。大家互相讨论一下这些报告，最后，确定出一个最完整且没有错误的报告。 4. 由这名学生来向同学生汇报自己小级的情况。 (最后，可以经学生们评议来推举最有能力的小组） VII. Exercises VIII. Writing task 写一个报告，陈述一下你的爸爸、妈妈及祖父母亲分别喜欢看什么类型 节目，并简要说明原因。 My mother likes sitcom. She thinks they’re interesting. …
单元课题 Unit 5 Do you want to watch a game show? 教学设计 Section B 1 1a-2e 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：meaningless, action, action movie, cartoon, culture, famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to, character, guy 2) 能掌握以下句型：① I like to watch action movies because they’re exciting. ② John wants to watch talk shows because they’re enjoyable. ③ One of the main reasons is that Mickey was like a common man. ④ However, he was always ready to try his best. ⑤ People today expect to see more than just a little mouse fighting bad guys. 2. 情感态度价值观目标： 了解他人对不同的电影或电视剧的看法，明白不同的人有不同的喜好，从而明确人们喜好的差异性；了解世界其他国家的文化，形成跨文化的意思。 二、教学重点：1) 掌握本课时出现的生词及表达方式。 2) 进行听力训练，提高综合听说能力。 3）阅读短文，获得相关信息，提高学生们的综合阅读能力。 三、教学过程 Ⅰ. Revision 看图画让学生们根据图片提示来完成句子，注意动词不定式的用法。 Ⅱ. Lead-in T: Show some movies or shows on the big screen. Let Ss discuss about them. Ask and answer what they think of them. Ⅲ. New words Present some new words on the big screen. Ⅳ.Work on 1a 1. Work with your partners. Ask and answer about the movies or shows. 2. Let Ss talk about the movies or shows with the words in 1a. 3. Let some pairs ask and answer in front of the class. Ⅴ. Listening Work on 1b: 1. Tell Ss to listen and circle the description words you hear in the box in 1a. 2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and circle the words. 3. Play the recording and check the answers with the Ss. Work on 1c: 1. T: Now please look at the chart in 1c. What do John and Mary think of the movies or shows? You'll listen to the tape again. Then try to fill in the blanks. 听力指导：要抓别人对他们两个人的看法所说的词汇，也就是那些表示看法的形容词。因此在听的时候，应重点放在对剧目进行评价的形容词上。 2. Ss listen to the recording carefully and try to fill in the blanks. 3. Play the recording again and check the answers with the class. Ⅵ. Discussion 1. Work in groups. Look at the questions in 2a. 2. Ask one student the questions as a model. 3. Tell Ss to discuss the questions in the group. Ⅶ. Reading 1. Introduce something about Disney. 2. New words. 3. Work on 2b. T: Do you like to watch cartoons? Do you know Mickey Mouse? Today we’ll learn a passage about Mickey Mouse. Let Ss read the passage quickly and complete the time line on next page. Ss read the passage quickly and complete the time line on next page. Check the answers with the Ss. 4. Work on 2c. First, let’s read the questions in the chart. Make sure all the students know the meaning of the questions. Then read the passage again and find the answers to the questions. 方法指导：首先，应读懂五个题目的意思；然后，带着这五个问题再次认真阅读短文的内容，并在短文中找出相关问题的回答依据。 综合短文内容与题目内容，确定最为贴切的答案。 Ss read carefully and try to find the answers to the questions. Check the answers with the class. 5. Work on 2d T: Read the passage again. This time you should discuss the questions with a partner. 方法指导：首先，在短文中找到相关问题的回答依据；然后，与伙伴来讨论一下这个问题，结合自己生活经历回答出这个问题； Let some Ss talk about their answers. VIII. Explanation IX. Homework 1. Finish 2e on P38. 2. Remember the words and phrases in the lesson.
单元课题 Unit 5 Do you want to watch a game show? 教学设计 Section B 2 (3a-Self Check) 一、教学目标： 1. 语言知识目标： 1) 掌握下列生词: dress up; take sb.’s place, army, do a good job 2) 复习to不定式做宾语的用法。掌握后面跟不定式结构做宾语的动词。 3) 能够综合运用所掌握的知识来描述自己所喜欢的一些动画片或影视剧。 3) 通过自己所喜欢的一些动画片或影视剧来达到熟练运用所学知识的目的。 2. 情感态度价值观目标： 1) 每个人都有自己的爱好，要了解个体的差异性，了解自己的爱好，尊重别人的爱好。 2) 了解一些影视片的内容，通过观看不同形式的影视片来了解社会，丰富自己的文化知识。 二、教学重点： 1) 能运用所学的知识及提示来阅读相关影视片的简介，并能完成相关任务。 2）能运用所学的知识与句型表达方式来简介一下自己所看过的影视片。 2. 教学难点： 能运用所学的知识与句型表达方式来简介一下自己所看过的影视片。 三、教学过程 Ⅰ. Revision Review the main phrases learned yesterday. (1) 想起 __________ (2) 例如________ (3) 发行；出版 _________________ (4) 在二十世纪三十年代 ______________ (5) 主要原因之一___________________ (6) 努力做某事 ________________ (7) 愿意迅速做某事_______________ (8) 尽最大努力_____________ (9) 不仅仅；不只___________ Ⅱ. Lead-in Ask some questions about Mulan. Let the Ss think and answer the questions: “Do you like cartoons? Do you know Mulan? Can you say anything about it?” Ss discuss the questions and answer the questions. e.g. S1: Yes, I do. Mulan didn’t have any brothers. She took his father’s place to fight in the army. S2: Mulan dressed up like a boy. Nobody knew she was a girl in the army. Ⅲ. New words Ⅳ. Reading 1. Read the article about Mulan. Fill in the blanks in the movie review. Use the words in the box to help you. 2. 写作指导：首先，阅读短文，整体把握短文大意。 其次，分析有空格的每个句子，看空格处的意思，联系所给单词的意思，确定空格处应填的单词。最后，再通读一遍短文，看是否通顺合理。 3. Ss try to read the article and try to fill in the blanks. 4. Check the answers with the Ss. Ⅴ.Writing Work on 3b: 1. Think about your favorite movies. Write notes for your own movie review. 2. Give some examples to the Ss. The name of the movie: The Lion King The kind of the movie: cartoon What the movie is about? Simba’s father was the king. But his uncle, Scar killed his father. When Simba grew up, he came back to the forest and became the true King. What you think of the movie/star? It was fantastic. 3. Ss try to think about their favorite movies. Write notes for their own movie review. 4. Try to fill in the blanks. Work on 3c: 1. Write about your movie review using the notes in 3b. 2. 写作指导： ➢ 本文为写自己所喜欢的电影的剧情回顾， 因此，时态应用一般现在时态与一般过去时态； ➢ 首先，可介绍影片的类型，及主人公等。 然后，介绍故事的梗概。 ➢ 最后，表达你对该影片的总体看法。 3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。 4. Let some Ss read their passage to the class.
单元课题 Unit 5 Do you want to watch a game show? 教学设计 教学札记 Ⅵ. Discussion 1. Read the kinds of shows or movies in the chart in 4. Ask and answer about them with a partner. Write the answers in the chart. 2. Give Ss some examples: S1: What do you think of soap operas? S2: I think they’re boring. What about you? S1: Well, I don’t like them, either. 3. Ss ask and answer with their partners and try to fill in the chart. 4. At last, write a short report about your ideas and your partner’s. VII. Self check Work on Self check 1: 1. Fill in the blanks with the superlative forms of the words in the box. 2. 本题是根据提示词来进行问答。问句和答语中没有对人称的提示，因此应自主确定人称。可以用you来询问，则回答应用I；如果是用第三人称来询问，则回答也相应的用第三人称来答，如果是第三人称单数形式还应注意动词用恰当的第三人称单数形式。 具体分析： 如：1） ─What do you think of soap operas? ─I can’t mind them. ─What does your father think of soap operas? ─He can’t mind them. … 4. 学生做每个试题，并校对答案。 Work on Self check 2 1. Tell Ss to read the statements below. Then think about them. Which of the statements they agree. Check (√). Check (×) if they disagree. Give at least one reason. 2. Ss work and by themselves. 说明原因： Give some examples: e.g. I think we can learn some interesting things. 3. 学生们完成试题并说明原因。 VIII. Homework Write your movie review using the notes in 3b.
单元课题 Unit 6 I’m going to study computer science. 教学设计 Section A1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure 能掌握以下句型： ① ─What do you want to be when you grow up? ─I want to be a basketball player. ② ─How are you going to do that? ─I’m going to practice basketball every day. ③ Where are you going to work? ④ When are you going to start? ⑤ I’m not sure about that. 2) 能了解以下语法： 掌握一般将来时态的构成形式； 3) 用一般将来时态表达将要做的事情。 2. 情感态度价值观目标： 每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。 二、教学重难点 1. 教学重点： 1) 学习一般将来时态的构成方式。 2) 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。 2. 教学难点： 用一般将来时态表达自己未来的打算。 三、教学过程 Ⅰ. Lead-in 1. 介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式： teacher, nurse, doctor, basketball player, runner, actor, actress… 2. 询问学生们想要从事的职业，从而引出句型： ─ What do you want to be when you grow up? ─ I want to be a basketball player. 3. 学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。 Ⅱ. Presentation 1. 播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词： computer programmer, cook, engineer, violinist, pianist, pilot, scientist,… 2. 让学生们看大屏幕来学习记忆这些生词。 3. Tell Ss to rank them [1-12]. 1 is most interesting, 12 is least interesting. 2. Try to remember the new words. Ⅲ. Game 1. Show some pictures in the big screen. 2. Let Ss guess what he/she does. 3. Let Ss try their best to guess the job. See which group is the best. Ⅳ. Listening 1. T: Tell Ss to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences. 2. Play the recording for the Ss to listen and fill in the blanks. 3. Play the recording again. Check the answers with the Ss. 4. Play the recording again. Ss listen and match the jobs with activities. 5. Show the answers on the big screen. Ⅴ. Pair work 1. Let Ss read the model with a partner. 2. Use the information in the chart of 1b. Ask and answer with a partner. 3. Let some pairs ask and answer about the chart.
单元课题 Ⅵ. Listening Work on 2a: Unit 6 I’m going to study computer science. 教学设计 1. Let Ss look at the pictures below. Explain the activities in the pictures if necessary. 2. Play the recording for the Ss to listen and check (√) the correct boxes in the picture. 3. Play the recording again to check the answers. Work on 2b: 1. Let Ss read the chart below. Tell Ss that they’ll listen to Cheng Han’s plan for the future. They should answer the questions: “What” means “What is Cheng Han want to be?” “Where” means “where is Cheng Han going to work?” “How” means “How is he going to do it? ” “When” means “when is he going to start?” 2. Play the recording for the Ss to write the correct answers in the chart. 3. Play the recording again to check the answers. Ⅶ. Pair work 1. Tell Ss to ask and answer about Cheng Han’s plans using the information in 2b. 2. Give a model to the Ss. 3. Ss work in pairs. Try to ask and answer about Cheng Han’s plans. 4. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversations and answer the two questions: ① What does Ken want to be? __________________________________ ② How is he going to do that? __________________________________ ③ What does Andy want to be? ____________________________________ 2. Explain main points in the conversation. The Old Man and the Sea by Hemingway. 海明威的《老人与海》。 此处介词by为“由……所著”之意。再如：a short story by Lu Xun (鲁迅的一部短篇小说)，the music by Mozart(莫扎特写的音乐)，paintings by Van Gogh(梵高的绘画)等。 Then you can be anything you want! 那么你就能当上你想做的人了。 此句的基本意思是you can be anything，不定代词anything指代未来所从事的某一职业，you want用来修饰anything。 3. Let Ss read the conversation after the teacher. 4. Practice the conversation with their partner. Then let some pairs to act out the conversation. Homework: 1. Recite the conversation in 2d after school. 2. 根据图片提示或自己的实际想法编写一个对话。 --What are you going to be when you grow up? --I’m going to be a/an… --How are you going to do that? --I’m going to…
单元课题 Unit 6 I’m going to study computer science. 教学设计 Section A2 (Grammar focus-3c) 一、教学目标： 1. 语言知识目标： 1) 学习掌握下列词汇：college, education, medicine, university, London, article, send 2）进行下一步复习巩固学习Section A 部分所学的生词和词组。 3）总结一般将来时态的句子结构，并掌握其在不同句式中的句子结构。 4) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。 2. 情感态度价值观目标： 每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。 二、教学重难点 1. 教学重点： 1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。 2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。 2. 教学难点： 1) 掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。 2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words learned in the last class. 2. Game: Give some riddles on jobs to the Ss. Ss try to guess the job. 3. Ask and answer what they want to be and how they’re going to do that. 4. Role-play the conversation in 2d. Ⅱ. Grammar Focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ① 当你长大后，你想做什么？ What do you want ____ ___ When you _____ _____? ② 我想成为一名工程师。 I want to ______ ___ _________. ③ 你打算如何做？ How ______ you _____ to ____that? ④ 我打算努力地学习数学。 I’m _______ _____ ______ _____ really hard. ⑤ 想去哪里工作？ ______ _______ you going to work? ⑥ 我打算搬往上海。 I’m ______ _____ ________ to Shanghai. ⑦你打算从什么时候开始？ When ______you _______ to _____? ⑧ 我打算完成中学和大学时开始。 I’m going to _____ _______I _____ high school and _________. 2. 学生们根据记忆，看大屏幕来完成填空练习。 3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
单元课题 Unit 6 I’m going to study computer science. 教学设计 Ⅲ. Try to Find 一、一般将来时态： 1. 表示即将发生的事或最近 ____________ 的动作。表示说话者的______________ 例句：我打算下个月去北京参观。 I’m going to visit Beijing next year. 她打算长大后，搬往上海。 She’s going to move to Shanghai when I grow up. 练一练： ① 玛丽要卖她的汽车。 Mary is going to sell her car. ② 今天早上我将不吃早餐。 I'm not going to have breakfast this morning. ③ 你打算邀请约翰参加你的聚会吗？ Are you going to invite John to your party? ④ 你打算买什么？ What are you going to buy? want to be的用法 Ⅳ. Practice Work on 3a: 1. Tell Ss to read the sentences in 3a and match what these people want to do with what they are going to do. 2. 方法指导：指导：先读懂这些句子的意思。根据生活常识来进行推测，将职业与相关的活动相连。 比如，在第一题中，“我朋友相成为一名工程师。” 由常识可知答语应是学习数学；因此应选e句“她打算学习数学。”其他类似。 3.学生们，按老师指导的方法进行阅读，并根据常识来推测应采取什么样的活动。 4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。 Work on 3b: 1. 让学生们阅读对话，整体把握对话的意思。 2. 然后仔细读对话，根据上下文意及时态来确定空格处所应填的词。 3. 和学生们一起校对答案。 4. 让学生们朗读并表演这个对话。 Ⅴ. Group work 1. 让学生们看表格中的四个特殊疑问词，告诉他们，在这个活动中要求学生们在表格中填写出自己的理想、实现理想的做法，工作的地点及开始的时间等问题。 2. 学生们与自己的小组成员一起来讨论自己理想、实现理想的做法，工作的地点及开始的时间等问题，同学们根据自己的实际情况，在表格先填写出自己打算成为什么职业的人；打算在哪里工作；打算如何做；打算什么时候开始。 3. 就上述问题，根据表格的提示，用英语进行讨论。 4. 让几个小组的同学来用英语问题上述四个问题。 (最后，可以经学生们评议来推举最有能力的小组） Ⅵ. Exercises If time is enough, do some more exercises on big screen. 重排下列句子，成为一段完整的对话。 A. Are you going to move to Hollywood? B. Well, I’m going to take acting lessons. C. What are you going to be when you grow up? D. I’m going to finish high school and college first. E. When are you going to start? F. I’m going to be an actor. G. And how are you going to become an actor? H. No, I’m going to move to New York. ___, ___, ____, ____, ___, ___, ___, ____ Homework 1. 复习Grammar focus 中的内容。 2. 用正确的形式填空。 1） We are ____________________ (play) basketball tomorrow. 2）They __________________ (visit) their aunt next week. 3）_____Lucy______________(watch)movie with Lily tomorrow? No, _____ ______. 4）There ___________________________ (be) a football match tomorrow. 5）They ___________________ (not practice guitar) next week.
单元课题 Unit 6 I’m going to study computer science.
教学设计 Section B1 1a-2e 教学札记 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up, hobby, weekly, schoolwork 2) 能掌握以下句式结构： ① ─What are you going to do next year? ─I’m going to take guitar lessons. ② Many resolutions have to do with self-improvement. ③ They’re going to take up a hobby like painting. ④ Sometimes the resolutions may be too difficult to keep. 2. 情感态度价值观目标： 每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。 二、教学重难点 1. 教学重点： 1) 掌握本课时出现的生词及表达方式。 2) 进行听力训练，提高综合听说能力。 3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。 2. 教学难点 1. 听力训练 2. 阅读2b部分的短文并完成相关要求。 三、教学过程 Ⅰ. Warming- up and revision 1. Daily greeting. Check the homework. 2. 头脑风暴： 说出表示的职业名词 teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist… 学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内） 3. 说理想，谈打算。 I want to be an engineer. I’m going to study math. 让学生们依次说出他们的理想及打算如何去做。（可以用大屏幕提示职业或用学生们自己刚才写的职业） Ⅱ. Presentation 1. T: Do you have any New Year’s Resolutions? Let some Ss answer your questions. 2. Present some other New Year’s Resolutions on the big screen. e.g. learn to play the piano; make the soccer team; get good grades; eat healthier food; get lots of exercise 3. Let Ss try remember these resolutions and think of other resolutions. Ⅲ. Talking 1. Tell your partners your New Year’s Resolutions. 2. S1: I’m going to get lots of exercise. I’m going to make a basketball team. S2: I’m going to learn another foreign language. I’m going to learn French. S3: … 3. Let Ss say as many resolutions as they can. Ⅳ. Listening Work on 1c: 1. Tell Ss to read the resolutions in 1a. Tell Ss to listen and circle the resolutions they hear. 3. Play the recording for the Ss to listen and circle. 4. Check the answers: Work on 1d: 1. T: Now please look at the chart in 1d. Tell Ss Lucy, Kim and Mike are talking about their New Year’s Resolutions. How are they going to do it? Listen and try to fill in the blanks. 听力指导：本题要求同学们听清他们打算如何做来实现他们各的理想；因此，同学们在听的时候应将注意力放在“如何做”上；第一遍仅听，努力记住要做的事情；第二遍的时候再写出来。 2. Ss listen to the recording carefully and try to fill in the blanks. 3. Play the recording again and check the answers with the class.
单元课题 Unit 6 I’m going to study computer science. 教学设计 教学札记 Ⅴ. Group work 1. Work in groups. Make a list of resolutions and how you are going to make them work. Then discuss with your group. 2. Ask some pairs to act out the conversations. 3. Ask Ss the two questions: Did you make any resolutions last year? Were you able to keep them? Why or why not? Ⅵ. Reading 1. T: This passage is about resolutions. Now read the passage quickly and match each paragraph with its main purpose. 2. Let Ss read the sentences in the box first. Let some Ss say the meanings. 3. Ss read the passage quickly and match each paragraph with its main purpose. 4. Let Ss underline the words and phrases that helped them decide. Ⅶ. Reading 1. T: Now let’s work on 2c. First, let’s read the sentences and make sure we know the meanings of all the sentences. Then read the passage again and chose which paragraph in the passage each sentence goes in. 2. 方法指导：首先，应读懂五个句子的意思；然后，带着这五个句子再次认真阅读短文的内容，特别是认真阅读空格前后句子的意思，以便根据上下文意及整个段落的意思来确定空格处应填的句子。 综合段落的主旨大意及空格上下文的意思，确定最贴切的答案。 3. Ss read carefully and try to find the answers to the questions. 4. Check the answers with the class. Ⅷ. Reading 1. T: Read the passage again. Then answer the questions with short sentences. 2. 方法指导：首先，读懂这五个问题的意思；然后，带着问题再次阅读短文，为相关问题找到恰当的答语；如果没有直接的答案，还应根据自己对课文的理解并结合自己的生活经验来给出一个恰当的答案。如：第4和第5小题都应是回答自己的想法。 3. Ss try to answer the questions. Then discuss the answers with your partners. Explanation 1. Some resolutions have to do with better planning, … 有些决定与合理的时间规划相关，…… 1) 此句中的planning为名词，表示“计划；规划”等意思，如：city planning（城市规划）等。英语中better planning类似汉语中的“合理规划”，指通过制定计划来更加充分的利用时间、空间、精力等。 2) have to do with这个结构表示“与……相关；与……有关联或有关系”。例如：What does this problem have to do with what we’re learning today? 这道题跟我们今天所学的内容有什么关系？ 2. Sometimes the resolutions may be too difficult to keep. 有时这些决定可能会太难而无法实现。 此处情态动词may表示推测，相当于汉语的“可能；或许；大概”之意。又如：You may be right this time, but I’m not sure. 这一次你或许是对的，但我无法确定。 2) 英语中too…to…是一种固定结构，表示“太……而不能够……”。又如： The kid is too young to play this game. 这孩子太小，不能玩这个游戏。 3) 本句中的动词keep意为“履行（诺言等）；遵守（惯例等）”，这是keep的常见用法之一。类似的句子还有： People hardly ever keep them! 人们很少履行它们（指计划）。 在这一语义下，常见的表示还有keep a promise(信守诺言)，keep one’s word(遵守承诺；说话算数)等。如： We always keep our word. 我们说话是算数的。 Homework 1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。 2. 完成2e的任务；用这些词组来造句。 单元课题 Unit 7 Will people have robots?
教学设计 Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： paper, pollution, prediction, future, pollute, environment, planet, earth, plant, part, play a part 2) 能掌握以下句型： ① What will the future be like? Cities will be more polluted. And there will be fewer trees. ② Will people use money in 100 years? ③ Will there be world peace? ④ Kids will study at home on computers. ⑤ They won’t go to school. 2) 能了解以下语法： will + 动词原形 来表达一般将来时态。 3） 学会表达自己对未来的看法；学会谈论自己未来的打算。 2. 情感态度价值观目标： 通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学习、生活习惯作适当的调整，并不断的改善自己的现状，使学生的理想观和价值观更为科学，更具发展价值。 二、教学重难点 1. 教学重点：1) 学习掌握一般将来时态的意义和结构。 2) 掌握There be句型的一般将来时态的结构。 2. 教学难点： 掌握more/fewer；more/less的用法。 情态动词will + 动词原形来表达一般将来时态。 三、教学过程 Ⅰ. Lead-in 1. 在大屏幕上向学生展示一些机器人的图片，让学生们说出谈论自己的未来的工作，对工作的打算等：What do you want to be when you grow up? Ss: I want to be a scientist. T: How are you going to do that? Ss: I’m going to study science hard. …. 2. 学生们根据图片来引导出机器人这一话题。 Ⅱ. Presentation 1. 引导学生们看大屏幕上的图片，根据图示来理解will来表达一般将来时态。 用一句话来让学生们明白一般将来时态： I’m thirteen years old now. And I will be fifteen years old in two years. 现在我十三岁，两年后我将是十五岁。 2. 让学生们看大屏幕上图片，并让学生学习will + 动词原形及won’t + 动词原形的用法。通过例句让学生们理解。 Ⅲ. Game 1. How will your future be like in 100 years? Can you see anything about it? 2. Ss discuss and think about their future. Then say some sentences. e.g. People will have robots at their home. There will be only one country. People won’t use money in the future. … (同学们如果自己想象不出来，可以根据大屏幕的图片提示来说句子。) 4. How will the world be different 100 years from now? Read the predictions in 1a. Check A for agree or D for disagree. Ss read the sentences discuss them and check A or D . 单元课题 Unit 7 Will people have robots?
教学设计 Ⅳ. Listening 1. T: Now listen to the recording and circle the predictions you hear in 1a. 2. Play the recording for the Ss to listen and circle the predictions. 3. Play the recording again. Check the answers with the Ss. Ⅴ. Pair work 1. Let Ss read the first conversation in 1c after the teacher. 2. Then let Ss ask and answer questions about the predictions in 1a. Then make their own conversation. 注意：如果将陈述句变为一般疑问句，应将情态动词will 提前到主语前便可。 3. Let some pairs ask and answer about their conversations. Ⅵ. Listening Work on 2a: 1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words in the bracket. 2. Play the recording for the Ss to listen and circle the words. 3. Play the recording again to check the answers. Work on 2b: 1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do. 2. Play the recording for the Ss to check the predictions they hear. 3. Play the recording again to check the answers. Ⅶ. Pair work 1. Tell Ss ask and answer questions about the predictions in 2a and 2b. 2. Let Ss read conversation in 2c first after the teacher. 3. Ss talk about the predictions with the information in 2a and 2b. 4. Ask some pairs to act their conversations. Ⅷ. Role-play 1. Read the conversations and answer the questions: 1) What will the future be like in the book? 2) What can people do? 2. Explain some new words and main points in the conversation. be in great danger, move to other planets; play a part; 3. Read the conversation after the teacher. 4. Practice the conversation with their partner. Then let some pairs to act out the conversation. Homework: 1. Recite the conversation in 2d after school. 2. 用下列词组来造句： (1) be more crowded and polluted (2) be fewer trees (3) be in great danger (5) less water (4) on the earth (6) playa part 单元课题 Unit 7 Will people have robots?
教学设计 Section A2 (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 学习掌握下列词汇：peace, sea, sky 2) 进行一步复习巩固运用Section A 部分所学的生词和词组。 3) 进一步学习运用所学的知识来陈述自己对将来的看法；学会谈论自己的对将来的预言。 4) 掌握情态动词will来表达一般将来时态这一语法知识； 二、教学重难点 1. 教学重点： 1) 进一步学习运用所学的知识来陈述自己对将来的看法；学会谈论自己的对将来的预言。 2) 掌握情态动词will来表达一般将来时态这一语法知识；并运用所学的知识来表达将来的活动。 2. 教学难点： 掌握情态动词will来表达一般将来时态这一语法知识； 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words learned in the last class. 2. Ask some Ss to give some predictions. T: What’s your prediction about the future? S1: There will be less free time. S2：There will be more pollution. 3. Role-play the conversation in 2d. Ⅱ. Grammar Focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ① 将来会是什么样子？ What ______the ____ be _____? ② 城市污染将会更多。且树木将会更少。 Cities ____ ___ _____ polluted. And there ____ _____ _______. ③ 一百年后，人们会使用钱币吗？ ____ people ____ money ___ 100 years? ④ 不会的。一切东西将会免费。 No, they ______. Everything ____ ___ _____. ⑤ 世界将会有和平吗？ ______ ____ _____ world peace? ⑥ 是的，我希望如此。 Yes, I ______ _____. ⑦ 孩子们将会在家中在电脑上学习。 Kids _____ ______ at home _____ _______. ⑧ 他们将不会去上学？ They ______ _______ to school. 2. 学生们根据记忆，看大屏幕来完成填空练习。 3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Ⅲ. Try to Find 一、一般将来时态 肯定式：主语+ will + 动词原形 Kids will study at home on computers. 孩子们将会在家里的电脑上学习。 否定式：主语 + won’t + 动词原形 People won’t use money in 100 years.一百年后人们将不再使用钱币。 一般疑问句式： Will + 主语 + 其他？ 肯定回答：Yes , 主语 + will. 否定回答： No, 主语 + won’t. 人们将会有更多的空闲时间吗？ 是的，会。/ 不，不会。 Will people have more free time? Yes, they will. /No, they won’t. 二、There be 句型： 1. there be 句型表示客观存在的“有”（所有者不明确）。例如： 有湖边有很多树。 _____ _______ many trees near the lake. be 动词有 ______ _______ 两种形式。 2. be 动词形式的确定要根据其后面的名词 单复数形式来确定。 _____ _____ an apple tree in the park. _____ ______ many people in the park today. 3. There be 句型的一般将来时结构： 肯定式：There + ________ + 其他 否定式： There + ___________ + 其他 一般疑问句：____________ + be + 其他? 答语： Yes, there will. / No, there won’t.
单元课题 三、 可数名词 1. more + Unit 7 Will people have robots? 教学设计 教学札记 不可数名词 2. less + 不可数名词 3. fewer + 可数名词 Ⅳ. Practice Work on 3a: 1. Tell Ss to read the conversation in 3a and try to fill in the blanks with more/ less or fewer. 2. 方法指导：应通读整个对话，掌握对话大意； 然后，根据空格后的名词是可数名词还是不可数名词来确定是用more, less 还是fewer。 注意，有些名词前有形容词来修饰。 3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。 4. 学生们阅读这些句子并试着记住这些句子。 Work on 3b: 1. 让学生们阅读句子的开头，明白每个句子的意思。 2. 让学生们思考一下针对这一情况，在将来会发生什么样的情况。 3. 让学生们互相检查自己所写的句子，发现并改正错误。 4. 让部分学生说一说自己所写的句子。大家一起改正句子中的错误。 Ⅴ. Group work 1. 小组中的同学们对未来的城市进行讨论。 2. 每个成员发表自己的想法，小组长进行记录，并进行汇总。 3. 最后，同学们根据小组 成员的想法，然后，展开想象，试着每名同学们画一幅未来城市的画。 4. 最后，比较一下每个小组的画，看哪个小组画得较好。 5. 试着对自己小组里的情况用英语做成一个报告。 Ⅵ. Exercises If time is enough, do some more exercises on big screen. 根据下列表格的内容完成后面的句子： Garden City now In 100 years 600 houses 1000 houses A lot of pollution Almost no pollution Seven schools Two schools 2400 people 3500 people A lot of snow A little snow Six movie theaters Two movie theaters 根据上面的表格用more, less, fewer填空。 There will be __________ house There will be __________ pollution There will be __________ schools There will be _________ people There will be ___________ snow There will be ________ movie theaters Homework 1. 复习Grammar Focus 中的内容。 展开你想象的翅膀，想一下50年后，你的生活将会怎么样？并写六个句子来描述一下。 In fifty years, …
单元课题 Unit 7 Will people have robots? 教学设计 Section B1 1a-2e 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：apartment, rocket, space, space station, even, human, servant, dangerous, already, factory, simple, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible 2) 能掌握以下句型： ① —Where do you live？ —I live in an apartment. ② There are already robots working in factories. ③ It’s easy for children to wake up and know where they are. ④ That may not seem possible now, but computers and rockets seemed impossible 100 years ago. 3) 能综合运用will表达一般将来时态。 2. 情感态度价值观目标： 通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学习、生活习惯作适当的调整，并不断的改善自己的现状，使学生的理想观和价值观更为科学，更具发展价值。 二、教学重难点 1. 教学重点： 1) 掌握本课时出现的生词及表达方式。 2) 进行听力训练，提高综合听说能力。 3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。 2. 教学难点 1. 听力训练 2. 阅读2b部分的短文并完成相关要求。 三、教学过程 Ⅰ. Warming- up and revision 1. Daily greeting. 2. 复习情态动词will 构成的一般将来时态的构成。 3. 复习more, fewer, less 后面所跟名词的情况。 4. 让学生们谈谈自己所画的未来城市的前景情况。 Ⅱ. Lead in 1. Ask Ss some questions: T: What will do in the future? T: Where will you live? T: How will you go to work? Get some Ss think and answer the questions. 2. Present some new words on the big screen. e.g. apartment, rocket, space, space station, human, servant, factory… 3. Explain some main words to the Ss . Give some examples on the big screen. simple, over and over again, believe, hundreds of, disagree, shape, fall, fall down, look for, possible, impossible even, dangerous, already 4. Work on 1a. Write each word in the correct column below. Ⅲ. Discussion 1. Work with your partners. Think of other words and write them in the chart in 1a. 2. Let Ss discuss the words and write them in the chart. 3. Let some Ss read the words.
单元课题 Ⅳ. Listening Work on 1c: Unit 7 Will people have robots? 教学设计 教学札记 1. Tell Ss to listen to Alexis and Joe’s conversation. and Number the pictures 1-3. 2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures. 3. Play the recording and check the answers with the Ss. Work on 1d: 1. T: Now please read the sentences in 1d. Tell Ss they'll listen to the tape again. Then try to fill in the blanks with the words in the chart. 听力指导： 通过事物读句子及空格中的单词，可以看出，本听力重点要求我们听清句子的时态，因此我们在听时应重点听句子的谓语动词，并明确其时态。如果不能快速写下来，可以先做标记，在听完后再写完整。 2. Ss listen to the recording carefully and try to fill in the blanks. 3. Play the recording again and check the answers with the class. 4. Tell Ss one is Alexis and the other is Joe. Talk about Joe’s life now, 10 years ago and 10 years from now. Ⅴ. Discussion 1. Work in groups. Tell your partner what you know about robots. What do they look like and what can they do? 2. Ask some Ss describe the robots they know. Ⅵ. Reading 1. T: Are you interested in robots? Do you want to have a robot? 2. Let Ss read the passage quickly and complete sentences below about what robots can do now. 3. Ss read the passage quickly and complete the three sentences. 4. Check the answers with the Ss. Ⅶ. Reading 1. T: Now let’s work on 2c. This time you should read the passage a little more carefully. Then write three sentences about what robots will be able to do in the future. 2. 方法指导：明确我们这次阅读的任务，然后，带着这个任务再次认真阅读短文的内容，并在相关段落中认真查找未来机器人所能做的事情。 并写出正确的答案。 3. Ss read carefully and try to write the three sentences. 4. Check the answers with the class. Ⅷ. Reading 1. T: Read the passage again. This time you should read the passage and fill in the blanks in this paragraph with words in the article. 2. 方法指导：首先，阅读这个小短文，了解其大意；然后，在理解小短文意思的基础上，重点阅读有空格的句子，并在原文中找与之相关的段落或句子，并填写出正确的答案。 3. Let some Ss talk about their answers. Homework 1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。 2. 完成2e中的任务，并将句子写在作业本。
单元课题 Unit 7 Will people have robots? 教学设计 Section B2 3a-Self check 一、教学目标： 1. 语言知识目标： 1) 掌握下列生词: probably, during, holiday, word 2) 复习用will表达一般将来时态的用法。结合机器人这一话题表达自己的想法。 3） 能够综合运用所掌握的知识来描述自己未来生活的情况。 3) 通过自己描述自己未来生活的情况来达到熟练运用所学知识的目的。 二、教学重点 1) 能运用所学的知识及提示来阅读相关个人未来生活预测，并能完成相关任务。 2）能运用所学的知识与句型表达方式来描绘一下自己未来的生活。 3） 复习要单元所学的重点知识点，并完成相关复习任务。 2. 教学难点： 能运用所学的知识与句型表达方式来描绘一下自己未来的生活。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Review the main phrases learned yesterday. (1) 在工厂 __________ (2) 帮助做某事________ (3) 感到乏味 _________________ (4) 在将来 ______________ (5) 试着做某事___________________ (6) 能够 ________________ (7) 倒塌 _______________ (8) 似乎可能/不可能 _____________ (9) 许多；大量__________ 3. Talking about the robots: (1) What can a robot do now? (2) What will the robots do in the future? Ⅱ. Lead in 1. Ask some Ss what their life will be in the future. T: What will you life be in the future? S1: First, I will go to college. I will study computer science. Then I’ll work in Beijing. I will be a computer programmer in a famous company. Next, I will make a lot of money. I will have my own company like Bill Gates. I will buy a big house and live with my family in Beijing. S2: I will be an artist. First, I will study art at an art school. Then, I will move to Paris. I will find a part-time job there and save some money. At the same time, I will study French. Next, I will hold art exhibitions. I will become famous. Then I’ll have a lot of money. I will tour around the world then. Ⅲ. Reading 1. Read the article about Jill’s life in the future. Fill in the blanks with the words in the box. 2. 阅读指导： 首先，阅读短文，整体把握短文大意。 其次，分析有空格的每个句子，看空格处的意思，联系所给单词的意思，进行综合分析，确定空格处应填的单词。例如：第一空，由下文“在那座城市里有更多的工作”，可知本空填live“居住”一词。 最后，再通读一遍短文，看是否通顺合理。 3. Ss try to read the article and try to fill in the blanks. 4. Check the answers with the Ss.
单元课题 Unit 7 Will people have robots? 教学设计 教学札记 Ⅳ. Writing Work on 3b: 1. Think about your life 20 years from now. Write down some notes in the chart below. You can add more items. 2. Give some examples to the Ss. 3. Ss try to think about their lives 20 years from now. Write notes for their own reviews. 4. Try to fill in the blanks. Work on 3c 1. Write about your life 20 years from now using the notes in 3b. 2. 写作指导： ➢ 本文为写自己未来20年后的生活情况。 ➢ 因此，时态应用一般将来时态（will + 动词原形）； ➢ 首先，可根据在3b中的提示，介绍一下自己打算的工作、及生活的地点、自己的业余活动等情况。 ➢ 然后再展开自己想象的翅膀，对自己的生活环境及其他方面大胆想象，并写出来。 ➢ 最后，通读一遍短文，重点检查一下各句子的时态及语句是否通顺。 3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。 4. Let some Ss read their passage to the class. Ⅴ. Discussion 1. Discuss how a robot will help students with schoolwork in the future. Write down your group’s ideas and draw a picture of your robot. 2. Give Ss an example: I think students won’t need write words on the paper because robots will write down everything you think. 3. Ss discuss with their partners and try to draw the robots they think about. 4. At last, let some Ss talk about their robots and pictures of the robots. Ⅵ. Self check Work on Self check 1: 1. Put the words in the correct columns in the chart. 2. Make sure Ss know what they should. 3. 引导学生们复习more/fewer/less 的用法： more后面可跟可数名词或不可数名词； fewer后面跟可数名词； less 后面跟不可数名词； 4. 学生将以上单词分类，并校对答案。 5. 学生们可以试着多增加一些单词，并将它们填写在方框中。 Work on Self check 2 1. Tell Ss to read the conversation below. Then Fill in the blanks in the conversation. 2. Do the first one for the Ss as a model: (1. be; like在本句中是介词，意为“像”，因此本句中缺少be动词，句中有情态动词will，故应用be动词的原形。) 3. Ss try to fill in the blanks with the right words. 4. Check the answers with the class. Homework 1. Review Section B. 2. 根据第4 部分中同学们对学习机器人的想象，来写一篇60字左右的小短文来描述一下你所想象的机器人的形状、大小及他在学习方面提供哪些帮助。
单元课题 Unit8How do you make a banana milk shake?
教学设计 The First Period ( Section A 1a-Grammar ) 一、预习导航1、听单词录音，熟记Section A1a-Grammar的新单词。2、完成1a 二、学习目标： 1. 学习询问和描述一种食物的制作过程。 2. 学习询问和描述做一件事情的过程。 3. 能够依据指示语做事情。 4. 区分可数名词和不可数名词。 三、重点词汇及短语： turn on, cut up, peel, pour, put, mix up, how much, how many, amount, milk shake, yogurt, watermelon, ingredient, popcorn, blender, teaspoon, cup, ect. 四、重点句型： 1. How do we make a banana milk shake? First, peel the bananas and cut it up. Then put the milk into the blender… 2. How many bananas do we need? We need three bananas. 3. How much yogurt do we need? One cup. 五、语法复习： 1. 祈使句的使用。 2. 可数名词及不可数名词：询问数量及表达数量。 六.学习过程 Step1.Revision 根据汉语写出单词或短语： 1.打开 2.剥，削 3.切碎 4.把 … 混在一起 5.奶昔 6.酸奶 7搅拌器 8.茶匙 Step2.Leading in How do you make a banana milk shake? Discuss in groups Step3. New lesssons 1.1b Listen and put the instructions in the correct order. 2.Pairwork: A:How do you make banana milk shake? B:Peel the bananas …… . 3.Listen 2a and 2b and finish the chart 4.Pairwork:2c S tep4. 重点、难点讲析： 1、－How do you make a banana milk shake? －First peel three bananas. Then cup up the bananas. Now put the bananas and yogurt in the blender. Then pour the milk in the blender. （1）“How”提问方式、方法。如Unit 4学习的提问交通方式。 “make a banana milk shake”做一份思栖。milk shake指将水果、酸奶等混合的健康饮料，此处a milk shake指“一份思栖”。 （2）用祈使句：此处交待饮料制作方法。祈使句用法：常表示请求、命令、叮嘱或劝告等。祈使句又称无主句，常省略主语，谓语动词用原形。祈使的肯定形式用动词原形开头或句首用“Please”，祈使句的否定形式用“Don’t”开头，后跟动词原形。 （3）cup up 切碎。与cut有关短语：cut down降低，减少，削减cut off打断，停止切掉，删去。 （4）blender=liquidizer / liquidiser n. 果汁机 blend / liquidize v. （将蔬菜、水果等）榨汁 注：动词＋“-er”，表职业，如：worker, teacher, reporter. 动词+“-er”表器具，如：cooker, peeler, pencil-sharpener. （5）表顺序的副词：first, then, next, finally等。注意运用交待程序。 单元课题 Unit8How do you make a banana milk shake?
教学设计 2、 . Turn on the blender. turn on / off，打开（切断）灯、水源、无线电的开关或电源。 turn up / down 把…调大（关小）（音量等） 3、 How many bananas / How much cinnamon do we need? “How many / much + n. ”提问数量。how many后跟可数名词复数； how much 后跟不可数名词，还可直接用于询问价格。 e.g. How many English story books do you have? How much water is left in the bottle? How much is this blender? 4、 What else? 还需要什么？（省略句）。else后置定语，“其余（他）的”。 Who else （is going with you）? Where else have you been? I don’t have anything else to say. 5、 Two should be enough. should “应该，应当”，情态动词，后跟动词原形。 enough作形容词，放名词前作定语；作副词，放在所修饰的形容词或副词之后。 e.g. We have enough time / room / food / tickets / chairs. It’s good enough. He’s tall enough to pick get the apples from the trees. 6、 －Is that all? 完成了吗？那就是全部了吗？ －Not quite. 还不是。 e.g. That’s all. 我讲话完了。 7、 Finally, put another slice of bread on the top. another此处用作形容词，“另一个”，后通常跟可数名词单数。 e.g. I need another pair of chopsticks. I saw another police officer coming up to me. You should stay in bed for another two weeks. Step5 Practice: 一. 根据英文释义或汉语提示及句义，拼写下列单词，首字母已给出。 1. Mary finishes her homework f_______（at last）. 2. She likes to eat a b_______（a kind of long yellow fruit）very much now. 3. Alice is very thirsty. She wants to d_______（take in water with mouth）something. 4. How m_______（a lot of, lots of）mushrooms do we need? 5. Please cut up these p_______（a kind of hot or spicy vegetables）. 6. Can you m_______（混合）it all up? 7. Please put the pizza in the o_______（烤炉）. 8. Would you like to p_______（倾倒）some milk into the glass? 9. Let’s make some fruit s________ （色拉）？ 10. We need two t________ （茶匙）. 二. 用How many或How much填空。（5分） 1. ________ bananas do you need? 2. ________yogurt do you need for the smoothie? 3. ________oranges did you put in the salad? 4. ________cinnamon does he need for the recipe? 5. ________mayonnaise is on the sandwich? 6. ________onions did your mother cup up for the pizza? 7. ________milk does your brother need? 8. ________honey is in the bowl? 9. ________blenders does he have? 10. ________tomato sauce did you need? Step6 Summing-up Stress the important phrases and sentences in this class. Step7 Homework Make your own conversations about how to make fruit salad. 教学札记 单元课题 Unit8How do you make a banana milk shake? 教学设计
教学札记
The Second Period ( Section A 3a-4 ) （教学案） 一、预习导航1、听单词录音，熟记Section A 3a-4的新单词。2、完成3a 二、学习目标： 1.熟练说出香蕉奶昔的制作过程 2.学习询问和描述一种食物的制作过程。 3.学习询问和描述做一件事情的过程。 三、重点词汇及短语： mix mix up popcorn popper boil salt add add … to . 四、学习重难点： 询问和描述做一件事情的过程。 五、学习过程 Step1.Revision Tell your deskmate how to make a banana milk shake。Then write them down: 1. 2. 3. 4. 5. 6. Step2.Leading in Discuss the following questions: Do you like fruit salad? Do you know how to make fruit salad? Step3. Learn the new words. mix mix up popcorn popper boil salt add add … to . Step4. New lesssons: 1.3a Fill in the blanks with the words from the box A :表顺序的副词：first, then, next, finally等。注意运用交待程序。 B:不可数名词的计量表达： 运用单位词，例如piece,cup,slice,glass, bag, 翻译下列短语： 1.一张纸 2 一条新闻 3.一片面包 4.一袋大米 5.一瓶水 6.一杯茶 7两杯酸奶 8.一块鸡肉 2.3b Pairwork Look at the insructions in 3a again. Then look at these pictures and tell your parter how to make popcorn. 3.4 Game Recipe game. Step5:Practice 一.. 句子翻译：根据中文提示，完成句子。（10分） 1. Don’t ___________（打开）the radio, the baby is sleeping. 2. Please ___________（把牛奶倒进果汁机中）。 3. If you want to make a fruit salad, please ___________（切碎）the fruit first. 4. ___________（多少酸奶）do they need? 5. They lived there ___________（大约5年）. 6. Add some mayonnaise and ___________（把所有的原料混合在一起） 7. What is ___________（学英语的正确方法） 8. Do you know how to make chicken sandwiches, and turkey sandwiches, please write down the _____（说明） 9. First, put ___________（一些调味品）on a slice of bread. 10. They needed ___________（两茶匙糖）just now. 二、补全对话 A：_____ do you make a chicken sandwich? B：_____，put the mayonnaise on a slice of bread． A：And then？ B：Cut up an onion and a tomato．Add these _____the sandwich. A：What do you do next? B：______ some lettuce and the chicken slices on the sandwich. Put the relish on the chicken． A：And _____，Put another slice of bread on the top. B：Yes，you are right. Step6 Summing-up Stress the important phrases and sentences in this class. Step7 Homework 做练习册 单元课题 Unit8How do you make a banana milk shake? 教学设计
教学札记
The Third Period ( Section B ) （教学案） 一、预习导航 听单词录音，熟记SectionB的新单词。 二、学习目标： 1.熟练说出火鸡三明治的制作过程 2.学习询问和描述一种食物的制作过程。 三、重点词汇及短语： S andwich, bread, butter, relish, lettuce, slice, super, top, recipe, check, green onion, duck, sauce,pancake,roll 四、学习重难点： 1.询问和描述做一件事情的过程。 2.不可数名词的及量表达法 五、学习过程 Step1.Revision 写出下列单词： 1. 三明治 __________2. 面包 ________3. 黄油 ________4. 调味品 ; 佐料 _________5. 莴苣 ; 生菜 __________6. 火鸡 _________7. 薄片 ;( 切下的 ) 片 __________8. 超级的 ; 极好的 ____________ 9. 顶 ; 上部 _________10. 烹调法 ; 食谱 _________11. 核对 ; 检查 _________12.( 带茎叶的 ) 嫩洋葱 ; 葱 ___________13. 鸭子 _________14. 调味汁 ; 酱油 ________15. 薄煎饼 ; 烙饼 ___________ Step2.Leading in Do you know about the turkey sandwich? D iscuss in pairs S tep3. New lessons 1.1a Make a list of the things you like in a sandwich.Then compare lists with another student. 2.2b Pairwork Look at 1a. take turns asking your parktner what he or she likes in sandwiches. 3.Listening practice Listen and circle the words that your hear. Listen again.Write the ingredients in the order you hear them. 4.Pairwork Tell your partner how to make your favorite sandwich. 5.Learn3a Read the recipe and finish the chart of Page45 小结不可数名词如何计量： 译短语：1.两片面包 2.一茶匙黄油 3. 三条新闻 4.四杯酸奶 6.Finish 3b S tep4.重点句型解析 : 1.First,put the butter on a slice of bread. 首先 , 将黄油抹在一片面包上 . (1)put…on… 意为“把 … 放在 … 上” , 如 :Please put your book on the desk. 请把你的课本放在课桌上 . (2)a slice of bread 意为“一片面包 . ”两片面包可以说成 :two slices of bread 2. Finally,put another slice of bread on the top. 最后 , 把另一片面包放在最上面 . On the top 意为“在上面 , 在顶部 . ”若表示“在 … 的上面 / 顶部”要用 on the top of… 如 : (1) Put the flowers on the top. 把花放在上面 . (2) What did you see on the top of the hill? 你看见山顶上有什么东西 ? 3.Here’s a recipe for a great turkey sandwich! 这儿有一份做特别棒的火鸡三明治的食谱 ! (1) “ Here’s a /an… ”和“ Here’re some… ”是倒装句 ,here? 用于句首以使对方注意 . 如 : ① Here are some tomatoes. 这儿有一些西红柿 . ② Here’s your coffee. 你的咖啡来了 . (2)a recipe of … 意为“一份做 … 食谱” Step5:Practice反馈练习 : 单选题 : 1.—What can I do for you? –I’d like two_________. A.bottle of orange B.bottle of oranges C.bottles of orange D.bottles of
单元课题 Unit 9 Can you come to my party? 教学设计 Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch 2) 能掌握以下句型： ① — Can you come to my party on Saturday afternoon? — Sure, I’d love to. ② — Can you go to the movies on Saturday? — I’m sorry, I’m not available. I have too much homework this weekend. ③ That’s too bad. Maybe another time. ④ Sure. Thanks for asking. ⑤ Sam isn’t leaving until next Wednesday. 2) 能了解以下语法： 用情态动词can来表达邀请。 3）学会表达邀请，学会对邀请进行恰当的答复或拒绝。 二、教学重难点 1. 教学重点： 1) 运用所学提出邀请，接受邀请和拒绝邀请。 2) 正确使用can, might, must 等情态动词。 2. 教学难点： 1) 扎实掌握重点词汇和表示邀请的句型并能灵活运用。 2) 通过听力练习和小组合作，理解并能提出邀请并作肯定回答。 三、教学过程 Ⅰ. Lead-in 1. 在大屏幕上向学生展示一张邀请函。 T: Hello, everyone! Yesterday I received an invitation letter from my dear friend; she invited me to go to her Halloween party. But I have something important to do. I’m studying for a test. I don’t know what to do. What should I say? Can you help me? … 2. Ss try to answer the questions. Ⅱ. Presentation 1. 引导学生们看大屏幕上邀请及两个答语。 Look at the expressions on the screen: “Sure, I’d love to.” “I’m sorry, I have to…”. Read the expressions to the class and the students repeat each one. Say, can you come to my party? Have the S1 give “yes answers” and S2 give “no answers” then plus a reason. Ask students to give their own reasons. If necessary, I can give a reason and have the students repeat it. 2. 用汉语向学生说明回答别人邀请时，所作的两种类型的答复。 Ⅲ. Game 1. 学生看大屏幕上的转盘，根据转盘所停止位置的词组来做邀请与应答的游戏。 2. Make a model to the Ss: e.g. S1: Can you go shopping with me? S2: Sorry, I can’t. I have to prepare for the math exam. … 2. Ss work in pairs and answer the questions.
单元课题 Unit 9 Can you come to my party? 教学设计 教学札记 Ⅳ. Listening 1. T: Now listen to the recording and write the names next to the correct students in the picture. 2. Play the recording for the first time. Students only listen. Play the recording a second time. Write the name of each person next to his or her picture. 3. Play the recording again. Check the answers with the Ss.Ⅴ. Group work 1. Help students form groups of four. Say, one of you is student A. Student A invites the other three students to your party. The other students say “yes” or “no”. Remember to give a reason. 2. Have the students work in groups. 3. Let some groups ask and answer about their conversations. Ⅵ. Listening Work on 2a: 1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words “can” or “can’t” in the bracket. 2. Play the recording for the Ss to listen and circle the words. 3. Play the recording again to check the answers. Work on 2b: 1. Let Ss read the chart below. Tell Ss, this time they must write the reasons in the chart. Make sure they know what to do. 2. Play the recording for the Ss to write the reasons in the chart. 3. Play the recording again to check the answers. Ⅶ. Pair work 1. Tell Ss to look at the reasons in the chart in 2b. Then write some more. 2. Let Ss read conversations in 2c. 3. Ss practice the conversations using the reasons in the chart on the right. 4. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversations and answer the questions: 1) What did they do last fall? _____________________________________ 2) What does Nick have to do on Saturday? _____________________________ 3) When will they hang out? _____________________________ 2. Explain some new words and main points in the conversation. until, not…until, hang out, catch 3. Read the conversation after the teacher. 4. Practice the conversation with their partner. Then let some pairs act out the conversation. Homework: 1. Recite the conversation in 2d after school. 2. 假设你将于这个周末过生日，并开一个生日聚会，你约请朋友们参加你的聚会，但有几名同学因故不能来，请你将与他们的对话用英语编写出来。
单元课题 Unit 9 Can you come to my party? 教学设计 Section A 2 (Grammar Focus-3c) 一、教学目标： 1. 语言知识目标： 1) 学习掌握下列词汇：invite, accept, refuse 2）进行一步复习巩固运用Section A 部分所学的生词和词组。 3）进一步学习运用所学的知识来表达邀请；学会如何回答别人对自己的邀请，以及学会如何有礼貌地拒绝他人的邀请，并陈述理由。 4) 掌握情态动词can, must, have to, might的用法。 二、教学重难点 1. 教学重点： 1) 进一步学习运用所学的知识来表达邀请；学会有礼貌地答复他人对自己的邀请。 2) 掌握情态动词can来表达邀请；运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。 2. 教学难点： 1) 能熟练进行邀请及应答。 2) 运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words learned in the last class. 2. Ask some Ss to invite some Ss to his/her party. The partners give some answers. S1: Can you come to my party? S2：Sure. I’d love to. S3: Sorry, I can’t. I have to look after my sister at home. S4: … 3. Role-play the conversation in 2d. Ⅱ. Grammar Focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ① ─星期六你能来我的聚会吗？ ─____ you _____ to my party on Saturday? ─当然，我乐意来。Sure. ____ _____ _____. ─对不起，我必须为数学考试而学习。 Sorry, I _____ _____ _____ a math test. ② ─ 明天晚上你能去看影剧院吗？ ─ _____ you ____ to the movie ___________ night? ─当然可以，听起来很棒。 ─ ______, that _______ ________. ─ 恐怕不行，我得了流感。 ─ I’m ______ not. I have the ______. ③ ─ 他能去聚会吗？ ─ _____ he ______ to the party？ ─ 不能。他必须帮助他的父母亲。 ─ No, he ____. He _____ to help his parents. ④ ─ 她能参加棒球比赛吗？ ─ ____ she go to the baseball _______? ─ 不，她没有空。她必须去看医生。 ─ No, she’s _______ ________. She ______ to ____ to the ______. ⑤ ─ 他们能去看电影吗？ ─ _____ they____ to the _______？ ─ 不，他们没有空。他们可能必须去见朋友。 ─ No, they’re not __________. They _____ ______ ____ meet their ________. 2. 学生们根据记忆，看大屏幕来完成填空练习。 3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
单元课题 Unit 9 Can you come to my party? 教学设计 教学札记 Ⅲ. Try to Find 如何表达邀请与答复别人的邀请： 1. can 用于表示 “____________”，如： 汤姆会骑马。 ___________________ 2. “Can you…?”表达 “______________”， 答语：同意用____________________. 不同意用__________________________. 如：恐怕不行，我要去探望我的姑姑。 ____________________________________ Ⅳ. Practice Work on 3a: 1. Tell Ss to read the conversation in 3a and try to complete the answers with might and one of the phrases in the box. 2. 方法指导： 首先，应明确练习的要求。本题要求同学们用情态动词might来委婉地表达自己在将来的某个时间可以有做的事情。 然后，读空格中所给的词组，明确它们的意思。读每个小对话，根据上文语境结合所给的词组，选择一个恰当的事情来回答。 注意，一定要用上情态动词might。 结构：might + 动词词组 3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。 4. 学生们阅读这些对话，并与伙伴一起练习这组小对话。 Work on 3b: 1. 告诉学生们本题的要求：根据括号中所给的提示词来补全问句，并做出恰当地答复。 2. 让学生们重点看答复提示中所要求是“接受”的还是“拒绝”的，并做答复。如果是拒绝，还应根据括号中的提示词给出一个恰当的理由。 3. 让学生们互相检查自己所写的小对话，发现并改正错误。 4. 让部分学生与自己的伙伴说一说自己所写的小对话。大家一起改正句子中的错误。 Ⅴ. Group work 1. 小组中的同学们每个人都填写一张表格（见3c中表格）来明确自己近期要做的事情，选择一个恰当的时间来开一个聚会。 2. 先由小组长根据自己的安排，邀请你小组里的成员去参加你的聚会，每个小组成员，根据自己表格上的安排来确定是否参加这个聚会。 3. 然后，其他同学轮流根据自己的安排，邀请你的组里的成员去参加你的聚会，其他成员根据自己表格上的安排来确定是否参加这个聚会。 4. 最后，看你们小组哪位同学能邀请到最多的同学参加自己的聚会。 Ⅵ. Exercise If time is enough, do some more exercises on big screen. 选择恰当的答案完成对话： A: Hey, Bob. 1. ___________ B: I’m sorry, I can’t. I have to help my parents. A: 2. ________. How about you, Ling Ling? Can you come to my party? L: 3. _________ A: On Saturday afternoon. L: Oh, no, I can’t. 4. ____________ A: That’s too bad. 5. _____________. L: Sure. Thanks for asking. A. That’s too bad. B. Can you come to my party? C. Are you going shopping with me? D. Maybe another time. E. I have to study for a test. F. When is it? G. I’d love to. 1. ____ 2. ____ 3. ____ 4. _____ 5. _____ Homework 1. 复习Grammar Focus 中的内容。 2. 你的朋友邀请你去看电影，请根据在3c中所填写的信息编写一个与你朋友的对话。 A: Can you go to the movie on Saturday evening? B: Sorry, I can’t. I have to…
单元课题 Unit 9 Can you come to my party? 教学设计 Section B 1 1a-2e 教学札记 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：the day before yesterday, the day after tomorrow, weekday, look after, invitation, reply, forward, delete, print, sad, goodbye, take a trip, glad, preparation, glue, without, surprised, look forward to 2) 能掌握以下句型： ① — What’s today？ — It’s Monday. ② — Can you play tennis with me? — Sorry, I can’t. I … ③ I look forward to hearing from you all. ④ Bring Ms. Steen to the party without telling her so that she can be surprised. 3) 能综合运用can来表达邀请。 4）通过阅读邀请函来掌握必要的信息。 2. 情感态度价值观目标： 学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。 二、教学重难点 1. 教学重点： 1) 掌握本课时出现的生词及表达方式。 2) 进行听力训练，提高综合听说能力。 3）阅读短文，获得相关信息，提高学生们的综合阅读能力。 2. 教学难点 1. 听力训练 2. 阅读2b部分的短文并完成相关要求。 三、教学过程 Ⅰ. Warming- up and revision 1. Daily greeting. 2. 复习表达请求与应答请求。 3. 复习一些常用的委婉地表达拒绝的方式。 4. 让学生们谈谈自己未来两天（tomorrow及the day after tomorrow ）的活动打算。 Ⅱ. Lead-in 1. Ask Ss some questions: T: What day is today/tomorrow/the day after tomorrow? S: It’s Tuesday/Wednesday/Thursday. 2. Then sing a song like the song of ABC. Sunday/Monday /Tuesday/Wednesday/Thursday/Friday/Saturday/ 3. T: What was/is the date yesterday/the day before yesterday/ today/tomorrow/the day after tomorrow? S: 13th/14th/15th…. Let the students ask these questions one by one. Explain the new sentence: “What’s today/ tomorrow/the day after tomorrow?” “It’s Monday./Tuesday./Wednesday.” 4. Show the days of the week in a large monthly calendar. Point out the days of the week at the top of the calendar and ask a student to read these words aloud. Ask a student to point out today’s date, tomorrow’s date, the day after tomorrow’s date and yesterday’s date. Complete activity 1a, check the answers. Ask students to write the words today, tomorrow, yesterday and the day after tomorrow in the correct spaces on the calendars in their books. Ⅲ. Discussion 1. Work with your partners. Look at the chart in 1a. Then ask and answer with a partner. S1: What’s today? S2: It’s Monday, the 14th.
单元课题 Unit 9 Can you come to my party? 教学设计 教学札记 Ⅳ. Listening Work on 1c: 1. Tell Ss to listen to Vince and Andy’s conversation. Then circle Yes or No. 2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and circle. 3. Play the recording and check the answers with the Ss. Work on 1d: 1. T: Now please read Vince’s activities in 1d. Tell Ss they'll listen to the tape again. Then try to match Vince’s activities with the days in 1d. 听力指导： 通过事先读表格中的内容，可以看出，本听力重点要求我们听清每个活动的时间安排，因此我们在听时应重点听句子中的活动及其时间。并将时间与活动内容相连。 2. Ss listen to the recording carefully and try to match Vince’s activities with the days. 3. Play the recording again and check the answers with the class. Ⅴ. Pair work Work on 2a: 1. Work in pairs. One is Andy and the other is Vince. Andy, invite Vince to play tennis. 2. Ask some pairs to read the conversation first. 3. Ask Ss to practice the conversations in pairs. 4. Ask some pairs act out their conversation. Work on 2b: Make a list of kinds of parties people have. Ss discuss the parties they know. And write them down on their books. Ⅵ. Reading 1. T: Did you have a surprise party for sb.? Who is it? Why do you have a party for him/her? 2. Let Ss read the passage quickly. Why did the people write them? Match the reason with each message below. 3. Ss read the passage quickly and match the reasons with each message. 4. Check the answers with the Ss. Ⅶ. Reading 1. T: Now let’s work on 2c. This time you should read the passage a little more carefully. Then answer the questions. 2. 方法指导：首先，阅读试题的内容，明确问题的意思，然后，带着这五个问题再次认真阅读短文的内容，并在相关段落中认真查找相关问题的答案。根据相关提示完成问题。 3. Ss read carefully and try to answer the questions. 4. Check the answers with the class. Ⅷ. Reading Work on 2d. 1. T: Now let’s work on 2d. Nowadays, it’s very popular to have a house warming party when someone moves into his/her new house. The passage below is a invitation of a housewarming party. Read the invitation and complete the blanks with the words and phrases from the message on Page 69. 2. 方法指导： 首先，通读全文可知，短文是邀请朋友来参加聚会。 通读本段文字，掌握大意。重点把握有空格句子的意思，分析空格处的意思。 然后，根据记忆用2b短文中的词汇来填空，补全这篇短文。 最后，再阅读一遍短文，并检查所填内容的正确性。 3. Let some Ss write their answers on the blackboard. 4. Check the answers with the Ss. Work on 2e: 1. T: Imagine one of your favorite teachers is leaving. Plan a party for him/her. Answer the questions with a partner. 2. Ss discuss the questions with a partner. Then answer the questions. 3. Let some pairs answer the questions. 4. Correct the mistakes they made. Homework 1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。 2. 完成2e中的任务，并将问答句写在作业本上。
单元课题 Unit 9 Can you come to my party? 教学设计 Section B 2 3a-Self Check 一、教学目标： 1. 语言知识目标： 1) 掌握下列生词: daytime, concert, headmaster, event, guest, calendar 2) 复习邀请信的表达方式，阅读相关邀请信并能获得相关信息，回答相关问题。 3）能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信的任务。 4) 通过写一个邀请信及答复伙伴的邀请信，达到综合运用所学知识的目的。 5）复习本单元所学的重难点内容，及时巩固提高。 二、教学重难点 1. 教学重点： 1) 复习邀请信的表达方式，阅读相关邀请信并能获得相关信息，回答相关问题。 2）能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信的任务。 3）复习本单元所学的重点知识点，并完成相关复习任务。 2. 教学难点： 通过写一个邀请信及答复伙伴的邀请信，达到综合运用所学知识的目的。 三、教学过程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Review the main phrases learned yesterday. (1) 将……带到…… (2) 去旅行 (3) 想起 (4)（在）不做某事（的情况下） (5) 以便于；以至于 (6) 期望；盼望 (7) 一个令人吃惊的聚会 (8) 收到某人的信 3. Talk about David’s party and complete the blanks in the big screen. (短文内容见大屏幕) Ⅱ. Lead-in 1. Ask Ss what an opening party is. And ask them if they have come to an opening party. S1: I know. When a building is put into use, people often have a ceremony to celebrate it. It’s an opening. Last year, our new school is put into use. We had a great opening. Ⅲ. Reading 1. T: Now let’s work on 3a: A new school library is put into use. They’ll have a great opening. The headmaster writes many invitations to the parents of their school. Now read the invitations below and answer the questions. 2. 阅读指导： 首先，快速阅读短文，整体把握短文大意。 其次，阅读后面的七个问题，明确问题的意思。带着这七个问题再去仔细阅读邀请信，在短文的相关位置找到这些问题的答案依据，并写出正确的答案。 最后，再通读一遍短文，结合短文内容看所回答的问题有无错误或不周全的地方。 3. Ss try to read the article and try to fill in the blanks. 4. Check the answers with the Ss.
单元课题 Unit 9 Can you come to my party? 教学设计 教学札记 Ⅳ. Writing Work on 3b: 1. Think about a party or any other event you know. Write an invitation to your friends to come to your party or event. 2. Let some Ss read the information in the chart. 3. Ss try to think about their parities or events. Write an invitation using the information in the chart. 4. Read their invitations and check if there are mistakes. 5. Exchange your invitations with a partner. Then write a reply to his or her invitation. If you can’t come to his/her invitation, you should write some proper reasons. 6. Ss try to write down their invitations. 7. Let some Ss read their passage to the class. Ⅴ. Pair work 1. Read the calendar in 4. Make sure Ss know the activities in each day. 2. Tell Ss how to do it. Sa, look at your calendar on the right. Sb, look at yours on Page 81. Find a time you can both go shopping. 3. Make a model to the Ss: Sa: Can you go shopping with me next week? Sb: Sure. I’d love to. When? Sa: Well, what are you going to do on Monday evening? Sb: I must study for the English test. What about Tuesday evening. 4. Ss ask and answer the activities they will in each day. Then make a decision when to go shopping together. 5. At last, let some Ss ask and answer questions. Ⅵ. Self Check Work on Self Check 1: 1. Fill in the blanks in the conversation. 2. Let Ss read the conversation first and try fill in the blanks. 3. 引导学生们复习如何写邀请信及如何答复邀请。 4. Check the answers with the Ss. 5. Explain how to do it. e.g. 1. Can; 2. on; 句意“你好，彼特。你在周末能来参加我的聚会吗？” 第一空用情态动词can表达请求；第二空后有时间the weekend,故用介词on来表示这一具体时间。 其他类似。 Work on Self check 2 1. Tell Ss how to do this task. T: You get these invitations but you can’t go. Write a refusal and a reason. 2. Do the first one for the Ss as a model: (1. I’m afraid I can’t. I have to prepare for the math exam.) 3. Ss try to complete the conversations. 4. Check the answers with the class. Homework 1. Review Section B. 2.根据第4 部分中表格中的内容，编写一个邀请你的朋友参加你的一个聚会的对话。
单元课题 Unit10 If you go to the party, you will have a great party! 教学设计 教学札记 目标 1、 （1） （2） （3） 语言技能目标 能用if 引导的条件状语从句来作出假设，用will 来谈论结果，如：If you do, you’ll be late. 能用“You should …”给出建议，如： You should wear cool pants. 能用“I think I’m going to …”来表达作出的决定，如：I think I’m going to the party with Karen and Ann. 2、 语言知识目标 （1） 正确运用if 引导的条件状语从句，如：If you do, you will have a great time. （2） 正确运用表示将来时态的句型，如:I’m going to wear my new jeans.Are you going to the party? Yes, I am. （3） 运用what对if引导的句子所产生的结果进行提问，如：What will happen if they have a party tonight? （4） 正确运用情态动词 should，如：You should wear your cool pants. 教学重点 重点单词：flower, against, chance, tonight; 重点句型： I think I’mgoing to stay at home. If you do, you’ll be sorry. 话题：关于参加party和今后择业的讨论。 教学难点（1）正确使用if 引导的条件状语从句；（2）掌握用 will 句型来表示将会发生的结果。 Step One: Leading-in 1. Leading in the new lesson T: Are you ready？ Ss: Yes. T: OK! Hello, boys and girls! I’m Lin Jingfeng from No 11. Middle School. Please call me Mr. Lin. I’m glad to meet you here. I think you are the best. Do you think so? Ss: Yes. T: Class begins. Ss: Good afternoon, Mr Lin. T: Good afternoon, boys and girls. T: I want to know something about you. Who can answer my questions? T: What is your name? (Ask one student.) S1:My name is …. T: What’s the weather like today? S1:It is …. T: When is your birthday? S1:It’s … T: I want to have a birthday party for you .Would you like to join us? Ss: Yes , we’d love to. T: I think if you go to the party, you’ll have a great time. T: Today we are going to learn Unit 5 If you go to the party, you’ll have a great time! (Write “Unit 5 If you go to the party, you’ll have a great time! on the blackboard.) Step Two: New words and drills 1. Present the new words T: I have a piece of good news. Our school will have a party. I will wear jeans to the party. What’s the meaning of “jeans”? S1: 牛仔裤 （Show a picture of a pair of jeans on the screen.） T: Yes, that’s right. Read after me, jeans-jeans. T: For example: a pair of jeans, wear jeans. But if I wear jeans to the party, the teacher won’t let me in. What’s the meaning of “let… in”? (Show let…in 允许……进入 on the screen.) T: At the party, I will organize the party games. I’m sure you will like them and have a great time. What’s the meaning of “organize”? S1: “组织”. (Show “organize”组织on the screen) T: Yes, you’re right. Read after me ,organize- organize. Ss: Organize-organize. T: For example, organize the party (games). (Show “organize the party (games)”组织聚会(游戏)on the screen.)
单元课题 Unit10 If you go to the party, you will have a great party! 教学设计 教学札记 2. Present the new drills “If you do …, you will do … T: It will be sunny tomorrow. (Show a picture of the sun ) T: We will have a trip tomorrow. (Show a picture of the trip.) T: So we can say: We will have a trip if it is sunny tomorrow. (Put the two sentences together.) T: Next I often get up at 8:00 on weekends. When do you get up? S1: I get up at 9:00. T: What will happen if you get up at 9:00 on weekdays? S1: If I get up at 9:00, I will be late. T: What will happen if you are late. S1: If I am late, the teacher will be angry with me. T: What will happen if the teacher is angry with you? S1: If the teacher is angry with me, I will be sad. T: Who can know the rule? (Show the four sentences on the screen and then ask the students to find the rules.) S1: if 条件状语从句, 主句用一般将来时，从句用一般将来时。 T: In if clause we can use the Simple Present Tense, and we can use the Future Tense in main clause. 3. Practice the drills 1) Practice the grammar T: Now let’s practice. Look at the picture. I will work late until midnight. (Ask what will happen if I work late until midnight.) S1: You will be tired if you work late until midnight. S2: …. (Show another four pictures to practice the grammar in the same way.) 2) Pair work T: Look at the following situations. What will happen if you do so? Please ask and answer in pairs. (The students practice in pairs and then the teacher asks some pairs to ask and answer.) Step Three: Listening 1. Listening practice T: Karen and Ann also want to go to the party with me. If we go the party, what will happen? Please look at the picture and match the statements with responses below. Ss: …. T: Are they right? Please listen and check your answers. 2. Pair work T: Please look at the picture and make conversations in pairs. (The students ask and answer in pairs according to the picture.) 3. Listening Practice T: Andrea is a monitor. She will have a class party. But he doesn’t decide when to have the party and what to do at the party. Now Andrea and Mark are talking about it. Do you know what they are talking about? Please listen and number the phrases in the order you hear them. S1: …. T: Listen again and answer the following questions. S1: …. (Ask some more students to tell their answers.)
单元课题 Unit10 If you go to the party, you will have a great party! 教学设计 教学札记 4. Pair work T: Please look at the chart above and make conversations in pairs. For example: A: OK, when is a good time to have the party? B: Let’s have it today. A: If we have it today, half the class won’t come. (The teacher gives the first example on the screen and then the students practice in pairs.) T: Which pair can act it out ? Ss: …. Step Four : Make a survey T: I have another piece of good news. After this lesson you will have no classes. What will you do if you have no classes this afternoon. Please make a survey. You can ask any student. Ss: … (The students can move around the classroom and make a survey.) T: Who can report it? For example: If Lucy has no classes, she will swim with her friends. S1: …. S2: …. Step Five: Task 1 T: Maybe some students will play computer games after class. I like surfing the Internet. If you surf the Internet, what will happen? Please work in groups of four or five. Ss: …. T: I think you will learn a lot by surfing the Internet. But playing computer games a lot is bad for you. You should study hard and then you will be happy. Step Six: Task 2 T: As you know, everyone wants to be beautiful and healthy. For example, I wear new clothes to be handsome and run every morning to be healthy. What will you do if you want to be beautiful and healthy? Please make a play and then act it out. Step Seven: Chant T: Please look at the chant. Let’s sing together. Chant If you go to the party, you will have a great time. If you wear jeans to the party, the teacher won't let you in. If you have the party, we will take part in it. If you organize the party, we will be happy. Step Eight : Summary and homework T: What have you learned in this lesson? Who can sum up ? S1: …. T: Perfect! You are really the best. Homework for today: If you go to the party, what will happen? If you don’t go to the party, what will happen? Please write a letter to Jenny. T: Class is over. Goodbye, boys and girls!
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