Unit 1 Where’s the post office?

發布時間：2016-8-27 編輯：互聯網手機版

單元主題：Ask for and give directions. 詢問方位，以及給出方位。

單元目標：

（1）學習并掌握一些表示方位的介詞。

（2）學習并掌握一些形容詞的用法。

（3）學習并掌握一些常見地方的名稱。

主要句型和交際用語：

（1）Where’s the park?

（2）It’s on center street.

（3）The supermarket is across from the bank.

（4）The pay phone is next to the post office.

（5）The library is between the video arcade and the supermarket.

（6）Is there a pay phone in the neighborhood?

（7）It’s down the Bridge Street on the left.

主要詞匯：

post office，Is there …?，bank，near，here，center，street，bridge，hotel，video，arcade，supermarket，pay，pay phone，park，across，across from，next to，between，avenue，down，neighborhood，right，left，quiet，big，dirty，busy，false，welcome，garden，district，turn，off，enjoy，walk，take a walk，through，will，see，house，begin，beginning，tour，come，get，money，buy

二. 重點、難點分析：

1. across 介詞“橫過”

Be careful when you walk across the busy street.

當你穿過繁忙的街道時要小心。

The duck wants to swim across the river.

那只鴨子想游過這條小河。

2. across from 介詞詞組“在…對過”

The bank is across from KFC. 銀行在肯德基的對面。

The restaurant is across from the National Library.

那家飯館在國家圖書館的對面。

3. next to “在…旁邊”

The supermarket is next to the flower shop.

超市在花店的旁邊。

The small garden is next to our school.

4. on “在…”

The supermarket is on Fifth Avenue.

超市在第五大街。

The pay phone is on Bridge Street.

公用電話在橋街。

5. between 介詞“在兩者之間”

The post office is between the library and the cinema.

郵局在圖書館和電影院之間。

The pay phone is between the supermarket and the bank on Center Street.

公用電話在中央大街上的超市和銀行之間。

6. down 介詞“沿著；順著”

The library is down this street on the right.

圖書館在這條街的右側。

Go down this street, you’ll find the bank.

沿著這條街走，你就會找到那家銀行。

7. on the left/ right “在左邊/右邊”

注意介詞要用on

8. Is there…?

Is there是There be句型的一般疑問句，表示“某處有某物嗎？”

e.g. Is there a post office near here?

在這附近有一個郵局嗎？

Is there a supermarket in your neighborhood?

在你們的社區有一個超市嗎？

Are there many shops in this district?

這個區域內有很多商店嗎？

注意：如果是Is there…? 回答用Yes, there is./ No, there isn’t.

如果是

教案示例

Unit 1 Where’s the post office? Period I

教學目標：

1、掌握表示地點的詞匯；

2、掌握where 引導的特殊疑問句；

3、能夠簡單地描述地點方位；

4、能夠畫出簡單的示意圖。

教學向導：

語言目標學習策略與思維技巧重點詞匯

表示地點的詞匯

where 引導的特殊疑問句個體、群體思維；

看圖作答；

交換信息； Post office; library; hotel…

Between; on; next to；across from…

語言結構語言功能跨學科學習

There be 句型

Where句型的問答詢問路線

指出方位通過繪畫激發學生學習興趣

教學過程設計：

Steps Teacher’s activity Students’ activity Preparation

Brain storm Look at some pictures and know the words of these places Look and read and learn Ppt.

Task I pair work: Is there ….

Aim Use ‘there be’ sentences, familiar with the new words

1 Read and match the new words in 1a Read and finish the work Picture

2 Show the target language:

Is there a bank near here? Look at the sentence and the answer

3 Ask Ss to talk about the places in the picture Pair work to talk about the places and streets Pair work

4 Move around the room and give support as needed Talk to each other

5 Ask pairs of students to show their works Pairs of Ss show their works Check out the conversations

Task II Listening comprehensions

Aim Familiar with the prepositions in the sentences

1 Look at the picture in 2a and explain the prepositions Look and learn Write on the blackboard

2 Listen to the tape for two times Fill in the blanks and know the meaning Recorder

3 Move around the room and give support as needed Write down the answer

4 Check the answer and point out the mistakes Check the answers

Task III group work: our school

Aim Use the target language and familiar with our school and places

1 Teach some more words to the Ss and read Learn the new words Pictures

2 Ask Ss to draw a picture of our school and to introduce it Draw the picture

3 Move around the room and give support as needed Discuss in groups and finish the picture

4 Ask Ss to show their works and talk about it Introduce their works

Task IV pair work: talk about the pictures

Aim Use ‘where’ question, and know how to answer it.

1 Target language: where is the bank? Learn the sentences

2 Ask Ss to talk about the pictures Pair work to talk about the places Ss’ pictures or the picture in 1a

3 Move around the room and give support as needed Discuss in pairs and

4 Ask Ss to show their works and perform it Show the conversation with the picture

Homework Draw a picture of your neighborhood and write a short passage to introduce it

教后一得：

本單元的主題是方位，地點名詞是學生單詞突破的重點，與學生的生活相結合，擴充一些詞匯，明確的表述各個建筑所處的位置。圍繞這幾點設置了四個活動，利用多媒體素材，以任務型的教學模式來完成整個教學。其中圖片的展示能給學生更立體的感受，更加明確空間位置關系。運用畫圖的輔助形式，激發學生的興趣，能夠達到更好的效果。

UNIT 2 Why do you like koala bears?

Text analysis:

Topic: animals in the zoo

Functions (Teaching aims): 1. Describe animals 2. Express preferences and give reasons

Structures:1. Why, What, Where questions 2.Because 3. Adjectives of quality

Target language: Why do they like koala bears? Because they’re cute. They’re kind of shy. They’re very big.

Vocabulary: 1. zoo, animals, tiger, elephant, koala bears, dolphin, panda, lion, penguin, giraffe 2. smart, cute, fun, ugly, intelligent, friendly, shy, kind of 3. South Africa

Recycling: beautiful, small, quiet, scary, interesting, Australia, Japan, Brazil, China.

He is from-- She’s five years old.

Learning strategies: 1. Using what you know 2. Inferring content

Multi-intelligence: 1. Know the nature 2. Knowledge of places 3. logical expressions

Periods: six

Period 1 section A 1a 1b 1c

Period 2 section A 2a 2b 2c Grammar focus

Period 3 section A 3a 3b 4

Period 4 section B 1 2a 2b 3

Period 5 section B 3a 3b 3c 4

Period 6 self check

Period 1 Contents on p7

Teaching aims:

Learn new words: animals-tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words-cute, fun, smart

Listen and check(√) the animals.

Practice the conversation: describe animals

Teaching methods: listen and say, read and write

Teaching procedures:

Step 1 Presentation(1a)

We are going to learn the names of some more animals.

Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words(read and write)

Step 2 Listening practice(1b)

Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√) the names of animals

Step 3 Pair work(1c)

Practice the conversations using the description words.

A: Let’s see the lions.

B: Why do you want to see the lions?

A: Because they’re cute.

Step 4 Consolidation: Free talk

Ask students to present their conversations to the class.

Step 5 Summary: words and conversations

Step 6 Homework: remember the words and conversations.

教后一得：

在課堂上，教師是參與者，幫助者，學生是活動的主體，學生的任務是開放的。學生以小組為單位進行活動，在較真實的語境中鍛煉口頭、筆頭能力。有利于培養學生的合作精神，促進學科之間的滲透和交融。

Period 2 contents on p8

Teaching aims:

Listening practice: write the names of the animals

Oral practice: Ask and answer questions about animals.

Grammar focus

Teaching difficulty: difference between the words very and kind of.

Teaching methods: listen and say

Teaching procedures:

Step 1 Revision: Can you say the names of the animals? Ask some students to say and two students to write on the blackboard.

Step 2 Free talk: Making a conversation in pairs, talking about animals.

Step 3 Presentation(2a)

Do you want to go to the zoo? Julia and Henry are talking about the animals in the zoo. Let’s listen together.

Play the recording twice →students write in the names of the animals →draw a line between animals and adjectives

Step 4 Listening practice(2b)

Hear the recording again →complete the conversations with the words given →tell the words: very & kind of ( They always come just before the adjectives in the sentences. Look at the cartoons under 2b. We can make sure. Another example: if we are familiar with percentages, we might use the following scale to help explain their meaning:

0% 50% 95%

not kind of very)

Step 5 Pair work(2c)

Practice the target language.

Ask and answer questions with the given words.

Step 6 Consolidation: ask some pairs to act out the conversations.

Step 7 Summary: Grammar Focus

Step 8 homework: practice the target languages.

教后一得：

現在的英語課堂是開放式的，本著啟發學生思維，培養學生的觀察力，想象力，創新能力和合作精神的原則，我們設置了一些活動，能夠調動學生課外英語學習的積極性，鍛煉學生獨立或以合作形式收集資料、處理信息的能力。為學生提供實際運用英語的機會。

Period 3 Contents on p9

Teaching aims:

Say the names of the countries on the maps.

Talk about where the animals come from.

Game: Bingo.

Key points:

Countries: China, Australia, South Africa, Japan, Brazil.

Animals: lions, pandas, koala bears, dolphins, elephants, giraffes.

Teaching methods: Use the geography knowledge to match the countries and animals; play the game-bingo.

Teaching aids: tape, recorder, maps, use coins, paper chips or scraps of paper as markers.

Teaching procedure:

Step 1 Revision: free talk

Work in pairs, describing the animals.

Step 2 Presentation

We have known many more animals. Do you want to know where the animals are from? Let’s look at the maps and say the names of the countries (show the maps).

Point to the maps and ask students to say the names → point to the animals in 3a and ask students to name them →ask: Where are the animals from? → Let the students draw a line between each animal and the country.

Step 3 Pair work (3b)

Practice the conversation: Where are lions from? They’re from Africa. (Use the animals and countries in activity 3a.)

Step 4 Game: Bingo (4)

Read the countries and the animals in the box→ write nine words from the box on the bingo board→ listen to the tape→ cross out(X)the words you hear(You can place a marker on each word. →say “bingo” when you get arrow of Xs or cover three boxes in a row.

According to the game, we can consolidate the animals and countries.

Step 5 Summary: We have practices where the animals are from. Remember the countries and their animals.

Step 6 Homework: ask and answer questions.

教后一得：

Period 4 Contents on p10

Teaching aims:

Remember the description words: ugly, intelligent, friendly, cute, shy.

Listening practice

Oral practice: talk about animals.

Key points: intelligent, friendly, cute, shy

Teaching procedure:

Step 1 Revision: Why do you want to see lions? Because they’re cute.

Step 2 Presentation

We have learned some description words such as scary, interesting, small, cute, exciting. We’ll learn four description words this class: ugly, intelligent, friendly, shy.

Step 4 Match the words and the animals.(1)

Look the pictures in 1 →ask a student to say the names of animals →read the eight adjectives →match the adjectives with the animals in the picture →write the letter of the animals on the line

(Perhaps students have different opinions.)

Step 4 Listening practice 1 (2a)

Tony and Maria want to the zoo. What animals do they like and why? Let’s listen to the tape.

Play the recording twice →students circle the description words in 1 →correct the answers

Step 5 Listening practice 2 (2b)

Play the recording again →write the animals each person talks about and the words they say →check the answers

Step 6 Pair work (3)

Work in pairs →ask some pairs to act

Step 7 Summary: We’ve know more description words.

Step 8 Homework: Remember the adjectives.

教后一得：

Period 5 Contents on p11

Teaching aims:

Remember the words and expressions: grass, sleep, during, at night, leaf, him, give, guess, meat, relax, lazy.

Be able to read and write about animals.

Theme task and teaching difficulty: write a description.

Teaching procedures:

Step 1 Revision: Ask some questions. Where are the lions from? Where are the pandas from? Where are the koala bears from? Where are the elephants from?

Step 2 Presentation: Can you describe the animals? Look at 3a.

Ask students to read the descriptions →match them with the animals →check the answers.

Step 3 Look at 3b.

Learn new words: grass, leaves, meat, sleep, relax, lazy →look at the animal lion in 3a →fill in the blanks →check the answers.

Step 4 Writing and reading practice (3c)

Write a description like the one in3b →do a sample(Choose an animal’s name and write on the blackboard.): Koala bears →write about any animal →ask students to read in pairs.

Step 5 Group work: Guess

Ask students to get into groups of four →take turns reading from 3c →other students guess what animals.

Step 6 Summary: We’ve practiced reading and writing about animals.

Step 7 Homework: Recite some passages about animals.

教后一得：

Period 6 Contents on p12

Teaching aims:

Have a revision about Unit 2, including words and target languages.

Teaching procedure:

Step 1 Key word check(1)

Read the words →check all the words

Step 2 Build vocabulary (2)

Ask students to enter five words in their vocab-builder on p108 →practice the words in pairs

Step 3 Writing practice (3)

Look at the example →let students read →write a similar description of the animal-koala bear, doing it individually →read it in groups.

Step 4 writing practice (4)

Tell students to draw two animals →write a description

Step 5 Just for fun: Practice the target language.

Ask two students to read the conversations →ask: Do you think the baby chimp is cute?

Step 6 Practice the target language.

Step 7 Summary

Step 8 Homework

教后一得：

Unit 3 I’d like a large pizza

The plan of the unit:

Topic : food

Functions : Order food

Structures : What questions , modal verb would

Target language :

1. What size pizza would you like ?

I’d like a large /medium / small pizza.

2 .What would you like on it ?

I’d like cheese , green peppers and mushrooms , please.

3. What’s your address?

My address is ……

Vocabulary : large , medium , small , pizza , pepperoni, green peppers , mushrooms , onions , Cheese , olives , hot dogs , soda , lemonade, iced tea , juice , would like , salad.

Learning Strategies : Role playing, listening for key words

跨學科學習：學會與人交際

課時劃分：根據需要共用七課時完成本單元的教學任務。

Period One : Section A : 1a 1b 1c

Period Two : Section A : 2a 2b 2c Grammar Focus

Period Three : Section A : 3a 3b 4

Period Four : Section B 1a 1b 2a 2b 2c

Period Five : Section B 3a 3b 3c 4 Pairwork

Period Six : Self check 1, 2, 3 Just for fun

Period Seven: Test

Period 1

教學內容：部分新單詞 Section A 1a 1b 1c

教學目標： Learn all the new words by heart and copy the sentences according to the tape.

教學重點：單詞的讀寫。

教學難點：認讀、識記單詞

教學方法：多聽多練

Teaching steps :

利用實物或圖片，認讀單詞。（large , pizza ,cheese, mushroom ,green pepper, pepperoni, onion, olive）

看課本圖片，找出單詞所對應物品的字母，繼續學習單詞。（ Match the words with the foods ）

(Look at the picture on Page 13 and finish 1a )

Here are the answers to 1a.

1. cheese c 2. mushrooms f 3. green peppers d

4. pepperoni a 5. onions e 6. olives b 7. tomatoes g

3、聽錄音(Check the pizza that the person orders )

鞏固單詞，練習聽力，并提醒學生注意聽“怎樣定餐”）

Step 4 : 1c Pairwork

(Practice the conversation below, Order the toppings you like.)

Ask two students to read the dialogue to the class.

Say the conversation with a student

Ask students to work in pairs.

(Have students take turns being the pizza maker and the person ordering the pizza Remind students to list the size and the toppings they really like .Students practice both roles.)

Ask some students to present their dialogues to the class.

Step 5. Look back.

Let the students sum up what we learned this class .

Step 6 Homework 1) Ask the students to remember the new words.

2) Practice the dialogue in pairs.

教后一得：

話題非常貼近學生的生活實際，學生能用英語進行簡單的交流，充分體現了學以致用的教學原則。學生的學習積極性大大提高，課堂氣氛也更加活躍。課堂上把時間還給學生，讓每個學生都動起來。

Period 2

教學范圍： Section A 2a 2b 2c Grammar Focus .

教學內容： New words: express, special, drink, medium ,size ,juice, iced tea , lemonade ,hot dogs, I’d , he’d , they’d .

Sentences : What kind of pizza would you like ?

I’d like a pepperoni pizza, please.

What size pizza would he like?

He’d like a small / medium / large pizza.

What would they like on their pizza?

They’d like mushrooms, tomatoes, and cheese.

教學目標：1. Remember all the key words.

2. Grasp the structure.

What kind of pizza would you like ?

I’d like ……

What size pizza would he like ?

He’d like ……

What kind would they like ?

They’d like……

教學重難點：1、What 引導的特殊疑問句

2、情態動詞would 的用法

3. 區分可數和不可數名詞

教學步驟

Step 1: Greetings

Step 2: 復習單詞：cheese , mushrooms , green peppers, pepperoni, onions, olives, tomatoes

Ask some students to read them and say their Chinese meanings. (注意提醒學生注意區分可數名詞和不可數名詞)。

Step3: 利用圖片或實物學習單詞。

express , special, drink , medium , size , he’d , they’d , juice , iced tea , lemonade , hot dogs.

Step4: 聽錄音，練習聽力，鞏固單詞。

2a . Listen and check (√) the names of the foods you hear below.

1．√ cheese 2. √ mushrooms

3. √ green peppers 4.____ pepperoni

5. √ onions 6_____ olives

7. √ tomatoes

2b. Listen again and fill in the blanks below. Ask students to listen and write the missing word in each blank . And then check the answers by having students write the sentences on the board.

Keys : 1. I’d like a large pizza

2. I’d like mushrooms, green peppers, onions , and

cheese , please

3. I’d like a medium .

4. I’d like onions and tomatoes , please.

讓學生填好后，讀熟并同位之間互相練習。

Step 5. Pairwork.

Ask student to talk with you like this .

“ What kind of pizza would you like?

I’d like a pepperoni pizza, please.

What size pizza would you like?

I’d like a small / medium/ large pizza.

What would you like on your pizza?

I’d like mushrooms , tomatoes and cheese.

According to the model , ask the students to practice in pairs .

Ask some students to present their dialogues to the class.

(Ask a boy ) What size pizza would you like ?

I’d like a small / medium / large pizza .

( Ask another student ) What size pizza would he like ?

He’d like a small / medium / large pizza .

Ask a girl the same question , and then ask another student :

What size pizza would she like ?

She’d like a small / medium / large pizza.

(Ask some student.) What would you like on your pizza ?

( Ask another student ) What would they like on their pizza ?

They’d like mushrooms, tomatoes and cheese .

Ask the students to practice in groups.

讓學生在重復，模仿中學會對話。

Step 6: Let’s sum what we have learned this class .

Step 7 Homework 鼓勵學生回家問日夜操勞的父母想吃什么？記述他們想預定的比薩餅，將它寫在練習本上，下節課交流。

教后一得：

課堂上把時間還給學生，讓每個學生都動起來。學生通過討論交流和合作方式展示他們豐富的想象力和創造力。讓每個孩子都說話，每個任務都有話說。

Period 3

教學內容：Section A 3a 3b 4

教學目標：1、熟悉句型:What size pizza would you like?

What would you like on it?

2、熟練應用句型進行交際

語言目標：1、What size pizza would you like?

2、What would you like on it?

3、What’s your phone number?

4、What’s your address?

學習策略：分角色表演，聯想

Teaching steps:

Step 1:Greetings.

Step 2:Practice dialogues like this:

Do you like pizza? Yes, I do.

What kind of pizza would you like?

I’d like a pepperoni pizza.

What would you like on it?

I’d like mushrooms, tomatoes and cheese.

Practice in groups.然后再轉到第三人稱

Ask another student: What kind of pizza your father/mother would like? He’d/she’d like...

Step 3: Match the questions and answers below and then practice the conversation.

Ask one student to read all the questions to the class. Ask another student to read all the answers.

Ask students to complete the exercise on their own..

Check the answers.

1. c 2.d 3.b 4.e 5.a

4)分角色朗讀對話

Step 4:通過活動，復習、鞏固對話。

活動一，One student is the pizza maker and asks the questions. The other is the customer and gives the response in the book.

活動二，3b.Pairwork

Make your own conversations according to 3a.

Step5: Work in small groups. Ask and answer questions.

eg. What kind of pizza would you like?

I’d like a mushroom , tomato, and cheese pizza.

（讓每個學生都參與到這個活動中來，人人都有表現的機會，并且做好記錄，然后對照課本,將名字填到卡片上。）

Step6 : Look back

Let’s sum what we’ve learned this class. Then ask what they haven’t understood.

Step7: Homework

以小組為單位，記錄每個人想吃的比薩餅將它寫在練習本上，以備下節課相互交流。

教后一得：

學生已經從死背語法知識，機械模仿句型為主的學習方式過渡到“做中學”的活學活用階段。學生的學習積極性大大提高，課堂氣氛也更加活躍。課堂上把時間還給學生，讓每個學生都動起來。

Period 4

教學內容：Section B 1a.1b.2a.2b.2c

教學重點：1、The words about food and drinks.

2、句型：I want one medium pizza.

I like pizza, salad, juice, and iced tea.

I don’t like hamburgers, soda or lemonade .

教學目標：讓學生學會定餐或叫外賣。

Teaching steps:

1.Greetings:

2.出示課本圖片，復習單詞。

（1a match the words with the pictures.）

keys: 1.g orange juice 2. c salad 3. e pizza 4. h iced tea 5. a hamburger 6. b soda 7. f lemonade 8. d hotdog

Read the words and ask students to repeat them.

3.根據實際情況，表達自己的好惡，練習句型

（1b circle the things you like in the picture above, make an ‘x’ next to the things you don’t like Then tell your partner what you like and what you don’t like.）

eg: I like pizza, salad, juice, and iced tea .

I don’t like hamburgers, soda or lemonade.

What about you?

4、聽力訓練：2a Listen and circle the words you hear in activity 1a.

2b, Listen again and fill in the order form on page 82.

聽力題目在聽完后，將材料投放到屏幕上，作為閱讀材料練習。

5．2c Pairwork. 復習句型，練習對話

eg：I want one medium pizza.

What would you like on it?

What’s your address?

What’s your telephone number?

6. Look back. Let’s sum what we’ve learned this class.

7．Homework. 試著自己定一份外賣。

教后一得：

學生通過討論交流和合作方式展示他們豐富的想象力和創造力。教師應為學生創設寬松，和諧，民主的學習氣氛，設計多種合作方式或活動內容，多思考導入的途徑和技巧。讓每個孩子都說話，每個任務都有話說。

Period 5

教學范圍：Section B 3a.3b.3c.4

教學內容：句型的實際應用（閱讀與書面寫作）

教學目標：能夠熟練的讀寫。

教學重點：Write the newspaper ad.

教學難點：How to write the ad.

Teaching steps:

1. Greetings.

2. 3a read the newspaper ad .Use some of these words to fill in the blanks.

large lemonade pizza salad have cheese

Specials on pizza at Pizza Express!

At pizza express! We have (1) some great specials .The Californian. pizza has olives and green peppers, and is just 2.75 .The cheapie , for $1.99, has (2)and tomatoes. (3)drinks are only 89￠. The pizza and (4) lunch special is $ 3.50 .Order a (5)today!

3、3b Fill in the blanks below.

4、3c Write your own ad. for pizza ,drinks, and other foods you know.

Pairwork, Read your partner’s ad. Then order food and drink from your partner.

eg: I’d like a medium pizza, please.

What would you like on it?

I’d like mushrooms, tomatoes and cheese.

6. Look back. Let’s sum what we’ve learned this class.

7. Homework. 為理想中的比薩餅店寫一份宣傳廣告.

教后一得：

新目標英語Go for it 的教材選材非常貼近學生的生活實際。每學完一個單元學生就能用英語進行簡單的交流。充分體現了學以致用的教學原則。學生已經從死背語法知識，機械模仿句型為主的學習方式過渡到“做中學”的活學活用階段。學生的學習積極性大大提高，課堂氣氛也更加活躍。課堂上把時間還給學生，讓每個學生都動起來。學生通過討論交流和合作方式展示他們豐富的想象力和創造力。教師應為學生創設寬松，和諧，民主的學習氣氛，設計多種合作方式或活動內容，多思考導入的途徑和技巧。怎樣讓每個孩子都說話，每個任務都有話說。

教后一得：

學生已經從死背語法知識，機械模仿句型為主的學習方式過渡到“做中學”的活學活用階段。學生通過討論交流和合作方式展示他們豐富的想象力和創造力。教師應為學生創設寬松，和諧，民主的學習氣氛，設計多種合作方式或活動內容，多思考導入的途徑和技巧。

Period 6

教學范圍：Self-check 1.2.3 just for fun

教學目標：1、復習單詞

2. 復習句型

Teaching steps:

Grectings.

出示圖片，復習鞏固單詞

Do 1.key word check, ask the students to read them and say their Chinese meanings.

Write five new words in your Vocab-Builder.

Make a menu for the week and give reasons for your menu.

(填完后，利用目標語言，以小組為單位討論)

eg: What would you like for breakfast on Monday?

I’d like bread, eggs and milk.

Just for fun.

I’d like a large pizza with mush rooms.

I’d like a small lemonade.

I’d like a vacation.

Ask students to read the cartoon to themselves, and then assign roles and ask three students to read the words. And ask, why is the pizza maker so tired? What does he want?

Do the exercises

一．用橫線標出下列句子中的錯誤，并在題前橫線上改正。

1、I want drink some milk for breakfast.

2、Would you like come with me?

3、What would you like with the pizza?

4、They’d like to a medium pizza.

5、Tomatos are my favorite food .

二．根據句意寫出單詞，首字母已給出。

1．Please give me some water to d .

2. I’d like a m pizza with green peppers.

3. “ What would you like on the pizza ?” “M , please.”

4.What s pizza would you like to eat?

5.My a is 223 Green Street .

教后一得：

學生通過討論交流和合作方式展示他們豐富的想象力和創造力。教師應為學生創設寬松，和諧，民主的學習氣氛，設計多種合作方式或活動內容，多思考導入的途徑和技巧。

Unit Four I want to be an actor.

執教人：葛艷霞劉梅張淑會李松玲楊金泉

單元教材分析：

本課包括三部分：Section A, Section B和 Self-check.

主題: occupations

語言功能: Talk about jobs.

語言結構: What, Where questions; Present tense to want, to work; Affirmative and

語言目標: 主要語法

What does he do?

He is a waiter.

What do you want to be?

I want to be an actor.

Where does she work?

She works at a bank.

Main vocabulary（詞匯）: doctor, reporter, police, waiter, bank clerk, sales assistant, dangerous

品德：熱愛本職工作，樹立正確的職業觀。

根據需要可以分為四課時來講。

第一課時：

I.教材分析：這是本單元的第一部分，生詞比較多，但是涉及的都是自己所熟悉的職業，每個同學都有自己的興趣和理想，學生比較感興趣。

Language topic: What does she do?

She is a doctor ( reporter, waiter-----)

What do you want to be?

I want to be an actor.

Where does he work?

He works in a hospital.

Language strategies: Talk about occupations.

Main vocabulary: sales assistant, doctor, actor, reporter, police officer, waiter, bank clerk, student.

II.語言結構: what questions and it’s answer。

III.語言功能: ask occupation and it’s answer.

IV.活動設計：采訪調查 What’s your …? or what do (does)----do?

V. Teaching steps:

Step 1:Greetings.

Step 2: Words: (pictures)

Look at this picture. Do you know what this is? Yes, it’s a hospital. This man is a doctor. That man is a police officer. What does he do? Who knows?

Very good, he is a reporter.

運用圖片和對話教學單詞: sales assistant, doctor, actor, reporter, police officer, waiter, bank clerk, student.

并運用這些單詞進行對話：What does he (she) do? He (She) is a -----.

Step 3: 1a Match the words with the pictures. (P19)

Step 4: 1b Listen and number the people[1--3] in the picture above.

1.What does your father do?

He’s a reporter..

Really? That sounds really interesting.

2.What does your mother do, Kim?

She’s a doctor.

Really? I want to be a doctor.

3. What does your cousin do?

You mean my cousin Mike?

Yeah, Mike. What does he do?

He’s a sails assistant.

Step 5: Practice the conversations, and then make your own conversations with the sentences like the ones in 1b..

Step 6: 2a Listen again and number the pictures [1--3].

Step 7: Listen again and fill in the chart.

Name Job Wants to be

1. Ann’s mother bank clerk police officer

2. Tony’s father waiter actor

3. Susan’s brother student doctor

Step 8: Let’s sum what we have learned this class.

Words:

Sentences:

Something else:

Step 9: Homework

1. Remember the words in this class.

2. Practice the dialogue in pairs.

教后一得：教后一得：教完這堂課，感慨頗多。以前經常埋怨學生厭學，沒興趣，從這節課來看，主要是教師沒有認真的去備課，沒有去從學生的角度去處理教材，學生當然沒興趣。這節課，以學生感興趣的職業為話題，學生積極踴躍參加，效果很好，效果良好。

第二課時：

執教人：葛艷霞劉梅張淑會李松玲楊金泉

I.教材分析：這是本單元的第二部分，生詞也比較多。

Language topic: What do you do?

What do you want to be?

Language strategies: Talk about occupations.

Main vocabulary: show, star, nurse, money, dangerous, thief, station, TV stations, police station, late, out, go out

II.語言結構: what questions and it’s answer。

III.語言功能:ask occupation and it’s answer.

IV.活動設計：Guess the job

V. Teaching steps:

Step 1:Greetings.

Step 2: Words: (由對話引出)

(Ask a boy) What does your mother do?

She is a police officer

What do you want to be?

I want to be a -----.

(Ask another student) What does your father do?

He is a bank clerk.

What do you want to be?

I want to be a -----.

Step 3. Ask and answer questions about the pictures in activity 2a and the

the chart:

Name Job Wants to be

1. Ann’s mother Bank clerk Police officer

2. Tony’s father waiter actor

3. Susan’s brother student doctor

Work with their partner: What does she (he) do?

She (he) is a ----.

What does she (he) want to be?

She (he) wants to be a -----.

Step 4: 3a This activity introduces the places where people work, and gives reading practice using the target language.

ask students to read the name for each place.

write the names on the blackboard as they name each place.

write the number of each job in the square next to each workplace.

Step 5: Pairwork: practice the conversation use the jobs and the places in activity 3a.

Where does your sister work?

She works at a hospital.

What does she do?

She’s a doctor.

Step 6: Game: Guess the job

Ask a student to draw a picture of someone working. Ask another student to ask questions about the kind of job you are drawing.

Step 7: Let’s see what we’ve learned today.

Words:

Sentences:

Something else:

Questions:

Step 8: Homework.

1. Remember the words.

2. Practise the dialogue in pairs.

教后一得：本課生詞較多，在具體的實施過程中，教師有點急欲求成，效果不是很好。導致課后學生的二次加工。

第三課時：

I.教材分析：

Language topic: What do you want to be?

Why do you want to be ---?

Because it is -------.

Language strategies: describe jobs.

Main vocabulary: exciting busy, dangerous, difficult, fun, boring

II.語言結構:Why do you want to be a ---?

Because it is --------.

III.語言功能:表達對不同職業的看法。

IV. Teaching steps:

Step 1:Greetings.

Step 2: Practise dialogue like this:

(1) Show a picture (picture one on page 22)

T: What does the man do?

S: He is a police officer.

T: It’s an exciting job,isn’t it?

S: Yes, I think so. ( I think it is dangerous.)

Ask the students to tell what they think of police officer.

(2) show the second picture of a doctor

T: What does he do?

S: He is doctor.

T :It is difficult to be a doctor.

(3) Ask the students to work in pairs about the pictures in 1a.

(4) Name some of the jobs from this unit on the blackboard, then ask students to make statement about jobs using the words in activity 1a.

Step 3: Listening practice.

So , Betty, what does your father do?

He is a police officer.

Do you want to be a police officer?

Oh, yes, Sometimes It’s a little dangerous. But it’s also an exciting job.

Jenny, your father is a bank clerk, right?

Yes, he is. DO you want to be a bank clerk too?

No, not, really, I want to be a reporter.

Oh, yeah, why?

It’s very busy, but it’s also fun, too. You meet so many interesting people. What about your father, Sam? What does he do?

He is a reporter at the TV studio. It’s an exciting job, but it’s also very difficult. He always has a lot of new things to learn. I want to be a reporter, too.

Step 4: 2a Listen and fill in the chart. (P34)

wants to be why

Betty

Jenny

Sam

Step 5: Group work: What do you want to be? Tell your classmates about your ideal job and the reasons you want the job.

Step 6: (3a) reading practice: Read the newspaper want ads. Fill in the blanks with the correct answers.

Step 7: (3b) Write words for the pictures in the newspaper want ad.

Wanted: Do you want a ________but exciting job? Do you want to work with actors,_______ and other interesting people? We need a ______ . Call the Evening _______ at 555-3256.

Step 8: Class practice Write your own newspaper want ad.

Wanted:_____________________________________________________________________________________________________________________________________________________________________________________________________

Step 9: Homework.

1. Ask the students to remember the new words.

2. Practice the dialogue in pairs.

3. Exercises.

教后一得：本單元主要學習如何表達喜歡的職業，對于這一話題，學生非常感興趣，通過教給學生一些職業名稱，讓學生體會到學習英語的樂趣。

第四課時

Self-check (Revision)

I．教材分析:這是本單元的最后一部分: Self-check,即本單元的復習部分。這一部分的課本是由以下幾部分組成的。

1.Key word check. Check the words you know.

2.Add five new words to your Vocab-builder.

3.Complete the ad.

4.Writing practice.

II.這一部分可分為如下幾個步驟進行：

Step 1:Review words like this:

First, let the students check the words by themselves and circle any words that they don’t know.

Ask the students to remember them and check up.

Step: II. Practice the language topic (P20) Grammar Focus.

What does he do?

He’s a waiter.

What do you want to be?

I want to be an actor.

Where does he work?

She works at a bank.

Stop III. 3 Complete the ad.

Happy Children School

We are an international school for children of 5-12. We want a cook, a library assistant and a sports coach. You need :

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step IV. Write practice. Imagine you want one of the jobs at HCS. Write and explain why you are good person for the job.

Step V. Exercises:

一根據句意填入所缺的單詞，每空一詞。

My uncle works in restaurant . He is a w_______.

The boy’s father is a doctor. He works in a h_______.

Miss Baker likes to sing and dance. She wants to be an a_______.

Do you go to school e______ day?

----Is the book i_____ ?

----Yes, I like it very much.

二. 選擇填空。

1. My mother works ______ every night because she has a lot of work to do.

late B. later C. latest D. latter

What does your sister do ?

She’s _____ .She works for CCTV.

A. a shop assistant B. an English teacher

C. a reporter D. a doctor

He bring us ________.

a piece of good news B .a good news

C. a news D. a good piece of news

To be a policeman is a little_______ but quite _______.

A. interesting ,boring B. hard , dangerous

C. dangerous ,exciting D. safe ,excited

Thieves are afraid _______ policeman .

A. to B. of C. in D. at

三．完成句子：

1. 他的筆友來自韓國，他會講英語。

His pen is .He can English.

2. 她和她的父母一起住在美國。

She the States her parents.

3. 艾米18歲，來自澳大利亞。

Amy is eighteen and she comes .

4. 我的筆友是日本的，但是我不會講日語。

My pen pal is __ . But I can’t .

5. 你的筆友是哪里人？墨西哥人。他住在哪里？在墨西哥城。

is your pen pal ? He is from .

Where he ? He Mexico city.

Step VI. : Sum what we have learned in Unit 4

Homework: 隨堂練Unit 4.

Unit 5 How was your weekend?

本課教材分析：

Title: How was your weekend?

Topic: weekend activities

Functions: talk about recent past events

Structures: simple past of regular and irregular verbs, What questions, How was your weekend?

Target Language(語言目標): What did you do over the weekend? On Saturday evening ii went to the movies. On Saturday morning I cleaned my room. How was your weekend? It was great.

Vocabulary: played, went, did, was, cleaned, watched, visited, studied beach, geography

Recycling

Guitar, homework, library weekend, Saturday, morning, room, great, good soccer, tennis, movie, math test

Learning strategies

Inducing Cooperating

重點詞匯：the past form of the verbs, beach, geography, project, test, have a party, do some reading, false, spend, change, go shopping.

語言結構(Structures)：

How was your weekend? It was great!

What did you do over the weekend? I played soccer.

What did he do over the weekend? He went to the movies.

跨學科學習

表演，繪畫，猜謎

本單元可分為4課時(four periods)

Period One Section A 1a 1b 1c 2a 2b 2c Grammar focus

Period Two 3a 3b 4 game

Period Three Section B 1a 1b 2a 2b 2c 3a 3b 3c 4

Period Four self check

Period 1

教學范圍：Section A 1a, 1b, 1c, 2a, 2b, 2c Grammar focus

教學內容：New words: was, did, went, beach, over, project, test, What about….? Have a party, do some reading

動詞的過去式，What did you do over the weekend? I did my homework.

教學目標：Learn all the new words by heart, the past form of the verbs, the sentence talking about recent past events.

教學重點：動詞過去式的構成

教學難點：規則動詞的過去式

教學方法：聽說讀寫，總結。

教學步驟：

Step 1: Greeting and sing an English song.

Step 2:Some new words: was, did, went, beach, over, project, test, What about….? Have a party, do some reading

對于was, did, went 這三個過去式，要和其他動詞的過去式一并講解。動詞的過去式可分為三類：be 動詞的過去式，規則動詞的過去式，不規則動詞的過去式。這節課可著重講解規則動詞和be動詞的過去式。不規則動詞的過去式可放在后面講。

規則動詞的過去式有以下四種構成方式：

一、一般情況下在動詞詞尾加ed, 如：played, called, needed, wanted

二、詞尾是e的動詞加d。如：

三、以一個輔音字母結尾的重讀閉音節單詞，應雙寫這個輔音字母加ed。如：

四、以輔音字母y加結尾的動詞，先將y變成i，再加ed。

動詞be的過去式是：am/is-- was ; are---were. 主語是I, he, she, it 以及相當于第三人稱單數的動詞，謂語動詞用was；如果主語是you, they, we以及復數名詞，謂語動詞一律用were 。

在講構成方式的同時講解動詞過去式的發音。

Step 3. look at 1a. Match the words with the pictures. Let the students remember the verb phrases.

Step 4. Let’s come to 1b. Listen and write the day and “morning”, “afternoon” or “night” below each picture.

Step 5. 1c Role play. Practice the dialogue: “ What did you do over the weekend? On Saturday morning, I played tennis.” Let two students ask and answer with the sentences. Pay attention to the past form of the verbs.

Step 6. Let’s come to 2a. Listen and underline the words you hear.

Keys: grandmother, homework, math, beach, tennis

Read the sentences after the recorder several times. Then ask : “ What did you do?” Answer with the sentences.

Step7 2b Listen again

Keys: 1. E 2. E 3. B 4. C 5. C

Step 8. 2c Pairwork Practice the conversation below. Use the information in the box.

Read the conversation after the recorder and then let them make a new dialogue like this.

Step 9. 活動調查：用對話的形式詢問同學是怎樣度過周末的，比賽一下，誰的周末過的更精彩，更有意義。

Step 10. Form Exercises

一、寫出下列動詞的過去式

do____ 　　play ____　　clean ____

study____go____stay____ 　　　　　　　　　　　　　　 watch ____ have ____ read ____

二、用動詞be的適當形式填空

1._____ you at home last week?

2.____ they away yesterday?

3._____ Bill ill the day before yesterday?

4.Who _____ on duty last Friday, Lucy or Lily?

5.Everyone ____ here yesterday morning.

6.I _____ late for school yesterday.

Step 11. Homework 調查：讓學生做一個調查，統計他們的父母是怎樣度過周末的，然后把它記錄下來，組成小短文。思考：兩代的周末為什么不一樣，我們該如何對待今天的好生活。

Design of the blackboard

教后一得：讓學生仔細地反思自己父母的業余生活是怎樣度過的，從而體會到父母的堅信和生活的不容易。

How was your weekend?

1. 動詞的過去式

am(is)---was, are ---- were

規則動詞的過去式

2．What did you do over the weekend?

I played the computer games.

Period 2

教學范圍： 3a, 3b, 4 Game

教學內容：不規則動詞的過去式構成方法及讀音

How was your weekend? It was great.

教學目標：1. some past form of the irregular verbs

2. What did you do over the weekend? I played soccer.

3. How was your weekend? It was great.

教學重點：How was your weekend? It was great.

教學難點：不規則動詞的過去式

教學方法：聽說讀寫

教學步驟：

Step 1: Greeting and sing an English song.

Step 2. 檢查作業：讓學生把他們調查的結果讀給大家聽，通過學生調查的結果，向全班學生進行一次思想教育。

Check the new words we learned last class.

Write some past form of the regular verbs

Practice the sentence with: What did you do over the weekend?

Step 3. Show some irregular verbs. Tell the students the past form of the verbs. They are must be remembered by heart.

Step 4. 3a. Complete the conversations. Write numbers (1-3) in the blanks.

Keys: 3 2 1

Let the students read the conversations in pairs.

Step 5. 3b. Make a new dialogue according to the conversations. 提供材料：可以想象一下，那些貧困地區的孩子們，他們的周末是怎樣的。我們應該怎樣去幫助他們。

Step 6. Game What did you do?

畫一畫，把你在周末進行的活動用你手中的筆畫出來，然后讓其他同學猜，你在周末干什么了。這個活動學生很積極，也很踴躍。充分把他們的積極性調動了起來，這樣還能把學過的動詞短語用起來，起到復習鞏固的作用。

Step 7. Form exercises

寫一封信，告訴你遠方的朋友，你和你的家人是怎樣度過周末的。如果寫不完的話，也可以作為課后作業。

Design of the blackboard:

一、不規則動詞的過去式

did---- do is/am---- was are ---were

go---- went eat ---ate break ----broke

make---- made have---- had fly---- flew

find---- found lost ----lost

二、 How was your weekend? It was great.

教后一得：采用一些舊照片或者堅壁畫，用以調動形式的學習興趣。說明，教師在課堂活動設計中，設計的活動不要脫離學生的生活

Period 3

教學范圍： SectionB 1a, 1b, 2a, 2b,2c, 3a, 3b, 3c, 4 Game

教學內容：動詞短語的過去式

What did you do over the weekend?

教學目標：1. some verb phrases

2. What did you do over the weekend? I played soccer.

3. write about what you did last weekend.

教學重點：What did you do last weekend?

教學難點：動詞短語的過去式

教學方法：聽說讀寫

教學步驟：

Step 1: Greeting and sing an English song.

Step 2. Go over some past form of the verb phrases, then lead to the new lesson.

Step 3. show the new word: geography, spend, week, most, mixture, go shopping, their, had, little, cook, read, saw, talk show, change

要求學生會讀單詞，并掌握其拼寫、含義,復習其他科目單詞。

Step 4. Do the exercises:

SectionB 1a.(P 28) Match the words with the pictures.

Keys: 1.b 2. d 3.a 4.c

讓學生填寫后，讀熟并同位之間用這些短語互相練習使用過去式。

1b (P28) Are these activities fun or not fun? Draw a happy face or an unhappy facd under each pictures.

讓兩個學生對話，練習句型。

Do another listening exercise

2a (P28) Listen. What did Sally and Jim do over the weekend? Complete the chart.

仔細聽錄音，填完之后，讓同位之間練習句型： What did Sally do over the weekend? She cleaned the room.

2b Pairwork Have a conversation . talk about what Sally and Jim did over the weekend.

練習一、問對方，Jim 在上周干什么？

練習二、問對方在上周干什么？

通過反復練習，讓學生熟悉掌握句型。

Step5. Pairwork have a conversation. Ask what your partner did over the weekend.

先讓學生口語練習，組織對話，然后將對話寫在練習本上。

活動：學生先寫出想采訪同學的名字，并猜測他們的周末是怎樣度過的，然后去采訪那位同學，看自己的猜測是否準確。

Names Activities you guess Activities they do

Jack Went to the movies Watched TV at home

調查之后，口述一下被調查的人周末進行的活動。練習描述他人周末進行的動作。

Step 6. 3a. Read the article. Circle the activities you like. Underline the activities you don’t like.

先放錄音，讓學生跟讀。讀熟之后，讓學生找出他們喜歡的和不喜歡的活動。指出幾組動詞短語，讓學生記住并會運用。

Step 7. 3b look at the pictures and fill in the blanks.

Keys: 1. cleaned my room 2. did my homework 3. visited my aunt 4. went to the library 5. played football. 6. watched TV.

Step 8. 3c write about what you did last weekend.

可以仿照3a短文，寫一下自己上周的活動。注意，所用的動詞短語要用過去式。尤其注意不規則動詞的寫法。

Step 9. Game Who am I?

讓學生寫關于自己在周末干的什么事情。然后讓其他同學猜，他是誰，他是干什么的？

板書：

played the guitar

studied geography

did my homework

went to the library

What did you do last week?

Step10. look back

Let the students sum up what we have learned this class. Then ask what they haven’t understood.

Homework 以小組為單位，講述自己印象最深刻的一個周末。然后將它寫在練習本上，下節課互相交流。

教后一得：進一步設計活動來完成本單元的教學任務，但切忌避免機械地重復，活動應本著由簡到繁的活動設計原則

Period 4. Self-check (Revision)

教材分析:這是第五單元的第三部分: Self-check,即本單元的復習部分。這一部分的課本是由以下幾部分組成的。

1. Key word check. Check the words you know.

2. Add five new words to your Vocab-builder.

3. Read the story about Old Henry. Imagine you work for the Heartwarming Project. Write a report about how you helped Old Henry last weekend.

4. Just for fun!

Language topic: talk about the recent past events

Main vocabulary: everyone, sit, sat, no, anything

II. 語言結構: 一般過去式的陳述句

語言功能: 如何表述自己在過去的某一時間干的事情。

跨學科學習: 熱心幫助別人，尤其是老人。

III. Teaching steps:

Step 1:Greetings and song: Fishes, fishes, where are you?

Step 2: check key words. Ask the students to check all the words they know. You may wish to have students circle any words that they don’t know.

老師可以把這些動詞歸類：規則動詞和不規則動詞的過去式。

記憶之后，組織學生用這些動詞舉例。特別是一些不規則動詞的用法。

Step 3: Write five new words in your vocab-Builders.

This activity helps build vocabulary by providing a specific time and place for students to record new words. Ask students to enter five new words in their Vocab-builder on page 108. After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.

發動學生擴充詞匯量，大膽閱讀英文資料，提高自己的閱讀能力。

Step 4: Read the story about Old Henry. Imagine you work for the Heartwarming Project. Write a report about how you helped Old Henry last weekend.

Have a student read it out loud. Check that students understand the situation. Ask them, does Old Henry enjoy his weekends? Why not? What happened to him? Do you think he needs friends?

Explain what the “Heartwarming Project “is. Tell them that they have to imagine that they went and helped Old Henry last weekend.

通過這個活動，教育學生能熱心幫助別人，尤其是照顧好老人。培養學生的優良品德。

Step 5: Just for fun.

Ask students to read the cartoon to themselves. Ask the students what is funny about this cartoon?

Step 6. Do some exercises.

根據所給漢語完成句子，每空一詞。

１　Yesterday I _____ _____ ______(看望了王叔叔)。

２　Do you want to _____ ____ ____(呆在家里)?

３　What did she do _____ ____ ____（周末期間）？

４　The book is _____ ____ ____（有點難）。

５　I like reading books_____ ____ （關于歷史）。

６　Do you like _____ ____ （訪談節目）？

７　We went to the beach _____ ____ ____ _____（沒有做任何事）。

８　He sat there and _____ ____ ____

９　Do you _____ ____ ____in the morning?（起床早）

１０　I didn’t _____ ____ ____that book.（想起）

閱讀短文，用所給動詞的正確時態填空。

　Zhao Ming is a student. He ______( study) at No. 1 Middle School.

Every day he _____(get) up at six. Then he _____(do) sports. He _____(have ) breakfast at six thirty. After that he ______(go ) to school.

But this morning he _____(not get ) up at six. He got up at seven. He _____( have) breakfast quickly. He ____( go) to school late. His teacher _____(be )unhappy. He _____(say ) “sorry” to his teacher.

Step 7. Let’s look at what we have learned in this unit. And we should learn the phrases by heart. We can say what we did in the past time.

Step 8. homework.

Unit 6 Where are the jazz CDs?

教材分析：

Topic: Music

Functions : Ask for and give directions inside a building

Structures: Where What questions

Imperatives: turn left go upstairs turn right

Prepositions : next to between…and… behind in front of

Target language: Where are the rock CDs?

Go upstairs and turn left.

They’re behind the jazz CDs.

What’s your favorite kind of music?

My favorite kind of music is …

Main Vocabulary: Names of musical styles: jazz、dance etc.

Description words: awful、 terrible etc.

課時劃分：period 1: Section A 1a 1b 1c

period 2: Section A 2a 2b 2c Grammar Focus

3 4

period 3: Section B 1a 1b 2a 2b 2c

period 4: Section B 3a 3b 3c 4

period 5: Self-check

Period 1

教學目標：1、認知生詞: classical dance pop country jazz upstairs (downstairs) video section group singer

2、運用go straight go upstairs(downstairs) turn right/left等指示方位

3、掌握句型:Where’s the classical music?

It’s …

Where ’re the jazz CDs?

They’re …

Teaching steps:

Step I: Lead in

Do you like music? What kind of music do you like? Now, let’s look at the picture, and name the musical types. ( show the new words)

Step II: Read the new words and ask them to repeat.

Step III: Learn the dialogues.

Learn: go upstairs(downstairs) turn right/left(ask someone to act out).

Review: go straight

Where ’s…

Ask students to read.

Step IV: Draw a map on the blackboard according to the text and ask them to work in pairs(ask and answer)

Step V: Listen to 1b

Step VI: Now please have conversations like the ones in the picture. Ask and answer questions about where to find all five kinds of music.

Step VII: Homework

memorize the new words.

review the kinds of the movies.

practice the dialogue in pairs.

教后一得：

教材非常貼近學生的生活實際，學生就能用英語進行簡單的交流。充分體現了學以致用的教學原則。

Period 2

教學目標：1. 練習用介詞短語介紹方位: between… and…

behind…

in front of…

next to

2.鞏固運用句型: Where’s the dance music?

Where are the CDs?

What’s Bob’s favorite kind of music?

Who’s Carla’s favorite group?

Teaching Steps:

Step I. Lead in

The teacher takes out a pen、a pencil and an eraser.

Ask: where’s the pen?

It’s behind the pencil.

Where’s the pencil？

It’s between the pen and the eraser.

Where’s the eraser?

It’s next to the pen.

Where’s the pencil？

It’s in front of the pen.

Step II. Ask four students to come to the front, and ask students to describe their location using the words next to , behind, between…and, in front of.

Step III. 2a Match the sentences with the pictures.

Step IV. Now you’re going to hear some conversations. People are asking the clerk for different kinds of CDs. Listen to the conversations and write on the map where each music section is in the store.

Play the recording the first time. Students only listen.

Play the recording again.

Check the answers.

Step V. Make conversations with the map above.( show the map)

Example: Where’s the pop music? Go upstairs and turn right.

It’s next to the dance music.

(1). The students work in pairs.

(2). Ask someone to act out.

Step VI. (1) Answer these questions.

What’s your favorite kind of music?

Who’s your favorite group?

(2)Pair work

Ask and answer the questions to fill in the chart.

Student A, look at Page 33

Student B, look at Page 84.

VII. Work in groups.

Read the conversation with a student.

The students ask their classmates about their favorite groups or singers.(set a time limit of ten minutes.)

Ask students to describe the musical tastes of the other students in their group.

Homework: make sentences with next to , between… and … ,in front of, behind, across from.

教后一得：

Period 3

教材目標：1、認知生詞：amazing awful bad terrible

2、運用What’s your favorite kind of music?

Who’s your favorite singer? 等句式進行口語交際.

Teaching Steps:

Step I: Lead in

What’s your favorite kind of movies? ( action thriller comedy documentary)

Why ? (interesting, funny, scary, exciting)

We have learned so many description words,this class, we’ll learn some words that say how good or bad something is

Step II. show the new words:

read them and ask the students to repeat.

Fill in the blanks with amazing, awful or terrible. The Beatles were an______ musical group, I like it very much.

I think country music is very______. I never listen to it.

Step III. Do 1a.

Step IV. Pair work

A list of singers: Janet Jackson , Celine Dion , Garth Brooks, Kenny G.

Make a dialogue with the words you learned just now.

Do you like…？

No ,I don’t, They’re …

Do you like…？

Yes, I do. She’s …

ask someone to act out.

Step V．2a

Listen and write their favorite kinds of music.

Play the recording the first time students only listen.

Play the recording a second time.

Students write the names of each type of music.

Check the answers.

VI.2b

Listen and write their favorite groups or singers and what they say about them.

play twice times.

Play a third time so students can complete any answers they missed or check their own work.

Step VII. Role play

You’re Mike and Judy from activity 2b.

Talk about music.

（提問對方）what’s your favorite kind of music ,Judy?

My favorite kind of music is…

Who’s your favorite singer?

My favorite singer is ________. She’s __________.

（2）（提問他人）What’s Tara’s favorite kind of music?

Her favorite kind of music is…

Who’s her favorite singer?

Her favorite singer is _______ . He’s ________.

Step VIII. Homework.

Make a survey of your classmates’ favorite singers or musical groups.

教后一得：

學生通過討論交流和合作方式展示他們豐富的想象力和創造力。教師應為學生創設寬松，和諧，民主的學習氣氛，設計多種合作方式或活動內容，多思考導入的途徑和技巧。怎樣讓每個孩子都說話，每個任務都有話說。

Period 4

教學目標：1、能根據方位指示畫出地圖，或根據地圖進行方位指示。

2、設計出自己理想的商店方位圖，并進行描述。

Teaching Steps:

Step I: 3a (1) Read the directions.

(2) Draw a map of the store on their exercise--books.

(3) Ask someone to draw it on the blackboard.

(4) Ask some questions.

Where’s the pop music?

Where’s the dance music?

Step II 3b. (1) Look at the Big Sand music store map.

Work in pairs to ask and answer questions.

Where’s the country music? etc.

(2)Fill in the blanks.

Step III.3c Look at the map in the picture and write directions to the jazz section and the other sections in the music store.

Step IV. 4

Divide the class into small groups. Ask them to design their own floor plan of a department store as in activity 3b.

Ask the groups to write store directories to each other. One student reads and the other student draws the floor plan of the store.

教后一得：

Period 5

教學目標：1. Review all words in unit 6.

2. Understand the article of exercise2.

3. Ask for or give directions inside a given building freely.

Teaching steps:

Step I. Key word check.

Give the students 5 minutes to prepare, then have a dictation.

Step II. Exercise 3.

New words: culture palace western eastern hall painting by back gate

Phrases: welcome to… on the left/right and so on

Teach themselves.

(1). Work in groups to catch the meaning of the article.

(2). Match the pictures with the map.

Step III. Fill in the blanks with the map.

Go along Bridge Street, then turn right. You can see _______ on your right.

Go along Bridge Street, take the second turning on the left, then walk along First Avenue you’ll see______ on your left.

Start from the supermarket, walk along First Avenue turn right, walk along Bridge Street, then turn right again, you’ll see ______ on your left.

Supermarket Bookshop

First Avenue

Bus station Library

Second Avenue

Bank Hospital

Step IV. Just for Fun.

Ask the students to act out. (Pay attention to the tone.)

教后一得：

Unit 7 What does he look like?

taught by Zhang Shuhui Yang Jinquan Ge Yanxia Li Songling Liu Mei

I. Language goal:

Key words: short, curly, long, tall, straight hair, a medium build, thin, heavy, bald;

brown, blonde;

glasses, hair, beard, mustache.

New language:

What do you look like? I’m short. And I have curly hair.

What do they look like? They’re medium height. And they have short hair.

What does he look like? He’s heavy and he wears glasses.

What does she look like? She’s thin and she has long hair.

II. Importance: Describing people. Such as tall or short… and who has long hair and short hair…

Difficulties: use the sentences correctly to describe the physical appearance.

III. Teaching Steps:

Section A

Step 1 Greetings

Step 2 Ask some students to name some ways of describing people. Start students off with examples such as tall and short. Point out various students in the class and ask students to say if they are tall or short.

Step 3 Some new words about this part

(1a) This activity introduces the key vocabulary. Ask students to read the list of words. Point to the letters next to the people in the picture. Point out the sample answer. At last, check the answers.

(1b) This activity provides guided listening and writing practice the target language.

Play the recording the first time, then , play it again, this time, students fill in the blanks in the speech bubbles.

Correct the answers.

Language points: 1.He’s the tall boy with