以下是小编为大家准备的14篇第二届新标准杯英语网络教案参赛教案(外研版七年级英语教案教学设计)，希望对大家有帮助。
《英语》（新标准）(三年级起始用)
初中一年级上册Module One Unit One Nice to meet you
--湖南株洲师专附属中学 何其钢（412007）--
T：13874188355
《英语》（新标准）(三年级起始用)
初中一年级上册Module One Unit One Nice to meet you
湖南株洲师专附属中学 何其钢（412007）
课 题 Module One Unit One Nice to meet you
设
计
理
念 1、分层指导下的任务设计：面向全体学生，为不同层次的学生提供展示自己才能的机会。
2、根据学生的兴趣爱好设计活动，在学中玩，在玩中学，让学生在用英语“做事”并解决问题的同时锻炼自己的口语交际能力。
3、形成性评价贯穿整个课堂，为学生“可持续学习”
奠定基础，让学生拥有成就感。
教
学
目
标 1、语言目标：教材设计的话题是个人信息，运用任务是向新同学介绍自己以结识新的朋友，相应的功能是自我介绍。
2、语言结构主要是动词be（am）与人称代词的强化；将介绍自我所需要的人称代词与动词be与功能（自我介绍）、真实运用任务（为结识新朋友而自我介绍）有机结合。
3、跨文化交际目标：国外自我介绍的礼仪以及询问年龄的禁忌等。如美国人比较开朗，会主动打招呼自我介绍，英国人就比较保守，恪守俗话“别人不开口你就别说话”。如果没有人帮你介绍给外国朋友就自我介绍。
教
学
重
点 1、新单词和短语：first, lesson, class, student, Miss, blackboard, year, open, close, match, write, read, listen, practice,eleven, twelve, thirteen, twenty-nine, fifty
2、动词be（am）与人称代词的强化
Listening: Students can understand others’ introduction by listening.
Speaking: Students can introduce themselves and ask others’ information about name, job, age and place.
Reading: Students can understand the similar essay of different people’s introduction.
Writing: Students can write their personal information and create a new one.
教学难点 不同场合下的包括年龄、家乡等个人信息自我介绍
学习策略 自学和小组合作互动学习
教 具 CAI 课件、小卡片
教学设计以及方法 采用分层指导下的任务型教学方式进行设计
课堂小组合作以及竞争的形式进行学习
教学流程图：(依据实际情况对课本内容以及顺序进行调整)
教学步骤
l (1课时)
一、第一教学环节：情景创设、布置任务、激趣导入
教 师 活 动 学 生 活 动
1. 老师可以采取 “brainstorm”的形式，通过一到两组的简笔画的形式进行自我介绍。如：
T: Hello, boys and girls. First, let’s play a game. OK? It’s a Guessing Game. Look! What is it?
教师首先画出一个圆圈，让学生用英语猜测是什么并大声说出来；
T: Good! And what is it then? Try your best to guess.
然后在添加一个象云朵一样的东西，让学生继续猜测，这个期间对于学生敢于想象的要给予语言鼓励或者是物质鼓励。最后出现的是一个老师的形象，让学生慢慢意识到今天的主题。同时进行小组的竞争。这个阶段也就是进行课本的“Learning to learn”或者是“Speaking”阶段。
My name is …I am a… I’m …years old. I am from…
2．教师出示动画片或者英语小flash短片（最好是有关自我介绍的），向学生进行介绍或播放课件，同时教学生词和句型结构。
What’s your name? My name is
Where are you from? I am from…
Nice to meet you.Nice to meet you too.
同时呈现本课的新词：first, friend, Mr. Miss…
3．布置本堂课的教学“任务”，要求学生完成。任务的讲解要细致，让每一个学生明白，同时要激发起每一个学生的求知欲和用语言解决任务的信心，尽量用英文加上手势或者书面图片形式说明，必要时可以用中文解释。
任务一：制作Name Card
任务二：Who has the most friends?看谁的朋友最多
任务三：心有灵犀一点通 1．学生认真观察，并随着老师的画画动脑筋，猜测这是什么，并积极举手发言，获得老师的奖品。并有可能获得本组的加分（学生课前分好组，每节课要进行竞赛，看看哪一组上课最认真）
2．认真观看动画或课件，仔细听老师的介绍：My name is …I am a… I’m …years old. I am from…，跟随老师学习有关自我介绍的词。
3．继续听老师的介绍，然后回答老师 的问题： What’s your name? My name is
Where are you from? I am from…
Nice to meet you.
Nice to meet you too.
4．学生认真理解教学“任务”，在自己下定决心取得胜利的同时，与小组成员讨论任务的详细内容，互相鼓励，同心协力，取得小组的胜利。
二、第二教学环节：师生互动、培养能力、给予成就感
教师活动 学生活动
I.完成第一个任务的准备：
1.Presentation
T: Look, this is Mr. He’s name card. Can you make your Name Card? OK! First, let’s listen to the tape and learn how to make Name Card.
完成课本Activity3, 4 & 1，用Activity 4来检测学生对于3的理解程度，同时也可以用这个表格让学生填写，为完成Name Card做铺垫。
T: Boys and girls, listen without opening your books(手势). Then answer my questions.
Q1：What’s the teacher’s family name?
Her family name is Miss Li
Q2: Where’s she from?
She’s from Wuhan, China.
Q3: Is she Chinese or English?
She’s Chinese.
Q4: What’s the first girl’s name?
Her name is Lingling.
Q5: Where’s she from?
She’s from Beijing, China.
Q6: What’s the boy’s name?
His name is Daming.
Q7: How old are Lingling and Daming?
They’re both twelve years old.
Q8: Where’s she from?
She’s from Shanghai, China.
Name Age Job City Country
Miss Li
Lingling
Damming
Wang Hui
2. Drill
3．老师范例
Name: Charles He
Age: 29 自画像
City: Zhuzhou City
Country: China
QQ：33068164
TL：13874188355
My favorite(我最喜爱的)_food_: chicken
备注：这里介绍一下西方的文化：比如不能询问女士和老人的年龄以及自我介绍时注意事项等等。 1．听Activity3的录音，根据所听到的内容，完成Activity4部分的学习任务以及完成老师布置的表格。
2．展开Pairwork活动，完成第一个交际的学习任务。先操练所提供的对话，再进行姓名卡片创作，学会运用Activity2里面的Chinese, class, school等目标语言。
3．由小组评选，各推出一到两个优秀的姓名卡，老师给予小组加分。
II.完成第二个任务的准备：Who has the most friends? 看谁的朋友最多
1． Presentation and drill
T：OK! Let’s play another game. How many friends do you have? Good! Today let’s make more forends. How to make friends? It’s easy! Do you want a go? Don’t worry! Let’s learn from the text. Please open your books.
2.学习完课文内容之后，运用所学，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。
3． 同时填写这份表格：
Number Name对方签名 他/她的名片基本内容
Age City What else 其它信息
1
2
3
4
5
6
7
备注：每人发一张这样的表格，课后作为评价依据。 1.学生带着任务进行操练课本的句型，将课本上的句型运用到实际生活中来，让学生将自己制作的卡片上的内容按照课本Activity4 上的句子改编成符合自己实际的句子，反复操练。
2. 学生拿到卡片之后，以小组为单位全班自由交流，首先要拿着自己的创意姓名卡片进行“自我介绍”，然后询问对方的姓名等相关信息之后，填写表格，最后请她或者他亲笔签名，才算自己的自我介绍成功，说明对方愿意和你交朋友。看看到底有多少人愿意和你交朋友。评选出最佳个人和最佳小组！
3. 学生完成任务所需要的运用目标语：
My name is …I am from…Nice to meet you.
What’s your name?
Where are you from?
Nice to meet you too.
3．请几组同学派代表上来进行report, 宣读自己组的所交朋友的数量和信息。其他组做笔记。
III、完成第二个任务的准备：“心有灵犀”交朋友
1．Presentation
呈现课本上的生词，让学生连线，弄清楚意思。
2．TPR游戏：让全体学生起立，如果老师说，Polly says: read.那么学生们就要作出阅读的动作；如果只说read，那么学生便不要动。几轮下来，看看到底那些同学能坚持到最后，成为“心有灵犀”的好朋友。互相交换名片，留做纪念。
1． 学生弄清楚下列生词意思：read, close,open,stand up, sit down, match, write, practice, listen等
2． 学生玩游戏之前小组反复操练，直到完全明白。
3． 将完成好的优秀卡片红榜张贴在教室黑板的一角。
三、第三教学环节：评价总结、激发竞争、巩固提高
教师活动 学生活动
1． 布置作业
2． 评价手册 初中生评价能力发展中的一个突出特点就是十分重视同龄人对自己的评价和看法，开始将同龄人的评价和成年人的评价同等对待，因此学生间的相互评价更是形成性评价中不可缺少的一部分。
附：评价表（小组成员之间进行评价，以星号 为标记，五个星为最高，但是必须小组全票才能通过生效）
____小组同学姓名 学习态度、习惯 合作
精神 任务完成情况 作业
情况 综合评价
成绩
小组长评语：
小组长签名：
教师评语：
教师签名：
注：本表一堂课一张，一周有5张，结合《评价手册》进行评定，一周由小组长统计一次交科代表汇总登记，作为考试的加分依据。
时间：
板书设计：
The first unit
Module One Unit One Nice to meet you
任务一：制作Name Card 竞争区
任务二：看谁的朋友最多
任务三：心有灵犀一点通
ball, moon,…
clouds, flower…
Chinese, lesson, class, friend,
My name: Charles He
Job: teacher
Age: 29
City: Zhuzhou
My Name Card
课后反思以及对策：
这节课运用多媒体手段，达到了英语教学与计算机的整合；通过多种有层次和梯度的练习，让学生轻轻松松地学习英语，包含了听、说、读、玩、唱、演、做的内容，真正做到了兴趣第一、学得与习得相结合，动态真实，达到了新课程标准的要求。
本堂课笔者正确认识《新标准英语》的题材功能结构和任务教学策略思想；.备课时注意到了分析教学背景(学生、教师、学校、社会、学生心理与生理、学习、执教);分析教学内容;设计任务和教学过程,综合准备。
本课还体现跨文化教育思想：外语教育的本质之一就是跨文化教育。英语教学要使学生学会与其他不同文化背景的国家人民友好相处,养成开放与合理的跨文化意识。因此在教学中设计到“自我介绍”中礼仪问题以及“年龄”等问题时进行介绍和说明。
但是在教学过程中，笔者也注意到了，在教学过程中如何兼顾不同层次的学生，他们的情感、态度、学习策略、学习能力、兴趣、焦虑程度以及各个方面的问题，因此我们在教学过程中还是不能“一刀切”的布置相同的一个任务，没有任何梯度，这势必仍会打击一部分学生的积极性。
对策：有鉴于此，尤其在任务设计和呈现上，笔者注意到了任务必须有能力差距等,产生心理需求，因此在备课时注意到了任务型教学当中由于任务设置“照顾不周”所带来的负面影响，使用了“分层指导下的任务型教学理念”进行设计和授课，取得很好的效果。简而言之，那就是根据本课的教学目标和重点难点，有针对性的对于不同层次的学生设置不同难度的任务，满足不同程度以及兴趣爱好以及能力差异的学生的需要。学生对差异性较强的任务具有选择权，尊重学生个性，体现了教学的弹性，使不同层次的学生都能主动完成，同时将教学拓展到课外，更能使英语教学成为开放的教学。
湖南株洲师专附中 何其钢
2005-6-22
广西桂林市第一中学 吴倩
一、教学内容分析
本模块的功能项目是“打电话”，介绍了有关“打电话”的日常交际用语和一般词汇。主要语法项目是现在进行时态。围绕这一中心，让学生通过问答、阅读并填空、讨论、表演、做游戏等活动学习并掌握现在进行时态，并能熟练地运用这一时态来描述正在进行的动作和正在发生的事情。
第一单元：通过张海打电话找顾明和韦刚，介绍了打电话的常用语句：Hello. Can I speak to…？I’m afraid…not here. Can I take a message? Can I leave a message?等。同时也巧妙地引出了进行时的句子。
第二单元：第一部分巩固有关打电话的常用表达；第二部分练习相关的句型，并进行语音训练；第三、四部分介绍现在进行时。
第三单元：通过选词填空、听录音标序号以及学歌曲来进一步介绍现在进行时。其中第三部分是复习第一单元中所学的打电话的表达，我把这一内容放在第二单元来进行，同时把第二单元中Part 3、4的有关进行时的内容调到第三单元来上，整合课文内容。
第四单元：进一步操练现在进行时，复习巩固这一时态。
二、教学目标
1．知识目标：
1）认读、理解和运用本模块有关打电话的常用语：Hello. This is… Can I speak to…, please? I’m afraid…not here. Can I take a message? Can I leave a message? Hold on, please. Can you ask …to call me? 等。
2）能初步建立和理解现在进行时的概念。
3）掌握现在进行时的结构：be+动词的现在分词，并能用其表述正在发生的事情和动作。
4）熟练掌握现在分词的变化。
2．能力目标：
1）能灵活运用以上词组及句型进行电话交流。
2）能熟练运用现在进行时表达正在进行的事情和动作。
3．情感目标：
借助打电话的一些情节对学生进行文明礼貌教育，并且帮助学生培养关心他人，帮助他人的高尚品德。
三、教学重点
1．打电话用语
2．现在进行时
四、教学难点
1．take a message与leave a message 的区别
2．现在进行时的结构be+Ving (学生常漏掉be动词)
五、教学方法及手段
活动教学、任务型教学，利用录音机、图片、多媒体电脑或投影仪等进行教学。
六、课时
4课时
七、教学过程
Unit 1 Can I speak to Gu Ming, please?
Step 1 Lead-in
（帮助老师做事情，学生们会有较大的积极性。）
首先，请学生想出尽可能多的办法帮助老师联系一个不在本地的朋友。学生有可能提出以下办法：打电话、发email、写信……，引出今天的话题。
Step 2 Listen and read. Then say.
放录音，请学生听电话中顾明的父亲和张海的对话，回答问题:
1) Is Gu Ming at home?
2) What is he doing?
3) Will Zhang Hai call him again?
再放录音，学生跟读。
学生分角色表演。
重复以上步骤教第二段对话。
放录音并提问：
1) Is Wei Gang at home?
2) What is he doing?
3) What does Zhang Hai ask Wei Gang to do?
再放录音，学生跟读。
学生分角色表演。
帮助学生区分take a message 与leave a message
Step 3 Pronunciation
学生合上课本，教师放录音给学生听一遍。
再放录音，学生跟读，提示学生注意重音。
学生自已读一遍。
请个别学生读，比一比谁的语音、语调、语速最接近磁带的原音。
Step 4 Order and write
Write the words in the correct order to make questions and sentences.
教师先和学生一起看例句，再共同完成第二句。
竞赛：每一组的同学各完成3－6句中指定的一句，各请一位同学把组成的句子写在黑板上，其他本组的同学可帮助其修改完成。
检查、评比。
Step 5 Work in pairs
Read the notes. Then use the notes to practise making telephone calls.
小组活动：提供6种不同的情况，请学生自选一个，以两人为一小组编排对话。
请学生上讲台表演自编的对话。
Step 6 Homework
把自编的对话写下来。
Unit 2 Hello! This is Peter speaking.
Step 1 Revision
抢答游戏：以老师说中文，学生抢答的形式复习在上一单元中所学的打电话常用的基本句型。
如：Hello!
This is …speaking. Can I speak to…, please? Is…there?
I’m afraid … not here.
Can I take a message? Can I leave a message? Can you ask …to call me?
I’ll call again later.
Step 2 Listen and read. Then say.
老师放第一段对话，请学生回答相关问题。
1）Who makes a telephone call?
2）What is Peter calling about?
再放录音，学生以列为单位分角色跟读对话。
请学生听第二段对话并回答问题。
1）Is Peter busy now?
2）What is Wei Gang doing in the park?
让学生猜测moment的意思，并教句子Hold on, please.
再放磁带，学生跟读。
竞赛：(把学生分成两个大组竞赛或男女生之间竞赛)学生合上书。教师准备一部手机或能响铃的玩具电话，想办法让铃响，之后扮演第三段对话中B的角色，请他们根据教师所说的话猜测与教师通话人的语言。学生对教师的言行是相当感兴趣的，请学生猜电话另一头的人所说的话，这样设计有利于吸引学生注意力，激发学生思考的热情。以下内容可用电脑、幻灯片或小黑板展示给学生。
A:_________？
T: Hello! Can I speak to Feifei, please?
A:______________________________.
T: Thank you.
A:___________________________.
T: OK. I’ll call again later. Thanks. Bye bye.
A:__________.
在学生补充完对话后，放磁带请学生跟读。再请个别学生分角色朗读。
Step 3 Pronunciation
学生合上书听一遍磁带。
学生跟读，注意重音。
请学生自告奋勇进行朗读，比一比谁读得最好。只要能举手起来读的，教师都应当给予肯定，并适当地指出需要改进的地方。
Step 4 Read and order. Then say.（Unit 3 Part 3）
Put the sentences in the correct order to make a dialogue. Then practise saying the dialogue with your partner.
小组活动：分小组讨论并得出统一意见。
全班核对答案。
分两人小组表演对话。
Step 5 Practice
小组活动：三到四人一组，把本单元第一部分的三段对话综合一下，自由编排对话。
表演对话。
Unit 3 My sister is reading a book.
Step 1 Revision
请若干组表演第二单元对话。
就上述对话内容进行提问。
T: What is Wei Gang doing in the park?
S: He is playing football.
Step 2 Presentation
教师提问并帮助学生回答。
T: What are you doing now?
S: We are having a lesson.
T: What am I doing?
S: You are teaching.
提问单个学生他本人以及其他学生正在干什么，可以一排一排进行提问操练。
T: What are you doing?
S: I am …
T: What is she/he doing?
S: She is …
把学生讲的句子板书在黑板上：
We are having a lesson.
You are teaching.
I am reading.
I am listening.
He is writing.
She is looking at me.
请学生观察、讨论并总结现在进行时的结构：be+Ving. 教会学生动词加ing的读音规则。
Step 3 Play a game
全班分成四组，每组请两个学生分别做动作，其它的同学用进行时描述所见到的动作。猜对的同学所在组可得20分，做动作的学生所在组可加10分，没猜对但句子讲对的可加10分。
B: (Mime an action. )
A: You are eating.
B: Yes, I am. Good./ No, try again!
Step 4 Look and write (Unit 2 Part 3)
请学生根据图画完成所给句子。
分单、双行竞赛，同桌互查，看谁完成得较好。（有利于学生认真地帮助对方指出错误）
1.The man is cycling.
2.The woman is looking at the girl.
3.The boy is eating an ice cream.
4. The girl is buying things.
5.The two girls are skipping.
6.The two boys are playing football.
统计单、双行全对的学生总数，人数多的获胜。
锁链式问答，A提问，并且由A任意指定一同学（B）回答，答完后再由B提问且指定另一学生回答。
请学生讨论并总结动词变现在分词的方法：
1）一般情况在词尾加ing.
2）以不发音的e结尾的，去e再加ing.
3）以重读闭音节结尾，并且末尾只有一个辅音字母的，双写这个辅音字母，再加-ing.
Step 5 Work in pairs(Unit 2 Part 4)
Look around the classroom. Say what people are doing.
两人小组活动，就教室里师生的活动进行问答：
What is the teacher doing?
What is he doing?
What is she doing?
What are they doing?
Step 6 Read and complete. Then say.
活动：同桌讨论并完成第三单元第一部分Susan和Sarah的对话。
Step 7 Listen and number
Listen to what the people are doing. Write 1～8 in the boxes.
放录音一遍，请学生完成练习。
再放录音请学生跟读。
Step 8 Listen and read. Then sing.
请学生欣赏歌曲。
教师带读歌词。
再放歌曲，学生学唱。
齐唱一遍后，一小组唱一句。
Step 9 Homework
小作文：请把你晚上在家做作业时其它家人的活动描述出来。
I am doing my homework now. My father’s…
Unit 4 Liu Hong is running after her cat.
Step 1 Play games
游戏一：Hangman game.练习动词变现在分词,教师说动词原形，学生读出分词并说出变现在分词的方法，如直接加-ing，去e加-ing，双写加-ing。可选择20个左右的单词，学生每说错一个或反映较慢时就画上一笔，如单词讲完小人没被吊起则学生获胜。
游戏二：Guessing game.听音猜动作。一学生做动作，全班学生闭上眼睛，通过听到的声音来猜测该学生所做的动作。如：jump, write on the blackboard, sweep the floor, close the door.
T: What is he doing?
S: He is jumping.
Step 2 Listen and write
放录音，同桌讨论并完成对话。
全班统一答案。
再放录音，学生跟读。
男女生记忆竞赛：学生合上书，老师提问：
What are Gu Ming and Zhang Hai doing?
What is Wei Gang doing?
What is Wei Ming doing?
What is Feifei doing?
What is Liu Hong doing?
What is the cat doing?
请最先举手的学生回答，比比谁回答得又快又准确。
Step 3 Activities
1．两人小组活动。互相调查同桌的家人及亲友现在正做什么。
S1:What’s your father doing now?
S2:My father is …
2．两人小组活动。读表格中的词组，并选择其中四个来模仿。
3．四人小组活动。上一环节中两人搭档模仿一个动作，另一组搭档猜。然后交换。
4.竞赛：全班分成四组，每组推选两个学生，一个根据老师卡片上的文字做动作，另一个猜。在一分钟之内能猜对动作最多的获胜。
Step 4 Around the World
介绍各种通讯工具。
Step 5 Consolidation
1．归纳打电话用语。
2．总结现在进行时的意义、结构、常与之连用的时间状语。
3．区别一般现在时与现在进行时的不同。
可进行一般现在时句子与现在进行时句子的转换训练。
如：
T: He goes to school by bike.
S: He is going to school by bike.
1. 课堂笔头练习：有关现在进行时的各种习题（选择、用所给词的适当形式填空）
广西桂林市第十三中学 杜红霞
一、教材内容分析
本模块通过开展多种教学活动引出反意疑问句，围绕这主题，让学生通过对话，阅读故事，讨论，表演，做游戏等教学活动，使学生熟练掌握如何运用反意疑问句来表述对一件事情的看法，同时巩固复习一般现在时和现在进行时。
第一部分通过简与张海的对话，引出反意疑问句，如:
You like reading, don’t you?
It’s a good story, isn’t it?
You can remember what happens in the end, can’t you?
同时在对话中也巧妙地为第二部分内容做了铺垫。
第二部分主要阅读一篇寓言故事，学会用英语描述一件事情，同时能用反意疑问句等句型表达自己的观点。
二 、教学目标
1.知识目标：
1）正确认识，理解及运用反意疑问句。
It’s raining, isn’t it?
You like football, don’t you?
You can’t speak English, can you?
2）掌握词汇：
way, story, donkey, different, happen, village, town, along, heavy, silly, strong等。
2.能力目标：
1）熟练运用反意疑问句于日常交际用语表达。
2）加强阅读课文的分析与理解能力，同时培养学生如何用英语表达自己的主见和观点。
3.情感目标：
教育学生做事情要有自己的主见和观点，不要人云亦云。
三、教学重点
如何用反意疑问句表达自己的主见与观点。
四、教学难点
1．用反意疑问来表达自己的观点。
2．一般现在时与现在进行时的区别。
五、教学方法
活动教学，任务教学。
六、教具
录音机、图片、多媒体电脑或投影仪进行教学。
七、课时 3课时
八、教学过程
The First Period (第1---5部分)
Step1 Lead-in.
教师出示一些有趣的童话故事书或图片（或看动画片段），用 Do you like the story ( the girl, the man……)? 提问, 学生大胆发表见解，激发学生学习兴趣，为引出新课打基础。
Step 2 Presentation
教师出示一张童话故事图片，用You like the story, don’t you?提问，并提示学生用Yes, I do./ No, I don’t回答。
用不同词如（am, is, are,情态动词）,进行机械操练，使学生初步掌握反意疑问句，同时引出反意疑问句的第二种结构：
You don’t like the story, do you?
机械操练后，让学生分组讨论对反意疑问句的初步理解，并请每组代表发言，教师点评。
Step 3 Play a game.
男女生对歌，男生说反意疑问句上半句，女生答下半句，答错者扣分，如：
Boys: He’s a new student,
Girls: isn’t he?
Step 4 Listen and read. Then say.
听录音，回答问题：(SB.Page90 Part1)
1) How many people are there in the dialogue?
2) Who are they?
3) They both like reading, don’t they?
再放录音,学生跟读,齐读后,分角色读。重点掌握反意疑问句。
Step 5 Pronunciation
让学生听录音,模仿,练习后,每小组选出同学参加朗读比赛,选出“今日语音之王”。(SB.Page90 Part2)
Step 6 Read and complete.
Complete the sentences using the correct question tags. (SB. Page91 Part3)
请同学填完后，举手发言，教师对答案评定。（第5题 用同样方法做）
Step7 Order and write
Write the words in the correct order to make questions.(SB Page91 Part4)
老师先示范第一题，其他同学们共同完成。然后每个小组选一位同学上黑板书写，答案正确且书写工整为胜者。
Step 8 Work in pairs
围绕自己喜欢的一部故事（例如灰姑娘，白雪公主，或哈里波特），模仿第一部分对话，运用适当反意疑问句，两人一组编对话，并上台表演。
Step 9 Homework
把自己编的对话写下来。
The Second Period (第6---11部分)
Step1 Revision
通过抢答游戏，使学生能流利表达反意疑问句。出示幻灯片（在B栏中找出与A答案相对应的句子）。
1. They’re not your book, A. can’t she？
2. You like fish B. are we？
3. Science is fun, C. don’t you？
4. We’re not late, D. are they？
5. Feifei can speak English, E. isn’t it？
以抢答形式进行使学生立即进入课堂状态。
Step 2 Presentation
以游戏形式引入所学课文的关键词。
运用多媒体幻灯片,让学生看图猜词。(SB Page92 Part6)
如：可出示一头驴的四分之一的图片, 然后用It’s a…,isn’t it? 猜,给学生2次机会，未猜出则展示图片的二分之一甚至全部， 让学生猜出为止,依次出现的图片有old woman, market, road, pears, village, old man, donkey.
幻灯片制作课文的6幅画,展示给同学们看，分组讨论问题：(培养学生的观察力)
(1) What can you see in the pictures?
(2) What are the differences in the pictures?
分A，B两组同学竞赛，看哪组同学观察仔细。
把6幅画打乱顺序，让同学听录音机，然后请同学按照故事内容把6幅调整好顺序，以抢答形成进行。 （培养学生的听力）
Step 3 Listen and read. (Part 1)
教师先放第一部分录音，请同学回答相关问题。(SB Page92 Part8)
1. Where is the man going？
2. Who is the old man？
3. Whose donkey is it？
4. Whose pears are those？
5. Whose grandson is shown in the picture？
再听一遍录音，请同学模仿录音朗读。
重点掌握：
1. travel from……to
2. start doing=begin doing
3. It’s (not) + adj. +to+ do
4. shout out
5. point to
6. get off
7. climb onto
Step 4 Practice
Read and answer. Write T or F for the sentences.(SB Page94 Part9)全班做，请个别回答问题。
Read and write.(SB Page92 Part10)
同学讨论后，请每组一位同学上黑板书写答案，集体讲评。
Tick the correct picture. (SB Page94 Part11)
根据问题(Which picture shows what is happening after the old man and the boy meet the old woman )请同学找出相关图片。
Step 5 Homework
Retell Part One（以四人为小组，讨论后写到家庭作业本，为第二天上课做准备）
The Third Period （第12---17部分）
Step 1 Warming –up
以游戏形式导入新课。
请一位同学到讲台看小纸条内容并根据纸条内容表演，让其他同学猜。（SB Page 96 Part 14）（纸条内容：tired, strong, young, old, heavy, intelligent, stupid, angry, pleased,laugh）这样可以激发学生的学习兴趣，同时学习、复习相关形容词。
让学生复述Part 1的内容。
Step 2 Presentation
展示第二部分的图片，让学生仔细观察后分组讨论，并针对图画内容提问，教师解答。如
(1)Why do they ride on the donkey?
(2)Is the donkey tired?
(3)Why do they carry the donkey at last?
……
打开课本听录音并跟读，全班齐读，掌握下列句型及词组：
1) Can’t you see he’s tired?
2) Why are you so mean to your donkey?
3) see (hear, watch, find) sb. doing
4) instead of doing
5) You can’t please everybody, can you?
Step 3 Practice
Read and circle.(SB Page96 Part13)
全班做并请同学举手回答。
Read the story and put the sentences in the correct order.(SB Page97 Part15)
请同学做，全班对答案。
Step 4 Discussion 培养学生思维及表达能力
四人小组分组讨论“What do you think?”中的三个问题：
A) Who do you think should ride the donkey? Why?
B) Does the story have a good ending? Why/Why not？
C）Do you like the story? Why/ Why not?
然后请每组一位同学发言。(SB Page97 Part16)
四人小组讨论“Around the world”, 用以下问题进行：(SB Page97 Part17)
What’s your favourite Fairy Tale？ Why？
Step 5 Performance 培养学生表演能力
把整个故事分四部分，分四个小组进行表演，评出表演最好的小组。
Step 6 Consolidation
总结如何用反意疑问句来表达自己的主见与观点。
复习一些形容词的反义词。
总结一般现在时与现在进行时的区别，并做相对应练习。
Step 7 Homework
Retell the whole story .（用简单语言概括故事内容，写在作业本上，教师批改后，选出优秀作业展示给全班同学，以鼓励同学互相学习）
Starter Module 3 练习
Unit 1
Ⅰ． 请根据句意及首字母提示写出单词。
1. -What c__________ is the flower?
-It’s blue.
2. Look! It’s a b_______ bird. The bird is a crow (乌鸦).
3. Look at that tree! It’s g__________ .
4. Those are y_______ bananas.
5. The man is very old. His hair is w_________ .
Ⅱ. 请根据括号内的要求完成下例句子，每空一词(含缩写)。
1. The bird in the tree is black. (改为一般疑问句)
___________the bird in the tree __________?
2. The flowers on the desk are blue. (改为否定句)
The flowers on the desk__________________ .
3. The orange is orange. (对划线部分提问)
__________________is the orange?
4. It is a green apple. (改为复数句子)
They are______________________.
Unit 2
Ⅰ. 请根据汉语句子完成下列英语句子，每空一词。
1. 我的帽子在哪里？
____________ is my____________?新课|标第|一|网
2. 你的鞋在床下。
Your________ are _________ the bed.
3. 那支钢笔在桌子上的包里。
The pen is ___________ the bag _________ the desk.
4. 玲玲和她的老师在教室里。
Lingling and her teacher _______ _______ the classroom.
Ⅱ． 请根据例句、图片及提示词写出句子。X-k-b-1.-c-o-m
提示： apples, on, tree
例句： The apples are on the tree.
1. 提示: shoes, in, box
2. 提示: cat, on, desk
3. 提示: car, under, tree
新-课-标-第-一-网
Unit 3
Ⅰ． 请根据图片提示写出相应的单词。
1. 2. 3.
4. 5.
1. _______ 2.________ 3. _________ 4. _________ 5. __________
Ⅱ． 请根据括号内的要求完成下列句子。
1. I like fish best. （改为同义句）
My ________ food __________ fish.
2. My favourite food is eggs.
(对划线部分提问)
__________ is your __________ food?
3. favourite, his, food, rice, is (连词成句) ww w.x k b1.co m
_______________________________________________ .
Ⅲ. 请根据对话内容在横线处填入所缺单词，使对话完整、通顺（含缩写）。
A: Hi, Bill. (1) _______________ colour is the apple?
B: (2)______________ red.
A: What about the flowers?
B: (3) _________________yellow.
A: What’s this, Bill?
B: Oh! It’s a (4)_______________ .
A: How do you (5) ____________ it?
B: B-I-R-D.
答案
Unit 1
Ⅰ． 1. colour 2. black 3. green 4. yellow 5. white
Ⅱ. 1. Is; black 2. aren’t blue 3. What colour
4. green apples
Unit 2
Ⅰ. 1. Where; cap 2. shoes; under 3. in; on 4. are in
Ⅱ. 1. The shoes are in the box. www.xkb1.com
2. The cat is on the desk.
3. The car is under the tree.
Unit 3
Ⅰ. 1. cake 2. pear 3. fish 4. bananas 5. rice
Ⅱ． 1. favourite; is 2. What; favourite
3. His favourite food is rice
Ⅲ. 1. What 2. It’s 3. They’re 4. bird 5. spell
Lesson Plan for reading -Module 10 Life History
Unit 2 He decided to be an actor.
设计教师：胡琴 教学年级：初一下册
课题：Unit 2 He decided to be an actor 教学版本：外研社 授课时间：30minutes
Teaching aims
Knowledge aims：
words： actor,writer,play,poem,marry,move,join,company,become,successful,rich
Ability aim：To get information from the reading material about William Shakespeare
Teaching importance：To understand simple biography about a person and develop their reading
ability.
Teaching difficulties：To understand the meaning of some words and translate some sentences into Chinese.
Teaching procedure
Predicting –reading
Lead in ：Greet！Show some pictures of the play 《Romeo and Juliet》.
T:“This is a book wrote by a famous writer .Its name is 《Romeo and Juliet》.﹙罗密欧和朱丽叶﹚.Did you read the book？”
S:“…”
T：“OK, someone said no .someone said yes .Do you know who wrote it？”
S:“…”.
T：“Yes .Very good. How much do you know about him ？”
S：…
T：“If you can not express some sentence in English you can express them in Chinese .”
T：Look at this new words .Before we learn the new lesson I will teach you some new words and help you comprehend the article .We know he was a famous writer of plays and poems .So the“writer means 作家”please follow me.→read the new words for two times
S：…
T：“OK, now we have learnt some information about William Shakespeare. We will know more about him. Please take out of your book and turn to page 64.
T：“then finish the part 5 ,and then I will choose some students to tell us their
answer .Do you know how to do this task？”
T：“OK，you can do like this ,for example the first →在剧院里看的是什么？”
S：“…”
T：“Yes ,now you can begin doing.”
While–reading
㈠ Skimming reading：ask students to read the first paragraph quickly answer these questions in part 1.
① When was William Shakespeare？
② When was he born？
③ Where was he born？
Then choose some students to answer it！
Then translate the first two sentences into Chinese and explain the word〈play〉〈Romeo and Juliet〉〈Hamlet〉
㈡ Scanning reading：Ask students to read the text again and check if the sentences are true or false. Teacher designs the questions.
① Though he is successful he is very poor.﹙F∕T﹚
② He is the most famous writer in the world.
③ William Shakespeare failed to be an actor.
④ He married at the age of 18 and had three children.
⑤ We can visit the Globe Theatre in England.
Then ask some students to answer them.
Then explain these difficult words→decide, at the age of+age=when sb be +age= at+age ,famous
㈢ Detail reading：
Ask students to read the text again in detail and fill in the chart using the right form of these words. ﹙Be born, die, finish school, marry, move to, open.﹚
T：“You can begin like this：He was born in England in 1564.Are you clear？”
S：“…”
T：“OK ,you have 2 minutes to read in detail .Have you finished？”
S：“…”
1564 He was born in England in1564
1578
1592
1599
1616
T：“Who can try tell us your answer？Please raise your hands.”
T：Please look at the third paragraph I will explain some words to you.〈move ,Queen Elizabeth ,Globe Theatre ,Rive Thames ,rich ,successful〉
Post –reading：
⑴Retell the text.
T：“OK . Look at these words and try to retell the article using these words .You need not retell it as the same as the text.
﹙writer ,poem ,play ,watching plays ,decided to be an actor , finish school ,marry, have children, move, join, start writing, open, visit, die, most famous writer﹚The I will choose some students to retell the article.
You can begin like this Shakespeare was a famous writer and he wrote many famous plays and poems .He was born… .Do you understand？
⑵Discussion：Talk about your favorite writer with your partner.
T：You must use these new words which we have learnt.〈play ,poem ,decided ,marry ,move ,rich , successful.〉
You can begin like this：A：what is your favorite writer？
B：My favorite writer is Libai .He is a Chinese .He was a famous writer in the world .He wrote many poems ,such as 《静夜思》，《将进酒》 and so on .He is very popular with Chinese people.
T：“Then I will choose some students to tell us some information about their favorite writer .Ok .”
T：“ Today our class is over .Pay attention to your homework！Ok ,bye-bye.”
Homework ：①Finish the part 8 on page 126
②Finish a piece of reading about biography of a famous person .
Part 1 Listening
1. When did Betty go to Los Angeles on holiday?
A.last year B. 2 years ago C.3 years ago
2.How long did it take her?
A. About eight hours B. About nine hours C. About ten hours
3.Where did she go ?
A. Disneyland B.Hollywood C.Both A and B
4Who met her at the airport?
Auncle and aunt B.grandpa and grandma C.sister and brother
5.How long did they spend in Los Angeles ?
A. 2 days B. 3 days C. a week
6.What did they see ?
A.They saw the homes of PE stars.
B.They saw many film stars.
C.They saw the homes of movie stars.
7.Where did they go swimming ?
A. Atlantic Ocean B. Pacific Ocean C. Indian Ocean
Part 2 Exercises
1.-What are you going to do_____holiday ?
--We are going to Paris.
A.on B. with C. at
2.Did you have a great time there ? Yes,______
A.you did B.I did C. I didn’t
3. It took me about nine hours ____ there.
A.get B.to get C. getting
4.And finally they went _____.
A. swim B.swiming C. swimming
5.---______ did you go on holiday ? --- Five days
A. How B.How long C.How much
6.When I ___ a child, I often listened ____ their music .
A.were, for B.am at C was to
用所给动词的适当形式填空。
1. He__________ (have) lunch in the factory yesterday.
2. I __________(send) him a card 2 weeks ago.
3. She often__________(write) to me in the past.
4. He__________(sit) down and had a cup of tea.
5. She__________(buy) a pen for me three days ago.
6. I __________(spend) a year building the house.
7. He__________(not write) to his uncle last night.
8. The boss often__________(make) me work all day in the old days.
教 学 设 计
课 型 Listening and speaking
课 时 一课时
教材分析 本单元是外研版七年级上册第10模块 第一单元。 本节课的主题是如何使用现在进行时来描述春节到来时所做的准备工作，话题贴近学生的生活。在讨论中国人如何为即将到来的春节作准备时，进一步学习和运用现在进行时的一般疑问句，特殊疑问句及其回答。通过听、说、读、写训练，弄懂对话大意。最后通过情境对话练习，角色扮演，让学生对本节课所学的语言进行运用，达到学以致用的目的。
学情分析
学生在一个模块已经学习了现在进行时，对该时态有了一定的了解，这为学生在导学案的引导下充分自主预习打下了基础。本单元的话题是运用现在进行时如何为即将到来的春节做，这也是学准备。这是学生生活中熟悉的话题。所以学生有话可说，积极参与。老师也通过指引学生课前通过杂志、网络了解中国春节习俗，培养学生尊重习俗，热爱家乡，热爱祖国的情操。比较中西方生日文化的不同，并借此培养和提高学生的跨文化交际意识。学生能够在老师所创设的“真实”情境中学习和运用语言，感悟英语交际的魅力，让英语高效课堂更有活力，更加体现了英语作为一门交际语言的实用性。
教学目标 1.知识目标： （四会词汇）：lantern,dance,clean,sweep,floor,cook,meal,speak
happen,ready,get ready for,festival,quite,at the moment,beautiful,
at work,away,put away,hard,join,hurry.
2).句型：-Are you getting ready for Spring Festival?-Yes, I am/No, I am not.
--What are you doing at the moment?-I am making big red lanterns.
2. 能力目标：运用现在进行时描述春节前的各项准备活动 。
3. 情感目标： 培养学生了解尊重习俗，爱家乡爱祖国的情操。
教学重点 现在进行时一般疑问句，特殊疑问句及其回答
教学难点 现在进行时一般疑问句，特殊疑问句及其回答
教学过程
教学
步骤 教师活动 学生活动 教学意图
Step 1
Warmingup
(2’) 1.课前检查导学案完成情况，并朗读词汇
2. 视频导入新课，出示课题
3.引出目标 1. 学生检查导学案并朗读生词
2. 学生看幻灯片，学生跟读， 培养学生课前预习习惯。
视频新颖，利于吸引学生兴趣，导入新课，
Step 2
presentation
(12’)
4 . 展示图片，学习短语和句型
What’s Lingling doing at the momnt?-She is ving.
chain work:老师示范，
A:Is Betty putting things away?
B:Yes, he is. Is Daming learning…?
C:No, he isn’t. Is…….? 4. 学生看图男女问答，然后组内对子练习并展示
5.小组内看图练句子，然后展示
学习短语，句型，巩固现在进行时的运用
Step 3
Listening work
（3’）
6播放第一部分听力，让学生标出图片顺序
7. 播放课文对话录音，要求学生回答问题
6. 学生听录音，然后标出图片的顺序
6学生认真听录音，然后回答问题
①What is Lingling doing at the moment? She is__________
A.making big red lanterns B.cleaning the house
②Is Lingling’s father helping them??
A. Yes, he is. B. No, he isn’t.
通过听力训练，了解短文中人物活动
培养学生英语听力理解能力，初步了解对话内容
Step 4
对话理解
(11’) 7. 任务一：学生组内朗读对话，然后分角色展示6
8.任务二：完成课本选答句判断，回答问题，选词填空5 7. 学生组内练读，然后展示
8.学生独学，然后组内核对，然后展示. 理解对话内容
突破难点句子
进一步巩固对话内容
Step 5
Free
talk
拓展提升
(13’)
教师给出图片，要求学生根据图片和对话例子提示进行两两交际会话。
学生看图两两互相对话。
A: Is she/he…….?
B: Yes, she/he is/No, she/he isn’t
或
A: Are they…….?
B: Yes, they are/No, they aren’t 通过图片对话练习，强化现在进行时一般疑问句的问或答。
Step5
小结
归纳1 老师引导学生回顾节课知识 在老师的引导下，让学生来归纳总结 归纳所学内容，理清知识点。
Step 6
目标
检查
（3’）
出示目标检查题目，学生思考然后回答 学生思考，然后回答
(一) 单项选择
1.What’s___________________? A.happens B.happen C.happening
2. --Is Daming learning a dragon dance now ? --____________
A.Yes, he isn’tB.No, he isn’t C.No, she isn’t
3.She’s cleaning the house and__things away
A.puts B,putting C.puting
(二)根据汉语提示完成句子
1. ---你在为聚会作准备吗？---是的 --____you ________ Spring Festial? ---_____________
2. 此刻你在干什么？
What____you ________________?
3. --你妈妈在整理物品吗？--不，不在（整理物品）。
--_______your mother_________________________now? ---_____________________ 反馈本节课学生对学习目标是否达成。
进一步巩固目标。
板书
设计 Module 10 Spring Festival
Unit 1 Are you getting ready for Spring Festival?
现在进行时：1. --Are you getting ready for Spring Festival?
--Yes, we are. /No, we aren’t.
2.--What are you doing at the moment?
---I’m making lanterns.
一、Teaching materials:
Unit 1 Once upon a time. (Module 9 Story time)
二、Targets for this period:
To understand the story of Goldilocks told through the pictures and in the conversation
To grasp the theme of the story
To tell the story briefly
三、Key points:
Key vocabulary-count, enter, hurry, knock, pick, push, notice, be lost, bowl, flower, hungry
Key structures-past simple regular verbs
四、Teaching methods:
Communicative approach
五、Teaching aids
Tape recorder, blackboard, pictures, listening material, handouts
六、Teaching arrangements:
Step One Lead-in
1. Students repeat the new words and expressions after the tape.
2. Make students understand people usually use “Once upon a time, Long long ago, A long time ago, Many years ago…” to begin a story.
Step Two To understand the beginning of the story (Activity 1)
1. Students listen and check the true sentences.
2. Students listen again and retell the beginning of the story: Once upon a time, there was a girl called goldilocks. She lived near the forest. One day, she decided to go for a walk in the forest.
3. Detail explanation:
1) lived & decided 用了过去式是因为这个故事发生在很久很久以前。
2) decide to do sth 决定做某事 e.g. We decided to have a rest.
decide not to do sth 决定不做某事 We decided not to work late.
decide + 疑问词 + to do sth. They decided how to get there.
decide + 宾语从句 He decided he went there on foot.
Step Three Pre-listening
1. Look at the pictures and answer the questions. (Activity 2)
1) Who is Goldilocks? She is a little girl with golden hair.
2) Where is she? She is in the forest.
2. Match these words with the pictures. (Activity 5)
be lost – h count – a enter – b hurry – c knock – notice pick – e push – f
Step Four Listening
1. Listen and number the pictures in the correct order. (Activity 3)
8-7-4-5-1-6-3-2
2. Listen again and answer the questions. (Activity 6)
1) What did she pick in the forest? She picked flowers.
2) Where in the house did she look into? She looked into a small room.
3) Where was the food? It was in the bowl.
4) Why did she pick up the bowls? Because she was hungry.
5) Which bowl did she like? She liked the little bowl.
Step Five To understand the plot of the story
Students in groups of four discuss the pictures according the given verbs in Activity 5
1 pick Goldilocks picked some beautiful flowers.
2 be lost Soon she was lost in the forest.
3 notice She noticed a little house in the forest.
4 hurry She hurried to the house.
5 knock She knocked on the door.
6 push She pushed the door open.
7 enter She entered the house and look around.
8 count She counted three bowls on the table.
Step Six Language points
1 pick Goldilocks picked some beautiful flowers.
1) pick (v) 采；摘 pick apples
2) pick sth. up 捡拾；搭载；携带 e.g. The train stopped to pick up the passenger.
2 be lost Soon she was lost in the forest.
be/get lost = be missing 丢失；迷路 e.g. My key was lost
3 notice She noticed a little house in the forest.
notice sb do / doing sth e.g. He noticed a man standing there.
(see / hear / watch sb do / doing sth)
notice + n. / pron. / clause He noticed a man was standing there.
4 hurry = rush She hurried to the house.
hurry to = go / come to… in a hurry She went to the house in a hurry.
5 knock She knocked on the door.
knock at / on He knocks on the desk when he was angry.
6 push She pushed the door open.
push sth (+ adj.) You can’t push the door. Please pull it.
7 enter She entered the house and look around.
enter = walk into / go into / come into
8 count She counted three bowls on the table.
count from one to a hundred
9 She hurried to the house to ask where she was.
where she was作为ask的的宾语从句，疑问词后用陈述语序。
10 Nobody answered. 反义疑问问形式 Nobody answered, did they?
11 maybe = perhaps (adv.) 也许，大概 （表猜测，常放在句首或句末作状语）
may be 也许（情态动词+动词原形，表猜测，放在主语之后作谓语）
e.g. Maybe you are right. = You may be right.
12 She finished all the food in it. 她把碗里的饭都吃光了。
all（两个以上）都 Cp： both（两个）都 两个在句中的位置一样
e.g. All the students are listening to the teacher. (adj.)
All of the students are listening to the teacher. (pron.)
The students are all listening to the teacher. (adv.)
Not all the students are listening to the teacher. (部分否定)
Step Seven Pronunciation
1. Students listen and repeat. (Activity 7 & 8)
2. Introduce the simple past tense.
1) The simple past tense is used to talk about something happened in the past.
2) The regular simple past verb
①一般动词原形末尾加-ed。如：look→looked, stay→stayed ;
②以e结尾的动词只加-d。如：hope→hoped, live→lived;
③末尾只有一个辅音字母结尾的重读闭音节的动词，应先双写这个辅音字母，再加-ed.如：stop→stopped, plan(计划) →planned;
④结尾是“辅音字母+y”的动词，先将y改为i,再加-ed. 如：study→studied, carry→carried.
⑤–ed(或-d)的读音：在清辅音结尾的词后读[t].如：work→worked [w:kt], help→helped[helpt]; 在浊辅音和元音后读[d]。如：call→called[k:ld], play→played[pleid]; 在[t]和[d]音后面发[id]。如：want→wanted[wntid]，need→needed[ni:did].
3. Students listen and repeat again.
Step Eight Reading aloud the conversation (Activity 4)
Step Nine To retell the story: fill in the blank
Once upon a time, there was a little girl called Goldilocks. She lived near a big forest. One day, she decided to go for a walk in the forest. She was lost when she picked flowers in the forest. She noticed a little house, but there was no one in it. She looked into a small room. On the table she counted three bowls with rice in them. She was very hungry, so she finished all the food in the smallest bowl because it is not cold or hot.
Homework:
1. To recite the dialogue of Unit1, Module 9
2. To finish Unit1, Module9, 点中典
3. To make an end for the story
Blackboard designing
Unit 1 Once upon a time
1 pick Goldilocks picked some beautiful flowers.
1) pick (v) 采；摘 pick apples
2) pick sth. up 捡拾；搭载；携带 e.g. The train stopped to pick up the passenger.
2 be lost Soon she was lost in the forest.
be/get lost = be missing 丢失；迷路 e.g. My key was lost
3 notice She noticed a little house in the forest.
notice sb do / doing sth e.g. He noticed a man standing there.
(see / hear / watch sb do / doing sth)
notice + n. / pron. / clause He noticed a man was standing there.
4 hurry She hurried to the house.
hurry to = go to… in a hurry She went to the house in a hurry.
5 knock She knocked on the door.
knock at / on He knocks on the desk when he was angry.
6 push She pushed the door open.
push sth (+ adj.) You can’t push the door. Please pull it.
7 enter She entered the house and look around.
enter = walk into / go into / come into
8 count She counted three bowls on the table.
count from one to a hundred
9 She hurried to the house to ask where she was.
where she was作为ask的的宾语从句，疑问词后用陈述语序。
10 Nobody answered. 反义疑问问形式 Nobody answered, did they?
11 maybe = perhaps (adv.) 也许，大概 （表猜测，常放在句首或句末作状语）
may be 也许（情态动词+动词原形，表猜测，放在主语之后作谓语）
e.g. Maybe you are right. = You may be right.
12 She finished all the food in it. 她把碗里的饭都吃光了。
all（两个以上）都 Cp： both（两个）都 两个在句中的位置一样
e.g. All the students are listening to the teacher. (adj.)
All of the students are listening to the teacher. (pron.)
The students are all listening to the teacher. (adv.)
Not all the students are listening to the teacher. (部分否定)
一、Teaching materials:
Unit 1 Tony has the longest journey. (Module 7 Planes, boats, and trains)
二、Targets for this period:
To understand conversations with superlative adjectives
To ask and answer questions about transport and travel
三、Key points:
Key vocabulary-bus, subway, journey, bicycle, taxi
Key structures-by bus, by bicycle, by taxi
四、Teaching methods:
Communicative approach, bottom-up approach
五、Teaching aids
Tape recorder, OHP
六、Teaching arrangements:
Step One Lead-in
1. Students pronounce the new words.
2. Students write the Chinese words into English.
3. Students remember the words according to the picture.
Step Two Pre-listening
1. Students listen to the tape and match the words with the pictures. (Activity 2)
Picture 1 bus
Picture 2 modern train
Picture 3 comfortable taxi
Picture 4 famous ferry
Picture 5 crowded subway
Picture 6 plane
2. Students ask and answer about questions about transport and travel
by+交通工具，意思是“乘……， 坐……”, 注意：表示交通工具的名词前不能有冠词。
1) They go to work by subway.
--How do they go to work? --他们怎样去上班？
--They go to work by subway. --他们搭地铁。
2) I go to school by bus.
--How do you go to school?
--I go to school by bus/on a bus. go to …by bus = take a bus to…
--I take a bus to school.
3) --How do they go to that island?
--They go to that island by boat / in a boat. go to… by boat = take the boat to…
4) --How do you go to school?
--I go to school by bicycle/bike / on a bicycle/bike. go to… by bike = ride to …
5) --How does Mr. Wang go to work?
--He goes to work by car/ in a car. go to… by car = drive to…
6) --How does Amy get to school?
--She gets to school on foot. / She walks to school. go to… on foot = walk to…
3. Students work in pairs after the example according to the given information.
1)
I Place How
school by bus
by bicycle
walk/ on foot
work by taxi
by subway
Example: --How do you go to school ?
--I go by bus. / I walk.
2)
Name Place How
Tony school by bus
Daming by bicycle
Lingling walk/ on foot
Betty’s mum work by taxi
Betty by subway
Example: --How does Tony go to school?
--He goes by bus.
4. Make the students understand superlative adjectives
1) 当我们需要对三个或三个以上的人或事物进行比较，来表达最高、最远、最快等意义的时候，我们可以用形容词和副词的最高级形式来表达。
构成方法：
(1) 一般在词尾加-est.
(2) 以字母e结尾的形容词/副词，直接加-st.
(3) 以重读闭音节结尾的形容词/副词，应先双写该字母，再加-est. （注：常用的有五个big fat hot thin red,可以这样记：大胖子热瘦子是红色的）
(4) 多音节词和部分双音节词 在词前加most
注意：形容词的最高级前一般要加定冠词the, 而副词的最高级前则可加也可不加the。
2) Make sentences according to the pictures.
(1) Apple A is big. Apple B is bigger than apple A. Apple C is the biggest of all.
(2) Potatoes are cheap. (3) Chinese is difficult.
Carrots are cheaper than Potatoes. Maths is more difficult than Chinese.
Tomatoes are the cheapest of the three. English is the most difficult of all.
(4) Cycling is dangerous. (5) Football is relaxing.
Skiing is more dangerous than cycling. Running is more relaxing than football.
Gymnastics is the most dangerous of all. Swimming is the most relaxing sport.
3) 形容词（adj.）或副词（adv.) 的不规则变化：
many/much---- more----most
good/ well----better----best
little ---- less----least
bad/badly---- worse----worst
far---- farther----farthest（距离）
far---- further----furthest（抽象意义）
4) Exercises
(1) 玲玲的英语很好，大明的英语比玲玲还好，Tony的英语最好。
Lingling’s English is good, Daming’s English is better than hers, Tony’s English is the best of all.
(2) 这个书包不好，那个书包更差，李雷的书包是最差的。
This bag is bad, that one is worse than this one, Lilei’s bag is the worst of all.
(3) Mary住得很远，David住得更远，我是住得最远的。
Mary lives far, David lives farther, I live farthest of all.
Step Three Listening (Activity 4)
1. Students listen to the tape and answer the questions.
1) How does Tony get to school? By bus
2) How about Daming? By bike
3) How about Lingling? On foot
4) How does the father go to work? Always by taxi, but sometimes by train.
2. Students listen again and fill in the blank. (Activity 5)
1) Tony lives farthest from school.
2) Lingling lives closest to school.
3) Daming has the most dangerous journey.
4) Tony has the longest journey.
5) Betty’s dad has the most expensive journey when he goes by taxi.
6) Daming has the fastest journey.
7) Betty’s dad has the most uncomfortable journey when he goes by train.
就划线部分提问, 用疑问词Who; 当疑问词是主语时, 仍用陈述语序.
3. Students listen and repeat the sentences in Activity 5. (Activity 6)
Step Four To practice reading aloud the conversation in groups of two.
Step Five Language points
1. get to school = arrive at school
2. far from … 离… 远
3. the way to do sth. 做某事的方法
the way to sw. 去某地的路
4. be crowded with … 挤满…
5. close to… = near…
Step Six To read aloud the conversation again.
Step Seven To finish some exercises. (Activity 5)
1. 用所给单词的适当形式填空：
1) Tony lives farthest (far) from the school in his class.
2) Going by bus is the best (good) way to get to school.
3) I think going by bicycle is the most dangerous (danger) way of all.
4) Lingling’s home is closest (close) to school.
5) Daming has the fastest (fast) journey by bicycle.
2. 根据所给汉语完成句子:
1) 他住得离学校最远。
He lives farthest from the school.
2) 乘车是去上学最好的方法。
Going by bus is the best way to get to school.
3) 它是世界上最快的火车。
It’s the fastest train in the world.
4) Mike 有时候乘船回家度假。
Sometimes Mike goes home for his holidays by ship.
Homework:
1. To recite the dialogue of Unit1, Module 7
2. To finish Unit1, Module7, 点中典
3. To talk about the journey from your home to school
一、Teaching materials:
Unit 1 What did Zhan Tianyou do? (Module 11 National heroes)
二、Targets for this period:
To understand conversations about Zhan Tianyou
To get special information from the listening passage
To talk about heroes with wh-questions
三、Key points:
Key vocabulary-bridge, build, engineer, foreign, government, museum, patriotic, railroad, tunnel, think of, work on, be difficult to, for, through, across, over, above, on
Key structures-wh-questions in the past simple
四、Teaching methods:
Bottom- up approach, task-based approach and interactive approach
五、Teaching aids
Tape recorder, blackboard
六、Teaching arrangements:
Step One Lead-in
1. Students repeat the new words and expressions after the tape.
2. Students talk about their national heroes.
1) Who is your national hero?
2) What is he/she famous for?
3) What is he/she like? ( kind, clever, friendly, strict, famous, popular…)
Step Two To complete the passage with the given words. (Activity 1)
1. Students finish it by themselves.
2. Students listen and check the answers.
3. Detail explanations:
1) He was the engineer of a railroad in the mountains with many bridges and tunnels.
Translation: 他是一条铁路的工程师，该铁路筑于山里，有许多桥梁和隧道。
with many bridges and tunnels为介短语作定语，修饰railroad。
2）want sb to do sth
want to do sth
want sb/sth
4. Students read aloud the passage.
Step Three Listening (Activity 2)
1. Students listen to the tape and answer the given questions.
1) Who was Zhan Tianyou? He was a national hero.
2) Say one thing about Zhan Tianyou according to the conversation.
---- He built a famous railroad from Beijing to Zhangjiakou.
---- He was a Chinese engineer of a famous railroad.
---- He died in 1919.
---- The Chinese opened a museum about his life in Badaling near the Great Wall.
2. Students listen again and answer the questions. (Activity 4)
1) What did Zhan Tianyou do? He built a famous railroad from Beijing to Zhangjiakou.
2) When did Zhan Tianyou die? He died in 1919.
3) Where did the railroad start? It started in Beijing.
4) What did the Chinese do when he died?
They opened a museum about his life in Badaling.
5) Where did it finish? It finished in Zhangjiakou.
6) Why didn’t the government want foreign engineers?
Because they wanted a Chinese to build it.
7) When did Zhan Tianyou work on it? He worked on it from 1950 to 1909.
3. Students choose the correct answer. (Activity 3)
Detail explanations:
1) A railroad is for trains.
for 供…用, 表示用途
e.g: The glass is for drinking.
2) A bridge goes over a river.
over 在…正上方; 超过 e.g: The sky is over our heads.
Cp: above 在…斜上方 e.g: We flew above the clouds.
Cp: on 在…上面 e.g: There is a book on the desk.
3) A tunnel goes through a mountain.
through 指穿过一物体的表面,强调“横穿”
Cp: across 指从一个物体的内部穿过, 如穿过隧道、森林等
Cp: over 指越过障碍物
e.g: walk through the forest walk across the road climb over the fence(篱笆)
Step Four To practice reading aloud the conversation in groups of two.
Step Five Language points (Activity 2)
1. What did you think of the film about Zhan Tianyou on television last night?
= How did you like the film about Zhan Tianyou on television last night?
2. What does he do? = What is he? = What’s his job?
3. work on sth 从事某事
e.g: The nurse works on looking after the sick.
4. be difficult to do sth. 很难做某事
e.g: Russian id difficult to learn. 俄语很难学。
Step Six To read aloud the conversation again.
Step Seven To put the right stressed syllable into the correct columns. (Activity 5)
1. Students finish it after listening to the tape.
2. Check the answers.
1) two syllables, the first stress: foreign hero railroad tunnel
2) three syllables, the first stress: government national
3) three syllables, the second stress: museum
4) three syllables, the last stress: engineer
5) four syllables, the third stress: patriotic
3. Students read after the tape.
Step Eight The stressed words
1. Students listen and underline the stressed words (Activity 6)
2. Check the answers.
1) What did you think of the film?
2) What did he do?
3) When did he work on it?
3. Conclusion: In English, the stressed words in a sentence are usually verb, noun interrogative, adj. etc. The unstressed words are auxil.v. pron. prep. and art.
4. Students listen and repeat the sentences. (Activity 6& 7)
Step Nine To make dialogues about your national hero (Activity 8& 9)
Homework:
1. To recite the dialogue of Unit1, Module 11
2. To finish Unit1, Module11, 点中典
3. To find information about Yang Liwei
Blackboard designing
Unit 1 What did Zhan Tianyou do?
famous
1. Who is your national hero? strict popular
2. What is he/she famous for?
3. What is he/she like? clever friendly
Kind
1 What did you think of the film about Zhan Tianyou on television last night?
= How did you like the film about Zhan Tianyou on television last night?
2 What does he do? = What is he? = What’s his job?
3 work on sth 从事某事
e.g: The nurse works on looking after the sick.
4 be difficult to do sth. 很难做某事
e.g: Russian id difficult to learn. 俄语很难学
Dialogue: A: Who do you think is your national hero?
B: Deng Yaping.
A: When was she born?
B: She was born in 1973.
A: What is her job?
B: She is a table tennis player.
A: Why is she famous today?
B: She is good at playing table tennis.
一、Teaching materials:
Unit 1 We listening to the radio. (Module 10 Life history)
二、Targets for this period:
To understand conversations about life in the past
To understand and be able to ask questions with “did”
To learn months of the year
To understand the prepositions before date, month, season or year
三、Key points:
Key vocabulary-January, February, March, April, May, June, July, August, September, October, November, December, autumn, spring, summer, winter
Key structures-Did you do…?
Yes, I did. / No, I didn’t.
四、Teaching methods:
Task-based approach and interactive approach
五、Teaching aids
Tape recorder, blackboard
六、Teaching arrangements:
Step One Brain-storm (Activity 2)
1. Students write the months of the year in the correct order on the blackboard.
2. Students pronounce and remember the words of the months.
3. Students pay attention to the prep. “in” before months.
Step Two To match the months with the seasons (Activity 3)
Students pay attention to the prep. “in” before seasons, and make sentences.
1. March, April and May are in spring.
2. June, July and August are in summer.
3. September, October and November are in autumn.
4. December, January and February are in winter.
Step Three To match the festival with the months (Activity 1)
1. Students pay attention to the prep. “in” before months, and make sentences.
1) Teachers’ Day is in September.
2) Women’s Day is in March.
3) Christmas is in December.
4) National Day is in October.
5) Children’s Day is in June.
6) New Year’s Day is in January.
7) Labour Day is in May.
8) Spring Festival is in January.
2. Students pay attention to the prep. “on” before dates, and make sentences.
1) Teachers’ Day is on September 10th
2) Women’s Day is on March 8th.
3) Christmas is on December 25th.
4) National Day is on October 1st.
5) Children’s Day is on June 1st.
6) New Year’s Day is on January 1st.
7) Labour Day is on May 1st.
Step Four To listen twice and check the dates (Activity 4)
Students answer the questions in complete form one by one.
1. When did Tony come to China? Tony came to China in October, 1999.
2. When did Tony start school in Beijing? Tony started school in Beijing in March, 2002.
3. When did Tony meet Lingling and Daming?
Tony met Lingling and Daming in August, 2003.
4. When did Tony visit his grandparents? Tony visited his grandparents in January, 2003.
Step Five Listening (Activity 5)
1. In the first listening, students answer questions.
1) When was Betty’ grandpa born? He was born in November1935.
2) Tell me one thing that Betty’ grandpa had at that moment.
He had bike, chess, movie, telephone or train at that moment.
2. In the second listening, students check the things Betty’s grandfather had. (Activity 6)
He had bike, chess, movie, telephone and train at that moment.
Step Six Language points of the dialogue
1. when 引导的时间状语从句。
I was reading a book when he came in. (注意时态的一致性)
I’ll go to work in a hospital when I finish school.
(“主将从现”原则，主句为一般将来时，从句用一般现在时态。)
2. We had games like chess. 我们有像象棋之类的游戏。
1）like (prep.) 像一样，例如 （反义词：unlike）
Like other students, he also likes English.
2）like (v.) 喜欢（反义词：dislike）
3. start school ←→ finish school
4. My brother and I visited my aunt near the sea. 我和哥哥拜访了住在海边的阿姨。
near the sea 作定语修饰 my aunt
Step Seven Students practice reading the dialogue aloud
Step Eight To listen and repeat (Activity 7)
( Students should pay attention to the tone of simple questions.)
5. go away 走开
e.g: Don’t go away. Our teacher has something important to tell us.
别走开，老师有些重要的事情要告诉我们。
Go away from me. 给我走开。
Homework:
1. To recite the dialogue of Unit1, Module 10
2. To finish Unit1, Module10, 点中典
3. To preview some phrases:
Blackboard designing
Unit 1 We listening to the radio.
New Year’s Day Women’s Day Labour Day Children’s Day Teachers’ Day National Day Christmas
January February March April May June July August September October November December
Winter Spring Summer Autumn Winter
1. when 引导的时间状语从句。
I was reading a book when he came in. (注意时态的一致性)
I’ll go to work in a hospital when I finish school. (“主将从现”原则，主句为一般将来时，从句用一般现在时态。)
2. like (prep.) 像一样，例如 （反义词：unlike）
Like other students, he also likes English.
like (v.) 喜欢（反义词：dislike）
3. go away 走开
e.g: Don’t go away. Our teacher has something important to tell us.
Go away from me.
一、Teaching materials:
Unit 2 English for the Olympic Games. (Module 6 The Olympic adventure)
二、Targets for this period:
To understand stories about the Olympic Games
To combine sentences using “too” or “also”
To understand the usage of adverbs
三、Key points:
Key vocabulary-leave for, the other students, at the back, need to do something, take around, carry, until
Key structures -it’s difficult to do something, for somebody to do something
四、Teaching methods:
Interactive approach
五、Teaching aids
Reading material, OHP, handouts
六、Teaching arrangements:
Step One Lead-in: discussion
1. How much do you know about the Olympic Games?
2. What changes do the 2008 Olympic Games bring to Beijing?
3. What would you like to do for 2008 Beijing Olympic Games?
Step Two To pronounce some new words and expressions of Unit 2
1. Students read the words after the tape.
2. Students practice pronouncing the words by themselves.
3. To help some students correct the pronunciations of some words.
Step Three Pre-reading (Activity 1)
Students look at the photos and describe them.
Step Four Fast reading
Students answer the questions:
1. Where is Zhang Xiuyun from? She is from Dongsi Neighborhood Committee in Beijing.
2. What is she going to do on Saturday? She is going to learn English.
3. How old is Zhu Guoming? He is 79 years old.
4. Where can you find information about Wang Xiuqin? In paragraph 4
Step Five Careful reading (Activity 2)
1. When does Zhu Guoming get to school? early / late
2. How does the teacher speak to the older students? slowly and loudly / quickly and quietly
3. How do they need to learn English? quickly / slowly
4. How do they need to speak English? well / badly and carelessly
5. How does Wang Xiuqin work? hard / not hard
6. How does she check her vocabulary at home? carefully / carelessly
7. How does she listen to her lessons? quietly / loudly
Step Six To write the complete answers in Activity 2 (Activity 4)
1. Zhu Guoming gets to school early.
2. The teacher speaks to the older students slowly and loudly.
3. They need to learn English quickly.
4. They need to speak English well.
5. Wang Xiuqin works hard.
6. She checks her vocabulary at home carefully.
7. She listens to her lessons quietly.
Step Seven To introduce the adverbs
1. Tell the students that adj. describe the n. that they are in front of.
e.g. She is a quick runner.
2. Tell the students that adv. describe the verb they follow.
e.g. She runs quickly.
3. Tell the students that the form is very often the “adj. + -ly”, but there are a number of exceptions. e.g. good – well, hard – hard
Step Eight To Find out the adverbs which have the opposite meanings. (Activity 3)
well-badly carefully-carelessly early-late clearly-hard loudly-quietly quickly-slowly
Step Nine To retell the story according to the given information. (Activity 7)
Zhang Xiuyun: Saturday morning, from Dongsi Neighborhood Committee, in Beijing, an English class, start at 9:30
Zhu Guoming: 79 years old, get here early, in front of, behind the other students, speak slowly and loudly, hear clearly
Wang Xiuqin: 65 years old, it’s difficult for old people to…, better than, do some sightseeing
take them around
Step Ten Language Points
1. It’s Saturday morning, and Zhang Xiuyun from Dongsi Neighbourhood Committee in Beijing is leaving for school. 这是周六的早晨，北京东四居民委员会的张秀云正要去上课。
leave for a place :去往某地
2. the other students :其他的同学
the other ：其他的。后面既可跟单数名词也可跟复数名词。
e.g. the other girl 另一个女孩
the other books 其他的书
3. It’s difficult to see and hear at the back. 坐在后面很难看清楚，也看不清楚。
1) It’s difficult to do sth. 做某事很困难
e.g. It’s difficult to solve this problem.
2) It’s difficult for somebody to do sth. 做某事对某人来讲很困难。
e.g. It’s difficult for old people to study English.
4. take somebody around a place = show somebody around a place 带某人参观某地
e.g. I would like to take my American friends around Beijing.
5. These popular lesson will continue until 2008. 这种大众英语学习班将一直持续到2008
until 直到… 如果用在持续性动词作谓语的句子中，until 表示肯定。反之，若动词是瞬间性的，则该句表否定之意。
e.g. He usually works until midnight.
They won’t come back until 7pm.
6. need to do sth. 需要做某事（某人做主语）
e.g. Everyone needs to revise for the test.
Step Eleven To translate the sentences into Chinese
1. The plane will leave for New York at 3pm.
2. Some students are playing table tennis, the other students are running.
3. It’s difficult for her to make lanterns because she is only 3 years old.
4. Daming is taking some Australian friends around the Forbidden City.
Step Twelve To write sentences using too or also. (Activity 5)
1. Table tennis is exciting and it’s popular, too.
Table tennis is exciting and it’s also popular.
2. Daming likes basketball and he likes gymnastics, too.
Daming likes basketball and he also likes gymnastics.
3. He likes playing basketball and he likes watching basketball, too.
He likes playing basketball and he also likes watching basketball
4. Cycling is faster than running and Cycling is more dangerous then running, too.
Cycling is faster than running and Cycling is also more dangerous then running.
5. Lingling likes table tennis and she likes gymnastics, too.
Lingling likes table tennis and she also likes gymnastics.
6. I like sports and I like music, too.
I like sports and I also like music.
Notes: too 和also 都可表示“也，还”。too 常用于句尾，并与句子以逗号隔开。also 常用于be动词后或行为动词前。
Homework:
1. To find out more Olympic sports
2. To finish Unit2, Module 6, 点中典
3. To design a new Olympic Sport, according to the following questions:
1) What’s it like?
2) How do people play it ?
3) Do you like it?
4) Why do you like it?
一、Teaching materials:
Unit 1 Shanghai is bigger than Hong Kong (Module 5 My hometown and country)
二、Targets for this period:
To understand conversations involving the comparison of two cities
To talk about two different cities or rivers
三、Key points:
Key vocabulary-population, million, Hong Kong, busy, east, west, south, north, capital, island, coast, hometown
Key structures-Hong Kong is smaller than Shanghai.
Is Shanghai newer than Hong Kong?
No, it isn’t. It’s older.
四、Teaching methods:
Communicative and interactive approach
五、Teaching aids
Tape recorder, OHP
六、Teaching arrangements:
Step One Lead-in
Students look at the Chinese map and learn new words: east, west, south, north, capital, island, coast, hometown
Step Two Discussion (Activity 1)
1. Students match the given words and phrases with the photos in groups
Shanghai: East China, the Bund, 1.5 kilometres long, 13 million people
Hong Kong: South China, Victoria Peak, 554 metres high, 7 million people
2. Students use them to talk about the two places in groups.
3. Language points:
1) 数词 + 量词(pl.) + adj.（作表语）
e.g. Zhang Hua is about 1.9 metres tall and 31 years old.
2) 数词 - 量词 - adj.（作定语）
e.g. There is a 5-kilogram-heavy box in the house.
3) 对数词提问: How + adj. + be + 主语?
e.g. How tall is Zhang Hua?
4) hundred, thousand, million, billion 修饰(n.)时，前面有具体数字，不用(pl.)；无具体数字时，(pl.) + of 表示难以计数。
e.g. Every year, millions of people watch NBA on TV.
There are about two thousand people on the island.
Step Three Listening (Activity 2)
1. Students listen to the tape and answer the question
Is Shanghai a newer city than Hong Kong? No, it’s older.
2. Students listen again and match the given words with the two places in Activity 1.
Shanghai: big, city, river, sea, park, building
Hong Kong: busy, city, coast, sea, population, hill
3. Students repeat the text with the tape recorder.
4. Language point
1) be busy (in) doing sth e.g. The teachers are busy getting ready for the meeting.
2) be busy at / with sth e.g. The manager is busy at his work.
Step Four Listening (Activity 3)
1. Students listen to the tape and answer the questions in Activity 4.
1) Is Hong Kong bigger than Shanghai? No, it isn’t.
2) Is Hong Kong hotter than Shanghai? Yes, it is.
3) Is Shanghai warmer in winter than Hong Kong? No, it isn’t.
4) Is Shanghai hotter than Hong Kong? No, it isn’t.
5) Is Hong Kong older than Shanghai? No, it isn’t.
6) Is Shanghai busier than Hong Kong? Yes, it is.
2. Detail explanation:
---- What’s the population of Shanghai? （询问人口）
= How large is the population of Shanghai?
----The population of Shanghai is 13 million. （回答多少人口）
= Shanghai has a population of 13 million.
= Shanghai has 13 million people.
注意：population不能用how many/much来问；表示人口多用 “large”或 “great”，
人口少用 “small”修饰
Step Five To read aloud the conversation with the tape recorder
Step Six To listen to the underlined words (Activity 5)
1. Hong Kong is bigger than Shanghai. No, it isn’t. It’s smaller.
2. The winter in Hong Kong is cooler. No, it isn’t. It’s warmer.
3. Shanghai is hotter than Hong Kong. No, it isn’t. It’s colder.
4. Shanghai is newer than Hong Kong. No, it isn’t. It’s older.
Step Seven Conclusion of comparison
构成方法 原级 比较级
单音节
和少数
双音节
单词 一般在词尾加-er, tall, long, old, short, small taller longer, older, shorter, smaller
以字母e结尾的形容词，加-r nice , fine, large nicer, finer, larger
以重读闭音节词末尾只有一个辅音字母时，先双写这个辅音字母，再加-er big, hot, red, thin bigger, hotter, redder, thinner
辅音字母+ y”结尾的双音节词，先改y为i，再加- er busy, early, easy busier, earlier, easier
Step Eight Additional exercise: to complete the sentences
1. This pen is longer than that one. (long)
2. It’s bigger and busier than Cambridge (big, busy)
3. Is Hong Kong hotter than Shanghai? (hot)
4. Is Shanghai warmer in winter than Hong Kong? (warm)
5. Is Hong Kong older than Shanghai? (old)
Step Nine To make dialogues about two cities in China, use hot/ cold/ old/ new/busy (Activity 6)
---- Is Wuhan bigger than Beijing? ---- No, it’s smaller.
Homework:
1. To recite the dialogue of Unit1, Module 5
2. To finish Unit1, Module5, 点中典
3. To find information about hometown
一、Teaching materials:
Unit 2 Everyone will have a small sea. (Module 4 Life in the future)
二、Targets for this period:
The students can use “will” to express their own wishes
To get necessary information from the reading material
To talk about the prospect of one’s own school
三、Key points:
Key vocabulary-car, farm, holiday, plane, sea, sun, expensive, rough, comfortable
Key structures -will + V.原形
四、Teaching methods:
Task-based approach and bottom-up approach
五、Teaching aids
Reading material, blackboard
六、Teaching arrangements:
Step One Lead-in (Homework)
Have a dictation and ask the students to imagine what life will be like in ten years
Step Two To pronounce some new words and expressions of Unit 2
1. Students read the words after the tape.
2. Students practice pronouncing the words by themselves.
3. Help some students correct the pronunciations of some words.
Step Three Pre-reading (Activity 1)
1: Read through the words in the box and make sure that the students understand them all.
2. Ask the students to look at the pictures and tell their partners what they can see in the each one.
3. Collect their answers in a whole-class setting as complete sentences.
4. Learning to learn: Before the students read the passage, have them read through the Learning to learn box.
5. Talk about the importance of inferring the meaning from context, and the fact that it is not necessary to understand every word in order to understand the general meaning of a text.
Step Four Fast reading (Activity 1&2)
1. Ask the students to read through the passage individually, and then match the paragraphs with the pictures.
2. They should check with a partner.
3. Collect the answers in a whole-class setting; ask a student to read a paragraph and then say which picture it goes with.
Step Five To match the pictures and paragraphs with the headings (Activity 3)
1. Read through the words and have the students repeat them.
2. Work on the syllable stress of the multi-syllable words.
Cli/mate Homes Jobs Tech/nol/o/gy Tran/sport
3. Make sure they understand what the words mean.
4. Ask the students to match the paragraphs and pictures individually, then check with a partner.
5. Collect the answers from the class.
Cli/mate: Paragraph B-Picture 2 Homes: Paragraph C-Picture 5
Jobs: Paragraph E-Picture 3 Tech/nol/o/gy: Paragraph D-Picture 1
Tran/sport: Paragraph A-Picture 4
Step Six Careful reading(Activity 3)
Ask the students to read through the sentences and decide which are true in the passage.
Step Seven Detail explanation
1. get
1) get + adj. e.g. The food is getting cold.
2) get sb. sth. = get sth. for sb.
3) get to a place get up get on/off
2. heat
1) (v.) We’ll heat some milk for the coffee
2) (n.) I can’t walk in this heat.
3. three days a week once a year three times two weeks
Step Eight Students practice reading the passage aloud
1. Read through the words and have the students repeat them chorally and individually. (Activity 4)
2. Make sure they understand the meaning of all of them.
3. Ask the students to match the words individually, then check with a partner
cheap-expensive comfortable-uncomfortable easy-difficult good-bad hot-cold interesting-dull large-small light-heavy new-old rough-smooth short-long strong-weak warm-cool
Step Nine To answer the questions (Activity 5)
1. Read through the words and have the students repeat them after you.
2. Ask them to find answers individually then check with a partner.
Step Ten Writing (Activity 8)
Read the example sentences, and help them to see that “so” relate the cause to the effect to become a single sentence with two clauses.
e.g. Planes will be very large. Flying will be very cheap.
----Planes will be very large so flying will be very cheap.
1. It will probably be hot all year so the winter will be very short.
2. We’ll use the sun to heat our homes so no one will be cold and there’ll be lots of hot water.
3. People will work three days a week so they’ll have long holidays and lots of free time.
Homework:
1. To talk about life in the future in pairs
2. To finish Unit2, Module4, 点中典
Blackboard designing
Unit 2 Everyone will have a small sea.
Headlines: notes-pictures
Cli/mate: Paragraph B-Picture 2 Homes: Paragraph C-Picture 5
Jobs: Paragraph E-Picture 3 Tech/nol/o/gy: Paragraph D-Picture 1
Tran/sport: Paragraph A-Picture 4
The opposite adjective:
hot-cold interesting-dull large-small light-heavy
new-old rough-smooth short-long strong-weak warm-cool
cheap-expensive comfortable-uncomfortable easy-difficult good-bad
so-clause
e.g. Planes will be very large. Flying will be very cheap.
----Planes will be very large so flying will be very cheap.
1. It will probably be hot all year so the winter will be very short.
2. We’ll use the sun to heat our homes so no one will be cold and there’ll be lots of hot water.
3. People will work three days a week so they’ll have long holidays and lots of free time.