Unit 1 Where did you go on vacation 课时教案 2024-2025学年人教版英语八年级上册

这是一份Unit 1 Where did you go on vacation 课时教案 2024-2025学年人教版英语八年级上册，共119页。

2024-2025学年人教版八年级英语上册教案★★Unit 1 Where did you go on vacation?Section A 1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型：① —Where did you go on vacation? —I went to the mountains. ② —Where did Tina to on vacation? —She went to the beach. ③ —Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等 的用法。 —yourself, myself等反身代词的用法。3） 一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。2. 情感态度价值观目标：学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。二、教学重难点1. 教学重点：1) 用所学的功能语言交流假期去了什么旅行。2) 掌握本课时出现的新词汇。2. 教学难点：1) 复合不定代词someone, anyone, something, anything等 的用法。2) yourself, myself等反身代词的用法。三、教学过程Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? 3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. 4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture? 2. Play the recording the first time. 3. Play the recording a second time. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. Ask two Ss to read the conversation to the class. 2. Now work with a partner. Ss work in pairs. 3. Let some pairs act out their conversations. V. Listening 1. Tell Ss they will hear a conversation about three students’ conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No. 2. Let Ss read the phrases in the chart of 2b. 3. Play the recording the first time. Ss listen and fill in the chart. 4. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ” 5. Check the answers with the Ss. VI. Pair work 1. Let two Ss read the conversation between Grace, Kevin and Julie. 2. Let Ss work in pairs and try to role-play the conversation. 3. Ask some pairs to act out their conversations. Homework: 用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。A: Where did you go…？B: I went to…A: Did you see…B: Yes, I did. / No, I didn’t. 板书设计：Section A 1 (1a-2d)anyone, someone, everyone, something, anything, everythingyourself, myselfWhere did you go on vacation? Did you do anything special?I went to New York City. Did you go anywhere interesting?Where did she go on vacation？ most of the time She went to the mountains. 教学反思：Section A 2 (Grammar focus-3c)Ⅰ. Warming- up and revision 1. Free talk: Ask Ss the questions: Where did you go on vacation? Ss try to answer the questions. 2. Review the usage of “复合不定代词”Ⅱ. Grammar focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 1. 你去了什么地方去度假？ ______ ______ you go on ___________?2. 我去了纽约市。 I _______ _______ New York City.3. 你和什么人别一起去的吗？ ______ ______ go out with ________？ 4. 不，没有别人在这儿。每个人都在度假。 No. ____ ______ was here. ________ was on _________. 3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。Ⅲ. Try to Find 一、复合不定代词总结：1. some, any, no, every与-one, -thing可以组成八个不定代词，他们分别是： someone, ________ _______ ________ __________ __________ ______________。2. 带some的复合不定代词常用于肯定句中；带 any的复合不定代词常用于否定句或一般疑问句中。例如： 我想吃点东西。 I’d like _____________ to eat. 今天有人给我打电话吗？ Did ________ call me today? 3. 当形容词修饰不定代词时，应放在其后面。例如：这本书里有什么新东西吗？ Is there __________ _______ in this book? 今天没有什么特别的事。 There’s ___________ ________ today.4. 由some, any, no, every构成的复合不定代词作主语时，都作单数看待，其谓语动词用单数第三人称形式。例如： Something is wrong with my watch. Well, everyone wants to win. Nobody knows what the future will be like. There is something for everyone at Greenwood Park.5. 除no one以外，其他复合不定代词都写成一个词。Ⅳ. Practice Work on 3a: 1. Let Ss look at the conversation in 3a. First let one student read the words in the box. 2. Tell Ss to read the conversation and fill in the blanks. 3. 方法指导：首先，应通读对话，掌握短文大意；其次，回顾一下刚才学习的有关复合不定代词的用法。然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，第一句话是一个一般疑问句，空格前有do一词，可知空格处应填anything一词，意为“做什么事情”。其他类似。 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。Explanation : 反身代词Ⅴ. Group work 1. Work on 3c: Ask your group questions about their vacation. Then tell the class your results. 2. Fill in the blanks according to the answers.3. Try to make a report in each group. Then let one student read the report to the class. (最后，可以经学生们评议来推举最有能力的小组）Ⅵ. Exercises 1. If time is enough, do some more exercises on big screen. 用恰当的不定代词填空。 _________ found Mr. Li’s keys and gave them back to him yesterday. 2. ─Did you see ___________ in the big box? ─ No, I didn’t. There’s ___________ in it. _________ helped the little boy. He did it himself.4. My watch doesn’t work. ___________ is wrong with it. 5. ─Hello, ___________! ─Hello, Mr. Smith! 6. ─How’s it going, Jack? ─Great! ____________ is going well. 7. ─Did you go to the beach with ___________? ─Yes. I went there with my cousin. Homework 1. 背诵Grammar focus 部分。 2. 复习复合不定代词及反身代词的用法。 板书设计 Section A 2 Grammar focus-3canyone, someone, everyone, something, anything, nothingDid you go out with anyone? No. No one was here. Everyone was on vacation. Did you buy anything special? Yes, I bought something for my father. No, I bought nothing.How was the food? Everything tastes good. 教学反思：Section B 1 1a-2e 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry 2) 能掌握以下句型：① Where did…? ② What did…? ③ How was…？ / How were…? ④ Did she/he…? 2. 情感态度价值观目标： 学生了解我国不同地方的人们上学的方式，了解还有一些贫困地区的孩子们需要我们去帮助他们。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。2) 进行听力训练，提高综合听说能力。3）阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点1. 听力训练 2. 阅读2b部分的短文并完成相关要求。三、教学过程Ⅰ. Warming- up and revision1. Daily greeting. 2. Check the homework. Let some Ss report where did they go on vacation. 3. Review the “复合不定代词”4. Review the “反身代词”5. Show a movie of paragliding. Ⅱ. Writing Work on 1a:1. Point to the six words. delicious, expensive, exciting, cheap, terrible, boring2. Read the words and let Ss read after the teacher. 3. Point to the last picture and say: This is a cake. It’s delicious. Then do the same thing for all six pictures. 4. Let Ss match each word with a picture. Then check the answers with the students. Work on 1b: 1. Explain the meaning of “  words” and “  words.” 2. Let Ss discuss the words they know and write them down on the line. 3. Let some Ss read out their words to the class. (Or let some Ss write their words on the blackboards.)Ⅲ. Listening Work on 1c: 1. T: Now let's work on 1c. First, let one student read the questions aloud. 2. Play the recording for the first time. Ss only listen. 3. Then play the recording for the second time. Ss listen and answer the questions. 4. Then play the recording for the third time for the Ss to check the answers. 5. Ss listen to the tape and circle the words and phrases they hear. 6. Check the answers: Work on 1d: 1. Tell Ss this time they have to write down what Lisa said about her vacation, 2. Then play the recording for the second time. Ss listen and write down the words.3. Then play the recording for the third time for the Ss to check the answers. Ⅳ. Pair work 1. Tell Ss to ask and answer about Lisa’s vacation. Begin your questions with the 2. Ss work in pairs and ask and answer about Lisa’s vacations. 3. Let some pairs come to the front and ask and answer in pairs. Ⅴ. Discussion 1. Tell Ss to work in groups. Discuss the questions together. What do people usually do on vacation?What activities do you find enjoyable?2. Give Ss some possible answers: People usually go to some places of interest for vacation. I find fishing enjoyable.VI. Reading Work on 2b: 1. T: Now we’ll read Jane’s diary entries about her vacation and answer the questions. Did Jane have a good time on Monday? What about on Tuesday? 2. Ss read the diary quickly and find the answers to the questions. 3. Check the answers with the Ss. Work on 2c: 1. Let some Ss read Jane’s diary entries again. Fill in the chart. 2. Let Ss look at the chart first. Then let them read and fill in the chart. 3. Check the answers. (Look at the big screen.)Work on 2d: 1. Tell Ss they should read the conversation about Jane’s trip to Penang again and use the information in the diary entries. 2. Ss read the conversation about Jane’s trip to Penang first then try to fill in 。1. 告诉学生们这篇日记是Jane在七月十八日又一次参观了Penang Hill 后，所写的。读日记，并用括号中单词的正确形式填空。 2. 方法指导：首先，再次明确这是一篇日记，因此应用一般过去时态3. Ss read the diary and try to fill in the blanks.4. Check the answers. (Look at the big screen)5. 对动词一般过去时的规则形式与不规则形式，再复习一遍。Homework 用所给动词的适当形式填空。 My mother ______ (buy) a new schoolbag for me yesterday. When _____ you _____ (start) to learn English?My aunt ______ (take) us to dinner at a restaurant but the food _______ (is) not good at all. When I _______ (am) in America, I _______ (make) a lot of new friends. They _______ (have) a great sale last weekend. 板书设计：Section B1 1a-2eWords: decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry ① Where did…? ② What did…? ③ How was…？ / How were…? ④ Did she/he…? Did Jane have a good time on Monday? What about on Tuesday? 教学反思：Section B 2 3a-Self check Ⅰ. Warming- up and revision1. Let Ss read the passage about Jane’s vacation to Malaysia. Then fill in the blanks. 2. Check the answers. Ⅱ. Discussion 1. Show some pictures of the some places of interest. Tell Ss the name of them. e.g. the Great Wall, Summer Palace, Tian’anmen Square, a Beijing hutong…2. Let Ss discuss what they can do, eat, buy… in those places. Ⅲ. Writing1. Tell Ss they went to one of these places of interest last summer vacation. With the help of the words in the box, try to fill in the blanks of the diary. 2. Let some Ss read the words in the box.3. Ss read the diary and try to fill in the blanks with the words in the box. 4. Check the answers. Ⅳ. PracticeWork on 3c:1. Tell Ss to write a travel diary like Jane’s on Page 5. Use your notes in 3b. 2. 写作指导：本文为写日记， 因此应用一般过去时态。应注意动词的过去式形式。 回顾一下在3b中所回答的问题的情况，然后将这些句子按恰当的逻辑顺序排列在一起，形成条理清晰的一段文字。 可以根据旅行的经历再添加一些恰当的想象的句子。 再次，阅读一遍短文，看有没有错误的句子。 3. Ss write their diary by themselves. Give any help they need. 4. Let some Ss read their diary to the class. Ⅴ. Self check 1 1. 让学生们看自己的笔记，复习相关复合不定代词的用法。2. Let Ss read the small conversation and choose the correct words in the box to fill in the blanks. 3. Check the answers with the Ss. 4. Explain any problem that Ss can’t understand. Homework 1. Review Section B. 2. 阅读Self check 2 的短文，并强化记忆所列举动词的一般过去式形式。 3. 总结全单元出现的不规则变化的动词的一般过去式，并努力记住他们。板书设计：Section B 2 3a-Self check3a: August, hot and sunny, a Beijing hutong, beautiful, bought something special, it was interesting, Beijing duck, delicious, tired 3b: Where did you go? What food did you eat? Did you go with anyone? What did you like best?教学反思：Unit 2 How often do you exercise?Section A 1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词： housework, hardly, ever, hardly ever, once, twice, Internet, program, full, swing, swing dance, maybe, least, at least 能掌握以下句型：① —What does he do on weekends? —He usually watches TV. ② —How often do you watch TV? —I watch TV every day. ③ —Does he go shopping? —No, he never go shopping. 2) 能了解以下语法： 频度副词及一般现在时简单谈论周末活动情况。2. 情感态度价值观目标：通过本单元的学习，养成健康的饮食习惯，保证充足的睡眠时间，进行合理的运动锻炼，并使学生互相了解，增进友谊，加强人际交往，以形成良好的人际关系。 二、教学重难点1. 教学重点：1) 对6个频度副词细微差异的理解及使用。 2) 弄清一般现在时在不同人称下动词形式及提问的变化。2. 教学难点：1) 第三人称单数谓语动词在此核心句型中的运用。2) 谈论课余时间的各项活动，以及初步认识和使用频率副词。三、教学过程Ⅰ. Lead in Talk about your last weekend’s activities. Ⅱ. Presentation(1) 教师问：“What do you usually do on weekends ? ” (并且板书)让学生根据自己的实际回答 I usually …… on weekends.(2) 教师出示动词卡片 watch TV，read books，exercise，swimplay football、go shopping、 go to movies让学生回答。（3）点击鼠标屏幕上出现频率副词及相关的百分比。always (100%) usually(80%) often (30-50%) sometimes (20%) hardly ever(5%) never (0%)领读频率副词，让学生快速认读。 Ⅲ. Writing 1. Look at the picture. Discuss with your partners. Make a list of the weekend activities. 2. Let some Ss read out their activities. Let other Ss add more activities. Ⅳ. Listening 1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words. 2. Tell Ss to listen and write the letters from the picture above on the line below. 3. Play the tape for the first time. Ss listen and fill in the blanks. 4. Play the tape for the second time for the Ss to check the answers. Ⅴ. Pair work 1. Act out the conversation with a student. 2. Let Ss talk about the pictures in 1a in pairs. 3. Let some Ss act out their conversations. Ⅵ. Listening Work on 2a: 1. Let Ss read the phrases in the chart. 2. Tell Ss that Cheng Tao is taking about how often he does these activities. Play the recording for the first time. Ss listen and number the activities [1-5].3. Play the recording for the second time for the Ss to check the answers.Work on 2b:1. Tell Ss they will hear the recording again. This time, listen and match the activities in 2a with how often Cheng Tao does them.2. Ss listen and math the activities with the phrases. 3. Check the answers.Ⅶ. Pair work 1. Ask one student how often he/she watch TV as a model. T: Hi, S1. How often do you watch TV?S1: I watch TV every day. T: What’s your favorite program?S1: Animal world. T: How often do you watch it? S1: Twice a week. 2. Let one student read the activities in the chart. Tell them these new words: favorite website (最喜欢的网站)；favorite sport (最喜欢的运动) 3. Ss work with their partners. Then ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversation by themselves, then match the activity with the right time. Dance lesson Tuesday Piano lesson Wednesday and Friday Playing tennis Monday2. Let the Ss read the conversation after you. Homework: 1. Act out the conversation after class. 2. 翻译句子① 周末你通常做什么事情？我通常踢足球。 ____________________________________ ② 周末他们做什么事情？他们经常去看电影。___________________________________ 板书设计：Section A 1(1a-2d) —What does he do on weekends? —He usually watches TV. —How often do you watch TV? —I watch TV every day. —Does he go shopping? —No, he never go shopping. Section A 2 (Grammar Focus-3c)Warming- up and revision 1. Ask and answer some oral questions on how often exercise. 2. Check the homework and have a dictation of some new words.Ⅱ. Grammar Focus. 1.学生阅读Grammar Focus中的句子，然后做填空练习。1) 你通常在周未做什么？ ______ ____ you _______ do on weekends?2) 我总是去运动。I _______ _______.3) 他们总是在周未做什么事情？ ______ _____ they ________ on weekends？ 4) 他们经常帮助做家务。 They ________ _______ with housework. 5) 她在周未做什么？ What ______ she _______ on weekends?6) 她有时候去购物。 She _________ _______ _________.你多久去看电影一次？ _____ _____ do you go to the _________? 7) 我可能一个月去看一次。 I go to movies ______ _______ a ________.8) 他多久看一次电视? ______ _______ does he watch TV 9) 他几乎不看电视。 He ________ _______ watches TV. 10) 他去购物吗? ______ ___ go shopping?11) 不，他从不去购物。 No, he _______ ______ shopping. Ⅲ. Try to Find 1. Tell Ss try to find the answers. A: how often 意为 “__________”，是用于提问表示__________的特殊疑问词组。其答语应为表示________ 的副词或副词词组。句子的时态一般是_____________，也可以是一般过去时。翻译： 你多久去游泳一次？一个星期三次。__________________________________. _________________________________B: 一般现在时态 在一般现在时的一般疑问句中，当主语为第三人称复数或单数时，需要句子前加助动词Do或Does 。 他们通常在周未锻炼吗？ ___ they often ________ on weekends? 她一周上网二次吗？ _____ she _____ the Internet twice a week?Ⅳ. Practice 1. Tell Ss to make questions. 2. Then try to ask and answer questions about the questions. 3. Ask some Ss to ask and answer with their partners in front of the class. 方法指导：应通读所有词汇，掌握句子大意；然后，找出句子中的特殊疑问词。最后，按“特殊疑问词+ 一般疑问句？” 的结构来构成句子。其他类似。 Ⅴ. Group work 1. Let Ss work in groups of six or eight. 2. Then write the activities in the chart. 3. Ask their group mates the questions and fill in the chart. 4. Try to make a report about their partners. Ⅵ. Exercises 1）I usually go shopping on weekends. (变为一般疑问句) ______ you usually _____ shopping on weekends?2） She often helps with housework at home. (同上) _____ she often ______ with housework?3） They visit their grandparents once a month. (提问) ______ ______ ____ they visit their grandparents? 4） She always watch TV after dinner. (提问) _____ _____ _____ she ______ TV after dinner? 5） Maybe your mother is in the kitchen. (改为同义句) Your mother _______ ______ in the kitchen. Homework Do a survey: What does he/she do on weekends? Section A 2 Grammar Focus-3c—How often do you /does he(she)….? —He usually… 频度副词的用法: always; usually ; often ; sometimes; hardly ever; never how often 意为 “__________”，是用于提问表示__________的特殊疑问词组。其答语应为表示________ 的副词或副词词组。句子的时态一般是_____________，也可以是一般过去时。板书设计 Section B 1 1a-2e 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：percent，online, television，although, body，such as, mind，2) 能掌握以下句型：① not …at all ② The best way to … is ….③ such as… 2. 情感态度价值观目标： 了解其他学生们的日常生活情况，让学生们知道应如何安排自己的日常生活，向其他有良好生活习惯的人们学习，做一个有良好习惯的人。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。2) 进行听力训练，提高综合听说能力。3）阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点1. 听力训练 2. 阅读2b部分的短文并完成相关要求。三、教学过程Ⅰ. Warming- up and revision1. Daily greeting. 2. Check the homework. Let some Ss report what he/she does on weekends. Ⅱ. Presentation1. T: Show some pictures of food or drink on the big screen. Ss read the words then discuss they are healthy or unhealthy. 2. Work on 1a. Read the words with the pictures then match the words with the pictures. Ⅲ. Find 1. Show a list of words of food and drinks on the big screen. Then list them into “healthy” or “unhealthy” 2. Check the answer with the Ss. 3. Ask and answer questions about the pictures on 1a. Make a model to the Ss: T: How often do you drink milk, S1? S1: I drink milk every day. T: Do you like it? S1: No, but my mother wants me to drink it. She says it’s good for my health. Ⅳ. Listening Work on 1c: 1. Tell Ss that a reporter is interviewing Bill and Tina what their eating habits are. Listen to the recording and find the answer to these two questions: Is Bill healthy? Is Tina healthy? Listen and find the answers to the questions. 3. T: Now let's work on 1d. First, let one student read the sentences and try to know the meaning of the sentences. 4. Play the first time, Ss just listen. Play the tape for the second time for the Ss to listen and find the answers. 5. Check the answers: 6. 听力指导：学生先要抓住这六个问题的意思。带着这六个问题去对话。在听的时候，应重点将与这六个问题相关的回答听清，其他作为非重点内容。Ⅴ. Pair work 1. Work in pairs. Ask and answer questions. SA is the reporter. SB is Tina or Bill. Ask and answer questions. Then change roles. e.g. ─How often do you exercise? ─I exercise every day? ─And how often do you …? ─I exercise …Work on 2a: 1. Let Ss discuss the activities with their classmates and rank these activities according to how often you think your classmates do them. 2. Let some Ss tell their answers. Ⅵ. Reading 1. T: Here are the results of what the students in No. 5 High School do in their free time. Read the passage quickly and find the answers to the two questions:1) How many kinds of free time activities are mentioned in the passage?2) What is the best way to relax? _________________________________ 2. Read the passage carefully and complete the pie chart below. Ss read the passage and try to fill in the pie chart. Then check the answers together. Ⅶ. Reading 方法指导：首先，应读懂五个题目的意思；然后，认真带着问题去阅读短文。在短文中找到相关问题的回答依据，并回答上每个问题。最后，检查。Ⅷ. Practice 2d: 方法指导：首先，明确always, usually及sometimes所代表的百分比数值；然后，看再看每个百分比数在短文中相关的活动；最后，造出恰当的句子。Homework 1. 读2b中的短文。 2. 根据2e的调查结果写一个报告。 板书设计：Section B 1 1a-2cpercent，online, television，although, body，such as, mind，together, die, writerpercent 名词，意为“百分之……”，【注意】percent做主语时，谓语动词的数要根据其后面的名词来确定。如： Fifty percent of the apples are bad. 50%的苹果们都坏了 2. not … at all 意为“一点也不”， not应和be动词、助动词或情态连用。例如： 那个故事一点也没有趣。 The story isn’t interesting at all.3. although 连词，“尽管，虽然；即使” 注意：although引导的从句不能与but连用。 尽管他离家很早，但是他还是迟到了。 Although he left home early, he was late. (√) 教学反思：Section B 2 3a-Self Check Ⅰ. Warming- up and revision1. Have a dictation of the new words and expressions. 2. Let some Ss read the passage in 2b.3. Check the homework. Ⅱ. Presentation1. Show some pictures of your daily activities. Tell Ss your good activities and bad activities. 2. Let some Ss tell about how often they do some activities and judge they are good habits and bad habits. Ⅲ. Practice 1. Look at the information in the chart and complete the report. 2. 阅读指导: 首先，通读短文，了解短文的大体意思。读表格中活动及后面的做此活动所用的时间，并确定做此事的频率，可以在每个活动后面写出相应的频率词。如：Exercise应用always/every day；read books 也是always/every day；drink juice应为usually; …3. Ss read the passage then fill in the blanks with the words in the box. 4. Check the answers. Ⅳ. Writing Work on 3b: 1. Complete the chart with your own information. Then in the last column, use expressions like always, every day, twice a week and never. 2. Then let some Ss show their chart to the class. Work on 3c: 1. Let Ss write a report about their good habits and bad habits. Say how often they do things using the report in 3a as an example. 2. 写作指导： 首先，根据自己所填写的表格，写出相关的自己的好习惯及坏习惯的句子。然后，按先叙述好习惯，再叙述坏习惯。将这些句子排列在一起。注意，连接词的运用，如：however, also等。让句子更加简洁和流畅。3. Check the compositions and let some Ss read their compositions. Ⅴ. quiz 1. Tell Ss to take the health quiz. Compare your results with your partner’s. Who’s healthier? 2. Read the quiz and the chart first and make sure all the students know how to take the health quiz. 3. Work in groups and take the quiz in your group. See who is healthier? Ⅵ. Practice Self Check 1 and 21. 让学生相互讨论并在表格中填写出自己及自己的父母亲所做的活动。2. Let some Ss read aloud their chart. Then try to write five sentences using the information above. 3. Make sure they use the correct forms of the verbs. Self check 3 Check the answers: usually, How often, Hardly, How often, once a; never 4. Let Ss practice the conversation with their partner. Homework Write a short passage your father or mother’s good habits or bad habits. 板书设计： I have lots of good habits. I exercise every day. I always read books. I eat fruit every day. I drink milk twice a week. I never stay up late. But I have some bad habits, too. I always watch TV for two hours a day. I use the Internet twice a week. I hardly ever help with housework. I never go to the dentist. Unit 3 I’m more outgoing than my sister. Section A 1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win 能掌握以下句型：① Tina is taller than Tara. ② Sam has longer hair than Tom. ③ She also sings more loudly than Tara. 2) 能掌握以下语法： ① 形容词或副词比较级形式的构成。 ② 表示两者进行比较的句式结构。2. 情感态度价值观目标： 能对人物的外表进行描绘，个性进行比较。二、教学重难点1. 教学重点：1) 形容词或副词比较级形式的构成。 2) 表示两者进行比较的句式结构。2. 教学难点： He has shorter hair than Sam. Is Tom smarter than Tim? She also sings more loudly than Tara. 三、教学过程Ⅰ. Lead-in 1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]　　tall --- short;  thin --- heavy,  long hair --- short hair,  calm --- wild …　　Give Ss an example by comparing Old Henry and Santa Claus. 　　e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus. 　　   Henry is younger than Santa Claus. Santa Claus is younger than Henry.Ⅱ. Presentation Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.　　e.g. The apples are bigger than the pears.The pears are more delicious than the apples. Summarize the Comparatives. Group competition.  A + be(V) + 比较级 + than + B.Ⅲ. Game (I and my desk mate) Ask Ss to compare with their partners and find out the differences. e.g. She is heavier than me. I am more outgoing than her. She gets up earlier than me. I run faster than her. Ⅳ. Listening Then listen to the recording. Ask Ss to number the twins.Check the answers. Ⅴ. Pair work Point out the sample conversation in activity 1c.Ask several pairs to say one or more of their conversations. Ⅵ. Listening 1. Work on 2a: Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column. Play the recording and check the answers.2. Work on 2b.Point out the picture and the two boxes with the headings Tina is and Tara is.Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a. Play the recording and check the answers.Ⅶ. Pair work 1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.2. Ss practice their conversations.3. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversation first and try to match the people with the right things.NellyLisasang betterwith shorter hairpractice more and really wanted to winsang more clearlydanced better 2. Let Ss read the conversations after the teacher.3. Let Ss practice the conversation.4. Then let some pairs act out their conversations in front of the class. Homework: Write six sentences: Write about the things that are the same and different between you and your best friend.板书设计：Section A (1a-2d) outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win句型：① Tina is taller than Tara. ② Sam has longer hair than Tom. ③ She also sings more loudly than Tara.Section A 2 (Grammar focus-3c)1. 学生阅读Grammar Focus中的句子，然后做填空练习。(1) 汤姆比萨姆更聪明吗？ Is Tom _______ _____ Sam?(2) 不是。萨姆比汤姆更聪明。 No, he isn’t. Sam is ______ _____ Tom.(3) 塔拉比蒂娜更外向吗？ Is Tara ____ ________ ______ Tina？ (4) 不是。蒂娜比塔拉更外向。No, she isn’t. Tina is ______ ________ ___ Tara.(5) 你和你姐姐一样友善吗？ _____ you _____ friendly _____ your sister? (6) 不是。我更友善一些。 No, I’m not. I’m ___________.(7) 塔拉与蒂娜工作一样努力吗? Does Tara work _____ ______ _____ Tina? (8) 谁在学校里更努力一些？ Who’s ______ _____________ at school? (9) 蒂娜认为她学习比我更努力。 Tina thinks she ______ _______ than me.3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。Try to Find 总结：两者进行比较, 表示“一方比另一方更……”的句型： 1. A + be + 形容词比较级 + than + B2. A + 实义动词 + 副词比较级 + than + B两者进行比较, 表示“一方与另一方一样……”的句型： 1. A + be + as 形容词原形 + as + B2. A + 实义动词 + as 副词原形 + as + BPractice Work on 3a: 1. 读下列句子，根据提示词完成一般疑问句，并做回答。2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。 方法指导：应通读所给的提示词，掌握句子大意；然后，确定进行对比的双方及所给的形容词，根据上一环节中所总结的句式结构来组成正确的一般疑问句。最后，再根据回答，来确定答语中空格中单词的意思，并用正确的比较级形式。3. 学生们按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。Exercises 用所给单元的正确形式填空。1. My hair is _____ (long) than my sister’s.2. I am ______(tall) than you.3. She is _____ ______(outgoing) than me.4. Lily is _____ (heavy) than Lucy. And Lucy is _____ (thin) than Lily. 5. I have _____ (short) hair than Tina.6. Tom is ______ ___________ (hard-working) than Tim. Homework Write down the same and different between you and a friend. 板书设计 Section A Grammar Focus-3c2. Does Jack run faster than Sam? No, he doesn’t. He runs slower than Sam.3. Is your cousin more outgoing than you? No, she isn’t. She’s less outgoing than me.4. Is Paul funnier than Carol? No, he isn’t. He’s quieter than Carol. Who’s smarter, your father or your mother?I think my mother is smarter than my father. Section B 1 1a-2e 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：talented, truly, care, care about, serious, mirror, kid, as long as, necessary, be different from, both, though, bring out, grade, should, the same as, saying, reach, hand, touch, heart, fact, in fact 2) 能掌握以下句型：① I think a good friend makes me laugh. ② For me, a good friend likes to do the same things as me.③ And a good friend is talented in music. 3) 阅读短文获得正确的信息的能力。2. 情感态度价值观目标： 了解人与人之间的差异性，了解自己对朋友的看法，明确自己需要什么样的朋友。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。2) 进行听力训练，提高综合听说能力。3) 阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点1. 听力训练2. 阅读2b部分的短文并完成相关要求。三、教学过程Ⅰ. Warming- up and revision1. Daily greeting. 2. Check the homework. Let some Ss report what his/her father and mother are like. Ⅱ. Presentation1. Show a maxim to Ss: A friend indeed is a friend in need. Ask, what kind of things are important in a friend?Ⅲ. Reading and writingWork on 1a: 1. Read each description to the class and ask the Ss to repeat.What kind of things is important in a friend? Rank the things below 1-6 (1 is most important)Ask different Ss to copy the six phrases on the Bb. Then read the phrases together.2. Read each description loudly. In your opinion, which one is the most important? Please rank the things (1-6). You put a 1 after the thing that is most important to you, and put a 2 after the second most important thing and so forth. Now let’s check which things are most important to you. Work on 1b: Ss try to write their own sentences. Ⅳ. Listening 1. Next you will hear an interviewer talking to Molly and Mary. What are they talking about? When I play the recording for the first time, you just listen carefully and give me the answer. Have you got it? Yes, they are talking about their best friends. Now look at the chart, and write the things that Molly and Mary like about their best friends. You can write only words and phrases. Let’s check your answers.听力指导：要抓他们之间的相似之处与不同之处，这两个重点内容。因此在听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。 Ⅵ. Reading Quickly reading1. T: Let's meet three new friends, Jeff Green, Huang Lei and Mary Smith. What are they like? What do they think of their friends? Now read the passages Underline the differences between the friends and circle the similarities. 2. Let some Ss read the passage quickly and underline the differences and circle the similarities. Then let another Ss read aloud these sentences. 3. Check the answers with the Ss. Careful reading1. Let Ss read the sentences in 2c. Make sure they know the meaning of these sentences. 2. Let Ss read the passages again and judge these sentences are True or False.3. Ss read and find the answers to the questions.4. Check the answers. Ⅶ. Writing 1. T: Now let’s think of you and your friends. How do you and your friends compare with the people in the article? Write five sentences. 2. 方法指导：首先，应思考一下自己及自己朋友的特点；然后，认真与短文所提及的人物进行对比。写出明确的比较句。注意运用正确的比较句：句型指导： A + be different from B because + 两者比较句 A + be similar to B because + 两者比较句 3. Ss try to write their sentences. 4. Let some Ss read aloud their sentences to the class. Ⅷ. Talking 1. T: Read these saying about friends. Can you translate them into Chinese. 2. Let some Ss translate the sentences into Chinese. 3. Tell Ss: Which saying is their favorite? Which friend do you think about when you read this saying? Why? Tell your partner about it.4. Give the Ss an example. Ss think about it and try to tell something to their partner. 5. Let some Ss talk about it.Homework 1、Read the passages after class.2、Make sentences with the phrase below: as long as ; be different from; bring out be similar to; in fact; make sb. Do … It’s (not) necessary to do …板书设计：Section B 1a-2eSentence structure: ① I think a good friend makes me laugh. ② For me, a good friend likes to do the same things as me.③ And a good friend is talented in music.④ You don’t need a lot of them as they are good.⑤ Larry is quite different from me. Main phrase: as long as ; be different from; bring out be similar to; in fact; make sb. do … be good at; be talented in; care about … FEED-BACK:Section B 2 3a-Self check Ⅰ. Warming- up and revision1. Have a dictation of the new words and expressions. 2. Let some Ss read their passages to the class. 3. Ask some Ss to compare themselves and their friends. Ⅱ. Presentation1. Show some pictures of the students of your class. Describe the Ss. She is tall/short. She is popular/serious/hardworking. → be + 形容词 She has long straight hair/ short straight hair. → have/has …hair She likes reading/sports…→likes… 2. Let some Ss describe the student in the big screen. Ⅲ. Writing 1. T: Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them. 2. 写作指导：阅读表格中的描述；分析描述词的特点；是用形容词还是用动词进行描述；根据在导入总结的句式结构来对学生们进行描述。相似的地方，可以用both来共同表达出来；不同的地方，可以用比较的句式表达出来。Work on 3b: 1. Think of your friends. Make notes about two of your friends. One friend should be similar to you. The other friend should be different. 2. Give some examples: popular, outgoing, serious, hard-working, tall, thin … likes reading/sports, art, music… has long/short straight hair … 3. Check the answers with each other. Work on 3c: Write two paragraphs describing your friends. 写作指导：首先，找出和你的朋友相似的方面。对这些方面进行描述；可以用be both… 或 likes…句式结构来描述。其次，对不同之处进行描述。根据在3b中所做的记录，用形容词或副词的比较级形式，用正确的句式进行两人之间的对比。如：A is more outgoing than B. B works harder than A. … 4. Show some Ss’ compositions on the big screen. Correct the mistakes in the composition. Ⅴ. Practice 1. Ask the questions about the ad. ① What do the English Study Center need? ② Should the student be outgoing? 2. Let Ss read the ad and answer the questions. 3. Let Ss think about what the student like? Give Ss some examples: He/She should be outgoing. He/She should be good with children. He/She should be good at English … 4. Tell Ss to compare two of their classmates. They can use the real names. 5. Ss talk with their partners and compare two of their classmates. Ⅵ. Self Check 1 1. Look at the chart. Let one student read the words in the box first. 2. Tell Ss to put the words in the correct columns in the chart. Make they know they should put some adjectives in the first column. In the second column, they should put some “verbs + 副词”。Work on Self check 2 提示： 注意看句子的意思及有无表示比较的介词than来确定是否是用比较级的形式。Have a writing test. Ss think of their best friend. Write down two ways in which they are similar, and two ways in which they are different. Homework Write about six sentences about their parents. Compare them.板书设计：Section B 3a-Self CheckMy friend A is quite similar to me. We are both tall and thin. We are both quiet and serious. We like reading together. We are hard-working in class, so we often get good grades. My friend B is different from me. She’s funnier and more outgoing than me. She always speaks loudly. She is good at soccer. She’s smart and she’s a good listener. 教学反思：教学反思：Unit 4 What’s the best movie theater?Section A 1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：theater, comfortable, seat, screen, close, ticket, worst, cheaply, song, DJ, choose, carefully, reporter, so far, fresh, comfortably, No problem 能掌握以下句型：① It has the biggest screens. ② It’s the most popular. ③ Which is the best clothes store? 2) 能了解以下语法： 掌握形容词及副词的最高级形式；用最高级形式来描述人或物的特殊。2. 情感态度价值观目标： 了解我们周围中有那些最出色的人或物，知道生活中有很多值得我们去学习的人。周围环境中有很多值得我们去珍惜的事物。二、教学重难点1. 教学重点：1) 形容词及副词最高级形式的构成。2) 用形容词或副词的最高级形式来描述人或事物。2. 教学难点：用形容词或副词的最高级形式来描述人或事物。三、教学过程Ⅰ. Lead-in 向学生们介绍一座大家都很熟悉的电影院，谈论自己对这座建筑物的感受。从而引出本课时中的一些重要单词：comfortable seats, big screens, best sound, cheap, new movies, close to home, buy tickets quickly, popular… Ⅱ. PresentationLearn the new words. Ⅲ. Discussion 1. How do you choose which movie theater to go to? Write the things in the box under “Important” or “Unimportant”.2. Ss discuss with their partners and write the words in the box in the chart. Ⅳ. Listening 1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences. 2. Play the recording for the Ss to listen and match the statement with the right movie theaters. 3. Play the recording again. Check the answers with the Ss. Ⅴ. Pair work 1. Let Ss read the model with a partner. 2. Use the information in the chart of 1b. Ask and answer with a partner. 3. Let some pairs ask and answer about the chart. Ⅵ. Listening Work on 2a: 1. Read the questions and answers in 2a. Tell Ss to remember the information. 2. Play the recording for the Ss to listen and circle the boy’s answers. 3. Play the recording again to check the answers.Work on 2b: 1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do. 2. Play the recording for the Ss to write the correct store or radio station next to each statement. 3. Play the recording again to check the answers. Ⅶ. Pair work 1. Tell Ss Student A is the reporter. Student B is the boy. Role-play the conversation. 2. Let Ss read conversation after the teacher. 3. Explain some main points for the Ss. 4. Ss act the conversation in pairs. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversations and answer the two questions: ① What is the newest cinema? __________________________________ ② How does Helen like it? ____________________________________ 2. Explain some new words and main points in the conversation. 3. Read the conversation after the teacher. 4. Practice the conversation with their partner. Then let some pairs to act out the conversation. Homework: 写六个句子来说一下你们班的“最……”。 In my class, Lin Tao is the tallest. In my class, …板书设计：Section A 1 (1a-2d) theater, comfortable, seat, screen, close, ticket, worst, cheaply, song, DJ, choose, carefully, reporter, so far, fresh, comfortably, No problem Sentences Structures：① It has the biggest screens. ② It’s the most popular. ③ Which is the best clothes store? ④ You can buy clothes the most cheaply there. ⑤ They play the most boring songs.教学反思：Section A 2 (Grammar focus-3c)Ⅰ. Lead-in回答下列问题：In our class, who is the funniest student?In our class, who is the most serious student?In our class, who is the tallest student?In all the subjects, which is the most interesting subject?In all the subjects, which is the most difficult subject?1. Who’s the tallest in your class? 2. Which is the worst clothes store? 3. Which is the best clothes store? 4. Which radio station plays the most boring songs?5. Which radio station plays the best songs?6. Which cinema has the most comfortable seats?Ⅱ. Grammar Focus1. 学生阅读Grammar Focus中的句子，然后做填空练习。① 哪是可以去的最好的电影院？ What is the ____ ______ _____ to go to?② 城镇剧院，它离家最近。 Town Cinema. It’s the ______ ___ home.③ 并且你能在那里最快地买到票。 And you can buy ______ the _______ ________ there. ④ 哪家是镇上最差的服装店？ _______ is the ______ clothes store in town? ⑤ 梦想服装店。它比蓝月亮差一些。 Dream Clothes. It’s ______ ____ Blue Moon。 ⑥ 它的服务最差。 It has ______ _______ _________. ⑦ 你认为970 AM怎么样？ What do you _______ _____ 970 AM? ⑧ 我认为970AM十分差，它放最差的音乐。 I think 970 AM is _______ _______. It has the ______ ________. Ⅲ. Try to Find 一、形容词和副词的最高级形式的构成：1. 学生们观察例词，发现他们的规则，与同学们讨论，并记下来。 2. 最后，由各小组长来说一说他们小组所做的总结。3. 大屏幕出示形容词和副词的最高级形式的规则，学生们记忆或记在笔记本上。二、用最高级来描述人物或事物的句型小结：1. A + be + the 形容词最高级 + 表示范围的介词词组 2. A + 动词+ (the) 副词最高级 +（表示范围的介词词组） 例句：Dream Clothes is the worst in town.The DJs choose songs the most carefully.3a: 方法指导：应通读全句，掌握短文大意；然后，根据句意及句子中有没有表示范围的词组，来确定空格处的形容词或副词是用何级别形式。比如，在第一题中，句末有表示范围的词组in town，可知空格处应填bad的最高级形式，故应填worst。其他类似。Group work 1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。2. 学生们与自己的小组成员一起来讨论自己居住地周围的饭店的情况，并将名字及情况填写在表格中。3. 讨论并比较这些饭店的情况，每个成员发表自己的意见，讨论自己认为是最好的饭店。4. 选举一名学生来向同学们汇报自己小组的讨论情况。 Ⅵ. Exercises 用所给单词的适当形式填空：1. Lily is ______ (early) than Lucy. 2. Who goes __________ (slowly), Tom or Jim?3. This book is _______________ (interesting) than that one.4. She is ____________ (careful) in her school.5. Who is _________ (late) Jim, Tom or Jack?6. I think beef noodles is ________________ (delicious) of all. Homework “班级之最” Who’s the tallest? (the smartest, the tallest, the heaviest, the friendliest, the thinnest, the most beautiful, the busiest, the funniest, the most popular…)I think … is the tallest. Section A 2 Grammar focus-3c3a: worse, the worst; better, the best; more expensive, the most expensive; most comfortably; the most interesting 3b: New World has the best service in town. Big Mouth has best food. Red Tea House has the best service. 板书设计 Section B 1 1a-2e 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：creative, performer, talent, common, all kinds of, beautifully, role, winner, prize, everybody, make up, example, for example, poor, seriously, give 2) 能掌握以下句型：① Who was the best performer？ ② All these shoes have one thing in common. ③ That’s up to you to decide. ④ But if you don’t take these shows too seriously, … ⑤ They usually play a role in deciding the winner. 2. 情感态度价值观目标：了解一些选秀节目的实质及目的，正确对待生活中的一些歌星及影星，不要盲目地追风，做追星族。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。2) 进行听力训练，提高综合听说能力。 3）阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点1). 听力训练 2). 阅读2b部分的短文并完成相关要求。三、教学过程Ⅰ. Warming- up and revision1. Daily greeting. 2. 复习形容词和副词最高级形式的构成规则，并完成相关任务。 3. Check the homework. Let some Ss report “Who’s the … in class?” Ⅱ. Presentation1. T: Show some movie theater or restaurant in the neighborhood on the big screen. Tell Ss your thoughts about them. 2. Talk about the clothes stores or food stores in your neighborhood. e.g. Blue Moons has the worst clothes. New Fashion has the best quality. Young House has the cheapest clothes. Jenny’s has the best service. Ⅲ. Game 1. Work with your partners. You say an adjective and your partner say its opposites in the chart. 2. Ss work in pairs and see who can do better. 3. Work on 1a and write these words and phrases next to their opposites in the chart. 4. Check the answers with the Ss. Ⅳ. Listening Work on 1c: 1. Tell Ss to look at the pictures and the names in 1c. Tell Ss this school had a talent show last weekend. Some Ss and some teachers took part in the talent show. Now listen to the conversation and math the pictures with the performers. 2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and match the pictures with the performers. 3. Check the answers: Work on 1d: 1. T: Now please look at the chart in 1e. What do the people say about the performers? You'll listen to the tape again. Then try to fill in the blanks. 听力指导：应重点放在对人物的表演进行评价的最高级形式上。2. Ss listen to the recording carefully and try to fill in the blanks. 3. Play the recording again and check the answers with the class. Ⅴ. Group work 1. Work in groups. Look at the information in 1d and make a conversation with your partner. 2. Make a model for the Ss. 3. Tell Ss to make a conversation about all the performers. Ⅵ. Reading 1. T: Do you often watch TV? Do you like China’s Got Talent? Today we’ll learn a passage about talent shows. 2. Let Ss read the passage quickly and find out 3. Ss read the passage quickly and find the answers to the questions.Ⅶ. Reading 1. T: Now let’s work on 2c. First, let’s read the questions and make sure we know the meanings of all the questions. Then read the passage again and find the answers to the questions. 2. 方法指导：首先，应读懂五个题目的意思；然后，带着这五个问题再次认真阅读短文的内容，并在短文中找出相关问题的回答依据。 Ⅷ. Reading 1. T: Read the passage again. This time you should underline all the superlatives in the passage, then write sentences using at least four of them. 2. 方法指导：首先，在短文中划出形容词或副词的最高级形式；然后，结合自己生活或班级中的人或事物来用这个词语来造一个自己的句子；最后，与同位交换自己的句子，互相检查一下。Homework 1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。板书设计：Section B 1 1a-2eNew words: creative, performer, talent, common, all kinds of, beautifully, role, winner, prize, everybody, make up, example, for example, poor, seriously, giveSentence Structures:① Who was the best performer？ ② All these shoes have one thing in common. ③ That’s up to you to decide. ④ But if your don’t take these shows too seriously, … ⑤ They usually play a role in deciding the winner.教学反思：Section B 2 3a-Self check Ⅰ. Warming- up and revision1. Who’s got the talent in your class? Let some Ss give their report. e.g.1) Li Fei is the best chess player. 2) Xu Li is the most talented dancer. 3) Wu Fan is the most interesting writer. 4) Sun Nan is the faster runner. 5) … is the best basketball player. 6) … is the best English speaker. 7) … is the funniest actor. 3. Review the phrases. And make a sentence with the phrases. 1) 有相同特征 _________________2) 各种各样的 _________________3) 由……决定 _________________4) 发挥作用 ___________________5) 编造 ________________ 6) 例如 ________________7) 认真对待_____________ 8) 给某人某物 ___________ Ⅱ. Lead-in 1. Let Ss talk about “What’s your favorite place to go on weekends? Why is it?”e.g. 1) The Children’s Center is the best place to go on weekends. Because I can play tennis and play ping-pong. I can speak English with friends. 2) The best place to go is Center Park. Because I can swim and climb the hill. I can fly kites and take a walk in the woods. Ⅲ. Reading 写作指导：首先，阅读短文，整体把握短文大意。 其次，看空格处应是形容词还是副词，根据句意确定单词。 最后，将单词的最高级形式填到空白处。副词前可以不加the。 Ⅳ. Writing Work on 3b: 1. Think about some of the best places/things in your town. Why are they the best? 2. Give some examples to the Ss. best middle school: No. 1 Middle School; Why: Because it is the most beautiful school in my town. Best super-market: New Century Supermarket Why: the best quality and the best service 3. Ss try to think it and think about the reasons. 4. Try to fill in the blanks. Work on 3c: 1. Write about your town and the best places/things there. 2. 写作指导： 本文为写自己所居住的城镇上最好的地方或事物，并说明原因。 因此，时态应用一般现在时态； 应先描述最……的是某个地方，然后说明这个地方最好的原因。 应注意正确运用形容词或副词的最高级形式来表达。 3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。4. Let some Ss read their passage to the class. Ⅴ. Discussion 1. Discuss the towns/cities in China with a partner. Tell the class which town/city you think is the best. 2. Give Ss some examples:I think Hangzhou is the best city in China. Because it’s the most beautiful. West Lake is the most famous place. And it’s the most popular city. Quite a lot of visitors come to Hangzhou every year. 3. Ss discuss with their partners and try to give their own idea. 4. Try to write about their ideas on a piece of paper. Ⅵ. Self check Work on Self check 1: 方法指导：首先，阅读句子理解大意。确定空格是修饰名词还是修饰动词，从而确定空白处是形容词还是副词。最后填上其恰当的最高级形式。 1. the cheapest 空格后有名词restaurant; 关键句“你可以花仅五元就能买到一大盘饺子。” Work on Self check 2 说明原因：在短文第一段中列举了这三家影剧院的票价：Town Cinema 12美元；Screen City10.50美元；Movie World 10美元。 学生们完成试题并说明原因。Homework 1. Review Section B. 2. Imagine you going to a talent show of famous people. Write an article about the talent show.板书设计：Section B 2 3a-Self Check3a：the best; the fastest; the most crowded; the most creative 3c: one possible version: The best school is No. 1 Middle School because it is the most beautiful. The best supermarket is New Century Supermarket because it has the best quality things and the best service. The best restaurant is Rui Jia Restaurant because it has the most delicious food and it is the cleanest restaurant. The best clothes store is Fashion Kids because it has the best quality clothes and it plays the nicest music. The best theater is Hanhai 3D Theater because it has the biggest screen and it has the most comfortable seats. 教学反思：Unit 5 Do you want to watch a game show?Section A 1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：sitcom, news, soap, educational, plan, hope, find out, discussion, stand, happen, may, expect 能掌握以下句型：① What do you want to watch? ② What do you think of talk shows? ③ I can’t stand them. ④ I don’t mind them. ⑤ I like/love them. / I don’t like them. 2) 能了解以下语法： 动词不定式结构做动词的宾语；后面接动词不定式做宾语的动词。3）学会陈述自己的看法；学会谈论自己的喜好。2. 情感态度价值观目标： 学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。 注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。二、教学重难点1. 教学重点：1) 学习掌握各类电视和电视节目的名称。2) 掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。 2. 教学难点：掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。三、教学过程Ⅰ. Lead-in 学生们根据图片提示学习各类电视节目并且练习运用What do you think of…? Ⅱ. New words Learn the names of the TV shows. Ⅲ. Game 1. 引导学生们看1a中的图片，根据提示依次说出每一部TV Show的名称。 2. 让学生们看图片及1a中的词汇，将图片与正确的词汇相连。 3. Check the answers with the Ss. Ⅳ. Listening 1. T: Tell Ss to read the shows in the box. Make sure they know the meaning of the shows. 2. Play the recording for the Ss to listen and number the shows1-4. 3. Play the recording again. Check the answers with the Ss. Ⅴ. Pair work 1. Let Ss look at the pictures in the box. Then explain the meaning of each expression to the Ss. 2. Let Ss read the conversation after the teacher. Then let Ss make their own conversation using the shows and expressions in the box. 3. Let some pairs ask and answer about the shows. Ⅵ. Listening 2a: 1. Read the shows in the box of 2a. Tell Ss to remember the information. 2. Play the recording for the Ss to listen and number the TV shows [1-5]. 3. Play the recording again to check the answers. 2b: 1. Let Ss read the sentences below. Explain some main sentences for the Ss. 2. Play the recording for the Ss to write the correct words in the blanks. 3. Play the recording again to check the answers. Ⅶ. Pair work 1. Tell Ss ask and answer questions about the TV shows in 2a. They can use the information that is true for them. 2. Let Ss read conversation after the teacher. 3. Explain some main points for the Ss. 4. Ss act the conversation in pairs. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversations and match the name with the right shows. ① Grace a. game shows and sports shows② Sarah b. soap operas ③ Grace’s classmates c. news and talk shows 2. Explain some new words and main points in the conversation. 3. Read the conversation after the teacher. 4. Practice the conversation with their partner. Then let some pairs to act out the conversation.  = 9 \* ROMAN IX. Homework: 用下列词组来造句： (1) plan to … (2) hope to… (3) find out… (4) can’t stand…(5) sth. happen (6) expect to …Section A 1 1a-2d sitcom, news, soap, educational, plan, hope, find out, discussion, ① What do you want to watch? ② What do you think of talk shows? 板书设计：Section A 2 (Grammar Focus-3c)Ⅰ. Revision 1. Have a dictation of the new words learned in the last class. 2. Ask and answer questions about the different shows. What do you think of news? I can’t stand it. / I like it. / I don’t mind it. I… 3. Role-play the conversation in 2d. Ⅱ. Grammar focus1. 学生阅读Grammar Focus中的句子，然后做填空练习。① 你想看新闻吗？ Do you want to ____ ______ _____?② 你觉得谈话节目怎么样？ What do you ______ ___ _____ shows?③ 我不介意看。/我不能忍受。/ 我喜欢看。 I don’t ______ them. I ____ ______ them. I ____ ________ them. ④ 你计划今晚上看什么节目？ _______ do you______ _____watch tonight? ⑤ 我计划看《我们过去的时代》。 I ______ ____ watch Days of Our Past. ⑥ 你期望从情景喜剧中学到什么？ What can you ______ ___ ____ from sitcoms? ⑦ 你能学到一些很好的笑话。 You can _______ some great _____. ⑧ 你为什么喜欢看新闻呢？ Why do you like _________ ___ ______? ⑨ 因为我希望查明在世界各地发了什么事情？ Because I ______ ____ _____ ___ what’s going ________ the world.Ⅲ. Grammar动词不定式做宾语的用法： 动词不定式的形式：to + 动词原形Jack wants to buy some flowers for Mr. Wu. 杰克想给吴老师买些花。 常见的跟动词不定式做宾语的动词: 想要 want, 期望 expect, 希望hope, 计划plan, 决定decide ,开始begin,开始start 2. 最后，由各小组长来说一说他们小组所做的总结。3. 大屏幕出示常见的跟动词不定式做宾语的动词和同学们一起对答案。二、【拓展】省略to 的不定式 有些动词后面跟动词不定式时应将不定式符号to省去。常见的动词有let, make, feel, help, watch, hear等。例句：让我来帮助你。 Let me help you. 你能帮助我打扫房间吗？ Can you help me clean the house? Ⅳ. 及时练用所给单词的适当形式填空：1. She expects _________ (arrive) tomorrow.2. Let’s _______ (watch) talk shows tonight.3. They hope _________ (visit) the Great Wall next year. 4. Do you plan _______ (find) a part-time job?5. When do you want _____ (go) swimming?6. My uncle often helps me ________ (learn) math and English. Ⅴ. New words joke comedyⅥ. Practice 3a: 1. Tell Ss to read the conversation in 3a and try to fill in the blanks with right words. 2. 方法指导：应通读整个对话，掌握对话大意；然后，根据问句所问的内容及自己的实际情况来回答问题。注意，第二个问是一个选择疑问句，意为“你想看……还是看……呢？”3. 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词语，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。5. 学生们两结对操练对话，最后找几名学生来表演一下对话。Work on 3b: 1. 让学生们阅读表格中的问题，明白每个问题的意思。2. 让学生们思考一下他们自己的实际情况，并做出正确的回答。3. 让学生们互相检查自己所写的句子，发现并改正错误。 4. 让部分学生就这些问题进行问答，说出自己所写的句子。大家一起改正句子中的错误。 Word on 3c:1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。2. 先由一名学生们对自己的小组成员进行提问，询问每一名成员希望看的内容。然后，在表格中的适当位置记下他们的名字。3. 由其余的同生们根据表格中的情况来写一个小组成员情况的报告。大家互相讨论一下这些报告，最后，确定出一个最完整且没有错误的报告。4. 由这名学生来向同学生汇报自己小级的情况。 (最后，可以经学生们评议来推举最有能力的小组） = 8 \* ROMAN VIII. Writing task写一个报告，陈述一下你的爸爸、妈妈及祖父母亲分别喜欢看什么类型 节目，并简要说明原因。 My mother likes sitcom. She thinks they’re interesting. …板书设计 Section A 2 Grammar Focus-3c3a: to watch an action movie; the sports shows; want to watch; a sitcom; watch the news. 3b: 1. I don’t mind them. 2. I like to watch The Winner. 3. No, I don’t. I think it’s boring. 4. I expect to find what’s going on around the world. 3c: One possible version: In my group, S1 wants to watch a movie. S2 hopes to watch a sitcom. S3 expects to watch the news. S4 plans to watch a sports show. S4 never wants to watch a game show. Section B 1 1a-2e 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：meaningless, action, action movie, cartoon, culture, famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to, character, guy 2) 能掌握以下句型：① I like to watch action movies because they’re exciting. ② John wants to watch talk shows because they’re enjoyable. ③ One of the main reasons is that Mickey was like a common man. ④ However, he was always ready to try his best. ⑤ People today expect to see more than just a little mouse fighting bad guys. 2. 情感态度价值观目标： 了解他人对不同的电影或电视剧的看法，明白不同的人有不同的喜好，从而明确人们喜好的差异性；了解世界其他国家的文化，形成跨文化的意思。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。 2) 进行听力训练，提高综合听说能力。 3）阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点1. 听力训练2. 阅读2b部分的短文并完成相关要求。 三、教学过程Ⅰ. Revision看图画让学生们根据图片提示来完成句子，注意动词不定式的用法。 Ⅱ. Lead-in T: Show some movies or shows on the big screen. Let Ss discuss about them. Ask and answer what they think of them. Ⅲ. New wordsPresent some new words on the big screen. Ⅳ.Work on 1a 1. Work with your partners. Ask and answer about the movies or shows. 2. Let Ss talk about the movies or shows with the words in 1a. 3. Let some pairs ask and answer in front of the class. Ⅴ. Listening Work on 1b: 1. Tell Ss to listen and circle the description words you hear in the box in 1a. 2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and circle the words. 3. Play the recording and check the answers with the Ss. Work on 1c: 1. T: Now please look at the chart in 1c. What do John and Mary think of the movies or shows? You'll listen to the tape again. Then try to fill in the blanks. 听力指导：要抓别人对他们两个人的看法所说的词汇，也就是那些表示看法的形容词。因此在听的时候，应重点放在对剧目进行评价的形容词上。2. Ss listen to the recording carefully and try to fill in the blanks. 3. Play the recording again and check the answers with the class. Ⅵ. Discussion 1. Work in groups. Look at the questions in 2a. 2. Ask one student the questions as a model. 3. Tell Ss to discuss the questions in the group. Ⅶ. Reading 1. Introduce something about Disney.2. New words.3. Work on 2b.T: Do you like to watch cartoons? Do you know Mickey Mouse? Today we’ll learn a passage about Mickey Mouse. Let Ss read the passage quickly and complete the time line on next page. Check the answers with the Ss. 4. Work on 2c. First, let’s read the questions in the chart. Make sure all the students know the meaning of the questions. Then read the passage again and find the answers to the questions. 方法指导：首先，应读懂五个题目的意思；然后，带着这五个问题再次认真阅读短文的内容，并在短文中找出相关问题的回答依据。 综合短文内容与题目内容，确定最为贴切的答案。Ss read carefully and try to find the answers to the questions. Check the answers with the class. Work on 2d方法指导：首先，在短文中找到相关问题的回答依据；然后，与伙伴来讨论一下这个问题，结合自己生活经历回答出这个问题；  = 9 \* ROMAN IX. Homework Finish 2e on P38.板书设计：Section B 1 1a-2eNew words and expressions: meaningless, action, action movie, cartoon, culture, famous, appear, become, rich, successful, might, main, reason, film, unlucky, lose, ready, be ready to, character, guySentence Structures:① I like to watch action movies because they’re exciting. ② John wants to watch talk shows because they’re enjoyable. ③ One of the main reasons is that Mickey was like a common man. ④ However, he was always ready to try his best. ⑤ People today expect to see more than just a little mouse fighting bad guys.教学反思：Section B 2 (3a-Self Check) Ⅰ. Revision (1) 想起 __________ (2) 例如________(3) 发行；出版 _________________(4) 在二十世纪三十年代 ______________(5) 主要原因之一___________________(6) 努力做某事 ________________(7) 愿意迅速做某事_______________(8) 尽最大努力_____________(9) 不仅仅；不只___________Ⅱ. Lead-in Ask some questions about Mulan. Let the Ss think and answer the questions: “Do you like cartoons? Do you know Mulan? Can you say anything about it?” Ss discuss the questions and answer the questions. e.g. S1: Yes, I do. Mulan didn’t have any brothers. She took his father’s place to fight in the army. S2: Mulan dressed up like a boy. Nobody knew she was a girl in the army. Reading Work on 3b: 1. Think about your favorite movies. Write notes for your own movie review. 2. Give some examples to the Ss. The name of the movie: The Lion King The kind of the movie: cartoon What the movie is about? Simba’s father was the king. But his uncle, Scar killed his father. When Simba grew up, he came back to the forest and became the true King. What you think of the movie/star? It was fantastic. Work on 3c: 写作指导： 本文为写自己所喜欢的电影的剧情回顾， 因此，时态应用一般现在时态与一般过去时态； 首先，可介绍影片的类型，及主人公等。 然后，介绍故事的梗概。 最后，表达你对该影片的总体看法。 Ⅵ. DiscussionGive Ss some examples: S1: What do you think of soap operas? S2: I think they’re boring. What about you? S1: Well, I don’t like them, either. 3. Ss ask and answer with their partners and try to fill in the chart. 4. At last, write a short report about your ideas and your partner’s.  = 7 \* ROMAN VII. Self check Work on Self check 1: 1. Fill in the blanks with the superlative forms of the words in the box. 2. 本题是根据提示词来进行问答。问句和答语中没有对人称的提示，因此应自主确定人称。可以用you来询问，则回答应用I；如果是用第三人称来询问，则回答也相应的用第三人称来答，如果是第三人称单数形式还应注意动词用恰当的第三人称单数形式。 具体分析： 如：1） ─What do you think of soap operas? ─I can’t mind them. ─What does your father think of soap operas? ─He can’t mind them. 4. 学生做每个试题，并校对答案。Work on Self check 2 1. Tell Ss to read the statements below. Then think about them. Which of the statements they agree. Check (√). Check (×) if they disagree. Give at least one reason. 2. Ss work and by themselves. 说明原因： Give some examples: e.g. I think we can learn some interesting things.3. 学生们完成试题并说明原因。Homework Write your movie review using the notes in 3b. 板书设计：Section B 2 3a-Self Check3a： exciting action; comes from; about; played; like; shows; plan to; want 3b: example: The Lion King cartoon Simba’s father was the king. But his uncle, Scar killed his father. When Simba grew up, he came back to the forest and became the true King. It was fantastic. 3c: one possible version: The Lion King is a cartoon movie. It’s the most popular English movie in the world. The movie is about a young lion, Simba. He was the prince of the forest. But his uncle Scar wanted to be the king. So he killed Simba’s father. When Simba grew up, he came back to the forest and had a big fight with his uncle. At last, Simba won and became the true king. 教学反思：Unit 6 I’m going to study computer science.Section A1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure 能掌握以下句型：① ─What do you want to be when you grow up? ─I want to be a basketball player. ② ─How are you going to do that? ─I’m going to practice basketball every day. ③ Where are you going to work? ④ When are you going to start? ⑤ I’m not sure about that. 2) 能了解以下语法： 掌握一般将来时态的构成形式； 3) 用一般将来时态表达将要做的事情。 2. 情感态度价值观目标： 每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 二、教学重难点1. 教学重点：学习一般将来时态的构成方式。2. 教学难点：用一般将来时态表达自己未来的打算。三、教学过程Ⅰ. Lead-in 1. 介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业英语： teacher, nurse, doctor, basketball player, runner, actor, actress… 2. 询问学生们想要从事的职业，从而引出句型：─ What do you want to be when you grow up? ─ I want to be a basketball player. 3. 学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。 Ⅱ. Presentation1. 播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词： computer programmer, cook, engineer, violinist, pianist, pilot, scientist,… 2. 让学生们看大屏幕来学习记忆这些生词。3. Tell Ss to rank them [1-12]. 1 is most interesting, 12 is least interesting. 2. Try to remember the new words. Listening 1. T: Tell Ss to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences. 2. Play the recording for the Ss to listen and fill in the blanks. 3. Play the recording again. Check the answers with the Ss. 4. Play the recording again. Ss listen and match the jobs with activities. 5. Show the answers on the big screen. Pair work 1. Let Ss read the model with a partner. 2. Use the information in the chart of 1b. Ask and answer with a partner. 3. Let some pairs ask and answer about the chart. Listening Work on 2a: 1. Let Ss look at the pictures below. Explain the activities in the pictures if necessary. 2. Play the recording for the Ss to listen and check (√) the correct boxes in the picture. 3. Play the recording again to check the answers.Work on 2b: 1. Let Ss read the chart below. Tell Ss that they’ll listen to Cheng Han’s plan for the future. They should answer the questions:“What” means “What is Cheng Han want to be?”“Where” means “where is Cheng Han going to work?”“How” means “How is he going to do it? ”“When” means “when is he going to start?”2. Play the recording for the Ss to write the correct answers in the chart. 3. Play the recording again to check the answers. Role-play 1. Read the conversations and answer the two questions: ① What does Ken want to be? __________________________________ ② How is he going to do that? __________________________________③ What does Andy want to be? ____________________________________ 2. Explain main points in the conversation. The Old Man and the Sea by Hemingway. 海明威的《老人与海》。 此处介词by为“由……所著”之意。再如：a short story by Lu Xun (鲁迅的一部短篇小说)，the music by Mozart(莫扎特写的音乐)，paintings by Van Gogh(梵高的绘画)等。Then you can be anything you want! 那么你就能当上你想做的人了。 此句的基本意思是you can be anything，不定代词anything指代未来所从事的某一职业，you want用来修饰anything。Homework: 根据图片提示或自己的实际想法编写一个对话。 --What are you going to be when you grow up?--I’m going to be a/an…--How are you going to do that? --I’m going to…板书设计：Section A1 (1a-2d)① ─What do you want to be when you grow up? ② ─How are you going to do that? ③ Where are you going to work? ④ When are you going to start? ⑤ I’m not sure about that. Section A2 (Grammar focus-3c)Ⅰ. Warming- up and revision 1. Have a dictation of the new words learned in the last class. 2. Game: Give some riddles on jobs to the Ss. Ss try to guess the job. 3. Ask and answer what they want to be and how they’re going to do that. 4. Role-play the conversation in 2d. Ⅱ. Grammar Focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。① 当你长大后，你想做什么？ What do you want ____ ___ When you _____ _____?② 我想成为一名工程师。 I want to ______ ___ _________.③ 你打算如何做？ How ______ you _____ to ____that? ④ 我打算努力地学习数学。 I’m _______ _____ ______ _____ really hard. ⑤ 想去哪里工作？ ______ _______ you going to work? ⑥ 我打算搬往上海。 I’m ______ _____ ________ to Shanghai. ⑦你打算从什么时候开始？ When ______you _______ to _____? ⑧ 我打算完成中学和大学时开始。 I’m going to _____ _______I _____ high school and _________. 2. 学生们根据记忆，看大屏幕来完成填空练习。3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。Ⅲ. Try to Find 一般将来时态：1. 表示即将发生的事或最近 ____________ 的动作。表示说话者的_____ 例句：我打算下个月去北京参观。 I’m going to visit Beijing next year. 她打算长大后，搬往上海。 She’s going to move to Shanghai when I grow up. 练一练：① 玛丽要卖她的汽车。 Mary is going to sell her car.  ② 今天早上我将不吃早餐。 I'm not going to have breakfast this morning. ③ 你打算邀请约翰参加你的聚会吗？ Are you going to invite John to your party? ④ 你打算买什么？ What are you going to buy?  want to be的用法Ⅳ. Practice Work on 3a: 指导：先读懂这些句子的意思。根据生活常识来进行推测，将职业与相关的活动相连。 比如，在第一题中，“我朋友相成为一名工程师。” 由常识可知答语应是学习数学；因此应选e句“她打算学习数学。”其他类似。Work on 3b: 让学生们朗读并表演这个对话。Ⅴ. Group work 1. 让学生们看表格中的四个特殊疑问词，告诉他们，在这个活动中要求学生们在表格中填写出自己的理想、实现理想的做法，工作的地点及开始的时间等问题。2. 学生们与自己的小组成员一起来讨论自己理想、实现理想的做法，工作的地点及开始的时间等问题，同学们根据自己的实际情况，在表格先填写出自己打算成为什么职业的人；打算在哪里工作；打算如何做；打算什么时候开始。3. 就上述问题，根据表格的提示，用英语进行讨论。4. 让几个小组的同学来用英语问题上述四个问题。 Ⅵ. Exercises 重排下列句子，成为一段完整的对话。 A. Are you going to move to Hollywood? B. Well, I’m going to take acting lessons. C. What are you going to be when you grow up? D. I’m going to finish high school and college first. E. When are you going to start? F. I’m going to be an actor. G. And how are you going to become an actor? H. No, I’m going to move to New York.___, ___, ____, ____, ___, ___, ___, ____ Homework 1. 复习Grammar focus 中的内容。2. 用正确的形式填空。 1） We are ____________________ (play) basketball tomorrow. 2）They __________________ (visit) their aunt next week. 3）_____Lucy______________(watch)movie with Lily tomorrow? No, _____. 4）There ___________________________ (be) a football match tomorrow. 5）They ___________________ (not practice guitar) next week.板书设计 Section A2 Grammar focus-3c3a: e; h; f; d; a; c; g; b 3b: when; am going; Where; going; What, going; study; When; start 3c: A: What do you want to be when you grow up? B: I want to be a basketball player. A: How are you going to do that? B: I’m going to take basketball lessons. Section B1 1a-2e一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up, hobby, weekly, schoolwork 2) 能掌握以下句式结构：① ─What are you going to do next year? ─I’m going to take guitar lessons. ② Many resolutions have to do with self-improvement. ③ They’re going to take up a hobby like painting. ④ Sometimes the resolutions may be too difficult to keep. 2. 情感态度价值观目标： 每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。2) 进行听力训练，提高综合听说能力。 3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点1. 听力训练2. 阅读2b部分的短文并完成相关要求。 三、教学过程Ⅰ. Warming- up and revision1. Daily greeting. Check the homework.2. 头脑风暴： 说出表示的职业名词 teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist… 学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）3. 说理想，谈打算。I want to be an engineer. I’m going to study math. 让学生们依次说出他们的理想及打算如何去做。（可以用大屏幕提示职业或用学生们自己刚才写的职业） Ⅱ. Presentation1. T: Do you have any New Year’s Resolutions? Let some Ss answer your questions. 2. Present some other New Year’s Resolutions on the big screen.e.g. learn to play the piano; make the soccer team; get good grades; eat healthier food; get lots of exercise 3. Let Ss try remember these resolutions and think of other resolutions. Ⅲ. Talking 1. Tell your partners your New Year’s Resolutions. 2. S1: I’m going to get lots of exercise. I’m going to make a basketball team. S2: I’m going to learn another foreign language. I’m going to learn French. 3. Let Ss say as many resolutions as they can. Ⅳ. Listening Work on 1c: 1. Tell Ss to read the resolutions in 1a. Tell Ss to listen and circle the resolutions they hear. 3. Play the recording for the Ss to listen and circle. 4. Check the answers: Work on 1d: 1. T: Now please look at the chart in 1d. Tell Ss Lucy, Kim and Mike are talking about their New Year’s Resolutions. How are they going to do it? Listen and try to fill in the blanks. 听力指导：本题要求同学们听清他们打算如何做来实现他们各的理想；因此，同学们在听的时候应将注意力放在“如何做”上；第一遍仅听，努力记住要做的事情；第二遍的时候再写出来。2. Ss listen to the recording carefully and try to fill in the blanks. 3. Play the recording again and check the answers with the class. Ⅴ. Group work 1. Work in groups. 2. Ask some pairs to act out the conversations. 3. Ask Ss the two questions: Did you make any resolutions last year? Were you able to keep them? Why or why not? Ⅵ. Reading 1. T: This passage is about resolutions. Now read the passage quickly and match each paragraph with its main purpose. 2. Let Ss read the sentences in the box first. Let some Ss say the meanings. 3. Ss read the passage quickly and match each paragraph with its main purpose.4. Let Ss underline the words and phrases that helped them decide. Ⅶ. Reading 1. T: Now let’s work on 2c. First, let’s read the sentences and make sure we know the meanings of all the sentences. Then read the passage again and chose which paragraph in the passage each sentence goes in. 2. 方法指导：首先，应读懂五个句子的意思；然后，带着这五个句子再次认真阅读短文的内容，特别是认真阅读空格前后句子的意思，以便根据上下文意及整个段落的意思来确定空格处应填的句子。 综合段落的主旨大意及空格上下文的意思，确定最贴切的答案。3. Ss read carefully and try to find the answers to the questions. 4. Check the answers with the class. Ⅷ. Reading 1. T: Read the passage again. Then answer the questions with short sentences. 2. 方法指导：首先，读懂这五个问题的意思；然后，带着问题再次阅读短文，为相关问题找到恰当的答语；如果没有直接的答案，还应根据自己对课文的理解并结合自己的生活经验来给出一个恰当的答案。如：第4和第5小题都应是回答自己的想法。3. Ss try to answer the questions. Then discuss the answers with your partners. Explanation 1. Some resolutions have to do with better planning, … 有些决定与合理的时间规划相关，……1) 此句中的planning为名词，表示“计划；规划”等意思，如：city planning（城市规划）等。英语中better planning类似汉语中的“合理规划”，指通过制定计划来更加充分的利用时间、空间、精力等。2) have to do with这个结构表示“与……相关；与……有关联或有关系”。例如：What does this problem have to do with what we’re learning today? 这道题跟我们今天所学的内容有什么关系？2. Sometimes the resolutions may be too difficult to keep.有时这些决定可能会太难而无法实现。此处情态动词may表示推测，相当于汉语的“可能；或许；大概”之意。又如：You may be right this time, but I’m not sure. 这一次你或许是对的，但我无法确定。2) 英语中too…to…是一种固定结构，表示“太……而不能够……”。又如：The kid is too young to play this game. 这孩子太小，不能玩这个游戏。3) 本句中的动词keep意为“履行（诺言等）；遵守（惯例等）”，这是keep的常见用法之一。类似的句子还有：People hardly ever keep them! 人们很少履行它们（指计划）。 在这一语义下，常见的表示还有keep a promise(信守诺言)，keep one’s word(遵守承诺；说话算数)等。如：We always keep our word. 我们说话是算数的。Homework 1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。2. 完成2e的任务；用这些词组来造句。 板书设计：Section B1 1a-2eNew words: resolution, team, foreign, question, meaning, discuss, promise, beginning, write down, physical, have to do with; self-improvement, take up, hobby, weekly, schoolwork Sentence Structures:① ─What are you going to do next year? ─I’m going to take guitar lessons. ② Many resolutions have to do with self-improvement. ③ They’re going to take up a hobby like painting. ④ Sometimes the resolutions may be too difficult to keep.教学反思：Section B2 3a-Self checkⅠ. Warming- up and revision1. Have a dictation of the new words and expressions. 2. Fill in the blanks of the main idea of the passage in 2b: (On the big screen)1. A resolution is a kind of p ________. We usually make resolutions at the b_______ of the year. We hope to i_______ our lives. 2. Some resolutions are about p_______ health. Many resolutions have to do with self-improvement. Some resolutions have to do with better planning, like making a w_______ plan for s___________. 3. Review the phrases. And make a sentence with it. 1) 在……的开端_________________2) 写下；记录下 _________________3) 关于；与有关系 _____________4) 学着做；开始 做_____________5) 有相同之处 ________________6) 太……而不能 ________________7) 向某人许诺 _____________ 8) 提高某人的生活___________ Ⅱ. Lead-in 1. Ask Ss about their New Year’s Resolutions: e.g. T: What’s your New Year’s Resolutions, Mary?Mary: I want to take up volleyball next term. T: Great! What about you, Jack?Jack：I’m going to make a soccer team. And we’re going to practice soccer every weekend. 2. Present some new words on the big screen. Explain them to the Ss. Ss try to remember them. own, personal, relationship Ⅲ. Reading 写作指导：首先，阅读方框中的词汇，掌握其意思，然后阅读短文，整体把握短文大意。 其次，分析有空格的每个句子，根据上下文意及句子结构确定空格处应填哪一个词。 Ⅳ. Writing Work on 3b: 1. Read the headings below. Think about your own resolutions. 2. Write your own resolutions under the following heading. (If you don’t have any ideas, you may go through the passage in 2b. )3. Ss try to think about their own resolutions and try to write them down. 4. Check the answers with your partners. 写作指导： 本文为写自己决心、及做法，并说明原因。 因此，时态应用一般将来时态； 应先根据3b的想法，说明自己的决心；然后，具体说一下自己打算怎样去实现这个理由；最后，再简单地说一些做此事的原因。 应注意一般将来时态的结构（be going to），不要丢掉be 动词am。这是同学们最易出现的错误。 3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。Ⅴ. Discussing 1. Discuss the environment in your city. Are the street and the park clean? Is the air clean? Is it quiet or noisy? 2. Tell Ss: It’s everyone’s duty to keep our city clean and tidy. Can you think of a plan to make it cleaner and greener? 3. Give Ss some examples: We’re going to make the subway better. Then people don’t have to drive to work. We’re going to plant more trees and flowers in the park and street. Ⅵ. Self check Work on Self check 1: 指导： 复习运用句型结构：I want to be…, I’m going to … 4. 学生自主写句子，然后相互检查答案。第三行：How; going; 分析句子结构，主、谓、宾语都有，可知应缺少状语成分；句意：你打算如何做？3. 学生们分角色表演这个对话。 Self check 3 Write down their own plans. Homework Review Section B. 板书设计： The second resolution is about improving my physical health. I’m going to get more exercise and eat more vegetables. (Because my parents say I’m kind of thin.) The third resolution is about improving my relationships with my family and friends. I’m going to help mom cook meal and do the dishes. I’m going to play games with my friends. (Because we can understand each other well through games. ) Self check 2: want; to be; How, going; going; Where; going; going; to be; going教学反思：Unit 7 Will people have robots?Section A 1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词： paper, pollution, prediction, future, pollute, environment, 2) 能掌握以下句型：① What will the future be like? Cities will be more polluted. And there will be fewer trees. ② Will people use money in 100 years? ⑤ They won’t go to school. 2) 能了解以下语法： will + 动词原形 来表达一般将来时态。3） 学会表达自己对未来的看法；学会谈论自己未来的打算。2. 情感态度价值观目标： 通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使学生的理想观和价值观更为科学，更具发展价值。二、教学重难点1. 教学重点：1) 学习掌握一般将来时态的意义和结构。2) 掌握There be句型的一般将来时态的结构。 2. 教学难点：掌握more/fewer；more/less的用法。情态动词will + 动词原形来表达一般将来时态。三、教学过程Ⅰ. Lead-in 1. 在大屏幕上向学生展示一些机器人的图片，让学生们说出谈论自己的未来的工作，对工作的打算等：What do you want to be when you grow up? Ss: I want to be a scientist. T: How are you going to do that? Ss: I’m going to study science hard.2. 学生们根据图片来引导出机器人这一话题。 Ⅱ. Presentation1. 引导学生们看大屏幕上的图片，根据图示来理解will来表达一般将来时态。 用一句话来让学生们明白一般将来时态： I’m thirteen years old now. And I will be fifteen years old in two years. 现在我十三岁，两年后我将是十五岁。 2. 让学生们看大屏幕上图片，并让学生学习will + 动词原形及won’t + 动词原形的用法。通过例句让学生们理解。 Ⅲ. Game 1. How will your future be like in 100 years? Can you see anything about it? 2. Ss discuss and think about their future. Then say some sentences. e.g. People will have robots at their home. There will be only one country. People won’t use money in the future. 4. How will the world be different 100 years from now? Read the predictions in 1a. Check A for agree or D for disagree. Ss read the sentences discuss them and check A or D . Ⅳ. Listening 1. T: Now listen to the recording and circle the predictions you hear in 1a. 2. Play the recording for the Ss to listen and circle the predictions. 3. Play the recording again. Check the answers with the Ss. Ⅴ. Pair work 1. Let Ss read the first conversation in 1c after the teacher. 2. Then let Ss ask and answer questions about the predictions in 1a. Then make their own conversation. 注意：如果将陈述句变为一般疑问句，应将情态动词will 提前到主语前便可。 3. Let some pairs ask and answer about their conversations. Ⅵ. Listening 2a: 1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words in the bracket. 2. Play the recording for the Ss to listen and circle the words. 3. Play the recording again to check the answers. 2b: 1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do. 2. Play the recording for the Ss to check the predictions they hear. 3. Play the recording again to check the answers. Ⅶ. Pair work 1. Tell Ss ask and answer questions about the predictions in 2a and 2b. 2. Let Ss read conversation in 2c first after the teacher. 3. Ss talk about the predictions with the information in 2a and 2b. 4. Ask some pairs to act their conversations. Ⅷ. Role-play 1. Read the conversations and answer the questions: 1) What will the future be like in the book? 2) What can people do?2. Explain some new words and main points in the conversation. be in great danger, move to other planets; play a part;3. Read the conversation after the teacher. 4. Practice the conversation with their partner. Homework: 用下列词组来造句： (1) be more crowded and polluted (2) be fewer trees(3) be in great danger (4) on the earth (5) less water (6) playa part 板书设计：Section A1 (1a-2d)单词： paper, pollution, prediction, future, pollute, environment, planet, earth, 句型：① What will the future be like? Cities will be more polluted. And there will be fewer trees. ② Will people use money in 100 years? 教学反思：Section A2 (Grammar Focus-3c)Ⅰ. Warming- up and revision 1. Have a dictation of the new words learned in the last class. 2. Ask some Ss to give some predictions. T: What’s your prediction about the future? S1: There will be less free time. S2：There will be more pollution. 3. Role-play the conversation in 2d. Ⅱ. Grammar Focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ① 将来会是什么样子？ ② What ______the ____ be _____?城市污染将会更多。且树木将会更少。 Cities ____ ___ _____ polluted. And there ____ _____ _______.③ 一百年后，人们会使用钱币吗？ ____ people ____ money ___ 100 years? ④ 不会的。一切东西将会免费。 No, they ______. Everything ____ ___ _____. ⑤ 世界将会有和平吗？ ______ ____ _____ world peace?⑥ 是的，我希望如此。 Yes, I ______ _____. ⑦ 孩子们将会在家中在电脑上学习。 Kids _____ ______ at home _____ _______. ⑧ 他们将不会去上学？ They ______ _______ to school. 一、一般将来时态 肯定式：主语+ will + 动词原形 Kids will study at home on computers. 孩子们将会在家里的电脑上学习。 否定式：主语 + won’t + 动词原形 People won’t use money in 100 years.一百年后人们将不再使用钱币。 一般疑问句式： Will + 主语 + 其他？ 肯定回答：Yes , 主语 + will. 否定回答： No, 主语 + won’t. 人们将会有更多的空闲时间吗？ 是的，会。/ 不，不会。 Will people have more free time? Yes, they will. /No, they won’t. 二、There be 句型： 1. there be 句型表示客观存在的“有”（所有者不明确）。例如： 有湖边有很多树。 _____ _______ many trees near the lake. be 动词有 ______ _______ 两种形式。 2. be 动词形式的确定要根据其后面的名词 单复数形式来确定。 _____ _____ an apple tree in the park. _____ ______ many people in the park today. 3. There be 句型的一般将来时结构：肯定式：There + ________ + 其他否定式： There + ___________ + 其他一般疑问句：____________ + be + 其他? 答语： Yes, there will. / No, there won’t. 三、可数名词 1. more + 不可数名词 2. less + 不可数名词3. fewer + 可数名词 Ⅳ. Practice Work on 3a: 1. Tell Ss to read the conversation in 3a and try to fill in the blanks with more/ less or fewer. 2. 方法指导：应通读整个对话，掌握对话大意；然后，根据空格后的名词是可数名词还是不可数名词来确定是用more, less 还是fewer。注意，有些名词前有形容词来修饰。 3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。4. 学生们阅读这些句子并试着记住这些句子。Work on 3b: 1. 让学生们阅读句子的开头，明白每个句子的意思。2. 让学生们思考一下针对这一情况，在将来会发生什么样的情况。3. 让学生们互相检查自己所写的句子，发现并改正错误。 4. 让部分学生说一说自己所写的句子。大家一起改正句子中的错误。 Ⅴ. Group work 1. 小组中的同学们对未来的城市进行讨论。2. 每个成员发表自己的想法，小组长进行记录，并进行汇总。3. 最后，同学们根据小组 成员的想法，然后，展开想象，试着每名同学们画一幅未来城市的画。4. 最后，比较一下每个小组的画，看哪个小组画得较好。 5. 试着对自己小组里的情况用英语做成一个报告。Ⅵ. Exercises If time is enough, do some more exercises on big screen. 根据下列表格的内容完成后面的句子： 根据上面的表格用more, less, fewer填空。 There will be __________ houseThere will be __________ pollutionThere will be __________ schoolsThere will be _________ peopleThere will be ___________ snowThere will be ________ movie theatersHomework 展开你想象的翅膀，想一下50年后，你的生活将会怎么样？并写六个句子来描述一下。 In fifty years, …板书设计 Section A2 Grammar Focus-3c3a: 1. less; more 2. more; more 3. less; fewer 4. more, more 5. more, fewer 3b: 1. I will almost see the blue skies every day. 2. people will live to be 200 years old. 3. families will spend time together every day. 3c: Report: There will be more people in the future. Because people will live to be 200 years old. There will be more high buildings. The cities will be more crowed but less polluted. Because there will be less cars and there will be more buses and e-bikes. People will mostly work on the internet. There will be more robots working in the factory. 教学反思：Section B1 1a-2e 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：apartment, rocket, space, space station, even, human, servant, dangerous, already, factory, simple, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible 2) 能掌握以下句型：① —Where do you live？ —I live in an apartment. ② There are already robots working in factories. ③ It’s easy for children to wake up and know where they are. ④ That may not seem possible now, but computers and rockets seemed impossible 100 years ago. 3) 能综合运用will表达一般将来时态。2. 情感态度价值观目标： 通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。 2) 进行听力训练，提高综合听说能力。 3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点1. 听力训练 2. 阅读2b部分的短文并完成相关要求。 三、教学过程Ⅰ. Warming- up and revision1. Daily greeting. 2. 复习情态动词will 构成的一般将来时态的构成。 3. 复习more, fewer, less 后面所跟名词的情况。 4. 让学生们谈谈自己所画的未来城市的前景情况。Ⅱ. Lead in 1. Ask Ss some questions: T: What will do in the future? T: Where will you live? T: How will you go to work? 4. Work on 1a. Write each word in the correct column below. Ⅲ. Discussion 1. Work with your partners. Think of other words and write them in the chart in 1a. 2. Let Ss discuss the words and write them in the chart. 3. Let some Ss read the words. Ⅳ. Listening Work on 1c: 1. Tell Ss to listen to Alexis and Joe’s conversation. and Number the pictures 1-3. 2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures. 3. Play the recording and check the answers with the Ss. Work on 1d: 1. T: Now please read the sentences in 1d. Tell Ss they'll listen to the tape again. Then try to fill in the blanks with the words in the chart. 听力指导： 通过事物读句子及空格中的单词，可以看出，本听力重点要求我们听清句子的时态，因此我们在听时应重点听句子的谓语动词，并明确其时态。如果不能快速写下来，可以先做标记，在听完后再写完整。2. Ss listen to the recording carefully and try to fill in the blanks. 3. Play the recording again and check the answers with the class. 4. Tell Ss one is Alexis and the other is Joe. Talk about Joe’s life now, 10 years ago and 10 years from now. Ⅴ. Discussion 1. What do they look like and what can they do? 2. Ask some Ss describe the robots they know. Ⅵ. Reading 1. T: Are you interested in robots? Do you want to have a robot? 2. Let Ss read the passage quickly and complete sentences below about what robots can do now. 3. Ss read the passage quickly and complete the three sentences. 4. Check the answers with the Ss. Ⅶ. Reading Read the passage. Then write three sentences about what robots will be able to do in the future. 方法指导：明确我们这次阅读的任务，然后，带着这个任务再次认真阅读短文的内容，并在相关段落中认真查找未来机器人所能做的事情。 并写出正确的答案。Check the answers with the class. Ⅷ. Reading Read the passage again， and fill in the blanks in this paragraph with words. 方法指导：首先，阅读这个小短文，了解其大意；然后，在理解小短文意思的基础上，重点阅读有空格的句子，并在原文中找与之相关的段落或句子，并填写出正确的答案。 3. Let some Ss talk about their answers. Homework 1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。2. 完成2e中的任务，并将句子写在作业本。 板书设计：Section B1 1a-2e单词：apartment, rocket, space, space station, even, human, servant, dangerous, already, factory, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible 句型：① —Where do you live？ —I live in an apartment. ② There are already robots working in factories. ③ It’s easy for children to wake up and know where they are. ④ That may not seem possible now, but computers and rockets seemed impossible 100 years ago.教学反思：Section B2 3a-Self check Ⅰ. Warming- up and revision1. Have a dictation of the new words and expressions. 2. Review the main phrases learned yesterday. (1) 在工厂 __________ (2) 帮助做某事________(3) 感到乏味 _________________(4) 在将来 ______________(5) 试着做某事___________________(6) 能够 ________________(7) 倒塌 _______________(8) 似乎可能/不可能 _____________(9) 许多；大量__________3. Talking about the robots: (1) What can a robot do now? (2) What will the robots do in the future? Ⅱ. Lead in 1. Ask some Ss what their life will be in the future. T: What will you life be in the future?S1: First, I will go to college. I will study computer science. Then I’ll work in Beijing. I will be a computer programmer in a famous company. Next, I will make a lot of money. I will have my own company like Bill Gates. I will buy a big house and live with my family in Beijing. S2: I will be an artist. First, I will study art at an art school. Then, I will move to Paris. I will find a part-time job there and save some money. At the same time, I will study French. Next, I will hold art exhibitions. I will become famous. Then I’ll have a lot of money. I will tour around the world then. Ⅲ. Reading 1. Read the article about Jill’s life in the future. Fill in the blanks with the words in the box. 2. 阅读指导：首先，阅读短文，整体把握短文大意。 其次，分析有空格的每个句子，看空格处的意思，联系所给单词的意思，进行综合分析，确定空格处应填的单词。例如：第一空，由下文“在那座城市里有更多的工作”，可知本空填live“居住”一词。最后，再通读一遍短文，看是否通顺合理。 3. Ss try to read the article and try to fill in the blanks. 4. Check the answers with the Ss. Ⅳ. Writing Work on 3b: 1. Think about your life 20 years from now. Write down some notes in the chart below. You can add more items. 2. Give some examples to the Ss. 3. Ss try to think about their lives 20 years from now. Write notes for their own reviews. 4. Try to fill in the blanks. Work on 3c 1. Write about your life 20 years from now using the notes in 3b. 2. 写作指导： 本文为写自己未来20年后的生活情况。 因此，时态应用一般将来时态（will + 动词原形）； 首先，可根据在3b中的提示，介绍一下自己打算的工作、及生活的地点、自己的业余活动等情况。 然后再展开自己想象的翅膀，对自己的生活环境及其他方面大胆想象，并写出来。 最后，通读一遍短文，重点检查一下各句子的时态及语句是否通顺。 Discuss how a robot will help students with schoolwork in the future. Write down your group’s ideas and draw a picture of your robot. 2. Give Ss an example: I think students won’t need write words on the paper because robots will write down everything you think. 3. Ss discuss with their partners and try to draw the robots they think about. 4. At last, let some Ss talk about their robots and pictures of the robots. Ⅵ. Self check Work on Self check 1: 1. Put the words in the correct columns in the chart.2. Make sure Ss know what they should. 3. 引导学生们复习more/fewer/less 的用法： more后面可跟可数名词或不可数名词； fewer后面跟可数名词； less 后面跟不可数名词； 4. 学生将以上单词分类，并校对答案。5. 学生们可以试着多增加一些单词，并将它们填写在方框中。Work on Self check 2 1. Tell Ss to read the conversation below. Then Fill in the blanks in the conversation. 2. Do the first one for the Ss as a model: (1. be; like在本句中是介词，意为“像”，因此本句中缺少be动词，句中有情态动词will，故应用be动词的原形。) Homework 1. Review Section B. 2. 根据第4 部分中同学们对学习机器人的想象，来写一篇60字左右的小短文来描述一下你所想象的机器人的形状、大小及他在学习方面提供哪些帮助。 板书设计：Section B2 3a-Self check3a： live; more; fewer; less; keep; wear; look; work, take 3c: one possible version: In 20 years, I think I’ll be a pilot. I’ll work in Beijing, because my parents work in Beijing. I want to live with them. I’ll live in a large apartment. As a pilot, I can have a few days off very month. I think I’ll keep some plants in my apartment. There’ll be a park near my home. I’ll take a walk after supper. I like chess, so I can also play chess with my friends in the park. 教学反思：Unit 8 How do you make a banana milk shake? Section A 1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词： shake, milk shake, blender, turn on, peel, pour, yogurt, 能掌握以下句型：① ─How do you make a banana milk shake? ─First, peel the bananas… ② ─How many bananas do we need? ─We need three bananas. ③ ─How much yogurt do we need?─We need one cup of yogurt. 2) 能了解以下语法：掌握用how much 和how many对事物的数量提问。 3) 学会描述做一些常见食物的过程，并能正确地运用表示顺序的词汇。 2. 情感态度价值观目标： 1. 通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。二、教学重难点1. 教学重点：1) 用how much与how many来对数量提问。2) 动词词组；描述过程的顺序词。2. 教学难点：能恰当地使用祈使句表达食物的制作过程。三、教学过程I. Warming up1. T: What’s your favorite fruit?S: apple, orange, strawberry, banana, pear, watermelon.2. T：What’s your favorite drink?S: Cola/ milk/ juice/ tea/milk shake…II. Lead-inT: Great, those taste nice. Today we are going to learn how to make a banana milk shake. How many bananas do we need? How much milk do we need?S: ….Teacher shows the pictures to students, and makes students know the process of making milk shake. Then write down the key words on the blackboard. How much How many wash firstOne box of 2 bananas peel then cut up next put…into blender after that turn on… last pour 2. Do 1a. Ask Ss to write the names of the actions. Choose the correct words. Ask Ss to fill in the blanks on their own. Then check the answers.3. Teach the names of all items. Point to the pictures of the items and ask students to repeat. Focus on the pictures. Ask the students to tell what they see in the picture. Describe each action and ask students to repeat the following: peel the bananas, cut up the bananas, put the bananas and the , milk in the blender, pour the milk in the blender, Turn on the blender; drink the milk shake.4. Point out the actions in the picture and the list of actions in activity 1b . Play the recording and check the answers. Ask students to recite the conversation at once.Ⅲ. Listening 1b Listen and put the instructions in order. Ⅳ. Game 1. Show some pictures in the big screen. 2. Let Ss tell what they can see. 3. Let Ss try their best to say how to make a banana milk shake. Ⅴ. Pair work Work on 1c:1. Let Ss read the model with a partner. 2. Use the information in 1b. Ask and answer with a partner. 3. Let some pairs ask and answer about the chart. Ⅵ. Listening Work on 2a: 1. Let Ss look at the pictures below. Let one student read the words in the pictures if necessary. 2. Play the recording for the Ss to listen and complete the chart. 3. Play the recording again to check the answers.Work on 2b: 1. Let Ss read the chart below. Tell Ss that they should write the ingredient under the correct amount in the chart. 2. Play the recording for the Ss to write the correct answers in the chart. 3. Play the recording again to check the answers. Ⅶ. Pair work 1. Tell Ss to ask and answer questions about how to make fruit salad. 2. Give a model to the Ss. 3. Ss work in pairs. Try to ask and answer about how to make fruit salad. 4. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversations and fill in the chart below. 2. Explain some new words and main points in the conversation. ① one more thing 另外一件事情 another ten minutes 再多十分钟 “数字+ more + 物品” 指“另外的……” “another + 数字 + 物品” 指“另外的……” 当数字为one时，常与more连用或只用another Give me two more hamburgers, please. 请再给我两个汉堡。The boys rode another two hours. 那些男孩子们又骑了两个小时。Do you want one more cup of tea?Do you want another cup of tea?你想再来杯茶吗？② forget to do sth. 忘记（去）做某事 Don’t forget to close the windows. 不要忘记关上窗户。3. Let Ss read the conversation after the teacher. 4. Practice the conversation with their partner. Then let some pairs to act out the conversation. Homework: 做自己喜欢的水果奶昔，并简要说明过程。 可以用下列表示过程的词汇来让你描述更加清晰明了。 first, next, then, … finally…板书设计：Section A 1 (1a-2d)Words: shake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon, spoon, pot, add, finally, salt Sentence structure: ① ─How do you make a banana milk shake? ─First, peel the bananas… ② ─How many bananas do we need? ─We need three bananas. ③ ─How much yogurt do we need?─We need one cup of yogurt.教学反思：Section A 2 (Grammar focus-3c)Ⅰ. Warming- up and revision 1. Game: How do you make a banana milk shake?Let some Ss describe how to make a banana milk shake. Attention to use “first, next, then, finally” correctly. 2. How do you make a Russian soup? Attention to use “first, next, then, finally” correctly. Ⅱ. Grammar Focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。① 你怎样做香蕉奶昔？ _____ do you _____ banana milk shake?② 首先，将香蕉剥皮。 ______，_____ the bananas. ③ 接下来，将香蕉放入果汁机中。 ____, _____ the bananas in the blender. ④ 然后，将牛奶倒进果汁机中。 _____, _____ the milk ____ the blender⑤ 最后，打开果汁机。 ______, _______ ___ the blender.⑥ 我们需要多少香蕉？ ______ _______ bananas do we need? ⑦ 我们需要三只香蕉。 We ______ three _________. ⑧ 我们需要多少酸奶？ _____ _______ yogurt do we need? ⑨ 我们需要一茶杯。 We need ___ _____ ____ yogurt.2. 学生们根据记忆，看大屏幕来完成填空练习。3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。Ⅲ. Try to Find 一、如何问答名词的数量：1. 询问不可数名词的数量： _________ +不可数名词…… ？ 2. 回答不可数名词的数量： ___________ + 不可数名词 一杯________; 一碗 ________ 3. 询问可数名词的数量： __________ + 可数名词…… ？ 练一练：句型转换： ① We need three cups of sugar. (提问) _________ _______ sugar do we need? ② They need ten tomatoes for the soup. (提问) _____ ______ tomatoes do they need? ③ The T-shirt is twenty dollars. (提问) ______ ______ is the T-shirt? ④ We have five six bottles of juice. (提问) _____ ______ bottles of juice do you have?Ⅳ. Practice Work on 3a: 1. Circle the correct word in each question: ① 1. How (much/many) bananas do we need? ② How (much/many) sugar do we need? ③ How (much/many) bread do we need? ④ How (much/many) tomatoes do we need? ⑤ How (much/many) cheese do we need?2. 方法指导：指导：应根据括号后面的名词是可数名词还是不可数名词来确定。 比如，第一句中bananas是可数名词的复数形式，故用how many。其他类似。3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。V. Work on 3b: 1. 让学生们阅读对话，整体把握对话的意思。2. 然后仔细读制作爆米花的过程，根据图片及上下文意及时态来确定空格处所应填的词。第一句话中句子的主语、谓语、宾语都有，故应用副词how来构成疑问句。在第二句话中，空格后有名词corn，故前面应用how much来对其数量提问。第三句中的主语、谓语有，但没有宾语，故应用what 来对接下来做“什么事情”进行询问。 在第四句中，空格后有名词salt，故前面应用how much来提问数量。3. 和学生们一起校对答案。4. 让学生们朗读并表演这个对话。ⅤI. Group work 1. 让学生们看表格中的四个活动项目，让学生们根据自己的生活阅历来选择一个较为熟悉的话题，并与自己的小组成员进行讨论如何做此事。2. 将做这个事情的过程例一个较为清晰的单子，并用英语描述一下。3. 与一位同学一起用英语讨论一下，如何做这个活动。4. 听一听其他同学们擅长的项目，并表达自己的想法或问题。 (最后，可以经学生们评议来推举谁是最会做事情的同学）VII. Exercises If time is enough, do some more exercises on big screen. 重排下列句子，成为一段完整的对话。 A. First, put the water into the pot B. Next, put the noodles into the pot and cook for ten minutes. C. How many noodles do we need? D. How much water do we need? E. How do we make egg noodles? F. What do we do next? G. Five bowls. H. Half a kilo. I. Finally, put the egg into the pot and cook for another five minutes. ___, ___, ____, ____, ___, ___, ___, ____ Homework 1. 复习Grammar Focus 中的内容。2. 从3c中选择一个活动项目，用英语将其过程描写出来。注意正确运用表示顺序的词汇：fist, next, then, after that, finally。 板书设计 Section A 2 Grammar Focus-3c3a: 1. many 2. much 3. much 4. many 5. much 3b: 1. How 2. How much 3. What 4. How much b. First d. turn, next 答语： 1. b 2. a 3. d 4. e 5. c 3c: A: Do you know how to plant a tree? B: Yes. First, dig a hole. And put the tree in the hole. A: What do we do next? B: Next, put the soil back into the hole. A: Is that all right? B: No, finally we should water the tree.教学反思：Section B 1 1a-2e 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：sandwich, butter, turkey, lettuce, piece, Thanksgiving, traditional, autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature 2) 能掌握以下句式结构：① ─Do you like lettuce in a sandwich? ─Yes, I do./ No, I don’t. ② It’s a time to give thanks for food in the autumn. ③ Cut the turkey into thin pieces. 2. 情感态度价值观目标： 1）在活动中渗透中西方餐饮文化，了解西餐的制作方法在语言的运用中感受中西方饮食文化的不同。2）通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。2) 进行听力训练，提高综合听说能力。 3）阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点1). 听力训练 2). 阅读2b部分的短文并完成相关要求。 三、教学过程Ⅰ. Warming- up and revision1. Daily greeting. Check the homework.2. 头脑风暴： 将下列名词分为可数名词与不可数名词。 1） milk 2） tomato 3）teaspoon 4） popcorn 5） yogurt 6）salt7） apple 8） onion 9）dumpling 10） shake 11） juice 12）meat 13） cup 14）porridge 15）watermelon 16）mutton 学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）3. 让学们复述如何做爆米花。S1：First, put half a cup of corn into the popcorn machine.　S2：Next, turn on the machine．　 S3: Then, pour the popcorn into a bowl. S4: Finally, put some salt. You can eat it. 　４. 让部分学生复述如何植树或其他项目。Ss try to retell how to plant a tree or other things they can do. Ⅱ. Presentation1. Ask Ss that what ingredients they need. Ask two students to say and write the ingredients on the Bb. Ⅲ. Talking 1. Talk about the ingredients they like in the sandwich. 2. S1: Do you like lettuce in a sandwich? S2: Yes, I do. S1: Do you like tomatoes? S2: No, I don’t. What about you?S1: …3. Let Ss ask and answer in pairs. Ⅳ. Listening Work on 1c: 1. Tell Ss to listen and circle the words they hear in 1a. 3. Play the recording for the Ss to listen and circle. 4. Check the answers: Work on 1d: 1. T: Now please look at the chart in 1d. Tell Ss to listen again and write the ingredients in the order they hear them. 听力指导：本题要求同学们听清在做三明治时，每个步骤中所需要的原料；因此，同学们在听的时候应将注意力放在“每个步骤中的原料”上；第一遍仅听，努力记住这些原料；第二遍的时候再写出来。2. Ss listen to the recording carefully and try to fill in the blanks. 3. Play the recording again and check the answers with the class. Ⅴ. Group work 1. Work in groups. Discuss the traditional food people eat on special holidays in China. Then make a list. 2. Ask some Ss to read their lists to the class. 3. Ask some other Ss add more. Ⅵ. Reading 1. T: Look at the article and the pictures. Can you guess what the passage is mainly about? Let some Ss try to guess the meaning of the passage.(It’s about the turkey dishes in Thanksgiving in the United States.)2. Let Ss read the passage quickly and number the pictures [1-5]. 3. Ss read the passage quickly and number the pictures [1-5]. 4. Check the answers with the Ss. 5. Show the new words on the big screen and teach Ss the new words in the passage. Ⅶ. Reading 1. T: Now let’s work on 2c. First, let’s read the sentences and make sure we know the meanings of all the sentences. 方法指导：首先，应读懂五个问题的意思；然后，带着这五个问题再次认真阅读短文的内容，特别是认真阅读短文中与某问题相关的部分，以便根据上下文意及整个段落的意思来确定如何回答这个问题。 综合上下文的意思，确定最贴切的答案。 Ⅷ. Reading 1. T: Put them in order. Write First, Next, Then and finally in the blanks. Read the passage again. Then answer the questions with short sentences. 2. 方法指导：首先，通读这五个句子的意思；然后，根据上次读短文时的印象，将制作火鸡宴的过程排为正确的顺序；如果没有记住制作火鸡宴的过程，还应再去2b的短文中有关制件火鸡的部分去读一下。并最终排成正确的顺序。3. Ss try to answer put the sentences in order. Check the answers. Ⅸ.Discussion1. T: Show some special days in China on the big screen. Ask: What do you think is the most special day in China? Then Let Ss say the special food in the special days. 2. Ask the questions in 2e. Ss think and answer the questions. 3. Let some Ss say their answers. Homework 1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。2. 课下再根据2e部分的内容；选择自己认为重要的节日，并写出你较为熟悉的食物的制作过程。 板书设计：Section B 1 1a-2eSentence Structures:① ─Do you like lettuce in a sandwich? ─Yes, I do./ No, I don’t. ② It’s a time to give thanks for food in the autumn. ③ Cut the turkey into thin dishes. 教学反思：Section B 2 3a-Self check Warming- up and revision1. Fill in the blanks of the main idea of the passage in 2b: (On the big screen)Thanksgiving is a s_______ holiday in the U.S.A. It always on the f______ Thursday in November. There are many r______ for this special day. For some people, it is a time to give thanks for food in the a______. At this time people also remember the first t_______ from E______ about 500 years ago. These days most Americans still have a big meal at home to c________ it. The main dish of this meal is almost always t________.How to make a turkey dinner?First, m____ together some bread pieces, onions, salt and pepper. F___the turkey with this bread mix.Next, put the turkey in a hot oven and c____ it for a few hours. Then, place the turkey on a large plate and c_______ it with gravy.F_____, serve it to your friends with some other food. 2. Check the answers with the Ss. 3. Ask your partner his/her most special day in China. Ⅱ. Lead-in 1. Ask Ss about what special food in the town (city) they live? e.g. Mapo toufu, Gongbaojiding, dumplings, …T: Well, my favourite food is Yunnan Rice Noodles. Do you know how to make it? Now, let’s read the passage in 3a and find how to make it. 2. Show some pictures of Yunnan Rice Noodles on the big screen. Let Ss discuss the ingredients in this special food. Ⅲ. Reading 1. Tell Ss to work on 3a. First, read the words in the box. Try to make sure the meaning of each words. 2. 写作指导：首先，阅读方框中的词汇，掌握其意思，然后阅读短文，整体把握短文大意。 其次，分析有空格的每个句子，根据上下文意及句子结构确定空格处应填哪一个词。 最后，将单词填在空格上，并完整的读一遍短文，看是否通顺。3. Ss try to read the article and try to fill in the blanks. 4. Check the answers with the Ss. ① have; 由括号中的句子“Of course, you can also have other things… 当然你可也可以准备其他的东西……”，可知空格处应为have一词。 ② First; 通过读下文及关键词then，可知下面是在 叙述制作云南米线的过程。这是第一步。③ wash；句意“将生菜洗净并切碎。” ④ Next；读短文可知，在第一步完成后，这是接一下的一个步骤，故空格处用next。 ⑤ cut; 句意“将鸡肉切成碎片。” ⑥ put; 由后面的介词in，可知这是put…in词组。句意“将鸡蛋、肉及生菜等逐个放入热汤中”。 ⑦ Finally；读短文可知这是制作的最后一个步骤，故应填finally一词。句意“最后，将米线放入汤中” ⑧ enjoy；句意“现在是该享受米线的时候了。”。 Ⅳ. Writing Work on 3b: 1. Read the headings below. Think about your own favorite food in your hometown. 2. Then make a list of the ingredients of the food. (If you don’t have any ideas, you may look at the food in P62. ) 3. Ss try to think about the ingredients of the food and try to write them down. 4. Check the answers with your partners. Work on 3c: 1. Tell Ss to use the notes in 3b and write a recipe for your favorite food. (Write about the ingredients you need and how to make it). 2. 写作指导： 本文为写自己所喜欢的食物的食谱。 因此，时态应用一般现在时态； 应先根据3b中的所列的原料清单，说明做此食物所需的原料。 然后，描述一下制作此食物的过程。同学应注意使用first, next, then, finally等表示做事情的次序的副词来使你的描述更加清晰与明确。 3. 学生们根据写作提示，及指导的内容来试着写自己的食谱。4. Let some Ss read their passage to the class. Give any help if necessary. Ⅴ. Group work1. Make up a crazy recipe with your partner. (You may first make a list of the ingredients and the produce.)2. Tell another pair of students how to make this crazy food. The other pair will have to draw it. 3. Give Ss some examples: First, put some yogurt on a piece of bread. Then, cut up one apple, and an onion andput them on the yogurt…4. Ss try to write about their own crazy recipe in pairs. Then tell another group. 5. See which recipe is the craziest and which group draws the best. Ⅵ. Self check 1. Tell Ss the sentences below is about how to make tomato and egg soup. They are not in the right order. Please read the sentences and put them in the right order first. Then complete the instructions with the words in the box. 2. Ss work by themselves the try to number the instructions first. 3. Then put the words first, next, then, finally in the blanks. 4. Check the answers and explain some main points. 理解句意： 将所有的东西搅合在一起然后可以吃了。 煮五分钟后放入两个鸡蛋。 将三个西红柿切碎，并将其放入锅内。 加入一些水、糖和盐。 5. 学生们试着复述制作西红柿鸡蛋汤的过程。Work on Self check 2 1. Tell Ss to write questions and answers using the words in brackets below. 2. Give Ss some directions: 根据要求可知第一句为疑问句，特殊疑问句的结构为“特殊疑问词+ 一般疑问句？”故应先看其有没特殊疑问词。 如没有特殊疑问词，则为一般疑问句，则应根据句子的谓语动词来确定将 be动词还是助动词放在句首。 3. Let some Ss try to make their own sentences and check the answers. VII. Homework 想一想，你在家里最喜欢吃的一道菜。 Section B 2 3a-Self check3a： have, First, wash, Next, cut, put, Finally, enjoy 3c: one possible version: We need some pieces of Beijing Duck, sauce and green onion, some lettuce and some pancake. First, put the green onion and some sauce on the pancake. Next, put some pieces of duck on it. Then role the pancake and eat it. 板书设计：Unit 9 Can you come to my party?Section A 1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：prepare, prepare for, exam, flu, available, another time, until, 2) 能掌握以下句型：① — Can you come to my party on Saturday afternoon? — Sure, I’d love to. ② — Can you go to the movies on Saturday? — I’m sorry, I’m not available. I have too much homework this weekend. 2) 能了解以下语法： 用情态动词can来表达邀请。3）学会表达邀请，学会对邀请进行恰当的答复或拒绝。2. 情感态度价值观目标： 学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。 二、教学重难点1. 教学重点：1) 运用所学提出邀请，接受邀请和拒绝邀请。2) 正确使用can, might, must 等情态动词。 2. 教学难点：1) 扎实掌握重点词汇和表示邀请的句型并能灵活运用。 2) 通过听力练习和小组合作，理解并能提出邀请并作肯定回答。三、教学过程Ⅰ. Lead-in 1. 在大屏幕上向学生展示一张邀请函。T: Hello, everyone! Yesterday I received an invitation letter from my dear friend; she invited me to go to her Halloween party. But I have something important to do. I’m studying for a test. I don’t know what to do. What should I say? Can you help me? … 2. Ss try to answer the questions. Ⅱ. Presentation1. 引导学生们看大屏幕上邀请及两个答语。 Look at the expressions on the screen: “Sure, I’d love to.” “I’m sorry, I have to…”. Read the expressions to the class and the students repeat each one. Say, can you come to my party? Have the S1 give “yes answers” and S2 give “no answers” then plus a reason. Ask students to give their own reasons. If necessary, I can give a reason and have the students repeat it. 2. 用汉语向学生说明回答别人邀请时，所作的两种类型的答复。Ⅲ. Game 1. 学生看大屏幕上的转盘，根据转盘所停止位置的词组来做邀请与应答的游戏。 2. Make a model to the Ss: e.g. S1: Can you go shopping with me? S2: Sorry, I can’t. I have to prepare for the math exam. 3. Ss work in pairs and answer the questions. Ⅳ. Listening 1. T: Now listen to the recording and write the names next to the correct students in the picture. 2. Play the recording for the first time. Students only listen. Play the recording a second time. Write the name of each person next to his or her picture.3. Play the recording again. Check the answers with the Ss. Ⅴ. Group work 1. Help students form groups of four. Say, one of you is student A. Student A invites the other three students to your party. The other students say “yes” or “no”. Remember to give a reason.2. Have the students work in groups.3. Let some groups ask and answer about their conversations. Ⅵ. Listening Work on 2a: 1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words “can” or “can’t” in the bracket. 2. Play the recording for the Ss to listen and circle the words. 3. Play the recording again to check the answers. Work on 2b: 1. Let Ss read the chart below. Tell Ss, this time they must write the reasons in the chart. Make sure they know what to do. 2. Play the recording for the Ss to write the reasons in the chart. 3. Play the recording again to check the answers. Ⅶ. Pair work Ss practice the conversations using the reasons in the chart. Ⅷ. Role-play 1. Read the conversations and answer the questions: 1) What did they do last fall? _____________________________________2) What does Nick have to do on Saturday? _____________________________3) When will they hang out? _____________________________2. Explain some new words and main points in the conversation. until, not…until, hang out, catch 3. Read the conversation after the teacher. Homework: 1. Recite the conversation in 2d after school. 2. 假设你将于这个周末过生日，并开一个生日聚会，你约请朋友们参加你的聚会，但有几名同学因故不能来，请你将与他们的对话用英语编写出来。 Section A 1(1a-2d)单词：prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch 句型：① — Can you come to my party on Saturday afternoon? — Sure, I’d love to. ② — Can you go to the movies on Saturday? — I’m sorry, I’m not available. I have too much homework this 板书设计：Section A 2 (Grammar Focus-3c)Warming- up and revision 1. Have a dictation of the new words learned in the last class. 2. Ask some Ss to invite some Ss to his/her party. The partners give some answers. S1: Can you come to my party? S2：Sure. I’d love to. S3: Sorry, I can’t. I have to look after my sister at home. S4: … 3. Role-play the conversation in 2d. Ⅱ. Grammar Focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ① ─星期六你能来我的聚会吗？ ─____ you _____ to my party on Saturday?─当然，我乐意来。Sure. ____ _____ _____. ─对不起，我必须为数学考试而学习。 Sorry, I _____ _____ _____ a math test. ② ─ 明天晚上你能去看影剧院吗？ ─ _____ you ____ to the movie ___________ night? ─当然可以，听起来很棒。 ─ ______, that _______ ________. ─ 恐怕不行，我得了流感。 ─ I’m ______ not. I have the ______. ③ ─ 他能去聚会吗？ ─ _____ he ______ to the party？ ─ 不能。他必须帮助他的父母亲。 ─ No, he ____. He _____ to help his parents. ④ ─ 她能参加棒球比赛吗？ ─ ____ she go to the baseball _______? ─ 不，她没有空。她必须去看医生。 ─ No, she’s _______ ________. She ______ to ____ to the ______. ⑤ ─ 他们能去看电影吗？ ─ _____ they____ to the _______？ ─ 不，他们没有空。他们可能必须去见朋友。 ─ No, they’re not __________. They _____ ______ ____ meet their ________. 如何表达邀请与答复别人的邀请： 1. can 用于表示 “____________”，如： 汤姆会骑马。 ___________________2. “Can you…?”表达 “______________”，答语：同意用____________________. 不同意用__________________________. 如：恐怕不行，我要去探望我的姑姑。 ____________________________________Ⅳ. Practice 3a: 方法指导： 首先，应明确练习的要求。本题要求同学们用情态动词might来委婉地表达自己在将来的某个时间可以有做的事情。然后，读空格中所给的词组，明确它们的意思。读每个小对话，根据上文语境结合所给的词组，选择一个恰当的事情来回答。注意，一定要用上情态动词might。 结构：might + 动词词组 3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。4. 学生们阅读这些对话，并与伙伴一起练习这组小对话。Work on 3b: 1. 告诉学生们本题的要求：根据括号中所给的提示词来补全问句，并做出恰当地答复。2. 让学生们重点看答复提示中所要求是“接受”的还是“拒绝”的，并做答复。如果是拒绝，还应根据括号中的提示词给出一个恰当的理由。3. 让学生们互相检查自己所写的小对话，发现并改正错误。 4. 让部分学生与自己的伙伴说一说自己所写的小对话。大家一起改正句子中的错误。 Ⅴ. Group work 1. 小组中的同学们每个人都填写一张表格（见3c中表格）来明确自己近期要做的事情，选择一个恰当的时间来开一个聚会。2. 先由小组长根据自己的安排，邀请你小组里的成员去参加你的聚会，每个小组成员，根据自己表格上的安排来确定是否参加这个聚会。3. 然后，其他同学轮流根据自己的安排，邀请你的组里的成员去参加你的聚会，其他成员根据自己表格上的安排来确定是否参加这个聚会。4. 最后，看你们小组哪位同学能邀请到最多的同学参加自己的聚会。 Ⅵ. Exercise If time is enough, do some more exercises on big screen. 选择恰当的答案完成对话：A: Hey, Bob. 1. ___________B: I’m sorry, I can’t. I have to help my parents.A: 2. ________. How about you, Ling Ling? Can you come to my party?L: 3. _________A: On Saturday afternoon.L: Oh, no, I can’t. 4. ____________A: That’s too bad. 5. _____________.L: Sure. Thanks for asking.A. That’s too bad. B. Can you come to my party? C. Are you going shopping with me?D. Maybe another time. E. I have to study for a test. F. When is it? G. I’d love to.1. ____ 2. ____ 3. ____ 4. _____ 5. _____Homework 1. 复习Grammar Focus 中的内容。2. 你的朋友邀请你去看电影，请根据在3c中所填写的信息编写一个与你朋友的对话。 A: Can you go to the movie on Saturday evening? B: Sorry, I can’t. I have to… 板书设计 Section A 2Grammar Focus-3c3a: 1. watch TV; 2. I might practice the violin. 3. I might finish it on the weekend. 4. I might go with my cousin. 5. I’m afraid not. I might visit my grandparents. 3b: 1. Can you play tennis with us? Sure. I’d love to. 2. Would you like to go to the movies? I’m afraid I can’t. I might have to prepare for the math exam. 3. Can you hang out with us tonight? Sorry. I can’t. I must help my mom at home. 4. Would you like to come to my birthday party? Sure. I’d love to. 教学反思：Section B 1 1a-2e 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：the day before yesterday, the day after tomorrow, weekday, look after, invitation, reply, forward, delete, print, sad, goodbye, take a trip, glad, preparation, glue, without, surprised, look forward to 2) 能掌握以下句型：① — What’s today？ — It’s Monday. ② — Can you play tennis with me? — Sorry, I can’t. I … ③ I look forward to hearing from you all. ④ Bring Ms. Steen to the party without telling her so that she can be surprised. 3) 能综合运用can来表达邀请。4）通过阅读邀请函来掌握必要的信息。2. 情感态度价值观目标： 学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。 2) 进行听力训练，提高综合听说能力。 3）阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点 阅读2b部分的短文并完成相关要求。 三、教学过程Ⅰ. Warming- up and revision 1. Daily greeting. 2. 复习表达请求与应答请求。 3. 复习一些常用的委婉地表达拒绝的方式。 4. 让学生们谈谈自己未来两天（tomorrow及the day after tomorrow ）的活动打算。Ⅱ. Lead-in 1. Ask Ss some questions: T: What day is today/tomorrow/the day after tomorrow? S: It’s Tuesday/Wednesday/Thursday. 2. Then sing a song like the song of ABC.Sunday/Monday /Tuesday/Wednesday/Thursday/Friday/Saturday/ 3. T: What was/is the date yesterday/the day before yesterday/ today/tomorrow/the day after tomorrow? S: 13th/14th/15th…. Let the students ask these questions one by one. Explain the new sentence: “What’s today/ tomorrow/the day after tomorrow?” “It’s Monday./Tuesday./Wednesday.” 4. Show the days of the week in a large monthly calendar.Point out the days of the week at the top of the calendar and ask a student to read these words aloud. Ask a student to point out today’s date, tomorrow’s date, the day after tomorrow’s date and yesterday’s date. Complete activity 1a, check the answers. Ask students to write the words today, tomorrow, yesterday and the day after tomorrow in the correct spaces on the calendars in their books. Ⅲ. Discussion 1. Work with your partners. Look at the chart in 1a. Then ask and answer with a partner. S1: What’s today? S2: It’s Monday, the 14th. Ⅳ. Listening Work on 1c: 1. Tell Ss to listen to Vince and Andy’s conversation. Then circle Yes or No. 2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and circle. 3. Play the recording and check the answers with the Ss. Work on 1d: 1. T: Now please try to match Vince’s activities with the days in 1d. 听力指导： 通过事先读表格中的内容，可以看出，本听力重点要求我们听清每个活动的时间安排，因此我们在听时应重点听句子中的活动及其时间。并将时间与活动内容相连。2. Ss listen to the recording carefully and try to match Vince’s activities with the days. 3. Play the recording again and check the answers with the class. Ⅴ. Pair work Work in pairs. One is Andy and the other is Vince. Andy, invite Vince to play tennis. 2. Ask some pairs to read the conversation first. 3. Ask Ss to practice the conversations in pairs. Work on 2b:Make a list of kinds of parties people have.Ss discuss the parties they know. And write them down on their books. Ⅵ. Reading 1. T: Did you have a surprise party for sb.? Who is it? Why do you have a party for him/her? 2. Let Ss read the passage quickly. Why did the people write them? Match the reason with each message below. 3. Ss read the passage quickly and match the reasons with each message. 4. Check the answers with the Ss. Ⅶ. Reading 2c方法指导：首先，阅读试题的内容，明确问题的意思，然后，带着这五个问题再次认真阅读短文的内容，并在相关段落中认真查找相关问题的答案。Ⅷ. Reading 2d. 1. T: Now let’s work on 2d. Nowadays, it’s very popular to have a house warming party when someone moves into his/her new house， and complete the blanks with the words and phrases from the message on Page 69. 2. 方法指导：首先，通读全文可知，短文是邀请朋友来参加聚会。 通读本段文字，掌握大意。重点把握有空格句子的意思，分析空格处的意思。 然后，根据记忆用2b短文中的词汇来填空，补全这篇短文。 最后，再阅读一遍短文，并检查所填内容的正确性。3. Let some Ss write their answers on the blackboard. 4. Check the answers with the Ss. Homework 课后复述课文，总结课文出现的重难点词组及表达方式。 板书设计：Section B 1 1a-2e单词：the day before yesterday, the day after tomorrow, weekday, look after, invitation, reply, forward, delete, print, sad, goodbye, take a trip, glad, preparation, glad, without, surprised, look forward to句型：① —What’s today？ —It’s Monday the 14th. ② —Can you play tennis with me? —Sorry, I can’t. I … Section B 2 3a-Self Check Lead-in Review the main phrases learned yesterday. (1) 将……带到…… (2) 去旅行 (3) 想起 (4)（在）不做某事（的情况下）(5) 以便于；以至于 (6) 期望；盼望 (7) 一个令人吃惊的聚会 (8) 收到某人的信 3. Talk about David’s party and complete the blanks in the big screen. (短文内容见大屏幕)1. Ask Ss what an opening party is. And ask them if they have come to an opening party. S1: I know. When a building is put into use, people often have a ceremony to celebrate it. It’s an opening. Last year, our new school is put into use. We had a great opening. Reading 3a: A new school library is put into use. They’ll have a great opening. The headmaster writes many invitations to the parents of their school. Now read the invitations below and answer the questions. 2. 阅读指导：首先，快速阅读短文，整体把握短文大意。 其次，阅读后面的七个问题，明确问题的意思。带着这七个问题再去仔细阅读邀请信，在短文的相关位置找到这些问题的答案依据，并写出正确的答案。最后，再通读一遍短文，结合短文内容看所回答的问题有无错误或不周全的地方。 3. Ss try to read the article and try to fill in the blanks. 4. Check the answers with the Ss. Writing 3b: 1. Think about a party or any other event you know. Write an invitation to your friends to come to your party or event. 2. Let some Ss read the information in the chart. 3. Ss try to think about their parities or events. Write an invitation using the information in the chart. 4. Read their invitations and check if there are mistakes. 5. Exchange your invitations with a partner. Then write a reply to his or her invitation. If you can’t come to his/her invitation, you should write some proper reasons. 6. Ss try to write down their invitations. 7. Let some Ss read their passage to the class. Ⅴ. Pair work 1. Read the calendar in 4. Make sure Ss know the activities in each day. 2. Tell Ss how to do it. Sa, look at your calendar on the right. Sb, look at yours on Page 81. Find a time you can both go shopping. 3. Make a model to the Ss: Sa: Can you go shopping with me next week?Sb: Sure. I’d love to. When?Sa: Well, what are you going to do on Monday evening?Sb: I must study for the English test. What about Tuesday evening. 4. Ss ask and answer the activities they will in each day. Then make a decision when to go shopping together. 5. At last, let some Ss ask and answer questions. Ⅵ. Self Check Work on Self Check 1: 1. Fill in the blanks in the conversation. 2. Let Ss read the conversation first and try fill in the blanks. 3. 引导学生们复习如何写邀请信及如何答复邀请。e.g. 1. Can; 2. on; 句意“你好，彼特。你在周末能来参加我的聚会吗？” 第一空用情态动词can表达请求；第二空后有时间the weekend,故用介词on来表示这一具体时间。 2 (1. I’m afraid I can’t. I have to prepare for the math exam.) Homework 根据第4 部分中表格中的内容，编写一个邀请你的朋友参加你的一个聚会的对话。Unit 10 If you go to the party, you’ll have a great time!Section A1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词： meeting, video, organize, potato chips, chocolate, upset, taxi, advice能掌握以下句型：① ─I think I’ll go to the party with Karen and Anna. ─If you go to the party, you’ll have a great time!② ─What will happen if they have the party today? ─Half the class won’t come. 2) 能了解以下语法： 掌握含if条件状语从句的主从复合句的用法。 3) 能用if 引导的条件状语从句作出假设，用will谈论结果。 2. 情感态度价值观目标： 学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英语交流中注意并观察他人的情感。由于本单元话题贴近学生生活，符合他们热爱休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。 二、教学重难点1. 教学重点、难点：（1）重点句型：—I think I’m going to go to the party with Karen and Ann.—If you do, you’ll have a great time.（2）正确使用if 引导的条件状语从句三、教学过程Ⅰ. Lead-in Ask some questions. T: If you are happy, what will you do? S: If I am happy, I will smile. T: If you become sad, what will you do? S: If I become sad, I will cry. T: What will happen if you are going to do too much work? S: If I am going to do too much work, I will get tired. Ⅱ. Presentation1．Show some pictures to present new structure:If it is sunny this Sunday, I’ll go fishing.Ask several students:What will you do if it is sunny this Sunday?If I have much money, I will buy a big house.What will you do if you have much money?Practice with the students:2．Show some pictures to present the following:(1) I think I’m going to stay at home.If you do, you’ll be bored.(2) I think I’m going to work until night.If you do, you’ll be tired. (3) I think I’m going to exercise.If you do, you’ll be healthy.(4) If you go to the party, you’ll have a great time.(5) If you watch TV every night, your parents will be mad at you.3. Work on 1a, match the statements with the pictures [a-d].Ⅲ. Game 1. Show some pictures in the big screen. Let Ss ask and answer like this: A: What are you going to do …?B: I think I’m going to….A: If you do, you’ll be … Ⅳ. Listening Work on 1c: 1. Point out the statements and the responses in activity 1a. Tell Ss to listen to the recordings and complete the responses. 2. Play the recording for the first time, Ss only listen. 3. Play the recording again the try to complete the responses. 4. Check the answers. Ⅴ. Pair work 1. Let Ss read the model with a partner. 2. Look at the pictures above. Use the information in 1b. Ask and answer with a partner. 3. Let some pairs ask and answer about the pictures. Ⅵ. Listening Work on 2a: 1. Let Ss read the two sentences below. Make sure they know what to do. 2. Play the recording for the Ss to listen and circle the right answers. 3. Play the recording again to check the answers.Work on 2b: 1. Let Ss read the phrases and questions below. Tell Ss that they should answer the questions with the proper phrases. 2. Play the recording for the Ss to write the correct answers. 3. Play the recording again to check the answers. Ⅶ. Pair work 1. Tell Ss role-play a conversation between Nelly and Mark. 2. Give a model to the Ss. 3. Ss work in pairs and practice the conversation. Ⅷ. Role-play 1. Read the conversations and answer the questions below. (1) What will happen if we ask people to bring food? ___________________________________(2) What will happen if we give people some small gifts if they win? ____________________________________ 2. Explain some new words and main points in the conversation. 3. Let Ss read the conversation after the teacher. Homework: 1. Recite the conversation in 2d after school. 2. 用括号里所给词的适当形式补全句子。(1) If she stops smoking, _______________. (be more healthy)(2) If it rains, ____________. (stay at home)(3) If I go on a diet, ___________. (lose weight)(4) If we get up early, ________________. (go out for the day) (5) If he gets a job, _____________. (earn lots of money) 板书设计：Section A (1a-2d)New Words: meeting, video, organize, potato chips, chocolate, upset, taxi, advice 能掌握以下句型：① ─I think I’ll go to the party with Karen and Anna. ─If you go to the party, you’ll have a great time!② ─What will happen if they have the party today? ─Half the class won’t come. FEED-BACK:Section A2 (Grammar Focus-3c)Ⅰ. Warming- up and revision 1. Have a dictation of the new words learned in the last class. 2. Talking: Let’s look at the pictures in 1a and let Ss make sentences with “if…will” . e.g. If you go to the party with Karen and Anna, you’ll have a good time.One by one, let some Ss make a sentences by themselves. 3. Game: Tell Ss “If you have a lot of money, what will do?” Ss think and tell the class what they will do. Judge who is the best. 4. Role-play the conversation in 2d. Ⅱ. Grammar Focus1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ① 我想我将会乘公交车去参加聚会。 I _____ I’ll take the bus to the ______. ② 如果你那样做，你将会迟到。 If you ______ ，_____ be late. ③ 我想我将待在家里。 I _____ _______ stay at home. ④ 如果你那样做，你将会很伤感。 If you ____, ______ ____ sorry. ⑤ 如果他们今天开聚会，将会发生什么事？ ____, ____ _______ if they _____ the party today?⑥ 如果他们今天开，班里一半的学生将不会去。 If they ______ it today, ______ the class _______ come. ⑦ 我们应当要求人们带食物来吗？ Should we ______ people to ______ food?⑧ 如果我们要求人们带食物来时，他们将会仅带薯条和巧克力。 ______we ______ people to bring food, ________ just ______ potato chips and chocolate. 2. 学生们根据记忆，看大屏幕来完成填空练习。3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。Ⅲ. Try to Find 一、含if条件状语从句的主从复合句 1. If条件状语从句中，主句用一般将来时，从句用__________表示将来。________原则 例如：We will go to the park if it _______ ______ (rain) tomorrow.2. if条件状语从句中，如果主句有must，can，may等情态动词，从句用__________。 You must stop if the traffic light ____(be) red. 3. If条件状语从句中，主句是祈使句，从句用____________表示将来。________原则 例如：Don’ t wait for me if I_____(be) late.练一练：① Put up your hands if you _____ (have) any questions. ② If it____ (be) cold tomorrow, I will wear my sweater. ③ He can go home if he ______ (finish) his homework.二、 Game: Boys and girls have a competition: 在大屏幕上给出条件与结果，让男生、女生进行比赛，来比赛。先给出一个例子，然后进行六个小题的比赛，看哪一方能得胜。 Ⅳ. Practice Work on 3a: 1. Ss skim the passage first. Try to know the meaning of the passage. Then Ss read the passage carefully again and try to fill in the blanks with the correct forms of the verbs in the brackets. 2. 方法指导：① know; do 句意“我不知道明晚参加迈克的生日聚会的事怎么做？”don’t 后跟动词原形；what to + 动词形式，复合不定式结构。② think; 本句表达一客观事实，主语parents是复数形式，故一般现在时态。句意“我父母认为我应当为下周的英语考试而学习” ③ go; will be; 本句是含if条件状语从句的主从复合句；应遵循主将从现原则。句意“如果我去参加聚会，他们会很失望。”④ tells; have; 本句为but连接的一并列句，后半句为一般现在时，故前半句也应是一般现在时，主语Mike是第三人称单数形式，故填tells；don’t后跟动词原形。⑤ wear; will look; 本句为含if条件状语从句的主从复合句，应循主将从现原则。句意“如果我穿牛仔，我会看起来很糟糕。”⑥ go; how to + 动词原形 表示“如何做某事”，是复合不定式结构。walk; will take; 本句为含if条件状语从句的主从复合句，应循主将从现原则。句意“如果我步行去，将会花费我很多时间。”⑦ take; will be;本句为含if条件状语从句的主从复合句，应循主将从现原则。句意“如果我乘出租车去，又将会很贵。” 。 3. 最后，学生们再次阅读短文一遍，进行深入理解。Work on 3b: 1. 让学生们阅读所给的条件或结果，整体把握对话的意思。2. 然后根据自己的生活经验，想一个结果或条件。表达结果时用will + 动词原形；表达条件时用if条件句，注意谓语动词用一般现在时态。3. 让学生们相互问答这些问题。 并查对他们句子中的错误。Ⅴ. Group work 每个同学用 “I think I will… If I…, I will…” 来写一个句子。然后，小组同学们将他们所写的句子放在一起，构成一个句子。Ⅵ. Exercises 1．If she ______ (finish ) work early, she ______(go) home. 2．If the weather _____(be) fine，we _____ (go)for a walk . 3. If I_____(have) time tonight, I _____ (finish) the book I’m reading. 4. If it_____ (rain) next weekend, we_____ (not be able to ) plant the vegetable . 5. If it_____(rain), we______(stay)at home 6. If she______(arrive), she _____(phone) me . Homework 1. 复习Grammar Focus 中的内容。2. 将3c的短文，再完整地写一遍。 板书设计 Section A Grammar Focus-3c3a: 1. know, do, think, go, will be, tells, have, wear, will look, go, walk, will take, take, will be 3b: 1. I’ll be late for school. 2. My parents will be upset. 3. I’ll become very heavy. 4. I play chess after school every day. 5. I don’t go to my friends’ parties.教学反思：Section B1 1a-2e一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：travel, agent, expert, keep…to oneself, themselves, teenager, normal, unless, certainly, wallet, worried, mile, angry, in the end, understanding, 2) 能掌握以下句式结构：① ─What do you think I should do? Can you give some advice? ─I think I should go to college. ② But If I go to college, I’ll never become a great soccer player. 2. 情感态度价值观目标： 学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英语交流中注意并观察他人的情感。由于本单元话题贴近学生生活，符合他们热爱休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。2) 进行听力训练，提高综合听说能力。 3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。2. 教学难点1. 听力训练2. 阅读2b部分的短文并完成相关要求。 三、教学过程Ⅰ. Warming- up and revision1. Daily greeting. Check the homework. 2. 头脑风暴： Show a picture of “a lot of money”. Ask Ss “What will you do if you have a lot of money?”, Let Ss think and give their answers one by one. S1: If I have a lot of money, I’ll buy a big house for my parents. S2: If I have a lot of money, I’ll build a new road for my village. S3: If I have a lot of money, I’ll build a new school for our town. 学生们进行评比，看谁的想法最好。3. 选词填空。meeting, video, chocolate, taxi, upset, advice, organize 　1） If you walk there, you’ll be late for the _______. 2）If they watch a _______ at the party, some students will be bored. 3） I don’t know what to do, can you give me some ________? 4）What will happen if she _______ a soccer game on Saturday? 5） If she doesn’t come home on time, her parents will be ________. 6） If it rains tomorrow, we’ll take a _______ there. 7） If he eats too much ________, he’ll be very heavy. Ⅱ. Presentation1. Say, Money is very important! But money is not everything.be happy; travel around the world; go to college; be famous, get an education… Ⅲ. Talking 1. What is the most important thing to you? be happy go to college Be famous Travel around the world Make a lot of money Get an education 3. Let Ss ask and answer in pairs. Ⅳ. Listening Work on 1b: 1. Tell Ss to listen and look at the list in 1a. Put an “A” before each thing the soccer agent talks about and a “P” before each thing Michael’s parents talk about. 3. Play the recording for the Ss to listen and write. 4. Check the answers: Work on 1c: 1. T: Now please read the sentences in 1c. Try to understand the “if” clause or the “will” sentences. 听力指导：本题要求是补全if条件句后面的will主句，因此应将重点放在听含“will”的主句上。特别是要听清句子的前两个单词。2. Ss listen to the recording carefully and try to choose the right answers. 3. Play the recording again and check the answers with the class. 4. Show the tape scripts to the Ss on the big screen. Ⅴ. Pair work Work on 1c: 1. Work in pairs. Student A is Michael, Student B is his friend. Student B gives student A advice. 2. Ask two students to read the conversations to the class. 3. Ss work in pairs. Ask and answer the questions in pairs. Work on 2a. 1. T: What kinds of things do you worry about? Who do you usually go to for help? Now ask and answer the questions with a partner.2. Let some pairs ask and answer their questions. See what kind of worries they have. Ⅵ. Reading 1.指导：先分析句意：a. 如果人们有问题，他们应当向专家求建议。 b. 如果人们有问题，他们应当努力保守秘密。 c. 如果人们有问题，他们应当向别人诉说。 2. 方法指导：首先，应读懂五个问题的意思；然后，带着这五个问题再次认真阅读短文的内容，特别是认真阅读短文中与某问题相关的部分。 综合上下文的意思，确定最贴切的答案。 3. Ss read carefully and try to find the answers to the questions. 4. Check the answers with the class. 3.方法指导：首先，通读这六个词组的意思；然后，再读这篇小短文的意思，根据自己的印象，用方框时里的单词填空； 3. Ss try to fill in the blanks with the right forms. Check the answers. Homework 根据2e内容；写一个调查报告，表述自己小组同学的困难及处理困难的方式。 板书设计：Section B 1a-2e New words: travel, agent, expert, keep…to oneself, themselves, teenager, normal, unless, certainly, wallet, worried, mile, angry, in the end, understanding, careless, mistake, himself, careful, advise, solve, step, trust, experience, in half, halfway 2) 能掌握以下句式结构：① ─What do you think I should do? Can you give some advice? ─I think I should go to college. ② But If I go to college, I’ll never become a great soccer player.Section B2 3a-Self CheckⅠ. Warming up and revision1. Have a dictation of the new words and expressions. 2. 将下列词组翻译成英语1) 有许多担忧 ________________________2) 与某人交谈 ________________________3) 害怕做某事 _____________________4) 最终 ____________ 5) 生气 ___________ 6) 犯一些粗心的错误 _____________ 7) 分享我的问题 _____________________ 8) 逃避问题 ___________________ 9) 将……分成两半 _______________10) 有时候他们在学业上出现问题。_________________________________11) 在生活中，有困难和担忧是正常的事。 _____________________________12) 如果不向别人谈一谈，我们肯定会觉得更糟。 _____________13) 罗伯特就一些寻常的问题向学生们提了建议。_______________________________Ⅱ. Lead-in 1. T: (Tell Ss one of your problems) e.g. I don’t have many friends? What do you think I should do? Can you give me some advice? Let some Ss give you some advice. 2. Show some pictures of different kind of “problem”. Ⅲ. Discussing Let Ss discuss what kind of problem they usually have in their group. Make a list of them. Then think of the possible solutions. Make a list of them, too. 1. Each student chooses his or her three biggest worries (they think). Write them down on a piece of paper. 2. Let some Ss read their worries. Ⅳ. Writing 1. Tell Ss to work on 3b. First, read the structures below to plan your writing. 2. 写作指导：首先，阅读所给的提示，掌握其大意，从整体上把握短文大意。 其次，从上面所记的三个担忧中选择一个，运用所掌握的句子结构来完成。 最后，将你朋友的名字及问题填写上，并进一步说明问题的解决办法，最后，完整地读一遍短文，看是否通顺。3. Let some Ss read their passages and try to find if there are any mistakes? Give Ss one possible version: My friend Jenny has a problem. She is too heavy. I think she should eat less junk food and eat more vegetables and fruit. I think she also should get more exercise. If she eats more vegetables and fruit she will eat less junk food. If she gets more exercise, she’ll be much thinner soon. Work on 3c: 1. Tell Ss to write about the other two worries. Use the structures in 3b to write a short passage. 2. Ss work by themselves and try to write a short article. 3. Ss try to write a short article with the worries in3a and the structures in 3b. 写作指导： 本文为写某位朋友的问题及解决办法。 因此，时态应用一般现在时态，恰当用情态动词及含if条件状语从句的主从复合句来表达条件及结果。 可根据3b中的句式结构来，将3a中提到的其他两个担忧写出来。 最后，阅读一遍自己所写的短文，并与同位或小组其他成员交换检查自己短文中出现的错误。 4. Let some Ss read their passage to the class. Give any help if necessary. Ⅴ. Group work 1. Talk about the Project in your school “We Can Help!” 2. Make sure Ss know what they should do. (Our school is taking part in the project “We Can Help!”. Add more items to the poster. Then talk about what you will do if you take part in the project. )3. Give Ss an example: Old people’s home visit.A: What will you do if you visit an old people’s home?B: If I help with that, I’ll bring the old people some flowers. 4. Let some other Ss give their advice.e.g. S1: If I help with that, I’ll sing and dance for them to make them happy. S2: If I help with that, I’ll…Ⅵ. Self check 1. Tell Ss to fill in the blanks with the words in the box. 提示： 正确理解句子上下文的语境，根据语境来填上一个正确的地点或活动。 2. Ss work by themselves the try to fill in the blanks. 3. Check the answers and explain some main points. e.g. 理解句意： 如果我的家庭迁入一个新居所，我会邀请你们都来参加聚会。如果我买到票，你会和我一起去看电影吗？ 如果学校举办音乐会，我将会弹奏吉它。 如果我被邀请，我将去参加艾米的聚会。 Work on Self check 2 1. Tell Ss to fill in the blanks with the words in the blanks. 2. Give Ss some directions: 通读对话一遍，理解对话的大意，明确空格中词汇的意思。 认真阅读每一句话，分析空格处的意思，根据上下文语境确定空格处应填的词汇。 3. Let Ss try to complete the conversation with the words in the box. 4. Check the answers. Homework 1. Review Section B. 2. Write a letter to me. If you go to the party, what will happen? If you don’t go to the party, what will happen? 板书设计：Section B 3a-Self check3 b: one possible version: My friend Jenny has a problem. She is too heavy. I think she should eat less junk food and eat more vegetables and fruit. I think she also should get more exercise. If she eats more vegetables and fruit she will eat less junk food. If she gets more exercise, she’ll be much thinner soon. self check 1: 1. apartment; 2. movie; 3. school; 4. partyself check 2: Are, going; want; if, will; fight; sorry; willself check 3: e.g. I will chat with my friends on line and play computer games at home.教学反思：Garden CitynowIn 100 years600 houses1000 housesA lot of pollutionAlmost no pollutionSeven schoolsTwo schools2400 people3500 peopleA lot of snow A little snowSix movie theaters Two movie theatersonecabbageonethreefourfivesome