-
2018
年新人教七年级英语下册全英文教案（全册
全英文）
Unit 1
Can you play the guitar?
一
. Knowledge and abilities
goals:
lary:dance,swim,sing,play chess , paint
,speak English, play the guitar
2. How to use Model verb” can”.
3. Listening and speaking
skills and communicative competence.
二
. Teaching
method:
Listening and speaking methods.
Pair works.
三
.
Moral goals:
Encourage students to
express their abilities.
Content of courses:
In this
period, students will learn some names of clubs
,such as
art , music, chess club,
swimming club, etc. students will learn the drills
:Do you want
to join…club ?Can you
…?
四
. Importance
and difficulty
: can
Teaching Aids:
A tape
recorder. Some pictures. A projector Some sports
things, such
as volleyball, basketball,
etc. Preparation test paper for lessons before
class.
五
.
Teaching Time:
4
periods
Period 1 (Section A:
1a
-
2d)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
dge Objects: Learn to talk
about abilities.
Know something about the
culture of clubs. Can you/he..?What can you do?
What
club do you want to join?can,
can’t, draw, dance, swim, speak, walk.
ng key point: can
3. Teaching Difficult point:
can
ng
Procedures:
Step 1.
Lead
-
in
Enjoy a song
I’m a musician
T:
Do you want to be a musician?
S:
T: Can you play the piano?
S…
T:
What can you do?
S: I can…
T: What
about you?
S:
T: OK, now please show your talent and
tell us what you can do.
第
1
页
共
109
页
Ask one of the students
come to the front and do the action. Ask other
students to
guess what he or she can
do.
Step 2.
Presentation
T: Look at the
pictures. What are they doing?
S:
Step 3 Pair work
Look at the pictures. Ask and answer
like this:
A: Can you play
basketball?
B: Yes, I can.
/ No, I can’t.
Can you…?
Step 4
Presentation
Show some pictures of famous stars.
Practice the third person “he, she,
they”
T: Where can you play
chess?
S:
T: Yes, in a
chess club. This term, we have a lot of clubs.
What club do you want to
join?
S…
T: Sounds
great. Can you…?
S: Yes, I
can/ No, I can’t
If the answer is negative,
guide students to say:
S:
No, I can’t. But I can learn it from
others.
Step5 Pair
work
A: What club do you
want to join?
B: I want to
join the…
A: Can you
…?
B: Yes, I can . No, I
can’t. But I can learn it from others.
Step 6 Listening
Listen to 1b
Listen to 2a and 2b. Tell
them to give special attention to
listening
activity (names of
the clubs). Finish the
tasks.
Step 7 Pair
work
Look at 2b and talk about what the
people can do the clubs they want to
join.
Step 7
Role
-
play the conversation
2d
T: If you like telling
stories. What club can you join?
S: Story telling club.
T: Right. Please read the conversation
following the recording. Who wants to join the
story telling club?
Then role
-
play
the conversation.
第
2
页
共
109
页
Step 8 Explain some
language points.
Step 9
Homework
Reflection after
class
：
__________
__________________________________________________
_________
______________________________
_______________________________________
__________________________________________________
___________________
____________________
_____________
第
3
页
共
109
页
Period 2 (Section A:
3a
-
3c)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
1. Knowledge Objects: go on
learning to talk about abilities.
—Can you play the guitar?
—Yes, I can./ No, I can't.
—What can you do?
—I can dance.
—What club do you want to
join?
—I want to join the
chess club.
2.
Teaching
key
points:
Conclude
the
usage
of
‘can’;
put
all
new
language
into
practice through different
activities.
3. Teaching
Difficult points: Distinguish “say, speak, tell,
talk”
ng
Procedures:
Step1:Greeting,
Warming up and duty report.
Watch a flash about the content of the
Just for fun.
Talk something
about the flash: Why is the other boy
unhappy?
Introduce because
of
the
difference
of
time zones,
the
time
in
different
places
are
different.
Revision:
show
the
time
in
six
places:
Beijing,
Tokyo,
Paris,
Los
Angeles,
New
York,
and London. Elicit the
sentence pattern: What time is it?
It’s……
Draw
attention
to
the
“am”
and
“pm”.
For
instance,
Beijing
is
seven
o’clock
in
the
morning. We can say Beijing is seven
am. Los Angeles is three in the afternoon. So we
can say Los Angeles is three pm.
(teacher helps students answer).
Step2:Review the words learnt in the
last period and add more.
(1)T
：
Here
are
some
Chinese,
let
us
see
what time
do
they
usually
get up/
take
a
shower…
get up
take a shower
eat breakfast
go
to school
eat lunch
run
go home
do homework
eat dinner
go to bed
(2)ask
students to make a survey
Ask
your friend 5 questions about his /her day. Then
make a report.
A: What time
do you usually…?
B: I
usually…at…
Step3:presentation.
(1)Ben’s day. Introduce something about
Ben.
第
4
页
共
109
页
Using the sentence pattern: What time
does he usually get up/go to school/…
Pay attention to the verb form of the
third person.
Discuss Do you
like ben’;s routines.
(2)Show the picture of Scott. He
usually gets up at 5 pm.
Ask
students to predict what his job is?
(3)listen
to
the
tape,and
try
to
answer
this
question.
then
read
through
the
passage,and match the pictures with the
times.
(4)read it again and
fill in the chart.
(5)answer
the following questions
does he work?
does he go to
work?
Step4:Work on
3a.
（
1
）
Read through the passage and tell me
what his job is.
（
2
）
Read it again and match
the pictures.
(3)Answer questions:
What does he do after he get
up?
Does he go to work after
breakfast? What does he do?
How does he go to work? By bus or on
foot?
What does he do before
he goes to bed?
What
does“What a funny time to eat
breakfast!”mean?
Step5:Follow up.
T
：
My friend Da
Bao likes Scott's work, so he gets to Sai Te Hotel
. But he doesn't find
him.
T:
There
are
many
children
in
the
hotel.
Look,
they
are
coming.
Please
ask
them
questions to find the real
Scott.
Step6:Work on
part4.
T
：
Now six people
make a group, and ask the other students when they
usually go to
bed . The leader lines up
from the earliest to the latest
bedtime.
T: Let's listen
Group1…Group2…
Step7:Work on
part 3 of self –check.
T:
Now I want to know something about what you do on
weekends. You can go, ask
your
classmates and fill in the forms. Then you have a
report.
T: You may begin it
like this
第
5
页
共
109
页
Step8:Homework.
Oral work:
（
1
）
Read 3a and recite
it.
（
2
）
Go
on making a survey to find out what your
classmates do on weekends.
Reflection after
class
：
__________
__________________________________________________
_________
______________________________
_______________________________________
__________________________________________________
___________________
____________________
_________
第
6
页
共
109
页
Period 3 (Section B:
1a
-
1f)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
1.
Knowledge
Objects:
go
on
learning
to
talk
about
abilities.
drum,
play
the
drum,
piano, play the piano,
violin, play the violin
2.
Teaching key points: Improve listening and
speaking
3. Teaching
Difficult points: Improve listening and
speaking
4. Teaching
Procedures:
Step 1
Warming
-
up and
revision
Daily
greeting.
Check the
homework. Let some Ss report what his/her family
members can do.
Step 2
Presentation
Play the sound of different
kinds of instruments. Let Ss guess what it
is.
Act and show your classmates your
talent.
T: Please stand in
front of your classmates. Act and say what you
can.
S1:
(sing and dance)
I can sing and
dance.
S2: (play the drum) I
can play the drum..
Step 3
Listening
Tell
the
Ss
that
they
will
listen
to
some
sounds
of
the
instruments.
Listen
and
number the words
[1
-
4] in the order of the
sounds you hear in 1a.
Play
the recording again and check the answers.
T:
Now let's work on 1c. First, let one
student read the words and phrases
aloud.
Then listen to the 1d
and circle the words and phrase you hear.
Check the answers:
T: Now please
look at the chart in 1e. What can Bill, Cindy and
Frank do? What can't
they do?
You'll listen to the
recording again. Then try to fill in the blanks.
Step 4 Group
work
Work in groups. Take
turn to talk about what Bill, Cindy and Frank can
and can't
do.
S1: Bill can play the
guitar, but he can't sing.
S2: Cindy can sing and play
the drum, but he can't play the piano.
Teacher can walk around the classroom,
and give some help to the Ss.
Step 5 Homework
第
7
页
共
109
页
Make up a conversation between a
volunteer and a person who is in charge of a
sports club/old people’s home/music
club.
Reflection after
class
：
__________
__________________________________________________
_________
______________________________
_______________________________________
__________________________________________________
___________________
____________________
________________
第
8
页
共
109
页
Period 4 (Section B:
2a
-
self check)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
1. Knowledge Objects: go on learning to
talk about abilities. also, people, help (sb)
with
sth,
center,
home,
today,
be
good
with,
make,
make
friends,
weekend,
on
weekends/on the weekend, teach,
musician
2. Teaching key
points: Also, too; be good with, help
with
3. Teaching Difficult
points: Describe one’s ability
4. Teaching Procedures:
Step 1
Warming
-
up
Check the homework
Ask
some pairs to show their conversations
Step 2 Reading
First, show some pictures
of the boys and girls and some key words in
2a.
T: Here are some
pictures and information about Peter, Alan and Ma
Huan. Can you
describe them according
to the pictures and key words?
S1: Guide Ss to use “also, too”, and
distinguish how to use these two words.
Give comments
on Ss’ descriptions.
T: Now
we’ll read three ads. What's the main idea of each
ad?
What's each ad's
title? Now let's read the three ads and
select a title for each ad. Ss read carefully and
try to select a title for each ad.
Check the answers with the class.
Step 3 Review the usage of
“tell”,
Review and distinguish the usage and
function of “help”
T:
Suppose
Peter,
Alan
and
Ma
Huan
want
to
help
to
do
something
after
school.
Which
ad
is
right
for
him/her? Now
read
the
descriptions
in
2a
and
the
ads
in
2b
again. Select a right ad
for each person.
Ss read
the descriptions in 2a and the ads in 2b again.
Try to select a right ad for each
person. They can talk about the answers
in their groups.
Check the answers with the class.
Step 4 Homework
1. Recite 2a and 2b
2. Finish the exercise on p6
Reflection
after class
：
____
__________________________________________________
______________
第
9
页
共
109
页
Unit 2 What time do you go to
school?
1. Teaching
Aims:
1) Aims of Basic
Knowledge:
①
Vocabulary:
time,
shower,
usually,
O’clock,
what
time,
go
to
school,
take
a
shower.
②
Grammar: What time do
you…? What time does he / she…?
③
Function: Use the simple
tense to talk about the daily life.
2) Aims of Abilities: Listening skill.
Speaking skill. Reading skill. Writing skill.
3) Aims of Emotion: Love
life.
2. Analysis of the
Material:
1) Brief
Introduction of the teaching material:
What time / When do you…?” “ What time
/ When does he…?”
2)
Teaching Focus: What time do you…? What time does
he/ she…?
3) Teaching
Difficulties: Present tense.
3. Learning Methods: Make a plan.
Culture.
4. Teaching
Methods:
Student
-
centered. Task
-
based
Teaching.
5. Teaching Time:
4 periods
Period 1(Section A:
1a
-
2a)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Step One:
Warming
-
up
Greeting
T: Good
afternoon, everyone.
Ss:
Good afternoon, Miss Yang.
Step Two: Presentation
1.
Adjust the
time, and ask students questions.
T: What time is it?
Ss: It’s 12 o’clock.
( Write on Bb
)
( Help Ss to say )
T: What time is it?
Ss: It’s 10:15.
( Help Ss to say
)
2.
Ask one student to come to the front,
adjust the time and ask the other
students.
S1: What time is
it?
Ss: It’s 9
o’clock.
3.
Teach the new words &
phrases.
第
10
页
共
109
页
Show some pictures of different clocks
and the activities.
T: I’m
very busy these days. Can you guess what time I
get up / eat breakfast / go to
school /
run / take a shower?
(
Write on Bb)
T: I usually
get up at 6:35. ( Teach Ss the new word “ usually”
)
S1: You usually eat
breakfast at …
S2: You
usually run at…
S3: You
usually take a shower at …
4.
Ask Ss to do
the exercise of 1a, and then check the
answers.
Step Three:
Listening
1.
Show Ss the timetable of Rick’s ( write
on small Bb )
Rick’s
timetable
Gets up
Eats breakfast
Runs
Goes to
school
Takes a
shower
Then check the
answers.
2.
Ask and answer.
T: What time does Rick get up / eat
breakfast / run / go to school / take a shower
?
Ss: He gets up / eats
breakfast / runs / goes to school / takes a shower
at…
( Ask Ss pay attention
to the underlined phrases.)
Step Four: Consolidation
1.
Ask Ss to look
at the pictures and tell their days.
Example: I usually get up at …. I eat
breakfast at …. I go to school at …. At …, I take
a
shower.
Step
Six: Homework
1.
Try to remember all the words &
phrases.
2.
Survey: Ask your classmates their
routines, and give your report.
3.
Plan: January
1
st
is coming. Please plan
it, and make your day wonderful.
Step Seven
Blackboard Design
Ask Ss listen to the
recorder and fill in the chart.
第
11
页
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109
页
Unit 2
What time do you go to
school?
What time do you go
to school? I usually go to school at six
thirty.
go to school
get dressed
get up
brush teeth
eat breakfast
take a shower
what time
Reflection after
class
：
__________
__________________________________________________
_________
______________________________
_______________________________________
__________________________________________________
___________________
____________________
___
第
12
页
共
109
页
Period 2 (Section A:
2b
-
Grammar Focus)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
1.
Aims and demands :
1) Language skills :Ss
learn to talk about kinds of transportation, and
how long it
takes to go places, and how
far apart places are.
2) Target Language : Words
: how far , get to , bicycle , subway , bus stop,
train
station , minute, kilometer, mile
, transportation , calendar
Sentences: How do you get
to school ? / How long does it take ? / How far is
it ?
3) Moral object : Through learning this
unit , Ss can enable them to care for each
other whenever crossing the roads and
pay attention to the sign of traffic.
2. Analysis of
the material:
Students have learned the
transportation before.. In this unit ,they need to
learn
more details about the
transportation. At the same time ,they need to
learn “How
long and How far” and they
can use them freely.
3. Teaching
methods:
pairwork , groupwork ,listening and
speaking, practicing
4, learning
strategies:
Personalizing Inferring
vocabulary
ng aids:
Tape recorder, a projector
or a computer
ng period:
Four periods.
第
13
页
共
109
页
Period 3 (Section B:
3a
-
3c)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
1. Aims and Demands: Key
vocabulary, How do you get to school ? How does he
get
to school ?
2. Teaching methods : Listening Writing
Pairwork
3.
Teaching Aids : A tape recorder.
Step I
Leading
in
T:
Good
morning,
everyone!
You
know
I
live
far
away
,so
I
go
to
school
by
bus
every day. What about you? David, “How
often do you go to school?”
S:
--------
T: So we will
talk about how to get to places in this
unit.
Step II
Now I will show you
pictures and let’s review the transportations we
know. Then
we will learn more about it
.(take the subway) Please open your books and
finish 1a.
Step III
1. There are five names in
they are in the picture. We should find
them.
2.
Play
the
tape
.They
should
listen
carefully
and
find
the
persons
.Write
the
numbers next to the
correct students in the picture above. After
listening , check the
answers together
.
Step IV
Point
to the
example in
the
box
,
ask
two
students
to
read
it .then
ask
them
to
make up
their conversations about how the people in the
picture get to school .
Teacher choose some pairs
to act their conversations.
Step V
Practicing
the
listening
:T:
I
will
play
two
conversations
The
people
are
talking
about
how
students
get
to
school
and
how
long
it
takes
.The
first
time
check
the
kinds
of transportation that you hear. The second time
match the time with the kinds
of
transportation activity 2a.
Step VI
1. Pay
attention to the picture and dialogue.2. Make your
own dialogue into pairs.
3. Act it in
front of the students.
Step VII
第
14
页
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109
页
Summary and homework: This class we
have learnt some key vocabulary and the
target
language .I
hope
after
class
you
can
survey
how
does
your
friends
get
to
school .and
pre
-
revise the
3a,3b.
Step VIII
Blackboard
Design
Unit 4 How do you get
to school ?
How do you get
to school ?
How long does it
take ?It takes about 10 minutes .
Reflection after
class
：
__________
__________________________________________________
_________
______________________________
_______________________________________
__________________________________________________
___________________
____________________
______________
第
15
页
共
109
页
Period 4
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
课
题
教
学
设
计
Unit 2 What time do you go to school
？（第
4
课时）
一、教学三维目标
1.
知识与技能：
(1)
通过本单元的学习，
使学生掌握相关的时间表达方法以及相关的词汇，
能够就生活中的时间安
排及日常活动来交谈；
(2)
通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和
与他人合作的精神；
(3)
通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。
教学批注
2.
过程与方法：
启发式教学和讨论法
3.
情感态度与价值观：
让学生能合理安排作息时间
二、教学重点、难点
教学重点
（
1
）时间的表达法
（
2
）第三人称单数谓语动词的运用
< br>（
3
）本单元的新词汇多及内容跨度大也给学生在理解和
掌握上带来了一定的
困难。
教学难点
Ss write an
essay about their daily abilities.
三、教学准备
录音机、磁带、实物、图片等
四、教学课时
5
课时
五、教学过程
第
16
页
共
109
页
Step 1
Check their homework
Choose some
students to tell us the Sunday schedule and
collect it
Step 2
Self check
1.
Page 70 part
1,
Let them to finish
it.
2.
Have a dictation.
Step 3
Design a
survey
1. According to the
knowledge, let them to design a survey.
2. Write down on page 70.
3. Ask some students to do it
orally.
Step 4
Game
1.
Divide them
into three groups, and write the name, time and
actions on the
paper.
2.
Collect
them
into
three
boxes,
and
ask
students
to
choose,
then
make
a
sentence.
3.
If he is
right, his group will get one flag.
Step 5
Culture
notes
1.
Read through ‘just for fun’.
2.
Discuss in
groups.
3.
Tell us what happened.
Step 5
Homework
Arrange
your class in a week
7:30
-
8:10
板书设计
Monday.
Tuesday
Wednesday
Thursday
Friday
Break time
教
学
反
思
第
17
页
共
109
页
Unit3
How do you get to
school ?
Period 1 (Section
A: 1a
-
1C)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
【学习目标】
1.
< br>掌握本节课的
5
个单词：
tra
in
bus
subway
ride
bike
和
5
个短语
:
take the train
take the bus
take the subway
;
ride the bike
walk to
2.
熟练运用问方式的句型。
----
How do
you get to school ?
----
I ride my bike .
3.
掌握句型：
I take the
bus to (get to) school . I get to school by bus .
4.
能听懂有关谈论行为方式的对话
并进行自由交际。
【
预习指导】
自我预习：
一、扫清障碍
根据音标读出
1a
---
1c
的单词
,
并记住。
二、课本预习：
熟读
1a
的词组并翻译成汉语。
熟读
1a
并根据图中的信息填空
< br>翻译
1c
对话。
(
二
)
预习效果检查。
1
，写出并读出下列单词和短语：
火车
公共汽车
地铁
自行车
乘火车
/
地铁
/-----
骑自行车
2
，翻译下列句子
< br>1
），你怎么上学
/
回家
/
去威远？
我步行上学。我骑自行车回家。我乘公共汽车去威远。
2
），她乘地铁上学。
Mike
乘火车回家。
【
课内学习】
一、教材处理：
1.
检查
1a
的预习效果（熟练掌握
1a
中的词组）
。
2.
放录音让学生完成
1b,
跟读，朗读听力材料。
3.
检查答案。
4.
检查
3c
对话情况。
学生背诵此对话，然后结合
1a
图画两人一组自编对话。
5
，展示成果，小组对话表演。
二、
组内探讨：
第
18
页
共
109
页
1,How are
you?
怎样用英语回答。
2, How do you get to
-----
?
怎样用英语回答。
How does he get to
------
?
怎样用英语回答。
3,
How do/does sb
do
---
?
句型扩展
How do you come to school ?
How do they go home
?
How does he
play baseball ?
How
does Mike help his mother ?
三
,
要点总结
1,
问交通方式的句型
How
do/does
-------
get to
---
?
回答时可用动词短语（谓语）
take the bus
/train /subway /plane /ship to
ride my bike /the horse to
drive sb to
walk to
还可以用介词短语（状语）
by
bus /train /subway /plane /bike
o n foot /on the bus /on the train /on
her bike
in his car
2,
交通工具大会餐：
(take ,ride , drive
,walk)(by)
car,
truck,
tricycle,
motorbike,
bike/
bicycle,
subway,
taxi,
cab,
train,
bus,
plane, school-bus, ship, boat.
Period 2 (Section A:
3a
-
3c)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
1. Aims and demons:
Key vocabulary : minute
hour second take some
body some
time to do ter
2.
Teaching Methods :
Reading
and writing Pairwork
第
19
页
共
109
页
ng Aids :
Recorder A projector
Step I Reading
1. Pay attention to these
questions.
2. Read this text by yourself and try
to answer the questions
3. Explain the text and
check the answers.
Step II
Pairwork
1. Pay attention to the conversation on
the right.2. Read this text in different roles.
3.
Look
at
the
picture
and
time
on
the
left.4.
Make
the
other
conversations
in
pairs.(Give them five
minutes)
Step
III ( Into group race)
Three students a group. A
,look at page 21.B, look at page 85.C, look at
page
they want to get the answers in
the chart ,they should ask the others :
1. How often does John go
to school?
long does it take Maria to get to
school?
Get the answers from the conversations
.At the same time ,they can practise the
basic sentences in this
unit.
Step V Workbook
Complete these questions
and answers.
1. Q: How does she get to school? A:
She takes the bus.
2. Q; How do ____get to
school? A:I _____my bike.
3. Q:______ does he get to
school? A: He ____ the subway.
Step VI
Summary
This class we’ve had reading and
writing practice. And we’ve done a
game.
Step VII Homework
Finish off the
workbook exercise.
Step VIII Blackboard
Design
Unit 4 How do you get
to school?
How;
How
long;
How far
Reflection after
class
：
__________
__________________________________________________
_________
______________________________
_______________________________________
__________________________________________________
___________________
____________________
_______
第
20
页
共
109
页
Period 3 (Section B:
1a
-
2b)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
1.
Aims
and
Demands:
Key
vocabulary:
bus
stop,
bus
station,
train
station,
subway
station.
2.
Teaching
Methods:
Listening
methods.
Reading
methods.
Pairwork.
第
21
页
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109
页
Groupwork. Practice.
3. Teaching
Aids:
A tape recorder, a
projector.
Step I
Section
B
1a
,
Ss
match
the
words
with the
pictures .Ask
them to
recognize
the
different
stations.
Check the answers together .
Step
II
Practicing listening : Play the tape
twice , the first time please give out the general
meaning .
the
second
time
check
the
things
that
Tomas
wants
to
know.
The
third
time how does Nina get to school?
Step III
Practicing reading :T:
class , Do you want to know the students around
world how
to get to school ? ok, please
read silently the article. (1 minute later ) T:
Who can tell
me the main idea of the
article .? Good ,look at the five sentences, write
T or F. Ss
check the answer each
other.
Step IV 2b
Students
look
at
the
chart
first.
Make
sure
they
know
what
to
do.
Ask
them
to
finish
the activity individually according to the chart.
Then check the answers.
Step V Summary
Today we have
learnt some more key words and done some reading
and writing
practice.
Step VI Home
work
Preview the 2b and finish the self
check.
Step VII Blackboard Design
Unit 4How do you get to school?
First…… Next……
Then……
Most, many, some,
other, a small number
Reflection after
class
：
__________
__________________________________________________
_________
______________________________
_______________________________________
__________________________________________________
___________________
____________________
_______
第
22
页
共
109
页
Period 4
(Section B: 2c
-
Self
check)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
1.
Aims
and
Demands:
Writing
practice
,make
a
survey,
exercises
over
the
workbook.
2. Teaching
Methods:
Writing method,
speaking method, self check method.
3. Teaching
Aids:
A
projector.
Step 1 2c
Just now you filled in an
article about how students get to Hillsville High
School.
How do students get to your
school?
As a students say, list them on the
board. Tell students to use the words on the
board to write about how students at
your school get to school.
Ask students to write
individually.
Choose some students to read their work
to the class.
Give them little present s if they do
well.
Step II 4 Survey Find someone
who…
Tell students we’ll do a survey. Please
turn to page look at the chart. You
want to know how far people live from
school, how they get to school, and how long
it takes them to get to school. Let me
tell you how to do the survey. Go around the
class and ask questions like
this:
How far do you live from
school?
How do you get to school?
How long does
it take to get to school?
And find out these answers
and write them names in the chart. The students
with
the most names in his or her chart
wins the game.
Step III Self check
Tell
them
to
use
the
words
in
the
box
to
fill
in
the
blanks.
Ask
them
to
do
this
exercise
individually.
After
finishing,
write
some
on
the
board
.Underline
any
mistakes and ask students to tell how
to correct each of them.
Step IV 2
Show
the
picture
on
the
screen.
Tell
them
imagine
you
meet
an
American
who
needs help. His friend
is ill in hospital .He has got a map .But it’s a
Chinese map. He
第
23
页
共
109
页
doesn’t know Chinese. Can you tell him
how to get to the hospital?
Students work in pairs to
present their conversations to the
class.
Step V Summary
Today
we’ve
reviewed
key
vocabulary
in
the
unit
and
done
writing
and
oral
practice.
Step VI Homework
Finish off the
exercise of the workbook and preview the next
unit.
Reflection after
class
：
__________
__________________________________________________
_________
______________________________
_______________________________________
__________________
________
__________________________________________________
___________
________
Unit4 Don’t eat in class.
Ⅰ
. Analysis of the Teaching
Material
and
Function
In this unit
students learn to talk about school and family a
topic is so
familiar to students that
they must be active in all the activities in is
helpful to
raise learning interest and
useful to improve students’
listening,speaking,reading and
writing
skills.
(1)The first period
introduces some negative imperatives students are
provided with much listening and oral
practice using the target language “What are
the rules?”
(2)In
the second period students do much listening and
oral practice using the
words “can” and
“can’t”.After this class,students know more about
what they can or
can’t do at
school.
(3)The third period
provides students with much oral practice using
the phrase
“have to”.And the game in
the last part is useful to raise learning is
useful
to improve
spoken English.
(4)In the fourth period students learn
to talk about what they do or don’t have
to do at home.
第
24
页
共
109
页
(5)In the fifth period
students learn to write a
letter to talk about their family
they
also
learn
to
talk
about
some
common
the
activities
are
designed to improve
students’ reading and writing skills.
(6)The self check in the last period is
designed to give students more reinforced
practice,especially
writing
this
way,students
better
understand
how
to
apply what they have learned in their
daily life.
ng Aims and
Demands
(1)Knowledge
Objects
In this unit
students learn to talk about rules.
Make
students learn
and
grasp
imperatives
and
the
usage of the
words
“can”
and
“have to”.
(2)Ability
Objects
Train
students’
listening,speaking,reading
and
writing
students’
integrating
skills.
(3)Moral
Object
As students,we must
obey school rules.
ng Key
Points
Learn
the
key
vocabulary
and
the
target
language.
Learn
the
imperatives
and
the words “can” and
“have to”.
ng
Difficulties
Train
students’
listening,speaking,reading
and
writing
skills.
Learn
to
write
a
letter.
ng
Ways
Teach students how to
talk about rules in daily life.
Ⅱ
.Teaching
Guidance
ge Function:
Talk about rules.
Languages:
Don’t eat in
class! Can we wear hats? No,we can’t.
We don’t
have to wear a
school uniform.
ures
Imperatives.
Can for permission. Modal have to.
Vocabulary
in
class,
classroom,
hallway,
gym,
arrive,hate,go
out,
practice,
inside,
outside,
uniform, sports
shoes,fight,can,can’t,have to
第
25
页
共
109
页
ng Strategies:
Scanning. Deducing.
Ⅲ
. Periods:
Six
periods.
Period 1 (Section A:
1a
-
2d)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Step 1
Revision
Review some key words and language points learned
in Unit 11
briefly.
< br>学
校
走
廊
1
2
3
4
Point to the pictures one by one and
teach students to say,
5
Don’t
arrive
late
for
’t
run
in
the
’t
eat
in
the
’t listen
to music in the ’t fight.
Write the rules on the and have
students repeat several times.
Students
open
their
books.
Point
out
the
list
of
school
a
different
student to read each rule to the
class.
Step 2
Call students’ attention to the
picture.
Say, Each of these
students is breaking one of these the number of
the rule each student is breaking in
the box next to him or out the sample
answer.
Students
do the activity individually.
Check the answers.
Answers
looking
at his running in the eating an
with
sitting at desks,fighting
Step 3
1b
Ask students
to read the five rules in activity 1a once
more.
Point to the three
,You are to listen to a students
are
breaking the and write the number of the rules
next to the name of
第
26
页
共
109
页
the
student who is breaking the rules.
Play the recording for the first ts
only listen.
Play the
recording students listen and fill in the number
of the rule
after each name.
Correct the answers.
Answers
Peter:2
Nicki:3
Joseph:4
Step 4
1c
Invite a pair of students to read the
sample conversation to the class.
Write it on the blackboard.
Put students into ,Student A is an
exchange or she doesn’t
know the rules
in the t B tells him or her
about the rules in 1a.
Get
students
to
work
in
they
are
working,move
around
the
room
offering
help as needed.
Get some
pairs of students to present their conversation to
the class.
(This activity
provides oral practice using the target
language.)
Step 5
Summary
In
this
class
we’ve
mainly
learned
to
talk
about
school
rules.
As
students,
we
must
obey school rules.
Step
Ⅵ
Homework
Write down the rules in activity 1a
without looking at books.
Step 6
Blackboard Design
Unit 4
Don’t eat
in class.
Don’t arrive late
for class. Don’t run in the hallways.
Don’t eat in the classrooms. Don’t
listen to music in the classrooms.
Don’t fight.
Reflection after
class
：
__________
__________________________________________________
_________
______________________________
_______________________________________
__________________________________________________
___________________
____________________
____________
第
27
页
共
109
页
Period 2
(section A: 3a,3b,3c)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Step1
Revision
T:
Hello. What day is it today? What’s the weather
like today?
T: It is a good
day today. Can we play pingpong
outside?
Can we run
outside/in the hallways?
Can we fight in
the classrooms?
Can we eat
an apple in a dining hall?
Do you like
movies
？
Do you want to go to
a movie?
Today we
are going to watch a short play about rules. It is
made by our classmates.
When
you
are
watching
the
play,
you
should
to
remember
what
rules
they
are
breaking. Use the sentence like : Don’t
…
S1:
Don’t
arrive
late
for
school.
S2:
Don’t
talk
in
class.
S3:
Don’t
listen
to
music
in
class.
Step
2
Presentation
T:
Excuse me. What time does the school begin in the
morning?
S: It begins at
…
T: Yeh, so I have to
arrive at school at ….What about you?
What time do you have to arrive at
school in the morning?
S: I
have to arrive at school at…
T: As students, what do you have to do
in the school?
S: We can’t
listen to …
eat
in class. fight. …
T: What
can you do at home?
S: I can
play computer/watch TV/sleep/talk/…at
home.
Step 3
Task
1: tell the reason
T: Where
do you like to stay, at home or at school? Now
I’ll give you 2 minutes to
第
28
页
共
109
页
prepare for it.
S: At school, I can…..
I don’t have to
….
At home, I can’t ….
I have to…
Step4
Ask and
answer
Do you have to get up
at 6:oo?
Can
you watch TV on weekdays?
Do you have to wash your
clothes?
Can you go out at
night?
T:
Now
,
look
at
the
list.
These
are
family
rules.
Please
ask
and
answer
with
your
partner and fill in the list. Then I
will ask some of you to report this list.
Step 5
3a
T: As you
know, we have seven classes in a day. What can you
do in an English class?
S:
We can speak English/learn English
songs/…
T: What can you do
in the painting class?
S: We
can draw some pictures..
T:
What do you have to bring for the painting
class?
S: We have to bring
our color pencils.
T: What
can you do in the PE class? Or we can say, what
can you do in gym class?
Step6
Task2:
Design your ideal school
T: As you are students, you have to
obey the rules. Now if you have the chance to be
a headmaster, what kind of school do
you want to make? Please tell us the rules of
your ideal school.
You can work with your group, ask and
answer like:
A: Can the
students….?
B: Yes, they
can. / No, they can’t.
They
don’t have to….
Do you like our school?
Step 7 Homework
:
1)
Copy new
words.
2)
Step 8 Bb design
Unit 12 Don’t eat in class.
What do you have to do in the school/at
home?
don’t you have to …
I have to …
don’t have to..
第
29
页
共
109
页
Report:
In
our
school,
the
students
can
…
They
can’t
….
They
have
to
….
Design your ideal school and write down
the rules
What can you do in
the school/at home?
I can…. I can’t …
Reflection after
class
：
__________
__________________________________________________
_________
______________________________
_______________________________________
__________________________________________________
___________________
____________________
__________
Period 3 (section B:
1a
-
2c)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Step 1
Warming
-
up and
revision
Sing some English songs. Greet the
class as usual.
T: Good
morning/afternoon!
How are
you?
What’s the date today?
What day is it
today? What’s the weather like today? Are you
happy?
Learn the song “If
you’re happy.”
T: I’m very
happy today, do you know? Please guess!
Step 2 Reading
Present the photos of Emily and Dave on
Page 74(They are laughing) and ask:
T: Are you happy? Why?
Revise Part
1
in
Section B.
Then
show
the
photo
of Zhao Pei
in3a. Ask:
Is
she
happy? Let
Ss read the letter and find out the answers. After
that, ask Ss make a list
about her
rules .
T: What can you do
at your house and what can’t you do in your house?
(Get
different answers from
Ss.)
Step 3 Class
Survey
1. Make a list of the
rules at your houses.
T: OK!
There are so many rules in your houses! Now make a
list of the rules at your
houses. You
can
use Zhao Pei's list of rules as a
model.
第
30
页
共
109
页
Give the Ss some minutes to
write. And then
have some students read
their
lists to the class. Make language
corrections as needed.
2. Make a
survey
First,
p
oint out the sample question and
answer in the picture in the book. Ask
two students to read it to the class.
Step 4 Task2 Make the rules
for school library
T: As you
are Ss, you have to obey many rules. Now if your
headmaster asks
you to help him make a
rule for your school
library, can you help him? What kind of
rules do you want to make? Please tell
us the rules. Work in groups. Then make a
report.
T: You are all good Ss. I
hope you can be Ss both at home and at school. Be
a
good student.
Step 6 Homework
Do the exercises in the exercise books.
教学反思：
Period 4
(Section B:
3a
-
self check)
授课人
:______
授课班级
: ____
授课时间：<
/p>
2018
年
___
月
___
日
____
午第
____
节
Step 1 Warming
-
up
and revision
1.
Greetings.
2. Enjoy English
songs.
3. T: Are you happy?
Ask some Ss to say the rules in their house.
Step 2 Look and
practice
T: Most of us have
many rules in our house. What about the Jones
family? Are there
too many rules in his
house? Look at the pictures and ask and answer in
pairs like
this:
S1: Do you have to….?
S2: Yes, I do./ No, I don’t.
Ss practice in pairs and act out. Then
show a list and let Ss make the list.
Step 3 Write
T:
Jones is very unhappy. H e wants to write a letter
to Dr Know about the rules in
his
house. Imagine you are Jones, do it!
Ss do this job. Then show some and
enjoy their ideas.
Step 4
Explanation
第
31
页
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109
页
Revise
the
whole
unit,
and
explain
some
important
phases
in
class.
And
solve
the
problems the Ss have.
Step 5 Exercises
Do some exercises in class and check
the answers.
Step 6 Home
work
1. Finish the exercises
in Book 1
-
2.
2. Write a letter to your pen pal and
tell her /him the rules of your school or your
family.
教学反思：
___________
__________________________________________________
________
_______________________________
______________________________________
_
__________________________________________________
__________________
_____________________
__________
Unit5 Why do you like
pandas?
一、教学目标
1
、知识目标：学习本单元的词汇和句型结构
1
）
词汇：
zoo, animal,
tiger, elephant, koala bear, dolphin, panda, lion,
penguin, giraffe, smart,
cute, fun,
ugly, intelligent, friendly, shy, kind of,
Africa
2
）
句型结构：
why, what,
where
引导的特殊疑问句；用
because
表示原因；表示性质、品质的
形容词的使用及程度的表达。
Why
do
you
want
to
see
the
lions?
/
Why
do
you
like
lions?/Because
they’re
cute/interesting…
What animals do you like?/Where are
lions from? / Where do lions come from?
They are
very
dangerous.
They are
kind of
intelligent.
2
、能力目标：
描述动物，并能表达对某种动物的好恶。
二、教学重、难点
第
32
页
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109
页
1
、
重点：
学习本单元的词汇，
用
what
、
why
、
wher
e
引导的特殊疑问句，
用
becaus
e
表示原因以及形容词的使用。
2<
/p>
、难点：
准确使用形容词对自己感兴趣的事物进行描述。
三、课前准备
教师：录音机，图片，物品实物
.
学生<
/p>
:
实物
(
学习用
品
).
四、教学建议：
课时及内容：
本单元建议用
5
个课时完成
< br>
第一课时完成
section
A
1a
-
1c
第二课时完成
section
A <
/p>
2a
-
2c
（<
/p>
grammar
focus
）
第三课时完成
section A
3a
-
4
第四课时完成
section B
1
-
3
第五课时完成
section B
3a
-
4
Period 1
（
Section
A
1a
-
1c
）
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Step 1
Warming
-
up and
revision
ngs.
the new words and expressions.
the conversations they learned the
last day.
Ss report their
collection in the homework.
Step 2 Presentation
< br>1
、请同学用英语说出自己知道的动物名称并板书。出示课前准备好的各种动物<
/p>
图片，向学生展示各种动物的英语表达方法。
（
< br>tiger, elephant, koala bear,
dolphin, panda, lion, penguin, giraffe,
etc.
）
2
、发音练习，
注意元音字母及组合的发音规则。
3
、
将图片
按
1a
中的样子贴在黑板上，仿照动物园的导游图布置，要求学
生将
单词卡贴在相应的动物图片下。
教材中对应配对练习
（
1a
）
。
(
答案
: b, h, d, a,
e, f, g, c)
Step3
活动：
< br>（
1
）用黑板上所贴的图片学习对某种动物的喜爱及原因
（
2
）完成
任务需要的词汇及句型结构：
词汇：
cute, interesting, fun,
smart, beautiful
等形容词，
句型结构：
I like
lions.
Let’s see the lions first.
Why?(Why is that?)
Because they are cute.
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Step 4
听力训练：
听录音（
1b
）
。在
1a
中勾出所听到的
动物。
（
panda,
giraffe, penguin
）
Step 5
小组活动：
讨论在动物园
中最先参观的动物，并给出理由。
Step 6
对话表演
（
1
）让小学生进行表演
1c
部分的知识点，进行对话训练。
（
2
）让几组学生在班上进行对话练习。
Step 7 Pair work
Ask
the
students
to
read
the
conversation
in
3b
first.
And
then
ask
them
to
make
conversations. Now practice asking and
answering questions about what the people
in the pictures did last weekend.
Practice in pairs. Use the dialogue as an example.
Give the students two minutes to read
and make the conversations.
Step 8
Copy the
words and phrases.
教学反思：
Period 2
（
Section
A: 2a
-
grammar
focus
）
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Step 1 Warming
-
up
and revision
1.
师生问候。
the new words and
expressions.
the
conversations they learned the last
day.
Ss report their
collection in the homework.
Step 2 Presentation
1
、使用各种动物图片，复习动物名
称，谈论喜好及程度。
（
1
）
What animal is it?
It’s a tiger.
（
2
）
Do
you like tigers?
Yes, I do. / No, I don’t.
（
3
）
Why?
/ Why not?
Because they’re very (kind
of)…
讲解
very, kind
of
的用法，
可将
Section
B
第一部分中的
ugly,
scary
等词提前教
第
34
页
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109
页
学。
2
、学
生练习对所看到的动物的喜好（程度）及原因，并表演对话。
Step 3
听力训练：
（
1
）
听录音，完成练习（
2a
）
。
（
2
）步骤
4
听录音，完成练习（
2b
）
。
Step 4
小组活动
：为自己的同学选择生日礼物。调查同伴最喜爱和不喜爱的
小动
物及原因，然后为他
/
她准备一份
动物玩具作为生日礼物。使用下列表格：
Names
Step 5
互组活动：
（让学生在
对话的语境中练习自己的交际能力，巩固本课的句
型）
汇报为同学选取生日礼物的情况，
可
采用情景复现的方式
（小组对话）
，
也
可以
采用汇报结果的方式。
Step
6 Reading
Present the photos
of Emily and Dave (They are laughing) and ask:
T: Are you happy?
Why?
Revise.
Then
show
the
photo
of
Zhao
Pei
Ask:
Is
she
happy?
Let
Ss
read
the
letter
and find out the answers. After that, ask Ss make
a list about her rules .
第
35
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页
Animals
he/she
likes
Reasons
Animals he/she
dislikes
Reasons
T:
What can you do at your house and what can’t you
do in your house? (Get
different
answers from Ss.)
Step7
Grammar focus
让学生反复读，然后把这些句子翻译成英语。
Step8 Homework
Copy the words and phrases.
反思教学：
___________
__________________________________________________
________
_______________________________
______________________________________
_
__________________________________________________
__________________
_____________________
_______
Period
3
（
Section A:
3a
-
4
）
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
第
36
页
共
109
页
Step 1
Warming
-
up and
revision
1.
师生问候。
the new words and
expressions.
the
conversations they learned the last
day.
Ss report their
collection in the homework.
Step 2 Presentation
出示动物玩具或图片：
a
panda
，
a
lion
，
a koala bear
，请学生表达对这些动物
的好恶。
复习并介绍国名
China, Australia, South
Africa
。
句型结构
Where
are pandas
from?
Pandas
are
from
China.
（注意另一种表达，
Where
do
pandas
come
from?
Pandas come from China.
）可以对这
些动物的习性等做简单介绍，将
Section B
中
的部分词汇和表达在此处介绍，如：
eat
grass,
sleep
during
the
day,
at
night,
eat
leaves
，
lazy, meat
等。
（
3a
）
Step 2
：
学生练习谈论对上述三种动物的喜
好，产地及简单习性。
(3b)
What animals do you like?
I
like pandas.
Where are
pandas from?
They are from
China.
They are lazy. They
like eating bamboos.
Step3
：
出示另外几种动物，如：
an
elephant, a giraffe, a kangaroo
等，要求学生对这
几
种动物开展谈论，包括喜好、产地、习性等信息。
Step 4
对话表演：
（让学生与自己的伙伴交流，锻炼他们的口头表达能力）
Step5
Bingo
。
要求学生从所给的词语中随机选择九个填入旁边的格子中。放录音，让学生听
到自己所
选的词时，在该词上划叉，最先连成三个一排者为胜者。
（
Pa
rt4
）
Step 6
Writing
Look back at the ad
in please write your own ad. You can use some of
the
sentences from activity 3a. But
please use your own types of dumplings and choose
different drinks. You can also change
the prices. Read your ad for the class.
Step 7 Pair work
Ask
the
students
to
read
the
conversation
in
3b
first.
And
then
ask
them
to
make
conversations. Now practice asking and
answering questions about what the people
in the pictures did last weekend.
Practice in pairs. Use the dialogue as an example.
Give the students two minutes to read
and make the conversations.
第
37
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109
页
Step 8 Homework
Review the key sentences.
教学后记：
__
_
Period
4
（
Section B:
1
-
3
）
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Step 1 Warming
-
up
and revision
1.
师生问候。
the new words and
expressions.
the
conversations they learned the last
day.
第
38
页
共
109
页
Ss report their collection in the
homework.
Step 2
Presentation
1
、出示
图片或玩具模型，对所出示图片中的动物进行描述，要求学生用别的
形容词对所见到的动
物进行描述，
接受学生所给出的各种不同答案。
共出示八幅
图片。介绍形容词：
ugly, friendly,
small, shy, intelligent ,beautiful, cut,
scary
等。
2
、要用到的句型：
What do
you think of the tiger?
It’s scary. Etc.
（
1
）
Step
2
让学生用
1b
句型及
1a
中的形容词进行对话练习。
活动：对步骤
1
中的图片进
行谈论。完成任务所需要的句型结构：
What animals do you like?
I
like elephants.
Why do you like elephants?
Because they
are cute.
What other animals do you like?
I
like …, too.
Why?
Because … .
Step 3
教师先让学生自己和同伴进行练习
，然后抽几组学生进行对话表演。
Step 4
Listening Test
<
/p>
听录音（
3
遍）
，完成练习（
2a
，
2b
）
。
Step 5
（
1
）
要求学生采访她或他的伙伴，
他
/
她的父母
/
老师喜欢什么动物。
句型如下：
----
What
animals does your father/mother like?
-----
He/She likes
…
-----
Why does he/she like …?
-----
Because
they are ….
（
2
）选择部分同学在全班汇报采访结果。
Step 6 Pair work
This activity provides guided oral
practice using the target
language
．
Call attention to
the question
words
．
Have a student read
them to the class
．
Ask Where
did you go
on vacation?
Say
，
please work in
pairs
．
As students
talk
，
move around the room
offering pronunciation
and
language
support
as needed
．
Read
aloud.
then discuss
the keys
．
Listen
and fill in the chart
．
Then
discuss the keys
．
Step 7 Homework
Review the key words and
phrases.
教
___
第
39
页
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109
页
学
后
记
：
Period 5
（
Section
B: 3a
-
self
check
）
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Step 1 Warming
-
up
and revision
1.
师生问候。
the new words and
expressions.
the
conversations they learned the last
day.
第
40
页
共
109
页
Ss
report their collection in the
homework.
Step 2
Presentation
教师展示四幅教学挂图，就图片提
出问题，要求学生进行回答。教师可采用
先通过提问进行引导的方式，过度到让学生自由
谈论。
What animal
is this?
Where is it from?
What is the …eating/doing?
Do you like it?
How much do you know about
it?
在此步骤中
,
将
3a
、
3b
语篇中的词汇进行教学。
教学
grass, sleep, during, at
night,
leaf, meat, relax,
lazy
等词汇。
Step 3
Reading
< br>（
1
）引导学生读短文，回答下列问题：
Who is Molly?
Who is Ling Ling?
Who is
Bill?
（
2
）学生阅读语篇，并将图片与相应的语篇匹配。
（
3a
）
How old is Molly?
Where is she
from?
What does she like to
do?
How old is Ling Ling?
Where is she from?
What does she look
like?
How old is Bill?
Where does he come from?
When does he
sleep and when does he eat his meals?
<
/p>
（
3
）在订正答案时，讲解涉及到的语言
知识。
Step 4
观察图片
a,
完成
< br>3b
。订正答案。
Step
5
小组活动（表演）
：
动物的自述。要求学生从教材中的四种动物中选择
一种进行扮演，以独白的方式向其他同学介绍自己。
Step
6
写作练习（
3c
）
,
描写自己家养的宠物或想要养的宠物。
学生先在小组中进行讨论如何写作，然后进行书面表达。
Step 7
猜猜我的宠物是什么
。
让部分学生描述自己养的宠物或理想中的宠物，
其他同
学边听边找线索并进行猜测。要求描述出产地、颜色、习性等基本特点。
Step 6
Homework
Review the key
words and phrases.
教学后记：
第
41
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页
Unit 6 I’m watching TV.
一、
Teaching
Goal
：
In this unit students learn
to talk about what people are doing. Teach
students how to
cooperate and be good
at watching something and love our lives.
二、
Teaching
difficulties
1. The
vocabulary and the sentence structures.
2. Learn the grammar:
Present progressive tense.
3. Oral practice using the target
language.
三、
Teaching
Methods
Listening and
practicing methods,
pair
work, Task
-
Based Learning
method.
四、
Teaching Aids
A tape recorder, some pictures and
cards.
五、
Teaching
Time:
5 periods
Period 1 (Section A:1a—2b)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Teaching
Procedures
Step
1
.Revision
1.
Greetings.
2. Revise the
words and expressions in Unit 4.
Step 2
.Presatation: Lead
in
1. Do “Ask and answer”
practice with the Ss.
2. The
teacher asks the students to give more verbs
phrases and write them down on
the
blackboard.(show
many
pictures
to
help
the
Ss.)Teach
the
new
words
and
expressions.
3.
Teach the Present Progressive.
1
）
Introduction:
Talk about the title of this unit. Show some
pictures to introduce the
第
42
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109
页
Present Progressive tense.
T:
What’s she/he doing?
Ss:
She/He is
v
-
ing (Help the Ss to answer
the questions and show the sentences)
2) Let the Ss to say what the Present
Progressive is.
(
现在进行时表示现在正在进行或发生的动作
,
它的表现形式为
:Be
Verbs
+
V
-
ing
….)
3). Tell the difference
Write down the
V
-
ing forms by another lines
of go, watch, do, play and eat . Ask the
Ss to have a look and find the
difference between them. For example: go and
going,
watch and watching, do and
doing, etc. Then ask the Ss to read them again and
do
more exercises.
Step3
.Activity
1a:Match
1. Help the Ss talk about
the pictures. The Ss read these
V
-
ing words
after the teacher. Match the words and
the activities. Check the answers.
2. Help the Ss do “Ask and answer”
practice in pairs.
3. Ask
some Ss to do actions and let the class guess what
he/she is doing.
Step4
.Activity 1b & 1c:
Listening and pair work.
1.
Play the recording for the Ss to listen. Play
again. Ss listen and write the number of
the activity each person is doing.
Check the answers.
2.
Pairwork:
Ask
the
Ss
to
do
“Ask
and
answer”
practice
about
the
picture
in
pairs.
Some pairs present
their dialogues to the class.
Step 5
.Activity 2a & 2b:
Listening and Practice
ty
2a:Talk about the picture in the Ss to read the
questions in 2a. Then
listen to the
tape and and write the answers. Check the
answers.
ty
2b:Play
the
recording
again.
Help
the
Ss
put
these
questions
and
answers
in
order
to make a conversation. Go through the answers
with the Ss.
Step
6
Pairwork: Activity 2c
about the pictures in 2c. Ask Ss to
read the sample conversation. Let Ss look at
the first group of pictures, and ask
them to guess what the people are
doing.
2.
Then
imitate
the
sample
conversation,
work
in
pairs.
Some
pairs
present
their
dialogues to the class.
3. A guessing game: Guess the
activities according to the Ss’
actions.
Step 7
Grammar focus
第
43
页
共
109
页
Go
through the sentences with the Ss. Deal with some
language points.
Step
8
Homework: the new words and up
their own dialogues.
教学后记：
Period 2
(Section A:2c—4)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Teaching aims
Go
on learning to talk about what people are
doing.
Language
points
learn the following
sentences.
⑴
—Is Nancy doing homework
?
—Yes, she is ./No, she
isn’t .She is writing a letter.
⑵
—Do you want to
go to the movies?
—Yes ,I do .
⑶
—When do you want to go?
—Let’s go at
six o’clock.
learn the
following words and phrases:
⑴
adjective: sure
⑵
verb phrases: wait for ,
talk about , talk to sb.
Teaching difficulties
present
participle:
run
-
running
,
write
-
writing
Present
progressive
tense:
Subject
+be+doing +…
Teaching steps
1.
Warming
-
up and
revision
⑴
Watch
VCD which is connected with the present
progressive tense.
⑵
Revision
The teacher asks Ss to do some actions,
ask and answer one by one (chain work)
T: What are you doing?
S1: I am reading an English
book. What are you doing ?
S
2
: I am writing
.What are you doing ?
S
3
: I am playing
the guitar. What are you
doing?
第
44
页
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109
页
Show some pictures, point
to them and ask.
（运用图画）
T:
Look
at
picture
1!
What
is
he
/she
doing
?
S
1
:
He/She
is
talking
on
the
phone.
T: Look at
picture 2! What are they doing?
S
2
: They are
singing and dancing.
T: Look
at picture3. What is he doing?
S
3
: He is
swimming.
2.
Presentation
The teacher
asks one student to come to the blackboard and do
an action.
T: Are you playing soccer?
S:
No, I’m not.
T: Are you playing basketball?
S : Yes, I am.
Ask more students like this.
3.
Practice
Have
students make a similar dialogue like this
S1: Are you reading a book?
S2:
No, I am not.
S1: Are you
reading a newspaper ?
S2: Yes ,I am.
4.
Guessing games
The teacher
uses pictures to ask the students. Cover one part
of the picture and then
uncover it
little by little.
T: What is
he doing ?
S
1
: Is he playing
the computer?
T:
No,
he
isn’t
.
S
2
:
Is
he
playing
the
guitar?
(show
another
picture)
What are they doing? Teacher continues
to ask students and shows them more
pictures.
5. Pair
work (work on 2c)
T: let’s
look at the pictures and guess what the people are
doing. Please practise in
pairs.
A: Is
Nancy writing a letter? B: No, she isn’t. She is
writing a letter. Then check
the
answers.
6. Work on
3a
T: Look at the pictures
and make conversations. Please write the correct
number
of
the
pictures
next
to
the
conversations
below.
Then
check
the
answer.
[Conversation A=3 Conversation B=2
]
The
teacher
reads
the
conversation
before
the
class,
and
the
Ss
repeat
the
sentences. Ss practice
the conversation in pairs and act out the
conversation.
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7.
Pair work
（
work on
4
）
（
1<
/p>
）
Show a picture and teach the
new phase“wait for a bus”.
（
2
）
Look at the
pictures and answer the questions below. Ask Ss
ask and answer like
this.
S1: Where is he?
S2: He is in the store/ the
supermarket.
S1: What is he
taking?
S2:
He is taking a bottle of juice.
S1: What is he waiting for?
S2: He is waiting for a
bus.
（
3
）
T:
Please look at the pictures again and talk about
the four pictures.
8.
Grammar Focus
T:
这两天我们学习了现在进行时，
当我们询问某人正在干某事时，
我们应该
说
What are you doing?
What is he/she doing?
回答时应说
I am watching TV.
He is doing homework.
一般疑问句：
Is he/she doing? Yes,
he/she is./No, he/she isn’t/
Are they doing? Yes, they are./ No,
they aren’t.
T:
请大家注意现在进行时态的构成
.
主语＋
b
e
＋现在分词
T
：
现在分词在动词下面加
“ing”,
如
play→playing,
wait→waiting
9.
Homework
Read and recite
the story about the four pictures.
教学后记：
Period 3 (Section
B:1a
-
2c)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Teaching aims
1.
询问别人正在哪里干某事
.
2.
继续学习某人正在干某事
.
Teaching points
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1.
To
learn the following sentences.
—Where do people play basketball?
—At
school.
—Where is he
swimming?
—He
is swimming at the pool.
2.
To learn the
following vocabularies: toy, shopping, mall,
pool.
Teaching steps
1.
Warming
-
up. chant
and revision
1)
Chant
What are you doing?
I’m reading
books.
What is he doing?
He is watching TV.
What is she doing?
She is doing
homework.
What are they
doing?
They are
eating dinner.
2)
Revision
Ask a student to do
an action and ask
T: Are
you eating breakfast?
S1: No, I’m not
.
T: Are you singing?
S2:
Yes, I am .
T: Is he writing
a letter?
S3: No, he isn’t
.
T: What is she doing?
S4: She is
singing .
T: Are you reading
a newspaper? (To another student)
S5: No, I’m not .
T: What are you doing?
S6: I am reading an English book
.
T: Is he reading a Chinese
book?
S7: No, he isn’t
.
T: Is she reading an
English book?
S8:Yes, she is .
2.
Presentation
Show some pictures and
present the new vocabularies .
T: What is he
doing?
S1: He is swimming .
T: Where is he swimming?
S2: He is
swimming in the river .
T: No, he isn’t swimming in
the river. He is swimming at the pool .
T
：
Look! What are
these? They are toys . What are the girl and her
mother doing?
They are
shopping .
T: Where are they shopping?
S1: They are
shopping in the store .
S2: They are shopping in
the supermarket .
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T: Maybe, look, they are
shopping at the mall .
3.
Practice
Show some pictures and
phrases, let Ss practice in pairs like this
.
A: What is he
doing?
B: He is boating
.
A: Where is he
boating?
B: He is boating on
the river .
4.
Complete the chart . (work on
1a)
T: Look at the pictures
and complete the chart .
Then check the answer
.
1). library
reading
books
2). school
playing basketball
3). pool
swimming
4). mall
shopping
5.
Pairwork
Let Ss look at the chart , ask and
answer in pairs .
A: Where do people play
basketball?
B:
At school .
A:
Where do people swim?
B: At the pool .
6.
Listening
comprehension
1)
2a. T: You
will hear three short conversations. Please listen
carefully and write down
the places you
hear in the chart below .
Then check the answers: mall, school ,
library .
2)
2b. T: Now look at 2b on page 28.
Please listen to the tape again and fill in the
chart .
Let’s write down what they are
listen to the tape twice and write down the
answer on their charts.
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7.
Pairwork (work on 2c)
.
T:
Now
look
at
the
chart
and
use
the
information
in
the
chart
to
make
a
conversation like this .
A: Hello! Is Tina there?
B: No, she
isn’t . She is at the mall .
A: Oh, is he
shopping at the mall ? / What is she doing
?
B:
No, she isn’t ./ She is eating lunch with a friend
.
8. Groupwork
(Make a survey )
1). T: Let’s make a survey, please ask
Ss in your classroom where their parents are
and what their parents doing now .
Please ask and answer in threes, then fill in the
chart .
People
Jim’s
father
Jim’s
mother
Susan’
father
Susan’
mother
rk:
1). Listen to the tape and repeat the
conversation on Section B.2b.
try to imitate the pronunciation and
intonation.
2). Collect some
pictures and bring them to the classroom.
3). Write the report down
in the exercise book .
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Place
Activities
2.)
After the Ss finish the
survey .Let them give a report .
教学后记：
Period 4 (Section
B:3a—4)
授课人
:______
授课班级
: _____
授课时间：
2018
年
___
月
___
日
____
午第
____
节
Teaching aims:
1.
Ss can use the
present progressive tense to describe the
pictures.
2.
Ss can ask and answer questions about
the picture fluently.
Language points
1.
To use the
following sentences:
Here is
a photo / picture of my family.
I’m with my sister Gina.
Thank you for your letter and the
photos
2.
To learn the following
phrases
Thank you for sth. /
doing sth.
be
with
Teaching difficulties
How to write the sentences
about the present progressive tense
correctly.
Teaching steps
g
-
up
and revision
(1)The teacher
asks Ss some questions.
T:
Hello, how are you?
S1: I’m great. Thank
you.
T: How is your father?
S1: He is very
well.
T: Where is your
father?
S1: He is at
the mall.
T: What is he
doing?
S1: He is
shopping.
T: Is your father
shopping now?
S2: No, he isn’t. He is
watching TV.
T: Where is he
watching TV?
S2:
He is watching TV at home.
(2) Show some pictures, let Ss ask and
answer the questions in pairs.
S1:
Look! What is she doing?
S2: She is reading a book.
S1:
Where is she reading a book?
S2: She is
reading a book under a tree.
2. Work on 3a.
(1)Show the pictures of 3a and let Ss
say it one by one.
S1: He is
playing basketball.
S2: The girl is
doing homework.
S3: The boy is watching
TV.
S4: He is swimming.
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