第一篇：英語八年級上冊M9u2教案

教案背景：

當(dāng)今社會人們保護(hù)動(dòng)物的意識還很弱，尤其是對于現(xiàn)在的孩子來說，對此僅有耳聞，不是特別了解，所以外研版八年級上冊就在第九模塊重點(diǎn)介紹了瀕危動(dòng)物，借此增強(qiáng)孩子們的環(huán)保意識，并倡導(dǎo)積極有效地保護(hù)瀕危動(dòng)物。

教學(xué)課題

Module 9 Animals in danger

Unit 2The government is working hard to save the panda.教材分析:

本模塊主要是圍繞動(dòng)物及相關(guān)的社會內(nèi)容結(jié)合動(dòng)物的現(xiàn)狀展開的學(xué)習(xí)，在第一單元的動(dòng)物園旅行后，學(xué)生對于動(dòng)物的現(xiàn)狀已有所了解，在此基礎(chǔ)上，第二單元重點(diǎn)學(xué)習(xí)我們的國寶——熊貓以及對熊貓的保護(hù)工作。

教學(xué)方法：

先復(fù)習(xí)第一單元所學(xué)的內(nèi)容，然后進(jìn)入第二單元的學(xué)習(xí)，再通過多種聯(lián)系來鞏固本單元所學(xué)的知識。

教學(xué)目標(biāo):

1、知識與技能：掌握本模塊中關(guān)于瀕危動(dòng)物的詞匯；掌握動(dòng)詞不定式做主語、定語、狀語、表語及其否定形式；能聽懂談?wù)搫?dòng)物的對話，獲取其中的主要信息；能夠談?wù)摓l危動(dòng)物的情況和動(dòng)物保護(hù)；能夠讀懂有關(guān)瀕危動(dòng)物現(xiàn)狀的文章，明白文章的主旨大意；能夠模仿課文的寫作形式，學(xué)會簡單敘述瀕危動(dòng)物的情況。

2、情感態(tài)度：增強(qiáng)保護(hù)環(huán)境和進(jìn)行保護(hù)環(huán)境宣傳的責(zé)任感。

3、學(xué)習(xí)策略：學(xué)會將談?wù)摰脑掝}繼續(xù)下去，做較深入的討論；運(yùn)用所學(xué)相關(guān)語言知識談?wù)搫?dòng)物和瀕危動(dòng)物。

教學(xué)重難點(diǎn)：

重點(diǎn)：學(xué)習(xí)本單元生詞和短語并賬務(wù)他們的基本含義及用法；學(xué)習(xí)理解本篇課文，特別注意本單元出現(xiàn)的動(dòng)詞不定式。

難點(diǎn)：理解本篇課文所出現(xiàn)的動(dòng)詞不定式的用法，在理解的基礎(chǔ)上學(xué)會運(yùn)用。教學(xué)過程：

一、自主預(yù)習(xí)

自學(xué)單詞，完成下列句子

1．——What is the passage(主要地)about?

——It’s about the lovely pandas.2．You must tell me the(原因)of why you don’t pass the exam.3．The Great Wall is the(標(biāo)志)of China.4．She is doing the(研究)about pandas.5．The(情況)is getting worse and worse.二、讀前導(dǎo)入

說一下你知道的國寶熊貓。

三、多層閱讀

1.速讀課文，把小列標(biāo)題與各段搭配起來。

AHelp for pandas

BPandas help other animals

CThe panda’s home

DAn animal in danger

2.精讀第一段，回答以下問題。

①.How many pandas are living in nature reserves today?

② What are scientists studying?

3.讀第二段并完成句子。

①.Pandas mainly live on ________________.② ________________________, so pandas have less and less land to live on.4.讀第三段，回答問題。

What is our government doing?

5.讀第四段，判斷正誤。

①The panda is one of the best-known animals in the world.（）

②Elephants have become the symbol of allanimals in danger.（）

③.We have a long way to go to save the animals in danger.（）

四 精講點(diǎn)撥

1.讀課文，找出含有動(dòng)詞不定式的句子。組內(nèi)活動(dòng)總結(jié)。

2動(dòng)詞不定式的用法本文中有不定式作賓語、定語狀語的句子，可一一點(diǎn)出。如： Each panda needs to eat a lot of bamboo every day.(不定式作賓語)

So pandas have less and less land to live on.(不定式作定語)

Our government is working hard to save pandas.(不定式作狀語)

There are more than 30 nature reserves to protect pandes.(不定式作定語)

Our government has made a new plan to help pandas.(不定式作補(bǔ)語)

The pandas will have enough food to eat and enough places to live in.(不定式作定語)There is still a long way to go to save the panda.(不定式作定語和狀語)

3.當(dāng)堂練習(xí)

（1）I have a lot of work _____________.A doB to doC doing

（2）The teacher asked the boy _____ on time.A comingB to comeC to come to

（3）It’s easy ____ the questions.A to answerB answeringC answered

（4）She wants _______ English well.A to learnB learningC learned

（5）The animals have less place ________.A to live inB live inC to living

4.語言點(diǎn)學(xué)習(xí)

（1）.live on 以……為生http://004km.cnic.A.to goB.not to goC.to not go.八 作業(yè)：

搜集有關(guān)瀕臨滅絕動(dòng)物的資料，調(diào)查其原因，并小組合作提出合理化的建議。

教學(xué)反思：

本課時(shí)首先要求學(xué)生掌握的基本知識是單詞和短語。因?yàn)槭浅醵膶W(xué)生，本片教學(xué)設(shè)計(jì)由簡到繁，又易以此拓展學(xué)生的知識面，形成由初級任務(wù)到高級任務(wù)并由高級任務(wù)

涵蓋初級任務(wù)的循環(huán)。在語言技能方面，是先輸入后輸出，遵循了先聽、讀、后說、寫的設(shè)計(jì)順序，使教學(xué)階梯式地層層遞進(jìn)。體現(xiàn)了任務(wù)的階梯型任務(wù)鏈原則。使學(xué)生置身于自然、真實(shí)的語言環(huán)境中，進(jìn)行大膽、合理的想象，創(chuàng)造性地使用課文中學(xué)到的有關(guān)語言知識和技能。

本節(jié)課充分利用班班通，創(chuàng)造性的安排教學(xué)，較為成功的完成教學(xué)目標(biāo)，課堂氣氛活躍，學(xué)生們在輕松的環(huán)境下學(xué)到了知識。教師和學(xué)生達(dá)到了真正的互動(dòng)，氣氛融洽。在分析課文時(shí)，比較多地的提問學(xué)生，讓他們充當(dāng)主角來分析問題和解決問題，我只是給予了啟發(fā)和指導(dǎo)。

本課時(shí)內(nèi)容涵蓋豐富，但時(shí)間上略顯得短了點(diǎn)。應(yīng)在活動(dòng)的銜接時(shí)加快速度。另外，在對學(xué)生的情感影響方面，要更注重實(shí)效，要在課后加以詢問和指導(dǎo)其在生活方面的運(yùn)用，如拒絕穿皮草，不吃熊膽、猴腦等瀕危動(dòng)物的肉食。

第二篇：五年級上冊 M9U2 I_feel_happy.教案（模版）

Module 9 Unit2 I feel happy.教學(xué)設(shè)計(jì)

主備人：周銀鳳 2014.11.27 一．教學(xué)設(shè)計(jì) 1.教學(xué)目標(biāo)

（1）情感目標(biāo)：通過各種活動(dòng)加強(qiáng)師生間、學(xué)生間的情感交流，培養(yǎng)學(xué)生的英語情趣。

（2）知識目標(biāo)：學(xué)會使用I feel happy/sad/tired/bored/hungry.來表達(dá)自己的情緒感受及詢問他人的情緒狀況。

（3）能力目標(biāo)：培養(yǎng)學(xué)生聽、說和靈活運(yùn)用語言的能力。2.教學(xué)重點(diǎn)

（1）學(xué)習(xí)新單詞：happy sad tired bored hungry.（2）學(xué)習(xí)新語言結(jié)構(gòu)：I feel? 3.教學(xué)難點(diǎn)

學(xué)習(xí)語言結(jié)構(gòu)：I feel? 4.教具準(zhǔn)備

多媒體課件、錄音機(jī)、圖片、單詞卡片。

二、課前預(yù)測：

三．教學(xué)過程 1．熱身導(dǎo)入（1）問候

（2）聽音樂《You are happy》學(xué)生起立邊唱邊做動(dòng)作。T: Are you feeling happy? S: Yes!T: I feel happy!板題，教讀feel生跟讀。

（3）川劇圖片導(dǎo)入活動(dòng)1。播放活動(dòng)1 動(dòng)畫，請學(xué)生看動(dòng)畫，理解語境。教師可以簡單介紹一下傳統(tǒng)戲劇中有關(guān)臉譜和任務(wù)性格的知識。（4）請學(xué)生跟讀，小組跟讀。

2、任務(wù)呈現(xiàn)

學(xué)完本模塊之后，我們要進(jìn)行雙簧表演，并評選出演的最好的同學(xué)。我們先來學(xué)習(xí)課文，看看那些心情可以用動(dòng)作和表情來表演。

3、課文學(xué)習(xí)

(1)1播放SBUnit2 活動(dòng)2的動(dòng)畫或錄音，教師提問幫助學(xué)生理解課文大意。(2).播放錄音，聽一遍，并理解語句。

(3).使用圖片，單詞卡片學(xué)習(xí)“farm, tired , won, ruler, smell ” 并對 “farm, tered , ruler, ”進(jìn)行運(yùn)用練習(xí).(4).小組內(nèi)分角色朗讀課文，小組展示。4：鞏固練習(xí)

(1)完成活動(dòng)3.請學(xué)生仔細(xì)看圖，說說每一幅圖所表現(xiàn)的心情。教師與一名學(xué)生示范，對第一幅圖進(jìn)行問答。然后請學(xué)生兩人一組完成其余對話，并將完整的句子寫在相應(yīng)的橫線上。(2)完成活動(dòng)4.學(xué)生聽錄音，并朗讀。

(3)完成活動(dòng)5，播放歌曲，使學(xué)生整體感知歌曲錄音。并根據(jù)歌詞一起拍手和跺腳。(4)完成活動(dòng)6

5、任務(wù)完成

完成活動(dòng)7.教師說：“心情不但可以用語言表達(dá)，還可以用表情和動(dòng)作表現(xiàn)出來，現(xiàn)在我們來練習(xí)雙簧表演，看看誰演的最好，表情最到位。” 6作業(yè)

個(gè)別學(xué)生輔導(dǎo)：

教學(xué)反思

第三篇：八年級英語上冊教案

Unit 1 How often do you exercise ? Teaching goals:

.Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc.Learn to talk about how often do you do things.一些表示頻率的副詞: always , usually , often , never , hardly ever , sometimes.句子結(jié)構(gòu): What do you usually do on weekends ?

How often ··· ?及回答.Important and difficult points : What does she /he do on weekends ? She often goes to the movies.How often do you shop ? Once a week / Twice a week ···.Teaching aids : cards , pictures and a tape recorder.Period 1 Teaching procedures : Step 1 Leading-in 1.Greetings:Talk about something the students did on summer vacation.Step 2 Pre-task Look at the picture(學(xué)生識圖).1

Name each activity.T: What are they doing ? They are shopping /reading /exercising /watching TV /skateboarding.(Help the students to answer)Write the activities on the line.Check the answers on the Bb.Correct their own activities.Practise reading.Focus on the conversation in the box.Practise reading.Pairwork : What do you do on weedends ? I ···.Groupwork :Divide the class into groups of four or five.Make conversations.Step 3 While-task SB Page 1 , 1b.Look at each picture in 1c.Tell what the person does on weekends.Check the Ss orally.Make sure what they will hear and do.Read these adverbs and explain.Play the tape twice.Write the letters on the line.SB Page 2 , 2a & 2b.read the activities and the answers of ―how often‖ first.Practise reading.2

In 2a we should know the activities you hear.In 2b we should know the answers of how often he does the activities.Play the tape for a first time.Ss only listen.Play the tape a second time.Ss do 2a.Play the tape a third time.Check the answers.Check the answers.In this part ,we should pay attention to how often引起的特殊疑問句及回答.Step 4 Post-task SB Page 2 , 2c.Focus on the conversation.Practice reading.Read the activities in the left box.Fill in the chart.Pairwork: Make conversations.Homework: Copy the new words.Review Section A 1a-2c prepare 3.Period 2 Teaching procedures : Step 1 Leading-in

Greetings Drills: T: What do you usually do on weekends ? S1: I usually play soccer.T: How often do you play soccer ? S1: I play soccer twice a week.T: How often does he play soccer ? The other Ss: He plays soccer twice a week.Repeat for three times.Step 2 Pre-task SB Page 2 ,Grammar Focus.Review the grammar box.Ss say the questions and answers.Practise reading.Step 3 While-task SB Page 3 , Part 3.Call attention to the survey.Make sure the Ss understand the chart.Review the information in the green box with Ss.Read the article first by the Ss.Read it to the class.Look at the survey and fill in the blanks in the article.Finish the activity individually.4

Check the answers.Practise reading.Step 4 Post-task SB Page 3,Part 4.T: What can you do to improve your English ?(e.g.read English books, practice reading and speaking)How often do you ··· ? Think of more things you can do to improve your English and write them here.Ask several Ss each question.Homework: 1.Revise and copy the new words.2.Prepare for Section B.Period 3 Teaching procedures : Step 1 Leading in Greetings & free talk.Practise reading the article in Page 3.Check the homework.Step 2 Pre-task SB Page4 , 1a.Point out the five phrases.Make sure the Ss understand what do they mean.5

Call attention to the pictures.Say something about the pictures.Match the words with the pictures.Check the answers.Practice reading.Step 3 While-task SB Page 4 , 1b.pay attention to the conversation in the box on the right.Explain : ―be good for‖ means :有益于…，對…有好處.Pairwork.Choose a new partner.Use the words in Activity 1a to make conversations.Share the students’ conversations.SB Page 4 ,2a&2b.Read the questions in 2a.Listen to the tape carefully twice.Circle ―yes‖ , ―no‖ or ―I don’t know‖ in the chart.Before we check the answers in 2a,we’ll read through the questions in 2b.Pay attention to Katrina’s and Bill’s answers.Play the tape again.This time ,if we have heard one questions and we have a pause.Make sure Katrina’s and Bill’s answer.step 4 Post-task Role-play.6

Homework

Revise and copy the new words.Make a suvery with the qudstions from 2b,write down the answers and compare.Unit 2 What’s the matter ?

Teaching goals:

詞匯.讓學(xué)生熟記這些單詞，能夠很熟練地指出表示身體部位的某些單詞.能夠用所學(xué)的單詞談?wù)撋眢w并且能給出中肯的建議.通過聽力練習(xí)，爭取能夠提高學(xué)生的聽力能力.文化欣賞，中國文化.Important and difficult points: words.How to talk about the health and give the advice.Period 1 Teaching procedures: Step 1 Leading in 1.T :How many parts of the body can you name ? What’s this ?(head , mouth etc.)

Today we’ll learn some parts of the body.2.This is my head.Oh ,I have a headache.Step 2 Pre-task 1.Read the new words by the Ss first.Then check the Ss if they can read the new words by themselves correctly.if there is a mistakes ,correct.Practice reading the new words.Give them 6 minutes.Have a competition between boys and girls.Write the words you remembered just now on the blackboard.Page7,1a.Do this part by the Ss first.Write the correct letter after the name of each body part on the list.Check the answers.Step 3 While-task SB Page 7, 1b.Listen and check the answers.SB Page 8, 2a.Point out the eight items in this activity.Read the item to the class.Ss repeat.There are different conversations.Listen carefully.people are talking about health problems they have and getting advice.Match the problems with the advice.Play the tape twice.Check the answers.7

Step 4 Post-task

同桌之間設(shè)計(jì)一個(gè)醫(yī)生與病人之間的對話.Step 5 Homework

Remember the name of your body part.Write conversations between the doctor and the patient.Period 2 Teaching procedures : Step 1 Leading in Free talk.Revise playing the game.Practice reading the dialogues.Step 2 Pre-task SB Page 8, 2b.Pay attention to the four pictures.Each of these pictures illustrates one of the conversations.Play the tape ,write the missing words on the blank lines.Play the tape again and check the answers.Pairwork.Practice reading the dialogues in the pictures.Take turns having the problem and giving the advice.SB Page 9, 3a.Point out the picture and ask Ss to describe it.(There is a boy sitting on a bench.He’s sick.A teacher is talking to him).Fill in the blanks in the conversation.Go over the answers.Step 4 Post-task SB Page 9 , 3b.Look at the picture with activity.A: What’s the matter ?

B: I’m not feeling well.I have a toothache /fever/sore throat /sore back.Pairwork.Make your own dialogues setting 3a as an example.Act out the dialogue.Ask some pairs to come to the front to act out their onw dialogues.SB Page 9, Part 4.Read the instructions and demonstrate what a ―mime‖ is.Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is.Ask one student to give advice.Give several students an opportunity to come to the front and mime an illness.Step 5 Homework

When you had some problems.please remember what the doctor said.Remember the new words.Period 3 Teaching procedures : Step 1 Leading in Free talk.8

Play the game :One student mimes an illness , the other students guess the illness and give advice.What’s the matter? Do you have a sore throat ? Step 2 Pre-task SB Page 10 ,1a.Look at the picture.Point out the four new words and expressions.Say each word and ask Ss to repeat.The first picture.Explain something about it using one of the four words and expressions.Match the words with the pictures by the Ss.Check the answers.Practice reading and make sure the Ss understand the meaning of the words.Step 3 While-task SB Page 10,1b.Read the four sentences ,Ss practice reading.Look at the picture and match each picture with advice.Check the answers.SB Page 10 ,2a & 2b.First ,make sure the Ss understand what they will hear.Then read the four names

Listen and write the problems on the bland lines.If possible ,write what each person ―should‖ and ―shouldn’t‖ do for their problem.Check the answers.Step 4 Post-task SB Page 10,2c.Ask two students to read the conversation to the class.Pairwork.Make conversations with your partner.Act out the conversations for the class.Write two dialogues in the exercise book.Step 5 Selfcheck SB Page 12 ,Part 1.Fill in the blanks on their own.Make your own sentences with the words.SB Page 12,Part 2.Read the letter.Make sure Ss can understand it.Step 6 Homework Remember the words in this unit.Do the exercises on Pages 6-8of the workbook.Unit 3 What are you doing for vacation ?

Teaching goals : Words & phrases: babysit ,get back , fishing , rent , think about , decide(on), tourist etc.How to talk about future plans.9

現(xiàn)在進(jìn)行時(shí)表示將來計(jì)劃或行動(dòng).特殊疑問句（where , when , how long引導(dǎo)）Important and difficult points : Drills :What are you doing for vacation ?

I’m watching TV.When are you going ?

I’m going ….How long are you staying ?

We’re staying for five days.Teaching aids : cards and a tape ,a large wall calendar.Period 1 Teaching procedures : Step 1 Leading in Free talk.Put up the wall calendar.Step 2 Pre-task SB Page 13 , 1a.Look at the picture carefully and tell what you see in the picture.Write the activities from the pictures in the box and add some more.Practice reading.Step 3 While-task

Using the activities we write in 1a to make conversations.For example :What are you doing for vacation ? I’m visiting my uncle.Pairwork.Practice in pairs.用第三人稱練習(xí)對話.Groupwork.Divide the Ss into groups of four or five.Make conversations.Listening Page 13,1b.Check the answers.SB Page 14 ,2a & 2b.First ,read the names of the people.Play the recording and let Ss fill in the chart.Check the answers.Step 4 Post-task SB Page 14,2c.Read the conversations first.Groupwork and fill in the chart.Step 5 Homework Period 2 Teaching procedures : Step 1 Leading in Free talk.Revise : Make conversations with the setences what are you doing for vacation ? When are you going ?Who are you going with? Step 2 Pre-task

SB Page 14,Grammar focus.Call attention to the sentences together.Read them by the Ss.Ask a student to say the question using the word he and then again using a boy’s name.Do in the same way with ―she‖ and a girl’s name.Step 3 While-task SB Page 15, 3a.Read the conversation by the Ss and practice reading.Listen and fill in the chart.Check the answers.SB Page 15, 3b.Look at the conversation in the box.Practice reading.Pairwork.Make conversations using the information in 3b.Act out your conversations.Step 4 Post-task Vacation Dreams.Imagine your dream vacation.Write something on a piece of paper using what we learnt.Share the dreams.Step 5 Homework Write 2 conversations about 3b in the exercise books.Period 3 Teaching procedures : Step 1 Leading in Free talk.Check the homework :Ask one or two Ss to say something about their dream vacation.并給出全適的評價(jià).Step 2 Pre-task SB Page 16, 1a.Say each phrase and ask Ss to repeat.Call attention to the pictures.Say something about the pictures.Match each phrase with a picture.Check the answers.Step 3 While task Make conversation.Work with your partner.Talk about what you would like to do on vacation.Share their conversations.SB Page 16 , 2a&2b.1.Read the reporter’s questions together.2.Play the recording and check the answers.Step 4 Post-task 1.Find a new partner.Student A is the reporter.Student B is He Yu.A interview B.11

2.Read the conversation in 2c and with the help of the listening.Step 5 Homework

1.Remember the new words.2.Write the conversations about your interview.Period 4 Teaching procedures : Step 1 Leading inGreetings.Make an interview with a student.Step 2 Pre-task SB Page 17 ,Part 4.T: What are you doing this weekend ? Ask each other ,write down their answers.One student to present his /her exercise.Step 3 While-task SB Page 17 , 3a.Read the article about Ben Lambert’s vacation plans by the Ss.Tick out the new words.Read the article to the class.Explain the new words.Play the tape.Ss listen and repeat.Point out the five numbered pictures.Ss identify the items.Check the answers.Play the tape again.Practice reading.SB Page 17, 3b.T: This is an article about Julia’s vacation plans.Call attention to the blanks in the paragraph.Read the paragraph to the class ,saying blank each time when we come to a bland line.Read the paragraph and fill in the blanks.Step 4 Post-task SB Page 17 , 3c.T: We read about Julia’s vacation and Ben’s vacation.If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans.Give them help if they need.Step 5 Homework Complete the Selfcheck.Unit 4 How do you get to school? Teaching goals : Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop.Talk about how to get to places(談?wù)摮鲂蟹绞?take the bus /subway /train /taxi , ride a bike /walk.how引導(dǎo)的特殊疑問句，表示乘坐何種交通工具的方式.how far ,how long 引導(dǎo)的特殊疑問句.復(fù)習(xí)基數(shù)詞及時(shí)間的表示方法.了解中外文化的差異.Important and difficult points :

how /how far /how long 引導(dǎo)的特殊疑問句.乘坐交通工具的表示方法.Teaching aids: cards and a tape-recorder.Period 1 Teaching procedures : Step 1 Leading in 1.Greetings and free talk.T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike.Does anyone take the subway ? No , we have no subway.OK ,today we will learn Step 2 While-task SB Page19 ,1a&1c.Write down how you get to school.Look at the picture.Write down how the students get to school.Make dialogues with the phrases.Groupwork: Divide the students into groups of three or four.Practice reading the dialogues.Act out their dialogues.SB Page 19 , 1b.Listening

Make sure the Ss know what ot do.Give them an example orally if possible.Read the names.Play the tape and check the answers.SB Page 20 , 2a&2b.Revise the numbers.Teach the new word :minute.Play the tape for the students to finish 2a&2b.Then play again and check the answers.Step 3 Post-task If there is time ,make conversations.Step 4 Homework 用對話的形式告訴老師你是怎么到達(dá)學(xué)校并需要多長時(shí)間，then please tell me how you get to school and how long it takes.Period 2 Teaching procedures : Step 1 Leading in Greetings.Check the homework.Go over the dialogue in Page20 ,2c.Step 2 Pre-task SB Page 20 ,Grammar focus.Review the grammar box.Ask students to say the statements and responses.Practice reading.Explain the usage of ―take‖ in ―take the train‖ and ―take sb some time to do sth‖.Step 3 While-task SB Page 21,3a.Pay attention to the speech bubbles.Read the questions.13

Read the passage by the Ss.Find the answers to the questions and write the answers on the lines.Check the answers.SB Page 21, 3b.Show Ss the example in the box.Two students read it to the class.Pairwork: Make your own conversations using the information in the left box.Ask some pairs to present the conversations to the class Step 4 Post-task SB Page 21 ,Part 4.Groupwork.Divide the Ss into groups of three.In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86.Fill in the blanks.The group who fill in the blanks first wins.Step 5 Homework Write two conversations in 3b in the exercise books

Period 3 Teaching procedures : Step 1 Leading in Greetings and free talk.Check the homework.Go over the passage in 3a Page 21.Step 2 Pre-task SB Page 22 ,1a.Say the four new phrases and Ss repeat.Match the words with the pictures.Check the answers.Step 3 While-task SB Page 22,2a&2b.Play the tape for the students to finish them.Point out the two sets of pictures with a blank line in front of each.Check the answers.SB Page 22, 2c.Talk about how Nina gets to school.Step 4 Post-task SB Page 23, 3a.Read the instructions to the class and read through the statements abut the article.Read the article again by the Ss.Write if the statements are true or false in your exercise books.Do the activity individually and check the answers.SB Page 23 ,3b.Read the article and fill in the blanks.Check the answers.Selfcheck Part 2.Look at the picture.Make sure what the people in the picture doing.Finish the conversation.Practice reading.14

Step 5 Homework Write a newspaper article.Go over this unit.Unit 5 Can you come to my party ? Period 1 Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals : vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party.Patterns: Can you come to my party ?z

Sure, I’d love to.Sorry ,I can’t.I have to ….能力目標(biāo):學(xué)會邀請別人以及回答的方式.情感目標(biāo):培養(yǎng)學(xué)生禮貌用語的習(xí)慣.Teaching procedures : Step 1 leading in

Play the song : Happy birthday.Say ,today it’s Meimei’s birthday.She wants to invite you to her birthday party.Can you tell me what she should say ? Ask students to say.Step 2 Pre-task Page 25 ,1a ,1b.Ask ,Can you come to my party ? Ask some students to answer.Ask the students who say I can’t go to say why.Call attention to the words in Activity 1a.Read together.Say ,look at the picture.Ask Ss to tell what they see in each scene.Match the words with the picture and check the answers.Say ,now listen to the recording.Write the name of each person next to his or her picture.Play the recording.Ask Ss to complete the activity individually.Correct the answers.Step 3 While-task SB Page25 , 1c.Point to the example in the box.Ask Ss to do a practice with partners.Ask some groups to act.Game: One student invite some students to his/her party.The other students answer.SB Page 26, 2a.Point to the five sentences.Say ,listen to each conversation and then circle the word that makes the sentences correct.Play the recording.Check the answers.SB Page 26 ,2b.Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word ―can‖ or ―can’t‖.Say ,now listen to the recording again.Write the number of the conversation(1 through 3)in front of the reasons.15

Play the recording.Write down these answers.Check the answers.Step 4 Post-task SB Page 26 ,2c.Call attention to the points listed in activity 2b.Ask students to make their own conversation like the example.As students work ,move around the room and monitor.Ask some students to present their dialogue.Step 5 Homework Practice : Invite your friends to come to your party.Write down their answers.Period 2 Teaching contents :Section A Grammar focus , 3a , 3b , 4.Teaching goals : vocabulary : whom , start , join , practice , math test , mall , calendar.Patterns : Can you go to the mall this week ?

Can she/he/they go to movies ? 能力目標(biāo):學(xué)會寫請貼，會制做日程表.情感目標(biāo):學(xué)會人際交往的基本常識.Teaching procedures : Step 1 Leading in

Ask :How many people did you invite yesterday ?What did they say ? Ask one student to show his answer.Step 2 Pre-task SB Page 26 , Grammar focus.Review the grammar box.Ask Ss to say the questions and answers.Talk about the two ways people give reasons for saying no to an invitation.Call attention to ―has to‖ and ―have to‖ ,under the words write ―I’m ing , and she’s ing.‖ Step 3 While-task SB Page 27 , 3a.Call attention to the invitation.Ask questions about it.eg.What kind of invitation is it ? Call attention to the dialogue.Ask a pair of students to read it to the class ,saying blank each time they come to a blank line.Ask students to fill in the blanks according to the invitation.Check the answers.SB Page 27 , 3b.Ask two students to act the conversation you just completed.Call attention to the blank invitation card.Complete this card.Ask some pairs to present their conversations to the class.Step 4 Post-task SB Page 27 ,Part 4.Read the instructions for this activity to the class.16

Read the dialogue with a student.Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87.Ask students to make conversations.Discuss the answer with the class.Step 5 Homework Make your own calendar.Make an invitation.Period 3 Teaching contents: Section A 1a,1b,1c,2a,2b,2c.Teaching goals: vocabulary:Sunday ,Monday ,Tuesday ,Wednesday , Thursday ,Friday ,Saturday ,tomorrow.Pattern: Can you play tennis with me ?

What’s today ?

能力目標(biāo):能訓(xùn)練地用英語和別人進(jìn)行交際.Teaching aids : Step 1 Leading in Ask the student who is on duty to say something to the class.Step 2 Pre-task SB Page 28 ,1a , 1b.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 answer.Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books.Step 3 While-task SB Page 28, 1c.Call attention to the example in the box.Ask two students to read it to the class.Ask Ss to work in pairs.Ask :What do you want to do on Monday , Tuesday … ? Write down your answers.Make some conversations with your partner.Ask some Ss to present their conversations.SB Page 28, 2a, 2b.Point to the picture.Listen to the conversation.Can Vince play tennis with Andy ?Circle ―yes‖ or ―no‖.Play the recording.Ask what can Vince do today.Pay attention to the list of five activities ,and the three lettered words.Play the recording.Correct the answers.Step 4 Post-task

SB Page 28, 2c.Help student find partners.Say ,one student is Andy ,the other is Vince.Ask the pairs to practice for a few minutes like the example.Ask some pairs to present their conversation.Period 4 Teaching contents :Section B 3a, 3b ,3c ,4, selfcheck.Teaching goals : vocabulary: e-mail message , invitation , science , match ,whole ,come over to ,till Patterns: Thank you for your invitation.I’m sorry I can’t.I have to ….能力目標(biāo):學(xué)會以―邀請‖為主題的書面表達(dá)形式，弄懂E-mail 的寫作法.情感目標(biāo):理解―義務(wù)‖涵義.Teaching aids : tape , tape-recorder , cards.Teaching procedures: Step 1 Leading in Show an article to the class.Say ,this is a e-mail message.Call attention to the form.Read the article individually.Step 2 Pre-task SB Page 29 ,3a.Say ,there is another e-mail message.Ask a student to read it to the class.Call attention to the blank calendar.Say ,Now read it again.Then complete Sonia’s calendar.Check the answers.Step 3 While-task SB Page 29 ,3b.Point out the e-mail message.Ask a student to read it aloud.Say ,Fill in the blanks in the e-mail message ,use ―I’m+verb+ing‖ or ―I have to +verb‖.Ask students to complete the activity on their own.Ask some Ss to present the answers to the class.SB Page 29 ,3c.Say ,now write your own e-mail message to a friend.say why you can’t visit next week , give some reasons you wish.As Ss work ,move around the room monitoring their work.Ask some Ss to read their message to the class.Step 4 Post-task SB Page 29 ,Part 4.Read the instruction to the class.Complete the calendar on Page 88.Say ,now go around the class.Ask Ss if they can come to your party at the time you are free.Step 5 Exercise Selfcheck

Then ask some students to present their answers.Check the answers.Unit 6 I’m more outgoing than my sister.Period 1 Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c.Teaching goals : vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin.Pattern: He has shorter hair than Sam.Is Tom smarter than Tim ? 能力目標(biāo):能對人物的外表進(jìn)行描繪，個(gè)性進(jìn)行比較.Teaching procedures: Step 1 Leading in

Ask a student to introduce herself/himself.Step 2 Pre-task SB Page 31 , 1a.Show some pictures to Ss.Say ,They are stars.Ask Ss to tell what they see.Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on.Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo.Step 3 While-task SB Page 31 , 1c , 1b.Call attention to the picture.Point out the sample conversation in activity 1c.Say ,Now work with a partner.Make your own conversation about the twins.Ask several pairs to say one or more of their conversations.Then listen to the recording.Ask Ss to number the twins.Check the answers.SB Page 32 ,2a.Point out the two columns and read the headings :-er ,-ier and more.Then point out the words in the box.Read.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.SB Page 32 , 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.Step 4 Post-task SB Page 32 , 2c.Point out the chart in activity 2c and on Page 89.Say , Make your own conversations according to the information.Ask pairs to continue on their own.Correct the answers.Step 5 Homework How are you and your sister /brother different ?Write down.19

Period 2 Teaching contents: Grammar focus , 3a , 3b ,4.Teaching procedures: Step 1 Leading in Ask ,How are you and your mother/father different ? Ask some Ss to answer.Step 2 Pre-task

Grammar focus.Review the grammar box.Ask Ss to read the sentences to the class.Call attention to the word ―funny‖,circle ―y‖ and say when a word ends in y ,change ―y‖ to an ―i‖ and add –er.Write the phrases ―more athletic than‖.Say,when you complete things using words with three or more syllables ,you use the word more.Practice : happy , outgoing , short , thin , good.Step 3 While-task SB Page 33 , 3a.Call attention to the letter.Ask a student to read it to the class.Say now read he article ,then answer the questions.Write if the statements are true ,or false ,or ―don’t know‖ if you don’t know the answer.Check the answers.SB Page 33 , 3b.Say ,tell your partner about things that are the same and different between you and a member of your family or a friend.You can make a conversation like the example.Ask two Ss to read the sample conversation in the box.Have Ss work and ask some pairs to say their dialogues.Step 4 Post-task Read the instruction to the class.Ask pairs of Ss how many same and different examples they found.Work in pairs and ask some pairs to read their lists.Step 5 Homework Write down the same and different between you and a friend.Period 3 Teaching contents : Section B 1a , 1b , 2a , 2b , 2c.Teaching procedures : Step 1 Leading in

Show a maxim to Ss : A friend indeed is a friend in need.Ask ,What kind of things are important in a friend ? Step 2 Pre-task SB Page 34 , 1a.Read each description to the class and ask the Ss to repeat.What kind of things are 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.Step 3 While-task SB Page 34 , 1b.Say , Now make your own statements about friends using

the phrases in activity 1a.Ask some Ss to tell the class what they look for in a friend.And say ,who is your best friend ? SB Page 34 , 2a.Play the recording and check the answers.SB Page 34 , 2b.Play the recording and check the answers.Step 4 Post-task SB Page 34 , 2c.Say , Now work with your partner.Make a conversation using information in the chart.Ask several pairs to say their conversations to the class.Step 5 Homework 連詞成句: Tom , Sam , intellectual , more , than , is.her sister , as … as.not, sports , at , good, is ,Liu Ying.me , same , as , the , friend , my , is.makes , laugh , a , me , good , I , think , friend.5.outgoing , are , both , we.Period 4 Teaching procedures : Step 1 Leading in Greeting.Step 2 Pre-task SB Page 35 , 3b.Read the instruction to the class.Ask Ss to look at the chart on Page 34.Ask a student to read the example to the class.Say ,now write your own sentences.Ask students who finish first to write sentences on the Bb.Ask some Ss to read the sentences ,each student read one sentence one by one.Step 3 While-task SB Page 35 , 3a.Read the instruction.Point out the sample answer.Say , Now read the article.Explain the words and sentences in your own words.Listen to the recording.Say ,Now read the article again.Underline all the words that describe what people are like.Check the answers.SB Page 35 ,3c.Ask Ss to choose a friend to write about.Ask Ss to try to tell the truth.Say ,Now finish the activity on your own.Ask some Ss to read their sentences to the class.Step 4 Post-task SB Page 35 ,Part 4.Write the names of two outgoing students on the Bb.Say ,Who do think should get the job , A or B ?

Ask Ss to work in pairs.Ask some pairs who they thought should get the job and why.Step 5 Exercise Selfcheck.Ask Ss to work on their own.Check the answers

Unit 7 How do you make a banana salad Period 1 Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , 2c.Teaching goal : vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon.Patterns: How do you make a banana salad?

How many bananas do we need ?

How much cinnamon do we need ? 能力目標(biāo):學(xué)會使用how many 和how much 分別對可數(shù)名詞和不可數(shù)名詞的量提問.情感目標(biāo):培養(yǎng)學(xué)生熱愛勞動(dòng)的習(xí)慣.Teaching aids : tape , tape-recorder , cards.Teaching procedures: Step 1 Leading in Greeting.Step 2 Pre-task SB Page 41 , 1a.Look at the picture.What can you see ? Point out the blank likes in the picture.Ask Ss to write the names of the actions.Choose the correct words.Ask Ss to fill in the blanks on their own.Check the answers.SB Page 41, 1b.Point out the actions in the picture and the list of actions in activity 1b.Play the recording and check the answers.Step 3 While-task SB Page 41 , 1c.Point out the instructions in activity 1b.Ask Ss to talk with a partner.SB Page 42 , 2a.Point out the two columns in the chart and read the headings.Say , Maria and Katie are talking about making fruit salad.Listen carefully.What do they need ?Write the names of the ingredients.Play the recording and check the answers.SB Page 42 , 2b.Say ,Now listen again.This time listen to the amout of each ingredient the girls talk about.Write the name of each ingredient next to the correct amount.Ask a student to read the amounts in the first column.Play the recording.Ss work.Check the answers.22

Step 4 Post-task SB Page 42 ,2c.Read the instruction for the activity.Point to the sample conversation.Ask two students to read the questions and answers to the class.Have Ss work in pairs.Ask some pairs to present their conversations.Step 5 Homework

Make a banana smoothie or fruit salad with your friends.Period 2 Teaching procedures : Step 1 Leading in Greeting.Ask two students to present their conversation about how to make a banana smoothie or fruit salad.Step 2 Pre-task Grammar focus.Review the grammar box.Ask Ss to say the questions and answers.Write the words countable and uncountable on the Bb.Ask one or two students to explain what these words mean Call attention to the verb.Say , there are imperative sentences.Ask some students to say sentences like these.Step 3 While-task SB Page 43 , 3a.Point out the picture and ask Ss what the boy and girl are doing.Point to the four words at the beginning of the activity.Ask Ss to number the words to show the order.Read the conversation.Ask Ss to complete it.Check the answers..Step 4 Post-task SB Page 43 , Part 4.Ask Ss to work in teams of three.Read the instructions.Ask Ss to work in pairs.Then ask some pairs to present their questions and answers to the rest of the class.Step 5 Homework Write your own recipe about a sandwich.Period 3 Teaching contents :Section B 1a , 1b , 2a , 2b , 2c.Teaching procedures : Step 1 Leading in

Review how to make fruit salad.Ask Ss to answer.Step 2 Pre-task

Say ,Let’s make a sandwich.Ask Ss that what ingredients they need.Ask two students to say and write the ingredients on the Bb.Then ask ,How do you make your favorite sandwich ?

Ask one student to answer.Say , let’s make it together.Step 3 While-task SB Page 44 , 1a ,1b.Point to the sandwich ingredients in the picture.Say each word and ask Ss to repeat it.Read the instructions and point to the lines where Ss write the things they like in a sandwich.Students work.After that.Say, Now ask and answer.Point

out the conversation in the box.Ask Ss to work with a partner.As Ss work ,move around the room monitoring.Ask some pairs to say their conversations to the class.SB Page 44 , 2a.Read the instructions to the class.Point to the foods in activity 1a.Play the tape the first time.Ss only listen.Play the tape again.Ss circle the words in activity 1a.Check the answers.SB Page 44 ,2b.Listen carefully and write the ingredients on the correct lines in the chart.Check the answers.Step 4 Post-task SB Page 44 , 2c.Ss work in pairs.Ask several pairs to act out.Step 5 Homework Make a sandwich.Period 4 Teaching contents :Section B 3a,3b ,3c , 4 , selfcheck.Teaching procedures : Step 1 Leading in Ask some students to show the sandwiches they made.Step 2 Pre-task SB Page 45 , 3a.Read the instructions to the class.Have a student to read the recipe to the class.Point to the words vegetables ,meat and others in the chart.Point to the example answer.Say ,Now read the recipe and write the ingredients under the correct words in the chart.Check the answers.Step 3 While-task SB Page 45 , 3b.Read the instructions to the class.Read the recipe to the class.Say ―blank‖ each time when coming to a blank line.Say ,Now write a word in each blank.Check the answers.SB Page 45 , 3c.Read the instructions to the class.Then ask students to write their recipes.As students work ,move around the room offering assistance as needed.Ask students to read their recipes to a partner.Ask some students to read their recipes to the class.Step 4 Post-task

Selfcheck.Ask students to finish the work.Ask some students to present their answers to the class.Check the answers.Step 5 Homework SB Page 45 , Part 4.Ask students to work with a partner.Tell your partner how to make a sandwich with the ingredients in your list.Unit 8 How was your school trip ? Teaching goals : words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of.Use the past tense to talk about things.掌握由there be 結(jié)構(gòu)和行為動(dòng)詞構(gòu)成的一般過去時(shí).掌握規(guī)則和不規(guī)則動(dòng)詞的過去時(shí).Important and difficult points : How to use the past tense correctly.The form of the past tense.Teaching aids : card , picture and a tape recording.Period 1 Teaching procedures : Step 1 Leading in

Greeting : talk about something the Ss did last week.Step 2 Pre-task SB Page 47 , 1a , 1c.T: What did you do on your last school trip ?Look at the picture.Guess :What did Tina … do ? Pairwork : Did Tina buy a souvenir ? No , ….Step 3 While-task SB Page 47 , 1b.Listen and check the answers.SB Page 48 , 2a , 2b.Play the recording and correct the answers.Step 4 Post-task SB Page 48 , 2c.Pairwork : Make conversations.Ask several students to present their conversations.Step 5 Conclusion Grammar focus.Review the grammar box.Ss say the questions and answers.Practice reading.Period 2 Teaching procedures : Step 1 Leading in

Greeting : talk about what last day off was like.Was it a good day off or a terrible day off ? Step 2 Pre-task SB Page 50 , 1a , 1b.25

Look at the pictures.say something about the pictures.Point out the five phrases.Ss read after teacher.Make sure Ss understand what they should do.Rank them from 1-5.Pay attention to the conversation in the box on the right.Read.Pairwork : make conversations.Share the students’ conversations.Step 3 While-task SB Page 50 , 2a , 2b.Say , Now you will hear a conversation about what Tina and Tony did on their last day off.Point out the sample answer in 2a.Listen carefully twice.Fill in the chart.Read the sentences in 2b.Pay attention to who said these things.Play the tape again.Listen carefully.Check the answers.SB Page 49 , 3a.Ask one student to read the article.Ss read and work : correct the statements below.Listen to the recording.Read after it.Ask Ss to read together.Step 4 Post-task

Pairwork: Make conversations with your partner using these phrases : Were there … ? Did you see … ? Did you go … ? Step 5 Homework Make up a story.Period 3 Teaching procedures: Step 1 Leading in Free talk.Check the homework.Step 2 Pre-task SB Page 51, Part 4.Say ,Here are some photos of your last vacation.What did you do ? Ask and answer with your partner.Question like this : Did … ? What … ? Were there … ?

Where … ?

How was … ? Pairwork.Step 3 While-task SB Page51 ,3a.Read the letter about the things Nick did by Ss.Explain the new words.Play the tape.Ss listen and repeat.Point to the number 1-5.Point out the sample answer.Ss work.Then check the answers.26

Play the tape again.Practice reading.SB Page 51 , 3b.Say , Imagine you are Tony and you’ll give Nick a letter.Point out the letter.Read the letter to the class.saying blank each time when come to a blank line.Read the letter and fill in the blank.Ask one student to present the answers.Step 4 Post-task SB Page 51, 3c.Say :We read about the things Tony and Nick did.What did you do on your last day off.Let’s write a letter about them.Give them help if they need.Ss work.Step 5 Homework Complete the selfcheck.Unit 9 When was he born ? Teaching goals:

Learn to use ―be born‖ to ask sb sth

掌握一般過去時(shí)態(tài)的以how long , when , where 等疑問詞開頭的特殊疑問句.能用有關(guān)的形容詞來描述人，并能用一般過去時(shí)來談?wù)撌熘?、敬佩的人?Period 1 Teaching procedures : Step 1 Leading in

Greeting.Ask Ss when they were born and which sports stars they like.Step 2 Pre-task SB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss

Ask :T: Who’s that ?

S: That’s ….T:When was he born ?

S: She was born in ….Pairwork :make conversations.Step 3 While-task SB Page 53 , 1b.Look at the pictures.Read the names and the occupation.Make sure what Ss should do.Listen carefully.Complete the exercise.Check the answers.SB Page 53 , 2a & 2b.Point out the columns and read the headings to class.Explain the meaning of the words at the top of each column if necessary.Say ,this time fill in the information under How long.Play the recording,Ss complete activity 2b.Correct the answers.Step 4 Post-task Point to the chart in activity 2a.Point out the fill-in lines in the conversation in activity 2c.Show Ss how to do the activity.Ask Ss to work in pairs.Then make their own conversation.Correct the answers.Step 5 Homework

Collect the information about sports stars.Then make cards.Period 2 Teaching contents: Grammar focus , Section A 3a, 3b , 4a , 4b.27

Teaching procedures : Step 1 Leading in Revise the past tense.Step 2 Pre-task SBPage54,Grammarfocus.AskSs to say the questions and responses.Answer the questions the Ss might have.Step 3 While-task SB Pag3 55 , 3a.Ask Ss to point to the names in the chart below the article.Read the name to the class.Explain the word achievement.Divide the class into two groups —A and B.Have them continue filling in their own charts , on their own.SB Page 55 , 3b.After Ss have finished reading and filling their answers , ask Ss to work in pairs.Draw the chart on the Bb.Ask the Ss who finish first to write the answers in the chart.Correct the answers.Step 4 Post-task SB Page 55 , 4a.Write this sample question on the Bb.Then ask two Ss to ask and answer these questions.Ask Ss to talk to several other Ss.Move around the room checking their progress.SB Page 55 , 4b.Ask Ss to tell the class what they learned about a student.Allow other Ss to ask questions if they don’t understand something another student says.Ask each student to read at least one statement from his chart.Step 5 Homework(改錯(cuò))I went to the classroom , but no one were there.Last summer I go to HongKong.Lucy and Lily didn’t late for school last week.Did your friend bought a new watch yesterday ? Period 3 Teaching contents : Section B 1a , 1b ,2a , 2b , 2c.Teaching procedures : Step 1 Revision Check the homework.Step 2 Pre-task SB Page 56 , 1a.Write on the Bb the eight words at the top of the page.Ask a student to the names of the people in the pictures.Ask Ss to write one or two words from the list under each person’s picture.SB Page 56 , 1b.Ask several Ss to read the class the words they wrote under each picture.Say , Now work with a group.Make your own statements about the people in the pictures ,using the words you wrote in your book.Ask Ss to tell the class what they said about some of the people.Step 3 While-task

SB Page 56, 2a.Read the instructions and point out the words in the list in activity 1a.Play the recording.Ss listen and circle the words they hear Check the answers.SB Page 56 , 2b.Point out the eight sentences.Ask two Ss to read them.Play the recording and have Ss write down the answers.Correct the answers.Step 4 Post-task SB Page 56 , 2c.Ask two Ss to read the sample conversation.Have Ss work with a partner.Ask and answer questions using the sentences in activity 2b.Ask several pairs to say a conversation to the class.Step 5 Homework Remember the words learned in this class.Period 4 Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck.Teaching procedures : Step 1 Leading in Ask some Ss some questions :When were you born ? When did you get to school yesterday ? etc.Step 2 Pre-task SB Page 57, 3a.Ask Ss to read the phrases in the chart.Then have Ss to read the article on their own ,ask Ss to circle any words or phrases they don’t understand.Ask Ss to read to the class any words or phrases they circled.Write them on the Bb.Ask other Ss to explain what they mean.Ask Ss to read the article again and fill in the information in the chart.Correct the answers.Step 3 While-task SB Page 57 , 3b.Ask Ss to use these sentences to start their articles.Ask Ss to use the article about Midori as an example.SB Page 57 , 3c.Read the instructions and ask Ss who they write about.Ask Ss to work on their own.When they finish,ask the Ss to read the article to a partner and to talk about the person in the article.Step 4 Post-task SB Page 57 , Part 4.Ask Ss to work in groups of four.Point out the sample conversation.Ask three Ss to read it to the class.Then ask Ss to work with their groups.29

Step 5 Homework Get Ss to finish the selfcheck on their own.Unit 10 I’m going to be a basketball player.Teaching contents: Section A 1a ,1b ,1c ,2a , 2b ,2c.Teaching goals: vocabulary :programmer ,engineer ,pilot ,professional Pattern: I am going to do sth.能力目標(biāo):掌握一般將來時(shí)的用法.Important and difficult points : be going to 的用法.Teaching procedures : Step 1 Leading in

復(fù)習(xí)一般現(xiàn)在時(shí)表示計(jì)劃、打算做某事的用法.Step 2 Pre –task SB Page 59 , 1a.Read each of the words to the class.Teach the new words Have Ss complete activity 1a.Check the answers.SB Page 59 , 1b.Play the recording.Ss listen and write down the answers.Correct the answers.Step 3 While-task SB Page 59,1c.In pairs ,Ss look at the jobs in activity 1a and have conversations about these jobs.SB Page 60 , 2a.Point to the picture.Ask Ss to say what they see.Play the recording.Ss listen and write down the answers.Check the answers.SB Page 60 , 2b.Ask a student to read the sample question and sample answer to the class.Play the recording.Ask Ss to write their answers in the chart.Correct the answers.Step 4 Post-task SB Page 60 , 2c.Ask two Ss to read the sample conversation to the class.Point to the questions and answers in activity 2b.Ask Ss to make conversation about Cheng Han.Ask several pairs to say their conversations to the class.Step 5 Homework Preview the grammar box.30

Period 2 Teaching contents : Grammar focus,Section B 3a,3b,4.Teaching goals: vocabulary :sound like , fashion show , part-time , save , at the same time , hold , rich ,retire.能力目標(biāo): 談?wù)撐磥碜约号c他人的理想職業(yè)及原因.Teaching procedures : Step 1 Leading in Have Ss make sentences with ―be going to‖.Step 2 Pre-task SB Page 61, 3a.Call attention to the diary.Read the paragraph to the class.Then read the instructions to the class.Have them know what to do.Ask Ss to finish the activity on their own.Correct the answers.Step 3 While-task SB Page 61 , 3b.Point to the questions.Say , Answer these questions.Tell the truth about your life.What do you plan to do ?

As Ss write ,move around the room offering help if needed Point out the sample conversation.Ask two Ss to read it to the class.Ss work in pairs.Ask some pairs to say their conversations to the class.Step 4 Post-task SB Page 61 ,Part 4.Write the year 2008 on the Bb.Ask the class why that is an important date for Beijing and China.(China is hosting the Olympic Games in 2008)Divide the class into small groups.Ask them to talk about what they are going to do for the Olympics and make a list.Step 5 Homework Write the sentences in Part 4 on the exercise books.31

Period 3 Teaching contents :Section B 1a , 1b , 2a , 2b , 2c.Teaching goals: vocabulary :resolution , instrument , fax.能力目標(biāo):談?wù)摓閷?shí)現(xiàn)理想所做出的的打算和安排.Teaching procedures : Step 1 Leading in Ask some Ss to say the statement on their exercise books.Step 2 Pre-task SB Page 62, 1a.Point to the resolutions and ask different Ss to explain in their own words what each one means.Point out the box next to each picture and ask some Ss to read the phrases.Ask Ss to match the phrases and pictures on their own.SB Page 62, 1b.Ask two Ss to read the sample conversation to the class.Then ask Ss to find partners to have a conversation.Ask several pairs to say their conversations to the class.Step 3 While-task

SB Page 62, 2a.Read the instructions and point out the phrases in the list in activity 1a.Play the recording.Ss listen and circle the phrases on the list in activity 1a they hear.Check the answers.SB Page 62 , 2b.Play the recording.Ask Ss to write their answers on the blank lines after each person’s name.Ask three Ss to write one answer each on the Bb.Check the answers.Step 4 Post-task

SB Page 62, 2c.Ask two Ss to read the sample conversations.Then ask Ss to work with a partner.Step 5 Homework Have Ss write their resolutions on the exercise books.Period 4 Teaching contents: Section B 3a,3b,3c,4 ,selfcheck.Teaching goals: vocabulary: reader , keep , fit , keep fit , build.能力目標(biāo):學(xué)習(xí)制定未來一段時(shí)間的計(jì)劃.Teaching procedures : Step 1 Leading in Check homework.Step 2 Pre-task SB Page 63 , 3a.Call attention to the magazine article.Ask a student to read it.Ask Ss to make a list of the New Year’s resolutions in this article.Check the answers.Step 3 While-task SB Page 63, 3b.Have Ss turn back to Page 62 and call on some individuals to say each person’s name and what that person’s resolution was.Then ask some other Ss to tell how each person was going to make his or her resolution work.Point to the magazine article in activity 3a.Ask Ss to write an article like this one.Step 4 Post-task SB Page 63 , 3c.Ask some Ss to tell the class about their New Year’s resolutions.Then ask Ss to write about their resolutions on their own.SB Page 63 , Part 4.Divide Ss into small groups to do the activity.Ask some groups to write their plans on the Bb.Step 5 Selfcheck Ask Ss to finish the selfcheck on their own.Step 6 Homework Write the article in activity 3c on the exercise books.Unit 11 Could you please clean your room ? Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b ,2c.Teaching goals : vocabulary : trash , chore , do chores , dish , sweep , fold , hate , meeting.patterns : Could you please + do sth ?

Could you + do sth ?

能力目標(biāo):學(xué)習(xí)有禮貌地提出請求.Important and difficult points :請求允許做某事.Teaching procedures : Step 1 Leading in Greetings.Step 2 Pre-task Teach the new words.Step 3 While-task SB Page65,1a & 1b.Point to the items and ask someone to read the each one to the class.Play the recording and let Ss fill in the chart.Check the answers.SB Page 65 , 1c.Point out the sample conversation in activity 1c.Ask two Ss to read it to the class.Have Ss work in pairs.Step 4 Post-task SB Page 66 , 2a & 2b.First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check ―yes‖ or ―no‖.Correct the answers.Do with activity 2b in the same way.Step 5 Pairwork

SB Page 66 , 2c.Ss work in pairs , then ask some pairs to act out their conversations.Step 6 Homework In pairs make a conversation using ―Could you please …? Could you … ?‖.Period 2 Teaching contents:Section A Grammar focus,3a ,3b,4.Teaching goals : Vocabulary :work on , laundry , do the laundry , wash.Master and use : I like doing sth because ….I don’t doing sth because ….3.情感態(tài)度目標(biāo):教育學(xué)生在人際交往中要有禮貌.Teaching procedures : Step 1 Leading in Revise the pattern : Could you please … ? Could you … ? Step 2 Pre-task SB Page 66 , Grmmar focus.Ask Ss to say the questions and answers.Explain :the questions use the word could and the answers use the words can and can’t.Step 3 While-task SB Page 67 , 3a.Read the conversation to class with a student.Say blank every time you come to a blank.Ask Ss to fill in each blank with the work make or do.Correct the answers.SB Page 67 , 3b.Ask two Ss to read the sample phrases.Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a.34

Ask a student to say the name of a chore.Then ask another student to say I like or I don’t like.Then ask a third student to give a reason.Step 4 Post-task SB Page 67 , Part 4.In groups of five , give each group a set of blank cards.Ask Ss in each group to write one core onto a card.In turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason.Step 5 Homework

Make some sentences with ―I like doing sth because ….‖ or ―I don’t like doing sth because ….‖

Period 3 Teaching contents :Section B 1a ,1b,2a,2b,2c.Teaching goals : vocabulary: snack ,borrow ,invite ,disagree ,teenager 能力目標(biāo):熟悉并能靈活運(yùn)用Could you(please)… ? Teaching procedures : Step 1 Leading in Ask some Ss with questions :Could you please … ? Could you … ? Step 2 Pre-task SB Page 68 ,1a.Say , Look at the items on the list ,ask Ss to complete the writing on their own.Correct the answers.Step 3 While-task SB Page 68, 1b.Read the instructions and point out the sample conversation.Ask Ss to work with a partner and make their own conversations about the items in activity 1a.Call several pairs to say one or more of their conversations to the class.SB Page 68, 2a & 2b.Read the instructions and have Ss know what to do.Play the recording and ask Ss to write their answer on their own.Ask two Ss to write their answers on the Bb.Correct the answers.Step 4 Post-task SB Page 68, 2c.Point out the sample conversation and ask two Ss to read it to the class.Then point to the phrases in the box.Ask Ss to ask and answer with a partner.Ask several pairs to say their questions and answers to the class.Correct any incorrect questions or answers.Step 5 Homework

英漢互譯: 1.洗餐具

2.處理瑣事，干家務(wù)3.購物

4.take out the trash 5.make the bed 6.fold your clothes

Period 4 Teaching contents:Section B 3a, 3b , 3c, 4 , Selfcheck.Teaching goals :

vocabulary :take care of ,feed ,mine ,weren’t=were not 能力目標(biāo):學(xué)習(xí)寫留言條以請求他幫助.Important and difficult points : 留言條的書寫.Teaching procedures : Step 1 Leading in Ask Ss to translate some Chinese phrases.Step 2 Pre-task SB Page 69 , 3a.Read the instructions and have Ss know what to do.Ask Ss to read the letter on their own and complete the chart.Ask two Ss to write their answers on the Bb.Correct the answers.Step 3 While-task SB Page 69 , 3b.Ask a student to read the beginning of the e-mail message.Have Ss finish the message.Tell them they can look at the Chart in activity 2b for ideas.Ask some Ss to read their message to the class.SB Page 69 , 3c.Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class.Step 4 Post-task SB Page 69 , Part 4.Point out the sample conversation and read the instructions to have Ss know what to do.Divide Ss into groups of three and ask them to make conversations.Ask several groups to say their conversations to the class.Step 5 Homework Finish the selfcheck.Unit 12 What’s the best radio station ? Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , 2c.Teaching goals : vocabulary: comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio station.能力目標(biāo):掌握一些形容詞的比較級和最高級.Difficult points :

特殊形容詞的比較級和最高級.Teaching procedures : Step 1 Leading in

Revise the comparative forms and superlative forms of some adjectives.Step 2 Pre-task SB Page 71 , 1a.Ask Ss to explain what the word or phrases means in their own words.Then ask Ss to decide which of the things are important or unimportant.36

Step 3 While-task SB Page 71 ,1b.Ask some Ss to read the sentences,then play the recording.Correct the answers.SB Page 71, 1c.Ask Ss to make a list of real movie theaters they know.In pairs ,Ss read the conversation in the box ,then get them to make their own conversations according to the list of real movie theaters.Step 4 Post-task SB Page 72, 2a & 2b.Ask some Ss to read the phrases and sentences.Play the recording ,Ss listen and write down their answers.Check the answers.Step 5 Role play

SB Page 72 , 2c.Have Ss work in pairs.Check the progress and offering help as needed.Ask some pairs to say their conversations to the class.Step 6 Homework Preview the grammar box.Period 2 Teaching contents :Grammar focus, Section A 3a,3b,4.Teaching goals : vocabulary :teen ,bargain , delight , by bus.能力目標(biāo):學(xué)習(xí)進(jìn)行簡單的比較并表達(dá)自己的好惡.Teaching procedures: Step 1 Leading in Ask a student to say something about the comparative and superlative forms of adjectives.Step 2 Pre-task SB Page 72, Grammar focus.Ask a student to read the sentences to the class.Say ,these sentences show different grammar points.Explain the two grammar points.Answer questions the Ss might have.Step 3 While-task SB page 73 , 3a.Point to the chart.Ask Ss what they will write in the chart.Ask Ss to read the article on their own.Ask Ss to read the article again and complete the chart on their own.Correct the answers.SB Page 73,3b.Point out the sample conversation and ask two Ss to read it to the class.Ask Ss to say the names of stores in your town and write the names on the Bb.Step 4 Post-task SB Page 73, Part 4.Ask the class for the names of three places to have lunch near the school and write them on the Bb.Divide the class into small groups.Ask them to choose three restaurants and fill in the chart.Step 5 Homework

寫出下列單詞的比較級和最高級：happy , late , good , bad , beautiful , heavy , big , wet , small , much.Period 3 Teaching contents :Section B 1a , 1b, 2a , 2b , 2c.Teaching goals : vocabulary: positive , negative , dull , performer Teaching procedures : Step 1 Leading in Check the homework.Step 2 Pre-task SB Page 74, 1a.Point to the sample answer in the chart and ask a student to read the pair of words to the class.Ask Ss to complete activity 1a on their own.Correct the answers.SB Page 74 , 1b.Explain that positive words are words that you can use to say good things about people ,ask Ss to say only good things about people as they talk with partner.Ss work in pairs to talk about the people they know.Ask several Ss to say their sentences to the class.Step 3 While-task SB Page 74 , 2a.Ask Ss what a ―talent show‖ is and ask Ss to tell what people do at talent show.Point to the five pictures.Ask different Ss to say what the people are doing in each picture.Play the recording.Ss listen and write the correct name.Check the answers.SB Page 74 , 2b.Play the recording and ask Ss to write what different people say about the performers.Correct the answers.Step 4 Post-task SB Page 74 ,2c.Ask two Ss to read the sample conversation to the class.Then Ss work in pairs.Step 5 Homework Ask Ss to write their questions and answers in activity 2c on the exercise books.Period 4 Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck.Teaching goals : vocabulary: province , still , enough , distance , farthest 能力目標(biāo):學(xué)習(xí)進(jìn)行簡單的調(diào)查.Teaching procedures : Step 1 Leading in Greetings.38

Step 2 Pre-task SB Page 75, 3a.Read the instructions and point out the words in the box.Point out the sample answer for number 1.Ask Ss to write one work from the box on each blank line.Correct the answers.SB Page 75 , 3b.Say ,Now write an article about the other people in activity 2b.Write about Vera , Dennis ,and the math teachers ,you can use information in the chart to help you.Ask Ss to complete the article on their own.Ask some Ss to read what they wrote to the class.Step 3 While-task SB Page 75, 3c.Ask Ss to say the names of famous performers they might write about.Ask Ss to write their article on their own.Ask some Ss to read their articles to the class.Step 4 Post-task SB Page 75 , Part 4.Point out the chart where the Ss can write the answers.Ask two Ss to read the sample conversation to the class.Ask Ss to interview three classmates.Ask several Ss to read the information from one column to the class.Step 5 Homework Review the grammar focus on Page 72.39

第四篇：新標(biāo)準(zhǔn)英語(三年級起點(diǎn))第二冊 M9U2教案

外研版小學(xué)英語Book5

Module9 Unit2 I feel happy.教案

山東省高密市恒濤雙語實(shí)驗(yàn)學(xué)校 張娜

一．教材及學(xué)情分析：

Module 9 Unit 2的內(nèi)容是對前一單元知識的鞏固延伸。本單元是由詢問他人感受到用I feel....表達(dá)自己的感受。在Unit 1中，學(xué)生已學(xué)了Are you feeling…? Yes, I am./ No, I’m not.并對Is he(she)feeling…？ Yes, he(she)is./ No, he(she)isn’t.有所練習(xí)，對Feeling這一話題已經(jīng)很熟悉了。

二．教學(xué)目標(biāo)

1、知識目標(biāo)

學(xué)生能夠熟練掌握這些單詞: happy, sad, tired, bored, hungry.并能根據(jù)情景運(yùn)用這些單詞描述自己的感覺。

2．技能目標(biāo)

在情景教學(xué)中，學(xué)生能夠理解句型How do you feel?，能夠運(yùn)用I feel……描述自己的感覺。

3、情感態(tài)度目標(biāo)：

通過學(xué)習(xí)描述心情，學(xué)會與伙伴友好相處。通過與同學(xué)的交流活動(dòng)，加強(qiáng)同學(xué)間的友誼，學(xué)會體諒他人。

三．教學(xué)重點(diǎn)

1．學(xué)習(xí)新單詞： tired，smell , grandfather , won , game ,farm.2．學(xué)習(xí)新句型結(jié)構(gòu)：I feel…

四．教學(xué)難點(diǎn)

能根據(jù)具體的語言環(huán)境說明自己心情產(chǎn)生的原因

五．教具準(zhǔn)備

多媒體課件、錄音機(jī)、圖片。

六．教學(xué)過程

Step1.Warming up

(1)free talk

T: Hello , boys and girls!

S: Hello, Miss Zhang!

T: boys and girls , today we will learn M9U2 I feel happy.Are you feeling happy today?

Ss: Yes!

T: I feel happy too!(show a happy face)幻燈片P2 this is a happy face.follow me “happy”.Ss : happy.（2）(根據(jù)圖片的提示，看表情說單詞)。復(fù)習(xí)單詞 happy , sad , bored , hungry.幻燈片P2-6（百度圖片）

（百度圖片）

Ss :(一邊做動(dòng)作一邊說單詞)。

(3)T: boys and girls , here is a chant for you.let’s say it together.(邊做動(dòng)作邊說)（together , girls ask boys answer）幻燈片P7

Are you feeling sad? No!No!No!

Are you feeling bored? No!No!No!

Are you feeling angry? No!No!No!

Are you feeling happy? Yes!Yes!Yes!

Step 2.創(chuàng)設(shè)情境學(xué)習(xí)新單詞。

（1）T：（幻燈片P8出示圖片）boys and girls ,look!Today my brother

helped grandfather on the farm all day.Now he feels tired.Do you know the word “tired”?

（2）通過創(chuàng)設(shè)情境學(xué)習(xí)單詞grandfather ,tired , farm.并引出句型 “I

feel tired.”

再詢問學(xué)生“If you were him.How do you feel ?” 讓學(xué)生初步感知“How do you feel ? I feel …”這兩個(gè)句型。

（2）T : My grandfather is very kind.Look!幻燈片P10

He made lots of nice food for my brother.There are noodle soup , dumplings.I can smell the nice noodle soup.(做聞到美味食物的動(dòng)作).學(xué)習(xí)單詞 smell。

（3）T :(show another picture.)（百度圖片）

幻燈片P11

look!They are table tennis players.they won a table tennis game.學(xué)習(xí)單詞 won , game.（4）follow teacher read the new words.Then group read.(5)強(qiáng)化鞏固單詞。通過Magic eyes 這個(gè)游戲，讓學(xué)生快速說出看到的單詞?；脽羝琍13

Step 3 學(xué)習(xí)課文。

T: Boys and girls.We feel happy now.What about our friends? How do they feel? Let’s listen.（1）listen and find out the missing words.聽錄音感知課文，把課文中用省略號表示的部分補(bǔ)充完整。每聽完一部分的內(nèi)容，教師做適當(dāng)?shù)耐ｎD，讓學(xué)生找出合適的單詞把句子補(bǔ)充完整。Then write them down.（2）聽音跟讀課文。

（3）小組合作選擇自己喜歡的方式朗讀課文，并展示。

Step 4 chant（邊做動(dòng)作邊說）幻燈片P15

I feel happy , very very happy.I feel sad , very very sad.I feel tired , very very tired.I feel hungry , very very hungry.Step 5 創(chuàng)設(shè)情境操練句型。

（1）Show students some balloons.They can choose any balloon.幻燈片P16每個(gè)氣球?qū)?yīng)著一個(gè)情境，學(xué)生根據(jù)情境描述自己今天干了什么, 有什么樣的感受.“Today I ….I feel …..”通過選擇氣球可以引發(fā)學(xué)生的好奇，從而調(diào)動(dòng)學(xué)生參與的積極性。

(2)Work in pairs.同桌兩人根據(jù)情境進(jìn)行問答。幻燈片P21

S1: Today I ….S2: How do you feel ?

S1: I feel ….找?guī)捉M學(xué)生展示。

Step 6.練習(xí)。

連線

Today I won a football game.I feel tired.Today I helped mum.I feel happy.Today I lost my book.I feel hungry.I smell some dumplings.I feel sad.Step 7 Homework

1.聽音跟讀課文三遍。

2.小組充分合作，制作一個(gè)包含基本感情的對話 形式不限。T: Class is over.goodbye boys and girls!

Ss : goodbye Miss Zhang!

第五篇：人教版八年級英語上冊教案（精選）

人教版八年級英語上冊案例：

Unit5Can you come to my birthday party ?

Section A第一課時(shí)

設(shè)計(jì)理念：

以任務(wù)為中心的任務(wù)型語言教學(xué)是目前交際教學(xué)思想中的一種新的發(fā)展形態(tài)。它倡導(dǎo)“在做中學(xué)，在做中用”的教育理念，將語言應(yīng)用的基本理念轉(zhuǎn)化為具有實(shí)踐意義的課堂教學(xué)方式。運(yùn)用學(xué)習(xí)任務(wù)組織教學(xué)，強(qiáng)化了語言實(shí)踐的過程，充分體現(xiàn)了語言的交際本質(zhì)?！靶履繕?biāo)英語”是一套好教材，然而，“橘生淮南則為橘，生于淮北則為枳”。在農(nóng)村中學(xué)的英語課堂上，實(shí)施任務(wù)和開展活動(dòng)具有很大的挑戰(zhàn)性，需要在實(shí)際操作中對教材進(jìn)行重新整合，并要根據(jù)學(xué)生的環(huán)境和接受能力來開展行之有效的任務(wù)和活動(dòng)。

［教材分析］

教學(xué)內(nèi)容為新目標(biāo)英語八年級上冊第五單元Section A。學(xué)習(xí)內(nèi)容主要體現(xiàn)在以下三點(diǎn)：

1.Knowledge aims:

1)new words: lesson, another, concert

Phrases: study for a test, go to the doctor, have a piano lesson

2)Important sentences: —Can you come to my birthday party?

—Sure, I’d love to./ I’m sorry, I have to……

2.Ability aims:

1)能禮貌地發(fā)出、接受和拒絕邀請。

2)會談?wù)撟约褐贫ǖ挠?jì)劃或安排。

3.Emotion aim:

學(xué)會邀請他人和接受或拒絕他人的邀請，增進(jìn)與他人之間的情感，培養(yǎng)交往能力和技巧。

［學(xué)生分析］

1、荷葉中學(xué)84班學(xué)生英語學(xué)習(xí)興趣不是很高，兩極分化比較嚴(yán)重。

2、學(xué)生以前已經(jīng)學(xué)過情態(tài)動(dòng)詞can的用法，但掌握的不是很好，通過對本課的學(xué)習(xí)可以鞏固所學(xué)知識，掌握用正確的語言結(jié)構(gòu)表達(dá)邀請和拒絕。

三、學(xué)習(xí)重難點(diǎn)：

1）熟練掌握情態(tài)動(dòng)詞Can 的用法

2）準(zhǔn)確表達(dá)邀請別人，禮貌接受和委婉拒絕別人的邀請。

四、學(xué)習(xí)過程：

Step 1 : warming up

1)T: Today is Wang Lei’ birthday , sing happy birthday to her

S: sing happy birthday to Wang Lei happily.通過唱生日快樂歌祝王蕾生日快樂，從而營造輕松愉快的學(xué)習(xí)氛圍。

Step 2Lead inT: Let’s review the old phases and learn the new words

1為考試而學(xué)習(xí)Sa: study for the test 2去看病Sb : go to the doctor 3幫助我的父母Sc: help my parents4拜訪我的姑姑_Sd:visit my aunt

T: very good.OK, next let’s learn the new words

lesson,課程，T: I have 7 lessons every day.another另一，又一T:I don’t like this apple , would you give me another one? concert 音樂會T: Liu Dehua has a concert in our city this month.充分利用課本資源，進(jìn)行詞匯教學(xué)，詞不離句，形散而神不散。

2)The studentsread and remember the words in the group

3)ask some groups to read and recite the words and phrases

Group1: lesson, another, concert

Group2:study for the test, go to the doctor, help my parents, visit my aunt

4）T: ask the students to close the eyes and check the words

(我把學(xué)生分為3人一組：（一個(gè)基礎(chǔ)好的，一個(gè)中等的和一個(gè)基礎(chǔ)薄弱的）進(jìn)行小組競賽活動(dòng)，每個(gè)小組發(fā)一次言就得一分，期末積分最高的前4組有獎(jiǎng)勵(lì)。這一部分是單詞教學(xué)部分，主要照顧基礎(chǔ)差的學(xué)生。每一組推薦的是基礎(chǔ)較薄弱的一位同學(xué)來讀所有單詞，從而保證大部分同學(xué)掌握。最后通過全班同學(xué)閉眼游戲來鞏固。(這一部分的小組活動(dòng)在實(shí)際運(yùn)用中效果還算可以，大部分學(xué)生都理解和掌握了單詞。)

Step 3: Introduce the target language

1)T: Imagine today is my birthday and ask them to come to my birthday party, how to say?

Can you come to my party?

S:“yes”

S: “no”

T: Help them to correct the answer

接受Sure, I’d love to.委婉拒絕Sorry, I can’t.I have to……..2)Then the teacher asks the students the questions and students try to give the right answer one by one.At the same time the teacher write answers on the blackboard.The teacher gives some encourage evaluation to students’ answers.T: Can you come to my party?

S: Sure, I’d love to.S: Sorry, I have to study for my test./go to the doctor./help my parents./visit my aunt.(這一部分引出話題比較成功)

T: Ask them to pairwork in groups

S: Use the target language to ask and answer in groups.T: Check the group work.Ask 3 groups to show in class.(這一部分主要是讓學(xué)生們在小組里面愉悅的使用目標(biāo)語言，基礎(chǔ)好的帶基礎(chǔ)差的，每個(gè)組有一個(gè)組長負(fù)責(zé)，組長要監(jiān)督和糾正成員的活動(dòng)。小組活動(dòng)時(shí)，大部分做得比較好）Step 4: Listening

T:Ask students to listen to the tape carefully.Then finish1b,2a and 2b.Finally, check the answers one by one.（對于聽力的訓(xùn)練一直是個(gè)薄弱環(huán)節(jié)，前面做了單詞，短語和句型準(zhǔn)備，在這個(gè)時(shí)候訓(xùn)練聽力還是比較得當(dāng),效果也比較好。）

Step5: Discuss

T:Ask:

When we invite some people to do another things, what should I say?

For example: ask your classmates to play basketball together

（還是小組活動(dòng)，充分調(diào)動(dòng)他們的積極性和集思廣益的想象力）

Group1；

A: Can you play basketball with me?

B: Sure, I’d love to.C: Sorry, I can’t.I have to do my homework

Group2：

D: Can you go shopping with me on Sunday afternoon?

E: Sure, I’ d like to.F: Sorry, I have to visit my grandpa.Step6: Summary

T:發(fā)出邀請

S:情態(tài)動(dòng)詞 Can +you +動(dòng)詞原形+其他？

T:接受邀請

S: Sure, I’d love to/ I’d like to.T:拒絕邀請

S:Sorry, I can’t.I have to……..（讓學(xué)生來做課堂小結(jié)，抓住了學(xué)生“敢于開口說英語”的心理，突出主動(dòng)學(xué)習(xí)的重要性；教師作綜合陳述，猶如給學(xué)生一顆定心丸，給學(xué)生增添了信心。）Step7: test and homework

Ask students to finish the test in their study papers

Homework:

1.Copy the new words

2.review the phrases and sentences

3.完成基礎(chǔ)訓(xùn)練相關(guān)內(nèi)容

［案例反思］

從課堂表現(xiàn)和課后作業(yè)來看，這堂課效果還可以。時(shí)代在變，世界在變，事物都在發(fā)展，教育理念的更新也是勢在必行。由David Nunan倡導(dǎo)的任務(wù)型語言教學(xué)主張learning by doing,掀起了英語教學(xué)改革的浪潮。這給工作在第一戰(zhàn)線的英語教師帶來了希望，也使得英語課堂教學(xué)更具挑戰(zhàn)性.