人教版新目标8年级英语下册Unit 7 随堂练习(精选5篇)
1.人教版新目标8年级英语下册Unit 7 随堂练习 篇一
八年级英语下册教学计划
一、教学分析
1.教材分析 新人教版《英语》八年级(下册),全书共有十个单元。本教材各单元话题灵活,贴近生活实际。本册书将学习到的一些语法知识点有:情态动词、反身代词、不定式、连词、过去进行时、现在完成时、形容词和副词的比较级和最高级等。每个单元分A和B两部分,这两个部分分别提供了一篇阅读文章,用以训练学生的阅读能力,扩大学生的词汇量和阅读量。
2.学情分析 本人担任八年级两个班的英语教学工作,学生80余人。通过初中一年半的英语学习,大多数学生已能听懂有关熟悉话题的语段和简短的故事,能就熟悉的话题交换信息,能读懂短篇故事,能写便条和简单的书信。但由于各种因素的影响,学生发展参差不齐。少数学生因为基础不够好,学习很吃力而自暴自弃,有的因此扰乱课堂纪律,这给教学带来不少困难。
二、教学目的和要求(分章节)第一单元:通过讨论“健康问题”和“事故急救”的话题,学习用have来表述疾病,并使用情态动词should/shouldn’t给别人提供建议。第二单元:通过讨论“志愿者”及“志愿活动”的话题,学习动词词组、不定式充当宾语、状语和宾语补足语的用法、使用情态动词could给别人提供建议。第三单元:通过讨论“家务活”的话题,学会使用情态动词could发出礼貌的请求以及应允。第四单元:通过讨论“烦恼与问题”,学会使用Why don’t you„?的句型给别人提供建议,同时重点学习连词until, so that和although的用法。第五单元:通过讨论“难忘的事件”,学习过去进行时态,重点学习连词when和while的用法。第六单元:通过学习“传奇和故事”,学会讲故事,学会连词unless, as soon as以及so„that的用法。第七单元:通过讨论“地理和自然”的话题,学习大数字的表达、形容词和副词的比较级和最高级,同时通过阅读,更多地了解世界。第八单元:通过讨论“文学和音乐”的话题,学习现在完成时态,学会讨论近来事件和个人经历。第九单元:通过讨论“好玩的地方”的话题,讨论过去的经历,继续巩固现在完成时态的学习。第十单元:通过讨论“居住环境”,学会使用现在完成时态具体谈论所拥有的东西,重点学会since和for的使用。
三、措施
1.面向全体学生,注重素质教育。
2.以学生为主体,尊重学生个体差异。
3.采用活动途径,倡导体验与参与。
4.开发课程资源,拓展学用渠道。
具体来说: 1.认真专研教材和课标,精心备课,认真上好每一堂课。确定每堂课的基础内容,预备内容和拓展内容,满足不同层次学生的不同需求。2.充分利用现有的现代化教学设备,加强直观教学,提高课堂效率。3.多与学生沟通,了解学生学习状况和需求,及时改进教学中存在的问题和不足。4.积极开展丰富多彩的英语活动,提高学生兴趣。如英语演讲比赛、单词听写比赛、朗读比赛、英语手抄报比赛、学唱英文歌曲,课前五分钟活动等。5.注重个别辅导,在面向全体学生的基础上,培优补差。6.不断学习,加强自身素质和业务能力的提高。
2.人教版新目标8年级英语下册Unit 7 随堂练习 篇二
本单元以讨论允许和不允许做的事情而展开学习, 在不断深入讨论过程中又学习了表示同意和不同意的表达方法以及由情态动词should构成的被动语态。为了能够增强学生开口讲英语的自信心, 第一课时充分利用多媒体教学设备, 创设与本课话题相关的情景, 如谈论青少年日常行为规范、校规、家规等。围绕着教学目标, 设计一些贴近学生实际的教学任务, 让学生辩论一些学校规章制度。学生在使用所学目标语言进行辩论时, 教师要不断地鼓励学生, 让学生勇于发表自己的真实观点和想法, 同时学会关注日常生活和学习中的各种规章制度, 对周围世界进行比较客观地认识和评价, 养成自觉遵守规则的良好习惯。
二、教学背景分析
(一) 教学内容分析
学生在七年级下册第十二单元“Don’t eat in the classroom”中学过关于规章制度的讨论, 在八年级下册第二单元“what should I do?”中学过情态动词should的用法。本单元谈论的是学生非常熟悉又和生活、学习紧密相关的话题——家规、校规及其他规章制度, 能引起学生的共鸣 , 激起学习的兴趣。因此, 掌握“be (not) allowed to do/ Should (not) be allowed to do”难度不大。可以让学生结合生活实际自由谈论各种规章制度, 发表自己的观点, 并陈述同意或不同意的理由;还可以根据实际情况对各种家规、校规进行修改, 并为一些组织机构制定新的规章, 体现“为用而学、在用中学、学了就用”的新课程理念。
(二) 学生情况分析
笔者教学的对象是初三学生 (以中等生为主) , 他们具有较强的求知欲和表现欲, 所以对英语学习的模仿力很强, 但部分学生对英语学习没有自信, 害怕表现, 但又希望能得到大家的肯定。因此笔者在教学活动中尽量让这部分学生参与到课堂活动中来, 有更多的说英语的机会, 增强他们的自信心;还有一些学困生由于基础薄弱, 对完成某些任务有一定的难度, 教师可采取小组奖励的办法, 通过学生间的合作学习, 促进小组成员之间的互帮互学, 鼓励小组中的优秀成员主动帮助困难生学习, 培养学生的团队意识。提高他们综合运用语言的能力, 让他们都能体验到成功的喜悦, 使各层次的学生都有所收获。
三、教学目标分析
(一) 语言知识目标
1. 掌握语言结构 should (not) be allowed to do, 学会表达 agree 和 disagree。
2. 对目标语言的听力训练。
(二) 情感态度目标
通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行, 养成自觉遵守规则的良好习惯和优良品德; 正确看待“家规”“班规”“校规”等, 并能认真遵守;理解父母、教师的合理建议对自己成长的重要性。
四、教学重点、难点分析
(一) 教学重点
1. 词汇:teenager, choose, pierce
2. 词组:too wild, too silly, too young, not seriousenough, not old enough, not calm enough, get earspierced
(二) 教学难点
结构:should be allowed to,
should not be allowed to
五、教学过程设计
(一) 步骤 1:导入 (5 分钟)
T: An exchange student comes to our classtoday. He wants to know some rules about ourschool.
通过投影展示以下活动名称, 学生以四人一组活动, 各自谈论在学校里能做哪些, 不能做哪些。
What rules do you have at our school?
We should sweep the floor every day.
We should not arrive school late.
We should not take mobile phones .
……
sweep the floor, clean the blackboard, fightw it hothers , arrive school late , take mobil ephones等等。
多媒体呈现表格, 小组讨论填表
设计意图:通过学生感兴趣的内容引入新知。
( 二 ) 步骤 2:呈现 (25 分钟)
1.Introduce the new structure: allow sb. to dosth. / don’t allow sb. to do sth.
多媒体呈现 :
Teachers allow us to eat in the dinning hall.
Teachers don’t allow us to eat in the classroom.
2. 小组活动:
全班50人分成12组, 每组4人
游戏规则:
(1) 用纸片做成12个签, (其中有2个签画有小红旗) , 由组长抽签, 抽到带有小红旗的签的两个组进行比赛。
(2) 第一轮用am/is/are allowed to结构说句子, 比赛小组每人2次机会, 但是不能重复出现句子, 否则为失败。第二轮用am/is/are not allowed to结构说句子, 规则同第一轮。获胜小组会得到一面红旗并在全班中挥舞以示胜利。
(3) 在重新抽签 (不含已参加过的小组) , 规则同2.
参考短语:sweep the floor, fight with others, eat in the dinning hall, eat in class, take mobilephones等, 可以自己自由发挥。
设计意图:由熟悉的结构引入新的结构, 并采用小组活动使每个学生能够参与其中熟练短语和句子结构, 达到开口说的目的, 有助于学生理解下一环节, 从而使新授课的内容达到高潮。
3. 被动语态:
(1) 定义 : 表示主语是动作的承受者 .
(2) 构成 : 助动词be+ 及物动词的过去分词。助动词有人称、时态和数的变化。
(3) 含有情态动词的被动语态:情态动词+ be +及物动词的过去分词。
(4) 用法:当我们不知道谁是动作的执行者, 或者没有必要指出谁是动作的执行者, 或者只强调动作的承受者时, 要用被动语态。
4.复习过去分词的构成 :
(1) 规则变化
watch---watched practice---practiced
study---studied stop---stopped
(2) 不规则动词的过去分词:
am/is /are---been have/has---had
write---written do---done go---gone
5. 教学1a
(1) 教师明确任务要求, 给出一定的指导。强调重点词汇:teenager, choose, pierce。
(2) 让—位学 生大声朗 读1a中的句子。 确定学生理解了每个句子之后, 让学生发表自己的看法:agree or disagree。
(3) 在学生掌握了结构be allowed to的基础上, 进—步介绍带有主观态度的新结构:
should (not) be allowed to, 告诉学生这—结构增加了情感态度, 表示应该被允许和不应该被允许。
(4) 学生完成1a之后, 让不同的学生发表意见:agree or disagree. Why?
6. 投影展示练习
我会做:这个环节要求学生快速抢答做4个转换句子, 将allow sb.to do变成be allowed to do并用投影展示答案。
1.They should allow us to have part-time jobs.
____________________________.
2.We should allow children to spend time with their friends.
_____________________________________.
3.The teacher should allow Anna to finish thepicture.
_____________________________________.
Parents should allow children to choose theirown friends.
_____________________________________.
答案:
1. We should be allowed to have part-time jobs.
2. Children should be allowed to spend timewith their friends.
3. Anna should be allowed to finish the picture.
4. Children should be allowed to choose theirown friends.
设计意图:帮助学生理解la中的句子, 投影展示练习这个环节巩固了学生allow的用法。
7. 教学 Section A - lb, 2a, 2b
利用多媒体课件中的Section A - 1b, 2a , 2b进行听力练习。
(1) 认识新词汇:teenager, earring, get their earpierced, do homework with friends
do part-time jobs, too wild / young / silly …, not serious / calm / old…enough
(2) 教师先帮助学生明确要求, 并且给出—定的指导。
(3) 让学生朗读其中的句子, 问题。
(4) 播放录音, 核对答案。
设计意图:带着问题听录音能提高学生听的质量和信心。
8. 练习
用所给词的适当形式填空
The telephone _____ (invent) by Bell in 1876.
The trees may _____ (plant) in spring.
Teenagers should not _____ (allow) to drive.
English _____ (speak) in Canada.
Math must _____ (study) well.
答案:
was invented , be planted , be allowed , is spoken, be studied
设计意图:巩固本节课所学的被动语态。
(三) 步骤 3:巩固和拓展
1. 学生列出青少年应该被允许做的和不应该被允许做的事情, 列表之后进行 free talk。
设计意图:要求学生重点结合Section A -1c和Section A - 2c的内容进行小组活动, 以便能更自然, 更正确地使用所学的语言。
通过投影展示语言结构和交际中要用到的词组:
结构:should be allowed to, should not be allowed to
词组:too wild, too silly, too young, not serious enough, not old enough, not calm enough
设计意图:创设贴近学生实际情况的情境, 真实而富有趣味, 激发了学生的参与意识, 巩固了本课的新知。
(四) 步骤 4. 小结
1. 利用媒体资源中课件中的内容复习Grammar Focus.
2. 总结并回顾本节课所学到的重点知识。
(五) 步骤 5:作业
1. 用结构 be (not) allowed to do 列出课堂上介绍的—些事情;
2. 用 should, must, may 等情态动词各写出 5 个被动语态的句子。
(六) 步骤 6:板书设计
六、教学评价设计
(一) 评价内容
本节课通过展示练习, 巩固与拓展这两个环节, 如果全班80℅的学生能够按要求学习或完成句子, 那么就达到了预期的教学目的本课的教学难点即得到突破。这是评价本课是否成功的更重要的标准。
(二) 评价方法
小组活动汇报, 基本全体学生都能说出一个正确的句子即可符合标准;
3.人教版新目标8年级英语下册Unit 7 随堂练习 篇三
一、给加点的字选择正确的读音
1、傣族人至今依然保持着“多起竹楼,傍水而居”的习惯。(bangpang)
2、客家人那和睦相处,勤俭持家的品格值得我们学习。(chuchu)
3、沙尘暴铺天盖地地撕扯着黑暗中的一切。(pupu)
4、聚餐的目的不在于吃,而在于载歌载舞。(zaizai)
5、北京虽是城市,可是它也跟着农村一齐过年,而且过得分外热闹。(fen fen)
二、选择正确答案,在括号内填写序号。
1“头涔涔”中的“涔涔”意思是()
A、流泪不止B、遮挡不住C、汗流不止
2“它们大多为三至六层楼,一百至两百多间房屋如橘瓣状排列,布局均匀,宏伟壮观。”运用的说明方法是()
A、打比方 举例子B、打比方 列数字C、打比方、列数字、举例子
3、《北京的春节》是按照()顺序来写的。
A、时间B、游玩C、观察
三、根据所学课文内容,判断下列句子的对错。
1、《桃花心木》是台湾作家林清玄运用联想、借物喻人写作方法所写的散文。()
2、“此不为近者热而远者凉乎?”是反问句。()
3、朱自清的《匆匆》运用了排比、比喻、拟人、设问等多种修辞手法。()
4、《北京的春节》重点描写了腊
八、除夕、过小年、元宵这四天的情景。()
5、《各具特色的民居》是写我国地方民居的散文。()
6、《顶碗少年》采用了拟人的手法对“碗”进行描写,不仅体现了表演的难度之大,还烘托了表演的紧张气氛。()
7、“如果我每天都来浇水,每天定时浇一定的量,树苗就会养成依赖的心,根就会浮在地表上,无法深入地下,一旦我停止浇水,树苗会枯萎得更多。”这句话说明了种树人很懒惰,还强词夺理。()
8、“莫等闲,白了少年头,空悲切”是岳飞在《满江红》中对时间蹉跎的感慨!()
9、《手指》它们各有不同的姿态,各具不同的性格。食指特点:不窈窕,工作复杂。大拇指:地位最优,相貌堂皇,养尊处优。无名指和小指:体态秀丽,能力薄弱。()
四、请将下列句子翻译成现代汉语。
1、孰为汝多知乎?
2、为是其智弗若与?
3、日初出沧沧凉凉,及其日中如探汤。
五、判断下列句子的修辞手法,然后仿照例子写句子。
1、燕子去了,有再来的时候;杨柳枯了,有再青的时候;桃花谢了,有再开的时候。
2、太阳他有脚啊,轻轻悄悄地挪移了。
3、少年终于把碗稳住了,全场响起了暴风雨般的掌声。
六、结合注释读古文,并把古文翻译出来。
鱼,我所欲也,熊掌,亦我所欲也,二者不可兼得,舍鱼而取熊掌者也。
生,亦我所欲也,义,亦我所欲也,二者不可得兼,舍生而取义者也。
注释:
1、欲:想要的。
2、亦:也。
3、二者:指鱼和熊掌。
4、兼得:同时都得到。
5、舍:舍弃。
6、取:选择。
7、生:生命。
4.人教版新目标8年级英语下册Unit 7 随堂练习 篇四
Unit 1 How often do you exercise ?Teaching goals:1. Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc .2. Learn to talk about how often do you do things .3. 一些表示频率的副词: always , usually , often , never , hardly ever , sometimes .4. 句子结构: 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 1Teaching procedures :Step 1 Leading-in1.Greetings:Talk about something the students did on
教 案 正 文 随堂记录
summer vacation .Step 2 Pre-taskSB Page 1 , 1a .1. Look at the picture (学生识图).2. Name each activity .T: What are they doing ?They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer )3. Write the activities on the line .4. Check the answers on the Bb .Correct their own activities .5. Practise reading .SB Page 1 , 1c .1. Focus on the conversation in the box .2. Practise reading .3. Pairwork : What do you do on weedends ? I .4. Groupwork :Divide the class into groups of four or five .Make conversations .First S1 to S2:S1:What do you do on weekends ?
教 案 正 文 随堂记录
S2:I .S1:What does she /he do on weekends ?S2:She /He .5. Act out their own dialogues .Step 3 While-task SB Page 1 , 1b .1. Look at each picture in 1c.Tell what the person does on weekends .Check the Ss orally.2. Make sure what they will hear and do .3. Read these adverbs and explain.4. Play the tape twice .Write the letters on the line.SB Page 2 , 2a & 2b .1. read the activities and the answers of “how often” first .2. Practise reading .3. In 2a we should know the activities you hear .In 2b we should know the answers of how often he does the activities.4. Play the tape for a first time .Ss only listen .5. Play the tape a second time .Ss do 2a .
教 案 正 文 随堂记录
6. Play the tape a third time .Check the answers .7. Play the tape .Ss do 2b .8. Check the answers .In this part ,we should pay attention to how often引起的特殊疑问句及回答.Step 4 Post-taskSB Page 2 , 2c .1. Focus on the conversation .2. Practice reading .3. Read the activities in the left box .4. Fill in the chart .5. Pairwork: Make conversations .
教学后记
教 案 正 文 随堂记录
Period 2Teaching procedures :Step 1 Leading-in1. Greetings2. 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-taskSB Page 2 ,Grammar Focus .1. Review the grammar box .Ss say the questions and answers .2. Practise reading .Step 3 While-taskSB Page 3 , Part 3 .
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1. Call attention to the survey .Make sure the Ss understand the chart .T: What activity do ninety-five percent of Green High students do every day ?Ss answer .If necessary , give them help .2. Review the information in the green box with Ss .3. Read the article first by the Ss .4. Read it to the class .5. Look at the survey and fill in the blanks in the article .6. Finish the activity individually .7. Check the answers .8. Practise reading .Step 4 Post-taskSB Page 3,Part 4 .1. T: What can you do to improve your English ?(e.g. read English books, practice reading and speaking ) How often do you ?2. Think of more things you can do to improve your English and write them here .
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3. Ask several Ss each question .4. See: Who is the best English students in the class Homework:Revise the new words .
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Period 3Teaching procedures :Step 1 Leading in1. Greetings & free talk .2. Practise reading the article in Page 3.3. Check the homework.Step 2 Pre-taskSB Page4 , 1a .1. Point out the five phrases .2. Ss read after the teacher .3. Make sure the Ss understand what do they mean .4. Call attention to the pictures .Say something about the pictures .5. Match the words with the pictures .6. Check the answers .7. Practice reading .Step 3 While-taskSB Page 4 , 1b .1.pay attention to the conversation in the box on the right .
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2. Read it to the class .3. Explain : “be good for” means :有益于…,对…有好处.4. Pairwork. Choose a new partner .Use the words in Activity 1a to make conversations .5. Share the students’ conversations.SB Page 4 ,2a&2b .1. T : Now you will hear a reporter interview two people ,Katrina & Bill .Read the two names for the Ss. In 2a ,we’ll know who is healthy , Bill or Katrina ?2. Read the questions in 2a .3. Listen to the tape carefully twice .Circle “yes” , “no” or “I don’t know” in the chart .4. Before we check the answers in 2a,we’ll read through the questions in 2b .Pay attention to Katrina’s and Bill’s answers .5. 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.
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6. From the answers in 2b ,we can tell who is healthy Bill or Katrina ?Step 4 Post-taskRole-play .Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill .S1: How often do you exercise ?S2: I exercise every day .S3: … .With the help of 2b .Homework 请同学们用2b里面的问题调查你熟悉的两位同学,写出答案并做比较.
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Unit 2 What’s the matter ?Teaching goals: 1. 词汇.让学生熟记这些单词,能够很熟练地指出表示身体部位的某些单词.2. 能够用所学的单词谈论身体并且能给出中肯的建议.3. 通过听力练习,争取能够提高学生的听力能力.4. 文化欣赏,中国文化.Important and difficult points:1. words .2. How to talk about the health and give the advice .Period 1Teaching procedures:Step 1 Leading in1.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-task1.Read the new words by the Ss first .
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2. Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct .3. Practice reading the new words .Give them 6 minutes .4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard .5. Page7,1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list .6. Check the answers .7. Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .Step 3 While-taskSB Page 7, 1b .Listen and check the answers .SB Page 7,1c .Work in pairs and act out .
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SB Page 8, 2a .1. Point out the eight items in this activity .Read the item to the class .Ss repeat .2. There are different conversations .Listen carefully . people are talking about health problems they have and getting advice .3. Match the problems with the advice .4. Play the tape twice .5. Check the answers .Step 4 Post-task 同桌之间设计一个医生与病人之间的对话.Step 5 Homework 1. Remember the name of your body part .2. Write conversations between the doctor and the patient .
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Period 2Teaching procedures :Step 1 Leading in 1. Free talk .2. Revise playing the game .3. Practice reading the dialogues .Step 2 Pre-task SB Page 8, 2b .1. Pay attention to the four pictures .Each of these pictures illustrates one of the conversations .2. Play the tape ,write the missing words on the blank lines .3. Play the tape again and check the answers .4. Pairwork .Practice reading the dialogues in the pictures .Take turns having the problem and giving the advice .5. Practice reading the dialogue in 2c ,and make their onw conversations .6. Act out the dialogue .
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Step 3 While-taskSB Page 9, 3a .1. 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 )2. Pay attention to the dialogue and the blanks in the dialogue .3. Fill in the blanks in the conversation .4. Go over the answers.5. Practice reading the dialogue with a student, then work in pairs .Step 4 Post-taskSB Page 9 , 3b .1. 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 .2. Pairwork.Make your own dialogues setting 3a as an example .
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3. Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues .SB Page 9, Part 4.1. Read the instructions and demonstrate what a “mime” is .2. Read the dialogue by the Ss .3. Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is .4. Ask one student to give advice .5. Give several students an opportunity to come to the front and mime an illness .Step 5 Homework 1. When you had some problems.please remember what the doctor said .2. Remember the new words .
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Period 3Teaching procedures :Step 1 Leading in1. Free talk .2. 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-taskSB Page 10 ,1a .1. Look at the picture .Point out the four new words and expressions .Say each word and ask Ss to repeat .2. The first picture .Explain something about it using one of the four words and expressions .3. Match the words with the pictures by the Ss .4. Check the answers .5. Practice reading and make sure the Ss understand the meaning of the words .Step 3 While-taskSB Page 10,1b .
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1. Read the four sentences ,Ss practice reading .2. Look at the picture and match each picture with advice.3. Check the answers .SB Page 10 ,2a & 2b .1. First ,make sure the Ss understand what they will hear .2. Then read the four names 3. Listen and write the problems on the bland lines .If possible ,write what each person “should” and “shouldn’t” do for their problem.4. Check the answers .Step 4 Post-taskSB Page 10,2c .1. Ask two students to read the conversation to the class .2. Pairwork .Make conversations with your partner .3. Act out the conversations for the class .4. Write two dialogues in the exercise book .SB Page 11, 3a &3b .1.3a .Read the article and underline the things you should do . Check the answers .
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2.3b .Let the Ss read the paragraph and fill in the blanks .Check the answers .SB Page 11 ,Part 4.Play the game Step 5 Selfcheck SB Page 12 ,Part 1 .1. Fill in the blanks on their own .2. Make your own sentences with the words .SB Page 12,Part 2.Read the letter .Make sure Ss can understand it .Step 6 Homework1. Remember the words in this unit .2. Do the exercises on Pages 6-8of the workbook .
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Unit 3 What are you doing for vacation ?Teaching goals :1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc.2. How to talk about future plans .3. 现在进行时表示将来计划或行动.4. 特殊疑问句(where , when , how long引导)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 1Teaching procedures :Step 1 Leading in
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1. Free talk .2. Put up the wall calendar .T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat . Ss: I’m staying home on Saturday . T: OK. Today we’ll learn how to talk about future plans.Step 2 Pre-taskSB Page 13 , 1a .1. Look at the picture carefully and tell what you see in the picture .2. Write the activities from the pictures in the box and add some more .3. Practice reading .Step 3 While-task 1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle .2. Pairwork .Practice in pairs .
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3. 用第三人称练习对话.4. Groupwork . Divide the Ss into groups of four or five .Make conversations .5. Listening Page 13,1b. Check the answers .SB Page 14 ,2a & 2b .1. First ,read the names of the people .2. Play the recording and let Ss fill in the chart .3. Check the answers .Step 4 Post-task SB Page 14,2c .Read the conversations first .Groupwork and fill in the chart .Step 5 Homework1. 如果没填完上面的表格回去接着做完.2. 记单词.
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Period 2Teaching procedures :Step 1 Leading in 1. Free talk .2. Revise : Make conversations with the setences what are you doing for vacation ?When are you going ?Who are you going with?Step 2 Pre-taskSB Page 14,Grammar focus .1. 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 .2. Do in the same way with “she” and a girl’s name.Step 3 While-taskSB Page 15, 3a .1. Read the conversation by the Ss and practice reading .2. Listen and fill in the chart .3. Check the answers .SB Page 15, 3b .
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1. Look at the conversation in the box .2. Practice reading .3. Pairwork . Make conversations using the information in 3b .4. 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 HomeworkWrite 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .
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Period 3Teaching procedures :Step 1 Leading in 1. Free talk .2. Check the homework :Ask one or two Ss to say something about their dream vacation .并给出全适的评价.Step 2 Pre-taskSB Page 16, 1a .1. Say each phrase and ask Ss to repeat .2. Call attention to the pictures .Say something about the pictures .Match each phrase with a picture .3. Check the answers .Step 3 While task1. Make conversation. Work with your partner .Talk about what you would like to do on vacation .2. Share their conversations.SB Page 16 , 2a&2b .1.Read the reporter’s questions together .
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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 . 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 .
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Period 4Teaching procedures :Step 1 Leading in1. Greetings .2. Make an interview with a student .Step 2 Pre-taskSB Page 17 ,Part 4 .T: What are you doing this weekend ?1. Ask each other ,write down their answers .2. One student to present his /her exercise .Step 3 While-task SB Page 17 , 3a .1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick out the new words .2. Read the article to the class .3. Explain the new words .4. Play the tape .Ss listen and repeat .5. Point out the five numbered pictures .Ss identify the items .
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6. Check the answers .7. 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-taskSB 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 .
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Unit 4 How do you get to school?Teaching goals :1. Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop .2. Talk about how to get to places (谈论出行方式)take the bus /subway /train /taxi , ride a bike /walk .3. how引导的特殊疑问句,表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句.4. 复习基数词及时间的表示方法.5. 了解中外文化的差异.Important and difficult points :1. how /how far /how long 引导的特殊疑问句.2. 乘坐交通工具的表示方法.3. It takes /will take/took sb some time to do sth .Teaching aids: cards and a tape-recorder .Period 1Teaching procedures :Step 1 Leading in1.Greetings and free talk .
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3. 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 Unit 4 .Explain : get to Step 2 While-task SB Page19 ,1a&1c .1. Write down how you get to school .2. Look at the picture .Write down how the students get to school.3. Make dialogues with the phrases .4. Groupwork: Divide the students into groups of three or four .Practice reading the dialogues.5. Act out their dialogues .SB Page 19 , 1b .Listening 1. Make sure the Ss know what ot do .Give them an example orally if possible .2. Read the names .3. Play the tape and check the answers .
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SB Page 20 , 2a&2b .1. Revise the numbers .2. Teach the new word :minute .3. Play the tape for the students to finish 2a&2b .Then play again and check the answers .Step 3 Post-taskIf there is time ,make conversations .Step 4 Homework用对话的形式告诉老师你是怎么到达学校并需要多长时间,then please tell me how you get to school and how long it takes .
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Period 2Teaching procedures :Step 1 Leading in 1. Greetings .2. Check the homework .3. Go over the dialogue in Page20 ,2c .Step 2 Pre-taskSB Page 20 ,Grammar focus .1. Review the grammar box .Ask students to say the statements and responses .2. Practice reading .3. Explain the usage of “take” in “take the train” and “take sb some time to do sth” .Step 3 While-taskSB Page 21,3a .1. Pay attention to the speech bubbles .Read the questions .2. Read the passage by the Ss. Find the answers to the questions and write the answers on the lines .
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3. Check the answers .SB Page 21, 3b .1. Show Ss the example in the box .Two students read it to the class .2. Pairwork: Make your own conversations using the information in the left box.3. Ask some pairs to present the conversations to the classStep 4 Post-taskSB 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 HomeworkWrite two conversations in 3b in the exercise books .
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Period 3Teaching procedures :Step 1 Leading in1. Greetings and free talk .2. Check the homework.3. Go over the passage in 3a Page 21 .Step 2 Pre-task SB Page 22 ,1a .1. Say the four new phrases and Ss repeat .2. Match the words with the pictures .3. Check the answers .Step 3 While-taskSB Page 22,2a&2b .1. Play the tape for the students to finish them .2. Point out the two sets of pictures with a blank line in front of each .3. Check the answers .SB Page 22, 2c .Talk about how Nina gets to school .Step 4 Post-task
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SB Page 23, 3a .1. Read the instructions to the class and read through the statements abut the article .2. Read the article again by the Ss .Write if the statements are true or false in your exercise books.3. 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 .1. Look at the picture .Make sure what the people in the picture doing .2. Finish the conversation .3. Practice reading .Step 5 Homework1. Write a newspaper article .2. Go over this unit .
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Unit 5 Can you come to my party ?Period 1Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals :1. vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party .2. Patterns: Can you come to my party ?z Sure, I’d love to . Sorry ,I can’t . I have to … .3. 能力目标:学会邀请别人以及回答的方式.4. 情感目标:培养学生礼貌用语的习惯.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 .
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Step 2 Pre-taskPage 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-taskSB Page25 , 1c.Point to the example in the box .Ask Ss to do a practice with partners .Ask some groups to act .Game:
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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 .Play the recording .Write down these answers .Check the answers .Step 4 Post-taskSB Page 26 ,2c .Call attention to the points listed in activity 2b .
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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 HomeworkPractice :Invite your friends to come to your party .Write down their answers .
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Period 2Teaching contents :Section A Grammar focus , 3a , 3b , 4 .Teaching goals :1. vocabulary : whom , start , join , practice , math test , mall , calendar .2. Patterns : Can you go to the mall this week ? Can she/he/they go to movies ?3. 能力目标:学会写请贴,会制做日程表.4. 情感目标:学会人际交往的基本常识.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-taskSB Page 26 , Grammar focus .Review the grammar box .Ask Ss to say the questions and answers .
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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-taskSB 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 .
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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 .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 Homework1. Make your own calendar .2. Make an invitation .
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Period 3Teaching contents: Section A 1a,1b,1c,2a,2b,2c.Teaching goals:1. vocabulary:Sunday ,Monday ,Tuesday ,Wednesday , Thursday ,Friday ,Saturday ,tomorrow .2. Pattern: Can you play tennis with me ? What’s today ?3. 能力目标:能训练地用英语和别人进行交际.Teaching aids :Step 1 Leading inAsk the student who is on duty to say something to the class .Step 2 Pre-taskSB 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 .
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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
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lettered words .Point out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer tomorrow .Play the recording .Correct the answers .Step 4 Post-taskSB 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 .
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Period 4Teaching contents :Section B 3a, 3b ,3c ,4, selfcheck .Teaching goals :1. vocabulary: e-mail message , invitation , science , match ,whole ,come over to ,till 2. Patterns: Thank you for your invitation. I’m sorry I can’t . I have to … .3. 能力目标:学会以“邀请”为主题的书面表达形式,弄懂E-mail 的写作法.4. 情感目标:理解“义务”涵义.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inShow an article to the class .Say ,this is a e-mail message .Call attention to the form .Read the article individually .Step 2 Pre-taskSB Page 29 ,3a .
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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 .
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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 ExerciseSelfcheckThen ask some students to present their answers .Check the answers .
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Unit 6 I’m more outgoing than my sister .Period 1Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c .Teaching goals :1. vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .2. Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ?3. 能力目标:能对人物的外表进行描绘,个性进行比较.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 .
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Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo .Step 3 While-taskSB 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 .
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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 HomeworkHow are you and your sister /brother different ?Write down .
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Period 2Teaching contents: Grammar focus , 3a , 3b ,4 .Teaching procedures:Step 1 Leading inAsk ,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-taskSB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions .
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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-taskRead 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 HomeworkWrite down the same and different between you and a friend .
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Period 3Teaching 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-taskSB 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 ?
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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-taskSB 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 连词成句:1. Tom , Sam , intellectual , more , than , is .2. her sister , as … as . not, sports , at , good, is ,Liu Ying.3. me , same , as , the , friend , my , is .4. makes , laugh , a , me , good , I , think , friend .5. outgoing , are , both , we .
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Period 4Teaching 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 .
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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-taskSB 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 .
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Unit 7 How do you make a banana smoothie ?Period 1Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , 2c .Teaching goal :1. vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon .2. Patterns: How do you make a banana smoothie ? How many bananas do we need ? How much cinnamon do we need ?3. 能力目标:学会使用how many 和how much 分别对可数名词和不可数名词的量提问.4. 情感目标:培养学生热爱劳动的习惯.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inGreeting .Step 2 Pre-task
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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 .
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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 .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 .
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Period 2Teaching procedures :Step 1 Leading inGreeting .Ask two students to present their conversation about how to make a banana smoothie or fruit salad .Step 2 Pre-taskGrammar 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 meanCall attention to the verb .Say , there are imperative sentences .Ask some students to say sentences like these .Step 3 While-taskSB 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 .
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Check the answers .Ask Ss to read the conversation with their partner .SB Page 43 , 3b .Point out the picture .Ask Ss to tell what is happening in each picture. Review the words :popcorn , popcorn popper ,salt , bowl .Ask a student to read the directions in the box .Ask Ss to work with partner ,then ask one or two students to tell the class how to make popcorn .Step 4 Post-taskSB 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 HomeworkWrite your own recipe about a sandwich .
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Period 3Teaching 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
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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-taskSB Page 44 , 2c .Ss work in pairs .Ask several pairs to act out .Step 5 Homework Make a sandwich .
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Period 4Teaching contents :Section B 3a,3b ,3c , 4 , selfcheck .Teaching procedures :Step 1 Leading inAsk some students to show the sandwiches they made .Step 2 Pre-taskSB 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 .
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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 .
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Unit 8 How was your school trip ?Teaching goals :1. words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of .2. Use the past tense to talk about things .3. 掌握由there be 结构和行为动词构成的一般过去时.4. 掌握规则和不规则动词的过去时.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 1Teaching 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 ?
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Pairwork : Did Tina buy a souvenir ? No , … .Step 3 While-taskSB 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 .
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Period 2Teaching 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-taskSB Page 50 , 1a , 1b .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-taskSB 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 .
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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 .
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Period 3Teaching procedures:Step 1 Leading in Free talk .Check the homework .Step 2 Pre-taskSB 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-taskSB 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.
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Ss work .Then check the answers .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 HomeworkComplete the selfcheck .
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Unit 9 When was he born ?Teaching goals: 1. Learn to use “be born” to ask sb sth2. 掌握一般过去时态的以how long , when , where 等疑问词开头的特殊疑问句.3. 能用有关的形容词来描述人,并能用一般过去时来谈论熟知的、敬佩的人物.Period 1Teaching procedures :Step 1 Leading in Greeting .Ask Ss when they were born and which sports stars they like.Step 2 Pre-taskSB 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 .
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Step 3 While-taskSB 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-taskPoint 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 .
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Period 2Teaching contents: Grammar focus , Section A 3a, 3b , 4a , 4b .Teaching procedures :Step 1 Leading in Revise the past tense .Step 2 Pre-taskSBPage54,Grammarfocus.AskSs to say the questions and responses .Answer the questions the Ss might have . Step 3 While-taskSB 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 .
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Correct the answers .Step 4 Post-taskSB 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( 改错 )1. I went to the classroom , but no one were there .2. Last summer I go to HongKong .3. Lucy and Lily didn’t late for school last week .4. Did your friend bought a new watch yesterday ?
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Period 3Teaching contents : Section B 1a , 1b ,2a , 2b , 2c .Teaching procedures :Step 1 Revision Check the homework .Step 2 Pre-taskSB 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-taskSB Page 56, 2a .
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Read the instructions and point out the words in the list in activity 1a .Play the recording .Ss listen and circle the words they hearCheck 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-taskSB 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 HomeworkRemember the words learned in this class .
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Period 4Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck .Teaching procedures :Step 1 Leading inAsk some Ss some questions :When were you born ? When did you get to school yesterday ? etc .Step 2 Pre-taskSB 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-taskSB Page 57 , 3b .
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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-taskSB 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 .Step 5 HomeworkGet Ss to finish the selfcheck on their own .
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Unit 10 I’m going to be a basketball player .Teaching contents: Section A 1a ,1b ,1c ,2a , 2b ,2c .Teaching goals:1. vocabulary :programmer ,engineer ,pilot ,professional2. Pattern: I am going to do sth .3. 能力目标:掌握一般将来时的用法.Important and difficult points : be going to 的用法.Teaching procedures :Step 1 Leading in 复习一般现在时表示计划、打算做某事的用法.Step 2 Pre –taskSB 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-taskSB Page 59,1c .In pairs ,Ss look at the jobs in activity
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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-taskSB 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 HomeworkPreview the grammar box .
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Period 2Teaching contents : Grammar focus,Section B 3a,3b,4.Teaching goals:1. vocabulary :sound like , fashion show , part-time , save , at the same time , hold , rich ,retire .2. 能力目标: 谈论未来自己与他人的理想职业及原因.Teaching procedures :Step 1 Leading inHave Ss make sentences with “be going to” .Step 2 Pre-taskSB 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-taskSB Page 61 , 3b .Point to the questions .Say , Answer these questions .Tell the truth about your life .What do you plan to do ?
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As Ss write ,move around the room offering help if neededPoint 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-taskSB Page 61 ,Part 4 .Write the year 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 HomeworkWrite the sentences in Part 4 on the exercise books .
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Period 3Teaching contents :Section B 1a , 1b , 2a , 2b , 2c .Teaching goals:1. vocabulary :resolution , instrument , fax .2. 能力目标:谈论为实现理想所做出的的打算和安排.Teaching procedures :Step 1 Leading inAsk some Ss to say the statement on their exercise books.Step 2 Pre-taskSB 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
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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-taskSB Page 62, 2c .Ask two Ss to read the sample conversations .Then ask Ss to work with a partner .Step 5 HomeworkHave Ss write their resolutions on the exercise books .
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Period 4Teaching contents: Section B 3a,3b,3c,4 ,selfcheck.Teaching goals:1. vocabulary: reader , keep , fit , keep fit , build .2. 能力目标:学习制定未来一段时间的计划.Teaching procedures :Step 1 Leading inCheck homework.Step 2 Pre-taskSB 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-taskSB 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
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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-taskSB 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 SelfcheckAsk Ss to finish the selfcheck on their own .Step 6 HomeworkWrite the article in activity 3c on the exercise books .
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Unit 11 Could you please clean your room ?Period 1Teaching contents: Section A 1a ,1b ,1c ,2a ,2b ,2c .Teaching goals :1. vocabulary : trash , chore , do chores , dish , sweep , fold , hate , meeting .2. patterns : Could you please + do sth ? Could you + do sth ?3. 能力目标:学习有礼貌地提出请求.Important and difficult points :请求允许做某事.Teaching procedures :Step 1 Leading in Greetings .Step 2 Pre-taskTeach the new words .Step 3 While-taskSB Page65,1a & 1b.Point to the items and ask someone to read the each one to the class . Play the
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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-taskSB 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 HomeworkIn pairs make a conversation using “Could you please …?Could you … ?”.
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Period 2Teaching contents:Section A Grammar focus,3a ,3b,4 .Teaching goals :1. Vocabulary :work on , laundry , do the laundry , wash .2. Master and use : I like doing sth because … . I don’t doing sth because … .3.情感态度目标:教育学生在人际交往中要有礼貌.Teaching procedures :Step 1 Leading inRevise the pattern : Could you please … ? Could you … ?Step 2 Pre-taskSB 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-taskSB 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 .
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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 .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-taskSB 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 … .”
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Period 3Teaching contents :Section B 1a ,1b,2a,2b,2c.Teaching goals :1. vocabulary: snack ,borrow ,invite ,disagree ,teenager2. 能力目标:熟悉并能灵活运用Could you (please)… ?Teaching procedures :Step 1 Leading inAsk some Ss with questions :Could you please … ? Could you … ?Step 2 Pre-taskSB 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-taskSB 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
教 案 正 文 随堂记录
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-taskSB 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 英汉互译: 1.洗餐具 2.处理琐事,干家务3.购物 4.take out the trash 5.make the bed 6.fold your clothes
教学后记
教 案 正 文 随堂记录
Period 4Teaching contents:Section B 3a, 3b , 3c, 4 , Selfcheck .Teaching goals :1. vocabulary :take care of ,feed ,mine ,weren’t=were not2. 能力目标:学习写留言条以请求他帮助.Important and difficult points : 留言条的书写.Teaching procedures :Step 1 Leading inAsk Ss to translate some Chinese phrases .Step 2 Pre-taskSB 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-taskSB Page 69 , 3b .Ask a student to read the beginning of the e-mail message.
教 案 正 文 随堂记录
Have Ss finish the message .Tell them they can look at theChart 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-taskSB 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 .
教学后记
教 案 正 文 随堂记录
Unit 12 What’s the best radio station ?Period 1Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , 2c .Teaching goals :1. vocabulary: comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio station .2. 能力目标:掌握一些形容词的比较级和最高级.Difficult points : 特殊形容词的比较级和最高级.Teaching procedures :Step 1 Leading in Revise the comparative forms and superlative forms of some adjectives .Step 2 Pre-taskSB 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 .Step 3 While-taskSB Page 71 ,1b .Ask some Ss to read the sentences,then
教 案 正 文 随堂记录
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-taskSB 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 HomeworkPreview the grammar box .
教学后记
教 案 正 文 随堂记录
Period 2Teaching contents :Grammar focus, Section A 3a,3b,4.Teaching goals :1. vocabulary :teen ,bargain , delight , by bus .2. 能力目标:学习进行简单的比较并表达自己的好恶.Teaching procedures:Step 1 Leading inAsk a student to say something about the comparative and superlative forms of adjectives .Step 2 Pre-taskSB 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-taskSB 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 .
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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-taskSB 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写出下列单词的比较级和最高级:happy , late , good , bad , beautiful , heavy , big , wet , small , much .
教学后记
教 案 正 文 随堂记录
Period 3Teaching contents :Section B 1a , 1b, 2a , 2b , 2c .Teaching goals :vocabulary: positive , negative , dull , performerTeaching procedures :Step 1 Leading inCheck the homework.Step 2 Pre-taskSB 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 .
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Step 3 While-taskSB 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-taskSB Page 74 ,2c .Ask two Ss to read the sample conversation to the class .Then Ss work in pairs .Step 5 HomeworkAsk Ss to write their questions and answers in activity 2c on the exercise books .
教学后记
5.人教版新目标8年级英语下册Unit 7 随堂练习 篇五
知识点:
1. 基本用法:1)Would you mind doing?=Do you mind doing..?“你介意„?” “请你„好不好?”是一种比较客气的表达方式。2)如果要表示“请你不要做„好吗?”只需在doing 前面加not.应答用语:1)如果同意表示不介意时,可用如下用语来表达:Certainly not.;Of course not.;No,not at all.;Not at all.“好,可以”2)如果不同意表示介意时,常用“Sorry.”“I’m sorry, but„”及陈述某种理由来表示拒绝或反对。;这一句型中的逻辑主语只能是谈话的对方you,如果想要对方允许自己做某事,可以用 “Would you mind my doing..?句型。
2. 形容词与副词之间的转化:1)以le结尾去e变y,possible→possibly;2)在形容词后直接加ly,usual→usually;3)在以辅音字母+e结尾直接加ly,wide→widely;4)以元音字母+e结尾,去e加ly,true→truly;5)以辅音字母+y结尾变y为i+ly,happy→happily
3. put on, wear, dress,have on, in: put on强调动作过程“穿上”为瞬间动词;wear表示结果或状态“穿着”,持续动词;dress强调穿的动作,后面不能跟宾语(衣服)等,还可以作名词,意思是“服装”,dress up化装,dress oneself 给某人穿衣服,dress in穿衣服,have on表示“穿„”,相当于wear,但没有进行时态;in介词,后跟表示颜色的名词,表示穿着某种颜色的衣服。
4. in a minute, soon等多用于将来时,表示即将去做某事
in+时间段,after+时间段:1)“in+时间段”只能用于一般将来时,“after+时间段”可以用于过去时和将来时2)当二者都用于将来时的时候“in+时间段”表示从现在算起在一定时间内,动作将在未来一周之内的某一个具体时间内发生。“after+时间段”是从这段时间之后算起,动作将在这段时间之后发生。
5. very, too, so, quite以上几个副词均修饰形容词,副词表示程度,“很,太,非常”;very应用最普遍“很”,只是一个表示程度的副词,它表示的程度比quite要强得多,very只用来修饰形容词和副词的原级;too“太”,一般表示“相对某人而言”;so“如此„,那么„”,往往表明某一事物的程度时,会引起另一种后果。换言之,so所修饰的人或物表示原因后面会有表示结果的句子。So„that„如此„以致于;quite既可以表示充分肯定,意思是 “完全;十分”,也可以表示程度,意思是“完全,十分”,也可以表示程度,意思是“相当”,quite可修饰动词,v.ing,形容词,副词,分词等。quite a +adj+n.a very+adj.+n
6. move from„to „从„搬到„,迁移;move on继续向前走
7. yet, already,still:yet用于疑问句中,意为“现在,已经”;用于否定句中,意为“还没”;already与still用于肯定句中,already意为“已经”,still意为“还,仍然”,already若用于疑问句中,表示惊讶或意外;yet与still都可以修饰比较级,意为“更加,益发”。
8. put away收好,储蓄,放弃;put down放下,扑灭,写下;put„into„把„翻译成„;put off延期;put up举起,张贴,修建;put on穿上,上演
9. See的用法:1)see+从句,意为“看到„,留意„”如,I saw that you weren’t among the students.2)see sb do sth.看到某人做某事;see sb doing看到某人正在做某事;see+名词 看到
10. voice, sound, noise:在这组词中,voice可以作名词或动词;sound可以作名词,动词,形容词和副词;noise只能用作名词。这里仅就它们作名词表示“声音”时的用法进行辨析。1)voice专指人的声音(如说话,唱歌,笑的时候发出的声音等)。偶尔也指禽,虫鸣叫的声音,但一般不用于指其他动物的叫声。2)sound表示能听见的任何声音。3)noise通常是指大而令人不快的噪音,嘈杂声,喧闹声等。4)sound和noise常与动词make连用,而voice则不能和make连用。
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