Unit 1-Unit 14 教学设计 2025-2026学年人教版九年级英语全册

新教材人教版英语 九年级全册英语教学设计 Unit 1 How can we become good learners? 主备人： 协备人： 审核人： 课题 Unit 1 Period Section A 1a-2d 课型 听说课 设计人 教学目标 1.能够背诵本课时重点单词及短语。 2.能正确运用how引导的特殊疑问句谈论如何学习英语并用by引导的方 式状语回答。 3.能听懂谈论有关学习方法的对话并运用所学句型进行对话。 4.能运用正确的学习方法提高学习效率。 德育目标 能制定合理的学习计划，能妥善合理安排好自己的时间。 教学重点 1.重点短语和句型 2.How对方式进行提问及用by+doing来回答 教学难点 1.How对方式进行提问及用by+doing来回答 2.动名词的构成：动词后加动名词doing，相当于名词，在句子中可以做主语、宾语、表语定语等。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step 1 Leading in Task 1. ①How do you study English? Do you study English by the following ways? (Show some pictures and present the important phrases.) ②Lead students to answer “How do you study English?”with“by+doing”as much as possible. E.g. I study English by working with friends. Step 2 Presentation Task 1. Look at the following pictures and describe what you can see. Try to describe the picture. Task 2.Check the ways you study English.Then add other ways you sometimes study. e.g. I study English by working with a group. Step 3 Listening 1b & 1c Task 1 Listen and filling the blanks. Task 2 Make conversations with your partner like 1c and make a performance. Step 4 Listening 2a & 2b&2c Task 1 2a listen and check the questions you hear. Task 2 2b listen again. Match each answer below with a question above. Task 3 2cMake conversations using the information in 2a and 2b. A:Have you ever studied with a group? B：Yes,I have.I’ve learned a lot that way. Step 5 Reading 2d: Role -play the conversation Task 1. Read the conversation and answer the questions. ①What is Jack going to do? ②What advice did Annie give when Jack said he was a slow reader? ③How can Jack guess a word’s meaning? Task 2. Role play the conversation. Step 6 议评：学生以小组为单位对下列知识点进行讨论总结，并派代表板书。 1. I study by working with a group.我通过小组活动来学习。 by作为介词，用法很多。 请仔细观察下面的例句，分析by的用法后补全结论部分所缺的内容. 【例句】 1) Come and sit by us. 2) Peter goes to work by bus every day. 3) Tony will come back by 10:00 pm. 4) English is spoken by lots of people. 5) My brother studies history by working with a group. 【结论】 1) by可表示位置，(1) “__________”，如句1。也有“从……旁边（经过）”之意。 2) by可表示交通、传递等的方式，如句2。 3) by可表示时间，“到（某时）之前；不迟于”，如句3。 4) by可用于构成(2) ________，“被，由”，如句4。 5) by可表示方式或手段，(3) “____________”结构在句中作方式状语，“通过……方式（方法）”或“借助……手段”，如句5。 【运用】 根据提示，用含有by的短语完成各句。 1) Annie went to Beijing _______ (乘火车) yesterday. 2) His grandfather made a living _________ (卖水果) in the past. 3) The scientists have to arrive at the village _________ (八月前). 4) Allen goes _______________ (经过邮局) on his way to school every morning. 5) The book was written ____________ (由几个工程师). 2. The more you read, the faster you’ll be. 你阅读得越多,你的速度就会越快。 ◎观察思考: （1）.The higher you climb, the farther you’ll see.你爬得越高看得就越远。 （2）.The more friends you have, the happier you will be.你的朋友越多,你就会越快乐。 ◎用法总结:“the+ ,the+ ”,固定结构,表示:“越……,就越……”。 3. What about reading aloud to practice pronunciation? 大声朗读来练习发音怎么样？ 辨析aloud, loud和loudly aloud出声地；大声地。常与read/ call等词连用, 不用于比较级。 e.g. Don’t read aloud in the library. 不要在图书馆大声朗读。 loud 大声地；喧闹地。指说话声和笑声，常与talk/ speak/ laugh/sing等词连用, 常用比较级。 e.g. We can’t hear you. Please speak louder. 我们听不到你的声音。请再大声点。loudly 高声地；喧闹地。可以和loud互换，含有“吵闹”的意思，不悦耳。 e.g. Don’t talk loudly in public 4. It’s too hard to understand spoken English. 句中的it是形式主语, 不定式短语to understand spoken English是真正的主语, too修饰形容词hard。该句句型为: It’s+too+adj.+ (for sb.)+to do sth. 意思是“(对某人来说)做某事是……的”。如： It’s too easy for her to answer the question. It’s necessary to eat healthy food. Step 7 练： Ⅰ. Choose the best answer. 1. He goes to school ____ bike. A. by B. on C. in D. at 2. — How do you study English so well? — By ____ lots of books. A. read B. look C. watching D. reading Ⅱ. 用括号中单词的正确形式填空 1.The more you practice, the 　 (great) progress you will make.  2.The harder you work, the 　 (well) you’ll be.  Ⅲ. 用aloud,loud,loudly填空。 1.He read her letter 　　 to the rest of the family.  2.I couldn’t hear what he said because the music was so 　　 .  3.Someone knocked 　　 at the door.  Step 8 Homework How do you study English? What about physics and Chinese? Make a list. 作 业 批 改 反 馈 课 后 反 思 Unit 1 How can we become good learners? 主备人： 协备人： 审核人： 课题 Unit 1 Period 2 Section A 3a-3c 课型 阅读课 设计人 教学目标 1.能够背诵本课时重点单词及短语。 2.能读懂关于怎样学好英语的文章并找到关键信息完成相关任务。 3.能熟练运用介词by引导的方式状语谈论学习方法。 德育目标 会科学预习及掌握有效的学习方法。 教学重点 提升学生的阅读技能. 教学难点 理解故事情节的基础上对文章进行进一步的解读，提高阅读理解能力。 教学准备 制作PPT课件 教学方法 合作探究法、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step 1. Leading in Task 1. Give the students some pictures, then let them talk about: How do you study English? I study by ______________. Step 2. Presentation Task 1. Pre-reading 1）What difficulties do you have in learning English? 2）What ways do you use to overcome those difficulties? Task2 While-reading 1)Fast reading Finish 3a: Read the passage about Wei Fen and answer the questions. 1) Why did Wei Fen find it difficult to learn English? 2) What did she do in English class? 3) What is the secret to language learning? 2) Careful reading Finish 3b: Complete the sentences with what Wei Fen learned from watching movies.Use words and phrases from the passage. 1) I can understand the meaning by watching their ______and the ______ on their faces. 2) I can get the meaning by listening for just the ________. 3) My pronunciation improved by listening to the ____ in English movies. 4) I learned_______sentences like “It’s a piece of cake” by watching the movies. 5) I can find the meaning of the new words by looking them up in a ______. Step 3: Pair work-discussion. “How I learned to learn English?” Step 4: 议评：学生以小组为单位对下列知识点进行讨论总结，并派代表板书。 1.Why did Wei Fen find it difficult to learn English? 为什么魏芬发现学习英语很难? ◎观察思考: (1).I find it very interesting to learn English.我发现学习英语很有趣。 (2).I found it hard to work with him.我发现跟他一起工作很难。 ◎用法总结:“find+it+adj.+ sth.”意为“发现做某事很……”。find后接复合宾语,其中it在本结构中作形式宾语,真正的宾语是后面的动词不定式to do sth.,形容词在句中作 。 2.The teacher spoke so quickly that I did not understand her most of the time.老师讲得如此快以至于我大多时间听不懂她说的话。 ◎观察思考: I want to learn new words and more grammar so that I can have a better understanding of English movies.我想学新单词和更多语法以便于我能更好地理解英文电影。 ◎用法总结: so ... that & so that so ... that“如此……以至于”，引导结果状语从句。so修饰形容词或副词。常见结构：① so+___ / __+that从句；② so+__+a(n)+____+that从句。 so that “以便，为了” （从句中常用can, could，would，may等） Step 5. 练： 1.用括号内所给单词的适当形式填空. (1).I found it (interest) to talk with my grandfather.  (2).I found it hard for me (improve) my spoken English.  2.用as well, too, also或either填空 1.She is not Japanese. I’m not, .  2.They are students. We are students.  3.He studies hard and I study hard, .  4.She not only sings, she plays the piano . Step 6 Homework Write a short composition about how to learn English. 作业批改反馈 课 后 反 思 Unit 1 How can we become good learners? 主备人： 协备人： 审核人： 课题 Unit 1 Section A Period 3 Grammar Focus-4c 课型 语法课 设计人 教学目标 1. 核心单词:repeat,memorize,note, physics,chemistry,pronunciation,geography; 2. 核心短语: take notes,keep a diary,make word cards, pen pals,do grammar exercise,improve one’s pronunciation; 3. 核心句型: ①How do you learn English? I learn by...... ②How can I read faster? You can....by..../One way is by...... 4. 核心语法:by+doing sth;动名词的定义及用法。 德育目标 能够用英语应用于日常交际中。 教学重点 1. 能掌握本课时重点单词，短语以及语法。 2. 正确理解动名词的用法。 教学难点 掌握动名词的用法 教学准备 PPT课件 教学方法 合作探究法、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step 1. Leading in Task 1. —Talk about the ways you learn English. And how do you learn Chinese/ math /physics/chemistry? Do you learn history and geography by___________? Step 2. Presentation 1. Read Grammar focus aloud and translate it with groups 2. Ask two groups to show them Step 3议评： 观察Grammar Focus的以上对话，请思考： 询问学习方法时，常使用____________________________句型提问；回答常用by+ _______ 结构来表达，表示通过做某事而达到某种目的或某种结果 Step4: Practice Task 1-4a Answer the questions. Then match the questions and answers. Task 2-4b Complete these statements. Use information that is true for you.math physics chemistry Chinese history geography e.g. I usually practice my English by taking notes / reading books and newspapers / speaking English with my classmates / memorizing sentence patterns. Task 3-4c Check what you do to learn English . Then interview your partner. Step5 Homework Write a short composition about how to learn English. 作业批改反馈 课 后 反 思 Unit 1 How can we become good learners? 主备人： 协备人： 审核人： 课题 Unit 1 Section B Period 4 Section B 1a-1e 课型 听力课 设计人 教学目标 1.能够背诵本课时重点单词及短语。 2.能听懂关于学习英语的对话并能找出关键信息完成听力任务。 3.能熟练运用所学句型谈论学习英语中遇到的困难并能给别人提出怎样学 好英语的建议。 德育目标 能制定合理的学习计划及提高听课效率。 教学重点 1.能背诵本课时重点词汇。 2.训练听力技巧,并在理解的基础上实现信息转换。 教学难点 能尝试用本课所学的内容,与别人讨论交际。 教学准备 PPT课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step 1. Leading in Task 1. Free talk : —Do you have difficulty in learning English? What things are difficult for you? Step 2: Presentation Task 1—1a. Learning English can be difficult. What things are difficult for you? Read the list. Check (✓) the statements that are true for you. 2. I don’t know how to increase my reading speed.  【解析】“疑问词+动词不定式”作宾语 【注意】what to do后不需要跟宾语 how to do后必须跟宾语 【拓展】“疑问词+动词不定式”结构： know，tell, wonder, ask, find  out, learn+ what,which, when, where, how + 动词不定式（to do） Task 2—1b What other things are difficult for you? Make a list. 1. I don’t know enough words to write well. 2.____________________________________ 3.____________________________________ Task 3—1c Listening Paul finds it difficult to learn English. Listen and complete the learning challenges he talks about. Challenges 1. He can’t get the _____________ right. 2 He ________ a lot of new words. 3. He can’t always __________ when people talk to him. 4. He doesn’t get much ________ practice. Task4—1d Listening Listen again. Complete the solutions. Solutions 1. __________ can help. 2. He can always ____________________ in his notebook and study them at home. 3. He can __________________________ to practice speaking. 4. He should find a ________ to practice writing. Task5—1e Role-play conversations using the information in 1c and 1d. Step 3议评： 1.小组成员一起讨论本组成员们在学习英语时遇到的困难,并提出建议,可参考以下对话形式进行讨论. A:I can’t pronounce some of the words. B:I think you should... C:Maybe you can... 2.思考与总结: 1） I don’t know how to increase my reading speed.  how to increase my reading speed是“疑问词+动词不定式”结构,在句中作know的宾语。英语中,疑问代词what, who, which和疑问副词where, when, why, how等后面可接动词不定式,这种结构在句中可作主语、宾语、表语等成分。 注意:“疑问词+动词不定式”结构作宾语时,其作用相当于宾语从句。当宾语从句的主语与主句的主语相同时,可以与此结构互换。因此上面课文中的句子也可转换为复合句: I don’t know how I should increase my reading speed. E.g.I can’t decide where to go.=I can’t decide where I should go. 我不能决定该去哪儿。 join/join in/take part in  2） Maybe you should join an English club 2. join=be a member of参加, 指加入某种组织，并成为其中的一员。 join the army / party入伍/党 join the club加入俱乐部 ◆ join in后接活动名称 ◆ join sb. 加入到某个人群之中 (2) take part in参加，指加入群体活动中并在活动中发挥重要作用。 Step 5 练：用括号内所给单词的适当形式填空 1.After finishing this step, I don’t know how　 (start) next.  2.The boy was so surprised that he didn’t know what　 　(do) the next day.  作业批改反馈 课 后 反 思 Unit 1 How can we become good learners? 主备人： 协备人：审核人： 课题 Unit 1 Period 5 Section B 2a-2e 课型 阅读课 设计人 教学目标 1.能够背诵本课时重点单词及短语。 2.能读懂关于怎样成为一名成功的学习者的文章并找到关键信息完成相关 任务。 3.能利用文章中所学到的学习方法提高自己的学习能力和学习成绩。 德育目标 面对困难，遇到困难想方设法积极应对的精神。 教学重点 通过阅读和合作学习，掌握文章重点单词和短语;培养良好的阅读理解能力和写作能力，在理解故事情节的基础上对文章进行进一步的了解。 教学难点 能读懂文章,明确故事发展的脉络并获得相关信息,提高综合阅读能力 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step 1. Leading in Task 1. What good learning habits can you think of? Make a list and discuss them with your partner. Step 2: Presentation Task 1. Pre-reading 1.Look at the title and the picture to guess the passage. 1) What can you see in the picture? 2) What does the passage may talk about? Task 2.While reading 1).2b Read the passage quickly. Which four habits of successful learners are mentioned? 2).2c Read the passage again and answer the questions. 1. Does the writer think that everyone is born with the ability to learn well? Do you agree? Why or why not? 2. Why is it a good idea to connect something you need to learn with something you are interested in? 3. What do the sayings "use it or lose it" and "practice makes perfect" mean? Do you agree with them? 4. Do good learners learn from mistakes or are they afraid of making mistakes? 5. What study skills does the writer talk about? Do you have those study skills? 6. Do you agree that learning is a lifelong journey? Why or why not? Task 3.-2e Post reading Do you think you are a good learner? What learning habits do you think are useful? Discuss with your group and share your ideas with the class. A: I think another way to become a successful learner is by trying to think about the same thing in different ways. B: I agree. I believe that… Step 3 Language points 1. But whether or not you can do this well depends on your learning habits. 1) whether or not you can do it well是从句，作句子的主语。即主语从句。 e.g. Whether you did it right or wrong isn’t so important. What’s important is the experience you gained. 2) whether or not是从句的一个连词结构，意思和功能相当于whether, “是否”，常出现在宾语从句，主语从句中。也可把whether和or not分开，or not放到句尾。 e.g. I can’t tell whether or not the teacher likes me. = I can’t tell whether the teacher likes me or not. 2. It is also easier for you to pay attention to it for a long time. 该句句型是It is adj. for sb. to do sth. 【注】若形容词表示事物特征的，如：easy, difficult, hard, important等，须用介词for。  It’s +adj. (kind, honest, friendly) + (of sb.) to do sth.  【注】若形容词表示人的性格、品质与特点，如：good, kind, nice, wrong等，用介词of。 3.Good learners often connect what they need to learn with something interesting.好的学习者常常将他们需要学习的东西与之感兴趣的东西联系起来。 用法总结:connect…with…意为“把……和……连接或联系起来”。其中connect用作及物动词,意为“(使)连接;与……有联系”。名词形式为connection,意为“连接;联系” 4.Everyone is born with the ability to learn. 每个人天生都具有学习的能力。 be born意为“出生;出世”,当说明某(些)人的出生情况时,be动词通常用was或were。 be born with 天生具有 5. Even if you learn something well, you will forget it unless you use it. even if引导让步状语从句，意为“即使/虽然”，等同于even though /although /though，可置于句首或主句后，不能与but连用。 e.g. Even if it’s hard work, I enjoy it.=Even though/although/though it’s hard work, I enjoy it. He will come on time even if it rains Task 3. Post-reading.（板展）:Work on 2d. Step 4. 练：所给词的适当形式填空。 1. We should pay attention _______what our teachers say in class. 2.Her name is Rose and her sister is Lily. You can connect their names _____ two kinds of flowers. 3.Tom is afraid _______ (speak) in public. 4. It is difficult________ ( pay) attention to it for a long time. 5. Good learners are not afraid of making ______(mistake) 6.The boy has to practice_______(play) the piano every day. 7.We should teach children how to spend their free time ____(wise) 8. Although he is tired, he still keeps______(work). Step 8 Homework Write a sentence using each word in the box. brain n. connect v. overnight adv. attention n review v. knowledge n. ability n. active adj. wisely adv. 作 业 批 改 反 馈 课 后 反 思 课题：Unit 1 How can we become good learners? Period 6 (Section B 3a-self check) 主备人： 协备人： 审核人： 课题 Unit 1 Period 6 Section B 3a-self check 课型 写作课 设计人 文永娟 教学目标 1.能用恰当的句型表达学习英语的几种好方法。 2.能用短文的形式就怎样学好英语这个话题给别人提建议。 3.培养良好的学习习惯,让自己成为一名优秀的学习者。 德育目标 对待生活中发生的对自己产生消极情绪的事情，保持积极乐观的心态。 教学重点 能正确运用重点词汇、掌握动名词用法以及提高学生写作技能。 教学难点 能够按照一定的逻辑顺序谋篇,用书面语言书写关于提建议的文章 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step 1. Leading in Talk about how we can learn English well with your partner. How can we learn English well? by working with friends. by … Step 2. Presentation · Task 1. 3a 3a Your friend wants to improve his/her English and asks you for help. What are the three best ways to learn and why? Make some notes in the chart. Task 2. 3b 3b Write a letter to your friend. Give him /her some advice about the best ways to learn English. Use your notes in 3a. Use the following expressions to help you: There are three good ways to … I think you should… If you do this, you will… It is also a good idea to …because… You could try to improve your English by… This will help you to… Step 3 .Instructions（议评）怎样书写一封给朋友提建议的信？ 审题：①内容：写一封信给朋友及针对学好英语给他提一些建议②文体：应用文③人称：以第一人称和第二人称为主④时态：以一般现在时为主 头脑风暴 Step 4. Writing Sample Dear., There are three good ways to learn English. You can learn by making word cards, reading story books, listening to tapes and so on. I think you should learn English by reading some English story books. If you do this, you will improve your reading speed. … Your friend, … Step 5 Self-check 1. Fill in the blanks with the words in the box. practice develop remember prepare take notes until worry about everything Are you stressed out each time you have a test? You don’t have to be if you __________ smart study skills. Remember to ___________ in class and review them on your own or with friends after class. Then __________ what you learned by doing exercises. Try to study and _________ information bit by bit instead of waiting ________ the last minute to study ___________ at once. If you __________ well for a test, then there’s nothing to ___________! 2. Number these sentences in order to make a conversation. _____What’s the matter? _____ Well, I practice my listening by listening to the tape over and over again until I can understand everything. _____ So you want to practice your listening? _____ Hi, Jake. I need your help. _____ Uh-huh. Do you have any advice? _____OK, I’ll try that. _____ I have a listening test next week. 3. Give advice to these people. 1. Jane is a very slow reader.She should improve her reading speed _________________________________. 2. Li Ming wants to improve his listening. He could practice his listening _____________________________. 3. Meiping doesn’t know many English words. She could learn more words ____________________________. Step 6 Homework Make a conversation with your partner about how can we learn English well. 作业批改反馈 课 后 反 思 Unit 2 I think that mooncakes are delicious! 主备人： 协备人： 审核人： 课题 Unit 2 Period1 Section A 1a-2d 课型 听说课 设计人 教学目标 1.能够背诵本课时重点单词及短语。 2.能记住宾语从句的语法点,能指出that/if/whether在引导宾语从句时的区别;能记住what/how引导的感叹句的结构和区别,并能正确使用。 3.能听懂谈论有关节日的对话并运用所学句型进行对话。 4.能知道中国各传统节日的时间、纪念方式和传统习俗,激发自己对家乡、祖国的热爱。 德育目标 热爱，传承和创新中华博大精神的传统文化，并能表达自己的态度和看法。 教学重点 1.本课时重点单词、短语及句型； 2.掌握宾语从句用法：verb＋that/if/whether… 教学难点 1. 在听力和口语中训练以that,if,whether引导的宾语从句； 2. 增强学生对亚洲传统节日的兴趣及学习节日文化。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step 1 Leading in 1）．Greet the class and do the duty report. 2）．Discussing Which is the biggest festival in China?What do we do on that day？ Do we have a big dinner and a party? Step 2 Presentation Task 1. Look at the following pictures and describe what you can see. Try to describe the pictures and guess what festivals they are. Task 2.Match the pictures with the descriptions. 1. ___ The Water Festival in Thailand 2. ___ The Dragon Boat Festival in Hong Kong 3. ___ The Chinese Spring Festival in Beijing 4. ___ The Lantern Festival in Jiangxi Task 2 Listening-1b Listen and tell true or false. 1. Bill thinks that the races were not that interesting to watch. T F 2. Mary thinks that the teams were fantastic. T F 3. Bill wonders whether they’ll have zongzi again next year. T F 4. Bill and Mary believe that they’ll be back next year to watch the races. T F Step 3 Listening 1b & 1c Task 1 Listen again and try to grasp the general idea. Task 2 Make conversations with your partner like 1c and make a performance. Step 4 Listening 2a & 2b&2c Task 1 2a Listen to the conversation between Wu Ming and Harry and circle the correct words in sentences. 1. Wu Ming and Harry are cousins/ strangers / friends. 2. Wu Ming went to Singapore/ Hong Kong / Macao for his vacation. 3. Wu Ming visited his relatives / friends / classmates. 4. Wu Ming liked eating out / shopping / the Dragon Boat Festival best. Task 2 2b Wu Ming did a lot of fun activities, but there were also downsides. Listen again and fill in the chart. Fun activities Downsides Eating out Shopping Dragon Boat Festival in June Task3 2c Role play the conversations between Wu Ming and Harry. A: What did you do on your vacation? B: I visited my cousins. I think that we ate five meals a day! I’ve put on five pounds. A: I guess the food was delicious, right? Step 5 Reading 2d: Role -play the conversation Task 1.2d Read the conversation and answer the questions. ①When is the Water Festival? ②What do people do at the time of the Thai New Year? ③Why do people do that? Task 2. Role play the conversation. Step 6 议评：学生以小组为单位对下列知识点进行讨论总结，并派代表板书。 1. “in+一段时间”表示“　 　”,通常与　 　时态 连用;“after+一段时间”与　 　时态连用。同时“in+一段时间”和“after一段时间”都可以改写成:一段时间+later.  2. What a great day!多么美好的一天! ◎观察思考: 1).What kind women they are!她们是多善良的女人啊! 2).What nice music it is! 多优美的音乐啊! 3).How hard the workers are working!工人们正工作得多努力啊! 4).How clever the girl is! 这个女孩多聪明啊! ◎用法总结:感叹句是表示喜怒哀乐等强烈感情的句子。一般说来,感叹句是由what或how开头的,其余与陈述句结构相同, 句末用感叹号,朗读时用降调。 1).what修饰名词或名词短语,有几种形式？分别是什么？ 2).由How引导的感叹句 how用来修饰　 　　。其结构是:　 　　　　　　 3.Bill wonders whether they’ll have zongzi again next year.比尔想知道明年他们是否还会吃粽子。 ◎观察思考: 1.My father said (that) knowledge is power.我的父亲说知识就是力量。 2.I think that she finished her work an hour ago.我认为她一小时前完成了工作。 3.The policeman asked him if he was doing his homework at midnight yesterday.警察问他昨天半夜是不是正在做作业。 ◎用法总结:由that, if或whether引导的宾语从句 1.宾语从句的定义:句子的宾语一般由名词、代词、动名词或不定式来充当,当用一个句子充当宾语时,我们把这个句子叫作宾语从句。 2.宾语从句的引导词 ①如果宾语从句是由陈述句转变而来的,其引导词用that。that本身无意义,可省略。例如: They are good doctors. He tells us.—He tells us (that) they are good doctors.他告诉我们,他们是好医生。 ②如果宾语从句是由一般疑问句转变而来的,其引导词要用if/whether,意为“是否”。例如: Mr. Chen asks,“Are you all here?”—Mr. Chen asks if/whether we are all here.陈老师问我们是否都在这儿。 【口诀】陈述that来引导,有时可以省略掉。一般问句表“是否”,if或whether来引导。 注意:当与or not连用时,只能用whether,不能用if。 3.宾语从句的语序 宾语从句无论是由一般疑问句转变来,还是由特殊疑问句转变而来,在转变为宾语从句后,都要用陈述语序。例如: Does Jim’s father work here? Do you know? Do you know if Jim’s father works here?你知道吉姆的父亲是否在这里工作吗? 【口诀】无论宾从什么句,语序都用陈述句。 4.宾语从句的时态 ①如果主句是一般现在时或一般将来时,从句的时态可根据具体情况来确定。 例如:I hear that he will be back in a day.我听说一天后他将回来。 ②如果主句的时态是一般过去时,从句的时态则相应地使用过去的某种时态。 例如:He said that he didn’t find your lost pen.他说没找到你丢失的钢笔。 ③如果宾语从句所叙述的是客观真理、自然现象、名言警句或谚语等,不管主句是什么时态,从句都用一般现在时态。例如： Our teacher told us that the earth goes around the sun.老师告诉我们地球围绕太阳转。 【口诀】“主”为“现、将”,“从”不限;“主过”“从过”对应变。“从”表真理“从”永“现”。 Step 7 练： 1.用括号内所给单词的适当形式填空. 1).I remember that he 　 (give) me a book yesterday.  2).He tells me that he 　 (leave) for New York tomorrow.  3).Our teacher told us that the earth 　 (travel) around the sun.  2.单项选择。 1）. ( )—Do you know ____ Jane visits her grandparents? —Once a week. A. how soon B. how often B. C. how long D. how far 2）. ( ) —I want to know . —Sorry. I’ve no idea. But she was here just now. A. where is Ann B. where Ann is C. where was Ann D. where Ann was 3). ( ) — Thanks. I wonder . A. who the letter was from B. who was from the letter C. who was the letter from D. who from the letter was 4）. ( ) —Do you know_____? —He is a dentist. A. where he is from B. where is he from C. what does his father do D. what his father is 5）. ( ) Could you tell me _____the cool T-shirt? A. where you buy B. where do you buy C. where did you buy D. where you bought 6）. ( ) Please tell me _____ to improve my English. A. how I can do B. what can I do C. what I can do D. how can I do Step 8 Homework. 1. Learn the new words and expressions by heart. 2. Copy the sentences with the Objective Clause and learn them by heart. 作业批改反馈 课 后 反 思 Unit 2 I think that mooncakes are delicious! 课题 Unit 2 Period2 Section A 3a-4c 课型 阅读课 设计人 教学目标 1.能够背诵本课时重点单词及短语。 2.能读懂关于中秋节的文章并找到关键信息完成相关任务。 3.能正确运用由that,if,whether引导的宾语从句和how,what引导的感叹句。 德育目标 1. 了解中国传统节日中秋节的来历,培养热爱祖国民俗文化的情操； 2. 培养学生团结合作精神和独立探索的优良品格，提高学生的语言综合运用能力。 教学重点 1.提高阅读技巧，能熟练应用阅读技巧，读前预测，读中略读、扫读、精读、关键词定位、联系上下文推理，读后复述的产出； 2.通过故事的熟知，能够用英语谈论自己的情感态度； 3.掌握What和how引导的感叹句。 教学难点 续写故事，掌握What和how引导的感叹句。 教学准备 制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step1 : Lead-in 1. Greeting. 2. Show the learning objectives. 3. Brainstorming. Quickly review the festival words.Then show pictures and get the students to think of the English for the Mid－Autumn Festival. Step2: Reading(学） Task1:Pre-reading Before you read ,what can you see from the picture?Let students predict the 2 questions： 1).Who is the girl in the picture? 2).What does the passage talk about? Task 2 Reading for the general ideas 1．Finish the task in 3a ①Help the students to understand the demand in 3a and read the questions. T：Have you heard of the story “Chang'e flying to the moon”？Today we are going to read the story about it. ②Quickly read the story about the Mid－Autumn Festival.Discuss the questions and comprehend the whole passage. Task 3: Reading for details 1. Finish the task in 3b; Finish the task in 3c. Task 4: Grammar 1.Finish Grammar Focus; 2.Finish the task in 4a. ①Make sentences and write them in the books.And correct them with the partners. ②The whole class read aloud the sentences.Help with the pronunciation and intonation. 3.Finish the task in 4b ①Read the instructions and know what to do.Then read the letter quietly and underline the objective clauses. ②Check the answers and read out the sentences with objective clauses. ③Ask students to write their own sentences about Mother's Day and Father's Day.The teacher shows： I know…；I think…；I believe…；I wonder… 7．Finish the task in 4c(The students may finish it after class.) ①The teacher shows the chart： Name Favorite festival Reasons ②Interview their partners. ③Write a report to tell the class. Step3议评： 1. 通过总结反思，让学生梳理阅读技巧。 2. have been celebrating是　 　 时,其结构为“　 　 ”。 现在完成进行时表示动作在迄今为止的一段时间内曾经延续进行或目前仍在继续并有可能一直继续下去,强调动作持续进行的状态。常和“　 ”或“since + 时间点”连用。  3. After this, people started the tradition of admiring the moon and sharing mooncakes with their families.从此以后,人们开始了赏月以及和家人分享月饼的传统。 ◎观察思考: 1).The tourists admired the view from the tower.游客登塔欣赏景色。 2).I admire you for your wonderful speech.我因你精彩的演讲而仰慕你。 ◎用法总结:admire的用法 4.◎易错易混:辨析another, the other, others & the others 1).another和the other都有“另一个”的意思。another指多个中的“另一个”;the other则指两个中的“另一个”,常与one构成固定搭配one... the other...,“一个……另一个……”。例如: The shoes don’t fit me. Would you please show me another pair? 鞋子不适合我,你能给我看看另外一双吗? My sister has two skirts. One is yellow, the other is black. 我姐姐有两条裙子。一条是黄色的,另外一条是黑色的。 2).others (=other+复数名词)与the others (=the other+复数名词)均含有“其他一些”的意思。others泛指大部分中的一部分,可与some构成固定结构some... others...,“一些……其他的一些……”;the others则特指剩余的一部分。 例如: Some like fruit and vegetables, others like junk food. 一些人喜欢吃水果和蔬菜,还有一些人喜欢吃垃圾食品。 Step4: Practice.（练） 1、选择恰当的单词,并用其适当形式填空steal　admire　dessert　garden　goddess 1).The old man said he met a　 on the top of the mountain.  2).The policeman found a bad man the computers in an office.  3).The doctor told Mrs. Brown not to eat too many　 . 4).My father wants to plant some flowers in the　 . 5).My brother　 Zhao Zhongxiang when he was very young.  2.根据汉语提示完成句子。 他们很钦佩他的手艺。 They 　 　 　 workmanship.   2.把句子翻译成汉语 We admire him for what he has done. 　 　 　 3.用another, the other, others, the others填空. 1.He has two daughters. One is a nurse, 　 is a worker.  2.Some of us like singing and dancing, 　 like sports.  3.Two boys will go to the zoo, and 　 will stay at home.  4.I don’t like this one. Please show me 　 . Step5: Homework 1．Interview more students about their favorite festivals after class. 2．Write a report about the results of the interview. 3．Translate the following sentences into English. (1)我知道你喜欢音乐。 ________________________________________________________ (2)这是个多么美好的周末啊！ ________________________________________________________ (3)高铁好快呀！(high－speed train) ________________________________________________________ 作业批改反馈 课 后 反 思 Unit 2 I think that mooncakes are delicious! 课题 Unit 2 Period 3 Section B 1a-1e 课型 听力课 设计人 教学目标 1.能够背诵本课时重点单词及短语。 2.能听懂关于万圣节的对话并能找出关键信息完成听力任务。 3.能熟练运用所学句型谈论万圣节的有关信息。 德育目标 能制定合理的学习计划及提高听课效率。 教学重点 1.能背诵本课时重点词汇、短语以及句子。 2.训练听力技巧,并在理解的基础上实现信息转换。 教学难点 1.能听懂关于万圣节的对话并能找出关键信息完成听力任务； 2.能熟练运用所学句型。 教学准备 PPT课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step 1. Leading in 1．Greeting 2．Brainstorming Show pictures of different festivals.Talk with the students to review the words and phrases in this unit. Step 2: Presentation Task 1—1a. Finish the task in 1a. Task 2—1b Listening Finish the task in 1b. ①Play the tape for the first time.Ask the students to master the whole conversation.Then answer the questions in 1b. ②Discuss the questions and check the answers. Task3—1c Listening Listen again. Finish the task in 1c. ①Scan these sentences with blanks. ②Play the recording again.Remind them of the details.Students fill in the blanks. ③Play the recording for the third time and check the answers. Read aloud the sentences. Task4—1d Role-play conversations Finish the task in 1d ①Ask “What have you learned about Halloween？” ②Show the details of Halloween on the PPT. ③Discuss about Halloween with their partners.The teacher walks around and gives help. ④Ask some pairs to act out their dialogue in class. Step 3议评： 1.I think it’s fun to dress up as cartoon characters!我认为装扮成卡通人物是一件很有趣的事。 ◎观察思考: 1).He dressed himself up as a reporter to go to the meeting.他把他自己扮成记者去参加会议。 2).On the Spring Festival, people dress up to visit relatives.在春节,人们盛装打扮走亲戚。 ◎用法总结: 1).dress up ①乔装打扮 ②穿上盛装 2).dress作动词,意为:穿衣服,常用词组如下: ①dress sb./oneself给某人/自己穿衣服　例如: The boy is too young to dress himself.这个男孩太小,还不能自己穿衣服。 　　②get dressed穿好衣服　例如: He got dressed and went out quickly.他穿好衣服,匆匆就出门了。 2.辨析】put on, wear, dress与be in 的区别 词条 用法 put on 强调“穿;戴”的动作。 wear 强调“穿;戴”的状态,其后可以接衣服、鞋帽、首饰等。 dress 意为“穿衣”,其后只能接表示人的名词/代词,不能接衣服、鞋帽等. be in 表示“穿;戴”的状态,其后可接表示衣服或颜色的词汇。 Step 4 练： 1.用put on, wear, dress与in填空. 1.My sister is　 　red today.  2.The child can　 　himself.  3.He　 　the coat and ran out.  4.Do you know the boy who is　 　a blue coat?  Step 5　Homework 1．Talk about Halloween with other students after class. 2．Write three sentences to talk about Halloween. 作业批改反馈 课 后 反 思 Unit 2 I think that mooncakes are delicious! 课题 Unit 2 Period 4 Section B 2a-2e 课型 阅读课 设计人 教学目标 1.能够背诵本课时重点单词。 2.能读懂关于小说《圣诞欢歌》的文章并找到关键信息完成相关任务。 3.了解圣诞节的内在含义。 德育目标 学会用善良和热情对待身边的每个人,向世界传递爱与欢乐。 教学重点 通过阅读和合作学习，掌握文章重点单词和短语;培养良好的阅读理解能力和写作能力，在理解故事情节的基础上对文章进行进一步的了解。 教学难点 1. 能读懂文章,明确故事发展的脉络并获得相关信息,提高综合阅读能力。 2. 掌握宾语从句的长难句。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step 1. Leading in 1．Greeting 2．Brainstorming Show some dates of the Chinese festivals and ask students to say the festivals.March 12th，May 1st，June 1st，October 1st… Then present some Western festivals.Practice and prepare the new words for the coming reading. Step 2: Presentation Task 1. Pre-reading 2a 1．Discuss Christmas.What do you know about Christmas? Ask about the date，the activities and something else about Christmas. Task 2.While reading. 1)Finish the task in 2b. ①Read the topic of the passage.Then ask students to scan the passage and underline the proper nouns in the passage. ②Teach these proper nouns and at the same time present the new items in the reading passage. ③Read the first and second paragraphs，answer the three questions in 2b. 2)Finish the task in 2c ①Read the third paragraph.Then complete the chart in 2c. ②Discuss these questions and check the answers with the class. 3)Finish the task in 2d Task 3.-2e Post reading Finish the task in 2e What do you think the three ghosts say to Scrooge when they visit him?In groups of four,make a conversation between the three ghosts and Scrooge. Step 3 Language points 1. First, the Ghost of Christmas Past takes him back to his childhood and reminds Scrooge of his happier days as a child.首先,圣诞过去之灵带他回到了他的童年并使Scrooge想起了他还是一个孩子时的快乐时光。 ◎观察思考: 1).He reminds me of his father.他让我想起了他的父亲。 2).She reminded me that I haven’t written to my mother.她提醒我,我还没写信给我的妈妈。 ◎用法总结: Remind 2.He warns Scrooge to change his ways if he doesn’t want to end up like him.他◎观察思考: 1).She warned him to keep silent.她告诫他保持沉默。 2).They warned me against swimming in this river. 他们告诫我不要在这条河里游泳。 ◎用法总结:warn:“警告;告诫”,warn sb. (not) to do sth.“告诫某人(不要)做某事”;warn sb. against (doing) sth.“警告某人不要(做)某事”。 警告Scrooge改变他的生活方式,如果他不想最终成为像他一样的人。 3.易错易混【辨析】die, dead, death和dying 1).die为不及物动词,表示短暂性动作,在句中不能与how long及 for 引导的一段时间连用。例如: His grandmother is dead. She died in 1987.他的奶奶去世了。她于1987年逝世。 2).dead是形容词,意为“死的”,用作表语和定语,若表达“某人去世了多长时间”,则用“have/has been dead +for +时间段”。例如: The woman knew nothing about the dead girl. They were strangers. 这个女人不不知道这个死去的女孩的任何事情。她们是陌生人。 3).dying是die的现在分词形式,也可用作形容词,表示“垂死的;濒临消亡的”,常用作定语。例如: The dying patient is helplessly lying on the bed.这名垂死的病人无助地躺在床上。 4).death是die的名词形式,意为“死亡”,例如: She was really sad when she heard the news of her grandfather’s sudden death.当她听到她祖父突然死亡的消息时她真的很伤心。 Step 4：练 1.根据句意,从方框中选择单词并用其适当形式填空. die　death　dead　dying　 1.Her little brother’s 　 　 made him cry.  2.The boy’s grandpa 　 　 five years ago.  3.The doctor tried to save the 　 　 girl.  4.It makes me very sad whenever I think of my 　 　 pet dog.  2.用括号内单词的适当形式填空. To keep children away from danger, we warn parents 　 　(not leave) children at home alone.  3.翻译句子. 1)我的爸爸告诫我要按时完成作业。 2)请提醒他寄出这封信。 3).这首歌使我想起了我的数学老师。 Step 5 Homework 1．Read aloud the passage in 2b several times until fluently and recite the first and second paragraphs.Learn the new words and expressions in the text. 2．Role－play the conversation between the three ghosts and Scrooge. 3．Translate the following sentences into English. (1)我认为圣诞节的意义就是分享以及把爱和欢乐带给周围的人们。 ________________________________________________________ (2)他不仅仅关心能否赚到钱。 ________________________________________________________ (3)他充满善意和温暖地对待身边的每个人。 ________________________________________________________ 作业批改反馈 课 后 反 思 Unit 2 I think that mooncakes are delicious! 主备人： 协备人： 审核人： 课题 Unit 2 Period 5 Section B 3a-self check 课型 写作课 设计人 杨兴珠 教学目标 1.能正确运用句型谈论中国某个传统节日的相关信息。 2.能正确运用句型以短文的形式向别人介绍中国的传统节日。 3.能熟练运用宾语从句,独立完成自我检测。 德育目标 了解并尊重各地的文化差异,培养文化意识,陶冶热爱祖国传统文化的高尚情操。 教学重点 能正确运用重点词汇、掌握动名词用法以及提高学生写作技能。 教学难点 能够按照一定的逻辑顺序谋篇,用书面语言书写关于最喜欢的中国节日的文章 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 Step 1. Leading in （导） 1．Greeting 2．A game ①The teacher describes a festival and gets the students to guess its English name. ②Students play the guessing game in small groups. Step 2. Presentation（学） · Task 1. 3a Finish the task in 3a ①Ask the students to think of a festival and fill in the chart in 3a in English. ②Encourage them to ask questions if they need help. Task2. 3b 3b Finish the task in 3b ①Read the instructions.Help the students to understand how to write the letter. ②Show the expressions on the board.Read and learn to use these expressions or sentence patterns to finish the letter. ③Students write the letter in their seats.Remind them to use the expressions. ④Check their work with the whole class. Task3. Self Check Finish the tasks in Self Check Activity 1 ①Simply introduce Easter.Ask the students to read the words in the box and understand the Chinese meanings of the words. ②Read the passage and fill in the blanks on their own. ③Check the answers. ④Show the results on the board and read aloud the passage until fluently. Activity 2 Activity 3 Step 3 .Instructions（议评） 怎样向笔友书写一封介绍自己最喜欢的中国节日的信？ 审题：①内容：写一封信给笔友，谈论自己最喜欢的中国节日。 ②文体：应用文③人称：以第一人称和第三人称为主④时态：以一般现在时态为主。 Step 4. Writing（练) Step5 Homework 1．Practice telling a story about a Chinese festival or a Western festival after class. 2．Write a letter to a friend to introduce your favorite festival. 作 业 批 改 反 馈 课 后 反 思 Unit 3 Could you please tell me where the restrooms are? 主备人： 协备人： 审核人： 课题 Unit 3 Period 1  Section A 1a-2d 课型 听说课 设计人 教学目标 1．能背诵本课时的单词、短语以及基本句型。 2．能用基本的礼貌语言问路及咨询信息,学会宾语从句的基本结构。 德育目标 能在不同的场合,不同文化背景下使用礼貌得体的语言,尊重他人,以礼待人 教学重点 能使用基本的句型问路以及咨询信息 教学难点 学会宾语从句的基本结构 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1. Lead–in. Let’s play a game<Build your dream city I want to <You got a/an eg.read some books and magazines<library 2. Presentation （1） Learn some new words restroom stamp bookstore beside postcard pardon washroom bathroom normally rush （2）Guessing games Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student say: We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on. （3）Show some stamps to students and present the new sentences: Could you tell me where I can buy some stamps? Could you please tell me where I can get a dictionary? Do you know where I can get some magazines? 3. Practice. Match each things with a place in the picture.(1a) Listen and complete the conversations in the picture in 1a.(1b) 4. Pair work.(1c) Make conversation using the information in 1a. A: Excuse me, could you please tell me how to …? B: Sure, just go along …The … is on your right, beside the bank. A:Thanks. Do you know when the bookstore closes today? B: It closes at 7:00 p.m. today. 5. Listening . (2a/2b) Please answer these questions first.Then finished 2a and 2b. 1) What are on the second floor? 2) When you get to the second floor, how can you get to the supermarket? 6.Reading 2d:Role play Task1.Read the conversation and answer the questions. 1)What is Fun Times Park? 2)What is Alice excited to do? 3)What does Alice want to know before they decide what they start with? 4)What does “a restroom” mean in China? Task2.Role play the conversation. 7.Pair work议评：根据上课内容，那我们如何有礼貌地提出问路?（学生以小组为单位进行讨论总结，教师板书） ◆命题点一 观察例句，完成下列题目。 1.Excuse me, could you please tell me how to get to the bookstore? 2.Excuse me, could you tell me where the bookstore is? 3.Excuse me, could you tell me the way to the bookstore? （1）如何礼貌的提出问路？ 对点自测 根据中文完成下列句子 打扰一下,请问邮局在哪儿? 1.Excuse me, could you please tell me　 　 　the post office?  2.Excuse me, could you please tell me　 the post office?  3.Excuse me, could you please tell me 　 　the post office?  ◆命题点二 Go past the bookstore.经过书店。  go past意为“ ”,相当于动词pass(过去式与过去分词均为passed),而 past(介词)意为“在另一边;到另一侧”。 对点自测 用past或pass填空 1.Go 　 　 our school.=　 　 our school.  2.The man is walking 　　 a shop.  3.Jack 　 　 a bank on the way to the train station just now.  ◆命题点三 Pardon? 请再说一遍好吗?  　  pardon 意为“请再说一遍”,常表示希望对方再重复一遍,读时用升调。此外还可用作动词“原谅”,后接名词,代词或动词-ing形式作宾语;也可用 pardon sb. for (doing) sth.。 对点自测 根据语境完成句子 1.Please 　 　 me for not having answered your letter.  2.—Would you mind me opening the door? —　 　 ?  —Can I open the door? 8.Homework Make a dialogue between you and your classmates about asking the way . 作 业 批 改 反 馈 课 后 反 思 Unit 3 Could you please tell me where the restrooms are? 主备人： 审核人： 课题 Unit 3 Period2SectionA (3a-3b) 课型 阅读课 设计人 教学目标 阅读游园小剧本,学会运用特殊疑问词引导的宾语从句礼貌地咨询信息,形成初步的语句释义转述意识。 德育目标 教育学生要勇于尝试，敢于挑战困难，积极地面对生活 教学重点 掌握小剧本中出现的长难句 教学难点 训练学生阅读技能 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1. Lead-in Show some pictures about a Fun Park, and ask some question: Have you ever tried a roller coaster? How do you feel? Today, Alice and He Wei are in the Space World.What happened ?Let’s read the conversations and answer some question. 2.Presentation（学+练） Task1 Learn new words: suggest; pass by; staff Task2 Pre-reading Read the title and subtitles and write correct order with numbers. On their way to Water City Restaurant, Alice and He Wei pass by Uncle Bob’s. They decided to go to Water City Restaurant. Alice and He Wei are in Space World. They asked a staff person and would have dinner at Uncle Bob’s restaurant. Task3 While-reading Read the passage again and answer the questions in 3a. 1) Why didn’t Alice want to go on the new ride at first? How did she feel after the ride? 2) What did He Wei advise Alice to do if Alice is scared during the ride? 3) Did Alice try the ride? How do you know? 4) What will they do after the ride? 5) What is special about Uncle Bob’s Restaurant? __________________________________________________ 6) Should Alice and He Wei get there early for dinner? Why? Task 4 Post-reading Rewrite questions or statements that are about asking for help in a different way.(3b) eg: I wonder where we could go next.=Could you tell me where we could go next? . Check the answers with the whole class. 3. Pair work.(1a) (议) Discuss the questions. 4.Practice(练)Translation these sentences into English. 1.你不尝试，就永远都不知道。 2. 那时候人总是很多，所以早点来找位子。 3. 起初我好害怕，但喊叫还真的好管用。 5.Homework 1.背诵3a 2.用“Could you please tell me…？”写三个问路的句子。 作业批改反馈 教 学 反 思 Unit 3 Could you please tell me where the restrooms are? 课题 Unit 3 Period3 Section A Grammar-4c 课型 语法课 设计人 教学目标 1.Key sentences: I wonder where we should go next. Excuse me, do you know where I can buy some medicine? Could you tell us when the band starts playing this evening? 2.Objective Clauses with wh- questions. 德育目标 培养学生能运用所学知识帮助他人，获得成就感 教学重点 掌握Grammar Focus中的单词与句子 教学难点 掌握宾语从句的带有wh- 疑问句语序 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1. Lead-in 1.Listen to an English song and try to understand the lyric lists. 2．Brainstorming Show different places in a city map.Ask students to make simple conversations by using polite questions to ask for ways to some places. 2. Learn some key sentences Excuse me, do you know where I can buy some medicine? Could you please tell me how to get to the post office? Could you tell us when the band starts playing this evening? I wonder where we should go next. Task1.圈出focus中的特殊疑问词,你发现了什么？从句的语序是什么？ 引导宾语从句的疑问词可分为疑问代词、疑问副词 疑问代词：who, whom, whose, which, what, whoever等 疑问副词：when,where,why,how,whenever等 当宾语从句是特殊疑问句时，宾语从句用 语序。 拓展：宾语从句为特殊疑问句时，当从句的主语与主句的主语或间接宾语一致时，宾语从句可简化为“特殊疑问词+动词不定式”形式。例如：Can you tell me how I can get to the train station?=Can you tell me how to get to the train station? Task2.Rewrite the questions to make them more polite.(4a) 1.Where can I buy some grapes or other fruit? 2. How does this CD player work? 3. How do I get to the Central Library? 4.Is the Italian restaurant nearby open on Mondays Task3.What should each person ask in the following situations?(4b) 1. Tim is very hungry. Could you tell me where I can get something to eat? Excuse me, can you tell me how I can get to a nearby restaurant? Pardon me, do you know if there’s a restaurant around here? 2. Sally needs to mail a letter. 3.Helen needs to know when the bike shop closes. 4. Ben is wondering if there’s a bank in the shopping center. 3. Cooperative inquiry Check the answers and summary. 引导宾语从句的疑问词可分为 。 当宾语从句是特殊疑问句时，宾语从句用 语序。 4.Practice对点自测 1. ( ) —Do you know ____ Jane visits her grandparents? —Once a week. A. how soon B. how often C. how long D. how far 2. ( ) —I want to know ____. —Sorry, I’ve no idea. But she was here just now. A. where is Ann B. where Ann is C. where was Ann D. where Ann was 3. ( ) —Hi, Bruce. Here is a letter for you. —Thanks. I wonder ____. A. who the letter was from B. who was from the letter C. who was the letter from D. who from the letter was 4. ( ) —Do you know _____? —He is a dentist. A. where he is from B. where is he from C. what does his father do D. what his father is 5. ( ) Could you tell me _____ the cool T-shirt? A. where you buy B. where do you buy C. where did you buy D. where you bought 6. ( ) Please tell me _____ to improve my English. A. how I can do B. what can I do C. what I can do D. how can I do 5.Homework Recite the Grammar Focus. Do the exercises in students’ book. 作业批改反馈 课 后 反 思 Unit 3 Could you please tell me where the restrooms are? 课题 Unit 3 Period4 Section B (1a-1e) 课型 听说课 设计人 教学目标 1.掌握以下重点单词与重点语句 Key words & phrases:convenient, corner Key sentences: 1). —The Fine Arts Museum is really interesting. —Yes, and it’s beautiful, too. 2). —Can you tell me where there’s a good place to eat? —Of course. What kind of food do you like? 2.Use adj. to describe a place 德育目标 学会正确评价事物,提高理性选择的能力 教学重点 如何使用形容词来描述地点 教学难点 通过听力技能训练，从中获取听力信息 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1. Warming up Look at the following pictures. What qualities are important for each place? The restroom is clean.The park is beautiful. 2. Presentation Task1 Learn new words and new sentences. New words: Fascinating inexpensive uncrowded convenient mall clerk corner Sentences: What qualities are important for each place? (show pictures about new words and sentences) e.g. The mall is inexpensive ,convenient and safe. The museum is interesting and quiet. … Task2 Match the adjectives with their opposites. (Ⅰ) (Ⅱ) 1. crowded A. safe 2. dangerous B. inexpensive 3. dirty C. big 4. expensive D. beautiful 5. small E. clean 6. ugly F. uncrowded 3. Pair work.(1a1b) Have a discussions with classmates. A: There are many books and magazines in the City Library. B:Yes,it’s quiet and clean,too. When you go somewhere, what qualities are important for each place? Finish the chart together. Places Qualities restroom museum restaurant park subway mall 4. Listening .( 1c) Listen to the conversations and complete the sentences. Conversation 1 The boy asks about 　 　, and the clerk tells him to go to Green Land.  Conversation 2 The girl asks about 　 　, and the clerk tells her to go to the corner of Market and Middle Streets.   Conversation 3 The mother asks about _______________. The father wants to go to a _________ museum. The younger girl wants to go to a ____________ museum. The boy wants to go to a ____________ museum. The older girl wants to go to an ____________ museum. The clerk suggests they go to the _____________ museum. 5.Summary 我们可以使用哪些形容词描述地点？（学生以小组为单位进行讨论总结，教师板书） 1. crowded A. safe 2. dangerous B. inexpensive 3. dirty C. big 4. expensive D. beautiful 5. small E. clean 6. ugly F. uncrowded 练： ◆命题点一1.The history museums are fascinating.这些历史博物馆令人着迷。 　  fascinating adj.迷人的;极有吸引力的(修饰事物) fascinated adj.着迷的(修饰人) 对点自测 1.Madagascar is 　 　(fascinating) place I have ever been to.马达加斯加是我去过的最迷人的地方。  2.I was 　 　 (fascinate) by his story. 我被他的故事迷住了。 ◆命题点二 You’ll find some at the corner of Market and Middle Streets.你会在市场大街和中心大街的拐角处找到一些(洗手间)。 ①at/on the corner of...在……的拐角处 ②in the corner of...在……的角落里  对点自测 用适当的介词填空 1.A policeman is standing　 　the corner of the street.  2.The pen is 　　 the corner of the desk ◆命题点三 What kind of food do you like?你喜欢什么样的食物? 　  What kind of+名词+do you like/does he/she like 句式常用来询问某人喜欢…… 对点自测 翻译以下句子 1.What kind of magazines do you like best?  2.你最喜欢哪种音乐？ 3你最喜欢哪种动物？ 6.Homework 1.Preview the passage in P22, 2b. 2.Do the exercises in students’ book. 作业批改反馈 课 后 反 思 Unit 3 Could you please tell me where the restrooms are? 课题 Unit 3 Period5 Section B (2a-2d) 课型 阅读课 设计人 教学目标 1.掌握重点单词与句子 Key words & phrases: politely, request, direction, correct, polite, direct, speaker, whom, impolite, address, underground, course Key sentences: 1). The expressions they use might depend on whom they are speaking to or how well they know each other. 2). It might seem more difficult to speak politely than directly. 3). However, it is important to learn how to use the right language in different situations. 2.阅读课文,运用阅读策略,学会礼貌地提出问题,寻求帮助 德育目标 通过阅读体会到语言的得体性与使用者的身份、性别、年龄等很多因素有关,不是所有时候语言越礼貌就越得体 教学重点 能理解文章大意 教学难点 通过阅读策略解决阅读任务 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1. Warming up and revision 1)Where do you need to make polite requests? Think of some possible situations. Discuss them with your partner. 1. your mother or father 2. your best friend 3. a teacher 2)watch a video How to express your requests? Where do we need to make polite requests? 2. Presentation Task1 Learn new words and phrases Politely request direction correct polite Direct impolite address underground parking lot Task2 Pre-reading Read the passage quickly and match each paragraph with its main idea Task3 While-reading Read the passage again and answer the questions. 1 Is it enough to speak correctly? 2 What is the feature(特征) of polite language? ③Is it necessary to ask indirect questions to all the people around you? ④In the second picture, why does the man say “Sorry. I can’t help you.”?Please change the question to a more polite one. ⑤What is the writer’s purpose? Find the direct questions and polite requests from the passage.(2c) Direct questions Polite requests Where are the restrooms? Could you please tell me where the restrooms are? Read the requests below. In the second column, write A if you would say it to someone you know and B if you would say it to a stranger. In the last column, write where you think these people are.(2d) Task4 Post reading 根据对课文的理解填空。 1.It’s important to know how to 　 　 in English when we visit a foreign country.  2.When you talk with different people, you need to 3.Extra words are used to help . 4.How do you say “Don’t smoke here.” politely? 3. Language points ◆命题点一 Could you please...?请你……好吗? 　  Could you please 后接动词原形,意为“请你……好吗?”,是表示委婉且礼貌的请求,其否定形式是Could you please not,其后接动词原形,意为“请你不要……好吗?”。 肯定回答:Sure./ Certainly./Of course./No problem./Yes, please.等。 否定回答:Sorry,I can’t. I have to.../ I’d love to, but I have to...;否定回答要礼貌地说明理由。 对点自测 根据汉语意思完成句子 1.—Could you please help me　 　?  ——请你帮我打扫房间好吗? —Sorry,I can’t. I have to do my homework. ——对不起,我不能,我必须做家庭作业。 2.—Could you please not smoke here? ——请你不要在这抽烟好吗? —　 　  ——没问题。 ◆命题点二 Both are correct, but the first one sounds less polite. 两种都正确,但第一种听起来不太礼貌。 　  less polite 是一种否定形式, 意为“不太礼貌”。less + 形容词或副词, 构成降级比较形式, 相当于中文“不那么; 稍许不……”之意。可与 “not as/so +形容词/副词+ as”互换。 对点自测：翻译下列句子 1.Tim没有Tom幽默。(汉译英) Tim is 　 　humorous 　 　Tom.=Tim isn’t 　 　 humorous 　 　 Tom.  2.My dog is less lively than yours.(英译汉) 4.Homework 1.transcribe 2b 2.do the exercise book 作 业 批 改 反 馈 课 后 反 思 Unit 3 Could you please tell me where the restrooms are? 课题 Unit 3 Period6 Section B (3a-self check) 课型 写作课 设计人 教学目标 1.复习本单元的重点单词、短语以及基本句型。 2.能用本单元所学习的语法知识及语言材料,写一篇小作文。 德育目标 学会用礼貌的方式解决问题 教学重点 复习本单元的重点单词与句型 教学难点 运用所学的表达写一篇相关的小作文 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1. Revision Task1 Write down the phrases in English 1. 提出礼貌的要求__________ 2.听起来更礼貌___________ 3.一个很直接的问题__________ 4.请求帮助_______________ 5.在不同的情形下____________ 6.取决于_________________ 7.你所用的表达方式__________ 8.例如___________________ 9.花时间导入________________ 10.变得更擅长____________ Task2Translation 英汉互译(把下列句子翻译成英语) 1.你总是匆忙地准时到达学校。 2.你能告诉我去哪个地方对我来说将是一个不错的选择吗? 3.我需要更好地计划我的时间。 4.在许多国家,当你第一次遇见某人时,问很直接的问题通常是不礼貌的。 5.你能告诉我在哪里能买到杂志吗? 2. Pair work.(3a) Imagine you are going on a short study vacation at a school in an English-speaking country. What would you like to know before you go? Write some polite, indirect questions about the following topics. Topic Question The course you will study Excuse me, can you tell me what course I will study? The time of the course … 2. Presentation Write a polite letter to the school asking for the information you want to know. Use your notes in 3a. In your letter, you should: ﹡introduce yourself ﹡say when you are coming ﹡politely ask for information ﹡thank the person for helping you Use the following expressions to help you: My name is … and I’m from … I’ll be coming to your school for … I’d like to know about … I would like to thank you for … I’m looking forward to your reply. Tips: 1.根据题干可知,本文是一篇　 　。  2.文章应使用第　 　人称。  3.时态以　 　时为主,语态应以　 　为主 3．Summary 总结表示客气和委婉请求的句型:（学生总结，教师板书） ①Would you mind doing...?你介意……吗?  ②Would you please...?请……可以吗?  ③Would you like sth....?需要……吗?  ④Would you like to do...?你愿意做……吗?  ⑤Could you please do...?请您做……可以吗?  ⑥What about doing...?……怎么样?  ⑦Shall we do...?我们做……吧?  ⑧You’d better do...你最好做……  ⑨Let’s do...让我们做……  4.Practice Task1.Fill in the blanks with the words in the box corner direct polite rush suggest plan 1. A: Could you tell me where the library is? B: It’s on the ______ of Main and Center Streets. 2. A: I wonder why you don’t wake up earlier in the morning. You’re always in a ______to get to school on time. B: Yes, you’re right. I need to ______ my time better. 3. A: I want to buy some winter clothes. Could you tell me which place would be a good choice for me to go to? B: I _______ Jenny’s Clothes Store in Century Shopping Mall. It’s convenient to get to. 4. In many countries, it is often not _____ to ask very _____ questions when you meet someone for the first time. Task2. Write questions and answers using the words given. 1. buy a magazine/ bookstore on third floor 2. Q: Could you please tell me where I can buy a magazine? A: There’s a bookstore on the third floor. 2. get some stamps / post office on Green Street. 3. shopping center opens / 10:00 a.m. 4. get to the Japanese restaurant / go along Main Street and turn right on Lake Street ◆命题点一 I’m looking forward to your reply.我期盼着你的回复。 　  look forward to 意为“盼望;期待”,指以特别愉快的心情期待着,其中to为介词,后面接名词、代词或动词-ing 形式 对点自测 根据汉语意思完成句子 1.我们都期盼着上好大学。 We’re 　 　 　　 to 　 　a good university.  2.All the students are looking forward to 　 　(go) back home on Friday.  ◆命题点二 I need to plan my time better.我需要更好地计划时间。 　  :plan sth. “计划某事”,plan后接名词。 plan to do sth.意为“计划去做某事”,to是动词不定式。plan 也可以作名词,意为“计划”。 对点自测 根据汉语意思完成句子 1.I want to　 　my summer vacation. 我想要计划我的暑假。  2.They plan 　 　 　 　 a sports meeting. 他们计划举办一场运动会。  5.Homework 1.Read 2b. 2.Finish the exercises about Section B in students’ book. 3.Review Section B. 作 业 批 改 反 馈 教 学 反 思 Unit 4 I used to be afraid of the dark. 课题 Unit 4 Period 1 Section A 1a-2d 课型 听说课 设计人 教学目标 1. 能背诵本课时的单词、短语以及基本句型。 Key words & phrases: humorous, silent, helpful, from time to time Key sentences: 1). —Did Mario use to be short? —Yes, he did. He used to be really short. 2). —What’s he like now? — He’s tall now. 3). Paula used to be really quiet. 2. 通过听说,学会用used to这一语言结构,描述过去的情况。 德育目标 学会关注自己和身边人的变化,体会成长,懂得感恩。 教学重点 会读、会用本课时的重点单词与句型 教学难点 学会使用used to 这一短语描述过去的情况 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 二课时 教学过程设计 教学札记 1. Warming up Do you know him? How has he changed？ Zhang Yishan used to be short, but he is tall now. Jiang Wen used to wear glasses, but now he doesn’t wear glasses. Show some students’ pictures about two years ago and present. Let’s talk about some differences between these two pictures. 2. Let’s talk Learn new words :humorous, silent, helpful, from time to time 1.比一比,说一说。 I am tall now. I used to be short. I have long curly hair now. I used to have short straight hair. I am outgoing now. I used to be shy. I ...now. I used to... 2.填表格,分组用“I/He used to be...”句式交流,说出尽可能多的描述外貌和性格的词。 Appearance Personality tall Outgoing Straight hair funny 3 Listening . 1b , Listen. Bob is seeing some friends for the first time in four years. What did his friends use to look like? 1.Mario used to be ______. He used to wear _______. 2. Amy used to be _____. She used to have _______ hair. 3. Tina used to have _____ and _____ hair. 4. Pair work.(1c) Look at the picture in 1a and make conversations. A：Mario use to be short? B：Yes, he did. He used to be really short. A：What’s he like now? B:He’s tall now …. 5.Listening 2a,2b In the past Now 1.Paula used to be really 　 　. She was always silent in class. She wasn’t very 　 　. She was never brave enough to ask questions.  2.She got good grades in 　 　. She was also good in 　 　. She used to play the 　 　.  1.Now she’s more interested in 　. She plays 　 　 almost every day. She’s also on a 　 　 team.  2.She still plays the 　 　 from time to time.  6.Practice. Task1.默读2d中的对话,回答下面的问题。 1)Where are the speakers? 2)What’s the relationship between Alfred and Gina? 3)What are they talking about? Task2 Finish the chart. What was Billy like in the past? What is Billy like now? 1.　　   2.He used to be thin. 3.　 　  1.He is popular. 2.　 　  3.He doesn’t wear glasses. 7.Summary 1. I used to be afraid of the dark. used to do sth. 过去常常做某事 *表示过去经常性或习惯性的动作或状态，暗指现在已经不存在了,强调过去与现在的对比。 *used to的否定形式有两种： didn’t use to或usedn’t to used to用于疑问句时，可借助助动词did，也可以将used提到主语前。 e.g. They used to be good friends. 他们过去是好朋友。 (暗示现在不是了) Mrs. Brown didn’t use to / usedn’t to travel in summer. 布朗夫人过去夏天不旅游。 Did you use to / Used you to play the guitar? 你过去弹吉他吗？ 对点自测 根据汉语提示完成句子 1.他过去不常来。He　 　 to come.  2.他过去一直住在巴黎。He 　 　 Paris 8.Homework Practice the conversation on Page 26, 2d.（必做） Do the exercises in students’ book. （必做） Write down 5 sentencens with “used to”. (选做) Preview the passage in 3a. （必做） 作 业 批 改 反 馈 教 学 反 思 Unit 4 I used to be afraid of the dark. 课题 Unit 4 Period2 Section A (3a-3b) 课型 阅读课 设计人 教学目标 1． 阅读文章,学会用used to 句型描述主人公及周围人物的今昔变化。 2.掌握重点单词的用法background, interview, Asian, deal with, dare, ton, private, guard, require 德育目标 能够通过自我审视,说出自己的今昔变化,注重自我完善 教学重点 阅读文章，掌握文章主旨大意并完成阅读任务 教学难点 利用阅读策略完成阅读任务 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1．Lead in: Review Translate the sentences into English。 1. 马里奥过去很矮，且戴眼镜。 2. 他现在长什么样子？ 3. 葆拉以前真的安静，她在班上总是很沉默。 4. 她总是不够勇敢去问问题。 学： 2．Pre-reading Task1.Matching. Task2 Answer the questions quickly Do you know the beautiful and outgoing girl? Yeah. She’s the famous singer Candy Wang. Can you guess what she was like in the past? She used to be a shy girl. 3.While reading Task1.Read the first paragraph and answer the questions. (1) How old is Candy Wang? (2) What was she like? (3) Why did she take up singing? (4) What’s she like now? Task2Read the second paragraph and fill in the chart. Good things Bad things Task3.Read the third paragraph and fill in the blanks. Candy’s advice to young people who want to become famous: 1. People have to be _________ to _____ your ______ life. 2. You can never _______ how difficult the road to _______ is. 3. You really require a lot of ______ and __________ to succeed. 4. Only a very small _______ of people make it to the _____ . 4.Post reading Read the article again and complete the sentences about Candy. 1.She used to be shy, but now she’s not shy ________. 2. She didn’t use to be _______ in school, but now she gets lots of attention. 3. She used to ________ with friends, but it is almost impossible now. 4. She didn’t use to ___________ how she appears to others, but now she does. 5.Language points 1. I interviewed 19-year-old Asian pop star Candy Wang. 2. Candy told me that she used to be really shy and took up singing to deal with her shyness. ① take up 开始；从事；接纳；占据；继续做 e.g. The table takes up too much room. 这桌子太占地方了。 They have taken up golf. 他们已经开始打高尔夫球了。 拓展：take相关词组 take off 起飞；脱下；动身 take on 承担；呈现 take over 接受；接管；借用；接办 take down 记下；取下 take place 发生；进行；举行 take a look 看一下 take a walk 散步 take away 带走，拿走，取走 take care of 照顾；注意；抚养 take charge 掌管，负责 ② deal v. 对待；处理 (dealt, dealt) deal with 应对；处理 e.g. Have you dealt with these letters yet? 这些信件你处理了吗？ ③ shyness n. 害羞 shy + -ness 6. Homework Finish some exercises in exercise book. (必做) Recite the passeage in 3a. (选做) Previse the new lesson. (必做) 作 业 批 改 反 馈 教 学 反 思 Unit 4 I used to be afraid of the dark? 课题 Unit 4 Period3 Section A Grammar-4c 课型 语法课 设计人 教学目标 1． 能够背诵本课时的单词和短语 2． 能够熟练掌握used to 这一语言结构的用法 德育目标 说出自己的今昔变化,注重自我完善 教学重点 掌握本课时的语法点 教学难点 熟练表达出今昔变化 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1. Warming up 大组之间比拼，快速朗读focus三遍。 2. Presentation(议评) 观察focus,总结出规律。（学生总结，教师点评） 1.used to的用法 used to意为“过去常常”，用于表示过去习惯性的动作或存在的状态（强调与现在的对比，暗示现在不做了）。其中to为不定式符号，后跟动词原形。used to只用于一般过去时态，没有人称和数的变化。 e.g. Tom used to be very thin, but now he’s big and strong. 汤姆以前很瘦，但现在他又高又壮。 2.used to的句式变化 1. 否定句 2. 一般疑问句 答语 3. 反意疑问句 主句+ didn’t+人称代词？ 辨析used to do sth. ,be used to + n./pron./doing, get/become used to sth./doing sth./be used to do 和be used for doing sth. used to do sth be used to + n./pron./doing get/become used to sth./doing sth be used to do be used for doing sth 根据汉语提示完成句子。 1. 我以前害怕在公众前演讲。 I _____ ______ be afraid of ______ a speech in _______. 2. 这种狗是用来帮助盲人的吗？ Are those dogs _____ _____ _____ the blind? 3. 你表妹以前害怕独自一人，不是吗？ Your cousin _______ ____ be afraid of ______ alone, _______ she? 4. 珍妮以前在学校里并不受欢迎。 Jenny ______ _____ ___ be popular in school. 5. 我不习惯午饭吃这么多。 I’m _______ used to _________ so much at lunch time. 3.Practice(4a,4b) Write sentences about the past using used to. 1. Grace/watch a lot of TV/watch a lot of movies Eg. Grace used to watch a lot of TV. She didn’t use to watch a lot of movies 【点拨】将第一个动作用肯定句来描述过去常进行的活动；将第二个动作用否定句来描述过去不常进行的活动。 2. my mom/have curly hair/have straight hair 3. Jerry/read books on European history/read books on African culture 4. Sandy /teach British English / teach American English 4b.Look at the information and write sentences about Emily. 4.Pair work Finish the chart and write sentences about you. Five years ago Now (学生上台板书展示) 5.Drill Ⅰ. 根据括号内的汉语提示，完成下列英语句子，每空词数不限。 1. Mr. Black _________________ (以前是一位医生), but now he is a singer. 2. Did your father ______________ (过去常常看电视) after supper? 3. You used to have long curly hair, ___________ (不是吗)? 4. I _______________________ (以前常常骑自行车去上学), but now I _________________________ (习惯走着去). 6.Homework 1. Read the passage on Page 27, 3a. (必做) 2. Recite the important points. (必做) 3. Do the exercises in students’ book. (必做) 作 业 批 改 反 馈 教 学 反 思 Unit4 I used to be afraid of the dark. 课题 Unit 4 Period 4 Section B (1a-1e) 课型 听说课 设计人 教学目标 1能背诵本课时的单词、短语和基本句型。 Key words & phrases: ant, be on the soccer team, hate P.E. class Key sentences: 1. —I used to be nervous about tests all the time. What about you? —Yes, me too. And I used to… 2.通过听说,能描述自己、他人行为习惯、兴趣爱好的改变。 德育目标 学会关注心理成长,培养坚强向上的品质。 教学重点 会读、会用本课时的重点单词与基本句型 教学难点 描述自己，他人行为习惯的改变 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1. Lead in: Review What things did you use to be afraid of? What things are you still afraid of? A：I used to be afraid of giving a speech in public. I’m still afraid of giving a speech in public. B：I used to be afraid of the dark. I’m still afraid of the dark. C:I used to be afraid of flying. I’m still afraid of flying. D:I used to be afraid of high places. I’m still afraid of high places. … 2.Warming up Show some pictures about 1a I used to like P.E. class when I was a child. I used to hate music class when I was a child. … 2. Presentation 1.听1c录音,小组对话说答案。 1. ____ I didn’t use to like tests. 2. ____ We used to walk to school. 3. ____ I used to hate P.E. class. 4. ____ I used to be on the soccer team. 2.听1d录音,两两一组分享所闻。 In the past Now Girl Boy Listen once more and try to answer the questions. 1. Did the girl use to like tests when she was six? 2. What does the boy think of the tests in primary school? 3. Did they use to wear school uniform when they were in primary? 4. What did the boy think of the school uniform in primary school? 5. What did the boy use to hate in primary school? 3.Language points ◆命题点一 I used to be nervous about tests all the time.我过去总是为考试而焦虑。 　  ◎观察思考: 1. There is nothing to be nervous about. 没什么可紧张的。 2. I’ll be nervous about speaking in your presence.有你在场我说话就紧张了。 ◎用法总结:nervous形容词, 意为“紧张不安的;焦虑的”。be nervous about意为“对……感到紧张”, about为介词,后接名词、代词或动名词形式作宾语。 对点自测 完成句子 Jenny is afraid of traveling by plane. She looks　 　 when she is getting on it.  ◆命题点二 Yes, me too.是的,我也是。 　  ◎观察思考: —I’m tired. 我累了。 —Me too. Let’s have a rest. 我也是。我们休息一会儿吧。 ◎用法总结:me too多用于口语,表示与前面提到的情况一样,意为“我也是;我也如此”,相当于I ...too.。 对点自测 完成句子 —I really love this band! —　 　.I’ve got all CDs they have made so far.  4.Homework 1. Make a dialogue like 1e. 2. Preview the passage on P30, 2b. 3. Do the exercises in students’ book. 作 业 批 改 反 馈 教 学 反 思 Unit 4 I used to be afraid of the dark. 课题 Unit 4Period5 Section B (2a-2d) 课型 阅读课 设计人 教学目标 1．能够背诵本课时的单词和短语。 2.能够利用上下文线索进行推理判断,确定语句位置及解读词语含义,说出文章大意。 德育目标 懂得体会亲情的可贵,在成长的道路上注重心理健康发展;学会感恩身边所有爱护自己的人 教学重点 会读、会用本课时的单词和短语 教学难点 利用阅读策略解决阅读任务 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1. Warming up Talk about your likes and dislikes in the past and now. A: I used to be nervous about tests all the time. What about you? B: Yes, me too. And I used to… 学： 2. Learn new words and phrases seldom, influence, absent, fail, examination, exactly, pride, proud, general, introduction, be proud of, in person, take pride in 3. Pre-reading Li Wen is a 15-year-old boy from thecountryside. His parents are working in the city. Look at the title of the passage and the picture below. What problems do you think he might have? Task1.Matching ◎学法指导:阅读过程中要注意需填补处前后文之间的逻辑关系,结合句意进行推理判断。通常,前后文中的连词,代词和就近出现的名词可以为我们提供线索。 Task 2.快速阅读猜测词义。 influence 　 　  absent 　   boarding school in person 　 4. While reading He Studies Harder Than He Used to Background(Para 1) The change(Para 1) The problems(Para 1 and 2) The solution(Para 2 and 3) Life now(Para 4) 5.Post reading Task1.重构来复述。 Li Wen is a 15-year-old boy. He works hard and does well in school. It is hard to believe that he used to have difficulties in school. When his parents moved to the city to work, they could not be at home to　 him. So he became less interested in studying and 　 classes. Then his parents 　 to send him to a boarding school. He found life there difficult. One day he told his teacher he wanted to leave the school. His teacher advised his parents to talk with their son in person. This conversation 　 　his life. He realized that his parents would always love him, and they would　 　everything good that he did. Now he is much happier and more outgoing than he used to be.  ◎学法指导:填写过程中注意同义词的记忆,复述过程中可以巧用连词,使文章更具逻辑性。 Task2 Pair work 写一段李文与父母间的对话,然后小组展示。 思考角度提示: Possible questions Li Wen might ask his parents: Questions his parents might ask Li Wen: Possible answers from Li Wen and his parents: ◎学法指导:写对话的时候要注意场景,思考角度以及双方的情感交流。 6.Language points（议评练） ◆命题点一：When he was a little boy, he seldom caused any problems, and his family spent a lot of time together. 当他还是个小男孩时,他很少惹麻烦,他们一家人一起度过了很多时光。 ◎观察思考: 1.He seldom eats breakfast. 他很少吃早餐。 2.She seldom goes to the cinema, does she? 她很少去看电影,是吗? 3.She seldom goes traveling during holidays. 她很少在假期期间去旅游。 ◎用法总结:seldom是频度副词,意为“不常;很少”,在句中常用于be动词、助动词或情态动词之后,实义动词之前。注意seldom表示否定意义,视为否定词,用于反意疑问句时,反意疑问部分用肯定形式。 对点自测 1.Jack 　 (很少)exercises because he has too much work every day.(完成句子)  2.Lucy seldom goes to the library,　 　?(完成反意疑问句)  ◆命题点二： She advised them to talk with their son in person. 她建议他们亲自与他们的儿子谈谈。 　  ◎观察思考: 1.The boss advised him to leave as soon as possible. 老板建议他尽快离开。 2.Our teacher often advises us to develop the habit of making notes while reading. 老师经常建议我们阅读时养成记笔记的习惯。 3.His father advised him not to eat too much. 他父亲建议他不要吃太多。 ◎用法总结:advise sb. (not) to do sth. 意为“建议某人(不)做某事”。advise是动词,意为“建议;劝告”,其名词形式为advice,是不可数名词。 对点自测: 用括号内所给单词的适当形式填空 1.His friend advised him 　 　 (drink) some hot water.  2.Would you mind giving me some 　 　 (advise) on how to plant trees?  3.His mother advised him not 　 　 (stay) here.  ◆命题点三：They take pride in everything good that I do. 他们为我所做的每一件好事感到自豪。 ◎观察思考: 1.The young mother took pride in her son. 这个年轻的妈妈为她的儿子感到自豪。 2.I take great pride in my work. 我对自己的工作感到骄傲。 3.We take pride in our responsibilities as teachers in China. 作为中国的教师,我们为我们的职责感到骄傲。 ◎用法总结: pride作名词,意为“骄傲;自豪”,常用短语 take pride in意为“为……感到自豪”。 proud是形容词,意为“骄傲的;自豪的”,常用短语 be proud of意为“为……感到自豪”, 是take pride in 的同义短语。be proud to do sth. 意为“为做某事感到骄傲/自豪”。例如: He is proud to be a student of Tsinghua University. 他为成为一名清华大学的学生而感到自豪。 对点自测 1.他父亲对他所做的事情感到非常自豪。 His father 　 　 great 　 　 in what he has done.(翻译)  2. Every child wants to be the 　 　 (骄傲) of their parents.(完成句子)  3. We are very 　 　 (自豪的) that a student from our school has won first prize.(完成句子)  7．Homework Finish your exercise book. 作 业 批 改 反 馈 教 学 反 思 Unit 4 I used to be afraid of the dark. 课题 Unit 4Period6 Section B (3a-self check) 课型 写作课 设计人 教学目标 1能背熟本单元的重点单词、短语和基本句型。 2.能用本单元所学习的语法知识,就自己的变化写一篇作文 德育目标 能通过写作,培养关注成长、完善自我的意识。 教学重点 复习本单元的语法知识 教学难点 运用本单元所学词汇和句型，就自己或他人的变化写一篇作文 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程设计 教学札记 1.Let’s review 一、短语速记(写出下列短语的英文) 1.在你的生活中　 2.在过去几年里　 3.大部分时间　 4.对……有很大的影响　 5.讲笑话　 二、初露锋芒(根据句意,用所给单词的适当形式填空) 1.They made an important 　 　(decide) at the meeting.  2.The baby is too young to look after 　 (he).  3.Mario is afraid of 　 (be) alone at night.  4.Lei Feng’s 　 　(die) is heavier than Mount Tai and we should learn from him.  5.That’s　 (exact) what I need.  6.He used to be afraid of　 　(fly) in an airplane.  7.The world 　 　 (change) a lot in the past thirty years.  2.Let’s talk ◆小组采访 在小组里采访小组成员在外形、性格、习惯上发生了哪些改变,并做好记录,完成3a。例如: A:I used to be short. I am much taller than before. How about you? B:I am much taller than before too. I used to be nervous but now I am outgoing. How about you? C:I used to... 3.Let’s write Write about how you have changed. What did you use to be like? Which change is the most important one, and why? Try to write two paragraphs. Paragraph 1: General introduction about the changes in your life Paragraph 2: The most important change and how it happened ◆写作训练 写作要求:根据提示,简要介绍你的朋友李连的成长变化。词数:60~80。 1)爱好:以前喜欢打乒乓球、看电视和聊天;现在喜欢弹钢琴、看书和散步; 2)外貌:过去个子矮,短发;现在个子高多了,长发; 3)性格:过去外向,现在有些内向。 要求:不要逐字逐句翻译,内容要合理通顺。 一、素材积累 【词汇】 1.used to be/do 过去是/常做2. have the habit of 有做……的习惯 3.be afraid of 害怕…… 4. like doing ...喜欢做…… 【开头句】 1.He is... 2.He has changed a lot in the past few years. 【中间句】 1.以“过去”为着眼点的常用语句结构(以he为例) He used to be/do ... 他过去常常…… He would often/usually/always ... 他过去常常/通常/老是(会)…… He had the habit of ... 他过去曾有……的习惯。 It was common to see him do/doing sth. (in those days / at that time/...)过去/那时候/……常见他…… 2.着眼于现在的变化(以he为例) He has changed so much /a lot /greatly. 他变化好大。 He’s no longer ... 他不再…… He doesn’t ... anymore 他不再…… 【结尾句】 I like...What about you? 二、写作指导 1.根据题干可知,本文是一篇　 　。  2.文章应使用第　　人称。  3.时态为一般过去时和　 时,语态应以　 为主。  4.Let’s practice 1.用所给单词和短语的适当形式填空,每个词限用一次。 silent　require　absent　fail　interview　take pride in be proud of　in person　influence　humorous　seldom 1)The mother traveled for many hours to return home to talk to her child 　 　.  2)He used to be a very quiet teenager. He remained 　 　most of the time and 　 　talked to other people.  3)If you are always 　 　from class, you will 　 　the examinations.  4)The teacher 　 　 helping his students win the English competition.  5)Kate’s grandparents have had a great 　 on her.  6)That British teacher is very 　 　. He always tells us interesting jokes.  7)People are usually 　 　to give a general self-introduction in a job　 　.  8)Tina played very well in the basketball game and her parents　 　 her.  2 What did you use to be like when you were in primary school? Complete these statements. 1. I used to wear ____________________________________. 2. My hair used to be _______________. 3. I used to watch ____________________. 4. I used to play ______________________. 5. I used to be ________________________________. 5.Homework 完成学法大视野unit4的所有习题。（必做） 完成作文并上交。 （必做） 作 业 批 改 反 馈 教 学 反 思 Unit 5 What are the shirts made of ? 课题 Unit 5 Period1 Section A 1a-2d 课型 听说课 设计人 教学目标 1. 知识目标： 1)能掌握以下单词：chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack 2)能掌握以下句型： ①--This ring looks nice. Is it made of silver？ --Yes, and it was made in Thailand. ②What is it made of/from? ③China is famous for tea,right? 2. 技能目标：能够用英语描述及询问物品的制作材料。 德育目标 了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。 教学重点 1）掌握本课时中出现的生词。 2）能够用英语描述及询问物品的制作材料。 3）正确理解被动语态的用法及句子结构。 教学难点 理解被动语态的用法及句子结构。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程 教学札记 Step I Lead-in --What are the windows made of? --They are made of glass and steel. Step II自主学习 1） 基础知识学习。 1. the science museum___________2.the art and science fair_______ 3.environmental protection__________4.a model plane__________ 5.a beautiful painting___________6.grass and eaves_________           7.由...制成___________ 8.因...而著名_____________ 9.在很多不同的地区____________ 10.据我所知_________                     Step III学 Task1 完成听力1a-2b Task2: Make your own conversations. Task3: 根据2d填空 1) Chinese_______________tea both in the past and now. 2)__________I know, tea plants________ on the sides of mountains. 3) When the leaves are ready, they___________by hand and then _______________for processing. 4) The tea_______________and sent to many different countries and places around China. 5) People say that tea_________________health and business! Step IV议，评 Work in groups and complete the above tasks. Step V练 Translation. 1. 这个戒指是银制的。  2. 这种纸是由树木制成的。  3. 油漆是由什么制成的。  4. 杭州因其茶叶而为人知。  5. 据我所知，茶树被种植于山坡上。 Step VI Homework 1. Remember the language points and grammar. 2. Read the conversation in 2d.   作业批改反馈 教 学 反 思 Unit 5 What are the shirts made of ? 课题 Unit 5 Period 2 Section A 3a-3b 课型 阅读课 设计人 教学目标 1.知识目标： 1)学习掌握下列词汇：France, no matter, local, brand, avoid, product, handbag, mobile, everyday 2)阅读短文，能按要求找到相应的信息。 2. 技能目标：能阅读文章，了解文意，并完成相应阅读任务。 德育目标 通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。 教学重点 1) 掌握本部分出现的生词和词组，达到熟练运用的目标。 2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。 教学难点 1) 阅读短文，获得相关的信息的能力。 2) 理解并运用所学的词汇及表达方式。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程 教学札记 Step I Lead-in 1. 展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。 Then ask Ss some questions: Step II自主学习 一、我能写单词。 1.产品；制品_________ 2.法国________ 3.不论；无论________ 4.当地的；本地的_______5.品牌；牌子_______6.避免________ 7.小手提包________8.可移动的________9.每天的_________ Step III学 A. Fast reading，阅读短文内容，并完成3b中的问题。 B. Careful reading：Work on 3c. 1.写出3c中指示代词在短文所指代的事物。 2.读3a中的内容，理解黑体指示代词所处的句子的意思，及其上下文的意思，开动自己大脑进行思维，确定它们所指的内容。 3. 如果不能确定，可以在小组内进行讨论。 4. Check the answers. Step IV议，评 Work in groups and complete the above tasks. Step V练 用括号中单词的适当形式填空 1. One who goes to _________(French) never fails to visit Paris. 2. How soon would you like to have these _______(product) done? 3. In the crowd, Sam looked aside to avoid ___(see) Jane and Mary. 4. Is this kind of bicycle __________(make) in Shanghai? 5. The_______(locally) government listed him as an elderly person of no home. Step VI Homework Read the passage several times after school.   作 业 批 改 反 馈 教 学 反 思 Unit 5 What are the shirts made of ? 课题 Unit 5 Period 3 Section A Grammar-4c 课型 语法课 设计人 教学目标 1. 知识目标： 1)学习掌握下列词汇：boss, Germany, surface, material, traffic, postman, cap, glove 2)进行一步复习巩固学习Section A 部分所学的生词和词组。 3)掌握被动语态的用法，并通过不同方式的练习，来熟练掌握被动语态。 2. 能力目标：对询问物品的制作材料、生产地点、生产制作过程等语句进行归纳总结和探究学习。 德育目标 了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯。 教学重点 1)复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。 2)被动语态的用法。 教学难点 1)探究学习询问物品的制作材料、生产地点、生产制作过程等句型。 2) 被动语态的用法。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程 教学札记 Step I Lead-in 1. Have a dictation of the new words learned in the last class. 2. Review some main phrases we learned in the last class. Check the homework. Step II自主学习 I Grammar Focus 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 2.学生们完成填空试题后,可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Step III学 1.Work on 4a and 4b. 1)阅读句子，理解句子的意思，为进行句子转换做好准备。 2) 将主动语态句变为被动语态句时，应先确定句子的谓语动词，并找出句子的宾语。然后，将句子的宾语变成被动句的主语，将谓语动词变成be+ V-ed形式。 3) 逐句进行分析推敲，确定括号中单词的恰当时态。 4) 最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。 5) Check the answers with the Ss. Step IV议，评 Work in groups and complete the above tasks. Step V练一练 将下列句子变成被动语态句 1. We use computers to search information. 2. The teacher often repeats the story. 3. They don’t allow fishing here. 4. Bill looks after his cat carefully. 5. We don’t often speak English at home. Step VI Homework 1.复习Grammar Focus 中的内容。 . 作业批改反馈 教学 反思 Unit 5 What are the shirts made of ? 课题 Unit 5 Period 4 Section B 1a-1e 课型 听说课 设计人 教学目标 1.知识目标： 1) 能掌握以下单词：international, competitor, scissors 2.能力目标：练习听力，掌握听力技巧。 德育目标 了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。 教学重点 1)掌握本课时出现的生词及用法。 2)进行听力训练，提高综合听说能力。 教学难点 听力训练 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程 教学札记 Step I Lead-in 1.T：Play a video of the Weifang Kite Festival. 2.Ask some questions about it. Step II自主学习 完成1a Step III学 任务一：交流1a, （先对学，再组内讨论,） 任务二：先对1b进行预测，然后听录音，完成1b。 任务四：再听一遍，完成1c，1d. 任务五：分角色表演对话（1e）。 任务六：综合1b，1c的内容，看谁能够复述。 Step IV议，评 Work in groups and complete the above tasks. Step V练 Change the following sentence into Passive voice. 1.We speak Chinese in China. ____________________in China. 2.People hold the festival in April. ______________________ in April. Step VI Homework Try to write a short introduction on how to make a kite.   作业批改反馈 教学 反思 Unit 5 What are the shirts made of ? 课题 Unit 5 Period （5-6） Section B 2a-2e 课型 阅读课 设计人 教学目标 1.知识目标： 1) 能掌握以下单词：international, competitor, its, form, clay, balloon, scissors, lively, fairy, heat, polish, complete 2) 能掌握以下句型： ① They are made of bamboo and covered with paper. ②According to Chinese history, sky lanterns were first used by Zhuge Kongming. ③ They are seen as bright symbols of happiness and good wishes. ④ After drying, they are fired at a very high heat. 2技能目标：培养学生的阅读能力和归纳能力。 德育目标 了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。 教学重点 1) 掌握本课时出现的生词及用法。 2） 阅读短文，获得相关信息，提高学生们的综合阅读能力。 教学难点 阅读2b部分的短文并完成相关要求。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 二课时 教学过程 教学札记 Step I Lead-in 1. Show some pictures of the paper cutting on the big screen. Tell Ss they are Chinese paper cuttings. It’s one of the Chinese traditional arts. T:Do you know folk or traditional arts? Now discuss with your partner. Step II自主学习 一、我会写单词。 ________ n.黏土；陶土 __________ n.气球 ___________ n.剪刀 _____________ 童话故事 ______________ 剪纸 ______________ n.庆典；庆祝活动 _______________ adj.国际的 二、Fast reading: 完成2b. 三、careful reading: 完成 2c、2d. Step III学 完成2e. Discuss the question in your group. 1. Which art form do you think is the easiest? Which is the most difficult? Why? 2.Which art form would you like to learn? Why? Step IV议，评 Work in groups and complete the above tasks. Read the passage aloud. 学生展示不懂的问题，老师解答。 1. Step V练一练 完成句子 1.晴朗的早晨变成了雨天。 The sunny morning __________ a rainy day. 2.你看过今天报纸上的那片文章了吗？ Did you read that _______in today’s newspaper? 3.杰克做这个飞机模型花了三个小时。 It _____ Jack three hours ________ the model plane. Step VI Homework 1. Read the passage again after school.   作业批改反馈 教学 反思 Unit 5 What are the shirts made of ? 课题 Unit 5 Period 7 Section B (3a-self check) 课型 写作课 设计人 教学目标 1.知识目标： 1) 复习被动语态的不同用法。 2) 能够用英语描述一些常用生活用品的制作材料；描述一些熟悉物品的制作过程。 3) 能用就本单元所学习的语法知识及语言材料，就自己所熟悉的话题写一篇小作文。 2.技能目标：会用本单元的常见句型结构写出相应的短文， 提高学生的写作能力。 德育目标 了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。 教学重点 1) 能运用本单元所学的语法及语言材料，完成写作介绍自己熟悉的物品的制件材料及过程。 2）掌握本单元所学被动语态这一语法知识点，并能运用这一知识进行造句。 3）能总结本单元所学的物质材料、及一些艺术品的简单制作过程。 教学难点 阅读短文，完成写作。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程 教学札记 Step I Lead-in Talk about some special things that your city is famous for. Step II自主学习 1. Work on 3a. What are some special things that your town/ city is famous for? These can be food, artwork or any other products. Discuss them with a partner and take notes. 2. Work on 3b. Write a paragraph about the product. Use your notes in 3a. Step III学 写作指导： 这是一篇科普性说明文，让同学们介绍灯笼的相关情况，语态应为 被动语态为主；时态应以一般现在时为主，辅以少量一般过去时态或其 他时态的句子。 写作时，应理清自己的写作思路，逐条清晰地进行介绍。比如，可以先介绍灯笼的历史、用途及象征意义。然后介绍人们悬挂灯笼的时间。最后，介绍灯笼的制作材料、产地及其类型。 注意要恰当运用被动语态，检查被动语态句的数、时态以及句子结构等是否正确。 Step IV议，评 Work in groups and complete the above tasks. 1.各组展示最佳作文，评比。2.Key points: Step V练一练 Finish the sentences. 1. In spring, we can see green ______ (leaf) and grass everywhere. 2. The Internet is ______(wide) used in most families in our country today. 3. English_______ (speak) by many people in the world. 4. The company hopes _______ (it) product will be successful on the European market. 5. My teacher did what he could to make his class ______(live). 6. If the traffic ____(be not) heavy, it’ll take us an hour to get there. 7. They spent one part of their holiday in ______(French) and the other in England. 8. Bell is _______ (know) for inventing the telephone. 9. The Chinese use _______(chopstick) instead of knives and forks. Step VI Homework 1. 复习本单元内容。 2. 上网搜索你所喜欢的中国传统工艺品相关情况，用所学的句子写一个报告。 作业批改反馈 教学 反思 Unit 6 When was it invented? 课题 Unit 6 Period 1  Section A 1a-2d 课型 听说课 设计人 教学目标 1. 知识目标： 1) 能掌握以下单词：heel, scoop, electricity, style, project, pleasure, zipper, daily, website, pioneer, list, mention 2）能掌握以下句型： ①—When was the telephone invented? —I think it was invented in 1876. ②—What are they used for? —They are used for seeing at night. 2.技能目标：能谈论物品被发明的时间、发明者，表达某发明的用途。 3. 能掌握以下语法： 一般过去时的被动语态的构成形式：was /were +v-ed 德育目标 了解一些近现代发明的时间及用途，激发自己热爱发明的情感。培养想象力，善于观察事物。面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。 教学重点 1) 本课时的单词、词组和句型，学习运一般般过去时态的被动语态。 2) 学会询问发明时间及用途的基本句型： —When was the telephone invented? —I think it was invented in 1876. —What are they used for? —They are used for seeing at night. 教学难点 运用一般过去时态的被动语态来讨论发明的发明时间及用途。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程 教学札记 Step I Self Study 1.拼读P41-42的单词。 2.搜集影响力较大的事物（如中国的四大发明或电视机、电脑等）的发明信息，了解其发明者及时间等。 3.完成P41中1a.自主阅读P42中的2d，标出不太理解的句子，多读几遍，直到把课文读得准确、流利。 Step II Lead-in 1. 展⽰⼀些近代发明的图⽚与近代发明的发明者，让学⽣们将图⽚ 与发明者相连。 T: Do you know what these inventions are? S1: It’s a car. S2: It’s a telephone. S3: It’s a television. T: Do you know who these inventors are? S1: Karl Benz S2: Alexander Bell S3: J. L. Baird Let Ss match the inventions and the inventors.       Step III Learning and Discussion Task1：1. Look at the pictures in 1a. Discuss with your group, in what order do you think they were invented? Try to number them [1- 4]. Then Talking about the inventions: A: I think the TV was invented before the car. B: Well, I think the TV was invented after the TV. Task2：Work on 1b: Ss listen to the conversation and try to match the invention with the proper year. Task3：Pair work 1c Student B, cover the dates. Student A, ask Student B when the things in the picture in 1b were invented. Then change roles and practice again. Task4：听录音，完成2a,、2b，并进行对话。  Task5:      Pair work 2c Tell Ss to make conversations using the information in 2b. Make a model for the Ss. Task6：阅读2d,弄懂文意，练习对话。 Step IV Comment(评) 1.Let Ss act out the conversations in pairs. 2. Some explanations in 2d. ① Well, you do seem to have a point… have a point 有道理 e.g. I admit (that) you ____________. 我承认你有理。 ②. They are used for seeing in the dark. be used for doing sth.表⽰“被⽤来做某事”。相当于be used to do sth. e.g. This computer is _____________ control all the machines. 这台电脑是⽤来控制所有机器的。 Do you know what this tool is used for? 你知道这⼯具是⽤于做什么的？ 3. 学生自己总结一般过去时的被动语态的构成形式及本节课所学的重要句型。 Step V Practice 用括号里正确的单词形式填空 1.The telephone _________ (use) for calling somebody. 2.Personal computers ________(see) in many families now. 3.English ________(speak) the most widely in the world. 4.This machine is used for _______(make) camps. Step VI Homework(分层) 3. Remember the words and phrases in this lesson,then role-play the conversation in 2d with the partner.（基础达标） 4. Write the sentences about the three inventions in 2a,using is/are used for.（能力提升） 5. Find some information about the origin of tea.(拓展训练)   作 业 批 改 反 馈 教 学 反 思 Unit 6 When was it invented? 课题 Unit 6 Period 2 Section A 3a-3c 课型 阅读课 设计人 教学目标 1.知识目标： 1) 学习掌握下列词汇：by accident, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt 2）阅读短文，能按要求找到相应的信息。 3) 技能目标：能阅读文章,了解文意,并完成相应阅读任务。 德育目标 培养想象力,善于观察事物。面对难题，用积极的态度去解决,发挥想象力,认识世界,改造世界。 教学重点 1) 掌握本部分出现的生词和词组,达到熟练运用的目标。 2) 阅读短文,获得相关的信息。通过阅读练习,来提高阅读能⼒。 教学难点 1) 阅读短文，获得相关的信息的能力。 2) 理解并运用所学的词汇及表达方式。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程 教学札记 Step I Self Study 1、知识链接： 学生自行查阅茶的起源、发展及作用，了解其种类及相应的英文表达。 2、教材自学： （1）预习课文中不熟悉的单词及短语； （2）自主阅读3a中的课文，标出不太理解的句子，多读几遍，直到把课文读得准确、流利。 Step II Lead-in 播放视频《茶叶的起源》,让学生们了解中国的茶文化,及茶叶被发明的渊源,并了解其发展过程。 1. What is the video about? 2. Who is the writer of Cha Jing? Step III Learning and Discussion(学、议) 1.Fast reading: 完成3a、3b任务。 2.Careful reading:完成3c任务。 3.小组内核对讨论 3a,3b,3c任务。 4.纠错、展示答案。 Step IV Comment Point Language 1.by accident “偶然; 意外地”, 相当于by chance 2.It is said that ... “据说......”，that后接完整的句子,其中it是形式主语,that从句是真正的主语。 3.remain是动词，意思是“保持不变；剩余”，作不及物动词时，可加介词短语；作系动词时，后面跟形容词，意为“保持某种状态”。remain不能用于被动语态。 4.smell作可数名词时意为“气味”，作不可数名词时意为“嗅觉”。作动词时意为“发出......气味；闻到”。 5.one of ...的意思是“......之一”，后面接名词或代词的复数形式，该结构作主语时，谓语动词通常用单数形式。 6.take place的意思是“发生; 出现”，它易与happen混淆，二者的区别为： take place是不及物动词短语；常指事先安排或事发有因的事情。 happen是不及物动词；常指偶然发生的事情。 7.doubt既可作动词，也可作名词，在肯定句中后面常接whether引导的从句，在否定句和疑问句中常接that从句。 Step V Practice 一、选词填空smell, remain, ruler, boil, national 1. October 1st is __________ Day in China. 2. Humans are the _____ of the earth. 3. When fish goes bad, it _______ terrible. 4. They _________ in that forest for a year. 5. Water ______ at 100℃. 二、根据汉语提示完成句⼦。 1. I found the key __________ (偶然) when I was cleaning the house. 2. The May 4 Movement ___________（发生）in Beijing in 1919. 3. He’ll succeed ____________ (毫无疑问) this time. 4. ________ (据说) Shen Nong was the first to discover tea as a drink. 5. Tea _________________(被带到) Korea and Japan during 6th and 7th centuries Step VI Homework 1.Preview the grammar points in U6.(基础达标) 2.Read the passage again ,then draw a mind-map and retell the passage.(能力提升) 3.Write a short passage about an invention you know.（拓展训练） 作 业 批 改 反 馈 教 学 反 思 Unit 6 When was it invented? 课题 Unit 6 Period 3 Section A Grammar-4c 课型 语法课 设计人 教学目标 1. 知识目标： 1)学习掌握下列词汇：fridge, low, somebody, translate, lock, earthquake, sudden, all of a sudden, biscuit, cookie, instrument 2）进行一步复习巩固学习Section A 部分所学的生词和词组。 3）进一步学习运用一般过去时态的被动语态。 2. 能力目标：掌握主动语态变被动语态的方法，并通过不同方式的练习，来熟练运用。 德育目标 培养想象力，善于观察事物。面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。 教学重点 1) 学习生词fridge, low, somebody, translate, lock, earthquake, sudden, all of a sudden, biscuit, cookie, instrument 2) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。 教学难点 1) 一般过去时态的句子变为被动语态。 2) 综合运用所学的知识进行练习运用。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程 教学札记 Step I Lead-in 1. Have a dictation of the new words learned in the last class. 2. Review some main phrases we learned in the last class. Check the homework. Step II Learn Grammar Focus 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 ①拉链是什么时候被发明的？______ _____ the zipper ________? ②它于1893年被发明。It ______ _________ in 1893. ③它是由谁发明的？______ _____ it invented ______? ④它是由惠特科姆?贾得森发明的。It _____ _______ _____ Whitcomb Judson. ⑤茶叶什么时候被带到朝鲜去的？_____ ______tea ________ to Korea? ⑥茶叶在六到七世纪之间被带到朝鲜。It _____ _______ to Korea ________the 6th and 7th centuries. ⑦热冰淇淋勺用来做什么？What ____ the hot ice-cream _____ _____? ⑧它用于挖很冷的冰淇淋。It’s _____ ______ ______ really cold ice-cream. ⑨电话机在1876年被贝尔所发明。The telephone _____ ________ _____ Alexander Graham Bell in 1876. ⑩贝尔于1876年发明了电话机。Alexander Graham Bell _________ the telephone in 1876. 2. 学生们根据记忆，看大屏幕来完成填空练习。 3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Step III Discussion 1．Read aloud the sentences in the grammar frame until fluently. 2．Find out the passive structure with students. 3.以小组为单位，探究主动句变为被动句的步骤。 4. 以小组为单位，探究被动语态的运用情境。 1）不知道谁是动作的执行者或没必要知道谁是动作的执行者时。 2）需要强调动作的对象即宾语时。 3）有时为了礼貌等原因不愿说出行为者,这时也常用被动语态。 Step IV Comment 观察探究：一般过去时的被动语态 【观察】 All people laughed at him. He was laughed at by all people.　　He cut down a tree. A tree was cut down by him. 【探究】 (1)一般过去时的被动语态表示主语是过去某个动作的承受者，谓语动词由“was/were＋动词的过去分词”构成。 (2)把主动语态中的主语放在介词by之后作宾语，将主格改为宾格(“by＋人称代词”短语可以省略)。 一般过去时被动语态 一般过去时被动语态的结构为“主语+ was /were +及物动词的过去分词 (+by+动作的执行者).”。如： Trees were planted last spring. 去年春天种了树。 (3)含一般过去时的被动语态的几种句型结构 ①肯定句： 主语 + was/were +及物动词的过去分词 + 其他. Paper was invented by Chinese people two thousand years ago. 纸是中国人在二千多年前发明的。 ②否定句： 主语 + was/were not +及物动词的过去分词 + 其他. Women were not allowed to take part in the games at first. 开始妇女不允许参加奥运会。 ③ 一般疑问句： Was/Were +主语 +及物动词的过去分词 + 其他? Were these pictures drawn by your sister? 这些图片是由你妹妹画的吗？ Step V Practice Task1: Work on 4a: Tell Ss to read the sentences in 4a and rewrite the sentences using the passive voice. Task2: Work on 4b: Complete the sentences with correct forms of the verbs in the box. Task3:Work on 4c: Decide whether active or passive forms should be used in these sentences. Write the correct forms in the blanks. Task4: Check the answers. Step VI Homework (分层) 1.Review Grammar Focus ,then repeat it.(基础达标) 2.补全下列主动句变被动句。 （能力提升） ①Jenny put her clothes in the suitcase last night. Her clothes____ ____ in the suitcase last night. ② The twins sang an English song that day. An English song ____ _____ ___ by the twins that day. ③ Did they build a bridge here a year ago? ____ a bridge ____ here by them a year ago? ④They sold out the light green dresses yesterday. The light green dresses ____ _____ _____ out. 3.区分一般现在时的被动语态与一般过去时的被动语的用法。（拓展训练） 作业批改反馈 教学 反思 Unit 6 When was it invented? 课 题 Unit 6 Period 4 Section B 1a-1e 课型 听说课 设计人 教学目标 1. 知识目标： 1) 能掌握以下单词：crispy, salty, sour, by mistake, customer 2) 能掌握以下句型： ①Potato chips were invented by mistake. 2.能力目标：练习听力，掌握听力技巧。 德育目标 了解世界上一些对人类有着重要意义的发明的相关信息，开阔学生的眼界，养成勤于思考，善于发现的好习惯，培养学生的创造精神。 教学重点 进行听力训练，提高综合听说能力。 教学难点 听力训练 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 一课时 教学过程 教学札记 Step I Self Study 1. 知识链接： 搜集感兴趣的食物（如potato chips, sandwich, pizza, ice cream等）的出现和发展过程，尝试用英语进行阐述。 2. 教材自学： （1）预习本课所涉及的单词及短语，完成学案上的词汇检测； （2）回忆自己喜欢的食物尝起来是什么味道，完成书上的1a和1b. Step II Lead--in 1. Let Ss watch an interesting picture. 2. Ask some questions about them. 1. What did they eat? S1: Ice cream. 2. What did the big dog think of the ice-cream? S2: Sweet, cool, and delicious! Well let’s look at some other delicious food, please. Step III Learning and Discussion 6. Work on 1a The words in the box describe how food can taste.Write them under the correct pictures.Some pictures have more than one word. 7. Work on 1b:Write the name of a different food after each other. 3. Work on 1c: Listen and circle T for true or F for false. 4. Work on 1d: Listen again. Complete the sentences. 5 Work on 1e: Production (创新提升) Work in pairs. Make a conversation about the invention of potato chips. Use the information in 1c and 1d. Step IV Comment 1.The customer thought the potatoes weren’t thin enough.顾客认为土豆不够薄。 enough为副词,thin为形容词,enough修饰形容词的时候必须后置。 例如:important enough, tall enough, old enough, strong enough .作形容词:充当定语时,既可修饰可数名词,也可修饰不可数名词。 如:Are there enough seats for ten people? 有没有足够十人的座位? 即学即练: 根据汉语提示完成句子。 我们有足够维持一周的食物。We have ______________for a week. 2.George wanted to make the customer happy.乔治想让顾客高兴。 “make+宾语+形容词(作宾语补足语)”意为“使成为”“使作为”“使变成”。 即学即练:.电脑使英语学习更加容易。 Computers make it ___________ to learn English. 3.Potato chips were invented by a cook called George.薯片是由一个叫乔治的厨师发明的。 a cook called George 中过去分词短语作定语修饰名词a cook, 其中called可以用named替换。例如: I have a pet cat called/named Mimi.我有一个叫做咪咪的小宠物猫。 即学即练: 1.Somebody________ Jack phoned while you were out. A.to call B.calling C.being called D.called 4.The customer was happy in the end. （译） in the end意为最后，最终，相当于at last,finally,其后不接of短语。可以放在句首， 也可以放句末，时常用逗号与句子隔开。 最后王萍到了那个村庄。____________ . Wang Ping got to the village. ① .At the end of ...后接地点名词，表示‘在、、、终点’，后接表示时间的名词时， 表示‘在、、、结束时’。Walk along the street and you will find the hospital ____________ of the street. 沿着这条街往前走，在街的尽头你会找到那家医院。 We will have an English test ____________ this week.这个周末我们要举行一次英语测试。 ②.by the end of ..意为“在……以前”常与将来时态和过去完成时态连用。 We'll finish the work ____________ the year。我们在年底以前就会完成这项工作。 Step V Practice 用所给单词的适当形式填空。（被动语态） 1. The TV ____________ (invent) around 1927. 2. They are used for _______ (see) in the park. 3. This kite _________ (make) by Uncle Wang. 4. Tea ______________ (discover) a long time ago. 5. Our classroom _________________ (should clean) every day. 6. Many trees and flowers ___________(plant) in our school last year and they made our school a beautiful garden . Step VI Homework (分层） 1．Make conversations with other students talking about how potato chips were invented after class.(基础达标) 2．Write a conversation to talk about something else.(能力提升) 3．Translate the following sentences into English.（拓展训练） (1)薯片是怎么发出来的？ ___________________________________________________________ (2)那种食物甜脆可口。 ___________________________________________________________ (3)太咸的食品不受欢迎。 ___________________________________________________________   作 业 批 改 反 馈 教 学 反 思 Unit 6 When was it invented? 课 题 Unit 6 Period（5-6）Section B 2a-2e 课型 阅读课 设计人 教学目标 1.知识目标： 1)能掌握以下单词：crispy, salty, sour, by mistake, customer, the Olympics, Canadian, divide, divide…into, basket, popularity, look up to, hero, professional 2) 能掌握以下句型： ①Potato chips were invented by mistake. ②It is believed that the first basketball game in history was played on December 21, 1891. ③Dr. Naismith divided the men in his class into two teams and taught them to play his new game. ④At the same time, they need to stop the competing team from getting the ball into their own basket. ⑤These stars encourage young people to work hard to achieve their dreams. 2.技能目标：培养学生的阅读能力和归纳能力。 .德育目标 了解世界上一些对人类有着重要意义的发明的相关信息，开阔学生的眼界，养成勤于思考，善于发现的好习惯，培养学生的创造精神。 教学重点 1)掌握本课时出现的生词及用法。 2)阅读短文，获得相关信息，提高学生们的综合阅读能力。 教学难点 阅读2b部分的短文并完成相关要求。 教学准备 搜集图片素材和制作课件 教学方法 合作探究法 、圈点批注法 课时安排 二课时 教学过程 教学札记 Step I Self Study 1.知识链接： 学生自行查阅篮球的起源及发展史，了解其主要组织NBA，CBA等的全称及含义。 2..教材自学： （1）预习课文中不熟悉的单词及短语； （2）自主阅读2b中的课文，标出不太理解的句子，多读几遍，直到把课文读得准确、流利。 Step II Lead-in Let the students talk about some sports in their free time. 1．What are the sports that are usually played indoors? 2．What are the sports that are played outdoors? Use pictures to learn some new words. Step III Learning and Discussion Work on 2a Show some pictures of playing basketball.Tell students to discuss the following questions with their partner and share their ideas with the class. 1．Do you like basketball? 2．Do you watch basketball games? 3．How much do you know about this sport? 4．Where can we see people playing basketball? 5．Why do many people love playing basketball? Work on(2b～2d) ●Before reading Ask students to skip the passage and find out the answer. The general idea of the passage is about ________． A．the man who invented basketball B．the development and popularity of basketball C．the rules to play basketball ●While reading 1.Let students scan the passage and check their answers. 2.Get the students to complete the mind map in 2c with the information in the passage. 3．Have the students read the passage again and find out the answers to the following questions in 2d. (1)Who invented basketball and how is it played? (2)When was the first basketball game in history played? (3)Why were the Berlin Olympics important for basketball? (4)What are the professional basketball groups in America and China? (5)How popular is basketball? ●After reading 1．Read the text again and then finish the following mind map. Step IV Comment Language points 1.The number of foreign players, including Chinese players, in the NBA has increased. NBA中包括中国球员的外国球员数量有所增加。 the number of 意为“……的数量”,作主语时谓语动词用单数。 a number of意为“许多的;大量的”,后接可数名词复数形式。修饰主语时,谓语动词用复数。 即学即练 I have collected___________ stamps. A.a number of B.the number of C.a little 2.It is over 100 years old and is played by more than 100 million people over 200countries.它有100多年的历史。在200多个国家有1亿人在玩。 Million意为”百万”,前面若有具体的数词修饰时，不能用复数形式，也不能与of连用，millions of意为”数以百万计的”,不与表示$$