第一篇：Unit 3 教案范文
Unit 3 Could you please tell me where the restrooms
are?
第一课时 Section A(1a－2d)I.Target Navigation 【目标导航】 ◆Key words and phrases：
restroom，stamp，bookstore，beside，postcard，pardon，washroom，bathroom，normally rush ◆Key sentences：
(1)Excuse me，could you please tell me where I can get some money？Yes.There is a bank on Main Street.(2)Excuse me，could you please tell me how to get to the bookstore？Sure，just go along Main Street until you pass Center Street.The bookstore is on your right，beside the bank.(3)Excuse me，do you know where I can get some postcards？Sure.Go to the second floor.There's a bookstore between the bank and the supermarket.◆Skills：能听懂谈话中涉及的询问信息的内容；用重点句型询问并谈论你自己的城镇或城市，学会有礼貌地询问信息。
◆Emotion：通过听说训练学习有礼貌地询问信息，从而培养学生礼貌待人的礼节。
II.Learning important and difficult points 【学习重难点】
1．用重点句型询问并谈论你自己的城镇或城市，学会有礼貌地询问信息。2．重点句型：
Excuse me，could you please tell me where I can get some money? Yes.There is a bank on Main Street.Excuse me，could you please tell me how to get to the bookstore? Sure，just go along Main Street until you pass Center Street.The bookstore is on your right，beside the bank.Excuse me，do you know where I can get some postcards? Sure.Go to the second floor.There's a bookstore between the bank and the supermarket.III.The guidance of learning methods 【学法指导】
小组合作。
IV.Teaching Steps 【教学过程】
◆Autonomous Learning Scheme 【自主学习方案】
☞预习指导与检测(一)预习指导
1．预习Page 17、18上生词和短语，根据音标会读记。2．朗读Page 17、18的句子，能英汉互译。(二)预习检测
Ⅰ.翻译下列单词、短语和句子。1．取钱________________ 2．买杂志________________ 3．吃晚餐________________ 4．买词典________________ 5．买一双鞋________________ 6．买邮票________________ 7．买张报纸________________ 8．得到一些关于这个镇的信息________________ 9．花店________________ 10．走过________________ 11．主题公园________________(Keys：1.get some money；2.get some magazines；3.have dinner；4.get a dictionary；5.get a pair of shoes；6.buy some stamps；7.buy a newspaper；8.get some information about the town；9.flower store；10.go past；11.amusement park)Ⅱ.完成书中第17页1a的练习。
◆Classroom Learning Guidance Scheme 【课堂导学案】
【探究一】
1．听录音，完成活动1b。2．听录音，核对答案。
【探究二】用1a的信息造对话，然后谈论你自己的城市或城镇，完成1c。A：Excuse me，could you please tell me how to get to the bookstore? B：Sure，just go along Main Street until you pass Center Street.The bookstore 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.【探究三】听录音。你将听到下面的一些方向，根据你听到的顺序给这些方向标号。完成2a部分。
【探究四】再听，在上面的图画里划线标明那个男孩怎样走向超市，完成2b。【探究五】同桌合作造关于2a图画里其他地方的会话，完成2c。A：Excuse me，do you know where I can get some postcards? B：Sure.Go to the second floor.There's a bookstore between the bank and the supermarket.【探究六】小组合作完成2d。1．学生自读，找出疑惑。2．教师解疑并教读对话。
3．师生、生生分角色扮演对话。
◆Classroom Evaluation Scheme 【课堂评价案】
详见当堂训练部分(即学生用书同步练习题)。
V.Teaching Reflection 【教学反思】
这是第三单元的第一课时，本课时主要通过听说活动让学生能初步听懂谈话中涉及的询问信息的内容；用重点句型询问并谈论你自己的城镇或城市，学会有礼貌地询问信息。
本课时的学习目标主要让学生准确记住单词和短语：restroom，stamp，bookstore，beside，postcard，pardon，washroom，bathroom，normally，rush和熟练询问并谈论你自己的城镇或城市的句型：Excuse me，could you please tell me where I can get some money？Yes.There is a bank on Main Street.Excuse me，could you please tell me how to get to the bookstore？Sure，just go along Main Street until you pass Center Street.The bookstore is on your right，beside the bank.Excuse me，do you know where I can get some postcards？Sure.Go to the second floor.There's a bookstore between the bank and the supermarket.在这节课里，我通过让学生进行小组合作，分组竞赛的方式完成教学任务，课堂气氛热烈，收到了很好的效果。
第二课时 Section A(3a－4c)I.Target Navigation 【目标导航】 ◆Key words and phrases：
suggest，pass by，staff，grape，central，pardon me，mail，east ◆Key sentences：
(1)Excuse me，do you know where I can buy some medicine？Sure.There's a supermarket down the street.(2)Could you please tell me how to get to the post office？Sorry，I'm not sure how to get there.(3)Can you tell me when the band starts playing this evening？It starts at 8：00 p.m..(4)I wonder where we should go next.You should try that new ride over there.◆Skills：进一步学会谈论你所在的城镇或城市，学会有礼貌地询问信息。◆Emotion：通过学习有礼貌地询问信息，从而培养学生礼貌待人的礼节。
II.Learning important and difficult points 【学习重难点】
1．带疑问句的宾语从句。2．学会有礼貌地询问信息。3．任务型阅读。
III.The guidance of learning methods 【学法指导】
任务型阅读；采用自主学习的方式，能根据需要进行有目的预习。
IV.Teaching Steps 【教学过程】
◆Autonomous Learning Scheme 【自主学习方案】
☞预习指导与检测(一)预习指导
1．预习Page 19、20上生词和短语，根据音标会读记。
2．朗读Grammar Focus的句子并理解句子意思，感知带疑问句的宾语从句，有礼貌地询问信息。
(二)预习检测 翻译官。
1．快乐时光公园________________ 2．the ride________________ 3．快餐________________ 4．经过，路过________________ 5．早点来________________ 6．staff person________________ 7什么，请再说一遍________________(Keys：1.Fun Times Park；2.供乘骑的游乐设施；3.fast food；4.pass by；5.come a little earlier；6.管理人员；7.pardon me)◆Classroom Learning Guidance Scheme 【课堂导学案】
【探究一】任务型阅读。
1．阅读会话，回答下列问题，完成3a。
(1)Why did Alice not want to go on the new ride？How did she feel after the ride?(2)What is special about Uncle Bob's restaurant？Should Alice and He Wei get there early for dinner？Why? 2．在询问信息的会话中，在问题和陈述句下划线，用不同的方法改写他们，完成3b。【探究二】小组活动。
用Grammar Focus的重点句型造对话，体会感知有礼貌地询问信息。【探究三】完成4a部分。
1．学生改写问题使它们更有礼貌。2．小组核对答案并展示成果。【探究四】完成4b部分。
1．小组活动，在课本所设情形下，每个人应该问什么？参照例句完成余下3题。2．小组核对答案并展示成果。【探究五】完成4c部分。
1．写一个游客有可能问你所在的镇或城市的四个问题。2．与你的同桌分角色扮演对话。
A：Excuse me，could you please tell me where the nearest bank is? B：Sure.You go east along this street„
◆Classroom Evaluation Scheme 【课堂评价案】
详见当堂训练部分(即学生用书同步练习题)。
V.Teaching Reflection 【教学反思】
本节课是Section A的小结课，同时还有一个阅读的任务，通过学生的自主学习活动完成阅读任务，用Grammar Focus的重点句型造对话，体会感知有礼貌地询问信息：Excuse me，do you know where I can buy some medicine？Sure.There's a supermarket down the street.Could you please tell me how to get to the post office？Sorry，I'm not sure how to get there.Can you tell me when the band starts playing this evening？It starts at 8：00 p．m.I wonder where we should go next.You should try that new ride over there.上完这堂课，学生已经基本都能用带疑问句的宾语从句有礼貌地询问信息，能熟练运用“How do you get to school？How long does it take？”达到了本课的知识目标，并让学生在层递式的课堂设计中一步步走进英语学习。
第三课时 Section B(1a－1e)I.Target Navigation 【目标导航】 ◆ Key words and phrases：
fascinating，convenient，mall，clerk，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? ◆ Skills：
1．用目标句型造对话。
2．通过听说训练让学生听懂游客所询问的信息，学会谈论你所在城市的特色。◆ Emotion：通过让学生谈论所在城市的特色，激发学生热爱家乡的感情。
II.Learning important and difficult points 【学习重难点】
通过听说训练让学生听懂游客所询问的信息，学会谈论你所在城市的特色。
III.The guidance of learning methods 【学法指导】
通过小组听说训练，确立在用中学，在做中学的思想。
IV.Teaching Steps 【教学过程】
◆Autonomous Learning Scheme 【自主学习方案】
☞预习指导与检测(一)预习指导
1．预习Page 21上生词和短语，根据音标会读记。2．完成1a练习。(二)预习检测 翻译官。
1．迷人的，有吸引力的________________ 2．便利的，方便的________________ 3．职员________________ 4．较大的女孩________________ 5．较小的女孩________________(Keys：1.fascinating；2.convenient；3.clerk；4.older girl；5.younger girl)◆Classroom Learning Guidance Scheme 【课堂导学案】
【探究一】用1a的词谈论你所在城市的地方，完成1b。A：The Fine Arts Museum is really interesting.B：Yes，and it's beautiful，too.【探究二】听会话，完成1c句子。再听一遍会话，师生核对答案。【探究三】完成1e部分。
在职员和游客之间分角色扮演对话。
◆Classroom Evaluation Scheme 【课堂评价案】
详见当堂训练部分(即学生用书同步练习题)。
V.Teaching Reflection 【教学反思】
本课时继续进一步通过听说训练让学生听懂游客所询问的信息，学会谈论你所在城市的特色。本节课的听力练习比较多，学生在学完Section A的基础上，听懂应该没问题，关键是在平时的听力训练中，教师要有意识地渗透一些听力技能，让学生养成一些好的听的习惯，这样才不至于在真正的考试中遇到听力部分就慌了神，乱了阵脚。
第四课时 Section B(2a－2d)I.Target Navigation 【目标导航】 ◆Key words and phrases：
politely，request，direction，correct，polite，direct，indirect，speaker，whom，impolite，address，underground，course ◆Key sentences：
(1)Where are the restrooms？Could you please tell me where the restrooms are?(2)When is the school trip？Excuse me，Mr.West.Do you know when the school trip is?(3)Peter，tell me your email address.Peter，could you please tell me your email address?(4)We also need to learn how to be polite by being less direct or more indirect.◆Skills：任务型阅读，学会找主题句。
◆Emotion：理解本课文章，培养学生用英语有礼貌地询问信息。在不同的情形下，你需要选择和运用植根于文化语言的合适的语言。
II.Learning important and difficult points 【学习重难点】
任务型阅读，学会找主题句。
III.The guidance of learning methods 【学法指导】 找主题句。
IV.Teaching Steps 【教学过程】
◆Autonomous Learning Scheme 【自主学习方案】
☞预习指导与检测(一)预习指导
1．预习Page 22上生词和短语，根据音标会读记。
2．课本预习：读前思考：Where do you need to make polite requests？想出一些可能的情形，与你的同桌讨论它们。
(二)预习检测 翻译成汉语。
1．When you visit a foreign country，it is important to know how to ask for help politely.________________________________________________________________________ 2．We also need to learn how to be polite by being less direct or more indirect.________________________________________________________________________ 3．Good speakers of English change the way they talk when they speak with different people in different situations.________________________________________________________________________ 4．The expressions they use might depend on whom they are speaking to or how well they know each other.________________________________________________________________________ 5．It is all right to ask direct questions in some situations，like with your classmates.________________________________________________________________________ 6．It might seem more difficult to speak politely than to be direct.________________________________________________________________________ 7．This will also help you become better at English，or any other language you wish to speak.________________________________________________________________________(Keys：1.当你出访外国时，知道怎样有礼貌地求助很重要。2.我们也需要学会怎样有礼貌，靠较少直接或更多间接。3.英语说得好的人在不同的情形下与不同的人讲话时会改变他们谈话的方式。4.他们所用的表达可能取决于他们与谁讲话或者他们相互了解的多么好。5.在一些情形下问直接的问题没关系，像与你的同学。6.有礼貌的讲话比直接讲话似乎更难。7.这也将帮助你在英语或你想讲的任何语言方面变得更好。)◆Classroom Learning Guidance Scheme 【课堂导学案】
【探究一】读中。
1．阅读P22页的2b，在每一段的主题句下划线。
2．从段落中找到所有直接的问题和有礼貌的请求，完成2c。
【探究二】读后，组内探讨。读下列请求。在第二栏，如果你与你认识的人说它，写A；如果你与陌生人说它，写B。在最后一栏，写你认为这些人所在的地方。◆Classroom Evaluation Scheme 【课堂评价案】
详见当堂训练部分(即学生用书同步练习题)。
V.Teaching Reflection 【教学反思】
本节课是一节阅读课，在这节课上要求学生们学会找主题句，因而这一阅读方法应该贯穿这一节课的始末，在学生复习前面内容的基础上，按照任务型阅读的要求，我让学生一步一步根据2a、2b、2c、2d的提示完成阅读任务，在这一过程中，一定要让学生采用自我预习，小组合作，集体讨论的方式完成任务，才能达到预期的效果。
第五课时 3a－Self Check I.Target Navigation 【目标导航】 ◆Knowledge goals：
1．复习本单元重要词组和句型。
2．学习给学校写一封有礼貌的信请求你所知道的信息。◆Skills：熟练运用本单元句型。
◆Emotion：培养学生用英语有礼貌地询问信息。
II.Learning important and difficult points 【学习重难点】
1．复习本单元重要词组和句型。
2．学习给学校写一封有礼貌的信请求你所知道的信息。
III.The guidance of learning methods 【学法指导】
学会归纳梳理知识点。
IV.Teaching Steps 【教学过程】
◆Autonomous Learning Scheme 【自主学习方案】
☞预习指导与检测(一)预习指导
复习并掌握本单元单词和短语。1．自读并记忆单词5分钟。
2．组内练习，运用本单元的句型相互提问。(二)预习检测
翻译以下单词或短语。
1．在„„拐角________________ 2．期望________________ 3．冬装________________ 4．一个短期的学习假期________________ 5．一个讲英语的国家________________ 6．想知道________________ 7．有礼貌地请求信息________________ 8．感谢帮助你的人________________(Keys：1.on the corner of„；2.look forward to；3.winter clothes；4.a short study vacation；5.an English-speaking country；6.wonder；7.politely ask for information；8.thank the person for helping you)◆Classroom Learning Guidance Scheme 【课堂导学案】
【探究一】想象你将去一个讲英语的国家度一个短期的学习假期。在你去之前你想知道什么？针对表格中所列话题写一些有礼貌的间接的问题，完成3a。【探究二】给学校写一封有礼貌的信请求你所知道的信息。用你在3a的笔记，完成3b。【探究三】完成Self Check部分。1．完成活动1，用方框里的词填空。
2．完成活动2，用所给的词写问题和答案。◆Classroom Evaluation Scheme 【课堂评价案】
详见当堂训练部分(即学生用书同步练习题)。
V.Teaching Reflection 【教学反思】
本节课是第三单元的最后一节课，主要内容是复习本单元的单词，短语和交际用语，同时学习给学校写一封有礼貌的信请求你所知道的信息。我通过让学生自主复习，小组合作，教师引导，完成对本单元知识点的梳理，使学生对本单元知识有一个清晰的思路和深刻的印象，同时，通过3a、3b的活动，让学生完成对本单元知识的综合运用，也是对学生的更高要求：学习给学校写一封有礼貌的信请求你所知道的信息。上完这节课，我觉得任务基本完成，有一点遗憾的是由于学生课前没有对本单元要求记忆的内容及时复习，在课堂上让学生读记耽误了一些时间，使这节课的时间稍微有点紧张。
第二篇：unit3教案
Unit 3 Teenagers should be allowed to choose their own clothes.I.Programs for the Unit
1.Teaching Goals
(1)In this unit, students learn to talk about what they are allowed to do.(2)In this unit, students learn to agree and disagree.(3)In this unit, students learn the passive voice.2.Important words and expressions
Allow, pierce, silly, stay up, drive, driver’s license, Do you think…? I agree.I disagree.I don’t agree.3.Target Language
I think sixteen-year-olds should be allowed to drive.I disagree.I think sixteen is too young.Do you think thirteen-year-olds should be allowed to have part-time job?
No, I don’t.4.Teaching Difficulty
The Passive Voice
So do I.II.Teaching Time
Four periods
Period 1 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: pierce, license, silly, earring, instead of(2).Key structures: I think students should be allowed to do homework with friends.I disagree.They talk instead of doing homework.Sixteen-year-olds should not be allowed to drive.I agree.They aren’t serious enough at that age.Do you think sixteen-year-olds should be allowed to work at night? No, I don’t.2.Teaching Difficulty
To master the structure: should + be allowed to do sth 3.Teaching Aids
A tape recorder
Some pictures
Teaching Procedures Step I.Greetings and Lead-in 1.Show a picture with a boy smoking on it.Say, Look, this boy is smoking.Do you think it’s right for teenagers to smoke? Yes.Students should not be allowed to smoke.2.Write the sentence on the blackboard.3.T: Do you like watching TV? Do your patents allow you to watch TV?
Ss: Yes, they do.My parents allow me to watch TV.T: Yes.You are busy on weekdays.Parents should allow you to watch TV.Write the sentence on the blackboard.Parents should allow you to watch TV.→ You should be allowed to watch TV by patents.Then ask students to say the differences between the sentences.And tell them “should be allowed to do sth” is a kind of the passive voice.Step II.Language Study 1.Ask students to make short conversations with “should/shouldn’t be allowed to do sth”.2.Ask some pairs to present their conversations.Step III.1a 1.T: I think there are many things for you to be allowed to do.Of course, there is something you shouldn’t be allowed to do.Please look at statements in 1a.Circle “A” or “B” and give the reasons.2.Students circle.3.Ask some students to give their opinions.Step IV.1b 1.Describe the pictures.Read the conversation and guess the other two conversations.2.Students listen and circle “T” or “F”.3.Check the answers with the students.Give the reasons.Step V.1c Pair work 1.Read the instructions and the conversation to the class, then ask students to make similar conversations.2.Ask some pairs to present their conversations.Step VI.2a 1.Describe the picture.2.T: We’re going to listen to a conversation.In this conversation, Kathy is talking with Molly about their friend-Larry.3.Read the instructions to the class.Then listen and check.4.Listen again and check the answers with the students.Step VII.2b 1.T: Let’s listen to the conversation again and number their reasons in the correct order.2.Listen and number.3.Listen again and check the answers with the students.Step VIII.2c Pair work 1.Read the instructions to the class.And give an example with a student.2.Ask students to work in pairs.3.Ask several pairs to present their conversations.Step IX.Summary
Ask one or two students to tell what they learned in this class.Step X.Homework Make five sentences using “should/shouldn’t be allowed to do sth”
Period 2 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: stay up
(2).Key structures: So do we.2.Teaching Aids
A tape recorder Teaching Procedures Step I.Greetings and Revision 1.Greet the class and check the homework.Step II.3a 1.Listen to the conversation with the books closed.Then answer teacher’s question about the conversation.2.Books open.Read the instructions and answer any questions students may have about the conversation.Then point out the sample answers.3.Ask students to read the conversation and complete the chart on their own.4.Check the answers.Step III.3b Pair work 1.Read the instructions to the class.2.Go on the conversation in pairs.3.Ask several pairs to present their conversations.Step IV.4 Group work 1.Read the instructions to the class.Then say, you can move around the room and talk to other students.Your job is to find another student who follows each of these rules.2.Go through the rules.3.Students do the work.4.Ask several students to tell the class what they learned.Step V.Section B 1a 1.Describe the pictures with the students.2.Read the instructions to the class.3.Check their choices.Step VI.Section B 1b Pair work 1.Read the instructions and the sample conversation to the class.2.Work in pairs.3.Ask several students to present the conversations.Step VII.Section B 2a
1.Read the instructions to the class and ask students to read the items by themselves.2.Listen and circle the things they hear.3.Check the answers.Step VIII.Section B 2b 1.Read the instructions to the class and ask students to read the items by themselves.Then ask them to try to guess some answers.2.Listen and match the sentences parts.3.Check the answers.Step IX.Section B 2c Group work 1.Read the instructions to the class.2.Students make conversations in groups.3.Ask some groups to present their conversations.Step X.Summary and homework 1.Ask a student to summarize what they learned in this class.2.Write Part 4 in Section A
Period 3 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: Concentrate on, study, design, present, at present, opportunity, volunteer, local，member, mess, old people’s home, sleepy, reply, newsletter(2).Key structures: We would concentrate more on our clothes than our studies.Last summer I had an opportunity to volunteer at the local hospital.2.Ability Objects
To train students’ reading and writing ability.3.Teaching Aids
A tape recorder
Teaching Procedures Step I.Revision 1.Ask some students say sentences with the pattern:
should /shouldn’t be allowed to do sth Step II.3a 1.Read the instructions to the class.2.Students read the article and answer the questions.3.Check with the students.4.Analyze the useful expressions the other day, The problem is that…, would like to do sth, concentrate on, be good for, a good way to do sth, keep sth adj., learn sth from sb, at present, have an opportunity to do sth，5.Answer any questions students may have about the conversation.Step III.3b Pair work 1.Read the instructions to the class.2.Read the conversations together.3.Work in pairs.4.Ask two or three students to share their conversation.Step IV.4 1.Read the instructions to the class.2.Ask a pair to read the conversation as an example.3.Complete the work.4.Ask a few students to tell the class about their rules.Self check 1 1.Read the instructions to the class.And ask students to fill in the blanks on their own.Tell students they may need to use another form of the word.2.Students fill in the blanks.3.Check the work with the students.And ask them to tell why they choose the answers.Step V.Self check 2 1.Read the instructions to the class.2.Students read the article and ask any questions they have about the article.3.Answer several questions given by the teacher，(1)What’s the writer’s opinion?
(2)What does the writer want to be?(3)What does Tian Ge want to be?(4)What do you think of their day? 4.Focus attention on the letter and ask students to continue the letter.5.Ask two or three students to read theirs.Step VI.Summary
Ask one or two students to tell what they learned in this class.Step VII.Homework Write Part 2 in self check in the exercise book
Period 4 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: obey, get in the way, achieve, realistic, taught, importance, care about, succeed, point(2).Key structures: These hobbies can get in the way of schoolwork.Our son needs to be realistic.My parents care about me.I’m serious about running.2.Ability Objects
To train students’ reading ability.3.Teaching Aids
A tape recorder
Teaching Procedures Step I.Section 1 1a 1b Group work 1.Read the instructions to the class.2.Ask some students to list some rules that they agree should be obeyed, both at school and at home.3.Ask some students to answer “Yes” or “No”, and give the reasons.Step II.Section 2
1.Go through the learning strategy.2.Scan the reading silently, and find the three phrases in 3a.Then give the meanings and make new sentences.3.Read the article and finish 3b in Section 3.4.Read the article again and fill in the blanks in the following sentences，(1)Liu Yu’s idea is to be ___________.(2)His parents’ opinion is very ____________.(3)They worry about his ___________ at school.(4)His parents don’t allow him to __________ on school nights.(5)He wants to be allowed to _________ for himself.5.Check the blanks together.6.Read the third time and analyze some useful expressions 8.Answer students’ questions about understanding the article.Then add others that students don’t mention.9.Discussion
Should Liu Ye be allowed to practice running? Step III.Section 4 Go for it.1.Read the instructions to the class.2.Ask students to write a schedule that plans their time for schoolwork and hobbies.3.Ask students what the benefits are of a schedule like this.4.Suggest students share their plans with their parents.Step IV.Summary
Ask one or two students to tell what they learned in this class.Step V.Homework Repeat Section 2 after the tape.Remember the words.Do “If you have time”.
第三篇：Unit3教案
新外研英语七年级上Module 10 Unit 3教案
Unit 3 Language in use.课型：Revision 课时：45 minutes 课前预测 In this Unit, they’ll learn more about the Present Continuous Tense.It will not too difficult to learn it.教学方法：Interactive approach, writing and speaking.板书设计：Key words and sentences in PPT.教学目标：
1.Master the key words and expressions in Module 10.2.Master the Present Continuous Tense.3.Cultivate their ability of creation.教学重难点：
1.Key words and expressions.2.Key sentences in Module 10.3.How to use the Present Continuous Tense.教学准备：
PPT/pictures on the Internet/ videotape.教学过程：
Step 1.Warming up:
Ask them: What do Chinese people often do on Spring Festival? step2.Language practice.1.Go through the sentences and read them.2.Find the rules and talk about the picture in Part 1.step3.The Present Continuous Tense.1.The forms of different sentences of the Present Continuous Tense.2.The differences between the Simple Present Tense and the Present Continuous Tense.3.Exercises about the Present Continuous Tense.step4.Complete the passage.1.Complete the passage in Part 4 by themselves.2.Check answers each other, then read their answers loud in class in pairs.Step 5.Saying.Find four things that you both do at Spring Festival.Check the answers.Stetp 6.Around the world.Go through the passages of around the world to learn something about Christmas.Step 7.Ask and answer.Work in pairs.Ask and answer questions to finish Part 6.Step 8.Write notes.Write notes to finish Part 7.Step 9.Writing and saying.Write a letter to a pen friend.Then have a quick test.Step 10.Exercises
Do some exercises in class to consolidate the Simple Present Tense and the Present Continuous Tense.Encouragement should be given.Step 12.Homework 1.Master all the key words and sentences in Module 10.2.Write a short composition about Spring Festival.3.Additional exercises.
第四篇：unit3 Fashion 教案
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Unit3 New words Teaching aims: Learn some news words.Emotional aims: Enjoying learning English.Teaching important points: Learn some news words.Teaching difficult points: Learn some news words.Teaching method: practicing Teaching procedure: StepⅠ: Revision Review some words and phrases.StepⅡ:Learn some new words.1.Read after the teacher.2.Read in groups.3.Read themselves.4.Read in turn.StepⅢ Practice Translate some new words into English or Chinese.StepⅣ Summary and homework Recite news words.Teaching thinking: Students are active in class, and the result is good.Blackboard design: Some word formation.wear trousers gold normal intend manufacture
„ 总第 课时
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Warming up Teaching aims: Learn some news words.Emotional aims: Making choices in life.Teaching important points: Discuss some questions.Teaching difficult points: Learn some news words.Teaching method: practicing and discussing.Teaching procedure: StepⅠRevision Review some words.StepⅡ1．检查学生预习生词的情况。2．组织讨论3个问题
Do you know how blue jeans became popular? Do you like to wear blue jeans? What is the present fashion in your town? 3.要求学生用英语如实回答上面的3个问题 StepⅢ Summary and homework Recite news words.Teaching thinking: Students are active in class, and they need to practice more.Blackboard design: Do you know how blue jeans became popular? Do you like to wear blue jeans? What is the present fashion in your town? 总第 课时
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Reading Teaching aims: 理解文章的基本内容 Emotional aims:享受学习英语的乐趣
Teaching important points: 掌握Key words和useful Expressions的基本用法 Teaching difficult points: 掌握Key words和useful Expressions的基本用法 Teaching method: practicing and reading.Teaching procedure: StepⅠ1.Revision Review some words.StepⅡReading 1.Read the text carefully in a few minutes.2.Answer the following questions.(1)Many young people like to wear blue jeans.Do you know who made jeans first?(2)And why did he make this kind of trousers? 3.Discuss in groups and answer these questions.StepⅢ Key words和Useful Expressions ①Each time you step into your old jeans,you are putting on a piece of history.每当你双腿伸入你的老式牛仔裤时，你便把一段历史穿上身了。step into“踩入”“踏进”，例如：
He stepped into the boat and said goodbye to us.他登上船向我们道别。
he boy stepped into his shoes and ran out of the room．那个孩子穿上鞋从屋里跑出去。区别put on，have on，wear, dress的用法： put on是“穿„„”“戴„„”的意思，可用于穿衣服、穿鞋、戴帽子等，着重于穿戴的动作。例如：
Put on more clothes, or you'll be cold．多穿点衣服否则你会感冒的。He put on his hat and went out of the room．他戴上帽子出去了。have on与wear相同，表示穿戴的状态，意思是“穿着„„”“戴着„„”，旦have on-般不用于进行时，而wear可以。
Li li is wearing a yellow dress today．李莉今天穿着一件黄色连衣裙。
She always has her red shoes on.(wears her red shoes)她总是穿着一双红鞋。dress用于。穿着”“打扮”，表示动作。可作及物动词和不及物动词，作穿着解时，只用于穿衣服，不用于穿鞋、戴帽子、戴手套等。作及物动词时，它的宾语是人，不是衣服，即dress sb意思是“给„„穿衣服”“打扮„„”。例如：
She is old enough to dress herself.她长大了，可以自己穿衣服了。
The mother hurriedly dressed her son and went out．这位妈妈匆匆忙忙给她儿子穿上衣服就出去了。
另外be dressed in表示状态，“穿着„„衣服”。She was dressed in white.她穿着白色的衣服。
The two foreigners were both dressed in Chinese style clothes．这两个外国人穿着中式衣服。
②The first jeans were made in 1850, in the California gold rush．第一批牛仔裤在1850年制成，那是在加利福尼亚淘金潮中。
the California gold rush加利福尼亚淘金潮，句中的the California gold rush指的是1848年1月24日在加利福尼亚的萨特磨房发现了黄金，次年就有8万名梦想发财致富的冒险家迅速涌往西海岸，加入淘金热潮。
③A man named Levi Strauss realized that the gold miners' normal trousers wore out too quickly．一个名叫李·施特劳斯的人了解到淘金者穿的普通裤子很快就穿坏了。Levi Strauss a man named Levi Strauss一个名叫“李‘施特劳斯的人”。named是过去分词短语作后置定语，修饰man，相当于who was named Levi Strauss 又如：
Do you know a girl named Yang Mei?你认识一个名叫杨梅的女孩吗？
再如本课第四自然段中：„the rivet used to strengthen the jeans in the crouch got too hot and made them very uncomfortable．其中used to strengthen the jeans in the crouch也是过去分词短语做后置定语，修饰the rivet。wear out作“穿坏”“穿旧”“用环”解，例如：
Children wear out their shoes very quickly.小孩子很快就把鞋穿坏了。
I have worn my suit out．I must get another.我已经把衣服穿坏了，必须买一件。My socks have worn out.我的袜子穿坏了。
The old clock finally wore out.最后这只旧钟用坏了。StepⅣ Practice Translate some new words into English or Chinese.StepⅣ Summary and homework Recite news words and phrases.Teaching thinking: Students are active in class, and they need to practice more.Blackboard design: Some words and expressions.step into put on named wear out 总第 课时
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Reading Teaching aims: 理解文章的基本内容 Emotional aims: 克服学习中的困难
Teaching important points: 掌握Key words和useful Expressions的基本用法 Teaching difficult points: 掌握Key words和useful Expressions的基本用法 Teaching method: practicing and reading.Teaching procedure: StepⅠ1.Revision Review some words.StepⅡReading 1.Read the text carefully in a few minutes.2.Decide whether the following statements are T(true)or F(false).(1).The world's favorite trousers, blue jeans, are now over 150 years old.(2).Maybe he was a business man.(3).The rivet in crotch got too hot by the fire and made them uncomfortable.(4).Because they maybe think it is fashionable or they may admired the film stars 3.Discuss and answer in groups.StepⅢ Key words和Useful Expressions ④Strauss had bought some strong covers, intending to make it into tents and wagon covers.施特劳斯买了一些结实的帆布，打算用来做帐篷和车棚。intend to do sth.意思是“打算做某事” “要做某事”，例如：-What do you intend to do today? 你今天打算做什么？-I intend to visit your school.我打算去参观你们学校。
I’ve make a mistake，though I didn’t intend to我犯了一个错误，尽管不是存心要犯的。
make A into B“用原材料A制成B”，例如：
We make the wood into a table.我们把这些木料制成了一张桌子。
She make the material into a dress.她把那块料子做成了一件女外衣。注意make A out of B的意思是“B原料制成A”，其被动结构A is made out of B表示“A是用B为原料制成的”。如本课中的：
...he made some trousers out of it...„„他用这些帆布制成裤子。又如：
The boy make a boat out of wood.(The boat was made out of wood.)那个男孩用 木头做了一只小船。
上述make out of短语动词也可用make of来代替，其意思相同。被动式是A is made of B。例如：
The table is made of wood.桌子是用木头做的。
Little toys were made of piece of color paper．小玩具是由彩纸做的。另外还有make from“用„„制成”；be made from“„„是由„„制成 的”。例如：Children made little toys from pieces of color paper.孩子们用彩纸做玩具．
Butter is made from milk.奶油是用牛奶制成的．
⑤Strauss ordered boat-loads of that material and, to keep color consistent‘, had it all Shall we order our dinner now? 我们现在就定饭菜，好吗？ have sth.done结构在本句中表示“使某事完成”的意思。通常是“请别人来完成（做）某事”，有时也可能“本人也参与了”。例如：
We must have the work finished before 10．我们必须使这项工作在10点钟之前完 成。
She told me she had her house repaired．她告诉我她找人把房子修理了。I must have my hair cut我得理发了。StepⅣ Practice Translate some new words into English or Chinese.StepⅣ Summary and homework Recite news words and phrases.Teaching thinking: Students need to practice more after class.Blackboard design: Some words and expressions.intend to do sth make A into B make A out of B have sth.Done 总第 课时
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Reading Teaching aims: 理解文章的基本内容
Emotional aims: 学会学习，克服学习中的困难
Teaching important points: 掌握Key words和useful Expressions的基本用法 Teaching difficult points: 掌握Key words和useful Expressions的基本用法 Teaching method: practicing and reading.Teaching procedure: StepⅠ1.Revision Review some words.StepⅡReading 1.Read the text carefully in a few minutes.2.Answer some questions.3.Discuss and answer in groups.StepⅢ Key words和Useful Expressions ⑥Strauss didn't take much notice of this until the 1940's...施特劳斯直到二十世纪四十年代才注意到这一点。
till／until在本句中用作介词。也可用作连词，用于肯定句时，主句的动词一般是延续性的，它所表示的动作一直延续到until/till所表示的时问。例如： 1 waited until he came.我一直等到他来。在否定句中，主句的动词一般是终止性的，即“not...until/till...”意思是“直到„„时才„„”如本句中until的用法。又如：
Last night we didn't get home until eleven o'clock.昨夜我们十一点才到家。He didn’t leave school until he had finished the composition.他直到写完作文才离开学校。He didn't go to sleep till midnight-直到半夜他才睡觉。take notice of音思是“注意„„”“理会„„”，例如：
Don't take any notice of what he said.不要在意他所说的话。We took no notice of his success.我们并没有注意到他的成功。
1940，s是20世纪40年代；1880's是19世纪80年代；1760's是18世纪60年代„„ 依此类推。1940's也可写作1940s读作[’nain’ti:n' fo:tiz]。
⑦Film stars like John Wayne and Marilyn Monroe wore them, and so did pop stars like the Rolling Stones.像约翰·威恩和玛丽莲·梦露这样的电影明星穿这种牛仔裤，滚石乐队这样的流行歌星也穿。
so did pop stars是倒装句，此结构中的助动词和情态动词一般与上句中的助动词和情态动词保持一致。如果上句谓语是be动词或have，则so后面也用be或have。如果上句的谓语是行为动词，则so后面用助动词do的适当形式。例如： do up作。‘扣”“系”(fasten)解，例如：
You've done up your buttons the wrong way.你把钮扣系错了。He stopped to do up his shoes.他停下来把鞋带系好。do up还可以作“收拾”“整理”“梳妆打扮”解，例如： Let’s do up this room first.咱们先收拾这个房间。
Mary has done herself up for the party.玛丽打扮的漂漂亮亮准备参加舞会。StepⅣ Practice Translate some new words into English or Chinese.StepⅣ Summary and homework Complete the following sentences with the correct form of the words or phrases in the box.Teaching thinking: Students are hard to complete some exercises and need to practice more after class.Blackboard design: Some words and expressions.till／until take notice of so did pop stars
do up 总第 课时
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Speaking Teaching aims: 掌握有条理性叙述事件经历的提纲性常用语句 Emotional aims:学会如何与别人进行交流
Teaching important points: 运用常用语句能看图陈述。Teaching difficult points: 运用常用语句能看图陈述。Teaching method: speaking Teaching procedure: StepⅠRevision Review some words and phrases.StepⅡ(1)介绍叙述事件过程，一般应包括：人物、事发时间、地点、起因、结果等内容，叙述应有条理性，内容连贯。
I'd like to tell you something about an incident.One day, l was walking towards the library with Li Hua.We saw a girl student riding her bicycle to school.At that time several boys kicked a ball towards her.The girl fell off her bicycle.At the beginning we thought it was nothing serious.But she didn't move.then we ran towards her and found her leg hurt badly.Li Hua suggested we send her to the hospital by taxi.We did so.After that we telephoned the girl's parents.Her father arrived at the hospital half an hour later.He said “thanks” to us and praised us.We said “It's what we should do and goodbye” to the girl and her father and then went on to the library.(2)练习描述事件过程的提纲性常用语句： I'd like to tell you about...One day...at the beginning then after that at last 等等。
(3)运用以上语句，模仿所给的示例，描述亲身经历过的一件事。(4)布置口语练习任务：
分组用英语讨论书中的四幅图所含信息及事件的可能内容，不要约束学生
One day l was going to school and walking in the street when I saw an old woman crossing the street.At the same time a truck was coming nearer and nearer.Suddenly the old woman fell down in the middle of the street, and then the truck stopped.1 went to help the old woman stand up and cross the street.After that the truck driver waved to us, but said nothing.1 was very angry about his attitude towards the old woman.StepⅣ Summary and homework Recite some useful expressions.Teaching thinking: students are poor in speaking, and they need to practice more after class.Blackboard design: Key words和Useful Expressions
I'd like to tell you about...One day...at the beginning
then after that at last 总第 课时
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Supplementary Reading New words
Teaching aims: Learn some news words.Emotional aims: Enjoying learning English.Teaching important points: Learn some news words.Teaching difficult points: Learn some news words.Teaching method: practicing Teaching procedure: StepⅠ: warm up 简介“美国饮食”：
Generally speaking, American food is not very thick in taste.Americans like to eat salads.They are trying to lose their weight.In supermarkets, people can buy the foods without sugar or salt.Many Americans drink coffee or tea with their meal because American restaurants can't serve beer, wine or liquor, unless they have a liquor license.The main course in American meals is usually meat, chicken or fish.Because they are busy working, most Americans race through daytime meals and the fast-food restaurants really suit their habits.The nationwide chains of fast-food restaurants have the same products and the same price, for example McDonald's, but the foods are high in fat and not very healthy.Many young people like to eat such food.That is why so many Americans are overweight.StepⅡ:Learn some new words.1.Read after the teacher.2.Read in groups.3.Read themselves.5.Read in turn.StepⅢ Practice Translate some new words into English or Chinese.StepⅣ Summary and homework Recite news words.Teaching thinking: Students are active in class, and they can master some new words.Blackboard design: Some word formation.总第 课时
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Supplementary Reading Teaching aims: 理解文章的基本内容
Emotional aims:学会合作学习，探究学习精神
Teaching important points: 掌握Key words和useful Expressions的基本用法 Teaching difficult points: 掌握Key words和useful Expressions的基本用法 Teaching method: practicing and reading.Teaching procedure: StepⅠRevision Review some words.StepⅡ Reading 1.Read the text carefully in a few minutes.2.Answer the following questions and discuss in groups.What drinks are “No Cal” drinks? What foods are “diet” foods? StepⅢ Key words和Useful Expressions ① Salads are much liked and are served all year round.色拉很受人们的欢迎，all(the)year round/around是名词词组，作“一年到头” “一年四季”解(in every month of the year)，在句中作时问状语。类似的名词词组还有：all day long（整天地、一天到晚），all night long（整夜地），all through the winter（整个冬天），all the time（一直）。例如：
The grassland beyond this mountain has little rain all the year round.山那边的草原终年少雨。
The nurse sat by the patient all night long.护士整夜守候在病人身边。They had to work all day long，and have no time to talk．他们整天都得工作，没有时问谈话。
②When eating out in the US, we can ask for tea, milk, beer, and so on, if we prefer these to coffee.在美围当我们出去吃饭时，如果不喜欢喝咖啡，就可以要茶’、prefer...to...“喜欢„„而不喜欢„„”“喜欢„„胜过„„”，其中to是介词。又如：
I prefer the city to the town.我喜欢城市，而不喜欢农村。He prefers swimming to skating.他喜欢游泳胜过滑冰。
⑧Racing through daytime meals is part of the“American pace”of life, for working time is considered valuable.白天的饮食很匆忙是美国生活节奏的组成部分，因为工作时间被认为是宝贵的。这里for表示“原因”。
句中consider sb/sth...作“认为”解，其后可接形容词或副词作宾语补足语，如本句中的valuable。另外还可接不定式或“as„”作宾补。例如：
Most people in our factory considered him honest.我们厂里大多数人都认为他诚实。
I considered what he said unimportant.我认为他说的话不重要。
You can，t consider him to be a selfish man.你不能认为他是一个自私的人。We considered you to have done very well.我们认为你已经做得很好了。StepⅣ 1 Practice Translate some words and expressions into Chinese.2.Summary homework.Teaching thinking: students are active in class, and the result is good.Blackboard design: Key words和Useful Expressions
all(the)year round/around
prefer...to...consider sb/sth...总第 课时
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Supplementary Reading Teaching aims: 理解文章的基本内容 Emotional aims:学会克服学习中的困难
Teaching important points: 掌握Key words和useful Expressions的基本用法 Teaching difficult points: 掌握Key words和useful Expressions的基本用法 Teaching method: practicing and reading.Teaching procedure: StepⅠRevision Review some words.StepⅡ Reading 1.Read the text carefully in a few minutes.Why do Americans eat quickly in daytime? What are the advantages of the chain restaurants? Are there any Americans chain restaurants in your city? 2.Understand the text.StepⅢ Key words和Useful Expressions 1.Racing through daytime meals is part of the“American pace”of life, for working time is considered valuable.白天的饮食很匆忙是美国生活节奏的组成部分，因为工作时间被认为是宝贵的。
句中consider sb/sth...作“认为”解，其后可接形容词或副词作宾语补足语，如本句中的valuable。另外还可接不定式或“as„”作宾补。例如：
Most people in our factory considered him honest.我们厂里大多数人都认为他诚实。
I considered what he said unimportant.我认为他说的话不重要。
You can，t consider him to be a selfish man.你不能认为他是一个自私的人。We considered you to have done very well.我们认为你已经做得很好了。
④The nationwide chains of fast-food restaurants are suitable for the American eating pattern.遍及全困的快餐连锁店正适合美国人的饮食方式。are suitable for“对„„合适”，又如：
I don，t know what profession would be suitable for me.我不知道什么职业会适合我。
⑤Their standard products are reasonably priced, instantly available and taste the same whether bought in New York City or in Los Angeles.不管是在纽约市还是在洛山矶购买，它们的产品都是定价公平合理、立等可取并且味道完全一样。句中price用作动词，意为“给„„定价”，又如：
The clothes in this shop are priced high.这个商店的衣服定价高。The coat was priced at $100.这件大衣要价一百美元。
whether bought in New York City or in Los Angeles是一个过去分词短语作状语，相当于让步状语从句whether they are bought„。
Whether...or...的意思是“不管是„„还是„„”，引导让步状语。又如： Whether we go there or he comes here，the result will be bad.不管我们去那儿还是他来这儿，结果都不会好。StepⅣ 1 Practice Translate some words and expressions into Chinese.2.Summary and homework.Teaching thinking: students can react to the teacher actively.Blackboard design: Key words和Useful Expressions
consider sb/sth...are suitable for
price Whether...or...总第 课时
授课时间： 年 月 日
Writing Teaching aims: 能运用表示邀请的常用语写一份简短的邀请函 Emotional aims:培养学习英语的乐趣。
Teaching important points: 能运用表示邀请的常用语写一份简短的邀请函 Teaching difficult points: 能运用表示邀请的常用语写一份简短的邀请函 Teaching method: practicing Teaching procedure: StepⅠRevision Review some words and phrases.StepⅡwriting A．复习学过的表示邀请的常用语句，如： Will you come to’„？ Would you like to„？
I would like to invite you to...If you..., I'll be very glad.B．指导写一封短信，要求内容简明扼要，时间和地点清楚。3)参考例文 Tom, How are you? I would like to invite you to my birthday party on Friday evening.Will you be free? The party will be held at 6 p.m.in my home.You may take No.1 Bus and get off the bus at the gate of the Shengli park.I will wait for you there at 5:40.Best wishes.Fang Qun StepⅢSummary homework Teaching thinking: students are poor in writing, and they need to practice more.Blackboard design: An example.Will you come to’„？ Would you like to„？ I would like to invite you to...If you..., I'll be very glad.总第 课时
授课时间： 年 月 日
Grammar Teaching aims: 现在分词和过去分词的用法对比 Emotional aims:培养合作学习精神。
Teaching important points: 现在分词和过去分词的用法对比 Teaching difficult points: 现在分词和过去分词的用法对比。Teaching method: Teaching and practicing Teaching procedure: StepⅠRevision Review some words and phrases.StepⅡ①现在分词和过去分词练习题的解题要点：
A．弄清分词（短语）在句中起什么作用。一般情况下，分词（短语）可作宾（主）语补足语、定语、状语以及表语。
B．找分词（短语）的逻辑主语。一般有以下规律：分词短语作宾（主）补足语，其逻辑主语就是宾（主）语；作定语，逻辑主语是所修饰的先行词；作表语，逻辑主语是句子的主语；作状语，逻辑主语一般是句子的主语。
c．判断分词（短语）与逻辑主语之间是主动关系还是被动关系。是主动关系则用现在分词。是被动关系则有两种可能：用过去分词或用现在分词的被动式。
D．判断分词所表示的动作与主要动词所表示的动作发生的先后顺序：如表示与谓语动作同时进行，则用现在分词；如表示已经完成或在谓语动作之前，则使用现在分词完成式或过去分词。
②分词与逻辑主语问的关系，即主动还是被动关系。
The scientist entered the hall, followed by his assistants.Will the people sitting at the back please move forward? 有些不及物动词的过去分词不表示主、被动关系，而是表示南一种状态进行另一种状态，强调动作的完成。fallen leaves（落叶）risen sun（升起的太阳）boiled water（开水）
③分词与句子谓语动作之问的时间关系,即同时发生或先于发生、还是其他情况。Don't let me catch you cheating in the exam again（同时）Having watered the vegetables, he took a rest.（先于）We have to pay duty on goods imported from abroad.（先于）
④分词作状语时其逻辑主语要与句子的主语一致，尤其是分词作状语位于句首时容易被忽视。如： Waiting for a bus, a brick fell on my head。(误)Waiting for a bus, 1 was hit by a brick on the head.（正）
Seeing from the top of the hill, the city looks even more beautiful.（误）Seen from the top of the hill, the city looks even more beautiful.（正）分词作状语其逻辑主语如果不是句子的主语，就应将其逻辑主语放在分词（短语）的前边，构成独立主格结构。
Weather permitting，we are going out for a picnic tomorrow.天气许可的话，明天我们打算去野餐。
⑤过去分词表示被动，现在分词的被动式也表示被动，两者有区别。过去分词表示被动，人多数情况下含有“已经„„”的意思；现在分词的被动式有一般式(being done)，表示“正在被”。
We visited the new library built（定语）three months ago.They have just paid a visit to the hotel being built（定语）in the center of the city.Told/Having been told（状语）many times, he still didn't remember them all.StepⅢ 1 Practice Complete each of the following sentences with the correct form of the verb given in the brackets.2.Summary and homework.(page31)Teaching thinking: students are hard to master grammar, and they need to practice more after class.Blackboard design: Some sentences
第五篇：Unit3 weather教案
Unit 3 Weather Step1 Warming up 1.Let’s chant 2.Ask and answer T: What’s the weather like today? Ss: …..T: Is it cold? Ss :….T: ….Step2 Presentation and practice 1.Let’s talk
1)Show a picture about the temperature of a day in different time.T: What can you see on this picture? Ss: …..T: Yes, it’s a picture about a day’s temperature, who can tell me how to describe the temperature? Ss: ….T: We can use this word to describe it.一边说一边在ppt上出示单词degree及音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。
2)Show a picture of the Statue of Liberty.T: Who can tell me what’s this? Ss: …
T: Yes, it’s the Statue of Liberty, where is it?
Ss:…
T: Right, it is in New York.一边说一边在ppt上出示单词New York及音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。3）Let’s talk对话内容解析
（1）提出问题：Where is Mark? & Where is Chen Jie? 带着问题，听一遍录音。
（2）就刚刚的问题，让学生做出回答，以了解学生对对话的理解程度。
（3）逐句解释对话的意思。
a.打电话时用This is ….而不是I’m …(问对方是谁的时候，用Who’s that?)
Fx : Amy: Hello!This is Amy.Who’s that?
Mark: This is Mark….b.how about
出示音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。告知意思：…
怎么样，…情况如何。
（4）degrees 当数字超过一时，degree要加 “s”。
3）T: When Chen Jie said that it’s 26 degrees.Why did Mark say that’s cold?
S: …
T: 那是因为表示温度的方法有两种，一种是华氏度，一种是摄氏度，一般在我们的生活中，我们都会用摄氏度来表示气温。现在我们来看下华氏度和摄氏度有什么区别。（一边说一边播放ppt，显示华氏度和摄氏度的换算公式及对比的图）4）跟录音，读课文。2.Let’s play(P28)
(1)单词
a.cold and windy windy 出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。
b.hot and sunny sunny出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。
c.cloudy出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。
d.clod and snowy snowy出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。
e.rainy出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。
（2）地名
T: 很多地名我们可以直接拼出拼音就对了，但是要注意的是，地名的首字母必须要大些，不然就是错的。
Harbin出示音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。
（3）看图编对话
(出示单词 cold and snowy Kunming , 显示太阳的天气图标及20℃表示昆明的实时天气)
Fx:
S1: It’s cold and snowy in Kunming.S2: No, it’s warm in Kunming now 3.Let’s play(P27)1)教读认读表示各城市地名的单词
a.New York b.Sydney 出示音标，引导学生自己拼出读音，再纠正读音，跟读。c.London 出示音标，引导学生自己拼出读音，再纠正读音，跟读。d.Toronto 出示音标，引导学生自己拼出读音，再纠正读音，跟读。e.Beijing 2）地名的首字母都要大写。
3）看图编对话。
Fx---What’s the weather like in Beijing?
---It’s cold and rainy.Step1 Warming up 1.Let chant 2.Good memory: review the words 3.Ask and answer
T: What’s the weather like today?
Ss: …..T: Is it cold? Ss :….T: ….Step2 Presentation and practice 1.Let’s learn 1)认识各地名
a.Moscow出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读。(俄罗斯首都)b.Singapore出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读。2）认读各天气
3）a.world出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。
b.听录音
c.疏通短文意思
a)world weather 世界天气
b)world map 世界地图 4）角色表演 “I’m the weather reporter.” 请四位学生起来，分别播报剩下四个地方的天气。
Fx: Here’s the world weather.Today it’s warm and cloudy in Singapore.2.Read and write T: When we are travelling to a place and wanting to tell our friends our family, or just want to tell someone about your latest situation, or want to bless someone and so on, you can write a postcard to him.Now let’s have a look that what’s John’s dad write in the postcard to John.1)听录音，思考 “where is John？ Where is John’s dad?” 2)逐句解释意思，教读单词here, swim, fly, love.a.here出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.(there 在那里，那里)
b.Swim 出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.c.fly 出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.d.love出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.3)Read and answer 4)跟录音，读短文 3.明星片的格式
出示一张明信片
T: 一般明星片都分为左右两列，左上角写收信人的邮编，右上角贴邮票。左下角为正文，可以是对他人的祝福，表示对他人的想念，可以是自己的近况等等。右下角第一两行为收信人的地址，如果地址不长，就写第一行就行，第三行为收信人的姓名，一般明信片不需要写寄信人的地址及姓名。4.Look and write 1)
首字母要大写。2)大写字母都是占一二两格
3)小写字母有辫就站一二格，有尾就站二三格，无尾无辫中间站，f 和j 站三格。（j 占到三格的，但是只有f 是顶天立地的，上下三格都顶到。）
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